pous expressions, are of course egregiously out of place. It is often difficult enough to convey the idea which we wish to impart to the mind: and if the means of its conveyance, and words which we use for that purpose, be so cumbrous that there is no entrance for them into the understanding, it is but folly to suppose that the idea itself will ever gain admission there. We are so apt to be more impatient with others than with ourselves, that it is important to bear in mind the truth of the remark, that "Ignorance seldom vaults into knowledge, but passes into it through an intermediate state of obscurity, even as night into day through twilight." Now, if the truths you teach have been made your own by patient, earnest self-questioning, you will not be discouraged by the "twilight;" cultivating a lively memory of your own progress, will make you feel at home in it, and able to accommodate yourself to it with the ease and readiness of instinct; in this consists the very essence of Simplicity in com. municating truth to others. It is related of the Authoress of one of the most beautifully simple collections of hymns in our language, "The Hymns for Infant minds," that she never composed one of them without repeating it to a little child, and if she found that there was anything in it that the child did not understand, she would alter and correct it till it became quite level to its capacity; this must have proceeded from a genuine simple desire to do good, and the pains taken with this view have not been thrown away, even as far as elegance is concerned.

But we have entered sufficiently into detail the teacher must apply these hints to the several occasions for which they will be useful.

We would say a few words on the manner of acquiring this qualification for usefulness. It would be a mistake to suppose that it is easy to be simple. It is not difficult perhaps to talk to

children, or to ask children questions in a rambling desultory manner, and to let these questions be upon plain subjects, but if this is the sole idea formed of Simplicity, such Simplicity is pointless, and therefore is not strength but weakness. What is required is, that the teacher should keep definitely before his own mind the particular subject which he has to teach, should apply all his questions with a view to arrive at the conclusion to which he desires to attain, and should resist every temptation to digress. The most uncultivated minds are generally speaking the most discursive, and those who have had their taste chastened and improved by thoughtful, patient study, will, if simply bent on doing good, keep closest to their subject, and clothe their thoughts in the plainest language. Nothing is so closely connected with lasting use fulness. Whilst the abstruse specula tions of Dr. Watts, which perhaps cost him much thought and trouble, are now very little known or cared for, his "Divine songs for Children," and his "First and Second Catechisms," have been handed down from generation to generation, and are known and admired in every part of the world where our language is spoken: and we may remark with regard to the hymns, that it is the truthfulness and Simplicity of the ideas which seems almost to have guaranteed the Simplicity of the language. So in "Bunyan's Pilgrim's Progress," it is not only the wonderful delineation of Christian experience, but it is the truth and Simplicity of the ideas expressed in the simplest language, which makes it a book for all classes, and which calls forth the admiration of the most cultivated as well as the least instructed mind.

But after all, that which naturally produces Simplicity, is genuineness of character. We have Scripture authority for connecting Godly Simplicity with sincerity. This will make us simple often in spite of ourselves, and

will correct much in us that may be naturally opposed to it. An acquaintance with Scripture, the pure fountain of truth, not only its meaning, but the text of God's Word, will offer to us the most valuable store-house for the expression of thought and feeling; drink freely at the fountain, and the stream will be simple, pure, and undefiled. In a letter of Dr. Chalmers to a sick sister, in which he is trying to lead her mind to the most profitable way of meditating on Scripture, there occurs this striking expression. "It is a great matter when the mind dwells on any passage of Scripture, just to think how true it is!"

Let the most accomplished teacher then consent to look upon Simplicity

as the price in his hand, which is to entitle him to exercise the privilege of his office, and while he is using his utmost efforts to attain it, he will reap a rich and unexpected harvest in his own soul; for I would assure you, in conclusion, that Simplicity is strength, because it is a sure defence against the danger of being tossed to and fro by every wind of doctrine: for it will put you in possession of convictions, which if the giant, public opinion, were to bray them in his pestle and mortar, would come out whole, whilst others, master-spirits perhaps as to intellectual power, may be blindly chained to the spirit of the age, while they vainly boast of freedom.

THERE cannot be a doubt but that the management of a Sunday school is one of those things to which we may fairly apply the apostolic injunction, "Let all things be done decently and in order."

No one would deny that a system which is professedly directed to the carrying on the work of God should be conducted in the best possible way, and its machinery kept in the highest state of efficiency.

Nor can it be denied that one essential element of such efficiency is ORDER. Most heartily do we abjure that excessive severity which aims at discipline and accomplishes despotism - which gains quiet by suspending life. A school so (mis-)managed may be orderly, but at the expense of all true usefulness.

On the other hand, a disorderly school may be in many points a really

useful school; but then it is so in spite of its disorder; and would be much more so were a proper discipline introduced.

Now there is no government without a governor there is no order without orders and there can be no orders without an authority from which they

emanate.

Therefore, to have an orderly Sunday school necessitates a HEAD; one who controls, directs, and manages the school.

Generally speaking (and with great thankfulness we say it) our Church Sunday schools are well off in this respect. In a great many of them, the Clergyman is the real and active head, watching over the order of his school, and (with more or less of personal attendance) providing for the orderly management of its affairs.

But, even when this happy state of

things exists, we believe that there is still a demand for the services of a SUPERINTENDENT; and this we trust will become manifest to those (if such there be) who have any doubts on the subject, in the course of the following remarks.

We fear there are not a few, how

ever,

in whose minds the title of a

Superintendent of a Sunday school excites no very pleasant ideas. Perhaps from prejudice-perhaps from unfortunate experience-they straightway conjure up an alarming vision of an ambitious self-willed, overbearing teacher, assuming an importance and grasping at an authority, which cannot fail to be injurious both to himself and the school.

Need we say that such an one would have no countenance from us? But neither, on the other hand, can we sympathize with the morbid dread of the office and its possessors which we have indicated.

It is our conviction that, excepting the very smallest, all our Sunday schools need a Superintendent; and it is equally our conviction that such an officer can discharge his duties in a manner that will prove essentially useful to the well-being of the school.

With this belief, and having also a firm persuasion that the way in which he uses his authority and influence is a matter of vital importance, we beg to offer a few remarks on the POSITIONDUTIES and QUALIFICATIONS, of a Sunday school Superintendent.

responsible? Unquestionably-to his Minister and his Teachers who appoint him-to the congregation who sanction and support him-to the parents who commit their children to his control and care.

We have said, that he is appointed by the Minister and Teachers. This may be objected to, as neither true nor possible. But we reply, that though an actual formal election, in which both minister and teachers took part, would be almost impracticable, and of very doubtful propriety, yet as to the spirit which prompts the election and choice (for that is only another word,) there ought to be and there may be the frank, cordial, and independent concurrence of minister and teachers in the important duty. Where this is not the case, there rests grievous blame, either with the Minister for an improper choice, or with the Teachers for an improper reception of it. The cases are rare, in which a minister is really unable to find one of the Teachers, of whom when nominated, the others, (so far as actuated by Christian principle and feeling,) would not say, "This is the right man." So appointed, what is his position as regards his responsibility to his minister? He is responsible to him for the due performance of the work which the school is designed to effect, for the spirit in which, and the energy with which, the work is carried on. He is responsible to him for this-that as the care of the lambs of the flock is entrusted to him, he shall faithfully tend them to the utmost extent with which he is supplied with the requisite means. For mark! the supply of teachers, and the procuring of funds, are matters which a Minister has no right to throw on the Superintendent; the first duty devolving on himself-the second on

Then, the Superintendent is responsible to the Teachers. Never should they question his authority in the school, nor openly disobey a single rule. But

they have a right to discuss those rules; and, in extreme cases, to complain of that authority, at the Teachers' Meetings. Rules being there made, he is entrusted with the duty of seeing them carried out; and the welfare of the school requires that "he that ruleth" should "do it with diligence," with firmness, with moderation, and with authority, unquestioned during the period of its exercise.

The Minister requires of him, that the work be carried on with zeal and wisdom; the Teachers require of him, that they be not disturbed and distracted by disorder, or flagrant incom. petency on the part of any of their fellow-workers.

He is responsible for the Minister and congregation to the Teachers, that they shall have a due supply of schoolmaterial, and proper appliances: he is responsible for the teachers to Minister and congregation, that their instructions and their character be of the right sort the former truthful and earnest, the latter consistent.

Once more, he is responsible to the parents of the scholars. To him, as possessed of authority expressly delegated by their minister, they may justly look, to see that their little ones are led to the true green pastures and living waters of the Gospel; and trained with mingled love and firmness, in all things that are "lovely and of good report." Solemn thoughts of this responsibility should fill his mind, whenever he receives another young immortal within the precincts of his school, and his responsibility remains, whilst the child remains.

2nd. What are the DANGERS to which the Superintendent is exposed? Foremost, we must place the inborn evil of the human heart-pride.

Let us persuade our dear friends to watch and pray most earnestly against this besetting sin; for, not only is it destructive of our own spiritual excellence, but sadly injurious to the

well-being of the school. As surely as flint and steel bring sparks, so will pride and ambition produce envy, discontent and dislike; and just as surely will the spirit and atmosphere of the whole school be deteriorated.

It is not a question that needs arguing. What the ambitious Superintendent needs, is to have his eyes directed to that great example who, though Lord of all, became Servant of all; and ministered with a meekness, humility, self-denial, and patience, which man must imitate, if he desires to have the mind which was in Christ Jesus.

If Ministers are warned against erecting themselves into "lords over God's heritage," surely, a Superintendent should look upon himself as but a servant in the noble cause: and however he may (as he should) surpass the other teachers in attainments and efficiency, should yet throw himself cheerfully and unconstrainedly into their ranks, and lead, not drive them onwards.

But there is a danger of a very opposite character, very prevalent, as we fear; that is, an undue and unwarranted shrinking (on the part of the Superintendent) from his duties and responsibilities.

If he reprove that irregular Teacher, or that one who is never punctual, perhaps they will leave altogether! If he suggest to another that he ought to take more pains with his lessons, perhaps he, too, will go! If he insist on removing scholars from class to class as they deserve, the Teachers may rebel! If he hint to one that he speaks too loud-to another that he loses time in trifling preparations-to another that he arranges his class badly-or, if he enquire of the Teacher why such a scholar is absent, and urge the duty of visiting-perhaps he may give offence!

Yes! we reply; and if the discharge of this painful duty does give offence, offence must be given! The blame must lie with those who prefer ease to efficiency, and would rather be left to their

mistakes than have them pointed out.

In this, truly, it is the "fear of man" that "bringeth a snare," and a snare which it needs no ordinary combination of firmness, with wisdom, to avoid.

Let us next advert to two other dangers, also opposite to each other, to which the position of the Superintendent exposes him.

On the one hand, he may be an innovator; for ever restless and changeable; making new arrangements, or carrying new rules, and then abandoning them without due experience. Whilst, on the other hand, he may be too much disposed to leave things alone, too slow to think of, or propose improvements. And in either case, his position makes the fault a serious one; for the Teacher will often be deterred from any attempt at a better state of things by respect for his office, and the fear of giving him pain.

Thus the school may be in perpetual hot water, through the ebullitions of zeal without judgment, or else may gradually stagnate into an utter want of life and energy.

But a few words, in conclusion, on the INFLUENCE of the Superintendent; such, that is to say, as his office natu

rally secures for him, if not counteracted by deficiency, on his part, in those Qualifications which we hope to consider in a future article.

If, then, he enjoy (as he ought to do) the privilege of Christian communion with his pastor, and ready access to him on all occasions relative to the welfare of the school-and if he be pos sessed of the respect and affections of the Teachers, gained by a true, and a wisely manifested sympathy in their efforts to discharge their solemn duties -then it is easy to see that he possesses a power which, by the grace of God, he may exert most beneficially, in promoting the noble cause of the spiritual instruction of the young.

A warm heart, a clear head, and a ready hand, if sustained by the magic talisman of a consistent life, never fail to give a man influence. He will seek

hat influence (if he be wise) not for its own sake, but that his Master's work may be furthered: and the pleasure which a generous heart will always feel in the friendship and esteem of the good, will find expression, not in selfglorying, but in the Apostle's grateful words, "They glorified God in me."

I. 6. £.

THIS question ought not to be forgotten; the more it is thought over, the nearer do we seem to approach its practical solution.

Are they desirable ?

Sunday school Teachers, from their experience, will almost unanimously answer this in the affirmative. The task is theirs to carry it out. A thing may be pronounced desirable, but its accomplishment may appear impracticable, the difficulties to be surmounted may seem too powerful to be overcome. Is this so with regard to Separate Services for our Sunday Scholars?

As an answer, we would only refer to what is actually taking place in London. In several schools it is the practice to detain the younger children in the school room, and there to accustom them to worship God in a manner adapted to their habits, capacities and feelings. We cannot doubt that good success will follow these endeavours. We do not intend to go over the reasons, good and sufficient to us, for having such Services: our object is to keep the subject alive; to this end we propose in a few words, to place before our fellow-teachers the particulars of some