A Biblical reading book, by the author of the 'People's dictionary of the Bible'.

TO SUNDAY-SCHOOL TEACHERS.

THE usefulness of this manual will very much depend on the manner in which it is used. We subjoin a few suggestions. Every scholar should be possessed of a copy, and he should be encouraged to read and study the volume whenever he has opportunity. He should also be encouraged to ask of his Teacher any questions that may arise in his mind respecting it, whether as to the meaning of words, as to the situations of places, as to usages, or as to opinions. The Teacher himself should give the book a very careful perusal before he begins to instruct his class, and probably he would do no more than what is desirable, if, before giving each lesson, he were to go carefully over its contents, with the aid of a good English Dictionary and an Atlas.

As a fundamental remark, let it be observed, that the book is to be not merely read, but studied. It is to be studied, not in fragments, but as a whole. Consequently, care must be taken to keep up in the mind the connection both of the several subjects and of each successive portion.

In connection with the references to Scripture, let the passages themselves be read, provided they are not whole books, which had better be reserved for separate study at a later period. Let no word be passed without its meaning being known. Let no place be passed without its locality being known. Aid your scholars to form a distinct and complete conception of the land of Palestine, and of its relation to neighbouring countries. With this view, lead them to draw Maps on their slates, first by the eye, and finally from memory. Draw for them first, on a large black board, a blank or outline Map. Direct them to put in, first the rivers, then the hills, and then the chief towns. For success in this, they must go over the exercise many times. Afterwards let them draw the outline for themselves. Then let them draw the lines of latitude and longitude. Next give them

the place, and let them tell you its latitude and longitude. Reversing this, give them the latitudes and longitudes, and let them put in the corresponding places.

Meanwhile, they may begin to study the narratives in the Reader. Be sure you never leave any part until your pupils are acquainted with its contents and with its connection with what goes before. In order to enable them to acquire this knowledge, let them read a certain portion, with due regard to correctness of pronunciation and emphasis, so as to bring out the sense clearly and fully. When they have read this part once, you will do well to repeat to them the substance of it in your own words, explaining at the same time any terms or remarks that may seem to require explanation. Then let them read it over again. You must now proceed to question them as to the subject-matter, asking them each in turn questions, so as to ascertain from the answers given if they understand and remember what they have read. In their answers, you are to be anxious to have the sense rather than the words of the book. Finally, direct them to write out on their slates, in a neat hand, the substance of what they have read and heard ; and the lesson may close by your correcting the errors and faults of this exercise, giving reasons for your corrections, so as to lead the class to write accurate English.

Before you give a second lesson, ascertain by questions, &c., that your scholars remember the first. Once a month you should review all that has been done in the preceding lessons. When it is possible, get your pupils to read over the lesson before they come, but discourage their running from one part to another. Quarterly examinations by your Minister would render you important aid.

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