THE TRAINED LAYMAN 325 



as can be found in this country and abroad to-day. We have only 

 to insist that investigations shall be thoroughgoing and rigidly 

 scientific in method, that the leaders of religious education shall 

 themselves be many-sided in their sympathies and responsive to all 

 legitimate impressions, and that sound educational principles shall 

 not be sacrificed for the sake of temporary results, in order to assure 

 in the near future an important advance in all departments of the 

 field of religious and moral education. 



The significance of our adoption in this generation of the trained 

 layman as a respected and welcomed factor in religious development 

 is most clearly realized when we remember his absence of traditions, 

 his executive capacity, his directness and precision of approach to 

 an important problem, and his perfect sympathy with that same 

 practical, comprehensive view of life which makes it all religious. 

 His point of view is one which is distinctly complemental to that 

 of the trained minister. Together they will reach wise working 

 solutions of the problems which we have so long been struggling to 

 solve. 



