Of such is the Kingdom of Heaven" 133 Forgive, and ye shall be forgiven". 135 141 INTRODUCTION. Ir is much to be desired that a plan of instruction were generally adopted, which would arrest the attention of children, and lead them to reflect; which would bring into action the united powers of heart and mind, and aid them in attaining the end of their being. Such is the object of a christian education. To assist, in some small degree, those who are interested in the important work of instruction, is the design of the following pages. It has occurred to us that it might be useful to take Words, examine them, and pursue the train of thought which they suggest. We are apt to forget that it is wrong to present a number of ideas to a child, without at the same time helping it to receive them. A single word will often furnish ample subject for reflection and improvement. Words are signs for things, and the sign may be impressed upon the memory, while the mind receives a false, partial, or, at best, an unfruitful idea of the thing signified. If an erroneous view be taken of a subject, our conclusions B will be false; if a partial view be taken, prejudice will be the result. The things signified by words may have several bearings, may be viewed under different aspects, and lead to conclusions distinct from each other, but forming parts of a harmonious whole. Language is a manifestation: it should be a manifestation either of Truth, or of ideas of Truth. Truth itself resides in comparatively few hearts; where it does reside, Language will be a manifestation of Truth. The pure form of truth is sullied in passing through a medium in man; the communications of mind to mind by language are very imperfect :-the ideas of men considerably differ, but things, the subjects of language, are the same. We should seek Truth itself, not ideas only; we should examine our communications by language, the subjects of our thoughts and desires. We should seek to have our judgment enlightened to discern the proper subjects for the occupation of the intellect of the Soul and of the Spirit;-our will and affections should be stimulated to pursue the objects worthy of their attainment. We should especially beware of resting satisfied with ideas only, of important realities. Were things of which language is an imperfect manifestation, to be pursued according to a just estimation of their importance, there can be no doubt of the result. And were we duly to consider the realities expressed by Words, many obstacles in the way to Truth might be removed-we might learn where we are in our present state of being, and whither we ought to tend. A just consideration of subjects in general is the means of attaining knowledge and a serious consideration of heavenly subjects may be the means of leading us to pursue the heavenly realities themselves, and thus of aiding our advancement toward Heaven. In the first volume of this little work, we confine our view chiefly to the instruction of children; in the latter part, we propose taking a more general view. In the plan we have sketched for instructing several children together, the Teacher is supposed to chalk a word upon a slate, or upon a coloured board two or three feet square, so that it may be seen by a class of children; to ask a course of Questions; to explain what is necessary; and if the subject be a scriptural one, to make references to the Bible. During the lesson, he may occasionally write any sentence he wishes more particularly to impress. This means of bringing the subject of the lesson before the children, is preferable to shewing them a printed word. When a lesson is given upon a natural or artificial object, as an acorn, a cup, &c.: the thing itself should, if possible, be presented. A picture is the next best thing. It should be shewn to all the children before any question be asked. If the object itself be before them, they should be told, one after another, to examine it. The following lessons are intended as Hints for Teachers. The children should, as far as possible, themselves supply the answers. The object of instruction is not only to act upon the mind and heart, but to lead them to act. A short observation, an admonition, or practical application, in connection with the questions, may, however, be useful. Texts of Scripture, or sentences containing an important truth, may also be taken for subjects of instruction. Scripture characters may occasionally be considered. Of the following lessons, some may be lengthened, others abridged, several may be divided into two or three, according to circumstances. Monotony in the manner of giving the lesson, should be avoided, and a degree of animation and variety introduced. A child may be asked a question, and required to give a slow and distinct answer, first being allowed time to reflect; then the answer, if it be correct, or corrected by the Teacher, may be |