access archives remains a factor, but this might be temporary given the strong development efforts of advanced optical character recognition technology, including accurate identification of 16th century letter types. However, if this trend continues, which is not unlikely, only the differentiating search functionality, quality of images, and user options could justify the continuation of restricted access. Furthermore, this trend shows also the complexity of the digital world, which may offer various outcomes for the deployment of these digital primary sources in research, education, and publication.Concerning research, the current, and ever-increasing, number of available web-based primary sources present scholars and students of Calvin studies with advantages, such as local and round-the-clock availability of primary sources, building a personal library of digital sources for research purpose, and speedy locating of certain text(s) or phrases, previously part of a painstaking and time-consuming labor. However, these quickly generated search results must not only be judged on the accuracy of the primary source text but also on their lack in general of the surrounding text and accompanying argument of the author that is present in reading a tome physically in hands. Furthermore, the presentation of multiple search results of a certain word or phrase may assist the user in identifying possible connections of the author's flow of argument, yet one should exercise caution in constructing any initial conclusions from such search results (Hatch 2007:150-160; Maynard & O'Brien 2010:400). For example, a key word search in Calvin's Psychopannychia (1534) on "anima" provides sixty-five occurrences in paragraph context, and reveals Calvin's use of the word in various ways. The search, however, neither takes into account the various declensions of the word, nor do the results give an immediate sense of the relationship, if any, to the main argument of the treatise. In short, the gain of access of the digital primary source may be tempered by the quality of the retrieved information, whereby the task of critical understanding and interpretation of the text remains with the reader.In regard to education, those that teach Calvin studies should consider incorporating these digital primary sources in course curricula. Although the students, the next generation of Calvin scholars, are usually more acquainted with the digital world than the one currently teaching the subject matter, the exposure to primary source material offers new teaching opportunities. This is especially true for those countries that previously have been deprived of primary sources, and the ability to identify, contextualize, explore, analyze and evaluate the source (Walbert 2004; Anderson 2009:35-38; Johnston 2009:50-52; Ridgway 2009:60-61). The latter may be enhanced by comparing (digitally) such source with later editions, critical editions, and secondary sources. For example, Calvin's Acta Synodi Tridentinae is present at GB as the critical edition, the CO (7:365-506), whereby the text is accompanied with explanatory or interpretive notes, but also available as the 1547 edition at the BSB and IA, without editorial apparatus (Calvin 1547). Such may assist students develop a more precise skill of a discerned reading of the primary text and editorial commentary, and enhance the quality of learning - though such learning does not