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what we call good principles," continued the worthy pastor; "now what are good principles, but certain truths brought habitually to recollection, as rules of conscience, and guides of conduct? Our knowledge of all the truths of revelation, can be of no further use to us than as they are thus, by being habitually referred to, wrought into the frame of our mind, till they become principles of action and motives of conduct. By a mere repetition of the words, in which these truths are conveyed, this will never be effected. The teacher, therefore, who wishes that his instructions may have the force of principles, must endeavour to bring the truths he inculcates, into such constant notice, that they may become habitual motives to the will. In a school where there is no order, no subordination, a boy may read lessons of obedience, and self government, day after day, without having any impression made upon his mind. Has he learned to steal and to tell lies; occasional
