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the children would at some time or other discover the amount to be just twice its value: if placed at top, the eye does not so quickly catch it; if any should think it is now too near the total, about the middle might serve as well. I hope, Sir, all this is understood ; in case I have not been sufficiently explicit, I will request you to look at the first sum l as the last figure but one, twice 1 is 2, then add at the left hand for the number of the Tow, and you have the total. Again, in the second sum, twice Sis 6, and twice is 4, adding two for the number of the row, the total is 46. Again, twice 6 are 12, set down 2 and carry 1, then twice 5 are 10, and i I carry makes 11, set down 1 and carry 1, twice 9 are 18 and 1 I carry makes 19, set down 9 and carry I, ihen add 3 (the number of columns) 10 the i last ried, this makes it 4, and the whole is compleated. Upon the same plan sums may be formed of five, six, or seven tigures sale, which will be found increasingly difficult in the addition as they advance, on account of the necessity of using the higher figures more frequently; any one sitting down to draw up a few will quickly discover this. *

I have now to say, that the rapidity of improvement by this method has been astonishing. The attendance of the teacher does not deserve the name of labour; I have alone and unattended had the charge of so, a great part of whom in about three weeks would be very ready at commou addition. I must not, however, omit one rule, it is, that a single word utiered by any Scholar, be the occasion what it may, subjects hiin to Teinoval from the desk for that evening; all is so profoundly silent, that the working of their pencils on the slates is distinctly heard.

V. B. We use no writing paper, and all sharpen their pencils on leaving


REVIEW. An Address to the Teachers of SUNDAY SCHools, by the Rev. H. G. WATKINS, M. A. Rector of Sr. SWITHIN, LONDON STONE,

THIS address is the substance of a sermon preached before the Teachers of the Sunday School Union, in London, Mr.

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• We should be obliged to Jucud to send us a complete and correct copy of

We have for sometime adopted a plan somrwhat similar to that mentioned, and have found that it both lessens the labour of the teacher, and exe pedites the progress of the trarner. Subtraction, multiplication, division, and indeed the other rules of arithmetic may likewise le taught from boards. VOL. 1


Watkins appears to feel peculiarly interested in the Sunday Schools; hence he enters into many of the minuter parts of the subject, with a knowledge more resembling that of an ex: perienced Sunday School ieacher than a minister. He feels quite at home on this occasion, and gives such instructions as cannot fail to be useful, in a plain and affectionate manner.

After introducing the subject by a few remarks on the religious aspect of the present period, and the beneficial influenca of Sunday Schools, when conducted by gratuitous teachers, Mr. Watkins directs the attention of teachers to themselves and their services.

The following sentiments on the private conduct of instructors can hardly be too often repeated:

“What is said by St. Paul, in the second chapter to the Romans, is equally applicable to all teachers and instructors. What public ministers are exhorted to regard, other teachers will not act wisely if they neglect. “ Take heed to thyself, as well as to thy doctrine. Such portions of Scripture imply, that all instructors of babes may not themselves be practically taught, or experimentally understand the lessons they teach others. Teaching Christ Jesus the Lord, is one thing, but feeling my sinfulness, and my need of a Saviour, and loving our Lord Jesus Christ in sincerity, is another thing. The first may be done, even while the other is unknown. Hence said St. Paul, “ I keep under iny body and bring it into subjection, lest, after having preached to others, I myself should be a castaway. Satan endeavours to make preachers and teachers satisfied with a professional sort of religion; and thus to substitute chaff for wheat."

The importance of constant secret prayer, and the influence of an instructive spirit and example upon his children are then enforced. One remark we trust will not

escape the attention of our younger readers.

“ Conduct yourselves therefore in the presence of the chil. dren with gravity and seriousness. Let thein not witness any levity of manners, either toward your fellow teachers or the children; for on this observajíce your usefulness will much depend."

The evils of jealousy, envy, pride, and censoriousness in teachers are then mentioned, and several important hints dropped, calculated to preserve from these sins. The remarks on the necessity of a cautious reserve towards the other sex, and attention to propriety in dress, are dictated by prudence and experience.

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Under the second head, the following remarks deserve our constant notice and practical regard.

“ The capacities of children for instruction are very different. Some at once receive any information you give them. Others are blessed with very retentive memories, while some are far from ready, either to understand, or to retain what they are taught. These are allotments of the most high God, who disdeth to each severally as he will. Those whose intellects are dull, should excite our pity, and encrease our endeavours. These we should take care not to discourage by making comparisons to their disadvantage. On the one hand, the intellect which may only have wanted a larger quantity of excitement, has been completely paralized, by invidious and unkind comparisons with children of more ready capacity: and on the. other, many a dull genius, by a little sympathizing culture, has outstripped in goodness, and in usefulness, children of high promise, as to intellectual ability and endowments. patience therefore have its perfect work” in managing the different capacities of your pupils. Beside the difference that God may have appointed, a vast disparity happens through the variety of opportunity which children enjoy. Some grow up in total ignorance and folly, learn nothing worth their learning, see and hear little but the evil conversation and conduct of their elders. In these cases we evidently see how grievously children suffer by the ungodliness of their parents. These cases therefore call for all your sympathy and compassion. Thank God on their account, that their parents are induced to send them to a School on the Sabbath. Take care to act with such mildness towards them, as to make them love the School, and be thankful to the teachers, and that if they are removed from the opportunity, they may carry away as good an impression of its value as may be.”

Mr. Watkins then cautions against mentioning the fo bles of parents before their children,-enforces the necessity of inducing the pupils to repeat their prayers regularly at home, and shews the importance of punctuality in attendance. He then shews that the grand doctrines of the gospel should be constantly impressed upon the youthful mind, and whilst teachers are thus employed, they should possess a constant sense of their insufficiency and aim at promoting the glory of God.

The address throughout displays such good sense, and acquaintance with the subject, that we heartily recommend it to all our readers.

S. 2


of RELIGIOUS INSTRUCTION, to which is added un Account of u SUNDAY SCHOOL LIBRARY on a plan entirely new. IT appears

froin the advertisement to this little work, that the former part was published at Edinburgh, in the year 1800, but has been for some time out of print. We observe that the Essay on the qualifications of Teachers, is the same as inserted in the Plan for the establishment and regulation of Sunday Schools published by the Union, which is now also out of print. The instructions for teachers in this Essay are so important, that we. rejoice to see them again re-published, in a cheap and neat forin. The inculcation of religious sentiments should be our great and constant endeavour; we cannot do better than adopt the plans resulting from the experience of our northern fellow labourers, who have rajsed their country so high in the scale of moral elevation, by combining with early education the sanctifying influences of religious instruction.

The Account of the Sunday School Library we recommend to our readers. A circulating library will be found of very great importance in Sunday Schools: having communicated the capacity of reading, it is highly desirable that we should render it suhservient to moral and mental improvement. The appetite is excited, and it is necessary that we should supply it with wholesonte and nourishing food. An ability to read may be perverted, by being employed on pernicious publications; the best method of preventing this evil is, by the diffusion of judicious and instructive books, Thus will the poor be led 10' substitute mental employment for sensual gratification, while one of the best plans iş adopted for the improvement of the intellect, the amelioration of the heart, and the salvation of the soul.

Report of the East London Auriliary Sunday School Union.

THE first Quarterly Meeting of this Union was held at the Rev. George Evans's Chapel, on Tuesday Evening, September 6th, 1814. The Devotions were commenced with singing the Hymn, “ How serious is the Charge,” and the Rev. Mr. Williams engaged in Prayer.

The following Report was then read by one of the Secretaries.

It now becomes the pleasing task of your Committee to report the progress and present state of this Auxiliary Union. During the short period that has elapsed since the formation of this society many very interesting facts have come to our

knowledge, which afford additional testimony to the extensive usefulness of Sunday Schools. We cannot therefore forbear pausing for a moment to state their great importance, and even their superiority over most of the benevolent institutions of our highly favoured Island.

It is a singular fact, that since the reformation, much greater exertions have been made to stem the torrent of iniquity, and snatch the devoted victim from the effects of ruoted crime, than to nip the dreadful evil in its bud. More has been done to rescue those who are perishing in all the misery attendant on a life of sin, wretchedness, and despair, than to imbue the infant mind with salutary principles, and direct the youthtul wanderer to the paths of holiness. But which may be considered the more useful employment-to keep the bank of a river in repair, or to be engaged in attempting to repair the breach when the torrent is inundating the surrounding country ?-Which person renders the most essential serviceHe, who by timely notice of danger, warns the unsuspecting mariner, and thus preserves his vessel from shipwreck, or he who coldly looks on, sees the danger approaching, and yet gives no alarm, till the vessel dashes itself to pieces, when he risks his life to save the drowning crew?

Let it then be our delightful task to win the infant mind, to unfold to the simple and warm-hearted youth, the glories and the loveliness of our blessed Redeeiner; and while we are endeavouring to assist those who are ready to perish, may we become the humble instruments by which the children of the poor shall be brought to devote themselves to God in their youth, and thus be saved from the shocking effects of dissipated and vicious habits early and easily contracted. That instead of going dowa to the grave at a premature old age the sad victims of ignorance, vice, disease, and despair, we may have the inexpressible pleasure of seeing them trained up, under the blessing of God, to the love and practice of true religion, and to exemplary activity in the service of our Redeemer.

Engaged in such a cause, we cannot wonder if Satan attempts, by every means, to hinder our usefulness and paralize our efforts, or to draw us aside from the path of duty. In order to resist his temptations, and surmount the obstacles thrown in our way it is indispensably requisite that we should “ pray without ceasing,”-that we may be aware of Satan's devices, and that our hearts may be encouraged in making still greater attempts to accomplish the overthrow of his kingdom.

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