Apostrophe—Oh ocean! thou hast robbed me of a beloved and courageous son."

4. The character, interests, and feelings of the class should be the teacher's unwearied, daily study. This will be a noble work. Nothing which concerns them should be treated by the teacher with indifference. His profoundest thoughts, reading, observation, and study should be laid under contribution to his class. Painstaking saves thousands, neglect ruins millions. Count no sacrifice too dear to win souls.

5. It is indispensable that the teacher of such a class should always be courteous. Religion should at least make its possessor a gentleman, and this the young people all know right well. His whole life and bearing will influence the little circle. The personal appearance also should be duly regarded. Says a teacher: "The manner of a teacher should always be marked by these qualities: 1. Animation—a quickened, active state of the whole soul; 2. Intention—the aim and endeavor to impart the information required; 3. Earnestness—zeal in executing the instruction."

6. The class should be consulted, as far as possible, respecting the subject of study. The teacher should lose no opportunity to evince his respect for their opinions. His difficult questions should be asked generally of the class, while the personal questions should be easy and adapted. He should receive all their answers with an abounding charity and confidence, and make the most of the feeblest responses. A tart reply to a single remark will ofttimes seal the lips and hearts of a whole class. They love confidence, and become afraid to trust a teacher with their stammering, half-uttered, imperfect answers, particularly if he appears more anxious to be smart and witty than to do them good and honor them. Let the lessons be systematic and complete. The teacher should aim to draw out the thoughts of his pupils in an easy way, instead of pouring in his own. "Thoughts, not words," should be the class-motto, and none can appreciate them better than young people. Let the illustrations be well-chosen and appropriate. If you strike an important practical question during the lesson, do not leave it until satisfactorily investigated, whether the lesson is covered or not. Let every mind be calm and unembarrassed, so that it will work well; much depends upon the class, as well as upon the capacity of the teacher. "A few pebbles, a piece of leather, and a cord, are in some hands, a more formidable weapon than the sword of a giant, although it be strong as a weaver's beam and keen as a blade of Damascus steel."

7. These young people should be especially induced to look into their own hearts, and study their own mental and moral mechanism. Lead them often to converse about themselves. It has been truly said, that "it is a law of human nature, that man is interested in nothing so much as about himself." Whatever relates to his own personal experience always claims his especial regard. Many quite fail as teachers, as well as preachers, because they are so impersonal.

8. Social meetings of the class should be held now and then, and pains should be taken to make them attractive and useful. Young men and women must have their social nature regarded. The teacher should on such occasions strive to recall the freshness and vivacity of his own youth, and live it over again; enter into it heartily, and show the class his acquaintance and sympathy with all their peculiar wants, fears, and trials. Band the young people together, in social bonds and mutual pledges if you please, to attend church, prayer-meeting, and Sabbath-school, to read the Bible and pray regularly, and perhaps pledge also against improper reading, associates, games, drinking, smoking, late hours, neglect of the Sabbath, and unite them in associated literary efforts, in tract missions, Sabbath-school work, in visitation, and in all ways of doing good. There should be social prayer-meetings of the class at convenient times. Have, also, a well-chosen library for them, and point out from time to time the books best adapted to peculiar wants and circumstances.

9. Give each pupil distinctly to understand that every step in your efforts on his behalf is intended to lead him to Christ; that all there is to be desired in this life and in that which is to come, is embodied in this idea; that you expect, as soon as they get their minds clear upon the glad tidings of the gospel, that they will embrace them at once. Life is short, and there is no time to lose. Besides, young people when convinced are generally prompt to act, and therefore there is great encouragement. In fact, no field of benevolent effort is more full of hope and encouragement than this one of which we speak. In a Bible-class in one of our church Sabbath-schools not long since, fifty-five persons united with that church during the current year; and in another church and class, fifty, and in another still, thirty-four—all as the results of one year's labor. How glorious! Let then our sons and daughters, our clerks, scholars, and servant-girls, all be gathered without delay by the churches of Christ into these adult classes. Thus let the warm, burning influences of the living teacher reach every youthful heart. Says an earnest worker: "Among persons of all ages, truth most frequently has power when spoken by the living voice. The words of a teacher's mouth should be ever warm with the Spirit's breath, and strong with the vital impulses of his throbbing heart. Such words children feel." In the language of one of our Bible commentators, the truth evidently is this: "That personal effort for the souls of individuals—the lip, the thought, and the heart of a living man—brought into contact with the lip, thought, and heart of a living man, IS A GRAND INSTITUTION OF GOD FOR THE CONVERSION OF THE WORLD."

There is such a great necessity for adapting each lesson perfectly to the age, acquirements, etc., of the scholar, that I add a single specimen lesson from "The Sunday Teachers' Treasury." It is upon the same subject as that taken up in Mr. Wells's infant-class lesson—"The Passover"—and is given that, by comparison of style, the adaptation of the same lesson to infant and Bible-classes may be seen:

Specimen Lesson for a Senior Class.
The Feast of the Passover.

(Exodus xii.)