If we turn from the past to the future, our hopes leave even our success behind. Comparatively but few years sball pass before other writers shall look back from a distance in the progress of the Sunday School institution, inconceivable to us, and sum up all that I have recorded, as but the very commencement of its operations, the first fruits of its victories, and as not worthy to extend beyond the first page of its history. SUNDAY SCHOOL TEACHER'S GUIDE. CHAP. I. The object which Sunday School Teachers should ever keep in view as the ultimate end of all their labors. To the success of any exertions whatever, it is necessary that the object to which they are to be directed, should be distinctly undertood. Any confusion on this point, will be attended with a fluctuation of design, and an imbecility of endeavour, but ill calculated to ensure suc cess. There is just ground of apprehension, that many who are engaged in the work of Sunday School instruction, are but imperfectly acquainted with its ultimate end. It is to be feared concerning some, that in giving their assistance to this cause, nothing further enters into their view, than communicating to the children an ability to read and write. In the estimation of such persons, these sabbath institutions seem to rank no higher than the ordinary day schools, where the offspring of the poor receive the elements of the most common education. Provided therefore they can assist their pupils to read with tolerable facility, and especially if they can teach them to write, they attain the highest object of their desires, or expectations. How will such teachers be surprised, when I inform them that the top stone of their hopes, is but the foundation of their duties; and that the highest elevation of their purposes, is but the very beginning of the ascent, which leads to the summit of the institution. I admit that where no higher aim than this is taken, though very far below the proper mark, much benefit is likely to accrue to the children themselves, to their immediate connections, and to society at large. Where no effort is made to form the character, and nothing more in fact is done, than simply to communicate the art of reading, a vast advantage is conferred upon the children of the poor. It is the testimony of inspiration "that for the soul to be without knowledge is not good;" and the whole history of man confirms the truth of the remark. The very first rudiments of know ledge, independently of any systematic attempt to improve the character, must certainly have a moral tendency. In the very lowest elements of education, the soul experiences an elevation, and however it may be precipitated back again by the violence of its depravity, begins to asscend from the regions of sense. Ignorance debases and degrades the mind. It not only enslaves the intellect, but dims the eye by which the human conscience traces the natural distinction between right and wrong. "On the contrary," says Mr. Hall, knowledge expands the mind, exalts the faculties, refines the taste for pleasure, and in relation to moral good, by multiplying the mental resources, has a tendency to elevate the character, and in some measure to correct, and subdue the taste for gross sensuality." From hence it is obvious, that the very least and lowest end, which as Sunday School teachers, you can propose to yourselves in your labors, has a tendency to benefit the interests of the poor. I wish, however, to remind you that simply to teach the art of reading, is the least and lowest end you can contemplate. Others as the ultimate object of their efforts, connect with the rudiments of knowledge, con siderable attention to habits of order, industry, and morality. They are most laudably anxious to form the character of the children, so as that they may rise into life an industrious, orderly, and sober race. This is of vast importance, and subordinate, only to what I shall afterwards propose as the ultimate end of all your endeavours. Much of the peace, comfort, and safety of the community depends upon the character, and the habits of the poor. If society be compared to the human frame, they are the feet and the hands; and how much do the ease and welfare of the whole body depend upon the healthy state of the extremities. To tame the ferocity of their unsubdued passions; to repress the excessive rudeness of their manners; to chasten the disgusting and demoralising obscenity of their language; to subdue the stubborn rebellion of their wills; to render them honest, obedient, courteous, industrious, submissive, and orderly, should be an object of great desire with all who are engaged in the work of Sunday School instruction. It should be your ceaseless effort to reform the vices, to heal the disorders, and exalt the whole character of the lower classes of society, by training up their offspring in "whatsoever things are |