Page:Home Education by Isaac Taylor (1838).djvu/230

 by that purely spontaneous process which goes on in the mind when certain scenes are presented, embodying such and such elements of our moral nature.

Nothing can be much more stupifying or superfluous than the interlarded solemnities of moral inference which swell some books of history, intended for young persons. The well meant but futile"Hence we should learn," and "how important it is ever to remember," answer no purpose whatever in education, except that of giving the congé to the minds of children, whether as auditors or readers: it is a"now you may go, while I preach." The efficacious mode of instilling moral principles, as suggested by the history of nations, is, at choice moments, and when all minds are seen to be in a state of gentle emotion, and in a plastic mood, to drop the word or two of practical inference, to enounce the single, pithy, well digested sentiment, which, by its natural affinity with the excited feelings, at the moment, shall combine itself with the recollected facts. Nothing more perhaps need be said in reference to the conveyance of moral feeling or principle, than what is implied in the very wordinstilled. Religion and morality, and especially as corroborated by history, are to be instilled, not admmistered in stifling potations, or drenches of wisdom.

Along with so much continuous narrative as may serve to give coherence to children’s ideas, there may, with advantage (in regard to the conceptive faculty) be mingled what may be termed historical portraits, not indeed of individuals, but of classes of men, and of those classes which have had existence through long periods of time, and which are rarely made to figure, in a distinct manner, on the pages of history. Thus we should present, in succession, and actually pictured, as well as verbally describedthe Egyptian Pharaoh, and his magiciansthe Persian Magi, and the Cyrus (the Shah of three thousand years ago);