The first object of the teacher is to excite a thirst for knowledge; not to pour unwelcome information into the mind.
It will probably be said, that however well adapted the plan recommended may be for the infantine scholars for whom it was designed, yet, it does not follow that it may be equally advantageous for those of a more advanced age; and if by this it is meant, that the very same lessons, &c., are not equally applicable in both cases, I perfectly agree with the truth of the objection; but it is the _principle_ of education that I recommend, and would affirm to be as applicable to children of the most advanced age, as to those of the youngest.

And I may further add that unless this is done, these schools will not be in a proper state to receive our children, so as to carry on the cultivation of all the faculties, instead of the memory only.

It is not sufficient to store the memory, we must give employment to the understanding.

It is not sufficient to talk to the children of piety and of goodness; we must present them with a living example of both, and secure, as far as possible, an imitation of such example.
As applicable to Sunday Schools, I would particularly recommend the use of picture lessons on scripture subjects, for the use of the junior classes, to be used as a sort of text for conversation, suited to the state of their mental faculties.

I am convinced that the knowledge acquired by this method is likely to make a deeper and more lasting impression, than that imparted in a less interesting mode.
Nor should the lessons on natural history be neglected, in my humble opinion, in the system of Sunday School instruction; inasmuch as the more the children know of the wonders of creation, the greater must be their reverence of the Almighty Creator; in addition to which it will enable the teachers to supply variety, a thing so agreeable, and, indeed, indispensable, in the instruction of children.