and no farther? For such seem to us to be its effects, when it prostrates the man on whose advancement in science and on whose usefulness to the world, in the application of his discoveries to the wants and convenience of others, we had built high expectations. The advice, never to despair, is applicable here. It is undoubtedly true, that the character of diseases is constantly changing, and it must be equally true that some cause for these changes exists in the varied modes of living, the introduction of new articles of food into common use for daily diet, and new articles of medicine in the practice of physic, and new modes of treatment, in some diseases which make a powerful impression on the human system. Here then, as in other cases, much is to be hoped for from the spirit of observation. We must mark well the rock on which we have seen the health of others dashed and their constitutions shattered: we must avoid the roads which led them into the valleys of despondence, and shun the courses which carried them down to the grave before their time. On this topic the address under review concludes with the following observations.

"The finest constitution, the growth of many years, may be ruined in a few months. However good the health of a student may be when he enters college, it requires much care and pains to preserve it; and there is a very common mistake as to the real cause why so many fail. Hard study has all the credit of undermining many a constitution, which would have sustained twice as much application, and without injury too, by early rising and walking, and by keeping up a daily acquaintance with the saw and the axe. Worthless in themselves, then, as are the elements which compose this mortal frame, so essential are its healthful energies to the operations of mind, that so long as the body and soul remain united, too much care can hardly be bestowed upon the former for the sake of the latter.'

It is manifest that no rules can be given which shall apply to every case of declining health. The same articles of food are not adapted to every stomach; but every man of common sagacity may learn from a little experience what articles agree or disagree with himself, and every man should have prudence enough to refrain from that which has been palpably injurious to him more than once. Different persons perhaps require various quantities of aliment; but every man is conscious when he indulges beyond the calls of nature, and wisdom teaches him the benefits of moderation. That species of exercise which for one would be invigorating, and send through every limb the pulse of joy and vivacity, would perhaps exhaust the sinking powers of another, and be followed by las

situde and languor. Four hours of sleep may suffice the wants of one man, at the age of forty-five or sixty, while another just emerging from puberty may demand no less than eight. One person may have acquired such firmness of habit, that he can endure the scorchings of the sun and the peltings of the storm without suffering any thing of harm: another's health may compel him to graduate his dress by the thermometer, and to retreat into the shade from the summer's heat, and take shelter at the fire-side from the severities of winter.

But there is one rule to which we believe all may advantageously adhere. Cultivate habits of regularity. Let the hours for sleeping and waking be regular. Let the student satisfy himself that eight, seven or six hours of rest will serve to replenish the day's exhaustion; and then let him invariably take his six, seven, or eight hours; and be sure that they commence as early as ten o'clock. Midnight is no time for that man's studies who regards his health: the book and the pen should be thrown aside half an hour, at least, before we lay our bodies down. The mind derives as little benefit from that sleep to which the student rushes from his books, as the body does from food taken hastily in the hurry of business or of work: both are refreshed for the moment; but the body acquires no nutriment and the mind no vigor, to enable either the one or the other to renew their toil on the succeeding day, with that alacrity which we all feel after calm repose or undisturbed repasts. Let the hours for meals be also regular; let the quantity of food be regularly the same, or if this be increased or diminished, let that be done with regularity: let the kind and quality of food be regular, not to-day restricting one's self to a dry crust and cup of water, and to morrow indulging in the richest of the market. Above all things be regularly slow in eating: tax not the stomach with the duties of the teeth. The time lost at the table will be gained at the desk, in consequence of the freedom from oppression, and buoyancy of spirits which follows a light and well digested dish. Intense study should never deprive the invalid of his regular meal: if when the hour returns his appetite does not return with it, yet let the student leave his task and take his seat at the family board; this will revive his nature, and probably waken him to a relish of what is necessary his support.

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We might add here some suggestions on the expediency of adjusting the kind and degree of exercise to be taken by different individuals, acording to some rule: our thoughts, however, have been so amply anticipated in former numbers of this Journal, that we dispense with them and proceed to consider the second division of President Humphrey's address, which relates to intellectual improve

ment.

On this head he commences with such observations as these: 'It is the intelligent and immortal mind, which pre-eminently distinguishes man *** but this intelligent and immortal principle *** is not created in full strength and maturity. As the body passes slowly through infancy and childhood, so does the mind. Feeble at first, it "grows with the growth and strengthens with the strength" of the corporeal system. Destitute alike of knowledge at their birth, the children of one family, or generation, have, in this respect, no advantage over those of another. All, the high as well as the low, the rich as well as the poor, have every thing to learn. No one was ever born a Newton, or an Edwards. It is patient, vigorous and long continued application that makes the great mind. All must begin with the simplest elements of knowledge, and advance from step to step in nearly the same manner.'

The doctrine advanced in the above quotation finds many disposed to controvert it. Differences in dispositions and in the character of intellect discover themselves so early, that most people would without reflection pronounce such differences to be innate; and there are not a few who might shrink from the theological conclusions to which the adoption of the doctrine would almost necessarily lead. Apart from the latter consideration, however, the question is of less importance than may at first view appear. For whether all are born endowed with equal talent or otherwise, it is past doubt that changes are produced in individual infants, by every one of the varying accidents to which every one of them is subjected, which by the time a child has come to be able to communicate his ideas amount to the same thing. In either case it is true in the words of the address, that in every system of education, two things should be kept steadily in view:-first, that the mind itself is to be formed; is to be gradually expanded and strengthened into vigorous manhood, by the proper exercise of its faculties; and secondly, that it is to be enriched and embellished with various knowledge.'

'That, then, must obviously be the best system of mental education, which does most to develope and strengthen the intellectual powers, and which pours into the mind the richest streams of science and literature. The object of teaching should never be, to excuse the student from thinking and reasoning; but to learn(?) him how to think and to reason. It is his own application that is to give him distinction. It is climbing the hill of science by dint of effort and perseverance and not being carried up on other men's shoulders. Let every youth, therefore, early settle it in his mind, that if he would ever be any thing, he has got(?) to make himself; or in other words, to rise by personal application. Let him always try his own strength, and try it effectually, before he is allowed to call upon

Hercules. Put him first upon his own invention; send him back again and again to the resources of his own mind, and make him feel, that there is nothing too hard for industry and perseverance to accomplish.

'In this view of the subject, it becomes a very nice, not to say difficult question, how far it is expedient to simplify elementary books in our primary schools; but more especially, in the advanced stages of a liberal education. I am aware, that much may be said

in favor of the simplest and easiest lessons for children; and I freely admit, that several elementary writers of the present day, are entitled to much credit for what they have done in this humble; though highly important sphere. I am convinced, however, that even here the simplifying process has been carried too far.

'It seems to be taken for granted, that every thing should be made as plain and easy for the learner as possible. Hence to be held in check during a long and painful hour or more, by a single proposition in Euclid, is considered an intolerable hardship by those, who dislike nothing so much as close and slowly productive thinking. It seems never to have occurred to their minds, that this is the very kind of exercise, which is indipensable, to give scope and energy to the intellectual powers.'

Some judicious thoughts are offered by President Humphrey, in this connection, upon the method of teaching by lectures, and the new modes of itinerant lecturing, and other time and book and labor saving expedients' which have been devised to obviate the necessity of intellectual effort. These, with some honorable exceptions, he calls 'Protean forms of literary quackery which cannot hold the ascendency long in any enlightened community.' All we would say in favor of them is, that they may possibly excite here and there, in some individual, a taste for some study which he might not otherwise have acquired, and which may occasionally be cultivated to public benefit. Still, we cannot help regretting that the writer has not, when touching on this and the preceding topics, used a less vague and more guarded phraseology. There is something, we think, too indefinite in the animadversions on the simplifying of elementary books, and on the expedient of itinerant lecturing. The author has, we admit, made use of some qualifying expressions. But on a point like this the utmost precision is required.

We pass to the third and last great branch of education, the moral: here Dr. Humphrey tells us, 'I do not merely say that this branch is indispensable-for, in a sense, it is every thing. What would a finely cultivated mind, united to the best physical constitution be, without moral principle? What but mere brute force, impelled by the combined and terrible energies of a perverted understanding

and a depraved heart? How much worse than physical imbecility, is strength employed in doing evil? How much more to be dreaded than the most profound ignorance, is a high state of mental cultivation, when once men have broken away from the control of conscience and the Bible.

'Without the fear of God nothing can be secure for one moment. Without the control of moral and religious principle, education is a drawn and polished sword, in the hands of a gigantic maniac. In his madness he may fall upon its point, or bathe it in the blood of the innocent. Great and highly cultivated talents, allied to skepticism, or infidelity, are the right arm that "scatters firebrands arrows and death." After all the dreams of human perfectibility, and all the hosannas which have been profanely lavished upon reason, philosophy and literature, who, but for the guardianship of religion, could protect his beloved daughters, or be safe in his own house for one night? What would civil government be in the profound sleep of conscience, and in the absence of right moral habits and feelings-what, but an iron despotism on the one hand, or intoxicated anarchy on the other?

'Let that system of religious education which is begun in the family, be carried into the primary school, from thence into the academy and up to the public seminary. Such a course of moral instruction, is the more important in this country, on account of the free and republican character of all our institutions.'

The concluding parts of this address have reference, to the principles which actuated the fathers of New England in the establishment of the older colleges, particularly their union of scientific with religious instruction; to the subject of the age at which youth should be permitted to commence college life; to the expediency of affording assistance to youth disposed to seek an education with views to the ministry; to some of the circumstances under which the institution at Amherst has grown up; and finishes with a glowing anticipation of the good that shall be effected within its walls.

Through the whole of the address we discover a display of ardent zeal, which leaves on the reader's mind a very favorable impression respecting the character of the author. When he glances at the sorrowful event which vacated the chair of the college, his style is tender and pathetic: when the cause of religion and morality is the theme, it is firm and plain; when he discusses the philosophy of mind, it is lucid, and convincing: on early education it evinces the anxiety of parental watchfulness: on christian charity it is warm; in classical allusions it shows familiarity with standard authors, and, where knowledge on general subjects should be expected, it is, so far as we can judge, uniformly correct.