It is true that the full fruits of our teaching and of the child’s learning must wait for time and experience to bring the individual to fuller development.  But it is also true that it is impossible for the child to lay up a store of unused knowledge and have it remain against a later time of need in a distant future.  The only knowledge that forms a vital part of our equipment is knowledge that is in active service, guiding our thought and decisions from day to day.  Unused knowledge quickly vanishes away, leaving little more permanent impression on the life than that left on the wave when we plunge our hand into the water and take it out again.  In similar way the interests, ideals, and emotions which are aroused without at the same time affording a natural outlet for expression in deeds and conduct soon fade away without having fulfilled the purpose for which they exist.  The great thing in religious education is to find immediate and natural outlet in expression, a way for the child to use what he learns; to get the child to do those things pointed out by the lessons we teach him.

Religion drawing closer to life.—­This is the only method of religious education that will meet the requirements of these times upon the Christian religion.  The unmistakable trend of modern Christianity is to connect religion more closely and vitally with life itself—­to make it a mode of living in a deeper sense than has obtained since the days of Christ upon earth.  This is a very hopeful sign, for it accords completely with the spirit and message of Jesus.  When he said, “By their fruit ye shall know them,” what did he mean but that the quality and value of a man’s religion is to be known by its outcome in, deeds and action?  When he said, “Not everyone that saith.  Lord!  Lord! but he that doeth...”; and again, “He that heareth these sayings of mine and doeth them...,” was he not again emphasizing the great; truth that one’s religion is tested only by the extent to which it is tied up with his daily living?

The teacher will, therefore, say to himself, The religious knowledge I am putting into the minds of my pupils is of supreme importance—­if it makes them live better and act more nobly; the religious attitudes and emotions I am cultivating in my class are full of value and significance—­if they cause their possessors to live more broadly, sympathetically, usefully, and happily.  The true teacher will then add, And it is my task to see that this result follows without fail!

RELIGIOUS HABITS AS AN AIM