224 THE AMERICAN JOURNAL OF SOCIOLOG\
education of ethical and religious life is a different task from the production of intellectual development. To bring the growing mind to an understanding of the subject of ethics is to achieve an intellectual end, but that to be gained in ethical education is not simply an intellectual understanding of the right. An expe- rience of mastering obligation to live true to the ethical ideals which the intelligence determines to be right, is to be produced. \Vc want men of honor and as unselfish as the Christ. Religious education brings not simply intellectual insight into the infinite, but, also, a feeling of personal union with the superpersonal God- life. Under a powerful religious education the child is touched with love of every living thing. The boy and the girl hear the voice of nature in the prattle of the brook ; the trees speak by the rustling of their leaves ; the thunder tells of power to be trusted, not feared. Death is nature's doing, and life is eternal. Courage, contentment, ambition to have part in the great world- struggle, possess the man and the woman, because of love for the God in whom they live and move and have their being. The aged lie down in peace : their trust is sufficient in the hour of death. The mourners are content to finish their tasks : they see the face of love. So the methods of the church must be suited to its special field. It holds services rich in inspiring music, in strong expressions of religious feeling, and in these services the members find opportunity for the expression of their own per- sonal spontaneous emotions. Going to church is going to the very heart of things, to gain renewal of life. The room in which the religious service is held is an expression of the univer- sal spirit ; the large chorus interprets the God of love ; the leader of the service is at one with his God, and speaks from the heart. Out of the experience of religion comes enthusiasm to live the life of high ideals. The college can never do the work of the church ; these institutions stand cooperating and coor- dinate institutions. Educational principles govern the work of both, but each must needs have its own methods.
In order that different kinds of churches may be compared, a name is needed for this church which considers its functions
