1. To what extent do you believe your pupils are living differently
in their daily lives for the instruction you are giving them? Do
you definitely plan your teaching to accomplish this aim? For
example, what _definite_ results are you seeking from the next
lesson?

2. Can you think your class over pupil by pupil and decide which of
these points in the _code of action_ most needs be stressed in
individual cases? Do the topics in this code suggest points of
emphasis which might serve for many different lessons? Is there
danger of loss in efficiency if we try to stress too many of the
points at one time?

3. Are the children of your class interested in keeping up the
membership and attendance? What specific part and responsibility do
you give the members in this matter? Is it possible that you could
plan to use their help more fully and effectively?

4. Suppose you try making a list of all the different lines of
participation in religious activities directly opened up to the
pupils of your class by the church and the church school. Is the
list as long as it should be? What further provision could be made
for the children to have definite responsibility and activity?

5. Do you think that your pupils are becoming increasingly inclined
to look upon religion as a _mode of living?_ For example, will your
children be more agreeable, responsive, obedient, and helpful in
the home next week for the lessons you have been teaching them?
Will they have higher standards of conduct in the school and on the
playground?

FOR FURTHER READING

Dewey, Moral Principles in Education.

Sharp, Education for Character.

Partridge, Genetic Philosophy of Education, chapters on "Moral and
Religious Education."

Mumford, The Dawn of Character.

Richardson, The Religious Education of Adolescents.

Alexander, Boy Training.

CHAPTER VII

THE SUBJECT MATTER OF RELIGIOUS EDUCATION

We have seen in an earlier chapter how the subject matter of religious
education must be selected in accordance with the _aims_ we would have
it accomplish in the lives of our pupils. We have also considered in
separate chapters the religious _knowledge_ required, the religious
_attitudes_ demanded and the practical _applications_ of religious
instruction to be made or the _expression_ to be sought in the everyday
life. Let