on is: "_In your opinion are the
Negro colleges meeting the needs of definite religious training?_"
Every one's answer except one might be summarized thus: Some good has
been accomplished but we are far from the real goal. We need
reconstruction and a new impetus.

The emphasis which they are putting on expressional activity as an
essential in the process of religious education does seem to indicate
that they regard self activity. Wherever the social service was very
scant the one reporting felt it his duty to give an apology for the
actual conditions and express a hope of better results in the future.
This showed that they felt it the vital factor in the progressive
socialization of the individuals. The place of prominence given to
worship, to religious services on Sunday and in the week is either an
index to their conception concerning the value of worship or else an
index of their habit toward orthodoxy. Circumstances surrounding these
schools would suggest the former for the larger number of these
institutions.

SOME CURRENT CONCEPTIONS OF RELIGIOUS EDUCATION IN RELATION TO GENERAL
EDUCATION

Religious education is considered a part of general education and is
included under that genus. What is general education? For a long time
education was defined in terms of intellect, but that ground is no
longer tenable. Spencer said: "Education is the preparation for
complete living." Modern educators reject this as an inadequate
statement of education. Education does not merely prepare for
something in the future. It endeavors to fill one full of life, and
human experience during the educative process. Education must be
expressed in social terms. James describes education as the
organization of acquired habits of conduct and tendencies to behavior.
This emphasizes the psychological side.

It was thought that the aim of education could be expressed in purely
individual terms. It was said to be the harmonious development of all
the powers of the individual. Dewey attacks this definition showing
that there is no criterion for telling what is meant by the terms
used. We do not know what a power is; we do not know what is meant by
development or harmony. A power is a power with reference to the use
to which it is put, the function it has to serve. There is nothing in
the make-up of human beings, taken in any isolated way which furnishes
controlling ends and serves to mark out powers. Unless we have the aim
supplied by soc