Over seventy years ago, Horace Bushnell pointed out the folly of reliance upon the revival method of dealing with the children of Christian homes, and urged the educational method of Christian nurture. He did more than any other one man to determine the present trend in religious education. Yet his work was prophetic; it took fifty years more of "ostrich nurture," as he called it, to reveal to Christian people generally the full truth of his position. The past twenty years, however, have witnessed a great movement among the Protestant churches of America toward clearer aims and better methods in religious education. A situation had developed that bid fair to let religion drop out of the education of American children. Changed social, economic and industrial conditions had transferred to the school many of the educational functions once fulfilled by the home, and had wrought a change in the forms of family religion. The public schools had become increasingly secular in aim, in control, and in material taught. The development of science and philosophy in independence of religion had made it possible for college students to get the idea that religion is not a significant part of the life and culture of the time. The Sunday school, indeed, was at work, teaching children of God and his will. But its curriculum was ungraded, its teachers untrained, and its instruction limited to one period of half an hour in each week. Roughly speaking, the beginning of the present century may be taken as the date when the Christian people of America began to awake to the danger involved in this situation. As early as the late eighties, President W. R. Harper, then Woolsey Professor of Biblical Literature at Yale, had organized the American Institute of Sacred Literature, and had begun to publish a graded series of Inductive Studies in the Bible. In 1900, under his leadership, the University of Chicago published the first of its present series of Constructive Studies, which provides text-books for a graded curriculum of religious education. In 1903, the Religious Education Association was organized, its membership drawn from the whole of the United States and Canada, and its purpose declared to be threefold: "To inspire the educational forces of our country with the religious ideal; to inspire the religious forces of our country with the educational ideal; and to keep before the public mind the ideal of religious education, and the sense of its need and value." In 1908, the International Sunday School Association authorized its Lesson Committee to construct and issue a graded series of Sunday school lessons in addition to the uniform series which it had issued year after year since 1872. In 1910 the Sunday School Council of Evangelical Denominations was organized, a mark of the more definite assumption by the several denominations of responsibility for the educational work of their Sunday schools and for the training of teachers.