and echo will answer, Where? It would well become the living Mammon to put on sackcloth and ashes, and to mourn over the ravages of death, who not only compels the children of this world to abandon their possessions, but secretly smites their possessions too; so that they often disappear, no man can tell whither. All that can be affirmed of them is-they were, and are not.

"But death, as the antagonist of Mammon, triumphs over him most signally when he arrests his most successful votary in the midst of his increas ing riches, and in the moment of his greatest power. It is then that we perceive that his worshippers are his victims; that he rewards not with wealth, but with a miserable and abject poverty-such poverty as the light of eternity alone can reveal in all its wretchedness, in all its horror.

"How brief, how humbling, is the record of mortality in the gospel! "The beggar died "—"the rich man also died,”—with what addition? "and was buried." This was the only earthly difference between them. The mighty change was in the other life. The beggar was rich in Abraham's bosom ; and the rich man's poverty was so deep, that Mammon could not afford him pelf enough to purchase a drop of water to "cool his parched tongue." How common is the phrase, "He died immensely rich!" but, if the Scriptures be true, how often is this an entire perversion of language! No man dies rich who goes naked, impoverished, and friendless into eternity. If he has no treasure there, what he possessed here can avail him nothing. The day of a rich man's death is the day of his failure. What a sensation would it have created in the exchanges of all the nations of Europe, if six months ago it had been announced that Baron Rothschild had failed! It would have affected the monied world a thousand times more deeply than the announcement of his death.

"Yet at that moment, as regarded all the immense wealth he had accumulated, he was reduced to utter destitution and beggary; and, unless smiling immortals awaited to welcome and receive his departing spirit, he has left no wretch on earth so forlorn and miserable as himself. Oh! it is not thus that death triumphs over Christian faith and hope; the faith and hope sustained and illustrated by Christian love—that holy charity which, by its active' perpetual diffusiveness, lays up for itself treasures in heaven."

and

Popular Songs of the Germans, with Explanatory Notes by W. KLAUER KLATTOWSKI, 12mo. Simpkin and Marshall. WE had occasion some months ago to notice Professor Klauer as a gentleman who has done the state some service by his literary and educational talent. His German manual is an exceedingly good book, and is decidedly the best of all the books for teaching German in this country-but we are doubtful how far any work of whatever talent can succeed in teaching that noble but not easy language, and this opinion is grounded on an acquaintance with the German language and its literature of several years' standing, and on the teaching of language in general. Indeed we do not think that the author so far forgets his own interest as a teacher, as to wish for his work all the success for which the title is ambitious. Our advice to those of our readers who wish to learn German, is to buy M. Klauer's manual and engage the author to illustrate and explain it.

M. Klauer's new work is quite of a different character from that before noticed. It is the first volume of a series intended to comprise the poetical anthology of Germany, dear Germany, whose poetry brings back to recollection so many hours of social enjoyment, in those days when life had not been "sicklied o'er with the pale cast of thought." The present volume contains a collection of the most popular songs of Germany; and though it may have omitted some which are consecrated to the memory by early associations, it contains a large proportion which we can never forget for “auld lang syne.” We instance particularly Stolberg's "Lob der Freundschaft; Göthe's "Huntsman's Even-song;" and der König in Thule" by the same; but it

is no use to go on with the enumeration of Schiller's lighter pieces, and the songs of Bürger, Herder, and other votaries of the German muse. Suffice it here to say, that this is a very good selection.

The songs of Germany are really poetry. Can an equal compliment be paid to those of England, France, and Italy? Surely not.

We hope that the encouragement with which this elegantly accoutred little volume has met from his many titled friends and true-will induce its learned and very amiable compiler to proceed cheerfully in his work.

Report and Prize-list of the Edinburgh Academy for 1836. 8vo. pp. 39. BLACK.

WITHIN the last twenty years, a great improvement has taken place in the system of school-education. In our own school-boy days the public schools of this country, proceeded on mere routine and were properly called grammarschools; as grammar, dead formal grammar of dead languages, formed the alpha and omega of the instruction. Happy the youth who after undergoing the wholesome discipline of birch and grammar for eight or nine years, was able to read and understand the beauties of a classic author. Every thing else in these schools was looked on with supreme contempt. The plans of such schools are now altered-not before they had become the object of ridicule to all intelligent men :-but, never mind, they are altered and for the better. Boys are not stuffed with grammar, like turkeys with meal, and it is not thought necessary to keep a poor wight one or two years poring over his grammar, ere he is called to construe a book in Latin. It is not now the rule to make all boys invariably Latin poets, nor to make them recite Latin poetry without understanding it. Better plans are now adopted :—the students' faculties are called into operation, they are no longer treated as machines, but as thinking beings capable of intellectual training. The principles of grammar are now taught as well as its forms, and a mass of illustration is presented by the contemporaneous reading of classical writers under the superintendence of an intelligent teacher. Besides this, Latin and Greek do not now monopolize the students' time in our public schools. Eton, Winchester, Charter-house, and St. Paul's, are we believe the only places that retain the old prejudices in favour of exclusive classical instruction. Harrow, Rugby, Shrewsbury, and Westminster, have conceded to the general demand for general instruction; and in these and other foundation schools, History, Geography, Arithmetic, and Mathematics, take their turn with Greek and Latin. In some, even French is taught, and in one or two instances, we have heard of German. This is as it should be. We do not join in the cry of the ultrareformers, who would sink the classics altogether; we know that such studies have a tendency to form a correctly-thinking mind and have a great influence in forming a literary taste, and therefore we should not wish to see them abandoned, nor do we wish the higher orders of instructors to succumb to the fancies of radical educationists. Let there be a fair mingling of classical and general instruction: let the dead languages hold an important station; but at the same time, let a fair allotment of time be devoted to what is usually considered as belonging to general education-Geography, History, and the pure and mixed sciences.

It is because we think that the great requisites of a good curriculum of school-training are combined in the Edinburgh Academy, that we submit the following abstract from the Rector's report to the notice of our readers. At the same time we do not mean to insinuate that this establishment is better conducted than any south of the Tweed, though we fully concede to it the honour of being one of the very best conducted of the three kingdoms. Those of our readers who are parents will be interested by the perusal of the report, which proceeds as follows:

"I still hold that the intellectual powers are best called into action, and strengthened, by a careful cultivation of the sciences of Number, Geometry,

and Grammar, and that sound education consists in placing these instrumental arts completely at the command of the pupil. The first two, present him with the key which will unlock to him the secret laws of the material world, the wonderful arrangements according to which the universe moves on in harmony and order; while the latter is the only door, through which an entrance can be obtained, into the still more glorious edifice of the human mind, and to the principles of language, without which there would be no communicable nor transmitted science of mind. Grammar is the only foundation for logic itself, without which man is a continual dupe to every fallacy, and utterly unable to pass a sound judgment on any question of law or moral philosophy, or on the revelation of God's will, whether communicated in the ample page of the material creation, or in the more easily understood revelation by words.

Perhaps the Directors are not aware of the extent of a delusion, under which some persons labour, about the course of studies pursued at the Academy. It is affirmed from day to day, and with a pertinacity which defies contradiction, that in our Establishment nothing but the classics are studied, and that almost our exclusive attention is devoted to them. In answer to these erroneous statements, I place before the Directors the following Table of the Weekly Studies in the several Classes :

FIRST and SECOND CLASSES-Latin 14 hours-other studies 14. THIRD CLASS-Latin and Greek, 20 hours-other studies 11. FOURTH CLASS-Latin and Greek, 17 hours-other studies 12 FIFTH CLASS-Latin and Greek, 17 hours-other studies 12} SIXTH CLASS-Latin and Greek, 14 hours-other studies 15 SEVENTH CLASS-Latin and Greek, 17 hours-other studies 13 "From this statement it will be seen, what a considerable portion of the whole time is devoted to other studies than Greek and Latin; and when we take into consideration that all is done according to time tables, which prevent the possibility of one study being sacrificed to another, the charge of our exclusive devotion to the classics must appear utterly groundless. Indeed, the wonder is, how it can be expected that our pupils, compelled as they are to perform the whole work of the Academy, without dispensing with any department, can be expected to compete with pupils, whose time has been exclusively, or almost exclusively, devoted to classical studies. This is particularly the case with the Fifth, Sixth and Seventh Classes, where the proportion between the time allowed and the expected proficiency of the Pupils, is one which, I am certain, would alarm the most self-confident classical master of the day. "In the mean time, I have no cause to complain, and can conscientiously declare, that the whole School is in every department in a healthy state, and under a wholesome course of instruction. I have prepared my own classes for an examination on paper,-the only real test of the scholarship of a class. "Mr. Wood has continued to give us great assistance, and to superintend the English department with unwearied zeal and proportionate success.

"As the Silver Medal in the Seventh Class will be given to the pupil who will pass the best examination on paper in Algebra and Geometry, it will be necessary for the Directors to ask some qualified person to draw up the necessary questions, and examine the answers.

"The range of study which the class has accomplished during the year, and on which the pupils are prepared to be examined, is as follows:

"1. IN PURE GEOMETRY.

"Frequent Revisals of the first Four Books of Euclid, and the Sixth Book for the first time.

"Many Exercises strictly Geometrical have been prescribed and performed in the Class-room. "2. IN TRIGONOMETRY.

"The different Trigonometrical Lines, as given in the Tables, have been fully explained, and some of them calculated. Right Angled and Oblique Angled Triangles in all the different cases have been solved, and a great number of

Problems in which Trigonometry is applied to Surveying, the Mensuration of inaccessible Heights and Distances, &c. have been solved. The use of Logarithms comes under this part of the course; their nature and application were explained, and great dexterity in the use of them, has been acquired.

"3. IN MENSURATION.

"All kinds of Plane Surfaces, Regular and Irregular; the different methods of Land-surveying, as far as it could be done without proper instruments, and in the Class-room; also, the method of calculating some of the simple solids. " 4. IN ALGEBRA.

"The Elementary Rules, Fractions, the Extraction of Roots, the application of the Binomial Theorem, Proportion, Simple Equations, Quadratic Equations, Cubic Equations (by Cardan's method,) and higher Equations by approximation, Arithmetical and Geometrical Progressions, the Summation of some simple cases of Infinite Sines and Compound Interest.

"July 2, 1836.

(Signed) JOHN WILLIAMS, Rector."

We add a short account of the studies of the different classes.

FIRST CLASS.*

Latin: Rudiments, with Rules of Syntax and part of the Vocabulary of conjugated Verbs. Delectus. Grammatical Exercises.-Geography: The general outlines of Europe, Asia, Africa, and America, with the particular geography of England and Scotland.—Scripture Biography.—English: Simpson's History of Scotland, and recitations of Poetry.-Arithmetic: Four rules, Reduction, Addition, and Subtraction of money.

SECOND CLASS.

Latin: The Rudiments with the Vocabulary of conjugated Verbs, and the Rules for the Genders of Nouns. Grammatical Exercises. Delectus continued.-Geography: The Maps of Europe.-Scripture Biography.-English : Simpson's History of England, to the end of the reign of Elizabeth. Recitations.—Arithmetic: Compound Addition, Subtraction, Multiplication, and Division of Money, and Weights and Measures. The higher division begin Vulgar Fractions. THIRD CLASS.

Latin: Cæsar. Electa ex Ovidio. Grammatical Exercises. Rudiments with the Latin Rules for the Gender of Nouns and Prosody.-Greek: Rudiments, to the end of the Verbs. Extracts.-Scripture Biography.-Geography: The Map of Europe and Asia.-English: Simpson's Roman History, to the end of the first Punic War, and Recitations.-Arithmetic: Principles of Addition, Subtraction, Multiplication, and Division of Simple and Compound Quantities, Simple Proportion, and Practice.

FOURTH CLASS.

Latin: Virgil's Æneid. Sallust's Catiline. Mair's Introduction, the easier portions. Rudiments, with Rules for Gender and Prosody. Written Exercises in prose and verse.-Greek: Extracts. Rudiments.-Scripture Biography.-Geography: Africa, North America, and South America, the West Indies, and the Islands in the Pacific Ocean.-English: Simpson's History of Greece to the end of the Peloponnesian War. Recitations.-Arithmetic: Practice, Simple and Compound Proportion, Interest, and other Commercial Arithmetic. FIFTH CLASS.

Latin: Virgil's Æneid. Horace. Livy. Rudiments, with Latin Rules for Gender and Quantity.-Greek: Xenophon's Anabasis. Homer. Dunbar's Introductory Exercises. Greek Testament, Greek Rudiments, revised. Nu

The arrangement of the masters with respect to their classes is different to what is usual in ordinary schools. The masters go up with their classes, so that a boy in his progress from the bottom to the top of the school receives his classical instruction from one master only, till he reaches the fifth class, in and above which he receives his instructions from the rector, assisted by his former master. The assistant master, as soon as he reaches the rector's lowest class, takes the lowest or first class also; when he aids his principal in the sixth, he takes the second also; and when he is assistant master of the seventh, he is master of the third class. The rector regularly examines the different classes at stated periods.

merous Exercises in prose and verse.-Ancient Geography: Various Countries of the Roman Empire.-English: The first four Books of Milton's Paradise Lost critically read and passages committed to memory.-Elementary Science by Mr. Wood: General properties of bodies, cohesion, attraction, gravitation, laws of motion, mechanical powers, mechanical properties of fluids, specific gravity, mechanical properties of air, general effects of heat, chemical attraction, compound parts of atmospheric air, component parts of water.-Arithmetic : Vulgar and Decimal Fractions; Extraction of the Square Root.-Geometry : The First Book of Euclid's Elements. SIXTH CLASS.

Latin: Horace's Books, 3d and 4th of the Odes and Epodes. Virgil's Georgics. Livy.-Greek: Sandford's Homeric Exercises. Homer's Iliad. Zenophon's Anabasis. Euripedes Medea. Greek Testament, John and Acts. Exercises in Prose and Verse. Greek and Latin.-Ancient Geography: Hispania, Gallia, Britannia, Germania, Vindelicia, &c., Italia, Sicilia, and Græcia, to the end of Græcia Propria.—English: Shakspeare read and critically examined. Irving's Elements of English Composition read and explained.Arithmetic: Frequent revisals of the Rules taught in the Fourth and Fifth Classes.-Geometry: The first four books of Euclid.—Algebra: As far as Quadratic Equations.-French: The Pupils belonging to this Class are taught French in two divisions, attending three hours a-week. Levizac's Grammar explained. Cours de Littérature read and translated.

SEVENTH CLASS.

Latin: Horace. Epistles and Ars Poetica. Cicero. The Orations. Livy. Tacitus.-Greek: Homer. Xenophon's Anabasis. Sophocles. Herodotus. New Testament. Luke's Gospel. Exercises in English, Greek, and Latin, prose and verse.— Geometry: First Six Books of Euclid. Trigonometry, as applied to Surveying and Navigation, Mensuration, and Algebra.--French : Levizac's Grammar. Cours de Littérature. Plays of Moliére, Racine, &c., read and translated.

We are glad to see that religious education is not altogether neglected in the Edinburgh Academy. Whatever may be said about the introduction of religion into university education, we are quite sure that in a school the inculcation of moral and religious habits is absolutely necessary. There are several specimens of Greek, Latin, and English composition, annexed to this report, that are highly creditable to the young men as well as to their in

structors.

The Tailors (or "Quadrupeds,") a Tragedy for Warm Weather. In Three Acts. Illustrated with Original Designs by R. Cruikshank. With Introductory Remarks by R. RYAN. Finch, Cornhill. THIS reprint is beautifully "got up;" the illustrations by Cruikshank are replete with humourous combinations of the grotesque.

Ryans' preface is hit off with considerable tact, and, besides giving an account of the riots at the Haymarket Theatre concerning this piece, it contains a brief life of Foote, and the following graphic description of John Reeve, the fidelity of which portrait all will acknowledge.

"The next representative of Abrahamides, of any note, in London, was John Reeve, who, as a performer of burlesque tragedy, is entitled to the appellation of a leviathan ;-none but himself can be his parallel;' naturally redolent with every variety of broad humour and whimsical fun, he unites each physical requisite necessary to the embodying of all his droll and ludicrous imaginings. Those who have not witnessed his performance of mock tragedy can have but a faint idea of the grotesque. His huge rolling eye, his broad ungainly figure, assisted by stage costume,—and the succession of absurdities he illustrates in his deportment, must be seen to be appreciated. He is the Gillray, Rowlandson, and Cruikshank of his art combined-presenting the lights and shades of caricature, with a fidelity, richness, and breadth equal to all three of these children of Apelles."