To give the children general information, it has been found
advisable
to have recourse to pictures of natural history, such as of birds,
beasts, fishes, flowers, insects, &c., all of which tend to shew the
glory of God; and as colours attract the attention of children as soon
as any thing, they eagerly inquire what such a thing is, and this
gives the teacher an opportunity of instructing them to great
advantage; for when a child of his own free will eagerly desires to be
informed, he is sure to profit by the information then imparted.
We use also pictures of public buildings, and of the different trades;
by the former, the children acquire much information, from the
explanations which are given to them of the use of buildings, in what
year they were built, &c.; whilst by the latter, we are enabled
to
find out the bias of a child's inclination. Some would like to be
shoemakers, others builders, others weavers, others brewers, &c.;
in short it is both pleasing and edifying to hear the children give
answers to the different questions. I remember one little boy, who
said he should like to be a doctor; and when asked why he made choice
of that profession in preference to any other, his answer was,
"Because he should like to cure all the sick people." If parents
did
but study the inclinations of their children a little more, I humbly
conceive, that there would be more eminent men in every profession
than there are. It is great imprudence to determine what business
children shall be of before their tempers and inclinations are well
known. Every one is best in his own profession--and this should not
be
determined on rashly and carelessly.
But as it is possible that a person may be very clever in his business
or profession, and yet not be a Christian, it has been thought
necessary to direct the children's attention particularly to the
Scriptures. Many difficulties lie in our way; the principal one arises
not from their inability to read the Bible, nor from their inability
to comprehend it, but from the apathy of the heart to its divine
principles and precepts. Some parents, indeed, are quite delighted if
their children can read a chapter or two in the Bible, and think that
when they can do this, they have arrived at the summit of knowledge,
without once considering whether they understand a single sentence of
what they read, or whether, if they understand it, they feel its
truth and importance. And how can it be expected that they should
do either, when no ground-work has been laid at the time when they
received their first impressions and imbibed their first ideas? Every
one comes into the world without ideas, yet with a capacity to receive
knowledge of every kind, and is therefore capable, to a certain
extent, of becoming intelligent and wise. An infant would take hold
of the most poisonous reptile, that might sting him to death in an
instant; or attempt to stroke the lion with as little fear as he would
the lamb; in short, he is incapable of distinguishing a friend from
a foe. And yet so wonderfully is man formed by his adorable Creator,
that he is capable of increasing his knowledge, and advancing towards
perfection to all eternity, without ever being able to arrive at the
summit.
I am the ardent friend of religious education, but what I thus
denominate I must proceed to explain; because of the errors that
abound on this subject. Much that bears the name is altogether
unworthy of it. Moral and religious sentiments may be written as
copies; summaries of truth, admirable in themselves, may be deposited
in the memory; chapter after chapter too may be repeated by rote, and
yet, after all, the slightest salutary influence may not be exerted
on the mind or the heart. These may resemble "the way-side"
in the
parable, on which the fowls of the air devoured the corn as soon as
it was sown; and hence those plans should be devised and pursued from
which we may anticipate a harvest of real good. On these, however, my
limits will only allow a few hints.
As soon as possible, I would have a distinction made between the form
and power of religion; between the grimaces and long-facedness so
injurious to multitudes, and that principle of supreme love to God
which he alone can implant in the heart. I would exhibit too that
"good will to man" which the gospel urges and inspires, which
regards
the human race apart from all the circumstances of clime, colour,
or grade; and which has a special reference to those who are most
necessitous. And how can this be done more hopefully than by
inculcating, in dependence on the divine blessing, the history,
sermons, and parables of our Lord Jesus Christ; and by the simple,
affectionate, and faithful illustration and enforcement of other parts
of holy writ? The infant system, therefore, includes a considerable
number of Scripture lessons, of which the following are specimens:
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