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to Thee. Help us to remember that God sees us now that God sees each boy and each girl—that God sees each heart—that God knows what we are thinking about just now. Lord, keep us from trifling-keep us from pretending to pray.

“O God, Thou hast been very good to us. We come to thank Thee. We thank Thee for this Sabbath-day-for our Sunday-school. We thank Thee for kind fathers and mothers—for kind teachers and friends. We thank Thee for food this day—for our clothes-for our dear-loved homes. How many children have no fathers or mothers, food, or clothes ! Lord, pity them; make us thankful. We thank Thee for our Bibles. We thank Thee for a Saviour, Jesus Christ our Lord-for all that He did while on earth-for all He said—for His love to poor sinners--for His love to usfor His death and his resurrection. Lord, we thank Thee.

“Oh, teach us to love Him. For His sake, pardon our many sins. Our hearts are very hard, and very wicked. We have been disobedient to our parents—we have been idle and careless—we have been proud and unkind -we have quarrelled, and told lies--we have not loved Jesus—we have forgotten the Saviour who died for us. Oh, forgive our sins now, even today.

“O Lord, make us good. Give us new hearts. May we be sorry for our sins ! May we not be disobedient any more! May we be kind to brothers and sisters ! May we be humble! May we be dilligent at school, and at home! Oh, make us like the holy child Jesus.

“ Now, bless our Sunday-school. Bless our lessons; may they do us good! Bless our fathers and mothers, brothers and sisters. Bless us all ; and hear us,

for Christ's sake. Amen." Another mode for making these portions of our Sabbath worship more interesting, would be to choose a special topic for prayer, and fix the children's thoughts on it. Pray, for instance, against some special sin-as e. g., pride, anger, disobedience, untruthfulness, revenge, or idleness. Or some of the many blessings we need may be selected and dwelt on in prayer -such as health, soundness of mind, humility, docility, wisdom, courage, gentleness, repentance, faith, charity. Frequently the subject of the lesson may afford a suitable topic for the supplications of the school ; and the prayer may serve to enforce the teaching, while the teaching prepares for intelligently joining in the prayer. Such an arrangement lessens the intellectual effort of the scholars most materially.

We annex another specimen, to give some idea of what we point to. We earnestly wish we had printed a number of good suitable prayers for our Sunday-schools ? Dare we call it a sort of " Sunday-school Liturgy?"

PRAYER AGAINST PRIDE.

• O God, Thou art very high and holy. We are very little, and very sinful; yet we are very proud. Satan is proud, and we are like him. We pray that we may no longer be proud. May each girl and boy feel that they are proud; that it is very wrong to be proud —very foolish ; that it makes God very angry; God hates a high look; God hates a proud heart.

“ Teach us that we have nothing to be proud of. If we are strong,, God gave the strength; if we have beauty. God gave it. We have nothing that is ours, but sin ; all else is God's. Oh, make us humble.

“ Teach us to remember our sins—how many, how vile they are. Teach us to see our own faults, and to hide the faults of others. Teach us to think little of ourselves—to be content with the lowest place.

“ Teach us to think much of Christ-of His love to such sinners as we. Teach us to think others better than ourselves. May each boy and girl hear and obey Christ's call: Come and learn of me, for I am meek and lowly, and ye shall find rest for your souls.'

“Oh, Jesus, make us like Thyself, gentle and lowly, humble and meek. Oh, may we be no more proud! Oh, forgive our pride-our proud thoughts -our proud words, and proud looks. Give us new and humble hearts, Amen.”

THE TEACHER WITHOUT QUALIFICATION.

(From Todd). ABOUT this time a new teacher offered his services, who was deemed in every respect qualified to instruct this class; he possessed good natural understanding, a well-cultivated mind, and in some respects he was industrious and persevering. He rose early, except occasionally on Sabbath mornings, when he thought it prudent to indulge himself a little. Sundays were the only days when he ever left home without private prayer for a blessing on the concerns of the day. Indeed, he found no time : as it was, he generally went late to the school, on more than one occasion he came in just in time to hear a stranger address the children on the importance of always being early and punctually at school. When he thus lost an hour in the morning, he felt somewhat displeased with himself, and nothing seemed to go right all day. The children soon acquired the habit of coming late; perhaps they did not wish to hurt the feelings of their teacher, by being in their places an hour before him. However this may have been, from his indifferent manner, one scholar after another stayed away altogether. As his class diminished, the superintendent continued to fill it up with new scholars Sunday after Sunday. The superintendent soon found that he might as well turn the scholars out of school, for it amounted to the same thing; and he found it necessary to urge upon this teacher the importance of complying with a rule of the school, which made it the duty of the teachers to visit the absentees, and report the cause. Indeed the teacher soon began to feel ashamed of his reduced class; perhaps he was fearful it might be thought by some that he did not possess natural ability to interest and instruct the class; and he determined that he would inquire after the absentees. About the middle of the week he found leisure, but then recollected that his roll-book was locked up in the school-room ; and by the time he found it convenient to see the superintendent and obtain a list of the names,

was Saturday afternoon. It proved to be an exceedingly unpleasant day, but he was determined to do something before another Sabbath ; and off he went with a list of absentees sufficient to have formed a large class, with hardly time to call upon half the number.

He had considerable difficulty to find where many lived; some had removed, and one or two had some time since tried some other Sundayschool, which they liked much better. He inquired at one place for Mr. J., and found no such person. When the mother of the boy appeared, he informed her that Joseph had not been to the school the last two Sundays. Joseph being there, said he was at school on Sunday afternoon week; and the teacher just recollected that he himself was absent that afternoon, and could not contradict the child; and after saying a few words on the importance of regular attendance, he went his way.

The next house at which he called, he saw the father of George, and told him that his son had not been to school for a few Sundays past. • 'No,' said the father, ' he has not been for five weeks. Previous to sending him to the Sunday-school, he stayed in the house and read, or went to church with his mother. As we knew much good had been received in Sunday-schools, and many of our rich neighbours sent their children, we were persuaded to send George, and we had him ready every Sunday, and thought that he attended the school regularly; but last Sabbath he came running home, followed by a friend of mine, who informed me that George spent every Sunday with a crowd of bad boys, near his house, and they had just broken his parlour window. And now, as I cannot be certain that he will do any better, I shall keep him in the house.'

At the next place the teacher knocked very gently at the door, for he had lost some confidence in himself. He did not knock again, or wait long, and he had no time to lose; and perhaps quieted his conscience with the thought, 'Well, I have called, and if no one comes, it is not my fault ;' and away he went, without even looking back.

We shall only mention one more call, which he had some difficulty in making, not knowing exactly who to ask for. Ilere he saw the mother of a boy who had been in his class; introduced himself as the Sunday-school teacher, and inquired about her son James, who had been absent from the class. She looked sorrowful, and said she believed James was better off, she hoped he was in heaven.'

What! is James really dead ?'

“Yes,' said his mother, ‘he died of a fever from taking a severe cold one Sunday, in the street : he was ill just thirteen days on Thursday week last.'

When the teacher recollected himself a little, he said, 'He could not have thought it so long a time since James was at school,' inquired • whether he thought he was going to die, and what were his views.' The mother replied, that as he became worse, he was very much alarmed at the thought of death, talked about the Sunday-school, and longed to see the teacher he used to have, and wished me often to read the Bible to him: and when he became very ill, and near his end, he seemed resigned to die. We asked him if we should send for you, and he did not seem to desire it. He said, 'the Sunday-school teacher we have now has never been here, and may be he would not like to come,' and then he held ир

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REWARD-GIVING IN SUNDAY SCHOOLS. Mr. EDITOR, -As a teacher of eight or nine years' experience, in both Day and Sunday schools, will you allow me to express an opinion on the system of “Reward-Giving."

First, then, I confess that my sympathy is strongly on the side of “An Union Secretary,"--(p. 42.) In schools, where the ticket system has been used, I have known such a plan as the following adopted :-One boy who has been induced to play truant, meets with another who has attended school and obtained his ticket, and the two arrange so that the truant becomes the possessor of the ticket, and the other tells his mother “he has had a ticket, but that he has lost it." I do not give this as a theoretical plan, but in numerous instances have had personal knowledge of them. In this manner a temptation is put in a child's way for deceit; and which should always be studiously avoided.

I shall always advise, as I have practised myself, never to allow a child to be absent from a class without knowing the reason of it, either by the teacher's personal visiting, or, if the time would not allow of it, to send by a member of the class, (and one may always be found willing to make enquiries.) For the child may be ill—then it is the duty of the Sunday school teacher to visit him; he may be playing the truant, a little private conversation with the teacher would very soon make the tear flow fast from the child's eye, and convince him of his sin, (for it is an act of disa obedience to one of God's laws-fifth commandment.)

The teaching of a Sunday school should be of such a character as, of itself, to give the children an intense desire to attend its classes, and to be there in time; and a kind word of commendation from the teacher to his children for being in time, with a few remarks now and then upon the duty of obeying the precept, “Let every thing be done decently and in order," with the evil consequences pointed out of not attending to it, will do more than the rewards. I know one school in which the reward system was discontinued, and the results often were incomparably superior to what they had been before.

The system is unfair ; for if the children are rewarded for lessons, which I believe is the general plan, one child with great ability will be rewarded for learning a lesson, over which he has not spent one quarter the time and labor that another child, with less ability, has; and so the latter says—"Oh! its no use my trying, for so and so will be sure to do it better than I shall."

But this is but a minor point in the school government or organization. 'The quality of the results after all depends upon the teachers themselves. No teacher should ever leave his or her house, without imploring the blessing of our Divine teacher to attend the labors of the day, and during the week should be ever devoutly seeking Divine teaching, so that lie may be able more effectively to impart the knowledge of Divine truth, with which it has pleased God to bless tlıcm.

The Sunday School Union is doing a creditable work in the establishment of “ Training Classes " for the benefit of those engaged in the work ; and the writer's heart will rejoice to see the day, should he ever be permitted, when every provincial town will not only possess its “ Young Men's Christian Association," after the model of the Parent in Aldersgate Street, but also its “ Training Class," after the pattern of those established by the Sunday School Union in various parts of the metropolis. I am afraid that “ Brother John" may have added to his list of observations, some such as the following :-"I have known a teacher come to school unprepared with his lesson. These Training Classes' would do much, to lessen such a practice; and your correspondent would take the liberty of suggesting, that those who exert themselves to form such classes would be conferring a blessing on the teachers themselves, and a boon on the country at large. When these results have been attained, "I think this difficulty of “rewards,” or “no rewards," will solve itself, the school alone being a sufficient inducement for the children to attend it. In the mean time, let us all, both by our prayers and personal exertious, do what lies in our power to hasten the millennial time. Borough Road.

A WORKING TEACHER. [From the German of DENZIL.] For a general rule, the approbation of the teacher is a sufficient reward for all moral conduct. In no case should it be encouraged by a determined premium. No rewards are proper in the religious part of education; for they might lead to the opinion that mankind could merit the favor of God by their works.

LET YOUR AIM BE HIGH.

Have you carefully considered what are your responsibilities in the selfimposed duty you have undertaken ? If the heart of a child is susceptible of religious impressions, and those impressions do form the germ of a religious character, then your work should have for its object nothing less than the salvation of the children under your care. You have undertaken a duty which never can be properly discharged, if you aim at any less result than bringing them to Christ. Have you considered how responsible such a position is, and how serious are its consequences, both to yourselves and to the children you instruct ? Can anything less than persevering earnestness and labour on your part, for their salvation, free you from a responsibility, the burden of which is as heavy as the despair of a lost soul ?

We will not affirm that God will hold teachers ultimately responsible for the salvation of their children; but, without doubt, He will hold them responsible for all the consequences of a neglect of their duty to them and He may see that such neglect has resulted in their eternal destruction.

The only and true mission of a Sunday school teacher is to hold up Christ, as He is revealed in His Gospel, before them continually ; to seek to impress them with the loveliness of His character, the power of His claims, the infinite nature of His love, and the exceeding and eternal value of His salvation. And it seems to me, that anything less than this falls below the true standard of duty, insomuch as it falls short of bringing them to Christ, where only salration can be found.

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