and solemnity, the grand objects of the gospel, and therefore, in the highest sense of the term, to be called evangelical, that the true end of preaching is to be accomplished, and its lasting benefits realized. If it be inquired, what was it that gave to the preachers of former days, generally denominated evangelical, to Owen, and to Baxter, to Howe, Doddridge, and Watts, the power that has been ascribed to them, we answer, their belief and inculcation of the self-same truths and duties, which the discourses before us exhibit. Let these justly celebrated works of the English fathers be stripped of their technical garb; let them be examined as to their actual influence, and we believe it will be found, that all they have of a practical nature, will be in proportion to their fidelity to the plain, indisputable doctrines of the gospel. True it is, and we lament it, because in our view it diminishes their value, that with these they sometimes mingle doubtful disputations, and darken simple verities by their scholastic phraseology, or the metaphysical divinity of their day. But what is the chaff to the wheat? Blessed be God, amidst it all, the truth, all that is vital, all that is essential, remains. God himself, his moral attributes, his paternal character, his watchful providence, and his heartsearching eye; Jesus Christ, the Saviour and the Judge, in his instructions, example, promises, threatenings, and hopes; the necessity of holiness; the conditions of pardon; the realities of futurity; the solemn alternatives of an impartial judgment; these, we say, remain, and it is these, and not the vain dogmas with which they may be mingled, that make men wise and holy.

For ourselves, we would do honor to those illustrious and pious men of the generations that are past. They were the pillars and the glory of the church. They were, we doubt not, the friends of God and virtue, and sincere lovers of souls. It is our belief, and no man may take it from us, that were they now among us, their enlightened spirits would have been with the first to discern the doubtful from the true, to separate the precious from the vile, and to show unto men the way of salvation, not as they once marked it out in their catechisms and amidst their assemblies, but as it is revealed in characters of light, by the sincere and unadulterated word of God.

We may to some seem very presumptuous, and possibly it may be asked, 'What fellowship hath light with darkness?' &c. But in nothing deterred, we still repeat our appeal. Let any

serious and candid Christian look over the most approved treatises of the times to which we refer; the times of Baxter, Tillotson, and Bates, perhaps as distinguished as any for faithful and experimental preaching; and, that we may not be misunderstood, let him select, for example, Baxter's celebrated work-The Saints Everlasting Rest;' or Bates's eloquent treatise, The Four Last Things, Death, Judgment, Heaven, and Hell; or, if time has somewhat impaired the memory of these, we will come nearer our own day, and let him take, among others, the well known 'Call to a Holy Life.' Let the serious reader examine these or like books for himself, and upon a fair analysis of their contents, and of his own heart, let him say what it is that constitutes to him their value and efficacy as practical books, books of piety and virtue; what in them disposes him most to deep thoughts and feelings in religion, or awakens within him a more anxious concern for the salvation of his soul; and we are confident that his reply will be, just that which we have already given,—that he finds it in their plain teaching of simple truths, truths, which all minds comprehend, and all hearts can feel; in what they show of the character, presence, and mercy of a perfect God, of the mission, message, and example of Jesus Christ, of the sublime doctrine of immortality, and of an eternal salvation, offered as the gift of God, dependent on character; in fine, in the very truths which are the subjects of the most serious and approved of Unitarian writers, the chosen themes of their preaching; and which, in the discourses of Cappe, Buckminster, Thacher, Abbot, and of many others yet living, are continually presented as the grand objects, the distinguishing glory of the gospel; enforced, too, in all their purity and effect, because unmixed with doubtful disputations, and not corrupted by the vain philosophy of man.

tue.

We are indebted to the authors of the volumes before us for the acceptable aid they have rendered to the advancement of our common Christianity, to the great cause of piety and virThe one indeed is far removed above our praises; for he has gone to be glorified, and, we believe, has already entered upon his reward. The other, in a tranquil and yet useful old age, waits the salvation of God. We have united in this notice the labors of the young, which the respected survivor still loves to cherish, with the matured graces of age, which he lives to exemplify. And surely it is among the

brightest anticipations of that world of light, which it is the glory of the gospel to reveal, that into its happy assembly shall be gathered both the aged and the young, who, either by private virtues or public services, in the freshness of their strength or in the venerableness of years, have advanced its blessed interests, and who, whether now with the living or the dead, shall be honored with the wise who have turned many to righteousness.

ART. II.-Examples of Questions, calculated to excite and exercise the Minds of the Young. By Mrs ELIZABETH HamILTON, Author of Letters on the Elementary Principles of Education, &c. &c. 12mo. pp. 67. Salem. 1829.

THESE Questions were first published as an appendix to a work of Mrs Hamilton but little known in this country, though in our judgment one of her best; 'Hints addressed to the Patrons and Directors of Schools, principally intended to show, that the Benefits derived from the New Modes of Teaching may be increased by a Partial Adoption of the Plan of Pestalozzi.' Since these Hints were given to the world, in 1815, much light has been thrown on the subject of primary education, and suggestions which were then advanced as novel and ingenious, have passed into established doctrines, common as household words. The barbarous practice of committing to memory page after page, and volume after volume, from the Primer upwards, by which everything was gotten by rote, and nothing properly digested and understood, has gradually yielded before the ascendency of better principles, and a better system. Men have learned at length, that the ends of instruction are answered, not by crushing the mind under a useless lumber of words, but by exciting and developing the faculties, and teaching the child how to think and act rationally and consistently. The advocates of these improvements have prejudiced the cause with some, in our opinion unnecessarily, by making a little too much parade of their innovations, and of their contempt for the old methods; and also by sometimes maintaining the extravagant doctrine that a child is never to be permitted, in any case whatever, to read or commit to me

mory a single line which he cannot fully comprehend. Undoubtedly in practice, education, on some subjects and in its first stages, must be to a certain extent mechanical, and but little better than getting by rote. Still, every sensible teacher will allow that this is an evil, and that much can be done, and has been done, especially of late, to lessen it.

Of all the means adopted for this purpose, none have succeeded better than the interrogative manner of instruction, of which we have so happy a specimen and model in the Questions before us. Pestalozzi, though he has given his name to this method, cannot claim the merit of literally inventing it; for it is one into which every parent and teacher from the beginning has unconsciously fallen at times, in attempting to enlighten the infant mind. Still, much is due to the great Swiss philanthropist for his clear and strong conception of its advantages; for the judgment he has evinced in reducing it to a system, and in most of the details of the system; for the generous and liberal manner in which he has tested it by experiment in a large school under his own eye; and for the influence which his genius and labors have had on public opinion in favor of at least a partial adoption of his plan.

We look forward with confidence to important changes gradually to be wrought in the intellectual and moral condition of mankind, by this and similar improvements in primary education. The dominion of error depends mainly, as we conceive, on the dimness and vagueness with which first principles are apprehended even among the thinking and well educated classes; and this, again, is owing, for the most part, to the manner in which these principles were first taught; for if we begin by using language vaguely and mechanically, it is a habit which is seldom, if ever, wholly corrected, particularly in regard to common and familiar truths. Let a child be taught ideas, as well as words, let him have clear and vivid conceptions of the rudiments, the first principles of any science, and if error is afterwards proposed, its incongruity will be likely to be immediately felt, and the error itself be rejected almost instinctively. Clear and vivid conceptions will also be obtained of our various relations as moral and religious beings; and these, as every one knows, are the life-spring of virtue, and of the highest exercises of piety.

We copy the following paragraphs from the short and well written preface of the American editor.

"The "Questions now republished are founded on the principles which PESTALOZZI adopted, with well known success, in every part of education. To him belongs the high praise of having followed the indications of nature in the instruction of the young, instead of subjecting their minds to preconceived theories. He observed that the intellectual powers can only be developed gradually, and by a regular series of efforts; and that when a clear idea on any subject is acquired, the idea next in succession is easily imbibed. This idea, moreover, he believed, should not be directly imparted to the children, but should be obtained by their own mental efforts. Instead therefore of obliging his pupils to repeat by rote, words, that suggested ideas to his own mind, he first endeavoured to ascertain the ideas that actually existed in theirs. He then by questions adapted to their capacity, induced them, by a further exertion of their powers, to add to the number of ideas already acquired. The mind, according to his method, cannot be passive in receiving instruction. It is compelled to work its way to knowledge; and, having its activity properly directed, is led step by step, in easy and delightful progression, to the perception of truth. In the ordinary method of teaching, the memory of the pupil is loaded with arbitrary, and to him often unintelligible signs of thought; but in this, he is led to acquire definite ideas, and what is of more importance than even this, to the self-discipline of his intellectual powers.

To aid parents and instructers in carrying these principles into effect, is the object of the "Questions now offered to the public. They are intended, not, as is ordinarily the case, to recall or refresh the recollection of what has been already learned; but, as the title imports, to "excite and exercise" the minds of the young; to induce and enable them to try their own powers; to think for themselves; and to follow out their own conclusions. If the book has any peculiar merit, it lies principally in this; and to those who believe, with the Editor, in the justness and importance of the general principles above stated, it is confidently recommended.' pp. 3, 4.

The following extract from the work itself will enable the reader to form some opinion of the manner in which it is executed.

'Q. Do you believe that it is through the mercy of your heavenly Father that you have hitherto been provided with food and raiment, and all the necessaries of life?

'Q. Do you believe that it is God who has raised up for you

VOL. VI.-N. S. VOL. I. NO. III.

37