172 D. S. MAEGOLIOUTH, D.LITT., f.B.A., ON THE FUTURE OF 



noticeable that another writer, who wishes the boarding school 

 to be abolished, offers some suggestions for dealing with the 

 matter which are compatible with its retention.* He proposes 

 that the complete field of religious parable should be available 

 for the ex}Dloitation of the teachers as an aid to moral instruction, 

 thus permitting the Bible to be taught, but not as history or 

 doctrine. t To the difficulty that a good teacher is usually an 

 enthusiast, and an enthusiast a partisan, whence Bible teaching 

 is likely to become denominational, he offers the same reply as 

 can be offered in the case of political instruction : J that the pupil 

 is likely to come under a series of instructors, whose partisanship 

 will be mutually destructive. His other suggestion is far more 

 revolutionary. It is taken from Dr. ¥. H. Hayward, who has 

 proposed the elaboration of a school ritual, calculated to touch 

 yourtg hearts, and lend (Esthetic aid to their views of duty, citizen- 

 ship, social progress, and the times, seasons, and messages of 

 nature. OppoHunities for ritual will he found in the Morning 

 Assembly, Anniversaries of National Great Men and. Women, 

 Anniversaries of Local Worthies, Anniversaries of Notable Local, 

 National, or Imperial Events, as ivell as stages in the yearly round, 

 such as Christmas, New Year, Springtide, Midsummer, Harvest, 

 the Fall of the Leaf, and the like. One is inclined to wonder what 

 Christmas does in this company. The writer proceeds to describe 

 in glowing language the ritual to be employed on these occasions, 

 which is to include recitations and responses, salutations and 

 simple reverences, hymns and sermons, over all which the spirit 

 of the City and the Country should preside. § This new religion 

 would then resemble the worship of Athene by the Athenians, 

 who, however, were far from conscious that the goddess was 

 merely a personification of their city. Experience only could 

 show how far it would appeal to the same emotions as are aroused 

 by denominational beliefs. 



If the war should terminate, the curriculum of the schools 

 would still or again be largely determined by the studies which 

 the universities encouraged, and on this matter there has been 

 considerable controversy, though it is an exaggeration to say that 

 educational controversy has raged almost entirely between the 



* F. J. Gould, op. cit, p. 125. 



t C. L. Kemp, Methods for EUmenlary and Secondary Schools, p. 20, 

 suggests much the same. 



; Cp. Keatinge, op. cit., p. 195. § Op. cit., pp. 128, 129. 



