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MORAL LESSON BOOK :
EMBRACING THE PRINCIPLES WHICH, AS DERIVED FROM
AUTHORS, SHOULD REGULATE HUMAN CONDUCT.
Arranged and adapted more especially for the 145€ of
Young Persons in Schools and Families.
Curate of St. Saviour's, Herne Hill Road ;
“The Complete Reader,' &c.
Part II.-0f Duties concerning the Mind.
'He that ruleth his spirit is better than he that taketh a city.'
A SCIENTIFIC STUDY OF HUMAN NATURE
ESSENTIAL AS THE BASIS OF EDUCATION.
"Would not Education be necessarily rendered more systematical and enlightened, if the powers and faculties on which it operates were more scientifically examined, and better understood ? '
"For certain it is, the great End of all Philosophy, natural and moral, is to know ourselves and to know God. It has often occurred to my mind in digesting my thoughts upon this subject, what a pity it is that this most useful science of morals should be so generally neglected.. Forming the manners is more necessary to a finished education, than furnishing the minds of youth. Socrates thought so, who made all his Philosophy subservient to morality.'
Preface to Mason's Self-Knowledge.
THE USE OF STORIES AND ANECDOTES IN
"Stories and anecdotes are very uninteresting, unless introduced to illustrate some point of instruction. To read and to tell them without illustrating some important, weighty instruction, is to make your dinner of the spices which are designed as a seasoning to your meat.'
It will be allowed that THE WHOLE OF MAN'S NATURE is necessary to an efficient Moral and Religious education.
The recognition of the truth stated in the above sentence has led to the production of the Practical Moral Lesson Book,' with a view to the supply of a want which, in the Editor's opinion, confirmed by that of very many eminent friends and promoters of Moral education, is greatly felt by Teachers of schools of all classes throughout the country. The Editor, in conjunction with an earnest student of Moral Science, has been induced to publish this Series in the belief that (1) the time is specially appropriate for its production, and that (2) the subject has not hitherto received the attention which its great importance demands.
(1) Whatever may be thought as to the propriety of the course, all parties must agree that the tendency of legislation in the present day is, if not to secularise education, at any rate to assert the principle that