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Nothing is more important in this system than a clear and interesting view of Christian doctrine. Perhaps the miracles illustrated by doctrinal proofs might be the well-known and effective plan of teaching the young by pictures. Instance the leper, Matt, 8.1-4. I. His leprosy—a picture of sin. Compare Num. 11.44-46, with Psalm 51.2,7. Isaiah 6.5. II. His application to Christ—an illustration of faith, in his sense of need, and dependence on Christ. Matt. 11.28. John 7.37. III. His healing—a representation of the power of faith. Isaiah 61.1. John 6.37. Heb. 7.25. Some of the most obvious types (as the bronze serpent, Num. 21.6-9, with John 3.14, 15.) might well allow this simple and interesting mode of doctrinal illustration. Dr. Beattie has indeed ventured the opinion (equally unchristian and unphilosophical), that it is of no use to teach children the doctrines of the Gospel, ‘because they cannot understand them.’ But is it desirable that they should know them at all? If we wait for intelligence as the commencing-era of instruction, shall we not find that, while we slept, another instructor and another system have preoccupied the ground? See Matt. 13.25. Compare also 21.16. We do not expect children to understand all that they learn. Much that we teach ourselves is upon the principle of faith more than of intelligence, being assured, that though there are “many things” in Revelation “hard to understand,” there are none that we are not bound to believe. We may therefore safely accord with the inspired rules of the wisest and most experiential philosopher—“Train up a child in the way he should go.” (Set a child right at the entrance of his way. Heb.) “In the morning sow your seed.” Prov. 22.6. Eccles. 11.6.