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we should lead the pupil to hold converse with God in His works to form habits of reflection —to pray for the divine illumination we should aid him in following those paths of wisdom which lead directly to the fountain of happiness.* A key being furnished, every instructor should search, meditate, and pray: unless we are ourselves instructed, how shall we instruct?-each should advance as God leads, and as far as God leads; each should communicate to others according to what he receives.- Let it be remembered, that “ as the spirit of the life worketh, so the spirit of the understanding conceiveth”-let us desire no light but that which proceeds from the light of Life, from the union of the heart, the will, the affections with Jesus Christ. Knowledge alone, or knowledge which is not founded in humility and the love of God, “puffeth up”—“a man can receive nothing, except it be given him from heaven.”+ Let us, in the first place seek that the love of God may abide in our hearts, then let us wait the portion of light which He may be pleased to communicate.
• Thou art the source and centre of all minds,
Their only point of rest, eternal WORD!
* Prov. iii. ; viii.
+ John iii. 27.
At random without honour, hope, or peace,
In the course of the following lessons, certain expressions are sometimes used which the Instructor should previously explain.
Natural and artificial. What is the difference between a natural thing and an artificial thing? When I say a thing is natural, I mean that it is in the state in which God causes it to be: when I say a thing is artificial, I mean that it is not in the state in which God made it, but that it has undergone some change in the hands of man.
Give me an instance of a natural thing: give me an instance of an artificial one.
Is a butterfly natural, or artificial ? A blade of grass? A pen? A table? A chair?
Animate-inanimate-dead. What do I mean, when I ask whether a thing is animate?-I mean to ask whether it possesses animal life.
What is the difference between a dead thing and an inanimate one?-A thing is said to be
inanimate, when it does not possess animal life, and never had it: we say a thing is dead, when it once had life, whether animal or vegetable, and has been deprived of it.-Give me instances of things animate, things inanimate, things dead.
What is this?
know it to be an acorn ? [The child will find some difficulty in answering this question; he will probably at first, give an answer which will only amount to saying that he does know it: the Instructor may gradually lead him to perceive something of the process which has been taking place in his nuiid.-Did you ever see this acorn before?But
you have seen substances of the same kind as that now before you, and you have leard them called acorns; you observed a certain appearance, or certain qualities in those acorns, which you remember-you now see in the object before you the same appearance and qualities as in other acorns, therefore you conclude this substance is an acorn. Let us consider what faculties of your mind may have been in exercise. The Teacher will bring down his expressions and explanations to the capacities of the children, and lead them to perceive
that they may have exercised, perception-observation-memory-comparison - reasoning judgment.]
By which of your senses can you discern the acorn and its qualities?
By which can you not discern them?
Describe the shape of the acorn.- Where is it largest ? Where is it smallest ?
What colour has it? Has every part the same colour ?
Is the acorn rough, or smooth ? What part is rough-what smooth ?
Does any other quality strike the eye ?
What has the acorn at the top ? What has it underneath ?
Is the cup firmly united to the acorn ?
Separate the cup. When, or in what state, was it most firmly united ? Why?
Why has the part of the acorn within the cup, a different colour from the other part ?
Is the acorn a natural, or an artificial production?
Is it animate or inanimate?
What is the natural cause of the acorn falling from the oak?
What nourished it on the oak?