n general courses of education. But the field of
study of religious education is not exhausted there, but is so
specific and yet so broad as properly to constitute a recognized
branch of educational practice. The religious purpose in religious
education yields the point of view and the principles of
classification that are important for religious educators.

The conceptions of religious education just passed in review warrant
certain deductions. Any institution which meets adequately the
requirements of religious education must have genuinely religious men
and women in the entire teaching and official force. Such persons will
determine the atmosphere and spirit of the institution. These teachers
should have clear conceptions of the ideals of religious education.
The blind cannot lead the blind. The students must be trained along
three fundamental lines, of the religious life. First, he must have
some of the intellectual value of religion. He must have social
knowledge. He must have the opportunity of expressing the devotional
attitude in worship. He must have the outlet of religious energy in
social service. The duty of the college will be far from discharged
unless it makes provision for laboratory religion where there is a
working place for each member. Religion is a life and the college
should be a society where this life may be lived in its fullest
extent, encouraging practical altruism and giving the protection which
an ideal society affords against demoralization.

EVOLUTION OF RELIGIOUS EDUCATION IN NEGRO COLLEGES AND UNIVERSITIES

The problem of religious education in Negro institutions is real. On
the basis of the investigation we are able to point out some prominent
phases of the problem. The first element of this problem is the
teacher. There are in Negro colleges, 22 teachers of religious
education who have had no professional training for the work. This
means that one-fourth of the entire corp of teachers of religion in
these institutions are without the prestige, at least, of even the
semblance of professional training. Two main causes account for this.
These institutions have not those who are professionally trained on
their faculties and they lack funds to procure the service of such
persons. In the next place they think it is not necessary.

One observation here is important. These services seem to be
significant in proportion to the participation in them by the students
themselves. The Sunday Sch