And having questioned them as to the difference between a cart and a coach, and satisfied ourselves that they understand the things that are mentioned, we close, by asking them what is the use of the horse after he is dead, to which the children reply, that its flesh is eaten by other animals (naming them), and that its skin is put into pits with oak bark, which is called tanning; and that when it is tanned it is called leather; and leather is made into shoes to keep the feet warm and dry, and that we are indebted to the animals for many things that we both eat and wear, and above all to the great God for every thing that we possess.
I cannot help thinking that if this plan were more generally adopted, in all schools, we should not have so many persons ascribing everything to blind chance, when all nature exhibits a God, who guides, protects, and continually preserves the whole.
We also examine the children concerning that ill-treated animal, the ass, and contrast it with the beautiful external appearance of the zebra; taking care to warn the children not to judge of things by their outward appearance, which the world in general are too apt to do, but to judge of things by their uses, and of men by their general character and conduct.

After having examined the children concerning the animals that are most familiar to us, such as the sheep, the cow, the dog, and others of a similar kind, we proceed to foreign animals, such as the camel, the elephant, the tiger, the lion, &c.

&c.

In describing the use of the camel and the elephant, there is a fine field to open the understandings of the children, by stating how useful the camel is in the deserts of Arabia; how much it can carry; how long it can go without water; and the reason it can go without water longer than most other animals; how much the elephant can carry; what use it makes of its trunk, &c.

All these things will assist the thinking powers of children, and enlarge their understandings, if managed carefully.