o into the main school-room--what can the teacher do? Twenty, thirty,
forty classes huddled together into one room, compact as sheep in a pen,
how can the individual teacher, if disposed, use adequate visible
illustrations for the instruction of his class? Where shall he place his
blackboard? where shall he hang up his maps? where shall he suspend his
models? where shall he exhibit his specimens? The utmost that can be
done in most of our schools, as at present provided for, is to have a
few maps on the distant walls of the room which the superintendent may
refer to, whenever he chooses, and which all the children may see who
can! The time must come, however, when the teaching of religious truth
will be considered of as much importance as the teaching of arithmetic
or of chemistry, and the Sabbath-School will have the same facilities
for imparting instruction as the week-day school. But that time has not
yet come. In the meanwhile, let the teacher carefully avail himself of
whatever subsidiary aids are within his reach. No teacher should ever
present himself before his class without a Bible Atlas and a Bible
Dictionary in his hand. Many of those things with which his class ought
to be made acquainted, are here not only described, but delineated, with
equal accuracy and beauty. Thanks to the booksellers and the religious
publication societies, the scenes of sacred history, and indeed
religious topics generally, have been illustrated in cheap pictorial
cards, both large and small, and with admirable fidelity and skill.
These form a part of the indispensable furniture of the Sunday-School
teacher. They are to him as necessary as are experiments, or a cabinet
of specimens, to the lecturer on the physical sciences. The
Sabbath-School teacher should be continually on the look-out for
publications of this kind, not only for instructing and furnishing his
own mind with definite ideas, but for exhibition to his class. A wise
teacher will not only have something to say to his class, but also
something to show. The ideas which the child gets from looking at really
instructive pictures and maps, never leave him. How much also our
intelligent apprehension of the scriptures is increased, by a knowledge
of topography, and by associating each event in the sacred narration
with the place in which it occurred?

It may be proper to say, too, in this connection, that it is with a view
to the principle now under consideration, that in prepar