These Questions may be inverted, as in the First grade, thus-
Where did John the Baptist preach?

From what place did Jesus come?

Who came to Jordan unto John to be baptized?

The teacher should go through the whole lesson in the same manner

Fifth. THE CLASS TO READ FROM THE PRINTED TABLET

One boy or girl reading to a stop. (Do not stop to catechise.) Do not let the whole Class read together.

Sixth. CATECHISE IN THE 'HISTORY' THROUGHOUT; first in the order of the narrative, and then by selection.

Seventh. GIVE THE EXPLANATIONS OF THE WORDS, AND CATECHISE ALTERNATELY-as provided in the third column of the 'Manual,' and catechise or question on every 'Explanation' in order, thus

Teacher. John the Baptist''John was so called because he baptized the people.'
QUESTION OR CATECHISE ALTERNATELY-see first column of Manual.' [2.]
Teacher. 'Why was John called the Baptist '?-Class. Because he baptized the people?
The teacher should proceed thus through the whole lesson.

Eighth. RECOMMENCE, AND CATECHISE ON THE EXPLANATIONS, TRANSPOSING THEIR ORDER. Ninth. PICTURE DEFINITION, AND RECAPITULATION OF THE HISTORY, GEOGRAPHY, AND EXPLANATIONS.

Change the mode of instruction, by presenting a picture of the lesson, and carefully define the subject of the lesson, as represented in the picture, preserving, as nearly as possible, the order of the narrative of the lesson. And holding the picture so as all can see, say

Here is represented;-A man kneeling; a river; a man, seemingly much surprised; beyond, some men; behind the man on the left, other figures; a man getting out of the river; and a dove coming down. The figure that is kneeling is JESUS; the river is the Jordan. The man seemingly surprised is John the Baptist; the other figures, perhaps, are people who had been baptized by John. Jesus also was baptized by John. The dove represents the Spirit of God descending upon Jesus. After this, let there be questioning from the picture, as

Shew me The man that is kneeling; the river; the man that seems surprised; other figures beyond; those at the left of the man who seems surprised; the man getting out of the water; and the dove, which is coming down. Which is Jesus? Which is the river Jordan? Which is John the Baptist? Which are those who, perhaps, have been baptized? Who also was baptized by John? Which represents the Spirit of God descending upon Jesus?

[coding PARALLELS.*

Tenth. THE PRECEDING HISTORY. (See Less. iii. for example.) (And see next page for pre-
This exercise is to refresh the memory of the Class, as-

Teacher. Give me the particulars of the First lesson (see Manual, first column).
Teacher. Give me the particulars of the Second lesson (see Manual, first column).

Geo

Eleventh. GEOGRAPHICAL EXERCISE, AND DELINEATION ON A SLATE OR BLACK BOARDSee Manual,' first column. This will vividly represent how 'Jesus went about doing good.' And a very instructive and gratifying opportunity will be afforded, while tracing the lesson graphically,' to go over all the features of the preceding lessons, as to 'Topographical and Statistical Information,' and 'Explanations of the Words;' and the Practical Lessons' may be conveniently brought out. The following geographical delineation will be very satisfactory and that teacher will be the most successful, who is furnished with the small Gospel Chart, and a slate or black board.t

Teacher. What is the number referring to Jesus' baptism on the Chart?-(The teacher should point to every particular on the Chart.)-Class. Number 8.

Teacher. From whence did Jesus set out to be baptized?-Class. From Nazareth.

Teacher. In what division of Palestine, or the Holy Land, was Nazareth?-Class. In Galilee. Teacher. To what place did Jesus go to be baptized?-Class. To the river Jordan.

Teacher. What is the boundary of Palestine on the western side?

Class. The Mediterranean or Great Sea.

Teacher. Very well.

The teacher then, being well acquainted with the coast of Palestine, should slowly draw a rine, commencing in the north, and finish in the south; dwelling a little at the several points, as Sidon, Tyre, Carmel, &c. Again:

Teacher. In what river was Jesus baptized?-Class. In the river Jordan.‡
Teacher. Where does the river Jordan rise?-Class. At Cæsarea Philippi.

These differ, and are for Grade iii. only.

See Hustration of the method of acquiring the use of the Gospel Chart, pp. iii.-Y.

These questions will be readily answered, the class being prepared for them by the Topographical and statistical information' before imparted.-See second division in the Order of instruction,' p. vi.

The teacher should then commence drawing a line slowly, as before.

Teacher. Well here is one of the sources from whence JORDAN flows; it flows southward for a short distance, (drawing the line while speaking), and is joined by the branch that rises at Dan; it continues about five miles further, and enters a small lake called The Waters of Merom;' from which it issues, and after running eight or ten miles further, it enters the SEA OF GALILEE (which the teacher should delineate). The sea is about twelve miles long, and six miles broad. It issues from this sea at its south extremity, and flows onward and onward, becoming larger and larger, until it enters the DEAD SEA; having run altogether, including the windings, about 160 miles. Teacher. What city did Jesus leave to go to be baptized?-Class. Nazareth.

Teacher. In what division of the Holy Land was Nazareth?-Class. Galilee.

Teacher. How many divisions were there in the Holy Land, on the western side of the river Jordan?-Class. Three.

Teacher. Name them.-Class. Judea, Samaria, and Galilee.

Teacher. In what part of the land was Galilee?-Class. In the north.

Teacher. In what part of Galilee was Nazareth?-Class. In the south.

Teacher. What was the boundary of Galilee on the south ?-Class. Samaria.

Teacher. Very well :-this line which I am now drawing divides Galilee from Samaria.

In what part of Galilee was Nazareth.-Class. In the south.

Teacher. I will make a spot, there, for Nazareth. How shall I shew, that 'Jesus came from NAZARETH OF GALILEE to JORDAN unto John'?

Class. By drawing a line from Nazareth to the River Jordan.

The above exercise will fix very clearly in the minds of the Class this portion of the Gospel History,' and amply repay the labour, both to teacher and scholar.

The Geography,' the 'History,' the 'Explanations,' the 'Preceding History,' and the 'Geographical Exercise' being gone through, proceed with

Twelfth. THE PRACTICAL LESSONS' AND 'ILLUSTRATIONS' DEDUCED FROM THE 'HISTORY,' as

Teacher. By Jesus' submitting to be baptized by John, we are taught 'Humility.'

2. We are taught, in John's reply to Jesus-'I have need to be baptized of thee, and comest thou to me?'-that we should have respect towards our superiors.

3. By Jesus, who said, 'Suffer it to be so now, for thus it becometh us to fulfil all righteousness.' we are taught to observe all the ordinances of religion.'

4. Jesus prayed.' By which we are taught to pray for God's blessing on all our religious duties.'

Having impressed these particulars, and shewn the way by which the doctrines are deduced, the teacher may reasonably exercise his Class, by

Thirteenth. EXAMINATION IN DOCTRINES AND PROOFs, as

Teacher. What doctrine is first taught, or what is the first lesson we learn from this history?— Class. Humility.

Teacher. Give me the proof, or shew me how we are taught in this lesson this doctrine.-Class. By Jesus submitting to be baptized by John.

Proceed thus through the whole; and it will be seen that the proper order is first to tell what is to be learned. If this is not first done, it is as reasonable to go for refreshment to a well in which there is no water.

ALL this, though a considerable advance on the First grade, will be accomplished in the same time; and both will be ready, together, for the General Examination of all the Grades.'

Tenth. PRECeding ParalleLS. These are for Grade III, being more advanced than Grade II. Preceding HISTORY, see p. vii.

These Parallels,-see Manual,' Lesson viii., first column-are intended to fix in the mind a more minute acquaintance with the CHRONOLOGY of the Gospel History, than the Second Grade can accomplish. For instance :

Teacher. Can you tell me any event connected with Nazareth before this ?-Class. The angel Teacher. In what lesson is that P-Class. Lesson ii. [appeared to Mary at NAZARETH. Teacher. What number refers to that history on the chart?-Class. Number 2. Teacher. Tell me some other event that occurred at Nazareth before this of Jesus going to be baptized.-Class. Joseph and Mary left Nazareth to go to be taxed. Teacher. In what lesson is that P-Class. Lesson iv.

Teacher. What number is that event on the chart ?-Class.

Number 4.

Teacher. Give me some instance of baptizing before this.-Class. The people came to John Teacher. In what lesson is that related ?-Class. In the seventh lesson. [to be baptized. Teacher. Look to the sixth lesson, for another parallel.-Class. Jesus grew in wisdom and stature and in FAVOUR with God and man.

Teacher. Find another parallel in the same lesson.-Class. Jesus answered his mother, saying I must be about my FATHER's business'

He loves not Christ at all-who loves him not above all.'--ST. AUGUSTINE.

THE 'INTRODUCTION, it is hoped, is sufficiently simple and clear to explain the 'SYSTEM. The CONTENTS' present the substance of the HISTORY, of each lesson, with complete references to the Gospels recording every event, according to 'GRESWELL.'

The 'INDEX TO THE EXPLANATIONS' furnishes a convenient alphabetical arrangement for reference.

The 'GEOGRAPHICAL NOTICES' are as full as the nature of the work will admit, and the substance of each should be well committed to memory, that a lively description of the locality of the 'History' may be imparted to the Class

The HISTORY' is, necessarily, brief, being limited by the small amount that can be taught in a given time. It is not a paraphrase, but a condensation of the Text, harmonised, in the words of the authorised version of the inspired narrative.

The QUESTIONS ON THE HISTORY' furnish a help to the inexperienced, and are not expected to be slavishly imitated to the very letter. In this division, as well as in the Catechetical Exercises in the EXPLANATIONS,' the superiority of one Teacher over another will be evidenced. The Teacher who (at the commencement of his sabbath labours,) depends solely upon what is printed, will, in usefulness, fall lamentably short, of the Teacher who previously studies his lesson, and the best manner of catechising therein, according to the circumstances and the capacities of his Class.

The EXPLANATIONS, unless studied and familiarly understood beforehand, will be almost useless; and if only read to the Class, will be alike distasteful and unsatisfactory to both Teacher and Scholar. The substance should be conversationally given, rather than the very words monotonously read. At the same time the Teacher must guard against expansion and digression. In these 'Explanations' the compiler has not attempted entire originality; but, like the busy bee, he has culled and added a rich extract from many existing beautiful flowers of biblical criticism.

The PICTURE DEFINITION-See Introduction, page vii.-is an important means of eliciting the amount of the Scholar's knowledge of the subject in hand; affording the Teacher a pleasing opportunity to catechise in a lively manner in every division of the lesson.

The 'PRECEDING PARALLELS, in like manner, must be understood by the Teacher before entering the school, that his own diligence may commend itself to his Class. As the 'HISTORY' advances, the 'PRECEDING PARALLELS increase, with which we hope the knowledge of the Class will keep pace also, and thus present no greater difficulty than at the beginning.

The 'GEOGRAPHICAL EXERCISES' will enliven the Class, and agreeably bring to mind the 'PRECEDING HISTORY. They are given rather as examples, than in expectation that they will be closely followed by the intelligent Teacher. These, after Lesson lxxv., are discontinued, that the 'GEOGRAPHICAL NOTICES! might be enlarged.

The 'PRACTICAL LESSONS AND ILLUSTRATIONS must be carefully attended to, and the ability of the Teacher will here also be especially tested, by the success with which he is able to induce 'mental effort' in his Class.

LASTLY.-The design of this 'GRADUATED SYSTEM OF SIMULTANEOUS INSTRUCTION,' is to furnish lessons, in extent and illustration, adapted to the varied intellectual capacities which children and youth present in families, and in every institution for the education of the young; and to afford a convenient opportunity to the Minister, Superintendent, or other Teacher, in 'A GENERAL EXAMINATION OF ALL THE GRADES,' to test the progress of the Classes, and the diligence of the Teachers: thus presenting a healthful stimulus to study.

By the comparison set up in the 'General Examination of all the Grades,' the improvement is so apparent to the Examiner, the Teacher, and the Classes, that without comment, reproof, or exhortation, it will be silently felt and acknowledged by all,-the idle will be self-condemned, and the diligent encouraged to do well.

May God impres on all our hearts, that

'WE DIE, BY LIVING TO OURSELVES; AND LIVE, BY DYING TO OURSELVES!