nning to feel
their way into any department of science, are competent to such a task,
is simply absurd. Yet this is by no means uncommon. A teacher will
conduct a boy intelligently and skilfully through the process of doing a
sum in arithmetic, or analyzing a sentence in grammar, and then say to
him, "Now, form a rule for yourself, stating how such things should be
done." The first step here is right. Take your pupil by the hand, and
conduct him through the process or thing to be done. This is necessary
to enable him to understand the rule. But when he thus gets the idea,
then give him the rule or principle, as it is laid down in the book, in
exact and well considered words, and let him commit those words
thoroughly to memory, without the change or the omission of a word or a
letter.

What is thus true as to the method of teaching the common branches of
knowledge, is equally true in the study of religious knowledge. I would
not set a child to framing a creed or a catechism, nor, on the other
hand, would I require him to commit such formulas to memory, without
making some attempt to awaken in his mind previously an apprehension of
the ideas which the creed or formula contains. I do not say that a
child's mind is competent to grasp all the truths embraced in these
symbols. But there is no portion of any religious creed or catechism
that I have ever seen, some of the terms of which are not capable of
being apprehended by children. A wise teacher, in undertaking to
indoctrinate a child in such a formula, will begin by showing him as far
as possible what the words mean, by exciting in him ideas on the
subject, by filling his mind with actual knowledge of the truths
contained in the formula. Then, when the words of the formula have
become to the child's mind instinct with meaning and life, the teacher
will pause to stamp them in upon the memory. That is the way to study a
catechism. First, give the child, so far as possible, the meaning, then
grind the words into him. Do not set him to making a catechism; do not
let him stop at understanding the meaning, without committing the words.

Two phrases will cover the whole ground. Knowledge before memory. Memory
as well as knowledge.

IX.

THE POWER OF WORDS.

Words govern the world. Let any one who doubts it, canvass the motives
by which his own action is decided. Considerations are presented to his
mind, showing him that a certain course of conduct is right, or good