insisted that for every ideal impressed
upon the minds of pupils there must be a corresponding immediate
response in daily actions of the pupils taught. May not a wonderful
impression become the more wonderful as it is hallowed by the pondering
of the mind through the maturing years of childhood and young manhood?

Finally there is the lesson which, though it involves both the intellect
and the emotions, appeals primarily to the will and calls for action.
There can be no question but that this is the type of lesson of greatest
significance in religious education. We meet our pupils so infrequently,
at best, that at most we can do but a fraction of what we should like to
do to modify their lives. Our concern is to change for the better their
attitude and conduct, and therefore we must address ourselves to the
problems they face in the every-day life which they are to live between
recitations. As Betts in his _How to Teach Religion_ so well says:

"In the last analysis the child does not come to us that he may learn
this or that set of facts, nor that he may develop such and such a
group of feelings, but that through these he may live better. The
final test of our teaching, therefore, is just like this: Because of
our instruction, does the child live differently here and now, as a
child, in all his multiform relations in the home, the school, the
church, the community, and in his own personal life? Are the lessons
we teach translated continuously into better conduct, finer acts, and
stronger character, as shown in the daily run of the learner's
experience?

"It is true that the full fruits of our teaching and of the child's
learning must wait for time and experience to bring the individual to
fuller development. But it is also true that it is impossible for the
child to lay up a store of unused knowledge and have it remain
against a later time of need in a distant future. The only knowledge
that forms a vital part of our equipment is knowledge that is in
active service, guiding our thoughts and decisions from day to day.
Unused knowledge quickly vanishes away, leaving little more
permanent impression on the life than that left on the wave when we
plunge our hand into the water and take it out again. In similar way
the interests, ideals, and emotions which are aroused, without at the
same time affording a natural outlet for expression in deeds and
cond