"Theological colleges are not in the first instance shrines of culture or high places of abstract erudition, but factories of preachers and pastors. They are not so much fountains of pure scholarship, but are rather to be classed with schools of medicine and institutes of technical education. Their function is not to produce great theologians, but to train efficient ministers—though they will hardly do that without possessing all that is essential to do the other. The ideal Professor is not your dungeon of learning, in whose depths he and his pupils are buried away from all practical life and usefulness. Information is good, in large measure indispensable, but the rarer gift of the heaven-born teacher is infinitely more. The old institution of the "lecture"— pretentious, laborious, in every sense exhaustive—must vanish. What was spun out into an hour of dry-as-dust detail must be struck off in ten minutes of bright, sharp, suggestive sketching. It is the difference between the heavy leading article of our newspapers and the crisp incisiveness of the French press. There must be much more teaching from text-books, and direct instruction from the Bible and human life. Dogmatic must deal less with theories and mouldy controversies, and more with the actual forces of sin and salvation. Exegetic cannot be allowed to fool away a whole session in a wearisome analysis of a few chapters of an epistle or a prophecy, fumbling and mumbling over verbal trivialities, blind to the Divine grandeurs that are enshrined within, while the students are left without even a bird's-eye view of the contents of the Bible as a whole, and destitute of any adequate conception of its vital majesty and meaning. Above all, a new scope and purpose must be given to the teaching of Practical Theology. Instead of a few lectures on the doctrine of the Church, and the ideal construction of a sermon, and the theoretical discharge of pastoral duty, this ought to constitute the crowning and chief study in the curriculum. And it should be in the form, not of teaching, but of actual training. Montaigne complained of his physicians that they "knew much of Galen, and little about me." They manage better in medical education now. Fancy the souls of tempted and sick men, women, and children handed over to the unpractised mercies of our book-taught young ministers. Colleges cannot quite mend this difficulty; but they might do much. And still more would be done if each student could be secured a year of travel abroad, and after that be required to serve an apprenticeship as curate or evangelist in connection with our larger congregations." Through the kindness of my friend Mr. W. D. Wright, B.A., a student in the English Presbyterian College, I have received some very interesting reminiscences from his students. Space does not permit me to give them fully, but they show that Elmslie acted up to his own conception of a Professor's duties. One gentleman says—