Trotzendorf's successor used his best endeavours to make the written law effect what the late rector did by his living influence. But, from some cause or other, the Goldberger Gymnasium sunk down to a level with ordinary schools, and the princes of the land bestowed their favours upon the Latin schools of Brieg and Breslau, which have risen to eminence; and probably the spirit which animated Trotzendorf has been unconsciously the spring of successful exertion to many a master since, whose care of the youth committed to him has extended to their interest, not for time only, but for eternity.

“YET THERE IS ROOM.”

"YET there is room!" the Saviour's blood

Is fresh as when 'twas spilt; And plunged beneath that purple flood,

Each soul is purged from guilt.

"Yet there is room!" the Holy Ghost

The sleep of ages breaks; And still, as erst on Pentecost, Soul after soul awakes.

Still cries the vineyard's Lord to all,

"I watch, I wait, for you;" Shame on our sloth, that hears him call,

Nor runs to call them too.

Though now the world's eleventh hour,

The shades of evening tell; Still sounds to them the voice of power,

Come ye, and serve as well!

Come, India! Christian lips respond

Come, islands of the main !

And ye, that idle, stand beyond
Broad Himalaya's chain!

All people, nations, kindreds,
tongues,

Our Master bids us call: Throngs may succeed to countless throngs;

His love has room for all.

O, for more room in my poor heart,

Set free from selfish bands! O, for the tender tears that start

For ruined pagan lands!

More of the unction from above,

That softens, kindles, burns; More fixed, unweariable love, That o'er lost heathen yearns.

So, till heart fails and eye grows
dim,

My highest joy shall be,
To spend, and to be spent for
Him,

Who gave his life for me.
Missionary Gleaner.

SEED BEARING FRUIT AFTER MANY

DAYS.

(From the 21st Address of the Sunday-school Society for Ireland.) DEAR YOUNG FRIENDS,-I have met with several instances, where the Lord has opened the heart of many an aged man and woman, solely through the instrumentality of children taught in the Sunday-school. One instance I will just mention :-I had at one time a young girl, a Roman Catholic, in the Sunday-school, and as she attended regularly I gave her a Bible. She lived with her uncle, as her parents were dead, and many a time did this poor child attend the school severely bruised from the effects of blows, given by her uncle to induce her to give up the Sunday-school, as he said he would beat her to pieces if she did not give it up. However, he was determined she should not have the Bible which I had given her for regular attendance at the Sundayschool, and he took it from her and threw it into a chest: still she attended most regularly, as she would not stay away, but after some time she got a situation, and consequently was unable to attend as usual. Matters went on for some time, when I was sent for by a man at a considerable distance to go to see him, as he wished particularly to speak to me before he died, as he was then very ill. I went of course, and on entering the cabin saw a man apparently dying, but he immediately accosted me-said he was glad to see me-spoke in the strongest manner of the great and wonderful love of Jesus to his own soul-and after he had expressed himself most fully on the subject, I thought I recollected him, and said to him, "My friend, where did you get all this information-was it from your priest, as I believe you are a Roman Catholic?" But the dying man said, "O Sir, it is a long time since I let the priest speak to me-do you remember the uncle who beat his niece because she went to your Sunday-school?" I said that I did. Well," said he, "I am the man, and the Bible I took from her, I found one day in the bottom of the chest where I had thrown it; I was led to read it, more

from curiosity than anything else—and the more I read it, the more I wished to read it—and it has brought joy and peace to my soul, for the Lord has opened my hard heart, and I am now ready to go to him, as he has shown Ime what alone can save me.' I visited him again, and read and prayed with him, and he died rejoicing in God his Saviour.

Frederick W —, a boy of 17 years of age, who had been in our school for several years, went to L—————— in April 1847, where he was not only away from parental influence, but he was also exposed to great temptation, having to associate with a large number of workmen and boys who cared not for God, nor regarded his holy day, but who spent that sacred day in drunkenness and folly. Fred at once saw and was disgusted with the practices of his companions, and made up his mind to have done with them on the Lord's Day-the more effectually to carry out his intention, he went to a church where he would not be likely to meet with any of them. After service he went home and spent the day in reading the Bible and other useful books. His parents had many letters from him, in all of which he did not fail to condemn the wickedness of L- and regret his absence from the G-Sunday-school. In September last he paid his parents an unexpected visit for two days, when they were delighted with his steady, sensible and religious deportment. A few days after his return to L——— he was seized with inflammation on the brain-he at once sent for a pious clergyman, who was surprised at his knowledge of the Scriptures, and the plan of salvation. Fred told him that he got all his knowledge, &c. in the G- Sunday-school, and again and again expressed his delight and joy that he had ever attended that school. His mother was written for, but when she arrived he could not speak, so she could only leave him in the hands of the Great Being. He shortly after rallied a little, his mother asked him "if she would pray with him," when he said, oh yes," and joined most earnestly with her in prayer to his heavenly Father. mother asked him, "Was he prepared for death, and was his confidence alone in Christ ?" Oh yes," said he,

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"He is my Prophet, Priest, and King-He died for me, and he has desired me to call upon him in the day of trouble and he would help me; I have done so, and be lieve he will bring me to heaven." He continued for some days in a very weak but tranquil, happy, praying state, during which time he frequently spoke of the Sunday-school, and sent his last, his dying request to his brothers and sisters to be punctual in their attendance at the Sunday-school. At length the mortal struggle arrived, he became faint-his poor mother got behind him in the bed and raised him up, when in a few minutes he raised his eyes towards heaven, and said, "Lord Jesus, receive my spirit," and sunk into the arms of his Redeemer.

SUGGESTIONS FOR THE PROPER MANAGEMENT OF A CLASS.

(From the Scottish Sabbath School Teacher's Magazine.) A FEW suggestions on the management of a class will occupy our present article; and if some of our remarks shall appear somewhat trite and common-place, we have simply to say, that the educationist must aim at being practical rather than original. Or should others of them seem to touch upon mere minutiæ, it must be our apology, that in education it is very much as in mechanics, where it will happen not unfrequently, that the smaller parts of a machine are of more consequence to its orderly movements than some of the larger.

1. Endeavour to have your class as well assorted as possible, and of such a form or shape, and so arranged, that you can command a full prospect, and be within easy hearing distance of the whole. This must appear abundantly necessary, and yet, in point of fact, we know few things in school arrangement that are less attended to. As might be demonstrated by the laws of natural science, there must be some one form of a class the best adapted for the purposes of hearing and seeing: and surely it is a law in education that unless a Teacher can

hear and be heard, can see and be seen, it is out of his power to maintain order, or thoroughly to instruct his scholars. In many of our schoolrooms the seats unfortunately are fixtures, or so inconveniently long, that it is scarcely possible to arrange them into the exact form required. But when this cannot be done, an approximation at least should always be attempted; and something might be accomplished by the manner of arranging the scholars when the seats cannot be moved, or are too unwieldy to be put into shape. We believe one of the most commodious forms for a class, so as to economize room, and at the same time secure the advantages we have mentioned, is three sides of a quadrangle or parallelogram, the teacher's seat being placed somewhat farther back than the side lines of the figure reach. When this shape cannot be easily got, we very much prefer two short seats, placed so as to form an obtuse angle, to one long seat, which is the very worst form of any, or even to two or more short seats placed parallel-wise, when, unless the teacher's seat be considerably elevated, the back row is screened off by the front, and thus every facility afforded to intending triflers. For small classes, the triangular shape is perhaps preferable to the quadrilateral, as it takes up less room, which is often of great consequence. We really wish we could succeed in impressing upon teachers how much importance we attach to the mere placing of forms. We have witnessed again and again a very babel of confusion arise in a crowded school from inattention to this. We have often seen a teacher obliged to make a journey between the two antipodes of his class, being each by turns quite without hearing, and scarcely within seeing distance.

2. Guard against an exclusive attention to any part of your class. It is not favouritism which we here warn against; for it were scarce necessary, we should hope, to guard the teachers of religion against the evils of partiality. The practice to which we allude may arise out of quite another source, and it is one into which Sabbath-school teachers are exceedingly prone to slide, if they do not stand much on their guard-we mean the