Nor does the development of what we have called _attitudes_ lag behind.
Parallel with growth in the child's knowledge, his interests are taking
root; his ideals are shaping; his standards are developing; his
enthusiasms are kindling; his loyalties are being grounded. These
changes go on whether we will or not--just because life and growth can
not be stopped. The great question that confronts teacher and parent is
whether through guidance, that is through education, we shall be able to
say _what_ attitudes shall arise and _what_ motives shall come to rule,
rather than to leave this all-important matter to chance or to influence
hostile to the child's welfare.

The teacher of religion, like all other teachers, must meet two
distinct though related problems in the cultivating of attitudes. These
are:

1. _The creation of an immediate or direct set of attitudes toward
the school and its work._ This is needed to motivate effort and
insure right impressions.

2. _The development of a far-reaching set of attitudes that will
carry out from the classroom into the present and future life of
the pupil._ This is needed as a guide and stimulus to spiritual
growth, and as a foundation for character.


ATTITUDES TOWARD THE SCHOOL AND ITS WORK

The older view of education sought to drive the child to effort and
secure results through pain and compulsion. It was believed that the
pathway to learning must of necessity be dreary and strewn with