It may sometimes be necessary for the teacher to examine the scholar upon the passage given as the proof, before he proceeds further. Thus,

Teacher. What is it to "will" any thing.
Scholar. It is to desire and resolve to do it.

Teacher. What is this desiring, resolving, and doing of good called?

Teacher.-Can we of ourselves, desire and resolve to do what is good?

Scholar. We cannot of ourselves think a good thought.

Teacher.-Who then does it?

Scholar. The text tells us that it is God.

The child will not, perhaps, be able to answer these questions as they are put, and the teacher will often, in order to elicit the meaning, find it necessary to ask many more in the indirect manner, until he is convinced, that the child understands the meaning of the verse ; and then he proceeds to the third object.

3. To shew the Scholar how the Passage proves the Doctrine.

Teacher. What is the doctrine you were called on to prove ?

Scholar. That sanctification is the work of God. Teacher. How do you prove that sanctification is not our own work but God's ?

Scholar. Because the passage informs us, that the willing and the doing of good by us, is not done of ourselves, but is wrought in us by God himself. Teachers may perhaps be appalled at the prospect of the time and labour which this method will require; but this will not damp

their ardour, if they are convinced, that a proper knowledge of the Scriptures is necessary for the eternal salvation of their pupils. A teacher, who is properly alive to this paramount consideration, will not grudge the labour which is requisite, provided that it most ef ficiently secures the object of his most ardent desires. This plan, however, will be productive of results additional to the mere proving of doctrines, it will strengthen the capacities of the children, and teach them to search the Scriptures accurately for themselves. The teacher then will not be spending his time merely in proving doctrines; but he will by this method in reality be giving the child a knowledge of the Scriptures in a manner as efficient as if he were actually catechising him upon a chapter of the Bible. So that the children are in truth carrying on two processes,-that of proving the doctrines, and of acquiring Scripture knowledge.

But besides all this, it must not be forgotten, that this exercise will only be slow at the commencement. As they proceed, it will be found, that the labour is lessening, while the pleasure is increasing, and the ideas of the children aggregating in a very rapid degree. The amount of knowledge acquired is not in proportion to the space of the book which is gone over, but in proportion to the manner in which this has been accomplished. Calculating by this rule, the Teacher will ascertain to his great delight, that

a few months spent in this method, will communicate more real knowledge to the children than can, in any other wav be acquired by them in as many years.

In communicating knowledge, it should always be recollected, that a loose mode of teaching, habituates the pupil to a loose mode of thinking; and if he be permitted to search the Scriptures carelessly, without an earnest desire to understand properly every passage that comes under his notice, it is almost certain that he will acquire an irreverence for the Bible, which will make him peruse it with as little concern, as he would do a story book. In this case his mind will be blinded against the value and sacredness of divine truth; and the authority of Scripture being thus lessened in his estimation, he may be but too easily persuaded to admit, and to cherish the poison of scepticism and infidelity. No child then should, if possible, use a proof, or commit a verse to memory, without his first understanding it, lest he conceive an erroneous idea of its meaning, which time will perhaps never efface.

On communicating the Practical Knowledge of Scripture Doctrines.

When each question is fully understood by the children, and its doctrines established by clear and distinct proofs, then the Teacher should endeavour to make them perceive what influence these doctrines ought to have upon

their conduct. This indispensable part of his duty, will be best discharged, by requiring the children to deduce, and apply to their own case, those practical lessons and reflections, which each question suggests. Those who have attended to the reflections which are given in the Key to the Second Initiatory Catechism, will find no difficulty whatever in this Excrcise. The formation of the habit of applying Scripture truth to the regulation of conduct, is the last and most important step in religious instruction, and should in no instance be neglected by the Teacher; because, without it, all his previous exertions will be, in a certain degree, of no avail. But if the children are pro. perly trained to this valuable practice, they will be taught to appropriate every truth, to shape their conduct, and to mould their character according to the standard of God's word, and will thus be enabled at all times not only to speak, but to walk in accordance with the "law and the testimony."

or

THE SHORTER CATECHISM.

GENERAL INTRODUCTION.

THE chief design of man's being created, Q. 1.
The Scriptures the only rule of faith and duty, 2.
The two principal topics treated of in Scripture, and
explained in the Two Divisions of the Catechism, 3.

FIRST DIVISION.

What we are to believe concerning God.

CHAP. I.

Concerning God considered in himself.

I. Concerning the Nature and Perfections of God, 4.

the Oneness of God, 5.

the Trinity and Unity of the Godhead, 6.

CHAP. II.

Concerning God's Doings with respect to his Creatures. I. Concerning the Nature and Character of God's decrees. the Execution of God's decrees.

I. In Creation.

[1.] In the Creation of the world, 9.
[2.] In the Creation of man, 10.

11. In Providence.

[1.] In God's General Providence. Its nature and character, 11.

[2.] In God's Special Providence towards man, -first in his creation and fall,—and then in the plan of redemption.