They were enabled to individualize the universal because the most universal, the simplest motives, still formed the mainspring in the conduct of individuals. It was not necessary for them to enter into the barren region of abstraction and generalization to discover the universal. They pictured what they actually saw. The universal and the individual were still blended in that early dawn of human history. We have thus far spoken of Homer and the Bible jointly. But let us now give our particular attention to the biblical narrative. The narrative of the Bible is fairly saturated with the moral spirit; the moral issues are everywhere in the forefront. Duty, guilt and its punishment, the conflict of conscience with inclination, are the leading themes. The Hebrew people seem to have been endowed with what may be called "a moral genius," and especially did they emphasize the filial and fraternal duties to an extent hardly equaled elsewhere. Now it is precisely these duties that must be impressed on young children, and hence the biblical stories present us with the very material we require. They can not, in this respect, be replaced; there is no other literature in the world that offers what is equal to them in value for the particular object we have now in view. Before proceeding, however, to discuss the stories in detail, let me remind you that in studying them a larger tax is made on the attention of children, and a higher development of the moral judgment is presupposed, than in the previous parts of our course; for in them a succession of acts and their consequences are presented to the scholar, on each of which his judgment is to be exercised. Those who teach the biblical stories merely because it has been customary to regard the Bible as the text-book of morals and religion, without, however, being clear as to the place which belongs to it in a scheme of moral education, will always, I doubt not, achieve a certain result. The stories will never entirely fail of their beneficial effect, but I can not help thinking that this effect will be greatly heightened if their precise pedagogic value is distinctly apprehended, and if the preparatory steps have been taken in due course. It seems to me that the moral judgment should first be exercised on a single moral quality as exhibited in a single act before it is applied to a whole series of acts; and hence that the fable should precede the story. In making our selection from the rich material before us we need only keep in mind the principle already enunciated in the introductory lectures--that the moral teaching at any period should relate to the duties of that period. _Adam and Eve in Paradise._