uide those who are addressing the young, on
every subject, and especially on the subject of religion.

1. _Make no effort to simplify language._ Children always observe this,
and are always displeased with it, unless they are very young; and it is
not necessary. They can understand ordinary language well enough, if the
_subject_ is within their comprehension, and treated in a manner adapted
to their powers. If you doubt whether children can understand language,
tell such a story as this, with ardor of tone and proper gesticulation,
to a child only two or three years old;

"I saw an enormous dog in the street the other day. He was sauntering
along slowly, until he saw a huge piece of meat lying down on the
ground. He grasped it instantly between his teeth and ran away with all
speed, until he disappeared around a corner so that I could see him no
more."

In such a description, there is a large number of words which such a
child would not understand if they stood alone, but the whole
description would be perfectly intelligible. The reason is, the
_subject_ is simple; the facts are such as a very little child would be
interested in; and the connexion of each new word, in almost every
instance, explains its meaning. That is the way by which children learn
all language. They learn the meaning of words, not by definitions, but
by their connexion in the sentences in which they hear them; and by long
practice, they acquire an astonishing facility of doing this. 'Tis true
they sometimes mistake, but not often, and the teacher of children of
almost any age, need not be afraid that he shall not be understood.
There is no danger from his using the _language_ of men, if his subject,
and the manner in which he treats it, and the form and structure of his
sentences are what they ought to be. Of course there may be cases, in,
fact there often will be cases, where particular words will require
special explanation, but they will be comparatively few, and instead of
making efforts to avoid them, it will be better to let them come. The
pupils will be interested and profited by the explanation.

Perhaps some may ask what harm it will do, to simplify language, when
talking to children. "It certainly can do no injury," they may say, "and
it diminishes all possibility of being misunderstood." It does injury in
at least three ways.

(1.) It disgusts the young persons to whom it is addressed, and prevents
their being interested in what is s