Schools should teach certain ancient doctrines about the nature of Christ; and the demand strikes some of us as preposterous if not hypocritical. But putting aside the audacity of asking unbelievers to pay for such teaching, one might be tempted to ask, what harm could it really do? Do you fancy for a moment that you can really teach a child of ten the true meaning of the Incarnation? Can you give him more than a string of words as meaningless as magical formulæ? I was brought up at the most orthodox of Anglican seminaries. I learned the Catechism, and heard lectures upon the Thirty-nine Articles. I never found that the teaching had ever any particular effect upon my mind. As I grew up, the obsolete exuviæ of doctrine dropped off my mind like dead leaves from a tree. They could not get any vital hold in an atmosphere of tolerable enlightenment. Why should we fear the attempt to instil these fragments of decayed formulæ into the minds of children of tender age? Might we not be certain that they would vanish of themselves? They are superfluous, no doubt, but too futile to be of any lasting importance. I remember that, when the first Education Act was being discussed, mention was made of a certain Jew who not only sent his son to a Christian school, but insisted upon his attending all the lessons. He had paid his fees, he said, for education in the Gospels among other things, and he meant to have his money's worth. "But your son," it was urged, "will become a Christian." "I," he replied, "will take good care of that at home." Was not the Jew a man of sense? Can we suppose that the mechanical repetition of a few barren phrases will do either harm or good? As the child develops he will, we may hope, remember his multiplication table, and forget his fragments of the Athanasian Creed. Let the wheat and tares be planted together, and trust to the superior vitality of the more valuable plant. The sentiment might be expressed sentimentally as easily as cynically. We may urge, like many sceptics of the last century, that Christianity should be kept "for the use of the poor," and renounced in the esoteric creed of the educated. Or we may urge the literary and æsthetic beauty of the old training, and wish it to be preserved to discipline the imagination, though we may reject its value as a historical statement of fact.