This principle is in nature.

May classes be taught at your house?

pride, as there is undoubtedly a pain in first contemplating a subject of which we are entirely ignorant. I throw out this hint that the teacher may seize upon it, and make it of some use,―nay, it may be made of great use. If in your power, give the

child some account of the book before he reads it,— of the subject of which it treats. Is not this nature? Does not the mother tell her child the name, the residence, and something of the character and habits of the visiter whom she expects, and in whom she wishes to interest her child? Do you not enjoy a book more, about which you have heard remarks, and of which you have obtained some little knowledge previously to reading? Bear it in mind, then, that our interest in any thing is increased, when we are conscious that we already know something about that subject. In talking with children, allow to them all the knowledge which they do possess, and let them feel that all that they obtain is only an addition to their stock. I must turn from the Library to one or two other points.

The teacher will find it very beneficial now and then to invite his class to his house. These interviews may be rather more social than on the Sabbath, but still, I would have them maintain the character of religious meetings. They should in no sense be considered in the light of a reward. Their object should be the increase of the teacher's means of doing good, of gaining their confidence and good will.

Answer to this question.

The question has sometimes been asked me by teachers, why they may not take their class home, and instruct them by themselves; that it would free them from interruptions, and they could advance faster and more pleasantly. My reply is, three-fold; first, that though it might be for the good of your particular class, yet it would not be for the good of the whole school. All teachers are not qualified to take this independent course,-they need the influence and stimulus of others, that they may move along with the rest. Secondly, that the teacher is never to ask what would be most pleasant, but what is most useful. All experiments in education have been tried, from that of having a tutor or half a dozen tutors shut up with a single child, to that of having a thousand pupils brought together at the university. The result is, that the mind is best educated in contact with other minds; it is stimulated, quickened, cheered, and strengthened. I cannot doubt but an hundred scholars brought together and properly taught, will do better than the same number divided into ten classes, and taught separately. Thirdly, that the checks and interruptions in the school-room are a part of the mental and moral discipline of the school, --such as they must meet with at every step through life, and such as they should be trained to expect from childhood. The teacher, then, who feels like withdrawing his class, and feels that it would be more pleasant to be separated from the school, will

Last hint,-aid the Pastor.

Let the Pastor co-operate with you.

recollect that in doing it, he must, to a very great extent, set aside the interests of the school.

The last hint which I wish to give in this chapter is, that the teacher should try to make it a part of his means of usefulness to increase the usefulness and influence of his Pastor.

It is easy for the teachers to ruin the influence of the Pastor upon the Sabbath School; and I am sorry to say that I know of a few instances in which they have effectually done this. The Pastor is shut out, as if the school were altogether in other hands, and as if there were danger of his usurping power, were it possible. By a refined, but sure process, he is cut off from all sympathy with the school. When he goes in, he is treated like a stranger, and the consequence is, he does not often go there. Just the reverse of this should be the course pursued. This school is his flock, and the teachers are his helpers in instructing and feeding that flock. You should, therefore, be very careful not to destroy, or weaken the sympathy between your Pastor and the school. It need not be done, and it never will be done, unless by design. You must remember that he is preaching for your mind, and the mind of the most intelligent and gifted in the congregation. Instead, therefore, of finding fault, and complaining that he does not adapt every sermon to the capacity of children, you must take the thoughts of that discourse, and in simple language give them to your class. In

Teach the children to respect the office.

Love reciprocal.

stead of standing off, and feeling that you occupy one field and your minister another, encourage him to visit the school as often as he possibly can,-to examine your classes, and to talk to and with the children. Make him acquainted with the particular traits of character which you discover in different individuals, that he may know how to drop a word now and then, which will be "as a nail in a sure place." Strive to make the children love, and respect the office of the minister,—not for the sake of the poor "dust and ashes" which now fills it, but for the sake of having the admonitions, the instructions and the prayers of the minister fall with more weight. In another place, I shall speak of his duties ; but I cannot forbear to urge upon the teachers the necessity of making your minister happy in your circle, happy in your school, and happy in your confidence and love. It will all be returned to you; for while there is no man who more needs your respect and confidence and love, than your minister, there is no heart which will more quickly appreciate these, nor more quickly and warmly reciprocate them. He relies upon his teachers more than on any others,-perhaps all others, for aid, sympathy, and love; let him never be chilled, by finding he is leaning upon a reed which will pierce his very heart with sorrows.

16*

CHAPTER VI.

ACQUIRING INFORMATION IN ORDER TO TEACH.

THE teacher who enters upon the duties of his station for the first time, is often, if not usually at a loss what and how to do. He knows in general, that a particular lesson is to be taught, but he has no way of coming at it. He feels his wants, but can neither describe nor supply them. How much would he value a friend who had been over all the ground, and felt his way out through the dark, who could now give him just the information needed! Sometimes it is a great relief even to have a friend aid him in the examination of a single lesson. Let me endeavor to give you some hints which will, I trust, aid you to stand on that firm ground, on which you can help yourself.

1. Make the Bible your constant study.

The Bible is the great store-house of light and knowledge on spiritual subjects. Other books are the ladders and the scaffolding; this is the temple of