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60 I, on my journey homeward. “Is it the army that is to be praised for its inculcation of discipline and self-subordination, helping the young fellows to realise the meaning of self-sacrifice? Or is it the University that is to be blamed for its negative and destructive teaching? Or can it be that the school is in part to blame for teaching the boys to believe too much; and the University in part to blame for teaching the young men to criticize too much?"

Over and over again, since that time, I have asked myself these same questions about many other young men from many other public schools. I honour the army as much as most men, more perhaps than many do: but after all the profession of a soldier is the profession of a throat-cutter; throat-cutting in an extensive, expeditious, and honourable way,–throat-cutting in one direction often undertaken merely to prevent throat-cutting in another direction—but still throat-cutting after all: and it seemed very hard to believe that the profession of throat-cutting is, and ought to be, a better preparation than the pursuit of learning at the Universities, for participation in the Holy Communion. On the whole I was led to the conclusion that the young men in the army had retained and deepened the instinctive obedience to authority, the sense of the need of the subordination of the individual to the community, and perhaps also the feeling of reverence, while they had not been taught so fully to appreciate all that was implied in attendance at Communion or to realize the intellectual difficulties presented by the New Testament. In other words—to put it briefly and roughly—the young cadets and officers came to Communion because they had been taught to feel and not taught to think; and the University men stayed away because they had been taught to think and not to feel. Now I will ask you to excuse me if l suggest that the principal danger to your