rest and profit. The plan wants simplicity-a less variety of books, with greater unity of system. Provide for the elder classes some good catechetical exercises on the Catechism; breaking each part into the simplest questions, and requiring the children to supply the answers. Thus not only their memories (as where the answers are subjoined and learned by rote) are employed, but their minds are exercised. The explanation of difficult words or terms, with Scripture proofs of the doctrines, might be added. From the want of this system, probably the learning of the Church Catechism by rote, seldom brings an intelligent apprehension of this most admirable formulary of doctrine. Some preparatory similar exercises on some easier catechism might gradually train the younger classes for an accurate understanding of our own Catechism.'

Next-Let the lessons consist of a system of Scriptural exercises. Each doctrine or precept, supported by one or more obvious and popular texts, might be written on the back of the teacher's card, and be distributed in the classes as one of the lessons. Portions of Scripture connected with it might be read, and in part committed to memory for the succeeding Sunday.

1 This system has been well applied to the national catechisms of the Kirk. Initiatory catechisms have been prepared for the younger classes, containing a more simple statement of the truths found in the Established formularies; thus preserving the children's minds from the distraction of a multiplicity of books and catechisms, and at the same time gradually preparing them for ascent into the more intelligent classes. The same simple and minute analysis has been successfully applied to Scripture exercises. The principles (though some parts of the machinery might easily be dispensed with) are well deserving the consideration of parochial Ministers. Their full development may be seen in an Essay entitled 'The End and Essence of Sabbath School Teaching, &c. Gall, Edinburgh; Nisbet, London.' We might suggest here the importance of introducing into our system, where practicable, catechisms upon the evidence of Christianity, and upon the principles of our own Church. In these days of shaking and controversy it is highly desirable, that our children should "be ready to give a reason of the hope that is in them"--both as respects their faith in the Gospel, and their adherence to the Church. The publications of the Bristol Tract Society, and the new list of the Christian Knowledge Society, will furnish some assistance on both these subjects.

2 With teachers of piety, judgment, and sufficient cultivation of mind, the following somewhat similar scheme of instruction has been tried. The Minister has fixed upon a course of subjects, (such as the principal histories of the Bible; or the Miracles, Parables or Life of Christ,) sketching out for the teachers the plan which he wishes them to pursue in questioning and explaining the subject in their several classes. This scheme admirably prepares the children's minds for his examination, and directs the general course of Scriptural instruction throughout the School. Take as an illustration one of the first and most important events of Scripture-The Fall of Man. Gen. iii. I. As it regarded Satan. 1. His object-To shew his enmity against God-To make man as miserable as himself. 2. His subtilty in accomplishing his object, 1.-Undermining Eve's confidence in God, 1, 3,

Those who cannot read, might have the portion read to them, and be questioned upon it. The mode of oral teaching might here be most usefully applied; a mode, which (though little more is learnt by it than one or two verses on the Sunday) yet has many advantages, of curtailing the expensive demands for books, of fixing a habit of attention, and of ensuring perfect lessons. By means of this unity of system, the Minister examines the whole school with far greater facility, than he could have gone through the examination of the several classes. this official inspection is of the highest moment,' as an intelligent, presiding mind of authority, to rebuke and check; of knowledge to inform and counsel; of spirituality to communicate that true wisdom, which is really valuable; of vigilance, to observe the first dawn of light upon the soul; and of patience, to watch and foster its progressive increase.'1 Add to this, the influence of this superintendence in cementing the bond, which ought ever to subsist between the Minister and the younger members of the parochial family. And surely nothing can be an object of higher interest with us, than thus early to secure the affections of so important a portion of our charge. They will listen to our public instructions with intelligence and advantage, if we have accustomed them in the school to our mode of presenting Christian truth; and especially, if we have taught them to look up to us as their nursing-fathers and their friends. No character therefore is more consonant to our grand designs than that of "a teacher of babes "-the affectionate instructor of children. If however the various demands on our time and

-Appealing to her weakest part-her appetites-her senses, 5, 6. II. As it regarded man-The inability even of perfect Adam to keep himself—The gradual effect of the poison, 2, 3, 6. Eve tempted, becomes the tempter-The instant fruit of shame, 7,-fearsense of guilt, 8-10,-prevarication-laying the fault upon the other, 12, 13. III. As it regarded God-His law broken-his love slighted-his justice called into exercise, 1419-himself separated from his creatures, 24-his wisdom-contriving a marvellous way of recovery, 15, &c. Learn to dread being left alone in temptation-Eve was weakmuch more are we. Watch against hard thoughts of God's commands or prohibitions. Suspect all that falls in with the lusts of our own hearts. Remember the constant need of self-denial. When you fall into sin, beware of keeping from God--as Adam did-of hiding or excusing sin-of throwing the blame upon others. Humble yourselves before God-The way to come to God is more plainly revealed, than it was to Adam. Improve it for obtaining pardon. See here all the principles of sin, in disobedience-rebellionand unbelief. Learn to trace all the sin and misery in your heart, and in the world to this source. Learn to adore the plan, that restores and raises the sinner, and glorifies God. 1 Bishop of Winchester's Primary Charge. pp. 37, 38.

strength restrain our personal direction of the school, we might at least open or close the day, or both, with some short catechetical exercise or address, concluding with singing and prayer. Every contact with this most interesting part of our flock will qualify us for a more apt and effective distribution of the truth.

The Hymns of the school should be simple and evangelical— but not too experimental. They form an interesting part of the system, and often fix upon the memory with peculiar power of retention. In order ever to keep in view the book of God as the basis of instruction, the children might be questioned upon them, and Scripture proofs required of their main doctrines.1

Yet must this course of exercises always leave room for Scripture reading. Perhaps small portions are often preferable to larger; answering the end of improvement in the letter, while a catechetical examination would expound the spirit and application. The reading lessons should be selected from the simplest parts of the Bible. The narrative parts of the Gospels might be chosen for the younger classes, and indeed, at the commencement, for all. Then the New Testament might be read through in its course. As the time would not allow of a regular progress through the Old Testament, a slight outline might be taught orally, and a portion of school-time well employed in reading at length the important chapters connected with its successive parts.

Upon the whole-it is expedient to diversify the details as far as is consistent with the unity of the system' to drop the truth into narrow-mouthed understandings; and thereupon to graft exhortations, which may draw the catechumen into declared resolutions of piety, which is one of the things, where an abundance of wisdom and prudence may be demonstrated.' 3 Throughout it is implied, that religion stands alone in the system of this consecrated day, without partnership or competition with secular instruction.

3

The Sunday School Union Hymn Book, and one for St. James's School, Leeds, may be recommended. Every child should learn Watts's Divine Songs, and be questioned upon them. For the use of such teachers as may need help, a set of Questions and Answers has been published by Westley, London. Miss Taylor's Hymns, though exquisite in their kind, are inferior to Watts's, both in fulness and simplicity of doctrine, and in the tone of Scripture language; and hence are less suitable for Sunday Schools.

2 Outline of Old Testament History' (Seeleys) might be recommended. It would be well, after the routine of instruction, to read some of the most interesting Scripture narratives (such as the history of Joseph, &c.) to the class, as a reward for good behaviour. 3 Mather's Student and Pastor, pp. 197, 198.

The full prominence of Scriptural instruction is, however, necessary to secure an implicit reverence of the Sacred Book. Youthful obituaries, however interesting, should be introduced but sparingly even into the unoccupied moments of the school. They often tend to the excitement of a fictitious taste, which indisposes the mind to solid and didactic instruction, as if the simple reading of the book of God was rather a task than a privilege. Such narratives will find their more suitable place in a Sunday School Library. Every way the fearful spread of infidel poison deepens the responsibility of grounding children in Scriptural knowledge -thus providing them, as far as in us lies, "with the armour of righteousness on the right hand and on the left." We should not willingly allow a child to leave our schools, without some general idea at least of the Divine authority of the Bible, and without the testimony of our own conscience, that we have carefully endeavoured to educate his heart, no less than his mind, in the fundamentals of the Gospel.1

But the improvement of the school mainly depends upon its efficient superintendence. The direction of the mechanism, the system of instruction, and the choice of teachers, should be under the supervision of the Ministry. The selection and controul of the teachers requires much prayer and consideration. They should be marked by readiness and intelligence, general good

Nothing is more important in this system than a clear and interesting view of Christian doctrine. Perhaps the miracles illustrated by doctrinal proofs, might be the wellknown and effective plan of teaching the young by pictures. Instance the leper, Matt. viii. 1–4. I. His leprosy-a picture of sin. Compare Num. xi. 44-46, with Psalm li. 2,7. Isaiah vi. 5. II. His application to Christ-an illustration of faith, in his sense of need, and dependence on Christ. Matt. xi. 28. John vii. 37. III. His healing-a representation of the power of faith. Isaiah lxi. 1. John vi. 37. Heb. vii. 25. Some of the most obvious types, (as the brazen serpent, Num. xxi. 6--9. with John iii. 14, 15,) might well admit of this simple and interesting mode of doctrinal illustration. Dr. Beattie has indeed ventured the opinion (equally unchristian and unphilosophical), that it is of no use to teach children the doctrines of the Gospel, 'because they cannot understand them.' But is it desirable that they should know them at all? If we wait for intelligence as the commencing era of instruction, shall we not find, that while we slept, another instructor and another system have preoccupied the ground? See Matt. xiii. 25. Compare also xxi. 16. We do not expect children to understand all that they learn. Much that we teach ourselves is upon the principle of faith more than of intelligence: assured, that though there are many things" in Revelation "hard to be understood," there are none, that we are not bound to believe. We may therefore safely accord with the inspired rules of the wisest and most experimental philosopher-" Train up a child in the way he should go." (Set a child right at the entrance of his way. Heb.)" In the morning sow thy seed." Prov. xxii. 6. Eccles. xi. 6.

conduct, and, if possible, by consistent godliness. The discretion allowed to them must vary according to their qualifications. Considerable licence may be given to piety, education, judgment, and experience. But piety with an unfurnished or undisciplined mind; or steadiness and good intention without Christian principle, require more immediate and minute controul. The real power, however, should be vested in the superintendent director, under whom all should act upon a regular system.'

An inefficient agency materially impedes the best schemes. The instruction of the teachers is therefore often necessary to give a spring to the working of the system. Want of habit and intelligence often hinders their clear perception of our plans; so that they either shrink from a hearty concurrence, or they are awkward in their attempts to co-operate. They must not therefore be left to their own resources. Books must be supplied to them, and their precise routine of instruction distinctly marked out. They must be urged to take pains with themselves at home, making the Bible their constant study, endeavouring to obtain from thence solid materials, simple modes of communication, and persuasive and cheerful earnestness of address. Nor let them suppose that these are matters of easy attainment; or that a mechanical system, conducted without this furniture, can be efficient. A monotonous tone of gravity and continued exhortation only produces listlessness. There is a difference between teaching and preaching. Sermons are out of place in a Sunday School. Here we want something brief, lively, expository, addressed to the conscience. 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. Without this mode, the Bible will be read, not as the book of Life, but as a class-book, or Scripture lesson. The child may become a good textuary, but continue wholly ignorant of

1 The Hints published by the Irish Sunday School Society, furnishes admirable suggestions on all subjects connected with the mechanism of Sunday Schools. On the department of Teachers, James' Sunday School Teacher's Guide,''Lloyd's Sunday Teacher's Manual,' and Todd's Sabbath School Teacher,' The Scythe Sharpened' (Seeleys) may be consulted with advantage.

2 The following works will furnish most valuable assistance- Helps to the study of the Gospels,' (Nisbet, London)- Fuller's (of Bristol) Child's Examiner'-Judson's Scripture questions.' (Religious Tract Society)- The Bible Teacher's Manual' (Holdsworth)

Clark's Bible Exercises, and Teacher's Questioning Book on the New Testament for the use of the Royal Military Asylum. Glenrock Sunday School." (Soeleys.)