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THE SLOVENLY TEACHER Comes into school five minutes too late, while the singing is going on. Takes off his overcoat, and sings it down on the bench. Puts his hat on the floor boside him. Asks Jolin, in an audible voice, whät hymn tliey äte 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 hat; 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 one,) confining himself strictly to the questions in large print in the Question book. Suddenly remembers that he hias forgotten to attend 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. Gazos abont the room, while the boys eat nuts and chalk each others' coals. The other teachers get through. Superintendent cominences to question the school about the lesson, and the slovenly teacher soon discovers that lie has been at work on the wrong one. No matter, he will get the right one next time. Yawns, and tells the boys they onght 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 erening. 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 orercoat 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. “ 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 lim!
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 quietudo 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 a 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
scholars might justly wonder whether he possessed one, and, in consequence, whether he studied the Word of God at home.
I have seen a teacher quite ignorant of his scholars' homes, whether his scholars were orphans, &c., &c. Every teacher should endeavour to discover the circumstances, favorable or unfavorable, under which each scholar is placed, that he inay the better regulate his reproofs and commendations.
I have seen a teacher neglect to keep his promise with a scholar respect. ing some little matter. However trifling the matter itself may have been, the promise was binding; and the neglect of it was likely to raise a doubt respecting the teacher's veracity.
I have seen a teacher evade a question put to him by a scholar. Far better to have promised a reply on the next Sunday. I have seen a teacher even angry with a scholar for giving a wrong
Far better to have said, kindly, "No; try again.” I have seen a teacher sit cross legged, and put the duty of the four legs of his chair upon two of them. Scholars are required to sit orderly. Teachers should teach by example.
I have seen one teacher's chair in the middle of the class, and another's outside. The back of the chair should be in a line with the ends of the side forms.
I have seen a teacher break the Sabbath by purchasing milk, beer, &c., or by sending his dinner to the baker's. How very inconsistent ! How very sinful !
I have seen a teacher quit a school because some little thing displeased him. Better out of the school than in it.
I have seen a teacher occupy the whole time of teaching without a word about the Saviour.
I hope my readers will examine themselves by, but not take unkindly the above observations of
(Church Sunday School Quarterly Magazine.) BROTHER JOHN.
CORRECTION OF ERROR, To unlearn is harder than to learn; and the Grecian flute-player was right in requiring double fees from those pupils who had been taught by another master. “I am rubbing their father out of my children as fast as I can," said a clever widow of rank and fashion. Sir Thomas Browne attributes the belief in fallacies to the want of knowledge; and, speaking of the persons who are under the influence of such belief, says:-" Their understanding is so feeble in the discernment of falsities, and averting the errors of reason, that it submitteth to the fallacies of sense, and is unable to rectify the error in its sensations. Thus, the greater part of mankind, having but one eye of sense and reason, conceive the earth far bigger than the sun, the fixed stars lesser than the moon, their figures plane, and their spaces from the earth equi .distant. For thus their sense informeth them, and herein their reason cannot rectify them; and therefore, hopelessly continuing in mistakes they live and die in their absurdities, passing their days in perverted apprehensions and conceptions of the world, derogatory unto God, and the wisdom of the creation."
THE CALL OF THE CHILD. A SHORT SERMON BY THE Rev. C. H. SPURGEON. And Jesus called a little child unto Him, and set him in the midst of them.”—Matt. xviii 2.
Oh, what a beautiful sermon our Saviour preached to His disciples from that curious text! That little child suggested four lessons which Jesus wishes all His disciples to learn.
First, then, look at that little child, and think of the importance of the new birth. “Except ye be converted and become as little children, ye cannot enter into the kingdom of heaven.” The question about being“ greatest' need not trouble your thoughts. It is only by becoming "little” you can enter at all. Be little if you would be saved.
Secondly, look at that child as an example of artless simplicity. Jesus says, “ Whosoever, therefore, shall humble himself as this little child, is the greatest in the kingdom of heaven.” Just as in our social circles, when a new-born babe is introduced to your notice, all eyes, all hearts, and all attention, are directed to the child ; so, in our Heavenly Father's mansions, the highest court is paid to the most child-like spirit.
Thirdly, look at that child, ye disciples of Jesus : your Master Himself hath set him in your midst. Love him, fondle him, train him for Jesus's sake. For He saith "Whoso shall receive one such little child in My name, receiveth Me."
Lastly, look at that child, ye enemies of Christ, and, as ye value your own souls, take heed, lest ye injure one whom the Saviour so affectionately regards. For He saith,“ Whoso offendeth one of these little ones that believeth on Me, better a millstone were hung about your neck, and you were drowned in the depths of the sea."
THE MAN OR WOMAN-NOT THE MEN AND WOMEN. In our great schemes for setting the world right in its physical as well as its moral aspects, we are apt to merge the work of the individual man or woman in the work of the society or corporation that is made up of a large number of men and women, and who act by their authorized agents. It is, and will continue to be, the business“ of every man to say to his neighbor, and every man to say to his brother, 'know the Lord,'” until the time come when the necessity for this individual work will be done away by the universal diffusion of sach knowledge.
A Sunday school is an excellent and indispensable organization for the instruction of ignorant and neglected children in the knowledge of the scriptures, but its virtue resides, (under God,) in the competency and fidelity of each individual teacher. It may be that the reading of a passage of scripture by the superintendent, or the singing of a hymn by the whole school, or some providential event in the neighborhood, may awaken an unusual religious interest in a child's mind, but it will be generally found that the agency which (humanly speaking) sets the ball in motion, is that of an INDIVIDUAL ACTING UNDER A SENSE OF PERSONAL DUTY.
How comes a bad man abroad in the world? Society has neglected him," says some one. That may be; when he was found by the public authorities in the way of temptation with none to care for his soul or body, it may have been the neglected duty of some public officer to have rescued him and put him under the control of some reformatory institution. But how came the neglected boy or girl in vicious or dangerous associations ? Because the father did not chasten him while there was hope, or because that mother did not gently whisper the counsels of wisdom into her car when she was laying her weary head on her lap. Is it replied, that the fathei was a drunkard and the mother ignorant and degraded. This is only removing our position one stage back without weakening it. There may be defects or wrongs in the organization of society which indirectly contribute to the existence of the evils to which we refer ; but whatever they are, ninety-nine of every one hundred cases are traceable to what some one person has done or left undone at some anterior stage of their history.
We hear a very interesting account of a child rescued from a filthy and degraded cellar or garret-taken to the mission-school-cleaned, clothed, tauglit, and perhaps fed by charity, brought under gracious influences, awakened, converted, and becoming a preacher of righteousness to his fellow-men. We naturally and properly admire the wisdom which ordained an agency so benign and so well adapted to its end, and the grace that gives it such striking efficiency; but when we come to look into the working of it do we find that the mission-school saved the outcast ? In one sense it did, because without it, there would have been no such appropriate provision for the case. But the mission-school does not go to the outcast children any more than the hospital goes to the wounded man. Some individual heart must be touched with pity and act with promptness. In the case of the rescued child, probably some woman, possibly some man, buttons his coat about him-buffets the sharp wind, or the driving sleet, finds or makes his way to some remote street or obscure alley, to see a sick or distressed family, whose condition has been incidentally revealed to him. His kindness wins their hearts--though made almost callotis by long struggles with poverty and misfortune, unsanctified by divine grace. He sees to the relief of their most urgent wants, and when spring opens, he invites the children to go to Sunday school. They come; and what then? Is the Sunday school, as such, to accomplish the great work which is to be done for thein in enlightening their minds, awakening their consciences, and softening their hearts? If it is well organized and conducted, it will certainly contribute to such an end; but (so far as human instrumentality is concerned,) it is some individual teacher who is to assume this office. It is not the hospital which restores the sick man to health or heals the wounded man. It is the blessing of the Great Physician on the skill of the medical or surgical officer, and the attention and fidelity of an individual nurse. So in the assembly of children, it is the individual voice or stnile or act of some one teacher, that is scen and felt in the marvellous transformations which are sometimes beheld in our Sunday schools.
There is an individual duty incumbent on every parent, in relation to his own children which is not transferable, except in cases of absolutte inability,