ART. VI.-1. A Letter to William E. Channing, D. D. on the Subject of Religious Liberty. By MOSES STUART, Profes- sor of Sacred Literature in the Theological Seminary, An- 2. Two Letters to the Rev. Moses Stuart, on the subject of Re- ART. II. The certain Triumph of the Redeemer. A Discourse, delivered in Murray Street Church, New York. By FRAN- CIS WAYLAND, D. D., President of Brown University. ART. III. Professor STUART's Appendix to his Exegetical Essays ART. IV. - 1. An Address on the Expediency and Duty of adopt- ing the Bible as a Class-Book, in every Scheme of Educa- tion, from the Primary School to the University. Deliver- ed at Columbia, South Carolina, December 4, 1829, before the Richland School. By THOMAS S. GRIMKÉ. 2. An Oration on the Advantages to be derived from the Intro- duction of the Bible and of Sacred Literature, as Essential Parts of all Education, in a Literary Point of View merely, from the Primary School to the University. Delivered be- fore the Connecticut Alpha of the Phi Beta Kappa Soci- ety, September 7, 1830. By THOMAS S. GRIMKÉ, of ART. V. — 1. The Young Reader; to go with the Spelling Book. 2. Peter Parley's Tales about the Sun, Moon, and Stars. With 3. Tales of Travels, West of the Mississippi. By SOLOMAN BELL, Late Keeper of the Traveller's Library, Province- 192 4. Cousin Elizabeth. By the Author of 'A Visit to the Sea-side.' 5. The Children's Robinson Crusoe; or the Remarkable Ad- ventures of an Englishman, who lived Five Years on an un- known and uninhabited Island of the Pacific Ocean. By 6. The Little Girl's Own Book. By Mrs. CHILD. ART. VI. —1. Sermons on Various Important Public Occasions. By ROBERT Hall, A. M., Leicester. 2. The Works of the Rev. ROBERT HALL., A. M., Minister of Broadmead Chapel, Bristol, England. First complete Edi- tion, with a Brief Memoir of the Author. 3. Memoir of the Life and Writings of the Rev. Andrew Ful- ler, Late Pastor of the Baptist Church at Kettering, and First Secretary to the Baptist Missionary Society. By J. W. MORRIS. First American, from the last London Edi- tion. Edited by RUFUS BABCOCK, Jun. 4. Asiatic Journal and Monthly Register for British India and ART. VII. - The Political Class Book; intended to instruct the Higher Classes in Schools in the Origin, Nature, and Use of Political Power. By WILLIAM SULLIVAN, Counsellor at Law. With an Appendix upon Studies for Practical Men; with Notices of Books suited to their Use; by GEORGE B. EMERSON. New Edition, with Amendments and Additions. 238 ART. VIII. An Essay on Junius and his Letters; embracing a Sketch of the Life and Character of William Pitt, Earl of Chatham, and Memoirs of certain other Distinguished In- dividuals; with Reflections Historical, Personal, and Po- litical, relating to the Affairs of Great Britain and America, from 1763 to 1785. By BENJAMIN WATERHOUSE, M. D., ART. II. Letters to the Rev. Joel Hawes, D. D., in Review of ORIGENIS Opera Omnia, quæ Græcè vel Latinè tantum ART. IV. - On the Morality of our Political Situation. For the ART. V. — The Biblical Repository. No. I. January, 1831. Con- ducted by EDWARD ROBINSON, Professor Extraordinary in the Theological Seminary at Andover. ART. VI. — A Harmony of the Gospels, on the Plan proposed by ART. VII.1. Review of Mr. Whitman's Letters to Professor Stuart, on Religious Liberty. [From 'The Spirit of the Pilgrims.'] With an Appendix not before published. 2. A Reply to the Review of Whitman's Letters to Professor THE CHRISTIAN EXAMINER. No. XLIII. NEW SERIES-No. XIII. MARCH, 1831. ART. I.1. The Library of Education. Edited by WILLIAM RUSSELL. Vol. I. Containing Some Thoughts concerning Education, by JOHN LOCKE, and A Treatise of Education, by JOHN MILTON. Boston: Gray & Bowen. 1830. 12mo. pp. 317. 2. Account of the Edinburgh Sessional School, and the other Parochial Institutions for Education, established in that City in the Year 1812; with Strictures on Education in general. By JOHN WOOD, Esq. Printed at Edinburgh. Boston: Reprinted by Munroe & Francis. 1830. 12mo. pp. 204. THE first of these volumes is a reprint of works which have been long known to scholars, but not, we presume, very generally read. Milton's Treatise, however, is so short, that, though it well deserves the space which it occupies in this publication, it cannot prove of much practical assistance to parents or teachers. The plan of Locke, in his Thoughts concerning Education,' embraced a greater variety of topics, and amplitude of discussion; and his work ought to be a manual with all who are interested in the important subject of which it treats. Its plain good sense, its lucid order, its excellent morality, make it one of the most valuable works which parent or teacher can read. We know not that we can praise it more highly than by saying, that it is just such a work as we should have expected from John Locke, the gentleman, philosopher, scholar, and Christian. VOL. X.-N. S. VOL. V. NO. I. 1 The Account of the Edinburgh Sessional School' deserves to become a standard on elementary instruction. It describes with minuteness of detail the results of actual experiment, and it is, which we certainly did not look for, not only a practical, but an entertaining book. Encouraged by the appearance of these works, we venture to offer some remarks on the worn but not worn-out subject of moral education; for such works would hardly have been published here, if the interest of the community in the subject had ceased. We have abundant reason for gratitude to Heaven, and to those instruments in the hands of Heaven, our worthy ancestors, for the numerous and excellent institutions of learning, and means of education which we in this country enjoy. For the most part, we evince our gratitude for them by the value which we set upon them; though we are not yet grateful enough, for we do not yet value them highly enough. We do not value them highly enough, because we do not correctly appreciate nor universally understand the great purpose and end of instruction. Many among us are not in the habit of regarding this purpose as a moral purpose, and this end as a moral end. We are afraid that, from the poorest to the richest of us, the mind is considered as the principal object of education, and the information of the mind as education's peculiar and ultimate design. Though there exists very remarkably in our country, or at least in this part of our country, a great desire in parents to secure an education to their children, and a general willingness to spend their money for this gift, yet we believe that it is common for the poor to bestow what means of education they can on their children, under the sole idea of preserving them from the disgrace and the inconvenience of ignorance, and for the rich to furnish their children with every accomplishment which wealth can command, with the predominant impression and hope that they are qualifying them to push their way in the world, and make a figure in the eyes of society. They do not seem to extend their views, or if at all, not with a due anxiety, to that far nobler and more important office of education, which is simply and beautifully described in the words of the prophet Ezekiel. They seem not to apprehend that it confers its best and most finished endowment on their offspring, only when it has taught them 'the difference between |