sort of familiarity between the children and the bible, as the man of their counsel, and the guide of their youth.

It would be well also occasionally to examine the children as to their remembrance of the texts and sermons which they hear in the house of God. This would keep their attention alive to what is delivered from the pulpit, and lead them to recognise their own interest in the solemnities of public worship.

Such, among other means of communicating religious instruction, appear to me to be eminently adapted to promote this important end,

3. But as very many know the theory of divine truth, without feeling its influence on the heart, or exhibiting it in the conduct; as they often see the right way, without walking in it; and as it is only they who are renewed and sanctified by the truth, that will be eternally saved, to secure the ultimate object of your exertions, you must labor to produce religious impression, as well as communicate religious instruction. I know it is God only who can reach the heart, but then he does it generally by pouring out his spirit on judicious and well adapted means. Here then direct all your efforts, to awaken the conscience, to

interest the feelings, and to engage the whole soul in the pursuit of salvation, and the business of religion. Let your aim be visible in your conduct, so that the children may be convinced that till they are brought to fear God, and serve him in truth, you do not consider yourself to have attained the object of your labors. Let all you do be characterised by an impressive solemnity. Take care of treating sacred subjects with lightness. Never suffer the holy scriptures to be read but with the greatest reverence. Mingle a devotional spirit with all you do. By all that is awful, and all that is pathetic in religion, admonish and exhort the children. Endeavour to awe them by terrors of the Lord, and melt them by his mercies. Roll over them the thunders of Mount Sinai, and display to them the moving scenes of Mount Calvary. Remind them of their mortality, and encircle their imagination with the scenery of the judgment-day. Seize every event that the dispensations of divine providence may furnish to aid your endeavours. Relate to them instances of early piety, and at other times, cases of sudden and alarming dissolution. Watch for the appearance of religious concern, as that which can alone re

ward your labors, or satisfy your desire. Over every other kind of excellence than true religion, exclaim, "Ah! 'tis well, 'tis good, so far as it goes, but I want the fruits of immortality." When these begin to shew themselves, hail the first buds of genuine religion with delight, shield them with a fostering care, and with a skilful hand direct their growth,

CHAP. II.

The qualifications which every Teacher should seek to possess.

THIS is a part of the subject to which the attention of my readers should be directed with the deepest interest, and most lively solicitude. The following enumeration will furnish rather an elevated standard; but instead of condemning it as too high, it should be your endeavour to see how near you can approach it.

1. It is exceedingly important that you should be a partaker of real religion.*

* It should be recollected, that I am not here discussing the question, whether any but persons of decided, and tried religion, should be employed as teachers. On this point, if I were required to give an opinion, I should reply, that where a sufficient number of such persons could be selected, possessed of other requisite qualifications, it would be exceedingly desirable, as far more likely to accomplish the ultimate object of the institution. Still, however, there are cases, in which no such selection can be made; and others in which considerable abili y, together with devoted zeal, though not united with decision of religious character, would be exceedingly useful in the general business of the school. Such help, where it is connected with moral worth, which I hold to be in every instance indispensable, is by no means to be refused.

By personal religion, I mean more than a ge neral profession of attachment to christianity; more than a correct theory of religious sentiments; more than a stated attendance upon devotional forms; I mean an experimental acquaintance with the truths of the gospel, in their consoling and sanctifying influence. 'Tis certainly very true, that without such a state of heart you may be useful in promoting the subordinate ends of the institution, but can scarcely be expected to reach that which is ultimate and supreme. You may perform the humbler duties in this spiritual husbandry, of gathering out the stones and preparing the soil, but to cast the seed of the kingdom must be left to other hands. You may, it is true, impart a

There is a practice, however, which although very common, and in its motive very laudable, ought to be resisted with unbending firmness, and that is, the habit of considering our schools for the children, a school of reformation for their teachers. Many fond and pious parents are very anxious to get their sons and their daughters, who probably are exceedingly destitute of piety, or gravity, introduced into our Sunday Schools with the hope of doing them good. It is a question, however, whether the experiment very often succeeds; and a still more serious question, whether the institution ought to be exposed to the hazard of the trial. But as I said my business is not to decide this question, but merely to state to those who are teachers,what are the qualifications they should seek to possess; and who is prepared to deny, that I ought to place personal religion at their head?