a box, or laid anyhow upon the shelves of a book-case, the Librarian, either through indolence or ignorance neglecting even to attempt their classification, or to preserve the semblance of order; 'we have not needed to be told that there the Library was inefficient, and not much used, though often when it has been sought to attribute this to the indifference of the children, or the unsuitable character of the books, we have had our reasons for concluding that it would have been more just to have laid the blame on the Librarian, whose want of system, inability to deal with details, or general supineness, is most frequently at the root of the evil. An orderly arrangement of the books, however, is not, on the other hand to be accepted as a certain indication of system and method. We observed in one school, where the Library was large, that none of the books were numbered on the backs, and ascertained that the Librarian was guided in selecting any particular book that he might require, by the color of the binding, or some other peculiarity in its appearance with which long practice had made him familiar.

If an accurate knowledge of the outside of a book necessarily involved an acquaintance with the contents, or, in any way facilitated the performance of a Librarian's duties, something might be urged in favor of this plan; but as it does not accomplish either of these results, and renders it inevitable that whenever the Librarian is absent or resigns, the entire department must be thrown into utter confusion and disorder, we cannot do otherwise than condemn it as altogether subversive of good management.

A book-case or cases should be provided sufficiently large not only to receive the Library, but also any additions which may, from time to time be made to it; and, if the shelves are made to slide into grooves, so that they may be readily shifted to suit the different sizes of the books, it will be found more convenient, and much otherwise useless space will be made available. The books should be classified into sections, or classes, suitable for children of various ages,—say, Section 1, for children under 10 years of age;

The correct carrying out of this classification must depend very much upon individual' judgment, and an apt discrimination of children's intellectual powers. Those who would in this matter prefer to be guided by the experience and opinions of others, can refer to the catalogue of the Sunday School Union, which is arranged upon a similar plan. The next matter to be attended to will be the covering of the books. This is a vexed question amongst Librarians, some contending that it is not necessary to cover the books at all, whilst others who admit the necessity, are divided in opinion upon the respective merits of paper,

or holland covers. Without urging at any length our reasons for this decision, we pronounce in favor of holland, which, though more expensive in the first cost, will prove to be more easily attached to the books, more durable in wear, and less liable to get torn or soiled than paper. We recommend that the entire surface of the holland should be covered with paste, so that it may adhere to the outside of the covers as well as the inside. The risk of tearing will thus be considerably diminished, and the covers rendered much stronger. It will be very desirable that each section should be covered in different colored hollands, say,

The advantage of this will be, that when the books are collected from the children, the Librarian will be able at once to sort them into the several sections, guided by the distinguishing color of the covers, without any necessity for reference to the number until he requires to arrange them in numerical order in the book-case, a process which this preliminary sorting will considerably facilitate.

Each book should be numbered on the back, and this too should be done in sections, leaving some numbers in each section unappropriated, so as to be available when additions are made, say,

or, where the Libraries are extensive, still larger numbers may be given to each section. This arrangement will also be found greatly to facilitate the Librarian's operations, either in sorting or looking out the books.

We have seen many plans adopted for numbering the books, the best undoubtedly is to paint the numbers on, they are then more readily seen, and are not easily rubbed off. Where this cannot be done, the numbers should be first written on small adhesive tickets, (such as are used by drapers and others in pricing their goods,) and then placed on the books. We know from practical experience that many children take a mischievous pleasure in picking these tickets off, and that every time the books are brought in, several are sure to require fresh tickets; but after trying many schemes we failed to discover a remedy for this evil; and so keeping a supply of tickets ready, patiently replaced them as often as they were taken off. Inside the cover of each book there should be pasted a label containing the name of the Sunday school, and a number corresponding with that on the back, so that if this latter is from any cause effaced or destroyed, its numerical position can at once be ascertained without reference to the catalogue.

K. R. K.

THE IMPORTANCE OF LITTLE THINGS IN A SUNDAY

SCHOOL.

[Read at a Conference of the Teachers of the Stoke Newington and Kingsland Branch Sunday School Union, held in Shacklewell Sunday School.]

THE importance of little things in a Sunday school is a subject which may be very fairly set down as a practical one; and if it can be established that little things are important in a Sunday school, and that in a much greater degree than is usually conceived, then it will be evident that the subject is one which deserves and should have the most serious attention of Sunday school teachers.

At the outset there is a difficulty arising from the apparently para doxical form of expression. For, it may be thought, if I succeed in shewing the importance of the things I speak of as little things, their littleness will disappear; whereas if I do not shew their importance, I fail. This dilemma is, however, more apparent than real, as will be seen when I state more fully what I understand to be our subject.

It may, I think, be answered that the Sunday school teacher's object is to convey Scripture truth into the minds of the scholars, and so to impress it on their hearts as to lead them to love it, and to act upon it to the salvation of their souls. This it is generally considered is to be accomplished.

First. By the reading of the Scriptures, and endeavoring to explain them in the class, illustrating their meaniag, enforcing their precepts, and urging their invitations in the most clear, and forcible, and persuasive language that can be found; and engaging the attention of the scholars by frequent and pertinent questions, and by direct personal appeals.

Secondly.By general addresses to the whole school, or to certain portions of it, dwelling on some particular truth, or narrative, or precept, or invitation of Scripture; and

Thirdly.-Because it is felt that no efforts can succeed without Divine aid, by praying with and for our scholars, both in public and in private.

Now, nothing can be better than this idea of Sunday school teaching if it did not end here; but it is unhappily true that many teachers who go to the full as far as this, stop here; and who, whilst they are careful and painstaking in the direct efforts they make to instruct and influence their scholars, look upon all other school duties and arrangements aš little things, and therefore as of slight importance. It is this opinion which I wish to controvert, and it will be my endeavor in opening this Conference, to shew that things which are subordinate to those I have just described, and which are frequently considered little things, and

perhaps are little, are not of little importance, and that Sunday school teachers do not act wisely when they neglect them.

It will not be expected that I should go much into detail, and it will perhaps be convenient that I should consider separately LITTLE THINGS general, and LITTLE THINGS personal, and invite you to note their bearing on the great object which the Sunday school teacher has in view.

1st. Then as to LITTLE THINGS general. By which I mean little things pertaining to the general management of a Sunday school. It is a necessity of the Sunday school as at present conducted, that many children should be gathered into one room, and that those who teach should make united efforts, and act in concert one with another; all having a common aim, and to a great extent seeking to attain to it in the same or a similar manner. There are disadvantages connected with this necessity as well as advantages, but whatever opinion we may entertain as to whether the advantages or disadvantages preponderate, we must for the present accept the necessity, and all our plans must be formed with a view to such united action. This involves a need for carefully considered rules, entering sometimes into minute details, so that all may work harmoniously. Order, we are told, is heaven's first law. Most assuredly if we would do any good in a Sunday school, order must be its first law. But who can tell how many things, and many of them very little things, go to make up an orderly school. I name a few merely as indicating what I mean:-the manner in which children enter the room and take their seats. The places where the boys hang up their hats and caps, and where the umbrellas shall stand. The conduct of the children before the opening service commences; whether they shall sit or stand during either singing or prayer; and if they stand, how they should stand. The manner in which the children should form classes, and how the classes should be situated. How the Bibles should be distributed and collected; how the library books should be circulated, and when; and, how the children should leave their classes and the school-room. All these are things which need to be done to a great extent uniformly, and the manner in which they should be done should be well considered; but whatever may be the course which on the whole is considered most desirable, it should be promptly and carefully observed and enforced by all the teachers. The things, however, which I have named, and many others which I have passed by, are among the little things which too frequently it is not considered worth while to attend to, and the consequence is seen in the disorder which follows the neglect of them.

It would be easy to trace the effect of neglecting any one of these things, and the good that would result from careful attention to them.

I select two of them as examples. The conduct of the children while assembling and before the opening service has commenced, is very commonly too little thought of. Frequently it is left to the superintendent, or to one or two of the teachers, to maintain order during this period, the other teachers coming in barely in time for the opening service, or even sometimes after it has commenced. And yet this is a very critical time. Some of the children, it may be, have been playing in the streets, or running boisterously to school; their spirits are raised; their inclination for movement and playfulness is at its 'highest; and they have to do that most difficult of all tasks to a child-nothing. There is just an interval in which they can be calmed down and sobered before the exercises of the school commence. If by any want of attention that interval is lost, what wonder if disorder ensues, and the teacher fails to gain their attention afterwards, notwithstanding all his exertions! It must be obvious that it is much easier to preserve order from the first than to regain it when lost. Without order scarcely any amount of exertion will gain attention, and without attention, the teacher's task is a hopeless one. It would not, I think, be too much to say, that many a morning or afternoon has been entirely wasted to a whole class, solely for want of care during the first ten minutes after the school-room door has been opened. Again, I take as one of the little things much needing attention, the posture of the children during singing and prayer. All will admit that it is of importance that these exercises should, above all others, be engaged in by the children with a serious and orderly attention. Uniformity of posture is very desirable, but more than all, quietness in making any change. Some schools may decide that the children sit all the time, and others that they sit only a part of the time; but whatever is resolved upon should be well understood by both teachers and children, and the most perfect order should be kindly but strictly enforced. Great attention is required on the part of the teachers, or this cannot be done, but attention here will be amply repaid. If children stand during singing and prayer, it will be found very desirable that they should not turn round after the singing and before the prayer commences, as is sometimes done. It will generally be observed, that immediately after singing, the children are quite still; if they turn round there is, of necessity, a shuffling of the feet, and the same degree of quietness is rarely regained; whereas, if they remain standing as they stood during the singing, almost perfect stillness may be retained throughout the prayer. Little as this thing may seem, it has a most important bearing on our subject. If perfect stillness be obtained, those who are inclined to pray with the heart's desire can do so undisturbed, while those who have no such inclination, may have their minds solemnized and impressed, and thus be prepared to receive instruction.