In some districts of the North, the inspectors have considerable trouble with certain teachers of the devout type who, from conscientious scruples, refuse to read to the children anything in the nature of a fairy tale. While examining a class in a remote Sutherland school, an inspector requested the schoolmaster to narrate to the children, in Gaelic, the story of Little Red Riding Hood, and get them thereafter to put it into English. But the teacher most emphatically refused: "No, no, I cannot do that: it is all a lie; wolves do not speak; _no animal speaks_." The inspector, to refute him, unwisely alluded to the Scripture account of Balaam's ass in the twenty-second chapter of Numbers; whereupon, the dominie nearly swooned at the impiety of comparing that inspired animal with a secular beast like Grimm's wolf. For some time after, the inspector was bombarded with anonymous letters, accusing him of habitually _sitting in the scorner's chair_. He was terrified lest some Member of Parliament, eager for a grievance, should be got to move the adjournment of the House of Commons, with the righteous object of directing the attention of Government to Little Red Riding Hood and the naughty inspector of schools.[17] The question of religious teaching in schools is capable of an easy solution, and we in the south have come pretty near solving it. The best solution is to have no dogma at all in the school-room. The Catechism and Prayer-book are excellent in their way, but the school is no place for them. We have a very complete and extensive organisation of churches in the land, and an army of officials ordained to teach doctrines and tenets: let them take up the inculcation of creeds and rites, but don't let us perplex the school children with catechisms and metaphysical definitions. It is easy to make a distinction between morality and doctrine--a distinction which is alike clear and reasonable. Morality is an earthly and secular affair, and has to do with matters of elementary honesty such as every responsible citizen of a free country ought to practice. Religion is a higher affair, dealing with our relationship to the unseen: it is outside the province of the teacher, and should not be thrust into the school programme along with history and geography and grammar. Morality is of this world: religion of the next. Let everything be kept in its proper place. As to that division of duty which deals with right conduct, there is no controversy whatever. _Thou shalt not steal_; _thou shalt not bear false witness_--these, and the like elementary rules of conduct, are universally admitted to be right, for they are the groundwork of society. Take these away, and the world lapses into chaos. The following virtues are capable of being taught in schools:--(1) a strict adherence to the truth; (2) the application of the golden rule; (3) cheerful obedience at the call of duty; (4) reverence and respect for everything noble and great in the history of the world.