THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES *s " '^ U a $ '* fi s ^ . ** i ; &T) ^. ^i ^ $ ^ "N .55 3 T B? Capen, Eliza Buckminster, (Mrs. Levi Eaton,) Nancy Billiard, (Mrs. Otis Fairbanks.) Deacon Luther Haven was Superintendent. Among the older girls a class was formed in Milner's Church History, as abridged by Miss Rebeckah Eaton. Miss Buckminster took charge of this class. The new scholars this year were : Joanna Law, Isabella Bent, Caroline Manson, Phebe Hanson, Sally Cobb, Eunice Edgell, Nancy Goodnow, Silvia Parmenter, Caroline Pratt, Lucy Green, Cornelia Haynard, Susan Ben- nett, Ann Goddard, Eliza Evers, Susan Cobb, Pliny Fay, Eli Fay, Trowbridge Forrister, Peter Brewer, Gilbert J. Childs, John A. Buttrick, Calvin W. Angier, Albert Dadmun, Joseph Phipps, Albert Dalrymple, Roswell P. Angier, John T. Kittridge, William Conant, Henry W. Hudson, Newell Butler, Henry R. Wheeler, Diah L. Eames. The number of answers recited in the differ- ent catechisms was 6,743 ; Cumming's Ques- tions, 2,829 ; Bible verses, 21,524 ; Hymns, FIFTH YEAR. 33 5,209 ; amounting in all to 36,305. As there was a loss in numbers of 17 per cent, the net gain over last year was 6,700 answers. The pupils taking the highest rank were Emily Conant, Fanny Underwood, Emeline Stone, Catherine Parker, Eliza Hemenway, Mary F. Hemenway, Maria Stone, Nancy Hill, Rebeckah Buttrick, Abagail Parmenter, George Haven, and Abner Buttrick. 182O. Mr. Abner Stone, who helped form the school, and had been a teacher from the first, was chosen Superintendent. Additional teach- ers : Matthew Gibbs, Nancy Kellogg, Elmira Rice, (Mrs. Francis Bowers.) New scholars : Susan Hastings, Abagail Fairbanks, Margaret Thomson, Mary L. Temple, Angeline Eaton, Mary Ann Alden, Betsey R. Hyde, Angeline Forbes, Jerusia Parmenter, Clarissa Moulton, Lowly Ann Howe, Lydia Roach, Sarah Moore, Emily Hollowell, Martha , Eliza Hem- enway, 2d, Peter Davis, Horatio Bartlett, 18. The whole number in attendance this year was 93, 66 girls and 27 boys. The number of answers recited in the various catechisms was 17,752 ; Cumming's Questions, 1,062 ; Hymns, 3 34 HISTORY SABBATH SCHOOL. 10,196 ; verses of Scripture, 12,025 ; making in all 41,035, equal to a net gain from last year, after deducting the loss of scholars, of 10,000 answers. The scholars highest in rank in recitations were Maria Stone, Rebeckah But- trick, Miranda Belknap, Abby H. Forrister, Mary L. Temple, Helen C. Bell, Mary W. Brackett, Eleanor Belknap, Diantha Angier, Betsey R. Hyde, Calvin W. Angier, Albert Dal- rymple, Thomas Hastings, Jr., Ephraim W. Edmands, Henry L. Stone, Hollis Hastings, William Brackett. A careful study of these statistics furnishes a clew to the leading elements of the school. It discloses the fact that the girls greatly excelled the boys in the number of Scripture verses recited, while the boys excelled the girls in recitations in the catechisms. The highest number of credit marks to any girl is 2,850, to Nancy Hill, all for Bible verses ; the highest number of credit marks to any boy is 877, to William Brackett, 608 for answers in the Assembly's Catechism, 43 Bible verses, 226 Hymns. The increase in the amount of study, and number of perfect lessons, is probably a true index of the growth and efficiency of the school. The number of pupils decreased in these three SIXTH YEAR. 35 years 33 per cent. ; while the number of lessons recited increased 15 per cent. The teachers and scholars were getting better acquainted ; and where a class had a teacher whom they had learned to respect and love, that teacher's power to awaken interest and secure a large amount of faithful study increased from year to year. While the school was in any sense an experiment, there were causes of friction and depression on every hand, but when it became well established, the moral and social influences seemed to rally to its support, and directly to raise its standard and quicken its life. 1 8 2 1 ' 2 2 . Mr. Abner Stone was Superintendent of the school for the years 1821 and '22. So far as is known nothing of special interest in the regular working of the school occurred in these years. Ezra Hemenway became connected with the school as a teacher. The number of pupils and the amount of work done cannot be ascer- tained ; nor is the Superintendent's annual report preserved. It was in this latter year, probably, that the first library for the use of the school was 36 HISTORY SABBATH SCHOOL. - bought. A small sum of money was raised by personal solicitation from the leading church- members and others, and a selection made from the comparatively limited number of children's books then published. The library was com- posed of small books, mostly in paper covers, some of which might properly be called tracts. The following list is a sample : Shepherd of Salisbury Plain, Gooseberry Bush, Worlds Dis- played, Pleasures of Piety in Youth, Little Henry and his Bearer, New Testament Stories, The Robber's Daughter, The Two Lambs, Alfred and Galba. Hymns for Infant Minds. This small library of small books was yet a matter of great consequence to the school. It was a good collection for those days. The books were mostly new to the children, and they were of an interesting character. They were well written, and they were eagerly read. Some were essays on religious truth or personal duty, but to a considerable extent they were simple narratives of facts, or unadorned biogra- phies. They were such pictures of life as carry internal evidence of reality, and this is always pleasing to the young. Distorted views, and extravagant notions, and highly colored sketches are not relished till the taste has become per- verted. The child craves the simple truth. FIRST LIBRARY. 37 The Dairyman's Daughter and the Shepherd of Salisbury Plain, so natural in incident, and direct in statement, and pure in style, such homely pictures of homely life, have been read with absorbing and tearful interest by tens of thousands in the seventy years since they were written ; they are as eagerly read by children now, and they will continue to be read with the same concentrated interest by tens of thou- sands more, so long as the English language is preserved in its purity. The size of these books was no test of their worth. Each of these small volumes contains as much of fact and variety of incident, and fresh thought, as the two hundred page religious novel, or the diluted, well spiced story, which now in our libraries take the places of these simple narratives of common life. There is no record to show on what system the books were given out and returned. In some cases, at this time, it was the custom to give them out once a month, to be kept for that length of time. In others, the books were lent out as a reward of special merit. When a pupil had been punctual in attendance, or faithful in study and perfect in recitations, at the end of a month, or once in two weeks, he or she was entitled to a book from the library ; d8 HISTORY SABBATH SCHOOL. and for superior excellence, two books were allowed to be taken out. Thus the library was made to serve the double purpose of a means of improvement, and an incentive to fidelity and careful study. 1823-'30. Deacon Eben Eaton was chosen Superintend- ent in 1823, and continued in office till 1830. No records for these years have been preserved, but the school appears to have gone on peace- fully and prosperously. There is always a period between sowing and reaping, when there is a repetition of familiar processes, and a sameness of labor, and a patient waiting, which, though essential to vital growth and healthy development, has not the charm of novelty, and may be described in few words. Such was this period in the history of our Sabbath school. And that it was filled up with watchful fidelity and patient, prayerful effort ; that the classes were carefully instructed and the interests of the school conscientiously pro- moted, will appear in the results, when the time of the ingatherings of autumn comes. Those may be more prominent and seem to deserve the highest honor, who plan and bring EIGHTH YEAR. 39 into successful action the elements of a great achievement, but without the after skill and endurance and persevering exertions, the begin- ning would fail, and the enterprise come to nought. The new teachers in these years were Peter Parker, Alexander Abbott, Lambert Allen, Elbridge Bradbury, Asenath F. Eaton, Eliza- beth Eaton, Eliza C. Abbott, Nancy Shepard, Emily S. Bell, Eliza Wenzell, Abby H. For- rister. Those who joined the school as pupils at its first opening in 1816, now began to take charge of classes of little children. During this period, adult classes began to become a feature of Sabbath schools. It was not in the original plan, but the system was adapted to such an addition. Indeed, it was not complete without it. No Sabbath school can present a more beautiful spectacle than that which embraces scholars of all ages, from lisping infancy to hoary-headed age, " young men and maidens, old men and children." The Sabbath School Union, in the report for 1827, mentions the fact that large numbers of young people were connecting themselves with the schools of their respective parishes. " Some, too, with locks blooming for the grave, 40 HISTORY SABBATH SCHOOL. said they would become Sabbath school schol- ars, and in accents tremulous with emotion gave thanks to God that they could now come and enjoy the privilege with which he was blessing their children." " In some towns," it is said, in the report for 1828, " almost the whole population from four to eighty-five years of age have become members of the Sabbath school." In 1827 a class of young people of twenty and upwards, was formed in our Sabbath school. Moses Spofford, Electa Holdeii and others joined it. Peter Parker was perhaps its first teacher. This was probably the origin of the Bible class which continued to meet under dif- ferent teachers, and with varied interest for many years. In 1829 it met during the warm season in the Town House, before the morning church service. In 1834 it met in the vestry of the H. E. Society, on Sabbath evenings. At first it- was composed of both sexes ; but after- wards, from increase of numbers, it was divided into two classes, one of males and one of females. Ultimately it became an integral part of the Sabbath school. REVIEW OF FOURTEEN YEARS. 41 1 8 2 9 ' 3 O . We have now reached a period in the history of our Sabbath school when we naturally begin to look for the rounding up of primary results ; when leading characteristics have acquired per- manency ; when tests may be applied to the past, and new and more enlarged plans be laid for the future. Every year has its seasons. Every life has its stages, more or less marked, more or less distinctive, each in some respects the sequence, in some the counterpart, of other stages, but all intimately connected, and together forming one life. And every individual or associated plan or organization has stages of development and progress, when its active and passive agen- cies work and rest, when one influence or set of influences seem to be exhausted, and give place to something more vital. And each stage has its distinctive character, and may be studied by itself, and also as a component part of the whole. Our school was such an organization. It had now reached its fourteenth year. The children of 1816 were no longer children, and the school was no longer an experiment. It had taken its place among the reliable religious agencies, and had made a history. 42 HISTORY SABBATH SCHOOL. A general review of these fourteen years brings out some points of interest not specially dwelt upon in the preceding narrative. It was a well-defined era, having its own mission to accomplish. It comprised the period of the gathering' and organization of Sabbath schools in this country. Nothing like a systematic and well-digested public effort on the part of the church for the promotion of Sabbath schools had been put forth previous to 1817. And the twelve succeeding years had been devoted mainly to the establishment, and increase of the number of schools and scholars, and to fix the true position of the Sabbath school as an auxil- iary to public worship and pastoral labor. And so much success had attended these efforts that the Sabbath School Union was able to say in its report for 1829 : " It is believed that a Sab- bath school has been established in nearly every religious society in the State which is connected with the denominations united in the Union." From this period onward the main effort of the State society, and all engaged in the work, was to elevate the character and enlarge the influence of Sabbath schools, and provide a suitable children's literature. As regards our own school, looking back from this date, the change was great. Indi- REVIEW OF FOURTEEN YEARS. 43 vidual scholars were left, but none of the earli- est classes remained. Younger brothers and sisters and new families had taken their places. And of the first teachers, none remained. Deacon Haven and Abner Stone were still active members of the Sabbath School Society, and ready for any duty that would promote the prosperity of the school. One of the female teachers had died, and of the others some were married, and new duties demanded their time, and some had removed from town. But of that devoted band who started the school, and carried it so successfully through its infancy, none turned against it, or ceased to love and cherish it. As a means of good, it fully met their expectations. And while kept from active participation in its duties by vari- ous causes, it ever had their full sympathy and their influence, and their counsels of matured experience. A point of interest, as incidental to our devel- opment of the course of events, is the relation of the studies pursued in the Sabbath school to the general tone of religious sentiment in the church. A general rule must be, that the spirit of the one will correspond with the spirit of the other. The life of one will reflect itself in the life of the other. A prevalent formalism 44 HISTORY SABBATH SCHOOL. and accommodating spirit in the church, will lead to a course of instruction lacking the ele- ments of vital godliness. The prevalence of pure evangelical doctrines will necessarily secure the adoption of text-books of an evan- gelical character. This relation of cause and effect is well illus- trated in our Sabbath school. The several seasons of religious interest enjoyed by the church during the eight years preceding the fall of 1816, had greatly raised the standard of Christian experience, and given unquestioned supremacy to evangelical thought and belief. The cross of Christ was " magnified " in the faith and practice of the church. Hence the prominence given in the Sabbath school to the study of the Scriptures. Hence the introduc- tion of Emerson's Catechism, and the continued use of the Assembly's Shorter Catechism, so distinct in its enunciation of the leading doc- trines of the Gospel. Hence it was only a natural result that when the church and Pas- tor, for Christ's sake, left the meeting-house of their fathers, at the division of the parish in 182930, the entire Sabbath school went with the church. Although our school was one of the earliest of the public enterprises of the kind under- FIRST FRUITS. 45 taken, jet its foundation proved to be well laid. It was started by those of mature personal and Christian character, and experience in teaching; and was from the first fostered by the church and pastor. And unlike the earlier individual enterprises, and the first attempts in many towns, it had no transition state to undergo ; it pursued the course originally adopted, only gaining new wisdom by experience, and taking advantage of the progress of light and knowl- edge. But in pursuing its well defined objects, it was now to occupy a new position and to realize important and striking results. The extensive revival of religion in the church and congregation in 1830, had an intimate rela- tion to the Sabbath school, both as cause and effect. It could not but exert a marked influ- ence in raising the standard of study and instruction, and giving a higher tone of spirit- ual life to teachers and pupils. The enlighten- ing Spirit disclosed new methods and ends of labor; and the renewed heart, glowing with the love of Christ, joyfully accepted the new and congenial duties. And this revival had special significance as a test of Sabbath school instruction ; as a seal of God's favor on the study of His Word. " Ye 46 HISTORY SABBATH SCHOOL. shall know them by their fruits." It was the time of the ingathering of harvest. Some " first fruits " had been gathered earlier. Eight of those connected with the Sabbath school had been hopefully converted in previous years. But now the seed sown brought forth abun- dantly " after his kind." Of the one hundred and forty-two who united with the church in this and the following years, as the direct result of this season of interest, sixty-six had been teachers or pupils. From this time forward our Sabbath school has new points of interest, and new and wider elements of power. It henceforth became the dispenser as well as the receiver of good. It took hi hand its own enterprises, which aimed at results beyond itself. The spirit of Christian charity once enkindled, gives birth to the spirit of true benevolence, which in its turn awakens and fosters the spirit of missions. As piety can alone estimate its own worth, so it alone cau measure its want, and see the motive to supply this want. Two of the members of our Sabbath school were now preparing to go forth as missionaries to the heathen ; carrying the fruits of Sabbath school instruction ; carrying the fitness to teach which comes of diligent learning, and becoming FIFTEENTH YEAR. 47 a living bond of sympathy between the school and the darkened children of the East perishing for lack of the bread of life. Thus new chan- nels of thought and interest were opened; thus inquiry was stimulated ; thus Christian activity was concentrated on a well defined object ; thus the reflex influence of fourteen years came laden with blessings, and faith and hope and sight were made partakers of the present joy and were quickened for the labors of the future. 183O. The Sabbath school was opened at the usual time in the spring of this year, under its former officers and teachers. During the spring and summer it held its sessions in the Town House. When the new meeting-house of the Hollis Evangelical Society was completed the school moved into the vestry ; and now, for the first time in its history, it found a place of meeting both convenient and comfortable. From this time onward the Sabbath school was kept through the entire year. 48 HISTORY SABBATH SCHOOL. 1831. In the spring of 183] the Sabbath school was re-organized. C. F. W. Parkhurst was chosen Secretary, and from this date records more or less full have been kept. Deacon Luther Haven was appointed Super- intendent. The teachers were E. M. Capen, Elihu White, Jr., Calvin Shepard, Jr., C. F. W. Parkhurst, E. H. Warren, Alexander Abbott, Curtis Parker, W. P. Temple, Mrs. Eunice Capen, Sally Jones, Catherine Parker, Eliza C. Abbott, Emily S. Bell, Lucy C. Bent, Almira Walker. Eliza Wenzell, Eliza Ann Parker, Ann Maria Buckminster, Emily Parker, Asenath F. Eaton, Emily Johnson, Sarah Johnson, Abby H. Forrister, Mary W. Boynton, Harriet N. Shepard. More than half of these had been pupils in the school in previous years. The number of scholars was two hundred and fifty- four, of whom one hundred were adults. A SOCIETY FORMED. 49 THE SABBATH SCHOOL SOCIETY. It appears that a Society rather informal was formed as early as 1818. Probably the only organization was a request from the Super- intendent and teachers to Solomon Fay, that he would act as Secretary, to make out and keep a register of the names and recitations of the scholars. He had a natural taste, and thorough qualifications for this work, as the register will show. After his decease in 1820, probably no one was found with like qualifica- tions, who was specially interested in the school, and no regular records were kept for several years. But the form and name of the Society were continued, as is shown by the inscription in the books given as presents to the scholars for good conduct and good recitations. It comprised only the teachers ; and the only action taken was the annual election of Superin- tendent, who was also Secretary and Treasurer. In 1825, the Massachusetts Sabbath School Union was formed, (embracing the Baptist and Congregational denominations,) consisting of superintendents, teachers, and earnest friends of the cause, with a view, among other things, 4 50 HISTORY SABBATH SCHOOL. " to stimulate and encourage each other in the moral and religious instruction of children and others." This Union formed a nucleus around which the Sabbath schools gathered ; and by an interchange of views, and comparison of plans, and collating particular results, more of uniformity and systematic management was introduced, and a common mode of conducting the schools was adopted. A Society, auxiliary to this State Society, was formed in Framingham, as early as 1826. As the constitution and records are lost, no specific account of the working of the Society can be given. Probably it adopted substantially the method hitherto pursued in the school ; only acting as a recognized head, and doing by formal vote, what had been done by common consent. In 1831, in order to infuse new life into the school, and enlist more general support, the constitution of the Society was revised, by a committee appointed for the purpose. The committee consisted of Deacon John Temple, Patten Johnson, Ezra Hemenway, Deacon Luther Haven, .and Edmund M. Capen. By the new constitution, the Society still continued auxiliary to the State Society. As stated in the records, the special objects to be SABBATH SCHOOL SOCIETY. 51 kept in view were " to provide a suitable place for the instruction of children and youth on the Sabbath, and to raise funds for the establish- ment of a library for the use of the school." All interested in the object, by signing their names, and paying twenty-five cents annually, became members, and could vote in the choice of officers. The officers of the Society appointed the teachers ; and the teachers nominated a Superintendent, who must be confirmed by the officers. No book could be introduced into the school without the consent of the officers. The number of members enrolled was one hundred and thirty-nine, embracing the most active members of the church. The general mode of conducting the exer- cises was, 1. The school was opened with sing- ing and prayer. 2. The teachers heard the lessons of their respective classes. 3. Exer- cises closed by singing. 4. On the last Sab- bath of the month, the lessons recited during the month were publicly reviewed by the Super- intendent, or some one appointed by the Direc- tors. 5. It was the duty of the Superintend- ent, on all ordinary occasions, to request those who were connected with the school to lead in devotion, and take a part in the various other exercises. 52 HISTORY SABBATH SCHOOL. In 1842, the constitution was again revised. Committee, Rev. David Brigham, J. J. Mar- shall and Marshall Conant. The connection with the State Society was severed. The whole control of the Sabbath school was vested in the teachers and those pupils who were twenty-one years of age and upwards. None others could become members of the Society. The church was no longer to have any voice in the man- agement of the school. How the teachers were appointed, does not appear. The number of members enrolled was thirty-four. In 1852, a committee, consisting of Carlos Slafter, Deacon E. M. Capen, C. F. W. Park- hurst, Deacon Eben Eaton, and Andrew Cool- idge, was appointed to examine and revise the constitution of the Society. The most important change is indicated in article 3 : " This Society shall consist of the members of the church, and of such other indi- viduals as shall sign the constitution," thus restoring the school to its first position as the child of the church. The Superintendent was chosen by the Society. The board of officers appointed the teachers. The only rule adopted for conducting the school was, " The exercises shall be opened with prayer, and closed with singing." All other parts of the service were RELATION TO THE CHURCH. 53 left to the discretion of the Superintendent. This constitution has continued in force to the present day. Without instituting any comparisons, which might do injustice, it is probably safe to say, that the enlightened sentiment of the real friends and supporters of the Sabbath school has settled down to the conclusion, that the Sabbath school must hold an intimate relation to the church ; that all its principles of action must be in harmony with, and directly promo- tive of, the doctrines and fellowship, and piety of the church ; that in reality it must be under the watch and care of the church. The formal and recognized relation between the two must be such, that the church is held responsible for the conduct and results of the Sabbath school. So intimately connected are both with the religious interests of society ; so potent the influences which cluster around each, and extend to the families, and fireside counsels, and home altars, that any antagonism in essen- tials is fatal to one or the other or both. Indif- ference on the part of the church will prove a fetter on the progress of the Sabbath school. As the mother to her child, so the church must guard and foster and nurture, and cherish in prayer and faith and love, the Sabbath school. 54 HISTORY SABBATH SCHOOL. ADULT DEPARTMENT. Early in the year 1831, an adult department was organized, separate from the juvenile department, or Sabbath school proper. It met in the audience-room of the church. It num- bered about one hundred, and was divided into classes of suitable size. Patten Johnson was chosen Superintendent, and instructed a class. The same question-book was used as in the juvenile school. This department was kept up as a distinct school for five or six years. Patten Johnson was Superintendent till 1835. Deacon Ezra Hemenway was Superintendent from that date till 1837 or '38, when the two schools were merged in one. In the opinion of those who took part in the work, a separate department for adults worked well, and accomplished its objects successfully. It is easy to see the advantages of such a department, in the general mode of manage- ment, and adaptation of means. It is difficult to meet the wants of youthful and mature minds by any one method of instruction. The statement and illustration of religious doctrine needs to be varied to suit their different points of view ; and it requires much skill and knowl- ADULT DEPARTMENT. 55 edge of human nature to adapt general remarks equally to both old and young. And in awaken- ing interest, and stimulating inquiry, different methods are necessary. This is in part accom- plished by classification, each teacher adapting himself to the peculiar age and character of his class. But all general exercises will fail to interest equally the two extremes. And in fact, the Superintendent, from the real neces- sity of the case, will lay his plans, and conduct the school, with almost exclusive reference to the children. On the other hand, it should be said, the moral power of a school is greatly increased by the presence of parents, and the aged church- members. Their presence is itself an incite- ment, and a restraint. The lesson has a higher value to a child, if he knows that his father, and perhaps his grandfather are studying and reciting it with him. The Word of God has higher significance and more sacredness, when age and wisdom and scholarship gather with infancy around it for instruction. If the child sees the mature Christian thus earnestly search- ing the Scriptures, to find " eternal life," a sense of reality of weighty concern of imme- diate obligation attaches to the study ; a sense of the difficulties of the Christian life is gained ; 56 HISTORY SABBATH SCHOOL. a consciousness of the need of more than human aid and strength, of the help of divine grace, is awakened ; and thus the thoughts and pur- poses are turned to Him, who is " the Way and the Truth and the Life." One most important result which followed the establishment of this separate department, was the enlistment for life of the fathers and mothers in the Sabbath school. Now, after thirty years, they the survivors are all in their places in the classes, and as deeply inter- ested as then in the study of the Bible. The mantle of those who are "taken up" falls on some one who at once fills the vacant seat. It is a most interesting fact, that the proportion between adults and children one hundred to one hundred and sixty-six has been kept up without essential variation from 1881 to the present time. In 1859, the numbers were, ninety-nine adults, and one hundred sixty-three children. And the first thing which strikes a stranger on entering our school, is the crowded adult classes. All the eagerness and all the zest of youth are manifest in their attitude and man- ner, as they scan the Sacred Oracles, and seek for the mind of the Spirit. And the children of these parents are uniformly punctual and INFANT CLASS. 57 constant in attendance ; while the children of absent parents are irregular, and readily find excuses for tardiness and absence. Some of these adult classes use the common question-book of the school, and some are Bible classes, the choice being generally left to themselves. One teacher, Mr. P. H. Vose, has had charge of a class without interruption, for thirty-three years. And although in that time there have been seventy different pupils connected with the class, one of the original members now remains. INFANT DEPARTMENT. Infant classes, in connection with, or as a part of the Sabbath school, began to be formed as early as 1827-28. The specific object was to gather by themselves a considerable immber of children, too young to study the regular les- sons from the question-books, and teach them the Lord's prayer, hymns, and Bible verses, and exercise them in singing devotional songs, and other general performances of a religious nature. The first infant class in our school, was estab- lished by Miss Emeline Stone, in 1832. It was conducted successfully by her for a number of 58 HISTORY SABBATH SCHOOL. years. Her successors have been, Martha Ann Abbott, Abby H. Forrister, Susan M. Abbott, Emeline Hemenway, Mrs. T. Forrister, Mrs. 0. Bennett, Mrs. Jones, Augusta March, Har- riett March, C. E. Burnap, Harriett Williams, F. Williams, Lucy P. Brown, Mary Marshall, Grace Parker. It has been till the present year, a separate department, meeting in a room by itself. Two classes, one of boys, and one of girls, have been graduated from it into the Sabbath school, every spring. The average number in this department, for a series of years has been forty. This is an interesting, and an important branch of the Sabbath school. Probably it is the most difficult class to teach, requiring tal- ent and tact of a high order, and especially a thorough knowledge of child nature, and a loving, Christian heart. Quiet deportment, and a good degree of interested attention, are neces- sary to be secured, without great pressure of visible restraint, or show of authority. No exercise should be introduced for the sake of mere amusement. The sacredness of the day should be reciprocated in the feelings awakened, and the impressions made by the lessons and songs. All parts of the service should be adapted to children, and designed to implant INFANT CLASS. 59 and nurture in them a reverence for God, a sacred regard for holy things, and a dread of sin. And it is ever to be borne in mind, that it is not the amount of truth taught, not the repetition of words, not the process of reason- ing, not the urgent advice and warning ; but the spirit in which instruction is given, and the impression made on the heart of the child, which are vital, and tell on the life. The win- ning look of tenderness and sympathy is remem- bered, long after the words are forgotten. A devout spirit and a likeness to Jesus in the teacher, will attract the young to Him better than persuasive appeals. And if one clear idea of the nature of holiness is imparted, and one true desire for a holy heart is awakened in the child, the teaching is effective. Nowhere is there a greater liability to com- mit errors, and by an injudicious presentation of religious truth, poison the mind for life; and on the other hand, nowhere does the " meekness of wisdom," and the exhibition of true piety, more surely bear much fruit. If for any reason, the mother will excuse herself from. the duty God has laid upon her, to teach the infant lips to lisp prayer and praise to him, and to turn the first thoughts and purposes of life to the Saviour, then let this department of Sabbath schools be sacredly cherished. 60 HISTORY SABBATH SCHOOL. SABBATH SCHOOL CONCERT. The Sabbath school concert was observed in our school as early as 1831. The idea of this concert was evidently bor- rowed from the missionary concert, which had been observed in the churches since 1813. It recognized the vital importance which attached to the Sabbath school as a means of religious education ; and the duty of tb^ church to offer special prayer for the divine direction and blessing. At first, it was a concert of prayer. And the intention evidently was, that the mem- bers of the church generally should gather with the teachers and scholars, and thus publicly identify themselves with the cause. This, its original purpose, and the method by which its founders sought to accomplish the object, are to be borne in mind whenever we would estimate the value of this concert, or trace its history. The marked favor of God on the Sabbath school, in the revivals which visited the churches in 1830, not only indicated its value as a means of grace, but clearly evinced the duty of supplicating God's special blessing on the institution continually. It was made S. S. CONCERT. 61 evident that this was one of the chosen means by which He was building up and strengthening His people in intelligence, and active benevo- lence, as well as in numbers. And the great good which had resulted from the missionary concert, in imparting intelligent views of the work of missions, and uniting the hearts of Christians in true sympathy with the work, and in the common offerings laid on the altar, naturally suggested a similar monthly meeting to gain knowledge, and awaken interest, and unite all in offerings, and in intercessions for the divine favor on the Sabbath school. When first established, and for many years, the concert was observed on the evening of the second Sabbath in each month. Usually a carefully prepared address was delivered by the pastor, or some invited stranger, or one of the officers, on a topic directly related to Sab- bath schools. In those years it was kept up with varied interest. Sometimes the vestry would be well filled, and " the spirit of grace and supplica- tions " would be poured upon His people. Sometimes only the school would be present ; and the Superintendent and teachers would yield to discouragement. The annual report of the school for 1837, says : " The Sabbath 62 HISTORY SABBATH SCHOOL. school concert is observed, though with a slight degree of interest on the part of the church," indicating that the officers of the school felt the need of the hearty co-operation and united prayers of professed Christians. In 1842, the time of holding the concert was changed. It then was made to take the place of the regular school recitations on the second Sabbath noon of each month, and was con- ducted by the officers of the school. It was conducted much like an ordinary religious meeting, singing, prayers, and addresses alter- nating, only each part of the exercises had a special bearing on the school. The concert has been regularly observed till the present time, though the mode of its man- agement has greatly varied in different years. Perhaps the most marked difference between the present and former methods of conducting it, is, that now the pupils are relied on to give character and interest to the exercises, rather than the officers and the church. Perhaps now the custom is general, to have some sys- tem of Scripture recitations, varied to suit circumstances, and the discretion of the Super- intendent. In some instances, an historical fact, as the deluge, the offering of Isaac, the captivities, the crucifixion, the conversion of S. S. CONCERT. 63 Paul ; or some topic, as the Sabbath, baptism, is announced, and each scholar is expected to commit a verse relating to the fact or topic. In others, a word is given out, and the verses to be recited are to contain this word. In some cases a letter is named as the initial of the selected passages. Sometimes a teacher is designated to write an essay, or historical sketch, or brief discussion of the doctrine or topic or fact given out. In some schools, indi- vidual pupils are called by name, and rise and repeat their verse. In others, a class is desig- nated, and the class rise, and each member in turn recites his verse or paragraph. The success of any method depends on the ready and hearty zeal with which all co-operate and do their part. Probably it is the experi- ence of superintendents generally, that to awaken and sustain an interest in the concert, to make it really profitable to the school, is one of the most difficult of his often difficult duties. 64 HISTORY SABBATH SCHOOL. BENEVOLENT CONTRIBUTIONS. Intimately associated with the rise of the Sabbath school concert, was the custom of taking up regular monthly contributions for benevolent objects, in the Sabbath school. Indeed this was a part of the original plan. Effectual prayer and active benevolence are always associated. It is difficult to separate them. To supplicate God's blessing on a cause which demands action, individual or associated, implies a pledge to do what is requisite to fur- ther the cause ; implies the consecration to Him of what means one possesses that are needed in advancing the cause. Concerted prayer for the Sabbath school, by the church, was a pledge of effort and sacrifice in behalf of the Sabbath school. Gracious blessings received in answer to prayer and faith- ful labor, bound the recipients to requite those bestowed favors, by efforts to extend the advan- tages of Sabbath school instruction to the desti- tute. The love of Christ implanted in the heart prompts to Christ-like benevolence. It is but half of goodness to be good ; to do good, to impart to others what God so freely bestows, BENEVOLENCE. 00 is the larger half of goodness itself. Selfish- ness keeps its treasures for their enjoyment ; true goodness imparts them, in order to keep them. And the enjoyment of the Christian life consists essentially in offering that life a sacrifice for others. " The grace of giving," is a beautiful trait of true childhood, as it is of true manhood. The trivial gift bestowed with generous impulses is most acceptable, and praiseworthy. The penny, which might have been expended for sweetmeats, bestowed with a look of love on the deserving poor ; the little book, which is cher- ished for its own sake, and given for Christ's sake to a schoolmate who has no little books ; the hour of play-time, devoted to reading the Bible to a blind neighbor ; these are not costly gifts ; but they are precious beyond all price. They are the expression of traits which He loves who looketh on the heart. They are traits which our Saviour well delineates when he says, " Of such is the kingdom of heaven." To cultivate this spirit of charity, should be one aim of all education ; as the best success and the truest enjoyment of life are promoted by it. And to inculcate and develop this spirit should be a constant aim of Sabbath school instruction. It is the spirit of the whole Bible ; 5 66 HISTORY SABBATH SCHOOL. it is pre-eminently the spirit of the gospel. The love of God opens the heart ; and the gen- erous heart opens the hands ; and the charity small if the means are small, large if the means are large bestowed for Christ's sake, and consecrated by prayer, returns from its mission, as an answer 'to that prayer, laden, with sweet peace and hope to the soul. It is only when this reflex influence of char- ity is rightly comprehended, that the essential need of bringing up children in the practice of self-denial, and in habits of a generous consid- eration of others, can be rightly comprehended, and that this means of the best moral culture will be thoughtfully improved by parents. To contribute their little savings of money is the common mode of benevolence ; though kind actions, and self-denial, and unsought sympathy, and the numerous ministrations of generous love, in the home, and the school, and in society, are alike valuable as gifts, and for the imparting and receiving of joy. What con- stitutes the essence of charity, is the cheerful and hearty bestowment on others of what is highly prized by us. God demanded of his chosen people of old the offering of the "first- fruits " of their fields and flocks, because they were the most needed and the most valuable BENEVOLENCE. 67 to the possessor. He never accepts what is left, after all our wants are supplied ; or what has no intrinsic value to us. And the offering of such things in charity brings no joy to the soul. Every gift, then, laid on the human or the divine altar, must needs be consecrated by love and prayer ; and every gift must be in the best sense a sacrifice. Hence the appropriateness of a Sabbath school concert for prayer and benevolent contributions. Regular contributions for benevolent objects were taken once a month, in our school, from the time when the Sabbath school concert was established. It has always been the avowed purpose to distribute the avails of these collec- tions in promoting the cause of Sabbath schools. Some of the funds have been expended in making the superintendents and teachers life members of the Sabbath School Society, or the American S. S. Union ; some portions have been spent in the purchase of libraries for new and destitute schools at the West, in Iowa and Minnesota. Twenty dollars were sent to Mrs. Schneider of Aintab, a former pupil and teacher of the school, for the benefit of Sabbath schools in Syria. To 1858, the amount annually realized from the monthly collections averaged $25. In 68 HISTORY SABBATH SCHOOL. 1859, the plan was started of taking up penny contributions on each Sabbath. The result has been a large increase in the amount collected. For the nine years that this plan has been in operation, the amount has averaged $65 per annum. This method is still practised. The giving of a penny is entirely voluntary ; but the number usually falls very little below the total number of teachers and scholars present on the day. SECOND LIBRARY. 69 THE LIBRARY The first collection of books for the use of the school has been noticed. After the reor- ganization in 1831, the library became an important means of keeping up an interest, and drawing in pupils. And at this date, a large number of books designed for children, had been published. In 1830, the library comprised one hundred and thirty-three volumes. Seventy-two vol- umes were added in 1831 : one hundred and twenty-two volumes were added in 1832 ; eighty-five volumes in 1833. In this year a thorough overhauling of the library was made ; lost books were stricken from the catalogue ; some re-bound, and all re-numbered. And the renovated library was found to contain two hundred and sixty-nine volumes. Two hundred volumes were added in 1835. In 1845, $75 was expended for new books. In 1856, a new library was purchased, and a part of the old one sent to a school at the West. In 1859, the whole number of books was four hundred and seventy-seven. In 1860, $120 was expended to purchase books for the library. 70 HISTOEY SABBATH SCHOOL. In 1865, the number of volumes in the library was five hundred and forty-eight. In 1868, a part of the library was sent to Minnesota, and the sum of $200 was raised to add new books, making the number now in the library five hundred and fifty-three. Mode of managing the distribution of Books. A printed catalogue is allowed lo eacli family connected with the school. This list gives the number of pages, as well as the title of the book. Blank cards are furnished to each pupil, containing his name and number, and ruled with spaces for the title and number of the book wanted ; on which each is expected to designate several books, so that in case he does not get his first choice at once, he may receive a second choice, and have a chance to get the other soon. The number of the book given him is checked on the card, and also on the librarian's corresponding list, the check to be erased when the book is returned. Books are given out on each Sabbath, one volume only to a pupil ; and he is not entitled to another till the first is returned. TABLE OP STATISTICS. 71 TABLE OF STATISTICS. 1818. Number of teachers, 10 ; number of pupils, 142 ; average' attendance, 70. 1831. Number of teachers, 34 ; number of pupils, 254. 1836. Number of teachers, 30 ; number of pupils, 260, of whom 100 were adults. 1840. Twenty-seven members of the Sab- bath school united with the church, by pro- fession. 1859. Number of teachers, 22 ; number of pupils, 262, of which 78 are between 15 and 30 years ; 21 are over 50 years. Sixty of the pupils, and all the teachers are members of the church. 1861. Number of teachers, 25 ; number of pupils, 265 ; average attendance, 167 ; num- ber over 15 years of age, 154 ; members of the church, 108. 1863. Whole number of pupils, 272 ; 114 are members of the church, of whom, 36 have indulged hope this year. 1864. Fourteen pupils professed religion. 1865. Number of teachers, 26 ; number of pupils, 263 ; average attendance, 165. 1868. Twenty members of the Sabbath school are indulging the Christian hope, since the beginning of the year. HISTORY SABBATH SCHOOL. LIST OF SUPERINTENDENTS. Deacon LUTHER HAVEN, 1816-19, 1831, 5 years. ABNER STONE, 1820-22, 3 years. Deacon EBEN EATON, 1823-30, 1832, 1837-45, 18 years. CALVIN SHEPARD, Jr., 1833, ... 1 year. C. F. W. PARKHURST, 1834-3(3, . . 3 years. JOHN J. MARSHALL, 1846, 1847, . . 2 years. PATTEN JOHNSON, 1848-51, ... 4 years. CARLOS SLAFTER, 1852, 1 year. B. K. HAVEN, 1853, 1 year. Deacon ANDREW COOLIDGE, 1854, 1857, 2 years. B. F. WILSON, 1855, 1856, .... 2 years. Deacon G. W. BIGELOW, 1858-63, . 6 years. Deacon WILLIAM F. EAMES, 1864-67, 4 years. Deacon ANDREW COOLIDGE, 1868. THE SCHOOL AS IT IS. 73 1868. OFFICERS OF THE SABBATH SCHOOL. Superintendent, Deacon Andrew Coolidge. First Vice-President, Sewall Fisher. Second Vice-President, John L. Sanger. Treasurer, George A. Thompson. Secretary, George M. Amsden. Librarians, Henry F. White, George D. Bigelow. Teacher of Infant Class, Grace Parker. Class : Cora I. Lamson, Susan M. Young, Theophilus H. Root, Frank Gibbs, Arthur K. Stone, Neverson Hemenway, Emma E. Hagar, Minnie N. Hagar, Frank E. Rice, Alice Hast- ings, George H. Taylor, Willie F. Hosnier, Albert J. Haven, Katie T. Blake, Gracia D. Blake, Willie Harrington, Frank A. Young, Walter W. Eames, Nattie M. Ladd, Wallace Kendall, Laura A. Sanderson, Charles Otis. Teacher of Bible Class, Susan Rebecca Eaton. Class: Mrs. A. B. Tufts, Mrs. E. Conant, Mrs. Grace G. Barnard, Mrs. Ilitty Gates, Mrs. A. M. Parsons, Mrs. J. A. Hammond, Mrs. J. M. Harrington, Mrs. E. Hemenway, Mrs. E. Jones, Mrs. S. Fisher, Mrs. Laura Amsden, Mrs. Leander Barber, Mrs. Mary Ann Smith, Mrs. John Fenton, Mrs. Clara W. Morse, M. (4 HISTORY SABBATH SCHOOL. Thompson, E. Thompson, Susan E. Edmands, Mary Cutting, E. Bailey, Helen Barnard, Caro- line E. Burnap, Mrs. C. Sanderson, Mrs. M. M. Coolidge, Mrs. T. Garratt, Sally Jones, Mrs. C. Baker, Sarah A. Temple, Mrs. Ellen B. Fair- bank. - Teacher, Doctor T. D. Chamberlain. Class : Benj. K. Haven, George Nourse, John Cutting, George A. Thompson, J. T. For- rister, Frederic Coe, Leander Barber, Edmond M. Capon, Josiah Gibbs, John L. Sanger, George M. Amsden, George W. Bigelow, A. D. Cloyes, Charles Trowbridge. Teacher, J. D. Chamberlain. Class : Mrs. Harriett Rice, Mrs. N. Hosmer, Mrs. H. Sanger, Mrs. J. Gibbs, Mrs. A. Woods, Mrs. P. H. Vose, Mrs. A. Pratt, C. E. Lincoln. Teacher, Benj. F. Wilson. (P. H. Vose.) Class : Mrs. E. G. Eaton, Mrs. Mary Stearns, Mrs. Harriett Cloyes, Mrs. G. J. Childs, Mrs. E. Rice, Mrs. Edwin Hastings, Mrs. T. Forris- ter, Mrs. G. A. Trowbridge, Mrs. Henry Eames, Mrs. Luther Eames, Mrs. John Forrister, Mrs. Curtis Belcher, Mrs. Ellis D. Hall, Mrs. D. F. Chad wick, Martha Merriam. Teacher, William Symmes. Class : A. Sidney Bull, Henry E. Warren, Richard Briggs, Frederic Coe, Jr., Nathan THE SCHOOL AS IT IS. 75 Gates, Charles Smyth, Joseph Western, Edwin Walkup, A. Cutting, T. Eaton, Ellis Hall, Edw. Dodge. Teacher, Mrs. J. Mann. Class : George D. Bigelow, George Edw. West, Charles Parsons, Lewis Russell, Frederic B. Home, C. Sidney Eames, Alphonso Capen, Henry F. White. Teacher, Mrs. Mary B. Temple. Class : Ann Maria Cutting, Sarah Cutting, Susan Williams, Nettie Barnard, Carrie A. West, Sarah A. Faucett, Abby Pratt, Maria Pratt. Teacher, Mrs. S. N. Brewer. Class: Mary E. Temple, Mary Sanderson, M. Isabel Eames, Abby Russell, Ann- M. Brig- ham, Nancy Walkup, Ella W. Hastings, Hattie E. Smith, Kittie Otis. Teacher, Sewall Fisher. Class : Lizzie Moore, Mary Briggs, Hattie E. Rice, Lizzie Haven, Anna L. Sanger, Fanny Eames, Anna L. West. Teacher, Irene Poole. Class : Mary L. B. Esty, Lizzie Hastings, Cora Barrett, Anna Gibbs, Eva Bisbee. Teacher, Emma Clark. Class : Jenny Rice, Jenny Livermore, Minnie Woods, Blanche Walkup, Lizzie Blake, Emma E. Gates. 76 HISTORY SABBATH SCHOOL. Teacher, Ann Maria Eaton. Class : J. Ada Smith, Susan E. Cloyes, Clara Walkup, Ella Hemenway, Justina Ware, Addie Lamson, Emma Eaton, Ada R. Smith, Cora Moore, Ella Chadwick. Teacher, Anna L. Hastings. Class : Augusta Barber, Alice "West, Emily Cloyes, Jessie Walkup, Ella Forrister, Abby Wheeler, Ada Partridge, Fanny Hastings. Teacher, Lizzie Stone. Class : Hattie Jewell, Ada Washburn, Jenny Hastings, M. Ella Smith, G. Winch, Ella F. Belcher. Teacher, (Sarah J. Russell.) Georgiana Barnard. Class : Willis Rowell, John H. Temple, Charles Trowbridge, Frank Rowell, Horace Chamberlain, Frank A. Walkup, Andrew Belcher. Teacher, Martha Bailey. Class :' Waldo Howe, Franklin Howe, Arthur Coe, Henry Coe, Eddie Harrington, Roger Sherman, Waldo Johnson. Teacher, Abby Kelley. Class: William Trowbridge, Granville For- rister, Thomas West, Thomas Hastings, Frank Haven, Charles Williams, Frederic Esty. THE SCHOOL AS IT IS. T7 Teacher, Flora Williams. Class : Eddy White, Josiah Hastings, Charles Esty, Enos H. Bigelow, Frederic Hosmer, Alls- ton Swan, Charles Taylor. Teacher, Ellen M. Moore. Class : Edward C. Smith, Alexander N. Esty, Harry E. Swan, Elbridge C. Barber, Gardner P. Hastings, Willie H. Lamson, Frank Coe. Teacher, Mrs. Abby H. F. Russell. Class : Sarah Gibbs, Angelina A. Chadwick, L. Isabel Chadwick, Mary Cutting, Abby Cut- ting, Mary E. Eaton, Hannah Sanderson. Teacher, Ellen Stone. Class : Lizzie A. Root, Georgianna Harring- ton, Elberta Hemenway, Mary A. Eames, Lizzie Bigelow, Kittee Esty, Mira Hagar, Jenny Ken- dall, Emma Stone, Nettie Stone, Jennie Otis, Lizzie Otis, Mary Parker. Teacher, Louisa A. Eames. Class : Edgar Harrington, Charles Lamson, Joseph Weston, Fred. W. Young, Andrew Belcher. Teacher, Anna E. Johnson. Class : Josephine Bennett, and six others. The school meets in the audience-room of the church, on Sabbath noons ; each session con- tinuing forty-five minutes. The exercises are opened with prayer and singing, and recitations 78 HISTORY SABBATH SCHOOL. from the Psalms, in concert ; and closed with singing. All the officers and teachers are members of the church ; and eighty of the pupils are pro- fessors or have indulged hope in the recent revival. Two of the classes are Bible classes. There are five adult classes. The question-book now in use is " Clark's Questions on the great Truths of the Bible," the adults using No. 3, the school proper using No. 2, and the infant class using No. 1. One of the teachers, Mrs. Abby H. F. Rus- sell, aud one of the pupils, Mrs. Grace G. Bar- nard, were members of the class which met in the Academy Hall September 8, 1816. Deacon E. M. Capen, now in the adult class, was a teacher in the school in 1819. Thus is the half century made a reality to us, by the living chain which connects its two extremes ; and thus is the proof furnished that the principles in which the institution was founded have not needed change, nor grown old, nor obsolete. The same Holy Word is now the subject of study, and the guide to Truth, and the lamp to show the path to Life and Rest. Depending on the same divine aid, the teachers now labor in hope, and the scholars listen to the precepts of NURSERY OP THE CHURCH. 79 Him who said, " Suffer the little children to come unto me ; for of such is the kingdom of heaven." Perhaps the true relation of the Sabbath school to the church, is more obvious though not more real when it is seen gathered in the same sanctuary. The people gather in the morning, and are led in worship, and in sacred song, and Scripture meditation, by the pastor ; with a brief interval, a large portion of the same congregation are earnestly engaged with their teachers, in studying " the great truths of the Bible," and in prayer and praise ; then, after another short recess, the assembly again appears before God, lifting up the heart and voice in supplications and praises, and inquiring of the Sacred Oracles. It is a common pursuit of a common end. The church provides for and watches over the school ; and the school is auxiliary to the church.; is in nurture for the church. They are identified in interest, and the school is eventually to become the church. And the church discharges its duty to the school only when it cherishes and supports it with its whole heart. And very grateful is the sight of this garden of the Lord ; very precious are the offerings, of the " first fruits " laid on His altar ; very cheer- 80 HISTORY SABBATH SCHOOL. ing are the hopes which God's promises insure. " They that seek me early shall find me." " Blessed are they that sow beside all waters." And very striking is it, and emblematic of our common sinfulness, to see the infant of days and the hoary head, bowing together at the same mercy-seat! Very beautiful, and emblematic of the full provisions of the atone- ment and mediation of the Son of God, and the blessings in store for the believing soul, is it, when the child and the parent and the grand- parent he that is born in the house, and the stranger meet On a common level, hearing the words of the great Teacher ; looking to the same precious blood for redemption ; owning the same gracious covenant ; and, " if children, then heirs: heirs of God, and joint-heirs with Christ." And from this review of fifty-two years, what is the practical lesson taught ? How is the Sabbath school to be made most effective for its true ends ? By Christian love, and Christian fidelity. Various methods have been devised to awaken interest, and promote efficient and harmonious work in the school ; but the true secret may be summed up in a single expres- sion, deep-toned piety in the officers and teach- ers. They will gain the eye and the ear, and SECRET OF SUCCESS. 81 the heart of their pupils, when they come to the school with their own hearts glowing with the love of God, and alive to the worth of the soul. 82 IX MEMORIAM. The sketches which follow, of four of the founders of the Sabbath school, can scarcely claim the title of memoirs ; they are rather tributes of affectionate remembrance to former teachers by surviving pupils, most of the mate- rials being gathered from the memories of those who were members of the school during the first six years of its existence. The purpose in publishing these tributes, is, to show that Christian principle, arid faithful Christian labor, even in a narrow and humble sphere, result in great good, and bring much honor to Christ. ABNER STONE. Mr. Stone may properly be called one of the originators of the Sabbath school, though the plan was suggested by, and the first class was gathered by ladies. He gave his sanction and support to the movement, and took part in instructing a class of boys from the outset. He belonged to a family bearing an hon- ored name in Framingham. He was carefully trained in childhood by an excellent mother, ABNER STONE. 83 who lived to see the precious fruit of her coun- sel and influence. He was educated at the Framingham Acad- emy ; going through a thorough course of English studies, and making considerable prog- ress in the Latin language, with a view of pursuing a collegiate education, which plan he subsequently abandoned. It was this academic course which fitted him for the prominent posi- tion he held as a teacher in the Sabbath school. The habits he had acquired, of careful thought, and close investigation, and logical reasoning, prepared him for a profitable study of the Scrip- tures, and gave him aptness in proposing ques- tions, and solving difficulties. He had to struggle, through life, with a con- stitutional bashfulness, which kept him silent in public, before a large audience ; but before his class, as in all more private consultations, he was collected, and could give fit expression to acceptable thoughts ; and his efficiency and promptness in acting, where deeds could speak as well as words, compensated, in a great degree, for his constrained silence. Mr. Stone was hopefully converted in the revival of 1814-15. At this time he had reached mature life, being thirty-seven years old, which will account in part for the fact that 84 ABNER STONE. he could not overcome the early habit of shrink- ing from public speaking, even in religious meetings, though his growth in the Christian graces was rapid and marked. He entered into the work of the Christian life with his whole heart, as his only way of " redeeming the time." Clear in his views of Scripture doctrines ; deeply conscientious ; calm in judgment and broad in his observa- tions, his counsels were entitled to, and always received great weight. And his firmness of purpose, when the path of duty was made plain, made him a pillar in the church. So reliable and earnest was he as a church mem- ber, and so judicious and active a supporter of the Sabbath school, as of every good work, that when the new church was formed at Saxon- ville, with which movement he was from loca- tion identified, the pastor of the mother church remarked, on his leaving, that " his right arm was cut off." He possessed a symmetrical and well-balanced character. No one trait was prominent ; and there was no essential trait lacking, to cause an observable deficiency. If anything impressed a close observer more than another, in his char- acter, it was his guileless transparency. You could see through him ; you felt, when in his ABNER STONE. 85 presence, that there was no dissembling, and no concealment. The thorough subjugation of his mental and moral powers to the law of Christ, after his conversion ; the singular truthfulness of his nature, which showed itself in all his life ; the subdued yet earnest and devout spirit which was a part of his daily walk and ways, were always apparent, not because he sought to exhibit them, but because they were his moral life ; because they constituted himself. And these powers and graces were set apart to Christ and his church. This was the one aim of his public Christian course. And this singleness of purpose, coupled with a devout spirit, and truthful nature, gave an even tenor to his life, and consecrated that life to " what- soever things are true, whatsoever things are honest, whatsoever things arc just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report." If he did not give expression to the ecstasies of Christian enjoyment, and the more demonstra- tive experiences, he could speak of the love of Christ, and a well-grounded hope of pardon. If he never rose high in influence with his fel- low men, he was never without influence ; and this influence was beneficent, was conservative, was attractive, was of a kind to win men to 86 ABNER STONE. the pleasant paths of wisdom and piety. For piety in him, was a genial, inspiring power ; pervading words and deeds ; giving color to opinions and plans ; moulding social as well as religious character. It led him to sympathize with the sick and sorrowing, and to devote what time and skill he had to their relief, cheerfully, in season and out of season. Many a tear of gratitude, taking the place of tears of sorrow and suffering, has been his tribute and reward. His reverence for the Sabbath, and love of the sanctuary were marked traits of Mr. Stone's character. Till the age of fifty-five, he resided three miles from the church, but his place in the house of God on the Sabbath was rarely vacant ; and none engaged in worship, and received the word of life more eagerly and gratefully than he. When the church near his home at Saxon- ville was formed in 1833, none prized the privi- lege of ready access to Christian ordinances more than he ; and none more faithfully attended on all religious services. One who was his pastor, says : " My intercourse with Mr. Stone for the ten years of my ministry there, was one of unbroken confidence and felicity. His general simplicity, and I may say transparency of character, were always a mat- ter of intense study with me ; and to this day, ABNER STONE. 87 are my highest idea of a gospel, Scripture righteousness. " In every question of obvious duty, we always knew where to find Mr. Stone. " So settled and principled were his ideas of sanctuary ordinances ; so constant his appear- ance in the house of God, that we did not need to ask if something serious was the matter, when his seat was left vacant. Indeed I have always felt, and often quoted his case as one of God's genuine household ; not from any special measure of gift, but from fulfilling 1 in the best sense the measure thai was given him ; fulfilling the stewardship of God's trust in the best intents of probation." In personal appearance, Mr. Stone was tall, and slightly stooping, as of a man not in high health. His features were regular, and his countenance wore the expression of benignity and gentle thoughts. Those who were his pupils in the Sabbath school remember with grateful interest, his pleasant voice, and the quiet way in which he proposed questions and gave instructions. Though not awed by his presence, they were attracted by his manner. There was an evident sincerity, and simple ear- nestness, which touched the heart ; and the clearness of his statements of truth carried con- 88 ABNER STONE. viction to the understanding. Thus his influ- ence over his class was constraining rather than impulsive ; and the effect of his teaching was permanent. He is cherished by them with warm regard. By his fellow teachers he was held in high esteem. Though not apt to obtrude his opin- ions, lie always had an opinion, and was ready to give it, when the case required ; and it was uniformly found worthy of respect. He looked at questions of duty and plans of action, from a practical standpoint ; and his mind was remarkably free from bias or prejudice. The law of love was in his heart ; and he seemed never to lose sight of the fact that he was one of Christ's disciples. And when plans of action were to be carried out, and wise counsels to be transformed into deeds, none was found more efficient than he. Quietly, but directly, and, promptly, he did his part. And when the duty was well discharged, and good results achieved, he was not careful to claim any of the honor. He was Superintendent of the Sabbath school for two or three years, though he took the place with some reluctance ; and discharged its duties, as he did all duties, with singleness of purpose, as unto Christ. He lived to see the church and Sabbath ABAGAIL BENT. 89 school send out two considerable colonies, which grew into important centres of influence. And at his death, the mother church and the school were both stronger, and had larger numbers enrolled, than before sending forth the colonies. " There is that scattereth, and yet increaseth." He died February, 1859, at the ripe age of eighty-one. The sweet savor of a gentle, devout, godly life attaches to his memory. ABAGAIL BENT. Of the three young ladies Abagail Bent, Martha Trowbridge and Mary Brown who unitedly started the Sabbath school, it may be difficult to decide which performed the more important part of the work. But to Miss Bent belongs the honor of taking the lead in suggest- ing, and carrying into operation the devised plan. Indeed she was by nature fitted to be a leader in new enterprises. Of quick discern- ment, and active temperament ; with her acqui- sitions always at command, and self-reliant; she was ready to act, when others had only pos- sessed themselves of the means for forming a wise judgment. And as the goodness of her motive was unquestioned, and her plans feasible, 90 ABAGAIL BENT. it was common for them to be substantially adopted. She had seen the working of a Sabbath school in Bath, N. EL, while engaged in teaching a public school in that village, in previous years. She may have assisted in this school, as the Rev. Mr. Sutherland, its founder, was a valued friend of her family. She at least had a knowl- edge of his method of conducting his class ; which could not fail to be of service in the opening of our Sabbath school. Miss Bent was left a half-orphan, by the death of her mother, when eight years old. She had good advantages for education, at the Framing- ham Academy, and at Mrs. Rowson's school in Newton. After completing her studies, she taught school during the summer months, for several years. She made a profession of religion in 1805, when twenty-three years old. Her thoughts were specially directed to her spiritual interests, by a sermon preached by Rev. John Brewer, in Dr. Kellogg's pulpit. " She went home from meeting under deep conviction of sin, feeling that she was lost, but unable to find a .Saviour. She tried to pray ; but the door of mercy seemed to be shut." Her dis- tress and darkness lasted for a considerable time, when she was enabled to cast herself ABAGAIL BENT. 91 unconditionally on the mercy of God in Jesus Christ. Then light and peace came and filled her soul, as it had been full of anguish and forebodings. This true and deep conviction of sin, which she experienced, and which preceded her Chris- tian hope, had an important influence on her subsequent Christian life. Probably it is the common experience of Christ's disciples, that the deeper their sense of the guilt of sin, the truer their joy at deliverance from its curse ; the more they realize their helpless and undone condition by nature, the more they appreciate the recovering grace of God ; the clearer they discover the plague of their own hearts, the more attractive appears that holiness without which none shall see the Lord. In other words, there is a correspondence between the felt reali- ties of a sinful and a regenerate state of the soul ; and the pardoned sinner will prize and magnify his Saviour, just in proportion as he has felt his need of him. Miss Bent found that she had much to strug- gle against, in keeping her covenant vows. She was naturally wild and impulsive ; and it was not easy to maintain the meekness and gentleness of Christ ; it was not easy to lay aside old habits of feeling and thought and will, 92 ABAGAIL BENT. and be clothed with humility. Yet she was fully sensible of her peculiar tendencies and trials. " Sister Nancy," she would often say, " can be a Christian with half the effort I can ! " Yet she never excused herself for wrong doing on the ground of natural disposition, and early habits. She took blame to herself for whatever in her heart or life, was contrary to the divine requirements, and the spirit of her profession. As a woman and a Christian, she had marked individuality of character ; and was always her- self. Perhaps the trait which first impressed an observer, was her independence of character. Her thoughts were her own, and her mode of stating them was her own. She looked upon life from her own point of vision ; and adopted purposes and formed plans accordingly. Her views of duty were in accordance with her views of life. Ever faithful to her own settled beliefs, she carried them into practice in her own way. And this independence of thought and opinion, rendered her sometimes liable to be misunderstood ; perhaps sometimes appeared, when seen in single acts, like confident forward- ness. But actions are to be judged by their motives and circumstances, rather than by com- parison ; and each 'man is entitled to his indi- viduality. In Miss Bent's case, there are two ABAGAIL BENT. 93 facts which are important as throwing light on this matter, and that enable us to draw a right conclusion. 1. She had a sound physical con- stitution, and uniform good health, which gave her moral life a higher tone and elasticity ; and 2. by the loss of her mother in childhood, she was thrown on her own resources, and forced to rely much on herself. Thus robust in health, she did not feel the need of help, as the inv.alid child does, and could stand the brunt in childhood's battles ; and at the facile period when thoughts and feelings and tastes take form, she had not the softening, restrain- ing influence of a mother's love and authority. And being the eldest of the family, she was looked up to, and constantly bore some weight of authority. That these circumstances should give a lasting bias to character, is not sur- prising. Another noticeable feature in Miss Bent's character was inherent strength, the strength which comes of well defined opinions, and a firm purpose. Deep feeling and prompt action are inseparable. Thorough knowledge of one's self and of God, and unfaltering trust in God, are essential to Christian stability. Or to state it more definitely, the strength of the Christian character depends primarily on deep conviction 94 ABAGAIL BENT. of sin, and unfaltering faith in Christ. Man's moral strength lies in a knowledge of his weak- ness and a knowledge of his strength. And as his weakness is sin, so his strength is Christ. Hence Paul's paradox, " When I am weak, then am I strong." And the weakness of sin lies in its guilt, which is seen and felt only through the enlightening and quickening of conscience which is wrought hy the Spirit of God. He only who comprehends the nature of this guilt, realizes his desert of the penalty ; and he only discerns the full meaning of the cross of Christ, by whom he has redemption. The man's views of Christ then depend on his views of sin ; and faith is vital only when con- viction is deep. Miss Bent's experiences, while groping her way in darkness to the mercy-seat, will account for the stability of her Christian faith. She had great force of character. She had the nerve to look calmly at difficulties, to study their nature, and to weigh their exact power, and then to turn them aside, or over- come them. Her fearless energy made moun- tains appear no larger than mole-hills ; and what was discouraging to others, was only an exhilarating incitement to her. If an end was good and desirable, there was always, with her, ABAGAIL BENT. 95 a way to secure it. And she could inspire in others what she felt in herself. In 1806, a dear friend of hers was left a widow in youth, and was sick, a thousand miles away, in what was then the Western wilderness ; but she persuaded a brother of this friend to undertake a journey thither, to bring the homesick consumptive back to the parental roof. No sooner was a class of girls gathered for the beginning of a Sabbath school, than she set to work to gather a class of boys. Indeed she could hardly wait to finish any plan ; others could do that ; and she must take hold of something new. And perhaps for this reason, she had more to do with the Sabbath school in its earlier years, and less after it had gone into successful operation. And perhaps, with her sanguine temperament, she was over-urgent for results. " The hus- bandman waiteth for the precious fruit of the earth, and hath long patience for it, until he receive the early and latter rain." She wanted immediate results ; to reap the harvest, when the seed was sown. But this made her an effi- cient member of society, and of the church. There is always need of, and a place for such ; as there are always backward and doubting ones enough to clog the wheels, and prevent precipitancy. 96 ABIGAIL BENT. Her efficiency as a teacher in the Sabbath school has been indicated by the preceding analysis of her leading characteristics. Thor- ough in her preparation of the lesson ; deeply imbued herself with the spirit of the truths taught ; she awakened and concentrated the interest of her class. She was a thorough teacher ; and, while under her instruction, her class were thorough scholars. Few have the faculty of gaining and holding the entire atten- tion, and arresting the spirit of childhood at will, and creating more vivid impressions and fixing those impressions permanently, than Miss Bent. Not only the sentiments expressed, but the exact words used in her suggestions and instruc- tions, are securely lodged in the memory of her scholars ; and now, after fifty years, are recalled and repeated with pleasure. They are worth remembering, because of their intrinsic value ; and for the sake of the Christian motive which prompted them. Her method was direct ; her aim single. She would lead the children, in their earliest years, to the Saviour. Said one of her early pupils, on hearing of her death, " I have no doubt that she has gone to heaven, for she has all her lifetime been trying to get others there." With the stronger elements, and intrepid ABAGAIL BENT. 97 courage, she united a sympathy and kindness for the sick and afflicted, which knew no limit. Several instances occurred, where friends or strangers were thrown on her care, away from their home ; and a mother could not have watched over them more tenderly, nor grieved more sincerely when they died. Miss Bent had large opportunities for obser- vation of life in some of its phases ; and her activity in various religious and educational enterprises, brought her in contact with people of diverse and leading peculiarities and aims. And her habit of estimating things by her own standard, and the decided convictions by which she was guided, naturally led her mind to draw inferences and lessons, which had to her an important value. And in mature life she formed the plan of writing out these incidents and lessons for the benefit of the young. She commenced a series of publications, in the form of narratives and biography, embodying indi- vidual and family history, interspersed with moral and religious reflections. She had sent forth "The Happy Merchant," "The Foster Family," " Conrad," and " Edith," published by the Massachusetts Sabbath School Society ; and left another similar volume ready for the press, and one partly written. These books 7 98 ABAGAIL BENT. were well received by the Sabbath schools, for whose libraries they were specially intended. They are all narratives of real life, varied from the actual occurrences only by fictitious names. And they have the attraction which reality always gives to depicted scenes. As an author, she had skill in representing quiet home life ; and in the fidelity to charac- ter with which she gave conversations, especially on religious topics. Perhaps she excelled in describing the incidents, and grouping the indi- viduals around the evening fireside, and in the sick-room. Two thoughts were prominent in her mind, and are in a great variety of ways introduced into her pages, the preciousness of the Bible, and the importance of beginning the life of piety early. Miss Bent died September 28, 1841, aged fifty-nine years, in the midst of her work and usefulness. She was sick but twelve days. " Her disease was violent, and excruciating beyond conception ; but her mind was calm and tranquil. Having placed her hopes in health, and indeed in youth, on the great aton- ing- Sacrifice, she found in the trying hour that she was not deceived. Her confidence in the mediation of Jesus Christ was unusually strong, and her death truly triumphant. Often during DEACON LUTHER HAVEN. 99 the last hours, did she offer the prayer of the dying martyr, ' Lord Jesus, receive my spirit.' Her last words were, ' Tell me, my soul, can this be death ? ' " DEACON LUTHER HAVEN. Deacon Haven was early enlisted in the estab- lishment of a Sabbath school in the Congrega- tional society, and was chosen its first Superin- tendent. This was due to his energy and prac- tical wisdom, and prominent position in the church and in the community, as well as his devoted piety. Well educated, for the times, always self-possessed, accustomed to public speaking, and well versed in the truths of the Bible, the selection was a fortunate one. He gave an impress and character, and efficient organization to the school, which carried it through its first years, and insured a steady and strong growth. What would have been an experiment with some, was to him, with his clear forecast, and firm will, and fertility of resources, an assured certainty ; and with his reverence for the Holy Scriptures, and thor- ough conscientiousness, and religious principle, the results of his efforts would redound to the glory of God. 100 DEACON LUTHEE HAVEN. Deacon Haven sprung from a Framingham ancestry, though he was born in Holliston. He was brought up after the manner of the Calvin- istic system of belief, and morals, in strict integrity, and uprightness, and the fear of the Lord. His mental powers were of a high order ; his perceptions quick ; his convictions deep ; his spirit fervent ; his powers of reason- ing acute ; his conclusions practical and safe. From his youth up, he was strictly observant of the Sabbath, and constant in attendance on public worship. But he had reached his forty- fourth year, before he entertained the Chris- tian's hope. In 1814, during the revival which had been for some months in progress, while listening to a sermon from the text, " Why stand ye here all the day idle ? " the thought came with intense force to his mind, that his own day of life was fast spending, and he was " idle " in God's work ; worse than idle in the matter of his soul's salvation ; laying up wrath instead of mercy. He felt that this call was to him ; and he lost no time in speculations, and trial of the expedients which the natural heart suggests, but commenced to seek God at once, and in earnest. If the day was far spent, and the night at hand, so much the more was there need of urgency and diligence. After a season DEACON LUTHER HAVEN. 101 of anxiety, and searching of heart, the blessed Spirit of grace and consolation was revealed to him, and he found peace in believing. He felt the need, and saw clearly the grounds of justi- fication by faith ; and built his hope of pardon and full redemption on this sure foundation. " Unto them that believe, he is precious." "With his characteristic determination and force of character, he set about the work of the new life on which he had entered. The doctrines of grace were to him incentives to work out his own salvation with fear and trem- bling. God working in him to will and to do, was sufficient reason why he should will and do ; why he should be wholly subservient to the divine will ; why his life should testify of the grace of God. His promptness and faith- fulness, and earnest words of exhortation, at the meetings for prayer and conference, were especially prized by his pastor, Dr. Kellogg, and are remembered with special interest by those who were present ; remembered because of their peculiar force and appropriateness ; and because it had not been customary for laymen to take an active part in such meetings. In some churches, at this period, it was considered out of place for any but the pastor to make an exhortation, or attempt to explain the Scrip- 102 DEACON LUTHER HAVEN. tures. Indeed in many churches, at this period, conference and prayer meetings were wholly discarded. At the time of his conversion, so late in life, many habits of mind, and tastes, had become fixed ; had become a second nature to him. His style of thought, and ways of expressing thought, could hardly be changed. His knowl- edge of the world, and quick perception of character, and skill in comparing and weighing ostensible motives and purposes, had given a peculiar pith and point to his methods of expressing himself, and his criticisms of men and manners. He had also naturally a keen appreciation of the ludicrous in human conduct and thought, and was remarkably quick and felicitous at repartee. His generous heart prompted a sparing use of these powers, but he sometimes wounded deeply by liis incisive thrusts. He abhorred all pretense and dissem- bling, and 'loved truth and sincerity ; paid hom- age to pure motives and sterling integrity. That after forty years, customary views and methods, and leading traits and habits should retain their vitality, and turn the thoughts and feelings in the old channels, is not strange. And that they should sometimes cast reproach on " the new man which after God is created DEACON LUTHER HAVEN. 103 in righteousness and true holiness," is accord- ant with human experience. He did not feel called upon to repress all these habitual impulses, and cut his style of expression to anybody's pattern ; he believed that their indulgence within proper limits, is innocent, and conducive to one's own and others' hap- piness ; but he felt the need of watchfulness, and often had to regret a stinging answer which unconsciously escaped him. And he always had more edge than polish ; more of the out- spoken bluntness, and less of the gentleness of Christ. But his godly sincerity none doubted. And where grave and serious concerns were at issue, he saw nothing but the weighty reality ; where wise counsels were necessary, he could concen- trate all his powers ; where words were deeds, his words were well chosen. In anxious delib- erations for the well-being of the church, and in carrying out measures for the extension of pure and undefiled religion, his heart and mind were enlisted, and he was governed by the spirit of his divine Master. Moral obligation to God was a first motive in his plans, and directed his moral acts. If duty to God was plain, no other questions required his thoughts. He ever had a deep sense of God's goodness and long-suffer- 104 DEACON LUTHER HA YEN. ing, in sparing him, and waiting on him to be gracious, while he was serving sin. And his sense of the condescension of the Son of God in giving his life a ransom, was sometimes almost overpowering. His voice would become trem- ulous from emotion, as he gave utterance in prayer and exhortation, to his experiences of loving-kindness, and his views of the merciful dispensation, which received its finished efficacy at the cross on Calvary. When in 1816, the plan of opening a Sab- bath school was suggested, Deacon Haven was found ready for the work. As the method and its details were yet to be settled, there was need of forecast and constructive ability, as well as zeal and hopefulness. He had habits of careful observation, and a reflective mind, and the calmness to look on all sides of a new subject, before adopting a conclusion. He had the good common sense that can see what is to be done, and how best to do it. And what was pecu- liarly necessary, he had the insight into char- acter which enabled him to judge what parf each .person associated with him could be relied on to do ; to judge if the zeal of one would hold out, and the doubts of another would be con- vinced, and how the various opinions could be harmonized. Without apparent effort, he would DEACON LUTHER HAVEN. 105 contrive to make the most of individuals ; to give them the place they could fill with best acceptance and advantage. And having broad and generous aims, and a heart consecrated to the cause, his plans and management as Super- intendent, at this critical period, proved emi- nently wise. Literally, he laid " the founda- tions of many generations." Perhaps the traits by which Deacon Haven was most distinguished, were, the clearness and precision of his views, and his unswerving obedience to duty. His standard of Christian character was well-defined, and elevated ; and he tried himself and others by it ;. and con- demned, as heartily in himself as in others, neglects and deficiencies. The doctrines of the gospel, as they presented themselves to his mind for belief, took a definite form, and arranged themselves in a harmonious system. He was accustomed to study the Bible for him- self, and knew its ewn grounds of truth, and could give a reason of the hope that was in him. Through all his Christian life, he " held fast the form of sound words, in faith and love which is in Christ Jesus." And in action, convictions of right and duty impelled and guided, and not the impulse of mere feeling. This gave him his peculiar 103 DEACON LUTHER HAVEN. power ; gave him the elements of a positive rather than a negative life ; gave him the force of character, which makes its own way, and leaves its own impression on society. And the fact that he had decided and well defined views, and yielded implicit obedience to the right, to the dictates of his own con- science, sometimes brought him into antago- nism with others ; with friends as well as foes. This always lays a man open to misconstruction and unjust criticism. It is so common to study the policy of plans and actions, that the bold pursuit of right is not appreciated ; indeed, is not understood. The strait and narrow way which Christ trod, and which leadeth unto life will always have few travellers, and they will be " set at nought " as their leader was, and will have little influence in the great world of business, and distinction, and earthly reward. With more of the impulsive element in his character, and more of pliability, his popular- ity would have been greater perhaps his influence not more salutary. He whose life attracts notice, and who makes an immediate impression on society, is he who has quick sen- sibility, and obeys the impulse of the moment. He goes with a rush like the mountain torrent from melting snows ; but his power ceases with DEACON LUTHER HAVEN. 107 his popularity, or his active life. The man who makes the deepest and a lasting impression on society, must have quick sensibility, but a quicker conscience ; must be capable of being deeply stirred and thoroughly aroused, but through appeals to his judgment through the apprehension of the understanding ; and must act with energy and courage, but without nervous excitement and transient emotion. To flash forth like the meteor or lightning, may only produce disturbance, perhaps destruc- tion ; it is the steady light of the sun that warms and invigorates, and brings the fruits to perfection. Deacon Haven retained his interest in the Sabbath school, and was ever active in various ways in its support ; and after a retirement of eleven years was called a second time to the superin tendency. He loved the church, and sought its purity and enlargement ; loved and cherished it in prosperity and in perils ; stood by its doctrines and discipline ; to the last " holding the Head," and believing that " other foundation can no man lay than that is laid, which is Jesus Christ." He died July 11, 1851, at the advanced age of eighty-one. " Tho righteous shall be in everlasting remembrance." 108 MARY BROWN. MARY BROWN. (MRS. JONAS COLBURN.) Miss Brown was a native of this town, and was educated at the Framingham Academy and at Mr. Emerson's school in Byfield. Though her father resided three miles from the centre village, she boarded at home while attending school, and was noted for her punctu- ality and thorough scholarship. After completing a course of English studies at the academy, she went in 1812 to Canada, where she spent four years in teaching. She afterwards taught school in her own district in Framingham, and in neighboring towns. She was the subject of special religious con- victions, and dated her hope of a gracious change in the year 1813, when 22 years old. She was married to Rev. Jonas Colburn in 1823, passing the next twenty years of her life at Leverett and Stoneham, in this State, and at Wells, Maine. Miss Brown was in Framingham in the autumn of 1816, and was present at the first consultation in reference to opening a Sabbath school, in which she felt a deep interest, and readily undertook her share of the labor. She was constantly present, and took part in teach- ing the first class of girls gathered, and had MAEY BROWN. 109 charge of a class till her marriage in 1823, except when absent teaching, or at school in Byfield. Her qualifications for instruction were supe- rior, both of mind and character. With good culture and a well-stored memory, she had a remarkable faculty of attaching children to her and gaining their good will. Possessing a genial, sympathetic nature, and a kind of intuitive perception of the most direct way to a child's heart, she could inspire courage in the timid, and help the hesitating over the stumbling-blocks with so little seeming effort that they scarcely knew they were helped, and were surprised to find themselves reciting so acceptably. She would succeed in establishing a perfect understanding and acquaintance with her class, in a brief time, and having won their confidence would lead them along at her will. She was equally at home with the little ones of six, and the lads and misses of sixteen ; and was equally successful in imparting instruction, and acquiring a moral ascendency. And this interest in the young, and power to win their confidence, and to impress her own thoughts upon their minds, continued through life. One who knew her first when over fifty years old, says, " My earliest recollections of 110 MART BROWN. Mrs. Colburn are of her sweet smile and win- ning ways, as when quite a child I used to visit at her house. I think I must have been about seven years old. Even then, I remem- ber, she often spoke to me of the love of Jesus in such gentle tones as touched my childish heart, and made an ineffaceable impression." She knew her peculiar gift ; she felt that this was a " talent " intrusted to her, and sought to make it yield large gain to her Lord. Hence this power was, after her conversion, held subservient to, and directed by love to her Savior. She endeavored to take advantage of the confidence bestowed on her, to lead the children to the truth, and to Him who is the Way and the Truth and the Life. Seen then with her natural endowments of mind and heart ; or seen when to these were added the graces of the Spirit, " everybody loved her." To children and their parents, to old and young alike, her presence was an inspi- ration and a joy. Miss Brown had naturally a high flow of spirits, and great conversational powers. She had ready humor, a playful fancy, a keen appreciation of the beautiful, and a quick sym- pathy, which, added to enough of confidence in herself to make her master of her thoughts and MAEY BROWN. Ill words, rendered her a most entertaining talker. She would catch the spirit of the time and place, and take the lead, or bear her part with equal felicity. She had read much, and remembered vividly the facts and incidents, and could recall them when she wanted them for use. She had peculiar elasticity of mind. Her thoughts would bound off from point to point, like the antelope over the rocks and hills. And yet it was not at random. She seemed to have her fancy, and her memory, and her reasoning powers, all in harness, and in hand, and to press them to the race for the very joy of it. Her own spirit received pleasure, while she imparted pleasure to her friends. This habit of entertaining her friends by her conversational powers, in which she indulged without restraint in youth, caused her much anxiety in maturer life. She felt that her use- fulness and happiness would be promoted, by maintaining her youthful vivacity and sympa- thy. The love for the beautiful, and the relish of mental excitement, when mind meets mind, and heart comes in contact with heart, and the bright scintillations of thought and feeling are evolved, were inwrought in her nature so deeply, that to fetter her emotions and limit 112 MARY BROWN. their expression in words, was like obstructing the life current. But to decide how far Chris- tian principle should restrain and modify her ruling passion ; to fix the dividing line between safety and danger, was not easy. It cost her many struggles and fears. And her closet could probably testify to many an hour of regrets and tears, consequent upon an evening spent in social enjoyment, where she gave way to the old time levity. That reserve and a clouded brow are no part of religion, is plain. That a cheerful spirit, and the highest culture of the social nature, is consistent with piety, is plain. That to be *happy and to make others happy, is a part of religion, is equally plain. That to keep one's self young in impulses and feelings and hopes, is promotive of one's influence over the young, is unquestioned. That good sense, and quick intelligence, and warm emotions, and a fit method of expressing them, are parts of the " talent" intrusted to the Christian, is unques- tionable. But precisely where is the line between innocent mirth, and hurtful levity ; wherein reverence for God should restrain our natural impulses ; how far the great realities of moral obligation and immortality of sin and holiness consist with social amusements, MARY BROWN. 113 and the trivial obligations of this fleeting life ; at what point devotion to friends interferes with devotion to God ; may well cause the consci- entious Christian anxious inquiry. And then the power of example, and the risk that our example may be an " offence " to any ; and that it may be misjudged, and give occa- sion for false inferences in regard to ourselves, and be made a justification for unrestrained license of frivolity and worldly-mindedness in others, is a sufficient reason why we should " keep the door of our lips." Christians are not always aware how closely they are watched, even by those who have no doubt of their Chris- tian character ; not so much, perhaps, from a curiosity to see how a Christian acts, as from a conviction that a Christian has no right to for- get, even for a moment, his religious obliga- tions. Later in life, Mrs. Colburn showed in a marked degree, the chastening effect of afflic- tion, and the sadder realities of life. For there is a shady side, as well as a cloud with a silver lining, in the experience of most pastors' wives, of most of Christ's chosen ones ; tests of one or another natural or gracious affection ; that the beauty of holiness may appear in His true children. She could readily make and attach 8 114 MARY BROWN. to herself new friends ; but her best social delights were in old friends, her heart rested in the confidence and communion of tried and congenial love. One of her peculiar trials was the breaking up of friendships attendant on removals from one parish to another. It was a strain on her sensitive nature, which colder hearts cannot understand. But sorest of all was the death of her two dearly loved daugh- ters, in their early infancy ; just when the wealth of a mother's tenderness and affection is poured out most freely, and the first artless tokens of love returned, are revealed to a mother's eye. But the trial was a fire that purifies. There was manifest a deeper spirituality ; and unfail- ing faith in that precious love of the Saviour towards her, which was the spring of her life, supported her. And as her nature recovered itself, a new and unwonted strength was appar- ent ; a firmer hold on the divine promises ; a clearer insight into the divine mercy ; a sweet and loving nearness to him who took her little ones ; a yearning, not to recall them, but to meet them in his bosom. The old bounding elasticity of spirits remained, as an essential part of herself; but chastened, refined, conse- crated. The playfulness of fancy, and thorough MAEY BROWN. 115 sympathy with the hearty mirth of childhood remained ; but it was easier for her to fix the limit to her feelings and words. There is a mourning, that " will not be com- forted," that buries itself in the grave with the loved and lost ; a grief, which faints under rebukes, which weakens and wastes, and brings a premature oldness. And there is a cherishing the memory of departed ones, espe- cially of beloved children ; a keeping fresh the feelings that centred in their life, and awakened our hopes in them, that keeps our hearts as young as when they died. Henceforth they are to us just what they were then ; and we think of them and ourselves as living together in the charmed and changeless oasis ; the spring-time has no summer ; the fragrant morning has no- hot noon ; the opening rose remains a bud. And this consecration of affection, of the entwined ties of life ; this baptism into a new experience, where our Heavenly Father took his own, and left us his blessing, tracing with his own finger on the rainbow of promise which spanned the dark cloud, his name and pledge, Jehovah-jireh, gives a tone and coloring to our life and character ; is to the true Christian the sanctification which cometh of God. 116 MARY BROWN. From this time forth, her interest in children had a new element, and a new aim. The thought, thus made a reality to her, that they may be early called, inspired her to be faithful in efforts to instruct them in the Bible, and to win them to Christ. Among the influences which gave a dis- tinctive bent, and its completeness to the char- acter of Mrs. Colburn, and developed her tastes, and habits of thought, none was so important as the Bible. She heard it read by her father in his family, who was very careful to enjoin a silent and respectful attention ; and at the age of five years, she commenced reading it in course. And this custom she continued through life. Probably not a day passed except in severe sickness for sixty-two years> in which she did not read from one to five chapters. In early youth she was attracted by its histo- ries and biographies ; and its rich imagery, and sweet and sublime poetry, found answering har- monies in her keen sensibility, and refined mind. After she had tasted that the Lord is gracious, and had drunk at the living foun- tain, she read the Bible for its own sake, and its Author's sake. She loved the inspired and inspiring truths, the doctrines, the promises, MARY BROWN. 117 the plan of salvation, the immortality brought to light, the revealed realities of this life and the life to come, " more to be desired than gold, yea, than much fine gold ; sweeter also than honey and the honeycomb." So truly did she appreciate the Holy Book, so filled was her mind with its truths and facts, so fully in sympathy was her heart with its spirit and power, that she seemed unconsciously to think in its language and images. In conversation with friends and strangers, on the common incidents and plans of life, as well as on religious themes, a Scripture expres- sion, as the medium of her thought, came as naturally as her breathing. Her letters, which her friends were wont to prize for their treas- ures of affection, and kind interest, and fitness of thought, abounded in allusions and quota- tions from God's Word. Says one of her most intimate friends, " The Bible was her study and delight, and nothing relieved weariness and alleviated sorrow like a perusal of its pages." So familiar was she with every part of the sacred volume, that when any one read a chapter, she could prompt, or correct, or go on if they stopped. And she was well versed in the Assembly's Shorter Catechism. She had learned it per- 118 MARY BROWN. fectly in childhood, and through life was accus- tomed to repeat it the whole catechism to herself every Saturday evening. This exercise and her usual chapter in the Bible would bring her feelings in unison with the holy rest of the Sabbath. This little compendium of truth probably expressed very nearly her religious creed, as a clear statement of what the Scrip- tures teach in regard to man's nature and relations to God, and the plan of salvation. It scarcely need be said, that a character formed under the united influence and inspira- tion of the Bible and Catechism, will possess symmetry and strength, will have the elements of a vigorous activity, and well-adjusted pro- portions. There will be motive to arouse the mental and moral faculties ; there will be ends to gain, personal and social, high and noble ; there are means supplied suited to strong and enduring effort. With the grace of Christ in the soul, and the glory of Christ to live for, and following the light of the blessed Word which shines in the heart as well as forward on the path no power will be idle ; every power will find its best development ; every power will be in harmony with a regenerate life ; all the powers will work together for good. MARY BROWN. 119 Her naturally quick perception and self-pos- session, were of great advantage in the con- scientious and faithful discharge of duty. Her Christian thought and action had fitness, as well as force and beauty. Having a zeal of God, but not according to knowledge, is a weakness, even in the sincere Christian ; and his tongue often nullifies the power of his godly life, which by itself would have a sweet savor of Christ. And her superior endowments of mind fitted her to exert an influence on the educated. Perhaps few of her sex have had more success in presenting truth to, and awakening the conscience of students and men of thought. She readily grasped principles and deeper relations, and easily followed logical reasoning. She had a relish for investigation, particularly in theological studies, and was familiar with the grounds and bearings of moral and relig- ious truth. But she was most at home in the thoughts and truths of the Bible ; these were in her heart and memory, and she could use them with great skill. And in her mouth, the texts of Scripture were not suggestive of con- troversy, but of personal concern and belief " a discerner of the thoughts and intents of the heart." Quickening and imparting strength to her own soul, they spoke with vital force to 120 MARY BROWN. the souls of others. Thus could she influence the will and heart, and lead to duty. Thus her daily practice and daily delight were, to bear witness to the truth, and recommend the Son of God and His religion to all with whom she was in any degree .conversant. She did not wait for duty to come in her way ; she sought it out, made inquiry of God and of conscience for something to do which should promote the welfare of souls. It was not enough for her to lead those who were seeking Him, to the Saviour ; but she went to those who were standing afar off, and by all her persuasive influence endeavored to win them to faith and love. This was her idea of Christian obligation, and the prompting of her heart. And to such there is always enough to do, and wisdom to do it, and " the joy of the Lord is their strength." Herein is the secret of a successful, happy, Christian life. To wait on the Lord, as they that watch for the morning, is to find Him a present help. To take up the cross and follow Christ, is to discover his sufficiency and infinite worthiness, and to have his joy fulfilled in themselves, and to find rest to their souls. Religion brought forth largely in her its gentle and characteristic fruits, a childlike MARY BROWN. 121 trust and assurance, and that nearness to God which finds its best expression in prayer. Like her of Bethany, she loved to sit at the feet of Jesus, and hear his words. And every word which he spoke was believed and cherished. To her, faith was trust as well as belief; was that insight and assurance which participates in the life of Christ ; which daily partakes of the heavenly manna ; which makes the joy and purity of the future, present realities to the soul. She loved the sanctuary, as the place of worship, and she loved the retirement of her closet, as the place of communion with her Saviour. She learned an important lesson on the value of prayer in early life. Having opened a school in the village of W. she found her resources taxed, and her patience tried by a number of turbulent spirits, and was almost ready to give up in discouragement. Meeting Mrs. S., a trusted friend, she said, " I'm discouraged ! Those large rough boys don't respect me, and I cannot manage them ! " " Pray in your school, and they'll respect you." " Oh, I cannot ! " " Try it, and see. Grace comes in the way of duty when we need it." 122 MARY BROWN. On reflection she determined to try. She opened the morning sessions of the school with prayer ; and from that time, to her surprise and joy, found that even the roughest were respectful, and her authority was established. An experience of this kind could not but have a deep significance to one as observant of the ways of God and man as was Miss Brown. She was led into a great mystery, without see- ing the hand that opened the door ; and found it all light and well adjusted within ; found that the divine purposes and prayer were not antagonistic ; found that prayer was God's medium of working out some of his purposes, and blessing the soul that prays. She had no occasion to look on the doctrinal side of this duty. She had the " faith which works by love ; " she found delight in holy communion ; she found strength in waiting on God ; she found " the secret of the Lord was with them that fear him, and that he will show them his covenant." With maturer views and experiences of the the Christian life, prayer became a vital element of her piety ; and it was the way in which she obtained spiritual blessings for herself and others. As the dutiful child goes to its father for proper favors, so she went to God not MARY BROWN. 123 alone in difficulty and danger, but always whenever affection and reverence, as well ns need prompted. The promise, " Ask, and ye shall receive," had to her the same force as all the Master's teachings. And in her own spiritual needs she went to Him who could help ; in the spiritual needs of her friends, she carried them to Him who could help. When she had urged personal duty and imme- diate attention to religion on one brought within her influence, she would carry the case to God, and thenceforth fidelity and prayer were co-operative, till the individual found par- don at the cross, or passed beyond her reach. Rev. Dr. Hitchcock, pastor of the College Church where she attended, in his address at her funeral, remarked that " he knew no person who had done more for Amherst College, by her prayers and efforts to bring young men to Christ." After leaving the settled pastoral life, Mr. and Mrs. Colburn removed to Amherst, where she passed seven or eight years, in duties as she had opportunity, and enjoying the literary and religious advantages of the place, and the society of old friends 'and new. They were active and blessed years to her. 124 MARY BROWN. They then spent three years in Framingham, on the " old homestead " where Mrs. Collmrn was born, and spent her childhood. But it was iiot the old home. Thirty-five years had wrought great changes. A generation had passed away. Except her brother and a few scattered families, all were strangers. The Academy, and Town House, and Meeting- House were gone. The old trees by the road- side, under whose shade she had rested on the way to school and to church, were cut down, and the young ones in their stead had no grate- ful associations and memories. Besides, the location was not convenient to religious and other privileges, which were to her, " more than her necessary food." And her failing health admonished her that it was time to find a quiet retreat, and " set her house in order." Her parting with the scene of her childhood as she realized it, a final parting was char- acteristic. Says her sister : " It was arranged that she should spend the last night at our house, and leave us in the morning direct for the cars. Mary came in the afternoon, and staid to tea. She was cheerful and happy, and quite herself, and said nothing of any change of plan for the night. Just at sunset. I noticed MARY BROWN. 125 her standing at that east window looking intently out, (the window commanded a full view of the old home farm,) silent, I said, ' Mary, what are you doing ? ' ; " ' Taking my leave of my early home, and of you all ! ' " After looking long, she turned, saying, ' I had better pass the night at the old place, and leave from there in the morning. It will be as much as I can bear. I shan't see you in the morning. I have you all in my heart ! " ' And with a kisg, she left her brother's hospitable roof and kind family. There is deep meaning, and moral beauty in this silent leave-taking. Looking out at that window, with all the faculties gathered up, and the inner consciousness and reflective powers concentrated, was living over again the past ; was fixing the memories of that past and the impressions of the present in one group ; and associating the love of friends with the scenes and proofs of that love. This was Mrs. Colburn's only leave-taking. She died alone, and was spared all the pangs of parting with friends. After an absence of five years, they returned to Amherst, in the spring of 1857, to occupy a house just purchased by Mr. C. ; and from this 126 MARY BROWN. time till the opening of summer, were busy in fitting it up, and gathering those conveniences and comforts and simple luxuries they had need of. Here they had fixed their earthly home ; and in the immediate neighborhood of a few choice friends, and amid the refined soci- ety, and pleasant associations of the village, they expected to pass the evening of life. Mrs. Colburn was sensible that her active work was done ; and that her health was grad- ually declining. She had some premonitory symptoms of heart disease, whose liabilities she well understood. But she had need to make no special change in her plans, and no cause for new solicitude. Heaven was near; and Christ had tasted death for her. During July, Mr. Colburn was supplying a vacant pulpit in Connecticut, which rendered it desirable for him to be absent through the week. At his urgent request, she consented that a young lady friend should come in and pass the nights with her ; " Not," as she said, " because I am lonely ; for my Saviour is always present with me, and I am not afraid." One very warm afternoon she was out making calls on a few particular friends. Nothing unusual was noticed in the state of her health, further than the effect of the extreme heat. MARY BROWN. 127 Her spirits were buoyant, and her conversation sparkling, full of pleasant fancies, and happy turns of thought, and rich in spirituality. Her cup of happiness seemed to be full, and running- over. When about leaving the door of Mrs. M., with whom her relations had been most intimate, she said, with a half playful smile, " Before you know it, I shall fly away," allud- ing evidently to the Psalmist's wish, " that I had wings like a dove, for then would I fly away, and be at rest." She knew not that it was prophetic, and that the prophecy was so near its fulfilment. The last call made before reaching her own house, was protracted for an hour. She felt specially at home in this family, because of some early associations, and a similarity of present condition. One of the daughters was her companion, during the absence of her hus- band. The presence of these girls, and her desire to do them good, carried her mind back to her own childhood. She recalled its bright pictures of gayety and frolic, which were shaded by the reflection that those first years, which were offered so willingly to the world, belonged to God. She spoke of her happy school days ; of the living and the dead, passing with easy transition from gay to grave. But her mind 128 MARY BROWN. dwelt with special pleasure on the kind provi- dence of God, which in a number of instances, had kept her when in danger; and on the sovereign grace of God by which he had adopted her as his child. Referring to the present, she said : " I don't expect to live a great while. No one enjoys life better than I do. I am set- tled where I have long desired to pass a few pleasant, quiet years. I like our new place, and have just got the house fitted up to my taste. I feel that I could enjoy many years in it. But 1 hardly expect it." So was she par- taking of the delights of Christian friendship, and so was she resting in God, with the sweet assurance which says, Thy will be dgiie ! " Early in the evening," says her young friend, " when I went to her house, I found Mrs. C. seated in the door-way, listening to music in the house opposite. She seemed rested, and gave me her usual cordial recep- tion, and we soon went into the sitting-room. Her conversation this evening, was mainly on religious subjects ; much of it relating to her own experience and hopes. Among other things, she said : ' I am now in my sixty- seventh year, and I fiave read the Bible through sixty-nine times twice with Scott's Notes and am partly through the seventieth time.' MARY BROWN. 129 At bedtime,, as was our custom, I read a chapter from the Bible, and she offered prayer. The prayer I can never forget. The sweet, loving spirit which pervaded her whole life was evinced in her petitions, and expressions of gratitude and trust. It seemed as if she was standing on the threshold of heaven, talking with her Saviour, so simple, and yet so earnest was her pleading for herself and for others. Bidding her good night, I went up stairs, as she preferred sleeping alone. In the morning she rose about six and called me, saying, " Do not hasten, Mary, if you are tired ; but I knew you wanted to finish your dress, and so called you." As usual, she laid down again after calling me. Going down stairs, I looked into her room, to bid her good morning, but found her sleeping quietly, her breathing as regular as a child's. At noon, Mrs. M. sent in a choice piece of her own prepared dinner, thinking that Mrs. Colburn might relish it. But the little girl found her dead ! " It seems that she had risen, and partly dressed ; and perhaps feeling faint, had laid down, and died. There had evidently been no struggle, and no suffering. Her countenance wore a sweet smile, as if she had heard the 9 130 MARY BROWN. Saviour's voice calling, " Come up higher ! " and in the first joy of the summons, had sped away. " Blessed are the dead which die in the Lord from henceforth ; yea, saith the Spirit, that they may rest from their labors ; and their works do follow them." EISE OF SABBATH SCHOOLS. 131 SKETCH OF THE RISE OF SAB- BATH SCHOOLS. [In most cases, pertaining to our own country, the facts here given are taken from official statements published at the time, by pastors and superintendents.] 1781. The first general system of Sunday schools in England, grew out of the efforts of Robert Raikes. In 1781, he established schools in his native town of Gloucester ; and in a short time they were extended to the principal cities and towns. The occasion, as well as the primary design of these schools, are clearly set forth in the following letter from Mr. Raikes to Colonel Townley : " The beginning of this scheme was entirely owing to accident. Some business leading me, one morning, into the suburbs of the city, where the lowest of the people chiefly reside, I was struck with concern at seeing a group of children, wretchedly ragged, at play in the street. I asked an inhabitant whether those children belonged to that part of the town, and lamented their misery and idleness. ' Ah ! 132 RISE OF SABBATH SCHOOLS. sir,' said the woman, ' could you take a view of this part of the town on a Sunday, you would be shocked indeed ; for then the street is filled with multitudes of these wretches, who, released on that day from employment, spend their time in noise and riot, playing at chuck, and cursing and swearing in a manner so horrid, as to con- vey to any serious mind an idea of hell rather than any other place.' " This conversation suggested to me that it would be at least a harmless attempt, if it were productive of no good, should some little plan be formed to check this deplorable profanation of the Sabbath. 1 then inquired of the woman if there were any decent, well-disposed women in the neighborhood, who kept schools for teaching to read. I presently was directed to four. To them I applied, and made an agree- ment with them to receive as many children as I should send upon a Sunday, whom they were to instruct in reading and in the Church Cate- chism. For this, I engaged to pay them each a shilling for their day's employment. " I then waited on the clergyman, and imparted to him my plan. He was' so much satisfied with the idea, that he engaged to lend his assistance, by going round to the schools on a Sunday afternoon, to examine the progress RISE OP SABBATH SCHOOLS. 133 that was made, and to enforce order and deco- rum among such a set of little heathens. " Tliis was the commencement of the plan. It is now about three years since we began, and I wish you were here to make inquiry into the effect. A woman, who lives in a lane where I had fixed a school, told me, some time ago, that the place was quite a heaven upon Sundays compared with what it used to be. The numbers who have learned to read and say their catechism are so great, that I am quite astonished at it. Upon the Sunday afternoon the mistresses take their scholars to church, a place into which neither they nor their ances- tors ever entered, with a view to the glory of God. But, what is yet more extraordinary, within this month these little ragamuffins have iu great numbers taken it into their heads to frequent the early morning prayers, which are held every morning at the cathedral at seven o'clock. I believe there were near fifty this morning. They assemble at the house of one of the mistresses, and walk before her to church, two and two, in as much order as a company of soldiers. I am generally at church, and after service they all come round me to make their bows, and, if any animosities have arisen, to make their complaint. The great 134 EISE OF SABBATH SCHOOLS. principle I inculcate is, to be kind and good- natured to each other ; not to provoke one another ; to be dutiful to their parents ; not to offend God by cursing or swearing ; and such little plain precepts as all may comprehend. The success that has attended this scheme has induced one or two of my friends to adopt the plan, and set up Sunday schools in other parts of the city ; and now a whole parish has taken up the object, so that I flatter myself, in time the good effects will appear so conspicuous as to become generally adopted. The number of children at present thus engaged on the Sab- bath is between two and three hundred, and they are increasing every week, as the benefit is universally seen. I have endeavored to engage the clergy of my acquaintance that reside in their parishes. One has entered into the scheme with great fervor. " I cannot express to you the pleasure I often receive in discovering genius and innate good dispositions among this little multitude. It is botanizing in human nature. I have often, too, the satisfaction of receiving thanks from parents, for the reformation they perceive in their children. Often have I given them kind admonitions, which I always do in the mildest and gentlest manner. The going RISE OF SABBATH SCHOOLS. 185 among them, doing them little kindnesses, dis- tributing trifling rewards, and ingratiating myself with them, I hear, have given me an ascendency greater than I ever could have imagined ; for I am told by their mistresses that they are very much afraid of my dis- pleasure. If you ever pass through Gloucester, I shall be happy to pay my respects to you, and to show you the effects of this effort at civiliza- tion. If the glory of God be promoted in any, even the smallest degree, society must reap some benefit. If good seed be sown in the mind at an early period of human life, though it shows not itself again for many years, it may please God, at some future period, to cause it to spring up, and bring forth a plenteous harvest. " With regard to the rules adopted, I only require that they come to the school on Sunday as clean as possible. Many were at first deterred because they wanted decent clothing ; but I could not undertake to supply this defect. I argue, therefore, if you can loiter about with- out shoes and in a ragged coat, you may as well come to school and learn what may tend to your good, in that garb. I reject none on that footing. All that I require, are clean hands, clean face, and the hair combed ; if you have no clean shirt, come in what you have on. 136 RISE OF SABBATH SCHOOLS. The want of decent apparel, at first, kept great numbers at a distance ; but they now begin to grow wiser, and are all pressing to learn. I have had the good luck to procure places for some that were deserving, which has been of great use. " You will understand that these children are from six years old to twelve or fourteen. Boys and girls above this age, who have been totally undisciplined, are generally too refrac- tory for this government. A reformation in society seems to me only practicable by estab- lishing motives of duty, and practical habits of order and decorum, at an early age. But whither am I running ? I am ashamed to see how much I have trespassed on your patience ; but I thought the most complete idea of Sun- day schools was to be conveyed to you by tell- ing what first suggested the thought." 1782. Sabbath schools were established in Scotland as early as 1782. As provision was made for primary instruction for all classes, the schools there were of strictly a religious char- acter. " Scotland, has the honor, therefore, of instituting the first Sabbath schools in Prot- estant countries, for the purpose solely of relig- ious instruction." RISE OF SABBATH SCHOOLS. 137 1791. Sabbath schools, after the plan of Mr. Raikes, were first formed in Philadelphia, in 1791. 1794. A Sunday school was started in Pat- erson, N. J., in 1794, by Sarah Colt, a little girl eleven years of age. She collected the children of the factories together, and taught them from Sunday to Sunday, until she had as many as sixty under her care. She was a teacher for forty years. 1797. In 1797, a Sunday school, on the same system, was established at Pawtucket, R. I. It was commenced at the suggestion of Samuel Slater, Esq., by Mr. Collier, a student in Brown University. This, and all the first Sabbath schools gath- ered in New England, were individual enter- prises. Those in the country towns were for moral and religious instruction ; those in the city, and seaboard towns, were patterned some- what after the English system. That there should be need to teach the chil- dren of any class of our citizens in Massachu- setts, the elements of education, in Sunday, or charity schools, may seem strange to us, who are wont to suppose that the system of free schools was coeval with the establishment of civil society. But as late as 1817, in Boston, 138 RISE OF SABBATH SCHOOLS. says a well-informed writer, " Children are not admitted into our town schools under seven years of age, and not even then, unless they can read without spelling, and well enough to be classed ; by which regulation children of those parents too poor to pay for private instruc- tion, are inevitably cut off from that education which in appearance is open to all. Hence, the necessity of charity schools. And in every view, the Sunday school, for combined instruc- tion in reading and religion most directly and effectually meets the want here described." 1805. The first Sabbath school in New Eng- land, for the sole purpose of the religious instruction of children, so far as is now known, was established in Bath, N. H., in 1805. Shortly before, the Rev. David Sutherland (who had been engaged in early efforts to found Sabbath schools in Scotland, his native country,) was settled as pastor of the church in Bath, and at once started a Sabbath school in the principal village, which he conducted with various success, and with very little aid from others, for thirteen years. In 1817, a new spirit was awakened, and other schools were opened in different parts of the town. 1810. In 1810, Sabbath schools began to be established in Massachusetts. In that year, RISE OF SABBATH SCHOOLS. 139 two schools were formed, one in Concord and one in Beverly. 1810. The school in Concord was opened by a young lady, Miss Sarah Ripley, daughter of Rev. Dr. Ripley. She gathered a few children upon Sabbath afternoons after church, at her father's house, and taught them the Scriptures and catechism. After this school had con- tinued four or five years, through the warm season, three pious young ladies opened a Sab- bath school in a room at the house now (1868) occupied by Mrs. Charles Davis, in. the centre of the town. But the people generally did not give their influence to the project ; and a regu- lar Sabbath school was not organized till June, 1818 ; when a school of one hundred and thirty pupils, and eleven teachers, four males and seven females, was started. The grammar school-master was Superintendent. 1810. The school in Beverly was commenced by two young ladies, Joanna Prince and Han- nah Hill. Miss Prince was teaching a day school in a room of her mother's house. She and Miss Hill opened a Sabbath school in her school room. This school was held in the morning, and after the afternoon service. About thirty scholars attended the first season. Some of the members were very zealous in 140 RISE OP SABBATH SCHOOLS. learning to read, while others had long Scrip- ture lessons to recite from memory. The ladies continued their school, all by themselves, with great success, for three years. After the third t year the enterprise was taken up by oth- ers, and a general school was established, in which all the societies united. Soon, however, separate parish schools were established. 1812. " The first Sabbath school in Boston was established, by a lady, in 1812. While on a visit to Beverly, in October of that year, she heard of the school in that place, and although she did not see it, she was at once impressed with the importance of a similar one in Boston, and on her return immediately commenced the work.. This school was continued until the year 1822. " Charles W alley, Esq., having heard of the enterprise of this lady, sent her a donation of books for her school, consisting of six Bibles, twelve New Testaments, twelve Watts' Shorter Catechisms, twelve Watts' Divine Songs for Children, and twelve Hymns for Infant Minds, in all fifty- four volumes. This donation con- stituted the first Sabbath school library in Boston." 1812. In 1 812, a Sunday school was com- menced in Brunswick, Me. RISE OP SABBATH SCHOOLS. 141 1813. " In the winter of 1812-13, a Sabbath school was formed in Salem, under the patron- age of a company of ladies belonging to the society of the Rev. Dr. Hopkins. The pupils were placed under the tuition of a teacher of a school of young ladies." 1813. In the course of the same year, 1813, a school was opened at the Tabernacle church in Salem. It was kept for one hour before the afternoon service. Except one summer, it was continued for five years, the number of teachers varying from ten to twenty, and the scholars from one hundred to two hundred. 1814. A Sabbath school was established in Newburyport, in 1814, by Miss E. E. Carter, and three other young ladies. As a prelimi- nary step, one of them went to Dr. Samuel Spring, and requested the use of his vestry. The Doctor replied that he himself would have no objection to the establishment of such a school ; but he feared some of his good people might think it to be too secular an employment for the Sabbath. They however ventured to occupy the vestry, and without aid or co-opera- tion from the church, began their benevolent undertaking. The first year, the number was about one hundred. The school began after public service in the afternoon, and occupied 142 RISE OP SABBATH SCHOOLS. more than three hours. In 1815, the school was intrusted to some members of Dr. Spring's society, and two of the ladies commenced another in a more destitute part of the town. In the summer of this year, 1815, Miss Carter started a Sabbath school at Kennebunkport, Me. 1814. In June, 1814, two ladies of New York opened in that city a Sabbath school for adults and children, in which were collected eighty or ninety pupils. 1814. In the same year, 1814, a Sabbath school was established in Wilmington, Del. 1814. In the autumn of 1814, a school was established at Cambridgeport, in connection with Rev. Thomas B. Gannett's society. 1815. In 1815, the Salem Street or Christ Church Sunday school in Boston was instituted. This school attracted much public notice, and was for a time supposed to be the first school for religious instruction formed in the State. In six months from its commencement, the pupils numbered two hundred and fifty. It continued to prosper for many years under the supcrintendency of Mr. J. W. Ingraham. 1815. In the same year, 1815, Sabbath schools were commenced in the Northern Lib- erties of Philadelphia, which in a few months RISE OF SABBATH SCHOOLS. 148 contained no less than five hundred pupils. In 1816 they were generally introduced, and connected with most of the parishes in that city. 1815. In May, 1815, Sunday schools were formed in Newark, N. J. During the first sum- mer the number of pupils gradually increased to four hundred and forty, comprising all classes, rich and poor. In 1816 the schools were confined to the poor. 1816. A Sunday school was instituted in Chillicothe, Ohio, in April, 1816, by two young men, who agreed to bear equally the expense. At first it was kept in a private room. In four weeks it had so increased, that it was removed to a large room in the upper story of the Academy, and the list of pupils was swelled to one hundred. 1816. In the spring of 1816, a few pious females, desirous of promoting the religious welfare of children, opened a Sabbath school in Westborough, and continued it through two seasons. In 1818 a society was formed, and a large school organized. The young ladies to whom the honor of this movement belongs were Arethusa Brigham, Hannah Fay, Abagail Gregory, Maria Brigham, and the two Misses Bates. 144 RISE OP SABBATH SCHOOLS. 1816. A Sabbath school for the religious instruction of children was opened in Cam- bridge in 1816. Until 1818 it was small, and limited in influence. Then several young ladies offered their services as teachers, and a young man took charge of the older boys, and superintended the school. A large number were gathered in, and the school was very prosperous. 1816. The first Sabbath school was opened in Providence, R. I., in 1816. 1816. A biblical and catechetical school was instituted at Greensborough and Hardwick, Yt., June 25, 1816. The number of children under instruction the first year was three hundred. 1816. A Sabbath school was opened in Carlisle, Penn., early in the summer of 1816. 1816. In June 1816, the females of the Third Baptist Church in Boston (Dr. Sharp's,) formed a Sabbath school of about sixty pupils. 1816. In July a school was formed, also by females, in the Second Baptist Church, consist- ing of about fifty scholars. 1816. In August the females of the First Baptist Church followed the example, and col- lected a school of about thirty-five pupils. RISE OF SABBATH SCHOOLS. 145 1816. A Sabbath school, consisting of very young children, was formed in Northampton in 1816. 1816. In August, 1816, a Sabbath school was opened by ladies in New London, Conn., for children of both sexes. 1816. The Sabbath school in Framingham was established in September, 1816, by Abagail Bent, Martha Trowbridge, Mary Brown and Mrs. Charles Fiske. 1816. A Sabbath school society was formed, and a school established by the Rev. Dr. Morse and members of the First Church in Charles- town in October, 1816. Samuel F. B. Morse was the first Superintendent ; and himself, Sid- ney E. Morse, and John Todd, were among the first teachers. 1816. A Sabbath school was established in Savannah, Ga., in 1816. The city of New York claims, and is proba- bly entitled to the honor of having formed the first society for the encouragement of Sabbath schools in this country ; and this honor belongs to ladies. " The Female Union Society for the Promotion of Sabbath Schools," was organized by ladies of the several denominations in that city, convened by public notice, January 24, 10 146 RISE OF SABBATH SCHOOLS. 1816. Schools for the instruction of females were immediately opened. February 26, 1816, the gentlemen held a meeting, and instituted the " New York Sun- day School Union." Schools for boys were immediately put in operation ; and during the first year sixteen hundred pupils entered these schools. Later in the same year, 1816, " The Boston Society for the Moral and Religious Instruction of the Poor " was organized, which early turned its attention to the establishment of Sabbath schools. The first school under its auspices was opened May 11, 1817, in the Mason Street school-house ; and the second, June 15th, in the School Street school-house. Five hundred children were gathered into these schools the first season ; and in a few years it had under its care in the city fourteen schools. The era of Sabbath schools, as public insti- tutions under the sanction of, and auxiliary to the church, in New England, dates its com- mencement with 1816. The previous efforts were individual, and preliminary ; and though 'essential as a preparation, and test of means, and first attempts, were limited in influence. The plan was gradually getting together its elements ; and fixing its rules ; and awakening RISE OF SABBATH SCHOOLS. 147 interest ; and overcoming prejudices ; and developing its capabilities. How much the plan had to encounter, we of the present generation are scarcely able to understand. The causes which delayed the establishment of Sabbath schools in New England, were, 1. The settled belief that family religious instruction on the Sabbath, was a plain duty, made such, alike by parental responsibility, and the teaching of the Bible ; and 2. A wide- spread conviction that the labor of teaching a Sabbath school was contrary to the spirit of the fourth commandment. This conviction was a natural sequence of the regard for the Sabbath as holy time, which prevailed at the opening of the century ; and was strengthened by the well- known secular character of the English Sunday schools. The case is well put in the following extract from a letter of Sidney E. Morse, Esq. : " At that time, 1816, good people in Massachu- setts regarded Sabbath schools as fitted only for the children of the poor, in such cities as London and New York, where the ignorant and vicious parents neglected the religious edu- cation of their offspring, and where no adequate provision was made for secular instruction during the week. In Massachusetts, where 148 BISE OP SABBATH SCHOOLS. ample provision was made by law " (though not always by the local authorities) " for teach- ing every child to read and write on week-days, and where parents were presumed to devote a part of every Sabbath to the religious instruc- tion of their children, Sabbath schools, it was thought, would be entirely out of place. Some of the best men that I saw at my father's* at that time, maintained that it would be actually a profanation of the Sabbath to open a school on the Lord's Day, as it would be doing work on that holy day which the fourth command- ment requires to be done on the other days of the week." The causes which led to their general open- ing in 1816-18, were : (1.) the good results which had attended the formation of classes by individuals and committees in many towns ; (2.) the extensive revivals which visited the churches, and awakened Christian activity, and enlarged Christian thought in 1814-16 ; and (3.) the influence of one who came upon the stage of active life " for such a time as this." The man who first comprehended this sub- ject in its religious bearings, and to whom, more than any other, the merit of awakening and giving wise direction to Christian sentiment * Rev. Jedediah Morse, D. D., of Charlestown. RISE OP SABBATH SCHOOLS. 149 in relation to the real importance and true relation of Sabbath schools, is the late Rev. Ward Stafford,* then city missionary in New York. It was through his influence that the New York societies were formed early in 1816 ; and it was a visit he made to Massachusetts in the summer of that year, which led to the formation of the Boston Society, before named. He enlisted such men as Rev. Dr. Morse, Deacon Josiah Salisbury, Sereno E. Dwight, William Jenks, John Todd all then, or sub- sequently " men of renown " in the Sabbath school enterprise, who at once began to operate on public sentiment. The Boston Society, of which the Rev. William Jenks was Secretary, prepared and sent forth a circular address to all the large towns in the State, in the spring of 1817. This address set forth the true object * Sixty-two years ago Ward Stafford was a poor farmer's boy in New Hampshire. Becoming hopefully pious, he was placed at Phillips Academy in Andover, with only the expectation to become fitted for the duties of a country schoolmaster. A son of the Rev. Dr. Morse, of Charlestown, becoming acquainted with him, and appreciating his talents and Christian spirit, mentioned his case to his lather, who at once solicited subscriptions in his behalf, and obtained of Deacon Josiah Salisbury and others, the sum of $700. With this money, young Stafford was educated at Yale College, where he graduated in 1812, with the second honor in his class, although am mg his competitors were such men as Hon. George Bliss, and Hon.. John Davis. 150 RISE OF SABBATH SCHOOLS. and desirableness of Sabbath schools ; and con- tained a well digested plan of organizing and conducting them. And it was this circular which led to the formation of Sabbath schools so generally throughout New England in 1818. The Sabbath school was now a recognized institution ; but it was yet in its infancy : what it would be, did not yet appear. The number of schools organized in 181 T, so far as is known, was not great ; and the prog- ress of the cause followed no regular law of outgrowth. Schools would spring up in differ- ent localities ; usually the result of the efforts of some individual, whose heart was alive to \ benevolent Christian action, and whose means of information were superior to his or her neighbors. In estimating this fact of the slow growth of the plan of Sabbath schools, it is to be remem- bered, that a half century ago, the means of circulating general intelligence were very lim- ited. Up to 1816, there was no weekly relig- ious newspaper printed in this country. " The Boston Recorder," the first of this class of papers, was started January, 1816 ; and the interest in such an enterprise was so small, and the desire for religious intelligence so limited, that at the end of the year the list of subscri- bers numbered only 1,300. RISE OF SABBATH SCHOOLS. 151 1817. The list, already given, of Sabbath schools formed up to the close of 1816, is probably nearly complete. The list for 1817 will be less full ; and the cases given are selected to show the similarity of movement by which all the early schools were gathered, and the common difficulties they all had to encounter. " Braintree, April, 1817. Early in spring, the expediency of introducing a Sabbath school was suggested ; but like other prudent folk we were afraid of new things, and had some seri- ous qualms of conscience lest we should violate the fourth commandment, by doing on the Sab- bath that which belongs exclusively to the other six days of the week. However, when we found that nothing would be taught but cate- chisms, the Word of God, and hymns, a few of us consented, and the school was opened the third Sabbath in April, with fifteen scholars, four teachers, and a Superintendent." A Sabbath school in connection with the First Baptist Society in Framingham was opened, this year, by Abagail and Deborah Melleu, and Emily Parkhurst. A school Was gathered by young ladies, in Watertown, in the spring of this year. 152 RISE OP SABBATH SCHOOLS. " In Royalston, Mass., in the summer of 1817, a few young ladies endeavored to form a Cate- chetical Society on Mr. Wilbur's plan. It however soon became a Sabbath school, instructed by three young ladies, who had from twenty-five to thirty pupils, all females. Very little encouragement was afforded the school. In 1818, small schools were kept in four school districts, instructed by six females. In all the schools there were about sixty-five scholars. In 1819, a school was kept in the meeting-house, during the interval of public worship, under the direction of a Superintend- ent and twenty-five teachers. About one hun- dred and twenty-five children were constant in attendance, and fifty others were present more or less of the time. Besides this school, there were two others in districts remote from the centre, in which about fifty children received instruction from six teachers." " A Sabbath school was instituted in Chat- ham (New Concord Society), New York, the second Sabbath in July, 1817, under circum- stances peculiarly embarrassing. No efficient plan of instruction was then known. Many of the children lived at a distance from the place of meeting ; most, of both parents and children, were ignorant of its nature and tendency ; some RISE OF SABBATH SCHOOLS. 153 entertained doubts of its propriety ; by some it was treated with ridicule ; while others exerted their influence to dissuade children from attend- ing. Under all these forbidding circumstances, a school of one hundred and sixty different scholars was gathered, with an average attend- ance of ninety. One hour each Sabbath was devoted to instruction. Besides those who were taught to read, there were committed to memory and recited in sixteen Sabbaths, four thousand five hundred answers in the Assem- bly's Catechism, one thousand nine hundred Divine Songs and Hymns, and fourteen thou- sand six hundred and eighty verses of Scripture. The general effect of the school has been great. There has been an observance of the Sabbath by the children, hitherto unknown in this place." JACOB T. BENEDICT. " On the llth of May> 1817, three Sabbath schools were organized in Marietta, Ohio : one at BuelPs school-room, under the superintend- ence of William Slocumb ; one at the Mus- kingum Academy, under the care of Mr. E. Huntington ; and one at Point Harmar, under the charge of Dr. John Cotton. To each of these schools several young ladies and gentle- men were attached as assistant teachers. In the three schools learners were admitted, con- 154 RISE OP SABBATH SCHOOLS. sisting of children, male and female, adults, and people of color. The scholars have been employed in reading the Scriptures, committing portions to memory, and such other lessons as are usually taught in such institutions. Several commenced with the alphabet. The schools were continued twenty Sabbaths." 1818. The great majority of the Sabbath schools in New England were formed in the year 1818. In the spring of this year schools were opened at Natick (the second Sabbath in April,) Dover, West Needham, Medway, Medfield, Sherborn, Holliston, Dunstable, Groton (three schools,) Marblehead (a Sabbath School Union formed,) Lynn, Reading, Topsfield, Manches- ter, Athol, Warwick, Northfield, Roxbury, (Rev. Mr. Bradford's parish,) Northwood, N. H., St. Johnsbury, Yt., (three schools,) Glouces- ter, (first Sabbath in May, with twenty-nine teachers and three hundred and thirty scholars average,) Hamilton, (May,) North Bridgewater, (May, with one hundred and eighty-three pupils,) Warner, N. H., (May,) Thctford, Yt., (the church voted to establish Sabbath schools RISE OF SABBATH SCHOOLS. 155 in ten different school districts, which com- menced May 17,) Newton Lower Falls, (May 18, with eight teachers and sixty-four scholars, all very small children ;) in June, at Farming- ton, Conn, (first Sabbath,) South Danvers, Woburn, Pittsfield, Vt., Stockbridge, Vt., (two schools,) Bridgewater, Vt., (two schools,) Han- cock, Vt., (in the last named four towns the schools were organized by Rev. Justin Par- sons ;) in July, at Conway, (July 12, with two hundred scholars and a large Bible class, ~) Bedford, (with eighty-seven scholars, from six to eighteen, under a superintendent and eight teachers ;) in August, at Dover, N. H., (August 16, with one hundred and ten pupils,) Danvers at Danville, Vt., September 20. As sufficient facts have been presented to show that the Sabbath school had now taken a well defined position among the religious agencies of the Church, this list necessarily incomplete- is here closed. For several years, the recognized head, and authority, in matters pertaining to Sabbath schools, were the three Societies The New York Sunday School Union, The Philadelphia Sunday and Adult School Union, and The Bos- ton Society for the Instruction of the Poor each operating in its own local sphere. 156 RISE OP SABBATH SCHOOLS. Iii 1824, The American Sunday School Union was formed ; intended to embrace all the Unions then existing among evangelical denominations. In 1825, The Massachusetts Sabbath School Union auxiliary to the Amer- can Sunday School Union was formed. To these societies, and their natural out- growths, the country is indebted to its Sabbath school libraries, and question books, and Journ- als, and books of song, and other vitalizing agencies ; till the " little one has become a thousand ; " and the church cannot say to the Sabbath school, " I have no need of thoe," nor the Sabbath school to the church, " I have no need of you." [COFTRIGHT SECURED.] TABLE OF CONTENTS. 157 TABLE OF CONTENTS. Page. Preface, 3 Saturday Afternoon Classes, 5 Formation of Sabbath School, 7 Second year, 17 Third year, 24 Fourth year, 30 Fifth year, 33 Sixth and seventh years, 35 Eighth to fifteenth years, 38 Review of fourteen years, 41 Fifteenth year, 47 Sixteeenth year, 48 Sabbath School Society, 1818-1868, 49 Adult Department, 54 Infant Department, 57 Sabbath School Concert, 60 Benevolent Contributions, 64 The Library, 69 General Statistics, 71 List of Superintendents, 72 The School as it is, . . . . ' . . . .73 Memoirs : Abner Stone, 82 Abagail Bent, 89 Luther Haven, 99 Mary Brown, 108 The Rise of Sabbath Schools, 131 In England, 131 Scotland, 136 America: Philadelphia, 137 Paterson, N. J., 137 Pawtucket, R. I , 137 In New England: Bath, N. H., 138 Concord, Mass., 139 158 TABLE OP CONTENTS. Page. Beverly, Mass., 139 Boston, 140 Brunswick, Me., 140 Salem, 141 Salem, Tabernacle Church, 141 Newburyport, 141 Kennebunkport, Me., 142 New York City, 142 Wilmington, Del., 142 Cambridgeport, 142 Boston, Salem Street Church, 142 Northern Liberties, Philadelphia, 142 Newark, N. J., 143 Chillicothe^Ohio, 143 Westborough, 143 Cambridge, 144 Providence, R. I., 144 Greensborough, Vt., 144 Carlisle, Penn., 144 Boston, 3d Baptist Church 144 Boston, 2d Baptist Church, 144 Boston, 1st Baptist Church, 144 Northampton, 145 New London, Ct., 145 Framingham, .......... 145 Charles-town, 1st Church, 145 Savannah, Ga., 145 Sabbath School Union, N. Y., 145 Boston Society for Instruction of Poor, 146 Era of Sabbath Schools, 146 Rev. Ward Stafford, 149 Braintree, . . 151 Framingham, 1st Baptist Society, 151 Watertown, . 151 Royalston, Mass., 152 Chatham, N. Y., 152 Marietta, Ohio, 153 List of Sabbath schools formed in 1818, .... 154 University of California SOUTHERN REGIONAL LIBRARY FACILITY 405 Hilgard Avenue, Los Angeles, CA 90024-1388 Return this material to the library from which it was borrowed. THE LIBRARY UNIVERSITY OF C \LIFORNM MON-CIRCU ATlf 10 ALL BV 1516 Unive: Soi Li