An intelligent scholar is very likely to ask why Jesus should charge this blind man, as well as others whom he healed, to " 'tell no man?" We apprehend there were two quite distinct reasons. First, the effect of such tidings would be often to raise popular excitement; altogether alien from the character of him who "did not strive, nor cry, nor cause his voice to be heard in the streets." We find that once, where the prohibition was disregarded, "he could no more openly enter into the city," doubtless from the effect of such excitement (Mark i. 45). Secondly, there are many cases in which it would be for the advantage of the person himself who had experienced the cure, to remain quiet. This may have been the principal reason. Some men would be injured by going forth into public life, even as witnesses for Christ. Others, again, were eminently fitted for the task, and to such an one the Saviour says, "Go home to thy friends, and tell them how great things the Lord hath done for thee, and hath had compassion on thee," Mark v. 19. It is worth while to ask if there is not a lesson here, even for these days? and whether, amid the incessant religious activities at work around us, there be not some both old and young who would be the better for being reminded of the loveliness, in its season, of a silent, unostentatious, undemonstrative piety. Sometimes "speech is silvern, silence is golden."

THREE SIGNS OF CARELESSNESS.

1. Coming too late to our school.-In the great majority of cases this is perfectly inexcusable, and could easily be avoided by the most common care and attention; obstacles will no doubt occasionally arise, but it ought to be, indeed, no light matter that keeps us back from our duty; but if we find that we are easily kept back, does it not argue a want of something deeper than we would be willing to admit-a want of an anxious and longing desire to be actively engaged in the service of Christ? When a teacher comes often too late, it has the effect of chilling the affections of the other teachers, and of his own scholars also, by his apparent carelessness of their welfare; and, as his class is apt to be noisy and troublesome during his absence, he has probably been the cause of distracting the minds of his fellow-teachers, putting to flight much of the devotional feeling and solemnity that might be

among them, and destroying the organization of the school. Happy is he if he is not looked on as one who is the author of much evil, whose motives are suspicious, and whom it would be desirable to get quit of the first convenient opportunity. And can all this be met with the excuse, if it can be called so, that some give, "I have somehow got into a bad habit of being too late?" Can these words, uttered with so much complacency, really satisfy any one's conscience who has taken up the office of teacher? Surely the consideration of the evils that we may thus be the cause of, should make us remember that, by the very act of engaging to be a teacher, we have pledged ourselves to be faithful to One who has bought us with his own blood.

2. Staying away, and giving no reason for doing so.—' .-This is, perhaps, one of the most "annoying" troubles to which a school can be subjected. The school is gathered, the opening exercises are over, but the superintendent observes a class without its shepherd. No intimation of absence, necessary or unnecessary, has been given. No time allowed to provide a substitute. No one knows anything about the missing “shepherd." Shepherds, as well as sheep, would seem to require looking after. The superintendent at first proposes to divide the class among the other teachers, or teach it himself, but delays for a quarter or half an hour, in case the teacher may make his appearance, or because he himself has other duties to attend to. But as the time passes on without any tidings, he is obliged to carry his first proposal into effect. Is not the teacher guilty? If he were to stay away thus for a few times in any situation connected with the world, how long would he retain it? Would he not be in great danger of being turned off at a moment's warning? Why should he behave differently in matters of such great moment as he has concerned himself with? It surely shows that he has but a low sense of his duties, or great indifference to them, when they can be laid aside so lightly.

Children, in such cases, are by no means slow in observing the carelessness of the teacher, and in making their own reflections on his conduct. On one occasion, a superintendent went to see what was to be done with a class in the teacher's uncertified absence, and was met by the children's eager proposal, that they "might be allowed to go and see what had

become of him, as he was often away;" and at another time, it was found that some children had actually gone to the teacher's house, to see whether or not he was to be present, as they "did not like to be sitting untaught for the half of the time," as they expressed it.

3. Neglecting to make any preparation for giving instruction. This is one of the faults that can be too easily concealed from our fellow-creatures, because generally no one knows anything about the quality of the matter we give to our classes but ourselves. It is true the children know (yes, and suffer too); but then, as was remarked by a teacher on one occasion, "They are only children, and easily satisfied." Is it not sad to hear a sentence like this issue from a sabbath teacher's lips? but is it not to be expected from those who act as if they knew their bible so well, that "five minutes' study" of it before they came to school, puts them in possession of matter for their hour or hour and a half's instruction, or from others, who are found for the first time searching for a subject when in presence of their classes? A teacher was once put to the blush by some of his scholars assisting him with a Here is the place, master!" after he had vainly sought his testament for the lesson that had not been even looked at previously. How can we teach unless we are ourselves instructed? Is it so easy a matter to bring the precious truths of God's word before minds that are darkened by sin, in a plain, attractive, and heart-searching form, that it is not needful to take any pains or trouble about preparation? Reason is against this. A Christian's feelings ought to be against it; but they are not, and idleness or carelessness causes us to forget our duties, and we endeavour to still the voice of conscience by a faithful ("faithless," it should be called) proImise that this fault shall be altered for the better-some time. He must either be a very clever, or a very foolish teacher, that habitually neglects preparation; and to both, we would say, "There was a certain foolish man, that built his house upon the sand." Teachers without preparation are sowers without seed," "lamps without oil," "clouds without water." Little wonder there is that so few "come back with their sheaves rejoicing; " little wonder is it that such small success attends our labours, when so much "sin lies at the door."-Scottish Sabbath School Teachers' Magazine.

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