ts
of visiting and giving attention to scenes of distress; and the due
cultivation of them involves an equal degree of moral responsibility.
This again is connected with the remarkable power which we possess over
the succession of our thoughts. We can direct the mind into a particular
train; we can continue it and dwell upon it with calm and deliberate
attention, so that the truths, which it brings before us, may produce
their natural and proper effect on our moral feelings. The emotions thus
excited lead to a certain line of conduct, which also is voluntary; and
on the due cultivation of this chain of sequences depends a healthy
moral condition. But we may neglect those parts of the sequence which
are under the control of our will. We may abstain from directing our
attention to such truths; we may view them in a slight, frivolous, or
distorted manner, or we may dismiss them altogether; and if any degree
of the emotions should be excited, we may make no effort towards the
cultivation of the conduct to which they would lead us. The due
cultivation of this power over the succession of our thoughts, is that
which constitutes one of the great differences between one man and
another, both as intellectual and moral beings;--and, though correct
moral emotions are not properly the objects of volition, it is thus that
a man may incur the deepest moral guilt in the want of them.

The subject also leads to conclusions of the greatest importance
respecting the principles on which we ought to conduct religious
instruction, particularly in regard to the cultivation of religious
emotions. It reminds us of the important law of our nature, that all
true cultivation of religious emotion must be founded upon a sound
culture of the understanding in the knowledge of religious truth, and a
careful direction of the powers of reasoning and judging, both to its
evidences and its tendencies. All impulse that does not arise in this
manner can be nothing more than an artificial excitement of feeling,
widely different from the emotion of a regulated mind. Such a system
generates wild enthusiasm;--and the principle is of peculiar and
essential importance in the education of the young. In then susceptible
minds religious emotion is easily produced, and, by a particular
management, may be fostered for a time. But those who have been trained
in this manner are little qualified to meet the collisions of active
life, and we need not wonder if they should