IV. The fourth and last example is of the social form of teachers' meeting. I give the notes of one held on the evening of December 11, 1867. We met at 6 o'clock P.M., precisely, at the house of Mr. C----; opened with singing and prayer. Then had half an hour's studying of the lesson, which was upon the Atonement. Some of the thoughts drawn out were: Mediation,--arbitration,--the God-man,--dead goat and the goat sent away,--the passover,--the victim,--a substitute,--altar, victim, shed blood; vivid picture of offering the lamb;--atonement looks both ways;--blood cleanseth. How do you get the atonement? Have you got it? How do you prove gratitude to God for it? Exalting the great truth, "Christ died for me." He is the only barrier against eternal death. The lesson was shown in three phases: 1. The Redeemer buys us from sin--is our ransom; 2. Saves us from sin; 3. Reconciles us to God. Take first under three heads: 1. Man is a ruined wanderer; 2. Man a captive; 3. Man is free in Christ and saved. After the lesson was thus considered, the next half hour was devoted to _business_. The library, Christmas exercises, singing, and length of opening exercises, and the treasury, were topics. The next hour was given to tea and social intercourse. The last hour was devoted to accounts of interesting or discouraging things in the teachers' classes, and work, and intermingled with frequent prayer and singing. All was conducted spiritually and in earnest, and it was a precious three hours. XX. VISITING THE SCHOLARS. Every Sabbath-school teacher should regularly visit his scholars once a month, and every Sabbath-school superintendent should visit his teachers regularly once in three months. These are very important and yet too often neglected duties. A superintendent can hardly discharge his duties to the teachers without frequently visiting them. This should be no mere formal visit. It should be a Christian conference about all the details, particularly of their classes and their duties. The superintendent is the regular counsellor and guide of the teachers. He should talk about their teaching, about each and all their scholars, their difficulties, their trials and successes, and aid and encourage them by every means. These visits should be made so cheerful and pleasant, so free from fault-finding and complaint, that the teachers will hail them with great joy.