is not ordained; he does it, I conceive, either on the ground that the lay assistant can in certain points obtain greater influence over the lower classes, by being enabled to mix more familiarly with them, or because his service can be obtained at a lower rate. If a class of persons of the rank in society of our present scripture readers were ordained by the bishops of our church, I cannot think that any one would consider that the teaching of a layman would be more blessed and owned of God, than the instruction of one who has been set apart for the office of teacher by those I who have public authority given them in congregation to call and send ministers into the Lord's vineyard.” The ordination of a lower rank of clergy would at once for ever settle the vexed question of the employment of laymen to help us in our ministerial work.

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But I feel, Sir, I have trespassed too long upon your kindness and that of your readers, though there are many arguments which I have been obliged to leave altogether untouched. I write not for the sake

of raising the schoolmaster, though I think he deserves to be held in much higher estimation. I write for the sake of his school, which I believe will derive greater benefit from his instruction if he be ordained. I write for the sake of the church, which will, I believe, be a more efficient instructress of the masses of our people, if she possess a lower grade of clergy.

With regard to the details of a plan for the admission of many of our schoolmasters into holy orders, I feel this is scarcely the time to bring it forward. The public christian mind is scarcely yet sufficiently alive to the necessity of any plan of the kind, and would not examine its details with a spirit of fair inquiry, but rather seize upon every little difficulty in detail to raise objections to the principle itself. If any thing I may have written may direct the attention of more able and influential persons to the subject, I shall greatly rejoice; or, if the hour should ever come, when the church shall be roused to the fact, that she has not that hold upon the affections of the masses she ought to have, and would have, if they knew her well, I shall be most happy, if others do not do so, to lay before you in detail such a plan as, under the wise government of our bishops, would not, I think, encourage a restless spirit of ambition, by drawing a line which no one may pass, and would at the same time give the church the benefit of most efficient helpers in the humbler walks of her parochial ministrations. But let me here beg those who fear injury not only to the dignity, but also to the efficiency of our ministrations from the plan I propose, to turn back to yet recent pages in the history of Europe. They will there read of an army, than which few of all the armies of Europe could boast of more daring courage, more correct discipline, or more brilliant achievements; they will observe that this army was officered entirely by the aristocratic classes; they will find the strongest feeling prevailing in every high quarter, that to raise soldiers from the ranks would lower the character, and by lowering the character, lessen the influence and efficiency of the officer. Men appealed to the victories which the army had won as it was, to the fame which encircled its banners, and said, "Let well alone." But the rising spirit of the lower classes, pressed down for ages, suddenly burst

forth, and swept before it the time-honoured institutions of centuries. It was a sad, a gloomy time; long, very long, will its mournful effects be felt, on France, on Europe, on the world. Do not suppose, Sir, I would bestow one thought of commendation on that awful struggle. Would that all remembrance of it could be swept from the book of history, save as a warning to future generations; but mark, I say, the effect of the opening up of the higher situations in the French army to the lower ranks; mark the talent, and the energy hitherto unknown, which immediately sprung forth on every side. Mark the brilliant victories of republican, consular, and imperial France, surpassing (I speak as the worldly speak), all that even France had known. Mark the marshals of the empire-did they lower the dignity, did they lessen the efficiency of the service? Let Marengo and Austerlitz, let Jena and Wagram give the answer. What class gave France the marshals of her empire? Whence, I ask, did they spring? chiefly from those classes whose services the monarchy would not condescend to accept. Am I wrong thus to compare the armies of the living God with the armies of the world? If I am, I trust the christian will forgive me. But sure I am of this, the church needs more spirit, more zeal, more daring energy. There is a struggle coming on between him who is and Him who will be the prince of this world, at the thought of which the heart of the boldest may quail for his own consistency. There is this zeal, this energy, this simple daring courage, all ready for the church's use in many a humble christian's heart. Let us break down those artificial barriers which refuse to the poor man an entrance into our church's orders; let us receive and welcome him into the ranks of our ordained teachers; and may many a victory, won over ignorance and sin, in the alleys of our metropolis, in the courts of our manufactories, and in the lanes of our villages, surpass in the value of their fruit and the eternity of their glory, the greatest military triumphs which have ever called forth a nation's joy and gratitude.

I have the honour to be,

Yours, &c.

PRESBYTER OXONIENSIS.

SCHOOLMASTERS' MUTUAL IMPROVEMENT ASSOCIATION AT BRADFORD.

REV. SIR,-May I crave the privilege of a small portion of your valuable space for a few remarks on an arrangement some time since introduced into our National Schoolmasters' Mutual Improvement Society in this place. I allude to the introduction of what, for want of a better name, we have called "Practical Lessons." Our members have not all enjoyed equally good opportunities, either of individual improvement, or of witnessing in actual operation the methods of communicating popular instruction most generally recommended. In addition, therefore, to the reading of our ordinary papers, which are of course intended to bear specifically on scholastic plans and practices, it was thought that,

to the less experienced at least, if not to all, beneft would accrue from the introduction sé manie mijerts in the form of lessons, in which all should be required to bear a part, and in their turn give the lesson. In carrying out this scheme. Eowever, the diffealty of selecting subjects that might be generally considered suitable, was by some complained of; with a view of corating which, the following list of "Heads of Subjects" was drawn op.

I give it verbatim from the minste bock of the proceedings of the society; and would only premise, that it is not meant that subjects not found in it are therefore excluded. No: the schedule containing, as it does, the heads of subjects, upon each of which an indefinite number of lessons may be given, is merely intended as a remembrancer.

"Heads of Subjects for Practical Lessons.

"The holy bible.

"Its history (i. e. as a book).

"Its evidences, external and internal.

"Historical books, according to their received chronology severally, yet grouping together the various events in their proper connection and dependence.

"The prophetical books singly, from Isaiah to Malachi.

"Bible biographies.

"Parables of the bible.

"Scripture geography.

"Scripture manners and customs.

Scripture natural history.

"Scripture metaphors.

The more prominent and acknowledged scripture types.
"Connection between the Old and New Testaments.
"Prophecies regarding our blessed Saviour.

Gospel history harmonized.

The apostolical epistles treated singly, yet preserving such connection as properly subsists among them.

"New Testament biographies.

"The history of the christian church divided into such periods as may be considered most proper, and beginning with the Acts of the Apostles.

The prayer

book.

"The catechism.

Geography, antient and modern, in its various subdivisions.

"General grammar.

"The English language.

Its history.

Its genius and composite character.

Its grammar.

"History, antient and modern, especially that of the British empire. Each lesson in history, civil as well as ecclesiastical, should embrace, if possible, some well defined period.

Arithmetic.-Elicit and illustrate, by a few pertinent and well chosen examples, the principles implied in the most generally useful rules of arithmetic."

"Minute, explanatory of the spirit and conditions under which it was agreed by this society to adopt the preceding course of practical lessons:

"That these lessons shall not supplant, or in any way interfere with the ordinary papers on matters of school discipline, &c.; but that they be regarded as entirely addenda.

"That the subject of the lesson, like that of the lecture, be made known at the meeting previous to that at which it is to be given; and that the members of this society recognize it as a duty of grave import (one on the faithful performance of which must mainly depend their individual improvement and the efficiency of the scheme), carefully to revise in the interim their knowledge of the subject to be handled, so as to be able to give proper answers to the lessoner's questions.

That the lessoner may have for his guidance any text-book or notes; but must not write out his questions, and their supposed appropriate answers. On the contrary, the exercise is intended to be a

living thing.

The entire knowledge of the subject possessed by each of the members, should be as fully elicited as possible, accompanied at the same time by such, and only such explanations as the nature of the subject, and the answers given, may seem to require,"

The plan of preparing the lesson, which in practice has been found to answer best, is for each member, after having attentively studied the subject, to commit to paper, in the form of leading questions, his impression of it.

These questions are of two classes: - The first exhibiting in a summary view all that the person making them knows of the subject; and the second, those points only respecting which he has not been able to come to any satisfactory conclusion, and on which he may be desirous of hearing the opinions of his fellow members.

As an illustration, I beg to subjoin a small selection of questions from a lesson lately given on the life, &c. of the Apostle Peter.

Of whom was St. Peter the son? What was his original name; by whom and on what occasion was it changed? What is the import of the name Peter?

Where was the place of his abode, and what his occupation before he became a disciple?

By whom was he first introduced to our Saviour? Relate the circumstances under which he was called to follow our Saviour? Name what you consider the principal traits of St. Peter's charac

ter, and quote some texts showing when these were severally evinced in a conspicuous manner.

Relate the circumstances connected with St. Peter's denial of his Lord, his repentance, and restoration.

What success attended St. Peter's public ministry after the ascension of Christ; and what course of conduct did the high priests and those in authority pursue towards him in connection with it?

Relate the conduct of St. Peter under his persecutions, and the miracle wrought for his deliverance.

On his being released from prison, whither did he at first betake himself?

How was he received, and in what place did he subsequently reside?

Of what people was St. Peter more particularly the apostle, and in what manner was his special field of labour pointed out to him?

Quote such texts as make it probable that St. Peter never was bishop of Rome, or even for any length of time a resident of that city.

What was the nature of the dissension between the Apostles St. Paul and St. Peter; and was the conduct of the latter in this matter at all censurable?

At what period, at what place, and in what manner is St. Peter said to have suffered death?

At the close of the lesson, which is given something in the spirit and manner hinted at in the preceding minute, the members are requested to read the questions which they may have prepared (of which the above is a specimen), especially such of them as are calculated to throw additional light on the subject.

I am far from supposing that there is any thing very peculiar or novel in our method. I do, however, assure you, that the general experience of our members is, that the answers to the questions brought forward by it, and the conversation thence arising, form an exercise at once interesting and instructive.

It occurs to me, that the plan here sketched might probably be used with advantage in giving instruction to an advanced bible class in the sunday school, or with a large class of young persons meeting, as is often the case, at the residence of the clergyman, for the purpose of receiving religious instruction; and, perhaps, with certain modifications, might be made available in the more advanced classes in our national schools.

Bacon has justly observed, that reading makes a full man, conference a ready man, and writing an exact man; and my humble experience is, that the more we are able to introduce all three into our plans in school, the more definite and real will be the acquisitions of our pupils.

I am, Reverend Sir,

Bradford, Yorkshire.

Your obedient Servant,

W. Ross.