Book an assistant: they told him the truth without mysticism or perplexity of meaning. All Christian "doctrine necessary to salvation" was set forth. The blood of Jesus, the atonement-that hinging point of Christianity-he received with joy, and at once set about instilling into the minds of the people the true principles of action. He was able to read, and from the books taught all the rest of the colony. He made a scheme of laws by which he succeeded in governing the colony. He acted as spiritual guide. The celebrations of marriage and baptism were strictly observed, according to the rites of the Church of England; but he never ventured on confirmation or the sacrament of the Lord's Supper. He taught the children the Church Catechism, the Ten Commandments, the Lord's Prayer, and the Creed, and he satisfied himself that in these were comprised all the Christian duties.

This sequel speaks for itself. Can any one read it, without thanking God anew for the Bible? without prizing that blessed book above price? that Holy Book,

"In every line,

Marked with the seal of high divinity;
On every leaf, bedewed with drops of love
Divine; and with the eternal heraldry,

And signature of God Almighty, stamped !"

But the Prayer-Book did its work! Bless God, that he put it into the hearts of its compilers, that it should prove so faithful a herald! Surely, this testimony in its favour is both gratifying and conclusive. It proved a summary of Christian doctrine; its pages were truly evangelical, and easily understood, and with it the seaworn sailor led the colony to the foot of the blood-stained cross. This narrative should serve to teach us to value the Prayer-Book more highly; it should remind us of the millions destitute both of Bibles and Prayer-Books. May we feel it a privilege and duty to do something for the heathen. We and they must meet at the judgment. What will be our excuse then, for want of interest in them now.

In the year 1840, an American whale-ship stopped at Pitcairn's Island, and one of the sailors met with an old

The

woman, who was reading her Bible. She complained of her eye-sight, and said the print was too small. sailor offered in exchange, his own Bible, of large print, and received from this woman, a daughter of Fletcher Christian, the ringleader of mutineers, the very Bible made use of by Adams, and mentioned in the foregoing narrative.

NOTICES OF BOOKS.

Anecdotes of Fontainbleau; with an Introduction by the Rev. DANIEL WILSON, Vicar of Islington. London: Jones, Paternoster Row. Pp. 53.

An interesting account of a work of conversion from the darkness of Popery and Infidelity, of which far-famed Fontainbleau is the scene. The little work concludes with an earnest appeal for funds to support a Protestant school for the children of the converts.

Popery Delineated, in a Brief Examination and Confutation of the Unscriptural and Antiscriptural Doctrines and Practices maintained and inculcated by the modern Church of Rome. Painter, London. Pp. 216.

We have perused this little volume with much gratification. It refutes, concisely yet clearly, the leading errors, both in doctrine and practice, of the Romish Church; and we know of no work more fit to put into the hands of those who are unacquainted with the Romish controversy.

[We regret that a press of engagements compels us to curtail our Review Department for this month, and to postpone noticing several interesting works which we have received.]

FOR THE WEEK-DAY TEACHER.

ON REDUCING THE NOISE IN LARGE SCHOOLS. IN the boys' school, owing chiefly to the inefficiency of the monitors, and to the habit of speaking at a high

pitch of the voice into which both master and scholars had fallen, the noise seemed to be considerable. Of course, some amount of noise is inseparable from so large a school; yet I think it might be materially lessened by a careful and judicious arrangement of the time-table; allowing only half the school to be occupied at the same time in lessons which are necessarily attended by some little noise-the rest being engaged in silent subjects. In drawing up a Time-table, I recommend that the two following objects should be kept in view; first, that the business of the school shall be conducted as quietly as possible, and, secondly, that the children shall not be wearied by continuing too long in one position. For this purpose, the plan I adopt is, in arranging the subjects perpendicularly, to do so with reference to the first of these considerations; in placing them longitudinally, to let the second point be borne in mind:-thus,

4th Class. 3rd Class. 2nd Class. 1st Class. Silence.

Noise.

Silence.

Noise.

Stand
(Reading)

Sit

&c.

(Dictation)

Noise.

Silence.

Noise.

Silence.

Stand

(Reading)

Sit

(Writing)

Monthly Proceedings of the National Society.

VOL. VIII.

N

ANSWERING QUESTIONS ABOUT STUDIES.

A TEACHER Who does not adopt some system in regard to this subject, will be always at the mercy of his scholars. One boy will want to know how to parse a word, another where the lesson is, another to have a sum explained, and a fourth will wish to shew his work, to see if it is right. The teacher does not like to discourage such inquiries. Each one, as it comes up, seems necessary; each one too is answered in a moment; but the endless number, and the continual repetition of them, consume his time and exhaust his patience.

There is another view of the subject, which ought to be taken. Perhaps it would not be far from the truth, to estimate the average number of scholars in the schools in our country, at fifty. At any rate, this will be near enough for our present purpose. There are three hours in each session, making one hundred and eighty minutes, which, divided among fifty, give about three minutes and a half to each individual. If the reader has in his own school, a greater or less number, he can easily correct the above, so as to adapt it to his own case, and ascertain the portion which may justly be appropriated to each pupil. It will probably vary from two to four minutes. Now a period of four minutes slips away very fast while a man is looking over perplexing problems; and if he exceeds that time at all, he is doing injustice to his other pupils. I do not mean that a man is to confine himself, rigidly, to the principle suggested by this calculation, of cautiously appropriating no more time to any one of his pupils than such a calculation would assign to each; but simply that this is a point which should be kept in view, and have a very strong influence in deciding how far it is right to devote attention, exclusively, to individuals. It seems to me that it shews very clearly, that one ought to teach his pupils, as much as possible, in masses, and as little as possible by private attention to individual cases.

The following directions will help the teacher to carry these principles into effect. When you assign a lesson, glance over it yourself, and consider what difficulties are

likely to arise. You know the progress which your pupils have made, and can easily anticipate their difficulties. Tell them all together, in the class, what their difficulties will be, and how they may surmount them. Give them directions how they are to act in the emergencies, which will be likely to occur. This simple step will remove a vast number of the questions, which would otherwise become occasions for interrupting you. With regard to other difficulties, which cannot be foreseen and guarded against, tell them to bring them to the class the next recitation. Half a dozen might, and very probably would, meet with the same difficulty. If they bring it to you one by one, you have to answer it over and over again, whereas, when it is brought to the class, one explanation answers for all.

As to all questions about the lesson,-where it is, and what it is, and how long it is,-never answer them. Require each pupil to remember for himself; and if he was absent when the lesson was assigned, let him ask his classmate in a recess.

You may refuse to give particular individuals the private assistance they ask for, in such a way as to discourage and irritate them; but it is not necessary. It can be done in such a manner, that the pupil will see the propriety of it and acquiesce pleasantly in it.

A child comes to you, for example, and says,
"Will you tell me, sir, where the next lesson is ?"
"Were you not in the class at the time?"

Yes, sir, but I have forgotten."

Well, I have forgotten too. I have a great many classes to hear, and of course a great many lessons to assign, and I never remember them; it is not necessary for me to remember."

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May I speak to one of the class, to ask about it?"

"You cannot speak, you know, till the study card is down; you may then.'

"But I want to get my lesson now."

"I don't know what you will do then: I am sorry you don't remember.".

"Besides," continues the teacher, looking pleasantly,