The words of President Harper, of Chicago University, are worth repeating: “It is difficult to prophesy what the results of our present method of educating the youth will be in fifty years. We are training the mind in the public schools, but the moral side in the child’s nature is almost entirely neglected.” Not only is it neglected, but faith is trampled to the ground, and human reason exalted above its prostrate form. “_When the Son of man cometh, shall he find faith on the earth?_” A pertinent question, indeed, for educators to answer. [Sidenote: The method of “doubt” is Socratic] This method of doubting is papal, and can be traced directly to Socrates, the Greek. Of him, we read: “Socrates was not a ‘philosopher,’ nor yet a ‘teacher,’ but rather an ‘educator,’ having for his function ‘to rouse, persuade, and rebuke’.... _Socrates’ theory of education had for its basis a PROFOUND AND CONSISTENT CONCEPTION._”[175] In dealing with his students, the same authority thus states his method of procedure: “Taking his departure from some apparently remote principle or proposition to which the respondent yielded a ready assent, Socrates would draw from it an unexpected but undeniable consequence which was plainly inconsistent with the opinion impugned. In this way he brought his interlocutor to pass judgment upon himself, and reduced him to a state _of doubt_ or perplexity. ‘Before I ever met you,’ says Meno, in a dialogue which Plato called by his name, ‘I was told _that you spent your time in doubting and leading others to doubt:_ and it is a fact that your witcheries and spells have brought me to that condition; you are like the torpedo; as it benumbs anyone who approaches and touches it, so do you.’” We can readily trace the connection between the Socratic method of doubting and the same method as advocated by the professor of the theological school, for “his [Socrates’s] practice led to the Platonic revival,” and the Platonic system of education and its introduction in modern schools has been too thoroughly discussed in previous pages to need repetition here. [Sidenote: “Doubt” taught in modern schools] The Socratic method of teaching—the development of doubt—seems to characterize much of the teaching of to-day, if we can judge from an article which appeared in the _Outlook_, written by the editor, Lyman Abbott. The educational work is thus described:— “The educational processes of our time—possibly of all time—are largely analytical and critical. They consist chiefly in analyzing the subjects brought to the student for examination, separating them into their constituent parts, considering how they have been put together, and sitting in judgment on the finished fabric or on the process by which it has been constructed. “Thus all, or nearly all, study is analytical, critical,—a process of inquiry and investigation. The process presupposes an inquiring if not a skeptical mood. _Doubt_ is the pedagogue which leads the pupil to _knowledge_.