Among other books of this class, all tainted with the same evil, we remember one which inserted an academic discourse, a marvel of Spanish eloquence, in praise of the Bible. The gist of it is expressed in the barbarous declaration of Omar when he condemned the Library of Alexandria to the flames: “The whole truth is contained in the sacred book. If those other books are true, they are superfluous; if they are not true, they should be burned.” The Modern School, which seeks to form free minds, with a sense of responsibility, fitted to experience a complete development of their powers, which is the one aim of life, must necessarily adopt a very different kind of reading-book, in harmony with its method of teaching. For this reason, as it teaches established truth and is interested in the struggle between light and darkness, it has deemed it necessary to produce a critical work which will enlighten the mind of the child with positive facts. These may not be appreciated in childhood, but will later, in manhood, when the child takes its place in social life and in the struggle against the errors, conventions, hypocrisies, and infamies which conceal themselves under the cloak of mysticism. This work reminds us that our books are not merely intended for children; they are destined also for the use of the Adult Schools which are being founded on every side by associations of workers, Freethinkers, Co-operators, social students, and other progressive bodies who are eager to correct the illiteracy of our nation, and remove that great obstacle to progress. We believe that the section of Malvert’s work (Science and Religion) which we have entitled “The Origin of Christianity” will be useful for this purpose. It shows the myths, dogmas, and ceremonies of the Christian religion in their original form; sometimes as exoteric symbols concealing a truth known to the initiated, sometimes as adaptations of earlier beliefs, imposed by sheer routine and preserved by malice. As we are convinced and have ample evidence of the usefulness of our work, we offer it to the public with the hope that it will bear the fruit which we anticipate. We have only to add that certain passages which are unsuitable for children have been omitted; the omissions are indicated, and adults may consult the passages in the complete edition. CHAPTER XII. SUNDAY LECTURES The Modern School did not confine itself to the instruction of children. Without for a moment sacrificing its predominant character and its chief object, it also undertook the instruction of the people. We arranged a series of public lectures on Sundays, and they were attended by the pupils and other members of their families, and a large number of workers who were anxious to learn.