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 marked out for him the course which he has to follow. He needs a map for his guidance, but he should make his going for himself. Many lectures are a dangerous snare. Instead of reading for himself and thinking for himself a young man runs from lecture to lecture, fills notebook after notebook with jottings which are inaccurate because they were not understood, reads very little and scarcely thinks at all, but tends to learn by rote the contents of his voluminous notebooks for the last few months before his examination. This, which is the common danger of all examinations, is especially a danger in the case of history. The books are plain, the subject is not intricate, but the books are many and the subject is large. If the study of history is to be in any way a training for life, it must be because a man has learnt to extract from a number of details what is of permanent importance. If this has been done for him by a series of dictation lessons, he has learned nothing.

But these questions of the organisation of professors are for wiser heads than mine to decide. I have already apologised for my boldness in speaking at all. My aims and my opinions are founded upon the best of my present knowledge, and I am ready to change them if cause be shown. Appeals were common in former times from a Pope ill-informed to a Pope who was to be better informed. I rather think that Popes resented that form of appeal. I trust I shall be always ready to receive it with all humility. But there is one consideration of paramount importance. However widely a professor may spread the net of his lectures for the purpose of