Let the teacher take a flower or an insect, and ask the, children if they could make such a one; and I never found one who would answer, "Yes." A microscope will increase the knowledge of its wonders.

The teacher may then make a needle the subject of remark; the children will admit that it is smooth, very smooth; let him tell them it is the work of man, and as such will appear imperfect in proportion as it is examined; and shewing them it through the microscope, they will perceive it is rough and full of holes.

As a contrast, let him take a bee, obtain their observations on it as it is, give them a short history of it, and they will acknowledge its superiority over the needle.

But on viewing it through the microscope, astonishment will be increased, and I have heard many say at such a time, "O sir, how good (meaning _great_) God must be!" The sting may then be pointed out, as _unlike_ the needle, and perfectly smooth; and thus truth may be imparted in a manner the most interesting and delightful.
The influence of such considerations on _character_ is obvious.

When the _greatness_ of God is spoken of, allusion may be made to our pride, and to the importance of humility; his _goodness_ may suggest the evil of unkindness, and the importance of benevolence; and his _truth_ may lead to remarks on its necessity, and the sin of falsehood.
A small plot of ground may moreover be appropriated to the children; some grains of wheat, barley, or rye may be sown, and they may be told that, at a certain time, they will spring forth.