Question." What is the best method for conducting a class in a Sunday School."

I will now give you, sir, a brief account of the manner and system by which I have governed and instructed my own class since my connexion with the Sunday School.

I considered, what I had voluntarily undertaken to do: and concluded that it was my duty to maintain order in my class, to teach them to read, and to instruct them in the general principles of religion. Order would give them good habits, instruction would enlighten their understanding, and religion would improve their hearts.-The experience of a Sunday proved satisfactorily to me, that it would be in vain to attempt teaching, or to expect improvement, without first establishing order and discipline. Harsh words I found would not accord with the mild measures that we were forced, or at least were expected to use. Stern looks without actions were disregarded. Firmness and mildness connected will always command respect, though it may not always gain obedience. My scholars had been accustomed to stand during the hours of instruction-it created confusion and seemed to weary most of them. The first rule I gave them was to be seated, the next was to be silent, the next to hold their books open before them, the next to keep the place, and the next to look on their books. I believe it was about six months before I obtained entire obedience to the last command. I never introduced a new regulation without having succeeded in the one I had attempted previously. Continued repetition, and a firm and decided course of conduct will ensure, ultimately, unqualified success.

The duty of instruction was confined to reading and spelling; and, to digress one moment from the subject, I will remark, that such of our boys as have no other opportunities of learning to read than our school affords, will be much retarded in the advancement if they are VOL. I.

41

allowed to read before they are sufficiently practised in spelling. The moment they begin to read, they lose all relish for spelling-and a task so necessary becomes irksome. Reading is nothing more than pronouncing words without spelling them, and their reading generally amounts to spelling words without being able to pronounce them.

No change of place should be allowed in spelling; it only excites en vy instead of emulation, and is always the cause of contention. To make the exercise pleasing I would recommend the following plan. I have given it a fair trial in my Sunday School class, and in my day school. When the word is given out to be spelled, the first boy should pronounce the whole word-the next should pronounce the first syllable-the next the second syllable-the next the third syllable-the next spell the first-the next the second-the next the third, and pronounce the word again; so that the attention of seven boys is taken with the spelling of one word, and the exercise goes on more rapidly, and becomes to them an amusement instead of a task. Of their reading lessons, considered as exercises to improve their reading, little can be said. They should be taught the stops and marks, and be accustomed to read slowly. But should we wish to improve their understandings, it would be wasting our time should the children in our classes be permitted to read what they do not understand, and commit to memory what they do not comprehend. As to the order of this exercise, it is better that a boy should read three verses in connexion than ten verses that are disconnected. When a portion of Scripture is read by the teacher to his class, it should be explained, so that it may be understood; when understood, committed to memory; and when a number of these are retained in the mind of the scholar, it would, as it were, form a mind. Aware of the truth of what I have thus premised, I determined to go through the exercise of reading in the following manner.

I read the portion of Scripture I intend as the exercise of the morning or afternoon, slowly and carefully to the boys, and then explain the meaning of each word that I suppose they do not understand. I then call the class to read, and give them the verses to commit to memory while the others are reciting. Most of them study this because it is not a task; they have to read the whole number of verses, and with a little study they can learn them, while the rest of the class are saying the lesson, and the probability is that they will retain what has thus been explained to them.

When they are called up to read, each boy reads the whole les son; after reading it they close their books and I question them upon it; and after they have answered, I explain the lesson once more, and send them to their seats to study; if they can get it by rote they recite to a person appointed for that purpose. I think this plan may, if followed for any length of time, improve their understandings.

By pursuing a course like this, we prepare their minds to receive religious instruction, the last and greatest and most responsible part of our duty.

Before a person could make himself useful to his fellow men as a teacher he would require the study of years; and from the experience of age, and the exercise of a matured judgment only can we expect any great faculty of imparting mental instruction. Were we only to make them good readers or writers, seldom or ever would our benevolent exertions influence any others than the recipients. But should our endeavours to make them Christians be crowned with success, the example of one might be useful to many. From the child may we take lessons of

religion; and the spark of holiness that was thus fanned to a flame might become a light that would guide many a sinner on his way to glory.

Religious instruction must be progressive, and our lessons in religion like those in reading, must commence with such as can be easily attained. We must begin with truths that exist in our nature, that are conformable to our natural disposition. For instance, I think there is in the breast of children an instinctive impulse to love their parents, their brothers and their sisters. If this is the fact, then, obedience to parents and love to brothers and sisters being natural, would be easily enforced, and more likely to meet with compliance. It is natural to man to be im patient of control, to be discontented with his lot; and meekness and humility, resignation and contentment, are seldom practised until the judgment is matured, and reason has firmly established her seat in the mind. When teaching the principles of morality or religion to children, it will be useless to attempt to reason with them, and prove it logically to them that they are in duty bound to return good for evil, to weep with those that mourn, to love those who are related to them, but it will be to the purpose if we read or relate some litthe story of a grateful, dutiful and affectionate child-they must have examples, not precepts;-teach by sensible objects, not abstract reasoning.

The duty of a Sunday School teacher is not to be acquired without close application, serious attention, and unwearied diligence. And let us remember if we neglect our duty, it is almost equivalent to commiting a crime.

But should we act well our part; should we extend our walks of usefulness, and make the best use of the talents and opportunities God has so kindly put into our hands, the very consciousness of having performed our duty will be a pleasing, a heartfelt, a delightful remuneration. [To be continued.]

THOUGHTS ON THE EFFICACY OF SUNDAY SCHOOLS.

Effects of Sunday Schools in adding pious and useful Members to the Church.

The happiness of individual families consists in their mutual interchange of kind offices. This flows from virtue, but i genial influence has a reproductive quality; it originates virtue, while proving its results; and is not only the certain consequence, but the cause of peace and good order in society.This tender charity and kindness extends its influence by a kindred sympathy in the similitude of that beautiful allusion of the gospel, "We love him, because he first loved us.' When this divine, this generous feeling ceases to be the actuating principle, and the unwearied aim, then envy, jealousy, and contention spring up-disappointment, tribulation and distress, are soon detailed on the pitiable victims of their own suicidal

efforts. Thus the human family is broken with continual feuds, till peace and virtue are immolated at the altar of selfishnesspower becomes right, and

"Man's inhumanity to man,

Makes countless millions mourn."

The natural aristocracy of the heart prevails over all domination, "The wicked bend their bow-The poor and fatherless go undefended." In the emphatic language of the Bible, "They walk on in darkness.”—“The whole foundations of the earth are out of course," the meek and patient "flee as a bird to their mountain."-They can find refuge only in the pavilion of the Almighty. "The dark places of the earth are full of cruelty," and continue so till "the sun of righteousness, rising with healing on his wings," dispels the shadows of ignorance, and turns the fierceness of the wrath of man. The scriptures thus illustrate the benificent influence of the gospel. To be instrumental in shedding abroad the light of that eternal truth, which alone is to take away the sting of sin, and bind up the broken hearted, is an enviable and delightful office; it is to associate with angels in that holy work which an apostle calls "ministering to them which shall be heirs of salvation." Such is the office, and such in effect, the pious efforts of SUNDAY SCHOOL TEACHERS. They go forth bearing that precious seed which the Saviour calls "the word," and one apostle," the good word of life," and another," the incorruptible seed" that falling on good ground, bringeth forth even to an hundred fold.-To the sower of which the promise is, they that go forth weeping and toiling with anxiety and trouble, "shall doubtless return with their bosoms full of the sheaves. And this is practically true, for already have the records of these benign institutions, been inscribed with such solemn and interesting facts as have caused the rejoicing of angels. The usefulness and blessedness of Bible instruction through the exertions of Sunday Schools, is no longer doubtful, for the most sceptical have acknowledged that they have shared in the smiles of him "who is Lord of the sabbath," and been cherished under the shadow of his wings. Through their instrumentality the barren waste of ignorance and vice has been

effectually cultivated. The religious instruction they have im-. parted like a fertilizing stream, has insensibly pervaded the unfriendly soil, till it has successively presented a scene rich with verdure, flowers and ripening fruit, and joyful with the shouts of the harvest. Imperfect as have been the records of the numbers that have by such means been instructed into the kingdom of God, enough has been exhibited to encourage to the pious pursuit. It has been confidently asserted in the reports of the Sunday School Societies of Great Britain that two thirds of their clergy became pious in Sunday schools, and that nineteen twentieths of the missionaries that have gone forth from thence have been such whose piety had been ripened in the labours of the Sunday Schools, or those there taught, whose early acquaintance with the scriptures had been impressed upon their infant minds, with that winning patience and love, which in maturer years it has been the joy of their souls to cultivate and practice. In our own city, from the most authentic records, more than 1000 teachers and learners have been received into the church

in the course of seven years. In the five schools of St. George's church, 100 teachers and learners were added to the church in the course of three years; as is asserted in an authentic statement given in 1821. From that pleasing document, we make the following delightful extract: "But the most triumphant record of Sunday School annals is the heart-cheering fact that in 53 schools, no less than 501 teachers and learners have been brought to a saving knowledge of the truth, as it is in Jesus; made a public profession of their faith, and been added to the churches-a success that will bear comparison with the most successful efforts of any missionary labours yet recorded." The number of schools at that time was 87, containing 1004 Teachers, and 7135 scholars, only the above 53 had any records of these interesting facts: from these data we may venture to assert, that deducting two thirds from the total of teachers, (being the usual average of those who are pious,) one-fifth of the whole had been received into the bosom of the church, or in the ratio of two out of every class for the short period of three years. This subject is vast-it is worthy of investigation; it invites the solemn, the earnest inquiry of all christians, of every