first. When the teacher therefore asks, "What did Jesus do?" and
afterwards, "For whom did Jesus die?" a little reflection will at once
shew, that a similar mental exercise must take place at each question,
in which the child has not only to reiterate the several original
ideas, but must again and again compare the questions asked, with each
one of them, choose out the one required, clothe it in his own language,
and in this form repeat it audibly to his teacher.

Before leaving this enquiry into the nature and effects of the
catechetical exercise, there are two circumstances connected with it as
a school-engine, which deserve particular attention. The first is, that
Nature has made this same reiteration of ideas, for the securing of
which this exercise is used, the chief means of conveying knowledge to
the mind; and the second is, the undissembled delight which children
exhibit while under its influence, wherever it is naturally and
judiciously conducted. With respect to the former of these
circumstances, it falls more particularly to be considered in another
chapter, and under a following head; but with respect to the
latter,--the delight felt in the exercise by the children
themselves,--it deserves here a more close examination.

Every one who has paid any attention to the subject must have observed
the life, the energy, the enjoyment, which are observable in a class of
children, while they are under the influence, and subjected to the
discipline of the catechetical exercise. This will perhaps be still more
remarkable, if ever they have had an opportunity of contrasting this
lively scene with the death-like monotony of a school where the exercise
is as yet unknown. Many can yet remember instances when it was first
introduced into some of the Sabbath schools in Scotland, and the
astonishment of the teachers at its instantaneous effects upon the mind
and conduct of their children. The whole aspect of the school was
changed; and the children, who had but a few minutes before been
conspicuous only for their apathy, restlessness, or inattention, were
instantly aroused to life, and energy, and delight. Similar effects in
some children are still witnessed; but, happily for education, the
first exhibition of it to a whole school is not so common. One striking
proof of the novelty and extent of its effects upon the pupils, and of
the vivid contrast it produced with that to which the teachers had at
that time been accustomed,