all others, has committed it especially to our zeal; I mean moral and religious instruction. It is absolutely necessary that popular instruction should not be addressed to the understanding only; it must embrace the whole soul, and especially must it awaken that moral conscience, which ought to be elevated and strengthened, in proportion as the mind is developed.'

NOTICES OF BOOKS.

Youth's Book of Natural Philosophy. By J. L. Comstock, M. D., Author of Elements of Mineralogy, &c. Boston: William Peirce. 1834. Sq. 18mo. pp. 244.

We have found the books which Dr. Comstock has prepared for adults, generally well adapted to their purpose, and remarkably simple in their style and illustrations. We were therefore prepared to receive the work before us with pleasure, especially as it was noticed in more than one newspaper, in terms of high commendation; but we regret to say that our expectations were disappointed. In our opinion, the Author has not adapted his style to the capacities of the younger classes in schools. An abridgment, as this in effect is, is even more difficult of comprehension than the original work, if the same style is retained. As a test of the correctness of our opinion, let the following sentences be read to a child.

In the seventh paragraph of the book, we find it stated:-'Gravity or weight is a natural power, and a universal law of its operation is to bring all elevated bodies towards the earth.' We should rather explain the term than the definition. The account offigure-Figure or form, relates to the shape of a solid. It may be considered as the result of extension,' &c.—seems to us equally obscure to the mind of a child. The account of the human posture begins thus: A body, we have seen, is tottering in proportion as it has great altitude and a narrow base-but it is the noble prerogative of man to be able to support his towering frame with great firmness, though his base is narrow, and he is subject to constant change of attitudes.' Instead of using the simple phrase-for the same reason— the child is told,-'the same principle is involved ; '—instead of simple Saxon words, like house, building, opening, we find 'edifice,' structure,' ' aperture.'

We still meet in this work, however, with the happy illustrations and the applications to common life, and familiar phenomena, which give peculiar interest to Dr. Comstock's books. The defects of style arise in part, from the attempt to teach philosophical truths which cannot easily be expressed in simple language, or received by the minds of the young. If the Author could select from the mass of knowledge he has presented, and forget the technics of science, so far as to adapt his language to the

capacity of children, we believe this could be rendered a very useful book

A Radical or Analytical Expositor: designed to convey a specific idea of the signification of words, by tracing them to their roots, and in combining derivation with definition. With some Rules for the formation of derivations, and a number of useful synonymes. By Rev. M. M. Carll, Author of Mother's Manual,'' Moral Culture ; &c. Philadelphia: Marshall, Clark & Co. Providence: Marshall, Brown & Co. Boston: Russell, Odiorne & Co. 1834. 18mo. pp. 142.

The title of this work fully explains its character, and will satisfy any one of its usefulness as an instrument in the study of language. It is prepared by a gentleman who has studied the human mind, as well as our language; and who is peculiarly qualified to apply his knowledge to the practical purposes of education. We have met with some errors in looking through it, but we consider it a valuable book, not only to the young, but to adults who have not studied other languages, and to those who have forgotten them.

A Grammar of the English language, by Daniel Perley, M. D. Andover Gould & Newman. 1834. 18mo. pp. 79.

This book appears to be the production of a philosophic mind and contains some excellences. The first definition, English Grammar is a description of the English language,' is a refreshing example of originality, in opening a work on this subject. We think, however, the condensed and scientific style will still leave children perplexed, on this abstract subject; the want of numerous familiar examples, with the multitude of rules and notes, will increase their difficulties. Teachers will find useful hints for their own guidance.

In a previous article, (p. 84.) it was observed that religious zeal, too frequently, (as we intended to say) cannot discern anything to awaken its interest' in plans for promoting mere elementary education. It has been among the most painful discouragements we have met, to find men whose hearts and hands were open for every other good object turning a deaf ear or a cold look upon everything intended to promote or diffuse common knowledge, and seeming to forget, that imperfect instruction even in the elements of language, would obstruct every effort to improve men by books or by discourses. We ought to add, that our present number furnishes encouragement on this subject; for the Teachers' Seminary at Andover and the Ladies' Associations of Illinois owe their origin to religious benevolence.

In reply to a correspondent, we would state, that each of the lectures on Education, Science, Agriculture, Political Economy, &c., described in our number for August last, will be entitled to a separate premium under the benevolent gift of a friend of education in New York; but that the whole must be comprised in 350 pages 12mo, in order to form a book suitable to be read to common schools.

AMERICAN

ANNALS OF EDUCATION

AND INSTRUCTION.

MARCH, 1835.

HARVARD UNIVERSITY.

'THE first settlers of New England were men who understood and felt the importance of education. While as a body they were well instructed, many individuals among them came stored with the various learning of the English Universities.-Scarcely, therefore, had the pilgrim fathers of New England subdued a few spots in the wilderness, where they had sought shelter from persecution, when their solicitude to transmit to future generations the benefits of learning, impelled them, while yet struggling with many and great difficulties, to enter upon the work of providing here for such an education in the liberal arts and sciences, as was to be obtained in Europe; justly regarding an establishment for that purpose as an essential part of the fabric of civil and religious order, which they were employed in constructing, and which, with some modification, now happily stands so noble a monument of their energy of character, of their love of well regulated liberty, of their wisdom, virtue, and piety."

Such is the simple explanation with which the historian of Harvard University introduces the account of the first efforts of our fathers, in opening fountains of knowledge, beside the tree of liberty. Such were the men who founded a system of free schools, which brings home to every inhabitant of New England the ele

*Peirce's History of Harvard University.
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VOL. V.NO. III.