To those familiar with the Bible, | The open court where the taberbut little need be said in explana-nacle was placed, was a hundred tion of this beautiful structure. cubits long and fifty wide. The The tabernacle was a moveable entire cost of its erection was place of worship, and appears to about £213,000, all furnished by have been about fifty-five feet the cheerful offerings of a willing long and eighteen broad and high. people.

L

School Room.

close their eyes, when he closes his, let him offer a very simple and short prayer; so simple and appropriate that every child will understand it. Let him breathe such a devout, humble spirit, that they will feel he is communing with God. This exercise of opening the school should not, as a general rule, exceed ten minutes.

Let each teacher now turn his attention to his respective class. He must aim to prevent all indifference, talking, reading, looking about, by gathering them all close around him, with an enthusiasm and kindness of heart, which at once awakens the impression that something important is to be said and done. See that each is attentive to what is said. Ask some questions. Begin with such as you know they can answer, to awaken interest and attention. Ask the inattentive one if the last question was answered correctly. Be simple. Avoid a preaching and exhorting style of an address, and the use of language adapted only to matured and well informed minds. Teach

THE SUPERINTENDENT IN HIS SCHOOL. By REV. WM. HOWE. Extract from an Essay read at the Convention of Sabbath School Teachers, connected with the Worcester and Massachusetts Association, United States. THE first duty of the superintendent is to secure perfect order. Not a book should be opened, nor a lesson recited without it. The first lesson is obedience. Let it be understood that nothing can or will be done unless there is order. If there be a day or place where children should be governed, it is the sabbath and in the sabbath school. They should be trained to rise and sit, to stand and sing, to enter and leave the house in order. This being understood, a gentle rap, or the sound of a bell is all that is necessary to maintain it. Teachers should observe this order. Inattention to any exercise defeats the very object which they are most anxious to secure. Children are influenced by example. They are interested in whatever their teachers feel, and manifest a deep interest. This may be thought rigid or childlike, be--impart ideas-no matter how cause its importance is not well understood or its benefits have not been seen. The great lack of government and parental discipline, at the present day, seriously affect our schools. In some there is a state of misrule. All attempts to teach and enforce the laws of God in such schools are useless. This discipline itself soon becomes one of the strong attractions of the school. The children are pleased with it, and the teachers not less so.

The bell rings as a signal for opening the school. When all are silent, and every eye is turned to the superintendent, let him read in an animating manner, a few verses selected for the exercise, but few, lest those eyes wander, when reading is useless. With a kind request that all will

simple if true. A child is always pleased to comprehend truth, to receive ideas. Illustrate truth by objects with which they are familiar. Aim to fix in the mind principles-bury the seed of truth so deep that it will never be eradi. cated. On each succeeding sab. bath, examine to see that it is not destroyed or displaced. To have a good school the children must be interested, and in no way can this be done so effectually as by the teacher's manner of teaching. A class well fed with truth will be sure to return for more.

While the teachers are at work, the superintendent should not be idle. Some one or more teachers may be absent. He must without fail devote a portion of the hour to such classes. Let him sit down with them; if time will allow,

a few questions-express his regret that they have no teacherapologize for his absence, if in conscience he can, so as to leave the impression that it is unavoid. able. Praise them for being punctual, and let them know that it is a noble example for others. It is well to give a child credit for doing right.

hear a part or all the lessons-ask metic in which questions should be solved at every session of the school. As in mathematical sciences, the child is benefitted by working out the problems himself, not in repeating others answers. This exercises and trains his moral nature. The secret of success in all teaching, especially in moral, is repetition. It unlocks the mind, and locks up within truths never to be lost. This is not understood and appreciated by moral and religious teachers.

Is there an unruly spirit in school, this is his time to subdue it without letting it be known even to the child himself. Let him sit down by his side with his hand upon his shoulder-ask him if his parents are well-if they will be at meeting-if he likes his school; and then tell him some fact about a scholar whose conduct is the very opposite, of his, and point out the advantages of it, without awakening the suspicion that he is casting out the evil spirit. Ask him if he does not think that a school composed of such scholars will be a good school. Then clinch the nail by asking him if he will not try to be such an one, so as to help on the school, and in nine cases out of ten, he will gain his object. It is true that skill and previous reflection are necessary to administer such remedies.

Let the superintendent be about in school, talk, bow, smile, shake hands, encourage, excite and be affectionate in all his intercourse. A school will very nearly resemble him who presides over it. If he is devout, prompt, industrious, patient and persevering, the school will be like him. He should ask many questions not necessarily suggested by the lesson, to be answered in concert by the children. Nothing diffuses more life into the school. Children like to answer questions. No matter how many adult classes are pre sent. They will not be less interested in listening.

Much is said in commendation of the catechism, and the manner in which it was formerly taught. But what is it but a book of questions and answers? What was the manner of teaching but repetition, constant, almost insupportable repetition? Yet the result has been sublime and enduring. Let any doctrine or precept and its proof be repeated as often and long, with their combinations and practicable applications, as is the multiplication table in order to acquire facility in its uses, and it will be written on the soul as with a pen of iron, ready for the practical purposes of life. Nature's greatest achievements are the result of repetition. The most perfectly organised school will move heavily without this exercise.

There should be variety, but a variety concentrated for one object, the salvation of the soul by bible truth. John Randolph once said, 'I should have been a French atheist, if it had not been for one recollection, and that was, that my mother used to take my little hands in hers, and cause me on my knees to say, "Our Father which art in heaven.'" Many others would have been saved from this and other fatal errors, had they not neglected the daily repetition of the same truth.

At the close of the session, six or eight verses of scripture should be given out for the next lesson There is a kind of moral arith- to be committed. This should