296 INTERNATIONAL CONGRESS OF EDUCATION. 
It is thus seen that the practical question is not the origin of the moral 
law, but the vital relation of religion to moral obligation in conduct—the 
imperative need of religious sanctions and motives to sustain the authority 
of the moral law in human life. 
We must not shut our eyes to the fact that an essential condition of free 
and willing obedience to law is reverence for its authority ; and this in- 
volves a reverence for its source. Back of the authority of the family, 
the school, the state—back even of the conscience—is the Supreme Being, 
the final source of moral obligation. Human law has its surest ascend- 
ency over the heart and the will when it speaks, not simply as the voice of 
human nature, but by the supreme authority of the King of kings. 
It follows from the above facts that effective moral training demands 
the vitalizing influence of religious sanctions and motives; and it may 
be added that, in Christian civilizations, these sanctions and motives are 
derived from the religion of the Bible. They flow from a belief in a per- 
sonal God, not only as Creator but as the Moral Ruler of the world ; in 
man’s dependence on and accountability to God; in man’s obligation to 
tove and serve Him; and especially from a belief in a future life—in im- 
mortality. These primary religious beliefs are the sources of those motives 
shat so strongly support and enforce moral obligation in Christian lands; 
and we cannot suppress the fear that any system of moral training in 
school that shuts out all recognition of the Supreme Being and man’s 
‘mmortality will not bear the decisive test of character and life. 
These religious motives pervade civil duties and obligations. Man’s 
accountability to God is, for example, made the essential basis of the civil 
oath. How obviously is such a quickener of the conscience needed in 
moral training! Take as an illustration the inspiring and restraining 
influence on human conduct that flows from the consciousness that there 
is in this universe an All-seeing Eye that is never closed ; that He who 
nas said, “Thou shalt not,” sees! There is no such vanquisher of temp- 
tation as the clear consciousness, ‘ Thou, God, seest me!” The shut- 
ting out of all consciousness of that Omniscient Eye from moral training 
in school would be like the shutting out of the licht of the sun. 
EXTENT AND PURPOSE OF RELIGION IN THE SCHOOL. 
But to what extent and for what purpose can religious motives and 
sanctions be used in the public school ? The general answer to this ques- 
don is, So far as may be necessary to make moral training efficient, and 
for this purpose. 
The important fact to be kept in mind is that religion is not the end of 
she school, but only a means to an end ; that end, effective moral training. 
The function of the school is to prepare its pupils to live completely in 
she present life, and this involves right conduct in all personal, social,