(Mark

"of John? (Mat. XI. Luke VII.) What death "did John die? Relate the circumstances. "VI. Mat. XIV. Luke IX.)"

We consider it one of the greatest recommendations of compilations of this description, that they lead the young mind to take an interest in the Holy Scriptures, and not to resort to them merely as an act of duty or as to a prescribed regimen. Still, we are far from saying, that they ought by any means to supersede the use of the sacred volume itself in such institutions. As it is only, however, a small portion of it, which such weekly reading can with advantage embrace in the course of a year, it becomes necessary that a selection should be made. In making such a selection, we have found no passages more interesting or instructive, than the discourses of our blessed Lord himself, and particularly his parables. The latter have a particular charm for the youthful mind. There is in them an apparent obscurity, which it delights to be able with a little assistance to penetrate; and, at the same time, the obscurity is so slight, that a very little assistance is all it needs. They are told too in a tone so natural, so familiar, and affecting, as to be peculiarly adapted to the simplicity, the tenderness, and sensibility of our opening years. Our practice has been to make one of these parables be read over to the children by some of their number; then to ask them what impression it has made upon their own minds: and lastly to put such questions as may tend to its farther elucidation: and on the following Sunday one of the scholars is called upon to repeat the substance

of the same parable in his own words; and all are again examined upon it. In these examinations, care is taken to make the children understand the import of the parable; first, with reference to those, to whom it was addressed; secondly, with reference to mankind in general; and lastly, with peculiar reference to the condition of the young themselves. Take, for example, our Lord's first parable, The Sower. The child is asked, who is the sower? what the seed? on what kind of soil it first fell? what would be the natural consequence of seed dropt by the side of a high way? what class of persons that soil denotes? what is implied in the expression, "understandeth it not," used by our Lord in describing this class of persons? [And here, if necessary, it should be explained to the scholars that it may comprehend many, who, like themselves, understand well enough what is meant, and can tell it to others, if they do not allow it to sink down into their hearts, and feel its importance as a thing deeply interesting to themselves.] What was the second soil on which the seed fell? what would be the natural result of seed sown on "stony ground which has no depth of earth? what class of people this soil represents? what were the persecutions to which Christ more immediately referred in describing this class of persons? to what sort of persecution at all times even the young may be exposed? [and here, if necessary, the teacher should point out the dangerous influence of ridicule even upon those who once "received the word with joy."] What was the third soil on which the seed fell? what would be the likely fate

of grain growing up among thorns? what these thorns represent? what are the cares and the pleasures, which our Lord described, as stifling the right sentiments, which had hitherto sprung up in the mind? whether the young are in any degree exposed to this danger? [and here, if necessary, should be pointed out the danger of an over-fondness for play; and also the impropriety of allowing their minds to be so much occupied with the desire of excelling in other branches of knowledge, however valuable in themselves, as to leave no leisure for the acquirement of that higher wisdom, which is from above.] What was the last soil on which the seed fell? what class of persons it represents? [This description, we think it desirable, should be given as nearly as possible in the beautiful, comprehensive, and easily remembered words of our Lord himself as described by St. Luke.] What is meant by an" honest and good heart" in our Lord's description of them?

The only other remark which occurs to us on the subject of the parochial Sunday schools is, that the instruction conveyed in them is purely and exclusively religious. Whatever may have been the advantages occasionally derived in other quarters, from permitting those, who might otherwise have never been instructed in reading, spelling, or writing, to acquire those arts at the Sunday school, this, with us, is happily quite unnecessary. The benefits of general instruction are here, on the other days of the week, within the reach of all. And there can there

fore be neither any necessity nor propriety, in permitting the slightest encroachment to be made on those feelings of reverence for the Sabbath, which have so long distinguished the people of Scotland.

CHAP. IV.

THE EDINBURGH SESSIONAL DAILY SCHOOL.

"Would you do a handsome thing without return; do it for an infant that is not sensible of the obligation: would you do it for public good; do it for one who will be an honest artificer: would you do it for the sake of Heaven; give it to one who shall be instructed in the worship of Him for whose sake you gave it.” -STEELE.

THE Edinburgh Sessional Daily School (as we have already intimated) was instituted in 1813, for the instruction of the children of the lower classes of society in the arts of reading, writing, and arithmetic. Those, whose parents are certified by their kirk-session to be quite unable to pay for their education, are admitted gratis. For all others the small fee of sixpence per month is given. It was made thus small, in order that there might be as few gratis admissions as possible, it being the opinion of the Directors that gratuitous education is seldom sufficiently valued, and is on this account by far the least profitable of any. This opinion has been amply confirmed in their own experience, as well as we believe in the experience of all, who have