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hardness we should think it impossible that the same heart could be brought into a state of light, warmth, and heavenly life.

We will next consider an inflamed piece of coal;―observe how bright it is, it is all transformed into a fiery mass :-now look at this piece which is half consumed; one side retains its original blackness, the other is changed into the appearance and state of fire.

Could we behold what takes place in the conversion and sanctification of the human heart, we should perceive a spiritual process, of which the facts we have observed may afford some illustration.-The sacred fire of the divine love takes hold of the heart, breaks it open, enters it, unlocks its dark hard being, penetrates every part, and by degrees changes it into its own bright substance.

The luminous piece I shewed you, may remind us of a happy soul who has lost its own nature in the divine-the blackness is gone, and it manifests nothing but the brightness which has been imparted to it.

The coal exhibiting on one side its own properties, on the other the properties of fire, may remind us of those souls who are undergoing the earlier process of purification, or sanctification: the divine love has begun to penetrate their being; they are as yet, however, renewed

but in part; and if they have on the one hand the glowing properties of fire, they have on the other, the yet unconsumed opposites of their own dark nature. *

If the Instructor find that the attention of the pupil is arrested, he may direct him to apply to himself the view we have been taking, and to ask himself these questions:

Have I yet become acquainted with my own fallen nature and its properties ?

Have I yet thought of being transformed into the divine nature?

If I have, do I entirely yield myself to the influence of the divine light and love ?

How far am I renewed; what progress is the work of sanctification making in my heart? How far do the qualities of my depraved nature still appear-how far do I manifest the effects of the operation of the Divine Spirit?

COLOURS.

Various simple and amusing exercises may be given to children upon colours.-In the summer they may be told to gather flower leaves of such or such a colour: they may first be shewn the three primitive colours, then their shades and combinations. In winter painted cards may be used.-When a rain-bow is visible they should be called to observe it, but as it is transient, and its hues blend into one another so that they can scarcely be distinguished, it may be well to have recourse to an artificial object which will shew the colours with sufficient clearness. By spouting water in the beams of the sun an artificial rain-bow may be formed.The different rays of light should be exhibited by means of a prism; and in the flame of a candle the three primitive colours may often be pointed out the lower part or cup of the flame is blue; in the body of the flame is the yellow; and in its thread or spiral extremity the red may be seen.-After the children have been accustomed to observe colours, a lesson something like the following may be given.

What can you tell me about colours?

Do you know how many there are? Think of all you can.

Where do we see the greatest number of colours united?

How many colours are to be discerned in the rain-bow?

Can you, in general, clearly distinguish them? Why not?

Which are the primitive or original colours? Can you, from these, trace the formation of the other colours?

Which colour do you observe on the outside of the arch? And which next? And next? How then is the orange situated with respect to the red and the yellow?

Observe that it is the union of two colours which forms a third.

What colour is between the yellow and the blue?

Of what two colours then is the green composed?

What is between the blue and the violet?

The violet appears like a fainter tinge of the indigo.

Do you know what will be produced by the union or admixture of colours?

If you were to mix together in certain proportions all the colours of which we have been speaking, you would produce a dirty white; in proportion to the perfection of the colours employed would be the clearness of the white.

What is the source of colours, and the agent in producing them?

What colours are contained in the light?

How is it that we do not distinguish these colours?

[The bright emanation we call Light is a colourless unity, which manifests things, but is not itself manifested by them; though the seven colours are contained in the light they are undivided, and indiscernible except by refraction and reflection-coloured bodies are more or less dense, light is composed of particles inconceivably fine.]

But is it possible to distinguish the different colours in the light?

By means of the prism, each ray will be divided, and may be exhibited in its own colour upon a sheet of white paper.

Go into the garden, and find amongst the flowers, specimens of as many colours as you

can.

Name to me some objects of different colours. How is it that different objects appear of different colours?

[The Instructor may tell the children, that the difference of colour is supposed to be chiefly occasioned by the absorption and reflection of different rays of light: he must explain to them the meaning of the two terms-that to absorb, means to draw in or swallow up; to reflect, means to bend or throw back. He should also explain the difference between reflecting and transmitting: snow reflects the rays of light; glass transmits them.-As white is formed by the union of all the colours in the light; black is occasioned by the absorption of every colour.] In a green leaf, or any other object which

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