ial life we have only the old faculty psychology to
furnish us with ideas of powers in general or the specific powers.[3]
Dewey defines education as the regulation of the process of coining
to share in the social consciousness. And the majority of educators
use social terms to define education. Soares has this conception in
mind when he gives the following definition of education. "Education
is a scientifically directed process of developing progressive
socialized personality." But to achieve personality one must achieve
sympathy and sympathy is one of the concerns of religion. Hence all
true education involves religion.

What is religion? Wright in the _American Journal of Theology_, Volume
XVI, page 385, quotes Leuba as defining religion as a belief in a
psychic superhuman power. Wright has objections to this definition on
the ground of its narrowness. He attempts to add breadth to the
definition in: "Religion is the endeavor to secure the conservation of
socially recognized values, through specific actions that are believed
to evoke some agency different from the ordinary ego of the individual
or from other merely human beings, and that imply a feeling of
dependence upon this agency. Religion is the social attitude toward
the non-human environment." This is not synonymous with sectarianism,
creeds, dogmas or ceremonies. Creeds and ceremonies have to do with
ecclesiasticism not with religion per se. Creeds are developments of
theology and dogma is an outgrowth of religion and not religion. Modes
of worship developed into rites and ceremonies are ecclesiastical
means of fostering the religious spirit but not religion. Religion is
not a feeling to be imposed from without. Religion is a life and a
life-long process. "The religious life is the response the heart of
man makes to God, as the heart of the universe. The religious person
is one who is conscious of his divinity because of his kinship with
the universe through God, and who because of this consciousness seeks
fellowship with God and the Godly."

Having arrived at the conclusion concerning education and religion
which are given by some of the most representative students of the
subjects, let us ascertain some conceptions of religious education. As
indicated in the beginning of this topic, religious education is not
regarded as a separate entity. It is a part of the process of
efficient education. The human organism is a unit. Life is a whole and
connects physica