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Rh Old Testament lesson, but here again the teacher is forced to violate the elementary principles of education. He must gravely tell the story of the miraculous birth, the crucifixion, and the resurrection of Christ. He probably knows that some of the most learned divines in England and other countries regard these stories as false, but he must deliberately and solemnly tell the young that Christ was God and that these things are written in the “Word of God.” He must repeat parables which we know to have been borrowed (and often spoiled in the borrowing) from the Jewish rabbis, yet teach that this was the unique feature of Christ’s preaching. He must use all his ingenuity to wring a moral lesson out of the parables of the workers in the vineyard, the royal banquet, and so on. He must keep up this elaborate deception of the child until it leaves his care; and he knows that, in nine cases out of ten in London or any large city, the child is already hearing on all sides sneers at these ancient myths, and laughing at the system which inculcates them in the name of all that is most sacred.

The aim of our London authorities, and education authorities generally in England, is not to train character, but to teach the contents of the Bible. Why a civic authority should include the teaching of the Bible no man knows; and whether a civic authority can be indifferent to the truth or untruth of the lessons it imposes few seem to ask. Mr. Sidney Webb, endorsing these lessons, said that