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Have you another Father? Which is the best Father? What does "hallowed" mean? Whose name should be made holy? Who should try to make it holy? Should you take God's name in vain, and use bad words? Whose kingdom do we pray may come? Do all people pray to God? What do some people pray to? Are they who pray to wood and stone God's people? Whose will should we try to do? Who does God's will in heaven? Which does it best, angels in heaven, or we upon earth? Should you try to do God's will, as the angels do? Whom do we ask to give us our daily bread? Who gave you your dinner? But who gave you a mother to give you a dinner? Trespass" mean? Who can forgive us our sins? If any one hurt you, should you try to hurt them? Why not? What should you do? If you do not forgive others, will God forgive you? Who leads us into temptation? Who can save us from the power of the devil? Who can keep us out of all evil? Whose is the kingdom? Which is best, heaven or earth? Whose is the power and the glory? What do you mean by " Amen ?" It is something in this way that we may lead even little children to divine truths.

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HOW THE TEACHERS SHOULD ACQUIRE KNOWLEDGE.

51.-There are two points on which teachers require to be prepared. One as to how, the other as to that which they are to impart; for unless there be a stock of knowledge, it is in vain to expect any one to communicate that which they do not possess. Well educated teachers require much training as to the method of teaching; half educated teachers need also to be themselves instructed in that which they are afterwards to teach. Few Sunday schools ever prosper, unless there be a systematic attention to these particulars. Many clergymen know little, or nothing of "how to teach," though they generally possess sufficient knowledge for the instruction of their teachers, in "that which they are to teach."

52.-If the clergyman will undertake the task, the best thing is for him to hold a weekly or a monthly meeting for this purpose. And if a sensible man will only try to communicate, in a natural way, by means of questioning, the knowledge on scriptural subjects which he possesses, he will generally succeed in forming a body of well instructed teachers.

53.-In case the clergyman cannot do so, if the teachers will assemble periodically as a "society for mutual instruction," in which one side of the table will interrogate the other, they will soon fall into some method of preparing themselves for the work. Most people will, without much difficulty, learn to accomplish what is required of them tolerably well, if they will but try to learn -few will succeed by themselves without trying. It is the pride of fancying that we know, which prevents us from learning, and teachers who can get over this, will soon become tolerably efficient.

54. When teachers are forced to meet for these purposes without the clergyman, it is well if several of the elder, the more experienced, will in turn take some portion of scripture, or some collect, and having prepared themselves as well as they can, examine the rest; pursuing the three classes of questions which have been pointed out in the last chapter (43). It is not difficult to frame the two first classes of questions, and if beginners find themselves less ready at asking the third class of questions, they had better perhaps not attempt it at first. After a time they may succeed better. The proper season to study this matter, is when we are reading the word of God, in private, for our own personal edification.

55.

The lessons on which we shall best commence this series of self-instruction are

1st. Narrative pieces from the New Testament, as the miracles, or any event recorded.

2nd. The parables, which contain a further difficulty.

Inexperienced teachers should try to make themselves able to ask plain questions on a miracle, or narrative, under the first two heads (43), and when they can do this, they may proceed in the same method to a parable, and try to draw forth, by questioning, not only the story, but the instruction conveyed

under it.

56.-Then they may go on to the history of the New Testament as a continued narrative, viz., "the life of our Saviour." Perhaps they may as well thent urn to the history of the Old Testament, and then to the Acts of the Apostles. When they have advanced thus far, they may try to explain a collect, or some of the less obvious services of the church.

57.-—It may here be observed that the same classification of subjects which will suit the teachers, in preparing themselves, will probably prove the best which can be adopted in arranging the lessons for the several classes. The principle on which it is based belongs equally to both.

58.—It may be objected, that this course will occupy a considerable portion of time, in the case of half educated persons; but it is useless to shut our eyes to this truth, that “they who know nothing, can teach nothing."

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59.—It may perhaps be asked, whether, in this course of instruction, it would be wise to employ pictures, maps, and chronological tables? My answer would be, use every assistance which you can find to enable you to understand what you teach, and to convey this knowledge," but do not attempt to learn, or to teach, geography or chronology any further than as they are assistants to scriptural knowledge. It is not necessary for every christian scholar to know the latitude and longitude of Jerusalem, but it is of importance that they should be fully aware that Jerusalem is a city, and not a man; and that it is situated in Judæa, and not in England. Nor can I conceive that any one will be likely to acquire the spiritual instruction derivable from the Acts of the Apostles, unless they have some idea of the travels of St. Paul, and in some measure comprehend the relative positions of the places visited by that apostle to the Gentiles. Again, how can any one clearly understand the evidences of christianity, who does not know something of the dates of those prophecies which prove Jesus to have been the very Christ? For more than this I am not anxious to seek. But I cannot stop short of that which enables me to see the certainty of those things which God in his mercy has revealed unto me, and on my believing which he has made my salvation to depend.

ON THE MECHANICAL ARRANGEMENT FOR A SUNDAY SCHOOL.

61.-There should be an Entrance Book, in which the names of all those who are admitted into the school should be entered, with a notification of their proficiency at that time. The time when they leave school should afterwards be specified, and the state of their proficiency at that time should be also recorded, and a short abstract of their future history may subsequently be made, in a column for observations. This forms a very valuable document, and by a judicious use of it the best system of subsequent superintendence over the scholars is preserved.

62.—A School Absence Book, kept by the superintendent, who will call over the names every Sunday, and mark those who are present in good time, i. e., before prayers, those who come after, and those who are absent. The last description should, if possible, be visited during the week.

63.-Each teacher should keep a Class Absence Book, in which the same process should take place with regard to the class. It should indeed be a counterpart of, correspond essentially with, the school absence book; and the holding this book should constitute the warrant for being teacher to such and such children. In the beginning of this book should be written, the list of the

lessons to be learnt by the class; e. g., in the class book (35), the lessons should stand thus in the time table for the class

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10m. 40m.

Prayers.

Saying a verse, and preparing the next.

40m. 10m. aft. X, Reading Manx Sunday school book,No. 1.

10m. 30m.

II.-15m. aft.

15m. 30m.

Looking at sacred pictures.

Saying Lord's Prayer.

Reading Manx Sunday school book, No. 1. 64.-These divisions of time must depend on the hour when the school breaks up to go to church. I have only mentioned prayers at the commencement of the morning schooling, for when the children are going to church, as they always ought to be, except for some very special reason, they should be taught that the service of the church constitutes the prayers at the end of schooling. These minor details must be arranged by the superintendent, under the clergyman; all that is necessary is that they should be settled, and written down in the time table of the class.

65. It is convenient perhaps to have a written time table for the school, but it is not absolutely necessary. In the previous case it would be simply this

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10m. 30 aft. X, Lessons.

30m. aft. X, Prepare for church.

AFTERNOON.

II. 30m. Lessons.
30m. aft. II, prepare for
church.

This supposes the church to be distant from the school. In case they are near together, the time occupied in going to church would be less, and the time table drawn up accordingly.

66.—The use of the time table, written in each class absence book, is not merely to make the teachers regular, but in case of their unavoidable absence, the persons who supply their places will be able to carry on the work of the class without altering the accustomed routine.

67.-Indeed it is convenient that each teacher should be provided with a bag, containing not only the class absence book, but a copy of each of the books which are required for the lessons of the Sunday, and each such book should be marked as to the special lesson for each day; in short, a marked book for the class. e. g. The bag of the class (63) should contain the class absence book, a prayer book, a hymn book, or the selection of poetry in which the portion learnt and said last Sunday will be marked, as well as that to be said next Sunday,-a ,-a New Testament, in which there will be a notice at the beginning or in the margin, that Acts, xix. 20 was the end of the lesson on May 14th, 1844,-a scripture proofs and illustrations of the church catechism, marked in the same way;-N. B. It is useful to have in every bag a small card map of the holy land. In the bag of the other class (63), there will be the class absence book, a Watt's hymns for children, marked hymn viii. v. 3, May 14th, v. 4, for May 21st, the Manx Sunday school reading book, No. 1, marked at the end of the last lesson, and a notice as to what part of the Lord's Prayer they

can say, and in some degree understand, and as to which picture they looked at. The bag gives a unity to the class; and if, on any day in the week, it be sent to the superintendent, it signifies that the teacher cannot attend the next Sunday, and by being previously put into the hands of some supernumerary teacher, it enables them to prepare for the work of the day.

To be Concluded in our next.

Documents.

A LETTER FROM THE SECRETARY OF THE COVENTRY BOARD OF EDUCATION; WITH AN ACCOUNT OF A MEETING OF SCHOOLMASTERS DURING THE HARVEST HOLIDAYS, FOR THE PURPOSE OF IMPROVEMENT.

(From the Appendix to the Report of the National Society.)

DEAR SIR, I have much pleasure in sending you twenty copies of the report of the proceedings of the schoolmasters and mistresses during the time they were assembled at the Central School, Coventry, for instruction. The report is taken from the Coventry Standard newspaper; but was drawn up, as you will perceive, under the sanction of our society.

It speaks so fully upon all the matters relating thereto, that I need not enter into any further particulars beyond that of saying, that I think the scheme has answered much beyond our expectations. I watched over it almost daily with the greatest anxiety, as I felt sure that if the slightest mistake was made, it would be an entire failure; but I am now thoroughly convinced that the scheme, if carried on in subsequent meetings, is the best and cheapest mode of extending those acquirements in our masters and mistresses which have become essential in these times, and of which, generally speaking, they are very deficient. My chief fear arose from that natural unwillingness to submit, which is the vice of age and authority; but the judicious manner in which Mr. Wilson and Mr. Tearle conducted themselves entirely removed these difficulties; and every day manifested a greater submission, and a more earnest desire to improve.

There is no doubt that we enjoyed advantages which do not generally exist. A very large proportion of the masters had been trained at the Central School, Coventry, and were consequently personally known to Mr. Band and myself; they had also formed themselves into a society for mutual improvement, and their eyes were therefore open to its advantages: but under any circumstances, I am satisfied, that where a large number can be collected, and their labours patronised and attended by the clergy and others interested in their proceedings, and, more especially, if able judicious men are placed to instruct them, then the success will be as great as any one could anticipate. I have spoken thus strongly upon the measure, because I am desirous that others should reap the benefits of this experiment. Whatever methods have been hitherto adopted almost exclusively apply to masters or mistresses in training for future appointments. This method grapples with the wants of the present race. It may be extended to every district in the kingdom; its benefits may be kept alive by furnishing to the several masters and mistressess such books and maps as they have been initiated in when they met: quarterly meetings, of even one day, might be held to see what progress they have made; and by a regular assembly of them for the holiday month in every year, their education might be carried to any pitch which may be thought desirable.

The expense of such meetings, it will be seen from the report, is comparatively speaking, but very trifling-30s. per head per annum would pay the whole; and this would scarcely amount to the cost of inspecting schools-a measure of very partial benefit, and, as far as my own experience goes, bearing

with it an odious interference; and, if so thought, doing more harm than good. The inspector may readily discover faults, and show, in his report, the need of amendment; but he has neither time nor opportunity for seeing them corrected. The first feeling towards those who discover our failings is dislike: it requires time to reason with ourselves, and then proof that our corrector is our real friend, before we value him and follow his advice.

I beg to send two resolutions of thanks to the National Society, passed by our board; and, with earnestly looking forward to their assistance in our future attempts to carry on the scheme which has been so propitiously begun, allow me to subscribe myself.

Ansty, September, 20, 1844.

Dear Sir, yours sincerely,

T. COKER ADAMS.

At a Meeting of the Coventry Archidiaconal Branch of the Worcester Diocesan Board of Education, held at the Central School in Coventry, on the 16th day of September, 1844. The Venerable the Archdeacon of Coventry in the Chair.

RESOLVED:-That the grateful thanks of this society be given to the National School Society, for appointing so able and efficient an organizing master as Mr. Tearle, to superintend the assembling of masters and mistresses at the Central School, Coventry, for instruction during the last harvest month.

That the secretary do also transmit to the National Society their deep obligation under which this society feels itself placed, not only for the great liberality shown to them in discharging the salary, &c. of the organizing master, but also for allowing them the high privilege of Mr. Wilson's invaluable assistance during the first week of the above instruction.

T. COKER ADAMS, Secretary.

REPORT OF PROCEEDINGS.

(From the Coventry Standard of September 13, 1844.)

It is with great satisfaction that we are enabled to give to our readers a detailed account of the proceedings of this important undertaking. The measure itself excited considerable interest and expectation throughout the archdeaconry, and we think that in all respects it has answered the warmest wishes of its benevolent projectors. The Coventry National School Society have always been aware of the vital importance of adopting some regular system for educating masters and mistresses; and from its first establishment they have provided means, as far as it has been within their power, for educating those who have been entrusted to their care; and they have consequently furnished to their own district, as well as to many other counties, upwards of one hundred masters and mistresses. They have, however, frequently lamented the very limited means which they possessed of carrying these desirable objects into full operation; and to obviate this palpable deficiency, they gladly adopted a suggestion made by some of the masters who have been educated at their central schools, and who were resident near to Coventry, viz. that all the masters resident within the archdeaconry should be allowed to form themselves into a society, and to meet at the Central School, Coventry, once a month, or oftener if found convenient, for the purposes of mutual instruction; and that books and maps, and other useful requisites, should be provided for rendering efficient these voluntary and praiseworthy efforts. This society was formed a few years ago. It has worked admirably: and it has been sanctioned by the approval and praises of Dr. Feild, the present Bishop of Newfoundland, who, in his report, as the bishop's visitor of schools within the archdeaconry, recommends most strongly the adoption of such societies. Much, however, still remained to be done.

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