[Sidenote: No Ritualistic Party in France.] [Sidenote: Simplicity of French Protestantism.] This marks the difference between England and France with regard to ritual. In England it has recently been a subject of controversy and of conscious attention, whereas in France the instinct that desires it has always been abundantly satisfied by the Church of Rome, so that there has been no thought about it, and there is no such thing as a consciously ritualistic party. The gorgeous Roman ritual is enjoyed by those who have the instinctive need of it, whilst most people, even unbelievers, consider it natural in a great religion. The ultra-simplicity of French Protestantism is certainly not natural. It is an intentional contrast due to the effect of schism; it is dogmatic dissent expressing itself by external dissimilarity. [Sidenote: Chilling Effect of Formalism.] [Sidenote: Formalism only Taste.] All varieties of formalism have one quality in common, that the strength they give to religion is not vital, it is only social and external. They have a weakening effect upon faith, even in the faithful. Formalism lowers the temperature, not on one side only, but all round it, like an iceberg floating in the sea. Its disapproval of dissent is accompanied by a chilling want of sympathy with religious earnestness and zeal. Formalism is to faith what etiquette is to affection; it is merely taste, and it is quite as much a violation of taste to have the motives of a really genuine, pious Christian, and avow them (in religious language, “to confess Christ before men”), as it is to abstain from customary ceremonies. In short, formalism is the world with its usages, substituting itself for Jesus and his teaching; it is “good form” set up in the place of enthusiastic loyalty and uncalculating self-devotion. PART V VIRTUES CHAPTER I TRUTH [Sidenote: Novelties in Education.] The Special Committee of the London School Board issued a report in the early part of the year 1888, in which it declared that “fearless truth, bravery, honour, activity, manly skill, temperance, hardihood,” were objects of national education. [Sidenote: Repression of Individuality.] [Sidenote: Dictated Opinions.] [Sidenote: Case of a French Boy.] [Sidenote: Training in Intellectual Dishonesty.]