viz., making parents acquainted with their children's attendance, is obtained much more effectually, and in a way not liable to the objections justly urged against tickets.

The visitation of scholars next came under consideration, and a woful difference was manifested between the theory and the actual practice; the former was universally commended, and most deservedly, but it was generally acknowledged that the plan was not carried out nearly as well as it should be. We must quote one or two excellent remarks on the subject.

"He was of opinion that one great benefit that would arise from increased intercourse would be, that the teachers would be able to a greater extent to feel for the poor; to have their wants and privations more known to them than it would be possible for them under other circumstances, and so to sympathize with them, and in various ways assist and counsel them. He considered that the full advantages of First-day school teaching couid never be developed until teachers were willing to devote a portion of their time to visit their scholars at their own homes."

"If teachers would go more into this path of duty, they would be abundantly rewarded; they would feel not only for the poor, but with the poor, and learn, in many things in which we might be inclined to think harshly of them, to be more charitable, and help them out of the difficulties of their situation."

The mode of Opening and Closing school was next discussed.

As Quakers strangely object to the use of singing as part of Divine worship, they are at a sad disadvantage in this respect. A hymn appears to be often read, and generally a portion of Scripture also. The discussion turned on the question whether this reading was not better omitted at the close of school when children grew fidgetty. But this was well met by the remark that the parting impression was of great moment, and that to dismiss children without any closing service tended to dissipate the effect of the previous instruction. The custom of reading a portion of Scripture to the school was claimed as a peculiar merit

of Quaker schools, but, as we think, unjustly. It was a custom in a school with which we ourselves were connected for many years, and it is pointed out as desirable, in the Liturgy published by our Society.

Adult Schools and Classes for Senior Scholars were then discussed, and wisely pronounced to be of the highest importance, though many schools appeared to be neglecting the obvious plan of having the elder scholars taught in a separate room, and therefore complained of the difficulty of inducing lads of seventeen to mingle with young children.

The subject of a нуму Воок арpears to have been beset with difficulties to which happily we are strangers, and after much labour had been bestowed on a selection the matter was "discontinued." The preparation of a SPEL LING BOOK was also postponed, but with more prospect of success.

A MAGAZINE was then proposed, but this also was "discontinued," chiefly on the ground that, "it would be impossible to publish what would give satisfaction to all friends," as well as from the fear that it would not compete with other Magazines, which however, were described as containing much that was unsuitable for Quakers.

The union of boys and girls in one school was discussed, and the result was the minute that both plans were approved, each by those teachers who had practised it. Four schools reported that they contained no girls at all. The balance of argument appears to us to have been decidedly in favour of those whe combined boys and girls under one Superintendent.

How to maintain SILENCE IN A SCHOOL, was more easily asked then answered. There is no specific for it. It was naively remarked that "to make a quiet school, teachers should be as quiet as possible themselves, and not rap the children's heads with pointers," &c. Such is a brief summary of this Re

port, which we have read with much interest; and we think our readers will be glad of an opportunity of learning the practices and principles of other fellow-labourers in the great work of evangelizing the young.

We look on our beloved Church as the " more excellent way." but we feel an interest in all fellow teachers, providing they do but aim clearly and unreservedly at bringing little ones to Jesus as their Saviour.

THIS parish was the scene of pleasing festivity on New Year's day, on the occasion of the opening of the building just erected for the Sunday school. Archdeacon Tattam, the late Incumbent, had been liberally supported in his efforts to raise the new church in that parish; his successor, the Rev. John Gaskin, considered that the main object having been supplied, the time had arrived when its great subsidiary might also be gained. Having energetically exerted himself, a remarkably neat structure has been erected, towards which he has received considerable support, but has been compelled to take a heavy liability upon himself, to the discharge of which he looks for annual assistance in successive years. There are now 112 scholars of both sexes, who, with their teachers, met together on Wednesday, when their pastor addressed them upon their respective duties. Prizes were given to the most deserving of each class. Mr. Gaskin liberally provided tea, cake, and oranges; and Mrs. Gaskin and their family were unremitting in their kind attention to the children and visitors. W. H. Whitbread, Esq., Mrs. Whitbread and party, and several of the

minister's friends, including A. Sharman, Esq., R. Weale, Esq., and family, - Hereford, Esq., and party, T. W. Turnley, Esq.. and family, Mrs. Gow and family, Mrs. Clinton and family, Capt. Boultbee and family, F. B. Calcott, Esq., and Miss E. Calcott, were present. The parish may well be congratulated upon the valuable aid thus afforded to the moral and religious benefit of the poor of St. Cuthbert, and we join in the Pastor's desire that the divine blessing may accompany the efforts now making for the spiritual good of the children. The building, which occupies the site of eight old cottages of the worst description, is a substantial structure of the Gothic style, possessing ample room, and being well-ventilated. A slab to record its erection is placed inside, bearing an inscription, of which the following is a copy:-"This schoolroom was erected by voluntary contributions through the energetic exertions of the Rev. John Gaskin, M.A., rector of the parish, (A.D, 1850). The teachers design this tablet as a grateful acknowledgement of their Pastor's valued services." Mr. Lawson, builder, of St. Cuthbert's, was the contractor.

A correspondent at Edinboro' has kindly sent us a tract, proposing united prayer on the part of Sunday school teachers all over the kingdom, with especial reference to the emergencies of the present time, the aggressive activity of

Popery, and the urgent need for more diligence in doing the work of the Lord.

The proposition was issued a month since, and the particular time suggested (March 16th to 23rd) has passed; but we gladly seize an opportunity of

urging on our readers the unspeakable importance of constant and fervent prayer for God's help on their work. If there were but more prayer there would be more success. Truly we "have not because we ask not." This is the secret

of many of our failures; and where, on the contrary, fruit rejoices the heart, we know it will be found that the favoured teacher has been a frequent, earnest pleader at the Throne of Grace.

GENTLEMEN,

Axminster, Feb. 3.

VERY interesting and important is the discussion lately brought forward in your valuable Periodical, respecting the attendance of Sunday Scholars at Church. I cannot help feeling that a decision upon this point will have much influence upon the future state of a parish, and that the whole subject deserves much reflection, far more than it has hitherto received. Will you, therefore, pardon my addressing you a few lines?

The usual plan, I believe, has been to take the whole school to Church, and to make the children sit together in whatever place was considered most desirable, generally a gallery. The consequences of this system, I suppose most, if not all those who have been connected with Sunday schools, will allow to be such as have been stated by your correspondents. Teachers painfully feel and know that the school gallery is to themselves the destruction of all comfort and enjoyment of the Service. The incessant whispering and movement effectually prevent their attending for five minutes together to what should engage their minds. Or if all this be effectually repressed, the sleep of some, the wearied expression of many, and the evident intention of others to begin whispering again as soon as they can escape the observation and notice of the teacher, make him inwardly exclaim, "Can these children

be said to be getting good here? are they not rather getting injury?" Indeed, is it not this very feeling of the teacher whieh has awakened the widespread inquiry, "What is to be done?" The present system, it is felt, cannot continue, and something must be done by way of amendment or change.

Can we mend it? How can we ex pect little children, after a previous schooling of from one and a-half to two hours' duration, to remain still and quiet for another hour and a-half to two hours, when unengaged and in company with many others? They are not immediately addressed—they cannot join intelligently in what is going onthey probably cannot read their Bible or Prayer Book. Hence, what an irresistible temptation to talk and to play with each other! That they do so can be a matter of surprise to none who are in the way of noticing the ceaseless motion and quickly changing thoughts of children. If it be thus with them when at home, and it may be alone, how much more when surrounded by others of the same age and unoccupied! I confess that to me there seems little hope of amendment.

Why not then change the system? As one of your correspondents observes -"Prejudice, and not judgment and common sense are against it." The change would be, so to say, an experi ment, and many a mind would shrink from making an experiment in a case of this sort. We can understand the

feeling, but stern necessity seems imperatively to demand a change. And if by a change we can do away with the evils and secure many of the advantages of taking them to the house of God-why not attempt it?

I suppose that all persons would advocate the taking to Church those children who are old enough to enter into the service, and who conduct themselves with propriety during its continuance. There can be no reason for excluding them from the privileges of public worship in God's house, but every reason against such a measure. The question relates almost exclusively to the younger children.

In the Sunday school with which I am connected, the elder classes go to church twice in the day; the younger ones remain in the school room both times under the care of a teacher, who is relieved in the afternoon by another teacher. If ever any of the elder children misconduct themselves in Church they are left in the school room for a Sunday or two by way of punishment. No objection is made to any of the younger children going to Church if the parents desire that they should, and will take the charge of them when there. The instruction given in the school during service time is varied, but based upon a lesson in Mimpriss's graduated system. gallery in service time is quiet, the behaviour of the children better, especially the girls, and the teachers are able with comfort to themselves to attend the services. They are unanimous, I believe, in approving of the change.

The

Things, however, might be still improved in the school room. Instead of the lessons a little Service might be instituted with advantage, one which in its main features would resemble the Church service, but considerably shorter, very simple, admitting two or three little hymns, and closed by a short address. Occasionally also, it might possibly be

arranged to have a special service for children in the Church.

If some such system be adopted, where can there be any valid objection to it? The children's time is not lost, but turned to account-their minds, instead of being listless, are engaged. They form not the habit of playing in God's house, but may be led to reverence the sanctuary. They can hardly be said to be debarred from public worship, but enjoy it in the form most suited to their capacities, and then, when old and steady enough to be taken regularly to God's house, having been previously taught to regard it with reverence, and specially addressed by their faithful teacher on their first being summoned to go, they find companions who have been trained to orderly habits, and who will not weaken the impression we would have produced on the little mind, by their whisperings, and their attempts at play.

This is an age of hurry-when men are eager to see effects speedily brought about,-when they wish to reap almost before they have sown-but if, gentlemen, you will consider the effect likely to be produced in a course of years, under God's blessing, by the prayerful continued, steady, silent working of a system like that sketched above, I think you must feel that in the course of time, if it please God to give an increase to the seed sown, it is calculated to train up a body of reverential, orderly attentive worshippers in God's courts instead of those of an opposite character, who are likely to be the fruits of the present system.

In conclusion, may I be allowed to refer your readers to a work entitled "The Sunday School"* in which many valuable remarks on this, as on all other subjects connected with Sunday schools, are to be found.

Believe me, Gentlemen,
Yours faithfully,

Cerdic.

*[Will "Cerdic" oblige us with the

author's name? ED.]

are often reminded of

the necessity of clearly explaining to their scholars the meaning of all they read, hear; and I have no doubt that teachers generally perceive that necessity, and endeavour to clear away every difficulty which is likely to obstruct the of their young charge. But I progress think they are sometimes little aware how very ignorant their scholars may be on subjects with which they are themselves so well acquainted, that they would scarcely think any explanation

necessary.

You will, perhaps, better understand my meaning if I relate an instance which occurred in my own class.

A few months ago I was a teacher in a Sunday school in London. My class consisted of about fourteen girls whose ages varied from eight to fifteen or sixteen. Only one of them went to a day school; the others, from want of opportunity (most of them being either the eldest of the family or the eldest at home), had had little or no instruction before they entered my class. Not one of them could read the Bible; the most advanced read very imperfectly in their class books.

On one occasion when speaking to them of the sufferings of our Lord and Saviour, allusion was made to the

crown of thorns; when, to my great surprise, I found that one of my most intelligent scholars thought the crown of thorns was a crown of glory, and that true believers would hereafter wear a similar one.

On questioning the others I found that only one of them had any idea of the real meaning of a crown of thorns. They had never been in the country, had never seen any thorns, or heard what they were like, and, of course, were more likely to think them jewels than instruments of torture. The girl who was better informed than the rest, had gained her knowledge from a painting in a church which she had formerly attended.

It may be thought that the ignorance of my scholars on this simple point proceeded entirely from their want of book learning, and that it was an extreme case; but I discovered that some, at least, of the other children in the school were equally uninformed; for, having related the circumstance to two or three of the other teachers, one of them questioned her scholars, and found that the majority were quite ignorant of the nature of thorns.

This simple fact may show the necessity of considering the circumstances and opportunities of our scholars so as to adapt our instructions to suit their ignorance.