School Union, the London Religious Tract Society, and other publishers, which may be used as illustrations. With the help of such, a skilful teacher need have no difficulty in arresting and sustaining the attention of the youngest child. Many of them are very beautiful, and yet inexpensive. They may be obtained at the Union's Rooms, Christian Institute, on application to Mr. Crawford, the Assistant Secretary. Referring to infant classes, our correspondent says:— I rejoice that you have published an Infant Class Lesson Scheme, and I only wish it were possible for country Sabbath school teachers, like myself, to be present at Mr. Laing's meetings on Saturday afternoons, in the Christian Institute. I am sure every Infant class teacher will look forward with pleasure for the appearance of the Manual which you promise. In the meantime, will you allow me to state briefly what has been my experience in teaching the Infant Class in connection with the Rothesay United Presbyterian Church Sabbath School? When the class came into my hands, fully two years ago, the attendance was very far down, and the way I managed to get it up was this, simply by interesting the few who did attend each to bring another; and the result was most encouraging. This is by far the most effectual method of getting up an attendance: make the children do it themselves; it gives them something to do during the week. The simple persuasion of one child on another is much more powerful than a casual observer is apt to imagine. Now, I have 40 names on the roll, with an attendance of from 18 to 30, which is chiefly regulated by the weather, as the little ones, whose years will run from four to seven, cannot be expected always to turn out. None of them can read, at least very few; and when they once begin to spell out the words of the New Testament for themselves, they are transferred to other classes, which causes a constant drain on the Infant Class, and consequently considerable exertion to keep up a fair attendance. How are so young children, who cannot read, to be interested and benefitted? In what way can the seed best be sown? I believe very much must be left to the teacher's shrewdness, judgment, and particularly to his aptitude for the work. Still, there must be some outline or method of general procedure applicable alike to all infant classes, and, glancing down the subjects of your scheme, I think you have struck the key-note in providing such an attractive series of lessons. Every teacher should prepare himself or herself so thoroughly before going to their class, that they may be able to go over the whole lesson without having in the class-room to refer to notes or books. This, I believe, to be one of the great secrets of success, because it enables teachers to have the whole class always under their eye, and leaves them free to take advantage of every opportunity afforded to introduce illustrations and remarks arising on the spur of the moment. What I find to be an indispensable requisite is the blackboard. I print on it a verse of a hymn, or, what will now be better still, the golden text given in the scheme; then, getting half-a-dozen of the best scholars to go over it individually with a little assistance, the whole class is made to repeat, first, two or three words, then a line, then the whole text; and it is wonderful how they remember it. I revise it the next night by asking three or four to repeat it. When the class seems in the least inclined to get listless or inattentive, the best plan to freshen it up is to get all to sing four or eight lines of one of the best known hymns. The effect is magical, and the lesson can be resumed with increased attention on the part of the scholars. Infant Class teachers must ever bear in mind that it is to infants they are speaking. We must choose our language, our illustrations, and conduct ourselves before the class in such a way as will be sure not only to interest, but impress the little ones; always bearing in mind the example of our Master, who, to quote the expressive lines of the late Mr. William Thomson,— "Gaithered them roon' Him whar He sat, An' straikit their curly hair, An' He said tae won 'erin fisher fowk That croodit aroon' Him there 'Sen na the weans awa' frae me, But raither this lesson learn That nane 'll won in at heaven's yett Again thanking you, and congratulating you on your latest effort to interest us more in our work,-—I am, &c., ROTHESAY. Praise in the Sabbath School. W. C. THE service of praise in the Sabbath school, and how to improve it, is a subject of considerable importance, and is worthy of serious consideration. That there is room for improvement, even in schools where the singing is at present most efficient, will readily be granted. Where the singing is gone into heartily, and, at the same time, with a spirit of devotion, a Sabbath school is sure to be popular with the children; and its success, in a higher sense, as an agency for good, will undoubtedly be exercised. In our Board schools now-a-days the musical education of the young of all ages is part of their daily instruction; and the successful demonstrations of the scholars attending these schools, which take place annually at the close of the session, clearly shew what systematic training can accomplish. If, then, secular music receives such great attention, surely the rendering of the music linked to the words in which we seek to praise our Maker, is, in importance, beyond all comparison. By the more general establishment of singing classes, and the formation of choirs for part singing in connection with our schools, where the knowledge of music acquired by the scholars in the day schools could be utilized with advantage, the service of praise in our Sabbath schools would gradually become what it should be, and the musical taste of the young generation would, through such beneficial agencies, be elevated and refined. The attendance of scholars at these classes is, of course, entirely voluntary; and to be successfully carried out, means must be taken to In some cases secure a regular attendance by maintaining the interest. the efforts of a popular conductor, or the music selected, are sufficient to make classes attractive; but, besides that, it is well for everybody to have some incentive to work; and this can, perhaps, best be found by arranging for a concert periodically of the music which has been studied. The musical festivals of the several district Sabbath School Unions supply this want to a certain extent; and the programme of music recently issued by the Middle District Sabbath School Union for its festival this month may here be referred to as containing a selection of pieces, the study and proper rendering of which will not only afford pleasure to the 600 scholars who are to take part, but will also be looked forward to with interest by many lovers of good music. But something more than this is wanted; and surely a large city like Glasgow, where the musical taste of the people has, in recent years, so much improved, might, with advantage, follow the example of London, and set about the establishment of a Sabbath School Choral Union, similar to the one there, which has Sir Andrew Lusk, Bart., M.P., for its president, and exists "to promote part singing amongst Sunday school teachers and scholars, and to cultivate Christian unity amongst Sunday school workers of all denominations." Concerts of sacred and secular music take place annually in the Crystal Palace and elsewhere, under its auspices, with a chorus sometimes of as many as 5000 voices; and from the proceeds of these entertainments many of the London charities have been materially benefitted. Glasgow is not generally behind in matters of this kind; and there can be no doubt that a thoroughly organized choral union, such as is here indicated, would assuredly be a powerful agency for good in our midst. A. G. I. Teachers' Local Examinations. GLASGOW SABBATH SCHOOL UNION SCHEME FOR 1884. We would press upon the attention of all concerned the notice regarding the above on the cover of the last number of the Magazine. In it will be found full information as to the time, place, and subjects of examination, as well as all necessary particulars respecting the classes for intending candidates. It will be noticed that these classes are intended for the study of the subjects under branches B and C only. Assistance in the study of the subject under branch A-Scripture History and Doctrine-is so copiously given from month to month in the Magazine in the "Notes of Lessons for Teachers," that it has been considered not so necessary to open a class for the study of that particular subject in the meantime. The prizes offered should, of themselves, be, in many cases, a great, although by no means the main inducement. It ought to be noted that the Directors of the Sabbath School Union have never thought of recommending their scheme as the best possible solution of the question as to how Sabbath school teachers can be best prepared for their work. This will never be satisfactorily solved until congregations, and especially churches, have as assiduously set themselves to face it as the State has done with regard to secular education. The solution of this question has, to the cost of Christianity, been too long delayed. In the meantime nothing more can be said, and nothing better need be said, in favour of the present scheme than that, so far as we are aware, for accomplishing the end in view, it is the best in operation within the area of the Union. And it would be no more than a fitting recognition, on the part of our teachers, of this pioneer effort of the Union to further their proper training and equipment if the number of candidates at the approaching examination were largely to exceed that in all the previous years put together. Courteousness: DURING his recent visit to Glasgow and Edinburgh, Mr. Mundella said many excellent things in reference to Education in Scotland. We desire, however, to call the attention of our readers to the following part of his address to the teachers of the Board Schools, at the meeting held in the Queen's Rooms last month. It should be reiterated in the hearing of every Sabbath school teacher, not only in Glasgow, but throughout the country. His references to the subject while in Edinburgh were equally pointed. We have long been painfully conscious of the need of some reformation in the manners of the young, not of the working classes only, but on the part also of those who belong to what are often styled our better classes. Of course we cannot do much unless parents, by their example and constant training, co-operate with us in the matter. It is, no doubt, the neglect that prevails at home, and the outward behaviour of our adult population, that accounts very much for the rudeness and misconduct of the children. Mr. Mundella said : In going round your schools I was struck also with the good order and discipline, and the tone which seemed to pervade the schools. One thing I thought there might have been some improvement in, and I hope you will forgive me if I mention it. I think, in the interests of the children, and out of respect to the teachers, there might be some improvement in the manners of the children. I do not wish to hurt any national sentiment, but I only want to point out that urbanity and courtesy are virtues which can be cultivated as well as other subjects; and they are as much to the advantage of the children as to the nation. Civility does not mean servility. Nothing is so pleasing as to see men and women courteous to each other; to see them accost each other, and conduct their ordinary transactions of life in a pleasant, refined, and courteous manner. Well, it must begin at school. The child must pay respect to his teacher in school. I do not know why, when a Scotch boy enters the school-room, he should not take off his hat and pay his respects to his master, in the same way that I do when I enter the school-room. I should be ashamed to go into the school-room without paying the utmost respect; and I hope that every man here, be he member of the School Board, or one of her Majesty's Inspectors, or whoever he may be, when he enters the school-room pays the highest respect to the teacher; because it is respect to the teacher that begins that habit of reverence which is a noble thing all through life. In England we are bad enough, but contrasted with other countries we are all defective in this respect. I will give you an illustration. A little while ago, when I was on the platform, in an English county town, distributing the prizes to two hundred of those who had done most excellent work in connection with the Science and Art Department, as these poor lads came to the opposite end of the platform I saw two persons, one on each side, and their office was to pull the boys' hands out of their pockets! These poor fellows came sidling up to me as if they had done some mortal crime, to receive the honourable reward of their studies. If we are to reform these manners, we must reform them in the school. I am sure you will forgive me for this slight digression. Every business man knows what it is, when a lad comes into his office for the first time, if he not only writes a good hand, if he not only can keep a set of books, but if he is of good address. Well, but a good address must be begun in the school, and then you will have a pleasanter address on the streets. We all hope, we are all looking for a time—though many of us be working hard for it we shall not live to see it, for our work requires a generation before we see its results we are all looking forward to the time when a generation trained in the love of virtue, in the love of truth, and the love of God, will do honour to our country. We are looking forward to a time when also we shall not hear the coarse language of the streets, when we shall not witness the coarse manners of our people; that they will find in their mental resources those pleasures and those enjoyments which elevate, instead of those which ruin and degrade, and which make us so ashamed of the unreclaimed masses of our great cities. Fragments. He "PLEASE LEAD ME."-An earnest children can understand it. speaker was addressing a convention dwelt on the thought-teach them of ministers and laymen in Sunday how to find Jesus, and take them by school work, particularly in the the hand and lead them to Him. The importance of being more simple in room was crowded; but while the explaining the Gospel, so that the sentiment was impressed upon the |
