I claim your protection, and beg of you to allow us to confess to you some of our troubles, hoping you will be able to find a remedy for them, that our minds may be at peace, and free from the unkind remarks of many of our fellow-labourers.

I have been, for some years, a Sunday school teacher, but am not at all remarkable for my early attendance. In fact, this is a difficult part of my duty. Why does the school commence so early as a quarter-past nine? There really is not time to have a comfortable breakfast, and I am sure the scholars, as well as many teachers, will acknowledge this. Why, nobody gets up so soon on Sundays as on other days-the milkman can vouch for that, for he comes about half an hour later, and then he is quite soon enough. Besides, how can we expect to be able to keep up the attention of the children if we begin too early in the morning? Some may be able, but I cannot. And yet I am often at school before many others who have not so far to come. I sometimes reach the school door just after it is shut for the opening prayer, and then find useful employment in keeping the boys quiet outside, aided by some other of the teachers. I often meet a superintendent of another school as I go to mine -so that I reckon that his school does not open until later, or else he is not so punctual to time as our superintendent is.

One Sunday I happened to be in good time—perhaps rather too soon. The superintendent congratulated me-" was very happy, indeed, to see me." I was urged to open the school. He would take no denial-he had not caught me before. Then came the good wishes of all (but it was only a few) who were in the habit of being in good time, and it was hinted that I had better "try again." But not one of my scholars had arrived until the door opened at the close of the prayer. It was usual for me to find some of them waiting to be taught-now I sat alone, and when they dropped in one by one, it was whispered among them, "How soon teacher is this morning!" In fact, it was a matter of some talk among teachers and scholars, which was very unpleasant to me.

Since that time, I have attended lectures, discussions, conferences, and annual meetings, and whenever the subject is touched upon, many eyes are turned towards me, as if I were more to blame than others. But I am not. Only now and then I am a little comforted, when our minister comes among us, and speaks of our "praiseworthy zeal and self-denial;" but he never comes into the school while we are teaching, except it be a little while before service-time. But I think too much ought not to be expected from voluntary efforts. I know some who have been offended by being urged to work too long hours, and they have given up altogether. I am not so easily offended, and do not think of giving up yet; but I wish for peace, and if some like to hurry their meals, I do not see why I should be required to do it. Why, one teacher dines in the school-room-he just has a sandwich and some water; that is rather too hard fare, I think, for

a Sunday school teacher, who works hard all the week in his business. Now, in a free country like this, surely we may be allowed a little liberty. I do not take the part of those who come into school when the time of teaching is half over (some do that), or after their scholars have been placed in another class. Certainly not; but a few minutes behind time, especially when the scholars are not there, cannot be much harm. Of course, if I were a superintendent, or had to pitch the tunes, it would be different, but I am only a humble teacher, not expecting any high office; therefore I hope I may make myself as comfortable as I can, and that nobody will have cause to complain of me, for anything worse than being rather late of a morning..

I beg to add, that I am not always late in the afternoon: at times we have friends at dinner, and then it is, no doubt, considered excusable. Now, Mr. Editor, if you will print this in your next number, you will, perhaps, promote the comfort of my numerous brothers and sisters, and greatly oblige, your obedient servant,

ONE OF THE "EASY" FAMILY.

SHOULD A REFRACTORY SCHOLAR BE DISMISSED? DEAR SIR,―The question put by S. S. is an important one, and deserves the serious consideration of your readers. The event to which he refers was well adapted to make a deep and lasting impression on his mind, but it will not in itself determine the question. We are to do what our judgment determines to be right; and although the result may be painful, yet there may be no responsibility resting upon us in reference to that result. I have been present at a scene somewhat similar to that depicted by S. S., and have seen the offender turn back at the door, and with (what was then thought) an impudent bravado, thank the teachers for the care they had taken of him. But that scholar rose, some years afterwards, at an old scholars' meeting, to acknowledge that that expulsion brought him to reflection; and to state that he had since joined a christian church, and was then a Sunday school superintendent. While, however, the result recorded by S. S. would not determine that the course pursued towards the scholar was wrong, neither would this more favourable termination be a satisfactory evidence of its correctness. The question, "Should a refractory scholar be dismissed?" must be decided on other grounds than the results which may follow in individual instances.

One thing which must be borne in mind is, that a Sunday school is an assemblage of young persons of various ages and circumstances. This union has its inconveniences, which can only be prevented by the watchful care of the teachers. One ill-behaved, vicious youth may, by his example and influence, do much harm to a large number of well-disposed classfellows. The Sunday school does not afford opportunity for isolation;

all its operations are collective, and it therefore frequently becomes a choice of evils-either a scholar who evidently needs instruction must be dismissed, or many others must be left exposed to the evils which his companionship involves.

Two practical suggestions may be made. First, instead of entire dismission, try the experiment of a month's absence from the school. This would in many cases be felt a severe punishment, and the expiration of the period would be hailed with delight. Secondly, in all cases let the teacher go home to the parents, state what has been done, and the reason for it. They will then know that the care of the teacher is withdrawn, either temporarily or entirely, as the case may be, and that they must themselves watch over their child. This does not appear to have been done in the case referred to by S. S. N.

INTELLIGENCE.

LONDON.-Sunday School Union Committee.-March 19th, Mr. Newman in the chair. Arrangements were made for the morning conference and the annual meeting on Thursday, May 6th (for particulars see cover). The Jubilee of the Sunday School Union is to be celebrated on Monday, July 13th, 1853. Fourteen libraries were granted to country schools. Auxiliary Reports -East. One library applied for. Have granted £5 towards fitting up the new Wesleyan schoolroom, Stratford; to Marsh School, Stratford, a box of moveable letters. Aid requested for Commercial-road Chapel-£25 voted. North. One library applied for. The thirty-seventh annual meeting had been held at the New Tabernacle Schools, on the 16th of March. Alderinan Challis presided. Rev. Messrs. Chew, Green, Thomas, Spong, and Vaughan, and Messrs. Althans and Gordelier, took part in the meeting. South. Three libraries applied for. £5 5s. voted to the Parent Society. West. One new school reported; two libraries applied for. Elementary books have been granted to two schools. A meeting of the Brentford and Hounslow Branch was held March 2nd, at which the ministers of the neighbourhood were present.

street.

LONDON.-Teachers' Preparation Classes.-A conference of teachers was held on Wednesday, March 3rd, at Silver-street Schoolroom, JewinAfter tea, prayer was offered by Mr. Althans. Mr. Cuthbertson, the chairman, said, that though the Sunday School Union published books, maps, books of directions, notes, &c., for the use of teachers, they yet felt that something more was wanted, and, therefore, teachers were recommended to think over their lessons, and systematically to prepare themselves for their work. With this view a class was formed at

Paternoster-row, where teachers from various schools met weekly to interchange their thoughts and information. This class had existed for a long period, and had assisted to support similar classes. The means used were simple and without show, but the method was sure. It was the desire of the Sunday School Union Committee to have these classes multiplied and strengthened; hence the present conference to elicit the opinions of the teachers.-Mr. Caldwell spoke upon "The Importance and Necessity of Preparation;" he referred to the different meanings of the word in the scriptures. All teachers, however, did not feel the necessity of preparation, or the classes in existence would be better attended. By some persons they were supposed to create a mental dissipation; there was, no doubt, a temptation to under-rate spiritual matters, but this should be resisted. Spiritual laziness must be avoided. As to the necessity for these classes, it was to be feared that many a teacher, if asked, "Understandest thou what thou teachest?" would reply, "How can I, except some one guide me?" Teachers, then, meet to guide each other. Gifts were to be cultivated, and among these " aptness to teach."-Mr. James Smith said he had attended many such classes, as well as the "model" class, and he was convinced of their importance. One feature was, that females were encouraged to take a part.-Mr. Lawrence spoke on The Class System, as best adapted for the Preparation of Teachers." By this method information was obtained from various sources, especially by directing the special attention of different persons to different subjects. Teachers generally were hard-working people, and to them, when the mind and body were weary, the preparation class was a recreation. To prepare alone with old commentaries was often dry work. The class system provided for a minute examination of the lesson, by a combination of different minds.Mr. Collins observed that the class system had this advantage, that knowledge was obtained and imparted in the same way. The surgeon or the lawyer obtained his knowledge class-wise, because it was the quickest and the most practical, and it was important for teachers to obtain knowledge in the best and shortest way. Some people gained their knowledge half an hour too late; the object of these classes was to make teachers ready at the proper time. The members must always keep to the subject; if they did not, it was the fault of their class-mates; and in order to work well there must be a system of perfect mutuality. The president must not have all to say; but the whole of the class, males and females, were bound to assist.-Mr. Fuller, in speaking on "The Division of Study," said, that in the first twelve verses of next Sunday's lesson, at least ten different subjects would be found. By apportioning the subjects the work of two or three hours could be done in a few minutes. A division of labour was considered of advantage in trade, so it would be in mutual study, where contributions from all sources were useful. The division of study also led to a habit of concentrating the thoughts upon one subject.—

Mr. W. S. Gover said, that the division of study in a teachers' class was essential to its existence. A general and superficial preparation did not answer, for there would be no barter, every person's commodity being the same. He would name three advantages of the division of study:-1. The teachers are saturated with knowledge. 2. It gives vitality to the class, and nobody is disappointed. 3. It has an important effect upon the school; the teachers being taught are able to teach; thus the reality of teaching is substituted for its mere form.-Mr. D. Pratt questioned the practicability of having in some schools such classes as were advocated. If persons could not be found to undertake the different subjects, it would be better to leave the whole guidance of the class to one man of tact and learning. The mutual plan required men of standing, and it should be remembered that there was only one Cuthbertson in London. Teachers' classes were important, and should be encouraged; but there were difficulties in carrying out the mutual principle. Suppose on any occasion the "Jewish antiquities" student, or "pronunciation" student, or others, were absent, what could be done? He had seen classes decline on the mutual plan, but flourish under one man.-Mr. Stoneman said he had conducted a teachers' class twenty years ago. He attached much importance to such classes, but doubted whether the mutual plan was the best; though there might be division of labour in a teachers' class, each teacher had to do the whole in his own class. He certainly thought that each school should have a class, but the superintendent should know how to teach a lesson and guide others. Where the "Division of Study" was carried out, there was an excuse for neglecting many of the subjectsbesides, geography, biography, manners and customs, &c., were not the main studies; but theology should be supreme, and all the others subordinate Classes should prepare teachers how to teach: this the mutual plan did not do; but by the "one man" system the method of conducting a class was shown. In answer to questions, the Chairman said, it was a mistake to suppose that by the apportionment of subjects any teacher was absolved from pursuing the other portions of the lesson. An individual who was pledged to a subject was expected to be ready with the information; but he was still a member of the class, and other subjects were not excluded. If a teacher who took a particular subject was absent, some one would be called upon who was likely to give the required information. As to the religious interests, he wished to say that the object of the class was to collect the materials together, and then ask what lessons God intended to be taught from them. Spiritual matters were not slighted; but it appeared idle to attempt to get the lessons before knowing the history. The two must be combined, as they were in the teachings of Jesus. The conference was then adjourned.

CHESTER.-On Sunday, February 22nd, the children of the schools