with anybody who believes anything less or anything more. But is there on this account less reason that the candidate for another kind of ministry should undertake less severe studies and go through a less complete mental training than the embryo priest, Latin or Anglican? The reverse has been most wisely maintained by the Unitarian body in this country, whose scheme of theological culture (if the present writer may presume to estimate it) is wider and deeper than that which is demanded to qualify the possessor for the See of Canterbury. The teacher of religion who is to be something more than the expounder of a ready-prepared catechism,--who is to lead his flock not merely into one particular paddock, and to water them exclusively at one particular pond, but into every field of sweet and wholesome herbage, and beside every stream of living waters,--whose duty it will be to pluck up the cruel brambles, and clear away the piles of stones of doubts and difficulties which grow and are flung by careless hands along the path of faith and life,--such a teacher ought to be furnished with every aid which learning can offer. Above all, I should hold that a woman who should venture to assume this high and arduous task specially needs such equipment, since, for a long time to come, she must expect to be more than others the mark of question and criticism; and the very eagerness of her own mind may (unless weighted by solid erudition) carry her more quickly and more remotely astray. Every one must have noticed how there are some persons full of originality and mother-wit, who continually fancy they are making fresh observations and theories, while their next neighbor, who has never had an idea properly his own, can tell them off on his fingers what ancient sage first made their observation, and when and by whom in the Middle Ages their theory was broached, and how it was refuted and abandoned by all thinking people several centuries ago. The merely original man makes himself ridiculous for want of learning, and is, in fact, always beginning _de novo_ at the bottom of the ladder of human thought. The mere scholar is nothing better than a Conversations-Lexicon, and never exercises any influence except that of a useful drag on the ideas of his friends when they are going down-hill. The true teacher must indispensably combine both the gift of originality and the acquirement of such stores of knowledge as shall enable him to trace doctrines and hypotheses to their sources,--to know what has been said for and against them by the greater thinkers of the world who have dealt with them,--and, in a word, to know exactly how far he is or is not a heretic, and not be (as is the commonest of cases) a heinous heretic while he believes himself strictly orthodox, and strictly orthodox and even commonplace when he enunciates what he fondly conceives to be a bold and startling heresy. All this applies (for reasons too obvious to need animadversion)