M^^ ^i m ®hw%ral ^^ mil PRINCETON, N. J. ^^ri % BV 1510 .G78 1871 The Sunday-school world Shelf. J.V i*im/cr ; THE Sunday-School WORLD: AN ENCYCLOPAEDIA OF FACTS AND PRINCIPLES, ILLUSTRATED BY ANECDOTES, INCIDENTS, AND QUOTATIONS FROM THE WORKS OF THE MOST EMINENT WRITERS ON SUNDAY-SCHOOL MATTERS. Edited by .JAMES COMPEE GEAY, Author of " Topics for Teachers" etc., etc. J^merican Edition furnished bij J. C. GAKRJGUES AND CO., PHILADELPHIA, 608, ARCH STREET. 1871. ' & PREFACE. THAT a work of the nature of the *' Sunday -School World'' was needed by Sunday-school teachers, was suggested to the compiler both by the numerous letters on Sunday-school matters addressed to him as the editor of a Sunday-school magazine, and by his own past experience of a teacher's requirements. He recalled the day when, as a young and inexperienced teacher, he had to take his place among those who had to discuss the various relations and departments of the school. He remembered how wild, and utterly impracticable, many of his suggestions were ; and how equally wild and impracticable were the sugges- tions of many of his fellow-teachers. He could not forget how, for want of some standard of appeal on subjects of practical importance beyond their knowledge and expe- rience, many things were attempted that had better have been left untouched, many more were commenced which had presently to be abandoned, much fruitless labour was misapplied, much time was wasted, and much disappoint- ment resulted. As a consequence many, lacking patience to find out " a more excellent way," abandoned the work in utter despair, and some of these recruited the ranks of the prophets who predicted the speedy collapse of the Sunday-school movement. We were in those days as pioneers, who, in many parts, where plans and systems were unknown, except by vague and distorting rumours, had to make our own roads, and clear away the difficulties that were constantly, and to us always unexpectedly, crop- IV PREFACE. ping up. With good tools we should have proceeded more effectively, directly, and rapidly. Those tools were not within our reach, and, as each new difficulty presented itself, we had to write to distant friends and to the small staff of editors of those days, generally to get a reply quite unsuited to our need, or too late to be of service, or needing further explanations, pending which we blundered on through the entanglements of our position, like men groping in the dark to the light, far, far away. Those were days prior to the time of *' hand-books," and "guides," and "manuals," and the like. Of the few books bearing on Sunday-school affairs, only one or two solitary examples found their way into small towns and villages where schools were likely to be started ; and those two or three usually dealt with departments, — more especially the teacher's work and cha- racter, — and not with the Sunday-school as a whole. Since that period of tentative effort, the very multiplication of books has created another difficulty. The young teacher is now directed to so many sources of information on every conceivable subject of enquiry, that he is likely to be bewildered by the great host of authorities, if he be not also perplexed by the cost of so huge a library. It cannot be expected that every book the teacher purchases shall be a book having relation to the Sunday-school. He has to be a more general reader to save himself from narrowness, and the charge— too often deserved by Sunday-school men — of riding his favourite hobbyhorse to death, and of airing his " peculiar views " on most unseasonable occasions. At most, the Sunday-school department of a teacher's private library must be limited. Having to take his share in teachers' meetings, and not desiring — if he have any laudable ambition — to be always in the back ground in discussion, or to stop the way with mere rudimental sug- gestions and questions, his library should certainly include PREFACE. at least one book that may supply him with a bird's-eye view of the cause to which he has devoted his hand, his head, and his heart. Having to take part in some such meetings ; being apprised before-hand of the subject to be discussed ; having, perhaps, himself to prepare a paper on that subject; he will naturally like to fortify his position with the views of other and more experienced men, or note the strong points of those who may take different ground from himself. That is one case that this book will in some measure meet. Another is this, — already suggested by the opening sentences of this preface, — a number of warm- hearted and earnest-minded friends have purposed to establish a Sunday-school. They wish to begin in the right way, and put their school on a right basis from the begin- ning. They have officers to elect, the library to form, the funds to collect, the building to erect or arrange, the scholars to classify, and the rules and organisation to map out. Not being proudly self-reliant and conceited, and being anxious to economise their strength and time, they wish to consult what has been written on these and other inevitable matters. To their consternation they find that the information they need is scattered through many volumes. They must either adopt the unsatisfactory method of relying upon their own judgment, or they must purchase a considerable library of hand-books, &c., and then lose time in reading, discussing, and selecting. This book will, in a great measure, meet their case. It i& believed also that ministers, and many friends outside the Sunday-school, may here find many valuable hints on both the practice and the theory of this most important auxiliary to the Christian Church. In preparing such a book for his friends and fellow- labourers, the compiler had, first of all, to collect, and then carefully examine, all the most important works, both Tl PREFACE. English and American, bearing on those various depart- ments of the Sunday-school on which he believed the reader might wish to be informed. No name of any note, in the Sunday-school world, has been intentionally over- looked. Eeserving to himself the right of selecting what he deemed the best illustrations and arguments for the question in hand, and in nowise subscribing to every opinion transferred to these pages, he has endeavoured, as much as in him lay, to deal out a measure of equal justice both to all the authorities quoted and to all the subjects treated. While he trusts he has taken no unfair liberties with the writings of any, beyond those usually accorded to compilers, he desires especially to thank those who, anti- cipating his wish to give extracts from their published works, wrote to him immediately on the appearance of the first part of this compilation—on both sides the great Atlantic — and, unsolicited, gave him cheerful permission to make what use he pleased of any books bearing their names. Such a suggestion, given with so much grace and kindness, is but one instance, of many, of the freemasonry existing among the advocates and adherents of the Sunday- school. The great desire of them all is — especially of those who had to deal with early discouragements themselves — that the earnest working teacher, whose self-denying labours, though often acknowledged, have never yet received, and perhaps never will in this world meet with their full meed of praise, — may have his path made a little smoother, his toil made less wearisome, and be fully prepared unto every good word and work. If this "collection of facts and opinions " should contribute — however slightly — to such a result, the compiler will be abundantly rewarded. \tksologio&l SECTION THE FIRST. PAGE The Ixstitutiox 1 — i8 History 1 Objects 17 Relation to the Church .... 21 Eelation to Pastors 26 Eolation to Parents 32 Siistentation 36 Direct Results .37 Organisation 40 Collateral Results ..... 46 SECTION THE SECOND. The Superixtejtdent and Sec- retary 49 — 96 Introductoiy 49 Superintendent 50 General Qualifications .... 53 Special Qualifications ' .... 56 Duties 65 Discipline 74 Relation to Teachers and Scholars 78 Disqualifications 83 Secretary .87 Addenda 89 SECTION THE THIRD. The Teacher 97—144 His Relations 97 Qualifications 102 PAGE Preparation 110 Manner in Class 117 Method in Class 120 Visiting 135 A Portrait Galleiy 138 A Teacher's Mistakes .... 143 SECTION THE FOURTH. The Scholar 145—192 Home Relations 145 Conversion of Scholars .... 148 The Scholar in Training . . . 151 Early Piety 154 Pious Scholars 162 Older Scholars 170 Treatment of Scholars .... 173 Awkward Scholars 176 Classification 184 The Missing Scholar .... 190 SECTION THE FIFTH. The Infant-Class .... 193—240 General View 193 Organisation 202 The Teacher 206 Methods ..." 214 Object Teaching 219 Object Lessons 229 Pictorial Teaching 230 The Blackboard 233 Examples of Blackboard Lessons 234 Vlll CONTENTS. SECTION THE SIXTH. PAGE Tke Children's Service . . 2J:1 — 288 Historical 241 Tlae Service Described . . . .247 Sermons to Children .... 258 A Change Necessary .... 266 Opening of the Service .... 267 The Prayer 269 Addresses to Children .... 271 Outlines of Services, &c. . . . 278 SECTION THE SEVENTH. The Library and Librarian 289 — 336 The Librarian 289 The Library 290 Selecting the Books 301 Library Plans 305 Teachers' Private Library . . 313 Teachers' Section of the School Library ....... 316 The Young Men's Section . .319 The Yoimg Women's Section \ 322 The Scholars Section .... 322 SECTION THE EIGHTH. Auxiliary Agencies . . . 337 — 384 Unions and Institutes .... 337 PAGE Mission Schools 340 Visiting and Visitors .... 344 Teachers' Improvement Meetings 347 Prayer Meetings 352 Singing and Music 356 The S. S. Post-office .... 365 Temperance Societies .... 366 The Savings' Bank 369 Anniversaries, &c 370 Foreign Missions 374 Extra Meetings 379 Senior Classes 380 SECTION THE NINTH. Encouragements 385 — 432 Cxeneral Principles 385 Perseverance Kewarded . . . 390 Indirect Results 397 Ministers from the S. S. . . .398 Defen-ed Eesults 404 Benefits to Scholars 408 Benefits to Parents 414 Sabbath-keeping Promoted . . 416 Teachers Benefited 418 Happy Deaths of Scholars . . 421 Various Eesults 424 ;f I. THE INSTITUTION. HISTOEY. 1. Civilisation and OMldren. — Civilisation is traced by marking tlie progress of history. "VVe may read the records of numan life, pro- foundly probing for the motives of men, analysing conventional laws, rules, and customs, until at last we venture to say, from a wide deduc- tion of particulars, we are beginning to learn the steps of advancement among the nations. And now it has come to be confessed by the widest philosophers that the clearest evi- dence of a lofty civilisation, for any people in any age or clime, is found in the provisions which are made for little children. Savages bind up their infants with afflictive thongs of bark, as the most expeditious dis- posal to be made of them. Never till a land has leisure, never till a nation has refinement, never till most of the steps upward have been taken in the way toward exalted at- tainment, does there come even one look of appreciation or sympathy for these "feeble folk" of society more than the merest necessities of ex- istence, or the exigencies of conve- nience require. He who, with kind heart, and subtle ingenuity of in- vention, sits down at his desk to illuminate a juvenile volume with an extraordinary frontispiece, or toils at hi^ bench to construct a me- chanical toy for a little child, is in one sense both the product and the type of the truest and the highest civilised humanity. — Dr. Eohinson of Broohlyn. 2. Children and Christianity. — The history of Sabbath-schools is nearly allied to the onward progress of the Church of God in the earth. In all ages, whenever pure religion has been revived, it would seem that especial attention has always been given to the early religious instruc- tion and training of children and youth by the Church of God; and herein lies the grand Sunday- school idea. — Pardee. _ 3. Origin. — To trace a mighty V- river to its source has ever been con- sidered a sublime and interesting employment. It is pleasing to ascend its course from the point where it opens into the ocean, and becomes the inlet of wealth to an empire, till we arrive at the spot where it bubbles up a spring but just sufficient to irrigate the mea- dows of a neighbouring farm, and in descending to observe, as it re- ceives the confluence of tributary waters, how it diii'uses its benefits to the tribes that dwell upon its banks. Still more engaging is the task, to trace the streams of Chris- tian benevolence to their source, and contemplate the origin of those in- stitutions which diffuse eternal bless- ings t:0 immortal souls. For what is the Nile or the Niger, the Missouri, the Euphrates, or the Thames, com- pared to the river of life? The smallest rivulet which flows into SUNDAY SCHOOL WORLD. this celestial stream lias more sub- limity and importance than the mightiest rivers upon earth, and wiU be traced with the deepest interest upon the map of the Redeemer's kingdom millions of ages after the ocean itself shall have been for ever dissipated. Justly, therefore, may it be accounted an object worthy our attention to trace, by a rapid sur- vey, the origin, the progress, and improvement of the Sunday-school Institution. — J. A. James. 4. S. S. and Piimitive Church. — It was not until nearly the close of the second century, or, accord- ing to Tertullian, in the year a.d. 180, that the Christian Church felt compelled, in order to check the defection of heathen converts, to set about the establishment of those celebrated , catechumenical schools, of which Origen was one of the catechists, for the systematic re- ligious instruction by the Church of Chiist of the children and youth. — Pai'dee. 5. S. S. in Dark Ages. — So useful and necessary, however, did this work prove itself to be, that very soon similar schools were uni- versally established. They con- tinued to flourish until near the close of the sixth century, when they declined and became obscured for ten long centuries in the gloom of the Dark Ages, with only an oc- casional prince, or pastor, or layman, in the spirit of the Master, to teach the children the way of life. — Ibid. 6. Luther's S. S. — In the six- teenth century, however, on the dawn of the Reformation, Martin. Luther established his celebrated Sunday- schools at Wittembm-g in the year 1527 ; and soon after John Knox inaugurated the Sunday-schools of Scotland, "with readers," as the history of Scotland informs us, in 1560 ; so that on the incoming of the Reformation the children were again " taught of the Lord." — Ibid. 7. Borromeo. — In the year 1580, Borromeo, the pious Archbishop of Milan, established a system of Sun- day-schools throughout his large diocese in Lombardy. — Ibid. 8. The originator of Sun- day-schools appears to have been St. Charles Borromeo, Cardinal and Archbishop of Milan, and nephew of Pope Pius lY. He died in the year 1584, at the early age of forty-six, of a violent fever caught in the neighbouring mountains. — Watson. 9, -"— Many of his (Borro- meo' s) excellent institutions still remain, and amongst others, that of Sunday-schools; and it is both novel and affecting to behold on that day (Sunday) the vast area of the cathedral filled with children, form- ing two grand divisions of boys and girls, ranged opposite each other, and then again subdivided into classes according to their age and capacities, drawn up between the pillars, while two or more instruc- tors attend each class, and direct their questions and explanations to every little individual without dis- tinction. A clergyman attends each class, accompanied by one or more laymen for the boys, and for the gii'ls by as many matrons. The lay persons are said to be oftentimes of the first distinction. Tables are placed in different recesses for writ- ing. This admirable practice, so beneficial and so edifying, is not confined to the cathedral, or even to Milan. The pious Archbishop ex- tended it to every part of liis im- mense diocese, and it is observed in all the parochial churches of the Milanese, and of the neighboui'ing dioceses, of such at least as are suf- fragans of Milan." — Rev. J. C. Hustace, *' Classical Tour,''^ SUNDAY SCHOOL WOKLD. 10. A more recent traveller (Rev. J. Stougliton, " Scenes in Many Lands, with their Associa- tions,") says, that he was very anxious to ascertain whether the same practices still prevailed: * ' They do ; and not only did we see the classes assembled in the churches, but in one or two cases there were school-rooms with forms placed, and the children gathering so completely a V Anglais, that a Ohiistian friend and Sabbath-school teacher, who ac- companied me, observed, he could fancy himself at home, about to enter on his accustomed toils." 11 These schools are held from two to four o'clock in the after- noon, and are closed by the pastor with a catechetical discourse. The books used contain an explanation of the creed, the commandments, the Lord's prayer, and the sacraments, and have sometimes annexed an ac- count of the festivals, fasts, and public ceremonies. Had these insti- tutions extended beyond Milan and its neighbourhood into other coun- tries, Borromeo might have been justly considered the founder of the Sunday-school system. This was not the case. His example was not followed beyond the immediate circle in which it had arisen; and the Sunday afternoon catechetical exer- cises in the Romish or in the Protes- tant Church cannot be at al] identi- fied with the modern Sunday-school. — Watson. 12. Hacker's S. S.~The first " Sabbath- school" was founded by Ludwig Hacker, between the years 1740 and 1747, at Euphrata, I^an- caster county, Pennsylvania, among the German Seventh-day Baptists there. The school-room was used m an hospital, after the battle of Brandywine, fought in 1777. This event occasioned the breaking up of the schools about five years before the first S. S. was instituted in England, at Gloucester, by Robert Raikes, about 1782. — Hadyn^s Diet, of Dates (see 65). 13. Early S. Ss.— It has been repeatedly asserted that Sunday- schools existed in Scotland long before the time of Raikes. "The Sabbath-school Messenger," an ex- cellent pictorial monthly, published in Glasgow, made the following statement in one of its numbers for 1860: — " The successor of the cele- brated Boston (of Ettrick), Mr. David Lambert, is said to have taught a Sabbath-school in Ber- wickshire, highly spoken of for its blessed efiects, so early as 1710. The late Rev. Dr. Burns, of the Barony Parish, Glasgow, in a letter to Dr. John Brown, dated May 12th, 1826, says : — .' I remember that, in 1782, the Sabbath-schools in Glas- gow and in the Barony parish were established, and I beheve that they were begun before we received in- formation of what was done by Raikes. I know I regularly at- tended those in the Calton in 1782.' Other godly elders and ministers have been mentioned as being in the habit of gathering the children together on Sabbath evenings, and examining them as to their know- ledge of the catechism many years before the above date." There were efibrts made in Wales also about the same period. In the year 1784 Asbury was moving for the establish- ment of Sunday-schools in America. —Dr. Steel. 14. Alleine and others. — There have been indi^dduals occasionally gathering together young persons for religous instruction on the Lord's day. This was done by the Rev. Jos. Alleine, author of the "Alarm to the Unconverted," in 1688 ; by Theophilus Lindsey, of Catterick, in 1763 ; by Miss Harrison, at Bedale, 2 SUNDAY SCHOOL WORLD. in 1765 ; and by Miss Ball, at Higli Wycombe, in 1769 ; and probably by many others whose names have not been recorded. — Union Mag. 1856. 15. Isolated efforts. But all these were isolated efforts ; the intiuence of which ceased with the removal of the parties originating them. About the year 1780, the idea of thus be- nefiting the rising generation appears to have occurred to individuals re- siding in different localities. — S. S. Teachers' Mag,, 1842. 16. Present, independent of past. — But it would be incorrect to assign the origination of the present Sun- day-school system to any of these praiseworthy efforts. Had not Divine Providence raised up some other in- strumentality, the work would not have been done. They, however, prove in what direction the minds of Christian men were turning, and they prepared the way for the appa- rently accidental occurrence which was to commence the systematic and general instruction of the young on the Lord's day. — Watson. 17. Eaikes. — In the year 1781, a gentleman in Gloucester wanted the services of a gardener, and, for the purpose of hiring one, went to that part of the city where the humblest of the people dwelt. The person he was in quest of was not at home ; but he awaited his return. During this interval he was greatly disturbed by the crowds of noisy boys around him. He inquired whether they belonged to the town, and bewailed their misery and idle- ness. " Ah, sir," said the woman to whom he spake, *' could you take a view of this part of the town on Sunday, you would be shocked in- deed ; for then the street is filled with multitudes of these wretches, who, released on that day from em- ployment, spend their time in noise and riot, playing at chuck, and cursing and swearing in a manner so horrid, as to convey to any serious mind an idea of hell, rather than any other place." The picture thus \dvidly drawn impressed the mind of the benevolent man, and that spot became to him, to England, and to the Christian world, more worthy of note, and associated with more blissful memories, than most of the places that history has stamped with fame. It was there that Robert Eaikes conceived the idea of Sabbath schools. It was there that the word **try" came into his mind, and gave energy to his philanthropic thought. '' I can never pass by the spot," said he, many years after- wards, to Joseph Lancaster, ' ' where the word ' try ' came so powerfully into my mind, without lifting up my hands and heart to heaven in grati- tude to God for having put such a thought into my head." Nor can the Christian teacher, or any whom his labours of love have blessed, think of the city where Hooper died a martyr, and where Whitefield was born, without connecting with it the fact that there Eobert Eaikes began a work which has extended its in- liuence far and wide, and multiplied its agents a million fold. — Dr. Steel. 18. Eaikes' S. S.— The utility of an establishment of this sort was first suggested by a group of little miserable wretches, whom I ob- served one day in the street, where many people employed in the pin manufactory reside. I was express- ing my concern to one, at their for- lorn and neglected state, and was told that if I were to pass through that street on Sundays, it would shock me indeed, to see the crowds of children who were spending that sacred day in noise and riot, to the extreme annoyance of all decent people. Immediately determined to make some effort to remedy the evil. SUNDAY SCHOOL WOELD. Having found four persons who had been accustomed to instruct children in reading, I engaged to pay the sum required for receiving and in- structing such children as I should send to them every Sunday. The children were to come soon after ten in the morning, and stay till twelve ; they were then to go home and re- turn at one ; and after reading a lesson that were to be conducted to church. After church they were to be employed in reading the cate- chism till after five, and then to be dismissed, Avdth an injunction to go home without making a noise, and by no means to play in the street. This was the general outline of the regulations. — Raikes, 19. Contrast with present S. S. — Such was the humble commence- ment of the Sunday-school system. The contrast between the school just described, and a well-conducted school of the present day, is so great, that the resemblance can scarcely be perceived. We look in vain for the infant class, designed to convey even to babes the elements of religious knowledge ; we fear there could not be any systematic insti'uction in the Scriptures imparted to the children more advanced in age ; much less should we expect to find, in these early efforts, any provision for the instruction of youths growing up into manhood. The pious and en- lightened superintendent and secre- tary, with their devoted band of voluntary and gratuitous teachers, were also wanting ; nor would the most diligent inquiry have dis- covered a lending library attached to any of these schools, for the use of the scholars during the week. — ' W atson. 20. Two Tears' Progress. — Two years had scarcely elapsed, when Eobert Raikes invited some i fiiends to breakfast ; the window of | the room where they were seated opening into a small garden, and there were beheld, sitting on seats, one row above another, the children of the first Sunday-school, neatly dressed. They were pui-posely ex- hibited to the breakfast partj^ to interest them in the design, but so little were the momentous conse- quences then appreciated, that a Una-ker lady rebuked Mr. Raikes in these words, *' Friend Raikes, when thou doest charitably, thy right hand should not know what thy left hand doeth." The fair (Quaker might have forgotten that there is another text, which says, '* Let your light so shine before men, that they may see your good works, and glorify your Father, which is in heaven." — S. S. Teachers' 3Iag.^ 1841. 21. Pirst Results.— Still the effect produced by these efforts was considerable. Mr. Raikes states, in a letter to Colonel Townley, a gen- tleman in Lancashire, who had made inquiries relative to these new insti- tutions— " It is now three years since we began; and I wish you were here, to make inquiry into the effect. A woman who lives in a lane where 1 had fixed a school, told me, some time ago, that the place was quite a heaven upon Sundays, compared to what it used to be. The numbers who have learned to read, and say their catechism, are so great that I am astonished at it. Upon the Sunday afternoon the mistresses take their scholars to chiu'ch,— a place into which neither they nor their ancestors ever entered with a view to the glory of God. But what is more extraordinary, within this month these little ragamuffins have in great numbers taken it into their heads to frequent the early morning prayers which are held every morning at the cathedral, at 6 SUNDAY SCHOOL WORLD. seven o'clock. I believe there were near fifty this morning. They assemble at the house of one of the mistresses, and walk before her to church, two and two, in as much order as a company of soldiers." — Raikes to Col. Townley. 22. After Three Tears.— For three years the Sunday-schools gra- dually extended in Mr. Raikes? neighbourhood, to which they were then confined, and several clergy- men contributed to the success of the scheme by their personal atten- tions. The position of Mr. E-aikes, as proprietor and printer of the " Gloucester Journal," enabled him to make public this new scheme of benevolence ; and a notice inserted in that paper, on Nov. 3, 1783, hav- "ing been copied into the London papers, attention was soon drawn to the subject. The application we have referred to from Colonel Town- ley was one of the results ; and, at his request, the letter of Mr. Raikes in answer, from which we have made an extract, was inserted in the *' Gentleman's Magazine" for 1784. Thus the idea of Sunday-schools was widely diffused, and several were opened in various parts of the king- ' dom. — Watson. 23. Eaikes and the Queen. — In the autograph collection of Mr. Charles Eeed, M.P., F.S.A, there is a letter of Eobert Eaikes to the Eev. Mr. Bowen Thickens, Eoss, Here- fordshire, dated June, 27th, 1788, in which he says — " At Windsor the ladies of fashion pass their Sun- days in teaching the poorest children. The Q/Ueen sent for me the other day to give Her Majesty an account of the effect observable on the manners of the poor, and Her Majesty most graciously said that she envied those who had the power of doing good by thus personally promoting the wel- fare of society in giving instruction and morals to the general mass of the people ; a pleasure from which, by her situation, she was debarred." 24. Death of Eaikes. — Mr. Eaikes was permitted by Divine Providence to witness the extension of the benefits of Sunday-school instruction to an extent far beyond anything he could have contemplated, his life having been preserved until April 5th, 1811, when he died in his native city of Gloucester, without any previous indisposition, and in his seventy-sixth year. He was buried in the church of St. Mary de Crypt, where the following tablet is erected to his memory : SACRED TO THE MEMORY OP EOBEET EAIKES, ESQ., LATE OF THIS CITY, FOTJNDER or STJjSTDAY-SCHOOLS, WHO DEPARTED THIS LIFE APRIL 5th, 1811. AGED SEVENTY-FIVE YEARS. " When the ear heard him, then it blessed Him, and when the eye saw him it gave wit- ness to him. Because he delivered the poor that cried, and the fatherless, and him that had none to help him. The blessing of Him that was ready to perish came upon him, and He caused the widow's heart to sing for joy." Job xxix. 11, 12, 13. — Watson. 25. To the last moment of time, and through every age of eternity, Eobert Eaikes will be venerated as the father and founder of Sunday-schools, or at least to the person who made them known to the public. This illustrious indi- vidual was a native of Gloucester, and born in the year 1735. — J. A. James. 26. Pirst Teachers, Hired. — The schools were at first universally conducted by hired teachers. This entailed a load of pecuniary diffi- culty upon the plan, which, had it not been removed, must have con- siderably retarded its progress, and consequently diminished its useful- ness. The Sunday-school Society STINDAT SCHOOL WOELD. alone expended during the sixteen first years of its existence, no less than four thousand pounds in the salaries of teachers. — J. A. James. 27. The great impediment to the prosperity of these new insti tutions was the expense of hiring teachers. It appears that fi'om, 1786 to 1800, the Sunday-school Society alone paid upwards of £4,00b for this purpose. At Stock- port, in 1784, the teachers were paid Is. 6d. every Sunday for their ser- vices ; but by degrees gratuitous teachers arose ; so that, in 1794, out of nearly thirty, six only were hired; the rest voluntarily put themselves under the dii'ection of the visitors. The beneficial effects were soon apparent ; and from that time the number of scholars and teachers, and the amount of sub- scriptions, regularly increased. In a few years hired teachers were wholly relinquished in the Stockport school. — Watson. flourishing state of these institutions, and of all that future additional in- crease which may be reasonably anticipated." 30. To remunerate the pre- 28. And this was not the least evil attending upon purchased labour. Hireling teachers can scarcely be expected to possess either the zeal or ability of those who now engage in the work from motives of pure benevolence. Gratuitous in- struction was an astonishing im- provement of the system, though it does not appear to have entered into the views of its benevolent author. — J. A. James. 29. Voluntary Teachers. — "If we were asked," says a writer in the " Sunday-school Repository," "whose name stood next to that of Robert Raikes in the annals of Sunday- schools, we should say, the person who first came forward, and volun- tarily proffered his exertions, his time, and his talents, to the instruc- tion of the young and the poor ; since an imitation of his example has been the great cause of the present sent number of teachers, at the rate paid to those in the Stockport school, of Is. 6d. each Sunday, would amount if the number of teachers be estimated at 300,000 to nearly £1,200,000 per annum. — Census Report 1851, Edu- cation. 31. This system was gra- dually relinquished for a better, more likely to engage the ardour and piety of the Chuix-h, and to secure the Divine blessing. Volun- tary teaching in the Sabbath-school had also its origin in Grloucester. Other places may contend for thfe honour of this benevolence ; for in moral expedients, as in mechanical, there seems to be a simultaneous moving of minds to some grand dis- covery which blesses the world. In the city of Raikes, however, so early as 1810, six young men commenced : voluntary teaching on the Lord's day. j They had discouragement from mini- I sters, oflQ.ce-bearers, and church mem- bers, to bear ; but they were not dis- I suaded from their pious design. They I couldonlycollectfiJfteen shillings from their personal resources ; but they did ! iLot faint. ' ' They met around a I post at the corner of a lane, within j twenty yards of the spot where I Hooper was martyred, and there, taking each other by the hand, they solemnly resolved that, come what would, Sunday-schools should be re- established in the city of Gloucester." Few may know the names of these devoted youths ; but they have thair memorial where all the ransomed, who have been taught in Sabbath- schools, shall yet attest the blessed- ness of their work, and enhance the glory of their recompense. — Dr» Steel SUNDAY SCHOOL WORLD. 32. At what precise period this was first introduced, does not appear, or where it commenced ; so that the award of this second honour is reserved for the decision of the last day. About the year 1800 the plan became very general through- out the kingdom. — J, A. James. 33. Of the six young men referred to in paragraph No. 31, the Rev. J. Adey, Independent minister, of Bexley-heath, Kent, is the only survivor. A letter received from Mr. Adey informs us that, of the others, two died young, another last year (1868). The others have been lost sight oi.—Ed. of S. S. World. 34. Last Eelics of the Old System. — The day of hired teachers has not, in some parts at least, quite passed away; though their employ- ment, as will appear from the follow- ing statement, is not attended by a very marked success. " Not more than fourteen miles from the great and busy town of Birmingham, there is a parish containing a popu- lation of 20,000 persons, in which there is a large and flourishing na- tional school of 400 scholars while the Sunday-schools in connection therewith does not contain more than sixty children. A siqjerin- tendent, loho is paid for his services, and teachers, ivho each receive one shilling per day, are engaged, they have but little success in their work, whUe the voluntary and earnest zeal of their Dissenting brethren crowd with scholars many neighbouring schools. — The Sunday -schoolTeacher^ 1868. 35. Want of Union.— Still there was one thing wanting to raise the system to the highest degree of efficiency, and that is union. In every possible application of the sen- timent, union is power. Reasoning upon the general principle, many were led to conclude, that great benefits would result to this parti- cular case, from an association of counsel and energy. — /. A. James. 36. S. S. Society On the 7th September, 1785, Mr. Fox suc- ceeded in forming the ' ' Society for the Establishment and Support of Sun- day Schools throughout the Kingdom of Great Britain." Mr. Jonas Han- way, Mr. Hemy Thornton, and Mr. Samuel Hoare, who became treasurer, co-operated in the formation of this new institution ; and it immediately received considerable encouragement and support. In the first report of the committee, in January, 1786, they stated that they had established five schools in the neighbourhood of London, and had received subscrip- tions to the amount of £987 Os. 6d. At the meeting at which this report was presented, letters approving the object of the Society were read from the Bishops of Salisbury and LlandafF. The Bishop of Chester (Dr. Porteus) also recommended the formation of Sunday schools in his extensive diocese. The poet Cowper, in a letter to the Rev. John Newton, dated September 24th, 1784, and the Rev. J. Wesley, in a letter to the Rev. Richard Rodda, Chester, dated June r7th, 1785, also stated their convic- tion of the benefits to be expected from these schools. — Watson. 37. rirst London S. S.— It is re- corded of the R,ev. Rowland HUl, who opened the first Sunday-school in London, that " he was accustomed to give away boxes of letters which he had prepared for the young, who, by selecting the letters which compose the words of a sentence, may be taught to read and spell at the same time."— ie/e of Hill, 1844. 38. Under his (Rev. Row- land Hill's) auspices the first Sun- day-school in the metropolis was established. There are no records SUNDAY SCHOOL WORLD. 9 in existence to show the exact time of its opening, but it was probablv about 1784, for in 1827, at a meeting of the old scholars who had been educated in the school, an elderly female stated that her first serious impressions were received in the school about forty -two years previous to that period. — Jones's Life of R. Hill. 39. Increase in London — The establishment of the school at the Surrey Chapel was followed by the opening of a second at Hoxton by Mr. Kemp, and gradually the system spread through the metropolis. — Watson. 40. Origin of London S. S. Union. — On the removal of Mr. Gurney into London, early in 1803, his house became the place of meeting for several active Sunday-school teachers, amongst them were Messrs. Beams, 15urcJQ.ett, Niven, Weare, &c.; and at one of these meetings the subject of inducing the teachers in London to unite for mutual en- couragement and support, and with a view to the extension and improve- ment of Sunday-schools, was made a matter of conversation ; and its practicability and desirableness be- coming apparent, it was determined to call a meeting to consider the subject more at large, and adopt measures for carrying it into exe- cution. Accordingly, a numerous meeting was assembled on the 13th July, 1803, at Surrey Chapel School- rooms, where in 1799 the meeting had taken place, which resulted in the formation of the Religious Tract Society, and the Sunday School Union was then established. — Watson. 41. Its Objects. — " The object of this Union shall be — First, to stimu- late and encourage Sunday-school teachers at home and abroad to greater exertions in the promotion of religious education. Secondly, by mutual communication to improve the methods of instruction. Thirdly, to ascertain those situations where Sunday-schools are most needed, and promote their establishment. Fourthly, to supply the books and stationery suited for Sunday-schools, at reduced prices. In carrying these objects into effect the Society shall not in any way interfere with the private concerns of Sunday-schools." — S. S. Union Report. 42. Its Members. — ''This Union shall consist of the ministers and teachers of those Sunday-schools in London and its suburbs whose con- ductors hold the doctrine of the Deity and Atonement of Jesus Christ, the Divine influence of the Holy Spirit, and that all Scripture is given by inspiration of God, and who have subscribed during the preceding year, ending March 31st, to either of the Metropolitan Auxiliaries not less than os. per annum, together with individual subscribers to this Union of a like amount. A dona- tion of ten guineas at one time shall constitute the donar a member for life." — Report of S. S. Union. 43. First Public Meeting. — The first resolution at the fii'st public meeting of the London S. S. Union (held in the jS'ew London Tavern, Cheapside on May 13th, 1812, i.e. nearly nine years after the Union was formed) was moved by Mr. T. H. Home, author of the "Introduction to the Critical Study of the Holy Scriptures"; and seconded by the Eev. Legh Richmond, the author of "The Dairyman's Daughter."— ^c?. ofS. S. World. 44. The Stockport S. S.— On June loth, 1805, the foundation stone of the Stockport Sunday-school was laid. The building cost nearly £G,000 in its erection, and was designed to accommodate 5,000 scholars, being 132 feet in length, 10 SUNDAY SCHOOL WOBLD. and 57 in width. The ground floor and first story are each divided into 12 rooms ; the second story is fitted up for assembling the whole of the children for public worship, or on other occasions ; having two tiers of windows, and a gallery on each side extending about half the length of the building. In order to aid both the hearing and sight in this long room, the floor rises in an in- clined plane about half way. There is also an orchestra with an organ behind the pulpit. — S. S. Repository^ 1831. 45. The Stoclq)ort S. S. which is the largest in the world, consists of the parent school and four branches. In the parent school are 4,136 scholars (e.e., 2,116 boys, and 2,020 girls) and 309 teachers (e. e., 175 male and 134 female). The four- branches contain 1,190 scholars (i. e., 525 boys, and 565 girls) and 115 teachers (i. e., 70 male and 45 female). Total scholars in parent and branch schools 5,226, teachers ^2'i.— Report of StocJqjort S. S. 1868. 46. Provincial Unions. — The ex- ample of the teachers of London in associating for mutual encourage- ment and support, was followed in 1810, by the teachers of Nottingham and Hampshire ; and since that time, similar Unions have been formed in various parts of this country, as well as in foreign lands, with the most beneficial results. — Watson. 47. Present State of S. Ss.— We find that comparing the num- ber of Sunday-school scholars- in Church of England schools, in 1866-7 with those in 1856-7 in the following sixteen English counties — Bedford, Berks, Bucks, Cambridge, Chester, Cumberland, Dorset, Hants, Herts, Hunts, Lancaster, Northumberland, Oxford, Rutland, Somerset, and Staf- ford, — that in twelve out of the^ixteen the number had actually diminished, and that to a considerable amount, there being, in 1866-7, 14,787 fewer scholars than in 1856-7. Nor is this all the case ; for, tried by the rela- tive increase in the scholars attending other schools, the amount of the loss in this one department of our school system is shown to be even greater than would be indicated by a com- parison of the actual numbers. For in the same period of ten years, the day scholars in the Church of England schools, in the same twelve counties, had increased from 216,926 to 242,387, that is, by 25,461; whilst in the night schools the increase had been still more re- markable, being from 11,081 in 1856-7, to 32,688 in 1866-7, that is, an increase of 21,607. It is probable that this diminution in Sunday- school energy, which we have traced in Church of England schools, does not ext^end in the same degree to the schools of the other religious de- nominations. Yet to a certain ex- tent, it does affect the whole mass of Sunday-school scholars, for whilst at all earlier periods the Sunday- school scholars were gaining largely on the population, the educational census of 1851 seems to mark the high tide of this increase. For whilst that census gave a return of 2,407,642 Sunday-scholars out of a population of 17,927,609, the return of the Royal Commission of 1861 gave 2,411,554 scholars, only 3,912 more than at the preceding period, to a population which had risen to 20,061,725, and this report ranged over all religious denominations ; for it divides these 2,411,554 Sunday- scholars in the proportion of 1,092,882 to the Chiu-ch of England, 1,200,117 to Protestant Dissent, and 35,453 to the Roman Catholics. — Rp. of Oxford. 48. S. S. in Scotland. — As early as the year 1756, a Presbyterian SUNDAY SCHOOL WOELD. 11 linister started a Sabbath-scliool in lis own house, which was attended )j thirty or forty children. This ' >chool he maintained for a period of aot less than fifty years, and it has continued unbroken to the present daj'. But after all these statements, it cannot be doubted that the Sabbath- school, in Scotland, as it now exists, sprang from the effort of Robert Raikes. — Ilepo7't ofS.S. Convention. 49. Edinburgh S. S. Society.— In the year 1797, a number of pious persons, of various denominations in Edinburgh, and its neighbourhood, who had been meeting for some time monthly, for the purpose of praying for the revival of religion at home and the spread of the Grospel abroad, thought that some active exertions to promote the important object for which they had associated should accompany their prayers. Their attention was directed to the state and character of the rising genera- tion, and a society was formed by them, under the title of the " Edin- burgh Gratis Sabbath - school So- ciety," the sole object of which should be to x:)romote the religious instruction of youth, by erecting, supporting, and conducting Sabbath evening schools in Edinburgh and its neighbourhood, in which schools the children should be taught the leading and most important doctrines of the Scriptures, and not the pecu- liarities of any denomination of Christians. It was agreed that the schools be conducted by gratuitous teachers, and the first school was opened in Portsburgh, in March, 1797. The committee reported in 1812, that they had then forty-four schools under their care, attended by 2,200 children.— *S'. S. Reposi- tory, 1813. 50. Education in Scotland. — A minister was requested some years before this period, during his minis- terial labours in Scotland, to distri- bute a parcel of religious books and tracts. He offered some to the ser- vant of a family, in which he hap- pened to be a visitor, but previously asked her whether she could read. '■'■ Read, sir" she replied, with an air and tone of mingled surprise and indignation, " i)o you think I ivas brought uj) in England ?" — S. S. Repository. 51. Wales. — Wales, at a very early period in the history of Sun- day-schools, entered with eagerness into the scheme, and adorned her romantic and picturesque valleys with numerous asylums for the in- struction of the poor. — J. A. James. 52. As the only obstacle was want of funds, a subscription was commenced in 1798 for the benefit of Sunday-schools in "Wales. In 1800 the funds were raised, and so rapid was the progress of the de- sign in that Principality, that in three years 177 schools were raised, containing upwards of 8,000 scho- lars.— /S. S. Jubilee, 1831. 53. In 1787 a Sunday- school was formed in connection with the Baptist Church at Hengoed, in Glamorganshire, by Morgan John Rhys. This school was formed on the principle of teaching the Word of God and religious lessons only. But the person to whom the honour belongs of carrying out this work was the Rev. Thomas Charles, of Bala. In the course of his evange- listic efforts he had found ignorance as to religion prevailing to an extent scarcely conceivable in a countrj- professedly Christian. Having thun acquired a knowledge of the religious state of the community at large, ho felt anxious to provide some remedy. The plan he thought of was the establishment of circulating schools, moveable from one place to another at the end of nine or twelve months, 12 SUNDAY SCHOOL WOELD. or sometimes more. Some of the first teachers he taught himself. These schools were commenced in 1785, and increased, and supplied teachers for the Sunday-schools, which were set on foot in 1789, and increased' very rapidly, soon spread- ing over the whole country. — TFatson. 54. Wales, "the land of Sabbath-schools," is distinguished by two peculiarities — the presence of adults as well as children in the school, and the practice of public catechising by the rninistry. There it is no uncommon sight to see the babe on its mother's knee, and the aged grandsire, with hoary locks and wrinkled brow, alike employed in studying that Word which alone ' ' is able to make -wise unto salvation." There, also, may we see the minister of Christ, previously to the hour for service, ascending the pulpit, and catechising old and young on the Scripture lesson for the day, or the well-learnt oft-repeated catechism. — Davids. 55. * ' The Sunday - schools to Dissenting congregations are fre quented by large numbers of adults, as well as children. It was gratify- ing to observe so many of the former, both male and female, intermingling with children, and often receiving instruction, in classes, from indi- viduals much junior to themselves. Unquestionably, these schools have done inestimalDle service, in widely communicating the elements of reli- gious knowledge." — Tremenheere' s Report. 56. Ireland. — About the year 1770, the Eev. Dr. Kennedy, curate of Bright parish in the county of Down, was painfully struck with the total disregard of the Lord's day among the young people and children in some \dllages through which he had to pass in going to and from his duty at the church. His congrega- tion was very small. A gentleman of the name of Henry, with his family, joined it, and with him Dr. Kennedy consulted by what means it could be improved. Having engaged a well- conducted and competent man in the capacity of parish clerk, they got boys and girls together on Sundays to practice psalmody. This made a little stir. In 1774, to singing was added exercise in reading the psalms and lessons for the day, which, being rumoured abroad, excited furthe? attention. Ere two years had elapsed, the numbers had considerably in- creased. Those who came were de- sired to bring what Bibles and Tes- taments they could, in order to their being instructed and examined in what they read. Then the children of other denominations were invited to share the advantages of the meet- ing. And thus, by the year 1778, the gathering which had begun as a singing class a few years pre^-iously, had matured into a "school" held regularly every "Sunday" for an hour and a half before the morning service. The good work went on and prospered imtil the latter part of the year 1785, when Dr. Kennedy heard of the proceedings in England for the establishment of Sunday- schools. His own was, in reality, a Sunday-school ah'eady. — Watson. 57. In November, 1809, a meeting of leading Christian men was held in the banking-house of the Messrs. La Touche, in Dublin. Then and there the "Hibernian Sunday- school Societv" was formed. — Wat- son. 58. Under the title of the " Sunday-school Society for Ireland," its fifty-first report states that there were then in connection with the Societv, 2,700 schools, containing 233,230 scholars, and 21,302 teachers. —Ibid. SUNDAY SCHOOL WORLD. 13 59. S. S. and Popnlation. — One county in "Wales lias two-fifths of its population attending a Sabbath.- seliool ; another (Radnor), only one- sixteenth; Yorkshire has one-fifth; Middlesex, one-twenty-sixth ; the other counties running between these two extremes. About one- ninth seems the most common. — Parsojis. 60. France. — The first S. S. in France was organised in the city of Bordeaux, in 1815, by a young minister of the Reformed Church, named Martin, who had yisited Eng- land, and who received from the London S. S. Union a grant of £10 towards the purchase of books. His example was followed by other minis- ters in the ^dcinity. In 1819 the first Methodist S. S. was organised in ^N'ormandy by the Rev. Chas. Cook, who had just arrived from England, and whose apostolic labours in France for forty years have endeared his memory to thousands of Frenchmen. In Paris, the first S. S. was organised in 1822, by Pastor F. Monod. These three men, Martin, Cook, and Monod, took the lead in S. S. teaching, and, in 1828, it appears that the Reformed Church of France could boast of some eighty Sunday-schools. Many of these schools, however, were merely separate ser^'ices for children, exclu- sively held by the ministers, without the help of any teachers. From that year to 1846, little seems to have been done. But in this year a pam- phlet was published, entitled, "His- tory and organisation of a Sunday- school." It gave a new impulse. It especially drew attention to the fact that the introduction in a school of classes and teachers was a great improvement. Still little progress was made, for, when in 1851, I was requested to prepare a statistical report on S. Ss. in France, for the meeting of the Evangelical Alliance in London, I could not find more than 150. From this time, however, a great change has taken place. The . starting of a S. S. magazine in January, 1851, seems to have been the beginning of a new era for S. Ss. Its editor met at first with but little encouragement. The printer, who was a leading Protestant, ad^-ised him to print only an edition of 400 copies of the first number, adding that probably he would have many left on his hands ; and when, at the end of the first year it was found that the number of paying subscribers had actually reached 600, the maga- zine was considered to have met with much success. The following year witnessed the organisation of the S. S. Union of France, which has been instrumental of much good. The members of its committee repre- sent, according to its constitution, the leading Protestant denominations in our country, viz., Reformed, Lu- therans, Methodists, Independents, and Baptists, and the greatest harmony has never ceased to exist between them. Indeed, the society has been recognised as the very personification of the Evangeli- cal Alliance. There are now (1865) in France 700 S. Ss., with 30,000 children. In Paris alone there are thirty-five schools, with nearly 4,000 scholars. — J. P. Cook. 61. In some parts of France Sunday-schools are conducted at the homes of teachers rather than in the school-room. In the school-room the superintendent addresses the school as a whole, very much as a pastor from the sacred desk, the teachers, in their classes, merely remaining with their scholars and preserving good order. The teacher appoints one hour or more, during the week, at whicli all his class are expected to be present, to be in- structed out of the Word, to engage 14 SUNDAY SCHOOL WORLD. in singing, prayer, &c. There are many advantages, readily perceived, in this combination of features in the work. The family featui'e is secured, and the organization of the school is also preserved. Ties are formed more readily, and are apt to be more enduring for the greater familiarity that is begotten in the teacher's home between the teacher and the scholars and between the scholars themselves. — American Report. 62. S. Ss. in the East.— Dr. Wise, of New York, in a recent number of the S. S. Jourtial (I860), reports a S. S. in Alexandi'ia, Egypt, numbering fi'om 50 to 70 pupils. Cairo has two S. Ss. Je- rusalem has nearly 100 scholars ; Shechem, 26 ; Nazareth, a small class ; Damascus, 60 pupils ; Bei- rout, 100 ; and Constantmople, 150. Athens has two Sunday-schools, and Smyrna several flourishing classes. 63. S. Ss. in West Indies. — In the year 1810, the Committee of the Simday-school Union were solicited to grant assistance towards the carrying on of Sunday-schools esta- blished in the West India Islands. At St. John's, Bermuda, a school had been established, containing SO children, mostly blacks ; at St. John's, Antigua, two schools, one containing 100, and the other 650 scholars. The Committee made grants of books to these schools ; but finding their means inadequate to meet the demands which would thus come upon the funds, they induced the Sunday-school Society to extend assistance to the colonies of this kingdom. — Watson. 64. America. — The Sabbath- school is the chief ornament and bulwark of American Chilstianity, and the pet scheme of the American churches. It obviously occupies a much higher place among our trans- atlantic brethren than it does in our country. The shortest visit to one of their best Sabbath- schools would convince anyone of the truth of this remark. The building itseK would show the high estimation in which the work is held. Mission work among their adults is beset with special difficulties, therefore they have concentrated their efforts chiefly upon the young. Then their week-day education is almost exclusively secular. Add to this the fact that democracy invests the masses with great political power, and you have the explanation of the pre-eminent place which American piety has awarded to the Sabbath- school among Christian ac- tivities. It is also a remarkable fact that nearly all the additions to the membership of the churches are directly from the Sabbath- school. Among the teachers, too, you will find many gentlemen and ladies of highest social position, and who are far advanced in life. Many laymen (Mr. Pardee seems to be one of them) make Sabbath- school teaching the chosen work of their life, devoting themselves to it as a sacred science, worthy of all the patient thought and loving labour they can lavish upon it. Their love for the work is fruitful of expedients for surrounding it with attractions, both for the teachers and the scholars. In short, they exalt the Sabbath- school, because ' they believe it to be the readiest and most efiectual means of bringing sinners home to the Saviour, and, even where it fails to do that, of producing valuable citizens. — Rev. J. Wells, Glasgow. 65. -• In our own land our Pile:rim Fathers entered unon the work; for Ellis, in his "History of Roxbury," Massachusetts, says : " In 1674, 6th 11th month, is the SUNDAY SCHOOL WOELD. 15 first record of a Sabbath-scliool." The records of the Pilgrim Church in Pljnnouth, Massachusetts, inlbrni us that a Sabbath- school was there organised as early as in 1680. But the hrst Sabbath-school of which we have any authentic, definite, and detailed account, extending over a period of a quarter of a century, was that established by Ludwig Hacker, in Ephi'atah, Lancaster county, Penn- sylvania, as early as the year 1747. It was continued uninterruptedly during a period of more than thirty years, until the building was taken for a soldiers' hospital in the time of the Revolutionary War. . It en- joyed precious seasons of revival, and had its children's meetings, and we are informed that many childi'en were hopefully converted to God. We have before us a long letter from Dr. Fahnestock to the Eev. W. T. Bi^antley, D.D., of PhHa- delphia, written in 1835, detailing many interesting facts connected with the history of this Sabbath- school, di'awn from living pupils and records. — Pardee. . 66. The Sunday-school idea. improved by the introduction of un paid teachers, and w4th greater at tention to its religious character, was developed in the United States by Francis Ashbury, the patriarch of American Methodism. He planted what may be called the first Ame- rican Sunday-school in Hanover County, Virginia, in 1786. In 1790 the Methodist Conference formally resolved on establishing Sunday- schools for poor children, white and black. — Heport of Meth. Eins. !S. S. Unio?i, 1858. York that had any permanence. Mrs. Graham described the move- ment in her diary as " a wonderful thing that young ladies, the first in station, in society, and accomplish- ments, should volunteer to teach the little orphans of God's providence," and she prays devoutly for a bless- ing upon them. — Watson. 68. In a subsequent letter, dated February 10th, 1816, Mr. Bethune says, "The gentlemen of this city are now busily engaged, and a general meeting is called on Monday next, for the organisation of a society for the instruction of children and adults." Thus origi- nated the "New York Sunday- school Union," which has for so many years pursued its labours with increasing usefulness and success. Before the institutions, whose forma- tion we have thus recorded, came into existence, there were but four Sunday-schools in the city of New York. — S. S. Bepositorxjy 1816. American S. S. World. The New York Union now comprises 216 schools, contain- ing 70,000 scholars, with a band of teachers numbering 5,250. — Watson. 70. In 1816 the New York 67. About the year 1803 Mr. Di\T.e Bethune, an active Chris- tian philanthropist, visited England, and returned filled with the Sunday- school idea. In 1804 he opened one of the first Sunday-schools in New Sunday-school Union was established, and in 1824 the American Simday- school Union. In 1861 there were in Great Britain and Ireland, 3,600,000 puiiils, and 340,000 tea- chers in the various schools. In the same year it is estimated that there were in the United States 3,000,000. At the present time (1868) there are doubtless 4,000,000 children in our Sunday-schools, and 400,000 teachers. — Waldo Abbott. 71. America has this pecu- liarity; — that of children of all ranks, from the highest to the loicest, mimjling on the same form and par- taking of the same instruction. This 16 SUNDAY SCHOOL WOELD. feature, as well as that of adults learning with children, is common in most of the schools connected "svdth our missionary stations. — Davids-. 72. Another characteristic of our schools is, they embrace all classes and ranks of children : there are to be found, in all our schools, the childi'en of the wealthiest and most elevated citizen receiving lessons of virtue and heavenly wis- dom, side by side with the children of the humblest and most dependent ; and, not unfrequently, from the lips of those who earn their bread by daily manual labour. — Packard. 73. A visitor to my school once said to me, " You seem to have no poor children here." I answered, " Nearly half of the children present are entirely poor." He looked at a class of girls who were near us, and expressed his doubts. I said, " See those two seated first on the bench. One of them is the daughter of a man of large wealth ; the other the child of a poor widow who supports her family with her needle." *' I see no difference between them," was the reply. Such was the aspect. And such is the elevating and refining power of our schools when made attractive and effective. — Dr. Tyng. 74. AU the children of the church, all the young people in the congregation, irrespective of age or station, ought to be found connected with the Sabbath-school as scholars. The late excellent Dr. Leland, after an experience of many years, said, ' ' I have no hesitation in declaring it to be my settled conviction, that Sunday-school instruction is to children what the preaching of the Word of God is to adults." — Davids. 75. In Great Britain the work is embarrassed from the fact that as a general rule only the children of the poor and middle classes attend their Sabbath-schools. In the early stages of the Sabbath- school movement in this country the same custom prevailed here, and it is certainly worthy of record by what means the change was effected. — Pardee. 76. " It was the same here at first, and I do not know but I had an important hand in producing the change. I saw the tendency of tilings, and feared that our Sunday- schools would result in a failure if only the poor children gained the benefit of them in this land, and it troubled me for some year or two. At last I resolved to overthrow that system, and went and called upon Judge W , one of my most in- fluential families, and said, ' Judge W , I want you to bring your children to Simday- school next Sabbath,' * 3Ie I ' exclaimed the Judge in amazement. * Yes, you,' calmly responded Dr. Beecher: 'I have made up my mind to take my children, and I want you and a few others of the best families to popularise the thing.' A little ex- planation secured the object. He then called upon Mrs. S , the most aristocratic lady in the com- munitj^, and said, * Mrs. S , I want you to lead your two daughters into our Sunday-school next Sab- bath;' and," said the Doctor, "Mrs. S almost shouted in astonish- ment; but a more particular and careful explanation than sufficed with Judge W succeeded here ; and then the family of the first physician was in like manner secured, and we all turned our labour and influence on the Sunday- school movement, and it gave an unheard-of impetus to our Sunday- school, and by means of the press, and by letters and personal conver- SIWDAY SCHOOL WOELD. 17 sation, the facts became known and met with almost uniYersal approval and adoption in our country, and the reform soon became complete." [ Blessings, a thousand blessings rest j upon the memory of the man, or I the men and women, who aided to bring about this glorious change in , this land ! — Dr. Lyman Beecher. i 77. Statistics. — How many are there in all our Sabbath-schools ? Answer. If the question refers to the United States, I think we may safely say that now we have, in Sabbath-schools, about four millions of children and youth, with about four hundred thousand teachers. A quarter of a century ago or so, the numbers were estimated at two mil- lions five hundred thousand, but this was when the great "Western States were in there comparative infancy. The number rapidly increased to three millions, and then to three millions five hundred thousand, and now our returns and estimates reach four millions. Great Britain has about the same number, both of teachers and scholars ; but we do not think all other countries can raise the full number of Sabbath- school children quite up to ten mil- lions, or the number of Sabbath- school teachers to a grand army of one million stronj?. — Pardee. choice. The weeds you see have taken the liberty to grow, and I thought it unfair in me to prejudice the soil in favour of roses and straw- berries." — Coleridge. 79. There cannot be in the Christian world any such thing as a nation habitually absolved from the duty of raising its people from bru- tish ignorance The concern of redeeming the people from a besotted condition of their reason and conscience is a duty at all events, and to an entire certainty is a duty imperative and absolute ; and any pretended necessity for such a direc- tion of the national exertion as would be, through a long succession of time, incompatible with a paramount attention to this, must be an imposi- tion too gross to furnish an excuse for being imposed on. Now we earnestly wish it might be granted ; by the Almighty, that the political institutions of the nations should speedily take a form and come under an administration that would apply the energy of the State to so sublime a purpose ; nor can we imagine any test of their merits so fair as the question, whether, and in what degree, they do this, nor, of course, any test by which they may more naturally decline to have those merits tried. — J. Foster. OBJECTS. 78. Education.— Thewald thought it very unfair to influence a child's mind by inculcating any opinions before it should have come to years of discretion, and be able to choose for itseK. I showed him my garden, and told him it was my botanic garden. ''How so?" said he, "it is covered with weeds." " Oh," I replied, ' ' that is because it has not yet come to its age of discretion and 80. The problem of raising a nation in morals, in virtue, and in religion, and also of making the in- stitutions of a nation stable and per- manent, has never been solved by the reason of man. jS^o wise man could do it by legislation, no strong one could do it by any accumulation of power. But thanks be to God, we have not now to solve these pro- blems. The government of God over men, as revealed in the Gospel of His Son, will give safety and perma- nency to nations, and will raise and purify any and all people. It is 18 SITNDAT SCHOOL WOELD. destined to do it. Never will the time come when the stranger shall prowl around the ruins, trpng to find the grave of any nation which is controlled hy the Gospel. Were we labouring for man only as a crea- ture of time ; were we only trying to render the institutions of our own dear country permanent ; to preserve this the beautiful retreat of en- lightened freedom ; and to cause our beautiful hills and sweet valleys to teem with a happy, virtuous, intel- ligent popidation when we are gone to the grave; we should strive to apply the only power that can pro- duce these- results — the Gospel of Jesus Christ. Indeed, the only pro- blem for the Church now is, — by what means can the principles of the Gospel be made the most speedily, uni- formly, and extensively, to pervade this and all other nations ? — Todd. 81. Eeligious Education. — I re- joice in the belief, that the impression is becoming more and more universal, even among those who are not pro- fessedly acting as Christians, that the heart must be educated as well as the mind. I select the following testi- mony from M. Victor Cousin's able report on Primary Instruction. ' ' We have abundant proof that the well- being of an individual, like that of a people, is nowise secured by extraor- dinary intellectual powers, or very refined civilisation. The true hap- piness of an individual, as of a people, is founded in strict morality, seK- government, humility, and modera- tion ; on the wdUing performance of all duties to God, his superiors, and his neighbours. A religious cmd moral education is, consequently , the first want of a ^ieojiler — Todd. 82. The S. S. meets this Want. — To meet and supply this *' first want of a people," God in His pro- vidence has led His people, step by step, to the present Sabbath-school system. This system, in its power and influenees, is yet in its infancy. It is but a few years since the thought of such schools was first struck out and presented to the world. Legis- latures have made laws respecting other systems of training the young ; they have legislated about the train- ing of horses to run races, theatres, to amuse and corrupt society; pro- fessorships for training horses for war, and bulls to fight, have been endowed, and salaries equal to those of the presidents of our highest col- leges have been settled upon the pro- fessors ; but as yet, little of mind, little of thought, comparatively speak- ing, has been expended upon the Sabbath-school system. Good men have been engaged in its practical duties, and as they have felt their way along in the dark, they have here and there thrown out a modest hint or suggestion, for the benefit of others. Many good things have been said about the system, and many beautiful speeches made in its praise ; but as yet, no enlarged, comprehensive mind has taken hold of the subject, and poured out its light for the benefit of the thousands and tens of thousands who are en- gaged in Sabbath-school teaching. — Todd. 83. The S. S. Progressive.— The law of progress is very noti-ceable in the teaching of the Sabbath-school. Robert Raikes'sfii'st idea was scarcely more than to keep the children out of the streets and to protect the Sab- bath. Then the children were taught to read and write . After that a great advance was made by the introduc- tion of the Bible as a reading-book ; the next step was to commit the Bible to memory; and then the Christian churches took hold of the Sabbath-school. — Pardee. 84. Eeligious Purpose of S. S. — The main ground of support for the STJXDAT SCHOOL "WOELD. 19 Sabbath-scliool is drawn from its religious character. At the same time, it has claims upon the good- will, the confidence, and the co- operation of men who are not religious. No man who wishes to be thought a good citizen, who would be thought a philanthropist or a patriot should withhold his countenance and sup- port from this enterprise. Xo con- viction is more assured, in the minds of those who have had opportunities of observation than that the Sabbath- school is one of the most powerful and efficient means of promoting moralitj. Whatever promotes good morals, by the same ratio lessens crime, and by consequence lessens taxation, pauperism, vagrancy, and and all the long train of social and political evils which are the prolific progeny of crime. These truths are now considered seK-evident. But there has been a further discovery. There is no agency like the Sabbath- school for restoring to decency and purity those depraved neighbourhoods that have sunk apparently below the reach" of redemption. — Dr. Hart. 85. Its Chief Object.— The ob- ject of the S. S. is the salvation of the child; to bring him to Christ, to develop in him the life of Christ, and to insure for hiTn a place with Christ at the right hand of the Father. The object is a unit, but the appliances by which this work is begun and carried on are various. — E. House, 31. A. neither is the object we would aim to attain. They are necessary adjuncts ; the means to the end, and not the end itself, which is only arrived at by the conversion of the children s precious and im- mortal souls. — Davids. 87. Unless the heart is 86. The object of a Sabbath- school is not to teach the children to read, not to implant good habits, not to instruct them in the truths of Christianity, in hopes that they may be converted in after life. The Sabbath- school does effect aR these, and much more ; but useful as is the art of reading, valuable the for- mation of right habits, all-important the boon of a Christian education, gained all is lost ; but if we appeal to the heart alone, we but develop the pimy CTiristian. Let us, there- fore, use all wisely, but misuse none. At first the aim of Sabbath- school teaching was very feeble and indefinite : to keep the children out of mischief — teach them to read the Bible — correct their manners and make them good children — not pro- fane and disobedient. Then the aim was to give them a general knowledge of Bible history and catechism. The ablest early Sab- bath-school works, published under the patronage of the Q,ueen of England, did not even hint at the possible conversion of the children. The Bible was long introduced as a book of task lessons to the young, and catechism and hymn learning engrossed our Bible classes. Now, the Bible is exalted, and so applied in our Sabbath-schools as to be the most attractive of aU books to the children and youth. Xow, the aim of Sabbath- school teaching is, or ought to be, the immediate conver- sion of the children to Christ. It is a poor excuse to suffer a child to drown because we have but one opportunity of saving it. Now, many Sabbath-school teachers have learned the great and precious art of leading even little children to Jesus—" Just now." — Pardee. 88. What is the S. S. ?— It is_ a place where the churches of Christ meet with the children and youth for the worship and service of God. It is the Church of God caring for the children on the Sabbath-day. Every 20 SUNDAY SCHOOL WORLD. song of praise, as well as every prayer and reading and study of tlie Word of God, together with every exhortation, address, or sermon, should rise to a high and holy act of simple, loving, child-like devotion. —Pardee. 89. What is it, after all,- but the Church and the Gospel for children? It is a divine arrange- ment for Christian education ; for bringing the Gospel in direct and appropriate application to youthful minds. It wlQ, therefore, present itself as the habitual and anticipated instrument for the religious instruc- tion and welfare of the youth in every land, under its faithful em- ployment in Christian wisdom and skill. In our land the Sunday- school effort assumes a very peculiar importance as a sure scheme for the religious education of our children. And when we estimate properly the relation of this to adult religion, we must say still further, it is the most hopeful scheme for the religious wel- fare of the nation. -j-Dr. Tyng. 90. How the S. S. seeks to secure its object. — At the State Sunday-school Convention of New Jersey, United States, the Rev. Dr. Crane read an essay on the subject of " Our Unconverted Scholars," from which the following judicious counsels are extracted : — 1. Let it be impressed upon the children, in every suitable way, that God claims the love, accepts the worship, and is pleased with the obedience, of a little child. 2. Let religion be set before the mind of the child in its true point of view — cheerful, beautiful, and attractive. 3. In teaching childi-en the way of life, make no needless use of abstractions and technicalities. 4. The religious experience of a truly converted child cannot be ex- pected to be as strongly marked as that of an adult. 5. When children gave evidence of religious principle, their pious desires and pui'poses should be duly recognised. 6. In judging the outward in- dications of piety among childi'en, make due allowance for their inex- perience and lack of knowledge. 7. Let childi'en who avow a desire to serve God be trained in aU prac- tical Christian livino:. 91. Among such institu- tions there is no one which has a greater claim to attentive regard, than the Sunday-school, designed to train up the rising generation in the knowledge of God. The mode by which this object is attained is very simple^ Individuals influenced by love to the Saviour, and concern for the welfare of the young, gather them together on the Lord's day, to unite in devotional exercises, to read the Word of God, to receive explanations of that Word, and to attend public worship. It is im- possible for anyone to doubt that such a discipline must be highly beneficial to the youthful mind. The Divine Word encourages us to believe that the Holy Spirit will make it efiectual to the spiritual and eternal benefit of the soul ; and experience has borne testimony to its blessed results. — Watson. 92. 3Ioral and religious benefit ; and the connection is so close, that a child of the least dis- cernment perceives it without being reminded of it. The very books in which he learns the art are the Old and New Testaments ; so that at the very time he is acquiring his ability to read, he is imbibing the principles of divine truth ana genuine godliness. These, or else extracts taken from them, or hjTims founded upon their contents, are aU SUIfBAT SCHOOL' WORLD. 21 they ever read within the precincts of the school. Every child may he easily made, and should he made, to perceive that learning to read has a close connection with his spiritual and eternal interests ; and that which the mind habitnally associ- ates with religions improvement is never likely to become a means of undermining in its feelings the sanctity of that day which we are enjoined by awful sanctions to remember and to hallow. — J. A. James. 93. We are far from claim- ing for the Sabbath-school the merit of the conversion of all its scholars who are converted. Bibles, Chris- tian friends, religious Avorks, and the preaching of the Gospel, .may have had equal or superior influence over them ; but the numerous conversions which may be traced directly to the Sabbath-school, entitle us to conclude, that there are many others whom the judg- ment day alone will reveal. They are seen as yet only like the first stars wliich appear on the brow of eve as the day wanes, but they shall be seen hereafter like the starry host in the noon of night, shining in the firmament for ever and , ever. — Inglis. EELATION TO THE OHUEOH. 94. The Churches' Duty.— The same DiAdne lips which said '' Go preach," said also and equally to His disciples, "Go teachT Says the Eev. J. H. Vincent : ' ' There is just as much Divine authority for the Sabbath- school as there is for the sanctuary — no more." Our Divine Lord and Master Himself repeatedly astonished His own disciples by His particular notice of and care for little children, and with sore displeasure He rebuked His followers for hindering them from being brought to Him. — Pardee. 95. Means Adapted to End. A Sunday-school may be considered as a plantation of young minds, the trees of which strike root in different manners, and blossom at various times ; each requiring a method of culture adapted to its nature. Some need to be brought into the sim, others to be kept in the shade. Some I need to have their growth repressed ; others to have it stimulated. — J. A. James. 96. Each Member should Work. — The man who lives for himself, may be of some use to others as he passes through life ; for God has so constituted things, that even selfish- ness cannot attain its highest aims without benefiting others. The man who lives for his country, will do good on a wide scale, and have the evening of his days cheered by en- viable recollections ; but he who lives for man, for the whole world, is the highest benefactor to his race, the noblest specimen of man, and the brightest exliibition of the Christian. — Todd. 97. Nui'series for the Church. — Sunday-schools, to be contemplated in their true light, should be viewed as nurseries for the Church of God ; as bearing an intimate connection with the unseen world ; and as ulti- mately intended to people the realms of glory with "the spirits of just men made perfect." To judge of their value by any lower estimate ; to view them merely as adapted to the perishing interests of mortality, is to cast them into the balances of atheism; to weigh them upon the sepulchre, and to pronounce upon their value, without throwing eternity into the scale. — J. A. James. 98. Need of Church Co-opera- tion. — You can never expect a con- 22 SUNDAY SCHOOL ■WORLD. gregation to come into tlie system, if the cliurch stands aloof. Tliey can- not be induced to give np their con- versations, and their resting seasons, if the people of God refuse to do it. Few have any conception of the sins which are committed on the Sabbath by the tongue. I was once acquainted with a devoted superintendent who had one of the fullest and most pros- perous schools. One Sabbath morn- ing he went out to get in the wan- dering, straggling boys who did not come in their several classes. He found two groups of boys standing under different horse-sheds, listening to the conversation of two groups of professors of religion. On coming- up he found them in quite animated conversation, the one discussing the price of wood, and the other comput- ing the price of rye, in a season when the crops had fallen short! These were members of the church talking together, and the children had run away fi'om their Sabbath- school to listen to them. When the superin- tendent kindly stated these facts to the church, though no names were called, these individuals were highly offended. Can any faithfulness on the part of the superintendent or teacher cause the children to love the school, so long as members of the church do thus ? — Todd. 99. The Church's Dwtj.—Iiis the duty of the Church to give her countenance, siqjport, and interest to the school ; and, if 2)ossihle, every meniber shoidd have something to do with it, either as a teacher or a scholar. The library should be re- vised, enlarged by new books, and the church ought to do it cheerfully and abundantly. The parents ought to take particular pains to read the books of the library for their ovm improvement, for an example to their children, and in order to be able to talk with their children about the books which they read. Many occasions, in reading these books, would undoubtedly arise, by which deep and lasting impressions might be made on the memory and on the heart. Truth might be pressed upon the conscience under circumstances which would cause them to abide in consequence of the association with which they are in- dissolubly connected. — Todd. ^100. Friendly Eelations of S. S. aud Church, — I have never seen the Simday-school which offered the least rebellion to a fostering church or a loving pastor, — or a Sunday- school that did not delight in bring- ing all its fruits and gains, and in the utmost abundance possible, to the bosom of the chui'ch for its en- largement, and to the heart of the pastor for his comfort. And I know no other relation on this side than affectionate gratitude for aU the care and interest they see awakened for them. — Dr. Tyng. 101. Church should supervise the School. — One reason why the school should be under the supervision of the church, besides the desirableness of having the church cherish it as the apple of the eye, is, that if the teachers are ?iot elected by the church, if they organise by them- selves, and stand alone, distinct from the church, there is danger lest they feel that they have a distinct organi- sation, distinct interests, and may lay their plans, and pursue their ends, not only without consulting the wishes of the church, but without con- sulting her interests. I shall, in another place, describe the duties of the church towards the Sabbath-school ; but I wish distinctly to say here, that I should lament most deeply to see the day when the teachers in our Sabbath- schools shall be found acting independently of the churches, and in array against them. There STTITDAT SCHOOL WORLD. 23 is not, cannot be, in nature, any separate interests in the two bodies. But sbould tbe day come when the fashion shall prevail that Sabbath- schools shall be organised and carried on as independent organisations, then will heart-burnings commence. Then will many of the church with- hold their children, the church and the minister stand aloof, or become subordinate to the school, the power of the church will pass into the school, and the church, in fact, take that particular shape. Then will the school control the election of the pastors of the churches, and do all that which is now done by our churches, as such. No man can think more highly of the Sabbath- school system than I do. I trust these pages will prove that point. But woe the day when they shall strive "to lord it over God's heri- tage," and concentrate everj^hing pertaining to the Church of Christ in the Sabbath-school. Christ did not organise His Church in the shape of the Sabbath- school, nor can she ever assume that shape without de- stroying her proportions and her ex- istence. The attempt so to shape the Church can never succeed, and I trust it will never be made. I am not, however, making war upon a man of straw ; nor would I make these remarks without intending to have them mean something. — Todd. 102. The Church and its Chil- dren. — It is the chui'ch's duty to provide suitable accommodation for the children in the house of God. The old-fashioned, inconvenient, prison-like galleries, which almost force inattention and disorder, should be done away with. The children should not be pent up in situations where the minister's voice cannot reach, and his form is not visible — behind, in the vestry, or the lobby, or anywhere out of the way. Pray- ing churches will remember that children cannot listen, cannot sit still, if they do not see the person who is addressing them; and will feel that children have an equal claim with themselves to be com- fortably seated in the house of God, "where the rich and the poor meet together" as common suppliants of a common Father. — Davids. 103. A Mistake of Churches. — An inadequate seiise of the importance of having good teachers. "When teachers are to be selected it is fre- quently the case that the church looks around to see, not who is quali- fied, but who will do, taking the lowest possible standard by which to decide the question. One will be selected, not because he is the proper person, but because his father may think it strange if he be omitted ; another, because she belongs to a Yery respectable family, and it would be a pity not to have the influence of such families ; and a third, because he seems to sit so loosely upon his seat in this church that it becomes necessary to tie him by making him a teacher, lest he go somewhere else. Can a school be expected to flourish when its teachers are selected on such principles ? Blessed will that day be, when our young men and our young women shall make it a part of their education and thoughts while studying, to prepare themselves to become Sabbath-school teachers ; and a generation shall rise up who know how to reach the mind of children, because they were taught in the Sab- bath-school, and thus obtained their qualifications. As things now are we are woefully deficient in good teachers. — Todd. 104. The best Members should< Teach, — The best intellects and ' hearts of the Church of God should be given to this work. The teach- ing; should not be confined to the 24 SUNDAY SCHOOL WOBLD. yoimg. Elder Cliristians of long experience and mature grace, of com- manding position and personal in- fluence, should enlist themselves in the actual work — and renew their energies and their youth in the at- tractive laboiu-s to which it invites. The provision for the schools should bring out the unsparing liberality of the Church, l^othing that can pro- mote the comfort, enlarge the useful- ness, or adorn and render attractive the method of operation, within the power of the members of any Chui'ch, should be Tvitliheld. The Sunday- school is worthy of the fu'st place in the affections and consideration of every church. The advantages which it repays make it an investment of incalculal)le worth. In no way can the churches of the Lord so surely rise and shine, so certainly extend and prosper, so largely bless and be blessed, as in the constant, earnest, and faithful cultivation of their Sun- day-schools. — Dr. Tyng. 105. S. S. and Church of the Future. — Adams of Wintringham, when reproached by his neighbours that his church was filled by drawing off from them, simply replied, " Salt your sheep, brethren, and they will not stray." Thus are our Sunday- schools to minister to our flocks by furnishing attractions as well as in- structions to our lambs. They are the nursery of the family, and are to make their little charge happy in their home, loving their home, and grateful to abide at home. In this way the Sunday-school becomes an important aid to the Church in the individual connection, and equally so in the extending of the great cause. Our youth grow up with a Church spirit as well as a Christian spirit. TTie futiu-e churches of the nation rise up in an intelligent and consoli- dated power. The various portions of the Lord's house grow and flourish under the influence and agency of this whole work, and successive generations show the importance and value of the influence in the strength and vigour of the result perpetuated. The Church reaps the blessing from the school in the enlarged and gene- rous action, as well as in the intelli- gent and affectionate support of its members thus taught. And in the true and abiding prosperity of the churches of the Lord, the Lord Jesus, the Head of the whole Church, is Himself glorified and honoured. — Tyng. 106. Another Mistake of Churches — Throwing all the respo)isibility of the school upon the teachers. Some churches will do so much as to select and vote for a certain number of men and women to be teachers once a year. Others wiU not even do as much as this. All is left in the hands of the teachers. If the pastor, amid all this apathy, is disposed to take hold and lift and aid the teachers, it is very well ; but if he is not so disposed, it is just as well. Are the teachers qualified ? The church does not know; she hardly knows who they are. Do they study the lesson and understand the Bible, or do they dome and yawn over the lesson, im- patiently waiting to have the long hour of recitation over ? The Church does not know. Do the teachers meet and pray together for grace, and patience, and the qualification which the Holy Spirit can only im- part ? Do they read ? do they keep up with the times ? are the books in the library such that they can receive benefit from them ? The Church does not know. She never attends the meetings of the teachers, never unites with them in prayer, and has only a general impression as to the popu- larity of the school. When asked to contribute, she feels that all that she does by way of giving money, is a SUNDAY SCHOOL WOELD. "AO kind of bounty to tlie teachers, and not for tlie benefit of the children, and the families of the whole congre- gation. This is a criminal course in a church. The interests, the immor- tal, iindying interests, of your chil- dren ought not thus to be put out of your hands and away from your know- ledge. The whole chui-ch ought to meet with the teachers, to pray with them, and to sympathise with them, and to share theii" burdens and their discouragements. There is neither justice, nor mercy, nor the spirit of the Gospel in thus rolling off" the bur- den upon the teachers, a burden which no set of teachers, whom I have ever seen, are competent to bear. — Todd. 107. Bear each other's Burdens. — A teacher of the Freedmen in one of the Southern States was sitting at the window of her room, watch- ing two negroes loading goods into a cart. One of them was disposed to shirk ; the other stopped, and look- ing sharply at the lazy one, said, "Sam, do you expect to go to heaven?" "Yes." "Then take hold and lift!" There are a great many Christians in oui' churches and Sabbath-schools, who expect to go to heaven, that would do well to strengthen their hope of going there by taking hold and lifting some of the burdens which they let their brethren bear alone. — American. 108. EfPect of Chui'ch Sympathy. — It can never be sufficiently de- plored that so large a fund of know- ledge, wisdom, and experience as is to be found in the senior branches of many of our congregations, should be entirely withheld from the in- terests of the children; and the regret is considerably increased by observing the total indifference with which such persons frequently regard the whole concerns of the school. This arises from a mistaken idea. that these things belong exclusively to the young. Is there anything, I would ask, in this business, wMch would render it a disgrace for the most affluent, aged, or pious mem- bers of our churches to display a solicitude in its prosperity ? Did the Saviour of the world interest Him- self in the care of young children, and can any one of His followers think such a concern beneath Him ? I am not now asking the aged to sit down upon the bench of the young, or to sustain the toils of labour amidst the infLrmities of age. I am not urging the father to neglect the souls of his own offspring, in order to instruct the children of the stranger. All I ask, all I wish, is, that they woidd discover a lively and constant solicitude in the weKare of the school, and give it as much of their time and attention as their strength will allow, and prior claims admit. The hoary crown of a righteous old age, occasionally seen within the precincts of the school, sheds a lustre upon the institution, and encoui'ages the ardour of youth- ful breasts. The children are awed, the teachers are animated, by the occasional assistance of men whose standing in the Chui*ch and ripened piety command respect. Where this, however, is unhappily denied, and the young are left without the counsel and smiles of their seniors, instead of yielding to discourage- ment, endeavour by your own re- newed exertions to remedy the evil and supply the defect. The less others care for the children, the more anxiety to be diligent should operate in your heart. — J. A. James. 109. In such a church, the school will not lack teachers of piety and efficiency. Heads of families will go into the school ; not leaving it to children to manage children. Endnent Christians will labour faith- 26 SIWDAT SCHOOL WOELD. fully ; no longer leaving the uncon- verted alone to train the young in the fear of the Lord. Parents -will no longer damp their children's zeal ; or strive to restrain their youthful activity. How often we hear young people say, and with truth, "I would be a teacher, but my father objects." — Davids. 110. The children of every family, whether rich or poor, need the training of the Sunday-school, and can gain the blessings which it offers nowhere else. It should be a fixed purpose and effort in every church that the whole generation of its youth should be thus taught and trained. There the rich and poor should meet together, in the enjoy- ment of that elevating and refining influence, which proceeds alone from Him who is ''the Maker of them aU."— i>/-. Tyng. EELATIOU TO PASTOES. 111. Pastoral Duty. — It is a matter of great surprise and equal regret, that many ministers appear to take little or no interest in the concerns of the Sunday-schools supported by their congregations. They are scarcely ever to be seen among the children, or affording their presence and instruction at the meetings of the teachers. The annual sermon which they preach for the benefit of the institution seems to be regarded by them as a legal discharge from all further obligation to interfere on its behalf ; and till they sit down to compose their sermon for the next anni- versary, it is neglected and for- gotten. To what can such omission be attributed? They can scarcely imagine that a school containing two, three, or four hundred im- mortal souls, is an object below their notice, or beyond- their duty; nor will they shelter themselves under the excuse that when they undertook the charge of the con- gregation, they did not stipulate to concern themselves about the school. Does it comport with that zeal and piety by which they profess to be moved, to hear of so many im- mortal souls, most of them grossly ignorant and wicked, assembling every week within the sphere of their labours, for religious instruc- tion, and yet scarcely ever enquire how they are going on ? Do not ministers strangely neglect the means of increasing their own per- sonal influence, when they suffer so important an institution to be in constant operation among their people, and yet have little or no share in directing its movements ? Is it not teaching their congrega- tions to act independently of their pastors, and to diminish the weight of their office, which is already in the estimation of many far too light ? Do they consult the in- terests of the Church by neglecting those of the Sunday-school? If a proper share of attention were given to those poor youths, in all pro- bability its happy result would often prove a balm to heal the wounds occasioned by a want of ministerial success. Here they would find materials to bmld up their dilapi- dated churches, and strengthen the walls of Zion, long mouldering beneath the desolating ravages of death. It is true, in. many cases the pastor's hands are already nearly full of cares, and his arms weighed down with the interests dependent upon them ; but the duty I enjoin would add little to the number or the weight of Ms engagements, while it would add much to his influence, his useful- ness, and his comfort. — J. A. James. SUNDAY SCHOOL -WORLD. 27 112. Not a little lias it surprised and pained us, on reading the best Sunday-school works ex- tant, to find so little advanced on the very important and practical subject of our present chapter. It seems as if the subject were a for- bidden one, and as if the ministry and the Sabbath-school had assumed an almost hostile position with re- gard to one another. A few short sentences, and those in a half fault- finding or extenuating tone, with nothing definite or distinct, is all that the most eminent Sunday- school writers have given us upon the subject. Can this be right ? The Bible describes the minister of every sect and party as an appointed head over all committed to his care ; a shepherd to feed the Jioch, sheep and lamhs alike ; to watch for the souls of all, of whom he is the spiritual overseer, whether old or young ; therefore it is his especial (luty to see that his lambs are trained aright, that they are fed with pure milk, with sound doctrine. — Davids. 113, Past and Present.— We know not how it may have been in days gone by, when the Sabbath- school system was viewed with sus- picion and distrust. Ministers may then have stood aloof, and permitted rather than encouraged the Sabbath- school, or thought it too subordinate an object for them to feel an interest in. But times are altered now ; the ministry of the present day, the rising ministry, cannot, do not, neglect their Sunday-schools. Is it likely they would, when so many of them have received their first instruction in the truths of Christi- anity, whilst sitting on the humble Sunday-school form? Its training has assisted to open their minds, and its discipline has helped to form their characters. As men, they owe much to its instructions ; still more, as ministers of Christ. The name is dear to their hearts, hallowed by their fondest and earliest associa- tions ; and, long as they live, they will feel the Sunday-school is the most valuable agency that they possess, and will promote its in- terests to the utmost of their ability. Many of them have but recently left the office of teacher, to fill that of pastor. As they saw the tale of a Saviour's love taking efiect on the hearts of their youthful charge, , they tasted the blessedness of doing good, and devoted themselves to spend their days in preaching the Gospel of reconciliation to sinful fallen man. But we waive this subject. The thought, the bare possibility, that a minister of Christ can feel indifierent or cold to aught that concerns his Sabbath-school, is too painful to think of — almost impossible to conceive. The minister and the Sunday-school have the same end in view, they are de- pendent on each other ; neither can prosper alone : a oneness, a sym- pathy, a spirit-stirring cordiality must exist between them, or, either the minister will get wrong with his people, or the school will slumber for lack of that aid which he alone, on account of his position, is com- petent to bestow ; or both will alike lie cold and lifeless. — Davids. 114. Pastoral Work in S. S. Ke- mnnerative. — And whether I con- sider the efiects upon the school, upon the teachers, upon the chil- dren, upon the fanulies, upon the congregation, or upon himseK, I must say that no employment in the ministry appears to me more real in spirit, more promising in character, or richer in results, than this personal engagement of the actual head of his What rich bless- pastor as the Sunday-school c 2 2S SUNDAY SCHOOL WOELP. ings flow from it upon all, none but tliey wlio have most thoroughly tried it can really tell. And I am sure that no minister who really loves his Master's work, and wishes to follow his Master's pattern, will voluntarily sacrifice the reciprocated blessings thus presented, when he has once made a fair experiment of the work. Thus will the pastor share the reality of his interest in this blessed effort, and awake to the importance of extending it as widely and as efficiently as possible in the world abroad. — Dr. Tyng. 115. I know not a pastoral duty of higher responsibility, than to lend your utmost aid and influ- ence to give efficiency and a right direction to the Sabbath- school. A mightier moral engiae has not been set in operation for many years. It is like a lever, whose force is felt over the entire congregation. It affords to the faithful pastor greater facilities for the instruction of his people than any other agency. — Dr. Alexander. 116. Dr. Pay son's success as a pastor was unusually great, but it lay chiefly among the young ; there was his chief strength put forth ; he worked in his school as a gardener in his nurseries ; the classes under his own immediate tuition and inspection amounted to several hun- dreds. What was the deep secret of his success ? By what spell did he awaken the apathy of parents, arrest the levity of youth? He had a monthly prayer-meeting of the whole church for the Sunday-school. — Campbell. 117. Thus fifteen more years of my personal relations to Sunday-schools have passed away, and another generation has come to maturity under my care. And I still look upon the work with in- creasing deliorht. It seems to me every year a more and more remu- nerative and encouraging work for Christ, in every way within my power to feed His lambs. — Dr. Tyng. 118. Ministerial Duty. — The ministers of the Gospel should make the Sabbath-school an important part of their pastoral charge. Ministers have done much to rear up and sus- tain the institution of the Sabbath - school. That they have not done more, and all that might be reason- ably expected of them, I impute in part to the pressure which this age brings upon them, and partly to the fact that they have never examined to see precisely on what ground they should stand in regard to it. I do not believe any deficiencies on their part which might be pointed out, are the result of design. — Todd. 119. A Word to Ministers. — Ministers of Christ, how much the prosperity of this glorious cause de- pends on your faithfulness — upon your influence ! To say that it can- not go on unto perfection without you, is almost to say, that if it fails and languishes, you must answer for it. On you it devolves to teach the teachers ; to counsel and encourage them in all their arduous duties ; to persuade all the people in your con- gregation, if possible, to send every child to the Sabbath-school as soon as it is capable of receiving religious instruction ; and to exercise general superintendence over this blessed sys- tem of benevolence. The teachers expect, ask, nay implore, your zealous and powerful co-operation. Surely, my beloved brethren, you will not disappoint them ; you will not stand aloof from so glorious an enterprise. — Dr. Humphrey . 120. I plead for this close connection between pastor and school once more, because it will create a strong, a sweet, and a delightful tie between the pastor and his flock. The SUA^DAY SCHOOL WORLD. 29 children will feel that their privileges are great, because the minister of Grod is so frequently present, and takes so deep an interest in the school. The teachers feel that they labour not in vain ; and that, however discouraging their prospects may be, there is one heart that will never grow cold, never lose its sympathy for them. The parents will feel that the piety and intelligence ofthe church are eidisted in behalf of their children, and will be encouraged to co-operate. The chiu'ch will feel that she must go with her leader, and will gather her sympathies around the vineyard of the Lord ; and the minister himself will feel, that when no success attends his labours, he has a cohort in his church, who, by experience, have learned what it is to laboui' in vain, and who will not be backward to sympathise with him. And when tne holy man of God dies, there will be tears from the eyes of those in the Sabbath-school-room who have looked upon him as their best friend. — Todd. 121. Examples. — Arnold, when at Laleham, thus assisted the clergy- man of the parish. " I have got the Sunday-school entirely into my own hands ; so attend to it I must, and will." Few can estimate the seK- sacrifice it must have been, to a mind constituted like Arnold's, en- gaged all the week in the higher branches of literature, reading with his pupils for the IJniversity, to teach little ignorant children the merest elements of knowledge. A Sunday-school in a village parish, tliirty years ago, had little indeed to recommend it to the notice of a polished and cultivated mind; but Arnold's only diificulty was, that 'J he did not like what he ought to like." Not liking was, with Mm, no reason for not doing. — Davids. 122. '< I often," says Doddridge, "make it my humble prayer, that God would teach me to speak to children in such a manner as may make early impressions of religion on their hearts." 123. An aged minister of Christ, whose labours had been remarkably crowned with success, was once asked if he could tell wherein lay the secret of his useful- ness. He replied, that, under God, it had consisted in his paying parti- cular attention to those who were just entering on life, and those who were about to depart from life. — Dr, Steel. 124. No minister who wishes to see the success of his ministry, if he knew the satisfaction it would give himself, and the advantage it would be to others in preparing them for eternity, far beyond his mere preaching all his days, but would immediately set about teaching his people to read, and catechising them. — Charles of Bala. 125. Pastors should be at the Head. — Simday-schools are scarcely less necessary to the pastor than to the church ; they occupy a position midway between the fireside and the pulpit. The teachers are his assis- tants in the work of God ; they aim at the same object with himself; they are pastors in miniature ; they are feeding the future flock in embryo ; they are moulding the generation to come; they are the pastor's right arm : without them and their labours, how stupendous soever his abilities, and whatever his industry, he must always come immeasurably short of the results otherwise attainable. He can scarcely bestow on them too much care and attention, in promoting their culture and their competency ; no labour on earth, for God, will so amply remunerate his toil. The pas- tor's influence and responsibility ex- 30 SUNDAY SCHOOL WORLD. tends, or should extend, over the entire institute. Never, never will schools be worked with power and productiveness, in a spiritual sense, till they be placed on their proper basis, and carried on congregationally as a leading business of the indi- vidual churches of Christ ; a business in which the minister is to lead, guide, superintend, and animate the whole. This is at once the order of Scripture and of nature ; it will therefore work universally — it will work for ever. — Dr. John Camphell. 126. Forms of Pastoral Oversight. — I have always felt the importance of some further personal relations to the Sunday-school than could be main- tained merely through the teachers. And from the time of my removal to Philadelphia I established a monthly sermon to children, in order to bring my personal instructions more directly to bear on them. — Tyng. 129. Let the minister, at 127. Two childi'en were over- heard conversing together. " I like my minister, he preaches to us in the chapel ; he is going to preach to us next week. Will you come and hear him ? He is such a nice man ! " " What do you mean ? " replied the elder child: '*he preaches to every- body, I suppose." ' ' Yes, on Sunday," said the little one ; ' ' but in the week- day he preaches to us aU, by our- selves ; and we sit in the pews." — Davids. 128. Let the minister meet the children during the week, either monthly or quarterly; let all the lambs of the flock be assembled, either in the customary place of wor- ship or in the school-room, seated comfortably, the teachers also being present ; and let the minister preach a simple sermon, that even the youngest can understand. The whole service to occupy from an hour to an hour and half. — Davids. stated periods, not on the Sabbath, examine the children, class by class, on the Catechism or Scriptirre they have been learning. By this method the minister can watch the progress of improvement, and is better quali- fied to give such hints at the teachers' meetings as may be required. The teachers, also, will be stimulated to effort, if they know that their minis- ter wiU shortly be questioning their class. Let the minister preside at aU. meetings for business, and also at the prayer-meetings. Let the minister take tea with his teachers once a quarter: the evening to be spent in general conversation on the state of the schools, and faithful advice from the pastor. At these meetings, also he might /orma% and solemnly admit the new teachers. — Davids. 130. If every pastor would give one sermon on every Sunday, especially addressed to the young, and designed and prepared to teach them, he would find himself enlarg- ing his direct usefulness in this par- ticular work, and equally advancing the value and benefit of every other class of his public and private labours in religious instruction also. The' parents and adults of his flock will learn as much, and love as much the teaching for themselves, when he speaks to the youth directly and simply, as when he addresses them in a deeper and more mature dis- course. — Dr. Tyng. 131. If, after all, the mi- nister really cannot undertake the actual charge and superintendence of the Sunday-school, can he not habitually visit it, and become per- sonally acquainted with_its opera- tions and its needs? What shall hinder his giving an hour of every Sabbath to a personal observation of the work? Let him thus oversee SUNDAY SCHOOL WOKLD. 31 the superintendence of another, and become personally familiar with the teachers and the details of the opera- tion, as they are managed in his sight. He will thus become ac- quainted with the several ability and adaptation of the teachers. He will see who are really useful in their work, and likely to be his effective adjuncts in ministering the Gospel to the youth of his llock. He will be able to advise the superintendent in reference to many important facts and methods of use- fulness, as they arise before him. For what is the whole school but a part of his responsibility in the ministry ! And what are super- intendents and teachers, but parts of his ministry, severally carrying out his work, and helpers of his joy? — D7\ Tyng. 132. censured as ■ I hope I shall not be having said too much upon this special branch of the sub- ject before us. I cannot understand how any Christian minister can feel himself excused from a personal, practical consideration of this great part of his appointed work. What- ever is to be ,^iven up, the pastor who follows in the steps of his Master must not give up the chil- dren. The Sunday-school every- where feels the want of the mind of the ministry in its welfare — a real pastoral devotion to its success. The pastor must be its living, actual head. It should constantly receive the stimulus and encouragement of his presence and his example. He shoidd have the sweet solace of the children's relation to him, a comfort to his wearied spirit. The minister deprived ot this loses one of the most precious pleasures of his work. And I cannot but earnestly entreat the affectionate and serious contempla- tion of my brethren in the ministry to the whole subject in its relations to themselves, which I have at- tempted to suggest. — Dr. Tyng. 133. Eesult of Pastoral connec- tion with S. S. — The Christian ministry would be maimed of its best instrument, of its right arm, were this specific co-operation abo- lished. Happy is the facility which this system affords us, in beginning with the child. His heart is tender and supple. What prepossessions are escaped ! — what dreams are un- known ! The pastor may henceforth assume much of history, of doctrine, of principle : the child is wise unto salvation ; the whole quality of in- struction may be raised; the man of Grod is encouraged and impelled. He must feed his flock with know- ledge ; he cannot slight even the children before him, excusing his carelessness by their ignorance, or his apathy by their unconcern. The Sabbath-school generally supplies the sanctuary with its most intelli- gent hearers. — Dr. R. W. Hamilton. 134. I desire to record my testimony as the result of my whole experience, that, in my judgment, there is no department of Christian labour more vitally influential upon the triumphs of the Gospel, — more remunerative in its immediate re- sults of blessing to the souls en- gaged, — more effective in maintain- ing and enlarging the best interests of the Christian Church, and the most efficient operation of the Christian ministry. — Dr. Tyng. 135. Unless ministers awake to their grave responsibility in this matter, many of the losses to the Church from the ranks of senior scholars will be laid at their door. They ought to cultivate a style of address which wiU interest the young, and, especially, they ought to preach regularly to them, at least once a quarter. Bv condescending 32 SUNDAY SCHOOL WOELD. to tlie children occasionally, tlie youthful hearers are elevated to a platform, and able to take an in- terest in the ordinary services of the sanctuary. They would become at- tached to the minister, which would secure attention to what he says. — Br. Steel 136. God has committed to His ministers the feeding of the lambs, as of the sheep. The Son of God made special manifestations of His love little ones cannot be a ministry faithful to God, or a ministry after the pattern of Jesus, which neglects them. An Christ-loving pastor is a child-loving pastor. — Dr. Tytig. 137. <' Feed My lambs," said Christ to His disciple, now con- stituted a teacher. Christ's autho- rity is in the commission. It is not merely the instinct of nature, or the prompting of philanthropy; it is the command of Christ that each teacher should feel binding his con- science in his holy and useful work. This gives grave solemnity and re- sponsibility to the work. But it gives it dignity also. It is the work of Christ, and there can be no higher. ' ' We are labourers together with God." He is the Good Shepherd, and under Him and for Him the Christian teacher feeds His lambs. — Br. Steel. 138. The inJluence of the Christian ministry is very great. It is not merely the influence of official position which maintains its heredi- tary hold among us, notwithstanding all the modern attempts to under- mine and destroy it among the mul- titude of our people. But it is also the far greater influence of demon- strated ability, education, purity of character, earnestness, and prudence, in the great body of the ministers of aU. the churches, transmitted and perpetuated as the abidiug charac- teristics of our Church. I am fully convinced no nation shows a ministry more independent, more exemplary, or more respected among the people for whom they labour. To gain their influence, therefore, in any walk of benevolent eiFort, is of great consequence to its power and success. Our churches will not be led to that enlarged and earnest plan of thought Sunday-school and action in the His peculiar love, forthe ^^f ^ ^^^^^ }^^. important demands, of His flock. And that ^^^^« *^^ mmistry^ of the churches assume theu* place in leading on the undertaking, to the utmost of their ability to excite and maintain it. — Br. Tyng. EELATION TO PAEENTS. 139. S. S. Supplies the place of Parent. — When Moses, the great lawgiver of Israel, received the law amid the thunderings and lightnings and earthquakes of Mount Sinai, he called "All Israel" together (Deut. V. 1), and by divine direction his words were (Deut. vi. 6) : " Hear, Israel, . . . these words, which 1 command thee this day, shall be (1.) In thine heart: and (2.) Thou shalt teach them diligently unto thy children," &c., i.e., the ChurcJCs children — not, of course, leaving parents out of account, but not referring to them exclusively. " Is- rael," that was called upon by Moses, was the Church of God upon earth, and it is her express duty to the end of time to see that all her children shall be "taught of the Lord." It is true that parents are the divinely-appointed guardians and instructors of their children, and this obligation rests upon them ; and yet they are, alas ! too often incapable of the religious instruction of their own children or of any other, besides being often indiffereiit ; and SUKDAY SCHOOL WOELD. 33 the Cliurch of God, by her cate- ■clietical or Sabbath-sciiool instruc- tion, has always had, and probably will always have, to supply the lack of unfaithful parents. There is no agency which so supplies the lack of mothers as a good Sabbath-school. Thus we find in Deuteronomy, nearly four thousand years ago, the great Sabbath-school principle foreshadowed and embodied; and where, we may ask, can be found in all the Bible a more definite authorisation or divine appointment for any of the great denominational Christian churches which now so bless our land than is here found for the Sabbath-school ? — Pardee. 140. Parental Co-operation, — In the agitation of the Sunday- school cause and of the duties of pastors and teachers to the children, there is some danger of forgetting entirely the existence of parents. We would go as far as almost any one in urging upon the Church the duty of looking after the religious interests of the young. Just so far as a man is a Christian at all, will he seek to promote Christ's cause, and one of the most efiicient ways of promoting that cause, is to indoctri- nate youth in the principles of religion. This is a plain, direct, conclusive argument for Sabbath- schools, and for the duty of the Church as such, and of every indi- vidual member of the Church, to support the institution. A church is guilty, which allows any child to grow up in irreligion, whom it has file means of reaching and reclaim- ing. What is true of a church, is true of its members individually. But this responsibility of the Church to look after a child, by no means relieves the parents from responsi- bility in regard to the same child. If the child is lost, and God holds His Church guilty for the loss, it does not follow that He will hold the parent guiltless. It is a case of double responsibility for the same object. The object, the salvation of the child, is so important, that God would put it under double guard. It is like taking two en- dorsers to a note. The failure of one endorser does not exonerate the other. The holder has his remedy equally against both, and thus the fulfilment of the obligation is better secured. In the programmes for institutes, the duties of teachers to the cliildren are the theme of constant discussion and illustration. We would not have it otherwise. But let us not ignore the fact that parents have even a greater stake than teachers have, in the same issue. The relations of the teacher to the matter are only inferential and secondary. Those of the parent are primary and paramount. I^o duty of one human being to another is more direct, positive, and in- transferable, than that of a parent to educate his child, religiously as well as intellectually. The mistake that many parents make, practically, and that we all are in danger of maldng theoretically, is in supposing that this duty can be delegated. Some portions of a child's education can be given by strangers. But other, and by far the most important portions, can be given only by the parent. If the home education of a child is deficient, the school, with aU its means and appliances, will never educate him. He may be taught many things, but his educa- tion can never be complete. 141. Parental Duty not to be TransfeiTed. — Many seem to think that the responsibility is transferred from themselves to the teachers. When their children are committed to the school, their duty seems done. They hope and believe it is well with 34 SUNDAY SCHOOL WOELD. their children, since they are enjoy- ing Sabbath- school instruction, with what kind of fidelity or appropriate- ness they are unable to teU. But they indolently conclude, since they patronise the school, and their chil- dren are there, all is well. But no parent ought to be satisfied with this. He ought to have a personal acquaintance with this important business. He should be their prin- cipal instructor himself. Let every kind and every reasonable degree of influence be thi'own into the Sabbath- school, but do not entrust to others the exclusive care of immortal minds. Burnish these jjrecwus jeivels icith your oivn hands. Transfer the re- sponsibility of training them up for God to no mortal. None have a parent's heart to feel, none a parent's account to render. And none, if they are what they ought to be, can do this work so well. — Todd. 142. John Milton says, — " The childhood shows the man, As morning shows the day.'* It would be well if this were a com- mon proverb, for a truer maxim could not be spoken. It is because this is a fact which every one's ob- servation confirms, that the exhorta- tion and command of the Scriptui-e are so important. The Bible, from which, as well as from observation, Milton got his maxim, says, '' Train up a child in the way he should go ; and when he is old he will not depart from it." Is my reader ready to interpose the remark that some good people have very bad children, while some very bad people have good chil- dren ? If you ask how this agrees with the Scripture, I answer. When careless and wicked people have good and pious children, this shows what God sometimes does for children, in. spite of their parents. God can reach any case, and sometimes He shows what His grace can do for the neg- lected ones whom bad exampleswould lead to ruin. And with regard to Christian parents whose children are wayward and disobedient, nothing else than this can with truth be said, their training must have been defec- tive. If parents are faithful, God will keep their children out of the paths of foUy and iniquity. The neglect of parental duties is followed by corresponding consequences almost invariably. It is no matter of sur- prise, then, that so many men and women are what we find them, when so many children are either altogether neglected, or receive training that is so deficient. It is no wonder that the state of society, even in this highly favoured land, is so bad, when everywhere multitudes of children, instead of being well brought up, are left to come up amidst the evil in- fluences around them as best they ean. Thousands of children grow up with little more care and attention than the brute creatures receive. Many Christian parents sadly neglect the duties which they owe to their childi'en. They do not bring them up in the nurture and admonition of the Lord, and they cannot reasonably expect that they will become Chris- tians. The minister and the Sabbath- school teacher cannot take the place of the parent. Without the co-opera- tion of parents others can do very little. On the other hand, with the assistance and encouragement of parents, others can do very much. Children must have proper training at home, if parents expect them to become either good citizens or Chris- tians. A far greater responsibility rests upon fathers and mothers than many people think. The Bible teUs us plainly of their great responsi- bility. —^o/com&. 143. Mistake of Parents.— TAaj^ children who go to the Sabbath-school do not need so careful instruction at STTNDAY SCHOOL WORLD. 35 home. It is far from being impro'bable tliat the Day of Judgment will reveal the names of many who with the lips favonred Sabbath-schools, and sent their children to them for the very purpose of throwing off the trouble and responsibility of religiously in- structing them at home. ' ' I need not talk with my child on the Sabbath on the subject of religion ; I need not try to bring his conscience under the light of the Bible ; I need not endeavour to gain his roving attention with the view of fixing his thoughts on Grod and eternal things ; especially I need not give him the opportunity to say by his looks, ' My father, 1 do not see you bearing this holiness and showing it in your life, though you urge it upon me and pro- fess it yourself ; ' I need not take him alone and pray for him, and over him, because — he goes to the Sabbath- school. I am careful to have him go constantly, and he is there instructed in religion. If I also teach him, he will hear so much about religion that he will be disgusted." Such is the language of the heart, while the child is turned away from the father's table, and sent to iind bread at the hands of strangers. Alas ! for such cruelty. God has laid duties upon parents which they can neither throw off nor delegate to others. The Sab- bath-school was designed to co- operate with parents, to aid them in training their children up for the service of God on earth, and for the rewards of this service in heaven. — Todd. 144. Pious Parents. — Children who have praying mothers are highly favoured, and are under most weighty obligation to God. We sometimes see children that have been brought up by irreligious parents, converted and become exemplary Christians. They are as brands plucked out of the burning. But wil it not be sad if children nurtured in the lap of piety, accustomed from infancy to the voice of prayer and praise, should continue in sin and lose their souls ? If they perish, theirs will not be the doom of common sinners. It is dreadful to perish under any circum- stances ; but to be lost in spite of a mother's faithful instructions, tender entreaties, lovely example, importu- nate prayers, and burning tears, will ffU the cup of woe to the brim. 145. Parental Thonghtlessnessi — A little boy, in America, was some time ago taken ill, and, being near death, he addressed his mother on the privileges he had enjoyed in his S. S., which had led to his conver- sion to God. She had never attended to the salvation of her own soul, nor had she been concerned for his spiritual interests. As she smoothed his dying pillow, he said, "Oh, mother, you never taught me any- thing about Jesus; and had it not been for the S. S. teachers, I should now be dying without a hope in Him, and must have been lost for ever." — JVhitecross. 146. S. S. Supplementary to Parental Teacliing. — There is needed for the best instructed all the addi- tional facts of provision which our Sunday-schools have given us — not to supplant, but to supplement, do- mestic teaching, and the care and nurture of a Christian home. And the wisest Christian parents now fully understand this. The attempt to create a rivalrv or antagonism between parental d!omestic teaching and the teaching of the Sunday- school, is evidence to us only of ignorance of the subject. The one may give the advantages of solitary religious teaching. The other alone engrafts upon this, and adds to this the social benefits and opportunities of pleasant religious relations and 36 sujSday school woeld. religious influences in association. — Dr. Tyng. 147. How the S. S. aids the Parent. — Education in the Sabbath- school is conducted in a more concen- trated manner; a juster economy of time and attention is secured ; whilst, from its being carried on among many associates, the principle of competition is awakened ; the best-educated youth will profit from its discipline ; the most cultivated method of teaching is not here mis- placed. The Sabbath-school system would carry the religious education of our highest families to a precision and a firmness, which, to speak leniently, it has not yet approached. And in the Sabbath- school, as in an institution beyond the partialities and interruptions of the household, amidst the generous and inciting passions of a collegiate emulation, might our children command a pro- sort of knowledge — the knowledge of God and of Christ and of things Divine, to which we have just now been referring. The laws of matter, the discoveries of Newton, the prin- ciples of Aristotle, the teachings of Seneca, these are left for other schools if they will teach them ; the S. S. has to do with the Proverbs of Solomon — with the stores of Mat- thew, Mark, Luke, and John — with the principles of Paul, Peter, and James. The warp and the woof of S. S. teaching is Divine truth, evan- gelical truth. Give that knowledge ; give it, and do not spare ; throw it into the soil of the youthful mind. Do not doubt whether there shall come a retui'n ; do not let any one say that the principles of Christian truth are too exalted for the youth- ful mind ; no, the most important and momentous of these principles are suited to the infant mind itself. Just as the young flower opens its petals ficiency, and reach a mastery, that | in the midday sun, di-inks in the would be an armour of light, proof i solar ray, and is kissed into loveli against the weapons of infidelity, and a wing of immortality, soaring above the enticements of the world ? Happy homes! when the Sabbath suidight shall rest on them! Xo holy ofiice suspended, no benignant influence restrained within their precincts ; which shall send forth their groups to the Christian semi- nary, as well as to the Christian temple, welcoming their return to stead and hearth, with fairer smiles and fonder blessings. — Dr. R. W. Hamilton. Let us therefore give our of teaching. SUSTENTATION. 148. Claim of the S. S. for Sup- port — The reason why S. S.'s have such a claim upon our patronage and support is, that the kind of knowledge which they communicate as staple knowledge is the highest ness, grace, and beauty, so the young mind opens to Divine truth. Have you ever read the story of young Josiah ? Have you ever read of Hannah and Sarah, and Mary ? Have you ever read of persons being sanctified from the womb ? sanction to this kind I do not see a probability that it will ever be superseded. Indeed, the work of teaching must always go on ; it must go on from genera- tion to generation, — for the child of the most godly parent, the child of most illuminated philosopher, the child of the most gifted and sanc- tified minister, the child of the seraphic believer, is born m igno- rance and in sin, as much as the child of the most ignorant peasant, of the rudest mechanic, of the hardiest river or canal-going man. There is no ditt'erence, and there SUNDAY SCHOOL WOELD. 37 never will be, even intlie Millennium ; it will then be the same ; children will be born in sin. The only dif- ference between them and now is this : that now conversions are rare — then they will be common; now they happen somewhut late — then they will happen early in life ; but even in the Millennium the child will be born in depravity and igno- rance, and the work of teaching must go on. — Dr. Beaumont. DIEEOT EESULTS. 14^. Should the Scholar help to Support the S. S. ?~It is a ques- tion with many superintendents whether any contribution should be taken in school to defray the current expenses for papers, cards, and other requisites. If the membership or the congregation is too smaU. pro- perly to furnish the school, occa- sional collections may be made in it for its own support, but the princi- pal attention, aU agree, should be paid to benevolent enterprises, such as domestic and foreign missions, Sunday-school Union, Bible Society, and others of like character. Child- ren should be encouraged to give, and to make sacrifices in order to give. Their contributions should be regular and systematic. If the missionary collections are made but once a month, the superintendent should give proper notice at least a week before, and urge the atten- tion of the teachers and scholars to it. If the school is large enough to have both secretary and treasurer, the secretary should enter in his re- cord the amounts contributed by each class, and the treasurer should pay over to the proper officers the several amounts so contributed. — House's Handhooh. 150. The S. S. preserves the Sabbath.— If the S. S. had no refer- ence to the ultimate conversion of the children— if it did not look at all to the future connection of the scholars with the visible Church — I would still say to every parent, and every citizen, and every well-wisher of society, sustain it ; sustain it by your money, counsel, and presence. Why ? Because of all conservative influences brought to bear on society in the nineteenth century, I know of none greater than the S. S. It is a weU-established fact that a man's physical and intellectual nature de- mands cessation from ordinary la- bour one-seventh of his time — that he can and will do more in six days, one week with another, for years, than if he were to work regularly the seventh day. It is just as fully established that what man needs for recuperation is not so much entire freedom fi'om physical or mental exercise, as a change to that kind that will meet a felt want of his nature not met in ordinary work. The Sabbath-school does this pre- cisely. It combines, at once, plea- sant mental discipline with social and moral influences which have a strengthening and purifying effect on both body and mind. But, be- sides this, leaving out of view the religious element, Sabbath-school in- struction imbeds in the youthful heart a system of morals which is acknowledged by all, even infidels, as being purer and more elevating than any ever given to man — a system which, accepted and act^d upon, always throws a charm around the domestic cii^cle, vitalises and strengthens aU the better impulses of our nature, restrains and controls our passions, removing strife and discord, making better husbands, wives, parents, children, and citizens ; and, because they do, they conserve, in a pre-eminent degree, the interests of society, and ought, therefore, to 38 SUNDAY SCHOOL WOELD. be sustained from considerations en- tirely outside of their religious bear- ings. — Rev. James F. Chalfant. 151 The Sabbath is justly regarded as one of the strongest bulwarks of our free institutions ; but the question of whether it shall be hallowed to such ends, or per- verted to becouie the most mischief and corruption breeding of all the days of the year, will in many com- munities be reduced to the simple question as to whether an eificient S. S. shall be sustained or not in these communities. Where no sin- gle denomination of Christians is strong enough to sustain the insti- tutions of the Grospel, this becomes the only practical means, not only for regular public, moral, and re- ligious culture, but is the only way for any public recognition of the claims of the Sabbath and the claims of our hio^her nature. — House. 152. Sunday-schools are pre- cisely those institutions to which on the grounds and the reasons above set forth we have always been zeal- ously attached. We are tempted to call them fine establishments : their end is incontrovertibly good; their means direct, decided, and pure. Standing on the very foundation of the Sabbath itself, and engrafted into its ordinances, they cannot, as long as that day is considered in this land as a holy day, be alienated from its objects or made subservient to human corruptions. Their very name designates and determines their character ; nor can they with- out a profane absurdity admit any- thing into their procedure that does not professedly advance the work of religion in the soul. Sunday-schools must be for Sunday purposes con- nected with Sunday duties and dedi- cated to Him to whom the Sunday, by an everlasting proclamation of Hi3 wiU, especially belongs. They are the chartered institutions of our Omnipotent Founder, who ratifies with the seal of His gracious adop- tion whatever man contrives, with singleness of heart, for His glory and places under His protection. The wise teaching, therefore, of these schools we believe to be placed under the surest guarantee ; they are under an implied covenant in which God HimseK is a party, to dispense in His name only one sort of instruction — that holy, unam- biguous instruction which lays the foundation of Christian morals in Christian belief, and deduces all the duties, obligations, charities, and claims of social intercourse from scriptural authority." — British He- view ^ No. 31. 153. S. Ss. improve the Public Morals.— I would beg to state to the Committee, that fi^om much obser- vation I am satisfied that Sunday- schools, if properly conducted, are of essential importance to the lower classes of society. I have had occa- sion to inspect several Sunday-schools for years past, and I have particularly observed the children, who at first came to the schools dirty and ragged, in the course of a few months have become clean and neat in their persons ; and their be- haviour, from my own observation, and the report of a great number of teachers, has rapidly improved: I allude to those schools where the teachers are gratuitous, as I find that no persons who are paid do the work half so well as those who do it from motives of real benevolence. A large school which I frequently visit in Drury Lane, which has up- wards of 600 children, has produced many instances of great mental and moral improvement amongst the lower classes of society. At this time there are no less than twenty chimney-sweep boys in that school, SUNDAY SCHOOL -WOHLD. 39 ■wlio, in consequence of coming there, have their persons well cleaned every week, and their apparel kept in de- cent order; I have the names of their masters. Some of the em- ployers of those chimney-sweep boys are so well- satisfied with the school, that they will take no child but what shall regularly attend it, as they find it greatly improves their morals and behaviour. In another school in Hinde Street, Marylebone, there are eleven chimney-sweep boys. Some time ago when I hap- pened to be the visitor for the day, a woman attended to return thanks for the education her daughter had received in Drury Lane School ; I inquired whether her child had re- ceived any particular benefit by the instruction in the school. She said she had indeed received much good. And I believe the woman's words were, she should ever have reason to bless God that her child had come to that school ; that before her girl attended there, her husband was a profligate, disorderly man, spent most of his time and money at the public-house, and she and her daughter were reduced to the most abject poverty, and almost starved ; that one Sunday afternoon the father had been swearing very much, and was somewhat in liquor ; the girl reproved the father, and told him, from what she had heard at school, she was sure it was very wicked to say such words. The father made no particular reply, but on the Monday morning the wife was surprised to see him go out and procure food for breakfast ; and from that time he became a sober, indus- trious man. Some weeks afterwards she ventured to ask him the cause of the change in his character. His reply was, that the words of Mary made a strong impression upon his mind, and he was determined to lead a new course of life. This was twelve months prior to the child being taken out of the school, and his character had become thoroughly confirmed and established. He is now a virtuous man and an excellent husband. She added, that they now had their lodg- ings well furnished, and that they lived very comfortably ; and her dress and appearance fully confirmed her testimony. I have made particular inquiry of a great number of teachers who act gratuitously in Sunday- schools, and they are uniformly of opinion that Sunday-school instruc- tion has a great tendency to prevent mendicity in the lower classes of society. One fact I beg to mention, of Henry Haidy, who, when admitted a scholar at Drury Lane School, was a common street beggar. He con- tinued to attend very regularly for about eight years, during which time he discontinued his former degrading- habits. On leaving the school he was rewarded, according to the cus- tom, with a Bible, and obtained a situation at a tobacconist's, to serve behind the counter. His brother was also a scholar ; afterwards be- came a gratuitous teacher in the same school; obtained a situation, and, up to the period of his quitting London, bore an excellent character. — 3£r. Butter worth, 31. P. 154. Dwell upon the value of Sunday-schools to all the present interests of society. As Britons and as Christians you must love the country that gave you birth; and that man is unworthy to tread the son, or breathe the air, of England, who is insensible to the blessings of this " bright speck upon the bosom of the ocean." Now, if we love our country, we must desire to see her great amidst the nations of the earth, safe amidst her greatness, and happy in her safety. And who needs to be informed, that wisdom and knowledge must be the stability of her times ? Her greatness, her safety, and her 40 SUNDAY SCJIOOL WOKLD. happiness, all rest upon tlie moral character of her population. What- ever elevates this, exalts the nation. Next to the lahoiu-s of an evangelical ministry, no plan that ever was de- vised has a greater tendency to im- prove the religious state of society than the institution of Sunday- schools. — J. A. James. 155. A prominent member of one of our New York churches told me last evening that Daniel Webster related to him, a short time before his death, the following inci- dent : He was visiting Thomas Jef- ferson, at his superb residence at Monticello, in the Shenandoah valley, one of the most beautiful spots in our land of beauties. Said Mr. Web- ster to Mr. J. : " What is to be the salvation of our country ?" After a few moments' thought, said the deep tliinker : "Mr. W., this nation will be saved (if saved) by the training of her children to love the Saviour ; and, oh ! what a part the Sabbath- school must take in it." This Mr. Webster cordially endorsed. — Ralph Wells, OEGAinSATIOH". 156. Excessive Organisation.- — There is such a thing as form and system crushing out the vital spirit. There is also, in any undertaking, danger of vitality and effort being expended at great waste, for want of form. Some schools have doubt- less accomplished great good, though conducted with what at the present time might seem a lamentable want of system. The earnest loving spirit is all essential, and even of itself will accomplish much without auxiliaries. However, when to the vital spirit of loving effort is joined the benefit of judicious system, it is obvious that there is great gain. When every Sunday-school teacher feels it im- portant, though from a different rea- son indeed, to be in his place, as the employer feels it important that he should be in his ; when, as we have seen, a note of summons from the superintendent hastens the departure of a teacher from social enjoyment in a distant town, necessitating an earlier journey home, one cannot but feel that there is effective system at work which carefully gathers all available good that nothing may be lost. The more perfect the organisation, the greater the economy of zeal, which for want of system is often suffered to run to waste. — American. 157. Want of Agreement as to Plans. — It will not be till far more attention has been paid to the prac- tical details of the system, that it will produce those fruits of which it is capable. The endless diversities of teaching and of discipline which exist in each Sunday-school, is evidence sufficient that its friends are as yet not agreed upon any uniform method of carrying forward the mighty work. — Collins. 158. More Thought Needed. — As yet little of mind, Httle of thought has been expended on the Sunday- school system. Grood men, engaged in its practical duties, have groped their way along in the dark. — Todd. 159. Unity of Purpose Needed. — Harmony and unity of design are indispensable ; to maintain which it is advisable to adopt in each branch the same mode of classification, and to use the same books, plans, and rules. The pastor is, of course, the director, president, or head; each school, of course, has its own super- intendent, secretary, and teachers ; the body of teachers, of course, meet to transact business at stated times ; but these ordinary arrangements will not suffice to secure oneness and effici- ency in all the varied localities. The minister can give to each separate spot SUJfDAY SCHOOL WORLD. 41 very little personal attention ; he is constrained to deal mth. the body as awhole, and cannot direct the minntiee of each individnal school ; and, as it is natural that each superintendent and teacher should thinlc the most of , his own school, deeming its interests oi paramount importance, a jealousy, | an unholy rivalry, is sure to spring ' up, causing division and contention, if one wise, presiding head govern not the whole. The school, the 07ie school, including parent and progeny, should have one general superinten- dent, secretary, and treasurer. — Davids. 160. S. S. Eules.— The rules should always he printed in a neat compact form, and each teacher and subscriber supplied with a copy: they should be definite, simple, as few in number and as short as pos- sible ; stiQ, they should clearly state what is expected from each officer, teacher, parent, and scholar, and be strictly adhered to. These printed rules should not be altered, except at an annual or special meeting of subscribers, convened for the purpose ; for there is a tendency to innovation in some minds, which, if given way to, would substitute alteration for improvement, and make the constant recurrence of new measures part of the working of the school. — Davids. AuT. 3. This school shall open at o'clock in the morning, and o'clock in the afternoon, and each session shall contiuue one hour and . — of Jan- terms for Am. 4. On the first — July , the or 161. Sunday-schools usually adopt a few plain rules to govern them; we therefore give a simple form : — Aet. 1. This Sabbath -school is connected with the Church, or shall be called the Sabbath- school. Art. 2. It shall consist of a Su- perintendent, a Secretary, a Libra- rian, and as many teachers and scho- lars as may be duly received and appointed. The usual duties will be assigned to the different offi^cers of the school. uary which all the officers are elected, each year shall expire, and the teachers shall proceed by ballot, at such time, to elect new officers, or to re-elect the old ones. Art. 5. Strict order shall be ob- served, and all the rules conformed to, by every one connected with the school, and no one shall leave the room until the close of the school without permission. Aet. 6. The annual meeting, or anniversary, shall be held in the month of , at which time re- ports for the year shall be made, and an address by the pastor, or some j other person who may be invited. ' Quarterly meetings for business, and ! weekly meetirigs for mutual assis- ! tance and counsel, and for the study of the lesson, shall be held by the I teachers and officers. Aet. 7. This Constitution may be amended at any annual meetuig, and Bye-Laws may be made or amended at any quarterly meeting, by a majo- rity of all the teachers. The Bye-Laws should define when and where teachers' meetings, mis- sionary meetings, temperance or boys' meetings, or social Christian gatherings may be held ; also any other necessary objects may be in- cluded in the specifications of Bye- laws. — Pardee. 162. Classification. — ThefoUow- ing plan of classification is recom- mended as the one most suitable for general adoption:— 1. The Infant Division, to consist of children from three to six years of age, who cannot read. 2. The Elementary Division, consisting of children who cannot 42 STJIfDAT SCHOOL WORLD. well enough. for a Scripture read class. 3. The Scripture Division, to consist of scholars able to read with ] fluency. 4. The Senior Division, { consisting exclusively of young per- I sons not under fourteen years of age. — Davids. 163. A Eigid Eule.—It should be known as a rule of every school, that no child is allowed to leave his seat until the school is dismissed; and no exception should be permitted, except at the request of a teacher to the superintendent. If these rules are observed, a most important pre- paration will be made for the duty of instruction ; they are simple and practical. We venture to declare, that no school which shall try them properly for three Sabbaths in suc- cession, will be willing to abandon them. — Packard. 164. Senior Classes. — Senior classes should consist of young per- sons not under fourteen years of age, and separate class-rooms should be provided for male and female scholars. There should be a selectness about these classes, raising them in the es- timation of the scholars, in order to induce regular and continued atten- dance. If separate class-rooms can- not be obtained, an unoccupied vestry, a large pew in the place of worship, 165. One Uniform Lesson. — Do you approve of one uniform lesson for the whole school ? Answer. Yes, by all means ; and then concentrate all the exercises, the prayers, the hymns, the addresses, as weU as all the teaching, directly upon that one portion, so that it will be impressed upon all, as it was upon a little boy who walked up to the black-boord and pointed to the drawing of an altar and the bleeding lamb upon it, saying, " It was that all day, wasn't it, Jimmy ? " Let the infant-class have the central verse for their les- son. — Pardee. 166. We know of two or three large S. Ss. where the uniform lesson is studied, and where, in addi- tion, the minister selects as his text for the morning discourse the theme studied in the S. S. The prayer meeting in the evening, also, has the same direction. The plan, as far as tried, has worked well. The unity of labour has secured unity of im- pression. — House'' s liandhook. 167. Importance of Catechising. — The Jewish Eabbins observe a very strict method in the instruction of children and others, according to their age and capacity. At five }'ears old they were called sons of the law, to read it. At thirteen they or a corner of the school, separated , were called sons of the precept, to by a curtain, and provided with, a ■ understand the law ; then they re- table, may answer the purpose. When ceived the passover as a sacrament, the infant and the elementary classes ' for even children did eat it, as a re- are so taught that the general school- I membrance of their deliverance out room contains only the Scripture of Egypt. At fifteen years old they division, the senior scholars may came to be Talmudists, and went to with, less difficulty occupy a part of it. The subjects, and the mode of instruction, in the senior division of the school should be adapted to the advancing years of the scholars ; and all the proceedings ought to be so conducted, that those connected with, the classes may feel mutual saUsfac- tion in the engagements. — Davids. deeper points of the law — the Tal- mudish doubts. Thus did the Jews. And let not Christians lag behind them in propagating the truths of Jesus Christ their Master. Let chil- dren be well instructed, principled, and catechised in the fundamentals of the Christian religion ; for with- out catechising, the people perish in SUNDAY SCHOOL WORLD, 43 the want of knowledge, and become fit subjects for every priest, Jesuit, and sectary to work upon. The Papists have confessed that all the ground we have gotten of them is by catechism, and the little ground they have gotten of us is by a more dili- gent requiring and practice of it. In a word, catechising is as well a family, as a church duty. Were but the family well instructed, the minister would have less work to do ; there would not be so matiy uncate- chised heads, nor so many weather- cock Christians as now are to be found amongst us. — Spencer. 168. Use of Catechisms.— This leads me to take this opportunity to answer the questions so frequently asked in Sabbath-schools, Is it best to teach Catechisms in these schools ? Till within a short time, catechisms of all lands have nearly been pro- scribed in most of our schools, and the impression seemed to be gaining ground, that they were to be laid aside with the rubbish of other times, with things and modes, good perhaps in their day, but not adapted to the day in which we live. The objection seems to be, that the memory alone is cultivated by learning catechisms ; that the child cannot understand them; and that they are sectarian in their tendency. After looking at this subject long, and in various lights, I am not altogether certain that these objections are not directed chiefly, if not solely, against the Assembly's Shorter Catechism ; and that a sort of tacit compromise has been made, that all catechisms should be laid aside for the sake of getting rid of that. In regard to the two first objections, I believe they may be reduced to one and the same : viz., that the memory is burdened, because the child does not comprehend what he tries to learn. The answer to these objections is two-fold. First, that it is one very important part of education to exercise and cultivate the memory ; and few things will do it better or faster than the catechism. Secondly, that it is not true that the child cannot be made to under- stand the catechism. Till within few years it was thought that a mere child could not be made to understand arithmetic, grammar, or geometry. He was told to commit the rules to memory, to be applied to use at some future time. But all this is justly exploded. The child of six years old can now be taught arithmetic on the plan of Colburn. It is only the substitution of things for the signs of things. I do not believe there is any greater difficulty in teaching a catechism, than in teaching many parts of the Bible. — Todd. 169. Value of Catechisms. — As if men, in this agitated state of the world, could come up, amid the rock- ings and the storms of the age, with- out deep, fixed principles for a sheet- anchor! The waves of excitement already run high, and will run stUl higher ; and he who acts as a teacher in the theological school, or as an author, as a teacher in the day or Sabbath-school, who does not try tc lay the foundations of character on fixed, definite principles, even the everlasting foundations of truth, falls far short of his duty. You might as well neglect to place anchors in the bow of your ship, as you send her from her moorings, because she does not noiv need them, as to neglect to fix deep and definite principles in the mind of the child, because he has not immediate use for them. — Todd. 170. Catechetical Instruction. — There are two points which bear upon this question, that I want to speak about. The Jli'st is, that aU our Sunday-schools are short of pro- minent lady and gentlemen teachers. 44 SUNDAY SCHOOL WOELD. To get and keep the larger scliolars, we want 7nen and women. Let the old men enlist in the Sunday-school army ! The scholars reverence gray hairs. The second thought is : — Superintendents talk their schools to death ; teachers talk their classes to death. With many classes, the scho- lars are never permitted to answer one question. I would say : let the superintendent taUi little ; let the class do the most of the talking. Even if your talk is on the best of subjects, the salvation of Jesus, if it is all on your side, the scholars will get tired of the monopoly, and say it is dry and uninteresting, and refuse to come back. " That was a ve^'y interesting lesson ; " said a young man to me the other Sunday. The scholars had all '' pitched in ! " — that was the secret of it. — Thomas Morrison. 171. Apparently Useless Know- ledge. — Daniel Webster once told a good anecdote in a speech. When asked where he got it, he said: " I have had it laid up in my head for fourteen years, and never had a chance to use it till to-day." My little friend wants to know what good it will do to learn the ' ' rule of three," or to commit a verse of the Bible or the catechism. The answer is this : Some time you will need that very thing. Perhaps it may be twenty years before you can make it lit in just the right place. But it wiU be just in place some time, and then if you don't have it you will be like the hunter who had no ball in his rifle when a bear met him. " Twenty-five years ago my teacher made me study surveying," said a man who had lost his property ; "and I am now glad of it. It is just in place. I can get a good situation and high salary." The Bible and catechism are better than that. They will be in place as long as we live. — Christian Enquirer. 172. Awkward Replies. — The- Rev. A. B. C. was paying his annual visit to a school not a hundred miles- from Birmingham. It was some years ago, when geography was much more important than at present. The inspector wished to be told aR about the route to India, but the children, seemed to know very little about it. At last, in despair, he asked, "Could I go there on a horse ? " One little fellow promptly answered, ' ' No, Sir." "And why not ?" said the inspector. The boy answered, ' ' Please, sir, because you'd tumble off." 173. A teacher wishing to explain to a little girl the manner in which a lobster casts its shell when it has outgrown it, said, " What do you do when you have outgrown your clothes ? You throw them aside, don't you ?" " Oh, no " replied the little one, " we let out the tucks ! " 174. At a recent Sabbath- school concert, in a suburban church, the ordinance of baptism was admi- nistered. The clergyman in charge expressed gratification that the occa- sion offered him so good an oppor- tunity to explain to the children the nature of the service. By way of illustration, he said: "In Old Testa- ment times, blood was offered as an atoning sacrifice, hence it was spoken of as a purifier ; but what is used as an emblem of purity nowadays — what element conveys the idea of perfect cleanliness?" A moment's silence, and then a dozen little voices squeaked out — " Soap ! " 175. Recently, a rector of a pa,rish in Toledo, Ohio, in catechising his Sunday-school, asked: "Where did the wise men come from ?" With- out a moment's hesitation the answer came from a little five-year old: " From Boston." 176. An Odd S. S. Sympathiser. — In the parish of G the clergy- STTNDAI SCHOOL WOULD. 45 man was a curate fresh, from Oxford. As lie was fond of children, both duty and inclination often led him into the village school. He was almost always accompanied by three or four dogs, which, of course, the moment he opened the door, rushed frantically into the room, to the youngsters' great delight. He would, perhaps, give what he called a Scrip- ture lesson, wliich would consist of a set of the most curious and disjointed questions imaginable. I give one or two of his questions as a sample. *' How many foxes did Samson send among the corn of the Philistines ? " ' ' Who was Beelzebub ? ' ' This ques - tion he answered himself by saying, " Queer fellow, wasn't he ? " In fact, he mostly answered the questions himself. He wound up by distribu- ting a parcel of nuts or a few oranges. Everybody knew when he was in school by the watching dogs at the door. A common remark of the women of the village was, '' Now he's gone again to make the children laugh." For all this he was one of the most kind-hearted of men, and tad an idea that he did a great deal of work in the school. 177. Physical Comfort in S. Ss. — Suificient attention is not usually paid to the physical organisation of the scholars. Judging by arrange- ments, it often seems forgotten that a healthy mind and a diseased body rarely unite, and that we have no reason to expect orderly conduct and attentive demeanour from children who are enduring bodily discomfort and suffering. Perfectly convenient rooms we may be unable to obtain ; but the right perception of some first principles would remedy many an existing evil. — Davids. 178. Much depends on the physical arrangements in Sabbath- scnools. Bricks and mortar had much to do with the efS.ciency of mental and moral instruction. Good school -rooms ought to be provided : there should be a sepa- rate room for the infants ; another (a good- sized one) for those not able to read the Scriptures ; another large one, for Bible readers, in the addresses to whom suitability could there be studied, and where order and decorum could be preserved. — Poore. 179. The securing of proper ventilation and temperatui-e is of the utmost importance : an over-crowded room, with a close and heated atmo- sphere, either sends the scholars to sleep, or makes them insufferably restless ; while a freezing school- room, on a wint€r's morn, seems to benumb their faculties as well as their fingers. There should be suitable air-valves in every school- room, so that the place may be ventilated in winter, without the necessity of opening the windows during school-hours, as thereby great draughts are occasioned. — Davids. 180. The place should be comfortable, attractive, light, airy, and cheerful. It should be dry and well warmed. The walls may be covered with prints, hymns, and Scripture mottoes; or, as some of our wealthy congregations have done, they may be frescoed beauti- fully with illuminated texts or paintings representing Scripture scenes, to attract the children to the house of God — to their Sahhath Home. Especial care should be taken that the seats provided are adapted in size, height, and form to all ages and sizes, from the little ones in the infant classes up to the larger scholars and the members of the adult classes. The three-sides- of-an-octagon form of seat is found to answer well, and is much cheaper than the circular seats. — Pardee. 46 SUNDAY SCHOOL WORLD. 181. Nine schools out of ten are crippled and injured by hav- ing their Infant, Reading, Scripture, and Senior classes all taught in one room; when a few pounds per annum might supply this defect, which, in large schools, is of itself almost fatal to success. We once visited a school, in capital order, where instantaneous obedience was enforced, and the regulations were as perfect as a good superintendent could make them; but there was only one room for all the classes : the simultaneous repetition of the infants, and the necessary noise of the letter-box, completely inter- rupted the Scripture classes. It being a very hot day, the infant and reading classes were stopped, that they might be supplied with water ; the quiet was delightful ; the higher classes went on well for about ten minutes ; and when, at a signal from the superintendent, the noise recommenced, more than one atten- tive scholar looked mournfully, as though thinking why they might not be permitted to learn in peace and quietness. We wondered not, on being told that several of the elder scholars had left, ' ' because there were so many little children there, they were ashamed to come." The Church is, surely, bound to provide suitable rooms to carry on the work of tuition. — Davids. 182. The Sunday-school room of the Rev. Henry Ward Beecher's church, in Brooklyn, is believed to be the best, and is the largest in the country, except one. Its appointments are perfect. An organ, a piano, and a melodeon furnish the music. The singing is wonderful. A fountain plays in the centre of the room, and elegant paintings adorn the walls. The room is crowded, and additional Bible classes, which are needed, cannot be formed for want of room. 183. Arrangement of Rooms. — In all cases the rooms should be as near one another as possible ; for if they are far apart the number of scholars will be much lessened, as children of the same family are sent to school under one another's care; and the superintendent's trouble will be much increased, for he must cast an eye on all divisions, and see that each teacher does his duty, although his time will be chiefly spent in the division where the largest number of children are congregated, which wiU usually be the third. In large schools it is almost essential to have a sepa- rate superiutendent for the letter-box classes, as they are generally com- posed of very unruly children, need- ing restraiut and constant oversight. — Davids. COLLATERAL RESULTS. 184. Review of the History. — A review of these events will show how the formation of the Sunday- school led on to efforts for the im- provement and extension of' general education amongst the people ; thus necessitating a supply of reading to meet the demand created by that education, and, above all, compelling the adoption of means for putting into the hands of the people of this and other lands the Holy Scriptures in all their purity and completeness. — Watson. 185. Origination of Religions Tract Society. — The extension of education amongst the people thus commenced by the establishment of Sunday-schools, and aided by the efforts of Lancaster and Bell, led in the providence of God to the for- mation of one of those catholic and useful institutions which arose about the commencement of the present century, and have proved so great a SUNDAY SCHOOL WOELD. 47 blessing. The institution thus re- ferred to was The Religious Tract Society, which, from a humble com- mencement, has attained a position of commanding influence. In one of its early addresses it is stated, that "thousands who would have remained grossly illiterate, having through the medium of Sunday- schools, been enabled to read, it is an object of growing importance widely to diffuse such publications -as are calculated to make that ability an unquestionable privilege." * In a subsequent publication, the com- mittee stated, that * ' it became ne - cessary to provide for the exercise of that growing ability which chil- dren were rapidly acquiring, to lead their minds to subjects calculated to please and to purify them, and thus endeavour to convert providential advantages into spiritual blessings."! 186. Origin of Bible Society. — Eut a stiU more remarkable, ex- tensive, and enduring event was brought about by the establisliment of these schools. When the capacity of reading became more general, and a serious impression was made on the minds of the young people. Bibles were wanted. As early as the year 1787, two years after the commencement of the circulating schools already mentioned, Mr. Charles corresponded with the Rev. T. Scott about procuring Welsh Bibles for supplying the wants of his countrymen. Mr. Scott tried all means in his power, but eventu- ally failed. — Watson. 187. Extension of Reading, and Diffusion of Knowledge. — To Sun- day-schools is owing that increased attention to the general education of the people, which has ended in raising England from almost the * Evang. Mag., 1799. 18 f Origin and Progress of E. T. S. 03. lowest in the scale to but one step below the highest, there being now 1 in 7 of her population in attend- ance at daily schools. The increase in the number of those able to read, "through the medium of Sunday- schools," as stated in one of the early addresses of the Religious Tract Society, led to the establish- ment of that great and remarkably useful institution, which has issued 959 millions of publications ; while the want of Bibles for the Sunday scholars of Wales induced the for- mation of the British and Foreign Bible Society, which has circulated 70 millions of copies of the sacred volume in whole or in part. At the present time there are also published, mostly in London, 801 periodical publications, many of which have an enormous circulation throughout the country. We are now looking merely at the intel- lectual influence of this extension of knowledge, and in connection with it there has to be borne in mind the fact that every Lord's- day, and on many other occasions, there are nearly 300,000 teachers, of various grades of intellectual acquirement, in close intercourse with above 3,000,000 of the young j)eople of our land. — Watson. 188. S. S. Literature. — The press has befriended the Sunday-school system in many ways. I now select only one instance, but that is of con- siderable importance ; I mean the pul^lication of the "Sunday-school Repository," which commenced in January, 1813. This valuable work cannot be estimated, in reason, at too high a rate. Its contents, from time to time, are calculated at once to interest, instruct, and excite. It should be circulated through every school, and read by every teacher. Already it has laid before the public a mass of most valuable information, 48 StrNDAT SCHOOL WOELD. and directed upon the Sunday insti- tution a stream of light which, has revealed its magnitude and its beauty much more clearly than they were generally seen before. — /. A. James. 189. It would be tedious to notice in detail all the other various publications of the Union. Some of the principal and most influential of them have been recorded in this and the three preceding chapters, and when it is remembered, that during the first nine years of the Union's exis- tence, its publications only amounted to six in number, of which during that period, about 273,000 copies had been sold, while at the present time, inde- pendently of all its other publications, the Union is publishing three period- icals for scholars, and three for teach- ers, the united monthly circulation of which amounts to about 250,000, or an annual circulation of three million copies, it is impossible to re- frain from saying, " What hath God wrought?" and from praying that so mighty an instrument for good maybe energetically and usefully employed. Four of these periodicals are edited gratuitously by members of the Com- mittee, while the two others, for which it has seemed desirable to obtain aid outside the Committee, are subject to their careful revision. — Watson. 190. General Eesults of S.Ss.— The actual results of Sunday-school work in the course of its past history should be a subject of study and earnest consideration. I cannot doubt that its influence in arrest- ing the power of imported evil, and resulting propagation of crime, in oui' country, has been a chief element in the peace of the nation, and a power whose extent it would be impossible for us to trace com- pletely. The torrent of youthful debasement and immorality, of cultivated ignorance and infidelity, which has poiu'ed in upon us for these many years, has found no agent of resistance or removal equal to this. Millions of children of the poor would have grown to maturity in hopeless depravity, during the last twenty-five, years of heavy immigration of the toiling popula- tion upon our scattered people, but for the blessed efforts of our Sunday- schools. A gracious Providence has appeared to prepare our great re- ligious institutions, all of which find their best and most effective contact with the people through the Sunday- school, as a special depository of the Divine agency and power for the safety and welfare of our land at this very time. — Tyng. II. THE SUPERINTENDENT AND SECRETARY. INTEODUOTOEY. * 191. The S. S. an Organisation. — Organisation is a social necessity. If individuals wish to act together for a common end they must organise. "Without organisation they ^t11 col- lide, "waste their power, and accom- plish no good result. With it their action is united, and is made capable of great results. Men's instincts teach them this necessity, and, therefore, we see men everywhere living and acting under organisations of greater or less efficiency and value. In our own country society is very highly organised. It is con- stituted of a series of organisations moving one within the other. Eke the wheels of a mighty machine. The great wheel of our social organi- sation is the general government. Next to this comes the wheels of the state governments. "Within these again are the counties, towns, and districts, xmtil finally we reach the unit of the whole — the family. And these wheels all run for the order, safety, and prosperity of society. In like manner society has its commer - cial, manufacturing, educational, be- nevolent, and religious organisations, each seeking its own peculiar end; for every object they desire to ac- complish by imited action people are organised. Hence we find those who- wish to attaia the highest degree of personal godliness, and to promote the interests of Christianity, organ- ised into churches. In the churches, again, are persons earnestly seeking the rapid propagation of the Chris- tian religion at home and in foreign lands, and they are organised into missionary, tract, Bible, and Sun- day-school societies, "We have to do with the last of these, and to explain and illustrate the organisation of a Sunday-school. Thi*ee things are essential in every organisation : 1. A number of persons desirous of achiev- ing a specific result. 2. A code of rules to which each individual pledges obedience. 3. Government, that is, officers having authority to enforce the rules. — Dr. Wise. 192. Organising a School. — In every neighbourhood where there can be gathered together a dozen adults and children combined, a school can be estabKshed. For a room, a farmer's kitchen, a black- smith's shop, a barn, or a grove, have often been used, and can be again : I. Tla}i your work. Look over your field, talk with your neighbours, select the more acces- sible and convenient place, visit every family, and see that every person, old and young, is invited to attend. Do all that you can to make the place attractive and beau- tiful. Be sui'e that every one who comes shall see that efforts have been made to make them not only welcome, but happy when there. If possible, get every one to work in 50 SUNDAY SCHOOL WOELD. some department for the good of the school. Give out a lesson for the next Sabhath, inyite all who feel interested to remain after the regular exercises close, and consult about plans for the future ; then, having recorded the names of all present and made a minute of the session, close the school, repeating the Lord's Prayer in concert. 2. Next organise. Nothing can be done without a leader, or superintendent. Choose the person best qualified, whether man, woman, or child. If but few are present, and it is believed others will shortly come in, elect tempora- rily ; but as a rule, those who start the enterprise are best qualified to carry it on till fairly established. Say, choose the person having the most faithj most love for the young, and the best-natured person. Some lady superiatendents are very effi- cient and very successful, and there are instances of children organising and directing schools to a successful and blessed issue. Having chosen a superintendent, never elect other officers till he shall have been con- sulted in reference to them; adjourn, "with a purpose to work during the week for the success of the school. — B. F. Jacobs. 193. Sunday- school Agency. — The success of a Sunday-school depends, under the Divine blessing, upon the faithful manner in which the officers and teachers maintain their Christian profession, and upon their conscientious performance of those obligations which they have undertaken to discharge. It is, therefore, desirable to show the character of the agency employed; and how the labour may be so divided, as to secure the greatest amount of efficiency and useful- ness. This agency is voluntary and gratuitous ; and its manifold advan- tages, as applicable to Sunday- schools, have been proved by experience. All who engage in this work are bound by sacred principles, and by a solemn engagement, to constant and punctual attendance. Any deviation from this obligation must occasion inconvenience, and prove detrimental to the school. Officers and teachers should, there- fore, be procured who will regularly attend, as a matter of conscience^ and from a firm conviction of the momentous nature of their engage- ments. The school agency may thus be divided: 1. The superinten- dent. 2. The secretary. 3. The librarian. 4. The teachers. — S. S. Handbooh. 194. Duties of the Treasurer. — 1. To receive funds. 2. To pay out moneys as directed by the society. 3. To keep a written account of nis receipts and expenditures. 4. To report at the monthly and annual meetings of the society. Honesty and accuracy are the two chief qua- lifications of a good treasurer. — Dr. Wise. ^ SUPERINTENDENT. 195. A Necessity. — In almost all communities it is better to have one mind to preside and direct, than to have more, if we can safely trust so much power to one man. But as in most cases this power is in very great danger oi perversion and abuse, we are careful not to delegate it. The government of God is the government of one mind, and is the most perfect conceivable. An earthly monarchy \k, in theory, the most perfect of human governments ; but human nature is too selfish and too wicked to make it desirable in prac- tice. The family government is that one presiding, directuig mind, and as the power is not very liable to abuse, it is by far the best pos STJNDAT SCHOOL WOELD. 51 sible. The Sabbath-scliool is like it; and every Sabbath-school must have one directing, presiding* mind at its head. — Todd. 196. Difficulty of Getting a Good One. — It is slow work to educate up a superintendent. The most of them never gain a correct appreciation of the S. S. work and power, or of their own official duties, and consequently they deaden the school and hinder the teachers, instead of quickening and helping them. A fine personal appearance and position, a free and easy style of reading, and talking, and prajdng, are not the great qualifications for a S. S. superinten- dent. The S. S. will almost invari- ably decline to the low stand-point of the incompetent superintendent. iNot an office, methinks, in the whole Chiu'ch of Christ, except that of pastor, requires so much piety, knowledge, devotion, tact, and common sense, as that of S. S. superintendent, and good ones must be more than doubled. — Pardee. 197. l&Q Fixed Model. — There is no one style of man that can be set np as a model. There are men of widely difierent abilities that succeed in S. S. work. Do not argue that because a man is not like your ideal man — the model superintendent that you have mind — therefore he will never do. — Edward Eggleston. 198. His Influence on the S. S. — The whole character and influence of a Sabbath-school will depend largely upon the character and adaptedness of the superintendent. What the superintendent of a railroad, or the superintendent of a factdi-y, or the commander of an army is, each in his place, so is the superintendent to his Sabbath-school. It is not every truly good and pious man, nor even every talented or eloquent man, who will make a good superintendent of a Sabbath- school. Sometimes the D modest and retiring person, who shrinks from the acceptance of so holy an office, makes the best super- intendent. Neither is it always the wisest or most influential man whom the office wants, but the one who can the most readily command the confidence and co-operation of the pastor, parents, and church members, as well as the teachers and the chil- dren. Of course, the hest man in the church, next to the pastor, should always be prayerfully called to the office, for it is difficult to raise a Sabbath-school higher than its super- intendent. — Pardee. 199. I mean the character and qualifications of a suitable super- intendent. Everything in the actual management of the work must de- pend upon him. His power must be supreme. He is the executive officer of the little community, and how- ever appointed, whether by the pas- tor, or the church, or the teachers, or be himself the pastor, he must be obeyed simply and implicitly in all the business of the school in actual session. He has no time to discuss questions there with any one. JSTot even the authority which has con- stituted him can be permitted there to interfere with the work intrusted to him. He must designate and ap- point the work and classes of the teachers. If teachers fail in efficiency or duty, the power of arresting the evil must be in his hands. And in the whole management and order of the operation in actual work, a clear and conceded supremacy must be in his person. Any other view of liis rights and station, with the entire absence of means of mere physical control, would convert the school in- to a mob. And in selecting a super-, intendent, this whole view of power and responsibility must be clearly and fully met. You cannot doubt, therefore, that the superintendent must be a person of very advanced 2 52 SUNDAY SCHOOL WOELD. and positive qualifications. — Dr. Tijng. 200. Selection. — Get tlie best, we say again. Let this be the only consideration. Do not select a man "because yon think it will please him. Do not elect a man to the snperin- tendency as a reward for faithful services. Especially do not elect any one because you think he will be hurt if not elected. Better hiu't any man rather than hurt the school. The very fact that a man is disposed to exact his election, is the best pos- sible proof of his unfitness. Seek only to get the best material you can have. It is not always the most forward man that will do best. As- surance is not essential to success in Sunday-school work. — Edward E(j- gleston, 201. Defective School Manage - ttient. — Yery much of the comfort and not a little of the success of a teacher's labours will depend upon the management of the school in which he is engaged. If there be a want of discipline so that disorder and confusion prevail ; if an absence of harmony in devising or carrying out plans on the part of the officers ; if the superintendent be a hasty, impetuous man, ever varying ms methods, and acting without regard to the wishes and feelings of his teachers, many Avill lose their in- terest, and ultimately retire. Fre- quent changes in the officers of the school will exert an injurious in- fluence likewise upon the stability of the teachers. As like produces like, so will the presence from year to year of a loving and sympathising superintendent, never absent from his post, ever ready to aid by his advice, and at the same time ready to welcome suggestions from his teachers, tend to secure a regular supply of faithful labourers. If the history of our schools could be traced, we are convinced that a close connec- tion would be found to exist between the faithful and continuous discharge of duty on the part of officers, and the like discharge of duty on the part of teachers. — W. Cidverwell. 202. Election. — We had much rather trust this election to the teachers than to anyone else. They will judge more soberly than the mass of the school (besides, an elec- tion is an unmitigated evil in the school). They are better judges than any church authority can be. The qualifications of a superintendent are so peculiar that we can trust none so well as those who are in the work to select a leader. — Edicard Eggleston. 203. To the S. S. Snpefintendent on his Election. — May I say a few things frankly to you ? In the first place, you have now the highest motive for living near to Christ. Your success dejjends chiefly on this. Go into your school next Sunday and look aroimd. Yoiu' spirit will be the spirit of the school. If you are in- different in your treatment of sacred things, so will these teachers be. If yoiu* heart is not near to Christ, this school will be cold, and dull, and barren. Look at the upturned faces. Look down, even, into the upturned hearts that are watching you. If you were nearer to Christ what might you not do ? By these souls committed to your care, by these te'achers, who will not be more in earnest than you are, by the judg- ment seat of Christ, hy eternity itself , I beseech you be a better Christian man than you are. Do not affect piety. If there is any abomination in the world it is the superintendent who ''puts on" pious ways. It is hypocrisy. Even if you do it from mere desire to be impressive, it is cant. Children see through it. It repels them. Away with your pious tone and precisely solemn face, and ST7NDAT SCHOOL WOELD. prayer-meeting phrases. These chil- dren are not to be impressed with sounding brass. They penetrate the sham, and if they do not, God does. But the children do, and all un- natural mouthings makes then hate the religion that you burlesque. Do not say that the responsibility is too great, and that you will resign. No more shallow deceit does Satan palm off upon us. You cannot shirk resi^on- sihility. Go, bury your talent in a napkin, and then tell the Judge all that hypocritical stuff about your being afraid of responsibility. How terrible will your cowardice look to you in the day of judgment. But feel your accountabifity none the less. Cry out, with Paul, * ' Who is suffi- cient for these things?" Let the sense of your own weakness over- whelm you. Let the burden of souls rest upon you. Carry it in your devotions. Let it lie down with you upon your bed. Let the picture of taese upturned eyes and hearts never leave you. But do not let them drive you from your work. Let them drive you to Christ. The same Paul who said, ''Who is sufficient for these things?" said also, "Our sufficiency is of God." I plead for a t ^ more profound and tender piety in ^' superintendents. You may have a large school without it. You may have a good pic-nic without it. You may have order without it. You may have, even, well-learned lessons without it. But the truest, highest, most Chi'istian-like success you can- not ' have unless you have more of Christ in your heart. I can go into school when you are away, and know just what sort of ji^.nian. you are. There is. an aroma of a good superin- tendent.*^ ii. "sotrig schools. But in others there is life, and order, and outward prosperity, but there is no feeling of Christ's presence in His word. The observer feels that there i is a sttge rin t e ttdent, who either do^s \ : not live near to Christ, orl i to make his Christian spii I the school. As the superinta ; so are the teachers. If Lunsr^is" j vividly present in his prayers and ! other exercises, if he feels the presence [ of God in His Word, then will the teacher teach thus, and the scholar I study in the same spirit. The : atmosphere through which a scholar j will regard the Scriptures for all the rest of his life is often fixed by his teacher's way of teaching, and that is, very generally, the reflection of the superintendent's spirit. Very earnestly have I spoken, but I have spoken, also, very humbly — for I, also, am a superintendent, and I would not press these things upon your conscience any more closely than upon my own. — Edward Eggleston. G-ENEEAL QUALIPIOATIOUS. His sympathy for youth and faith in childhood must irresistibly attract to him young and old alike, yet his devotion and respect for the Master's cause forbid undue familiarity. His consecration to the work leading him to frequent surrender of time, con- venience, personal ease, social fes- tivities, business arrangements, and often to the expending of money and labour, will speak more than mere words can do of his estimate of the Sabbath school as an evangelizing agency, and prevent, upon the part of both officers and scholars, any dis- position to make the school a mere means of pastime or entertainment. The immediate conversion of the im- penitent, and the training for Jesus of those converted, he will thus, by example joined to precept, make the prominent and paramount object of his school. Any lower standard than this he will make all to feel is trifl- ing with sacred things, and a dese- :^W ;-•/ r->' 54 SUNDAY SCHOOL WOELD. cration of God's holy day. His ex- ecutive talent must secm-e tlie order and discipline of a man-of-war, while his facility in. securing the co-opera- tion of others, and of imbuing them with his own spirit, more than com- pensate for the absence of the rules and regulations of the department. His knowledge of the principles and prac- tice of teaching must enable him to instruct the teachers in the most forcible, effective, and engaging- methods of presenting truth to their young and plastic charge. By reason of his spirit of enterprise he will keep pace with all advances in the Sabbath- school cause, of which, of late, it is showing itself so prolific, and will suffer no opportunity to pass unimproved of having his school creditably represented in all appro- priate bodies. Ripe Christian expe- rience must make him a suitable counsellor of the young, and bring him into close, confidential, and tender sympathy with all who seek or receive his encouragement. His reputation, as far as possible, should be without aspersion, and his character such that the associa- tion of his name with the school shall be to the community a favour- able recommendation, and, with the Divine blessing, a tojien of its success and fidelity to the great purposes of its organisations. His relations with his pastor should be of the most inti- mate and confidential nature, that all may be done in entire harmony with the pidpit, God's appointed means of briaging the world to Christ. He must needs be a man living in constant communion with the blessed Saviour, to whose glory his life is consecrated ; for, without His blessing, human nature is inade- quate to the sublime responsibilities of this position. He must be one who has learned to govern himself, and who, in the midst of circum- stances most perplexing, can remain tranquil and composed. It is thought the standard is too high, and cannot be attained? It is no higher than the cause deserves, and the work demands. By God's grace, it is attainable ; mthout His blessing the ablest human instrumentality is but a sounding brass or a tinkling cym- bal. All things are possible to nim that believeth. *' Not by might, nor by i)ower, but by My Spirit, saith the Lord of hosts." "Except the Lord build the house, they labour in vain that build it." Let every superin- tendent remember the words of Moses, ^' If Thy presence go not with me, carry us not up hence." — Philip G. Gillett^ M.D.j Jacksonville y Hl.y U.S. 204. Superintendent — a Teacher, and more. — The superintendent needs to be all that the teacher is — and something more. If a person were to undertake, therefore, to describe a good superintendent, one way would be, fii'st, to give all the particulars necessary to a good teacher, and then give the additional requirements needed in the superintendent. As it is my piu-pose to say something here- after in regard to the qualifications of teachers, in the few remarks now to be made respecting the superinten- dent, I shall limit myself to those things which he needs besides being a good teacher*. I shall assume that he is pious, prayerful, patient, punc- tual, persevering, and the like. To speak of these things, in describing a superintendent, is no more neces- sary than it would be, in describing a physician, to say that he must be a man. A person may be very good, and even a good teacher, without being a good superintendent. — Dr. Hart. 205. The Superintendent a Con- stitutional Euler. — The superinten- dent should have good executive, business talents, energy, persever-- SUNDAY SCHOOL "WOELD. 55 ance, self-control, tact to govern, a love for children, devotion to the cause, a warm, sympathetic heart, a life-like, serious, yet cheerful man- ner, and — super-added to humble, ardent piety — an ability to thiiih, and to set others to thinking, and withal, he should be able to express himself clearly, briefly, and forcibly. He should never allow the least harsh or irritable expression to es- cape from him, and he should repress every symptom of lightness, stiffness, or discoui'agement, remembering that his look and manner will give tone to the whole school. He should know personally, and by name, and as far as may be, the particular character of every teacher and pupil in the school ; speak to them, and always treat them with confidence and re- spect — neither too coldly, nor too familiarly — and assure them each of his 2J6fso7ial interest in them, and respect for them all. He should be wise to discern, select, and adjust proper teachers to their places, clas- sify and arrange the scholars, and in these things he should not be over- borne in his judgment. He is usually chosen by the teachers annually, and will do well to take them for his counsellors, and often consult them, coUectively and individually ; for while he is the superintendent, the head of the school, and as such a cheerful obedience should be tendered to him by all, yet he is not the sovereign. His authority is not ma- gisterial nor parental, but he is a constitutional ruler, governed himself by the rules of the school ; and he should so rule that no one should ever question his right to govern. He should never even speak of his " rights." — Pardee. 206. The Successful Superinten- dent. — He is a good superintendent, and therefore successful. A man of intelligence, and of some degree of information. He was not elected, because of his being a judge, an elder, a deacon, or a bank president, nor because he is the oldest, the youngest, the most popular, or the best-looking man in the church. The teachers chose him because of his fit- ness for the duties of the office. When he was elected, he did not consume half an hour of the precious time of the meeting in poor apolo- gies and regrets at not being able "to perform in a proper and satis- factory manner the laborious and responsible duties of the high station and important position in which, by their unanimous and most compli- mentary action they had placed him.'* Nor did he suggest (aU the while meaning to accept) that Mr. Fidgety, Mr. Heavy, or one of the other can- didates who did not get a single vote, could fill the office better than he could. He went at it like an honest man and a Christian. Eegularly and with punctuality has he perse- vered in the work. He keeps sound overshoes and a good unbrella, and- is not compelled to stay at home on rainy days. You can set your watch by his opening and dismissal of the school. He does not forget that the whole body of teachers, old and young will come late-if he is late, and that if he is punctual they will all, ex- cepting two or three incorrigibly heedless ones, be punctual too. ; When he arrives at school, it is understood that he has come with a definite pur- pose, and not to let things straggle along the best way they can. With courteous firmness he goes about the business of the school. He, as plea- santly as possible, corrects what is wrong, according to the best of his ability. By some apparent magic he smooths down the crusty teacher, and quiets the turbulent one. He has succeeded in bringing to naught the plans of Mr. Books, the librarian, who in two years had invented fif- 56 STJITDAY SCHOOL WOELD. teen new ways of keeping tlie library, each worse than its predecessor. He has quieted Mr. Whimsick, the sing- ing man, who bought all the new flash tune books as soon as published, and insisted that the school should sing them all through. And yet he keeps all these people in a good humour. The boys and girls love him, even if he is a pretty strict dis- ciplinarian. They Imow that if they are good scholars, discipline will not "be exercised on them. He is neat in his ways. You can examine the record of the school since his election, and find a well-kept and correct his- tory of its transactions. There is a general air of tidiness, and absence of boisterous doings, throughout all the affairs of the school. The whole concern goes like well-oiled clock- work. Not many speeches are heard from the lips of this superintendent, but whenever he opens his mouth he says something worth remembering. He does not talk against time, nor utter great swelling words when he has nothing to say. When a friend or stranger visits the school, burdened with a speech which must be de- livered, he endeavoiu's to choose be- tween the man who will instruct the children rnd the one who will only utter long-strung nonsense. Some- times, however, he makes a mistake, and allows Mr. Windywordy to have his say, but is carefiil not to invite him again. As a good railroad con- ductor understands everything about his train, from dri\T.ng the engine to oiling the car-wheels, and can give wise directions to those whose duty it is to attend to these things, so our superintendent can preside, keep order, teach any class that may be without a teacher, look after the library, do the singing, and even take the place of the sexton in case of necessity. Not that he does all these at once, or any one of them in a way or at a time to interfere with others in the discharge of their duty. But he can do them all, and the teachers and scholars know it, and the knowledge does not hurt him in their eyes. If he were not a man of prayer, he would iind it impossible to attain this excellence. But he is in the habit of constant and earnest prayer. Not only are his public prayers well uttered, and edifying to those who are to join in them, but they come from his heart, and God hears them. In his private devotion the school is often the subject of his petitions. He prays that the child- ren may be converted, that the teachers may with humble faithful- ness do their duty, and that he may have Grod's grace and guidance to enable him to be faithful in what he has to do. The spirit of prayerful earnestness is infused into all he does. Persevering energy takes him and the school safely through many difficulties which might other- wise cause a wreck. His school prospers. The neighbouring schools and chui'ches call it a model school, and ask for instruction as to the peculiar system by which it is managed. They hardly believe when they are told that there is no won- derful hocuspocus about it, but that it is only a school conducted with prayerful zeal, order, and simpli- city, by a band of wise and faithful teachers, under a good superinten- dent. — Taylor. SPECIAL QUALiriOATIONS. 207. "What he should be.— A superintendent should be, 1. A man of pietj^ and settled Christian prin- ciples ; 2. A man of intelligence, information, and prudence ; 3. A man of punctuality and business habits ; 4. A man whose heart is SUNDAY SCHOOL WOELD. 57 thoroughly in the Sabbath-school work; 5. Well acquainted with Sabbath-schools; 6. A man of tact and ready resources ; 7. A man of perseverance, and of steady habits of mind and action ; 8. A man of con- ciliating spirit. — America7i S. S. Scrap Booh. 208. Essential Qualifications. — It is not possible that superintendents should all possess the same gifts, or attain to the same imiform success. There are some things, however, that it is desirable all should posses : — A Good Chai'acter. — Whatever the qualifications of a minister, if his character be not above reproach, his success cannot be assured. A superiatendent will be known in his character as certainly as the minister. If he has defects, none will know them sooner than the children, and known, how shall he be their leader in spiritual matters ? Every superin- tendent ought to be a man who is in frequent communion with God. So full, indeed, should his face and heart be of love to God and the race, that misapprehensions cannot arise, either on the part of teacher or scholar. He should be a man in hearty sympathy and co-operation with his pastor, and should be as well known in Church- work as in the Sunday school. A Strong Per- sonality. — It is well to know the name of each scholar, and on meetiag, in or out of the school, to bestow a smile or word of kindly recognition. Especially should the superintendent be acquainted with his teachers. There is nothing that yields so large a return as this outlay of personal attention to scholars and teachers. One of the most successful of the Chicago superiatendents stations himself, as his school is disraissed, at the door, and manages to shake the hand of each outgoing scholar. Through the week, whether on a visit to a scholar's home, or in a casual meeting, he manifests the same dis- position, and all the children love Mr. Moody. New scholars, or scholars about removing, especially need the greetings, loving and heart- warm, of the superintendent. Exe- cutive Ability. — Every school ought to have its rules, the fewer and the simpler the better, but all must have some. And these rules must be executed. The superintendent is set for this work. There, for instance, is the rule as to order. If noise springs up in any particular class, he will exhibit tact in its suppression. He will comprehend that his imme- diate presence will indicate to the childi'cn that he knows that there is something wrong, that his ear has heard, and his mind is pained by it. Quietness ordinarily will follow this manifested consciousness. If the noise should be general, an uncom- mon thing, he will quell it by tapping his pencil or bell, and asking a com- plete suspension of the exercises. A skilful driver of horses will commu- nicate his own impulses to them at a simple touch of the reins. Straight- forward win be their movement. An unskillful hand touching the same reins will provoke restiveness or obstinacy. Children, no less than horses, will give themselves up to wise driving, or wUl "kick out of traces" the instant an incompetent or awkward diiver attempts to direct them. Of a superintendent we know it was once quite truthfully, if not wittily, said : " If he would only keep still himself for one Sabbath, his scholars would be so surprised that they would not be able to make any noise for a month." The execu- tive capacity of men differs as their temperaments; but experience, a wise observation, and a determina- tion to improve, will help any one, no matter how indigently endowed in this direction by nature. Self- Control. — Every Sabbath will furnish 58 SUNDAY SCHOOL WOKLX. occasions for the test of temper. Some of the teachers will be late, others indifferent or poorly prepared ; if the superintendent's temper yield to irritation, the whole school will suffer. A drop of vinegar will sour a cup of milk; a grain of iodine tincture a gallon of water ; a cross word will jSid its way to every cor- ner of the room, and to every child's heart. Nervousness, anxiety, excita- hility, are as diffusive as electricity. Positiveness is somewhat needed, but the superintendent's face, if ever dark, should have the darlmess spanned by a rainbow. Pro^njdness and Preparation. — In some of oui- common schools the rules requii-e the presence of the principal at his room thii^ty minutes before the regular time of opening. The superintendent as priQcipal of the Sunday school, ought, if possible, to be present at least fifteen or twenty minutes before the hour of opening his school. He ought to come thoroughly prepared on the lesson, and if the blackboard is in use in his school, he ought to write the central thought on it, with some of the subordinate di^dsions. He ought not only to know what the lesson is, but how it ought to be taught, both in the intermediate and Bible classes, so that duriag its giving he can furnish assistance and direction if needed, or, at the close, review the whole school on it. JSTo truer words can be found than these Tittered by one whose knowledge of theory and practice of the superin- tendency covers a period of twenty- five years : — " Every enterprising Sabbath school has both its excel- lencies and its defects. They are traceable partly to the neighbour- hood in which it is placed, partly to the teachers with whom it is blessed or ^njured, but more to the character of its superintendent. "Whoever has vital force and energy enough to carry on a school successfully, will I)ut upon it a seal of proprietorship as plainly expressed as if he stamped it, ' John Brown, his mark.' The teachers, the neighbourhood, and other accessories are the materials which are cast into the mould of his character, and come out of it the likeness of himself. That a school can be no better than its head, is as true as that a stream can rise no higher than its source. The fii'st is as much of an axiom as the latter, but its truth is often disregarded in the selection of one who is to act as a superintendent. An inefiicient man makes an inefficient and, happy for it, short-lived school. One who is wide awake himself will not be troubled with drowsy scholars. A disordered intellect is reflected in the disorder of teachers, scholars, books, and papers, and in the helter-skelter way in which everji:hing is done. If these truths would only be recognised and acted upon ; if, after a faithful trial of two or three months, in which the well - meaning superintendent finds that he is rather losing than gaining ground, he would have the manliness to surrender his position to some one who is better fitted or better liked than himself, many a school which to-day is dying a lingering death from being superin- tendent ridden, instead of superinten- dent-driven, would go forward with new life and vigour. It is one thing to attract and another thing to keep. Childi'en may be induced to go for a while to a place where there is much outward appearance of doing some- thing for them, but they will not stay unless something is really done. Their natures crave food, and food they will have. It may be a trouble, too, to keep order, and where dis- order is allowed they may be quick to take advantage of it, yet they will not stay in a disorderly school if they can find another and a better." — House, STJJTDAT SCHOOL WORLD. 59 209. Prominent Points of Cha- racter. — Afew words will be sufficient to sum up the most prominent points of character needed. 1. Age and experience. — In order to have a knowledge of the human heart, a deep knowledge of his own heart, the habit of close self-examination; in order to have the confidence of the teachers, the community, and the scholars ; in order to speak and pray in public acceptably, and appro- priately ; and in order to haye that weight accompany his advice, direc- tions, and instructions, which can be obtained only by a character known, and tried, and approved. 2. Devoted- ness to religion. — That he may be a man of prayer, by which alone wisdom that is profitable to direct can be obtained ; that he may be un- wearied in his attempts to aid the teachers, that he may thoroughly understand the lesson himself, and communicate it with a simple and sincere desire to save the soul. 3. Evenness of temper. — That the school may feel that the hand which holds the helm never varies; that the teachers may find their intercourse pleasant, and may go to him as to a fiiend, without ever expecting to be wounded by irritability ; that parents may find it pleasant to go to the school, and witness the improvement of their children ; that strangers may find a courteous reception, and their visit be rendered profitable. Self- government is invaluable, indispens- able to the superintendent. 4. Great promptness of character. — That the school may be opened and closed with great exactness, that no exercises may be long and tedious, that the teachers and school may know what to depend on ; that they may know that no changes will take place with- out great deliberation and thought. 5. Growing humility. — Otherwise his station, the deference exacted and paid, and the infiuenoe exerted, will make him a Diotrephes. He must cidtivate piety in his own heart, and become like the angels who are ministers to worms of the dust, and are good ministers in proportion as they are humble. True exaltation and greatness consist in great hu- mility. 6. An examjile in all that is good. — He should be fervent, simple, unaffected in prayer, increasing in a knowledge of the Bible, prompt, liberal, noble in charity, untiring in labours, warm in Christian inter- course, growing in all the Christian graces, and living for the salvation of the earth. Such should be the SuPEEiNTEXDENT of the Sabbath- school. — Todd. 210. Executive abiUty. — In the first place, a Sabbath-schcol superin- tendent shoidd have thcs3 general executive abilities which are needed in the head of any large business, whether it be that of a store, a bank, a farm, a raili'oad, a factory, a ship, or an army. He must have what in worldly affairs are called business qualities, and he must have a talent for directing the energies of others. "Whoever has the talents necessary for a good manager in any large secular business, has the first quali- fication of a good superintendent, such a man must have a strong will. He need not be stubborn, he need not be imperious, he will not be harsh or rude ; but he must be a man of strong resolution, and decidedly ten- acious in regard to his plans and purposes. There must be a little bit of iron in his composition. — Dr. Hart. 211. The superiatendeat should also be a man of good executive ahility ; and this is a very rare possession. He needs much discern- ing power, as well as organising and combining talent, so as to keep pastor and people, parents, teachers, and scholars, all harmomonsly at work. — Pardee. 60 SUNDAY SCHOOL WOKLD. 212. Dispatch. — The superinten- dent must learn the art of expediting matters. Preparation on all points of his duty in opening the school will enable him to get through, without seeming to he in haste, and without neglecting a single item on the list. He must guide the school. He must aim to wield the thoughts and willing attention of all. Let him not expect to do this if he has not studied beforehand, for each Sabbath, exactly what he has to do, and has not every particular so definitely settled in his own mind that he cannot by any possibility be thrown into confusion. — Anon. 213. Administration. — As Dr. James "W. Alexander used to say: *' That man who can well superintend a Sabbath-school can command an army;" and a well-known bishop has said, that "the man who can organise a good mission-school can organise a diocese." 214. Piety. — He must be possess- ed of deep fervent 'piety . Though it may be by some thought superfluous to mention piety as an essential qualification in the superintendent of a Sabbath-school, yet, in many instances,its necessity has been en- tirely overlooked, and schools have been governed for years by men without any pretensions to personal religion. Such a man may be perfect in his discipline, wise in his plans, his school may be a model for order and for learning ; but, lacking the love of God in his heart, an icy cold- ness, a frigid mechanism, will pervade his administration; his brightest hopes are unworthy the object of a Sabbath-school, and were his fondest imaginations realised, they might, like the aurora borealis, be bright and beautiful to look at, but would only more ^dvidly excite a longing for the life-giving rays of the sun. — Davids. 215. He should be spiritually qualified for his work, and should become a holier man of Grod from the hour in which he first receives the " call." He should be in daily com- munion with God about the work, talking freely with Him on all that concerns the school, about every teacher, and about every scholar, and humbly watching for answers to his prayers. — Pardee. 216. Firmness. — It is worse than useless to grasp the reins of power with a loose and careless hand. To play with rules, to connive at dis- obedience, to threaten without en- forcing, or to scold with vain, un- meaning repetitions, all these tend to lessen the bond of order and dis- cipline. Firmness never need de- generate into harshness or despotism. I^ever should the children come to look upon the superintendent as a tyrant, but yet his will must be their law, and the first trial to which he may be challenged should be so settled that whilst the whole school feels that the superintendent can control himself, there should re- main not the least doubt but that he can control them. A world of trouble will be saved by an early imderstanding on this point. No man can be a good superintendent who does not truly possess the spirit of firmness, kindness, and patience. — Rev. C. M. Barnes. 217. It will be seen from these points that the superintendent needs great general strength of cha- racter. "Willow will do for a basket, but it requires oak and iron for a man-of-war. jSTever are the teachers called to a more important duty than when they prayerfully cast their votes for the election of superin- tendent. No personal favouiitism or interest or prejudice shoidd be allowed for a single moment to pre- vail. — Pardee. SUNDAY SCHOOL WORLD. 61 218. Humility. — A superintendent has so much power, and is so accus- tomed to command, that unless he cultivate growing humbleness of mind, and enjoy much communion with God in secret, his own piety will flicker and decay; he will be- come oyerbearing and imperious ; he will cease to shine, and no longer point the way ; deadness and barren- ness will be in the school : its num- bers may keep up, its mechanism may be faultless, but conversions will be unknown there, and the bles- sing of God will have departed from its midst. — Davids. 219. Spirit and Temper.— The Sunday-school superintendent should always have a spirit and temj)er such as will be safe to diffuse throughout the school. If he is warm and genial, such will be the school. A cheerful superintendent spreads cheerfulness throughout the school. A light and trifling, or a gloomy and morose superintendent infects teachers and scholars alike with the same spirit. K^ever should the super- intendent allow the least impatience or harshness to manifest itself ia his look, tone of voice, or manner in the school ; for its effects will prove most disastrous. Ill-temper is a perfect barrier to religious improvement and usefulness. — Pardee. 220. Education and Social Posi- tion. — He should possess biblical and general information, and be in an injluential position in society. Per- sons do not like to be governed by those whom, on any account, they rightly deem theiu inferiors. As the chief officers must ever determine the character of the school in public estimation, we usually find, where the superintendent is not a man of decided superiority, both of mind and station, that the teachers are poor, or very young. — Davids. 221. Zeal. — He should also engage in the work with a good measure of scriptural enthusiasm. "We do well to be very earnest and full of Kfe, to be glowing and animated in our looks, words, and actions, if we would effectually reach the children, who are so full of Kfe. Perhaps the word unction would more worthily express the idea. The superintendent's in- terest should rise to this high point. — Pardee. 222. (reniality.— Says the Eev.S. Martin: ''If he stands at the desk like a cold snow-capped mountain, or floats about the school like a majestic iceberg, the whole atmos- phere of the school will be cold." 223. General Information. — The conductor should be a public in- structor who knows the whole ground himseK, knows the art of teaching, and should have his heart right, all a-glow with ardour in the work. The value of a well-conducted institute can scarcely be over estimated. One held many months ago in Ann Arbor has left its influence palpably and strongly marked to this hour. It vitalised the schools and teachers of the city and vicinity to a large degree. — E. O. Havern, D.D. 224. Tact. — It is no easy matter to govern wisely and thoroughly a body of voluntary adult agents, and, at the same time, children of all ages and dispositions, whose attend- ance, further, is for the most part as voluntary as that of the teachers. To govern both absolutely, to unite love with firmness, to maintain dis- cipline at all hazards, requires tact, and a cool head to carry out unhesi- tatingly the plan that a mature judg- ment has devised. The tact to govern consists in a union of the wisdom of the serpent with the meekness of the dove. — Davids. 02 SIJXDAT SCHOOL WOELD. 225. A superintendent witli- OTit tact is either a mere cipher, simply giving out books or tickets, and conducting the mechanism of the daily routine, or an arrogant usurper, offending everyone ; but only let him possess this tact^ and his spirit will pervade the entire school, exercising a mysterious influence, binding each heart to himself, and moidding its energies at will. We well remember, one Sabbath-day, a little before nine o'clock, opposite a large school house, a party of soldiers were drawn up for drilling : their gay accoutrements and various manoeuvres charmed both teachers and scholars ; although, on the strike of nine, the school was deserted, presently the first stroke of the clock sounded, the superintendent raised his voice, uttered the single word *' Time ;" quick as lightning, each teacher collected his class and hastened into the school, while the superintendent, standing at the door, bolted it as usual, before the clock had finished striking. The sergeant, turning to his men, said, '' That's good government : you may take a lesson from those boys." — Davids. 226. Observation. — Whoever assumes the headship of any business, with many persons working under him, whether young or old, must know how to use his eyes. Some persons seem to have no facidty whatever for seeing things. They go through the world in a sort of dream. If a man has not a decided talent for observation, he has no "business at the head of a school. As a mail may have a strong will, with- hesitation in saying that he ought ta be able to teach in any class — senior,. Scripture, or infant; for how else could he know that the various opera- tions of the school were being con- ducted in a satisfactory manner?) yet, we say, it is not his business to sit down in a class and teach. The nature of his office determines that his duties are of a more general and extended nature. In a certain sense we may say that the teachers are his class, and he should see that they are, each and all, up to the mark, and doing their several parts in the school. Like the officer in the army, his duty is to see that all others are doing their duty, and, as far as pos- sible, take care that every hindrance is removed out of their way, and every facility afforded, having his eye upon the whole school, and his mind familiar with all its various engagements. He should prevent irregularities, or correct them when they occur, and see to the steady and SUNDAY SCHOOL WORLD. 69 harmonious working of the entire machinery, meeting and dealing with circumstances as they arise, with wisdom, prudence, kmdness, firm- ness, as their nature may require. He is the person to conduct or control the general religious services of the school, and provide that the singing and devotional exercises and addresses are carried on in the most satisfactory and profitable manner that can be attained; not engrossing all these duties himself, but so arranging them as to call into use all the avail- able talent of the school, and encoura- girig younger brethren in the exercise of their gilts, at the same time keep- ing over them an official but kindly control. He too has to settle the, sometimes, delicate matter of the appointment of teachers to classes, (unless provided for by some special law of the school,) and all changes becoming necessary in consequence of a teacher's removal from the school. He too should preside, in the absence of the pastor, at the prayer-meetings, teachers' meetings, etc. In short, whatever of a general or administra- tive character there is to do in or for the school, the superintendent should be more or less ready to do or say. The burden of the school may be said to rest on his shoulders, and he should not shrink from doing anything in his power that may be for its advan- tage, for the comfort of the teachers, or the benefit of the children. What he ought to do! Well, he ought to set an example to the lohole school. This he surely will do ; but what we mean is, that he should present one which it would be well for them to foUow ; an example of early and regular attendance, of seriousness of deport- ment, of earnestness of spuit, of devotedness to the work, of purity of purpose, of thrilling devotion, of spiritual anxiety, of untiring zeal, of holy forbearance, of patient perse- verance, of Christian affection, of self-renunciation, of diligent prepara- tion, of luiwea^Ting effort for the good of the schowl and the promotion of all its interests. If it be possible, he should be at every meeting of the school or teachers; he should lead them on in every attempt, cheer them in every difficulty, and encourage them under every disappointment, ever holding up to their minds the greatness and glory of the work in which they are engaged, the object at which they should aim, and the blessed (though Tuideserved) reward which every faithful teacher shall at last attain. But he ought, as far as in him lies, to take every opportunity of watching over and promoting the personal piety and spiritual projit of especially the younger portion of the teachers. Many young Christians, even while labouring for the good of the children, themselves want the wise direction, the tender counsel, the cheering word, the encouraging sympathy, the sustaining influence which more advanced years and a larger experience could so often im- part. And how could a superinten- dent be more effectually doing his work, better assisting the teachers, or securing their confidence and esteem, than by a kiadly, faith- ful Chiistian concern for their personal religious welfare, meeting their doubts, removing theu' difiS.- culties, urging on then- progress, seeking to lead them on to higher attainments in religion, and greater adaptedness for usefulness in the work in which they are engaged? These are parts of the work which, we think, every superintendent ought to do, and in doing which he would find a great reward. — American S.S. Scrap)-hooh. 237. School Duties, — Enter your school-room orderly and quickly; put your hat, coat, overshoes, etc., away in place and out of sight — no matter 70 SUNDAY SCHOOL T\-OELD. how cold, do not keep any of them on. Move about the school-room with as little noise as possible. Look at the different parts of the room to see if all is in order, if the room has the right temperature, and see that a supply of pure air is provided, that the fires are in order, etc. Arrange your desk so as to look tidily and as tastefully as possible. Put on the blackboard the central thought of the lesson, and at the minute for opening strike the bell. A time-table should be arranged, that each exercise may have its exact place and share of the hour or session. Our own, some- times varied, is as follows : — Meet at half-past nine ; singing, fifteen minutes : reading lesson in concert or alternately, five minutes ; prayer, three minutes ; report of minutes ; previous Sabbath, two lesson, thirty minutes. Superintendent — Review of lesson, blackboard, or object lesson, or remarks, ten minutes ; singing, fifteen minutes ; distribution books, five minutes ; Lord's Prayer. "We use two bells ; the larger one is struck for order at half-past nine. At a quarter to ten the smaller one is struck for the doors to be closed for the Scripture and prayer. At the close of the report or open- ing exercises, see that every class is provided with a teacher ; then, that every new scholar has his or her name registered, and is placed in a class. Speak to every stranger, in- viting all to come again, and also to join the school. During the time occupied by the lessons, watch your classes and try and judge what each one may need. As often as possible visit your infant department ; say a few land words, or review a lesson, or ask them to sing for you. At the close of the lessons, ia giving a black- board or object lesson, or in. address- ing the school, let every one feel that you are interested and earnest in what you do or say. If you invite anyone to address the school, give them your time, and only ask them to take it when yoa are quite sure they can do more good than you can. In giving your notices, let them be stated so that all can hear every word. If you close the school with the Lord's Prayer, have all rise, and wait for silence before you commence, and let its recital be a prayer. Whenever you strike your bell for orders wait till it is still. Do not become noisy yourself trying to get others still. The best way is to fold your arms, and wait in silence, looking around and upon any person or class that is disorderly, till, catch- ing your look, they become quiet. — B. F. Jacobs. 238. His Influence. — Officially,- the Sunday-school siqicrintendent is the soul of the system, the sjnrit of the body with which he is connected. On the amount of his intelligence, piety, activity, and mental qualifica- tions much depends. To a great extent, what he is the school will be ; what he does will, most likely, give tone for good or evil to the body of teachers over whose movements he is called to watch and to preside ; his views will be very likely to influence to a very large extent (if he be esteemed as he ought to deserve to be esteemed) the views of those teachers, more especially the younger portion ; and his doings and shortcomings will modify the whole character of the school and those associated with it. If his heart is warm, glowing, devo- tional, zealous, burning with love to souls, with fervent desire for the ex- tension of the Redeemer's kingdom, and especially for the conversion of the young, then there is likely to be ■\T.tality, religious earnestness, a sj)irit of prayer, a seeking and longing for the spiritual interests of the chilcli'en, characterizing the efforts of the SrXDAT SCHOOL WOELD. 71 teacliers, and there will be a blessed atmosphere of piety and religion evidently pervading the school, and influencing the hearts both of teachers and taught. If he be a man of energy and activity, there ■will be vigour and corresponding activity iniiised into the operations of the teachers, and the general conduct of the school. Xot only will suitable plans be devised, but they will be effectually and perseveringly carried out to their accomplishment, either by himself or the secretary. And if he be a man of prudence, the plans and arrangement of the school are likely to be wise and judicious, and such as the particular necessities of the school he is called to superintend may require. If qualifications such as these distinguish or characterize a superintendent of a school, they can- not fail to exert an influence ; for, generally speaking, he will most likely gather around him and attract to his school spirits somewhat similar to himself, to associate in holy fellow- ship and to co-operate in holy labours. But if he be the reverse of all or any of these things, or if there be a gla- ring and manifest deficiency in all or any of these things, then there is likely, there is almost sure, to be a corresponding effect upon the in- fluence and character of the school generally, as well as upon the indi- vidual classes and teachers. The whole tone of the school will be lowered, the results will be unsatis- factory, and the religious element brought down to a cold, chilling temperature. — American S. S. Scrap-book. 239. He obeys Law. — i. To ob- serve and enforce the rules adopted by the Sunday-school society. A su- perintendent is not an autocrat, but an executive officer, responsible to the Sunday-school society and the quarterly conference. He is bound, therefore, to respect and enforce the rules adopted by the former, and the directions which may be given by the latter. Hence, obedience to law is the first duty of a superiatendent, and the necessary condition of his authority over his school. He must show that he seeks obedience to law, not submission to his own will. He must obey that he may be obeyed. In this country teachers and scholars will generally obey law, and respect authority based on law; but they wlQ rebel against authority exer- cised without law, that is, against an autocrat. Hence, every superin- tendent should arm. to be, not a little autocrat, but the efficient admini- strator of laws by which he governs himself, his scholars, and his teachers. —Dr. Wise. 240. He administers Law. — 2. To administer the programme of school exercises. Usually he should be permitted to arrange the pro- gramme according to his own judg- ment; but whether it be arranged by himself or by the society, it should be (1.) Clearly defined in the mind of the superintendent. He should be familiar with its order and with all its details. (2.) It should be adapted to the circumstances of his school. It would be absurd to attempt the application of the pro- gramme of a city school with two sessions and ample time, to a country school with one session of scarcely half an hour* long. Neither is the programme of one city or country school always suited to every other city or country school. In their general features aU programmes must have resemblances, but their details should be modified to suit circum- stances. K'o programme should be made into a Procrustean bedstead. (3.) It should assign time and place for every exercise. A programme should be a time table as well as an order of arrangement. It should, prescribe the length of each exer- SUNDAY SCHOOL WOELD. cise, always securing at least thirty minutes for the uninterrupted study of the lesson, and always providing against the burden of long prayers and hymns which have no end. (4.) It should be rigidly adhered to until replaced by a new one. That super- intendent who permits trifles to break in upon his order of exercises will demoralize his school. Teachers not knowing whether they will have fif- teen minutes or fifty in which to teach will not be likely to make very thorough preparation. Scholars ac- customed to irregularity will be rest- less with expectation and queries as to what will come next and when it will come. But with allotted time for specified duties all parties will settle down to the work of the hour. Hence nothing, not even the unex- pected presence of an eloquent stranger, should be permitted to break up the order of arrangements, which, by the way, should provide for such contingencies as the one just hinted at. (5.) It should be occa- sionally subject to re- arrangement. Human nature loves variety and wearies with unvarying sameness. A school guided for years by the best programme in existence woidd be- come mechanical and cold. Hence the details of school exercises should be occasionally changed sufficiently to give freshness and vigoiu* to the proceedings. Every good superin- tendent will secure a good pro- gramme, and enforce it with firm- ness and suavity — in the spirit of a father and not of a monarch. — Dr. Wise. 241. Summary of Duty, — The efficient management and the sucess- ful working of a Sunday-school de- pend mainly upon the person who may be appointed to superintend its concerns. It is advisable that the superintendent should be elected to the office by the teachers of the school; and that this election should be annual. If, however, his ap- pointment be made by any other parties, it should be with the con- currence of the teachers ; that they may discharge their engagements, under his supervision, with good- will and confidence. The superin- tendent is to act as the head of direction and influence, but strictly in accordance with the rules and re- gulations of the school. His govern- ment should be characterised by great vigilance and affectionate firm- ness ; that the teachers and scholars may be constrained to devotedness and good conduct, rather than coerced to duty and obedience. He should present the rules of the school to the teachers received on probation, and show them the proper method of teaching in their respective classes ; and afterwards afford, at all times, such aid as they may need. He should appoint the teachers and scholars to the classes, and remove them when requisite. He should invariably be present in the school, every Sunday morning and after- noon, a quarter of an hour before the time appointed for commencing ; observe that all the school requisites are put in their proper places; and also that the scholars enter their classes and take their seats in an orderly manner. The superinten- dent is to see that the devotional exercises are properly conducted; and that the time alloted to these ser- vices is not exceeded. Either himself, or a teacher previously appointed, should begin the school by giving out a hymn to be sung, and offering prayer. A short portion of Holy Scripture may also be read, but without comment. The opening ser- vice should not occupy more than ten minutes. TheYolume of "Prayers" published by the Sunday-school Union, and the "Introductory Ob- servations" to that volume^ will SUIfDAT SCHOOL WOELD. 73 afford help in rightly conducting the exercise of prayer; and if teachers and scholars be provided with The Union Musical Publications (espe- cially those used in the school), it will greatly facilitate the introduc- tion of good singing. In making appointments for fulfilling the devo- tional engagements, the qualifica- tions of the persons selected should be specially regarded. When the devotional exercises are concluded, the superintendent should observe that the scholars are quietly seated. He should then see that every class is supplied WT.th a teacher; and if any teacher be absent, or not present in time, he should provide for the defi-ciency, either by joining two classes, or by requesting a senior scholar, or other suitable person then present, to supply the vacant place. He should now attend to the chil- dren brought for admission (whose names will by this time have been entered by the secretary) ; giving such advice as may be necessary to their parents or friends who may be present. He should examine these children, and inform the secretary as to the classes in which they are about to be placed ; and then in- troduce them to their respective teachers. His time is afterwards to be entirely devoted to the superin- tendence of teaching ; vigilantly observing that all the classes are properly occupied and instructed ; interfering, when needful, to re- press any irregularity ; and taking care that the scholars do not speak louder than is necessary for their teachers to hear them distinctly. He should occasionally go into the classes, to ascertain how the teachers communicate instruction ; that he may be prepared to give them, privately, such advice as he may consider desirable. Whenever the superintendent gives the order, or signal, for the close of teaching, he should require all the teachers to keep their classes perfectly quiet, and under proper control. The superintendent should see that the teachers lead their respective classes, in an orderly manner, to the place of worship, and take care that they are properly seated. He should also, by previous arrangement, pro- vide that one of the officers, or an influential teacher of the school, remains with the children, together with a sufficient number of other teachers, to preserve order. In some instances the plan has been adopted of requiring the superintendent to be present, and all the teachers to remain with their respective classes during di^dne service. The previous details of the superintendent's morn- ing duties at school will, for the most part, be applicable to the en- gagements of the afternoon. When teaching has ceased in the afternoon, the notices of meetings, which con- cern the teachers or scholars, are to be given by the superintendent. He should then call on the person pre- viously appointed to give out a hymn, deliver a brief address, and close with a short prayer. These exercises should not exceed twentj^- five minutes. When they are con- cluded, the superintendent is to observe that the teachers and scholars are seated, and perfectly still. The hats, caps, &c., are then to be distributed. He is then to direct each class to leave the school quietly : the girls should pass out fiirst, and suitable arrangement should be made that the scholars go away without confusion or noise. Part of the time occupied in dis- missing the school may be employed in singing by a few scholars, who may remain until the last ; but if there be any confusion, the singing ought immediately to be stopped. The superintendent should see that the printed forms, used for the pe- 71 SUNDAY SCHOOL WOELD. riodical reports of the officers and teachers, are issued at the proper times, and also that they are duly- returned, and accurately filled up. His own monthly report of the state of the school, and his quarterly and annual summaries of the reports of the officers and teachers, should be models worthy of imitation. To maintain the proper classification of scholars, the superintendent should examine the classes at a time ap- pointed for the purpose, and, when absolutely necessary, remove the scholars to other classes. This exa- mination should be completed pre- viously to the last Sunday in a quarter, that the new quarterly lists in the Roll Book and Class Registers may be correctly prepared. The superintendent should invariably act with impartiality, maintaining dis- cipline with firmness, yet blended with kindness ; that peace and har- mony may prevail, and the pros- perity of the school be thereby advanced. — S. S. Hand-book. DISCIPLINE. It is the duty of a superintendent to maintain order. A disorderly school is a nuisance ; at least its disorder is a nuisance, which should be abated. The fact that a school is habitually disorderly demonstrates the incom- petency of its superintendent. It shows that he lacks those adminis- trative qualities to which both adults and children defer whenever they see them embodied in a man. Hence a superintendent who cannot reduce a school to order should promptly resign his office, and the Sunday- school should as promptly accept his resignation. A successful superin- tendent in maintaining order will do so, (1.) By quiet self-possession. He will neither bluster nor use many words, but standing at his post, self-poised, with a pleasant face, a calm, dignified, determined manner, and a voice not ringing with the tone of either timid or harsh command, but with the ma- jestic music of self-reliance and unquestioning expectation of obe- dience, he will subdue all around him to the observance of law, which is order. (2.) He will employ the call bell. In his hands the call bell is not a noisy addition to prevailing confusion, but it is a stirring voice uttering his wiU. Firmly struck by a hand which means to rule, its strokes will command silence, atten- tion, and obedience. Of course it must be itself under known rules, and every superintendent will see that the meaning- of its voice is understood beforehand, so that one stroke wiU always mean preparation, two attention or silence, &c., as may be determined and explained by that officer at appropriate times. (3.) He will employ the power of silence. A good superintendent never tries to talk a school to order. He knows it cannot be done. But having struck his bell, he will stand silently waiting for quiet, which always comes in a school, as it does everywhere, in re- sponse to this power. I once saw an angry political audience calmed by the unfiinching attitude and silence of the man they at first refused to hear speak. Every efiective super- intendent knows the power of silence, and he never fails to use it. (4.) He will hold each teacher responsible for the order of his class. The duty of the superintendent is to secure general order — not the order of a single class, or of an individual scholar only, but of the entire school. Now to do this by the exercise of his personal authority and watch- fulness over every individual in a school numbering hundreds is simply impossible. Still the order of each. SUNDAY SCHOOL WOKLD. 75 individual is essential to the order of the whole. How, then, shall he achieve this order ? Just as dis- cipline is achieved in an army — by a division of authority and responsi- hility. In an army each oflB,cer is responsible for his command to his next higher officer, from the corporal to the general of a corps. The former must account for the behaviour of his squad to his sergeant, the latter for his corps to his general-in- chief, and so with all the intermediate officers. The result is that the orders of a general-in-chief are observed by a million men. The effective super- intendent will apply this principle to his school by holding each teacher responsible for the order of his class. In appljdng it he will never, except "by request of a teacher, call a noisy scholar to order, but will require the teacher to correct the unruly child. Such a course, by acknowledging the authority of the teacher, elevates him in the esteem of his pupils, while an opposite one lowers him. If a teacher habitually fail to main- tain order in his class, the super- intendent should report the fact to the society at its monthly or quar- terly meeting, by which he should be either reformed or expelled. By these means no superintendent who is at all qualified for his office will failof maintaining order. — Z)r. JFise. 242. Self-possession Needful. — He should maintain good discipline and orde)', both for himself and his school. Sometimes the most dis- orderly man in the whole school is the superintendent. The two ele- ments of good order are self-control and good temper. Let no man think he can control others unless he can control himself. It will be in vain for him to insist on order, punc- tuality, and regard to all the rules of the school, unless he himself is a living example of strict conformity to them all. When he calls the school to order, let him always wait patiently, in silence, until every teacher, every scholar, officer, and visitor, is in perfect order, before he names a hymn or proceeds to do the least thing. — Pardee. 243. How to get Order.— If dis- order of any kind springs up, stop the recitation at once, and do not go on till you have the absolute atten- tion of each scholar. It is worse than foolishness to be talking to one member of your class while other members are talking to each other, or are busy with something foreign, to the lesson. — House, 244. Putting and Keeping in Order. — Government has two points or elements ; first, putting in order ; second, keeping in order. No one can keep that in order which is not first put in order. Putting in order implies some pilaji of order. The coaxing or chilling a hundi'ed people into a momentary quietness is not getting them into order. Order im- plies system, plan, and purpose — a study of the fitness of means to ends. Order, to be perfect, must be com- plete and comprehensive. If some things are put in order and others are not, then disorder is invited through open doors. Whatever is not in order, is itself a disorder. Here lies the fault of poor governors. They govern in patches. The good school governor puts everything in order; persons, movements, tunes, things. He will arrange his classes ^dth an eye to comfort, convenience, taste. He will drill his classes to move in quiet, and with order, when- ever they have occasion to change seats, to visit the library, or to leave the school. He wiU especially keep time, beginning each exercise at its time, and confining it to its time. He will see that every article in the room is kept in place, and that the e2 76 STTNDAY SCHOOL WOBLD. room itself is a scene of perpetual neatness and order. And, finally, lie will keep himself in order, — a model of quiet and intelligent atten- tion to his own business. The poor governor often sins against all these requirements, but especially against the last. Mistaking confusion for the activity of earnest work, and noise for enthusiasm, he is never con- tent unless he is stirring up himself and all around him into a perpetual hurly-burly. The preservation of order requires that each disorder be suppressed the moment it appears ; not by angrily creating a greater disorder, but by restoring as quietly as possible the old order. The most effective school governors merely pause whenever a disturbance occurs, and wait a minute for quiet to be restored, and then go on in order. Keeping order implies also progress in order — a live order, growing ever into new and fresh plans and aims, not a mere dead and fossil order, which perpetually does the same thing in the same way. The fore- going hints contain for the thought- ful reader the very gist of the subject of government. A few more specific suggestions of plans will be accept- able to many superintendents. (1.) Let the superintendent gain and em- ploy the attention of the school from the outset. A good plan is to train the pupils to move as quietly as possible to their seats when the hour comes, while a hymn is sung, so familiar that all can join in it without a book. (2.) Let him pause tUL every one is still, before beginning the introductory exercises ; and when any disturbance or noise occurs, let him wait a mi- nute for all to get still again. (3.) Let the time for beginning the reci- tations be distinctly announced, and let no interruptions of other business mar the quiet and beauty of that sacred time. It is due to the teach- ers and their pupils that this hour be given to the great central work of the school, with nothing to hinder its impressiveness and success. No impertinent visits of librarians or other officers should be allowed, and the superintendent's o^tl visits should be so quiet as to attract the attention of none but the class visited by him. (4.) When the recitations close, let all the classes cease at once, and let the general work of changing books, and making collections be the business of its own allotted time. (5.) Let some general exercise again restore quiet and thoughtfulness to close with, and before any marked uneasiness be- gins, dismiss the school, not as a whole, but class by class, each filing out in order and silence, lest the noise and crowd of the breaking up spoil all the good impressions of the hour. (6.) Make the government one of influence and example, rather than of hard authority. Let the order be felt rather than seen. The highest art conceals its artfulness. Happy the superintendent who can make the nicely adjusted system he uses seem the easy and natural course of things, and while he rules his school never show he rules. The quiet, sacred, home feeling, the pleasant, but impressive religious atmosphere, the sense of worship prevailing over the sense of work, these should never be lost sight of, in the true Sunday-school. A superintendent may well take pride in the quiet, and the good govern- ment of his school. That beautiful scene of sacred order, repeated every Sabbath, will imprint itself inefface- ably upon the memory of the pupils, and will return with a hallowing power to them in after years. The very lessons they study and recite gather a new sacredness and power to influence from the impressiveness of the surrounding scenes. It is the golden setting of the picture, the STTKDAT SCHOOL WOULD. 77 rytkmic tune-beat in the heavenly music, the assuring guerdon of the coveted good, the one comprehensive condition of the highest success. — J. M. Grego7'y. 245. The Superintendent's Man- ner. — Let his commands be given in a mild, yet prompt, decided manner, and they will be obeyed. Let them be given in an imploring, drawling tone, as if he did not half expect to be obeyed, and the lU-mannered boys and guis who have had no proper training will laugh him in the face. The superintendent must give few and reasonable commands ; must not threaten or scold; must not bluster or make a show of him- self; must be everywhere and see everything ; attend personally to all matters of the school, great or small, and yet must not appear to do all this. He must not talk much, but when he does speak he must be at once obeyed. When a horse has once mastered his driver, there is no hope of him but m changing owners, and he will need a E-arey thereafter. — Ziori's Herald, 246. Example of Discipline. — An instance of discipline will show the sympathy of the school. " It appeared that two of the boys had misbehaved, and were, of course, injuring the rest of their class. The school was called to order, and the usual exercises suspended by the superintendent. He then informed the children that something was about to take place quite unusual among them, but which, he regretted to say, was exceedingly necessary. After some very appropriate remarks, the two boys were called up to the head of the room, in view of the whole school. The teacher was then requested to state the offences of which they had been guilty ; and every other teacher in the room desired to give his views of the matter. Afterwards the superinten- dent spoke some time on the nature of their conduct, and the conse- quences that might result from it. ' And now, children/ said he, ad- dressing the whole school, 'what shall we do with these boys ? Shall we expel them ? I want every child who is in favour of their expulsion to rise.' The children in favour of this course arose, and strange to say, there were nine only out of about one hundi'ed and eighty who were in favour of expulsion ! The superin- tendent then inquired what was to be done with the two boys ; they ought not to be suffered to injure those around them. ' Try them a little longer,^ was the answer ; and accordingly they were permitted to remain on trial for six weeks longer." In all such cases, the superintendent requires judgment, firmness, and persuasion mingled with authority. But discipline of this kind, judi- ciously administered, will always do good. The whole school, teachers and pupils, will feel it. — Todd. 247. Noisy Superintendents. — Some superintendents make too much noise in governing. We heard one, a short time since, call out with a stentorian voice, distui'bing the entire school, causing every child and every teacher, for the moment, to be dis- orderly — ''James, I will not have such behaviour in the school; be quiet directly." He was at least four yards from the boy; and we noticed, with regret, one attentive class of girls so disturbed by the un- necessary interruption, that interest was not restored in the lesson under review without considerable difficulty. A superintendent acting thus un- wisely weakens his authority, and destroys his influence. — Davids. 248. An infallible recipe. — Ring the bell often; do an excessive 78 STnn)AT SCHOOL WOELD. amount of talking- on an elevated key ; call frequently on the room to be still ; tell how much better other schools are than your own ; make a second speech; ring the bell again with a quick, jerking motion, and insist upon silence, but do not be silent yourself for an instant even. In this way you will, with absolute certainty, have a turbulent, unruly, noisy school, and you yourself, as superintendent, will be chiefly to blame for it all. — House. 249. Securing order. — A superin- tendent of a mission-school, being annoyed by the noise, Anally, in appealing to the boys, said: "Now, let's see if we can't hear a pin drop ?" All was silence, when a little fellow in the back part of the room turning his ear and bending forward in breathless attention spoke out, " Let her drop .'" — American S. S. Times. EELATIOIJ TO TEAOHEKS AND SCHOLARS. 250. Eespect for Teachers. — He should likewise sincerely respect all his teachers, and treat them accordingly. Especially should he respect the weakest and most ineffi- cient of his teachers. He will have the more to do to aid them, and he must needs visit, counsel, suggest, and instruct them often. I have always found it better to elevate and improve inefficient teachers than to dismiss them. — Pardee. 251. Quiet Power. — What is wanting is an influence, — the influ- ence of prayer, — of real religious character and personal example, — a pervading spirit of aflectionate con- fidence, mutual and engaging, be- tween children and teachers and superintendent. And his presence and influence must be felt in every portion of the work. Evils are to be remedied by prevention. Diffi- culties are to be anticipated. And a faithful and qualified superinten- dent will carry round with him that gentle and gracious authority which requires no vehemence ; that per- sonal character which attracts and governs by attracting, rather than by any language of rebuke or dis- pleasure. — Dr. Tyng. 252. Disinterestedness. — He should also be disinterested, and never overshadow his teachers. They are the great workers, and his great work is to help the teachers in the teaching. He should not forestall or overshadoio the teachers' work by an exposition of the lesson at the opening of the school, so as to leave the teachers nothing to do but to glean after the superintendent. His remarks and reviews of the lesson should usually come after the teachers have taught the lesson. — Pardee. 253 At the Teachers' Meeting. — Mr. Ralph WeUs thinks the teachers' meeting should ordinarily be con- ducted by the superintendent. Let the meeting be opened with singing a hymn, and a short prayer. Then let each teacher produce his thoughts on the lesson, his illustrations, and suggestions. 254. Form of Teachers' Meeting. — The Sunday-school connected with Rev. Thomas K. Beecher's Church, Elniira, N. Y., is one of the largest and most prosperous in the country. The teachers' meetings in this school adhere to a uniform programme. At the present time, the school is just closing its fourth year, " and," says the pastor, " with new and ab- sorbing interest." The skeleton of the teachers' meet- ing held by the school is tl^is : StrNDAT SCHOOL WORLD. 1. Eoll-call at an exact hour. 2. Prayer. 3. Recitation of lesson memoriter, tlie class being paired off, that all may recite. Sometimes a unison recitation additional. 4. Mark results of recitation in roll-book, and note the tardy ones. 5. Drill by the instructor, as if the teachers "were one large Sunday- school class. a. No books allowed. h. Questions asked and answered ** eye to eye." c. Three grades of questions — suited to three grades of classes in Sunday-school. Grade 1. Questions so put that they can be answered in the language of the lesson, without any other help or knowledge. Grade 2. Questions — to answer which more or less of intelligent reasoning or research is needed. Much instruction here. Grade 3. Questions which involve the spiritual or religious doctrine and application. 6. Questions or imremoved diffi- culties are then propounded by the class, till expiration of the hour. Hymns, as well as scriptural lessons, are memorised by the teachers and recited at their meeting. "What- ever is required of Sunday-school pupils is fii'st required and performed by the Sunday-school teachers. " The ivhole art^^^ says Mr. Beecher, '' of teaching^ is in the trained faculty of questioning.''^ 255. Eeciprocal Duty of Teachers. — Never speak ill of yoiu* superin- tendent before any member of your class, or a fellow -teacher, or before any person, indeed. If you see de- fects in his management or his cha- racter, nothing of gain will come to the school or yourself by your men- tion of them. He has much to bear, much to try his temper, much to discourage him. He often sees classes with the teacher absent ; he has been compelled to reprove an unruly scholar, and reports im- friendly to him have been carried home ; he has heard of some over- sensitive or discouraged teacher who has resolved to leave the school, who needs soothing ; he has had pro- mises from teachers to attend the teachers' meeting, and they have not been kept ; he has seen and felt a thousand things that you have not, and now he needs for his highest success that you and every other teacher should lend a heart of purest, clearest, warmest sympathy. Never, never, then, say or do aught that would destroy confidence in him. — House. 256. Support your Superintendent. — Stand by your superintendent. He may not be the best man; he "does many things wrong. But for the sake of the school, for the sake of the cause of Christ, give him a gene- rous support. Let him feel that every teacher is a friend. — Edward Egglesto7i. 257. The best army has been routed, and the tide of victory rolled suddenly back by the fall of a leader. The army remained the same, the courage the same, but they could do nothing without the presiding, dii'ect- ing mind. What Xenophon says to generals, may also be said with equal propriety to those whom God has raised up to be the leaders among His people.— "All the soldiers direct their eyes to you, if they behold you dispirited, they themselves will be cowards. But if you appear prepar- ing to attack the enemy, and en- courage them onward, be assured they wiU follow you, and attempt to imitate you. And it is fit that you should excel them." — Todd. 258. Do not fetter him, — If he has 80 STINDAT SCHOOL WOELD. any ability for Ms office give him. a chance to work out his plans. He cannot succeed without freedom, and if he has not the elements of success all the constitutions, bye-laws, and orders of exercise you can adopt will not improve him. You can explain your wishes, and if he is a wise man he will not let them pass unheeded. But do not put him into straight- jackets and then expect him to work successfully. — Edward Eggleston. 259. A Plan for Oommunication between Superintendents and Tea- chers. — We had long felt that there was not sufficient means of com- munication between the teachers and their superintendent, the latter being so busy during the whole of school- time on Simday, and his time taken up with such a variety of little mat- ters, that the teachers had but few opportunities of speaking to him in private, and bringing before his notice many things they might wish with reference to their classes. At last it was suggested, " If we cannot find an opportunity of speaking to our superintendent, why cannot we write down what we wish to say, and thus draw his attention to any- thing we want him to notice ? " The hint was acted upon at once ; a small blank ruled book was procured, and the following directions written on the title page : — Sunday-school. Teachers' SuGaESTioN Book. Tou are requested to write only on the left- hand page, leaving the other for the superin- tendent's reply ; also always to give the date, and the number of the class. This book lies on the superinten- dent's desk, and may be used at any time during morning or afternoon school. "VVe now got on famously ; the teachers were no longer afraid of *' troubling " the superintendent ; the children were not left to amuse themselves while the teacher was gone to '* speak to the superinten- dent," as one child could always be sent to ask for the " Suggestion Book ; " and I may also add, that many things can be entered in this book which the teachers might per- haps hesitate to say by word of mouth. I submit two or three specimens, taken at random, of the suggestions offered ; and the fact of the book being so frequently used, is a proof of its due appreciation by the teachers. TEACHERS' SUGGESTIONS. June — , 1860. CI. 2. — The habit of bringing fruit and sweetmeats to school seems sadly increas- ing. Will the super- intendent speak vei-y strongly both to teachers and children on the subject? June — . CI. 8.— M. F. very naughty ; said several bad words, and very dis- obedient. June, CI. 4.— The children say to me sometimes, " What is the good of giving money to the Mis- sionarj'-box ? we do not get any good by it." Will you kindly answer this question in your address ? June, — . CI. 4.— Do you not think that much of the sad indifference of the children to spiritual things may be owing to our so seldom uniting in praying for them ? Would it not be possible to stay in a few minutes after school for that purpose? SUPERINTENDENT'S REPLY. I win do so next Sunday. WiU the teachers tell me of any child who per- sists in eating after having been told to stop? I have had a quiet talk with M. She professes sorrow, and promises to behave better. Will the teacher separate her as much as possible from A. and B., and if she ever uses bad language again, teU me of it at the time ? With pleasure. Thank you for the suggestion. I should much like it, and will bring it before the teachers at our next meeting. SUNDAY SCHOOL WOELD. 81 This last suggestion was acted upon, and every Sunday evening, as soon as the children have left the school-room, the teachers gather to- gether and unite in prayer for a blessing on their labours. — A Young Superintendent. 260. Always Present. — Nothing but such untiring energy, such deep-seated earnestness, wlU ensure success. A superintendent ought never to he absent. Does he suffer from ill health ? Eather let him resign his office, than see his school wither. No family engagements, or a visit to a watering-place, can justify him in being absent six or eight consecutive Sabbaths every year. One Sabbath occasionally, is the utmost that an earnest superin- tendent would desire to take. This may seem a hard saying ; but there are men who have ta'avelled all Saturday night on purpose to be present at the opening of the school, and who, for years, were never once absent or late ; their heart being in the cause, toil was no toil to them. — Davids. 261. Classification of Scholars. — It is the right and duty of a super- intendent to classify the scholars. Classification is a necessity. The nature of the task is such that it cannot be accomplished by the teachers' meeting, but must be the work chiefly of a single mind. The superintendent is the proper person to do it. Where the external accom- modations permit, this classification should be two-fold : (1) general ; (2) particular. (1.) General, that is, into four departments : (a J The infant ; (bj the primary, for scholars between six and ten ; (cj the middle, for pupils between ten and fourteen ; CdJ the senior, for young people. (2.) Though this departmental plan may not be at present practicable, owing to lack of suitable rooms, yet particular classification is. It should be based, (1.) Not on age or size alone, but on age, capacity, and attainments. A class should be as near intellectual equality as possible. To place a dull child who can scarcely read in a class with a bright, highly cultivated boy, is like putting a Canadian pony into har- ness with a high-mettled racer. No teacher could do justice to a class composed of such unequal minds. (2.) It should also be based on moral character. A child of depraved habits should not be put into a class with children of good character and pure habits. One sickly sheep will infect a flock ; and a superintendent who compels such companionship does the better children a wrong, and violates his obligations to their parents, who have a right to expect that he will guard their children from the dangers of such associa- tions. What shall the superinten- dent do with corrupt scholars ? Quietly, and without apparent de- sign, let him place them in one class under the care of the strongest teacher at his command. By this measure, if they are not reformed, they will at least be prevented from communicating their vices to inno- cent children. — Dr. JVise. 262. Appointment of Teachers. — It is the right of the supierintendent to appoint teachers to their classes. No teachers' meeting can do this work intelligently, for, from the nature of the ease, it requires such a knowledge of both teachers and scholars as only an individual, situ- ated as a superintendent is, can possess. The right should, therefore, be con- fidently placed in his hands, and he should exercise it with judgment. Much of his success will depend upon his sagacity in this part of his work. There is one exception to this rule: the discipline gives the pastor power 82 SUNDAY SCHOOL WOELD. to appoint teachers to Bible classes. The superintendent should not only cheerfidly permit the exercise of this power, he should invite it, albeit few pastors "will claim it, except in con- currence with his judgment. — Dr. Wise. 263. Nomination of new teachers. — It is the right of the superintendent to NOMINATE new teachers. While the election of new teachers rightfully belongs to the Sunday- school society, it is proper that their nominatioi]L should come from the superintendent, for two reasons : (rt) He IS the guardian of the purity of the school, and should have power to keep improper persons out of the teacher's office. (h) His success largely depending on the co-operation of teachers, it is proper that he should have the power of preventing the admission of persons who will not work harmoniously with him. — Dr. Wise. 264. Supreme Control. — It be- longs to the superintendent to direct the school. It is pretty well ascer- tained that seldom more than six scholars should be committed to one teacher ; but to classify these, to put the right children together, to give the right scholar to the right teacher, belongs exclusively to the super- intendent. Here his wisdom will all be needed, else he will be liable to place the stupid and the quick in contact ; the timid, trembling learner, under the bold, oft-hand, decided teacher ; and the rough, headstrong boy, under the gentle, timid teacher. — Todd. 265. Pirmness in Classifying. — The superintendent who forms to himself a distinct plan for classify- ing his scholars, and who under- takes to carry it out by removing pupils who are out of place to the classes to which of right they ought to belong, and who exercises the same judgment and prerogative in assigning new scholars to their ap- propriate classes, must expect to give dissatisfaction in many quarters. He need not be surprised if some of his scholars leave him. Even at such a cost, it is better to go forward. Should the school be permanently diminished in numbers, in conse- quence of his insisting upon a proper classification, the evQ would be more than counterbalanced by the improved condition of those that remain. More good can be accom- plished in a school of one hundred pupils, well classified, than in a school of one hundred and fifty pupils thrown together promiscu- ously. But there is no danger of a school declining in numbers in con- sequence of its being carefully and judiciously classified. For every pupil or teacher that leaves in pique on this account, two or three others will be added on account of the im- proved condition of the school which wUl result. — The Hive. 266. The classijication of scholars is another duty that de- volves on the superintendent, and must be unflinchingly attended to ; the "like" of the teacher or the taught must not unduly influence his decisions. Teachers wUl rarely take offence at having their pupils removed into other classes, if it be done with impartiality and kindness ; but should they prove unreasonable, he must suffer patiently, conscious that he is acting rightly. IS^o teacher is certainly worth the trouble of re- taining, who has formed the habit of being easily oftended. — Davids. 267. No function of the superintendent requires for its exer- cise more sound judgment, good temper, and nerve, than this duty of classifying his scholars. It will not do to adopt an iron rule in the SUNDAY SCHOOL WOELD. 83 matter, and follow out a theory, regardless of consequences. The Sabbath-school work is altogether a voluntary work, and a spirit of con- ciliation must be exercised. Large concessions must be made to preju- 'dice, and sometimes even to whim and caprice. But by persistent re- solution in a conciliatory spiiit, and by knowing exactly when it is expe- dient to resist and when to give way, the superintendent will in the end carry his point, and will have his reward in seeing the school achieve results entirely imattainable on any other basis. A good classification will cost some tears, perhaps some heart-burnings, and it undoubtedly requires some nerve ; but it pays. — The Hive. 268. Increase of the school. — It is his duty to increase the school. Every year he should make some special effort to add to its numbers, otherwise it will rapidly diminish. He should open the school with prayer, select the hjTnns for singing,- and address the school at least every other sabbath. There is diversity of opinion here. We think the rule should be for the superintendent to COD duct all the devotional and public exercises himself. He should ex- amine every class once a quarter, or if possible, every six weeks. He should keep an account of the teachers' attendance. He should make arrangements for the efficient oversight of the scholars during public worship. He should attend to all the visitors, and meet the teachers for mutual improvement. These are only a few of the minute details that fill a superintendent's time ; to specify the half would be impossible. — Davids. 269. The increase of the school is a very important part of the duties of the superintendent. Unless great pains are taken, every school will diminish, by the removal of scholars, by deaths, by the indif- ference of parents, by the age of pupils, and by other causes. The superintendent will find his little congregation diminishing from year to year, unless he make this an object of special attention. There wQl be new families moving into your precincts, new children growing into the age to attend, but who, through negligence, do not enter the school, and there will always be materials to fill up the school, at least equal to what are withdrawn from it. The object of the teachers is not merely to keep the school full, but to bring every child in the community xmder the influence of religious instruction. Let the super- intendent ad\dse, encourage, and co-operate with the teachers, and have one, and in cities two, special efforts made every year, to fill up the school with new scholars. — Todd, DISQUALIFICATIONS. 270. Men not Pit. —Without attempting to describe any ideal man, we may mention some things that tend to unfit superintendents for their work. (1.) A lack heart in the work. This is a capital de- fect. Do not choose a man who is willing to take office, or who has shown hitherto a lack of earnest devotion to S. S. work. No amount of qualifications of other sorts can atone for so grievous a defect as this. (2.) Personal vanity. There are too many S. S. superintendents who think of nothing but display, perpe- tually spreading the peacock feathers of their ingenuity, their order, or their singing, or some other special excellence, before the school and strangers. There are no people in the world of so Little practical use as 84 SUNDAY SCHOOL WOELD. those whose earnestness is withered by vanity. (3.) An over-bearing disposition. A tyrannical superin- tendent, a man who values his own way because it is his own, and who has little or no regard for the wishes of others, is evil, and only evil, con- tinually. Will is a great advantage if it be modified by a truly Christian spirit. But self-will is the most unpleasant and obstructive form of selfishness, directly opposed to Christ's spirit, and ruinous in its efiects upon the school. (4.) Lack of progressiveness. We mean to say that a man who sticks to the old because it is old, who ivHl use his grandfather's spectacles, is unfit for the office of superintendent. No- where is an old fogy so out of place as among young people. In nothing has there been more advancement recently than in S. S. labour. If the superintendent be a tertiary fossil, the teachers will not be living beings. These are by no means all the things that disqualiiy men from serving as superintendents. But most of the rest may be overcome by the superintendent himself. If you cannot do better you may have to take a man with some of the dis- qualifications that we have named. — Edward Eggleston. 271. Oommon defects. — He must not be too methodical, systematic, and exacting in his requisitions, but ready to adapt himself to circum- stances, and to conform to the con- ditions which surround him. Order and system are good and necessary, but many Sabbath- schools have been systematised to death. He must not be bound up too closely by committees, teachers, or others, but must have freedom of action and power of con- trol. A school without a head is like an army without a general. A superintendent is not simply "the tool of the teachers," but the teachers must be largely under his direction. He must be a man of sufficient readi- ness of mind and conversational powers to speak easily and readily. He must talk more or less at every session of the school, in order to keep it moving forward properly, not always to make a regular address (though he may frequently do that), but incidentally, and in the course of the exercises, to the children indi- vidually and collectively. He should not absorb an undue portion of the time of the school, nor repeat " the same old story" too often, but study to bring out new thoughts, and develop new ideas, and to draw largely from the teachers and scholars. He must be willing to devote much time and labour to the work, and be earnest, persevering, even enthusias- tic in the cause. He should not be a scold, and never should find fault with the teachers in the presence of the scholars, either collective or individual.— a T. Coffin. 272. The Slovenly Superinten- dent. — On Saturday night he omitted to wind his watch. The house clock is olf duty by reason of similar omission. There is no timepiece in the house that can show what o'clock it is. So he is a little behind time in coming into school. With toilet partially made, breakfast not quite eaten, and family prayers omitted for want of time, he moves along to his work, one moment hurrying be- cause he is late, the next moment slackening his steps, reflecting that as he has been punctual for two con- secutive Sundays, it is no matter if he is late to-day ; the school cannot begin before he gets there. '' I for- got to wind my watch last night," is the apologetic remark to the knot of teachers and scholars awaiting him at the door. He says he makes the best of it, and is not going to be worried about what he STJNDAY SCHOOL -WORLD. 85 calls the minor matters of life. His religion is a sort of slip-sliod religion. In all Ms affairs he is down at the heels. There is no arrangement in his counting room or his family. His children rise when they please, get their meals " when it is con- venient," hoist their clothes on with- out much regard to neatness or regularity; and the only thing in which they are all regular, is their late attendance on the means of grace. The time of teaching is over. The bell is rudely jingled, to cause the learning to stop. But there are sundry notices to be given out, and they serve for closing exercises. Mr. Slovenly announces that there will be a prayer-meeting on Wednesday, and lecture on Friday, and monthly concert on Monday, and the annual pic-nic on Thursday, and the funeral of Amanda Jones this afternoon, all to commence at half- past seven o'clock until fiu^ther notice. Of course the teachers remember all these. No matter, he has given them out, and that is aU he has to do with it. The school is then, not exactly dismissed, but rather dis- persed. Slovenly goes to his home, intending to make a resolution to institute a general reform. But his good intentions do not come to a head. He forgets them. He blunders on in the same old way, and the school blunders and stumbles along with him; and they will continue to blunder and stumble and forget together, so long as they both shall live. — Taylor, 273. The Oonsequential Super- intendent. — He is an elder or vestry- man of the church. A well-to-do merchant, a judge of the supreme court, or a bank cashier. He has railroad stock in his safe, and money to his credit in the bank. Lives in a fine house, drives excellent horses, and sits in the front pew, middle aisle, into which his family come regularly five minutes after the minister has commenced service. For these reasons, and not on ac- count of any particular fitness for the post, this gentleman has been elected superintendent of the Sun- day-school. Very great is the honour which he has conferred on the church and Sunday-school by his acceptance. In the " brief re- marks " which he made on the occa- sion, he told them that they must not look to liim for any great amount of labour in the duties connected with the administration of the school. The school should have his influence and his sympathy. His manner, while on duty, is the manner of a brigadier- general. He is not only the superintending overseer of the flock committed to his charge, but he is driver and commander. The debt of gratitude due to him for extricating the school from its pecuniary difficulties, stands as a great iceberg in the way of re- moving him. It will not do to hurt his feelings. He will leave the church. The chiuxh will lose his influence, his sympathy, and his pew-rent. That would ruin the church. The only feasible sugges- tion made for getting rid of him, is to wait till he dies. And that seems a slow way. But the school, in terror of the great man, toils on under his unhappy tyranny, year after year, growing weaker and more disordered, like the dyspeptic who persists in living on indigestible food ; until at last, when the change is made by death or voluntary re- tirement, what is left of the un- fortunate school is so enfeebled and rickety, that the work of rebuilding has to be done almost from the foundation. — Taylor, 274. The Heavy Superintendent. - He is a good man, but very duU. 86 StrXDAT SCHOOL WOELD. A ID an of considerable ability in some things. Not necessarily an old man, thougli sometimes cbrono- logically exempt from active service. He means well. He wants to do as well as be knows bow, for tbe welfare of the scbool. He bas tbe respect and affection of tbe minister and good people of tbe cburcb. He is a respectable man, and a respect- able superintendent. But be puts tbe cbildren to sleep. Tbe Sunday- scbool slumbers under bis ponderous administration. Tbe scbool is a small one. Tbe scholars are tbose who bave been born in it, or bave naturally wandered into it. Most of tbem go from force of babit. Tbey bave been told it is rigbt to go to Sunday- scbool. Tbey do not go be- cause tbey are interested. Tbere is nothing to excite especial interest in the childish mind. They are tolerably well behaved, orderly, stagnant chil- dren. There is no missionary effort, no lively energy in the school. Some exuberant young converts once tried it, but the heavy bead went to the pastor, and asked him if he thought they had better, and he thought they had better not, and so they sank into submissive inactivity. The time of usefulness of this re- spectable old seventy-four ship-of- the-line has run out. A less clumsy craft, even though of less depth and lighter equipment, would be more available for the work of the present day. Let our fossil superintendent either go out of service, as a well- used and time-worn monument of the past, or else let him get himself razeed, pitch overboard bis weighty old smooth-bores, and rig himself with all the modern rifled improve- ments and iron-clad sides. Then, in tbe Master's strength, he will be able not only to sail in the shallow waters where the enemy of souls is to be met, but to send into his sides such telling shots as will cause tbe school to give the thanks to God for tbe new efficiency with which they commence in earnest to ' ' fight the good fight of faith." — Taylor, 275. The Pidgety Superinten- dent. — This person is constitution- ally uneasy. He is in a stew at home, at his place of business, and wherever else he goes. He never was thought- fully calm for five minutes at a time. He unwittingly puts into a stew tbose with whom he associates or bas business. It would be well if, in putting on his Sunday clothes, be could clothe bimseK with a garb of quiet dignity, but be cannot. So he brings bis every-day manners and customs with him, as be comes to the discharge of his official duties in tbe Sunday-school. His entrance into the schoolroom introduces a general odour of disquietude and restlessness. He seems to have been shaved with a dull razor, or bitten by venomous insects — probably both. As be constantly boils over on tbe subject of punctuality, be is careful not to be after the time for the opening of school. But he hurriedly bolts into tbe schoolroom just as the clock is on the strike, and as hurriedly arranges his affairs, so that the opening of the school may at once proceed. His opening ex- ercises are as when a can of fer- mented preserves is opened. Great ebullition; little orderly propriety. His ways are capricious. Sometimes a hymn, a chapter, a prayer ; some- times a hymn, a prayer, a chapter ; sometimes no chapter, sometimes no prayer ; generally without the care in selection and arrangement which is desirable ; always lacking in that spirit of earnest devotion which should mark every religious exercise. Tbe school is opened, or rather torn open, in such a manner as to jar the religious feelings of all right-minded teachers. Tbe exercises of study SUNDAY SCHOOL WOELD. 87 are due, but tlie impetuous official has a notice to give, or a new regu- lation to announce. He rings the hell with violence, and failiug to gain the attention he desires, thumps on the desk with a stick till enough noise is made to cause everybody to look and listen. The notice or regu- lation is an unimportant one, which might have been otherwise disposed of. — Taylor. 276. Beware of Hobbies.— The superintendent, one of the best, an- nounced in closiiig the school, that he had purposely given a little more time than usual to the lesson, because of the apparent interest manifested in it, and commented with special ap- probation on the interest manifested in the Bible-class. Said an insane woman once to a clergyman, * ' Reve- rend sir, can you tell me the dif- ference between a real horse and a hobby ?" "I cannot, madam." '' Why, sir, when you mount a real horse, you get up or down at pleasure, but once on a hobby you can never get off .'" MoEAL — Bible - class teachers should beware of people who ride hobbies. And superintendents should inquire in regard to the source of interest in the class before commending it. — S. S. Teacher, American. SEOEETAET. 277. Qualifications. — The secre- tary should be a business man, able to write a clear legible hand, correct in detail and patient in investigation ; he should be in regular attendance during the whole time of teaching, and take minutes of the proceedings every Lord's-day; he should co- operate with the superintendent, affording him every assistance in his power, in the strictest sense being one with him, willing to carry out his plans, and submit to his control. The records of a Sunday-school are generally much neglected. Nothing can be a surer mark of an ill-regulated school, than for children to be absent for months, and their names still to be retained on the books ; and, probably, one cause of this prevalent want of accuracy arises from many schools not having secretaries whose place and duty it is to keep the books in order. — Davids. 278. General duties. — Ordinarily, the duties of the secretary consist in recording the opening exercises, noting the attendance of the teachers, or calling and marking the roll, placing in the receiving book the names, residence and parents' resi- dence of new scholars in the Bible, the intermediate, and the infant classes, and to make, respectively, entries of the same ; to enter in the minute-book the names of visitors, the kind of weather, and the ad- dresses, if any, made by the pastor, superintendent, or visitors. Of every teacher and scholar he ought, as far as possible, to keep a personal record as to residence, time of connection with the school, &c. ; and to every scholar or teacher re- moving, he should be empowered to give, in the name of the school, a certificate of dismissal, commending each to the good-will and cordial fellowship of other Sabbath- school labourers. In the providential hin- drance or absence of the superinten- dent the secretary should either him- self conduct the exercises of the school, or call one who is competent for the exigency. — Souse. 279. Official Duties.— 1. To keep the records of the society and of the school. 2. To caU the roll of teachers as directed by the superintendent. 3. To report absences of teachers and officers at the meetings of the society. 4. To furnish the pastor 88 ST7NBAT SCHOOL WOELD. quarterly with the statistics of the school. — Dr. Wise, 280. Detail of Duty.— The ap- pointment of the school secretary is to be made in the same manner as that of the superintendent. He should he present a sufficient time before the commencement of the school to complete all the necessary arrangements, so that the engage- ments may always commence exactly at the time appoirited. He is to have charge of all the school books ; to enter the names, residences, and other particulars connected with the children, on their admission ; to keep the School Record duly written up every Sunday, and to copy the attendance of teachers and scholars from the Class Registers into the Roll Book, weekly or otherwise, as may be determined. A iveekly entry from the Class Registers is much to be preferred. He is regularly to examine the Class Registers, and write out a list of such scholars as were absent on the preceding Sunday, and not accounted for ; giving a list of the names to their respective teachers for visitation. At the end of every quarter he is to carry for- ward in the Roll Book the names of those teachers and scholars who con- tinue in the school ; transferring the names of such as have been removed to other classes. He is, at the same period, to copy out the names of the teachers and scholars into each of the Class Registers, and make the corrections rendered necessary by any changes of residence. He should prepare reports of the numbers of teachers and scholars, and render such assistance to the superintendent as may be required. He should make arrangements with the teachers, so that all the school books and re- quisites may be put into their proper places, in an orderly manner ; and also see that the schoolroom is left in a state of safety. He should obtain from the committee the need- ful orders to secure a timely pro- vision of school books and other requisites ; and keep each class pro- perly supplied with such as may be needed. If other arrangements be not made, he should procure and supply those suitable periodicals or books which teachers or scholars may desire to purchase. — Sunday- school Hand-book. 281. Incidental Qualifications and Duties. — This indispensable officer of the school is a sort of clerk or helper to the superinten- dent. 1. He should be a good ac- countant, prompt, watchful, and at- tentive. He should keep a record of the attendance. 2. He should make a note of the opening exer- cises, with the names of those who participate, and any interesting circumstancer connected with them. 3. He should record the names of all the scholars and teachers who have been or are now connected with the school, and note everything of their changes in life and history ; especially their profession of religion, marriage, &c. — keeping up a corre- spondence with them. This record- book will become very valuable a the years roll on, since it includes parents' names, every removal and death, &c., &c. 4. He will also count the number of scholars and teachers present, enter it in the minute-book, and note the absentees. 5. He should write up the class- books, and deliver them to the teachers. 6. He should enter in the minute-book the names of visitors, especially if the pastor be one of them ; note the addresses, the kind of weather, and all items affecting the school. 7. He should give certificates of dismissal to every teacher or scholar about to remove to another place, recommending SXnSTDAT SCHOOL WOELD. 89 them to the Christian fellowship of ■ those who love Christ's lambs. 8. ! He should know every scholar, so [ that he can check them off without 1 asking the teacher the name, and j should have a quick, vigilant eye, | not only for his own duties, but also in order to communicate valuable suggestions respecting the school to the superintendent. 9. In the absence of the superintendent, he may sometimes take his place in the charge of the school, except in the case of very large schools, which may require an assistant to the superintendent. — Pardee. 282. A hint to Secretaries. — The Old Scholars' Book. — Compara- tively few schools have any register answering to the above ; but its utility need hardly be pointed out. It simply consists of a blank book ; at the top of the page is entered the name of any scholar who has been in attendance upwards of a twelvemonth. Underneath the name is mentioned his present condition and character, to which additions are to be made, from time to time, of whatever infor- mation the superintendent is able to obtain of his conduct in after life. Thus an interesting history of all the young people, who have fairly passed through the school, is attained ; and such a record would possess a touch- ing, sacred value in. the eyes of aU. — Davids. ADDENDA. 283. Things Agreed Upon.— 1. A Sunday-school can neither be esta- blished nor sustained without effort. 2. The great object of Sunday- schools is to present truth to the mind, and bring it to bear npon the conscience. 3. Sunday-school teachiag is to children what the preaching of the Gospel is to adults. 4. The mind is much more suscep- tible of good impressions in child- hood than at a later period. 5. Sunday-schools offer their be- nefits alike to the children of the rich and of the poor. 6. Millions of money would have been required to hu'e the labour that has been freely given by teachers in Sunday-schools. 7. No species of efforts for doing good has been more uniformly suc- cessful than those put forth in the Sunday-school cause. 8. It may be safely stated that many thousands have been added to the Christian Church thi'ough the means of Sunday-schools. 9. Many extensive revivals of re- ligion have commenced in Sunday- schools. 10. Sunday-schools promote the observance of the Sabbath, the read- ing of the Bible, and all the public and private virtues enjoined by Christianity. 11. The Sunday-school system admits of universal application. The universal text-book of Sunday- schools is the Bible. 12. Wherever it is practicable, a good room should be provided for the Sunday-school. "Where that is not practicable, almost any kind of a place may be made to answer. 13. Not only churches, but com- mon school-houses, private dwell- ings, barns, prisons, and even the open air, have been used with good effect as places for Sunday-school instruction. 14. A Sunday-school should be organised wherever ten children can be found. 15. In all Sunday-schools of one hundred scholars, or more, there ought to be an infant class, and also one or two Bible classes. 16. In every school, great or small, 90 Sins'DAT SCHOOL WOELD. there ouglit to be a teaclier's Bible class, in which the lessons of the school should be regularly studied. 17. The time for instruction in a Sunday-school is very short; not a moment of it should be wasted. 18. A Sunday-school ought to resemble a well-regulated family, dwelling in the house of the Lord. 19. No session of the Sunday- school is of more importance than that on which the monthly prayer- meeting is held. 20. Prayer offered in a Sunday- school should be simple and child- like. It should also, in every case, be short. 21. Classes in Sunday-schools ought not, ordinarily, to embrace more than eight or ten children each. 22. As far as possible, children of nearly equal age and attainments should be classed together. 23. It is most injudicious to dis- continue Sunday-schools during win- ter, the very period most favourable for other schools. 24. It is better to prevent than punish bad 'conduct in scholars. 25. In Sunday-school exhibitions and anniversaries, let all concerned avoid, as ruinous evils, whatever will promote the vanity or the morti- fication of individual scholars ; and also, whatever has the most remote affinity to theatrical acting and dis- play. 26. No school ought to be without some regular course of study. 27. Every child who goes to a Sunday-school for any length of time, ought to carry away with him at least the elements of all those truths essential to salvation. 28. The superintendent should always appoint lessons for the school. 29. Lessons should be short, so that all may learn them and keep along together. 30. A short lesson weU-leamed, is better than a long lesson imperfectly understood. 31. Those scholars who are able to progress faster should receive extra lessons from their teachers. 32. Singing in Sunday-schools should be cultivated by all, not only as an entertainment and an act of devotion, but also as an important means of grace. 284. Subjects for Teachers' Meetings. — 1. Pictorial teaching and Bible illustration. 2. A superintendent's qualifica- tions. 3. The Sabbath-school teacher's library. 4. Training and preparation classes. 5. The art of questioning. 6. Why are there so few conver- sions in Sabbath schools ? 7. On imparting a comprehensive acquaintance with the Bible. 8. Music classes for the young. 9. Addresses to children; rules and hints. 10. Good order in a class ; how best secured and maintained. 11. Should the imconverted be teachers ? 12. Organisation of Sabbath- schools. 13. The conversion of children. 14. Sabbath- school revivals. 15. Model teachers — Christ, Pau], John, Peter. 16. Know your scholars. 17. Successful teaching. 18. Meetings with young people during a period of revival. 19. The habits which should be formed in the Sabbath-school. 20. Parental Sabbath lessons. 21. System, and economy of time. 22. Recollections of youth as a means of usefulness. 23. The development of mind in children. 24. On the advantages and best STINDAT SCHOOL WORLD. 91 ways of getting senior scholars to write exercises. 25. How to catechize, explain, and apply. 26. Visitation of scholars. 27. How to deal with different dispositions. j 28. The best means of cultiyat- ' ing a missionary spirit among the i young. 29. Sabhath-school libraries ; their selection, arrangement, and distribu- tion. 30. How to treat sick and dying children. 31. The importance of parents co-operating with Sabbath-school teachers. 32. Sabbath-school discipline. 33. The kind and patient teacher. 34. The planning teacher. 35. The working teacher. 36. The anecdotic teacher. 37. The theological teacher. 38. The quiet teacher 39. Dead teachers. 40. The Spirit of God, our great by the Sabbath-school the teacher's great methods of reading and devotional want. 41. Seek the lost. 42. Separate services for children. 43. How much of the ordinary pulpit services should be for the young ? 44. Rewards and punishments. 45. Collateral aids to a teacher. 46. The advantages of local unions. 47. Enlarged liberal views of young life ; its tastes and pur- suits. 48. The Sabbath-school ; its place in the Church. 49. Refractory scholars; how to deal with them. 50. The errors and faults into which Sabbath-school teachers are apt to fall. 51. The religious power of the Sabbath- school. 52. How best to teach the ethical parts of Scripture. 53. The mental qualities most needed teacher. 54. "Jesus," theme. 55. The best Scripture. 56. Punctuality exercises. 57. How much of Sabbath-school work should be an exercise of me- mory ? 58. Juvenile gatherings, soirees , missionary meetings, &c. 285. Settled Points. — There was a conference of Sunday-school super- intendents, teachers, and officers of Edinburgh, October 21, 1867, the following poiats being discussed and agreed on : — 1. There should be rotation ia the devotional exercises. Superinten- dents and teachers should take their turns. 2. Mutual understanding between superintendents and teachers. While the superintendent is free to speak to his teachers, the teachers ought to be as free in speaking to him. A teacher once told a superintendent that his prayers were uniformly too long, and asked him to time himself next time. The suggestion was given pleasantly and taken pleasantly. A reform fol- lowed. Cordial fellowship between superintendent and teachers is a guarantee of regular attendance on the part of the latter. 3. Preparation for devotion. Every superintendent ought to select and study his h^Tnns and prayers before coming to the school, doing nothing at random. 4. Visits to other schools. As it is good for teachers from time to time to visit each other's schools and classes and see how the teaching is done, so ought superintendents to see each other's schools, and by such ex- change of visits not only gain useful 92 SUNDAY SCHOOL WOELD. hints, but be sent back to tbeir own spheres 'with, a fresh impulse. 5. Adequate supply of teachers. Calls from the pulpit may be well enough, but the superintendent should, by personal inquiry, know as to the fitness of every new teacher employed. 6. Dismissal. Number the classes, and let them leave in rotation. 7. Addresses. As far as possible, let them be cognate to the lesson studied. 286. Superintendent's Eegister. — The Superintendent should have a register containing the names and ad- dresses of all the officers and teachers ; and that he should regularly every Sunday morning and afternoon re- cord his own and their attendance. Total Attendance. — The Superinten- dent's Register should also contain the number of scholars confided to each teacher, and the total atten- dance in each class morning and after- noon, and also the average attendance for the quarter. Summary of Re- ports. — At the end of this register, or in a separate book, the superin- tendent should have a Summary of the (Quarterly Reports made by the officers and teachers. It will form a complete and concise report of the state of the whole school; and by comparing the corresponding quar- ters of each year, encouragement may be derived, or motives for increased exertion called forth. In some large schools it may be convenient for the secretary to pre- pare this Quarterly Summary for the superintendent, and to take the at- tendance each Sunday ; but wherever such arrangements are adopted, it is essential that the superintendent should be thoroughly acquainted, not only with the kind of teaching, but also with the state of each class, as regards the attendance of the teacher and the numbers and attendance of the scholars. — Sunday-school Hand- book. 287. A "Wise Motto. — Few men are more tempted to talk overmuch than the Sunday-school superinten- dent. Reading one of Montaigne's essays the other day, I fell in with this motto from Seneca, which the learned Frenchman quotes and trans- lates : Non est loquendutn, sed guber- nandum — " The thing is not to talk, but to govern." Thinking that more than one school might be benefitted by the adoption of this motto on the part of the chief men thereof, I have written these words, and ask you to put the motto itself in very plain and clear type, that all concerned may read it. — Sunday-school Journal. 288. A Certain Theory on Simul- taneons Teaching. — In this theory the minister as the head teacher, the fountain of instruction so to speak, selects the subject of the Sabbath lesson, which is either some book of Scripture, or some history, or some biography, or some doctrine. It extends over several Sabbaths, few or many as the case may be. And it is, first of all, the subject of his own pulpit instruction on Sabbath mornings; he preaches a course of sermons or expositions on it to his congregation. And the points dwelt upon by him on the Sabbath morn- ing are reproduced by each teacher in his class in the afternoon, and adapted according to the intelligence and capacity of the class. Each class, above a certain line, is ex- pected to be present at the morning service, and to pay such attention to the sermon or exposition as to be able to enter into a conversation on * it in the afternoon, and to undergo a process of catechising on its leading ideas. And what is thus the theme of pulpit ministration, and of school STIN^DAT SCHOOL WORLD. 93 lesson, is tlie topic also of home conversation and home catechising. Heads of households co-operate with the minister and with the Sabbath- school teacher, by reproducing and enforcing anew in the family circle the one common lesson for the day. There is, moreover, a co-operation among young people in their com- panionships. They discuss, and speak to each other, about -what they hear in the sanctuary, in the school, and in the home. The advantages of the practical adoption of this theory of " Simul- taneous Teaching " are numerous and important ; and the present writer has proved them, though not yet to the extent that he hopes. The following are some of these advantages : — I. It binds minister, and school, and congregation, all in one. A common course of instruction, through all the departments of a minister's sphere of responsibility and labour, helps greatly to produce a common sentiment and a common sympathy. II. It gives a minister many an opportunity of usefulness he would otherwise not possess. He has always a profitable theme to speak on in his pastoral visitations, and a means of gauging the progress of his people in scriptural knowledge. It is an ap- proximate revival of the once pre- valent and useful custom of congre- gational catechising — a custom com- mon in Puritan times, and not yet abandoned in many parts of Scot- land. III. It brings the minister into frequent contact with the Sabbath- school. An essential part of this theory is that the minister shall hold perioclical examinations of the school, when some division of the common subject of instruction is reviewed. These examinations are looked for- ward to, and specially prepared for ; and take place before parents and friends, who are present not merely as spectators, but by reason of a com- mon interest m the subject of exami- nation. There is, therefore, ever a healthy stimulus in the school. Every teacher strives that his class may make as creditable an appear- ance as possible. And parents are animated by a similar spirit; and, through their occupying a position under the same system of instruc- tion, are able to render important assistance to their children. Reli- gious conversation between parents and children in the home, is not the least useful and interesting feature of this theory of " Simultaneous Teach- ing. ^^ lY. It induces a habit of regular attendance, both at the house of God and at the Sabbath-school. No one is willingly absent, because to be absent is to suffer loss and get into confusion. Besides, there is a special interest both in the preaching and teaching, a special interest which takes hold of the mind and turns the feet into the way of God's testi- monies. Y. It calls into constant exercise and activity the faculties of the in- tellect, and makes old and young, teachers and taught, inquiring and intelligent. Under ordinary cu-cum- stances the minister and the teacher do most of the thinking as a rule ; but under the operation of this theoiy the thinking is general, all minds are awake and must be. — The Hive. 289. The Uniform Lesson. — When the Bible class, the interme- diate classes, and the infant class all have the same lesson, the school is said to be studying a uniform lesson. Sometimes, when only the interme- diate classes, or those sitting in the same room, are engaged in the exer- cise, the school is also pronounced studying a uniform lesson. Two things are absolutely necessary to 94 SFNDAT SCHOOL "WOELD. such a lesson: first, study, regular, careful, and thorough, on the part of the superintendent and all the teachers ; second, an examination and review of all the school by the pastor, superintendent, or some one of the more experienced teachers. This review, if attended to weekly, need not occupy over five or ten minutes, or, if monthly, half an hour. Some superintendents have the weekly ten-minute reviews, to- gether with a monthly and quarterly review. Whoever conducts such examinations must not only under- stand the lesson, but must have tact enough to engage every child ia the school in answering. Some super- intendents look for bright replies, and hence only the bright scholars are heard. The true philosophy con- sists in bringing out the backward, as well as other scholars. — House. 290. There are three things essential to the success of the uni- form lesson: — 1 . Study,regular,patient,thorough, and extensive, on the part of the superintendent, the teachers, and scholars. 2. Regular review, either weekly or monthly, of the lessons studied — more advantageously weekly. 3 3 A proper question or lesson- book, in the hands of both teachers and scholars, to be used in preparing the lesson, but never in the class. A fourth thing might be stated: in the inauguration of the system, and for one, two, or three years thereafter, it may be best to adhere to the Gospels, and to the historical and narrative portions of the Scrip- tures. — House. 291. We know of two or three large Sabbath-schools, where the uniform lesson is studied, and where, in addition, the minister selects as his text for the morning discourse the theme studied ia the Sunday-school. The prayer-meeting in the evening, also has the same direction. The plan, as far as tried, has worked well. The unity of labour has secured unity of impres- sion. — House. 292. "We have tried the uniform lessen twice in our school," said a Boston superintendent once to us, "and each time have failed." " How long did you try ?" " About a month each time." " Did you use a schedule of the lessons, or a ques- tion-book ?" " Once we had a schedule of subjects ; at another time we had question-books —three difierent kinds, I believe." Such an inauguration of the system could result in scarcely anything except failure. — House. 293. Prizes and Eewards in Sab- bath-school. — American Opinions. To the question of how far rewards should be used in the management of a Sunday-school which was asked by the National Baptist, answers have been made by prominent Sab- bath-school men, that show a disin- clination to encourage them. A few answers here given will show the drift of opinion: To the extent of encouraging real effort. ' Grood be- haviour ' is generally too much of a negative quality to merit positive rewards." — Robert Lowry. "Far enough to promote honourable rivalry in which pupils may compete." — George A. Pelts. " JS'ot as pay for good deeds done, or to be done. Not with such frequency as to make a child expect and demand them. Especially not as a reward for wor- rying cash contributions out of their friends." — Alfred Taylor. "Avoid! it as far as possible. Let the reward be found in the power and beauty of the truth, the system and spirit of the scnool, the personal influence of the teacher and superintendent." — J, H» Vincent. " We cannot ignore STJNDAT SCHOOL WOELD. 95 the principle, luiless "we would be wiser tliaii the world. Great wisdom is needed ia their distribution. I prefer, as far as I can, to have every reward come from the teacher. At- tach the scholar to the teachei^ rather than to the school." — 'Ralph Wells. "Sunday-school rewards should be rather presents thanpr^;:es. Do not allow a scholar to think him- self rewarded for doing what was not properly his duty, — that he was hired to perform extra services, or paid for debts of supererogation." — H. Clay Trumhull. 294. With respect to reward I advise that, as much as possible, you make a child's own feelings his reward. External stimulants, I am aware, are sometimes necessary. In- dolence must often be roused by the proposal of a prize, the value of which ignorance can comprehend, and in- sensibility be excited to desire. Any- thing is an advantage which moves the stagnant dulness of a mind after the failure of every other plan. But, as a system, I recommend you, as much as possible, to make your chil- dren a reward to themselves. By a little pains you may make them sen- sible of the pleasures of good be- haviour, and the advantage of know- ledge. When they have succeeded in a lesson, or an effort at good con- duct, send them to their own bosom for a rewarding smile, and endeavour to make them sensible of the value of that reward. By this means you elevate the tribunal and strengthen the authority of conscience. This powerful principle is often totally neglected in the business of instruc- tion. Its dictates are scarcely ever enforced, its authority seldom ex- hibited, and its solemn awards en- tirely superseded by a bribing, hire- ling system of mercenary rewards. In the education of the heart, con- Bcience is the great auxiliary, whose aid should be perpetually engaged. When a child has behaved so as to deserve commendation, instead of being judiciously instructed by his teacher in the pleasure of doing right, I acknowledge it is a much more easy method of reward to confer a ticket, which at some future day is to be transmuted into money; but it is more than questionable whether it is the most effectual method. — J. A. James. 295. We would carefuUy avoid entailing upon any Sunday- school a system of premiums and rewards, for several reasons. 1. It is needlessly expensive ; 2. It is almost impossible to find a corps of teachers who are such good accoun- tants as to be enabled to administer the system impartially; and thus jealousies and dissatisfactions arise both on the part of teacher and pupils ; 3. Some of the very kindest teachers are often induced to reward those not strictly entitled to them, and, as a consequence, loose and dis- honest habits of business are taught the scholars ; 4. After the novelty is worn off, the children learn to de- pend upon and claim their reward as a matter of right which they are justly entitled to, having earned it — thus an improper habit and motive of action is entailed. The pupils are debtors to the teachers, not the teachers to the pupils. We would not discourage the occasional judi- cious awarding of premiums to de- serving scholars by the school, the teacher, or by benevolent individuals; only let them be given for a specific extra service — such as gathering new scholars, extraordinary punctuality, recitations, or sober attention for a long period of time : and let them be awarded so seldom as to be valued and influential. — Pardee. 296. One of the largest and most successful Sunday-schools in 96 SUNDAY SCHOOL WOELD. the country has the following ticket system: The scholars in attendance each Sunday receive a ticket, printed on a red card ; for the perfect recita- tion of the Sabbath lesson, which consists of six verses, a green ticket; for every six verses of Scripture recited in addition to the Sabbath lessons, and only after the Sabbath lesson has been recited, a white ticket; for every new scholar in- troduced, a red ticket of larger size than the first named. For any six of the tickets thus described, a him ticket, for sake of convenience, is given in exchange when called for, bearing on its face, across the centre, " exchange ticket.^'' On the second Sabbath 'of January, April, July, and October, the tickets are re- deemed thus: twenty exchange tickets for a Bible ; ten for a Testa- ment ; or if these are not desired, a book of equal value is given. The system, says the superintendent of the school, has secured regularity in attendance, systematic study of the Scriptures, and the introduction and retention of a large number of new scholar — House. 297. This is, more or less, the ticket system; it is very pre valent. Is it a good system ? Is it productive of good effects ? Does it tell well on the moral habits of our scholars? We think not. Oui* lot has been cast in schools where its practice prevailed. We have tried the system in all its modifications, and we have laboured honestly and perseveringly to extract from our experiments one drop of honey ; but have always failed. Its principle is wrong. What is it but paying^ a child for coming to school and being good. — Davids. 298. Punishments. — If the child is stubborn, and refuses to come to you, be very firm, and by no means let her govern you. Carry her in your arms from her seat rather than not have her obey ; but never shame a child. When the class is dismissed detain the little offender, and, in privacy, take her upon your lap, talk to her with the greatest kind- ness about her sin and naughty ways, and show her, by manifested love, how very grieved you are that she forgot that she came to Sunday- school to learn about Jesus, and not to play ; but impress her, also, fully and thoroughly, that she lyiust be obedient whenever you speak ; then, with an affectionate "good-bye," tell her you think she will never do so again. We do not remember, after having had an experience with children of every rank of society, of I every temperament and grade of understanding, of a single instance when this had to be repeated a second time. If the offence is very grave, a visit to the child at its home, dur- ing the week, and personal labour there, will rarely fail to accomplish that which will not be forgotten dur- ing a lifetime. A single interview has sometimes transformed very stubborn little ones into the best- behaved scholars in the school. — Mrs. 3Iary C, Johnson, III. THE TEACHER. HIS EELATIOITS. 299. To His Work.— The true Sabbath- school teacher is one called and "sent of God," for we read (1 Cor. xii. 28), "And God hath set some in the Church, fii'st apostles, secondarily prophets, thirdly teach- ers ;^^ and the same Divine lips wliich said "Go preach," said also "Go teach." Whosoever receives this , sacred call should devote himself to] it by a holy consecration, remember- i ing that he is truly an ambassador from the King of kings to a small circle of His rebellious subjects, — a ransomed sinner offering pardon to precious youth condemned to die. His great business is the preparation of young immortals for the kingdom of heaven, through the application of heaven-revealed truth by a simple appeal to their intelligence and feel- ings through the power of the Holy Spirit. This is truly an angel's er- rand entrusted to redeemed sinners. — Pardee. 300. To the Minister.— The last hint which i wish to give in this chapter is, that the teacher should try to make it a part of his means of usefulness to increase the usefulness and influence of his Pastor. It is easy for the teachers to ruin the influence of the Pastor upon the Sabbath-school ; and I am sorry to say that I know of a few instances in which they have effectually done this. The Pastor is shut out, as if the school were altogether in other hands, and as if there were danger of his usurping power, w^re it possi- ble. By a refined, but sure process, he is cut off from all sympathy with the school. When he goes in he i& treated like a stranger, and the con- sequence is, he does not often go there. Just the reverse of this should be the course pursued. This school is his flock, and the teachers- are his helpers in instructing and feeding that flock. You should, therefore, be very careful not to destroy or weaken the sympathj^ between your Pastor and the school. It need not be done, and it never ivill be done, unless by design. You must remember that he is preaching for your mind, and the mind of the most intelligent and gifted in the congregation. Instead, therefore, of finding fault, and complaining that he does not adapt every sermon to the capacity of children, you must take the thoughts of that discourse, and in simple language give them to your class. Instead of standing off, and feeling that you occupy one field and your minister another, encourage him to visit the school as often as he possibly can, to examine your classes, and to talli to and with the children. Make him acquainted with the par- ticular traits of character which you discover in different individuals, that he may know how to drop a word now and then, which will be "as a 98 SUXDAT SCHOOL ^VOivLi>. nail in a sure place." Strive to make the children love and respect the office of the minister, not for the sake of the poor " dust and ashes that now fills it," but for the sake of ha-sTng the admonitions, the instruc- tions, and the prayers, of the minister fall with more weight. In another place I shall speak of his duties ; but I cannot forbear to urge upon the teachers the necessity of making your minister happy in your circle, happy in your school, happy in yoiu? con- fidence and love. It will all be returned to you; for while there is no man who more needs your res2)ect and love than your minister, there is no heart which will more quickly ap- preciate these, nor more quickly and warmly reciprocate them. He re- lies upon his teachers more than on any others, perhaps all others, for aid, sjTnpathy, and love ; let him never be chilled, by finding he is leaning upon a reed which will pierce his very heart ■\Adth sorrows.— Jb^tZ. necessary work about the tabernacle, but they are not Aaron and Moses, and they do not require solemn, priestly ordination. — Dr. Hart. I cannot speak or agency as ever rival- 302. . thinli of this ling, or really separable from, the appointed ministry. The teachers of my school seem to me to be but parts of myself. Like the fingers of one of those beautiful power-presses, they take up the very pages which I desire to impress, and smoothly and quietly spread them out before me, prepared to receive the blessed com- munications from on high which I long to stamp on their minds and hearts for ever. — Dr. Tyng. 303. The Sabbath-school 301. The analogy between the Sabbath-school teacher and the minister is pushed too far. They are, indeed, alike in very many things. So are all Christians. Every Christian man is bound to promote Christ's kingdom, and, so far as he is a Christian at all, he is labouring to bring about this great end, the universal reign of Christ. There is no greater obligation on the minister to seek the glory of Christ and the conversion of men than there is on every member of his flock. The difference of their obligations are of kind, not of degree. The work of the Sabbath- school teacher is, indeed, in many things nearer in kind to that of the minister than is the work of other Christians. Yet it is very far from being the same. Sabbath- school teachers are rather the Levites of our latter dispensation. They do a great deal of useful and teacher is the Levite of the New Tes- tament Church. Levites were not invested with the priesthood, but they were employed in aiding the work of the priests, especially in teaching the people throughout the country. They had many other offices to fulfil ; but we read that in the days of Jehoshaphat they taught in Jndah, and had the book of the law of the Lord with them, and went about throughout all the cities of Judah and taught the people. Sab- bath-school teachers are not set apart to this work of instructing the young on week days ; but on the Lord's day they are occupied, in their respective spheres, solely in extending the knowledge of God among the young. They are now a very important branch of the active servants of Christ, and cannot be dispensed yA\h ; nay, they ought to be largely in- creased. "The harvest truly is plenteous, but the labourers are few."— Dr. Steel. 304. The teacher," says occupies a po- an earnest writer, sition midway 'between the fireside and the pulpit. The teachers are SUNDAY SCHOOL WOELD. 99 tlie pastor's assistants in tlie work of Grod. They aim at tlie same object as himself. They are pastors in miniature ; they are feeding their future flocks in embryo; they are moulding the generation to come. They are the pastor's right arm. Without them, and their labours, how stupendous however his abili- ties, and whatever his industry, he must always come immeasurably short of the results otherwise attain- able." — Dr. Camphell. 305. To the Scholar.— Your true position with respect to your scholars is that of a friend. It is not that of a teacher in a week-day school, where you engage for so much money to impart so much instruction, but it is that of a friend with friends, as that of a brother or sister seeking the benefit of other brothers and sisters for whom Christ died. Seek, then, to show yourseK friendly with your children. Learn to speak to them pleasantly, asking after their wel- fare, where they live, whether they are at school during the week, if they have other brothers or sisters, whether their people at home are well, etc. Let them see that you really love them, and are willing to do them any good that lies in your power. It may, perhaps, be a small thing in itself to ask after the wel- fare of a little boy or girl, but it will not be a small thing if you can per- suade that boy or girl that you really are his friend. It would greatly ease your labours, and, humanly speaking, bless your words to him, if you once could make him like you and trust you. Kindness is never thrown away. We mean, of course, real kindness — heart kindness ; not that sort of thing which throws a penny to a beggar to get him out of your way, but sincere, honest, hearty love — that, we say, is never wasted. It enters into the real aorencies at work in the world for good, and will live and work among men and women long after the bestower of it is mouldering in the grave. — House. 306. The Teacher's Covenant. — Impressed with the serious nature of the charge, will the faithful Sabbath- school teacher enter into a ivritten engagement with his Saviour in words somewhat like the following ? — 1. I promise to be in my place punctually every Sabbath at the time appointed, unless prevented by sick- ness, or some other cause so urgent that it would in like manner keep me from important worldly business. 2. I promise, in every such case of necessary absence, that I will use my utmost diligence to secure a suitable substitute, whom I will in- struct in the character of the class and the nature of the duties to be performed. 3. I promise to study carefully beforehand the lesson to be recited by the scholars, and to have the sub- ject in my mind during the week, so that I shall be likely to lay hold of, and lay up for use, anything that I may meet with in my reading or experience that will illustrate or enforce the lesson of the approaching Sabbath. 4. I pro7nise to be diligent in in- forming myself about the books in the library, so that I can guide my scholars in selecting such books as as will interest and profit them ; ah.o in becoming acquainted with other good books and tracts, so that I can >always be prepared, as opportunities may occur, to lead their minds into right channels of thought. 5. I promise, whenever a scholar is absent from the class on the Sab- bath, that I will visit that scholar before the next Sabbath, unless pre- vented by sickness, or by some other hindrance so grave that it would, under like cii'cumstances, keep me P 2 100 SUNDAY SCHOOL WOELD. from attending to important worldly- interests. 6. / promise to visit statedly all my scholars, that I may become acquainted with their families, their occupations, and modes of living and thinking, their temptations, their difficulties, and the various means of reaching their hearts and consciences. 7. / promise, if any of my scholars or their parents do not at- tend statedly any place of worship, that I will make the case known to the superintendent and pastor, and that I will use continued eflbrts to induce such children and their parents to go to church regularly. -8. I promise that every day, in my hour of secret prayer, I will pray distinctly, by name, for each one of my scholars, for their conversion, if they are still out of Christ; for their sanctification and growth in grace, if they are already converted. 9. / promise that I will seek an early opportunity of praying with each scholar privately, either at his house or mine, or in some other con- venient place that may be found, and of asking him in a serious and affectionate manner to become a Christian. 10. I promise, when I have thus praj^ed and con versed with each scholar once, that I will begin and go through the class again, not omitting any, and not discontinuing my attempts, but going on faithfully, week by week, month by month, and year by year. Signed, Pardee. 307. Things to be remembered. — Teachers. 1. All the rules that can be written for Sunday-school teachers will not snpply the place of heart in the work. 2. Delight in the work of Sunday-school teaching leads to faithfulness, and faithfulness to suc- cess. 3. Time should be taken to prepare for every lesson before the Sabbath comes. 4. The bee gathers honey from every flower ; the Sun- day-school teacher should gather instruction for his class from every book and newspaper he reads, and from every circumstance in life he witnesses. 5. It is impossible to be such teachers as we ought to be with- out thinking much about the great and ultimate object of Sunday- school instruction — the glory of God in the salvation of souls. 6. In order to accomplish this we should endeavour — First, To form right habits in every scholar ; second. To fix great principles in the mind; third. To commend religion to the judgment and affections. 7. If you wish to become a good teacher, study the character and imitate the con- duct, of Jesus Christ, the great Teacher. 8. Try to get a clear idea of every subject yourself, otherwise, you can never impart one. 9. In order to teach children successfully, we should remember that we once were children. "VYe should often call up to our minds the feelings and impressions of childhood. 10. You cannot be too circumspect in all your personal habits. Moroseness and un- due familiarity are equally to be avoided. 11. In vain does a superin- tendent try to make children love their teacher, unless the teacher merits their affection. 12. Sunday-school teaching is a work in which a small amount of talents and qualifications may be rendered useful, but for which no talents or qualifications can be too great. 13. The funda- mental doctrines of the Scriptures should be frequently and faithfully exhibited in the Sunday school. 14. A fervent and unslumbering desire to win souls to CHrist should characterise all your conduct and efforts in the Sunday school. 15. Teachers should make themselves StrXDAY SCHOOL WORLD. 101 familiar with the books in the lihrary, SO as to be able to point out a proper course of reading for their scholars. 16. The teacher may often do great good to parents by visiting their children at home. Nothing will please parents so much as to know that you are really anxious for the welfare of their children. 17. It is well to question each scholar upon the book he has read during the week. 18. Never ridicule the opinions of your scholars. 19. Be always glad to explain whenever a question is asked you. 20. If you cannot answer a question, be frank to con- fess the fact ; but be sure to get the requisite information before you meet your class again. 21. You ought to consider Sunday-school teaching one of the most important objects for which you live. 22. Be alarmed at yourself when you have any desire to be excused from it. 23. Punc- tuality, on the part of teachers, is of vast importance. 24. Mild- ness of temper and kindness of man- ner should be especially cijltivated by Sunday-school teachers. 25. Private interviews and correspond- ence between teachers and scho- lars often result in the best of con- sequences. 26. Every teacher should feel his proportionate responsibility toward keeping order in the school. 27. Partiality toward any of the scholars is an evil. We may admire the conduct of some much more than that of others, but we should love the souls of all alike. 28. Every teacher should converse with each of his scholars personally, about the welfare of his soul. 29. The teacher who is himself interested in a lesson, never fails to interest his scholars. 30. Question books are of most value as helps to study. 31. The teacher should see that every part of the lesson is well understood by the scholars. 32. It is difficult to give rules for teaching; much will always depend on the good sense and piety of the teacher. 33. The life of a teacher is the life of his teaching. 34. The sins of teachers are the teachers of sins. 35. The teacher who neglects prayer seems to expect that he can do God's work — convert a soul, 36. The teacher who teaches carelessly, seems to expect God to do his work — teach the truth. 37. The teacher who seeks not to win souls, is like a pearl diver who keeps the shells, but throws away the pearls. 38. A good man may not be a good teacher, but a bad man cannot. 39. An ignorant teacher is like a blind torch-bearer with an unlighted torch ; he holds it up, but it gives no light, and he does not know it. 40. A Sabbath-school teacher may be doing the devil's work in the school — ruin- ing souls. 41. You may tell your scholars the way to heaven; but if you yourself take the way to hell, they will follow the example rather than the precept. 42. The highest joy of a faithful teacher will be to say before the Judge of all, ' ' Behold me, and the childi-en Thou hast given me." 43. The devil has a large Sabbath school, and teaches most efficiently those whom you neglect. 44. If you are proud of what you have done, that is your reward ; you will have none from Christ. 45. It is strange that some should think that feeding others is the same thing as feeding themselves. 46. It is a pity you should serve in the ranks of Christ's army, and receive only the wages of sin. 308. Eules Eespecting Duties. — Every teacher is required : — 1 . To be at the head of his or her class every Sunday at the opening of the school, and to remain there, without any intermission, until the school is dismissed. 2. To permit no inter- ruption of the teaching : (iSTo person but the superintendent is authorized 102 SUNDAY SCHOOL WORLD. to speak to the teachers or scholars during the teaching, except in case of Tinavoidable necessity. All neces- sary business must be done before the opening, or after the closing ex - ercises.) 3. To keep the scholars in their places diu-ing the school hours : (No moving about by the scholars is allowed. All libraries must be changed before the opening hymn is sung. The scholars are not allowed to read libraries, or any subjects other than the lesson, during the teaching hour.) 4. To keep the class-books correctly ; to bring them to the school every Sunday ; to note in them all scholars joining or leav- ing the school, and to return the books to the secretary as often as requii'ed. 5. To visit the absent scholars eveey -WEEK. 6. To attend all Teachers' Meetings. 7. To inform the super- intendent in case of expected absence, and to provide a proper substitute. 8. To report to the superintendent any scholar who persistently neglects to learn the lessons as appointed, or who refuses to obey the rules neces • sary for the maintenance of order. 9. To study the lessons during the week, so as to be prepared to instruct the class profitably on Sunday. 10. To induce the scholars, by precept and example, to contribute to the missionary boxes. QUALIPIOATIOIfS. 309. Piety.— Of all qualifications in a successful teacher, real and ex- perimental piety is by far the most important. A teacher in a Sunday- school, actually and professedly un- converted, seems an anomaly simply absurd. I should hardly waste a moment in discussing such a point. — Dr. Tyng. 310. What is Sunday- school teaching but a ministry for God ? ♦ In the very nature of the employment, it is a work for Chris- tians, and for them alone. The idea is sometimes suggested, that getting some vain and irreligious persons to teach others, may be the means of leading them to learn themselves. This would seem too wicked to be merely absurd, if applied to the ministry of the Gospel. But though more manageable and more easily remedied, it is equally incongruous in the present case. "We cannot afibrd to present our children as merely demonstrative subjects. Their interests and welfare are the things for which we seek. And in securing an agency for the blessing, the Lord must first caU to His ser- vice, and then instruct and prepare for its adequate fulfilment. Our teachers must be in choice and hearts and life the children and servants of the living God. — Dr. Tyng. 311. You are living as the men lived who worked for Noah. As every stroke of their work on the ark only added to their knowledge of the coming deluge, and of the necessity of speedy repentance, so each lesson you give adds to your responsibility, your knowledge of the truth, and your sin in rejecting Christ. They did their work well on the vessel which saved Noah's household, and yet were lost. You may be, outwardly, a good teacher, and yet, if you will not accept Christ, you will lose your soul. It must ^have added to the misery which these men felt, drc^wning, while Noah floated off" in safety, to know that they had worked on the ark which saved him, and yet had no interest in it or benefit from it. So, if at the last day you stand on the left side of the Judge, your wretchedness will only be the greater, as you remember that you helped to build up Christ's kingdom, SUNDAY SCHOOL WORLD. 103 having no part or lot in the matter yourself. — Taylor. 312. It was a pertinent re- mark of the excellent Leighton, that "a minister's life is the life of his ministry ;" and it is as applicable to the Sunday-school teacher — to the instructor of babes — as to the Cliris- tian minister. There is an intimate connection between the life of a spiritual workman and the success of his labour. It is no mere intel- lectual, mechanical, or emotional connection. It is not the power of thinking, or the clearness of expres- sing thought, or the style of teach- ing, or the persuasive address, that secures the greatest success, though these endowments are to be earnestly coveted; it is ''the rhetoric of the life " which is most influential. But what is that life which is so blest ? — Dr. Steel. 313. "Above all," said a man of God, " I will be sure to live well, because the virtuous life of a Christian teacher is the most power- ful eloquence to persuade all that see it to reverence and love, and, at least, to desire to live like Him. And this I will do, because I know we live in an age that hath more need of ""good examples than pre- cepts." — Dr. Steel. 314. Need of Prayer. — "Omit either ; and the other is lost labour. Prayer without study is presumption; and study with- out prayer, atheism. You take your books in vain into your hand, if you turn them over, and never look higher : and you take Ood's name in vain within your lips if you cry, Da, Domine (Give, Lord), and never stir further." — Bp. Sanderson. 315. In the study of the Scriptures — a very necessary work for the faithful teacher — prayer is specially important. Luther declared that he ' ' often obtained more know- ledge in a short time by prayer, than by many hours of study ;" and he made an aphorism, that deserves to be written over every teacher's closet — " To pray well is to study well." — Dr. Steel. 316. During some great argument, long years ago, one of the debaters was observed very busily employed with his pencil. Before he arose to speak, his case seemed almost hopeless, but he had not spoken many minutes before the minds of his hearers were changed, and he was declared victor. His notes were examined, when it was found that they consisted of only two words, " Light, Lord !" It was the prayer of that speaker's heart going forth to God. Such must be the prayer of the Sunday-schoolteacher, "Light, Lord !" and when he gets light unto his own soul he cannot help shedding it upon the souls of others." — House. 317. The Key of Prayer. — It was on the Sabbath morning, as the day broke upon the poor pilgrims in Doubting Castle, that Christian, " as one awake," said, "What a fool I am ! Am I to lie in a stinking dun- geon, when I may as well walk at liberty ? I have a key in my bosom called Promise, that will, I am per- suaded, open any lock in Doubting Castle." That key opened the dun- geon door, and, though it went desperately hard, the lock of the iron gate also, and the prisoners went forth on to the king' s highway. Have we no key of promise ? What may we not ask? — what not expect to receive ? Augustine said of his mother, " She beset me with prayer; I could not withstand her prayers." Do we deal thus with our children — personally, privately, individually ? Do we know what ' ' praying and 104 STFNDAY SCHOOL WOELD. working "is? Those men wlio are engaged in sculpturing that solid marble arcliitraye daily sharpen their tools, and ascend the scaffold to advance their -work ; soon, however, their tools are blunted, and they come down again to repeat the pro- cess. Ours is a work worth doing well. We cannot do it without the Lord's help. Take apostolic exam- ple. The Epistles were their teach- ings. They begin them and close them with prayer, and the whole in- struction is saturated with this spirit. Take out yoin- key, you who say you are discouraged by want of success, and overcome with doubts, and fears, and reluctances, and use it as Chris- tian did — plead the precious promises, ask the help you need, and the bless- ing you lack, and wait till you re- ceive it; yea, " prove me now here- with, saith the Lord of hosts, if I will not open you the windows of heaven, and poui' you out a blessing that there shall not be room enough to receive it." Abeady the answer comes to the Christian teacher, " Be- hold, I will pour out My Spirit upon jouV— Charles Reed, M.P. 318. Love. — With love the teacher has the key to the hearts of his scholars. Love can soften the hardest heart, and find entrance where no authority could gain ad- mission. Love laughs at locksmiths. Like the loadstone of Oriental fable, which di'ew the nails out of ships until they fell to pieces, this Chris- tian love di-aws out all feelings that can reciprocate affection, and leaves a broken and contrite heart prostrate at the cross. — Dr. Steel. 319. ^'Please, sir, we belongs to you, and you belongs to us," said a poor boy to his teacher one Sunday. The boy's phrase was homely, but by it he unconsciously pronounced a very high compliment upon his teacher. He showed that the teacher had won the friendship of his pupils, and was recognised by them as Mhehc friend. He had forged a golden heart-link, by which he and his class were indissolubly joined together. Boys who feel they belong to their teacher, and that their teacher belongs to them, will be very likely to follow his guidance and be led by him to the cross. — S. S. Scrap -booh. 320. Love the Worst. — When the opening exercises are almost over, a boy with hair uncombed, and hands and face that bear only the faintest suggestion of soap and water, will come straggling into the class. His teacher tries to welcome with a kindly-spoken word, but he deigns no reply. His lowering brow, his muttering tones, and, sometimes, impudent words, are the only ex- planation that he condescends to give of his tardiness and lack of prepara- tion. His rudeness and sullenness have become imbearable. And at last the teacher comes to feel for him a ]Dositive aversion, an utter dislike. His unruly, disobedient conduct has brought forth its natural fruit, and he meets in the class with, not only coldness and indifference, but a sharp and angry bitterness which speaks but too plainly of the repugnance from w^hich it springs. ' * Is it any wonder," that teacher thinks to him- self, "Is it any wonder that I can- not love such a boy as that ? How caji I he expected to love a bad child f'^ Dear teacher of immortal souls, it was not so that the Great Teacher taught us. He might £ave lavished all the love that swelled fiis heart upon the angels, for they were good, holy, loving, obedient to His will. But the choicest treasures of His tenderest love He poured out — not on the angels, not on the good, but on us — the sinful. " If He so loved us, we ought also to lovs one another. ' ' — House. SITKDAy SCHOOL WOELI). 105 321. Love the Work. — Love sweetens toil. It makes it efficacious. When the heart is opened the tongue is loosed. The teacher is to be pitied "who goes to his task from no other motive than a sense of duty. He lacks a great essential. He cannot succeed if he have not love. — Dr. Hart. 322. Sympathy. — Dr. Payson, a Christ-like man, tells us, " I never seemed lit to say a word to a sinner, except when I had a broken heart myself; when I was subdued and melted into penitence, and felt as though I had just received a pardon to my own soul, and when my heart was full of tenderness and pity." — Br. Steel. 323. Of the celebrated Hugby school, in England, of which Dr. Arnold was principal, one of its pupils remarks : ' ' The one image before me is not Rugby, but Arnold — not Arnold's words so much as Arnold's manners. I cannot efface, if I would, the photograph he made on my inner heart." What is true of the earnest secular teacher is still more true of the teacher of sacred things. '' The neck is bent by the sword," says the Arab proverb, "but heart is bent by heart." — House. 324. Earnestness. — It is Christ's work that you are doing. He has entrusted it to you. You profess to love your Master. Are you really in earnest in yoiu' work for Him ? It is a great work. Immortal souls committed to your trust; a work shared by Grod Himself ; a work, for the promotion of which, Christ died ; in which angels are interested. thou, who, in Grod's providence, art called to work in the same held with prophets, apostles, and martyrs, with the angels, with Jesus, with the Father Himself — ar^ tliou in earnest ? The time is short. Your own life is uncertain. Your pupil is mortal. Youth ripens into manhood. The golden opportunity is fleeting. ' ' The night Cometh." Are you in earnest ? Fellow-teacher, face your own con- science, and, remembering that God is looking on your work, ask yourself the question: Am I in earnest? Whatsoever thy hand jindeth to do, do it ivith thy niiyht. — House. 325. " Wist ye not that I must he about My Father'' s business V That business interested and absorbed Him. It engaged all His thoughts, feelings, and energies. It was His consecrated service. Have you the spirit of Christ? Then, Hke Him, you will be about your Father's business. You will tliink it strange to be otherwise employed, or to be suspected, wherever you may be, of being engaged in anything else. Let your work be a passion, a pursuit, a business. Let it possess you, draw forth all your energies, your zeal, your care, your prayers, your watch- fulness. — Dr. Steel. 326.- It is recorded in Scottish story, that when Robert Bruce died, he bequeathed his heart to his brave warrior, Douglas, to be interred in the Holy Sepulchre at Jerusalem. Douglas placed the precious relic in a casket, which he wore in his bosom, and set out on his journey to fulfil the mission entrusted to him by his departed king. When passing through Spain, he was attacked by the Moors, and being almost over- powered, he is said to have taken the casket from his bosom, and to have thrown it among his enemies; ex- claiming, that where the heart of Bruce went before, a Douglas would never fail to foUow. This is the spirit of the Christian. He follows the heart of Jesus, and is intent upon the same object as fiUed his Master's soul. — Dr. Steel. 327. The teacher's thought and plan must be that of a real and 106 SUNDAY SCHOOL WOBLD. living messenger of Christ, to a little congregation whose eternity may- depend upon this immediate relation and opportunity, and whose salvation, never to be secured but in a cordial acceptance of a Saviour's finished work of love, may be secured under the present agency, and with the Divine blessing on the means now faithfully employed. — Dr. Tyng. 328. Oonversion ITeedful. — "For any one," says an old Puritan, An- thony Burgess, '' to speak of regene- ration of faith, when a man has no spiritual understanding of these things, is to talk of the sweetness of honey when we have never tasted it ; or of the excellence of such a coun- try, which we were never in, but know by maps only. If thou know- est the truth of God but by books, by authors only, and thy own heart feeleth not the power of these things, thou art but as the conduit, that letteth out wine or refreshing water to others, but thou thyself tasteth not of it; or like the hand that directeth the passenger, but thou thyself standest still."— Dr. Steel 329. Unconverted Teachers.— ^' Should we never employ an uncon- verted teacher ? " I cannot say never, without qualification. If the question related to trifling, thought- less persons, my reply would be an emphatic never. But sometimes a person of irreproachable reputation, of prayerful habits, and serious turn of mind, not professing to be justi- fied, wishes to teach. I would not reject such, though I would seek to make him feel the need of going to Christ in good earnest as a condition of successful teaching. It is a good rule never to employ an unconverted teacher, but it must be applied with godly judgment. — D. Wise, D.D. 330. ■ "Would you ever em- ploy unconverted teachers? An- swer : Get the best teachers you can ; the most pious, the best skilled and regular. When you have taken the hest you can get, you have done all your duty, and God does not require any more, for He accepts according to what we have. In some remote sec- tions, it is simply a question between accepting moral and upright young people and having no teachers at aU. They can teach the elemental truths of religion, and God has repeatedly employed the most unworthy persons to deliver His most solemn messages. Therefore, get the hest teachers you can. It is the message, not the mes- senger.— Pardee. 331. Not every Christian. teacher is alike adapted to the special work of leading the children directly to Christ ; I would not, for that reason, however, reject their services. Many a worthy young lady, though herself unconverted, by faithfully teaching the theology and morals of Christianity in the Sunday- school, is contributing powerfully to the work of evangelizing the world. Employ converted teachers, if you have them, but by no means discard the volunteer services of any well- meaning and well-informed members of the congregation. A thousand times better these than none ! — J. JE. King, B.JD. 332. It is a question of supply and demand. Get the good ones, if you can ; if you can not, get the best you can. But there is a great responsibility resting on the superintendent. In the fifteen years I have been superintendent, I have admitted seventy-two unconverted teachers. Out of that seventy-two, seventy-one were brought to Christ ; and the other his father took away. The secret was with the God of hea- ven. So, if you have to employ an impenitent teacher, leave no stone unturned to bring him to Jesus, and SUNDAY SCHOOL WOELD. 107 you will succeed. It is impossible for aiLj oue to continue teaching a child the truths of the Grospel, under the eye of a holy, faithful superin- tendent, and not himself feel theii* power; he will either give up the work entirely, or submit his heart to Christ— Hahh Wells. 333. Punctuality in Teachers. — It seems as if some people came into the world a little behind time, and they never catch up. They are al- ways and everywhere a little late. The habit is a grievous misfortune to any one. In a teacher it is mis- chievous in the extreme. It betrays,^ too, a lack in the character, which it is difficult to describe by its true name without giving offence. If a teacher is not in his seat at the proper time, he thereby throws the care of his class upon some one else. Either some other teacher, or the superintendent, must do what pro- perly belongs to the one absenting himself. But the superintendent and the other teachers have duties of their own to attend to. Is it right for one person thus, wdthout leave or warning, to throw his own re- sponsibilities upon the shoulders of another? Is there uprightness, or honesty, or any proper and conscien- tious sense of one's responsibility to the class, to the school, to the super- intendent, thus to leave the matter at sixes and sevens, just at the most critical moment in the whole session, namelv, at the time of opening ? — Dr. Hart. 334. Teachers err here, fre- quently, through want of considera tion. Suppose a school consists of one hundred and iifty scholars, and the teachers twenty-live. Suppose several teachers come so late that the superintendent must delay opening the school for five minutes. This seems a short time to wait. Take the one hundred and seventy-five which compose the school and mul- tiply it by five, and you have eight hundred and seventy-five minutes lost. Suppose this takes place once on every Sabbath; the loss in one year is seven hundred and fifty- eight hours ; and suppose the same set of teachers continue this for five years, it would be three thousand seven hundred and ninety hours. If, now, we suppose the habit to be by them perpetuated in the school, and transmitted down, and, above all, be woven into the habits of the hundreds of pupils, and becomes a part of their character, no arithmetic can compute the evils of such a habit. — Todd. 335. One qualification in our teachers remains to be noticed, which must be deemed absolute and essential. It is punctuality. Regu- larity of attendance, and accuracy of time. A shiftless, uncertain Sun- day-school teacher, sometimes pre- sent, sometimes absent, sometimes ready, generally late, is like a broken troth, and a smoke in the nose, l^o talents or qualifications besides can compensate for the want of fidelity in attendance or punctuality in time. Habits of order are indispensable in this relation — to the comfort and to the success of the work. The esti- mate of personal responsibility in this engagement exhibited by a teacher, the seriousness with which the obli- gation is considered, the facility with which it is neglected, or some other call or obstacle is deemed an adequate excuse, are to be regarded as no less than high moral traits, or radical moral deficiencies. Always present, always ready, always in time, are fundamental requisitions in a Sunday-school teacher. Nor can any excuse be adequate or reasonable, which does not involve some obstacle absolutely insuperable. And when absence is absolutely unavoidable, 108 SUNDAY SCHOOL WORLD. then a fitting substitute should be sent in the place. The superintendent is most unjustly burdened, in the compulsion to hunt up impossible supplies, or to groan over vacancies which cannot be ^ed.-^Br. Tyng. 336. A young man who, during his probation, had been rather over solicitous to have a class to him- self, was absent the second Sunday morning after his appointment to one. On entering, in the afternoon, he was met with the salutation, — "Where were you this morning, sir?" "I was not quite well, and the morning was so foggy, I was afraid to come." Never shaU we forget the indignant glance of the superintendent's eye, or the tender tone of his voice, as he replied, — ** And are you always quite well when behind the counter, and is the morning never foggy when you are sent to attend a customer? Be ashamed, my dear young friend, to ofier your heavenly Master an excuse which your master on earth would reject." — Davids. 337. Punctuality in a teacher is vitally connected with the pros- perity of the school. When one con- siders the importance of the object in which you are engaged, and adds to this the little time which at most you can command for seeking it, one might have presumed that it would be quite unnecessary to caution you against making that little less. And yet it is painful to be obliged to as- sert, that there is scarcely one evil under which the whole system more severely suifers, than a want of punc- tuality in the teachers. It is an evil which eats into the very core of the institution. Precisely in the degree in which it exists, the order of the school must be interrupted, the so- lemnity of instruction be disturbed, and the whole machine be impeded. Nor will the mischief stop here. The children, perceiving that it is useless to be there before their teachers, and imitating their irregularity, will sink into the same habits of inattention and neglect. Late masters must make late scholars. It is useless for you to admonish your class to be early, if by example you instruct them to be late. — J. A, James. 338. A teacher, regularly accustomed to enter school after the exercises had commenced, was met by the superintendent, one morning, with the gentle reproof, " My dear, you are rather late to-day." That teacher was never late again. But so to govern, the eye must speak, as well as the mouth. There must be a mild cutting look, a mournful pained manner, to go direct to the heart, and make the teacher feel that the superintendent thinks punctuality an all-important requisite. If a teacher persists in being irregular, he should not be appointed to any stated class. The superintendent should anxiously train new teachers, and those chiejly from the ranks (f the taught. Pious scholars should ,be, in his mind, always looked upon as in training for the office of teacher. — Davids. 339. Irregular Attendance. — Another grievous evil, and source of multiplied evils. A sore trial to the superintendent. A great loss to the scholars. A course that is not tole- rated anywhere else ; and which, if occurring in any professional or mer- cantile business, would utterly dis- arrange them, and bring them to a stand- still. If pursued by a clerk or employe, in any earthly interest, it would insure his dismissal. And yet many teachers stay away from their classes without compunction, and pro- vide no substitute. — Dr. Hart. 340. An Aptness to Teach. — I have said that this is an acquisition. Though there are some more likely SUNDAY SCHOOL WOKLD. 109 to 1)6 successful teaeliers than others, it is only the trial faithfully performed that creates adaptation. For this there are several requisites. There is the resolute etideavour. Persever- ance is but the progress of earnest purpose, and success is generally its result. Xo man ever exemplified this iron resolution more than the late George Stephenson, the inventor and maker of railway locomotives. He had everything against him when he began the line to Liverpool from Manchester. Engineers of eminence, indeed all classes of people, believed Chat Moss to be incapable of being made to bear a railway. When Mr. Stephenson was asked his opinion, he said, " fFe must per sever e.^^ Such men are rare. But their example nerves the courage of a thousand fainter hearts.— D/'. Steel. 341. Tact. — Love swings on little hinges. It keeps an active little servant to do a good deal of its fine work. The name of the little servant is Tact. Tact is nimble- footed and quick-fingered ; tact sees without looking ; tact has always a good deal of small change on hand ; tact carries no heavy weapons, but can do wonders with a sling and stone ; tact never runs its head against a stone wall; tact always spies a sycamore tree up which to climb when things are becoming crowded and unmanageable on the level ground: tact has a cunning way of availing itself of a word, or a smile, or a gracious wave of the hand ; tact carries a bunch of curi- ously-fashioned keys which can turn all sorts of locks ; tact plants its monosyllables wisely, for, being a monosyllable itself, it arranges its own order with all the familiarity of friendship ; tact — sly, versatile, div- ing, running, flying tact — governs the great world, yet touches the big baby under the impression that it has not been touched at all. Mrs. Horace Mann tells of being in a mission infant class room once when the general question of "how many of you wish to be good" was put. Every hand except that of a new- comer, a boy of six, went up. The teacher put the question again, in hopes the boy — having, perhaps, misunderstood her — would also hold up his hand. But he refused. She was on the point of scolding him, when Mrs. Mann, begging leave to speak, quietly walked to the child, put her arm round his neck, and asked him if he knew what it was to be good. With a face full of un- speakable infantile woe, and his eyes and throat overrunning and choking, he cried out, " 'Ter to be whipped." He was the child of a mother who always brought goodness to her cliildren by the rod, and hence the child's misapprehension. The tact of Mrs. Mann was worth a thousand scoldings. A Michigan superintendent was a railroad sta- tion-master. One day he detected four bad boys stealing sugar from a hogshead in a freight car. He locked the boys in, and, as the only condition of releasing them and hushing the matter up, he required them to join his SalDbath-school. They did so, and in a few weeks three of those four boys united with the Church. Some other superintendents might have had them in the hands of the police within an hour, with- out concern as to the moral results. Bishop James, of the MBthodist Epis- copal Church, in addi*essing a class of young ministers, said : "If the people have a prejudice, it is best to flank, and not to storm it. You wiU never lose anything by tact, by gentleness, by kindness, patience, and love." What is true in the case of the minister is true in that of the Sun day- school superintendent in his relations to his teachers and 110 SUNDAY SCHOOL WOELD. scliolars, and of the teachers in their relations to their scholars. Have the serpent's wisdom and the dove's harmlessness, and success is yours beyond peradventure. — House. PEEPAKATIOlf. 342. A Great Want.— An im- proved intelligence is a great deside- ratum among Sunday-school teach- ers. There is a general feeling in all thoughtful superintendents and others who are observing the present character of those who instruct classes on the Sabbath-day, that they have a scarcity of knowledge to be able to teach with success. — Dr. Steel 343. Stationary Teachers. — Some teachers are absolutely sta- tionary ; they acquire no new thoughts, or if they do, they do not retain them long enough to make them of any use. They read little, think less, and soon have their stock of thoughts exhausted. The scholars are sure to know the depth of their teacher. They will be inqui- sitive, quick, bright, and it may be, will go beyond him. As soon as the pupil has arrived at that point, he will be uneasy, his duties will become irksome, and he will wish to leave the school. The remedy is obvious. Teaching must be provided which is sufficiently advanced to meet the wants of every class, and of every individual. This is a point at which the superintendent ought care- fully to look; and perhaps he will find that the uneasiness and rest- lessness of the scholars have been blamed when the fault is not wholly theirs. — Todd, 344. Knowing and Teaching. — Nothing is plainer than that a man cannot teach what he does not know. He must know a thing himself before he can teach it to others. This is so nearly a truism that it seems trifling to insist upon it. Yet one cannot have much to do with the manage- ment of Sabbath-schools without being forced to the conclusion that this is not an accepted truth in the practical beliefs of a great many teachers. I feel, therefore, that it will not be entirely beating the air, if I occupy a few paragraphs in urging upon teachers the duty of study. — ])r. Hart. 345. Enow, in order to Teach. — * ' Let a teacher first understand the subject himself; let him know that he understands it ; let him re- duce it to its simplest elements, and then let him see that his pupils un- derstand it." — Wayland. 346. Too little Study.— I have had "great reason to believe there is far too little actual study on the ap- pointed lesson by the most of teachers. In hurried and extemporaneous work in teaching I have no confidence. It is as worthless in the Sunday-school as in the pulpit. In each case it wearies and disgusts the speaker and the hearers equally. The Sunday lesson should be the week's study. The reading and the thought should be given to it. Ample notes should be made of the information attained. And the teacher should come pre- pared to the utmost possible extent with information on the whole sub- ject, and the ability to answer any reasonable question, or to expound any natural difficulty whiclu may occur. — Dr. Tyng. 347i Dr. Lonsdale, Bishop of Lichfield, 1843, who died October 19th, 1867, had spoken, on one occa- sion, on the diligent painstaking preparation for the pulpit. A verbose young clergyman replied : — " Why, my lord, I often go to the vestry even without knowing what text I shall SUNDAY SCHOOL WORLD. Ill preacli upon, yet I go up and preach an extempore sermon, and think nothing of it." The Bishop replied, ' ' Ah, well, that agrees with what I hear from your people ; for they hear the sermon, and they also think nothing of it." — 3Iassingham. 348. Value of Training.— With- out doubt hea7-t is the grand requisite, and heartlessness the capital defect in a Sunday-school teacher. Let us go farther. There is danger, un- questionably great danger, that many Sunday- school teachers may come to depend too much upon their training, and forget the necessity of spiritual preparation for their great work. But after admitting all this, it does not prove that training is of no con- sequence, if you have earnestness. It may be true that a man of fiery energy will fell more trees in a day, with an ax battered and edgeless, than a sluggard will with the most perfect and poKshed instrument ; but it is not true that the earnest man would not accomplish more by strik- ing equally vigorous blows with a better implement. "Some men," ^ays Mr. Beecher, "will do more with a jackknife than others with a whole chest of tools." Very true, doubtless, but that is no reason why all chests of tools should be tossed into the sea, and the civilization of the world go back to jackknives. Let not an ostentatious and heartless culture be substituted for spiritual earnestness. But let us seek culture and lose none of our zeal ; let us find the best methods and be none the less diligent ; let us have the best imple- ments and use them with the most tireless industry. — JRev. Edward Eggleston. 349. Special Preparation Needful. — No man can teach either old or young who trusts to his general know- ledge and his fluency of speech. Less can he do so with the young. The truths to be taught must not only be familiar, but prepared so as to be intelligibly communicated to the youthful mind. When the late Dr. Chalmers was Professor of Moral Philosophy at St. Andrew's, he kept a Sabbath- school, and his biographer informs us that though the scholars were of the poorest children in the neighbourhood, "Dr. Chalmers pre- pared as carefully as for his class in the university ; some stray leaves still existing on which the questions for the evening are carefully written out."— Dr. Steel. 350. Practical Study.—" T re- ceived a most useful hint," says Cecil, ' ' from Dr. Bacon, then father of the university, when I was at college. I used to frequently visit him at his living, near Oxford ; he would frequently say to me, ' What are you doing ? what are your studies ?' ' I am reading so-and-so.' ' You are quite wrong. When I was young, I could turn any piece of Hebrew into Greek verse with ease. But when I came into this parish, and had to teach ignorant people, I was wholly at a loss ; I had no fur- niture. They thought me a great man, but that was their ignorance, for I knew as little as they did, of what was most important for them to know. Study chiefly what you can turn to good account in your future life.' " — Cheever. 351. Preparation and Pleasure. — I never knew a teacher who came to his class without suitable prepara- tion to enjoy teaching ; and I never knew one who was always prepared to dislike it. — Waldo Abbott. 352. Training needful for Teach- ing. — The absolute necessity of more thorough training for the work of teaching is now admitted by all who have had any experience in the working of the Sunday-school system, 112 SUNDAY SCHOOL WOELD. and is receiving practical attention from multitudes of earnest workers ; and we beHeve that the more the subject is looked at, it will be found that next to the importance of having teachers of undotihted piety, is tlie importance of their being thoroughly qualified to i^npart instruction. Nay, more ; while we place it second to piety in importance, we believe that, as a matter of fact, it is at the present time a greater need than piety ; i.e., we think it will be found that we are not lacking piety to the same extent as we are lacking teaching power, and if we had the latter to the same extent that we have the former, under the blessing of God our Schools would be productive of results such as we have never realised, and such as i^erhapsfew of us have dared to hope for. — W. Culverwell. 353. Teaching, an Art. — Teach- ing is an art, and like any other art, it has to be learned — learned, too, by stud)^, observation, and practice. It has its rules and principles. He who knows and practises them is a good workman; while he who neglects them is, necessarily, ineilicient. First, "We must get the ideas and 2irinciples. Secondly, We must imi- tate or copy the good examples or models ; and, thirdly. We are to practise teaching ; for the best way to learn how to teach is to teach. Said Ralph WeUs, when asked how he learned to teach : "By my mis- takes and failures." In" teaching others successfully we teach ourselves effectively." — Pardee. 354. Thorongh Knowledge. — The more varied and thorough the knowledge of the teacher is, the bet- ter for his work. Its possession may have necessitated much mental exer- cise, but it has, doubtless, fostered habits of thoughtfulness and self-im- provement. The pursuit of know- ledge improves and brightens intelli- gence, strengthens the reasoning powers, and supplies the mind with material for communicating truth and suggesting thought to others. — Dr. Steel. 355. Knowledge and Study. — Knowledge is the result of study. ' ' There never was an eminent, who was not an industrious man," said Cotton Mather. *'I never knew an individual gain any considerable mass of really digested and valuable knowledge without unwearied indus- try," is the testimony of one who had large opportunities of observing the knowledge of young men who sought to be instructors of others. Now, study is not much reading, or the perusal of many books ; it is the ex- ercise of serious thought on what is read, thereby making it your own. — Dr. Steel. 356. Extracts while Eeading, — Thus it was that Southey sought to utilise his own extensive reading and the library of 13,000 volumes which he possessed. Some who have leisure, have made synopses or abridgments of the works they have read. It is recorded of Dr. Donne, by his quaint biographer, Tzaak Walton, that ' ' he left the resultance of 1,400 authors, most of them abridged and analyzed by his own hand." When a book is not your own, extracting is the best means of keeping what you yalue ; when it is your own, the index rerum, re- commended by Todd, will be very useful, as it will show you at ^ glance where to find anything you have noted. — Dr. Steel. 357. Commentaries. — The use of commentaries is to be judiciously sought in promoting the teacher's knowledge. They have been written to aid in the interpretation of Scrip- ture, ■ and have proved eminently serviceable. One class expounds SUNDAY SCHOOL WORLD. 113 the spiritual meaning of Holy Writ ; and another illustrates it by describ- ing manners and customs of the Jews, and other people referred to in the text, by notes on the natural history often used in the figures of prophets, or the discourses of the >Saviour, and by contemporaneous history, which elucidates so much of the Word of God. Commentaries which are suggestive are more valu- able than those which are expanded ; an abridgment of the labours of the learned, who write for the Divine, is much more suitable to the less leisiu'e of the Sunday-school teacher. It is with such an aim as this that Dr. Barnes wrote his notes, and Dr. Campbell prepared his excellent edi- tion of the Scriptures. They wrote for Sabbath- school teachers. — Dr. Steel. 358. Keep on Studying.— ''Hav- ing to form and mould other minds, must its teacher study and read enough to keep his own mind in the state of a running stream ; for it is ill drinking out of a pond, whose stock of water is merely the remains of the long past rains of the "UTiiter and the spring, evaporating and diminishing with every day of di'ought." — ArnolcVs Life. 359. The Work Demands Study. — jS^ow, on the principle that " what- ever is worth doing at all is worth doing well," every teacher should endeavour to be fiilly adapted to his scholars, in order successfully to dis- charge his work, and train up his children ' ' in the way they should go." The earthly secret of good teaching is adaptation — a result, ' ' not of heaven-born inspiration, but of home-bred industry." It is an art to be acquired, rather than a gift to be born with. — Dr. Steel. 360. An Example. — Now, dear brethren, training does not consist in a reiteration again and again of the sweet sentence, "Come to Jesus," but in making the truth of the lesson so jjlain, and ivarm, and interesting, that IT shall say, as it ever will, "Come"; and these three words, 2Jlain, warm, a7id interesting, in- volve much hard study and real ivrestling prayer for light. I have spent seventeen hours upon my les- son for next Sabbath, already, this week — although I have taught it twice before — much of the time over the words, God so loved the world ; and when I can begin to read it, God so loved ME, then I have reached the first step towards teaching it. — Ralph Wells. 361. Effect of not Studying. — . " Teacher said this morning," ex- claimed a lively boy, " that Shem was Noah's eldest son; so I asked him why Japheth was called the elder ; and he looked so queer ! " A little girl, returning from school, said, "Sister, do not the words in italics in the Bible mean that they are not to be found in the original ? because teacher said it was meant to be more emphatic." — Davids. 362. How to prepare a Lesson. — The work of teaching Divine truth is so diSicult and important, that every teacher should do himself the justice to make the most clear and careful preparation. No teacher can impart more than he has prepared to teach, and he should therefore bring to his class only beaten oil, well- digested and weU-adapted thoughts, something worthy of being taught, and that will command attention for their own sake. It is well for the teacher to have method and system, as well as a set time and place to begin that preparation. The time to commence, we think, should be on the afternoon or evening of the pre- vious Sabbath, and the place in the quiet of the home circle or the study. 114 SUNDAY SCHOOL WORLD. 1. Pray and read, and read and think and prat over tlie lesson ; the words and the spirit of it. Here look for the best thoughts to use. 2. Search the Scriptures with the aid of a Concordance, or good refer- ence Bible, for the most pointed and practical parallel passages and refer- ences ; they will wonderfully illu- minate the lesson. 3. By the aid of the Bible references, and a good dic- tionary, be careful to get the clear, exact meaning of the important words of the lesson, in words adapted to your class. 4. Next use your Teachers' Helps, Commentaries, Bible Greographies, Bible Diction- aries, Maps, Antiquities, etc. 5. Go out into the world and gather excel- lent things for illustration of the Bible truth from what you see, hear, read, or do. 6. Visit your scholars' homes in the preparation of your lessons, and learn their peculiar trials and temptations. Study well your children, child-natui'e, and child-language. "Peep of Day" and " Line upon Line " are pure specimens of child-language. 7. Get something for each pupil, for Johnny is not at all like Willie, and Willie is not like Charlie, etc. Break up Bible truths into small pieces for the children and youth. Do not wander afar for simile, but remember ' ' knowledge is before him that understandeth, but the eyes of a fool are in the ends of the earth." 8. Make full notes, write out your facts and references, etc. : (a) Of your best thoughts, (h) Of your best plan of teaching, (c) The aim and object of the lesson illustrations. (d) Of the commencement and clos- ing of the teaching lesson. 9. Think it aU over so carefully and repeatedly that you will scarcely need to look at the notes to the end. Select just what to teach, and do not stuff the children. Memorise the lesson, and you will have special unction in teaching. 10. Prepare more, far more, than you will want to use, that you may have ample material for selections ; for no teacher can impart aU that he has prepared to teach, and the teacher should be careful never to exhaust himself. — Pardee. 363. Begin early in the week, and thus keep the lesson before the mind while walking the streets, or riding along the road, or ploughing the field. Fresh thoughts will thus be developed, and the whole subject will be impressed on the mind with the vividness of a sun-picture. First read the lesson and its context over carefully. Consult, with the help of your reference Bible, the parallel passages. Make a memo- randum of every one which may serve to illustrate the lesson. A memorandum book will be found useful. Take each verse by itself, and get out of each all you can. After thus making notes on each verse, the ideas may be explained, classified, and arranged in proper order. The one great truth of the lesson may be set forth, and the chief points arranged under it. Note especially those points in the lesson which will probably be the hardest for the scholars to under- stand. Give, also, attention to all allusions to ancient manners and customs, and to Bible geography and history. As to commentaries, do not begin your lesson by consulting one. Do your own thinking thoroughly first, and afterward go to authorities. Mev. J. M. Freemaii. 364. Take the subject early in the week. Think about it. Pray over it. Let it undergo the process of incubation, and by the time you have brooded over it a week it will be warm in your own heart, and be presented warm, fresh, and glow- ing to your scholars' hearts. Gather SUNDAY SCHOOL WORLD. 115 illustrations. Jot down incidents in your note -book — incidents occurring in the home circle, in the street, everywhere. Consider your chil- dren — their habits, characters, cir- cumstances — that you may know what things will most impress them. Adapt your teaching — concentrate. Take out the one cardinal thought of the lesson, and press it upon the mind and heart. Study the art of questioning, but never take a ques- tion book into the class. Close the lesson with your best and strongest thought. Keep the best to the last. In brief, get the lesson, imjjart the lesson, impress the lesson. — Rev. Henry C. 3P Cook, St. Louis. 365. A Usefal Hint. — Occasion- ally adopt, the week beforehand, a programme of exercises, which let each scholar copy. Apportion to John th.eperso7is of the lesson; to James, the places; to Charles, the doctrines; to William, the duties ; to Samuel, the geographical peculiarities, with a simple outline map in pencil ; to Henry, a Bihle story, illustrating the lesson as a whole. A brief com- position or two on the lesson would not be out of place or unprofitable. — Souse. 366. What a Teacher should know.^ — Specifically, then, the Bible- olass teacher should — First. Devote liimself to the study of Biblical criti- cism, under which are compre- liended the facts of the Bible, its history, chronology, verbal mean- ings, and technical phrases. Se- .cojidly. He ought to familiarise him- self with Biblical literature ; that is to say, he ought to know the facts .connected with the completion of the canon of Scripture ; the manners and customs of the Jews, and of other Oriental nations, the arguments in favour of Christianity, the inspira- tion and the doctrines of the Bible. Sacred geography should be studied with reference to the physical con- formation of Palestine, peculiarities of its climate, seasons, and natural history. Thirdly. The Bible-class teacher ought to understand some- thing of ecclesiastical history. He should know the religious state of Palestine when the Saviour appeared, understand the more prominent views held by existing sects and by certain ancient divisions of the Church. He ought to know the peculiarities of doctrine existing among evangelical denominations of his own time, and be able to state the differences in unbelief, as of Atheism, Deism, Uni- tarianism, etc., so as to be prompt to answer inquiries on such matters. Fourthly. He ought to be a special student of life and of men, a collec- tor and arranger of facts and inci- dents that will be of perpetual ser- vice in his class exercises. He will read some books for the sake of the illustrations they may furnish; others, for the sake of the intellec- tual quickening they may give ; others still, for the development, elucidation, and enforcement of doc- trines, which he may wish to intro- duce before his class. — House. 367. Vary your Plan of Study. — Do not be tied down to any one plan or method of preparing a Sab- bath lesson, but invent new and fresh modes. Never suffer any part of your preparation or teaching to re- lapse into dull routine. Be fresh, warm, and earnest in manner and matter, and raise y^ourself above leaning upon any question-books or notes of lessons ; use them if you please, but do not lean upon them. The weekly teachers' meeting is an indispensable assistant to every faith- ful teacher. Never forget that the only sort of knowledge which can answer a Sabbath-school teacher's purpose " must be at once thorough, 116 SUNDAY SCHOOL WOULD. detailed, abundant, and exact." — Pardee. 368. Use of Eyes in Preparing. — The teacher must ever wear, as a French writer says, his "Sunday- school spectacles," and view all things thi'ough a Sunday - school medium. He must continually put to himself the question he so often proposes to his youthful pupils, '' What may be learned from that ?" — Groser. 369. Study youi' Scholars. — George Herbert says, ' ' The country parson's library is a holy life,''^ and he found it so. Let not the Sunday- school teacher forget that he is a library to his class. They study him, and look more to his manner and life than to his teaching. If he is not holy, he will not readily per- suade them to be holy. He should, therefore, be a commentary on his teaching. The scholars are also a library to the teacher : in them he may learn much which will aid his efforts for their good. — Dr. Steel. 370. It is of the first im- portance that the teacher of children should study well child-nature, child-language, and all the child's characteristics — such as activity, curiosity, inquisitiveness, &c. ; what are his wants and cares ; his dangers and duties ; his hopes and fears ; his sympathies and feelings, likes and dislikes. All these must be candidly considered if we would prepare for the position of Christian counsellor and guide to the child. "We must gain his confidence, draw out his sympathies, and win his heart, and all this wUl require the most dili- gent, earnest, prayerful study. In this process the teacher must needs often recall his own childhood, and live that over again — become as a little child again — if he would be- come a child's teacher. Do not fall into the error of supposing that your children are ever too young or too ignorant to appreciate a well- pre- pared lesson — Pardee. 371. Study successful Teachers. — Acquaint yourself with the life and habits of successful teachers. "Every child for Jesus, and every one wo«f," vras the motto of a JSTew York lady, whose success was con- stant and marvellous in leading her scholars to Christ. ' ' I took every one on my heart to Jesus. I carried them to my closet ; I told Jesus all that I wanted of Him in regard to Mary, and Emma, and Jane, and all the rest, and He heard me and helped me." — House. 372. Eemember the end propOsed.^ — You do not come to occupy your class for thirty minutes in hearing a recitation from the question book, the catechism, or even the Bible itself. You come to teach. Begin all your jjreparation ivith your own heart. Many teachers lay out a good plan of analysis, study up the paral- lel passages, look out the references, get together the facts, and yet their hearts are like icebergs all the while. God has put the windows of the soul on the heart side of the body. You must train your heart toward God, if you want your intellect on God's side. You may understand the doc- trine of justification by faith through two processes — from the study of it in God's "Word, or having been, taught it out of the catechism, but better still by having felt the pardon in your own heart. This heart- knowledge is invaluable to you throughout all your Bible-teaching. It establishes the needed sympathy between teacher and scholar. Begin all preparation icith prayer. Photo- graphers hunt for rooms in upper storeys ; they seek the sky-lights.. Always have the sky-light, teachers. " Open Thou mine eyes, that I may SUNDAY SCHOOL WORLD. 117 behold -^ondrous things out of Thy law." Never neglect prayer. Get ■all the facts of the lesson. Seek to he accui'ate in your knowledge of the lesson ; then commit to memory the words of it, and get the senti- ment in your heart and mind. Do not go to hooks till you have first viewed and reviewed the lesson "without outside helps. Btj the hard process of thinking draw out the particular teachings of the lesson — its doctrines and practical ijoints. Isaac Xewton said, " I keep holding a subject before me, and it gradually opens, and I see into it." Just here, the Church owes much to the Sunday- school in the intellectual activity which it has compelled and drawn forth. Select one great, central les- ion, and say to youi'self. That one lesson I will teach. Do not try to teach too much. Concentrate ! Study your lesson with reference to your scholars. Have your scholars' names on the blank leaf in your Bible, or between the Old and New Testa- ments, and open it before you as you bow on your knees in prayer. Pray for each scholar according as his need is. Teach each scholar what he needs to know. Adaptation is the true law. Do not give instruction "in the lump," but in "assorted lots." Do not do as a zealous but mistaken tract distributor in an army hospital did, who was startled to hear a peal of uproarious laughter from a soldier's cot, followed by the words, "I have lost both my legs, and you have given me a tract on dancing !" Prepare a plan of teaching before you go to your class. Allow your scholars to talk and to ask questions, but bring them round to the right point. Lead them and control them. JResist manfully the discouragements you meet. When you hear and see high standards set up, do not turn away from them sadly and wealdy, but use what you may, learn what you can, practice what you believe is good and attainable, and you will be led higher. But know this, that if your heart is right, God will guide you, and your intellect will develop ripely and richly under heart-culture while you study God's Word. Close your 2)reparation as you hegan, loith earnest p)rayer. Prayer beginning, prayer continuing, prayer ending ; prayer all the way through the pre- paration, and prayer while you are teaching what you have prepared. — Rev. J. H. Vincent. MAMEE 11^ CLASS. 373. Gentleness. — There is a certain sharpness or severity on the part of some teachers, which is a mistake, and is sure to damage their influence in the class. I have stood by the class, sometimes when the teacher was not aware of my presence, and have seen him give one child a pull, another a poke, and a third a pat on the head within almost as many seconds : with the constant utterance of such expressions as these — " Do be quiet ;" " Can't you sit still there ?" " Don't talk there ;" and so on. This incessant restless- ness, this sharp, feverish treatment, is unhealthy, and is sure, more or less, to depress the minds of the children, and thus largely defeat the ends of Sunday - school instruction. When the Bishop of St. Asaph was rector .of a parish, I went with him into a school just at a moment when it was in great disorder. On witnessing the tumult he did not raise his voice, but going into the room and looking- around him, said in a very distinct but gentle voice, " I think one little boy is speaking louder than is neces- sary." The school was instantly stilled, for every conscience-stricken off'ender applied the remonstrance to himself. — Rev. Dr. Science. 118 SUNDAY SCHOOL WORLD. 374. Seriousness. — Seriousness is a requisite. This is necessary for tlie proper effect of tlie exercise. The in- terest in the work may lead the minds of the youth away from the object of it. Their desire to acquire information and to answer correctly is different from the desire to be seriously im- pressed. An undevout teacher may have a smart class, but the impres- sion he leaves upon their minds is not salutary. And the more success- ful he is, the more dangerous does he become. His indifference is as infectious as his intelligence. Mere information and mental culture the children get at the day-schools. To conduct your class similarly detracts no less from the sacredness of the exercise than from the sanctity of the day. It makes the Sabbath- school secular. It hardens rather than melts the heart, and sometimes deadens the conscience. Seriousness in a teacher is, therefore, vitally im- portant. It gives weight to what he says. It impresses his pupils' minds. The very manner of a serious teacher is a lesson not soon nor easily for- gotten.-^Dr. Steel. 375. The eminence of the E,ev. J. Brown, of Haddington, both as a preacher and writer, is well known. On a public occasion, when a man who professed the principles of infidelity was present, two sermons were delivered : the first of them by an ambitious young man, who de- livered a very eloquent and florid address ; Mr. Brown followed, in one equally remarkable for its sim- plicity and earnestness. " The first preacher," said the sceptic, to one of his friends, " spoke as if he did not believe what he said ; the latter, as if he was conscious that the Son of God stood at his elbow." — Cheever. 376. Heartiness. — It is difficult to manage and instruct a class of big boys; but if the teacher get theii" affection and can excite some enthu- siasm in their hearts, he may attach, them to his person, and secure their interest in the lesson. Such a class is in a critical situation, and much depends on the energy, earnestness, and seriousness of their teacher, whether they are to be preserved to the religious community and brought within the pale of the Church. It is perilous to any teacher's success to neglect preparation and to go through, his lesson coldly ; but it is doubly so to one who has a class of advanced boys. — Br. Steel. ^n. Peevishness. — A complain- ing teacher can do no good. A fretful y peevish, hasty teacher can do no good. If a child is rebellious, let a teacher remember what fighters against God the ministry must meet; and how surely everything will be unavail- ing in them all for a blessing, with- out a forbearing, patient spirit. A smiling, genial habit, a cheerful, welcoming countenance, — a morning- face, radiant with joy in the work of the Lord, — comes into the school like the sunshine of heaven. It is God's- own work, and God's own mark. — Dr. Tyng. 378. Avoid levity. — Be careful, too, not to wound the feelings of a child by smiling at his ignorance or mistakes. " The teacher," says one who has had great experience, " should have great command over his risibilities. I have often had replies to questions put to poor and ignorant boys irresistibly Judicrous. In one instance there was something^ so exceedingly ludicrous, that I lost self-command, and laughed heartily^ I at once saw that I had lowered myself in the estimation of my pupils ; I was letting myself down to a level with them. I had laughed in God's house, on His day, and in His presence, when sixty immortal souls were influenced by my conduct. I SUXBAY SCHOOL WOIiLD. 119 Tiave too frequently seen teachers guilty of similar conduct." No cMld intends to give a ludicrous answer to your question; and if it strikes you in that light, and you laugh at him, you injure his feelings, and leave a sting which -will not soon be extracted. — Davids. 379. Trust your Scholars. — Be careful, so far as possible, not to doubt the veracity and the good intentions of the chilS.. Nothing will so soon check, and kill the growth of confi- dence and love between the child and yourself, as imputing things to him in the name of crimes when he is innocent. I once knew a fatherless child have his veracity doubted by one who ought to have known better. All he could say to prove his inno- cence was turned against him, and he was treated as if no proof of inno- cence would be satisfactory. The child coloured, sobbed, and retired; but ten thousand kindnesses, and ten thousand good opinions, afterwards, could never erase the cruel wound from his bosom. The affections, the the love, the confidence, were never regained, though probably the person who thus cut them away forgot it in a few months, if not in a few days. The teacher will find his own heart a good instructor in this matter. Every thing should be avoided which will tend to prevent drawing each child out into familiar and frequent con- versations. — Todd. 380. Consider your Material. — It is the same in moral education as in manual or mechanical labour. I There must be means employed for the fulfilment of purposes. The best means produce the best end ; but the skilled workman is as necessary to thatt high object as the good material. In the Hfe of George Stephenson there is frequent complaint made of his in- ability, at the outset of his career, to obtain ' ' efficient helpers in the shape of skilled mechanics, who could work out in a practical form the ideas of which his busy mind was always so prolific" with regard to the manu- facture of locomotive engines. The case is similar in moral as in mechani- cal improvement. There must be the skilled teacher to apply the Divine purpose to the mind of the child. The circumstances of the scholar and of the teacher must be carefully con- sidered ere the material of instruc- tion can be made available for edu- cation. He who is skilled can use his instruments to most advantage, and is most likely to secure the best result. — Dr. Steel. 381. Loud Speaking. — I had a class of rough boys who used to make a good deal of noise ; but I did not mind that. But then I did think that the lady teacher in the class next to me really had a very loud voice ; and I felt two or three times that I would like kindly to suggest to her that she had pitched her tone rather higher than she was aware, perhaps ; but I could not muster the courage. One day the matter came to a crisis. I approached the lady, and she said to me, "Mr. WeUs, will you excuse me?" — "Why, ah, certainly!" I said. "It is not much, perhaps," she replied, "only, Mr. WeUs, you do talk so lo^^d in your class that my class can scarcely hear me, although I raise my voice higher than I should otherwise do, that I may be heard." What a fall was there ! It was a merited rebuke. It was one of m}' earliest mistakes, and that faithful lady teacher effectually cured me. — Ral^jh WeUs. 382. Cheerfnlness. — Childi-en can imderstand, and they do appreciate, untiling, disinterested love. Train the affections, therefore, by perse- vering kindness, and your engaging manner will attract the careless, and your gentle conduct wiU curb the 120 SUNDAY SCHOOL WOELD. ■unruly ; train the affections, and then your kind determination will soften, if it does not subdue, the obstinate ; and your suitable instructions will restrain, if they do not reform, the vicious. To train a little child to be happy on the Lord's day, and thus to associate, throughout life, religious instruction with happiness and peace, is an obvious fulfilment of the will of your Lord and Saviour. — Collins. 383. Useful Hints. — 1. Speak little and softly. 2. Preserve perfect order in your class. 3. Avoid un- necessary words. 4. Be not over quick to notice and reprove little faults ; it irritates rather than mends. 5. Stop or change youi* course when attention flags, or is maintained with difficulty. 6. Tui'n the eye of the pupil inward upon himself, and teach him how to read his own heart. 7. Pray with and for your pupils. — America7i S. S. Scrajj-book. ** METHOD IE THE CLASS. 384. Order. — What the superin- tendent owes to the school, the teacher owes to his class. The superintendent is responsible for the general order of the school, the teacher for the order of the class. This is so plain that it seems hardly to admit of argument. Yet very many teachers practically ignore this duty altogether. They •either cannot keep their classes in order, or they look upon it as some- thing not "^dthin the range of their duties. It is not at aU uncommon to see a class in Sabbath-school acting in a rude and disorderly manner, in the immediate presence of their teacher, yet with no more recognition of the teacher's presence than if they were out in the open fields ; and the teacher sitting composedly by, with no attempt even to interfere and feeling apparently as if an at_ tempt to interfere on his part would be as much out of place as it would be for him to go up to the superin- tendent's desk and ring the bell for the ]furpose of closing school, or of giving out some general order. — Dr^ Hart. 385. Method in a Nutshell.— There are three principal objects to be ever kept inview by the Sunday-school teacher, namely : 1. The conversion of the soul. 2. Instruction in Scripture knowledge. 3. Christian culture. There are four faculties through which this work is principally accom- plished: 1. The understanding — The^ attention must be gained, the subject made clear, the thoughts of the lesson rendered forcible. 2. The memory — The subject must be presented so that it can be retained, like things grouped with like, facts with facts, principles with principles, or the principle with the fact from which it is deduced, things in their natural order. 3. The conscience — Every lesson should impress the mind of the pupil with a sense of responsi- bility, every lesson should be a moral discipline. 4. The heart — No lesson is complete that does not go to the depths of the child's natui'e, and draw the heart toward the Lord Jesus Christ. — Rev. Edivard Eggleston., 386. Vary Methods. — We should not, however, bind ourselves to any one method of teaching, for there is no standard mode alike adapted fo difterent persons and lessons. Most of our good teachers have wrought out some way of teaching, in a mea- sure peculiar to themselves and adapted to them. Those who can do so, however, will be able to borrow- much of value from GalVs Lesson System, with its thorough analysis, numerous exercises, exhaustive doc- trines, and lessons of instruction, or from Stow^s Training System, with its sympathy of numbers, its pictur- SUNDAY SCHOOL WORLD. 121 ing out into life and training whicli will aid others; and 3Iim2)nss^ s Gospel Harmony will help many. Let us ride no hobbies, but gather the best suggestions from all for our Sabbath- school work. What we want in our Sabbath-schools is to add a sufficiency of teaching-power — to give efficacy to our teaching, without stiffening it with rules and forms. A few years ago hymn- learning, catechism, and task-lessons formed the staple of even our Scrip- ture-classes. Now there is a demand for good Bible-teaching, that will equal the teaching of our best acade- mies and colleges. The Bible is so adapted and wonderful as to place us on great vantage-ground. We want to know, How to use it ? — Pardee. 387. Do not get into a stereo- typedroutine method of giving lessons. You will often, at conventions, hear a good model lesson ; you will admire its style and its method; you will think it, perhaps, the best lesson you ever heard. But do not suppose that is a reason for imitating its method precisely next Sunday, and for casting all your lessons into the same mould. Different subjects admit of and require great diversity of treat- ment. — House, 388. The Combined Method.— This uses the analytical, the illus- trative, the blackboard, the object, or any other method, or all, as the nature of the lesson may call. In some parts of the country the schools are supplied with slips or lesson- papers a month in advance of the lesson. On the slip is a lesson for each Sabbath in the month. Thus, for the recitations in January the lesson-paper, which is in the shape of a four-paged duodecimo tract, is issued and mailed in December. A school takes as many slips as there are officers, teachers, and scholars, and all are expected to study at home. Usually the lesson contains from twelve to twenty verses. There is given, in connection with the lesson, certain other passages, or a chapter, cognate to the general theme, which it is expected the scholars and teachers will consider their hoinc reading. There is also radicated a passage called the golden text, which embodies the central thoughtof the les- son. Theintermediate and Bible classes are expected to memorise the golden text of the lesson, and also the entire text of the lesson, unless it be very long : the infant class and the super- intendent the golden text. Each scholar is expected to analyse the lesson and to give the central thought in his own words. — House, 389. ITo Method.— There are various ways by which teachers fill up the time allotted to instruction. Some, after finishing the lesson, let the scholars read out of the Bible, taking verse about, with an occa- sional word of explanation by the teacher. This is certainly better than sitting still and doing nothing. Any little fragment of time, not otherwise occupied, may thus be used, and sometimes to great advan- tage. It can never do harm, and it is an effectual stopper to the dread- ful evil of doing nothing. Other teachers fill up the time by telling the children stories. If the teacher has a special gift for this, it may do well enough as an occasional thing. But few persons have the faculty of telling Bible stories, or any other stories, well. Besides, when this kind of matter is relied upon as the main staple for filling up time, it be- gets an unhealthy feeling among the children, and it is a great temptation to the teacher to fall into loose habits concerning truth. Still, there are many worse things in Sabbath- school than telling the children good stories, and I would not entirely 122 SUNDAY SCHOOL WOKLD. discourage the practice, especially among small children. Others, when at a loss for something to do, read to their class out of a hook, or out of a religious paper. Even this, though hetokening great poverty of invention on the part of the teacher, is better than nothing. — Dr. Hart. 390. Begin Eight.— With this view great care should he taken to begin a lesson- aright. The teacher should come from communion with God, and his spirit and manner should be at once thoughtful, earnest, and cheerful ; never cold, cheerless, indifferent, or severe. Let him give to each scholar a warm, quiet, but hearty salutation ; be early, be calm, be gentle, be firm, and seriously in earnest ; never allow any scholar to take any undue liberties ; and see that each one and everythj.ng is in its place. — Pardee. 391. Seven Principles. — 1. Never teach what you don't quite under- stand. 2. Never tell a child what you can make him tell you. 3. Never give a piece of information without asking for it again. 4. Never use a hard word if an easy one will convey your meaning, and never use any word at all unless you are quite siu-e it has a meaning to convey. 5. Never begin an address or a lesson without a clear view of its end. 6. Never give an unnecessary command, nor one which you do not mean to see obeyed. 7. Never permit any child to remain in the class, even for a minute, without something to do, and a motive for doing it. A mind un- occupied is a mind in mischief. — J. G. Fitch, Esq. 392. Needful Things in a Lesson. — Sabbath-school teaching should combine at least — 1. The art of ask- ing questions. 2. Keeping order. 3. The art of securing attention, and interesting the pupils. 4. The draw- ing of practical lessons and applyiag them to the daily, common life. We shoidd never undertake to teach a truth of which we cannot see and make plain its uses ; certainly never convey to our children the idea that there is any unimportant portion of revealed truth. One or two Bible- truths and principles are generally better than many. — Pardee. 393. Simplicity. — In conducting a class, the simplest language should he employed. We are not to expect children to understand theological terms, nor are they likely to use them in answering questions. If the teacher use plain words in conveying his ideas, they will be radiant with meaning to the scholars of his class. He should prefer to get their answers in their own words rather than in any other form. Their answers will be intelligent in proportion to the simplicity of their expressions. — Dr, Steel. 394. Take one instance :— It is very common, in prayer and in exhortation, to speak of children's giving their hearts to God. To us this is a very plain and intelligible expression, and it is Scriptural ; but it is a figurative expression, which no child understands until he has learned and understood that the heart is put for the affections, and that to give the affections to God means to exercise them in the way which He has required. Now, the whole meaning of ' ' giving the heart to God " is to love God ; and this is a phrase which the child at*once com- prehends, and is, therefore, better adapted to him than the other. — Packard. 395. Quintillian, the an- cient Roman writer, remarks that our meaning in words of instruction, ' ' like the sun, should obtrude itself upon the eyes of the ignorant, not SUNDAY SCHOOL WOULD. 123 only witlioiit any pains to search for it, but, as it were, whether he will or not." Dr. South, in one of his terse and weighty sentences, said, ' ' He is the powerfullest preacher, and the best orator, who can make himself best understood." Arch- bishop Tillotson, a prince of sacred orators of his day, used to read his sermons to an illiterate old woman of plain sense who lived with him, and if any words were not intelligible to her he altered them before he preached the discourse to the congre- gation. Baxter practised great sim- plicity. The account which he gives of his style is very interesting. After enumerating several circum- stances that conspired to make his style plain, he adds : "I think all these are partly causes, but I am sure the principal cause is a long custom of studying how to speak and write in the keenest manner to the common, ignorant, and ungodly people ; without which keenness to them, no sermon nor book does much good, which hath so habituated me to it, that I am falling into the same with others. . . . And I have a strong natural inclination to speak of every subject just as it is, and to call a spade a spade, and verba rehus aptare, so as that the thing spoken of may be fullest known by the words, which, methinks, is part of our speaking truly."— Dr. Steel. 396. Few have been more successful in teaching children than James Hervey . ' ' On such occasions, ' ' says he, "I endeavour' to comprehend, not all that may be said, but that only which may be level to their capacities, and is most necessary for them to know. The answer to each question I explain in the most familiar manner possible, in such a manner as a polite hearer might treat with the most sovereign con- tempt ; little similes I use, that are l quite low. In every explanation I would be short, but repeat it again and again ; tautology in this case is the true propriety of speaking to our little auditors, and will be better than all the graces of eloquence." — Todd, 397. Take nothing for granted. — Let a teacher take nothing for granted in the knowledge of children, — but bring out the amount of their information, and the readiness of their thought, by constant and simple questions addressed thus to each. To use sim]3le words is a most important requisite for deep and real teaching. All extraneous conversa- tion must be cut off, and the attention kept fixed on the one subject which is the appointed subject of study. Step after step must they go forward in the lesson, — with the effort and purpose that it shall be thoroughly understood. An hour will soon pass in the effort to make ten verses of Scripture plain to a class of little ones. And the more they understand and are interested in it, only the more difficult it will become to restrain the association of their thoughts, and to confine them to the actual line of teaching in hand. — Dr. Tyng. 398. Iv'ot long ago, talking about Jordan, the children looked mystified and bewildered ; on asking them what they thought the Jordan was, one answered, " A great town ; " and the tale, though old, will bear repeating, of the class who, after an hour's lecture on the sixth of Joshua, on being asked by a bystander what Jericho was, retuimed the answer, ''Please, sir, warn't it a woman?"— Davids. 399. Mr. Yanderkiste, ia his stirring narrative of " Six Years' Mission in the Dens of London," presents a case where the contrast G 2 124 SUNDAY SCHOOL WORLD. I have alluded to came out most strongly : ' ' Visiting a sick man with a new missionary, I requested him to read and instruct him, which he did, detailing to him our fallen con- dition, our need of salvation, and the redemption purchased for us, in a very correct manner, and then reading a portion of a chapter from the Gospels in proof of what he had said. Thepoorman listened with every appearance of attention, and when my young friend said, ' You know,' or any other interrogative, he replied, 'Certainly, sir,' or 'In course, sir.' My companion appeared pleased with the man's attention to instruction, and I thought it time to undeceive him. ' Mr. ,' said I, ' my friend has been taking much pains to in- struct you, and now I will ask you a few questions. Do you know who Jesus Christ was ?' * Well, no,' said he, after a pause ; ' I should say that's werry hard to tell.' 'Do you know whether he was St. John's brother?' 'No, that I don't.' 'Can you tell me who the Trinity are ? ' ' IS^o, sir.' 'Are you a sinner ?' 'Oh, certainly, sir, we are all sinners.' A pause. ' Have you ever done wrong ? ' * Why, no; I don't consider as ever I have.' ' Did you ever commit sin ? ' 'Why, no, I don't know that ever I did.' ' But do you think you're a sinner?' 'Oh, certainly, sir, we're all sinners.' ' What is a sinner ?' ' Wgll, I'm Uest if I know rightly; I never had no head-piece ! '" 400. Simultaneons Teaching. — In conducting a class, simultaneous teaching is infinitely preferable to individual. There are some suffi- ciently antiquated to persevere in the latter mode; and if you pass their classes, you will find nine staring about while the tenth is answering questions. This is a mischievous system, and is happily well-nigh exploded. Yet, in simul- taneous teaching we would prefer an individual answer to the question. For this end, if the hajids of those who know were held out, one can be selected to express the answer. — Dr. Steel. 401. Drawing Lessons. — The art of drawing lessons is much more simple and easy, even for children, than most persons think. The only pre-requisites for drawing practical lessons are — 1. A knowledge of the facts. 2. An accurate perception whether they be good or evil. If the action or precept be good, the practi- cal lesson is but an echo of the fact ; if evil, avoid. Imitate the good and shun the evil. For instance : Cain and Abel were industrious; from which we learn the duty to be indus- trious. Cain and Abel went up to worship God ; from which we learn to copy their good example in going to worship God. But Cain became angry and slew his brother ; from which we draw the lesson of warning and danger. — Pardee. 402. Teaching and Training. — The teacher is the master and supe- rior, and his character, attitude, bearing, and words should be well calculated to govern and guide. Teaching is not simply educating — namely, drawing out, nor simply instructing the pupil, but training him. It is taking my thought and converting it to his use. — Pardee. 403. Encourage your Scholars. — In the management of the lesson the individual temperameijt of a class should be considered. Sometimes a bashful young man will timidly advance a reply, but in a voice scarcely audible. Catch hold of it and repeat it aloud, that all may hear. Again, another may make a reply only in part correct, or only in part complete. At once yourself complete the reply, and thus reassure SUNDAY SCHOOL WORLD. 125 him who makes it. Every member, however humble, should be made to feel that he is a coustituent part of the class, and that the teacher thinlis him so. — House. 404. Develop the Good.— "Try to discover what good qualities each child has ; draw them out and strengthen them. This will give you a new and deeper interest in his wel- fare ; and this interest, thus created in your own bosom, will gain his love and confidence. Many Sunday-school children abeady feel that their teacher is by far the best friend they have on earth; and the one to whom they would go when the heart was endur- ing its greatest troubles." — Todd. 405. Keep to the Point.— What- ever be the subject, it should be adhered to with scrupulous exactness, viewed in its various lights, and then pressed home to the heart by some pointed practical lessons. Let the teacher thoroughly know his lesson, and endeavour to communicate that knowledge to his class. Thus his work will be interesting and profit- able. His great object in teaching is to impart saving knowledge, and all helps must be subordinated to this end. — Dr. Steel. 406. Avoid prolixity and the introduction of extraneous matter, keep close watch over the course of remark, and before the tenour of it has widely diverged, strike in with the observation, " That, please, is not the subject now before the class; let us keep to the point." — House. 407. Doctrinal Teaching. — "The great danger is from surfeiting chil- dren with religious doctrines or over- much talk. Doctrines they are too young to understand, and too frequent talking, wearies them. Many parents err in expecting the religion of a child should be the same as their own. I did not give mine formal instruction till they were eight years old ; and chiefly set before them the striking facts in the Old Testament, or the miracles in the New. I also laboured much to set before them the goodness of our God in things which they could understand, such as the comforts which we enjoyed together. "Watch- ing providential occurrences, I made use of them to give a body and sub- stance to spiritual truth. One method used to afiect them much — carrying them to see an afEicted child of God rejoicing in tribulation, and speaking of His love."— i2ei\ H. T. Venn. 408. -" Strong meat belongeth to those that are of full age ; but doses of divinity — the hard questions and high matters of the faith — are not the food convenient for the little ones. The sheep can eat grass and hay ; but, with its little curly fleece, the lamb in April only plays in the green pasture, and does not care to eat the budding clover and sprouting grass, of which it will be glad enough, even in the shape of hay, next winter. ]S"or is the shepherd angry because the truss or the bundle which he fetches from the rick has no attraction for the frolicsome young creatures. These bimdles of stored-up theology are for the farther grown ; but in the meanwhile the simple story and the easy lesson better suit the opening mind." — Dr. J. Hamilton. 409. Train the Conscience. — Observe special care in educating the conscience, and afford discrimi- nating rules on casuistic subjects. It is no use to endeavour to avoid such subjects. Men and women will continually question you, in. the midst of almost every class exercise, as to the propriety of such- and-such a course of action. For instance: "Is it wrong to frequent the theatre, the opera, the dance?" " Ought we to sell articles which virtue and morality condemn ?" "Is 126 SUNDAY SCHOOL WORLD. it right to utter a falseliood for a good purpose?" ''Wliere is the line that divides innocent from sinful amusements ? ' ' These questions must be answered ; and the more numerous they are the better. The answers afibrd some of the finest opportunities the teacher has to impress his hearers with a determination to forsake the paths of evil and to return to God. The more conscientious they can be brought to be, the greater reason there is to anticipate a favourable reception of Gospel principles. Every quickening of the conscience vnR be an undermining of prejudices. — House. 410. Application. — In my early teacliing experience I used to bring all the " application " in at the end. Have you never noticed, in the mat- ter of sermons and speeches, that while the speaker was in the midst of his descriptions and illustrations the hearers were deeply interested, but as soon as the "application" came the feet and hands began to be restless and moving ? What was the matter? 0, the "application" had been reached. And have you never heard a little child say, as its mother progressed in the reading of a story-book to the lesson which was appended as a moral at the close of each chapter, " 0, mother, skip that, and go on with the story ? " I have, many times. Now, in your class, teacher, one or two things will almost always happen if you leave the ' ' ap- plication " to the end of the lesson : either the superintendent's rap on the desk will warn you to cease from your teaching, or the children T\dll, through habit, fail to give the atten- tion you have thus far sustained, and they will not receive the " appli- cation." Bring it in, then, as you go along, layer after layer, under- laying and overlaying all your in- struction, and itj will do its work. by the Divine bkssing. — Rahyh Wells. 411. A ship-builder was once asked what he thought of Mr. Whit- field. "Think I" he replied; "I tell you, sir, every Sunda}'- that I go to my parish church I can build a ship from stem to stern under the sermon, but were I to save my soul, under Mr. AVhitfield I could not lay a single plank." — Cheever. 412. When Masillon preached the first Advent sermon at Marseilles, Louis XIV. paid a most expressive tribute to his eloquence : ' ' Father, when I hear others preach, I am very well pleased with them ; when I hear you, I am dissatisfied with myseK." — Cheever. 413. Attention. — " Attention is — 1. An act of the et^Y/. 2. Iti^ the one of all the mental faculties which is most under our control. Therefore the degree of attention we give de- pends upon our disposition, and is, therefore, largely a matter of disci- pline ; and other things being equal, that teacher will gain the best atten- tion who has most personal influence, and who is looked up to with the greatest respect. 3. Attention is a habit. If truly given, every day it becomes the easier. And every day we listen languidly to a lesson or sermon the habit of inattention is strengthened. " — Fitch. 414. Getting Attention. — Xow, I will freely acknowledge — 1. That attention, suoh as we want to get from children, is a very difiicult thing for anybody to give. The in- cidents of yesterday, and the cares of to-day, and business and pleasures of to-morrow, will divert and scatter attention. 2. That fixed attention to religious subjects is particularly hard for any one, and especially hard for children to give ; but, hard as it is, ice must have it, and no half- SUNDAY SCHOOL WORLD. 127 hearted, languid attention either, if we are to do any real good in tlie Sunday-school. 3. Says an old writer to Sunday-school teachers : *■'■ Let me tell you, you will not get it by claiming it ; by demanding it as a right ; or entreating it as a favour, by urging upon your pupils the im- portance of the subject, the sacredness of the day, the kindness of the teach- ers, or the great and solemn character of the truths which you have to impart. All these are legitimate arguments to be used with older Christians, but will not do to rely upon mth children. Nothing in the long run — except fear, which is a very unsatisfactory motive — can keep a child's attention fixed but a sense of real interest in the things which you are saying. The subject must claim attention for itself, and, there- fore, the teacher needs always to be accui'ately prepared and well furnished with correct knowledge, parallel pas- sages, illustrations, facts, anecdotes, definitions of hard words, allusions, poetry, &c. In all your teaching, forget not to recall the fresh spirit of your childhood in all its warmth and earnestness, remembering that he is the wisest teacher who can combine the man's intellect with the child's heart." — Pardee, 415. You will not get atten- tion by demanding it as a right, or by entreating it as a favour ; by urging upon your pupils the import- ance of the subject, the sacredness of the day, the kindness of their teach- ers, or the great and solemn character of the truths you have to impart. Attention, such as alone can serve the purpose of a Sunday-school teacher, must always be founded on the facts that you have got something to say which is worth a child's hear- ing, and that you can say it in such a manner that he shall yee/ it to be worth his hearing. The teacher's own mind must be accurately and ahimdantly prepared on the subject which he has to teach. He must have details — facts which he knows how to state with exactness ; and a degree of nicety and precision about his knowledge far greater than he can ever hope to impart to the chil- dren. He should store his mind before-hand, not merely with what he means to impart, but with a great deal more. He does not know what topic may grow out of the lesson ; he can not tell what questions the chil- dren may ask, nor what illustrations he may find most eftective. So he should provide himself at all points. He should look at the lesson and into the lesson, and all round the lesson, before he gives it. — Fitch. 416. A teacher is derelict in his duty if he does not occupy the attention of the class the whole time allotted to him, and in most cases, upon the lesson. But they must have something before them, useful and proper, all the time. The very least a teacher can do is to keep his class busy. If he cannot or will not do this, he should resign. — Dr. Hart. 41 7 i " He must be a poor instructor, and little competent to accomplish his object, who cannot exercise young people's understand- ings, with such a book as the Bible to submit to them. Sure I am, they may be sooner interested in it than in any other book in the world, and, therefore, may more easily be brought to give a fixed attention to it." — Bather. 418. Awaken curiosity. Archbishop Whately says: " Cui'i- osity is the parent of attention ; and a teacher has no more right to expect success from those who have no curi- osity to learn, than a husbandman has who sows a field without plough- ing it." Duly regard their love of 128 SUNDAY SCHOOL WOBLD. approbation by clierislimg their self- respect; and if you would retain attention, patiently cultivate their inquisitiveness^ for it will prove one of the grateful rewards for your kind- ness. Says an old writer : ' ' The general occupation of infancy is to inquire. Education directs their in- quiries y Therefore, bear patiently with your little ones, and answer all their endless questionings. 419. There are others, too, in more favourable circum- stances, in schools which have a full session of an hoiu* and a half, who seem never to have time enough for all that they have to say to their class. There are teachers who are full of their work, and full of their subject, who never let a moment escape, after the school is opened and the exercises of the class begin, but go straight on through the hour or hour and a half, turning neither to the right hand nor to the left, and whom the bell for closing always finds in the very midst of active, animated work. I have seen many such teachers. Whatever real good is done in the cause, is done mainly by these. There is no difficulty in securing punctual attendance, or preparation of lessons, in the classes of such teachers. Their classes are always full, and generally all are in attend- ance. The work thrives under their hands. Knowledge among their pu- pils grows apace. — Dr. Hart. 420. Promptitude. — Promjjii- tude, joined with the habit of quietly obeying commands, will supply the remaining example. The tardy or noisy obedience which characterises many Scripture classes, the vacant and languid appearance of these scholars, in some schools, and their rude and boisterous replies to the most solemn questions, in others, may in general be traced to the neglect of this part of Sunday-school discipline. The advantages of promptitude in the discharge of duty are generally acknowledged ; and yet the cultivation of the habit in youth is too commonly neglected, even in Scripture classes. — Collins. 421. ' ' Strike the iron lohen it is hot." It is then soft, capable of impression and form, which it will retain for ever. Seize favourable opportunities for impression. When the heart is aroused with interest, and the mind is anxious and solem- nised, press home the great salvation — urge its acceptance — show the danger of delay and the necessity of immediate acceptance — say, "To- day, if ye will hear his voice. '^ In^T.te with tenderness. Let your affection show itself. Let the law of kindness be on your lips. Speak lovingly, that you may win the youthful heart. Reveal a Saviour's love — His arms stretched forth to save. Be in earnest. Travail in bii'th for jouv scholars until Christ be formed in them. Make much of your opportunity. Be pointed, be brief, lest interest fl.ag and impression die. A few strokes may mould the heated iron — a few burning words may save a soul. — Dr. Steel. 422. Keference Bibles. — It is always pleasing when, in a Sunday- school, every teacher is seen with his reference Bible, making his scho- lar turn from passage to passage,, that the light of the lively oracles may break in upon their minds, and that they may be comdnced of the truth of a Scriptural doctrine. Such a time is most favourable for a per- sonal appeal. It was when Merle d'Aubigne, then a student at Geneva^ remarked to Robert Haldane, that he saw the depravity of human nature in the Epistle to the Romans, which in the original Greek they were studying in a class, that his earnest teacher SUNDAY SCHOOL WORLD. 129 applied the confession to his con- science by asking, " Do you see it in your heart ?" Strong conviction seized the inquirer, and he became a believer in Christ, a preacher of the Gospel, and the world-renowned historian of the Eeformation. — Dr. Steel. 423. Illustrative Teaching. — It is of no use denying the fact, hut it may do some good to acknow- ledge it, that the greater portion of every public instructor's remarks — be it from the pulpit, the lecture- room, or the class — is forgotten be- fore the dismissal of the audience. It is an exception to this rule when- ever an illustration accompanies the remark. The simile, the anecdote, or the fable, is sure to be remem- bered ; and the sentiment to which it was linked is obliged to go with it. — Blacket. 424. The popularity of great preachers is likewise largely attri- butable to their powers of illustra- tion. Latimer, Whitfield, and Chalmers, in former times, and Dr. Guthrie and Mr. Spurgeon in the present day, are remarkable in- stances. — Groser. 425. It has an illuminating as well as a decorative power. An illustration, as the term itself im- plies, throws light on truth, and aids in the removal of obscni-ities. — Groser. 426 . To illustrate is to throw light upon, to illumine, to make clear and plain. Illustration has, also, a decorating power as well as an enlightening power. Illustrative teaching is not merely entertaining or amusing the children with stories and anecdotes, though it may com- prise them incidentally. Explana- tion appeals to the understanding, while illustration appeals to the observation of the young. Says one writer : ' ' It is by illustration alone, which appeals to their obser- vation, that ideas are conveyed to children's minds." Anecdotes and stories are generally too long for Sunday-school teaching, and the danger is that they will overshadow the truth. Illustrative teaching should be employed in the Sabbath- school to make Divine truth glow and become plainer, clearer, and better understood — notliing else. It must never displace the lesson, but be held in strict subordination to it. Illustrations of Divine truths are very useful — in fact, indispensable ; they are dangerous, however, unless well guarded, so as never to with- draw attention from the Bible. — Pardee. 427. Of Latimer it has been said : "He owed not a little of his power to the use he made of anecdote and incident. He was like a master, converting the Scriptures themselves into a pic- torial story-book for his chil- dren, and studying it with them. Sometimes his preaching consisted very much in personal recollections and experiences, with accounts of the dealings of God with individual consciences ; so that some of the most interesting notices of the Eng- lish Eeformation are now to be derived from his sermons." — Groser. 428. Pictorial Power. — Word- painting by the aid of the imagina- tion and ample details ; the power of describing scenes and incidents, so as to appear real to the child's imagination, will assist you in gain- ing his attention. If you wiU dwell on all the little details of a fact clearly, you will be graphic in pic- turing it' out in words ; and without these details, the teacher may some- times be very graphic with children, even in the simple act of reading with suitable emotions, emphasisj 130 SUNDAY SCHOOL WOKLD. and actions. Said a little girl: " Oh, father, Mr. F., the minister, read the 21st chapter of Eevelation in church to-day, and it was just as if he had taken a pencil and paper and pictured it right out before us." It is St. John's elegant description of the Holy City. — Pardee. 429. The best teachers are always those who, in addition to a knowledge of their subject, and the other qualifications which are neces- sary, possess also what may be called pictorial poicer. By this we mean the power of describing scenes and incidents so that they shall appear to a child's imagination as if they were really present to him. The imagination is a yery actiye faculty in a child. It is " deyeloped far earlier, in the life of all of us, than the judgment and those reasoning powers which we are generally so anxious to cultiyate. Kow, how many of us are there who can tell a story well, or who can so describe a thing which we haye seen that those who hear our description shall think they can almost see it too ? Yet a man is neyer a perfect teacher till he can do this ; and no appeals to the reason and the conscience, and the feelings of a child, will be so efiec- tiye as they might be unless we can also appeal to his imagination. Need we remind you how constantly this is recognised in the Word of God ; how continually the Bible wi-iters, and especially the Great Teacher Himself, condescended to the weak- ness of man in this respect, and addressed their teachings not to the understanding directly, but indi- rectly, through the medium of the senses and the imagination ? What else is the meaning of our Lord's parables? What else are those glowing Eastern metaphors, spark- ling like rich gems oyer the whole surface of the Bible, but helps to comprehension of great truths, opti- cal instruments, so to speak, through which our dim eyes might behold doctrines and principles, and deep lessons, which otherwise they could not have perceiyed ? — House. 430. The late Dr. Lathrop, of West Springfield, Mass., related to Mr. Whitfield a fact which the Doctor had personally witnessed ; and he related it without much feeling. The same day Mr. Whitfield intro- duced the story into his sermon, and Dr. Lathrop, as he heard it, found himself drowned in tsars. — Cheever, 431. Prosiness. — On the other hand, it is chiefly the absence of illustration which renders a style heayy and uninteresting, and im- parts that peculiar but well-linown quality denominated ^' jJrosiness.^^ " His matter is extremely good,"' we frequently hear it said, "but, oh ! he is so prosy." This prosi- ness will be found to arise from the- partial or entire absence of illustra-' tiye matter. — Groser. 432. Power of Illustrative. Teaching. — But whence, it may well be asked, does this attractive power of illustration arise ? Where lies the secret of its influence? It is based, we reply, upon two simple principles, familiar to all who have studied the faculties and dispositions of the human mind. Stated in their simplest form, they amount to this ; first, that, to an ordinary mindy truth in an abstract or general fo7'm is distasteful, hut in a concrete or jmrticular form, agreeable ; and, secondly, that the mind delights in analogies. — Groser. 433. Source of Illustration. — Where and from what shall Sun- day-school teachers gather illustra- tions for use? I reply, generally,, Everywhere, and from everything; SUNDAY SCHOOL WORLD. 131 "but to particularise : 1. From the liome - surroundings, circumstances, and home-life of the pupils. 2. Facts and incidents that are con- stantly occurring around us. ^^ Facts are the arguments of God," said Eev. Dr. Chalmers. 3. History, biography, and geography — sacred and profane. 4. Agriculture, hor- ticulture, and botany. 5. Proverbs, maxims, wise sayings, and poetry. 6. Emblems, similes, metaphors, -etc. 7. Science and art; manners and customs. — Tardee. 434, The wise sayings of distinguished men are also valuable. Take, for instance, the following : — *' Do not think," the teacher may say, " that religion is a thing of gloom. It was a iine remark of the great composer Haydn, when asked why his church music was so cheer- ful, — ' I cannot make it otherwise ; I write according to the thoughts I feel. When I think upon God my heart is so full of joy, that the notes dance and leap, as it were, from my pen.'" — Groser. 435. Distribution of Illustration. — Illustrations sJiould be judiciously distributed. — By this we mean that they should not be crowded together in any one part of the lesson. We have abeady alluded to the effect which a story told at the end of the nsual exercises has upon the atten- tion of a class. The same evil will result if illustrations be lavished npon one part of the subject to the neglect of the remainder. It will be advisable, therefore, for the teacher to make a suitable arrangement of his illustrations when preparing for Ms class, and to allot to» each por- tion of the lesson its share of illus- trative matter. The best mode of making that allotment will form the next subject of inquiry.— Groser. 436. Too much Illustration, — 6ome care is therefore needed to pre- vent the illustration eclipsing the doctrine, and thus becoming a hin- drance rather than a help to the teacher. An illustration, to be effec- tive, should be short, dmple^ obvious, and appro2Jriate. — Groser. 437. Example of Illustration. — After characterising the ''Essays" of the lamented historian as ' ' the most perfect specimens of artistic skill which our language contains," the Doctor added, " Rightly to study them is really to learn the secret of their success. If I could do for a Sunday-school what Macaulay has done for the wide world, I should become as effective as he ; and though the rules of his art are not at first apparent, there are rules, and my business is to get at them, and to turn them to my own piu^poses. You notice, for example, in his para- graphs, he scarcely ever states a truth in an abstract form ; or if he does, it is but once, and the abstract statement is beset all round with endless illusirations. Everything is concrete, individualised, personal. He never speaks, for example, of the practice of the Puritans in adhering so closely to the Scriptural names, without saying that they called their children Ephraim or Manasseh. In other words, he does not mark the practice abstractedly, but illustrates it by particular cases." — Angus. 438. Catechising. — A severe test comes upon the teacher in the recita- tion and catechising upon the lesson. He is to remember: 1. To draw all the information that he can from the class; 2. To induce the class to find out all they can for themselves ; 3. To give such information as is iDCst for the class, but, before giving any information, be sure that no member of the class can give it. — Pardee. 439. — Of course, you should allot a portion of time to the work of 132 SUNDAY SCHOOL WORLD. catechising. The experience of all ages bears testimony to the utility of this plan. If well improved, ^ it affords a most favourable opportunity for communicating religious know- ledge. To accomplish this end it is necessary that you should do more than simply ask the questions, and receive the answers as they are ranged in the book. To arrest and engage the minds of children, who consider it generally as nothing more than a school exercise, you must descend to familiar explanatioji. — J. A. James. 440. The catechetical me- thod, or the method of teaching by questioning, is the most common, perhaps, of all. It tells as little as possible to the scholar. It insinuates information by indirect and tortuous entrance ; so that the information is caught and entangled, so to speak, with what is already there, and is thus prevented from slipping _ out again, as it would through a direct passage. Sometimes the entire lesson is first read over by the class, and the teacher catechises the scholars individually or in concert. Some- times a verse is read, and the pupil reading is questioned as to its mean- ing, or the pupil in turn questions the teacher. — House. 441. Art of Questioning. — Bo not tell much in your questions. Contrive to educe every fact from the class. It is better to pause for a mo- ment, and to put one or two subordi- nate questions, with aview to bring out the truth you are seeking, than to tell anything which the scholars could tell you. Never convey information in the form of a question. We may, for instance, want to bring out the fact that Jerusalem is the chief city in the Holy Land. Now suppose we do it thus: "What is the chief city in the Holy Land?" "Jerusalem." "In what country is Jerusalem the chief city?" "The Holy Land." Here each question carries with it the answer to the other, and the consequence is that they test little or nothing, and serve scarcely any useful purpose. — Fitch, 442. Eecapitulation. — Questions of recapitulation or review. In this way you ascertain whether your lessons are received, for the test is their telling it back to you in their own language. You question the lesson into the minds of the scholars, and then question it out again. Herbert, in his "Country Parson," gives us an illustration. After asking, * ' Since man is so miserable, what is to be done?" and the ans- werer could not teU; instead of telling him, he properly asked the following simple question, "What would he do if he were in a ditch ?" This familiar illustration made the answer so plain that he was even ashamed of his own ignorance; for he could but say, " He would make haste out of it as fast as he could." Then he proceeded to ask whether he could get out of the ditch alone, or whether he needed a helper, and who was that helper ? — Pardee. 443. Eules for Eeviewing. — Three practical rules will embrace the most useful forms of reviewing : 1. Begin each recitation with the review of the preceding lesson ; 2. As soon as the class has advanced five or six lessons, begin a review from the beginning, taking one or two lessons only for each time; 3. Let the teacher hold in mind as much as possible of the whole ground gone over, and, as occasion offers, make an impromptu, miscellaneous review, without closely following the order of the lessons. These reviews may sometimes embrace only the heads or chief topics of each lesson. In many of the Sunday schools a review is never thought of. The SUNDAY SCHOOL WORLD. 133 any -tlie lessons are learned and lost in quick succession, and the year ends as it begins, with scarcely any advance in real knowledge of the Scriptures. — J. 31. Gregory, LL.D. 444. Advantage of EeYiewing. — I wish to send a despatch to Mobile. I hand it to the operator, and ask, ''How much?" "Four dollars." '' Will that make it sure ?" ''Not absolutely; we can repeat it for two dollars additional, and make it so." The words are, "Not good for amount." Click, click, click- despatch is gone. The operator in New York, whence I despatch, asks his friend in Mobile to repeat or send back the message. Back it comes, reading, as I wrote it, "Not good for any amount;" all right. I pay my six dollars. If it had not been repeated it might have read, "Note good for any amount," and the change of the one little letter would have made me infinite trouble. By recalling and repeating I know it is all right. Becall and repeat with your pupil, and know that he knows that all that is right. — Rev. J. II. Vincent. 445. How to Eeview. — Review the lesson of last Sabbath, occupying not over two or three minutes. A lesson forgotten is a lesson lost; a lesson recalled by each scholar is a lesson retained, of the lesson by pupil through the The complaint is widely made that the Sunday-school is ineificient, and must so remain, because it devotes but one hour out of every seven days to instruction. If your scholars study their lesson with their parents at home, this objection may be silenced. The establishment of the habit may cost time and pains. The parents may show no dis- position to co-operate. Visit them, and place the subject in such a light Urge the study each individual week at home. that you shall have the help of either the father or the mother, or the older brother or sister, in the study of the lesson. — House. 446. Eecapitulation and Attention. — Eecapitulation is very important to gain the attention. The scholar must give attention to be prepared for the expected review. Therefore always ask in detail, in order to see that all is understood. No child or man ever takes pains to grasp a subject, so as to fasten it in his memory, unless he expects to be called upon for it, or in some way to find use for it hereafter. We cannot retain in our minds isolated or abstract know- ledge. Todd beautifully says : ' ' Ask a child if he knows what whiteness is, and he will tell you no ; ask him if he knows what a white wall or white paper is, and he knows at once. Ask him if he knows what hardness is, and he will only stare at you ; but ask him if he knows what a hard wall, or hard hand, or hard apple is, and he will tell you at once." Connect the lesson with previous knowledge, and take care to sustain attention with abundant resources, for if it is once lost, it is a very difficult thing to regain it on the same lesson. — Pardee. 447. It will be found an excellent method to explain one Sabbath what is to be committed to memory during the week, and re- peated as a task the next. As we always learn with greater ease and pleasure what we understand, this would facilitate the business of memory, and prepare them for ex- amination, which should always take place when called upon to repeat the answers which had been pre- viously explained. — /. A. James. 448. — find proofs The children would the week ; and during each, in turn, should read one, uatil SUNDAY SCHOOL WORLD. all have been gone througli ; but no passage should be read a second time. Do not accept indifferent proofs ; a bad proof is no proof at all. Make them show in what way the passages they bring really prove the subject ; and always have some of the best proofs in reserve ; that when the scholars have read all they have found, you may turn to yours, if not previously mentioned. Make suit- able, pithy, explanatory remarks on the passages as read, with a question now and then ; or else the interest will droop. Mere reading will soon degenerate into a mechanical exercise. — Davids. 449. Questioning. — The teacher should question the lesson out of the pupils, and then question it into them. He will first get the icorcls of the lesson clearly into the minds of the scholars — mostly by catechis- ing — and then the meaning and illustration of the principal words. Next the lessons of instruction must be carefully drawn, and, lastly, apjjiied to the heart and life of all. — Pardee. 450. Question Books. — I have published a great many question books, and have made several myself, but between an intelligent teacher and a bright class, am/ question book is as out of place as an iceberg between two lovers. — Frederick Packard. Ques- tion books are like dogs ; they should be left at home, not brought to the i Sabbath-school. — J. H. Vincent. 451. Catechising. — <'It is chiefly by questions judiciously put to a child before you give him a lesson that you wiU be able to kindle this curiosity, to make him feel the need of youLT instruction, and bring his intellect into a wakeful and teachable condition. Whatever you may have to give in the way of new knowledge will then have a far better chance of being understood and remem- bered." — Groser. 452. Mr. Charles availed himself of every opportunity to en- courage them. He had a peculiar talent for examining and catechising the children. He possessed in a high degree that tenderness and sympathy for them which were so conspicuous in our Saviour. His familiarity took away every restraint. His conde- scension and kindness engaged their tenderest feelings. He never seemed to enjoy himself so much as when he was surrounded by children ; and they loved him as he loved them. — Watson. 453. Peaso7i vpicards. — State the simplest truths first, and advance only as you take the scholar with you. This process may be slow, but it is a secret of adaptation which the wise will cultivate. In the fable the tortoise oiitstripped the hare. To reason with a child, or any compara- tively ignorant person, for the pur- pose of imparting instruction, the truth must be delivered in a compre- hensible way. Few are willing to con- fess ignorance. Most make general acknowledgments of intelligence. The only means for thorough and intelligent education of youthful minds is by patient and laborious catecliising. By continuous dis- course you cannot impart so much instruction as by catechising. You may probablj'' disclose more of your own information by the former, but you secure more to the scholar by the other. — Dr. Steel. 454. Others, if they are questioning with freedom, yield to the habit of propounding leading questions. A leading question is one that embodies an answer to itself. Thus, "Moses was the lawgiver of the children of Israel, was he not ?" "Yes." "Your name is William SUNDAY SCHOOL WOELD. 135 Smith, is it not ?" " Yes, sir, it is." At a school where a general review was going on, we once observed that over one-half of the questions put by the superintendent were leading questions. — Fitch. 455. Dr. Arnold, of Rugby, was one of the most successful edu- cationists of modern times. He had constantly several hundred boys under his care. Dr. Stanley, his biographer, informs us that ' ' his whole method was founded on the principle of awakening the intellect of every individual boy. Hence it icas his pi'cictice to teach hy question- ing.'''' — Dr. Steel. 456. There is a difference between teaching and preaching. Sermons are out of place in a Sun- day-school. The catechetical mode is decidedly the most effective to maintain attention, elicit intelligence, convey information, and, most of all, to apply the instructions to the heart." Bridges'' Christian 3Ii}iistrg, p. 404. ''This practice exceeds even sermons in teaching ; but there are two things in sermons, the one informing, the other inflaming ; as sermons come short of questions in the one, so they far exceed them in the other." — Herbert's Coimtry Parson, chap, xxi. Dr. Owen remarks: "More knowledge is ordinarily diffused, especially among the young and ignorant, by one hoiu^'s catechetical exercise, than by many hours' con- tinued discoiu-se." Baxter was so anxious about the catechising of the people of England, that he pressed upon the Members of Parliament in his day the duty of settling catechists in each congregation as lay helpers to the ministers. Bishop Hall said : ' ' No one thing I regret so much as not having given more time to the public exercises of catechising." Doddridge thus lamented : " Oh ! could I spend more of my time in catechising children ! " Mr. Brown, of Haddington, said : " I lament that I have not been more diligent in cate- chising and exhorting the children in my congregation." 457. Catechisms. — In many schools, the use of all printed cate- chisms has been abandoned; in others, restrictions have been imposed as to their number and character. Ministers, churches, and teachers, have alike been absorbed with search- ing for their demerits, either real or imaginary. Deeply has the subject interested us, and for many years have we been trying practical ex- periments MT.th all sorts of catechisms, on all kinds of teachers and classes. The result of our experiments is de- cidedly in favour of the old-fashioned mode. Let catechisms be still used in our schools. — Davids, THE TEAOHEE VISITIM. 458. Visitation of Scholars. — I have one teacher in my mind who, perhaps twenty years ago, commenced her teaching with a class of girls. She brought them round her in an infant class ; she laboured to reach the hearts of these children, and with success. She followed them from year to year, having them under her eye, as it were, for fifteen years, and during that time some of the class passed away to a better clime ; but always, when there was anything the matter with these children, the first who was called in was the teacher ; and when any of them were on a dying bed, the teacher must be found, and they passed away thanldng God for her as the instrument of their conversion to Chi'ist. Of those who remain, every one is a Sunday-school teacher. But her work as a mere Sunday-school teacher with them is 133 SUNDAY SCHOOL WORLD. not all, for she has now a class of about a hundred and fifty more. This shows how God gives power to those who give themselves to His work. She visits every one of these families frequently; from forty to fifty families a week. This is a severe task, but who would not be taxed here to read hereafter, in the Lamb's Book of Life, through count- less ages of the eternal world, the names of those whom we have been instrumental, under God, in gather- ing to His fold ? — /. H. Douglas. 459. The visiting teacher is a true missionary. Many scholars in large towns and cities are drawn from the people who do not attend public worship. When, therefore, the teacher visits their homes and speaks for Christ, he is a city mis- sionary, whose words and efforts are all the more appreciated because they are voluntarily given. It is no dis- grace to be a paid agent, and if a man devote his whole energies to any spiritual woi'k he ought to be sufii- ciently remunerated and supported. But the unpaid agency of the Sabbath- school, where it is devoted to the faithful visitation of scholars' homes, would have a moral might of no or- dinary kind. Fellow-labourers, you have this in your power ! Use it for the Lord. In this way you can very materially aid the labours of the minister and extend the Gospel, and make the Sabbath- school the nursery of the Church.— Dr. Steel. 460. The Sabbath-school teacher also, from his own necessities and from duty, must needs visit his scholars often. He has a real errand to the home of every child. He can snatch intervals of time in going to or returning from business. He cannot teach that child aright and to good advantage unless he is well acquainted with all his home influ ences : with aU. that is in the child's surroundings to help or hinder the teacher's work ; with all the dangers, temptations, and trials of the child's every-day life ; with all the charac- teristics of parents and friends. It is from the "sdeinity of these homes that the teacher will be enabled to see and hear things that will furnish him with good illustrations. He can obtain the parents' co-operation and friendship, and have personal inter- views, and gain the child's spiritual confidence in these visits to his home and fireside circle. "My teacher has come to see me," is often the joyful utterance of the grateful little ones. — Pardee. 461. The influence of the heart upon the head enters most evidently under this consideration. To teach wisely and well, a teacher must visit well. The affections of the scholar must be gained. Nothing secures them so firmly as visitation — personal visitation at the scholars' homes. The success of every teacher will depend much on his frequent, friendly, and Christian visitation of his scholars, thus availing himself of their sympathies, with that of their parents, begetting a reciprocal kind- ness, exciting his own interest in duty, and preparing the soil of the heart for the proper culture of Sab- bath-school instruction. — Dr. Hart. 462, Visit every absent scholar during the week. If sick, visit them frequently. Carry them papers, pictures, flowers, books, deli- cacies. Chat lovingly and en- couragingly to them. Read to them. "Time?" Take time. Deny yourself. Let it cost you something. JS'ever allow an absent scholar to be seven days unvisited. One call may save him. Visit the parents. Study the child's home. Consult with father and mother as to the best interests of the scholar. Secure their assistance in the weekly pre- SUNDAY SCHOOL WOKLD. 137 paration of his lesson. See if there are not other children there who should attend school. Gret the parents to attend church. If they attend church, see if they attend Sunday-school as often as possible. Encourage your scholars to visit you. Have one hour each week — the re- ception hour — when you will always be happy to greet them at your own house or room. Or appoint one evening a month for this purpose. Ask them to take a cuj) of tea with you. These are very little things ; but they may prove to be silken cords, which will hold tightly and lift heavenward little souls which, 1 perhaps, stout cables of effort could never touch. — Rev. J. H. Vincent. 463. ^'A lady had a Sab- bath class, to teach which she made diligent preparation ; the instruc- tions in the class were necessarily of a somewhat general nature, but she desired that each of her scholars should be converted to God. There- fore it ivas her habit to prai/ speci- fically for each scholar, and then to visit each one in her home, for the purpose of special religious conver- sation. She laboured to save not her class, but the particular souls in her class. It is worth repeating, that this humble, faithful teacher had reason to believe that each of her scholars had become a true Christian." Let each Sunday-school teacher copy this bright example. "What fruit might we expect from the youth in our classes were such prayerful interest taken in individual scholars ? — Dr. Steel. 464. ," ' Where is little Henry ? he has been absent for three Sundays,' asked a superinten- dent. ' I do not know ; I will see about him in the week.' And to- wards the close of the week, for fear of the superintendent's reproof, the dilatory, slothful teacher called on little Henry, but found that death had marked him for his own. He had ivished to see his teacher, but his parents knew not where he lived ; and when, at last, he called, he was too late — his scholar's eyes were closed in death." This is not an uncommon case. — Dr. Steel. 465. How often have T known a dying child exclaim, ' ' Oh send for my teacher ; I want to see my teacher," — and this in repeated cases of even infant scholars. — Dr. Tijng. 466. Eecognising Scholars out of School. — ''I knew Mr. Smith would recognise me," said a young lady to her mother, as they were leaving the street-car in which Mr. Smith and themselves had been riding. Mr. Smith always knew his scholars, whether in the car, or in the street, or in the church, or in the school, or at home, or wherever he or they might be, and his kindly recognition had much to do in prepossessing his class to receive instruction on the Sabbath. Always notice your scho- lars in the street with a polite, cordial bow — not with a nod, as you would hail an omnibus, but with a pleasant smile, to show you are pleased to see them. — House. 467. Winning Hearts. — Teach- ing speaks through the affections. I once asked a minister how he had such a singular injtluence over certain boys in the Sunday-school. "By taking walks with them," said he. Were not those circuits round Gralilee which Jesus made with His disciples walks that he took with them to pre- pare them for their work ? It was not the walks, but the friendship, and kindly interest, and the trust, that knit together that minister and those boys in chains of gold. Season with the salt of kindness the routine of verbal instruction. The truths 138 SUNDAY SCHOOL WOELD. that your scholars may not Avholly appreciate will be clung to for your sake before they have mastered them for theii' own. " Why do you prefer to hear Mr. Brown above every other preacher ? " was once asked of an old coloured woman. ' ' Because he visits and talks to me at home," was the laconic but all-satisfactory reply. Beloved teacher, do you belong to that band who talk of Christ to your scholars out of love to the Saviour, and with the purpose of winning each to the Savioiu'? If not, why not ? — House. A POETEAIT GALLEEY. 468. The Excellent Teacher.— Many sheets of paper would be con- sumed in fully describing the cha- racter and habits of this useful Christian. Let it suffice for the present to take a hasty glance at him. It will be a pleasant task. The place to find him during school hours, is at his post of duty. He loves his work so well, that he makes his arrangements beforehand to be regular and punctual. He does not let his watch run down, does not lag in bed two hours later on Sunday morning than on other days, nor does he forget his preparations till so late an hour that he has to run with dangerous speed lest he should be tardy at school. It is a pleasure to watch him while he is at work. No cross words, no sour looks, no sarcastic speeches mar the enjoyment which the scholars feel in receiving instruction from him. The young- sters love to be taught by him. Not because the teaching is all sugar- plums aud candy, but that with the sweets of kind manner they take in sound instruction and gospel educa- tion. When he asks them questions, it is not to chuckle over their ignor- ance of the answers, or to prove that they are indolent dunces, but to draw out what knowledge they have, and to pave the way for improvement in that in which they are cleiicient. " Speaking the truth in love," is his motto. He gives them pure, sound, undiluted gospel, and gives it in such a way as to make them relish it, and hunger and thirst for more. It need not be supposed that the kindness which this teacher shows to his class prevents him from enforcing discipline. He knows that one of the kindest acts he can perform for them, is to show them what they do wrong, and how to do it rightly. Mr. Spoon, who teaches the class near by, does not believe in exercising discipline on children, for fear of hurting their feelings, and making them dislike him. Consequently his class is generally in an uproar. Not so with the class of Mr. Excellent. It is a model of decent behaviour ; and the boys have more respect and affection for their teacher than Mr. Spoon's boys will ever feel for theirs. The Excellent teacher is a man of enterprise. While he has great respect for our forefathers who com- piled and used the "New-England Primer," he does not believe that that good book should be the prin- cipal staple of teaching to the youth of the present day. He loves and respects the hjonns, question books, reward tickets, and other helps, which were used when he was a small boy; yet, in the present day of pro- gress, he would no more confine him- self to these than he would go from Boston to Washington by stage in- stead of in the railroad cars. What- ever is offered in the way of im- provement, he examines; accepting it if good, rejecting it if of the style of many of the catch-penny things which designing inventors and publishers palm off on the unsuspecting, as necessary and im- SUNDAY SCHOOL WORLD. 139 portant aids to their work. "Wlien the work is to be done this teacher is the man to do it. He does not shirk his share of labour, ex- pense, or responsibility. He does not consent to be placed upon a com- mittee merely for the glory of it, with the understanding that the •other members shall do the work, •or that they shall all leave it undone, and then report "progress," as many •committees do. He looks on this as a species of dishonesty and crafti- ness, which is disgraceful to any professor of religion. He is cour- teous in his dealings with his fellow- teachers. He loves them, and makes them love him. More than this, he supports the authorities of the school, and of the Church. You never hear him groaning or muttering over some regulation which he does not like, or at some action of the superintendent which he would prefer to have other- wise. Of his habits of visiting the scholars and their parents, of his methods of dealing with cross and rebellious children, of his studious preparation for his class duties, of ascent may be easier. The better the reward, the more worthy of winning. The higher the calling, the more glorious the excellence of attaining it. — Taylor. 469. The Heedless Teacher.— Our teacher is entirely unprepared in the lesson. He knows where it is, because he remembers where last Sunday's was, by the boys having stumped him on that hard question. So, with triumphant air of know- ledge, he makes believe that he has studied it. He turns promptly to the right chapter, and asks the boys if they know it. It is hard to cheat boys, though ; and these boys, find- ing him out, begin to make fun of him to each other. After he has asked all the questions in large print, the boys put several questions to him which he cannot answer. He is forced to the confession, that on ac- count of the great press of business on him — indeed, this has been the busiest week of his life — he was not able to do his lesson that justice which should have been done to it. But, his neatness and order in doing his as he considers Bible stud;y- a great work, and in keeping his books, at privilege, he will be certain to be volume might be written. One other j well prepared on the lesson next trait in his character need only be Sunday. It is an open question in mentioned. " Behold, he prayeth." His prayerful spirit of devotion is the basis of all his excellence. He prays, as he labours, for the conver- sion of every boy in his class. He is satisfied with nothing less than this. Faithful, earnest, intelligent, arduous in his devotion to his work, he hopes on, labours on, prays on, ■encouraged now and then by seeing tiopefal conversions ; discouraged sometimes by their absence ; but always trusting in the promise of the Lord of the harvest, to whom he looks for continued and final bless- ings on all his labours. Teacher ! is the standard hiffh ? Climb up to the school whether to ask this teacher to stop teaching, or to try to rectify him. Rectification will involve al- most making him over again fi'om the beginning, undoing the work, thoughts, and habits of many years' standing]; while turning him out would be short work. They do not want to hurt his feelings. But one good brother goes kindly to him to tell him of his shortcomings, and to try to set him right. Mr. Heedless listens to him for a moment, then draws himself up with dignity, and tells the brother that he sees he is not appreciated at that school, and that there is a better Sundav-school it. Do not pull it down, that your in the next street anxious for his 140 SUNDAY SCHOOL WORLD. services. He will go there, lie be- lieves. Off he goes, in high dudgeon, to the better Sunday-school in the next street, where somebody once complimented him to make him stop talking high-sounding nonsense, and where he erroneously believes he is wanted. Ko Sunday-school wants a heedless teacher. — Taylor. 470. The' Shallow Teacher.— This teacher takes his place in his class in a state of great mental po- verty. He is troubled to know how he shall spin out his little stock in trade, so as to make of it a sufficient show to persuade his scholars that he is a profound student. He has, in a number of instances, succeeded in passing for quite a good biblical scholar. The longer he keeps up the appearance, however, the greater is the effort. Sometimes it almost crushes him in the performance of his duties, and makes him very ner- vous and anxious. His learning is made up of a heavy dose of question- book, and a thin skimming of several commentaries which he has at home. This is taken in very hurriedly. He calls it his preparation. It would be wiser to call it a lack of preparation. It is entirely unavailable for all pur- poses for which Christian teaching is used, and answers only for the purpose of deceiving himself and trying to deceive others. As he enters the school, he congratulates himself that the session will not be very long, that the superintendent will consume part of the time in the opening and closing exercises, and (he hopes) a speech ; that the libra- rian must spend some of his time in his performances ; and that, after all, if all the teachers were thoroughly examined, some might turn out to be as shallow as himself. When the time for teaching actually commences he feels as if the time for his public execution has arrived. Nevertheless, he determines to be as brave as he can be, to look wise and not go beyond his depth. With the air (as much as possible) of a theological professor,, he begins to make the most of the little stock of undigested material which he has in store. In his man- ner, this teacher is somewhat pomp- ous and externally wise. He talks so loud as to be heard by all the classes which are neighbours to his own. As he feels his defects, he sees the importance of passing for a profound man in the eyes of his fellow- teachers. He uses long words, sometimes rightly, sometimes very much out of place. He generally makes a stir and fuss with his teach- ing, very much lilie the commotion, made by the last two or three inches of water running out of the bath-tub. 471. Argumentative Teacher. — He is not an ill-natured man, yet those who meet with him judge that he is, from his fondness for opposing the views of everybody else. He suggests subjects for what he calls conversation. It is soon discovered that by conversation he means argu- mentative discussion. He iiLtroduce& controversy into his conversation when there is no necessity for it. When he takes his stand on an idea, he thinlis that everybody else has wrong notions on the subject. This would not be so bad, but he goes further. He puts down everybody whose \dews differ from his own, as his mortal enemy. At the teachers' meetings, this teacher is a nuisance. The fervent interest which he has in the school, brings him out on the stormiest evenings. The other teach- ers wish he would stay at home ; but no rain, snow, cold, or other unpleasant state of weather, hinders him. He is not always in time for the religious exercises of the meeting, but is on hand when the business is brought up. He has something to SUNDAY SCHOOL WORLD. 141 .«ay on every subject that comes before the meeting. And he is apt to say it in such a way as to cause unpleasant fervour. The views and ^' brief remarks" which he offers, the discussions and ventilations of •different opinions to which he gives rise, consume an important part of the time of the meeting. He is possessed of considerable informa- tion ; sometimes it is right, some- times wrong. But no matter what the subject under discussion, whether •of vital doctrine or of the correctness of his watch, he is always positive that he is right, incontestable evi- -dence to the contrary notwithstand- ing. This is not a useful teacher. He is so much a man of argument, that he is not a man of prayer. He spends so much time on polemics, that he has none left in which to speak to his boys about the value of their souls. Nor will he be useful until he changes his ideas and his habits. He must stop being a debat- ing society, and remember that he is a teacher of the Gospel. Then he may do some good. — Taylor. 472, The Inexperienced Teacher. —A young man or young woman, not very far removed from boyhood or girlhood, fresh from the Bible- class and boarding-school. A young person of excellent intentions, but of such limited experience, and of such slender acquaintance with the things of the world, or of the Sunday-school, that the good intentions fail of development into practical usefulness. The inexpe- rienced teacher goes to his work with very little understanding of its duties or responsibilities. An earnest call has been made for teachers. All who •can teach are invited to come and fill up the gaps in the school. Our young friend thinks he can teach. It looks easy. The older teachers seem to get along well, and he does not see why he should not get along as easily as they. So he offers himself, and his services are thankfully accepted. His mind is filled with the thought of great activity and usefulness. This teacher has some talent for teaching, but his difficulty is, that it is yet undeveloped. Like a raw recruit who goes into battle, and fails to shoot any of the enemy, because he does not know how to handle his gun rightly, so our raw teacher is ignorant about taking aim so as to send the shafts of Grospel truth home to the hearts of his scholars. His abilities must be developed by the kind training of those in the school who are older than he is. A little unkindness or un- necessary reproof may snub him, and nip his usefulness in the bud. He asks the boys how their old teacher used to teach them. Although they laiow just how he taught, and would like to be taught again in the same way, they are unable synopti- cally to explain how it was, and the teacher fears that they are stupid, because they do not tell him. What is he to do with such a dull set of boys ? He has formed no plan for teaching ; it never occurred to him. God bless our young, raw, inexpe- rienced teacher ! Go on, young friend, and take courage. "Let no man despise thy youth." ' ' Study to show thyself approved unto God, a work- man that needeth not to be ashamed, rightly dividing the word of truth." — Taylor. 473. The Dull Teacher.— Ten years ago this person took charge of a Sunday-school class, having for his capital a reasonable amount of Scrip- tural and general knowledge, which he had gained in the ordinary walks of educational experience. Srace that time, his perceptive and progres- sive faculties have been asleep. He has gained nothing; has made no 142 SUNDAY SCHOOL WORLD. progress ; is no "better as a teaclier than he was the day he first sat with his class. The dull teacher feels no very lively interest in his class. His interest is not sufficient to stir him to punctuality. He fre- (juently comes in with the air of a laggard, ten minutes after the school has begun. He takes his seat with a yawn of regret, which appears to be partly for coming late, and partly because he has to come at all. Yawning is contagious, so the boys yawn too. Another yawn or two, and the lesson is commenced. The boys plod through the reading, verse by verse, of the chapter. When they miscall the hard names, he does not correct them. If a boy misses the right verse, and reads the wrong one,- he takes no notice of it. The only irregularity which attracts his atten- tion, is when five boys in succession read the same verse, which they sometimes do for fun. Then his wrath rises at them. Now, what is the use of such a prosy plod, such as this man is, put to work to teach children the way of ]ife ? Do you • want to have your boy in his class ? No ; nor would I put mine under his care. We want the teacher who is wide awake, whose interest prompts him to continual acquisi- tions of fresh information, that he may impart it to his scholars ; whose love for souls is so great, that no sacrifice is spared in doing his work ; whose devoted energy manifests itself in cheerful en- deavours for the good of his class and of the school ; whose eyes sparkle with delight when he sits down to engage in the performance of his Sabbath-day exercises. To such a teacher we gladly and hope- fully send our children. Good-bye, Mr. Dull Teacher. Go away or turn over a new leaf. We don't want you in our Sunday-school. — Taylor. 474. The 'Wearisome Teacher. — It is tiresome business to be near this man while he is giving instruction to his boys. He is a man of indus- trious and inexhaustible patience. He thinks everybody else ought to be as patient as he is. He grieves over the depravity of the present generation, as he notices the general indisposition to give heed to his pro- longed remarks. To sit in his class and be regularly taught by him, is even heavier than to be an occasional bystander. When he takes his seat in his class, he begins to act the preacher. His boys are his congre- gation. His chair becomes a pulpit, one of the old-fashioned kind, with toad- stool column underneath and sounding board overhead. His teaching is, in fact, a sermon. It has heads, divisions, subdivisions, and so forth. It continues until a stop is put to it by the closing of the school, and would continue- longer if time were allowed for it. His arguments are good. His logic unexceptionable. His applications tolerably fair. He sufiers nothing tO" interrupt him, except disorderly con- duct on the part of some wearied boy. When this occurs, he digresses^ to deliver a lecture of fifteen minutes on the shamefulness of doing what the boy has done. After the first three minutes of this exercise have passed, the boy forgets what the' teacher is talking about. But the teacher, with serious face and mo- notonous tone of voice, keeps on^ He means well. He has no intention of doing otherwise than his duty de- mands. The eflect of his teaching- is rather to tire than to instruct ; to displease rather than to interest. When a speech is to be made, and nobody else is on hand to make it,. Wearisome is put on the stand. As these occasions seldom occur, he make* the most of them. He talks against time, against patience, and often SUNDAY SCHOOL WORLD. 143 against common sense. He occupies three-quarters of an hour in saying what, in many instances, could be ■condensed into ten minutes, and in many others need not be said at all. It is fatiguing work to listen to his ""few remarks." — Taylor. 475. The Inconstant Teacher. — As a fine-looking carriage-horse, just doctored up to be sold, starts off with great speed, proudly prancing, and with impatient champing of the bit, so this teacher commences his duties with much outward demonstration, which appears to promise excellent results. As the gay horse, after he has been driven a few miles, suddenly becomes tired, and shows symptoms of a desire to go no further, so, when the novelty of teaching in Sunday- school has worn oif, and the fact is realised that there is actually some hard work connected with it, the un- stable person's efforts relax. He wants to stop and take breath. The good intentions and resolutions with which he has stimulated himself to action have ceased their working, and he must stop till he can get up some more. He is a broken-winded teacher. His intentions in beginning the work were good. He knew that he ought to teach in the Sunday-school, and he felt that he could do it. His de- termination was, that no stormy weather should keep him from his work, that he would always be punc- tual, and that his class duties should be conducted with neatness and re- gularity. He resolved that he would never go unprepared to his class. To this end he spent a considerable amount of money in buying books and maps to help him in his study of the Scriptures. He is discouraged. He comes late. A rainy Sunday keeps him at home. What is the use in his getting his feet wet just for those dull boys ? A friend comes to ■spend Sunday with him, and he stays at home to entertain him, or goes with him to hear the flash preacher at the other end of the town. It does not occur to him to provide a substitute for his class, or even to tell the superintendent that he will not be there. The class may look out for itself. How did it get along before he was there ? He soon be- comes very irregular, and presently stays away altogether. He still says that he loves the Sunday-school, and that his interest in it is unabated ; but when asked to return to his post, he begins to enumerate some twenty reasons why he cannot, all of which should be honestly condensed into — " I don't want to." — Taylor. TEAOHEES' MISTAKES. It is a mistake to suppose that mere talk is teaching. It is a mistake to think that hearing a Bible lesson recited, or the reading of questions from a book, or telling stories is good Sabbath- school teaching. It is a mistake to think that one who in manner and temper is impatient, dogmatic, overbearing, slow, heavy or dull, can be a good Sabbath- school teacher. It is a mistake to suppose that one who is not under- stood, or is misunderstood, is a good teacher. It is a mistake to suppose that he who gossips with liis class is a good teacher. It is a mistake to suppose, because we have a general idea beforehand, that we shaU be able to supply the details and illus- trations as we go along. It is a great mistake to underrate oral teaching, and overrate merely read- ing and reciting from the Bible. It is a great mistake to think that our scholars are too young to appreciate a well-prepared lesson or a well- governed school. It is a mistake of 144 SUNDAY SCHOOL WOELD. teacliers to expect attention from motives of duty, or the sacredness of the day, or importance of sub- ject—nothing but real interest will secure it. It is a mistake to teach as if all young children had the same tastes. It is a great mistake to fail to arouse curiosity and awaken interest. It is a mistake to suppose that we shall be understood without careful simplicity of language. It is a mistake not to recall by ques- tions the last Sabbath's lesson, and to treat lessons as if they were isolated ; by all means connect them. It is a great mistake for teachers to think that giving good advice or ex- hortation to children is as good as " breaking down" Bible truths with questions and answers. It is a mis- take to suppose that many common terms, such as "Providence," "grace," "repentance," "justifica- tion," &c., convey any meaning to children, ordinarily. It is a mis- take to attempt to purchase affec- tion or attention by fi^equent gifts to children ; or, on the other hand,, to influence them by threats or pun- ishments. It is a great mistake of Sabbath-school teachers to suppose that their work is that of a mere- philanthropist, or a moral educator, or a mere promoter of social good order, or raising up of good citizens and children. It is a mistake of teachers to expect a cold reception from parents. It is a mistake of teachers to suppose that their manner- and habits are unobserved by the children. It is a mistake to avoid repetition mth children — simplify and repeat. It is a mistake to teach our children, that if they will be good and read the Bible, pray and join the Chui'ch, they will thereby go to heaven. JS^othing but repent- ance toward God and faith in the Lord Jesus Chi'ist wiU secure that. It is a great mistake for Sabbath- school teachers ever to teach Bible truth without being really in earnest — calmly, cheerfully, seriously in earnest. — Pardee. ^M WM M P ^^nm M ^-^^^s |ki^^^ ^^^ ^3 ^^^k M^m ik^mm^ s^s i^i^ isS ^^SM ^^ IV. THE SCHOLAR. HOME EELATIONS. 476. The Pamily and the Sunday- School. — Without assuming to de- cide whether Robert Raikes be the organizer of the modern Sunday- school or not, it is well known that the scholars whom he gathered to- gether on the Sabbath for instruc- tion were the children of irreligious parents. They were miserable, ragged, wretched boys, the pest of the streets of Gloucester, and it was because of parental neglect that the movement was commenced. Those, therefore, who think the design of the Sunday school moveinent is to take the place of family religious instruc- tion, speak without proper delibera- tion. The Sunday-school is an assistant to the parent, not something in the place of the parent. An- tagonism it never has had, and never purposes to have, either to the family or the Church. It rejoices most de- voutly in any interest that the Church or parents may take in the training of the children, and never is a true teacher's heart so full as when the mother or father tells of his desire to help in leading the child to Jesus. But how, it will be asked, shall parents assist in the work of re- ligiously instructing their children ? 1. They can themselves be con- sistent Christians. Example pleads with higher power than words. A life of steady, uniform, patient de- votion to Christ will impress the I child's heart in such a way that aD. j the rough rubs of the world will I scarcely or never obliterate those im- pressions. 2. Attend carefully to family de- votion, and see that none of the children are absent, sleeping, playing, reading, or something else during the exercise. Accept no excuse but sickness. Read not as a dull formality, but with a view to obtain important instruction for time and eternity. Enliven and improve the service by singing. If there is but little musical talent in the family, give that little to the Lord. Our hymns are often full of petitions, and the music quickens our faculties. Occasionally, just before or just after singing a stanza, call attention to sentiments which otherwise might be passed over with negligence from frequent repetition. "Do we feel this gratitude which we are about to express to God for having kept us during the night?" Or, "Are we sincere in this confession of sin which we have made, or are about to make ?'' Such questions would re2)ress care- lessness, and lead all to remember that what is said on earth is re- membered in heaven. Encourage your children to take part in the exercises. "I have a boy," said a friend once, "who is twelve years of age, who, two or three times a week, joins in the prayer at the family altar." " The Republic is at the fireside," said the Roman orator. H 14G SUNDAY SCHOOL WOELD. The Church is there too. It is a small field, may be, but it is worth the most assiduous cultivation. Your sons and your daughters are growing for the pulpit, for the religious press, for the place of social prayer, for benevolent labour, and for the com- mittal of Christian enterprise. Fill them with the truth ; breathe over their widening path the breath of a father's care, and expect, as you mmj expect, the blessing of the 'Highest on their souls. 3. See that your children observe their secret prayers on retiring. <' I call up," said a man to us whose hair was white vdth sixty winters, ^' I call up the sight of my mother tucking me away in my little trundle bed. Every lineament of that sainted face is as clear to me as though she were here by my side. There is the little bed. I almost hear the creak of its wooden wheels ; I almost see the snow-white spread ; I almost feel my warm blankets that I crept between ; but, above all, I hear the voice of my mother reminding me to repeat, ' Now I lay me down to sleep.' Shall I, can I, ever forget that little prayer — little, indeed, in one sense, but mighty in making me feel the obligation to serve God." Let the older children be instructed to make confession to God of the sins of the day, and implore help to overcome for the future. 4. Make the Sabbath a pleasant day. Set apart an hour that shall be the childi-en's hour. Question each about the experience of the day, concernirig the Simday-school lesson, the words of the superintendent, the singing, the sermon. Question out of each the truth taken in, and make them feel that their duties and delights are yours also. Thi-ough the week inquii-e concerning the next Sunday's lesson. Help to the eluci- dation and illustration of it. Any- thing you may read bearing on the lesson tell, and, if necessary, re-tell. One day not long since the lesson in a class we had charge of involved the subject of sloth. We asked the girls to state an illustration. It so happened that one of them had taken occasion, through the week, to mention the subject of the lesson to her father. He promised her help. Some time afterwards, taking from his pocket a bit of a newspaper, he read her a story of the South Ameri- can sloth, as told by Professor Agassiz in his late book of travels. The Professor found some of these animals on the banks of the Amazon, so absolutely lazy that a vigorous whipping would scarcely make them open their eyelids, and, once open, they seemed too lazy to shut them. The help of the father and the illustration fixed the truth of the les- son indelibly in the child's mind. 5. If not a teacher in. the Sunday school, be present as often as possible. If you are never there, how can you make your children understand that it is a place of any importance ? Once a month, at least, you ought to be a visitor. 6. Go to chiu'ch regularly. I^o matter if the minister or some mem- ber of the church does not exactly suit you ; go any how. Take your children along. Let them sit with you. Be attentive to the Word, speak favoiu-ably of the minister on your return home, inquire as to the text, amplify any unamplified point, and enforce the teachings. Do not imdo all that has been done by thoughtless or cruel criticism. 7. Assist the pastor and the teacher in the specific work of teaching the doctrines of your Church; in other words, teach the Catechism to your children. 8. Provide proper reading matter for your family. Ton are not in- different as to your table ; things SUNDAY SCHOOL WORLD. 147 wholesome and seasonable are care- fully selected. Be as careful in selecting books such as will not only interest and excite, but as will afford healthy mental and moral develop- ment. Every household should be supplied with one or more religious papers. Children should early form habits of regard for the Church, its literature, and all its movements. Many a young man has been held in firm affection to the faith, has had habits of liberality established, from the fact that his father was a sub- scriber to the Church paper. Alto- gether, the most intelHgent Church members, the foremost supporters of the ministry, are found amongst those who are the constant readers of the literature of their Church. 9. Contribute of your means to the purchase of books for the library, and to meet such expenses as are essential to a successful prosecution of the Sunday-school work. Do not wait to be pressed by the superin- tendent or pastor. Find out for yourself, and be a willing, generous, regular contributor. No invest- ment will yield better returns. — House. 417. Punctual Attendance. — It is in vain to say that the children should not be allowed to come until the actual time. This is a thing beyond the power of rules to rectify. Many of the children have no actual timepiece at home. Some come from a distance, and cannot time their arrival to a minute. The parents of others want them out of the way, and so send them off' to school as soon as breakfast or dinner is over. There will be, therefore, more or less straggling in the arrival of the children at school. Some will come too late, and some will come too early. In a school of any size there will always be a considerable body of children assembled at least fifteen or twenty minutes before the time for opening, and the teachers must be present to take charge of them and keep them in order. It is on the whole rather desirable that the arrival of the scholars should be thus gradual. Were they all to arrive upon the premises at the same moment, it would lead to great confusion. When they come dropping in one or two at a time, each scholar can be attended to individually, as he arrives, and all the little adjustments of dress, of overcoats, umbrellas, books, and so forth can be made by the teacher, so that by the time all are in their seats all wiU be thoroughly pre- pared, and ready for the common duties of the class. — Dr, Hart. 478. Parental respect for the Sunday-school. — Another, and the only point to which we shall now allude, is the z/??pro;;e;- manner in ivhich paj-ents too often speak of the school^ or the teacher, before the child. A parent, especially a pious parent, forms the character of his- child. The youthful mind is ductile ; the least thing makes an abiding impression, for the heart is soft and yielding. The child drinks in the remarks made by his parent, and believes them too. — Davids. 479. Parental Pidelity. — We have heard many pastors declare in Sabbath-school Conventions — two on one occasion — "That they never could remember when they did not love the Lord Jesus with all their heart;" and we believe with the pious Richard Baxter that if Christian parents were faithful in the use of the means God has put in their hands, the most of their children would be converted before they are old enough to understand a sermon. — Pardee. n 'I 148 SUKDAY SCHOOL WOELD. CCNVEESIOIT or SOHOLAES. 480. Children must be Oonveited. — All children were "born in sin" at first, and our Saviour Christ saith, '' Ye must be born again :" and the most liJvely way to fulfil the designs of God is to look to our Sunday- schools and children. Our duty to them includes something more than merely teaching scholars to read the Bible. God indeed has said, '' These words which I command thee this day shall be in thine heart ; and thou shalt teach them diligently unto thy children." They rniist, therefore, be instructed in religion. An apostle of Christ also speaks of " the gift of the Holy Ghost," and expressly adds, " The promise is unto you and to your children." A promise is given in order to be pleaded. For "thus saith the Lord God, I have spoken it, and I wiU do it." "I will yet be inquired of by the house of Israel to do it for them." Few things at this day are more needed than revival prayer meetings in and for Sunday- schools. When that promise, in answer to prayer, has been fulfilled, (and, like all the other promises of God, it is in Christ yea, and in Him amen,) " I will pour My Spirit upon thy seed, and My blessing upon thine oftspring ;" then, when scholars are asked by some authorised represen- tatives of the Church if they now ratify their own baptism, " One shall say, I am the Lord's; and another shall call himself by the name of Jacob ; and another shall subscribe with his hand unto the Lord, and surname himself by the name of Israel." — Samuel Jackson. 481. Early Conversion. — The pe- riod of childhood is the very best season of the scholar's life for being converted to God — the best season for feeling the attractive power of Divine truth upon the heart. I have no sympathy with those who say they ought not to expect early conversions ; I have a deep sympathy with those who say they have not looked for conversions early enough. The fact is, we are almost afraid to talk about Christ's lambs, and seem to think they must almost grow into sheep before they are brought into the fold. The devil learns the worth of these little ones, and he seeks to lay hold of them as soon as he can ; and the sooner Sunday-school teachers adopt a kindred policy in this respect the more likely are they to succeed. — Sunday -school Scrap-hooh. 482. Conversions after forty years are very rare : like the scattered grapes on the remotest branches after the vintage is over, there is only one here and there. I have sometimes seen an old withered oak standing with its stiff and leafless branches on the slopes of a woody hill ; though the same refreshing rains and genial sunshine fell on it as on its thriving neighbours, which were green with renewed youth and rich in flowing foliage, it grew not, it gave no signs of life, it was too far gone for genial natiu'e to assist. The old blanched, sapless oak is an emblem of the aged sinner. — Dr. Thomas. 483. Immediate Conversion. — Immediate conversion ought to be the aim and expectation of every faithful Sabbath- school teacher. It is indeed a poor excuse to suffer a child to drown because we have but 0716 opportunity of saving it. When a child is in danger of perishing, we do not first try to educate it, but to save it. The fact evidently is, that the great mass of children ought to be led directly to Christ, and become child- Christians without delay ; and multitudes would become such, me- thinks, if parents and teachers and pastors had sufS.cient confidence in the power of God's Word and Spirit, SUNDAY SCHOOL WOELD. 149 and had faith for the early conYersion of children to Grod. Nearly one and a third centuries ago that great divine Jonathan Edwards, of Northampton, wrote the account of the conversion, as he thought, of little PheheBartlett, at the early age of four years, together with her Christian life for one year thereafter, and the evidences of a gracious change of her heart. The little book has been published since in many of the languages of Europe. Little Phebe Bartlett lived for sixty years after this, and neither herself nor her friends ever doubted that she truly met with a saving change of heart at the early age named by President Edwards. Many of our most learned divines and most devoted and useful Christian ladies date their conversion to the early age of three, four, five, and six years. — Pardee. 484. Too Few Conversions. — Our Sunday-school system does not secure the early conversion of more than a fraction of the children com- mitted to its care. Its little ojies are not generally led to Christ. If they were they would, with few exceptions, remain with the school on reaching the age of temptation. Christ formed in the heart of the child would prove a mighty counter- charm to the charm of the world when he became a youth. Regenerated in childhood, the pupil would meet the temptations of youth with the current of his being flowing toward God. He would turn to the Sunday-school for sympathy and aid in his grand struggle with temptation, instead of running away from it into the embraces of sin. But growing up without a renewed heart, he only follows the course of nature in leaving the Sunday-school when passion a- wakes and sinful pleasures invite. The wonder is not, therefore, that so many youth go, but that any remain, for conversion in early childhood is the only thing that either can or will put an end to this general hegira of our older scholars. — D. Wise, D.D. 485. Church Views of Early Conversions, — For many years past large sections of the Christian Church have in practice, if not in theory, disbelieved in the reality of youthful conversions. Parents have not ex- pected to see any traces of the renew- ing influences of the Holy Spirit exhibited by their children till they had almost reached adult age ; and churches have all but refused to admit any to their fellowship but full-grown men and women. Whence has arisen this state of feeling ? May it not be traced to the hardness of our imbe- lieving hearts, the torpid sluggishness of our natures, and the dwartishness of our spiritual growth ? Is it easier to bend the twig or the tree ? — Davids. 486. Aim at Conversion. — You go, in your summer journeys, into some wild and striking scenery, and you look above you and see a magni- ficent rock frowning high aloft in the air. You see growing in its crevices wall-fiowers, and other products of the kind, and you say, " How did these ever come to be there?" No human foot ever could have climbed to plant the seeds. The gentle winds of heaven took them up in their arms and carried them there. And so the precious seeds of truth can be carried to the human soul on the breath of human affection, when no other power on earth of which we know is capable of wafting it to its place. Let teach- ers see, then, that they truly love their children, and the love will prompt them to visit them, to speak kindly to them, to get them a situa- tion if they need it, to look after them in the situation, and 0, love is wise, and love is direct, and love is patient, and love is endowed with a 150 SUNDAY SCHOOL WOELD. blessed tact of its own whicli makes it successful in winning its way and gaining its end. 0, teaclier, fail not in this essential requisite if you would secure your scholars' conversion to Christ. Teachers must be holy per- sons. Gifts are very different from graces. The world makes much of gifts ; .God makes much of graces. The world glorifies gifts ; many times God mortihes them. God uses graces more than gifts. There was the Co- rinthian Church ; it abounded in gifts, but it was sadly deficient in graces. Some of the very best and most effective ministers that I have ever kno"«Ti were distinguished more by their graces than by their gifts, and common people, in describing them, would very often say, " Well, he is not much of a preacher, but he is a most excellent man." Now, let us see, as teachers, that we have the Christian graces in active exercise. Let us see that we be holy persons before those whom we teach. — Rev. John Hall. 487. Conversions more frequent than supposed. — Tell us not that oonversions among cliildren are rare ; tell us not that appearances often deceive, and that the versatility of childhood may not be trusted; tell us not that now is the seed time, and hereafter we shall reap the har- vest. We expect not, nay, farther, we lilvc not to see, in the babe just able to lisp its Maker's praise, the full corn in the ear, the premature experience of advanced life. But we do expect to see the blossoms of spring, the green blade shooting above the frozen earth ; we do ex- pect the genuineness of piety amid the simplicity of childhood. — Davids. 488. Conversion the Need of Hach. — Conversion is the need of every soul, of the rich as well of the poor. Here is a want which includes all. Hence the Sabbath-school seeks to gather into its fold the children of all classes. IN'o children are too high, none are too low, to be beyond its benefits. As a matter of fact, a large part of those now converted to God and brought into the Church on profession of their faith, come from the Sabbath-school. At a State Sabbath-school Convention, in Law- rence, Mass., the question being moved with a view to bring out this significant fact, all those per- sons were requested to rise who had been converted while attending Sab- bath-school. Almost the entire as- sembly rose. At least nine-tenths of the Convention were on their feet. —Dr. Hart. 489. Association of Converted Scholars. — Mr. Reynolds, of Peoria, 111., ah'eady referred to, says: — I have in connection with my school a society called "The Faithful Band." They are composed of the scholars who give good evidences of being "born again." They meet every Thiu'sday evening at seven o'clock, in the prayer meeting-room of our church. The order of exercises is about as follows: — 1. Singing; 2. Prayer by the leader — myself or the assistant superintendent always leads the meeting ; 3. Reading a portion of Scripture, and short explanations ; 4. Singing, after which the meeting is thrown open for general exercises by the children, such as prayers, telling experiences, asking prayer for themselves or for others, telling what they have been doing for Jesus, &c. I have the part of the city in which my school is situated districted off, and to each member a district of one or two squares, or blocks, as- signed. It is the duty of this scho- lar to visit each house in the district once a month — I give them Simday- school papers to take with them — and find out how many children SUNDAY SCHOOL WOELD. 151 there are in their respective districts who do not go to Sunday-school, and to try and get them to attend onr school, or some other. During the week they do this work, and on Sun- day go after and bring the children with them. A few Sundays ago one member of our "band" brought ten new scholars into our school. At the weekly meeting the children tell what success they have met with, their encouragements and discour- agements. It teaches them how to work, and when they get to be men and women they are not drones in the Church, but useful members. "We must not only seek to have the children converted, but train them aright afterward, or they will go back to the world and be lost to the Church and Christ. I believe in work to keep the heart warm, whe- ther in Sunday-school or Church. — Reynolds. THE SCHOLAR IN TRAINING. 490. Child Culture. Imme- diately connected with conversion is Christian child culture and training in Bible knowledge, religious habits and service, and Christian character. Oh, how important it is for child or man to have a kind, judicious sym- pathising Christian friend at hand at every step, especially in the first year of life after conversion, to inquire and counsel as to difficulties and dangers ! Secret and social prayer, the regular study of the "Word, the social life and habits, the reading, the associations, the feelings, the imagination, the judgment, and the desire and ten- dencies all want watching, counsel- ling, checking, guarding, or instruct- ing by one who is tender, candid, sincere, and true. The whole life and usefulness much depends on all this. The churches of Christ ought all to be such training-fields of Christian culture, but, alas ! we are sorry to confess that they are not generally so, and consequently fail in this their great work. To throw a little child, with only a spark of grace in the heart, into this world of wolves of temptation and error, with no one to watch over, counsel, and guide, oh, it is sad indeed, and ought to excite the sympathy and prayers of all godly people. Let us associate and band Sunday - school workers together in earnest, in this great work of Christian culture and holy living — in little prayer meetings teaching the children how to pray ; how to resist temptation, and fight against sin, and stand up for Jesus ; how to overcome bad tempers and feelings ; how to cultivate the dis- interested missionary spirit of the Gospel in caring for others, and doing good to others as we have opportu- nity. The children, lilte young trees from the nursery, need early " to be planted in the courts of the Lord," if we would have them to grow up comely trees of righteousness. — Par- dee. 491. "No Pains, No Gains."— Some months ago a book was ofiered to every scholar in our Sabbath-school who would commit the Catechism to memory within a specified time. Two of the children, and these amongst the youngest in the school, were re- cently rewarded for doing what the others thought it not worth their while to do. The pains would be grecrter than the gains, all concluded, except one little girl and her brother. These two scholars have found that the presents they received are not the only rewards for their efibrts. Let us see what they have gained by their pains. 1. They have acquired a large store of the most valuable knowledge. They are able to answer questions which learned men of the Church regarded as the most import- 152 SUNDAY SCHOOL WOELD. ant whicli they could put into their Catechism. One day one of these little scholars answered a question which many in the Sabbath-school, who are much older, could not answer. Her mother inquired how it was that she could answer it so well. She re- plied that she had obtained her know- ledge from the Catechism. 2. The study of the Catechism has afforded exercis"e for their mental powers. Such ex- ercise proved a great benefit to them. 3.^ They have the satisfaction of thinking that they have accomplished something— something that will make the summer of 1867 quite memorable. The little books which they received as rewards will remind them all through life of their undertaking when Sabbath-school children, and of their triumph over the difficulties which discouraged others. One of the books, the one given to the little boy, seemed to be an exceedingly ap- propriate present, as it was entitled *'No Pains, no Grains," and as it narrates the life of Samuel Budgett, one of England's noblest Christians and greatest merchants, who began when a boy to regulate his life by this maxim. This most interesting and excellent book ought to be in every Sabbath-school library. — H. 492. Begin Early.— The revered and holy Baxter says, '' He that will train up children for God must begin betimes, before custom increases the depravity of theii- nature ; no means in the world doth more effectually tend to the happiness of souls than a holy education, for it boweth nature while it is yet but a twig, and delivereth up the heart to Christ betimes." 493. Knowledge a good thing.^ " What an excellent thing is know- ledge," said a sharp-looking, bustling little man to one who was much older than himself. '' Knowledge is an excellent thing," repeated he: "My boys know more at six and seven years old than T did at twelve. They can read all sorts of books, and talk on all sorts of subjects. The world is a great deal wiser than it used to be. Everybody knows some- thing of everything now. Do you not think. Sir, that knowledge is an excellent thing ? " " Why, Sir," replied the old man, looking gravely, ' ' that depends entirely on the use to which it is applied. It may be a blessing or a curse. Knowledge is only an increase of power, and power may be a bad as well as a good thing." "That is what I cannot understand," said the bustling little man. "How can power be a bad thing ? " "I will tell you," meekly replied the old man, and thus went on: ' ' When the power of a horse is under restraint, the animal is useful in bear- ing burdens, drawing loads, and carry- ing his master, but when that power is um-estrained, the horse breaks his bridle, dashes to pieces the carriage which he draws, or throws his rider." "I see, I see," said the little man. "When the water of a large pond is properly conducted by trenches, it renders the fields around fertile, but when it bursts through its banks, it sweeps everything before it, and destroys the produce of the field." "I see, I see," said the little man, "I see." "When a ship is steered aright, the sail that she hoists up enables her the sooner to get into port; but if steered wrong, the more sail she carries the further will she go out of her course." "I see, I see," said the little man, "I see clearly." " Well, then," continued the old man, " if you see these things so clearly, I hope that you can see too that knowledge, to be a good thing, must be rightly applied. Cod's grace in the heart will render the knowledge of the head a blessing, but without this it may prove to us no better than a curse." ' ' I see, I STINDAT SCHOOL WOELD. 153 see," said tlie little man, '' I see." — Todd. 494. A Good Seed-time. — In one of those weeks of last August, when day after day the sun shone so brightly, ripening late corn, and allowing what had fallen to the sickle to be got in in such excellent condition, I was talking with a farmer about the blessing which in this way Grod was daily giving to the country. He was quite willing to agree with me in what I said as to the value of such fine weather, *'for, anyway," said he, " whether the crops are heavy or light, the wheat will be of fine quality, and that will make it good for the eater, whether there is quantity enough to make it a good harvest for the grower or not. But," he added, ' ' many people forget that for a good harvest you must have the right weather for sowing as well as for reaping. If the seed-time is bad, fine harvest weather won't make up for it. Now when I put my seed in, last 'back-end,' it was so wet that in places the horses' feet sank into the ground above their hoofs, and the consequence is my crops are but very light, the plants came up very thinly, and looked weak ; they did not spread out when finer weather came, but seemed all along as if there was no vigour in them. What corn there is is good, but there's little of it ; for a plentiful harvest you must have a good seed- time." I added, ''Yes, the people ought to be as thankful for fair weather to sow in as for fine weather to reap in." "Of course," said my friend, ' ' but many forget that." 495. The Scholar and Public Worship. — So far as I have been able to learn from the English reli- gious papers, the children of the Sabbath-schools in England are re- quired, sometimes compelled, to at- tend the church service. When the school closes, the classes move in a body into the church with their teachers. This, we are led to be- lieve, is almost the universal custom. Another fact, which we have upon the same authority, is that the great mass of these children, after arriving at adult age, cease their attendance upon church, and are lost sight of. They disappear entirely from all re- ligious circles. It would seem as if the great majority of the Sabbath- school children in that country were of the poorer classes, such as in this country fill mainly our mission- schools. These children are brought in great numbers into the schools, and wliile there attend church, but at an early age, say thirteen or four- teen, they drop off both fi'om school and church, and are heard of no more in connection with religious services or institutions. That is, the Sab- bath-school does not succeed to the extent that its friends wish and aim, in bringing any considerable body of the population permanently into the Chiistian Church. There are, of course, many exceptions to this fact. It could not be otherwise from the very nature of the Sabbath-school. But that such has been the general result of Sabbath-school operations in England seems to be admitted by the friends of the cause. Their chil- dren do not, as a general thing, grow up into a permanent part of the con- gregation. Many reasons have been assigned for this. The chief are these two. First, the services in the churches which they are com- pelled to attend are distasteful to them. These services are adapted entirely to adults. They are as unintelligible to the children as ^ if conducted in Hebrew or Latin. Secondly, the children, while in the church, are made as thoroughly un- comfortable as crowding, hard seats, and semi-sufibcalion can well make 154 Sm\DAY SCHOOL WOELD. them. Of course, as soon as they are old enough to escape from parental restraint, and to act for themselves, they leave for ever a place which is to them a scene of no pleasant recol- lections. — Dr. Hart. 496. -If children do not begin early to attend church, when shall they begin? Shall it be at twelve years, or thirteen, or iifteen ; and, if you fix it at twelve or fifteen, will it be easier then to form the habit than it would be at five, or eight, or ten ? In a certain church in a New England town, where for years the parents and teachers have been urged to see that the children of all ages attend at least one preaching service upon Sabbath, as well as the Sabbath- school, there has been a large increase of the church membership from the Sabbath- school. In another society of a difierent denomination, in the same town, where the childi-en sel- dom or never go to church, the ac- cessions to the church from the school have been few. Habit rules with power in the young as well as in the old heart. The girl who, from the time she enters the infant class to the day of her graduating into the Bible class, has been excused from attending church service has really no inclination to attend, and it will require efibrt almost superhuman to persuade her. One of the teachers belonging to the Sabbath- school in connection with Mr. Spurgeon's church, in a printed record of obser- vation extending over fifteen years, states that it is best for children to be taken to church when quite young, no matter though they may not understand all that the minister says, and no matter if now and then they even go to sleep. Here is where the Churches lose power. The chil- dren have gone to Sabbath- school, and then, from one consideration or another, have not been required to attend the preaching, and so, by the habit ought to have been formed, the opposite has found firm footing. — House. EAELY PIETY. 497. A Child's Wants.— It is a fact that should never be forgotten, that the children, even the little children, of our Christian families and Sunday-schools, all want to be Christians more than they want any- thing else. Little ones of five or six years tell us that they wet their pillows night after night with tears of sorrow for sin, and they long for some one to lead them to Jesus, more than all earthly longings. Such is the testimony of devoted ministers and Christian ladies in great numbers, and many of us can realise it all, most bitterly, if we will only recall our early childhood, and live that over again. Said one little girl of four summers : ' ' Mamma, I should think that anybody that knows Jesus would love Him.^^ This is the feeling of properly- trained children in great numbers. They want pure, simple instruction as to who Jesus Christ is, and what He is to them. — Pardee. 498. Gant. — Little children can feel what they cannot express. We do not desire they should talk about loving God — but love ; not talk about believing — but believe. If a habit of making caiiting observations is encouraged, the mostnaughty children will often converse as if they were experienced Christians. — Davids. 499. Childhood Piety. — We are apt to forget that a child does not cease to be a child after the tender embrace of the loving Saviour any more than an adult Christian ceases to be a man. We retain our in- dividuality in the Christian sphere. StrifDAY SCHOOL WOELD. 155 A Christian boy might shock the notions of some of his seniors in the faith were he to he detected climbing a tree or leaping a ditch, and a Christian girl woiild provoke the frown, perhaps, of some maidenly aunt were she to confess to a love for dolls, and skipping-ropes, and a romp on the lawn ; but they might be good Christians notwithstanding. A man does not forfeit his title to be a Christian by his attention to busi- ness, neither should a child by his devotion to his plays. The transition from the family altar to a game at cricket is not greater to a child than the transition to the counting-house or the shop is to an adult. It is most unnatural, and the result will be pernicious, to frown down a love of play in a child as being inimical to Christianity. A child may be a Christian without being able to define the precise moment when his affec- tions found rest in Christ. But many little ones have been frowned back by some injudicious deacon because they have not been able to tell when they first passed from the twilight of the artless simplicity of chilcLhood into the full sunlight of Christianity. — Charlesworth. 500. Signs of Early Piety.— The signs of a renewed heart that we like to see in a little child are, great simplicity and strength of faith ; delight in pricate prayer and in read- ing the Scriptures ; anxiety for the souls of those around them ; prompt obedience to parents ; diligent atten- tion to their studies ; and an habitual struggling against sin. We do not believe that a pious child can hahitu- ally be either idle or disobedient. They may not be talented, but they will he plodde7's ; they may not love school, but they will fulfil conscien- tiously the duties of a school life. Few children of ungodly imrents^ even if trained in a Sabbath- school, i will act as if they loved God unless they really do so; but the germ of piety may remain long concealed from observation, growing silently, "un- seen to public view." In children carefully taught by pious parents, there is greater danger of fostering pride and hypocrisy, of resting satis- fied without a real change of heart, and trusting to evidences which are simply the effect of education. We place but little reliance on freedom from gross sins, such as lying and passion, or on loving the Sabbath and the^ house of God ; and we think it positively a sign of an unsanctified heart when children ape the manners of their elders, avoid play, and assume what is not natural to their age and habits. Xo one rule, how- ever, can be laid down for all cases. Teachers must judge and act with holy caution. — Davids. 501. Little Children can Believe, &c. — "Little children!" they can believe and love as weR as others ; that is the main thing. By their lives and in their deaths they may show, no less strikingly than those older, that Christ is in them the hope of glory; that He is to them more than father or mother. ' ' In Jesus' words, ' Suffer little children to come unto me, and forbid them not,' does * come unto me ' mean dying, mamma ; leaving you, and going away ? " asked a little child. " Don't you love and think a great deal about your papa when he is away?" said her niother. "Yes, mamma; I feel full of papa some- times," answered Jessie, "I love him so dearly." "It is not necessary to see him and be with him to love him." "No, mamma; for he is in my heart really," said the little girl. ' ' That is what the Lord Jesus means when He asks you to come Him. It is not to go where He is, in body ; but it is to love Him, to have your 156 STJXDAY SCHOOL WORLD. heart full of Him, that makes Him near to you and you near to Him. And it is so sweet to come to Him, for He forgives our sins, and takes away our naughty wilfulness, and helps us to correct our faults, and makes us love to do right, and love each other and everybody." " Then I want to come to Jesus ; I wasn't quite ready to leave you and papa," whispered the child. '' If Jessie hnds Jesus, Jessie will be willing to do His will, whatever it may be," said the mother, with a prayer in her heart that hers might be one of the little ones in the kingdom of heaven. Another very little girl had been early taken to church, and taught to behave reverently there. She was told that public worship is appointed by God, and that she must attend seriously to its several parts. So she would fix her eyes on the preacher, and listen to all he said, though able to understand but little. Once a smile of joy was observed to pass over her expressive face ; her eyes grew bright, and her lips parted as if to speak. In the midst of his discourse the minister had repeated the Saviour's invitation, " Suffer little children to come unto me, and forbid them not." She had learned this passage by heart in her infancy ; but with the voice of the clergyman whom she revered, it came to her with special force. It was like an old friend in a new garment. Hast- ening home to her mother, who had been detained by indisposition, she threw her arms around her neck, exclaiming, " 0, mamma ! dear mamma! I have heard to-day the child's gospel!" A little son of the Rev. Mr. Cadogan, friend and correspondent of John Newton, was being carried by his father in his arms, as he walked to and fro in the room. The head of the youg sufferer rested on his shoulder. It had be- come evident that death drew near. Breathing with much difficulty, he raised his head by a great effort, and, looking up in his father's face, said, " That was a sweet saying, was it not ?" " What saying, my child ?'^ *' Why, ' Suffer little children to come unto Me, and forbid them not ; for of such is the kingdom of heaven,' " replied the child. So saying, he laid down his head again upon his father's shoulder, and died ! ' ' When I was at Dhoas," writes a missionary's wife, my husband opened the new chapel, which holds one hundred and fifty people. Sixty-five persons were bap- tised ; among the rest several women. I proposed meeting them alone on Tuesday evening. One very nice- looking woman had a sweet-looking girl at her side, about ten years old. I said, ' Amah, would you like me to teach your daughter f ' With an in- describable look of tenderness she drew her to her side, and putting her arm around her, said, * This is my only one.' ' Have you not had more children ? ' I asked. ' Ah 1 yes, ma'am, I have had six, but they are dead. Yes, they all died, five of them, one after the other; they all died.' ' And you, poor thing, how sorry you must have been ! ' ' Heigh- ho ! how sorry ! Too much trouble I took ; too much expense. After the first died I took sacrifices to the temple, and made worship to the idol, and told him I would give him all I could if my second might live ; but he died. Then my heart was very sore ; and when my third came, I went to a guru, and took a cloth, and fowl, and rice ; and he said mun- trums, and made pujah (worship) ; but no, that child, he died. My heart was like fire, it burned so with sorrow. I was almost mad ; and yet I tried some fresh ceremony for every child.' ' What did you think had become of the spirits of your chil- dren?' I asked. 'You knew their bodies died, but did you think much SUNDAY SCHOOL WOELD. 157 of their spirits ? ' ' Ah ! that was the thing that almost made me mad. I did not know. I thought perhaps one devil took one and another took another ; or perhaps they were gone into some bird, or beast, or something, I did not know ; and I used to think and think till my heart was too full of sorrow.' ' But, Amah,' I replied, * you do not look sorry now.' With a look almost sublime, she said, * Sorry now ! Oh, no ! no ! Why, I know now where my children are. They are with Jesus. I have learned that Jesus said, ' Suffer little children to come unto Me.' My sorrow is all gone, and I can bear their not being with me. They are happy with Him, and, after a little while, I shall go to Him too, and this little girl, my Julia, and my husband too.'" Mr. Gray had not long been minister of the parish before he noticed the odd practice of the gravedigger ; and one day when he came upon John smoothing and trimming the lonely bed of a child which had been buried a few days before, he asked why he was so particular in dressing and keeping the graves of infants. John paused for a moment at his work, and looking up, not at the minister, but at the sky, said, ' ' Of such is the kingdom of heaven." " And on this account you tend and adorn them with so much care," remarked the minister, who was greatly struck with the reply. " Surely, Sir," answered John, '' I canna mak' ower braw and fine the bed- covering o' a little innocent sleeper that is waitin' there till it is God's time to wauken it, and cover it with white robe, and waft it away to glory. Where sic grandeur is awaitin' it yonder, it's fit it should be decked oot here. I think the Saviour will like to see white clover spread abune it ; dae ye no think sae tae, sir ?" " But why not thus cover larger graves ?" asked the minister, hardly able to suppress his emotions. " The dust of all His saints is precious in the Saviour's sight." " Very true, Sir," responded John, with great solemnity, ' ' but I canna be sure wha are His saints, and wha are no. I hope thear are many o' them lyin' in this kirkyard ; but it wad be great presumption to mark them oot. Thear are some that I'm gey sure aboot, and I keep their graves as nate and snod as I can, and plant a bit floure here and thear as a sign of my hope, but daerna' gie them the white shirt," referring to the white clover. "It's clean diffe- rent, though, wi' the bairns." — From " Seeds a7id Sheaves,^^ hy Dr. A. C, Thompson. 502. The Eeligions Experience of Children. — It is a common and hurtful error among the people of God, that which leads them to undervalue, or make little account of, the religious experience of little children. It is an old error, and very hard to eradicate from the mind. It led the first disciples to forbid, and try to exclude from the presence of the Lord, those parents who were bringing their infants to Him that He might lay His hands on them and bless them. They thought that the great Master had something of more importance to do, and that I He ought not to be troubled or de- I layed with so trivial a matter as that of blessing little children, who could not know what it meant, and who therefore could derive little or no bene- ! fit fromit. Butour Jesustook a wholly diflerent view of the matter. He was much displeased, and rebulvcd His disciples, as if they were the ones who did not know what they were about, and said to them, " Suffer the little children to come unto me, and forbid them not, for of such is the kingdom of God;" and else- where, "Except ye be converted, and become as little children, ye 158 SUNDAY SCHOOL WORLD. shall not enter into the Idngdom of heaven." In these words onr hlessed Saviour teaches ns in the plainest manner that children are more susceptible of the experiences of saving faith than grown persons. This surely is a revealed truth which, if it were believed and fully appre- ciated, would go far to revolutionize the methods and operations which now prevail in the Church for the evangelization of the world. Let us endeavour, then, to appreciate its significance by means of such con- siderations as the following : — I. From the nature of saving faith. The expectation that children are to grow up in irreligion, or at least in an uni'egenerate state, until they come to the years of moral accountability, and then be con- verted, which now so generally pre- vails, rests mainly upon a practical , misconception of the nature of saving faith. For it is not uncommonly supposed that such faith consists in, or at least implies, a pretty full and accurate knowledge of the doctrines which systematic theology has drawn out of the Scriptures, and laid down in our confessions of faith, catechisms, &c. But whilst these must not be undervalued, it is certain that saving faith does not consist in the belief of doctrines ; nor does it imply very full know- ledge of doctrinal truth as such. We need no other proof of this than the ignorance of doctrine mani- fested by the Apostles previous to the death and resurrection of the Lord. For they did not even know that he was to die for them. Con- sequently they were ignorant of the doctrine of the Atonement, which is in truth the most fundamental principle of the Gospel. How little they knew of other doctrines may be inferred from that. Yet he would be a bold man who would take the ground that they were not true Christians — that if they had died they would have gone to hell. For they certainly believed in Christ ; and the Lord assured Peter upon confession of his faith, that it was such that nothing but the power of God could have wrought it in his heart. Saving faith then con- sists in a simple personal and heart- trust in Christ, that He is all that He claims to be ; but it may be accompanied with very little knowledge of what He actually does claim to be. This may be learned afterward, and indeed can hardly be learned before in any efiectual manner. For it is this personal trust in Christ which leads to the true knowledge and belief of the doctrines. "We believe that Christ died for us, because He tells us so, and we believe in Him. "We believe that His death is an all- sufficient and accepted atonement for our sins, because He tells us so, and we believe in Him. Thus it is that we come to the true know- ledge and belief of all the doctrines of His "Word. If now this view of saving faith in its relation to the belief of doctrines prevaiied, we would not expect children to grow up without it. All our teaching would have for its immediate object to call forth the exercise of trust in Christ ; and we should expect to see the children exercising it in their very earliest years; for manifestly the exercise of trust is one of the very first things of which the infant mind is capable. IL From the sijnpUcity which belongs to little children. The greatest hindrance to the exercise of simple trust in Christ is that subtlety, or want of simplicity of mind, into which we grow up as naturally as we breathe. This, as nearly as possible, is the opposite of faith. It is that double-minded- ness which wavereth like a wave of SUNDAY SCHOOL WORLD. 159 tlie sea, and which cannot ask in prayer so as to receive anything from God. The reason of this is that it employs itself in raising up obstacles to faith. It always sees some hindrance to the exercise of trust. It was this which led the children of Israel to believe the un- believing spies, when they reported those giants and walled towns to prevent them from taking possession of their promised land, although those giants and walled towns had been all given into their hands. This double-mindedness lays impractical conditions upon all the promises. When Jesus says, "Come unto me, all ye that labour and are hea^y laden, and I will give you rest," it replies, "I am afraid I do not labour, or am not heavy laden enough ; or that I do not come aright." When He says, "Ask, and ye shall receive," it replies, " I am afraid I do not ask in faith," just as if this promise were not given to awaken faith. Thus it deals with all the promises and invitations of the Gospel, and thereby renders them all inapplicable and unavail- able. Now, Httle children, in their simplicity, are free from these difficulties. They easily believe that the Lord is altogether as good as He says He is ; that He is as ready to give them what they ask as» He says He is ; that His pro- mises are not encumbered with im- practicable conditions ; that He always means just what He says ; that He loves them as well as He says He does; and that salvation is as free to them as He says it is. Thus they perceive in their Saviour a sweetness and tender- ness, a loveliness and attraction, by which their trust and love are won, and all their affections engaged. III. From the relation of little children to their parents. Children are born in the relation of the most perfect dependence upon their pa- rents. Their natural helplessness teaches them to depend upon their parents for everything; and their constant experience of the parents' watchfulness, tenderness, and love, naturally awakens trust and love in return. Their infant-life is nourished and formed in the bosom of these affections. Hence they naturally believe that their parents are wiser than they are, and able to do any- thing for them. They know by experience that the ears of_ their parents are always open to their cry. Their constant experience of obtain- ing answers to their requests moulds their minds into that form in which we must all be in order to pray in faith. As soon, therefore, as they are capable of being instructed that God is their heavenly Father, it is easy for them to exercise trust and love towards Him. All their present experience of the love of their parents enables them to appreciate the love of God and the love of Christ with a peculiar freshness. They find no difiiculty in believing that God loves them as tenderly as their own parents do ; and that He is as ready to give them what they ask as their own parents are ; and His love, thus shed abroad in their hearts, awakens love in return. There can be no doubt but that the experiences which little children often enjoy of the love of their Saviour are more full and rich, more truly Christian, than any that are ever vouchsafed, except to the most advanced Chris - tians. lY. From the manifestations of Christian experience in little chil- dren. Perhaps there are few Chris- tian mothers who have been at all faithful, who have not often wit- nessed such exercises in their little children that, if they had taken place at a more advanced age, would 160 STJNDAY SCHOOL WOELD. have been regarded as all-sufficient evidences of true piety. The answers to prayer which such children often obtain are more remarkable than those of after life. It is true, these evidences of saving grace are ac- companied with much that is of a contrary character. But this is to be explained by the fact that little children act out all that is in them ; and if grown people did the same, without feeling the necessity of being consistent from prudential motives, perhaps it would be more difficult to believe in the piety of the best Christians than it is in that of little children. Also, it is undeniable that after such experiences children often fall back as they grow older, and live in sin for a time, or are never recovered. But this is to be explained by the fact that we take every little waywardness as evidence that they have never experienced a change of heart, and go on teaching them that they have yet to be con- verted at some future time, thus pulling them back, so to speak, into conscious alienation from God, and leading them into sin. If, on the contrary, they were encouraged to trust in their Saviour, multitudes of them would grow up in piety, who now fall away and perish in their sins. This failure to appreciate the religious experience of little children, it is believed, is that great offence by which they are caused to offend, and in view of which the Lord pronounced the great woe upon those who should be guilty of it, saying, * ' Woe unto the world, because of offences ! for it must needs be that offences come ; but woe to that man by whom the offence cometh "Whoso shall offend one of these little ones which believe in me, it were better for him that a millstone were hanged about his neck, and that he were drowned in the depth of the sea." 503. Examples of Early Piety. — In Butler's "Lives of the Saints," such remarks as follow may be found almost in every page : — ' ' Honorius in his youth renounced the worship of idols, and gained his elder brother to Christ, though his fond pagan father put continual ob- stacles in his way." " The martyr Yinent was appointed, when very young, to preach and in- struct the people." " The great Theodoret, from his cradle, was a child of grace : he was educated in every true branch of Syi'ian, Greek, and Hebrew learning, and was consecrated Bishop of Cy- prus when very young." '■ ' Odilo, Abbot of Cluni — ' divine grace inclined him, from his infancy, to devote himself to God, with his whole heart.' " " From her infancy she imbibed the love of virtue, and, in her tender years, consecrated herself to God." — Syncletica, born at Alexandiia. ' ' At ten years of age he was placed in the court of Charlemagne, where his application to the exercises of de- votion, his serious studies, and emi- nent piety, gained him much esteem." — Aldric, Bishop of Mens. " William Berringer, Bishop of Bourges, born 1209, learned from his infancy to despise the folly and emptiness of the riches and grandeiu' of this world, to abhor its pleasures, and to tremble at its dangers. His only delight was in exercises of piety, and in his studies." ' ' From his childhood he served God." — Marcium,in the fifth century * ' Theodosius imbibed the first tincture of piety from the fervent example and earnest instructions of his parents." " Yeeonica, 1497. — Her parents were poor, but very pious ; their fer- vent, simple instructions were not lost ; she loved prayer, and the im- portant truths of religion engrossed ST7ITDAY SCHOOL WOELD. 161 her whole soul from her infancy ; yet she was, of all others, the most diligent and indefatigable in labour, and so obedient to her parents and masters, so humble and submissive to her equals, that she seemed to i have no will of her own ; when weed- ' ing, reaping, or at any other labour in the fields, she sought to be alone, that she might converse in her heart with God. In order to qualify her- self for a religious life, after being busied the whole day at work, she sat up at night to learn to read and write." ' * Paul, the first hermit, lost bothhis parents when but fifteen, but he was, even at that age, a great proficient in the Greek and Egyptian learning, was mild and modest, and had feared God from his earliest youth." ' ' Henry, from his infancy, gave himseK to the Divine service, "ssdth his whole heart." "Antony was remarkable in his childhood for close attention to reli- gious duties, and a punctual obedi- ence to his parents." " Lorner, in his childhood, kept his father's sheep, and spent much time in studies and prayer." "Agnes was only thirteen years of age when beheaded for the sake of Christ." *' Polycarp, Bishop of Smyrna, embraced the religion of Jesus Christ very young, saying, when called to die a martyr's death, ' that he had served Christ eighty- six years.' " " A martyred female, at eight j^ears of age, consecrated herseK to God." " The genius of Chrysostom shone in every branch of literature ; but his principal care was to study Christ, and learn." — From Butler's Lives of Saints. 504. A good Sign. — At one anxious season in 1525, when the Protestant divines met to deliberate and to pray, Melancthon, leaving the room where they were consulting, re- tui-ned, j oyfully exclaiming to Luther, " Oh, Sir ! let us not be discouraged, for I have seen our noble protectors, the little children of our parishioners, whose earnest prayers I have just witnessed ; prayers which I am satis- fied God will hear, for out of the mouths of babes and sucklings he has ordained strength, that he might still the enemy and the avenger." — Lib. Eccles. KnoioJedge^ i. 198. 505. Early Piety Checked. — A chUd was deeply convinced of sin, anxious to know what she must do to be saved. Her father, in most re- spects a consistent Christian, said, with lamentable indifierence, "Oh, it is all very well, but it won't last, I fear I" The father's want of zeal quenched the smoking flame ; it flickered, it died. Hardened against the truth, and not liking its appeals, she shortly left the Sabbath-school, and "walked the ways of God no more." — Davids. 506. Learning from the best Teacher.— The Rev. John Griffin, of Portsea, gave the following account of the death of one of his Sunday scholars, in the year 1813. His mother at first had opposed his going to the school, but afterwards deter- mined to go and hear what was taught there, and by tliis means was converted to God. Not long after this, her son, about eleven years of age, was brought to his death-bed, and was visited by his ministers and teachers. The first time I asked if he expected to go to heaven; "I do," was the reply. I asked him, " "Why do you expect to go to heaven? AU that die do not go there, do thej^? and why then do you think you shall go to heaven ?" He replied, ' ' I hope I shall go there, because I love the employment of the 162 SUNDAY SCHOOL WORLD. heavenly. I think I shall be happy in praising God, and serving Him without sin ; and I think I shall go to heaven, because I delight in the society of heaven ; I shall rejoice in the presence of a holy God, and holy angels, and the spirits of just men made perfect." He paused, and I asked if he had any other reason. He replied, " I hope I shall go to heaven, because my heart is already there ; and I do not think the Spirit of God would have drawn my heart to him, and made me delight in holi- ness and His service, if he had not intended to take me to heaven." I asked him if he had always thought in this way. ' ' No, no, " said he ; "I was once a naughty and wicked boy, but by attending the Sunday-school I have learned this : but I hope I have learned it from a better Teacher than our Sunday-school teachers. I think I have learned it from the Spirit of God." PIOUS SOHOLAES. 507. The lirst-rate Scholar.— "We all love him. He is popular in the school, and with all who know him. We love him because he not only says, like the heedless child, that he tries to do the best he can, but because he really does try, and tries in such a way as to succeed. He shows that his kind of trying means going ahead and doing. He comes to school regularly, not look- ing all the time for weak excuses for staying at home. His headaches and other diseases do not come on, as is the case with some of the other children, just in time to keep him from school. And he so thought- fully arranges his matters at home that he is in his seat a few minutes before the time for the opening of school. These few minutes are spent in some quiet preparation for the duties which are before him, some- times the choice of a library book, sometimes a little refreshment of memory on the lesson of the day. He takes no ]3art in the exercise which is engaged in and enjoyed by some ill-bred boys, of tossing caps and books at each other, till the teachers come. There is no mistaking what he has come for. Not to yawn, to idle, to disturb the school, or to chat with his friends. But to learn. He knows no other good reason for coming to Sunday-school. While he is in school he makes the most of his time. He feels that he cannot afford to lose a moment or an oppor- tunity of picking up the smallest piece of information. He does not look on the work of gaining know- ledge as a disagreeable task, nor does he think he is doing a smart thing in cheating the teacher out of a recitation. With attentive ears and open heart, he takes in the good word of instruction, trying to remem- ber all that he is told. It is, conse- quently, a pleasui'e to teach him. Entirely different from the heavy work of teaching the dull, stupid creature, whose thoughts are in the streets or fields, while his absent- minded body is pretending to give heed to what is being spoken, the first-rate scholar makes some use of his learning as he goes along. He reflects that both his teacher and himself have spent time and labour on it ; the one in preparing and teaching it, the other in receiving and storing it away. So, instead of throwing it away, or bottling it up for old age or posterity, he increases its usefulness by imparting some of it to others. He likes to tell his sisters and brothers what he knows. He has introduced a great deal of Bible knowledge into the family, has taught Johnny Stupid his letters, and SUNDAY SCHOOL WOELD. 163 is teaching Betsy Dull how to read. He finds that all this helps him, and makes him enjoy hetter what he learns. He uses his Bible well. He keeps a little Bible in his pocket, ftnd pulls it out in church and in Sunday-school, when the Bible is read or referred to. Consequently he knows (as John Lag-a-bed in the next class does not know) exactly where to turn when a chapter and verse are mentioned. He does not look in the New Testament for the Minor Prophets, nor in the Old for the Epistle to the Hebrews. He has not only acquainted himself with the localities of chapters and verses, but the saving truths which these chapters and verses teach have made a deep impression on his heart. When he grows up he will make a good teacher. He is not of the sort of boys who wander away from school as soon as they think they are almost men. He loves the school and its work so well that as soon as he is old enough to teach he will take hold of the work, and do for other youngsters what has been done for him during his youth. Oh, for more like him ! Teacher, you can have them if yoii want them. Good teachers will make good scholars. Not that every rebellious, stupid, indifferent child can be at once turned into a model of diligence in learning, and excellence in deport- ment ; but that patient, kind, judi- cious, prayerful labour, with even the hardest and dullest, will improve them, and lead them on from care- lessness and ignorance to something of an approach to what they ought to be. Teacher ! up with the standard of teaching. It is not high enough. Let us not be satisfied with merely going to our classes and sitting there, year after year, accomplishing no- thing. Let us not be satisfied with the fact that the children are willing to come and drone through a certain amount of dull exercises, flavoured with a few thunder and lightning hymns to relieve the monotony of it. But let us work for a higher degree of excellence in every branch of Sun- day-school attainment, and, above all, labour for nothing short of the conversion to God of every child placed under our care. — Taylor. r 508. The Scholar's Aim.— It is a great privilege to become a faithful, punctual scholar in a well-ordered Sunday-school. Unnumbered bless- ings follow in the train. He should be enabled to appreciate this. It is a matter of primary importance that on his first introduction to the Sun- day-school he should be given dis- tinctly to understand its true charac- ter, position, appropriate order and duties, and consent to a willing con- formity to all. Every scholar should be punctual, orderly, quiet, and res- pectful ; he should learn and recite his lessons perfectly ; never leave his seat without permission ; address no one but his teacher, as a general rule ; be obliging and pleasant to his class - mates, and set a good example of reverence for the holy Sabbath. In testimony of his appreciation of the benefits, and in some return for them, he should be diligent in bringing in new scholars, and also be particular to invite his parents and friends to the Monthly Concerts of Prayer for Sabbath-schools. The library book should be carefully read, so that a good account can be given of its contents to the teacher, if requested, and the special instruction of the teacher may also profitably become a subject for conversation with the parents. Above aU, it is the duty and privilege of the scholar in the Sunday-school to learn the way, and find, without delay, salvation by Christ in His own rich and joyous experience, and then to fill his heart and mind with a general and 164 SUNDAY SCHOOL WOELD. particular knowledge of Bible truths, and learn how to practise all in his daily Hfe. Nothing short of this experience should be the aim of every pupil. — Pardee. 509. The Praying Apprentice. — It is said of John Angell James, that when a lad he served as an apprentice. He had received religious instruction, and been taught daily to seek God's protection and blessing. In his new home he occupied a room with a fellow-apprentice who had no fear of God in his heart. Ashamed to ac- knowledge God before his wicked com- panion, he laid himself down to rest without prayer. He stifled conscience until prayer was forgotten, and with it all the lessons he had learned respecting religion. Thus was he living when another lad was appren- ticed to the same master. This lad occupied the same room with young James and his wicked associate. When night came, before this boy retired to rest he knelt reverently in prayer, as if forgetting all else but that he was in the presence of the King of Kings. By this example young James' s conscience was aroused. He, saw in what slippery paths his feet were treading, and, like the prodigal, he sought again his Father's house. His subsequent history is well known. He became eminent as a minister of the Gospel, and through the works which issued from his pen, *' he being dead yet speaketh. " Young James, whose instrumentality in later years God so signally blessed, was turned from the ways of sin by the good example of a pious com- panion. As that stranger lad knelt in his new home to pray, he little dreamed what rich streams of blessing would flow to the world from that act. Be encouraged by this example never to shrink from the performance of duty. By a consistent Christian walk souls may be won to Christ, and stars added to your crown of rejoicing. God's blessing ever rests upon a faithful discharge of duty. 510. Blind Scholar. — A blind boy who belonged to the Institution in Dublin, when dying, said that he considered it one of the greatest mercies of heaven that he had been deprived of his sight, because this was the means the Lord employed to bring him under the sound of the Gospel, which was now the joy and rejoicing of his soul. 511. A. Clever Eeply. — At a missionary station among the Hot- tentots, the question was proposed, "Do we possess anything that we have not received of God ?" A little girl of five years old immediately answered, "Yes, sir, sm." ' 512. A Scholar's Eesolve. — A man, looking up from sawing his wood, saw his little son turning two boys out of the yard. " See here ; what are you about, George?" asked the man. " I'm turning two swear- ers out of the yard, father," said George. " I said I would not play with swearers, and I wonH" That is the right time and place to say, " I won't." I wish every boy would take thestand. No ^^layivith swearers. " Thou shalt not take the name of the Lord thy God in vain." 513. Three Examples. — A very little boy, not four years old, in the infant class, who, with his smiHng face, was always ready to greet his teacher at the appointed hour, won the affections of the whole school by his orderly conduct and good be- haviour. Little Jesse was a general favourite ; but till illness seized his tender frame, none thought him pious : then, indeed, his teacher, and all who saw him, were surprised and thankful. Jesse both talked and acted like a Christian ; his heart was fuU SUNDAY SCHOOL WOELD. IQl of love to Jesus. Again and again he said, "I learnt about Jesus in my dear school;" continually repeating with much fervour the simple hymns and Scripture passages which, al- though unable to read, he had acquired by oral instruction. He bore his sufferings patiently, and sunk to rest, feebly saying, with his dying breath, "Mother, love my Jesus ! — Sister Mary, love my Jesus ! — All, all, love Jesus ! " A little child, about eight, the child of very wicked parents, was noticed for her regular attendance, well-learnt les- sons, and the deep interest she appeared to take in the religious exercises of the chapel and the school. The superintendent said to her one day, "Jane, do you love the Lord Jesus ?" " Yes, Sir, I believe I do," was the firm and modest reply. ' ' Do you think you shall go to heaven?" "Yes, Sir, for Jesus has said, ' Whosoever be- lieveth on me shall never be ashamed.' " Further inquiry elicited the fact that the teacher's explana- tion of a hymn, some two years previously, had, to use the child's expression, made her "try to trust Jesus ; " and that for some months she had been in the habit of praying with her brothers and sisters, and had persuaded her mother to fre- quent the house of Grod. A young woman, an assistant-teacher, about sixteen, very unobtrusive in her manners, but a regular attendant at all religious services, and attentive to the duties of her station, was asked by the superintendent, ' ' Eliza, do you think you are a Christian ? " *' I hope so." " How long have you thought about religion?" "Ever since that address. Sir, I heard you deliver, about three years ago, from Isaiah xxxiii. 14." Further con- versation passed. "Within three months she was admitted into Church fellowship, and has since maintained the most consistent conduct, amid many severe tests to which her piety has been subjected. — Davids. 514. A Pious Boy. — A pious little boy, who attended the Sunday-school, a few hours before his death broke out into singing, and sung so loud as to cause his mother to inquire what he was doing. "I am singing my sister's favourite hymn, mother," " But why, my dear, so loud ? " " Why," said he, mth peculiar emphasis, "because I am so happy." Just before his death, with uplifted hands, he exclaimed, "Father! Father! take me, Father ! " His father went to lift him up, when, with a smile, he said, " I did not call you. Father ; but I was calling to my heavenly Father to take me : 0, I shall soon be with him;" and then expired. — D?\ Cheever. 515. Loving the Bible. — One very fine day, when the sun was shining brightly, a little girl was sitting on a stool just outside the door of her cottage. There were several little children playing not far ofi", but she did not go and join them. She had a Bible on her lap. She did not look about her, but kept on reading her Bible. By and by a gentleman came to the cottage. He had been walking a long, long way, and it was so hot that he was very thirsty. He came up close to the little girl without her seeing him, because she was so busy read- ing. So he said: "My little girl, will you be so kind as to ' get me some water?" The little girl got up at once, and put her Bible down and went into the cottage. She went to a cupboard, and took out a jug and mug ; then she went and filled the jug with water, and took it to the gentleman ; and she poured out the water into the mug and gave it to him. The gentleman thanked 166 SUNDAY SCHOOL WORLD. h,er for it, and he liked the nice cold water very much. When he gave her back the mug he said : ' ' What book was that, my little girl, which I saw you reading?" "The Bible, Sir," she said. "And why have you left your play to read the Bible ? " ' " Because I love it, Sir." The gentleman wished her good morning, and left her to go on with her reading. Now this gentleman was not a good man. He did not love God, and he did not love God's Bible. As he went along the road he began to think of the little girl. He was quite sure the little girl had spoken the truth, because if she had not loved the Bible she would not have left her play to read it when she thought nobody was looking at her ; for this little girl did not do it that persons might see her and praise her. ^ The gentle- man thought, " That little girl loves her Bible ; I don't love my Bible ; I wish I was like that little girl ! " Then he began to think why he did not love it, and he saw the reason was that he was wicked. He was very sorry indeed when he saw that he was wicked, so sorry that the tears rolled down his cheeks. When he got home he took his Bible and read it, and he kept on reading until he loved it too. — Church of England Magazine. * 516. The German Girl We re- call the case of a little German girl, a member of our infant class, who understood but little of English, and who could not spell out a single verse of the New Testament. One day, whispering in our ear, she said, "Please, can't we sing * Come to Jesus,' teacher?" "And why, Mary?" "Because I have been singing it all the week at home, and my mother loves it so much, and says she wishes she knew how she could come." The enlightening, and convicting, and sanctifying power of our hymns we shall ourselves never fully know. God will reveal all to us in another world. — House. 517. A three -year -old Scholar, — " Sunday-school day is such a happy day ! " was the excla- mation of one child. Another, only just turned three, on being asked at the tea-table what her teacher had taught her, replied with anima- tion, "About Jesus Christ being- good and kind." Further question- ing educed, in infantile language, the following impassioned descrip- tion. ' ' Much sea, much water — little boys, little girls, men, women, very hungry ; Jesus loved them all, made them all sit down, broke the bread to pieces, tore the fishes to bits, and fed all the hungry people." Then, with a subdued tone, "Mother, teacher said that Jesus feeds us now up in heaven* Jesus is God ; I love Jesus ; I love God." Where is the child of three years old that could have gained half as much by hearing twenty sermons ? — Davids. 518. A Parent's Conversion. — - A little girl belonging to the Sabbath- school in B became hopefully pious when she was about nine years old. During the next winter she- attended the district school. When the school was dismissed at night she was in the habit of lingering behind till all the scholars had left,, and then retui-ning to the school- house, and spending a little time in prayer. The father was an irreli- gious man, and an infidel in sentiment ; but he was very kind and aflectionate to his little daughter.. One day, when the weather was extremely severe, and the wind high and piercing, the father was afraid she would perish with the cold. Going to meet her he found SUNDAY SCHOOL WOELD. 167 tlie sciiolars on their return home, but the dear object of his search was not among them. With all the earnestness of an anxious parent he hastened to the school-house. "When he arrived all were gone, and all was silent, except the piercing gusts of wind which whistled around the school-house. He cautiously opened the door and entered. At that moment a voice, indicating the greatest earnestness, fell upon his ear. He stopped and listened. It was his beloved child pleading with God to have mercy upon her father. The father's emotion was too strong to be suppressed ; his soul was filled with agony and bitterness. He drew near and embraced his child, and then accompanied her home, deeply convinced that he was a sinner. In a few weeks he accepted Christ as his all-sufficient Saviour, and his only hope of eternal life. He is now a devoted, active Christian. 519. A Boy's Wish.— Some Httle boys in front of my house, a few days since, sat down on the steps, and began to tell the largest wish they had. One wanted a pony to ride in Central Park; one wanted all schools and masters in the bottom of the sea; one wanted ice to come by Thanksgiving Day. One dear boy said, " My wish is so large, so sweet, I hardly dare tell it, and it swallows up all my other wishes." '' Oh ! what is it ? What is it ? " *'Well, don't laugh boys. I wish you only knew mij Jesus.^^ Dear teachers, get but this wish down deep enough, and you won't be- grudge training time for Christ. — Halph Wells. 520. Influence of Little Things. — Take every method to encourage the child, and to show him the pos- sibility of producing very great changes from slight beginnings. I cannot better illustrate this point than by telling the short story, from the '' London Quarterly Review," as related by Lochman. *' A vizier, having ofiended his master, was com- pelled to perpetual captivity in a lofty tower. At night his wife came to weep below his window. ' Cease your grief,' said the sage, ' go home for the present, and return hither when you have procured a black beetle, together with a little ghee (or buffalo's butter), three clews, one of the finest silk, another of stout pack- thread, and another of whipcord; finally, a stout rope.' When she again came to the foot of the tower, provided according to her husband's commands, he directed her to touch the head of the insect with a little of the ghee, to tie one end of the sillv thread around him, and to place the reptile on the wall of the tower. Seduced by the smell of the butter, which he conceived to be in store somewhere above him, the beetle continued to ascend till he reached the top, and thus put the vizier in possession of the roll of silk thread. He then drew up the pack-thread by means of the silk ; the small cord by means of the pack-thread ; and by means of the cord a stout rope, ca- pable of sustaining his own weight ; and thus he escaped from the tower." — Todd. • , 521. How to Help Tour Teacher — '' Aunty," said little Fanny S one Satui'day afternoon to her Aunt Mary, who was just recovering from a short illness, ' ' Aunty, do you thirik you shall be able to go to Sun- day-school to-morrow ? " ' ' Perhaps so," replied Aunt Mary, " if you will help me after we get there." "J help you!" exclaimed Fanny in amazement. " I don't think I can ; I'm too little." '' Yes, you can, and sometimes you do help me very much." "/do! Why, Aunty, I t^^ 168 SUNDAY SCHOOL WORLD. never explain the lesson, nor select library books, nor — " " Stop a mo- ment, and I will tell you how you do help me. When you come with your lesson well learned ; when you are attentive, teachable, and docile, then you help to make it easy for me to teach. It is hard work for one to try to teach a class when she sees one gazing around the school, another arranging her dress, another peeping into a library book, or whispering to her companion. Oh, how sad and disheartened I feel when my girls do so !" " Aunty," said Fanny colour- ing, '' I've done some of those things, but I did'nt think that it was making it hard for you. I shall try to re- member that to-morrow." " Then," continued her aunt, " if you have your lesson well learned, the others will be more likely to learn theirs. If you are attentive and teachable, others will be more likely to be so. Now, do you understand how you can help me?" "Yes," said Fanny. " I can learn my lesson ivell before I go to Sabbath-school, and be atten- tive and teachable while there. Is there any other way I can help you ? " ** Yes, indeed. But let me see to- morrow if you remember what I have told you now, and if you do I will tell you other ways." " Well, then, I win go and get my lesson i^iyht awayJ^ 522. Possible Proit. — No lan- guage can describe, and no imagi- nation can conceive; the influence, either good or bad, which each scholar under your care may yet exert. There may be a Cowper among them ; there may be a Byron ; a missionary of the cross, or one who shall here- after scatter arrows, firebrands, and death. Facts are tiresome, unless your feelings are absorbed in the truth which they illustrate. But look at one, and see what a little child may become. *'A little boy was put out as an apprentice to a mechanic in a large establishment, and, being the youngest apprentice, had to do errands for others ; one part of his business was to procure ardent spirits, of which they drank every day. But he never drank any ; and the others used to laugh at him and ridicule him, because, as they said, he had not man enough to drink rum. And under their abuse he often retired and vented his grief in tears. But now, every one of these apprentices, except himself, is a drunkard, or in a drunkard's grave. He is a sober man, the owner of a large estate, which he has acquii-ed by his industry ; has many workmen in his employ, all living on the plan of abstinence from the use of ardent spirits ; and he is exerting a highly salutary influence over a large ex- tent of country." — Todd. 523. A Child's Testimony.— The following is the testimony of a child nine years of age. " She was very little acquainted with religious story-books ; in fact, her mind had imbibed a love for the Holy Scrip- tures, which rendered such auxili- aries quite unnecessary ; at six years old she read the Scriptures with re- ferences, and devoted to that all her leisure moments. She kept a Bibl& always under her pillow, that she might read it in the morning before she dressed; and when her parents happened to spend an evening from home, she always requested to have a candle in the parlour for the pur- pose of reading in preference to plaj'-- ing in the nursery with her brother and sister. A Christian friend brought her one day, ' Janeway's Token for Children,' a beautiful collection of narratives, detailing the happy deaths and extraordinary experience of very young children. She had not read long, when she laid down the book with a look of some perplexity, SUNDAY SCHOOL WOELD. 169 and sat still, evidently deeply en- gaged in thinking: her mother at length inquired how she liked the new book. She answered, ' I like it, and yet I don't like it.' When asked to explain, she said it was very interesting indeed, and very Tiseful for 2}(i')'etits to read, because it would encourage them to begin reli- gious instruction early ; * but I don't think it fit for children.' ' Why so ?' her mother inquired. She said, ' she thought it calculated to teach chil- dren to talk like parrots, and say fine things which they did not feel. I know 1 will not read it any longer, for fear I would soon not know whether I was thinking my own thoughts, or only trying to persuade myself that / was one of the wonder- ful little children.''''^ 524. A Youthful Eesolution for a New Year. — On the last evening of the Old Tear, George and Ella Jones sat watching the fading light with saddened faces, for the shadow of a great sorrow which, a few months before, had visited them, still rested on their home. The light of the household — the patient, loving, mother — had been called away by death when most her presence seemed needed. Her children were just entering upon the slippery paths of youth ; and who so fitted to counsel and to guide as a faithful Christian mother ? The father loved his chil- dren; but he was so immersed in business that he devoted little time to the mental or moral culture of his household. Only to the orphan's God could the dying mother commit her children. This New Year's Eve, as the brother and sister thought of their lonely home, and as the truth pressed upon them that in all the years to come they could never again know a mother's love, a mother's care, sorrow filled their hearts. They felt ■within them longings for a better life. They wanted to begin the new year aright ; but to whom could they go for sympathy and encouragement ? Upon one thing they at last decided. They would try to keep holy all the Sabbaths of the new year. They would be found on the Lord's Day in the courts of the Lord's house. Espe- cially would they be regular in their attendance at the Sabbath-school, This resolution they faithfully kept. The Sabbath-school they attended was a flourishing one ; and as spring advanced the hearts of faithful teachers were gladdened by the as- surance that some of those for whom they laboured were giving heed to the '' still small voice " within them. Thus encouraged, they were per- suaded to more zealous laboui's on behaK of those who still remained un- awakened. The Church was aroused . Meetings for prayer were multiplied. God opened the windows of heaven and poured out a rich blessing. The work reached all ages and conditions ; but the Sabbath -school shared most largely in the gracious outpouring. Among those who at that time were made the subjects of renewing grace were George and Ella Jones. They put themselves in the way of God's blessing, and God bestowed upon them the richest gift He holds for sinners perishing, — salvation through Christ. Though they still mourned a mother's loss, the world no longer seemed dark to them, for the light of God's love shone on their pathway. They Vv^alked no longer without a guide, for He was with them who has said : "I will never leave thee^ nor forsake thee." What, my young reader, wiU be your resolve for next year ? Many, like George and EUa Jones, have found that the paths of common duty are the "paths in which blessings travel — the paths in. which God is met." 170 SUNDAY SCHOOL WOKLD. OLDEE SOHOLAKS. 525. Eetaining Them. — Any grading system in a Sabbath-school, except that which divides the infant class from the main school, will have a damaging effect upon its prosperity. There should be no first, second, or third divisions by which the Bible classes would belong to one, the older boys and girls to the second, and the young children to the third ; neither should there be a special place in the school-room for adult classes ; neither should the classes be numbered one, two, three, according to age ; neither should the boys be placed on one side of the room and the girls on the other. All these arrangements tend to make those scholars who are neither children nor adults uneasy. All the appointments of the Sabbath- school should be such as to render it im- possible for a visitor to detect any division based upon rank or age. Let the classes of little scholars just from the infant room, of boys and girls, of young mey and young women, of old men and old women, be all mixed up in the room without order. This is one way to make all ages in the school feel at home. So writes a New York superintendent of large experience. — House. 526. Never too Old to Learn. — The Sabbath- school, indeed, is that one institution from which there is, and there should be, no diploma of graduation, unless it be that of Simeon, ' ' Now lettest thou thy ser- vant depart in peace." With the exception of those prevented by sick- ness and unavoidable duties else- where, the school properly and legiti- mately consists of the entire congre- gation, from the infants to the grandfathers and the grandmothers. As we are never too young to begin to learn, so we are never too old or too wise to continue the studv of God's word ; and when we shall have generally in our schools more fre- quent examples of the old people's classes, or *' spectacle classes," to be found in some schools, we shall hear less of the difl&culty of retaining the older boys and girls. — Dr. Hart. 527. An Adult Glass. — My pres- ent class consists of thirty girls, whose ages vary from fifteen to twenty-five. Two have been with me ever since I took the class. The average attendance is twenty-two. I think that the success of an adult class depends very much upon the personal influence and regularity of the teacher. I would study their feelings, and, when reproof was ne- cessary, do it privately, and in a gentle, affectionate manner, not show- ing displeasure, but sorrow for their faults. A separate room is _^ quite necessary for an adult class. The girls always prefer it, the teacher is more at home with her class, and it establishes a greater feeling of con- fidence and sympathy between them ; but, if possible, the connection with the school should be kept up, in order to maintain love and sympathy with the other scholars and teachers. When it can be done, as it is in my own class, they should join in the singing and prayers with the rest of the school at the opening and closing. A social gathering once a year creates a good feeling, and a personal interest in their welfare, and sympathy with them in their troubles and difiiculties, combined with an occasional visit to them, is sufiicient to insure their attendance, respect, and attachment. Be ready always to hear their troubles and to give advice, let no partiality whatever be shown in the class, en- courage the shy and timid ones to repose confidence in you, and when, tlirough circumstances, they leave the class, keep up your influence and connection with them by an occasional SUNDAY SCHOOL WOELD. 171 letter or visit. A course of lessons is beneficial for the school, and when teaching a junior class I was always glad that the lesson was arranged for me ; but the teachers of senior classes ought to be at liberty to teach what they think most suitable. Let Christ be the theme of all the lessons. Illus- trate truths by examples from the Bible ; the Old Testament is replete with them, and most girls are very ignorant of the Old Testament stories. — Co7'. Church of England Sunday School 3Iagazine. 528. Wesleyan Schools. — A gen- tleman who has had a large Sunday- school experience says, speaking of the Wesleyan Simday- schools in England: "The number of scholars above fifteen years of age is, on the whole, very encouraging. There are upwards of ninety-three thousand, the proportion being above sixteen per cent. In the northern manufac- turing counties the proportion rises very far above this average, amount- ing, at Bolton, for instance, to more than one-third of the whole number of scholars in attendance. The great secret of retaining scholars to a late age is to provide high organisation, thoroughly competent and devoted teachers, and separate class-rooms for all the senior classes. With these conditions it is as possible to retain scholars far beyond the age of fifteen in the south of England as in the north, as is proved by the remarkable case of the schools at Sherburn, the organisation and efiiciency of which have been carried to so high a pitch under the intelligent, assiduous, and Christian superintendence of Mr. Dingley, continued during the last thirty years. 529. Eaise the Popular View. Another writer of lar experience remarks: 1. Elevate the popular conception of the Sabbath- school. Eradicate the idea that the teaching Sabbath-school is primary, and chiefly a children's institution. It is a Bible school. It is the place for public, united, systematic study of God's Word, where minister and people, learned and unlearned, old and young, rich and poor, come together to "search the Scriptures." 2. Elevate the management of the Sabbath- school. Adapt it to the tastes and needs of youths and adults, as well as children. In the selection of the library, in the character of the hymns, above all, in the conduct of the general exercises, recognise the fact that the youth and adults are not an appendage, but a co-ordi- nate and integral part of the school. Have no fear that the children will suflPer thereby. Make the school one into which adults and youth shall put their enthusiasm, and you cannot keep the children away. 3. Set the example. Let the minister be there ; let the fathers and mothers come ; let every member of the church feel bound to attend the Sabbath-school as fully as the prayer-meeting : let it become entirely obvious that it is a great master purpose of the entire church to learn for themselves and each other what God hath taught. — House, 530. Separate Eooms. — After an experience of over a quarter of a century I am fully convinced that the best way to retain our elder scholars generally is to break the connection between the Bible classes and the next senior classes in the school as little as possible. Had I but two rooms at my disposal I would put all the scholars under twelve years of age in one room, and those above twelve in the other — with perhaps a curtain between the upper classes — in preference to keeping one for the boys and one for the girls. Had I thi-ee rooms, the third should be devoted to the infants and very I 2 172 SUNDAY SCHOOL WORLD. youngest classes. But the most diffi- cult period during which to retain our scholars is from about the age of fifteen to seventeen, when they are beginning to think themselves al- ready men and women, and to doubt whether they are not getting too old even for a senior class in the Sunday- school. For such we require a pecu- liarly efficient teacher, one who knows just how far to relax rules and re- straint so as to give a sense of liberty without losing authority, one who can attract the scholars by interesting and comprehensive teaching, and who can hold them with the cords of love. Teachers must not confine their inter- course with their scholars to the Sunday only ; much more may often be done by a quiet half-hour's con- versation at the teacher's own house, or while walking by the way, than by many a Sunday's lesson. An oc- casional friendly tea given to the class, followed by an hour's amuse- ment, or interesting conversation, or lively reading, will be both time and money well spent. Then, again, they are now of an age to desire to be doing something themselves in the Lord's vineyard, and itmustbe our endeavour to find them such occupation as they may be best fitted for. In our own school we have found it most bene- ficial to set apart two or three classes, both of the boys and of the girls, to be taught by those who still belong to our respective Bible classes, our plan being for some of those who are well qualified to teach to take the classes in the morning, and to attend the pible class in the afternoon, while others, who have attended the Bible class in the morning, teach the classes in the afternoon. By this means they are gradually trained as teachers mthout losing the benefit of instruc- tion for themselves, and, having only one lesson to prepare for teaching, they are the better able to do justice to their classes. In addition, the advantage of finding some useful and pleasant occupation for their leisure evenings cannot be over-estimated. Companionships and occupation of some sort they will find, and if, by means of mutual improvement classes, singing classes, lectures, social meet- ings, readings, etc., we can keep them from evil, or even questionable amuse- ments and companions, we shall do much to further and confirm the Sunday teaching. — Cor. Church of England Sunday School Magazine. 531. G-et Church Members to be- come Scholars. — I would set myself to work to induce the oldest and most dignified and respectable persons in the congregation to join the school, not as teachers, but as scholars. I have faith to believe that there are few congregations where a discreet, sober-minded superintendent, by pre- senting this subject personally and privately to some of the leading men and women past middle age, might not meet with success. There are pious old ladies in every congregation, those who, with hymn-book in hand, are always seen at the weekly prayer- meeting, who would be glad to come together on the Sabbath to read and talk together over God's word under the guidance of some competent in- structor. Let the superintendent who wishes to prevent the big boys and girls from straying begin by forming, if possible, a class of grandmothers and a class of grandfathers, and so work his way down. When he gets some of the grandfathers and grand- mothers in school, and then some of the fathers and mothers, and then some of the young men and women, he will find no difficulty with the boys and gMs. — J)r. Hart. 532. Advantage of Eetaining Scholars. — "Wherever the children are retained at the schools to a late age, comparatively speaking — that is, SUNDAY SCHOOL WOELD. 173 to seventeen years and upward — it is found, as might be expected, tliat a large proportion of them are saved from going astray — are, ia fact, gained as members of the church. In those southern and midland districts, where very few scholars remain beyond the age of fourteen or fifteen, the proportion of Sunday scholars who are ' ' members of society' ' — members of the church — falls as low as two or three per cent. In the Manchester district it rises to nearly nine per cent., and in the Halifax and Bradford to eleven per cent. It follows that the real usefulness, the Christian efficacy of a Sunday-school, hinges on this point : the retention of the scholars till they become young men or young women; and this again, as we have said, depends on the quality and attainments of their teachers, and on the provision of separate class-rooms. — House. 533. Oorrespondence with Scho- lars. — The superintendent of a large school was obliged to remove to the suburbs on account of his health. He had long hesitated about gi^'ing up his post, and was taken to task by others for supposing that no one could fill his place. Afer removing his residence, he began a school, which at the commencement did not exceed half a dozen scholars, but now they number one hundred and twenty, though he has such delicate health that he is scarcely able to leave his own house. A gentleman who called on him found him en- gaged in answering a large number of letters, and found, upon inquiry, that he had been in the habit of corresponding with his scholars since he had been unable to \dsit them personally. A young man told me that he had known letters from this gentleman arrive at a workshop, and had seen tears trickle down the faces of men when reading them ; and when asked what was the matter, they would reply that it was a letter from the superintendent, and they did not know that any one cared for them so much. It never occurred to me before that, so far from excusing myself from visiting from want of time, it was possible to have sent a line through the post which might have impressed the mind of the recipient with the feeling that some one thought and cared for him. — John Hodgson. TREATMENT OF SOHOLAES. 534. The Superintendent, in any remarks or announcements from the desk, should not use the word child)'e?i ; he should always say scholars. This would, of course, apply to all ages, and would ofiend none. Scholars in their teens, in the transition stage from boys and girls to young men and young women, do not like to be called children. The superintendent would make just as bad a mistake if he should be in the habit of discriminating between the ages, and sometimes say children^ and sometimes younxj men. He has all ages to address, and it is quite difficult to know the precise time when a boy becomes a young man. Still, there are times when it is necessary to speak to young men, and to designate certain classes. He should always, in such cases, err on the safe side, and call a class of good-sized boys young men. This has in it a little of the wisdom of the serpent, but it is a kind of wisdom which every superintendent should learn, if he would keep his large boys in the school. There are some superintendents who take special pains in conversing with boys to call them young men before any 174 SUNDAY SCHOOL WOELD. others would think of doing so* In a certain scliool, the superin- tendent noticed that one of his classes, composed of boys of about sixteen years of age, was a little restive. He saw at once that the boys were beginning to feel a little too old. to be in the Sabbath-school. He resolved at once what to do, and took the first opportunity to speak of the class before the whole school as one of ''young men." He watched the effect upon them. The boys turned and looked upon each other and nodded their heads with evident satisfaction, as much as to say, *'we are young men." There was no trouble with that class after- ward. This plan will generally be found an effective remedy for the difficulty alluded to. Many a class of good-sized boys who are beginning to feel too old for the Sunday-school can be settled down into a state He often knows his lesson, or at any rate has a sort of external acquaint- i ance with it. On special occasions, ' if a prize is to be struggled for, he , struggles, and sometimes wins. TThat \ is the matter with him ? Simply one ' thing. He lacks application. Instead of studiously applying himself to what was before him, with a deter- , mination to master it, he has been ! dreamily napping away the precious houi's of instruction, only waking up once in a while to stretch himself and stuff in a little show of learning. He has supposed that the machinery of the Sunday-school would somehow or other pound learning into him, in spite of his absent-minded thought- lessness and wandering inattention. He expected to wake up some day and find himseK a well-instructed person. If he does not wake up, the proba- bility is that he will be a dunce all his life. His condition has all along been one of passive reception. He has received much. He has given nothing. He has had vast heaps of instruction poured into him. He has never poured any of it out on others. It never occurred to him that he might make use of his learning as he went along. It has gone in at his ears and out at the top of his head. Had it gone out by his mouth, some- body might have been the better for it ; some younger brother, or sister, or an ignorant parent, perhaps. But it has all evaporated ; it has been wasted, as fine perfumery is wasted when care is not taken to cork the bottle. All the instruction that can be thrust into a boy will do him no good, except with careful intellectual digestion. As food swallowed in large chunks, and in such quantities as to be impossible to digest, will ruin the physical constitution, so will undi- gested learning prove to be so much trash, clogging the mind, and ren- dering it unfit for the noble and holy purposes for which the Creator de- signed it. ' ' Fools despise wisdom and instruction." — Taylor. 546. The EebeUious Scholar.— At the time of the opening of school he is not in his seat. The teacher experiences a feeling of relief on ac- count of his absence, and goes so far as to hope that he has taken a notion into his head to stay away. The teacher's feeling of relief at his ab- sence is of short duration. During the opening prayer a smart banging is heard at the door, which gives notice of the rebellious disciple's wrath at being locked out. The door being opened in due time, in he strides, pounding his heavy boots on the floor, in such a way as to announce to the whole school that he has come, and is determined to annoy some- body. He delights to make a dis- turbance. Upsetting any of the teacher's plans he considers a feat worthy of any risk in performing. Insulting the superintendent aftords him great pleasure. AYhen a speech is made, especially if it is a dull speech, he applauds violently with his boots, sometimes adding a shrill whistle, which he learnt fi'om the boys at the theatre. During the singing, he likes to confuse the musi- cians, by volunteering all sorts of uncouth noises. He is beyond quiet mischief. He would scorn sly pranks on the officers of the school or his fellow-scholars, preferring to set the whole concern at open defiance. Tame him. That is what must be done with him. *' Tame him f " says teacher ; ^ ' why, I would rather try to tame a bison." Then he must have another teacher. He needs a good, kind, firm, able-bodied, and able-minded teacher, who will love him, yet hold him with a strong 178 SUNDAY SCHOOL WOBLD. hand. He must be tamed as the great Rarey tames horses. Show him that you love him, and are working for his good, both of body and soul; but let him understand that you have entire control over him, and that you mean to exercise it, if necessary. As you are taming hitn, put in a little Gospel instruc- tion from time to time, increasing in amount as you get him tamer and tamer. The boy will be an earnest boy, and when he grows up will be an earnest man. He will probably be a very bad man, or else a very good man : a very useful man, or a continual nuisance. But it all de- pends on how he is treated now. Look well to him, teacher. "With prayerful patience, firmness, and diligence, he may be made a Chris- tian. — Taylor. 547. The Oareless Scholar.— Utter indLfference to everything that is going on is the most prominent character of the young man who stands before us. He is always satisfied, and ofiers no special oppo- sition to anything, good or bad. '' Don't care " is the rule of his life, so far as his life goes according to rule. But he does not believe in rules and regulations of any kind, thinking them rather a hindrance than a help. Of course, he is neither regular nor punctual in his attendance at Sunday-school. He does not care whether he is early or late, whether he is present or absent. He considers it no disgrace to be habitually late, and no loss to be absent for several Sundays at a time. This lad is a very undesirable scholar in every respect. Instruction seems to be thrown away on him. The teacher may instruct, exhort, expound, argue, and lend him good books. He will not listen to what is said to him, and when he takes books it is only to soil or lose them, or to return them unread. In the latter case he often says they are very interesting. He pretends to listen, and pretends to read, but his mind is off on a butterfly buzz, while his outer man is in a position of attention. Ask him to-day what you told him yesterday, and he has forgotten. He says the minister preached an uncommonly fine sermon last Sunday ; but ask him what it was about, or where the text was, and you soon discover that he knows nothing about it. Send him on an errand, and before he is out of sight he has forgotten the message you gave him. And the worst of it is that, mth all his absent-minded thoughtlessness, he is so pleasant and so polite that you do not lUie to box his ears, or treat him exactly as you would treat the violent bad boy. But he is really harder to deal with than the quarrelsome and disorderly. The sum of his arguments and ex- cuses for his various shortcomings is,^ " DichiH think:'' He thinks it is enough. Nobody else thinks so, though. I once heard an aged negro slave pray after sermon, " Lord, please to mind and make us re- member to try and not forget de word of de Gospel what we just done listened to." If the careless scholar will earnestly pray such a prayer, and follow it up, there is hope for him. — Taylor. 548. The Precocious Scholar. — This young gentleman is twelve years old. At five he knew by heart the Sermon on the Mount, the first chapter of John, and the one hundred and nineteenth Psalm ; all without missing a word. At seven he did sums in the rule of three, and several other rules. Now he knows by rote the whole book of Isaiah, nearly all the New Testament, and a great many psalms ; also a great variety of addresses, dialogues, and other semi- religious literatiu-e. The other chU- SUNDAY SCHOOL WORLD. 179 dren look upon him as a miracle of wisdom. He is pale, lantern-jawed, and stoop-shouldered. His eyes have not the cheerful sparkle that a boy's eyes should have. He does not know how to shout, to run, to spin a top, to swim, or to row a boat. He and his parents regard all such exercises as the portion of rude and naughty boys. Turn over a new leaf. Enough learning has been pumped into the poor creature to last for several years to come. He wants exercise, recrea- tion, and fresh air. He wants less brain work, and more muscle work. Don't take all his books away from him, for that will make him very miserable. But take all except two or three. Take him away from school for a while, and put him on a farm. He will enjoy his life. Then, when you have made him something like a boy should be, start again. Give him a moderate course of books, combined with a moderate course of exercise. But see that the exercise does not consist in solitary hours of swinging dumb bells, or climbing a pole in the dark garret. That is a dismal business. Make it cheerful and social, and it will work the de- sired end. What has all this to do with Sunday-schools ? Simply this, that if we want to do good to the souls of our children, we must see that the earthly tabernacle in which the soul lives is in such tenantable order that the soul can thrive in it. If professors, judges, and ministers are to be raised up from our Sunday- schools, let us take care to raise up, not lean- fleshed, cadaverous prodi- gies of stuffed wisdom, but men with healthy bodies and vigorous minds, who shall be a credit to a nation of freemen and to the Church of Christ. — Taylor. 549. The Lazy Scholar. — In the morning he is a lag-a-bed. At noon he stretches himself. In the evening he gapes and yawns, and says he is tired. Of course he is tired. The hardest work anybody can have is to have nothing to do. What kind of Sunday-school boy does he make ? Poor enough. He comes sauntering into school at about the same rate of speed as the cows walk when they are going home to be milked. Only that he is not so punctual as an orderly cow. He says that he and the rest of the family had so much to do this morning that they could not get through it in time. His teacher asks him if they could not have ac- complished it all in time by getting up earlier. He is startled at the novelty of the idea, and thinks it might be a good thing. It would be unreasonable to expect this young person to learn any lessons. He is so hard at work, doing nothing, that he has no time to study or think. He comes to school entirely unpre- pared. He tells the teacher that the lesson was so hard. Teacher asks him if he looked to see how hard it was, and finds that he did not. The consequence of this habit of neglect of study is, that he knows less about the Bible than a decent Zulu does. What is he good for ? How shall we make him learn any thing? He wants rousing, pushing, stimulating. But how shall we get into him ? He is covered with indolence as with a garment, even as thick a garment as the alligator's hide. But even an alligator has some weak spots. So this slow boy may be accessible to some varieties of reward or punish- ment. Try him first on the reward. Not to reward him for being idle. That would be unprofitable and ex- pensive. Perhaps he may be induced to do something worthy of reward, or at least of commendation. Lead him that far, and it is' a great step in his progress. But if no re- ward will move him, apply a stimu- lant of the hornet's nest order to him ; 180 SUNDAY SCHOOL WORLD. give him a good dose of it, and make him move on. There is hope for him. if he is properly treated. — Taylor. 550. The Mischievous Scholar. — He is not a positively vicious boy, yet his desire for practical fun de- velops itself in such a way that those who are annoyed by it naturally think he is very bad. He goes to Sunday-school principally for the fun of it. He has no religious under- standing, and cannot discern things in a religious light. Instruction seems to be wasted on him. Some of the teachers shake their heads when his name is mentioned, and say that he is a bad boy. Others say that possibly something may be made out of the fellow yet. It is true that his pranks are a great cause of disturbance to the whole school. During prayer time he appears to be devoutly joining in the prayer, but is furtively amusing himself by creaking the bench so as to make a noise. The superintendent has offered a reward for the boy who thus an- noys the school, but nobody can find out who it is. Sometimes he waits outside during the opening exercises, to make a noise by stamping in just as the lesson commences. He gene- rally comes with entire ignorance of where the lesson is, or what it is about, and pretends to manifest a great desire for information on both these points. He is sharp and quick, and is sure to catch his teacher in a blunder if teacher makes any. He considers this a great triumph over the teacher, and arranges the time and manner of his triumph so that the rest of the class shall know it. If the teacher comes late, this boy will crow over it for a month, and come late for several Sundays him- self, that he may have the enjoyment of pleading his teacher's example. In singing, he pretends that he does not know the tune, but is trying to learn it, and makes such ludicrous attempts to learn that the other boys laugh, sometimes causing the singing to break down, which amuses him all the more. But the energy and smartness which now show them- selves only in these naughty doings may be the foundation of that which, if properly guided, may be a very useful character. Turn him out, and he is lost. Keep him, show him that you love him, and he will gradually cease his pranks. Tell him distinctly that his mischief is all wrong, but do not crush him. He must be ' caught with guile.' Have patience with him. — Taylor. 551. Eefractory Scholars. — How shall we deal with them ? First seek the blessing of God on any means you may resort to. Never think of undertaking the work without it„ This will make you feel in some mea- sure as you should the solemn im- portance of your task. Then go about it cheerfully, hopefully. With a smile of kindness enter the homes of the bad scholars, make yourself acquainted with the influences that surround them, and base your future efforts on that knowledge. Then follow them with smiles and words of friendly interest. Do not aUude to their faults too frequently or directly, but show the more excellent way, that it may appear more excel- lent to the scholar. A simple, loving note or letter would often prove a wonderful lever. Many such scho- lars never have known what it is to receive a letter. Then invite your bad boy to visit you. Introduce him to your children, or to your father, your mother, your own home circle. Lend him a book. Throw around him, in short, the social power. Draw him under your influence. Ensnare him in the net of love, and you may win biTn to love you, to love the school, and to love Christ. SUNDAY SCHOOL WOKLD. 181 All this will be difficult to do. But once set your heart on doing it, and nothing will resist you. — B. 552, Wilful Children.— Be sure to give no commands of which you cannot enforce obedience. The powers of resistance possessed by some little children are truly extraordinary ; be careful not to arouse them. A spirit of antagonism is most dangerous, and, once awakened, may never again become dormant through life. Once let a child conquer you, and it will never forget the lesson. Let your commands, then, be few, and insist on obedience to them. 553. A Good Plan. — At a time of religious interest among the chil - dren in a city of Massachusetts, U.S., a very bad boy came into one of the meetings, seemingly on purpose to make disturbance. He occasioned so much trouble that a superinten- dent of one of the Sunday-schools left his seat and went across the church to sit near him to keep him quiet. By that time other bad boys had joined him, and all his efforts to keep them decently quiet were in vain. He finally told them that if they did not cease to annoy the meeting he should report them to the minister, and he soon found it necessary to do this. Instead of reproving them for their misconduct, I simply said, ' ' We will not scold at them, but let us stop and pray for them." All heads were then bowed in silence, when a brief prayer was offered that the Holy Spirit might convince them of their sin and lead them to love the precious Saviour. The address to the chil- dren was then continued without any further interruption. "While Sunday-school teachers and others remained that afternoon to talk with those who wished, at once, personally to be pointed to the Saviour and prayed with, sixty- two children who believed they had found peace in Jesus, mostly under twelve years of age, gathered of their own accord in a side room for a prayer meeting. After a few moments, as I entered the room, I found them all upon their knees, engaged in prayer. Four little boys, ten or twelve years of age, followed each other in most earnest pleadings, especially that that bad boy might be led to repent of his sins and believe in Jesus. They had been asked in the meeting which they had just left, when they went home to pray for the bad boy ; but it seemed they could not wait till they reached their homes, but, as I could not but think, "led by the Spirit of God," they had gathered that they might unitedly plead for the conversion of that wicked boy. .... A few days after I received a letter from that very boy, which read something as follows: "I want to tell you how I found Jesus. I have been a very wicked boy. I would never do as my parents told me. I was one of those bad boys who disturbed the meeting that after- noon when Mr. E reported us to you. You stopped and prayed for us, and after Christians prayed for us I felt that I was a great sinner not to love the dear Saviour who died on the cross for us. But He has forgiven me all my sins, and I love Him now, and I love to pray to Him and to read my Bible. — Your little Friend." As that letter was read in the daily morning prayer meeting shortly after, a gentleman rose, and with much emotion said: "It was my boy who wrote that letter. He has been a very bad boy, and at times almost broke my heart. But I do believe that the Holy Spirit has convinced him of sin, and led him to the Saviour. If there are any here who have not faith in the conversion of children, I wish they could have 182 SUNDAY SCHOOL WOPwLD. been at my house last night and heard this hoy and a dozen others engage in Sprayer. I conld scarcely believe my own ears. Why," said he, "Brethren, these children seem to know a great deal more about real praying than we do. They just ask God in Jesus' name for what they leant, arid then stop. I felt ashamed of my old formal prayers, and resolved to throio them all away and get some new ones. It seemed as if I needed to be * converted' again, and to 'become like little chil- dren.' " This and much more was uttered with a tearful tenderness which quite melted all the hundreds in that morning prayer meeting. — E. Pay son Hammond. 554. Another ExamjDle. — A Ger- man teacher named Jeremiah Flate, tells this story. He says : Fifty years I was master of the Orphan Asylum in Stuttgard, and had a whole room full of children to in- struct. It was my custom to pray every morning for meekness and pa- tience in the fulfilment of this ardu- ous duty. One day, as I was walk- ing up and down among the children, I observed a boy about twelve years of age leaning with both his elbows upon the table. I reproved him for this improper behaviour and walked on. The next time I passed he was doing the same thing, and I was' obliged to repeat my desire that he should take his arms off the table. He obeyed me for a moment; but when I returned for the third time I found him angry and perverse, and could read in his face that he was determined to despise my orders, I was much annoj^ed, but restrained myself, and prayed inwardly for strength to exercise patience toward this poor child, even as my God had been patient toward me. My ill- humour vanished immediately; I became calm, and was enabled to continue my instructions. The boy obstinately remained in the same attitude, but I took no notice of him. When school was over I sent for him into my study, praying in the mean time for wisdom and compo- sure of mind. He stamped in, and banged the door after him in a vio- lent passion. *' Why did you bang the door so violently?" I asked. " I did not bang it," he replied. '' Yes, you did bang it, my boy," said I. ''I teU you I did not," was the answer. Upon this I went up to him, took his hand, and asked him, in a gentle voice, ' ' Do you know, my son, against whom you are sinning ? It is not against me, but against your Saviour, your best friend. Examine yourself, and try to find out why you have behaved in this manner." The boy's heart was touched; he burst into tears, and entreated me to forgive his wicked behaviour. ' ' I had deter- mined this morning," continued he, " to tease you by my disobedience till you should beat me, thinking you would suffer much more from it than I should. Pray, pray forgive me. I shall never do so again in all my life." I pointed out to him from what a great temptation he had been delivered, and then dismissed him, with the assurance that I had long since forgiven him. He left me, but still appeared almost inconsolable. In the afternoon, having finished my classes, I was sitting alone in my little study when I heard a knock at the door. The boy came in, his eyes red with weeping ; and, saying it was impossible I could have for- given him, for he had behaved toward me like a devil, he begged I would tell him once more that I had forgiven him, repeating that he would never vex me again, not even by a look. I again assured him of my full forgiveness, but told him he must ask pardon of his Saviour, SUNDAY SCHOOL WORLD. 183 against whom he had chiefly sinned, and who would certainly hear his prayer if his repentance was sincere. The boy, however, left me, still cry- ing. I had scarcely risen the next morning when my little penitent came again, crying so bitterly that I was quite astonished. He said the remembrance of his conduct the day before had prevented his sleeping, and entreated me, with his whole heart, to continue to love him as I had done before. He could not imagine what had led him to form such a naughty resolution, and as- sured me he had determined not to allow any punishment to overcome his obstinacy, but had been quite unable to resist the kind and gentle means I had used to convince him of his fault. He begged me to tell him how it had been possible for me to bear with this wicked behaviour as I had done. To this I answered: " Dear child, I cannot explain that to you ; but, if I must express it to you in a few words, it is because I have myself received much mercy from the Lord that I have been en- abled to show mercy toward you." Thus spoke this venerable man, and concluded with the satisfactory in- telligence that the boy had from that day become his best scholar, and was still living in Stuttgard, esteemed by all who knew him as an honest and virtuous citizen. 555. To be Avoided. — ]N'ow to the class. Passing near a Sunday- school teacher, only a week or two ago, I heard the remark uttered to a tolerably bright, but inattentive lad, "There, now, you idle child! you haven't learned your lesson ! just like you, you never learn your lesson ! I don't know what is going to become of you, sir!" The discouraged boy bit his thumb, and hung his head, sharing in the ignorance of his teacher as to what was going to become of him, but suspecting that some evil fate must be in store for one who merited such a withering rebuke. 556. The Pirst Lesson from a Bad Teacher. — ' elbowed their way through the crowd, and thrust their little ones upon His attention, were not repelled as being forward and obtrusive. His rebukes, on the contrary, were reserved for those who thought it indecorous to occupy the Saviour's time with mere children. — Dr. HarU 579. Influence on Habit.— The most valuable part of education con- sists in giving the child a command over his own powers of mind. Take, for example, the power of command- ing the attention. Some have this power in great perfection, and can at any moment task the mind, others can do it imperfectly, and others to a very limited extent. You will frequently find a conscientious man who mourns over his condition. He tells you that in worship, and even in prayer, his attention mil wander ; he joins in the prayer which is offered, foUows a little way, and SUNDAY SCHOOI. WOELD. 201 then, before he is aware, off" flies the mind, and he is thinking about something else. Again he brings it back, fixes his attention, and resolves that his mind shall wander no more ; the resolution is scarcely made, be- fore he is gone again. It does not alter the case, whether he is in the house of Grod, at the family altar, or in the closet. He wonders why it is so, and mourns over the state of heart which allows it. Now all this wandering of the mind could be controlled, had the man learned how to do it in childhood. How many hours of sorrow, how much loss of enjoyment, comfort, and improve- ment, would have been prevented, had he only learned how to command his attention in early life! — Todd. 580. Children at a very early age are capable of receiving instruc- tion in the truths of Holy Scripture, and can be pleasingly trained to habits of cheerful obedience. By using suitable educational methods, mere infants may be received into Sunday-schools, and be there pro- fitably interested and prepared for receiving a knowledge of the "Word of Grod, and also be taught and en- couraged to do His will. If the infants in a school be very numer- ous, they had better assemble in their own class-room, where the teacher should commence with sing- ing and prayer at the appointed time ; otherwise they should meet in the general schoolroom and unite with the other classes in the opening devotional exercises, both morning and afternoon, after which they can be taught in their own class-room. One teacher should take charge of this class, with such assistance as may be required for preserving order. — Sunday-school Handhooh. 581. Influence on Education. — Yery many parents complain that their circumstances prevent their con- tinuing their children at school so long as they could wish, but they seem to forget that they may gain all that they want, and even more, by begin- ning their education two years earlier. I have often seen children taken from school at sixteen, the parents lament- ing that their circumstances would not allow them to continue longer at study, while these parents seem to forget that had they begun sufiB.- ciently early, their children might have had what was equivalent to two more years of education, just as I have seen a farmer, whose lot faced the street, exert himself and violate his conscience by removing his fence, and crowding up towards the road. Perhaps he would gain half a rod of land, the whole length of his lot, while at the backside of the lot there would be a rod or two overrun with brush and briars, which if cultivated would be equally valu- able with that in front. How many are solicitous to cultivate the front of the lot, and leave the back to the dominion of briars and thorns. But the plan of having Infant-classes at- tached to the Sabbath-school, brings the child under moral and intel- lectual culture at the right time, and if the instruction be judiciously managed, it will place the child in advance of children who do not have it. There can be no question of this, j^ot that the child can gain as much knowledge which will abide, between two and four years of age, as between sixteen and eighteen; but if his education begins at two, he will at four years have that disci- pline of mind by which, at the end of ten years more, he will be as well educated as if he began two years older, and continued his education the same length of time. It is the early discipline of mind, and the early impressions, which are so im- portant in the education of an im- mortal being. — Todd, 202 SUNDAY SCHOOL WOELD. 582. Encoui'agements, — Ever remember tliat the most eminent Christians are converted in early life. '^ Joseph, Samuel, and David in early life received deep religions impressions. We have seen men live and die, such as Payson and Evarts, and many others, whose sun went down in glory, and whose bright spirits could almost be traced as they went up to the rewards of heaven. But such men were in- structed in childhood ; their earliest, deepest impressions were made when they were children : and will not their eternal condition be altered in consequence, their songs be louder and sweeter, their robes purer, and their crowns brighter ? Those who are early and faithfully instructed will shine brighter in Heaven be- cause they will have fewer sins to be forgiven, they will have made the service of God the business of life ; they will have turned many to God, who shall go with them to the hill of Zion above." Accounts of early conversions are so numerous as to be within every person's reach ; for it is no new thing to see, " out of the mouth of babes and sucklings God perfecting praise," and we would therefore animate the faithful teacher of the Tnfant-class, for "ye shall reap, if ye faint not." — Davids. OEaANIZATIOI^. General Plan.— There 583. - is no department of the Sabbath- school work of greater importance and interest than this. We have known marked cases of hopeful con- version of children from four to seven years of age to result from the first hour of Bible instruction in the youngest Infant-classes. Often the characters and habits of scholars, as such, are formed at the very first in- terview with their teacher, who thus meets them at the very entering in of "the gates of life." It is well- known that some of our most dis- tinguished divines, as well as active Christian ladies, date their conver- sion back to the early age of four, five, or six years. Therefore take measures in every Sabbath- school to organise and sustain a first-class Infant-school department. 1. Get a light, warm, airy room. A lean-to added to j'our chapel for the purpose, or the use of the next-door neigh- bour's dining-room for an hour a week will answer. Give the children a room by themselves, if possible, to rise and sing, talk, recite, and pray. Furnish the room with a good black-board and crayons, and such Scripture prints and cards and maps as you can obtain for the walls and for use. Provide for them small, comfortable seats. 2. Select and call to the charge of this class the most pious, bright, cheerful, patient, lov- ing, gentle, winning teacher for children there is to be found in the whole church, with a like assistant. Generally the teacher will be a lady, although some men greatly excel as infant-class teachers, so that the complaining remark of the little girl to her mother, that she " hadn't any teacher to-day — it was only a man" was quite too severe to be just. The little ones are greatly blessed in their love for their teachers, for they want a large share of demonstrative, life- like sympathy, expressed by a soft, loving voice and a gentle manner — hands that will speak in all their gestures, and a patience that en- dureth and a heart that loves to teach them for Christ's sake. If the teacher feels the need of learning how to do this good work, let him visit good week-day infant-schools, and gather up suggestions and lessons, as well as confidence and STJIfDAY SCHOOL WOELD. 203 inspiration, for tlie great work. 3. Yisit and gather in all the chiLdren from the ages of three or four to seven years, whose parents are will- ing to send them, and at once teach them habits of punctuality, order, regularity, and pleasant worship. "When they become well drilled and instructed, so that they can clearly read the Bible, then transfer them to older classes, unless there are good reasons to the contrary. Al- though they are little, they are very precious, and amply worth all the painstaking effort you can make for them. 4. Let the teacher of such a class ponder and consider the cha- racteristics of his precious charge : — 1. Activity. — Says Mr. Hassell, "A heathfuL child abhors quietude," and rightly so, as much as nature does a vacuum. Every mother knows that her little ones, if in health, " cannot bear to be stni for a minute." 2. Curiosity. — Archbishop Whately says: "Curiosity is the parent of attention." 3. hiquisitiveness. — Happy is that child who is blest with a mother or teacher who will *' bide patiently all the endless ques- tionings of the little one, and will not rudely crush the rising spirit of free inquiry with an impatient nod or a frown." Eather see in their many questions but the untutored pleadings of the little ones for care and cultivation. Oh, how much they want and deserve to have their inquisitiveness satisfied by a kind, considerate answer to all their ques- tions ! 4. Fear. — Oh, how much children suffer from this cause ! Their natural timidity should be respected, and not cruelly wrought upon. 5; Then, too, children have wonder, and like to talk and hear of " wonderful things." 6. They have also a proper love of approbation, and they should be cheered and en- couraged when they try to do well. — Pardee. 584. Eelation to rest of School. — In most Sunday-schools classes are of three kinds : infant, juvenile, and adult. There is a peculiarity in the mode of dealing with each. With the first there is more of th.epicto7nalj the illustrative, the musical, and the excitable. For this there should be a separate room, good apparatus, and a happy teacher. It requires special qualifications to teach infants successfully. 'Eo novice should be sent to them. — Dr. Steel.'^ 585. Separate Eoom needfal. — We are evidently dissatisfied with the present state of things, and well have we reason to be so; the only remedy, and that an easy, certain, and speedy one, consists in having a separate apartment for the infants. If only two rooms are procurable, we would place the "infants" and the " ignorant " in one, the " instructed" and the "adults" in the other. If three only were at our command, we would separate the infants from the letter-box, still uniting the senior and Scripture classes in one room. A country branch school may be very comfortably accommodated by hiring a cottage with three rooms : in the one down- stairs teach the Scrip- ture classes; while the two up-stairs rooms wiU supply the wants of the infants and the letter-box. — Davids. 586. A Useful Hint.— Many of the Sunday-schools in England and Scotland, by a simple wood or wire frame-work, on which a red curtain is placed, manage to give every class a sort of separate little room. At the tap of the bell the curtains can be instantly drawn, and all the classes are together again as one. — House. 587. General Arrangement. — The Infant -class ought not to be put anywhere and everywhere. It should have a separate room, not too small, not Ul-lighted, not poorly ventilated, 204 SUNDAY SCHOOL WOELD. not cheerless. Too often the little ones have to climb dimly-lighted and winding stairs, or go down other stairs, only to stumble into a place which has little or nothing in it that is in- viting. Children, especially little children, love the bright aild the beautiful ; they wish to look into each other's eyes and into the eyes of their teacher ; and the more abundant the light and cheery their room, the more they will be at ease, and the more readily instruction can be imparted and order maintained. Tt is about as hard to inculcate ideas of purity in a low, dark room, as to do up laces in Mississippi river water : the more they are soaked, the darker they become. We know of two or three infant-rooms that have each an ever-playing fountain in the centre, around which plants and flowers grow, and whose walls are adorned with finely - executed pictures of Scripture scenes. The fountain may not be a desideratum, but it is very desirable that the room should be made as attractive as the main Sunday- schoolroom, or as the audi- ence-room of the church. Tn some schools a separate room is, for the present, unattainable. In such case, place the children as nearly alone as may be. Draw a green, or other curtain, across a corner of the school- room, or take the children into the gallery, or into some room of a dwellmg adjoining ; or, in the summer time, group them under the shadow of a wide-spread tree. There is a great charm to children in having their own place, or their oivn rooni. 588. Seats. — Arrange them in semicircles, gradually rising by steps one above another ; or, where the semicircle is impracticable, divide by aisles in the centre and at the sides, still having the seats rise one above the other. The height of the seat may be eight or ten inches. Some teachers prefer to have the scholars sit promiscuously — that is, boys and • girls together — alleging, as a reason, that better order is thus obtained. Experience, however, does not testify strongly in favour of such a plan. On the other hand, where the boys have a side or section of their own, and the girls theirs, you can often call on the one for responses or singing, while the others are silent, and rice versa. 589. Age. — Your scholars ought to be as near an age as possible. In some schools there are two or more depart- ments — one for the children between three and five, the other for those between five and eight. If you have those who are over eight, ask the superintendent to form them into a class by themselves, take them out of the room, and appoint a teacher over them. The presence of a few older heads in the infant-room pre- vents the development of the younger and less informed, and as long as they are in the room they will be disposed to do all the answering. *' I was a long time in ascertaining what the trouble with my class was," said a teacher once. " Disorder and listlessness on the part of the majo- rity prevailed every Sabbath. At last I had six of my brightest scholars taken into an adjoining room and formed into an independent class. The fifty that remained with me being of nearly equal capacity, now had to depend on their own resources, and, in consequence, attention and development followed almost imme- diately." 590. Blackboard, — Even with children that are unable to read or to distinguish letters, the blackboard is of service. No matter how rude the drawing, the children will catch as many ideas from your chalk as from youi- tongue. If your lesson is the barren fig-tree, draw a tree, though SUNDAY SCHOOL WOELD. 205 it be ever so imperfect. Or if you talk of a strait gate and the narrow way, or of a wide gate and the broad way, you can readily enough indicate either or both by a few strokes of your crayon. Here is a narrow or strait gate, and a narrow way as- cending, and there is a broad way running down to destruction. With children that can read and spell it is of still greater utility. Suppose your lesson to be the first half-dozen yerses of the fifteenth chapter of Luke ; read them over distinctly and slowly, requiring the class to follow in con- cert ; then return to one or more V3rses or clauses, and read yourself ; take the first verse : " Then drew near unto Him all the publicans and signers for to hear Him." " Whom did these people come to hear ? " Jesus. " Yes ; we will write Jesus on the blackboard. Will some one or all spell it ?" J-e-s-u-s — Jesus. *' That is right. Who were these people ? What were they called ? " Fiihlicans. " We will write Pub- licans. What else?" Sinners. "We will write Sinners. Now we have Jesus, Publicans, Sinners. Tell me something about Jesus, something about the Publicans and Sinners." Read and treat any other verse in the same way. The individual method of teaching — that is, the hearing of each scholar recite his verse or part of the lesson alone — has had wide and thorough trial, and has been as widely and completely abandoned : it is not suited to even a small class, except as occasionally lending variety to the exercises. — House. 591. Separate Eoom. — To carry it out, however, the class must he in a separate apartment. About thu'ty is the most convenient number to in- struct — far preferable than a smaller number; but fifty or sixty may be taught in a convenient room with a suitable gaUery. Its teacher should be possessed of physical capabilities, as he will have to stand the entire time of school : his eyes must be in- tently fixed on the class. — Davids. 592. Size of Eoom. — The most common mistake in constructing infant- schoolrooms is making them too small and with too low ceilings. Because the bodies of these little ones are diminutive, and a great many of them can be seated in a room of moderate dimensions, it is therefore assumed that they do not need any more space. Architects forget that children have lungs, and that the lungs of a hundred children will vitiate the air of a room almost as fast as the lungs of a hundred adults —certainly faster than the lungs of fifty adults ; —yet one hundred little chUdi-en will, without the slightest compunction, be thrust into a room, and kept there for one or two hours, where twenty grown persons would never think of staying. The infant- schoolroom ought to have as high a ceiling as any other part of the school. In addition to this, the mode of seat- ing the children by a raised gaUery places them so compactly, and accom- modates so many in so small a space, that at least four times as much un- occupied space should be left in other parts of the room, to prevent the evil efiects of over-crowding. Special care should be taken also that there be some outlet for the foul air from the upper part of these raised galleries. If the church architect could be com- pelled to sit for the last half hour of the school session upon the upper tier of one of these raised galleries, and receive the exhalations from a hun- dred pair of lungs, each having breathed over for the hundredth tinie substantially the same volume of fetid air, he would probably get some new ideas in regard to the practical wants for which his professional sldll was invoked.— --Dr. Hart. 206 SUNDAY SCHOOL WOELD. 593. A G-allery indispensable. — A raised platform, or gallery, for seating the children, is indispensable to a good Infant-scbool. The children must be aU. seated so that every child can see the teacher, and the teacher see every child. They ought also to sit rather compactly, especially if the class be large. There should be like- wise partitions between the seats, so that each child will occupy just so much space. The object of this is, partly to prevent them from crowding each other, but mainly to give to the class, when seated, that orderly and symmetrical appearance in which the little ones themselves so much delight. To promote this end still farther, the teacher should never allow them to sit scattered aboul the room in a straggling manner. The vacant seats should be all filled. If there are sixty seats and only forty children present, let these forty be seated compactly and symmetrically, with no gaps between. Care in this matter not only helps the teacher in keeping them in concert in their movements of every kind, but it has a wonderful effect upon the children themselves. Nothing pleases children more than an appearance of snugness, and cosi- ness, and order. — Dr. Hart, 594. Form of G-allery. — A gal- lery with five seats, each rising nine inches above the others, and each seat being about twelve feet long, will accommodate sixty infants. Such a gallery, by allowing eighteen inches for the width of the footboard and seat together, of each of the first four lines, and twelve inches for the upper- most seat, would occupy a space on the floor of twelve feet long by seven broad, or eighty-four square feet ; and the highest seat would be raised three feet nine inches from the floor. The most convenient gallery is that provided with footboards, two or three inches lower than the seats imme- diately before them, with a back to each seat nine inches high, inclined backwards about one inch. By these contrivances the feet may have liberty, without incommoding those sitting before ; the dust from the shoes easily escapes, without soiling the clothes of the scholars ; and the tender spine of the back receives that support which the weakness of infancy re- quires. — Davids. THE TEAOHEE. 595. Selection of Teacher. — Two difficulties present themselves in forming an Infant- class — one is the want of a ^:)ro;:>er place, and the other the want of a proper teacher. In selecting the place, I would strongly recommend that the Infant- class should be held in a separate apartment, even were it not the most suitable for the purpose. It is im- possible for the teacher in the corner of a crowded schoolroom to have that liberty of speech and freedom of gesture which are so necessary to secure the attention of infants. A greater difficulty is more frequently experienced in procuring a suitable teacher. It may be that a person quite competent for the work is not available just at the moment he is required; yet if one can be found who has the love of God in his heart, and is anxious to work for the sal- vation of little children, he can, with a little attention, prepare himself for being a teacher of babes. — R. 3Iagill, Belfast. 596. He needs Special Talent. — The great want of the Infant-school is suitable teachers. No department of the whole Sabbath-school work — not even that of the superintendent — requires such peculiar talent. Other positions in the Sabbath- school may STJNDAY SCHOOL WOELD. 207 require greater talent, or more varied knowledge, but none requires gifts so peculiar. Tliere is a special style of heart, mind, and manner needed for tlie one wlio would teach an Infant- class. No other gifts can be taken as a substitute for these. It must be these or nothing. — Dr. Hart. 597. Any one will do ! — How often have we known a superin- tendent to assign to the youngest and most inexperienced person the lowest class in the school, there to commence the work of a Sabbath- school teacher ! ' ' Any one will do for the little ones ! " Never was there a more profound mistake. The testi- mony of the best authorities on the subject is strongly against the em- ployment of inexperienced young persons as teachers of Infant-classes. Fitch says : ' ' Far more skill and teaching power are needed by the teacher of an Infant-class than by one who has older children to deal with." The Infant-class requires one of the best teachers in the school — quite as intelligent and able as that of the highest class, only different in cast of mind. — R. Magill, Belfast. 598. Often too young. — Scarcely any department of Sunday-school labour is confessedly more difficult, more laborious, or more trying to the patience and tact of the teacher, than the superintendence of the Infant- class. Too frequently this work is relegated to very young and inex- perienced teachers. It seems to be generally supposed that almost any one can teach children of tender years ; hence it often happens that a senior scholar is appointed to this duty as his initial step in the work of Sunday-school teaching. Whether he is "apt to teach" — especially " apt to teach" the " lajnbs" of the flock — and has the needful moral and other qualifications, appear to be often less considered than the im- portant matter of finding him some- thing to do as a step towards future promotion. The habit of so dealing with this appointment tends to lessen the esteem in which it should be held, and makes those who are most eligible unwilling to take an office that is not duly honoured. It should be borne in mind that not so much is the teacher himself preparing for higher classes, as that the little ones are being prepared to sit presently with more advanced scholars. In the Infant-class the sympathies of the young for Bible truth are to be first awakened and exercised, and, however elementary, at least a solid foundation for futui-e Scriptural in- struction is here to be laid. It is therefore needful that not only the teacher have a very deep sympathy with those truths, but that he should have that clear understanding of them which their simplification requires. Only those who understand clearly can talk clearly and at the same time simply. To place a teacher who is unconverted over an Infant-class, where the first Bible knowledge is to be obtained, and the first religious impressions are to be made, is, we think, a very great mistake. Better, almost, that he should be placed over a vestry class, where the superior knowledge of the class might save them from being seriously damaged, and where the religious feeling of some of the scholars might react upon his own state of mind. At any rate, he should not be entrusted with the depositing of the seeds of eternal truth in virgin soil. We are of opinionthatthe Infant-class teacher should first of all— his piety bting assumed — be a parent himself, and have an understanding of the hearts and tender feelings of early child- hood ; secondly, that he should have much patience, a good temper, and considerable vivacity of manner i-id 208 SUNDAY SCHOOL WOELD. ingenuity in method, so that he may introduce various modes of iUustra- tion. He should also be skilful in that art so little understood or studied — the art of questioning. He should have a sharp eye, a quick ear, an encouraging and "winning manner, and — for a purpose that will pre- sently he made yery obyious — a ready hand at writing, and, if pos- sible, at sketching too. — Ed, Sunday - School World. 599. Experience needed, — We are apt to think that the lower classes of a school are the best suited for a beginner to try his hand with. I know well that when, at about the age of sixteen, I offered myself as a Sunday-school teacher in connexion with our church, they gaye me the Infant-class, and in the course of years I advanced slowly and steadily, taking each class in succession, until I was entrusted with the highest. But now that I look back upon tliis arrangement, I do not think it was a wise one. Far more skill and teaching power are needed by the teacher of an Infant- class than by one who has older children to deal with. We want our yery wisest man, or, what is better, our most accomplished and able lady-teacher for our Infant- class. The sort of practice which a beginner needs is best gained in a well-conducted and orderly class of average boys and gii'ls, neither at the bottom nor at the top of the school. — Fitch. 600, Qualifications. — An infant teacher must be possessed of no common qualities. She must know how to govern; have perfect com- mand of temper ; great gentleness, united with untiring activity and unbounded energy; she must be observant, always alive to what is going on, letting nothing escape her attention; her very heart and soul must be absorbed in her work ; her imagination must be on the alert, and her physical powers in health; for frequent variety and incessant occupation is the grand secret for conducting skilfully an Infant-school. — Davids. 601. "We would then place every new comer into this second position, taking care that the weak- est, and those who had most to learn, should be associated with the best ; the most thoughtless with the grayest ; but never assuming that any raw recruit will do for the Iniant-class. That is one of the most dangerous heresies in con- nexion with this subject. — Fitch. 602. Need of Liveliness. — To teach the Infant-school requires, in the first place, great vivacity of manner. The teacher must be full of life, ready of utterance, and rapid in motion. The knowledge to be communicated must be all at the tip of the tongue. There is no time, in the Infant- class, for slow elaboration of thought, for long circumlocutions, or ponderous abstractions. The know- ledge must be aU sorted, parcelled out, and ready for instantaneous delivery. A lively imagination is indispensable. A streak of quiet humour does not come amiss. All children are born humourists. All children also are instinctively dra- matic. A good infant teacher must be a good story-teUer, and ought to be something of an actor. Things must be pictured out, so that they can be vividily realized by the imagi- nation. The eyes and the hands of the teacher must be as active as the tongue. No part of the person indeed can be idle. Sitting down is out of the question. Using a text-book is equally denied. The teacher must be all the while on her feet, all the SUNDAY SCHOOL WORLD. 209 while in motion, hearing everything, seeing every one, ready to start some- thing new the instant another matter is ended, never at a loss for a story, or a good Bible verse, with a heart full of love, and a voice full of melody, and, if possible, with that pleasant, sunshiny face that goes so directly to the child's heart. Above all things, the infant teacher must be a good singer. — Dr. Hart. 603. There is nothing that so stirs a child as liveliness of manner. Children will respond to every gleam of the eye, to every throb of the heart ; but as by intuition they will detect and repudiate a lukewarm earnest- ness or a counterfeited enthusiasm. You must believe what you say, and say what you believe, with a roused heart, else you never can rouse your hearers. Jael put his nail to the head of Sisera, and drove it sheer and clear through his brain. Sometimes the adult speaker must have a rhetoric which will thus force its way through the brain ; but the speaker to children should come to them with the mellow, winning, heavenly style of St. John, making them see how precious their souls are ; how lost without Christ ; and then how his own yearns for theirs. Against the heart filled and overflowing with the Divine love, no other heart can stand. Tears will call for tears, love for love, tender- ness for tenderness. Arm yourself thus — have your eye steadily fixed ; resolve, God helping you, on con- quest ; forget the present in the eternal ; invoke the Holy Spirit ; ask God to show you the way of seizing hearts, and your words must accom- plish their purpose. Stories, and facts, and incidents, and pictures may rule for the moment, but these are only aids in the approach to the citadel of hearts that you aim to make yours and Christ's. Let no- thing divert you from this one thing. and that one thing — the salvation of the children — shall be accomplished. — House. 604. Cheerfulness. — If I come with my face drawn up like a baked apple — is that the figure ? — or rigid, hard, ''pious," you may term it, if you have a mind to, it will not be long before 1 shall have before me hard, rigid faces, like pinched apples in my class ; for like teacher, like scholar. If the love of Jesus glows in the teacher's face, the class will reflect it. The type of piety in a teacher is photographed on the scho- lars when they are converted. Adapt yourself to youthful circumstances and conditions. It will not do to get into a tree and call out, " You poor sinners, come up here ! " The " poor sinners" won't come. You must get down upon their level and raise them to yours, little by little. It does not do to despise the feeble attainments in grace and knowledge of any; to look upon men around you as poor, wretched creatures, and sin with the Pharisee as he looks at the Publican and says, " My! how far from Christ he is !" Once when I was complaining of the lack of certain teachers to my old pastor, Dr. Hutton, he said, ' ' Yes ; I think they are just about where you were when I first knew you ! " It cut. — R. Wells. 605. Make not religion a repulsive, gloomy thing. A mother, who had taken much pains to imbue her children's minds with feelings of love to God, as a kind and tender Father, was laid on a bed of sick- ness: the children were committed to the care of an aunt, pious, and wishful rightly to instruct their tender minds, but imwise in the methods she employed. After the lapse of a few weeks, the children were admitted into their mother's 210 SUNDAY SCHOOL WOELD. bedroom. Some words tliey dropped in play struck her watchful ear ; and calling the eldest, a boy about six, she enquired, "What are you play- ing at?" '< About God killing Jesus." '* What do you mean, my dear ?" " Oh, aunt has told us how cruel God was. I used to love God very much ; but I do not love Him now ; it was so cruel of Him to kill His dear Son Jesus !" — Davids. 606. Power of Observation. — One of the greatest safeguards for the attention of the class is the cultiva- tion, on the teacher's part, of quick- ness of eye and ear. It is surpris- ing, sometimes, to see teachers ad- dressing themselves to one part of their class, and apparently uncon- cious that another part is listless and uninterested. They seem incapable of taking in the whole class at one glance. Their eyes move slowly, and they either do not see the dis- order and trifling which lurks in the corner of their class, or they do not care to notice what would give them some little trouble to remedy. A person of this kind will never keep up attention, nor prove a successftil teacher, however well he may be provided with knowledge, and how- ever anxious he may be to do good. —J. G. Fitch. 607. Eyes. — We have spoken much and often of blackboards, maps, pictorial cards, natural ob- jects, and apparatus of various kinds, as among the urgent wants of the teacher ; but there is one thing which he wants more than all these, and that is eyes. A good pair of eyes are to the teacher, in the government of his school, worth more than the rod ; more than any system of merit or demerit marks ; more than keeping in after school ; more than scolding, reporting to parents, suspension, or expulsion ; more than coaxing, premiums, and bribes in any shape or to any amount. The very first element in school government, as in every other go- vernment, is that the teacher should know what is going on in his little kingdom, and for this knowledge he needs a pair of eyes. Most teachers, it is true, seem to be furnished with this article ; but it is in appearance only. They have something in the upper of the face which looks like eyes, but every one knows that ap- pearances are deceiving. They look over a school or an assembly of any kind, and are vaguely conscious that things are going on wrong all around them, just as people sometimes grope about in a dark room filled with bats, and are aware that something is flit- ting about, but they have no power of seeing distinctly any one object. It is amazing how little some people see, who seem to have eyes. The fact is, there is an entirely mis- taken notion on this whole subject. Having the eyes open, and seeing, are two distinct things. Infants have their eyes open, but they do not see anything, in the sense in which that word is generally used. Light comes into those open win- dows, the moving panorama of ex- ternal natui'e passes before them, but distinct vision, which recognises and individualizes objects, is some- thing more than a mere passive, bodily sensation — it is a mental act. It is the mind rousing itself into consciousness, and putting forth its powers into voluntary and self- determined activity. Nothing in the history of childhood is more interest- ing than to watch this awakening of the mind in infancy, to notice how the whole face brightens up when the little stranger first begins ac- tually to see things. The misfor- tune with many people is, that in this matter of vision, they seem never to get beyond the condition SUJIfDAY SCHOOL WORLD. 211 of infancy. They go along the street, or they move about in a room, in a sort of dreamy state, their eyes open, but seeing nothing. A teacher of this kind, no matter what amount of disorder is going on before him, never sees any one particular act. He sees things in the mass, instead of seeing individual things. The difference between teachers in this faculty of seeing tilings is more marked probably than in any other quality that a man can have. Two teachers may stand before the same class : one will merely be aware that there is a general disorder and noise throughout the room, with- out being able to identify any scholar in particular as transgressing ; the others will notice that John is talk- ing, that James is pulling his neigh- bo ui''s hail', that William is drum- ming on the desk with his fingers, that Andrew is munching an apple, that Peter is making caricatures on his slate, and so on. To have this power of seeing things, it is not necessary that one should be sly, or should use stealth of any kind. Knowledge gained by such mean practices always lowers a teacher in the estimation of his scholars, and weakens instead of strengthening iiim. Whatever a teacher does in the way of observation of his scho- lars, should be done openly and aboveboard. And after all, more can be seen in this way, by one who knows how, than by any of the stealthy practices usually resorted to. Darting the eyes about rapidly in one direction and another, is not a good way to make discoveries. Seeing is accomplished, not so much by the activity of the bodily organ, as by mental activity. The man's mind must be awake. This in fact is the secret of the whole matter. The more the face and eyes are quiet, and the mind is on tlie alert, the more a man will see. Seeing is rather a mental than a bodily act, though of course the bodily organ is necessary to its accomplishment. To be a good observer, on© must maintain a quiet and composed de- meanour, but be thoroughly wide- awake within. 608. Perm a Eight Estimate of your Work. — The king ordered a work in mosaic for the ceiling of his presence chamber. The royal artist designed and painted the pattern for the mosaicist. The mosaicist gave to his foreman an order for the sec- tilia, which were to be chosen, cut and polished, and then arranged in the picture. The foreman gave to each of his artisans a portion of the work: to one the hesh-tints, to another the azure, the different shades of green to another; and thus the stones of divers colours were dis- tributed among the workmen. Now only the king, the painter, and the mosaicist knew what the picture was to be, and where it was to be placed. All that the workmen knew was, that the cubes of precious stones were to be fashioned and polished after the directions of theii* superior. It was, moreover, a rule of the shop that no man should be told of how great or how little value the frag- ments committed to him were, so that esteeming all of great value, he might be equally careful of all. Said the foreman, " Over carefulness of the rarer gems may lead to an undervaluing of the less costly; and sometimes the perfection of a picture woven in stone depends as much upon the cheap as upon the costly material employed." Now in the workshop there was a man who said to himself, as he picked up a single cube one day, *' How can so small a thing as this make itself essential in so great a picture as a king covets, and a royal artist designs ? It is only one, and of no tvorth." So his 212 STJNDAY SCHOOL WOELD. thouglit made his fingers unsteady; lie handled the gem carelessly ; cut it roughly ; marred its most beautiful facet ; and tossed it into the pile of completed smalti that lay on his table. It so happened that the cube in question was one of rare worth, and indispensable to the picture. When, therefore, the mosaicist came to combine the sectilia according to the painter's pattern, and sought the choicest gems for their appointed places, he found, to his utter dismay, that the rarest of them all had been marred beyond the possibility of restoration, and all this through the indifference and the careless manipu- lation of one of the workmen. Then the man was brought before the king, liis fault confessed, his neglect announced, his shame proclaimed, and his place vacated. The price of the gem was demanded at his hands ; but when his estate was sold, it was ascertained that not a tithe of the king's loss could thereby be made good. It was told the king also that the man had said, ^^ It is only one, and of no ivorth.'''' And the king commanded that the man's forehead should be branded with these words. But while the king's servant at- Ifcmpted to fulfill this mandate, the hot brand slipped as it touched the workman's brow, and left there only these words, '' Of no woeth." And these he carried with him to his grave. Tor the eternal palace of our King a picture of rarest beauty and glory is being prepared by the great Mastee, who picked up among the ruins of Judea and Galilee some of its fi.rst and richest gems more than eighteen hundred years ago. Fellow teachers, ive are this Master's workmen and disciples. What the picture in its celestial completeness is to be we know not; only this we do know, that *'unto the principalities and powers in heavenly places " shall be ''known by the Church the manifold wisdom of God," and that unto us, though we be "less than the least of all saints, is this grace given" that we should teach the Gospel to men, and bring them to the knowledge of Christ Jesus. We know this also, that in the workshop of the Sunday-school there are gems of greater and lesser worth, for each of which God has provided a place in His plan of grace and glory. We know not the measure of their worth. Purposely and wisely God has hidden this from us. Let us not say in a single in- stance, " It is only one, and of no worth ^'' lest at the last our error supply our epitaph, and over the remains of a wasted life one of God's angels write, " Op no woetb:." — J. H. Vincent. 609. Terms higher and lower in the Sunday-school. — What mean the remarks often heard about higher and lower classes ? The highest class is the one in which most good is doing. We have sometimes won- dered what is the magic charm of this higher class. What constitutes precedency in a Sabbath-school ? Is it the age of the scholars, or their ability to read well, or their knowledge of the Scriptures, or their correct behaviour, or their susceptibility of religious impres- sion ? We have often seen so-called fourth or fifth classes that have been much higher, in every respect, than the first. Be willing then, to go where you are asked to go, and teach what you are told to teach. Davids. 610. Worthy of Imitation.— A school meeting was held in a certain country village, for the purpose of discussing the point, " Whether an Infant-class shall be formed?" The minister and teachers took up the question with SUNDAY SCHOOL WOKLD. 213 spirit, all admitted its importance, difficulties were started, but one by one they were all set at rest, save and except tMs — " Who is to be the teacher ? " Over and over again the question was put. One name after another was suggested, but **all with one consent began to make excuse." The failure of the plan seemed imminent, and the discussion was on the point of being postponed, sine die, when up rose a man in one corner of the chapel, who, unobserved, had been sitting musing, till the '' fire burned." His words were few but earnest : *' Sooner than them little ones shan't have no teacher, sir, I'll try it." AH eyes were tui-ned upon the volunteer. He was a tall, dark- visaged, ill-conditioned looking man, and people stood amazed as they re- cognised in him the village black- smith. Of all men he seemed the least likely to attract children. His voice was harsh, and his counte- nance and manner rough, and al- most unpleasing. No one could believe it possible that he was in earnest. But he was, and though the smile went round, and the scep- tical whispered their doubts, that man went home resolved to try. He did try, and for months, while every one supposed the work aban- doned, this teacher was training. He felt his difficulties. He had to learn a new language. He borrowed of a lady some children's books, and, takiiig Mrs. Hooker's ''Bible Stories," he set himself to work. He read and thought ; shutting the book, he tried to write the stories out in his own words. Early and late he toiled at these appointed tasks. Often he failed, but at last, like Bruce' s spider, he succeeded. He had learnt the secret. He had acquired simplicity of thought and expression. He had brought down his mind to the level of a little child's mind. It was now time to begin. He was a wise man. Not parading his triumph, but humbly watching his opportunity, he made his first attempt. In the dusky afternoon of a November day, some little ones stood at his smithy door, watching the bright sparks shoot- ing out from the glowing embers of the blacksmith's forge, as they were now being quickened into a blazing fire. These children had often wan- dered there before, to feast their eyes on this wondrous scene, and to listen to the roar of the mighty bellows. But sometimes the man had spoken roughly to them, and even now, as they looked, they seemed undecided as to whether they dared to stay. But this time, the blacksmith's face, seen by the reflection of the fitful flame, wore a different aspect, and, as he turned his eyes on them, the children felt more confidence. Edging nearer to the door, they gathered courage, and gradually ventured in. The smith spoke. His very voice, no longer gruff and harsh, was kind and pleasant, and now he spoke to them, not at them, as before. They listened as he talked. His heart was encouraged, and their little hearts warmed with strange liking to the altered man. He drew the heated bar fi'om the fire, and laying it on the anvil, the swarthy black- smith made it the subject of his first lesson to his new Infant-class, and the first schoolroom was the village forge. That man has now one of the best Infant-classes in England, and a hundred little ones rejoice to call him friend and teacher. —Sunday-school Teacher^ American. 611. Physical Qualifications. — A very pious and excellent man, who had been in his majesty's ser- vice, and had lost part of his right arm, was engaged as master. My 214 SUNDAY SCHOOL WORLD. opinion was that he would he suitable in every respect ; hut I was in error, as the sequel proved. All acquainted with the infant system know that it includes much manual exercise, such as clapping hands, putting the arms out horizontally, and holding them up perpendicularly ; and with these evolutions he was much pleased, but having only one hand, he was com- pelled to pat with his stump. In consequence of this, every child in the school, to my great surprise, hent his arm and patted with his elbow. When I told them to put their arms out, they still bent one in imitation of him, and twisted the body round T)AY SCHOOL "SVORLD. 225 cially in mission-schools, we do not appeal to and make nse of the eye as "WQ might and should. Doubtless, there are dangers which we require to he on our guard against. The hlack-board and picture may he oyerdone, and degenerate into what is unprofitable and unworthy to be called religious teaching, or, indeed, teachinrj at all. At the same time, the impressions made through the eye in early life are so yiyid and lasting, that to make little or no nse of '' Eye-gate," is to leaye to the enemy one of the most direct and important approaches to the town of Mansoul, while resorting to a much more circuitous route ourselyes. An intelligent teacher, in a large infant Sabbath-class, told me lately that she taught the lesson of the day with the pictiu'e in her hand, turned the back of it towards the children, read off from it as she told her story, and only held it up to the yiew of the scholars at the close. In this way their attention was kept up to the close without eyer liagging, and the teaching was rendered interesting, instructiye, and attractiye in an un- usual degree. Haying occasion to yisit the school one eyening, just as it was getting dark, I foimd a mo- \ ther in search of her child, a mere infant. The little one was at length discoyered in a comer of the play- ground, and when laid hold of by the mother, I shall not soon forget the expression of delight with which he looked up, as if absorbed with the pleasant remembrance, and said, '' Eh, mother,— ^/ Picture r—Bev. J. H. Wilson, JI.A., Edinburgh. 636. Attractive Power of Ob- jects, &c. — Adults will look at an illustrated paper before they will at an unillustrated one, and an article, | with the yerbal and the pictru-e de- scription combiaed, is always pre- ferred. So and much more with children. An engraying or picture, whether plain or coloured, whose chief characters or outlines can be plainly caught by the class, will proye seryiceable. Sets of most beautiful, large-size, coloured litho- graphs, illustratiye of many of the historical and narratiye eyents of the Old and Xew Testament, are ob- tainable at almost any of the larger bookstores. The grayest objection to these large- size pictures is their price, and the fact that they are dis- posed of only in sets, two things which make their sale and use limited. An illustration of the manner of using one of these litho- graphs is giyen in the department of specimen lessons, under the heading of '' The Grood Samaritan.'' As to objects they should not be produced in the sight of a class till they are absolutely needed in elucidating or fastening a thought. We once heard a teacher speaking of the number, size, and kinds of gods worshipped by the heathen. " Some of these gods," said he, " are small, indeed so small that a man might carry a quart of them in his pocket, and not feel the weight much. I haye seen some not so big as a boy's penknife. They were made of a kind of clay, and put into the tire, and burned till quite hard. Do you see this r" — taking an image three inches long from his yest pocket — "this is one of the little gods of the poor people in China. The boys and girls and the grown-up men and women pray to such as it is. Could a god of this kind hear or help anybody ? "Would you like to pray to a penknife ? It would be no worse for the heathen people to pray to a penknife than to pray to such a little piece of help- less' burnt clay as this." In this case, the image, if it had been pro- duced before anything had been said about the gods of the hea- 226 SUNDAY SCHOOL WORLD. then, would have lost that novelty which helped to vivify the truth spoken. It was reserved to a time when the attention of the class, if there had been any disposition to flag-, was readily kindled to a high pitch. — House. 637. Secimng Attention. — As a teacher of one of the elementary classes, you well know the difficulties of obtaining and securing the atten- tion of your scholars, and of impart- ing to them suitable instruction ; but, from the foregoing observations, you must be satislied that Scripture prints will materially assist your efforts, and supply an efficient mode of interesting and instructing little children; that these valuable auxilia- ries to religious instruction may be readily procured ; and that with them you may profitably engage the mind, inform the understanding, and powerfully impress the memory of those who are entrusted to your care. Give the whole subject, therefore, your serious and immediate atten- tion ; study pictures and prints, as you study books, in order that you may draw from them that instruc- tion which they vdM most certainly afford. Encourage each child, sepa- rately, to ask questions upon the print which was exhibited ; and let the replies given to these questions be, as much as possible, the opinions of the scholars. A hint from you will often be sufficient to suggest the required answer. Never promise prints to enforce obedience, nor use them merely to procure attention ; either course is as unwise as it is degrading ; but employ them to awaken interest in the careless and depraved ; use them with judgment, resort to them to overcome difficul- ties, and always make them subser- vient to the great ends which your instructions are designed to accom- plish. — Collins. 638. Well-selected Scripture prints, Bible stories, stories of every- day liife, will be required to attract, instruct, and train the child. An ear of corn plucked from the field, a daisy from the roadside — anything, however insignificant in itself, can, by a little ingenuity, be made the medium of interest and instruction. A teacher of infants should never meet his class without some visible illustration to draw upon if required. Singing should form an important part of the work of an Infant-school. Children feel far more pleasure in singing than in any other exercise of the school. The praises and prayers of the Infant-school should be short, simple, and suited to the comprehen- sion of children. Teach them to understand and commit to memory a few short prayers, to be repeated in consort with the teacher. — R. Ilagill. 639. Bible Objects.— The pages of inspiration are thickly strewn with types, taken from both the natural and artificial kingdoms of the world, which represent the most solemn and important truths. Often within some inanimate object is hidden an illustration of wondrous beauty and power. The true pur- pose of teaching by objects, in the^ Sunday-school, would then seem to be to unveil to the pupil their pro- perties and features, and thus reveal the divine thought in the passage under consideration. And when it is remembered that our Lord Him- self is frequently represented under the semblance of inanimate things, the most careful and reverent man- ner should exist in the study of those objects which are thus used in con- veying religious truths. It is not, of course, expected that a strictly uniform method of preparation will be adopted in this or any other de- partment of teaching, but a few SUNDAY SCHOOL WOELD. 227 general rules as to the adaptation of the oljject to the lesson may not be without benefit. It is, therefore, suggested : — 1. Ascertain, by use of Concord- ance, in what other places and ways the same object is used, and draw therefrom such suggestions as may be pertinent to the lesson in hand. 2. Carefully analyse the object, discovering its various properties and uses. Eor example, a rock is hard, compact, firm, solid. It hence has strength, is enduring, is moved with difficulty, and is suitable for a foundation. Its shadow affords a grateful shade in summer, and in its crevices shelter may be found from the storm. 3. Draw the analogy between the object and the truth in the lesson. Taking up the emblem above re- ferred to, we find our blessed Lord spoken of as our "rock," and "re- fuge," our "only foundation," sure against all storms, and as " the shadow of a great rock in a diy and thirsty land." The analogy in this instance is readily traced; but in others it requires more thoughtful examination. For example, in the Apostle's expression, " the exceeding riches of His (God's) grace," the object referred to would be a coin, the emblem of wealth. The teacher would be required to show why the coinage of the nation is so regarded, and in what worldly wealth consists, of which it is the type. Also, in what particulars the things of God's special grace, both temporarily and spiritually, exceed the value of ma- terial possessions. It will be seen that in the latter instance particular care will be necessary, both in ana- lysis and comparison, to render the exercise clear and effective. 4. An inference of much force may be drawn from the contempla- tion of an inanimate object. For example, the sun is the source of light and heat for the world, yet is unfeeling, has no heat or life of its own, no will, no reason, no affection. How great is the light and warmth and love which must come from that God who is called "a sun," with His infinite heart of tenderness, sympathy, and love ; a will of su- preme kindness ; and who reasons only in. mercy and forbearance to- ward us. 5. Never attempt the use of an object unless it is either named in the lesson or directly and clearly im- plied. Do not sacrifice pertinency and adaptation to a mere desire to teach in this way. Appropriateness must not be sacrificed to either novelty of style or pleasure in pre- senting the lesson. 6. If practicable, obtain the ob- ject itself for use in the class. If not, a rough model of wood or other material will be preferable to a picture. 7. Cultivate the habit of reading the Bible with reference to this par- ticular form of teaching. This will familiarise you with the study and contemplation of objects, and afford frequent incidental aid in the prepa- ration of the lesson. In giving lessons in secular schools, of course greater detail must be had as to the form, size, colour, &c., of objects ; but, while all this is weU in Scripture teaching, in informing and interesting the mind, and holding the attention, it should be remem- bered that here the chief piu'pose is to dwell upon such characteristics only as will convey religious truths. Lastly, let us cultivate the habit of grateful admii'ation and appreciation of creative power in the world around us. The Psalmist says, with comprehensive simplicity, "ALL Thy works praise Thee, Lord ;" and, as by Divine help, we are enabled more and more clearly to unfold the truths of this great book of physical 228 SUNDAY SCHOOL WORLD. life, we shall realise, with adoring wonder, a greater and more blessed sense of the Almighty beneficence and goodness. — James H, Kellogg. 640. The lion prowling about in search of his prey; the in- nocent lamb, the cunning serpent; the ant laying in its stores for win- ter days;"^ the bee sucking honey from every flower, humming while in motion, and quiet while at work ; the spider with its manifold cord, and the daisy with its upturned face ; the corn which groweth up, first the blade, then the ear, and then the full corn in the ear; the flower which cometh forth in the morning, and in the evening is cut down; the sun which shines alike upon the evil and the good — these and a thousand other natural objects may be suitably employed in the illustration of the truth of God's blessed Word. 641. Object- Teaching an Old Method. — Adam learned natural history by object-teaching. [Abra- ham learned by picture-teaching when he saw visions, and by a dra- matic object lesson, when he ofiered Isaac, the type of Christ. Jacob in an actual phj^sical struggle was taught, for his own benefit and that of the world, the value of spiritual wrestling. It was an object-lesson. The law of Moses and the Levitical ritual were a perpetual series of object-lessons. Micah taught Ahab by a dramatic object-lesson. Ezekiel was " a sign," an object-lesson to the Jews. The -sdsions of Isaiah were instructions by means of men- ial 2i^cture-teaching. So was the valley of dry bones, and other visions of Ezekiel. The prophecies are full of them. Jonah's gourd was an ob- ject-lesson. The very dress of John the Baptist was an object-lesson. In his sermons he used the "stones" and "trees" that were about him as object and picture-lessons. Christ was Himself the greatest of object and picture teachers. And if we go to Greece we find Socrates master of the " Art of Questioning," and of every other approved method of teaching. These are not "new fangled notions," but as old as any correct teaching. — American. 642, Objects and Illustrations. — The simple difference between ob- ject-teaching and illustrative teach- ing is this : If you were teaching on the words, " Though your sins be red like crimson, they shall be as wool," in illustrative teaching, we should tell the children that the Turkey-red dyes are so firm that no bleacher's salts will make them white, and, therefore, we make the Turkey-red rags into pink blotting- paper ; in o&;'ee^-teaching, we hold up the Turkey-red calico, explain it, and then shoio the pink blotting- paper — making it, by help of the two objects and the explanation, more impresive with children. In fact, there are lessons which cannot be plainly taught without the use of objects. They need, however, to be used with discretion ; and in the Bible lessons only where they "wiR make the truths better understood. — Pardee. 643, Examples of Object Teach- ing, — Trying to explain to a coloured man how we wanted some gardening done, he said, "Hold on! hold on till I get the hoe so you can show me by my eyes." That is just what pupils in the Sunday-school and elsewhere want — teaching by the eje. " How did you give your talk on Stephen's death to your cliildren last Sunday?" we asked of the su- perintendent of one of our best city church schools. " I went out and got a formidable stone which I kept SUNDAY SCHOOL WORLD. 229 in siglit diiring; the whole talk. I had theu' attention to the end." 644. The Rev. James Ing-lis gives the following example of how Bible truth may be presented to the minds of children in an attractive and impressive manner — " Taking his watch ont of his pocket, the teacher addressed the children thus : Suppose my watch were not going well, would it do any good were I to go to the town clock and take out my key, and make the hands of the watch to point the same as those of the clock ? You know this would do no good, for the hands will soon be as wrong as ever. I must send my watch to the watchmaker, that he jRQj put its heart right, and then the hands will go right too. So it is with you, children. You must first get your heart put right, then your hands will go right, and your feet and all will go right." 645. I once saw a preacher trying to teach a number of chil- dren that the soul loould live after they ivere dead. They listened, but evidently did not understand it. He was too abstract. Snatching his watch from his pocket, he says, *' James, what is this I hold in my hand?" "A watch, Sir;" '' A little clock," says another. '' Do you all see it ?" " Yes, Sir." " How do you know it is a watch ?" "It ticks. Sir." " Yery well, can any of you hear it tick ? All listen now." After a pause — " Yes, Sir, we hear it." He then took off the case, and held the case in one hand, and the watch in the other. ' ' Now, children, which is the watch ? You see there are two which look like watches?" "The littlest one, in your right hand. Sir." " Yery well, but how do you know that this is the watch?" "Because it ticks." " Yery well again; now I will lay the case aside ; put it away there, down in my hat. Now, let us see if you can hear the watch tick." ' ' Yes, Sir, we hear it!" exclaimed several voices. " Well, the watch can tick, and go, and keep time you see, when the case is taken off and put away in my hat. The watch goes just as well. So it is with you, chlldi-en. Your body is nothing but the case ; the soul is inside. The case, the bodj", may be taken off and buried up in the ground, and the soul will live and think, just as well as this watch will go, as you see, when the case is off." — Todd. 646. Hartley, in his " Pic- torial Teaching," gives an amusing example of confounding truth with its illustration. " A teacher was one day explaining to a class of girls the nature of faith, and by way of illustration pointed through the win- dow to a boat which could be seen upon the river. ' Look,' said the teacher, ' at that boat. You can see it, can you not?' 'Yes,' said the scholars. ' Well, if I were to tell you that there was a mutton pie in the boat, under the seat, would you believe me?' 'Yes, certainly we should,' they replied. ' Well,' said the teacher, ' that is faith.' A short time afterwards the teacher was again talking to the children on a similar subject, and asking the question, ' What is faith ? ' was astonished to hear the reply, ' Faith, teacher, is a mutton pie in a boat.' " OBJECT LESSONS. 647. I. 1. Object, a Leaf. Children, what do I hold in my hand ? A leaf. What can you teU me about it ? One says it has form ; others, colour, substance, length, breadth, thickness^ branches in its frame like 230 SUNDAY SCHOOL WOKLD. the tree, all different, &c. &c. What is a leaf ? The clothing of trees (G-en. viii. 11). 2. What does the Bible say about a leaf or leaves ? Shall not wither (Ps. i. 3) ; be green (Jer. x^di. 8) ; not fade (Ezek. xlvii. 12) ; fadeth (Isa. i. 30) ; sewed fig-leaves (G-en. iii. 7) ; cast their leaves (Isa. vi. 13) ; fair (Dan. iv. 12, 21); nothing but leaves' (Mark xi. 13) ; putteth forth leaves (Mark xiii. 28). Enlarge and illustrate any points. 3. See Rev. xxii. 2: "And the leaves of the tree were for the healing of the nations." See had, poisonous leaves. Upas-tree, poison- ivy, &c. See good leaves. Sassafras, balsam, wintergreen, &c. The leaves of the Bible are for the healing of the nations, &c. Corrupt leaves, or bad books, blight and destroy. 648. II. Object, aGrape- vine, with cluster of fruit. Cut branch will not unite again with the vine. Prune so as to produce fruit, otherwise will run to leaves. Taste of good fruit. See fruits of the Spirit (Gal. v. 22) — love, joy, peace, &c. How bear such, &c. 649. III. Object, a Pin. Sharp, straight, and shining. How many for a penny ? Thirty persons to make it. So little and cheap, not valued. So of common blessings — air, light, water. Feel your pulse. Not live without it. So learn to value little things. See its value in need, as in storms, cold, &c. So value Bible, health, school, church, &c., while you have them. Bend it, and it becomes crooked. So crooked tempers, tongues, &c. 650. IV. A Sjirig of Ever- green, broken off, may teach us to abide in Christ. 651. Y. Salt, as a grand 652. YI. Flowers, so beau- tiful and frail. A pansy may teach humility ; a daisy, cheerfidness ; a rose, goodness and virtue ; a lily, purity, &c. — Pardee. preservative. A Potten Apple, in- fluence and decay. PIOTOEIAL TEACHING. 653. Definition, — Pictorial teach- ing is only a slightly different form of Bible illustration, and therefore will appropriatelj^ follow the previous subject. It presents, first, pictures and maps to the pupils for examina- tion, in order that they may get a clearer view of truth. It consists, secondly, more' particularly in pic- turing out in words, or in vivid, graphic description, so that the truth will appear real to the imagination of -the child. It awakens interest and deepens impression, and all good teachers avail themselves, more or less, of its power. — Pardee. 654. Bunyan's Pictorial Teach- ing. — The immortal Bunyan has done more to justify and enforce this method of teaching than any man who ever lived, and in the inimitable allegory of the " Pilgrim's Progress" he has at once instructed the young and taught their teachers how to teach. This incomparable book has proved John Bunyan to be one of the greatest descriptive painters, being full of pictures of the most beautiful order. It is always a favourite with children, and needs no coloured prints to recommend it to their notice, every sentence being a pictiu-e in itself. Sunday-school teachers may study with great ad- vantage, both to themselves and their scholars, the simple and yet forcible style of the illustrious dreamer ; and they will find that many of the scenes SUNDAY SCHOOL WORLD. 231 in his interesting book will make admirable illustrations of Scripture truth. Christian at the wicket-gate will appropriately enforce the Sa- viour's direction, " Knock, and it shall be opened unto you." Christian at the Interpreter's house forcibly illustrates the necessity of Divine teaching- ; and Clrristian losing his roll vividly depicts the evils which arise from a want of watchfulness ; while nearly every stage in the pro- gress of the Pilgrim impressively illustrates the constant need which exists for the guidance of our Hea- venly Father. — Hartley. 655. How to teach pictorially. — If Sunday - school teachers would excel in pictorial teaching, they must endeavour, in the first place, to gain a correct impression for themselves of the scene or circum- stance under consideration ; and in order to do this, they must seek, with painstaking diligence, all the information which is necessary to elucidate the subject ; and what knowledge or experience fails to impart, imagination must supply, in order that by some means or other they may gain a clear, distinct, and definite idea of the events about to be described ; and then they must ivj to transfer the photograph to the minds of their scholars. — American Sunday-School Teacher. 656. Three Methods of Pictorial Teaching, — There are three ways in which Sunda}'- school teachers may employ the Pictorial method of in- struction with advantage to their scholars. 1. The presentation to the eye of any picture, drawing, map, or other tangible object, which will aid in making plain the subject of instruc- tion. 2. The description of Bible scenes and events in a manner so graphic and life-like as to present to the mental Adsion a vivid picture of the circumstance or narrative under con- sideration. 3. The illustration of abstract truths by means of mental images or pictures, consisting of anecdotes, historical facts, or parables, in order to impart correct knowledge and vivid impressions. — Hartley. 657. A Picture Lesson. — "As the hart panteth after the water- brooks, so panteth my soul after Thee, God." (Ps. xlii. 1.) The more common way, that the pious teacher or parent takes, is to pass over the emblem, and at once pro- ceed with the spiritual lesson — thus heginning at the end — without any natural picture having been pre- sented to the mind's eye of the pupils, by which they may be as- sisted to the analogy — as and so, as the Natural, so the Spiritual — ^which is so uniformly done by the Spirit of God in Scripture. Points in the Natural Picture to he brought out. 1 . Some points in the natural his- tory of the hart — different names given to the animal — swiftness of foot — where generally lives. Fre- quently hunted. 2. \yhere to flee to in a mountainous country, as Judea, when pursued — hills or val- leys. 3. Heat, drought, dust — efiect on the animal, particularly after running — thirst. 4. Iluiming about seeking for water — increasing — not merely a drink, but a brook, where it may plunge in as well as drink. 5. Why, then, a brook, and not a stream ? — picture out a brook. 6. Brooks more likely to be found in plains — but animal pursued there. 7. The hart, heated and thirsty, therefore ^:>«?i^s — what is panting 'r 8. Has the hart ever bathed in water-brooks before ? If not, would 232 SUNDAY SCHOOL WOELD. it have panted and longed for it? The full picturing out of these points (even in the incomplete and imper- fect manner that can be done on paper) would greatly exceed our limits. The natural pictiu^e or con- dition of the hart being visible to the minds of the childi'cn, the ana- logy to the circumstances in which Daml was placed will appear, viz., pursued by his enemies, and espe- cially by his own son, Absalom — fleeing to the mountains for safety — away from the sanctuary, &c., &c. He, no doubt, on seeing the harts near him panting and seeking for water-brooks, mournfully and long- ingly expressed himself: ' ' So panteth my soul after Thee, God." — Ex- ample of Pictorial Teaching from David Stoiv. 658. Biographical Sketch. — The question of object-teaching, as ap- plied to Sabbath- school instruction, has attracted considerable attention of late. It is generally known that the system has been applied to pri- mary instruction in our secular schools for years. The " Pestalozzian System " is often alluded to as the basis of the idea. A word as to the inventor, John Henry Pestalozzi, taken from the German, will be of interest to our readers. Who was Pestalozzi ? I answer, he was one of the noblest friends of children that ever lived ; a man who has rendered immortal service in the cause of popular education, who sought for and found all his wealth and happiness in being the fatherly benefactor of the poor, the orphan,, and the unfortunate. His cliief pleasure was in being himself a child among children. But, if you ask me what was his reward for the blessed activity of his life, I must sadly reply that the ungrateful world usually rewards its benefac- tors with thorns and tears, and in both these the life of Pestalozzi was rich. When a mere youth he had lost his father, who was a physician in Zimch, yet through the seK- denial of his mother and of his grandfather, a pious country clergy- man, he received an excellent edu- cation. The strong desire of the latter, that he should become a preacher of the Gospel, he never realised ; he entered upon the study of law, but after awhile renounced it entirely and became — a peasant. How wonderful are the ways of the Lord ! It was necessary, and so brought about, that Pestalozzi should become a peasant, in order to be- come the great reformer of popular instruction in Germany and Switzer- land. With the patrimony which he inherited from his father he bought the Little farm of NeuJiof near Bern, and married Anna Schiil- theiss, the daughter of a master manufactiu'er in Zurich. The little farm and the factory of his father- in-law now claimed and received all his attention. His daily engage- ments brought him into contact, more or less direct, with the poorest of the people, and in a short time theii' want and misery, their gross- ness and demoralisation — in a word, the a^^ul depths of their moral and spiritual degradation — aftected the sensitive heart of the man with such sadness as often deprived him of sleep. But his sleepless nights were not spent merely in lamenting the evil, but also in trying to devise a remedy for it. And this remedy he believed that he had at length found in the better education of the children of the humbler classes. His resolu- tion was at once taken, ' ' I will be- come a schoolmaster, a teacher, and trainer of poor children, and the world shall be made better." In liis heart he heard a voice, which said, "Thou shouldst," and i)i'esently another, which said, "Thou canst" SUNDAY SCHOOL WOKLD. 233 — and lie answered the voices by saying — "I will." How nobly he kept his word is known throughout Christendom and beyond it — he be- came a world-schoolmaster, a teacher whose genius and influence have been felt wherever an attempt has been made to ameliorate the condi- tion of mankind by the instruction of the young. He entered promptly and vigorously upon the execution of his plan. In the year 1775, he gathered about him fifty childi-en, many of them the ofispring of street beggars, and constituted himseK not only their teacher, but their pro- vider and father as well. After a few months these children, at least many of them, were so improved, so capable of appreciating truth and goodness, that frequently, in the evening, when Pestalozzi had prayed with them before going to bed, they would beg him to remain with them a while longer, and continue his pious instructions in the dark. In a few years, however, the noble enter- prise came to naught. Pestalozzi, by his great benefactions, involved himself in debt; the institute was broken up. The little farm was leased — and not only abject poverty, but derision, was the guerdon of this true philanthropist. — Pestalozzi. THE BLAOKBOAED. 659. Its Utility.— The watch- word of progress in the common school is the blackboard; not used as it once was for mathematical de- monstrations alone, but used now in every branch of study. The great discovery which teachers have made is that tlie eye is better than the ear. A pupil receives quicker, under- stands better, and remembers longer that which is presented to the eye, than he does that which is taught orally. The motto for all good teachers is — to the blackboard with everything. It is applicable to all studies, and to aU grades from the primary to the high school. — Ame- rican. 660. We would not under- take to conduct a Sabbath- school without a good blackboard. The great object of it is to direct, to con- centrate, and to Jix the attention, sympathies, and prayers of the whole school upon that portion of the Word of God which is embodied in the great practical thought of the lesson. It is affectingly interesting to see a whole school, teachers and scholars, banishing their worldly thoughts, and raising their eyes and hearts ap- parently up to the great warm thought of Grod, as they cross the threshold of the schookoom, and see, in clear, distinct letters on the blackboard the key-note of the les- son for the day ; as, " My son, give me thine heart." ' ' Son, go work to- day in my "sineyard." " The soul that sinneth, it shall die." "I will arise and go to my Father." *' Have faith in God." "All waiting for Jesus." "Flee from the wrath to come." " About My Father's busi- ness." " The blood of Jesus Christ His Son cleanseth us fi^om aU sin." "Founded on a rock," &c. — Pardee. 661. Indispensable. — Schools that have Infant-classes in separate rooms must have a hlackhoardy if they would succeed best in interest- ing and instructing the little folks. Here drawing is of great import- ance, though it may be ever so rude. For instance, if the barren fig-tree is the lesson, draw a tree, though it may be a very rude one. If you talk of a strait gate and narrow way, 234 SUNDAY SCHOOL WOELD. and the opposite — how is the impres- sion increased in force by drawing the two ways on the board ? Here is a narrow (strait) gate, and a narrow way ascending. Here is a broad way running down to destruction. Your drawing may be rude ; but the children will get a visable representation of truth. We have suggested simple exercises, and others of the same kind will occur to every Infant-class teacher. — S. S. Teacher^ Amer. 662. May be used in any School. — The blackboard can be used in a school of any size or grade, and by a superintendent of limited or large experience. The board may be large or small, constructed against the school wall, or of a board, or of pasteboard coated with a liquid solu- tion of slate, which is readily ob- tained at almost any school furnish- ing store. In the construction of the pasteboard article some superin- tendents have two of exactly the same size and pattern, say thirty- two or six inches by forty or forty- eight inches. Of this size they can be carried to and from the school, allowing the opportunity of placing the subject and chief points 'of the lesson on the board through the week at home. Most superintendents prefer to write the lesson in presence of the school, asking the scholars to indicate points in the lesson. This practice, with the younger children, can scarcely be commended too strongly. — House. 663. Does not require Special Talent. — There is a mistaken idea that nobody can use a blackboard but a person of great ingenuity, or one who has considerable skill in drawing. There could be no greater mistake. The more ingenuity and skill you have, the more useful you will make your black friend ; but if you can write legibly, you can in- terest and instruct a Sunday-school with the blackboard. You can wi'ite a text that embodies the pro- minent thought of the lesson. Sup- pose, for instance, your lesson is the cursing of the barren fig-tree, you can vmiio. upon the board these words, "Nothing but leaves," and then, in a few pointed remarks, call attention to the sin of unfruitful- ness. — Amei'ican. EXAMPLES OF BLAOKBOAKD LESSONS. 664. No. I. Jesus Divine. John xiv., 5-11. Golden Topic— Jesus is the true God. Golden Text. — For in Him dwelleth all the fulness of the Godhead bodily. Col. ii. 9. What proof have we that Jesus is more than man ? His words ; His books ; His life. What does He say of Himself? [Write first line of diagram.] Jesus one with God. Our Redeemer, oiu" God and Father. How good in Him to come down from Heaven and be Himself the Way ? How is Jesus the Way f Through whom can we come to the Father ? The way by His teachings ; by His example ; by His death. The way to God's favour ; to eternal life. In like manner bring out the way in which is the Truth and the Life. Make a personal application " Do Z" He is xcay in which we should ivalh. How icaJk ? He is the truth in whom we must trust. How ? He is the Life. In Him only can we live. Out of Christ as the Way, there is nothing but wandering ; out of Christ as the Truth, nothing but error ; out of Christ as the Life, nothing but eternal death. Look unto Him and be saved. SUNDAY SCHOOL WORLD. 235 I AND THE FATHER ARE ONE. WAY WALK JESUS tie TRUTH DO I TRUST in HIM? LIFE LIVE 665. No. 11. Jesus in (jethse- mane. Maek xiv. Luke xxii. 32-40, 43, 44. GrOLDEN Text. — The perfect sacrifice of self. Golden Text. — Mark xiv. 36. "What was the ''cup" of which our Saviour prayed? Our sins. Not for Himsell', but for the world — for you and me. "What is the great lesson of the garden ? Repeat Golden THE NIGHT OF AGONY. OUR SINS. THY WILL BE DONE, Strength in Prayer, Topic. *'Thy will be done." No laurmuring, no complaint against the wicked world that brought to Him this cup of sorrow and anguish. Perfect submission to the will of the Father. What a lesson for us ! 666. No. in. Jesus on Calvary. Matt. xv. 25-28, 33, 34, 37-39. Golden Topic. — Life comes by Death. Golden Text. — Isa. liii. 5. Can we learn to say in all things, " Thy will be done." In what way was our Saviour strengthened ? "What preparation for His suffering ? What answer ? The Divine lesson and the Divine example. Eeview the details of the lesson briefly. How was sin atoned for under the law of Moses ? Who offered the sacrifice ? Sin only THE GREAT SACRIFICE. OUR ATONEMENT. WHAT HAS THE CROSS DONE FOR ME ? 236 SUNDAY SCHOOL WORLD. washed out by blood. Jesus our : sacrifice bave satisfied ? The results Grreat High Priest. What sacrifice { flowing from the Cross ? To whom ? did He offer ? For wbom ? Our : Cbiist bas died— bave we believed ? sacrifice is tbe crucifixion. Define Make personal application of tbe Atonement. At-one-ment — reconci- I question For me ? liation witb God. Would any otber | 667. No. IV. Jesus in G-lory. Key. i. 12-18. Gtolden Topic. — Tbe eternal, universal, all-glorious God. Golden Text. — Rev. xi. 15. Tbe same Blessed One wbo came down to eartli and became tbe Son of Man bas ascended again to His heavenly home. He sitteth on tbe Throne of Heaven. King of Sufferers here, there the King of Glory forever. Jesus in Heaven. The glory of the Saints ; theii' joy ; their light ; their salvation. Bring out from the school and THE KING OF GLORY. ON EARTH. IN HEAVEN. LOWLY DESPISED SERVANT CONDEMNED EXALTED ADORED KING JUDGE SUFFERING. GLORY. JESUS THE KING OF GLORY. OUR SAVIOUR. write upon the board the contrast ' children shall partake of that glory^ between the portion of Jesus on earth, I Jesus tbe heir of His Father's throne.. and His character and place in the j His saints *' joint heirs" with Him. heavenly Kingdom. Jesus the King of Glory. Shall we be among those who "reign All His j in glory ? " 668. No. V. Tbe Brook before Jordan. 1 I{j:ngs xvii. 1-7. Gol- den Topic. — God supplies our daily wants. Golden Text. — Matt. vi. 11. What does the Golden Topic say God does for us? Draw straight line, and write over it *' daily toants.''^ Whose wants? Ours. Write Our as in diagram. God supplies them. Draw lines and write Sujijilies on. SUNDAY SCHOOL WOELD. 237 each. Where do our supplies come from? From God. Then explain; daily wants dependent on supplies that come from God. Draw lines and write as in diagram. Illustra- tion. — Street lamp; gas light our daily want. Gas supplied through pipes from reservoir. No pipe, no gas ; no gas, no Hght, &c. "We have two kinds of daily wants — Temporal (write) for our bodies, and Sjnritual (write) for our souls. What are our temporal wants ? Air, Water and Food. (Write and illus- trate.) There are spiritual wants, to balance the temporal. Can you mention them. Air necessary to our Hfe. The Spirit of Grod everj' where to help those who love God. Like water. Prayer refreshes and strengthens. Illustrate. — Summer showers, their effects. So prayer refreshes the Christian. Does a Christian need food ? Does TEMPORAL AIR WATER FOOD OUR DAILY WANTS. SPIRITUAL HOLY SPIRIT PRAYER BIBLE BODY. SOUL. -GOD My Heavenly Father cares for me. he need spiritual food ? Where will he get it ? From the Bible. God's Word the grand storehouse from whence the Christian gets the food that sustains his spiritual life. Flus- trate. How do we get what we want from GUI' parents? How shall we ask God? Will He hear us ? TeU story 669. VI. The Widow of Zare- phath. 1 KixGS xviii. 8-16. Gol- DEX Topic. — God cares for the poor. Golden Text. — Heb. xiii. 5. Repeat the Golden Text. What important lesson does it teach ? To be contented, and to trust in God. Call out the facts of the lesson of the of the lesson. The lonely brook, the hungry servant of God, the food sent him, the ravens. The prophet trusted in God. Let us always trust in Him. When we cannot find help, our Heavenly Father will always open a way for our help, if we trust in Him. ' day. Was the woman discontented ? Did she come to the prophet com- plaining of her poverty and hard lot ? Did God send Elijah to her? Do you think God meant to help her because she was poor, and a good woman ? Did He keep His promises to help the poor ? 238 SUNDAY SCHOOL WOELD. What does the story of the poor widow prove ? Repeat Golden Topic. ro/j7«esyj«/7; as when Saul sent messengers to arrest Da^id, who had taken refuge in the school at Ramah. ..." And when they saw the com- pany of prophets prophesying, and Samuel standing as appointed over them, the Spirit of God was upon the messengers of Saul, and they also prophesied;" — that is, united with Samuel and the whole school in the recitation or chanting of some sacred composition in praise of the wisdom and wonderful works of Jehovah. ... In this kind of pro- phes}dng or chanting the whole school were initiated and constantly practised. By this means much sacred thought and wisdom was committed to memory, made popular by recita- tion, and widely diffused. — TJie His- tory of Sunday -SclioolSy hy Lewis G, Pray. 674. Care of Children by Mini- sters in the Early Church. — IS^o sooner had their Master ascended . . . than they [the Apostles} entered upon the great work of evangelisation. They commenced it by public teaching — by preaching the Gospel everywhere ; . . . and so dif- ferent was the notice which they took of the young from the course of all previous prophets or teachers, that we can ascribe it without hesitation to the example of their ascended n 242 SXrNDAT SCHOOL WOELD. Master. . . . Panl . . . teaches in more than one of his Epistles [preach- ing directly to the young], " Chil- dren, obey your parents in the Lord, for this is right." . . . Peter also, . . . addressing himself particularly to children, adds, '' Ye younger, sub- mit yourselves unto the elder." . . . And so . . . John, . . . how beauti- fully he writes on the subject! — *'I write unto you little children, because your sins are forgiven you for His name's sake." — L. G. Pray. 675. Children's Worship com- mended in the Second Century. — Shepherd of tender youth ! Guiding in love and truth, Through devious ways. Christ, our triumphant King ! We come Thy name to sing, ■ And here our children hring^ To shout Thy praise. — Translated from a Greek Hymn of Clement of Alexandria about a.d. 200. 676. Children's Claims nevsr wholly ignored by the Church. — In the first few centuries of the Christian era the Church provided for the young of its charge by the catechnmenical schools. Even during the dark ages, from the fourth to the twelfth centuries, cathedral and con- ventual schools, and later, the schools of the universities, secured at least nominal religious instruction directly from the Church to the young. In- deed, all study of Church history shows clearly that the Christian Church has never fallen so low as to formally deny the children's claim to a place in the temple, and a share in its pulpit ministrations, and that where spiritual life has been fullest, there those claims have been most clearly recognised. Children's wor- ship, and Sunday teaching of the children by the Church, have had no beginning since the days of Jesus. 677. Bible Teaching and Eeci- tations among the Waldenses in the Thirteenth Century. — From a very early period of their history, the Yaudois have been distinguished for the attention which they have given to education. . . . According to the statements made by Reinerius (in the thirteenth century), in his work against them, they had anciently something like a system of mutual education, and devoted much of their time to the work: — '' He who has been a disciple for seven days looks out some one whom he may teach in his turn, so that there is a continual increase. If any one would excuse himself, they say to him — ' Only learn one word every day, and at the end of the year you will have three hundred, and so make progress.' . . . I have heard one of those poor peasants repeat the whole book of Job by heart without missing a single word ; and there are others who have the whole of the New Testament at their fingers' ends. . . . The Yaudois know the whole ot the New Testament by heart, and much of the Old ; nor . . . will they listen to anything else, saying that all sermons which are not proved by Scripture are imworthy of belief." — The Vaudois {Henderson). 678. Ignatius Loyola's Jesuit Schools, in the Sixteenth Century. — Only seven years had elapsed (1546) since the foundation of the Society. . . . One thing was hitherto wanting, great in itself, but greater still in its endless consequences to the company and to men : I allude to the 2^'^bUc instruction of youth. On this foundation the Jesuits will build their fortress of influence. Youth will be trained to love, to admire their teachers, and the com- pany to which these teachers belong ; for "the Jesuit method will be one of fascination — a heart-penetrating be- STTITDAT SCHOOL WOKLD. 243 "witcliiiig inculcation — fall of sweets and flowers, natural and artificial — all that the young love dearl}^, and parents love'^to see. . . . The rising generation will thus be in her in- terest ; and, therefore, in process of time the risen generation will not be against her ; but will rather fill her schools with another, and so on for ever. . . . The morals of youth were formed and promoted as fol- lows: . . . the pupils were to hear mass daily, and go to confession every month ; ... at the com- mencement of class-hours, all should recite a devout prayer, to beg the grace of profiting by their studies ; once a week they should be cate- chised in the docti:ines of faith, and the principles of morality. In ad- dition to this, the masters were to take every opportunity, in and out of class, to converse familiarly with their pupils on religious matters. — Steiiimetz's History of the Jesuits, Vol. I. pp. 346-50. 679. Carlo Borromeo's Idea of Priestly Eesponsibility for Chil- dren, 1560-84.— The number of schools and seminaries which he founded is almost incredible ; 740 schools, with 3,040 teachers and 40,098 scholars, are recorded. It was his theory that every child be- longed to the Church, and the priest had special care of the souls of children. And while he in no de- gree abated the splendour of the metropolitan ritual, and left the choir of the cathedral that marvel of magnificence which it still re- mains, he would have its institu- tions of religious training only the centre of a system which should penetrate the remotest parts of his diocese, so that the poorest boy in the entire district might reach the highest doctor's place in the metro- politan chapter. Neglect of teach- ing was to him a g-raver ofience than neglect of prayer, when he took account of his priesthood. — New American Cyclopcedia, 680. Eomish Zeal for Youth in Bohemia stimulated by Lutheran Faithfulness.— On the 16th of August, 1584, the curate Erhard, by advice of Cardoneus, drew up Latin regulations for the future con- duct of the curate of Nicolsburg, in which " the clergy are . . . reminded that it is their solemn duty . . . diligently to teach Canisius' catechism to the young, and insist upon their regular attend- ance at church; for since the Lu- therans are so dilige7it to instil into their children their abominable doc- trines, the Catholic clergy ought not to be behind them in zeal." — The Reformation and Anti-Beforination in Bohemia, p. 121. London, 1845. 681. Revival among Moravian Children, 1727. — The same grace which the congregation had expe- rienced on the 13th of August, their children experienced likewise. There appeared, already on the 26th of May, 1727, the first emotions in their hearts, by occasion of a dis- course which the Count [Zinzendorf] delivered in the oeconomy of gii'ls in the house of Baron De Watteville at Bertholdsdorf. . . . This emotion was the more joyous to him, as he had hitherto been deeply concerned on account of the evident want of spiritual life in their hearts. But the real and abiding awakening of these children did not take place till the 17th of August, which arose from the testimony of a simple brother, Grumpe, whom the Count had sent to Bertholdsdorf in June the same year, to instruct them in the principles of the Chi'istian religion. In the meantime, the memorable work of grace in the soul of a giii -of eleven years, proved on M 2 244 STn\T)AT SCHOOL WORLD. the 6tli of August, the occasion of the beginning of an extraordinary awakening among some girls who lived with their parents at Herrnhut, which had also a great influence upon those at Bertholdsdorf, and upon their parents and the rest of the inhabitants. On the 29th of August these children were heard praying on the Hutberg with such fervour, tears, and singing of hymns, that, as it is related in the diary of Herrnhut, " it is impossible to de- scribe it in words." They entered at the same time into a covenant together, that they would be the en- tire property of our Saviour. It is worthy of being taken notice of, as something particular, that though the most powerful emotions in chil- dren are apt to die away as they ad- vance in years, yet none of these children ever broke tbeir covenant ; and most of them became blessed handmaids of Jesus in the congrega- tion of the brethren. There was also, dm-ing this period, a great emotion and awakening among the little boys at Herrnhut: yet this had not such blessed consequences, or such an abiding fruit as attended the awakening among the girls. — History of the Brethren.^ hy David Cranz, p. 119. London, 1780. 682. Ohilcireii's Meeting in Penn., 1829, — A worthy clergyman in Pennsylvania writes : ' ' The monthly concert of prayer for the heathen, and for Sabbath-schools, are in- teresting seasons among us. When we came here they were nearly run down. I commenced giving infor- mation and relating anecdotes ap- propriate to each of these occasions. I require the children at the next concert for Sabbath -schools to relate what was said at the last. In this way not only have the children be- come interested, but also the parents and the teachers. The last meeting was held in the church, the session- house would not hold them. Many were in tears. Only let ministers of the Gospel do their duty, and Sabbath-schools will flourish wher- ever ministers are found, and the coneei'ts of prayer will be well at- tended." — New Jersey Sunday- school Journal, Dec, 1829. 683. Services for Children in Boston, 1834-5. — Religious ser- vices appropriate to children are still continued, morning and afternoon, at the Friend-street Chapel. There are generally from one hundred and twenty to one hundred and fifty children present. Many of the parents attend with the children, and seem much pleased ; in the visits to them, they olten speak of their children's interest in these services. Though we may not have accomplished all that we could wish, and cannot present to view all we could desire, yet we have had much to encourage us ; and have become each Sabbath more and more im- pressed with the importance of these services and the good that may re- sult from them. . . . The field for usefulness in this respect is great, and it is to be hoped that the plain and simple manner adopted of illus- trating religious truth may in some cases produce that happy result, which is so earnestly to be desired. . . . Eev. Mr. Wright is employed by the Society for the Moral and Religious Education of the Poor. He is effecting a great deal of good at West Boston. His congregation of children in the morning and afternoon of the Sabbath is very large. — Report of the Ministers-at- Large. 1835. 684. Worship for Children, Uismes, France, 1846. — Although the instruction given to the cate- chumens is extensive, regular, and SUNDAY SCHOOL WOELD. 245 varied, according to their different degrees of intelligence, tlie Consis- tory has nevertheless thought that it was insufficient; and the means which they have adopted to secure a more solid development of their religious character has been the estal)lishment of a religious service adapted to the young, celebrated on every Wednesday, at the small temple, at eleven o'clock, a.m. — Translation from French Heport, hj Pray. 685. English Plan for Children's Services, 1847. — In lieu of the adult public service, it would be well to hold at the same time, every Sabbath morning, a separate reli- gious service for children, adapted to their tender capacities. The chil- dren should have a sermon preached to them by a regularly appointed party ; a text should be taken and a discourse delivered, matter, manner, and style suited to their infantile minds : but even at this juvenile service the smallest children should not be present ; the infants should be taught in a separate room by an infant teacher, as preaching of any sort is an unsuitable mode of in- struction for very little children. There is no objection, on the con- trary a great advantage, in two or three schools taught in the same vicinity, meeting, if convenient, at the appointed hour, in one central spot, that all may share in the same service. As preaching is God's ap- pointed means for spreading the knowledge of the truth, and as more souls have been brought to Jesus through its instrumentality than by all other agencies, — for "it hath pleased God, through the foolish- ness of preaching, to save those who believe," — we assert that preaching to children in a style which they can understand must be productive of good to them, and results must follow its general adoption that shall cause the hearts of parents and teachers to sing for joy. — The Sun- day-School, hy Louisa Davids, p. 225. 686. "Children's Church" in Glasgow, Scotland, 1861-3. — During the two years we occupied the City Hall we carried on a special service, which was soon attended by about five hundred. This was conducted not as a Sabbath-school, but as a children's church, and was won- drously helpful in training the chil- dren into chiu^ch-going habits, and bridging the chasm between the school and the church. This ser- vice became very popular. Con- ductors of Sabbath-schools fre- quently visited it, and in a short time nearly sixty similar though smaller meetings were organised throughout the city. Some of the children, above twelve years of age, were trained as a visitation agency, after the model of our adult method, and thus about thirty of these young visitors would issue after morning service and bring in children from the houses and the streets. This service continues now. . . . Yarious office-bearers and Sabbath-school teachers take part. They meet still at two o'clock, but in the hall under the church, and we hear the young voices rising in their happy hymns and mingling faintly with our ser- vice above. Parents often leave their children there, and get them as they leave.— 3/acco^^'s " Amo72g the Masses" p. 355. 687. Separate Services for Chil- dren in London, 1868. — At the meeting of the London S. S. Super- intendents, and Secretaries' Associa- tion, Aug. 28, 1868, the subject for discussion was, " What means might be used to induce the youthful class more generally to devote the even- 246 SUNDAY SCHOOL WOELD. ing of tlie Sabbatli to religions ob- jects." Mr. C. A. Comyn opened tbe question. Tbe best antidote to the evil appeared to him to be the establishment of juvenile Sunday- evening services for worship. . . . The h}Tnn-book decided upon should not be too childish, and a number of Bibles should be provided for the use of those who might come unpro- vided with a copy of the Scriptures. The prayers should be short and clothed in the simplest language, but above all things they should be prayers icith and not foj- the con- gregation; not, "Bless these dear children, bless their parents and friends," but, " Bless us, oru- parents and friends." All peculiar figura- tive expressions, as " giving their hearts to God, and themselves to His people," should be reduced to their meaning of conversion, change of disposition and active service. Scriptural truths should be ex- ■plained in the ordinary phraseology of the day. The reading sliould be natural and without affectation. _ A few of the older boys and girls should be selected to form a choir. The h;yTnns, portions of Scripture, and addresses, should be arranged so as to bear upon one idea or lesson. . . . The order of service adopted by the East London Auxi- liary, and which was found eminently successful, . . . was divided into two parts : the first was taken by the superintendent, who had his sepa- rate and distinct table on a level with the congregation, and the second part by the teacher who offi- ciated as minister, and who had his desk on a slightly raised platform behind. The doors were opened at about a quarter or half-past six, and at a quarter to seven, Bibles, &c., having been previously distributed, a call-bell was touched as a signal for silence. The time devoted to the service was thus apportioned : — The superintendent after kneeling for a minute or two in silent prayer, an- nounced the opening hymn. Singing hymn, about five minutes. Eeading a psalm, the superintendent and congregation reading alternate verses (congregation sitting), seven minutes. Gloria Fatri, &c., chanted, stand- ing, one minute. Prayer and thanks- giving by the superintendent kneel- ing, the congregation sitting, five minutes. Hymn sung, all standing, five minutes. First lesson from Old Testament, by superintendent, five minutes. HjTnn chanted, all stand- ing, three minutes. Second lesson from New Testament, by minister or superintendent, five minutes. Hymn sung, all standing, five minutes. Very short prayer for wisdom, at- tention, &c. , by minister, one minute. Address by minister, twenty to twenty-five minutes. Hymn sung, five minutes. Prayer and benedic- tion by minister, three minutes. The books were then collected and the congregation dispersed. A ser- vice, thoroughly diversified, thus occupied about an hour and a quarter. — London S. S. Times, Sep- tember 4, 1868. 688. Western Advocacy of Chil- dren's Church. — The time of hold- ing these services cannot be deter- mined by any fixed rule. ... I would only stipulate for this as an essential, viz. : that it be in lieu of an ordinary service of the Church ; and that children and congregation all understand that this is a com- mon and regular Church service. Any other course is very likely to defeat one of the good purposes_ of such meetings, [that of] identifying the children with the ordinances of God's house. The right 2)lace for the children's church, is the place for the adults' assembling; not in the chapel, but in the main audito- rium. This may seem a little matter, SFNDAT SCHOOL WORLD. 247 and so it is relatively ; but it lias its importance in the formation of right religions habits, in training the foot- steps of the yonng to tread the path that leads " np Zion's hill." . . . Let the children's chiu'ch be held regularly. Let its claims to observ- ance be borne in mind and respected by all. If it is forgotten, omitted, or unceremoniously jostled aside a few times to make way for some other special or regular service, it "will be treated by the children in the same spirit. And why not ? . . . Let it be a pleasant and judicious blending of the methods of church and Sunday-school, both in worship and instruction. Thus the children will be led imperceptibly from the school-house to the house of God, and these services will be the step- ping-stones. The Church will have a place in their thoughts and loves. The sanctuary and its order of wor- ship will become a part of their habits. The minister will take his lawful place in their minds as their pastor and God's ambassador to them. And in after years, fewer of them will be alienated from the counsel of the minister and the or- dinances of God's house. — Rev. H. C. McCook^ of St. Louis, in S. S. Times, Dec. 5, 1868. THE SERVICE DESCRIBED. 689. Separate Services. — The words refer to a special preaching service for children. In portions of England the children who attend but one session of the Sabbath- school per Sabbath, are gathered after school into a chapel-room or into the larger Sunday-school room, and are there addressed by a minis- ter or by some layman who has pre- viously prepared for the exercise* The older children, — that is, those of ten years and upward, — have gone meantime to the regular preaching service for adults. These separate services, as conducted by our Eng- lish friends, observe a programme somewhat as foUows : — A chapter of the Bible is read, the children re- peating clause by clause, or else a parable, a psalm, or part of a narra- tive, and then the preacher ques- tions the children, and they question him. Usually two prayers are offered, one before, the other after, the read- ing of the Scriptures. These prayers are not offered by the preacher for the children, but ivith them, they often joining in concert. Two or three hymns are also intermingled, and then the sermon is given, which is a presentation of some Bible truth in simple, plain words, "udth appro- priate illustrations, and not over thirty minutes in length. Fre- quently a verse is sung in the middle of the discourse, either as a relief to the little hearers, or as a means of sealing the truth. In this country separate services, as gene- rally understood, mean the delivery by the pastor of the church of a sermon adapted to the tastes and comprehension of all the children of the school. This sermon is fui'nished sometimes monthly, sometimes quar- terly, rarely once a fortnight. Occa- sionallj^ a pastor takes the skeleton of a discourse preached to the adult members of his congregation, and fills it up with teachings, illustra- tions, and facts comprehensible to the most juvenile mind, and so makes a children's sermon. A pro- minent Presbji:erian clergyman of New York city has piu-sued tliis plan monthly for fourteen years, and with good results. The gro's\Ti pep le have been regularly present, in fair force, and have manifested as keen interest in hearing the second as the 248 SUNDAY SCHOOL WOELD. first edition of the discourse. Eev. Richard Newton, D.D., of Phila- delphia, prepares his children's ser- mons with the same care as his sermons for adults, and preaches the same monthly at the regular hour for morning service. The attend- ance of adults, as well as of children, is very large, and both classes seem alihe interested. There are objec- tions, some of them weighty, to these exclusive discourses. Few ministers are in the habit of preaching them ; some do not recognise their utility, and others, though consenting to their propriety, have scarcely the assurance to attempt their prepara- tion. The adults, in some sections, feeling that the sermon to-day is for the boys and girls, are unwilling to be present, and so absent themselves wholly from the forenoon worship. To meet the difficulty, it has been suggested that the minister have something in every forenoon dis- course for the little ones ; a sentence, a hint, a fact, a brief incident, or a simply worded moral. Purely theo- logical sermons will not tolerate such digressions ; but theological sermons are seldom preached. Almost any doctrinal, exegetical, or practical discourse has room for words and thoughts that any child will relish. No difficulty in feeding the sheep and lambs together : " I Lave heard my father say, — And well my father knew, — In it was meat for full-grown men, And milk for children too." The " ancient" men — the preachers of one hundred years ago, '■'■ of iron mould and adamant heart," as some persist in calling them, had a spring of affectionate tenderness in their breasts that wakened many a child's love toward them. The objection alleged that any special notice of the children present in the congre- gation, or any remark directly ad- dressed to them, will detract from the general force or seriousnessof the ser- vice, is not sustained by experience. Mannerisms are more injuiious than digressions. In the well-known ser- vices held in the Union Tabernacle, Philadelphia, from 1858 to 1864, some four hundred different minis- ters preached nineteen hundred ser- mons. Many of these ministers found the mixed congregations diffi- cult to interest, and only when they turned and spoke to the children, in tender, plain, and affectionate words, did the truth seem to reach the grown-up people. "I recall distinctly," said Rev. Edwin M. Long to us, " that under these ' digressions,' the eyes of many of the fathers and mothers were filled to overflow with tears, and a score of adult convictions and conversions came to my knowledge afterward, all traceable to the words which were addressed particularly to the childi'cn and yoimg people." Unity, simplicity, and earnestness, it is conceded on all hands, should be elements in every sermon addressed to children. Ought they not also to be elements in every discourse addressed to adults ! And is not every boy and every girl an admirer of any earnest speaker, though half his words may be beyond their com- prehension? "I liked that man very much," said "Willie to his father, once after hearing a German minister tell his Christian experi- ence. " How so, Willie, you did not understand his language?" "No, pa, but his eyes were so bright, and he seemed so anxious for us all to feel as he felt." The beha\dour of the parents and adults in regard to hearing the sermon has much to do with a child's attention. A child who sees father or mother intently listening will, from the contagiousness of the example, listen himself to see what the minister is STJNDAT SCHOOL WOELD. 249 saying. What, then, is wisdom in the matter ? Let the circumstances assist in determining. If you are holding two sessions per day of your school, which is of more than ques- tionable expediency, you will not find it easy to sustain a children's service. If your minister has an aptitude for talking to little as well as big people, let him determine the case. If he is disinclined, or not fully qualified, encourage him to say at least a few words in each discourse to the children, or suggest that one of the Scripture lessons preceding the sermon be a narrative or parable in which the young people will be interested. Above all, urge that the presence of the children be recognised in the prayer, and that some part of the petition be made in their behalf. Further- more, give the children an active part in the worship. The sermon is not the all. There are the hymns ; let one of them be a Sunday-school hymn, sung by the children, or by the children and congregation to- gether ; or, if it be a hymn in the Church hymn-book, let the words and the tune be familiar to the children. Enjoyed and enjoyable meetings are those in wliich we all take a part. Children do not wish to feel as a tribe apart. They have a sense of the right to go into the temple, as well as to tarry on the porch, and when we come to the point of granting them something to do in the temple, they will be more than aj^t to come to it to dis- charge their duties. — House. 690. The Question of Questions. — Now to the question of questions, and one on which much diversity of opinion prevails — the attendance of children on jjuhlic devotional services, and the propriety of holding separate religious services for Sunday scho- lars. These important and some- what agitating points require full and impartial investigation. We would not that any of our scholars should be taken tn:ice to the house of God on the Lord's-day ; we would not that the infants, the ignorant, and the junior Scripture classes should he taken there at all. The only argument ever adduced in favour of taking little or ignorant children to the house of God is that derived from the ibrce of habit. ISo one expects them to derive any im- mediate benefit fi'om their attend- ance at public worship ; but they think it right to inculcate the habit, — Davids. 691. Call for a Children's Chapel. — Since the institution of the Simdaj— school system, what wonderful changes has this progres- sive priuciple wi'ought! . . . All these changes we owe to this same principle, which now, in this age of earnest thought, advances with steady step, and asks, as a matter of consistency, a separate service for young children ; and as a matter of convenience and economy, in some places, a children's chapel. . . . The object we have in view is to make the Sabbath a delight, and that the whole of it may be so, this substi- tute for the ordinary public worship is proposed. So popular is this se- parate service, that elder childi'en beg hard to stay. On every hand the prejudice against it is giving way, and many ministers are not only consenting to its adoption, but taking their turn in its performance, becoming, like the venerable Charles of Bala, as '■'■ chiLdi'en for the chil- dren's sake;" or, as the tender- hearted Doddridge, who said, ''I am not ashamed of these little ser- vices, for I had rather feed the lambs of Christ than rule a king- dom."— " T/ie Infant- Class. '^ By Charles Reed, Hackney. 250 STJNDAT SCHOOL WORLD. 692. Texts for Preachers. — Our Commission. — " Feed my lambs." — John xxi. 15. Our Motire. — "In- asmuch as ye have done it unto one of the least of these My brethren, ye have done it unto Me." — Matt. XXV. 40. Our Iiespo7isihility . — " For they watch for your souls, as they that must give account, that they may do it with joy, and not with grief." — Heb. xiii. 17. Our Strenqth. — " Our sufficiency is of God."— 2 Cor. iii. 5; "I can do all things through Christ which strengthened me." — Phil. iv. 13. Our Prejyaration. — " Study to show thyself approved unto God, a work- man that needethnot to be ashamed." — 2 Tim. ii. 15. Our Success. — *'He that goeth forth and weepeth, bearing precious seed, shall doubt- less come again with rejoicing, bringing his sheaves with him." — Psalm cxxvi. 6. 693. Another Plea for Separate Services, — Services adapted to chil- dren can alone be expected to beget among the young the habit of at- tending public worship. . . . Separate services can alone speak with chil- dren to God, or speak for God to children. . . . There is no abstract or absolute God's house. . . . God's house is that spot or structure which to our hearts is a meeting-place with God. The building which is " amiable " to the Christian through associations of God's presence there- with, is not lovely to the mind that has not connected with it correspond- ing thoughts. — " Separate Services,^ hij the Rev. Samuel Martin, West- minster, England. 694. Special Services for Chil- dren. — In England, the question of proper religious services for children has long attracted attention, and been a fruitful theme of discussion. For a third of a century some of the ablest writers for the Sunday-school cause, in that country, have earnestly advocated a system of separate or special services, for worship or preaching, or both, suited to the capacity or needs of the young, as essential to the full religious culture of those now in the Sunday-school. Such services have been Unding more favour as their influence has become better known. Within a few years past, the evangelistic labours of the Rev. E. P. Hammond, among children in Great Britain, have called new attention to the value of children's meetings for in- quiry, or prayer, or to hear preach- ing, or to join in acts of worship; and even where the immediate re- sult of the meetings conducted by the evangelist have not met the ex- pectations of lovers of the children, much good has come of later gather- ings of similar character, under the quieter lead of the parish pastor or some of his home helpers. And now, reports of such meetings, conducted successfully, and with rich accruing blessings, under the oversight of "The Children's Special Servico Mission," or of individual workers, in particular localities, find a fre- quent place in the Sunday-school periodicals of the old world; and this mode of providing for the children is joyed over by many as furnishing the "missing link" be tween the Sunday-school and the sanctury . — Trumbull. 695. The Call for It.— The pro- priety of such a service would hardly be questioned but for the latent heresy in the Church as to the capa- bilities of childhood and the value of eflbrts to save the young — the heresy which manifested itself when the disciples much displeased Jesus by standing between Him and the dear children brought by anxious mothers STJITDAY SCHOOL WORLD. 251 for His blessing, and "wMcIl lias never wholly died out from among Christ's people. But, in view of this heresy, it may be well, while urging the children's claim to the sanctuary services for at least one half-Sabbath in the month, to make mention of a few important truths. I. Children are not at present properly prorAcled for in the ^^ re- gular^' Sabbath services which they are expected to attend. " The public services of the Lord's-day do not meet the emergency," says a well- known English writer on this sub- ject. " Preaching, with a few happy exceptions, overshoots the juvenile portion of the congregation. The long, dry sermons which they often hear from Sunday to Sunday rather tend to associate feelings of distaste in their minds with the services of the temple, than to render the day to them ' a delight — the holy of the Lord and honourable.' " " How much of pubKc preaching is utterly unintelligible and useless to them ! " says the veteran American Sunday- school pastor, in an appeal in behalf of the children. '' Often, necessarily, of subjects beyond- their reach. Often, unnecessarily, in language which they cannot comprehend." Indeed, so prominent is the lack for children in the ordinary sanctuary services, that not a few distinguished Christian educators have questioned the propriety of taking children to church, while no provision is there made for their instruction. " I am by no means sure," said President Sears, of Brown University, "of the good effect on children of sitting in listlessness, and acquiring habits of inattention in the house of God, when nothing is offered to them from the pulpit, and they are not ex- pected to understand, or to have a part in, the exercises of worship." In like doubt, the Rev. Newman Hall, as chairman of the English Congregational Union, inquired in his address at the autumnal meeting in Sheffield, in 1866, " Should Httle children be encouraged to attend our public services ? If those services are suited for adults will the chil- dren be interested? and, if not, is it likely they will love the house and day of God." With more of positiveness, a prize essay of the London Sunday-school Union has declared distinctly against "the practice of taking little or ignorant children to the public services of the sanctuary," adding in pertinent suggestion, what may be thought- fully considered even by those who are as yet unwilling to give it ap- proval: ""What habits are really formed by this practice ? The habits of sleeping, of inattention and list- lessness, of day-dreaming and vain thoughts, and. of dislike and aver- sion to the Sabbath and the sanc- tuary. These habits are more or less formed in every child so trained, and cling to them in after life with an alniost unconquerable force. Whence arise the complaints so often reiterated by pious persons, of wandering thoughts, distracted at- tention, incapability of fixing their minds on the preacher, but from the fact that for many years in early life they were forming the habit of hearing without attending — of sit- ting statue-like, without an efibrt to understand or to remember ?" Would it not be well if so sad a lack were well supplied ? II. The Church has a duty of preaching Christ to the children, in addition to the instructions of the parent andthe Sunday -schoolteacher. The young are the larger as well as the more impressible portion of the entire community. They, surely, should not be overlooked in the effort to "preach the Gospel to every creature." Family religious instruction is most deplorably defi- 252 SUNDAY SCHOOL WOELD. cient in even the most thorouglily evangelized communities ; while in neighbourhoods unblessed by the ministrations of the Gospel, the children receive almost no ' ' nurture and admonition of the Lord." Since the first family there have been sad defects in the best households, and the Church has been needed to sup- plement — although never to abro- gate — the family institution. He ■would be a presumptuous father who would willingly dispense with the agency of the Church and its ordinances in the religious training of his offspring. The Sunday-school supplies, in a measure, an essential lack in the family for the spiritual culture of the young. " The one may give the advantage of solitary religious teaching ; the other alone engrafts upon this, and adds to this, the social benefits and opportimities of pleasant religious relations and religious influences in association. Accordingly, the perfect scheme and the perfect operation are only to be found in the combination of the two." But the Sunday-school should not be entirely disconnected from other services of the Lord's house. It should look to their identification with the people of God in all the temple ministrations. The command, ^' Feed my lambs," should be ac- cepted as binding on the ministry and the entire Church, as well as on the parent and the special teacher. The Word of Truth should be ' ' rightly divided" from the pulpit to the children. Hence, such intermediate services as tend to this consumma- tion, and link the Sunday-school to other exercises of the sanctuary, are liliely to promote the true welfare of young and old, the salvation of souls, and the honour of the Great Head of the Church. III. The giving to children a share in church services is no new idea of modern innovators. It is an old-time custom, to he venerated for its antiquity hy lovers of the ancient landmarks. T. H. Home says, in his Introduction to the Study of the Holy Scriptures, that at the Feast of the Passover the Jews were ac- customed, during the celebration of that most sacred festival of the year, to clear the tables, "that the cliil^ dren might inquire, and he instructed in the nature of the feast. The text on which they generally dis- coursed was Deut. xxvi. o-ll." When Moses was commanded to summon all Israel ' ' to appear before the Lord," to hear the reading of the Law, he was told of God to "gather the people together, men and women and children,^ and when Joel's inspired cry was to " blow the trumpet in Zion," to " call a solemn assembly," and to gather the people, he did not forget the injunction, " Gather the children," for these were never ignored in the plans of the theocracy. It was no meaning- less utterance in which David gave thanks to God : " Out of the mouth of babes and sucklings hast Thou ordained strength" — or, as Jesus rendered it, when He approved the children's worship in the temple, " perfected praise." IV. In all study of Church history ^ it ivill he found that lohen Zio7i has prospered, her children have heen diligently ^'' tauglit of the Lord^"* ivhile in her days of sloth, her j^vo- jjhets have lamented that ^^the younff children lack bread, and no man hreaketh it unto them.^' After the Jewish captivity, it was a popular saying among the scattered people of God, that "Jerusalem was de- stroyed because the instruction of the young was neglected;" and again, it was declared that: " Even for the rebuilding of the temple, the schools must not be interrupted.'* Those branches of the Christian Church which have held the faith SUNDAY SCHOOL WORLD. 253 in its purity in seasons of general relis'ious declension, have almost in- variably been those wliich, like the Waldenses and Morayians, have given prominence to the public re- ligious instruction of the young ; while the Jews and Eomanists, who have surprised the world by their hold on the faith of succeeding gene- rations, have relied for success more on their work among children than upon all other endeavours to per- petuate their peculiar ^dews. It was in full recognition of the time- honoured-custom of instructing the ehildren in the sanctuary, that the church at Roxbiuy, Mass., of which E,ev. John Eliot, the Indian apostle, was pastor, declared by its record, '^In 1674, 6th, 10th month," that "This day we restored a ^jn'wzzVu'e practice for y® training up of our youth," and then described the assembling, " every Sabbath after morning exercise," of the children, to be examined by the elders not only ''in the Catechism," but in "wliatever else may convene." And it was in a similar spirit that a few months later ' ' the Church in Nor- wich, in Connecticut Colony," re- gretting the "great degree of dan- gerous neglects of that which ought to be for the prevention of apostasie," solemnly renewed a covenant, the first clause of which was : " That our children shall be brought up in the admonition of the Lord, as in our families, so in public ; that all the males who are eight or nine years of age, shall be presented be- fore the Lord in His congregation every Lord's-day to be catechised, until they be about thirteen years in age." And such proofs "might be multiplied indefinitely of the anti- quity of public services for the re- ligious culture of the young. Y. Special sanctuary services for the children, in one form or another, are being clearly recognised as a necessity in the Christian Churchy and are finding favour with those most experienced in them. jN^early twenty years ago, a prominent Eng- lish pastor, who had been highly successful as a preacher to children, while admitting the lack of provi- sion for the young in ordinary Sab- bath arrangements, declared : "Until the plan of separate services can be effectively adopted, that of special services will be the only means to remedy the defect." The Eev. E. Spooner, in his admu'able work, "Parson and People," describes his successful attempt of a children's service. Together with portions of the prayer-book service, ' ' two hymns are sung at due intervals, and then a sermonette, illustrated with anec- dotes, and even with pictures, fol- lows ; all is attention, the children enjoying thoroughly the service, . . . and leaving the school with an im- pression of having joined in what they could understand, and of having heard what they could remember." Mr. Spooner adds the testimony of others who have tried the experiment and become convinced of the permanent value of such services — in one in- stance after a twelve years' trial. In our own country, many pastors have long held occasional preaching services for the children in the sanc- tuary, and many ecclesiastical bodies have warmly commended the exten- sion of this practice. Bishop Janes is said to have remarked, in a Me- thodist Episcopal Conference, that ' ' the time is coming when there will be two sermons preached to children and youth where there is one to adults," and the Rev. Dr. Tyng declares: "If every pastor would give one sermon on every Sunday, especially addressed to the young, and designed and prepared to teach them, he would find himself enlarg- ing his direct usefulness in this par- ticular work, and equally advancing 254 SmSTDAT SCHOOL WOELD. the value and benefit of every other class of his public and private labours in religious instruction also." In many of our larger cities where there are two sessions of the Sunday-school, the second is given up to general exercises, with addresses from the pastor, or superintendent, or other competent instructors, and with a part assigned to the children in wor- ship. There are not a few intelli- gent observers of the signs of the times, who believe that soon a full Sabbath service for the children will be as common in the Christian Church as the Sunday-school is now, and that, in conducting it, more or less of such exercises as are here pre- sented will be found of special value. In view, then, of the present neces- sities of the children, of their claims on the Church, of the teachings of the Bible with reference to them, of the approved practices of God's people in earlier days, and of the results of more recent experiment, it is surely not unreasonable to ex- pect that at least one half-Sabbath in each month shall be given, even now, to such a sanctuary service for the young as is here commended and illustrated, even though the Church is yet unprepared to accept the views of those large-hearted Christ follow- ing leaders in its ministry, who see and urge the importance of provid- ing services at which the children may worship in God's house, and receive the Word of Truth from the lips of His ambassador on the return of each Lord's-day of blessing. — Trumhull. 696. How to Conduct It.— The idea of a Children's Bible service being admitted as good, it is yet necessary that the idea be properly carried out, else the labour is lost — and well is it if there be no worse result. That the Sunday-school con- cert has been often perverted and abused by reliance on silly exer- cises or sillier speakers, uiitil it was little above the ''moral drama" in its tone and tendency, can no more be denied than that the pulpit has had some very poor and some sadly heretical preachers in it, while words of Divine Truth have been wrested by them "that are unlearned and unstable " " unto their own destruc- tion." But it would be surely un- wise to condemn a service for searching the Scriptures, or to ob- ject to the ministry or the Bible, because of abuses of that which Goi has approved. It may be well, how- ever, to suggest a few points, as worthy of note in arranging for and conducting the children's service. I. The Bible sliould he the teat- book of the service. Children Icve variety, and are entitled to it. But there is ample material in the Bible to gratify their proper desire for diversity, that is adequate to furnish lessons, " new and old," which edify while they interest, and are "profitable" to moke "wise unto salvation through faith which is in Christ Jesus." The BiUe is little enough studied at the best. Its beauties are unfamiliar to too many who have long had it at hand. The children need its holy lessons, and in the few public services for their benefit, they are entitled to the privileges of its study and re- citation. Let them learn miscella- neous selections for the day-school or the home circle, but in their sanctuary service let them rejoice in what God has prepared for them. The only excuse which charity can furnish for pastors and superinten- dents who so often substitute other lessons for the Bible in this service, is, that they are themselves igno- rant of the adaptiveness of Scripture to such exercises. It is not too much to say that the widest experience has shown that Scripture recitations STJKDAY SCHOOL WOELD. 255 may he made more permanently attractive, while far more impres- sive and profitable to those of all ages, than the best of miscellaneous selections. Occasionally, a Scripture truth may be easiest committed by the infant class in verse, or a stanzas or so of a hymn may be added in illustration of the quoted text, but the necessity of using other lan- guage than the Bible in the service is rare, for it ■will be found in the end, as a prominent Bible student has said, that " God knows best how to write a book for His own children," or as a foremost Sunday- school worker has declared, as the result of his experience among the little ones: " God never made any- thing more attractive to the children than the Bible." II. The singing should be care- fully looked to. It will naturally have prominence in such a ser^dce, and this is well, for it is the choicest mode of praise on earth or in heaven ; and "it is good to sing praises unto our God ; for it is pleasant ; and praise is comely." Sunday-school music is a recognised power in our land. It has already driven from our streets in great measure the vulgar melodies which were before so rife. It has lightened many a heavy burden in homes of poverty and sorrow, and has drawn multi- tudes to the house of God, and in- strumentally not a few to the fold of Jesus. Sharp criticisms have been made with obvious propriety on particular hymns or tunes, or classes of either, but none who are fair- minded and well-informed can fail to commend this music as a whole, as comparing most favourably in devotional character and in Chris- tian tone and taste with that gene- rally found in collections for adults, or heard from fashionable choirs. But care should be taken in the selection of hymns and tunes for the monthly meeting. An appropriate- ness to the time and the theme of the service should be manifest in all that is sung ; and nothing should be given out unless it is likely to prove a help to the children in their service of worship, and in their gain of profitable impressions from the lessons of the day. III. Great caution should he oh- served as to the sjieaJiers — if any are admitted. There are many machine- talkers at hand for such an occasion, ready and anxious to exercise their gifts. Some have mirth- provoking stories with which to set the school in a laugh ; others have threadbare anecdotes and illustrations, abeady more familiar to the children than, the most precious portions of the Bible they have assembled to study. Some are serious, but prosy, point- less, or long-winded. Let none of these be called on. Allow no false delicacy to prevent the passing them by if they are present. The chil- dren's eternal interests must not be trifled with nor needlessly endan- gered. It is better to have no speak- ing than that which is profitless, and indeed it should rarely be a re- liance, or made particularly promi- nent. Bible recitations are more satisfactory to all than most of the talk at such times. But whatever is said should be brief, pointed, and earnest, with a bearing on the theme of the day. He who is not likely to speak thus, should not be heard. IV. The lessons should be distri- buted " without partiality.''^ As a rule, one scholar or class should not occupy more time in recitation than is assigned to others. All should be treated as nearly alike as possible, that neither modesty be endangered on the one hand, nor envy or ill- feeling be provoked on the other. Of course this caution does not apply to the dividing of a large school into sections, for recitations at different concerts. 256 SUNDAY SCHOOL WOELD. V. The exercises should not par- take of the character of an exhibition. ' Tableaux or dramatic representations of any kind, should not be tolerated. No child should be lilted on to the platform or led to the front, to be the gazing stock of the congrega- tion. The service is rather one of Scripture recitation to the pastor or superintendent, who is its leader, or of direct praise to Jesus, than of addresses to a miscellaneous audi- ence for their approval or criticism. It is marred by whatever calls par- ticular attention to the manner of presenting the truth, or to the per- son presenting it ; and the injury is likely to be considerable to the scholar who faces the smiles of an admiring audience, or perhaps re- ceives the murmur of gentle applause, and is commended in the local paper as having "rendered her part ad- mirably, throwing into it much lieart and feeling," or as having " given with mucb oratorical effect" Ms impressive " declamation." YL The children should, as far as practicable, have a share in all parts of the service. In the singing they will naturally be prominent. Thej^ should join or alternate witb the leader in Bible reading. Even in prayer their voices may properly be heard. Some superintendents pray in simple language, and have the children repeat after them each 'clause as it is uttered. In other cases, the Lord's prayer may be used in concert at the close of ex- temporaneous prayer. YII. The entire service should he a unit, tending in all its parts to the enforcing of a single great thought. Two hundred children may recite two hundred disconnected texts in such a way as only to confuse the hearers, and to send them from the service with no well defined idea of the object of the meeting, or the nature of the truth presented,. On the contrary, if the Bible reading, the singing, the prayers, the re- marks of each speaker, and all the recitations, have reference to the one theme of the day, all present, from the youngest to the most ma- ture, are likely to be seriously im- pressed by the truth of that theme, and to carry it away in the mind, where, with God's blessing, it may be productive of that faith which " Cometh by hearing." The mind cannot grasp a legion of great truths at a single effort, and the rapid dis- connected repetition of these can haidly fail to perplex, rather than to benefit, even the intelligent and earnest seeker. The hashing in quick succession of all the prismatic colours on a printed page, is less likely to clearly exhibit its text, than the steady beaming on it of the combined rays, throui;h a well- cut lens. So, both children and adults are better taught by the sys- tematic presentation of a truth in repeated yet harmonious instruc- tions, than by any jnmble of frag- mentary teachings even of Divine utterance. YIII. Life and promj)tness should he shoivn in all the exercises. The pulse of a child beats quicker than that of an adult. There is with the child a natural repugnance to long metres. The time-honoured doxo- logy may be profitably learned and sung by old and young, but the fact remains that short metre, in praise and prayer and all devotional exer- cises, is best adapted to edify the children. l^othing should drag. Mere business matters should not be introduced, lest they divert the children from the one purpose of the meeting. Readings, hymns, recita- tions, should be pre-arranged, that there may be a prompt passing from one thing to another. It is said of a prominent Sunday-school worker of Illinois, that he never enters his SUNDAY SCHOOL WORLD. 257 desk as superintendent without hav- ing every part of his duty carefully planned. " He knows just what he is going to do, and the order of doing it. His chapter is selected and read and prayed over ; his hymn has also been read over some times, as he remarked, at least twenty times, before he feels that he has entered into the spirit of it, and is prepared to read it before his school." One coming thus prepared by study and prayer, is likely to infuse his spirit of love for Christ, for the truth, and for the dear children, into all the exercises, and the fire of that divine love will radiate from the leader so as to impart light and life to all who are in the house, and the entire service will tend to the children's welfare and their Saviour's honour". — Trumbull, 697. The Children's Part in Worship. — Since the day when " the chief priests and scribes" saw " the children crying in the temple," at Jerusalem, " and saying, Hosanna to the Son of David," and were '' sore displeased," and made com- plaint of the sacrilege, but were met by the Saviour's assurance that this worship had Divine approval, the struggle has been going on between the friends and opposers of children in the temple, and it is not quelled to-day. Devout men, and reverent Church dignitaries, not a few, have been loath to consider children as entitled to a full share in sanctuary services, and as fitted for an active part in God's public worship ; but other followers of Jesus, ministers and people alike, have been ever glad to accept His teachings as to the place of the little ones ; and their response to those censuring any prominence of children in the temple service, has been in His re- buking words: "Have ye never read, Out of the mouth of babes and sucklings hast thou perfected praise ?" — Trumhull, 698. Children's Meetings.— Our children's meetings are too often de- fective in the line of unity of theme discussed. If there should be three or four speakers, the probability is that there will be as many different topics as speakers. Let, then, the theme be arranged beforehand, and let every speaker have the opportunity of preparation. If the topic should happen to be '' The Necessity of seeking the Saviour while Young," let A, B, C, and D each speak to "The Necessity of seeking the Sa- viour while Young," not select a subject of his own, or tell some stories that have no relevancy to the occasion. — House. 699. Spiritual Eesults to Chil- dren. — In the children's service has often commenced a work of grace resulting in many new-born souls. Eight hundred and twenty persons, mostly young, were received into Church communion during less than a year, from one hundred Sunday- schools in Pennsylvania, from which the author of this book has received report. A watch of the " conversa- tion " of those young believers fur- nished witness that those who had previously received the most faithful Christian instruction became the most active and eificient workers in God's vineyard. And the church which received the largest accession in a given time was one which de- voted the afternoon of every Lord's day to a congregational Bible -school, including all classes and ages, from the infant to the grandparent. — Trumbull. 700. Interest taken by Adults. — And there is no place where the older ones will be more ready to take a part in worship than the childi-en's meeting. For the chil- 258 SFlfDAT SCHOOL WOELD. dren's sake, from tlie influence of the very atmospliere of tlie service, and because tlie part assigned to them is so easy of performance, adults, whose voices are heard in no other religious meeting, are often sharers in the recitations of the Sunday- school concert. In many a New England community, almost the en- tire congregation will be found on '' concert afternoon" in the country church, as interested participants in the ser^dces, parents rising with their children to repeat proof texts, and even adult or aged non-professors sharing recitations with the youngest. Of course the influence of such co- operative Bible study will be widely manifest for good. A pastor in Eas- tern Connecticut declared, after a few months' trial of such a service, that he was surprised at the quick- ening it gave his people in the search for truth. Where before, as he visited in his parish, he heard only of the crops, or weather, or neighbourhood gossip, he now found all wide awake about the last concert lesson, or the topic announced for the next. He would be asked what he thought of this passage, or where was proof of that doctrine, or there would be serious words uttered as to the great theme of a recent service. Indeed, the atmosphere in which he moved was so diflerent that he could actually write his sermons with haK the time and toilsome efibrt before demanded, and his own love of the Bible was correspondingly increased, — and his experience is by no means solitary. — Trumbull . 701. No fixed Plan.— The exer- cises of the children's service cannot be well conducted on any stereotyped plan. To be fresh, they must be often varied ; and this desirable va- riety is not easily secured by minis- ters and superintendents without aid from others, since it involves the use of more time in preparation than they can readily give for such a purpose. Hence, it is proposed to furnish specimen exercises, which have proved on trial attractive and profitable, that they may be at the command of all workers for the children. — Tru m hull. SEEMOI^S TO CHILDEEII. 702. Preaching to Children. — - Greater attention to the children in the public exercises of the Church is becoming a real necessity. With one-half of all the members of the families of the church and congre- gation before the pastor, as well as of the population, under twenty years of age, and these in the most hopeful forming period of life, the question should forcibly arise. Are they not entitled to a far greater proportion of their pastor's labours and efforts than they have hitherto received ? The General Assembly of the Presbyterian Church, at Dayton, Ohio, requested all their pastors to ''give at least one-half of every Sabbath service to the children and youth." Bishop Janes, in a Metho- dist Episcopal Conference, recently expressed the opinion that " the time is coming when there will be two sermons preached to children and youth where there is one to adults ;" and Rev. Dr. M'llvauie, of Prince- ton, took very strong ground in favour of preaching to children, in the ]S"ew Jersey State Sabbath-school Convention at Elizabeth, two or three 3'ears ago. But we are met with this great difficulty at the outset : — Many ministers say, " We cannot learn how to preach to children ;" to which we reply confidently, * ' If you would only take one-quarter the pains to learn liow to preach to chil- SUNDAY SCHOOL WORLD. 259 dren that you have taken to learn how to preach to adults, you would generally succeed to so great an ex- tent as to astonish yourself and all your friends. Therefore, 1. The plan is practicable. 2. The subject is of overwhelming importance and imperative necessity. 3. Take a practical interest in the children. 4. Set about gathering and arrang- ing materials for it. Have blank books to record every thought, fact, or illustration, and scrap books in which to file all good illustrations of Scripture truths from newspapers, magazines, &c. 5. Commence re- gularly and systematically to preach to children ; for the way to learn how to preach to children is — to preach to children.''^ — Pardee. 703. Preaching to Children. — Eev. H. C. Trumbull, who has ut- tered many -uise and timely words Tcspecting the work to be done by the Church in training children for Christ, and the way in which it is to be done, says these plain and strong things about preaching to children in a recent letter to the Advance, They deserve to be pondered. ' ' The man who cannot preach to children is not half a minister, whatever titles may stand at either end of his name. He may answer for a chaplain to a prison or an asylum, or as an agent of a benevolent society ; or do well as a lecturer on any theme but homile- tics in a theological seminary ; but, oh ! he is never fit for a pastor. He ought not to palm himself on to any parish as such." And this truth is coming to be recognised by the Church and its minister. Says Dr. Bushnell, in his recent discourse on this theme: ''And preaching only to those who are scarcely more than half the total number, is much as if we were to set our ministry to preach- ing only to bachelors. The very certain fact is, that our schools of theology will never make qualified preachers till they discover the exis- tence of children." Mr. Spurgeon said, not long since, that, ' ' for him- self he felt that he could preach much more readily to the low and grovelling minds of grown-up people than to the purer and sublimer minds of chUdren, who seemed to be nearer heaven, better and simpler." But Mr. Spurgeon preaches to children. Of course he does, and with blessed results in the winning of young souls to Jesus. From the Pacific coast come up the earnest words of Wads- worth to the same purport : " Ser- mons preached to adults have their uses, but with them alone the Gospel will never subdue the world. A Gospel dispensed in the mother's simple story, iu the father's earnest prayer, in the teacher's exposition, oh ! these are mightier in their con- verting power on the young heart than an apostolic sermon or a seraph's psalm upon congregations of Gospel- hardened and impenitent men !" Good Dr. Tyng, who has preached to childi-en every week for a score of years, with such results as might have been expected from his labour, said years ago, of the minister who devoted himself to adults exclusively, ' ' I should like to know how Satan would want that minister to be more completely mounted and equipped by his side, Satan saying to the preacher, ' Now, you just stand there and iire at the grown people, and I will stand here and steal away the little chil- dren — as the Indians catch ducks, swimming under them and catching them by the legs and pulling them down.' " And so says many another faithful preacher. The latter day glory approaches, when God "shall turn the heart of the fathers to the children." Soon the policy of the Chui'ch will be changed. The taber- nacle of the Lord's host will no longer be pitched by the very edge 260 SUNDAY SCHOOL WOELD. of the lake of perdition, that its ministers must spend their chief strength in snatching at souls who are just going over the hrink, while all the way down the road from the start of life, the masses of little ones are hurrying hellward unwarned by the appointed heralds of safety. No, whoever are stationed at that peri- lous brink to say a last word of warning to hell-bound adults, the chief energies of the ministry will be expended in winning children to another destiny, and guiding them along another path. Meantime, per- haps one full Church service each Sabbath for the Children is all that can be yet looked for. That is little enough for any parish. 704. The Claims of Children on the Ministry, — Cannot children be saved ? If they are to be saved, is it in exception to the rule that it hath "pleased God by the foolish- ness of preaching to save them that believe ?" " How shall they believe in Him of whom they have not heard ? and how shall they hear without a preacher ?" Parents may neglect their duty towards their chil- dren, "yea, they may forget:" "a woman [may] forget her sucking child, that she should not have com- passion on the son of her womb," yet would not God leave such home- neglected little ones without hope, nor cause that their teeth should be set on edge because of the sour grapes which their fathers have eaten. Hence it is that He has sent ambas- sadors with a message as to the right, to " every creature " out of the way, and has declared that "the priest's lips should keep knowledge, and they should seek the Law at His mouth, for He is the Messenger of the Lord of hosts." Are not all who are old enough to be lost without the know- ledge of Jesus, entitled to hear of Him at the lips of His messenger ? " Shall he [the minister] only teach the adult mind and heart ?" says an eloquent advocate of the children's claims. "Shall he say ? — 'Ho! ye men and women who can understand introduction, proposition, head and points, peroration and application, come ye and have the truth !' Shall he say to the simple-minded ? — ■'■ I cannot come down to you ! ' Shall he say to the little children ? — ' I have no crumbs for you ! T will preach only here [in the pulpit], and in order to preach here I will gauge the average power of mind and susceptibility of heart before me, and preach at the average man and woman !' Or shall he care for all his flock ? There was a Good Shepherd once, who was fore- told in prophecy, who was to feed His flock like a shepherd, and gather the lambs with His arm, and carry them in His bosom, and gently lead those that were with young." The relative numbers of children in every community entitle them to a full share of pastoral labour, and their needs are as great as their numbers. "As many as one-half of our pa- rishioners are under the age of six- teen years, and one-third, according to my bills for forty-eight years, die under ten," is the testimony of a venerable JSTew England pastor; doubtless in accordance with the ex- hibit of most parish registers. Says Dr. Kirk, in pleading the cause of Christian education : ' ' Christian families have but a small portion of the youthful population within their circle. We must then look mainly to the pastor and the Sunday-school teacher for this important result." "Nor," adds a recent clerical writer, ' ' can he whose commission requires him to feed the lambs as well as the sheep, afford to give up the instruc- tion of the young to other hands." By every consideration of duty, the pastors are called on to give the sTrrn)AT school world. 261 cliildren their portion in due season. - — IVmnbulL 705. Earity of Childreii's Preachers. — Until recently, few ser- mons to children have been preached. No longer ago than 1855, in the pre- face to a collection of sermons to youth chiefly from English minis- ters, published by Carlton and Por- ter, under the title of " The Child's Preacher," the editor remarked, in explanation of the fact that but little of the material was supplied by American ministers, " That we have not similar contributions from other American preachers is not because we have failed to solicit them. The truth is that American ministers have as j^et written but few sermons to children ; and, indeed, have preached quite too few." Even at the present time it is not uncommon for a pastor to refer to his inability to preach fittingly to children, as though it were after all a matter of no serious moment. " I confess I cannot preach to children," or '' I have no tact in that line," is uttered much as would be the statement, " I have never studied Italian," or '' I have no special fondness for chemis- try or mechanics." Says a recent writer on this theme, *' I once asked a reverend doctor of divinity, who was present in my Sunday-school, to talk to the children. . . . ' I never talk to children ! ' That was my answer, with an expressive shake of the head, and a matter-of-sur- prise-and-of-course sort of tone, that sent me away humbled and sorry for my offending. I felt as though I ought to apologise." Is not such a treatment of this matter more com- mon than excusable ? — Trumhull. 706. Ministerial Eesponsibility. — *' Jesus would not ha^-e imposed upon His ministers a duty which He had not given them the ability to perform," says Rev. Dr. John Cotton Smith. " For the pastor it is only necessary that he have the interest which our Saviour Himself had in the young, in order to interest them and do them good. ... It will be impossible for them to escape the attractions of a warm heart earnestly enlisted in seeking their good." The human mind is capable of great ex- pansion under culture, and the man who can preach well to educated adults can by yet more of prayerful study attain to the capacity to preach well to children ; and when there is sufficient pressure on him, from his instructed conscience and the de- mands of the Church, he will be likely to strive untiringly, and with success, for this high and important attainrnent. Indeed there are those who think that it is easier to learn how to preach to children than to adults. Mr. Pardee says, '' If you would only take one quarter the pains to learn how to preach to chil- dren that you have [taken] to learn how to preach to adults, you would generally succeed to so great an ex- tent as to astonish yourself and aU your friends." It is doubtless true that '■'■ success in this department of public speaking is to be attained by the self-same means that win suc- cess in others ;" and it may be con- fidently hoped that ere long it will be as exceptional and absurd for ministers to admit their inability to preach to children, as for them to confess their incapacity to lead in public prayer, or to speak in such tones as may be heard half-way down the church aisle. Already it is very clear that, '' If they have no love for children, and no desire especially to bless them, they are manifestly wanting in a most important characteristic of the Saviour's example, and an indispen- sable qualification for a useful and successful ministry." — Tyng. 282 SUNDAY SCHOOL TTOBLD, 707. Inclucements to Preaoli to CMldren. — And it is well for minis- ters to recognise the children's claims. Work for them is a good pastoral investment. " If we would retain the young under our insti'uc- tions in after life, we must interest them now," says a well-known Eng- lish preacher to children. *' The pulpit will not be honoured and he- loved by them in future days, if they now associate it only with thoughts of weariness and impa- tience. At the best, the chances of keeping them when free to act for themselves, will be small and peril- ous." Not only have the results of labour for children by such special preachers to them as E. P. Ham- mond, E. M. Long, and others of their class, indicated the value of efforts in that direction, but the ordinary children's sermons of pas- tors who preach often to their little ones, have been so blessed in soul fruits as to give the highest encou- ragement to all who are engaged in this work. — Trimibull. 708. Preaching to Children not Easy. — " That children are a diffi- cult part of the Hock to feed, the experience of every one who has ever tried to do his duty to them will testify," says Dr. Todd, while evi- dencing his own success in that direction, and he adds the testimony of Cecil : " Nothing is easier than to talk to children ; but to talk to them as they ought to be talked to, is the very last effort of ability. It re- quires great genius to throw the mind into the habits of children's minds. I aim at this, but I hnd it the utmost effort of ability. No sermon ever put my mind half so much on the stretch." "It is no easy think to speak effectively to children," says a foremost English preacher, to the little ones ; and Dr. Newton adds: ''I began talking to children when I was sixteen years- old, which is forty years ago, and have cultivated the habit industri- ously ever since. My children's ser- mons cost me more time and labour than any that I preach." Thus agree those who best succeed in this de- partment of ministerial effort, while of the frequency of failures, many can speak in sympathy with a vigor- ous writer already quoted : * ' How few there are of our clergy who can hold the attention of youth on any subject ; and above all, how few wha can handle a religious truth so as at once to interest and instruct! Let those be my witnesses who have vainly sought such service ; or who have twisted in nervous torment under malapropos harangues which pass for religious addresses, but which might with equal truth be labelled hotch-potch of irrelevant or irreverent stories, strained illustra- tion, stilted declamation, wild ex- hortation, dreary platitudes, inflated beatitudes, incomprehensible magni- tudes, and so on through the long, sad list of styles that run the round of Sunday-school, anniversary, and monthly- concert speeches, only here and there relieved by an address that reaches the true standard of sound religious truth made pleasant and plain to the minds of children ! Have- I stated the fact too strongly ? think a moment, and I am sure you will answer, Nay." — Trumhull. 709. "Where there's a Will there's a Way." — But when it is understood that children must be preached to, — when the command "Feed my lambs" is recognised as equally binding and imperative on the under shepherds, with that other direction from the same Divine lips, "This do in remembrance of Me," no man will venture to call himself fitted for the Gospel ministry, until he has learned how to preach to chil- SUNDAY SCHOOL WOELD. 263 dren. He will not annouiice himself as a candidate for the pastorate, with- out full preparation for that part of his mission. In the spirit of Douglas Jerrold's advice to the young writer in haste to appear in print, he will "not take down the shutters until there is something in the window." If he cannot secui-e needful instruc- tion in this direction in an existing seminary, he will join in the outcry which will soon become general, against such ministerial training schools as ignore the interests of a vast and needy multitude to be preached to. He will not only be- lieve that "this theme is certainly one to which the attention of can- didates for the ministry should be turned during their seminary course," but he will be inclined to say of that culture for the ministry which leaves children out of account in preach- ing, as a distinguished theological professor has recently expressed him- seK concerning that which fails to make one a preacher to the common people, * ' I would abandon the whole of it. I would drop it as I would a viper." 710. No Stereotyped Plan.— The question. How shall children be preached to ? is no more to be answered dogmatically than is the question, "What style of preaching is uniformly best for adults? The command of God to His ministers to feed His lambs is positive ; so is the direction to employ as their food "the sincere milk of the Word;" but as to how, and when, and in what portions, that food is to be given out, there are ever likely to be varying opinions. All that can be done in such a volume as this, is to indicate the views of those who have had most experience in the practice of preaching to children, or who have written judiciously on the subject, and to name certain essen- tial elements of success, and certain common errors, or causes of failure. — Trumbull. 711. Oliildren Fed with Crumbs from the Adults' Table.— There are those, again, who, preaching no spe- cial sermons to children, have a "children's corner " in many of their discourses to adults, addressing to the little ones words of explanation of the truth taught their parents ; telling them in simple language what is the substance of the sermon (frequently to the enlightenment of children of a larger growth), making a point for their especial benefit, or illustrating one already made, by an incident suited to their comprehen- sion. This plan is warmly approved by some who are as yet unwilling to give an entire service to children. On preaching to children, Spurgeon says: — "I believe I have as much as most of my brethren sought out simple v/ords. Still we who occupy the pulpit do not feed the lambs as we ought. We should give them not a word now and then, but, if possible, the whole discourse should be such as they can understand. Lads and lasses should hear intelli- gently under a good shepherd, and the least lamb should be able to find food." A good illustration of this style of digression for the children's benelit is found in a sermon of Dr. Dod- dridge on the " Religious Education of Chndren." 712. Preach often to Children. — There are ministers who, like Dr. Tyng, preach to the children each Lord's day. Their number is in- creasing, and it would be larger if the public sentiment of the Church permitted. Others, lilvo Dr. Xewton, preach thus each month. This in- cludes, probabl}^, the greater portion of all preachers to children. Yet, again, some preach bi-monthly or quarterly ; and there are even those 264 SUin)AY SCHOOL WOELD. ■who preach a single sermon to chil- dren in the year ; thus admitting the claim of this class on their ministerial labours, while making prominent by such an exceptional service their usual neglect of them. These occasional sermons to children were in vogue even in the earlier days of New England, before the young had as large a share as now in the labours of the Church ; but then one such sermon was ponderous enough to fui'nish material for a mul- titude of modern ser\dces. For ex- ample, a published sermon to chil- dren, preached by Rev. Samuel Phillips, of Andover, Mass., in 1739, occupies nearly one hundred close printed pages of an 18mo. volume. It could hardly be expected or de- sired that sermons of that length be now-a-days preached oftener than once a-year. — Trumhull. 713. Preparation, — '' The one great requisite for effectively ad- dressing any congregation," says a standard writer on this theme, *'is sympathy with the audience. . . . He must think not in his own accus- tomed train, but in theirs. ... In striving to interest the children, let us unclersta7ul their minds. If any minister is deficient in this, let him study them ; the materials are ample. Let him listen to the merry voices of little ones at their play: let him talk to children, as often and as familiarly as they will allow him: let him even not be above reading the books of those who have shown extraordinary aptness to un- derstand and interest the young. By these, and similar means, he will gain an amount of knowledge, a degree of readiness, — aye, and an in- tenseness of affection, too, — which ■wiU surprise himself." Says a more recent and equally reliable writer on this point: "Dean Swift, so the story goes, was wont to read his sermons to his cook before their delivery, to find out whether ail the words in them could be easily un- derstood by plain people. If those who desire to interest and instruct children would remember how they tallv: to their own or neighbour's, boys and girls around the family hearth-stone, they would have suc- cess where now they have failure." 714. Something for the Children. — " Papa, are you going to say any- thing to-day that I can under- stand?" asked a little girl of her father — a Massachusetts' pastor — as he was setting out for chui'ch on a Sabbath morning. This tender ap- peal touched the lo"sdng father's heart, and he could not answer his daughter nay : he could not say to his child that she must sit in penance through all the long service with never a word designed for her in- struction or cheer. So, as he preached, he said, *' And now, chil- dren, I will say something to you about this." At once the face of every child in that audience bright- ened. Sleepy little ones started up ; tired ones took fresh heart. Look- ing first at the minister, then at each other, again back to him, they were all eagerness for his message, as though now there was something else for them than to nod and yawn and ache uncared for ; and although the pastor's following sentences to them were few and simple, doubt- less many felt as did the child who who had pleaded for this attention, when, on her return at noon, she said contentedly, " Papa, I under- stood all that you said this morn- ing." Dear children ! who wouldn't do as much as this for them in every sermon? — they are gratified so easily. In the instance quoted, no adult lis- tener seemed the loser by the added words of counsel to the young. In- deed, the testimony of those who SUNDAY SCHOOL WORLD. 265 have tried or noted this plan of ministering to children, tends to show that its results as a means of grace to both young and old are every way encouraging. The truth re-stated for children acquires often a new hold on parents, and the coldest hearts are quite as likely to he touched by loving appeals to the little ones about them as by argu- ments addressed directly to their maturer judgments. — Trumhidl. 715. Pleasant and Profitable. — It is pleasanter, as well as more pro- fitable, to preach to children than to adults. * ' I would rather be an apostle to the children than an apostle to the Gentiles," says a lover of this work. And an impul- sive and whole-souled pastor has said in heartiness : ' ' I find but little pleasure, comparatively, in preach- ing to old Grospel-hardened sinners. I preach to them, to be sure ; preach right at them ; preach Christ to them, in love and earnestness, Sab- bath after Sabbath ; but, oh ! they straighten up and grin and take it so easy, I have to pray the Lord to give me patience that I may bear with them as He does. But when I talk to the children about Jesus, they hear me ; and as I look down into their eyes with my heart full of love for them, they see me and feel with me. There is a beauty, a love- liness in this work I can find in no other." Dr. Tyng, speaking of the pastor's " sweet solace of the chil- dren's relation to him, a comfort to bis wearied spirit," says truly: " The minister deprived of this loses one of the most precious of the pleasures J of his work." — Triimhull. beautiful and afiecting history con- ceivable by man, and there are the terse models for all prayer and all preaching. As to the models, imi- tate them, Sunday preachers ; else, why are they there ? consider. As to the history, tell it. Some people cannot read ; some people will not read ; many people (this especially holds among the young and igno- rant) find it hard to pursue the verse form in which the book is presented to them, and imagine that those breaks imply gaps and want of con- tinuity. Help them over that first stumbling-block, by setting forth the history in narrative, with no fear of exhausting it. You will never preach so well ; you will never move them so profoundly ; you will never send them away with half so much, to think of." 716. Scriptural Preaching. — Charles Dickens, in commenting on preaching in London theatres, some years since, said on this point : — *' In the New Testament there is the most 717. Eesults.— Rev. Dr. Tyng, reporting in 1860, his habit of preaching iceehly sermons to chil- dren, for then eleven years, testified : ' ' I have considered no part of my work more valuable and important than this ; and certainly no portion of it has seemed so popular and ac- ceptable to others. And he added, as the expression of his conviction : ' ' If every pastor would give one sermon on every Sunday especially addressed to the young, and designed and prepared to teach them, he would find himself enlarging his direct usefulness in this particular work, and equally advancing the value and benefit of every other class of his public and private labours in religious instruction also. The parents and adults of his flock will learn as much, and love as much the teaching for themselves, when he speaks to the youth directly and simply, as when he addresses them in a deeper and more mature dis- course." In a recent note to the author of this yolume, this veteran N 266 SUNDAY SCHOOL WOELD. pastor says : " 1 still abide in my habit of preacbing, in series of ser- mons, to the young on every Sunday afternoon." Surely, his success as a minister of Christ, with a Church numbering now fourteen hundred communicants, and Sunday-schools comprising one hundred and fifty teachers and eighteen hundred and fifty scholars ; the similar success of Rev. Dr. Newton in Philadelphia, and like results in the parishes of the sons of both divines, (all these pastors giving eiForts for the children marked prominence in pulpit la- bours,) would seem to justify the expressed opinion of Dr. T., as well as to indicate something of what may be expected in other fields when ministers generally follow the ex- ample of these workers for Jesus, and of their blessed Master, who never neglected the little ones. Neither of these ministers seems to have lessened his hold on adults by his labours for the young. — Trunibull. 718. The Rev. Dr. Robert Boyd testifies similarly of his work in the West: "During the several years of my pastorate in Chicago it was my habit to address the children on the first Sabbath evenmg of each month. The attendance was always large, and great interest was shown not only by the little ones, but also by their parents and teachers." Says Dr. Newton: "I have found my children's sermons encouragingly rich in their results, so far as regards the spiritual interests of the young for whom they were prepared, and at the same time of frequently ac- knowledged profit to the adult por- tion of the congregation. 1 am thoroughly satisfied that labour, projjerli/ hestoioed, in this depart- ment of ministerial work, ^jays better than any other in promoting the great interests of our Master's cause." — Trumbull, A OHANaE NEOESSAET. 719. Children in the Sanctuary, — That some change is needed in the present plan of taking Sunday scholars to public worship is further evident from the fact, that no branch of Sunday-school order and discipline is so often brought forward for dis- cussion at our teachers' meetings. There is a dissatisfaction with existing . arrangements in almost every band of faithful teachers ; they feel that there is an error some- where. Plan after plan is tried, each in its turn d(iiomed to fail. Teachers, with all their self-denying efibrts and untiring vigilance, have not yet discovered the way to make their scholars invariably quiet in the house of God. Far more children are punished in Sunday-schools for bad behaviour in public worship than for all other misdemeanoui's put to- gether. Often is it a severe trial to a teacher, when the best child in the class, whose lessons are perfect, whose attendance is regular, and whose interested eye and fixed at- tention in school elicit feelings of hopeful interest on 4iis behalf, to have those hopes blasted Sabbath after Sabbath by reports of that very child's habitual misconduct in the house of God. Even suppose the sole point aimed at by teachers gained — that the scholars are quiet, never talk, never fidget — we ask, is that the 07ily object to be attained by attendance at a place of worship ? — Davids. 720. Children at Ordinary Ser- vices. — << Take a child whose atten- tion is already somewhat tasked by the morning school exercises into the house of God; keep him there an hour and a half, or more, totally unemployed — a state of complete misery to a child; punish him. for SUNDAY SCHOOL WORLD. 267 tlie expressions of a weariness he can neither overcome nor conceal, and in tlie afternoon tell him of the pleasure there is in the services of religion ; I fear your morning illustrations will more than nullify your afternoon precepts." — Union Mag. 1844. 721. Adaptation. — ''A Sunday- school teacher recently stated that during seven years' attendance at a place of worship, nearly every Sunday morning, with about fifty scholars of the same boarding school, he was so uninterested in the ser- vices as never to remember anything that was said. The experience of his companions was the same as his own. Subjection almost amounting to inanity being required of them, it was felt to be unnatural and impos- sible, and they could only obtain re- lief by indulging in mental occupa- tions most unsuitable to the sanc- tuary."— >S'. S. T. Mag. 1846. 722. Children at Church. — ** Our Sunday-school pupils," said a speaker, at a late convention, ' ' are made up of two classes, children of church-going parents, and children who have no other moral or religious guardianship than the Sunday-school and the Church. The children of the first class ought to be taken charge of by their own parents, conducted to church by them, and made to sit with them, or where they can keep an eye upon them." To dispose of the second class of pupils is more difficult, but not im- possible. " In the first place," said the speaker, "let the Church assign to each and every one of them a seat, which the boy or girl shall re- gard as his or her own, and of which he or she shall not be deprived without good and sufficient cause. In the next place let the preaching be so simple and direct that any child of ten years old, of average intel- lect, shall be able to comprehend it. Let the preacher get down from the stilts of metaphysics, and of high- flown rhetoric and sonorous adjec- tives, and let him so break the bread of life that the children shall be fed." THE OPENIN& OP SERVICE. THE 723. Opening and Closing Exer- cises. — Attention should be given to the opening and closing exercises no less than to those which are more prominent and central. No part should be so dull and unattractive that the children will long to have it done with, to give place to that which alone is pleasing. They can be taught to love Bible reading and prayer as well as the singing, if they are wise- ly led. In many Sunday-schools and children's meetings the formal exercises at the opening and close of service are an attraction to both young and old. This may always be the case, if sufficient attention, in a right spirit, is given to their prepa- ration, and they are properly used. — Trumbull. 724. Opening Exercises. — The opening worship should be short, appropriate, and engaging. A hymn of praise, adapted to the minds of children, animated and awakening — a few words of serious exhortation or address from the superintendent to the teachers and children — a prayer adapted also to youthful minds, and expressed in such language and sen- tences as they can perfectly compre- hend and enjoy : these may all occupy ten to fifteen minutes, in no case to be extended longer. This commencing work tests the skill and N 2 268 SUNDAY SCHOOL WOELD. tact of the superintendent. In it Ms manner and Yoice should he prompt and completely audible to all. His own real earnestness should command instant tranquillity and attention. If he be truly qualified for his post, he will be heard, revered, and loved. — Tyng. 725. No programme of fitted opening and closing exercises should be adopted and followed Sabbath after Sabbath. Some schools uni- formly have the same person to offer the opening prayer. It matters little whether it be the pastor, the superintendent, or a teacher, the practice becomes both monotonous and wearisome. The superintendent ought to offer prayer more frequently than any other person, but even he, however excellent his spirit or ap- propriate his words, should avail himself of the help of his pastor and fellow workers. The prayer should always have reference to the present condition of the school, and the lesson of the day. We subjoin the orders of several schools in different parts of the country : 1. The school opens at nine ; prayer meeting for scholars and teachers fifteen minutes before opening ; singing ; prayer, followed by the Lord's prayer in concert; singing again ; lesson, forty minutes ; new scholars introduced ; review of the lesson by superintendent; sing- ing ; a word or two of general talk, notices, distribution of papers, dis- missions — girls going out first one Sabbath, boys first the following. 2. Scriptures read, generally by the superintendent, seldom by scholars and superintendent in alternation ; singing of two hymns ; prayer, in simple language, and having reference to the special state of the school, all hymn. House, the children uniting in concert ; singing of two to four hymns, with remarks interspersed by chorister or superintendent, the girls occasionally singing a verse by themselves, and the boys afterward by themselves ; lesson thirty to thirty-five minutes in length ; five minutes' review of the intermediate classes by superin- tendent ; singing of one or two hymns bearing on the lesson. Every first Sunday in the month is Missionary Sunday, on which day two or three speakers, previously notified, and therefore prepared, speak on some special missionary topic ; one-third of the time also given to singing ; collection from the classes indivi- dually, the amount so raised stated, and also, afterward, the general aggregate; dismiss the boys by classes, the girls eii masse. 3. Teachers' prayer meeting quar- ter-to-nine o'clock ; at precisely nine the beU is struck and the door locked ; the singing books have previously been distributed, five in each seat, by the teachers ; singing of one hymn, and door unlocked so as to admit those who had gathered during the singing ; door locked again ; a Psalm or short chapter read, the superin- tendent taking the fio-st verse, and teachers and scholars the second, and so alternately ; prayer, closed with the Lord's Prayer, all uniting in concert; door opened again, and scholars who have gathered take their places ; second hymn, and at the tap of the bell the librarians go among the classes and gather the books brought in from the last Sabbath, after which the lesson begins ; the opening exercises take about twenty minutes, lesson fifty, during which time the teachers are not allowed to be interfered with except from the most urgent necessity; at ten minutes past ten librarians go for the books ; after this the closing SUNDAY SCHOOL WORLD. 269 THE PEAYEE. 726. Prayer.— 1. Eecollect that you are to lead the thoughts of children, 2. Recollect that children have wants, and difficulties, and tempta- tions inculiar to themselves. You may best recollect them by thinking what yours were. 3. Place yourself, so far as possible, in the circumstances of the scholars whose prayer you are leading. 4. Don't forget that Christ desires the immediate conversion of every scholar. 5. Eemember the wants of the school. Is any scholar sick ? Has any been injured lately by accident ? Has any lost a relative recently ? Has any class a teacher ill or out of town ? Or, has any scholar been converted or inquiring about conversion lately ? Eemember such cases especially. 6. Use short sentences, and small, simple words, that the youngest scholars can understand. 7. Speak slowly, and distinctly, and animatedly, and loud enough to be heard in every part of the room. 8. J^specially, he brief. A prayer two minutes long, followed by the Lord's Prayer repeated in concert by the school, is long enough. 9. Be sincere ; he earnest, 10. You will be benefited by Com- posing such a prayer as will seem to to you, when quiet and thoughtful, most appropriate to be ofiered in leading the school. — House. 727. Prayer.— It should be a pious teacher^s Sahhath morning prayer; no teacher would like to be excluded fi'om joining it it; it would warm each heart, cheer each spirit, reanimate drooping zeal, and help to fit each for his work. This short but salutary exercise ended, the teacher's duty commences di- rectly; he forgets himself, and at- tends to his class ; the door may be opened for a minute, admitting those who have arrived during the prayer, and immediately closed again. The superintendent then commences with a carefully selected portion of Scrip- ture, not more than ten verses, which may be read either by the superin- tendent, or by the school simulta- neously; or by each taking alter- nate verses. The children should be seated, with their Bibles open at the right place ; reading from them^ and not looking at the superinten- dent. Then let not more than three verses of a hymn be sung ; the lines should not be given out, but each scholar should be provided with a hymn-book, or have previously com- mitted the words to memory. Every child and every teacher should be urged to sing ; the same tune and the same words should always be used together, for children learn the tunes by repetition ; they should partake rather of the lively than the plaintive. — Davids. 728. Let the party who offers the prayer speak slowly, and sufficiently loud to be heard in every part of the room ; earnestness and quietness of manner, with distinct- ness of utterance, will check rest- lessness and playing among the scholars better than any punishment that can be inflicted. Let not the prayer degenerate into a sermon; for when we are asking blessings from God, we ought not with the same breath to be directing the scholars. Let figurative language be avoided; as children form the strangest conceptions from many or- dinary phrases. The language can hardly be too simple, or the prayer too short ; the one object of the in- troductory exercises is to awaken the children's attention, to produce at the very commencement gravity 270 SUNDAY SCHOOL WORLD. and decorum in the different classes, that the spiritual interests of each pupil may be promoted, and a good foundation laid for future impres- sions and usefulness. — Davids. 729. It should be offered by a teacher who has been requested beforehand to lead in this solemn act of worship. It should be the chil- dren'' s prayer, not the teachers'. Therj have just come from the prayer-room, perhaps, where they have asked God's presence with them while they teach. Teacher, pray in a child's language, pray a child's request, for a child's blessing, and God will hear and answer you. The prayer, too, should be very direct — just in the Hue of the lesson you are about to teach. 730. Prayer is the basis of all success in training children for ^'incipal thing (Prov. iv. 7). —I. A fact stated ; II. A duty in- ferred. Suhmission to teachers (1 Pet. ii. 13). _I. The Apostle's injunction; II. The Apostle's reason. The call of Samuel (1 Sam. iii. 1 _10)._I. His service ; II. His in- experience ; III. The midnight voice ; lY. His earnest enquiry ; Y. His protapt obedience. The better choice (Prov. xxii. 1). —I. The things contrasted ; II. The thing preferred. Knowledge of the Bedeetner (Job xix. 15). — I. Explaia wo7'd Re- deemer ; II. Explain the jjroprietor- ship ; III. Explain the knoivledge. God hears every ivord (Ps. cxxxix. 4).— I. Children talking; II. God listerdng. Seeking and finding (Prov. viii. 17)._-I. The persons addressed; II. The promise given. Folloiving good advice (2 Chron. XV. 2 — 15). — I. The interview; II. The prophet's advice ; III. The con- duct pursued; lY. The results that ensued. God pities us (Ps. cui. 13).— I. The objects of His pity; II. The nature of His pity. The clean heart (Ps. li. 10).— 1. The meaning of heart; II. The meaning of clean heart; meaning of create ; lY. need a clean heart; Y. Why we should pray for it. The secret of success (Acts xi. III. The "Why we 288 SUNDAY SCHOOL WOELD. / 22 — 24). — I. The character of Bar- nabas; II. The labours of Bar- nabas; III. The success of Bar- nabas. Young Josiah (2 Kings xxii. 1. 2). —I. The evil he avoided; II. The virtue he practised. The Christicm^s Example (1 Pet. ii. 21).— I. The pattern; II. The copy. Absalom (2 Sam. xiv. 25, 26, &c.) — I. His personal appearance ; II. His moral character ; III. His unfilial conduct; lY. His tragical end. Tijnothy (2 Tim. iii. 14, 15)— I. His instructors ; II. His studies ; III. His honourable career. The surrender of the heart (Prov. xxiii. 26). — I. The Divine claim — the heart ; II. The ground on which it is made — "my son." Seeking the Lord (Ps. xxvii. 8). — I. The request ; II. The reply. _ Hosanna to Jesus (Matt. xxi. 15, 16).— The children singing ; II. The priests, &c., censuring ; III. The children's Friend approving. Consideration (1 Sam. xii. 24). — I. Something to think about; II. Something to do. Base advantage (1 Sam. xxiv. 10), — I. The relentless persecutor ; II. The magnanimous fugitive. The iKith of life (Ps. cxix. 9).— T. The anxious enquiry; II. The faithful reply. The good man^s defence (2 Kings vi. 16). — I. The good man's danger ; II. The good man's confidence. Ignorance of self (2 Kings viii. 13). — I. We do not know the temp- tations to which we maybe exposed; II. We do not know how weak we may be when the hour of trial comes. III. Seek help from God against the trials of the future. 3Ianasseh (2 Chron. xxxiii. 1 — 19). — I. His wickedness ; II. His repentance ; III. His end. Author and ohjects of Divine in- struction (Isa. liv. 13). — I. The teacher; II. The pupils; III. Sub- jects taught; lY. Results of in- struction. Children a heritage (Ps. cxxvii. 3). — I. The value of this heritage ; II. Its perils ; III. Its capabilities ;, lY. Its cultivators. Religion not hereditary (1 Sam. ii. 12).— I. Character of Eli; II. Of his sons ; III. Plain inferences. Religious education (Pro. xxii. 6). — I. The way; II. The training; III. The encouragement. The Royal road to happiness (Ps. xc. 14). — I. A universal desire ; II. How to obtain it. 3Iissions (Matt. xiii. 38). — I. The greatness of the area ; II. The va- rieties of the soil ; III. The diver- sity of the productions ; lY. The universally suitable seed. Zeal (Gal. iv. 8). —I. Worthy objects of zeal ; II. Why one should be zealous about them ; III. When one should be zealous about good things. VII. LIBRARY AND LIBRARIAN. THE LIBEAEIAN. 773. His Duties.— The librarian's duties now fall under consideration ; nor are they so light and easy as some would suppose ; for as it is usually his office to distribute the books in the classes during the time of teaching, adaptation, discernment of character, dispatch, promptitude, quietude, and correctness, are essen- tial to the right fulfilment of his office. In these days, the propriety of every Sunday-school possessing a good lending library is generally acknowledged ; the comparatively few schools that are wholly destitute of one, being amongst the lowest, as regards both efficiency and useful- ness. If we impart the art and in- spu-e the taste for reading, we are certainly bound to satisfy the new want we have created. Bad books will do positive injury. The child cannot discern between good and evil, but will greedily devour what- ever comes in its way ; and, in in- stances not a few, our effi)rts to enforce truth on the Sabbath will be more than counteracted by the vile polluting publications with which the vacant hours are occupied. That the existing library system has ne- gatively accomplished much, in pre- venting reading of an immoral cha- racter, there can be no doubt ; but, with all our varied plans, we have hitherto failed in making it the valuable means of usefulness it is destined before long to become. — Davids. 774:. His Qualifications. — Waldo Abbott says the librarian should be a smart, active, business man, that he should cover or cause to be covered all the books of the library with heavy brown paper, and should have a label pasted on the outside cover as well as the inside, so that the books will not creep into other libra- ries. There ought to have been added two other qualifications — he should be a man of good nature, and of patience, for both will be taxed. The librarian should be on hand be- fore the hour of opening the school, should open the library, see that it is in order, distribute hymn-books and class-books before the superin- tendent is ready for the first exer- cise, should allow no one to go to the library, and should himself never disturb a teacher or class while the class is engaged with the lesson. The librarian ought to know the names and character of the books on the library shelves, and, as far as possible, should keep posted in re- gard to new books, and report on the matter to the pastor, superin- tendent, or committee having the purchase of new books in hand. Some schools, instead of library books, distribute papers each Sab- bath, or at least four Sabbaths in the month, each scholar and teacher receiving a paper. In cases of this 290 SITNDAT SCHOOL TYORLD. kind the librarian can lift the col- lection, keep the account of papers purchased and distributed, and at- tend to any other work to which the superintendent may assign him. — House. lib. Importance of his office. — The librarian's office is an important one. He should be one of the most considerate, watchful, careful young men in all the community, for his office gives him much prominence. He should open the library, arrange it in order, distribute hymn and class-books before the school opens, and allow no unauthorised person access to the library. He will be- come acquainted with the general character of the books, as well as know the scholars, that he may in- telligently aid them in their selec- tions. He will also ascertain what class of books is most in demand. — Pardee. THE LIBEAET. 776. A Legitimate Expense. — Another legitimate expense is, the library. Parsimony here may well be deprecated. It should be liberally stocked with works on education, and helps to teaching ; expensive books, quite beyond the teacher's power to purchase, should be placed at his command by the church, for whose interests he so imweariedly labours. These two claims, rent of rooms and purchase of works for the library, ought to be the chief standing expenses in a Sunday- school. Donations of books, and permission to teach classes in private houses, might reduce the outlay of actual money very considerably. We could wish that the latter plan were more generally adopted ; comfort- able, well-furnished rooms would often secure the regular attendance of senior scholars ; and if the carpet be a little worn, or the clean steps dirtied, still that is but a small sacrifice for a Christian to make. It is the duty of the church to see that aU school requisites, forms, books, &c., are purchased in the cheapest market ; for public money is not our own property, and may not be expended in furthering the interests of any private individual. — Davids. Ill, An Opinion.— May I be allowed to call your attention to the importance of taking pains to pro- vide good literature for those in. whom you are indirectly cultivating a taste for reading. There is so much mischievous literature abroad that earnest attention is indeed de- manded to provide a supply of books beneficial, morally and intellec- tually, as well as in a religious point of view. — Arthur Kinnand, 31. P. IIB. Selected Hints=— A good library is a powerful auxiliary to a Sunday-school. Those who select books for a Sunday-school library have a very responsible task. It is difficult to judge from the outside of a book what its contents are. De- signing men have learned that Sun- day-school books make powerful im- pressions upon the human mind; hence they have written books filled with error and pernicious principles. Be on your guard against them. It is hazardous to attempt to make up a Sunday-school library from the miscellaneous publications of the day. The books most suitable for this purpose will be found bearing the imprint of some responsible Simday-school Union. The best of books will be of little service to either teachers or scholars, "onless they are carefully read. SUNDAY SCHOOL WORLD. 291 779. Sunday Books.— Sabbath- school books and papers are read mainly on the Sabbath. They are universally distributed on that day, .and are received by the children as legitimate and proper reading for holy time. This detines their cha- racter rigorously in one most impor- tant particular. No book should lind its way into a Sabbath-school library, no paper should be circulated in the Sabbath-school, that is not strictly and distinctly religious in its cha- racter. No matter how interesting may be the contents of a book or a paper, no matter how much useful and curious information it may con- tain, or how poetical and beautiful its sentiments, if it does not dis- tinctly, and with no uncertain sound, inculcate religious and scriptural truth, it has no place or business in the Sabbath-school. — Dr. Hart. 780. Power of a S. S. Library. — The power of a good Sunday-school library is not in any danger of being over-rated. Books for childien, suitable to all departments of enter- tainment or instruction, are so much more general than they once were, and so desirably within the reach of all, that Sunday-school books, it may be, are not seized with the same avidity which novelty earlier induced, but there is a power in them never- theless. "We remember how the little marbled, uniformlj^-bound volumes used to be loved and cherished in a certain country village ; how one little boy, in accordance with the regulation of the school, used weekly to bring back the story of Lame John, only to take it again for the ensuing week ; how he read it at intervals through the day, slept with it under his pillow at night, and read it before he was up in the morning, or made the house vocal with the hymns interspersed through it. The sen- timent of the hymns may have been thought to deserve better melody than the monotone andante, impro- vised and " crooned," as Burns would have said, to each alike, but they sounded very good and happy, and I doubt not he remembers every word of them now. Scarcely less was his si!?ter's appreciation of Anna JRoss. Books received in any degiee as these were, cannot fail to exert influence ; if they are more plentiful than they then were, cause and (ffect still have the same relation ; cause will produce adequate effect, and. simple, purely-wi'itten books, fresh from loving, understanding hearts, will, if they have the vital truth in. them, surely be warmly received by the little ones, and be as seed bearing an hundred fold. Like all things truly excellent, a true Sunday-school book, let us be allow^ed to say, is comparatively rare, notwithstanding the abundance of labour in the field. A book to come home to children's hearts cannot in any degree be written mechanically. It must be instinct with the very spirit of the writer, and with living truth. The greater the number of such books, obviously, the better ; and the oftener a library is replenished with them, the greater the opportunity of doing their loving, beautiful work. Even if you think that, having a fair supply, you can afford to do without books undeniably good, be chary of neglecting opportunities to replenish, lest you thus put aside the means of obtaining even one little work which, thus precious to some- body, may prove a life-power. There are always numerous, struggling schools who have not opportunities to add to their libraries, or possibly even to obtain the nucleus of one. Do not let yourself be ignorant of these in your vicinity ; do not forget them when an opportunity of adding to your own collection occurs. Giving 2 292 SUNDAY SCHOOL WOELD. to them of the old, and availing yourselves of the new, a double good is secured ; a duty to self and to others is discharged. — M. E. C» 781. A Settled Question. — No review of Sabbath- school agencies could be counted at all complete, which did not say something of the books and papers which form so much of the stated reading of the scholars. It has indeed come to be regarded as a settled question, that the Sabbath- school, as a matter of course^ will have a library, and almost equally a matter of course that the scholars will be supplied with a weekly or monthly paper. The amount of reading thus furnished to the community is enormous. Few persons have any adequate idea of its extent. These little volumes are despised by many on account of their diminutive size. One big octavo of five hundred or a thousand pages is counted as equal to fifty of these lilliputians, because, perchance, the big book has as many printers' ems as the fifty little books have. But in estimating the amount of reading furnished to the community by any particular class of books, a main item of the account is the number of times each book is likely to be read. In the College Library at Princeton is a collection of books presented to the College thirty years or more ago by the British Govern- ment — some two hundred gigantic folios, containing a printed copy of Doomsday Book, and of the other ancient records of the kingdom. "Would the historian of the College, in reckoning up the influences by which the minds of its students have been shaped during these last thirty years, dwell much upon the vast amount of reading matter furnished by those stupendous volumes ? Probably not one page in the whole collection has been read by a single student in all that time. Certainly there is in that library many a volume, small enough to be carried in the pocket, which in its real influence has singly outweighed the whole of that im- perial collection. — Dr, Hart. 782. Sabbath-school Literaturei — The Rev. Albert Barnes, the dis- tinguished American minister and author, in his new book. Evidences of Christianity, has the following interesting thoughts, which apply equally to the state of the Sabbath- school cause on both sides of the Atlantic: — "Christianity has origi- nated a new form of literature wholly its own, — a literature not known under any ancient form of mytho- logy, not known under any form of modern heathenism, not known to infidelity, not known to philosophy ; and it has, at the same time, origi- nated an institution most effective for applying that literature, and for securing its own influence over the young — I allude to the Sabbath- school, and to the literature which has been originated by that institu- tion. This, if there were nothing else, would show that Chiistianity, in its efforts to perpetuate and pro- pagate itself, is quite abreast of the world. The literature of the Sab- bath-school may not be, in respect to quality, all that could be desired ; but it may be doubted whether there is any other department of literature that is exerting as much influence on the destinies of mankind. Infidelity, Mohammedanism, and Buddhism, have no peculiar literature for the young, nor have they any peculiar institution where to inculcate their sentiments on the young. Science, with great difficulty, prepares books for the young ; but its literature in astronomy, botany, chemistry, de- signed to guide the young, as com- pared with the literature of the STJNDAY SCHOOL WOELD. 293 Sabbath-scliool, is meagre in tlie extreme. Tlie Sabbath- school and the Sabbath-school library stand by themselves. Both capable, imdoubt- edly, of great improvement, they are, nevertheless, exerting a vast power on the coming generation; and it is difficnlt to see how a re- ligion that has such an agency as the Sabbath-school could be exter- minated from the world. One day during each week, of every month in the year, the children of this nation are brought directly under Christian instruction, with all the advantages, in theory at least, of calling into the service the best talent, the highest intelligence, the warmest piety, the most devoted zeal, existing in the churches. Thi'ough all the States of the Union, and in all the territories, by agen- cies of its own, that literature is placed in the hands of the young, before other influences are brought to bear on them, to form their opinions, to make their hearts pure, to teach them to believe the Bible, and to love and serve God." 783. Opinions on Library Books. — There is wide difference of opinion as to the character of the books which should be allowed in the Simday- school library. Shall books of secular interest be allowed, or only those of a purely religious cha- racter? In this respect there are two things to be noted: 1st. The difference between town and coun- try. In a place where the Sunday- school library is the only one ac- cessible to the children, and where books are scarce in their houses, I would give very wide latitude to the choice ; while in the city, where every house is almost crammed with books, and there are many libraries open to all, I would restrict the Sunday-school library more closely. 2d. The last few years have fur- nished us with an admirable Sun- day-school literature ; and there is no need of going outside of religious works to find interesting volumes. — R. W. Raymondy Brooklyn, N. Y, 784. Value of Sunday-school Library. — "We have a very high ap- preciation of the value of a good Sabbath-school library. It seems to me that no method of circulating sound religious reading is superior to this. The books, however, re- quire to be selected and adapted with the greatest care. This is cer- tainly a difficult matter, but the object to be attained is so great as to reward the effort. Many schools are now flooded with the most vicious, improper books. There is no justifiable excuse for this. Kever were there so many good books for childi-en and youth as now. Several hundreds that teach the soundest Christian morals and are true to life, and filled with the soundest evangelical Bible instruction, can now be selected. There is scarcely a shadow of excuse at the present time for admitting even a doubtful book into our Sabbath-school libra- ries — unless some will accept the plea of ignorance and laziness. Our children's minds should be as sa- credly guarded from poisonous books as their bodies from poisonous drugs. There should be a judicious stand- ing committee in every school to select library books, while the pas- tor should always carefully revise their selection. — Pardee. 785. I do not think the importance of the Sabbath-school Library has been at all adequately recognised. It is a great privilege to have to such an extent the direct- ing of the children's reading through the Sabbath-school. At a time when what is read is longest remembered, -7^ 294 SUNDAY SCHOOL WOELD. and is most likely to produce im- pression and be influential for good or evil, it is a great opportunity "which we have of pre-occupying the ground and sowing the good seed before the enemy has cast in his tares. There are many homes into which the only book that is admitted, of a religious character, or even of a healthy tone, is the book from the Sabbath-school library. Taking into account the number of the other in- mates who may be induced to read it and be benefited by it, if the book is of the right stamp, we may in this way do largely the work of colporteurs and missionaries, and that in the most favourable cbcumstances con- ceivable. Considering the spread of education, and the demand for lite- rature, good or bad, among all classes of our people, the supplying of good and suitable Sabbath-school libraries seems to me to demand the earnest attention of all who are in- terested in the welfare of our coun- try ; and the increased co-operation of publishers and societies in making up such libraries and supplying them on liberal terms is greatly to be de- sii-ed. — Rev. J. H. Wilson^ M.A. 786. Attractive Books. — The books of the Sabbath- school library must be attractive and interesting, or they will not be read by the young. They must be true to life and fact, or they will prove per- nicious. They must be instructive, or they should find no place in the library. They should be adapted to awaken, convict, and convert, to nourish in the religious life and morals, and throw light upon all the pathway of every-day practical life, or they will fall short of meeting the great want. They must strictly conform in all things to the Bible standard, or they should never be found in any of our Sunday-school libraries. — Pardee. 787. Corrupting Juvenile Lite- rature. — Conversing the other day with an excellent philanthropist, a member of Parliament, whose con- sideration for the social welfare of the poor is only exceeded by his anxiety for their spiritual advance- ment, we promised to obtain, read, and indicate the contents of the most popular of the many serials which are read with such great avidity by boys. The recent police cases — of burglary, robbery, garrotting, and murder — which have come to light, and have aroused public attention, have exhibited the natural tendency of the works which are so largely corrupting the minds of youths. They seem to be the link which connects the nursery with the gal- lows — for long before children grow into their teens, they manage to ob- tain the penny rubbish which gives them an early taste for sinful plea- siu'es. The mischievous tendency of this kind of literature cannot be over estimated. Eead in the light of the recent police cases, they reveal the true kind of education which they are imparting to the young — an education that is fitting them for a degraded life of immoral slavery, and for a future existence of unend- ing and unutterable woe. If the Saviour has His servants whose duty it is to win young hearts to Him who lovingly said, " Suffer little children to come unto Me," Satan also, in matchless daring, is by no means behind in the use of appliances for bringing the souls of the young to his hideous embrace. And, perhaps, there are fewer means of accom- plishing his foul purposes more in- sinuating and revolting than that provided by the publishers of the coarse and criminal literature, of which some of the most creditable specimens are now lying on my table. Creditable, did I say? If SUNDAY SCHOOL WOELD. 295 these be decent, what must be the character of some of the more atro- cious ? There are twelve penny- numbers of twelve distinct tales before me. Some of them bear in the imprint the publisher's name, but the majority are announced as "printed and published at the office." The covers are gaudy, and are illustrated by sensational wood- cuts. . . . Every page of this juvenile literature teems with the most demoralising allusions ; and imdisguisedly the object of the writers is to exalt the characters of the vilest street strumpets, and to show that vice is not quite so hideous as it appears. — Edward Leach, in the " Sword and the Trowel.''^ 788. Unsound Books. — Better have no books than to have unsound ones. Spare no pains to procure an abundance of good, sound, attrac- tive, and useful reading, and we ivill soon drive away the flood of bad books which is now threatening to destroy our youth. Several cojnes of superior books should be placed in the library at the same time. Select such as are adapted to all ages and conditions, from the children in the infant-school up to the wide-awake young men and women in our highest adult Bible classes, and to teachers. Let them also cover all stages of religious feeling and want. Books of narrative, history, bio- graphy, youthful Christian experi- ence and training, on temperance, good morals, good habits and man- ners, should all be provided for the thorough religious instruction of our children and youth. The library should also comprise a good teacher's library with good reference Bibles, a concordance, and dictionary. Then give the books the largest, freest, and most active circulation. — Pardee. 789. Abuses. — Besides the loss of time, the waste, the interruption, and disorder, attendant upon the use of the library, there are other evils even more serious. Books creep into our libraries that have no business there. I never saw a Sabbath- school library yet in one of our large city schools, which would not have been enriched by having a goodly portion of its contents committed to the flames. Not that the books are bad, in the sense of containing what is in itself objectionable, but some are merely exciting stories that convey no reli- gious instruction or Scripture truth. Still more are utterly dull and heavy, such as a child can by no possibility be induced to read. Look over the shelves. You know a book of this kind the moment you see it. There it stands, untouched and clean, year after year. But how can the evil be avoided ? Some of these libraries contain many hundred volumes. They must do so in order to have enough to accommodate the children. But how can the super- intendent or the teachers sit down to read all the books that are ofiered to their choice, and make an intelligent selection ? It is impossible. The books now published by the various houses engaged in supplying this species of literature cannot be less than four thousand. No teacher can expect to be acquainted with them all.— Z);-. Hart. 790. A Great Mistake. — Dis- turbed by a sense of responsibility in this matter, and vexed by the petty annoyances which the library gives in the school, some superintendents are disposed at times to throw the whole thing overboard, and not to have any library in the school at all. This would certainly be a great mistake. I speak from no small experience in this matter, and from actual observation among the class of people to whom the Sabbath-school itself is most important, and I feel 296 SUin)AY SCHOOL WOKLD. quite sure tliat the institution would be shorn of one of its main elements of usefulness, if the library were abandoned. The library book, and the child's paper, carry the blessed influence of the Sabbath-school home to the father and the mother, to the older and the younger children, to friends and neighbours. These silent messengers preach weekly to hundreds of thousands who can be reached by no other agency. By means of the library, skilfully used, the teacher may continue and sup- plement his lessons all the week round. The library, therefore, can- not be given up. It is too great an element of usefulness. It is too dear to the children, particularly to the children of the poor. — Dr. Hart. 791. Old Library Books.— It teaches the children selfishness to see an old box or out of the way cup- board packed with old Sunday-school books which have served out their time in their Sunday- school, but which might be a blessing to some poor mission-school just struggling into existence. I have known ap- peals made for these old books, but the request was coldly put aside, with the remark that they might be useful again sometime ; so the old books were craromed into a closet under the gallery stairs, there to gather mildew and mould until they were hardly fit for the rag man. How much better to get some good brother or sister skilful in such work, to look over the old books, make up a nice parcel of them, and present them to some needy school. Invite the children to bring all the papers they have to spare, and add them to the donation. If they are to be sent abroad it will require a few shillings express charges, but be sure and let the children pay for it. — Mrs. McConaughy. 792. Example and Precept. — [ — Example is something more even than a means of teaching. It is contagious. We not only learn how to do a thing by seeing it done, but •the sight of it in others is persuasive to us to do it ourselves. Example allures as well as teaches. It leads to imitation in evil as well as good. One crime is often the parent of others. So well is this understood, that legislators in many parts of the world have now ordered all execu- tions for crime to be made in private. The terror of- punishment, as a motive to deter others from crime, is not so powerful as is the example itself in producing imitations. Cri- minal statistics abundantly prove that public hangings for mui'der have been among the most prolific provo- catives of murder. Such works as " The Pirate's Own Book," no matter how truthful may be their records, or how faithfully they may portray the dreadful end of crnne, are yet most fruitful sources of crime. It is as if the reader saw the wicked deed ; and it is a well understood principle of human nature, that what we see done we are instinc- tively tempted to do ourselves. —Dr. Hart. 793. Essay ^on Sunday-school Library. — There seems to me to be three points in regard to the library of a Sabbath-school, which ought briefly to be noticed, viz. : its neces- sity, materials of which it is com- posed, and the best method of using it. Upon each of these points I feel bound to say a few words. I. The necessity of a library. Sabbath- schools have been esta- blished without libraries, and by proper effort, may do good ; but they soon drag heavily and droop. Others have very poor libraries, and the teachers cannot see the need of SUNDAY SCHOOL WOELD. 297 ha"STag them made good and com- plete. Let me tell you what a good library, properly managed, will generally do. 1. It icill create a taste for read- ing. You go into some families, and the parents will tell you that their children " do not love books, do not take to books, or do not take to learning : " in other words, their children have no taste for books. The parents think it is a kind of destiny. Their children are doomed to be comparatively ignorant, while some families, which they can name, are growing up fond of books. Now all the destiny there is about this is, that the children do not have suita- ble books. Any child and every child will love books, if you will put suitable books into its hands, before it leaves the cradle. But many families have no such books, feel as if it was money thrown away to buy them. The child sees nothing but the big Bible, perhaps a volume of sermons, an old geography, or a few newspapers ; these constitute the library of the house, and is it any wonder that there is no taste for reading ? Any wonder that every association connected with a book is gloomy and almost painful ? ISTow the library of the Sabbath-school meets this very difficulty ; it fur- nishes reading suited to the child's capacity, deepens the impression by cuts and pictures, and creates, gra- dually, in him a confidence that even he can master the contents of a book ; and when this is once done, the child has acquired a taste for reading. This acquisition, I hardly need say, will be a treasure to him. The hap- piness, the respectability, and I had almost said, the salvation of a child, are near being insured, when once lie has acquii^ed a decided taste for reading. Every library should be selected with this in view. 2. It ivill supply those tvith hooks loho otherivise tvoidd never have them. I speak not of those destitute parts of the world, such . as new settlements and nations emerging from heathenism, where a book is a rarity, but of our most favoured portions of country. Every parish and every school will contain fami- lies too poor, or too ignorant, or too parsimonious, to procure books for their childi'cn. Thousands and thou- sands are now reading the books of the Sabbath- school, who would other- wise be entu-ely destitute. A library owned by a Sabbath- school answers almost as good a purpose as having each family own it; and in cases where filth and ignorance prevail, even better. It carries light to all, quenches the thirst of all, and goes where nothing else can go. 3. A library occupies the vacant hours of children. I have already said so much on the importance of habits, that I am almost afraid to use the word again : and yet when the question comes, what shall be done with the leisure moments, and fragments of time, wliich the chil- dren of every family have, I cannot but again allude to it, and say that the habit of reading during this leisui'C is unspeakably important. Put suitable books, attractive books, into the hands of childi'en, and they will, insensibly to themselves, form the habit of occupying these seasons with reading. These habits will abide through life, and will be an increasing blessing. 4. A library will create taste and draw out genius. All who remember their childhood, and who does not remember it, can look back, and see that this or that bias was given to their character ; this and that last- ing impression was made by such and such books which they read. A few years ago, and the reading for children was of 'the most prepos- terous kiad ; the most unreal scenes, 298 SUNDAY SCHOOL WOELD. the most foolisl^ stories, the most frightful inventions were the com- panions of the nursery. These made 'impressions which lasted through life. Thanks be to God, this rub- bish and trash is passing away. Minds of the first order are now engaged in preparing books for the young. Genius feels honoured, in being allowed to cater for the mind, destined to be immortal, when it commences its existence. And though we have accounts of ministers and missionaries who have been raised up in the Sabbath-school, yet I do not believe these are all who have become great and good by means of this institution. And I believe there are minds forming there, and taste creating there, and genius growing there, which will hereafter wield the pen and pour out the thought which will affect the earth. It is not to be a long time before the taste, the literature, and the genius of the earth, will be, to a great degree, nurtured in the Sabbath- school. The libraries will help to do the work. 5. A library loill refine and ele- vate the intercourse between pareiits and children, and between the chil- dren themselves. Much that is foolish, and much that is vulgar, in the intercourse between families, and between children, arises from the vacuity of the mind. They have no ideas, nothing to talk about. Not so when that family have access to a library, and once acquire the habit of reading. The conversation among children is soon perceived to be more refined ; the intercourse between the parents and the children is gradually softened, more gentle, and more amiable. There is a tendency in books to refine and soften character, which is irresistible. A vulgar man, either in words or in thoughts, can- not be a man who reads. How many hints will parents receive from these books which they will gradually in- corporate into their system of family management! how many rebukes will they receive, without the mor- tification usually connected with re- proofs ! how many impressions will they receive, which will gradually but certainly modify their character! And how many impressions, for it must be remembered that it is m- 2)ressions which form the character of children, will children receive from those books, which will make them more kind and dutiful at home, more docile and modest abroad, more free from that boisterous im- pudence which is so common an attendant upon a bad education. Every family circle into which the books of the Sabbath-school library are admitted, will be softened and refined. Of this, from what I have seen, I have not a doubt. 6. The library icill attach the scholars to the school. Every human mind wants something towards which it can look forward. If the child has nothing else to do, but to go and recite his lesson and hear the re- marks of his teacher, he will soon become weary. But he looks for- ward. At the close of the next Sabbath, he will receive a new book. It is his property, intrusted solely to him for a whole fortnight. The trust is pleasant. The prospect of pleasure to be derived from reading is cheering ; the curiosity awakened as to the book which he will receive, is a stimulus. But in addition to this, he knows that his parents are delighted with the books, his home is rendered more pleasant, new books will be added every year, and shortly he will have a larger book, and then a larger, till he has read them a,ll, and is master of all they contain. These pleasures, these hopes, this stimulus, will hold the child to the Sabbath-school, year after year, till the great design of the system has been realised in his case. SUNDAY SCHOOL WOPtLD. 299 lead the soul to God, they frequently do it by leading to the house of God, or to a conversation with some faithful friend, such as the teacher, or to the Word of God and prayer, till it is finally brought into the fold of Christ. I suppose half a Tolume might now be wi'itten containing authentic accounts of the good done to the souls of men by means of libraries, and doubtless the day of will reveal thousands more. But in the waste places of Zion, where the sound of the " church-going bell " is never heard, how has the aching; heart of the widowed mother been made to re- joice when her smiling boy returned through the little foot-path of the consequence of the arrows which ' forest from the distant school, bring- 7. The library tcill do good ivhere nothing else can. You know of a family in which profaneness, for example, is indulged; you cannot yoiu?self reprove it successfully ; you cannot send the tract which will meet the case — suspicion would awake ; — but you can aid the child to select, and encourage him to read aloud at home, the book which will be a mirror in which that family may see their likeness. So of in- judgment temperance, or of any other known sin. There are books prepared to meet all these cases ; and they are so well aimed that they will hit the game. Many a family have been drawn to the house of God, and have become permanent worshippers, in they received from these books. The ehild, with the sling and the stone fi'om the brook, has been made to do what the sword could not. The heart arrays itself, whenever you reprove it ; the pride rises up when- ever you try to persuade men to do directly the contrary to what they are doing ; but when the pages of a little book speak, this pride and vanity are not aroused. The con- science can awake and speak, be- cause the passions do not raise their stormy voice and drown her admoni- tions. 8. The library is a powerful means of converting the soul, and building it up in holiness. There are, probably, but few families which do not contain more or less, who have no evidence of having passed from death unto life ; and there are few families in which the books of the Sabbath-school library are not read. By this means old and deep impressions have frequently been revived ; new convictions have been awakened, new fears created, till the soul has arisen, like the pro- digal, and gone to its Father for bread. If these books do not directly ing the book which some sanctified, gifted mind has penned, and which will aid her in growing in holiness, and in guiding her babes to the Lamb of God ! Her child shall re- ceive impressions from these books, which will make him a stafip and a comfort in the evening of her days ; and these books will leave impres- sions on the minds of all the family which will abide for ever. These, in short, are some of the most obvious benefits of the Sab- bath-school library, which, in my view, render it absolutely indispen- sable to the success of the school. Of course, the more complete and perfect it is, the better it is adapted to the ends contemplated. T proceed — II. To speah of the selection, or the materials of ivhich the library should be composed. Great care should be exercised in the selection of a library ; for a book, like a com- panion, may make deep impressions on the child, and give him a bias which can never be changed. For- merly it was very difficult to get books, which, to any great extent, answered the purposes of a juvenile 300 SUNDAY SCHOOL WORLD. library, and men frequently under- took the selection who were wholly ignorant of their duties. I once knew a judge, who, on being elected to the presidency of a Sabbath- school society, and feeling that his station required him to be a kind of patron, actually purchased and pre- sented to the school some dozen or two of Gumming' s largest geography as the foundation of the library. Books are now so multiplied that the greatest difficulty seems to be to make the best selection. Some are almost destitute of character; others are too indefinite ; and others, still, are above the comprehension of children. * Two or three hints seem desirable here. 1. A library should he steadily increased. This is usually done once every year, and it ought to be done by the subscription or contribu- tion of the whole congregation with which the school is connected. Great pains should be taken to give every family an opportunity to contribute, and for these reasons : — First, the larger the increase the more valuable will the library become, and the greater will be its good influence upon the school and upon the whole community. All are partakers of its benefits, and all should be urged to aid in its increase. Second, the teachers are much encouraged and aided by an increase of good books ; they are almost sure to find some book which will encourage and bene- fit them. And thirdly, in propor- tion as a congregation contribute for a library, in that proportion will they take an interest in the books, will read them, will be careful to see that their children are regularly at school, in order to draw out books. At the return of every year be sure, then, to make as large a collection as possible to add to the library. Get the new books as they are pub- lished, keep up with the times, and the school will feel the efiects of the measure. Do not be afraid of asking the Chiu-ch and congregation for money. There is no way in which they can possibly invest money by which they will be able to receive so great returns. 2. A book is none the worse for being old. There is a feeling in many, and I fear it is an increasing one, that all books must be con- sidered ephemeral. Like almanacs, they are good for this year, and then they are to be laid aside. This feel- ing arises, in part, from the peculiar state of things in this country, and is, perhaps, peculiar to this land. Everything here is changing, a year alters the face of everything ; and we are in danger of thinking that principles and truths and thought must all change and pass away. In some libraries, consequently, you can hardly get a book read which has been on hand more than a year. What is added this year is current ; but nothing else is fit to read. Tliis impression or feeling should at once be corrected. A good book will be equally valuable (with rare excep- tions) as long as the English lan- guage is used. Such books as came from the pens of Doddridge, Baxter, Edwards, and Richmond, can never decrease in value or interest. Who will ever hope to surpass the "Pil- grim's Progress ?" When will the time come when "Little Henry and his Bearer," and the " Dairyman's Daughter," will not draw tears from the eyes of the reader ? In selecting a library, do not feel that because a book was written before you were born, it is therefore destitute of in- terest or wisdom. Do not say to the child, " Here now is a beautiful new book, just written, and one which will delight you greatly;" while you say to another, as you hand him one of the most valuable books ever penned, " I am sorry I have not a SUNDAY SCHOOL WORLD. 301 new book for you, but they are all out ; you must take this old one now, and I will try next time to get you a new and an interesting work." Truth is imperishable ; and she gains nothing by coming out every few years in a new dress. And it seems to me that the teacher should be careful about making the impres- sion that nothing can be valuable unless it be new, if he would only consider the mischiefs resulting from it. There is, of course, a freshness about a new book which communi- cates itself in a degree to the reader ; but let the child be taught that a great and good thought is something that must live eternally, wherever he finds it, and that those who lived many years ago dug as deep, to say the least, as any writers of our day, and you will not be troubled by the constant demand for new books. In other words, the library will become a thing not to be worn out, and every good book will become a per- manent blessing. SELECTING THE BOOKS. 794. Furnishing the Library. — Have a permanent committee, com- posed of the pastor, the superin- tendent, the librarian, and one or two teachers. This committee should have the power to add to the library, at all times, such books as they please. Thus, every week or two a few new books are found in the library, keeping it constantly fresh, and the children have no reasonable complaints to make. The labours of such a committee would be both lightened and strengthened if they could corrrespond with, or visit, some of the places of supply of Sab- bath-school literature, and having confidence in the judgment of those who publish, or have selected, the best books, could get from them from time to time such as they re- commend. A standing order might be given to a few sources of supply, to send all the good new books as they might be issued, with the liberty always of returning such as are not approved by the committee. It is thought by some that the only kind of books that children will read are sensational stories. If this is true, it would be far better that children should read less, and read that which will do them some good. There are many really valuable books that will be read, and these should be carefully sought for. Children will read, and if not fur- nished with exciting stories, rather than not read at all, they will read more solid books. — House. 795. Too-large Libraries. — The only effectual remedy that I can see, is to reduce very materially the number of books selected for a library, and to multiply copies of the books thus selected. It might have three, four, five, or even ten copies of each book on the catalogue, according to the size of the school, or the demand for particular books. If the school be of such a size as to require a thousand volujnes, instead of having a thousand separate pub- lications, and a single copy of each, it would be far better to take only the very cream of those in the market, and to have a number of copies of each. This plan is now adopted in all the public Circulating Libraries. Whenever a new book is issued, on which there is likely to be a run, the library buys a large number of copies. In the case of a Sabbath-school library on this plan, with a limited number of publica- tions, but numerous copies of each, the teachers and the superintendents might reasonably be expected to 302 SUNDAY SCHOOL WOELD. make themselves acquainted witli the character of the greater part of the books. A full descriptive cata- logue also might be made without too great labour or expense. Every scholar finally would have a reason- able chance of being suited weekly with a book. It would take two or three years for the books to make the entire circuit of the school, by the end of which time the best of them would be worn out, and the others might be given away, and anew library be purchased. — Dr. Hart. 796. Library Oommittee. — To remedy the first evil, we would sug- gest the formation of a standing library committee ; consisting of the president and general super- intendent, ex officio, with two or four other parties, either male or female, selected by the business committee from their own body, possessed of leisure, prudence, and knowledge, who should examine and approve all books before they are placed in the library. This would eflfectually prevent the introduction of mere trashy rhyme, highly- wrought children's novels, injudi- cious biographies, all works contain- ing false doctrines, covertly smoothed over with the appearance of truth ; or books on natural history, geo- grax^hy, or ancient Jewish customs, with more of the fabulous, fanciful, and erroneous, than the simple, un- adorned, and true. — Davids. 797. Many Books. — The time was when a teacher might, without much difficulty, be acquainted with all the books in the market suitable for a child's Sabbath reading. But that time is past. There are a few excellent books with which nearly all the teachers are acquainted. Perhaps in the whole catalogue of one of these large libraries there may be fifty books, possibly a hun- dred, of which something is known, either by the teacher or by some one of the scholars, in every class. These few books are in constant demand. There wiU be, perhaps, a dozen applications the same day for a single book. Consequently eleven out of the twelve who apply for that book are disappointed. Even where each child is allowed to have three or four choices, such is the run on the few books which are really popular and well known, that half the time no one book out of the three or foiu' books called for is to be had. Out of a class of ten children, in a school that has a library of a thou- sand volumes, four children perhaps will receive for answer that the books for which they applied are out ; four will get books so utterly unsuited to them that .they do not even take them home ; and two pos- sibly will be suited. I assure the reader, this is no fiction. I have myself seen it, week after week, in himdreds of instances. — Dr. Hart. 798. Adapted Books. — Be care- ful to heep the library filed loith boohs suited to the advanced age and improvement of your oldest scholars. This is one of the best bonds to keep the scholars with you, and one on which you may usually rely with certainty. Books of a high charac- ter should be selected, kept in such order as to be inviting ; and I am not sure that it would not be wise to have a library separate and dis- tinct for the sole use of the older scholars. I once made the experi- ment of forming a library for young men and young ladies separate from the Sabbath-school. There were shortly several hundred volumes gathered, and they were probably of much greater use than the same number of books are to a Sabbath- school in the ordinary way. — Todd. 799. Piction. — It is not easy to lay down a formal rule in regard to SUNDAY SCHOOL WORLD. 303 tlie use of fiction in Sabbath- school books. ]\Ian3' books are felt to bo unsuitable on this score, thoug-h we cannot frame a rule which will exclude them, without excluding others to which we feel no objection. It seems necessary in this matter to judge each book, to a considerable extent, by itself. Love afiairs cer- tainly should be kept out of these books. We should exclude also scenes that are overwrought and unnatural, and such as are not likely to have happened, and such as give false ideas of life or of duty, and such as merely excite the feel- ings without leaving any food for the judgment and the conscience. — Br. Bart. 800. Living Books.— Sabbath- school books, of all others, should be lice books. It is of no sort of use for publishing-boards to issue, or purchasing-committees to buy, dull books. The children will not read them. If any one wants to see what books are really influencing the chil- dren of a Sabbath-school, let him look at the book- case where the library is kept. A single glance will suffice. The shining, unsoiled, good-looking volumes, that stand in unbroken columns on the shelves, may as well be consigned at once to the waste-basket. No matter whose imprimatur they may have, or how ornamental their appearance, their value is simply zero. The real work of the library is done by those volumes which are seldom found for two consecutive weeks on the shelf, and which when there have gene- rally a shockingly bad appearance. Commend me to the book that is blackened and worn, and its pages dog-eared and soiled, its covers broken or gone, its leaves loose, its title-page missing, which hardly holds together, and cannot stanS. alone on the shelf, and which has to be replaced at least once every twelvemonth. Such a book is not necessarily a good book. But it is unquestionably a live book. It is a book that will make its mark in the school. — Dr. Hart. 801. How to form a Library. — By this we mean the selection and purchase of suitable books. We say purchase advisedh', for it sometimes happens when a library is about to be established that the friends of the school are invited to contribute not funds but books. Hence there is a great risk of nauseating the young people with the weeding of many poorly stored book-sLelves, consisting mainly of a few odd volumes of sermons and religious magazines. These books may be good enough in their way, may contain — as their kind donors say — a large amount of good reading ; but after all may be too heavy as to their contents, and too bulky as to their size, for the purpose they are intended to serve. Money rather than books is the capital to start with. This being by some means obtained, the next point is how to expend it to the best advantage. The selecting of suitable books has often occasioned greatperplexity to Sunday- school managers. Not so much from the paucity of ineligible books does this difiiculty arise, as from the fact that those who have the selecting of them have often so far forgotten their own childhood as to ignore the taste of the young people, and have also a very slender acquaintance with books in general, and especially with the class of books required. It also frequently occurs that some excellent friend remembers a book that was in some way serviceable to him at some period of his life — such asCharnockon 21ie Divine AtfributeSy or Baxter's Saints^ Rest ; and he cannot rest till it has a place on the 304 SUNDAY SCHOOL WOELD. shelves of the Sunday- sctool, where it ever after reposes in a high state of preservation. To prevent a waste- ful expenditure of money, and the library from being encumbered with ineligible volumes, it would be well in. the first instance to form a Library Committee. This committee, which should be very small and select, need not be composed exclu- sively of Sunday-school teachers ; indeed, in many cases this would be fatal to the end proposed. It would be useful to call in the aid of two or three of the congregation not con- nected with the school, but who in this way might be induced to take a deeper interest in its proceedings. They should, if possible, be heads of families, men who have a care for what their own children read, and who, having noticed what had profited and pleased them most, would be so far competent to select for the benefit of others. As a matter of course the minister will be on this committee ; from his knowledge of books in. gene- ral, and from his acquaintance with the style and character of the issues of certain, publishing firms, he will be qualified to render invaluable aid : then, too, since he is in constant receipt of publishers' catalogues, is a reader of reviews and the like, and has some acquaintance with authors, he will not fail to note down the titles of such books as, from his many sources of information, he can con- fidently recommend. The work of such a committee will save a great amount of perplexity to the teacher, and secure for the little ones at the least expense the largest possible number of really valuable books. In buying books for a Sunday-school library, their size is a matter that should not be overlooked. iS'ot only are large books usually too costly, but they weary the patience of the children, while the time required for reading them destroys the advantage of frequent changes, and exposes the book to the double risk of being unduly soiled or lost. It is better that three small and interesting I books should be occupying the leisure hours of haK-a-dozen scholars in a fortnight, than that one larger volume should be over-taxing the attention of one reader through the same time. Xot only does the frequent changing of smaller books secure a greater variety and necessitate the more regular attendance of the scholar, but the price renders it more easy to establish a numerous library. Then the size usually involves the question of price ; though it may be useful to remember that a small book at eighteen-pence may be cheaper than a large book at one shilling, since it may be issued twice as often, and by its greater attractiveness secure double the number of readers. Generally, books for junior classes ought to be such that the scholars may not need to retain them more than a week each ; and only senior scholars should be allowed the use of books that need a longer time. What is wanted at the start is a suf&cient number of books. To secure this we commend a suggestion which was once successfully carried out in the case of a library of another . kind. The funds being limited, it was proposed that no book should in the first year be purchased whose pub- lished price exceeded half-a-crown. In this way a sufficient number of books to last two years were placed at the disposal of the readers. Be- fore that time expired more funds were available, and books of a higher price were added by degrees. It may be remembered that the best books for the Sunday-school are usually low in price, since their quality increases their circulation, and that reduces the cost. A maximum price of eighteen-pence is quite large enough to start with ; STJNDAT SCHOOL WOELD. 305 and it is perfectly astonisHng how many really eligible books are issued at and under tbat sum per volume. "When the maximum or average price per volume has been resolved upon, the work of selecting the books commences ; and this method will be found to be as good as any we know. Let each of the select committee come to the first meeting with a list of as many books as it is proposed to purchase at the price determined upon. It will probably be found that each member has, in many instances, the same titles in his list. These may be at once checked off as books that the majority are agreed upon. Those that may be on the list of two or more members may be next discussed ; while those that are on but one list will have to be described by their proposer, and then voted upon. In preparing his hst for this meeting, a committee-man will do well to consult the publishers' lists which any bookseller wiU give or lend for the purpose. Several houses (such as Elliot Stock, the Sunday School Union, and the Eeligious Tract Society) issue lists of books specially adapted for Sunday-schools. No one list may be taken in its entirety, but from the comparison of several a judicious selection may be made. When the object of the committee is not to form a library, but to enlarge one already existing, volumes that have been previously recommended in a book kept for the purpose may be discussed; care being taken to reject all those upon which any doubt as to their suitability is cast, until more is known concerning them. Yery often the review department of some trusted magazine will guide the committee to such books ; as in some magazines which are devoted to Sunday-school purposes, no books are recommended but such as have been carefuUy scanned. — Kke, I 802. How to Test a Book.— The very best preliminary test of a book for the yoimg is to put it into the hands of young children in a fandly. If half a dozen books are thus placed within reach of such a group, and it is found that some of the volimies are eagerly devoiu-ed, and the reading of them competed for, while others are quietly left on the table, almost unread, these latter may be considered as disposed of, so far as the uses of a Sabbath-school library are concerned. It does not follow, however, that the other books are all right, because the children like them. That is only one point, though an indispensable one. An- other point in a book, equally indis- pensable, is the character of its teachings, and of this the children are by no means the proper judges. — Br, Hart, LIBEAET PLANS. 803. American. — The more mod- ern plans of distributing the books require that the librarian not only be present before the opening of the school for the distiibution of hymn- books and class-books, but that all the work of supplying the scholars be attended to before the school re- gularly opens. That this is feasible, and wiU take but little time, expe- rience confu'ms. Thus, the librarian sits at the entrance to the library room, or in front of his case, with the register open before him on a table. Suppose the books to be three hundred in number, and under lock and key. He spreads open the door of his library-case, and is ready for business. As the scholar comes in he hands the book which he returns to the librarian. The librarian looks for the number on the back of the book; he knows to what class the 306 SUNDAY SCHOOL WOELD. scholar belongs, and knows the number and name, too, of the scholar. He finds a check corre- sponding to the number on the back of the book in the register opposite the name or number of the scholar. This check he withdraws from the register, puts it in the book, and re- turns the book to its proper place in the library-case. The scholar now selects from the case any book he wants, and hands it to the librarian, who takes the check out of the book, places it opposite the scholar's name or number in the register, and the work is done. In a school numbering two hundred, this system can be worked by the librarian alone in ten minutes, or with an assistant in five or six minutes, and in large schools two librarians can do all the work in from twelve to twenty minutes. There are two plans for managing libraries, which have had considerable commendation, and have been widely used, the first called the ** Pigeon-Hole and Card plan," the other ''Geist's Patent Index System." The prominent feature in the ^rs^ is the arrangement of the library-case into "pigeon-holes," or separate departments, for each book, and when a book is taken out a card with the scholar's name upon it is put in the " pigeon-hole," or apart- ment, from which the book was taken, to remain there till the book is returned. The main feature in the second system named above is the division of the library and cata- logue into as many equal parts as there are classes in the school. Each class is supplied with one of these partial, or division, catalogues, from which they make their selections, and mark the number of the book selected upon a small library slate. These partial catalogues rotate through the various classes on suc- cessive Sabbaths in regular order. A combination of these two plans has been effected by Mr. E. H. Young, of Illinois, with the following cha- racteristics : — 1. Arrange the library- case and books into as many equal divisions as there are classes in the school. 2. Arrange the divisions into ''pigeon-holes," or separate depart- ments, for each book. (This may best be done with strips of tin, about two and a half inches wide, and the proper length, slipped into grooves made in the shelves, above and below, with a saw. The front edge of these strips should be turned, to prevent their cutting or soiling the books.) Number the di- visions consecutively, 1, 2, 3, 4, &c. ; also the '■'■ piy eon-holes^'' be- ginning with one (1) in each divi- sion. 3. Use Geisfs adhesive tags for backs of books, showing both divi- sio7i and j^igeon-hole numbers, thus : Books in division one are numbered 101, 102, 103, &c. ; in division two, 201, 202, 203, &c. ; in division three, 301, 302, 303, &c. 4. Make a catalogue of the books in each division separately — may be ivritten, in a plain hand, in small, cheap ])^^^'^(^^^^^' Number these division catalogues to correspond with their respective divisions. 5. Letter the classes — A, B, C, D, &c., — and number the scholars in each class — 1, 2, 3, 4, &c. Provide a small library slate for each class, with its class-letter at the top, and the scholars' numbers at the side. 6. Prepare a card for each scholar, with his or her name upon it, and also the class-letter and number of the scholar. Write to J. M. W. Geist, Lan- caster, Penn., stating number of classes in your school, also the num- ber of books you propose putting in each division, and order two sets of division numbers — one for library divisions, and one for catalogues — SUNDAY SCHOOL WOELD. 307 inside tablets, tags for backs of books, librartj slates for as many classes as you have, and one libra- rian's index. This last item is im- portant to insure a regular rotation of catalogues, and also to show how long an unreturned book has been out. (Mr. Geist is manufacturer of all these fixtures, and patentee of some of them.) WorJiing of the System. — At or before the opening of the school the librarian supplies each class with a slate, and one of the division cata- logues. As the scholars come they select from the catalogue, or their teacher for them, and mark the numbers of the books selected oppo- site their respective class-numbers on the slate. At the close of the gene- ral opening exercises, and before re- citations begin, — or, better still, re- quire those wanting books to be present five to eight minutes before the opening of the school, to select their books, and then, at the open- ing, the librarian may take up the slates and catalogues, and, during 7'ecitations, take from the library the books selected by the various classes, as shown by the slates. As the booJis are taken out, the scholars' cards are put in their places. After recitations the librarian delivers the books, with the slates, to the teachers, who distribute to the scholars, the slate showing to which scholar each book belongs. Returned books are left at the library, which should be near the door, as the scholars pass into the schoolroom, and are, at the same time, arranged by the librarian in their proper places in the library. As the books are put into the pigeon-holes, the cards are taken out and placed in a card-box that has separate apart- ments for each class. Adcantages of the System. — 1. The simplicity of its working appa- ratus. One ejitire catalogue only — divided into as many parts as there are classes — for the whole school. 2. An equitable distribution of the books is secured to every class by the rotation of catalogues. 3. The least possible time is re- quired in selecting and distributing, as all classes are served simultane- ously, or as nearly so as possible, and a large school may be served about as quickly as a small one. 4. IS'o two scholars in difierent classes can select the same book at the same time, and no two in the same class need do so, as each can see the numbers previously selected by his class-mates. 5. The library will be new and fresh to the school much longer than by any other mode of distribution. 6. Teachers and classes are not interrupted during recitations, nor have scholars any books during re- citations to distract attention from the lessons. 7. No scholar can get a second book till the first is returned. 8. The librarian can tell, at a glance, who has any unreturned book, and how long it has been out. 9. No records are necessary. The system is, in itself, a complete self- 7'egister of every thing that need be known of the library. Hemarks. — Those now using the "Pigeon-Hole and Card" plan will secure the principal advantages of this combination by simply dividing their catalogue, and procuring the necessary librar}'' slates, and working it as above described, and thereby economise time, p)^'omote good order^ and secure other important advan- tages. One of these advantages will be apparent from the following statement of the practical working of the " Pigeon- Hole and Card" plan : — Suppose one hundred scholars have drawn books on any given Sabbath; the one who presents himself first at the next Sabbath SUNDAY SCHOOL WORLD. mil find one hundred empty pigeon- lioles, from any one of which he might wish to draw, and this diflS- culty is constantly recurring; in fact, there is no certainty of any scholar getting any hook he wants at any time. This difficulty is entirely removed by the Combination System. The difficulty with Geisfs system is that much unnecessary luork is required of the librarian, in conse- quence of which classes are inter- fered ivith during recitations. — Soicse. 804. The Check System.— 3Ianaging the Library. — In a great many Sabbath-schools the manner of distributing the books is a very bad one, and in consequence of this some schools have improperly discarded the library altogether. The great difficulty has arisen from the fact that the librarian has been allowed to be on the floor, and to have access to and interrupt the teachers during teaching hour. This should never be allowed. An interruption to the teacher while applying Divine truth may peril souls for ever, and therefore should be carefully guarded against. The only access to the teachers which ought to be allowed to the librarian during school-hours, is simply to hand them the books, just at the close of school. There are several good systems for distributing the books that conform to this idea and protect the teachers. I would never ask the teachers to wi'ite the scholars' names or numbers for books, or do the work of selection, during the school hours. In the management of the library, what is called ' ' The Check System" is considered one of the best. We cannot describe the various good plans, but I shall detail one which seems to me to be more simple, and to obviate more difficulties than any other that I am acquainted with. It first provides a carefully printed numerical catalogue of all the books, with the number of pages. Give to each scholar one of these catalogues, and replace it when lost. If the school is a small district- school, a written catalogue will an- swer the piu'pose equally well. Then a " Library Card," four inches by two-and-a-half inches, is provided for each scholar on the first of each month. On this is wiitten or printed —"Library Card," "Class No. 6," " John Smith." Each scholar takes his "Library Card" and catalogue home, and there, with aid from his parents or a friend, he selects from ten to fifteen books, any of which he will be satisfied with during the next fourweeks. The " Library Card" is then placed in his book, and kept there as a marker, and is retui'ned to the librarian on the next Sabbath with the book. Each scholar hands his book, with the card in it, as he enters the room, to the librarian, who is always to be found, at the opening of the school, at the outer door of the schoolroom, with a large basket ready to receive aD. the books from the pupils. When the school is opened, the librarian carries these books to the library and assorts them, as he ascertains from each book-mark to what class and name the book belongs. The book is then credited as returned, and the new one charged. If any scholar wants one book particularly that is on his list, he underscores it, and if it is in the library, it is given to him and charged. If any scholar is late, and the librarian has gone to the library, he loses his exchange of books on that Sabbath. The librarian keeps the account of all library-books, and charges them all to each name and class according to the book-mark, and credits them when returned, and the teacher has no care of it. After the teaching is closed, the lesson reviewed by the superintendent, remarks made. STJJ^DAT SCHOOL WORLD. 309 prayer, singing, &c., then the librarian, by a notice from the superintendent, passes down the aisle and hands each teacher his lot of books, and the teacher passes them to each pupil according to the library card, and then the school is dismissed. No scholar opens his library-book or paper in the school. The teachers have no care of the books or their numbers, unless the scholar loses his library card; in which case his teacher, at the close of the school, accompanies him to the librar}^, and obtains for him a new library card and book. The librarian and his assistants charge and credit all the books while the teachers are teaching. Each class has a column or place on the register. This plan satisfies the scholar, he has his own choice, and never interrupts the teachers or the school for a moment, or diverts the attention of the school, and no time is lost. It works admirably. — Pardee. 805. An Untried Plan. — A great many plans have been devised, and much has been written, in regard to the management of Sunday-school libraries; and as the subject is one which has engaged my attention for some years past, I have examined the plans which have been submitted with close attention, and there seems to me to be difficulties in the way of most of the methods which have been either used or suggested. My plan is to have a shelf, about eight feet long, in front of the book-case, which will serve as a counter for the librarian. Let each scholar have a register- number, which is written opposite his or her name on a card, and hung up to suit the convenience of the librarian, besides being entered in the usual place in the register-book. Make the doors of the book -case to open in the middle, i.e., in halves; on the inside of the door, on the right hand, is a large square, divided into as many small squares — each one inch in diameter — as there are scholars in the school. Into these squares are put the register-numbers of the scholars, beginning at the top left- hand corner, as follows : — Register Nitmbees. 1 10 2 11 3 12 4 13 5 14 6 15 7 16 8 17 9 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 And so on up to any definite numher. On the inside of the door let there be squares of the same kind, which are the "book-numbers," agreeing with the number of every book in the library. In the next place, take small round pieces of pasteboard, about the same diameter as the squares, each with a number printed or written on it, beginning with 1, 2, 3, &c., the same as the register- numbers. Near the top of each square put a small brass or iron pin, on which the pasteboard "token" may be hung, so as not to be easily shaken off in opening or closing the doors. The number of the token and of the squares on which it is hung are the same. One class at a time, headed by its teacher, retires to the library, and books asked for by the class are placed on the before-mentioned shelf or counter. As soon as a scholar has selected a book, he calls out his register-number, and then the num- ber of the book selected. The librarian takes the "token" bearing the scholar's register-number, and hangs it on the book-number on the other door. For example , the scholar' s number is 20, and the number of the 310 SUNDAY SCHOOL WORLD. book selected is 10 ; he calls out *' 20-10." The librarian takes the ** token " 20 and hangs it over 10 on the other door, where it hangs till the book is returned. This plan obviates the necessity for a library- book, and can be more correctly kept. It is also so simple that, in the ab- sence of the librarian, any person could take his place. To prevent any scholar forgetting his number, and thus causing confusion, let each scholar have his or her number pasted on the cover of the Bible or Testament, used in the school, and let the books used by each class be kept separate, and strapped together ; then, if need be, the scholar could take his class reading-book in his hand to the library, and thus prevent mistakes. A further advantage would result from this plan in the lawful emulation that would arise among the scholars in keeping their books in good order. — James Bayers. i^*^ This plan appears to be feasible, but has not been tried.— Ed. S. S. World. 806. The Eemedy of Difficulties. — Cannot the difficulties of its man- agement be remedied? The main difficulties, in my opinion, are two, first in getting a proper selection of books ; and second, in having the teachers sufficiently acquainted with them. These two points once secured, there is no other difficulty that can- not be readily met by any super- intendent of ordinary executive ability. If the library contains no trash — that is, if there is in it no book that is not both valuable and attractive — and if the teachers in the main are so far informed in regard to the books as to guide the chil- dren intelligently in their selections, all the other troubles can be managed without difficulty. — Dr. Hart. 807. How to Manage the Library. — The library has always been justly regarded as one of the most useful of the agencies of the Sunday-school. By means of good books, written specially for the young in an enter- taining style, and taking the form of Christian biography and poetry, or even of religious fiction in the form of interesting tales, not only is the place of noxious reading usurped, but the lessons of the school and the principles therein enforced are re- vived by the fireside during the Aveek. Very often the book taken home by the scholar is read in the hearing of the parents, and thus be- comes a very infiuential missionary in the household. But the library has often been the great puzzle of most Sunday-schools. How to select, how to sustain, and how to keep a library are problems of practical school life that yet await a solution that schools in the general may safely adopt. The two former ques- tions we shall attempt to answer presently, the last will now engage our attention. Having very care- fully compared many systems of management, both as theoretically described in English and Ameri- can journals and as practically carried out in schools visited by us, we have no hesitation what- ever in recommending the following as, all things considered, by far the best: — The Libeart Case should be divided into partitions, as in the following diagram. These partitions are made of thi, the outer edges of which are turned, to prevent abra- sion of the fingers. These pigeon- holes fit the books, but not too tightly. When a book is lost or removed, another of the same size is inserted in the place of it. The books have numbers corresponding- to the numbers on the library case. When a pigeon hole is empty the book with corresponding number is out. This the librarian sees at a STJNDAY SCHOOL TVOELD. 811 123456789 10 glance, and is saved tlie trouble of searching. The Catalogtie is printed, or plainly written on cardboard, and suspended in the entrance of the school. There should usually he several of these. Or it may he printed in a hook form, and a copy given to each teacher, who may re- commend certain hooks as most suit- able for certain members of his class at different times. Each member of Card No. I. Library Card, No.... Class No Teacher. ''\ Sclwlar's Name. Residence. Numters of Books wanted. \ i 1 1 the library should be provided with two cards, which we will call I^o. I. and No. II. Upon card No. I. the scholar writes his selections, and he always retains it except during the time that the librarian is taking out the books. The librarian takes the books ia the order in which the numbers of those selected stand on the card. Card No. II. is the scho- lar's introduction to the librarian, and when once given to him it is always afterwards ia his possession. Hence the scholar has only one card to keep. Mode op Disteibtjto:n". The scholar leaves his book at the library on entering the school, and deposits card No. I. in a box provided for that purpose. The librarian assorts these cards No. I. so that they are arranged by classes. The books are restored to their places in the case, and in. each instance the card that has to be removed to give place to the book has the number of the Sunday erased. The book that Jane Smith wants is now taken out of the case, the number of it is erased from card No. I., and that card is placed inside the book ; while card No. II. is inserted in the book's place in the case. If that book is No. 40, and the Sunday is the 4th, it will always be known that Jane Smith holds No. 40 while her card remains in pigeon-hole No. 40, and that she took it out on the 4tli Sunday in the year, because the figure 4 is the highest cancelled on her card. "When book No. 40 is returned, Jane Smith's card must be taken out to make room for the book. The books for each class are placed together on the librarian's table. Each book contains the card (No. I.) of the scholar who wants it. Just before the last hymn is sung the librarian passes quietly and rapidly round the room and hands to each teacher the books for his class. No hook is given to a scholar until the school is closed. Then the teacher hands to each scholar the book containing that scholar's card (No. I.). Advat^tages. Not more than one minute is taken up with distribu- tion. Perfect accuracy in the 812 SimDAY SCHOOL WOELD. Card No. II. Sundays. | 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. LIBRAEY TICKET OF THE Sunday -scliool. This is to certifij that the Bearer^ is a regularly enrolled Scholar, in Class Xo Teacher. Superintendent or Secretary. tc 'ff •ef' 'Zf 'If 'Of '68 '88 '18 '98 "28 '^8 "88 "68 '18 '08 '6o 'So changing is secured. The time each book has been out can be ascer- tained at any time. It is the simplest and easiest for the libra- rian, who has no books to keep, and therefore no entries to make, involving great expenditiu-e of time. The scholars have no access to the library. Yoiir success does not depend on the accuracy of the teacher. 808. Testimony to the above Plan. — In a letter to the editor of the Hive, a Sunday-school librarian writes as follows in commendation of the above plan: — '' There is not the least doubt (in my mind) that it is far more simple, and of far less trouble than any system with which I am acquainted for a Sunday-school library. It works well with the scholars; all the larger ones fully understand the way to get a book from the library ; and in the case of the younger ones, with the co-opera- tion of the teacher, it works ad- mirably. I can with confidence re- commend the system to all libra- rians, as it saves trouble, you can tell at a. glance what book is out, and the time that a scholar has had a book. I have shown it to several friends of the school, and also ex- plained the working : and all agree with me in sapng that it is the best system that has ever come under their notice." 809. Library Catalogue. — I have seen fully one half the session of the school occupied by a class in making its selection of library books, and after all no better result ob- tained than this. The teacher is not, and from the nature of the case cannot be, acquainted with the character of the books, and conse- quently he can give no help to the scholars in making the selection. It is a mere lottery, with the chances sadly against success, and it gives endless trouble, vexation, and dis- appointment. The evil might be remedied to some extent by having a good descriptive catalogue. In such a catalogue not only the name of each book should be given, but SUNDAY SCHOOL WOELD. 318 such, a description of its character and contents as to enable the teachers and scholars to choose with some degree of intelligence. But where is the superintendent, or where are the teachers, that will undertake to read through a thousand or fifteen hundred volumes, and prepare such a statement of their contents ? Even were this possible, the expense would have to be considered. 8uch a cata- logue would make of itself quite a volume, the printing of which would cost enough to supply a pretty fair library. — Dr. Hart. TEAOHEES' PEIYATE EE- PEEENOE LIBEAEIES. 810. Principle of . Selection. — In the coui'se of many y'ears' con- nection with Sunday-schools, we have frequently been requested by teachers to supply them with the titles of books most likely to aid them in their work. This request has been made by peasants in the south of England and by mechanics in the north — men whose means and knowledge and time are limited ; by men of business, with larger means and information, but having little time and but a slender ac- quaintance with books ; and by men of greater affluence, ha^sdng more time at their disposal, but who hap- pened not to have in their well- stored libraries the class of works best adapted for the special require- ments of Sunday-school teaching. It is obvious that the same reply could not be prudently given to every one who proposed the question. A list prepared for teachers, without any regard being paid to individual circumstances, might discourage some by the costliness and number of the volumes it contained, and not at all meet the case of others with whom time and expense are not such matters of moment as that they have the best possible assis- tance that books can furnish. To answer this often-repeated question fully, and at the same time to meet the various needs of teachers in al> the diversified circumstances of life, we have paid some attention to the selection and classification of the most suitable working materials with which we are acquainted. In mak- ing this selection and classification, we have been guided by two prin- ciples : first, that as far as possibls each list should cover all the ground supposed to be occupied by the teacher for whom it is designed; and secondly, that the books in each list should bear a due relation to each other in price and in their general literarj^ worth. No teacher need adopt all the books in any one list. Indeed, this will be very seldom done. Historical works may, by the preference of taste, be selected from one list, encyclopaedias from another, and text-books from a third, until the teacher has made choice of tool-books better adapted for him than those contained by any one list exclusive of the rest. We have also met with teachers whose university education has qualified them for using books more advanced than any we have named. Such will not need to be reminded of works with which they will be familiar. *^* III ordering hooks, Teachers sliould he careful to give the TITLE, publisher's name, and price, in full, to prevent mistake. 314 SUNDAY SCHOOL WORLD. 811. List No. 1. Books for Teachers of Adult or advanced Bible- classes, to whom COST of material, and time for study, are not so much matters for consideration as obtaining the best possible aids : — Bible The Student's Comprehensive Interleaved Bible .... Eadie's Cruden . . : . . Home's Introduction, 4 vols. Angus's Hand-book . . . The Biblical Atlas . . . , Robinson's Researches, 3 vols. Stanley's Sinai and Palestine Thomson's Land and Book . Kitto's Ency. of Bib. Litera- ture or, Smith's Bible Dictionary . Kitto's Pictorial Bible, 2 vols. Portable Commentary, 2 vols. Alford's Greek Testament for English Readers .... Mimpriss's Harmony . . . Topics for Teachers, 2 vols. . Eadie's Analytical Bible . . Inglis's Bible Text Encyclo- paedia Scripture Text-book and Treasury Stanley's Jewish Church, 2 vols Kitto's Pict. His. of Palestine Student's Old and New Test. History, 2 vols Josephus Duns' Bib. Natural Science The Biblical Treasury, 8 vols. Kitto's Daily Bible Illustra- tions Jamieson's Manners & Cus- toms Common-place BookTlodid.'& Index Rerum . . . Concordance Companion Atlas . . Geography- . Encyclopcedia Commentary Text-hooJc Historical Bible Illustration Bagster . . Stock . . . Griffin and Co. Longmans . . R. T. S. . . R. T. S. . . . Murray . . . Murray . . . Nelson . . . s. d. 4 15 3 6 13 6 5 6 6 2 16 7 6 Black . Murray . Sangsters Collins . 4 4 5 5 110 15 Rivington . . Stock. . . . Stock . . . . Griffin and Co. 14 1 7 7 6 GaU and Inglis Groombridge & Sons 2 6 Murray . Longmans 1 12 5 Murray .... Nelson .... Mackenzie . . . S. S. Union (each) 15 5 2 13 18 Oliphant and Co. .280 Oliphant and Co. .076 Stock 6 6 812. List No. 2. Books, as wide in their range of subjects, but less ex- pensive than the foregoing list, for Teachers of Adult or advanced classes :^ 7?-.7 ^ «• ^• ^''blc .... Mmiature Quarto .... Bagster .... 1 1 6 Interleaved Bible .... Stock 15 Concordance . . Eadie's Cruden Griffin and Co. ..036 Companion . , . Home's Introduc. (abridged) Longmans .... 9 Angus's Hand-book . . . R. T. S 5 Atlas .... Scripture Atlas Phillip 026 Geography . . . Stanley's Sinai and Palestine Murray 16 Thomson's Land and Book . Nelson 7 6 SUNDAY SCHOOL WOELD. 315 Encyclopcedia Treasury of Bib. Knowledge . Or, Smith's Bible Dictionary (abridged) Or, Eadie's Bib. Encyclopeedia Kitto's Pic. Bible, 2 vols. Or, Portable Commentary, 2 vols and Mimpriss's Harmony or, Critical Eng. Test., 3 vols. Topics for Teachers, 2 vols. . Scripture Text-book . . . Pinnock's Analyses, Old and New Test., 2 vols. . . . or, Baths's Bible jSIanual . . Jamieson's Manners & Cus- toms Biblical Reason Why . . . Common-place BoohTo^(\.'s, Index Kerum . . . Commentary Text-hooh Historical Bible Illustratioii £ s. d. Longmans . . . . 11 6 Murray Griffin and Co. . . 110 7 6 Sangsters . . . . 110 Collins 15 Stock (small edition) Strahan 7 6 15 Stock 7 Groombridge & Sons 2 6 Whittaker . . . . 7 6 Kisbet . . . 12 Oliphant and Co. . . Houlston . . . . 7 6 2 6 Stock 6 6 813. List No, 3. Books for Teachers of average Bible or New Testa- ment Classes, whose time for preparation is more limited: — Bible Concordance Companion . ™ Atlas . . Geography . Encyclopcedia Commentary Text-booh . Historical . Bible Illustration Polyglott Reference Bible or an Ordinary Refer. Bible . and, if possible, Treasury of Scripture Knowledge . . Eadie's Cruden Companion to the Bible . . or, Barr's Scripture Student's Assistant Scripture Atlas Thomson's Land and Book . or, Kitto's Scripture Lands . Eadie's Pocket Bible Diet. . Portable Commentary, 3 vols. Topics for Teachers, 2 vols. . Scripture Text-book . if possible, Pinnock's Analy- ses, 2 vols Library of Biblical Literature £ s. d. Bagster . . . . 14 6 Oxford or London ed. 3s. 6d. to 10 6 Bagster . . Griffin and Co. R. T. S. . . Common-place Book An ordinary ruled M.S. book Blackie Phillip . . . Is.to Nelson Bohn. ...... Griffin and Co. . . Wesley Stock Groombridge & Sons Whittaker and Co. S. S. Union . . . about 10 3 6 2 3 2 6 15 7 6 10 6 10 814. List N"o. 4. Books for Teachers of Junior Classes, who have little time for study, and to whom the cost of material is a consideration: — Bible A Common Reference Bible from Concordance . . Snow's Concordance . . . S. ^Y. Partridge . . Companion . . . Companion to the Bible . . R. T. S. . . , . .0 p 2 s. d. 2 6 1 6 2 316 SUNDAY SCHOOL WOBLD. £ s. d. Atlas .... Scripture Atlas PMllip . . 6d. to 10 Geography . . . Geography of the Bible . . E. T. S 16 Encydojxedia . . Green's Biblical Dictionary . Stock 2 Commentary . . Pocket Commentary . . . R. T. S 4 or, Cobbiu's Port. Com. . . Ward & Lock 5s. 6d.to 10 6 Topics for Teachers, 2 vols. . Stock .... 7 Text-booh . . . The Scripture Text-book (alone) Groombridge & Sons Curtis's Outlines of Scripture Simpkin and Co. . 8 Historical . . . Curtis's Outlines of Scripture Simpkin and Co. .0 6 Common-place BooWoi^y -hook for MS about 6 — Hive. 815. Books needful for the Teaclier. — The Sunday - school teacher's library is, therefore, a necessary part of his furniture. Books are the spiritual counsellors of his studious hours. Books are his intellectual stimulants. Books solve his enigmas, enlighten his darkness, enlarge his knowledge, deepen his impressions, arouse his energies, and encourage his efforts. God's Spirit has blessed them largely in these, and has stamped the highest value on such means, by making Divine reve- lation a book. — Dr. Steel. TEAOHEES' SECTION OF THE SUNDAY-SCHOOL LIBKAEY. 816. Books for the Teacher and on Teaching. — The following are a feiv of the books that mil be found useful to teachers, exclusive of com- mentaries and ordinary works of reference: — Pardee's S. S. Index (Nisbet) ; Taylor's S. S. Photo- grajjhs (Johnstone and Hunter) ; Facts a?id Fancies (S. S. Union) ; Our Work (S. S. Union) ; Lt'ffht and Love (Hamilton) ; £ible - class Studies (Hodder and Stoughton) ; Teachers^ Model, and Model Teaclier (Clarke); Todd's S. S. Teacher (Houlston and Wright); J. A. James's S. 8. Teacher'' s Guide. Leif child's Remarkahle Facts (Hodder) ; Cranfield's Branches Running over the Wall (S. S. Union) ; Sunday-school Hand-hook^ by E. House, M.A. (Hitchcock and Walden, Cincinnati) ; Jewels , by Dr. Newton (Partridge) ; Bible Won- ders, by Dr. Newton (Partridge) ; Watson's Senior Classes (S. S. Union) ; The Art of Questioning and securing Attention, by Fitch (S. S. Union); Henry Dunn's Prmci^a^es of Teaching (Simpkin and Mar- shall) ; Henderson's Good Steward (S. S. Union) ; Collins' s Teachers^ Companion (S. S. Union) ; Inglis's S. S. Teaching (S. S. Union) ; Currie's Early and Infant School Education (S. S. Union) ; Fitch On 3Iemory (S. S. Union) ; Hartley's Pictorial Teaching (S. S. Union) ; Groser's Illustrative Teaching (S. S. Union) ; Groser's The Teacher and his Books (S. S. Union) ; Sunday- school Hand-Book (S. S. Union) ; Blackett's Bible-class (S. S. Union) ; Topics for Teachers (Elliot Stock); The Class and the Desk (Sangster) ; Bible Lore (Hodder and Stoughton) ; Dr. Edmond's Children^ Church at Home (Nelson). 817. Choice of Books. — The teacher's private library must neces- sarily be small, but it should be select. He that can afford to pur- chase few, should discriminate well SUNDAY SCHOOL WORLD. 317 tefore lie expends his money. His books should be as well chosen as his friends, and they should be his best companions, most consulted and esteemed. — Dr. Steel, 818. The Teachers' Library.— An indispensable element of success in the management of a normal class, is that the members of it have opportunity for reading and study. The mere enrolment of one's name in a normal class will not transform a poor teacher into a good one. Ex- cellence as a teacher is only to be attained by hard work and much study. The teacher must not only, by practice and observation, learn how to awaken attention and com- municate knowledge, but he must diligently acquire the knowledge to be communicated. Is^o glibness of tongue, or facility in handling a class, will compensate for shallow- ness of knowledge. Better a little awkwardness of manner, where there is substantial, solid matter at the bottom, than this superficial knowledge with which many are con- tent. The Sabbath-school teacher has one text-book, the Holy Bible, and of all books ever written, none so much requires, or so well rewards, diligent, patient, varied, continual study. The teacher who wants to benefit seriously his class, and to attach them permanently to the school and the chui'ch, must give many hours of each week to study. He should study exhaustively the special lesson for the week, and he vshould be all the while engaged in some collateral study. In such a course he has the happiness, not only of increasing greatly his usefulness to others, but of promoting most effectually his own growth as a Christian. No Christians grow so steadily in Bible knowledge as those who thus study for the purpose of teaching others. The impelling motive gives a point and a certainty to their acquisitions, not attained by the ordinary listless methods of general reading. But if teachers are thus to be students, they need books. They need, not merely two or three choice, indispensable books, but a pretty large collection of books. No one book, no half-dozen books, con- tain all that the teacher requires. There are some books which he needs to read through. There are others, works of reference, which he needs to consult only on particular points, as occasion requires. The books necessary to constitute an ordinary library for the wants of a Sunday-school teacher, make at least a hundred volumes, many of them large, expensive volumes. Of course, where so many are not to be had, the teacher will accept less with thankfulness. But where the means are not wanting, he would prefer to increase the number, rather than to diminish it. There are teachers so blessed with abundance of this world's goods and with a willing mind, that they can have in their own homes, and at their own absolute disposal and use, all the books they need for helping them in their work of teaching. But the cases are comparatively few. Of the three hundred thousand or more, who are engaged in the Sabbath- school work, nine-tenths, at least, have not the means thus to provide for their wants. How shall this great want be met ? Yarious plans have been suggested, all of them containing desirable features. The best way, where the want is so great and so pressing, is not to wait till some en- tirely unexceptionable method has been debased, but to take whatever is good and practicable in every method, and thus feel our way along till we arrive at the general result. A very excellent scheme has been projected, and begun to be carried 818 SUNDAY SCHOOL WOELD. out in New York, at the suggestion of Mr. Vincent, namely, to establish a Teachers' Library for the city. The details of this plan have been given in previous numbers of our paper, and therefore need not be re- peated here. The plan, we think, is better for small towns and villages even than for large cities. But even if every village, town and city in the United States had its Teachers' Library, the case would still not be met. The great mass of teachers who belong to country congregations would still be unprovided for ; and even where there is a central library belonging to the whole town or vil- lage, the teachers of a particular school could not in the nature of the oase have the necessary facility in the use of the books. There are many large works of reference, commentaries, encyclopaedias, Bible 'dictionaries, concordances, atlases, &c., that need to be always at hand in the room when the teachers meet. Every school, therefore, wants its own Teachers' Library, just as it wants its own normal class. It is very well to have these larger libra- ries for a whole town or city, just as it is well to have these large nor- mal institutes. But the town or city library cannot dispense with the necessity of a library for the teachers of each particular school, any more than a big, central, children's library could answer for all the Sunday- school children of the town or city. The great life-work of the Sunday- school teacher is to be done after all in connection with the school of some particular church, and we should provide for him there the needed aliment in the way of books, and the needed training and practice in the way of a normal class. Let every congregation have its normal class, and every normal class have its li- brary, and let this library be as ample as the means of the congre- gation will allow. At the same ■ time, let us have our institutes and I our imion libraries, for general purposes which are beyond the means of any particular congrega- tion. What are the books that should compose the Teachers' Library for a particular congregation or school ? It is of course impossible to give a categorical answer to this question. The wants and the means of particular schools vary. Still, some practical suggestions may not be out of place. We will therefore name some particular books, and some classes of books, that are needed by almost every school ; and it is well to notice in passing, that any book that is needed by the school, is desirable for the individual teacher, if he can have it for his own. Of classes of books, the first to be named is commentaries. The school needs at least one good com- mentary on the whole Bible, such as Scott's, Clarke's, Henry's, or, better still, Lange's, now in course of pub- lication. They need particular commentaries on whatever particular book the school is for the time studying. Of concordances, there is nothing better than Cruden, either in its full form, as published by Dodd, or in its abridgment as published by the Tract Society. Bible diction- aries are the next desideratum. Of these we have now great choice. Smith's is in three forms, namely, a thick 12mo., a stout 8vo., and in three large 8vos. Smith's is, on the whole, the most complete now in the market. Kitto's various publications in illustration of Biblical subjects are of great value, particularly his Cyclopsedia of Biblical Literature. The new Biblical Cyclopaedia, now issuing by the Harpers, edited by Dr. McClintock, promises to be a work of the greatest value to Sab- bath-school teachers. A good Bible Atlas is indispensable. There are SUNDAY SCHOOL WOELD. 319 some works of a general kind, which, if not indispensable, are yet very important. Among these we may name Lippincott's Gazetteer, Webster's Unabridged Dictionary, and some good general encyclo- paedia, such as Apple ton's or Cham- bers's. As some of oiu' schools con- tain teachers who are acquainted with the original languages of Scripture, it would be well to have a Hebrew and a Greek Lexicon in them. Besides works of reference, there are many books which the teacher needs to read consecutively. Books containing illustrative anec- dotes, which may be used in teach- ing, have their use, though good teachers gradually learn to pick up facts from their own observation and experience. Teachers need to read what has been written by eminent authors in regard to the work in which they are engaged, such as The American Sunday - scliool and its Adjuncts, by James "W. Alexander ; Forty Years in the Sunday-school, by Dr. Tyng ; The Teacher Teach- ing, and the Teacher Taught, by Mr. Packard, of the American Sunday- School Union; Todd's Sabbath- school Teacher, and very many other books of the kind which we need not name, as they are announced al- most every week in the advertising columns of this paper. In addition to the books which refer specifically to teaching in Sunday-schools, there are some excellent works on teaching generally, with which the Sabbath- school teacher shoidd acquaint him- self. Among these we may name Burton's Culture of the Observing Faculties, Sheldon's Elementary In- struction, Northend's Teacher'' s As- sistant, Abbott's Teacher^ Wicker- sham's Methods of Listruction, Ogden's Science of Teaching, Emer- son and Potter's School and School- master, Barnard's American Peda- gogy, Sewell's Princi])les of Educa- tion, and other similar works, of which there is no lack. A Sunday- school teacher should have some good work of this sort always on hand, not limiting his reading of profes- sional literature to any one writer, but taking up one book after another. His ideas on the subject will thus become gradually enlarged, and he will escape the tendency which nearly all of us have, of falling into a dull routine. 819. ''Make the Bible your study," said Matthew Henry ; ' ' there is no knowledge which I am more desirous to increase in than that. Men get wisdom by books ; but wisdom towards God is to be gotten out of God's book, and that by digging. Most men do but walk over the surface of it, and pick up here and there a flower. Few dig into it."--i>/-. Steel, YOUira MEN'S SECTION OP THE SUNDAY-SCHOOL LIBEAEY. 820. Books for Young Men.— The following are among the books that should have a place in this department : Ecce Deus, by Dr. Parker (Hodder & Stoughton) ; Credo (Hodder & Stoughton) ; Jesus Christ the Centre (Stock) ; The Young Man away from Home, by J. A. James (Hamilton) ; James's Young Man^s Guide (Hamilton) ; Dr. Thomas's Progress and Crisis of Being. — Knoivledge, the Fit and Intended Furniture of the Mind (Hodder & Stoughton) ; Paxton Hood's World of Anecdote (Hodder & Co.) ; Henry Ward Beecher's Lectures to Young Men (Ward) ; the yearly volumes of Lectiu-es delivered in Exeter Hall, under the auspices of the Christian Young Men's Association of London; 320 SUNDAY SCHOOL WOKLD. Foster's Essays (Bolin) ; Foster's Lectures (Bohn) ; Coleridge's Aids to Rejlection (Murray) ; How to Study the Neio Testament, by Dr. Alford (Strahan) ; Bible iore (Hodder & Stoughton) ; Arnot on tlie Book of Proverbs (Nelson) ; Henry W. Beecher's Eyes and Ears (Sampson, Low & Co.) ; "W. Guest's Lectures to Young Men ; Dr. Landels' Lectures to Young Men ; Dr. Duns' Science and Christian Thought (R. T. S.); Select Wi'itings of Andreiv Fuller (Bohn) ; Select Writings of Eobert Hall (Bohn) ; Life and Letters of John Foster (Bohn) ; Luther^s Table Talk (Bohn); Seldon's Table Talk (Constable) ; Bible Teaching in Na- ture (Macmillan) ; Guesses at Truth (Macmillan) ; Dream ^7«o?7je(Strahan); Mecreations of a Country Parson, 2 vols. (Longmans) ; Leisure Hours in Town (Longmans) ; Archbishop Trench's Select Glossary, Study of Words, England Past and Present; Dean Alford' s Queenh English ; Mil-man's History of the Jews and History of Christicmity ; The Orbs of Heaven ; Layard's Nineveh (Murray) ; Eustace's Classical Tour ; Buckley's Ruins of Ancient Cities ; Self-Helj}, by Smiles ; Lndustrial Biography, by Smiles ; Heads and Hands in the World of Labour (Strahan); Better Days for Working People (Strahan) ; Stephens's Essays 171 Ecclesiastical Biography (Long- mans) ; Essays ivritten in the Lnter- vals of Business (Parker) ; Yaughan's Essays (Hodder & Co.) ; Sir Humph- rey's Consolations in Tra^e/ (Murray); The Honourable Robert Boyle's Re- flections (Parker) ; Professor Rogers's Eclipse of Faith ; his Reason and Faith — an Essay ; also Essays contributed to various Reviews, chiefly to the Edinburgh ; Miall's Basis of Belief (Miall) ; Ancient Maxims for 3Iodern Times (Stock) ; Life Thoughts, by Henry W. Beecher (Strahan) ; Reign of LaWj by the Duke of Argyle (Strahan) ; Counsel and Cheer for the Battle of Life (Strahan). 821. Choice Extract. — Books are a guide in youth, and an entertainment for age. They support us under soli- tude, and keep us from becoming a burden to ourselves. They help us to forget the crossness of men and things, compose our cares and our passions, and lay our disappointments asleep. "When we are weary of the living, we may repair to the dead, who have nothing of pee^dshness, pride, or design in their conversation. — Collier, 822. 1 have somewhere seen it observed that we should make the same use of a book that a bee does of a flower ; she steals sweets from it, but does not injure it. — Colton. 823. Every great book is an action, and every great action is a book. — Luther. 824. Saying of a Bishop. — It is recorded of a bishop, who was im- prisoned for well nigh twenty years, with no other book than his Bible, that "he was often heard to profess solemnly, that in all his former studies, and various readings and observations, he had never met with a more useful guide, or a surer interpreter to direct his paths in the dark places of the lively oracles,_ to give information to his understanding in the dark passages, or satisfaction to his conscience in the experimental truth of them, than when he was thus driven by necessity to the assiduous contemplation of the Scriptures alone, and to weigh it by itseK, as it were, in the balance of the sanctuary." — Dr. Steel. 825. Read Good Books.— We do not here allude to books about re- ligion, but to those written by think- ing men. The less time you have SUNDAY SCHOOL WOBLD. 321 for reading, the more important that your books should be wisely selected. Trashy books, that need no labour, are mental poison ; a habit of read- ing them iujures the mind as irre- parably as a habit of taking poison would ruin the body. — Davids. 826. Four Classes of Headers. — Coleridge divides readers into four classes : the first like the hour-glass — their reading, like the sand, run- ning in and then out, and leaving not a vestige behind ; the second like the sponge, which imbibes everything, only to return it in the same state, or perhaps dirtier ; the third, like the jelly-bag, allows the pure to pass away, and keeping only the refuse and the dregs ; and the foui'th, like the slaves in the mines of Golconda, casting aside all that is worthless, and retaining only the diamonds and gems. — J>r. Steel. 827. Saying of Gibbon.— Gibbon somewhere makes the re- mark, ' ' that he usually read a book three times — he first read it, glanc- ing through it to take in the general design of the book, and the struc- ture of the argument ; he read it again to observe how the work was conducted, to fix its general prin- ciples on the memory ; and he read it a third time to notice the blemishes, or the beauties, and to criticise its bearing and character." 828. Milton on Books.— ** However, many books, "Wise men have said are wearisome. Who reads Incessantly, and to his reading brings not A spirit and judgment equal or superior (And what he brings what needs he elsewhere seek). Uncertain and unsettled still re- mains; Deep versed in books, and shallow in himself. Crude or intoxicate, collecting toys And trifies for choice matters, with a sponge, As children gathering pebbles on the shore." — Milton. 829. Books, Strange Things. — '' Books are strange things. Al- though untongued and dumb, Yet with their eloquence they sway the world ; And, powerless and impassive as they seem. Move o'er the impressible minds and hearts of men Lilie fire across a prairie. Mind- sparks, They star the else dark firma- ment ; they spur The thoughtless to reflection, raise the prone With the strong lever of intelli- gence ; Furnish the empty-minded, chart the soul Through her stern, perilous voy- age ; pedestal The great and gifted, beckoning meaner men To gaze upon their mightier works and ways. Oh, that all books were such ! " — S. W. Partridge. 830. Bacon on Heading. — " Eeading maketh a full man," said Lord Bacon ; and ' ' Out of the abundance of the heart the mouth speaketh," said a greater than he. Well furnished in mind by readiag and thought, the teacher is enabled to communicate solid instruction to his youthful charge. All who have been successful in. imparting know- ledge have been assiduous in ac- quiring it for themselves. They have made books their companions, and from the soul-quickening page 322 SUNDAY SCHOOL WORLD. have drawn forth their inspiration. — Dr. Steel. re- 831. Todd's Advice.— Todd marks, "Do not read too many books; read thoroughly what you undertake. Buy hut few hooks: and never buy till you can pay for ivhat you buy. YOUlia WOMEN'S SECTION OP THE SUNDAY-SGHOOL LIBEARY. 832. Books for Young Women. — The following is a select hst of a few hooks that may he added to this hranch of the S. S. Library: — Education of the Heart, by Mrs. Elhs (Hodder & Co.) ; Ourselves ; Essays on Women, by E. Lynn Lin- ton (Routledge); The Young JVo- 7nen''s Guide, by J. A. James (Hamilton) ; Characteristics of Wo- 7nen, by Mrs. Jameson (Routledge) ; Chajiters on Flowers, by Charlotte Elizabeth ; Women of the Puritan Times, by Anderson (Blackie & Son) ; Ladies of the Reformatio7i ; and Ladies of the Covenant, by the same author. Bound volumes of the 3Iothe)'''s Friend; Heroines of His- tory, by Mrs. Owen (Routledge) ; Vestmd's Martyrdom (Hodder & Co.); The Bairns (Hodder & Co.); Priest and Nun (Hodder & Co.) ; Countess De Caspar in' s Near and Heavenly Horizons (Strahan) ; Dora Greenwell's Essays (Strahan). THE SOHOLAES' SECTION OF THE SUNDAY-SCHOOL LIBEAEY. 833. Arrangement. — Much de- pends on the librarian's methodical habits, and his knowledge of books^ in cases when the arrangement is left to him. It is too often the cus- tom to place books on the shelves^ regardless of their nature, according simply to the size of the volumes. In small libraries this may not be easily avoided. Yet even in such instances it is better to arrange the books in classes, since it then can be more easily seen what kind of books need to be added: while the work of changing and selecting may be more readily accomplished. As books for boys are not always sa eligible for girls, it may be useful to have two great divisions at least : and each of these divisions may be further divided to suit the ages of the scholars or theii* general attain- ments. A nseful arrangement might be made as follows : — 1. Infants' section. 2. Junior section — boys, girls. 3. Senior section — boys, guis. Matters would be very greatly sim- plified if on every scholar's library ticket, or opposite his name in the book, there were placed the number of the section to which he belongs ; and also if the catalogue were printed or written in corresponding sections. 834. Ordering Books. — When a book is ordered it is always the safest plan to give the title, and the jniblisher^s name in full. Sometimes there are several editions of one work ; these editions vary in price according to style of binding, &c. It may be needful, therefore, to state the ^j/-ece also. When only the title, or the author^ s name, is known, the bookseller will in nearly all cases be able to trace the book in question and supply particulars of cost, &c. Most booksellers make some allowance to Sunday-schools off the published price. Yet this is optional, and teachers have no right to demand that the bookseller shall SUNDAY SCHOOL WORLD. 323 forego his profit. " Live and let Uve." 835. Catalogues. — There are some difB.ciilties connected with the man- agement of the Sabbath-school librarj^ which require for their re- moval merely good business habits and abilities on the part of the librarian. But, as before observed, there are two difficulties not reached by ordinary business methods. The first of these is the selection of the right kind of books in furnishing the library. Out of nearly four thousand separate publications now set before the teachers, as candidates for a place in the library, there is of necessity a large amount of trash, and no small amount that is worse than trash. It is to many teachers and superintendents an appalling task, under the circumstances, to imdertake to make an intelligent choice. The other difficulty, to which also I have referred, is the need that the children have for guidance in choosing from the books that are m the library. The reme- dies for this are twofold. First, the catalogue, instead of being, as it usually is, a mere meagre list of titles of books, should be of a de- scriptive character, full enough at least to give some clue to the cha- racter and adaptedness of each volume. Secondly, teachers should make it a point, more than they now do, to become acquainted with the library. If it were possible, every teacher should know the cha- racter of every book in the library. To make even approximation to tms possible, the number of books (not of volumes, but of separate publica- tions) must be greatly reduced. — Dr. Hart. 836. Prepared Lists of books supposed to be suitable for S, S. libraries have been compiled with great care by several publishing houses ; and may be had on appli- cation through any bookseller. The following is a list of this kind: — "It is hoped that the publication of this list will save teachers and others much time and trouble in the task of selecting books for their scholars from a number of cata- logues. As the books named in this list are gathered from different sources and at some expense, they can only be supplied direct to the retail purchaser. All orders should therefore be sent direct to Elliot Stock, 62, Pateexostee-eow, Lon- DOiSr, E.G., who will supply them at the usual discount to schools, and where £5 worth, nett, are ordered, the carriage of the parcel will be paid to any railway station within 200 miles of London." — Extract from the Preface. To facilitate selection, the books are classified according to price only. All may not be equally suited for one Sunday-school, but a little enquiry on the part of the library committee will enable them to decide. 837. Books at Sixpence Each. (Cloth gilt edges). Adopted Son — Angus Tarlton — Harry Dangerfield — True Heroism — The Babes in the Basket — The Prince in Disguise— The" Ptose in the Desert — Martha and her Hymn — The Giants, and How to Fight Them — Tom Watson— The Garden ; an AUegory — The Children's Island — Lost and Found; or, the Adopted Daughter — Alice Thorpe's Promise — Little Nellie ; or, Patience Striving — Janet's Boots — The Little Sunbeam — Julia's Mistake — The Son of the Pyrenees — Little Nettie ; or. Home Sunshine — Annie and Mary; or, Pride and Humanity — The Little Black Hen — Maggie's Christmas- Gertrude and Lily ; or, Good Eesolu- tions — The Basket of Flowers — Robert Dawson ; or, the Brave Spirit — Ruth Elmore ; a Tale for School Girls — Kate Darly ; It Shall Come all Right — Caroline Eaton ; or, Little Crosses 824 SUNDAY SCHOOL WORLD. — Timid Lucy ; or, Trust in Provi- dence — Mary Burns ; or, Life at a Farm — Little Josey ; or, Try and Succeed — Eicliard Harvey ; or, Tak- ing a Stand — The Young Cottager — Pearls for Little People — Great Les- sons for Little People — Peasons in Phyme — Grapes from the Grape Vine —The Pot of Gold— Story Pictures from the Bible — The Tables of Stone — Ways of Doing Good — Stories about our Dogs — The Ped Winged Goose — The Purple Jar and other Tales — Learning Better than Houses and Lands — Maud's First Visit to her Aunt — The Dairyman's Daughter — Pleasant and Profitable — The Two School Girls — The Widow and her Daughter — The Carpenter's Daughter — Gertrude and her Bible — A Kiss for a Blow— The Jewish Twins— The Children on the Plains — The Christ- mas Story — Stories of Little Boys — Stories of Little Girls — Tales for the Young — The Boy Captive — The Last Penny — Little Henry and His Bearer — Bright-eyed Bessie — Blind Alice — Story of a Drop of Water — Hubert Lee — Egerton Roscoe — Charles Ha- milton — Negro Servant — The Lost Lamb — Flora Mortimer — Simple Susan — Kate Campbell — Better than Gold — Faithful Nicolette — Live to be Useful — Love Thy Neighbour as Thy- self — Power of Truth — Trust in God — The Way to be Happy — Wisdom's Ways are Pleasantness — Sunday all the Week — Sunny Faces : Blessed Hands — Little Kitty's Knitting Needles — Sowing and Reaping — Annie Lyon : the Secret of a Happy Home — The One Moss Pose — Little Alice's Palace — Freddy and His Bible Texts — The Mountain Daisy — Not Easily Provoked — The Head, or the Heart — Ned, the Shepherd Boy. 838. Books at Ninepence Each. (Cloth, gilt edges). Sabbath Talks with Little Children — Sabbath Talks with Jesus — Ada Brenton ; or, Plans for Life — Fanny Lincoln — Cobwebs to catch Flies — Good Habits and Good Manners — Home Duties — Mr. John- ston's School — The Straight Road — Crofton Cousins — Home Pleasures — The Stitch in Time— Tales for Village Schools — Truth ; or, Frank's Choice — Ralph Clavering — Example Better than Precept — How the New Master Killed the Snake — Birds of a Feather ; or, the Two Schoolboys — Edward and Mary — The Hive and its Wonders — The New Scholar — Robert Dawson — The Valley of Decision — Cuff, the Negro Boy — Gregory Krau — Mick and Nick — The Ericksons — Weaver of Quelbrunn — Natalie ; or, the Broken Spring — History of Susan Grey — The Foundling — Allen White : the Country Lad in Town — Bob, the Crossing Sweeper — Don't Say So — J ohn Philps ; or, Happy Homes — Buy an Orange, Sir ? — Joseph Martin ; or, the Hand of the Diligent — Margy and her Feather — Our Village Girls — Ruth Alan ; or, the Two Homes — William Freeman. 839. Books at One Shilling each, (Strongly bound in cloth, gilt). Sun- day-school Annual. Three Series — Juvenile Missionary Herald — Half Hours with the Little Ones — Strive and Thrive — Hope on, Hope ever — Sowing and Reaping — Alice Franklin — Who shall be Greatest ? — Which is the Wiser ?— Little Coin Much Care- Work and Wages — No Sense like Common Sense — Love and Money — My Uncle, the Clockmaker — The Two Apprentices — My Own Story — Babes in the Basket — Pride and Principle — Mary Elton ; or, Self-Control. — Gates Ajar — The Angel of the Iceberg — The Children's Harp of Select Poetry — Naughty Girl Won — Theodora's Childhood— The Little Miner— Tom Butler's Troubles — Charlie Clemer ; or, the Boy's Friend — Master Gre- gory's Cunning — Cockerill, the Con- juror — Jottings from the Diary of the Sun — Down among the Water Weeds — The Little Captain— Gottfried of the Iron Hand — Arthur Fortescue ; or, the Schoolboy Hero — Alfred and the Little Dove — MaryM'Neill; or, the Word Remembered — Henry Mor- gan ; or, the Sower and the Seed — The Story of a Ped Velvet Bible— SUNDAY SCHOOL WOELD. 325 Alice Lowther — Nothing to Do ; or, the Influence of a Life — Witless Wil- lie, the Idiot Boy — Mary Mansfield ; or, No Time to be a Christian — Frank Fielding ; or Debts and Difficulties — Nineveh and its Story — Nature's Wonders — Triumphs of Modern Ar- chitecture — Triumphs of Ancient Ar- chitecture — Curiosities and Wonders of Nature and Art — Jewish Twins — Kitty Brown Beginning to Think — Kitty Brown and her School — Kitty Brown and her Bible Verses — Kitty Brown and her City Cousins — Marvels of Creation — Matty's Hungry Mission- ary Box — " Our Father which art in Heaven '' — Pebbles from the Sea-shore — Basket of Flowers — The Blind Far- mer — The Boy Artist — Children on the Plains — Cliflford Family — King Jack of Haylands — Scenes of Wonder in many Lands — Curiosities and Won- ders of Nature and Art — Summer Days — Life and Travels in Tartary — Watch, Work, and Wait — Wings and Stings — Wonders of the Vegetable World — Old Humphrey's Chapters for Children — Old Humphrey's Country Tales for the World— Rosa's Child- hood — Basil ; or, Honesty and Indus- try — Ben Holt's Good Name — Charlie Scott ; or, There's Time Enough — Harry the Whaler — Jessica's First Prayer — Midshipman in China — My Brother Ben — Harry, the Sailor Boy — James's Anxious Inquii-er — James's Christian Progress — James's Young Man from Home — Mirage of Life — Missionary Book for the Young — Norah and her Kerry Cow — Old Humphrey's Present in Prose — Old Humphrey's Pleasant Tales — Old Humphrey's Tales in Rhyme, for Girls — Old Humphrey's Tales in Rhyme, for Boys — Old Humphrey's Tales for Young Thinkers— Old Humphrey's Lessons Worth Learning, for Boys — Old Humphrey's Lessons Worth Learning, for Girls — Old Humphrey's Little Budget for little Girls— The Snow Storm — The Weed with an ill Name — Young Folks of Hazlebrook — The Cliflf Hut— Marie and the Seven Children — Keeper's Travels in Search of his Master — Richmond's Annals of the Poor — Illustrated Child's Poetry Book — The Lost Chamois Hunter — Blanche and Agnes — Todd's Lectures to Children — Beechnut ; a Tale — Madeline — Wallace ; a Tale — Ben Howard ; or, Truth and Honesty — Bessie and Tom ; a Book for Boys and Girls — The Brave Boy — The Pilgrim's Progress — Mr. Rutherford's Children — Storiesf or Week Days and Sundays — Our Charlie — Neighbourly Love — The Little Oxleys— The Birthday Visit— The Story of a Penny — Aunt Maddy's Diamonds — The Two School Girls — The Widow and her Daughter— Ger- trude and her Bible — The Rose in the Desert— The Little Black Hen— Ash- grove Farm — The Story of a Dog — Minnie's Legacy — Mother's Lessons on Kindness to Animals — The Children's Party at Upland — Rainy Davs, and How to Meet Them— The Bible Pat- tern of a Good Woman — The Haunted House — The Giants, and How to Fight Them — Cousin Bessie ; or, Youthful Earnestness — The History of a Shilling — Wanderings of a Bible — Toil and Trust — Tom Burton; or, the Better Way— Rachel; or. Little Faults — The Governess ; or, the Missing Pencil Case — Thoughts for Young Thinkers — Early Duties and Dangers — Effie Maurice — Lucy and her Friends — Hugh Nolan — Burtie Corey, the Fisher Boy — Martha's Home — Four Little People and their Friends — Benj amin Franklin — The Perils of Greatness — Great Riches — Daisy's First Winter— Elizabeth ; or, the Exiles of Siberia — Little Threads — My First Concealment — Barton Todd — Little Crowns — The Right Way— The Man of the Mountains- Remote and Remarkable Scenes of Nature — Little Amy's Birthday. 840. Books at One Shilling and Sixpence each. (Cloth, gilt). — Stories from English History — Stories from European History — History of a, Pin — Stories from the History of the Jews — Brother Reginald's Secret — Truth is Everything — The Sunday Scholars' Annual. Three Series. — Lives of Self-Taught Men— Truth is 326 SUNDAY SCHOOL WOELD. Always Best — Story of a Needle — The King's Highway — Under the Mi- croscope — Doctor Kane, the Arctic Hero — The Fisherman's Children — Joseph and His Brethren — Little Lily's Travels — Little Susy's Six Birthdays — Natural History — Old E.obin and His Proverb — Parables of our Lord — Scenes and Sites in Bible Lands — Self -Taught Men — Susy's Flowers — Tony Starr's Legacy — Young Crusoe — Biographies of Great Men — Book of Bible Stories — Bible Difficulties Explained — Stories of Old — Stories of the Apostles — Short Tales for Sunday Reading — The Laird's Return — Short Tales for Sunday Read- ing — Truth and Falsehood — Patient Henry — Tales for the Young — An Autumn at Karnford — Arnold Lee — The Douglas Family— The Torn Bible — Christian Conquests — Tales of the Parables — The King's Highway — The Safe Compass, and How it Points — Winning Words — The Wanderer in Africa — Daily Thoughts — The Clare - mont Tales — Short Tales to Explain Homely Proverbs— Short Stories to Explain Bible Texts— Bill Marlin's Tales of the Sea— The Story of the Kirk — The Hidden Treasure — Little Tales for Little People — Wise Sayings, and Stories to Explain Them — Plea- sant Pages — The Cottagers of Glan- carron — The Royal Captive — The King's Dream — Lindsay Lee — Quiet Talks — Holidays at Limewood — The Crofton Boys—Feats on the Fjords — A Hero ; or, Philip's Book — Rose and Kate ; or, the Little Howards — Max Frere ; or. Return Good for Evil — The Child's First Book of Natural History — Little Drummer ; or, Filial Affec- tion — Peasant and Prince — Story of an Apple — Frank — The Emigrant's Lost Son — Everything in its Right Place— The Wild Swans— Under the WUlow Tree— The Old Church Bell— The Ice Maiden— The WHl o' the Wisp — School Days at Harrow — The Red Shoes— The Silver Shilling— The Little Match Girl — The Darning Needle— The Tinder Box— The Go- loshes of Fortune — The Marsh King's Daughter — Grandmamma's Spectacles — Hid in a Cave — Little Fables for Little Folks — Flora Selwyn — Holidays at Llandudno — The Hop Garden — Al- gy's Lesson — Aunt Margaret's Maxims — Ashfield Farm — Blind Amos and His Velvet Principles — Willy Heath and the House Rent — The Mysterious Parchment — Family Walking Sticks — Holding's Sunday School Hlustra- tions — Every-day Lessons — Sketches from My Note-Book — The Little Woodman and his Dog Caesar — Aunt Edith ; or. Love to God the best Motive — Susy's Sacrifice — Kenneth Forbes — Clara Stanley — The Children of Blackberry Hollow — Herbert Percy — Passing Clouds ; or, Love Conquer- ing Evil — Daybreak ; or, Right Tri- umphant — Evelyn Grey — The History of the Goodlyn Family — Donald Era- ser — Bessie at the Seaside — Hard Maple— Our School Days— Aunt Mil- dred's Legacy — Maggie and Bessie and their Way to do Good — Grace Bux- ton ; or, the Light of Home ; Little Katy and Jolly Jim — Hamilton's Mount of Olives — A Morning beside the Lake of Galilee — Life in Earnest — Thoughts of God— The Young Man-of- War's Man — The Treasury of Anec- dotes — The Boy's Own Workshop — Unexpected Pleasures — Little Meg's Children — Child's Book of Poetry — Dick Bolter ; or. Getting on in Life — Down in a Mine — Grace's Visit — Jes- sie and her Friends — Lyntonville ; or, the Irish Boy in Canada — Richest Man in Todmorton — Tom Tracy, of Brier HiU — Life's Morning; or, Counsels for the Young — Peeps at Nature — Brother and Sister — The Golden Mushroom — Johnny M'Kay; or, the Sovereign — The Lost Key — Robert Dawson — My Schoolboy Days — Three Months under the Snow — Young En- velope Makers — The Young Man set- ting out in Life — Mary Brunton — Hymns for Infant Minds — Childhood in India — Girlhood — Home Life — The Snow Queen — John Ploughman's Talk. 841. Books at Two Shillings eacll. (Cloth, gilt.) — The Wonder Book — Archie Blake — Inez and Em- meline— Marooner's Island— The May- SUNDAY SCHOOL WORLD. 327 flower — Anecdotes of Dogs — Evenings at Home — Sandford and Merton — Kobinson Crusoe — Amy Carlton ; or, First Days at School — Conquest and Self- Conquest — Cherrystones — Glimpses of our Island Home — The Indian Boy — The Swiss Family Kobin- son ; Ernie Elton at Home — Ernie El- ton at School — Harry and his Homes — Juvenile Tales — Praise and Prin- ciple — Robert and Harold ; or, the Young Marooners — The First of June — Humility — Integrity — Decision — Keflection — The Jordan — The Boy Makes the Man— The Valley of the Nile — Thoughtful Hours — Quadru- peds : What they Are, and Where Found — Round the World — Ruined Cities of the East — Sorrowing yet Re- joicing — Home Pictures and Lessons in Life — Jerusalem and its Environs — Little Susy's Little Servants — Little Susy's Six Teachers — Marion's Sun- days — Warm Hearts in Cold Regions — Words of Cheer — Flower of the Family — Kind Words Awaken Kind Echoes — Old Friends with New Faces — Rambles of a Rat — Seed Time and Harvest — Bogatsky's Golden Treasury —What Shall I Be ?— My Neighbour's Shoes — Poetry from the Best Authors — Mary Elliot — Louie Atterbury — Lucy West ; or, the Orphans, &c. — Willis the Pilot — The Judges of Israel — Heroism in the Nineteenth Century — Every Saturday — The Silver Cup — Biographies of the Great and Good — Olive Leaves — Enoch Roden's Train- ing — Tales of Discovery and Enter- prise — My Brother's Keeper — Pilgrim Street — Children of Cloverley — Com- panion to the Bible — Fern's Hollow — Fishers of Derby Haven — Lile's Battle Lost and Won— Quiet Thoughts for Quiet Hours — Hill Side Farm — The Story of the Hamiltons — The Little Orphan — The Boy who Won- dered — Beatrice Langton — Ralph Saunders — The Blade of the Ear — Great Men of European History — The Young Men of the Bible — The Far North — Monarchs of Ocean — Life's Crosses and How to Meet Them — The Cabinet of the Earth Unlocked — Gleanings from the Gospel Story — Ann Ross ; or, the Orphan of Waterloo — Principles and Practice — Rosa : a Story for Girls — English Hearts and English Hands. 842. Books at Half- a- Grown each. (In Cloth, gilt. )— Emily Ches- ter — Stories of Old Daniel — Life of Napoleon — Gilbert, the Adventurer — The Lucky Penny — Minnie Raymond — The Young Artist — The Pilgrim's Progress — Extraordinary Men — Extra- ordinary Women — Foxe's Book of Martyrs — Heroes of the Woi-kshop — The Orbs of Heaven— The Wide Wide World— The Lamplighter— The Old Helmet — Queechy — Ellen Mont- gomery's Book-shelf — Melbourne House — Adventures of a Sailor Boy — Tales of Filial Love — Life and Its Pur- poses — The Elements of Success — Christian Love and Loyalty — Gilfil- lan's Martyrs and Heroes of the Cove- nant — Simpson's Traditions of the Covenanters — Ned Franks ; or, the Christian Panoply — The Lake of the Woods — Sheer Off; a Tale— Two Years of School Life — Christian Chiv- alry — Birds of Prey — Eldon Manor — Marian and her Pupils — Lily Gordon — Laura and Lucy — The Huguenot Family — Wars of the Roses — First Steps in the Better Path — Golden Links — Sea Fights. From Alfred to Victoria — Land Battles . From Hastings to Inkerman — Far and Near — Pictures of Natural History- Ready Work for Willing Hands — Story of Four Centuries — Sunday Chaplet — Travel and Adventure — Triumphs of Invention and Discovery — Whispering Unseen — The Golden Fleece — Gaussen's World's Birthday — The Buried Cities of Campania — The Roby Family ; or. Battling with the World — The Mine ; or, Darkness and Light — Anna Lee — Holiday Chaplet — Miracles of Heavenly Love —Old Gems Re-Set— True Riches; or. Wealth without Wings — Crown of Success — Rosa Lindesay, the Light of Kilmain — • Newlyn House, the Home of the Davenports — Alice Thorne; or, a Sister's Work — La- 328 SUNDAY SCHOOL WORLD. bourers in the Vineyard — The Chil- dren of the Great King — Little Harry's Troubles — Si\nday School Photographs — Noble Rivers, and Sto- ries concerning them — The Wood- fords — Memorable AVars of Scotland — Seeing the World — My New Home — Home Heroines — Lessons from Women's Lives — Busy Hands and Patient Hearts — Queer Discourses on Queer Proverbs — Fireside Chats with the Youngsters — Told in the Twilight . Short Stories — Washed Ashore — Old Merrj^'s Travels on the Continent — Peconciled ; or, Story of Hawshaw Hall — Benaiah ; a Tale of the Cap- ti\aty — Pits and Furnaces — The Con- tributions of Q. Q. — The Butterfly's Gospel — Ministering Children — Boars, Bears, and Bulls — Sequel to Minis- tering Children — The Washerwoman's Foundling — Edwin's Fairing — A Boy's Adventures in Australia — Eda Mor- ton and her Cousins — The Knight's of the Red Cross— The Piety of Early Life — Pathway of SafetJ^ 843. Books at Three Shillings Each. — (Cloth, gilt). Young Fur- Traders — World of Ice — War and Peace — Ungava. A Tale of Esqui- maux Land — The Story of the White- Rock Cove — Martin Rattler — The Gorilla Hunters — Golden Fountain — Earthquakes and Volcanoes — The Dog Crusoe and his Master — The Coral Island — Days at Seadown — The Child's Gospel — British Enterprise — Father's Coming Home — Natural His- torj^ — Patience to Work and Patience to Wait— The Silver Casket— The Swiss Family Robinson — Success in Life : A Book for Young Men — Men who were Earnest — Noble Traits of Kingly Men — Story of a Boy's Ad- ventures — Noble Dames of Ancient Story — Horace Hazel wood ; or, Little Things — Rosa Lindesay, the Light of Kilmain — Newlj^n House, the Home of the Davenports — Alice Thorne ; or, a Sister's Work — Labourer's in the Vineyard —Little Harry's Troubles — The Children of the Great King — Sunday School Photographs — Select Christian Biographies — The White Roe of Glenmere — The Harleys of Chelsea Place — Violet and Daisy. 844. Books at Three Shillings and Sixpence Each. — (Cloth, gilt). Lessons on the Life of Christ — House Beautiful ; or, the Bible Museum — The Great Architect— The Dark Year of Dundee— Cats and Dogs — Records of Noble Lives — The Plants of the Bible — On the Way — Living to Pur- pose — Hebrew Heroes — Claudia — Present for Boys and Young Men — The Golden Missionary Penny — Above Rubies — Beauties of jNIodem British Poetry — Beavities of Modern Sacred Poetry — Christian Character — Evenings with the Poets — Exiles in Babylon — The Lives of Great Mis- sionaries — Lives made Sublime by Faith and Works — Li^dng in Earnest — Merchant Enterprise — Missionary Evenings at Home — Pathways and Abiding Places of our Lord — Perils and Adventures on the Deep — Res- cued from Egypt — Tales of Heroes — Triumph over Midian — Village Mis- sionaries — Youthful Diligence and Future Greatness — Heroines of Our Own Time — Doing Good — Jerusalem and its Environs— Precepts in Prac- tice — The World of Ice — Triumphs of Invention and Discovery — Incidents in the Lives of Naturalists — Pride and his Prisoners — Annals of Industry and Genius — The Early Choice — Daisy — Silver Lake — Daisy in the Field— Ralph Luttrell— Stories of Old —The Three Little Spades— Golden Ladder — Melbourne House— The Old Helmet — The Word ; or, Walks from Eden — The Word: The House of Israel — Bunyan's Pilgrim's Progress — Bunyan's Holy War — Hope Camp- bell — Robinson Crusoe — Willis the Pilot — The Encombe Stories — Ellen Montgomery's Book- shelf — Boys of Holy Writ, and Bible Narratives — Female Characters of Holy Writ — Queechy — ^ History of Sandford and Merton — Derry : a Tale of the Revo- lution — Zenobia — Julian — Rome and the Early Christians — The Boy Fores- ters — The Doctor's Ward — Will Adams — Tom Duneton'a Troubles — SUNDAY SCHOOL WOULD. 329 Fred and the Gorillas — The Young Marooners — Corn Seed — Seven "Won- ders of the World — Romance of Ad- venture — Heroism of Boj^hood — Sto- ries and Studies of English History — Boys at Home — The Castaways — Celebrated Children of All Ages and Nations — Dawnings of Genius — Edgar Clifton; or, Eight and Wrong — ^Espe- ranza ; or, the Home of the Wan- derers — Footprints of Famous Men — The Four Sisters — The Heroines of History — j\Iy Feathered Friends — The Young Exiles — The Swiss Family Robinson — The Boy's Own Book of Natural History — Heroines of Do- mestic Life — Historj^ for Boys — The Golden Rule — The Lamplighter — The Wide Wide World — Hawker's Morn- ing and Evening Portion — Anecdotes of Animal Life — Evenings at Home — Animal Traits and Characteristics — Kangaroo Hunters — School-boy Hon- our — Dogs and their Ways - George Stanley — Dashwood Priory — Boy Voyagers — Saxelford — Tom and the Crocodiles — Johnny Jordan — Ernie Elton, at Home and at School — Chil- dren of Blessing — Boys of Beechwood — The Boyhood of Great Men — Louis's School-days — Tales of Carlton School — Heaven our Home — ISIeet for Hea- ven — Life in Heaven — Christ's Trans- figuration — Ben j amin Franklin — Wal- lace, the Hero of Scotland — The Mirror of Character — ^len of History —Old World Worthies— Women of History — A Book about Boys — Chap- ters in the Life of Elsie Ellis — Nettie's Mission — Sketches of Scripture Cha- racters — Watchers for the Dawn — Famous London Merchants — Aunt Agnes — Holiday Adventures — Pio- neers of Civilisation — Path on Earth to the Gate of Heaven — Men who have Risen — Pictures of Heroes, Lessons from their Lives — The Pil- grim in the Holy Land — The Sea and her Famous Sailors — Small Begin- nings — Women of Worth — The Busy Hives around Us — The Printer's Boy — Friendly Hands and Kindly Words — Roses and Thorns — The Missionary in Many Lands — The Story of a Boy's Adventures — Men who were Earnest — The Art of Doing our Best — The Steady Aim — Our Untitled Nobility — Links in the Chain — The j\Ien at the Helm — The Star of Hope and the Staff of Duty — Noble Traits of Kingly Men — Pallisy the Potter — Working Women of this Century— Our Exem- plars, Rich and Poor — On a Coral Reef — Landel's Young Man in the Battle of Life — Stories from Germany — The Weaver Boy who became a Missionary — With the Tide — Prince of the House of David — Lost in Paris — Tossed on the Waves — The Trea- sures of the Earth — How do I Know ? — Famous Ships of the British Navy —The Pirate's Treasure — Harry Hep- worth — The Franconian Stones — Little Estie — Longfellow's Poetical Works — Scott's Poetical Works — Moore's Poetical Works — Words- worth's Poetical Works — Cowper's Poetical Works — Milton's Poetical Works — The Casket of Gems — Lives of the British Poets — Epoch Men, and the Results of their Lives -Tales of Old English Life — Heroines of Missionary Enterprise — Ministering Men — Mii'acles of Nature and Mar- vels of Art — Adventures of Remark- able Men — Six Steps to Honour — Notable Women — Celebrated Women — Women of the Reformation — Wo- men of Scripture — Life of General Havelock — Memorials of Captain Vicars — The Young Man's Guide Through Life. 845. Books at Four Shillings Eacll. — (Cloth, gilt). Annals of In- dustry and Genius — The Giant Killer ; or, the Battle that all must Fight — The Young Pilgrim — Young Woman's Guide through Life — Davis's Ruins, or Bible Cities— The Girl's Birthday Book — Illustrated Boy's own Story Book — Carpenter's Readings. 5 Vols. Each 4s. 846. Books at live Shillings Eacll. — (Cloth, gilt). Shepherd of Bethlehem — The Forest, the Jungle, and the Prairie — Pictures from Sicily — Kane's Arctic Regions, — Life of 330 SUNDAY SCHOOL WORLD. Rev. Thomas Collins — Josephus' Com- plete Works — Maury's Physical Geo- graphy of the Sea — My First Voyage to Southern Seas — The Plant World — Round the World — Old Jack — Gil- fillan's Modern Christian Heroes — A History of Wonderful Inventions — Female Sovereigns — Stories of Ani- mals — The Boy's own Covmtry Book —The Throne of David— The Prince of -the House of David — Great Battles of the British Army — Tales upon Texts— The Pillar of Fire— Illustrated Girl's Own Treasury — Among the Squirrels — Queens of Society — Studies for Stones — Digby Heathcote — Bar- ford Bridge — Lillian's Golden Hours — The Peasant Boy Philosopher — The Wonders of Science — Our Four- Footed Friends — Clever Dogs and Horses — Jack the Conqueror — Our Dumb Neighbours — The Intelligence of Ani- mals — Animal Sagacity — Our Chil- dren's Pets — A Life's Motto— Papers for Thoughtful Girls — Citoyenne Jac- queline — Days of Yore — Girlhood and Womanhood — The Diamond Rose — Beeton's Annual — A Sister's Bye- Hours — The Magic Mirror- — Oliver Wyndham : a Tale of the Great Plague — Old Merry's Annual — The Beggars ; or, the Founders of the Dutch Republic — Sea Fights and Land Battles — May and her Friends — The E very-day Book of Natural History — Tales of Woman's Trials — Sketches of Scripture Characters — Stars of the Earth — JEsop's Fables — The Children's Hour Annual — Half- Hours of English History — Shifting Winds — Deep Down — Fighting the Flames — Tales from Alsace — My Schools and Schoolmasters — The Cruise of the Betsy — Scenes and Le- gends of the North of Scotland — The Old Red Sandstone — Tale and Sketches — Sword and Pen — Stories of School Life — Norrie Seton ; or, Driven to Sea — Tales of the Scottish Wars — The Yoimg Shetlander — The Braemer Highlands— Robinson Crusoe — Agui- lar's Home Influence — Aguilar'sHome Scenes and Heart Studies— Aguilar's Vale of Cedars — John Halifax, Gen- tleman — Alec Forbes — Glimpses of Ocean Life — The Rocky Island, and other Similitudes — Children at Home — Ministering Children — A Sequel to Ministering Children — Sunday Echoes in Week-day Hours — England's Yeo- men — Broad Shadows on Life's Path- way — Home Memories — Margaret's Secret, and its Success — Chapters on Flowers — Mrs. Geldart's First Steps in Life — Harry Lawton's Adventures — Lending a Hand — MiUicent Leigh — Perils among the Heathen — The Knights of the Frozen Sea — The Warringtons Abroad — Onward ; or, the Mountain Climbers — Working and Waiting : a Tale — Judah's Lion — English Hearts and English Hands — Tom Brown's School Days— The Story of the Reformation — The Book of Trades — Last Words of Eminent Persons. 847. Books at Six Shillings.— (Cloth, gilt). Orville College— Every Boy's Annual — The Play Book of Science — The Playbook of Metals — Wood's Illustrated Natural History — The Rise of the Dutch Republic — Bartlett's Pilgrim Fathers — Bartlett's Jerusalem Re visited — Bartlett's Glean- ings on Overland Route — Josephus — The World at Home -Self -help— In- dustrial Biography — Brindley and the Early Engineers — Life of Robert Stephenson — Livingstone's Travels — Annals of a Quiet Neighbourhood — Sea-board Parish — Varia ; or. Read- ings from Rare Books — The Silent Hour — Other People's Windows — The Gentle Life — About in the World — Familiar Words — Stories of School Life — Wayside Thoughts of a Pro- fessor — Constance Aylmer — Lessons from the Life of Jonah — Bible Teach- ings from Nature — Holidays in High Lands— The Heir of Redclyffe— The Daisy Chain — Old Paths of Honour and Dishonour. 848. Books at Six Shillings and Sixpence. — (Cloth, gilt). Helena's Household — Chronicles of the Schon- berg Cotta Family — Diary of Kitty Trevyllian — The Drayton's and the SUNDAY SCHOOL WOELD. 331 Davenants — Wanderings over Bible Lands and Seas — Both Sides of the Sea — Winifred Bertram — Sketches of Christian Life in England — Watch- words for the Warfare of Life — The Days of Knox — Hodge's Outlines of Theology — Memories of Olivet — Me- moirs of Gennesaret — Sunset on the Hebrew Mountains — The Prophet of Fire — The Shepherd and His Flock. 849. Books at Seven SMllings and Sixpence. — (Cloth, gilt). Arnot on the Parables — Pyle's Christian Leaders of Last Century — The Land -and the Book — Gall's Interpreting Concordance — The Bible Text Cyclo- paedia — Kitto's Bible History of the Holy Land — Miller's English Country Life — Raleigh's Quiet Kesting Place — Eadie's Biblical Dictionary — Naomi — Cruden's Concordance. Coinplete Edi- tion — Hogg on the Microscope — Homes and Haunts of the Poets — Good Words; the Annual Volume — Goldsmith's Works — The Home Book — Pen and Pencil Pictures — Gems of Literature — Poses and Holly — Longfellow's Poetical Works — Legendary Ballads of England and Scotland — Scott's Poetical Works — Poets of the Nine- teenth Century — The Golden Gift — The Book of Elegant Extracts -The Holy War — The Pilgrim's Progress — The Giant Cities of Bashan — Tom Hood's Penny Readings — Laws from Heaven for Life on Earth. 850. Infants' Library. — In order, however, that the infants' library may be thus useful, some care must be taken in the selection of the books. A book is not necessarily suited to this purpose because it is a small book, or because it has pretty pictures or a showy exterior, or because it abounds in that stuff, equally nau- seous to children and to grown folks, usually called ''baby-talk." The point needed, in order to interest the children, is that the matter itself be really interesting, and then that it be simple. But this simplicity is in no way dependent on that ridiculous and abominable jargon which has been referred to. Too many of the so-called " Libraries," whether for the infants or for older childi-en, are mere receptacles for rubbish that could not otherwise be disposed of. These "Libraries" always contain some good books. But for every real good, live book thus put into uniform binding in order to make a ' ' Library," the credulous purchaser usually has thrust upon ham at least two that are of no conceivable use except to fill out the complement of volumes needed. In purchasing books for any Idnd of library, beware of this mis- chievous idea of uniformity of size and binding. Buy a good book — . that is, a book with the right kind of reading in it — wherever you can find it, and whatever its shape or colour, or style of binding, only avoiding styles that are unusually expensive, or that otherwise have something positively objectionable. Many a library has been killed by the ridiculous desire to have its shelves look like a smooth, rectangular piece of brick-work. Children shrink instinctively from these prim, fault- less specimens of book - binders' cabinet-work. They know too well that there is not the place to look for pretty stories. I repeat, then, if the superintendent of an infant-school expects to accomplish much by his library, he must first take some pains in the selection of his books. Seventy- five or a hundred volumes, each chosen intelligently, because of its own independent merits, are worth more than a thousand volumes collected by the usual " omnium-gatherum " process. Among the thousand there may be, and probably are, more than a hundred that are really good. But the children in the infant-school have no power of choice, and have to take the books just as they come, good, bad, or indifterent. It is therefore doubly needful to see that 832 SUNDAY SCHOOL WORLD. no book finds its way into this collection which will not reward the expectant little one that fondly takes it home in the hope of a treat. —Dr, Hart. 851. Books for Home Eeading. — Knowing the habits of the family, yon can aid the child in selecting such books as will be useful at home, and encourage him to read, or to have them read at home. If you can once gain the confidence of the child, the way is open, and it will be easy to gain the confidence of the parents ; and when that is gained, it will add to your former influence over the child. A physician once said to me, that he had a patient in whose cure he could make no progress. Every visit found him in a new con- dition, and with new symptoms. Every medicine prescribed seemed to work by a new and unheard-of rule. At length the physician set himself to work to find out the difficulty. It was this: the mother of the patient took it into her head that the prescriptions of the phy- sician were too powerful for the constitution of her child, and in order to counteract their mischievous ten- dency, she gave some powerful nostrum soon after taking the medicine, as an antidote. It is just so with many children. Their parents are constantly neutralising aU that you do on the Sabbath. The evil can be met and removed only by your visiting the family. I woidd recommend that you visit, regularly once a month, every child in your class, even if your call is but short. It should make no difference with you whether the parents are rich or poor, high or low. All who are willing to commit their children to you will be glad to see you, and will be grateful for the interest you take in the welfare of their children. — Todd. 852. Books for Juniors. — ^I hold it to be even more important for the infant- scholars to take home a library- book, than for the older scholars to do so. A book taken by an older scholar is usually read in silence, and read by him alone. But the book taken by the infant- scholar is carried to the father or mother, or to some other member of the family, to be read aloud to the little one. Often, indeed, on the Sabbath evening, especially in the poorer class of families, the father takes the little one on his knee and reads aloud to him the tiny volume brought from the school. Not only the father and the child thus get the benefit of its teachings, but frequently the whole family group cluster around in wrapt attention, and drink in its precious trutlis. Moreover, the truths thus simplified and brought down to the capacity of a child, often have a strange power over the feelings and consciences of adults, beyond that of truth presented in the ordinary way. There are on record numerous in- stances of persons who had grown old in impenitence, being brought to serious reflection by reading children's books and papers. That class of people whose children chiefly fill our mission- schools, are often interested in religious subjects by means of the books brought home by their chil- dren, particularly by those brought by the young children who cannot read, and whose books must be read to them. — Dr. Hart. 853. Of Eeading. — Were we asked to name one of the most im- portant influences that can affect the complex machinery of the brain, or mould the character of the mind for good or e\al, we should reply — reading. And this because we are fully convinced that its subtle power over our moral and intellectual natures is beyond the power of cal- SUNDAY SCHOOL WORLD. 333 CTilation. Memory, that mystery of mysteries, never fathomed because unfathomable, is ever reproducing in endless variet}' all that has passed into the brain through this medium by the instrumentality of books. Too often, however, does it happen that the good loses its hold but too quickly, whilst the evil is retained tenaciously, and endlessly recurs in thought. Our sinful natures are prone to assimilate the evil im- pressions produced by reading, rather than the beneficial, which pass but too rapidly away. And it is because we feel that so much of the evil that is in us is due to the influence of reading, and is yet so little realised or considered to be thus introduced to the mind, that we have selected the subject for an essay addressed to Sunday-school teachers. They surely, of all classes, need to be most watchful regarding what they read, since upon the healthy tone of their minds must of necessity depend so much of the good effects resulting from their teaching. Reading, therefore, is especially an important subject to teachers, and as such we solicit their attention to a few "thoughts" there- upon. The most casual observer must often be struck by the fact that great variety exists amongst his fellow- men as to the methods of reading. This, at first sight, might seem a trivial and unimportant matter ; but on consideration we think other- wise. To read in a state of true and perfect intellectual enjoyment we firmly believe that solitude is neces- sary. Buzz of conversation or of company, distracting influences of what kind soever, must of necessity divide the attention of the reader between his book and other objects. Probably, nay likely, this remark will hardly apply to " light readiug." This we can quite understand. But to reading that has a didactic object in view, reading which promises something more than amusement for a leisure hour, it does apply ; and such classes of reading, to be fully appreciated, and to prove beneficial, ought to be perused whilst the reader is in a state of ease and solitude, with nought to distract the thoughts from the subject or subjects in. hand. However, whilst such briefly is our opinion with regard to the man- ner of reading, it wiU. be very obvious to the reader that many others do not concur therein. We have only to walk through the streets of any of our large towns, to travel, or visit some public institution, to become assured of the fact that some at least do not consider rest and solitude as at all essential to enjoyable — nay, even to beneficial — reading. Often are we amused by seeing individuals hurry- ing through the streets book in hand, and, by a sort of intuitive knowledge of coming objects, moving fi'om side to side to evade by-passers and vehicles. At such times we are irresistibly reminded of a line of Pope's, addressed satirically to some such person, in which he cautions him that " A nodding beam may chance to spoil a thought ; " and often do we wonder that street- walking readers do not meet with similar interruptions to that imagined by the poet. We have been struck by the fact that those whom one sees reading in aU imaginable places and at all unseasonable times gene- rally hold a volume with the suspicious papery covering of novel and sen- sational literature, giving us at once an index to the enthralling power which it seems to wield over the reader. And this insensibly leads us to the subject of fiction. A few re- marks on it, as relating to Sunday- 334 SUNDAY SCHOOL WOELD. school teachers, will be necessary at this point. Should teachers read fiction ? We think that within cer- tain limits they undoubtedly may, and indeed ought to do so. But what, it is asked, are these limits ? Where is the line dividing commendable fiction from objectionable ? What the criterion for deciding what is fit for reading, and what only for rejection ? Truly important ques- tions these. Yet we imagine that the heart attuned aright, the mind that loves to linger over the sacred pages of the Word of Grod, will not err much in its selection. Fiction which, without partaking of the sensational element, is merely an allegorical mode of inculcating good truths and a pleasant way of in- creasing our knowledge, cannot be objectionable unless read to excess, when its efifects on the mind must be weakening. But what shall we say of the harmful sensational literature so abundant, of the armj^ of trashy novels, and of the tales which swarm in the magazines of our day ? Truly such literature, pandering to our lowest appetites, is but a powerful agency for deteriorating the youthful mind. Shun it, teachers ; for be assured that its evil effects are be- yond the power of computation. Let us emphatically say that no conscientious reader, when once fully aware of the extent of evil lurking subtly within these pleasurable works, will ever be led to delight in their perusal. And yet we fear that too many of those that teach our little ones in the things of God are addicted to such reading. In fact, the popular taste is so decidedly de- praved that one is considered quite out of date, a kind of antediluvian relic, if not well acquainted with the leading fiction writers of the time, and it requires some moral ef- fort to withstand the tide of sensa- tional reading that fiows ia upon ns. But we feel sure that Sunday-school teachers should make that efibrt ; for, giving way to such influences, they can hardly hope to benefit those placed under their care. Teachers, avoid, we beseech you, the pernicious though tempting pleasures of novel- reading, both for your own sakes and for the sake of those whom you pro- fess to train up in all that is good^ noble, and pure. A word, however, regarding quan- tity of reading. We are not of those who uphold what is termed * ' book devouring," or, to speak plainly, an inordinate desire for new books to any extent imaginable. We are of opinion that the many are not at all bettered by the quantity of reading they manage to get through. De- pend upon it, far greater importance lies in the quality than in the quan- tity of the books perused. The fact of a person having read an immense number of works does not render it certain that a commensurate amount of knowledge has been attained. On the contrary, it very frequently hap- pens that those who read with such astonishing rapidity are as ignorant of the real design and drift of a book when they lay it down as before perusing it. Fast reading is a mis- take. To fully master the sense of any work in which thought has been exercised by the author, a certain amount of reflection, varying of coui'se with the intellectual ability of the reader, must be exercised by him when reading. Indeed, many books require to be gone through several times before they can be at all ap- preciated or understood. Of course the more obscure the writer the greater must be the amount of study on perusal. And works of this na- ture, though popularly called '' dry," are particularly suitable reading for teachers, expanding their power of instructing, and giving force to their powers of comprehension. SUNDAY SCHOOL WOBLD. 335 And, whilst speaking of suitable reading for teachers, let us devote a few thoughts to another branch of the topic. We think that Sunday- school teachers hardly attach suffi- cient importance to the necessity of understanding in some measure diffi- cult portions of Scripture. They too often lose sight of the fact that the absence of knowledge on such points will probably cause astonishment in their little hearers, preternaturally quick in selecting difficult passages for explanation and seeking a key to hidden mysteries. To the end that all such difficulties may be ob- viated, teachers should devote more of their time to the study of God's Word ; and aided by commentaries and other works elucidating difficult texts and passages, they might be more fitted to teach, instead of need- ing themselves to be instructed (in the most important of knowledge), as is but too often the case. They would then be more ready and able to dissipate the darkness lingering over the youthful minds of their charges in regard to the mysteries of the Bible. There are so many works on these subjects that teachers need never to be at a loss for the means of increasing their knowledge of Bible doctrines that they may have to ex- plain at future times to their chil- dren. Careful and prayerful study of the Word of God, therefore, should form the most important branch of reading in which the teacher can engage. Historical and biographical works are especially beneficial reading for Sunday-school teachers. A know- ledge of the lives of good and great men, and general information regard- ing history, relating both to our own and other countries — these are al- most indispensable adjuncts to the teacher's requirements, if he would teach efficiently and well. The power of illustrating his addresses to the young is thus very greatly increased, enabKng him to rivet the attention and augment the in- terest of his class. Such reading, besides fitting him for his labours, is of course extremely expanding in its effects upon the whole tenor of his mind. So also is the study of works relating to nature. Whilst loving the Word of God, teachers should not neglect the open book of His works. Truly a marvellous book is this ! Eeading on natural history, in order to the possession of a know- ledge of God's handiwork, is de- sirable for every Sunday-school teacher ; for in teaching the young concerning the goodness of a kind Creator to His creatures, how greatly is the effect deepened and strength- ened when the teacher can illustrate his meaning by giving instances of remarkable and interesting facts in the economy of nature ! Therefore should teachers never neglect this class of reading, remembering that the young heart is often led, by sim- ple wonder and astonishment at the goodness of the God of Nature, to love and serve the God of Grace revealed in the Word read and ex- plained. Finally, we particularly wish our readers to be impressed with a sense ot the vast importance of the sub- ject. By some this may be con- sidered a trivial matter ; but to us it is one of great, nay, of solemn moment. Those who have not carefully and thoughtfully considered the question can hardly comprehend how won- drous is the effect of reading on the mysterious tracery of the mind, the under-current of its subtle workings held in memory's casket. Truly we are fearfully and wonderfully made ! Reading there is before us, of two classes — good and bad. We choose the bad ; and lo ! how mighty its evil influence ! The unbidden evil thought, desire, imagination, the 336 SUNDAY SCHOOL WORLD. objectionable morals, and low ** man- nerism," once implanted in the mind by reading and never effaced, — all tbese, and many otber evils, rise up from time to time, continually re- proacbing us, everlasting sources of wrong tbinking and wrong acting. But if we select tbe good, bow genial and beneficial its effects ! How in- vigorating its influence over our natures, bow great its power of in- creasing our intellectual capacities ! Wbo sball say bow migbty and wide- spread a benefit batb been wrought by the author of a tho- roughly good book, tending only to improve the reader ! Reply to this there is none. These secrets are hid within human hearts, whence they shall one day be all revealed and brought to light. — The Sundaif Teachers' Treasury, ^ /-^>5?i?!w-\N ^S^|r| M ^ ^^ VIII. AUXILIARY AGENCIES. S. S. "UNIONS AND INSTITUTES. 854. Their Utility.— WeU-con- ducted Sunday-school Unions have a powerful tendency to promote the spirit of your office. The occasional meeting of fellow-labourers from dif- ferent schools, together with the in- teresting communications and mu- tual exhortations which are then delivered, have a very enlivening effect. The very sight of so large a "body of fellow-teachers, engaged in the same cause, has an exhilarating tendency, especially when one and another details the result of success- ful exertions. Not only do neigh- bouring flames brighten each other's blaze, but even dying embers upon the hearth, by being brought into contact, mutually rekindle their ex- piring flames. Thus the communion which is established by these asso- ciations promotes, in a very powerful manner, the feeling essential to the character of a good teacher. A holy emulation is also excited, which, if it do not degenerate into envy, leads on to the happiest effects. The an- nual meetings, which are necessarily connected with the Union, aid the general impression, and keep up the interest in an eminent degree. It has been universally admitted by those who have tried the plan, that it is pregnant with advantages in respect of the particular object which I am now considering. The teachers who are connected with the best regulated Unions can testify, froni ample experience, to their adaptation^ to keep up the spirit of the office. — J. A. James, 855. Object.— The object of the convention is to awaken an earnest and intelligent enthusiasm in the Sunday-school work, to diffuse in- formation in regard to the best me- thods of conducting Sunday-schools and of teaching Sunday-school classes, and to devise and organise means for Sunday-school extension within the territory represented by the conven- tion. The officers should be men of tact, decision, Sunday-school expe- rience, and possessors, in some de- gree, of a knowledge of the usages of deliberative assemblies. I^et a half-hour be given, at the opening of each session, to devotional exer- cises. Let each convention have a children's meeting, and, if possible, some children's prayer-meetings in connection with it, the latter in the morning. Avoid foreign subjects in all discussions. Adhere inflexibly to the objects of the convention, and let the president kindly but firmly hold each speaker to the subject imme- diately in hand, and not to any and every thing that may chance to pre- sent itself for discussion. Have some- body as singer who can drink in the spirit of the convention, and who, at proper intervals, and with no loss of time, can lead the convention in an appropriate verse. Too much sing- 338 SUNDAY SCHOOL WORLD. ing, of course, is an evil, but too little is a worse one. — House. 856. Settled Points. — While there is great diversity of opinion in regard to the institute and the me- thods of conducting it, there are some things which have the indorse- ment of the majority of the best Sunday-school workers. 1. The leader or conductor of an institute should be an instructor, should know the heart of teaching, and should have his heart aglow with ardour in the work. 2. If the institute lasts over se- veral days or nights vary the leader. Let one man occupy the forenoon, another the afternoon, a third the evening, a fourth the second morn- ing, and so on. In large cities the institute succeeds best by ranging over a week of evenings. 3. Do not have too much appa- ratus or machinery. Let, however, a general outline or programme of the exercises be in the hands of all present, and let each member be liberally provided with blank paper and pencils, and note every valuable suggestion or idea. " Plumbago and foolscap," says some one, ''are in- valuable assistants on such an occa- sion." Have, also, a blackboard and a good map. For reference and mo- del exercises have plenty of Bibles. As a general rule, all institutes that contemplate frequent periodical meet- ings fail. Sometimes institute exer- cises are successfully combined with a teachers' meeting. A very com- mon and successful form, at present, is the annual institute, in connection with a county convention or other- wise. Training classes have done well for a while in several places. But there are other and quite as useful forms of institute work that might be introduced. Suppose that all the Churches in a city or village, or in a township or precinct, should agree to devote a week to the sub- ject of Sabbath-schools. Let it be called the Sunday-school week ; let sermons be preached on the Sabbath preceding relating to the Sunday- school work ; then let a programme of institute exercises be arran^'ed for each evening in the week. Secure the services of the best and most practical workers for addresses, prac- tice lessons, blackboard and map ex- ercises. It might be a good plan to secure the services of an experienced Sabbath- school worker from abroad to take charge of the institute, bring- ing in such help as he could secure from the community. Let the Satur- day afternoon of the week be given to a children's meeting. Then close up the week by giving the succeed- ing Sabbath to the Sunday-school, as follows : — Morning hour, sermons in the different churches on Sabbath- school subjects ; afternoon, Sunday- school concerts ; evening, a union Sunday-school meeting, with two or three animated addresses. If such a plan were well carried out, it could not fail to give a great impetus to the Sunday-school work. — Eggleston. 857. In the Sunday-school convention of the Irish Presbyte- rians, Belfast, Ireland, June 25, 26, 1867, at which over eight hundred delegates were present, the following points were made : 1. Every school should have at least one training class for teachers. One delegate reported a school which had eighteen such classes. Teachers are not ^^reac/^ers, but teachers, and should, therefore, teach by asking and answering questions. 2. Attractive stories are best for infant classes, and catechism for ad- vanced scholars. 3. Teaching is to be estimated, not by the amount of truth spoken, but by what the children take into their minds. SUNDAY SCHOOL WORLD. 339 4. The causes of defective disci- pline are unsuitable rooms ; over- crowded rooms ; lack of punctuality; inefficiency of teachers. 5. Prayers in the Sunday-school should not be more than four minutes long. 6. Sunday-school music should be quick and lively, and chants should be introduced. 7. The essence of good teaching consists in skilful questioning. — House. 858. Proceedings. — Almost all of our State and county conventions have institute exercises connected with their sessions. Sometimes a day, sometimes a half-day is given up to such exercises, conducted by some one appointed for that purpose. In other conventions an hour or two hours of each session are devoted to such work. Perhaps, after all, the simplest form is the best. Let your institute exercises be interspersed with the discussions of the Conven- tion. In this way the weariness that is apt to be produced by the close confinement to the institute work proper is relieved, and greater fresh- ness and animation given to all the exercises. Indeed, it is questionable whether an institute should ever be conducted without some season of free discussion after the convention style. Certainly, no convention should be held without institute exercises of some sort. Exercises for insti- tutes take a great variety of forms. A list of some of the most common ones is as follows: 1. Lectures; 2. Addresses ; 3. Essays ; 4. Drill ex- ercises ; 0. Map exercises ; 6. Ques- tion drawer ; 7. Answer drawer ; 8. Practice lessons ; 9. Model ge- neral exercises ; 10. Model teachers' meetings; 11. Discussions; 12. Ver- bal questions. Where a thorough, prepared lecture can be had from an able hand, it is exceedingly valuable. The only objection to such an exer- cise is that it keeps the attention strained without giving employment to the members of the institute, and should, therefore, be followed by some animated exercise as a relief to the institute. The lecture can be used to develop some general subject relating to Sunday-school manage- ment and methods of teaching, or it can be made still more valuable in giving important Scriptural infor- mation. It is, however, liable to se- rious objections, and should not be used too frequently, and should be intrusted only to the best hands. — House. 859. The Subjects for Considera- tion in an Institute may be sug- gested as follows : — 1. How to form new schools. 2. How best to gather in the children. 3. Their conversion and culture. 4. Organisation and classification. 5. Superintendents' duties. 6. Opening and closing exercises. 7. The library and record books. 8. The Bible classes. 9. The intermediate classes. 10. The infant-school. 11. Anni- versaries and concerts. 12. Reviews and catechisms. 13. Children's prayer- meetings. 14. Training of converts. 15. How to teach; with model les- sons and examples of good modes. 16. Illustrative teaching. 17. Ob- ject teaching. 18. Pictorial teach- ing. 19. The use of the blackboard.. 20. The art of questioning. 21. The art of securing attention. 22. The preparation of the lesson. 23. Teach- ers' meetings. 24. Sunday-school music. 25. Children's prayers and devotions. 26. Map drawing. 27. Bible geography, history, &e. 28. Temperance meetings. — Pardee. 860. Abuse of S. S. Unions. — I must, however, repeat what I have already stated in the Introduction, that, without great watchfulnessy 2 340 SUNDAY SCHOOL WORLD. the effects of Unions will upon ex- perience be found to be of a mixed character. They have in some instances tended to produce and cherish a spirit of confederation and faction among the teachers, who, re- garding themselves as a separate and independent body, have disturbed the churches to which they belonged by the consequence they assumed, and the authority they claimed. The array of numbers as presented at the meetings of these associations, and especially the intercourse to which this sometimes leads with persons of turbulent dispositions, are likely to give a consciousness of strength and importance to those who, on a less wide and conspicuous field of action, would have retained all their original humility and modesty. — /. A, James. MISSION SUNDAY-SCHOOLS. 861. Work of a S. S. Union.— There are two great subjects which should always be before every insti- tute, as well as every convention, viz. : 1. The extension of Sabbath- schools, so as to reach all of the neglected ; 2. The elevation and improvement of existing schools ; — and they need improving, if not reforming, in every part. — Tardee. 862. Importance of Mission S. S. — The subject of mission-schools, of which I spoke inmy last, has assumed, for a few past years, new and enlarged importance. 'We formerly held them with no distinct individual design connected with them. We collected them and taught them in our public school-houses, or in any convenient attainable place. The*^ whole idea was immediate present instruction to the children, with no view of any definite result into which the opera- tions might grow. Many of these schools, accordingly, were merely temporary efforts, and passed soon and entirely away. The benefits conferred by them upon individual children might be real and abiding ; the solid and substantial benefit to the community was not seen. Our later habit has been to set up these mission- schools with the distinct idea of some permanent influence and organisation, looking in some shape to the establishment of a church of some kind that will grow out of it ; so that our Sunday-schools have become more and more the germs of living and permanent churches — and thus have gained an increasing aspect of abiding usefulness in the commu- nity. — Dr. Tyng. 863. Porming a Mission Sabbath- School. — Find a single man or woman whose heart is in the project. De- termine, with the help of God, to do it. Next obtain assistants who are equally engaged or interested in the work with yourself. Thirdly, get a place to meet — a hall, building, or room — the best you can. get. Then combine your teachers — get them together to plan, pray, and talk over the work before them. Then go out around you. Yisit the neighbour- hood — all the families. As the scho- lars and parents come in, one by one, open your classes. God will bless you if you are faithful. — E, D, Jones. 864. A Successfal Experiment. — The most successful experiment I ever knew, in the way of establishing a school, began in this wise. First a superintendent was chosen, before there was any school to superintend. There was a schoolroom and a super- intendent, but neither scholars nor teachers. The first step was the formation of two adult Bible-classes : SUNDAY SCHOOL WORLD. 341 one of gentlemen, all married, who met in the morning ; the other of ladies, all married but two or three, who met in the afternoon. Younger persons and children came in gradu- aU}^, as the superintendent was pre- pared for them. In that school, the idea of leaving it, or of declining to enter it, on account of being too old, has never had a footing. — Dr. Hart. 865. Another Experiment. — An old gentleman from England gives the following account of a school which he raised up in that country. I quote it not more for the last sentence than the whole account. ' ' I commenced my school thirty years ago, all alone, with twelve children. If any were absent or late for thi'ee consecutive Sabbaths, for any other cause than sickness, he was dismissed, and another was selected from the numerous applicants to take his place. When I thought it best, I raised the number to twenty-four, and finally to sixty, beyond which I would not go. As a teacher I stood alone for seven years, and with great opposition against the school. Eight of my first twelve soon became my Bible- class. They were closely attentive during all their examinations, and they became teachers of their res- pective classes under my inspection as their superintendent. One of these eight is now a faithful and laborious minister of the Gospel, and the others were all early in life members of the church with which I was connected. Many of these sixty I have seen happy on their sick and dying beds, though some have gone on hardened and yet miserable in their iniquity. I once reproved a vain young man, a stranger whom I met in a passage- boat, for profaneness. There was a solemn silence in the boat for ten minutes. Every eye was fixed on him, noticing the mental perturbation which was visible through his coun- tenance. After this he said, ' Ah ! sir, if I had followed the advice which you used to give me in the Sabbath- school, I should be a happier man than I now am.' After informing me who he was, and giving me his history, he added, * And there. Sir, (pointing to a box,) in the bottom of that box, under a napkin, is every book which you ever gave me, and when by accident I lift up the cloth, they make me tremble.' I have a few times in my life given a musical lesson as an encouragement and reward to the children, but it tends to dissipate the minds from the more important work before them, and I do not think that any good was ever produced by it. Teaching without notes is quite sufficient, and best for a Sabbath-school." — Todd. 866. Details of the Work.— But to come to the details of this work, and how it should be begun and carried on : — First choose wisely the locality for a new church or mission Sabbath-school. Then select one or more men and women full of life and zeal, as a nucleus of interest and labour. Next survey and visit systematically all the families in the district, and present the objects and the value and adaptedness of the Sunday-school to their wants. Pray much and at every step privately and socially, especially in the early stages of the effort. Get all ready for a good commencement. Have every- thing arranged, so that not a mo- ment of delay in finding the right hymn, or in singing it, will prompt the children to find something else to do. Do not admit children faster than you can conveniently control them. Some superintendents aim at having a rush of scholars the first Sabbath or two, and the result is that they lose months ere they secure the good order and control of the children. It is often better to admit 342 SU^'DAY SCHOOL WOELD. only a dozen or two new scholars at a time, and get them well classified and arranged, and in the hands of good teachers. There must be order, .and the superintendent must wait for it, although he may not at the first do much beside. Much depends upon starting right. Have Testa- ments, hymn-books, and Sunday- school papers, if possible, ready on the first Sabbath. — Pardee. 867. Need of Canvassing. — Thorough and hearty canvassing should be habitually carried on. Above all, every teacher and every Church member should be in earnest to save the myriads of young people, from fifteen to twenty-five, that are hurrying on to destruction. Every servant, every apprentice, every one on whom we can lay our hands, we should put into the Sabbath-school. Set the fashion, and the thing is done. In every locality, the first twenty will be the hardest to ob- tain; and, in every spot, nothing will be effected without intense earnestness, controlled by vigorous, well-directed, well- sustained effort. Once enrolled in the school, it de- volves on their teacher to keep them there. — David'' s. 868. Individual Missionary ef- fort. — An active teacher, who had no stated class, was in the habit of leaving the school as soon as he had •ascertained that his services were not required to fiU a vacant post, and usually returned with a tribe of six or eight little ones, whom he had gathered from the streets. As the natural tendency of a school is to diminish, special and constant efforts should be made to counteract this downward course ; and there is no- thing so successful as canvassing on the Sahhath-day : if faithfully and extensively practised, every poor child must be soon in a Sabbath- school. — David^s. 869. A Union Mission-school. — The plan here given in its present form grew out of an exigency in the operations of the Missionary Com- mittee of the New York Sunday- School Union in the summer of 1856. In their great endeavour to reach the neglected masses of chil- dren and youth, more than sixty thousand seemed to be beyond their reach. A more thorough work was needed. Occasional visits and ordi- nary attention did not so gain the acquaintance and confidence as to rescue these neglected ones. They were the most destitute and needy, and the most important to reach in our city. After much consideration and prayer, this plan was adopted, presented to, and accepted by the churches in New York and Brook- lyn, and it was soon adopted by other cities and States also. Every- where it has developed astonishing results, increasing Sabbath-schools and churches, and speedily trans- forming dark neighbourhoods. Forty-four churches of various evangelical denominations entered upon the work within a few months after its introduction, and quite uni- formly the Sabbath- schools doubled their scholars within the first month or two, and in some marked in- stances, church members and con- gregations were more than doubled in numbers within six months. As long as it was faithfully worked, it everywhere prospered, demonstrating that the plan was a good one. — Pardee, 870. If each professing Christian in our churches who is able would become responsible for the regular visitation of but four neglected families, every family in our land would be faithfully visited. '' What a plain, simple, magnificent idea is here presented ! " A regular Christian army of occupation for our SUNDAY SCHOOL WOELD. 843 whole country. Says the Eev. Dr. GrTithrie : "It would everywhere bring life into contact with death, and cover the whole outlying popu- lation, even as the prophet with his own body covered the dead body of the child." The motto is: "Every child in the Sabbath-school, and every family in the Church." — Pardee. 871. Mission-schools in Large Cities. — In St. Louis, Chicago, and other cities were mission-schools have been established on a broad scale, nothing noticeable has ever been ac- complished on the Union basis. It is different in great centres from what it is in sparsely populated districts or small towns, where, in many cases, no one denomination has power, of itself, to sustain an organi- sation. It was not till the imion method was abandoned, and each denomination took up the work by itself, through its local churches, that perceptible progress was made in Chicago. The benefit of the in- dependent plam is threefold : it ex- cites a generous and healthy emu- lation within each denomination, as weU as between denominations ; it throws responsibility upon the local church, and thus draws out all its resources of men and money ; and it connects the results with an indi- vidual Church, so that the harvest is carefully garnered. At the same time, this plan places no obstacle whatever in the way of fraternal in- tercourse and co-operation of de- nominations, which meet together in conventions to compare methods, re- port progress, and unite in prayer. By this earnest denominational la- bour — on the plan of Nehemiah for building the waUs of Jerusalem, every man over against his own house — an unparalleled success has been obtained, without any abridgment of freedom or zeal in the advocacy of peculiar views, and without any in- terruption of fraternal feelings be- tween the various sects. Thus each school is on the broad basis of all that it believes, while it maintains the most friendly relations with the others. — House. 872. The Way we work our Mission- school. — The whole district occupied by the school is divided into sections. Each of these sections is intrusted to the care of a visitor selected from among the teachers or officers. It is made the duty of each teacher to look after his own class, but in addition to their care is that of the visitor, who is supposed to know who are occupants of every house in his section, to collect aU the pupils these houses will afford, and to seek for the wanderers. The name and age of every scholar, the place of his residence, and the names of his parents or guardians are re- gistered on the day of his first ap- pearance in the school. When he has been a member of the school four Sundays he receives a certificate of membership. Every Sunday the register of his class shows whether he is present, whether he has a per- fect lesson, and how many verses of Scripture he has recited on that day. The class registers, collected by the division managers, are copied into the books of the school, so that a glance will reveal the school history of each pupil. When any pupU has been absent two successive Sundays, his name and address are given to the visitor of that section of the dis- trict in which he resides. The duty of the visitor is to ascertain the cause of his absence, and, if pos- sible, bring him back. Every Fri- day evening a prayer-meeting is held in the room of the ' ' infant department." Usually, a meeting is held in the principal room on Sun- day evening, when a sermon is 344 SUNDAY SCHOOL WOELD. preached. Tlie plan of the school involves the employment of an or- dained missionary, whose whole time shall be given to work upon the field— to pastoral labour during the week, and to preaching on Sunday. — Z. M. Humphreij, D.D. 873. Pirst Lessons in Mission- schools. — Select a clear, distinct, easy lesson at the first, and what- ever is done, let it be well done. Select the teachers carefully, andj admit none who have not a good report, and are not of a teachable spirit. Meetwith the teachers socially j every week, if possible, to aid them J with your suggestions and help. Be 1 cheerful, earnest, and respectful to all. Keep up a regular visitation of teachers and scholars, and let your visits bear a fraternal and not an inquisitorial aspect. Prove your- selves the true friends of parents and scholars, and never get discouraged or out of patience because you can- not gain the children of Roman Catholic or Jewish parents at once : it may be only a question of time. At any rate, do them all the good you can at their homes, whether you ever lead them to the Sunday-school or not. Duty is ours — results be- long to God. Through the children reach the parents, and through the parents reach the children. Let your errand to the house always be one of kindness and good-will, so that if they do not receive you kindly it will be because they misunderstand you. These visits, however, are almost invariably well received if made in a natural, pleasant manner, proceeding from a '■ ' charity which hopeth all things." Respect and honour the parents all you can, whether they commit their children to your care or not. Exhibit our beautiful library books, our sweet songs, our attractive children's pa- pers, and speak of the great kind- ness and love of the teachers to the children. — Pardee. 874. Simplicity of the Gospel. — All the Gospel knowledge really ne- cessary for salvation lies, as it were, in a nutshell. The knowledge of their fall and sinfulness, and the atonement and redemption which is in Christ Jesus, and which, to a willing mind, can be taught in a few minutes, is all the knowledge really necessary for salvation. Really teach this, and it will remain at- tached to the natural conscience for life, and only awaits the spark of grace from the Holy Spirit to descend and act upon it, and renew the heart and change the life. — Pardee. VISITIM ^ro VISITORS. 875. A Visitor Appointed. — In some schools there is a supernu- merary teacher specially devoted to visit absentees during the hours that others teach. This is a very excel- lent plan, and can be made a means of great usefulness. Knowledge is thus obtained whether parents are aware of their children's absence, and all the teachers learn the cause. But this should not supersede personal visitation of the homes of the scholars by the teacher. He has a welcome and an influence there that no other possesses, and an opportunity of doing good of the most encouraging kind. — Dr. Steel 876. Visiting gains the Heart. — Few, even of teachers, appreciate fully the influence of the heart upon the head. How slow the mind is to receive or understand that to which the heart is averse. On the contrary, how readily we take in knowledge which is pleasing. Aversion to a subject, or to the person who presents SUNDAY SCHOOL WORLD. 345 it, has a sort of blinding influence upon the mental vision. A wise ancient has told ns, indeed, that it is right to learn even from an enemy. But it is the very difficulty of so doing which has given to this saying its chief celebrity. Much of the up- hill work in the training of the young has been because the young have re- garded, and often with good reason, the race of teachers as theu" natural foes. This unhappy idea, when it once takes possession of a child, has the effect of placing him in an atti- tude of resistance against instruction. "Whatever knowledge the teacher suc- ceeds in putting into the mind of such a child, is by the hardest labour. The skilful advocate before a jury knows that much of his success in producing conviction depends upon his first creating a pleasant impres- sion on their minds. Those advo- cates who are most successful always pave the way for their arguments by adroit speeches, intended simply to gain the confidence and good will of the hearers. To the public speaker of any kind, the willing ear is an in- dispensable element of success. — Dr. Hart. Sn, Confidence of Scholar gained by Visiting. _ The connection of these remarks with the subject pro- posed is sufficiently obvious. There is no more certain way of gaining the confidence and affections of a Sabbath- school scholar, than by visit- ing him at his own home. The scholar is pleased with such a visit as a mere attention from one who is his senior and superior. It shows by a significant fact that the scholar is really on his teacher's mind. Such a visit gives an opportunity for getting acquainted with the child, and find- ing out his peculiarities, and also for learning better his advantages and disadvantages. It brings about also a better understanding between the teacher and the parents, thereby securiug active home co-operation. When a teacher thus pays an occa- sional kindly visit to the members of his class, the scholars and the parents come to regard him as a personal friend. In the case of poor families particularly, these visits are greatly prized. Such families often make the teacher a sort of general counsel- lor and adviser, even in worldly affairs. The kiud and pleasant rela- tions thus established between the teacher and the homes of his scholars, give him a wonderfully increased power over them in the class. In- struction and advice from his lips are quite a different thing from what the same words would be coming from a stranger. Besides, the teacher who knows all the circumstances of the child's home, knows better how to adapt his instructions to each partic- ular case. He himself, too, becomes more interested in each. His own sympathies are awakened as well as those of his scholars. The work of the class, from being a drudgery and a dull routine, becomes a living, animating process. He teaches with half the toil, because with twice the interest, that he formerly taught. — Dr. Hart. 878. Secures more Eegnlar At- tendance. — Not the least among the benefits of this visitation of scholars, is that it breaks up almost entirely that irregularity of attendance, which is the greatest weakness of the Sabbath-school system. If it gets to be understood that a teacher will visit all his scholars regularly at certain intervals, and that he will invariably visit in the case of every absence, absenteeism, except for satisfactory causes, wiU soon cease. A scholar, whose absence is thus im- mediately followed up by a visit from the teacher, will either be shamed out of it, if' the absence were un- 346 SUNDAY SCHOOL WORLD. necessary, and he will cease to be delinquent, or else he will leave school entirely, which is certainly a better result than a fitful, irregular, profitless attendance given by many scholars. A school with one hun- dred scholars, all of whom attend regularly, does more good by far than a school of one hundred and fifty scholars, which maintains an average attendance of only one hun- dred. Visiting has an effect upon the preparation of lessons almost equal to that upon the attendance. It gives the teacher a chance of seeing exactly what opportunities for study the children have, and of explaining to the parents exactly what kind of preparation is needed. There are few parents who are not pleased with this kindly interest in their own children, and who will not gladly co-operate with the teacher in securing the beneficent ends for which he is laboring. The reason that many parents do so little of this much needed co-operation is that they really do not know how. A little pleasant intercourse with the teacher sets the whole thing right. The teacher, if a judicious person, can do in this way an important service to parents, giving them most valuable hints and suggestions in regard to the religious training of their children. — Dr. Hart. 879. Visit Eegularly and Often. . — The question, how often a teacher should visit the members of his class, does not admit of any absolute rule. There are some points in regard to it, however, which every teacher ought to regard as fixed. First, the gene- ral duty should be admitted. Each scholar should be visited statedly by his teacher. Whether the teacher should visit his scholars once a week, once a month, once a year, or once in any given time, are questions of degree. The first postulate is the duty of visiting at all. To that de- mand there should be no denial. From a pretty extended experience and observation in regard to the question of frequency, T am inclined to think that the stated visitations of the class ought to range between one month and three months. Classes require more or less visitation ac- cording to circumstances and age. The teacher is not in danger of erring on the side of frequency. Another point of vital importance-, even more important than the first, is the duty of visiting immediately every absentee. This visit should be made if possible on the very day, before the Sabbath is over, and should never be postponed longer than Monday or Tuesday, if it can be avoided. If the child is sick, the visit will be most welcome, and aU the more so for being prompt. If the absence is through indifference- or neglect, the promptness of the teacher's call will be more efficient as- a reproof and correction than any amount of words could be. If it once gets to be known that in case of absence the teacher will invariably call before the next Sabbath, there will be very few such calls to be made. The teacher's class will be always full. — Dr. Hart. 880. Visits may be Social as well as Eeligious. — It is not necessary that the visits of a Sabbath- school teacher to his scholars at their homes should be always what is called a religious visit. Of course it should not be characterised by anything frivolous. But it is not necessary, at such a visit, always to introduce the subject of religion. Many young^ teachers are deterred from discharging this duty by an incorrect impression on this point. The visit being on a week-day, any subject of conversation will be proper, which is proper be- tween two Christians meeting on a SUNDAY SCHOOL WOELD. 347 week-day. The primary object of the ^isit is not to impart religious instruction, but to establish and strengthen kind and friendly rela- tions, to acquire information in regard to the domestic influences which surround the child, and to gain his confidence. At the same time, if the teacher is drawn to open his mouth to a scholar on the subject of personal religion, he will often find precious opportunities in the course of these visits. — Dr. Hart. 881. Visiting affects Success. — The success of every teacher will depend much on his frequent friendly and Christian visitation of his scho- lars ; thus availing himself of the sympathy of parents and children, begetting a reciprocal kindness, exciting his own interest in duty, and preparing the soil of the heart for the proper culture of Sabbath- school instruction. — Dr. Hart. TJEAOHEES' IMPEOVEMENT MEETINGS. 882. Should be held Weekly.— A regular weekly meeting of Sabbath- school teachers for conference and prayer about all school matters, and a mutual contribution of thoughts and illustrations and plans of teaching adapted to each and to all the various classes on the next Sabbath's lesson, is now considered an indispensable necessity. And it is a great social and religious privilege as well. We are all unworthy, and need to learn how to teach Scripture truths attrac- tively to youthful minds. AU need training for the work, and the weekly teachers' meetings ought to be the grand normal training-schools for Sabbath -school teachers everywhere. Every Sabbath-school ought also to have a Bible-class or two for the training of teachers. The meeting can be held for one hour and a half on a week-day evening at the lecture-room, or, better yet, at the superintendent's house, or that of one of the teachers, alternately. It is conducted usually by the superin- tendent, but sometimes by the pastor, or by one of the teachers who can sustain the interest. — Pardee. 883. Causes of Pailure. — But we are met at this point with a stubborn and overwhelming fact, viz., a large proportion of all these meetings attempted to be held have resulted in a failure, and have been abandoned, so that now in some places not one school in ten or twenty holds such a meeting. With such an experience we can never ask Sabbath-school teachers to try the experiment on the old plan. We must count the cost, and Sabbath- school men, with only an hour or two in a week for it, cannot afford to make mistakes or failures. Time is too precious. The great practical question arises, What are the causes of failure ? Is it anything inherent in these meetings ? or is it in the wrong mode of conduct- ing them ? After a most careful investigation of the subject, especially during the last fifteen or twenty years, I have come to the deliberate conclusion that it is owing almpst entirely to the wrong plans on which they are conducted. ^Tiat have been these wrong plans ? I. They have ordinarily been conducted on the Bible -class, question-book, commentary-studying, and theological discussing plans; and on those plans, in at least nine cases out of ten, they have resulted, and will result, in failure, whether in the hands of pastors or of super- intendents. Teachers do not gain enough in such meetings to reward them for their time and trouble in 848 SUNDAY SCHOOL WORLD. coming, and consequently they cannot be censured for non-attendance. II. Another plan of conducting them is in the form of lectures. But on this plan, not even an expository lecture has prevented the meeting from being a failure. Occasionally a pastor or a superintendent, with great expository powers, and a sprightly manner of analysing truth, and a personal sympathy with the teachers and children, can sustain and make these meetings interesting and profitable on this plan, and to such we can say — '' God bless you — go oti!" But we cannot afford to recommend any plan for general adoption with such a prospect of failure. "What, then, must be done ? "We say decidedly, revolutionise your plans, and meet with the direct aim and purpose of heljnng one another in yoiu" work, and especially on the next Sabbath's lesson. "What then are the objects of teachers' meetings, and how should they be conducted ? The objects appear to me to be — 1. To get all the teachers well acquainted, socially and religiously, and as teachers. 2. To combine our mutual confidences, sympathies and prayers. 3. •Mutually to help each other and relieve each other's diffi- culties by conferring together on such questions as — how best to secure and retain attention ; — how to ques- tion; — how to prepare the lesson, and present it, and teach it; — how to draw lessons of instruction, illus- trate and apply truth ; — how to analyse the lesson, lay out the plan of it, and break it up into small, convenient parcels, adapted to all capacities from the infant up to the adult classes. — Pardee. ^ 884. Beneficial Eesiilts. — Con- sider what results might be expected, if every teacher were possessed of all suitable qualifications, and were to devote himself to the duties of his office with all possible diligence. It may be safely affirmed that we have never yet seen, that we have scarcely yet conjectured, the hundredth part of the benefit which the Sunday- school system might be made to pro- duce when applied under all the advantages of which it is suscep- tible. Its adaptation and capacities for improving the condition of the poor are admirable and incalculable. Take the aggregate number of chil- dren and teachers at the conjectural statement in the Introduction : then suppose that these myriads of young persons, to whom the religious edu- cation of a million poor children is entrusted, were all fully qualified for their office, and most diligently employed in discharging its duties ; suppose they were aU persons of exemplary piety; possessed of an enlarged acquaintance with the whole range of revealed truth ; well instructed in all the general proprie- ties of human intercourse ; endowed with peculiar aptitude to impart in- struction to the youthful mind, and patient in their temper : with such qualifications, suppose they all re- cognised as the ultimate end of their labours, the formation of those truly religious habits in the children which should be connected with the salva- tion of their immortal souls, and subordinate to this the improvement of their general character, so as ta render them kind, gentle, submis- sive, and orderly: then conceive of these myriads of persons thus fitted for their work, devoting themselves to their weekly business of instruc- tion with intense ardour of mind; entering upon the duties of their office, Sabbath after Sabbath, with a deeply interested heart ; labouring, with the most affectionate and un- wearied solicitude, for their present and eternal welfare ; conducting the whole business of instruction, with a judicious discrimination of the SUNDAY SCHOOL WORLD. 349 different tempers they have to deal with; wisely applying all suitable rewards and punishments ; punctual and unwearied in their attention ; dignified yet affable in their man- ner; and mingling with all their efforts importunate prayer to Him who alone can render them effectual : in addition to this, suppose them in their behaviour one to another to be universally affectionate, respectful, acting in perfect harmony for the general good, and animated by one mind : suppose, I say, that this were universally the case with the vast body of Sunday-school teachers, what results might we not expect ? When we consider the adaptation of the system itself to impart religious instruction, and produce religious impression: when we consider that religious education is among God's own instituted means of conversion ; when we consider how willing He is to pour out the influence of His Spirit upon the ordinances which He has appointed; especially when we add to this the good effects which have already resiilted from the im- perfect application of the system ; it is scarcely possible to conjecture what a glorious revolution would be visible in the habits of the lower orders of society, if our teachers were universally such as I have de- scribed. Instead of hearing occa- sionally that here and there a child was under religious concern, we should have the pleasing scene be- fore us of great numbers inquiring the way to Zion, with their faces thitherward. Instead of occasion- ally witnessing external reformation of conduct in those who were rude, untractable, and violent, we should often receive the gratitude of parents rendered happy by the moral altera- tion of their once disobedient and rebellious offspring. The church and the world would both together look to the Sunday-school institu- tion as one of the greatest blessings ever bestowed upon man. — J. A. James. 885. Pastors should conduct them. — We are fully convinced that our Sabbath- schools will never rise to what they ought to be, until our pastors become the well-instructed leaders in this great work. We lay- men are not in aU cases sufficiently reliable nor fitted to be the leaders. We should take the place assigned to us by the Eev. Dr. Kirk, of Bos- ton, in the State Sunday-school Convention of Massachusetts, when he said he *' loved to recognise Sab- bath-school teachers as lieutenants in the great army in which Christ Jesus had made him one of the captains." Our Sabbath - schools, churches, and ministers must all rise together. They should always keep closely together. It is here that Christians find a good work- ing field under the training of the pastor, who is the pastor of the Sunday-school as well as of the church. It is here that the Church finds a great field of labour, and her largest additions. Some pastors simply give their Sunday-schools their patronage and approbation. This is not sufficient. Much more is needed. Active co-operative ser- vice and direction are wanted. Some- times pastors must needs act as superintendents of their own Sab- bath-schools, and conduct their own teachers' meeting for a time, until they can train brethren, and fit them to be superintendents. It is not lecturing, or preaching to, on the subject, that we so much need, as to be taught how to superintend, how to prepare the lesson, how to visit, what to teach, how to teach and lead to Christ, and how to con- duct teachers' meetings. The Sab- bath-school enfolds the lambs of the flock. The pastor should, of course, 350 SUNDAY SCHOOL WORLD. watch, over it very carefully and very tenderly. Every Sabbath he should at least walk through the school to encourage, by his presence, the weary teachers and scholars in their work of faith and labour of love. Many of the best pastors in our land make this an invariable rule. The teachers need their pas- tor's counsels and assistance in the school, and in the teachers' meetings and concerts of prayer, as well as in the pulpit. Here he will find his true working men and women, and if any in the Church have especial claims upon him, they surely have. We need our pastors' presence and counsel in all our conventions and gatherings of teachers. They are ex officio members of all. We also need their help in calling out the membership of the churches; in model sermons and model scriptural addresses, and teachings to children for instruction and for example. In fact, we feel that we must rely upon our ministers to raise up and make our Sunday-schools what they ought to be— the great training-schools of the Church, and the fitting field of labour for her large membership. As a matter of necessity, and as a matter of propriety, we throw our- selves as Sabbath- school workers upon the pastors, and call earnestly upon them for personal aid and comfort, in the strong assurance that our appeal will receive a warm and favourable response. — Pardee. 886. How they should be con- ducted, — The way to conduct these meetings is, to go to work naturally, systematically, and directly, in a common-sense way, to accomplish these grand objects. Suppose, after singing two verses of an appropriate hymn, a direct prayer of two or three minutes, and one verse of Scripture that just meets the case, the leader inquires for the next half hour the size, regularity, &c., of the difierent classes, and asks counsel to correct irregularities. In this way the teachers will become so well ac- quainted with each other's classes that they can intelligently pray for each other. Then have a recess of ten or fifteen minutes for introduc- tion and social intercourse; after which another half hour should be devoted to making inquiry at each teacher for the various best thoughts of the lesson for them to use. Let the next meeting be directed to the difficulties, and how to relieve them, and the last half hour to asking for tllustratio7is for the week or month's lesson. At the next meeting in- quire. Have you visited your scholars during the month, and what have you found of interest in your visits ? Then devote the last half hour to examples and ^j/«ms of teaching dif- ferent verses by several teachers. At the fourth and last meeting of the month inquire. Is there any special religious interest in your class ? or. Why not ? and lastly. How can you apply the lesson so as best to make a saving impression ? — Pardee, 887. Indespensable Points. — In whatever form the teachers' meet- ings are conducted it is indispen- sable — 1. That the conductor feels a sincere respect for each teacher, and treats his opinions with candour. 2. That the conductor shall adapt his questions to each individual, and ask those questions with real cour- tesy and consideration. 3. It is absolutely necessary that the con- ductor should receive all replies in a life-like manner, with due respect, and make the best of them. If the answers are not well received, it wiU close the lips of the teachers. They must draw together, and a dull, prosy conductor will check them all. There is great value in the com- bined counsels and experience of SUNDAY SCHOOL WOKLD. 351 almost any common band of teachers if fairly and fully drawn out. It will often be seen tbat "tbe com- monest mind has thoughts worthy of the rarest." In this way the teachers' meetings can be sustained in the hands of ordiaary superintendents, and will become the most attractive gatherings in the whole community. An accomplished young lady said to me, " One such meeting as this is worth more than a dozen costly New York parties." The teachers will regularly attend, for they need the assistance which can here be ob- tained. As well ask a brakesman to run a locomotive, or a spinner to I superintend a factory, or an untaught man to teach an academy, as to ask an inexperienced person, or even a classical scholar, to teach Divine truth when no one has taught him hoio to do it. James Gall says, most truly, " Education is the highest of all the sciences, and teaching the most important of all the arts." Teachers, then, need training, and the teachers' meeting can be made one of the most valuable means of securing it. — Pardee, 888. Other Eequisites. — A third requisite is time and lyrayerfxd study. If the work is important, and the man be consecrated to it, these cer- tainly will be given. A fourth re- quisite is heroism in the execution of plans. This is especially needed when a new enterprise in this direc- tion is commenced, or when some are beginning to ask, "If it isn't about time to close up for the winter," urging that it is best to close while the school is in good condition, as though there was a " good condi- tion " for ceasing to give instruction in the "Word of God. Frederick the Great once said, "I love the lineage of heroes, but I love heroes better." And, in the successful prosecution of this agency, there must be a wise and Christian heroism which will show, not merely the fact that what has been done can be done again, but the additional truth that Chris- tian men can adapt themselves to the present wants and emergencief of society, and that they have th^. will, and, with God's blessing, the ability to meet the responsibilities, not of the ^jas^, but of the present age. — Tuckerman. 889. Practice Lessons. — These are of the utmost importance, and those who conduct them should pre- pare carefully for the exercise. They shoidd be genuine lessons. Do not take a class of adults and play at giving a lesson. There is always something of sham — of stage play in such an exercise. If you are to teach a model lesson, take scholars of the size you wish. You should by all means have a good bright class, for your disadvantages are very great, and with a dull class you. will fail to illustrate your point. Do not drill your class beforehand. Let it be a fair lesson in all respects. If you are to give an infant -class lesson, have a class of about the usual size and number. Whatever your class may be, you must by all means avoid embarrassing them at the out- set. Ask questions easily answered at the beginning. Let your first five minutes be devoted principally to reassuring them. It is an excel- lent plan to select the best infant- class teacher in the place where the institute is held, and have her — or him — give a model lesson with her own class. Then have classes of other grades taught in the same way. If the lesson be a Bible-class lesson, the members of the class should be bond jide Bible-class scholars, and not the picked material of the insti- tute. The object of him who teaches a practical lesson should not be to show how well he can teach, but to 352 SUNDAY SCHOOL WORLD. show the ordinary teacher ho-w the every-day difficulties of his work can be treated and overcome. A class of adults is by all odds the most difficult to teach in presence of an audience. — House. 890. Subjects for Lectures, Ad- dresses, and Essays. — Training of Sunday-school teachers ; the art of illustrations ; the preparation of a lesson; the teacher's spiritual peepa- ration; the teacher's work; pecu- liarities of child- nature ; the art of asking questions ; object teaching ; blackboard exercises ; the superin- tendent; Sunday-school literature; religious experience of children ; chil- dren's meetings ; teachers' meetings ; the care and culture of converted children ; the infant class ; the Bible class ; opening exercises, or general exercises ; how to explain the Scrip- tures ; exposition of the parables the design of the Hoh^ Scriptures the historical books of the Bible duty of the Church to the children prophecy and the prophetic books the miracles ; the epistles ; and other subjects relating to method and Scrip- ture study. — House. PEATEE-MEETINGS. 891. Teachers' Prayer-Meetings. — Suppose the school to commence at nine o'clock in the morning. Let the prayer-meeting for teachers com- mence at exactly half-past eight, or, which is better, twenty minutes to nine. Have all the little details tho- roughly systematised, so that not a moment be lost. Have each exer- cise brief. A prayer of five minutes takes just one quarter of the entire twenty minutes, and will be sure to kill it. Let the prayers not exceed a minute and a half to two minutes. If a word of exhortation is offered, let it be pertinent to the occasion. A wandering away to South Africa or Hindoostan is well enough at the time we are considering those distant countries and their claims, but neither South Africa nor Hindoostan should be considered when home and home interests are the theme. Keep to the subject of the meeting. Let the prayers be specific. Whatever the object, pray for the object. In a school that we know, the teachers' prayer-meeting convenes with the precision of a railroad time-table, at eight o'clock, forty minutes. The superintendent is there ten minutes before the time for opening. The school is a large one, and of the forty- five enrolled teachers forty are usually present. Sometimes ten, fifteen, or twenty of the scholars are admitted as a pri\dlege. A single verse is sung, then two very short, earnest prayers are offered. The superin- tendent now, in a few concentrated, pertinent, burning words, presents to the meeting some special Scriptural topic — usually the leading thought of the day's lesson. He urges spe- cial attention to the necessity of this day labouring for the salvation of the scholars. I^ow a verse ; now two more prayers, as brief and fervent as the two first; then two verses, fol- lowed by one prayer ; then a single verse of praise or thanksgiving. Here are ten distinct, sharply defined exercises, yet with no crowding, no irreverent haste, and yet the meeting only eighteen or nineteen minutes in length. Some of the teachers most prompt and regular in attendance are those who live the furthest from the school, and who have to make the most exertion to get there. Is it any wonder that the manifest pre- sence and power of the Divine Spirit is constantly felt in this school ? that one after another of the wandering lambs are brought back to the fold ? that whole classes are won for Jesus? that all the teachers regard this SUNDAY SCHOOL WORLD. 353 morning- prayer-meeting, not only as the most precious of all the Sun- day-school services, but as that which croicns and completes their prepara- tion for teaching ? — House. 892. Youth's Prayer-Meetings. — Come at the hour fixed. Never sit back near the door ; come as far forward as possible. Come with hearts filled with the spirit of prayer. Bring some imconverted friend with you. Take some active part in the meeting if possible. Lead in prayer, if the Spirit of God so directs you. Speak or sing for Jesus. An appro- priate verse of Scripture will always be in place. A verse of an appro- priate hymn always helps the inter- est ; start it if you are familiar with it. Never let a second of the pre- cious hour pass unimproved. Do your duty. During the meeting re- member to pray often for the imcon- verted persons present. Have you never yet come to Jesus ? Yield to him as the Holy Spirit influences you. " Believe on the Lord Jesus Christ and thou shalt be saved." Groing from the meeting remember where you have been. — House. 893. Early Morning Prayer-Meet- ings have been eminently blessed in producing conviction of sin in the minds of young people. We well remember, one snowy new year's morn, a meeting of this character ; the teachers praying with their chil- dren, and urging them to commence the new year by dedicating them- selves unto God; the children sub- dued into silence ; whilst, ever and anon, a fresh burst of weeping would break the solemn stillness that per- vaded the lowly schoolroom. It was a time to be remembered, for God was with us ; and many, who then wept for the first time, in the course of that week gave their hearts to God, and are still serving Him among His people ; adorning the doctrine of God their Saviour by a consistent walk and conversation. — Davids. 894. Children's Prayer-meetings. — "What shall we do with our children after their conversion?" Lg. answering this question some churches have adopted, in a modified form, the Methodist class-meeting, and have placed the children in societies, with leaders over them. Before us lies a small pamphlet entitled, " The Faithful Band of the Seventh Pres- byterian Church, Chicago, organised June 12, 1864." From its pages we extract as follows: — "We ask ad- mission to our churches for those who we believe give evidence of that in- ward change of heart which is the title-page to salvation, and are met with the argument that the appli- cants are young, that they can not comprehend the great change, that their fears may have been awakened, their feelings practised upon, their sympathies all stirred up by the story of the Cross, and that they do not appreciate their true position, wait till they give evidence that their conversion is permanent, &c. Wait? Where? Out in the cold world ? Gather the sheep all safely into the fold and leave the lambs without ? To meet this emergency the 'Faithful Band' had its be- gianing. Its covenant is simple and within the comprehension of all, and we believe that its faithful obser- vance will prove of incalculable benefit to those who comply with its every requirement. Its educational feature is one of paramount import- ance. Christians too much neglect reading the Scriptures. Had it been incorporated into their young life history that one chapter of God's Word must be carefully perused each day, under all circumstances, the habit would have been so formed 354 SUNDAY SCHOOL WORLD. that its omission in riper years would bring its own rebuke ; the morning and evening prayer would become as much a matter of necessity as the morning and evening meal. The promise to confess Christ every op- portunity is a standing reproof to those whose voices are never heard where God's people assemble to in- voke blessings from the Almighty, and the prayer -meetings of a quarter of a century hence shall be made precious to the soul in the exercise of that early Christian education which eliminates the Jesus-taught doctrine that ' men ought always to pray, and never to faint.' The long- continued practice of a faithful ob- servance of our simple covenant, in- terwoven through the growing years, will so infuse the habit of regularity into the system that the cloud '^ no larger than a man's hand," shall not become the subterfuge behind which the soul can satisfy itself for con- tinued, or even occasional absence from the churchward paths which lead into the courts of the Lord. We do not claim to hold all who seek admission to our band. We cannot expect it. If the Christ- chosen band of twelve, gathered from the shores of the Sea of Galilee, presented to the world a treacherous- hearted Judas, ive, children, certainly cannot attain to perfection ; yet we do urge that we are sowing the seeds of salvation deeply in the heart with our one chapter a day and one verse a week, and we have the assurance that the Word of the Lord shall not return to Him void. The lesson we desire to inculcate is this : That this band may ever prove an effective auxiliary to the Church, a fruitful nursery of the Lord, from which shaU be transplanted germs of a vigorous growth, whose pure lives and Christian graces shall adorn and embellish the house of our God. *^ Order of Exercises. — 1. Selection of Hymns ; 2. Opening Song ; 3. Prayer ; 4. Singing ; 5. Reading ; 6. Singing; 7. Covenant; 8. Prayer; 9. Twenty-third Psalm; 10. Silent Prayer; 11. Singing; 12. Selections; 13. Remarks ; 14. Admissions ; 15. Lord's Prayer ; 16. Closing Song. " Covenant. — 1. We have promised to love the Lort) Jesus Cheist ; 2. We believe God, for His Son's sake, has forgiven our sins ; 3. We hereby covenant to live for Chkist ; 4. We will try and discharge our whole duty; 5. We will read one chapter in the Bible every day ; 6. We will pray to God morning and evening ; 7. We will urge others to come to Jesus ; 8. We will confess Christ every opportunity ; 9. We will attend church and prayer-meeting ; 10. We will keep this covenant, God helping us. '■^Penalty. — The name of any mem- ber of this band who shaU violate any of the articles of this solemn covenant shall be erased with a pencil till a return of the erring one to duty, when the erasure shall be cancelled ; and while the rubber removes the mark, yet leaves the indentation of the pencil, so shall it be a reminder that, though neglect of duty may be atoned for by repent- ance, it leaves a stain which shall often be to the conscience a weU- spring of regret. Be faithful, THElSr, TO EVERY DUTY. ^ ' Pledge. — The pledge is in the five lines following : — We'll try to prove faithful, We'll try to prove faithful, We'll tiy to prove faithful, Faithful, faithful, Till we all shall meet above. Out of two hundred and fifty children enrolled in the band, scarce- ly half-a-dozen have proved recreant, while the majority have been active and successful in gathering others into the Church and to the Saviour." — House. SUNDAY SCHOOL WORLD. 895. Children must be taught to Pray. — Children, even little chil- dren, need to be taught lioio to pray. We all need to be taught to pray *' as John also taught his disciples." This is especially true with children, because the prayers of the minister, or of the father around the family circle, are, in most cases, examples which a child will not try to follow. The words and expressions are, for the most part, quite unintelligible to children, and consequently they must be taught in a different way. We must call the attention of a child to the particular things which he wants, or ought to thank God for, the particular sins which would be in his " child's confession," and just the things he wants to ask God for in his own language, every day and hour, mingled with adoration and praise. Children's prayer-meetings are well adapted to this. Some of our Sabbath- schools hold such a meeting at the close of each after- noon session. A gentleman who is adapted to the work leads off the little boys who choose to attend, and a motherly lady goes with the girls into another room. We have known eighty to accompany such a one into the room, and as many as half the number have voluntarily followed her in prayers of two or three or four simple petitions for just what the little girls feel that they want. The meeting opens with singing a fa- miliar hymn, and then a few appro- priate verses and remarks, fitted to kindle devotion in the little hearts, and then the little prayers follow freely and almost spontaneously. They soon learn to love to pray, and to pray in real faith too, for the whole life of a Httle child is a life of faith. Of course, it will all depend iipon the manner in which these meetings are conducted, just as it is with any other meeting or religious service. In good hands they prove to be eminently successful and de- lightful. They teach the children how to pray, lead them into the habit of praying with the heart and voice, and with each other, and the influence on them, on their families, and on the Sabbath-school, is in every way most blessed. Let the exercises of such meetings be short, natural and simple, with freedom and not constraint. A half or three- quarters of an hour is long enough, as they should not be prolonged. They ought to be universally adopted. — Pardee, 896. Dr. Alexander and Chil- dren's Prayer - Meeting. — While pursuing my studies in the Free Chui'ch Theological Seminary in Edinburgh, in the winter of '60 and '61, it was my privilege to become acquainted with the Eev. W. Lind- sey Alexander, D.D., one of the most learned and prominent clergy- man in Scotland. Peeling that, at least for my own soul's sake, T must be doing something for the Master, I requested Dr. Alexander to find me humble employment in mission-work in Sabbath- school teaching. He sent me down to Musselburgh, where I found a Sabbath attendance of only thirty or forty people. But among them were some earnest praying Christians, who longed to see the aged and young looking to the Saviour. They soon began to cry most earnestly to God for an abun- dant outpouring of His Holy Spirit ; and in three weeks that church, holding seven or eight hundred, was nightly filled, and it is safe to say that over a hundred were rejoicing in a new found hope. Among them were quite a number of childi'en under twelve years of age. But Dr. Alexander had been very unbelieving with regard to the permanent results of our American revivals, especially when connected with young chil- 356 SUNDAY SCHOOL WORLD. dren. Hence, as this was one of the chiirches over which he was re- garded as the Bishop, he became somewhat alarmed when he heard that there was a real ' ' American revival" within his own bounds of jurisdiction. Only a few weeks be- fore, he had been discoursing to his staid, fashionable congregation in Edinburgh, against "Revival ex- citements." Of course, therefore, he made it his first business to look after his few wandering sheep in Mussel- burgh. Accordingly, one evening, with his usual dignity, he appeared in the church. After the preaching service was through, he was re- quested to remain to the inquiry meeting for conversation and prayer with those who were seeking the Saviour. He had before said, *' These revivals may do well for the excitable Americans, but we need never expect to see anything of the kind among us ' canny ' Scotch." I was not, therefore, much surprised to see him walk coldly out of the church. That night the house had been crowded so full that the chil- dren could not find standing room, and some of them had thus been driven to the vestry, where, of their own accord, without the presence of any adults, they had organised a children's prayer meeting. When, therefore. Dr. Alexander went for his hat and overcoat, which he had left in the vestry, he was surprised to find it taken possession of for a children's "prayer meeting." He stood and listened, all unobserved, to their simple, artless petitions, till, as it were in an instant, all his unbelief had vanished. The Lord was pleased, in a few moments, to do more, than by any human argu- ments, to convince that good and great man that it was possible for Httle children in numbers, to be taught by the Holy Spirit to ofier the prayer of faith in Jesus' name. He did not go off to Edinburgh that night as he expected, but he soon had hold of my hand again, and with a quivering lip and tearful eye he said : ' ' The Lord has convinced me, in that children's prayer^ meeting y that this is the work of His own Holy Spii'it. JSTo one but God could teach those children to pray as I heard them pray to-night. I do now believe that little children can be converted^ From that moment the extensive influence of that distin- guished minister was in favour of the conversion of children. It is safe to say that through him that children's prayer meeting was an indirect means of the conversion, not of hundreds, but of thousands of souls. For Dr. Alexander was the agent, under God, of opening the way for extensive revivals among- children and adults in difierent parts, of Scotland, where multitudes were led to Christ.— i^ey. E. P, Ham- mond. SINaiNa AND MUSIC. 897. Importance of singing. — We give singing a high place in the exercises of a Sunday-school, as a means of grace. Most children can be taught to sing. They should be taught to do this from notes. A great advantage is enjoyed in the present day by having music and hymns printed on the same page. Let teachers "spare no efibrt," says Dr. Todd, "to have all the children possess this high enjoyment. No efforts will result in greater effect ; children, once taught, love to sing. Hardly anything can add more to the enjoyment of a being made up of affections and reason, as men are." The school, or the class, would thus be the Teacher's Choir. SUNDAY SCHOOL WOBLD. 357 When singing is intelligent, artistic, congregational, and solemn, it will "be edifying. Such music diverts our service from the seliish exercise into common praise, and gives a heavenly experience to the earthly sanctuary. — Dr. Steel. 898. Sabbath- school Music. — This is a very important and attrac- tive part of the exercises of a good Sunday-school, if rightly conducted. Good, pure, simple music, such as children love to sing, and words em- bod}T.ng the best Christian senti- ments and feelings, should always be chosen. There is such an abun- dance of music at the present time, of an elevating, excellent character, that there is no excuse for adopting that which is doubtful. Some of the holiest Christian influences are car- ried weekly into little hearts and numerous families, by these sweet songs of the children. It is well worth while for every Sunday-school to obtain a good supply of the best music, such as the children like ; and they often love to meet on some afternoon or evening for the purpose of practising their ^usic with their kind-hearted leader. It is the re- mark of a wise man : " Let me make the ballads of a nation, and I care not who makes its laws." How vastly important, then, it is for the future well-being of our youth that they be well supplied with the choicest words and music to praise God in these little assemblies! A few words of caution may be appro priate. Sing no more than that which will be truly worship and de- votional on the Lord's- day. Intro- duce each new hymn with great care to make the children understand the true sentiment before they sing it. Consequently, not more than one new hymn should be presented to the school on any one Sabbath. Let the practice in hymn-singing take place on a week-day, or so as not to inter- rupt the worship of the Sabbath- school. Never should singing be introduced as an entertainment or diversion in the Sabbath-school, or made a hobby. Sacred music has a higher, holier mission. The hymns should be appropriate to the circum- stances and occasion, and selected in conformity to the Bible-lesson of the day. There is a great amount of music and hymns introduced into our schools of a very improper cha- racter. The hymns are nothing but a jingle of nonsense, and the music sometimes has very doubtful asso- ciations. All this should be avoided most carefully. — Pardee, 899. Children like Singing. — Children without exception are fond of good music. It has become, in the last few years, one of the most powerful means for bringing chil- dren into the Sabbath-school. In the mission-schools of our large cities, a great many of the scholars are attracted to the school in the first place by the music. The teachers literally sing them in. Children, whose parents for some reason do not allow them to enter the school, are often seen hanging with longing ears about the doors and windows, listen- ing to the sweet music, and some- times even braving punishment ra- ther than forego the pleasure. Good music is one of the most important means of bringing children into the Sabbath-school, and of keeping them there ; while great care should be taken not to employ music in the school which is irreverent, or unde- votional, or which has unworthy and degrading associations, care is still more needed on the other hand that it should be of that living and at- tractive sort which the children love, and in which they can join ; any tune or any hymn, which after fair trial it is found the children do not 358 SUNDAY SCHOOL WOELD. take to, had better be dropped for something which they will take to. —Dr. Hart. 900. Children benefited by Sing- ing. — When we have persuaded a Sunday-school child to learn and love Sunday-school hymns and Sun- day-school music, we feel as if we had taught him the use of a faculty, the employment of which would bring God into his thoughts, solace his sadness, and accustom him to the contemplation of "joys unseen, and hopes unrealised." Wc suppose it will be generally admitted, that chil- dren who sing, or love to hear sing- ing, retain for a long time the im- pression which music makes on their mind ; and it is obvious, that the impression which words make, when associated with music, are propor- tionally deep and permanent. Hence it is that we give singing a high place in the exercises of a Sunday- school, as a means of grace. — Packard 901. Improvements in Singing. — In nothing, probably, has there been a greater change in Sabbath- schools than in the music. I refer not merely to the character and style of the music used, but to the position it holds, and the importance attached to it, as one of the essential and potent agencies of the institu- tion in accomplishing its beneficent results. I recollect well the first Sabbath-school I ever attended, and the grim and ponderous tune to which we youngsters were solemnly exhorted to trail our voices, while a hymn of equally unattractive character dragged its slow length along. The singing was a religious duty, to which wc were expected to give heed, and which we tried faith- fully to discharge, as we would have tried to submit cheerfully to an am- putation, had circumstances rcquii'cd it, or as we would have walked to the school, if necessary, barefoot through the snow, as one boy actu- ally did rather than forego its privi- leges. Yes ! the singing of the hymns was a solemn part of the programme, to be gone through without flinching. 13ut as an ex- pression of gladness, as an act of devout joy, as a service, the mere an- nouncement of which should awaken all over the school anticipations of lively delight, the thing was un- known. This was altogether a dis- covery of a later day, the full knowledge and appreciation of which have not even yet reached many schools. — Dr. Hart. 902. All may Learn to Sing. — Till within a short time, it has been, an opinion almost universal, that but a few could be taught to sing ; that the talent for music was a pecu- liar gift of nature, entrusted to a favoured few. Parents have decided, unless, indeed, their child learned to sing almost by inspiration, that their children had no taste for music. The opinion has become so prevalent, that but a very small part of our congregations even pretend to sing^ or suppose themselves capable. Nor are they capable, at the present time and under the present circumstances ; but would it have been so, had. proper pains been taken when they were children ? How much pains do parents take to teach a child to speak correctly ? Had children the oppor- tunity of hearing speaking, and of being taught to speak only as they have opportunity to learn to sing,, would any more be able to talk, than arc able now to sing ? I shall not contend that every child who can be taught to speak, might be taught to. sing ; but I believe the exceptions would be very rare. — Todd. 903. Both Tunes and Words should be Good. — Nor is it necessary, in order to make the music attractive^ SUNDAY SCHOOL WORLD. 359 to children, that the words should be unmeaning doggerel, or that they should be low and trifling, or that they should be flippant and profane. Children undoubtedly will sing such pieces with great gusto. But the superintendent who allows their minds and their tastes to be de- bauched with such trash, does a great wrong. A great deal of music is sung in our Sabbath-schools that may be very fit for a pic-nic, or for the circus, but that has no business I in the Sabbath-school, and is utterly unsuited for a religious service. The words, equally with the music, may be cheerful, gladsome, jubilant, suitable for the expression of lively emotion, such as is common to chil- dren, and yet not savour in the slightest degree of slang. In the music of the Sabbath- school, no tunes and no words should be tolerated, the manifest tendency of which is not to produce, not only devout feeling, but a certain refine- ment and gentleness of feeling. A child may be active, playful, buoyant, brimming over with life, and yet not be rude. We feel instinctively that certain tunes and certain words are rude and unmannerly. They are fit only for clowns. Tet the remedy for this extreme is not to go ofi* into the dreary solemnities of long-metre. It is certainly possible to have our Sabbath-school music buoyant and exhilarating, so as to be a source of the highest gratification to the chil- dren, and yet conducive to refinement as well as devotion. — Dr. Hart. 904. How to Improve the Singing. — Music has been neglected. How are we to improve it ? A well- skilled divine has suggested three thing : — 1. The religious view of the subject, or the appeal to every wor- shipper's conscience. 2. The refine- ment, or perhaps creation of a musi- cal taste among the people. And 3. The cultivation of art. These are rules applicable to ourselves, and if observed, would do much to place our praise in its right position in public worship. There is better education both in our pulpits and pews on other subjects, and there ought to be on this. A refined mind is satisfied and sanctified by a sacred music that is artistic as well as de- votional. We are aware of the diffi- culty which those feel who have neglected music in youth, to begin improvement in riper years ; yet even they may be appealed to for the sake of their families. The young are the ChurcKs hope. Among them secular music has many vota- ries accomplished in the art, who are, sad to relate ! most deficient in the music of the Church. — Dr. Steel. 905. "Wesley on Singing. — The Methodists seldom fail to get all their children to sing their simple music. The following is from the pen of Wesley: ^' About three o'clock in the afternoon of the Lord's day, April 20, 1788, I met between nine hundred and a thousand of the children belonging to our Sunday schools in Bolton. I never saw such a sight before. They were all ex- actly clean, as well as plain in their apparel. All were serious and well- behaved ; many, both boys and girls, had as beautiful faces as, I believe, England or Europe can afford. When they all sung together, and none of them out of tune, the melody was beyond that of any theatre. And what is best of all, many of them truly fear God, and some re- joice in His salvation. These are a a pattern to all the town. And this I must avow, there is not such a set of singers in any of the Methodist congregations in the three kingdoms as in this town. There cannot be ; for we have near a hundred such trebles, boys and girls, selected out of our 360 SUNDAY SCHOOL WORLD. Sunday schools, and accurately aught, as are not to be found to- gether in any chapel, cathedral, or music-room, within the four seas. Besides the spirit with which they sing, and the beauty of many of them, so suits the melody, that I defy any to exceed it, except the sing- ing of angels in our Father's house." 906. Time allotted to Singing. — What portion of time should be allotted to singing ? No rule can be laid down. It should be remembered that singing is worship, is also one of the teacher's most important aids, useful at times to precede, thus pre- paring the mind and heart for the reception of truth by inducing the docile spirit, and at times most effec- tive to follow the stated lesson, and fasten, as with iron bands, truth already communicated. In its em- ployment for either purpose, a wise discrimination must be exercised, and for this exercise it is desirable that the superintendent should be himself a singer. If the subject of his remarks be faith, he can in no way better impress his thought than by a song of faith ; if love, than by a song of love. But the song must be impromptu ; not actually im- promptu — few have always an ap- propriate song at command — but apparently so. Knowing beforehand the line of his remarks, he should select and locate through his dis- course such hymns as will aid him in impressing his thoughts with the same prayerful care which he exercises in the preparation of the remarks themselves. There must be no running, no bustle, no delay. The song must be well up from a full heart — must belong to his thought, and be a part and parcel of it. — House. 907. Especially Needful for In- fant-class, — In speaking of infant- schools, I referred to the physical activity of the young, and the neces- sity of adapting our school exercises to the wants of their nature. The same idea should govern us in the selection of school music. The music suited to persons advanced in life is no more suited to children, than would be the measured and solemn gait of these aged persons. Child- hood is jubilant and quick in its emotions. The lively treble of its- voice is only an index of the soul that speaks through it. If music i& really to take hold of the feelings of children, it must, in the first place, be simple. But, next to this, and paramount above every other qual- ity, it must be quick and lively in its general movement. It is not necessary, however, to this life and simplicity, that the music should be trifling, I have seeik schools where, in the attempt to avoid humdrum, the music had run into- the opposite extreme, and had de- generated into mere slang. There is in some tunes a measure of softness and gentleness, in which children greatly delight, and which is per- fectly compatible with liveliness. It is impossible to look over a congre- gation of children singing a tune of this kind, and not read in their faces an expression of lively and yet sub- dued pleasure, as far removed on the one side, from the noisy turbulence sometimes seen, as from the dull, lifeless, dragging monotony often seen on the other. Children will in- deed join in with this noisy vocife- ration. It is easy, and they rather like it. But it does not give them that inward satisfaction and plea- sure which they derive from singing tunes where the predominant ex- pression is that of gentleness and sweetness, combined with a lively movement of the voice. — Dr. Hart. 908. Teaching Singing. — In teaching children to sing in the SUNDAY SCHOOL WORLD. \Q1 Sabbath- school, then, I would offer the following- hints, viz. : — 1. To use the words of a hymn as it reads in the book used in. the chui'ch, and which they will probably use through life. 2. To have the selection of hymns very limited, so that the whole school may soon learn them, and have them at their command. 3. To be careful always to have the same tune and the same words used together. There are great advantages in this. Children can learn only by repetition, and tunes and words, thus connected, always bring pleasurable associations to the mind. There are two methods of teaching a Sabbath-school to sing : the one is, by introducing the blackboard and instructing the children as you would a class of adults, by teaching them the notes. It seems to me that this is objectionable in that it takes much time ; it seems to turn the school aside from the appropriate business of instruction, and it takes holy time for what ought to be learned during the week. I would, therefore, prefer to have the school taught to sing by the ear, on the Sabbath, a few simple easy tunes, and to have provision made to have them regularly and thoroughly taught, on some other day, to sing by note. — Todd. 909. Practice Meetings, — It is advisable to meet some of the chil- dren weekly, for the purpose of prac- tising singing ; which is as unwise an employment of Sabbath-school time as is the teaching of writing. The children should stand to sing, and be made to repeat the words clearly and distinctly. Were these few simple rules attended to, singing might become one of the highest ornaments and most alluring attrac- tions of our schools ; every scholar intelligently joining in the exercise. Xo pains ought to be spared to pro- mote this delightful art among the young. The love of music and sweet sounds has in it something refining and elevating ; it is an innocent, healthy amusement ; and ought to be encouraged, regulated, and cul- tivated. In heaven there is sweet singing ; and the sound of children's voices, raised in melody, is one of earth's sweetest, purest pleasures. — Davids. 910. Learning New Tunes. — As to new pieces and rehearsals : school-time is too precious to be spent in the mere learning of tunes. The half-hour before the opening of the school, or some portion of a week- day, is more suitable for this exer- cise. Having learned a new piece, do not be hasty to bring it forward. Something of its freshness will have wasted in its course of training. Give time for the weariness of re- hearsal to be forgotten. Four weeks is not too long ; you may then take up whatever novelty you have taught, and rely upon its being sung with spirit. — House. 911. The Superintendent a Singer. — It is a very important thing for the superintendent to be a good singer. It helps him amazingly in conducting a school. There are many times when a judicious super- intendent, if he be a singer himself, can change the whole current of thought and feeling in his school by a little suitable music skilfully thrown in here and there. I have much more faith in singing than in scolding. Yet it is not absolutely essential that the superintendent should be a singer, in order to have good singing in the school. The very best singing in Sabbath-school that I have ever known was in a school whose superintendent could not sing at all. n 362 SUNDAY SCHOOL WORLD. 912. The Chorister. — Tt is gene- rally imderstood that the superin- tendent is to lead the singing, or indicate some one of the teachers who shall do it. But where it is possible to have a leader of the music, known and recognised as such, it is wdse. Ko matter as to the musical cultivation and taste of the superintendent, it is exacting too much of him to require that he shall be leader of the music. The amount of good that an earnest, holy-hearted, cultivated precentor or chorister can do it is scarcely pos- sible to estimate. His power is scarcely in any sense inferior to that of the superintendent. What, then, ought to be his qualijS.cations ? He ought to be as much interested in the spiritual improvement of the school as the pastor, the superin- tendent, or the most devoted teacher. Sabbath- school songs should be pro- fitable, interesting, and attractive to the children, and at the same time they should instruct, elevate, and make better. The leader should give the scholars a clear understand- ing of what they are about to sing, and this by a practical and spii'itual exposition, either verbal or written. During the time allotted to the sing- ing or chanting, everything else should be laid aside, and neither superintendent, secretary, librarian, nor other person shoiild do any- thing except to engage in the singing, or at least manifest an in- terest in the exercise. The chorister should consider carefully the cir- cumstances of the occasion, and the spiiitual condition of the school, and so adapt the right song to the right place. This, of course, precludes the idea of singing according to a plan laid out and stereotyped a week ahead. If this may ever do for other classes of religious meetings, it will not do for a Sabbath-school. As to how much time should be given to music should be a question for the superintendent and chorister to de- termine. Some schools have too many new pieces, and others too many old ; that is, one class is con- stantly reaching for the new, while the other is always holding to the old. Both are extremes. "Twenty-live tunes," says a music leader of twenty years' experience, *' are enough for twelve months. Childi-en," says he, "prefer to sing often the pretty tunes that they know tcell, to having a variety of half-learned pieces." It is well to select a dozen or fifteen of the best voices, and meet them occasionally to give them instruction. They can, on festal occasions, take a prominent part in the musical exercises. But the whole school, where it is at all practicable, would be great gainers by meeting once a week to practice new tunes, at which the chorister could give serviceable instructions, and point out vocal defects. — Colby. 913. Qualifications of Leader. — The leader of singing, as previously intimated, should be a Christian, for the reason that sacred song is more an inspiration than an art — the ex- pression of emotion rather than the display of vocal culture. The basis of all musical effect is feeling. As feeling is from the heart, so must be its expression, else it is an unknown tongue. The understanding, or head, can utter no music, least of all re- ligious music. Sounds may be given in time, pitch, and power, but the music will be wanting. The effort "unll be at best but a counterfeit. It may be beautiful, but for some reason it will not find you. Some false quality of sound will betray execu- tion. The solemnity will be hollow, the softness flat, the loudness a strain. If feelings, then, be requisite to per- fect musical utterance, how shall one express the sublime conceptions and SUNDAY SCHOOL WOBLD. 363 emotions of the worship of God whose heart has never bowed in reverence and adoration before Divinity, thrilled with the joy of pardon, melted with pity for a Saviour's sufferings, nor beat responsive to a Saviour's love ? Possessing piety, the leader may add many important lesser qualifi- cations. He should be able to ex- plain the spirit of the hymn, be a pleasant speaker, and be able to read well. If he have, in addition, an attractive, cheerful countenance, and can picture the joy, the hope, the love, the fear of which he sings in his own face, he will succeed the better for that. He will in general be aided in his duties by a small choir. Large schools cannot be easily led without one. It need not be a company of thoroughly trained singers. Four to twelve of the better singers, facing the school, will be sufficient to relieve the voice of the leader from a tax too severe for a single person, while it will enable him to perfect the sing- ing in its minor details. With these aids h€ is ready to commence the work of instruction. This he should do by impressing upon the school the sentiment of the song before them. Once imbued with that, it will requii-e little art to make them sing with feeling, expression, and effect. As to the language and sub- ject-matter of the hymns to be sung, those are best adapted to use which are based on and centre in the great facts of redemption — the love of Grod —the grace of Jesus Christ, and the joys and hopes of the new life in Chiist. — Colby. 914. Advice on Singing. — 1. I^ever sing for pastime or recreation in Sabbath- school. We have no time for this ; besides, we have a higher and holier mission for our songs. 2. Sing while you sing, and do nothing else. Books, papers, lessons, should all be laid aside. Superintendent, teachers, and scholars should all engage heartily in the exercise. 3. The teacher of the singing should know, as far as possible, the spiritual state of the school, so that the songs may be selected with reference to it. If faith is lacking, he should sing about faith. If energy and life are needed, he should sing some lively, soul-stirring song that will wake up and enliven all. Every right song has a mission more than to jingle sweetly, and if we use it in the right place, and in the right spirit sing it, it will become a power with God, and be a means of winning souls to Christ. The good effects of a sermon or speech are often neu- tralised because followed by some unsuitable hymn. Bring your song out with power, in the right 2^J((ce, and it will do its work with effect. 4. Every Sabbath-school should have its regular weekly singing meeting, so as to improve in the divine art> Thus, too, it will learn new pieces, so as to have a iine and large variety for all occasions. 5. In introducing a new hymn, care should be taken that the sentiment and movement be fully understood, so that all may see its points, and feel an interest in it. — Phili]) Phillips, 915. Singing as a Spiritual Gain. — In the year 1833 a band of young men, richer in faith and love than in silver and gold, determined to do something for the lower-class children of the splendid but corrupt city of Hamburg, Germany. The^ gathered a few of the very worst together, boys that had lived by thieving, sleeping nights under carts or with the hogs, and reduced in manners and morals to the very lowest point in the scale. They first washed, cleaned, and combed them ; then commenced their education, giving vspecial prominence to the e2 364 STJNDAT SCHOOL WORLD. Bible, the Catechism, and the study and practice of music. A strange and rapid transformation followed. Miserable, wicked, sunken as they were, all were given to understand that Christ was in each case their personal Saviour. The songs and hymns were specially suited to their circumstances, and Dr. Wichern, the chief founder ^nd present manager of the institution, says that the singing of an appropriate hymn did the first work of awakening in the hearts of the hardest inmates. Sometimes a voice would drop from the group of singers, and then weeping and sobbing would be heard instead. The children would say they could not sing : they must think of their past lives — of their brothers and sisters — of their parents living in vice and misery at home. On seve- ral occasions the singing exercise had to be given up, the children being sent into the garden to recover themselves. — House. 916. Improving Opportunities. — Travelling in the cars not long since, engrossed with thoughts of the friends I was about to visit and the friends I had left behind, I was in- terrupted by a pleasant voice saying, ''Come into the next car and sing. We are going to have some singing in there." Looking up I saw a young man standing near with a pile of singing books in his hand. Sup- posing he was some agent or book peddler who took this way of ad- vertising his wares, I put myself on my dignity and answered, ' ' No, I don't give concerts," and then turned impatiently from the questioner. Soon the sound of sweet Sunday- school songs was heard through the open door — and I learned that my supposed book peddler was one who was active in every good word and work, w^hose name is familiar to all friends of the Young Men's Christian Association. I was afterwards in- formed that he often took this way of interesting travellers, that he might afterwards speak to them of Jesus. How rebuked I felt. My assumed dignity had hardly allowed me a civil word for a Christian stranger, while he w^as embracing every op- portunity to speak for his Master, As I listened again to these words coming through the open door, "Stand up, stand up for Jesus," I learned a lesson I hope not to forget : a lesson of improved opportunities. 917. Old Tunes and Hymns.— Sir Bernard Burke, in his volume entitled, " Yicissitudes of Noble Families," gives a touching instance of the tendency of flowers to linger upon the spots where they were once tenderly nui'tured. ' ' Being in search," he says, ** of a pedigree with reference to the Findernes, once a great family seat in Derbyshire, England, I sought for their ancient hall. Not a stone remained to tell where it stood. I entered the church ; not a single record of a Finderne was there. I accosted a villager, hoping to glean some stray traditions of the Findernes. ' Fin- dernes ? ' he said, ' we have no Fin- dernes here ; but we have something which once belonged to them — we have Findernes' flowers.' ' Show me them,' I replied ; and the old man led me into a field, which still re- tained faint traces of terrace and foundation. ' There,' said he, pointing to a bank of garden flowers, grown wild, ' there are Findernes' flowers, brought by Sir Geofirey from the Holy Land, and do what we will they will never die.' " blessed hymns sung in the Sunday-school ! wondrous lessons learned there ! flowers brought from the Holy Land — flowers blossoming amid earth's perishings and neglect — flowers of which it may, in many a case, be SUNDAY SCHOOL WORLD. 365 said, "Do what we will, they will never die." — House. THE SOTDAY-SOHOOL POST- OPPIOE. 918. In a certain school with which we are acquainted, there • is fastened to the wall, on each side of the schoolroom, a letter-box. This box is broad and deep, but does not project fi'om the wall more than about four or five inches. Hence it does not inconveniently occupy much space, nor thrust itself forward into notice too greatly. But though so laudably retiring, it has not that false modesty that shrinks from duty even, but has its stand — where it is always in its appointed place — near the door. Hence it is always ready to receive, from those who enter or depart, the notes that teachers and scholars may desire to send to one another. I found upon inquiry that the post-office in this Sunday-school had done good service in its day, and might do more, if its merits were better known. " You see," said my friend the secretary, "there are many occasions on which it may be very useful. For example, a teacher has long noticed a growing thoughtful- ness in one of his scholars, and has desired some private conversation. This is impossible during class teach- ing, and not always expedient, if convenient, afterwards. The teacher knows that if he were to request such a scholar to remain behind when the others had taken their departure, such request would expose the object of his solicitude to sundry remarks from the thoughtless, that wotdd go far to nullify any eiiect produced by the interview. The same effect might follow the handing of a letter to the scholar in the class. Hence this method is adopted to secure a better and more unobserved way of direct and personal communication between the teacher and the scholar. Some- times the scholar wishes to make known some want to the teacher that he would not willingly make known in the presence of the class. He wishes to have some Scripture diffi- culty explained, or some mental dis- turbance allayed ; or perchance he desires to put directly and pointedly the question, — that all teachers are glad to hear their scholars propose, — 'What must I do to be saved?' He knows that he has nothing to do but drop a note into the letter-box, and his special want will be speedily attended to. Teachers also wish oc- casionally to communicate with each other, or with the superintendent, at a time that the school duties do not allow, and they find the difficulty obviated by our postal system. But perhaps the chief service it has ren- dered us has been the furnishing a means of communication between our minister and the Sunday-school. It is not at all an unusual thing for me, on opening the box on a Sunday morning, to find a batch of letters to teachers and scholars in his hand- writing." "Indeed! that seems quite a novel idea. What does he find to write about?" "I can best answer that question by describing '^hat has actually taken place many t^mes. I find some morning a letter addressed to a certain teacher ; and being, as I am, pretty intimate with the teachers, I learn presently the contents of this letter. It will very probably run thus : ' My dear friend, I am anxious to have some informa- tion concerning the present religious condition of many of the senior scho- lars in our Sunday-school, with a view to some direct correspondence with as many of them as may be de- sirable. I shall be very glad there- fore, if you will favour me with a list of the members of your class, and if 366 SU^'^DAT SCHOOL WOELD. you will affix to each name a word or two to guide me in this mat- ter. Eitlier the word '' indifferent,'''' ^^ tJioKghtful,'''' or ^^ inquiring,''^ will serve as a hint to me when I write to them. It maj'- he also that some particulars of their personal history or relations would assist me greatly in such communication. One may be the child of godless, another of pious parents. One may be an or- phan, another may have recently suffered a very painful bereavement, or have lately recovered from a se- vere illness : any information of this kind would be useful, as guiding me in what I might have to say to such members of your class in my cor- respondence with them. And it will be an additional favour if you will kindly let me have this information within the next day or two. "Wish- ing for the Sunday-school, and your- self in particular, all happiness and success, I am,' etc. Such would be the kind of letter that a teacher or two will have some Sunday morning. It has several times occurred that on the following Sunday I have had a batch of letters to deliver to the scholars in two or three classes ; usually it has been one class a week. Each of these letters has been a direct appeal on the subject of per- sonal religion, an appeal founded on the information afforded by the teacher. The scholar, who of course knows nothing of the correspondence between the minister and his teacher, is surprised to find that the minister has been thinking about him, and how intimately he is acquainted with his state of mind and some special circumstances of his history. His heart is touched by the kind inte- rest taken in his welfare. If he has been seriously inquiring, he feels that now the ice is broken, and he soon visits the minister as an inquirer ; if he has been thoughtless, he begins to think he should attend to the sal- vation of his soul, since not only the teacher but the minister also takes so warm an interest in his welfare." ' ' Then you think good has been done, proportionate to the trouble and time expended?" "Indeed, I am sure of it. It seldom happens that any of our senior scholars are admitted into the church but some of them have referred their first re- ligious impressions, or at any rate t their decision, to the letters they have received from our pastor. At a single church meeting I have known several, in the letters they have ad- dressed to the church, attribute to these letters the deepening of their convictions, or the guiding of their hearts in search of peace, or the awakening of a desire to become numbered with the people of God." "On the whole, then, you are of opinion that the post-office in your school is a useful branch of your operations, and one that should not be dispensed with?" "I have no hesitation in saying that it is one of the most useful auxiliaries we have." TEMPERANCE SOCIETIES. 919. Organisation, — When there is a good prospect of success, let there be formed a Juvenile Tempe- rance organisation, either by one school or the union of schools. A Simday- school temperance medal or certificate might be given to every signer of the pledge. In the orga- nisation of a society, select some evening of the week or a Saturday afternoon. Let the chairman be one of the young men between fifteen and eighteen years of age ; have some appropriate temperance hymns, an address from the pastor or super- intendent, or a few pieces recited SUNDAY SCHOOL WOELD. 367 by th.e boys, or an essay or two by the girls. Take all the names to the pledge you can secure, and ap- point committees of young ladies and young gentlemen to secure signatures I in their respective neighbourhoods j through the week. It is not neces- | sary that the meetings should be continued regularly through the year, but at such times and for such periods as the largest number of attendants can be secured. In some schools Bands of Hope are organised and successfully carried on. The fol- lowing is the plan which has been found to work successfully in many places : — Invite the children of the neighbourhood from the pulpit, by visiting the Sabbath and public schools about you or otherwise. At first there may be a little difficulty to get up your first meeting ; but if it is well conducted and made inte- resting, there will be no difficulty in gathering future assemblies of the Httle ones. Open the meeting by' singing some appropriate hymn ; read a portion of Scripture — such, for in- stance, as the first chapter of Daniel ; prayer, and then a few pointed re- marks upon the importance of the movement and its object, with a short sketch of its progress and posi- tion elsewhere ; sing another hymn, and then remarks by some discreet friend upon the necessity of children taking hold of temperance prin- ciples in •early life — interweaving among his observations a few pleas- ing stories illustrative of the beau- tiful influence of children ; close by singing ; and, if you can possibly arrange it, have at this, your open- ing meeting, your officers appointed for the ensuing year. Every person, on becoming a member, shall take the following pledge: "I hereby so- lemnly pledge myself to abstain from the use of all intoxicating drinks, including wine, beer, and cider as a beverage ; from the use of tobacco in every form, and from all pro- fanity." — House. 920. Youths' Temperance So- cieties. — The terrible scourge of intemperance is making sad progress in our land. Whole families, men, women, and children, are desolated by it. Beer, domestic wines, cordials, and even medical prescriptions, are all made to contribute to and swell this river of death. The only safe and sovereign remedy is — total abstinence. This conservative prin- ciple, in order to be the most effective, should be fully inculcated in early childhood ; for our young men, after stimulating their appetites, often lose all power to stop. Therefore the children in our families and Sunday- schools ought to be early trained to abhorrence of all that leads to this dangerous and vicious course. Drink- ing leads to falsehood and deception, hypocrisy and dishonesty, impurity, and sometimes to murder. No love of parents or children, husband or wife, reputation, influence, character or wealth, is sufficient to restrain. It is^ therefore, fitting that oiu' youth be early instructed and guarded against the steps toward this great evil. Particularly ought the children in our Sabbath-schools to be made familiar with what Grod has said on this subject in the Bible. These texts should be often repeated by the scholars, and explained and enforced by their teachers. Many fathers will say, " Rather let my son be an abject slave for life, than fall a victim to this degrading, destructive habit of intemperance." The question arises, When and how this can best be taught ? We are always careful to protect Sabbath-schools from_ any diversion from the regular Scripture lesson of the day. The Bible and Bible-teaching is the glory of Sab- bath-schools. Therefore we would never allow temperance or missionary 368 SUNDAY SCHOOL WORLD. work, or singing, or addresses to interrupt it. It is preferable in communities, we tliink, to take Saturday afternoons for a month or two for this purpose. Say, meet in the largest church at three to half- past four o'clock, or half-past three to five o'clock, p.m. Organise a Touths' Temperance Society. Ap- point a discreet youth of fourteen or sixteen years as president, with other officers, and a committee to arrange for each meeting. Secure good, fresh, appropriate speakers, and never allow a dull, heavy orator to occupy the children's attention. Instruction, lively and adapted, must constantly prevail. Some of the older boys, twelve to eighteen years old, may prepare and recite a ten- minute speech or appeal to their associates. The young ladies may write brief essays, giving their views upon the subject, which may be read. Secure as speakers the ministers, lawyers, &c., of the place, who can sustain attention, and who are known to be temperance men. Select and appoint twelve boys and the same number of girls, who shall cu'culate the pledge and obtain signatures. Continue the meetings only for as many weeks as shall be needed, and the interest shall be fully sustained, and then discontinue them for a few months. It will be necessary, how- ever, to have some such temperance revival once in six to twelve months, in every place, to keep the cause in the ascendant and save the children, and the meeting and the result will be delightful to all. We have known a thousand pledges taken in this way within a few weeks, in a country village of twenty-five hundred in- habitants. — Pardee. 921. A Fact for an Argument. From returns carefully obtained from chaplains of the principal prisons in Scotland and England, it has been found that out of ten thousand in- mates of prisons and penitentiaries, no fewer than six thousand had been Sabbath-school scholars. In Edin- burgh, out of 553 who were, in 1867, prisoners, it was found 399 had previously been attending the Sabbath-school. The cause, at the close of the investigations, was easily assigned. The teachers in the Sab- bath-school had said nothing in re- gard to the danger of drink — they had in many cases been users of wine aud beer themselves, and the relapse into intemperance, and then into crime, was prompt. In our country, statistics so appalling may not exist, but we have heard that in many of our State Eeform schools there is quite a per cent, of inmates who were formerly connected with the Sabbath-school, but who by drinking found their way thither. The facts in either case carry their own lesson, and warn every teacher of religion to guard well the hearts of the young against the terrible danger there is in yielding in the slightest degree to habits of intem- perance. Nine-tenths of all the misery of the land is traceable to the drinking habits of society. "Were, to-day, all men total abstainers, the condition of society would be im- measurably purer than it is, and re- vivals, instead of being periodical and local, would be all but universal and constant. In every school, therefore, we should have a temper- ance organisation, every member of the school being requested to sign the temperance pledge. The super- ** intendent should frequently intro- duce the subject for the proper education of the young, that they may be taught to keep the body, which is the temple of God, pure. — House, 922. Two Thousand Millions.— Over two thousand millions of dol- SUNDAY SCHOOL WORLD. 269 lars are paid in a single year in America for intoxicating spirits. This money, given for a year and a half into the United States' Treasury, would extinguish the national debt. The number of children in the Sun- day-schools of the United States has been estimated at about four millions, and of teachers four hundred thou- sand. It has been estimated further, that the cost of maintaining the Sunday - schools of the country averages about sixty cents a scholar per year. This would make an ag- gregate of two millions four hun- dred thousand dollars for Sunday- school expenses, which is only the one-eighth hundred part of the amount paid by the people of the United States for intoxicating liquors; that is to say, the money consumed in liquor would afford re- ligious instruction in the Sunday- school to over four hundred million of children, which is more than the juvenile population of the globe. — House, SAVINGS' BANK. 923. On the utility of establish- ing a Savings' Fund among the Children. — The scheme which has been lately recommended to the public, denominated ' ' the savings' bank," as a depository for the small sums which the labouring classes can spare from their weekly support, is adopted in many schools with considerable benefit. Except dur- ing calamitous times, the children, especially in manufacturing districts, spend many a penny and twopence in the most useless trash. To pre- vent this waste of money, they are encouraged to bring every halfpenny that is not required for their present support, and deposit it in the hands of the superintendent, or some other person, who keeps an account open with every child who has deposited anything. This money they are of course allowed to draw out when- ever they want it ; which, however, should never be done but at the de- sire of their friends, in order that it might not be improperly applied. In some cases a premium is allowed ; which indeed should be always adopted when the funds of the school will allow. It is the least advantage of this plan, that it saves for the benefit of the children a considerable sum of money, which would other- wise be spent in useless gratifications of their appetite. There is a still greater benefit likely to accrue. It teaches them from their childhood habits of economy and frugality. Those who have had much to do with the poor know and lament how deplorably wanting they are in such habits. They are the most improvi- dent of their species, scarcely ever looking beyond the present, waste- ful of the much and regardless of the little. Greater sums are often squandered, because they are great ; and little sums not saved because they are little. They are sadly de- fective in that policy which takes care of the shilling, and leaves the pound to take care of itself. Hence the greatest profusion is often fol- lowed in their families by the greatest scarcity, since, even in the best of times, and by the best of workmen, there is seldom any pro- vision made against a season of sick- ness or necessity. Much of the distress which prevails during a stagnation of trade, or a time of domestic affliction, may be traced up to this wretched want of economy and foresight. We cannot then con- fer upon a poor man, a greater earthly benefit in his station, than a habit of frugality. If this be ever done with effect, it must be accom- plished while he is young ; a more 370 SUNDAY SCHOOL WOKLD. eiFectual method can scarcely be de- vised than the plan I now recom- mend. Let the children be taught that every fartliing spent in trash is lost, and be encouraged to bring all they can spare to the savings' fund. At the end of the year, or any stated period, let them be carefully im- pressed with the idea that a con- siderable sum, by the increase of a little self-denial, has been collected from what at the time seemed scarcely worth saving. Let them, when the money is in their hands, and their hearts leaping at the sight, be impressively taught, by an appeal to their own experience, the import- ant sentiment, that much is made up of many littles. Let them be very forcibly reminded of the ultimate benefits arising from preferring fu- ture good to present gratihcation. We are thus communicating, in an almost imperceptible manner, those saving and frugal habits which will be of service to them all the days of their life. We are doing more than this ; for we are actually communi- cating mo;-«7benefit. Everything that induces a human mind to forego im- mediate gratification for distant good ; everjrthing that makes the future predominate over the present ; every- thing, in short, which makes a man live by faith and hope, seems to be a preparation for that temper which displays itself by " looking not at the things which are seen and tem- poral, but at the things which are unseen and eternal." And even where no direct moral good is pro- duced, it will ever be found, that a saving and frugal temper is connected with a spirit of proper and praisewor- thy independence. So that we are by this means raising a barrier against the swelling tide of national embarrass- ment, which is flowing in continually upon us from the natui'e and influ- ence of the poor-laws. This view of things justifies the remarks which are contained in the preface of this work, concerning the importance of the Sunday-school system, as throw- ing into our hands the whole labour- ing population of the kingdom, to form their minds and manners in what way we please. And if we may judge from the present state of things, this is an advantage which should be eagerly seized by every friend of his country, as well as ever}'- friend of religion. — J. A. James. ANiflVERSARIES PESTIVALS. AND 924. Their Utility.— Anniversa- ries have been quite common of late years ; they seem to be very appro- priate, and when well conducted are productive of good. The summing up of the labours of the year in the annual report is often of more than local interest. The presence, orderly deportment, and singing of the chil- dren, are all calculated to leave a happy, salutary impression. They ai'e conducted with alternate hymns, prayers, and addresses, with the re- port, and are usually on the after- noon or evening of the Sabbath, with crowded audiences. Here are brought out for prayer and review all the plans and work of the school for the year. The addresses should always be appropriate, instructive, and interesting to all, tending always to an increased spirituality and higher religious tone to the school. They should always reach the parents and friends present, as well as the children. — Pardee. 925. Their Abuse. — It has of late years become lamentably fashionable to introduce into the service, at the time of charity sermons, SUNDAY SCHOOL WORLD. 371 a grand selection of sacred music. In some cases, tlie vocal performance is attended by a complete instru- mental band. Musical effect is as much studied as at an oratorio ; and, as in the case of theatrical amuse- ments, the public are lui-ed to the entertainment by a printed bill of fare. Were a stranger from Rome to pass the doors of our chapels at such a season, he might fancy, from the sound of trumpets and kettle-drums, that it was a military mass in some Catholic chapel. I can easily con- ceive with what force a thinldng Papist would say to a Protestant, on such an occasion, " To make this scene complete, you should have painted windows, flowers, embroid- ered vestments, images, and pic- tures : for is there more harm in pleasing the eye than the ear ? " Now it would be quite bad enough if this profanation of sacred subjects and holy times were confined to the musicians and the congregation ; but the children in the Sunday-school partake of the mischievous effect, and that in various ways. First, they are led insensibly to conclude that all entertainment is not forbid- den even on the Christian Sabbath: for surely it is too much for the credulity of childhood to beUeve that this performance, as it is generally conducted, is intended for devotion. Thej' thus have their views of the sanctity of the Sabbath considerably lessened. Even in the most quiet and simple method of conducting the business of an anniversary sermon, there is much bustle and disquie- tude. The children look forward to it for many Sabbaths, with feelings of hilarity as to a sort of breaking- up day. By this means the powerful association which should connect devotion as the end of the Sabbath, and moral benefit as the ultimate object of the Sunday-school system, is considerably weakened. How much more is this the case when the sermon is attencfed with all the in- fluence of a grand musical perform- ance ! — J. A. Jaines. 926. May injui'e the Ohildren. — A principle of just and laudable emulation may be implanted and cherished, without transforming and degrading it into a thirst for admir- ation, which is almost sure to be the case where the children are called upon to make a display of their talents in public. Praise will ever be found injurious in proportion to these two circumstances : first, the publicity with which it is given; and, secondly, the ignorance of the person on whom it is conferred. If this be correct, the children of a Sunday-school should be exposed as little as possible to iniblic applause. A love of display is very soon pro- duced, and with great difficulty de- stroyed. Nor is the mischief con- fined to those who are the subjects of public distinction. The rest of the children, instead of directing their attention to improvement on its own account, begin to regard it and pursue it only as the road to ad- mii'ation and distinction. Let either pride or vanity be generally che- rished among the labouring classes, and the worst consequences may be expected to accrue to society. The evils which it was once predicted would result from the instruction of the poor, were the mere chimeras of a disordered fancy : not so the ap- prehensions which arise from inju- dicious efforts \o force the growth of their understanding, hg corruj)ting the simplicity of their hearts. No single vice to which the human soul is subject is a more effectual obstacle in the way of his salvation than pride. '' How can ye believe," said our glorious Eedeemer to the Phari- sees, "which receive honour one of another ? " — J". A, James, 372 SUNDAY SCHOOL WOELD. 927. Should be well-conducted. I — I have always counted much, upon { the influence of an interesting and i well-arranged anniversary, as very j important in a Sunday-school. And j for this reason, I have been unwilling j to merge my own local anniversary i in any common meeting of cliildren | in school iinions either of places or churches. The orderly influence of an appointed and regular anniversary, as a point in arranging and com- pleting the year's work and plans, is very valuable ; it brings every part of the work up to a fixed settle- ment, and thus gives additional force to the system and method of opera- tion, and to the consciousness and feeling of responsibility. If well- conducted, the exercises of an anni- versary give solidity to the aspect of the school — attract attention to it — tend to enlarge its bounds by bring- ing in other children — give a mea- sure of satisfaction and contentment to the scholars and teachers engaged — and make the whole work appear as an actual and important part of the congregation and church to which the school belongs. — Dr. Tyng. 828. May absorb too much Time, &c. — In these cases the best singers among the children are fre- quently selected to take a share in the performance ; some in parts, others in solos. To prepare them for this, much time must be spent in private tuition. At these exercises, at which no seriousness of mind can be preserved, and which are gene- rally seasons of great entertainment, they are accustomed to treat the most solemn and affecting topics of religion with lightness and irrever- ence, till the mind grows gaily familiar with them, and the heart becomes insensible to all that is awful in their nature and impressive in their influence. It is a most de- structive effect when children ac- quire the habit of treating sacred subjects in any way, and on any ac- count, in a trifling manner. Thus injured by preparation, their hearts are still more corrupted by the per- formance. Exhibited to the public, sometimes dressed beyond their sta- tion, to please by their appearance and captivate by their melody, they cannot fail to perceive how com- pletely the end of their exhibition is answered. From that hour they lie exposed to all the pernicious influ- ence of pride and vanity. Older, and wiser, and holier minds than are possessed by the children of a Sunday-school, have found that ad- miration has a poisonous efiect upon genuine vii'tue ; who, then, can won- der if the latter, amidst the weak- ness of their age and station, feel its deleterious ^influence? Even the ordinary singing of every Sabbath's worship, where children have been employed in the choir, and exposed to the view of the congregation, has been known, in many instances, to generate a love of display, and a feeling of vanity, exceedingly inju- rious to theii- intellectual and moral improvement. How much more on those extraordinary occasions to which I allude ! Let children be once led to imbibe the idea that they are taught to sing for entertainment, or any other purpose than as an act of genuine devotion; let them once be led to associate it with the idea of obtaining applause ; and they are then in a fair way of seeking to dis- play their vocal powers for the sake of gaining admiration, in company and places very unfriendly to every principle of sound morality and genuine piety. — J. A. James. 929. Object of Teacher may be diverted, — Nor does the mischief end here. The teachers themselves are apt by these means to lose the simplicity of their aim and the SUNDAY SCHOOL WOELD. 373 spirituality of their mind. Their attention is drawn oif from the spiritual part of the institution, and their ambition directed to making such an exhibition as shall secure applause. As anniversary sermons, however, cannot wholly be dispensed with, nor all public exhibition of the children prevented, all that remains for us to do is to be careful that they be attended with as little dissi- pation, and wdth as much devotion and decorum as possible. But as for the practice of making them oc- casions for a grand musical perform- ance, it is a custom replete with mis- chief, both to the children and their teachers ; a custom which is hasten- ing to corrupt the simplicity of Christian worship, and undermine the sanctity of the Christian Sab- bath ; a custom which converts the temple of God into a concert-room, and employs the pulpit to hallow, if possible, the performance. It is quite time for some voice to be raised against the practice, or at least to suggest to the managers of the school, to inquire how far it can be justified. — J. A. Jaines. 930. Sunday-school Excursions. — An excursion, especially from the crowded city to the green woods or pleasant fields, is a pleasant thing, provided it be rightly managed. There is something benevolent, too, in the idea of taking the children of poverty fi-om heated attics, and swarming, mephitic streets, down the flowing river and across the rippling bay, to spend a day under heaven's broad canopy and in the untainted air. It may be well, too, for children to associate a day of innocent pleasure with the institu- tion which is their religious educator. All this we concede to a Sunday- school excursion in the abstract. Now our ideal excursion supposes that the spirit of the institution it represents be embodied in it. Con- , stituted authority, order, cheerful- ness, moderation, and piety preside over it. Unknown and irresponsible persons, amusements of doubtful character, roystering and license, are excluded from it. Its partici- pants, young and old, are all known to the officers or teachers, are sub- missive in all things to the con- ductors of the school, attend the religious exercises proper to the occasion, and go home feeling that they have spent both a pleasant and profitable day — profitable to the body, cheering to their flagging spirits, and encouraging to their religious aspirations. Now, if our city Sunday-school excursions are of this character, we wish to be counted among their advocates and sup- porters, albeit we have little or no time to attend them. But are they? Can a large city Sunday-school get up and conduct an excursion in that spirit of cheerful Christianity which should characterise evenj gathering of a Sunday-school? That's the question. Brethren familiar with these excursions can best answ^er it. We have heard of excursions pre- ceded by the indiscriminate peddling of tickets by the children on the Sabbath, so as to make the affair a paying one to the school, and at- tended by swarms of disorderly youths, boys defiant of aU autho- rity, shouting and rushing round the boat or barge like wild Indians, to the discomfort of nervous ladies and the terror of little girls. We have heard of excursions at which "Copenhagen," and similar^ silly games, whose only charm is in the kissing which accompanies them, were the staple amusements of the day; at which romping, fiddling, and dancing were tolerated ; w^here the swinging was monopolised by rude, romping girls ; and from which religion was whoUy excluded. 374 SUNDAY SCHOOL WORLD. We do not affirm that these abuses are general, or that they have oc- curred in connection with thp schools of our Church, or that they are in- separable from excursions. We only affirm that such things have been described to us, and that we have in our lifetime witnessed some of them, very much to our grief and morti£cation. We need hardly add, that to any excursions at which any or all of these abuses are tolerated we are decidedly hostile. They are im-Christian, demoralising, destruc- tive of the very aims for which our Sunday-schools are organised. To our schools, which will have excur- sions, we add a few cautions. Beware of these abuses. Don't turn the house of God into a house of mer- chandise, nor transform your pupils into peddlers, in your endeavours to raise the needful funds. Do secular work on secular days. Don't let unknown persons attend your ex- cursion. Satan often mingles with the sons of God. Beware of him on excursion days ! Allow no disorder before starting, on the boat or in the cars. Banish silly games from the ground. Tolerate nothing in speech or act that tends to excite a blush on the cheek of modesty. Give your children something to do. Let them do the speaking and sing- ing. They will enjoy the day far better than they can by playing all the time. Encourage cheerfulness. Discoui-age levity and boisterous fun. In short, conduct the excursion in harmony with the following prin- ciples : — 1. Let not your good be evil spoken of. 2. Avoid doing evil that good may come. 3. Let all things be done decently and in order. — Atnerican S. S. Scrap Book. 931. Pestivals. — Pic-nics, exhi- bitions, and the like, are all rather dangerous things in connection with Sunday-schools. In very sound. discreet, judicious Christian hands, they are often productive of good to all concerned ; while under young, giddy, thoughtless management, they sometimes result in evil. Great caution should, therefore, be used. It will require much more grace and wisdom to conduct a Sunday-school exhibition than it will an ordinary service of the school. Says one writer: ^^ Show children are some- times got up and exhibited, as if they were as insensible to flattery as prize poultry. A word to the wise is sufficient." — Pardee. rOEEiaN MISSIOirS TO THE HEATHEJif. 932. A Caution.— A Sabbath- school must not be turned into a Juvenile Missionary Society. We have seen with regret children blamed for not bringing the expected con- tribution, and a rivalry between different teachers, as to who could collect the most money in his class. We need be very careful that no plans be adopted, which might tend to make the giving of money essen- tial to remaining in the school. Let the children be instructed and inte- rested in all the great movements of the age, and encouraged, but not forced, to aid them. If every offering is not free and spontaneous, it will be impossible to prevent unhealthy and invidious distinctions between the children. As regards the mere obtaining of money, we believe the safer plan is to circulate missionary boxes. Let every child that likes have one ; if they only collect six- pence, it matters not. Once a year let the boxes be called in, and the sum total alone be mentioned; lest the poor should be mortified at the smallness of their sums. All vain- SUNDAY SCHOOL WORLD. 875 glorying, pride, seeking the. applause of men, must be sedulously kept down ; and purity of motive, single- ness of purpose, enforced on our be- loved scholars. — Davids. 933. Children should be in- stmcted in this Matter, — In the first place, the duty of doing good and of self-denial, as taught in the Scriptures, should be carefully taught them. This is a part of that Bible knowledge which it is the object of the Sabbath- school to inculcate. The passages of Scripture which enjoin the duty of giving, or which contain examples of it, should be hunted up and explained, and made familiar. Such a study will be of the utmost advantage to them and to the Church. Christian people are, in the main, sadly deficient in precisely this kind of Scriptui'e knowledge. In the next place, the children should be made acquainted with the work of Chris- tian missions. The school and the classes should be furnished with mis- sionary maps and charts, so that the scholars can become familiar with the principal localities in which mis- sionaries are operating. ]^Iissionary narratives should be put into their hands, or be told to them. They should be instructed in regard to the debasing idolatries of the heathen, and the dreadful cruelties practised among idolators. When any par- ticular Church or denomination has become identified with some special field among the heathen, let the chil- dren of that Church or denomination be instructed in the fact, that they may grow iip with the feeling of a sort of personal interest in it. In the third place, teachers and super- intendents should seek to create among the childi'en a missionary spirit. By this is meant, not merely liberality in giving, and zeal in col- lecting money, but a love for the work itself. This will be, indeed, a legitimate result of the two previous provisions. If the young are well instructed in "What the Scriptures teach as to this great matter, and in what the Church is doing in carrving it out, they can hardly fail to fall in with the general current of Christian feeling. They will come to regard their missionary society as being so called, 'not because it collects money for missions, but because its mem- bers all have the missionary spirit, and are in fact, in a very important sense, all missionaries. A school that is so organised, and so animated, will not only raise money largely for the support of missions, but its own members will be found, from time to time, filling the missionary ranks. — Dr. Hart. 934. The Main Object of the ■ S. S. not to be overlooked. — I begin by saying that I do not i think it advisable to organise our ! Sabbath-schools into regular mis- j sionary societies, temperance socie- ; ties, education societies, &c. I am ' acquainted with some schools which ; have all these, with the addition of ' anti-slavery and colonisation socie- ties ; and if the Christian community should be further divided into par- ties, would doubtless have every party represented. It seems to me that the great object of the institu- tion is the Sabbath-school, and I should tremble to be the one who should turn it, or begin to turn it, from its appropriate work. The ob- 'ject is to take children of all ages, ; conditions, habits, prejudices, and j infiuences, to teach them the Word of God, and to form their characters upon that Word. There can be but one predominant object before a school, and the rest must, of course, be subordinate. That predominant object shoidd be to teach the Bible, and to lead the souls of the children to God. It must never be lost sight 376 SUNDAY SCHOOL WOELD. of. For example, if I am teaching my class to-day the parable of the ten vii'gins, I wish no other object to come before the mind. I wish to teach that particular thing so plainly, so clearly, and so forcibly, that it shall never be forgotten. My work for the day is to do this. ISTow, I cannot do it if the attention of the school is to be diverted, and if a part of the time they are to act as a mis- sionary, a tract, a temperance, or any other society. Every teacher must feel that his object is nothing less than to see each of his pupils embracing Christ, and growing up in holiness. If a school becomes a missionary society, and takes that character, that object becomes the predominant object, is more thought of, talked of, calculated upon, than any other object. Is this best? — Todd. 935. A Sunday-school not a Money-coUecting Machine. — It is not to be denied that serious mistakes have been committed in the prosecu- tion of the missionary cause in Sabbath schools. A school may be converted into a mere machine for collecting money. When such is the case, it is a grievous evU, alike to the mission cause and the Sabbath- school cause. But such a result is not a necessary one, nor is it a common one. On the contrary, the cases are, according to my observation, quite exceptional. Those schools which have most of the missionary spirit, and do most for the cause, are usually the best as schools. They are most flourishing as to numbers, they are the best organised, they are making the best progress in Scriptural knowledge, and they record annually the greatest number of conversions. — Dr. Hart. 936. Lessons and the Mission Cause. — But, in addition to this, there should be frequent opportu- nities taken to deduce missionary lessons from the ordinary exercises of the school. The pervading mis- sionary spirit in all lessons is of vital consequence. There are very few subjects which will not aiford oppor- tunity for a passing remark on this point ; and, when judiciously used by a faithful teacher, will do much to impregnate the minds of scholars with one of the most important doc- trines of the Gospel, and one of the most happy exercises for Christian discipleship. Then there is the em- ployment of the missionary box. It is a duty to train the young to Christian liberality. By this you teach parents also. The scholars may have little money ; but the power of littles, when multiplied, is very great. The penny postage is little, but it yields a large revenue, employs many persons, and diffuses immense information. The penny from each of a million of scholars put once a month into the mission- arv box would give an income of £50,000 a year \—Dr. Steel. 937. Eelation of Missions to the Yonng. — Missionary labour, whether in the foreign field or at home, has to do mainly with the young. Missionaries, of course, do not neglect the adult. But they find it exceedingly hard, up-hill work to convert a pagan who has been tho- roughly confirmed in idolatrous prac- tices, or to reform an immoral man who has spent a long life in sin. Hence all our missionaries, every- where, direct their main energies to the young. The school, even more than the church, is at fii'st the scene of their labours. If the problem be to reclaim here at home some city suburb, or some vile neighbourhood, which has become too bad for suc- cessful interposition, even by the police, the first step by Christian people who would briag about a SUNDAY SCHOOL WOKLD. 377 change, is to plant a mission- school and bring in the miserable outcast children. So, in heathen lands. The missionaries are often hooted at, and scorned, and maltreated by the men and women, who remain a long time insensible to kindness, and unap- proachable by argument. But the confidence of the children is soon | won. That same benignity which i drew the Jewish children towards j Jesus, draws the young Chinese and Hindoos to His disciples. Their affection and their confidence are won by kindness. — Dr. Hart. 938. The Monthly Missionary Meeting. — Select some mission-field, and give briefly its history. ' ' We have India as our subject to-day — rather one of the missions in India, one thousand miles north of Cal- cutta," said a superintendent to us, on taking our seat in his school. *'One of the elder scholars has just read a short paper respecting the topography and geography of the country, and I am going to give them a few facts in regard to the mission, its beginning, its trials, its growth, converts, etc." Interest a school in the topography of a heathen field of labour, its people, their social and domestic life, and you enlist their attention and sympathy. Hav- ing their sympathy, it is easy to secure their contributions. — House. 939. Effect on after Life.— Another reason why Sabbath- schools should be organised into missionary associations, is that when the scholars become men and women, they will be more likely to take through life an active interest in this great causu. In fact, when a whole congregation thus from childhood grows up with the habit of working in the cause, the habit becomes fixed. It becomes taken for granted that every one is to work for this cause, and to .con- tribute to it. It is too obvious to need argument, that a congregation thus trained is more to be relied on for a steady and liberal support of missions, than one in which the whole matter is left to be argued and demonstrated solely among the adults. Any denomination is wise, which, by its ecclesiastical arrange- ments, fosters the policy of enlisting all its youth, through its Sabbath- schools, in the work of propagating the Gospel. Some of our most in- fluential denominations have already distinctly inaugurated such a policy, and with the most marked and happy effect. — Dr. Hart. 940. Money given shoiild be the Children's own. — Benevolent contri- butions in our Sunday-schools are assuming an attitude of much im- portance, and it is, therefore, a point that needs to be well guarded from danger. It is very important that our children be early taught the principles and practice of benevo- lence ; of caring for the ignorant and destitute, and doing them good according to their several abilities. They should especially be taught to earn and save money, instead of asking parents for it. Let it all be real and sincere. Grreat care should also be taken with the children to give for definite objects, and thus secure for them careful reports of what is done with their money. "We should, however, most strictly con- form to these legitimate objects, and on no account permit them to inter- fere in any way with the great work of teaching the Bible; and guard them especially against being so con- ducted as to foster pride, envy, and vain-glory. This can and should be done. The small penny rivulets of the millions of Sunday-school chil- dren, uniting, have swelled to a mighty stream, enlivening and re- freshing many a dark moral waste 378 SUNDAY SCHOOL WOELD. in our own and other lands, carrying untold blessings to myriads, and therefore we are the more solicitous to keep the fountain pure and free. — Pardee. 941. The Money should he earned by the Scholar. — Then, too, the money that is given should be earned by the scholars. It is the saved penny, — the penny that costs some- thing, — that does the boy and girl good, that makes missionaries of them. How shall we get the chil- dren's saved pennies ? In a thousand ways. This little piece of ribbon — holding up a strip of faded red — has done more good than I can describe to you. I was once speaking at a youth's missionary meeting, on the spirit of self-denial for Christ's sake, and a little Irish Catholic girl came to me with something in her hand. It was this piece of ribbon. ' ' Mr. "Wells," she said, *' do you think you could get a penny for that?" " I don't know but I could, child. Where did it come from ?" And as I looked at the little thing, I saw that one-half of the ribbon of her bonnet — and there was not much left — corresponded with the piece in her hand. It came from her bonnet ! She had cut it off! I looked on the marker — she had made of it a plain book-marker — and saw the words, ♦' Zorf7, sare." "Nellie, where did you get that motto?" "That's a little prayer I say every day, and I love it so much I thought I would put that on." I saw that little girl, with nine scholars in that Sunday- school, come out to make their pro- fession of faith in Jesus Christ ; and I believe that one of the earliest acts she ever did was this little one of taking the ribbon from her bonnet for Jesus. — House. 942. Pocket Money and Missions. — Some parents give to their children a stated allowance, with the express imderstanding that it may be used in any way the children please, unless for something wrong or forbidden. This allowance is intended as part of their education. It is to train them to a knowledge of the right uses of money. It is, therefore, most impor- tant to keep before the minds of such children the noble ends for which money may be used, and to lead them, from their earliest years, to feel that they, like all others, must exercise self-denial in order to do good. Besides what is thus allowed to some children as pocket-money, many young persons are in the habit of earning small sums by voluntary services in time w^hich is allowed them as their own by their parents. It is obvious that money thus ac- quired is a legitimate subject for beneficence. Children in these cir- cumstances are in danger of two evils, the opposite of each other. They are in danger of becoming spendthrifts on the one side, or on the other of becoming misers. It is, there- fore, rendering them a most important service to educate their consciences to the duty of gi^ing, to cultivate their sensibilities by presenting to them the destitute condition of those who are without the Gospel, and to induce them voluntarily, as a matter of duty and of compassion, to be economical and thrifty on the one side, in order to their being liberal and charitable on the other. — Dr. Hart. 943. Juvenile Collector Si— Besides the money which children give of their own, they make excellent collectors. Few persons like to refuse an applica- tion from a young child for money for the missionary cause. Nor do these small sums, thus bestowed by fathers and mothers, and aunts and uncles, and guests, to help fill up the little one's missionary box, diminish aught STJNDAT SCHOOL WOKLD. 379 from tlie contributions wliicli these persons give in their own name for the same cause. On the contrary, their hearts are rather warmed towards the cause by seeing the interest which it has enlisted in the heart of their darling. Giving begets giving. Giving to please the little one, makes it only a greater pleasure to give on their own account.— i)r. Hart. EXTSA MEETIliraS. 944. Old Scholars' Meetings. — These are among the most interesting of all meetings held in connection with Sabbath- schools. They are of two kinds. At one a public tea is provided; tickets sold to all who apply, sixpence or one shilling each. On the tea being removed, anv of the old scholars that like speak to the meeting ; state the churches with which they are connected, the position they now occupy in life, and the benefits they have derived from Sabbath- school tuition. Prayer, sing- ing, and addresses from various ministers, fill up the time. — Davids. 945. Their Projector. — '' The useful Christian," Thomas Cranfi.eld, was the iii'st projector of old scholars' meetings, which have been the means of many Sabbath-school revivals, and will yet confer still greater benefi.ts on the Church and the world. Those held by him seem greatly to have encouraged him and his fellow- labourers, animating and cheering them in their peculiarly arduous fi.eld of labour. — Davids. 946. Children's Meetings. — These meetings are now becoming not only very important, but very interesting, both to children and to adults. Sometimes Sabbath eveninor is set apart for it every week or every month ; in other cases a weak-day evening is chosen, and familiar and instructive lectures given. In other instances, again, a public children's meeting follows the regular teaching hour on Sabbath afternoons. If well conducted, these meetings are among the most acceptable and profi.table and crowded of all the religious assemblages in a community. The great word to study in the plan of such a meeting is — adaptation. It shouldbe adapted not only to the little children, but also to the older, and especially to the young men and women, as well as parents and friends, who may be present. If it is held on the Sabbath, the great idea of worshipping God should never be lost sight of for a single moment. The reply may be, "To do this, and at the same time to adapt all the services to all the various ages and classes, is a very difficult matter." Of course it is difficult, but not im- possible. The speaker to children, when in the presence of adults, should always choose a train of thought and illustration which will not only reach the children, but in- terest, instruct, and impress the older ones. A little special prepara- tion and saving of materials just adapted to such occasions will ac- complish it. The hymns and music should be appropriate and devotional, and only such as the children are familiar with and love to sing. ' The prayers should be short and simple, in order that all the children can join in them. A few verses only of Scripture should be read, but they shoiild be made plain and interesting to all. — Pardee. 947. Their Utility.— There is one class of youth, to whom it might be- came an incalculable blessing : I mean the elder boys and girls who have just left our schools, and who 380 SUNDAY SCHOOL WOELD. are generally considered as gone beyond our care. Tims abandoned by us, it is too commonly the case that they lose all the little impression they have received while under our instruction. Could they be collected together on a Sabbath evening, to be taught by the senior and more pious members of our churches, who would interest themselves in their welfare, what a blessing might be expected to accrue ! — J. A. James. 948. Boys' Meetings. — This is a modern thing, but it grew out of the warm, earnest sympathy of excellent Christians for the worst class of street-boys of New York. They were attracted by the fine music taught them, the interest and kind- ness manifested toward them, and the stirring, pointed, interesting stories in which religious truth was clothed, as it was spoken to them ; and the energy and capability which first started those meetings could sustain them now on the same basis. Latterly, they assume more the general form of young people's meet- ings, being composed of a majority of boys and girls from Christian families, or at least Sunday-schools, and most of them contain but a few of the rough street boys. They are a stepping-stone to a good Sunday- school. Youths' attractive papers are circulated at the close. Interest- ing popular lectures, made very familiar and plain, on practical sub- jects, are sometimes enjoyed on the week-day evenings. — Pardee. 949. Social Meetings of the Class should be held now and then, and pains should be taken to make them attractive and useful. Young men ! and women must have their social nature regarded. The teacher should, on such occasions, strive to recall the freshness and vivacity of his own youth, and live it over again ; enter into it heartily, and show the class his acquaintance and sympathy with all their peculiar wants, fears, and trials. Band the young people to- gether, in social bonds and mutual pledges, if you please, to attend church, prayer-meeting, and Sab- bath-school, to read the Bible, and pray regulai'ly, and perhaps pledge also against improper reading, asso- ciates, games, drinking, smoking,^ late hours, neglect of the Sabbath, and unite them in associated literary eftbrts, in tract missions, Sabbath- school work, in visitation, and in all ways of doing good. There should be social prayer-meetings of the class at convenient times. Have, also, a well-chosen library for them, and point out, from time to time, the books best adapted to peculiar wants and circumstances." — Pardee. SENIOK CLASSES. 950. The Grand Desideratum. — Pursuant to the opinion expressed by Mr. Horace Mann, in his admir- able report on the education returns of the census of 1851, "The senior class is the grand desideratimi to the pel feet working of the Sunday-school system, for without some means of continuous instruction and main- taining influence when the scholar enters the most critical period of life, the chances are that what has been already done will prove to have been done in vain." His observa- tions also on the mode of conducting and sustaining such classes are well worthy of record. " But in propor- tion to the importance of these senior classes is the difficulty of establish- ing and conducting them, a higher order of teachers being needful, whose superiority of intellect and information shall command the will- SUNDAY SCHOOL WORLD. 381 ing deference of tlie scliolars, while their hearty sympathy with those they teach shall render the connec- tion rather one of friendship than of charity. Such classes, too, will not be long continued with efficiency unless the teacher feels so strong an interest in his pupils as to make their secular prosperity a portion of his care. It is obvious, therefore, that the scheme requires for its com- plete development more aid from those who are in age, position, and intelligence, considerably superior to most of the present teachers, and who hitherto have very sparingly contributed their personal efforts to the cause of the Sunday-school." — Heijort on Census o/'1851. Horace Mann. 951. The Greatest Want. — Charles Eeed, Esq., one of the most eminent Sunday-school men of Great Britain, on being asked what was the greatest want in the Sunday- school work, replied, " Spiritually- minded teachers, and separate rooms for the Bible classes." — House. 952. First suggested in America. — The establishment of distinct classes for scholars who had arrived at the age of fourteen or fifteen, and who were disinclined to remain in the ordinary classes of the school was first suggested by the teachers of America. In order to preserve these scholars under religious influences, it was proposed to establish distinct schools, to which the elder scholars of other schools might be trans- ferred, and where a more enlarged course of Scripture instruction might be entered upon. — *S'. S. Teachers'' Mag. 1826. 953. The Old Plan.— For many years, it was, on the one hand, the custom not to admit very young children, and on the other, to dismiss them when they had attained the age of fourteen. This dismission was made an event of some solemnity ; Bibles were publicly presented to the retiring scholars, often by the minister, and suitable advice given. Thus, so far as the teachers were concerned, the influence of the school over these young persons was withdrawn at a period when it was peculiarly needed. As the young children were prevented from enter- ing until they had in many cases acquired evil principles and practices which gave anxiety and trouble to their teachers, so those young per- sons in whom the good effects of re- ligious training might be expected to be found were separated from their teachers, who thus lost the oppor- tunity of continuing that training and of witnessing its results in their consecration to the service of Jesus Christ. — Watson. 954. The too Big Scholar.— He is fast attaining the stature of man. Several preliminary hairs sprout on his upper lip. His voice is no longer the squeak of infancy, or the treble of boyhood, but is changing to a manly bass. He has cast aside his former round jackets, and arrayed himself in a coat with amply flowing skirts and other indi- cations of manhood. His head is made uncomfortable by the presence of a high -crowned hat, and his mind is disturbed by fear of accident to the shining, silky surface of the same. Some of the younger boys have threatened to throw water upon it. As he is passing through that very ticklish period of life in which his full manhood may be questioned, he is very particular about having it understood that he is no longer a boy, but a man. He makes up his mind that the surest way of proving to the world that he is a man, is to hold no more associations with boys. So he seriously considers whether or 382 SUNDAY SCHOOL WOELD. not he can afford to go to Sunday- school any more. He does not break off at once, for he has a struggle with himself about it. He used to love the school. He commenced in the infant department. The grey- haired mother in Israel, who was in the prime of life when he was her three-year-old scholar, often speaks of what a good little boy he used to be. The teachers under whose charge he was, while in the larger school, feel kindly towards him, and hope that he is not going to leave ; and he knows that he ought not to finish his religious education now. But the young men with whom he keeps company sneer so much at the school, that they have almost per- suaded him never to set foot within its doors again. So he comes some- times, and stays away sometimes, feeling quite ill at ease about it, de- vising weak excuses for his absence, and giving every reason but the real one. He still retains a nominal connection with the Bible -class, of which he has been a member for a year or two. But he and the Bible- class seem to be of little advantage one to the other. He has grown in bodily stature rather than in Biblical knowledge during his stay in it. Is this young man to be saved, or to be thrown overboard ? Is he worth keeping, or shall we frown at him, and induce him to prefer staying away from school ? "We want him. We cannot afford to lose him. There is work for him to do. " He do any work ? " says an unbelieving teacher. The idea has obtained cur- rency that the young man is above work. He needs more teaching than he has had, and especially the kind of teaching which \a\\ show him how to work. The teacher who will succeed in making him learn any- thing more than he akeady knows, will succeed in a \eTj hard task. Such teachers are scarce. How and where shall we teach him? How? Gather all such young persons into a class by themselves, and put them under the care of the kindest and most judicious man that can be found. Not a long-winded man, who will weary them with tedious preaching ; not a dismal man, who will drive them away with his dole- ful exhortations ; not an austere man, who will shake his head and make grim faces at them, but a good, warm-hearted Christian — a man of tact and enterprise. One who remembers that he was once a young man, passing through this critical state, will do better than one of the stately sort, who never was yoimg. Where ? In a room by themselves. The neatest, prettiest, and most commodious room that can be had. If there is not one, build it "UT.thout a week's delay. You cannot invest its cost in a more pay- ing enterprise. Let it be light and cheerful ; clean, comfortable, and attractive. A neat bookcase, con- taining a moderate library, is indis- pensable. Furnish the walls with good maps and charts, which, if the teacher understands using them, will afford a ceaseless fund of profitable instruction. In this private room of their own they can enjoy freedom fi'om w^hat is to them the irksome restraint imposed on little children. They can sing their own hymns, and that as noisily as they please. They can call themselves the men's class, if they like the name. They can be saved from being nuisances to the church people, w'hom they would otherwise annoy by hanging around the doors, gates, and curb- stones. They can be kept fr-om vicious asso- ciates, who would drag them to ruin. And when they graduate from the groMTi-up class, it will not be to break loose from instruction and re- ligion, and become Sabbath vaga- bonds, but to re-enter as teachers I SUNDAY SCHOOL WORLD. 383 the same rooms in wliicli they were formerly little hoys, and in their turn to engage in the good work of teaching youthful sinners the way of salvation. — Taylor. 955. Oomposition of Adult Class, The adult class is composed of persons whose early education has been ne- glected, or of those who, though they have gone through the other classes of the school, still love to linger within its holy place, saying — " I have been tliere, and still will go ; 'Tis like a little heaven beloTr." This should be emphatically a Scrip- ture class. Of course, so are the others ; but the members of this class should be encouraged to study the Word of Grod for themselves, to prove Scripture by Scripture, and otherwise to become familiar with its sacred truths. The teacher should be very kind and condescending to each, and endeavour to secure con- fidence. They should be addressed with great solemnity, and the duty of personal religion pressed earnestly on their souls. Indeed, this must never be omitted in any class exer- cise. "We do not want to make our scholars learned so much as wise unto salvation. Their sinfulness should therefore be often stated ; the danger of the unconverted pointed out ; the offer of a free Grospel through the love of God and death of the Saviour declared, and immediate acceptance urged with all solemnity. The teacher is the Lord's watchman, and to de- liver his own soul, must warn and rebuke and exhort with all authority. *' He that winneth souls is wise.^^ — Br. Steel. 956. Present Practice. — In most of the large Nonconformist Sunday- schools in England, numerously attended adult or senior classes will be found, some of which attain colossal proportions, and it is not till then that they entirely forsake the schoolroom for the chapel and lecture hall. The good that is done by these classes cannot be over-estimated. . . . We are ourselves connected with a class of between forty and fifty young men, into which no new member is admitted who is under nineteen years of age. It was our happiness only a few days ago to recognise five of these young men on the occasion of their becoming teachers. Four out of the five were church-members, two were married men, and one the father of four children. The last-named had been in the school for upwards of eighteen years, and formed his connection with it by joining the infant-class. We know another class in which a little time ago not fewer than thirty- six of its members were seat-holders in the chapel with which it is connected. Such instances as these might be mul- tiplied to almost any extent, but these will suffice to prove our point — that a total disseverance of the senior classes from the general school is far from being necessary. — The Sunday-school Teacher. 957. Young Men and Women's Bible Classes. — We can hardly find words to convey our impression of the surpassing importance of these classes. To train teachers, to train mothers and fathers, to restrain from doubtful company, and to fur- nish good companions and Christian associations, reading, habits, im- pulses to the young men and women of this generation, is a work worthy of the highest aspirations of the best and noblest of our race. If we look at the census, we cannot fail to notice the striking fact that a little more than one-third of the entire popula- tion of New York are young men and women over fifteen and under thirty years of age, while more than one-half of our population is under 884 SUNDAY SCHOOL WOELD. twenty years of age. In a very short time the destinies of our country and of onr churches will be in the hands of these young people. To a large extent they have been neglected in the family, in society, in the Sab- bath-school, and in the church ; and as Dr. James TV. Alexander said: "Be it ever remembered, that the neglecters of the Church have been neglected by the Church." These young people can no longer be petted as children, and they are not gene- rally treated with the respect due to them as rising young men and women. Said a youth of fifteen once : " Uncle, I don't know what I can do with myself. I am too old to play with children, and I am not old enough to be interesting to the older people." This anomalous position such young people sadly feel. They are sensitive, beyond any other period of life, to any slight or ne- glect, and after a vain struggle to gain a recognition and position anywhere, they rush to the gilded saloons or the giddy dance for that sympathy, kindness, and regard which they vainly seek for in the family, the Sabbath-school, and the Church of Christ. — Pardee. 958. A Caution. — There is dan- ger of making a Bible class too much resemble the divinity class of a theological school ; the literature of the Bible may supersede, as a study, a thorough investigation of the spi- ritual meaning, and the practical bearing of the text. — Winshw. 959. ]^o Pixed Plan.— IS^ sys- tem, no routine can be laid down for these classes : they must not be wil- fully interfered with; their "like" must be studiously consulted ; they must be allowed to come late or earlj^, once or twice in the day, without even the semblance of re- proof ; they must never be forced to attend public worship ; they must have their own way to a great ex- tent, at first; and, if they are taught in a separate apartment, no collateral evil will arise. The rein, so long thrown on their necks, must be very gradually tightened ; indeed so gently, that they perceive it not. We must do as the Apostle did, catch them by guile ; become all things to all men, if by any means we may win some. — Davids. 960. Courtesy in the Teacher. — It is indispensable that the teacher of such a class should always be cour- teous. Religion should at least make its possessor a gentleman, and this the young people all know right well. His whole life and bearing wiU in- fluence the little circle. The per- sonal appearance also should be duly regarded. Says a teacher: "The manner of a teacher should always be marked by these qualities : 1 . Animation — a quickened, active state of the whole soul; 2. Intention — the aim and endeavour to impart th<5 information required ; 3. Earnest- ness — zeal in executing the instruc- tion." — Pardee. IX. ENCOURAGEMENTS. GENEEAL PEINOIPLES. 961. Gospei Motives. — In a for- mer number of the Teacher it was said by an excellent contributor that '' Whoever "would work wisely and with success, must have clearly before him the ends he wishes to accomplish." It is equally true that the work to be wisely and successfully done needs to be contemplated as to the grounds of encouragement which are presented by it. The ends to be reached^ and the incentives for reach- ing it are clearly, closely allied. When once an object is presented to be accomplished, we should also know what are the motives or in- ducements offered to secure it. From both observation and experience I am persuaded it is quite easy to become discouraged in the work of teaching in the Sunday-school. It has, every one who has tried it must admit, its discouraging features. Hence it is that sometimes good and well-meaning teachers come to their superintendents and ask to be excused from further service in the work of teaching. And the request is by no means always made because of a desire purely to be released from work. They feel incompetent, or, at least, have deemed their past teaching unsuccessful. And so it becomes necessary to present ever and anon the high and noble incentives, the precious Gospel motives for con- tinuing faithful in the work of teach- ing. Some of the encouragements which may be offered are the following : — 1. The command of the (Saviour. — The Divine Master has made it obligatory upon every one of His followers, who is not providentially hindered, to work for Him in His vineyard. And surely no one will deny that the Sunday-school in our day is a very important part of that vineyard. It may safely be said that no better opportunity for work can be found than that presented where the children and youth are gathered together. The explicit command of Jesus, " Feed my lambs," is surely not restricted to pastors, much less to Peter the apostle, to whom first addressed. It is made the duty of every Christian, who has ability and opportunities, to " feed," educate, and train the children and youth for Christ and heaven. If, then, the Saviour has laid this responsibility upon His disciples, let the Sunday- school teacher be encouraged humbly, faithfuUj^, and prayerfully to do the specific work assigned him. If Jesus has commanded a duty, He will certainly not fail to give all needed grace and strength for its accom- plishment. 2. The pleasiD'e of toil for the blaster. — He who is a true Christian, and has not been slothful in business, but "fervent in spirit, serving the Lord," knows well that there is deep I pleasure derived from the service of 186 SUNDAY SCHOOL WORLD. Ckrist. And where can that pleasure be greater than in training and fitting immortal souls for heaven ? Is it possible to conceive of any nobler or more blessed work ? Would not angels rejoice at the privilege ? How much more, then, ought we who have been redeemed by "precious blood." That earnest, pious, and consecrated man of God, Harlan Page, had the joy, on a dying bed, of looking back upon a life of usefulness, and of being assured that he had been the humble instrument in the hands of God, of saving, at least, owe himdred souls. But does any one suppose his joy was all concentrated in that dying hour ? Surely not ! Each deed of kindness, and each word of love had a reflex influence, and blessed himself. His constant service for the Master was a constant source of pleasure. And so it will prove to the devoted and praying teacher. Though many a trial will come and many a temp- tation arise, though the clifiiculties are great and the discouragements at times depressing, yet the joy of service for Jesus' sake will be ample remuneration, and must prove a ground of decided encoui-agement. 3. Spiritual groivth secured hy it. — Undoubtedly the primary purpose in view is to benefit those who are taught. But while this is so, the teacher must not forget that, if faith- ful to duty, he is also benefiting himself. The precious seed of heavenly truth will not only be lodged in the soil of each tender heart of boy or girl, but it will also find its way into the depths of his own heart, and prove an actual means of blessing to himself. Unconverted teachers have been known to be con- verted through their own teaching. Can it then be doubted that those who are already Christians will fail of being blessed by a careful and prayerful study of the Word of God, and its faithful exposition to the class ? Our Saviour has taught us that it is our duty to " search the Scriptures," and we learn that by means of the truth the glorious work of sanctification is carried on in the soul of the believer. Surely the godly aspirant for holiness will be glad to use that means Divinely prescribed for its attainment. And thus, while teaching others, he is teaching himself, and fitting himself for higher joys and larger usefulness. Let the teacher, then, not be dis- couraged from doing that work which will secure his sure spiritual growth, and thus promote the honour of his Saviour. 4. The promise of success. — If every business man had the same promise of success that the Sunday- school teacher has, with what earnest zeal and heroic endurance he would go through the labour of each day. iS'othing would discourage his heart, or give his face the despondent look. Surely, then, the teacher ought not to be discouraged or despondent. The mission he performs is transcen- dently above that of the mere business man, and demands an interest and enthusiasm commen- surate with its importance. But the business man 7nay fail, the teacher never. God, that cannot lie, has promised success. .*' My word shall not return unto Me void." " He that goeth forth and weepeth, bearing precious seed, shall doubtless {i. e. shall surely) come again with rejoicing, bringing his sheaves with him." " Thou canst not toil in vain ; Cold, heat, and moist and dn', Shall foster and mature the grain For garners in the sky." — Hev. James Lish. 962. Approval of Conscience. — You have a reward in the conscien- tious conviction of having attempted to do something for the cause of SUNDAY SCHOOL TVOELD. 387 Christ. The satisfaction of an earnest eiFort is much to a serious, true-hearted soul. This is regarded by God. The offering of youi' ser- vices arises as incense from the altar. "We are unto God a sweet savour of Christ, in them that are saved, and in them that perish." The work of faith depends not on its success for its reward. It is judged by itself ; is estimated according to its motive and zeal, and is rewarded accord- ingly. This is more than the satis- faction of a good conscience. It is recognition by the great Judge, who assigns to the fidelity the honoiu' that is due.— Dr. Steel. 963. Not to judge alone by what is seen. — Some persons have fre- quently experienced considerable discouragement in this great and good work, by not seeing more visible benefit result to the lower classes of society from these efforts. I have said much already on this head: I beg leave, however, in ad- dition to remark, that there are two ways by which to judge of the benefit resulting from this mode of education. The first is by consider- ing the good communicated, and, secondly, the evil prevented. On the first I have already had' occasion to dwell. This is incalculable and in- conceivable. I shall, however, make a few remarks upon the second cri- terion, the evil prevented. Xow, admitting all that can be said about the present profligacy of multitudes of the labouring classes, and the alarming increase of juvenile delin- quency which has been discovered during the last twenty years, still let us take into the account the evil that has been prevented. It should be recollected, that since the Sunday- school system has been in operation, the commerce of this country has swelled to unparalleled greatness. This has been attended, of course, with a proportionate increase of po- pulation. It is not, perhaps, saying too much, if we affirm , that the labouring classes, in most manufac- turing districts, have almost trebled in number since Robert Raikes com- menced his exertions at Gloucester. Let it be conceived, then, what might have been the state of things now, if these accumulated masses of the po- pulation had been left as an intel- lectual chaos for the spirit of mis- chief to brood upon amidst the clouds of ignorance. The period now alluded to has been a season of un- common peril to the national morals. Infidelity at one time made desperate eftbrts to corrupt the public mind, not only of the higher, but also of the lower, classes of society. Paine' s writings were especially ad- dressed to the passions and pre- judices of the multitude. During the greater part of this period the lower classes of society have also been exposed to the demoralising influence of a state of warfare. The military system, which has been adopted to such an unprecedented extent in the annals of British his- tory, has had a direful influence upon the morals of the poor. It must also be admitted, that while they have thus had an opportunity of trying their physical strength, very many efforts have been employed at differ- ent times to inflame their passions against one party or other in the troubled regions of politics. Their just importance in the body politic was never so well known before, nor were they ever before in such danger of abusing it. To all this must be added the impossibility, if they were generally so disposed, of gaining ac- cess to the solemnities of public worship, on account of the dispro- portion between the population and the temples of religion. Now, let all these things be taken into the account. Let it be remembered s 2 SUNDAY SCHOOL WOKLD. what increased opportunities have been afforded for their corrupting and being corfupted ; let it also be re- collected what principles of corrup- tion have been actually at work ; and then it will be evident, that it can be ascribed only to the gradual difi^asion of moral principle by the means of Sunday-schools that these mischiefs have been counteracted, and the labouring classes restrained in any degree within the bounds of subor- dination and order. When, there- fore, we look at them as they are, and lament how little real good has been done, let us, at the same time, rejoice to contemplate how much evil has been prevented. — J. A. James. 964. Work done for Christ can- not be lost. — Nothing is lost that is done in the name of Christ, and for the glory of God and the good of men. It is recorded by the All- seeing; it is self-registered on the tablets of the Divine Omniscience. The electric currents of the spiritual world are affected by what is done here, and make their own record in the archives of the Divine remem- brance. — Dr. Steel. 935. Our Eecord is on High. — Men need not keep a record of their good deeds : not one of them will be forgotten by the Faithful and True Witness. 966. IJature of Children.— You have every encouragement to labour faithfully, and to cultivate diligently your interesting department. In- fancy is the spring-time of being, the seed-time of existence ; pecu- liarly the season of impression. The truth of God may find very early entrance into the infant breast : the tender conscience, the child-like feel- ing, the tenacious memory, will all assist the devoted teacher. The long- period of time during v/hich they are placed within the reach of your in- fluence, frequently three or four years, should encourage and stimu- late your endeavours ; and if you seek, as the end of all your teaching, their conversion, now while under your care, in the large majority you ivill prohahly obtain it. — Davids. 967. Do Good for its own Sake. — Do good for its own sake, and let your reward arise from the con- sciousness of doing it. "A good man shall be satisfied from himself." Imitate the conduct of your adorable Redeemer, who ever went about doing good, amidst insensibility and ingratitude sufficient, one should have thought, to make infinite mercy itself weary in well-doing. — J. A. James. 968. Character of Scholars. — The teacher is rewarded by the dili- gence and attention of his class. These encourage his efforts, his prayers, and his zeal. When docil- ity, affection and progress charac- terise his pupils, the teacher believes that his labour is not in vain. The opening intelligence, the impressed heart, and regular attendance of his class, reward his preparations and efforts. When the outward life of his scholar seems to improve, and is a manifest result of lessons given in the school, the soul of the teacher swells with thankfulness, and reaps a harvest for his pains. — Dr. Steel. 969. Eight to desire Eesults. — It is both natural and right that the Cluistian labourer should desire to see results, and yet it may be that the " Lord of the harvest" does not permit us to see them so speedily as we desire, to stimulate us to greater self-denial and exertion ; to keep us humble amidst the many temptations to self-sufficiency and self-glorifica- tion ; or to lead us to examine our- selves as to our motives and the means we are adopting to secure the SUNDAY SCHOOL WORLD. 389 end at which we aim. Let us re- member, that while we are frequently exhorted in Scripture to steadfast ■ perseverance, the promises of success are coupled with a recognition of the dij03.culty of our work, and a tendency to faintheartedness to which we are so prone. Thus we read "cast thy bread upon the waters" and "thou shalt find it after many days ; " "He that goeth forth and weepeth, bear- ing precious seed, shall doubtless come again with rejoicing, bringing his sheaves with him;" "Be not weary in well-doing, for in due sea- son ye shall reap if ye faint not." — W. CidcenveU. 970. A Window in Heaven. — If there be a window in heaven from which the blessed inhabitants can look upon this lower world ; or if a door be opened through which the spirits of the just made perfect are ever permitted to visit the scenes of their terrestrial labours ; who can conceive the ecstacies with which the soul of Raikes must hover over the captivating scene ! What a mighty reflux of delight must roll back from the tide of his benevolence, and reach him even upon the heavenly side of the shores of eternity ! What acces- sions must be continually made to his bliss, while another and another soul is continually arriving in the realms of glory, to tell its inhabi- tants they were converted to God in a Sunday-school! But here conjec- ture fails us. — J. A. James, 971. Early Habits.— All great men have attributed their success more to the mental and moral habits ae(|uired in early life, than to any- thing else. Even the temper, the disposition, is formed by acquired habits, so that one who is naturally irritable, may become a calm man. ^Todd. 972. Our Labour not in Vain. — Our labour shall not be in vain. Every stroke laid on as God would have it laid on, will produce its efiect. Work done for the love of Christ, and in the power of the spirit, cannot be unavailing. We toil in one corner of a gigantic build- ing, and the scaffolding prevents us from knowing exactly what progress has been made. We are artists with dim eyesight, and in a darkened room painting a picture. The brush seems to fall sometimes without effect upon the canvas. We think that little or nothing has been done. But the day is coming when the light will stream in, and the picture shall be seen; when the scaffolding shall be re- moved, and the building appear in all its fair and glorious beauty ; and then, knowing as we are known, we shall know also that ' ' our labour has not been in vain in the Lord." — Hand-hooh. House. 973. Unforeseen Eesults.— Where you design only the improvement of individuals, God, through those in- dividuals, may make you the instru- ments of blessing multitudes. Where you intend only to produce private worth, God may employ your zeal to form public excellences. You may be the means of cherishing and de- veloping intellectual energies, which shall one day be of the greatest bene- fits to the civil interests of society. And, what is more important, you may be imparting the first rudiments of that knowledge and piety which, in their maturity, may be employed by God in the service of the sanc- tuary. Ministers are already preach- ing that Gospel to others which they themselves first learnt in a Sunday- school ; and missionaries are win- ning the savages of the desert with the sweet wonders of that Cross which was first displayed to their own view by the efforts of a faithful teacher. 390 SUNDAY SCHOOL WOEU). Snch instances, in all probability, will occur again, and are fairly witbin the scope of yonr ambition. In such a case who can trace the progression of your usefulness, or tell into how wide a stream it shall expand as it rolls forward in a course never to be arrested but by the sound of that trumpet which shall proclaim that time shall be no more? — J. A. James. 974. Example of Indirect In- fluence. — Many years ago, Eichard Sibbes wrote a book, which possibly some of you have read, entitled, ''The Bruised Heed," and the author pre- sently died. Years after, one llichard Baxter became, through the reading of that book, a decided Christian, llichard Baxter presently wrote a book called, "The Saint's Everlasting Rest," and then he too fell asleep. Time passed on, and a young man named Philip Doddridge met with Baxter's book, read it, and became a disciple of Jesus ; and Doddridge wrote a book, "The Rise and Pro- gress of Religion in the Soul," and went presently to his reward. After another lapse of years one William Wilberforce met with that book of Doddridge, and became a religious man, and presently himself wrote a book, " The Practical Yiew of Chris- tianity ;" and Wilberforce, after fil- ling the world with the fame of his philanthropy, passed away. But his book remained, and one Legh Rich- mond read it, and henceforth lived to be the practical expounder of the Christianity of which it treated ; and Legh Pdchmond wrote ' ' The Dairyman's Daughter," a book that has been translated into almost every language, and been made a blessing to almost innumerable souls. PEESEVEEANOE EEWAEDED. 975. Difficulties. — Every cause which is worth supporting will have to encoimter difficulties ; and these are generally proportionate to the value of the object to be accomplished. The career of benevolence is not a path of flowers, leading down a gentle declivity, where the philan- thropist treads softly and swiftly without a difficulty to check his pro- gress, or a discouragement to chill his ardour. Mercy has far more to obstruct her course than even justice, since the latter is attended by the strong arm of power, to resent in- ' juries oflered to her dignity, and re- move |[|)stacles opposing her progress : whereas mercy, accompanied only by that wisdom which ^is peaceable, must attempt to do by gentleness what she cannot effect by force ; must toil through difficulties which she cannot remove ; under the most ag- J gravated injuries, must console her- 'I self with the thought tl^at she did not deserve them ; amidst present discouragement, must cheer herself with the hope of futift-e success, and after waiting long and patiently for the fruit of her labours, will some- ^ times find her only reward in the purity of her intentions and the con- sciousness of paving done all she could. — J. A. James. 976. Obstacles ofteif Magnified. — ]S"o important end, good or bad, is ever reached without meeting obstacles. The tendency of the timid and the weak-hearted is to overrate those obstacles, to magnify them into devouring lions. But like the lions before Bunyan's Pilgrira^ a bold and resolute advance, in a iml- jority of cases, shows that they are chained, or else are old and toothless, or that they are merely some inno- cent and harmless creatures dressed up in the lion's skin. — Dr. Hart. SUNDAY SCHOOL WORLD. 391 977. Stubbomness Overcome. — Many interesting anecdotes are re- latedxif the success Mr. Raikes met with in his exertions on behalf of the young. One sulky, stubborn girl, who had resisted both reproofs and correction, and who refused to ask forgiveness of her mother, was melted, by his saying to her, "Well, if you have no regard for yourself, I have much for you ; you wilj. be ruined and lost if you do not become a good girl ; and if you will not humble yourself, I must humble myself, and make a beginning for you." He, with much solemnity, entreated the mother to forgive her. This overcame the girl's pride, she burst into tears, and on her knees begged forgiveness, and never gave any trouble afterwards. — Watsoti. 978. Anecdote of Eaikes. — The Rev. Dr. Kennedy, of K'ew York, in addressing 'ft.e State Convention of Sabbath- school teachers, held at Newhaven, Connecticut, in June, 1858, said : " Many years agD, in one of the older cities of England, two men might have been seen walking together, the one older than the other and leaning on the arm of his younger friend. When they reached a certain place, the elder of the two said, ' Pause here ; ' and so saying, he uncovered his brow, closed his eyes, and stood for a moment in silent prayer. That place was the site of the first Sabbath-school, and the elder man was Robert R-aikes, its founder. He paused on the spot, and that silent prayer ascended to the ear of the crucified Christ, and the tears rolled down his cheeks as h^said to his friend, 'This is the l^t on which I stood when I saw the destitution of the children, and the desecration of the Sabbath by the inhabitants of t^e town; and I asked, ' Can nothing be done ? ' and a voice answered, ' Try,' — and I did try, — and see what wrougrht.' " God hath 979. David Stow.— "In my Sab- bath-school, consisting of about thirty boys and girls, when the leading principles of the training system were first practically worked out, i may state that during the first ten years, out of the sixteen or eighteen years, the most of them were consecutively in attendance, I saw- no fruit, save that they all got better and more decently dressed, and their hair more smoothly combed and brushed, and that several of them attended church (their parents also being now induced to attend) who had never done so before. Soon after that time, however, when family and personal afliiction unfitted me for giving them much instruction or training — silently, and apparentl}^ within a very limited period, nearly all the girls, or rather young women, decidedly turned to the liOrd, imme- diately held prayer-meetings in the school-room — viz., a good-sized kitchen, by themselves. Six months afterwards, the same operation of the Divine Spirit was exhibited in most of the boys, or rather young men, and then both sexes held a united prayer-meeting once a-week, and also one separately, each by them- selves. Like a hive of bees, they soon afterwards seized upon a neighbouring very destitute district in the suburbs, in which they estab- lished, and taught most efficiently, fifteen Sabbath- schools, on a strict local principle, . having about three hundred and fifty children in at- tendance ; a district in which there was neither church nor school. Xow, being occupied on Sunday afternoons, they then met on Monday evenings in my house, two miles distant from my district, for conversation and prayer, which the young men wholly conducted. I then felt myself in a 392 SUNDAY SCHOOL WORLD. position, not of a teacher, but a hearer, through them, in the school of Christ. Their calmness, fervour, and enlightened faith truly surprised and delighted me. Soon after this, (twenty-five years ago) I received a petition from fifteen of them, re- questing me to use my influence to get up a church and day-school (afterwards termed St. Luke's), so that they might have a regular organised Christian machinery. In one word, out of thirty scholars, twenty-three became Sabbath-school teachers ; five, elders of the church ; four day-school teachers ; one, head of a Normal Training Seminary in the Colonies; two are ministers of the Gospel, one in England, the other in Scotland ; and five are now, I be- lieve, in glory. Of course, some#of these pupils held different offices in succession, the correct 'statistical' number being twenty-three in all." — Life of David Stoic, 980. Pruit at last. — <'T in- structed two classes, consisting of 120 children, from ten to fourteen years of age. Deeply grieved that, though alive to worldly objects, to heavenly ones they were dead, I sought to im- press on their minds that all men are sinners, that they must repent, and be born from above. Often with tears I supplicated the Lord for them. One winter evening I heard a knock at the door; and, behold, eight boys with their Bibles ! " The authcr of this interesting narrative enlarges on the conversation these boys had held with one another till the whole eight were deeply con- vinced of sin ; he records his meeting with them, and then adds: "The number of boys who came to me soon amounted to fifty ; they met me for an hour every Sunday afternoon. As many of the boys conversed seri- ously with their sisters, there arose among the girls a hungering and thirsting after righteousness ; and there were soon as many who believed of one sex as the other." — Davids. 981. An Earnest Teacher. — A lovely young female teacher was taken from us at twenty-two years of age. She joined us as a teacher at sixteen, and laboured with us but few years before her crown was given to her. Yet her whole class of girls, crowded always, seemed to listen to her with hearts perfectly absorbed, and felt the priv- ilege of being taught by her one of the greatest joys of their life. Her fidelity in speaking for Jesus seemed never to fail. I had reason to be- lieve that at least twenty-five youths around her, and I know not how many more, for my knowledge was. partial, were saved by the Lord's blessing upon her short, but lovely ministry. — Tyng. 982. Timidity Overcome. — A young lady who, from timidity, had refused to become a teacher, was at length persuaded to take a class : there were nine scholars in it. She deeply felt the responsibility of the ofiice, and earnestly prayed for as- sistance. Her mind was impressed with the idea that these girls might fill important stations in society, and, if converted, their influence might do extensive good. She de- sired their salvation with intense- ness ; and, addressing them from the fulness of her heart, warned them of their danger, and exhorted them, by the uncertainty of time, and the dread solemnities of eternity, to make their escape from the wrath to come : they became deeply im- pressed, and, within two week** every one of them was asking the way to Zion, intending to walk therein. They are all still perse- vering in the ways of holiness. — Davids. SUNDAY SCHOOL WORLD. 393 983. Scripture Illustrations. — The illustrations afforded in Scrip- ture show that there is a reward for services done to the Lord and to the needy in His name. The alabaster- box has its constant fragrance, the widow's mite has its perpetual value, and the cup of cold water given to a disciple in the name of a disciple, shall in no wise lose its reward. He that converteth a sinner from the error of his way, not only saves a soul from death, and hides a mul- titude of sins, but receives his re- ward, and is glorified among those who have "turned many to righte- ousness," and on that account " shine as the stars for ever and ever." — Di\ Steel. 984. Praying down Success. — A young teacher, only sixteen years of age, came with a burdened heart to her superintendent; her trouble was, that none of her children loved Jesus ; and her heart seemed almost broken. The superintendent said he was glad she felt the importance of her position as a teacher ; that she could not feel too deeply; pointed her to the promises in reference to prayer, and bade her^:?roi-e the Lord. She did pray ; but, uniting prayer with effort, she called on all her class, informing them that she had something of great importance to tell them next Sabbath, and re- questing their punctual attendance. The Sabbath came ; her class were all present, and in time. She said,- with felt solemnity, " I am not going to hear your lessons ; I have something to tell you :" and then unfolded to them the plan of salva- tion. These were little children, reading in the Second Class Book; but so powerfully did their teacher's earnestness affect them, that two gave their hearts to God, and the remainder were more thoughtful and solemn than they had ever been before . — Da vids . 985. Mr. Clark. — How many proofs of this have been already brought to light, fitted to encourage the faithful teacher, and to animate him by the hope of an ample recom- pense in the souls whom he may iind in the kingdom of heaven, saved by his instrumentality ! One class in Edinburgh, taught by a de- voted Mr. Clark, who afterwards became a schoolmaster at Sierra Leone, consisted of sixteen boys, of whom fourteen were brought to the Saviour and became preachers of the Gospel. What a large increase was this ! What a full reward to the labouring teacher! In a school in New England, where there were two hundred and thirty-one scholars, no fewer than one hundred and twenty- one were known to have become hopefully pious. From them how many blessed influences must have gone forth, and parents, friends, and scholars, been converted to the Lord. —Br. Steel. 986. Wonderful Success. — In another class of twenty-three, the labour of six months was^so blessed, that twelve joined themselves to the Church of Christ, and the remaining number were apparently following the right way, when their teacher, in the providence of God, was un- expectedly called to another sphere ; and the full result of his labours in that interesting class will never be known on this side the grave. — Davids. 987. Mr. Parr of Philadelphia. — He was a native of London, and a chemist of practical wisdom and success in business. He was one of our Bible- class teachers at St. Paul's — a model of a Sunday-school teacher. Truly spiritual, thoroughly evangel- ical, deeply earnest, never wearied, 394 SUNDAY SCHOOL WORLD. always attractive, lie made his class to be considered by young men an invaluable privilege. God blessed his labours with increasing mani- festations of Divine grace and power. Young men now energetic and active in their maturity, in every class of the work of the Church of God, would to-day rise up and call him blessed. I have no doubt, if all who found the Saviour under his earnest, constant fidelity, were called to stand together as witnesses for him, more than one hundred young men would appear to testify for him before the Lord. And yet I speak of only a portion of his labour in this cause. — Dr. Tyng. 988. live Years' Work. — Teachers sometimes find their hearts failing them as they engage Sabbath after Sabbath in their love-appointed labour, because they seem to accom- plish so little, or because they do not accomplish all they desire. *For the encouragement of such, I will give the results of the labours of one teacher for a period of about five years, as they recently fell under my notice. During the period above- mentioned there had been about eighty-eight regular members in the class, besides a large number who occasionally found there way there. "^ Of these eighty-eight members, sixty-six have made a public pro- fessi'on of their faith in Christ, twenty-nine certainly having united with the Church since joining the class. More than thirty are now Sunday-school teachers. Thirty-one have married since joining the class, and six have died, all of them in the triumphs of faith. Those who have gone from the class are scattered over at least seven different States. Doubtless the teacher of this class was many times cast down, many times asked himself of what avail was all this tearful, prayerful sowing. since the joyful reaping time was so long delayed. Tn some dark hour^ perhaps, the thought would come, that all the seed of his sowing fell on stony ground. But when most he feared, when darkest seemed the hour, and faintest his hopes, God showed him that his labour was not in vain. Some member of his class, who, perhaps, had seemed to give little heed to the instructions he re- ceived, whose heart had seemed the hardest, was led to give himself to Jesus, and boldly to declare himself on the Lord's side ; and so through the years, while their had been oc- casional seasons of darkness, there had been many times of great light. Ptemembering all that God had done for him, and through him, this faith- ful labourer could only exclaim, What hath God wrought ! In the Church of God he saw mighty champions of the truth, in those for whose salvation ho had laboured and prayed. In the faithful band of Sunday-school teachers, whose la- bours God was so abundantly bless- ing, he rejoiced to recognise those who had once sat under his instruc- tion. He joyed, too, to know that in their distant homes, the scattered ones of the class, who had given their hearts to Jesus, stiU remem- bered reverently the time and place when God first spoke peace to their souls : and we can well imagine his heart would be touched with a deeper tenderness, as he remembered those who had gone to join the angel throng, whose robes had been washed white in the blood of the Lamb, and who are now before the throne, cast- ing their crowns at the Saviour's feet. — American Journal. 989. After many Days.— All faithful teachers see their dark days, I do not doubt ; days when their work seems all thrown away on careless boys and girls, who are SUNDAY SCHOOL WOELD. 395 more intent on play or in looking at eacli other's apparel, than on the Word of God. But if yon are faith- ful, if your heart is really in your "work, and you do desire to do good, you will surely reap your reward. You may rest from your labours long before the harvest, but your works will follow you. A Sunday-school missionary, on his annual visit to one of our large western to"\\Tis, went into a Sunday- school on the Sabbath. While there, a distinguished lawyer of the place, who had recently been converted, arose and made a most impressive address. It was twenty- five years since he had been in a Sunday-school, but now that his heart was humbled at his Saviour's feet, that was the place he first sought out. The proud man, who had so lately been an unbeliever in the truth of the Bible, now rejoiced to sit down with the little children and learn of Him who is meek and lowly in heart. He mentioned that his mind was first seriously im- pressed in the Sunday- school so many years before, and that his sceptical views began when he for- sook the Sunday-school, but that truths impressed on his heart b}^ his early teacher had followed him all through those years of wandering, until they had, through the blessing of the Holy Spirit, brought him in this far off land to cast himself on the mercy and love of Jesus. Doubt- less that teacher never knew in this world the result of that seed -sowing. But God and the angels knew it, and one day teacher and scholars shall doubtless rejoice together around the throne of God. Oli, teacher, will you not labour from this time forth as you never have before for the conversion of your scholars? If you are in earnest, they will be im- pressed. The sympathies of child- hood are quick and powerful. If they witness the starting tear in your eye, as you tell them of their great danger, they will be made to feel it themselves. If you improve all opportunities to say privately an aftectionate word to them about their own salvation, the result will be such as to fill your soul with wonder and gladness. Direct personal ap- peals, given from a heart glowing with love, have more power than years of mere general instruction. — J. E. L. 990. Two Ladies of Philadelphia. — An example of this kind of fidelity fell under my own observation early in life. About forty years ago, two ladies, Philadelphians, went to Wil- kesbarre, Pennsylvania, to spend the summer. Having some leisure on their hands, and having their hearts full of their Master's work, they, with another lady, a resident of Wilkesbarre, still living, estab- lished a Sabbath- school in an uncul- tivated neighbourhood, not far from the village. Miss Gardiner, one of the city teachers referred to, was a lady of more than common culture and refinement, and one in whose heart zeal for Christ's cause seemed an ever-burning flame. The class assigned to her was a company of country boys, not very inviting in any respect. This was before the days of ''Question Books." The lessons consisted mainly in commit- ing to memory portions of the Scriptui-es. The portions thus re- cited were explained, . and various devices were resorted to, for the pur- pose of making the exercises attrac- tive and interesting. But one feature of the ser\dee was never wanting. jN'o Sabbath ever passed without the question coming home to the class, " Boys7 are you Christians ? Do you mean to become Christians ? Are you doing anything to this end? Can you ever do it better than now?" I speak the testimony at least of one 396 SUNDAY SCHOOL WORLD. of those boys. Not one Sabbath did lie ever go home from that school without his conscience being pricked on the duty of giving instant, per- sonal attention to the great business of making his peace with God. Not one Sabbath ever passed on which that faithful teacher failed to seek, by most direct means, his conversion. Though the school was held in a barn, and its appointments were all of the rudest kind, it became a heaven on earth to that boy. If he was ever converted at all; if he has ever done any service to the Sabbath- school cause, or to any de- partment of his Master' s^ work, he is most happy, even at this late da;^, thus publicly, thankfully to trace it to the fidelity of that Christian woman, Mary R. Gardiner, long since gone to her reward. But her memory is still fragrant in at least one grateful heart. — Dr. Hart. 991. Prnit after Death.— '' A few years ago, a teacher in England on his death-bed lamented to a Christian friend, that though he had been a teacher for twenty-four years, he had seen no fruit from his in- structions. He died. His friend being in another part of England, shortly afterwards, was asked by a gentleman if he was acquainted with Mr. , naming 'the departed teacher. On being told of his death, he said feelingly, "It was through his instructions "^that I was brought to the knowledge of Christ. — Dr. Steel. 992. Sixty-two Years a S. S. Teacher.: — In the year 1804, a young man entered upon the office of su- perintendent of Kent- street Sunday- school, situated in one of the lowest, and at that time one of the most dangerous parts of the Borough of Southwark. On the 28th of January, 1866, a grey-headed man, in his eighty-fourth year, was borne ' by the teachers of the same school, to the coach that was to carry him home, stricken with sickness from which he was not to recover. The youthful superintendent of 180^, and the dying veteran of 1866, were one and the same individual. Having put his hand to the plough, he had never looked back, but through a period of sixty-two years, with scarcely the intermission of a single Sabbath, and with the addition of several nights every week devoted to the moral or spiritual welfare of his scholars, he had laboured on, till like a warrior he had fallen on the battle field, and only put off* his armour when the irresistible conqueror had struck that fatal blow, before which all will ultimately have to yield. Sunday, the 4th of February, was the only Sabbath he was absent from the school, for, on the following Sa- turday, he went to be with Jesus. On the 17th of February, he was carried to the grave amid the lamentations of former scholars and friends, and with such funereal honours as are rarely witnessed, for the long line of procession consisted not of complimentary carriages, but of costermongers' carts, conveying real mourners. Rare, yet noble ex- ample of "patient continuance in well doing ! " Who does not envy, or rather who does not desire to emulate such a character? "Who does not feel what increased effi- ciency and power would accrue to the Sunday-school cause if we had many more such veterans ? May it not be a profitable employment to look at some of the causes which too often lead our teachers to become "weary in well doing," and aban- don their work ? — W. Culverwell. 993. Earnestness Rewarded. — " I knew a lady once in Columbus," said Rev. J. L. Grover, in a Sab- SUNDAY SCHOOL WORLD. 397 bath-school meeting, '' whose dis- tress for her class became extreme. She could not rest while they were unsaved. To some she dropped notes, revealing her concern, and asking them if they would not seek the Saviour. Others she invited to come Saturdays and see her at her own home, and there, reading the Bible and supplicating a Throne of Grace, several were converted. In time all were saved, and the great mountain was taken from her heart. ' ' — House. INDIRECT EESULTS. 994. Indirect Advantages of Sunday- Schools. — Some years since the providence of God brought me to the sick room of an individual whom I had known in my childhood, but ■whom I had not seen for fifteen years. He was formerly a respect- able tradesman in the midland counties, but marrying a rich lady, left his native place to spend in a life of gaiety and dissipation all his own, and as much of his wife's property as he could command. Not long after his prodigality had expended his resources his wife died, leaving him utterly destitute, and compelled him to flee to London, where he ob- tained a situation as journeyman, and where, after a short residence, he married a poor but industrious woman, and became the father of a family. Although his second wife was not a professing Christian, she had been accustomed, prior to her marriage, to attend the faithful mi- nistry of the Rev. Mr. Gipps, Vicar of Hereford, and had felt something of the blessedness of true religion. As her children became old enough, she sent them to the Sabbath-school, from which, on the Lord's-day, they used to bring their books, to prepare for the next meeting of their classes. One of these books, called 3Iilk for JSabes, attracted the attention of the poor father ; he read it again and again ; light broke in upon his mind ; he began to study his long- neglected Bible, attended the means of grace with which the Sabbath- school was connected, and became manifestly a trophy of redeeming love. I visited London, and was directed to the humble dwelling of this poor but happy man, just before he closed his chequered career, and received from his own lips the fore- going interesting narrative ; which, whilst it magnifies the riches of re- deeming love, speaks loudly for even the indirect advantages of Sunday- schools. — L. W. 995. The Preacher is helped. — It may be also observed, that minds trained in the knowledge of the Gospel are far more likely than others to benefit by preaching. They have a clearer understanding of ser- mons. Besides, as it is through the mind that God converts the heart, they are in a fairer way to derive spiritual impression than persons who have lived in brutish ignorance. This is a species of advantage arising from Sunday - school instruction not sufficiently thought of. The teacher is unquestionably a powerful auxiliary to the preacher, and the success of the latter in many cases must in justice be shared by the former. You may, therefore, check the despondency of your hearts with this consideration, that where no present visible effect is produced by your instructions, you may, by a division of labour in the business of conversion, be preparing for this great change being afterwards effected under the instrumentality of the minister. — /. A. James. 398 SUNDAY SCHOOL WORLD. 996. ThougMfulness excited. — " One day," says a lady, speaking of her early years, "when I was re- turning home, I saw my dear mother sitting on a bank in the orchard, weeping bitterly. I thought she was weeping on account of my father's death. I went to her, and asked her why she wept so. Her answer was, *I may well weep to see my children taking the kingdom of heaven by yiolence, while I my- self shall be shut out.' As well as I was able I pointed her to the Lamb of God which taketh away the sin of the world ; from that time the work of grace in her soul began." 997. A Eandom Shot.— Within the last twenty-four hours, while I write, one of my teachers has re- ported to me a visit to a poor Ger- man Jewish family in our neigh- bourhood. The father, who is a butcher, refused to hear or receive any tract or invitation to the school or church, and the teacher departed. A little boy, his son, who was sitting by, followed the teacher to the next house, and begged him to take him to the Sunday-school. The father consented to the boy's wish, and another child of ignorance will, by God's blessing, be reclaimed and taught His Word. — Dr. Tyng. 998. Influence of S. S. Hymns, — There is no small amount of good done, too, by the hymns and tunes which are taken from the Sunday- school to the homes of the people. If there is any value in the saying that the man who makes the songs of a nation may be careless as to who makes the laws, then there is a value in this fact. You may often hear, as you pass along the streets and lanes, in many homes voices singing the songs of the Sunday- school. In many of those homes you are sure the songs are above the ordinary sentiment prevailing there, and if the inmates are wooed by the voice of song to higher thoughts and feelings only occasionally, no one can estimate the good which comes from even these glimpses of purer, and higher, and brighter things. — M7\ Shaw. 999. What a Heathen said. — A proud East Indian nabob, going along the streets one day, was at- tracted by the sounds proceeding from a mission-school, and he drew near to listen. The boys were read- ing the fifth chapter of Matthew. The eyes of the prince flashed with unwonted fire, and when they had finished their lesson, he exclaimed : ' ' Well, if you only live that chapter as well as you read it, I will never say another word against Chris- tianitv." MINISTEES FEOM THE SUroAY-SOHOOL. 1000. Kev. Isaac Mann. — An excellent minister, in the vicinity of London, some time ago related, that when he was a Sunday-school teacher, many years since, at Bridlington, in Yorkshire, there was one boy in the school, whose name was Isaac, who was a most unruly and rebellious lad; so wicked, that the teachers knew not what to do with him, and thought they must expel him. They resolved, however, to bear with him, if possible, and continued frequently to talk to him apart from the other children, and to pray much with and for him. At length it pleased God to convert him by His grace ; he became an able and useful minister, and, after having laboured for many years, died in London. This once SUNDAY SCHOOL WORLD. 399 rebellious Sunday-scliolar was the late Rev. Isaac Mann. 1001. Newcastle. — At a meeting of teachers connected with the New- castle - on - Tyne Sunday - school Union, in 1823, an old teacher observed that he had known the Orphan House Methodist Sunday- school for twenty-one jxars, and that, during this period, no less a number than twenty-six preachers had issued from it, either from the scholars or the teachers. Can there be a stronger proof of the utility of Sunday-schools? — Clieever. 1002. Bath.— The Bath Sunday- school Union Eeport, of 1824, gives the pleasing information, that seve- ral missionaries, and upwards of twenty other persons, had been called out of its schools to preach * ' the glorious Gospel of the blessed God." 1003. Eev. Dr. Philip.— At the annual meeting of the Sunday-school Union, in May, 1829, the Eev. Dr. Philip, missionary from the Cape of Good Hope, stated that he com- menced his labours in the Church of Christ as a Sunday-school teacher. The first prayer that he offered up in the presence of others, was in a Sunday-school. The first attempt he ever made to speak from the Holy Scriptures was in a Simday- school. And he was fully persuaded that, had it not been for his humble exercises in the capacity of a Sunday- school teacher, and the advantages he there acquired, he should never have had the confidence to become a minister of the Gospel, or a mis- sionary of Jesus Christ. He in- formed the meeting, further, that when he commenced his ministerial labours in Aberdeen, he felt the importance of promoting Sunday- school instruction ; and the benefits which had resulted from the schools established in that town were, at the present moment, incalculable. Dur- ing the period that he laboured there, twelve or foui'teen young men went out into the field of ministerial labour, many of whom became mis- sionaries. One of them was the lamented Dr. Milne, and the other was the amiable Keith. Several other missionaries owed their first religious impressions to the tuition they received in Sunday-schools. 1004. Edinburgh. — Mr. Clark, afterwards schoolmaster at Sierra Leone, taught a Sunday-school at Edinburgh. His method of giving instruction was, after the pupils had read or repeated a portion of Scrip- ture, to put such explanatory and practical questions to them as natu- rally arose out of the passage, and to conclude with a short address and prayer. Of one class, consisting of sixteen boys, fourteen of them at adult age, were brought to the sav- ing knowledge of God, and acknow- ledged the early instruction he had given them as the means of their conversion. The whole of these were afterwards engaged in preaching the Gospel, some of them in Great Bri- tain, and others in foreign lands. 1005. Eev. E. Knill.— The Eev. Eichard Knill wrote from St. Peters- burg, in 1819, as follows: — "As an individual, I feel peculiarly indebted to such institutions, and to the glory of God I record it, that all the bless- ings which have been given to others, through my instrumentality, may be traced up to a Sunday-school. It was my privilege to be a teacher in a Sunday-school at Bideford: hearing a sermon preached in behalf of the institution led me first to think of being a missionary. Most of my fel- low-students at Axminster had been Sunday-school teachers ; and out of twenty missionaries who were my 400 SUNDAY SCHOOL WORLD. colleagues at Gosport, three-fourtlis of tliem liad been engaged in tke same way. 1006. Eev. W. Hands.— At tlie same meeting, tlie Rev. W. Hands, a missionary in the East Indies, ob- served that, like his friend who had abeady addressed them, he might say, that he owed everything to Sunday- schools ; for it was there that the heavenly spark had first caught his soul ; it was there that he had first lifted up his voice for the pur- pose of imparting Christian instruc- tion to others. If it had not been for that opportunity, he should pro- bably never have offered himself to the Missionary Society. Therefore, again he said, that he had every reason to bless God that he had be- gun by being a Sunday- school teacher, especially as he believed that it was principally through the labours of Sunday-schools that the Gospel of the Redeemer was extended through- out the world. 1007. Eev. G. Mimday.— And, on the same occasion, the Rev. George Munday, missionary at Chinsurah, in the East Indies, stated, that he might truly say, that if he had never been a Sunday-school teacher, he should never have Ijeen a missionary. 1008. York Ohnroh Congress. — At the Church Congress, which as- sembled at York recently, Rev. E. Jackson, who for thirty years had charge of one Sunday-school, in a part of Leeds densely populated with poor people, stated that it had pro- duced six ordained missionaries, now abroad, two active clergymen at work at home, four more training for the ministry, and thirty or forty "certificated" day-school teachers. During the last thirty years it had contributed an annual average of £30 to missions, the whole of which was the voluntary offering of the poor children and teachers. 1009. Dr. Archer's Jubilee Ser- mon. — The Jubilee Sermon was preached by the Rev. Thomas Archer, D.D., at Surrey Chapel, on Tuesday evening, July 12th. The text se- lected, as Dr. Archer remarked, was the same as that preached upon more than forty years before to the mem- bers of the Union, '* by a venerable servant of Almighty God still in the Christian Church below, I mean Jabez Bunting, which has formed the subject-matter of thousands of sermons already, and will form the great motto text for thousands more when we have passed into eternity. Xehemiah vi. 3 : 'I am doing a great work, so that I cannot come down: why should the work cease, whilst I leave it, and come down to you ? ' " Scarcely could the solemnity of the place and of the occasion re- strain the excited feelings of the audience, while the preacher expa- tiated on the Geandetje, of the Sunday - School Woee-, — in the means which it employs, the* motive with which it is prosecuted, and the splendour of its results, and briefly but vividly sketched the characters of Joseph John Freeman, John Wil- liams, and William Knibb, as the first-fruits of Sunday-school labour, and added, " I have spoken of these three ; I might invoke the names of many who shine in a glorious galaxy above ; I might appeal to thousands of missionaries now at work among the heathen, who can look back and trace distinctly their first impulses of spiritual life and devotion to Christ to their connection with the Sunday-school, and I say, looking at the sanctified in glory above, and to those struggling on earth beneath, if the Sunday-school has done nothing more than this, it has done an unspeakably * great work.' A great SUNDAY SCHOOL WOELD. 401 work lias been done, knowingly and visibly done ; we can see it in Lon- don, at this Jubilee of 1853, but wbat shall be the work seen, dis- tinctly, fully, and for ever, not in tbe jubilee of the Sunday School Union, but in the Jubilee of the Universe — the Jubilee of Eternity!" 1010. General Effect on Ministry. — The benefits of this work we are already reaping in the whole display of a Saviour's triumphs in the world. The present generation of youthful pastors and missionaries, and of male and female teachers and labourers, are chieily the children of Sunday- school instruction. — Tyng. 1011. Many Missionaries. — iS'or can we forget that it was the Sun- day-school which stirred up this con- cern for the religious condition of the people — that many of those con- gregations and places of religious worship have originated with the Sunday-school — that vast numbers of the ministers who there labour, as well as of the most successful missionaries who have gone forth amongst the heathen, have received their religious impressions and ac- quired their aptitude for public in- struction in these institutions — and, finally, that an increasing conviction rests in the minds of thoughtful Christian men, that whatsoever in- fluence the instruction of. the day- school may have on the intellectual and moral condition of the people, it is to our Sunday-schools we must look for that sound Scriptural instruc- tion which, while it strengthens the mind, enlarges the intellectual, and purifies the moral faculties, will, at the same time, renew and sanctify the soul, and prepare it for a land of purity and of never- ending happiness, where the great work of redemption by Jesus Christ shall be completed, and God shall be '' All in all."— TTa^sow. 1012. Professor of Languages. — In one of our large public institu- tions is an accomplished professor of languages who came a poor boy to my school. His parents had no means of advancing him. He had displayed no particular taste for at- tainment. His associations had been far down below the prospect of any possible elevation. The Sunday- school brought out his hidden fire, and stirred up the gift that was in him ; excited the desire for an edu- cation ; led him to give himself and his education to Grod. He struggled through his youth with the noble purpose before him. He found friends in his Sunday-school connection to sustain him. He graduated with the highest collegiate honours. He was able to educate and exalt his whole family. Few who now know and admire him have the least idea where was found the spark of that brilliant exhibition. Yet it was the Sunday- school which took him out of the dust, and inspired him with all his early thoughts and plans. And he has been a faithful teacher in his work through all his manhood since. — Tyng. 1013. Eobert May. —Robert May was the son of a common mariner, in indigent circumstances. He was sent to the Sunday-scEool at Woodbridge, where he obtained his education, and greatly improved his privileges. One Lord's- day morning, as the minister was going to the meeting- house, Eobert put into his hand a humble petition, requesting that he might be permitted to be a teacher in the Sunday-school — an office in which he afterwards appeared to be both happy and useful. On the 11th of March, 1806, when he was seventeen years of age, he was admitted a member of the Independent Chapel at Woodbridge. Robert now felt an earnest desire to go abroad as a 402 SUNDAY SCHOOL WORLD. missionary. He often told his min- ister thct he thought there were plenty of teachers at home, and that he should like to go abroad, to teach poor black children to read the Bible, and to learn hymns and catechisms. After being eminently useful in im- proving and extending the Sabbath- school system in the United States, his first destination was Chinsurah, in the neighbourhood of Calcutta. Here he spent his time chiefly in instruct- ing the children of the poor benighted heathen in the great principles of Christinnity, and in other parts of useful knowledge. In connection with his other exertions, he published a small volume of sermons, which he had preached to children, and which have been since reprinted in England. He had 3,000 children under his care, and was about to add 2,500 more to that number, when he was seized by a violent fever, which, in a few days, terminated his valuable life, and brought him to the house appointed for all livinar. — Cheever, 1014. — Eev. 0, Jakes, at present one of the most indefatigable mis- sionaries, and an eloquent preacher in the native language in Madagas- car, was not many years ago a scholar in a Sunday-school in Staf- fordshire. Having become the tea- cher of a junior class, he commenced the study of Latin. Presently he became a member of the Church, and still continued his studies, adding Greek to Latin. His thoughts being turned towards the Christian minis- try, he became a student in Hackney College ; and, having passed a most successful college career,was ordained as pastor of the church at Clare, in Suffolk. 1015. Dr. Morrison. — It is said, that, of the missionaries who have gone from Great Britain to the heathen, nineteen-twentieths became pious at the Sabbath- schools ; and that of the orthodox ministers in England who are under forty years of age, more than two-thirds became pious at the Sabbath- schools. Hen- derson and Patterson, who have done wonders on the Continent in regard to the Bible cause, it is said, received their first impressions at Sabbath- schools. The celebrated Dr. Morri- son, missionary in the vast empire of China, who translated the whole Bible into Chinese, a language spoken by the largest appreciated population on the globe, became pious at a Sab- bath-school. — Dr. Steel. 1016. Pastoral Biographies. — Our missionary and pastoral bio- graphies are full of these trophies of Divine grace, exhibiting this taking of children from the very poorest of the people, to make them princes in the Church of God in all lands ; — noble and commanding intellects that, but for the first opening to day- light which the Sunday-school fur- nished, might have remained forever hidden and unknown. — Dr. Tyng. ■ 1017. Students Of 507 students, at six theological institutions in the United States, 313 were instructed in the Sunday-schools, and the average age of their conversion was sixteen years. In a single town, 500 per- sons were received into a church in 40 years ; more than 400 of these were children of pious persons, and most of them embraced the Gospel in early life. In a revival which took place in Lewisburgh, Yirginia, there were converted and joined the'Chui'ch, 79, or 47 per cent., from the age of 10 to 20 years ; from 20 to 30 years there were 48, or 28 per cent. During the 1 1 years, there were con- verted in the Sunday-schools of the M. E. Church, United States, 143,867.— -Ba^e. SUNDAY SCHOOL WOELD. 403 1018. New York Conference. — During tlie session of the last New York East Conference (1864), Eev. S. H. Plate privately collected the following statistics: "Of 142 min- isters called on in this Conference, the average age at conversion was only 15, 3'5 years ; and about one- sixth of them were converted when less than 12 years of age." — Bate. 1019. From a Boston Sunday- School. — A writer, speaking of a •certain S. S. in Boston, says: "One •of the former teachers in that school is now settled in the ministry in this vicinity ; another is a useful printer in the Sandwich Islands ; another is a superintendent of a S. S. in this city ; and a fourth is studjdna: at Andover, to fit himself for teaching a day-school. One of the former pupils is now studying with refer-