In producing these results, the "Second Initiatory Catechism," of which the following work is the Key, holds a very prominent place. The objects aimed at by its use, when taught by the Key, are the following: 1st, To give the pupils a simple, but comprehensive knowledge of Scripture doctrines and duties, and to render these individually, and in connection, so familiar to the mind, as to be ever at the call of the will upon every proper or necessary occasion; whether for "giving a reason of the hope that is in him," for resisting temptation, prompting to duty, encountering danger, or submitting to afflictions. These objects are sought to be gained, by the Exercises Nos. 1, 2, 3, and 4. 2d, To trace the doctrines thus taught to their foundation in Scripture, as the only legitimate ground upon which our hope and confidence can be placed. This is accomplished by means of the Exercise No. 5. 3d, To point out the inseparable connection which subsists between Christian doctrine and Christian duty; the one as the cause,—the other as the effect produced by its knowledge and belief:-and to train the pupil, not only to perceive this connection, but to apply its principle to the excitement to duty, and the regulation of his affections and conduct. This is accomplished by the Exercises Nos. 6 and 7. 4th, To give the pupil an enlightened idea of the nature of prayer, and to assist him in acquiring a devout and ready mode of expressing himself in its exercise,-by shewing him how particular doctrines and passages of Scripture may be selected and classed for this purpose. This is done by the Exercise No. 8. 5th, To train him to readiness of expression, in applying the lessons of Scripture, the subjects of conversation, or the circumstances in providence, to extemporaneous speaking, and, particularly, to the exercise of prayer; by shewing him the use which he may, and should make of all practical and theoretical knowledge, in this delightful and necessary duty, whether that knowledge be derived from Scripture, from sermons, catechisms, history, personal experience, or the common and familiar dispensations of Providence. This is aimed at by means of the Exercise No. 9. 6th, To train the young to ease and fluency of expression in religious conversation, and to facility and readiness in writing upon religious subjects. Both of which may be successfully acquired by the proper use of Nos. 4 and 10. Directions for using these exercises, so as to produce the greatest sum of good, will be found in the subsequent pages, and we must here conclude, by requesting the intelligent reader to answer to himself the question, "What consequences would be likely to ensue to Society and the Church of Christ, by the universal adoption of such a system of education as has here been described?" A system whose pretensions have been examined and applauded by those best able to judge of its merits, and who have declared that its universal applicab tion must be followed by effects "incalculably precious to the individuals themselves, and to the improving of society in general* :" A system, whose effects have been uniformly and increasingly beneficial, during the many years which it has been before the publict: Whose details and tasks, intimately founded upon the common principles of our nature, are equally applicable to all gradations of intellect, and to every class and rank of society ; whose exercises have been able to force a passage to the mind through all the obstructions of dozed and dogged inanity ; roused the slumbering intellectual feelings, and excited the callous and criminal adult to consideration and exertion || ; fanned for the first time the latent spark of religious concern in the young mind, and blown it almost instantaneously into a flame T; and turned even the lispings of the infant into enlightened and intellectual praise.** -These things it has done, and greater it is likely still to accomplish.Say, is it desirable that it should?—We know the answer;—and have no doubt that you will join with the thousands who have asked with surprise, "Why has it not been universally adopted?"Reader, knowledge in a crowd travels onwards but slowly. Assist her progress without waiting for an answer. Adopt it yourself, and recommend it to your neighbour: If he be a parent, and you can persuade him to try it, a month will not elapse till he pronounce you a benefactor. *"Effects of the Lesson System," p. 6. † Recorder for 1822, p. 72; § Ib. p. 5. Ib. p. 9, 12, &c. + Effects, p. 7. FOR Using the Key to the Second Initiatory Catechism. THE Exercises on each answer are ten in number, distinct in their nature, and each preparatory to the others which follow. We shall submit some directions for using each, but shall first make a few General Remarks applicable to them all. GENERAL REMARKS. 1. In all the exercises, the reasoning powers of the pupil must principally be engaged, to which the memory should always be subservient. 2. A parent or teacher cannot, in these Exercises, be too simple. An attempt at being fine, or lofty, or fastidious, in teaching elementary knowledge to children, is always hurtful. 3. Where bad mental habits have been formed, patience will be requisite on the part of the teacher; but he must not proceed till the pupil can readily answer all the questions in the Verbal Exercise. 4. The Verbal and General Exercise upon all the answers must be mastered, before any of the other exercises be attempted. When these are familar, the others may then be classed, and carried on by two or more at a time, as the pupils may be able. 5. Each pupil should be early trained to prepare, in his own mind, an answer to every question put by the teacher. This is done by his frequently putting a question generally, and then requiring a particular person to answer it. When this habit has been attained, 500 children may be taught by one teacher as effectually as 50. 6. When children are at any time at a loss, they ought not to be prompted to the words they want, but should uniformly be led to correct themselves by the indirect method of catechising. * 7. In Nos. 1, 2, 3, 4, 5, and 10 of the Exercises, parents and teachers will be greatly assisted by the chil * For this method, see "End and Essence of Sabbath School Teaching," dren using the "Exercises on the Second Initiatory;" and in Nos. 5, 6, 7, and 9, it will be necessary that they use "The Proofs on the Second Initiatory." 8. When the children are acquainted with the exercises as in the Key, the teacher should then amplify, vary, combine, and transpose them as his ingenuity or the capacity of his pupils may suggest. 9. When the principles of the System are understood, parents and teachers should be constantly applying them to every book which their pupils read, to every branch of education in which they are engaged, and to every occurrence in providence which they witness, or of which they may hear.-Mothers would do well to attend to this. I. Of the Verbal and General Exercise. 10. Pupils not thoroughly trained upon the Lesson System, should not commit any answer or passage to memory till they have previously been catechised upon it. 11. When pupils cannot read, a clause must be read to them, upon which they are to be catechised. Another clause is then to be read, and they are to be catechised on both; and so on, till the answer be exhausted. 12. When the Verbal Exercise has been properly conducted, the children, or some of them, should be requir ed to repeat the answer, or section, as well as they can, and in their own words. If they cannot do this, the exercise should be repeated. 13. The General Exercise, (printed in Italic characters, and which is included in the Verbal,) brings out the substance of the answer, and is used in revising, and wherever the Verbal Exercise appears unnecessary. II. Of the Numerical Exercise. 14. The classifications in this Exercise, as in the separation of the doctrines, being in a great measure arbitary, the answers of the children, when at all correct, should be received and approved, although not always the same as in the Key. They should afterwards be put right. 15. When these questions are put for the first time, the pupils should always use their books, and should have sufficient time afforded them to prepare their an |