of history had reached to the elect even among the common people, as the example of Amos shows. But the most valuable heritage of Israel was that continually growing deposit of religious truth which had been the life-blood of its master spirits. From generation to generation the noblest men in the nation, those most sensitive to the touch of the Divine, had been casting soundings into the great deep of the hidden purposes of God. With sore travail of both mind and spirit, they had found solutions of the great problems which no living soul can escape. These were no doubt more or less partial, but they were sufficient for their day, and were always in the line of the final answer. As the sum of experience widened, the scope of the solutions widened also, and in the course of Providence these issued in a conception of God which elsewhere was never approached. This of all national treasures was the most priceless, and to preserve and hand on this was simply to keep the national soul alive. Compared with this, every other heritage from the past was as nothing; and so, with a simple directness which must amaze the legislators of modern states, the inspired lawgiver arranged for a religious education. To him, as to all ancient lawgivers, a commonwealth without religion was simply inconceivable, and the hampering, confusing, and confused difficulties of to-day lay far beyond his horizon. Parents must take over this great heritage and lay it deeply to heart. They must then make it the subject of their common talk. They must write the profound words which summed it up upon the doorposts of their houses. They must let it fill their minds at their down-sitting and their uprising, and while they walked by the way. Further, as the crown of their work, they were to teach it diligently to their children, already accustomed by their parents' continual interest to regard this as the worthiest object of human thought. But though the parents were to be the chief instructors of children in religion, the State or the community was also to do its part. As the private citizen was to write, "Hear, O Israel: Yahweh our God is one Yahweh; and thou shalt love Yahweh thy God with all thine heart, and with all thy soul, and with all thy might," on the posts of his door, so the representatives of the community were to write them upon the town or village gates. In those early days schools were unknown, as State-regulated schools are still unknown in all purely Eastern countries. Consequently there was no sphere for the State in the direct religious teaching of the young. But so far as it could act, the State was to act. It was to commit itself to the religious principles that underlay the life of the people, and to proclaim them with the utmost publicity. It was to secure that none should be ignorant of them, so far as proclamation by writing in the most public place could secure knowledge, for on this the very existence of the State depended.