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SUNDAY SCHOOLS.

DUTIES OF THE SUNDAY SCHOOL TEACHER.

BEFORE We engage in any undertaking, it is necessary to understand the duties that will devolve upon us, in order to perform them with fidelity and correctness. The teachers in Sunday schools are frequently disheartened by failures which cannot be attributed to a want of zeal on their part, or of a desire to improve on that of their pupils. It is our intention to point out some of those duties, the failure of performing which occasionally, or an imperfect knowledge respecting them, may have contributed in a degree to this discouragement.

In the first place he who proposes to become a Sunday school teacher, should commence with clearly understanding what he is about to take upon himself. It is to impart religious instruction to the young. An important and interesting task. He should enter, therefore, on its performance with religious feeling, with a due sense of its importance, and of the ultimate end of his labors. He must begin by interesting his pupils and gaining their affection. He is to present religion and religious subjects in their true and proper light as far as he is able, and teach them to make it the governing principle of their lives. He is to consider himself not only their instructer on the Sabbath, but their friend and counsellor on all occasions and at all times; not merely to discover an interest in their happiness and improvement, during one day of the week, but to inspire them with the feeling of his constant, watchful care.

It is important that the Sunday school teacher on commencing should prepare himself, and be thoroughly informed on the subjects of instruction, and the best manner of imparting such knowledge. However familiar his lessons may be, however easy the first simple truths of our religion may appear, he will soon find in beginning the task of teaching, that in order to render them permanent and produce the desired effects, they must be familiarly explained, and inculcated with a most minute definition, and with patient repetitions. An explanation that is not often so necessary, and a minuteness and care that can be understood only by such as realize the truth, that we all need "line upon line, and precept upon precept." These are essential in the most simple part of religious instruction; how much more in that which is very important,-when the character is forming, when the youthful mind is seeking for knowledge, and can be guided with ease by those to whom it is attached,—that period when, though it most eagerly seeks present good, and is interested in the things with which it is intimately connected, may yet be made to admire and adore above all things the unseen and eternal. How important it is that the teacher should understand what he is to explain to his pupils of that Word of life, the explanation of which may never be forgotten and may affect the character both here and hereafter. How important that the pupil, while called each day perhaps to witness some deviation from rectitude, or the influence of some temptation, should be able still "to approve the things which are excellent." And this can be done only by the teacher's embracing every opportunity for advancing his own mental improvement, which will enable him to render his

instruction interesting and useful, and by ascertaining the peculiar character of each individual under his care, and adapting his language and manner to their comprehension.

The teacher should ascertain, if possible, the situation and character of his pupils, and aid the parents in their religious instruction. Visiting the parents we regard as an important part of the Sunday school teacher's duty. It is by this means that he is able to ascertain the situation of his pupils, which enables him to give the proper and necessary advice and instruction; that instruction which is not confined to the brief concerns of a single day, but will be felt by them through all the occurrences, enjoyments, and duties of life. It is in the faithful performance of this duty, that the children, ever heedful of what is done by their instructers, perceive the interest taken in their welfare; which at once gains their affection and confidence; leads them to lay open their hearts to him; and produces those grateful returns which are the source of his purest happiness. It is in the discharge of this duty that the sometimes harsh and discordant sounds of advice to the child by the fireside of its parent, are modulated and clothed with the gentleness of persuasion, which is listened to and welcomed to the heart, when the mild voice of the teacher repeats it again, and causes the resolution to observe it hereafter. It is in this act of duty also that the teacher is made to appreciate how many blessings he daily enjoys, and how much he is able to impart to others: blessings that inspire him with the desire to improve his talents and do all that he can to assist others. And in these friendly calls he has the best opportunities to aid the parents in

guiding their children "in the way they should go,” and he trusts by their united efforts that "when they are old they will not depart from it."

It is desirable that the teacher should form an acquaintance with those with whom he is associated. An opportunity for doing which is afforded him at the teachers' meetings. That these meetings are important is evident from the consideration, that the prosperity of the school depends greatly on them, as it is here that alterations and improvements are made, and consultation held among the teachers. And how is this to be done if part of the teachers only are present, and know what is to be carried into operation. No teacher should ever complain of any alterations made at these meetings if he considers attendance on them of no great importance, and therefore deprives himself of ascertaining why such alterations were made. Let all such teachers remember that the difficulty lies only with themselves, and that by attending them they would also be satisfied.

But this we trust is never the case when it is considered that there are higher objects in view and greater ends to be accomplished. It is at these meetings that aid and assistance is to be given to those who have but just commenced, and are not much acquainted with the manner of proceeding. It is here that friendship is formed among those who are of one mind, and have one common object in view. It is here that encouragements are offered, information given, and the spirits refreshed; which enables them to proceed in this good work. It is here, that by free and social intercourse, the mind is improved and the heart made better.

The teacher will not forget that punctuality is an

important duty. The faithful performance of which indicates at once, interest, pleasure, and regard to duty. Interest in the school, pleasure in meeting his pupils, and regard to the force of example. Sufficient it is to say of this duty, that it is in vain we tell the children to come at the appointed hour, if they find not their teacher there to meet them. In vain we tell them of the pleasure and happiness enjoyed by attending the Sunday school, if they find us slow in coming there. In vain we recall to their minds their little hymn,

"The clock has struck, I must not stay,"

if when it shall have struck we are tardy. No-we must be found there when the clock strikes, and when the school should commence, and then only can we say that we are punctual.

I need but allude to the necessity of a correct example at all times. That silent but effectual method of impressing the young mind and of inducing it to love and admire our instruction, by witnessing its effects upon ourselves.

These are some of the duties of the Sunday school teacher. Say not that they are many and that you cannot give attention to them; that they are arduous and incur too great a responsibility, till you have considered the result of these exertions when faithfully applied. Tell me where can you learn more? where can you do more good? where is the field for greater usefulness? Tell me if you should accomplish but part of what you may in these schools, if you would not be amply rewarded for all the sacrifice and exertion it may cost you? If