. And that
broader education we ourselves must test first of all by this, whether
it makes youth competent to live aright, cultivates the love of worthy
ideals, and makes him willing and able to pay the price of a trained
life consecrated to the service of his world, to the love of his
fellows, and to the making of a new world.

We shall need, first, to safeguard the primary motives that enter into
the founding of families. Those motives begin to develop early. They are
in the making in childhood. Somehow we must plan the education of youths
so that they will think of homes and of marriage in new terms. Possibly
the public school will not only teach the physiology of marriage and the
bare physical facts of sexual purity, but will teach new ideals of
family life; it will count it at least as much a duty to cultivate a
love of home as it is to cultivate a love of country. It can set so
clearly the final objective of character that even children shall see
that life has higher ends than money-making and the family greater
purposes than garish social display.

Sec. 2. THE CHURCH AIDING

Certainly the church must seek to quicken and develop new ideals of
family life; it must bring religion to our hearths and homes; it must
worry less about a "home over there," and show how truly heavenly homes
may be made here. It must not only get youth ready to die, it must
prepare them to live; to live together on religious terms. It will do
this, not only by general discussions in the pulpit, but by special
instruction in classes. No church has a clear conscience in regard to
any young person contemplating the duties of a family whom it has not
directly instructed in the duties of that life.

It is a strange spectacle, if we would stop long enough to look at it,
of the church proclaiming a way of life but scarcely ever teaching it.
In any church there is a large number of young people under instruction;
what are they learning? Usually a theological interpretation of an
ancient religious literature. Some still are learning to hate all other
persons whose religion differs from the brand carried in that
institution. In a few years these youths will be bearing social burdens,
facing temptations, taking up duties; does their teaching relate at all
to these things? No, indeed, that would be "worldly"; it would seem to
be sacrilegious to teach them how actually to be religious. The business
of the church school is still largely that of fil