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    Untitled Article

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    Untitled Article

    Enquiry after a Pamphlet . Sir , March % Oth 1811 . £ pamphlet has been into my hands , entitled «* An Exact Relation of the Wonderful Cure of

    Mary Maillard , " &c . It was publiahed in 1730 , thirty-seven years after the date of the event whicfi , it records i and it refers to a narrative of this cure which appeared « presently after it was wrought / ' *

    Upon this subject there are two inquiries which I am desirous of addressing to your correspondents , and by an answer to which I shall be much obliged :

    1 . Is a copy of the earher account to be procured , or can any intelligence be gained concerning it ? 2 . Is it known who was the

    author of the Exact Relation /' with what particular view it was published , at so long an interval , and what degree of attention it excited ? I am , Sir , Yours . &c . N .

    Untitled Article

    On Early Religious Education , JV " o . // . —Communication of Religious Knowledge . With respect to the communication of religious knowledge , our

    business as parents is , in the early stages of education , comparatively plain and easy : indeed our chief danger is that of attempting to do too much . The progress of f t we understanding' is necessarily * l ° w ; and as much injury may ° done , b y -attempting to hasten Jttoo much * , as by suffering it to go on without direct cultivation . We must therefore endeavour to Proportion the communication of ~~ I , ^ >

    < . . .. . * Exact Relation , p . 13 .

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    truth , to the faculties of those vvho are to receive it . The most important truths respecting the attributes and dealings of God * arc

    the most simple , and though even these cannot be fully comprehended by a child , yet they can be so far understood , as to lay the foundation of religious

    affections and of religious conduct . These truths are , that there is a great and good Being who , though we cannot see him , always sees us , every where and at all times , by night as well as b y day ; and that he loves those who are 2 ood

    and is displeased with those vvho are wicked : that though we die , we shall all live again , and that God will mate the . good happy for ever , but thatlie will then punish those who have been disobedient and wicked . It may not be desirable in the earliest periods of instruction to communicate all

    these truths together , or to dwell long at a time upon them : opportunities too should be chosen when the little mind is alive and

    active , but at the same time disposed for thought ; but they should be frequently chosen . When once some notions respecting God have been introduced into the mind , they shoiild not be allowed to escape , nor to lie unemployed , but should often be repeated and connected with various other thoughts which naturally lead to

    them , and particularly with those which are pleasing , and likely of themselves to be repeated . For instance , children should be taught when any observation of their own leads them to it , that it is God who keeps us alive , that it is God who takes care of us , that he made the different objects which attract their attention * that it is he who

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    On-Early Religious Education . 2 / 5

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), May 2, 1811, page 275, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2416/page/19/