in the day, as we have said, they are separated from them, and but a short time intervenes between the ending of the hours of labour, and the beginning of the hour of rest. The mere want of an exhibition of love, creating in a child the feeling that no one cares for it, has driven many to feel as if they had no bond to life, and nothing to live for, save the gratification of their own desires. And here to stay this plague, again steps in the faithful teacher-if he will but show a fatherly feeling, and give some little demonstrations of affectionate kindness to those whom he is called upon to instruct, they will find a tie to virtue and religion such as they knew nothing of before, they will feel an encouragement in endeavouring after holiness; they will feel themselves as of importance in the possession of immortal souls, and the Sabbath will be looked forward to as a day in which they are to meet one who feels a parental love for their souls.

We would also have the teacher remember that he (as far as their souls are concerned) actually stands in the position of a parent to them, their own natural parents have neglected the responsibility, in almost every instance the sponsors have done just the same, and when the Sunday school teacher undertakes the spiritual education of a child thus circumstanced, he undertakes the office that they have so culpably cast aside. It needs but little acquaintance with the state of the poor in almost every part of this land to perceive the truth of these remarks, and consequently the importance of this subject on which we are writing.

The next branch of the subject is one upon which perhaps it is more necessary to speak than even the others. How is this parental character to be exemplified?-Partly in an affectionate solicitude about every thing connected with those over whom you are placed. This must be manifested as well in their temporal as their spiritual concerns, we go far towards gaining the heart of a child when we ask after his well-being during the week that has past. We must not despise questions because they are common place; the most important concerns of life, are the most common place; and I think but little of that teacher's tact, who would refuse to ask his pupil, how he has been during the week past? whether he has had work? whether his father and mother have been well? and so on. It is of no use to say that these are merely questions about temporal things, we know how they enlist a child's attention and affection too; and as long as body and mind are so nearly related as they are now, solicitude for the benefit of the one, will the more readily gain us access to the other.

But above all things, let there be manifested an affectionate anxiety after the spiritual affairs of our children during the week.

C

Whether they met any bad companions to tempt them to evil? Whether they yielded to their besetting sins? A little encouragement will induce most children to let us know enough of their affairs during the past week, to found our instructions and warnings upon, for the week to come. Let our children but see us solicitous about them, and they will confide; let them see us lukewarm, and they will naturally withhold; and we must ever remember that it is undeniably a most important part of the parental character to induce the perfect confidence of the child.

Another exemplification of this is in "tenderness of manner." During many years experience in Sunday schools, I have seldom known this to fail in subduing even the most hardened, and awakening the most careless. A child is ashamed to behave badly to a teacher that is uniformly gentle and tender towards him; he finds himself subdued, and he does not know exactly how. This will of course come naturally to some, but where it does not it ought to be acquired; as much good can be done with it, so but little good can be done without it. An indifferent teacher with a kind manner will do more than a learned one without it. It is the gospel method to overcome by love.

And here we would lay much stress on the importance of an occasional visit when possible, to the parents of the children under your charge. "When possible," we say, for there are some few cases in which it is not possible, and we are thankful that they are but few. Not only is this a tie between the pupil and the teacher, but it is in many instances beneficial to the parents themselves. We are far from wishing to make the visiting of children a labour, but it can surely be occasionally done; and in no instance so effectually as in the time of illness. Many Sunday school teachers little know what an opportunity they have lost when they have neglected to visit one of their class in sickness. That visit would have been treasured up, every little kind attention and kind word would have brought forth its fruit a hundred fold. Sympathy is expected by the child from its parent-and in sorrow, either of body or of mind, sympathy is more needed and more sweet than at any other time. We would say then to the teacher-if you assume the parental character in one point, assume it in all, and use these opportunities to bind your children's heart to you-if you fail in captivating the heart, you do but little good in enlightening the mind. Religion is a thing of feeling as well as knowledge: touch the one, and you press the spring that will admit the other.

And now, in conclusion, a few words on the practical benefits likely to arise from this manifestation of the parental character by the Sunday school teacher. It attaches the child to the school.

This is an object of the greatest importance; for if a child is not attached to his school, the smallest trifle draws him off from attendance. Let teachers but show this disposition, and children will look forward to the Sabbath as a day on which they are to meet them. It is a delight to the young, as well as to the old, to meet with sympathy, and the school will be ever associated in the child's mind as a place where that is found. It is of no avail to say that this is unintelligible to children. It may be so in words, but it is not in feeling, and they comprehend and act upon their feelings, although they may not be able to understand the simplest statement of them.

Again: The teacher thus connects religion with pleasurable feelings, and instruction in divine things escapes the odium of being "A Task." We love whatever is associated with feelings of pleasure in our own minds, and we seek out those objects with care; and if religion is wisely connected with such emotions in the youthful mind, it becomes invested with that charm that is its due, and which it was ever designed that it should have. The advantage indeed becomes more extended on further looking into it, for the character of the child's own religion becomes stamped as it were with the same impress, and is by him communicated in turn to others.

Nor would we have it forgotten that thus the teacher extends the sphere of his duty by working indirectly upon the parent. That religion which causes a stranger to take so lively an interest in the welfare of a child unconnected with him, must surely commend itself to the parent; and, perhaps, cause him to enquire inte its merits; and, perhaps, at last, allow its claims.

Religion is acted out before his very eyes; the tender mercy of Jesus is reproduced, though only in a faint degree, in the person of one benefitting his own child, and if it be true that the way to the parent's heart be through the child, how important to try if this is not open way for the entrance of religion, and those best interests which most affect the immortal soul. We say nothing of the indirect rebuke thus administered to many a neglectful parent, and of the good that may be wrought by stirring him up not to let a stranger evince a greater interest in the welfare of his offspring, than he does himself.

Thus have we suggested a train of thought for those who are engaged in this important work. We do not pretend to have exhausted, or even fully sketched it out.

From considerable experience in Sunday school teaching, and intercourse with children of widely different habits and characters, and also ranks in society, we are fully persuaded of this, that the method of teaching does as much harm or good, as the matter taught, that the

young are shrewd even beyond our calculations, in ascertaining the character of their teachers, and that one great element of success in the labours of those who bear the burden and heat of the day in this most important but too little appreciated work,-is this—the recognition by them all, of the importance of that which this article would recommend-

'THE PARENTAL CHARACTER OF THE SUNDAY SCHOOL TEACHER.' P.

"ALL HEAD, AND ALL HEART."

MAN has been well called a compound animal, his bodily frame made up, of blood, bone, flesh, and sinew; his spiritual existence, of intellect, will, judgment, and affections. Now, I never yet heard of any but a lunatic, thinking that he could improve upon the structure of his body. I never knew a sane man wishing to exchange his eyesight, or his power of speech, for an extra acuteness of touch or hearing; nor depriving himself of the power of walking, by tying his legs together, that he might crawl about on hands and knees. But I strongly suspect some of my acquaintance are not equally well satisfied with their mental faculties and properties. On no other principle can I account for a manifest desire to alter the relative proportions of intellect and affection, which has often struck me in my intercourse with my fellow men. One would think that

Sunday school teachers who accustom themselves to weigh things in the balances of the sanctuary, would be free from such a crotchet; but, alas! even they sometimes hold the scales away; or, throw into one side a huge lump of prejudice or partiality, to disturb the equilibrium.

Two errors of this kind I have particularly noticed; one, an effort to quench everything like warmth; the other, an entire disregard of all sound judgment; the one teacher is all head, the other, all heart.

Now, as one peculiarity of the first character is, that he admits no one into his confidence, I cannot pretend to understand why he oppresses his affections to exalt his intellect; but I can fancy that if I overheard him soliloquizing, I should catch some such phrases as, "Well, Sunday school teaching is an excellent thing, but I don't see the good of making such a fuss about it; there's my neighbour, why he seems to be quite wrapt up in attending to half a dozen dull, careless boys; he only spoils them, I am sure, by looking after them in the week, and talking to them as if they looked on him as their best friend; and then to think of his speaking to them in the street! I would have a better idea of my own dignity than that!"

Our friend does not like to be reminded of St. Paul's injunction, to be "instant in season, and out of season;" he is confounded at the bare mention of being "all things to all men." See him at school, that is, if it be a fine day, and no friend has asked him to take a walk into the country, nor any other of the numberless temptations to which he is liable, has left his seat empty; he is punctual, and methodical; there is exactly the same measured step, the same half bow to the superintendent, the same cold shake of the hand or fingers, with some of the teachers; his hat is hung on the same peg, his umbrella stands in the same corner as usual; and his equanimity is sorely tried if there be any change in the arrangement of his class. (Kind reader, do not think I look on all these as faults.) Teaching begins, and our friend has stored himself with a most logical and correct exposition of his scripture lesson, every word of which he takes care to bring in exactly in its right place. Any question from a scholar which does not just chime in with the course of his instruction is sternly repelled. His descriptions are accurate, his language good, (only a little too learned) and he can give an excellent account of any bird, beast or fish, plant or flower, hill or valley, town or city, mentioned in the lesson; but, alas! for any practical improvement; he thinks it quite useless to attempt to make children religious: "store their heads well, and the heart will follow," is his maxim-and his scholars go away, enriched with some knowledge of botany, or natural history, but as barren of religious truth, as the sand on the sea shore.

School is over, and our friend walks up to the superintendent in a very orderly manner- "Mr. C., I must ask your interference with Mr. B., who teaches the next class, for really he talks so loud, and so fast, and uses so much action, that my boys turn round to look at him, and actually when I asked them this afternoon about my last Sunday's lesson, they began to tell me a story he told his class the same day!" I leave my readers to imagine the reply. I have come across such teachers when needing help and sympathy, and it is like the chilling damp of the catacombs to a living man.

But here comes our other friend, Mr. B., and the very sight of him does one good, whilst his hearty shake of the hands set one's pulse in quicker motion-(by-the-bye, Mr. A. never does shake hands with him.) He wonders at the apathy with which some teachers regard the work, and throws his whole soul into it, but unfortunately, his judgment is too often left out of the question.

It is Sunday morning, and as he sits at his breakfast, the clock strikes; a slight smile crosses his face, as he says, "I am in good time to day;" but the smile is soon gone, for he remembers that he had promised to call for a young friend, whom he hoped to make a teacher. Now, the school house is half a mile one way, and the