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I. THE CONDITION OF HUMANITY AND THE ULTIMATE PURPOSE OF GOD RESPECTING IT. The Jews a type of mankind. Humanity is the Son of God, legally disinherited by apostasy, and gross and sensual. The heart of the Father is set upon its restoration, by pure favour, by means of faith. The Divine purpose was spiritual, and man must be conducted to it gradually. So God put man to school that, by a course of preparatory discipline, he might have his senses exercised.

II. THE HEIR AS LONG AS HE WAS A CHILD WAS AT SCHOOL. The methods adopted were such as befitted his condition and age. The young mind is first made familiar with visible symbols, which for a time it mistakes for substance, but eventually learns the inner meaning. These methods were —

1. Prophetic intimations which must be put together like a dissected map.

2. A large picture-book was put before the scholars in the Levitical institute.

3. In addition to this pupils were required to do something, which constituted another process of emblematical teaching; ceremonies for purification, e.g.

III. THESE LESSONS OF THE SCHOOLMASTER BECAME A PREPARATION FOR THE GOSPEL. Christ was the end or scope of the law. The process of learning, however, was similar to what occurs in ordinary teaching. The mind of the scholar opens very gradually to that of the teacher.

1. The map which the young pupil had to study, the earthly land secured to Abraham, and his seed, is found to expand into a higher region, and to associate itself with another race (Romans 4:13; Hebrews 11:8, 13-16).

2. The pieces of prophecy are put together, and compose the majestic figure of the Messiah.

3. With new views of the centre figure the whole of the Levitical system assumes its Divine significance.

(1)  Its sacrifices become symbols of the better sacrifice.

(2)  Its purification of the fountain opened for sin and uncleanness.

(3)  Its feasts superseded by the spiritual privileges symbolized.

(4)  With all this comes a new and ennobling sentiment of obedience. The law is not now heard in thunder and as a terrible "shalt not," but a privilege and a joy.

(T. Binney, D. D.)There was a time of the world's minority, and a time when it came of age. These times were marked —

1. By two stages — bondage and liberty.

2. By two principles of action — law and faith. Moses was the world's schoolmaster, Christ became the world's higher teacher. This state of things obtains in natural life, and in the single heart's life. Observe —

I. THE USES OF RESTRAINT IN THE HEART'S EDUCATION. The law to the Jews was a system of checks.

1. To restrain from violence. The law is a schoolmaster to rule those who cannot rule themselves. In this stage it would be madness to relax from restraint.

2. To show the inward force of evil. Evil is unsuspected until opposed.

3. To form habits of obedience. Would you have your child happy, decided, manly? Teach him to obey.

4. To nourish the temper of faith. The use of all education is to form faith. The child does not know the reason of his teacher's command; he has to trust.

II. THE TIME WHEN RESTRAINT MAY BE SAFELY LAID ASIDE.

1. When self-command is obtained. To be brought to Christ is to have learned to deny self.

2. When the state of justification by faith has been attained. Justification is acceptance with God, not because a man is perfect, but because he does all in a large and generous spirit. In such a state a man acts on principle, and gets beyond enactments. Apply to parents and teachers. How is it that children of religious parents turn out ill?

1. Because there has been no restraint during the time of discipline.

2. Because restraint has been applied when there should have been an appeal to principle and faith.

(F. W. Robertson, M. A.)

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KJV: Wherefore the law was our schoolmaster to bring us unto Christ, that we might be justified by faith.

WEB: So that the law has become our tutor to bring us to Christ, that we might be justified by faith.