the understandings of our children in religious truth, in proportion as they are able to receive it. But we are to enter upon this work, not as we would undertake the dry routine of a common lesson, but as a business in which we peculiarly need that "wisdom which cometh from above;” as a business that has to do with the heart more than the head; in which our chief endeavor should be to engage the inclination and affections of our pupils; a business of incalculable importance as regarding the most momentous interests of those to whom we are bound by the tenderest ties. In the study of the Scriptures, it is not enough to read them as a letter; it should be our desire to imbibe ourselves, and to infuse by sympathy into the hearts of our children, a measure of that spirit which breathes throughout them. We would not, for example, give them the particulars of the life and death of the Lord Jesus, merely to be accurately learnt and remembered as any other subject of historical information; but it ought to be our object so to communi

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cate this most interesting of all narratives, as to excite in their hearts a love and gratitude towards him, as their divine and compassionate Redeemer.

Although we would not lessen the value of other means of instruction, it is evident that the most important and purest source of religious knowledge is the simple, unprejudiced study of the Bible. If we take the Scriptures in their regular order, omitting only those parts which are above the comprehension of children, they will supply "that which is able to make them wise unto salvation :" every christian doctrine, every important precept, will be presented in succession, and will afford the most favorable opportunity for useful observations and individual application; and these will be most likely to prove beneficial when they spring naturally from the subject before us, and from the lively feeling which it excites. Fenelon advises that we should not only tell children that the Bible is interesting and delightful, but make them feel that it is so. We should endeavor to make them feel

the deep interest of the narratives it contains, and the exquisite beauties with which it abounds. This cannot be accomplished if they read it as a task; an historical acquaintance with Scripture is, indeed, very desirable; but it is from a taste for and an interest in the sacred writings, that the most important benefits are to be derived.

As children are little capable of receiving abstract ideas, it is probable that they will not derive much benefit from being instructed in doctrines separate from factsby facts we may convey a strong and simple view of the most important truths of Christianity. If, for example, we can represent in lively colors to their imagination, the beautiful history of our Lord calming the storm when "the waves beat into the ship," and his voice was "mightier than the noise of many waters," they will imbibe a stronger and more practical sense of his power, than could have been imparted to them by any bare statement of it. We shall also best be able to impress upon their minds his infinite compassion towards us

by reading or relating to them, so as to realize the transactions, and interest the feelings, such narratives as those of our Lord's taking the infants in his arms, and blessing them; of his raising the widow's son, of his healing the lunatic child, and lastly, of his suffering and dying for our sakes, that we might be made the heirs of eternal life.

It is of great importance that all religious instruction be given to children with reference to practice. If they are taught that God is their Creator and Preserver, it is that they may obey, love and adore Him; if, that Christ is their Savior, it is that they may love him, give themselves up to him, and trust in the conditions he has prescribed for forgiveness and salvation. If that the Holy Spirit is promised for their directions, it is that they should beware of grieving that secret guide, which will lead them out of evil, will enable them to bring forth the fruits of righteousness, and prepare them for a state of blessedness hereafter. The omnipresence of God should also, be strongly and practically impressed upon the

mind in early life, not only as a truth peculiarly calculated to influence the conduct, but, as a continual source of consolation and support in trouble and danger.

It is to be remembered, that religious instruction is not to be forced upon children; wisdom is required in communicating it to them, that we may give them "food convenient" for them, nourishing them, not with strong meat, but with "sincere milk of the Word, that they may grow thereby;" making the best use of the natural and gradual opening of their understandings: and we may acknowledge, with thankfulness, that there is something in the human mind which answers to the most simple and sacred truths; the mind of man seems formed to receive the idea of Him who gave it being. A premature accuracy of religious knowledge is not to be desired with children; but that the views of divine truth which they receive, should be sound and scriptural, and so communicated as to touch the conscience. If the conscience be touched, if the fear of God be excited, a fear to offend