it, tend it, nourish it, as our Father's noblest gift to humanity, as our surest guide and best counsellor, as the ear which hears His voice, and the eye which sees Him, as the sharpest weapon against superstition, the ultimate arbiter on earth between right and wrong. To us, then, education is ranged on the side of God; we welcome it freely and gladly, because all truth, all light, all knowledge, are foes of falsehood, of darkness, of ignorance. If we mistake error for truth a brighter light will set us right, and we only wish to be taught truth, not to be proved right. Most liberal thinkers agree in recognizing the fact that the duties of the State in the matter of education must, in the nature of things, be purely "secular:" that is to say, that while the State insists that the future citizen shall be taught at least the elements of learning, so as to fit him or her for fulfilling the duties of that citizenship, it has no right to insist on impressing on the mind of its pupil any set of religious dogmas or any form of religious creed. The abdication by the State of the pretended right of enforcing on its citizens any special form of religion, is not at all identical with the opposition by the State to religious teaching; It is merely a development of the very wise maxim of the great Jewish Teacher, to render the things of Caesar to Caesar, and the things of God to God. To teach reading, writing, honesty, regard for law, these things are Caesar's duties; to teach religious dogma, creed, or article, is entirely the province of the teachers who claim to hold the truth of God. But my object now is not to draw the line between the duties of Church and State, of school and home; nor do I wish to enter the lists of sectarian controversy, to break a lance in favour of a new religious dogma. The question is rather this: "What are the limits of the religious education which it is wise to impose on the young? Is any dogmatic teaching to be a part of their moral training, and is the dogmatism against which we have rebelled to be revived in a new form? Are the fetters which we are breaking for ourselves to be welded together again for the young limbs of our children? Are they to be fed on the husks which have starved our own religious aspirations, and which we have analysed, and rejected as unfit to sustain our moral and mental vigour? On the other hand, are our children to grow up without any religious teaching at all, without a ray of that sunshine which is to most of us the very source of our gladness, and the renewal of our strength?"