Never destroy the effect of such a communication as this by attempting to follow it up with an exhortation, or with general remarks, vainly attempting to strengthen the impression.

Never, do I say?  Perhaps there may be some exceptions.  But children are not reached by formal exhortations; their hearts are touched and affected in other ways.  Sometimes you must reprove, sometimes you must condemn; but indiscriminate and perpetual harangues about the guilt of impenitence, and earnest entreaties to begin a life of piety, only harden the hearts they are intended to soften, and consequently confirm those who hear them in the habits of sin.

In the same way a multitude of other subjects, infinite in number and variety, may be brought before your pupils at stated seasons for religious instruction.  It is unnecessary to give any more particular examples, but still it may not be amiss to suggest a few general principles, which ought to guide those who are addressing the young on every subject, and especially on the subject of religion.

1. Make no effort to simplify language when addressing the young. Children always observe this, and are always displeased with it, unless they are very young; and it is not necessary.  They can understand ordinary language well enough, if the subject is within their comprehension, and treated in a manner adapted to their powers.  If you doubt whether children can understand language, tell such a story as this, with ardor of tone and proper gesticulation, to a child only two or three years old: 

“I saw an enormous dog in the street the other day.  He was sauntering along slowly, until he saw a huge piece of meat lying down on the ground.  He grasped it instantly between his teeth, and ran away with all speed, until he disappeared around a corner so that I could see him no more.”

In such a description there is a large number of words which such a child would not understand if they stood alone, but the whole description would be perfectly intelligible.  The reason is, the subject is simple; the facts are such as a very little child would be interested in; and the connection of each new word, in almost every instance, explains its meaning.  That is the way by which children learn all language.  They learn the meaning of words, not by definitions, but by their connection in the sentences in which they hear them; and, by long practice, they acquire an astonishing facility of doing this.  It is true they sometimes mistake, but not often, and the teacher of children of almost any age need not be afraid that he shall not be understood.  There is no danger from his using the language of men, if his subject, and the manner in which he treats it, and the form and structure of his sentences, are what they ought to be.  Of course there may be cases, in fact there often will be cases, where particular words will require special explanation, but they will be comparatively few, and instead of making efforts to avoid them, it will be better to let them come.  The pupils will be interested and profited by the explanation.