dient, &c., and are catechised about articles of religious belief, till they are, as it were, drilled into religious character.

"The wisdom which cometh from above," is, like all other wisdom, founded on knowledge. Habits of attention and reflection are essential to it. It is to be imparted through sound, enlightened, and liberal instruction in all things which are interesting and useful to human beings. It is acquired by looking with an intelligent mind on all the works of the Creator, as the appointed means of rising to higher and better thoughts of him-by regarding all human beings with a sacred affection as his children, and by acting on the feelings which these thoughts inspire-by being so alert in all duty that we avoid. falling into sloth and sin-and by keeping our minds serene and cheerful from a sense of progress. Religious instruction, in short, is valuable, not in proportion as it developes feeling and imagination, but as it subjects these to the understanding, and incorporates them with it. In this era of excitement, the religious character, among the young, especially, seems to need intelligence, much more than ardor or spirituality.

In stating these views, nothing new, probably, has been communicated. Yet we may safely appeal to observation, and inquire of those who visit Sunday schools, whether these things are not frequently forgotten; and whether the characteristics of instruction are not much more generally zeal and feeling, than judgment and skilful adaptation-whether teachers do not usually seem bent on making an impression at the time, rather than on aiding the natural rise of thought which shall influence the habits of the mind.

Under this conviction, we have ventured on the preceding ideas, as introductory to the mention of several subjects which, among others, ought to be introduced in instruction given at Sunday schools; and the first of these which we would mention, is an attentive study of nature in its principal departments. To connect such subjects with religious references, is peculiarly the duty of the Sunday school teacher; as in most books on such topics the aim is rather to render the whole entertaining than useful, or to treat these things strictly as branches of science. A free use of the best illustrations, such as models and engravings, if not the objects themselves, should never be regarded as an employment unfit for that day when it is the common privilege of young and old to disengage themselves from ordinary pursuits, and give up the mind to thoughts of its great Author, and the things which he has made.

As a branch of the works of Divine power and wisdom, the mind itself in its more obvious operations may very advantageously be made a part of religious instruction, as preparing the way for an intelligent and voluntary co-operation with conscience, the great power of the soul, and its best guide. Rational and spiritual conceptions of the Deity, will in this way be very naturally and powerfully assisted.

A system of intellectual philosophy is a thing of course inapplicable to the minds of children, and would only bewilder and perplex them. But a simple observation of their own thoughts and feelings, as developed in their daily employments and in ordinary occurrences -all communicated in enlivening but plain conversation, children do enter into with understanding and 14*

VOL. I.NO. III.

with pleasure. It is such instruction only that we should wish for.

Another source whence religious instruction might be more freely drawn than is now customary, is sacred history. A judicious selection from the old and new Testaments, of the events necessary to a clear understanding of the christian revelation, would be a great aid to the minds of children. In this department of instruction should be included every thing in geography and history, with the requisite information regarding manners and customs, which tends to throw light on the language of the scriptures.

Free conversation about daily duties, connecting these with the improvement of the mind, and hallowing them with religious sentiment, is a branch of instruction still more essential to the character and the happiness of the young. Narratives from true, and even from fictitious history, may be of assistance here; though the latter require much judicious care, both in the selection and the use of them. Sacred poetry, too, may be of great service in this, as in all other departments of Sunday school instruction, as an avenue to the noblest and finest feelings of the youthful mind, and a channel for the expression of its vivid and elevated emotions. The addition of sacred music is only that of another influence of the same class, but still more powerful, whether applied to the sublime or the tender expressions of thought and feeling.

The most difficult subject, perhaps, to manage rightly with children, is that of instruction regarding the Deity. The incomprehensible nature of the Being of whom we speak, our own inability to form conceptions purely

spiritual, our inaptitude in finding access to the minds of children, the danger of fatal mistakes; all render this subject a difficult one. It is not perhaps advisable to attempt any thing here, in the way of direct and distinct instruction, but rather to connect it naturally with other topics—to let it rise, as it were, spontaneously in the minds of children, by placing all objects, as much as possible, in such lights as shall communicate simple, and rational, and affectionate views of the great Parent ; leaving a more definite knowledge to be the result of a more enlarged and intelligent mind.

It is too often the case that attempts to think directly of the Deity, degenerate, in the minds of children, into mere vague wonder and mystery, or become connected with fear, or degenerate into childish and grotesque errors of the imagination. This subject we ought not to neglect because it is difficult; but it needs much caution, and much light, and, (let it be freely spoken,) is less essential to children than a happy observation of nature, and a cheerful conformity to duty. A TEACHER.

[From the Rev. Dr Parker's Address.]

HINTS TO TEACHERS.

WE state this important principle; if you would guide others with the best prospect of success, you yourselves must cultivate an intimate acquaintance with the religion, which it is your purpose to teach, and gain, in some degree at least, possession of the spirit, which animated the great Teacher from heaven; that is, you must be personally religious. By this remark we do not mean to

be understood, as asserting, that God may not bless the truths, taught by persons, who have no very deep practical conviction of the value of the gospel, or that none should enter upon the duties of a teacher, who feel not an entire confidence in their own religious characters. God may give effect to his truth, with whatever motives it is dispensed; and Sabbath schools acquire increased interest, when considered as admirably calculated to bless those who give, as well as those who receive instruction. But it cannot be doubted, that the more thoroughly you are acquainted with the truth as it is in Jesus, and the more deeply you feel personally its influence, the brighter is your prospect of being made blessings to the children under your instruction. Then you cannot fail to teach intelligibly, seriously, affectionately, and with perseverance. No selfish purposes will pollute your exertions. The generous spirit of a purifying faith will animate all your efforts. You will go to the examination of the lessons, which you are to inculcate, with minds and hearts elevated, and purified by the influence of prayer. And will you not be better qualified to urge the duty of prayer, and to engage the affections of your pupils in this heavenly employment, if you personally know the value of the privilege; if you come to them with hearts warm with pious affections, and deeply feeling the animating spirit of devotion? If you never pray yourselves, your lessons upon this subject will be destitute of that, which would give them their highest power in awakening devout feelings, and in establishing habits of piety in others. Remarks of the same character apply to every part of religious instruction. If you know not God as your father, how can you teach children to know him as their