are exactly informed, and are acting for themselves. A course of evidence is like a flight of stairs. Not one step should be wanting, or incomplete.

I must now draw to a close, but I cannot do so without earnestly commending to your thoughtful consideration the importance of cultivating for yourselves the study of Christian evidences, as well as for the benefit of others whose religious culture you may be en. deavouring to promote, as Sunday School teachers. The assaults of infidels are strong against the word of God, and will, I believe, yearly become stronger; and shall we not take as much care to be able to defend, as they do to assail, especially if we know that unanswerable proofs, however vast the full array of them in the whole may be, are yet to be found lying within a mo. derate compass, and easily accessible to all who will be at the pains to make themselves masters of them.

I am quite sure, that instead of being a dry and dull affair, great interest may be excited in the minds of children, by a qualified and affectionate teacher, on the subject of Christian evidences. The minds of children are usually inquisitive; and when once you can give them sufficient motive to inquire on any subject, and especially on this, they will give you their full attention the moment

they are convinced that you are prepared to satisfy them.

On this, as on all other subjects, we are sure of being learners, while teachers. We never learn anything so well, as when preparing to teach others. And I am sure the introduction of the evidences of Christianity to Bible classes, if wisely and affectionately done, would bring in a new era of interest and benefit, to the history and welfare of Sunday school endeavour.

May the best blessing of God our Father rest upon all your pious endeavours, dear friends, and upon all the laudable efforts of this valuable Institu tion. I wish I could have rendered you better service, than I have done in this my imperfect Lecture, which I think I could have improved had leisure fallen to my lot, instead of the heavy pressure of other duties just now, which rendered very hasty preparation un avoidable.

We hope and believe that the num. ber of that class of teachers who look on their scholars as all after the same mental pattern, and all to be treated exactly alike, is daily diminishing. Sure we are, that the study of the distinct character of each little one, which has been so often urged on the teachers in this Magazine, is one great cause of

success. Children differ as much in character and temperament as they do in feature, and each little heart has its own ways, its own feelings, which the teacher must endeavour to understand in order that he may supply just that particular mental and spiritual instruetion which the child needs, and in that manner which is most likely to be suc.

cessful. We do not, however, wish to dwell at this time on the importance of this, but rather to point out a way in which the attention may be more steadily directed to it, and with good effect.

We propose then, that each teacher should, at appointed intervals-say every six or twelve months-furnish the superintendent with a report on the character and progress of each child in the class; referring, where necessary, to the previous report, so as to lead to a comparison of the two periods in the child's history.

We believe that this plan would prove beneficial both to teachers and scholars.

Teachers knowing that they would have to present this report would feel the necessity of preparing one by ac quiring the information or rather by making the observation requisite. They would learn to take notice whether the children did or did not improve, and would thus become more and more interested in their work when watching for results. The plan might also be brought to bear on the children; but in this much wisdon would be necessary. Many a child might be really injured by being praised or blamed before the class, whilst to others such a publication of their teacher's opinion might prove a wholesome stimulus or restraint. But all, we think, might be benefited by feeling that they were the objects of watchful but affectionate observation, and that, whether confined to the superintendent alone or not, some record of their conduct would have to be rendered.

I may also point out the use a teacher might occasionally make of this plan, to bring before the mind of the children that great day when every one of us will have to give an account of ourselves to God.

We annex two or three reports of the kind we are recommending; selected from a number placed at our disposal by a friend connected with a London Sunday School.

REPORT OF 1ST. CLASS OF BOYS.

E. S. Very intelligent, attentive and well versed in Scripture; during the last half year (as usual) never late, absent, or missed one lesson; obedient, but occasionally unsteady and talkative, seems fond of learning, and often asks very intelligent questions. From his conduct at home, he seems to strive to put into practice what he learns.

T. H. Has been absent for three months out of the six in service, is irregular in attendance; and also in learning his lessons, has good abilities, but is naturally indolent and selfopinionated, requires watchfulness and firmness to keep him in order, has a fair knowledge of Scripture, but from his conduct, I fear it is but head knowledge.

T. S. Is not regular in attendance, for the first three months he never attended in the afternoon, and although his parents said it was entirely his own wilfulness, I could not overcome it; but by God's blessing and by patient perseverance, I have at length succeeded, and now he is very seldom absent, he is very quick at learning and seldom misses a lesson, but having attended no other school, he is not very intelligent for his age, nevertheless he improves; he is unsteady and thoughtless, but tractable, and if separated from other unruly ones does well; works all the week at paper making.

H. H. Is regular, but never punctual, parents shopkeepers, and do not finish meals so as to enable him to be punctual; has not very good abilities, but has been well educated at a private school; is well conducted, usually learns his lessons and is very painstaking and attentive; has but an average knowledge of Scripture, improving, and so far as I learn, well conducted at home.

J. R. An old scholar, attends only in the afternoon, as he comes from Fleet Street, punctual, but not very careful to prepare his lessons; has good abilities, but is thoughtless; not INattentive, well conducted, but rather too much given to chattering and answering without consideration.

J. L. In service, attends only in the afternoon, and that very seldom; learns but little, and is naturally heavy and inattentive, quiet and well conducted, but altogether very unencouraging.

F. N. Teacher.

6TH. CLASS. 2ND. DIVISION. GIRLS.

fault more than her own. Reads pretty well, but does not keep up her attention as I could wish.

8. H. No child that I have had so much improved in disposition. She is very industrious and useful to her mother; and, upon the whole, very well behaved; pays attention, and answers many questions. She has occasional relapses, but the progress from evil to good in her is very marked. Cannot read very well.

S. M. Very good abilities, reads pretty well, and well behaved, but rather idle and careless; her mother says, she is not well.

A. R. Reads better than any of the others, pays the utmost attention, and answers my questions extremely well. Though very sorry to lose her, yet without doubt she is far too forward for the others, and ought to be promoted. Rather turbulent.

A. G. Very obedient, and reads very well, understands and answers extremely well. I would decidedly recommend her advancement. Not very regular, but her health very bad. Unlike S. H. I fear her disposition does not improve, but that she is artful and deceitful,

trying to gain favour by speaking ill of her schoolfellows.

8. H. very well disposed and pains-taking, reads pretty well and seems well disposed.

In conclusion, I must say, with the unfortunate exception of Ann G., I hope that I have been the humble means of improving the hearts, if not the heads, of those in my class; as I think I can trace more attention, obedience, and religious feeling, and wish for religi ous knowledge, than when they first entered my class. With Ann G. I cannot tell; some. times I hope, again I fear, as she is very hypocritical. E. A. A. Teacher.

There is one danger to guard against in such a plan; it is, that the children may come to look on a good report of their progress as their sole aim, may substitute the desire of human praise for the desire to please God and do His will. This spirit, which leads to hypocris must be diligently resisted.

You asked me, if I remember rightly, for the annual report of our schools, and all statistics connected with it. In answer to this, I can only say that we have not published any documents of this kind nor have we as yet any papers relating to the School. The Sunday school of Trinity district, St. P. which I have the privilege of superintending, is as yet in an infant state. When the district was assigned to Mr. L., only a year or two ago, there was no church or school of any description connected with it. The Railway Company kindly lent Mr. L. the use of a long Room in their C. station, where he formed the rudiments of his present congregation. Two gentlemen residing in the neighbourhood, offered their services as teachers, if he would open a Sunday school. After some hesitation he consented, and about 30 boys of the class, found in our ragged schools, were the first to attend. The school was held in the above-mentioned

Ed.

room, and closed in time for divine service. In a short time the congregation increased to such an extent as to completely fill the room. The school was also crowded with boys, until the two gentlemen, I have mentioned, became over-taxed. An appeal was made to the congregation. Five or six gentlemen and about a dozen ladies immediately came forward; fresh classes both of boys and girls were organised; a superintendent appoinied, and a regular register kept of the admissions. The expenses of the school, consisting of the cost of Bibles and other books, were defrayed by voluntary contributions, assisted by liberal grants from the Christian Knowledge Society, and the Religious Tract Society. While all this was going on, every exertion was being made in the erection of extensive school rooms for a national, day and infant school, capable of accommodating 800 children. As soon as the shell and roof

of these were completed, the fittings of the future church were placed in it, and it was opened as a temporary church, while the room at the station was continued as a school room. At length, however, this room was destroyed, to make room for the new railroad, and the school was removed to the temporary church, where it has been held ever since. The new church for the district is now completed, and will be consecrated on the 15th; the school rooms are also completed and will shortly be opened, and the Sunday schools hitherto held together will henceforth receive a new organization and be separated, the boys having one room and the girls another; a very large increase in the numbers is anticipated. I have been engaged in comparing the different systems observed in the leading metro. politan Sunday schools, upon which I have drawn out a plan for our own, which will be considered, next month,

at the Teachers' meeting, and if approved of, will be adopted. You will see by the above, that we are but beginning, and have no report, at present, to make to the public. We humbly hope our efforts, weak as they have been, have not altogether been in vain. We have been permitted to see a very extensive change for the better take place, in the children committed to our charge; and view, with much satisfaction, the important influence the school possesses over both them and their parents; and we are encouraged to hope that our future exertions will be blessed in like manner. The number of children now on the books is as follows; 190 girls-84 boys. These are divided into 19 classes: -12 in the girls' divison and 7 in the boys, each class having a separate teacher.

We have also a lending library for the use of the children and their parents. J. J. S.

I BELIEVE it is generally allowed that yearly feasts are very useful, both as rewards to our scholars, and as means for promoting kind and grateful feelings between the teachers and scholars, the parents and supporters of a school. But it is not so generally understood how the feast may be best conducted, and what means of enjoyment should be provided for the children.

Surely we should endeavour to give them some higher pleasure than the mere gratification of their appetites,— and yet, this is not always done, even by those who are in other respects generous supporters of their schools.

I once saw a very large number of children assembled to partake of their usual feast; a great deal of pains had been taken by kind friends to decorate the room with flowers, gay banners, &c., there was an abundant supply of excellent cake, tea, bread and butter,

but that was all; as soon as the children had eaten and drunk as much as they could, they were dismissed to their homes.

At the top of the room, tastefully formed in flowers, were the words, "We wish you to be happy." I believe they were words of truthful sincerity; but as I read them, I reflected, "What can these children think we suppose to be the most likely means to promote their happiness? eating and drinking? We tell them we wish them to be happy, and they see that the means we have provided for that end are cake and tea: : we have given them a practical lesson on the way to be happy; we feed them and let them go."

It may be said, that for poor children, who seldom have an opportunity of enjoying a good meal, it is not necessary to procure any higher gratification; but the good meal is very soon forgotten,

while the magic lantern, or other innocent amusement is long remembered with delight.

The fewer the sources of enjoyment which our scholars possess, the more desirable it is that we should endeavour to raise their tastes, and lead them from the animal to the intellectual fountain.

I know that it is difficult to find means for the rational amusement of a large number of children of different ages, and still more difficult to vary that amusement each succeeding year; but I think it could be done, if the teachers would earnestly set to work, and bring all their energies to the undertaking. Some Christian parents have thought it worth the sacrifice of

much valuable time, and thought, and labour, to be enabled to provide their children with sources of innocent and improving amusement, and to acquire for themselves the happy art of cheerfully imparting Christian counsel, when engaged in administering to the recreation of those they loved; and if the Sunday school teacher feel and acknowledge the parental character of his office, he will not deem it too hard a task to try to add his mite of time, talent, or other means to the fund required for the innocent, and Christian amusement of perhaps three or four hundred children, upon one day in the year. C. W. J.

THE assembling of the children in connexion with these schools for their annual festival took place on the afternoon of Friday, July 26th. Thursday had been the day appointed, but owing to the exceedingly unpropitious weather, it was postponed till the following day. Three schools were here united, the boys' and girls' National Schools, of 220 children; and those connected with the Infant School, numbering 240. The schools of the former being situated at one end of the town farthest from the place of rendezvous, the procession commenced there, and coming down to the High-street, was joined by the Infant School, their respective teachers accompanying, the whole forming a very extended line; while from the flags which the children carried, a large one preceding, and the happy faces following them, it was a scene at once interesting and attractive. After going through the town, and (in passing the Vicarage,) being joined by their esteemed Pastor, they walked a short distance on to the Brent, a large open elevated spot, where on one part a marquee and tent had been erected, and other accommodation provided both for visitors and children;

This

here they dispersed for play till four o'clock, when they were assembled and arranged in the form of a large circle or horse-shoe, for refreshment. over, grace before and after having been sung by all, standing, they again separated to their games. It was indeed interesting to witness the varied manner in which they amused themselves, those amusements assisted in, and promoted personally by many of their friends and patrons around them, as well as by their teachers, who, on such an occasion, were ready to shew how much they sought their happiness temporally, in ministering to them, in sharing with them consistent pleasure, and while doing so, to strengthen an attachment which would assist them in that higher solicitude for their eternal welfare, which every Sabbath leads them to the school, there to teach them the word of life, to tell their youthful charge of the great love of Jesus, in coming down on earth to save them, and for whom He died. At seven o'clock they were again summoned, and arranged this time in rows, in the Scriptural order of "companies by fifty;" this was done partly to have them more