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    heard before , sank into her awakened mind , and were never afterwards forgotten * On a review of the day , she convinced herself that the renewed vigour of her piety was not so much owing to the satisfaction she had had in seeing Helena in a state of

    recovery , as in the new effort made , and the healthful associations revived by it . Henceforth she went out more and more frequently , finding comments on her breviary in the lilies of the field , and enshrining her homage in the evening and morning cloud .

    ( To be continued . ' )

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    In this and a subsequent paper we propose to devote some attention to the subject of Sunday School education . What is , and what ought to be , the nature of Sunday School education is a question , the importance of which will be felt in some measure by those who reflect that above a million of the rising generation possess , and above a million now need , the tuition of the

    Sunday School . That all these—that is , the youth of our labour- * ing population—are unable to obtain any other education ; that an incalculable amount of happiness or misery depends on the influences to which this vast mass is subjected ; happiness or misery affecting not themselves only , but others ; not one million » but many millions ; not one class of society , but all classes ; and preeminently the class just above them—that is , reader , you and

    me , and all who are dear to us ; not one generation , but the babe and the sire , and the wife and the husband , in many successive generations yet to come : who considers the position in the body-politic which late events have given , and which actual events are preparing to give , to the once despised and all but powerless , but now strong and about to become mighty , labouring classes—a position which will be the occasion to this nation of a sum of good or evil that defies calculation .

    What then ought to be the education of the youthful poor ? By education I do not mean the mere cultivation of the mind , but rather all the influences which combine to form the character and affect the happiness . To answer the question proposed , let

    us advert to their capacities . What has their Creator made them capable of ? He has given them a mind to think , a heart to feel , and a spirit to aspire to himself and to eternity . This fact is attested by their lineage : for are they not of that blood of which God made all men to dwell together on , the fa , ce of the earth ? The fact is attested by their history . True , it is a mournful one . Their capabilities have nev £ r been fully developed ; in the vast majority of cases they have rather been utterly neglected .

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    Liese * vr , the Progress of Worship . 161

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    SUNDAY SCHOOL EDUCATION .

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    No . < J 3 . JN

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), March 2, 1832, page 161., in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1808/page/17/