may learn the author's
statements, but that they may be led to think seriously on all these
matters and stimulated to do something about them.

Use the "discussion topics" given at the end of each lesson. They are
not designed to furnish a syllabus of the lesson, but to suggest
important questions for discussion, some of which may barely be
mentioned in the text. They may be used in assigning the advance work,
giving topics to different students, and they may be used in your review
of the previous lesson.

A syllabus of each lesson will be helpful, provided it be prepared by
the students themselves. Encourage the careful reading of the lesson by
every member of the class, letting the syllabus grow out of this.

Notebooks will have their largest value if used at home for two
purposes: first, to set down the student's analysis of the book as he
reads, secondly, to record the student's observations on definite
problems and on practice in the home. Note-taking in the class will have
very little value unless it is backed up by study at home.

_Generalization._ Have clearly in your own mind a definite concept of
the general principle underlying each section. Read through each section
until you can state the principle for yourself. Bring your teaching into
a focus at the point of that principle before the lesson ends. Try to
get the members of the class to state the principle in their own words.

_In action:_ The principles will have little value unless translated
into practical methods; direct your teaching to their actual use in
families. Your generalization is for guidance into application. Urge
that the plans described be actually tried. Expect this and call for
reports on plans tested in the daily experience of families. If a number
of students would try, for example, the plan of worship suggested for
two or three weeks and report their experiences in writing, together
with the accounts of any other plans tried, a valuable budget of helpful
knowledge could thus be gathered.[53]

_Conference plan:_ Some classes will be able to meet twice a week,
taking the lesson at one session and at another spending the time in
conference. At the conference period the program might provide for (1)
brief papers by members of the class on topics personally assigned, (2)
abstracts or summaries of assigned readings, (3) discussion on the
particular points raised in the papers, and (4) conference on unsettled
questions from the lesson f