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will add another step of promotion, and excite emulation in the higher classes.

The children should invariably be instructed by persons of their own sex.

It will be found beneficial that the teachers should, in the course of the week, inquire of the parents the cause of the absence of such of the scholars as were not present at the School on the preceding sunday; but when this cannot be done by the teachers, a visitor should be appointed for that purpose, who should make his report weekly to the secretary.

It must be obvious to every thinking mind, that the existence of a Sunday School depends materially upon diligent attendance and punctuality; for so long as the teachers respect their engagements, it will continue and prosper; and in proportion as they decline, it will also decay. This is plain to any one who considers the subject.-If there be no teachers to instruct, it cannot be expected there will long be scholars; if there be nobody to attend the children to public worship, they cannot go; for here it should be considered, are no hirelings to supply deficiencies. Let every one who neglects to attend in his turn, carefully consider these few things. 1. By so doing, he has betrayed the trust reposed in him. 2. He has deranged the order of the School. 3. He has deprived a portion of the children of the instruction which they would have had. 4. He has set an example to his fellow-labourers in the same work, which, if followed, must completely overturn the institution, and, with that, all its good effects. Let no one say, Surely, I may stay away, they can do without one;-one can make no great difference. Rather let him blush if he has indulged a thought so ungenerous, as that of throwing the weight of his labour upon another, who has no more interest in the matter than himself.

The welfare of the School may be said with truth, to depend more upon the promptitude of the teacher to his appointments than upon his abilities; for by regular attendance a person will soon become qualified to fill the place allotted him, while neglect renders the more able almost useless. It may therefore be confidently affirmed, that in a teacher of such a School as this, punctuality is more than talents; for with the first, things will go on; but with the last alone, they cannot proceed.

The evil which the late attendance of teachers is productive of, might also be mentioned; and that not only as it respects the example set before the children, together with the large proportion of their precious time by this means lost; but as it

necessarily prevents teachers from calling their scholars to account for a fault of which they themselves are guilty.

It is highly desirable to procure serious persons, if possible, as teachers, and all of them should at least be amiable moral characters. The teachers of the higher classes should be decided characters. Those who have been called by Divine grace in early life will, in general, be found best qualified for addressing young people on the concerus of their souls; they feel peculiarly interested in youth, and the ardour of their own feelings leads them to engage in the service with delight and


A competent knowledge of the Scriptures-a capability of teaching in a manner adapted to the capacities of childrenand an ardent affection for young immortals-are indispensible in Sunday School Teachers. They should display a combination of gentleness with firmness-condescension with dignityand simplicity with sagacity: they should be "wise as serpents, and harmless as doves." Constantly depending on the Divine blessing, and diligent in the use of all the means in their power, they will not fail to receive the blessing of Almighty God on their labours; he will teach them how to impart in struction, and while they water others they shall be watered themselves.


In those Schools in which a large number of teachers are engaged, it will become necessary that some one person should be appointed to superintend and direct the concerns of the School for the day.

The superintendent, or a teacher at his desire, should begin and conclude the School with singing and prayer, and give such general advice or reproof to the children collectively, as circumstances may require. While the Scholars are retiring to their respective classes, the superintendent should admit such children as are waiting to be received into the School: entering their names, ages, parents or guardian's names and place of residence, in the receiving-book; at the same time speaking to the parents on the privilege of admission, the necessity of sending their children regularly, and in time; and giving them suitable advice respecting their own eternal interests, and the importance of setting their children a proper example. The superintendent should then ascertain what progress the children have already made; class them accordingly, and enter their names in the roll-book He should afterwards visit the several classes, to see whether they are properly supplied with teachers,

and in case of a deficiency, make such an arrangement of those present, as may be best under existing circumstances; calling in, if occasion require, the aid of some of the senior scholars as assistant teachers. He should at the same time mark the attendance of the teachers in a book kept for that purpose, which he should carry round with him. He will after this have time to examine such scholars as are sent to him for removal into higher classes, and if he finds them qualified, he should make the removal in the roll-book.

Before the conclusion of the School, the superintendent should again visit all the classes, taking with him the roll-book, and marking off the attendance of the children from the classpapers. He will then have an opportunity, in addition to the reproofs of the teachers, of reprimanding those scholars who have come late, and of inquiring the occasion of such as have lately absented themselves. He should also employ his leisure moments in making the proper minutes in the book kept for that purpose, which should be laid before the Committee at their meetings.

As it is very desirable that the Committee should be intimately acquainted with the internal management of the School; which cannot well be the case, unless they are actively engaged in it: no persons are more proper to fill the office of superintendent than members of the committee.

In a small School, the offices of superintendent and secretary may be united,


The appointment of a secretary, who shall have the entire charge of the books, &c. will be found expedient in large Schools. This person (whose attendance at the School should be constant) will be able to assist the superiutendent, and give every necessary information to the committee respecting the School. It will be the business of the Secretary to make out every week a list of the absentees *, for the visitor or teachers to inquire after: to make fresh class-papers at the end of every quarter; carry forward in their respective classes in the rollbooks, the names of such scholars as continue in the School; and, in the course of the quarter, post the removal of others who have been advanced during the preceding quarter, into the numerical register, if this book be kept in the School. The secretary will likewise be expected to prepare the reports of

F* In some Schools, where a proper system of monitors has been introduced, and the children disgraced for absence without a sufficient excuse, the necessity of making such a list has been superseded.

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the School for the annual or quarterly meetings of its subscribers and friends.

Visitor of the Sick.

The appointment of a visitor of the sick children and parents is desirable in a large School. This office may be united with that of visitor of the absentees, or may be executed by one of the teachers. The teachers should, however, individually make a point of visiting the children under their care when confined by sickness. In this duty it is likely they will meet with encouragement; as at such seasons the effects of their instructions may be rendered more visible. As those who are employed in this labour of love are frequent witnesses of scenes of great distress, it appears necessary that they should be provided with some pecuniary relief, which they may administer at their discretion. This not only renders them welcome visitors, but also opens the hearts of those whom they may have occasion to address, to receive instruction.-In some Schools a small fund for this purpose, separate from the funds for the support of the School, is raised among the teachers.

(To be Continued.)



IT must afford satisfaction to every generous mind, to observe that you have begun to devote a part of your useful pages to the service of those unbefriended country villages where the light of education has scarcely dawned, and where the streams of Sunday School benevolence have not yet flowed.

Hitherto you have chiefly marked the rise and displayed the progress and motions of those larger Sunday School systems, which move in their courses like the majestic rivers, whose mighty streams water and fertilize whole regions. You now pay a more particular attention to the smaller rills, which fertilize the meadows, trickle through the grass, or run among the hills.

You have now before you two orders of people. On the one hand are the persevering Sunday School labourers, whose works have shone as the light, and whose knowledge is enlarged by observation and increased by experience. On the other hand you have persons who have scarcely heard of these things by the hearing of the ear, and who are strangers both to



the nature and manner of these institutions. Or others who may have occasionally witnessed the good effects, or may have been made acquainted with the great utility of Sunday Schools. These have perhaps often wished that the like benefits were within the reach of their own families, or neighbourhood; but no opening prospect appears, the thing seems to be quite out of their reach. While the former, by means of your miscellany, are opening the fountains of wisdom to each other, and endeavouring to perfect every part of the noble system. You now kindly condescend to take the latter by the hand, and endeavour to encourage enterprize, by removing difficulties, smoothing the way, and opening prospects of success.

First opening.

A pleasing astonishment usually strikes the mind of a person of this description when the minute particulars are laid open before him, and he is shewn every part of the system in its native simplicity. He is also agreeably surprised to find, that he himself is capable of sustaining an important part in such an institution. He now perceives that splendid abilities and a fine education are not absolutely necessary in order to usefulness and success in this labour of love. He perceives that patience, diligence, kindness, industry, and the fear of the Lord are some of the chief qualifications of a Sunday School teacher, and that whoever possesses these, may, by the will of God, render an essential service to the rising generation.

He now beholds it possible for the neglected children of his own neighbourhood to be favoured and assisted. Pleasing prospects now rise before him, and his mind is charmed into action. A spirit of enterprize soon pervades a part of the neighbourhood, and a few heartily engage in the work, looking for no thanks or recompence from man. Success begins to crown their united endeavours; the way opens before them, and they are not turned aside from the path of duty by the perverseness of those who oppose or who make no account of their labours. A zeal for the welfare of the rising generation brings their talents into action, and a humble dependance on him, who said "Suffer little children to come unto me," inspires them with confidence.

Meeting to make arrangements.

A meeting for mutual consultation takes place. The necessary regulations are made, and a superintendent is chosen to conduct the operations of the School, and to carry the regulations into effect. It is usual to select for a superintendent

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