and teaches, by experience, the inseparable connexion between disobedience and misery, between obedience and happiness. By favorable influences she forms the habits and associations of her infant-herself its example. By her constant kindness and cheerfulness, she will induce a happy sweetness of temper; and by the constant presence of her example, upon the heart of her infant, she will form its character to that good, and amiable, and lovely image, which she has assumed for her standard. She makes her infant happy, because it is good -because it is sure of its mother's love.

Obedient to the laws of its juvenile code, the infant will become assimilated to hers. Making reason and conscience the only tests of truth and obedience, the intellectual powers of her child are early applied to their legitimate purpose. By the pleasing hope of preserving its mother's affection, and by an intelligent consciousness of duty performed, the infant's heart becomes opened to every kind, and benevolent, and complacent affection. The mother will fix the great rule of action in its mind. She will make it conscious, from experience, that the only way to ensure its own happiness, is by endeavours to promote that of all around it, that lives, and moves, and breathes. She thus prepares it to engage with ardor in every benevolent design-to taste the sweet luxury of doing good. Her young philanthropist lives as a moral and intellectual being.

Alive to every surrounding object; conscious of its innocence; enjoying and returning the affections of all with whom it dwells; the infant heart, in due time, recognises a higher power, which it feels is good. To this power it extends its affections, and rejoices in being the

recipient of his love. Trained from infancy in the school of Jesus, it owns him as Saviour and Guide. Religious feeling rises in its breast and sheds a kindly influence on all its pursuits. Assured that God is everywhere present, “that in him it lives and moves and has its being," and that, when this period of existence closes, he designs to raise it, through an intelligent faith in the truths of his Son, and a life of obedience, to a higher and happier state-the feelings of reverence, and gratitude, and love, spontaneously rise in its breast, accompanied by a sense of the Divine approbation, which lead it to the intelligent, and cheerful, and happy performance of every duty, and induce it to make nearer and nearer approaches toward the "Father of Light and life."

OBJECTIONS TO SUNDAY SCHOOLS CONSIDERED.

THE first objection made to Sunday schools is, that they take from parents a most important office, that of giving their children religious instruction. If, say some, the character should be well known in order to be improved, who can know it so well as the parent? This is true, and deserves consideration.

It is well understood that a large majority of the children who attend Sunday schools, consist of a class whose parents are destitute, and whose domestic duties are such as preclude their giving attention to anything but common, every-day duties; if these are well performed, they expect no more of their children, as they have neither time nor knowledge to give them religious instruction. Are there not many families thus situated? If we look around us

with a design to ascertain this fact, we shall find that this class of persons compose a large portion of society; and if the question was asked, why do these children attend the Sunday school? why do not their parents instruct them? we should without hesitation reply, that it was the only place where they could receive religious instruction, that it was impossible for their parents to give it to them. And the number of children thus situated is very numerous; they compose the largest part of the poorer classes. To such children this instruction is invaluable.

course.

But are these the only class of children that attend these schools? No. There are others, who are induced, from various causes to attend them, and whose parents are able to impart instruction. I am far from defending this Still I think a parent may send a child to these schools without relinquishing the pleasing part of instructing himself, and find it of great use; and it is an important recommendation of these schools, that they are happily calculated to aid parents in the religious instruction of their children. But allowing that the parent gives suitable instruction at home, without such aid, has he not to encounter many difficulties? Does he not find it hard to fix the attention in the domestic circle, and to produce that excitement in the youthful mind, which is necessary in order to make any considerable progress? Would he not find many times study and investigation necessary in order faithfully to perform this duty; and when all is done, a want of interest manifested by those for whose good it is designed? On the other hand, let the children be sent to the Sunday school-let the course of instruction pursued by the teacher there be understood by the parent, and when the time for instructing his children arrives,

let the exercise be a review of the lessons taught at the school; let him require an account of them, and give them, if necessary, some additional lessons, more particularly adapted to their character and wants, and the effects of such combined instructions will be greater than could be expected from either alone. The preparation for private instruction is thus made at the school, where the disposition to learn is cherished by many influences to be met nowhere else in so great a degree. Association with their youthful acquaintance, in their tasks, will itself be a means of exciting the liveliest interest, and securing a more willing and patient attention. Many obstacles to the success of domestic tuition, are almost wholly done away at the school; and the lessons at home give new efficacy to those which are learned abroad.

Another objection is nearly as important. It is said, Do not these schools give parents the idea that if their children attend the Sunday school, their religious instruction is sufficiently attended to, and with this impression cause them to relax in their own exertions? Every one is sensible of the readiness with which we seek excuses for the non-performance of our duties; but the children of parents, who would be satisfied with this, must indeed require a better teacher. And no better means could be adopted to arouse the parents to reflection, and satisfy them of their error, than to send their children to a wellconducted Sunday school. The many questions which would be asked them by their children, respecting their lessons at the school-and they would not be satisfied till they had related all that was done there, and how much they learned, how highly they enjoyed themselves, and how happy they were while with their teachers

would compel the parent's attention. The interest of the children would call forth a corresponding interest in the parents, and they would be led to see their own duty in a proper light.

And shall we make no account of the effect of witnessing the interest of others in the welfare of their children? Can it be, that they who hear so much concerning religious instruction should see no occasion, embrace no opportunity to impart it? Will those little faults, which are the beginning of evil, and which can be known only to a parent, receive no correction? The parent, when he rebukes his child, will perceive with gratitude, that the lesson makes a deeper impression, from the previous influence of the Sunday school teacher; and this will, while it produces the desired amendment, be no small testimony of the assistance of these schools to the parent.

The imperfect manner of instructing in these schools is an objection which is sometimes advanced. But with all the defects to which these infant institutions are liable, they have been eminently useful. It is true that in times past the instruction has consisted too much in storing the memory with verses of scripture and hymns, without a very careful inquiry to see if they were understood; but this is fast passing away, and great as the objection may be, it is in a fair way to be overcome by the rapid improvements which are now in progress. Let us be careful not to confound what these schools have been with what they now are. If in so short a period, so much has already been attained, we cannot justly complain of the defects which are yet to be removed, as if these were reasons sufficient for the abandonment of