and sockets, and the hangings for the door. They had reached this in the course of their reading; and it had never struck him that he might pass over this account, and proceed to something which would be more interesting and instructive to his pupils.

Nor ought selected portions of the Bible to be read for the mere sake of the history or narrative. Let it never be lost sight of, that we wish to impress their hearts. It is the good seed of the word which we scatter, to spring up and bear its fruit to God. Let them be well instructed in the history, but let them see that this is only that they may more easily extract its lessons. Let them bear in memory every fact in our Lord's sojourn upon earth, but only that they may the more readily appreciate his goodness and feel his love.

There are two other points to which I would refer before concluding this paper. The first is, that children ought never to be taught to read out of the Bible. This will infallibly make it a common task book. The child will connect it with the drudgery of spelling, and putting words and sentences together, which it passed through in its first efforts to acquire the art of reading. It will be very long before this feeling is obliterated from the mind; and if there is no positive dislike, there will be an apathetic indifference engendered as difficult to conquer with regard to the book of truth.

There are some first reading books which are published now in which this objectionable system is pursued. The end is good, but the means taken are the most likely to defeat it. It is hoped that Scripture truth being thus early instilled into the mind, will one day be fruitful in good. This may be so-and God's mercy has in some instances produced the effect-but can we expect it when we combine it with the first awkward and stammering efforts of the child to learn its own mother tongue? And Scriptural instruction may be conveyed by a far better medium-catechetical instruction, from the earliest years as we see in the Home and Colonial Infant system.

The other point which is nearly connected with this one is, that verses of the Bible ought never to be given

-to children to learn by heart as their punishment. The same argument in favour of this is made use of as in the former case. But we cannot expect ulterior benefit when - our efforts have a direct tendency to destroy it. It will be looked upon as the rod which the master holds over >their heads to compel their obedience. As a punishment, it ceases to be pleasant. The Bible may be regarded with awe, but it will be coupled with dislike: and we shall look in vain for attachment and respect where it is used as the terror of the guilty and the cor-rector of the disobedient. S.-S. Y.

RULES OF A SCHOOL IN GERMANY, THREE HUNDRED YEARS AGO.

ABOUT the middle of the sixteenth century, the Gymnasium, or Grammar-school, of Goldberg, in the dukedom of Liegnitz, now forming part of the kingdom of Prussia, was presided over by Valentine Friedland Trotzendorf, who raised that seminary to a high degree of efficiency and renown. From every part of Germany, yea even from Bohemia, Moravia, Poland, and Hungary, scholars were sent to board and study at the "Goldberger Latin School," where Rector Trotzendorf's mind diffused the spirit of godliness, diligence, order, and submission. There was no code of laws drawn up while he lived: this active oversight was instead of written laws-his spirit pervaded every department. But when he died, it was immediately desired to hold fast the old rector's spirit by bringing the direction of the school under written laws. The duke then reigning gave his own -authority to the laws, when they were submitted to him, and accompanied them with the following preface :--

"We Henry, by the grace of God duke of Silesia, Liegnitz, and Brieg, herewith make known to every one that in like manner as no government can prosper without laws and discipline, so schools require the same equally, or rather in a greater degree: seeing that thoughtlessness is more general among the young than

the old, and that it is for the advantage of both Church and State that youth be trained from their early days to submit themselves to authority. Wherefore we have

thought good to draw up laws for the regulation of our School at Goldberg, by following which the scholars may be led to GODLINESS, as well as to DILIGENCE and to GOOD MANNERS. These laws have been arranged under the three heads just mentioned; and we prefix to them five points to be understood at the outset, lest the code of particular rules be found to resemble a net with a rent at one end, which after having caught the prey, suffers it to escape out of the hands of the hunter.

I. Tros Tyriusque mihi nullo discrimine agetur! There shall be no distinction here between Trojan and Tyrian, says Queen Dido, in Virgil; and so say we, to whom are gathered many from distant and varying climes. None shall claim preference before his neighbour.

II. Factus tribulis serva ordinem! Once admitted to the craft, observe its rules. Such was the way among the Spartans, and such shall be ours. No matter what thy rank or family: the nobleman ceases where the Goldberger scholar begins.

III. Offence must bring punishment-the rod, the prison, the disgrace. Should you think that you cannot submit to be punished, because you are of advanced years or of genteel birth, two ways are before you: commit no offences, or else ask your parents to find another school for you. We allow of no fines by money, which is paid instead of suffering punishment; that would fall upon the parents, when it is the child that has offended.

IV. Before a new scholar has his name registered, he shall give his promise to the rector that he will comply with all the rules of the school. After this also he shall go to the master in whose form he is placed, ask his favour, and promise obedience and diligence. It is proper also, that every one should express thanks towards the masters, before he leaves the school.

W. He that is a member of our school, is also regarded as a member of our church. He shall be taught our faith, as being stedfastly founded upon the truth of God's holy word; and it shall not be our fault if any one turn

out forgetful of God and regardless of his duty. We will not draw down God's anger upon the whole multitude of youth under our care.'

RULES. A. The head of all-GODLINESS.

(1.) “The fear of the Lord is the beginning of wisdom,” says the Psalmist; and Christ our Lord himself says, "Seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you.” (2.) Let every one have an exact and ready knowledge of the chief truths of the Christian faith.

(3.) Early in the morning on rising, in the evening on going to bed, before and after meals, likewise at the commencement and close of studies, let not prayer and hymns to God's glory be forgotten.

(4.) On Sunday, Wednesday, and Friday, let public worship be attended, the singing in God's house be joined in, the sermon attentively heard, so that it may enter into the heart, and let its chief heads be also written upon paper.

(5.) Manifest the fruit of a true faith in leading a life of godliness; that includes diligence in study, obedience towards those set over you; temperance in meat and drink, modesty in word and deed, civility towards every one. When you are reproved, do not murmur; if punished, rebel not. Let no cursing, nor swearing, nor indecent words be heard, no enticing arts be practised, nor superstition permitted to creep in. If scandalous sin be committed, the severest punishment must follow; and should the hope of amendment fail, the leprous member must be cut off from the school, lest the evil spread through the body.

(To be continued.)

MARY'S GLEANINGS.

THAT boy will, if left alone, probably be a thief, and come to the gallows, or be sent to Norfolk Island. He is shrewd, quick, sensitive, and already heroic in his efforts to cheat mankind, whom he supposes to be all against him. How shall that child be improved? He dwells in the midst of

uncleanness and cruelty, catching the contagion of sin from the expression of almost every face, and he is in sympathy with polluted humanity in every form. How shall that susceptible young being be transformed in the spirit of his mind, so as to grow godlike, while all the influences around him tend to make and keep him hideous within? Educate, educate; stamp burning truth upon his soul; shew him that you are in sympathy with heaven; impress the character of Jesus on his mind; let him feel the Saviour's love in yours; let him see how you adore actively, because the maker of worlds, and of souls, and of bodies, is pledged to redeem us from all evil. Teach him the Lord's Prayer; bid him look abroad upon the universe of light, and give him the key to its glories; give him knowledge, and you will then furnish him with motives for behaving as if he might hope to become an heir of God. That boy may be either a Barabbas or a Barnabas. Under the guardian influence of Christian associations, and the spirit that unites souls in the love of a glorified Master, who was once crucified for them, the incarnated inheritance of evil would be exchanged by that boy for a godly heritage; and instead of growing up as an Arab amongst men, he would be able to smile like an angel, even if they should stone him, for he would still look into heaven and pray for them.