it should be treated with kindness. And having questioned
them as to the difference between a cart and a coach, and satisfied
ourselves that they understand the things that are mentioned, we
close, by asking them what is the use of the horse after he is dead,
to which the children reply, that its flesh is eaten by other animals
(naming them), and that its skin is put into pits with oak bark, which
is called tanning; and that when it is tanned it is called leather;
and leather is made into shoes to keep the feet warm and dry, and that
we are indebted to the animals for many things that we both eat and
wear, and above all to the great God for every thing that we possess.
I cannot help thinking that if this plan were more generally adopted,
in all schools, we should not have so many persons ascribing
everything to blind chance, when all nature exhibits a God, who
guides, protects, and continually preserves the whole.

We also examine the children concerning that ill-treated animal, the
ass, and contrast it with the beautiful external appearance of the
zebra; taking care to warn the children not to judge of things by
their outward appearance, which the world in general are too apt to
do, but to judge of things by their uses, and of men by their general
character and conduct. After having examined the children concerning
the animals that are most familiar to us, such as the sheep, the cow,
the dog, and others of a similar kind, we proceed to foreign animals,
such as the camel, the elephant, the tiger, the lion, &c. &c. In
describing the use of the camel and the elephant, there is a fine
field to open the understandings of the children, by stating how
useful the camel is in the deserts of Arabia; how much it can carry;
how long it can go without water; and the reason it can go without
water longer than most other animals; how much the elephant can carry;
what use it makes of its trunk, &c. All these things will assist the
thinking powers of children, and enlarge their understandings, if
managed carefully. We also contrast the beautiful appearance of the
tiger with its cruel and blood-thirsty disposition, and endeavour to
shew these men and women in miniature, that it is a dangerous plan
to judge of things by outward appearances, but that there is a
more correct way of judging, which forms a part of the business of
education to explain.

The children are highly delighted with these pictures, and, of their
own accord, require