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influence so extensive as with the young. Indeed, men are rarely, if ever, seen abandoning the opinions or habits which they have acquired in early life. The piety of a youth must then be extensively useful to his companions, and this usefulness will more abound with an increase of years. straint which the upright conduct of good men imposes upon the desires and pursuits of the vicious, is highly beneficial to the world. It is a practical censure. It comes with power to the conscience, and is often the cause of that hostility which is manifested to the virtuous man. This restraint is felt in a great degree by the young in their sinful pleasures, when they see their religious companions walking in the way of godliness.

To do good is the sum and essence of virtue; and the promotion of the happiness of man, the object to which true virtue aspires. How much may be done during the period of life allotted to man! How many distresses it is in our power to relieve, and how many kind offices we may render to the suffering children of men by devoting our early years to virtue and religion! None can so well perform these duties as those whose minds are unbroken, and whose vigour and strength remain unimpaired. At the same time the repetition of their perform. ance will render them habitual; and when once formed into a habit they will lose the disagreeableness which might at first have attended them.

3. The Piety of Youth is highly important to the church of God. The most eminent saints whose lives are recorded in the Bible, have been devoted to God in their youth. Samuel, to whom we have already alluded, was given "all the days of his life." David and Elijah could both say that they had "feared God from their youth up." John the Baptist was sanctified from his birth. Indeed, the history of the church testifies that the most eminent names which adorn its pages have been generally those who have served God in their youth. It is, therefore, unnecessary to cite more examples.

From these views of the subject, it will readily be seen how great a value ought to be placed upon the labours of Sunday School Teachers. To the young their labours are almost exelusively devoted: their object is, if their motives be right, to

make them virtuous and pious. Nor is this all: in populous cities, where vice always rears her head with all her own matchless impudence, there are to be found hundreds who would not receive a word of religious instruction, except through the instrumentality of such institutions. Consequently they would remain without moral restraint, and in time, perhaps, be found tenants of a public prison. If Sunday School Teachers proweed then with fidelity, they have encouragement to believe as well from the nature of their labour and the promises of God, as from past success; that soon their eyes will not behold those public violations of the Sabbath (especially by the young,) with which their hearts are now so often pained: such as parties of pleasure; the throngs that crowd our livery stables; gardens of amusement and public taverns :-painful indeed to the pious heart, and disgraceful to a Christian land.

D.

As the design of this work is to elicit improvement, its pages are open to all communications on subjects connected with the interests of Sunday Schools. Should the sentiments they advocate be erroneous, they will thus be the easier and sooner refuted, and if correct, will prove exemplary and instructive. We, therefore, admit the following, though not altogether coinciding with our opinions. The subject has always been an important one, and one of much inquiry. We hope it will command the consideration of Teachers.

[For the A. S. S. Teachers' Magazine.]

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MANAGEMENT AND DISCIPLINE OF SUNDAY SCHOOLS..

GOVERNMENT is essential in conducting schools, otherwise exertion becomes unprofitable and perhaps useless. A system should be adopted and strictly adhered to in all we do. It is necessary for convenience, despatch, and success. The subject of Sunday School instruction demands this attention. It is of vast interest; and here, if any where, all should be well done, But the discipline of a Sunday School, depends rather on the individual teachers, than the superintendent. His exertions may be great, and on the most correct principles, yet to little purpose, till met by complete concurrence on the part of all the teachers. The mistake lies in the extremes of the two systems VOL. I.

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pursued. There is but little self government with children... Their passions unbridled by judgment, they go to every excess, unless guarded with unceasing vigilance. The proverb has, and ever will apply to them, "give an inch and they will take an ell." Too lenient a system, then, should be avoided, lest the pupil lose that respect or fear, so nccessary to command his attention and esteem for the counsels of his superiors. On the other hand, let it not be forgotten that youth is the season of feeling the mind and heart, as well as the physical powers, are full of life and vigour. It is the laughing spring of life when they are impatient of controul. To restrict, at such a time, by too severe restraints, might disgust them with the salutary discipline of judgment and reason, and disincline them to pursue the straight and chastened paths of virtue to which they might be won by mildness-then secured by habit. It should be the part of wisdom and prudence not to suppress their exuberant passions, but to give to them a pure and suitable direction. I am a Sunday School Teacher, and the former of the plans I at first pursued with the class committed to my care, but a short experience proved that they would continue to take advantage of a mild and tender treatment. They laughed at my entreaties ;kind solicitation and affectionate words were in vain. They disregarded my authority, and became disobedient and disorderly to a shameful degree. I altered my treatment; assumed a manner of less familiarity; a sterner and more distant look, indicating that I was not to be trifled with; became more severe in my exactions; and soon, to my satisfaction, found a visible change. Such a course is necessary: I think it the most efficacious.

Such advantages being gained by discipline, the instruction of the children is facilitated; more time is offered to instruct them, and a better heart to engage in it, for complacency of mind gives force to exertions. Teachers should be firm, and let no daring encroachment on their authority go unpunished. The example will be to great purpose. Let the superintendent inflict corporal punishment before the school, with public reproof to the undeserving, and without partiality; not deterred by the consideration that a parent may be offended and

a child withdrawn. Let it be so; it will be choosing the lesser evil. The school will be abundantly profited by it, though to the disadvantage of the refractory pupil excluded. The card of rules should be explicit on this point, and presented to the parents on receiving a scholar; and none should be admitted unless the parents sanction the use of the rod, at the discretion of the teacher. Evil examples are the most influential with youth. One class conducted without that firm and strict discipline that is se requisite, may weaken and destroy the government of the whole school; and one scholar, through partiality, indulged in trifling liberties, may disorganize a whole class. I do not advoeate a general system of severity; but a severity in occasional public examples, such as will dismay the young mind and teach them a proper respect for their teachers. Corporal punishment is certainly necessary, and should be administered in presence of the school, and the superintendent should pronounce a lecture on these occasions; (the more parade the better.) Let bim dwell much on their ingratitude for the kind exertions of their teachers; the wickedness of their disobedience, and the evils likely to flow from it. Let them understand that the discipline of the school will not be relaxed, and that summary justice is ready to fall on each in his turn, should he prove an offender. Such measures, I think, will result in good to the schools. Teachers would be respected and obeyed; and being taught to consider the precepts of virtue, children would learn to love their instructers; punishment would become unnecessary, and rewards needless. In short, the school would be profitable to the learners, and, by its excellent discipline, would present a pleasing spectacle to visiters, and it would be a pleasure to teach.

1 offer these hints as a feeble effort to promote the views of the useful institution I am engaged in; and as the subject of my remarks is important, I hope it will claim the time and attention of some one who has more experience and ability to bestow on

it.

B.

350

To the Editor of the S. S. T. Magazine.]

SUNDAY SCHOOLS IN MONTREAL, CANADA.

Montreal, 10th August, 1824.

To demonstrate the importance of Sunday Schools, nothing certainly need be said. When we contemplate the boundless field of improvement which it opens to the young and indigent, for moral and religious instruction, the proposition is self-evident and fraught with conviction, although to impress the belief of it on the minds of all, will doubtless require repeated assertion and the influence of long and successful experience. The human mind is ever sceptical, particularly in adopting sentiments or principles that tend to humiliate it, or to discover its natural weakness. Hence, we see less cause for surprise, that the conviction of the utility of Sunday Schools is not more prevalent. Every day gives ample proof of their benign influence. The heathen and the Christian world yield them its trophies. Not only those whose cheeks blend the flowers of life's vernal day are cherished by their culture, but the old man, long the companion of ignorance and sin; whose "silvery locks bespeak the frost of age ;" whose eye is already dim, and whose steps seem fast progressing to "the lone and narrow house;" even such are the pupils of the Sunday School, and child-like taught, "to read of heaven and learn the way." The affectionate mother, too, who may have wept tears of bitter anguish over an undutiful son, has been seen pouring forth the tear of joy and gratitude, to find him returning, through the influence of a Sunday Teacher, to watch beside her drooping head in the hour of sickness and distress, and even soothing her anxious mind with the blissful tidings of salvation.

I have offered these reflections introductory to a very brief sketch of the rise and progress of "the American Presbyterian Sunday School" in this place. There are three others in different churches in the vicinity, but of the extent of their usefulness or influence, I have not at present information. The Methodist Wesleyan Sunday School is, I think, the most flourishing. The American Presbyterian Sunday School was founded March 9th, 1823, and numbered at first 9 teachers and 30 scholars. By the generous and zealous exertions of the teach

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