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that the exclusion of the sectarians of their day from their Commonwealth was most strictly a measure of selfdefence . Taking into view the insane conduct , and extravagant designs of these sectarians , the desperate and reckless avowal of their opinions must have been stopped , or the institutions , then-in-their-infancy , which , jthe
Pilgrims had suffered and were suffering so much to establish , must have been subverted ; or the Pilgrims themselves must have entered upon a new exile . What were these institutions , but the groundwork of the most perfect religious and civil liberty ! Prominent among those , remarked the preacher ,
were the separation of church and state , and the independency of each individual church . In the last , particularly , the discordant parts now work the harmonious action of the whole , and toleration in religion has a sure guarantee in the common interest of all sects .
The highest-honour we can give to the memory of the Pilgrims is to guard and improve their institutions , and to proceed onward as they would do , did they live in our age . To square our actions by their standard , to think in their thoughts , is not following up their spirit , nor is it conforming to the law , which God has stamped on the mental constitution . Onward and
forward waa their principle — the principle , that gives us this day cause to celebrate them , as the founders of this vast empire . This is the principle , that should animate their descendants in all their discussions , all their institutions , guided and restrained by the same elevated moral principle that distinguished the Fathers . This is an exceedingly faint and imperfect outline of Mr . Brazer ' s discourse . It is a matter of sincere
regret with us that he declines the request to publish it . T . Plymouth , Dec . 26 tfi , 1831 .
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At a meeting of the Boston ( U . S . ) Sunday School Society , the question offered for discussion was , whether Sunday-Schools should be exclusively devoted to religious instruction . The following are extracts from the different speeches made on the occasion : —
Professor HENRT ^ WlLKE ^^ ' -Trhe Sunday-School teacher is a minister of Christ . He is to teach Christ , and as Christ taught ; he is to teach the Bible , and as the Bible teaches . How was it with the great model of Christian teaching , the Saviour him * self ? He does not always teach in the express language of direct
revelation ; but he bid us look and learn for ourselves , from the lily , the vineyard , the sparrow , the harvest , the sheepfoid . Much of his most . affecting instruction is enforced by such illustrations . Why should not his ministers do the same I Why not carry into the Sunday-School the flowers of the field , and tell of the
birds of heaven , and discourse , like Jesus , on the Providence which watches over the falling sparrow ? Some persons have objected to the introduction of stories into the Sunday-School , and , doubtless , it should be done with moderation artd
discretion . But they need not be excluded , —for » here again let us ask , how did Christ teach ? Was it not his favourite mode to teach by parables 1 Are not the stories of tlie Prodigal Son , the Good Samaritan , and the Ten Virgins , as instructive as if they had been couched in a different form ? So
that when you carry a wholesome story to your class , you teach as Christ taught . It is necessary ( and perhaps not necessary ) to : add a brief caution , for there js ^ danger t . hat in bringing forward instruction from Natural History , and by tales , the great end should be sometimea lost sight of , and knowledge and entertainment be substituted for religious impressions . Against this we cannot too cautiously guard , We must con-
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52 UNITARIAN CHRONICLE *
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SUNDAY-SMOOL TEACHING . .
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), May 1, 1832, page 52, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1811/page/4/
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