_Moses, Moses und immer Moses!_ says a German pedagogue of the modern school, who writes in hot disdain of the old school system, in which ten or twelve, and, in some of the German States, fifteen or sixteen hours a week were devoted to Bible-teaching. We in England, and they in America, also rebel against the Bible as a class-book. Educationalists say there is so much else to be learned, that this prolonged study of sacred literature is a grievous waste of time; and many religious persons, on the other hand, object on the ground that it is not good to make the Bible common as a class-book. But it is singular that so few educationalists recognise that the Bible is not a single book, but a classic literature of wonderful beauty and interest; that, apart from its Divine sanctions and religious teaching, from all that we understand by “Revelation,” the Bible, as a mere instrument of education, is, at the very least as valuable as the classics of Greece or Rome. Here is poetry, the rhythm of which soothes even the jaded brain past taking pleasure in any other. Here is history, based on such broad, clear lines, such dealing of slow and sure and even-handed justice to the nations, such stories of national sins and national repentances, that the student realises, as from no other history, the solidarity of the race, the brotherhood--and, if we may call it so--the individuality of the nations. Here is philosophy which, of all the philosophies which have been propounded, is alone adequate to the interpretation of human life. We say not a word here of that which is the _raison d’être_ of the Bible--its teaching of religion, its revelation of God to man; but, to say only one word more, all the literatures of the world put together utterly fail to give us a system of ethics, in precept and example, motive and sanction, complete as that to which we have been born as our common inheritance in the Bible. For 1700 years, roughly speaking, the Bible has been the school-book of modern Europe; its teaching, conveyed directly or indirectly, more or less pure, has been the basis upon which the whole superstructure of not only religious but ethical and, to some extent, literary training rested. Now, the Bible as a lesson-book is tabooed; and educationalists are called upon to produce what shall take its place in the origination of ideas and the formation of character. This is the task to which Mr. Adler sets himself; and that he is at all successful is obviously due to the fact that his own mind is impregnated with the Bible-lore and the sacred law which he does not feel himself at liberty to propound to his students. But this prepossession of the author’s makes his work very helpful and suggestive to parents who desire to take the Bible as the groundwork and the sanction of that moral teaching which they are glad to supplement from other sources. May we recommend the following suggestion to parents:--