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have but scanty funds, and we fear the attempt would not succeed." To these timid suggestions, we would reply in the language of the wise man: "He that observeth the wind shall not sow, and he that regardeth the clouds shall not reap.In the morning sow thy seed, and in the evening withhold not thine hand, for thou knowest not which shall prosper, either this or that, or whether they both shall be alike good." To point out to you the manner of commencing and conducting these institutions, we beg leave to refer you to a little publi cation, entitled, "Hints on the Establishment and Regulation of Sunday Schools," which will give you the requisite information on this subject. With respect to the expence, this is comparatively small, and if your congregation is poor, you may apply for Spelling Books and Testaments to the Sunday School Society in London. We beg leave to press upon your attention, the immediate commencement of a Sunday School; while the subject is fresh upon your minds, mention it to your congregation, encourage your young people to come forward, and we are fully persuaded you will have no cause to repent of the attempt, but will have occasion through the remainder of your lives, on the bed of death, and in eternity, to bless God that you have established a Sunday School.

We beg permission now to say a few words to those ministers in whose congregations Sunday Schools are already established. It will be quite unnecessary to state their beneficial effects to you, but perhaps they may be much increased by your instrumentality. Have you made a point of occasionally visiting your Sunday Schools, to see how they proceed, to encourage the Teachers, to exhort the Children, and to give your countenance and support to the work? Do you promote the cause by all the meaus in your power? Let conscience answer; be not satisfied with saying," things will go on very well without my interference." O consider the importance of the work, consider the value of the souls of so many young immortals, and while the other parts of your congregation partake your attention, O suffer not those little ones to perish. You will find it very useful occasionally to call the parents and friends of the Scholars together, to address them on their duties to their children, and the necessity of their co-operation with the exertions of the Teachers. This will afford you an opportunity of stating the importance of a personal interest in the blessings of religion for themselves, and of proclaiming the

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glad tidings of the Gospel to many who may, perhaps, never

before have heard the truth as it is in Jesus.

While you are thus actively employed, we beg leave to call your attention to the importance of a Sunday School Union for the county or neighbourhood in which you reside. These societies consist of a union of the Teachers and Friends of Sunday Schools, to encourage and promote the formation of these institutions in their neighbourhood. They strengthen the bond of brotherly love, they prevent languishing schools from entirely declining, and lead to the establishment of new schools in situations which require them. These results are best promoted by union of strength and division of labour, and wherever Sunday School Unions have been established, they have been productive of great and lasting benefits.

On a review of the hints which we have ventured to suggest, we trust you will see their importance, and become increasingly interested in this great cause. If you wish to be attended by persons who can enter into the meaning and force of your public instructions-if you desire to see your congregations and churches increased-if you wish to promote the cause of religion when you cease to exist-if you are anxious for the glory of God and the welfare of immortal souls, let this be your determined resolution-" We will endeavour to promote Sunday Schools by all the means in our power.'


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An ADDRESS" On the best Means for insuring the Success of SUNDAY SCHOOL INSTRUCTION," delivered at a Quarterly Prayer-Meeting of the CHELMSFORD SUNDAY SCHOOL


AS the usefulness resulting from the institutions in which we are engaged will be found, in a great measure, to correspond with the internal management of the schools, the geatest attention must be paid to the means made use of to insure success; and likewise their peculiar adaptation to the end intended, must be deliberately investigated. The proLability of their producing the desired effect being ascer tained, we may assiduously apply ourselves to the use of the means till every difficulty shall vanish, and the fulfilment of our most sanguine hopes be realized-even "a plenteous harvest of immortal souls." But, as both the adoption and

*This Address is printed on Letter Paper, and Sold by W. Kent, 116, High Holborn,

application of those means are the work of the sunday school teacher, in laying before you what I think to be the best methods of insuring success, I may appear to be stating his qualifications. This is very far from my intention; for a person may be qualified in almost every respect as a sunday school teacher, and yet rather hinder than promote the success of sunday school te ching. I therefore only wish to notice such things as I think will meet the approbation of the already qualified sunday school teacher; and who, being qualified, will be found diligent in the use of those means which are almost certain to answer his expectations. The following are a few of the means which have occurred to my mund as requisite to insure the success of sunday school instruction, viz. "Unanimity, love, seriousness, veracity, justice, stability, and prayer.

1st. Unanimity among the teachers; not only in agreeing to pursue the same objects, but, by advice and encouragement, mutually to assist each other in their employment. One in sentiment and one in practice: each ever ready to bear another's burden. The movement of a sunday school should be like that of a grand machine, in which every wheel helps to push another forward, nor cease their operations till the intended object is brought to perfection. From a sunday school teacher, in reference to the children, there should be no appeal; but each one so act and speak, that every child may be convinced, when he is spoken to by an individual teacher, that it is the sentiment of the whole; and if cor ected by any, that all will acquiesce in it. This will produce in the minds of the children a reverential respect for every teacher, and be likely to insure constant and universal obedience But should it now be said, that all have not the same view of things, which will render it difficult to maintain this unanimity of sentiment and conduct? I answer, that though this is true, yet all differences of this kind should be kept from the eyes and ears of the children, and be mutually discussed between the teachers themselves. But anticipating the difficulty attending this line of conduct, from what I understand of the human heart, I think another important requisite to success in sunday school teaching will appear to be

2d. Love. Love is the most amiable principle or passion of the soul. It surmounts difficulties, covers transgressions, and cheers the mind amidst the solitude of a desert. In man, it is that principle which leads him to view with complacency an object in which he discovers something worthy of his

esteem: or it is that mantle under which he hides his brother's faults, and which he uses as a medium to represent to his view every action as being well intended, though done amiss. In God, it is an attribute which, combining every other, makes up the perfection of his nature; for " God is Love." And in proportion as this principle is cherished in the heart, and kept in lively exercise towards our fellowcreatures, in that proportion we approach to the moral likeness of Him who fileth a'l in all. From this view of the subject, we must infer that this principle, and this alone, should govern every dispute, quench the growing strife, and cement each heart to another by an indissoluble union. And then if one should fall, two will be ready to lift him up; and a three-fold cord is not quickly broken.

3d. Seriousness is requisite to success in sunday school teaching; inasmuch as sunday school teachers have subjects of the most important nature to inculcate upon their pupils. Wishing, as they do, not merely to teach them to read, but also to instruct them in the knowledge of the only true God, and Jesus Christ whom he hath sent, both by individual teaching and collective addresses. How incongruous must it, be then for a sunday school teacher to appear light and trifling in the presence of those children whom he has just been addressing on the value of the soul, the importance of eternity, the happiness of Heaven, and the miseries of Hell: or, whilst the children are addressed, for him to appear with an insignificant smile upon his countenance! A becoming gravity will command the attention of the children, and will stamp truth and importance on every sentence, in the administration of advice or reproof, which may be spoken in their hearing. The want of this will consequently produce the contrary effect, and will prove an insurmountable barrier to success in sunday school teaching. For if the chidren behold levity in the conduct of their teachers, at a time when seriousness should be visible on every countenance, viz. whilst giving them advice or reproof, they will have sufficient reason to doubt the truth of what is said to them; or, supposing it to be true, to call in question its importance: and that instruction is very unlikely to prove efficient, which the children, from want of decorum in their teachers, have reason to infer is either false or of little moment.

4th. Veracity is a requisite to success in sunday school teaching. Here the sunday school teacher may ask," Do you suppose that I practise falsehood?" No, not designedly

so; far from it. But every sunday school teacher, who is worthy of the name, possesses a heart warm with affection towards those whom he designs to teach; and, having to administer punishment as well as reward, this amiableness of disposition is likely to lead him into error. For though we should ever cherish that charity which hides a multitude of faults, yet towards children, having discovered a fault and threatened punishment, we should either qualify the denun ciation, or absolutely inflict the awarded correction. I know, from experience, how dithcult this is, if not executed immediately. The bowels yearn over the transgressor, and we are willing to pass him by. But this being done we have forfeited our word, the natural result of which is-never more to be believed. And when our veracity may be suspected, we cannot reasonably promise ourselves success in attempting to govern those committed to our care.

5th Justice, is likewise a requisite to success in sunday school teaching. This indeed might have been blended with the forementioned requisite, only as this applies to the distribution of rewards and punishments, unconnected with promise or threatening, according to the merit or demerit of the child. The privation of good is the greatest punishment to a child sensible of his privileges. This will require the strictest attention of the sunday school teacher in observing the conduct of his class, that he may by no means encourage the guilty, nor suffer the praise-worthy to lose his reward. And, whilst this line of conduct discovers to the minds of the children the existing distinction between vice and virtue, it is also calculated to induce them to avoid the former, whilst they make the latter the business of their lives.

6th. Stability, or perseverance, is another requisite to success in sunday school teaching. The same una mity, love, seriousness, veracity, and justice, should be maintained in our conduct seven years hence, or even seventy, should our lives be so protracted, as is apparent this day. The sunday schol teacher should be stable as the rock, and regular as the return of day; both as it respects punctuality of attendance in point of time, and the regular use of those means, the exercise of which is calculated to render that attendance beneficial. Sunday school teachers are to the school what pillars are to an edifice, its support: if they fail, the building must fall. Or they are like commanders to an army: commonly, I believe, whi st the generals keep their po t, none but cowards flee, and success is almost certain; but should the

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