tender and touching in the application of our lessons. Let them see we feel what we say, and that we are really anxious for their souls' good. Let us not fall into that cold, indifferent, matter-of-course style, but let our manner be warm, affectionate, with holy earnestness, so as to reach the heart. Our matter, also, should be simple, instructive, and interesting. Having in the course of the previous week thoroughly mastered our subject, let us in the class be more absorbed in our work. The truths to be taught must not only be familiar, but prepared so that we may be enabled to communicate them to our scholars in an intelligible form; remembering, a lesson is not given unless it be received. The late Dr. Chalmers prepared as carefully for his scholars which were of the poorest children, as for his class in the university. When a friend remonstrated with the late Dr. Arnold for continuing his study in Greek, he answered him, "I read, not because I think I have not enough of water to supply my pupils' wants, but because I consider it much better for them that they should drink out of a running stream than out of a stagnant pool." And if a painter of old could reply, when asked why he took so much pains with his paintings,-"I am painting for eternity," surely we may take up his words, and with greater truth say, We also are working for eternity, and that not on perishable canvas, but on imperishable souls. Unless we do prepare, our scholars will con stantly be hearing the same things over and over again, with little or no variation, until at last wearied out by the repetition, they will be ready to exclaim with a boy (whose teacher, for want of preparation, usually resorted to one illustration, the parable of the fig tree), “Why teacher, are you going to cut down that ere fig tree again ?"

In preparing, let us learn to simplify our lessons. To be childlike, is not to be childish. We must come down to the level of them with whom we have to do. To explain my meaning, I may remind you of the writings of Old Humphrey, which may be understood by old and young,―he adapted himself to the youthful mind. We are told,— "He sat from hour to hour at his little table, his books spread around him, the Bible in the most conspicuous place, and a large card before him, on which were written, is a bold style, the three words, Allure, Instruct, Impress, to remind him of his work, and the way in which it was to be done. This was the secret of his adaptation." "I remember reading," says the Rev. S. E. Bond, "of a young man in the country who kept chickens, which were always much finer and fatter than any in his neighbourhood. One day a clergyman happened to call to purchase a couple, and, in the course of conversation, said to him,- How is it your chickens are always so much better than any I can buy elsewhere?' 'Well,' said the young man, 'I really do not know, unless it is for this reason,—I am always

very careful to chop up their food into very little bits, because I think they can more easily eat it, and better digest it.' 'But,' said the young man' (for he was a Sunday school teacher), 'the question set me thinking. Have I always been as careful to prepare the food for the little lambs of my fold, as I have the food for my chickens ?' And never from that time has he ventured to meet his class until he had first prepared, according to the best of his ability and opportunity, the lessons he had to teach, so that his children might not only be instructed but fed."

son ?"

Catechising is an important part of Sunday school teaching, and is an instrument of amazing force in a hand that knows how to wield it aright. There is nothing which tends so surely to keep up the life and spirit of the lesson, as well as the eager attention of the class. Rouse the scholar inclined to sleep, and bring back the attention of the wandering by questioning them. Our questions should be plain and simple, yet searching and effective. There is a class of questions scarcely deserving the name, which are fictitious or apparent, but not true questions. I mean such as simply require the answer, "Yes," or "No." Nineteen such questions out of twenty carry their own answers in them; for it is almost impossible to propose one, without revealing, by the tone and inflection of the voice, the answer you expect. For example,-"Is it right to honour your parents ?" "Did Abraham show much faith when he offered up his "Were the Pharisees really lovers of truth ?" Questions like these elicit no thought whatever. There are but two possible answers to each of these; the teacher is sure to show, by his manner of putting the question, which he expects. Such questions should be avoided, as they seldom serve any useful purpose; for every question, it must be remembered, ought to require an effort to answer it. It may be an effort of memory, or an effort of imagination, or an effort of judgment, or an effort of perception; it may be a considerable effort or a slight one, but it must be an effort; and a question which challenges no mental exertion whatever, and which does not make the learner think, is worth nothing. Our questions should grow out of the answers which precede them; we must acquire a habit of continuous and orderly questioning, so that each effort of thought made by the scholar shall be duly connected with the former, and preparatory to the next. An excellent example of this peculiar merit in questioning is found in our Church Catechism, where the questions arise out of the preceding answers. The wisdom of the compilers of our Liturgy, is in no part of the Prayer Book more conspicuous than in the Church Catechism; and it may not be unprofitable also to remark, that in the well-known verse with which this

paper is commenced," Train up a child in the way

he should go,"the venerable translators of our authorised version have retained in the margin the word "Catechise." See Proverbs xxii. 6.

A great deal of success depends upon the way in which the ques

tions are put; we must be quick, lively, and animated. Slow and dull questioning is tiresome to our scholars, and fails generally in the end; we must keep up the interest. Question so as to bring out all they know, and to make them feel their own shortcomings; but specially so question as to communicate instruction. I do not find it well to use a book of questions, or to write them down for use in the class. Such assistance is valuable, if you avail yourselves of it beforehand, but in the class we must not be formal and mechanical, but so get a knowledge of our lessons as to find questions of our own. Let us not be too harsh on receiving wrong answers, but take the ignorance of our scholars as a censure upon our own methods, and be patient and persevering to attain a more simple, accurate, and improved mode of questioning. Never laugh at the answers you receive, however simple, but bring down your own selves to the capacity of those with whom you have to do. Every encouragement should be given to our scholars to ask their teachers questions, and to give free expression to their difficulties and doubts. Successful teaching must be measured by the amount of enquiring spirit imparted to our charge, rather than the amount of information given. In reading, let the teacher read in turn with the scholars, and let each read to a full stop. One advantage in this is, if a scholar has lost his place when it comes to his turn to read, he will not so easily be able to calculate the verse, as he would be if every scholar read simply one verse; if, however, you find one not paying attention during the reading exercises, call suddenly upon him to commence reading where the last left off. You will find this a quiet way of administering reproof. Let us not get into the habit of fault-finding with every little thing which may happen; let us keep our temper even, and make the school so attractive by gentleness of spirit, and by having something worth offering in the way of instruction, that it may be a place whereunto they may delight to resort..

I come now to that portion of this paper upon which I feel very warmly, which must be my plea for speaking plainly. Let us rule and teach with kindness; let us not forget that souls are to be won to our Lord Jesus,-not driven, but drawn to Him. Love is the very foundation of the Gospel. "God so loved the world, that he gave his only begotten Son, that whosoever believeth on Him should not perish, but have everlasting life." "We love Him," says St. John. Why? "Because He first loved us."

come to be scolded or frowned upon; and as they are easily touched by words of love, so are they readily affected by looks of kindness. Blows are unbecoming in a Sunday school. If you cannot win with kindness, you will never by blows. Severity may be the way to govern, but it is not the way to mend. "Human nature," says Cowper, "is like a fierce mastiff; if you touch him gently he growls, but if you scold him, he flies at you." Let kindness be combined with firmness. Enchain the attention of your class, and a score of their little restless ways, will instantaneously vanish. "Prevention is better than cure." If when there are slight indications of rising evil, a teacher begins to frown and scowl, the little cloud of mischief gathers strength and blackness as it rises against the gale; whereas, the sunny influence of a wise and loving treatment would have succeeded in dispersing it. Let us not forget that we are in our measure, answerable for evils which we might have warded off. There are some who, by their fidgetiness and over-particularity, goad and fret their classes into ill-behaviour; and many of the faults they reprove, are faults of their own evoking. A skilful physician takes care not to irritate a wound.

We should not, in our classes, teach individually, but collectively. There is a possibility of so teaching all combinedly, that the effect shall be as if each were taught alone. Let the dullest in the class be made to comprehend, and the brighter ones will not have been listening in vain. Do not overload the mind, any more than you would the body. The mental digestion must not be overtaxed, else it will be enfeebled. Insist on accuracy rather than abundance, -let us esteem quality more than quantity. Let "little and well” be our motto, until the time comes when we can have "much and well." Let us so prepare our lessons, and speak to our scholars every week as though it were for the last time we might see them. To be more successful in teaching, we must know and understand far more than we hope to be able to communicate. You know not what

may be required in the class, and it is necessary to give due life and force to your teaching, and to make you feel confidence in your own resources. Take your register, and carefully consider the failings, and know what are the peculiar dangers, temptations, and weaknesses of those you have to teach. In the class, keep your eyes on the whole of your scholars, and keep your ears well open. However well prepared you may be, you will never succeed by giving your attention to one part of the class, while the other part is trifling and in disorder. Let it be distinctly known, whatever happens is sure to be noticed; and when inattention shows itself, be skilful to find it out at a moment's notice, and throw renewed energy into your work, and tax the wanderers with a question, or with a verse to read.

I must not, however, omit briefly to allude to pictorial illustrations, or anecdotes, together with other means at our disposal for more effectual teaching. It is lamentable to find how many feel indifferent about school, and especially as our scholars grow older. After carefully considering this subject, and from personal observation, I feel convinced we are, to some extent, the cause. We must make our schools more attractive, our lessons must be more interesting, and our manner more kind, affectionate, and earnest; so that it may become a place where they will assemble with delight; yet not to pamper and spoil them, or leave room to think we are indebted to them for coming. If our manner is melancholy, it depresses and does not attract; if our matter is learned, and too high to be understood, we may as well teach in an unknown tongue; if we offer what is not worth giving, it certainly is not worth receiving, we cannot feed on emptiness, and what inducement is there to attend school unless our scholars FEEL they have been fed, interested, and benefitted? There is a craving for knowledge, let it be supplied. If we deal faithfully with them, their faith in what we say will be strong. The young mind is often easily led, let it be in the right direction. The young heart is tender, let us endeavour to win it over to Jesus. These are no light considerations in our favour, let us, therefore, with more holy zeal and eagerness embrace these opportunities to save souls from death, and thus bring glory to God.

One great help to effective teaching is illustrative teaching-we have the example of our blessed Lord in this; the popularity of great preachers is also largely attributable to their power of illustration. Latimer, Whitfield, and Chalmers, in former times, and Spurgeon in the present day, are remarkable instances. We naturally wonder at the difficulties which arose in the minds of the disciples of our Lord, when questions were put to him and which we deem too plain for explanation; how much more so then may we not expect similar difficulties arising in the minds of our scholars, and for