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debar him from enforcing by his best arguments his own preference for some one of the number. They cannot be all true; though those which are false as theories may contain particular truths, indispensable to the completeness of the true theory. But on this subject, even more than on any of those I have previously mentioned, it is not the teacher s business to impose his own judgment, but to inform and discipline that of his pupil.
And this same clue, if we keep hold of it, will guide us through the labyrinth of conflicting thought into which we enter when we touch the great question of the relation of education to religion. As I have already said, the only really effective religious education is the parental -- that of home and childhood. All that social and public education has in its power to do, further than by a general pervading tone of reverence and duty, amounts to little more than the information which it can give; but this is extremely valuable. I shall not enter into the question which has been debated with so much vehemence in the last and present generation, whether religion ought to be taught at all in universities and public schools, seeing that religion is the subject of all others on which men's opinions are most widely at variance. On neither side of this controversy do the disputants seem to me to have sufficiently freed their minds from the old notion of education, that it consists in the dogmatic inculcation from authority, of what the teacher deems true. Why should it be impossible, that information of the greatest value, on subjects connected with religion, should be brought before the student s mind; that he should be made acquainted with so important a part of the national thought, and of the intellectual labours of past generations, as those relating to religion, without being taught dogmatically the doctrines of any church or sect? Christianity being a historical religion, the sort of religious instruction which seems to me most appropriate to an University is the study of ecclesiastical history. If teaching, even on matters of scientific certainty, should aim quite as much at showing how the results are arrived at, as at teaching the results themselves, far more, then, should this be the case on subjects where there is the widest diversity of opinion among men of equal ability, and who have taken equal pains to arrive at the truth. This diversity should of itself be a warning to a conscientious teacher that he has no right to impose his opinion authoritatively upon a youthful mind. His teaching should not be in the spirit of dogmatism, but in that of enquiry. The pupil should not be addressed as if his religion had been chosen for him, but as one who will have to choose it for himself. The various Churches, established and unestablished, are quite competent to the task which
