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Another case ve can mention still more to our purpose, as an example of the practice we are considering: A stranger comes to town, bringing with him a blind child and a deaf mute. He has taken them in charge to educate. The regular and appropriate exercises of the school are suspended, (much to the joy of the restless children and unprepared teachers,) while he tells & sorrowful tale in their behalf. Then the blind girl entertains them by reading from raised letters, and the deaf inute follows with a sentence or two in signs; and then an appeal is made for aid in educating this unfortunate couple. No one asks if there is not a public institution which would offer much greater advantages, with much more certainty ; but some twenty dollars are promptly put into the stranger's pocket. This may be all right and proper in this case, but how easy it would be to carry on a system of gross imposition under such a guise! Would our public schools be allowed to open their doors to such appeals ? Is the spirit of intelligent benevolence increased by them? Latterly, efforts have been made to enlist the sympathies of Sunday school children in denominational enterprises. Their minds are to be distracted with the claims of contending sects or theological schools. They are told of the efforts made by other denominations to build churches, educate ministers, and establish missions. And if they have caught from their parents, or teacher, or minister, or newspaper, a little of the spirit of denominational rivalry, they will soon bristle up against Arminianism here and Calvinism there, some going in for immersion and others for effusion, while little Puseyites give Low Church boys and girls the cold shoulder. And so, our schools, which should be the nurseries of simple piety, are turned into the battle-ground to which little children are summoned at the beat of the "drum ecclesiastic."

May the inquiry be pardoned, whether it would not be better, all things considered, to go back to the old way, and confine the work of the Sunday school to the business of teaching the Holy Scriptures in methods adapted to the condition of the children ? For many years, and when other means of instruction were quite as abundant and efficient as they are now, teachers felt that two sessions a day, of an hour and a half each, afforded no more time than they needed for the important duty they had in hand. And , moreover, the legitimate means of making Sunday school teaching interest ing and profitable were far less than now. Can it be wise to divert any portion of the little time to which most of our Sunday school work has come to be limited, to any object other than that of the plain teaching of divine truth?

For one, I am yet to see a single substantial advantage we have gained by any of the uses made of the Sunday school beyond or aside from that of inculcating the simple doctrines and precepts of the Gospel.

I am favourable to efforts by each denomination to propagate its own views of truth and duty. I do my share in this way, at a proper time and in my proper relations ; but I humbly conceive that the Sunday school, as such, should be excused from being considered any part of the financial machinery of any church. It has other and better services to render. (American Presbyterian.)


FRUITS OF SUNDAY SCHOOL LABOUR. The following memoranda concerning a Sunday school in Philadelphia shows in what form the legitimate results of the institution are expected to appear. Hundreds and thousands of our schools could doubtless furnish a similar record.

A., was one of our scholars for some years. He is now a respectable Physician in Philadelphia, having an extensive practice, is a member of the

Church and exerting a holy influence around him. B., was connected with the Sunday school for four years, after which he became a member of the Bible class, then a teacher, in which station he was very useful, joined the church, established family worship in his mother's house after the death of his father, and is now preparing for the ministry. His sister has since become a teacher in the same school.

C., was a member of the Sunday school for six years, and is now a respectable Attorney in Philadelphia.

D., was taken from the very dirt as it were, from the midst of intemperance and filth. In the Sunday school she received her first serious impressions. After some years she became a teacher, opened a Sunday school in the suburbs herself and conducted it. In that school her husband was a scholar. They are both communicants of the church, have family worship, live consistent lives, and are endeavoring to train their children for God.

E., entered as a scholar, remained for some time, and left the school. The teacher observed nothing remarkable in this boy. He returned to the school not long since and told the superintendent that he received his first serious impressions in the school. He made an address to the teachers and scholars. This man is a devoted minister of the gospel.

F., was a member of the Sunday school for three years. This boy had an ungodly example set before him at home, his father being a drunkard. The brothers of F., are worldly men, one a butcher, and the other a carter, and his sisters, (who sit in the market to sell fruit,) are careless women. Neither brothers or sisters ever went to Sunday school. F., is now proclaiming the unsearchable riches of Christ. He is a man of a surprising intellect, and has been the means of doing much good.

G., was a scholar in the Sunday school and come from a family where misery was to be seen. After being a scholar for some years he became a member of the church, and entered the school as a teacher, after which he became a superintendent. G's. father was an intemperate man and is yet. His brother who never attended Snnday school, is indifferent in regard to his eternal salvation.

H., became connected with the Sunday school shortly after it began. He is now directing a large Sunday school, is a member of the church, has a family, and conducts family worship.

I., was a scholar, and is now a faithful minister of the gospel, settled over a respectable congregation.

J., K., and L., three other scholars, became teachers, all made a profession of religion, and one became a missionary to the heathen,

M., was from a poor family, the father a drunkard, and the mother not much better. This boy belonged to the Sunday school for several years, became pious and is now pastor of a church.

N., belonged to a family that made no pretensions to religion, was a member of the Sunday school for some time and joined the church. Soon after this, three others in the family became pious. He is now settled as pastor over a flourishing congregation.

0., was an apprentice when he entered the Sunday school. Through the aid of some friends who bought his time, he entered upon study for the ministry and is now a preacher.

P., was a boy of good mind, his mother pious, and a widow. He did pretty much as he pleased with her, but was attentive to the Sunday school. He was full of self conceit and inclined to universalism, doing all he could to lead the boys in the same class into this error. The Lord arrested him and he connected himself with the church, and is now a settled minister.

R., was a scholar in a Sunday school for some years, and one of the worst of our boys. He gave the superintendent much trouble and caused him many sorrowful moments. The superintendent had no expectation that he would ever be reformed. He is now a very respectable man, a member of a church, and an active Sunday school teacher.

S., was connected with a family that was indifferent to every thing like piety. Her parents attended no place of worship. She belonged to the Sunday school for some time, and was the means of persuading her parents to go with her to hear an address delivered to the children in the church, since which time she and her parents and one brother have joined the church, and are living consistent lives.

She has been directress of a Sunday school for some time past.

A class of boys consisting of eight in number, were placed under the care of a faithful teacher, who not only met them on the Sabbath, but one evening during the week. The parents of only one of them were pious. These boys wandered about on the Sabbath, previous to having been brought into the Sunday school. They attended for several years, and now they are all (with the exception of one,) professors of religion, six are school teachers, or directors.

Of a class of girls, nine in number, five have made a profession of religion, and four of those are teachers in the same school in which they were taught. -American Sunday School Journal.

HONOR TO WHOM HONOR IS DUE. MR. EDITOR,—In the excellent number of your periodical, for January, the article on " Order and Attention in Sunday Schools," is I am sorry to see, ascribed by mistake to my pen. It was the production of Mr. E. Mabey, the esteemed Superintendent of Crayford Sunday School. Your insertion of this note of explanation in the body of the next number of your valuable periodical, will prove that I have no wish to appear in “ borrowed garments," and it will do our friend Mabey justice.

Yours to serve, St. Mary Cray, Kent.


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THE SLOVENLY TEACHER Comes into school five minutes too late, while the singing is going on. Takes offliis overcoat, and hings it down on the bench. Puts his hat on the floor boside him. Asks John, in an andiblo voice, whät hymn tliey are singing. Makes a great disturbance in getting his book and finding the place. Finds it just as the last line but one is being sung, and ejaculates; "Oh!" Sits down, and in sitting, puts his foot into his biat, which makes the boys laugh. Asks Joseph where the lesson is—the boys wink at each other, as Joseph tells him the wrong chapter. Goes on with the lesson, (the wrong ono,) confining himself strictly to tlie questions in large print in the Question book. Suddenly remembers that he lias forgotten to attetid to the Library books, and attends to them forthwith. Finds that there is no catalogue in the class, and stamps up to the Librarian to get one. The books are chosen, and a heavily shod boy is sent up to the Librarian with the returned ones. Teacher yawns, and again gets to work on the lesson. Gets through very soon, and yawns again, having no further instruction to give. Gazes about the room, while the boys eat nuts and chalk each otliers' coals. The other teachers get through. Superintendent cominences to question the school about the lesson, and the slovenly teacher soon discovers that he has been at work on the wrong one. No matter, he will get the right one next time. Yawns, and tells the boys they ought to answer better. Thinks he will learn the lesson himself, next Sunday. Collection taken up. Neither he nor his boys have remembered it, and they are all without funds. Tells the boys to think of it next Sunday, and to be sure not to forget="this missionary work is a very important work, boys." Does not listen when the Superintendent gives out next Sunday's lesson, nor does lie hear the notice of the teachers' meeting for Monday evening. Closing hymn--the slovenly teacher finds the place, but does not sing, nor coax his boys to sing. Only two boys out of seven have hymn-books. No matter--perhaps they have lost them. Puts on his overcoat during the last verse. Tells the boys to pitch the books into the drawer, and to mind and learn their lessons by next Sunday, or he won't come any more. Travels out of the door as soon as school is dismissed, as if the sheriff were after him, and goes home entirely unmindful of the fact that he is the keeper of, and responsible for, seven immortal souls !-American Sunday School Journal.

HARTFORD SUNDAY SCHOOLS. In a late lecture delivered to his people, by Rev. Dr. Hawes, of Hartford, United States, the Rev. gentleman stated that the Sunday schools in that city were commenced in 1818, and“ in that year included some 500 scholars. He glanced at their present flourishing condition, when, in the 25 churches of the city, there are 671 teachers, and 4,824 scholars; of whom 1,000 are over 18 years of age, and 500 have made a profession of religion within the year; and mentioned that in the State there are 9,500 teachers and 66,000 scholars, of whom 15,000 are over 18 years of age, and 8,000 of whom have been hopefully converted in the recent revival !"

SOME OF THE THINGS I HAVE SEEN. I HAVE seen a teacher come into school late. 6 Better late than never, say such.”

“ Better soon than late," say I. I have seen a teacher allow his scholars to enter the class on Sunday morning without the slightest salute. How very friendly!

I have seen a teacher allow one of his scholars to pass him in the street unnoticed. How he must have loved him!

I have seen a teacher strike one of his scholars. If a scholar must be corporeally punished, it ought to be done by the superintendent only. And perhaps I ought to recommend to the superintendent who follows this practice, that the sooner he leaves it off the better.

I have seen a regular teacher choose a chapter for his scholars to read, after school had commenced. lle ought, rather, to have given notice of the chapter on the previous Sunday,

I have seen a teacher engaged in giving his class lessons in spelling. Generally, I would recommend that this practice be discontinued, till every child knows all that it is possible to learn from the Word of God.

I have seen a teacher fall asleep in his class. This needs no remark

I have seen a teacher so devoid of respect for his own lungs, as to monopolize the whole duty of the class. Preaching to a Sunday school class is intolerable.

I have seen a teacher, by his loud speaking, attract the attention of neighbouring classes A noisy school is the necessary consequence.

I have seen a teacher allow more than one scholar to speak at once. This practice, also, tends to disturb the sweet quietude which ought to prevail in a Sunday school.

I have seen a teacher continue his teaching after the bell had been rung. He ought, rather, to have ceased instantly, and to have taken care that his scholars did likewise.

I have seen a teacher allow his scholars to read as many chapters as the time would allow, without comment of any kind. What an interesting class for a stranger to visit !

I have seen a teacher give an apt scholar a good mark for lessons said "pretty well." A capital plan for making the “pretty well" system general n his class.

I have seen a teacher allow two scholars to play, without checking them. Said an idle boy to another, one Sunday, “ I like our teacher, because he lets us play."

I have seen a teacher become angry with another teacher in school. However just the act itself, the place chosen was à most inappropriate one.

I have seen a teacher leave his class to chat with another teacher. Our whole attention should be directed to our classes till they have left the school.

I have seen a teacher pass a fellow-teacher in the street without any token of recognition. “Let brotherly love continue.”

I have seen a teacher give little books to his class every Sunday. This practice tends to the depreciation of older teachers. “Let all things be done decently and in order.” Rewards should be given systematically,

I have seen a teacher come to school, constantly, without his Bible. His

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