[162] How influential public opinion may be in the selection of mates is indicated by the influence it already exerts--in less than a century--in the limitation of offspring. This is well marked in some parts of France. Thus, concerning a rural district near the Garonne, Dr. Belbeze, who knows it thoroughly, writes (_La Neurasthenie Rurale_, 1911): "Public opinion does not at present approve of multiple procreation. Large families, there can be no doubt, are treated with contempt. Couples who produce a numerous progeny are looked on, with a wink, as 'maladroits,' which in this region is perhaps the supreme term of abuse.... Public opinion is all-powerful, and alone suffices to produce restraint, when foresight is not adequate for this purpose." VII RELIGION AND THE CHILD Religious Education in Relation to Social Hygiene and to Psychology--The Psychology of the Child--The Contents of Children's Minds--The Imagination of Children--How far may Religion be assimilated by Children?--Unfortunate Results of Early Religious Instruction--Puberty the Age for Religious Education--Religion as an Initiation into a Mystery--Initiation among Savages--The Christian Sacraments--The Modern Tendency as regards Religious Instruction--Its Advantages--Children and Fairy Tales--The Bible of Childhood--Moral Training. It is a fact as strange as it is unfortunate that the much-debated question of the religious education of children is almost exclusively considered from the points of view of the sectarian and the secularist. In a discussion of this question we are almost certain to be invited to take part in an unedifying wrangle between Church and Chapel, between religion and secularism. That is the strange part of it, that it should seem impossible to get away from this sectarian dispute as to the abstract claims of varying religious bodies. The unfortunate part of it is that in this quarrel the interests of the community, the interests of the child, even the interests of religion are alike disregarded. If we really desire to reach a sound conclusion on a matter which is unquestionably of great moment, both for the child and for the community of which he will one day become a citizen, we must resolutely put into the background, as of secondary importance, the cries of contending sects, religious or irreligious. The first place here belongs to the psychologist, who is building up the already extensive edifice of knowledge concerning the real nature of the child and the contents and growth of the youthful mind, and to the practical teacher who is in touch with that knowledge and can bring it to the test of actual experience. Before considering what drugs are to be administered we must consider the nature of the organism they are to be thrust into.