In 1912, the Council of Church Boards of Education came into being, which has devoted its energies thus far mainly to coöperative effort in behalf of Christian colleges and for the religious welfare of college and university students generally. These are but a few outstanding factors in a movement greater far than any single organization or group of organizations. There has been an awakening of the spirit of education in religion. Sunday schools the country over have been graded, and here and there week-day schools of religion have been begun; problems of curriculum, method and organization have been studied and graded curricula devised; classes and schools for the training of teachers have been organized; and attempts of various sorts have been made to correlate public and religious education. Churches in general have come to see that they have an educational as well as a religious function in the community, and that there is a sense in which they share with the public school a common task. The public school can teach the "three R's," the sciences, arts and vocations; the church must teach religion. Both are needed if the education of our children is to be complete. Many churches are employing paid teachers of religion and directors of religious education. Courses in religious education have been organized and professorships of religious education established in colleges and theological seminaries. "The Educational Ideal in the Christian Ministry" was the subject of the Lyman Beecher Lectures on Preaching, in the Yale School of Religion, a few years ago. The young men who are entering the Christian ministry in these days are being trained, not simply to preach and to care for a parish, but to teach and to direct the educational work of a church. The immediate effect of the war has been to retard this movement in some degree. Preoccupation with the war itself and with more immediately pressing needs, has made more difficult the work of the churches in this as in other respects. Churches that had planned new buildings for their schools are postponing their erection till the war is over. Training classes for teachers are harder to keep up. Ministers are going into war service; and those who stay at home are doing double work or more. Churches, like business houses and factories, have found their organizations broken by the departure of members of military age. Many of their best teachers and leaders have gone to war; and it is not easy, in these days of urgency and stress, to discover others to take their places. It is probable, however, that a deeper effect of the war will be to intensify our sense of the importance of religious education and to clarify the church's educational program, in point both of content and method. This conviction rests upon these fundamental facts: that the world is achieving democracy; that it believes in and relies upon education; that it is experiencing what may prove to be a renewal of religion.