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management of Sunday- How much of good from one
233 Illustrations of Scripture .. 164
Men's Society . 33–177 Teacher out of School 134
Church and School Psal- Natural History
Jordan.... 141-186—236 Letter addressed to Sabbath-
A Call for Thankfulness . 141 school Teachers
142 | Mary School Monthly Pa-
Scripture Difficulty 190
pers (One of the)
281. Mary's Gleanings.. 10–208
Encouragement to Teach- Memoir of Wm. Littlewood 258
282 Missionary's Lesson from
his Pear Trees..
Death of a City Missionary 135 Monitorial System.
45 Napoleon Bonaparte, and
278 the Economy of Time .. 56
Evening Schools (On) 254
Extract from the Speech of NOTICES OF BOOKS :
the Rev. John Gregg, at An Exposition of all the
the Annual Meeting of the
Books of the Old and
Sunday-school Society for
New Testament. By
God's Footsteps in Creation 60 The Portable Commen-
tary. By the Rev. Ing-
227—275 ram Cobbin, M. A..... 31
Perfections of God....... ju
Ingram Çobbin, M. A. 31 POETRY:
Ingram Cobbin, M. A. 83 Protestant Character of the
W. Stoddart, M. A... 126 Striking Instance of the Mu-
THE BISHOP OF ST. ASAPH ON THE MANAGE.
MENT OF SUNDAY-SCHOOLS.
(Continued from p. 247. Vol. VI.)
AS TO WHAT SHOULD BE TAUGHT IN A SUNDAY-SCHOOL.
31. Our special object must be to make the children understand, spiritually, the Bible and the services of the Church.
32. With regard to this, I would observe, that the general understanding of these is the same as the understanding of any other subject; but that there is a spiritual understanding of these, which differs widely from the understanding of any other subject. We must accomplish the teaching of the one by human means, and try to lead our scholars to the other by praying for God's blessing on our exertions.
33. The tasks may be divided into two heads : I. “ Lessons learnt by heart during the week, and repeated on the Sunday.” II. “The reading of the Scriptures.”
34. “WHATEVER IS LEARNT BY HEART, SHOULD BE PREPARED ON THE PREVIOUS SUNDAY," that the chil. dren may understand that which they are committing to memory
35. It is best, if possible, to select these lessons from the services of the day. Thus, for instance, the lessons for a class may be the Collect for the Sunday; the Gospel do.; and a Psalm in verse, which is to be sung at church. The method of carrying this into effect will be as follows : After prayers, the children say the Collect for the day,—then they prepare the Collect for next Sunday. They repeat the Gospel for the day,
then they read over and prepare that for next Sunday. Then they repeat the Psalm or Hymn, and afterwards prepare
that for next Sunday. If any time remains, they read a portion of the Scriptures. So in the afternoon they may begin with the Church Catechism-say the whole or a portion of it, according to circumstances—repeat the texts which they have learnt, in illustration of the portion repeated. Then, the Teacher will point out the texts for next Sunday, and explain them. Then, they will read a portion of the Scriptures. It is evident that to preserve this system, the whole class must on each Sunday be learning the same lessons, the same verses of Scripture, the same portions of poetry.
36. It is not, of course, necessary that all these lessons should be selected from the services of the day. The Collect is often too hard for any but advanced classes,—the Gospel may be too long,—the Psalms sung in church, may not be well suited for the edification of children. This is matter of detail, which must be arranged by the Superintendent and Teachers, under the guidance of the clergyman. All I contend for is, that it must be thought of and settled. Such matters should never be left to chance, or the caprice of the Teacher.
37. Teachers are apt to allow the children to go on without any system. And when, in visiting a Sundayschool, I have found a class reading chapter after chapter from the book of Job, without even a single question being asked them, I confess that I have not wondered that the scholars did not derive any great spiritual improvement from the exercise.
ON THE METHOD IN WHICH THE TEACHER SHOULD
41. If a Teacher were to explain a difficult passage to children by stating to them what it meant, it is probable that many of them would not understand it; while it would be almost impossible to ascertain who did, and who did not do so. But if the Teacher proceeded by asking questions, the answers given by those children who were more conversant with the subject, would convey the idea to the more ignorant; and by gradually