ledge of the Bible
and the fundamentals of religion as we have a right to expect? If
not, where is the trouble and what the remedy?

3. Have you been consciously emphasizing the creation of right
attitudes as one of the chief outcomes of your teaching? Do you
judge that you are as successful in the developing of religious
attitudes as in imparting information? If not, can you find a
remedy?

4. To what extent do you think your instruction is actually
carrying over into the immediate life and conduct of your class in
their home, school, etc.? If not to so great an extent as you could
wish, are you willing to make this one of the great aims of your
teaching from this time on, seeking earnestly throughout this text
and in other ways to learn how this may be done?

5. Do you on the whole feel that the subject matter you are
teaching your pupils is adapted to the aims you seek to reach in
their lives? If not, how can you supplement and change to make it
more effective? Have you a broad enough knowledge of such material
yourself so that you can select material from other sources for
them?

6. To what extent do you definitely plan each lesson for the
particular children you teach so as to make it most accessible to
their interest and grasp? Do you plan each lesson to secure a
psychological mode of approach? How do you know when you have a
psychological approach?

FOR FURTHER READING

Betts, Class-Room Method and Management, Part I.

Coe, A Social Theory of Religious Education, Part II.

DuBois, The Point of Contact in Teaching.

CHAPTER IV

RELIGIOUS KNOWLEDGE OF MOST WORTH

The child comes into the world devoid of all knowledge and
understanding. His mind, though at the beginning a blank, is a potential
seedbed in which we may plant what teachings we will. The babe born into
our home to-day can with equal ease be made into a Christian, a
Buddhist, or a Mohammedan. He brings with him the instinct to respond to
the appeal religion makes to his life, but the kind and quality of his
religion will depend largely on the religious atmosphere he breathes and
the religious ideas and concepts placed in his mind through instruction
and training.

What, then, shall we teach our children, in religion? If fruitful
knowledge is to be one of the chief aims of our teaching, _what_
knowledge shall w