sensation produced, and the fire which produces it, are both, though very different things, denominated heat. So also cold signifies the cause of a certain sensation in the human frame, and the sensation itself.

Here then we see the reason why the death of Christ has been called atonement: it is so denominated because it produces atonement, or reconciliation between God and sinful man; and as it has produced this glorious effect in millions of instances, it is justly entitled to this appellation. So it may be called in reference to all who have been, or who shall be, atoned for, reconciled to God; but with what propriety can it be so denominated in reference to individuals who never will be reconciled to an offended God by its influence. In truth, the death of Christ is an atonement to no man, before it has been applied; when it has been applied and produced its effect, then, and not till then, is it an atonement to him. You may call the death of Christ a satisfaction to publick justice, an amends for sin, a substitution for our sufferings; still this reasoning will apply. It cannot be a satisfaction for those who perish for ever under the hand of Divine justice; it cannot be an amends for the sins of those in respect to whom it never produces this effect; it cannot be a substitute for the sufferings of those who suffer for ever under the penalty of the law.

We have admitted the merits of Christ's death, or of the atonement, to be infinite, and that if applied, it would save millions more than shall ever be saved; but it will not follow that the atonement was made for those who will never be saved. The earth is large enough to have sustained many millions of inhabitants more than have ever lived on it, and probably to sustain millions more than will ever descend from Adam: but on this account it cannot, with any propriety, be said,

that it was made for human beings who shall never be created. The sun is large and luminous enough to send his beams to more planets than exist in the solar system, and to enlighten and warm their inhabitants; but, on account of his greatness and grandeur, it could not be said with any propriety that he was formed to enlighten and warm inhabitants of planets that shall never be created. So it is with the atonement; although sufficient in value for all, yet it was made only for those to whom it shall be applied, only for believers to whom the death of Christ shall become an atonement; and not for sinners to whom it has not been, and never will be, applied; not for unbelieving sinners, to whom the death of Christ is not, and will never be an atonement, or a cause of reconciliation.*

In conclusion, after all that has been said on this point, we are willing to admit, that between the friends of a definite, and the friends of a general atonement, the difference is rather verbal than real. They both agree in their views of the nature of this mysterious transaction. With them we wish to have

But our brethren ask, Do not all men partake of benefits resulting from the death of our Redeemer? Are they not in better circumstances than they would have been placed, if no atonement had been made for our fallen race? Does not misters, authorize them to preach the gosthe commission given by Christ to his mipel to all mankind? Are not all who hear the gospel invited and commanded to come to Christ? And will not the guilt and punishment of those who perish in Christian lands be greatly increased by their rejecting the offers of salvation through a Redeemer? All this we readily admit; but, as our brethren believe the doctrine of election, and teach, not only that the atonement will never be applied to those who finally perish, but also that Christ did not die with an intention to save them, all this will not amount to an atonement for them. The benefits referred to in the above questions are merely the collateral benefits, resulting to others from the atonement made for believers.

acquire, but chiefly to improve his memory." Our instructers now say, that a thorough knowledge of the Latin grammar almost supersedes the necessity of studying the English. We have reason to believe, it will, at least, give a much more correct idea of the nature of grammar in general, than can otherwise ever be obtained; and that it will also be the best preparation for afterwards getting a thorough acquaintance with the peculiarities of English grammar, which is to be obtained by a careful attention to the grammars and exercises of Lowth and Murray.

Whatever may be said of the uselessness of the dead languages, by those who are ignorant of them, do not suppose that without a knowledge of them, your sons can ever be liberal scholars. Ask any one who knows by experience the value of the ancient languages, and he will satisfy you of their importance, especially to professional men. The ignorant are not competent to judge on this subject. Ask a savage the use of a book, who never saw one, and he cannot tell you that it has any use; but we should think him more savage than ever, if he would not believe what experienced persons should tell him respecting it. Thus we should learn, not to judge for ourselves of things we do not understand. If the study of the dead languages had no other use, it certainly has this-it disciplines the mind of youth, it fixes the habit of application and of close investigation. A knowledge of the learned languages, is out of the reach of most children; but you who have the advantage of money and teachers for instructing yours in this branch of useful literature, would be inexcusable if you should neglect it.

In our common academies, by diligent application, a boy at the age of twelve years may be tolerably well grounded in the Latin, and may have made a good begin

ning in the Greek: he may too by this time have a good knowledge of geography, and he ought to be perfect in orthography. He should likewise write a good legible hand, and be pretty well advanced in common arithmetic. By these acquisitions a broad foundation is laid, on which a noble superstructure may be erected. But, Mary, you know that to accomplish this, the mother and the son must be methodically industrious; and that his capacity must at least not be below mediocrity. Under these circumstances, I know that all I have mentioned is attainable at the age I have specified.

On the whole, I should think from the observation I have made, that Charles might now begin with the Latin, rather than with the English grammar. A child, you know, learns to pronounce words in another language much more easily than is done by an adult. Remember those who at a later age "could not frame to pronounce Shibboleth," even at the forfeiture of their lives. You recollect that your brothers, at that early age, thought it a diversion to decline the Latin nouns, adjectives, &c. At the age of nine, when your Charles shall have studied Latin three years, in connexion with reading, writing and orthography-geography, with the use of the globes and maps, may then be added, for half the day. At ten, his mind will be sufficiently matured to begin arithmetic. these studies, with the Greek in due time, he should spend three or four years at least, and then I suppose his education, which is unquestionably the best fortune that can be given him, will be far enough advanced, to send him for its completion to a College, or University; or if not, still the education he will already have acquired, will render him respectable and useful in any situation or business in life. Besides, it must be impressed on his mind that his education is not finished,

At

when he leaves either the academy or the university. The foundation only is laid, on which he must continue to build even to the end of his days: and if the foundation be well laid, he will find delight in rearing the superstructure by his own unaided efforts."

"A want of time" is a very common complaint; but "a want of industry," might often, with more propriety, be the burden of our song. Do we consider there are twenty-four long hours in every day? Think how much may be done for a child in this liberal allotment of hours. Eight of these must, even now, be spent in study, two at home and six at school. At this early age he may require nine hours for sleep; seven then remain, for devotion and recreation. In these he may also perform some little offices for you. Let him have the poultry to feed, or some little charge which he must consider as his own. This will teach him that his time is of some consequencethat certain objects are dependent on his care and attention; it will also teach him economy, and prevent him from contracting idle or vicious habits. If he learns to use his axe and his hoe, it will strengthen his nerves, and be a preservative of health; and labour at a future day, should it become necessary, will not prove so great a hardship, as it would otherwise be found.

When he plays let him play with all his might; suffer him not to mope away his hours of recreation in inactivity. Gather up the frag ments of time; make the experiment for a few days, and see if his time is not valuable see if every week is not rich in days and hours. Measure time by what you can accomplish, and a day will not only appear longer, but far more pleasant even to Charles, when the habit of activity is confirmed. There will be with him no waiting for, no uncertain hesitation, but all will be readiness, order and method.

*

"O glorious avarice, the avarice Of time."

It is a just observation, that "God, who giveth all else liberally, is sparing of time; for he gives but one moment at once, and takes this away, ere another is bestowed.” O let us consider each of these golden moments," a treasure not to be despised and thrown away!

I have known some mothers, who selfishly seeking but their own comfort, confined their little ones in bed, as long as possible; lest their noise should be heard, and that the circle around the pleasant evening fire should not be enlarg. ed, nor disturbed by them. Is it much less criminal thus to abridge each day of its hours, than at once to abridge life of its years? Another evil of this practice is, that a child by being confined two hours earlier in the evening, and two hours later in the morning than is necessary or proper, acquires the habit of sleeping too much, a habit which probably will always remain ; and thus these wasted hours during life, will amount to years.* I have observed also, that such as have been bred up in this way, are usually dull and phlegmatic.

Alas! that children in so many ways, are allowed to waste "the morning of their days, and the dew of their youth," because of the unfaithfulness of mothers. It is almost exclusively that the charge

"I will here record," says the pious and excellent Dr. Doddridge in one of will here record the observation which I the notes in his Family Expositor," "I have found of great use to myself; and to which I may say, that the production of this work, and most of my other wri tings is owing: viz. that the difference of rising at five and seven o'clock in the morning, for the space of forty years, supposing a man to go to bed at the same hour at night, is nearly equivalent to the addition of ten years to a man's life, of which (supposing the two hours in quesday should be employed in study and detion to be so spent) eight hours every votion."--Family Expositor, note on Rom.

xiii. 12.

of your child's early years is given to you; and on you rests the awful responsibility, to train him up in the right way. Can you wish that your husband would relieve you from the task (if such you consider it) at the expense of his business abroad; by the profits of which you are liberally supported, and by which so rich a provision is made for the further wants and education of your children? These, instead of being placed in the hands of strangers, to earn by daily labour their bread, are under your own maternal care to educate, with all the advantages which easy circumstances can give-Ask no more, nor require more of your husband; neither shrink from the charge, nor let it remain neglected. And let your husband learn your worth, by finding his sons at a proper age, qualified to relieve him, if necessary, from the burden of business; and to render his declining years happy, in their affection and prosperity. All this, it is your privilege to do, if God crown your labours with his blessing.

It is the doctrine of the Bible, that for every moment we must give an account. Doubtless we are also accountable for the moments and hours which our children lose through our neglect: And O! the vast amount of squandering, for which the most of us will be found responsible. Could all the fragments be gathered which are lost in sleep, in inactivity, in mistaken pursuits, and at the end of our appointed time be added to our existence-would not the amount be more than was added to the days of Hezekiah? What would not the dying sinner give for a reprieve of such a length? Or what the rich man who lifted up his eyes being in torment, for such a space of new probation? They are even now worth no less to us; for each moment has a bearing on eternity

"Seize the kind moment as it flies."

Interest yourself deeply in the character of the teacher under whose care your child is placed. If his teacher is incompetent or negligent, your son will be the sufferer for it all his days. The loss of your money is little, compared to the loss of his time; for with the years of his childhood and youth, the most precious season for acquiring knowledge, as well as for forming correct habits, forever passes away.

If possible, place him under the care of one who is pious. Next to pious parents, this, I conceive, to be a circumstance of the greatest importance to the spiritual and temporal interests of children. In a town, where there was a revival of religion, two schools were established; one of which was under the care of a pious instructer. In this school there was also a revival; and many of the scholars became hopefully pious. The other school shared not in the gracious blessing. You may certainly with much more confidence expect a blessing on the education of your son, if his teachers have themselves been "taught of God." the religious advantages of your child, his literary improvement will probably be much greater, under one who may be expected to be conscientiously faithful, in the performance of all his duties. If you cannot have truly pious teachers, let it be indispensable that they be strictly moral.

Beside

You ought to employ no teacher but such as merits every attention and encouragement, from the parents of those who are committed to his charge. Surely those must be entitled to our gratitude and respect, who aid us in the arduous work of educating our children. Listen to no trifling complaints; for children are partial, and incapable of judging in their own case. If a teacher actually errs in his management-unless it be a very gross error-let not your little ones