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THE

CONDUCTED UNDER THE SUPERINTENDENCE OF MINISTERS AND MEMBERS OF

THE ESTABLISHED CHURCH.

"THE FEAR OF THE LORD, THAT IS WISDOM."

No. 70.

SATURDAY, JULY 1, 1837.

ILLUSTRATIONS OF FAITH.
BY THE REV. JOHN CORMACK, D.D.,
Minister of Stow.
No. I.

FAITH VIEWED SIMPLY AS A PRINCIPLE WITHOUT
REFERENCE TO ITS OBJECT.

PRICE 14d.

applying them with precision and accuracy? And as to its being a "mistake" always to understand the same thing by it, it will be my endeavour to show that it is "a mistake" to do any thing else. It is proper, at the same time, to remark, that faith, like other words, is sometimes employed with a latitude or comprehensiveness, which its THERE is probably none of the pilgrims to the connection at once indicates and explains; as when Zion above" with their faces thitherward," and Jude speaks of "the faith once delivered to the none of those now in possession of the glorious saints," I believe there is not a mind, that thinks inheritance, who have not had many doubts and at all, but will understand by it the things delivered difficulties concerning the nature of faith, and to the saints, to be, by them, believed and acted many sad misgivings of heart, as to its being their upon, and yet this is not included in the above own personal acquisition. They have read much, fourteen meanings. Let it be distinctly understood, and thought much, and even prayed much, that that what I propose is, to show the simplicity and their views might be clear, and scriptural, and the identity, in all cases, of that operation or act saving; and yet in proportion as they have been of the mind, which we call faith or believing; and thus devoutly, and humbly, and earnestly engaged in regard of the remarks I have to make, I address on that in which they justly deemed their eternal my readers in the language of the inspired Paul, salvation to be involved, they have found the dark-"I speak as unto wise men; judge ye what I ness deepen, the doubts multiply, and the discomforts increase. The more they have read, and the more they have attempted to think, or rather to remember, for generally they have surrendered the exercise of thought and judgment to the pious and learned divines, by whom they were willing to be led, the more have they been bewildered, and the more of a hazy and obscuring medium has been interposed between them and the glorious effulgence of the Sun of Righteousness.

say." Reflect on the operations of your own minds, and take the Scriptures for your guide.

I begin with some remarks on the nature of faith in general; for taken as an act of the mind it matters not what be its object. It has been already hinted that there are few subjects less understood, even by those who possess it. This appears to originate in no cause so much as the simplicity of its nature, and the ease with which it may be understood. Finding that this principle There can be no doubt that this great evil is represented in Scripture as of paramount imoriginates mainly in the multitude of meanings portance, that it is the link which connects earth usually attached to the word Faith, and to which with heaven, and which distinguishes the redeemed I shall not advert at present, farther than to ob- of God from the world that lieth in iniquity, and serve, that, in a recent able and learned "Intro- that it is the principle by which a meetness for the duction to the Critical Study of the Scriptures," inheritance of the saints in light is produced; knowthe author has given us no less than twelve dif-ing, in short, that it is by faith that the healing ferent meanings of the word, while two more, namely, "historical faith," and the "faith of devils," usually introduced by divines, have been omitted. He concludes his enumeration with this caution, "These various senses of the word faith ought, as much as possible, to be kept in mind when perusing the sacred writings, lest we fall into the mistake, so commonly committed, of always understanding the same thing by it." But who shall remember the twelve or fourteen meanings, and remembering them, who shall be found capable of VOL. II.

efficacy of the blood of Christ is applied to the soul, that without faith it is impossible to please God, and that with faith it is impossible not to please him, men seem unwilling to discover, in what is simple and obvious, a principle which is so noble and renovating,-a principle which is heaven-born, and leads to heaven.

A due consideration, however, of those very characteristics of faith, which have led men to throw so much mystery around it, will create a strong presumption that it must be simple in its nature

and of easy comprehension. We are naturally led to infer, that what is of indispensable necessity to all, must be attainable by all. For although "great be the mystery of godliness," and though, in many respects, we at present see through a glass darkly, yet in everything essential to salvation, and therefore, particularly in that, without which it is impossible to please God, the Scriptures represent all things as so simple, that he who runs may read, and the way-faring man, though a fool, or rather, though unlearned, shall not err therein. In connection with this observation, it is to be particularly remarked, that the word faith is never once explained, or defined, from the beginning of the Bible to the end of it. Much is said of its distinguishing characteristics, of its blessed effects, and of its heavenly fruits; much, in short, of what it does, but nothing of what it is. Even the heathen jailer at Philippi, accordingly, is supposed to understand, without one syllable of explanation, the words, "believe in the Lord Jesus Christ, and thou shalt be saved."

The word faith corresponds exactly with belief; so that to believe, and to have faith, signify precisely the same thing. Speaking of Abraham, Paul says, that "his faith was reckoned to him for righteousness;" and expressing the same sentiment, a little before, he says, "Abraham believed God, and it was counted unto him for righteousness," (Rom. iv. 9; v. 3.) Whatever is meant by faith, then, and whatever healing efficacy and regenerating power it may imply, is all included in the word believe. Farther proof of this would be superfluous and surely it cannot be necessary to prove, that the words of Scripture are used in the common acceptation; for if it were not so, the Bible would be unintelligible, a tissue of riddles and enigmas; and it would not be true, that, to the unlearned, and "to the poor, the Gospel is preached."

It being clear, then, that faith signifies the same thing as belief, I may now remark, that this last is so well understood, and so simple in itself, as to admit of no explanation. Every man has a distinct idea in his own mind when he says, I believe this, and I disbelieve that; and so has every one to whom he says so. But any explanation of the import of belief is neither necessary nor possible.

Every one knows that, in order to explain any thing, we must do it by something plainer; and, therefore, when we have come to the plainest of all things, our farther attempts at successful explanation, at least, must cease. Faith, or belief, is of this last kind. It is one of the simple ideas of consciousness; and therefore, as in the case of all simple ideas, words may obscure, but cannot illustrate its import. Although, however, it cannot be defined, or in other words, explained by simpler terms, which in this case do not exist, it has been generally described as "an assent of the understanding to some proposition or narration, which has been proposed to the mind." But if faith, or belief, were not otherwise understood,

this would not avail to render it intelligible. We may just remark, too, that this "assent of the understanding," which can mean nothing beyond mere acquiescence, by no means comes up to the full import of faith, or belief.

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Having proceeded thus far, I must recall the reader's attention to the statement already made, that throughout the whole Bible there is no explanation of the word faith or belief; that much is said of what it does, but nothing of what it is. And I recall the remark, because there are few who have not read or heard of what has been called a definition of faith, contained in the first verse of the eleventh chapter of Hebrews. It runs thus: "Now faith is the substance of things hoped for, the evidence of things not seen." That these words should ever have passed for a definition with men of learning and talent, as they unquestionably have, can be accounted for only by the fact, that men of the most profound reflection sometimes repeat, without reflection, things that have been repeated before. Even Mr Horne, the only author to whom we have alluded, calls it a definition," a distinct evidence that the import of that word had not crossed his acute and wellfurnished mind at the time. If this be a "definition," then faith is a substance, and farther, it is a substance of a particular kind, the "substance of things hoped for." Now, "things hoped for," are things that are absent, "for what a man seeth, why doth he yet hope for ?" So then faith is a substance, and it is an absent substance, while yet its presence and activity as a spiritual and active principle in the believer's mind, are the very things that constitute him a believer! The absurdity of all this is too manifest to admit of a single remark farther; and so we revert to our proposition, that, through the whole of Scripture, without excepting this passage, we are taught what faith does, and not what it is. This idea appears not to have been absent from the minds of our venerable translators, for their marginal reading runs thus: "Now, faith is the ground or confidence of things hoped for." But what is most remarkable is, that Mr Horne himself, in the explanation he gives of it as a definition, completely establishes the view I have given. "Faith," he says, "is defined to be the substance of things hoped for, and the evidence of things not seen, that is, the giving of a present subsistence to things future, which are fully expected, and the proving and demonstrating of things which are not seen." not this, then, telling us what faith does, and not what it is?

Is

The intelligent reader will perceive that what has been hitherto said of faith is said of that acting of the mind to which this name is given. Hitherto nothing has been said of what that acting implies or presupposes; nothing of the objects on which it acts,-they may be secular or divine; nay, they may be true or false, and yet the acting itself may and must preserve its characteristic of believing. Nothing has been said of the objects of the Christian's faith; but let it be remembered

THE EDINBURGH SESSIONAL SCHOOL,-
MR JOHN WOOD.

It was

that the acting of the mind, and the object on An institution of this description, accordingly, was which it acts, are as different from one another as opened in Leith Wynd, under the name of the Sessional the agent and the material on which his skill and School, from its connection with the different kirkpower are exercised. Nothing has been said of sessions. This was on the 29th April 1813. In this the divine power requisite to put corrupt human school, the system known by the name of Lancastrian was chiefly followed in the arrangements of the classnature into a capacity of seeing and believing di-room, the classification of the scholars, and other extervine truth, and putting forth the energies of that nal matters. At a subsequent period, many valuable nature into a holy and exclusive devotement to suggestions were received from Dr Bell, which were the glory of God. These things have not even carried into effect by Dr Brunton and the late Dr Andrew Thomson, both of whom, for some time, gave been alluded to, in order that the simple acting of daily attendance in the school-room. It was about this the mind, as exercised in faith or believing, might period that Mr Wood's connection with the Sessional be viewed in its native and essential characteris- School commenced. The account of this we think it tics, disencumbered of all that concerns its objects right to give at full length, in Mr Wood's own words, and circumstantials, and the peculiarities that may, as forming an era in the history of education:in some cases, originate in these objects or cir"The author's first acquaintance with the Sessional School arose from his connection with the Society for cumstantials. Some of these interesting matters, Suppression of Begging, who had placed at that semientering into the very essentials of the economy nary the children that were under their care. of grace, may afterwards, if it please God, en- at that time in its first stage, and was taught by a Mr gage our attention. In the meantime, let the Brown. The writer's visits at this period, though few, writer and his readers pray, in regard of what has impressed him with a very high opinion of the utility been said, that God would send forth his Holy of the monitorial system, if rightly conducted, in furSpirit into our hearts to lead us into all the truth. also paid several visits to the school, after it had received thering the important object of general education. He the improvements suggested by Dr Brunton, on his return from London, when it was under the tuition of Mr Bathgate, now one of the burgh teachers in Peebles, and was satisfied that it had indeed, in the meantime, undergone very great improvements, which amply compensated the meritorious exertions of its directors. A circumstance soon after this occurred, which rendered his visits to the school daily. In the course of the winter 1819-20, he had a particular charge allotted to him of the fund subscribed for behoof of the operative weavers, thrown out of employment by the pressure of the times. By a wise resolution of the managers of that fund, it was determined that the draw-boys under their charge should be sent to school; and the very favourable opinion that he entertained of the high state of order and discipline to which the Sessional School had been brought by the exertions of its directors, induced him immediately to suggest that seminary for the purpose. Lads of this description, of course, required incessant superintendence. In consequence of the regular visits which he thus found necessary, he had a good opportunity afforded him of becoming acquainted both with the conduct and progress of the pupils under his own immediate charge, and also with the general condition of the whole school. He was also induced perMrsonally to examine the lads, in order to ascertain their proficiency. This was at first done only at intervals, but as his interest in their improvement increased, became more and more frequent, and at length daily. These examinations awakened in the youth additional ardour, which communicated itself to their companions in the same classes. Mr Bathgate, whose zeal never allowed him to omit anything which promised advantage to his school, respectfully requested that he would The Sessional School forms a branch of the paro- not confine his attention to these classes only, but would chial institutions which were established in Edinburgh take an interest also in the other classes of the semiin 1812, in consequence of the melancholy disclosures nary, a wish which was afterwards also communicated in to which the riots that took place on the 1st January a most liberal and gratifying manner, in a letter from of that year led, as to the lamentable extent of juvenile the secretary in name of the directors. In consequence delinquency. The necessity of schools for the religious of this request, he did not think himself at liberty to instruction of the poor on the Lord's day was univer- close his labours, when the circumstances which first sally acknowledged; and a body of directors was ap-called them forth were at an end, and they were accordpointed for organizing parochial Sabbath schools. It being soon discovered that many of the children who were induced to attend these schools were unable to read, the expediency or necessity was forced upon the directors, of establishing a day school where the children of the poor might be instructed gratis, or at low rates, in the ordinary elements of reading and writing.

THERE are few subjects more important than that which relates to popular education; and there are scarcely any individuals who have higher claims upon the gratitude of the public, than those who successfully devote themselves to the work of improving the system of general tuition. In this respect we know of no one who holds so high a place as Mr John Wood; and we have, therefore, witnessed with great satisfaction the proceedings which have recently taken place, for the purpose of conferring on that gentleman some mark of the estimation in which his extraordinary services in the cause of education are held by the country. It has not yet, we believe, been fixed upon, in what form the public gratitude should be expressed, but a committee has been appointed with power to raise funds, and to determine on the most proper mode of their application. The contributions, we observe, are proceeding upon a liberal scale; but, as we conceive that they should extend much wider than they have hitherto done, we think that we may perform a useful service to our readers, by giving a brief account of the Sessional School, and of the connection of Mr Wood with that institution. Wood may be considered as a great national benefactor, and we conceive it to be merely an act of justice to aid in making his merits known among all classes; and in doing so, we will be led to make some extracts from Mr Wood's writings, from which parents and teachers, who have not hitherto attended to the subject, may derive hints that they may render available in the practical business of education.

ingly continued.

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While he was thus employed, very serious doubts used frequently to come across his mind, whether he was doing all the good, which others were, perhaps, too easily inclined to imagine. The children were taught,

Dr Brunton has all along acted as secretary to the parochial institutions, and his zealous services have been eminently useful.,

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known, and these principles were carried into effect by an energetic teacher, under the personal direction and superintendence of such men as Dr Thomson and Dr Brunton. In the Madras system there is much that is truly admirable, particularly in the great principle of mutual tuition, and in the scope which the classification of the children affords for the exercise of the principle of emulation. Along with many fooleries, it must be allowed that Joseph Lancaster had ingrafted various important improvements upon the system which he borrowed from Dr Bell. And in a school where the combined excellencies of the Madras and Lancastrian methods were exhibited, many advantages were enjoyed. Mr Wood duly appreciated these advantages, and soon carried them to the utmost extent that their authors could have anticipated.

If Mr Wood had been an ordinary man, he would have rested satisfied with what he had done, and the Sessional School would have been considered merely as one of the best conducted seminaries under the monitorial system. Or if he had been a mere enthusiast or empiric in education, like too many others, upon perceiving that there were defects under the previous systems, he would have set all that had been done by his predecessors wholly aside, and would have proceeded upon some new scheme that was to supersede all the past, and prove a specific for the removal of ignorance, without labour to the teacher or the pupil. But Mr Wood was neither the one nor the other, and, like all men of true genius in whatever department, he appropriated all that was valuable in the labours of those who had gone before him, and made their discoveries the vantage ground from which he rose to new improvements. The essential defects of the Madras and Lancastrian systems consisted in their attaching too much importance to mere forms, and in their addressing themselves to a limited class of faculties. Their machinery, however, afforded scope for calling forth all the mental powers, and of this Mr Wood fully availed himself.

indeed, to read, but the doubt was, whether they had been made such masters of their own language, as, in future life, to give them any pleasure in reading, or to enable them to derive much profit from it. They had learned their catechism, but were they much wiser, with regard to the truths which it contained? The Bible was read as a task, but was it not, also like a task, forgotten? The more he inquired into the actual condition of the lower orders, the more he was convinced that reading, together with spelling out the meaning of what they read, was too formidable an attempt to be frequently resorted to by them, and that even of those who did read, few had recourse to the books calculated to give them the most useful instruction, because they were unable to understand their language, while most resorted to works of a lighter and unfortunately less unexceptionable kind, which they found it not so diffcult to comprehend. This evil called loudly for a remedy, which the meagre explanations, introduced along with the other practices of the Madras System (however useful to a certain limited extent) did not supply. He, therefore, felt an extremely strong anxiety to give the school more of an intellectual tone, not only to enable the pupils better to understand what they read there, but also to give them a taste for profitable reading, and make them understand whatever they should afterwards have occasion to read. The task did not appear to him to be without difficulty, nor was he unconscious of the presumptuous nature of any such attempt upon his part. Still, however, if he left it untried, the opportunity which he now possessed of doing something, however little, in this way, might be entirely lost. Were he to content himself with proposing the scheme to others, it might, and in all probability would, be treated as visionary. He therefore resolved, silently, to do his best. And so silently indeed, and with so little stir did the thing proceed, that neither the directors, nor even the master, knew what was going on, till they heard the children of the highest class, to whom he first confined his attempt, answering questions It is obvious that nature has given to Mr Wood that, of an unusual nature. In the commencement of the without which there never will be a good teacher,—we attempt, he received even far stronger proofs than he mean delight in the work of tuition for its own sake. had at all previously anticipated, of its extreme neces- It must be taken into account also, when inquiring into sity. He found, that he had by no means formed an the causes of his success, that he was a man of liberal adequate conception of the gross misapprehensions into education, and had enjoyed the benefit of the instrucwhich even the ablest children fall, regarding the mean- tions of Dr Adam, rector of the High School, one of ing of what they read. He saw, of course, still more the most distinguished teachers under the old system. strongly, the necessity of perseverance, and in order the| Mr Wood also engaged in the work, not as a professional better to accomplish his object, he, with the cordial schoolmaster, but as a philanthropist. His object was not approbation of the directors, compiled a new school- to establish a high character as a teacher, but to do good to book, better adapted to his purpose than the highest the young persons whom he found in the school. In this one at that time in use. As soon as it was sufficiently way he was freed from any temptation to aim at singuproved that the plan was both practicable and beneficial, larity or novelty, merely for its own sake. He silently a series of works was prepared for the same purpose, made his experiments one by one, ever following nature and with the like approbation. The result is well as his guide; and it was not till an extraordinary imknown to all who are acquainted with the school. He provement was witnessed in his pupils, that even he shall only now remark that those who imagine that it himself was led to suppose that there was anything was from the first anticipated by him in its full extent, remarkable in the method he was following. To this pay a compliment to his discernment, to which he feels hour it is not the least honourable trait in Mr Wood's that he can have no just claim. A far more moderate character, nor the least distinctive feature in his system, degree of success was all he then ventured to expect, that he makes no pretentions to having introduced a and an insurance to that extent would have amply method either essentially new in all its principles, or satisfied him."-Account of the Edinburgh Sessional complete in all its parts. The interesting experiments School, &c., pp. 25, 29. that are continually going on are ever suggesting new views; and, holding by the same great principles, improvements in detail are introduced, we believe, up to the present hour.

Along with the improvements in the reading department new life was given to that of arithmetic. Grammar, geography, and other branches were afterwards introduced, among which was the most important of all, viz., religious knowledge, instruction in which forms a regular part of the daily work of the Sessional School. In the particulars mentioned by Mr Wood, in the very interesting extract which we have quoted, we find a satisfactory explanation of the wonderful success that has crowned his efforts. He came into a school conducted upon the best principles of education then

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The most remarkable circumstances connected with the Sessional School, are the extent and accuracy of the information of the pupils the intelligence and wonderful readiness displayed in their answers to the questions put to them upon general subjects and the life and spirit with which their various tasks are performed. We have been particularly struck with the amount of their scriptural knowledge, and the clearness of their

starements upon doctrinal topics; and few visitors, we believe, are present at an examination of any of the classes upon the Scriptures, without being delighted with the views of divine truth that are brought forward, or even without having something new suggested to their minds. The extraordinary proficiency of the pupils in the Sessional School is, in no inconsiderable degree, to be ascribed to matters of arrangement and order, of which our limits prevent us from giving an account here, and which cannot, perhaps, be fully understood without personal inspection. Much also is owing to the remarkable combination of qualities by which Mr Wood is so eminently fitted for imparting knowledge, and for calling forth into activity the youthful faculties. The general principles, however, on which Mr Wood proceeds, are of such a nature, that every judicious parent, and every teacher of ordinary intelligence, may, to a certain extent, avail himself of them.

"In all their arrangements, they have regarded their youngest pupil, not as a machine, or an irrational aniinal that must be driven, but as an intellectual being who may be led; endowed, not merely with sensation and memory, but with perception, judgment, conscience, affections, and passions; capable, to a certain degree, of receiving favourable or unfavourable impressions, of imbibing right or wrong sentiments, of acquiring good or bad habits; strongly averse to application, where its object is unperceived or remote, but, on the other hand, ardently curious, and infinitely delighting in the display of every new attainment which he makes. It has accordingly been their anxious aim to interest, no less than to task-to make the pupil understand (as much as possible) what he is doing, no less than to exact from him its performance-familiarly to illustrate, and copiously to exemplify, the principle, no less than to hear him repeat the words of a rule-to speak to him, and by all means to encourage him to speak, in a natural language, which he understands, rather than in irksome technicalities, which the pedant might approveto keep him, while in school, not only constantly, but actively, energetically employed, to inspire him with a zeal for excelling in whatever is his present occupation, (whether it be study or amusement,) and even where he is incapable of excelling others, still, by noticing, with approbation, every step, however little, which he makes towards improvement, to delight him with the consciousness of excelling his former self. Ibid. pp. 2, 3.

Acting upon these principles, Mr Wood, as soon as the children know their letters, and are able to form them into words of one syllable, takes care that the intellect, and, in so far as possible, the heart and the affections, should be called into exercise, in the performance of every task. The following illustration is given by Mr Wood, from the lessons in words not having more than four letters :

"God bids the sun to rise, and he bids it set. He doth give the rain and the dew to wet the soil; and at his will it is made dry. The heat and the cold come from him. He doth send the snow, and the ice, and the hail; and at his word, they melt away. He now bids the tree to put on its leaf, but ere long he will bid the leaf to fade, and make the tree to be bare. He bids the wind to blow, and it is he who bids it to be calm. He sets a door as it were on the sea, and says to it, Thus far only must thou come."

"On the above passage, the child is asked some such questions as the following: Who bids the sun to rise? What is meant by the sun rising? Where it rises? When it rises? What its rising occasions? Who bids it set? What is meant by setting? What is meant by dew? What is meant by soil? What good is done by wetting the soil? When the tree puts on its leaf? What is meant by the leaf fading, and the tree being bare? When this happens? What are snow, and ice, and hail?" &c. Ibid. pp. 194, 195.

The same method is pursued in every succeeding step. No word is employed without its meaning being explained: no sentence read, without its separate parts being analysed. There is nothing merely mechanical. The memory is never exercised to the neglect of the other powers. In the religious department, the questions founded on the answers in the Shorter Catechism, the explanations of the parables, and the exercises on Scripture biography, appear to us particularly excellent. We shall conclude our extracts with an illustration of the last named subject, which we give in the hope that it may induce such of our readers as are engaged in the instruction of youth, and especially Sabbath school teachers, to procure Mr Wood's little work on Scripture Biography, and employ it in the work of tuition. "John the Baptist. Do you remember any of the prophecies concerning him? (Isaiah xl. Malachi iii. iv.) Who was his father? and his mother? Relate the circumstances attending his birth. Why did he receive the name of John? What is said of him in his early years? Where were those years passed? (Luke i.) What was the occupation of his riper years? Where did he preach? (Mat. iii. Mark i. Luke iii.) Was there any thing particular in his dress? or in his food? (Mat. iii. Mark i.) What remark did the unbelieving Jews make upon the singularity of his mode of life? (Mat. xi. Luke vii.) What duty did he particularly enforce? (Mat. iii. Mark i. Luke iii.) Was he at pains to shew them that repentance implied reformation of life? What did he say upon this subject? (Mat. iii. Luke iii.) What answer did he give to the people when they, before being baptized, asked what they should do? What answer did he give to the publicans, when they asked the same question? What answer did he give to the soldiers? (Luke iii.) Who was the principal personage that he baptized? Relate the circumstances attending that baptism. (Mat. iii. Mark i. Luke iii.) What ac. count did the Baptist give of himself? (John i.) What account did he give of Christ? (Mat. iii. Mark i. Luke iii. John i.) What did he say when he pointed out Christ to his disciples? Do you remember who any of these disciples were? (John i.) What message did John send to Christ? What answer did Christ return? What account did Christ give of John? (Mat. xi. Luke vii.) What death did John die? Relate the circumstances. (Mark vi. Mat. xvi. Luke ix.) "

Mr Wood has now for twenty years deyoted himself to the labour of gratuitously instructing the children of the lower classes. In the Sessional School, his success has been complete. But the fruits of his labours have by no means been confined to that seminary He has given a powerful and general impulse to the cause of education throughout Scotland, and indeed in many other parts of the world. Many of his pupils are now conducting extensive seminaries of education upon his principles. All the teachers employed by the committee of the General Assembly in their schools in the Highlands and Islands, undergo a course of preparatory training under the care of Mr Wood; and teachers from all quarters visit the Sessional School, and carry many of its plans along with them. In consequence of this, more enlarged views are generally entertained on the subject of education, higher qualifications are required in teachers, and views of incalculable benefit open on the intellectual and moral condition of future generations.

THE RAINBOW, A SIGN OF THE COVENANT. BY THE REV. JOHN ANDERSON, Helensburgh.

"I do set my bow in the cloud."-GEN. ix. 13. "And there was a rainbow round about the throne, like unto an emerald."-Rev. iv. 3.

LET the philosopher consider the rainbow as a phenomenon of nature; it is for the theologian to deal with it as

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