ctivities.

Religion finding expression in the home.--No system or method of
religious instruction is effective the results of which do not find
expression in the life of the home. It is here in the intimate relations
of children with each other and with their parents that the moral and
religious lessons of forbearance, good will, and mutual service find
most frequent and vital opportunity for application.

Children need early to be made to see their individual and joint
responsibility for the happiness, cheerfulness, good nature, and general
social tone of their home; and to help at these points should become a
part of their religion. They should be stimulated to share in the care
of the home, and not to shirk their part of its work. They should be
interested in the home's finances, and come to feel a personal
responsibility for saving or earning as the situation may require. They
should have a definite part in the hospitality which the home extends to
its friends and neighbors, and come by experience to sense the true
meaning of the word "neighborliness."

The appearance and attractiveness of their home should be a matter of
pride with children, and this feeling should cause them to be careful in
their own habits of neatness, cleanliness, and order about the home. All
these things have a bearing on the foundations of character and are
therefore a legitimate concern in religious instruction.

The final tests of our instruction.--In such things as we have been
discussing, then, we find one of the surest tests of the outcome of our
teaching the child religion--_Are the lessons carrying over_? Is the
child, because of our contact with him, growing in attractiveness and
strength of personality and character? Is he developing a habit of
prayer, devotion, spiritual turning to God? Is he doing a reasonable
amount of reading and study of the Bible and the lesson material of the
school? Is he taking such personal part in the various social and
religious activities of the church and the community that he is "getting
his hand in," and developing the attachments and loyalties which can
come only through participation? In short, is the child given a chance
to apply, and does he daily put into practice and thus into character,
the content and spirit of what we teach him?

_The answers we must return to these questions will measure our success
as teachers and determine the value coming to the child from our
instruction._