a ~ —— — > st we ie —s — —— ete — —- —— nom — — ens a meme owes ee acne ees i — ss oe we nts ere mars ae —s ——— a ~——-—e wenioes ~we a ae — ee —— ee wane a rr rae ane — me wee et ie one ae pins oe a —— es ad ae ae a-ha ~ ——— are se ene seseone ed ee ame panarars) es tt ered a tae tase “ate = = ne i fs an =e = ae eee ae ~—- rd — a ~~ aren ~— forme 2. oe Aad eee ee ame Oe — ae ae ee — — a re me we ee ae 7 — a - — a ed ~— — — — ~ od — eee i a — a Saat oo ve — I oe — — a —— — ree — a — — — — —— — — ~ ae — — — ieee —— — — — aes -_ — a — 2 ee NS oe — —o ae — eer — oad pas — ~ pas — —_ a ee — — — ar Wa BAIN d. ac nM hia hs Pee Ge VAM LY ri EOS, SNS ye horas RUE es J inet LCS, ‘+ LP akon st vt THE WOMEN’S CLASS IN ACTION F, HARVEY MORSE i ’ et # a ef uhh THE WOMEN’S CLASS _ IN ACTION BY fi F. HARVEY MORSE ADULT DIVISION SUPERINTENDENT, MISSOURI SUNDAY iar SCHOOL COUNCIL OF RELIGIOUS EDUCATION Author of “The Men’s Class in Action ILLUSTRATED WITH FORMS, ADVERTISEMENTS, ETC. NEW Gs YORK GEORGE H. DORAN COMPANY COPYRIGHT, 1926, BY GEORGE H. DORAN COMPANY THE WOMEN’S CLASS IN ACTION Se eres PRINTED IN THE UNITED STATES OF AMERICA TO MY MOTHER = “< _ fT os | PREFACE A number of adult leaders have been kind enough to suggest that the author’s earlier book, The Men’s Class in Action, is equally suitable for use by leaders of women’s Bible classes. Although it is true that the same principles govern organized class work for both sexes, the application of those principles is fre- quently quite different. The purpose of this volume is to bring to leaders of women’s Bible classes those concrete illustrations, drawn from the experiences of women’s classes in all sections, which will stimulate a greater fervor in King- dom service. Like its companion volume, this one is planned to furnish “first-aid” to all the class officers —to serve, in effect, as a comprehensive training course for those who believe that the work of the line officers is, in many respects, of equal importance with that of the Teacher. To that end, over half the space is de- voted to a consideration of plans for officers other than the Teacher. It is only as the class develops and enlists efficient officers that it will be thoroughly effec- tive in its service to its members, its church, and the community. The Women’s Class in Action is not merely a change of pronouns from The Men’s Class in Action. Some sections of the earlier work can obviously be repeated verbatim—the material is apropos for groups of either sex. For the most part, however, it has been necessary Vil Vill Preface to prepare entirely new material to meet the specific needs of groups of women. As far as the author is aware, this is the only attempt to provide a guide book definitely for the women’s class. The test of any book is not so much what is in it as what the reader gets out of it. The plans suggested here will be of value to classes of women only as the officers adapt them to their local conditions and work them. “Plans,” says Miss Jessie Burrall, “are like fainting women; they must be carried out.” If this little volume helps the class officers and members catch a greater vision of what the class can accomplish, if it stirs them to carry out more and better plans, if it helps the members develop into more efficient Christian workers, it will have justified the author’s fondest hopes. No author has the right to claim entirely as his own, a work such as this, which is, in a sense, the result of the combined thought and experience of thousands of active Christian workers. This writer acknowledges his indebtedness to every one of the writers of the books listed in the bibliographies; to H. W. Becker, General Secretary of the Missouri Sunday School Council of Religious Education, and Mrs. S. O. Ware, Teacher of the Women’s Class of the Maplewood Baptist Church School for reading portions of the manuscript and for offering helpful criticisms; to Dr. H. E. Tralle, a pioneer of higher ideals in adult class work; to Chester J. Prince, St. Louis lay adult spe- cialist, for valuable suggestions incorporated; to the Adult Work Section of the International Sunday School Council for the life-centered-course idea; to Dr. Owen C. Brown for permission to reprint certain Preface 1X material originally written for the Adult Leader; to the students in the writer’s classes at the St. Louis Community Training School from whom he received many practical points; and to those classes that have kindly furnished forms, advertising, etc., for purpose of illustration. F. Harvey Morse. Maplewood, Missouri. CHAPTER CONTENTS PREFACE WomMeEN IN THE CHURCH SCHOOL EFFECTIVE ORGANIZATION . EQUIPMENT THE Crass TEACHER . THE TEACHER AND THE CLass . PRINCIPLES OF STuDY CourRsE SELECTION BuILDING THE STuDY CouURSE EXECUTIVE LEADERSHIP IN THE CLAss SERVICE ACTIVITIES OF THE 'WoMEN’s BrpLtE Cass BuILpInG Crass MEMBERSHIP KEEPING THE MEemBeErRs CoMING Crass REcoRDs Crass FINANCES . , DEVELOPING THE SociAL INsTINCTs . Wuat THE LrpraRIAN Can Do . ADVERTISING THE CLAass APPENDICES A. ADDRESSES YOU NEED TO KNOW . B. SUGGESTIVE CONSTITUTION AND BY-= LAWS C. ADULT CLASS STANDARD INDEX 293 ILLUSTRATIONS FIGURE I 2 3 15 16 VISITOR’S ATTENDANCE RECORD A CLASS INVITATION CARD ANOTHER CLASS INVITATION, INTERESTING AND DIGNIFIED EXAMPLES OF POOR FORMS OF STOCK POST CARDS A STOCK CARD SUITABLE FOR USE BY A WOMAN’S BIBLE CLASS A STOCK POST CARD WHICH PROVIDES SPACE FOR INDIVIDUALIZING A DIGNIFIED CARD IN KEEPING WITH BEST ADULT CLASS IDEALS MEMBER’S INDIVIDUAL WEEKLY REPORT EN- VELOPE ‘ ‘ . SECRETARY'S PERMANENT ATTENDANCE REC- ORD SIX-POINT LOOSE=-LEAF CLASS RECORD SHEET . ENROLLMENT CARD A COMPREHENSIVE CLASS REPORT SHEET WELL-DESIGNED CLASS STATIONERY . A SIMPLE LEDGER ACCOUNT FOR THE BIBLE CLASS TREASURER’S PLEDGE CARD TREASURER’S INDIVIDUAL COLLECTION RECORD Xili PAGE 194 199 204 204 206 207 210 213 222 223 224 | X1V Illustrations FIGURE PAGE I7 SUGGESTION CARD FOR ENTERTAINER AND OTHER CLASS OFFICERS : ear Zin 18 HALF OF A GOOD LETTER IS AN ATTRACTIVE LETTERHEAD. Ae Ths 19 ‘THE FIRST PIECE IN A CAMPAIGN TO RECRUIT MEMBERS FOR A NEW CLASS ‘7 2Ge 20 A WELL LAID-OUT MAILING CARD . YE 2I COVER OF A FOUR-PAGE INVITATION FOLDER . 262 22 INSIDE OF A FOUR-PAGE INVITATION FOLDER .. 263 23 A SINGLE-PAGE CLASS PAPER . | ee 24 YEAR BOOK ISSUED BY A LIVE MISSOURI CLASS OF WOMEN , : ; 21 ae 25 A TYPICAL NEWS STORY . ee 26 A HIGH-TYPE NEWSPAPER ADVERTISEMENT . 274 THE WOMEN’S CLASS IN ACTION si ray aa] ae wat uy 4) ‘ 4 m: wae ‘ ie THE WOMEN’S CLASS IN ACTION CHAPTER I WOMEN IN THE CHURCH SCHOOL I. DOES THE SCHOOL WANT ADULTS? |B a Sunday school convention a county Adult Superintendent who was also the local superin- tendent of public schools, made the statement that he saw no use in going after the adults—he couldn't see that they did the school much good. Considering the facts that, in many cases, comparatively few of the adults enrolled in the church are in the school—fifty per cent was the estimate of twenty teachers in one of the writer’s training classes—and that little effort is being made to get either them or the unchurched members of the community, one is almost forced to believe that this attitude toward adults and their place in the church school is general enough to cause real concern. On the other hand, there are schools that do care for the adults—women and men. The church school leaders realize the importance of building up a strong adult membership, They appreciate the fact that the 17 18 The Women’s Class in Action great work the churches are expected to accomplish in the community, state, nation and world cannot be done solely by a few paid workers from each church, They know that there must be developed a capable lay leader- ship of men and women who will follow the paid leaders and really accomplish something worth while. They know further that it is futile to expect the church school to give the child all his moral training. The home must cooperate—and that means that the parents and especially the mothers must cooperate. Hence these schools do get adults, do have a large proportion of the available women, and do it because they know they must have them to render an efficient service. The present task of adult leaders is to impart a vision of the mighty possibilities of adults properly enlisted in Christian activities. II. THE SCHOOL SHOULD SUPPLY A GRADED PROGRAM FOR ITS ADULTS The principle of grading has now been quite gen- erally accepted for church school pupils from the Cradle Roll through the Young People’s Department. We know that interests differ in these various stages of development, and that a program suited to the intelli- gence of a particular age, and built in accord with recognized characteristics of that age, will not suit another period. But when we reach adulthood, we have been prone to consider all adults in one class; yet they certainly are not—neither in intellect nor interest. If the church school is to reach adults it must provide an adult program suited to the various interests of the adults in its constituency, and planned for groups Women in the Church School 19 differing greatly in their ability to appreciate cur- riculum materials. III. AGE GRADING The closeness with which women will be graded in the church school will depend largely upon the size of the school. In general, the school should provide for at least three separate age groups. Young Women First, there are the younger women—those whose ages range from eighteen to twenty-five—the period of later adolescence. Strictly speaking, these young women are not adults—they should have a place in the Young People’s Department. However, many schools not having a complete departmental organization place the young women in the Adult Department, and often even include them in groups of women considerably older. This age should, by all means, be grouped in a separate class. “From various studies it seems clear that there is a time of special religious interest at twenty. Less than one-sixth of the conversions studied took place after twenty. One-half of these, again, were before twenty- five. The chances are a thousand to one against con- version after thirty.” * The importance of reaching the young women of these ages with vital, appealing teaching surely must be apparent to Christian workers. The ideals of this period, and the characteristic in- stincts which show themselves at this time, call for distinct types of management, teaching and activities if the young women are to be held in the school. 1 Weigle, “The Pupil,” Chapter VI. 20 The Women’s Class in Action The religion of this period is a concrete religion—- one that has its natural outpouring in religious activity. For the young woman there must be practical teachings of Christian living—teachings that apply to the prob- lems confronting her daily. The minds of young people to-day are in a state of flux regarding moral and social problems. It is a day of questioning of traditional modes of conduct. Narrow theories, tire- some discussions of controversial points of the Scrip- ture, prejudiced viewpoints, and dogmatic teachings have no interest for the young woman—she is think- ing for herself. She wants to know how her religion is going to be of practical value to her—how it will help her in her daily work and in her social relation- ships—what bearing it has upon her recreational pro- gram and upon her selection of friends—whether it plays a part in the selection of a life companion and the building of a Christian home, and whether it is workable in the modern social and industrial order. And it is very likely that she will desire to know whether the teachings of the Bible are really reconcil- able to the teachings of science. The modern young woman is questioning, and subjecting her religion to the acid test of practical workability. In winning and holding the young woman, the Church School must be guided by the psychological characteristics of the period; it must recognize the unusual freedom of thought and action enjoyed by young people of to-day; it must take advantage of the altruistic instincts now at the high point in their development ; it must give opportunity for self-expres- sion to the extent of leadership—these women are no longer children, but to a large degree fully matured; Women in the Church School 21 it must use the natural groupings taking place among its young women and give them in the church school the right sort of organization to enable them best to express themselves in Christian service. The church school need not hesitate to emphasize the spiritual— provided it be a vital spirituality and not antiquated theology. Early Maturity In the second place are the women of what may be termed “early maturity’—those from about twenty-five to thirty-five or forty. In this group will be found a large number of the younger married women—those with whom many problems of home building and child training are yet unsolved. There will also be a large number of successful business women. Because of the greater responsibilities resting upon this group, it is not always possible for its members to participate in activities as extensive as those engaged in by the younger women. On the whole, the women are more settled—their viewpoints are more mature—responsi- bility has stabilized life and character. The practical application of Christianity to modern home life, to the realm of politics, in which women are now really be- ginning to be interested, and to business problems ap- peals strongly to them. For best results, women of these ages should be grouped in classes by themselves, rather than with either younger or older women. Later Maturity Above thirty-five or forty is the period of later ma- turity. The general interests may not differ greatly from those of the preceding period, but such interests 22 The W nena Class in Action are reénforced by a much richer experience than the younger women have. Here are successful mothers, women active in the educational and political life of the community, and many successful business women. Families of this group will likely have achieved a cer- tain degree of financial and social success—many women will again have more time to devote to philan- thropic endeavor than they had during the previous ten years—and they will also have more time for pleasure. Old Age If there are a sufficient number of women above fifty-five years of age, these may also well be separated from those of Later Maturity and grouped in a class of their own. IV. INTEREST GRADING Age grading is not sufficient for women in the church school. In very small schools it may be impracticable to grade more closely. However, if at all possible, there should be additional grading on the basis of in- terests, in order to provide the means of giving in- struction suited to the needs of every woman. Interest grading will vary in different schools; a few of the more desirable divisions are discussed below. Young Married People This group will very likely come from the Young Women and the Early Maturity age divisions. Many schools organize a mixed class of young married folks; others simply have a class of young married women. W omen in the Church School 23 It is easily seen that these women have common problems and interests which make a separate class desirable. Such a class should not consist of any folks married longer than three or four years. College Women Women attending school have different interests from the same aged women who are in the business world. If there are any large number of such women in the school, or available for the school, a class should be provided for them, conducted under the direction of trained leaders who will give them instruction equal in quality to that given by the college. Let us not permit the church school to suffer in comparison with the secular schools. Business Women This group represents a goodly number of women whose experiences and interests differ widely from those of home makers. If the school has enough busi- ness women attending, it may provide classes for two or perhaps all three of the suggested age divisions. A business woman should be secured to lead such a class if possible. Home Girls In many communities there are a large number of unmarried women who, for various reasons, remain at home instead of engaging in business. Lessons ap- plied to business life would hardly appeal to them. Their interests are closely related to those of parents, and will usually appreciate lessons prepared with their own needs in mind. 24. The Women’s Class in Action Parents The churches have too long neglected the parents of the children who attend the church school. Leaders are now realizing that the parents must codperate with the school in building moral character, if that task is to be done completely. There is needed in every church school at least one class of mothers—preferably one for each stage of the development of childhood—so that specific help may be given parents of the little child, the junior, the early adolescent, the middle adolescent and young people. And the mothers should not be satisfied until there are also parents’ classes for the fathers. Such classes will study actual problems in child training with a view of giving practical help to the parents attending. Success will be more certain if the class be conducted as a conference of parents under the direction of a competent leader rather than degenerating into a theoretical lecture. V. GRADING ADJUSTMENTS Every school should, if at all practicable, have women’s classes graded by the three primary age di- visions of Section III at least. If only two classes may be had, better unite the ages from twenty-five and up, giving the young women from eighteen to twenty-five separate organization. It must, of course, be remem- bered that these age divisions are not arbitrary and may often be adjusted a year or two either way. It | will be found though, that unless such separate classes are provided, holding the younger women will be ex- ceedingly difficult. Women in the Church School 25 The problem of age grading is frequently compli- cated by the fact that members bring to the school friends whose ages may differ considerably from their own. Such prospects should, if possible, be placed in the proper age class on the very first day of attendance; then the danger of causing an out-of-place feeling be- cause of age difference is obviated and the possibility of class jealousy eliminated. Leaders and members of adult classes should be brought into sympathy with the desirability of such grading—it must be remem- bered that the school exists to help each individual member develop her Christian life, rather than to build a mere attendance record for any one class. Every effort should be made to maintain age grad- ing. ‘That is to say, school leaders should not assign nor promote young people into what was once a young people’s class, but which has through process of time become a class of older women. The graded school of to-day has regular promotions from department to department. Why should there not also be regular promotions from classes of younger adults to those containing older members? ‘This is actually being done in some schools, notable among them being the church school connected with the Linwood Boulevard M. E. Church of Kansas City, Missouri. In this particular school young people having com- pleted the work of the Young People’s Department are promoted into the Criterion Class, which consists of young, unmarried adults ranging in age from twenty- two to twenty-eight years. This class is composed of both men and women. As soon as members of the Criterions marry—men or women—that act automati- 26 The Women’s Class in Action cally places them in the Keystone (Homemakers’) Class—a young married couples’ organization. Women reaching the age of twenty-eight or thereabout pass into the Philathea Class, which consists almost entirely of unmarried business women, teachers and unmarried women from the home. Men of the same age pass to the Men’s Class. When women of the Keystone (young married couples) Class reach the age of thirty- five they pass to the WinSome (Matrons’) Class while their husbands take places in the Men’s Class. At approximately the age of forty the members of the WinSomes move into the Women’s Class. The Linwood Boulevard Adult Department is, of course, one of the larger ones, but even in departments considerably smaller, it is possible to maintain an ef- fective scheme of grading and promotions—a more simple one than described, to be sure. It may often be found satisfactory to allow classes to grow old, organizing new classes for younger adults as members are promoted from the Senior and Young People’s Departments. ‘This may necessitate changes in names of older classes if the program of the de- nomination, which often provides a common denomi- national name, is to be adhered to. To illustrate: Northern Baptists sponsor Amoma classes for young women eighteen to twenty-five years of age, and Amoma Senior classes for those older. If an Amoma class grows old, it should change its name to the senior designation or choose another name, relinquishing the former to the younger class. The writer has seen © time and again, young women visit a school and ask for a class of a certain denominational or interdenomi- national name, only to be greatly embarrassed when Women in the Church School 2/1 ushered into a class of women all of whom were con- siderably older than the visitor. Interest grading will need to be flexible, and based upon the expressed wishes of the members of the Adult Department. When a member feels that her interests have changed, she should feel free to change classes if she wishes, Some may criticize close interest grading, thinking that it will induce snobbishness. Interest grading is urged especially for the teaching period, and with the understanding the individual herself shall decide in what direction her interests lay. The development of sociability and the united execution of large service projects should be handled through the Adult Depart- ment. Then both the enthusiasm of numbers and the effective work of small groups may be utilized. There may be times when classes of different inter- ests along certain lines may be brought together for courses of lessons of interest to both. For instance a class following an elementary course and one pursuing an advanced course might well be combined tempo- rarily to study a course on denominational missions, or the history of the Bible. Or a class which had been using parent training courses might sometimes wish to join another class in studying an outline or intensive Bible course of interest to both. Some schools have attempted to provide for such adjustments by offering an elective curriculum from which the members of the department choose courses. As soon as one course is completed, the members select others. In that way members are always studying in line with their in- dividual interests, but the personnel of the classes is changing from time to time. Such a plan requires an 28 The Women’s Class in Action effective departmental service and social organization to carry on the work handled in the past by the class, as well as a group of exceptionally well-qualified teachers. It should be attempted only after most care- ful study and consideration of the needs of the women whom it is hoped to reach. BIBLIOGRAPHY. Barclay, “Organization and Administration of the Adult Department.” Bovard, “Adults in the Sunday School.” Coe, “Religion of a Mature Mind.” James, “Talks to Teachers on Psychology.” Richardson, “The Religious Education of Adolescents,” Chr. Soares, “A Study of Adult Life.” Strickland-McGlothlin, “Building the Bible Class,” Sec- ond Division, Chs. I, II, III. Wood, “Adult Class Study,” Pt.I, Ch. I. QUESTIONS FOR DISCUSSION 1. In what way does the success of the churches de- pend upon efficient lay leadership? 2. Has your school all the women in its membership that it should? What proportion of its possibilities from the church membership do you judge it has? From the community? If it has not all it should have, what is the reason? How can this condition be remedied? 3. Would you make any changes in the age groupings suggested in this chapter? If so, what? 4. How do women from eighteen to twenty-five differ | in interests from those of twenty-five to thirty-five? Are there any conditions of which you know under which these two groups should be combined ? 5. What differences in interests are there between Women in the Church School 29 the women of the twenty-five to thirty-five-year-old group and those of the group above thirty-five? 6. What are the advantages of interest grading? How would you grade the women of your school from the standpoint of interest? Do you think interest grading will create snobbishness ? CHAPTER II EFFECTIVE ORGANIZATION I. THE APPEAL OF ORGANIZATION A& the girl enters the period of later adolescence, she becomes conscious that organization exists every- where—in the home, in the high school clubs, in college activities, in business, in the social order, in the great political parties, secret societies, and in the realm of religion. The young woman feels within herself the surge of a dynamic which assures her that she, too, is capable of accomplishing great things. She wants to have some part in the work of the church and church school—not be merely a passive onlooker. Observing through her contact with organized activities in school or business, that proper organization is the economical, the progressive way of getting things done, this think- ing young woman begins to respect more and more the church that employs business methods in its work. If the church and school will but recognize this potential force, harness it early and keep it harnessed by means of the right kind of class organization, the problem of getting and holding women in the church school will cease to be a problem. Organization, while not a panacea for all ills, is a substantial foundation upon which may be built a sound structure of inestimable’ value to the school, the church, the community and the Kingdom. 30 Effective Organization 31 Characteristics of Organization * An organization usually has a small beginning. Christ started Christianity that way. The fact that only a few women are interested in an organized Bible class should deter no one from starting such a class. No class need remain small for long. An organization needs care and nurture in the be- ginning. So does the women’s Bible class—The man- ner of cultivating the young, delicate religious plant will be outlined in later chapters. The element of time must be considered—large or- ganizations are not built in a day. Patience is an essential in building the women’s class—on the part of the teacher in planning how best to appeal to the members, and on the part of members who look for rapid growth. Organizations go from the simple to the complex, as they strive to accommodate themselves to their en- vironment. As the class grows in health and strength by meeting local conditions its organization is neces- sarily expanded. The value of the organization to the individual lies in the spirit of inter-dependence developed. Paul shows the value of this characteristic in his wonderful discourse on the relation of the parts of the body (I Cor. 12). Christ emphasizes it in His picture of the vine and its branches (John 15:1-8). Cooperation among members induces smoothness of action; if it is lacking the organization soon ceases to function. The common fate of organization is death, yet 1 For the basis of this statement regarding organization, and the one on page 92, “Balancing the Study Course,” the author is indebted to Mr. C. J. Prince, Adult Specialist, St. Louis. 32 The Women’s Class in Action through death the living plant is reproduced to flower more beautifully. The test of the organized Bible class is that it is dying weekly, as its members go out into larger work of the church and community. But through death comes renewed life. The Value of Class Organization Organization is conducive of class growth—the his- tory of classes in all sections is proof of this state- ment, The invitation of a teacher may secure members for the class, but systematic efforts of the members themselves secure maximum results. Women can usually reach other women when all efforts of teacher and pastor have failed. Organized cooperative recruit- ing methods are much more effective than haphazard individual endeavor. ‘The properly organized class must grow! The organized class is a permanent class. The class that is held together by the personality of a teacher or by some force outside of the class itself will very likely cease to exist if the attracting forces are re- moved. The organized class has taken upon its own shoulders the responsibility for its continued existence. Time and again classes losing their teachers have either secured new teachers or furnished them from the ranks of the class itself—striking evidence that the class organization is more than a meaningless form and that the class is actually training for broader service. The organized class develops, through its efforts to attain an end, class loyalty and a class spirit which serves as an incentive to greater activity. The organized class provides work for every mem- Effective Organization 33 ber, and yet the work is so evenly distributed that there is no burden upon any individual. At the same time the woman’s interest is being held because she has a definite responsibility in connection with the class work. The organized class provides a definite aim toward which all the members may work. It gathers the scat- tered, latent forces existing in its membership and molds them into a community force for good. Unity of purpose and effort result in a spiritual and social cohesion that would otherwise be impossible. The social needs of the women of the school, church and community may be effectively met through the organized class. Opportunity for social expression is furnished through the medium of social evenings, picnics, athletics and the like. The women’s class is not usually organized specifi- cally as a teacher training class, yet the training re- ceived from properly planned courses of study will serve the members as a foundation when entering upon the larger work of the church and the school. II. FORM OF ORGANIZATION Departmental or Committee Plan? Experience has demonstrated beyond question the superiority of the departmental plan of class organi- zation, by which the responsibility for the work of a department of class activity is placed in the hands of an individual. Dr. P. E. Burroughs states succinctly the distinct practical advantages of this form: * “t. This plan has the advantage of simplicity. 1P. E. Burroughs, “The Present Day Sunday School,” p. 178. 34. The Women’s Class in Action There is a single line of assignment instead of a double line. This is especially advantageous in small classes. “2, It has the advantage of definiteness. In all cases one individual is held responsible for assigned duties. “3. Itis flexible. If the class is large, and its work intricate and varied, the number of officers may be increased and each officer may utilize other members as needed.”’ Organization Outline The work of the class is divided into departments, each under the direction of an officer. The following scheme of organization is one used by many classes with excellent results—all phases of class work are thoroughly covered. The TEACHER has charge of the teaching. The PRESIDENT is the executive head of the class and its spiritual leader. The VICE-PRESIDENT is the class recruiting officer— she secures the new members. The SECRETARY keeps the class records and attends to business correspondence. The TREASURER handles the class finances. The visitor looks after the absentees—keeps the members coming. The ENTERTAINER ministers to the social needs of the class. The LIBRARIAN encourages the art of good reading. The REPORTER is the class advertising manager. These officers constitute the class executive board. The individual duties of the several officers are dis- cussed fully in subsequent chapters. It is not at all Effective Organization 35 essential that the class work be divided exactly as above indicated, nor that the same names be used for the officers. Some classes, for example, designate a first, second and third Vice-President to care for the work of enlargement, fellowship, and the religious activities, respectively. If a class is starting with but few members, fewer officers will be needed to care for its work. Naturally, as the class grows, officers will be added until a full corps is at work. The point to keep in mind at all times is to have one responsible head of every depart- ment of work in which the class is engaged. Assistants The departmental plan of organization assures the development of executive ability. No departmental head is ever expected actually to do all the work of her department. She is rather the planner-in-chief. Emphasis is placed upon the importance of giving every woman work to do—and holding her responsible for it. The department heads therefore appoint, from those not elected to office, assistants to handle specific phases of the departmental activities. These assist- ants, being held responsible for the execution of definite work, receive valuable experience which develops their abilities and trains them to become class officers later. Give a woman a real job to challenge her ability and the class has a strong hold on that woman. But it must be a worthy task of adult proportions. Jane Addams * tells the story of a woman, fresh from col- lege with an inspiration to render a fitting service to the Master,—thoroughly trained, capable. On her re- 1 Addams, “The Spirit of Youth in the City Streets.” 36 The Women’s Class in Action turn home, she went to her pastor and asked to be put to work in the local church. After pondering a few moments, he made the astounding suggestion that she be responsible for flowers on the pulpit each Sunday,— a splendid suggestion for a junior girl, but certainly disappointing to one who had left off a milk diet for meat. Adult class leaders must be given a vision of the immensity of the task before us. Ill HOW TO ORGANIZE Organize Existing Classes ‘This is the simplest way of forming a class organi- zation. The benefits of organization should be ex- plained to the class members, literature distributed and an enthusiasm for organization created. It is well to seek the cooperation of the Pastor and the church school Superintendent. This method gives a nucleus on which a strong class can be built. Organize a New Class First, interest some few women who can see the need of an organized Bible class and build around these key women. Aim to interest others than personal friends —women from all walks of life. Distribute literature freely to those whom you are trying to interest, Ad- vertise the purpose of the proposed class. Set a date for organization, and a date, perhaps a month later, at which the privilege of becoming a charter member will cease. It is sometimes desirable to have a recep- tion to the women of the community, a week or so before the date set for organization. At the time of organizing, full details should again be given to those Effective Organization 37 attending. The plan of work and the place of the officers should be thoroughly explained. Then a tem- porary organization may be formed, a temporary set of necessary officers elected, and a constitutional com- mittee appointed to draft a constitution and by-laws suited to the particular needs of the class. Permanent organization may be perfected after the report of the constitutional committee. The work of the class as a Bible class should start at once. Every organized class should register with its denominational Sunday School Board and receive such help as may be offered—appli- cation blanks are furnished by the boards. Remember that numbers at the start do not matter if the aim is to grow. IV. MIXED CLASSES In the preceding chapter it was suggested that there might be organized a young married couples’ class. Such a class is the only mixed class that the author would recommend in the adult department. For the best results the women should be in classes by them- selves. It means better teaching. ‘The lessons may be freely adapted to meet the distinctive needs of the women and discussion will be more frank and unrestrained. In one of the largest so-called “mixed classes,” the Char- acter Builders of the Madison Heights Methodist Sun- day School, Memphis, the men and women are always segregated for their teaching period. There are times when women want to be with momen. Regardless how much a wife loves a husband, or how much the women may enjoy the company of 38 The Women’s Class in Action men on occasions, there are times when they do enjoy being with other women. It is only natural that they should—they have too much in common to feel willing to give up all feminine companionship for that of the opposite sex alone. Women express themselves differently from men. Their lines of service activities will be different in many cases; to some extent their social expression differs too. For that reason there should be a women-built program for the women. A mixed group is often possible and desirable for the conduct of social affairs, provided the groups are congenial. Separate classes for women are here con- sidered primarily with reference to the class teaching program. V. THE CLASS NAME The class name is the outward symbol of the class itself and should reflect the spirit of the class. If the denomination under whose banner the class is working has an adult program, with a denominational class name, it is advisable to adopt such a name as far as possible. The wearing of the emblem of a class or- ganization national in its influence is a strengthening element in adult work, identifying the membership, whenever it may be, with a Christian organization. If a class desires to choose a name distinctive to it- self, that is not difficult if certain fundamentals are kept in mind. The name should be feminine. In general that means the use of the softer letters of the alphabet, which give the impression of daintiness, grace and Effective Organization 39 charm. Such names as Amoma, Philathea, Fidelis, B. O. F. (Beauties of Friendship) and Setrucha are names in point. The name should be adult. Busy Bees, Sunbeams and Blue Birds are names recently discovered attached to women’s classes—perfectly acceptable names for junior girls, but absolutely devoid of any adult sig- nificance. The name should have a meaning, “The Class is a decided asset to the homes of this city,’—that’s what Mrs. , President of the Women’s Federation, said last Sunday after attending the class meeting. Here are a few of the activities that prompted that remark: As has been suggested in the foregoing paragraph, 258 The Women’s Class in Action the opening of a letter is most important. An inane beginning such as: Bible Class, You are urged to attend the is a fairly certain way of assuring one’s self that the letter will be unread. ‘The letter’s first sentence must get the interest of the reader. It should be written from her standpoint—not that of the class. It is pos- sible to get this “you” attitude into a letter without even using the word, as in the following opening paragraph: | For months a number of us have looked forward to the time when we could have in our Sunday school a class for the mothers of our boys and girls. Every week one or more mothers have asked for sucha class. Now they are to have one. Notice how this opening suggests the filling of a long-felt need. Observe also the friendly conversa- tional style in which letters should always be couched— letters, after all, are just written conversation. The term “‘opening” is, after a fashion, an anomaly when applied to letters. When you have something to say, say it without formal introductions. Strictly speaking then, the letter’s opening is really the be- ginning of its body. It is in the body of the letter where the argument is developed in logical order. Give definite reasons for asking your reader to do what you want her to—too many letters are simply pages full of glittering generalities. It is well also to anticipate some of the objections that are likely to be raised. It is obvious that the body of the letter must sustain the Advertising the Class 259 interest aroused by the opening. Note, on page 260 (Fig. 19), the development of the letter started above. After you have told your story, tell your reader what you want her to do—that’s the function of the close. Do you want her to attend class? Invite her; tell her how to get to the meeting place and who to expect to see when she gets there. Perhaps you may want her to return a card indicating her interest, tell- ing why she can’t or won’t attend the class sessions—or to mail in a reservation for a banquet or other social affair. Put all the feeling at your command into the letter to make your prospect feel the way you feel. For a letter to be completely successful, certain physical factors must be considered. As the appear- ance of a letter from the class reflects the class, use good paper. Have personally written, or at least multi- graphed, letters. In the case of small classes, stencil or wax-plate duplication may have to be used because of the expense. If the letters are to go to class mem- bers, they may be mailed third class, but if the class can possibly afford it, first-class mail should be used. In writing to prospects always use two-cent stamps. It is desirable, too, to sign the letters personally, rather than to type in the signature. In deciding how many times to follow absentees, or to write prospects, the same rule should apply as with personal calling—write until you know there is no possible chance of winning them to the class. It is desirable to change the angle of approach on such follow-up letters—appeal to pride in one letter, to the service motive in another, to parental instinct in the third, ete. A number of suc- cessful classes have built a large attendance just by 260 The Women’s Class in Action THE SUNDAY SCHOOL ©. B. Shinall, YntSe Principal Mise Anne Hibler, Junior Principe) Maplewood Baptist Church Mrs. A. F. Wyard, Primary Principal REV. W. L NASH, Pastor Mrs. A. W. Schwastz, Beginners Prin. F. HARVEY MORSE. 6UPERINTENOENT MARSHALL AND MARIETTA AVES. MAPLEWOOD, MO. May 5, 1024. ‘Announcing the New MOTHER’S CLASS to be organized MOTHERS DAY -- May 11 Dear Triond:-~» -For months a number of us have looked forward to the time when we could have in. our Synday School a class for the mothers of our boys and girle. Every week one or more mothers have asked for euch @ Class -- now they are_to have it! This new class will meet with the echool next Sunday morning at 9:30 for its first session. _ We want you to be one of the eharter wambers., Here is what the Class offers: An experienced teacher of women sécond to none in St. Louts -- Mrs. 8. 0. Ware. Mre, Ware is sound in doctrine, spiritually mindéd and always prac- tical in her applications of Bible teachings; @. Opportunity for thorough Bible study along the lines of your own groatest needs; 22 .s~-- ae Constructive suggestions for developing more effi= oient, Christ-like homes -- real help in Christian) home-making, child training and devotional living; The development of a congenial fellowship among women of like interests; A challenge, to follow Christ.in active, organised Christian service. You'll like this new class; you'll 14Xe the other women; you'll like Wrs. Ware and her teaching; you'll enjoy the sessions and recoive real practical benefit from every one of them. Come and meet with us in the main abditorium next Sunday -- Mothers Dey -- at 9:30, and bring a friend... We want you -- we'll be looking for you! Mra Cordially yours, OY faves Veen UPERINT! Ey P.8. A Mothers Day Carnation will be given each ofte attending the class. FIGURE IQ—-LETTERS ARE THE SIMPLEST FORM OF ADVERTISING—AND ONE OF THE MOST EFFECTIVE MEANS OF REACHING NEW MEM- BERS OR RECLAIMING OLD ONES. THIS LETTER IS THE FIRST PIECE IN A CAMPAIGN TO RECRUIT MEMBERS FOR A NEW CLASS Advertising the Class 261 constantly telling their stories to prospective members through the mails. As far as possible, it is well to build each letter or other advertisement around one definite point, although summaries of the class proposition are sometimes valuable. Mailing Cards It is a good plan to vary the advertising forms used— send cards instead of letters every once in a while. Were YOU There? q Seventeen interested women were present last Sunday at the first session of the new Women’s class organized at the Maplewood Baptist Sunday School! q If you were one of the seventeen, you know what a splendid message Mrs. Ware brought. This new class is a permanent organization which aims to serve its members, its church, and its community, You'll find that membership in it is worth all " the time and effort required to attend, The class offers both the opportunity to render Christian service and to receive the benefits of Christian fellowship and skillfal, constructive teaching. If you were unable to come out last week, why not come next Sunday? .A genuine welcome and an inspiring hour await you. Come! NEW WOMEN’S BIBLE CLASS Every Sunday Morning at the Maplewood Baptist Sunday School Worship Service, 9:30 A. M. Lesson Period, 10 A. M. FIGURE 20—A WELL LAID-OUT MAILING CARDS BE SECOND PIECE IN A CAMPAIGN TO BUILD A NEW WOMEN'S CLASS Mailing cards may be standard government cards with a printed, written, typewritten or multigraphed mes- sage; or they may be mailing cards of different size from that of the government card. The same prin- ciples of writing copy as apply te the writing of letters 262 The Women’s Class in Action also apply to cards, except that printed cards may be less personal in copy appeal, and necessarily briefer. BIBLE CLASS THIRD BAPTIST CHURCH GRAND & WASHINGTON. . REAPERS | the service of those who need.’ Composed of _youug pbusiness women, - including young married women, whose business is home building. Sunday Morning 9:30, Reaper Room. Class Business Meeting, First Thurs- day in each month. *¢Thé fellowship. of: thosé who love- to | Group sabigircnemremaneaes 4 in the. homes, FIGURE 2I—COVER OF A FOUR-PAGE INVITATION FOLDER; SEE INSIDE PAGES, FIGURE 22 Folders, Circulars, Booklets A logical development of the letter is the folder or circular. These forms are usually of more permanent Advertising the Class 263 value than letters—they are frequently included with letters to give more facts about the class than is pos- sible in a letter. The Reapers’ Bible Class folder, illus- trated, contains not only an invitation but also a list of officers, names of class missionaries and facts about OFFICERS , 4 CLUB HOUSE Mrs. E. 8. Pillsbury—Teacher . jee at Stonehenge, Mo, on the Mr. J. O. Bohne—Associate T abe weg tyne cr Ptah ete ee: ‘enrcad Bedcapaiag, bite delightful camp life, free Ls ms 2 Lie Clas H 0 “thembers Eunice Wright—President i ‘Edith Wilson—Custodian | Edna Kuntz—lst Vice-President —_————_—— -- at Marion Tyzzer—2nd Vice-President - - Onur Entertainer arranges Parties and Delma Kreite—Reeording Secretary Social affajrs frequently, to which our friends Maude Dealy—Corresponding Seeretary | ip aiwaye thy sen, Gladys Heintz—Treasurer _ , We are proud of our Home Dept.” = ie Mrs. E. H. Gares—Home Department } you are unable to attend Sunday School regu- Ada Kinslow—Visitor “larly, but are interested in studying. ‘the les- Mrs, W. D. Grant—Entertainer / 1 son,.we invite you to joiy us in this way. \ mae ss We are a part of the Church’ and our Lillie --Reporter object is to help win souls for Christ. Hy : Come and hear our Teacher, you’ll like her. _/ COMMITTEES Visit the Class 3 Sundays, and become a Bazaar—Mra Robt. Schuster, Chairman. . seeneks : ‘ House Com--Mrs. W. E, Atkins, Mrs. Chas,” | “We turn over our entire 8. 9. collection Westphal. | fs the 8. S. Treasurer. Our elass activities Cub House—Edith Wilsoi, Margaret Coons, are financed by special contributions and the QGjadys Ingles. untiring efforts of our members who serve Reeeption—Effa Cottrell. suppers, arrange for our Annual Bazaar, take orders for Christmas Cards, ete. Our Birthday Fund is used, exclusively for tharitable purposes, Birthday Bank-—Fay Mulligan. BEAPER MISSIONARIES _ Katherine Bohn gaswo....-...-- . China’ Florence Jones x.......5..... ...-Ching ff Introduced by FIGURE 22—INSIDE OF THE FOLDER ILLUSTRATED IN FIGURE 2I. NOTE HOW COMPLETELY THE WRITER HAS COVERED THE WORK OF THE CLASS—HOW SHE HAS INCLUDED ITEMS TO APPEAL TO VARIOUS INTERESTS the class social and service activities. There is also enclosed an “Acquaintance Card” of introduction. The Marathon Class of the M. E. Church South, Lexington, Mo., and the T. E. L. Class of the First Baptist Church, Shawnee, Okla., issue well-printed booklets containing names of officers and members, 264 The Women’s Class in Action list of activities and the class constitution and by-laws. A number of classes just print the class constitution for distribution to the members. The Character Builders of the Madison Heights M. E. Church, Memphis, Tenn., have reprinted in an attractive invi- tation folder a portion of an address by a guest teacher of the class. A Chicago Wesleyan Bible Class issued a little leaflet containing special Christmas and New Year programs—splendid advance advertising. Some classes also issue folders containing outlines of the class study course—another good advertising feature. The Mailing List Before doing any mailing the Reporter should build good mailing lists. The first list will be that of members. The Reporter will then codperate with the Visitor in building a good mailing list of prospects, which may be divided into prospects for active mem- bership and those for extension membership. Names for these lists may be secured from the church school rolls—parents of pupils—and from the church clerk— women church members not active in the school. A community canvass will supply names of prospects from outside the church. Accurately spelled names and correct addresses are essential to successful mail ad- vertising—letters that don’t reach prospects can’t bring them into the class. Laying Out Printed Matter It is impossible in a brief discussion of advertising such as this to go into detail regarding type and lay- out. Asa rule, this phase of class advertising may be Advertising the Class 265 entrusted very largely to a competent printer. One or two cautions may be worth while: first, don’t permit the printer to crowd your printed matter—leave plenty of “white space’ around the type; don’t let him use different faces of type in one advertisement or in one booklet—in general it is better from the standpoint of appearance to use combinations of one “family” of type containing the same characteristics (families are made in light and black face, italic, small capitals, etc.) ; and finally, don’t allow him to make every alternate line a display headline—headlines are for emphasis, but all emphasis is no emphasis. Remember, too, that long sentences or paragraphs in all capital letters or in italic are hard to read—use them sparingly. V. THE CLASS PAPER Its Place As a means of stimulating class spirit and interest, it is hard to surpass a class paper. In it are published not only the important announcements, but also those little interesting happenings among the members. The class paper becomes, in short, a continuous history of the class, its work, its members and its achievements. As those who belong to the class see in cold type just what the class is accomplishing, they realize more than would otherwise be possible the influence of their or- ganization—a feeling of respect for the class is created where perhaps indifference formerly existed. Issues of the class paper describing class activities are excellent to circulate among prospective members to show them just what the class is accomplishing. 266 The Women’s Class in Action Management In the average class the Reporter will usually be the editor of the class paper, although in larger classes there may be assistants to handle certain phases of the work, such as personals, news of entertainments, news of athletic activities, news of related organiza- tions, etc. The Reporter ought not to be expected to secure all items for the class paper herself. All mem- bers should be impressed with the importance of giving her such news items as come to their attention; she should solicit occasional articles for publication as in- dicated later in the chapter; then she will have only the work of arranging this matter properly for the printer. Types of Papers Several types of class papers are being used with satisfaction. Some strong classes issue each Sunday well-printed papers of one, two, four and sometimes eight pages. A number of smaller classes find that bi-weekly or monthly papers are well suited to their needs. In many cases classes that cannot afford printed papers publish inexpensive bulletins reproduced by a stencil or wax plate duplicating machine. It is pos- sible to print the outside in a standard design for the year and then put fresh matter on the inside pages each week by means of the duplicating machine. One small class bought a small wax plate duplicator and issued’ a hand-written bulletin each week. There is hardly a class that cannot have a class paper if it really wants one. If the church school publishes a school paper, the Reporter should secure sufficient space in each issue Advertising the Class 267 for the live class news. Or if the church has a bulletin, the class may be assigned a portion for its use. Editing the Paper The editorial contents of the class paper determine its standing among the members. If the paper is to be merely a reprint of poems or other clipped matter, it will be accepted in a spirit of apathetic tolerance; if it is filled with jokes alone it will not have the respect of the readers. The Reporter should aim to make the class paper informative. News items about the class and its members, both serious and those in a lighter vein, will find place in the columns. If a member does some- thing at a class meeting that is really funny, by all means put an item about it in the class paper so that all can laugh—+f you are sure it will be taken in the proper spirit. ‘Tact is an essential qualification of the Reporter. Such facts as marriages, births, deaths or sickness in the family of a member, removals of residence, vacation or business trips, special business accomplish- ments and promotions, election of members to church or school offices, selection of a member for a place on a convention program, etc., should all be mentioned in the paper—while the news is still fresh. The course of study should be a regular feature in the class paper. There should be a brief outline of the lesson for the following Sunday, including also the daily Bible readings for the week. The Teacher will find the paper of decided help in developing thought on the lesson by suggestive questions and by the Bible reading that can be stimulated. There should be a 268 The Women’s Class in Action Jarvis Love Class Herald FIRST CHRISTIAN CHURCH Fort Worth, Texas, VOL. 1 SUNDAY, OCTOBER 19, 1924 NO. I? ‘Tis the every-day things that really count And the every-day people we know; And every-day kindnesses go so far? Toward making a heayen delow,* | a 2 ene Our printing machime went back on ws two weeks ago and we were unable to get the>paper out for that week. However our editér has kindly consented to double up on the work this week and give us two papers. Our editor is Mrs. Edwina. List; Some day when you feel like doing’ att “every: day kindness’ thank her for her effort and thoughtfulness during the seventeen: weeks in which she has given the Jarvis Love Class the HERALD. Sar Cl Those who attended the party given by Louella Myers and her sister, Mrs. + dard, last Tuesday had a very delightfub time wonderful, we played bunco. When the prize, a beautiful little Italian pottery basket was awarded, some of the other players wished they had played a little harder. Af- ter Mr. Nelson was presented with the con- solation prize, a big piece of cake, we were all invited- back to the kitchen for seconds of everything. We certainly did justice to that invitation. Don't miss our next party! At | eee There will be no mid-week meeting of the Christmas workers this week but on Wed- nesday of the following week Mrs. Ora Bell Nelson has invited them out to her home in the afternoon and the business girls to come’ The husbands and men, nm) the evening. ean of the. class are also cordially in- vite In next Sundays Herald we will give Mrs. Nelson’s address and. thé directions far geit.ng to her bome, —jJLC— The ‘Christmas Workers® are stilt on the lookout for a name for their club. Samar- itan. Society has been suggested. Won't you. piake a suggestion? The first cash donation to our Christmas offering was made last week by Ruby Hines Any one wishing to make an offering or a pledge at any time may do so. Louella Myers jis class treasurer. . Alter the dinner, which as usual, wad HONOR ROLL Mrs. E. L. Goodman Flizabeth Burton Bernie L. Collins Mare ve pea T.ucile Vetuski Irma Jewell Newsom Titlan. Neweoe Mildred Nicewander Corrie Cone Birdie Young Ferle Smith Marjorie Dickey Tanet W. Strajton Mrs. H. Eagleston Emma Baugh Katie Straiton Mrs. Jackson: paar | VISITORS One of our visitors, Mrs. Jackson from Dallas, is on the honor roll this week. Mrs. fagleston, chairman of the ‘Christmas Workers’ brought her grandmother, Mrs, Williams, to class last Sunday and Mrs, Myers, Louella’s mother visited us again. We were mightly glad to have all of them and hope they will ie with us again. Miss Ray Young, living at 809 Lake Si has been sick for two weeks. She woutd appreciate a visit from any member of the class Take tHe Henderson car. We are very glad to state that Mrs. A. L. Knight has returned after an absence of five months. Mrs. Knight has a friendly, willing way that endears her to all those who know her. Get acquainted today. . We are also very glad to welcome Mrs. G. C. Boswell and Mrs. Brower back to the elass after an absence. Little Beverly Jean, who arrived this summer, has kept Mrs, Bos- wrell away from class, ‘or quite a few weeks, We hope we can keep all of our old mem bers who are just returning in the list of ‘regulars’ now. Ola Mae Bell was kept away for two Sun- days on account of the serious illness of her father. We are glad to state that he is very much better, and that Ola Mae was with us last Sunday. ‘ The stork visited the home of Mrs, Frank O’Reilly in Dallas Saturday, September 27 and left a nine pound girl, Katherine Flo- rence, Little Miss O'Reilly is the pee of ‘Lillian and Irma Jewel Newsom so know whom to congratulate: Florence's bie brother is visiting his aunties and they are ah ie a a continual picnic and circus, com- irie FIGURE 23—A SINGLE-PAGE CLASS PAPER, FULL OF INTERESTING CLASS HAPPENINGS Advertising the Class 269 calendar of lesson courses, published at least at the beginning of a new course of study. The Reporter will probably find points of interest in the lessons that she will want to publish the following week. Especially in the case of guest teachers should a good write-up of the talks be published. The class paper is an ideal place to present statistical information—the record of attendance and offering from week to week, punctuality, new members, daily Bible readers, church attendance, unusual attendance records, names of visitors, etc. Facts and figures pre- sented in this way can be studied by the members, who take pride in keeping the average up to standard. Quarterly, semi-annual and annual cumulations of statistics will be found interesting for purpose of comparison. As the primary purpose of the class is to win women for Christ, there should be space for short evangelistic items—stories of members who accept Christ should be specially featured. In some classes the statistics re- garding church members and those who make a pro- fession of faith are grouped under a “Lighthouse Record.” The class paper should also carry brief reports of officers’ meetings and class business meetings. The officers will want to put their plans before the class, and the class paper is a most satisfactory medium through which to do it. One hundred per cent of the class membership is rarely present at class business meetings—hence the importance of informing the ab- sentees of what transpired. The Reporter will remem- ber, though, that the class paper is not the secretary’s 270 The Women’s Class 1n Action minute book—she should put into her stories only the essential facts of general interest. If an officer’s monthly or quarterly report contains matter of more than routine nature, publish an abstract in the class paper. Publish the Secretary’s and Treas- urer’s reports at least monthly; those of other officers at less frequent intervals. Vacation time may be a period of a news famine or there may be an abundance of news, depending on the cooperation the Reporter is able to secure. Those going on vacations should be urged to inform her when and where they are going, and also to write a letter or two while away, perhaps telling of other classes visited. Special articles are good for occasional publication. At Thanksgiving time the officers may each be asked to write in twenty words what they as class officers have to be thankful for. Members may be asked to write in fifty or seventy-five words on the topic, “What the Class Has Meant to Me,” or the Pastor or the church school Superintendent may be requested to prepare inspirational matter for publication from time to time. A number of classes regularly publish their member- ship rolls on one page of the class paper. It is question- able whether that is just the most helpful way to utilize space. Advertisements are also used by many classes to cover the cost of printing. While it is_ preferable to have a paper without advertising if pos- sible, most class treasuries are unable to stand the strain of such an investment. The Treasurer is the officer usually entrusted with the securing of advertising. Advertising the Class 271 Special Editions It will occasionally be found desirable to issue special souvenir numbers of class publications. These Marathon Class METHODIST EPISCOPAL CHURCH, SOUTH LEXINGTON, MO. 1923 FIGURE 24—YEAR BOOK ISSUED BY A LIVE MISSOURI CLASS OF WOMEN. IT CONTAINS LISTS OF OFFICERS AND COMMITTEES, AN ACCOUNT OF WORK DONE DURING THE PAST YEAR, CLASS CALENDAR, TREAS- URER’S ANNUAL REPORT, ROLL OF MEMBERS, BLANK PAGES FOR NAMES OF NEW MEMBERS, CLASS CONSTITUTION AND BY-LAWS 272 The Women’s Class in Action are often published in connection with Women’s Day, class anniversaries or on occasions such as Thanks- giving or Christmas. These special editions are often virtually year books, containing pictures of officers, a history of the class, annual statistics, accounts of class activities, etc., and are planned for all-year reference. VI. USING THE NEWSPAPERS Publicity The daily or weekly newspapers are a valuable source of publicity that is often overlooked. In small towns the weekly paper is almost always glad to receive news of class affairs—often such items are practically the only real news in the paper. In larger cities the space granted for class news will not be as large as in the smaller town papers, but if the matter submitted has news value—that is, if it is of interest to the public— it will be printed. Such items as elections, special pro- grams, courses of study on subjects of general interest, addresses by prominent men or women, and similar occurrences are always acceptable. Many papers now publish a regular religious column for church news. The Reporter should cooperate with all the other of- ficers in giving full publicity to the work of the class. She will assist the Vice-President in advertising mem- bership campaigns; the Visitor in her rally-day plans; the Entertainer in announcing banquets, socials, recep- tions, etc.; the Teacher in reports of unusually strong lessons, and the President in evangelistic work. As long as the matter submitted is mews, the papers are glad to print it—and leading metropolitan papers are Advertising the Class 273 beginning to realize that religious news has as wide an appeal as sporting news. iv ta ~ -* = H\| NEW ADUET CLASS a~ AT THE BAPTIST CHURCH|: A new Adult class, ¢onsisting ; largely of Mothers, is to be formed next Sunday morsing at the Maple-| wood Baptist Church, as & practical | Mothers’ Day Memorial. Nog, 8, Q. +} Fare is to be the teacher. pay Mrs. Ware is well-known in St. E, piniis- County Feligions and civic \ golivities, having been prominent in ts Ww. C. 'T. U. affairs for years, . Ske} { bas wide experience as a Biblet 8 ‘teacher and is thoroughly practical 8. in her applications. Mrs. Ware be-| \ Heves that Bible -principles were + made ‘to be lived, and so teaches. The. needs of the members of the} new class will determine the exact | course of study to be followed. ‘ Emphasis will be placed . tipan } Christian: homée-making ang the de-t. fe eee of ‘the highest type ‘of nt “| Christin ‘character. / oun | -AH women interested in er a making and practical - Bible | study} yhO|-a%6 ‘nvited? to attende the class. ing Mothers’. Day carnations will p ry ’ fii-| FIGURE 25—A TYPICAL NEWS STORY WHICH FORMED PART OF THE PROMOTION PROGRAM FOR A NEW CLASS OF WOMEN; SEE ALSO FIGURES IQ AND 20 In preparing stories for the papers don’t try “fine” writing. Give the facts—names, dates, places, figures, 274. The Women’s Class in Action etc.—as clearly as possible. Use a typewriter or write very legibly on one side of the paper. Address news —_—_———. CRU UR UR SS Sa rca ch Sh or oe th ath ee os CARRYING OUT YOUR CONTRACT WITH GOD When you Inake 2 contract with anyone t must be based upon a valuable consideration, ‘ There was @ wontan Of Israel named Hannah and shé made a solemn contract with God. When ler von Samupl was-born he was promptly placed tn the church for training, As a result of that schoolmng he came to mahhood clean mipded and clear brained, He was e. statesman who ehaped and guided the niitional life of the Hebrews. © The flerce light of publicity beat upon him ae it does all who are invested with authority. He never failed in bie Jeadenship. zs Many a parent has Hved to rejoice that their faithfuk living has influenced sons and daughters to be good met pls “L om as = Palatal atat a ge 7 GaTatea Gok he ph pee nee pheiy epee —tat wep be ~ -~ na Sea Pi mem pm ee pe . and true in all the hazards of the rough road of life. f Gamuel—the church-trained-boy of Israel—began well— eed continued well—ended well. rt rT . E! C. A. DOLPH BIBLE CLASS METHODIST SUNDAY SCHOOL FIGURE 26—A HIGH-TYPE NEWSPAPER ADVERTISEMENT. IT IS WELL WRITTEN AND LAID-OUT; MAKES THE READER FEEL THE SPIRIT OF THE CLASS TEACHING items to the Religious Editor of the larger city papers, or the City Editor of smaller town papers. Advertising the Class 275 The Denominational Press News likely to be of interest to other classes should by all means be sent to the state or national denomi- national papers. ‘The editors are specially anxious to receive information about new plans successfully worked by classes or of new applications to old ones. Most adult class magazines as well as state papers pub- lish pictures of live classes—when the class has a group photograph made, ask the photographer for a glossy, unmounted print and send to one of these papers Newspaper Display In smaller towns it may pay the class to buy newspaper space for running regular advertisements of the class. Such advertising will not pay if placed in large metropolitan papers unless the class draws from the entire city for its members or makes a special appeal to transients. For best results change the copy of the advertisement weekly. Classified Advertising If advertising funds are limited, use the classified columns of the small town newspapers. Several ads may be run during the last several days of the week at slight cost. These ads may simulate regular classi- fied advertising, e.g.: WANTED: 25 women to attend the Bible Class next Sunday morning. Special service in honor of mother. Address: by Mrs. 9 :30 A. M., Eighth Ave. M. E. Church, Eighth Ave., at B. St. 276 The Women’s Class in Action TO BUY: One hour of the time of 50 mothers next Sunday morning at 9:30 by the CHM Bible Class. We offer a satisfying service of worship, the oppor- tunity to discuss your home-making problems and the fellowship of nearly 100 Christian mothers. Topic for discussion: Play. Leader, Mrs. A. F. Wilkins. Christian Home Makers Class, Third Christian Church, 3617 Van Dorn. VII. OUTDOOR ADVERTISING The more often the class can make an advertising impression under slightly different circumstances, the stronger the reaction of the public will be. Outdoor advertising can be used in a limited way by the women’s Bible class to supplement direct-by-mail and newspaper advertising. Bulletins Well-designed class bulletin boards are excellent outdoor advertisements. If well located at railroad stations, electric car terminals, near hotels, or near prominent markets many women will see the class mes- sage. If no locations of that sort are available, a board can almost always be erected on the church prop- erty, provided it is dignified in appearance. Attractive changeable letter bulletins can be had at reasonable prices. Copy on the bulletin board should be changed at frequent intervals. If a painted board is used, it should be repainted at least every six months. Let the board reflect the class—people will judge the class by it. Advertising the Class 277 Posters From time to time the class will want to have printed, large advertising cards for display in stores, store windows, in beauty parlors—yes, and now in barber shops. Homemade posters constructed of cut- out pictures mounted upon heavy paper are often more attractive than printed posters—and less ex- pensive. Window Displays If the class is really doing an outstanding piece of community service, it is sometimes possible to secure the consent of a local merchant to install a window display. In it the class may want to feature photo- graphs of its activities, models, charts, diagrams, maps and statistics. Get windows on the most prominent corners possible. VIII. MISCELLANEOUS ADVERTISEMENTS Moving Picture Shdes The class will probably reach more women at pic- ture shows than at any other one place. It is logical, then, for the class to advertise itself through “‘movie” slides—the main thing is to reach women where they are. It is well occasionally to use several slides show- ing the work being done by the class, explaining ideals for which it stands, and the like. Picture-show ad- vertising is one form that will be seen and read. Novelties Some classes distribute small pencils with the class 278 The Women’s Class in Action name stamped on them, bookmarks, paperweights, calendars, shopping lists, etc., to women they hope to interest. This form of advertising does create a cer- tain amount of good will, but, all other things being equal, is not as resultful as direct-by-mail or news- papers. IX. COOPERATIVE ADVERTISING So far we have been discussing in this chapter ad- vertising of individual classes. Before the class invests heavily in advertising, it should consider the possibili- ties of a campaign in conjunction with the other classes of the school. If there are four graded adult classes in one church school, why should the four conduct separate cam- paigns? By combining their budgets it would be pos- sible to do more and better advertising with a com- paratively smaller sum of money. Fundamentally, the adult advertising appeal should be made in the name of the school’s adult department. Now let’s carry the thought a step farther. There are hundreds of unchurched adults in every com- munity—liabilities of the churches of those communi- ties. Individual churches can reach some—not all. Why then should not all the adult classes of a com- munity band together into an adult Bible class council and conduct a joint advertising campaign to reach all the unchurched of the community? Once more, there would be possible more compelling advertising at lower proportionate cost. It is this writer’s opinion that only through codperative effort of this sort will the world ever be won to Christ. Advertising the Class 279 X. GENERAL PRINTED MATTER In addition to her strictly advertising duties, it is also the duty of the Reporter to work closely with the officers in planning printed matter needed in their activities. She is the woman in charge of everything pertaining to the use of printer’s ink. She will plan and have printed, programs, menus, tickets for enter- tainments, literature for the Vice-President, Visitor, Teacher, Entertainer or other officers needing special printed matter. Record forms will usually be planned by the officers using them. It will be seen that the Reporter’s responsibilities are equal to those of any other class officer. If she is not awake and allows opportunity for publicity to pass unused, the class will become just another class in a Sunday school. On the other hand, she can, by judicious advertising, increase the influence of the class and make it the best known, most talked of, most help- ful, institution in the community. BIBLIOGRAPHY Barclay-Phifer, “Adult Worker and His Work,” Ch. VIII. Blick, “The Adult Department,” Ch. VII. Case, “Church Advertising.” Niese, “The Newspaper and Religious Publicity.” Hall, “Writing an Advertisement.” Perkins, “The Amateur Poster Maker.” Ross, “The Writing of News.” Scott, “The Theory of Advertising.” 280 The Women’s Class in Action QUESTIONS FOR DISCUSSION I. Do you believe the women’s Bible class should advertise? 2. What has YOUR class to advertise? 3. What should the class expect from advertising? 4. Work out an advertising plan for your class. 5. Do you agree with the author’s position regarding cooperative advertising? Explain why or why not. ApPpENDIxX A ADDRESSES YOU NEED TO KNOW Abingdon Press (M. E.), 150 Fifth Ave., New York City. Association Press, 347 Madison Ave., New York. Children’s Bureau, Washington, D. C. Christian Board of Publication, 2712 Pine St., St. Louis. Cokesbury Press (M. E. South), 810 Broadway, Nash- ville, Tenn. Doran Company, George H., 244 Madison Ave., New York ork. Eden Publishing House (Evangelical), 1716 Chouteau, St. Louis. Erker Bros., 608 Olive St., St. Louis. (Picture Slides) Friends’ General Conference, 150 N. 15th St., Philadel- phia, Pa. International S. S. Council of Religious Education, 1516 Mallers Bldg., Chicago, III. Judson Press (Northern Baptist), 1701 Chestnut St., Philadelphia. Keystone View Co., Meadville, Pa. (Slides, stereoscopes) Macmillan Co., 64-66 Fifth Ave., New York City. McKinley Publishing Co., 1619-21 Ranstead St., Phila- — delphia. (Outline maps) Missionary Education Movement, 150 Fifth Ave., New York City. National Child Welfare Association, 70 Fifth Ave., New York City. National Motion Picture League, 381 Fourth Ave., New York City. (Information about films suitable for use in churches) Perry Picture Company, Malden, Mass. Pilgrim Press (Congregational), 14 Beacon St., Boston, Mass. a 282 The Women’s Class in Action Revell, Fleming H., 158 Fifth Ave., New York City. Religious Education Association, 308 N. Michigan Ave., Chicago, IIl. Scribner’s Sons, Charles, 597-599 Fifth Ave., New York ity. Standard Publishing Company, Cincinnati, Ohio. Sunday School Board, Southern Baptist Convention, 161 Kighth Ave., N. Nashville, Tennessee. University of Chicago Press, Hyde Park, Chicago, IIl. Westminster Press, Witherspoon Bldg., Philadelphia, Pa. Women’s Press, 600 Lexington Ave., New York City. APPENDIX B SUGGESTIVE CONSTITUTION AND BY-LAWS Article I.—Name Phisiclass shallbe: known» as*the’ ..2...% 85: Bible GasMOMNe?. Yekeis. ss Sunday-school of the .......... Church. Article II.—Object and Motto The object of this class shall be Bible study, evangel- ism, Christian culture, and fellowship, to make aggressive efforts to bring women into the Sunday school and church, and to es practical Christian living. The Biase AIOLLO: SMALL Gyn are verted o'aclaibw ts ele sie ao Article IJJ.—Membership Section 1. Any woman from twenty-five to about thirty-five years of age may become a member of this class on presentation of name and election by unanimous vote of the members present. Sec. 2. Any one desiring to encourage the work of this class may become an honorary member on presenta- tion of name and election by unanimous vote. Sec. 3. No members are to be dropped from the class roll until a thorough investigation of causes of absence has been made, and a unanimous recommendation to drop the name be made by the executive committee. Article IV.—Officers Section 1. The officers of this class shall be the fol- lowing: Teacher, President, Vice-President, Secretary, Treas- urer, Visitor, Librarian, Entertainer, and Reporter. Sec. 2. These nine shall constitute an Executive Board. 284. The Women’s Class in Action They shall have general supervision of the work of the class, and shall have power to fill all vacancies between elections. Any five members of this board shall con- stitute a quorum. Article V—Assistants Section 1. The Executive Board shall meet within one week after their election, and shall select members of the class to serve with the officers as assistants. Sec. 2. In making these selections effort shall be made to assign, as far as practicable, every member of the class to duty as assistant to one or more of the officers. Sec. 3. As new members are added to the class, effort shall be made to assign them to duty as assistants as soon as possible. Article VI.—Work Section 1. The Teacher shall have charge of all educa- tional work of the class, and shall be teacher, friend and adviser. She shall be consulted in all matters of importance. Sec. 2. The President shall be the class executive. She shall preside at the meetings, shall have the direction of the personal work and devotional interests of the class, and be general class executive. She is also chairman of the Executive Committee. Sec. 3. The Vice-President shall have charge of mem- bership increase. She shall secure new members and introduce them to the other members of the class. She shall also act as President in that officer’s absence. Sec. 4. The Secretary shall have charge of the class records. She shall keep a roll of the members, preserve minutes of all meetings, mark the records, prepare re- ports for the school, church or district association, and attend to all business correspondence. Sec. 5. The Treasurer shall have charge of all moneys. She shall look after the regular and special contributions and shall seek to promote the grace of liberality. Appendix B 285 Sec. 6. The Visitor shall have charge of class visitation. She shall look after absent members, visit the sick, and aid members in securing employment. Sec. 7. The Librarian shall have charge of the class library. She shall see to the distribution of Bibles, song books, and papers, and shall seek to promote the reading of wholesome literature. She shall also preserve a file of class publications, advertising, etc. Sec. 8. The Entertainer shall have charge of class recreation. She shall arrange for music, socials, recep- tions, lectures, athletics, and the like. Sec. 9. The Reporter shall have charge of class ad- vertising. She shall see that due announcement is made of all meetings, and that items of interest are furnished to the papers. She shall also have charge of the editing of class papers, preparing advertising, and the like. Article VII.—Meetings Section 1. This class shall be a constituent part of the Sunday-school, subject to its rules and regulations, and shall meet at the regular Sunday-school hour, unless such other arrangement be made as shall meet with the ap- proval of the Educational Board or the Pastor and Super- intendent. Sec. 2. Other meetings may be held as arranged by a vote of the class or by the Executive Board. Sec. 3. A meeting may be called at any time by any five members of the Executive Board, provided notice be given at a previous Sunday meeting. Sec. 4. A business meeting shall be held as often as every three months, with a meeting of the Executive Board during the week preceding. Article VIIJJ.—Elections Section 1. Officers shall be elected annually at the regular business meeting in September, and elections shall be by a majority vote. Sec. 2. The School Educational Committee (or the 286 The Women’s Class in Action Pastor and Superintendent) shall be consulted in regard to choice of the Teacher and her election shall be subject to their approval. Sec. 3. The new officers shall be inaugurated at the regular business meeting following their election, and shall assume their duties at that time. Sec. 4. Any officer shall be subject to removal from office upon two-thirds vote of the members present at any regular Sunday morning service or regular business meeting, provided that notice shall have been given at a previous meeting, and a copy of same sent to the officer in question. Article IX.—Finances Section 1. This class shall contribute of its means in accordance with the financial plans of the Sunday-school. Sec. 2. This class may also raise additional sums of money for the prosecution of their work as a class. Article X.—Amendments This constitution may be amended by a two-thirds vote of those present at a duly authorized business meeting of the class, provided notice of such amendment shall have been given at such previous meeting. SUGGESTIVE BY-LAWS Article I.—Membership Section 1. Any woman, 25 to 35 years of age, may become a member of this class after two consecutive Sundays’ attendance upon presentation of her name and election by unanimous vote of those members present. Sec. 2. New members may be voted in at any regular Sunday service or at any regular class business meeting. Appendix B 287 Article II.—Meetings Section 1. A regular business meeting of the class shall be held the first Tuesday evening in each month for the purpose of transacting class business, of following a constructive study course, for furnishing entertain- ment and for promoting sociability among the members. Sec. 2. Executive Board meetings shall be held regu- larly every month on the Tuesday evening preceding the regular business meeting of the class. Sec. 3. Each officer shall call a meeting of her as- sistants at least once every quarter. Article III.—Quorum One-fourth of the resident membership of the class shall constitute a quorum at a business meeting. Article IV.—Election of Officers The election of officers shall be by private ballot, on nomination. | Article V.—Finances Section 1. Each member shall be expected to con- tribute, if financially able, .......... cents per month as dues for carrying on the class work. Sec. 2. The usual Sunday school offering shall be taken each Sunday, and turned in to the school treasury. Article VI—Reports of Officers Section 1. Every officer shall make a written report at each regular meeting of the Executive Board, and also at each regular business meeting. Sec. 2. The class President shall make a written re- port monthly to the school worker’s council. Sec. 3. The Secretary shall make an annual report to 288 The Women’s Class in Action thea .... District Sunday School Council at such time as may be requested. Article VII.—Rules of Order Robert’s “Rules of Order” shall be the standard in all questions of order in the conduct of the business of the class. Article VIIJ.—Order of Procedure The order of procedure in the business meetings and in the meetings of the Executive Board shall be as fol- lows: (1) Call to Order; (2) Prayer; (3) Reading of Minutes; (4) Reading of Reports of Officers in the order of their naming in the constitution; (5) Unfinished Business; (6) New Business; (7) Class Motto or yell or song; (8) Announcements; (9) Adjournment; (10) Prayer. Article [X.—Amendments Section 1. These by-laws may be amended by a two- thirds vote of those present at a duly authorized business meeting of the class, provided notice of such amend- ment shall have been given at such previous meeting. Sec. 2. These by-laws may be suspended at any regu- lar class meeting by a two-thirds majority vote of those present. APPENDIX C A SUGGESTED STANDARD OF EXCELLENCE FOR ADULT BIBLE CLASSES (Some of the Sunday School Boards have denominational Standards of Excellence. The officers of the Women’s Bible Class should strive to meet such standards. The Adult Work Section of the International S. S. Council is also working on a standard for adult departments. I. Organization (a) The class shall have the following officers with duties as specified: Teacher—Instruction ; President—Executive and Religious activities; Vice-President—Membership increase; Secretary—Records ; Treasurer—Finances ; Visitor—Maintaining the membership; Librarian—Literature ; Entertainer—Social Life; Reporter—Publicity. It is not necessary that the officers be known by these particular names, but the work of the class should be covered as indicated. (b) The class shall be definitely connected with the school of the church. (c) The class shall meet with the adult department of the school, either in the entire opening or the entire clos- ing worship service, according to the plan of the school. If there is but one adult class in the school, it shall con- duct its own worship service in its own room. (d) The class shall be enrolled with the denominational board and shall display the class standard and certificate of enrollment. (e) The class shall make annual reports to the district Sunday School Council. 289 290 The Women’s Class 1n Action (f) The class membership shall be confined to one age range, e.g., 25-35; 35-45; 45 and up. Young people below 25 years of age shall not be grouped in the adult class, but in separate young people’s classes. (g) All offerings of the class shall be made into the treasury of the church school for general expenses and for benevolences fostered by the school, except when the school educational committee workers’ council shall agree that a certain per cent (which shall never exceed twenty-five per cent) shall be kept in the class treasury. (h) The Teacher shall hold a New Standard Teacher Training Diploma, or possess equivalent training, or should be regularly pursuing this course. Adult special- ization units should be included in the training work. (i) The Teacher shall be uniformly punctual, with an average attendance of at least eighty-five per cent (85%). If to be absent, she shall notify the department Superintendent in time for a substitute to be secured. (j) The class shall have its own room, isolated by walls or solid partitions, and properly furnished. II. Service (a) Bibles shall be used in the recitation of the lesson. In church history, missions or social service courses not based definitely on Bible material a portion of the lesson shall be devoted to the reading of selected Bible passages. (b) The attendance at the class sessions shall average at least two-thirds of the enrollment, in lieu of which all absentees must be communicated with each week. (c) The annual membership increase shall be not less than fifteen per cent (15%) of the active membership. Newly organized classes, week-day classes and extension members may count toward this percentage. (d) The class shall hold a business meeting at least once every three months. The attendance shall equal the Sunday morning average. (e) The class shall foster the work of teacher train- ing, study or reading courses of the denomination, with a view to larger Christian service. (f) The class shall be represented each year at the Appendix C 291 adult conferences of Sunday school conventions, train- ing schools or institutes by members other than the Teacher. (g) Fifty per cent (50%) of the attending class mem- bership at one preaching service each week. (h) Fifty per cent of the attending membership mak- ing some definite lesson preparation. (i) Definite, personal evangelistic efforts. (j) Class membership urged to codperate with the church in its financial program, according to the church lan. (k) The class rendering definite Christian service (1) to the school; (2) to the church; (3) to the community. is. a hi INDEX Absentees, dropping from roll, 198 Following, 192 Keep informed, 194 Activities, avoid duplica- tion, 157 Addresses you need to know, 281 Advertise the class, why?, 249 Advertise, what has class to?, 250 Advertising Cooperative, 278 Fundamentals, 252 Funds, 218 Must be followed per- sonally, 255 The class, 249 Adult class council, 168 Adult department and the class, 41 Adult department organiza- tion, 42-4 Adults, does the school want? 18 Age grading, 19-22 Americanization, 163 Anniversaries, class, 183 Arlington Christian Church Class, Lexington, Ky., 152, 171 Assistants, 35 Attendance Getting record of, 203 Maintaining, 192 293 Balancing the study course, I Bandits Annual, 230 Mother-and-daughter, 24% Batten quoted, 88 Bible American Revision, 51 For class room, 51 Geography, 61 How to use, 61 Moffatt Translation, 51 Reading, daily, 247 Selecting a, 246 The Teacher’s knowledge of, 60 Version to use, 51, 70 Big Sisters, 165 Bills, paying, 218 Birthday records, 208 Blackboard, 51 Bookkeeping, class, 221 Booklets, 262 Book talks, 245 Budget system, 219 Bulletin boards, 276 Bulletin, filing, 243 Burroughs quoted, 33, 34 Business meeting, 140, 205 Class night plan, 229 By-laws, 286 Centenary M. E. Church, St. Louis, Anchor Class, 177 294. The Women’s Class in Wena Church history, 123 Church and the class, 44 Church school—see “Sun- day school” Circulars, 262 Classified advertising, 275 Class days, 151 “Class night” plan, 229 Class paper, 265 Editing the, 267 Class room, 47 Clubs, 232 Compton Hgts. Christian CINTCH Violen otis, Women’s class, 160 Constitution, 283 Consideration, question of, 143 Contests, 180, 196 Conventions, 158 Cooperative advertising, 278 Cope—quoted, 148 Correspondence, class, 214 Correspondence study, 64 Current topic talks, 246 Debates, 78, 228 Department organization for adults, 42-43 Departmental plan of class organization, 33-35 Direct mail advertising, 255 Discussion lesson, 82 Dramatics, 80, 236 Dropping absentees from roll, 198 Dues, 217 Duplicating machine, 53 Editing a class paper, 267 Elective study courses— need of, 8&8 Elective courses available Abingdon Press, 103 Association Press, 102 Baptist—North, 103 Baptist—South, 104 Century Company, 107 Christian Board, 107 Cokesbury Press, 107 Congregational, 104 Doran, George H., 105 Evangelical, 107 Friends, 105 International, 1or Judson Press, 103 Macmillan, 106 Methodist—North, 103 M. E. South, 107 Missionary Education Movement, 108 Pilgrim Press, 104 Presbyterian, 105 Revell, Fleming H., 106 Scribner’s, 102 Standard Press, 107 Westminster Press, 105 U. S. Government, 106 University of Chicago, 107 : Woman’s Press, 102 Enrollment records, 207 Entertainer, the, 227 Entertainments, open, 235 Emblem, importance of wearing, 187 Equipment, 47-55 Evangelism, 149 Index Executive meetings, 142 Expression of the lesson, Extension work of class, 155, 156, 160 Fellowship, 155 Finances, 215 Coordinating with church plan, 220 First Christian Church, Ft. Worth, Texas, Jarvis Love Class, 268 First M. E. School, Chatta- nooga, Tenn., 229 Folders, 262 Following visitors, 175 “Four-square’ membership campaign, 181, 196 Furnishings for class room, 48 Get-together meetings, 227 Grading adults, 19-28 Harmonies, making, 79 Home department, 154, 156 Home—reaching the, 154 Interest grading, 22-24 International graded _les- sons, 100 International uniform les- sons, 98 Interruptions, 48 Large classes, 44 Law enforcement, 163 Laying out advertising, 265 295 Lecture method of teach- ing, 76 Lesson, how to study, 68 Lesson material, present- ing, 74 Lesson plan, 72-76 Lessons, supplementary lit- erature, 243 Letters, advertising, 255 Lexington, No i Church, Marathon Class, 271 Librarian, the, 240 As literary counselor, 246 At Sunday sessions, , 243 Library Do we need one?, 240 Parents’, 242 The teacher’s, 62-63 Working the, 242 Life-centered courses, 109 Linwood Boulevard M. E. Department, Kansas City, 25-26 Lyceum courses, 166 Mailing cards, 261 Mailing lists, 264 Mannerisms, 59 Maps, 52 Maplewood Baptist Church, St. Louis, Amoma Class, 156, 232 Women’s Class, 260, 261, 273 : Membership increase, 173 Members who move away, 199 296 The Women’s Class in Action Minutes, 211 Missions, 61 Class missionaries, 169 Study courses, 124 School of missions, 168 Study, 168 Mission schools, 163 Mixed classes, 37 Mother-and-daughter ban- quet, 162, 231 Motion picture advertising, 277 Motions Amending, 144 Dividing, 143 How to make, 142 Withdrawing, 143 Music, 54, 229 Names for classes, 38-40 New classes, how-to organ- ize, 36 New members Putting to work, 187 Nursery, as service, 160 Newspapers, using to ad- vertise, 272 Novelty advertising, 278 Offerings For Sunday school, 40 Sunday, 217 “One-at-a-Time” plan, 177 Organization Appeal of, 30 Characteristics of, 31 Departmental plan, 33 Scriptural example, 31 Value of, 32 Organizing Existing class, 36 New classes, 36 Outdoor advertising, 277 “Pal” plan (attendance), 107) ae Parent, discussion groups, 161 Parents’ library, 242 Parkland Baptist Church, Louisville, Ky., Phila- thea class, 256 Parliamentary procedure, 142-146 Physical program, 237 Picnics Class, 231 Mixed, 233 Pictures For adult class room, 49- 50 In teaching, 84 Planning a lesson, 72-76 Points of information, 145 Points of order, 145 Points of privilege, 145 Posters, 277 Postponing action, 144 Prayer circle, 150 President Cooperation with pastor, 151 Her training, 135 Qualifications, 133 Previous question, 144 Program, typical class, 138- 139 Projects, 77 saad fe ed Index Prospects, sources of, 184 Publicity director, the, 251 Publicity, newspaper, 272 Punctuality, 198 Question and answer meth- od, 81 Quorums, 142 Rally days, 195 Reading courses, 246 Reading, Bible, 95 Receptions, 231 Annual, 182 Records, 202 Comparative, 211 Using, 209 Recognition of new mem- bers, 187 Recruiting, 173 Best time for, 186 Reporter, the, 251 Reviews in teaching, 75 Room, care of the, 237 “School days” social, 234 School of missions, 169 School records, 208 Secretary, the, 202 Service as expression of the lesson, 86 Service activities, 148-171 Service To church, 158 To community, 162 To home, 160 To membership, 148 To school, 156 World service, 168 297 Shawnee, Okla., Baptist Church) Tbe L:velass: 2h Slides, where to get, 53 Social activities, why, 226 - Social affairs, how often, 229 Socialized recitations, 81 Socials, mixed, 233 Social, . Plans, 226 Problems rooming house tricts, 167 Room, 54 Rooms for community, 167 Service, 163 Social service study courses, 124 Speakers, special, 84 Special speakers, introduc- ing, 13 Standard of excellence, 289 Stereopticon, 52 Stories, 83 Story-telling, encouraged by librarian, 247 Study courses Available courses, 98-132 Balancing, 91, 129-131 Bible outline, 112 Christian life, 117 Church history, 123 Doctrinal, 117 Examples, 129 How long?, 92 Individually planned, 109 Intensive Bible, 114 of girls, in dis- 298 The Women’s Class in Action Study Courses Life centered, 109 Limiting factors, 89 Made for class, 100 Missions, 124 Parents, 117 Perspective in planning course, 67 Purpose of, 88 Social service, 124 Variation of approach, ys Who selects course?, QI Without a teacher, 93 Study lesson, 82 Study, when to begin, 69 Sunday school Obligation of class to, 40 Obligation to class, 40 Sunday sessions of class, 136 Suppers, 228 Supplementary lesson ma- terial, 243 Survey of community, 162 Talks, special, 86 Teacher, and the class, 67 Her library, 62-63 Her training, 59 How to become trained, 04 Personality, 57 Selecting, 56 Training, 157 Teaching equipment, 51 Teaching methods Discussion, 82 Lecture, 76 Teaching Methods Project-problem, 77 Question and answer, 81 Socialized recitations, 81 Study lesson, 82 Topical, 80 Teaching unit, 73 Third Baptist Church, St. Louis, Reapers’ Class, 262, 263 Topical method of teaching, 80 Training, how to secure, Treasurer, the, 215 Opportunities for vice, 224 Twin Sunday, 184 S¢€I- Vacation schools, 166 Valentine plan (attend- ance), 184 7 Vice-president, 173 Visitation, 159 Visitor, the, 191 Webster Groves, Mo., Bap- tist Church, Christian Home-Makers’ class, 170 Welcoming members, 173 Withdrawal records, 258 Window displays, 277 Workers’ library, 241 Worship, 137-138 Conducting school pro- grams, 158 Zoo plan (attendance), 197 \ ’ ‘ Fs fa mee 4 ‘ i } i, antl Ratt ma , “i «oi Ms me Bue a te any ae Date Due See ere er ee ge seer cee cnen oeueaeeeeeore teceeie ih I iil | j. ww —_ © ———_ a N ome © > rie sae | | | |