Erie Co. N. Y. Sabbath School Association. 213 1846.] pray to God constantly Morning and Evening, and many more, wherein the Scriptures are not daily read, that, so the Word [of Christ might dwell richly in them. Some, and too many Houses, that are full of Ignorance and Profaneness, and these not duly inspected, for which cause Wrath may come upon others round about them, as well as upon themselves, Jos. 22: 20.-Jer. 5: 7, and 10: 25. And many Householders who profess Religion, do not cause all that are within their Gates to become Subjects unto good Order as ought to be, Ex. 20: 10. Nay, Children and Servants, that are not kept in due Subjection, their Masters and Parents especially being fully indulgent towards them. This is Sin which brings great Judgments, as we see in Eli's and David's Family. In this respect, Christians in this Land have become too like unto the Indians, and then we need not wonder, if the Lord hath afflicted us by them. Sometimes a Sin is discerned by the Instrument that Providence doth punish with. Most of the Evils that abound amongst us, proceed from Defects as to Family Government. ERIE CO., N. Y., SABBATH SCHOOL ASSOCIATION. CONCLUDED FROM PAGE 94. The number of Sabbath schools is 104, embracing 944 teachers, with an average attendance of 789; 215 superintendents, librarians, secretaries, &c.; 5,935 scholars, including members of Bible-classes, with an average attendance of 4330. The number of scholars over 18, is 430. Only 78 of the schools have libraries: these contain 7,857 volumes. The number of conversions during the year, was twenty. Twenty-eight schools continued through the winter; 10 hold teachers' meetings; 13 observe the concert; 8 take collections for benevolent objects; and 40 use Question Books. "The number of common schools in Erie Co. in 1844 was 290. In most of these schools, it must be acknowledged that the Bible and the moral and religious part of education re ceives little or no attention. Instead of having 290 Sabbath As another illustration of the want of the means of moral and religious cultivation-compare our common, with our Sabbath school libraries. The books of the one class are almost entirely devoted to the cultivation of the understanding, those of the other to that of the heart. The number of volumes in the district school libraries at the beginning of the present year, was 25,452; one and a quarter for each scholar under 18 years of age. The number of volumes in our Sabbath school libraries at the present time, is 7,857-one for about every three of the same age. The books of our district school libraries are generally of good size; the books in the Sabbath school libraries are very generally smallmoreover, 26 of these Sabbath schools, or one fourth of the whole number, are entirely destitute of any library whatever. Again, consider the comparative expense of these two systems of education. For our common schools we spend thousands and thousands of dollars-we make large appro 1846.] Hints to Teachers. 215 priations from the public treasury, and consider the money well expended. For the benefit of our Sabbath schools, few comparatively devote a farthing of their property, and many of those few give but a pittance for this cause. Our public schools cost somebody many dollars each year for every child taught in them. Sabbath school instruction costs from 10 to 25 cts. per an. for each one that enjoys its blessing." We draw these comparisons between public schools, and Sabbath schools, not from any dislike for public schools; for we are their warm friends; but we make the comparison to show the importance of Sabbath schools, and the little attention they receive. HINTS TO TEACHERS. The Sabbath school teacher should aim to learn and to inculcate the spiritual and essential truths contained in the lesson, and not employ too much time and thought upon what is merely circumstantial, incidental, and unimportant. Here is a very great and common error in teachers. It is one important cause of the ineffectuality of their teachings as to spiritual and saving results. They often busy their own minds and the minds of their pupils with a thousand incidental particulars, more secular than religious, and having no manner of tendency to renovate or sanctify the soul. Not that these incidentals are to be entirely dispensed with, but they should be introduced only in subserviency to a strictly religious end. The teacher who uses up all the time and interest of his pupils in describing the cedars of Lebanon; or the reeds upon the banks of Jordan; or the garments that the priests wore; or the costume and appearance of John the Baptist; or in speculations upon the Egyptian miracles; or the manner in which the devil took our Saviour up to the top of the temple; and other things of this sort,—instead of unfolding to them the meaning and sanctions of the divine law; the depravity of their hearts; the nature and necessity of regeneration; the gracious scheme of redemption by the blood of Christ; the terrors of approaching judgment; the glories of heaven, and the woes of hell,-should not be disappointed if he sees little or no fruit of his labors. Winslow's Lectures to S. S. Teachers. PARENTAL CO-OPERATION WITH TEACHERS. There is one thing in regard to training children, which seems to have been overlooked by all;—the want of the parents' co-operation with the teacher of the child. They are trusted of course to those in whom they have reason to believe they may confide. If that confidence is not misplaced, the responsibility is felt, and the teachers endeavor to gain a knowledge of every feature of their charge, and if a fault is discovered calculated to lead to evil, they immediately make great exertions to subdue it. They watch narrowly the effect of the plans they are pursuing, and if they find they all prove fruitless, they go to the parents, point out the defect,-and ask them to co-operate with them in endeavoring to remove it. Do they obtain it?-Are the parents pleased that such an interest is shown, and do they thank them for all their toil and anxiety on their child's behalf?-Do they consult them on the best means of eradicating it? In one case of a thousand it may be so; but how would it be received generally? A coldness would at once ensue, the pride of heart is touched, the parents' training seems rather to be called in question, and they prefer to have the fault continue and corrode, and spread, until it affects the whole character, and perhaps is the ruin of the soul, rather than submit to hearing their child's fault canvassed. Why is this? Have teachers any interest -except as conscience dictates-and do they labor with all this anxiety, because THEY will be hereafter made unhappy by it? No! Then why is it so? It is a question that can be answered only by the parent; but a fact that all teachers have had experience of, and an error that, if not corrected, will do much to bring grey hairs with sorrow to the grave. Christian Observer. Donations-continued from second page of cover. Dudley-From the S. S in 1st Cong. Soc., per Phinehas Bemis, per A. G. Loomis, sup't., Fitchburg.-From the S. S. in Rev. E. Bullard's Society, Foxboro'." Independence Offering," from S S. in Rev. D. Poor's Soc., 66 44 Gilsum, N. H-From the Sab. school, per Lyman Gerould, sup't., Hanson." Independence Offering," from the Sab. school in Rev. Mr. Hampden, Me." Independence Offering," from the Sab. school in Rev. B. Ipswich. From Linebrook S S., per Wm. F. Conant, sup't., Kittery Point, Me." Independence Offering," from the Sab. school in Kalamazoo, Mich.-Money refunded on account of Libraries, by Rev. Wm. Lebanon, N H.-"Independence Offering," from the Sab. school in Rev. 28 200 Lebanon, (Goshen) Ct.-"Independence Offering," from the Sab, school Langdon, N. H.-" Independence Offering," from the Sab. school in Rev. Lebanon Centre, Me." Independence Offering," from the Sab. school, Lynnfield." Independence Offering," from the Sab. school in Rev. H. S. Lowell." Independence Offering," from the Appleton st. Sab. school per Leominster.-From N. L's. Infant class of Girls, in Rev. Mr. Hubbard's Milford. From the S. S. Concert per John Blulard, Treas., North Hadley." Independence Offering," from the Sab. school in Rev. Newbury." Indedendence Offering," from the Sab. school in Rev. Mr. March's Society, per A. Whittemore, sup't., New Britain, Ct.-"Independence Offering," from the Sab. school in Rev. Natick." Independence Offering," from the S. S. in Rev. Mr. Hunt's Soc., 16 05 New Bedford Independence Offering," from the Sab. school in Rev. Newburyport.—“ Independence Offering," from the Sabbath school in 1st North Falmouth." Independence Offering," from the Sab. school, per Northfield, Ct. From a few members of the S. S., per O. Foote, sup't., Withington's Society, per Mr. Thurston, North Reading-"Independence Offering," from the Sab. school in Rev. Nelson, N. H.-"Independence Offering," from the Sabbath school in Rev. Orford and Fairlee." Independence Offering," from the Sab. school, 75 8 00 7 16 925 3 75 3.25 10 00 From the Young Ladies' Benevolent Society in High St. Church, Independence Offering," from class of Misses, No. 14, in High St. Plympton.-From Rev. Mr Dexter's Society, Pepperell.-From North Village Sewing Circle, per Mrs. Farrar, Phipps' Society, Plainfield Independence Offering," from the Sab. school in the Cong. |