of the past is to discover how men's wants arose and how they were met. Every system has its place and serves its purpose. No system prevails universally, because no system is large enough to supply all needs. We look to the growth of a wider charity to remedy our evils in the future. It is a first step towards this end to allow the light of that charity to shine upon the past.
It remains for me to suggest in what ways it is possible for a professor to help in attaining the objects which I have put before you. The position and work of a professor is by no means easy to define. It is his first duty to represent his subject, to urge its claims on attention, to do what he can to promote its study. But the method by which this result is best to be attained must depend on the relations of that subject to the examinations of the university, and on the relation of the professor to other teachers in the same subject. Ecclesiastical history is recognised in the examinations for the theological and the historical triposes. But a glance at the lists of lectures issued by the Boards of Study for those faculties, shows that direct teaching for the subjects of examination is at present adequately supplied by college and university lecturers. It is well that this should be so. Yet, though direct preparation for examinations be left to others, a professor ought to be able to do something even for examination purposes. He may choose portions of his subject which are connected with the examinations, and may treat them with greater fulness and clearness than a college lecturer would be justified in attempting. Many undergraduates learn
