and counting his victory in the far-off years. Healing in science has its reward even here, but the task of teaching the science of being is quite another thing. Pains of personal sense often make the sick willing to part with its errors, but those in health and at ease in their possessions are reluctant to change masters, hence the more thankless and toilsome task of teaching, compared with healing. We instruct students to recommend their patients to avoid, as much as possible, contact with minds filled with opposite physics, hygiene, etc., while under treatment of metaphysics, for it retards their recovery; but they forget the same right belongs to a teacher, and the same necessity exists for students to avoid contact with certain minds that hinder their advancement. Institutions have their by-laws to restrain the evil passions of those under their care, but we have had no such necessary protection in teaching.
Not to admit God the Principle of the science of Life, is to be ignorant of this science; and to say God is its Principle, and the discoverer, teacher, and demonstrator of the science is not taught of God, is contradictory.
Students may dwarf, or destroy for the present, their position in scientific healing through error, with falsehood, dishonesty, or sensuality; in which case their demonstration advances no higher, and their practice, if they have one, becomes mesmerism and no longer science. Such students can never reinstate themselves aright except through repentance, reformation and restitution. We should welcome back the penitent and support the weak, but to him that covereth his sins and rejoices in his iniquity let the reward of his hands be
