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have but scanty funds, and we fear the attempt would not succeed." To tbt-se timid suggestions, we would rf-ply in the langiiuse of the wise man: " He that observeth the wind shall nor sow, and he th.it ngarde-th the clouds shall not reap.— In the morning sow thy seed, and in the evening withhold ii"t thine hand, for thou knowest not which shall prosper, fi'lier tins or that, or whether thev+oth shall be alike good." To point out to vouthe manner of commencing and conducting these institutions, we beg leave to refer you to a little publication, entitKd, " Hints on the Establishment and Regulation of Sunday Schools,"* which will give you the requisite information on this subject. With respect to the e.\pence, this is comparatively small, and if your congregation is poor, you may appl\ for Spelling Books and Testaments to the Sunday School Society in London. + We beg leave to press upon Tour attention, the immediate commencement of a Sunday School; while the subject is fresh upon your minds, mention it to jour congregation, encourage your young people to come forward, and we are fully persuaded you will have no cause to ■repent of the attempt, but will have occasion through the re«niiider of your lives, on the- bed of death, and in eternity, to Mess God that you have established a Sunday School.
We beg permission now to say a few words to those miniHere in shose congregations Sunday Schools are already cstahli-htd. It will be quite unnecessary to state their beneficial fleets to you, but perhaps they may be much increased by your instrumentality. Have you made a point of occasionally timing your Sunday Schools, to see how they proceed, to encourage the Teachers, to exhort the Children, and to give your countenance and support to the work f Do you promote the cause by all the means in your power: Let conscience answer; he not satisfied with saying," things will go on very well without my inteiference." o! consider the importance of the work, consider the value of the souls of so many young immortals, and while the other parts of your congregation partake your attention, O suffer not those little ones to perish. You will find it very useful occasionally to call the parents and friends of the Scholars together, to address them on their duties to their children, and the necessity of their co-opeiation with the exertions of the Teachers. Tins will afford you an opportunity of stating the importance of a personal interest in *b* blessings of religion for themselves, and of proclaiming the
• Pnhlishrd hy W. Kent, 116, High Holbnrn.
glad tidings of the Gospel to many who may, perhaps, never before have heaid the tiuth as it is in Jesus.
While you are thus actively employed, we beg leave to call your attention to the importance of a Sunday School Union for the county or neighbourhood in which you reside. These societies consist of a union of the Teachers and Friends of Sunday Schools, to encoufage and promote the formation of these institutions in their neighbouihood. rl hey strengthen the bond of brotht ily love, they prevent languishing schools from entirely declining, and lead to the establishment of new schools in situations which require them. These results are best promoted by union of strength and division of labour, and wheiever Sunday Srhool Unions have been established, they have been productive of great and lasting bent fits.
On a review of the hints which we have ventured to suggest, we trust you will see their importance, and become increasingly interested in t!iis great cause. If you wish to be attended by persons v\ho can enter into the meaning and force of your public instructions—if you desire to see your congregations and churchts increased—if you wish to promote the cause of religion when \ou cease to exist—if you are anxious for the glory of God and the welfare of immortal souls, let this be your determintd resolution—" We will endeavour to promote Sunday Schools by all the means in our power.''*
An Address " On the hesl Means for insuring the Success of Sund \ School Instruction,"dWirewi at a Quarterly Prayer-Meeting of the Chelmsford Sunday School Teachers.
AS the usefulness resulting from the institutions in which we are engaged will be found, in a great measure, to correspond with the internal management of the schools, the g• eatest aitention must be paid to the means made use of to insure success; and likewise-their peculiar adap'atiou to the end intended, must be deliberately investigated. The proLability of their producing the desired effect being ascer-' turned, we may assiduously apply ourselves to the use of the means till every difficulty shall vanish, and the fulfilment of our most sanguine hopes be realized—even "a plenteous harve.-t of immoital souls." But, as both the adoption and
•This Address is printed on Letter Paper, and Sold by W. Kent, 116, Hiri Holborn.
application of those means are the work of the sunday school teacher, in laying before you what I think to be the best methods of insuring success, I may appear to be Mating his qualifications. This is very far from my intention; for a , person may be qua iried in alrnos' every respect as a sunday schoolteacher, and yet ruber hinder than promote the success of sunday school te idling. I therefore only wi.di to notice such things as I think will meet the approbation of the already qualified sunday school teacher; and who, being qualified, will l>e found diligent in the use of those means which are almost certain to answer his expectations. The. following are a-few of tiie means which have occurred to my mind as requi>ite to insure the success vf sunday school instruction, viz. "Unanimity, love, seriousness, veracity, justice, stability, and prayer.
lit. Unanimity among the teachers; not only in agreeing to pursue the same objects, but, by advice and encouragement, ujuiually to assist each other in their employmentOne in sentiment and one in practice: each ever ready to be.ir another's burden. The movement of a sunday school •hould be like that of a grand machine, in which every wheel helps 10 push another forward, nor cease their operations till the intended object is brought to perfection. From a Sunday x-hool teacher, in reference to the children, there should be no appeal; but each one so act and speak, that evm r-hi.d may be convinced, when he is spoken to by an jodi. dual teacher, that it is the sentiment of the whole; and it cor ected by any, that all will .acquiesce in it. This wijl produce ru the minds of the children a reverential respect for every teacher, and ne likely to insure constant anil universal obedience But should it now be said, that all have nut the same view of tilings, which will render it difficult to inaiuiaia this unanimity of sentiment and conduct? I answer, that though tiis is true, yet all differences of this kind slumd be kept, fro.n the eyes and ears of the children, and he mutually disexsv d between the teachers themselves. But anticipating the difficulty attending tnis line of conduct, from what 1 und<T>uuid of the human heart, 1 think another important requisite to success in sunday .school teaching will appear to he 2d. Love. Love is the most am.able principle or p ission of the »oul. It surinouu:s difficulties, covers transgressions, and cJiiers 'lie mind amidst the solitude of a desert. In man, it is that principle which leads him to view with complacency ■a object ia which he dtbeovers somututng worthy of his esteem i or it is that mantle under which he hides hi* brother's faults, and which he us<<s as a medium to represent to his view every action as being well intended, though done amiss. In God, it is an attribute which, combining every other, makes up the perfection of his nature; for " God is Love.'' And in proporiion as this principle is cherished in the heart, and kept in lively exercise Inwards our fellowcreatures, in that proportion we approach to the moral likeness of Him who fileth a l in all. From this view of the subject, we must infer that this principle, and this n'onc, should govern every dispute, quench the growing strife, and cement each heart to another by an indissoluble union. And then if one should fall, two will be ready to lift him up; and a three-fold cord is not quickly broken.
3d Seriousness is requisite to success in Sunday school teaching; inasmuch as sunday school teachers have subjects of the most important nature to inculcate upon their pupils. Wishing, as they do, not merely to teach them to read, but also to instruct them in the knowledge of the only true God, and Jesus Christ whom he hath sent, both by individual teaching and collective addresses. How incongruous must it, be then for a sunday school teacher to appear light and trifling in the presence of those children whom he has just been addressing on the value of the soul, the importance of eternity, the happiness of Heaven, and the miseries of Hell: or, whilst the children are addressed, for him to appear with an insignjficant smile upon his countenance! A becoming gravity will command the attention of the children, and will siamp truth and importance on every sentence, in the administration of advice or reproof, which may be spoken in their hearing. The want of this will consequently produce the contrary effect, and will prove an insurmountable b.irrier to success m sunday school teaching. For if the chi drcn behold levity in the conduct of their teachers, at a time when seriousness should be visible on every countenance, viz. whilst giving them advice or reproof, they will have sufficient reason to doubt the truth of what is said to them; or, supposing it to be true, to call in question its importance: and that instruction is very unlikely to prove efficient, which the children, from want of decorum in iheir teachers, have reason to infer is either false or of liitle moment.
4th. Veracity is a requisite to seccess in sunday fe'irol teaching.—Here the sunday school teacher may ask, "Do you suppose that I practise falsehood ?'■' No. not designedly so; far from it. But every Sunday school teacher, who is wurihv of the name, pos-esses a heart warm with affection towards those whom he designs to teacli; and, having to adlninisJcr punishment as well as reward, ihi^ mil ahleness of. (]i«p >s'iion is likelv to lead him into error. For though we should ever cherish that cliiirity which hides a muhitnde of foul's, yet towards children, having discovered a fault and threatened punishment, we should either quality the dentinciaiio:i,or absolutely inflict the awarded 'correction. I know, from experience, how difficult this is, if not executed iininediateJy. The bowels yearn over the transgressor, and we are w.liiug to pass him by. But this being dune we have forfeited our word, the natural result of which is—never more to be bilieved. And when our veracity may be suspected, we cannot reasonably promise ourselves success in attempting to go»ern tho»e committed to our care.
5th Justice, is likewise a requisite to success in Sunday school teaching. This indeed might have been blended With the forementioned requisite, only as this applies to the distribution of rewards and punishments, unconnected with promise or threatening1, according to the merit or demerit of the child. The privation of good is the greatest punishment toa child st naible of his privileges. This will require the Mricte>tattention of the sunday school teacher in observing the conduct of his class, that he may by no means encourage *!» sniliv, nor suffer the praise-wonhy to lose his reward. Ard, whilst this line of conduct discovers to the minds of the children the existing distinction between vice and virtue, it Balsoca'culaied to induce them to avoid the former, whilst •hev make the latter the business of their lives.
6th. Stability, or perseverance, is another requisite to sucin sunday school teaching. The same unanimity, W, seriousness, veracity, and justice, should be maintained in our conduct seven years heme, or even seveuty, should our lives be so protracted, as is apparent ih':s day. - The sundry scho.l teacher should be stable as the ruck, and regular a* the return of dav; both as it respects punctuality of attendance in point of time, and the regular u>e of those mean*, the exercise of which is calculated to render that attendance beneficial. Sunday school teachers are to thu school what pd'arsare to an ed:fice, its support: if they fai], the building mu>i fail. Or they are like con.manders to ai army : comttouiv, i lielieve, whi st the generals keep their po t, none but CO«i.d» flee, aud success is almost certain; but should the