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service at Erlenbrunn, she never failed to visit the tomb. She went also every Sunday evening, when she had opportunity, to visit the tomb of her father, and to weep over his cherished remains. No where,' would she say, ' have prayed with so much fervor, as here at my father's grave. Here the whole world is nothing to me. I feel that we belong to a better world. My heart sighs for that country, because I daily feel the evil of the one in which I now am.'. She never left the grave, without having made good resolutions to despise the pleasures of the world, and to live only to her God.” 4.—A New Translation of the Hebrew Prophets, arranged in
chronological order. By George R. Noyes, Volume I. containing Joel, Amos, llosea, Isaiah, and Micah. Bos
ton : Charles Bowen. 1833. pp. 288. Mr. Noyes is known to many of our readers as the translator of the Psalms and of Job. 'he remainder of the prophetic writings will appear in two additional volumes. The principal helps which he consulted in preparing the present volume, were Walton's Polyglott, Poole's Synopsis Criticorum, Pococke, Vitringa, Lowth, Grotius, Dathe, Rosenmueller, Newcome, Stuck on Hosea, and the translations of Martin Luther, Junius and Tremellius, Castalio, and De Wette. By limiting his labors chiefly to the business of translation, Mr. Noyes supposes that he can do more good consistently with the paramount duties of his present situation, than by attempting a commentary upon one or more books. The few notes which are added, formed no part of the original plan of the translator. They are such as could be prepared without any great expense of time, or interference with his plan of proceeding with the translation and publication of other portions of the Old Testament. In respect to retaining the phraseology of the common translation, Mr. Noyes has proceeded on this principle, to adopt that meaning of the original, which appeared to his judgment the true one, and that mode of expressing it which seemed to his taste the best. Those portions of the common version which remain unaltered, have, in proportion to their difficulty, been the subject of as extensive and laborious investigation, as those which have been altered.
We refer our readers to the preface of this volume, for a statement of the reasons for a new version of the Scriptures. The argument is given concisely, but as strongly as the case admits. We think Mr. Noyes, in his commendable zeal to make the Scriptures as intelligible as possible, does not place, by any means, so high a value as he ought on the common version, nor on the difficulties, which to us appear insurmountable, of substituting a new one.
We think the labors of Mr. Noyes worthy of high commendation. A translator has in many respects a thankless office. The anxiety and effort which he expends, sometimes on a single particle, can never be known by his readers. As a specimen of Mr. Noyes's manner, we give the last chapter in Hosea.
AN EXHORTATION TO REPENTANCE, AND PROMISE OF THE FUTURE FAVOR
OF GOD.-Hosea, ch. xiv.
Forgive all our iniquity, and receive us graciously,
Assyria shall not help us;
"I will heal their rebellion ; I will love them freelyi
They, that dwell under his shadow, shall gather strength ;
They shall shoot forth as the vine ;
Ephraim shall say, What have I more to do with idols ?
Who is wise, that he may understand these things;
5.- The Teacher ; or moral influences employed in the instruction
and government of the young ; intended chiefly to assist young teachers in organizing and conducting their schools. By Jacob Abbott, late principal of the Mount Vernon Female School, Boston. Boston: Peirce & Parker. 1833.
MR. ABBOTT thus explains his object.
“ This book is intended to detail, in a familiar and practical manner, a system of arrangements for the organization and management of a school, based on the employment, so far as is practicable, of moral influences, as a means of effecting the objects in view. Its design is, not to bring forward new theories or new plans, but to develope and explain, and to carry out to their practical applications, such principles as, among all skilful and experienced teachers, are generally admitted and acted upon. Of course it is not designed for the skilful and the experienced themselves; but it is intended to embody what they already know, and to present it in a practical form, for the use of those who are beginning the work and who wish to avail themselves of the experience which others have acquired."
The first chapter is taken up in describing the enjoyments and difficulties of teaching; the second, in giving the general arrangements of a school, such as recitations, questions, mending pens, kind of government; the third, on the subject of instruction, means of exciting interest, proper way of rendering assistance, &c.; the fourth, on moral discipline; the fifth, on religious influence; the sixth, on the Mount Vernon school; the seventh, on scheming; the eighth, on reports of cases, or a developement of that part of the plan of government which is intrusted to the scholars. We commend the book to our readers, who are engaged in youthful instruction, whether in families or in schools, as one of great value. It is highly practical, and full of illustrations of principles. We make one extract.
"I know of nothing which illustrates more perfectly the way by which a knowledge of human nature is to be turned to account in managing human minds, than a plan which was adopted for clearing the galleries of the British house of commons, as it was described to me by a gentleman who had visited London. It is well known that the gallery is appropriated to spectators, and that it sometimes becomes necessary to order them to retire, when a vote is to be taken, or private business is to be transacted. When the officer in attendance was ordered to clear the gallery, it was sometimes found to be a very troublesome and slow operation, for those who first went out, remained obstinately as close to the doors as possible, so as to secure the opportunity to come in again first, when the doors should be re-opened.
The consequence was, there was so great an accumulation around the doors outside, that it was almost impossible for the crowd to get out. The whole difficulty arose from the eager desire of every one to remain as near as possible to the door, through which they were to come back again. I have been told, that, notwithstanding the utınost efforts of the officers, fifteen minutes were sometimes consuned in effecting the object, when the order was given that the spectators should retire.
" The whole difficulty was removed by a very simple plan. One door only was opened when the crowd was to retire, and they were then admitted through the other. The consequence was, that as soon as the order was given to clear the galleries, every one fled as fast as possible through the open door around to the one which was closed, so as to be ready to enter first, when that, in its turn, should be opened ; this was usually in a few minutes, as the purpose for which the spectators were ordered to retire was usually simply to allow time for taking a vote. Here it will be seen that by the operation of a very simple plan, the very eagerness of the crowd to get back as soon as possible, which had been the sole cause of the difficulty, was turned to account most effectually to remove it. Before, they were so eager to return, that they crowded around the door so as to prevent others going
But by this simple plan of ejecting them by one door, and admitting them by another, that very circumstance made them clear the passage at once, and hurried every one away into the lobby, the moment the command was given.
- The planner of this scheme must have taken great pleasure in seeing its successful operation ; though the officer who should go steadily on, endeavoring to remove the reluctant throng, by dint of mere driving, might well have found his task unpleasant. But the exercise of ingenuity, in studying the nature of the difficulty with which a man has to contend, and bringing in some antagonist principle of human nature to remove it, or if not an antagonist principle, a similar principle, operating, by a peculiar arfangement of circumstances, in an antagonist manner, is always pleasant,
From this source, a large share of the enjoyment which men find in the active pursuits of life, has its origin.
“ The teacher has the whole field, which this subject opens, fully before him. He has human nature to deal with, most directly. His whole work is experimenting upon mind; and the mind which is before him to be the subject of his operation, is exactly in the state to be most easily and pleasantly operated upon. The reason now why some teachers find their work delightful, and some find it wearisomeness and tedium itself, is that some do, and some do not take this view of their work. One instructor is like the engine-boy, turning without cessation or change, his everlasting stop-cock, in the same ceaseless, mechanical and monotonous routine. Another is like the little workman in his brighter moments, fixing his invention and watching with delight its successful and easy accomplishment of his wishes. One is like the officer, driving by vociferation and threats, and demonstrations of violence, the spectators from the galleries. The other, like the shrewd contriver, who converts the very cause which was the whole ground of the difficulty, to a most successful and efficient means of its removal.”
6.-The Life of William Corper, compiled from his correspon
dence, and other authentic sources of information ; containing remarks on his writings, and on the peculiarities of his interesting character, never before published. By Thomas Taylor. Philadelphia : Key & Biddle. 1833.
This is the first complete view of the life and writings of Cow, per. It is a judicious compilation from Hayley's four volumes, Dr. Johnson's two volumes, the life by Newton, &c. A few original papers are inserted. Mr. Taylor gives a synopsis of Cowper's works, with critical and other remarks. Considerable light is thrown on these portions of Cowper's life, and on those points in his character, which were previously, for various reasons, involved in considerable obscurity. The editor has brought to his work a strong attachment to the life and productions of his author, a familiar acquaintance with the sources of information, a correct idea of his duties as a biographer, and a strong desire to promote the glory of that Being who conferred on the poet his extraordinary endowments. The author makes no pretensions to originality, but only to supply a desideratum in biographical and religious literature.
While we concede to Mr. Taylor all due praise for his labors, we cannot forbear expressing our regret that he did not give us more particulars of the correspondents and friends of Cowper. We, American readers, are left in almost total darkness, respecta ing lady Austen, and lady Hesketh, when good Mrs. King died, what became of 'cousin' Ann Bodham, in what state the grounds at Olney and Weston now are. These are not now merely matters of curiosity. Satisfactory answers to a number of questions, which we could ask, would throw no inconsiderable light on the life of the poet. Our first inquiries on a visit to England,
would not be at the museum, or the house of commons, or Westminster abbey; but in Cornwall for Henry Martyn's relatives, at Nottingham for Kirke White's, at Liverpool for Thomas Spencer's. We would question some of the old Bedford Row parishioners about Mr. Cecil, and the sexton of Mary Woolnoth concerning Mr. Newton. There is a false delicacy, and a want of knowledge of human nature, in withholding numerous particulars. While we would not advocate such notoriety as some of Dr. Doddridge's concerns have acquired, we still think there are serious and frequen: mistakes on the other hand.
7.-Natural History of the Fishes of Massachusetts, embracing
a practical essay on angling. By Jerome V. C. Smith, M. D. Boston: Allen & Ticknor. 1833. pp. 399.
In the introductory part of this book, we find some valuable remarks on the subject of the fisheries. The first knowledge we have of fisheries on the American coasts, was in the year 1504, when vessels from Biscay, Bretagne, and Normandy, were employed in the cod fishery, on the coasts of Newfoundland. In 1578, England employed fifteen vessels in the trade, France one hundred and fifty, Spain one hundred, and Portugal fifty. Many of the pious pilgrim fathers of New England, lived for months almost entirely on fish. Our system of free schools took its rise in Plymouth colony from the fisheries. In 1663, the following proposition was made by the colony court. “It is proposed by the court unto the several townships in this jurisdiction, as a thing that they ought to take into serious consideration, that some course may be taken in every town, that there may be a schoolmaster set up to train up children to reading and writing." In 1670," the court did freely give and grant all such profits as might or should accrue annually to the colony for fishing with nets or seines, at cape Cod, for mackerel, bass, or herring, to be improved for and towards a free school in some town of this jurisdiction, for the training up of youth in literature for the good and benefit of posterity, provided a beginning be made within one year after said grant, &c. This school was immediately established at Plymouth, and was supported by the proceeds of the cape Cod fishery till 1677, when they were distributed among several towns for the same purpose. In 1641, Winthrop says that 300,000 dry fish were sent to market in the colony of Massachusetts.
Previously to the American revolution, the cod fishery of Massachusetts employed 28,000 tons of shipping, and 4,000 sea
The current value of their industry was about $1,000,000. In 1790, congress gave some encouragement to the fisheries in the form of bounty, on exported fish. A few years afterwards, a