made acquainted with any regular system of operation. To such persons, the writer of these hints (who has had considerable experience in the opening and management of Sunday Schools) offers his opinion, that much depends on the manner of forming the school and its proper commencement, as well as upon the method of conducting it, and its regular continuance; he therefore submits the following observations, the result of his own practice and the experience of others, for the consideration of those who are desirous to have correct views of the best manner of forming, as well as of conducting a Sunday School.

The first step necessary to the formation of a school, is to convene a meeting of those who are likely to engage in it as the conductors; to elect a superintendent and other officers, explain the object in view, and give to those who are to be engaged in the work a few general rules for their government as Sunday School teachers. Surely nothing can be of greater benefit to a school than the giving to its conductors a correct view of their duties, and of the best method by which those duties may be performed.

The decline of many Sunday Schools may be traced to the irregularity of their commencement. The superintendents being unacquainted with the teachers, and the teachers unacquainted with the routine of a Sunday School, the double labour of instructing both teachers and scholars too frequently falls to the share of the superintendents; it is impossible they should act in concert in a school so constituted.

The teachers too frequently seem only to interest themselves during the short time they may be in the school on the Sabbath day; whereas a preparatory meeting, by making them acquainted with each other, and with the plan to be pursued, would excite a more lively interest in the management of the school, and in the due performance by each of their respective duties, according to their previous arrangement.

A society would thus be formed of the superintendent and teachers, which, if regularly continued, would greatly tend to the improvement of schools and the regular discussion of Sun

day School affairs, for the government and instruction of teachers in the task they undertake to perform.

The first duty of the superintendent is to give to those who are to assist in the conduct of the school, some such hints as the following, which, if carefully observed, would almost

ensure success.

Children, and those too of the most ignorant kind, and often of prejudiced and even ill disposed parents, are to be the objects of our care; and it is more by our example than by our precepts that any good is to be effected. The greatest circumspection, in every transaction, must necessarily be used, and importance must be attached to every duty, however trivial. It must be remembered, that order consists not merely in following any one particular plan or method; but when any plan or method is adopted, in pur. suing it steadily. Teachers should not approach the place of instruction with levity, or in a careless manner. They should not remain a moment at the door for the purpose of talking; but on entering the school, should proceed instantly to their respective classes, without entering into any conversation with the teachers of other classes; nor during the hours of instruction should any teacher leave his class for a moment. These things may seem to be of trifling import: yet every one of them will be found important in the conduct of such schools. Without due attention to them, numberless little difficulties would occasionally arise, and in these trifling difficulties disorder has its origin. The necessity of teachers being careful in what manner they enter the school, would be easily seen by those who reflect for a moment on the proneness of children to imitation : should a teacher stop for a moment at the door, his scholars would loiter there; and surely the best method to prevent it, is for the teacher to enter instantly himself, (whether early or late,) with a mind actively intent on its object; and the example of a moment would be worth the instruction of an hour.

When the teacher has entered the school, by going instantly to his class, he would give the children a good impression of the importance of his class in his own eyes. Should they be there a

few moments before the time of opening the school, a word or two of praise for their punctuality would be likely to produce a good effect.

Few of the children who first come to Sabbath Schools have much sense of shame; all have pride, and will feel a gratification in being praised for their good deeds. Now, as to the manner in which a teacher should address his class. It is often the case, that teachers, by treating the boys with too much familiarity, lose the little influence over them they may possess. A stern address, or an inflexible gravity of countenance is not recommended, but a kind and affable manner, without familiarity, is preferable for the old adage is here literally true, that familiarity breeds contempt. It, therefore, becomes the duty of teachers to be as circumspect in the manner of addressing the children, as in the subject of the address itself.

By attention and care, order may be established in any class. To preserve this order it is necessary that the teacher's attention should be continual and undivided. Children improve more from habit than inclination; and to habituate them to any course of conduct requires constant repetition. Teachers must therefore feel the necessity of remaining with their class while they are in school, and using every exertion to render them attentive to the instruction, whether moral or religious, they may give them. Children are not apt to meditate much upon what has been either said or done, and the moment teachers cease to engage their attention, either by occasional advice, or by the regular exercises of the school, that moment disorder commences, and the only means they have to prevent it is to be unremitted in their own attention.

The superintendent having thus given to the teachers a brief outline of their duty, the limits of the district from which the scholars are to be drawn should be agreed on; and as experience has proved it to be essential, that every parent should be visited previous to the admission of a child to the school, a few observations relative to the course to be pursued in these visits, and on the general management of such schools, shall be the subject of other communications.

EXPLANATION OF THE PLATE.

Matthew 2.

Now when Jesus was born in Bethlehem of Judea,* in the days of Herod the king, behold there came wise men from the East to Jerusalem, saying where is he that is born king of the Jews? for we have seen his star§ in the East, and are come to worship him.||

When Herod the king had heard these things he was troubled,¶ and all Jerusalem with him; and when he had gathered the chief priests and scribes of the people together, he demanded of them where Christ should be born.

*About 6 or 7 miles from Jerusalem.

† He reigned 37 years in Judea, reckoning from the time he was created king of that country by the Romans. Our blessed Lord was born in the 70th year of his age, and the last year of his reign; and at this time the sceptre had literally departed from Judah; a foreigner being now upon the throne.

Magi from the Eastern countries, perhaps from Persia.-There was a sect of philosophers who were called by this name in that country.

Having discovered an unusual luminous appearance or meteor in the Heavens, they probably considered this to be the star mentioned by Balaam. Numb. 24. 17.

|| Or to do him homage. This was done after the presentation of Christ at the Temple.

The following testimony of eminent Roman historians, shows the cause of this alarm:

"An ancient and settled persuasion prevailed through the east, that the fates had decreed some to proceed from Judea, who should attain universal empire. This persuasion the Jews applied to themselves, and therefore rebelled." SUETONIUS.

"Many were persuaded, that at that very time the east should prevail, and that some should proceed from Judea, and possess the dominion." TACITUS

And they said unto him, in Bethlehem of Judea ;* for thus it is written by the prophet, and thou Bethlehem in the land of Judea art not the least among the princes of Judah ;§ for out of thee shall come a governor that shall rule my people Israel.

Then Herod, when he had privily called the wise men, inquired of them diligently what time the star appeared; and he sent them to Bethlehem, and said go and search diligently for the young child, and when ye have found him, bring me word again that I may come and worship him also.

When they had heard the king they departed, and lo, the star which they saw in the east went before them, till it came and stood over where the young child was. When they saw the star, they rejoiced with exceeding great joy.

And when they were come into the house, they saw the young child, with Mary, his mother, and fell down and worshipped

* Daniel's weeks had so clearly defined the time of the coming of the Messiah, that the minds of the whole nation were raised into the expectation of him. Hence it was doubted of the Baptist, whether he were not the Messiah. Luke, 3. 15. Hence it was, that the Jews were gathered together from all countries unto Jerusalem. Acts, 2. Hence it was, there was so great a number of false Christs. Matt. 24. 5. &c.; and in one word, "They thought the kingdom of God should presently appear." Luke, 19. 11.

+ Micah, 5. 2.

Or, Art thou not the least.

§ In Micah, instead of princes, it is the thousands of Judah, which has the same meaning; for each tribe was probably divided into small portions, called thousands, in the same manner as in England certain divisions are called hundreds. See 1 Sam. 10. 19. 1 Chron. 12. 20.

This is rendered by some over the head of the child; and seems to ustify the opinion that the luminous appearance which had hitherto directed them, now encompassed the head of the Saviour; and probably this gave the first idea to the ancient painters of representing Christ in the manger with a glory surrounding his head.