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Trilute to Faithful Teachers.

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er come.

[In the course of her connection with this school, she has introduced between 30 and 40 scholars. How many of these at the great day will stand on the right hand of their Judge, and ascribe their salvation to the instrumentality of teachers in this school, must be left to the great revealing day!. There were, probably, as many more that passed under her teaching in the same number of years, and they will testify to her faithfulness, her affectionate interest, and her efforts in every way to enlighten and to save the dear youth who were brought under her more immediate influence.]

The disorder which finally terminated her valuable life in its prime, was consumption—that subtle and flattering one which nips so early many of our fairest flowers, and only consoles us with the prospect of their being transplanted to a brighter region, where the frosts and storms of earth can nev

And this is, indeed, consolation. To have the assurance of our dear Saviour that he has taken them to himself, and will make them his companions for eternity,—this ought to compose our spirits, and repress every rising murmur, every unworthy emotion.

The nature of Miss Watson's disease, the remarkable progress it made, and a variety of peculiar circumstances attending it to the end, prevented her from saying much to the friends around her in regard to her dissolution. She had some strong ties to life, and if it had been consistent with God's designs, she would doubtless have wished to remain in his vineyard; but she asked for submission to his will, and no doubt in the sincerity of her heart, exclaimed, “Father, not my will, but thine be done.”

Blessed be God, we need not the language of a death-bed, in this case, to give us a comfortable and animating hope, that though she is absent from us in body, she is present with the Lord,--taken to the bosom of Abraham, the father of the faithful, to be for ever employed in praising and adoring that Saviour whom she delighted to recommend .to her young

friends on earth, and for whose entrance into heaven she will be continually looking with ardent, eager gaze.

My dear scholars,—those of you who enjoyed her instructions do not disappoint her. Plant your feet in the narrow way she pointed out, and finally partake her bliss.

Teachers ! we have a lesson, also, to us, most solemn and momentous. “If we have lost the life of our friend, let us not lose her death.Let us gird ourselves anew for the warfare in which we are engaged. Let us realize “where our great strength lies.”. Let us pray and labor like those who are serving the best of masters ;

“ And when fivers and ocean no longer shall flow;

When the world in commotion shall sever,
Our souls will live on, from glory to glory,

For ever,-and ever-and ever."

THE ASSEMBLY'S SHORTER CATECHISM.

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Rev. James Morgan, of Belfast, England, in an Address on the “ob. ject of Sabbath achool teaching,” paid the following tribute to the Assembly’s Shorter Catechism :

As an instrument for intellectual training, the shorter Catechism was next to the Scripture itsell—no other mere human compilation was at all to be compared with it in this respect. He would pronounce it to be the most perfect and beautiful specimen of analysis ever presented to the mind of the English reader. It proclaimed the sublimest truths in language at once plain, forcible, and eloquent; and their familiarity. with it would enable them to fill up the rude sketch of its design and execution, which he would now present to them.

That Catechism opened with the sublime but simple sentence, “ Man's chief end is to glorify God, and to enjoy him forever.” That announcement made, it condescended upon the rule necessary to gain the end in view the Word of God. Attention was then fixed upon what it required man to believe, and what it required him to do—and they were

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to mark, that the grand division of the entire Catechism was into these two parts. The former began with God, and then proceeded to point out his being, perfections, unity, godhead, decrees, and works.

Having arrived at his works, a fresh starting point was furnished, and these were traced in creation, providence, and redemption—landing upon the work of redemption—the discussion of that mighty theme occupied the whole sequel of the Catechism. This part of it began with man's need of redemption; then it showed that it had its origin in the bosom of God the Father, and was executed by the Son as Redeem

It then described the Redeemer, his person and offices, and related the history of his humiliation and exaltation. After doing this, it introduced the way in which a sinner was interested in the work of redemption-namely, by the Spirit originating faith in the soul, and enabling it to come to Christ, producing effectual calling, with the justification, adoption, and sanctification, which followed—the blessings which accompanied these in time, and were consummated at death and the resurrection. Thus they were presented with an analysis of what man was required to believe; that was followed with what he ought to do, in an ex position of the ten commandments; and the Catechism was concluded with the way of salvation, by faith and repentance, and the means of grace-namely, the word, sacraments, and prayer.

He would say then to the Sabbath school teacher, there was a complete instrument for accomplishing the object of the intellectual training of his class. Let bien put the Catechisın into the hands of his pupils, and cause those more advanced to endeavor to trace the line of connection between the various subjects which it embraced, to see the links of the doctrines which it promulgated, and the duties it enforced, and thus they would be led on to a high state of intellectual advancement.

The Address then proceeds to describe the higher object of the Sabbath school the conversion of souls.

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an 21.

"MY TEACHER IS LIKE A CLOCK."

BY EPHRAIM HOLDING.

As I like to see the cloud that is to fertilize the earth, lit up with a sunshiny edge, so do I love the sober lessons of wisdom and instruction to be relieved with occasional cheerfulness. A teacher that does not, now and then, put a smile into the faces of his scholars, may be an excellent man, and act with excellent intentions, but he is neglecting that which will help him and his scholars up many a steep hill, and ease them from many a heavy load.

My teacher is like a clock,” said a boy to me the other day, as I talked to him about his Sabbath school.

“Like a clock !” said I, affecting to look very grave, why a clock strikes, but I hope your teacher does not strike you?”

No, no !” said he, “ that is not what I mean." “ Not what you mean," I replied, “then what is it that you mean? Do you mean that his face, like that of a clock, is always staring at you ?”

“No, no! I do not mean that neither," was the reply.

“Do you mean then,” said I, “ that he is always pointing at the figures around him, with his finger?”

No, no!” said my little friend, perceiving that I was only affecting not to understand him. “You know what I mean ; I mean that he keeps time like a clock."

“Oh, oh!” replied I, “ that is what you mean, is it? I am very glad to hear so excellent an account of

your teacher.” So saying, I endeavored to interest him by talking a little about clocks, and then brought my remarks to bear on the subject of Sabbath schools, and Sabbath school teachers and scholars. Being tolerably successful with him, hardly can I do better than to pursue the same course with you. And here I would remark, that as Sabbath school teachers,

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you will do well, whatever may be the subject which occupies your attention, to obtain what knowledge you can on the point, and to forın clear views concerning it. Of a certain celebrated preacher it is said, that whatever might be the subject on which he spoke, he seemed thoroughly to understand it. If he discoursed of armies, you might have supposed him, once, to have been a general; and if of the discipline of a soldier, that, at some former period of his life, he had performed the duties of a drill sergeant. When he reasoned, you felt that you were in the presence of a philosopher; and when he spoke of any trade, he seemed as much at hoine as if he had served an apprenticeship to the occupation. This habit or practice of obtaining knowledge on the things which come before you, and of forming clear and just conceptions thereon, will, in time, become extremely pleasant, add much to the estimation in which you may be held, and greatly assist you in communicating instruction.

Water, when we have thirst, and food when we have an appetite, are scarcely more pleasant than information, when we are hungering and thirsting after knowledge.

A clock, as you know, is meant to make manifest the hour, or period of time, of the day or night. The sun in the skies, and the dial in the open air, serve this purpose tolerably well during the day when we are abroad, but as we want to know the hour when the sun does not shine, when we are within doors, and during the night, so clocks and watches, are very useful and important inventions.

Having dwelt a little on clocks, let me come back again to the remark of my little friend, “My teacher is like a clock !"

I cannot tell how this subject may affect you, but for mysell, I could hide my face with both hands, when I think how little I have been like a clock in the world. Instances without number, seem to rush on my remembrance, all open mouthed, to accuse and condemn me-broken engagements !

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