might come. In perfect consistency with this testimony, he modelled his whole character and plan of life, all his pursuits and engagements, with a single eye to religious responsibility. He was a pious and benevolent man in every relation he sustained. Most esteemed and even revered, where he was most intimately known, he has left his example as a precious legacy to all who "would live godly in Christ Jesus."

At all times it becomes us to speak with humility and awe of the death-scene of a holy man. We dread boasting on such a subject. But it has pleased God to give us in the death of Judge Howe, a theme for the most consoling and instructive meditations. Exhausted by a sudden and severe disease, he lay for some days in almost complete unconsciousness apparently. But about an hour before his departure, his mental and bodily powers were awakened to such a degree that he was able to converse in his usual firm and clear manner, for a length of time, to his surrounding friends. Having fervently implored of God a continuance of strength and reason, he spoke on all the subjects then most interesting, with an eloquent solemnity, but with entire com. posure. His dying testimony was given to the efficacy of religion, the comfort of a christian hope, and the importance of a christian life. He gratefully acknowledged the great goodness of God to him in the past period of his existence, and tranquilly commended himself to that mercy which is promised through Jesus Christ, for that eternity which was opening upon him.

[For the Unitarian Advocate.]

EVENING HYMN.

Father, thy mercies never fail;

Again the evening shades prevail,

And soothed I hear the still small voice,
That bids me in thy care rejoice.

Beneath thy sun's all-cheering ray
I've plied my task another day,

And thrice my strength refresh'd has been
With food and converse sweet between.

Thy works, all-beautiful and good,
I've scann'd and partly understood;
Clothed in their livery of light

All speak thy wisdom, love and might.

When darkness veils the earth and skies,
New worlds and wonders o'er me rise,
That tell in words of flame from far
How vast, how bright thy glories are.

Kept by thy all-sustaining power,
I welcome now the solemn hour,
That comes my weary lids to close,
And lay me down to sweet repose.

Wrapt in the soft embrace of sleep,
Let angel guards their vigils keep
About my bed, and be my rest
With holy dreams and visions blest.

While my tired frame in mimic death
Lies motionless, save pulse and breath,
Let my free spirit heavenward fly,

And without dying learn to die.

J. F. S.

150

SUNDAY SCHOOLS.

SUNDAY SCHOOL INSTRUCTION.

In the instruction given in Sunday schools great care should be taken to avoid a narrow and mechanical routine of exercises, as injurious to the mind. Lessons should

be drawn from as wide a range of subjects as the teacher finds conducive to mental activity and earnest attention, on the part of the scholars, as well as to the natural freedom and strength of their thoughts. Too great a variety of objects is, no doubt, unfavorable to steadiness of attention and closeness of thinking, and therefore to vigor of character; and this is a point which ought never to be forgotten in teaching. There is a salutary medium here as in other things. The common error, however, is evidently that of confining children's minds to a very limited number of subjects.

To restrict the understanding in this way, not only enfeebles it, but interferes with its ability to derive religious light and happiness from a free and natural intercourse with the objects of daily observation or experience. The evil complained of is, that children are too commonly taught to look for religious instruction and improvement as proceeding solely and directly from the services of the sanctuary, or the exercises of the Sunday school from thoughts of an invisible Being, the constant and perhaps jealous witness of our actions-from imaginations of heavenly happiness and glory-from reading or reciting texts of scripture or pieces of devotional poetry. In this way the practical and useful part of religion is

too much neglected, while the speculative, and contemplative, and the ceremonial are made to absorb the attention. Religion should be presented to the young, especially, as a living and active principle, which they have or have not, just as they respect and practise all their duties. That child is truly religious who thinks and acts rightly towards his parents, and brothers, and sisters-his teachers and his companions. Children cannot be too often reminded that religion does not consist in going regularly to church and to Sunday school, or even in being attentive when there-that it does not consist in getting or saying lessons well, or in possessing deep thoughts and intense feelings about God and heaven, or about death and eternity--but in observing truth, in being kind, patient, gentle, and forgiving; in being disinterested, and in being diligent and constant in duty of every kind.

Happiness should not be held up as a prize for great efforts, or for a future state, so much as the natural consequence of doing right, of keeping the mind free from conscious blame-as a regular part of the arrangements of our Creator, if we do not deprive ourselves of it by neglect or by wilfulness. Religious improvement, in a word, should be spoken of as a thing natural to a thinking and reflecting mind, and should in this way become a part of the history of individual life.

It is difficult to produce religious impressions, chiefly because we think it is so, and above all that we make it so by telling children that it is so, or by taking formal and unnatural measures to effect our object. Religious instruction has usually too much of mere arbitrary inculcation in it. Children are commanded to be good, obe

dient, &c., and are catechised about articles of religious belief, till they are, as it were, drilled into religious character.

"The wisdom which cometh from above," is, like all other wisdom, founded on knowledge. Habits of attention and reflection are essential to it. It is to be imparted through sound, enlightened, and liberal instruction in all things which are interesting and useful to human beings. It is acquired by looking with an intelligent mind on all the works of the Creator, as the appointed means of rising to higher and better thoughts of him-by regarding all human beings with a sacred affection as his children, and by acting on the feelings which these thoughts inspire-by being so alert in all duty that we avoid falling into sloth and sin-and by keeping our minds serene and cheerful from a sense of progress. Religious instruction, in short, is valuable, not in proportion as it developes feeling and imagination, but as it subjects these to the understanding, and incorporates them with it. In this era of excitement, the religious character, among the young, especially, seems to need intelligence, much more than ardor or spirituality.

In stating these views, nothing new, probably, has been communicated. Yet we may safely appeal to observation, and inquire of those who visit Sunday schools, whether these things are not frequently forgotten; and whether the characteristics of instruction are not much more generally zeal and feeling, than judgment and skilful adaptation-whether teachers do not usually seem bent on making an impression at the time, rather than on aiding the natural rise of thought which shall influence the habits of the mind.