If in this department then, the teacher is to imitate Nature with effect, there are two preliminary objects of which he ought never to lose sight. The first is, that he studiously select from the numerous subjects which may form the staple of education, those only, or at least chiefly, which are to be most useful, and which may most easily and most frequently be put to use by the pupil;--and the second is, that whatever be the truth or the subject taught, the child should, at the time of learning, be instructed in the methods and the circ.u.mstances in which it may be used. To neglect these preliminary points, is really to betray the cause of education, and, besides inflicting a lasting injury on the young, to deceive the public.

In our enquiries into Nature's method of applying knowledge, we found, in a former chapter, that she employs two distinct agencies in the work.

The one we denominated the Natural, or Common Sense; and the other is the Conscience, or Moral Sense:--the one appearing to regulate our knowledge in so far as it refers to the promotion of our own personal and physical comforts; and the other, in so far as it refers to the rights and the well-being of others, and to our own moral good. The method which she employs in working out these two principles, is, as we before explained, very nearly the same; consisting of the perception of some useful truth,--the deduction of a lesson from that truth,--and the application of that lesson to corresponding circ.u.mstances. On that account, our attempts to imitate her operations as exhibited by the one, will, in form, be nearly the same as in the other. We shall here, therefore, attend to the methods by which Nature may be successfully imitated under both agencies, and shall then state a few ill.u.s.trations and facts which are more peculiarly applicable to each in particular.

Before doing this, however, we cannot help once more pressing upon the mind of all connected with education, the great importance--the necessity--of that part of the subject upon which we are now to enter.

We have said, and we again repeat, that _this_ is education; and every thing else taught to a child is, or ought to be, either preliminary or supplementary;--_belonging_ to education, perhaps, but not education itself. It is _practice_, and not _theory_, that const.i.tutes the basis of all improvement, whether in the arts, or in morals and religion; and it is to this practical application of what he learns, that every child should be trained, by whatever name the mode of doing so may be known.

All our blessings are destined to come to us by the use of proper means; and this general principle applies both to temporal and spiritual matters. Now "the use of means," is only another mode of expressing "the practical application of knowledge." And if so, what are we to think of the philosophy or the candour of the person, who is apparently the friend of education, but who remains indifferent or hostile to the thing itself, merely because it is presented to him under another name. He may be a zealous advocate for the spread of knowledge;--but that is not education.--Knowledge is but the _means_,--the application of it is the _end_; and when therefore he stops short at the communication of knowledge, while he is indifferent to the teaching of its use, he endangers the whole of his previous labour. One single truth put to use, is of more real value to a child than a thousand are, as long as they remain unused; and of this, every friend of the young ought to be convinced. Our health, our food, and our general happiness depend, not on knowledge _received_, but on knowledge _applied_; and therefore, to teach knowledge that is inapplicable or useless, or to teach useful knowledge without teaching at the same time how it may be put to use by the pupil, is neither reasonable nor just. Hence the importance of our present investigation; and hence we have no hesitation in saying, that the enquiry, "How can Nature be most successfully imitated in her application of knowledge?" is the most momentous question that can be put by the teacher; and a successful answer will const.i.tute the most precious boon that can be afforded to education. To a.s.sist in this enquiry is the design of the present chapter; and we shall accordingly examine a little more in detail the circ.u.mstances that take place in the experience of the young, when they are induced to apply their knowledge under the guidance of Nature, and without another teacher.

For this purpose, let us suppose two children about to cross a piece of soft ground. The one goes forward, and his foot sinks in the mud. Does the other follow him? No indeed. The most stupid child we could find, if within the limits of sanity, would immediately stand still, or seek a pa.s.sage at another point. Here then is an example of the way in which children, while entirely under the guidance of Nature, make use of their knowledge, by applying the principle of which we are here speaking in cases of urgency and danger; and we shall now endeavour to a.n.a.lyse the process, that we may the more readily arrive at some exercise, by which it may be artificially imitated, whether the application be urgent and required at the moment or not.

We have supposed one child going forward on the soft ground, while the other is slowly following him. When the foot of the first sinks, the other instantly stands still; and a spectator can perceive, better perhaps than the child himself, that something like the following mental process takes place on the occasion. The child thinks with himself, "Tom's foot has sunk; if I go forward, I also will sink; I will therefore stand still, or cross at another place." This is an exact parallel to thousands of similar instances which come under the notice of parents and others every day; and is a process quite familiar to adults who have paid any attention to the operation of their own minds when similarly circ.u.mstanced. When it is a.n.a.lysed, we find it to consist, as shewn in a former chapter, of three distinct parts, not one of which can be left out if the effect is to be produced. There is always, at the commencement of such an operation, the knowledge of some fact; "Tom's foot has sunk." There is, secondly, an inference or lesson drawn from this knowledge, "If I go forward, I also will sink." And there is, thirdly, the practical application of that lesson, or inference, to the child's present circ.u.mstances: "I will stand still, or cross at another place."

It is this process, or one in every point similar, that takes place in the mind, either of the young or the old, whenever they apply the facts gleaned by observation or experience for the guidance of their conduct.

Now what we are at present in search of, is an exercise applicable to _reading_, as well as to observation;--to the _school_, as well as to the play ground or the parlour;--and to knowledge whose use may not be required at the instant, as well as that to which we are driven by necessity.

The desideratum here desired is to be found by the teacher in the method, now very extensively known, of drawing lessons from useful truths, and then applying them to the future probable circ.u.mstances of the pupils. For example, when a child reads, or is told that Jacob was punished by G.o.d for cheating his brother and telling a lie, the great object of the parent or teacher is to render these truths _practical_,--which the question, "What does that teach you?" never fails to do. The child, as soon as he knows the design of his teacher in communicating practical truths, and is asked the above question, will tell him, that he ought never to cheat his neighbour, or tell a lie. The application of these lessons, when thus established as a rule of duty founded on Scripture, is as extensive as the circ.u.mstances in which they may be required are various;--and the teacher has only to suppose such a case, and to ask his pupil, if he were placed in these circ.u.mstances, what he should do. The dullest of his children will at once perceive the duty, and the source from which he derives confidence in performing it.

There is no difficulty, as we have seen, in drawing and applying practical lessons in cases of urgency, where experience and the common sense of the individual prompt him to it;--and this attempt to imitate Nature in less urgent cases, and especially in hearing, or in the more artificial operation of reading, has been found in experience to be completely successful. We shall endeavour to point this out by a few familiar examples.

Let us for this purpose suppose, that one of the boys formerly mentioned is accompanied by his teacher, instead of his companion, and is approaching the soft ground which lies between them and the house.

Before they arrive at the spot, his teacher tells him, that the marsh before them is so soft that even a child's foot would sink if he attempted to tread upon it. The boy might hear, and perfectly understand the truth, and yet he might not at the time think of the use to which it ought to be put. But if the teacher shall immediately add, "What does that teach you?"--his attention would instantly be called, not so much to the truth itself, as to the uses which ought to be made of it, and his answer in such a plain case would be ready, "We must not cross there, but seek a road to the house by some other way." Now here the fact was verbally communicated; and although the object was in sight, and the use of the fact might in some measure have been antic.i.p.ated so as to suggest the answer, yet a little consideration will shew, that a similar effect would have been produced by the question, had the parties been in the house, or had the truth been derived from reading, and not from the oral communication of the teacher.

It is the want of something like this in the acquisition of truth by books, which renders that kind of knowledge in general of so little practical benefit. The truths and facts learned while attending school, are too often received as mere abstractions, without reference to their uses, or to the personal application of those uses to the circ.u.mstances of the child or his companions. Events daily occur in which the pupil's knowledge might be of important service;--but the benefits to be derived from it not having been taught, and the method of applying the facts which he has acquired by reading not having been explained,--the knowledge and its uses are seldom seen together, and the practical benefit of the teaching is accordingly lost. This at once accounts for the very remarkable circ.u.mstance, that children, and not unfrequently adults also, derive far more benefit from the scanty knowledge which they have gleaned by observation and experience, than from the many thousands of highly useful facts which have again and again been pressed upon their notice by reading and study. In almost every case Nature prompts us, as we have seen, to turn to our own benefit the knowledge which she has imparted; but as the mode of teaching reading, which is the _artificial_ method of acquiring information, often overlooks the use we are to make of it, we remain satisfied with the knowledge itself, and do not think of its application. To ill.u.s.trate this fact in some measure, let us suppose a basket of filberts set down for the use of a company of boys, and that one of them tries to crack the sh.e.l.ls with his front teeth. He fails. But he sees his companions put the nuts farther back in the mouth, and succeed. Does he lose his share, by continuing to misapply the lever-power provided for him by Nature?--No indeed. He, by a single observation, at once draws and applies the lesson;--he immediately cracks his nuts as readily as his companions, and he continues to do so all his lifetime after. But the same boy may have, that very forenoon, been reading a treatise on the power of the lever, and might read it again and again without considering himself at all interested in the matter, or thinking it probable that he ever would.

His reading, without the application we are here recommending, would never have led him to perceive the slightest similarity between the fulcrum of the lever, and the insertion of his jaw; or any connection between the lesson of the school, and the employment of the parlour:--But that would.

This is but one of a thousand examples that might be given, of the evils arising from the non-application of knowledge in reading, and which are applicable, not to children merely, but also to adults. The drawing and applying of lessons, the exercise which we are here recommending, has been found a valuable remedy for this defect in ordinary reading. The object of the teacher by its use, is to accomplish in the pupil by _reading_, what we have shewn Nature so frequently does by _observation_;--that is, to train the child to apply for his own use, or the use of others, those truths which he acquires from his _book_, in the same way that he does those which he derives from _experience_. To ill.u.s.trate this, we shall instance a few cases of every day occurrence, in which the question, "What does this teach you?" when supplemented to the fact communicated, will almost invariably answer the purpose desired, whether the truth from which the lesson is to be drawn, has been received by observation, by oral instruction, or by reading.

When an observing well-disposed child sees a school-fellow praised and rewarded for being obliging and kind to the aged or the poor, there is formed in the mind of that child, more or less distinctly, a resolution to follow the example on the first opportunity. Here is the fact and the lesson, with the application in prospect. This whole feeling may be faint and evanescent, but it is real; and it only wants the cultivating hand of the teacher to arrest it, and to render it permanent.

Accordingly, if on the child hearing the praise given to his companion for being kind and obliging to the poor, he had at the time been asked, "What does that teach you?" the lesson suggested by Nature would instantly have a.s.sumed a tangible form; and in communicating the answer to the teacher, both the truth and the lesson would have been brought more distinctly before the mind, and the reply, "I should be kind and obliging to the poor," would tend to fix the duty on the memory, and would be a good preparation for putting it in practice when the next occasion should occur.

Again, if another thoughtful and well disposed child sees a companion severely punished for telling a lie, the question, "What does that teach me?" is in some shape or degree formed in his mind, and his resolution, however faint, is taken to avoid that sin in future. This, it is obvious, is nothing more than a practical answer to the above question, forced upon the child by the directness of the circ.u.mstances, but which would not have so readily made its appearance, or produced its effect, in cases of a less obtrusive kind, or in one of more remote application; and every person must see, that the beneficial effects desired would have been more definite, more effectual, and much more permanent, had this faint indication of Nature's intention been followed up by orally asking the question at the child, and requiring him audibly to return an answer.

Let us once more suppose a child in the act of reading the history of Cain and Abel, in the manner in which it is commonly read by the young, and that the child thoroughly understands all the circ.u.mstances. He may be deeply interested in the story, while the uses to be made of it may not be very clearly perceived. But if, after reading any one of the moral circ.u.mstances, such as "Cain hated his brother," or after having it announced to him by the teacher, he was asked, "What does that teach you?" the practical use of the truth would at once be forced upon his mind, and he would now very readily answer, "It teaches me that I should not hate my brother." In this case also, it is quite obvious, that without such a question having been proposed, and the answer to it given, the practical uses of the truth recorded might have been altogether overlooked; and even although they had not, still the question and its answer will always have the effect of making them stand out much more prominently before the mind, and will enable the memory to hold them more tenaciously, and bring them forth more readily for practice, than if such an operation had been neglected. Hence the great importance of training the young by this exercise early to perceive the uses of every kind of knowledge, particularly Scriptural knowledge; because the habit formed in youth, will continue to render every useful truth of practical benefit during life.

We may remark here, that the exercise is not limited in its application to the young. For if an adult were first told, that the squalid beggar before him, though once respectable and rich, had made himself wretched by a course of idleness and dissipation, and were then asked, "What does that teach you?" he would instantly perceive the lesson, and would be stimulated to apply it. When, in like manner, the farmer is told that his neighbour has ruined himself by over-cropping his ground; or the iron master, that the use of the hot-blast has doubled the profits of his rival; a similar question would at once lead to the legitimate conclusion, and most likely to the proper conduct.

In all these examples, the operation of mind which we have endeavoured to describe, is so exceedingly simple, that it is perhaps difficult to decide how much is the work of Nature, and how much belongs to the exercise here recommended. This at once proves its efficiency, as an imitation of her process, in following her in the path which she has here pointed out; and it at the same time recommends itself as strictly accordant with observation and experience. The teacher then, in order to render the knowledge he communicates useful, has only to do regularly and by system, that which, under the direction of Nature, every intelligent and enquiring mind in its best moments does for itself.

Wherever a useful truth has been communicated in the school or family, or a moral act or precept has been read or announced, the question by the parent or the teacher, "What does that teach you?" will lead the pupil to reflection, not only on its nature, but on its use; and the ability to do so, as we shall afterwards see, may be acquired by almost any individual with ease. Regular training in this way, leads directly to habits of reflection and observation, which are of themselves of great value; but which, when found acting in connection with the desire and ability to turn every truth observed into a practical channel, become doubly estimable, and a public blessing. The pupil therefore ought early to be trained of himself to supplement the question, "What does this teach me?" or, "What can I learn from this?" to every circ.u.mstance or truth to which his attention is called; because the ability to answer it forms the chief, if not the only correct measure of a well educated person. In proof of this it is only necessary to remark, that as it is not the man who has acc.u.mulated the greatest amount of anatomical and surgical knowledge, but he who can make the best use of it, that is really the best surgeon; so it is not the man who has _acquired_ the largest portion of knowledge, but he who _can make the best use_ of the largest portion, that is the best scholar. Hence it is, that all the exercises in a child's education should have in view the practical use of what he learns, and of what he is to continue through life to learn, as the great end to which all his learning should be subservient.

The moral advantages likely to result from the general adoption of this mode of teaching useful knowledge are exceedingly cheering, and the only surprise is, that it has been so long overlooked. That the principle, though not directly applied to the purposes of education, was well known, and frequently practised by our forefathers, appears obvious from many of their valuable writings. One beautiful example of its application is familiar to thousands, though not always perceived, in the ill.u.s.tration given of the Lord's prayer towards the close of the a.s.sembly's Larger and Shorter Catechisms. The study of the lessons there drawn from the truths stated or implied in that prayer, will afford a better idea of the value of this mode of teaching, than perhaps any farther explanation we could give, and to these therefore we refer the reader.

Before closing these general observations upon the value and necessity of this method of training the young to the practical use of knowledge, there is a circ.u.mstance which should not be omitted, as it tends to double all the advantages of the exercise, both to the teacher and the pupil. It will be found in general, especially in morals, that every practical lesson that is drawn from a truth or pa.s.sage, actually embodies two,--both of which are equally legitimate and connected with the subject. There is always a _negative_ lesson implied, when the _positive_ lesson is expressed; and there is in like manner a _positive_ implied, whenever it is the _negative_ that is expressed. As for example, when the child, from the history of Cain and Abel, draws the negative lesson that he should _not hate_ his brother; the opposite of that lesson is equally binding in the positive form, that he should _love_ his brother. And when, from the history of Job, the positive lesson is drawn that we ought to be patient; the negative of that lesson becomes equally binding, and the child may, by the very same fact, be taught and enjoined not to be fretful, discontented, or impatient, during sickness or trouble. Of this method of multiplying the practical uses of knowledge, we have a most appropriate example in the a.s.sembly's Larger and Shorter Catechisms, where the ill.u.s.trations given of the decalogue are conducted upon this important principle, and in a similar way.

CHAP. VIII.

_On the Imitation of Nature in Teaching the Use of Knowledge by means of the Animal or Common Sense._

A large portion of what has been advanced in the foregoing chapter, has reference to the practical application of all kinds of knowledge, whether by the Animal or Moral sense; and we shall here offer a few additional remarks on the teaching of those branches which are more immediately connected with the former.

When a person is sent to learn an art or trade, such as a carpenter, he is not sent to hear lectures, or to get merely an abstract knowledge of the several truths connected with it; but he is sent to practise the little knowledge that he is able of himself to pick up. His is a practical learning; ninety-nine parts in every hundred being employed in the practice, for one that is employed in acquiring the abstract principles of his occupation. When, on the contrary, a child is sent to school, to prepare him for this practical application of his knowledge, the former proportions are generally reversed, and ninety-nine parts of his time and labour are taken up in attaining abstract knowledge, for one that is occupied in a.s.sisting him to reduce it to practice. Both modes of teaching the boy are obviously wrong. He would, when sent to it, learn his business in much less time by a previous acquaintance with its principles; and all these ought to have been furnished him as a part of his general knowledge while he attended the school. Such information, indeed, ought to have formed a large portion of his education;--and it will be a matter of surprise to every one who closely considers the subject, how soon and how easily the principles, even of so complicated a trade as a carpenter, may be acquired when they are taught in the right way, and at the proper time. A few of the simplest principles in mechanics practically learned,--a knowledge of the strength and adhesion of bodies,--of the nature of edge tools,--and the importance of accuracy and caution, might have been made familiar to him while attending his studies; and if carefully and constantly reduced to practice, these would have been of the greatest service to him when called to the work-shop.

The methods by which natural philosophy ought to be taught in schools, must partake of all the laws which Nature employs in the several parts of her teaching. Individuation, Grouping, and especially a.n.a.lysis, must be rigidly attended to. By dividing all the subjects of general knowledge into the two grand divisions of Terrestrial and Celestial, and these again into their several parts, the whole field of useful knowledge would be mapped out, and connected together, so that each subject would occupy a distinct place of its own, and be readily found when it was required. The facts, or at least the most useful facts connected with each of these, would very soon be communicated; and when turned into a popular and useful form, by drawing and applying the corresponding lessons, the ease and delight of laying up these precious stores of useful knowledge by children, will not be easily conceived by those who have not witnessed it.

With respect to _the ease_ with which this method of communicating knowledge can be accomplished, we may remark in general, that when a principle has been explained, and has become familiar to the child, all the phenomena arising out of it, when pointed out, are readily perceived and retained upon the memory in connection with it. For example, by a knowledge of the principle which teaches that fluids press equally on all sides, when considered in connection with the weight of the atmosphere, a child, with very little trouble, would be put into the full possession of the cause of many facts in natural philosophy, exceedingly dissimilar in their appearance, but which are all mastered with ease and intelligence by a knowledge of this law. When the principle and its mode of working have been explained, the child is provided with a key, by which he may, in the exercise of his own powers, unlock one by one all the mysterious phenomena of the air and common pump, the cupping-gla.s.s, the barometer, the old steam and fire engine, the toy sucker and pop-gun, the walking of a fly on the ceiling, the ascent of smoke in the chimney, the sipping of tea from a cup, the sucking of a wound, and the true cause of the inspiration and expiration of the air in breathing. To teach these singly, would obviously be exceedingly troublesome to the teacher, and laborious for the child; but when thus linked together, as similar effects from the same cause, they are understood at once, and each of them helps to ill.u.s.trate and explain all the others. They are received without confusion, and are remembered without difficulty. All this may in general be done even with children, as we shall immediately prove, by the method recommended above, of requiring, after the ill.u.s.tration of the principle, the lessons which it is calculated to teach.

The results of this simple method of imitating Nature in one of the most valuable of her processes, have been found remarkably uniform and successful; and when it shall be regularly brought into operation in connection with the other parts of the system, it promises to be still more valuable and extensive. But even already, with all the disadvantages of time, place, and persons, the importance and efficiency of the exercise have been highly satisfactory. We shall shortly advert to a few instances of its success, which have been publicly exhibited and recorded.

The criminals in the jail of Edinburgh, after three weeks teaching, had acquired a considerable degree of expertness in perceiving and drawing lessons from the moral circ.u.mstances which they read from Scripture. In the report of that experiment, the examinators say, "They gave a distinct account, (from the book of Genesis,) of the prominent facts, from Adam, down to the settlement in Goshen, and shewed by their answers, that the circ.u.mstances were understood by them, in their proper nature and bearings. From each peculiar circ.u.mstance, they deduced an appropriate lesson, calculated to guide their conduct, when placed in a like, or a.n.a.logous situation. It is within the truth to allege, that in this part of their examination, they submitted upwards of fifty palpable lessons, that cannot fail, we would conceive, hereafter to have a powerful influence upon their affections and deportment."

In the experiments both in Newry and London, the children were found quite adequate to the exercise; and in the latter instance, three children, who at their first lesson did not know they had a soul, were able to perceive and to draw lessons from almost any moral truth or fact presented to them. This they did repeatedly when publicly examined by the Committee of the London Sunday School Union, in presence of a large body of clergymen, and a numerous congregation in the Poultry Chapel.

But we shall at present direct attention more particularly to the children selected from the several schools in Aberdeen, as given in the Report by Princ.i.p.al Jack, and the Professors and Clergymen in that place. After mentioning, that these children, so very ignorant only eight days before, had acquired a thorough acquaintance with the leading facts in Old Testament History, they say, "From the various incidents in the Sacred Record, with which they had thus been brought so closely into contact, they drew, as they proceeded, a variety of practical lessons, evincing, that they clearly perceived, not only the nature and qualities of the actions, whether good or evil, of the persons there set before them, but the use that ought to be made of such descriptions of character, as examples or warnings, intended for application to the ordinary business of life.

"They were next examined, in the same way, on several sections of the New Testament, from which they had also learned to point out the practical lessons, so important and necessary for the regulation of the heart and life. The Meeting, as well as this Committee, were surprised at the minute and accurate acquaintance which they displayed with the multiplicity of objects presented to them,--at the great extent of the record over which they had travelled,--and at the facility with which they seemed to draw useful lessons from almost every occurrence mentioned in the pa.s.sages which they had read."

They were able also to apply this same principle,--the practical application of useful knowledge,--to the perusal of civil history, and also biography. The report states, that "they were examined on that portion of the History of England, embraced by the reign of Charles I.

and the Commonwealth; and from the details of this period, they drew from the _same circ.u.mstances_, or announcements, political, domestic, and personal lessons, as these applied to a nation, to a family, and to individuals;--lessons which it ought be the leading design of history to furnish, though, both by the writers and readers of history, this Committee are sorry to say, they are too generally overlooked.

"They were then examined on biography,--the Life of the late Rev. John Newton being chosen for that purpose; from whose history they also drew some very useful practical lessons, and seemed very desirous of enlarging, but had to be restrained, as the time would not permit."

The practicability and the importance of teaching children to apply the same valuable principle to every branch and portion of natural philosophy were also ascertained. The same report, after stating the fact, that the children scientifically described to the meeting numerous objects presented to them from the several kingdoms of Nature, goes on to say, that "here also they found no want of capacity or of materials for practical lessons. A boy, after describing copper as possessing poisonous qualities, and stating, that cooking utensils, as well as money, were made of it, was asked what practical lessons he could draw from these circ.u.mstances, replied, That no person should put halfpence in his mouth; and that people should take care to keep clean pans and kettles."

The common school boys in Newry also found no difficulty in the exercise, as applied to the abstruse and difficult sciences of anatomy and physiology. The account of that experiment, says, that they were "examined as to the _uses_ which they ought to make of all this information, by drawing practical lessons from the several truths.

Accordingly, announcements from the different branches of the science were given, from which they now very readily drew numerous and valuable practical lessons, several of which were given at this time of themselves, and which had not been previously taught them. These were drawn directly from the announcements; and all, according to their nature, calculated to be exceedingly useful for promoting the health, the comfort, and the general happiness of themselves, their friends, or their companions."

But by far the most extensive and satisfactory evidence of the value and efficiency of this exercise, in the mental and moral training of the young, was afforded by the experiment undertaken at the request of the Lesson System a.s.sociation of Leith, and conducted in the a.s.sembly Rooms there, in the presence of the Magistrates and Clergy of that town, of Bishop Russell, Lord Murray, (then Lord Advocate,) and a numerous meeting of the friends of education. The children were those connected with a Sabbath school, who had been regularly trained by their teacher, a plain but pious workman of the town, to draw lessons every Sabbath from the several subjects and pa.s.sages of Scripture taught them. To give all the specimens which afford evidence of the value and efficiency of this exercise in the education of children, would be to transcribe the report of the a.s.sociation; we shall therefore confine ourselves to a few of the circ.u.mstances only, which were taken in short-hand by a public reporter who was present.

After some important and satisfactory exercises on the being and attributes of G.o.d, from which the children drew many valuable practical lessons, it is said, that the examinator "expressed his entire satisfaction with the result, and remarked, that he himself was astonished, not only at the immense store of biblical knowledge possessed by these children, but the power which they possessed over it, and the facility with which they could, on any occasion, use it in 'giving a reason for the hope that is in them.' He then proceeded to the next subject of examination which had been prescribed to him, which was, to ascertain the extent of their mental powers and literary attainments, which would be most satisfactorily shown by their ability to read the Bible profitably; and for this purpose he requested that some of the clergymen present would suggest _any_ pa.s.sage from the New Testament on which to exercise them. The Rev. Dr Russell (now Bishop Russell,) suggested the parable of the labourers hired at different hours, Matt.

xx. 1-16. Mr Gall accordingly read it distinctly, verse by verse, catechising the children as he proceeded, and then made them relate the whole in their own words, which they did most correctly.

"Mr Gall then selected some of the verses, and called upon them to separate the circ.u.mstances, or parts of each verse, and to state each as a separate proposition. This also they did with the greatest ease; and in some cases a variety of divisions were brought forward, thus proving the high intellectual powers which they had acquired, and the ease with which they could a.n.a.lyse any pa.s.sage, however difficult.

"It was next to be ascertained what power the children had acquired of drawing lessons from Scripture; and for this purpose, Mr Gall, in order to husband the time of the meeting, confined the children's attention to one verse only, and proposed to submit each of the moral circ.u.mstances contained in that verse, one by one, as they themselves had divided it.

The following are the lessons drawn by the children, as taken down in short-hand by the Reporter.

"_Mr G._--The householder invited labourers at the eleventh hour;--what does that teach you?--It teaches us, that G.o.d at various seasons calls people to his church.--It teaches us, that we ought never to despair, but bear in mind the language of Jesus to the repentant thief on the cross,--'To-day shalt thou be with me in paradise.'--It teaches us, that we ought not to boast of to-morrow, since we know not what a day or an hour may bring forth.--It teaches us, that time is short, and that life is the only period for preparation and hope.--It teaches us, that we ought to be prepared,--have our loins girt, and our lamps burning; for we know neither the day nor the hour wherein the Son of Man cometh.--It teaches us, that we ought to number our days, and apply our hearts to heavenly wisdom.--It teaches us, that we ought not to put off the day of repentance; because for every day we put it off, we shall have one more to repent _of_, and one less to repent _in_.--It teaches us,

'That life is the season G.o.d hath given To fly from h.e.l.l, and rise to heaven; That day of grace fleets fast away, And none its rapid course can stay.'

"Mr Gall here requested the children to pause for a moment, that he might express the high gratification he felt at the fluency, the readiness, and the appropriateness of the lessons which they had drawn.

He was only afraid that they had inadvertently fallen upon a pa.s.sage with which the children were familiar, by having had it recently under their notice; and he therefore requested Mr Cameron to state to the meeting whether this was really the case or not. Mr Cameron rose and said, that what the meeting now saw was no more than could be seen any Sunday in the Charlotte Street School. They had not had any preparation for this meeting; and he did not remember of ever having had this pa.s.sage taught in the school. He would recommend that the children be allowed a little freedom; and when they were done with that announcement, let any other be taken, for it was the same to them whatever subject might be chosen.

"Mr Gall accordingly repeated the announcement again, and called on them to proceed with any other lessons from it which occurred to them. They accordingly commenced again, and answered as follows: It teaches us, that we ought to remember our Creator in the days of our youth, while the evil days come not, nor the years draw nigh in which we shall say we have no pleasure in them.--It teaches us, that we ought to prepare for death; to gird up our loins, and trim our lamps, lest it be said unto us in the great day of the Lord, when he maketh up his jewels, 'Depart from me, ye cursed, into everlasting fire, prepared for the devil and his angels.'--It teaches us so to conduct ourselves, that whether we live we live unto the Lord, and whether we die we die unto the Lord; and that whether we live therefore or die, we may be the Lord's; for to that end Christ both died, and rose, and revived, that he might be Lord both of the dead and the living.[22]--It teaches us to improve our time lest we find that the harvest is past, and the summer ended, and us not saved.--It teaches us, that we ought to study, in that whether we eat or drink, or whatsoever we do, we do all to the glory of G.o.d.--It teaches us, that we ought to endeavour to secure an interest in Christ in time.--It teaches us, that delays are dangerous.--It teaches us, that the day of the Lord cometh like a thief in the night, and that when sinners shall say, 'Peace and safety,' sudden destruction cometh upon them.--It teaches us, that we ought to acquaint ourselves early with G.o.d; and that we ought to walk circ.u.mspectly, not as fools, but as wise, redeeming the time, because the days are evil.--It teaches us, that we ought to seek the Lord while he may be found, and call upon him while he is near; that the wicked ought to forsake his way, and the unrighteous man his thoughts, and let him return unto the Lord, who will have mercy upon him, and to our G.o.d, who will abundantly pardon.--It teaches us to improve our time; and to bear in mind, that though patriarchs lived long, the burden of the historian's tale is always, 'and they died.'--It teaches us, that we ought not to allow pleasures and enjoyments to interfere with, or overcome, our more important duty of seeking G.o.d.--It teaches us, that we are never too young to pray, and to remember that G.o.d says, 'Now;'--the devil, 'To-morrow.'

"Mr Gall here took advantage of a short pause, and said, 'We shall now change the announcement. Give me a few lessons from the fact stated in this parable, that _when the husbandman invited the labourers into the vineyard at the eleventh hour, they accepted the invitation_.--What does that teach you?'--It teaches us, that we ought to accept the invitation of Jesus to come with him, 'Ho! every one that thirsteth, come ye to the waters, and he that hath no money; come ye buy and eat; yea, come, buy wine and milk without money, and without price. Seek ye the Lord while he may be found; call upon him while he is near. Let the wicked forsake his way, and the unrighteous man his thoughts, and let him return unto the Lord, who will have mercy upon him, and to our G.o.d, for he will abundantly pardon.'--It teaches us, that we ought to show a willingness to accept the invitation of Christ, since 'he is not willing that any should perish, but that all should come unto him and live.'--It teaches us, that we ought to accept the invitation of Christ, since we are informed in the Scriptures, 'that whosoever cometh unto him he will in no ways cast out.' It teaches us, that we ought to accept of the invitation of Christ; for the Bible informs us, that the invitation is held forth to all; 'for whosoever will, let him take of the waters of life freely.'--'Come unto me, all ye that labour and are heavy laden, and I will give you rest.'--It teaches us, that we ought not to hesitate in accepting the invitation of Christ; for G.o.d says he will not always strive with man.