In such previous exercitations, allusions, hints, consists the positive perfection of a Primer; just as the above-mentioned peculiarity of not throwing difficulties or hindrances in the way to the suppressed truth constitutes the negative perfection of such a book. 48 Add to all this the clothing and style. 1. The clothing of abstract truths, which were not entirely to be passed over, in allegories and instructive single circumstances, which were narrated as actual occurrences. Of this character are the Creation under the image of growing Day; the Origin of Evil in the story of the Forbidden Tree; the source of the variety of languages in the history of the Tower of Babel, &c. 49 2. The style--sometimes plain and simple, sometimes poetical, throughout full of tautologies, but of such a kind as practised sagacity, since they sometimes appear to be saying something else, and yet the same thing; sometimes the same thing over again, and yet to signify or to be capable of signifying at the bottom, something else:-- 50 And then you have all the properties of excellence which belong to a Primer for a childlike people, as well as for children. 51 But every Primer is only for a certain age. To delay the child, that has outgrown it, longer in it than it was intended for, is hurtful. For to be able to do this is a way in any sort profitable, you must insert into it more than there is really in it, and extract from it more than it can contain. You must look for and make too much of allusions and hints; squeeze allegories too closely; interpret examples too circumstantially; press too much upon words. This gives the child a petty, crooked, hair splitting understanding: it makes him full of mysteries, superstitions; full of contempt for all that is comprehensible and easy. 52 The very way in which the Rabbins handled their sacred books! The very character which they thereby imparted to the character of their people! 53 A Better Instructor must come and tear the exhausted Primer from the child's hands. CHRIST came! 54 That portion of the human race which God had willed to comprehend in one Educational plan, was ripe for the Second step of Education. He had, however, only willed to comprehend on such a plan, one which by language, mode of action, government, and other natural and political relationships, was already united in itself. 55 That is, this portion of the human race was come so far in the exercise of its reason, as to need, and to be able to make use of nobler and worthier motives of moral action than temporal rewards and punishments, which had hitherto been its guides. The child had become a youth. Sweetmeats and toys have given place to the budding desire to go as free, as honored, and as happy as its elder brother. 56