Imagens das páginas

509; treaty of Ghent, and tariff of
1816, 508; tariff of 1824, 509;
tariff of 1828, 510; position of
South-Carolina and other South-
ern States in reference to it, 511;
tariff of 1832, 512; parties in So.
Carolina-Union party, 514; Ca-
rolina Convention, and ordinance
of nullification, 515; addresses of
the convention, 516; President's
proclamation, 517; Gov. Hayne's
counter proclamation, 518; Vir-
ginia mediation, 519; the com-
promise act, 519; repeal of the
nullification ordinance, 520; vio-
lation of the compromise, 520;
force bill, 521; test oath, 521;
Pennsylvania nullification, 522;
Virginia and Kentucky nullifica-
tion, 523; Georgia nullification,
524; Presidential electors in S. C.
524; Carolina judiciary, 525; sys-
tem of courts in the State, 526;
Cuba, Madame Merlin's Work on,

•Charleston Book, 256:

Carolina Planter, 259.
Charlton's Aldress, 329.

Chalmers History of the Colonies,

Education in Europe, 1-74; theo-
ries of education, 2; Horace
Mann's views, 4; his European
investigations,8; Prussian schools
for deaf and dumb, 9; partial and
national systems of education,
17; German school books, 19;
Scotch schools, 23; Prussian
schools, 26; mode of teaching
without alphabet, 30; exercises
in thinking, 37; the Bible in Ger-
man schools, 39; Prussian teach-
ers, 40; corporal punishment in
schools, 45; compulsory system
of education, 48; system of
schools in South-Carolina, 55;
evils of mere charity schools, 57;
present system most imperfect,
60; Southern school books, 64;
physical education, 67; schools
in the different States, 70; com-
mon schools and academies, 73.
Etruria, History of, 211.
Ellen Woodville, 252.

Editorial Notes, 260, 532.


Fiske Fund Prize Dissertation, 527.
Foreign Reviews, 532.
Floral Wreath, 259.


Gray's, Mrs., History of Etruria,
211-219; true position of the
book in the literary world, 212;
Mrs. Gray's claims to learning,
214; her blunders, 215; Mrs.
Gray's knowledge of Etrurian an-
tiquities not indifferent, 218; her
apologies, 219.

Gregg's Essays on Cotton Manufac-
tures, 529.

Guy's Medical Jurisprudence, 531.


Hoar's Mission, 456-478; complaint
of Massachusetts, 456; Position
of South-Carolina, 459; Difficul-
ties between the North and South
on the slave question, 460; course
pursued in South-Carolina, 462 ;
judicial decisions on the question,
463; Gov. Wilson's exposition
of the case, 464; resolutions of
the Legisiature of S. Carolina,
466; Col. Hunt's legal argument
in defence of the law of the State
excluding free blacks, 469; the
Federal Courts have nothing to
do with this question, 474; State
Sovereignty opposed to Massa-
chusetts, 475; vicious course pur-
sued by that State, 477.
Hauff's Works, 197.


Izard's Correspondence, 530.
Italy, 261.


Judicial Tenure, 448-455; Letters
of the Black Sluggard, 448; ten-
ure of judicial office in the differ-
ent States, 449; whether age
should be a limitation, 450; in-
tellectual powers in old age, 451;

evil effects of limiting the judge's
tenure, 454.


La Salle, Sieur de, 75-103; spirit
of 16th and 17th centuries, 75;
French and Catholic settlements
in America, 78; Marquette's dis-
coveries, 79; La Salle's early
movements, 80; his views in re-
ference to the Western wilder-
ness, 81; navigates the lakes, 83;
conference with the Indians, 85;
expeditions and fraud of Father
Hennepin, 88; navigation of the
Mississippi, 91; discovery of its
mouth and ceremonies on the oc-
casion,-La Salle attempts to
plant a French colony at the
mouth of the Mississippi, but
fails, 98; lands in Texas, 99; is
killed by his men, 100; French,
Spanish and American claims to
Louisiana and Texas, 102.
La Havane, 153-197; Madame

Merlin's mistakes with reference
to the United States, 155; her
description of Washington, etc.,
157; arrives at Havana, 159;
Havana life, 165; Havana lady,
163; sugar plantations, 165; rice,
coffee, etc., 167; the cacao plant,
168; slavery in Cuba, 170; his-
tory of Cuba, 173; Don Aranjo,
175; Patriotic Society of Cuba,
179; extraordinary life and char-
acter of Tacon, 181; character
of O'Donnell, 182; government
and revenue of Cuba, 184; grind-
ing system of taxation on the
island, 186; relations of Cuba to
Spain, 187; revolutionary move-
ments, 188; British influence in
the affairs of the island, 194; ef-
fects of projected emancipation
of slaves, 195; insurrectionary
movements of the slaves, 196;
relation of Cuba to the United
States, 196.

Literature of the Bible, 103-123;
spirit of learning fostered by the
Bible, 105; indebtedness of mod-
ern literature to it, 107; erudition
of theology, 108; grandeur of
Bible topics, 111; Byron indebted
to the Bible for some of his finest

passages, 113; Shakspeare's in-
debtedness, 115; splendor of Bi-
ble imagery, 122; Bible influen-
ces, 123.

Life and Writings of Rabelais, 124—
152; his quaint phraseology, 125;
his early life, 126; becomes a
friar, 128; his humour, 129; his
death, 130; extensive learning,
131; numerous editions of his
works, 133; his Gargantua and
Pantagruel, 134; his inclinations
towards the Reformation, 136;
Rabelais the French Aristopha-
nes, 137; his character not gener-
ally understood, 139; memorable
events of the period of Rabelais'
life, 143; Rabelais' views of Ca-
tholics and friars, 146; his at-
tacks on the Papacy, 148; cata-
logue of his various writings, 151.
Literary Messenger, 259.


Memoirs of Aaron Burr, 220-250;
Burr's life, 221; revolutionary
services, 222; tragical fate of his
daughter, Mrs. Allston, 225;
Burr's military character, 228;
enters the political world, 230;
his contest with Jefferson for the
Presidency, 231; his difficulties
with Hamilton, 233; true position
of both parties, 236; the duel,
237; charge of treason against
Burr, 239; unsettled condition of
the Western country at this pe-
riod, 240; dangers of revolution,
244; Burr's trial, 245; the many
points in his defence, 246; his
views in regard to Mexico, 217;
general reflections in view of the
whole case, 249.

Massachusetts and South-Carolino,

Mackey's Lexicon of Masonry, 528.
Medicines, their uses, etc., 525.


Notes on Cuba, 251.

Nott's Lectures on the Caucasian

and Negro Races, 372.


Oracles from the Poets, 527.
Onderdonk's Trial, 532.


Poems of Elizabeth B. Barrett, 300-
her classics, 300; her 'Dra-
ma of Exile,' 301; imagery of
her poems, 305; her sonnets, 306;
extracts from her poems, 308.
Penn, Tyson's Discourse on his
birth, 528.

Rabelais, 124.


Religion in America, 350-372;—
christian toleration of infidelity,
350; intolerance of the church,
351; infidelity in alliance with
politics, 352; with patronage and
power infidelity perishes, 353; re-
lations of christianity to govern-
ment, 354; the republicanism of
christianity, 355; despotism grows
out of its corruptions, 356; Ame-

colonized at a favorable
epoch in the religious history of
the world, 357; Blue Laws in the
colonies, 357; eminent American
divines, 361; George Whitfield,
362 christianity in America af-
ter the revolution, 362; christian-
ity the established religion of the
land, 364; so declared in South
Carolina, 365; reaction from infi-
delity, 365; the voluntary princi-
ple of the American churches,
369; American pulpit, 368; pul-
pit themes favorable for the de-
velopment of oratorical perfec-
tion, 369; eloquence of contem-
porary pulpit orators, 370; sup-
port of churches in the Southern
States, 371.


Spirit of the Age, 312-350; spirit
and genius of an age, 312-320;
character of Mr. Horne as a wri-
ter, 322; who are the true critics,
321; 'Orion,' 325; Horne's criti-
cisms, 333; Dickens, 334; Mar.
ryatt, 335; Ingoldsby, 336; Hook,
337; Hood, 338; Bulwer, James,

Ainsworth, Shelley, Gore, Trol-
lope, Walter Scott, 340; D'Is-
raeli, 343; his 'Coningsby,' 346;
his influence on the age, 349.
Simms' Monthly Magazine, 529.
Sparks' Letters on Episcopacy, 531.


Unity of the Races, 372;-Wise-
man's lectures on the "compara-
tive study of languages", 373;
Asiatic origin of our aborigines,
376; the natural history of the
human race, 376; the mongul
race, 377; geological researches,
378; their bearing upon the crea-
tion and deluge, 379; testimony
of Dr. Maculloch, 380; present
state of the earth of recent origin,
381; Egyptian hieroglyphics de-
ciphered, 382; shepherd kings of
Egypt, 383; evidence for the Bi-
ble from medals inscriptions and
monuments, 384; character of
Wiseman's lectures, 385; Dr.
Nott's lectures, 386; apparently
hostile to the Bible, 387; have
done injustice to "Bible commen-
tators"; Mosaic account of the
creation, 390; the fundamental
propositions of Dr. Nott's lectures
against the unity of the human
race,392; whether physical causes
can change a white man into a
negro, 393; were the Egyptians
Caucasians? 394; diversity of
scripture chronological calcula-
tions, 395; Gliddon, Champollion
Rossellini, 397; chronology of
Usher and the Septuagint, 398;
ancient trees in relation to the
flood, 400; longevity of trees, 401;
the pyramids, 402; Egyptian arts
and sciences, 403; Etruscan art,
404; signification of Hebrew
names, 405; Misraim a Cauca-
sian, 406; whether Ham the pro-
genitor of the negroes, 407; Cush,
409; whether the Egyptians were
Caucasians, 411; adaptation of
plants and animals to particular
climates, 415; climatic influences
upon men, 416; Portuguese in
Africa, 418; negro in cold cli-
mates, negroes in Turkey, 420;
universality of the deluge, 422;



JANUARY, 1845.

ART. I.-EDUCATION IN EUROPE.-1. Seventh Annual Report of Horace Mann, Esq., Secretary of the Board of Education in Massachusetts, on the State of Education in Europe. Boston. 1844.

2. Reports of the Free School System to the General Assembly of South-Carolina, at the regular session of 1839. Columbia. 1840.

OUR fellow-citizens of the New-England States are said to have their predilections. They are fond of projects in every department of inquiry-of schemes of improvement which rise and fall with the revolutions to which public opinion is necessarily subject among a highly intelligent and inquisitive people. The spirit of discovery is abroad there. Progress is the rule and rest the exception. Nothing is stationary among them. Reforms are always needed, theories always popular. They have never reached the ultimatum in any thing. They dislike old things. Even truth is sometimes too gray-headed for them, and a speculation is preferred if it come in a respectable guise, and have the charm of novelty to recommend it. The past is quite obsolete in their judgment; the present eminently defective, while over the future. hang the sunshine and rays of glory. Posterity are to enjoy every thing, and the present generation are mere pioneers to level mountains, cut down trees, dig out roots, and macadamize streets and roads.

This restless spirit of change, which characterizes our countrymen, is attended with its disadvantages. The pow VOL. VII. NO. 13.


ers of invention are continually tasked to the utmost, but the misfortune is, that when a discovery is made, it is petted and praised and played with like a child's rattle for a while, but as soon as all its beauties are scanned, it is laid upon the shelf like an old and neglected thing. It is even pronounced a failure, a mistake, a fatal error, and something new and something better is demanded to meet the wants of the age, and suit the genius of the people. No stranger, who ever visited this country, was received with more enthusiasm than the famous Joseph Lancaster, of monitorial-instruction memory. His progress through the New-England States was like the progresses of the kings and queens of England through their dominions-one continual triumph. His system of teaching a multitude of children, through the instrumentality of boys and girls, was a novelty. The idea of it was stolen, but no matter, it was a good one, or it was thought to be so. There was economy in the plan, and economy has always been a consideration with our countrymen. It was seriously proposed that the system should be introduced into the colleges, and Latin and logic be taught by monitors instead of professors; but before this great revolution in learning took place, it was discovered that boys do not make good teachers, that they want the necessary information and experience, and that teachers must be something of philosophers, which boys are not. The plan accordingly was abandoned as impracticable and impolitic, and it is now pronounced by Mr. Mann to have been the merest folly and romance. Then followed a great rage for gymnasiums. The bodies of the rising generation, their joints, thews, muscles, nerves and sinews were to be educated. The Greek and Roman games were to be restored. Boys were to run and leap and climb and fence and wrestle and exercise their limbs and get health. Girls were to let nature have its way in the development of their persons. They were to adopt the let-alone policy of the anti-protectionists. Corsets were pronounced iniquitous, and bustles abominable, and spinning, weaving, shoe-binding, house-work, factory-work and all-work, serving, as they do, to unfold and invigorate the physical faculties, were recommended by reformers of the transcendental class, as highly feminine accomplishments-" the top and glory of life." But the passion for physical education passed away even before children of either sex had arrived at legal age, and they then began to be treated as if they had no

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