less pit which yawns beneath.

Every thing then should be done to create in the minds of the poor an habitual and scrupulous dread of the least infraction upon the solemnity of this holy day. Whether this is most effectually done by teaching them to write on the Sabbath, let impartial persons decide. Accustomed to this practice at the school, who can wonder if afterwards they should feel little hesitation to write letters, or keep whatever accounts may occur in the circumstances of their humble history!

and impairs the

Perhaps it will be replied, that there is the same objection against teaching to read, as to write on the Sabbath, that it secularizes the day, strength of its devotional obligations. This is not just. Learning to read, is a direct and obvious means of moral and religious benefit, and the connexion is so close that a child of the least discernment perceives it without being reminded of it. The very books in which he learns the art, are the Old and New Testaments, so that at the very time he is acquiring his ability to read, he is imbibing the principles of divine truths and genuine godliness. These, or else extracts taken from them, or hymns founded upon their contents, are all they ever read within the precincts of the school. Every child may be easily made, and should be made to perceive that learning to read has a close connexion with his spiritual and eternal interests; and that which the mind habitually associates with religious improvement, is never likely to become a means of undermining in its feelings the sanctity of that day, which we are enjoined by awful sanctions to remember, and to hallow.

No. 4.

On the utility of establishing a Savings Fund among the children.

The scheme which has been lately recommended to the public, denominated the savings bank, as a depository for the small sums, which the labouring classes can spare from their weekly support, is adopted in many schools with considerable benefit. Except during the present calamitous times, the children, especially in manufacturing districts, spend many a penny and two pence in the most useless trash. To prevent this waste of money, they are encouraged to bring every halfpenny that is not required for their present support, and deposit it in the hands of the superintendent, or some other person, who keeps an account open with every child who has deposited any thing.

This money they are of course allowed to draw out whenever they want it, which however should never be done but at the desire of their friends, in order that it might not be improperly applied. In some cases a premium is allowed, which indeed should be always adopted when the funds of the school will allow. It is the least advantage of this plan, that it saves for the benefit of the children, a considerable sum of money, which would otherwise be spent in useless gratifications of their appetite. There is a still greater benefit likely to accrue: It teaches them from their childhood habits of economy and frugality. Those who have had much to do with the poor, know

and lament, how deplorably wanting they are in such habits. They are the most improvident of their species; scarcely ever looking beyond the present, wasteful of the much, and regardless of the little. Greater sums are often squandered because they are great, and little sums not saved, because they are little. They are sadly defective in that policy which takes care of the shilling, and leaves the pound to take care of itself. Hence the greatest profusion is often followed in their families, by the greatest scarcity, since even in the best times, and by the best of workmen, there is seldom any provision made against a season of sickness or necessity. Much of the distress which prevails during a stagnation of trade, or a time of domestic affliction, may be traced up to this wretched want of economy and foresight. We cannot then confer upon a poor man, a greater earthly benefit in his station, than a habit of frugality. If this be ever done with effect, it must be accomplished while he is young and a more effectual method can scarcely be devised, than the plan I now recommend. Let the children be taught that every farthing spent in trash is lost, and be encouraged to bring all they can spare to the savings fund. At the end of the year, or any given period, let them be carefully impressed with the idea, that a considerable sum, by the increase of a little self denial, has been collected from what at the time seemed scarcely worth saving. Let them when the money is in their hands, and their hearts leaping at the sight, be impressively taught by an appeal to their own experience, the important

sentiment, that, much is made up of many littles. Let them be very forcibly reminded of the ultimate benefits arising from preferring future good, to present gratification. We are thus communicating in an almost imperceptible manner, those saving and frugal habits, which will be of service to them all the days of their life. We are doing more than this, for we are actually communicating moral benefit. Every thing that induces a human mind to forego immediate gratification, for distant good;-every thing that makes the future predominant over the present;— every thing, in short, which even in the smallest degree gives predominance to the principle of hope in the bosom of man, seems to be a preparation for that temper, which displays itself by "looking not at the things which are seen and temporal, but at the things which are unseen and eternal."

And even where no direct moral good is produced, it will ever be found, that a saving and frugal temper is connected with a spirit of proper and praiseworthy independence. So that we are by this means raising a barrier against the swelling tide of national embarrassment, which is flowing in continually upon us from the nature and influence of the poor laws, combined with the present unprecedented state of our national affairs.

This view of things justifies the remarks which are contained in the preface of this work, concerning the importance of the Sunday School system, as throwing into our hands the whole labouring population of the kingdom, to form their minds and manners in

what way to please. If we may judge from the present state of things, this is an advantage which should be eagerly seized by every friend of his country as well as by every friend of religion.

No. 5.

On the proper way to judge of the benefits arising from Sunday School teaching.

Some persons have frequently experienced considerable discouragement in this great and good work by not seeing more visible benefit result to the lower classes of society from these efforts. I have said much already on this head, vide p. 127. I beg leave however in addition to what I have there said, to remark, that there are two ways by which to judge of the benefit resulting from this mode of education. The first is by considering the good communicated, and secondly, the evil prevented. already had occasion to dwell. and inconceivable. I shall, however, make a few remarks upon the second criterion-the evil prevented. Now, admitting all that can be said about the present profligacy of multitudes of the labouring classes, and the alarming increase of juvenile delinquency which has been discovered in the metropolis during the last two or three years, still let us take into the account the evil which has been prevented.

On the first I have This is incalculable

It should be recollected, that since the Sunday School system has been in op eration, the commerce