nguage. He knows the names and uses of hundreds of objects
about him. He has acquaintance with a considerable number of people, and
has learned to adapt himself to their ways. He has gained much
information about every phase of his environment which directly touches
his life--his mastery of knowledge has grown apace, without rest or
pause.

Nor does the development of what we have called _attitudes_ lag behind.
Parallel with growth in the child's knowledge, his interests are taking
root; his ideals are shaping; his standards are developing; his
enthusiasms are kindling; his loyalties are being grounded. These
changes go on whether we will or not--just because life and growth can
not be stopped. The great question that confronts teacher and parent is
whether through guidance, that is through education, we shall be able to
say _what_ attitudes shall arise and _what_ motives shall come to rule,
rather than to leave this all-important matter to chance or to influence
hostile to the child's welfare.

The teacher of religion, like all other teachers, must meet two
distinct though related problems in the cultivating of attitudes. These
are:

1. _The creation of an immediate or direct set of attitudes toward
the school and its work._ This is needed to motivate effort and
insure right impressions.

2. _The development of a far-reaching set of attitudes that will
carry out from the classroom into the present and future life of
the pupil._ This is needed as a guide and stimulus to spiritual
growth, and as a foundation for character.

ATTITUDES TOWARD THE SCHOOL AND ITS WORK

The older view of education sought to drive the child to effort and
secure results through pain and compulsion. It was believed that the
pathway to learning must of necessity be dreary and strewn with
hardships, if, indeed, not freely watered with the tears of childhood.

Now we know better. A knowledge of child psychology and a more
sympathetic insight into child nature have shown us that instead of
external compulsion we must get hold of the inner springs of action. No
mind can exert its full power unless the driving force comes from
_within_. The capacities implanted in the child at his birth do not
reach full fruition except when freely and gladly used because their use
is a pleasure and satisfaction. If worthy results are to be secured, the
_whole self_ must be called into action under the stimulus of
willingn