The Conspectus is made much ampler than any other, for this reason: that students are apt to content themselves with such help instead of mastering the full discussion by the author. In the present case they cannot so do, for such is the fulness of the Conspectus, that if they master this, they have mastered the subject itself in full. Notes by the present editor are distinguished from those of the author by being enclosed in brackets. They are designed to open out further views, to elucidate the text, to facilitate extended researches, and to suggest topics for conversation in the class-room. The Index has cost far more labor than would be supposed, and may not be of much benefit to the undergraduate. Its advantages will not be small to him in after life when he desires to recur to particular topics. The general scholar will find it enables him to make use of the book for occasional reference. Without it the work is not complete for the class-room, still less for the library. That students of the Analogy need help, is confessed; and all attempts to furnish it have been kindly received. As is remarked by Bishop Wilson, “His argument, clear and convincing as it is to a prepared mind, is not obvious to the young reader, whose experience of life being small, and his habits of reflection feeble, has not the furniture necessary for comprehending, at first, the thoughts and conclusions of such a mind. The style is too close, too negligent, too obscure, to be suitable for the young.” If it be asked why, with several existing helps to the study of the Analogy, I offer another, I frankly reply, because I have found none of them satisfactory, either to the public or to myself. * * * * * Some teachers prefer their text-books to be accompanied by a set of questions. Such will find in this edition all they desire. They have only to enunciate each sentence of the Conspectus in the interrogative form, and they will have every possible question prepared to their hand. Conspectus of the Author’s Introduction. I. _What is probable evidence?_ =1.= It differs from demonstration in that it admits of degrees; of _all_ degrees. 1.) One probability does not beget assurance. 2.) But the slightest presumption makes a probability. 3.) The repetition of it may make certainty. =2.= What constitutes probability is _likeness_; in regard to the event itself, or its kind of evidences, or its circumstances. 1.) This daily affords presumptions, evidence, or conviction: according as it is occasional, common, or constant. 2.) Measures our hopes and fears. 3.) Regulates our expectations as to men’s conduct. 4.) Enables us to judge of character from conduct. =3.= It is an imperfect mode of judging, and adapted to beings of limited capacities. =4.= Where better evidence cannot be had, it constitutes moral obligation, even though great doubts remain.