child needs, therefore, is a knowledge that _can at once be incorporated
in his life_. To supply the child with knowledge of this vital, fruitful
sort becomes, then, one great aim in the teaching of religion.

But knowledge alone is not enough. Indeed, knowledge is but the
beginning of religious education, whereas we have been in danger of
considering it the end. Many there are who _know_ the ways of life but
do not follow them. Many _know_ the paths of duty, but choose an easier
way. Many _know_ the road to service and achievement, but do not enter
thereon. If _to do_ were as easy as to know what to do, then all of us
would mount to greater heights.

The attitudes aim.--Life demands _goals_ set ahead for achievement. It
must have clearly defined the "worth whiles" which lead to endeavor.
Along with the knowledge that guides our steps must be the impulses that
drive to right action. Besides knowing what to do there must be inner
compelling forces that _get things done_. The chief source of our goals
and of the driving power within us is what, for want of a better term,
we may call our _attitudes_.

Prominent among our attitudes are the _interests, enthusiasms,
affections, ambitions, ideals, appreciations, loyalties, standards, and
attachments_ which predominate. These all have their roots set deep in
our emotions; they are the measure of life's values. They are the "worth
whiles" which give life its quality, and which define the goal for
effort.

Chesterton tells us that the most important thing about any man is the
_kind of philosophy he keeps_--that is to say, his _attitudes_. For it
is out of one's attitudes that his philosophy of life develops, and that