the people saw that their tea, sugar, and other articles they consumed as necessaries of life were heavily taxed, and they said, here is a vexatious Government, to tax the people to support their visionary projects of benevolence. He thought the Government should give up that course, and not incur the blame of being a Government so extravagant as to heavily tax already over-burdened people for such objects, when they could be better carried out, if made self-supporting, by voluntary efforts. The better course would be that the Mechanics' Institutions, the British and Foreign School Society, the charitable trusts of the country, should be made to benefit the people, which would be more advisable than taking the Government aid in the proposed shape. He was sure that, if they arrived at the desired end by those means he had suggested, every one would be more satisfied than if they found they owed their advanced position to the aid of the Government. In fact, it would be pleasing to them to find they had gained their end by their own voluntary exertions. The many persons to whom he had spoken for many years had said that there were a number of skilled workmen whose wages were so high as 20s., 25s., or 30s. a week; but, however skilled they might be, they had no restraint over their physical passions, and, therefore, do not attend to the advancement of their intelligence or the education of their children. Instead of doing good for their families or buying a good book, they spent the whole of their money in gratifying their physical enjoyments; and when the day of distress arrived, those same men might be seen selling their furniture, and, eventually, many of them were obliged to seek the poor-house. The only way to alter that condition-and he thought they must all feel sorry the class he had mentioned did not show a greater desire to elevate t he mind-the only remedy, he repeated, was to give them objects and thoughts which would influence and elevate the mind; thus showing them that they had a great and responsible duty to perform, and that restraints must be put upon their physical enjoyment; and finally, that their whole condition would be improved; that they would rise to independence; that they were raised in the scale of social life; that they were better fitted to fulfil their duties in this world, and to appear in the next; and that they would be in a better condition to do their duties in that state of life to which they had been called,

THE UNPREPARED TEACHER,

GOING the other day to a water-butt, I could only obtain a little stream of muddy water, and on looking in I soon saw the reason, for the barrel was almost empty. The next day it was filled by the rain, and I had an abundant supply of bright clear water. What a strong likeness there is in this barrel, to a Sunday school teacher. If he sits down before his class, with his own soul empty, what has he to offer the children but the muddy waters of worldly thoughts, and an uneasy conscience, and how feeble and lifeless the lesson is. But when his heart is filled with the love of Jesus, how he delights to speak of Him to the little ones, and how soon they feel the difference. Oh, may every Sabbath find us seeking large supplies of grace for ourselves, that we may not have the sorrow and shame of feeling that the children are seeking the "living water" from an empty barrel.-Church Sunday School Monthly.

A GENERAL GUIDE FOR CLASS EXAMINATION.

Questions adapted to bring out the Instruction contained in almost any

Chapter of the Historical Parts of the Old Testament.

1. What persons, facts, or places, are mentioned in this chapter. 2. Point out the places on the map.

3. Are these persons, facts, or places, mentioned in any other parts of the Bible?

4. Mention any duties enjoined in this chapter.

5. Is there any account in this chapter of any duty performed?

6. Does the duty appear to have been performed in a right spirit, or a wrong?

7. Does this chapter contain anything to show the value of God's blessing, or the means by which that blessing may be obtained or lost?

8. Is there any account of any sin committed?

9. What led to the commission of that sin? See, for example, 1 Sam. xviii. 8; 2 Sam. xi. 1; 2 Chron. xxiv. 17.

10. By what consequences, either to the transgressor himself or to others. was that sin followed? See, for example, Numb. xvi. 27, 32; Josh. vii. 24 ; 1 Kings xvi. 34.

11. Were these consequences such as the transgressor had expected ? See, for example, Judges viii. 27; 1 Sam. xiii. 12, 14; xxi. 2; xxii. 19.

12. How is that sin spoken of in other parts of the Bible?

13. Compare the actions recorded in this chapter with other similar actions recorded elsewhere in Scripture.

14. Does the chapter contain a command, promise, threatening, or example, which you can apply to yourself?

15. What may you learn of the attributes of God from this chapter? 16. Does the chapter contain any prophecy, or record the fulfilment of any prediction?

17. Is there anything in the chapter that reminds you of the Lord Jesus Christ? Is there any type of Him, or anything to exhibit our need of Him as a Saviour?

18. Is there anything that shows the necessity of the Holy Spirit to renew our hearts, or anything to present to your mind the nature and power of his work?

19. Does the chapter contain any prayer, or any answer to prayer?

20. Do the events recorded in this chapter illustrate any great truth of Scripture, or any proverb contained in God's word?

*

** These questions will lead to others, or suggest them; and by employing such questions intelligently, teachers may awaken attention, elicit important truth, and direct their scholars to the great objects of the inspired history, Rom. xv. 4; 2 Tim. iii. 16, 17.

Questions which a Teacher may ask the Class, after having gone with them through any historical book of Scripture, or any considerable portion of a book.

I. QUESTIONS RELATING TO GOD.

What illustrations are given in this book, or section, of God's power; knowledge; justice; long suffering; and mercy? What of his readiness. to hear prayer; of his providence; of his control over the actions of men ; of his faithfulness, and of his grace?

II. QUESTIONS RELATING TO THE CHARACTER AND CONDITION OF MAN.

What instances are given of human weakness; ignorance of the future; and inconstancy? What illustrations of resistance to temptation, and of yielding to it? What of the folly of sin; of its deceitfulness; of its progress when indulged; and of its evil? What virtues are exhibited in this book, or section? What instances are there of turning aside from a right path once pursued? What instances of affliction are there; and what were the effects of the affliction? What illustrations are given of the nature of human life; its disappointments; fears; changes; or of the insufficiency of worldly things to afford happiness?

III. QUESTIONS RELATING TO THE PREPARATION FOR THE COMING OF JESUS CHRIST, EVER GOING ON IN THE DIVINE DISPENSATIONS What types are there of the Saviour in either persons or things; and point out the resemblance? What prophecies of Christ are there; and are these prophecies referred to in the New Testament? Are these prophecies of any other person than Jesus Christ; or of any historical event; and can you mention the fulfilment of such prophecies? What proofs are there of man's need of a Saviour; and of the Holy Ghost to renew his nature? Do you learn from any part of this book or section, how you should pray and for what?

* The above questions are not given as all that should be asked, but merely as suggestions which some teachers may find of use; and they are so printed as to indicate how teachers may divide them into separate questions.-Sunday School Union Notes on the Lessons.

CRUELTY TO CHILDREN.

It would be accounted a very barbarous thing in a father or master, to suffer a child to starve for want of the necessaries of life, food and raiment; and all the world would cry shame upon them for it: but how much greater cruelty must it in reason be thought, to let an immortal soul, and one for whom Christ died, perish for want of knowledge and necessary instruction for the attainment of eternal salvation?-Archbishop Tillotson.

"SEARCH THE SCRIPTURES."

So spake the Saviour, and well will they repay the search. There is food for all. Sages may ponder over its hidden meanings, and babes rejoice at its simple truths. Here is oratory sublimer than the "thunder" of Demosthenes, and more captivating than the eloquence of Cicero; narratives of truths more thrilling than the fictions of the novelist, and tragedies grander than the imaginings of Sophocles; history, at whose magic spell our hearts leap within us to avenge the oppressed, and hurl the tyrant from his usurped throne; mysteries, deeper than Eleusinian rites, o'er which the dust and wrecks of time have gathered; music, sweeter than Apollo's lyre; melodies, more blandishing than Calypso's song, and pastorals more beautiful than the numbers of Theocritus or Bion's muse. It tells us of wonders more marvellous than the feats of Hercules, and of a power greater than that of Jove; of mountains more sacred than Olympus; of streams clearer than the water of Peneus, and of valleys more beautiful than Tempe; of heroes greater than Achilles, and of battles fiercer than those of Troy. Here are delineations of character truer than Shakespeare's; a code of ethics more rigorous than Aristotle's; philosophy deeper than Plato's; and virtue holier than Socrates! Where can be found another book containing all these excellencies. But these are not all. There are words that will bind up the broken hearted, and change each falling tear into a sparkling gem; words that, whispered into the closing ear, will make the departing spirit rejoice in the spirit-land, and light up with the brightness of the shining ones, the valley of Death. Well then might the Saviour say, "Search the Scriptures, for in them ye think ye have eternal life, and they are they which testify of Me." Uppingham.

S. G.

HOW TO RAISE £1,000 WEEKLY.

MR. EDITOR,-During the last month I received a circular letter from the deacons of the Congregational church at Ryde, in the Isle of Wight, asking for the small sum of one penny from each of our teachers, in aid of a sum required by our friends at Ryde towards the erection of their intended Sunday school rooms, which was no sooner read than the money was immediately subscribed. The request was modest and the plan simple, and commended itself. What a great work might be accomplished if there was a systematic plan of weekly offering by the 250,000 teachers of Great Britain towards the erection of new schools and the extinction of old debts! Such an offering would realize the sum of 1,0417. 13s. 4d. weekly; a sum sufficient to build two moderate-sized schools. Can anything be done towards the accomplishment of so noble a work? I trust that the people at Ryde will afford us the result of their efforts, so that some idea may be obtained of the willingness of the Sunday school teachers to aid the work.I am, Sir, yours truly,

ALAN B. SALMON, Superintendent of the Congregational School.

7, Sunderland-terrace, Ulverston.

LIFE'S TEACHINGS.

EVERY-DAY life is full of suggestions to a thoughtful mind. Let us suppose ourselves residing at a few miles distance from some great town, or the capital of a kingdom. We leave our own dwelling at early morn, and, as we pass along, witness the rising sun and the dewy fields, inhale the fragrant breeze, gaze with delight on the waving trees and the lovely flowers. In these, and various other objects around, above, beneath, we find emblems of spiritual things, and learn how "nature is both a parable and a prophecy." But now, leaving these beautiful objects behind us, we enter the town, and soon find ourselves among houses, churches, shops, banks, gaols, and palaces. First, we see a gay wedding pageant sweep by, and in the next street, a funeral procession passing on towards the grave. A little further, a crowd is gathered round a burning house, and yonder a troop of boys are following two youths in the grasp of a policeman. One while we find ourselves passing splendid blocks of houses where the great and rich reside, and then, with difficulty, we are threading our way amid narrow streets where the poor dwell. Now the drunkard reels past us, and surely that earnest-looking man is a city missionary going forth to his noble work. We next pass a shop all life, thronged with customers, and a door or two further on we find one closed, and the shutters covered over with bills. Now all these and many other scenes and circumstances have their hidden springs and causes, their histories and consequences. If these could be traced, how much of human character and of the dispensations of God would be brought out; what solemn warnings and important lessons might be gathered.-Sketches and Lessons from Daily Life, by FELIX FRIENDLY.

THREE LESSONS ON SCRIPTURE PRINTS.

PICTURE I.

THERE are some little children in this picture? [Yes; they were brought to Jesus.] What for? [That He should lay His hands on them and pray.] Why did their friends wish our Lord to lay His hands upon them? [Because laying on of hands has been from very ancient times a form of blessing. Jacob blessed the two sons of Joseph, laying his hands on their heads.] Who are those three men standing behind our Lord? [Some of His disciples, who rebuked or reproved those that brought the little children to Jesus.] And what did Jesus say? [He was much displeased, and said, “Suffer little children to come unto Me, and forbid them not; for of such is the kingdom of God."] Then the little children were not refused a blessing? [No; Jesus took them up in His arms, put His hands upon them, and blessed them.] This is a very interesting picture to you little children, is it not? And what special lesson does it teach you? [It teaches us the kindness and love of God our Saviour, who, though He made and preserves heaven and earth, yet loves little children, and will have them come to Him.] Ought you not to love Him very much for this great goodness to little ones like you? And have you never been blessed by Him? [When we were