his kingdom he must give to Christianity an interpretation which will
offset provincial and narrow impressions. He must free it from cant and
from the other-worldly emphasis and bring it into the realm where boys
and business men will respect it as a social factor of primary
importance.

All the problems of early adolescence belong to the village boy as to
every other. He also gropes about for his vocational discovery. How
shall he gain self-control, how can he find himself? How can he relate
his life to the great perplexing world and to the God of all? How can he
win his immediate battles with temptation? The public school throws
little light upon his possible occupation, trade, or profession, nor
does it deal with his moral struggle.

The Sunday school, if it touches him at all, is often regarded as a
nuisance to be endured out of respect for others. It addresses itself
too much to tradition and too little to modern life. It gets the
Israelites from Egypt into possession of Canaan by various miraculous
interventions, stops the sea and the sun, knocks down the walls of
Jericho by the most uncommon tactics, and reveals the umpire as on the
Israelites' side.

The boy knows that if this be intended as sober history things have
changed somewhat. For these are the very things that do not and should
not happen in the conquest of his promised land. Under Christian
guidance he must learn the ethical value of an orderly world, the
morality that inheres in cause and effect, the divine help which is not
partiality; and if it should turn out that he could master these lessons
better through work and play and friendship than through being formally
instructed in misapprehended lore, then such work and play and