but the worship of God, and the promotion of the soul's spiritual and eternal good.

These and other duties might easily be enlarged upon; but the conscientious teacher will never be left in darkness as to the true path of duty and of effort.

Looking unto Jesus, - seeking, through daily prayer, Divine help,-waiting on the Spirit, he will ever seek higher aims and wider views of truth and of duty, remembering that Divine promise: "Be thou faithful unto death, and I will give thee a crown of life."

"No act falls fruitless; none can tell
How vast its power may be;

Nor what results, enfolded, dwell
Within it silently.

"Work on; despair not; bring thy mite,

Nor care how small it be;

God is with all who serve the right,

The holy, true, and free."

It is sometimes remarked, and with a degree of truth, that, much as has been written and said. on the Sunday school, frequent as are the public meetings for debate and discussion on its true modes of operation, and its legitimate aim and object, the practical question, "What am I to do?" often remains unanswered, as the teacher turns to the immediate duties of his class.

We shall endeavor, therefore, in the present chapter, to give a few brief hints on the manner in which a more systematic arrangement of classes may be introduced, and to offer a few simple suggestions on the mode of instructing the youngest pupils, considering in brief the true

use of manuals and text-books, as aids in the study of the Bible.

The first requisite for any permanent and real improvement, either in the single class or in the school collectively, we have already shown to consist in the true spiritual and intellectual preparation of the teacher for his work.

We are

The next point to which we would advert, is the better classification of the school. aware that on this point it is easier to theorize than to practise; yet we believe, that with some definite, determined aim in view, much even here may be accomplished. To feel the want is the first step towards improvement. Each individual class, with the exception, perhaps, of those composed of the very youngest children, should be engaged on the same lesson; and to this end, children will be classed of course according to their capabilities and progress, and not according to age. To have the single hour—often only an halfhour reserved for direct instruction in the classes divided among two, three, and even four recitations, must of course render each either very brief or very superficial, and will strengthen in the pupil the too prevalent idea that a mere cursory knowledge of the Bible, or a lesson repeated memoriter, is all that is essential.

One hour a week, with those teachers who are so fortunate as to obtain such a length of time for class instruction, is surely brief enough to speak

of themes so vast and so momentous as are revealed in both the old and new dispensations of truth, to enlarge on their rich lessons of biography and history, their stores of poetry and prophecy, their words of warning and retribution, and their promises of hope and eternal blessed

ness.

When a pupil enters the school, let it be the duty of the superintendent to converse freely with him, to examine him in his knowledge of the Scriptures, to ascertain something of his home life, and of his character and disposition, and then to place him, with the consent of the teacher, in such a class as seems best suited to his needs and capacities; and if, after a few weeks, there are good reasons for making a change, some other and permanent teacher may be found. It is said, "Supposing a teacher commences with a class of six pupils, of average capacity and advancement, and with the intention of keeping them together as long as possible. Within one or two years, perhaps half of them, from various causes, have left the school; their parents have removed to other towns or cities, or sickness has obliged them to remain at home. How, then, is the teacher to supply their place? for he is unwilling to give up those still remaining with him, to whom he has already become strongly attached." In such a case, some teachers take children much younger into

their classes, to commence leading them on, as those who have left; but this, of course, creates a division in the class, and limits the time to be devoted to each portion.

Would it not be much better, in almost every case, to supply such vacancies by pupils able to unite with the original members of the class, and so to continue in the same course of instruction? Such a method possesses many advantages, and a little attention on the part of superintendents and teachers could easily secure the desired end. To have well-informed pupils of fifteen or sixteen years of age in the same class with children of six or seven seems utterly incongruous, and a mode of classification which would never be tolerated in our day-schools. Are we not, in so doing, limiting our means of usefulness, and curtailing the brief opportunities we now possess of imparting instruction in spiritual truth?

Some teachers are peculiarly fitted to interest the youngest pupils, and by a winning, gentle manner, can secure order, attention, and interest, without any word of authority; while others as naturally seek those more advanced, whose lessons require more direct study and thought. Judgment and observation are, therefore, needed in classifying any school; but let not mere caprice, on the part either of the teacher or of the pupil, justify a change of classes; let not