pride with children, and this feeling should cause them to be careful in
their own habits of neatness, cleanliness, and order about the home. All
these things have a bearing on the foundations of character and are
therefore a legitimate concern in religious instruction.

The final tests of our instruction.--In such things as we have been
discussing, then, we find one of the surest tests of the outcome of our
teaching the child religion--_Are the lessons carrying over_? Is the
child, because of our contact with him, growing in attractiveness and
strength of personality and character? Is he developing a habit of
prayer, devotion, spiritual turning to God? Is he doing a reasonable
amount of reading and study of the Bible and the lesson material of the
school? Is he taking such personal part in the various social and
religious activities of the church and the community that he is "getting
his hand in," and developing the attachments and loyalties which can
come only through participation? In short, is the child given a chance
to apply, and does he daily put into practice and thus into character,
the content and spirit of what we teach him?

_The answers we must return to these questions will measure our success
as teachers and determine the value coming to the child from our
instruction._

1. To what extent do you believe your pupils are living differently
in their daily lives for the instruction you are giving them? Do
you definitely plan your teaching to accomplish this aim? For
example, what _definite_ results are you seeking from the next
lesson?

2. Can you think your class over pupil by pupil and decide which of