1 -^; i Or <^ 1 ; ^ ^ ^ Ifl 1 1 ^ J ^ o f^ Eh 6 1870 W. Sunday ® s i^ in (D 1 o , ;i « +J 1 ^ fe - . -H C ^05' -H to cr» < m ^ PM n fi "^ ID v.H <^ C^ \ CQi<^ 1 4 ^ THE Infant Sunday School BY / ALICE W. KNOX AND CHARLES E. KNOX, Aullior of the Graduated Sunday-School Text-Books, WITH AN APPENDIX BY REV. J. II. VINCENT, EDITOR OF THE S0NDAY-SCIIOOL JOURNAL. NEW YORK: NELSON & PHILLIPS. CINCINNATI: HITCHCOCK & WALDEN. SUNDAY-SCHOOL DlirARTAIEKT. '?-■ O O I^ T E k,TJ:Q;» SOLOGI JlL^i — — ^V|^ The Infant Sunday- School : p^tDB Introductory fi The Eoom < Classilication 1 <> Selection of Teachers 19 The Superintendent 21 Tlie Superintendent's Assistant 26 Order of Exercises 26 Course of Instruction 30 Music 37 Plan f(jr Distributing Library Books 37 The Course of Instruction: The Four Foundations 45 Tlie Teacher's Course of Lessons 48 Hymns: Praise to Jesus 75 Sabbath Day 85 The Bible 93 God the Creator 94 God's Care for us 96 Come to Jesus 98 Coming: back to Jesus 99 The Love of Jesus , 104 Fighting with Sin ■ 108 "Work for the Saviour 110 Christmas , 112 Christian Cliildren at Home 114 Temperance 110 Heaven 1 L'.'J Ai'PE-vmx: The Infant Class 1 ." I Country Infant Classes 142 Whisper Songs lio Specimen Infcint Class Lessons 147 Pictures fir Infant C'asscs 163 THE '^^'^ ^^ ^^ "^""EOLOGIOJlI INFANT SUNDAY-SCH(f9r!^"^^ 1 You will not be successful in teaching an Infant School unless you have some natural genius or apti- tude for it. If you have a high degree of genius you will de- vise some general plan of your own, and work best in your own methods of teaching, although, of course, you will adopt any good suggestions wher- ever you may Und them. If you have no genius for teaching little ones you will certainly fail, and had better employ your tal- ents in some other department of Christian work. Every one has an aptitude for some Mud of work in Christ's kingdom. If you have only a moderate degree of genius or aptitude for Infant School teaching, and have a mind to work for Jesus, you will be ready for hints and suggestions, and will acguire skill, and by patience, love, and prayer, may expect success. To those who are fruitful in devices and expedi- 6 The Infant Sunday- School. cnts for interesting and instructing the little chil- dren of the Infant School this book may be of little service. Still, if you possess that first great quali- fication for success, an humble, teachable spirit, you will be ready at least to consider carefully the claims of plans which differ from your own. The one given in this book is presented for your thor- ough consideration. It is not proposed to put set speeches or lessons into the lips of any Infant School teacher. The plain, simple talks best suited to these little people cannot be reproduced with the pen. Even if re- ported word for word, the difference in room, school, manners, mind, gesture, etc., makes them quite another thing to the teacher who reads them. No good teacher adopts the exact language of another. It is as absurd as it would be for a mother to repeat to her children a book conversa- tion describing the family talk in a distant and different household. Still, a beginner may need a well-written Bible story as a help in learning how, but should change from story reading to story tell- ing as soon as possible. A well told story or les- son has so much more power to impress than one read from a book ! The magnetism of the eye, the expression of the face, the whole attitude and animation of the body, are almost as important as the words. The Infant Sunl» ay- School. 7 11. YojJ should have the best possible idea of a room. Then if you cannot make a room equal to your idea, make one as nearly like it as you can. One thing at the first should be carefully observed — that many little things make up the grand effect. It is a common mistake, in copying the features of a good school, to copy one or two things, without copying the many details which are necessary to complete success. General Ideas. As far as possible, the following things should be secured. First of all, the room should be cheerful. It should be attractive to the teacher as well as to the child, so that a visitor will naturally say as she enters the door, " How pleasing to the eye ! '' The room should be well lighted, without a daz- zling glare of sunlight. It should also be pro- tected from the shade of earth-banks against base- ment windows. It ought not to be in a basement at all, unless a dire necessity compels it to be there or nowhere. Let the children live above ground, in God's free air and pure sunlight, when studying his word. The walls should be light in color ; the contrast with dark wood- work produces a pleasing effect. 8 The Infant Sunday- School. Dark walls make the room gloomy, and every little thing has a large influence on little people. The room should be loell ventilated^ or both teachers and scholars will soon grow weary and droop, without suspecting the cause of their languor. After your seats and other indispensable things are in, as fast as you can you may add ornaments to your walls. Eat let every ornament have some- thing to do with the object to which the room is devoted. Let there be pictures which illustrate Bible teaching ; tasteful brackets for holding vases of flowers — let the children bring flow^ers — or for idols, or other curiosities from heathen lands, etc. Do not put up fancy pictures without religious ideas in them, as you might do in your parlors. Illuminated texts are very a})propriate, and beauti- ful and useful ornaments. The plain texts too, on card-board, if arranged with taste, are very good. The walls themselves may be handsomely let- tered in colors, with suitable mottoes or texts. A dock opposite the teachers, so that the time for the various exercises may be easily and exactly marked, is indispensable. A smallhell^ or gong, should always be at hand. One stroke of a bell, with a quiet, pleasant, decided manner in the superintendent, will prove the most effectual, as well as agreeable, way of calling a school to order. Do not clap your hands, or snap your Angers to secure quietness and attention. A MacMjoard is useful, and by some good teach- ers is thought indispensable. A frame, similar to a painter's easel, on which to The Infant Sunday- School. 9 place the blackboard, or hang a card or picture when wanted for use, is a great convenience. A table or desk is essential, while a piano or me- lodeon, if properly used, is a grand help to the music. The entrance to the room it is better, on the whoh^., to have at the back of the scholars, so that the en- trance of visitors and officers to and from other departments may not divert the attention of tlie school. Such interruptions sliould not be permit- ted, if it is possible to avoid them. There is, liow- ever, an advantage in having the entrance in front of the scholars, for then the visitors may sit facing the scliolars, and the superintendent is not embar- rassed by having the visitors before her, nor uncon- sciously diverted from her subject by the mixture of children and older persons in the audience. A side door might perhaps be so placed as to combine in part the advantages of the two. It is decidedly better to have the Infant School Room entirely separate from the others. If you have sliding-doors between the other departments and your own, the doors will be pushed back and forth by librarians or others coming in on business, or by unthinking persons, unless you lock them ou the inside. Glass doors are still more objectionable, as tending ta divert the attention of the children by what they see outside. Another advantage in being separate is, neither room is disturbed by sounds from the other. A serious impression is perhaps just being made by a speaker in another department, when a sprightly air from the Infant 10 The Infant Sunday- School. Room strikes up. The more still and solemn tlie older classes are the more incongruous is the lively song of the little ones. My own room is up stairs, and away from the other departments, and I like it much. The larger room may be large enough to hold all departments during the opening exercises. That is a good plan if the exercises are well con- ducted ; but after the opening exercises the little children should move at once to their own room, where they can neither be seen nor heard by the older ones, and where they cannot see nor hear what is being done in the other rooms. A library case or closet, for the books and papers used in an Infant department, is just as necessary as it is for the other departments. Specific Ideas. SIZE AND PLAN OF ROOM. Infant School Rooms are usually much too small. Even with the plan of the whole school in one class, and the rising amphitheater or gallery of seats, there are few rooms that are large enough. There should be room enough for visitors to sit without being huddled together in a corner, as they are sometimes, and standing at that. Allowance should also be made for increase in numbers. Children cannot long bear the pressure of con- finement and close contact. It makes them rest- less. Too much room is better than too little. Some general idea of the proper size of a room may be gained by a proportion between the differ- The Infant Sunday- School. 11 ent departments of a school. The ]:roportion which will perhaps usually prevail wi;l be one fourth in the infant department, one hf If in the intermediate, and one fourth in the Bible or senior department. The senior department would naturally be larger, but the teachers must be taken fr^m it for the infant room, which constantly dimirishes the number. The following is a very good plan for a school numberino; from 60 to 150 scholars. INFANT SUNDAY-SCHOOL ROOM OF THE FIRST PRESBYTERIAN CHURCH, ROME, N. Y. This room has been tried, and, althou.^h it has its defects, I have seen only one so well suited to its purpose as this. It was made at first lor all the departments, before they were separated. Per- haps it is one fourth larger than is f.bsolutely necessary for our infant-school, but it is i audi bet- ter than to be crowded. The size of the rcom, how- ever, is convenient and pleasant for the present 12 The Infant Sunday- School. Rcliool, which varies in number from sixty to one hundred scholars. It would answer well for one liundred and twenty scholars — six scholars to each seat, and tvv^enty teachers. These seats accommodate six children, with an ample and easy allowance of room. Two more mio;ht sit in each seat without crowdino; as much as when seated in the usual manner. These seats have often had eight in them. These ideas are not extravagant. They are intended for the verj^ best schools, and for those who think that no cost of buildings or appliances, judiciously expended, can equal the worth of religious education. Seats. The best form of seat is three equal sides of an octagon — TH.REE-EQUAL-sides-of-an-6'cz^«^c>72'. This brings the angle just right. ITo side glances or turnings of the head are necessary to see the speak- er who addresses the school. The speaker can look in the eyes of every one on the seats, and that is indispensable. The rows of seats from the front to the rear of the room should gradually increase in height. There should be no dangling feet to suffer from weariness, but the two feet of each child should be able to rest firmly and easily on the floor. It is useless to ask a child to be still and to give you his whole attention, while he must take part of his attention to keep himself comfortable. The seats of the First Presbyterian Church In- The Infant Sunday- School. 13 rant Simdaj-Scliool room, of Eome, 'N. Y., are so admirably suited to their purpose, that a diagram and measurements of them, for a carpenter, are given. They were the result of study by a skillful mechanic some years ago, who, removing from the place soon after, hardly knew how admirable a work he had done. You will be likely to make the angles too acute and the sides unequal, unless you draw your plan either on a whole octagon or a circle. The following diagrams will show the difference between three sides of an octagon, and three sides of a hexagon, and the arc of a circle. c^ all £)a e c It will be seen that if the seat is a semicircle the scholars are farther from^ the teacher than if the seat is three straight sides of a hexagon or octa- gon ; and that in the semicircle a a a, or a curve narrower than a semicircle at the ends bah, the side of many of the scholars is turned toward the superintendent.- It will also be seen that the seat of the teacher in the hexagonal form must be within the ends of the bench c c, in order to be near the farther scholars, and that the side scholars are also side-wise toward the superintendent. But in the octagonal form the teacher's seat is in front of a line connecting the two arms e e, and the more obtuse angle brings nearly every scholar facing the 14 The Ikfant Sunday- School. guperinteident. The following diagram will shovf this still iriore clearly : /~:r\ r7\ ■) The following cut is made from a photograph of one of th(se seats : The Infant Sunday- School. 15 Directions for the Carpenter. A practical carpenter lias kindly prepared for me the following dimensions, which I trust may be clear to every one of the craft : Dimensions of School Bench. Two pieces for seats, 39 inches long by 12 inches wide. One piece for seat, 31 inches long by 12 inches wide. Shorter piece in tlie center, the joints made at an angle of 135 degrees. Four sizes, differing only in height, namely: First size, front of seat, a a, 1 1 inches ; height of back, & d, 12 inches. Second size, front of seat, 12 inches; height of back, 12 inches. Third size, front of seat, 13 inches; height of back, 13 inches. Fourth size, front of seat, 14 inches ; heiglit of back, 14 inches. Back edge of seat 2 inches lower than front, back at right angles to seat, a b d. The end standards, n c b a, extend above the seat to the top oi the back, to d, at an angle of 135 degrees with it, and therefore parallel to each other. Front of seat is rounded off at the end to meet tliese standards. A standard is also placed at each of the angles below the seat. The end standards, it will be seen, are the beginnings of the fourth and fifth sides of the octagon, which are parallel to each oth- er. The fourth and tifih sides of a hexagon would not be parallel to each other. Chairs or stools may be used for the teacliers. officers, and visitors. Good substantial Windsoi chairs are very serviceable. The infant room should be as open to visitors as any other room of the Sunday-school. Parents and friends should be permitted to know how it is ar- ranged and conducted. Such visits tend to excite an interest m the school on the part of tliose who come in, and stimnlate tliose engaged in teaching 16 The Infant Sunday- School. to constantly renewed exertions for the benefit of the school. But care should be taken that the vis- its do not distract the school. III. The plan of a room Vv^hich has been given assumes the division of the infant scholars into classes. All that has been said of the room and its appoint- ments are mere accessories, valuable as aids. But the internal organization, the real system, which arranges the school itself, is of vital importance. Many more schools would adopt this plan if they understood its advantages to the superintendent, the scholars, and the teachers. This classification affords great relief to the superintendent in the v/ork of instruction. It gives rest to the body, mind, and vocal organs. The strain upon the nerve of the person who con- ducts an infant-class for an hour, singing, praying, and speaking, with every faculty of mind and body alive, is one of the severest possible. And tlie reason why some superintendents fail is. that they cannot keep themselves or their class up ro the ten- sion during the full hour. But by classifying the scholars, and giving the teachers in their classes a part of the time and work, the superintendent is required to speak but part of the hour. He con- centrates his thoughts upon an address occupying The Infant Sunday- School. IT only from iifteeii to twenty minutes, and during the rest of the hour supervises and guides tlie school. Such a classification more easily secures atten- tion and order, because each teacher has a small number to control. Disorder and inattention are the two great evils of infant schools, and it is not surprising that they should prevail when one per- son has the charge of forty, fifty, or more little restless children. One essential part of the teach- er's work is to assist the superintendent in this very thing. It divides the labor oi visiting too. for an infant school should be visited with as much regularity and constancy as an older school. It is impossi- ble for one person, especially when surrounded by domestic and social cares as those in charge of such schools usually are, to visit so large a number. Another advantage of this classification is to the scholars. It gives them the variety which their age and restlessness require. It gives them con- stant occupation without w^eariness. It secures their personal attention and instruction, which they cannot have where so many are under the charge of but one teacher. The discussion of the order of exercises which will follow will illustrate this more clearly. There is another important advantage to the teachers, A younger class of teachers can be em- ployed, and are the most desirable for this depart- ment. Some \vho might otherwise leave the Sun- is The Infant Sunday- School. day-school at the age of sixteen or eighteen can be retained. These jonng teachers, under the constant care of the superintendent, are in an admirable ti'aining school for teaching in older classes. It is just the time for them to acquire skill in teaching, and learn how to influence other minds. In respect to the age of infant scholars, many years' experience proves to me that, as a rule^ fronj live to ten years of age is the proper period for this kind of instruction. Of course, exceptions must be made. In city mission schools there are many children younger tlian five who must be admitted, and some older than ten, who, owing to their ignorance, must be permitted to remain. And there will probably be some exceptions among the children of every church or parish. But it is well to fix clearly and firmly in mind this period. Taking the children of this age in the first place, let them have a gen- eral classification according to their abilities and attahiments. Those of the same age will usually go together. So far as can be, keeping in view the good of the school, gratify their preference for each other's company. A quarterly revision of the classes is necessary for the perfection of this system. New scholars are coming in who need to be properly located. Dull and quick children do not go well together. The dull get discouraged. The quick feel too smart. Justice to the children requires their care- ful classification. This is just one of those little points which some think may be disregarded. But The Infant Sunday- School. 19 try it. Constant watchfulness and attention to these details will bring you your reward. In the second place, it will be natural to consider these children as belonging to -five different years of study, as the course of instruction will show. Let them be arranged in five rows of seats, the smallest and youngest in the front row, the oldest and larg- est in the back row, and the rest according to size and age on the three rows between. As the oldest scholars graduate into the other departments move each row back a row. Do not let down your sys- tem, and you will iind great help and comfort in it. In the third place, six scholars w-ill be about the right number for a class. lY. Take those who will volunteer, and train them into good teachers, if they be not already such. A volunteer has the element of willingness to start with. Do not say the plan cannot be attempted because you cannot get right teachers. Some who appear quite unpromising at first afterward make the best teachers. Develop the latent talents of those around you. Some will learn more in teach- ing under a competent superintendent, in an infant school, than they would from studying in a Bible class, under a competent teacher. If your infant department meets at a different 20 The Infant Sunday- School. hour from the others, then take the members of your Bible classes for teachers, young persons from fifteen to twenty years of age. If the departments meet at the same hour, then take the graduates from the Bible classes ; or, if necessary, some who have not yet completed a full Bible course. There are at least three good reasons why young teachers are to be preferred : The first is, that not having fixed notions already, they are more easily molded into new plans and views. The second is, that they c The beautiful lilies of the field, '. Your Father cares for them, ! And shall he not care for you? 1 Goldei Promise, page 114. Bev. J, A. Collint. Hymn 31. | God is in heaven ; and can he hear I A feeble prayer like mine ? ' Yes, little child, thou need'st not fear. He listens now to thine. 2 God is in heaven ; and can he see ; When I am doing wrong ? \ Yes, child, he can — he looks at thee \ All day, and all night long. .• 3 God is in heaven ; and would he know If I should tell a lie ? Yes, if thou said'st it e'er so low, i He'd hear it in the sky. j" 4 God is in heaven ; and can I go i To thank him for his care ? .' Not yet — but love him here below, ; And thou shalt praise him there. ! 7 I \ 1 08 The Infant Sunday- School. COME TO JESUS. Hymn 32. Come to Jesua, little one, Come to Jesus now ; Humbly at his gracious throtfe In submission bow. At his feet confess your sin, Seek forgiveness there, For his blood can make you clean; He will hear your prayer. H Seek his face without delay ; Give him now your heart ; Tarry not, but, while you may, Choose the better part. Come to Jesus, little one. Come to Jesus now ; Humbly at his gracious throne In submission bow. Rev. E. Turney, D,D Hymn 33. Come to Jesus, Come to Jesus, Come to Jesus just now ; Just now come to Jesua, Come to Jesus just now. 2 He will save you just now, eta 3 Don't reject him, etc. A He is able, etc. 5 He is willing, etc. 6 Only trust him, etc The Infant Sunday- School. 99 Hymn 34. Ip I come to Jesus, He will make me glad ; He will give me pleasure When my heart is sad. CHORUS. If I come to Jesus, Happy I should be ; He is gently calling Little ones like me. 2 If I come to Jesus, He will hear my prayer ; He will love me dearly, He my sins did bear. Chorus— If I come, etc. 3 If I come to Jesus He will take my hand ; He will kindly lead me To a better land. Chorus — If I come, etc. 4 There with happy children, Robed in snowy white, I shall see my Saviour In that world so bright. Chorus— If I come, etc. COMING BACK TO JESUS, Hymn 35. I WAS a wandering sheep, I did not love the fold ; I did not love my shepherd^s voice, I would not be coatrojfed. 100 The Infant Sunday- School. I was a wayward child, I did not love my home ; 1 did not love my Father's voice, I loved afar to roam. 2 The shepherd sought his sheep, The father sought his child ; They followed me o'er vale and hill, O'er deserts waste and wild. They found me nigh to death, Famished, and faint, and lone ; They bound me with the bands of love, They saved the wandering one. 3 Jesus my Shepherd is, 'Twas he that loved my soul ; 'Twas he that washed me in his blood, 'Twas he that made me whole. 'Twas he that sought the lost, That found the wandering sheep; 'Twas he that brought me to the fold, 'Tis he that still doth keep. Golden, Promise^ page 92. Hymn 36. I WANT to be like Jesus, So lowly and so meek; For no one marked an angry word That ever heard him speak. 1 want to be like Jesus, So frequently in prayer ; Alone upon the mountain-top He met his Father there. 2 I want to be like Jesus ; I never, never find That he, though persecuted, waa To any one unkind. The Infant Sunday- School. 101 I want to be like Jesus, Engaged in doing good, So that of me it may be said, " She hath done what she could." 3 I want to be like Jesus, 'j So lowly and so meek ; i For no one marked an angry word j That ever heard him speak. ' Alas ! I'm not like Jesus, As any one may see ; gentle Saviour, send thy grace, And make me like to thee. \ Oriola, page 141. j Hymn 37. ' "We'll try to be like Jesus ; ' The children's precious Friend ; Far dearer than a mother, " A sister, or a brother. He'll love us to the end. . CHORUS. \ "We'll try to be like Jesus, i "We'll try to be like Jesus, [ "We'll try to be like Jesus, ' The children's precious Friend. ' 2 "We'll try to be like Jesus : In body and in mind ; J For pure he was and holy, - In temper meek and lowly, ; And to poor sinners kind. j Chorus— "\\^e'll try to be like Jesus, eta 3 "We'll try to be like Jesus, And do our Father's will ; ■• "We'll seek his strength in weakness, . We'll bear the cross in meekness Up Calvary's rugged hill. CHORUS—We'U try to be like Jesus, eta \ 102 The Infant Sunday- School. "We'll try to be like Jesus, And when we come to die, At his right hand in glory "We'll sing the blessed story The ransomed sing on high. Chorus— "We'll try to be like Jesus, eta Oold4n CmseTf page 54. Hymn 38. 7s&68. 1 LAY my sins on Jesus, The spotless Lamb of God. He bears us all, and frees us From the accursed load. 2 I bring my guilt to Jesus, To wash my crimson stains "White in his blood most precious, Till not a spot remains. 3 I lay my wants on Jesus, All fullness dwells in him ; He healeth my diseases, He doth my soul redeem. 4 I lay my griefs on Jesus, My burdens and my cares j He from them all releases, He all my sorrows shares. 5 I long to be like Jesus, Meek, loving, lowly, mild, I long to be like Jesus, The Father's holy child. 6 I long to be with Jesus Amid the heavenly throng, To sing with saints his praises. And learn the angels' song. Oriola, page 50. The Infant Sunday- School. 103 Hymn 39. 8s., is., & 4jl Saviour, like a shepherd, lead ua, Much we need thy tender care ; In thy pleasant pastures feed us, For our use thy folds prepare. Blessed Jesus, Thou hast bought us. lluue we are. 2 We are ihiiie, do thou befriend ua; Be the Guardian of our way; Keep thy flock, from sin defend us, Seek us when we go astray. Blessed Jesus, Hear young children when they pray. 3 Thou liast promised to receive us, Poor and sinful though we be ; Thou hast mercy to reheve us, Grace to cleanse, and power to free. Blessed Jesus, Let us early turn to thee. 4 Early let us seek thy favor, Early let us do thy will ; Blessed Lord, our only Saviouc, "With thy love our bosoms filL Blessed Jesus, Thou hast loved us, love us stilL Oriola^ page 64. Hymn 40. Jesus, to thy dear arms I flee, 1 have no other help but thee. For thou dost suflfer me to come ; O take a little wanderer home. 2 Jesus, I'll try my cross to bear I'll follow thee and never fear ; From thy dear fold I would not roam ; O take a little wanderer home. 104 The Infant Sunday- School. 3 Jesus, I cannot see thee here, Yet still I know thou'rt very near ; say ray sins are all forgiven. And I shall dwell with thee in heaven. 4 And now, dear Jesus, I am thine, be thou ever, ever mine, And let me never, never roam From thee, the little wanderer'siiome. Golden F^omise, page 114. Hymn 41. es ASa. Jesus, tender Saviour, Hast thou died for me ? Make me very thankful In my lieart to thee. 2 When the sad, sad story Of thy grief I read. Make me very sorry For ray sins indeed. 3 Now I know thou lovest, And dost plead for me. Make me very thankful In my prayers to thee. 4 Soon I hope in glory At thy side to stand : Make me fit to meet thee In that happy land. ffappy Voices, page 143. THE LOVE OF JESUS. Hymn 42. Jesus loves me, this I know, For the Bible tells me so ; Little ones to him belong — They are weak, but he is strong. The Infant Sunday- School. 105 Jesus loves me, he who died Heaven's gates to open wide ; He will wash away my sin, Let his little child come in. 2 Jesus loves me, loves me still, Though I'm often weak and ill ; From his shining throne on high Comes to watch me, where I lie. Jesus loves me ; he will stay Close beside me all the way ; Then his little child will take Up to heaven for his dear sake. Golden Promise^ page 31. Hymn 43. He leadeth me I blessed thought I words with heavenly comfort fraught I Whate'er I do, where'er I be. Still 'tis God's hand that leadeth me. Chorus. He leadeth me, he leadeth me, By his own hand he leadeth me ; His faithful follower I would be, For by his hand he leadeth me. 2 Sometimes 'mid scenes of deepest gloom, Sometimes where Eden's bowers bloom, By waters still, o'er troubled sea. Still 'tis his hand that leadeth me. Chorus — He leadeth me, etc. 3 Lord, I would clasp thy hand in mine, Nor ever murmur nor repine — Content, whatever lot I see, Since 'tis my God that leadeth me, CHORUS—He leadeth me, eto. 106 The Infant Sunday- School. 4 And when my task on earth is done, ■ "When, by thy grace, the victory's won, ] E'en death's cold wave I will not flee, \ Since God through Jordan leadeth me. Chorus — He leadeth me, etc. Oolden Ceneer^ page 105. Hyran 44. CM. 1 AM Jesus' little lamb, ! Therefore glad and gay I am ; : Jesus loves me, Jesus knows me, { All that's good and fair he shows me ; \ Tends me ev'ry day the same, • Even calls me by my name. ; 2 Out and in I safely go, ' Want or hunger never know ; [ Soft green pastures he discloseth, j Where his happy flock reposeth ; ; When I faint or thirsty be, To the brook he leadeth me. 3 Should not I be glad and gay, : In this blessed fold all day, \ By this holy Shepherd tended, \ Whose kind arms, when life is ended, ; Bear me to the world of light ? ] Yes I yes, my lot is bright 1 ' Oolden Cemer, page 43. Hymn 45. CM. \ There is a fountain filled with blood \ Drawn from Immanuel's veins ; 1 And sinners, plunged beneath that flood, '■■ Lose all their guilty stains. ■ CHORUS. i I now believe, I do believe, That Jesus died for me ; ' That on the cross he shed his blood, From sin to set me free. The Infant Sunday- School. 107 2 The djang thief rejoiced to see That fountain in his day ; And there may I, though vile as h^ Wash all my sins away. Chorus— I now believe, etc. 3 Thou dying Lamb, thy precious blood Shall never lose its power, Till all the ransomed Church of God Are saved, to sin no more. Chorus. — I now believe, etc. 4 E'er since, by faith, I saw the stream Thy flowing wounds supply. Redeeming love has been my theme, And shall be, till I die. Chorus — I now believe, etc. 5 Then, in a nobler, sweeter song, I'll sing thy power to save, When this poor, lisping, stammering tongue Lies silent in the grave. Chorus— I now believe, etc. Golden Cemer^ page 97. Hjmn 46. do not be discouraged. For Jesus is your Friend; He will give you grace to conquer, And keep you to the end. chorus. I'm glad I'm in this army, Yes, I'm glad I'm in this army, Yes, I'm glad I'm in this army, And I'll battle for the school. 2 Fight on, ye little soldiers. The battle you shall win, For the Saviour is your Captain, And he has vanquished sin. Chorus — I'm glad I'm in this army, etc. 108 The Infant Sunday- School. 3 And when the conflict's over, Before him you shall stand ; You shall sing his praise forever, In Canaan's happy land. Chorus — I*m glad I'm in this army, etc Golden Fromise^ page 63. FIGHTING WITH SIN. Hymn 47. Dare to do right I dare to be true I You have a -work that no other can do ; Do it so bravely, so kindly, so well, Angels will hasten the story to tell. Chorus. Dare, dare, dare to do right ! Dare, dare, dare to be true I Dare to be true ! dare to be true I 2 Dare to do right ! dare to be true I Other men's failures can never save you ; Stand by your conscience, your honor, your faith j Stand like a hero, and battle till death. Chorus — Dare, dare, etc. 3 Dare to do right ! dare to be true ! God, who created you, cares for you too ; Treasures the tears that his striving ones shed, Counts and protects every hair of your head. Chorus — Dare, dare, etc. 4 Dare to do right 1 dare to be true 1 Keep the great judgment- seat always in view; Look at your work as you'll look at it then — Scanned by Jehovah, and angels, and men. Chorus — Dare, dare, etc. The Infant Sunday- School. 109 5 Dare to do right ! dare to be true 1 -. Jesus, your Saviour, will carry you throiigh ; I City, and mansion, and throne all in sight, ! Can you not dare to be true and do right? Chorus. — Dare, dare, etc. Golden Censer, page 8. Hymn 48. Marching on, marching on, glad as birds on the wing, j Come the bright ranks of children from near and from far ; | Happy hearts, full of song, 'neath our banners we bring, 1 Little soldiers of Zion, prepared for the war. Chorus. ! Marching on, marching on, -; Sound the battle-cry, sound the battle-cry, : For the Saviour is before us, And for him we draw the sword: ' Marching on, marching on, . Shout the victory, shout the victory 1 j We will end the battle singing, i "Halleluiah to the Lord 1" '; 2 Pressing on, pressing on to the din of the fray, ^ With the firm tread of faith to the battle we go; ; 'Mid the cheering of angels our ranks march away, j "With our flags pointing ever right on tow'rd the foe. ] Chorus. — Marching on, etc. ; 3 Fighting on, fighting on, in the midst of the strife, ; At the call of our Captain we draw every sword : 'i We are battling for God, we are struggling for life ; j Let us strike every rebel that fights 'gainst the Lord. : Chorus. — Marching on, etc. ; 4 Singing on, singing on, from the battle we come ; Every flag bears a wreath, every soldier renown ; Heavenly angels are waiting to welcome us home, And the Saviour will give us a robe and a crown. Chorus. — Marching on, etc. Rev. R. Lowrt. Golden Censer, page 96. 110 Tnt Infant Sunday- School. Hymn 49. The children are gath'ring from near and from far, The trumpet is sounding the call for the war, The conflict is raging, 'twill be fearful and long, We'll gird on our armor, and be marching along. Chorus. Marching along, we are marching along, Gird on the armor and be marching along; The conflict is raging, 'twill be fearful and long, Then gird on the armor and be marching along. 2 The foe is before us in battle array, But let us not waver nor turn from the way ; The Lord is our strength, be this ever our song, "With courage and faith we are marching along. Chorus, — Marching along, etc. 3 "We've 'listed for life, and will camp on the fleld ; With Christ as our Captain, we never will yield ; The "sword of the Spirit," both trusty and strong, We'll hold in our hands as we're marching along. Chorus. — Marching along, etc. 4 Through conflicts and trials our crowns we must win, For here we contend 'gainst temptation and sin ; But one thing assures us, we cannot go wrong. If trusting our Saviour while marching along. Chorus. — Marching along, etc. Golden ChaiUy page 112. Rev. R. P. Clark. WORK FOR THE SAVIOUR. Hymn 50. Work, for the night is coming, Work through the morning hours j Work while the dew is sparkling ; Work 'mid springing flowers. The IisTFAKT Sunday- School. Ill Work when the day grows brighter, "Work in the glowing sun ; Work, for the night is coming When man's work is done. 2 Work, for the night is coming ; Work through the sunnj noon ; Fill brightest hours with labor, Rest comes sure and soon. Give every flying minute Something to keep in store ; Work, for the night is coming When man works no more. 3 Work, for the night is coming Under the sunset skies ; While their bright tints are glowing, Work, for daylight flies. Work till the last beam fadeth, Fadeth to shine no more: Work while the night is darkening, When man's work is o'er. Hymn 51. Go work to-day in the vineyard of the Lord, Work, work to-day ; work, work to-day ; To those who toil he has promised a reward, Work, work to-day ; work to-day ; For a crown of life you may win and wear, In your father's house there are mansions fair. Choeus. Go work to-day, go work to-day, Go work in the vineyard of the Lord. 2 Go seek the lost who have wandered from the fold, Work, work to-day; work, work to-day; In guilt and sin they perhaps are growing old, Work, work to-day ; work to-day ; For a word may fall, or a tear may start. That will find its way to some grateful heart. Chorus.— Go work to-day, etc. 112 The Infant Sunday- School. 3 G"ad news, glad news to the lowly one proclaim; "W ork, work to-day ; work, work to-day : Gooc'.-will to man through a dying Saviour's name ; Work, work to-day; work to-day. tho time is short, it will soon be o'er, And the night will come ye can work no more. Chorus. — Go work to-day, etc. Golden Censer, page 55. CHRISTMAS. Hymn 52. Sweet carols let us sing ; Rich offerings let us bring To our Redeemer King, Who reigns in glory. From heaven to earth he came f Praise to his holy name I Let all redeemed from shame Rehearse the story. 2 Above angelic lays Our Christmas hymns we raise; "With heart and voice we praise The infant Jesus. The song ascends on high, It soars above the sky ; And echo gives reply, " From sin he frees us." 3 For he, the humble born, In poverty forlorn, Subject to bitter scorn And vile behavior ; The Great and Holy One Was God's anointed Son, Who by his deeds hath won The name of Saviour. The Infant Sunday- School. 113 4 Then on this natal day Our tribute let us pay, And in a joyful lay Unite our voices. Loud will we raise the song, Still the sweet strain prolong ; Thy Church, in one vast throng, Lord, rejoices. Rev. Peter Stryker, D.D. Hymn 53. Little children, can you tell, Do you know the story well, Every girl and every boy, "Why the angels sing for joy On the Christmas morning? 2 Shepherds sat upon the ground, Fleecy flocks were scattered round, "When the brightness filled the sky. And a song was heard on high On the Christmas morning. 3 "Joy and peace " the angels sang, For the pleasant echoes rang, " Peace on earth, to men good- will 1 " Hark 1 the angels sing it still On the Christmas morning. 4 For a little babe that day, Christ, the Lord of angels, lay ; Born on earth our Lord to be. This the wondering angels see On the Christmas morning. 5 Let us sing tht angels' song, And the pleasant sounds prolong; This fair babe of Bethlehem Children loves and blesses them On the Christmas morninof. 114 The Infant Sunday- School. 6 " Peace " our little hearts shall fill, " Peace oa earth, to men good-will, Hear us sing tlie angels' song, And the pleasant notes prolong On the Christmas morning. CHRISTIAN CHILDREN AT HOME. Hymn 54. There is beauty all around When there's love at home ; There is joy in every sound When there's love at home. Peace and plenty here abide, Smiling sweet on every side ; Time doth soflly, sweetly glide. When there's love at home. 2 In the cottage there is joy When there's love at home ; Hate and envy ne'er annoy When there's love at home. Roses blossom 'neath our feet, All the earth's a garden sweet, Making life a bliss complete When there's love at home. 3 Kindly heaven smiles above When there's love at home; All the earth is filled with love When there's love at home. Sweeter sings tlie brooklet by, Brighter beams the azure sky; 0, there's One who smiles on high When there's love at home. The Infant Sunday- School. 115 4 Jesus, show thy meicy mine, Then there's love at home ; Sweetly whisper, I am thine. Then there's love at home. Source of Love, thy cheering light Far exceeds the sun so bright. Can dispel the gloom of night : Tlieti there's love at home. Eappy Voices^ page 141. Hymn 55. 6s & 4a Kind deeds can never die ; Heaven gave them birth ; Winged with a smile, they fly All o'er the earth. Kind words the angels brought, Kind words our Saviour taught, — Sweet melodies of thought 1 Wlio knows their worth ? Kind deeds can never die, etc. 2 Kind words can never die ; Though weak and small, From his bright throne on high God sees tliem all. He doth reward with love All those who faithful prove ; Round them, where'er tliey move, Rich blessings fall. Kind words can never die. etc. 3 God's word can never die ; Though fallen man Oft dares its truth deny, Dares it in vain. God's word alone is pure ; His promises are sure ; Trust him, and rest secure Heaven j-ou sliall gain. God's word can never die, etc. 116 The Infant feuNDAT -School. 4 Our souls can never die ; God's word we trust ; He to our hodies said, " Dust unto dust." Saviour, our souls prepare Thy happy home to share; TJs to thy mansions bear When life is past. Our souls can never die, etc. Hymn 56. Hs & 8a. Be kind to thy father ; for when thou wast young Who loved thee so fondly as he ? He caught the first accents that fell from thy tongue, And joined in thy innocent glee. Be kind to thy father, for now he is old, His locks intermingled with gray ; His footsteps are feeble — once fearless and bold : Thy father is passing away. 2 Be kind to thy mother; for, lol on her brow May traces of sorrow be seen ; well may'st thou cherish and comfort her now, For loving and kind she hath been. Remember thy mother ; for thee will she pray As long as God giveth her breath ; With accents of kindness, then, cheer her lone way, E'en to the dark valley of death. 3 Be kind to thy brother ; his heart will have dearth If the smiles of thy joy be withdrawn; The flowers of feeling will fade at the birth If love and affection be gone. Be kind to thy brother wherever you are ; The love of a brotlier shall be An ornament purer and richer by far Than pearls rrora the depth of the sea. The Infant Sunday- School. 117 i 4 Be kind to thy sister ; not many may know ! The depth of true sisterly love ; \ The wealth of the ocean lies fathoms below The surface that sparkles above. • Thy kindness shall bring to thee many sweet hours, And blessings thy pathway shall crown ; ] Affection shall weave thee a garland of flowers i More precious than wealth or renown. ! Ea^py Voices^ page 28. ■] Hymn 57. 6s & 5s. j Little drops of water, Little grains of sand, Make the mighty ocean, ; And the beauteous land ; i 2 And the little moments, Humble though they be, i Make the mighty ages \ Of eternity. \ 3 So our little errors - \ Lead the soul away From the paths of virtue, • Oft in sin to stray. ^ 4 Little deeds of kindness, ^ Little words of love, ; Make our earth an Eden, : Like the heaven above. 5 Little seeds of mercy, { Sown by youthful hands, 1 Grow to bless the nations i Far in heathen lands. ^ Ha^y Voices^ page 131. \ Hymn 58. \ 1 To do to others as I would ■ That they should do to me, "Will make me honest, kind, and good, As children ought to be. ■ I x 118 The Infant Sunday- School. i I Chorus. ] The Sunday-school, the Sunday-school I i 'tis the place I love 1 ^ For there I learn the golden rule J "Which leads to joys above. | 2 I know I should not steal, nor use ; The smallest thing I see, "Which I should never like to lose If it belonged to me. ■ Chorus. — The Sunday-school, etc. j 3 And this plain rule forbids me quite ''. To strike an angry blow, ^ • Because I should not think it right If others served me so. j Chorus. — The Sunday-school, etc. ■ 4 But any kindness they may need I'll do, whate'er it be ; j As I am very glad indeed • "When they are kind to me. ^ Chorus. — The Sunday -acnooi, «?tc. ] Oriola, page 145. Golden Promise^ page 59. 1 Hjnnn 59. H. M, When little Samuel awoke, And heard his Maker's voice, At every word he spoke. How much did he rejoice ! blessed, happy child, to find The God of heaven so near and kind. 2 If God would speak to me, And say he was my friend, How happy should I be I 0, how would I attend! The smallest sin I then should fear, If God Almighty were so near, The Infant Sunday- School. 119 J 3 And does he never speak ? - yes ; for in his word He bids me come and seek , The God whom Samuel heard. In almost every page I see, The God of Samuel calls to me. ' 4 And I, beneath his care, > May safely rest my head ; i I know that God is there, i To guard my humble bed; j And every sin I may well fear, Since God Almighty is so near. - 5 Like Samuel, let me say, j Whene'er I read his word, i "Speak, Lord; I would obey '- The voice that Samuel heard." ; And when I in thy house appear, • Speak, for thy servant waits to hear. \ Oriola, page 213. j TEMPERANCE. Hymn 60. A goodly thing is the cooling spring, By the rock where the moss doth grow I There is health in the tide, and there's music beside, In the brooklet's bounding flow. Chorus. Merry, merry little spring. Ripple, ripple, silv'ry brook, Sparkle on, sparkle on. Ripple on, ripple on ; Merry, merry little sprijjg, Ripple, ripple, silv'ry brook, Sparkle on for me. Ripple on for me. 120 The Infant Sunday- School. 2 And as pure as heaveu is the water given, And its stream is forever new; 'Tis distilled in the sky, and it drops from on high, In the showers and gentle dew. — Chonis. 3 Let them say 'tis weak, but it's strength I'll seek, And rejoice while I own its sway ; For its murmur to me is the echo of glee, And it laughs as it bounds away. — Chorus. 4 1 love to drink from the foaming brink Of the bubbling, the cooling spring ; For the bright drops that shine, more refreshing than wina. And its praise, its praise, we'll sing. — Chorus. Golden Censer j page 47. Hymn 61. Gushing so bright in the morning light, Gleams the water in yon fountain ; As purely, too, as the early dew That gems the distant mountain. Chorus. Then drink your fill of the grateful rill, And leave the cup of sorrow ; Though it shine to-night in its gleaming light, 'Twill sting thee on the morrow. 2 Quietly glide, in their silvery tide, The brooks from rock to valley ; And the flashing streams, in the broad sunbeams, Like a bannered army rally. Chorus. — Then drink, etc. 3 Touch not the wine, though brightly it shine, "When nature to man has given A gift so sweet, liis wants to meet, A beverage that flows from beaten. Chorus. — Then drink, etc. The Infant Sunday- School. 121 ; 4 Not only here of the water clear j. Is God the lavish giver, ) But when we rise to yonder skies ■ We'll drink of life's bright river. i Chorus. — Then drink, etc. ' Golden Promise^ page 46. Hymn 62. ^ Sparkling and bright, in its liquid light, | Is the water in our glasses ; :| 'Twill give you health, 'twill give you wealth, i Ye lads and rosy lasses 1 \ Chorus. i then resign your ruby wine, ! Each smihng son and daughter; ] There's nothing so good for the youthful blood, \ Or sweet, as the sparkling water. j 2 Better than gold is the water cold \ From the crystal fountain flowing, ■ A calm delight, both day and night, ; To happy homes bestowing. . Chorus. — then resign, etc. ■ 3 Sorrow has fled from the heart that bled \ Of the weeping wife and mother ; They've given up the poison-cup, Son, husband, daughter, brother. Chorus. — then resign, etc. j Hymn 63. \ The drink that's in the drunkard's bowl ! Is not the drink for me ; i It kills his body and his soul ; \ How sad a sight is he ! J But there's a drink that God has given, ; Distilling in the showers of heaven ' In measures large and free. i tliat's the drink, that's the drink for me I 122 The Infant Sunday- School. ^ 2 The stream that many prize so high Is not the stream for me ; For he who drinks it still is dry, . And so will ever be. | But there's a stream, so cool and clear, j The thirsty trav'ler lingers near; i Refreshed and glad is he. j that's the drink, that's the drink for me I ■ 3 The wine-cup, that so many prize, ; Is not the cup for me ; ; The aching head, the bloated face, i In its sad train I see. ■ But there's a cup of water pure, : And he who drinks it may be sure ■ Of health and length of days. • that's the cup, that's the cup for me I Hymn 64. Children all, both great and small, Answer to the temperance call : ; Mary, Margaret, Jane, and Sue, ^ Charlotte, Ann, and Fanny too, j Cheerily, heartily come along, ^ Sign our pledge and sing our song. J I 2 No strong drink shall pass our lips ; ' He's in danger who but sips. i Come, then, children, one and all, ,] Answer to the temperance call. Cheerily, readily come along, ^ Sign our pledge and sing our song. | 3 Where's the boy that would not shrink ^ From the bondage of strong drink ? ■ Come, then, Joseph, Charles, and Tom, ■ Henry, Samuel, James, and John, > Cheerily, eagerly come along. Sign our pledge and sing our song. j i i i The Infant Sunday- School. 123 4 Who have misery, want, and woe ? All who to the bottle go. "We resolve their road to shun, And in temperance paths to run. Cheerfully, manfully come along, Sign our pledge and sing our song. 5 Good cold water does for us, Costs no money, makes none worse ; Gives no bruises, steals no brains, Breeds no quarrels, woes, or pains. Keadily, joyfully come along, Sign our pledge and sing our song. 6 Who would life and health prolong? Who'd be happy, wise, and strong ? Let alone the drunkard's bane ; Half-way pledges are in vain. Cheerfully, joyfully, you, and you, Sign the pledge, and keep it too. Goldm Promise^ page 69. H E A Y E N, Hymn 65, Sa. Beautiful Zion, built above, Beautiful city, that I love, Beautiful gates, of pearly white, Beautiful temple, God its light 1 He who was slain on Calvary, Opens those pearly- gates to me. 2 Beautiful heaven, where all is light, Beautiful angels, clothed in white, Beautiful strains, that never tire, Beautiful harps through all the choir I There shall I join the chorus sweet Worshiping at the Saviour's feet. 124 Thm Infant Sunday- School. 3 Beautiful crowns on every brow, Beautiful palms the conquerors show, Beautiful robes the ransomed wear, Beautiful all who enter there I Thither I press with eager feet : There shall my rest be long and sweet. 4 Beautiful throne for Christ our King, Beautiful songs the angels sing ; Beautiful rest, all wanderings cease, Beautiful home of perfect peace I There shall my eyes the Saviour see : Haste to this heavenly home with me. Oriola, page 179. Hymn 66. C. IL Akound the throne of God in heaven Thousands of children stand ; Children, whose sins are all forgiven, A holy, happy band, Singing, Glory, glory, Glory be to God on high I 2 In flowing robes of spotless white, See every one arrayed ; Dwelling in everlasting light, And joys that never fade, Singing, Glory, glory, Glory be to God on high I 3 What brought them to that world above, That heaven so bright and fair. Where all is peace, and joy, and love ? How came those children there ? Singing, Glory, glory, Glory be to God on high I 4 Because the Saviour shed his blood To wash away their sin ; Bathed in that pure and precious flood. Behold them white and clean I Singing, Glory, glory, Glory be to God on high I The Infant Sunday- School. 125 j I 5 On earth they sought the Saviour's grace, i On earth they loved his name ; i So now they see his blessed face, '■ And stand before the Lamb, ] Singing, Glory, glory, J Glory be to God on high ! | Oriola^ page 102. Golden Censer^ page 118. J Hymn 67. 68 & 4s. " ■ There is a happy land Far, far away, ! Where saints in glory stand, i Bright, bright as day, ■ how they sweetly sing, i "Worthy is our Saviour-King, j Loud let his praises ring, i Praise, praise for aye I 2 Come to that happy land, ] Come, come away. | Why will ye doubting stand, J Why still delay ? 1 we shall happy be, ; When, from sin and sorrow free, \ Lord, we shall live with thee, : Blest, blest for aye. ' 3 Bright in that happy land \ Beams every eye. j Kept by a Father's hand, ; Love cannot die. ; 0, then, to glory run. Be a crown aud kingdom won, ; And bright above the sun ■ We reign for aye. : Ea0>y Voicesj page 1. '■ Hymn 68. 10& Joyfully, joyfully, onward we move, ;' Bound to the land of bright spirits above ; Jesus, our Saviour, in ijjercy says, Come; j Joyfully, joyfully, haste to your home. ^ 126 The Infant Sunday- School. Soon will our pilgrimage end here below, Soon to the presence of God we shall go ; Then, if to Jesus our hearts have been given, Joyfully, joyfully, rest we in heaven. 2 Teachers and scholars have passed on before ; Waiting, they watch us approaching the shore ; Singing, to cheer us while passing along, Joyfully, joyfully, haste to your home. Sounds of sweet music there ravish the ear ; Harps of the blessed, your strains we shall hear, Filling with harmony heaven's high dome ; Joyfully, joyfully, Jesus, we come. 3 Death, with his arrow, may soon lay us low; Safe in our Saviour, we feel not the blow ; Jesus hath broken the bars of the tomb ; Joyfully, joyfully, will we go home. Bright will the morn of eternity dawn, Death shall be conquered, his scepter be gone • Over the plains of sweet Canaan we'll roam, Joyfully, joyfully, safely at home. Ea/ppy Voices^ page 288. Hymn 69. lOs, Ss, & lis. \ 1 HATE a Father in the promised land ; \ My Father calls me, I must go 1 To meet him in tbe promised land, * I'll away, I'll away to the promised land ; ' My Father calls me, I must go ,■ To meet him in the promised land. i 2 I have a Saviour in the promised land ; ; My Saviour calls me, I must g:o »! To meet him in the promised land. ; I'll away, I'll away to the promised land; ; My Saviour calls me»I must go | To meet him in the promised land. * The Infant Sunday- School. 127 \ 3 I have a crown in the promised land ; "When Jesus calls me, I must go \ To wear it in the promised land. . I'll away, I'll away to the promised land ; . When Jesus calls me, I must go ; To wear it in the promised laud. ■ 4 I hope to meet you in the promised land ; ■'■ At Jesus' feet, a joyous band, We'll praise him in the promised land. j We'll away, we'll away to the promised land , j At Jesus' feet, a joyous band, ,\ We'll praise him in the promised land. j Bappj/ Voio€\ page 203. | Hymn 70. ts & 6a. \ 1 WANT to be an angel, ^ j And with the angels stand, i A crown upon my forehead, ■ A harp within my hand ; ' There, right before my Saviour, ; So glorious and so bright, ; I'd wake the sweetest music, j And praise him day and night. " 2 I never would be weary, Nor ever shed a tear, Nor ever know a sorrow. Nor ever feel a fear ; I But blessed, pure, and holy, ■ I'd dwell in Jesus' sight, ; And with ten thousand thousands, \ Praise him both day and night. '\ 3 I know I'm weak and sinful, But Jesus will forgive. For many little children Have gone to heaven to live. Dear Saviour, wheu I languish, And lay me down to die, send a shining angel To bear me to the sky. 128 The Infant Sunday- School. ,4 there I'll be an angel, And with the angels stand, A crown upon my forehead, A harp within my hand ; And there, before my Saviour, So glorious and so bright, I'll join the heavenly music. And praise him day and night. Miss Mart Gill. Golden Promise, page 67. Map^y Voices, page 22. Hymn 71. Hark the sweetest notes of angels, singing Gi-lory, glory to the Lamb ; All the hosts of heaven their tribute bringing, Raising high the Saviour's name. Chorus. We will join the beautiful angels, "We will join the beautiful angels, Singing away, singing away, Glory, glory to the Lamb 1 2 Ye for whom his precious life was given. Sacred themes to you belong ; Come and join the glorious choir of heaven, Join the everlasting song. Chorus. — We will join, etc. 3 Hearts all filled with holy emulation. We unite with those above ; Svreet the theme — the theme of free salvation, Founts of everlasting love, Chorus. — We will join, etc. 4 Endless life in Christ our Lord possessing, Let us praise his precious name ; Glory, honor, riches, power, and blessing, -Be forever to the Lamb. Chorus. — We will join, etc. Golden Oerner, page 1.* APPENDIX By Ket. J. H. VINCENT. APPENDIX. I. t Jitfant Class. I DESIRE to address a few plain counsels to those who have 1-een placed in charge of the smallest s-liolars in our Sunday- schools; who, having been iii)pointed to preside over the Inrant Department, are sonu times discouraged because the work is so arduous and the reward so long deferred ; who, lining so often heard it said ''only the little ones," have come to feel, or have been in danger of feeling, that their position is of little importance. Let me counsel you, F,rst. To remember that your worh is one of great dignity. It has to do with mere babes; but babes are the beginnings of all that is great in human character and achievement. The princes of ^ our race, the 23hilosophers and poets and preachers — the glorious saints of four tliousand years and more in heaven — these all began as babes on earth. The "Alpha and Omega" himself, who is the "Prince of the kings of t!ie earth," " the King of kings and Lord of lords," who '' has the keys of hell and of death," was once the hahe of Bethlehem. When Isaiah announced His incarnation, he proclaimed, "Behold, the Lord God will come with strong hand, :md his arm shall rule lor him : behold, his reward i^ witli him, and his work before him." What shall this " strong liand "' and ruling " arm " do when He comes ? What is "tiie work before Him?" Shall He show forth His power by uprooting the mountains, emptying the oceans, or sum- moning new stars into the voids of space ? The })rophet himself answers : " He shall feed his flock like a shepherd : 132 The Infant Sunday- School. he shall gather the Jamls icith 7ils arm, and carry them in his hosomy Tiiis ])rop]iecy was fulfilled. We find Jesus on the earth, his " stioni^ hand" outstretched to the children of his times, his ruling "arm" folding them to his bosom, and his sweet, clear voice, that still sounds among the centuiies. say- ing, "SujBfer little children, and forbid them not, to come imto me." A work that deals with the childhood thus sanctified and exalted by the Saviour's word and touch ; a work that imi- tates such a perfect example; a work that handles such immortal possibilities, must indeed be one of infinite import- ance and dignity. The teacher should fill his heart with this truth. Second. RemenJjer that you are to teach the religion of Jesus Christ to these children.. The conscience and the affections of a child are responsive to law and character quite as early as is his intellect to the statements of fact and principles. The child's love, like a fragile tendril, seeks something it may cling to. ,Its early sorrows need comforr. Its early sins need [)ardon. It is the teachers work to lift up law before the infant conscience, to hold the Lord Jesus within reach of his longing love, and to soothe his earthly sori-ows with heavenly balm. The in- fant class work is " work for souls " as really Us is that of the pulpits. The truth as it is in Jesus is the food wherewith you are to " feed the lambs." The " paths of rightecmsness" are the paths into which you are to lead their feet. Third. Remember tliat you are to aid the little ones in cultivating the qnrit^ and in performing the acts^ of de/ootion. Children's prayers reach the ear of Gol, and if offered in true faith, receive a prompt reply. Every such prayer, by its reflex influence, strengthens and exalts the child's charac- ter. This result is the more marked with infancy because of its quick susceptibility. Then, these early impressions and convictions remain through the whole of life. How the mountain, that our eyes gazed upon in childhood, was mag- nified and glorified in our thought I We return in mature Appendix. 133 life and look n[)on the raountain again, but with somewhat of disappointment. It is not so Vitst as we tliought. The earliest views v.-e get of God should be so clear and strong that the influence of them might go with us through life. He will never disappoint us. The mountain to our manhood's vision may be less lofty than that our child-eyes wondered at ; but the infinite God will ever be a wonder and a glorv, and no maturity or expansion of intellect will ever outgrow a true thought concerning him. Therefore the utmost care s'lould be used to make the right impressions upon even lit- tle children when they attempt to pray. The devotions of the infant class should be full of reference and silent awe, and then of gratitude and gladness. They should not be merely j)erformed. They should not consist of mere ritual or recitation. Every prayer and every song should be pre- ceded by preparatory explanations and. reflections and sum- monings of the children's thought, reverence, and love, as for a holy service, so that they might wait for God's answer, and go away saying, as did one little darling. "I think I shall do right this week, for God's going to do it for me. I asked him/' Fourth. Mal-e your infant-dass room the most attractive and charming place in the world to your scholars. One may admire the setting of a diamond without failing to appreciate the gem itself. The Gospel yon teach will not lose its charm or power by brightness, freshness, comfoit, and beauty in the room where you teach it. Convenient seats, pleasant carpets, soft cushicms, fresh air, frescoed walls, floral decorations, stained glass windows, mottoes and pic- tures on the walls, delight the little ones, and will interest them in you and the Gospel you bear to them. " Father Gard- ner," in Washington, D.C., has rare taste in the adornment of his infant class room. He is a very old man, but a very young old man. He has crossed the eighties, and although some snow-flakes have rested on his l)row, his heart is buoy- ant and sprightly and gladsome as it could possibly have been sixty or seventy years ago. In his infant class hall 13i The Infant Sunday- School. canary birds sing in their cages, and bouquets in beautiful vases throw their fragrance and radiance over the room. Of course ii'the birds sing when he talks, or in any way disturb the children in their lessons, he has a way of covering up the cages, and the little warblers are "as still as church mice." But the birds and the flowers help the old man won- derfully. How the little members of that class look forward all the week to theii' Sunday-school, with its birds and blos- soms, and blesse^l old teacher of the gray hair and glad face 1 To some of them it is the only oasis in the week's journey ; to all it is an Elim. Although you have not a large supply of money, you may do something in this direction, for water is free, and v.hitewash cheap, and flowers — do they not grow for all? Wreaths and festoons of evergreens may be better tlian frescoes. In almost every community there is some one with artistic skill enough to prepare on plain paper beauti- ful mottoes to hang on the wall, and illustrative designs to use in te:iching Fifth. Bemeri-il/er that to teach little people effectively you must use objects for the illitstration of your teachings. The eye receives more knowledge, and that more readily, thnn the ear. Hence eye-teaching is more effective than any other. You may discourse from the pulpit with the eloquence of a Chrysostom, but if the sexton should carry his taper about to ligiit the gas-burners all your oratory wiQ go for nothing. That little tongue of flame will vdn the attention of your audience in spite of you. Hence in teaching chil- dren, who have still less power of self-direction than adults, so far as attention is concerned, you must use objects, or draw word-pictures, or tell stories and parables, that by put- ling knowledge in concrete forms you may win and retaiu the attention of your pupils. Hence, in the infant class es- pecially, appeal to the eye in your teachings. A leaf, a grain of wheat, a flower, a dried branch, an apple, a to}^, a lamp, a cane, a pebble, a stufled bird, a piece of white paper, a blotted page, a torn book, a grain of sand, a gloKe— how many things then' a:e in this world from which lessons may be drawn or by which they may be illustrated ! Can you Appendix. 135 find an object in nature that does not hold in it somewhere and somehow a truth proper to be taught to your pupils ? Especially keep your mind full of Scripture incident. Bible stories and apt illustrations from nature should linger on the teacher's tongue, ready for use at 1 adding. Little learners like amazingly the " likes " of a true teacher's discourse. Sixth. Bememher to so employ ohjects and pictures in teaching as to excite a high degree of curiosity in the chil/Vs wAnd. An eminent educator says : " Curiosity is the parent of at- tention." The teacher who allows the pictures he would use in teaching to hang for weeks and months on the wall before the child's eye, must not wonder that the pupil shows but little interest when the picture is brought down to be exhib- ited to the class, or form a text for the day's lesson. Have not all the children seen it for months ? Did they not " eat it all up " with their eyes, as one little fellow expressed it, the first day they came into the room where it hung ? The teacher should learn to conceal as well as to reveal. One of my correspondents suggested the following plan for teaching a biblical alphabet to his infant class. One of its principal advantages is in the hiding and gradual unfolding of its c