Boston University

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Theses & Dissertations Dissertations and Theses (pre-1964)

1928

An evaluation of textbooks for use

by pupils of grades 7-12 in

week-day schools of religion

Sisson, Margaret

Boston University

https://hdl.handle.net/2144/7297

Boston University

BOSTON UNIVERSITY

GRADUATE SCHOOL

Thesis

AN EVALUATION OP TEXTBOOKS

i!'OH USE BY PUPILS 0? GR6.DES 7-12

IN 'AEEK-DAY SCHOOLS OF RELIGION

Submitted by

Margaret Sisson

(A.B., University of Cincinnati, 19E3)

(B.Ed., University of Cincinnati, 1924)

In partial fulfilment of requirements for

the degree of iMaster of Arts

1928

o' : , OM UNfVERSITVCOl.LPr,,c LIBERAL ARTS

LIBRARY

"37 5.74-^

30An

Contents

Chapter I. Problems Involved in the Evaluation, pp. 1-9

Problems - p. 1

Problem I. The Week-Day School of Religion, pp. 1-5

Conflicting Ideas, p. 1

Our Conception of the V/eekDay School, p. 1

Arguments for Denominational Schools, p. 2

Arguments for Kon-Denominational Schools, p. 2

Summary, p . 3

The Week-Day School Curriculum, p. 3

Life-Situations Versus Factual Knowledge, p. 4

Problem II. The Selection of Textbooks for ^ilvaluation, pp. 5-

Books Included, p. 5

Books Omitted, p. 5

Problem III. The Standard of iiivaluation, pp. 6-9

The Use of the Score-Card, p. 6

The lieed for Various Types of Score-Cards, p. 6

The Scoring System Used in This Study, p. 7

Its Advantages, p. 7

Its Disadvantages, p. 7

Criteria for Judging Contents of Textbooks, p. 8

A Summary and a Preview, p. 9

Contents (continued)

Chapter II. A Score-Card Evaluation, pp. 10-^0

The Score-Card, pp. 10-16

The Evaluation, pp. 16-27

The Comparative Rating of the Texts, pp. E8-30

Chapter III. A Description of the Textbooks, pp. 31-44

Seventh Grade, pp. 31-33

"Torchhearers in China," pp. 31

"The Geography of Bible Lands", p. 31

"Graded Bible Stories", Book IV, p. 32

"The Story of Paul of Tarsus", p. 32

"From Desert to Temple", p. 32

"Right Living", Series I, p. 33

Eighth Grade, pp. 33-37

"Living at Our Best", p. 33

"Heroes of the Faith", p. 33

"Project Lessons on the Gospel of Llark", p. 34

"Heroes of Israel", p. 35

"The iangdom of Love", p. 35

"The Story of Jesus", p. 36

"Young Japan" and "Young China", p. 36

"Programs of Study and Service on Latin America", p. 37

Ninth Grade, pp. 37-39

"Christian Life and Conduct", p. 37

"The Life and Times of Jeaus", p. 36

"The Early Days of Christianity", p. 38

Contents (concluded)

"Peter and Paul and Their Friends", p. 39

Tenth Grade, pp. 39-40

"The Bible Story and Content", p. 39

"Builders of the Church", p. 40

"How We Got Our Bible", p. 40

"World Friendship, Inc.," p. 40

High School, pp. 40-41

"Christianity at Work", p. 41

"Making Life Count", p. 4E

"Problems of Christian Youth", p. 4E

"Christian Life Problems", p. 43

"What Does Christ Expect of Young People lo-day?" p. 43

"Jesus and the Problems of Life", p. 44

"Jesus' Teachings", p. 44

Conclusion, p. 44

Summary, pp. 45-46

Bibliography, pp. I-Y

1

An Evaluation of iextbooks for Use by Pupils of Grades 7-12

in Week-Day Schools of Heligion

Chapter I. Problems Involved in the Evaluation

Problems. An evaluation of textbooks for use by pupils of

grades 7-12 in week-day schools of religion involves three problems;

first, what do we understand by the term "week-day school of religion"?

second, which of the many textbooks in this field shall we choose for

evaluation? and finally, what shall be our standard of evaluation?

Problem I. The Week-Day School of Religion

Conflicting Ideas. The week-day school of religion is still

in its infancy. Like all infants, it has its interested elders

responsible for its existence and upbringing, all full of plans for

its course in life. Some would have it go into partnership with a

denominational Sunday school. Others encourage it to start into

business for itself free from entangling alliances. Some insist that

it confine itself, for the most part, to Piblical knowledge. Others

advocate an admixture of non-Biblical material including literature,

drama, music, and art. Still others protest that knowledge is of

secondary importance. What this "child" needs for its moral growth

is activity, an actual participation in life-situations.

Our Concep tion of the V/eek-Day School . To determine whether

or not a given textbook is suitable for use in the week-day school,

we must, obviously, have our own conception of the ideal week-day

s

school unless we propose to deal with all types. In this study, we

have in mind a school that is;

1. Uon- denominational in its organization and functioning

2. Broad in its choice of curriculum materials

Z. Life-centered in its emphasis

Arguments for Denominational Schools. Exponents of the denom-

inational school present the following arguments:

1. Personal religion demands the life of vital and active

fellowship. For this reason, week-day schools can never be "schools

of religious life" apart from the churches.

#

2. "If the truthsheld vital by the church or denomination1

are emphasized on Sunday and either neglected or said to be immaterial

on a weeic day, no favorable result in the mind of the child can be

hoped for . "*

3. Correlation with the individual church program would create

a well balanced church school having Sunday, week-day, and expres-

sional sessions. f#

Arguments for L'on-Denominational Schools. I.'ore forward-

looking, we believe, and more practical is George Herbert Betts. He

sets forth these arguments for non-denominational week-day school:/I

#Edward Sargent in the "Aim of V/eek-Day Religious Instruction",idt "Religious Education", February, 1922, p. 18

*Rev. R.S. Chalmers in "Brief Statements of Aims", "Religious Educa-tion", February, 1922, p. 23

"A Statement from Field 7/orkers" in "Religious Education", Febr\iary,1922, p. 33

3

1. The public school, with which the weeJc-day school of religion

must co-operate, can deal with one unified organization better than

with a separate organization for each church.

2. The non- denominational school can exert a full appeal to

the interest of the public, including even the unchurched.

3. Denominational consciousness is already too strong.

He points out that correlation with the Sunday school is de-

sirable but hardly possible at present. The child hi.aself must be the

canter of the correlating process. Difficulties in the way of corre-

lated programs are these:

1. The Sunday school has different teachers, different class

groupings and gradings.

2. The Sunday school is denominational.

3. There is no standard Sunday school curriculum for all de-

nominations nor for all schools of any one denomination.

Much the same difficulties prevent correlation with vacation

church schools.

#

Summary . We have, then conceived the week-day school of

religion as non-denominsti onal , its program not definitely correlated

with that of the Sunday school or the vacation school.

The '.Veek-Day School CurriculTim. The whole trend in curriculum

building today, whether in secular or religious schools, is toward

# Betts, George Herbert, "The Curriculum of Religious Education",Chapter XXIV.

4

expansion. As life becomes increasingly complex, man finds need for

more varied types of training. Progressive public schools are constant-

ly adding new courses to meet new needs, iiven religious schools, al-

ways more conservative, are gradually av/akening to spiritual and social

needs requiring an enriched curriculum. Where Biblical material best

meets the need, it is used. '^Vhere non-Eiblical material seems more

practical, it is introduced. The arts have been re-discovered, as it

were, as valuable avenues for opening up vistas of spiritual insight.

The ideal weei:-day school can ill afford to confine itself to one

type of material.

Life-Situations Versus j'actual Knowledge . "Y/e learn by doing."

This statement has become an educational truism. It was the recogni-

tion of this principle in educational psychology that usuered in hand-

work as a means of "fixing facts". Yet, after all. Christian charac-

ter, not merely Christian knowle.ge, is oui- goal; and character grows

in activity. "We do by doing." As Herbert C. Llayer puts it, "Charac-

ter is the sum of all a person's habits. Habits are acts that have

been oft repeated. Acts originate in ideas. The church has been

supplying a means of giving ideas, then sitting idly bj as if the rest

of the process would follow automatically. .. .The task is that of

putting theory into practice. "#

It is this same principle that H. F. Cope has in mind when

he includes among four tests of all curricula these two:

1. A curriculum must be conceived in terms of the active ex-

perience of children. It must be a way of guiding their experience.

Mayer, Herbert Carleton, "The Cr:urch*s Program for Young People",

p. 190

5

2. Its content and method must be determined "by the known

processes ui-jder which children do come to ^now, and love, and effec-

tively will the life of a religious society. #

The third element, then, in our conception of the ideal week'

day school is a life-centered curriculum whose aim is Christian con-

duct .

Problem II. The Selection of Textbooks for jivaluation

Books Included . The Preacher said truly, "Of making many

books there is no end." It has been necessary in this study to

limit our evaluation to a particular list of books. In January, 1928,

the Department of Vacation and /.eekday Church Schools of the Inter-

national Council of Religious Jiiducation published a list of books for

use in week-day church schools. All of the books listed by departments

or grades were recommended by one or more of the constituent denomina-

tions of the Interns tional Council. These texts became the basis of

our study. In order to include both junior and senior high school

material, we evaluated most of those recommended for the seventh,

eighth, ninth, and tenth grades, and those listed under "High School"

and "Senior aigh School".

Books Jmitted. A number of books we omitted. One, "Eiiights of

Service", by Hawthorne, v/ith a pupil's book by Bradshaw, is undoubt-

edly Junior material, too juvenile to appeal to seventh grade pupils.

L'uller's "Junior Class Llanual" was omitted for the same reason. Three

#Cope, H. F,, "The V^eek-Day Church School", chapter XV

/

6

books, namely, "The Great Leader", by Weeks, "Old Testament Leaders",

and "IJew Testament Leaders", by j::rb--all Judson Press publications--

contain both Siinday and week-day lessons with correlated worship

programs. They are, moreover, published in the old paper-back quar-

terly form. The other books omitted were inaccessible at the time the

study was being made.

Problem III. The Standard of Evaluation

The Use of the Score-Card. With the modern passion for scien-

tific accuracy has come the score-card for measuring textbooks. The

score-card purports to list all the desirable elements for a given

type of textbook and to assign to each element a quantitative value.

A committee is chosen to evaluate the textbooks, affixing to each

element--whether the binding of the book, its literary style, its

topics for home study, or what not--a numerical value expressive of

how far the text measures up in that respect to the ideal text repre-

sented by the score-card numerals. The members of the committee

work separately. Their evaluations are then brought together and the

"mean" values determined. Thus personal variations in judgment are

compensated.

The Need for Various Types of Score-Cards. It is clear

that different types of textbooks call for different score-cards.

For example , a college algebrs and a Latin grammar could not be

compared in many respects. They serve different purposes and em-

body different values. Similarly, textbooks for religious education

are unique in many respects and require, therefore, a unique score-

card.

c-

7

The Scoring System U se d in This Study . The score- card used

in this stud^ is essentially the one devised "by Charles Clinton Peters

for measuring church school textbooks. It is found in Part III of

"The Indiana Survey of Religious iiducation" , volume II, by '.Valter S.

Athearn and others. The main headings and sub-headings with their

corresponding numerical values are identical in the two scores. The

secondary sub-headir-gs in ours were modified in some cases by George

Herbert Betts' score-card for the evaluation of religious curricula, f

Its Advantages . The "Indiana Survey" scoring system is particu-

larly helpful because it includes pages and whole lessons from various

textbooks, with the standard values assigned them. The evaluator is

thus enabled to measure the printed type of a book, its pictures, the

make-up of a page, the pedagogical features of a lesson, etc. againbt

a somev/hat definite standard, features th?,t cannot be reproduced are

described.

Its Disadvantages. We make no claim to scientific accuracy

in our evaluation. The numerical values set down represent only one

person's critical ;)udgment. They are not "mean" values. Even if they

were, they would still not be strictly scientific. No measuring scale

can include, for instance, examples of all the types of pages

and lessons and literary style found in textbooks. There are bound

to be cases that simply do not fit in anywhere. Here the evaluator

is left more or less to his own devices.

# Betts, George Herbert, "The Curriculum of Religious Education",pp. 343-349.

{ -

6

In judging the contents of a book it is obviously impossible

to be scientific. The "Indiana Survey" frankly admits this. :,:any

may agree as to what '^re the characteristics of Junior and Senior

High School pupils, a good many may even agree as to what are their

needs, but there will be a wide difference of opinion as to what

materials best meet these needs. In deciding this last question, our

particular theological twist, for instance, will play aome part.

Cri teria for Judgi ng Contents of iextb ooks. In general, we

have kept in mind the following characteristics and needs of high

school pupils." t

Junior High School Pupils

Characteristics

Rapid bodily development

Intense interest in the life of

a group

JiJagerness for information

Practical interest in religion

A widening social horizon

Corresponding Needs

Variety of work and a chance t

move about in class

Group projects

Individual assignments, readin

and research. An enlightened

interpretation of the Bible

Service activities

Knowledge of anJ>sympathy

with other groups

f See especially Herbert C. Layer's, "ihe Church's Program forYoung People", pp. 31-36

I

9

Senior High School Pupils

Characteristics

Ability to reason

Keen imagination, idealism, and

appreciation

Interest in the opposite sex

and in a widening social

horizon

Corresponding Needs

An enlightened interpretation of

the Bitle. Challenging assign-

ments

inriehment material

A study of problems arising in

this broadening group life.

A Summary and a Pre-view . In this chapter we have tried to

present the three problems involved in this study and to show how we

have met them. Chapter II will contain the actual scoring of the

textbooks. Since there will not be room to include secondary sub-

headings in the chart, we shall print the entire score-card at the

beginning of the chapter.

10

Chapter II. A Score-Card Evaluation

The Score-Card

Points Points

Main Headings Sub-headings

I. Mechanical Features 115

1. Typea. Size of type 26b. Leadingc. Word spacing

2. Attractiveness of page 20a. Marginsb. Clear print (i.e., not blurred)c. Artistic spacing arrangement

3. Pictorial illustrations(That is, not the presence of the pictures,but their quality when they do appear).

a. Artistic value of pictures 15b. Excellence of raecnanical execution of cuts 13

4. Organization of page 21a. Appropriateness of paragraph headings

to subject matterb. Convenience of displayc. Sequence of paragraphs to such an extent as can

be judged from a single page

5. Maie-up of booic or pamphlet EGa. Attractiveness of bindingb. Durability of binding, stitching, etc.c. Q,uality of paper

II. Style100

1. General literary merit 45a. Elegance of dictionb. Skillful arrangement of climaxesc. The "pull" arising out of the

dramatic or human elements in thematter selected

d. General aesthetic effect

11

Points Points

Main Headings Sub-headings

2. Appropriateness of style to age of 55pupils

a. Appropriateness of vocabulary to ageb. ii.ppropriateness to age of general

tone and method of attackc. Appropriateness of grammatical and rhetorical

complexity to age

III. Pedagogical Organization of Lessons 250

1. Evidences of the functioning of 56an aim

a. The volume organized abouta definite aim consistentlycarried out through theindividual lessons

b. Each individual lesson organ-ized about a definite aim, withprovisions for getting this aimaccepted by the pupils andachieved by them

c. Jlach lesson aim definitelyclinched, either by reference to itin the conclusion or by such struc-ture in the lesson as will insureits conclusive realization

2. Type of organization of the lessons 41a. Pitting of type of lesson to

material and pupils, as story-borne truth, didactic, discussion,problem-project, etc.

b. Proper use of the principle ofvariety in use of lesson typesin order to save from Laonotony

c. Articulated with interests and"apperceptive mass" of pupils

d. Proper use of "stress" and "neglect"in order to iuipress i nportant truthsand drive lessons home

3. Provisions for controlling study 50a. iiffective assignment (so made as to

motivate and direct study).

12

Points Points

Main Headings Sut-headings

Id. Questions for guiding study(Both memory and thought questions)

c. Valua"ble references for homereading and means for checkingthese up or otherwise motivatingthem

d. Provision for supervising orotherwise explicitly directingstudy

e. Means for rewarding, and thusencouraging home study

f. Lessons so organized as to en-courage and reward participation bythe pupils

4. Provision of mearjs to insure functioningof the instruction 65

a. Definite correlations made "betweentruths and principles taught andeveryday relationships

"b. Siiggestions for activities or linesof action embodying and giving ex-pression to the ideals presented

c. Drilling to the point of habit orskill such reactions as require andrespond to this mode of treatment, asmemorizing responses in ritual, etc.

d. Training provided for in carrying generalprinciples or ideals over to apply tospecific instances (1) In individual lifeand conduct, (2) In social relationships

5. Provision for the enrichment of experiencein ways not directly related to the lessonbut not antagonistic to it 38

a. Supplementary talks on nature or othersubjects at periods other than theregular lesson period

b. Incidental reference to great men oriniportant events; allusions to great ert,literature, or music; quotations frompoetry or fine prose; cross referencesto history, geography, etc.

c. Valuable contributions to the vocabularyof the pupil, by way of the enriching ofold terms or the addition of new ones

I I

13

Points Points

Main Headings SuId-headings

d. Hand or expression work withmotives other than that of merely-clinching the lesson (i.e., forpleasure, interest, or generalenrichment

)

e. Any sort of enriching information

IV. Teaching-helps in the Individual Lesson 140

. 1. A separate manual for teachers 3S

E. Valuable supplementary materialfor teachers 31a. Additional information for the sake

of perspectiveb. References for further content and

professional readingc. Additional story or other material

supplied or the teacher referredto it

3. Useful teaching suggestions 38a. Suggestions for distribution of

emphasis (.Vaat to stress, what tohave memorized, etc.)

b. J?'or relating lesson to pupil's ageor interests

c. Suggestions as to how to prepareand conduct the lesson

d. Valuable suggestions for controllingstudy (For motivating it, checking itup, directing it, etc.)

4. Valuable teacaing aids 39a. Useful questions for conduct of

recitationb. Useful questions for reviewc. Useful model lesson plansd. Topics, problems, or projects to be

assigned for home worke. Outlines for summing up and organizing

recitationf . Provision of program material other than

that of the lesson proper (prayers, songs,games , etc.

)

V

14'

Points Points

Main Headings sub-headings

V. Teaching-Helps Involved in the Organi-zation of the Book as a 7/hole 125

1. Valuable teaching suggestionsadditional to those that consti-tute an integral part of eachlesson (as in an introductory-chapter or scattered in shortnotices through the book) 34a. Discussion of the psycho-

logical characteristics ofchildren of the age for whichthe material is intended

b. Discussion of the sociologi-cally defined neecs of the pupils forwhom the book has been prepared

c. Lists of library books suitable torecommend to pupils of the age dealtwith, for their private or referencereading

d. Suggestions for the wider reading ofthe teacher

e. General suggestions as to how toprepare or conduct the lessons of thecourse

2. Supplementary teaching material 38a. Maps and chartsb. Music published with the lesson

book (or cited)c. Index, glossary, pronouncing

dictionary, table of contentsd. Accompanying picturese. IJote books, nandv/ork materials, etc.f. Keport forms for keeping the home in

touch with the schoolg. treneral bibliography

3. Provision for giving the teacher perspectiveon the course 29a. Account of the particular ai n of the

course in hand, and of how it fits intothe scheme as a whole

b. Brief account of the other books of theseries

(

15

Points Points

Main Headings out-headings

c. Description of the equip-ment needed for the course

d. Advertisement of desirableadditional material and whereto get it

4. Provision for review lessons 24a. Reviews not too frequent

nor too infrequentb. Provision for well con-

ducted reviews

VI. Content 270

1. Jfitness of the material to appealstrongly to pupils of the age forwhich the lesson is intended 95a. ij'itness of the aim to the ageb. i^'itness of the basic material

to the agec. Witness to the age of the material

by which the basic material isdeveloped (as the notes or storiesused with a selected Eible passage)

2. Fitness of the material to meet the needs of thepupils as defined by child psychology and bysociology (age-levels considered) 110

3* Fitness to meet the specific objectives of theparticular church (or other group) for whichthe material has been prepared 65

I•

.

I

The Eraluation

I. Mechanloalj II. StylsFeatures

115 100

III. Pedagogl-jcal Organlza-

;

tlon of Lessons

250

IV. Teaching-Helps in theIndividualLesson

140

V. Teaching-Helps in-volved in theOrganizationof the aookAs a Whole

125

16

VI. Content

270

1. Type (26)

2. Attractive-ness of page

(20)

3. Pictorialillustrations

a. Artisticvalue ofpictures

(15)

b. Excellenceof mecha-nical exe-cution ofcuts (13)

4. Organizationof page (21)

5. Make-up ofbook or pam-phlet (20)

1 . Generalliterarymerit (45)

2. Appropri-ateness ofstyle to ageof pupils

(55)

1. Eviaences ofthe function-ing of an aim

(56) 1

i I

2 . Type of or-ganization ofthe lessons

I

^^^^I

3.Provisionfor control-ling study

I

(50)j

4. Provision '

of means toinsure func-tioning ofthe instruc-tion (65)

5. Provision fprthe enrich-ment of exper-ience in waysnot directlyrelated tothe lessonbut not an-tagonisticto it (38)

l.A separatemanual forteachers

(32)

2. Valuablesupplement-ary materialfor teachers

(31)

3. Usefulteachingsuggestions

(38)

4. Valuableteachingaids (39)

1 .Valuableteaching sug-gestions ad-ditional tothose thatconstitute anintegral partof each les-son (as in anIntroductorychapter orscattered inshort noticesthrough thebook) (34)

1. Fitness ofthe materialto appealstrongly topupils of theage for whichthe lessonis intended

(95)

2. Fitness ofthe matei'lalto meet theneeds of thepupils as de-fined by

2.Suppleraentarychild psy-teaching chology andmaterial (38) by sociology

(age-levelscons idered)

(110)3. Provisionfor givingthe teacherperspectiveon the course

(29)

4 .Provisionfor reviewlessons (24)

3. Fitness tomeet thespecific ob-jectlves ofthe particu-lar church(or other

material hasbeen prepared

(65)

17Torchbearers in China, by Mathews

I. 80

1. 262. 14

a. 8b. l2

4. 85.12

II. 96

1. 412. 55

III. 95

1. 402. 253. 104. 105. 10

Iv.

1.2;3.4.

V. 23

1.2. 233.4.

VI. 247

1. 802.1003. 60

GeoeraPhy of Bible Lands, by Crosby[

1

I. 91

1. 202. 163.

a. 8b. 9

4. 205. 18

II. 91

1. 372. 54

- -

III. 175

1. 452. 303. 404. 355. 25

IV. 6

1.2.3.4. 6

V. 35

1. 52. 303.4.

VI. 235

1. 802. 953. 60

Graded Bible Stories , Book IV, by Mutch

I. 89

1. 232. 143.

a. 13b. 12

4. 125. 15

II. 86

1. 342. 52

III. 150

1. 502. 203. 454. 255. 10

IV. 24

1.

2. 6

3. 124. 6

V. 56

1.2. 63.124. b

VI. 165

1. 652. 60

33. 40

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28

The Comparatiye bating of the Texts. It will "be of interest

to see the comparative rating of the texts, putting first the "book:

with the highest total score, and listing the others in proper order

on down to the lowest score. The fact that the teacher's manual for

Grant's iiarly Days of Christianity" was unohtainahle has made it

impossible to determine the total score for that text. The others

are listed in the chart which follows. The two texts by ',7e£ton,

"Jesus and the Problems of Life" and ''Jesus ' Teachings", each scoring

687 points, come Just halfway down the list, and therefore marls: the

median in the scale. We should assume, taen, that they represent

the standard satisfactory text; that all those above them are sup-

erior; and those below them, unsatisfactory.

We must remember, however, that vie have not evaluated all

the books in this particular field. We have examined only those on

an approved list issued by the Department of Vacation and Week-Day

Church Schools of the International Council of Religious Education.

The position of a text below the median in the scale does not, there-

fore, indicate unfitness for use. It will be noticed that books very

desirable from some points of viev; fall below the median because of

certain shortcomings. Others which a personal estimate of contents,

for instance, would place beyond the pale, win out on the strength

of other features which are desirable. In such cases we see both

the strength and the weakness of a scoring system.

29

The Kingdom of Love 876

Project Lessons on the Gospel of Llark 670.7

The Story of Jesus 835

=^ Kight Living, Series I 792

The Story of Paul of Tarsus 769

Young Japan 766

The Spread of Christianity 765

From Desert to Temple 752.5

Eeroes of Israel 750.1

Young China 745

The Life and Times of Jesus 744

Programs of Study and Service on Latin America 740

Peter and Paul and Their Jfriends 705

Heroes of the Faith 692

Christian Life and Conduct 692

Jesus and the Problems of Life '^^'^

687Jesus' Teachings

What Does Christ iiixpect of Young People To-day? 670.5

Christianity at 'Work 665

The Bihle Story and Content 654.2

Geography of Bihle Lands 633

Making Life Count 598.9

Builders of the Church 596

Christian Life Problems 587

Problems of Christian Youth 58 7

Living at Our Best 584.5

Graded Bible Stories, Book IV 570

How We Got Our Bitle

High Adventure

Torchbearers in China

World iJ'riendship , Inc.

31

Chapter III. A description of the Texttooics

Having attached a nTimerical value to each element in the

texfbooks, and having seen their comparative rating, we shall now

attempt a "brief description of each text. By this means we can note

the contents and chief characteristics of the hooks. We shall follow

the graded groupings of the leaflet issued "by the International Coun-

cil of Religious ilducation.

Seventh Grade

Torchhearers in China , "by Basil Mathews and Arthur Ji:. south-

on, is a paper bound "book with attractive photograph illustrations.

In graphic narrative style it tells the achievements of such men as

Samuel Pollard, Dr. Albert Shelton, and '.Vatts Pye. It is arranged

as a story book rich in content rather than as a textbook. fCf. p. 17).

The Geography of Bible Lands , by ?.ena L. Crosby, is a good

pupil's text, attractive both in mechanical features and in content.

It contains eight maps and seventy-two photographs illustrating Ori-

ental life. These are well chosen, but might be , rinted more dis-

tinctly. The book deals with Asia, Llesopotamia , Persia, Syria, Pal-

estine, Judaea, Arabia, iiigypt,Armenia, Asia Minor, Greece, and Italy.

Its contents are varied, including among such questions as topography,

transportation, and social customs a discussion of Mohammedanism. It

attempts at all points to link Biblical incidents with their proper

locale. In the main, the style is clear and interesting. In part,

it follows the travel method of narration found in Carpenter's geo-

graphic readers. Questions for study appear at the end of each chap-

ter. A list of reference books for pupils and for teacher, a glos-

32

sary, and an index make the "book still more practical. The "book,

however, is designed wholly as a pupil's text. The absence of

teaching helps has "brought it "below the median in the rating scale.

(Cf. p. 17).

Graded Bi"ble Stories. Book lY , by William James Mutch, is

designed for pupils from eleven to fourteen years old. Its aim is

purely to present and provide drill in thost Bible stories allotted

to this age group. The book is remarkably monotonous. The teacher

tells the story, several pupils re-tell tt during the class session;

and all, presumably, re-tell it at home to their parents. The ques-

tions on each story are a mere test of memory. A collection of Wilde

pictures is to be obtained for use in the pupilS* notebooks. The

book seems wholly unsuited, both in content and method, for use in

seventh grade classes of religion. (Cf. p. 17).

The Story of Paul of Tarsus, by Louise Warren Atkinson, is a

manual for teachers of seventh and eighth grade pupils. It wisely

emphasizes the boyhood of Paul, and the activity rather than the

teachings of Paul, the nian. It contains good background material for

the life of this great pioneer, iiach chpater gives references for

study (Biblical and otherwise), illustrative material, the central

thought of the lesson, and suggestions to the teacher. A looseleaf

notebook for pupils and an envelope containing twenty-nine pictures

to paste in accompany the teacher's manual. (Cf. p. 16).

.yrorn Desert to Temple, by i^ileanor wood Whitman, shows the

spiritual growth of the people whose distinct gift to' the world was

"the knowledge of one God, the j^ather of all." It is a dramatic

narration of Hebrew history embodying bits of ancient Hebrew poetry

and prophetic utterances. The narration in each chapter is followed

33

by "Information for the Teacher" end "Suggestions for Teaching."

Dramatizations are included from time to time. There are two maps

and three good photographs. Altogether the book is very usable.

(Cf. p. 18).

Right L iving. Series I , Ey "aurice J. Neuberg, is a dis-

cussion course for pupils twelve to fourteen years old. The teacher'

and pupil's manuals come bound either in paper or ir. cloth. The

twenty-six problems for discussion are ver^ practical for pupils of

this age. They include such topics as politeness, responsibility,

clean speech, snobbishness, kindness to animals, and obedience.

The whole course is life- cent ered with background material both

Biblical aiid extra-Biblical. The emphasis throughout is on conduct.

fjLch lesson contains accounts of several life-situations with ques-

tions on them calling for moral judgment, "fcbe blank pages for writ-

ten answers. The pupils are directed to outside reading and are

given problems for research. (Cf. p. 16).

Eighth Grade

Living at Our Best , by Grace Hastings Saarp and Llabel Kill,

treats valuable subjects inadequately, .-xt first glance, one finds

the book attractive and practical. Closer examination, however,

reveals its poor organization. The chapters are poor in paragraph

sequence. Headings are sometimes inappropriate. Points are not

clinched. One wonders, "What is it all about?" Among the subjects

discussed are health, kindness to ani.nals, leadership, personality,

the value of money, work, specialization^and happiness. (Cf. p. 19).

Heroes of the Faith , by Herbert V/right Gates, is unsuitable

for week-day schools for two reasons. In the first place, it is

34

cheaply "bound in cloth, the space between lines is cramped, and the

zinc etching portraits are almost ludicrous. As a college Freshman

exclaimed over them, "Why, those are the sort of portraits we always

used to put mustaches on in our texthooJis I" In the second place, the

lessons are arranged with almost no logical sequence. Abraham, David

Livingstone, Florence l^ightingale , and Elijah are scattered in with

Wyclif, St. Paul, John iiJliot, and Judas lilaccabeus. The style of the

book is clear, but not brilliant. 2ach lesson is followed by direc-

tions for study, notebook work, home work, and suggestions for out-

side reading and investigation. The reviews are stimulating and

varied. A teacher's manual accompanies the pupil's book. These

desirable features have brought the book just above the median in the

rating. With improved mechanical features and better organization

"Heroes of the Faith" would make a valuable text. ( Cf . p. 19).

Project Lessons oij the Gospel of Uark . by Nellie Content

Kimberly 7/adhams, is an excellent teacher's manual designed for

sevent.i grade classes, and more suitable for them than for eighth

grade pupils. It gives explicit directions for handwork, and lists

necessary supplies and supplementary books. If offers careful sug-

gestions for conducting the class, and includes material for pre-

session work, tae worship period, and the assignment. Each lesson

includes a typical class discussion. A pocket on the back cover

contains patterns needed for handwork. Photos in the book show

some of the pupil's completed work--such things as a Palestinian

house and a synagogue. The course attempts to govern conduct by pro-

viding ten lessons at the end, in which the pupils make gifts for

other children. The last project is an exhibit and a missionary play.

The course should be of vital interest to seventh grade pupils. (Cf.

p. 19).

35

Heroes of Israel , "by Theodore Gerald Soares, is a collection

of hero stories for juniors, and should probahly not be used with

eighth grade pupils. The hook is attractive in make-up, and contains

two clear maps and several cuts including photographs of the statues,

"LiOses" and "David", "by Michelangelo. Each lesson in the pupil's

hook is divided into three parts: first, the Bihle text of the story

printed tinder appropriate headings and omitting undesirable and irre-

levant parts; second, "The Meaning of the Story"— questions and run-

ning comments; and third, a review composed of map ..ork and written

work in the pupils' notebooks. The stories are treated from a mo-

dern point of view, which recognizes taem as the outgrowth of a

rude civilization, but as vehicles, nevertheless, of spiritual

values- A fairly helpful teacher's manual accompanies the pupil's

book. (Cf. p. 20).

The Zin^dom of Love , by Blanche Carrier, is a course which

has been tried out and revised during five years in the v/eek-day

schools of Dayton, Ohio. It is designed for sixth, seventh, arjd

eighth grades. I*liss Carrier has prepared a comprehensive teacher's

manual and a brief pupil's manual. The course begins with s brief

and moving story of Jesus' whole career, entitled, "The Young Man

With a Daring Dream". Tnen it specializes on "Jesus the Boy"; "Jesus,

Citizen of the kingdom"; "Jesus, the Eero"; and "Jesus, the Zing".

The course is organized around large units, each covering one or two

weeks' work. It is full of variety and enrichment. K&oh unit com-

bines stories, problems, discussions, pictures, hymh-study, worship,

projects, and notebook work. There is great variety, likewise, in the

assignments. Pupils are given very practical things to do in the

realms of memorizing, individual investigations, and service activities.

36

.- >

Ihe class periods are in part socialized recitations. The entire

com-se is life-centered. (Cf, p. £0).

The Story of Je sus , by Florence Euck, has the liberal point

of view which we should expect in a Unitarian publication. Three

books are needed for the course; the teacher's book; the pupil's

book, "The Gospel of Jesus", by Clayton R. Bowen; and a pupil's

notebook prepared by Florence Buck. The teacher's manual gives in-

formation bearing on the lesson material, teaching suggestions, les-

son assignments, lesson aims, references to supplementary material,

directions for notebook work, and lists of pictures which may be

used.

The Beacon Press pamphlet on "Publications in Religious Edu-

cation", page 19, thus describes the pupil's book: "It is an arrange-

ment of the first three Gospels into continuous narrative in Bible

language. The arrangement is based on critical scholarship; legen-

dary material is put into an Appendix. There are critical notes and

excellent indexes." The "legendary material" includes such narratives

as the birth of Christ, the transfiguration, the feeding of the five

thousand, and the resurrection.

The pupil's notebook should be of great interest to seventh

or eighth graders. It contains poems and prayers to learn, maps to

complete, questions to answer, pictures to paste in . (Cf. p. 20).

Young Japan and Young China , by Llabel Gardner Zerschner, are

valuable pamphlets for leaders of intermediates. They are project

courses based on "tae conviction that friendship grows through active

participation in the life of others more than through the mere know-

ft

37.

ledge of facts about them." # Young China plunges the pupils into ;

series of activities which necessitate the gathering of definite in

formation. This information is printed at the end of the pamphlet.

Among the suggested activities are a party for primary children, a

Chinese play, a Chinese festival, and a Chinese publicity campaign.

Young Japan is organized around such topics as "At Home in Japan",

School in Japan", and "At Play in Japsn". V/orship^ special reports,

handwork, conversEtions ,dramatizations, and games lend variety to

the course. (Ci. p. 21).

Pr ograms of Study and Service on Latin America,by Elsie L

Oberg, is a pamphlet similar to those just described. It resembles

Young Japan more than Young ^hina in that it is organized around

topics for study v;ith accompanying activities, rather than -round

activities involving topics for study. It, too, presects a varied

program of worship, map work, dramatizations, service activities,

games, and even Latin American meals. fCf. p. 21).

Ninth Grade

Christian Life and Conduct , by Harold B. Hunting, has the

cheap, unattractive make-up characteristic of the Scribner Series.

Both pupil's and teacher's manual are built up on the old quarterly

plan, but all four quarters are bound in one cloth-covered volume.

Part I, entitled "Living According to the Standards of Law", deals

with such questions as "The Hight to Life", "The Right to Property"

and "The Rights of Dumb Animals". Part II, "Living According to

the Standards of the Sages and Prophets", takes up "The Importance

of Self-control", "The Dignity of Vfork","Suffering for Others", et

#Kerschner, M. G. ,"Young Caina"

, p. 1

38

Among the topics in Part III, "Living According to the Standards of

Jesus", are "The Christian in the ij'amily", "The Christian and His

Friends", "The Christian and His Thoughts".

S'ollowing each lesson are questions with spaces for written

answers. Only about one in eight questions is related to a life-

situation. The lessons are less practical than the topics lead one

to expect, pnd are monotonous in their unvaried form. The course

contains good poetry quoted rather copiously. (Cf. p. 22).

The Life and Times of Jesus,by i'rederick C. Grant, is what

we shall call a perfectly harmless book. It tells the life of Christ

objectively with no attempt to explain or interpret such miracles as

the dove at Jesus' baptism, casting out demons, or the birth and

resurrection of Jesus. Perhaps we should not call the book "harmless"

after all, for pupils this age require a satisfactory explanation of

these matters. The photographs of Palestine are helpful, but the

study topics lack vitality.

The teacher's manual states lesson aims, tells what to stress,

and gives brief notes on class procedure, adding rather prosaic and

preachy "applications" of the lesson. The suggested "activity" is

largely notebook work.

The good mechanical features of the book, its clear literary

style, and its separate man- al for teachers have all helped to place

it above the median in the rating scale. (Cf. p. 22).

The Early Days of Chri stianity, by Frederick C. Grant, is a

thoroughly usable text on church history. There is an introductory chap-

ter on "The Roman ?/orld". The rest of the book falls into three

parts. Part I deals v;ith Peter, John, Stephen, and other members of

the early church in Palestine. Part II presents the work of Paul.

I

39

Part III takes up the martyrs, the church fathers, constantine

,

and others. Study topics follow each chapter. These call for map

work, investigatiori in encyclopaedias and other "books, memorizing, and

questions involving both memory and personal judgment. (Cf. p. 22).

Peter and Paul and Their i?^r lends , "by Helen Kicolay, is a

manual for teacaers of fo^jrteen-year-old pupils. It is attractive

in make-up and in its sprightly literary style. Historical and geo-

graphical "backgrounds, subjects for discussion, lesson mottoes,

memory verses, poems, references to pictures, and books for the

teacher's further study, actual questions and .assignments for the

pupil's individual study during the week, --all these things make the

book quite practical. The teaching suggestions are full of variety.

The book is weak, hov.ever, in failing to provide for reviews.

The pupils are expected to use the Bible as their text, and to

work at individual assignments for the socialized class period. (Cf .p.

Tenth Grade

The Bible Story and Content , by Calvin Y/eiss Laufer, pre-

sents in popular form "The Origin of the Bible", "The Contents of

the Bible", and "Tne Bible in Various Tongues". The style is, per-

haps, too childish for the tenth grade, though the subject matter

is not. The book gives the modern attitude toward the Bible, but

is reverent and constructive throughout. Each chapter is followed

by questions based chiefly on the text, and by page references to

books for further studj . The illustrations are good reproductions

of archaeological finds and of pages from famous Bibles. (Cf. p. 23).

40

Builders of the Church , ty Robert Leonard lucker, contains

thirty-two chapters, each devoted to a differenfhuilder" . It be-

gins with Paul, Athanasius, and Augustine and comes down through the

ages to such modern "builders" as i'rances iii. Willard, Robert ii:. Lee,

and Theodore Roosevelt. Study topics and suggested readings (non-

Biblical) conclude each chapter. The study topics relate the mater-

ial to modern situations. All in all, the book is a very practical

pupil's text. (Cf. p. 23).

How We Got Our Bible , by J. Paterson Smyth, "traces the

story of the Bible from the earliest manuscripts of Apostolic days

down to the last Revised Version which is in our hands to-day." #

The account is clear and graphic, embodying some vigorous descrip-

tion and enlivened by direct discourse. The illustrations ere re-

productions of pages from ancient manuscripts and historic Bibles.

The book is not well arranged for a text. There are sub-chapters but

no paragraph headings. Questions and topics for study are lacking.

(Cf. p. 24).

World jj'riendship , Inc .. by J. Lovell Murray, similar in make-

up to Torchbearers in C hina , shows what Christianity is accomplish-

ing in all phases of life in the foreign mission field--health, in-

dustry, education, editorial work, agriculture, and social service.

The style is expository, with bits of narrative to make points vivid.

Topics for study, a list of books for further reading, and more

paragraph headings would be helpful. (Cf. p. 24).

High School

High Adventure, by Pjeril Hess, is a lively little book to

develop appreciation of the Slavs in America. The author's pen and

ink illustrations, while suggestive, are rather crude in executionfSmyth, J. P. "How 7/e Got Our Bible", pp. 1-2

41

and childish in subject. ihe literary style, likewise, would make a

stronger appeal to younger pupils. The "book begins with the story

of a Slavic boy's trip to America and develops his Slavic background.

The last chapter, "Youth's High Adventure", suggests that the pupils

make a commuijity survey and draw a map showing the location of vari-

ous branches of the Slavic family— their public halls, churches,

schools, and other institutions.

There are no paragraph headings. (Cf. p. 24).

The Spread of Christianity , by Paul Hutchinson, is a church

history for the tenth or eleventh grade. The theme, according to the

preface, is "Christianity as a growing power." Beginning with the

Apostolic age, the account proceeds through the age of Constantine,

the rise of the Pope, the Crusades, the i^eformation , and contin-

ues dov/n to the Church in America and the development of modern

missions in the leading foreign countries.

The book has many desirable textbook features. The style is

clear. The chapters are well subdivided. There are three maps and

five illustrations. Suggestions for discussion follow each chapter.

A list of books for further reading adds to its usefulness as a text.

The teacher's manual, by iiarion 0. Hawthorne, follows the

same plan as Grant's manual for The Life and Times of Jesus. (Cf. p. 25)

Senior High School

Christianity at Work,by John Versteeg, is a refreshingly

enlightened sort of book, with a modern attitude toward the Bible and

toward social questions. Its avowed aim, stated on page 8, is "to

enlist the student in the cause of Christ". To this end, it empha-

4

42

sizes Christianity as a movement. We have here a church history

revealing both the failures and achievements of the church. It

shows what Christianity has done in regard to such matters as sla-

very, the position of woman, poverty, labor, democracy, peace, and

race relations. One whole division, devoted to "Christianity at

Work on Culture", shows Christianity's relationship to science and

the arts

.

The questions for discussion are religious, but not BiDlical.

They encourage the pupil to re- think his religion from a new angle,

(cf. p. 25).

Making Life Count , by Eugene C. Poster, contains sane and

practical material for vocational guidance in its broad, underlying

principles--such matters as education, amoition, and self-analysis.

One chapter is devoted to whole-time Christian callings. The last

chapter discusses the choice of amusement and friends of the oppo-

site sex. The cheap little drawings and lack of paragraph

headings and topics for discussion make the book undesiraole as a

text. (Cf. p. 25).

Problems of Christian Youth , by Harry Thomas Stock, a paper-

covered Dooklet, saddle stitched, with wire staples, is a discussion

course for Young People's groups. The leader is given help in what

assignments to make, and in how to open the discussion. For the

discussion itself he is given life-situatiOn stories, Bible references

and questions involving moral judgment. Suggestions are made for

clinching the conclusions. The material is very practical and

stimulating

.

43

The weakness of the course lies in its almost total lack of

background material and references to other books. The students must

simply argue, weigh, and conclude without any informational basis.

The discussions might be used merely to open up questions for real

study. Among the problems are Young People and their parents, freedom,

conscience, gambling, prohibition, relationships between young men

and women, the Bible, the Church, and the future life. (Cf. p. 25).

Christian Life Problems , by Harry Thomas Stock, has the same

mechanical features, the same lesson plans, the same lack of in-

formational background as its companion volume just described. The

problems are different. Among them are friendships, sportsmanship,

fun, laws, the Church, money, peace and war, tolerance, and missions.

(Cf. p. 26).

What Doe s Christ Expect of Young People To-day? Series I and II

by T. H. P. Sailer, develops each lesson around a life-situation with

questions involving moral judgment. These life- situation stories and

questions appear both in the teacher's manual and the pupil's leaflet.

One Bible reference is given for each problem. The course tries to

make the pupil see both sides of a question and reach his own con-

clusion.

Series I includes such problems as Sabbath observance, join-

ing the Church, truth- telling, race relations, and the Golden Rule

in industry. Series II includes, for example, "Does Every One Have

a Pair Chance?", "What Can We Do About It?", "Should We Give to

Beggars?", and "Is There Any Harm in Betting?"

The book has two weaknesses; namely, its lack of informational

material as a basis for discussion and its cheap make-up. It is bound

in paper, and so stitched that it will not lie open flat. (Cf . p. 26)

.

44

Jesus and the Problems of Life, by Sidney A. Weston, is a

very practical little discussion course, life-centered, yet solid in

Biblical background. The problems are taken both from the life of

Jesus and from the modern life of Young People. They include, for

example, home life, choosing one's life work, meeting temptation,

community welfare, prayer, faith, and social customs and regulations

we do not like. The mechanical features of the Dook are good. (Cf.p.27).

Jesus* Teachings , by Sidney A. Weston, follows the same plan

as "Jesus and the Problems of Life". Among the problems for discussion

are pleasure, prohibition, race relations, success, force or love,

and immortality. (Cf. p. 27).

Conclusion

Such are the high school textbooks recommended for use in

week-day schools of religion. On the whole, they represent a distinct

advance over the traditional Sunday school quarterly, both in make-up

and in the treatment of the subject matter. Yet there is still room

for improvement. Some of the books which we have given serious con-

sideration will, we hope, soon be crowded out to make room for new

texts of superior worth. If the week-day school of religion is to

co-operate with the public schools, it must give to its pupils text-

books that will command respect, first, for their superficial attrac-

tiveness, and second, for the worth of their contents. May the religious

textbook of the future be indeed "the precious life-blood of a mas-

ter spirit."

45

STiinmary

Chapter I. ProDlems Involved in the Evaluation

^ Three problems are involved in this study. Problem I is

to define the week-day school of religion. We have conceived it

as (1) non-denominational in its organization and functioning,

(2) broad in its choice of curriculum materials, and (3) life-

centered in its emphasis.

ProDlem II is to decide whicii textcooks to evaluate.

Omitting some for definite reasons, we have chosen those recommended

for junior and senioi?- high school by the Department of Vacation

and Weekday Church Schools of the International Council of Religious

Education. This book list was published in January, 1928.

Problem III is to choose a standard of evaluation. We

have used, in the main, the score-card ror measuring church

school textDooks which appears In Fart III of "The Indiana Survey

of Religious Education", volume II. A score-card evaluation has

both advantages and disadvantages. While it provides an objec-

tive standard, it does not insure the scientific method. When

one judges the contents of a Dook, individual biases are inevitable.

We have set down our ovm criteria for judging contents, in terms

of the characteristics and corresponding needs of junior and

senior high school pupils.

45

Chapter II. A Score-Card Evaluation

We have given first the entire score-card, showing each

W element evaluated and the numerical value attached to it. By

omitting secondary sub-heads, we have condensed the score-card into

chart form, arranging below it in corresponding columns the ratings

of thirty- tYrO textbooks. We have then determined the total scores

and listed the books in the order of preference so as to find the

median score. Those above it are the superior texts. Those below

it, however, are not necessarily unfit for use, since all the books

evaluated com.e from a carefully selected list.

Chapter III. A Description of the Textbooks

The last chapter describes briefly the outstanding charac-

teristics of the thirty-two textbooks. On the whole, they represent

an advance over the traditional Sunday school quarterly, out they

allow room for improvement.

BIBLIOGRAPHY

Artman, Joseph M. "i^^valuatioi: of Curricula for 7;eek-Day Religious

Education", Religious Education, April, 19£2, pp. 151-161

Athearn, Walter S. , The Indiana Survey of Religious Education,

Volume II, IJew York, George H. Doran Company, 1925, Part III,

"Measuring the Lerit of Textbooks"

Betts, George Herbert, The Curriculum of Religious Education,

Hew York, Cincinnati; Ahingdon Press, 19£4, Chapter XXIV

and score-card on pp. 343-349

Betts, George Herbert, "The Aims of Vv'eek-Day Religious jj:ducation"

,

Religious Education, February, 1922, pp. 11-15

Carrier, Elancije, "Curriculum Needs in the v/eek-Day Schools of

Religion", International Journal of Religious Education,

March, 1925, pp. 31-32

Case, Adelaide, Liberal Christiani ty and Religious Education,

New York, The IvIacMillan Company, 1924, Chapter VI, "Cur-

riculum Objectives"

Cope, H. F. , The Y/eek-Day Church School, New York, George H.

Doran Company, 1921, Chapter XV. "The Curriculum"

Chalmers, R. S. , "Brief Statement of Aims", Religious Education,

February, 1922, p. 23

Cowles, May X., "Brief Statement of Aims", Religious Education,

February, 1922, pp. 20-22

II

Dahl, Edwin J., "Choosing a Textbook in the Social Sciences",

The School Review, October, 1927

Mayer, Herbert Carleton, The Church' s Program for Young People,

IJew York, London, The Century Company, 1925. General

familiarity with most of the book. Special attention to

characteristics of early and middle adolescence, pp. 31-36

Moore, Nelle £l. , "An Analysis of Study Questions Found in Text-

books for the Intermediate Grades", The Elementary School

Journal, November, 1926,

Sargent, Edward, "The Aims of Week-Day Religious Education",

Religious Education, February, 1922, pp. 17-18

"A Statement from Field Workers", Religious Education,

February, 1922, p. 33

Streibert, Muriel Anne, Youth and the Bible, New York, The ^

MacLiillan Company, 1926. Hasty reading of most of the book

with special attention to Chapter XIV, "Firm Foundations"

Tracy, Frederick, "The Cleaning of Religious Education", Religious

Education, February, 1922, pp. 6-7

Weber, Oscar F. "Methods Used in the Analysis of Textbooks",

School and Society, November 27, 1927

Worcester, D. A., "Some Characteristics of a Good College Text-book"

School and Society, February 18, 192b

Ill

(Kote: The tooks which follow have teen examined with suf-

ficient care to evaluate and describe them)

,

Atlcinson, The Story of Paul of Tarsus , Chicago, University of

Chicago Press, 1910

Bucli, Florence, The Story of Jesus . Boston, The Beacon Press, 1917

Carrier, Blanche, The Kingdom of Love, New York, George H. Doran

Company, 19 £7

Crosby, Rena L. The Geography of Bible Lands", New York, Cincinnati,

Abingdon Press, 1921

Foster, liugene C, Making Life Count , New York, Missionary Edu-

cation Lloveraent of the U.S. and Canada, 1918

Gates, Herbert Wright, Heroes of the Faith . New York, Charles

Scribner's Sons

Grant, Frederick C, The Early Says of Christianity , New York,

Cincinnati, ;ibingdon Press, 19EE

The Life and Times of Jesus . New York, Cincinnati, Abingdon

Press, 19£1

Eess. Fjeril, High Adventure . New York, Council of //omen for Home

Llissions and Missionary Education Movement, 1925

Hunting, Harold B., Christian Life and Conduct . New York, Charles

Scriimer's sons, 1910

Hutchinson, Paul, The Spread of Christianity , New York, Cincinnati,

Abingdon Press, 1922

IV

Kerschner, Llabel Gardner, Young China, IJew York, Missionary

3ducation Movement of the U.S. and Canada, 1925

Yoimg Japan . New York, Missionary Education Movement

of the U.S. and Canada, 1923

Laufer, Calvin Weiss, The Bible Story and Content, New York,

CincinTiati, Abingdon Press, 1924

liathews, Basil and Southon, Arthur S. , Torchbearers in China,

New York, Missionary Education Movement of the U. S.

and Canada, 1924

Murray, J. Lovell, World Friendship , Inc . . Ivew York, Missionary

Education Movement of the U. S. and Canada, 1921

Mutch, William James, Graded Bible Stories . Book IV, New York,

George H. Doran Company, 1922

Neuberg, Maurice J., Right Living, Series I, Chicago, University

of Chicago Press, 1925

Nicolay, Helen, Peter and Psul and Their Jriends . Boston, Beacon

Press, 1922

Oberg, Elsie L.,Programs of Study and Service on Latin America

,

New York, Missionary Education i.lovement of the U. S. and

Cenada, 1925

Sailer, T, H. P., '.Vhat Does Christ Expect of Young People To

-

Day?

Boston, Chicago, '±he Pilgri,:i Press, 1926

Sharp, Grace Hastings, end Hill, Mabil, Living at Our Best , New

York, Cincinnati, Abingdon Press , 1922

r

Smyth, J. Peterson, how We Got Jur Bible , iJew York, James Pott

and Company, 1915

Scares, Theodore Gerald, aeroes of Israel , Chicago, University

of Chicago Press, 1908

Stock, Harry Thomas, Christian Life Problems , Boston, Chicago,

Pilgrim Press, 1927

Problems of Christian Youth, Boston, Chicago, Pilgrim Press,

1927

Tucker, .-tobert Leonard, Builders of the Church , New York, Cin-

cinnati, Abingdon Press, 1924

Versteeg, John M. ,Christianity at 'Afork , Jiew York, Cincinnati,

Abingdon Press, 1925

Wadhams, i^ellie Content Zimberly, Project Lessons on the Gospel

of Mark, New York, The Century Company, 1925

Weston, Sidney A., Jesus end the Problems of Life . Boston, Chicago,

The Pilgrim Press, 1926

Jesus* ' Teachings . Boston, Chicago, Pilgrim Press , 1927

Whitman, ^ileanor Wood, j'rom Desert to Temple , Boston, Beacon Press,

1923

BOSTON UNIVERSITY

719 02488 1494

NOT TO BE TAKEN

FROM THE LIBRARY