Sermon, and the Anthem by the choir. At the close of the
anthem the children file out with their teachers as the adult
congregation rises for the Responsive Lesson. In this way the children
are establishing a church-going habit, with the result that they early
begin to feel that something is wrong on Sunday if they have not been to
church.

A word as to the content of the sermons preached. I believe that a
child's religion ought to be largely of the motor type. That is, it
should be concerned with getting religion into the child's hands and
feet. In other words, it should seek to establish in him a habit of
right-doing. For this reason his religion should be of the most
practical sort, leaving the theory to come later. He should have
sufficient theological pegs to hang his morality on, but he should be
troubled little with dogma. For this reason his religion will probably
have largely to do with the here and now. He cannot be much interested
in an other-worldly religion. The normal child at this period will not
sing with any great enthusiasm "I want to be an angel." For this world
is to him just then a very interesting and fascinating place. He is for
that reason ready also to admire men of action, and is wide open for
the influences of hero-worship. And while he cannot be argued into being
a Christian, for he is not sufficiently awake to logic; and while he
cannot be coerced, for he possesses the dynamic of a locomotive combined
with the resistance of a mule, he can be magnetized into being a
Christian if there is set as his teacher and example a virile, magnetic
man. The boy will open his soul to him as he does his windows to welcome
the breath of May. Such considerations as these have determined the
content of these sermons.

The author makes no claim to originality for much of the material
presented, but he has given a new setting to old truths, a setting which
experience has proved to be interesting to the children of his own
congregation.

It may seem that the wording of some of these sermons is beyond the
grasp of the children for whom it was intended. Two things are to be
noted in this connection. First, a child resents being talked down to.
He soon detects a condescending smile and mock affability in a speaker.
And when he detects these he closes the door of his heart against the
message. Second, it is better to give the child something to grow to,
provided it is not too far beyond his grasp. But here again