96 PSYCHOLOGY. 



their race. On the selection of Friends, forming of Alliances, man- 

 agement of Property, and on the details of Manners and Etiquette, we 

 have no room here to dilate. 



4. Religious Education, includes all that instruction which en- 

 forces the duties of young persons to their Creator, and the reasons 

 therefor. Of these duties, we have already briefly spoken, under the 

 branch of Ethics ; alluding to the importance of Piety, as including 

 the whole of Morality, and as the only source of true happiness. 

 We think that Parents sometimes err, in attempting to give formal 

 instruction, on this as on other subjects, before the mind is mature 

 enough to comprehend it. It is not by teaching catechisms mecha- 

 nically, nor by a system of rigid, unnatural austerity, that religion is 

 best instilled into the young mind ; but by training its affections ; by 

 exciting religious meditations ; and by connecting the duties of Chris- 

 tian worship, and practice, with all the endearments of home, and 

 social intercourse. 



The most pleasing instruction, for the young mind, is doubtless 

 that conveyed in the narrative form. Hence, the descriptive, and 

 pathetic passages of the Bible, will be read with interest, and their 

 lessons of truth imbibed, by the youngest pupils ; those to whom 

 the more abstruse and doctrinal parts would be unintelligible. Reli- 

 gion, like many other things, is best taught by example ; and the 

 Christian Parent should hence derive new motives to watchfulness 

 and piety. Family worship, in the still evening hour, has an influence 

 that few hearts can resist ; an influence that comes over the feelings 

 like the dews of heaven on the thirsty earth, pure and refreshing. 

 The Sabbath School is a valuable auxiliary to Christian education ; 

 but it should not usurp the place of parental instruction, and example. 



As reason advances to maturity, the young mind is prepared to 

 receive and comprehend the sublime doctrines of Christianity, and 

 the basis on which they rest. Then it is that systematic instruction 

 comes in place ; and the Catechism and Articles of Faith may be 

 studied with interest and advantage. But while some Parents err in 

 bringing these subjects forward too early, the solemn truth must be 

 told, that the far greater number go to the opposite extreme of neglect- 

 ing such instruction, and leaving their children to the influence of 

 every chance associate, unguarded and unarmed against the approach 

 of evil. The sad effects of such neglect, those Parents often live to 

 witness ; though generally too late to remedy them, even did they 

 perceive the cause, and make the attempt. 



5. On the relative advantages, and different Systems of Public 

 and Private Education, we must speak with extreme brevity. Could 

 every Parent qualify himself, and devote the requisite time, he would 

 be the best of all teachers : and no aid from others can entirely ex- 

 onerate him from taking a part in the great work. Could private 

 teachers always be procured and compensated, home would still be 

 the best school, morally, if not intellectually. But as these condi- 

 tions are generally unattainable, our resource is found in public 

 schools, academies, and colleges ; the support of which we regard 

 as a sacred duty of every statesman, moralist, and Christian. The 

 support of schools, we may add, is incomplete, without provisions 



