l, mental and religious phases. The whole personality
is the object for consideration for the educator. The emphasis in
education varies from physical to mental and from mental to religious,
or social. When the emphasis is placed on the social or religious
phase the procedure may be properly called religious education.

Professor Hartshorn carries the social idea to an adequate conclusion.
He says: "Religious education is the process by which the individual
in response to a controlled environment, achieves a progressive,
conscious social[4] order based on regard for the worth and destiny of
every individual." Professor Peabody states the matter in the
following words:[5] "Religious education is the drawing out of the
religious nature, the clarifying and strengthening of religious
ideals, the enriching and rationalizing of the sense of God.... The
end of religious education is service...." Dewey's idea of education
is much akin to the current conceptions of religious education. "The
moral trinity of the school is social intelligence, social power and
social interests. Our resources are, (1) the life of the school as a
social institution in itself, (2) methods of learning and doing work,
and (3) the curriculum."[6]

The goal of general and religious education is the same; namely, the
getting of the individual into the highest and most desirable
relationship with both the human and non-human elements, in his
environment. The standard of each is found in the functional
relationship of each to society. Modes of expression and emphasis may
vary but the ideals for both are the same. Dr. Haslett[7] has given an
unique representation of this conception. "Religious education," says
he, "is closely related to secular education and is largely dependent
upon it. The fundamental laws and principles of psychology and of
education require to be recognized as central." Professor Coe[8]
reminds us, however, that "religious education is not and cannot be a
mere application of any generalities in which the university
departments of education deal. It is not a mere particular that gets
its meaning or finds its test in the general." Religious education
deals with original data and with specific problems that rarely appear
in the instruction that is called 'general' and that grow out of the
specific nature of our educational purpose. In the analysis of these
data and in the determination of the method, we can and must use
matter contained i