Page images
PDF
EPUB

Curious testimony of a child.

Janeway's Token.

little reader is led to feel that all good children must die while children, and that none but very beautiful children become good. The following is the testimony of a child nine years of age. "She was very little acquainted with religious story books; in fact her mind had imbibed a love for the Holy Scriptures, which rendered such auxiliaries quite unnecessary; at six years old she read the Scriptures with references, and devoted to that all her leisure moments. She kept a Bible always under her pillow, that she might read it in the morning before she dressed; and when her parents happened to spend an evening from home, she always requested to have a candle in the parlor for the purpose of reading in preference to playing in the nursery with her brother and sister. A Christian friend brought her one day, "Janeway's Token for Children,”—a beautiful collection of narratives, detailing the happy deaths and extraordinary experience of very young children. She had not read long, when she laid down the book with a look of some perplexity, and sat still, evidently deeply engaged in thinking: her mother at length inquired how she liked the new book? She answered, "I like it, and yet I don't like it." When asked to explain, she said it was very interesting indeed, and very useful to parents to read, because it would encourage them to begin religious instruction early; "but I don't think it fit for children." Why so?" her mother inquired; she said she "thought it calculated to teach

M

66

American Sunday School Union's books.

children to talk like parrots, and say fine things which they did not feel. I know I will not read it any longer, for fear I would soon not know whether I was thinking my own thoughts, or only trying to persuade myself that I was one of the wonderful little children."

While, then, I would neither condemn nor exclude biographies of children from the Library, I would beg those who write them, to do it with care; and those who put them into the hands of the child, to be careful to make the impression that the imitation of the feelings and character described, is not at all desirable.

By the kindness of the Corresponding Secretary of the American Sunday School Union, I have had the opportunity to examine all that they have published, from the alphabet up to the last beautiful Annual. This examination has been not slight. It must be remembered that they prepare books for the infant school, for the adult school, for the poor of large cities, in which ignorance and stupidity are gathered, -for the vast West,-where there are but few books, where there is little opportunity for the child to receive instruction, and therefore he needs something peculiarly attractive to catch his attention, and to stimulate his curiosity;-for the West, where often, several denominations from different parts of the world meet in the Sabbath School as on common

Best method of using a Library.

ground; for the family circle of the poor and of the rich, of the Quaker, the Presbyterian, the Episcopalian, the Baptist, the Methodist, &c.; and it will be seen that the work of preparing suitable religious books, is an immense task. If they have not succeeded, it has not been for want of patience and perseverance. That they have made no mistakes, I do not assert; that they have done wonders, all must allow. The great problem is whether any Association can occupy this common ground of Christianity, and create such a Christian literature as will drive out all that is foolish, and yet be pointed enough to lead the soul to God. An examination of what they have done, satisfies me that it can be done; and while I do not pretend that faults and imperfections may not be pointed out, yet I do say, that such an amount of safe, judicious, interesting Christian literature has not been presented to the world by all the minds that have thought and written for the young, since the days of Luther, as has been presented by this Society.*

3. The best method of using the Library, in order to make it useful.

So far as the duties of the Librarian are concerned,—and they are so important that he should

* The books published by the Massachusetts Sabbath School Society, and also by the American Tract Society, are equally deserving of praise, if, indeed, they are not above praise.

Two errors.

be excused from all other duties, they should be executed with great dispatch, promptness, accuracy, and silence. Were I a Librarian, I should unhesitatingly adopt the plan invented in Albany, and now used there, and in the city of Boston. For simplicity, dispatch, silence and economy of the time of teachers, I have seen nothing equal to this.*

In using books, children commit two errors. They do not fully and thoroughly understand the book which they return, and they are anxious to take out large books, those which are above their comprehension. To remedy these, is the duty of the teacher. And so far as his time and circumstances will permit, it would be most desirable for him to be acquainted with the books, and have a short examination of each scholar as he returns his book. Does he

Does he

understand the general scope of the book? understand all the words used in it? Does he understand its moral bearings-and in any measure feel them? Perhaps the book was designed to show the effects of falsehood. Does he see and feel the truths? By this examination, you can aid him in fixing, deepening impressions upon his heart and conscience. You can give variety to your instructions ;— you can throw light and thought into the mind through new channels. By all means advise with and for your class, as to the books which they had

* See Sunday School Journal, November 4, 1835.

Teacher should read.

A principle in human nature to be studied.

better read, not permitting them to take those which are above their comprehension, and not permitting them to take them faster than they read and understand. Encourage the children to read the books to their parents; and if they can give you a good account of the influence of the book in the family, do not be backward in manifesting your approbation. The teacher will need to use the books himself,not merely for his own benefit, but as an example to his class. Give them an account of what you read, as a specimen of what you want them to do.

There is a principle in human nature, to which I wish here to make a brief allusion. The reader can probably remember how, when a child, he listened to his mother or father as he took him up on his knee and told him the simple stories of the Bible, such as the murder of Abel, the flood, the story of Joseph, of Moses, Samuel, of David, and of Christ. How interesting! And my reader will remember too, that when he became able to read those stories for himself, how much more he was interested than if he had never heard any thing about them before! The reason is, we love to have our knowledge of any particular thing increased; we derive more pleasure in getting a new thought or new light upon what we have already obtained some knowledge, than we do in getting the same thought or light upon a subject of which we know nothing. I need not stop to analyze the feeling. Perhaps it may be traced back to

« PreviousContinue »