tion with their latest breath. Indeed, when the continuance and usefulness of the institution are contrasted with disproportion of the means, it strongly encourages the Lord's people every where to embark in his cause; seeing how often he delights to perfect his strength in weakness, and to make his grace sufficient for them. These Schools form an excellent auxiliary to a gospel ministry.

The following is an Extract from a Letter received with the above Report.

Our society highly approve of the union of the teachers of Sunday Schools. We are aware that we can do little more to aid this benevolent undertaking, than say we acquiesce in it, and pray for its success; so far as this, I hope we have done, and shall still do.

1. You will observe that the nature of our Schools differ considerably from yours: the ground work is in general done: the elementary branches of education are not necessary to be introduced: the principal operation to be performed, is to explain and to enforce the doctrines of the gospel; and the mode adopted, after the trial of several years, seems best adapted for that purpose.

2. With respect to the teachers, personal piety is considered an indispensible requisite, and it is perhaps owing to this cause, that comparatively so few teachers have appeared; notwithstanding we have abundant reason for thanksgiving to God, that in no one instance has an opening for a School appeared, but some one fitted for the office has been seasonably brought into view.

3. It is not unworthy of remark, that long before any attempt at union among the friends of Schools in England was heard of in this quarter, the Sabbath Evening School Society here, in 1797, commenced upon this plan. The happiness arising from the union of teachers belonging to the establishment, and to the dissenters of various kinds, has been very great; laying aside their private sentiments about external order, and agreeing to advance the Redeemer's interest, they have unitedly taught the ignorant the way of salvation. We may venture to affirm, that several individuals, in consequence of adopting and acting on this plan, have had their minds more panded, and their ideas formed as to the basis of true union, which is the love of God, and love to his image, and interest in his cause, which were but little understood, or but little comparatively acted upon in former ages. If the most scrupulous Christian would but reflect how much he might do, and

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how far he might go in.the work of God along with his fellow Christians, without trespassing on his peculiarities; how much reason would he have to be ashamed? Would he not appear to be reproved by these affecting words of the old Patriarch's son to his brethren, "See that you fall not out by the way."

4. As to the good effects which have followed the teaching of little children in this corner, we are indeed to blame in not having noted these as they have from time to time appeared, perhaps a portion of false delicacy has contributed to prevent the publicity of several cases which have occurred: certain it is, that blessed effects have followed; that teachers, listening to the declarations of some of their children, and hearing them acknowledge that their first religious impressions were received at the School, have had their hearts very much warmed at the death beds of their Scholars. It is most probable that the teachers are but imperfectly acquainted with the good effects attending their ministrations, and they must with the husbandman, both plow in hope, and sow in hope, not doubting, but "he that goeth forth and reapeth, bearing precious seed, shall doubtless come again rejoicing, bringing his sheaves with him." The good man, and particularly the good teacher, as an auxiliary to a good minister, is more excellent than his neighbour, not so much for the good that he positively does in his own life time, as for the influence which his sentiments and conduct are likely to produce on his neighbour; but especially on his young pupils, who perhaps, after he is gone to his father's house, may rise up to flourish like a palm-tree in the house of God.

EXTRACT FROM THE REPORT OF THE

PAISLEY SABBATH EVENING SCHOOLS.

THE principal object of the Sabbath Evening Schools is to initiate into the knowledge and into the devotional exercises of religion, such young persons as would otherwise be destitute of the means of religious education. Accordingly, a great proportion of the pupils is of this description. Yet, as the discipline of the Schools unites many advantages, and is much calculated to attract the minds of the young, considerable numbers become pupils, not because they want other means of instruction, but because both parents and children feel that no other means are equally engaging and profitable.

In the Sabbath Evening Schools, various sacred exercises obtain, and are, as much as possible, adapted to the capacities

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of the pupils. Prayers are offered up; praises are sung; psalms and hymns and portions of the Scriptures are repeated; portions of the Scripture are also read, and made the subject of explanatory remarks or interrogatories. The leading doctrines of religion are propounded for inquiry, and, on these, sometimes the instructors examine the pupils, sometimes the more advanced pupils repeat appropriate texts which they have collected for illustration or proof, and sometimes both methods are combined. Some pupils in the highest classes repeat what they remember of discourses which they have heard in the public services of the day; and the teachers or visitors endeavour by exhortations to animate the young persons, and to give them a salutary impulse in the paths of religious inquiry and practice.

The Sabbath Evening Schools are distinguished into three orders: first, the Schools for children; secondly, those for young men; and thirdly, those for young women.

The Schools for children are attended by pupils' from the age of seven or eight years, to the age of about fourteen. During this period of life, boys and girls generally meet in the same Schools, and are associated in the same classes. After the age of fourteen or fifteen, or sooner as the reward of distinguished proficiency, they are transferred to the Schools destined for young men, or young women, exclusively. In one School, however, of which the economy is very complete, pupils of every description, children, young men, and young women, are instructed; and of each order of pupils there are distinct classes in regular gradation. Early advancement to a superior class or School being justly deemed honourable by all the pupils, the desire of accelerating this advancement stimulates the principle of laudable emulation. Many of the young men, and young women are in respectable situations of life, and some are in full communion with the church. Not a few continue their attendance till, in respect of religious information, they are prepared to discharge every duty on Christian principles, and to become the teachers of others.

There is one School for young men, and another for young women, of which the exercises are conducted wholly in the Gaelic language.

In general, each School is under the inspection of one stated teacher. But in some instances there are two teachers, who officiate either jointly, or by alternate months.

But the committee of superintendence, not content with providing teachers, appoint also a sub-committee of respectable persous from the neighbourhood of each School, to inspect it,

to encourage both teachers and pupils by every proper attention, and to watch over its interests in the monthly meetings of the general committee. Further, from time to time, this committee appoints occasional visitors for particular districts, to go in progress among the schools, to acquaint themselves with their circumstances, to suggest whatever may tend to their benefit, and to report at the monthly meetings.

The commencement of the Sabbath Schools in this place, which happened in the year 1798, was very auspicious. But the number of pupils was soon considerably reduced: and although the institution always continued respectable, yet for ten or eleven years, it rather declined than increased in vigour. For some years past, however, it has been in a state of great progressive prosperity, and is now far more flourishing than at any former period. The causes of this decline and revival are not difficult to be assigned. At first, the public here did not, in general, duly appreciate the system and the novelty of the seminaries, rather than a conviction of their utility, attracted many pupils, a great proportion of whom, as was to be expected, soon withdrew. At the same time, many prejudices on various grounds, and proceeding from different quarters, operated against the Schools. But their utility becoming more and more manifest by experience, and none of the anticipations of their hurtful results being realized, the prejudices against them gradually subsided, and the decision of the public in their favour became firm and almost unanimous. This approbation of the public accounts satisfactorily, to a great extent, for their present prosperity.

But while we are bold to assert that, from its commencement, the system was well conducted, and worthy of the support of all good men in the place; we need not conceal, but have every reason to publish that, in its arrangements and operations, it has been gradually ameliorated, and that it is now better adapted to its ends than at any former period, and, consequently, is more entitled to the public patronage. And indeed in the ordinary course of things, it was to be expected that the uninterrupted attention and experience of fifteen years should introduce considerable improvements into the general management of the system, and into the economy of particular schools. Those who have almost always occupied a station in the general superintendence could not but become more expert at applying remedies and encouragements in particular parts of the system, and at suggesting and carrying into effect all salutary arrangements of common interest: and the teachers, availing themselves of their own ingenuity, or that of others,

and profiting by practice, could not but become more skilful in conducting the exercises of the pupils. Hence, in the system at large, and in particular Schools, some things which were less useful have been discontinued, some which were good have been matured, and some which were wanting have been supplied.

The idea of erecting juvenile theological libraries, and of instituting private associations for religious converse and devotional exercises (both under the inspection of the teachers), has begun to be acted upon by some of the pupils.

The institution is now rapidly furnishing the means of perpetuating itself. Many who were taught in the Schools, are already teaching in them; and, while they are exercising a mild paternal authority among the pupils, cherish a veneration for the scenes where themselves were reared. Some of the present monitors also are qualified to assume the station of principal instructors.

From the preceding statements it may appear, that almost no methods or exertions for the benefit of the Sabbath Schools have been untried; that those endeavours have been attended with considerable success; that the system is now in a state of great animation and prosperity; and that there is good reason to hope that this prosperity shall be permanent and progressive.

It is not our intention, nor is it necessary to exhibit at large, the great and manifold utility of this extensive and flourishing system of religious discipline. Persons of almost every description have been, and may be, directly or indirectly, profited by it. It is calculated to rescue from the ruinous consequences of the worst ignorance, those children who receive no religious nurture at home; who, indeed, are its primary objects. Instances have occurred in which such children have not only been unspeakable gainers themselves, but have been instrumental in instructing and reforming their parents. Sometimes when children have lost a valuable and faithful parent, the survivor (the mother deprived of a religious and intelligent husband, or the father deprived of a prudent and virtuous wife), has sought and found in these seminaries a proper substitutionary means of instruction. In some instances, parents possessing more capacity than disposition for instructing their children, and who formerly satisfied themselves with the superficial and cold repetition of a form, have been struck with the animated spirit of enquiry which has emanated from the Schools into their families, and, by the example and applications of their children, have been roused into parental diligence. There