INVITE PARENTS INTO THE SCHOOL.

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have something on your mind interesting to communicate, and let all your conversation, if practicable, be in the presence of the children. After one or two visits, you will never feel at a loss how to make your visit interesting. For the convenience of these visits the Superintendent ought to have regard to the propriety of having the same class dwell in the same part of the parish, as nearly as possible.

Unless you are really conscientious in all that you do, you will be in danger of neglecting this system of visiting, under the plea that you have not time. In nine cases out of ten, this plea will not be received by the Great Head of the church. A Superintendent, speaking of his school, says, "Visiting, in many instances, is faithfully attended to; but in a few instances, almost entirely neglected. One teacher, who is an apprentice, and has to labour till nine o'clock every evening, manages to visit nine scholars a week,-while others, who are not half so much confined, plead that they have no time to do so. Need I say, he has a full and interesting class? Oh! that there were more whose hearts were as much in the work! We should no longer hear of empty seats and drooping schools." Were all our teachers equally prompt and faithful, what a spectacle would our schools present! But does each, on an average, afford one such teacher?

On making these visits, the first thing desirable, is to get the good-will of the parents. This you will invariably do, if you are kind and courteous, if you are mild, and, above all, if you are sincere, and without guile. In these visits, from time to time, you will give such hints as will aid the parents in cooperating with you for the good of their child. I would respectfully, but earnestly urge the parents to visit the school. If you can get them to come and see the school once in three or four months, you will find that such visits will increase their interest in the school more than any

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USE OF THE LIBRARY.

thing else which you can do. They will see the system, see the children happy,-see all the teachers interested and labouring for their good. It will do the children good; for every child loves the approbation of his parents, and their manifestation of interest in his welfare will ever stimulate him to greater effort. The highest motive which a child can have, before his heart is renewed by the Spirit of God, to do well, is the approbation of his parents. Some of those parents whom you thus invite to see the school, are praying people; and they will pray more fervently for you in consequence of every such visit; some of them have never attended to the subject of religion, and they will here see it in active operation. The teachers, the scholars, the parents, will all be benefited by such visits of the parents. One of the most admirable features in the Sunday-school system is, that it gives the teacher a favourable supervision over the moral education of each scholar; and through the child, opens a wide field for influence upon the family in which the child lives. Let no pressure of business, no calls of pleasure, no pleadings for ease, lead you to neglect this most impor tant part of your duties and privileges.

II. Making a proper use of the Library.

There seem to me to be three points in regard to the Library of a Sunday School, which ought briefly to be noticed: viz. its necessity,-materials of which it is composed, and the best method of using it. Upon each of these points I feel bound to say a few words.

1. The necessity of a Library.

Some Sunday Schools have been established without Libraries, and by proper effort, may do good; but ere long, they drag on heavily, and then become uninteresting, both to the teachers and scholars. Others have very poor

Libraries, and the teachers cannot see the need of having them made good and complete. Let me tell you what a good Library, properly managed, will generally do.

SUPPLIES THE DESTITUTE.

(1.) It will create a taste for reading.

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You go into some families, and the parents will tell you that their children "do not love books,-do not take to books, or do not take to learning:" in other words, their children have no taste for books. The parents think it is a kind of destiny. Their children are doomed to be comparatively ignorant, while some families which they can name, are growing up fond of books. Now all the destiny there is about this, is, that the children do not have suitable books. Any child and every child will love books, if you will put suitable books into its hands before it leaves the cradle. But many families have no such books,-feel as if it was money thrown away to buy them. The child sees nothing but the big Bible, perhaps a volume of Sermons, an old Geography, or a few newspapers, these constitute the library of the house; and is it any wonder that there is no taste for reading? Any wonder that every association connected with a book, is gloomy, and almost painful? Now the Library of the Sunday School meets this very difficulty;-it furnishes reading suited to the child's capacity,-deepens the impression by cuts and pictures,—and creates, gradually, in him, a confidence that even he can master the contents of a book; and when this is once done, the child has acquired a taste for reading. This acquisition, I need hardly say, will be a treasure to him. The happiness, the respectability, and I had almost said, the salvation of a child, are nearly insured, when once he has acquired a decided taste for reading, especially if the reading be of an interesting and serious kind. Every Library should be selected with this in view.

(2.) It will supply those with books who otherwise would never have them.

I speak not of those destitute parts of the world, such as new settlements, and nations emerging from heathenism, where a book is a rarity;-but of our most

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CREATES AND DEVELOPS GENIUS.

favoured portions of country. Every parish and every school will contain families too poor, or too ignorant, or too parsimonious, to procure books for their children. Thousands and thousands are now reading the books of the Sunday School, who would otherwise be entirely destitute of those means of mental improvement. A Library owned by a Sunday School, answers almost as good a purpose as if each family owned it ;—and, in cases where filth and ignorance prevail, even better. It carries light to all,-quenches the thirst of all, and goes where nothing else can go.

(3.) A Library occupies the vacant hours of children. I have already said so much on the importance of habits, that I am almost afraid to use the word again; and yet when the question comes, what shall be done with the leisure moments, and fragments of time, which the children of every family have?—I cannot but again allude to it, and say that the habit of reading during this leisure is unspeakably important. Put suitable books, attractive books, into the hands of children, and they will, insensibly to themselves, form the habit of occupying these seasons with reading. These habits will abide through life, and will be an increasing blessing.

(4.) A Library will create taste and draw out genius. All who remember their childhood,—and who does not remember it?-can look back and see that this or that bias was given to their character,—this and that lasting impression was made by such and such books which they read. A few years ago, and the reading for children was of the most preposterous kind, the most unreal scenes, the most foolish stories, the most frightful inventions were the companions of the nursery. These made impressions which lasted through life. Thanks be to God, this rubbish and trash is passing away. Minds of the first order are now engaged in preparing books for the young. Genius feels honoured,

ELEVATES INTERCOURSE.

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in being allowed to cater for the mind, destined to be immortal, when it commences its existence. And though we have accounts of ministers, and missionaries who have been raised up in the Sunday School, yet I do not believe these are all who have become great and good by means of this institution. And I believe there are minds forming there, and taste creating there, and genius growing there, which will hereafter wield the pen, and pour out the thought which will affect the earth. A long time will not pass, before the taste, the literature, and the genius of the earth, will be, in a great degree, nurtured by the Sunday School. The Libraries will help to do the work.

(5.) A Library will refine and elevate the intercourse between parents and children, and between the children themselves.

Much that is foolish, and much that is vulgar, in the intercourse between families, and between children, arises from their vacuity of mind. They have no ideas -nothing to talk about. Not so when that family has access to a Library, and once acquires the habit of reading. The conversation among children is soon perceived to be more refined; the intercourse between the parents and the children is gradually softened, and becomes more gentle, and more amiable. There is a tendency in books to refine and soften character, which is irresistible. A vulgar man, either in words or in thoughts, cannot be a man who reads. How many hints will parents receive from these books which they will gradually incorporate into their system of family management! how many rebukes will they receive, without the mortification usually connected with reproofs !-how many impressions will they receive, which will gradually but certainly modify their character! And how many impressions-for it must be remembered that it is impressions which form the character of children,-will children receive from these

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