they brushed aside the outward forms and shibboleths that have separated men and penetrated to the underlying, unifying fundamentals of Christianity; they believed themselves the instruments of God for the vindication of right over wrong, of truth over falsehood, of faith over frightfulness, of the spiritual over the material conception of society. Amidst the duties of a busy camp life and often under the thunder of the guns, these wonderful lads from our streets and our firesides read anew their Testaments and found with surprise and joy all of the ideal elements of our modern conception of democracy; and back of all and over all and through all they found the great Companion, the strong, sympathetic, helpful Saviour, the incomparable Leader, Jesus Christ. These are the things that war made real to the men who fought and it is the challenging task of the Church to make these same things real to the men who remained at home and to the youth of today and tomorrow.

How shall we accomplish this? There are at least three answers to this question. (1) The Church should formulate the laws of religious education so as to meet the moral and religious needs of the youth of the Church as these needs have been revealed by the world war. (2) In the same way the Church should present a program of Christianity which will be the moral equivalent of war. (3) The Church should reorganize its educational machinery so as to enable it to function more efficiently along the work of religious education. A

discussion of these propositions will be undertaken in the concluding chapters of this book. In this chapter we will discuss the restatement of the laws of religious education. In so brief a space it is impossible to more than state these laws leaving them perhaps for fuller development at some future time. What are some of the laws of religious education which stand out with added clearness because of the war and which will enable the Church to meet the ringing challenge of the present day. For the sake of being explicit we will state fourteen propositions:

1. The Law of Faith.—At the foundation of all true education lies not only a belief in a good and holy God but an ability to sense His omnipresence in a spiritual universe governed by law, in history and in the souls of men. The war has driven a doubting world into the arms of God, and the Church should keep it there through all the generations to come. Faith develops from a simple, childlike trust, through obedience and love, to a perfect fellowship with the Father.

2. The Law of Prayer and Communion.-A young Italian soldier remarked, after reading the Gospel of Mark in his native language, "I like this book. I can now talk to God myself." It does not require much insight to realize the immense educational value of this discovery.

3. The Law of Reverence.-Reverence is first that respect for God that holds His person and name as sacred and which leads to worship. It is respect

for truth and for those institutions and laws which are the pure embodiment of truth in the community. It is also a self-respect which regards one's self as the created image of God and never to be defiled or sinned against. A third aspect is reverence for the personality of others regardless of race, creed, or social state. Genuine reverence for personality ripens into love, underlies all virtue and becomes the genesis of the social consciousness and the missionary motive.

4. The Law of Virtue.-This law involves the development of the innate virtues of duty, loyalty, and love: these are the supreme virtues. Love is one of the affections but it is also a virtue. There are other virtues such as courage, honor, truthfulness, and sincerity. Without these solid foundation stones, it is impossible to build the temple of character.

5. The Law of Self-Control.-The will holds the central place in moral and religious education. The liberating tendencies of democracy, the tremendous increase of power, wealth, and leisure time all place added emphasis upon the importance of a well-disciplined will. Some of the problems involved are obedience to the will of God and to parental and governmental authority when that authority is rightly constituted and exercised; the creation of right habits of conduct and tendencies to behavior and the control of the emotions for constructive and not destructive purposes. All our faculties must be marshalled for a splendid minis

try and not left to idle mutiny. The fusion of feeling and emotion with ideas gives rise to the sentiments. The sentiments are things of the heart and mind but they are also dependent upon the moral constitution and habits. Therefore the fusion of the finer sentiments with great spiritual ideas gives rise to ideals and ideals in turn shape and mould conduct and character.

6. The Law of Expression and Repression.— There are times when repression is necessary, when the emotions and appetites need to be held firmly in check by a strong will; but more frequently this same end can be obtained by a wise form of expression along other and better lines. Physical training, athletics, work, and social recreation are factors in the operation of this law. Professor William James has wisely said: "Theory and doctrine, and inculcation of laws and propositions will never of themselves lead to the uniform habit of right action. It is by doing that we learn to do; by overcoming that we learn to overcome; by obeying reason and conscience, that we learn to obey; and every right action which we cause to spring out of pure principles, whether by authority, precept or example will have a greater weight in the formation of character than all the theory in the world."

7. The Law of Culture.-The feelings are the mainspring of all action. The will controls and directs this action but culture largely determines the motives behind the action and whether or not it shall be directed toward social ends. By culture

we mean the refining and spiritualizing influence of ideas upon the feelings, the judgments and the actions of men. This influence is exerted through the gradual growth of customs, manners, and laws, through literature, art, and religion, by the general diffusion of knowledge and by the creation of right ideals. Our modern industrial conditions and our mad rush for wealth must give way to the richer values of culture, if we would become a truly great -that is a creative nation, making a real contribution to the total world culture. Culture is the ripened product of civilization and requires leisure time for its cultivation. The State must set aside large sums of money for the wide stimulation of culture in the life of the community. By this we mean not only the taste for, but the actual development of the creative spirit in art, literature, music, architecture, landscape gardening, and those finer moral sensibilities which give rise to community ideals.

8. The Law of the Ideal.-Men are ruled by their ideals for the very reason that their ideals are of their own making. The ideal character is what a man in his best moments longs to be. He creates this ideal by putting into an imaginary whole the perfect elements which he finds in different individuals. Now the perfect to a boy of ten is a very different thing from what it is to the boy of eighteen or the young man of twenty-five. Our ideals undergo a kind of evolution. A boy's greatest ideal is an imaginary hero. At one time he may empha