and its reputation too well established, to need any commendation.

Notes Critical, Explanatory and Practical on the Book of the Prophet Isaiah. 2 vols. 8vo. By ALBERT BARNES. Second edition, revised and corrected. New York: Leavitt, Trow & Co., 191 Broad

way.

THE Author of this work has the merit of having done more than any other man to disseminate among the mass of Christians in this country, a critical acquaintance with the scriptures-critical in respect to a knowledge of the exact meaning of the sacred text. His volumes upon the New Testament have been for years in the hands of Sabbath school teachers and scholars, most of whom would otherwise have had no adequate helps to the thorough mastery of their lessons. Others, in other relations, have derived an equal benefit from the possession of these cheap yet ample commentaries on the word of God. The volumes before us on the "Evangelical Prophet," we regard as the Author's chef d'œuvre, on account of the critical difficulties encountered, and the success with which he has surmounted them.

We find by us a number of pamphlets, some of which deserve a more extended notice than we are able to bestow on them collectively. Prof. Porter's" Plea for Libraries," has been republished in this form by "the Society for the promotion of Collegiate and Theological Education at the West ;" and is sent forth in the hope that it may arrest the attention of many an individual who has the ability and the heart to do a noble work for the West," by contributing to furnish its infant colleges with ample libraries-a hope which it is of the first importance should be realized.

A discourse on "The Moral In

fluence of Manufacturing Towns," by the Rev. Henry M. Dexter, of Manchester, N. H., contains many just and weighty thoughts on a subject, of growing interest to this country. On one incidental point we think his reasoning unsound. Speaking of the deficiency of church sittings in our large manufacturing towns, he gives it as his opinion, that not more than one half the people in any of them can be brought under the appropriate influences of the Sabbath. He instances Lowell and Manchester, where the number of church sittings is only equal to about one half the population; and his inference is, "that about one half of the population must necessarily be excluded;" and that "great multitudes must be habitually absent from the salutary atmosphere of the house of God,"-overlooking the fact, that a large number of the inhabitants are under the church-going age-others sick and superannuated

and thousands attending but once a day, alternating with other members of their families-besides another class who would not enter the house of God were one erected in every street.

It may seem late in the day to acknowledge the receipt of the spirited poem of Mr. Luzerne Ray, one of our valued contributors, delivered at the last anniversary of the Alpha of Connecticut. We advert to its publication in the way of an advertisement to any of our readers who who may wish to possess a copyhaving listened to its delivery with that high satisfaction which every one capable of appreciating poetic conception, harmony and sentiment, must have experienced.

We have also to acknowledge the receipt of two discourses, delivered before literary societies by the Hon. George P. Marsh, M. C. from Vermont. Subjects: "The American Historical School," and "Human Knowledge." In the former, he points out "the general character

of existing historical literature, the uses of historical knowledge, and the conditions which the peculiar character of our institutions requires in the American historical school;" the latter, in despite of its unpromising title, is the eloquent oration pronounced before the Massachusetts Alpha of the Phi Beta Kappa Society at Cambridge, in 1847. Both of these discourses display the erudition and philosophical spirit for which the author is distinguished. It is no small honor to Vermont, reflecting honor also upon the whole country, that she is represented in the national legislature, by one of the ripest scholars of the age.

"The Position and Duties of the North with regard to Slavery," from the pen of the Rev. Andrew P. Peabody, of Portsmouth, N. H., which first appeared in the Christian Examiner, is now published by itself for general circulation-a distinction of which it is eminently worthy. It exposes the sophistical arguments by which interested parties have endeavored to suppress the agitation of the subject of slavery-showing that the people of the free states are responsible, to some extent, for its existence, and pointing out the measures which it is incumbent on them to pursue. Whoever wishes to promote the diffusion of sound views on

this great and vital question, can do it in no way more effectually than by extending the circulation of this pamphlet. Published by Chas. Whipple, Newburyport, Mass. 1848.

"The Thirty-First Annual Report of the American Colonization Society," for 1848, is a document of unusual importance, containing a full history of the organization of the colony of Liberia into an inde pendent republic, the national constitution, the inaugural address of the first President, and other papers of deep interest. The government is not constituted upon the model of the United States, but has features suggested by the experience of our country, and is well adapted to the condition of that people. We may mention as among the most pe culiar features, the prohibition of slavery, the exclusion of all but persons of color from citizenship, and the exemption of the property of married women from responsibility for the debts of their husbands. The population of the new Republic, now more than eighty thousand, together with the progress already made by the people in all that constitutes national greatness, is prophetic of a splendid career of social prosperity.

THE system of common or free schools so generally prevalent in this country is mentioned with praise in all lands. It has conferred a most honorable distinction on that section of the American Union, where primary schools for the training of all the children and youth of the state, at the public expense, were first established, and where, from the first, they have been sustained with a constantly increasing interest in the popular mind.

It is to the lasting honor of New England that along with so many of the elements of her most ancient institutions, infused into the national character, this principle especially of universal popular education, has already become a national sentiment. The fathers of New England were fortunate, not only in their efforts to found a new empire which should be the home of a free people, but they were fortunate also above all other founders of new states, that they apprehended clearly from the first, the grand features of a policy which must prevail, when their infant institutions should become vigorous and mature. They founded a new and noble empire, and designated the true methods of making that empire immortal. VOL. VI.

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Fully aware that their systems of civil and church polity implied as an absolute condition of success, the existence of great "maturity of reason" and a high standard of public morality, they aimed both to instruct the people and the teachers of the people in the best manner possible. Thus would the commonwealth be furnished with wise counselors and the churches with learned pastors, and the people would be able to appreciate the instructions of their public teachers, and judge for themselves of the conduct of all their public servants.

Their efforts grew out of their firm convictions that the truth for which they had suffered so much, and contended with so much success, would make free, even as they themselves were free, both their descendants and all who should embrace it. They were familiarly acquainted with all the forms and results of European civilization, and they were willing to abandon them in the hope of "a better country." They most highly prized the schools and universities of the old world, for their leading statesmen and pastors had enjoyed all the advantages of those seats of learning, and it was by means of the mental train

ing thus enjoyed, that their own views of civil polity and religious doctrine were formed, and they were thus enabled afterwards to establish, wisely and judiciously, the foundations of a new state.

Knowing that they themselves must pass away, and leave to others their labors unfinished, they saw that their own great conceptions and their own far-sighted policy would be poorly transmitted to future ages by tradition. They knew the utter impossibility of maintaining a commonwealth after their model, if the people were ignorant or swayed by brute passion. Their rulers must be men of enlightened wisdom, while both the rulers and the people were to be alike submissive to the restraints of Christian morality. And therefore, as the author of the first written history* of Harvard College has told us, "For some little while there were very hopeful effects of the pains taken by certain men of great worth and skill, to bring up some in their own private families for public services. But much of uncertainty and of inconveniency in this way was in that little time discovered; and they soon determined that set schools are so necessary, there is no doing without them. Wherefore a college must now be thought upon a college, the best thing New England ever thought upon." Thus did they found their university, and every where in all the settlements, as soon as comfortable habitations had been provided for themselves, the house of public worship and the house for public instruction arose simultaneously, thus showing the inseparable connection in the minds of the earliest colonists between their religious and educational institutions and the life of their infant commonwealths.

The system of popular education in New England, was one which was designed, not only to meet the

* Mather's Magnalia. Book 3.

wants of the people in the first generations, but it was wisely adapted to all the changes of growth and progress from the feeblest beginnings to the full vigor and maturity of the national life. In the year 1647, eleven years after the founding of Harvard College, and more than two hundred years ago, it was ordered, "to the end that learning may not be buried in the graves of the fathers, that every township, after the Lord hath increased them to the number of fifty households, shall appoint one to teach all children to read and write, and when any town shall increase to the number of one hundred families they shall set up a grammar school, the masters thereof being able to instruct youth so far as they may be fitted for the university."

The general outlines of this sys tem, thus early completed, have remained to this day essentially unchanged. The division into three grades of schools, arose naturally from the wants of the community; each claiming the popular sympathy and support according to their rela tive importance; each contributing essentially to the efficiency of the entire system of public instruction.

The fathers of New England paid but little regard to the forms of European society when they formed their civil constitutions. They looked with still less favor upon most of the systems of church polity belonging to the old world. They thought the tri-fold distinction of orders and officers in the Christian church, though ancient, was yet unscriptural. They merged the titles and duties of bishop, presbyter and deacon into that of a pastor of a laity church. But in their system of public education, we find three grades of offices and three orders of teachers clearly developed. We think these distinctions will be likely to remain so long as the genuine Puritanism of New England continues in a thriving condition.

The New England system of popular education may well claim, therefore, the admiration of the world, as being the earliest ever devised, as well as one of the most successful. It is yet in the full vigor of youth, though it be among the oldest of our ancient institutions. It has contributed very much to make us what we are, as a free and mighty people. It is that on which we must still depend for all we hope to be.

In very recent times systems of popular instruction have been formed in other lands, and much has been said in praise of their success. They have been introduced into countries where the manners of the people and the whole social organization has differed entirely from our own. These efforts to elevate the condition of the lower classes in Europe, claim the respect and sympathy of America. Their systems of education should be mentioned to the lasting renown of the enlightened statesmen who formed and introduced them. In these days when the eyes of the world are watching with such interest the popular revolutions of Continental Europe, the influence and results of popular education should be noticed in those countries where so much has been done to disseminate elementary instruction during the last twenty years. They should be attentively examined by such as would seek to improve the schools of our own land. Whatever illustrates the philosophy of popular education; whatever pertains to the best methods of teaching and school manage ment; whatever contributes to the elevation of teaching as a useful and honorable profession, should be greeted with entire liberality, though coming from a foreign land. As the Romans when masters of the world, hesitated not to imitate the arms of their vanquished foes wherein they surpassed their own, so should we never deem it dis

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honorable to adopt improvements, let them come from what source they may. At the same time let not a blind admiration of foreign systems of education cause us to forget that we have a system of our own, with features strongly marked as American; a system long tried and successful. Especially should the aims and tendencies of the various systems be compared. most complete educational processes applied under the most favorable circumstances, will not transform in a single generation, the manners and sentiments of an entire people into those of a people different in temperament and accomplishing a differ. ent destiny. The forms of government throughout Europe may be revolutionized; the thrones of every monarch may share the fate of that of Louis Phillippe, but the French or German republican will not therefore resemble a citizen of the United States, save only in the feeling of hostility to monarchy. Political revolutions may affect greatly the foreign relations of a people; but when an entire change is made in all the educational influences which form the character of the rising generation, then the very life of the nation is affected. The old nation dies and a new empire is born.

In this transition period, therefore, when we know not what a day may bring forth as to the stability and character of the oldest and most influential European nations, it be comes us to watch with jealousy, the tendencies of these new movements on the character and fortunes of our own people. And when modes and systems of education are presented for our adoption, with the asurance that they have worked well in foreign countries, we should look at the ultimate designs of those systems where they originated, and ascertain whether they conflict with the great ends of the American system of popular education. Noth