CHAPTER IX.

RELIGIOUS WORSHIP.

UNLESS the desire to render to God the homage of adoration become, throughout the course of a religious education, stronger in proportion to the progress of instruction, the knowledge of the most sublime truths will not fructify in the mind. Nature and the Gospel alike reveal to us a Creator; but it is only by means of religious worship that our souls can enter into communion with Him. Without this, we should remain strangers to God, indifferent to his perfections, little solicitous of approximating to them even in that slight degree of which we are capable, and deprived of that succour which religion, a religion lively, active, and fruitful in good works-yields to every individual.

The worship of the heart is no doubt the most perfect of all: the homage thus involuntarily offered is more energetic, more really sincere, than that which is produced by example, nurtured by habit, and guided by prescribed forms. But how can children be led to this pure adoration? How can we first excite, and afterwards continually renew that sublime

rapture, which, without any external impulse, raises the soul to God? To inspire children with this internal and spontaneous worship, the adoration of a God who is a Spirit, in spirit and in truth, should ever be our aim: but neither this, nor any other object in education, can be attained without much care, and a judicious choice of means.

The most natural method, and that best adapted to the attainment of the proposed end, is for a mother freely and openly to communicate her own impressions: if she herself feel deeply the mercies she receives from God, her child will soon do so likewise. If, when he receives some unexpected pleasure, he hears her thank God for bestowing it on him, he will soon unite his praises to hers. "Oh my God, I thank Thee that Thou hast made such a person so good to me," is the simple form of thanksgiving which Mrs. Hamilton recommends to be suggested to a child when he finds himself the object of some unexpected favour. God, who holds the hearts of men in his hand-God, who clothes the lily of the field, and forgetteth not even the little bird,— God, who is the immediate author of all that we behold in nature, and who has bestowed on weak human beings those brilliant faculties which have enabled them to produce such wonders of art, with such a subject we can never be at a loss for

interesting conversation with our children; and it is one which may at the same time be proportioned to every degree of feeling, as well as of intelligence, and may lead the way to their fullest developement hereafter.

But after all, the most regular method is the most certain; and this should consist in the practice of domestic worship of such a nature as will suit the age of the child: this will form a daily exercise of piety continually adapted to his growing capacity. Nothing is to be done without regularity; we cannot produce any effect even on our own minds but by continuity of impression; and when the question relates to the formation of devotional feelings, how can we trust to those temporary impressions which so continually deceive us? Why not have recourse to that appropriation of certain hours which we find so useful on other occasions?

If it be true that we cannot depend on ourselves, how much less can we do so on children. More volatile, more trifling, than we are, they are unaccustomed to occupy themselves with purely intellectual objects. Knowing little of morality, yet not aware of their ignorance, they must be taught to wish for more knowledge: we must fix deeply in their minds a desire for growth in piety, and for daily aid and strength from Heaven. For this purpose, habits, forms, example, are all necessary instruments in order

to carry on the noblest work of education, the formation of a religious spirit, and that consecration of the whole life which is its natural consequence.

The same sacred volume which furnishes us with opportunities of imparting religious instruction, becomes also an auxiliary in religious worship, affording us a powerful means of raising the soul to God. There is a peculiarity in the language of scripture, in its style so energetic and full of meaning, producing an effect of which nothing can supply the place to those who have been early imbued with its spirit; though it may perhaps astonish those by whom this spirit has not been imbibed. Children, naturally endowed with a wonderful instinct for every thing which relates to the expression of the thoughts, soon feel its force and beauty. Passages selected from the Bible, but read from the book itself, not changed into a form or language of our own, inspire them with reverence, and at the same time greatly excite their interest. The grandeur and oriental splendour of the images of the Old Testament captivate their imagination the simplicity and plainness of the parables in the New Testament touch their hearts. But it is the Psalms more especially which open to them an abundant source of consolation and love. From them they learn a feeling for the beauties of creation, and a per

ception of the harmony subsisting between religion and nature. Some of these psalms are repeated, even by the youngest children, with perfect delight, and are never heard in after life without emotions of the greatest pleasure. It would be very desirable to have hymns, simple in their language, and adapted to the capacities of very young children, composed on these beautiful models.* In all infant schools the children sing hymns together with an effect which is really touching; they understand and feel what they sing, and even the youngest amongst them join their uncertain voices with the rest. Why should we refuse to avail ourselves of the powerful aid of harmony, where the object is so desirable, and the means so innocent?

But after all, prayer is the most important act of devotion,- that in fact which constitutes its essence. The sublime, yet simple, idea of prayer connects itself with all our notions of our relation to God. The mere contemplation of the Deity almost necessarily supposes a

* We are fortunate enough to possess, in our language, some most beautiful hymns, by the late Mrs. Barbauld, suited to children, and written in a strain of simple, but highly poetical prose. There is also a small volume of hymns for children, in verse, by Miss Jane Taylor, most of which are well adapted for their purpose; and many other simple hymns are in use at various infant schools, from which a very good and useful selection might be made. Note by Translator.