GIFT OF 
 
 8061 '12 W 'itfd 
 
TEN YEARS 
 PROGRESS IN 
 RELIGIOUS 
 EDUCATION 
 
 HENRY F. COPE, D. D. 
 
 General Secretary 
 
 The Religious Education Association 
 
 THE PB OTCB 
 
 TO THE TJNIVEBSITY LIBRAE^ 
 
 The Religious Education Association 
 
 CHICAGO, ILLINOIS 
 
 1913 
 
TEN YEARS' PROGRESS 
 
 IN 
 
 RELIGIOUS EDUCATION 
 
 HENRY F. COPE, D. D. 
 
 H 
 
 General Secretary, The Religious Education Association 
 
 Copyright 
 
 'The Religious Education Association 
 19*3 
 
TEN YEARS' PROGRESS IN RELIGIOUS 
 EDUCATION* 
 
 HENRY F. COPE, D. D., 
 General Secretary, The Religions Education Association. 
 
 The problem of religious education, once realized only by 
 a small group of educators, has become a part of our national 
 consciousness. That single fact is the most important evidence 
 of progress in the ten years since the Religious Education 
 Association was organized. 
 
 1903 to 1913 has been a decade of the awakening of public 
 opinion. The phrase "religious education" has come into gen- 
 eral circulation. No longer of vague and uncertain meaning it 
 stands today for a program of action in schools and churches, 
 a characterization of an ideal type and a realizable quality of 
 education and a method by which we hope to solve our most 
 serious problems and realize our highest social hopes. 
 
 All permanent progress depends, ultimately, on public 
 opinion, but public opinion is determined by individual con- 
 viction, isolated experiments, personal leadership and con- 
 certed, organized propaganda spreading from one group 
 through many groups and working, in time, through many in- 
 stitutions and organizations. This has been the natural mode 
 of progress under which there has developed, during the past 
 ten years, a wide-spread conviction of the need for moral and 
 religious education. A general conviction cannot readily be 
 reduced to exact instances but it can be traced through the 
 examples of leadership, through published expressions of con- 
 victions and of changing view points, through records of insti- 
 tutions, of experiments and successes, and through the activi- 
 ties of special organizations. These are the signs and evidences 
 we expect to trace in reviewing progress during the past de- 
 cade. 
 
 NEW MEANINGS. 
 
 First, a most significant change in the generally accepted 
 meaning of the phrase "religions education." 
 
 *For several years the annual surveys presented at the conventions of the Re- 
 ligious Education Association have been studies of special detached fields of religious 
 education. It seems appropriate this year to attempt a review of the whole field in this 
 country, for we stand at the end of ten years' work in the Religious Education Asso- 
 ciation. 
 
 We believe this decade of service has not been in vain; but we do not for a 
 moment assert that all the splendid progress of these ten years is to be credited to the 
 Religious Education Association, 
 
 267675 
 
RELIGIOUS EDUCATION. 
 
 It will scarcely be disputed that, ten years ago, this phrase 
 signified, except to a few thoughtful leaders, formal instruc- 
 tion in the categories of religious knowledge. It meant system- 
 atic impartation of information regarding the Bible, religious 
 history and doctrine. Its range of ordinary activity was con- 
 fined to churches, Sunday schools and other distinctly religious 
 institutions. It was not education, but instruction; it was not 
 necessarily "religious," although it dealt with the history, liter- 
 ature and philosophy of religion. It was concerned principally 
 with methods of arranging information into suitable packages 
 for storage in youthful minds. 
 
 Today "religious education" concerns itself primarily with 
 life, individual and social; it is a program of life devel- 
 opment that is religious in aim, in method and in its conception 
 of the person being educated. It signifies the development of 
 persons into the fulness of a religiously conceived social ideal. 
 
 This involves such a sweeping inclusion of the dominant 
 interests and supreme values in life as to place religious educa- 
 tion in a foremost place in the interests of all who think in 
 terms of this age. 
 
 Second, The aim itself is higher. 
 
 Along with the broadening of the scope of religious educa- 
 tion there has been an elevation of the aim. The ideal of 
 character has been elevated. Goodness no longer means nega- 
 tive living, pleasant, good-humored neighborliness but develop- 
 ing efficiency, positive social competency. 
 
 The aim of religious education is humanity trained and 
 adequately motived to do and know and love the highest good 
 of all, to realize the eternal values In a divine social unity and 
 a creative spiritual generation, finding life in giving larger life 
 
 Third, scientific fidelity to truth adds new reverence to this 
 aim. Lives must be developed according to life's law. The 
 educational emphasis simply means the growth of persons ac- 
 cording to law. We have had a decade of widespread, patient, 
 skilled investigation into the phenomena of the growth of per- 
 sonality. The psychology of religion has become a department 
 of science and an entirely new field of literature has been 
 created. 1 
 
 iNotably the work of William James, E. D. Starbuck, G. S. Hall, Geo. A. Coe, 
 Josiah Royce, J. Borden Browne, Geo. Galloway, E. O. Sisson, Geo. W. Dawson. 
 
TEN YEARS PROGRESS. 
 
 A NEW CRUSADK. 
 
 Fourth, The emergence of the group consciousness of a 
 new spirit, that of enthusiastic, sacrificing devotion to religious 
 education as a cause. Men and women of all walks of life have 
 gladly and unreservedly given of lime and treasure and toil 
 as though for a new, compelling crusade. The widening of the 
 horizon, as men rose to higher interpretations, effected the 
 transition from cold, speculative inquiry to the passion of a 
 great, sustaining hope. The vision of a divine, realizable, social 
 ideal gave an inner impulse, an enthusiasm that fired and 
 fused men at an elevation above the motives that divide. The 
 hope of the speedy realization of higher race ideals through 
 religious education became a new bond of unity. It brought 
 to a common service those who sincerely differed in creed, 
 philosophy, habits of religious mechanism and in social ex- 
 perience. It has afforded an opportunity for the expression 
 of the idealism of those whose official activities in education 
 excluded the religious element. Forgetting the things behind 
 and beneath, men of varied creeds and station rejoiced to 
 spend themselves that their fellows, and still more the chil- 
 dren of today might have the larger heritage of life in terms of 
 religion, and religion in terms of life. The passion for religious 
 education has been born of the fusion of the scientific spirit 
 with the spirit of humanistic idealism. Here men may, and 
 indeed must maintain loyalty to and integrity in scientific 
 methods and still feel the force of a truly religious hope, follow 
 a soul-satisfying ideal and find a cause to which they can ren- 
 der satisfying service. That is the most significant progressive 
 step of the decade. The history of the R. E. A. is that of a 
 new devotion to a great cause; it includes the record of sus- 
 tained, unstinted sacrifice and service. It has cost blood and 
 lives gladly given. It reveals in this dull age a passion that 
 wipes out personal aims, professional jealousies and tradi- 
 tional divergencies and on a mount of vision has made men 
 of one mind, no man regarding whether he fell or rose so long 
 as light grew larger to all. If ever the history of the R. E. A. 
 be written adequately it will tell, not alone of organizations, 
 conferences, methods and materials, but of a new spirit and a 
 truly holy crusade. 2 
 
 2 As a concrete evidence the treasurer's accounts show that approximately $120 000 
 has been raised and expended by the R. E. A. The larger part of this stands for gifts 
 to a cause. But twice this sum would be insufficient to represent the actual investment 
 
RELIGIOUS EDUCATION. 
 
 Fifth, Practical improvements in the methods of religious 
 education have taken place in specific fields. 
 
 I. THE SUNDAY SCHOOL. 
 
 In no other institution has progress been as marked as in 
 the Sunday school. Ten years ago no other stood so sadly in 
 need of improvement. Then we were in a ferment of dissatis- 
 faction which had been brewing for a long time. But chaotic 
 criticism has given place to a program of reconstruction. One 
 of the first formulations of an educational conception of the 
 school's work was in the lectures entitled "Principles of Relig- 
 ious Education." 3 Then followed experimentation by many in- 
 dividual churches, jiotably that under the direction of William 
 R. Harper, in the Hyde Park Baptist Sunday school. 4 The first 
 convention of the R. E. A. laid down fundamental educational 
 principles and challenged attention to two great possibilities 
 of improvement, trained teachers and graded curricula.* 
 
 There was steady insistence on the need of the preparation 
 of teachers in educational science, in pedagogy and psychology 
 instead of the then customary childish memory drills. The 
 term "Teacher-training" was officially adopted by the Inter- 
 national Sunday School Association in 1896. Soon after the 
 first R. E. A. Convention a "Department of Education" was 
 organized by the International Association, 6 and under its 
 auspices many classes were formed; the state organizations 
 appointed special secretaries, and the City Association of Chi- 
 cago engaged one in 1904. At first the emphasis was on the 
 enrollment of large numbers, while the courses often remained 
 beneath the mental dignity of persons capable of teaching. 
 But in time the criticism by the derided "academic idealists" 
 made itself felt and the imperative necessity of preparation 
 in at least the elements of psychology was recognized; "child 
 study" became one of the four subjects required in the ele- 
 mentary courses for teachers, although no standard was fixed 
 
 made in this work by those who have given their time, strength and means both to its 
 promotion through this organization by writing, speaking, directing work, organizing, 
 travel, etc. and to the cause through many other agencies and in many other ways. 
 
 In ten years nearly 1,000 persons have read papers at the general conventions of 
 the R. E. A. and fully an equal number at local conferences, yet in no instance has any 
 person received even his own traveling expenses, still less any other money compensa- 
 tion for such services to the organization. 
 
 3"Principles of Education," Butler et al, Longmans, 1899. 
 
 ^Outlines in "Principles and Ideals in the Sunday School," Burton and Mathews, 
 U. of C. Press. 
 
 5Addresses of Mathews, Sanders, Harrower, Pease in "Improvement of Religious 
 Education," R. E. A., 1903. 
 
 6By Executive Committee. Winona, August, 1904. 
 
TEN YEARS PROGRESS. 
 
 by the International Association until 1908. 7 An advanced 
 course was adopted at this time. In January, 1913, there were 
 enrolled by the Education Department of the International 
 Association 3,247 classes with 36,247 students and also 110 in- 
 dividual students. The different denominations early or- 
 ganized departments of Teacher Training and vigorously pros- 
 ecuted this work, issuing special courses of lessons and text 
 books and enrolling large numbers of students. 
 
 There has been a steady improvement in the character of 
 the courses, which may be traced in the outlines published by 
 this Association and manifest in the last report of the Teacher 
 Training Commission of the R. E. A. 8 In recent years there 
 has been a marked tendency to emphasize the training of 
 teachers in the schools by special classes for senior students; 
 teachers have also received courses fitting for special work; 
 Teacher-training libraries have been established in local 
 churches, lecture courses and reading courses established and, 
 in rare instances, provision made for this work in church 
 budgets. 
 
 Nothing better illustrates development in this crucial mat- 
 ter of preparing the Sunday-school teacher than the growth of 
 text-books. It is true that a few churches continue to endorse 
 the primitive manuals, but the greater number are relying on 
 scholarly men of recognized educational standing for the prep- 
 aration of special texts. 9 Further progress may be traced (a) 
 in the growing custom of paying teachers a small salary; (b) 
 the provision of special libraries for them; (c) the institution 
 of practice work and (d) in the growth of special institutes for 
 study. Not only have the latter developed in connection with 
 summer schools, but they have been organized as parts of the 
 extension work of colleges and universities. For example, the 
 University of South Carolina affords the facilities and instruc- 
 tors for a teachers' course for lay workers, the University of 
 West Virginia holds a Summer School of Religious Education 
 for Sunday-school workers. Especially noteworthy also, is 
 
 'Philadelphia Conference, Jan. 7, 8, 1908 Elementary course of 50 lessons, 2 
 years, 20 lessons in Bible, 7 on pupil, 7 on teacher, 7 on schools. See "Evolution of the 
 Sunday School," page 161 f. 
 
 ^Special report presented at St. Louis Convention 1912, in pamphlet form, the 
 R. E. A. office, Chicago. 
 
 <J For the work of a modern class see outline course in First Presbyterian, Buffalo, 
 in "Religious Education," Vol. VII., p. 12(5. See list in "Graded Text Book" pamphlet 
 (R. E. A.) and, as examples of later books note "Pupil and Teacher," Weigle (Doran, 
 50c) ; "Guide to Teachers of Training Classes," Slattery (Pilgrim Press, 50c) : "Method 
 of Religious Education," M. F. Field (Headley, London, 1/ti). 
 
RELIGIOUS EDUCATION. 
 
 the recent organization of city institutes of religious educati 
 in which careful work is done under expert supervision. T 
 Des Moines Institute meets weekly and, following a gene] 
 lecture, the students divide into thirteen classes following d 
 ferent courses. 10 Other notable institutes are at Buffalo, N. 
 and at Minneapolis, Minn. 
 
 A further highly important development in teacher tra 
 ing is seen in the new courses in colleges designed to trt 
 young people for church work in religious education. In F( 
 ruary, 1908, the R. E. A. prepared a memorial which was la 
 sent to all American colleges and to deans of departments 
 education urging the institution of courses in the principles a 
 methods of religious education. 11 The colleges responded rei 
 ily. 12 In January of this year there were forty-eight colle* 
 offering regular work in subjects preparatory to Sunday-sclw 
 teaching and a number had established special courses or pi 
 vided courses of lectures, while yet others were holding ins 
 tutes designed especially for Sunday-school workers. 
 
 The investigators of a commission of the Student Y. M. 
 A., reporting at the Cleveland Convention of the R. E. 
 showed in colleges and normal schools: Required Courses 
 Religious Education in 45 colleges, 78 courses. Elective Cour; 
 in Religious Education in 80 colleges, 221 courses. 
 
 The activities of teacher-training have been paralleled 
 marked progress in the organization of the Sunday school 
 an educational institution. At first the difference in natu 
 needs and general development between children and adu 
 seems to have been unrecognized save by a very few isolat 
 experimenters. Gradation meant, prior to 1900, the division 
 the school into, at most, four departments, with not more th 
 two sets of lessons. E. Morris Ferguson, in a study of con 
 tions in the state of New Jersey, reported at the 1904 convc 
 tion, that only 8.3% of the schools attempted gradation 
 organization above the primary and 2.5% above the Junioi 
 That condition then was better probably in New Jers 
 than in the United States as a whole. Today, in New Jers 
 over 25% are graded throughout, both in organization a 
 in lessons and the 2.5% has become 80%. For the wh< 
 
 iSee "Religious Education," Vol. VII, 50(5-569. 
 
 "Religious Education," Vol. Ill, 49 and 55-62. 
 
 Survey by Cope in Reports of World S. S. Convention, 1910 (Inter. S 
 Ass'n.) and also pp. 168-172 in "Evolution of the S. S." (Pilgrim Press, 1911.) 
 ""The Bible in Practical Life," p. 214. 
 
TEN YEARS PROGRESS. 9 
 
 country it would be safe to estimate that today at least 60% of 
 the schools are graded to the extent then found in his 2.5% 
 and 40% attempt gradation up to the age of eighteen for all 
 pupils. 
 
 The first convention of the R. E. A. called attention to the 
 twin defects, lack of purposeful organization and of a designed 
 curriculum. 14 Late in the year 1903 a scheme of gradation was 
 published in Haslett's "Pedagogical Bible School." This was 
 based on the work which the late Professor Pease had already 
 done on the curriculum of the school, work which he elabor- 
 ated and advocated in his "Outline of a Bible-school Curricu- 
 lum." 15 Thus fortunately the first serious essays in the grada- 
 tion of pupils grew logically out of the attempt to provide 
 selected, graded studies, adapted to the pupil's stage of devel- 
 opment. 
 
 Gradation in organization is without significance save in 
 view of the general adoption of graded studies selected on the 
 scientific basis. At the beginning of this decade practically 
 all schools were using a single lesson, with the following excep- 
 tions : Unitarian, Episcopal, Friends, Hebrew, Roman Catholic 
 and those using the Blakeslee series. In many of these schools 
 the uniform lesson ran through several strata of the schools 
 and even the special lessons were graded and selected on an 
 intellectual basis rather than on that of the student's psycho- 
 logical development. Outside these a few special texts had 
 been prepared, such as "The Beginners Two Years" and some 
 texts for adults. Then came the careful work of Professor 
 Pease and the courses actually put into use under the superin- 
 tendency of President Harper. These two attempts laid the 
 foundations of "The Constructive Series," now approximately 
 complete after ten years' work. 16 Meanwhile individuals pre- 
 pared parts of courses, 17 and the principles of gradation were 
 advocated and illustrated in outlines of courses at the differ- 
 ent conventions of this Association. Schools in different places 
 prepared special courses and published text books. 18 At the 
 
 ""Improvements of Religious Education" (1903) Blackall, p. 175; Mathews p.186. 
 
 isGeorge \V. Pease "Outline of a Bible School Curriculum," U. of C. Press, 1904. 
 
 ^"Constructive Bible Studies," L'niversity of Chicago Press. 
 
 i?Notable studies were prepared by Committee of the Illinios Congregational 
 Association on "A Course of Study for Graded Sunday Schools," appointed in 1901, 
 which issued valuable annual reports. 
 
 New, 
 
 ' s To mention but a few: Second Congregational, O:k Park, 111.; St. Agnes, ,*. 
 York; University Congregational, Chicago; Church of the Disciples, Boston; Teachers' 
 College School, New York; St. John's, Providence. (For the outline of these and 
 others see "Religious Education," Vol. II, December, 1907.) 
 
RELIGIOUS EDUCATION. 
 
 the recent organization of city institutes of religious education 
 in which careful work is done under expert supervision. The 
 Des Moines Institute meets weekly and, following a general 
 lecture, the students divide into thirteen classes following dif- 
 ferent courses. 10 Other notable institutes are at Buffalo, N. Y., 
 and at Minneapolis, Minn. 
 
 A further highly important development in teacher train- 
 ing is seen in the new courses in colleges designed to train 
 young people for church work in religious education. In Feb- 
 ruary, 1908, the R. E. A. prepared a memorial which was later 
 sent to all American colleges and to deans of departments of 
 education urging the institution of courses in the principles and 
 methods of religious education. 11 The colleges responded read- 
 ily. 12 In January of this year there were forty-eight colleges 
 offering regular work in subjects preparatory to Sunday-school 
 teaching and a number had established special courses or pro- 
 vided courses of lectures, while yet others were holding insti- 
 tutes designed especially for Sunday-school workers. 
 
 The investigators of a commission of the Student Y. M. C. 
 A., reporting at the Cleveland Convention of the R. E. A., 
 showed in colleges and normal schools: Required Courses in 
 Religious Education in 45 colleges, 78 courses. Elective Courses 
 in Religious Education in 80 colleges, 221 courses. 
 
 The activities of teacher-training have been paralleled by 
 marked progress in the organization of the Sunday school as 
 an educational institution. At first the difference in nature, 
 needs and general development between children and adults 
 seems to have been unrecognized save by a very few isolated 
 experimenters. Gradation meant, prior to 1900, the division of 
 the school into, at most, four departments, with not more than 
 two sets of lessons. E. Morris Ferguson, in a study of condi- 
 tions in the state of New Jersey, reported at the 1904 conven- 
 tion, that only 8.3% of the schools attempted gradation of 
 organization above the primary and 2.5% above the Junior. 13 
 That condition then was better probably in New Jersey 
 than in the United States as a whole. Today, in New Jersey, 
 over 25% are graded throughout, both in organization and 
 in lessons and the 2.5% has become 80%. For the whole 
 
 loSee "Religious Education," Vol. VII, 56(5-569. 
 uSee "Religious Education," Vol. Ill, 49 and 55-62. 
 
 i2See Survey by Cope in Reports of World S. S. Convention, 1910 (Inter. S. S. 
 Ass'n.) and also pp. 168-172 in "Evolution of the S. S." (Pilgrim Press, 1911.) 
 ""The Bible in Practical Life," p. 214. 
 
TEN YEARS PROGRESS. 9 
 
 country it would be safe to estimate that today at least 60% of 
 the schools are graded to the extent then found in his 2.5% 
 and 40% attempt gradation up to the age of eighteen for all 
 pupils. 
 
 The first convention of the R. E. A. called attention to the 
 twin defects, lack of purposeful organization and of a designed 
 curriculum. 14 Late in the year 1903 a scheme of gradation was 
 published in Haslett's "Pedagogical Bible School." This was 
 based on the work which the late Professor Pease had already 
 done on the curriculum of the school, work which he elabor- 
 ated and advocated in his "Outline of a Bible-school Curricu- 
 lum." 13 Thus fortunately the first serious essays in the grada- 
 tion of pupils grew logically out of the attempt to provide 
 selected, graded studies, adapted to the pupil's stage of devel- 
 opment. 
 
 Gradation in organization is without significance save in 
 view of the general adoption of graded studies selected on the 
 scientific basis. At the beginning of this decade practically 
 all schools were using a single lesson, with the following excep- 
 tions : Unitarian, Episcopal, Friends, Hebrew, Roman Catholic 
 and those using the Blakcslee series. In many of these schools 
 the uniform lesson ran through several strata of the schools 
 and even the special lessons were graded and selected on an 
 intellectual basis rather than on that of the student's psycho- 
 logical development. Outside these a few special texts had 
 been prepared, such as "The Beginners Two Years" and some 
 texts for adults. Then came the careful work of Professor 
 Pease and the courses actually put into use under the supcrin- 
 tendency of President Harper. These two attempts laid the 
 foundations of "The Constructive Series," now approximately 
 complete after ten years' work. 16 Meanwhile individuals pre- 
 pared parts of courses, 17 and the principles of gradation were 
 advocated and illustrated in outlines of courses at the differ- 
 ent conventions of this Association. Schools in different places 
 prepared special courses and published text books. 18 At the 
 
 ""Improvements of Religions Education" (1903) Blackall, p. 175; Mathews p.186. 
 
 isGeorge W. Pease "Outline of a Bible School Curriculum," U. of C. Press, 1904. 
 
 ""Constructive Bible Studies," University of Chicago Press. 
 
 17 Notable studies were prepared by Committee of the Illinios Congregational 
 Association on "A Course of Study for Graded Sunday Schools," appointed in 1901, 
 which issued valuable annual reports. 
 
 i^To mention but a few: Second Congregational. Oak Park, 111.; St. Agnes, New, 
 York; University Congregational, Chicago; Church of the Disciples, Boston; Teachers' 
 College School, New York; St. John's, Providence. (For the outline of these and 
 others sec "Religious Education," Vol. II, December, 1907.) 
 
10 RELIGIOUS EDUCATION. 
 
 end of five years it was possible to publish a list of sixty 
 available texts for classes up to the age of eighteen and thirty- 
 four for those over that age. 19 At the end of ten years we have 
 three independent courses practically complete for all grades, 
 and other courses in preparation besides many special texts. 
 The avidity with which the graded material was accepted by 
 schools was only the preface to a widespread and most earnest 
 appeal for thoroughly graded courses suitable to almost all 
 schools. The International Association, after much hesitation 
 and apparent reluctance, directed its Lesson Committee to pre- 
 pare a series of lessons for every grade in the school. 20 Since 
 this official action the adoption of graded curricula has been 
 accomplished to a degree far beyond the expectation of its 
 warmest advocates. At the beginning of this year The Baptist 
 Publication Society reported over 50% of their sales of lesson 
 helps were graded; the Congregationalists estimate 25% of 
 their schools using the international graded and a very large, 
 probably an equal percentage, using other graded systems; 
 among the Unitarians over 80% use graded lessons. In all 
 communions the "Constructive series" and the Scribner's 
 "Complete Graded" have large use. 
 
 The editor of the Baptist series writing in "The Superin- 
 tendent" in 1912, said, "A volume might be filled with the 
 words of praise that have been written about the Graded Les- 
 sons by those who have witnessed the results that follow a fair 
 trial."* 
 
 The development of ecclesiastical responsibility for the 
 Sunday-school curriculum is reflected in the action of the 
 Southern Baptist Convention in appointing a Permanent Com- 
 mittee on Sunday-school Lessons, (Baltimore, 1910). Similar 
 action was taken at the M. E. General Conference (Minneapolis, 
 1912) and the Presbyterian General Assembly (Pittsburg, 
 1912). 
 
 The development of Catholic Sunday schools deserves 
 special mention, for it has become sufficiently general to de- 
 mand the publication of special manuals of direction on or- 
 ganization and studies (The Catholic Sunday School Feeny; 
 S. S. Director's Guide Sloan, and others). New schools are 
 being organized and parishes are supplementing the work in 
 
 19 Published in pamphlet form by the R. E. A. 
 
 20Louisville Convention, June, 1908; the first lessons, one each year for "Begin- 
 ners,, Primary and Junior" were issued in January, 1909. 
 
TEN YEARS PROGRESS. 11 
 
 parochial schools by Sunday courses in Bible history and the 
 catechism. 
 
 Among the Hebrew congregations progress has been 
 marked. The outstandingjeatures have been, the organization 
 of Sunday schools in addition to Sabbath schools, often where 
 there are no Sabbath schools; the establishment of standards 
 of teacher-training and the creation of the Teachers' Institute 
 of Hebrew Union College (See Religious Educ. Vol .VI, p. 276) ; 
 and the adoption of graded curricula. Rabbi Zepin describes 
 the steps of progress in detail in "Religious Education" for 
 April, 1913. 
 
 As to progress abroad, there has been relatively little im- 
 provement in the Sunday-school situation in Great Britain. 
 Two facts may be noted, (1) the development of Teacher- 
 training work principally through the extension activities of 
 theological halls and colleges. The English church has a per- 
 manent college in London for the training of primary workers 
 and a plan for training all the teachers of that church. The 
 British "Home Reading Union" offers courses in Child Psychol- 
 ogy with a view to better Sunday school work. (2) The sta- 
 tistics of the Wesleyan, Baptist, Presbyterian, Methodist and 
 Congregational bodies show a total falling off of the enroll- 
 ment of the Sunday school pupils of about 30,000 in the com- 
 parative figures of 1911 and 1912. At the same time the Episco- 
 pal Sunday schools made an increase of over 40,000. These 
 figures are to be studied in the light of the fact that the first 
 group of schools have taken a general reactionary attitude 
 toward Graded Lessons and curricula improvement; while on 
 the other hand, the Friends who seem to have suffered no loss 
 and the Church of England which made so decided a gain, 
 have within the last fliree years instituted modern curricula. 
 
 II. THE CHURCH AND ITS SCHOOL. 
 
 The adoption of graded curricula was only indicative of 
 an important change in the life of the churches, due to the 
 returning consciousness of a definite, social function, that of 
 developing lives to spiritual completeness. Churches have 
 come to interpret their work in terms of education. In a 
 "Message from the Committee on Evangelism" of the Reformed 
 Church, this phrase occurs, following an appeal for evangelistic 
 service: "In our denomination we have proclaimed our faith 
 in educational religion and religious education." Accepting 
 
12 RELIGIOUS EDUCATION. 
 
 that mission the organizations for youth naturally yielded first 
 to the laws of education. The school passed in one decade 
 through two distinct phases of growth; ceasing to be that neg- 
 ligible, nondescript gathering known as a Sunday school, it 
 became, first a "Bible school," and second, it became "The 
 School of the Church," or, as it is occasionally called, "A 
 School of Religion." When the school accepted the develop- 
 ment of religious lives as its purpose there stood revealed deep 
 needs of life untouched by Bible study. That life might have 
 its religious heritage and be adequately trained necessitated 
 the inclusion in the curriculum of religious history since the 
 days of the New Testament, the romance of the religious spirit 
 in modern times both in Missions and in world affairs, the prin- 
 ciples of religious living, morals, the problems of the religious 
 life and of a religious order of social relationships, training to 
 efficiency in the work of churches and other spiritual agencies. 
 Therefore courses of instruction in these subjects were intro- 
 duced and the school actually became a school of the religious 
 life. 21 The new, larger function of the school was recognized; 
 the Northern Baptist Commission on Religious Education in 
 its report for 1911 formally recommended that the Sunday 
 school be officially denomniated "School of the Church." 22 This 
 is a long step from the place when as one Sunday-school au- 
 thority wrote in a religious journal in 1910, "The Sunday school 
 is a miniature theological seminary." Another result has been 
 that the material of study has become as broad as the religious 
 life by including missions, social duties, civics, social service 
 and church work. 
 
 Accepting an educational responsibility, these schools have 
 been making appropriate physical provision for their work. 
 An auditorium is now generally recognized as wholly unsuit- 
 able and inappropriate for school work. Special buildings 
 have been provided and, unlike those erected prior to 1903, 
 they have not been designed for assembly and mass auditory 
 purposes but for class use. Sunday-school buildings have been 
 modelled on public-school plans with provision for social and 
 recreational life. 23 
 
 2iSee a pamphlet by Dr. John T. McFarland on "Extra-Biblical Studies (Eaton 
 and Mains). 
 
 22 Annual of the Northern Baptist Convention for 1911. 
 
 23Notable examples of the modern type of special physical plant arc: Congrega- 
 tional, Winnetka, 111.; Brick Church, Rochester, N. Y.; Pilgrim Church, Cleveland, 
 Ohio Hyde Park Baptist, Chicago; St. Paul's M. E., Cedar Rapids, la.; Second Baptist, 
 Camden, N. J. 
 
TEN YEARS PROGRESS. 13 
 
 Religious education in the churches has been advanced also 
 by emphasis upon certain subjects. For example, under the 
 stimulus of the Missionary Education Movement, organized at 
 the end of 1902, over one million text books in home and for- 
 eign missions have been sold and some 26,000 denominational 
 co-operating study classes have been organized. Many sum- 
 mer institutes on missionary education have been held. 24 
 
 Social studies have received new and needed emphasis 
 especially through the activities of the American Institute for 
 Social Service, issuing the "Gospel of the Kingdom Series," 23 
 and by the work of church commissions on Social Service, 
 notably the Unitarian Department of Social and Public Service, 
 which has issued twenty-five excellent pamphlets 26 and the 
 Baptist Commission on Social Service which has issued twelve 
 booklets 27 and has prepared an outline curriculum on social 
 service. 
 
 In some instances "Temperance instruction" in the Sunday 
 school has received a wiser direction, making it part of a gen- 
 eral program for instruction in hygiene and eugenics. 
 
 Religious education in the churches has been improved by 
 the stimulus of special experiments. One of the most notable 
 
 report of Young People's Missionary Education Movement, 150 Fifth Ave., 
 New York. 
 
 - r 'Edited by Dr. Josiah Strong, Bible House, New York. 
 
 2 May be obtained free from American Unitarian Association, 25 Beacon Street, 
 Boston, Mass. Titles are: 
 
 A Practical Platform for Social Progress Dole. 
 
 A Rural Experiment Bradley. 
 
 Social Service for Young People in the Church School Beatley. 
 
 The Inter-Relation of Social Movements Richmond. 
 
 The Improvement of the Rural School Updegraff. 
 
 Popular Recreation and Public Morality Gulick. 
 
 Rural Economy as a Factor in the Success of the Church Carver. 
 
 Some Unsettled Questions about Child Labor Lovejoy. 
 
 A Remedy for Industrial Warfare Eliot. 
 
 The Individual and the Social Order in Religion Hinckley. 
 
 Working with Boys Forbes. 
 
 The Social Welfare Work of Unitarian Churches Forbes. 
 
 Knowing One's Own Community Aronovici. 
 
 The Social Conscience and the Religious Life Peabody. 
 
 Friendly Visiting Richmond. 
 
 NY hat Bad Housing Means to the Community Bacon. 
 
 Comprehensive Planning for Small Towns and Villages Nolen. 
 
 Religious Work and Opportunity in Country Towns A. U. A. 
 
 City Buildings in Germany Howe. 
 
 The Democracy of the Kingdom Williams. 
 
 The Wise Direction of Church Activities Toward Social Welfare Eliot. 
 
 -7A Reasonable Social Policy for Christian People Henderson. 
 
 The Churches Outside The Church Coleman. 
 
 Ethical and Religious Significance of the State Dealey. 
 
 A Working Temperance Program Batten. 
 
 The Home as the School for Social Living Cope. 
 
 The Social Mission of the Church Wishart. 
 
 Child Labor Lovejoy. 
 
 The Disruption of the Home Chase. 
 
 One Rest-Day in Seven Horsman. 
 
 The Housing Problem Kennedy. 
 
 The Church in the Country Town Bemies. 
 
 Working-Men's Insurance Henderson. 
 
14 RELIGIOUS EDUCATION. 
 
 is that of religious day schools, conducted usually during part 
 of the summer vacation term. In this work the Rev. Howard 
 R. Vaughn has been the pioneer. Usually graded instruction 
 is given to children in churches for half day sessions and a 
 small tuition fee is charged.* 5 Another form of week-day re- 
 ligious education is conducted in the "Vacation Bible Schools, 
 organized in many cities by the Daily Vacation Bible School 
 Association.** Here, in the crowded sections of cities large 
 numbers of children are assembled (last year 38,000 in 160 
 churches in 24 cities) and are taught the Bible and hymns 
 and are trained in forms of light manual work. 
 
 The Federal Council of Churches, which has recently ap- 
 pointed a Commission on Religious Education, urges in the 
 report of the Second Quadrennial Council that "where it is 
 feasible to obtain a portion of the time belonging to the (pub- 
 lic) school curriculum, the churches should see to it that after 
 school hours on week days at least an hour's instruction in 
 religion be given to each child in the congregation." 3 * With- 
 out doubt the attempt to comply with this suggestion would 
 lead to a recognition of the still lamentably inadequate educa- 
 ional equipment and working force in the average church. 
 
 The educational conception led to the inclusion for the 
 Young People's Societies in the program of the church school. 
 While progress here has been very slow certain general 
 marked improvements may be noted: the emergence of their 
 function as the social organization of youth life for service in 
 expressional activities;* 1 provision of special courses of study 
 and outlines of reading; making the Sunday or weekly gath- 
 ering an opportunity for reporting on community needs and 
 plans of work.** 
 
 The Brotherhoods, rising in power in churches and seeking 
 national organization in 1907 and 1908, accepted an educa- 
 tional duty. The local groups were organized for fellowship, 
 study and service. Many outlines of courses were prepared 
 
 by Rrr. Rafts 
 lurch Review, 
 
 G. Bovine, Secretary, 
 
 Buffalo X. Y., outlined in Dr. 
 
 L on ttaeir tenses of study see 
 
 tbe writer's 
 
TEN YEARS PROGRESS. 13 
 
 accompanied by plans of community service, and usually deal- 
 ing with practical aspects of the lives of men. 33 In like manner 
 the Boys and Girls' Clubs have developed from their earlier 
 types, either loose groupings for recreation or mere attempts 
 to bribe the young into the church, and have adapted them- 
 selves to the program of religious education. Here again a 
 notable literature with the educational viewpoint has been 
 created. 34 
 
 The recognition of an educational function in the church 
 has aroused a consciousness of the need of trained educational 
 leadership. The direction of a school became a task worthy of 
 trained powers. Churches called for professional educators. 
 Seminaries, co-operating with departments of education, pre- 
 pared specialists for the profession of "Directors of Religious 
 Education." In 1907 the city of New Haven employed a Super- 
 intendent of all its Sunday schools; in 1908 the First Presby- 
 terian Church of Buffalo called to itself the first trained "Di- 
 rector of Religious Education" in a local church. This was one 
 of the most significant steps ever taken in the history of Sunday 
 schools. 35 There are today about seventy-five churches em- 
 ploying such directors. 
 
 A CHURCH PROGRAM OF EDUCATION. 
 
 The employment of professional directors implied a recog- 
 nition on the part of the church that its educational duties 
 extend beyond the Sunday classes. The director is in charge 
 of all the religious educational activities of the church. At the 
 Boston Convention, 1905, Dr. W. C. Bitting called attention to 
 the need of co-ordinating the various educational activities 
 of the church. 36 In 1910 the Northern Baptist Convention ap- 
 pointed a special commission on this subject. Today, in all 
 the churches of the educational consciousness, programs are 
 being worked out seeking to organize the whole work of a 
 church on a functional basis, to relate together the different 
 agencies for the life of youth and to establish co-ordinated, 
 definite programs of religious education. The Baptist Com- 
 
 83For titles see p. 114 in the writer's "Efficient Layman" (Am. Bap. 1911). 
 
 34Some notable titles are : 
 
 "The Boy Problem," by W. B. Forbush, Pilgrim Press, 7'>c, 1902. 
 
 "The Boy and His Gang," J. Tupper, Houghton, Mifflin, $1.00, 1912. 
 
 "The Minister and the Boy," Allan Hoben, University of Chicago Press, $1.00. 1912. 
 
 "The Coming Generation," Forbush, Appleton, $1.50, $1912. 
 
 "How to Deal with Lads," P. Green, Longmans, 80c, 1910. 
 
 "The Girl in Her Teens," Slattery, S. S. Times Co., 50c, 1910. 
 
 35Directors Articles in Beligious Education. 
 
 36"Bible in Practical Life," p. 96. 
 
16 RELIGIOUS EDUCA TION. 
 
 mission and the Disciples Commission are preparing to report 
 this spring detailed schemes for the organization in local 
 churches of systems of religious education. A special com- 
 mission of the R. E. A. presents a report on the same subject 
 at this, the Cleveland, convention. (Published in Religious 
 Education, April, 1913.) 
 
 Individual responsiveness in local churches has led to de- 
 nominational consciousness. Nearly all the different com- 
 munions have come so clearly to accept their educational duty 
 as to appoint Commissions or Boards of Religious Education. 37 
 
 3"The following are the principal commissions. 
 
 Episcopal "Board of Religious Education," appointed 1910. Secretary, Rev. 
 William Gardner, 281 Fourth Ave., New York. s 
 
 Baptist (Northern) "Commission on Religious Education," appointed 1909. 
 Secretary, Ira M. Price, University of Chicago. 
 
 Presbyterian Commission, (1908). President, George B. Stewart, LL.D., Auburn, 
 New York. 
 
 German Evangelical Rev. H. F. Frigge, 1228 E. Breckenridge St., Louisville, Ky. 
 
 Congregational National Council Committee, 1904. Secretary, Rev. Percival 
 Huget, First Congregational Church, Detroit, Mich. 
 
 German Evangelical Synod Rev. W. Schlenkmann, Columbia, 111. 
 
 Presbyterian in Canada Secretary, Rev. A. J. W. Myers, 1C Manton Court, Rose- 
 dale, Toronto, Can. 
 
 Seventh Day Baptist Sabbath School Board. Secretary, Dr. A. Lowell Burdick, 
 Janesville, Wis. 
 
 A study of the development of the work of these commissions reveals the serious- 
 ness with which church leaders now regard the scope and the possibilities of religious 
 education. 
 
 A. PROTESTANT EPISCOPAL CHURCH. 
 
 "1. Appointment by General Convention in 1904 of "Joint Commission on Re- 
 ligious Instruction. (Reappointed for 3 years more in 1907.) See Reports 1907, 1910. 
 
 '2. Gradual multiplication of Diocesan Commissions to handle Sunday school 
 
 matters until now nearly all Dioceses in U. S. A. are so equipped. 
 
 "3. Continued experimentation, partly by individuals, Rectors ana isupermtena- 
 ents partly (and latterly more) by Diocesan Commissions, with different types of 
 
 curricula. 
 
 "4. The widespread adoption during these years, by nearly all vigorous schools, 
 of a graded system. 
 
 "5. Epoch-making Report in 1907 of the Joint Commission. 
 
 "6. Gradual introduction after 1907 of Standard Course in Teacher Training. 
 (Mostly ratified and reissued by new General Board of Religious Education, 1912.) 
 
 "7. Establishment 1908-1912 of various 'Diocesan Training Schools,' in larger 
 centers for Teacher Training. 
 
 "8. Increase, during same period of Summer Schools for S. S. Teachers. 
 
 "9. Appointment in 1910-11 by General Convention of A General Board of Re- 
 ligious Education with executive powers. (Oflice, 281 Fourth Ave., New York City. 
 See literature of Board.) 
 
 "10. Formulation 1911-13 of work of this Board. 
 
 (a) Election of General Secretary. Rev. Win. E. Gardner. 
 
 (b) Establishment of Standard Teacher Training Course, 
 (cj Establishment of Correspondence School. 
 
 (d) Issue of official curriculum. 
 
 "11. Organization of Church into eight Departments (geographical) each Depart- 
 ment with annual Sunday school convention, with representatives elected from each 
 Diocese by Diocesan Convention." Reported by Rev. Lester Bradner, Ph.D. 
 
 B. CONGREGATIONAL. 
 
 "1. The appointment of committee oil religious education in the National Coun- 
 cil, which committee made an extended report at the last meeting, October, 1910. 
 
 "2. The appointment of corresponding committees during the last three years 
 in connection with each state conference and local association. 
 
 "3. The adoption, preparation and distribution of graded lessons, until now the 
 entire school with the exception of year 10 and years 18 to 20 is supplied with them. 
 Two more courses are to appear next fall. 
 
 "4. The appointment of an educational secretary and of several experts who 
 serve on his staff; also the organization of an educational department in connection 
 with the Congregational Sunday School and Publishing Society. 
 
 "5. The adoption of a Sunday School standard. 
 
 "(5. The selection of a series of text books for the training of teachers and the 
 setting up of standards for the same. 
 
 "7. The holding of numerous institutes throughout the country in the interest 
 of a more effective religious education through the Sunday school. 
 
TEN YEARS PROGRESS. 17 
 
 III. THEOLOGICAL SEMINARIES. 
 
 Closely related to the educational development of the 
 churches has been the adaptation of Theological Seminaries 
 to the new needs of the ministry. 38 Prior to the period of our 
 study the seminaries recognized the educational needs of the 
 churches to the extent of occasional lectures on the Sunday 
 school. Professor T. Harwood Pattison, of Rochester Theologi- 
 cal Seminary, dignified this into a regular course. 39 In 1903 
 the Hartford School of Religious Pedagogy was established in 
 connection with Hartford Theological Seminary. In 1906 the 
 Southern Raptist Theological Seminary established a chair of 
 "Sunday School Pedagogy." In 1907, of the 196 Seminaries in 
 the United States, four offered courses in child study, twenty- 
 four in educational psychology, thirteen in the history and 
 organization of the Sunday school, twenty-two had lecture 
 courses by visitors. In 1912, of sixty-three Theological Sem- 
 inaries reporting, fifty have made provision for one or more 
 courses preparing ministers for leadership in religious educa- 
 
 "8. The enlargement of the scope of the missionary department of the Sunday 
 School and Publishing Society to include an extension department and the appointment 
 of men from the field who are qualified not only for planting new Sunday Schools but 
 also for improving the quality of those now in existence." Reported by Rev. B. S. Win- 
 chester, D.D. 
 
 C. PRESBYTERIAN. 
 
 "The most significant advance in religious education in the Presbyterian Church 
 in the U. S. A. during recent years is the movement in the interests of vmifying and co- 
 ordinating the educational agencies and activities in connection with the local parish. 
 We have made substantial progress in unifying the missionary educational agencies and 
 a good deal of preliminary work has been done toward co-ordinating the other 
 agencies and co-ordinating them with the missionary agencies. 
 
 "We have also made substantial progress in the matter of organizing the material 
 for religious education so that pastors are being furnished with aids for something like 
 systematic instruction for their use." Geo. B. Steward. 
 
 D. CHRISTIAN. 
 
 "Within the past five years a revolution has been wrought in the ideals and 
 programs both of our Sunday school leaders and of our association and colleges. Re- 
 ligious education is at once the whole scope and justification of the existence of the 
 Disciples of Christ." Robert P. Shepherd. 
 
 E. METHODIST. 
 
 "The introduction of graded instruction into our Sunday schools is the most 
 significant thing that has occurred in the Methodist Episcopal Church in recent years. 
 Its effect is fundamental, and is rapidly revolutionizing the conception of the Sunday 
 school, and of religious education in the church. The organization of our present 
 Board of Sunday schools, which was effected in 1908, putting our whole organized Sun- 
 day school work upon a new basis, and providing machinery for more extended 
 efforts, is a part of the general movement growing out of the new conception of the 
 Sunday school as an educational agency. And as a part also of this movement may 
 be noted the establishment in our theological schools of departments of religious 
 pedagogy." John H. MacFarland. 
 
 F. UNITARIAN. 
 
 "We note an improvement of interest and an improvement in method all along 
 the line. The Tuckerman School grows, there is an increased interest in Summer 
 Institutes, and a growing number of paid superintendents and teachers. The American 
 Unitarian Association has taken our work from a corner and put it in the center of 
 the field." W. I. Lawrence. 
 
 sssee the "Survey of Progress in Theological Seminaries" by Professor Williston 
 Walker, in Religious Education, Vol. VII, p. 620. 
 
 39"The Ministry of the Sunday School," T. H. Pattison (Amer. Baptist, 1902, $1.00) 
 
18 RELIGIOUS EDUCATION. 
 
 tion. 40 In these institutions the work is cared for in the fol- 
 lowing manner: 
 
 Chairs of Religious Education with special professors 10. 
 
 Courses in Religious Education, usually in charge of a full 
 professor and having work grouped under several other in- 
 structors 12. 
 
 Lectureships and special courses 28. 
 
 Occasional work in Religious Pedagogy and Psychology of 
 Religion 10. 
 
 Leaving only three absolutely ignoring this work. 
 
 In such seminaries as Union, University of Chicago and 
 Yale Divinity, specialists are being prepared. For example, 
 Professor Goe reports for Union that of the men who went out 
 last year, 1912, four are now Directors of Religious Education 
 in churches, one is a Religious Educational Secretary for a de- 
 nomination, one a member of a college faculty with work in 
 Religious Education, one a Sunday-school Field Secretary for 
 a denomination and one Supervisor of a denominational Sun- 
 day school in China. 
 
 Space forbids the analysis of the forces contributing to 
 progress in the church and Sunday school. 41 It must suffice to 
 mention (1) World dominance of scientific thought, (2) gen- 
 eral educational awakening and reconstruction, (3) new inter- 
 est in the child, 42 (4) the application of educational leaders 
 to practical problems, 43 (5) the significance of new and vital 
 
 40The most significant work in Religious Education in Theological Seminaries 
 all of which has originated in the last seven years, is at the following institutions: 
 Union Theological Seminary, New York City. (Prof. Geo. A. Coe.) 
 Yale University, New Haven, Conn. (Prof. Chas. F. Kent.) 
 University of Chicago, Chicago, 111. (Prof. Theo. G. Scares.) 
 Boston University School of Theology, Boston, Mass. (Prof. N. E. Richardson.) 
 Southern Baptist Theological Seminary, Louisville, Ky. (Prof. Byron E. 
 
 Chicago Theological Seminary, Chicago, 111. (Prof. Frank G. Ward.) 
 
 General Theological Seminary (Prot.-Epis.), New York, N. Y. (Prof. Chas. H. 
 
 Drew Theological Seminary, Madison, N. J. (Prof. Wm. J. Thompson.) 
 
 4iThe writer has attempted such an analysis in his "Evolution of the Sunday 
 School," at Chapter XI. 
 
 42Regarding the application of the scientific method to child-study President G. 
 Stanley Hall says: 
 
 "It has almost recreated the department of criminology; has revolutionized and 
 almost recreated school hygiene ; made adolescence, a strange word ten years ago, one 
 of the most pregnant and suggestive for both science and education given us the basis 
 of a new religious psychology ; and laid the foundation of a new and larger philosophy 
 and psychology." 
 
 43Notably the work of the following in many directions and in their w r orks as 
 
 Coe, G. A., "Education in Religion and Morals." Revell, 1904. 
 
 Starbuck, E. D., "Psychology of Religion." Scribner's, 1901. 
 
 King, H. C., "Personal and Ideal Elements in Education." Macmillaii. 
 
 Hall, G. S., "Adolescence." Appletons. 
 
 Burton, E. D. and Mathews, S., "Principles and Ideals in the Sunday School." 
 
 And before these, still profoundly influencing our thinking, Horace Bushnell, 
 "Christian Nurture." Scribners. 
 
TEN YEARS PROGRESS. 19 
 
 views of religion and the Bible, 44 and (6) the direction of great 
 organized movements. Of the last the history of the Interna- 
 tional Sunday School Association is a notable instance. It 
 has shown a responsiveness to critcism and to educational 
 suggestion which has been beyond the expectation of its 
 friends. 
 
 IV. THE HOME. 
 
 Progress in religious education in the Home was so thor- 
 oughly studied by Professor C. W. Votaw in his Survey pre- 
 sented at the Providence convention 45 that little remains to be 
 said at this time. The past decade has been a period of awak- 
 ening which has led to the creation of special organizations 
 for the protection of the home and for the moral training of 
 children. 46 It has given rise to special literature both in period- 
 icals 47 and books, 48 and to much public propaganda including 
 conferences and conventions, and in particular "The Child 
 Welfare Exhibits," the first of which was held in New York 
 City in January, 1911. 49 One of the most significant events was 
 the Third International Congress on Education in the Home, 
 held at Brussels in the summer of 1910, marked by keen inter- 
 est in the problems of moral and religious training. Both 
 churches and public schools have accepted to some extent the 
 duty of preparing young people for parenthood and home- 
 making, not only in courses in domestic science but also in 
 work on the training of children and the higher life of the 
 home. The special courses are not many but they are signifi- 
 cant of this new development. 50 
 
 ^Illustrated in 
 
 "Religion of a Mature Mind," George A. Coe. Revell, 1903. 
 
 "New Appreciation of the Bible," W. C. Selleck. U. of C. Press. 
 
 "Origin and Permanent Value of the O. T.," C. F. Kent. Scribners. 
 
 "Psychology of Religious Experience," E. S. Ames. Houghton, Mifflin. 
 
 "Principles of Religious Development," George Galloway. McMillan. 
 
 45published in"Religious Education," Vol. VI, p. 1. 
 
 48The Mothers' Congress, Philadelphia; L'Unione Familiale, Paris; The League 
 for the Popularization of the Science of Pedagogy for Families, publishing L'Educatione 
 Familiale, Brussels ; The Home Progress Society, Cambridge, Mass. ; After School Club, 
 Philadelphia. 
 
 47American Motherhood, Cooperstown, N. Y.; Child Welfare, Philadelphia; 
 Home Progress, Cambridge, Mass.; The Child, Chicago; Child Life, London. 
 
 48 In addition to the bibliography published with Professor Votaw's Survey 
 ("Religious Education," April 1911) mention may be made of "Ethics and the Family," 
 W. F. Lofthouse, Hodder Stoughtoii, 1912; "The Future Citizen," F. A. Myers, Sherman 
 French, 1911; "The School in the Home." A. A. Berle, Moffatt Yard, 1921; the pamphlets 
 of the Baptist Commission on Social Service. 
 
 excellent bibliography on child welfare was prepared by the Chicago 
 Public Library and circulated at the Chicago Child Welfare Exhibit. 
 
 soQn the work of churches see "Religious Education," Vol. VI, pp. 62, 69, 242. 
 On the work of the school see "Religious Education," Vol. VI. p. 159, and also the 
 "Materials of Religious Education," p. 225. An excellent course for use in churches is 
 "Child Nature and Child Nurture" by Edw. P. St. John (Pilgrim Press, 1911, 75c). 
 
20 RELIGIOUS EDUCATION. 
 
 The remarkable interest in what is known as sex educa- 
 tion has its roots in the needs of the home and the literature on 
 Eugenics is the answer to a consciousness of racial responsi- 
 bility for the home. The International Eugenics Congress in 
 London, last summer, was a testimony to a race purpose as to 
 the primary function of the home. The establishment of a de- 
 partment of the Federal government of the United States, 
 known as the Children's Bureau, 51 means a directed, scientific 
 study of all that makes for child welfare with especial atten- 
 tion to the home and family. 52 
 
 V. PUBLIC SCHOOLS. 
 
 Popular criticism on education has turned its attention in 
 the past ten years from the college to the public school and 
 just now the accusation is less that they do not prepare for 
 making a living, than that they do not fit for life. As a people 
 we begin to demand a moral product from the schools. Per- 
 haps in advance of public opinion, however, a moral con- 
 science has been developing within the school forces. No one 
 can move amongst school workers without realizing their dis- 
 content with the informational ideal, their discarding of school 
 mechanization and their awakening to the personal aim in edu- 
 cation. Two significant phrases have become current; they 
 are basic to modern thinking on public education; first: we 
 deal with persons as behaving organisms 53 and second: we 
 aim at social efficiency. The social concept has come to stay; 55 
 that its implications are profoundly moral must be self-evi- 
 dent. 56 It has led to a re-examination of method, a re-valuation 
 of materials. It finds expression in such a declaration as that 
 adopted at the R. E. A. Conference on Moral Phases of Public 
 Education in 1912, 57 "We believe that the Moral aim, i. e. the 
 formation of character, should be treated as fundamental in 
 all education"; in the declarations of the N. E. A. 58 notably, 
 that adopted in 1905. 
 
 Children's Bureau, Washington, D. C., Miss Julia Lathrop, Directress. 
 52The first publication of the Children's Bureau is a report of investigations on 
 
 Birth Registrations with suggestions on legal enactments. 
 
 sssee Chap. 1 of "Educational Values," Bagley. (Macmillan, 1911.) 
 
 54Stated by Dewey in "My Educational Creed," 1897. Discussed by Bagley for 
 
 one, in "Educative Process" (1905). 
 
 55See the splendid survey in "Social Aspects of Education," Irving King. (Mac- 
 
 millan, 1911.) 
 
 66E. G. See "Moral Principles of Education" (Dewey). (Houghton Mifflin.) 
 57Held at Teachers College, Columbia University, February, 1911. Declarations 
 
 in "Religious Education," Vol. VI, page 117. 
 
 Sec. 4 in the Resolutions of 1910, and Sec. 4 in 1911. 
 
TEN YEARS PROGRESS. 21 
 
 "The Association regrets the revival in some quarters of the idea that the 
 common school is a place for teaching nothing but reading, spelling, writing and 
 ciphering; and takes this occasion to declare that the ultimate object of popular 
 education is to teach the children how to live righteously, healthily, and happily, 
 and that to accomplish this object it is essential that every school inculcate the 
 love of truth, justice, purity and beauty through the study of biography, history, 
 ethics, natural history, music, drawing and manual arts. . . . The building of char- 
 acter is the real aim of the schools and the ultimate reason for the expenditure of 
 millions for their maintenance.'^ 
 
 The development of a conscience for character has found 
 expression, not only in the fundamental considerations of edu- 
 cational theory and practice, but in a large body of special 
 literature on moral training; in February, 1911, the R. E. A. 
 published a list of book titles on "Moral Instruction and Train- 
 ing in Public Schools," nine pages of which were given to 
 titles on principles and method, and five to text books for use 
 in the grades. Almost all these books originated in the past 
 decade. More recent literature is even more strongly marked 
 by this now rapidly developing interest. 60 
 
 In 1906 the N. E. A. published a list of 58 papers on Moral 
 and religious education, presented at their conventions in 47 
 years, 1859-1906. 61 A "Short Bibliography" prepared especially 
 for Europe, in 1908, contained nearly 100 titles for Great 
 Britain and 300 for the Continent. 62 
 
 Moral training has been under investigation by specialists. 
 In 1906 an anonymous donor offered substantial money prizes 
 for the best essays on this subject. The successful ones were 
 published in a useful volume. 63 The Council of the R. E. A. has 
 organized two important conferences, New York, 1911, 64 and 
 Cleveland, 1913. 65 The N. E. A. in 1907 appointed a committee 
 of its National Council to investigate and submit a "Tentative 
 Report on a system of teaching Morals in the Public School; 
 this body reported in 1911. 66 Meanwhile the experiments of 
 individual workers, notably the constructive work of Prof. 
 F. C. Sharp and Mr. Percival Chubb, and the work of the 
 ethical culture schools have all made their contribution. 67 
 
 59proceeding of N. E. A., 1905. 
 
 ooNote the survey in Chap. V, on "Moral Education" in G. Stanley Hall's "Edu- 
 cational Problems." Appleton, 1912. 
 
 eiFiftieth Anniversary Volume, N. E. A., 1906, page 715. 
 
 62l n Vol. II of "Moral Instruction & Training in Schools." (Longmans.) 
 
 63"Moral Training in Public Schools," by C. E. Hugh, T. P. Stevenson, E. D. 
 Starbuck, et al. (Ginn & Co., 1907.) 
 
 e^Proceedings published in "Religious Education" for February and April, 1911. 
 
 esproceedings published in "Religious Education" for February and June, 1913. 
 
 sepublished in 1911, San Francisco, Proceedings of the N. E. A.; High School 
 Section reprinted in "Religious Education" for February, 1913. 
 
 B7 For a recent survey see Vol. of American Committee's Report to Second Moral 
 Education Congress (Ethical Culture Schools, N. Y., 1912). 
 
22 RELIGIOUS EDUCATION. 
 
 Credit should also be given to the work of the department of 
 Public Schools in the R. E. A. 68 
 
 The rapid growth of public interest in vocational training 
 has strengthened the cause of moral education for it has drawn 
 attention to the relation of the school to life and to the moral 
 obligations of efficiency. 
 
 In Europe interest has developed rapidly. The Moral Edu- 
 cation League 69 was organized in London in 1901. It has a 
 definite propaganda of instituting instruction in morals in the 
 schools, especially by the use of story and history material. 
 The First International Moral Education Congress was held 
 at London, September, 1908, and the second at The Hague in 
 August, 1912. The two-volume report of the first congress is 
 an especially valuable contribution. 70 We are fortunate in this 
 country in that moral training is not complicated by the re- 
 ligious controversy. 71 Back of our development has been a 
 profound moral awakening, a quickening of the public con- 
 science, a recognition, tardy but sweeping, of the futility of 
 education that does not issue in competency to the moral strain 
 and the social ideals of life. 72 
 
 One of the most important advance steps has been the 
 recognition of the necessity of including work in morals in the 
 professional training of the teacher. Courses in subjects cal- 
 culated to prepare the teacher for this work are now found in 
 practically all the important professional schools. 73 They are 
 at their best in the Departments of Education in the large Uni- 
 versities. The intimate relations of this work to the whole 
 field, of religious education is indicated in the fact that, for 
 example, the "Department of Education" at the University of 
 Minnesota offers courses in the Psychology of Religion, Re- 
 ligious Education and History of Religious Education. Colum- 
 bia University offers five courses in Religious Education under 
 
 68The index to publications of the R. E. A. has 212 references to the public 
 school problem up to February, 1912, since that time over 100 pages on the subject have 
 been published by the Association. 
 
 9Has issued several valuable Syllabi of moral instruction (see Religious Edu- 
 cation IV, page 202) and a series of volumes, including graded Lesson Books. For 
 further information address The Moral Education League, 6 York Bldg., Adelphi, Lon- 
 don, W. C., England. 
 
 TOMoral Instruction and Training in Schools," edited by M. Sadler. (Longmans.) 
 
 7iQn the complexity of the English situation and the many solutions proposed. 
 See "The Religious Question in Public Education," Riley et al. (Longmans, 1911.) 
 
 72Qn the significance to this awakening to religious education. See H. C. King, 
 "Moral and Religious Challenge of our Times." (Macmillan, 1911.) 
 
 73ln 1911 Professor William C. Bagley found courses in Ethics in 70 per cent of 
 the Colleges and Universities and in 22 per cent of the Normal Schools. See his report 
 on "Training Public School Teachers" in Religious Education, Vol. V, pp. 612-640. 
 
TEN YEARS PROGRESS. 23 
 
 Professor Goe. A very large number of the summer schools 
 for teachers have every year lecture courses on Moral and Re- 
 ligious Education. 
 
 It must not be assumed that the moralization of the public 
 school is complete. We still have to contend with (a) those to 
 whom moral training means simply a schedule of lessons on 
 Ethics. 74 (b) those who are dully content with the informa- 
 tional aim and with professional mechanization of the schools. 
 We cannot fail to note that although much has been accom- 
 plished in public education, it does not equal in thoroughness 
 the re-organization which is now taking place in church edu- 
 cation. 
 
 VI. THE COLLEGES AND UNIVERSITIES. 
 
 The past decade has been a period of heart-searching in 
 the colleges and of questioning as to higher education in the 
 public mind. The target of criticism and the butt of witticism, 
 the college has been quietly cleansing and reorganizing her 
 own house. We stand so in the midst of radical readjustments 
 that perspective is impossible and any attempted interpretation 
 may be wholly inaccurate. But as to the general directions in 
 which newer adjustments are facing there can be no doubt. 
 Changes in curricula, new plans of organization, increased at- 
 tention to student activities and welfare, discussion of athletics 
 and recent studies of the real nature of students, are but a few 
 indications of a definite recognition of responsibility for and 
 purpose toward the student as a person. In this country there 
 has been a decided reaction from the German conception of 
 the function of institutions of higher education. Time may 
 show that an American type has been developing under the im- 
 pulse of the religious ideals of early education in this country 
 and based on our conception of education in general as the 
 directed evolution of behaving organisms and as having the 
 aim of social efficiency. At any rate, a large number of edu- 
 cators is earnestly seeking for means and methods of increased 
 efficiency, in higher education, for the development of personal 
 values and social usefulness in the students. There is a new 
 conscience for character and for social usefulness in the uni- 
 versities. It manifests itself in the topics under discussion in 
 conferences of educators, in their personal inquiries, in the 
 
 74This seems to be the tendency of the N. E. A. Report. The opposite view is 
 well presented in Professor Coe's paper, "Virtue and the Virtues," Religious Educa- 
 tion, Vol. VI, page 485. 
 
24 RELIGIOUS EDUCATION. 
 
 heartiness of their co-operation with agencies of the higher 
 life. In all the field of religious education, the most promising 
 development has been this general acceptance by educators of 
 a real religious aim in higher education. 
 
 Our colleges are set for the culture of souls not simply 
 because they cannot avoid the spiritual vision in history, liter- 
 ature and science, but because they have the spiritual purpose 
 of developing men and women as persons to the fulness of their 
 powers for the sake of their contribution to the personal wel- 
 fare and progress of all society. 75 
 
 What specifically, are some of the evidences of this 
 change? 1. The definite acceptance, in a large number of in- 
 stances, of responsibility for the personal welfare of students, 
 as seen in vigorous attempts to control community conditions, 
 the closer regulation, especially for moral ends, of conditions 
 of living in dormitories and boarding houses, 76 more exact 
 records of student's character manifestations in order that the 
 dangerous may be eliminated, and the promise of a revival of 
 academic conscience in respect to athletics. While the prob- 
 lems of fraternities may have become acute on account of their 
 interference with academic mechanisms, there has developed 
 a sense of the social, and therefore moral and religious dangers 
 of fraternities and the most hopeful signs all point to improve- 
 ment in the direction of closer official and personal oversight 
 in order to secure a better moral tone and to use the potencies 
 of fraternities for personal higher welfare. 77 Of a more direct 
 character we may specify, the greater encouragement given 
 to student voluntary religious organization and especially to 
 the expression of religion through student activity. This ten- 
 dency is seen in the physical provision which the university 
 often makes for the higher-life institutions, not only in suitable 
 chapels 78 but in unions and special buildings in which the re- 
 ligious and social life finds a center and home. In the work 
 of Christian Associations, the attitude of university men is 
 changing from one of hostile criticism to one of developmental 
 critical co-operation. 
 
 More easily apprehended and certainly of prime impor- 
 tance, is the progress made in the introduction into college cur- 
 
 75See the papers by college men in "Religious Education," Vol. VII, pages 348-392. 
 
 76See the discussions in "Religious Education," Vol. IV, pages 34-72. 
 
 77See article in "Religious Education," Vol. IV, pp. 323-342. 
 
 78ln 1912, an inquiry amongst 116 colleges and universities of the front rank in 
 the United States showed that regular daily chapel services were held in 107 institu- 
 tions; and of these attendance was voluntary at 39 and required at 68. 
 
TEN YEARS PROGRESS. 25 
 
 ricula of suitable courses in the Bible, in religion, in various 
 aspects of religious phenomena, as the psychology of religion, 
 and in religious education. 70 State Universities are coming to 
 appreciate that such courses, on a strictly scientific basis, not 
 only do not at all conflict with their proper position of freedom 
 from sectarian bias or control, but that, since religion is an in- 
 separable integer in human experience, a fact in human life 
 and a force in society, a knowledge of the facts is essential to 
 education. Further, the level of instruction in the University 
 has been, under the scientific ideal, lifted so far and clear 
 above prejudices and personal controversies that it is evidently 
 possible so to train the student in the knowledge of these facts 
 that no man's enlightened conscience can be offended. 
 
 The past ten years has witnessed a complete revolution of 
 opinion as to the character of state universities. We have 
 passed from the day when any speaker could win applause at 
 a church gathering by flings at the "hotbeds of infidelity in the 
 godless universities." The new era of confidence is due not 
 alone to the enlightenment of the churches but equally to the 
 enlarged vision of educators. An age in which we think in 
 common terms of religion and science makes it possible and 
 imperative for university men to have a share in religious life, 
 to hold religious responsibility for student life as consonant 
 with academic responsibility and for the people of the churches 
 to appreciate and use the spiritual values of educational agen- 
 cies. No change is more significant than that by which religion 
 has come to have a fitting place in state universities, a place 
 which is the more notable because it is unofficial and voluntary. 
 The permanent valuable activities for the religious education 
 of students at state institutions are being conducted by the 
 university officers. Christian Associations and University pas- 
 torates are not patronizingly approved by presidents; they are 
 recognized, wherever efficiently conducted, as valuable, indis- 
 pensable, co-operating forces. Religious education is not tol- 
 erated, it is encouraged, and as far as the law permits, its 
 work is sustained and furnished with necessary facilities. 
 
 7In 1912-13 College year in 117 colleges and universities (including 14 state 
 universities) reporting, the following courses were maintained as part of the liberal 
 arts work in the following number of institutions : 
 
 Biblical History and Literature 94 
 
 Religion, Comparative . . 47 
 
 Religion, Philosophy of 52 
 
 Ethics 97 
 
 Psychology of Religion 32 
 
 Religious Education, Methods of 36 
 
26 RELIGIOUS EDUCATION. 
 
 While the universities proper have been enlarging their 
 sphere in religion the colleges have been intensifying their 
 work, co-ordinating it to scientific work in other departments 
 and relating it to the life needs of students. 
 
 First, there are more courses in the Bible in colleges than 
 a decade ago; more colleges are seriously attempting this work. 
 There now remain only a few obtaining students under the 
 false pretense of promising in the catalog biblical work while 
 committing this work to voluntary agencies or to local pastors. 
 
 The curriculum in the Bible has been extended over a 
 greater number of subjects and periods of study in many in- 
 stitutions. 
 
 Second, the grade of work has greatly improved. A 
 higher and better prepared type of instructor is demanded. 
 A large number of well qualified young men and young women, 
 especially trained for this work, have gone into the colleges. 
 The demand is today more for women than for men, and the 
 efficiency of the work of many of the women stands very high. 
 The character of instruction has improved accordingly. It is 
 now usually modern, scientific, and as to biblical literature, 
 historical. The office of the R. E. A. is almost constantly re- 
 ceiving letters from college instructors asking for recommenda- 
 tions of suitable text books, more particularly for the Junior 
 college years, and always insisting that these shall be strictly 
 of the modern viewpoint. 
 
 Third, the materials of study in religion have been adapted 
 to life needs. On one side many college instructors have classes 
 in the practical problems of religious thinking and living. 
 On the other, there are now forty-eight colleges with one or 
 more courses designed specifically to fit young men and women 
 for usefulness in the church and other religious agencies, train- 
 ing them as proficient lay workers in religious education. In 
 four instances this work is a special department in the institu- 
 tion. 
 
 On a poll of colleges on the question, "Should higher in- 
 stitutions provide similar opportunities for religious workers 
 to those provided for doctors, etc." 64 answered yes, 9 no, and 
 28 returned qualified answers. 80 
 
 To summarize the general trend in higher education from 
 
 the report of a "Commission to Investigate the Preparation of Religious 
 Leaders in Colleges and Universities," 1912, presented by Prof. Edwin D. Starbuck, 
 Religious Education, Vol. VII, page 329. 
 
TEN YEARS PROGRESS. 21 
 
 the institutional side: Probably there is no sign so full of 
 promise as the development of a spirit for religious education 
 in the universities and colleges. To many of the most influ- 
 ential educators the word "religious" has become the one de- 
 scribing their ideal of education, the development of an effi- 
 cient religious person their aim. Such a purpose carried out 
 with youth, with the leaders of tomorrow, will saturate down 
 through all our social life and activity. On the other hand, 
 as a definite expression of this spirit, the colleges are designedly 
 developing religious leaders; they are preparing youth for 
 efficiency in religious service, for the interpretation of religion 
 in terms of modern life and the organization of that life in 
 terms of religion. 
 
 There has also been a marked development in the extra- 
 mural agencies for religious education. I. The Student Asso- 
 ciations. Apart from all statistics of student enrollment, con- 
 fessedly often misleading, Student Associations have been at- 
 tempting a program increasingly educational. The reports of 
 Commissions on Voluntary and Curriculum Bible Study being 
 presented at this convention indicate the recognition of room 
 for improvement and also the seriousness with which the need 
 is being met. A comparison of the text books now in rather 
 general use with those provided a decade ago show marked 
 progress. Further the student association has at last recog- 
 nized its peculiar opportunity to become the center of student 
 social life, interpreting that life in high terms, and the agency 
 through which the student may find a normal, active expression 
 of his religion. 
 
 Student workers have begun to study students, to recog- 
 nize that, while they have many characteristics in common 
 with the rest of human kind, their special community life 
 means at their age, special moral and intellectual needs. The 
 Bible class and prayer meeting that would, perhaps, be normal 
 to village youth is on longer offered to the college community. 
 In its place there is a healthy tendency to offer classes for the 
 discussion of life's real problems, classes in the Bible as it is 
 and the religious life bible we are making today by our so- 
 ciety. 81 v 
 
 1903-1913 students in mission classes at colleges increased from 5,000 
 to 36,850. Note such text books 011 Social Subjects as the series prepared and pub- 
 lished by Rev. R. H. Edwards, 124 E. 28th St., N. Y., which were first used at the 
 University of Wisconsin. 
 
28 RELIGIOUS EDUCATION. 
 
 But other agencies have entered the field, at least so far 
 as the state universities are concerned. 2. University pastors. 
 The various church communions have within the past eight 
 years been quickened to a responsibility for their youth in the 
 public universities. So far as statistics are ascertainable, there 
 are at this time, in the 13 larger state universities 60,046 stu- 
 dents enrolled not counting over 5,000 in three agricultural 
 colleges. Less than ten years ago the church communions be- 
 gan to. realize that a community of from five to six thousand 
 young people, as at Wisconsin, Illinois and Michigan, consisted 
 a field of religious responsibility, a promise of religious po- 
 tentiality, if only these young people could be wisely reached. 
 
 The development of plans to minister to the student com- 
 munities came in response to the appeals of university men. 
 
 In 1903 a special committee of the General Assembly of the 
 Presbyterian Church recommended that a committee be ap- 
 pointed to investigate the conditions and the best methods of 
 work for the young people in state universities. The subject 
 remained before the Assembly until 1906 when the Board of 
 Education was authorized to forward plans for the religious 
 needs of students. 82 Meanwhile individual experiments of 
 varied character had been tried and plans had been advo- 
 cated. 83 The Board of Education organized for vigorous work, 
 and employing a special secretary, 84 securing competent men 
 for work as university pastors, it found its way into the uni- 
 versity field. At this time the Presbyterian Board has eleven 
 men engaged exclusively in pastoral work with students, 85 and, 
 in addition, ten pastors of churches giving themselves to this 
 work. 
 
 In like manner the Baptist, Methodist, Congregationalists, 
 Lutherans, Unitarians, Episcopal and Roman Catholic have 
 installed pastors and ministers at practically all the larger state 
 institutions. In 1908 there was organized at a meeting held 
 in Ann Arbor, Mich., the body of "Church Workers in State 
 Universities," holding annual conferences. 86 The university 
 pastors have not only held themselves responsible for pastoral 
 work but they have conducted classes in the Bible, in religion, 
 
 82Minutes of General Assembly, 1906, page 53. 
 
 sspor a list of plans, many of which were ephemeral, see Minutes of General 
 Assembly, 1904, pp. 158-104. 
 
 84Richard C. Hughes, D.D. Appointed in 1910. 
 
 85At the Universities of California, Illinois, Maryland, Iowa, Kansas, Michigan, 
 Montana, Nebraska, Ohio, Wisconsin and State College of Agriculture at Ames, Iowa. 
 
 seusually reported in Religious Education, as at Vol. VI, page 222 ff. 
 
TEN YEARS PROGRESS. 29 
 
 in methods of religious work and in social service. A splendid 
 spirit of co-operation has prevailed between these workers and 
 the university authorities. 
 
 Church Work at state universities has led to the erection 
 of special buildings for student life in charge of the student 
 pastors, as at Michigan, Illinois, and Kansas. At Illinois and 
 at Pennsylvania State College special churches have been 
 erected by the Presbyterians. 
 
 Another interesting development has been the establish- 
 ment of special schools, known as "Bible Chairs," at the state 
 universities by the Disciples communion. Within the past 7 
 years the Woman's Board of Missions has established Bible 
 chairs at Kansas, Texas, Michigan, Virginia, Missouri and Ore- 
 gon. These are usually provided with special buildings in 
 which courses quite similar to those in theological seminaries 
 are given. The work is usually correlated to the curriculum 
 of the university certain studies being duly accredited while in 
 some instances exchanges of instruction are arranged, as at 
 Missouri, in the department of sociology. 
 
 A unique plan of co-operation prevails at the University 
 of Pennsylvania where all the church work is unified under 
 that of the Christian associations. 
 
 VII. CHRISTIAN ASSOCIATIONS. 
 
 Amongst the informal agencies of education the Christian 
 Associations have developed remarkable prominence. In the 
 past decade the phrase "religious education" has come per- 
 manently into the vocabulary current in these institutions. 87 
 
 The emergence of the religious educational viewpoint is 
 well shown in the declarations of the quintennial conferences 
 on "Religious Work for Men," particularly the statements 
 made in 1907 and 1912, the latter reading, "As the Association 
 enlarged its scope of effort, the materials for a broader system 
 of religious education were gradually assembled by the local 
 Associations in the form of life-problem classes, the consider- 
 ations of personal and community hygiene, the study of social 
 problems and needs, the wider study of missions and an in- 
 creased co-operation in the missionary enterprise and other 
 developments." Incidentally, this would be a good program 
 
 ^"Writing in "American Youth," December, 1912, Edgar M. Robinson says: "The 
 Associations, generally speaking, shied at the expression 'religious education/ but 
 gradually lost their fear of it and formally embraced it!" 
 
30 RELIGIOUS EDUCATION. 
 
 for many Sunday schools. And, again, from the same confer- 
 ence, "All the work of the Young Men's Christian Association, 
 without unfair use of terminology, might be called religious 
 education," and "in order that religious education should have 
 its deserved place, Association leaders should inform them- 
 selves regaring its significance and scope and the present need 
 for its increased recognition." 88 
 
 It stands for the most distinctive development in the Asso- 
 ciation's policy and marks the wide divergence of methods in 
 America from those in Europe. The ideal of religious educa- 
 tion is expressed in the last "Annual Survey" of the men's work 
 which says, "In a very real sense all the religious activities of 
 the Association make contributions toward the religious edu- 
 cation of men and boys." 89 And, again, "To find out how to 
 reach and win and train older boys and men and pass back the 
 results to the local church will be an increasing measure the 
 chief task of the modern Association." 90 There is a cumulative 
 tendency in both types of Associations to organize all religious 
 work on a scientific basis, especially as to the recognition of 
 modern psychology and pedagogy. This is well indicated in 
 the professional training of Association workers; the schools 
 for men, Chicago and Springfield and the National Training 
 School of Y. W. C. A., New York. All have special courses 
 in Religious Education, while the Chicago school has a full pro- 
 fessor in charge and all students are required to take a certain 
 part of this work. 
 
 The International Committee of Y. M. C. A. in 1912 en- 
 gaged a new officer to be known as "The Secretary of Religious 
 Education." 91 Unusual attention was given to the need of 
 training in Religious Education at the last Religious Work 
 Conference at Atlantic City, in February, 1912. 
 
 There has been a movement from scattered and unrelated 
 Bible classes to attempt to organize a comprehensive curricula 
 of Religious Education. 92 In 1912 there were 2,146 Association 
 classes using the International Association courses and 901 
 using original courses. 
 
 ssQuotations from pp. 9, 49, 51, of "Principles and Methods of Religious Work 
 for Men and Boys." Y. M. C. A. Press. 1912. 
 
 89Annual Survey for 1912, page 29. Y. M. C. A. Press. 
 
 9"op. cit. p. 20. 
 
 9iM. A. Honline, Ph.D., formerly Director of Religious Education for the United 
 Brethren Church. 
 
 2See "A Study of a Curriculum for the Y. M. C. A.," by Professor C. W. Votaw 
 at page 251 in "Education and National Character," the R. E. A., 1908. 
 
TEN YEARS PROGRESS. 31 
 
 The General Secretary reports a deepening interest in 
 graded and progressive types of courses. A special commis- 
 sion has been appointed consisting of Association and Sunday- 
 school leaders "To study existing courses" and discover ma- 
 terial provided by other agencies. 
 
 Mr. Fred S. Goodman is authority for the statement that 
 the ratio of increase in value of Association's buildings is sur- 
 passed by the ratio of increase in Bible students in the last 
 decade. The statistics for 1912 show a total of over 4,300 
 Bible classes with an enrollment of over 80,000 in all kinds of 
 the men's Associations; and in the Y. W. C. A. 1,409 classes 
 with an enrollment of 30,396. To the Bible classes can be 
 added the classes in Missions, Teacher Training, Social Serv- 
 ice and like problems. The Teacher Training classes have 
 been an especially valuable development though of very recent 
 origin. In 1912, 126 Associations reported 178 Teacher Train- 
 ing classes with 3,051 students. 
 
 There is an increasing tendency to think of religious edu- 
 cation as a process of developing Christian manhood. The 
 aim is more distinctly that of efficient religious character and 
 service with the result that there is less emphasis on bookish 
 studies and more upon expressional activities with a widening 
 of the curriculum to include social duties, ethics, life problems, 
 etc. 93 Few things have contributed more directly to these 
 results than the "Men and Religion Movement." Originated in 
 the Y. M. C. A. it brought these Associations face to face with 
 civic needs and especially with the demands for a unified pro- 
 gram of service. It followed after the special studies which the 
 Association had been making and on which a commission had 
 reported on "Relations of Young Men and Boys in the 
 Church." 94 It has resulted in a wider conception of the Asso- 
 ciation as an opportunity for a directed expressional develop- 
 ment of the religious life. As suggested in the year book for 
 1912, in an increasing degree, "The Association building will 
 become a training school for leaders in boys' work, athletics, 
 Bible study, evangelism and social service, who do their work 
 in or through the local churches. Every boys' or men's Bible 
 class, every chapter of a neighborhood, every club with a par- 
 
 3See for example "Life Problems," Doggett et al.; "Life Questions of High 
 School Boys," J. W. Jenks; "Round Table Discussions," Walter M. Wood; "Social 
 Teachings of Jesus," J. W. Jcnks. 
 
 94 Rcport of the Commission presented at Omaha, June 1, 1909. 
 
32 RELIGIOUS EDUCATION. 
 
 ticular program will reckon on the Y. M. C. A. as a friend and 
 strong ally. 95 
 
 One of the most striking developments, and also one of the 
 most promising, has been the awakening to the importance of 
 work with the entire life of manhood. It was customary for 
 a long time to put the boys' work into basements or into a back 
 corner of the men's building. Now special buildings are being 
 erected for boys. 809 Associations report some work especially 
 for these classes with 112,000 members of whom 72,000 are in 
 school and 42,000 enrolled in Bible classes. The character of 
 the work with boys is indicated by (1) special training of boys' 
 classes; (2) the appointment of special Boys' Work Secretaries 
 in the general field, 96 preparation of special studies on boy 
 problems, 97 the work of special commissions. 98 
 
 As to progress in the Young Women's Associations those 
 who are familiar with the splendidly efficient work so quietly 
 carried forward know that it organized with the educational 
 ideal in predominance, that the instruction, both in the Bible 
 and in the religious life, steadily becomes more scientific and 
 modern The last evidence of progress is increased standards 
 of training and investments in training of workers. 
 
 Best of all evidences of progress in both the men's and 
 women's Associations is the recent search after improved meth- 
 ods and the openness of mind toward new aspects of truth. 
 In both Associations there is a remarkable record of aggressive 
 adaptation to development needs and developing ideals. 
 
 VIII. SOCIAL ORGANIZATIONS. 
 
 Last, we may trace progress in religious education in the 
 general social organizations and movements of our times, in 
 social settlements, playgrounds, civic leagues, recreation cen- 
 ters, the rural betterment movements and the development and 
 
 5Year Book, 1912, p. 38. 
 
 9E. M. Robinson, Frank H. T. Ritchie, C. C. Robinson, David R. Porter (for High 
 and Preparatory schools), R. A. Waite. 
 
 97"Boys' Work in the Local Church" in Messages of Men and Religion Movement, 
 Vol. V, Association Press. 
 
 ^Commission, 1912, "The relation of the Sunday school to adolescent boys and 
 girls in educational institutions." Commission 1912-13 to report at a special assembly 
 at Culver, Indiana, May 17 to 30: 
 
 1. "The Work of the Young Men's Christian Association with Boys Within the 
 Association Buildings," F. A. Crosby, Chicago, Chairman. 
 
 2. "The Work of the Young Men's Christian Asssociation with Boys Outside of 
 the Association Buildings," C. K. Calhoun, Montreal, Chairman. 
 
 3. "The Work of the Young Men's Christian Association and Training Boys in 
 the Equalizing of Opportunity," Peter Roberts, Ph.D., New York, Chairman. 
 
 4. "The Work of the Young Men's Christian Association Among Boys and the 
 Content and Methods of Religious Education," L. Wilbur Messer, Chicago, Chairman. 
 
 5. "The Work of the Young Men's Christian Association in Training Leaders for 
 Service with Boys," George Walter Fiske, Oberlin, Chairman. 
 
TEN YEARS PROGRESS. 33 
 
 regulation of popular amusements. The educational potencies 
 of play and social life have been newly recognized on a general 
 scale;" 11 we have come to think of them in educational terms 
 and to evaluate them for educational efficiency. The street, 
 the playground, 1 " the social hour, the theatre, the concert have 
 today a place as legitimate in the program of education as the 
 lecture and the recitation. The moving picture has a place in 
 the church. 101 We regard them as educational factors simply 
 because education now embraces all of life; it develops a whole 
 being. 
 
 But, further, we have recognized the religious importance 
 of social welfare, amusement and recreation. 102 We think of 
 them in terms of character-making and judge them by spiritual 
 results. 
 
 In the past ten years the emphasis has passed from char- 
 itable relief to constructive social welfare. The phrase "social 
 service" has become generally current, and social service has 
 received an educational emphasis. Our social consciousness 
 is made vital and keen by our sense of the higher, spiritual 
 values of life. Welfare work no longer ends in a blind alley 
 of physical ideals; it looks beyond the agencies of sanitation 
 and wages to the product of human personality, to a society 
 in which all the conditions of living must be the best possible 
 because they constitute the soil of the soul. Social service is 
 sustained today, not alone by broken-hearted pity for the tur- 
 moil and black night of other lives but by the hope, the faith 
 that life can and life does move forward out of the night, that 
 every life may grow and that we are learning the laws of their 
 growth. Social service has today an educational program 
 motived by a growing sense of religious values. 
 
 "Popular Recreation and Public Morality," Guliek. American Unitarian 
 Association. 
 
 "The Morality of Social Pleasures," Fowler. (Longmans, 1911.) 
 
 "Education for Right Use of Leisure," Chubb. Religions Education, Vol. V1T, 
 p. C99. 
 
 "Playground as Educational Agency," J. Lee. Ethical Culture Society Pamphlet. 
 
 i"Note the valuable work of "The Playground Association," 1 Madison Ave., 
 New York, with its marked educational tendencies, especially in the proceedings and 
 other publications of this organization. 
 
 ""Pamphlet, "Religious Possibilities of the Moving Picture," Herbert A. Jump. 
 
 See also Religious Education, Vol. IV, 344. 
 
 The following churches use the film machines: 
 
 First Congregational, Oakland, Cal. 
 
 Christ Episcopal, Los Angeles, Cal. 
 
 Salem Congregational, Los Angeles, Cal. 
 
 Grace Methodist, Worcester, Mass. 
 
 Bethany Presbyterian, Philadelphia. 
 
 St. Anthony (Catholic), Fitchburg, Mass. 
 
 Universalist Church, Joliet, 111. 
 
 io2The Spirit of Youth and the City Streets," Jane Addams. Macmillan, 1909. 
 
34 RELIGIOUS EDUCATION. 
 
 Note how the word "social" is scattered through modern 
 pedagogical and educational literature. Think of its spiritual 
 significance, how it has come to mean so much more than 
 sociability, to include efficiency and sacrificial service and con- 
 sider whether after all educational ideals are not being satur- 
 ated with spiritual concepts. 
 
 Consider the incoming of the religious spirit into our po- 
 litical life, in insistence on moral ideals, on high standards of 
 conduct, in a developing sense of social responsibility, in the 
 turning of the ear to the cry of the man lower down. Notice 
 the use of new terms, new to political platforms and most re- 
 markable because uttered often in the glow of deep feeling, of 
 sincere human passion; the claims of social justice, the in- 
 sistence on human rights and the demand that life shall mean 
 more than the opportunity to labor, it shall mean the chance to 
 live. Some educational processes have been active on very un- 
 promising material here and men are beginning to take life 
 itself increasingly in terms of education with a religious aim. 
 We tend, slowly but surely to think of and to test not only 
 homes and schools and churches, but factories and stores and 
 city streets in terms of their suitability to human growth, by 
 whether they make the whole of life move into higher levels, 
 whether, in the measure of their powers they are agencies of 
 human promotion or demotion, whether they are with or work- 
 ing against religious education. 
 
 The religious spirit of this larger program of social educa- 
 tion has not been confined to settlements and groups of social 
 workers. It has saturated the thinking of educators; it is in- 
 creasingly dominating the spirit of the churches. The schools 
 exist to prepare youth for competent social living and they 
 accept enlarging responsibility for the social welfare of the 
 lives of students. Every attempt at social development has a 
 moral basis and a moral aim. The schools have in some in- 
 stances caught the vision of society as moving toward a de- 
 mocracy of the spirit. A similar movement in the development 
 of social responsibility has brought the churches and the 
 schools into the same field of endeavor. It is a sign of no 
 small significance indicating how deeply the newer ideals 
 of education affect us all that before we have seriously at- 
 tempted the correlation of the courses of instruction in 
 churches and schools we have already in many instances ef- 
 fected correlation in practical social education. Parent-teacher 
 
TEN YEARS PROGRESS. 35 
 
 organizations meet in churches. Christian Association officers 
 direct the play and recreation work in schools. But the more 
 important co-ordination is that which comes unofficially by 
 the voluntary exchange of school- and church-workers in the 
 enterprises of playgrounds, Boy Scouts, moving-picture regula- 
 tion, school theatricals. It is no uncommon thing for a move- 
 ment for a school social-center to be born in a church. 
 
 We must take into our view and recognize the religious 
 educational value of every attempt to give a child all his world. 
 We would labor almost in vain holding forth the flame of life 
 if the eyes are dull with childhood's sad toil, if the life is shut 
 in by squalid walls; in vain do we appeal to moral heroism 
 when all the vital powers are sapped by malnutrition or by 
 vice. When the city opens parks and tears down tenements, 
 when the state protects child life it means that men set human 
 values first, that a public conscience demands the right of lives 
 to develop and tfie foundations are made possible for the house 
 not made with hands. 
 
 In the light of such progress who dare turn back or even 
 doubt that the eternal purpose runs steadily forward and we 
 needs must follow? Who seeing what yesterday's toil and sow- 
 ing has brought forward can count any cost too great for to- 
 day's service? 
 
34 RELIGIOUS EDUCATION. 
 
 Note how the word "social" is scattered through modern 
 pedagogical and educational literature. Think of its spiritual 
 significance, how it has come to mean so much more than 
 sociability, to include efficiency and sacrificial service and con- 
 sider whether after all educational ideals are not being satur- 
 ated with spiritual concepts. 
 
 Consider the incoming of the religious spirit into our po- 
 litical life, in insistence on moral ideals, on high standards of 
 conduct, in a developing sense of social responsibility, in the 
 turning of the ear to the cry of the man lower down. Notice 
 the use of new terms, new to political platforms and most re- 
 markable because uttered often in the glow of deep feeling, of 
 sincere human passion; the claims of social justice, the in- 
 sistence on human rights and the demand that life shall mean 
 more than the opportunity to labor, it shall mean the chance to 
 live. Some educational processes have been active on very un- 
 promising material here and men are beginning to take life 
 itself increasingly in terms of education with a religious aim. 
 We tend, slowly but surely to think of and to test not only 
 homes and schools and churches, but factories and stores and 
 city streets in terms of their suitability to human growth, by 
 whether they make the whole of life move into higher levels, 
 whether, in the measure of their powers they are agencies of 
 human promotion or demotion, whether they are with or work- 
 ing against religious education. 
 
 The religious spirit of this larger program of social educa- 
 tion has not been confined to settlements and groups of social 
 workers. It has saturated the thinking of educators; it is in- 
 creasingly dominating the spirit of the churches. The schools 
 exist to prepare youth for competent social living and they 
 accept enlarging responsibility for the social welfare of the 
 lives of students. Every attempt at social development has a 
 moral basis and a moral aim. The schools have in some in- 
 stances caught the vision of society as moving toward a de- 
 mocracy of the spirit. A similar movement in the development 
 of social responsibility has brought the churches and the 
 schools into the same field of endeavor. It is a sign of no 
 small significance indicating how deeply the newer ideals 
 of education affect us all that before we have seriously at- 
 tempted the correlation of the courses of instruction in 
 churches and schools we have already in many instances ef- 
 fected correlation in practical social education. Parent-teacher 
 
TEN YEARS PROGRESS. 35 
 
 organizations meet in churches. Christian Association officers 
 direct the play and recreation work in schools. But the more 
 important co-ordination is that which comes unofficially by 
 the voluntary exchange of school- and church-workers in the 
 enterprises of playgrounds, Boy Scouts, moving-picture regula- 
 tion, school theatricals. It is no uncommon thing for a move- 
 ment for a school social-center to be born in a church. 
 
 We must take into our view and recognize the religious 
 educational value of every attempt to give a child all his world. 
 We would labor almost in vain holding forth the flame of life 
 if the eyes are dull with childhood's sad toil, if the life is shut 
 in by squalid walls; in vain do we appeal to moral heroism 
 when all the vital powers are sapped by malnutrition or by 
 vice. When the city opens parks and tears down tenements, 
 when the state protects child life it means that men set human 
 values first, that a public conscience demands the right of lives 
 to develop and tfie foundations are made possible for the house 
 not made with hands. 
 
 In the light of such progress who dare turn back or even 
 doubt that the eternal purpose runs steadily forward and we 
 needs must follow? Who seeing what yesterday's toil and sow- 
 ing has brought forward can count any cost too great for to- 
 day's service? 
 
The Religious Education Association 
 
 GENERAL OFFICERS FOR 1913 
 
 President Chas. Franklin Thwing, LL.D., President Western Reserve University, Cleveland. O. 
 First Vice-President Henry S. Pntchett, 1,1,. D., President Carnegie Foundation New York. 
 Treasurer Charles Lawrence Hutchinsou, M.A. Vice-Pres. Corn Exchange Nat'l Hank. Chicago. 
 Chairman of the Executive Board Abram W. Harris, Sc.D., Pres. Northwestern University, 
 
 Chicago, 111. 
 
 Recording Secretary Charles M. Stuart, 1,1, D. Pres. Garrett Biblical Institute, Evanston, 111. 
 General Secretary Henry F. Cope. D.D., Chicago, 111. 
 
 Office of the Association, 332 So. Michigan Ave., Chicago, 111. 
 
 VICE PRESIDENTS 
 
 Rt. Rev. C. P. Anderson, S.T.D., Bishop Protes- 
 tant Episcopal Church, Chicago, 111. 
 
 P. P. Claxton, Ph.D., United States Commis- 
 sioner of Education, Washington, D. C. 
 
 Robert A. Falconer, Litt.D., President Uni- 
 versity of Toronto, Canada. 
 
 Albert Ross Hill. LL.D-, Pres. University of 
 Missouri, Columbia, Mo. 
 
 Rt. Rev. Wm. Lawrence, Boston, Mass. 
 
 Mrs. Frederic Schoff, President National 
 
 Congress of Mothers, Philadelphia, Pa. 
 William O. Thompson, LL.IX, Pres. Ohio 
 
 State University, Columbus. 
 Mr. S. P. Fenn, Cleveland, Ohio. 
 Wm. H. P. Faunce, LL D , President Brown 
 
 University, Providence, R. I. 
 J. H. Kirkland. Sc. D., Chancellor Vanderbilt 
 
 University, Nashville. 
 
 BOARD OF 
 
 Directors at Large. 
 
 Pres. Charles R. Van Hise, 1,1,. D., Madison, 
 Wis. 
 
 Rev. Samuel A. Eliot, D.D., Boston, Mass. 
 Mr. F. W. Lyman, Minneapolis, Minn. 
 Supt. J. M. H. Frederick, Cleveland, Ohio. 
 
 Prof. John K. Mcfadyen, D.D. Glasgow, Scot- 
 land. 
 
 Pres. E. Y. Mullins, D.D., Southern Baptist 
 
 Theological Seminary, Louisville, Ky. 
 Pres. George B. Stewart, LL-D., Auburn, N. Y. 
 
 Pres. George E. Vincent, Ph.D., University of 
 Minnesota. 
 
 Pres. Mary E. Woolley, 1,1,. D., Mt. Holyoke 
 College, Mass. 
 
 Pres. William W. Foster, Ph.D., Reed College, 
 Portland, Ore. 
 
 Miss Caroline Dow, International Y. W. C. A., 
 New York, N. Y. 
 
 Rev. Carey Bonner, London, England. 
 
 Prof. J. D. Fleming, Lahore, Punjab, India. 
 
 Galen M. Fisher, M.D., Tokyo, Japan. 
 
 Rev. Henry H. Lowry, D.D., Education Asso- 
 ciation of China, Pekin, China. 
 
 DIRECTORS 
 
 State Directors. 
 
 Calif. Prof. William F. Bade, Ph.D., Berkeley, 
 
 Calif. 
 
 Colo. Pres. James II. Baker, Boulder, Colo. 
 Conn. Prof. Chas. F. Kent, Ph.D New Haven, 
 
 Conn. 
 Fla. Pres Lincoln H Hulley, Ph.D., Stetson 
 
 Univer-ity, Demand. Fla. 
 Ind. Pres. Elijah A Hanley, D.D., Franklin 
 
 College, Franklin. 
 
 Iowa Pres. John H. T. Main, Ph.D., Grinnell. 
 Kans. Pres. Silas Eber Price, Ph.D., Ottawa 
 
 University, Ottawa. 
 
 Ky. Prof. Wm. J. McGlothlin, Louisville, Ky. 
 Maine Prof. Alfred W. Anthony, D. D., Lew- 
 
 istou. 
 
 Mich. Rev. J. Percival Huget, Detroit, Mich. 
 Minn. Mr. W. S. Wiley, Minneapolis , Minn. 
 Mo. Prof. W. W. Charters, University of Mis- 
 souri, Columbia. 
 
 N Y Pres. Elmer B. Bryan, Hamilton, N. Y. 
 N! Car. Prof. W. R. Culloin, D.U., Wake 
 
 Forest. 
 Ohio Mr. D. C. Mathews, Western Reserve, 
 
 Cleveland, Ohio. 
 Out., Can. Rev. R. Douglas Fraser, D.D., 
 
 Toronto. 
 
 R. I. Rev. Augustus M. Lord, Providence. 
 S. Car. Pres. Henry N. Snyder, Litt.D., 
 
 Spartanburg. 
 Tenn. Pres. Bruce R. Payne, Peabody College, 
 
 Nashville. Tenn. 
 Tex. Prof. W. S. Sutton, State University, 
 
 Austin. 
 
 Va. Prof. W. M. Forrest, Charlottesville. 
 Wis. Pres. Edward D. Eaton, Ph.D., Beloit. 
 
THE PUBLICATIONS OF 
 
 jEihtnttum Aaaoriatton 
 
 A-THE VOLUMES 
 
 Five Large Volumes, containing authoritative, modern, scientific 
 treatment of the most important problems of the home, Sunday school, 
 public school, college, university, church, library and other educa- 
 tional agencies, and including the papers of the conventions of the 
 association from 1903 to 1908. 
 
 1 THE IMPROVEMENT OF RELIGIOUS EDUCATION 
 
 422 pages; published at $2.50, now 50 cents; postpaid 65 cents. 
 
 II THE BIBLE IN PRACTICAL LIFE 
 
 640 pages, net, $2.50, (prepaid $2.65). 
 
 Ill THE AIMS OF RELIGIOUS EDUCATION 
 
 525 pages, published at $2.50; now, net, $1.00, (prepaid $1.11). 
 
 IV THE MATERIAL OF RELIGIOUS EDUCATION 
 
 350 pages, published at $2.00; now, net, $0.50, (prepaid $0.65). 
 
 V-EDUCATION AND NATIONAL CHARACTER 
 
 319 pages, published at $2.00; now, net, $0.50, (prepaid $0.65). 
 
 TO NEW MEMBERS 
 
 NOTE. As a special endeavor to acquaint new members with the 
 history of the organization, Vol. I above, is offered free of charge, for 
 a limited period, to all persons enrolling and pain'ng the membership 
 fee of $3.00. 
 
 New members may obtain also Volumes III, IV and V, above de- 
 scribed, for $1.50 (express prepaid $1.85) in addition to the member- 
 ship fee of $3.00. 
 
 These special prices apply only when ordered directly of the 
 Association. 
 
 RELIGIOUS EDUCATION ASSOCIATION, 
 
 332 S. Michigan Avenue, 
 
 Chicago, 111. 
 
 37 
 
38 RELIGIOUS EDUCATION. 
 
 B-THE MAGAZINE "RELIGIOUS EDUCATION" 
 
 Regular subscription, per annum, $3.00. 
 
 Averages 120 pages per issue. Contains all Convention Reports and 
 many other valuable papers. 
 
 RELIGIOUS EDUCATION contains articles by experts in religious and 
 moral education; news; accounts of methods and materials available 
 for schools, classes, etc. It is the medium of exchange and informa- 
 tion for all who are interested in moral and religious education. 
 
 Membership $3.00 annually entitles one to receive this Magazine. 
 NOTE. Membership entitles to all current publications free. 
 The volumes of RELIGIOUS EDUCATION begin with the April issues. 
 
 BACK NUMBERS OF RELIGIOUS EDUCATION. 
 Vol. I, April, 1906-February, 1907, (out of print). Sets cost $5.00. 
 Vol. II, April, 1907-February, 1908, (out of print). Sets cost $4.00. 
 Vol. Ill, April, 1908-February, 1909, (out of print). Sets cost $4.50. 
 
 The above volumes do not contain Convention Reports. The follow- 
 ing volumes contain all the reports, including the convention papers. 
 
 Vol. IV, April, 1909-February, 1910, (out of print). Sets cost $6.00. 
 Vol. V, April, 1910-February, 1911, (750 pp.), $5.00. 
 Vol. VI, April, 1911-February, 1912, (G28 pp.), $5.00. 
 
 Vol. VII, April, 1912-February, 1013, (760 pp.), $3.50. Price sub- 
 ject to advance. 
 
 C-FREE PAMPHLETS AND REPORTS 
 
 Subject Index to the publications of the Association. 
 
 Annual Survey of Progress, James H. Kirkland. 
 
 Progress in Religious Education in the Home, Clyde W. Votaw. Free. 
 
 A list of Graded Text Books for Use in the Sunday School. 
 
 Ten Years Progress in Religious Education, Henry F. Cope. 
 
 Bibliography on "The Bible and Public Education." 
 
 Religion as a Liberal Culture Subject, W. S. Athearn. 
 
 Reports of Commissions on Teacher Training. 
 
 A Library of Religious Education. 
 
 Circulars of Information. 
 
 Annual Reports of Activities. 
 
 RELIGIOUS EDUCATION ASSOCIATION, 
 
 332 S. Michigan Avenue, 
 
 Chicaao, 111. 
 
You are Invited to Become a Member 
 
 Membership in the Religious Education 
 Association will 
 
 1. Entitle you to receive, without fur- 
 ther charge, the valuable magazine, RELIG- 
 IOUS EDUCATION, issued bi-monthly. This 
 contains the addresses delivered at the 
 annual convention and many other arti- 
 cles on methods and progress in religious 
 education. 
 
 2. Entitle you to use the Permanent 
 Exhibit, consult the officers and co-operate 
 with workers through the Departments 
 and the Executive Office. 
 
 3. Entitle you to a part in the Annual 
 Conventions and the local Conferences. 
 
 4. Bring you into the fellowship of the 
 Association's representative and inspiring 
 membership and to enrollment in the 
 official R. E. A. Directory. 
 
 5. Give you a part in this remarkable 
 modern movement for religious and moral 
 education and in the privileges and bene- 
 fits of this form of service. 
 
 THESE ARE ONLY SOME OF THE 
 RETURNS. 
 
 The investment is but $3.00 per annum. 
 
 Pastors, teachers, parents and all other 
 religious workers who would do their best, 
 cannot afford not to join The Religious 
 Education Association. 
 
 An application blank is on the reverse 
 side of this sheet. 
 
 Send your application and make remit- 
 tance payable to 
 
 The Religious Education Association 
 
 332 S. Michigan Avenue 
 
 CHICAGO 
 
 39 
 
THE RELIGIOUS EDUCATION ASSOCIATION 
 
 332 S. Michigan Avenue 
 
 Chicago 
 
 Application for Membership 
 
 I hereby present my name for membership in the Religious 
 Education Association, desiring to be enrolled as: 
 
 A. Active Member (Annual fee $3.00). 
 
 C. Contributing Member (Annual fee $5.00) 
 
 S. Sustaining Member (Annual fee $10.00) 
 
 _L. Life Member (by payment of $100.00 at one time) 
 
 (Full name, titles and degrees) 
 
 (Position or occupation) 
 
 (Name of Church or similar connection) 
 
 (Street Address) 
 
 (City or State) 
 Date 
 
 Please fill in the above blank lines exactly as you wish your name to appear in 
 the official list of members of the Association. 
 
 Make all Remittances payable to THE RELIGIOUS EDUCATION ASSOCIATION. 
 
 When remitting by local check please include 10 cents for exchange. 
 
 N. B. If you desire the four volumes on Religious Education, aggregating over 
 1600 pages, onke your total remittance $4.85. (express prepaid) 
 
 THE RELIGIOUS EDUCATION ASSOCIATION 
 
 332 So. Michigan Ave., Chicago, 111. 
 
 Subscription to the Sustaining Fund 
 
 Towards a Sustaining Fund of Five Thousand Dollars ($5,000) 
 annually for The Religious Education Association, in its work of pro- 
 moting Religious and Moral Education, through all existing agencies, 
 I hereby subscribe annually for Five* years the sum of 
 Ten Dollars Twenty-Five Dollars Fifty Dollars 
 
 One Hundred Dollars Two Hundred and Fifty Dollars 
 
 Dollars 
 
 I will pay this amount annually on (date). 
 Full Name 
 
 Street Address. 
 
 Date City and State 
 
 * Chanfte, if mo desired, to any other number of year*. 
 
 Checks should be made payable to The Religious Education Association. 
 Gifts of $5.00 and upward entitle to all membership privileges 
 
UNIVERSITY OF CALIFORNIA LIBRARY 
 BERKELEY 
 
 Return to desk from which borrowed. 
 This book is DUE on the last date stamped below. 
 
 PEC 7 I 
 
 LIBRARY US 
 
 FEB 27 1952 
 
 3ft 
 
 \5Nov 
 
 DEC 5 1955 UU 
 
 LD 21-100m-9,'47(A5702sl6)476 
 

 
 UNIVERSITY OF CALIFORNIA LIBRARY