eing that they are properly stacked or disposed of may be given to
one; another may sweep the stairs every day with a whisk broom (in one
instance a boy of eight did this daily); another may be "librarian,"
caring for all books; each one, after eight years of age, should make
her own bed; each one should be entirely responsible for his own table
in his room. Many homes permit of many other "chores," such as keeping
up the supply of small kindling, caring for a pet or even a larger
animal, keeping a little personal garden or vegetable plot. Under those
normal conditions of living, which some day we may reach, where each
family, or all families, have trees and flowers and ample space, the
opportunities are increased for joyous child activities which
consciously contribute to social well-being as a whole.

Sec. 3. RELIGION IN ACTION

Perhaps some will say, this is not religious education, it is everyday
training. Yes, it is "everyday training," but it is the training of a
religious person with the religious purpose of habituating the child to
give his life in service to his world. That is precisely what we
need--_religion in everyday action_. The atmosphere and habitual
attitude and conversation of the family must be depended on to give a
really religious meaning to these everyday acts, to make them as
religious as going to church, perhaps more so, and so to make them a
training for the life that is religious, not in word only, but in deed
and in truth.

Whatever we may say to children on the subject of religion, whether
directly or in teaching by indirection through songs and worship, must
pass over somehow into action in order to have meaning and reality. It
must be realized in order to be real. The difficulty that appears is
that of connecting the daily act with its spiritual significance. Yet
that is not as difficult as it seems. If the act has religious
significance to us, if we form the habit of really worshiping God with
our work, seeking in it to do his will, the child will know it. We
cannot keep that hidden. The spiritual life will never be more real to
the child than it is to us, and no amount of moralizing or
spiritualizing about our acts or his will give them religious
significance.

At least one person will testify that, after being brought up in a
really religious home, the most strikingly religious memory of that home
is an occasion when he delightedly carried a tray of food to a sick
neighbor. It wa