ERRATA. Page 2, Line 18, for teaching read teachings 11, 5, dele comma after honestly, and insert it after prayer 22, 1 from foot, for drawing read dawning 24, 37, 38, 45, 113, 147, 1 from foot, for we think not read we think NOT 6, for unborn read inborn 4 of note, for intrinsive read intrinsic 6, for manifestation. Is read manifestation; is 9, for thirteenth read sixteenth 3 from foot, for a woman, unless God help her: this is true read a woman; unless God help her this is true 13, for endowment of Eve read her endowment 149, 5, for (we should not read (where we should not 5, for met as every other human difficulty is met read met as all other difficulties are met 153, " 153, 11, for qualities-on read qualities, on Opening Thoughts CHRISTIANITY brought into the world a new idea of religion. It breathed into human life the essence of spirituality, and gave vitality to the formative principles of character, then existent only negatively in the moral law. Consistently with this it contained within itself an element of change and a principle of progress. It was opposed to nothing but that which should be subversive of its own acknowledged principles of existence. In the progress of time and the development of various nationalities, the observation of the changes in the forms of Human Thought has always been deeply interesting. In our day of rapid movement, of eager contention, and sometimes reckless advance, the changes of Christian thought almost bewilder us. We A scarcely know where to look for guidance, and in our difficulty we are led to class our thinkers as best we may, and to study in which class our teachers (if such there be) may most probably be found. If, as some assert, the modern forms of thought are of materialistic tendency, this is not encouraging to our confidence in thinking men; for the highest class of mind is of spiritual character, while it is to the cultivated thought of our time that we look for guidance. Each school of thought has its value, and also each character of thinkers; we owe something to the material, much to the intellectual scholar; but the materialist alone is as the body without the soul; the man of science alone as the intellectual soul without the animating spirit. In the teaching of such schools we are conscious of an absence of knowledge higher and more unbounded, yet not less reliable, than any knowledge which they impart to us; and we perceive in these teachings a deficiency of power, that power which waits upon the exercise of |