and relationships of the day's work and its play that we prove how close
we have been to God and what we have received from him. As there can be
no religion without God, neither can there be religion without morality;
that is, without righteous living.

Connecting religion with life.--One of the chief aims in teaching the
child religion should therefore be to ground him in the understanding
that _religion is life_. Probably no greater defect exists in our
religion to-day than our constant tendency to divorce it from life.
There are many persons who undertake to divide their lives up into
compartments, one for business, one for the relations of the home, one
for social matters, one for recreation and amusement, and _one for
religion_. They make the mistake of assuming that they can keep these
sections of the life separate and distinct from each other, forgetting
that life is a unity and that the quality of each of its aspects
inevitably colors and gives tone to all the rest.

The child should be saved the comfortable assumption so tragically
prevalent that religion is chiefly a matter for Sundays; that it
consists largely in belonging to the church and attending its services;
that it finds its complete and most effective expression in the
observance of certain rites and ceremonials; that we can serve God
without serving our fellow men; that creeds are more important than
deeds; that saying "Lord, Lord," can take the place of a ministry of
service.

Religion defined in noble living.--There is only one way to save the
child from such crippling concepts as these: that is to hold up to him
the challenge of _life at its best and noblest_, to show him the effects
of _religion at work_. What are the qualities we most admire in others?