Whoever will investigate the subject closely, will find, that the above is a pretty correct picture of the mental process, wherever temptation is opposed and overcome by means of religious principle;--but it is also worthy of remark, that the form is still nearly the same by whomsoever a temptation is resisted, and whether they do or do not take the Scriptures for their text-book and directory. The only difference in such a case is, that their lessons have been drawn from some _other_ source. For example, another boy exposed to the above temptation might successfully resist it upon the following grounds. He might say, "I must not absent myself from public worship; because I shall then lose the promised reward for taking home the text;"--"I dare not profane the Sabbath; because, if I did, my father would punish me;"--"I will not go with these boys; because I would be ashamed to be seen in their company." In this latter example, we have the same lessons, and the same application, although these lessons have been derived from a more questionable, and a much more variable source. In both cases, however, it is the same operation of Nature, and which we ought always to imitate therefore upon scriptural and solid grounds. These examples might be multiplied in various forms, and yet they would in every case be found substantially alike. The application of knowledge, whether by the common or the moral sense, is carried forward only in one way, in which the truth, the lesson, and the application, follow each other in natural order, whether they be perceived or not. To this process, therefore, every branch and portion of our knowledge ought to be adapted, as it is obviously the great end designed by Nature in all her previous endeavours. The parent, therefore, or the teacher, who wilfully passes over, or but slightly attends to these plain indications, is really betraying his trust, and deeply injuring the future prospects of his immortal charge. The several circumstances enumerated in the previous part of this chapter, as connected with the moral sense, are capable of suggesting many important hints for the establishment of education; but there are one or two connected with the subject as a whole, to which we must very shortly allude.