entire change in public opinion. In addition to its great and unques. tionable merit, from its clear and logical arrangement, from the felicity of many of its illustrations, it is enriched with several accurate, original, and profound discussions. Besides five editions of the original, enlarged and improved in each, it has been translated into almost all the languages of Europe. Say kept aloof from public life, but was the friend of some of its brightest ornaments. He died in Paris about the middle of November, 1832, aged 67. STUDY OF HEBREW AT OUR LITERARY INSTITUTIONS. THE reasons for the incorporation of the study of Hebrew into our literary courses are very obvious. All the required helps for the thorough study of the original Hebrew are now easily accessible. The Hebrew literature contains the only records of the history of our race for a long period after the creation. It exhibits full historical annals of a most interesting people. The language is probably the parent of the most important languages of the East. The literature is pre-eminently original-the effusions of truth and nature-the overflowings of genuine feeling-the utterance of undisguised sentiments. The literature has great variety. It is simple history; it is close epigrammatic proverb; it is taunting irony: the solemn, elaborate composition of the courts of Susa and Babylon; the tenderness of sweet pastorals. It is the revelation of visions such as mortal eye never saw. It is serious and animated; simple and vehement, now flowing in harmonious cadence; and now abrupt, elliptical, and disjointed. Above all, it is essential truth without any mixture of error: the thoughts of heaven-refining the taste, enlarging the intellect, winging the imagination, illuminating the inmost soul. If we had only a few of the closing chapters in the book of Deuteronomy, we might value them as a treasure above all price. Did you never mark the repetition-the energy-the pathos-the noble disinterestedness-the unequalled and glorious poetry of the dying prophet and legislator, with which these chapters are instinct? The objections to the introduction of the study of Hebrew, as it seems to us, can be very easily disposed of. It is said that the minds of a majority of young men are averse to studies so sacred, and that in fact it would be converting a college into a theological seminary. Not at all, it may be replied. There is no system of theology in the story of Joseph, or in the history of Ruth. Ridgely never thought of constructing a corpus of theology out of the wanderings of the children of Israel; nor Turretine from the wars of Canaan. It is teaching simple, impartial history. It is studying well-conceived, well-expressed, beautiful poetry. Who is the student, that has such a pagan mind as to be unwilling to study what Homer never reached, what Milton was glad to copy, what Chatham confessed that he had taken as the model of his eloquence, what Sir William Jones declared to be (considered as mere human compositions) the highest efforts of genius. Another objection is, that the literature of the Hebrews is very confined, being entirely included in the books of the Old Testament. This objection would have some weight, if any man, or college of men, had mastered what the Hebrew Scriptures do contain. The individual, who has paid more attention to them than any other man in this country, confesses that there are many unexplored regions still before him-that there are several entire compositions yet untouched. Another difficulty, which has been suggested is, that there is no place for it-the circle of studies in every college is now too large. To this it may be answered, if the Hebrew Scriptures, considered as a mere philological work, are not as important as any other book, we would not plead for their introduction. But it is a well-known fact that our courses of collegiate study are gradually enlarging--the preparatory schools are taking higher ground, and allowing the colleges to add to the number of studies. Here then is an opening. Admitting that no book in the present list of studies could be dispensed with, when a new one is called for, David and Habakkuk and Isaiah may be admitted. We think that they ought to make a part of the assigned course of study, in every college in this land. It should not be left to the students to study, at their option, Greek, or Hebrew, or fluxions. Hebrew should be placed on the same ground as astronomy, navigation, or Livy,-not to be neglected by any part of a class. The ultimate effects of such a measure, I am persuaded, would be most grateful. Our young men would be trained and nurtured in connection and in contact with those principles, which are the only safe guide of human conduct. We should do something towards taking away that root of practical infidelity and indifference to religion, which is every where and mournfully visible. We should be the first Christian nation who set the high example. While Leyden and Oxford are employed in the logic of Aristotle, we should be reading the noble drama of him, who was the wisest of all the children of the East, or the elegies of him who survived the ruins of his native land, and who invests himself in a far more affecting light than Marius does among the desolations of Carthage, or than Cicero at the tomb of the Syracusan philosopher. An aspect of unknown loveliness and beauty would be diffused over our literature, and fresh charms would adorn the whole face of society. MANUAL LABOR. [Communicated by a Clergyman of New Hampshire.] MANUAL LABOR SCHOOLS, properly regulated, are of immense importance. They promote the health and mental vigor of the students. And at the present day there is a heavy draught made upon both these in the learned professionsespecially in divinity: and every one who is in this profession, or who aims at it, is bound, with conscientious fidelity, to cultivate and husband them well. Physical education hitherto has been greatly neglected. Its importance in reference to professional life has been very much overlooked. Every thoroughly bred physician will say so-every close observer, who has noticed the beneficial effects of exercise upon the body and the mind, will say so. These manual labor establishments, it is true, have not always succeeded. And what has? The fault may not be in the system itself. Their friends and patrons may have expected too much. They will not yield great pecuniary consideration; at least in their present state: but under almost any organization they will yield health and intellectual vigor. But it is not our object to speak of manual labor in the organized form in which it is annexed to some of our seminaries. Those only can give an opinion with much confidence on this point who have had opportunity of applying the theory to its practical test. What we wish particularly to say is, that where the manual labor system can go into no organized operation, the principle may still be recognized. The manual labor principle (if we may so call it) in connection with study is of fundamental importance. It can be carried out to some extent under all circumstances: manual labor can be done, and the objects for which the student resorts to it may be attained. These objects are physical and mental power. What we very much need is to have the principles-the spirit of the manual labor system deeply imbedded in the minds of our teachers and their pupils. While there is so much enthusiasm on almost every thing else, let there be a little on this. Not an enthusiasm which acts by fits and starts; but which brings the bodily functions into exercise with as much regularity as may be. An enthusiasm, at least, which will draw the most indolent from their studies, and induce them to take hold of the spade, the hoe, the axe, the saw, or whatever else comes to hand that may invigorate the frame. We have known the love and veneration of pupils greatly increase as their instructor led them out to some manual labor enterprise. Let our men of literary occupations see clearly the importance of exercise, and have their minds deeply imbued with the principles of the manual labor scheme, and there will be little difficulty in bringing them into some measure of practical operation. There is work enough to do every where. Let no student suppose, because he is not connected with a manual labor institution, he is therefore necessarily cut off from the benefits of the system. Let him have a manual labor school of his own; one of which he himself shall be the inventor, the supervisor, and the practical operator. This mode of getting up one's exercise for himself has certainly some things to recommend it. It excites a feeling of independence. The plan of exercise is of his own devising, and the student can arrange it to his own liking; and if any pecuniary benefits accrue they are his own; and if evil arise he alone is the sufferer. There is an inducement from this source to exercise; and the very stimulus invigorates the mind. If the student receives no pecuniary compensation, he has the satisfaction of reflecting that his labor has benefited others. If he receives compensation, then he has the satisfaction of doing something to sustain himself in his studies, or promote the cause of charity, and of seeing definitely what it is. There are many who cannot be satisfied with the common range of athletic exercises. They want something which will be of real utility to somebody; and there is a pleasant kind of independence in planning and executing some useful piece of manual labor. The student may not, indeed, be always able to reduce his exercise to the most perfect system. He can, however, do much towards this by securing work which can be done at any time: such, for instance, as preparing wood for the fire. It is undoubtedly best to devote certain hours regularly to exercise, and yet, unquestionably, the student may depart from this method occasionally not only without injury, but with real advantage both to his health and his mental improvement. For instance, at one time his powers are dormant and inactive, and he cannot, with the utmost exertion, rally them to any successful effort. A little exercise might shake off this drowsiness, and enable him to prosecute his studies with energy; but the hour has not come, and if he be very rigidly fettered by his system, he dozes along till it arrives. So at another time his intellect is bright, his powers all awake, and the subject, or the train of thought, is pursued with great pleasure and success. But the hour of exercise comes and interrupts a train of thought which he may never be able to resume under so favorable circumstances, and robs him of one of his very best hours of study. With his exercise all under his own control, he can vary to suit his own health and progress in study to the injury of no one. We are aware that this feeling of independence may lead some students to neglect exercise altogether, or take it very irregularly. But we are not speaking of such. Our eye is upon those who are struggling for an education from the love of learning, or under the influence of high moral principle: who are ready for self-denials and efforts to gain their object. Such, 66 MANUAL LABOR. particularly, deserve to be encouraged. They feel the importance of exercise, This mode of exercise furnishes variety. The physical system needs various sorts of exercise. In the different kinds of business which the student looks up, he will find this variety. Sometimes he will saw or cut wood; then use the hoe or rake. Now he walks, and lets the stage-coach go on; then he rides horseback instead of taking a chaise. If he is very nice in respect to what kind of business he does, it is true this system will not fit him. If he is afraid to tan his face, defile his hands, take off his coat, or put on a frock, it will not fit him. But if he is willing to do almost any thing, and do it well, he will find various kinds of employments. This mode of exercise effectually relaxes the mind. To have exercise the most beneficial, the mind must also unbend, or rather be bent another way. It must be turned off to totally different objects. And the student who is thoroughly awake to the importance of exercise, and has to make as well as execute the system himself, will find it necessary to look about him if he would keep his little manual labor school all the time in operation. This gives exercise to the mind, and very different exercise from his studies. In the new direction which is thus given to the mind, it is effectually drawn from its accustomed trackinvigorated and prepared to return with a keener relish. This method of taking exercise quickens the invention. Men of enterprise, especially if they manage various kinds of business, often acquire a remarkable acuteness, activity, and shrewdness. Their inventive powers are called for by their business, and invigorated by exercise. The student may acquire somewhat of the same mental training by casting about for exercise, and turning his hand to different kinds of employment. Neither the mind or the time of the student, however, should be so occupied with these matters as to interfere with his studies. But his success in study does not depend upon the time he spends over his books. It depends rather upon the manner in which he applies himself when he pretends to study. It is a miserable habit to doze over a book or over a subject; and if more time was spent in exercise, and the mind more frequently entirely diverted from its accustomed range of thought, it would probably have more elasticity. At the hour of study, all the powers of the mind should be rallied, like the different parts of an army at the time of battle. The judicious student, therefore, who takes exercise to refresh his body and his mind, and thus prepare himself to study with more effect, will be no loser in appropriating considerable time to this object. He will be an immense gainer, not merely in point of health, intellectual vigor and useful habits, but in the spring and excitement given to the mind in the part it takes in seeking out and conducting the exercise. . This mode of exercise serves to form business habits. The student is not In reference to the foregoing remarks, we would only say, in conclusion, that we have some experience on this subject. "We speak that we do know, and testify that we have seen." Now if any student "will receive our witness" we advise him forthwith to have his manual labor school in the way here recom mended. He is to set it up himself. And if the above suggestions commend themselves to the patrons of piety and promise in those indigent young men who are aiming at the ministry, let them furnish every facility to them in obtaining labor which may invigorate their bodies and their minds, and better fit them for laborers in those fields which are already white for the harvest. NOTICES OF NEW PUBLICATIONS. Sketches in Verse, from the Historical | passages in the poetry to which they refer. 46 We quote a single one, as a specimen. In "Balak and Balaam," the author thus paraphrases Numb. xxiv. 5, 6. THIS is a very pleasing book, written by a Unitarian clergyman, who officiates at or near Rotheram, in England. In his preface, he says he has long regretted that the poetry of the present age has not been more frequently employed in illustration of the Scriptures, The historical details, though most interesting in themselves, most abounding in incidents suited to the purposes of poetry, and most important as connected with the Jewish and Christian revelations, have been strangely neglected by those whose commanding talents would have ensured success in the attempt to adorn and illustrate them. With the exception of a Milton and a Montgomery-the most enduring monuments of whose genius have been built on the basis of the Bible-our poets have sought materials for verse in the fictions of imagination, or the realities of profane history. The author trusts that some more gifted individual [than himself] will, sooner or later, arise, who shall acquire immortal celebrity by throwing over the naked form of divine truth, the most splendid garb of metrical ornament. In the mean time, happy will he deem himself, if his humble attempt to call the attention of young readers, (for whose perusal these sketches are more particularly designed,) to the sacred volume, and to excite their inter-Himself shall be bless'd, and bless'd all his lineest in its contents, should prove in any degree successful.” How lovely, O Jacob, thy tents where they stand, The note appended is this." It is a custom, in the East, to cover their tents with the boughs of trees and shrubs, in order to shade them from the hot sunbeams; the image of the prophet, comparing the tents to trees of lign-aloes,' and to cedar trees beside the waters,' seems to have been suggested by some such custom. Supposing the tents of the Israelites to have been thus 21. 64 The contents of this volume are "Pharaoh and Moses; or the departure of the Israelites from Egypt." Exodus xiv. 5-31; xv. 1— Balak and Balaam; or the encampment of the Israelites in the plains of Moab." Numbers xxii-xxiv. The Blessings and Curses; or Joshua and the Israelites, in the valley of Shechem." Deut. xxvii., xxviii.; Joshua viii. 30-35. "The withered hand; or Jeroboam's idolatrous sacrifice at Bethel." 1 Kings xii. 32, 33; xiii. 1-10. "The Death of Abijah; or the Queen of Israel's visit to the prophet Ahijab." 1 Kings xi. 28-40; xiv. 1—16.— There are many "Notes," at the conclusion of the book, which evince much biblical and other learning, and illustrate the shaded, when, from the summit of Peor, Balaam saw them spread along the vallies, the epithet of green, applied to them, will not be inappropriate." There is a variety in the measure which Mr. Brettell has used in the different sketches; and even in different parts of the same sketch. "Bless'd be the man, who in no place doth pray Belov'd of his God, and a child of His grace, Distinctly clear, these accents first From that bless'd mountain's heaming head, |