Finally, how is such a religious program to be carried forward? The answer is, by systematic religious education. Such an educational procedure involves beginning at the beginning, and that is, with the child. Here, again, we meet with a melancholy failure in the development of a true sense of values. Despite the progress that modern religious educational effort has made, there is still a widespread lack of genuine appreciation of the importance of childhood for moral and religious instruction. The premium is still placed on the adult. We have but to examine the average church program to be convinced of this. In a large number of churches we have three Sunday services--two of which are devoted to adults and one to children. In the average church the week-day services are largely services for adults. Our sermons, our hymns, our prayers, many of our week-day meetings cover chiefly the interests of grown-ups: and the lamentable condition of home religious education painfully fails to make up this deficiency in what Dr. Horace Bushnell called Christian nurture. Indeed, under a false conception of conversion, and a false apprehension of the spiritual birthright of children in most Protestant quarters, the child, as the late Professor George P. Fisher once remarked to the writer, is regarded as an alien to the Commonwealth of Israel. Instead of being born into the church and treated as a member of the household of faith, he must serve his probation as a heathen, and await the dawn of adolescence when he will have developed sufficient maturity of mind to interpret and give intellectual assent to a creed. The absurdity and tragedy of it all are manifest when we take into consideration the ethical character of religion, and the fact that childhood is preëminently the period for establishing the individual in habits of virtue. There may be some exaggeration in Dr. G. Stanley Hall's affirmation, that the moral and spiritual destiny of the average person is determined in the first ten years of his life; but, to anyone who has studied the psychology of moral and spiritual development, it is evident that Hall is dealing with far more than a half-truth. The receptivity and plasticity of the child make it possible for those to whom his most vital interests are committed to really save him or damn him. And, as we establish children in right thinking and right living, so we establish the community, the state, the nation, and ultimately the nations in their reciprocal relations. In more ways than one is Wordsworth's statement true, "The child is father to the man." It is preëminently true in the moral and religious sphere. The Kingdom of God and his righteousness will never make the progress on earth that they should make until the scales really fall from our eyes, and we gain a true vision of our duty to the child in establishing him in personal and community righteousness, and thus pave the way for the application of the law of