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reception which the King of the French has received at the hands of the English people will be perused by posterity with pride and pleasure, and will fill one of the brightest pages in the history of this country.

There is but one drawback to the general satisfaction wbich has been experienced in the manner of his Majesty's sojourn in this country. The absurd and ridiculous cant of a portion of the French press cannot but have given pain to the illustrious Monarch now in England. It is true that these records of fancied insults to the honor of France are put forth, not because they are believed, but from a desire to keep alive those feelings of hostility to England which no doubt exist amongst a certain class in France. We are so far sorry for this, as it may be a matter of annoyance to the King; but we have full confidence in the assurance of his Majesty that, in the preservation of the friendly relations between the two countries, he will be assisted by the right-thinking and the majority of the people of his own. The warmth with which his Majesty has been greeted must be an assurance to him of the respect in which he is held in Great Britain, and that the feeling of the great bulk of our countrymen is with him in his determination to preserve peace between France and England.

TO LOUIS PHILIPPE

ON HIS VISITING ENGLAND.

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From the Literary Gazette.

ratum. The notes which have hitherto been

There

The New Testament of our Lord and Saviour
Jesus Christ. The text from the Author-
ized Version. With Historical Notes and
Numismatic Illustrations, by J. Y. Akerman,
F. S. A. Part I. 8vo. J. Russell Smith!
AN edition of the New Testament with pop-
ular explanatory notes has long been a deside-
added to the text, are generally of a doctrinal
character, and for the larger class of readers,
are, to say the least, of very little use.
is much in the New Testament, which the
ordinary reader is totally unable to understand
abounds with allusions and expressions bor-
without the help of historical notes; for it
rowed from the manners and passing events of
the day. No passages are more difficult than
those which relate to the money of the time:
they are translated either by words which
give no exact idea of the original, or by the
general expresion, a piece of money, when the
word in the original conveys a more exact and
definite idea. There is no person more capa-

WE bid thee welcome to our friendly shore,
Lord of the vintage bowers of sunny France;
And call the Magnates of the Isle to pour
Their greetings forth, with festal song and dance.ble of explaining this part of the subject than

Not that thou art enthronéd, do we sing
The votive lay, or sweep the breathing lyre;
Holy and pure the Muses' offering,
Nor diadems their plaudits can inspire!

But thine the gifts which sanctify and raise
The peasant's cottage or the kingly throne;
Thine the just tribute of the warmest praise,
From hearts with feelings kindred to thine own!

Nestor of Monarchs! o'er thy thoughtful brow,
If ruthless Time with furrowing hand hath past,
Still lingers there the imperishable glow
Which worth and wisdom round their votaries

cast.

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Mr. Akerman: and we are rejoiced to see that he has entered upon the task with zeal. His numismatic illustrations are not confined to the explanations of the direct allusions to different kinds of money in the sacred text; but he brings his numismatic knowledge not only to explain historical difficulties, but to furnish new and most decisive evidence of the authenticity of holy writ. In fact, he has done as much (if not nore) for the New Testament as the Gronovii and Grævii of former days did in this department of criticism for the classical explanatory and he has carefully avoided enwriters of antiquity. His notes are entirely tering into all subjects of a controversial or doctrinal nature; so that we can safely recommend his edition of the New Testament to all classes of readers, to whatever religious sect they may belong. We will only add one or two specimens of his notes and illustrations. On our Saviour's denunciations against Tyre and Sidon (Matt. xi. 21), it is observed:

mous cities of antiquity we have many numis" Tyre and Sidon. Of these great and famatic monuments, the types of which show that idol-worship reigned in them. Though often in the neighborhood of both, our Lord appears not to have entered within them. In the mention of these cities in the same sentence with

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Bethsaida and Chorazin, he seems to allude the empire, until the denarius, once a very to the idolatrous practices of the people. beautiful medalet, became a coin of very inEven an outline of the histories of Tyre and ferior execution, low relief, and reduced thickSidon could not be comprised within the limits ness and weight. On the model of these deof a note. Specimens of their earliest known generated coins some of the types of our coins are here given; but these are not ante- Anglo-Saxon money were struck, under the rior to the days of the Seleucida, who struck denomination of 'penny,' and of the weight money in both these cities on the same model of twenty-four grains; hence the term 'pennyThe first is a tetradrachm of Tyre, with the weight." The weight of these pennies delaureated head of Hercules, the Baal or lord clined before the Norman Conquest; and, in of their city (see Arrian. Exped. lib. ii. 16), subsequent reigns, they were gradually rereverse, an eagle standing on a rudder. duced until the time of Elizabeth, when the Legend: TYPOY IEPAS KAI AZAYOY; penny in silver was a mere spangle, as it is at i. e. (money) of Tyre the holy and inviolable. this day. The term 'denarius' is yet preThis is probabiy an example of the pieces served in our notation of pounds, shillings, and mentioned by Josephus (Bell. Jud. lib. ii. c. pence, by £. s. d. The relative value of 21, s. 2) as coins of Tyre, containing four money in ancient and modern times is a subAttic drachmas. The titles of holy,' or ject of much difficulty of illustration, and need 'sacred and inviolable,' boasted by many not be discussed in this note; but it is worthy Greek cities, and pompously inscribed on their a passing observation, that, in this country, in coins, were probably of service to Tyre and the middle ages, a penny-a-day appears to Sidon at a later period, when Cleopatra en- have been the pay of a field-laborer. Among deavored to persuade Antony to give her the Romans the denarius was the daily pay those cities (Joseph. Ant. lib. xv. c. 4, s. 1). of a soldier (Tacit. Ann. lib. i. c. 17).” The other coin is of Sidon, and of the same denomination. The obverse bears a turreted female head, personifying the city; the reverse has the eagle and palm-branch, with the le gend, ΣΙΛΟΝΙΩΝ ΙΕΡΑΣ ΚΑΙ ΑΣΥΛΟΥ. i. e. (money) of the Sidonians the holy and inviolable; Ol., i. e. the year 19 of the era of the Seleucida."

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"Doth not your master pay tribute? O didaozalos i μáv ov tekei ta didazua; the didrach ma here mentioned was the half-shekel which the Jews were commanded to pay yearly for the support of the Temple (see Exod. xxx 13). On the taking of Jerusalem by the Ro mans, they were compelled to pay this sum to Jupiter Capitolinus (see Xiphilin's Abrid. of Dion. Cassius, lib. Ix; and Josephus, Bell. Jud. vii. 6, § 6). The hemi-staters current in Syria at this time, in all probability were occasionally used for the half-shekel. the stater being equal to the shekel, as ver. 27 shows."

We only add another example, shewing how the editor sometimes, in explaining his text contrives to convey more general iuformation of an interesting nature. The text is Matt. xx. 2.

"A penny a day. The penny here mentioned was the denarius, which, at the time of our Lord's ministry, was equivalent in value to about sevenpence-halfpenny of our money. With the decline of the Roman empire the denarius was, by degrees, debased; and before the time of Diocletian, had entirely disappeared, or, rather, had ceased to be struck in the imperial mints; but this emperor restored the coinage of silver, and denarii were again minted, though reduced in weight This reduction went on after the division of

CHAIN BRIDGES.-The Liverpool Albion reports as follows, of a scheme so gigantic, that it needs all our modern faith in the miracles of scithat the practicability of connecting the opposite ence to believe in its success.-"We have heard shores of the Mersey by a stupendous chain bridge, is under consideration. It is said, that, by the formation of a viaduct, on the principle of an inclined plane, on arches, commencing at the top of James-street, to the margin of the river, a sufficient elevation may be obtained. A similar erection on the Woodside bank of the river would, of course, be requisite. Our active and enterprising Cheshire neighbors would, no doubt, readily assist in promoting a project so magnificent. Such a work would throw all other suspension bridges into the shade, and be a world's wonder."-To this notice, we may add, that an iron bridge is about to be thrown over the Neva, at St. Petersburg, to replace the Bridge of Boats, the Isaac's bridge-the ironwork for which has been contracted for by a Liverpool house, and the piles are to be of the granite of Finland. The bridge will be 1078 feet in length, and will have seven arches, the centre of 156 English feet, and the others on each side respectively 143, 125, and 107 feet. This great work will supply the means sian capital, which the tides from the gulf, with a of communication, in the very centre of the Ruswest wind, and the ice from up the river, have modern application of irou to bridges has lessened long been supposed to render impossible. The the difficulty; and the Emperor, with his characteristic impetuosity, has ordered that the bridge shall be completed within a time impossible any where but in St. Petersburg,-and greatly in favor of the future operations of the gulf-tide and the floating ice.—Athenæum.

BENEKE'S THEORY AND PRACTICE OF nasia or the great English schools are the

EDUCATION.

From the Foreign Quarterly Review. Erziehungs und Unterrichts-lehre. Von Dr. Friedrich Edward Beneke. (Theory of Education.) 2 Bände. 8 vo. 2te Auflage. Berlin. 1842.

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best but as a country, no man we suppose of common information will be disposed to deny that not Prussia only, but the whole of Germany, is much better supplied with education, both as regards quantity and quality, than Great Britain. This being the case, it is only natural to expect that 'Tis now within a few months of a full German literature should exhibit the greatcentury, since on the margin of fair Zu- est number of original and standard works rich's waters was born the great apostle on education: that these indefatigable of regenerated pædagogy in modern times workers in the prolific world of books -Henry Pestalozzi; and Pestalozzi, if should have reduced their manifold experiGerman Switzerland is a part of Germany, ence in this matter to some system of genewas a German. This man, indeed, was rally recognized and universally available not the first German, whose healthy instinct principles: that in fact pædagogy in these had brought him as an educator directly in latter days should constitute with them a contact with living nature, making a breach new science, as political economy does in the hard wall of separation between the amongst ourselves. Here, in England, inschool and the world, which the human- deed, where it has long been the practice ists' with their stone and lime classics so to make any body a schoolmaster, and to long doggedly upheld: the pious Francke make no very particular demands on the in Halle, Salzmann, Rochow, and Baze- energy or eloquence of professors, the dow, had preceded him; but Pestalozzi was claims of the science of teaching a b c or the first who caused the word 'education,' alpha, beta, gamma, to a place in the learnlike a new gospel, to thrill through Europe, ed roll, may not be very distinctly underand made the little town of Yverdon, with stood; but a French statesman, who knows its old castle, as famous in the moral world something about the matter, speaks in very as Paris, with its bastiles and butcheries, different language. The science of eduwas in the political. Since his day much cation,' says he,' is an essential branch of has been done for the good cause in many moral and political philosophy, and, like places; but amidst all the echoing of fa- all other departments of science worthy of mous educational names at home and that name, it has need of being surrounded abroad, it requires no very nice-discerning by the light of experience; and to avoid judgment of the ear to know that Germany the danger of being misled by fantastic has been, and is, the key-note of the song. theories, we must lose no opportunity of 'Das paedagogische Deutschland' is the obtaining an accurate acquaintance with name of one of Diesterweg's books; one the various systems of education that are might apply this appellation to the whole followed by all great civilized nations." country pædagogic Germany,' —and, We shall therefore say that the Germans adopting an idea of Wolfgang Menzel, sug- have done well to erect 'paedagogik' into gest, that instead of an eagle, the arms of the dignity of a separate science; and that the nation (when the nation appears) should their voluminosity in this department is at be a goose, with a professor standing be- once a sign of their past, and a prophecy side as a supporter, and plucking a quill of their future progress in the noble art of out of its wing; for truly, as a shrewd ob- which this science deduces the principles, server once said, when we trace matters to and systematizes the rules. Let us now the fountain head, 'Deutschland is govern- see what Herr Beneke has got to say. ed by its universities much more than by its princes.' We do not here intend to stir the discussion which Herr Huber's recent work provokes, whether the German gym

It is a common remark that love goes by contrast as much as by similarity. So Milton's favorites, among the ancient poets, were Euripides and Ovid, men in every respect the reverse of himself; and Professor Huber, in his work on the English Universities,' (English by Newman 3 vols., 1843,) seems to have set himself the task

The Berlin professor commences, as an English one would do, with a 'Vorrede ' (a preface); from that he goes on to an Einleitung' (a leading into an introduction; and this Einleitung,' extending over

of championing these institutions through thick and thin, for no other reason than that they are in all respects precisely the reverse of the corresponding institutions in his own country.

* Cousin on Education in Holland,' by Leonhard Horner. London, 1838.

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101 pages, starts in the true German style, j write sentences that have a beginning and with a Grundbegriff,' or fundamental no- an end, and to billow out thoughts whose tion of what education is. In the preface depths may be sounded. This is very to the first edition, which was published in good. Let the duty be taken off to-morrow, 1834, we are informed that while in the that we may all buy German books. first decennium of the present century the Having in his introduction based pæda indefatigable diligence and sound judgmen gogy upon the fundamental principles of of Niemeyer, the nice practical tact and psychology, our author divides the whole the fine human warmth of Schwartz, the subject with great judgment into two parts. piercing perspicacity of Herbart, and Jean The doctrine of education' (ErziehungsPaul's sparkling combinations, had in close lehre), and the doctrine of instruction' succession, done much for the science of (Unterrichts-lehre). This is the favorite pædagogy, and since that time many trea- distinction made by that excellent educatises on separate branches had appeared, tionist, Mr. Stow, in Glasgow. To instill, in respect of scientific completeness, struct, says the northern philanthropist, 'is no work of any note on education had is- comparatively an easy matter; a retail sued from the German press. This fact dealing in special commodities, a dexterous concerns us little, but the alleged cause of juggling with so many balls; but in order it is worth our hearing. The science of to educate, you must not merely instruct, pædagogy,' says the professor, 'depends but you must train; to have an educational altogether on the science of psychology; it system at all, it must be a 'training system.' is, in fact, only the application of psycho- This is what the iniquisitive traveller will logy, as astronomy, projectiles, and other find writen in large letters in the lobby of branches of natural philosophy, are the the Normal school of Glasgow; and to the application of mathematics. But in Ger- same purpose the German tells us that inmany, for the last twenty years, psychology, struction deals almost exclusively in mere or the experimental science of mind, has intellectual notions or exercises of external been almost altogether neglected. Our dexterity, while education has mainly to do high soaring countrymen allowed them with the formation of the character through selves to be carried off their legs by the the emotions.' There is nothing new in Bacchantic whirl of speculation; and trans- this, certainly; but is a great and imporported now into one system and now into tant truth; a mere teacher does not do half another, by help of which they hoped at his work he must work on the heart and last to gain that sublime point from which on the habits, as well as on the head of his they might be able to die Welt und Gott pupils. A brain is not the only part of a in ihren innersten Wesen zu erfassen und boy; and his brain is a thing of living zu construiren' to comprehend and to con- growth and arborescence, not an empty box struct the world and God in their inmost which an adult can furnish with labelled substance; from this position they consid- tickets of various arts and sciences, and ered themselves entitled to look down with then say-my work is done, behold an educontempt on experience, and such experi- cated young gentleman! Herr Beneke, mental sciences as Psychology and Educa- then, proceeds to divide the Erziehungstion. But now,' continues the professor, lehre' into three great branches: the train'we have boxed the compass of abstract ing of the intellectual powers, consciousness, thought, and are content to learn wisdom, conception, memory, imagination, judgment, like other fools, from experience.' Our &c.; the training of the moral, religious, and high flown Hegelian and Schellingian phi-æsthetical emotions, and the training of the losophers condescend to take a lesson from Locke, and Bacon, and the schoolmaster abroad.' Now this, if it be true, (as we know from divers signs it is), is the best news we have heard from Germany for a long time. There are to be no more Hegels in Berlin. The last one died of the cholera in 1832. The Germans are going It may be mentioned here, that professor Beto be practical. They are about to traverse neke has published several works on mental the intellectual, as they are even now doing tention in Germany. He is a philosopher of the philosophy that have attracted considerable atthe physical, world, with something tangi-practical and experimental school; and this is a ble-with railroads. They are going to novelty in Deutschland.

body, or what we commonly call physical education. This exhausts the first volume. The second volume systematizes the 'Unterrichts-lehre,' or theory of instruction, in the following order. 1. General views and bearings. 2. Comparative value of the

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different subjects of instruction. 3. Gene- all men who philosophize on the subject ral view of the most famous methods of in- are not quite agreed; and even when they struction. 4. View of the special methods are agreed, they may beat the air, how for the different subjects. 5. The different often with unapproachable blasts of truth: sort of schools. 6. The organization and but there is an army of pedants that have admininistration of schools. battering rams. To repeat all these blasts, and to encounter the strokes of these battering rams in formal array, and in pitched battle, cannot be our object here; we shall merely, by a few extracts, endeavor to let our readers know how Herr Beneke reconciles the combatants. He has done it, to our judging, with admirable tact: he has given a verdict in favor of both parties ;the Humanists and Realists (as the two great

From this short outline of the comprehensive contents of the present volumes, the reader will see at once that it would be in vain for us to attempt any thing like a separate discussion of the whole subjects embraced. Under the single head of methods of instruction,' for instance, Pestalozzi alone, and his influence, direct and indirect, on all the modern improvements in pædagogy, would furnish matter for a separate discus-educational parties are called in Germany*) sion no less curious than instructive; then are not only tolerated but encouraged; and there are Bell and Lancaster, men most while each is taught that it is for its own wise of all mortals to transmute a sorry ne- benefit to borrow as much from the other as cessity, on occasions, into a sovereign vir- may be, both are advised for the maintenance tue; in the teaching of languages, again, of their independent existence, to keep how much might be said in commendation of themselves separate: for they have differ Hamilton and others, who, though not phi-ent objects, and belong to different spheres. losophers of the very highest class, have at This is an important catholic truth in educaleast had sense enough to see that, in the tion by no means sufficiently recognized in art of imitating sounds, a reasoning man this country; and therefore we particularly may not be ashamed to take lesson from request the reader's attention to what follows. an unreasoning parrot; and last of all we What you are to teach your children, have Jacotot, a man splendidly made, as says the professor, depends altogether on Frenchmen are apt to be, with one idea, what they are meant for in other words, but in whose one idea, as in all fresh natu- according to their probable future destiny ral ideas, there is an essential truth, which in life ought to be their present preparation those will certainly find who have toleration for the business of life in the schools. Now enough to exclude nothing from its proper if we take a survey of the different classes place in the world, and discrimination of persons claiming education from the enough to know where that place is. But state, we shall find that there are three there is a wide question, before the discus- classes, whose position in society, and vosion of the methods of instruction; and it cation in life, are so distinct that they do is one on which the practical educationists not admit of receiving a well calculated in this country are more disagreed perhaps course of education in common. than on any other. What are you to teach are, in the first place, those who are desthe little boys? Are you to rate their in- tined with material means to work on mattellectual proficiency by a Latin rudiments ter-laborers and artizans: these receive and qui, quæ, quod merely, as they do in an education fitted for their wants in a Aberdeen? or are you to teach them with separate class of schools called in Germany Biber, to build up castles of cubes archi-Volkschulen,' or schools of the people. tecturally that they may see before them in solid incarnation, the great algebraic mys

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tery a+b=a2+2 a b+b2 ?—or are you to set them rambling through the fields, and wading through the bogs, that they may finger stamens and pistils, and learn that what was once called a geranium is now called a pelargonium, and that a water-lily is no lily at all, but a nymphæa alba, or lutea as the case may be? Are you to teach this or that or the other, or all the three? These are questions about which

There

Then, above these, there is a large class of men whose destiny it is to work on the same external world, but by intellectual means; thus a mason works on stone and lime with his hand, an architect with his mind. Those who are in this position are educated in schools of their own, called Mittelschulen' or 'Bürgerschulen;' middle schools, as being placed midway between the Volkschulen,' and the third class that we are about to mention; Bürger

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*Corresponding to the classical ascendency and useful knowledge parties among ourselves.

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