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Religious Instruction 295
ceive the first place. So the reverence and
love children were wont to acquire for the
personality and morality of Jesus, previously
obtained in the Bible, can be increased. Guided
by sincere and serious purposes one can select
either plan. But, during religious instruc-
tion, to make Moses and Christ the absolute
teachers of truth, and in the hours devoted to
natural history, to expound Darwinism, cause
more than anything else that want of logic,
that moral laxity and flaccidity that can effect
nothing and want nothing. Everything I
have learnt, since these words were written,
has strengthened a hundred fold my previous
convictions that the most essential thing is
not, what kind of view of life we have—this
may be important enough too—^but that we
have enough capacity of faith to appropriate
for ourselves some view of life, enough force
to bring it to reality in life. But nothing
works more depressingly on the ethical energy
of growing generations than the dualistic view
of life, received at the present time at school.
The school too must exercise its choice; there
must be no compromise between two schemes
of education and two views of life, if the
strength of will and the power of faith in
young people is not to be broken. The ques-
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