Is any thing else to be understood by the sacrament of the Lord’s supper?  A. Yes, a great deal more.  Q. Explain some of it.  A. When they drink the wine, they should recollect that they ought to receive the truth of God into their understandings.  Q. What will be the effect of receiving the truth of God into our understandings?  A. It will expel or drive out all falsehood.  Q. What ought they to recollect when they eat the bread?  A. They should recollect that they receive the love of God into their wills and affections.  Q. What will be the effect of this?  A. It will drive out all bad passions and evil desires; for it is said, he that eateth my flesh and drinketh my blood, dwelleth in me and I in him (John vi. 27).  Q. Is any thing more to be understood by these things?  A. Much more, which we must endeavour to learn when we get older.  Q. How will you learn this?  A. By reading the Bible and going to a place of worship.[A]

[Footnote A:  There are many more of similar lessons, and, if any thing, more simple, which accompany the pictures and apparatus which I supply for Infant Schools; the profits from which will assist to enable me, if I am blessed with health and strength, still further to extend the system.]

Allow such things as these to be brought before the infant mind:  let the feelings of the heart, as well as the powers of the understanding, be called into exercise; let babes have “the pure milk of the Word” before “the strong meat;” let as little stress as possible be laid on “the mere letter,” and as much as possible on “the spirit” of “the truth;” let it be shewn that piety is not merely rational, but in the highest degree practicable; let this be done with diligence, faith, and prayer, and I hesitate not to say, that we shall have an increase of the religion of the heart.

Religious instruction may be given in other ways.  Let the teacher take a flower or an insect, and ask the, children if they could make such a one; and I never found one who would answer, “Yes.”  A microscope will increase the knowledge of its wonders.  The teacher may then make a needle the subject of remark; the children will admit that it is smooth, very smooth; let him tell them it is the work of man, and as such will appear imperfect in proportion as it is examined; and shewing them it through the microscope, they will perceive it is rough and full of holes.  As a contrast, let him take a bee, obtain their observations on it as it is, give them a short history of it, and they will acknowledge its superiority over the needle.  But on viewing it through the microscope, astonishment will be increased, and I have heard many say at such a time, “O sir, how good (meaning great) God must be!” The sting may then be pointed out, as unlike the needle, and perfectly smooth; and thus truth may be imparted in a manner the most interesting and delightful.

The influence of such considerations on character is obvious.  When the greatness of God is spoken of, allusion may be made to our pride, and to the importance of humility; his goodness may suggest the evil of unkindness, and the importance of benevolence; and his truth may lead to remarks on its necessity, and the sin of falsehood.