Many things have been taught most unsuitable for young children, and that simplicity which is so absolutely requisite, both as regards matter and language, seriously departed from.  Let but the great principle of teaching through the senses be borne distinctly in mind, and of giving ideas in preference to sounds, and it will have a strong tendency to put an end to the evil complained of.  How much may be taught by the simplest object, such as a stone?  Form—­weight—­hardness, colour, sound, and numerous other qualities and properties, all of which must be clearly understood, because they are demonstrated by the sight and other senses.  Once give to the mind a store of clear ideas in regular and natural order, and a series of words that are distinct and definite in meaning, and you have laid a firm foundation whereon to exercise the higher faculties of reflection and reasoning.  Still more is it of paramount importance to educate and bring out the moral faculties, to cultivate the sense of right and wrong, to enlighten and strengthen the young conscience, to teach the love of good, and the hatred of evil, and to strive to bring the whole being under the new commandment of Christ, “that ye love one another.”  The golden rule, “to do unto others as ye would that they should do unto you,” is one of the most powerful precepts that can be applied to awaken just moral feelings; and innumerable instances must occur, in the varied events which happen in a school, to bring it home powerfully to the heart, and illustrate it appropriately.

Perhaps in nothing has that simplicity of teaching so requisite for the young, and so earnestly contended for by me throughout, been so much disregarded, neglected, and preverted as in the matter of religion.  I taught from the first, by means of pictures properly selected, scriptural truths and facts, histories and parables; and also suitable texts, and simple hymns and prayers were added.  This surely was enough for infants.  I thought so then, and I think so still, for an overdoing always ends in an undoing, and the mind of a child should never be crammed with that which it cannot understand, to the neglect of that which it may.  I have opened schools for many sects and parties, and have been sorry to find them so prone to bind the “grevious burdens” of their own peculiar dogmas on the feeble minds of little children, to the neglect of the “weightier matters of the law, justice, mercy, and the love of God.”  I hope a time will come when the distinct precepts of Christ, in this respect, will be more faithfully regarded.  The religion for infants should be a simple trust in “the love and kindness of God our Saviour,” a desire of grace and strength from Him, and an aim to live thereby in love and duty to their parents and teachers, and in kindness and affection with their brothers, sisters, and schoolfellows.  Such things as these, their young minds may apprehend, feel, and apply, and thus be strengthened and benefitted, but scholastic subtelties, and controverted dogmas, such as the grey-headed are perpetually disputing about, surely should never be taught to infants by any one who has carefully considered the subject, and properly studied the nature of the infant mind.