Not so fortunate has been the attempt to present the great truths and ideals of religion in the secondary grades. The human appeal, so fruitful in the lower classes, does not appear in the higher, at least to the same degree. Instead the work is formal and prescribed. Interest dies out and even respect for the work rapidly wanes as the pupil passes into more advanced grades. I have often thought while observing the listlessness of the pupils during the period for religious teaching that the effects upon morals and religion would be better by far without the instruction as now provided. To find lodgment in the heart and expression in the experiences of youth, religious principles must be made to appear practical and vital. They must be shown to be desirable in themselves and in their ends. To teach religion successfully one must be a living example of its true values, an earnest interpreter of its meaning and power, and a sympathetic friend of the pupils. Besides this he must be a genuine teacher with a knowledge of youth and ability to help others obtain a clear conception of the beauty and worth of the nobler life. Religion and morality are so intimately bound up with life's activities that it is difficult to consider them in and of themselves. It is quite impossible to curriculize and present them as subjects for study and instruction without building up in consciousness the idea that they may or may not be phases of life. When this is attempted it is liable to diminish rather than to increase their true meaning. It is at least possible that the most favorable results come through specific occasions which arise apart from set requirements. A genuine experience in real life is the best illustration of what morality and religion mean, and it furnishes the most secure foundation for instruction along these lines. Few lessons and no subjects of instruction can be fully presented without giving considerable attention to their moral and religious phases. If a lesson is completely mastered its moral and religious contributions will have been taken over and appropriated along with any and all other contents. When the moral and religious values inherent in school studies receive their proportionate emphasis there will be no crying need of arranging special courses for their study. The seriousness of the situation at present lies not in the fact that there are no special courses of instruction in morality and religion, but rather in the condition that teachers fail to recognize their opportunities for giving such instruction. They should impress the children with the fact that morality and religion are component parts of life and that they give meaning and reality to every human experience. While it would be gratifying to see these subjects taught as separate branches by individuals who could make them profitable, it is much more imperative that all teachers recognize their own responsibility in this regard, whatever subjects they have to teach.