A teacher sitting near me had been trying to impress on one of the boys that his heart was hard and wicked, and his need of a new heart. On separating, the teacher was repeating this, when the boy tore open his tattered jacket, and drumming fiercely on his breast, cried "Mine's not a bad un, sir-mine's not a bad un !"

Before dismissing, an intelligent and vigorous teacher from Yorkshire shortly addressed them. At first they were inattentive and restless; plans were tried in vain to arrest their attention, till he began to tell of a man who was hanged at the Old Bailey. In a moment every eye was fixed; the subject was one evidently no stranger to their thoughts. The teacher said, "His name was John." A lad called out, That's my name, sir." With ready tact he answered, “It's my name too; but attend to me." "He used to frequent a place in Gray's Inn Lane." "I knows it, sir," cried another.

"Fox's Court, Gray's Inn Lane,— They continued in this way, while the address continued, to offer their assistance to the speaker.

a bad place." "That it is, sir; I knows it."

While the last hymn was being sung, one more was carried to the door, amid the derisive shouts of his fellows. Some half-a-dozen near me then began to cross their legs, and imitate the stitching and hammering of a shoemaker at work, others at the same time pulling and dragging each other from their places.

On prayer being begun, they were told as usual to put their hands together. Some of them forthwith clasped their hands, and dropped down on their knees on the floor, while others kept calling to their companions across the room.

Amid such scenes, anything like regular lessons it is of course almost impossible to teach. Books are provided; but few have the ability, and fewer the will, to read them. Nearly all that can be done is to attempt, by reiteration, to fix in the memory of these poor outcasts some of the leading truths that can make wise unto salvation. The teacher's labor is here emphatically a work of faith.

The class of persons at the school described are believed to be among the most abandoned in London,- but this sketch may give an idea of the population for whom the Ragged Sunday schools are designed. In this lowest layer of society, strange characters are sometimes found, and strange answers received. Once, when a school was addressed about the barren fig-tree, a boy exclaimed, "I say, sir, you have been for cutting down that 'ere tree two times already,I'd like to know what you'd be arter with it now?” A minister, visiting the school described, asked a boy, "How long have you been at this school?" With impudent wit he replied, Just five minutes, sir." Another boy was asked, “Where do you live?" I live where I sir." can, Why, where do you generally sleep?" "Under a cart, sir, when I can get one." live you .6 ?" upon Why, sir, I do as they say in the Sunday school,—

do

66

"O all ye hungry starving souls

That feed upon the wind."

"And what

A ruffian-like youth was once asked, "Have you a father or a mother, boy?" He looked fiercely in the teacher's face, and answered, "Tell me, sir, do I look as if I ever had a father or a mother?"

Our readers, like ourselves, will be ready to ask, where were men to be found to persevere in such a work as this? On conversing, at the end, with the teachers present, we found that at first many had come, attracted by the novelty

of the enterprise, and perhaps the romance of the work. But when they met with such trials, their zeal, having no deepness of earth, had withered away; the floor had been winnowed, and nothing but wheat was left. We had a warrant, in their mere perseverance, for the sterling worth of those who remained. They were quiet, serious, earnest men,-seemingly men of faith and prayer.

We have often thought, as regards our work as Sunday school teachers, that we scarce know what the trial of faith and patience means. Had we nothing whatever but faith to work by, how few among us would not soon grow weary in well-doing! If I were landed alone on a savage island, among a people of a strange language,—with no weapons but the English Bible in my hand, and free access to a throne of grace,-no worldly comfort, no friend to counsel or cheer me, but left to grope and toil my way alone in seeking the salvation of souls,-I ask myself, how long would my faith sustain me? Would I labor on for ten, or fifteen, or twenty years, without even the hopeful conversion of a single soul? And yet such things have been. When we read of such things, and the faith of fellow-laborers in such schools as we have just been describing, what cause have we to be rebuked for our murmurs and unbelief! "Faithful is he that hath promised, who also will do it." Let us take hold anew of the promises that turned a South Sea Island into a garden of the Lord, and can in a day of power turn the most hard-hearted class in our schools into a meeting of believing children.

PECULIAR DEVELOPMENTS OF PIETY

IN CHILDHOOD.

THE fifth lecture to Sunday school teachers, was delivered at Falcon-square Chapel, on Thursday evening, February 12th, by the Rev. SAMUEL MARTIN, of Westminster. The lecture was exceedingly well-attended, and a growing interest was manifested in this praise-worthy attempt of the Sunday School Union Committee, to promote the improvement of Sunday school teachers. The Rev. J. Curwen, of Plaistow, commenced the service by reading and prayer.

The lecturer said, that the subject assigned to him was this-" On the Peculiar Developments of Piety, which arise from the Infancy of Mind and Heart in the subject of it." This needs definition. A lawyer would say, that infancy was that period up to twenty-one years of age. A medical practitioner would define it as from the birth, till the time the child began to talk. With the former, infancy was too long a period; with the latter, too short. Hoffman said, from the time the child began to talk, till puberty. The lecturer took the standard at from the age of three to fourteen, as the infancy meant in the subject before him, or as he should term it, childhood. He took this to be the sentiment intended— the developments of piety peculiar to childhood.

It is perfectly justifiable to take for granted that piety may exist in childhood. There is nothing in the gospel dispensation to limit piety to any age. The atonement was for the whole race, without regard to clime, circumstances, or age. The Holy Spirit is boundless in condescension, wisdom, and patience, so that even the smoking flax may bear it to breathe upon it without being extinguished; or the bruised reed, hardly sustaining its own weight, would yet

remain unbroken under its influences. The gospel possesses an intrinsic power, sharp as the piercing sword, or as the fine point of a needle-as strong meat, or milk for babes. The ordinances are not a yoke of one dimension and weight, but a yoke easy to every neck. The privileges of the gospel have no respect to age, nor can the Good Shepherd himself, for he shall gather the lambs in his arms, and carry them in his bosom. There is nothing in childhood to prevent piety. The child has as many spiritual faculties as man. The child is not peculiarly insusceptible of Divine influences. When favored with religious advantages, childhood is the best time. It is as the tender bark, easily worked upon as the young plant, easily bent-as the soft clay, easily formed into a vessel. Are we justified in comparing stages of humanity, when we know that piety is the work of the Holy Spirit? We are. Christ did compare-" It is easier for a camel to go through the eye of a needle," &c. God's holy Word leads us to expect piety in childhood-not directly, but indirectly:-By enforcing religious education-promising results; giving examples-such as of David, Samuel, Jeremiah, Josiah, and Timothy; and presenting encouragements.

Experience testifies that piety is often found in childhood. In some cases of early piety the evidence of its existence lies long concealed, not having had opportunity for showing itself. Wherever you find appropriate means used, there is early piety. [The lecturer then quoted from Doddridge and Edwards in illustration of this idea.] What developments are peculiar to childhood? Piety is life in the spirit. Examine the soul in its physical character; such as susceptibility to certain emotions, moral constitution, conscience, remorse, and (presiding over all) the power of the will. Piety is not an animated state of one, but the whole-in thought, feeling, imagination, and judgment-animated Godward, Christward, heavenward. What do we find in the mind, technicallythe intellect, as distinguished from the heart?

1. Inquiry after religious truth, (not speaking of possession,) such a state of mind as will produce love for the Holy Scriptures; which the lecturer illustrated by several interesting anecdotes. The parents of a little boy once sat down to breakfast without the Bible being read. The little fellow put out his hand to his father, saying, "No, no." The father did not understand him. The mother said, "Do you mean the Bible?" "Es, es," was his reply. The Bible was brought and read; he was now happy.

2. A relish for religious conversation. Perplexities would arise about Scripture passages; these were hopeful signs in childhood. A little boy had read about taking the stony heart away and giving a heart of flesh. He went and asked his parents how God would do it? "Would he take a piece out of my back?" There is the application of truth to circumstances. A little boy had been reading of the disciples gathering up the fragments. The servant was sweeping away a crust with the dust one day, and he said, "Pick up that crust; Jesus said, 'Let nothing be lost."'"

What do we find in the heart, technically? Reverence and affection for God, without dread of him. A sense of personal transgression and sorrow for it. Allied to which there is a general tenderness of conscience; illustrated by the Swedish shepherd-boy, who, when hungry, was tempted to steal a crust he saw lying on a table, but his conscience prevented him. Reliance of hope in Jesus Christ and his atonement; a child may not understand it, but will rely on the

fact. The varied desires of the heart are engrossed by serious objects; desire for knowledge, leads to studying the Scriptures; for life, to think of immortality; for pleasure, to do good; for society, to look towards heaven. Concern for the souls of others: a little boy once talked to his bedfellow at midnight about the concerns of his soul.

What appears in character, conduct, and habit? Secret prayer; habit of prayer for others; truthfulness and self-conflict. What is the impression upon us?-the impression of a child fighting with itself; a child praying to overcome bad temper. Wherever self-conflict is apparent, there is hope, but otherwise, there is reason to fear. Our depravity consists in the absence of Divine influence and the returning to sin. Our conversion, in the existence of Divine influence, and turning from sin to God. Piety in manhood is only piety in childhood in a more extended sphere; as the blossom is the bud extended, the man is the infant developed. In every sense as in the human face —as regards individuals — piety has similar features, but never dull monotony. Infant piety developed, is piety seen through infancy. Piety is individual to infancy and to infants. The following are its peculiar developments rapidity of growth, like willows by the watercourses; general fruitfulness of character; have much of the joy of faith; peculiarly confiding and submissive to God, and clothed with simplicity; have their workings of mind less complex, and their character is composed of fewer elements.

Fellow-laborers! suffer a word of affection and earnest exhortation. I know (said the lecturer) you desire early piety in your pupils. Then carefully avoid whatever might feed their pride; and be judicious in the use of rewards. Avoid the use of the term-good, (say obedient.) or you will make the scholar a pharisee. Do not let them use words which do not express the state of their hearts. Aim directly and prominently at the piety of your pupils. You will say, "I cannot convert them." True; but God may use you as his instruments. You will say, "So few conversions." True; but why? You have been teaching them to read, to attend school, and to be moral; but you have been looking to the future for piety, instead of piety in childhood. You reap what you have sown. Perhaps you meet with little encouragement from ministers who are going on with a systematic theology, and do not know how to encourage you. And so again from deacons; they are so strict in their requirements of young persons, and the church is so scrupulous, that it would sooner admit an old Judas than a young disciple into the church. The superintendent thinks more of order than of souls. Even your own Raikes thought more of reading than of the scholars conversion. "What a man soweth, that shall he also reap." Aim higher than reading; aim at conversion. Be careful to exhibit the gospel fully and distinctly; exhibit Christ. Pray for early piety, and expect it, for your classes, child by child, and by name. "Lord convert the children of my class. if it please thee, by my teaching; if it please thee, now." Watch for the commencement of piety. In looking for its development, consider the bodily and mental temperament, the external circumstances, the number and nature of the privileges of the children. I have long wished this subject to be brought before teachers; but I can only look upon this lecture as the little cloud, no bigger than a man's hand; though a voice may declare, "There is a sound of abundance of rain." Pray for piety in childhood in your Sunday schools.

THE ENCOURAGEMENTS OF JUNIOR TEACHERS.

Ir is a pleasing thought that so many young persons of both sexes, are to be found professedly on the Lord's side, giving up the false pleasures of the world, and devoting their time and talents for the good of those dear little ones who are gathered together in Sunday schools. But you need encouragement; your work is arduous. Perhaps you have to make some sacrifices: when you enter your class and as you plod along, you may have to mourn over the restlessness and inattention of your little charge. You are sometimes inclined to shrink from the burden. Take courage; while you have much to try your patience, you have much to encourage you to proceed. Let not trifles overcome you; you will assuredly surmount all difficulties if you persevere in faith.

1. One thing that should encourage you is, that however bad your class may be, they are prevented from evil. What would be their condition, if you were after the next Sabbath, to shut the doors of your school against them? Whither would they go? Have all their parents the disposition or the ability to teach them the fear of the Lord? I know they have not. Would every parent feel disposed to keep them at home, or to take them to the house of God? Alas! we know that many of them never attend themselves,-they care for none of these things. Then deny the children the privilege of attending your school, and you turn them out into the streets, into the highways, and fields, to break the Sabbath, to walk in the path to ruin, to mingle with the wicked and the vile, to grow up in sin, regardless of God, or of eternity. Be encouraged then, for so long as you can assemble them in the house of prayer, you are preventing them from many evils, by which their future characters might be formed, and their eternal ruin secured.

2.

Another encouragement is, they are not only prevented from evil, but, they are getting positive good. It is next to impossible that any child should, Sabbath after Sabbath, be placed in the class of a christian teacher, and not get good. To say the least, they are morally benefited, and how many have been hopefully converted, and have turned out to be bright and shining lights in the world? Be faithful to God, and God will be faithful to you. Childhood especially is the season of impressions. Every day the child is getting something fixed upon his mind, that will characterize the future man. His infant mind is continually being moulded. Let it be your aim to make as many, and as deep mpressions upon the mind of each child as can be made well during the short time they are with you.

3. Another encouragement should be the thought, I am in the path of duty. Why are you in your class? Why do you attend the Sunday School? Who gave you a desire to become a teacher of the young? Do you not feel it is because you believe the Sunday school is an institution God in his providence has established, and it is the duty of all who have the opportunity to labor there. If you feel thus, you will be encouraged by the very fact that you are where God wishes you to be; you may have very low thoughts of your ability to teach, you may think God will not own your poor efforts, but be not faithless. He has promised, and he is not a man that he should lie, nor the son of man that he should repent. Be found in the path of duty; look to God for success, and your encouragement is great. But your encouragements are very few if you do not

1. Give yourself to the Redeemer. This should be your first and greatest