ry which he has
procured for us, and the price that was paid for both, will powerfully
"constrain" spiritual minds, to "live no longer to themselves, but to
him who hath died for them."

But the question which will be asked here is, "Are children capable of
all this?"--We unhesitatingly answer, from long experience, that they
are. Whoever doubts the fact has only to try. Can a child not understand
that a distinction ought to be made between the person in a family who
endeavours to make all happy, and another whose constant aim is to make
them all miserable?--Can he not understand, that the parent who refuses
to punish a wicked child, is in effect bribing others to join him in his
wickedness?--Can he not understand that a debt due by one, may be paid
by another?--and that a simple reliance on the word of his benefactor,
followed by submission to his will, may be all that is required to
secure his discharge?--No one will say that a child is incapable of
understanding these simple truths; and if he can comprehend _them_, he
can be made to understand and appreciate the leading truths of the
gospel. The teacher has only himself clearly to perceive them; and then,
divesting the truths of those unnecessary technicalities which are
sometimes, it is feared, used very improperly and unnecessarily, he
ought to convey them to the child, either orally, or by some simple
catechism suited for the purpose. Wherever this is done in effect, there
education will prosper; and when it shall become general among the
young, it will be found to be "as life from the dead."

FOOTNOTES:

[23] See pages 111 to 129

[24] Note X.

[25] Note Y.

CHAP. X.

_On the Application of our Knowledge to the Common Affairs of Life._

There is another point connected with the practical use of our
knowledge, which deserves a separate and careful consideration. It is
the method of applying our knowledge, or rather the lessons derived from
our knowledge, to the common and daily affairs of life. In this exercise
both old and young are equally concerned;--but it is evident that youth
is the proper time for training to its practice.

To acquire this valuable art, the pupils in every seminary ought to be
regularly and frequently exercised in the application of their
lessons;--first, when they have been drawn from a particular subject,
which has occupied their attention for the day; and afterwards
generally, from any part of their previous knowledge