History of the Old and New Testament," will be found particu Jarly useful.-2. Ancient History and Geography. The history of such nations as the Egyptians, Assyrians, Babylonians, Medes and Persians, is so interwoven with the sacred history and the predictions of the prophets, that a knowledge of it is, in many instances, necessary for understanding the descriptions and allusions of the inspired writers. Millot's "Elements of General History," part i. and "Rollin's Historical Works," particularly his "Ancient History," will afford the most satisfactory information on this subject. In connection with the history of ancient nations, ancient geography should be particularly studied, for the purpose of acquiring clear ideas of the boundaries and divisions of the → Land of Palestine, and of the relative positions of the countries that lie adjacent to it, which are so frequently alluded to in the history both of the Old and New Testaments. Without some knowledge of this subject we can have no clear conceptions of many interesting circumstances recorded in the writings of the Prophets and Evangelists, and must frequently read their narratives without ideas. Maps, on a large scale, of the countries to which I allude, are of course indispensably requisite, when engag ing in this study; and such maps should be hung up in every Sabbath school, and referred to, for illustrating the narratives of the sacred historians. Well's "Sacred Geography," and his "Set of Maps of Ancient Geography," and similar works, will afford the requisite information on this subject.-3. The circumstances connected with the fulfilment of ancient prophecies. The accomplishment of prophecy is recorded either in the sacred history itself, in the annals of civil and ecclesiastical history, in the present state of the nations and the events passing under our daily observation, or it is to be looked forward to in the prospects which will open on future generations. Hence the necessity of being acquainted with the history of the Church and of the nations, and with the political and religious movements now going forward throughout the world, if we wish to trace the faithfulness of God in the accomplishment of the predictions of his word. Such works as Newton's "Dissertations on the Prophecies," and Keith's "Fulfilment of Prophecy," and his "Signs of the Times," will direct the mind to many interesting views on this subject.

4. Another subject which deserves the attention of religious instructors, is, Biblical Criticism and interpretation. As the Scriptures form the groundwork of all religious knowledge, it is of importance to ascertain that the copy or edition which we use approaches as nearly as possible to the original; and when we are satisfied on this point, it is equally important to determine the

rules by which the different portions of the Bible are to be interpreted, according to the subjects on which they treat. This includes an inquiry into the literal meaning of words, and the figurative sense in which they are frequently used the scope of the writer-the parallel passages - the sources of poetic imagery, or the objects whence the sacred writers derive their figurative representations-the principles of symbolical language -and a knowledge of the localities in which the writers were placed, and the historical circumstances to which they allude. On this subject many voluminous works have been written; but the general reader may, perhaps, be sufficiently gratified by the perusal of such volumes as Carpenter's "Scripture Difficulties," and his "Popular Lectures on Biblical Criticism and Interpretation."-5. The manners and customs of the Eastern nations. The manners, customs, arts, and sciences of the Hebrews, and the natural and artificial scenery with which they were surrounded, exerted a powerful influence upon their literary productionseven upon those which were dictated by inspiration. Without a knowledge of these it is impossible, in many instances, to unravel the sense of the inspired writers, to perceive the beauty and em phasis of their compositions, or to feel the full force of their narratives and allusions. For the elucidation of this subject we are now furnished with a variety of interesting works, of which the following are specimens:-Paxton's "Illustrations of Scripture;" Harmer's "Observations on certain passages of Scripture;" Taylor's "Fragmenta," appended to Calmet's Dictionary; Burder's "Oriental Customs;" Carpenter's "Scripture Natural History;" and the reports of certain modern travellers, such as Burckhardt, Buckingham, Legh, Dr. Jowet, and the American Missionaries. In the first six volumes of "The Modern Traveller," compiled by Mr. Conder, almost every thing will be found requisite for the illustration of the physical geography, climate, seasons, &c. of Judea, and the surrounding countries. An occasional reference to such subjects for the elucidation of Scripture, could not fail of exciting the attention and improving the understandings of the young.

6. The study of the system of Nature, or the material works of God, as displayed throughout the earth and the starry firmament. To these works the inspired writers, on numerous occasions, direct our attention, as evidences of the Power, Wisdom, and Goodness of Jehovah, and of his superintending Providence. They should therefore be studied with care and contemplated with an eye of intelligence, as illustrative of the perfections of the Deity and of the declarations of his word. There is nothing o

which young people listen with more attention than to familiar discourses upon the wonders of creation, when they are delivered in a clear and distinct manner, and made level to their capacities; and when the works of God are brought into immediate connection with the truths of his word, a more powerful impres sion of these truths, on the principle of association, will be made upon the mind. For example, when we describe the immense mass of water in the caverns of the ocean; the lofty ranges of mountains; the flaming volcanoes; the magnitude of our globe; the rapid motion with which it flies through the voids of space; or the immense number and size of the celestial orbs-and bring these objects in connection with such passages as these: "He holdeth the ocean in the hollow of his hand; he hangeth the earth upon nothing; he meteth out the heavens with a span; and taketh up the isles as a very little thing-Great is our Lord, and of great Power, his understanding is infinite-Great and marvellous are thy works, Lord God Almighty :" &c.-when these passages are at any time recalled to mind, the objects which illustrate them will naturally occur; and, when the objects themselves are directly contemplated, the mind will revert to the dictates of inspiration with which they were formerly associated. For the purpose of acquiring some general knowledge on this subject, religious instructors should peruse some of the popular works which have been lately published on the subjects of Natu ral History, Geography, Astronomy, Experimental Philosophy, and Chemistry, such as those formerly recommended, and particularly those works which treat of Natural Theology, and the connection of science with religion.*-Besides the above departments, the Sabbath school teacher should study with particular attention human nature in all its varieties and modes of operation. He should learn to contemplate, with the eye of a Christian philosopher, the dispositions of mankind, as displayed in their social intercourses, the scenes of public and domestic life, the va rious modes in which the principle of evil operates, and the practices, whether good or bad, which prevail either in Christian or in general society. From such sources he will derive many home illustrations of the effects of sin, and of the manner in which Christian principle should operate in all the ramifications of human society. He should likewise study some of the best works on the "Evidences of Christianity"-a system of Divinity such as "Dwight's Theology"—and, above all other branches of know ledge, he should study with the utmost care the discourses of

* See p. 276.

our Saviour, as reported in the Evangelists, and the practical parts of the writings of the Prophets and Apostles, which, in religious instructions, are too frequently thrown into the shade.

In teaching Sabbath schools, a practice which is not uncom mon should be carefully avoided-and that is, addressing longwinded discourses to young people, most part of which they do not understand. I lately visited a school in a neighbouring town, containing from 80 to 100 catechumens. Among these were about 20 young persons, chiefly females, from the age of 16 to the age of 24; the rest were children from 7 to 12 years of age. After the repetition of texts, psalms, catechisms, and pas sages of Scripture, more than an hour was consumed in some crude dissertations, in a preaching style, on the meaning and references of some passages in the prophecies of Isaiah, which none of the younger persons could possibly understand; and only about a dozen general questions, for the sake of form, were put to the younger class, to which the answers, "yes," or "no," were chiefly required. It seemed as if the chief aim of the teacher had been to recommend himself to the attention of the adult part of his audience, while the children were sitting in a state of apathy, playing with their fingers, and eagerly wishing to be gone. Such a conduct is quite preposterous, and tends to frustrate the great object of such institutions. No address to young people should be continued beyond five or ten minutes at a time, unless the subject be extremely interesting and the attention exclusively fixed upon it. The method of teaching by Interrogatories, and interspersing occasional remarks on the different topics, will be found in general the best mode for keeping alive the attention of the young.

Sabbath schools should not be considered as confined to the children of the poor, or of those who are inattentive to the spiritual interests of their offspring, but as embracing the instruction of all classes of society. It is indeed a duty, from which no parent can be exempted, to impart instruction to his children in the principles of religion, and "to train them up in the nurture and admonition of the Lord." But, without neglecting this duty in private, their children might derive important additional instruction by attending a public religious seminary. If the system of religious instruction were once improved, and carried to that pitch of perfection of which it is susceptible; and, if that superior intelligence and wisdom, which we hope ere long to see displayed in the department of religion, were to pervade all the details of juvenile instruction, I have no hesitation in asserting that the children of the most learned and intelligent of the community would derive

much advantage from attending such seminaries of instruction. Nor should such seminaries be confined to young persons under 12 or 14 years of age, as they too frequently are; but schools should be organised, adapted to persons from the age of 15 to the age of 20, and upwards, in which they may be trained in the higher branches of knowledge connected with religion, and thus be enabled to take more expansive views of the revelations of Heaven, that they may be "thoroughly furnished for the per formance of every good work." For the instruction and super. intendence of such schools, the study of those departments of sacred knowledge referred to above, will be found an indispensable qualification. In order that properly qualified teachers may be obtained for such seminaries, colleges or academies might be established for their instruction. Evening lectures on the different branches of sacred knowledge and popular science, accompanied with various other mental exercises, might be delivered two or three times every week, to which all might have access who wish to devote themselves to the religious instruction of the young. Various discussions might likewise be entered into relative to the best modes of communicating knowledge and impressing divine truths upon the heart; and experiments in the art of instruction might be occasionally tried, by collecting a number of children. for this purpose, and observing the effects which different instructors and different modes of teaching produce upon their affections and understandings. In the meantime, before such systems of instruction be established, it might be expedient for the teachers of Sabbath schools in large towns, to meet once a week or once a fortnight for mutual instruction, and for discussing the various subjects connected with their official duties. A library might be formed of the best books connected with Sacred History, Theology, and general information, to which each of them might have access for the purpose of private study. By such means the knowledge of our teachers would be enlarged, their interest in carrying forward improvements kept alive, and the system of religious instruction would gradually approximate towards perfection. To guide the teacher in his selection of books on Sacred Literature, he may be referred to the Rev. E. Bickersteth's "Christian Student," which contains lists of books in the various departments connected with the study of Divine revelation, interspersed with a variety of judicious remarks.*

Sabbath school teachers will derive much useful instruction from the writings of Mr. Jacob Abbott, Principal of the Mount Vernon School, Boston, particularly his "Young Christian," and "The Teacher, or Moral Ir