While the home and the school make compromises between two opposed views of life, people obtain from neither of them any real good for the education of children. I have already shown how in one and the same school religious instruction and a certain amount of knowledge and love for nature as well as history can be communicated. In one and the same school the course of natural development and history can be taught in connection with instruction in religious history. In this instruction Judaism and Christianity will receive 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 instruction, 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 question of a compromise is in this case not a question of application; it is a most important question of principle in education. Since I set down these words, many points of view have been brought out in this connection. One which made a sensation when it was published, in 1890, was Professor Dodel's book, _Moses or Darwin?_ The author showed how deeply Darwinism was implanted in science and in civilisation; how popular education was restricted, because it was kept remote from the scientific views of the present day and forced into the circle of ecclesiastical ideas. Religious instruction is simply a crime against the psychological law of development. For children are taught by a theological system to think about abstract conceptions, while they are in no condition to do it. The worst is, he said, that in high schools the theory of development is now taught as scientific truth, while in the common schools, built and maintained by the same government, the myth of the Mosaic story of creation continues to be taught, in the sharpest contrast with what science and living nature teach the child. This is an immoral and dishonest state of affairs that must be brought to an end.