---- The Golden Bough. London, 1900. ---- Psyche's Task. London, 1909. Gardner, P. Modernity and the Churches. London, 1909. Hobhouse, L.T. Morals in Evolution. London, 1906. Höffding, H. The Philosophy of Religion (English Translation). London, 1906. Hollis, A.C. The Masai. Oxford, 1905. ---- The Nandi. Oxford, 1909. James, W. The Varieties of Religious Experience. London, 1902. Jastrow, M. Jun. Study of Religion. London, 1901. Jevons, F.B. Introduction to the History of Religion. London, 1896. ---- Religion in Evolution. London, 1906. ---- Study of Comparative Religion. London, 1908. Lang, A. Magic and Religion. London, 1901. ---- The Making of Religion. London, 1898. Mackenzie, W.D. The Final Faith. London, 1910. Marett, R.R. The Threshold of Religion. London, 1909. Mitchell, H.B. Talks on Religion. London, 1908. Nassau, R.H. Fetichism in West Africa. London, 1904. Parker, K.L. The Euahlayi Tribe. London, 1905. Saussaye, P.D.C. de la. Religionsgeschichte. Freiburg i. B., 1889. Schaarschmidt, C. Die Religion. Leipzig, 1907. Thompson, R.C. Semitic Magic. London, 1908. Tisdall W. St C. Comparative Religion. London, 1909. Transactions of the Third International Congress of the History of Religions. Oxford, 1908. Tylor, E.B. Primitive Culture. London, 1873. Westermarck, E. Origin and Development of Moral Ideas. London, 1906. Wundt, W. Völkerpsychologie. Leipzig, 1904-6. I INTRODUCTION Every child that is born is born of a community and into a community, which existed before his birth and will continue to exist after his death. He learns to speak the language which the community spoke before he was born, and which the community will continue to speak after he has gone. In learning the language he acquires not only words but ideas; and the words and ideas he acquires, the thoughts he thinks and the words in which he utters them, are those of the community from which he learnt them, which taught them before he was born and will go on teaching them after he is dead. He not only learns to speak the words and think the ideas, to reproduce the mode of thought, as he does the form of speech, of the circumambient community: he is taught and learns to act as those around him do--as the community has done and will tend to do. The community--the narrower community of the family, first, and, afterwards, the wider community to which the family belongs--teaches him how he ought to speak, what he ought to think, and how he ought to act. The consciousness of the child reproduces the consciousness of the community to which he belongs--the common consciousness, which existed before him and will continue to exist after him.