bition of that great principle of faith, by which alone a sinful man lays hold on the mercy of his reconciling God. Then, things social: the origin of commerce, by the selection of different occupations on the part of different individuals and bodies of men; the institution of an authority, empowering men to deal judicially with their fellow men's offences. Then again, things national: the breaking up of the whole human species into several tongues and people; and especially the segregation of one nation from the rest for peculiar purposes of the Divine Providence and Grace.

Lastly, things ecclesiastical :-the institution with Divine Authority of an order of men to be devoted to ministerial offices; and the foundation and constitution of the visible Church of God upon earth.

There is in fact scarcely any one matter of importance to mankind, which we may not trace to some facts related, or some principles laid down, in this opening portion of the word of God. It seems as though it had been the will of God to make the first age of the world, and

therefore these records of its inspired annalists, a seedplot for all the future history of man. Here are the germs, it may be said, of all which that history has since developed; especially of all that is essential to the spiritual interests of our race.

And this being so, how ought we to feel in reference to a Volume, whose few first leaves are found so full of interesting and of necessary instruction, that a specimen is thus offered to us of the contents of this Holy Book. Who would have expected that this brief composition, apparently a simple narative, should yet prove so replete with great abiding principles ? But, rely upon it, the more that we search the Bible, the more we shall find it to be a book of principles. It is full of them. Let us study then the whole with reverential inquiry, and with earnest prayer. Let us be persuaded that it teems with heavenly lore-lore which, if the Blessed Spirit who indited it be with us in our reading of it, shall make us wise, wise for the life which now is, as well as that which is to come.

deficiency, I would suggest that no school should he without a Bible class, and that it should form one of the conditions of the acceptance of the office of teacher, that they attend it as often as possible. Much, however, if not all the utility of a Bible class, depends upon the manner in which it is conducted.

Among the many methods of conducting them that I have had the opportunity of witnessing. I give the decided preference to the interrogatory mode. This mode is adopted in the class of which I have for some years

been a member, and can therefore attest by experience its value. Our plan of proceeding is very simple. We commence with prayer, after which, one reads a verse of the previously selected portion upon which our minister, an able catechist questions him, and then the class at large. Should an opinion be given which does not meet the approbation of any individual present, they at once express their dissent, and a discussion ensues, in which all who choose take part.

Each member is at liberty to ask a question or make an observation, care being taken by our minister that no one subject should occupy an undue portion of our attention to the exclusion of others of equal importance, but that all should receive their just share.

The benefits that would result from a punctual attendance at the Bible class, are too numerous to particularize; nevertheless, I will mention one or two.

They would become better Catechists. I mention this, because it is an essential qualification in a teacher, and yet many teachers, especially young ones, often feel a deficiency in this point; nor is this deficiency confined to the uninformed teacher; many professing a considerable amount of Scripture knowledge, feel a difficulty in suggesting appropriate questions; consequently, chapters are hurried over with little benefit to their charge, and less satisfaction to themselves. An attendance at the Bible class would tend more to remove this difficulty than the perusal of a number of the very excellent works on Catechis. ing that have been written, for they would there have the advantage of seeing the manner in which an experienced Catechist suits his questions to the various capacities by which he is surrounded, and of observing how carefully he refrains from making his questions either too leading, or too vague.

They would acquire a habit of expressing themselves fluently and clearly; -another qualification, especially de

sirable in a Sunday school teacher, whose province is to bring the great truths of Christianity before his class with such simplicity and clearness, as to meet the comprehension of the youngest child. Without this ability no teacher will ever be useful, no matter what his other acquirements may be. Some teachers, when merely explaining a simple truth, invest their meaning in such a multiplicity of words, as to bewilder, instead of informing their scholars. Such teachers would, at the Bible class, have an opportunity of hearing others express their thoughts, and would, insensibly, acquire a better manner themselves.

It would incite a love for the perusal of works of a serious tendency.

Individuals are to be found even among Sabbath school teachers, who seldom read, and who possess no desire for information; some, too, may be found, though I trust few whose taste is so vitiated by a course of light reading, as to render the study of any other works a task, rather than a pleasure. It would be scarcely possible for even such as these to become constant attendants, and hearing the many interesting observations made on the different subjects connected with the Bible, to avoid feeling a desire to read the works themselves, independent of the wish that might be excited to contribute to the general information.

It would promote a spirit of unity among the teachers.

In all well-conducted schools the time is so occupied with the care of the class, that little is allowed for the interchange of courtesies; by consequence the teachers are almost strangers to each other. At the Bible class they would have an opportunity of becoming acquainted, and of assisting each other in the promotion of the great work in which they are engaged.

Possessing so many advantages, as it unquestionably does, is it not a matter of surprise that any teacher should vo

factory reason given. Any inattention in the class, or any misconduct during the week was punished by a banishment from such Thursday evening meeting; but I do not remember that this occurred more than once. And I am sure it was no less a pleasure to myself than to the children. I soon considered it one of the most interesting employments of the week, nor was it, I trust, less profitable than pleasant.

But I must now give some account of my way of proceeding. My first endeavour was to give them a little idea of geography. And here with children in a retired village, most of whom had never seen a map, I had to begin quite at the beginning; but they took great pleasure in hearing, and seemed quite delighted at the new ideas presented to them. When tolerably well acquainted with the general outlines of geography, I connected it with Bible history, and we traced the progress of Christianity and Civilization, till I had to show them how large even yet is the proportion of darkness to light, over the face of the world. I well remember the surprise they showed at the immense tracts of country so far larger than the little island which used to seem to them half the world, in which there are but a few bright spots of Missionary labour to relieve the surrounding darkness of heathenism and idolatry.

I cannot trust my memory sufficiently at this distance of time to relate very minutely our proceedings, but I think that when we had got thus far we entered on the history of the Church Missionary Society. We then went through the various details of several stations; and here we had abundant matter for consideration. First, the nature of the different countries, the character, habits, and manners of the nations; all of which gave them definite ideas of the difficulties of the Missionary work, the self-denial and devotedness required in the labourers.

Thus I traced the first reception and establishment of the Gospel in them, varying my accounts with the many interesting anecdotes and details to be found in the Church Missionary publications, sometimes reading them, but oftener relating them in my own words. India was a country on which we lingered long, as from circumstances in the parish we were all interested in it, and I also had various curiosities to show them, such as specimens of the language and writing, the native scholars' work, their dress, and ornaments. Here I found "South Indian Missionary Sketches" very useful, as well as interesting to the class.

We had not followed the history of the Society far, before our meetings closed; it was not thought desirable to continue them through the winter, and before the long evenings returned I was preparing to leave the village; but I have always remembered with thankfulness the success I seemed to meet with, in my endeavour to interest and instruct those poor children; and have hoped that by the blessing of God, some one of them may have received a permanently profitable impression, and may owe to the Missionary Class a deep and abiding interest in the welfare of her benighted fellow-creatures. I certainly found many advantages from my plan, independently of that which I originally proposed to myself, so much so, that had it been in my power, I should have continued it, extending it to other subjects besides those of missions. And I wish to suggest to Sunday school teachers how important a means of usefulness such meetings may become, and how interesting and profitable they may be, both to teachers and class. They require no further qualification in the teacher, than is at the command of every educated person who feels a sufficiently warm interest in the matter, to bestow a little time and trouble upon it, and such a one would soon be amply rewarded, by having the

pleasure and improvement of his pupils. The object of the meetings I think, should be, to draw forth and improve the mental powers; while at the same time, every newly acquired idea, and every fresh piece of information is made to furnish its appropriate lesson, and to lead the mind by natural association to religious truth. The wonderful works of God as well as the History of men, will furnish the teacher with subjects infinitely varied, and the specimen given us in the first number will show how profitably they may be treated. And in these days, when all can read, and when there is so much of attractive poison circulated among the lower classes-we have obtained a great matter if we have imbued the young with a taste for acquiring useful knowledge, and have prepared their minds for its

reception. than this, is the vantage-ground obtained for the communication of religi ous instruction, from the increased union and sympathy of feeling between the teacher and his pupils; the additional opportunities which he will gain for becoming acquainted with their individual characters and dispositions, and the affectionate respect which they will feel for one who not only has the power of interesting and instructing them, but who loves to spend his time in promoting their pleasure and improvement: I am persuaded we cannot estimate too highly the value of such an influence as this-obtained not merely by the possession of superior knowledge and intellect, but by the inspired manifestation of an unwearied denying Christian love.

Of still more consequence

A. B.