FIRST QUESTION BOOK. VOL. I. Written for the Massachusetts Sabbath School Society, and revised REVISED EDITION. BOSTON: MASSACHUSETTS SABBATH SCHOOL SOCIETY, ENTERED ACCORDING TO ACT OF CONGRESS, IN THE YEAR 1837, BY CHRISTOPHER C. DEAN, IN THE CLERK'S OFFICE OF THE DISTRICT COURT OF MASSA LIBRARY 047*172 PREFACE. DESIGN OF THIS BOOK. This book was originally prepared with special reference to the early development of mind. The lessons, however, while adapted to the smallest capacities, are generally found, on experiment, to contain sufficient matter to employ the best cultivated minds in the schools. Indeed, while the passages of Scripture selected as the foundation of the lessons are simple and easy, they furnish subjects fit for the contemplation even of angels. The elder classes may profitably extend the lessons, by reading on the subjects embraced in them; and if, through the example, advice, and assistance of their teachers, they are induced to do so, both teachers and scholars will reap a rich reward. The present edition has undergone a thorough revision; and a second volume is in preparation. A VERY GREAT MISTAKE Prevails in regard to the instruction of little children. It seems to be taken for granted, that the ability of the instructer must be graduated by the age of the pupil; and, in accordance with this principle, the youngest children are assigned to the least competent teachers. A greater error than this cannot well be imagined. The most important period in the education of a child is when the faculties of the mind, and the dispositions of the heart, first begin to be developed. It is then that the formation of character begins; and what is done wrong at hat period, must be undone before subsequent efforts can be very successful. Besides, there is nothing so difficult, in the whole business of instruction, as to communicate an idea to the mind of a little child; nd shall we leave this task to the most inexperienced teachers? As well might the mechanic entrust the most intricate piece of mechanism o the uninitiated apprentice. MAIN OBJECT. Another error in the instruction of children, is, to make it the chief ǝbject to communicate knowledge for their future use. This has produced the system of tedious exercises of memory. And to this Source might probably be traced the settled dislike which children nave manifested towards some excellent compendiums of religious truth and scientific knowledge. They have been required to commit 10 memory what conveyed no intelligible ideas to their understandings. Thus, the food which was designed to impart strength, has become nauseous to their taste, because they could not digest it. Now, the main object of early instruction should be to affect the heart. We are required to train up children in the way they should go. What then can be more obvious than that our first object should be to lead them |