By a bright and beauteous star,
On which they fix'd their joyful eyes;

It led them safe, it led them far,

Until it lighten'd Bethlehem's skies.

You will also read in this same blessed book, of the kindness and wisdom of Jesus; how at twelve years old he talked with the learned Jews in the temple; and the many miracles he performed. How he made the lame to walk, the blind to see, the dumb to speak, and the deaf to hear. How he gave health to the sick, and strength to the weak. Perhaps as you read the last sentence, you may think, that if dear mamma had lived at that time, he might have exerted his divine power on her behalf, and have made her also well and strong. But my G., this same blessed Saviour who removed affliction in others, has permitted it, for a time at least, to visit mamma; and as he could as easily remove sickness now as he did when living on our earth, we may be sure, that his love and wisdom are both manifested in allowing it to continue. Let us therefore, dear child, love this blessed Saviour notwithstanding all our afflictions; remembering, that he died to procure us rest in him, and with him; not on earth without him. He told his disciples, and through them, all who should believe on his name, "In the world ye shall have tribulation," (which means trouble or distress) "but in me, ye shall have peace." Do you remember the angels' song to the shepherds-"Peace on earth, good will toward men ?" Now this peace could never have been proclaimed to us if Jesus had not come into our world and suffered for our sins. Say then, my G., should not our thoughts (more particularly on this day) dwell on his love to us poor sinners? Should we not feel grateful that he made himself of no reputation, took upon him our nature, and in that nature offered himself to God as our sacrifice, or atonement. Perhaps you will hardly understand the last two words, though mamma has often used them and explained them when talking with you; but this you may have forgotten. I must therefore try to make it plain to you in writing.

A sacrifice, dear child, as the word is used in the Bible, is something offered to God, and supposes guilt. And when Christ submitted to the cruel death of the cross, he offered himself as a sacrifice to his Father's holiness and justice (both of which were violated by sin) on our behalf, and thus reconciled us to God; which is one meaning of the word atonement.

After the fall, dear G., man you know immediately became at variance or enmity with his Maker; he left off walking and talking with

God; and as a naughty child that has offended his parents, seeks to hide himself from them, so likewise did Adam try to conceal himself from God among the trees of the garden; for fear and shame, instead of love and delight, had now entered his heart; and these would ever have remained, had not Christ by engaging (or promising) to become man and to suffer for man, removed the cause of variance, and once more placed man and God in a state of concord, agreement, or reconciliation. These are all rather long words, but I think my little daughter will know what I mean; and oh! I hope as one Christmas after another passes by, she will also feel in her own heart the full meaning of both ATONEMENT and SACRIFICE; and dearly love that holy Saviour who so willingly, so very willingly, bore the punishment which she had deserved.

Out of pity Jesus said,

"I'll bear the punishment instead."

"O loving gracious Saviour," this is mamma's prayer,-" may both my children be reconciled to God by thy blood."

I shall not write to F. till New Year's Day, so you must let him learn the texts I have written in this letter, and I am sure he will allow you to learn those I may put in his. I do hope, dear child, you may both like and try to understand this your first Christmas letter. You know when you read or hear any thing you do not quite comprehend, you come to me and say, "please dear mamma, I don't know what this means; do make me to understand it ;" and so must you do with this letter; and believe me, mamma will be always too glad to help you in any way, for she longs to see her daughter wise and good.

Give love and many kisses to darling brother, and let him return them to you. With fond affection,

Ever your attached

МАММА.

THE MANIFESTATION TO THE SHEPHERDS.*

'Twas in an eastern land: the canopy

Of heaven was cloudless; starry was the sky;
The moon appearing, virgin queen of night,
To mortal eyes unveiled her silver light;
The scene was all serene; nor other sound
Save tinkling shepherds' bell, was heard around:
The flocks reposed-both ewes and lambs they slept,
And o'er their verdant bed the shepherds kept
A faithful guard. Silent, upon their crooks
They rested; on the starry heaven their looks
Were bent, with fixed and ardent gaze; when, lo!
A glistering angel suddenly did shew

Celestial glories to them. His bright plumes.
Fill the still night with odours: he assumes
An air and aspect of cherubic might
Which, by its brightness, awes their dazzled sight.
They feared, they trembled; but the angel smiled
With heavenly clemency; in accents mild,
"Fear not," said he, "behold I bring to you,-

Nor unto you alone, a favour'd few,

But TO ALL NATIONS, joy. Almighty grace

This day to you, and all the human race,

A SAVIOUR gives-the Lord, the Prince of Peace."
He ceased, and instant a cherubic throng

Thus joined the radiant angel's heavenly song;

"Glory to God above,

Peace, peace, upon the earth;

To men good will and love

Spring from a SAVIOUR's birth!"

*Written by a young lady aged eleven years.-ED.

THE INFANT SYSTEM,

AS DEVELOPED BY SAMUEL WILDERSPIN.

(Continued from page 667):

EFORE we proceed to call the attention of our readers to some valuable hints suggested by the author of the Infant System, respecting the teaching of certain sciences, one important preliminary observation ought to be quoted. "I have been much struck," writes

Mr. Wilderspin, "by a circumstance, which, there is reason to fear, is often entirely overlooked. Some children, when addressed by a teacher, fix their eyes eagerly upon him; hang, as it were, upon his lips; and manifest the emotions which they experience, by changes of countenance and gesture. It is seen at a glance, that they are interested and delighted. But there are others who appear utterly unconcerned; the head may be turned another way; the countenance may be vacant; and something may be twirled about in the fingers, as if in this, the whole attention were absorbed. And let not the teacher assume, that these are proofs of idleness or stupidity. This may be, on the contrary, their method of receiving instruction; what others admit by the eye, they may admit by the ear; and the impression on their minds may, after all, be more vivid and durable." This remark, although it may be thought rather to concern the teachers of Infant or Sunday schools, than mothers or governesses, is, in fact, well worthy of the regard of every instructor of young children.

Experience shews, that the rudiments of ARITHMETIC may be imparted to very young children; and also, that lessons in that science afford one of the surest and readiest ways of developing the thinking faculties of the infant mind.

The mechanical apparatus which is used with advantage, for the teaching of arithmetic in infant schools, would probably, for the purposes of domestic tuition, be found to be superfluous; but the following general observations deserve universal attention. "Since the most complicated and difficult questions of arithmetic, as well as the 4 v

NO. XII.-VOL. I.

NUMBER.

most simple," writes this friend of children, " are all solvable by the same rules, and on the same principles, it is of the utmost importance to give children a clear insight into the PRIMARY PRINCIPLES OF For this purpose, we take care to shew them by visible objects, that all numbers are combinations of unity; and that all changes of number must arise, either from adding to, or taking from, a certain stated number. After this, or rather, perhaps, I should say, in conjunction with this instruction, we exhibit to the children the signs of number, and make them acquainted with their various combinations; and lastly, we bring them to the abstract consideration of number, or what has been termed, mental arithmetic. If you reverse this, which has generally been the system of instruction pursued-if you set a child to learn its multiplication, pence, and other tables, before you have shewn it, by realities, those combinations of unity which these tables express in words—you are rendering the whole, abstruse, difficult, and uninteresting; and, in short, you are giving the child knowledge which it is unable to apply."

With respect to the practical application of these invaluable suggestions, our author gives the following judicious directions; " as far as regards the general principles of numerical tuition, it may be sufficient to state, that we should begin with unity, and proceed very gradually, by slow and sure steps, through the simplest forms of combination to the more comprehensive. Trace AND RETRACE your first steps; children can never be too thoroughly familiar with the first principles or facts of numbers."

This last rule, "trace and retrace your first steps," cannot be too strictly observed by every teacher of young children. Much of what in young persons, is often regarded as stupidity, or dulness of apprehension, is altogether chargeable on the neglect or indolence of early teachers, who have failed to make their pupils thoroughly conversant with the first principles of the sciences which they undertook to teach.

The author of the Infant System expresses his wonder, that lessons on GEOMETRY, or rather on form, position, and size, have not been more commonly imparted to young children. He observes, that the various forms of bodies constitute "one of the first items of natural education;" and that independently of the use and value of geometrical knowledge in many of the mechanic arts, and the consequent propriety of imparting that knowledge to children who are likely to be employed in those arts, no other instruction is so well calculated to