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ranged in six divisions, each under the care of a teacher acquainted with the business, with whom they go into an orchard, and under his inspection perform all the necessary work. General principles and directions are written in a book, of which each student has a copy. More cooling is the shade and more sweet the fruit of the tree which thine own hands have planted and cherished. 3—5. Instruction in school discipline and school laws. 51–7. Singing. 8 9. Meditation. The christian school-teacher is also a good husband and father. Blameless, the husband of one wife, vigilant, sober, of good behavior, apt to teach, not given to wine, no striker, not greedy of filthy lucre, patient, not a brawler, not covetous, one that ruleth well his own house, having his children in subjection with all gravity.-He that readeth, let him understand.
Thursday, Oct. 25. A. M. 6-63. Meditation. Dear teachers, do all in your power to live in harmony and peace with your districts, that you may be a helper of the parents in the bringing up of their children. Endeavor to maintain the unity of the spirit in the bond of peace. As much as in you lies, live peaceably with all men. 63-9. Bible instruction as before, Luke 7: 11-17. Reading by sentences, by words, by syllables, by letters. Reading according to the sense with questions as to the meaning. Understandest thou what thou readest ? 10–11. Instructions as to prayer in schools. Oral and devotional forms of prayer suitable for teachers and children are copied and committed to memory. Lord, teach us to pray. 11-12. Writing. Exercise in capitals and writing words. P. M. 2—3. Instruction respecting prayer in the family and in the school. Forms of prayer for morning and evening, and at the table, are copied with instructions that school children should commit them to memory, that they may aid their parents to an edifying performance of the duty of family worship ; that as the school thus helps the family, so the family also may help the school. Use not vain repetitions. 34 5. Bible instruction. General views of the contents of the Bible, and how the teacher may communicate, analyze and explain them to his children yearly at the commencement of the winter and summer term. 51–7. Singing. 8–9. Meditation. Teachers, acquire the confidence and love of your districts, but never forsake the direct path of duty. Fear God, do right, and be afraid of no man. The world with its lusts passeth away, but he that doeth the will of God sball abide forever. ..
Friday, Oct. 26. Meditation. Teachers, hearken to the preacher, and labor into his hands ; for he is placed over the church of God, who will have the school be an aid to the church. Remember them that labor among you, and are over you in the Lord, and esteem them highly in love for their work's sake. Neither is he that planteth anything, nor he that watereth anything, but God who gireth the increase. 7-9. Bible instruction. Summary of the con
tents of the Bible to be committed to memory by children from ten to fifteen years of age. 10–12. Bible instruction. Brief statement of the contents of the historical books of the New Testament. P. M. 1-5. Bible instruction. Contents of the doctrinal and prophetical books of the New Testament. Selection of the passages of the New Testament proper to be read in a country school. A guide for teachers to the use of the Bible in schools. 5-7. Singing. 8–9. Meditation. Honor and love, as a good teacher, thy king and thy father land ; and awake the same feelings and sentiments in the hearts of thy children. Fear God, honor the king, seek the good of the country in which you dwell, for when it goes well with it, it goes well with thee.
Saturday, Oct. 27. 6–61. Meditation. By the life in the family, the school, and the church, our heavenly Father would educate us and our children for our earthly and heavenly home; therefore, parents, teachers, and preachers, should labor hand in hand. One soweth and another reapeth. I have laid the foundation, another buildeth thereon; and let every man take heed how he buildeth thereon. Means of education 1) in the family—the parents, domestic life, habits—2) in the school—the teacher, the instruction, the discipline-3) in the church, -- the preaching, the word, the sacraments. 61–94. Bible instruction. Rules which the teacher should observe in reading the Bible. In analyzing it. In respect to the contents of the Old Testament books and selections from them for reading, written instructions are given and copied, on account of the shortness of the time which is here given to this topic. 10–12. Bible instruction. General repetition. P. M. 1–4. Bible instruction. General repetition. 4-5. Reading. Knowledge of the German language with written exercises. 7–104. Review of the course of instruction and the journal. 101–12. Meditation. The prayer of Jesus (John xvii.) with particular reference to our approaching separation.
Sunday, Oct. 28. 63–9. Morning prayer. Catechism. Close of the term. (In the open air on a hill at sunset) singing and prayer. Address by the head teacher. Subject. What our teacher would say to us when we separate from him. 1) What you have learned apply well, and follow it faithfully. If ye hear these things, happy are ye if ye do them. 2) Learn to see more and more clearly that you know but little. We know in part. 3) Be continually learning and never get weary. The man has never lived who has learned all that he might. 4) Be yourself what you would have your children become. Become as little children. 5) Let God's grace be your highest good, and let it strengthen you in the difficulties which you must encounter. My grace is sufficient for thee-my strength is perfect in thy weakness. 6) Keep constantly in mind the Lord Jesus Christ. He has left us an example that we
should follow his steps. Hymn-Lord Jesus Christ, hearken thou to us. Prayer. Benediction.
Review of the hours spent in different studies during the four weeks. Arithmetic 67 ; Writing 56; Bible 25; Meditation 36; other subjects 26; Singing 28. Total 238. From 9 to 10, in the morning, was generally spent in walking together, and one hour in the afternoon was sometimes spent in the same manner.
Familiar lectures were given on the following topics. 1) Directions to teachers as to the knowledge and right use of the Bible in schools. 2) Directions to teachers respecting instruction in writing. 3) Directions for exercises in mental arithmetic. 4) Instructions respecting school discipline and school laws. 5) A collection of prayers for the school and family, with directions to teachers. 6) The German parts of speech, and how, they may be best taught in a country school. 7) The day book.
Printed books were the following: 1) Dinter's Arithmetic. 2) Dinter on Guarding against Fires, 3) Brief Biography of Luther. 4) On the Cultivation of Fruit Trees. (5) German Grammar. 6) Baumgarten's Letter Writer for Country Schools, 7) Luther's Catechism.
That which can be learned and practised in the short space of a few weeks, is only a little, a very little. But it is not of so much importance that we have more knowledge than others; but most de pends on this, that I have the right disposition; and that I thoroughly understand and faithfully follow out the little which I do know.
God help me, that I may give all which I have to my school; and that I with my dear children may above all things strive after that which is from above. Father in heaven, grant us strength and love for this.
By Rev. George Shepard, Prof. Sac. Rhet. Theol. Seminary, Bangor, Me.
Rightly dividing the word of truth.—2 Tim. 11: 15. The direction implied in these words, originally addressed to Timothy, is a valuable one to every preacher of righteousness, that he may show himself approved unto God, and make himself felt in the hearts and consciences of his fellow men.
The meaning of the direction I suppose to be simply this: Adapt yourself to the natures, characters and cases of those whom you address.
The preacher, who means to comply with the direction, has regard to the various attributes which belong to man as a moral agent. He does not address him, as a purely spiritual being, but as having also an animal nature ;-not as endowed with intellect alone, or with passions and affections alone; but as endowed with intellect and affections, the power of reasoning and the power of feeling. He endeavors to meet these several attributes or powers, in their true, relative importance and proportion.
Again; He regards, not only the variety of attributes in man as an individual, he regards likewise, the variety in the individuals which compose his auditory.
He has discriminating respect to the various ages of his people; the child, the youth, the man in mature life, the person far advanced in years; addressing each according to their several circumstances and temptations.
He regards too the different relations of husband and wife, parent and child, master and servant, ruler and subject.
He discriminates and addresses the different characters before bim, not merely regarding the generic division into righteous and wicked, but descending to the various types, which the all-pervading moral disease assumes, and which he knows it has assumed in the hearts of many of his people.
He has a message for the scrupulous moralist ; another for the flagrant transgressor, whose heart of hate, and lips of blasphemy, and life of crime, are in horrid consonance,
SECOND SERIES, VOL. II. NO. III. 17
He has a message for the profound slumberer in sin, another for the chased and rankling caviller.
He has a message for the secret doubter, and the open infidel ; another, for that large class, who promptly and stupidly assent to everything, and really believe and do nothing.
He brings forth a portion for the brazen-faced hypocrite ; another, for the unconsciously deluded; still another, for the weak and tremulous believer.
At one time he has in view the man obdurate, and at ease in his rebellion ; at another, the weeping, anxious inquirer.
There are those who will hope against all good ground of hope. There are others who will keep up the dismal strain of despair, when with cheerful hearts, they ought to be serving and honoring the Saviour. These conflicting cases he considers and endeavors to meet in his appeals. .
There are the ignorant, who need the simplest elements of doctrine ; by their side, the learned distorter of revelation, who can take the scattered material—the stones and pillars of truthand adroitly build them into a “refuge of lies.” These are not forgotten in his discourses... .
I might extend the detail to the different constitutional biases, and the varying attitudes of mind, of less prominence and importance, but not too insignificant to be regarded by the preacher in the adjustment of his messages, in his apportionments of truth.
In view of all these attributes, characters, and classes, it is obvious, that it will not do at all, to preach very much in one strain. Those ministers, who have been signally successful, have not done so. Paul did not do so, but the opposite. “Unto the Jews,” he says, “ I became as a Jew, that I might gain the Jews; to them that are under the law, as under the law, that I might gain them that are under the law; to them that are without law, as without law, (being not without law to God but under the law to Christ,) that I might gain them that are without law. To the weak, became I as weak, that I might gain the weak. I am made all things to all men, that I might by all means save some.” When bis Corinthian hearers could not bear meat, he fed them with milk, instead of stroog meat. It was on account of their unskilfulness in the word of righteousness. Strong meat he assigned to those who were of full age.
This principle of adjustment is recognized by Jude. “Of