time the women sought to lay them in his arms), we cannot but be sensible of many difficulties in the execution of this "charitable work." Among these I class the children's homes. All who have visited in London courts and alleys, and who have acquainted them. selves with the habits and condition of their residents, our poorer brethren, must know what an obstacle to true religion is presented by those habits, and that condition. I do not say, indeed, that poverty is inseparable from vice; God forbid! but I do say that the homes of the very poor are often made more wretched by reason of sinful habits and pursuits; and the influence of such homes, morally and spiritually, tells fatally on such of our poor children as reside there. In a neighbourhood of the type of which I speak, it was said to me recently, “Sunday never reaches here.” Oh, fellowteachers! what myriad homes of our Sunday scholars there are where Sunday never reaches! and if it is Sabbath in our souls, does not this grieve us? The training of the children thus becomes most truly difficult. They come to Sunday-school, perhaps, with tolerable regularity, for some parents who themselves will disregard the Sabbath, will yet send their children to the Sabbath-school, with some show of regularity. I say some parents, for others, we know, are wholly regardless of Sabbath keeping, both on their own part and that of their children. They come; the lesson is, perhaps, the Fifth Commandment; but then we teach them also their duty to their God, and sure I am that many a child's mind must be fairly puzzled and perplexed to reconcile two duties which, alas, are so incongruous to them. Some children think, aye, and reason too. We teach them to bow at the mention of the Saviour's Holy Name, but, at home, they hear the no less Holy Name of God spoken in careless and irreverent talk. We teach the inspiration of the Bible, but at home they see it dust-covered and unopened, laid aside upon a shelf. We teach the duty of holy Sabbath keeping, but at home the Sunday () paper, and the most un-Sunday conduct of the parents, teach another lesson. We represent the Church as the house of God, the gate of heaven; but the feet that dwell in the children's homes never tread its sacred precincts. If it be so, I do not say it is always so; praised be God, there is a brighter side to the picture-but in the cases of which I speak, what will be the effect of all this? What is the effect of smoke upon the plants we place outside the window of a room in a London street? We may tend the flowers and water them daily, but unless we can change the atmosphere, or remove the plants from the atmosphere, the smoke will do its poisonous work. So with our little flowers. Must we not fear they will wither in the noxious atmosphere of sin? If we would prevent it, we must either try to change the atmos phere, or else remove them from it. In the case of the elder scholars, the latter course can sometimes be adopted, by placing them in Christian situations, but as a rule, I suppose, children must live at home. What, then, can we do to cleanse the children's homes ? We must ask for the pure breath of the Spirit, "the north and south wind to blow" upon these dwellings, but must we not do more than this? Not those who only call, "Lord, Lord," shall be admitted to the kingdom, but they who do God's will with earnest hearts. "Life is real, life is earnest." We must act, but how? Fellowteachers, try to answer. The subject is unspeakably important to us all our work is not in school alone. I believe if we would be efficient as teachers, we must be visitors at the children's homes. We can take into the homes of the poor, kind words and ready help, and, though in ourselves we are most impotent, we can take with us that Word which giveth life, and is filled with God's own strength. We want the parents on our side. The impress of the parent's mind will probably be stamped upon the child's. The child's hand is in the mother's. If mother and teacher travel the same way, then may the teacher hold the other little hand, and help to guide the child more surely. But if their ways diverge, which hand will the little one relinquish when it cannot go with both? Probably, the teacher's. Oh, how unspeakably important, then, it is that the mother's steps should wend the way that leadeth unto life! Woodruff. TEACHERS' PRAYER UNION. WE beg to refer our readers to the first paper under this head, which appeared in our January number, and we once again invite them to make the morning of Tuesday in each week a time for special prayer for the Sunday school cause, and to plead especially for the particular objects specified in the following list. We would also ask them to circulate this invitation amongst their Christian friends generally, and to ask them to unite in prayer with those directly engaged in the work of teaching, in the full assurance that if we thus agree as touching the things that we shall ask of God concerning our schools, it shall be done of our Father which is in Heaven. (Matt. xviii. 19). SUBJECTS FOR THE SECOND QUARTER. April 1st.-For the outpouring of the Holy Spirit, as a witness for Christ, upon both Sunday school teachers and scholars. April 8th.-The Sunday School Institute, its officers and its work, especially that a blessing may attend its forthcoming Annual Meeting. April 15th.-The Ministers of the Gospel, that they may be faithful ambassadors for Christ to perishing sinners, and that their labour may not be in vain. April 22nd.-For all Superintendents, that they may rule with discretion in the fear of the Lord. April 29th.- For all Sunday School Teachers, that they may be themselves followers of Christ, examples to their scholars and withal apt to teach. May 6th.-For all Sunday Scholars, that they may be doers of the word as well as hearers of it. May 13th.-For the Parents and Families of our Sunday Scholars, that they all may be true members of Christ, children of God, and heirs of the kingdom of Heaven. May 20th.-For those who have passed from our Schools into the world, that their lives may be such that all men may take knowledge of them, that they have been with Jesus. May 27th.-The due observance of the Sabbath, especially that Sunday trading may be discontinued, and our Churches filled. June 3rd.—The Church of Christ, that all who profess and call themselves christians may hold the faith in the unity of the Spirit. June 10th.-For the spread of the Gospel, and especially for all missionaries and missionary teachers. June 17th.-For the Church of England, that in it the pure word of God may be preached, and the Sacraments duly administered. June 24th.-For our Queen and Rulers, especially that they may order all things for the good of our Church, and the glory of God. Copies of this Paper may be obtained Free, on application by letter to the Editors at the offices of the Institute, 41, Ludgate hill, E.C. CLIFTON. (Abridged from an account furnished by a Correspondent.) A VERY interesting Meeting of Sunday School teachers and supporters took place at the Christ Church School Room, on Tuesday evening, March 11th, 1862. The Assembly, which numbered about 200 persons, included teachers from nine different schools in Clifton and Bristol, and several of the clergy from various parishes were also present. The Meeting was presided over by the Rev. M. BROCK, Incumbent of Christ Church, Clifton, who, after the opening hymn and prayer, called on Mr. NORTON, the deputation from the SUNDAY SCHOOL INSTITUTE, to give a Model Lesson to a class of boys. The lesson was on the Parable of the Talents, Matt. xxv. 14-30, and illustrated the manner in which a class, between the ages of eight and ten, can be instructed for twenty minutes on a portion of Scripture without the least appearance of weariness. It was followed by another, still more interesting, given to a class of older and very intelligent lads, on the doctrine of Repentance, Luke xiii. 5. The chief feature of this lesson was the way in which the boys were made to work it out for themselves, the teacher carrying them along with him step by step, and keeping their attention fully occupied with the subject, and with parallel passages of Scripture. The application was also very plain and practical. The Rev. H. ALLEN, Incumbent of Trinity Church, then addressed the Meeting, speaking of the great requisites for the teacher's work. 1st. What he considered a prerequisite, lying at the root of all, was personal piety. Their great object, professedly, was to lead their children to Christ, yet, if they knew Him not themselves, how could they lead others? No one can set about this work in a right way that does not feel the value of his own soul, and the preciousness of salvation. This is the main-spring of all efforts to win souls to Christ. 2nd. He would mention prayer. Nothing could be rightly undertaken except in a spirit of prayer, and with. out it we cannot expect a blessing. The very fact of asking for a blessing would remind teachers of their own weakness. 3rd. Preparation. Too many under-rate its importance: a teacher, perhaps, says to himself, "I'm going to meet my class this morning, but they are such little children, I need only open my Bible, and say a few words to them." This is a great mistake; whatever the powers of the mind, or the readiness of speech may be, unless the subject be previously well-worked out, the teacher will fail in simplicity. 4th. Punctuality. If we wish our classes to be punctual, we must be punctual ourselves; if we wish them to be regular, we must not mind a little rain or mud. He referred to two of his own sisters whom no stormy morning ever kept from their post, though they lived in the country, and had a very long walk to school; and added, we must not expect it to be all sunshine, there will be difficulties, and must be sacrifices. He then said a few words on discipline, the importance of maintaining proper decorum in the class, which may be done with all possible love and kindness; and lastly, on simplicity in teaching, remarking how many teachers, with the best motives and intentions, fail, because they use expressions the children do not understand, consequently, they leave them too often where they found them; therefore, how necessary it is not to talk to the children, but to question them, an art in which he had sometimes seen persons of a humbler class excel those far better educated. The CHAIRMAN then called on Mr. NORTON to address the teachers, first of all thanking him, in the name of the Meeting, for the very interesting Model Lessons he had given them. Mr. NORTON said that in giving Lessons before such an assembly, it was not intended to set them up as models, for teachers are expected to find out in them, not only what to imitate, but what to avoid. In London it is the practice on these occasions to point out all the faults of the lessons, and very great good results from it. He then spoke on the teacher's office, stating that one reason why we do not have the amount of success we desire is because we do not realise our office. Teachers are "fellow-workers together with Christ." It is one thing to be working for a man, and another to be working with him. An engineer, or other skilled workman, may entrust inferior work to inferior hands, but those whom he takes to work with him must be raised to something of his own ability, although they have his eye on them, and his constant care. Many may imitate part of the work of Christ, as far as "He went about doing good," but his chief work was to seek and to save the lost. This He is still carrying on; and in this blessed work teachers are called upon to work with Him. . His own command to his disciples was, "Go and teach all nations ;" and for their encouragement, He added the promise, “Lo, I am with you alway, even unto the end of the world." Here was the secret of their success. Balaam is an instance of a man working for God, but not with Him. He blessed the people, he prophesied of the Messiah, he did all that God would have him to do, but not working with Him, not wishing to do God's work, but acting against his own will all the time. Jehu was very zealous for God, but not one who had fellowship with Him. It is a solemn thought that we may win souls to Christ, and yet not ourselves be working with Him. Teachers may be cold and heartless themselves, and yet bring the light of truth to others. What, then, is it to be a worker with God's appointed way. All cannot be ministers or missionaries-all have not the talent, the education to fit them for the ministerial work. But are there no heathen in our own neighbourhood to whom we might act as missionaries for Christ? God is still saying, "Whom shall I send, and. who will go for us? In the second place, we must have the Spirit of Christ, or we are none of his. There is such a thing as proclaiming the love of Christ only by hearsay, not as a matter of experience. The heart must be first given to Him, then you take Christ with you to your work. And is there no encouragement in this truth? When our spirits and our energies are damped, and we labour on, seemingly to no purpose, how blessed the thought that we are not left to ourselves. We have not the whole of the work to do; we are working with Christ, each according to his ability; and that what we cannot do, that Christ can and will do. And let us not forget that if we share Christ's work here, we shall share his glory hereafter. Mr. NORTON was asked to say a few words on school discipline. Much, he said, depends on the superintendent, but not all. His is the guiding mind; he must be the head, but the teachers must be the hands. A well ordered school will have a set of rules, sanctioned by the minister (for nothing should be done without his approval), and the teachers ought all to submit to and enforce them. If each teacher would keep his own class perfectly orderly, we should soon have a perfectly orderly school. It is a good thing for the teachers to be in their places a few minutes before the classes come in; for if left to themselves, the children will begin to play. It is ten times harder to bring a disorderly class into order, than to keep it orderly. Let the teachers spend these few minutes in speaking of things not directly connected with teaching; it will show the children they feel an interest in their concerns, and will draw out sympathy between teachers and children. In the class, if a child is unruly, don't let him alone; give him the most attention, and make use of the quiet children to preserve order. If the unruly one continues so, don't strive with him; send him away altcgether for a Sunday or more. Above all, keep all employed. Do you find one here or there growing listless? Give them a text to find, or something to do, but don't let them sit still and do nothing. Mr. BROCK here asked what was to be done with dull and stupid children ? Mr. NORTON replied, "If I may be excused for saying anything so uncomplimentary, I would remark that dull children are generally the effect of dull teaching. Set something before all your children; if you have one intelligent, and one not so, suit your questions accordingly, only make them all use the intellects they have." The meeting was then concluded by a prayer, offered by the Rev. J. NASH, of St. Peter's, Clifton. |