BARNSLEY.-The last meeting was held (May 9th) at Hoylandswaine. Mr. James Barraclough gave a lesson on "The rein-deer" to a class of twenty-one boys. The next meeting will be held at Stainborough.

TESTIMONIALS.-To Mrs. KING, on her leaving Lenton Schools, after Fourteen Years, a TeaService and Sundries, by the Female Sunday-school Teachers, Pupil-teachers, and the School-girls. To Miss HARRISON, for Eighteen Years Mistress of Elstree National School, a Purse of Twentyfive Sovereigns, from some of the principal Supporters of the School.

To Mrs. N. SENDALL (late MARGARET M'DERMOTT), a small Clock, by the Supporters of Nutfield National School, Surrey, in consideration of her good services as Mistress during Eight Years.

APPOINTMENTS. - Mr. T. MELLOR, to be Master of the All Saints' National Schools, Gordon Square, St. Pancras.

Mr. and Mrs. NIXON, the former from St. Peter's Commercial School, Ashton-under-Lyne, to Swineshead Endowed School, Lincolnshire.

Mr. THOMAS HOLMES and Mrs. HOLMES (late Miss WooD), from Hurdesfield, to Essington National Schools, Wolverhampton

Mr. EDWIN SIMPSON, Master of St. Anne's Schools, Limehouse, to the Head-Mastership of Swinton Industrial Schools.

MARRIAGE.-On the 9th May, at St. Paul's Church, York, Mr. J. COOKE, Master of Lady Beaumont's School, Carlton, near Selby, to Miss ROBINSON, of Melbourne, near Pocklington.

OBITUARY.-On May 8th, at King's College Hospital, of consumption, aged Twenty years, THOMAS MORSE, First-class Queen's Scholar of the Training College, Battersea, and formerly Pupilteacher in the Fishguard National School. The Students from Battersea followed his remains to the Cemetery, Brompton, where the service was read by the Principal of the College.

On the 23d of April, Miss ELEANOR NASH, Mistress of Shirley Church Girls' School.

NOTICES TO CORRESPONDENTS.

We cannot undertake to notice anonymous communications, nor to insert letters or information received after the 20th. The name and address of our correspondents should always be sent, though not necessarily for publication.

"A Queen's Scholar." The assistant-teacher must be of three years' standing of any school under Government inspection. See Church Education Directory, p. 68.

"P. Green." 20th August 1853.

"C. P. S." We must refer you to the Committee of Council on Education for an answer to your inquiry as to the Capitation Grant.

"An Admirer of Justice." The payments to pupil-teachers are usually remitted by post-office order to the manager, but made payable to the pupil-teacher, so that there can be no mistake as to the amount payable to each. If you are entitled to capitation money, you should make your claim good to the managers.

"A Berkshire Schoolmaster." The National Society has no fund from which a gratuity or pension could be given to aged teachers. The Government fund is only applicable to teachers in schools under inspection.

"A Constant Reader." The Minute relating to pensions is given at p. 23 of the Church Education Directory. Any interpretation of the Minute must be sought for at the office of the Committee of Council on Education.

"K. T." Above eighteen. See Minute, 2d June 1856, pp. 67-8, Church Education Directory. The books to study should be ascertained from the principal of the training college where you proposed to

be examined.

"J. Harding." The explanatory circular with respect to Capitation Grants is given at pages 70-72 of the Church Education Directory. An addition to the income is required where no house is provided. Your other inquiry involves a point for the Committee of Council to answer.

"Scire facias." We think you should address your inquiry to "The Secretary," Department of Science and Art, Museum Buildings, Cromwell Road, Kensington Gore, S.

"J. R." We are not aware that any such list has been prepared for female candidates.

"E." The case to which you refer is, we believe, so exceptional as not to warrant the insertion of your letter.

"W. W." duly received. Every consideration has been shown to teachers, and is continued in the new scale of charges.

"E. Pugh." You will find a list of books, curriculum of work, and other information respecting middle-class education, in a pamphlet just published, entitled Middle-Class Education, by T. D. Acland, Esq. Ridgway, 169 Piccadilly. Price 1s.

"J. Trinder" is thanked; under consideration.

"J. Turner," "A Kentish Schoolmaster," "K. N. S.," "C. V.," "T. G.," "Ingleboro," "E.," and "Atom," inquiries declined.

"T. Fyles" declined; not of the usual character.

"W. P." We are not aware that endowed schools are excluded from Capitation Grants, provided they comply with the required conditions. See Church Education Directory, or address your inquiry to the Committee of Council on Education.

Warwick and Leamington Association. Account of meeting received too late to be available this month. We shall be glad to receive a brief statement of the proceedings for our next Number. Several communications have come to hand after the 20th, too late for notice this month. Certain Letters not noticed above are in type, and we hope may appear in our next.

SUNDAY-SCHOOLS.

[THIS portion of the Number of the Monthly Paper for June, and each succeeding month, will be published in a separate form as THE NATIONAL SOCIETY'S SUNDAY-SCHOOL PAPER, and may be obtained regularly through any bookseller at the cost of one penny; or twelve copies will be sent postage free on remitting one shilling in postage-stamps to the Editor, or six copies will be sent for seven stamps.

This arrangement has been made in compliance with the request of clergymen and others who have the management of Sunday-Schools, and are anxious that every teacher in the school in which they are interested may be provided with the Paper at the least possible cost. As a large circulation is necessary for the success of "The Sunday-school Paper," it is hoped that an effort will be made in Sunday-Schools throughout the country to subscribe for six or a dozen copies monthly.]

Correspondence.

[The Committee of the National Society are thankful for any communication likely to assist SchoolManagers and Teachers, or otherwise promote the work of Church Education; but they do not necessarily hold themselves responsible for the opinions of the Editor's correspondents.]

To the Editor of the National Society's Monthly Paper.

HOW SHALL I TEACH MY CLASS ?

SIR,-The teacher should endeavour to estimate aright the interests involved in the question standing as the heading to this article. All those influences which render school-education so valuable; all that long train of advice, caution, and entreaty, which in subsequent years springs up in the mind like a sparkling fountain; all those appeals to the feelings of children, which seem to die away altogether, and then come back again and again in soft echoes, renewing the familiar tones of former days; all that a man has owed, or is ever likely to owe, to the first impressions of childhood, which, be it observed, so insensibly press him on all sides as to be like the atmosphere itself from which he draws his breath;-all these, and more than these, are to some extent comprehended in the question, "How shall I teach my class ?" It may be profitable to some of the readers of this portion of the Paper to devote a few articles to the consideration of the question. And here let us pause for a moment. It would be absurd to deny the fact, that this very question of teaching has already engaged the descriptive powers of a large number of writers. In short, their name is Legion. The various methods of imparting knowledge have been described again and again in books on the art of school-management. Many of these books, however, do not fall under the notice of Sunday-school teachers. Even if they did, it is exceedingly doubtful whether they would not in many cases tend to confuse rather than assist. For instance, one author, unquestionably with the very best intent, has allowed his zeal to go somewhat too far. He has furnished us with a list of methods, of which the most that can be said is, that it contains ten very long, very hard, and very unnecessary words. First, we have the "synthetical" method; secondly, the "analytical;" thirdly, the "dogmatical;" fourthly, the " objective;" fifthly, the " subjective;" sixthly, the "catechetical;" seventhly, the "elliptical;" eighthly, the "heuristical;" ninthly, the "dokimastical;" tenthly, the "dialogical;" and eleventhly, the "akroamatical.' There is another word which has in common with these the quality of ending in al

and one is half-inclined to search for it in the list. There is such an adjective as 'absurdical.' Why should we not complete the number twelve by inserting the 'absurdical' method? The book which points out these far-fetched systems is intended to assist, not teachers of classical, but of ordinary National schools. There is, as the reader knows, such a thing as making a subject far more abstruse than it was before by an affectation of scientific precision. You may take up any study, no matter how simple, and by a free use of uncommon terms, and a rare display of technical language, render it so exceedingly formidable and mysterious, that you will not only deter persons from attempting the course you desire to promote, but actually scare those who have already entered on it. The object of the friends of elementary education should be to simplify matters for teachers, to introduce nothing which is unnecessary, and to attract workers by opening a clear unobstructed path to the work. As for the Sunday-school teacher, his aim should be to study and practice the art of teaching his class by the simple method of catechising, or asking questions. Christ, in the midst of the doctors at Jerusalem, furnishes an example. He sat, "hearing them and asking them questions." But as surely as the teacher begins by discussing such terms as those given above, and imagining that this moment he is entering on the particular province defined by one, and the next moment on that marked out by another, so surely will he end by doing just nothing at all beyond landing himself on the lone island of doubt, disappointment, and, it may be, disgust. It will be well to point out some of the ways in which teachers can set about improving themselves in the art of questioning their lessons into their scholars, and also to particularise a few of the most prominent errors into which the young teacher is liable to fall. His first object must be to read some very full, suggestive, well-arranged notes on the portion of Scripture, &c., which is to serve as the lesson. This first step will serve to give him ideas, and make him master of his subject. Having on Sunday gathered his class about him, and offered up such a prayer as, "Open Thou mine eyes, O Lord, that I may behold wondrous things out of Thy law!" or that comprehended in the collect usually printed at the beginning of our Bibles, he will let the class read a very brief portion. The mistake is, that in most Sunday-schools too much is read at one time; and thus what was intended as religious instruction becomes little more than mechanical reading. Two or three verses, and then questions on these, then two or three verses more, and questiors again, should mark the routine of a Bible-lesson. This seems an unnecessary fact to point out; but we shall never get better religious teaching either in our day or Sunday schools until we have less reading of the Bible and more oral instruction on the portion read. Before the teacher begins to question the class on the main thing taught in a verse (for every verse almost has one main subject in it), he should just let his eye run through it, with the object of selecting any proper names which it may contain: as, for example, Jesus, Christ, Abraham, Jerusalem, Galilee, &c. A few inquiries may be made about these by way of clearing the ground of difficulties in the work of understanding the leading subject of the verse. The verse must next be broken up into questions. If a child cannot answer a question when put in one form, it should be varied and broken up into two or more simpler ones. All questions should grow gradually out of each other; in other words, should have a sequence or logical connection. The catechetical is of course a slow method of teaching, but it is a surer one than any other. The mere lecturing system misses the mark altogether. You may address children in language glowing with eloquence, but you can never be certain that you are carrying their minds along with yours. It is when you propose a series of questions, that you really ascertain how far they are attending. If careless incorrect answers be given by pupils, it is well not to say, "That is wrong;" but to bring them round to see that they were wrong by questions -by what mathematicians call the reductio-ad-absurdum method. When you are about to convict a careless answerer in this way, and his companions see what you are driving at as you approach nearer and nearer the point, it is not at all unusual to see them become slightly excited; then there is a general lighting up of their countenances and a kindling of the eyes, and you will observe their eyelashes go up and down more rapidly, like delicate oars cleaving a sea of light. Immediately, however, you begin to sermonise, they relapse into dullness; the general look of the class is one of heaviness, the fire of interest dies out, like embers late in the night on a cotter's hearth. But, in short, the best advice which can possibly be given to any one who would wish to study attentively the art of catechising is, to read the late Archdeacon Bather's Hints on Catechising, more especially the introductory chapters of that work. The writer of this article recommends it more for the description of the catechetical system of teaching than for the matter on the Catechism which it contains. Unless the questioner uses his judgment very freely, he is apt to fall into several grave

errors.

A few instances may be adduced. (1) He may too frequently ask questions which simply require "yes" and "no" for their answers: for example, the question, "Was not Paul sent to Rome as a prisoner?” should be proposed in the more direct form, "To what city was Paul sent as a prisoner?" In the one case the teacher answers the question himself, and so performs a sort of vicarious service for the pupil; in the other, the pupil is made to reflect. (2) The teacher may put double questions. This again is objectionable. The question "Who was Paul, and where was he born?" really contains (and should be proposed as) two questions. This reminds one of the monitor's inquiry about Peter and John's going into the Temple to pray, about the ninth hour (Acts iii. 1), which he thus put Who went, where, and when ?” The poor fellow had an awful genius for concentrating his ideas, but he was certainly a very unskilful catechist. (4) The questioner may forget to explain the uncommon words which are used, and so shoot, as it were, over the heads of his scholars. With very hard words others should be employed which are explanatory of them. Whether they had this principle in view or not is for the reader to determine; but the compilers of our Liturgy seem in many cases to have coupled words almost synonymous, as 66 erred and strayed,' acknowledge and confess," "pardon and absolve," "absolution and remission." (See the Exhortation, General Confession, and Absolution in the Prayer-Book.)

99 66

If a teacher cannot trust himself without such preparation, he may write down on paper the questions on each verse which he intends to ask. The pupils should in all cases, however, be allowed to give the answers in their own words. For some months past there have appeared in the Monthly Paper short "Notes of Lessons" on the Gospels. In those Sunday-schools in which the teachers use these it might be advantageous for each teacher to write out on paper a series of questions founded upon them. Enough has been said for the present on the subject of catechising, but its importance will probably excuse a future article.

SUNDAY-SERVICES FOR YOUNG CHILDREN.

A.

SIR,-In compliance with your request, I have obtained the rules which form the groundwork for the occupation of the juvenile classes in the schoolroom during the time of divine service. In the afternoon they are merely the groundwork; for, although a uniform routine is desirable, any person accustomed to intercourse with children of the age to be here employed will be aware how much depends upon the teacher's power of obtaining attention, and how much circumstances over which they have little control conduce to render the task at one time more difficult to accomplish than

another.

The pictures alluded to are not exhibited every Sunday, but are spoken of as a reward and inducement to good behaviour, and are ready to be produced if extreme heat, or other cause, make it unreasonable to expect a long and steady attention to the short lecture, or other reading in the usual routine.

It is advisable that the parts taken from the Church-service, whatever they may be, should never be omitted, lest the object be overlooked of making this service a means of preparing the children to join intelligently with the congregation when they are advanced to the upper classes.

When school is over, the juvenile classes remain in the school-yard while the room is ventilated and the benches are conveniently placed; and when the church-bell ceases, the children re-enter in order. Silence being obtained, they stand in their places while the teacher exhorts them in a few words to be grave and attentive; then all kneel, and repeat after the teacher the Confession, the Lord's Prayer, and the following sentences: alternate Sundays, repeat the Venite and Magnificat. Talk and question a little about it; sing some hymn, such as, "There is a happy land;" then read a short lecture, or address the children on some Scripture subjects. Sing again; and if there is still spare time, fill it up with Scripture questions, with the pictures or without, till about ten minutes before it is known the church-service will end, when read a suitable prayer; and conclude by singing, "Lord, dismiss us with Thy blessing."

Great order should be observed on leaving the school.

HINTS FOR SUNDAY-SCHOOL TEACHERS.

1. Be much in prayer for yourselves and class.

2. Be punctual and regular in your attendance at the school.

3. Study well the disposition and character of the children.

A SUBSCRIBER.

4. Never expose the ignorance of any member of the class before the other members.

5. If you have occasion to find fault with any member of the class, do so privately, after the lessons are over. An intimation of this may be well at the time of transgression.

6. Keep an exact register of the names of the children, and where they live.

7. Visit frequently the parents of the children; and if the children are absent from or late at school, make it a point to visit their homes during the week.

8. Write letters to the children of your class, say once a-quarter. Instruction by this method is likely to be lasting; and you can say many things in a letter which you might not like to state to them in person.

9. In all you say and do, show yourselves God's living epistles to the children's souls. J. C. R.

Notes of Lessons for Sunday-school Teachers.

[The Committee of the National Society, while anxious to give publicity to any communications in the form of "Notes" which may be useful to Sunday-school Teachers, do not necessarily hold themselves responsible for articles inserted under the above heading.]

NOTES ON THE GOSPELS.