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HISTORY OF THE BIBLE. Rev. Sir, I beg to inform“a Teacher,” in answer to his question as to the best catechism of Scripture history, chronology, &c., that the best works of the kind that I know of for imparting to our youth a thorough knowledge of Scripture history, chronology, Bible characters, and Bible geography, are the books and charts of Mr. Baker, of Doncaster. And I strongly recommend your correspondent, and all friend of Scriptural education, to avail themselves of Mr. B's. valuable publications. A catalogue of them may be had of any respectable stationer. I am satisfied they need only to be known to be appreciated.

I have used Mr. Baker's “Tabular View of the Old Testament History," and his book of “ Bible Characters,” in the school with which I am connected, and I have much pleasure in bearing testimony to their adaptation to the wants of the rising generation.

A. M. Carlisle, August 12, 1845.

Rev. Sir,-In answer to “a Teacher's" first enquiry, I beg to inform him, that a very useful work entitled a "Tabular View of Old Testament History,” comprising its Chronology, History, and Geography, arranged for students and families, by Charles Baker, author of the “Book of Bible Characters,” &c., dedicated to his Grace the Archbishop of York. Is published by T. Varty, 31, Strand. And also, a small book of “ Exercises," on the same, containing 3000 Questions.

I may add, that I have used the above in my school for nearly two years, and consider them very useful publications, and just such as your correspondent desires. Mr. Baker has also published similar works on the New Testament.

If expense is an object, the exercises can be used without the tables, but much better with them.

I cannot better describe them than nearly in the Author's own words : “ These views present in periods the most remarkable events of the Bible history, and have been prepared to assist in keeping in the minds of pupils the succESSION of events, as well as the EVENTS themselves, and the PLACES at which they occurred; affording in a compact form, a series of lessons on all the more prominent occurrences recorded in the Scriptures, with reference to the sacred authority, on which the tables and questions have been framed." I am, Rev. Sir, yours very respectfully,

T. P. B.


DEAR SIR,_Let Teachers carefully listen how their scholars repeat the answer to the following question in the Catechism, and then ask the class what the word “both” refers to. Both what? And I suspect, that in most cases, the sentence will be found to be not rightly understood.

Question.—“Why then are infants baptized, when by reason of their tender age they cannot perform them?”.

Answer.—“Because they promise them both by their sureties,” &c.

The children generally, I observe, pause after them, and lay stress on the word, sureties; thus, " because they promise them both by their sureties,” &c.

Will my fellow-labourers allow me to remind them—what, indeed, is evident enough, only children are so apt to be guided by sound, rather than by sense, in their lessons—that the both refers to repentance and faith, as stated in the former question and answer; and I have found it useful to explain the answer thus : “Because they promise both these, viz., both repentance and faith," &c, It serves also, I think, to give a clearer view of this part of Catechism, to make the scholars first repeat the third answer in the Catechism, and then to show them therefrom that repentance is promised in “renouncing the devil,”' &c., and faith in “I believe all the articles,” &c.; thus connecting both parts, and pointing out what was promised by the sureties. I have found it well at Christenings, (which are performed here on Sundays at the close of the afternoon service,) sometimes to place four or five of the elder scholars by the side of the sponsors, and before I commence the baptismal service, to ask them those questions from the Catechism which relate to the Sacraments, as far as the end of the word, “perform," and familiarly to point out to them “the outward and visible sign," and the infant and the sureties. This renders both the service and the Catechism more intelligible.



Rev. SIR,Having noticed in your number of “The Teacher's Visitor" for July, a letter signed, “F. A. S.,” requesting some “Scriptural proofs of the Athanasian Creed," I enclose the following from "A Systematic Arrangement of Scripture for Sunday

Schools," as used in the local Sunday-schools belonging to St. John's Chapel, Bedford Row. Published by Seeley, Burnside, and Seeley, Fleet Street.

Clause 1. Jude 3. Jude 20. 1 Tim. vi. 11–14. 2. 1 Tim. i. 18, 19. 1 Tim. ii. 9. Mark xvi. 16. 3. 1 John v. 4. Matt. xxvi. 19. 4. 1 John v. 7. 5, and 6. Matt. xviii. 19. Eph. i. 17. 1 Cor. iv. 8. 1 Pet. iv. 14. 7. Ex. iii. 14. John i. 1-3. Gen. i. 2. 8. Job xi. 7-9. 1 Tim. iii. 16. John iii. 8. 9. Deut. xxxiii. 27. Rev. i. 8. Heb. ix. 14. 10. I Tim. i. 17. 11. Is. xlv. 18. xl. 28. Rev. iv. 8—11. 12. Gen. xvii. 1. Is. ix. 6. Job xxxiii. 4. 13. 2 Cor. vi. 8. 14. Deut. iv. 35. Is. vii. 14. Gen. i. 2. 15. 1 Cor. viii. 4–6. 16, and 17. Ps. xviii. 31. Jer. xiii. 6. Deut. vi. 4. 2 Cor. ii.

17, 18. 18. 1 John v. 7. 19. Isaiah xlv. 5. 20. Ex. iii. 14. Rev. iv. 549. 21. John i. 18 Heb. i. 2, 3. 22. John xiv. 26. Heb. ix. 14. John xxxii. 4. John xv. 26. 23. Eph. iv. 6. iv. 4. John iii. 18. 24. Matt. xviii. 19. 25. 1 John v. 7. Gen. i. l. i. 2. John i. 1-3. 26. John xiv. 26. Heb. ix. 14. Job xxxiii. 4. John xv. 26. 27. Eph. iv. 6. iv. 4. John üi. 18. 28. Matt. xviii. 19. 29. i John v. 7. Gen. i. 1. i. 2. John i. 1–3. 30. Rev. iv. 8. 31. Eph. ii. 18. 32. John xvii. 3. 33. Heb. ii. 16, 17. Is. vii. 14. 34. John x. 30. Heb. i. 2. John viii. 58. Luke ii. 10, 11. 35. Is. ix. 6. John i. 14. Heb. iv. 15. Luke xii. 41-44. 36. Phil. ii. 6, 11. John. xiv. 28. 37. Heb. i. 2–8. 38. Col. ii. 9. 39. Luke xxiv. 39–47. Matt. xvi. 15–17. 40. Is. liii. 4—6. 1 Pet. ii. 24. Eph. iv. 1, 19. John ü. 19, 21.

Acts ii. 31. 1 Cor. xv. 20, 21. 41. Luke xiv. 50–53. Heb. x. 12, 13. Acts vii. 53–56. Matt.

xxiv, 30, 31. Acts ii. ll. 42. 2 Cor. v. 10. 1 Thess. iv. 14-17. 43. John v. 28, 29. 2 Thess. i. 8–12. Rev. xx. 12–15. 44. Mark xvi. 16. John üi. 36, Rom. i. 18. 45. Rev. iv. 8-11. June 14th.

H. E. G.




No. 18.

OCTOBER, 1845.

Vol. III.



In childhood and youth, the influences are principally and most efficaciously exerted that constitute moral character. There is no negative condition; wherever there are not good influences to form the character for good, there will be evil influences forming it for evil: positive direction is given, positive impulse imparted; and under this direction and impulse the destiny of life will be wrought out. We may see a child in entire neglect, apparently receiving no culture; still there are strong influences forming his mind and disposition, and society may tremble under the power that is accumulating in this young castaway. He may take safety from your dwelling, quiet from your community, injure a large population by the prejudice of a bad name, or the contagion of a corrupting example, by daring wickedness or low depravity.

This view presents the intensely interesting consideration, that the principles constituting character, the elements making moral being, are formed in childhood and youth, while the subject of the operation is incompetent to think, judge, or act discreetly for himself, and is thrown by this incompetence upon the care of others. On this ground, laws relating to property extend their concern to youth: how much more religion, with its anxious eye upon the deathless soul, seeking to form it to holiness for the service and enjoyment of God! There is tremendous responsibility somewhere: but where? Are not multitudes under the full weight of this responsibility, but, in utter heedlessness, passing on to a fearhul reckoning? The writer of these pages has still fresh VOL. III.


upon his mind the remark of his father to him when entering his home on one occasion a little after twilight. “ Why so late?” was the father's inquiry. It was replied, “ It is not late!” “It could not be seen what you were doing,” was the conclusive refutation. The instruction was, that when the light of day, exposing to all observers, did not preclude temptation, the parent should take care that his child was not in the way of it; that home was the proper place for safety. In all matters of this kind, and in every matter of regimen and discipline, the child or youth is incompetent to determine for himself: the determination is devolved upon the parent, or upon those in the place of the parent; for it is a fact that cannot be too seriously pondered, that whoever has the charge of youth, master, guardian, or teacher-is in the place of a parent. The obligation cannot be dispensed with; for it arises not from contract, but from the incompetence, dependence, and need of the youth, and its proper measure is the worth of his soul : there is at stake the difference between a life of usefulness and comfort, followed by an eternity of bliss and glory, and a noxious, wretched existence here, terminating in everlasting sorrow. Where such interests are involved, want of sense of duty, ignorance of any thing which assiduity could learn, omission of any thing which vigilance would observe and diligence could accomplish, becomes positive, flagrant crime; omitting to counsel, guide, guard, and keep youth, is the way of their ruin. In this light we should view the duties of parents, and see what, by faithfulness, they can make the power of home.

Its being the place of residence, contains no essential efficacy of good: there is no magic in it. It may be a fountain of bitterness-a very copious source of evilor it may have no positive character. For it should be borne in mind, temptation is active; children and youth are active; they naturally run into it; and it has inherent power to draw them. They need unremitting, pains-taking oversight, accompanied with affectionate instruction and warning, and skilful guidance and protection. Home has special advantages for the exercise

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