Her method of teaching.

Results.

their attention those questions in the lessons which are addressed to the conscience and the heart; and frequently to ask a number more, which the subject seemed to suggest, that, if possible, some valuable and lasting impressions might be made; always requiring every scholar to pay her undivided attention during the whole recitation. Sometimes I was hurt to observe some individual in the class to be gazing about the house in a careless manner; but in general their attention seemed absorbed in the lesson.

'About the middle of summer, one of the oldest members of the class began to be anxious about the salvation of her soul. This concern continued for several weeks, until three more of the class were saying, what shall we do to be saved? These four were all soon brought to rejoice in hope. Two of the others, I soon found, were mourning over their lost state as sinners, while one seemed hardened, and I feared would be left to her own chosen way.

'It was my usual practice to inquire of each individual respecting the state of her mind, after the close of the recitation, in addition to the practical remarks during recitation. Before the time for closing the summer term arrived, I had the happiness of hearing every member of my class express her hope in Christ, and of seeing six of them united with the church. (The seventh united soon after.)

'I could not, should I attempt it, describe what my

Conclusion.

feelings were, on meeting my class all rejoicing in the Savior.

'I do not know that my instructions were, in any considerable degree, the means of leading the class to seek religion; this is left to be developed another day. But I felt when I saw them all hoping in the Savior, as if I should like to commit them to the care of some other person, and take another class, that I might still teach sinners.'

CHAPTER VIII.

INFANT SABBATH SCHOOLS.

BUFFON, in his Natural History, describes the wild Ass which was brought to France, and which was the only one he ever saw. He says it was nearly wild when it arrived, but after great labor and pains to subdue him, they at length got him so tame that a man dared mount him, having two additional men to hold him by the bridle. He was restive like a vicious horse, and obstinate as a mule; still, Buffon thinks that if he had been accustomed to obedience and tameness from his earliest years, he would be as mild as the tame ass, or the horse, and might be used in their place.

Now the Scriptures describe human nature by saying, that man is born like a wild ass's colt!' If this graphic description be correct, then we cannot be too anxious to begin the process of subduing and training, too early. The men who are engaged in catching, taking and exhibiting wild beasts, never

Scripture account of children.

Hard to civilize a savage.

think of catching one that is old, or even grown up. They take them as young as possible, and even then, find it difficult to manage them. They act on the soundest principles of wisdom.

The experiment has often been made of taking young savages, sometimes from the Indians of this continent, and sometimes from the eastern Isles, and educating and civilizing them; after expending much money and pains-taking, we have almost uniformly been disappointed by having them return to savage life, and savage habits. Some years since a young New Zealander was carried to England, where he lived many years, was carefully educated, and introduced into the most refined society. When his education was completed, he returned to his home, and at once returned to the habits, the character, and the degradations of savage life. This has almost uniformly been the result of attempts to civilize and educate young savages. And why? On what principle can it be accounted for? I reply, that the work was begun too late. The impressions made upon early childhood cannot be effaced. You may take the young savage, and make a palace his home, and he is like the wild ass's colt; he longs for the forest, for the lawlessness of savage life. This principle is deep, uniform, unalterable. I cannot describe it so well as it has been done by a gifted pen; and the description is so true to nature, and so beautiful, that I cannot deny the reader the privilege of enjoying

the deep.

what can never be read, without stirring up est fountains of the soul. I refer to Mrs. Hemans's exquisite description of the deep impressions which are made upon early childhood; and though longer than I could wish, yet I can see no part that may be omitted. It is a dialogue between a patrician lady, and a poor boy from the mountains, whom she wishes. to adopt as her son.

LADY. "Why would'st thou leave me, oh! gentle child? Thy home on the mountain is bleak and wild,

A straw-roofed cabin with lowly wall

Mine is a fair and pillared hall,

Where many an image of marble gleams,

And the sunshine of pictures forever streams!"

Boy. "Oh! green is the turf where my brothers play,
Through the long bright hours of the summer day;
They find the red-cup moss where they climb,
And they chase the bee o'er the scented thyme;

And the rocks where the heath-flower blooms they know,-
Lady, kind lady, oh! let me go!"

LADY. "Content thee, boy, in my bower to dwell! Here are sweet sounds which thou lovest well;

Flutes on the air in the stilly noon,

Harps which the wandering breezes tune;
And the silvery wood-note of many a bird,
Whose voice was ne'er in thy mountains heard."

Boy. "My mother sings, at the twilight's fall, A song of the hills far more sweet than all;