he was leaving directions, when they were repeatedly and rudely interrupted by a band of wicked and idle boys. He inquired why they were seemingly so neglected. The answer of this poor woman decided the future blessing of millions-ah, sir, she replied, could you see them on a Sunday, when there are many more, and a hundred times worse, you would pity them indeed. He inquired, what can be done for them? is there any one who would teach them on Sunday? One was pointed out. His expansive mind doubtless felt all the weight and importance of the object, though he knew he should have to contend with all the opposition of ignorance and bigotry, yet he decided to try the experiment. It was a happy and successful one -such was the design and establishment of the first Sunday School; and we are told, that for the fifteen successive years no less than 4000l. sterling were expended in teachers' salaries alone. But while such noble benefactions were bestowed to supply the poor and ignorant with instruction, for purposes of temporal good, the hearts of Christian philanthropists were opened to administer to their spiritual ignorance and poverty, and to give gratuitous religious instruction to the children of the schools thus founded. This was a happy era, with these high aims in view. We soon hear new inquiries on this deeply interesting subject, and thus it is that we find questions like the present agitated, "How shall parents be influenced to patronize Sunday Schools, and co-operate with teachers ?" He said he entirely coincided with the first opinions advanced, and strongly insisted on personal intercourse with parents, not such as had in the earliest period been the usage of schools, by inviting them to weekly meetings at the school room or lectures at the church from the pastor, or requiring the parents on introducing the child to appear at the school to converse with the superintendent, but the happier, and more successful plan of local visitation, by which the teacher was brought to the homes of scholars, where without reserve or disguise they might observe their characters and dispositions; on the first he observed, the parents came to the post of the teachers, and sought him occupied in his duties and fulfilling the obligation he had assumed in their behalf-the parents might feel themselves practising their own

duties.

This was not so likely to promote the great object of the teacher to gain influence; the other could but appear to the parents, an act apart from the duties of his office, and an evidence of a cordial interest in their welfare, such visits would claim a higher gratitude and win their confidence. Yet he was of opinion that these visits should be cautiously made, and strongly advocated the sentiments of the first speaker. He knew that religious topics were too often and too unreasonably insisted upon. He was sincerely impressed with all the vast importance of the salvation of the soul and the value of religious exhortation, but such advances should be made progressively by Sunday School teachers.

He had not in his experience found it useful as a means of obtaining influence over the parents but in few cases, on the contrary, it hindered the work. He had visited more than 400 families, and estimated that one out of ten might be profited by it; while he believed by the opposite course the same happy results would at last issue with regard to many. In support of this assertion, he stated that in the district in which his visits were made, some pious individuals had attempted an experiment of Chalmers' plan of localities. They had visited a family connected with the school; had reproved them of neglect of religious duties, and had earnestly exhorted them to attend on gospel means. After a very short time they discontinued their exertions in the whole district they had marked out. Their visits had been received by the family referred to with civility, but little heeded. He was of opinion that if the same course had been pursued by the conductors of the school, it would have given offence and hindered their progress with the scholars. Subsequently this family has much improved in its condition. More than a year has passed since the circumstance occurred, and the mother is now a member of the church to which the school is attached. He thought that these pleasing circumstances, under the blessing of God, owed their origin to the various influence of the Sunday School to which the family had been connected five years, rather than to visitation on the plan of Chalmers referred to above. He considered visiting their homes under such precautions as to religious exhortations, as

undoubtedly the best means adapted to general circumstances to influence either parents or children; and qualified flattery addressed both to parents and children was certainly consistent with the rectitude required in the character of a Sunday School teacher. He thought the most suitable points for remarks of this kind were the dispositions and capacities of the children. Caution should be exercised, however, in all cases to keep within prudent bounds-should they mistrust the teacher in one thing, they would in all. He recommended the practice of all that had beeh advanced relative to this point.

Another superintendent observed, that religious exhortations frequently lead to difference on sectarian points; this was to be. avoided, as the schools embraced all denominations of Christians. Nominal Christians, even, were tenacious in these things. He .personally knew that with some denominations, such measures on the part of teachers, so far from gaining the object pointed out in the question under discussion, would certainly disengage parents and children from the influence of the school. It was certainly best to defer such measures till parents and children were bound by the best and strongest ties to the school, then such steps might be taken with safety. He would incline at first to speak on any other topic. He particularly urged that all caution should be used in flattering either parents or children. Teachers should be honest and faithful-their success depended on it.

Here the discussion closed, and on a call for the next question in order, it was resolved that the discussion of the above question which had been but partially considered, be continued at the next meeting.

ON EMULATION.

[To the editor of the Amer. S. S. T. Magazine.]

Baltimore, March 24, 1824.

SIR-Perceiving in the last number of your useful Magazine, a communication signed "A Sunday School Teacher," calling

upon some one of your correspondents to answer this question, Ought Sabbath School Teachers to encourage their scholars to the performance of their duties in the school by exciting emulation, or by any other means than by those arguments which spring from their duty to God?" I feel myself at liberty, as a teacher, to express my opinion, and (if it be in my power) to throw some light upon a system which he thinks “defeats the object it aims to accomplish." Should you, upon perusal, think my observations worthy of insertion, you will much oblige a subscriber by publishing them; and in considering the above modes of encouragement, I shall endeavour to do it as briefly as possible, in order to leave room for something more useful.

The husbandman after having cleared a piece of ground, next ascertains what the strength of it is: if he finds it strong, he cultivates it accordingly; if, on the contrary, he finds it weak and light, he sows therein such seed as it will be able to bear, and in the mean time makes use of the best method of gradually bringing it into such a state as to produce the best fruits. So it is with the Sunday School Teacher; he should consider the ground he has to cultivate in this labour of love as the last mentioned; and in my opinion, in order to strengthen it, he should begin by bringing into action that principle of virtue which is most easily acted upon, and then gradually to unfold maturer duties.

The great objection I have to that proposed is, the difficulty of enforcing it, and its being partial in its operations. If it is difficult for parents to make their children come to the sabbath school,—if it is difficult even while there to convince them that they come for their own good, &c., how much more difficult, nay improbable, to make them sensible of the obligations which they lie under to their Maker; I say how improbable it is by such arguments to make them pursue a course of conduct which both rewards and punishments on some of them have failed to accomplish. It is true, we ought to exercise a prayerful reliance on "the Giver of all good" to aid us in our labours; but when you cast your eyes around, and observe the number engaged in teaching, you will find many that are not praying Teachers, that know not themselves their duty to God, and how can they teach others VOL. I.

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that which they do not know? With respect to them, therefore, you must perceive your system to be partial in its operation. Again; it is only by extending the principle your system inculcates, that you will perceive it may with equal propriety be applied to the distribution of premiums (I allude to books) or rewards of any kind; it is in my opinion the same principle which excites a child to learn his lessons as to obtain premiums-in a word, to behave as we would wish him, only on a larger scale, that is to receive tickets. I would not imply that it is the value of the ticket that gratifies him-that he thinks as much of tickets as of the book; no, but it assures him, as it were, that he has done right, thereby exciting emotions which none of us are strangers to; emotions that whisper peace to the troubled in the severest hour of trial. The great advantages which the present system has, is that of calling into action a principle peculiarly suitable to the youthful mind-I mean emulation; destroy this, and you are likely to make him an easy prey to the worst of vices. Cast your eye upon the boy who is void of this principle, and see what crimes he is guilty of-see how neglectful he is of his lessons; why? because he cares not whether he is at the head or foot of his class: observe what little respect he pays to teacher or superintendant; why? because he would as willingly stand on the bench as sit in it-all sense of emulation is gone from him, and the wrong is as good to him as the right. Another advantage this system has, is that of pointing out to youths in a manner which they can comprehend the difference between right and wrong; if they do right, they receive tickets or premiums; if they do wrong, they are punished as they deserve.

I shall conclude with observing, that the greatest disadvantage which may arise from this system is, that of being too liberal with the reward, thereby rendering it less valuable than it was intended; but this is the fault of the Teacher, and not of the system, and may be obviated. I would caution all Teachers against this carelessness; advising them, that when they reward their scholars, they ought to point out to them, that "whoso doeth right shall in nowise lose his reward."