The poor have been and are still greatly distressed, but in most cases bear their burden with cheerfulness and resignation.

And among many of the noblest families ies in the land, following the example and proclamation of the Queen, the strictest economy has been introduced. Our readers have doubtless seen the proclamation alluded to, which prohibited the consumption of the whitest flours in the Queen's household, and the circulars of Sir R. Inglis, Dr. Lushington, and others, pledging themselves to the most careful economy of bread in their respective families. God knows that there is luxury enough among the higher classes to provoke his indignation. And we hope that this determination will not be temporary; but when prosperity returns, there will still be the remembrance of former difficulties, and still be a continuance of former economy.

The unhappy Queen of Tahiti and her people have submitted at last to the French. A large body of natives had entrenched themselves in a fastness which was thought to be impregnable. One of their party, however, betrayed it to the French soldiery, and the result was that they were obliged to submit to the mercy of their enemies.

The death of Mr. O'Connell at Genoa has produced very little sensation through the country. Accounts of his last moments have been received; and we caution our readers against glossing over the sins and follies of his life because of the seeming enthusiasm and piety of his death-bed. However he may have deceived himself then, we can never forget how he deceived others through his life. He may have been sincere, but sincere in deception. He had the happiness to call the attention of thinking men to the miserable condition of his native country. He was enabled to correct some abuses, and introduce some reforms, but we exceedingly doubt whether all this good has not been engulfed by the monstrosities which have sprung up instead.

The discontent, the disaffection, the bitter feelings, the clamouring for impossible and impracticable benefits, engendered or encreased by their great leader's mendacity, as much as by his truthfulness and honesty, stand as blots in his character, and stains upon his history, which we must not forget in the reported devotion of a death-bed scene, which seems to stamp every action as virtuous, and which we must record even in defiance of the much-applauded and cordiallyadopted sentiment of "De mortuis nil nisi bonum."

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PRINTED BY J. TOSTER, KIRKBY LONSDALE.

THE

TEACHER'S VISITOR.

No. 40.

AUGUST, 1847.

VOL. VII.

THE BISHOP OF ST. ASAPH ON THE MANAGEMENT OF SUNDAY-SCHOOLS.

(Concluded from p. 4.)

HOW THE TEACHERS SHOULD ACQUIRE KNOWLEDGE.

51. THERE are two points on which Teachers require to be prepared. One as to how, the other as to that which they are to impart; for unless there be a stock of knowledge, it is in vain to expect any one to communicate that which they do not possess. Well-educated Teachers require much training as to the method of teaching; half-educated Teachers need also to be them selves instructed in that which they are afterwards to teach. Few Sunday-schools ever prosper, unless there be a systematic attention to these particulars. Many clergymen know little or nothing of "how to teach," though they generally possess sufficient knowledge for the instruction of their Teachers in that which they

are to teach."

52. If the clergyman will undertake the task, the best thing is for him to hold a weekly or a monthly meeting for this purpose. And if a sensible man will only try to communicate, in a natural way, by means of questioning, the knowledge on Scriptural subjects which he possesses, he will generally succeed in forming a body of wellinstructed Teachers..

53. In case the clergyman cannot do so, if the Teachers will assemble periodically as a "Society for Mutual Instruction," in which one side of the table will interrogate the other, they will soon fall into some method of preparing themselves for the work. Most people will, without much difficulty, learn to accomplish what VOL. VII.

is required of them tolerably well, if they will but try to learn-few will succeed by themselves without trying. It is the pride of fancying that we know, which prevents us from learning; and Teachers who can get over this, will soon become tolerably efficient.

54. When Teachers are forced to meet for these purposes, without the clergyman, it is well if several of the elder, the more experienced, will in turn take some portion of Scripture, or some Collect; and having prepared themselves as well as they can, examine the restpursuing the three classes of questions which have been pointed out in the last chapter, (43.) It is not difficult to frame the two first classes of questions; and if beginners find themselves less ready at asking the third class of questions, they had better perhaps not attempt it at first. After a time they may succeed better. The proper season to study this matter, is when we are reading the word of God, in private, for our own personal edification.

55. The lessons on which we shall best commence this series of self-instruction are

1st. Narrative pieces from the New Testament, as the Miracles, or any event recorded.

2nd. The Parables, which contain a further difficulty. Inexperienced Teachers should try to make themselves able to ask plain questions on a miracle, or narrative, under the two first heads (43); and when they can do this, they may proceed in the same method to a Parable, and try to draw forth, by questioning, not only the story, but the instruction conveyed under it.

56. Then they may go on to the History of the New Testament as a continued narrative, namely, "The Life of our Saviour." Perhaps they may as well then turn to the History of the Old Testament, and then to the Acts of the Apostles. When they have advanced thus far, they may try to explain a Collect, or some of the less obvious services of the Church.

57. It may here be observed, that the same classifica. tion of subjects which will suit the Teachers, in preparing themselves, will probably prove the best which can be adopted in arranging the lessons for the several classes.

The principle on which it is based belongs equally to both.

58. It may be objected, that this course will occupy a considerable portion of time, in the case of half-educated persons; but it is useless to shut our eyes to this truth, 66 THEY WHO KNOW NOTHING CAN TEACH NO

that THING."

59. It may perhaps be asked, whether, in this course of instruction, it would be wise to employ picturės, maps, and chronological tables? My answer would be, USE

EVERY ASSISTANCE WHICH YOU CAN FIND TO ENABLE YOU TO UNDERSTAND WHAT YOU TEACH, AND TO CON

VEY THIS KNOWLEDGE;" but do not attempt to learn, or to teach, geography or chronology any further than as they are assistants to Scriptural knowledge. It is not necessary for every Christian scholar to know the latitude and longitude of Jerusalem, but it is of importance that they should be fully aware that Jerusalem is a city, and not a man; and that it is situated in Judea, and not in England. Nor can I conceive that any one will be likely to acquire the spiritual instruction derivable from the Acts of the Apostles, unless they have some idea of the Travels of St. Paul, and in some measure comprehend the relative positions of the places visited by that Apostle to the Gentiles. Again, how can any one clearly understand the evidences of Christianity, who does not know something of the dates of those prophecies which prove Jesus to have been the very Christ? For more than this I am not anxious to seek. But I cannot stop short of that which enables me to see the certainty of those things which God in his mercy has revealed unto me, and on my believing which he has made my salvation to depend.

LESSONS FOR WEEK-DAY SCHOOLS.

GEOGRAPHICAL PICTURES.

No. II.

THE HOLY LAND-BETHLEHEM EPHRATAH.

A FEW camels, with their strange lumps, long necks, and soft brown hair, are threading a winding path, over and amongst rocky hills. The riders, though they wear the loose, bright-coloured Eastern dress, are, for the most part, men from a far-off northern land-our own happy Britain; but the rudely clad, dark featured Arabs, at their side, carrying long guns, or matchlocks, are the wild sons of the desert, the children of Ishmael, of whom I will tell you more at another time.

Though the road is rocky, the tall oleander, with its narrow shining leaves and pretty blossoms, grows thickly by the way side; the cistus, too, sheds its frail crinkled flower leaves, of a bright lilac colour, on the foot prints of the camels; the dark evergreen oak towers above, and tufts of the sweet-smelling pink grow beneath, with many other plants that we account beautiful garden flowers in England. Every now and then the camels bend their long necks to browse. The blackbird and the lark are singing among the bushes, and here and there the honeysuckle flings a light streamer across the path, as it does in an English lane. The travellers pass onward, and by and by they leave a vineyard on their right, its blossoms, just changing into grapes, send their pleasant breath far and wide. Tall fig trees are growing there; and with the broad leaves and strong boughs, the vine-garlands are prettily entangled. On the left, deep green pomegranate trees are clustered, the scarlet blossoms looking very lovely amongst the leaves; and now the hills above are clothed with olive woods. The olive leaf is of a brownish green, on the upper side; but when the wind sweeps the branches, it turns a silver lining to the sky, and you might almost fancy a thin white cloud was passing across the hill side. The vineyard and the