fact that a man may have forgotten everything of a subject and yet may
have learnt much from it. Every teacher knows this, if every schoolboy
does not. No one shrinks so much from revealing what he knows as the
boy who is conscious that he has learnt a thing and is not sure that
he can show his knowledge accurately. No subject has been left so free
from what is supposed to be the sterilising influence of examinations
as divinity. In many schools there have been one or two inspiring
teachers of this subject who justify this system, but on the whole the
result does not confirm the opinion that all would be well if we could
have complete freedom from examinations. If in the future the harvest
in religion is to be more worthy of the seed that is sown and the
trouble of cultivation, we must face with more frankness, especially
in the later years of a boy's life, all the difficulties that are
presented by the problems of the Bible and Church History. We must
have more courage in going beyond the syllabuses that are drawn up by
universities and ecclesiastical societies. Both have to play for
safety, but they are dull cards that this stake requires.

Teachers have overcome their timidity in dealing with the difficulties
presented by the Old Testament. Very few now hesitate to take the book
of Genesis, and, at all events if they are dealing with a high form,
they let the boys see that the conflict between science and religion
is only apparent, and that the victory of science does not mean the
defeat of religion. If they have been lucky enough to use Driver's
book on Genesis they will have felt on sure ground and any learner who
has half understood it will have a shield against some of the weapons
that assailed and defeated his father's generation. No teacher now
would be afraid of making clear the problems presented by the book of
Daniel or the book of Job, but when the New Testament is approached
much more diffidence is felt, and indeed ought to be felt. Diffidence