First, we must get the ideas and principles. Secondly, we must imitate or copy the good examples or models; and thirdly, we are to practise teaching; for the best way to learn how to teach is to teach. Said Ralph Wells, when asked how he learned to teach, "By my mistakes and failures." In teaching others successfully we teach ourselves effectively.

In seeking after our models or examples to copy, we need not, like the artist, go to Italy in order to copy the great masters; for the great Master of teaching-Christ, our Model Teacher and the teacher's model-is always before us, and His example is perfect. He is "the Teacher come from God." "He spake as never man spake." Let us notice some characteristics of His teaching:

1. He was very instructive. He knew what was in man, and just how to meet his wants. If our words do not instruct, they "are simply impertinent." Do our "lips teach knowledge?"

2. He was beautifully simple,-child-like, but never childish; so clear that all could understand. So our words should be few, well-chosen, simple, and adapted, softly and deliberately expressed.

3. His teaching was highly illustrative. So should ours be. He gathered from all the common surroundings of life. The tiny sparrow was made to illustrate His care; He pointed the magi to the stars; the fishermen were to be fishers of men; He taught a lesson to the merchant-man from the goodly pearl; the water-bearer was offered the water of life;

while the wheat, the grain, the tares, the chaff, the vine, the tree, the field, and almost every object taught the husbandman amid his daily toil. Heaver itself is represented by earthly things and objects the most valued—by "songs," " arches," "harps of gold,' "rivers clear as crystal," "rivers of pleasure,” "pearly gates," "precious rubies and stones," etc His illustrations always threw light upon truth never displaced it, as ours sometimes do. They were drawn from everyday life, and so well adapted that they were joyfully received by the candid in quirer. Let all Sabbath-school teachers herein copy the Master. Apt illustrations render truth more per manent; for it is well said, that the “simile, the anecdote, the fable, is sure to be remembered, and the sentiment to which it was linked is sure to go with it."

4. His teaching was, also, sublimely courageous. "He spake as one having authority." His confidence in God and in His truth raised Him above fear and doubt.

5. His teaching was singularly adapted. It always reached the heart and life.

6. His teaching was mingled with prayer. He went out to teach; He retired to pray. Let all teachers imitate His example.'

7. His teaching was closely applied. Let our teaching, also, be carried home to the everyday life of the children, and applied closely, particularly, personally, and privately to specific errors and sins;

for we never should allow ourselves for a moment to doubt that there is no infirmity in manner or purpose, in habit, temper, or character, amongst our children, which the Sunday-school, with its divine. text-book, is not abundantly competent to reach and

remove.

Sabbath-school teaching should combine at least— 1. The art of asking questions. 2. Keeping order. 3. The art of securing attention and interesting the pupils. 4. The drawing of practical lessons and applying them to the daily, common life. We should never undertake to teach a truth of which we cannot see and make plain its uses; certainly never convey to our children the idea that there is any unimportint portion of revealed truth. One or two Bibletruths and principles are generally better than many.

The art of drawing lessons is much more simple and easy even för children than most persons think. The only prerequisites for drawing practical lessons are-1. A knowledge of the facts. 2. An accurate perception whether they be good or evil. If the action or precept be good, the practical lesson is but. an echo of the fact; if evil, avoid. Imitate the good and shun the evil. For instance: Cain and Abel were industrious; from which we learn the duty to be industrious. Cain and Abel went up to worship God; from which learn to copy their good example in going to worship God. But Cain became angry and slew his brother; from which we draw the lesson of warning and danger.

Another important part of a teacher's work may be found in Mr. Fitch's third rule, i. e., Every teacher before he leaves the lesson, should carefully call back in a child's own language all that he has taught him Without this careful, thorough review and recapitu lation he cannot be sure that his instructions and the practical lessons taught are really received. A chil is, as it were, compelled to remember what he i sure to be called upon for again; so that we car hardly overestimate the value of review and recapitu lation. One superintendent in New York recently reviewed, by aid of a black-board, the whole of John's Gospel with his scholars on two consecutiv Sabbaths. The teacher should keep his eyes upo all the class, and address the class generally mor than the individual members of the class; but b ready to sympathize with each and all.

Never be in a hurry with the lesson; calmly, pa tiently, candidly proceed. It is far better to get the pupils to understand the first verse or a singl thought of the lesson, and proceed no farther, thai to hasten over a dozen verses.

Paul says: "I had rather speak five words with my understanding, that by my voice I might teac; others also, than ten thousand words in an unknowi tongue." (1 Cor. xiv. 19.) Be strictly impartial; hav no favorites in the school; be tenderly respectful to the weaker ones. Particular care should be taken to preserve order fully until the close of the school, fo then it becomes most difficult; and after the schoo

he will retire to his closet and commend his feeble, imperfect labors in prayer to God. He will ask himself the following questions: "Does any child leave me to-day with a clear, simple view of one truth of the gospel of Jesus Christ ?" and, "Is it a matter perfectly understood between me and my pupils to-day that I am seeking their conversion to God at this time, and under my instructions ?" He will then think over the events of the hour, and commence his preparation for his next lesson. During the week the Sabbath-school teacher will find something to do every day. On one evening he will visit an absentee, or look up a new scholar; on another, visit some of the parents; then attend a social meeting, or the teachers' meeting, and on another call to interest one to become a new teacher. He gets one boy a place to work, and another he introduces into the public school; gives his scholars his name and residence on a card, and endeavors in all ways to prove himself to be a warm-hearted, sympathizing Christian friend.

The teacher's life is the life of his teaching. His character, manners, habits, dress, and associations, all exert an influence of great power upon his pupils and upon his fellow-teachers; and he will do well to adopt the noble, disinterested Christian motto': "If meat make my brother to offend, I will eat no flesh while the world standeth;" or if the theatre, or dancing, or tobacco, or the wine-cup, or cards, or any minor evil, lessen my influence as a Christian