This cut with the little boy trying, in vain, to teach his bird a new tune from his singing book, and the following dialogue are taken from "The Dead Bird," published by the society.

Son. Tell me, father, what is the difference between a bird and a boy? Please to make it as plain as you can.

Father. A bird and all other animals love their masters, and hate those that injure them. They are sometimes angry; and they are sorry when they lose a mate. They are afraid and glad. In short they have most of the feelings which we have. They know, too, when you speak to them, and they remember what they have seen. Let us think of the difference. The pair of robins, that lived on your tree near the window of your chamber, knew how to build their nest. There they set upon their eggs, and in a month the eggs were hatched, and the young birds feathered, and there was no more to do about their clothing. They taught them to fly, and to sing, to find their food, and to know and avoid danger. Then their education was coinpleted. They were left to take care of themselves, and the young and old birds, probably neither knew nor cared for one another afterwards, more than for any other birds of their sort.

S. O! what a difference between a bird and a boy! It's a great many years before a boy can take care of himself, and then some boys do not know how.

F. But you know a boy is always learning something new; and a man can learn a new language, and new music, and a new trade. He can build new kinds of houses, and find out new

things. But the robins never improve. They can never sing but one kind of song, and chatter in one way, and build a nest just as robins always have built them.

S. Yes, I believe that; for I never heard a robin sing or chirp but one or two songs, and all the robins sing just alike.

F. But there is another great difference. Boys can think and judge about what will happen, if they choose, and birds cannot. A boy plants corn, and he lets it stay in the ground, because he knows that one kernel will produce a great many. But a crow pulls up the seed, and so destroys the crop.

S. But the crow does not know that. F. That is just the difference. The crow saw the corn planted and growing last year, just as the boy did. And he saw it planted this year, but he did not put the two things together and judge. He was hungry as well as the boy, but he did not reason, and wait, as the boy did. He did what he wanted to do, without thinking what would come afterwards. That is one great difference.-The boy has reason; the bird has none.Men lay up grain for the winter. The birds "have neither storehouse nor barn." Man has foresight; other animals have not. But is there no other difference?

S. Why, my bird could not talk, father.

F. True, my son, but he could sing, and William could not. A parrot can talk. But here the difference is, that a boy can study and learn to talk, and to sing something new, but a bird eannot. But there is another difference, still greater; do you know, my son, what is right and what is wrong?

S. Yes, father.

F. And how do you feel when you do wrong?

S. I feel ashamed, and sorry, and am afraid.

F. But why are you ashamed, and sorry? because other people see you?

S. No, father; if nobody knows it, I feel just so.

And sometimes I could not go to sleep at night, because I felt so bad after I had done something wrong; though I always feel worse if any body does know it.

F. But did not you tell me you felt better after you confessed to me that you had broken the window?

S. Yes, father; I thought I had done right then, and that made me feel better.

F. Well, my son, that which gives you pain, or makes you feel badly when you do wrong, and gives you pleasure when you do right, is conscience. Do you think your bird had any conscience? Could you teach him what was right, and what was wrong?

2

S. No, father; how could I?

SANDWICH ISLANDS SABBATH SCHOOL. From the report of the station at Wailuku, Sandwich Islands, given in the October Herald, it appears that, within the last year, there has been a simultaneous increase of interest, in that mission, in behalf of the children.

"We are sensible," says the report, "that it is not wise policy to neglect the children, however imperative the claims of the adult population may seem to be.""The minds of many of the adults are admirable, and can be cultivated to any extent; but even where this end is attained in an adult native, he is, even though he be pious, in a great measure a native still; a large part of his character still remains untouched." "We must, therefore, turn to the children, if we would radically reform and improve the state of society, even though it be somewhat at the expense of the adults."

"As one means of promoting the spiritual good of the children, we have a Sabbath school which all the children of a suitable age, from Waikapu to Waikee, attend.We know not just now the number who attend, but it is somewhere between four and five hundred. This is a noble field for effort, a field in which, no doubt, angels would delight to labor. When we look on this congregation of children assembled in the house of God on the Sabbath, it seems as though it cannot be that the Savior will not bless them and gather them into his fold."

ANOTHER S. S. TWO HUNDRED YEARS AGO. Nicholas Ferrar was born in London in 1591. In 1625, he established his family at Little-Gidding, a retired part of Huntingdonshire. Here in his family and neighborhood we find, two hundred and eleven years ago, what was, in truth, a Sabbath school.

After returning from divine service, in the morning, Mr. Ferrar's elder nieces and some others appointed for that duty, heard the children repeat the psalms which they had learned the week before. Mr. F. desiring the religious improvement of

all around him, offered such children as would come to his house, Sabbath morning, a penny for every Psalm they would commit to memory, perfectly, and also a dinner. Sometimes there were present forty or fifty at once. He gave a Psalter to every one who came. These Psalm-children, as they were called, used, frequently, to recite portions of what they had learned before, in addition to what they had committed that week, so as to fix them more strongly in their memories.

"The influence of this Sabbath school," says the biographer, “was such, that the neighboring ministers declared a mighty change was wrought, not only on the children, but on the men and women at home. For the parents would naturally hear their children repeating their sacred lessons; whereas, heretofore, their tongues had been exercised in singing lewd or profane songs, or at least idle ballads. Now the streets and doors resounded with the sacred poetry of David's harp. Thus it is that little children, in a multitude of instances, become the instructors of their parents; and this is one of the greatest encouragements which we have in the work of Sabbath schools."

EDUCATING CHILDREN FOR PERDITION.

"I am not going to be the last man in the world, that drinks rum, and I am learning my boys to drink as fast as I can!”This is the language of one who bears the name of father! But this is only a part of his system of education. He teaches his children to swear, and often inflicts punishment if they refuse to swear, or if they fail to do it in a manner to suit him!

Is not this training children in the way in which they should not go, under circumstances which render it almost certain, that, when they are old they will not depart from it? Is it not educating them for perdition? How will this cruel, fiend-like conduct embitter that father's dying hour, and extort from him the agonizing cry; “O, I have ruined,—I have murdered my children!" What withering looks of reproach and despair will these children cast on their own parent, as the author of

all their sufferings! Can there be any place in hell more dark and awful, than that where such a father, if he dies unforgiven, must take up his everlasting abode!

LECTURES ON PALESTINE.

Mr. Ingraham, who is extensively and favorably known as a Lecturer on Palestine or the Holy Land, has recently obtained a new set of more than one hundred maps, plans, and beautiful transparencies, exhibiting the present appearance of the principal places, mountains, rivers, seas, valleys, and costume of the inhabitants, and correctly representing the trees and animals, &c. of that country. No one, who loves, in imagination, to wander over the verdant mountains, through the balmy groves, the rich vales, and the beautiful villages, and beside the still waters of the Land that flowed with milk and honey,-the land of the prophets, and the apostles, and the Divine Savior,-can attend these Lectures, enriched as they are by these new and elegant illustrations, without much interest and pleasure.As Mr. Ingraham expects to spend his winter in visiting some of the principal places in our State, we would recommend his lectures to the attention of all who can make it convenient to attend ; especially, of the teachers and scholars of the Sabbath school. The remarks and illustrations of Mr. Ingraham will awaken a new interest in the study of the Bible.Whenever they read of Jerusalem or Jericho, of Jordan or Kishon, the Cedar or the Sycamore fig tree, &c., they will remember Mr. I's splendid pictures.

NOTICES OF NEW PUBLICATIONS BY THE SOCIETY.

THE GARDEN OF EDEN. By Rev. A. Fletcher. From the London edition. This book is divided into an introduction and three chapters.The introduction contains an account of the supposed situation of Eden. Chapter 1. The natural beauty of Eden. 2. First inhabitants of Eden. Their perfections-of body-of mind.-They possessed righteousness, i. e. : Light in the understanding; obedience in the will; and love in the affections. Their employment.-Their happiness. 3. Disobedience of Adam and Eve. Man now fallen. From what has man fallen?

LIFE OF KING HEZEKIAH. By the author of Life of Jeremiah. In this little volume is given an accouut of one of the most virtuous and distinguished kings of Judah.

HISTORY OF THE AMERICAN EDUCATION SOCIETY. Second edition. This volume has been thoroughly revised, and a new chapter added, by which the history of the Society is brought down to the present date.

CONVERSATIONS ON THE DEAF, DUMB, AND BLIND; or, HISTORY OF JAMES MITCHELL. Second edition.

IN PRESS. Anabaptists.-Family Instruction; or, Widow of Monmouth. Part IV.-Farel and the Genevese Reformation.-Memoir of Mrs. Mary Ann Odiorne Clark.