5. He should write up the class-books, and deliver them to the teachers.

6. He should enter in the minute-book the names of visitors, especially if the pastor be one of them; note the addresses, what kind of weather, and all items affecting the school.

7. He should give certificates of dismissal to every teacher or scholar about removing to another place, recommending them to the Christian fellowship of those who love Christ's lambs.

8. He should know every scholar, so that he can check them off without asking the teacher the name, and should have a quick, vigilant eye, not only for his own duties, but, also, in order to communicate valuable suggestions respecting the school to the superintendent.

9. In the absence of the superintendent, he may sometimes take his place in the charge of the school, except in the case of very large schools, which may require an assistant to the superintendent.

HE true Sabbath-school teacher is one called and "sent of God;" for we read (1 Cor. xii.

28), "And God hath set some in the church, first apostles, secondarily prophets, thirdly teachers;" and the same divine lips which said "Go preach," said also "Go teach." Whosoever receives this sacred call should devote himself to it by a holy consecration, remembering that he is truly an ambassador from the King of kings to a small circle of his rebellious subjects, a ransomed sinner offering pardon to precious youth condemned to die. His great business is the preparation of young immortals for the kingdom of heaven through the application of heaven-revealed truth by a simple appeal to their intelligence and feelings through the power of the Holy Spirit. This is truly an angel's errand entrusted to redeemed sinners. Mr. Groser justly says: "The office of a Christian teacher transcends all others in interest and importance. No matter what his precise sphere of labor may be, whether that of a professor like Chalmers, a pastor like Oberlin, a schoolmaster like

Arnold, or a Sunday-school teacher like the 300,000 men and women who on each returning Sabbath seek to instruct our youth in those truths which are able to make them wise unto salvation." He should, therefore, accept his mission thankfully, and enter upon it heartily, and attend to his duties punctually, faithfully, and earnestly.

He is to teach Bible truth. That is the divinely provided aliment for the human mind, and if rightly taught and received it will be attractive and satisfying to the soul, and all besides will be only supplementary. To be able to teach Bible truth thus faithfully and truly, calls for hard, earnest work, for, says one of the English bishops, "It takes all we know to make things plain." The teacher, therefore, must needs be well furnished and thoroughly fitted for his high calling.

This brings us to the next article, on the teacher's preparation.

IX.

PREPARATION.

HE work of teaching divine truth is so difficult and important that every teacher should

do himself the justice to make the most clear and careful preparation. No teacher can impart. more than he has prepared to teach, and he should therefore bring to his class only beaten oil, welldigested and well-adapted thoughts, something worthy of being taught, and that will command attention for their own sake. It is well for the teacher to have method and system, as well as a set time and place to begin that preparation. The time to commence, we think, should be on the afternoon or evening of the previous Sabbath, and the place in the quiet of the home circle or the study.

1. Pray and read, and read and think and PRAY over the lesson; the words and the spirit of it. Here look for the best thoughts to use.

2. Search the Scriptures with the aid of a Concordance, or good reference Bible, for the most pointed and practical parallel passages and references; they will wonderfully illuminate the lesson.

3. By aid of the Bible references, and a good dictionary, be careful to get the clear, exact meaning of the important words of the lesson, in words adapted. to your class.

4. Next use your Teachers' Helps, Commentaries, Bible Geographies, Bible Dictionaries, Maps, Antiquities, etc.

5. Go out into the world and gather excellent things for illustration of the Bible truth from what you see, hear, read or do.

6. Visit your scholars' homes in the preparation of your lessons, and learn their peculiar trials and temptations. Study well your children, child-nature and child-language, "Peep of Day" and "Line upon Line” are pure specimens of child-language.

7. Get something for each pupil, for Johnny is not at all like Willy, and Willy is not like Charlie, etc. Break up Bible truths into small pieces for the children and youth. Do not wander afar for simile, but remember "knowledge is before him that understandeth, but the eyes of a fool are in the ends of the earth."

8. Make full notes, write out your facts and references, etc.: (a) Of your best thoughts. (b) Of your best plan of teaching. (c) The aim and object of the lesson illustrations. (d) Of the commencement and closing of the teaching lesson.

9. Think it all over so carefully and repeatedly that you will need scarcely to look at the notes to the end. Select just what to teach, and do not stuff the