compensation will be expected for the instruction given to the pupils. 3. The society will appoint two inspectors, whose duty it shall be to visit the school as often as may be convenient for them, and particularly on the Sabbath preceding the meeting of the society; and to report the order and management of the school to the society. 4. The hours of attendance shall be from 8 to 11 A. M. and from 2 to 5 o'clock, P. M. 5. A list of the pupils shall be taken, and each absentee noted at every session. 6. The books to be read in school shall be the Old and New Testaments, with such others as are suited to the capacities of the pupils, and recommended by the society; together with such catechisms as the parents may think proper. 7. The parents and guardians of such children as are able, shall furnish their own books; and those who are not able shall be furnished with books by the society. 8. The books furnished by the society shall be loaned to the pupils only during the time of their continuance at school, and abstaining from all immoral practices, except such as may be given as premiums for the encouragement of the deserving; in that case the title of the book given, to whom given, and for what merited, shall be inserted by the teachers in a blank page of the book itself, and also in a book of record prepared for that purpose. 9. As cleanliness not only promotes the comfort but the health of children, it shall be the duty of the teachers to use all proper measures to increase an attention to this particular. 10. Regular attendance will be required of the pupils, which the teachers will use every mean to encourage; and no pupil is to be expelled the school but by the society. 11. An examination of the school will take place every six months, when suitable premiums will be awarded to those who may distinguish themselves by their good behaviour or improvement in learning; and a record made as in article 8th. This article is not to be understood to prevent teachers and inspectors from giving such rewards as they may deem necessary, for the encouragement of the pupils, at any time they may think proper. We beg leave to observe, that viewing as we do with painful anxiety, the evils which have accrued, and which must ever accrue to society from neglect in the religious education of youth, we feel abundantly convinced, that the above establishment well supported, and prudently conducted, will oppose the torrent of irreligion and vice at the very source. When children are brought up without any one sufficiently interested in their best concerns, and in a total neglect of religious and moral instruction, amidst the contagion of bad example, the consequence is obvious; they must become the burden and pest of society; they bring with them upon the stage of life, ignorance, idleness, and the manifold evils resulting from every species of immorality. By yielding our united and persevering efforts to the accomplishment of the above plan, if not preventing altogether the infidelity and profanity of the present day, we may considerably diminish the pernicious effects that still result from a want of early and proper instruction. N. B. The school shall be opened for the first time on the 1st Sabbath of September, in the jury room of the court house, at which time parents and guardians are requested to send forward their children; and it is hoped they will feel a solicitude to encourage so laudable an undertaking. In behalf of the Society, ROBERT STEELE, Committee. Attest, M. B. LOWRIE, Secretary. August 22, 1809. SELF-EXAMINATION OF A TEACHER. The following excellent interrogatories for the self-examination of a Sunday School teacher, were obtained from a friend just arrived from England. They are printed on a small card, for the pocket-book of the teacher. I was edified and instruct ed on reading them, and I doubt not but every pious teacher will feel their utility when they first meet his eye. Questions at the conclusion of the School for the self-examination of a Sunday School Teacher. 1. Have I this day particularly prayed for a blessing on my la bours in the school? 2. Have I done my utmost this day to show an example of early and punctual attendance? 3 Have the hours I have been in the school this day been fully occupied in my duties as a teacher? 4. Have I this day spoken pointedly and individually to one or more of the scholars of my class respecting the salvation of their souls ? 5. If I never again enter these walls, am I clear in the sight of Him who knoweth all things from the guilt of any child of my class who may perish in his sins? 6. Do I leave this school in peace with all my fellow-labourers? S. The editor has taken the liberty to substitute the word guilt for the word "blood" in the original paper received from his correspondent, because the harshness of the expression might have an unfavourable effect on the mind of a young teacher. ON THE BEST MANNER OF COMMUNICATING INSTRUCTION, [For the American S. S. Teachers' Magazine.] Though the beautiful promise of Isaiah, "the way shall be so plain that the wayfaring man, though a fool, shall not err," is strictly applicable to the teaching of our Lord himself, and the abundant shedding down of the spirit with power and demonstration to fulfil the more ancient word, "they shall all be taught from on high," yet the same character is literally applicable to this period of the "abundance of blessings of the gospel of peace." When the truth is taught in plainness and simplicity, and little children are instructed into the kingdom of our Lord Jesus, we have "a good hope through his word," that every effort for this purpose of mercy will be followed by a divine blessing; so that the young may be trained up in the fear and admonition of their Heavenly Father. Every hint to advance the religious instruction of children is valuable; with this view I make this communication, desiring to present an offering of my experience for the benefit of my fellow-labourers in the Sunday School. The importance of early instruction, and the difficulty of teaching little children, make it always a subject of anxious inquiry. Now, the difficulty seems to lie, not so much in the consideration what shall be taught them, as how shall we communicate instruction. How shall it be made so plain that they shall not err in it? A nice observance, I think, of the following axioms, would prove a useful guide. No subject can be illustrated but through the medium of ideas previously received; and every proposition should be made in terms familiar to the recipient. Very young minds do neither draw an inference, nor anticipate results beyond sensible objects: they do not even compare mentally, and are not capable of reasoning. This is for want of ideas. Therefore, a very little child may say, "this lead sinks because it is. heavy;" this they see and feel: again, "if I throw up this ball it will come down;" this they only infer, because they have known it to do so before. But older children and more instructed, would thus express themselves, "I cannot see the stars by day, because the sun shines so bright: how bright the sun must be?" Others yet more enlarged in capacity, through the multiplication of ideas, would advance a step farther in the exercise of intellect, and might be supposed to say, how warm the sun is? if my heart was as warm with love as the sun is warm, how I should love God and my parents too; but my heart is cold and I cannot love this must be because I forget their benefits." Now, there is nothing in this beyond the capacity of a well instructed child of twelve; but one of six, unless of bright parts and early advantages, would not thus reflect, neither compare thus mentally, nor make such deductions; it would say, "I do not love, because I don't want to." They would not think that they ought, nor consider what is the reason they do not. The first investigates mentally, for the mind abounds in ideas; the other can only do so through the medium of the senses; they must see, and hear, and touch; therefore, sensible objects exclusively can be subjects of investigation: these as they see, taste, touch, and handle, supply them with ideas, and so establish the judgment. In treating a subject before the first, you might venture to condense your thoughts, and perhaps conciseness might more clearly convey your meaning, and from the exercise of intellect, better prepare their minds for receiving instruction: a repetition of the ideas would be to them as tedious as it was useless. But in order to instruct the latter, you need not avoid being prolix. You must necessarily enlarge by a repetition of the idea, illustrating it in various positions, as it were putting it within their reach; this is established by the fact, that a very little child, in beholding any new object, desires to touch and handle it-looking at it on every side: this is to acquire ideas. He will then ask, what is it for? Previous ideas will enable an older child to judge of an object without such repeated observation, and he will attempt to apply it to use without inquiry. The following examples will illustrate this position. You might say to a child of few ideas, "when you are angry your heart burns like the fire, and you tear like a tiger;" this would be comprehended, for the objects are familiar; they have either felt, seen, or heard of them but an elder child would as perfectly understand you were you to say, "in your anger you are like the volcano, or like the whirlwind that uproots the forest ;" though he should not be familiar with these objects, nor ever heard of them, previous ideas concurrent with them would enable him to infer they were analogous, and he would feel the force of the similitude, while the little child would reflect on no such application, but would directly ask, what is a volcano? what is a whirlwind? The teacher, thus discriminating the grade of intelleet in his pupil, will be enabled to adopt the requisite course. Care should also be taken to adapt the terms he uses to express himself to the object of instruction, otherwise he may be said to "teach in an unknown tongue." It would be well were this rule generally practised. The utility of it is obvious, when we consider that we shall not only be better understood, but what is advanced will excite a greater inte |