82

BIOGRAPHIES OF CHILDREN.

would be gone. This is true of much that is given in the shape of biography of children. The little reader is led to feel that all good children must die while children, and that none but very beautiful children ever become good. The following is the testimony of a child nine years of age. "She was very little acquainted with religious story books; in fact, her mind had imbibed a love for the Holy Scriptures, which rendered such auxiliaries quite unnecessary; at six years old she read the Scriptures with references, and devoted to that all her leisure moments. She kept a bible always under her pillow, that she might read it in the morning before she dressed; and when her parents happened to spend an evening from home, she always requested to have a candle in the parlour for the purpose of reading in preference to playing in the nursery with her brother and sister. A Christian friend brought her one day, Janeway's Token for Children,' a beautiful collection of narratives, detailing the happy deaths and extraordinary experience of very young children. She had not read long, when she laid down the book with a look of some perplexity, and sat still, evidently deeply engaged in thinking: her mother at length inquired how she liked the new book. She answered, I like it, and yet I don't like it. When asked to explain, she said it was very interesting indeed, and very useful for parents to read, because it would encourage them to begin religious instruction early; but I don't think it fit for children.' Why so?' her mother inquired; she said, she thought it calculated to teach children to talk like parrots, and say fine things which they did not feel. I know I will not read it any longer, for fear I would soon not know whether I was thinking my own thoughts, or only trying to persuade myself that I was one of the wonderful little children.

While, then, I would neither condemn nor exclude biographies of children from the library, I would beg those who write them, to de it with care; and those who put them into the hands of the child, to be careful to make the impression that the imitation of the feelings and character described, is not at all desirable.

3. The best method of using the Library, in order to make u useful.

So far as the duties of the librarian are concerned, and they are so important that he should be excused from all other duties, they should be executed with great dispatch, promptness, accuracy, and silence. Were I librarian, I should unhesitatingly adopt the plan invented in Albany, and now used there, and in the city of Boston. For simplicity, dispatch, silence, and economy of the tiine of teachers, I have seen nothing equal to this.*

See Sunday School Journal, November 4, 1835.

PLEASURE DERIVED FROM AN INCREASE OF KNOWLEDGE.

83

In using books, children commit two errors. They do not fully and thoroughly understand the book which they return, and they are anxious to take out large books, those which are above their comprehension. To remedy these is the duty of the teacher. And so far as his time and circumstances would permit, it would be most desirable for him to be acquainted with the books, and have a short examination of each scholar as he returns his book. Does he understand the general scope of the book? Does he understand all the words used in it? Does he understand its moral bearings, and in any measure feel them? Perhaps the book was designed to show the effects of falsehood. Does he see and feel the truths? By this examination, you can aid him by fixing, deepening impressions upon his heart and conscience. You can give variety to your instructions, you can throw light and thought into the mind through new channels. By all means advise with and for your class, as to the books they had better read, not permitting them to take those which are above their comprehension, and not permitting them to take them faster than they read and understand. Encourage the children to read the books to their parents; and if they can give you a good account of the influence of the book in the family, do not be backward in manifesting your approbation. The tacher will need to use the books himself, not merely for his own benefit, but as an example to his class. Give them an account of what you read, as a specimen of what you want them to do.

There is a principle in human nature, to which I wish here to make a brief allusion. The reader can probably remember how, when a child, he listened to his mother or father as he took him up on his knee and told him the simple stories of the bible, such as the murder of Abel, the flood, the story of Joseph, of Samuel, of David, and of Christ. How interesting! And my reader will r member too, that when he became able to read those stories for himself, how much more he was interested than if he had never heard any thing about them before! The reason is, we love to have our knowledge of any particular thing increased; we derive more pleasure in getting a new thought or new light upon what we have already obtained some knowledge, than we do in getting the same thought or light upon a subject of which we know nothing. I need not stop to analyse the feeling. Perhaps it may be traced back to pride, as there is undoubtedly a pain in first contemplating a subject of which we are entirely ignorant. I throw out this hint that the teacher may seize upon upon it, and make it of some use; nay, it may be made of great use. If in your power, give the child some account of the book before he reads it, of the subject of which it treats. Is not this nature? Does not the mother tell her child the name, the residence, and something of the character

84

PRIVATE INTERVIEW WITH SCHOLARS.

and habits, of the visitor whom she expects, and in whom she wishes to interest her child? Do you not enjoy a book more, about which you have heard remarks, and of which you have obtained some little knowledge previously to reading? Bear it in mind then, that our interest in any thing is increased, when we are conscious that we already know something about that subject. In talking with children, allow to them all the knowledge which they do possess, and let them feel that all that they obtain is only an addition to their stock. I must turn from the Library to one er two other points.

The teacher will find it very beneficial now and then to invite his class to his house. These interviews may be rather more social than on the sabbath, but still, I would have them maintain the character of religious meetings. They should in no sense be considered in the light of a reward. Their object should be the increase of the teacher's means of doing good, of gaining their confidence and good will. The question has sometimes been asked me by teachers, why they may not take their class home, and instruct them by themselves; that it would free them from interruptions, and they could advance faster and more pleasantly. My reply is three-fold; first, that though it might be for the good of your particular class, yet it would not be for the good of the whole school. All teachers are not qualified to take this independent course, they need the influence and stimulus of others, that they may move along with the rest. Secondly, that the teacher is never to ask what would be most pleasant, but what is most useful. All experiments in education have been tried, from that of having a tutor or half a dozen tutors shut up with a single child, to that of having a thousand pupils brought together at the university. The result is, that the mind is best educated in contact with other minds; it is stimulated, quickened, cheered, and strengthened. I cannot doubt but a hundred scholars brought together and properly taught, will do better than the same number divided into ten classes, and taught separately. Thirdly, that the checks and interruptions in the school-room are a part of the mental and moral discipline of the school, such as they must meet with at every step through life, and such as they should be trained to expect from childhood. The teacher, then, who wishes to withdraw his class, and feels that it would be more pleasant to be separated from the school, will recollect that in doing it, he must, to a very great extent, set aside the interests of the school.

The last hint which I wish to give in this chapter is, that the teacher should try to make it a part of his means of usefulness to increase the usefulness and influence of his Pastor.

It is easy for the teachers to ruin the influence of the Pastor

INCREASE THE PASTOR'S INFORMATION.

85

upon the sabbath school; and I am sorry to say that I know of a few instances in which they have effectually done this. The Pastor is shut out, as if the school were altogether in other hands, and as if there were danger of his usurping power, were it possible. By a refined, but sure process, he is cut off from all sympathy with the school. When he goes in, he is treated like a stranger, and the consequence is, he does not often go there. Just the reverse of this should be the course pursued. This school is his flock, and the teachers are his helpers in instructing and feeding that flock. You should, therefore, be very careful not to destroy or weaken the sympathy between your Pastor and the school. It need not be done, and it never will be done, unless by design. You must re

member that he is preaching for your mind, and the mind of the most intelligent and gifted in the congregation. Instead, there fore, of finding fault, and complaining that he does not adapt every sermon to the capacity of children, you must take the thoughts of that discourse, and in simple language give them to your class. Instead of standing off, and feeling that you occupy one field and your minister another, encourage him to visit the school as often as he possibly can, to examine your classes, and to talk to and with the children. Make him acquainted with the particular traits of character which you discover in different individuals, that he may know how to drop a word now and then, which will be "as a nail in a sure place." Strive to make the children love and respect the office of the ministers, not for the sake of the poor" dust and ashes that now fills it," but for the sake of having the admonitions, the instructions, and the prayers. of the minister fall with more weight. In another place I shall speak of his duties; but I cannot forbear to urge upon the teachers the necessity of making your minister happy in your circle, happy in your school, happy in your confidence and love. It will all be returned to you; for while there is no man who more needs your respect, and love, than your minister, there is no heart which will more quickly appreciate these, nor more quickly and warmly reciprocate them. He relies upon his teachers more than on any others, perhaps all others, for aid, sympathy, and love; let hin never be chilled, by finding he is leaning upon a reed which wil pierce his very heart with sorrows.

83

ON ACQUIRING INFORMATION.

CHAPTER VL

Acquiring Information in order to Teach.

THE teacher who enters upon the duties of his station for the first time, is often, if not usually, at a loss what and how to do. He knows in general that a particular lesson is to be taught, but he has no way of coming at it. He feels his wants, but can neither describe nor supply them. How much would he value a friend who had been over all the ground, and felt his way out through the dark, who could now give him just the information needed! Sometimes it is a great relief even to have a friend to aid him in the examination of a single lesson. Let me endeavour to give you some hints which will, I trust. aid you to stand on that firm ground on which you can help yourself.

1. Make the bible your constant study.

The bible is the great storehouse of light and knowledge on spiritual subjects. Other books are the ladders and the scaffolding; this is the temple of truth. The rules which many give for the study of the bible seem to me too frequently to overlook one grand characteristic of the word of God; viz., that as it required supernatural aid to write it, so it does also to understand it. The spirit which dictated it is necessary to understand it; and the bible cannot be understood, and its true spirit apprehended, except by the mind which is led and sanctified by the spirit of God. You must have the aid of this spirit, or you open the word of God in vain. The letter killeth; the spirit only maketh alive. In all your attempts, then, to understand the bible, be sure to invoke the aid of heaven. Ask, that in God's light, you may see light. Some look upon the bible as a garden of spices, in which you may walk, and at your leisure pluck the flowers, and gather the fruits of the Eden of God. But this does not accord with my experience. I have found it more like a nine, in which you must dig and labour, the wealth of which is not to be obtained without labour: a mine rich in gold and precious things, but it must be wrought day and night in order to produce them. You must have times and rules marked out, in which and by which you will dig this mine, remembering, that all you bring out will be your own, and will be invaluable to you as a teacher.

In studying the bible with a view to teach, you have a great advantage over other teachers of religion. A minister of the gospel has to meet hearers who are, not unlikely, full of their own opinions,