CONTENTS TO PART I. The Temple and its Scenery.-The History of the Temple.-Lord Ainsley's Character. His imperfections. His acquaintance with Marsden.—Marsden's influence over him. Their religious and philanthropic zeal take the channel of education.-Discussion as to their preparatory work.-They perceive this is the study of Man.-The Physiology and Chemistry of the Mind.-They Study these INDUCTIVELY in the School-room.-The experimental prepara- tion of Lessons.-The advantage of this Exercise to themselves.— How the Child instructs the Teacher.-Lord Ainsley erects Normal - The School and Parsonage.-Visit of Elwood to the Temple.-Arrival education.-Marsden calls attention to the principle, that the Pupil CHAPTER III. Suggestiveness of Gothic Architecture.-Meaning of the Arcade or love and sympathy. Our sense of obligation must flow out of some affection. The Teacher must often become the principal centre for such affection.-The mistake of expecting the sentiment of duty where there is no love.-Sympathy must be awakened by realizing to ourselves the inner life of others.-This is to be effected by "Pictures of Life."-How the primary feelings, when awakened, are to be directed upon actions, and how the moral judgment is to be drawn forth.-The method threefold.-Symbols of the method. --Actions considered as doors.--Consequences are like spirits behind the doors.-Actions moral and immoral on account of consequences. -Teachers must make the doors of actions transparent. The parable of the good Samaritan a model of the method.-Analysis of parable. Its threefold work.--The moral training of the Temple all moulded from this parable.-Natural effect of such influences.-Yet we cannot make beings good.-Share reserved to the will.-39-54. An idea now given of the two halves of the education of the porch, tuitional mind.-This form of mind the result of a false education. -The minds of children are endogenic.-How pastors of various denominations can take their departure from the same ground of religious consciousness.-Hence all creeds and forms spiritualized. -The ascending must precede the descending course in religious LESSON I.-Speaker reminds them of the great meaning of Nature as the Image of the Perfect Intellect. The emotions it has awakened. ---Admiration for the beautiful.—Awe for the grand.—Curiosity for the true.-Wonder at the mysterious.-Yet we must not remain in vague wonder.-We are compelled, by our intuition, to behold a will in the Mysterious Power.-His Character.-The Universe a double meaning to us-model, after which to build up our own intellect-symbol of the Infinite Intellect.-Intellectual yearnings should rise to worship.-Prayer.-Elwood's reverie.-Speaker con- tinues, presenting God as the object of dependence, gratitude, LESSON II.-Power met not only in Nature, also in the Mind.- Reminiscences of periods of moral feeling.-Their Sabbath beauty, and peace, compared with periods of the lower life.-How did this diviner life come?-From a Will, not ours.-Same inference as to all higher minds.--Our moral being manifestation of the moral being of God.-Our ideal of a divine life symbol to us of God. LESSON III. Two ends of existence seen, to build up the intellect and awaken the moral life.-But also a third to Minister.-Our ideal of ministration another symbol of Deity.-This threefold worship accompanied by ASPIRATION.-Which takes the form of penitence. --Aspiration, which makes us feel kindred to the Highest, reveals the worth of our nature, and hence, and from the sympathy of God |