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place in addition to its ordinary meaning. We think this extended signification of the above terms may properly be given in the case before us in addition to their ordinary one; and, if so, a basis is here laid for the Scriptural instruction of the juvenile inhabitants of a country or members of a church by its adults-the very thing which is done in Sabbath-schools. Then, the following words of David must be cited: 'Come, ye children, hearken unto me: I will teach you the fear of the Lord' (Psalm xxxiv. 11). Does the royal teacher here stand forth merely as a parent calling his own children to receive instruction? Does he not rather address himself to the young generally as well as to those of his own family, and thus demonstrates that he regards the impartation of Scriptural instruction to youth in general as a sacred duty? Moreover, in Isaiah xxviii. 9-11, a passage confessedly obscure, there is furnished a striking description of the simplicity and perseverance required in teaching children. It runs thus: Whom shall he teach knowledge, and whom shall he make to understand doctrine? them that are weaned from the milk and drawn from the breast. For precept must be upon precept, precept upon precept, line upon line, line upon line, here a little, and there a little.' The primary object of this text appears to be to reprove the sins of Ephraim, the drunkenness of whose people, both priests and laymen, had rendered them so stupid that they required to be taught as simply as children. How forcible and wide-spread the need of such a rebuke in our own times! for drunkenness stalks unblushingly abroad almost everywhere, not only draining the resources and undermining the physical constitution of its victims, but also dimming their intellect, deadening their moral sense, and bringing them back to the feebleness, though, alas! not the innocence, of childhood. Our present business, however, is with the instruction of children, and in the above quotation we get a very ancient and valuable description of the way in which this is to be accomplished. Coming to the New Testament, we find the adorable Saviour setting to His Church the example of caring for the religious welfare of children, and commanding His Gospel to be preached to every creature, every child being, as a matter of course, included in such command. And lest children should be overlooked, he expressly enjoined that spiritual nourishment should be given to them, saying to Peter, Feed my lambs'—a brief and beautiful injunction, which furnishes a basis not only for preaching to them and for instructing them in the family circle, but also for teaching them as in Sunday-schools. The above quotations by no means exhaust the stock of Bible teaching on the subject

before us, but they are sufficient to demonstrate that the Sundayschool is securely founded on the rock of immutable truth. Shall we regard the long delay which took place ere the Sunday-school was originated and developed as one of the mysterious designs of Jehovah, or rather as an evidence of the sluggishness of the human mind in dealing with spiritual things? The reader must supply the answer.

We now proceed to observe that the Sunday-school is strong in public opinion, in its hold upon the various religious bodies, the several ranks of society, and the different nations of Christendom. That it is strong in public opinion is evident from the popularity of Sunday-school anniversaries, the success usually attending appeals for financial aid in its behalf, and the favourable notices and criticisms appearing from time to time in both the religious and the secular Press. If the matter be now viewed from a denominational standpoint, evidence of strength will easily be found. Though the institution before us began, so far as Robert Raikes was concerned, in the Church of England, it was not long confined thereto, but speedily spread through the Methodist and the several Dissenting churches. Even the Roman Catholics, despite their well-known repugnance to the perusal of Scripture by the laity, now have, and for a long time, indeed, have had, their Sunday-schools: not, it may be presumed, on account of a desire to diffuse Scriptural knowledge, but simply as a means of retaining the young of their flock, who, in the absence of schools of their own, might be lost to their church by attending those belonging to Protestants. Thus, churches, both orthodox and heterodox, have their Sunday-schools. Then, if the institution be considered from the standpoint of rank, proof of its strength will be apparent. It began in the middle class, for to this its honoured and pious founder belonged. But it extended itself almost immediately to the lower classes, for in these his earliest teachers were found-teachers whose humble circumstances made them glad to accept one shilling per Sunday as a remuneration for teaching. Thus, almost from the first, it has had firm hold of the two most numerous classes of society—the middle and the lower classes. Nor was it long ere it took hold upon the higher classes; for such authoresses as Miss Trimmer and Hannah Moore, and many noble lords and ladies, were soon enrolled amongst its teachers, and deemed it an honour, rather than a degradation, to be found on the Sabbath at the head of small bands of untaught children for the laudable purpose of pouring into their minds the precious light of Divine truth. It is worthy of remark that the honours showered on

Robert Raikes were not all kept back until after his death, for during his active and busy life he was noticed and even visited by Royalty, and this simply as a mark of respect on account of his connection with the origin of Sunday-schools. In our own day distinguished authors, renowned statesmen, popular orators, and learned judges are found adorning the ranks of Sunday-school teachers, while our Gracious Sovereign, Queen Victoria, and other members of the Royal Family have frequently received, with evident appreciation and pleasure, the loyal acclamations of tens of thousands of Sunday-school teachers and scholars. If, then, there is strength in the almost unanimous favour and good-will of every class, that strength belongs to the institution now under review. And if the same be viewed internationally, its strength will be no less visible. It is a fact, we believe, that wherever the English language and the English Bible are found, there is beheld also the Sunday-school. The publication of the International Lessons' forcibly confirms this fact, since supply implies demand. But the area over which the English tongue is diffused-though a very wide oneis not co-extensive with that of the Sabbath-school, for this has extended itself, we believe, to every nation of Europe, as well as to all other parts of the globe in which the Gospel is enjoyed. Thus the Sunday-school is known almost, if not altogether, as widely as the Gospel itself— a fact which reveals its remarkable strength.

Then, how strong it is numerically. Though but a century old, its teachers are roughly computed to reach the number of some million and a half, while its scholars are estimated to number some twelve millions. Truly such figures denote wondrous numerical strength, for they represent a very mighty host-a host, too, which is constantly increasing at a rapid rate.

Again, it must not be forgotten that the institution before us is strong in literature. This will appear if we consider that, while its claims are urged and its operations described in publications without number, there are also many excellent periodicals devoted entirely to its service. These furnish from week to week, or from month to month, admirable expositions and illustrations of the lessons to be taught, together with hints on the best modes of teaching. Hence, no teacher, however humble, need go to his work unprepared. This institution, moreover, can boast of a standard literature of no mean order, embracing books in every department of Sunday-school work-books written with great literary skill by authors of eminence in full sympathy with their theme. Special mention ought here to be made of the 'TEACHERS' BIBLE,' as it is very properly designated, which

contains a library within itself—a library sufficient, if well used, to furnish the teacher with valuable material to be used in every part of his work. Further, the hymnology of the institution well deserves. recognition here. Hymns, simple in character and style, adorned with the beauties of poesy, richly laden with Gospel truth, and admirably adapted to move and purify the heart of the young, are plentiful indeed. Probably every Christian country and every religious denomination rejoices in its own collection of Sunday-school hymns, which it prizes above every other. We, at least, as a Connexion, have reason to be well satisfied with what we possess, for doubtless our SUNDAY-SCHOOL UNION HYMN BOOK is one of the very best and cheapest in the world. If the promised and eagerly-desired Tune Book shall prove equal to the Hymn Book, to which it will be the Companion-and, from the ability of the compilers, this may be expected-the many fine compositions in the Hymn Book, for which there are at present no tunes, will soon find suitable musical expression, while their saving truths will be deposited, by means of the delightful ministry of song, in the hearts of myriads of children.

Further, if the foregoing observations accord with truth, it must be evident that the institution under consideration is strong in means of benefitting the world. In its twelve millions of scholars what an extensive, rich, and promising spiritual field is brought under cultivation! In its million-and-a-half of teachers what a host of labourers are found-labourers who are employed in the cultivation of the above inviting field! In the sacred truths of Divine revelation what precious and abundant seed is given-seed that is suitable in quality and sufficient in quantity for sowing throughout every part of the vast field! And in the promises of the Bible and the influences of the Holy Ghost a guarantee is furnished that in due season a precious and an abundant harvest will gladden the toiler if he fail not in duty. This harvest, indeed, is already being gathered, our own denomination alone having during the past year received into its fellowship from its Sunday-schools upwards of nine thousands, while other bodies, we fondly hope, have realised equal success. Truly the institution before us is a mighty and beneficial power, whose delightful effects are not confined to the scholars, but extend to their parents, and to the nations of which they constitute a part; neither are those effects limited to the early years of the scholars, but, at least in many instances, travel onwards, influencing all their future being; thus diminishing crime, purifying morals, banishing obscenity, promoting honesty, sobriety, truth, and benevolence, emptying asylums and jails, filling churches,

multiplying the number of local preachers, class leaders, stewards, ministers, and missionaries, and peopling heaven with numerous individuals who, without the aid of Sunday-schools, would probably have perished eternally.

It hence appears that the Sunday-school is strong in its foundation -the word of God; strong also in public opinion, and in the hold it has obtained upon every rank of society, as well as upon every religious body and every Christian land; strong, moreover, in its number of teachers and scholars, in its literature, and in its means of doing good. The fact that its 1,500,000 teachers labour without fee or reward might well have been dwelt upon as one of the institution's strong points; for if such a numerous host as the above willingly and gratuitously devote their energies to its work, it is not likely to languish for want of willing hands, and heads, and hearts, and purses to promote its interests.

The weak points of the Sunday-school must now be brought under review. That there should be points of weakness connected therewith need excite no surprise, since all human institutions, whether social, literary, philanthropic, scientific, political, or religious, are marred by defects. Mr. R. Raikes admitted imperfection in the schools of his day, and expressed the belief that great improvements would take place in those of the future. Improvement, no doubt, has made its appearance; yet while, on the whole, the schools of the present compare very favourably with those of the past, in some respects it is believed the former days were better than these. Coming to particulars, we observe

That the noise too frequently found in Sunday-schools is one of their weak points. This noise proceeds from various causes, several of which often operate simultaneously. These are the following: teaching and reading in a loud tone; conversation carried on by scholars, and occasionally even by teachers, who are not at work; shuffling and stamping of feet, thumping seats, &c. When, as is not unfrequently the case, several of such noise-producing causes are at work amongst many classes, taught in one large room, the result cannot fail to be such an amalgam of confusion and sound as must injure weak nerves, do violence to the drum of the ear, and render effective teaching impossible. Of course, the most effectual remedy for all this would be found in the multiplication of class rooms; for it is manifest that if from two to half-a-score religious class meetings were held at one time, in one large room, extreme confusion would inevitably result; nor can such confusion in school work be wholly