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The last recorded frame on each microfiche shall contain the symbol ^^> (meaning "CON- TINUED"), or the symbol y (meaning "END"), whichever applies. Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: L'exemplaire film* fut reproduit grAce A la gAnArosit* de: La bibliothdque des Archives publiques du Canada Las images suivantes ont it6 raproduites avec le plus grand er alone. They arc (Unsigned for a relation of tlie most cordial and hel[)ful symjiathy. Tiie whole School is but a pai*t of the resix)n8ibility of the Pastor in his 2 niiiiistry. " Feed my lambs," was tho commission of Clirist to His restored aj)Ostlo. How often our blessed Master juade special manifestation of liis peculiar love for tho little; ones of tho flock. " A Christ-loving Pastor is a child-loving Pastor." And shall the minister of Christ not look then u|toii all the agency of the Sabbath School, on Stiperintendents and Teachers, as but juirts of liis own ministry, as severally carrying out his own work, and heli)ers of his own peculiar joy ? The Teacher then is th(! Pastor's assistant. In one iniportant part of tlio great field which tlie Pastor cultivates, the Teacher labours with the same end in view, lie is like a pastor in minia- ture. Tho future flock come under his hand at a time when the heart is yet tender, and peculiarly susce})tible to impression. His influence is brought to bear on tlie future hope of the church at a period when the whole character is plastic, and easily moulded into any abiding pattern. The faithful earnest teacher is the Pastor's right arm. He sees in such a fellow-worker a vital link in that chain of influence which draws and binds souls to Christ, and which makes them meet to serve and glorify Him on earth. " In my judgment," says one, who, of all n ;n, is entitled to speak with anthority on this matter, — " there is no department of Christian labour more vitally inlhiential npon the triumphs of the gos]>el. — more renumerative in its immediate results of blessing to the souls engaged, — more effective in maintaining and enlarging the best int(UTsts of tho Christian Church, and tho most efficient oper:..ion of the Christian ministry.'" Dr. Tyng records this as his deliberate judgment, the result of his own largo and varied experience in Sabbath School work. In relation to the Pannit, the Sabbath School Teacher occupies the i)laco of an invaluable auxiliary. The Parent has a fiir greater stake in the issue of tho work than the Teacher has. The relations of the Teacher to the children in this matter are only inferential and secondary ; while those of the Parent are essential and primary. No Parent can rid himself of his responsi- bility to God to bring up his children in His nurture, to care for their souls as "one that must give account." He can by no means transfer this burden to any other. If the Avork in tho Sabbath School has the effecc of weakening the sense of responsibility in the heart of any j)arent, it is an evil, and an abuse of a pre- cious means of grace. Tho Sabbath School is designed to co- operate M'ith Parents, to aid them in training up their children in God's ways, in fitting them for His service on earth, and His fellowship in Heaven. Now, even the most cai*eful pai*ental instruction can receive ^V^g'f 8 vuluable holp in tho Sii'ihaLli Si-liool. The work tliero is not meant to Hupiilrint, but to 8U]){ik'ni(nit ilonicstic toachin;^'. Any attempt to establisli a rivalry, or to prove an antagonism, between the work of tlio Parent and Teacher, can arise only from ii^norimce of this whole matter. A wise parent can understand that, in the social element of the Sabbath Hchool, there is a valuable addition to all that the child can receive at the lircsMe. The Sabbath Scholar is brought into tlie Porch of the Church of Uhrist. He receives there an introduction to social christian life more syste- matic, more impressive to him, and more level to liis capacity, than he can, or at least does receive, either in the ( 'hurch or in the home. And no parent who lovcj his child, would willingly dej)rive him of this great advantage. Where ])areuts are careless or incapa])le, how absolutely essential the Sabbath School becomes. The Church of Christ must do its best to supply their lack. It cannot allow any child to grow up in irreligion and vice whom it has the means of reaching and reclaiming. This is one of the jdainest of all dutic^a, having it8 appeal to the christian conscience, individual and collective. The responsibility of a carel»;ss pai'ent is not lessencsd b(!cause the Church of Christ lies under a like bui'den. We have here an instance of double responsibility ; and the shortcoming on the one side, only leaves the burden on tlie other untouched. The Church therefore mu.st care for these untaught and neglected children ; and in what way can this be done more ellectually than by the agency of the Sabbath Scliool. The Sabbath School Teacher thus stands midway between the Pulpit and the Fireside, bearing the relation botli to j)astor and parent of a fellow-worker with them in the labour to win souls for Christ. On both sides he deserves, and ought to receive, the most cordial sympathy. The Pastor is bereaved of lialf his strength, when ho is not sustained by a band of earnest, faithful Sabbath School Teachei's. Aiul the parent would mi.ss an invaluable aid were he de})rived of the liel})ful cooperation of those who, with him, care for the .souls of his children. The nKiinsi»ring of the Sabbath School Teachers' powkr, lies in a sincere and paramount love to Christ His work, after all, is not men; in.struction, not mere lessons in morality or scrijttural knowledge ; it is to commend the blessed Gospel, and to win soul.s over to the faith and love of the Lord Jesus (Jhrist. This can be accomplished best l)y one whose own soul is rejijicing in (iod his Saviovir. When one Cospel is welling up in our own glad heart, and another glistening in the eye, and making itself heard in the tones of the voice, a few words will do more in the way of real heai-t-work, and to furtlier the gi-ent end in view, than years of diligent but dry routine. There ai*e, doubtless, subordinate elements of power which no faithf'.il Sabbath School Teacher will neglect or contemn. He will strive to attain the best methods. He will not grudge laV)Our to qualify himself to appear before his class thoroughly ])rcpared for his work. He will seek to have a clear knowledge of the tniths which are contained in the lesson, and to have them so arranged in his own mind as to be able to impart them in a distinct and impressive manner. Dr. Clialmers, while at St. Andrews, taught a Sabbath class for some time ; and he prepared as carefully for it, as ho did for his class in the university. Notes of his lessons are still existing, in which tlic questions for the evening are all care- fully written o\it. It is a great mistake to trust to the in8j)iration of the moment, and so to come before your class with no distinct knowledge of the lesson, and no definite plan arranged. A vague coxirao of questions, or disjointed lecturing, seldom secures any thorough interest, or makes an abiding impression. Any method to impart more knowledge, and win a deeper attention, is felt to be of inqiortance by every earnest teacher. He will be glad of good Implements. In tlie Word of God we have one perfect in kind, and gloriously adapted for our work. This is the sword of the spirit, a weapon of temper tried. But in its skilful and eftective use we may be m.'iterially aided by all those lielps wliich liave been provided. How much a good Concordance can do to enlarge our views of Scriptural truth, and make it more pr.ictically available. And what an interest can be thrown around many a lesson, by the stores of information drawn from a Bible Dictionary. Any aid whicli helps to increase his owii knowledge of the Divine Word, or to invest it with a more varied interest, is sure to add a new ediciency to the teacher's work. The faithful teacher will be careful of his manner. He feels instinctively that much of his success depends on this. A light or carol(\ss manner on the part of the teacher, goes far to prevent all good inqiression on the hearts of his scholars. A cold or hanl manner, represses both interest and sympathy. Tlie teacher, im- ])ued with the truth spirit of his work, is preserved in great mea- sure from such faults as these. When his own mind is alive to the gn^atnoss of the issue, and intent on reaching his great end, he must manifest a certain warmth and earnestness. He strives against any tendency to levity, against any tenqitation to inq)a- tience. Oftentimes his manner acquires a charm which the whole class is constrained to own, and wlxich helps him mightily in all his labour. A Teacher can do little without a punctual regularity in hia work. This is an outgrowth of a true appreciation of the impor- tance of Ids work, and of the earnest desire to see it crowned with success. It is a dishearten inpj thing to fellow- teachers, as well as damaging to the influence of the teacher in his own class, when he is absent now and again from a light cause. Any hold over the hearts of your children is a lever in your hand to move them Christwards. And it is a grievous thing, for th(! sjiko of a little ease, to cast aside that which may be essential to success at some critical moment. Irregular attendance on the |)art of the teacher induces the same fault on i\w part of his scholars ; and the evil grows imtil it may be piist remedy. Among all the uibordinate elements of power, this is one which the faithful teacher is careful to main- tain. He strives, by his own persevering, self-denying cam for them, to impress the conviction deep on t\w, hearts of his scholars, that he, at least, considers his work a great work. And so he commends both himself and his m(!s.sago to all under his care. But these, and every other element of j)Ower and success, must be held subordinate altogether to a vital piety. Tiio true ]X)wer of the Sabbath School teacher lies in his love to Christ : a love begotten in his heart by the knowledge and belief of Chri-st's love to him. When the heait is awake to all that Christ hath done for our own salvation, we learn to care for the soids of others with something of His own Spirit. The very blessedness we our- selves now enjoy, is the spring of a yearning pity for those who are still unsaved. \Vi?h a new wisdom and urgency we pleatl ^vith our scholars for Christ, and every heart instinctively owns the presence of a new persuasive power. " A young lady had charge of a Bible-class of fourteen girls. She taught them conscientiousl}'^ for years v/ithout any visible success. She then lost a very dear and intimate friend, and si)ent some weeks with the relative in whose house her friend died. During this period of sequestration the Spirit of (xoeople were to search the Bible for instances. When they met that Biibbatli, evory hoart was too full to Hpoak, and the whole clasfl Hilt Hilcnt, liowcd luiforo tlio felt prosoncti of (lod. And tlm i-osidt of tliiH aw!ik«'iiin,<]; wna, that olovon of tho fourteen im])ilH ^av o evidonoo of i-cmI conversion, and hecame exeniplary followers of tho Lord JesuH. ( )n one or two HabhatliH of H]»iritual instruction, — when tiio heart was f\dl and (tod was j,'loritie(l,- -a hlesising rested which Ixad been withheld for a lon<^ succession of conscientious but customary Sal»l)ath sernces." Love to (Jhrist »» our own Saviour pfives the power of a de- f\nUf aim. A sjjocial nnjuisite for successful work is a distinct ai)l)reh(!nsion of tho work to bn done. Tho Habbath School Teacher with the love of Christ in liis heart, sees fiomething higher on which to (!xj)end his time and labour than mere instruction. He does not wt)rk unctM-tainly ; nor like one boating the uir. In all he does ho has tho aim of winning souls for Christ. AVith a lieart alive to the greatne.ss of this end, because of his own sense of the divine mercy, h(^ now makes all things subsidiary to its ac- complishimMit. Each hour, spent with liis class, i:s an opportunity to win some soul over to Christ's love and service. This great end clearly in ^ iew is a constant welLspring of zeal anower of the bc^t prrjHiration. There may be careful study of the lesson, and varied information gathered IVom every (piarter, but all that dead material recpiires to be informed I)y the right spirit. The Teacher, himself alive to Hpiritual things, will come before his cla.ss feeling the burden of weighty responsibility. This will give an emphaMis to every word ho utters. JNIovcd by tho Spirit of Christ, his heart is warmed by love for souls ; and this invests all his teaching with a new wis lorn ami piu'suasivencss. Tho hidden emotion of his own soul while seeking to draw others to Christ is felt, even when not seen, and by a subtle magnetism attracts and arrests all those who come within its range. Love to Christ gives tho } tower of tho bt'st iiisfruincHtality. Even with tho use of the best method, the best implements, and with the most earnest and intelligent work, it is not in ourselves to reach the highest results. Even when a soul is awakened, and comes asking — what nnist I do to bo saved } how utterly powerless we are to dispel the spiritual darkness, and bring the incpiirer unto saving light. Where is our help at that crisis 1 — " It is not by might, nor by ])ower, but by my Spirit, said the Lord." But it is only the man sj)iritually alive himself who fully knows this, and who in the face of dilHculties, otherwise insuperable, knows where to look for eiiectual lielp. He knows that tliat Spirit is promised to thoiu tliJit ask. Tfo is drivoii to tlio tliroiio of tjraei^ Ity tlio senso of his (U'|)('n mainsprin;,' of all true, earnest, pei-severini,' laliour for Him. When we connect our work in tho Sabhath School with this motive jiower, it lu'eathes into all tho breath of a new lif(>. Tiic love (jf Clrrist was the master pi-iiu*ij>"m of tho life of Paul, the motive for his va.st and ceaseless labours to win souls for Him. Wo. drank deep into the spiiit of his beloved Master, spcfially in his travail of soul for the solvation of men. We .stand in a\V(^ before Jiim as we hear him speak. " I say the truth in Christ, I lie not, my conscience also bearin;^ nu- witne.sH in the Holy Chost, that I have ^'reat heaviness and continual sorrow in my heart. For I could wish that myself were accursed from Clirist for my brethren, my kinsmen iiccordin;; to tiie llesh." J low hard for us with our narrt»\v hearts to take tho hei;.;ht of this aspiration, or to ]ienetrat(; the depth of it.s spring'. "Tiiere is more here than an elfusion of disinte ested benevolence, more than an expre.ssion (jf sacred patriotism. It is an ejaculation from a ;.,'r('at heart, tilhnl with all jjjoodiu^ss, longsufVi'rin!,', foi-bearance, forLciv(>- ness, comi)assion, temhaiess ; touclied witii a recollection of its former sinfulness ; alive to all the ties of kindred and country ; cinicitlcd to ev(;ry selfish feeling ; «puekened and inllanu.'d by the knowledge-surpassin;^ lovo of Christ." We stand afar oil", and with bowed head, before such Christlike zeal and love. But, nevertlieless, here is the true spirit, in tho essence of it, which alone can fit us fully to labor for Christ. Love to Him who fii"st loved us is the poivcr which alone sustains the heart and fits us for success. An unconverted Teacher may bo successful to a cei'tain extent. Zeal, and earnestness, and intelligence, on his part, cannot fail of their ell'ect. He may be used by God, as a blind instru- ment, for furthering the very I'ighest end in view. But, what a pitiable position an unconverted Sabbath School Teaclnu" occupi(?s ! He is busy about the spiritual temple, but he is not a living stono in it, built up on Christ. He serves somesuch ])nrpose as the scaffold- ing, which though useful so far, yet encumbei"s and deforms the buikling all the time of its erection. When the copestone has been fitted to its place, and the wIkjIo structure s^iandw forth in fair proportions, the scaffolding is thrown down, and trodden in the mire, as a thing of nought. The uuconvei'ted Sabbath School 8 Teacher in buHied about tlic thiugs of otonial life, and jot haa no . .{>art in that life itaolf. He uiay be helpful to another in attaining 4jt) and yet he himself remains unblessed. Now, who can paint Vie wretchness of being so near salvation, and yet remaining short ot it 1 How pitiable ! this shipwreck at the mouth of the harbour ! this standing ut the gate of heaven! and yet, the being shut out into the outer darkness ! Be in Christ yourself, and then labor for Him. First taste the blessedness of His saving grace, and then you are qualified to speak for Him. A German divine had a picture of Christ on the cross hung up in his study, and to stimulate his diligence in his Master's service, ho inscribed underneath the picture these two lines — " I did all this for thee. What wilt thou do for me ? " But better than this is the believing look on the Saviour making the heart alive to the sense of His love to us, and kindling the desire then to live for Him. Then, we seem to hear Him say — " I gave my life for thee, My precious blood I shed, ' That thou mightst ransom'd be, And quickened from the dead : I gave my life for thee : What hast thou given for me ? My Father's home of light, Mv rainbow circled throne, I left for earthly night, For wand'rings sad and lone : I left it all for thee : What hast thou left for me ? And I have brought to thee, Down from my home above, Salvation full and free, Mv pardon and my love : Great gifts I brought to thee : What hast thou brought to me ? When the heart is awake to these voices, sounding out from the cross on Cavalry, it cannot but say : let my life be given, My years for Him be spent, World-fetters all be riven. And joy with service blent : I bring my worthless all : I follow my Saviour's call. " " Therefore, my beloved brethren, be ye stedfast, unmoveable, always abounding in the work of the Lord, foi'asmuch as ye know that your labor is not in vainin the Lord.'* Yes — "in the Lord." Be Christ's first : then labor for Him. f