for their services, and
then _conscientiously earn their wages_, strictly practising Divine
Science, and healing the sick.

The author never sought charitable support, but gave fully seven-eighths
of her time without remuneration, except the bliss of doing good. The only
pay taken for her labors was from classes, and often those were put off
for months, in order to do gratuitous work. She has never taught a Primary
class without several, and sometimes seventeen, free students in it; and
has endeavored to take the full price of tuition only from those who were
able to pay. The student who pays must of necessity do better than he
who does not pay, and yet will expect and require others to pay him. No
discount on tuition was made on higher classes, because their first classes
furnished students with the means of paying for their tuition in the higher
instruction, and of doing charity work besides. If the Primary students
are still impecunious, it is their own fault, and this ill-success of
itself leaves them unprepared to enter higher classes.

People are being healed by means of my instructions, both in and out
of class. Many students, who have passed through a regular course of
instruction from me, have been invalids and were healed in the class;
but experience has shown that this defrauds the scholar, though it heals
the sick.

It is seldom that a student, if healed in a class, has left it
understanding sufficiently the Science of healing to immediately
enter upon its practice. Why? Because the glad surprise of suddenly
regained health is a shock to the mind; and this holds and satisfies
the thought with exuberant joy.

This renders the mind less inquisitive, plastic, and tractable; and deep
systematic thinking is impracticable until this impulse subsides.

This was the principal reason for advising diseased people not to enter
a class. Few were taken besides invalids for students, until there were
enough practitioners to fill in the best possible manner the department
of healing. Teaching and healing should have separate departments, and
these should be fortified on all sides with suitable and thorough
guardianship and grace.

Only a very limited number of students can advantageously enter a class,
grapple with this subject, and well assimilate what has been taught them.
It is impossible to teach thorough Christian Science to promiscuous and
large assemblies, or to persons who cannot be addressed individually, s