minute knowledge of its geography in the various stages of its progression.'

'As it respects the most important advantage in the study of history, which is improvement in individual and national virtue, we come boldly forward to advocate a preference for the history of the Republic of America. Here are no tales of hereditary power and splendour to inflame the imaginations of youth with desires for adventitious distinction. gate females, where the trappings of royalty or nobility give to Here are no examples of proflivice an elegant costume; or, as with the celebrated Scot, where beauty and misfortune make sin commiserated, till it is half loved. Here are no demoralizing examples of bold and criminal ambition, which has "waded through blood to empire." The only desire of greatness which our children can draw from the history of their ancestors is to be greatly good.

'It is not in formal lessons of virtue, that her principles are most deeply imbibed. It is in moments when her approach is not suspected, that she is fixing her healing empire in the heart of youth When his indignation rises against the oppressor,-when his heart glows with the admiration of suffering virtue,-it is then that he resolves never to be an oppressor himself;-and he half wishes to suffer that he may prove that he too is virtuous. No history, ancient or modern, affords examples more fitted to raise these ennobling emotions than that of America, particularly at the period of her revolution.'

Of the history itself we have left ourselves little room to speak. This indeed we consider as belonging more properly to the province of other works than ours. It is as a work of education that we have mentioned Mrs. Willard's production; and in this respect it seems fully entitled, we think, to a preference over any thing that has yet been offered to the public. There is it appears to us, which gives so clear, intelligible, and interestnone, ing ideas of American history, in a form adapted to the minds of youth. It may be advantageously used as a first book, by employing the maps chiefly, and selecting the most remarkable and important events of the narrative; or where Goodrich's history or any similar compend has been already perused, it may be introduced with good offect in the higher classes of schools and seminaries for either sex; though from its origin and preparation, it is peculiarly adapted to females.

Before taking leave of this interesting work, we would take the liberty of making a few suggestions with reference to future editions. We have observed, we think, some inequalities in

the statement of facts and in the character of the style, which a thorough personal revision by the author would remove. We may mention, as an instance, two passages in the twenty ninth page, in which, after Columbus is said to have discovered the continent of America,' the Cabots are represented as having, a year after, ' made the first discovery of the continent of America.' This, and a few other inaccuracies, we attribute to the assistance employed by the author in compiling her work, and the difficulty, in such cases, of detecting discrepancies whether real or apparent. The phraseology of the narrative would admit of improvement in several places. It possesses, we admit, a chaste animation and a good deal of variety; but it is deficient, perhaps, in exactness and regularity, in perfect clearness and close connexion. But these defects, we have no doubt, will be done away, when the author, reviewing her work as a whole, and not, (as necessarily at first,) in portions, shall have had opportunity to give it symmetry and finish.-Some of the emblems in the Atlas ought perhaps to be re-engraved.

We allude to these minor defects with the greater freedom, as the substantial excellence of the work enables us to do so, and we anticipate its extensive use in all schools and seminaries in which a full course of American history is an object of attention.

INTELLIGENCE.

AMERICAN INSTITUTION, CITY OF WASHINGTON.

[Extract from a Circular.]

THE Course of Instruction in this Institution will consist of the following departments:-I. Classical.-II. Mathematical.-III. English.-IV. Military and Gymnastic.

I. Classical. This department will embrace the Greek, Latin, French, Spanish, Italian, and English languages.

11. The Mathematical will include Arithmetic, Algebra, Geometry, Logarithms, Plane and Spherical Trigonometry, Mensuration of Surfaces, Surveying, Levelling, Navigation, Mensuration of Solids, Conic Sections, Natural Philosophy, Astronomy. The Natural Sciences, Botany, Chemistry, Mineralogy, Geology and Natural History.

II. Practical Education.—The importance of this subject is daily urging itself upon public attention; and the time is not far distant when it will be demanded as a very essential part of education. Particular attention therefore will be given at this Institution, to the following:-Book Keeping, application of Trigonometry to Heights and Distances, Triangular Surveys; Levelling and Engineering; Graduation of Streets; Surveying of Lots, Squares, Farms, Cities or Counties, Islands and Harbours; &c. and making out Topographical Maps of the same; measuring the Altitude of Mountains and other eminences with the Barometer and Trigonometrically; Civil Engineering, including the construction of Roads and Canals, Locks and Bridges; Military Drawing, Architecture. To practise the above, classes in the Mathematics will be frequently taken out with the Chain and Compass, Theodolite and Levelling Rods; and with the Sextant and Quadrant for Astronomical and other purposes. The Instructers in Drawing, Mineralogy and Botany, will occasionally go out with their classes-to sketch objects from Nature-to become acquainted with minerals and rocks at their localities to examine the flowers of the field, and each plant and tree in its own native perfection.

III. English.-This will embrace Grammar, Composition, Punctuation, Penmanship and printing with the pen, public reading and Declamation, Modern and Ancient Geography, including the use of Maps and the Globes with their problems, Ancient and Modern History, Rhetoric, Logic, Moral Philosophy, drawing and constructing Geographical Maps, including the principles of Projection.

IV. Military.-All the required Military exercises and duties are entirely practical, no Cadet being obliged to devote any time to the study of this science. They are so arranged as not to occupy any time that would otherwise be devoted to study, and are made a pleasing and healthful substitute for those useless amusements, that occupy hours of the day generally devoted to idleness and dissipation. Marches and pedestrian tours will occasionally be made, having for their object to enure youth to hardship and fatigue. They return to their studies with relaxation of mind and increased physical energies. Such excursions are equally conducive to health and improvement.

This department will embrace a complete course of Military Tactics, including the school of the Soldier, Company and Battalion; the Light Infantry, Rifle and Artillery drills and movements; the principles of Cavalry manœuvres; the duties of Officers of the day and Adjutants, the forination of Military Parades; inspection of Arms; standing and passing Reviews; Guard duties; making out Military and other reports; Permanent and Field Fortifications, and principles of Gunnery.

Gymnastic Exercises.-These will be bathing, running, leaping, pitching the quoit, playing ball, and such other exercises as shall be regulated by the Principal. As the Artillery Drill affords one of the best exercises for muscular exertion, it will be frequently attended to.

Fencing, the Broad Sword exercise, and Dancing, will complete the course in this department.

The Cadets of this Institution can be prepared to enter the Military Academy at West Point; the Navy; or either of the classes in any of our Colleges or Universities; or they can remain here and finish their education.

Reports.-Weekly, Monthly, and Session Reports, of the studies, progress and conduct of the Cadets, will be made out and sent to their parents or guardians.

Discharge.-Any Cadet in regular standing at the Institution, shall be entitled to a discharge, stating the time he has been a member, the studies he has attended to, the progress made in them, and an account of his general

conduct.

Certificate. To be entitled to a general certificate, signed by the officers of the Institution, the Cadet must have been a regular member one year; of correct moral character; and he must have passed a satisfactory and creditable VOL. III.-NO. XI.

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examination on studies equivalent to those usually required the two first years in colleges.

Diplomas.-Any Cadet who shall have been a member at least two years; who has received one or more certificates; who has acquired a thorough knowledge of the Latin, Greek, or one of the Modern Languages; and who has completed a full course of English studies and Mathematics, shall be entitled to a Diploma, sigued by the President and Officers of the Institution and approved by the Trustees.

Catalogue of Books. For Latin.-Adam's Latin Grammar, Gould's edition. Liber Primus, Cæsar's Commentaries, Virgil, Cicero's Select Orations, De Oratore, and De Amicitia de Senectute, Sallust, Horace, five first books Livy, five books Tacitus. Greek.-Buttman's Greek Grammar, Jacob's Greek Reader, Neilson's Greek Exercises, Græca Majora, Xenophon's Anabasis, six books Homer's Iliad. Mathematics, &c.-Tyler's Arithmetic, Bennet's Book Keeping, Colburn's Algebra, Legendre's Geometry, Gibson's Surveying, Bowditch's Navigation, Hassler's Trigonometry, Simpson's Conic Sections, Enfield's Natural Philosophy, Smellie's Philosophy of Natural History, (Ware's edition,) Worcester's Geography and Atlas, (edition of 1828,) Worcester's Elements of Ancient and Modern History with chart, (edition of 1828,) Hale's History United States, Murray's Grammar and Exercises, Blair's Rhetoric, Hedge's Logic, Paley's Moral Philosophy, (last American edition,) Brown's Philosophy of the Mind, Say's Political Economy, Federalist, Vattel's Law of Nations. Military Tactics.

The American Institution is located in Washington, D. C., about one-fourth of a mile N. W. from the President's, North of Pennsylvania Avenue, near Gen. Thompson's, on the principal road leading to Georgetown.

The situation is retired, and on an eminence, pleasant, elevated and airy; the ground about it is open and extensive.-It commands a fine view of the Capitol, Navy Yard, President's House and Public Offices; of Georgetown and its Heights; of the Potomac river and Alexandria.

No place in the United States affords greater facility for a varied, useful, practical education. It will be one particular object with the Principal, te give every Cadet an opportunity of attending the Sessions of Congress, visiting the Patent and other Public Offices, and other places of interest and improvement.

It is intended at the American Institution, to give a young man an American Education ;-to arouse the mental energies-to excite thought-to rear up a sound mind in a sound body;-so that where there is a head to conceive, there may be an arm to execute;-to qualify him for the efficient discharge of duties that may devolve upon him in public or private life.

Officers.-These consist of the Principal, (Major J. Holbrook,) Professor of Languages, two Assistant Professors of Mathematics, Professor of French, Professor of Spanish and Italian, and Chaplain.

CLASSICAL AND SCIENTIFIC SEMINARY, BALLSTON, N. Y.

[Extract from the Prospectus.]

The design of this Seminary is to combine the highest advantages of public and private education, by a well regulated and systematic course of physical, mental, and moral culture. To develope and confirm the physical powers, by

a regular and systematic course of gymnastic exercises-to enlarge and extend the views to excite and cherish the nobler energies of the mind, by a liberal and extensive course of instruction, in the various departments of literature and science-to cultivate the social affections-instil delicacy of feeling, and establish the moral character, by a religious and moral influence, pervading the whole system and course of instruction. In short to produce a sound mind in a sound body' and to develope those noble and manly powers which will fit youth for the high purposes to which they are destined.

To establish and preserve an equilibrium in these three grand departments of education, is an object of the highest importance. We know not in what manner, or how the mind and body are connected, but that they act and react upon each other, is beyond a doubt. We cannot pursue a train of profound and serious thought to any considerable length without feeling a weariness throughout the whole physical system, as well as a kind of mental languor; neither can we pursue a course of bodily exercise to the weariness of the physical system, without producing a kind of languor and dejectedness in the mental faculties. Hence to possess a sound mind in a sound body' is indispensably necessary to great mental exertions.

To attain this end a regular and systematic course of physical culture becomes a highly necessary and important branch in the education of youth. The military exercises-the gymnastic and other athletic exercises have contributed their aid to the developement of the muscular powers, and to the establishment of a sound physical constitution.

It is obvious, that the course of physical, should be as regular as that of mental culture, as the formation of regular habits in early youth will have an important bearing on the details of after life. The gymnastic exercises are sometimes interrupted by the excessive heat of summer-inclemencies of weather, &c. To remedy this defect it is intended to introduce into the Seminary, as soon as it shall become completely organized, fencing-the broad sword exercises, &c.; which may be resorted to for a change of exercises, and when inclemencies of weather should prevent the usual exercises on the gymnastic grounds.

While regularity should be kept up as a leading feature, the propensity of early youth to variety and change of pursuits and amusements, should not be forgotten. Taking advantage of this principle of our nature, it is intended that the changes and alterations in the courses of mental and physical culture shall be sufficiently frequent, to render them interesting and at the same time not so much so as to distract the mind by too great a variety.

Since the different individuals who may enter may have different objects in view with regard to their future destinies in life; the course of studies, in all cases, will be arranged in such a manner as shall be best adapted to the specific objects they may have in view. Those destined for commercial or agricultural pursuits, or any other stations in active life, will pursue a course of instruction adapted to their respective ends. Those calculated for the college or university course will read the same authors that are read in the colleges and by the classes they purpose to enter; while those who may enter for a considerable length of time, with a view to a professional life, or to fitting themselves for literary and scientific professions, will pursue a more thorough, liberal and extensive course.

While we endeavour in our physical culture to develope and establish the powers of the physical nature; and in the mental, to impart acumen of thought -patience of research-soundness of intellect-accuracy and clearness of reasoning; and to instil a refined taste for intellectual pleasures;-in fine while we are endeavouring to excite and confirm the sterner and nobler energies of our nature-we should not forget man as a Moral Being, destined to a future state of endless existence.

Although we may not bend to the old Philosophy' as to a shrine of idolatrous worship; yet we should treat with due deference all that is of moral ex