The narrative which has thus been sketched touches on some of the weightiest problems of human existence, and deals with motives both complex and lofty. I have entered into the interpretation of these motives for the purpose of showing that they are too complex and too lofty to be within the comprehension of children, and that it is an error, though unfortunately a common one, to attempt to use the grand career of a reformer and liberator as a text for the moral edification of the very young. They are wholly unprepared to understand, and that which is not understood, if forced on the attention, awakens repugnance and disgust. Few of those who have been compelled to study the life of Moses in their childhood have ever succeeded in conquering this repugnance, or have drawn from it, even in later life, the inspiration and instruction which it might otherwise have afforded them. For our primary course, however, we can extract a few points interesting even to children, thus making them familiar with the name of Moses, and preparing the way for a deeper interest later on. The incidents of the story which I should select are these: The child Moses exposed on the Nile; the good sister watching over his safety; the kind princess adopting him as her son; the sympathy manifested by him for his enslaved brethren despite his exemption from their misfortunes. The killing of the Egyptian should be represented as a crime, palliated but not excused by the cruelty of the overseer. Special stress may be laid upon the chivalric conduct of Moses toward the young girls at the well of Midian. The teacher may then go on to say that Moses, having succeeded in freeing his people from the power of the Egyptian king, became their chief, that many wise laws are ascribed to him, etc. The story of the spies, and of the end of Moses, may also be briefly told. The mention of the laws of Moses leads me to offer a suggestion. I have remarked above that children should be taught to observe moral pictures before any attempt is made to deduce moral principles; but certain _simple rules_ should be given even to the very young--must, indeed, be given them for their guidance. Now, in the legislation ascribed to Moses we find a number of rules fit for children, and a collection of these rules might be made for the use of schools. They should be committed to memory by the pupils, and perhaps occasionally recited in chorus. I have in mind such rules as these:[12] 1. Ye shall not lie. (Many persons who pay attention only to the Decalogue, and forget the legislation of which it forms a part, seem not to be aware that there is in the Pentateuch [Lev. xix, 11] a distinct commandment against lying.) 2. Ye shall not deceive one another. 3. Ye shall take no bribe. 4. Honor thy father and thy mother.