r those be cor-
rect or incorrect. Such students are more or less subject
to the future mental influence of their former teacher.
Their knowledge of Mind-healing may be right theo-
retically, but the moral and spiritual status of thought [25]
must be right also. The tone of the teacher's mind must
be pure, grand, true, to aid the mental development of
the student; for the tint of the instructor's mind must
take its hue from the divine Mind. A single mistake in
metaphysics, or in ethics, is more fatal than a mistake in [30]
physics.

If a teacher of Christian Science unwittingly or inten-

[Page 265.]

tionally offers his own thought, and gives me as authority [1]
for it; if he diverges from Science and knows it not, or,
knowing it, makes the venture from vanity, in order to
be thought original, or wiser than somebody else,--this
divergence widens. He grows dark, and cannot regain, [5]
at will, an upright understanding. This error in the
teacher also predisposes his students to make mistakes
and lose their way. Diverse opinions in Science are
stultifying. All must have _one_ Principle and the same
rule; and all _who follow the Principle and rule_ have but [10]
one opinion of it.

Whosoever understands a single rule in Science, and
demonstrates its Principle according to rule, is master
of the situation. Nobody can gainsay this. The ego-
tistical theorist or shallow moralist may presume to [15]
make innovations upon simple proof; but his mistake
is visited upon himself and his students, whose minds
are, must be, disturbed by this discord, which extends
along the whole line of reciprocal thought. An error
in premise can never bring forth the real fruits of Truth. [20]
After thoroughly explaining spiritual Truth and its ethics
to a student, I am not morally responsible for the mis-
statements or misconduct of this student. My teachings
are uniform. Those who abide by them do well. If
others, who receive the same instruction, do ill, the fault [25]
is not in the culture but the soil.

I am constantly called to settle questions and disaf-
fections toward Christian Science growing out of the
departures from Science of self-satisfied, unprincipled
students. If impatient of the loving rebuke, the stu- [30]
dent must stop at the foot of the grand ascent, and there
remain until suffering compels the downfall of his self-

[Page 266.]

conceit. Then that student must struggle up, with bleed- [1]
ing footprints, to