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duty. The maxim for himself and pupils should be, a place for every body, and every body in his place. The teacher should be as a prince on his throne, or a staff-officer in the field; his post should be a centre, and all business should be transacted there. Each pupil reading or spelling should advance to the right or left of the teacher's station before pronouncing or commencing to read; the larger scholars might easily be persuaded of the utility of this plan, and the younger ones would delight to practice it. In arranging the class, they should be before the eye of the teacher in the best position for hearing and being heard. For these ends a hollow square is the most convenient. A monitor of order, or messenger, should be appointed monthly or weekly, to give out and collect the books, to call the word in spelling, and the place to read, on opening the class; also to communicate between teacher and superintendent. He should be a watchman during the exercises of the class, and on observing any misdemeanor, should touch (not call) the teacher, who should reprove the offender, warn him of forfeiting his tickets, and other privileges, and on repeating his offence should report him to the superintendent. A persevering use of these means, and a close attention to these plans, would always secure good government in a class of S. S. Scholars. To a neglect of these minute but important points, so wrongly called trifles, may be traced the failure of many intelligent and faithful teachers. I think it must be here acknowleged, that a system of discipline is of the highest consideration to prepare pupils for the best devised plans of instruction, and without it the faithful application of precept would be as water poured on a rock, or like throwing in the seed before the soil is duly prepared to receive it. I pass now to the third head--instruction by precept. Here the subject might be greatly enlarged upon; but it will be my place to point out one distinct method of instruction, leaving ground for others to occupy in this debate. All instruction in a S. School should partake, more or less, of a scriptural character; and there is no branch of it, however elementary, but what will, in some way, admit of biblical illustration : for which reason, every teacher should well prepare himself for his Sunday work, by the constant perusal and study of the Holy Bible: for this is that solid material, that will be required in all the progress of his labour; it will be his foundation, superstructure and top-stone! But let the S. School teacher add to his ability, by endeavouring, after a thorough knowledge of history, natural history, natural philosophy, astronomy, and geography; especially that which appertains to the sacred history. A book of excellent character on this subject, is "Carpenter's Introduction to the Geography of the New Testament;" but the teacher will find himself still at a loss in his instruction, without the continual perusal of the little books that pass into the hands of the Scholars as rewards; gleanings from them will fill the garners of his mind with rich stores of nutriment already well prepared for the reception of his young disciples. Those of every character, however trivial, should be read; but the most useful are the history of the lives and death of pious little children; little poems and hymns for children; and anecdotes, illustrative of the scriptures. Of the former, "Janeway's Token," and Burder's Early Piety, are recommended: and of the latter Watt's Divine Hymns and Songs; and Mrs. Sherwood's Stories on the Church Catechism; both of them enforcing practical duties of piety in the most simple and evangelical style; for stories describing youthful character and disposition, and affording abundant exemplary instruction, no books for children can be more highly recommended

than those of Mrs. Sherwood, who seems to have attained that useful habit, (so valuable for an instructer of children,) of thinking and speaking with the simplicity and plainness of a child. She seems to have studied their very hearts, and possesses a master knowledge of the various springs that move them to action.

The numerous tracts of the cheap depository, by Hannah Moore, possess a usefulness of a different feature: they convey the most salutary instruction and advice to the poor, in very plain and simple terms; and well supply the deficiency of a living teacher. The perusal of these will prepare the S. School visiter for his social intercourse with parents; proving a source of instruction, that must ever render bim more acceptable and useful among them. "Tom White, the Post Boy," and "Hester Wilmot" by this author, might be read by the teacher during his family visits, doubtless with success and benefit.* I would enumerate also two little tracts, published in our city, (by Day, and Morgan, Pearl-st.,) well worthy being read by the teacher." The Ploughboy," and Little Robert's first day at the S. School: and would strongly commend to his perusal, Bergwin's Parent's Friend. Acompilation from the best authors on the education of children. Besides this course of reading, I would strongly urge that he should commit the book of Proverbs to memory, and all the parables of the New Testament, and also the Divine Songs of Watts entire; and thus "thoroughly furnished unto every good word and work," having his feet shod with the preparation of the gospel, and with the shield of faith," and the sword of "the spirit, which is the word of God," praying always with all prayer, let him begin with hope and confidence his pious work.

I shall first draw your attention to teaching the alphabet, and shall proceed in the regular progress of instruction to the highest attainments in a S. School. The question stated before us is, "what is the best plan of instructing a class ?" and it necessarily involves the inquiry into every branch of instruction given: and I would here premise that S. S. Scholars should never be advanced to another class; it is contrary to every feature of this exalted plan of instruction; which, being a system of moral reform, and a plan for the infusion of religious knowledge, much depends upon personal influence, to obtain an attentive submission to lessons of virtue, holiness, and truth, to which the young heart, so prone to evil, is inimical. The same teacher will, therefore, be the most suitable person to direct the child through every path of wisdom and of duty. Objections may be urged against the plan; but, speaking from practical experience, I commend it in the strongest

terms.

Let me first state that little children should be first manœuvred a few minutes before proceeding to instruction, for the purpose of abstracting their minds from whatever may have occupied their attention before entering the School; displaying their hands; marching round the form; rising and sitting down, will in their turns, be found useful for this purpose. A child may be introduced to spelling, reading and writing, all at once, in the following process of learning the alphabet.

The alphabet teacher should be supplied with a number of cuts, representing single sensible objects, such as dog, hat, house, and a double set of little blocks, on which should be painted the large and small let

*The juvenile stories of Miss Edgeworth are generally of too high a cast; yet some of them may be read to advantage, particularly those of the character of Lazy Lawrence," the "Cherry Orchard," and the " Orange Man."

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ters singly. A table should be before the class, three feet by two, having a drawer at each end, with compartments, for the blocks and cuts; the surface of the table a few inches from the centre, should be divided into two grooves: the upper one only wide enough to admit sliding in the blocks, and the lower one five or six inches wide, for the purpose of tracing on sand, the words from the upper groove. Thus prepared, the teacher will proceed to teach after the following manner : holding up the cut, he will say to the first in the class, "what is this?" He answers," a dog." Then the child spells, by the teacher's dictation, and is directed by him to every letter as it is pronounced, and the child places them in the groove till the word is complete; he then imprints it below, spelling again by the teacher's dictation; and, in the same way, removes each letter from the table to the drawer, and is ready for a new word. The teacher may then, at his discretion, repeat some characteristic anecdote of the dog, and might aptly conclude with a short advice on affection, repeating the lines of the Hymn

Let dogs delight to bark and bite,

It is their nature to," &c.

The repetion of the sounds, and applying the letter as a sensible object to answer it, leaves a more permanent impression on the mind. While the exhibition of the picture, and the exercise required will give a spring and elasticity to the mind, highly favourable to receiving instruction, they would soon be familiar with the alphabet and easy spelling; and when advanced to spelling in syllables, the word should be given out by the teacher, repeated by his monitor, and pronounced and spelt by the scholar; after the old mode of repeating the syllables, as in the example of " importunate," im-im-por-impor-tu-tu-importu-nate-nateimportunate. This is decidedly the best plan for attaining a correct method, both of pronouncing and spelling: and though it is of late much out of use in the schools, I have never learnt one argument against it.

Much may be done in the spelling class to enlighten the mind when the meaning of the word is required. Suppose the word mediator is given out, the child who has spelt asks the next the meaning; and if not given, then let the monitor, turning to the teacher, say, what is mediator, sir? the teacher may familiarly explain-" two friends have disagreed, and another friend coming between, to reconcile them or make them agree, the friend that comes between the two, is called a mediator, for this reason our Saviour Jesus Christ is called the mediator between God and man,' because he is the means of making them friends; for He is the friend of both; He comes between a sinful world and a just and holy God, and shows poor sinners how they may be reconciled to God, and for this we instruct you to pay attention to what Jesus says in the bible, that you who are wicked children may know how to make friends with God." Thus the alphabet and spelling may be made engaging and instructive.

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When the class have advanced to reading, the morning should be allotted to a regular course of reading from chapter to chapter, to spelling and recitation from the scriptures; and no scholar should recite more than thirty verses in the afternoon, read a select portion, a bible history or parable, a discourse of the Saviour, or an account of a miracle; which portion should be known to the scholar the Sabbath before, for the purpose of reading at home, and acquiring, if possible, some information on it, and should also be well studied by the teacher during the week, that he may be duly prepared to instruct his scholars. After the class has read the select portion, allow them to ask questions themselves, one of another, and then let the teacher question them. On initiating them into this exercise, allow them to answer and ask questions with the book open, and let the teacher so frame the questions at first, as they cannot fail to answer them, the question itself guiding them to it; then use them to answer with the book closed, and

gradually make the questions more difficult. The same select portion might be the lesson for several successive Sabbaths, which would allow of their being closely examined on it. Reading after the manner here detailed would doubtless prove more useful and instructive than a much longer course of reading according to the usual practices. On closing the examination of the chapter, the teacher should make an application of the subject and command them to commit the portion to memory for the ensuing Šabbath morning.

This would be my method of teaching a class in a Sunday School, and I think if the system I have here defined, were patiently pursued, together with a faithful course of social visiting, at the houses of the children, by all the conductors of a school, they would rapidly advance it to a high degree of prosperity, and the scholars, under the blessing of God, would soon emerge from ignorance and vice, to the enjoyments of religion and knowledge. (To be continued.)

THOUGHT ON THE EFFICACY OF SUNDAY SCHOOLS.

The effect of Sunday School instruction on the Manners and Habits of the children in our City.

DELIGHTFUL, indeed, to the philantrophic mind, is the contemplation of the moral improvement of the age; gratifying to the patriot is the thought that the common people-the hope of his country, are rising in the scale of intelligence. Virtuous are the emotions of the Christian, as he views with rapture the extensive promulgation of the gospel. With an approving smile, even angels may look down on exertions of man in so extensive a circle of disinterested benevolence.

Who can compare the manners and habits of the children in our city, as they now are, with what they were ten years since, and not perceive a most conclusive argument in favour of the powerful influence of Sabbath Schools. Who does not remember fifteen years since, to have seen the corners of our streets, every Sunday, crowded with boys, making rapid advancements in every kind of vice? Who does not remember to have seen every Sunday morning, boys returning by tens through the streets leading from the suburbs, loaded with fruits and flowers, sorry specimens of depredations committed on the property of the people in the vicinity of the city? If any one doubts that improvement has been made,let him look at this fact:-More than four thousand of the worst boys in our city, are now taken from

the streets, and prevented from haunting the abodes of vice, and acquiring habits of depravity or indolence. Suppose that eight thousand every Sunday were let loose to wander whithersoever they pleased; we are now certain that more than one half that number are prevented, and not only prevented by our Sunday Schools, but actually acquiring the best of habits, that of attending divine worship-of being familiarized, if I may use the expression, with those who love the truth, and we may hope, with the truth itself. We are ready to exclaim the time is not far distant, when the whole earth shall be filled" with the knowledge of God, as the waters cover the sea."

As a proof of the effect upon the morals of children, we are pleased to relate the following, in a section of our city where depravity and vice reigned triumphant. A Sunday School was established about six years ago: since its establishment five hun dred boys have been enrolled on its register; not one solitary instance has there yet been of any one of them being an inmate of our bridewell, penitentiary, or state prison. These Sunday Schools do not only remedy, but they do more, they prevent crimes. It would be a house of refuge for them before they had become familiar in crime. They have afforded to a number of boys, who are employed by their parents or others during the week, an opportunity of acquiring knowledge and religious information which they could not have obtained. The neglect of the former would have caused them to have grown up confirmed in their ignorance, and the want of the latter would have made them hardened in vice. We have spoken of the influence of Sunday Schools on the manners of children; we will now turn our attention to the effect it has had, and it must have, upon the parents; permit us to relate the following facts, taken from the report of one of our Sunday Schools. In our school, says the report, there are 250 white boys, they are drawn from a district of less than half a mile square; and in the vicinity of three other schools, the scholars are taken from 200 families : in these families are more than 500 adults; 850 is the number of persons great and small in the families. These are all personally known to the superintendent, and they have been visited by him, and by the other conductors repeatedly during the past year. VOL. I.

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