Now in the first place, I must hold that there can be no education which works primarily for character building, that is not interpenetrated at every point by definite, concrete religion and the practice of religion. As I shall try to show in my last two lectures, religion is the force or factor that links action with life. It is the only power available to man that makes possible a sound standard of comparative values, and with philosophy teaching man how to put things in their right order, it enters to show him how to control them well, while it offers the great constructive energy that makes the world an orderly unity rather than a type of chaos. Until the Reformation there was no question as to this, and even after, in the nations that accepted the great revolution, the point was for a time maintained; thereafter the centrifugal tendency in Protestantism resulted in such a wealth of mutually antagonistic sects that the application of the principle became impracticable, and for this, as well as for more fundamental reasons, it fell into desuetude. The condition is as difficult today for the process of denominational fission has gone steadily forward, and as this energy of the religious influence weakens the strenuosity of maintenance strengthens. With our 157 varieties of Protestantism confronting Catholicism, Hebraism, and a mass of frank rationalism and infidelity as large in amount as all others combined, it would seem at first sight impossible to harmonize free public education with concrete religion in any intimate way. So it is; but if the principle is recognized and accepted, ways and means will offer themselves, and ultimately the principle will be embodied in a workable scheme.