ways in which parents might very use- ing to the Home and Colonial Society, fully co-operate with the Sunday school which appears to be that in which teachers. financial operations are carried on on

Mr. SEAMEN referred to examples the largest scale. The total income of derived from his own experience, as a parent and teacher, to show the necessity for consistency.

Mr. BODGENER addressed a few pointed and pathetic words to those present, on the object which called them together.

The Rev. H. H. SCULLARD urged on the parents, the duty of carrying on family worship, and of attending the house of God with their children.

After an interval, during which fruit was handed round, and some sacred music was performed by the united choirs, speaking was resumed, when

The Rev. A. DUFFY dwelt on the difficulties of parents, the way to overcome them, and the many encouragements which they have in seeking so to train their children, that in heaven they may say none of them is lost.

Messrs. Cullingford, Andrews, and Bennett also addressed to the audience suitable words of exhortation.

A more delightful meeting, and one more likely to be useful than this was, it is believed is seldom held. Great praise is due to the members of the three congregations, who so promptly contributed more than £9, to pay for the entertainment, as also to the collectors and others for the labor which they performed.

this school for 1857 was £7289. The Government grant to this school, "in respect of students passing the annual examinations," was £1014., and the Government exhibitions for Queen's scholars, £1532. The remainder of the £7289. was obtained from a variety of sources, altogether unconnected with the Government. The fees paid by the students or their relatives were £2535., the average number of students in residence being 208. A sum of more than £1200. was the result of the annual subscriptions and donations specially for the use of the training college, and about £900. came from other private sources. The expenditure for the year exceeded the receipts in a trifling degree, about half being swallowed by board, washing, and servants' wages. All the schools on the list derive additional support from similar sources to those described, and the proportions between the sums obtained from each appear to be tolerably uniform, the Gray's Inn-road School being a fair sample of the rest in this respect, though there are only a few in which the expenditure is on so large a scale as in this one.

SANDWICH ISLANDS.

More than three hundred common TRAINING SCHOOLS AIDED BY schools are supported by the governPARLIAMENTARY GRANTS. ment, as is, also, the seminary at LaA RETURN has just been made to the hainaluna, with its 106 pupils, and the House of Commons of the income," Royal School," with its forty sons of expenditure, and number of pupils of chief men. Two of the high schools, all Training Institutions aided by Par-containing 120 pupils, are sustained by liamentary grants for the year ending the board; and, so for the present, 31st December, 1857. The source of waiting for its endowment, is the Oahu income which all such schools possess, College. The mission to the Marquesas independently of the Government sup- Islands, originated by the Hawaiian port, is clearly shown. As an example churches, is still supported by them, and of the numerous resources on which is prosperous. American Missionary some of the schools can fall back, we Herald. take the Gray's Inn-road School, belong

Poetry.

THE SUNDAY SCHOOL UNION, ITS CLAIMS ON SUNDAY SCHOOL TEACHERS.

A paper read at the annual meeting of the North West District of the West London Auxiliary.

ALTHOUGH the Sunday School Union has now been established upwards of 55 years, and the records of its operations have been disseminated far and wide, both orally and in print, yet strange to say, the question even yet is frequently heard from the mouths of Sunday School Teachers, "What benefit shall I derive from connection with the Union, what good will it do me?" Perhaps a more appropriate question from a teacher might be "What good can I do by joining the Union? What benefit will my adhesion to it confer on others?"

In the short period of time allowed for the reading of this paper, we will endeavour to answer both questions, and show that the principle every right-hearted teacher so fully recognizes, and so continually experiences in his sabbath work, viz.: that in watering others he himself is watered, applies also to our present subject, and that whilst the Sunday School Union points to what it has done and is doing, as a claim upon every teacher to join its ranks, it can also point to corresponding benefits to be derived by all who respond to the call.

The original idea of the formation of the Union sprang from the fact that there were very many schools in different parts of London, gathering even then, thousands of children together each Lord's day, for religious instruction, all having the same object in view, but each pursuing his own way towards its accomplishment; some availing themselves of the best obtainable aids in their work, and pursuing the best plans of instruction as far as they were known-others groping in the dark, without the most remote approach to any plan or system at all.

Under these circumstances, a few zealous men met together and said "Let us form an association amongst ourselves, and interchange our ideas, and talk over our plans of instruction, counselling one another, encouraging one another, assisting one another; making known our respective operations to one another, and thus getting the very best plans into universal use." The idea grew, and was speedily developed into the formation of the Sunday School Union, having these four objects in view as declared by its constitution. 1st. To stimulate and encourage Sunday school teachers at home and abroad to greater exertions in the promotion of religious instruction. 2nd. By mutual communication to improve the methods of instruction. 3rd. To ascertain those situations where schools are most wanted, and promote their establishment. 4th. To supply books and stationery, suited for Sunday schools, at reduced prices.

Entirely unsectarian in its principles, the Union has from the first, held out the right hand of fellowship to members of every Evangelical denomination, and right heartily for many years have Wesleyans,

R

Independents, Episcopalians, Presbyterians, and Baptists, worked with perfect harmony in carrying out the four objects above enumerated.

Let us briefly see how far they have succeeded in their efforts, and thus made good their claim upon the co-operation of teachers in general; perhaps the simplest method of testing this will be to take up each point separately. 1st. They set about "to stimulate and encourage Sunday school teachers at home and abroad to greater exertions in the promotion of religion." This resolution was formed in a day of small things. The Rev. Geo. Burder at the first public meeting, stated that the secretary informed him, there were in London and its vicinity, about 21,000 Sunday scholars, but he could hardly credit the assertion. At the present time that number may be multiplied by seven, without being called in question. Without assuming to the Sunday School Union the entire credit of this vast increase, it may justly claim to have had no inconsiderable share in its accomplishment. Efforts formerly isolated have become consolidated, individual schools, by being brought into connexion with one another, have been enabled to work more effectually upon the masses of the uninstructed young. From the Union as a centre, have sprung the four London Auxiliaries, these again branching out into sub-divisions under various names, known amongst ourselves in the West Auxiliary, as districts; our meeting to-night being an evidence that the Northwest District is still at work, and still intending to carry on its aggressive efforts upon the kingdom of Satan, holding on in its endeavours to promote the knowledge of the Redeemer.

The organization thus created became a powerful means for good, in drawing teachers together, and bringing into play that co-operation, which is in fact a leading principle with teachers. Why are schools formed at all? Why do not teachers go from house to house, carrying instruction from one to another-gathering a little knot here, or a class there; either in their own homes, or wherever they can borrow a room? Partly of course because of the convenience of being where a room is ready provided and fitted up for the purpose, but also in some measure, because by uniting together they can act more effectually. Who does not know both in theory and by experience, the effect of numbers upon individuals?

Who has not experienced the fact that he can work double as well in company with others as he could alone?

Why do teachers meet together at prayer meetings instead of confining their prayers to their own closets? Certainly an earnest prayer to our Heavenly Father cannot be rendered more acceptable by the fact of others being present. It is this principle of mutual assistance again brought out. Each individual mind is powerfully acted upon for good by feeling that its aspirations are identical with those of many fellow-laborers around.

Thus the Union has merely taken hold of a principle already

acknowledged by the teachers, and carried it out further. If we unite in individual schools, why should not the schools in their turn unite and aid one another? thus stimulating one another to renewed exertions in the cause so dear to all. Without some such organization as that of the Union this would be nearly impossible. Schools might happen to be known to their neighbours, or they might not. Some school might be carried on in a bye street away from the main thoroughfares, entirely unknown to the teachers of other more publicly situated schools; all would be left to accident. But now, on the contrary, our ramifications cover all the ground of the metropolis; on payment of a small subscription, every school conducted on evangelical principles may become associated with the body, and participate in its advantages. Visitors appointed by the District Committees continually visit the various schools, and become well-acquainted with the whole of the ground which they cover; no new school, whether proposed to be connected, or unconnected with the Union, can be opened without the cognizance of these visitors, who report monthly to their committees, whilst these in their turn report to the auxiliary committees, whence again the information travels to the central committee. Thus by this simple organization, and subdivision, the whole statistics of London Sunday schools are correctly and easily procured. The advantages of union are or may be promptly laid before the founders and teachers of new schools, and when the system is efficiently worked, as we may hope and presume it generally is, an immediate opportunity is afforded them of connecting themselves with the Union.

Thus far we have spoken of London, but the country also is embraced, through the London Union. Numerous Local Unions have been formed in various parts, which take into connection the schools in the neighbouring villages and districts: and although England is very far from being properly parcelled out, or to the extent that we may hope it will be in the course of time, yet a glance at the Annual Report will shew that no small work has been accomplished in this direction, and the number of Local Unions reported in all parts, North, South, East, and West, evince the fact that the system is in operation to a very considerable extent. Then the idea has been wafted to distant lands. Copying our example, a Union has been formed in America, which in the magnitude of its operations has far out-stripped its English progenitor, being in fact a sort of Home Missionary Society, Publishing Society, and Sunday School Union, all in one, although known by the latter name. Canada and Australia have taken up and carried out the plan; and yet more recently, France has witnessed the formation of a Paris Sunday School Union.

So much for the foundation for usefulness laid by the Sunday School Union. Now has the superstructure been such as it might have been?