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and that when they are both well conducted, they will be found mutually serviceable. The parent will find it an advantage, in directing youthful attention to prescribed lessons, that a more public rehearsal of them is in prospect; and the Sabbath school teacher, when he experiences unusual ease and comfort in discharging his duties, can generally trace these facilities to well-conditioned homes.

As to the manner of conducting these junior classes, a considerable portion of the exercises must necessarily consist in the recital of passages committed to memory. It is of importance that the tasks be select, that they be of practicable amount, and that the performance of them be firmly, though not sternly exacted. Each scholar need not repeat the whole lesson. This process becomes tedious and monotonous, and tempts those who have concluded to use the freedoms of a pastime. It is better to call now on one, and now on another, to give the succeeding verse, taking care that none be ultimately omitted ; and all are thus held in vigilant expectation.

Even the very young should be taught, as they are able to bear it, the meaning of scriptural statements. Where this is done by questioning, great care should be taken not to make the questions lengthened and prosing. Let it never be forgotten that the learners are comparative babes, and that instruction, to be suitable for them, must partake of their own quickness and vivacity. There is reason to fear that infant training often errs on the side of a dull solemnity. Those who are so commendably occupied, will there


fore bear with the reiterated exbortation to study cheerfulness, and even sprightliness, in their mode of teaching. The catechising of children, to be at all agreeable to them, and consequently effective with them, must be prompt, and brief, and varied, as their own mercurial and versatile temperament-shifting and sparkling, if I may so express myself, like the playful sunbeams on a rippling stream. Yet the questions should not be frivolous ; nor should they lie so much on the surface as to engage no thought, impart no information, and merely elicit another verbal repetition of sentences, or members of sentences, already uttered. Children must feel that their faculties are exercised, and their knowledge enlarged, or they soon weary of insipid truisms. From all these observations, the inference is easily deducible, that the first to be drilled by the teacher is the teacher himself, and that unless he has premeditated his interrogatories, he is not likely to make them either fascinating or useful.

As children may pretend to be at school when they are not so, and an institution excellent in itself may thus be perverted to the worst possible evils, parents should be admonished to watch over their attendance; and teachers will promote immeasurably the value and efficiency of their labours, by keeping lists of their scholars, marking the absentees, and afterwards calling to learn the cause of their absence.

These observations have respect to children; but instruction should be afforded to the more advanced of the rising generation, and there should be classes of

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young men and women. The period of life succeeding childhood is in every view most important. It is the golden age for learning. The season of first feebleness has passed away ; the season of second and sadder infancy has not yet come; and the mind, all buoyant, inquisitive, impressible, and sprightly, has every advantage in profiting by education. With superior facilities for improvement, there is then also a peculiar liability to intellectual and moral perversion. While the understanding gains strength, so does emotionso do the passions; and if youthful lusts, which war against the soul, are permitted to conquer self-restraint, and subdue into crime, alas for juvenile promise, and the fond hopes it had inspired! At such an epoch there is more need than ever for wise direction; but it becomes diminished when it most of all requires to be augmented. Day schools are then left, parents are often parted from, other protective influences become, in like manner, inoperative; and is not this the necessitous hour for the church interposing—for the members of the church, and, above all, the rulers of the church, supplying a lack of other guardianship by compensating ministrations ?

As these classes consist, professedly, of young men and young women, it is desirable to fix a minimum age, that their distinctive character may be preserved. The more advanced dislike to be associated with mere children; and, when attainments do not correspond with age, the older are especially apt to be shamed by the superior answers of the younger, into silence and desertion. The minimum age should, for these rea

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sons, be somewhat high-fourteen years, or therè. about. But, while none are admitted under this age, unless in special cases, it is of great consequence to obtain the attendance of numbers much older; for the term of education cannot be too far extended, or the false shame of being made wiser too much discouraged. The stated meetings benefit more from being regular than frequent. Many young people, in service of one or another species, can scarcely obtain leave of absence so often as one night a week; and, if they cannot attend always, the temptation is strong not to attend at all. It may be best, in such circumstances, that the young men and women be assembled on alternate weeks. But, whatever may be the interval selected, the time fixed must not be on slight grounds departed from; for, if the class be this week forgotten, and next week set aside, its ruin is inevitable.

The exercises in the senior, as in the junior classes, must consist partly of scriptural recitations. This is the more necessary, that a careful committal of passages to memory is falsely supposed by many to be an occupation only for children; while the advantage of it is to all incalculable. If recollections of scripture be vague and erring, how can they, in a time of need, perhaps of temptation, perhaps of death, or to mention duty always incumbent, how can they, in the pleadings of prayer,—be adduced with certainty, readiness, and power? A few verses, then, should be assigned to be repeated memoriter; but they should be few; for the toil-worn of our youth cannot burden their memories with onerous tasks, and by the attempt to

impose them, such classes, as facts testify, would be infallibly wrecked.

The exercises in these classes, to correspond with the status of their members, must be, to a large extent, of an explanatory nature. It is not meant that the classes should be lectured at great length on the nature of doctrines or duties, for protracted addresses are unsuitable to such meetings, and have not unfrequently the effect of annihilating them. The system of question and answer, already remarked upon in relation to junior classes, is here also the best medium of communicating knowledge; of course, modified somewhat in accommodation to the altered circumstances. Two or three questions of the Shorter Catechism, with associated proofs; and two or three verses of some gospel or epistle, may, after being repeated from memory, form the appropriate subject of query and response. The more varied the illustrations are which the teacher elicits or suggests, they will be found the more pleasing and inspiriting. The facts, the principles, the precepts of scripture should all be in requisition; and, indeed, assistance may be derived, with happy effect, from stores of useful knowledge not expressly religious—from the observations of travellers, the annals of history, and the discoveries of science. All this requires very little erudition, Enough may be gathered, with little trouble, from popular treatises, and a floating literature, easily and universally accessible. Still, a measure of study is necessary; and, if any one think to superintend such classes efficiently without investigation and fore

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