how to estimate a system compelled to resort to an expedient like this; and will, doubtless, learn from the contrast to cling more closely to His truth, who said, "Suffer the little children to come unto me, and forbid them not."

Sterling writes, August 1st, 1841 :—

"Your letter opens a question of some practical difficulty as to the education of children, within or without the limits of popular belief around us. Without fixing any definite point to which I go, it suffices to say that in the main we are quite agreed as to the empty and chimerical nature of many, and those the most marked and distinct, opinions current among us. But, on the whole, the bias of my mind is not to break decidedly with the prevalent modes of faith; but tacitly to acquiesce in much that I inwardly care little for, or think erroneous, of course without affecting any earnest zeal in such compliances, and without attempting to implant deeply in the minds of my children what may some day, though not at an early period, be again rooted up. If I felt myself called on to found ostensibly a new sect or school, no doubt one would act differently; but if I secure a free sphere of action in my own department, that is all that I hold essential, and I will not quarrel with the world on other matters, but try to live peaceably with all men. * Moreover, it seems worth considering, that we both believe the moral and devotional side of Christianity to be full of truth and goodness, and we cannot say beforehand how far any of our children will have the intellectual strength to separate this from the elements which the practice and creed of all about them present, as inseparable from it. I am anxious not to deprive them of a popular faith, before ascertaining that they are capable of one more philosophical. The majority of persons are not strong-minded enough, nor the majority of minds in circumstances to comprehend the combination of lax latitudinarianism as to the history of religion with earnest eleration of faith and feeling as to its eternal ideas. * ** "These are the views which seem to me true in my own case, but how far these can be recognised, or used by any one else differently constituted, trained, and circumstanced, it would be absurd for me to judge."

*

The italics throughout are ours.

**

*

*

*

ENCOURAGEMENT TO TEACHERS.

SOME few years since a pious and judicious fellow-teacher in the Sunday school at P was taken ill, and, after a very long affliction, departed in peace to everlasting glory. I frequently called upon him during his lengthened illness. On one occasion I found him considerably dejected. On inquiring the cause, he replied, "Although I have been so many years a Sunday school teacher, I have no satisfactory evidence that I ever was the successful instrument of leading one youthful mind to God." It was evident to me that, though he died peacefully reclining on that hope which the gospel of Christ inspires, the fear that he had not been useful spread a shade around his dying pillow.

I knew him to be a regular attendant and devout teacher, and therefore endeavoured to persuade him that he had, doubtless, been useful, though he knew it not. He admitted that it was probable, but he wanted, he said, some decisive evidence of it.

A few weeks after his death I paid a visit to a friend at H—, eight miles from P-, and spending my sabbath there, like most Sunday school teachers, I suppose, I went to the school. On my first entering, I recognised a youth of the name of G- B——, about nineteen years of age, who was a former scholar at P. By some conversation with him I found that he was not only a regular teacher in the school, but also a member of the church. After teaching, and prior to the worship, we took a short walk, and I inquired by what means he had been led to devote himself to the Lord and to the work of Sunday school teaching? "Sir," he replied, "it was by the kindness, the faithfulness, and the prayers of Mr. M" (the name of my departed friend), "that I was led to think, to pray, and, I trust, to give myself to Christ." I felt almost overwhelmed. We went immediately to the house of God, but I confess that it was some time before the solemn worship of the sanctuary could banish from my mind my departed friend and his ignorance of this fact. How much the knowledge of it would have rejoiced his heart! Well, he knows it now, and with it, perhaps, the wise and gracious reasons for which he was kept in ignorance of it while on earth. O ye doubting Sunday school teachers, do you know whither your charge is scattered? While you are

saying, We have no proofs of usefulness, perhaps they, through your instrumentality, are pious and useful. The seed sown, though hid, will not perish; for the promise runs, "Ye shall reap, if ye faint not." N.

Scottish Sabbath School Teachers' Magazine.

ILLUSTRATIVE TEACHING.

Ir may probably furnish a young teacher with a useful hint, if I repeat a few passages in my scripture lesson of to-day, to show how I endeavoured to illustrate one point which arose in it.

The point was, God saying, "Let there be light;" and my object was to contrast the instantaneous effect of that command with the slow and laborious works of man. I might have borrowed illustrations from great works, such as the pyramids or cathedrals, but I preferred something more homely and familiar.

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“John, did you ever make anything?" This was a young boy, and he hesitated a moment or two, whilst the others were all roused by the question. "Yes, sir; I once made a bow and arrows." "How long were you about the bow?" "Half an hour. It was very hard to bend it." He was going on with divers particulars about shooting, which J was obliged to stop.

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'And you, Henry, what have you ever made?" "Please, sir, I made a ship." "Did you hollow it out?" "Yes, sir." "And make sails for it?" Yes, sir; I made them of cotton." "And how long were you about it?” three hours."

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"Two or

And you, William, what have you ever made?" "Please, sir, I made a train." (He was a boy employed on a railway.) There was a general hum of admiration at this feat, especially as he spoke of an engine and four carriages, and a rail to run them on. How long were you making all that?" " 'Please, sir, about a fortnight.”

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Now was my time to turn these answers to account. John was half an hour making a bow, Henry two or three hours making a ship, William a fortnight making a little railway train; but God said, “Let there be light," and at once there was light! Man's work how slow, compared with the almighty power of God!-Teachers' Monthly Magazine.

"ALABAMA;" OR, "HERE WE REST!"

BY MRS. ABDY.

"Alabama" signifies, in the Indian language, "Here we rest." A story is told o a tribe of Indians who fled from a relentless foe to a trackless forest in the southwest. Weary and travel-worn, they reached a noble river, which flowed through a beautiful country. The chief of the band struck his tent-pole into the ground, and exclaimed," Alabama!" "Alabama!" "Here we rest!" "Here we rest!"

OH! happy band, from fierce oppressors fleeing,
To scenes by nature's lavish hand array'd,
Safe shelter in the trackless forest seeing,
Hearing the song of birds amid the shade,
And gazing on the smooth and sparkling river
Winding through banks in blooming wild-flowers dress'd;
No marvel that you wished to dwell for ever
In this fair land, exclaiming, "Here we rest!"

E'en we, amid the din of vexing numbers,
Oft picture to ourselves some green retreat,
Where silvery streams may lull us to our slumbers,
And mossy verdure grow beneath our feet;
Where birds may sweetly pour their choral ditty;
Where we may live with those we love the best;
Flee from the tumult of the busy city,

And say, in grateful gladness, "Here we rest!"

Vain hope! the world would ever make intrusion
This scene of tranquil quietness within;
Not even could the sweet and calm seclusion
Of Eden, cause the banishment of sin!

And when the mind in seeming peace reposes,
And when the home excludes each festal guest,
Still, still the serpent lurks beneath the roses,
And mocks us when we fancy, "Here we rest!"

Yet may we soothe our weariness of spirit,
While in this world of care and strife we move,
By fondly dwelling on our Saviour's merit,
And humbly clinging to our Saviour's love;
Yes, only can that holy contemplation
Thoughts of a better, brighter time suggest,
When we shall quit this earthly habitation,
And say, in heaven's blest mansions, "Here we rest!"

TEACHERS' THOUGHTS PUT INTO SHAPE.

I. "Shall I go to my sabbath class to-day? The road is dirty and disagreeable. It is a mile to the place of meeting, and the way is tiresome without company. Two miles walking alone, and all for the sake of an hour's teaching! It seems almost a pity I engaged myself. Could they not do without me for a day? I don't feel disposed to go. Surely they might manage some way or other. The superintendent will find some one on the spot to take my class. But if he does not what then? Well, it is only an apology next time I see him."

II.

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See these dark clouds coming up. It is going to rain, I fear. I will really not be able to go. Some drops have already fallen. What a pity it is but what we had better weather. This rain will no doubt prevent the children from coming. Perhaps there may be no school held to-day. I know some of the teachers who will be absent, at any rate. It cannot be expected that I should always attend. It is true I heard Mr. say, at one of our teachers' meetings, that no ordinary excuse should serve as a reason for absence; but then he is so strict in his notions. He is always talking about duty. I am sure a little rain would not prevent me from going, but to go through that plash [a slight shower has fallen!], I really cannot think of it.”

III. "If one has a duty to do in public, there is also one to do in private; and I cannot neglect these friends who are staying with me. They would take it very ill if I left them for an hour or two for the sake of teaching a class of children; it would show such a want of attention. Besides, they may expect me to go with them to hear some of our best preachers, and I don't know but that I would like to go myself for a change. One is the better of an interval now and then. It is a pity I did not think of sending intimation that I would not be present at the school this sabbath, but I suppose it will not matter much. There are so many teachers, they can easily divide my class among them."

IV. J. A

was absent from my class last sabbath. What can be the matter with him? He is absent this one also. Can he be ill? I think I had better send some one to see. I don't grudge the time spent in going myself; but, then,