there, and had naughty hearts, you C. We must have our hearts made clean. T. Let us repeat a text about it,"The blood of Jesus Christ cleanseth from all sin." (Children repeat this.) T. If you pray to God to forgive you your sins, and then believe in Christ, God will do so, on account of Jesus Christ's death upon the cross. then you will be fit to be with holy people. What else must be done? And C. We must be made to love holy things. T. Can you make yourself do this? T. Who can do it? T. Yes, God can. If you ask Him he will send his Holy Spirlt into your hearts, and the Holy Spirit will take away your love of sin, and give you instead, love of holiness. He will lead you to love the Bible, and the Sabbath day, and to feel a pleasure in doing all you can to please God. And then, T. Yes, you would be happy then, for you would not wish to sin any more, you would love to join the holy Angels in praising and serving God, and the Angels would see that sin was gone away from your heart, and that you were holy like them.-Now there is one question I want each one of you to put to your own selves. Do not say it aloud, but only to yourselves. This is the question, "Has my heart ever been changed?" This is a very serious thing to find out. You may soon die, and if your hearts are not changed, you would not be happy in Heaven if you could enter there. But do not forget that you cannot enter Heaven, unless your hearts are changed.-What did Christ say to Nicodemus ? C. "Except a man be born again, he cannot see the Kingdom of God." T. Let us all say this text. (Children repeat it.) T. Think then of what has been said about the beggar-boy, think that as he would be unhappy in a kind home, so would you with wicked hearts and a love of sin, be unhappy in the beautiful world on high, where no sorrow ever comes. And now dear children, pray earnestly that God would give you new hearts and right spirits. [It will be noticed in the above Lesson that an object with which the children are supposed to be familiar, is first set before them. Much of the value of the exercise depends upon the clearness and vividness with which this object is seen. Seen we say, for in a day-school some visible object would have been displayed, some natural substance, or some pictorial representation. On Sunday, however, (and especially in a Church, where the above Lesson was really given) we must confine ourselves to mental objects, and the preparation of these is difficult. Care must be taken the children see before their mental eyes only just what we want them to see. In the present instance the object is a London beggar-boy; a character with which the children proved, as expected, very familiar. Their own memories recalled the image of such a boy, nearly as well as if we had introduced a living specimen. After we had assured ourselves that the children were familiar with the object, the next step was to get the qualities, or characteristics of the object developed. This was done, not by telling, but by questioning. It is here to be remembered that the points now_drawn out, are those which are afterwards to receive a religious application. The design of the Lesson must now guide the questioner. He must keep steadily in view the thing he wishes to make the scholars realise, namely, that they would be unhappy in Heaven without a change of heart. The next thing it will have been noticed, is to apply the truths developed, and to show that what has been proved true of the beggar-boy, is as true of every unconverted child. If the Lesson has been well drawn, the interest of the children will now be great, for all children love an easy tracing of analogy.j W. M. UU. The Lecture. THE TEMPTATIONS PECULIAR TO THE OFFICE OF A SUNDAY SCHOOL TEACHER. By the Rev. C. F. Childe, M.A., Principal of the Church Missionary College, and Evening Lecturer of ST. MARY'S, Islington. THE subject assigned to me as the lecturer for this evening, though not in itself the most inviting of the series, is certainly not the least important. On the contrary, an enlightened apprehension and habitual realization of the temptations peculiar to your office, is a very essential element of success in its discharge. Thus the atmosphere and the employments of the dissectingroom, are in the first instance at least, distasteful to the student of medicine; and yet it is there that he obtains such an insight into the "fearfully and won. derfully made" frame of the human body, as fits him at once to use the probe and apply the balm. Now let us bear in mind, my dear friends and fellow-labourers, that the Church is a hospital for souls. The school may be compared to the children's ward. Christ himself is the wise and good Physician; but it is his gracious will that all who have been healed through the application of his blood, should assist in proclaiming its efficacy, and in exhibiting and commending it to every variety of case. Whilst, however, this is the duty of all, it is the especial office of pastors and teachers. We therefore need an intimate acquaintance with the still more "fearfully and wonderfully" made frame of the human heart, and especially with our own spiritual anatomy; for the possibility, however awful, is quite conceivable, that we may, through our inexperience, neglect, or inconsistency, communicate infection instead of health, and cause "the last state "of our patients to be ' worse than the first." A superficial view of the subject, might not unnaturally create a presumption, that the very nature of your work, so truly benevolent and useful, so self-denying, unobtrusive and Christ like,-would of itself be a preservative against the assaults and devices of the tempter. But a little more attentive consideration, and above all, a very moderate amount of actual experience, will lead to a widely different conclusion. The conclusion, moreover, will result immediately from the premises we have instanced. It is just because you are engaged in an object so directly opposed to his own, that the great enemy of God and man, will aim his most "fiery darts" against your souls. The minister of Christ has abundant and painful experience of this; and there are times, when it seems to be the watchword of hell, “fight neither against small nor great, but only against" the faithful standard-bearers of the cross. Nor ought we to "think this a strange thing, as though some strange thing had happened unto us," seeing that it was even thus with the Son of Man himself. He cr came into the world that he might destroy the works of the devil," but he was so far from being therefore exempt from temptation, that the very inauguration into his office as the great Teacher whom the Church should hear, was the signal for the first recorded attack of the adversary. And thus it has ever been. Never did the apostles, the ministers, or the servants of the Lord Jesus strive to follow his example, by endeavouring "to seek and to save that which was lost," without provoking Satan to hinder them, not merely by stirring up many adversaries from without, but even more successfully, by ministering to the infirmities and corruptions that are within. Except therefore we are sober and vigilant, our adversary the devil, may succeed in converting our holy things into an abomination, and every work of mercy to others, may become the occasion of sin to ourselves. So completely is this the case, that those among my hearers who have made the longest and the largest proof of this ministry, will be the least surprised to hear, that a lecturer on the subect of The Sunday school teacher's temptations, finds his chief difficulty to consist in classification and selection. Such is our weakness, such the malice and craft of the enemy, that there is literally not a single branch or detail of the office, which does not open some avenue to his suggestions. That I may not transgress all due bounds, I will request your attention to a few remarks and illustrations under the following general heads, which will be found to comprehend the leading temptations connected with your office. I. Views as to its nature and object. cations. III. Motives. IV. Preparation for the work. I. Mistaken or inadequate views as to the nature and object of the office, lie at the root of much that is wrong or deficient in its execution. If, for example, we content ourselves with a mere negative idea respecting the end to be aimed at, and regard Sunday schools only as an organization for keeping children out of mischief, our efforts are but too likely to partake of the same negative character and spirit. Nay more than this-if we imagine that our main business is simply to instruct the mind and to drill our respective classes into a mechanical acquaintance with catechisms and collects, texts and hymns, so that whenever the all-important day of examination shall arrive, question and answer, doctrine and scripture proof, may follow each other quick, sharp, and precise, as musket reports in platoon-firing at a review ;—if this be the limit of our conceptions, we may bestow much labour, may secure our desired object, and render our school the admiration of the whole Church, and yet be very far from effecting any real permanent good. On the contrary, seeing that all unsanctified knowledge, especially of a religious character, does but aggravate guilt and condemnation, it is but too possible that the teacher, who rests satisfied with storing the head instead of aiming at the heart and conscience, may prove the very opposite of a benefactor. Yet how constantly are we in danger of forgetting this; how difficult is it habitually to realize, that the one great end upon which every lesson, nay every look and every tone should be brought to bear, is the winning souls to Christ! The work is essentially missionary in its character; it forms one part, and a most important one, of a varied instrumentality now in operation, for the salvation of a world of sinners. Each teacher has this for his high vocation; this is "the mark set before him," and he fails therefore, in the most essential of all points, when he neglects or ceases to aim at it. Do let me prevail with you to cultivate the habit of setting this object definitely and constantly before you, the conversion of each dear child in the class to God; seek it in your prayers, in your preparations, in your instructions, and in your visits. ii. Closely connected with inadequate views of the end to be pursued, will be the temptation to undervalue the responsibility of the office. Yet my friends, it is of the very same kind with that which attaches to the minister of Christ, and differs only in degree. Immortal souls are committed to your charge; each one of them is of priceless value; for each one you will have to give account; and be assured, if you have failed to direct each one to the cross of Christ, you will not be able to "give that account with joy." I have the words yet ringing in my ears, which were uttered by a highly gifted dignitary of our Church, when pleading the cause of missions. "Upon man,” he said, "upon man rests the responsibility of man's salvation." Stated in such bold and absolute terms, the proposition was perfectly startling; yet a little reflection sufficed to shew that they were "the words of truth and soberness;" for God has done his part in reconciling the world unto himself, by the death of his Son, and in promising his Holy Spirit to them that ask him. He now commits to us the ministry of reconciliation, and whilst some are exclusively "separated unto the gospel of God," all, without exception, are bound to aid in making it known. But especially is this the duty of those who have formally undertaken any department of the commission of " "teaching every creature." And obviously, if it be a duty, it is a most responsible one; yet how frequent is the temptation to suppose, that because the work is in one sense voluntary, the obligation is proportionably light, and that if occasionally we neglect or postpone it, we are nevertheless guiltless, inasmuch as we have simply failed in a work of supererogation. In every such case, endeavour to realize the conviction of the Apostle, as in its measure applicable to yourself,-"A dispensation is committed unto me; yea, woe is unto me if I teach not the gospel." iii. Yet on the other hand, if we confine our attention to the mere view of duty, we shall be betrayed into tempta F tions of an opposite description, and shall very greatly impair the cheerfulness of our services. The truth is, that the privilege and dignity of the office, as much surpass our understanding, as they do our desert. That we who were once "dead in trespasses and sins," should be instrumental in begetting souls anew; that we who were once 'as sheep going astray," should be commissioned to feed the lambs of Christ's flock, is indeed a miracle of condescension, which demands at once our astonishment and our gratitude! Seek then to address yourselves to the work, not as to a task imposed upon you, but a grace given" unto you. Regard yourselves as "fellow labourers with God," and let the thought which quickens the "angels, which excel in strength" to "minister to the heirs of salvation," animate you under all the discouragements incident to the office. iv. For it may not be disguised, that there are abounding difficulties, and a forgetfulness of these is another temptation, which may be referred to the same general head of imperfect views respecting the nature of the work. Yet surely, if the object be such as I have stated, to bring each dear child under the real influence of the gospel, a little self-acquaintance will teach us, that it is no light undertaking. There is a heart of stone to be turned to flesh; a will, stubborn as the "wild ass's colt," to be subdued; a neck stiff as an iron sinew, to be relaxed in willing submission to the yoke of Jethe most vacant thoughtlessness, the most utter indifference, the most wayward fickleness, to be corrected; in a word, all "old things to pass away, and all things to become new." Every temptation to forget this, paves the way to certain failure, disappointment, and discouragement. We forget that we are only instruments, whose business it is to plant and to water, to employ the means and to lay the foundation, whilst our class is in reality "God's sus; husbandry and God's building." Our sufficiency must be "all of him;" he alone can give the increase. Not keeping this in remembrance, we shall fail in seeking his blessing upon our efforts, and the outpouring of His Spirit upon our children, and the result will be, a fretful but unjust complaint, that we have "laboured in vain, and spent our strength for nought." On the other hand, did we but realize this view of our work, that it is after all God's work, we should avoid another temptation of an opposite character, the cherishing but faint and timid hope of success. Yet such is the weakness of our faith, that there is probably no point in which even the best teachers are more deficient than this. They do not expect great things, and therefore they do not seek them; they forget that they have an all sufficient God to go to; one who is never better pleased than when the seed of Israel say to him, I will not let thee go except thou grant me this blessing. Remember, that whilst God is a sovereign, and quickens whom he will, he is also faithful that hath promised, saying, "Ask, and ye shall have." Thus much must suffice under the first general division, Our views of the nature and object of the work. The transition will be easy and natural to the next, viz., II. Our estimate of the qualifications necessary for its discharge; for it will be obvious, that if our standard is low, we shall not think that it requires much to attain unto it. Once admit any thing short of conversion to be our object, and it becomes in a manner of little importance, whether the teacher be a converted character or not. But if this be indeed the end, then is it manifest that personal piety is as essential to a really efficient teacher, as courage to a captain, or wisdom to a statesman. can the blind lead the blind, is a question which may well serve to awaken every undecided member of our body. How And if the difficulty of the work be such as we have seen, then clearly there is no amount or variety of gift, no measure of grace which may not be at once consecrated to it, and exhausted by it. There were those of whom even the chief of the apostles had to "travail in birth again, until Christ was formed in them;" and the more you copy his devotedness, the more will you enter into his experience. For here again we have to guard against another temptation. Not only is no talent or attainment superfluous, but no degree of devotedness too great. This we seldom realize. Yet viewing the subject by the light of eternity, of the value of the soul, of the momentous character of its destinies, and of the final account, it must be admitted to be a just view of the case. Hence the Sunday school teacher's is not the work of one day merely, but of every day; and he will feel warranted in repeating to his dear young charge, the tender assurance, "Ye are in our hearts to live and to die with you." I feel that I have indicated, rather than expressed, much that might be very profitably mentioned under this head. Trusting, however, that what has been advanced may suggest matter for self-examination, let me invite your attention to another most important point. III. The motives which actuate those who are engaged in the work. Neither few nor trifling are the temptations which beset us here. As before, it must suffice to enumerate here and there one by way of sample and warning. Many a young teacher has first strolled into school, merely to kill time. Conscience would not allow him openly to desecrate the day; its hours nevertheless hung wearily upon his hands, and no asylum seemed more promising than one which provided something perfectly easy to do, coupled with a pleasing and cheerful variety. Others again, have turned in just for company's |