,SECTION VIII. 219 years, they should be taught the meaning 'of them, as far as possible, as fast as they learn them by heart. If all *hese inconveniences of the contrary practice cannot persuade parents and masters to teach children the principles of christianityin such words as they can understand, I must leave them to be convinced by making the same unsuccessful experi- ment themselves as thousands have done before them. If they will pot a man's coat on a child, the child may be cumbered with his long and loose habiliments, and yet be starved with cold. But if persons are convinced of the truth of this propo- sition, that children should be taught the things of Cod in a way and manlier suited to their capacity and their tender years, I would then humbly propose whether it would not be best that catechistical forms might be drawn up according to such rules as these which follow. SECT. VIILRules for composing Catechisms for Children. I. The very first rule should be that which I have before mentioned, viz. That different catechisms be composed for dif- ferent ages and capacities, each of which should contain an 'abstract of christianity, or a view of our whole religion in mini- ature.' In the first of these all the questions and answers should be as short, plain and easy as possible for young children»; others shouldbe gradually more large and full, and enter a little farther into the things of God, which they should learn accord- ing to their increasing age, and the growth of their understand- ing; and the last of themmay be that comprehensive system of christian religion, which is commonly called the Assembly's Catechism. Here -it will be objected, first, that when children have learned one catechism, they will not be willing to learn another afterward; nor will they easily be brought to learn three or four distinct catechisms:. Answer. Experienceconvinces us that this a mistake, pro- vided the catechisms are not too long. How many children are there who do at the same learn the Assembly's Catechism, and the little Catechism of Scriptural Names, formed of -such ques- tions as these', Who was the first man ? Who was the first woman? &c. And how many are there who have learned the Church-catechism in their youngest years, who have afterwards learned the Assembly's? How manyhave learned the Assembly's Catechism, and yet afterward have learned Mr. Flavel's, or some shorter explication ? A moderate degree of diligence both in teachers and learners would banishthis objection, ifcatechisms were made short, easyand intelligible, so as to allure the child to read and learn them as a matter Of choice and delight, and not as a mere task and burden.
RkJQdWJsaXNoZXIy OTcyMjk=