it. In making remarks on the questions (which the teachers also should do, ever in a kindly spirit) reference should be made to the class of children which the teacher may have under his care, whether advanced or not; for it is evident that questions which would be well adapted for the elder classes, would be too hard for the younger ones, whilst those required by the latter would in some cases be mere waste of time for the former. Some latitude must therefore be allowed, and those questions alone condemned which are manifestly too difficult.

Looking, for example, at the first set of questions, the ninth question is too difficult for young children, but quite

in place in teaching elder scholars, whilst the tenth must be condemned altogether, at least as regards the phraseology of it; for it involves a previous distinction between receiving the Spirit in the heart and in the mind (intellect). Again in the second set of questions, the second question is admirable, but only elder scholars would at all understand it without previous questions on the nature and value of testimony.

I think this plan would be found of great service in gaining skill in catechizing, and therefore commend it to the consideration of my readers. 3. 6. f.

Ir may not have occurred to some teachers, that a most effective method of hearing the lesson of the class, be it large or small, is-in passages of Scripture, to make the children repeat them verse after verse, in the order in which they stand or sit.

That is, instead of beginning at the top, making the first child say the whole passage, and then proceeding to the next to do the same, let the first child say the first verse, the second child the second verse, and so on till the whole is said. Then let the second child begin the first verse, the third child say the second verse, and so on till the passage is again finished. Then let the third child begin the first verse, and the lesson be proceeded with as before.

The value of this plan is that every child repeats the whole portion, but not by mere rote. To be able to take up the proper verse, the children must

know the whole passage well, and moreover, be on the alert all the time of the lesson. Thus too, the whole class is at work at once; whereas, if you make the children repeat their portion one by one, all who are not thus occupied, are either idling, or learning the lesson which should have been prepared before they assembled.

Nor, by this plan, could the idle boy at the bottom of the class, mentioned in the last Number of the Magazine, who learned his lesson by hearing those above him repeat it, proceed; and unless he stirred himself, he would not be able to maintain his position in the class at all.

If one of the children should miss a verse, and it pass on to the next, the lesson had better be continued from the child who answers; and the portion when finished, commenced again by the one whose turn it should be to take it, had the lesson been properly repeated.

R. H. D.

SCHOOLS.

THERE are many people in this world who are continually, (either wilfully, ignorantly, or carelessly,) causing their brethren to go astray, stumble, or fall. And there are too many who bear the name of Christians, who will not trouble themselves to warn an erring brother in the spirit of love, and so bring him back. And very few among the multitude of professing Christians, look with compassion on those who have stumbled, and fallen, and are gone astray, and not only look with compassion, but act compassionately, and so try (yet not in their own strength) to bring them back to their Master. The number of active Christians is very small compared with the multitude of those who profess and call themselves Christians.

If Christians did but consider the love that hath been shown to them by Him who is love, surely, we should not be so often despairing and indulging in apathy and discontent. Surely our motto and action would be,

"Up, and be doing."

So, also, when a Sunday scholar does wrong, when a Sunday scholar falls, what bitter sneers and scoffs are heard from the enemies of Sunday schools! They would not like to be weighed in the same balance that they weigh others with. But, nevertheless, a Sunday school teacher feels the bitterness of such taunts and is sometimes sore cast down thereby.

Let us treat the matter practically :— Have you, the friends of Sunday schools, ever considered the amount of influence you have over your Sunday scholars? Have you ever considered what influence you ought to have, aye, and might have? The influence we have at present is too often very small, as will be seen on examination.

Our Sunday school children assemble (we should presume, in most cases,) in our schools on Sunday mornings, at nine, and depart from thence at halfpast ten o'clock; again assembling in the afternoon at half-past two, and departing at half-past four; so that they are under our control three-and-ahalf hours on every Sunday that they are with us. In some schools, however, this limited time is still more limited (if I may so speak); thus, they commence at half-past nine, and depart at half-past ten; again assemble at a-quarter to three, and depart at halfpast four; so that the children in those schools are with their teachers two-andthree-quarters hours, instead of threeand-a-half hours. From this time, little as it is, must be deducted the time necessarily occupied in opening and closing school, marking cards, and other minor matters connected with the usual routine of a well-ordered school, which certainly occupies, (we think, at a very moderate estimate,) three-quarters of an hour. What a very small portion of time remains for instruction!

Then, again, sometimes the teacher is not punctual, and, as a necessary consequence, "like teacher, like class," the children are sometimes late, or absent altogether. And then we have supposed that the lessons are all learnt before school, and that every class is so disciplined, that no time is lost; and this, we are very certain, is NOT always the case.

What a very small portion of time is left for actual instruction! True, we have them under our control onefourth part of a day. But do we have them under our instruction one-fifth part of a day?

Let us take the fullest estimate, that is, one-fourth. We may calculate that they are actually under our instruction one-fourth part of the seventh part of the year, which gives us a proportion of thirteen days out of 365. Startling, but true!

What marvel is it that we reap so very little fruit? The marvel is not that so little is reaped, but that so much has been and is being reaped, especially when we consider the feeble means used. Verily, God has blessed Sunday school instruction and will bless it. Without Him, truly, our labour is as nothing and worth nothing. A child of ungodly or careless parents, may receive holy and pure instruction on Sundays. Three hundred and fifty-two days of counteracting and sinful example, and too often sinful instruction, more than deaden the instruction which that poor little lamb receives on the thirteen days. What marvel is it if it go astray and is lost? Verily, if God did not accompany his Word, how could the moisture of the thirteen days withstand the withering heat of the 352, when often no moisture is received from your hands! Truly, we have cause to be very thankful and very humble.

Some pious teachers visit their little flock, occasionally, at their own homes, and many a pure flame of affection is thus kindled which sweetens the path of the teacher and stands as a bulwark against many of the assaults of Satan and the world. But many cannot visit their children during the week; yet are their children full of affection for them, especially when the teacher is very gentle, very firm, and full of Christian love.

But cannot we increase the influence of our Sunday schools by the formation of week evening classes? We know that such a class had a wonderful effect on the children of own school though not a strictly Bible class, but a writing and arithmetic class, which assembled once a-week, and was con

cluded in a devotional manner; and if such a class had a good effect, why should not a Bible class, not merely for the elder children, but for the junior ones as well; not as one class, but as two classes, meeting, if you will, on separate evenings.

Where there is no boys' day-school in connexion with the Sunday schools, the week evening writing class will be found a very useful appendage. Children are naturally fond of congregating together; and by thus assembling once during every week the bond of union is materially strengthened, and the useful and necessary discipline of the school rendered far easier to preserve.

Such a school might be conducted in the following manner :—

The children assemble every Monday evening, at half-past six o'clock.

The Monitors or teacher (according to the number of children present,) distribute the copy books, &c., to the elder children, and slates, &c., to the little ones. On a signal given by the teacher, all are in their proper places. The teacher then goes round the school, assigning to each boy his portion of duty to perform, and superintending

the whole.

At half-past seven, the signal to be given for pens and pencils to be laid down. The monitors collect the copy books, &c., and put them in their proper place.

They will then supply slates to the whole of the boys, (excepting the senior ones, who should be encouraged, in some cases, to keep an arithmetic book, though, in most cases, I venture to think, that the slate is by far the most useful). The teacher will then assign to each boy his respective task in arithmetic.

At eight o'clock, the signal to be given for the boys to form into classes; the number of classes to be at discretion. The teacher then takes the senior class, and exercises them in simple arithmetic, no slates or books being

allowed. The monitors take the junior classes and teach them (by means of a black board, or piece of chalk,) the first few rules of arithmetic.

At a quarter-past eight o'clock, the sigual to be given for silence, the boys then orderly take their places round the room, or form into one large class and sit down.

The teacher then makes any remark he may deem necessary, relative to the school duties, and, on perfect silence being restored, he sits down and reads a short portion of Scripture, illustrating it by any narrative, anecdote, or comment he may think proper. He then gives out a hymn, which is sung by all present (the Evening Hymn, sung softly, being the most suitable one, in our estimation), and concludes with a short

and simple prayer. On rising from prayer, each boy sits down, and, on his name being called out by the teacher, rises, takes his cap, and departs orderly and quietly.

It is advisable that the school should elose at half-past eight, where practicable.

The boys admitted to the privilege of this school, should be admitted free, and should forfeit that privilege if they do not deserve it. The children find their own copy books and slates; pens, ink and such minor articles to be supplied at the expense of the school, by order of the committee, who will also modify the foregoing rules, by altering and adapting them to the peculiar circumstances of the school over which they have the control.

Few Sunday schools, we think, are so destitute of teachers, that not one could be found to devote two hours in each week for this purpose, gratuitously. We hope that in many schools more than one volunteer will come forward, if necessary. But in some schools it would be impracticable to form such a class, and in others difficult. Difficulties vanish before perseverance, generally speaking. And if in other cases, why not in this? At least, try.

This

In all schools, however, Bible classes might be most advantageously formed, and we think, ought to be formed. The influence they would have over the future well-being of the members of such classes, who can calculate? Such classes we would not confine to boys. No, we would have girls' Bible classes as well, the boys one evening, the girls on another; the parents being previously in· formed of the exact hour of assembling, and also of the exact time when such class would invariably depart. might be done, most fitly, by the teachers calling on the parents of the children, when their children join their classes. By doing this, the parents would be enabled to use the proper vigilance, (which should be exercised by them) and so prevent any excuse for their children loitering on their way homewards, which is very often productive of so much mischief. With regard to the management of the girls' class, I hope some Christian teachers will come forward and state what they think the most advisable plan of proceeding; for some ladies have, I hope, their weekevening Bible classes, and peradventure could state how much encouragement they have had to persevere in their good work, from those from whom it was least expected.

But in all cases we think it is very necessary that the parents should be informed when the class commences, and when it concludes. Boys' Bible classes might be well divided into two sections, one teacher meeting the senior boys on one evening, the other teacher meeting the junior boys on some other evening, each class to commence with a suitable hymn, and a simple and expressive prayer, and close in the same manner; the time of assembling for the junior boys might be somewhat earlier than that of the senior boys, but in all cases this must be at the most convenient time for the teachers who undertake this pious task, and who, having specified the time at which the classes

Χ

are regularly to assemble, are very punctual in being at their posts some little time previous to the specified time, so that by "receiving each one kindly” as he enters, his influence is at once felt and valued, and by treating them familiarly, as a friend, yet not forgetting his dignity as a teacher, cheerful obedience is obtained; and by loving them as a Christian, the springs of affection gush forth, and they love him as their friend, and will not often willingly grieve him.

For where is the child, upon whom the warm sun of pure Christian love shines, who does not feel its influence, and acknowledge its effects? Where is the child entirely destitute of affection? As face answereth to face in a glass, so also, we think, in many cases, will the pure Christian love of a teacher receive the reflection of the love of the child.

There is no difficulty in forming these classes, so far as the children are concerned, and if there were any difficulties, they are removable. "Difficulties sweeten success.'

But there is one difficulty remaining, which is a more serious one to overcome, yet is it not unconquerable i. e. suitable teachers; all other difficulties are minor difficulties, compared with this, for if suitable teachers cannot be obtained, success cannot be expected. "But if at first you don't succeed, try again."

A teacher for this class must be very gentle, very firm, and a pious Christian. Piety is indispensable.

And is there any school so destitute of pious teachers that not one can be found to come forward and say, "Here am I, send me ?" Peradventure more

than one would come forward, for I do not, cannot think, that any body of Sunday school teachers, thoroughly convinced of the necessity and usefulness of such a class, (we mean the Bible class) are all so engrossed with the cares of this life, that they are unable to spare a little (if one teacher took both classes, it would be but about one hour or an hour-and-a-half, as might be found practicable, to each class) for this purpose.

Surely all are not destitute of ability. Surely all are not devoid of love. Then why stop at difficulties? Surely He is able to remove those difficulties, and support and sustain those who labour in this work. Yes, blessed be God, He is able.

Need we add, that we can do nothing of ourselves, that this, and every other like undertaking must be begun and carried on in humble dependence on Him who has so often blessed the humblest means so used, and who has so often richly rewarded those who love Him in sincerity and truth, and show their love by their actions.

It is our hearty wish that all who read these pages, will from henceforth resolve that they will do what they can not to pay the debt they owe, for that is impossible, but so far as they may be enabled, to shew by their actions the love that they have for Him who hath done such very mighty things for us.

If any one has had experience in the management of week-evening Bible classes, a communication from him would be welcomed.

W S.

As many of our Clergy are, no doubt, desirous of following up the admirable hints connected with rewards

and punishments, as given in your Number for March last, in the particu lar of school feasts, I send you a brief