PREFACE.

THOSE who know the difficulties to be encountered in writing upon the subject treated of in this book, will charge me with great boldness for the attempt; while those who do not know these difficulties, so far from being able to conceive them, will feel that the field is boundless, the materials abundant, and that nothing could be easier than the making a book satisfactory to every body. One word will sum up the difficulties-the ground is too new. On most other subjects we have the experience and the wisdom of the great and the wise, perhaps of ages. They are matured and registered on the printed page. But to this subject no one mind has devoted its undivided attention and its unwearied energy, with a view to aid others by its investigations. What has been given to the public, has been by men who commenced their labours in the dark, and felt their way along as well as they could, picking up such hints as the periodical press of the day afforded.

This department of benevolent enterprise is nearly Lew in the church, and the years of experience which she has had, have been too few to perfect or mature

the system. The reader will find in these pages, not all that he could wish, perhaps not all that he might reasonably expect; but I bave done all that I could to aid the Teacher, and more than I should have dared to promise, had I known, when commencing, into what a region of chaos I was about to plunge. Let the reader remember, that if the waters of a new well are somewhat turbid, and have a taste somewhat different from those to which he has been accustomed, they may, nevertheless, be at least equally healthy.

Should the reader find views which do not correspond with his own notions or prejudices, he need not be disappointed. Probably every reader will find more or less of such views; but should he find no hints by which he shall be personally benefited, and the fault be mine, I shall be deeply grieved and disappointed. I have not wished to introduce new theories or schemes, but to embody such hints as I myself greatly needed, when I had the honour of being a Sabbath school teacher.

May He who hath said "feed my lambs" own and bless this effort, and make it an instrument of promoting the salvation of men.

PHILADELPHIA, CLINTON STREET,
May 1, 1837.

CONTENTS.

CHAPTER 1.-GREAT OBJECT OF THE SYSTEM.

Noble merit of living for the world. Ancient problem in morals.

This

Power o

Result in Egypt.

Result in Greece. Experiment in Rome. God wise in giving law to mind. Con-

sequences to nations of turning away from God. Example of Sodom.

problem never solved by men. Solved by the Gospel. A fearful fact.

Christian nations. Excitement of the age. Fears of great and good men. Hopes

of wicked men. Example of France. Certain results. Hints on the philosophy

of this theory. What wanted to be done. Conversation on Education. Impo-

tency of mere knowledge. Knowledge easily perverted. How to secure the

salvation of this nation. Union of means. Slow progress of the Gospel. Work

before the Church of Christ. Education of the heart. Design of the Sabbath

School System. This system in its infancy. What work is needed. Ground

work. Effects of this system. When and how used. First impression-to aid

in converting the world. Children to be trained for this end. Aim of teacher.

Second impression-how to teach. Very great error. Curious impression. Re-

marks on this error. How teachers lose ground. Striking example. The little

boy's feelings. Conversion of the world to be aimed at. Power of the teacher

What scholars may yet become. Example of a poor boy. Sabbath Morning

Responsibility of the teacher. Solemn reflections. Impressions for the teacher

Act on a great principle. Power of such a principle. Every power required.

Station of the teacher Advanced stand to be taken by teachers.

CHAPTER II.-FIRST PRINCIPLES OF CHRISTIAN EDUCATION.

Page 1

First principle-right habits. Experience of men. Amount of knowledge. Illus-
trated by the orphan. Want of right habits lamented. Necessary to meet
temptations. Example of Daniel. Perseverance. Curious illustration. Second
principle-fixed principles. Taste of the age. Dangers of the times. Should
Catechisms be used, Public opinion. Answer to objections. How to teach
Catechisms. Mrs. Sherwood. Assembly's Catechism. Third Principle-power
of example. Example of a real Christian. Watching over example. Teachers
watched. Influence of little things. Adam Clarke. Story of the young lady.

Moral honesty to be observed. Interesting result of the story. Inference from

the story. Patrick Henry Fourth principle-religion early tanght. A wrong

notion. Education of worldly people. First reason. We educate for eternity.

Second reason. Third reason. Recollections of childhood. Why children early

taught religion. Power of habit upon the wicked. Fourth reason-encouragement

to the teacher. Fifth reason-examples, ancient and modern.-Fifth principle-

aversion to religion natural. First reason—this aversion always felt. Expansion

of the principle. Duty of the teacher. Second reason. Third reason. What to

be done. Fourth reason. Mistakes of wicked men. How to correct this

mistake. Illustration. Dialogue. Dialogue continued. Expansion of the

principle. The stubborn son. Clear illustration. Conclusion.

CHAPTER III.-SUPERINTENDENT.-CHARACTER AND DUTIES.

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Power of one directing mind. Most good men need a leader. Influence of the leader

in an army. Where teachers get power. How Superintendent to be elected.

Importance of the office. Supervision of the church. Proper place of the Sab-

bath School. First duty-govern and direct. Self-government necessary. Must

have plans. Ingenuity and discipline necessary. Interesting case of discipline.

Effects of the experiment. A second example of discipline. Results. Direction

and classification of the scholar. Exercises of the school. Exercises to be short.

Second duty-forming character of teachers. Superintendent's influence. Sug-

gestions to the Superintendent. Private record. Hints concerning visiting.

Influence of innovations. What is the great thing needed. Examination

Third duty-teachers' meeting. First reason. Second reason. Third reason.

Business meetings. Misconception of teachers. How the school to be increased.

Superintendent should not be dogmatical. Division of schools. Use of sympathy.

The principle of sympathy to be used. Used by the Jews. Example of Paul.

Remarkable example of Christ. Example of its abuse. Second example. Ex-

ample in case of Lafayette. Example of Dr. Franklin. The principle to be used

in religion. To be used in Sabbath Schools. How it may be abused. Hints for

safety. Fourth duty-raising up new teachers. How to raise up teachers

Classes especially organized. Habits of Superintendents. Bad examples cited.

Lightness of conduct. To be a model. Fifth duty-retaining older scholars.

First method of doing this. Second method. Third method. Fourth method.

Fifth method- Four traits of character needed by the Superintendent.

CHAPTER IV.-QUALIFICATIONS OF A GOOD TEACHER.

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First requisite-decided piety. Testimony of experience. Results of experience
The grandmother. Great and absorbing design of Sabbath Schools.

innence of the teacher.

Testimony of a young missionary.

continued. Holiness needed.

What the duty of teachers not pious.

Powerful
Discussion

Second