you able to tell how the
children of your class understand religion? What definite help are
you giving them toward broadening and enriching their concept of
religion? Are you leading them to see that religion is a way of
living the day's life?

4. To what extent do you feel that you really know the Bible? Could
you give a sketch of twenty of its leading characters, describing
the strengths and weaknesses of character of each? Could you
describe the great biblical events, and draw the lessons they
teach? Could you compare and characterize the Hebrew religion and
the religion of Jesus? Are the pupils in your class going to be
able from the work of the church school to answer favorably these
and similar questions?

5. We expect good citizens to know something of the history of
their country and their commonwealth. Is it too much to ask members
of the Christian Church to have the same information about the
church? Could you pass a fair examination on the history and
achievements of the church? Of your own particular church? Are the
children of your church school growing in this knowledge? The
children of your class?

6. To what extent do the children of your class know the hymns of
the church? Is care taken to give them such hymns as are suited to
their age? Are worthy hymns taught them, or the silly rimes found
in many church song books? (This does not mean that children should
be taught music beyond their comprehension; there is much good
music suited to different ages.) Are your children having an
opportunity to know the great religious pictures? Religious
architecture? (Here also the work must be adapted to the age.)

FOR FURTHER READING

Coe, Education in Religion and Morals.

Brown, The Modern Man's Religion, chapter on "The Use of the Bible."

Fosdick, The Manhood of the Master.

Weld and Conant, Songs for Little People.

Bailey, The Gospel in Art.

CHAPTER V

RELIGIOUS ATTITUDES TO BE CULTIVATED

Life never stands still; especially does the life of the child never
stand still. It is always advancing, changing, reconstructing. Starting
with an unripe brain, and with no fund of knowledge or expression, the
child in the first few years of his life makes astonishing progress. By
the time he is three years old he has learned to understand and speak a
difficult la