ccur
to her. You can, at any time, do this yourself, thus presenting any
doubt, or difficulty, or inquiry, which may at any time occur to you.

Second. _Religious Exercise on Saturday afternoon._ In order to bring up
more distinctly and systematically the subject of religious duty, I
established a long time ago, a religious meeting on Saturday afternoon.
It is intended for those who feel interested in receiving such
instruction, and who can conveniently attend at that time. If you have
not other engagements, and if your parents approve of it, I should be
happy to have you attend. There will be very little to interest you
except the subject itself, for I make all the instructions which I give
there as plain, direct, and practical as is in my power. A considerable
number of the scholars usually attend, and frequently bring with them
many of their female friends. You can at any time invite any one whom
you please, to come to the meeting. It commences at half past three and
continues about half an hour.

Third. _Personal religious instruction._ In consequence of the large
number of my pupils, and the constant occupation of my time in school, I
have scarcely any opportunity of religious conversation with them, even
with those who particularly desire it. The practice has therefore
arisen, and gradually extended itself almost universally in school, of
writing to me on the subject. These communications are usually brief
notes, expressing the writer's interest in the duties of piety, or
bringing forward her own peculiar practical difficulties, or making
specific inquiries, or asking particular instruction in regard to some
branch of religious duty. I answer in a similar way,--very briefly and
concisely however,--for the number of notes of this kind which I
receive, is very large, and the time which I can devote to such a
correspondence necessarily limited. I should like to receive such
communications from all my pupils; for advice or instruction
communicated in reply, being directly personal, is far more likely to
produce effect. Besides my remarks being in writing, can be read a
second time, and be more attentively considered and re-considered, than
when words are merely spoken. These communications must always be begun
by the pupil. I never, (unless there may be occasional exceptions in
some few very peculiar cases) commence. I am prevented from doing this
both by my unwillingness to obtrude such a subject personally upon tho