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    the idea of God , " says Mrs . Barbauld , in the preface of her admirable hymns" , a child should never remember the time when he had no such idea ; ' and in this sentiment I cordially agree . As soon as the understanding of a

    child appears sufficiently unfolded to form some notion of the inspection -and agency of an unseen Being , the first opportunity which presents itself should be chosen , aad a few impressive thoughts

    introduced , which , afterwards , in all probability ,. will often excite the inquiries of the child , and lead on to the gradual reception of all that is necessary . At what period the understanding may be expected to be thus unfolded *

    cannot , 1 imagine , be exactly speci - fied ; but it will probably be found to be before the age of three or four years . Nor canany definite

    advice be given , respecting the mode of introducing these thoughts ; but if a parent be sufficiently desirous of finding opportunities , they will not be long wanting : for instance , if a child be present ( either from accident or design ) during family worship , he perceives his parents in an unusual posture , and naturally inquires the reason ; this affords an opportunity not to be neglected ; and it is probable wat the silence which he observes

    and the peculiarity of the posture , Nay ma £ e considerable impression u P <> n his mind , and give it the "gat bias for the reception of re . "gious truth .

    There can be little doubt that f besf mode of early religious i nstruction is by conversation ; ? . that > i » almost every period 2 : !* ( * this should , as much as pose be encouraged , provided

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    that car £ be constantly taken , to make it consistent with that reverence with which we should always think and speak of God . But it will seldom be long after a child has learnt something of God f before he is able to read respecting him . His attention should- then

    be led to some of the most impressive and interesting passages oftheBible ^ with which parent * should also make themselves familiar ; and , perhaps , it may be desirable to lead him to learn ^ some

    of the most striking expression respecting the attributes of God ; such for instance as are contained in the 103 d , 139 th and 145 th Psalms , In this stage of religious

    instruction , some of Mrs . Barbaalds Hymns may be advantageously read and perhaps com - mitted to memory , as also several of those altered from Dr . Watts .

    About the same time , ( which will probably be about four or five years of age , ) the plan of catechising may be advantageously beguti ; and I know of no better book for

    this purpose than the short catechism of Dr . Priestley 5 in the preface to which several important observations will be found , with respect to the importance of early religious instruction , and in justification of this particular mode of iU Children cannot be too

    familiar with , the historical parts of the Bible ^ and with those other parts which will assist in cultivating their ideas with respect to God and duty . To give them some

    general notion of the scripture history 5 they may learn the short catechism in Dr . Priestley ' s altered edition of Dn Watts ; and when they are old enough to un ~ d erst and it . Mr . Turner ' s rery

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    On Early Religious Education . % 7 ?

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), May 2, 1811, page 277, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2416/page/21/