ked to name one of the nt influences that can complex machinery of mould the character of good or evil, we should ng. And this because convinced that its subtle ur moral and intellec

is beyond the power of Memory, that mystery , never fathomed beomable, is ever reprondless variety all that nto the brain through by the instrumentality Do often, however, does t the good loses its hold kly, whilst the evil is ciously, and endlessly hought. Our sinful prone to assimilate the ns produced by reading, the beneficial, which rapidly away. And it e feel that so much of is in us is due to the reading, and is yet so or considered to be ed to the mind, that we

the subject for an ssed to Sunday-school They surely, of all

to be most watchful at they read, since upon tone of their minds ssity depend so much effects resulting from

the heart attuned arigh that loves to linger over pages of the word of G err much in its selectic which, without partaking sational element, is mer gorical mode of incul truths and a pleasant creasing our knowledge. objectionable unless read when its effects on the be weakening. But wh say of the harmful sensa rature so abundant, of t trashy novels, and of the swarm in the magazin day? Truly such liter dering to our lowest appe a powerful agency for d the youthful mind. Shun for be assured that its are beyond the power of c Let us emphatically say t scientious reader, when aware of the extent of e subtly within these works, will ever be led to their perusal. And ye that too many of those our little ones in the thi are addicted to such re fact, the popular taste is depraved that one is quite out of date, a kind luvian relic, if not well with the leading fiction w time, and it requires som fort to withstand the tid tional reading that flows But we feel sure that Sur teachers should make th for, giving way to such they can hardly hope to b placed under their care. avoid, we beseech you, the though tempting pleasure reading, both for your own for the sake of those who fess to train up in all tha noble, and pure.

A word, however, regarding quantity of reading. We are not of those who uphold what is termed "book devouring," or, to speak plainly, an inordinate desire for new books to any extent imaginable. We are of opinion that the many are not at all bettered by the quantity of reading they manage to get through. Depend upon it, far greater importance lies in the quality than in the quantity of the books perused. The fact of a person having read an immense number of works does not render it certain that a commensurate amount of knowledge has been attained. On the contrary, it very frequently happens that those who read with such astonishing rapidity are as ignorant of the real design and drift of a book when they lay it down as before perusing it. Fast reading is a mistake. To fully master the sense of any work in which thought has been exercised by the author, a certain amount of reflection, varying of course with the intellectual ability of the reader, must be exercised by him when reading. Indeed many books require to be gone through several times before they can be at all appreciated or understood. Of course the more obscure the writer the greater must be the amount of study on perusal. And works of this nature, though popularly called "dry," are particularly suitable reading for teachers, expanding their power of instructing, and giving force to their powers of comprehension.

And, whilst speaking of suitable reading for teachers, let us devote a few thoughts to another branch of the topic. We think that Sundayschool teachers hardly attach sufficient importance to the necessity of understanding in some measure difficult portions of Scripture. They too often lose sight of the fact that the absence of knowledge on such points

will probably cause astonishment in their little hearers, preternaturally quick in selecting difficult passages for explanation and seeking a key to hidden mysteries. To the end that all such difficulties may be obviated, teachers should devote more of their time to the study of God's word; and aided by commentaries and other works elucidating difficult texts and passages, they might be more fitted to teach, instead of needing themselves to be instructed (in the most important of knowledge), as is but too often the case. They would then be more ready and able to dissipate the darkness lingering over the youthful minds of their charge in regard to the mysteries of the Bible. There are so many works on these subjects that teachers need never to be at a loss for the means of increasing their knowledge of Bible doctrines that they may have to explain at future times to their children. Careful and prayerful study of the word of God, therefore, should form the most important branch of reading in which the teacher can engage.

Historical and biographical works are especially beneficial reading for Sunday-school teachers. A knowledge of the lives of good and great men, and general information regarding history, relating both to our own and other countries-these are almost indispensable adjuncts to the teacher's requirements if he would teach efficiently and well. The power of illustrating his addresses to the young is thus very greatly increased, enabling him to rivet the attention and augment the interest of his class. Such reading, besides fitting him for his labours, is of course extremely expanding in its effects upon the whole tenour of his mind. So also is the study of works

relating to nature. Whilst loving the word of God, teachers should not neglect the open book of His works. Truly a marvellous book is this! Reading on natural history, in order to the possession of a knowledge of God's handiwork, is desirable for every Sunday-school teacher. For in teaching the young concerning the goodness of a kind Creator to His creatures, how greatly is the effect deepened and strengthened when the teacher can illustrate his meaning by giving instances of remarkable and interesting facts in the economy of nature! Therefore should teachers never neglect this class of reading, remembering that the young heart is often led, by simple wonder and astonishment at the goodness of the God of nature, to love and serve the God of grace revealed in the word read and explained.

Finally, we particularly wish our readers to be impressed with a sense of the vast importance of the subject. By some this may be considered a trivial matter; but to us it is one of great, nay of solemn moment. Those who have not carefully and thoughtfully considered the question

can hardly comprehend how wondrous is the effect of reading on the mysterious tracery of the mind, the under-current of its subtle workings held in memory's casket. Truly we are fearfully and wonderfully made! Reading there is before us, of two classes-good and bad. We choose the bad; and lo! how mighty its evil influence! The unbidden evil thought, desire, imagination, the objectionable morals, and low" mannerism," once implanted in the mind by reading and never effaced,—all these, and many other evils, rise up from time to time, continually reproaching us, everlasting sources of wrong thinking and wrong acting. But if we select the good, how genial and beneficial its effects! How invigorating its influence over our natures, how great its power of increasing our intellectual capacities! Who shall say how mighty and widespread a benefit hath been wrought by the author of a thoroughly good book, tending only to improve the reader! Reply to this there is none. These secrets are hid within human hearts, whence they shall one day be all revealed and brought to light.

E. J. S. C.