to day? Are they more sure to rise to the occasion when they confront
duty or opportunity? Are their lives more pure and free from sin? Do the
lessons we teach find expression in the home, in the school, and on the
playground? Is there a real outcome _in terms of daily living_?

These are all fair questions, for knowledge is without meaning except as
it becomes a guide to action. High ideals and beautiful enthusiasms
attain their end only when they have eventuated in worthy deeds. What
we _do_ because of our training is the final test of its value. Conduct,
performance, achievement are the ultimate measures of what our education
has been worth to us. By this test we must measure the effects of our
teaching.

Summary of the threefold aim.--The _aim_ in teaching the child
religion is therefore definite, even if it is difficult to attain. This
aim may be stated in three great requirements which life itself puts
upon the child and every individual:

1. _Fruitful knowledge_; knowledge of religious truths that can be
set at work in the daily life of the child now and in the years
that lie ahead.

2. _Right attitudes_; the religious warmth, responsiveness,
interests, ideals, loyalties, and enthusiasms which lead to action
and to a true sense of what is most worth while.

3. _Skill in living_; the power and will to use the religious
knowledge and enthusiasms supplied by education in shaping the acts
and conduct of the daily life.