I suppose that few will contest the statement that the religious teaching practised in schools at the present time not only has very little to do with the question of morality but tends distinctly, except in Roman Catholic seminaries and some few non-conforming colleges where a special kind of education is given, to have less and less connection therewith. Whatever moral effect "schooling" has upon the adolescent is recognisably and recognisedly due to the "tone" of the school itself, that is, to public opinion among the taught, and only indirectly to anything which emanates from the teachers. Assuredly a proficient knowledge of Biblical history has no ethical effect greater than a proficient knowledge of Greek mythology (at least of so much of it as is properly selected for school use), and we have it on the authority of Mr E. H. Cooper, a very entertaining if not particularly sound writer on children, that even "Confirmation" classes are by no means uniform in promoting a religious sentiment in boys. [21] The moral advantages of education, therefore, tend to be found in the effect of public opinion and the general "tone" of a school. It is discovered in practice that direct moral inculcation is not very successful. It is to be assumed that the ingenuity of future pædagogues will be devoted to the discovery of the best ways in which indirect moral influence can be cultivated. In view of the high importance which will evidently be attached to such influence, we may take it for granted that it is not in connection with any single branch of tuition that it will be sought for, but that it will be root and branch of the whole scheme of educational work. One very powerful assistance will be rendered to this by the system of co-education.