ested of its technicalities; and this is the
foundation,--and the only proper foundation, upon which to rear either
morality or religion. But it _does_ form a solid and ample foundation
for that purpose. And there is perhaps no Christian of any sect who will
deny, that either child or adult, who simply depends for pardon and
acceptance with a holy God, on the substitution of the Saviour, and who,
in evidence of his sincerity, strives to hate and avoid sin, and to love
and obey God, is not in a safe state.

In teaching these simple fundamental truths to the young, the parent or
teacher will find the "Shorter Confession of Faith," of great use. Its
"First Step" ought to be taught first; and the second must on no account
be proceeded with, till the truths in the first have become familiar.
The same rule ought also to be adopted with the second, before passing
to the third. The "First Initiatory Catechism" has also been found of
great benefit to the young; and which is very easily and successfully
taught by means of its Key.

The foundation being thus laid, the great object of the teacher then is
to train the child to duty;--teaching, in a familiar way, what _conduct_
ought to be avoided, and what pursued,--what is displeasing to God, and
what he delights in. This can only be done, or at least is best done, by
drawing lessons from Scripture. The very commandment, "Thou shalt not
steal," is dealt with by Nature in this way; for when we examine the
operation of the mind, when acting even upon the direct precept, we find
that it assumes the form of a lesson, which in that case is only an echo
of the command. Scripture example and narrative, however, are always
preferable with children; and perhaps the best method of initiating them
into the ability to perceive and draw lessons generally, will be to
begin and carry them forward by means of the "Progressive Exercises" at
the end of the First Initiatory Catechism. Very young children are able
to _commence_ this important exercise; and the information and
directions given in the Key will enable any monitor to carry them
forward.

The application of the lessons ought to be the principal concern of the
teacher. On this much of their utility depends, and of which the
following will afford a sufficient example.

In the 5th line of the "Progressive Exercises," above referred to, the
announcement is simply that "Rebekah was obliging,"--from which the
child will readily enough draw t