from one thousand to twelve hundred dollars per year. 19. How many children are there in all our Sabbath-schools? Answer. If the question refers to the United States, I think we may safely say that now we have, in Sabbath-schools, about four million children and youth, with about four hundred thousand teachers. A quarter of a century ago or so, the numbers were estimated at two million five hundred thousand, but this was when the great Western States were in their comparative infancy. The number rapidly increased to three millions, and then to three million five hundred thousand, and now our returns and estimates reach four millions. Great Britain has about the same number, both of teachers and scholars; but we do not think all other countries can raise the full number of Sabbath-school children quite up to ten millions, or the number of Sabbathschool teachers to a grand army of one million strong. The census of 1860 gave the number of persons in the United States, between the ages of five and sixteen, at nine millions (or only a few thousands less). As a consequence, we have the great aggregate of five millions! of unreached and uncared-for children and youth in our land. What an immense and hopeful missionary field here lies open at our doors! There is scarcely a State in our whole Union or a city which can truly report onehalf of her children in any kind of a Sabbath-school on any given day. And yet some of our great States are working very energetically and systematically. Witness the State of Illinois, which has organized every one of its one hundred and two counties during the past two or three years, by the voluntary and Sunday-school missionary labors of its Sunday-School Association, aided by other agencies. What this State has done, other States, if they will, can do, and the immense work before us, when systematically undertaken, is by no means a hopeless task. The Answer Box. Nearly allied to the question box is the answer box. It consists in this: At an appropriate time in an Institute, the conductor writes an important question on the blackboard-blank papers are distributed and all the members are requested to write their answers. For instance, all are requested to write upon the question, What is the great want of our Sabbath-schools? One writes, "The Holy Spirit, praying teachers, aim at conversions," etc. Another writes, "Good superintendents, devoted pastors and parents." Another writes, "Clear teaching, good order, and devout singing." Others, "The Bible. needs to be exalted and applied;" "Make the Bible attractive to the children;" "Living, earnest teachers who love the children;""Aim at salvation and Christian training." Or if the question should be, "How to prepare a Bible lesson ?" one answers “1. Pray. 2. Read it over carefully. 3. Think and pray. 4. Look up the parallel passages. 5. Examine Commentaries, Dictionaries, etc. 6. Search out illustrations for each pupil. 7. How to apply truth to each and all.” Another writes: "1. Fix on the subject early in the week, keep it constantly before the mind, trying to find illustrations anywhere and everywhere. 2. Endeavor to make it simple, yet interesting and practical. 3. Constantly seek divine direction." At the close of a recess of ten minutes for writing and receiving the answers, they are taken up and read by the conductor, and then referred to a committee of three to digest and report upon at a future meeting. We get at the heart of the people in this way. XXXII. MISTAKES OF TEACHERS. T is a mistake to suppose that mere talk is teaching. It is a mistake to think that hearing a Bible lesson recited, or the reading of questions from a book, or telling stories, is good Sabbath-school teaching. It is a mistake to think that one who in manner and temper is impatient, dogmatic, overbearing, slow, heavy or dull, can be a good Sabbath-school teacher. It is a mistake to suppose that one who is not understood, or is misunderstood, is a good teacher. It is a mistake to suppose he who gossips with his class is a good teacher. It is a mistake to suppose, because we have a general idea beforehand, that we shall be able to supply the details and illustrations as we go along. It is a great mistake to underrate oral teaching, and overrate merely reading and reciting from the Bible. It is a great mistake to think that our scholars are too young to appreciate a well-prepared lesson or a well-governed school. It is a mistake of teachers to expect attention from motives of duty, or the sacredness of the day or importance of subject-nothing but real interest will secure it. It is a mistake to teach as if all young children had the same tastes. It is a great mistake to fail to arouse curiosity and awaken interest. It is a mistake to suppose that we shall be understood without careful simplicity of language. It is a mistake not to recall by questions the last Sabbath's lesson, and to treat lessons as if they were isolated; by all means connect them. It is a great mistake for teachers to think that giving good advice or exhortation to children is as good as "breaking down" Bible truths with questions and answers. It is a mistake to suppose that many common terms, such as "Providence," "grace," repentance, justification, etc., convey any meaning to children, ordinarily. It is a mistake to attempt to purchase affection or attention by frequent gifts to children; neither by threats nor punishments. It is a great mistake of Sabbath-school teachers to suppose that their work is that of a mere philanthropist-or a moral educator, or a mere promoter of |