iv not to read, but to speak to them, convinced as I am that the only chance of making an impression on a young audience is by talking to them in the most plain and familiar, but at the same time earnest manner. I hope that the same method will be adopted by all those who undertake a similar task, and that even they who make use of these Addresses will not deliver them verbatim, as they are printed, but will take only the substance of them, to be expressed in their own words. To those who are disposed to avail themselves of the matter which is here furnished, I would strongly recommend that they should make a short analysis of the Address which they have selected, and then speak to the children either entirely without notes, or with only a slight and occasional reference to the sketch which they have drawn out. The following may serve as a specimen of the analysis which I mean. be left to the discretion of the managers and teachers of Sunday schools. When there is service only once in a day, they may supply the place of the other service, or a short time may be appropiated to this purpose either in the morning or the evening of the Sabbath-day. THE YOUNG PERSONS WHO MOCKED ELISHA. What is meant by prophets-Samuel, Daniel, Isaiah, Jeremiah. Elijah taken up into heaven. Elisha mocked-explanation of 'Go up, thou bald-head!' Their not acknowledging him as a prophet. This an insult to God, since He made us all what we are. God kind to all; therefore we ought to be. 'These young persons as silly as they were wicked. Appearances signify little. Their punishment. Future judgment; every idle word that men shall speak. To abstain from abusive names; respect to teachers. Let such a sketch as this be carefully made, and as carefully reflected upon afterwards, and it is presumed, that but few of the senior teachers will feel themselves at a loss for words when they address the children. Whether the same method should be vi adopted with the prayers, is a point not so easily determined. To pray without notes certainly produces a greater impression, especially upon children, than to read a prayer; and few persons who have been accustomed to dispense with the use of forms in private devotion, will feel much difficulty in expressing themselves in an appropriate and impressive manner before children. But let not those make the attempt who are unequal to the task; they had much better incur the risk of being unimpressive in reading, than of being desultory and irreverent in attempting prayer without a form. This leads me to observe, that the task of addressing the children should be intrusted not to all the teachers in turn, but to those of them only who are capable of doing it well. It is true there is an art in this which many will need to acquire, and which they will not acquire without practice; yet to address the children in our schools in a style and manner which will win and fix their attention, is a point of such vital importance,as to make it most desirable that they, whose age or whose attainments render them vii Let them make less capable of executing this office with acceptance, should modestly give way to those who are better qualified. the attempt now and then; put themselves forward which, to be done well and more talent than many persons possess. but let them not often to do that requires practice, The institutions, my friends, for which you are interested, have not, even in this age of philanthropy, obtained that share of attention to which they are justly entitled. I pray God that their importance may be more generally acknowledged, and that many help-mates may be raised up to you in your labor of love. May your hearts be so filled with the spirit of Christian peace and charity---may you be animated with such zeal in the work which you have undertaken, that you may at length have the satisfaction of knowing that, under the Divine guidance and blessing, you have laid the foundations of truth and goodness in the hearts of many, who might otherwise have been lost to virtue, and shut out from their highest happiness. London, July 2, 1831. S. WOOD. |