Nothing but experience will tell us what is and what is not too difficult for a child. I shall be glad to be able to compare my own experience, in this respect, with yours.

In my next letter I will lay before you a general sketch of the method of developement by progressive lessons, which appears to me the most likely to secure the attainment of your truly important object.

Truly yours,

LESSONS ON THE HISTORY OF REDEMPTION. FOR BIBLE CLASSES."

When children are young they require choice narratives and lessons to be selected for them. These may be entirely disconnected, and depend for the interest they excite simply on their own attractions. But young people in the more advanced classes, who have reached that age at which the mind's fallow is breaking up, and a luxuriance of new thoughts beginning to cover it, are not satisfied without connected views of truth. They should now be taught to look at the Bible as a whole. It is true that the glory of God may be seen in every part of his wondrous revelation of love, yet is the majesty of that glory only truly beheld by those who take expansive views of it. Such views enlarge and fill the mind-leave no room for infidelity and little for error-and form the soundest basis of a strong christian character. It is with the prayerful hope of helping to diffuse such a blessing that we recommend our readers to study, with the bible in their hands, "Edwards' History of Redemption." It is published, in a cheap form, by our noble Tract Society. Then with the aid of such other books as "Bushe's Notes" (a beautiful edition is published by Ward), and that invaluable "Illustrated Commentary,"+ they will be able to form an interesting series of, at least, one month's lessons on the creation of the world-the creation of man-the fall of man-and the promised Saviour.

* We hope that these lessons will be found useful to guide the study and the biblical reading of our young friends who may not be connected with sunday schools. To studious and thoughtful teachers we are anxious to present, in this form, every month, our best practical aid.

+ A good book which will render to us and to our children weekly service is cheap at any price.

At the close of the first lesson they may make this inquiry: Do the scriptures inform us for what purpose God made the world? and it will be deeply interesting to examine in reply the following texts: Prov. xvi. 4.—Is. xlviii. 12, 13.—Rev. xxii. 13. -Heb. ii. 10.-Rom. xi. 36.-Col. i. 16.-Ps. xix. 1.-Rev. iv. 11. At the close of the second lesson this question may be examined: Do the scriptures inform us for what purpose God made man? See 1 Cor. x. 30.-1 Peter, iv. 11.-1 Cor. vi. 20. -Is. xliii. 7, 21.-Is. lx. 21.-Rom. iii. 23.-Gen. i. 27.Comp. Col. iii. 10, and Eph. iv. 24.

In connection with Gen. ii. 16, 17, there should be clearly and strongly impressed, on the minds of the class, God's relation to us as our GOVERNOR-that he must be so of necessity-that he is so, as proved by facts, and by the testimony of scripture, Ps. xcvii. 1.-Dan. v. 21-iv. 35, &c.

In connection with the third lesson, the fact declared in Rom. v. 18, should be calmly and fully noticed. Youths will form some notions on these subjects. It is important that we should help them to correct ones. Barnes' note on Rom. v. 19 will assist the teacher here;* and, if he is able to refer to it, in the minister's library or elsewhere, Dr. Williams' note at part iv. chap. ii. of “Edwards on Original Sin," will give him a condensed view of the subject. The teacher will not fail to anticipate the possible abuse of this doctrine by turning the attention to such texts as these: Ezekiel xviii. 20.-Rom. xiv. 12, ii. 6.

Wherein consist the ruins of the fall, should next be considered at length, proved from the words of scripture, and traced in personal experience. These may be treated in two divisions; first, those which relate to the Image of God in man, by the exhibition of which God is glorified, as shown in the second lesson; secondly, those which relate to man's subjection to God as a Governor, by which also he should yield him praise. That the Image of God was defaced by sin may be proved by such texts as these: Eph. ii. 1-3.-Rom. iii. 11-18, 23, and by our own experience. That sin introduced disorder and rebellion into God's dominions may be proved by such texts as these: Rom. viii. 7.-Jas. iv. 4.-Col. i. 21, &c., and by our own experience. When these facts and doctrines have not only been

"Notes on Romans, for Bible Classes and Sunday Schools, by Albert Barnes." London: Hamilton and Adams.

stated, but proved to satisfaction and illustrated, and when it is found that the class themselves can also, when required, prove and illustrate the same topics, the teachers will be prepared to introduce them to the "History of Redemption," showing, in connection with Gen. iii. 15, God's merciful design to restore the ruins of the Fali. Col. i. 19, 20, by causing human nature (1.) to bear again his glorious image: Col. i. 15.-2 Cor. iv. 6. —2 Cor. iii. 18.—Eph. v. 25.—Jude 24; and (2.) to yield again obedience to his will: Philip. ii. S.—Rom. i. 5.—2 Cor. x. 5.Heb. v. 9.-1 Cor. xv. 25.-Rev. vii. 15—xi. 15. The means by which this great design is effected, and the history of its accomplishment, are the great subject which, in these lessons, we wish slowly to develope. May the teacher, in studying them, be led with a full heart to praise God for his "great salvation," and may he experience as much delight, in teaching them to others, as we have felt while tracing these few lines, and studying the scriptures they refer to.

LESSONS ON THE LIFE OF CHRIST.

FOR TESTAMENT CLASSES.

The following lessons, as well as the ones preceding, are not intended to spare the teacher any trouble, but only to prompt him to take trouble, and to show him how to spend his time and thought to best advantage. We shall simply trace here the outline of a lesson as we should study it for ourselves—just as it would appear in our "Diary.”*

In preparing a lesson from a scripture narrative, we have to consider three things; first, what words there are which will require explanation or 'revisal;'t secondly, what are the chief points of the picture which it is important to fix on the imagination and memory; and thirdly, what are the most natural and appropriate practical lessons which the narrative suggests.

• "The Sunday School Teacher's Class Register and Diary”—an exceedingly cheap and useful MS. Book.

+ To 'revise' is to look over again. An author is said to revise a proof sheet when he examines it carefully to see that it be correctly printed. The teacher by question and ellipsis revises a lesson to see that it is correctly printed on the child's mind.

MATT. II. 1–12.

WORDS TO BE EXPLAINED.-Jesus, Matt. i. 21-Bethlehem-Judea-Herod, IL. C.-Wise Men, IL. C.-the star, B. +-chief priests and scribes, B.Prophet-my people Israel-gifts, B.

POINTS OF THE PICTURE.-Jerusalem-the wise men entering it-their inquiry-Herod troubled and all Jerusalem-gathering of the priests and scribes-Herod's false dealing-wise men rejoicing at the sight of the star -fell down and worshipped-presented gifts.

LESSONS.-V. 3. The troubles of a wicked conscience. Would you have been troubled ?-v. 8. The hatefulness of deceit, Ps. v. 6. Have you ever done anything like this ?—v. 11. What gifts have you to offer?

LUKE II. 8-20.

WORDS TO BE EXPLAINED.-Shepherds-abiding, &c. B.-city of DavidSaviour, Matt. i. 21.-Christ anointed, Mark i. 9-11.-Lord, John i. 1.swaddling clothes-manger, B. under v. 7.-heavenly host-glory to Godhighest heaven-peace-good will, B.-Mary and Joseph, Matt. i.—pondered, weighed.

POINTS OF THE PICTURE.-Night time-shepherds keeping watch-' came upon them'-'shone round about'-sore afraid-angel speaking—and suddenly'-shepherds when the angels were gone-found the babe-made known abroad-all wondered-the mother pondering-shepherds glorifying.

LESSONS.-V. 13. All the heavenly host rejoiced at the birth of Christ. Do we?-v. 17. Those whose hearts are really glad at the knowledge of the Saviour make known abroad what they have learnt. Do you?-v. 20. God showed more to the humble shepherds than he did to the great king and proud priests.

LUKE II. 40-52.

WORDS TO BE EXPLAINED.-Waxed-strong in spirit-wisdom-grace of God -Passover, Ex. xii.-fulfilled the days, Ex. xii. 15.-Jesus-Joseph-his mother, Matt. i. 18.-After three days, B.-temple-doctors, IL. C.-Wist, B. -my father-Nazareth, IL. C. at Luke iv.-was subject.

POINTS OF THE PICTURE.-' Corner stone,' chap. i. Journeying togetherJerusalem at the feast time-the child Jesus-left behind-seeking him sorrowing-sitting at the feet of the doctors-his attention, and modest questions-all astonished-parents amazed-the mysterious answer-Jesus obeying his parents-Jesus growing up.

LESSONS.-V. 40. How should children grow?—v. 46. Are we as fond of hearing and asking questions about the Bible ?-v. 51. Children should be subject to their parents, Colos. iii. 20.-v. 52. How should a youth grow up?

LUKE V. 1–11.

WORDS TO BE EXPLAINED.-The word-Lake of Gennesaret, IL. C. here and at Matt. iv. 18.-launch-draught-catch men.

POINTS OF THE PICTURE.-Pressing to hear-stood by the lake-boatsfishermen washing nets-thrusting out-sitting and teaching―letting down the nets a multitude of fishes-nets breaking-beckoning-boats full—' fell down'-all astonished-forsook all and followed him.

LESSONS.-V. i. Do we love to hear?-v. 5. Obeying simply because God commands, though we may not see the reason.-v. 6 and 7. Christ has power over the fishes of the sea.-v. 11. Could we forsake all?

* IL. C. Illustrated Commentary.+ B. Barnes on the Gospels.

To explain all these words to be explained'-to picture all these 'points of the picture'-or to impress all these 'lessons,' are things obviously beyond our limits. We hope, however, in future numbers, to give hints and illustrations of the MANNER in which these things should be done. Meantime, we commend these simple outlines-designed to guide the teacher's thought in preparing for his class, and the superintendent's questions in examining them to the kindness of our friends.

MISSIONS.

As we have been obliged to yield to another department of our little work, on account of the development of some new subjects, far more than its allotted share of our pages, there only remains space for us here briefly to explain our design.

We have compared the political public with the religiousthe one in their treatment of Foreign Politics, the other in their treatment of Foreign Missions. Both subjects are deeply interesting to the several parties—the latter incomparably more so than the former. Both require a constant supply of information from abroad, and both add public comment. The political public, we have noticed, keep in their employ a number of agents in every quarter of the globe, whose business it is simply to supply them with intelligence. News is brought them on the wings of every wind, and daily does that intelligence arrive to stimulate the enterprise of the merchant and the statesman, opening to them new fields of thought and design. Thousands of calculating heads and anxious hearts are stirred and moved by these frequent messengers. Without this constant influx of fresh intelligence, commerce would begin to stagnate, and the statesman would painfully act in the dark. By its diligent servants of the press, ever watchful of its wishes, the political public has also sedulously supplied to it every sort of correlative information which the daily news may render interesting or important. It is sometimes almost amusing to observe how the moment public attention is attracted, by some event, to any distant nation, at that very moment are the public prints busy supplying the history, the topography, the climate, the customs, and every sort of particular concerning it; so that in a few days the whole nation is conversing on the subject with the ease of