principles of morality, by such a book. What can such a book, then, be worth, either in the cause of religion or morality? Where, oh! where is the common sense of Christendom? It is wonderful to what extent rationality and good sense have been banished from the human mind in all Bible countries by a false and perverted education. It can not be wondered at that we have so many antagonistic churches with innumerable conflicting creeds, when we examine and learn something about the endless contradictions and confusion of the teachings of the book on which they are founded. SIX HUNDRED ROADS TO HEAVEN. We are swamped with endless difficulties in determining what to do and believe in order to be saved either by the Bible or the churches, when we look at the fact that there are, as some writers have computed, more than six hundred conflicting churches, each one claiming to preach and to teach the only true and saving faith of the gospel and yet differing heaven-wide with respect to what constitutes that true and saving faith. They point out six hundred roads to heaven, when Christ says there is but one,--"One Lord, one faith, and one baptism." The churches are simply guessing institutions, and their creeds so many stereotyped systems of guess-work. How much has been learned, or what important questions have been settled, either in religion or morals, by the nearly two thousand years' reading and study of the Christian Bible? The six hundred jarring churches, and their constantly increasing number, furnish a sufficient answer to this question. What a ludicrous aspect would the cause of science now be in, and what torrents of ridicule and contempt would be poured upon our institutions of learning, if they differed in their principles, or with respect to the principles of any branch of science, as the churches differ with respect to the doctrine of the Bible! We will illustrate by an imaginary examination of the students of one of our institutions of learning with respect to their attainments in mathematics. A class having recited, we will interrogate each one separately. "Well, John, as you have been studying figures several years, can you now tell us how many are twice two?"--"Yes, sir: twice two are six."--"Very well: take your seat. The next student will rise. James, can you tell us how many are twice two?"--"Yes, I can: twice two are eleven."--"Very well: be seated, and let Tommy rise. Tommy, as you are a diligent student, and have been through the arithmetic and the principal text-books, please tell us how many are twice two."--"I will. It is a plain case: twice two are fourteen."--"Very well: stand aside. That intelligent-looking boy yonder we will hear from now. Well, Moses, can you tell us, as the result of your five years' close study of mathematics, how many are twice two?"--"Certainly I can. To be nice and exact about the matter, twice two are nine and a half."--"Very well: I am done with you. There is one more student to be interrogated.