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d scope of a book; moreover, the work does not aim at being an encyclop?dia, but only an outline of what may fairly be regarded as the Freethought position. Freethought, again, is too fluid a term to permit its teachings being s

ily be excused the suspicion that those who, without believing in it, profess to do so, are more concerned with avoiding a difficult, if not dangerous, subject, than they are with the problem of developing sane and sound methods of thinking. And while some who stand forward as leaders of popular thought fail to do their part in the

ion of any subject; but all the knowledge in the world will be of very little real help if it is not under the control of a right method. What is called scientific knowledge is, to-day, the commonest of acquisitions, and what most people appear to understand by that is the accumulation of a large number of positive facts which do, indeed, form the raw mate

ng teachings as is ours, the value of a right method is almost incalculable. Scepticism, said Buckle, is not the result, but the condition of progress, and the same may be said of Freethought. The condition of social development is the realization that no institution and no teaching is beyond criticism. Criticism, rejection and modificati