Let no one say that instruction in moral living is not religious, for there can be no adequate guidance in morals without religion, nor can the religious quality of the life find expression adequately except through conduct in social living. Children need more than the rules for living; they must feel motives and see ideals. They do not live by rules any more than we do. Besides the rule that is known there must be a reason for following it and a strong desire to do so. All ethical teaching needs this imperative and motivation of religion, the quickening of loyalty to high ideals, the doing of the right for reasons of love as well as of duty and profit. The father's opportunity comes especially with the boys. They are sure to bring to him their ethical questions on games and sport; he knows more about boys' fights and struggles than does the mother. When the boys begin to discuss their games the father cannot afford to lack interest. Trivial as the question may seem to be, it is the most important one of the day to the boy and, for the interests of his character, it may be the most important for many a day to the father. If he answers with sympathy and interest this question on a "foul ball" or on marbles or peg-tops, he has opened a door that will always stay open so long as he approaches it with sincerity; if he slights it, if he is too busy with those lesser things that seem great to him, he has closed a door into the boy's life; it may never be opened again. Children learn life through the life they are now living. Real preparation for the world of business and larger responsibilities comes by the child's experiences of his present world of play and schooling and family living. To help him to live this present life aright is the best training that can be given for the right living of all life. _Questions on organized religion_: As children grow up, the church comes into their range of interests. Just as they often make the day school focal for conversation, as they recount their day's work there, so they retain impressions of the church school, of the services of the church, and will always ask many questions about this institution and its observances. Here is the opportunity, in free conversation, to tell the child the meaning of the church, the significance of membership therein, and to lead him to conscious relationship to the society of the followers of Jesus. (See chap. xvii, "The Family and the Church.") I. References for Study Alice E. Fitts, "Consciousness of God in Children," _The Aims of Religious Education_, pp. 330-38. Religious Education Association, $1.00. W.G. Koons, _Child's Religious Life_, sec. II. Eaton & Mains, $1.00. J. Sully, _Children's Ways_, chap. vi. Appleton, $1.25. II. Further Reading George Hodges, _The Training of Children in Religion_, chaps. i-vi. Appleton, $1.50.