THE LYCEUM ARITHMETIC, in three parts, each adapted to different ages and classes; prepared for Common Schools, High Schools, and Academies. By an experienced Teacher. Boston: William Peirce. 1835. 18mo. pp. 248.

This work is divided into three courses; adapted to pupils at different stages of their progress. The first part contains examples of the most simple arithmetical operations, with all the necessary explanations. The second part applies the same principles to more difficult examples, and presents rules, following a series of examples, to explain the mode of operation, and fix it in the memory, instead of the ordinary, but absurd practice of giving an abstract rule in the first place. The third part requires the pupil to review the elementary principles, apply them to new examples, and then proceed to the higher rules. Mental and written arithmetic are combined. There is abundant evidence that this is the work of 'an experienced teacher.' The illustrations are so ample, that they will serve as an important aid to the inexperienced; and will render explanations unnecessary to an intelligent pupil.

We feel the more confidence in this work because we know that the plan was tried, and found useful, both to teachers and pupils, before its publication; and was revised and corrected, after it had thus been tested by experiment.

PINNOCK'S IMPROVED EDITION OF DR. GOLDSMITH'S HISTORY OF ENGLAND, &c.; with a continuation to the year of 1832. With questions for examination,-notes and engravings. Philadelphia: Key & Biddle. 1834. 12mo. pp. 454.

This is a new edition of Goldsmith's England, beautifully executed; and illustrated with a number of fine engravings. The questions and notes will increase its value to most schools; and it is much to be preferred to the old editions. We must, however, enter our protest, against presenting a work so well established, 'revised and corrected,' by an anonymous American editor. If his name is not deemed worthy of appearing on the title page, or if he is unwilling to be responsible for the alterations he has made, and to acknowledge their amount and nature, it will necessarily impair the confidence of those who know anything of the mysteries of book-making.

THE benevolence of an individual, exerted for the benefit of the aborigines of our country, gave rise to one of its most venerable and useful institutions-DARTMOUTH COLLEGE. In the year 1743, Samson Occum, a Mohegan Indian, who afterwards became a worthy and acceptable preacher, solicited admission into an English school taught by the Rev. Eleazar Wheelock, of Lebanon, Connecticut. The success of the experiment with Occum, induced Dr. Wheelock to form the plan of an Indian missionary school. Two boys of the Delaware tribe entered the school in 1754. In 1762, the number of Indian pupils had increased to more than 20. 25

VOL. V.NO. VII.

Many of his pupils were sent out as missionaries and school masters among their brethren in the wilderness; and the school acquired so generally the confidence of the Indians themselves, that a larger number desired to have their children educated, and to receive teachers and missionaries, than the funds allowed. Private subscriptions, and grants from the legislatures of Massachusetts and Connecticut, and from the commissioners of the Scotch Society for the Promotion of Christian Knowledge, were obtained for their maintenance. Among other contributions, a farmer, by the name of Moor, made a donation of a house and land contiguous to Dr. Wheelock's, in consequence of which, the institution received the name of Moor's Indian Charity School.

In 1766, the increasing demands and hopes of the institution induced Dr. Wheelock to employ the Rev. Mr. Whittaker, and his first pupil, the Rev. Samson Occum, to visit Great Britain, in order to solicit funds for prosecuting their benevolent designs. The Earl of Dartmouth and others were appointed by Dr. Wheelock, trustees of the funds, which finally amounted to £10,000 sterling, with authority to fix on the site for the school. As it increased, it was deemed best to remove it nearer to the Indians; and as the largest tracts of land were offered for its endowment in New Hampshire, it was finally established at Hanover, on the Connecticut river. In opposition to the views of the trustees, Dr. Wheelock resolved to establish a college in connection with the school, for which a charter was granted in 1769, but which was kept entirely distinct from the seminary for the Indians.

Thus New Hampshire is indebted to the Christian benevolence of a single individual, for an institution which has produced some of the most distinguished ornaments of the state and the country, and has furnished a regular supply of well qualified men to fill her professions and offices.

In 1770, Dr. Wheelock removed to Hanover with his pupils, although a few log houses were the only shelter provided for himself and family, now amounting to 70 persons. A small, two story, frame college was soon erected. The first commencement of the college was held in 1771, at which four students graduated. Of the whole number of students at this period, 24 were destined to be missionaries, of whom six only were Indians.

Experience, however, proved in this case, as at Harvard, and in other attempts of the kind, that the plan of a distinct institution for the Indians could not be sustained. Of 40 Indian youth who had been under Dr. Wheelock's care, 20 had returned to the vices of savage life. The reasons for this result have been so fully exhibited by Mr. Schoolcraft in his essay on this subject, published in a recent number of the Annals, that it should excite no sur

prise. But Dr. Wheelock felt it necessary on this account, even to the welfare of the Indians, to establish a school in connection with this to prepare young men already imbued with the habits. and spirit of civilization, to become teachers and missionaries among them. Notwithstanding every discouragement however, the fruits of Dr. Wheelock's labors are abundantly evident. The Oneida and Mohawk Indians, who are among the most civilized in our country, owe their improvement chiefly to his pious efforts.

The first President Wheelock died in 1772, after having been engaged in the instruction of the Indians thirty-four years, and president of the college nine years. He was succeeded by his son, nominated by his will, as allowed by the charter, who continued in office thirty-four years. In 1815 he was removed, and the Rev. Francis Brown appointed in his place. In the year following, an act was passed by the legislature of New Hampshire, appointing a new board of trustees and overseers, to assume the direction of the college. This act was considered unconstitutional by the former trustees, as violating their charter. The students, almost without exception, still attended the instruction of the old professors. Other buildings were provided, and the exercises and commencement of the college proceeded under President Brown with the usual regularity. After several years of litigation between the contending bodies of officers, it was finally decided by the Supreme Court of the United States, that the act appointing a new body of trustees was unconstitutional, and that the direction of the funds and affairs of the college, belonged of right to the trustees appointed in accordance with the original charter. It is a subject of congratulation to the friends of learning, that by the decision in this, as in some other cases, attempts to interfere with the organization of established literary institutions, in order to render them the mere appendages to the movements of party, have been disappointed. Here, if anywhere, there should be an insurmountable barrier established against the changing influence of the political world, that there may be at least one impartial, independent tribunal, for the investigation of truth. Even despots have usually respected the privilege of the republic of letters, to direct their own affairs; and our country are deeply indebted to the men who had the courage to resist injustice, even when clothed with legis lative authority.

The buildings of Dartmouth College were erected in the last century; and it has received moderate but important endowments, from the legislatures of Vermont and New Hampshire, as well as from private munificence. Its situation in the interior of our country, necessarily prevented its becoming a brilliant and crowded institution; but its hardy sons derived from the neighboring states,

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were well prepared to employ with energy in the service of their country all the talents cultivated or bestowed by their alma mater. The whole number of graduates since the foundation of the institution is about 1800, of whom 480 became ministers, and many have occupied important and conspicuous stations in public and private life. It contains about 150 students, under the care of 10

instructors.

TRANSACTIONS OF THE AMERICAN LYCEUM.

REPORT OF THE CORRESPONDING SECRETARY ON LYCEUMS, T. DWIGHT, JR. ESQ. NEW YORK, MAY 8, 1835.

THE American Lyceum was formed in May, 1831, by a Convention of Delegates from several state and local lyceums, and friends of education from different parts of the country, assembled at the call of the Lyceum of the State of New York. Its objects were declared by the Constitution to be, the promotion of education, particularly by means of common schools; but the adoption of measures in the prosecution of the design, was chiefly entrusted to an Executive Committee, residing in this city and its vicinity. That Committee have always found a difficulty in impressing upon the friends of knowledge around them, the feasibility of effecting great ends, by means within reach, and of course, had felt the embarrassment naturally arising from the want of such co-operation as might otherwise have been afforded. Long attention to the objects of the society, however, and some experience in prosecuting them, have convinced the Committee, that perseverance is their duty, and that only a little acquaintance with their plans, and the facts in their possession, are needed to enlist in their favor numerous patrons, as well as many more co-operators than have yet presented themselves.

It is very easy to prove, that there are millions in our country anxious to obtain useful knowledge; and that hundreds of men, well qualified to communicate it, might be induced to impart it, in such forms and modes, as might render it most acceptable and most useful. The first creation of the American Lyceum attracted the attention of intelligent persons in different parts of the Union; and its first invitation was promptly replied to far in the West, by the organization of a branch at Detroit. Delegates have come from Illinois to attend an annual meeting, anxiously pressing the adoption of energetic measures, as well as asking information for the successful prosecution of Lyceums in the West. Other delegations and more numerous correspondents from different states,