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dim intimations that sometimes are made to him—the solemn voices that swell distantly and echo through the vast vault, -and treasures up the vague hopes they awaken in him, but would not enter forbidden realms to search out the withheld meaning. In the simplest laws and commonest facts is a realm wide enough for all his study, and he needs not to waste his hours in chasing the uncertain, and vainly striving to penetrate the occult.
He is lowly and teachable. He has that spirit of meekness which is the first lesson of wisdom, and opens the portals. Though his delight is in the speculative and ideal, in the principles, which are the reality of things,-he has no stubborn theories, no wilful systems to which nature perforce must bend, but takes the order of things as he finds it, and rejoices in it.
He has faith in that Spirit, who is the author of all truth, —who is very truth. He walks abroad in the universe of God, in fear and love, for He made its order, and it makes apparent his glory. Every where he reads the inscription of that name that can not be named, and would fain pass beyond these visible symbols to the pervading Power.
Therefore does he meditate with good heed, and toil earnestly after truth, because in every step he comes nearer the fountain, and walks in a clearer light. Thus too he ceases to be his own guide and becomes the willing pupil of perfect wisdom. Hence has he hours of inspiration outrunning and defying anticipative calculation, when a sudden, yet not lawless, gleam discloses what he had for many years labored wearily to gain, and truth in her own naked brightness is his own.
The promise is to the meek that they shall be guided in judgment. There is too, a natural sympathy between true lowliness and the knowledge of truth, even as the savage hunter lays his ear on the ground to catch the tread of slight and distant footsteps. Self renouncing is of no less worth to the intellect than to the heart of man. He who worships the creations of his own fancy, or bows down to the supremacy of his own reason, or would every where see only his own form reflected, has no eye for truth and can not discern its glory. The true scholar has no partial or selfish ends. His own interests and advancement are no part of his plan. He seeks truth, not truth’s.
St James' Hall.--A Religious SCHOOL. Tuis Institution is seated on the banks of the Delaware, and occupies the site known as Bristol College. It is under the charge of Mr A. F. Dobb. The religious and scriptural exercises form a peculiar feature of the school. They are conducted on the principles of the Protestant Episcopal Church. We give an abridged notice of the scheme of these exercises from the Journal of Religious Education.
The experiment of conducting a school on strictly religious principles, and making them mingle naturally with the duties of every day is one of great interest and moment. We cannot doubt, it will be eminently successful in its influence on the mind as well as on the heart of the pupils.
« There is regular morning and evening worship in the chapel. In the morning the Scriptures are simply read, with singing and prayer. In the evening, after singing, a chapter of the New Testament is read and explained by the head of the family, with allusions to Jewish and Eastern customs, &c. &c., and then the whole school is catechised both on the text and the remarks which have been made upon it.
On four mornings of the week, viz: from Monday to Thursday inclusive, every class is required to prepare a chapter of Scripture for examination by its instructor, accompanied with catechetical exposition and more familiar application than is practicable in a general exercise. We were pleased, though not surprised, to learn that the pupils generally manifested greater interest in these than in their ordinary recitations.
Every Friday morning the whole four chapters are reviewed, and it is not uncommon for very small boys, on these occasions, to repeat verse after verse of the exercise, and give explanations of passages and doctrines and truths, in a very interesting manner.
Saturday morning is all devoted to the Catechism, the Thirtynine Articles, the Collect for the next day, and other parts of the Prayer Book, according to the advancement of the respective classes. The Catechism is first recited from memory, and afterwards explanations are offered, "the pupils incited to propound questions ; the Sacraments being particularly dwelt upon in their nature, efficacy, and obligation.
Saturday evening a portion 'of the regular Evening Service is used as preparatory to the Sabbath.
Sunday morning, immediately after morning prayers, the whole school is examined on a portion of Bishop Hobart's Companion to the Book of Common Prayer;' and in the course of the day the regular services are performed with sermons.
On Monday morning, at morning prayers, a minute examination of the whole school is held on the sermons of the preceding day. The pupils are all required to repeat the texts from memory, and generally most of them are found prepared to give outlines of the discourses, naming the divisions and other matter as the questions are proposed.
On all Holy-days, as they are appointed in the Calendar, at morning prayers the explanation of the nature and design of the observance of each day respectively, is read from Bishop Hobart's · Festivals and Fasts.' The regular exercises of the school are suspended in the afternoon, and service held in the chapel, after wbichinstead of a sermon-is generally read some portion of the History of the Primitive Church,' particularly the persecutions, martyrdoms,
PROFESSORSHIP OF ORIENTAL LITERATURE IN HARVARD UNI
By the liberality of some East India merchants in Boston, the University in Cambridge has recently been enabled to offer new advantages for the pursuit of Oriental studies, by securing the services of Mr William Adam, who has just been appointed Professor of Oriental Literature. Mr Adam has resided upwards of twenty years in the East Indies, and speaks familiarly the Hindoostanee, Persian, and some other dialects in common use there; he is also acquainted with that extraordinary language of ancient India, the Sanscript, which is now well known to be so intimately connected with the Greek, Latin, and Northern languages of Europe, that a knowledge of it is indispensable to a philologist at the present day. In addition to the languages of this stock, Mr Adam has a knowledge of Hebrew, Arabic, and kindred dialects of the class or stock, commonly called the Semitic languages. A new impluse will now be given to Oriental studies generally, which, with a few honorable
exceptions have been too long in a feeble and languishing state in our country, though cultivated in Europe with more ardor than at any former period.—Boston Daily Advertiser.
Common SCHOOLS IN PENNSYLVANIA.
The Educator, a semi-monthly paper, published at Easton, Pa., has been recently discontinued, in spite of great efforts and sacrifices made to sustain it. The editor, Rev. George Junkin, President of La Fayette College, in his valedictory to his patrons, gives the following as the results of the cominon school system of Pennsylvania. We hope, for the honor of that State, and for the sake of her youthful population, that the picture is too darkly drawn.
“ I cannot close this valedictory without one more attempt to fix the attention of my fellow citizens, and especially those who will be called next winter to legislate on that subject, to our school law.
A few positions may here be laid down as indubitably true—they will not be questioned by any considerable number of intelligent men in the State.
1. The school system as it is now working, is productive of much more evil than good.
2. It has not brought into the service of the people in the inost important department of their service; viz : school teaching, one single competent teacher.
3. It has driven some away from the State.
4. It has driven more into private schools or has led to the establishment of new schools where the population did not, before the law call for it—in establishing which the most active and intelligent friends of education have voluntarily saddled themselves with heavy extra expenses, rather than brook the deranging and injurious effects of the school law.
5. It has thus produced not unfrequently, difficulty, disruption of harmony and unpleasant controversy, into many a heretofore peaceful district.
6. It has tended powerfully to depreciate the teacher's profession, by limiting his wages to a rate well adapted to drive all well qualified persons from it.
7. It has paralysed individual effort on the part of teachers, by rendering their pay absolute and fixed, and in no degree dependent upon their efforts to please the people by efficient and zealous labors.
8. It has soured the public mind against educational efforts, by the foregoing evils and by a double taxation-viz : school tax and the expenses of private schools.
Now whilst I concede that some of these evils are not necessarily inherent in the law, yet they are practical evils connected with it, and there is not provision in it for their necessary exclusion. We have demonstrated as we suppose, that those evils cannot be remedied under the provisions of the law. For nothing can ever remedy them in the absence of good teachers, and for their procurement, the law makes no provision. We have expressed the opinion, and now repeat the expression deliberately, that it would be better for the peoples' education if the $306,000 of our school fund were merged in the deepest abyss of the Atlantic, and the people left to their own common sense, as heretofore, than to be burdened with the system as it now works.
The New Sultan.
Extract of a letter from Constantinople :-"The new Sultan, Abdul Medjid, was brought up in the Seraglio, by which is to be understood the Palace of the Sultans, not merely the apartments of the ladies of the Harem. As soon as the Prince was of sufficient age for the commencement of his education, the best masters of every kind were given him. There has long been in the Palace an organised system of education for the sons of the great families of the enįpire. A considerable number of youths, called Agas, divided into three classes, called Seferu, Kilarli, and Kazneli, received lessons in the Turkish, Arabic and Persian languages, and in music, drawing, and horsemanship. They received also instruction in the throwing of the djerid (a kind of javelin,) the use of the sword, bow, and musket ; in poetry and history; and went through a complete course of geography. The Agas were subsequently appointed to the command of armies, or in the civil service, and frequently reached the highest offices of the State. This Imperial School has reckoned 4000 pupils, several of whom much distinguished themselves after completing their studies. Amongst these were Khosrew Pasha, long time Vizir, and one of the most distinguished men of the Ottoman empire ; Ahmet Fethi Pasha, now Ambassador at Paris ; Hussein Pasha, ex-Grand Admiral ; Said Pasha, son-in-law of Mahmoud ; Noubri Pasha, ex-Governor of Adrianople ; Hafiz Pacha; Rifath Bey, Ambassador at Vienna, &c. Abdul Mejid assisted at all the public lessons, and distinguished himself by the superiority of his intelligence. Of late years the Sultan had given