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THOSE who know the difficulties to be encountered in writing upon the subject treated of in this book, will charge me with great boldness for the attempt; while those who do not know these difficulties, so far from being able to conceive them, will feel that the field is boundless, the materials abundant, and that nothing could be easier than the making a book satisfactory to every body. One word will sum up the difficulties-the ground is too new. On most other subjects we have the experience and the wisdom of the great and the wise, perhaps of ages. They are matured and registered on the printed page. But to this subject no one mind has devoted its undivided attention and its unwearied energy, with a view to aid others by its investigations. What has been given to the public, has been by men who commenced their labours in the dark, and felt their way along as well as they could, picking up such hints as the periodical press of the day afforded.

This department of benevolent enterprise is nearly Lew in the church, and the years of experience which she has had, have been too few to perfect or mature

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the system. The reader will find in these pages, not all that he could wish, perhaps not all that he might reasonably expect; but I bave done all that I could to aid the Teacher, and more than I should have dared to promise, had I known, when commencing, into what a region of chaos I was about to plunge. Let the reader remember, that if the waters of a new well are somewhat turbid, and have a taste somewhat different from those to which he has been accustomed, they may, nevertheless, be at least equally healthy.

Should the reader find views which do not correspond with his own notions or prejudices, he need not be disappointed. Probably every reader will find more or less of such views; but should he find no hints by which he shall be personally benefited, and the fault be mine, I shall be deeply grieved and disappointed. I have not wished to introduce new theories or schemes, but to embody such hints as I myself greatly needed, when I had the honour of being a Sabbath school teacher.

May He who hath said "feed my lambs" own and bless this effort, and make it an instrument of promoting the salvation of men.

May 1, 1837.


First principle-right habits. Experience of men. Amount of knowledge. Illus-
trated by the orphan. Want of right habits lamented. Necessary to meet
temptations. Example of Daniel. Perseverance. Curious illustration. Second
principle-fixed principles. Taste of the age. Dangers of the times. Should
Catechisms be used, Public opinion. Answer to objections. How to teach
Catechisms. Mrs. Sherwood. Assembly's Catechism. Third Principle-power
of example. Example of a real Christian. Watching over example. Teachers
watched. Influence of little things. Adam Clarke. Story of the young lady.

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Power of one directing mind. Most good men need a leader. Influence of the leader

in an army. Where teachers get power. How Superintendent to be elected.

Importance of the office. Supervision of the church. Proper place of the Sab-

bath School. First duty-govern and direct. Self-government necessary. Must

have plans. Ingenuity and discipline necessary. Interesting case of discipline.

Effects of the experiment. A second example of discipline. Results. Direction

and classification of the scholar. Exercises of the school. Exercises to be short.

Second duty-forming character of teachers. Superintendent's influence. Sug-

gestions to the Superintendent. Private record. Hints concerning visiting.

Influence of innovations. What is the great thing needed. Examination

Third duty-teachers' meeting. First reason. Second reason. Third reason.

Business meetings. Misconception of teachers. How the school to be increased.

Superintendent should not be dogmatical. Division of schools. Use of sympathy.

The principle of sympathy to be used. Used by the Jews. Example of Paul.

Remarkable example of Christ. Example of its abuse. Second example. Ex-

ample in case of Lafayette. Example of Dr. Franklin. The principle to be used

in religion. To be used in Sabbath Schools. How it may be abused. Hints for

safety. Fourth duty-raising up new teachers. How to raise up teachers

Classes especially organized. Habits of Superintendents. Bad examples cited.

Lightness of conduct. To be a model. Fifth duty-retaining older scholars.

First method of doing this. Second method. Third method. Fourth method.

Fifth method- Four traits of character needed by the Superintendent.


First requisite-decided piety. Testimony of experience. Results of experience
The grandmother. Great and absorbing design of Sabbath Schools.

innence of the teacher.

Testimony of a young missionary.

continued. Holiness needed.

What the duty of teachers not pious.



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