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, 153:
•Charleston Book, 256:
Carolina Planter, 259. Charlton's Aldress, 329.
Chalmers History of the Colonies, 531..
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, 456.
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- 311; 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.
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- rica
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;
SOUTHERN QUARTERLY REVIEW.
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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