Part 5

The Romans of whom we have been speaking, and before them the Greeks--in the good times of their republics, brought up their children in the contempt of luxury and effeminacy: they taught them to esteem glory--to be ardent, not to heap up riches, but to conquer those kings who possessed them--to believe that virtue alone was the road to happiness. This spirit was so strongly established in the foregoing republics, that they atchieved incredible things according to those maxims which were so contrary to the opinions of all other people. The examples of so many martyrs, and of other primitive christians of all conditions and ages, demonstrates that the grace of baptism being united with the help of education, may make impressions still more wonderful among the faithful, to enable them to despise every thing which is attached to the body. Seek then for every agreeable circumstance, every striking comparison, to convince children that our bodies are like the brutes--our souls like angels. Represent a knight mounted on a horse and directing its course: and say, that the soul is to the body, what the horseman is to the horse. Finish your remarks by observing that the soul is weak and miserable, when abandoned to the direction of the body; which, like a furious horse, would hurl it down a precipice. Relate, also, that the beauty of the body, or external person, is like a flower which blossoms in the morning, and withers and is trod under foot in the evening--but that the soul is the express image of the immortal beauty of God. There is, you may add, an order of things much more excellent, which cannot be seen by the gross eyes of the flesh--whereas every thing here below is subject to change and corruption. In order to make children sensible that there are really certain things, which neither the eyes nor the ears can apprehend, you may ask them whether it is not true that such a person is wise--and that such an one is witty or ingenious.--When they have answered _yes_, you may observe--"But have you _seen_ the wisdom of such a person? Of what colour is it? Have you _heard_ it? Does it make much noise? Have you _touched_ it? Is it cold or hot?" The child will laugh: nevertheless put the same questions relating to wit or ingenuity.--She will appear quite astonished when she is asked of what colour is wit--whether it is round or square? Then you may make her remark that she knows there are many things in reality which she can neither see, touch, nor hear; and that these things are spiritual. But you must enter with great soberness and caution on these sort of conversations with girls. I only propose it here for the sake of those, whose curiosity and reason, will bring you, in spite of every effort to the contrary, to such questions. You must regulate the discourse according to the bias of the child's mind, and the necessity of the case.

Retain their understandings, as much as possible, within common limits: and teach them that there is a modesty with regard to science, which belongs to their sex, almost as delicate as that which is inspired by the horror of vice.

At the same time you must bring imagination to the aid of intellect; to give them pleasing images of the truths of religion, which the gross senses of the body are unable to behold. Paint to them the glory of heaven, such as St. John has represented it!--tears wiped away from every eye--neither death, disease, nor lamentation--all agonies ceasing, all evils at an end--eternal joy on the head of the righteous, like the waters on the head of a man immersed in the sea! Display that glorious Jerusalem, of which God himself will be the Sun, to create days without an end--a river of peace, a torrent of delight, a fountain of life, shall water it--there, every thing shall be gold, pearls, and precious stones.

I am well aware that all these images are attached to things sensible; but after having animated children with such a beautiful spectacle so as to rivet their attention, one may adopt the method just recommended to bring them to spiritual things.

Conclude, that we are, in this world, like travellers in an inn, or under a tent: that the body is hastening to decay, and that all our efforts can retard its corruption but a few years: but that the soul will fly away to that celestial country, where it will live for ever with God. If children can be brought to contemplate these grand objects with pleasure, and to judge of the common things of life through the medium of such high hopes, we shall have accomplished a most important task.

I would even try to impress them with strong ideas of the _resurrection of the body_. Teach them that nature is but the common order which God has established in his works, and that miracles are only exceptions to this common order; so that it is as easy for the Almighty to work an hundred miracles, as it is for me to go out of my room a quarter of an hour before my usual time of departure. Then call to recollection the history of the resurrection of Lazarus, of Jesus Christ, and of those apparitions which were recognised for forty days by a great number of persons. Next, shew that it cannot be difficult for that Being who created man, to bring him to life after dissolution; and do not forget the comparison of a grain of corn which is sowed in the earth, and decays, in order to reproduce and multiply its species.

Moreover, these moral lessons must not be taught children by memory, in like manner as they are taught the catechism: such a method would have an immediate tendency to convert religion into an affected language, or at least into troublesome formalities: only assist their understanding, and put them in the way of comprehending the foregoing truths on their proper foundations: they will, in consequence, appear more consistent and agreeable, and become more vividly impressed on the mind. Take advantage of every opportunity to make them develop with clearness, what they at present confusedly behold.

Always bear in mind that nothing will be more dangerous than to speak to them with contempt of this life, when, by the tenor of your conduct, they discover that you do not deliver your sentiments with sincerity and truth. In every period of life, example has an astonishing effect upon us--in infancy, it is every thing. Children are very fond of imitation; they have not yet acquired habits which render the imitation of another difficult--besides, not being of themselves able to judge profoundly of things, they judge much more from the example of those who propose, than from the reasons which they adduce in proposing, them. Actions are much more striking than words: so that if they observe your actions do not correspond with your precepts, they will be disposed to consider religion, only as a _specious ceremony_, and virtue as an _impracticable idea_.

Never indulge yourself before children, in any railleries about things which have relation to religion, or on the indiscretion of any pious persons: you may think all this innocent--you are mistaken--it will have its certain consequences. Never speak of God, or of what regards the worship of him, but with seriousness and respect, free from all levity--observe decorum in every thing, but particularly on this head. People who are very nice observers of it in what regards the world, are frequently gross and negligent in respect to religion.

When a child shall have made such necessary reflections as lead to a knowledge of herself and of God--add to them the historical facts in which she has already been instructed: this union will enable her to have a correct idea of the whole of religion: and she will remark with pleasure the connection between such reflections and the history of mankind. She will have observed that man did not make himself, that his soul is the image of God, that his body has been formed with so many admirable resources, by an industry and power which can only be divine--and she will then recollect the creation. Afterwards she will think that he is born with inclinations contrary to reason, that he has been deceived by pleasure, carried away by anger, and that his body hurries on his soul, contrary to reason, as a furious courser rushes forward with a horseman; instead, of the soul governing the body. She will perceive the cause of this disorder in the history of the sin of our first parents; and this history will lead her to that of the Saviour, who reconciles man to God. Such is the foundation of religion.

To make young people better understand the mysteries, actions, and precepts of Christ, we must dispose them to read the Evangelists. They must, therefore, be early prepared to read the word of God, as they are prepared to receive the holy communion of the Sacraments.[6]

[6] Here follows, in the original, certain matter which may be thought to savour too strongly, on the one hand, of the authority due to the _Romish Church_; and on the other, of principles (resulting therefrom) which are now called _Evangelical_; and as such, contrary to the doctrine and tenets of the established Church of England.

Remember, then, to place before their eyes the Gospel, and the great examples of antiquity; but not till you are assured of their docility, and simplicity of faith. Provided you lay the foundation of humility, submission, and an aversion to all suspicious singularity, you will shew young people, with great benefit and effect, every thing the most perfect in the law of God, in the institution of the Sacrament, and in the practice of the ancient church. I know that one cannot hope to give these instructions, in their full latitude, to all sorts of children; I propose it only, in order that we may make use of them, as exactly as possible, according to circumstances, time, and the dispositions of them whom we instruct.

Superstition, without doubt, is to be avoided in the sex: but nothing eradicates or prevents it better than solid instruction: this instruction, although it ought to be restrained within proper bounds, and different from the studies of the learned, produces greater effects than is ordinarily imagined. A person sometimes thinks himself to be well informed, who in reality is not so; and whose ignorance is even so great that he is not in a condition to feel what he wants in order to know the foundation of christianity.

Never suffer any thing to be mixed with the faith, or the practices, of religion, that is not drawn from the Gospel. Carefully guard children against certain abuses which are but too common, and which are, therefore, too apt to be considered as points of present discipline in the church. These errors are not to be guarded against without recurring to the source, and knowing the origin of the usages and customs of holy men of the primitive ages. Children who are naturally too credulous, should never be used to admit _lightly_ certain histories without authority; nor to attach themselves to certain devotions which are the offspring of an indiscreet zeal. The true way of instructing them in these subjects, is, not to criticise those things which have often been introduced from pious notions, but to shew, without passing a severe censure, that they rest on no solid foundation. Content yourself with omitting these matters in your instructions relating to the christian religion: this silence will be sufficient, at first, to enable children to form a perfect idea of christianity, without adding practical cautions: In the course of your instructions, you may prepare them, by degrees, against the reasoning of _Calvinists_: I think this will not be useless, as we mingle every day with people prejudiced in favour of Calvinistical opinions, who deliver them in the most familiar conversations.

Give children a taste for plain, sensible, and edifying discourses--not for those that are full of vain and affected ornament: accustom their imaginations to hear death spoken of: to see, without perturbation, a funeral pall--an open grave--sick people who are dying, and those already dead: if you can do so without exposing them to violent emotions of fear.

Nothing is more to be lamented than to see many people, who are really religious, express a continued dread of death: some absolutely turn pale at finding the number _thirteen_ at table--or on having had certain dreams--or having seen a saltseller thrown down: the fear arising from these imaginary presages is a gross remnant of paganism: make children see the folly and absurdity of them. Although women may not have the same opportunities of shewing their courage, as men, they ought nevertheless to possess it. Cowardice is despicable, every where, and has always bad effects. A woman should know how to resist vain alarms, and should be firm against unforeseen danger: let her cry and be agitated on great occasions only, and in them let virtue be her chief support. A christian of either sex should never be a coward. The soul of a christian, if one may so express it, is the contempt of this life, and the love of that which is to come.

CHAP. VIII.

_On Religious Studies._[7]

[7] The present original chapter is substituted for that of Fenelon, as being more applicable, in the opinion of the translator, to the generality of female readers; at least to those of his own country.

The preceding observations have sufficiently convinced us of the importance of religion, both as it affects our temporal and eternal welfare. It now follows that we instruct our children in the reading of certain religious works, which are not only considered to contain wholesome doctrine, but which may strengthen us in the opinions we have cherished, and establish, on an unshaken basis, "the reason of the hope that is in us."

Without a pretty accurate information of those _data_, on which our religion is formed, we become subject to the caprice or violence of certain artful characters, who seldom fail to perplex us, and undermine many of the essential articles of the christian faith; and who ultimately leave us, after pulling down the fair fabric we had built, in all the misery of doubt and distraction. The scriptures may be said to be written with the finger of God, on adamant which can never perish: it is not in the power of man to shake their authority, or to divert their proper influence on a sincere and pious mind. It is our duty to be careful to comprehend them thoroughly, to have as clear a conception as possible of their more mysterious parts, without harassing our minds if some things still remain for future revelation. We are not to censure what we do not, at first, understand: reason and knowledge are progressive--by degrees, the mist of ignorance is cleared away, and the sunshine of intelligence succeeds. Above all, let us not presumptuously conclude certain passages to be irrecoverably obscure, without consulting the many able commentators who have treated on them; but as the library of a mother may not be extensively theological, let us apply for information to those pious pastors, and studious men, who have made these commentators their particular study. If we are so eager to satisfy ourselves and our children on the trifling topics that ordinary conversation gives rise to, how much more anxious should we be to obtain certainty and truth on the important doctrines of revelation!

I do not, however, mean that a child is to be always reading the bible, or sermons, or the catechism--nothing is so injudicious. At her tender years she can comprehend little of the doctrinal points of scripture; and besides, from such constant habits of perusing religious books, she may become fatigued and disgusted, and turn an indifferent ear to all future application to them. Let us avoid making children affectedly knowing in those subjects which sometimes require the mature years and profound study of divines to comprehend. Nothing is so disgusting as _cant_; as religious quotations in young people, who cannot, from their years and habits, have formed an accurate idea either of the meaning or application of what they quote: such things savour strongly of those _suspicious singularities_ which Fenelon is so anxious to eradicate. The habit of quoting scripture in young persons of either sex, carries with it a pertness and conceit, which all judicious parents will be careful to discourage. Sacred truths, or religious denunciations, are not to be enforced by the levity of youth; ignorance and hypocrisy may be suspected where such premature sanctity prevails. If there be one thing more than another, which destroys the simplicity and harmless cheerfulness of girls, it is the giving them notions of puritannical gravity, and artificial sobriety of behaviour: joy and elasticity of spirits are not of themselves criminal. If we repress these innocent ebullitions, by inculcating formality and fastidiousness, we do as much mischief to the growth of the mind, as we should do to that of an upright and proportionate body, by the application of bandages and ligatures.

No small degree of care and skill is requisite for the direction of religious studies in young people, and especially in females; because the opposite sex, which is always fond of triumph, will be exerting every art, and trying every expedient, to weaken and subvert their arguments. If reason or superior knowledge fail, ridicule is resorted to; and this, it must be confessed, has a very strong effect on those young people of a disposition above described. In early years, religious impressions should be kept solemnly within the breast: they should be our consolation in affliction, our hope in distress, and the grand stimulus to prayer and meditation. It is well known, that from a premature disclosure of crude religious sentiments, ridicule and disgust are excited; and many an amiable and pious girl has suffered her principles to be shaken, and her faith to be overturned, by the buffoonery and sarcasm of a weak and contemptible antagonist. Let us endeavour to guard against this; and to prevent any ill effects arising from those important studies, which should be the ornament and solace of our lives.

From no quarter can a child receive religious instruction with more benefit than from a _mother_; and in proportion to the ignorance or indiscretion of the latter, will be that of the former. If a child is unaccustomed to see books of religion in her mother's library, she can have but little curiosity to peruse them; and if they at last be obtruded on her, she will naturally suspect the sincerity of her instructor, who produces works which she deems of the highest importance to her pupil's welfare, but of which she herself does not possess a single copy. This evil is easily remedied, if parents would only consider the importance of religious education; if, instead of crowding their shelves with the flimsy productions of novelists and romancers, they would admit a few judicious works, which treat of the evidences of the Christian religion, and describe the chief doctrines by which it is upheld. A portion of these studies might be given at stated times, or as the inclination of the child prompts, so as not to make them too formal or severe.

By the blessing of providence, we have, in our own country, a great abundance of excellent religious tracts, which display the rise, progress and establishment of the Christian religion. Men of eminence and piety--archbishops, bishops, divines of every rank, and laymen, have all contributed their talents, with various ability and success, to set forth the glory of the gospel, and the truths of the kingdom of heaven. Let us, therefore, attend to the doctrines which these wise and virtuous men, who have passed a long and studious life, as labourers in the vineyard of Christ, have illustrated and enforced. Let us not indulge chimeras and conceits of our own; but, with a diffidence and timidity, listen to those opinions of the learned and the good, whose abilities and opportunities have best entitled them to pronounce judgment. Nothing should be so much avoided as hasty and obstinate conclusions, drawn from premises which are not sufficiently understood.

In proportion to the breadth and depth of the foundation, will be the strength of the superstructure; and if we take care to place in the hands of young religious pupils, such sound and serious books as awaken piety, without kindling enthusiasm--as lead and satisfy the reason, without exciting vain and sceptical curiosity--as strengthen the mind, and meliorate the heart, without creating vanity, selfishness, and hypocrisy--we shall, I ardently conceive, have effected _that_ which it was our wish and duty to perform.

Agreeably to these principles and reflections, I am desirous of recommending such plain, perspicuous, and sound works, as comprehend every thing relating to the elements, doctrines, and practice of christianity; and such as may not be difficult, or attended with great expence, in the procuring.

1. The TEN COMMANDMENTS; _and the 5th, 6th, and 7th Chapters of the Gospel, according to St. Matthew_. These important parts of holy writ contain a fund of the most excellent and essential doctrines for a christian to know and practice; the primitive christians used to commit them to memory, and instruct their children in the application of them.[8]

[8] Perhaps it may be advisable to have them printed separately, in large striking letters, so as to be impressed stronger on the child's imagination.

The following production may be worth obtaining; "AN ABSTRACT _of the Historical Part of the Old Testament, with References to other Parts of the Scripture, especially to the New Testament_;" which are placed at length in an opposite column. London: printed by W. Bowyer, 1730, 8vo. This is a very useful, though not generally known, publication. If it has not been reprinted, it is now probably scarce.

The work is "inscribed to the founders, benefactors, and trustees, of the charity schools." It was composed by that learned printer, Mr. Bowyer; and the introduction, written by way of preface, bears strong marks of the piety and talents of its author. It is followed by a "Translation of a Letter from the Earl of Mirandola and Concordia, to his nephew, then an officer in the army of the Emperor Charles V." This letter, which is too long to extract, is serious and impressive; and such as does great honour to the religious principles, and sound sense of the writer.

2. Dr. DODDRIDGE'S _Three Sermons on the Evidences of Christianity_, separately published, from the particular superintendance and recommendation of the present Bishop of London. It is an useful tract, and is sold very cheap.

3. The (present) BISHOP OF LONDON'S _Summary of the Evidences of Christianity, &c._ which may be considered one of the most useful, and perspicuous treatises extant; it is very cheap.

4. Mr. ADDISON'S _Treatise on the same_. This (which should properly have been first noticed) is a beautiful and masterly dissertation, and worthy of the celebrity of its pious and elegant author.

5. GROTIUS _on the Truth of the Christian Religion_. Every enlightened mother will derive great pleasure and benefit from the perusal of this incomparable treatise. It has been translated by John Clark, and lately by the Rev. Mr. Madan, from the Latin of the famous Grotius. Students in divinity are usually examined in the original when they present themselves for holy orders.

6. BISHOP PRETTYMAN'S _Elements of Christian Theology_. This is a work of deserved repute, and will be found greatly instructive. The historical events of scripture are detailed in an interesting manner, and cannot fail to afford the most pleasing conviction of the truth of what is related. There has been an abridgment of it in one large 8vo. volume, by the Rev. Mr. Clapham. The original is in 2 vols. 8vo.