THE

WESLEYAN SUNDAY-SCHOOL MAGAZINE.

PRACTICAL PAPERS.

RELIGIOUS INSTRUCTION IN SUNDAY-SCHOOLS.

ALL Sunday-school teachers may be congratulated on the advantage accruing to them in their work from the spread and success of day-school education. In most districts of the country it is now no longer so necessary as it used to be, that they should do the work of elementary schools, in teaching children to read. A very large number of those whose age entitles them to a place in the Sunday-school can read in a way sufficient for most purposes of life. There is thus secured, at the outset, in the learner who comes to the teacher's hand, a preparation for the acquirement of knowledge which formerly required much time and labour to impart ; and those who desire to do their best for the advantage of children are at liberty to pursue the proper object of Sabbath-school instruction,—which is, to impart religious knowledge, and to bring children under religious influence.

In remarking on the subject named at the head of this paper, servest point is, that the knowledge which it is the great end of the Sunay-school to afford, is to be sought in the sacred Scriptures, and by means which ensure an acquaintance with what the Scriptures teach. Religious knowledge is acquaintance with the being and character of God;-with the works and ways of God; with His claims as made known in His laws; Iwith the true nature, character, and destiny of man, especially with his fall and the need of a merciful provision for his recovery ;-with Christ, the appointed Redeemer, and the method and conditions of the redemption that is by Him;-with the realities of the invisible and eternal world, the coming of the great day of account, and its everlasting issues, whether in heaven or hell: and, connected with all this, is the knowledge of present duty,-whether to God or to ourselves, to the Church or to society at large;-and of present privilege in the actual and personal enjoyment of religion. Now, the Bible is God's own Book, making known the truth with regard to these all-important subjects; truth which is discovered through no other medium, and is communicated in it as no other book can communicate it. It is the source and instrument of power in all our dealings with the conscience: all the most effective influences of VOL. III. NEW SERIES.-July, 1868.

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the pulpit are those which are supported by its facts and utterances; and we constantly feel that, in religious matters, there is nothing certain but what it either directly teaches or implies. In this all will agree, just as they will as to the primary object of the Sunday-school; and it is here laid down, not as though it were questionable with any, but because our felt agreement on this point is a stimulus and encouragement.

Our second point is, that if the Bible be the one source of religious knowledge, the great end of instruction-religious influencewill be secured in proportion as the teacher's ability to impart what it contains is complete. Such a remark might be made of any book which professed to teach authoritatively; but it is the more important to observe it in this case, because of the way in which truth is communicated in the Bible. It is not presented as a system of theology, but, as we may say, in a living form; and it appears as given, just as the necessities of men, or the working out of the Divine plans, called for it. It is communicated in history, in poetry, in prophecy; in promises or threatenings, in invitations, or injunctions. Some of its great truths, such as the Being of God and the existence of the evil one, are implied rather than declared; and brought out in action rather than laid down as doctrine. Though it was written in detached portions, it is a whole; nothing necessary is wanting, nothing can be supplied with advantagor, His without harm: nothing is to be added to it, nothing taken from it. The separate doctrines are blended so consistently, that there is no contradiction; and are so interwoven with facts and incidents, that they live, as it were; and it is evident that they are designed to influence and govern us. How evidently important, then, it is, that all who undertake to give religious instruction should secure as complete a knowledge of Divine truth as possible, and aim to declare the whole counsel of God.

Our third point, however, is that our teaching should be systematic. We feel that it must be so in order to be complete; and hence the value of catechetical instruction. We seize the opportunity of adverting to this topic. It is a method of instruction, the antiquity of which seems to assert its value. It has been constantly insisted on, by those who have guided and controlled the action of our own Sunday-schools, as all-important; and it commends itself to the judgment when it is advocated and enjoined; yet, somehow, is often practically set aside. It is instructive to observe the highest recommendation of its principle in a marginal reading of the text which is most frequently quoted as enjoining religious education,

it

namely, "Train up" (or catechise) "a child in the way he should go." By its means we communicate to children what ourselves or others have found in God's Book, or learned from it. It fastens attention on a truth, and in some sort compels the reception of it. It puts into form what otherwise might be, as regards its influence, only like a shadow. In good catechising, you give forth the clear and unmistakable sound, and receive back the echo from the learner, with the assurance that the sound has not been unheeded or mistaken. It promotes accuracy; and through the helps that are afforded in books of this character, it secures completeness: a result of the greatest value, because, though the Bible itself is not in a systematic form, it contains a system which is perfect. None of its essential truths should be lost sight of, or kept in the background.

It is with pleasure that we call attention to the facilities for such instruction furnished in the "NEW LESSON-BOOKS " now issuing from the Wesleyan Conference Office; the one containing a complete series of lessons in "Doctrine," and the other a LessonBook in "Bible History." In referring to them in the literary notices of our May number, we remarked upon the importance of good tools to the workman; and in our description recommended them as answering to that character. These books appear to supply a want which has long been felt; and, if used aright, will greatly serve one important end, that of making catechetical instruction more effective and general. They are arranged, as the Introduction informs us, on the basis of the Second Catechism, and are not designed to supersede it, but for use in connexion with it. Speaking more particularly now of the doctrinal part, we may observe that it contains fifty-two lessons, one page being devoted to a subject; and the whole range of doctrinal truth as contained in the Catechism is embraced, so far as the prescribed limits would allow. By the style in which it is arranged and executed, a cheerful-looking and attractive page meets the eye, and invites attention. The subject of the lesson stands at the head in bold type, and immediately next to this is given the section of the Catechism in which it is found, and the numbers of the questions and answers which contain it. Then five short passages of Scripture, in large type, and-as far as possible—in monosyllabic words, present the subject in a manner specially suitable for younger children, and suggestive to the teacher. These are followed by a longer passage, drawn, for the most part, from the historical and narrative portions of Scripture, which forms an illustration of the subject; and this, again, by a verse of a hymn generally taken from the Sunday-School Hymn

Book, and which also refers to the topic of the lesson. Interest is thus gained by variety, and an additional source of impressiveness is secured. A moment's inspection of a lesson will show that the book is not calculated to supersede personal labour on the part of the teacher. This would not be desirable if it were practicable. It is better to direct and stimulate endeavour than to supplant it; and one great point is gained if only attention can be fixed on a definite subject. Many who desire to give lessons, or deliver addresses, will find one of their greatest difficulties thus removed. They can proceed to work with a direct aim, and without hesitation. But no facilities, however great, will make amends for the absence of that interest in a lesson which is gained by a personal study of it. We have already seen a copy of the book, interleaved with ruled paper, on which a teacher might make notes, and enter references in the way of preparation for each Sunday's lesson; notes and references which might accumulate from year to year. The historical part is dealt with on the same plan. The leading points in "Bible History," as contained in "The Appendix," are exhibited in fifty-two lessons. On each page the subject is named, and the reference to the Catechism is given; the short passages state the subject, the longer one illustrates it; while the verse of the hymn is more or less didactic, (as it should be,) enjoining some point of duty, or declaring the judgment and will of God. On this part, which, in the main, will speak for itself, we would only call attention to one point; that it is remarkable how frequent and striking are the references in Scripture to the facts of its histories, and how abundant short passages are which relate to those facts. The Bible, in this way as well as others, is its own interpreter.

With regard to the general use of these helps, we may further observe, that a plan of simultaneous instruction may be greatly promoted by their employment. The elder scholars and Bibleclasses might, if such a plan were pursued, devote their attention to the chapter of the Bible in which the illustrative passage is found, as well as to other passages bearing on the subject; and when the whole school is collected for an address, the person who undertakes that task, if he founded his remarks upon the lesson, would find his youthful audience already interested and prepared. We know of one school in which this has been done, and where the system is found to work well. We would, however, lay down. no universal plan to be followed irrespective of circumstances, or at once to displace existing methods; but we would urge that

the principles on which these lessons are prepared are of the greatest value; namely, to ensure a systematic and complete acquaintance with Scripture truth, and to secure interest by facts and scenes drawn from the Bible itself. This latter object will be secured if the teacher, having made himself familiar with them, shall be able to picture to the listeners the scenes and circumstances in the midst of which the truth appears in the Scriptures; as, for instance, in the first lesson, those in which David uttered his signal ascription of praise to God; or, in the second, those amid which God revealed Himself to Moses, and declared Himself the merciful and faithful Friend of His people. By such a method, what freshness will be given to the subject, and what variety and power will be obtained!

It only remains for us to express our desire that the true work of the Sabbath-school will be pursued with still greater effectiveness, and with a more definite aim. If such instruction is continually imparted as we have been advocating, much will have been done towards the attainment of a standard of Sundayschool usefulness, such as all will feel to be desirableinstruction which will furnish the creed, form the character, and habitually influence the conduct, of those committed to our charge. This will be an instrument of conversion to God, and tell with blessed effect on the Church and on the nation.

SELECT OR BIBLE CLASSES.

THE questions have been repeatedly asked, and with a frequency and earnestness which show their momentous import: "How shall we retain our elder scholars? What means shall we employ to continue them amongst us, and lead them into connexion with the Church?" To this we reply, let the elder scholars of our Sunday-schools be gathered together in classes formed for their special benefit; and, at the same time, let endeavours be kept up to seek and to bring back into them those who formerly were scholars. In this way, we may hope so to help to supply the "missing link," that the Sunday-school shall fulfil its intention, and become what its numerous