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with a design to ascertain this fact, we shall find that this class of persons compose a large portion of society; and if the question was asked, why do these children attend the Sunday school? why do not their parents instruct them? we should without hesitation reply, that it was the only place where they could receive religious instruction, that it was impossible for their parents to give it to them. And the number of children thus situated is very numerous; they compose the largest part of the poorer classes. To such children this instruction is invaluable.

course.

But are these the only class of children that attend these schools? No. There are others, who are induced, from various causes to attend them, and whose parents are able to impart instruction. I am far from defending this Still I think a parent may send a child to these schools without relinquishing the pleasing part of instructing himself, and find it of great use; and it is an important recommendation of these schools, that they are happily calculated to aid parents in the religious instruction of their children. But allowing that the parent gives suitable instruction at home, without such aid, has he not to encounter many difficulties? Does he not find it hard to fix the attention in the domestic circle, and to produce that excitement in the youthful mind, which is necessary in order to make any considerable progress? Would he not find many times study and investigation necessary in order faithfully to perform this duty; and when all is done, a want of interest manifested by those for whose good it is designed? On the other hand, let the children be sent to the Sunday school-let the course of instruction pursued by the teacher there be understood by the parent, and when the time for instructing his children arrives,

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let the exercise be a review of the lessons taught at the school; let him require an account of them, and give them, if necessary, some additional lessons, more particularly adapted to their character and wants, and the effects of such combined instructions will be greater than could be expected from either alone. The preparation for private instruction is thus made at the school, where the disposition to learn is cherished by many influences to be met nowhere else in so great a degree. Association with their youthful acquaintance, in their tasks, will itself be a means of exciting the liveliest interest, and securing a more willing and patient attention. Many obstacles to the success of domestic tuition, are almost wholly done away at the school; and the lessons at home give new efficacy to those which are learned abroad.

Another objection is nearly as important. It is said, Do not these schools give parents the idea that if their children attend the Sunday school, their religious instruction is sufficiently attended to, and with this impression cause them to relax in their own exertions? Every one is sensible of the readiness with which we seek excuses for the non-performance of our duties; but the children of parents, who would be satisfied with this, must indeed require a better teacher. And no better means could be adopted to arouse the parents to reflection, and satisfy them of their error, than to send their children to a wellconducted Sunday school. The many questions which would be asked them by their children, respecting their lessons at the school-and they would not be satisfied till they had related all that was done there, and how much they learned, how highly they enjoyed themselves, and how happy they were while with their teachers

would compel the parent's attention. The interest of the children would call forth a corresponding interest in the parents, and they would be led to see their own duty in a proper light.

And shall we make no account of the effect of witnessing the interest of others in the welfare of their children? Can it be, that they who hear so much concerning religious instruction should see no occasion, embrace no opportunity to impart it? Will those little faults, which are the beginning of evil, and which can be known only to a parent, receive no correction? The parent, when he rebukes his child, will perceive with gratitude, that the lesson makes a deeper impression, from the previous influence of the Sunday school teacher; and this will, while it produces the desired amendment, be no small testimony of the assistance of these schools to the parent.

The imperfect manner of instructing in these schools is an objection which is sometimes advanced. But with all the defects to which these infant institutions are liable, they have been eminently useful. It is true that in times past the instruction has consisted too much in storing the memory with verses of scripture and hymns, without a very careful inquiry to see if they were understood; but this is fast passing away, and great as the objection. may be, it is in a fair way to be overcome by the rapid improvements which are now in progress. Let us be careful not to confound what these schools have been with what they now are. If in so short a period, so much has already been attained, we cannot justly complain of the defects which are yet to be removed, as if these were reasons sufficient for the abandonment of

the institutions themselves. Let the modes of instruction be criticised with a view to an amended system. But let not the instruction itself be relinquished as useless, merely because not yet quite as perfect as it might be, and probably will be. The unquestionable testimony of experience has been, that so far from being unnecessary, injurious, burdensome, Sunday schools have been the instrument of most important and permanent benefits, even to such as could have done well without them; while to a far larger class, they-have been the only and the successful means of the best knowledge, the purest virtue, and the most elevated enjoyments.

R.

THE CHRISTIAN TEACHER'S MANUAL.

SINCE religious tuition began to form so prominent a branch in education, and to command a notice and care somewhat proportioned to its importance, the want of suitable guides in the best methods of instruction, has been felt. We think one reason why there are no more Sunday Schools, for example, is that very many do not feel competent to say how such institutions ought to be conducted. Religious teaching is a new business to most, except to the clergy, and those conscientious parents, who have all the model they need, and all the motive, in their own heart. It is important, therefore, that all the light which those who have studied the subject can throw upon it, should be afforded for the aid of such as are just beginning to give their attention to this part of education. We are sure that the publication of

a work exclusively devoted to Christian teaching, will be highly acceptable to the community, and serve in many ways, to promote improvements in the common modes of imparting religious knowledge.

Having read the first number of the Christian Teacher's Manual with very great satisfaction, we are prepared to wish it the happiest success. The views which are expressed, relative to the qualifications for the office of teacher, are alone sufficient to create a strong confidence in the ability and the motives with which this work will be conducted. We may be permitted to extract the following, as an instance which warrants this remark.

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is often said by those who have become interested in Sunday schools, I should like to be a teacher if I thought myself capable of it; I would gladly teach if I knew how.' Now what are the requisites for a good teacher in a Sunday school? We do not think them few or small, but we do think them attainable by the humblest Christians, provided they set out with the most important of all qualifications, and without which none. other can be effectual-and that is, interest, deep, sincere, heartfelt interest: interest in the cause of our most holy religion; interest in the human mind for which this religion is formed, and to which it is adapted; living, intimate, affectionate interest in the characters, and for the everlasting happiness of the children they undertake to teach. No one should take a class in a Sunday school merely because this or that friend wishes they should, or because the clergyman has requested it-or because they think it is proper to be engaged in some good work. If their hearts do not warm to the labor, they will do little or no good-they may do harm—no

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