But it is also true that it is impossible for the
child to lay up a store of unused knowledge and have it remain
against a later time of need in a distant future. The only knowledge
that forms a vital part of our equipment is knowledge that is in
active service, guiding our thoughts and decisions from day to day.
Unused knowledge quickly vanishes away, leaving little more
permanent impression on the life than that left on the wave when we
plunge our hand into the water and take it out again. In similar way
the interests, ideals, and emotions which are aroused, without at the
same time affording a natural outlet for expression in deeds and
conduct, soon fade away without having fulfilled the purpose for
which they exist. The great thing in religious education is to find
immediate and natural outlet in expression, a way for the child to
use what he learns; to get the child to do those things pointed out
by the lessons we teach him."
As the teacher faces this "carry-over" problem he is impressed that he
must touch the lives of his pupils not only as individuals but as
members of a social group. It becomes his obligation not only to direct
them in matters pertaining to their own welfare, physically,
intellectually, and morally, but he has a responsibility in helping to
establish the standards of society to which individuals naturally
subscribe more or less unconsciously.
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