Schools," as used in the local Sunday-schools belonging to St. John's Chapel, Bedford Row. Published by Seeley, Burnside, and Seeley, Fleet Street.

Clause 1. Jude 3. Jude 20. 1 Tim. vi. 11–14. 2. 1 Tim. i. 18, 19. 1 Tim. ii. 9. Mark xvi. 16. 3. 1 John v. 4. Matt. xxvi. 19. 4. 1 John v. 7. 5, and 6. Matt. xviii. 19. Eph. i. 17. I Cor. iv. 8. 1 Pet. iv. 14. 7. Ex. iii. 14. John i. 1-3. Gen. i. 2. 8. Job xi. 7–9. 1 Tim. iii. 16. John iii. 8. 9. Deut. xxxiii. 27. Rev. i. 8. Heb. ix. 14. 10. 1 Tim. i. 17. 11. Is. xlv. 18. xl. 28. Rev. iv. 8—11. 12. Gen. xvii. 1. Is. ix. 6. Job xxxiii. 4. 13. 2 Cor. vi. 8. 14. Deut. iv. 35. Is. vii. 14. Gen. i. 2. 15. 1 Cor. viii. 4–6. 16, and 17. Ps. xviii. 31. Jer. xiii. 6. Deut. vi. 4. 2 Cor. ii.

17, 18. 18. 1 John v. 7. 19. Isaiah xlv. 5. 20. Ex. iii. 14. Rev. iv. 5–9. 21. John i. 18 Heb. i. 2, 3. 22. John xiv. 26. Heb. ix. 14. John xxxiii. 4. John xy. 26. 23. Eph. iv. 6. iv. 4. John iii. 18. 24. Matt. xviii. 19. 25. 1 John v. 7. Gen. i. 1. i. 2. John i. 1-3. 26. John xiv. 26. Heb. ix. 14. Job xxxiii. 4. John xv. 26. 27. Eph. iv. 6. iv. 4. John ii. 18. 28. Matt. xviii. 19. 29. 1 John v. 7. Gen. i. 1. i. 2. John i. 1-3. 30. Rev. iv. 8. 31. Eph. ii. 18. 32. John xvii. 3. 33. Heb. ii. 16, 17. Is. vii. 14. 34. John x. 30. Heb. i. 2. John viii. 58. Luke ii. 10, 11. 35. Is. ix. 6. John i. 14. Heb. iv. 15. Luke xii, 41-44. 36. Phil. ij. 6, 11. John. xiv. 28. 37. Heb. i. 2-8. 38. Col. ii. 9. 39. Luke xxiv. 39–47. Matt. xvi. 15–17. 40. Is. liii. 4–6. 1 Pet. ii. 24. Eph. iv. 1, 19. John ii. 19, 21.

Acts ii. 31. 1 Cor. xv. 20, 21. 41. Luke xiv. 50–53. Heb. x. 12, 13. Acts vii. 53–56. Matt.

xxiv. 30, 31. Acts ii. 11. 42. 2 Cor. v. 10. 1 Thess. iv. 14-17. 43. John v. 28, 29. 2 Thess. i. 8–12. Rev. xx. 12–15. 44. Mark xvi. 16. John üi. 36. Rom. i. 18. 45. Rev. iv. lll. June 14th.

H, E. G.




No. 18.

OCTOBER, 1845.




In childhood and youth, the influences are principally and most efficaciously exerted that constitute moral character. There is no negative condition; wherever there are not good influences to form the character for good, there will be evil influences forming it for evil: positive direction is given, positive impulse imparted; and under this direction and impulse the destiny of life will be wrought out. We may see a child in entire neglect, apparently receiving no culture; still there are strong influences forming his mind and disposition, and society may tremble under the power that is accumulating in this young castaway. He may take safety from your dwelling, quiet from your community, injure a large population by the prejudice of a bad name, or the contagion of a corrupting example, by daring wickedness or low depravity.

This view presents the intensely interesting consideration, that the principles constituting character, the elements making moral being, are formed in childhood and youth, while the subject of the operation is incompetent to think, judge, or act discreetly for himself, and is thrown by this incompetence upon the care of others. On this ground, laws relating to property extend their concern to youth : how much more religion, with its anxious eye upon the deathless soul, seeking to form it to holiness for the service and enjoyment of God! There is tremendous responsibility somewhere: but where? Are not multitudes under the full weight of this responsibility, but, in utter heedlessness, passing on to a fearful reckoning? The writer of these pages has still fresh

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upon his mind the remark of his father to him when entering his home on one occasion a little after twilight. “Why so late ?” was the father's inquiry. It was replied, “ It is not late!” “ It could not be seen what you were doing,” was the conclusive refutation. The instruction was, that when the light of day, exposing to all observers, did not preclude temptation, the parent should take care that his child was not in the


of it; that home was the proper place for safety. In all matters of this kind, and in every matter of regimen and discipline, the child or youth is incompetent to determine for himself: the determination is devolved upon the parent, or upon those in the place of the parent; for it is a fact that cannot be too seriously pondered, that whoever has the charge of youth, master, guardian, or teacher—is in the place of a parent. The obligation cannot be dispensed with; for it arises not from contract, but from the incompetence, dependence, and need of the youth, and its proper measure is the worth of his soul : there is at stake the difference between a life of usefulness and comfort, followed by an eternity of bliss and glory, and a noxious, wretched existence here, terminating in everlasting sorrow. Where such interests are involved, want of sense of duty, ignorance of any thing which assiduity could learn, omission of any thing which vigilance would observe and diligence could accomplish, becomes positive, flagrant crime; omitting to counsel, guide, guard, and keep youth, is the way of their ruin. In this light we should view the duties of parents, and see what, by faithfulness, they can make the power

of home.

Its being the place of residence, contains no essential efficacy of good : there is no magic in it. It may be a fountain of bitterness- -a very copious source of evil-or it may have no positive character. For it should be borne in mind, temptation is active; children and youth are active; they naturally run into it; and it has inherent power to draw them. They need unremitting, pains-taking oversight, accompanied with affectionate instruction and warning, and skilful guidance and protection Home has special advantages for the exercise

of this oversight: the assiduous and judicious improvement of these advantages constitutes its peculiar excellence. A child running at large--never within doors, except for transient purposes of meals or sleepingevidently derives no moral benefit from home; and of very little worth is home to the child or youth that is not brought into constant, affectionate, and familiar converse with his parents, and examined with respect to what he learns, what he sees, how he thinks, what incidents strike his attention in his intercourse with his play-fellows or companions, and his observation of men. In no other way can it be ascertained how his mind is forming under influences which are incessant, in order to apply timely and suitable correction to what is wrong, and to make right permanent. Instances are not wanting—it is believed they are frequent—of means used with good intention producing the very mischiefs which they are designed to prevent. This should lead to more carefulness with respect to means, and to greater circumspection to learn their effects. It is not uncommon for every one but a parent to see that a child is in a way to be spoiled. It is not to be expected that children and youth can be kept from all sight of vice, and all vicious company. This would be impracticable. But a child may hear oaths, and yet he may be so tenderly and effectually instructed, that profanity shall be revolting, and taking God's name in vain shall grate upon his feelings as a horrid sound. He may see drunkenness, and be so taught as to loathe it as a beastly vice. He may remark tricks and unfairness in the plays of children, or the conduct of men, and proper


may use these to implant in him a sensitive and intelligent conscientiousness that will repel whatever is mean, dishonest, or uncandid. The perniciousness of indulged passion, gratified appetite, defamatory speaking, disregard of

be made so impressive by his own observation, as to produce a habit of mind watchful and stedfast to subdue in himself what he sees to be so odious and hurtful in others. But to bring about such results, more than the unaided efforts of children and youth are required. They cannot make the proper reflections, nor

truth, may

enter upon the necessary discipline. The pains-taking of a parent, or some one in a parent's place, in daily, familiar, affectionate intercourse, inspiring confidence, is indispensable. It would profit nothing were a parent once a week to drag himself up to reluctant duty, and perform the hard task of examining his child. To the usefulness of intercourse between parents and children, it is essential that it be free and familiar; and in order to this, it must be affectionate and frequent. A parent should be the most intimate associate of his child. This intimacy would impart life to instruction, converting the incidents of every day into food for the mental or moral appetite, affording knowledge and infusing principle: it would act reciprocally upon parent and child, cherishing parental and filial love. It is a wise provision, the more pains we bestow upon any being, the more we love itwith purified love arising from doing good, and prompting to more good. Hence the idiot child is the favourite. Why? Because its condition exacts more care. This is mere instinct. Why not intelligently improve this wise provision, and in parental faithfulness bestowing more care where there is more capacity and higher responsibility, receive the rich reward? No motive is more thoroughly imbued with moral principle, nor is there any more powerful than filial love : instances have been known in which the obdurate felon, who, with perfect apathy, takes a retrospect of his ruffian course of cruelty and blood, relents at the mention of his mother's

Nor is there a demoralizing influence more destructive than want of affection of a child toward the parent. Let the deportment of a parent be distant, stern, or cold toward his children-producing servile fear, or chilling filial feeling—and their ruin is scarcely doubtful. The writer has seen this painfully exemplified in all the małe children of two large and respectable families.

It is obvious, that this course of paternal care and instruction cannot be pursued, unless it be an established part of the daily routine of life. There must be a sense of the importance of the duty, arising from the consideration, that it essentially concerns the well-being, for time


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