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and raise his eyes to heaven, his countenance beaming with faith, joy and love." He died on the 1st of June. We must leave untouched the pathetic recital of the sensation created by this event, of his interment, and a more particular view of his character and talents. The following is his own estimation of himself:


"A strange compound of contradictory qualities. I do not yet exactly know what I am to make of myself. I am intelligent, and yet possessed of very limited powers: prudent and more politic than my fellow-clergymen; but also very apt to blunder, especially when in the least excited. I am firm, yet of a yielding disposition; and both of these, in certain cases, to a great degree. I am not only daring, but actually courageous; whilst, at the same time, I am often in secret very cowardly. I am very upright and sincere, yet also very complaisant to men, and in a degree, therefore, insincere. I am a German and a Frenchman; noble, generous, ready to render service, faithful, very grateful, deeply affected by the least benefit or kindness, which is ever after engraven on my heart; and yet again flighty and indifferent. I am irritable to a formidable degree. He who treats me generously soon gains the ascendency over me; but opposition creates in me an astonishing degree of firmness, especially in matters of conscience. I have a lively imagination, but no memory, properly speaking. The histories which I have taken pains to impress on my mind remain with me, but dates and the names of persons I often forget the next day, notwithstanding all the pains I have taken to remember them. I used to speak Latin fluently and even elegantly, but now I cannot utter three or four words together. I make selections from books, and instruct others in some branch of science for a long time; but a few years after, my scholars, even if they know nothing more than what I taught them, may in their turn become my teachers, and the books from which I made extracts (with the exception of those of a certain description) appear wholly

new to me.

"I habitually work my way through my studies till I obtain clear ideas; but if I wish to penetrate deeper, every thing vanishes before me. I have a great talent for removing difficulties in order to render every thing smooth and easy to myself, and to every body else. I am so extremely sensitive, tender, and compassionate, that I can find neither words nor expressions corresponding to my feelings, so that the latter almost overpower me, and occasion me acute pain. I am always busy and industrious, but also fond of ease and indolence. I am generally quick in resolving, and equally so in executing. I have a peculiar esteem for the female sex. I am a very great admirer of painting, music, and poetry, and yet I have no skill in any of them. Mechanics, natural history, and so forth, constitute

my favourite studies. I am very fond of regularity, and of arranging and classifying, but my weak memory, added to constant employment, renders it difficult to me. I am given to planning and scheming, and yet endeavour, in my peculiar way, to do things in the best manner.

"I am a genuine soldier, but I was more so before my bodily powers were so much weakened; I was formerly anxious to be the foremost in danger, and the firmest in pain, but have now lost that desire. From my childhood I have felt a longing and preponderating desire for a higher state of existence, and therefore a wish for death. I am the greatest admirer of military order and subordination, not however in a spirit of slavery, but of that noble affectionate attachment which compels the coward to show courage, and the disorderly to be punctual. I feel no obstinacy or disinclination to yield to strong internal conviction, but on the other hand a fervent heart-felt joy in yielding to both great and small, high and low, gentlemen and peasants, children and servants, and thence a willingness to listen and an inclination to suffer myself, if possible, to be convinced. But when I feel no conviction I can never think of yielding. I am humorous, and a little witty or satirical, but without intentional malice."

The little work which we have named in the second place, at the head of this article, is a comprehensive abridgment of the various accounts which have heen given in France and England of this distinguished man. Much judgment is manifested in the selection and arrangement of facts, and the reader will find in its contents all the leading events and prominent characteristics of its revered subject. Being primarily designed for the Sunday School Library, it combines brevity and perspicuity with chasteness and propriety of style and diction. It is compendious, simple and unornamented. We have seldom laid down a briographical memoir with more lively sentiments of interest and surprise. A more forcible exemplification could not be presented of the power with which the exertions of a single benevolent individual are invested. It is truly observed of Oberlin by the compiler, that he seems to have been led by moral instinct, to originate, in his secluded parish, all the great plans of modern religious enterprise, which many years and many minds have slowly brought into existence in more favoured parts of Chistendom."

It is our hearty desire, that the American Sunday School Union may receive ample encouragement in the laudable undertaking of diffusing such works, from able pens, through our whole community.


1. An Address delivered at Bloomington, October 29, 1829. By the Rev. Andrew Wylie, D.D., on the occasion of his Inauguration as President of Indiana College. Published by order of the Board of Trustees. Indian

apolis. Pp. 30.

2. A Discourse on Education. Delivered before the Legislature of the State of Indiana, at the request of the Joint Committee on Education. By A. Wylie. Published in pursuance of a vote of the House of Representatives, Jan. 17, 1830. Pp. 23.

In these discourses we have not observed any remarkable novelties in the theory of education; but what is unquestionably far more valuable, a condensation of clear, just, and practical remarks and arguments, upon the liberal culture of youth, adapted to the western meridian. The population of Indiana has increased with astonishing rapidity since the report of the last census, and it is gratifying to learn that the appropriations of the state legislature have borne some fair proportion to the rising greatness of the people, and the consequent demand for instruction. They may congratulate themselves upon having obtained for their literary institution a gentleman well qualified, if we may judge from these productions, to guide their youth in the safe path of tried and sober discipline. We have heard enough of newly discovered and compendious methods of acquiring knowledge. Greatly as the field of science may be enlarged, and widely diffused as the experiments in communicating its fruits may be, education itself abides the same. Knowledge is the same in its general aspect, and in its relations to the mind of man, which is also unaltered. The royal way to learning has not yet been discovered.

The scope and argument of the Inaugural Address may be expressed in the language of the introductory sentence: "Of what advantage is a college to the community?" A grave and interesting question in any country, but above all in a newly-settled state, where the forming hand of academic institutions must nould the future destinies of the commonwealth. The subject is treated in a manner worthy of the

cause. There is observable in these compositions a natural and simple arrangement of the topics discussed, which is peculiarly admirable as contrasted with the lumbering pomp of too. many harangues ex cathedra. Dr Wylie has command of a style which is not only lucid and unaffected, but vivacious and even piquant. If, in a few cases, he sacrifices the staid dignity of established form to the earnest desire of adducing forcible examples from common life, his illustrations are always appropriate, and often new; and the whole current of thought, though by no means recondite, indicates a source enriched and purified by maturity of learning.

The importance of education to the physician, the jurist, and the preacher, is shown by a happy representation of the demands which society in such a state as is now presented must necessarily make. Upon the much disputed question of a learned ministry, the doctrine of our author is as follows:

"The warmth of feeling and the evidence of knowledge, like heat and light in the rays of the sun, are blended in religion. The attempt to separate them is both foolish and wicked. Monkish teachers once took away the light; and a night of superstition followed, in which imposture played off its tricks, undetected, before the ignorant multitude. The neologists, more recently, have taken away the warmth, and have given, for day, moonshine, in which no glow of holy feeling can be experienced, nor any great and noble enterprise performed. The philosophers of the last century attempted at once to put out both the light and heat of religion, and to supply their place by the fire of their own torches; and, after they had encompassed' themselves with sparks of their own kindling, and walked' for awhile in the light of their unhallowed fires, they and their followers sunk down together in the shame and sorsow of an everlasting disappointment. Let no man think of repeating these, or any of these experiments.

"It is most deplorable that persons should be found, in this age of the world and of the church, to decry human learning, as they call it, as unnecessary in him who undertakes to deliver instructions publicly on the subject of religion; and more deplorable still, that they should be kept in countenance by the extravagance of those who run into the opposite extreme, and, in examining the pretensions of candidates for the sacred office, require evidence of human learning, but none of the grace of God. With the latter, however, I have no concern at present. To the former I would say, If your object is to preserve the purity of religion by preventing men under the influence of unhallowed motives from intruding into its most sacred functions, why favour the pretensions of the weak and igno

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rant? Are not they the most ambitious, and fond of display, as well as most liable to be imposed upon by their feelings? What sacrifices do they make, what prospects of advancement in the world do they renounce, what humiliating services do they undertake, from love to the souls of men? Is not God the God of order? What kind of order is that where ignorance teaches and weakness rules? Is it reason, or is it madness, to suppose that the Author of those beautiful and magnificent arrangements, which we every where behold in the works of nature, should connect the supernatural influxes of the Divine Spirit with the hallucinations of idiocy? Who can endure, that the magnificent conceptions and idiomatic phrases of Paul, of Isaiah, or of Asaph, should come under the examination of a critic, who, one while, mistakes a piece of irony for direct affirmation, and, another, substantiates a proof from the fancied analogies of a parable?"

After a copious induction of particulars serving to exhibit the advantages of human learning to the minister of Jesus Christ, a similar argument is introduced to show the necessity of colleges, to furnish for the community a sufficient number of teachers for academies and common schools. If our limits did not forbid, we should gladly extract the paragraphs which contain this discussion-so opportune at the present time. Other classes of society are also directed to the high privilege of literary and scientific instruction, and the influence of education upon the popular happiness is exhibited in the conclusion of the Address.

The Discourse on Education was delivered before the legislature of the state of Indiana, during their sessions of the current year. It treats rather more in detail the general topics which are afforded by this comprehensive subject, and bears the stamp of the same practical and enlightened observation. The ingenious and feeling apology with which it opens contains a pledge of the reverend author to devote himself to the interests of his newly chosen state. The physical, intellectual and moral education of youth is made to pass under review, and that specific form of instruction which is adapted to our peculiar institutions and circumstances is indicated. Upon the subject of physical discipline we may perhaps be opposed by the current of popular sentiment, yet our impressions have been well expressed and considerably deepened by the following remarks of the speaker:


Gymnastics sorted well with the ancient order of things; and the institutions in which they were performed, were in a style of magnificence, which accorded with the supposed importance of the

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