To apply this principle, then, to the moral training of the young by means of Scripture History, the method is obvious.--The events of the narrative are to be used as examples or warnings to the child in corresponding circumstances. If, for example, the teacher wishes to enforce the duty and the benefits of patience, the history of Job has been provided for the purpose. When that story is taught, and the lessons drawn and applied to the ordinary contingencies of life, such as accident, disease, or distress in a companion; or to circumstances in which the child himself may hereafter be placed; he will be better prepared for his duty in such events, or, in the words of Scripture, he will be "thoroughly furnished" to this good work. If they are to be taught meekness, the history of Moses, or of other pious men who have been tried and disciplined as he was, will be found best adapted for the purpose. And more especially, the life of our Lord, in which all the virtues concentrate, has been given "as our example, that we may follow his steps," and which ought especially to be employed in training the young "to love and to good works." The reason why example is preferable to precept in teaching children, will be obvious, when we consider the nature of the principle of grouping, as exercised by the young, and the difficulty they experience in remembering abstract or didactic subjects. When a child receives instruction by a story, the imagination is enlisted in the exercise, the grouping of the persons and circumstances assists the memory, and the moral and practical lessons which they have drawn from the narrative, are associated with it, and remain ready at the command of the will whenever they are required.--It was for this reason among others, that our Lord taught so frequently by parables; and, in doing so, has not only set the parent and teacher an important example, but has, in his teaching, illustrated a principle in our nature which he himself had long before implanted for this very purpose.