tion to the study of the Scriptures, in 4 vols. 8vo; and Burder's Oriental Customs, in 2 vols. 8vo. Every work of merit on the subject of education generally, should be admitted; for although but small portions of such works could be introduced into Sunday Schools, yet the principles on which they are founded, and many of the advices and hints which they furnish, may be rendered extensively useful.

Standard works on divinity, which may often be obtained at a cheap rate, should be sought for. A Sunday School library will be of more advantage than appears at first view; it will foster a habit of reading, and that too of a select and solid character; it will tend to unite the teacher more closely with the school by affording him such facilities for his gratification, and it will materially aid him in his intellectual progress.

3. Reflection is of the greatest advantage in mental culture,― nothing indeed can be gained without it. Comparatively speaking, all our reading and observations are useless, unless they form materials for thought. The acquisitions of those who read without reflection, scarcely deserve the name, being of no practical value. They read merely for amusement, not for profit, -for the gratification of the fancy, and not for the improvement of the understanding. Their knowledge resembles the contents of a public warehouse, in which goods of every description are stored together without any order. It must be digested and arranged, or it will be nearly useless.

Reflection is the chemistry of the mind, enabling us to analyse the variety of subjects which are presented to us, to separate the good from the evil, and to produce a number of interesting combinations of thought and feeling. It is the test by which we are enabled to distinguish between true and false reasoning, and to detect the various improprieties with which we may be justly chargeable. The chemist only can arrive at a certain knowledge of the constituent parts of bodies, or judge of their adaptation to valuable ends; and it is the man of reflection only who acquires a just knowledge of the peculiar construction of his own mind, and is instructed how to apply it to his own improvement, and to the interests of his fellow creatures.

That these are results ofconsiderable moment to our individual and relative happiness is sufficiently evident. How apt are we to form an undue estimate of ourselves! Reflection induces us to compare ourselves with others; and the conviction is forced up

on us, that we have no reason to be proud of our attainments, but as yet, 'know nothing as we ought to know.' That self-complacency which we too frequently indulge, and which presents an insuperable barrier to mental culture, is best removed by the habit we are now recommending. Under a consciousness of our numerous defects, thus discovered, we shall be desirous of receiving, and shall thankfully acknowledge, the advice and assistance of those who are candid and friendly enough to point out our er

rors.

Aim at clearness in all you do. If you do not arrive at accurate perceptions of the subject which you are pursuing, it will be impossible for you to express or describe it with accuracy. Be not contented with having arrived at a conclusion, but satisfy yourself as to the process by which you have reached it. Some persons seem unable to express their ideas, so as to make them intelligible. Acquire, therefore, whatever exertion it demands, clearness and accuracy, which you will best accomplish by habits of reflection and careful composition.

4. We would earnestly recommend mutual communication. When the endless variety which the human mind presents, is taken into consideration, how invaluable do the opportunities of social intercourse appear. By the collision of one mind with anher, the brightest sparklings of genius and talent have been elicited, and he who desires to excel, must avail himself of the advantage of association. Persons who have been secluded from society, find considerable difficulty in conveying their sentiments; and it is therefore desirable, especially for the instructers of the young, to acquire the habit of speaking and writing with ease and fluency. Set before you as examples for your imitation, those of your associates who are the best informed, and cultivate their friendship, that you may avail yourself of the means of improvement which their conversation will supply. In the early part of the author's Sunday School engagements, a private society existed among several of his fellow laborers, for their own mental improvement; it met weekly, and here members with feelings of grateful pleasure the benefits his own mind received from its proceedings. Persons possessed of superior talent and information might thus be instrumental in contributing to the moral and mental improvement of their coadjutors.

Whatever be his mental acquirements, the most intellectual man may after all adopt the language of the immortal Newton,

who, reviewing the operations of his life, said, That it seemed as if he had been only gathering a few shells and pebbles on the sea shore, while the whole ocean of truth lay undiscovered before him.'

A christian will consider it his greatest happiness to dedicate his talents, however eminent, to the service of the cross.

The selfish feeling which induces some persons to keep their talents unexercised, finds no place in the mind of a generous believer. He feels that the knowledge he accumulates places him under a more serious responsibility, and therefore devotes it to the furtherance of the happiness of mankind. He resembles the farmer, who, although he gathers his corn into the barn, does not suffer it to remain there, but threshes it out, that it ma ybe useful in affording 'seed to the sower, and bread to the eater.' Apply then, your knowledge to a beneficial object, and be not satisfied with having talents, without exercising them for the advancement of the moral and spiritual happiness of your fellow men. This is the highest object of human exertion, and to this end, all your desires and attempts at mental cultivation, should be directed.

INTELLIGENCE.

EDUCATION AMONG THE GREEKS.

The condition and prosperts of the Greeks are deeply interesting to the man of letters, the philanthropist, and the christian. From a late number of the Missionary Herald, we copy the following extract from a letter of Mr. Gridley, dated "Smyrna, March 18, 1827."

"I have visited the Greek schools in Smyrna, and in the neighboring villages, for the purpose of distributing Tracts, and ascertaining the state of education among Greeks. In the city, I have succeeded in finding thirty-one schools, containing in all about one thousand scholars. These are mostly boys, and under 12 years of age, the daughters being generally educated at home this is also the case with many of the sons.

The principal school has 150 scholars, divided into three classes, and superintended by a Greek priest of considerable learning, who has several assistants under him. It is, however, very far inferior to the schoo! of Occonomus, previous to the revolution, of which this now takes the place. The primary ob

ject of this school is the cultivation of the ancient Greek, the Turkish government prohibiting instruction in the mathematics and physical sciences. Considerable attention is also bestowed upon the hand-writing. This is a free school, and under English protection. There are, also, one or more schools connected with every church, in which children are trained up for public readers. These are generally small, and under the superintendence of a priest. The children are employed for years in merely reading the ancient Greek; and thus they acquire the habit of going over it very rapidly, and with all the peculiar tones and modulations, which are deemed so essential in both the Greek and the Roman churches. After pronouncing a few syllables with unintelligible rapidity, the voice is suddenly raised an octave, and the syllable dwelt upon several seconds with a very peculiar trill; and by long practice the little children know perfectly well the syllables on which this special honor is to be conferred, so that all their voices rise, shake, and fall as

one.

But by far the larger portion of the schools are private establishments, set up by individuals, who wish employment as teachers, and for which they receive from each pupil about three dollars the year. Numbers of these are kept by enterprising young men; some by priests, and some by females. These schools are generally in small, dark, dirty apartments, and furnished with none of the necessary conveniences of a school room. The children are seated in rows, cross-legged, upon the floor. In one room, of very small dimensions, I counted sixty children. After completely covering the floor, the remainder were arranged on shelves attached to the sides of the room. In these schools, reading, writing, and arithmetic are taught. But such a thing as a book in a language they understand, I have scarcely met with in them all.* A small first book for children, and the psalter, both in ancient Greek, badly printed, and on very coarse paper, are the only books deemed requisite, and even with these they are but poorly supplied. In writing, they use their left knee for a desk. Yet in these schools, where I am sure none but a Greek would make any valuable acquisitions, many of the children learn to read fluently, to write a handsome hand, and become acquainted with the ground rules of arithmetic.

*Their books are in ancient Greek, and the language which they speak is the modern Greek.-Ed. T. G.

It is, however, little more than a mechanical process; the mind is not much cultivated by it; it does not teach the children to think. On the contrary, attending to sounds merely, being accustomed, as a daily task, to repeat them for years, without any definite ideas accompanying them, can hardly fail of forming habits of inattention, which must ever afterwards render it difficult to receive ideas through the medium of any written language.

These schools seem to me to present an exceedingly important field for missionary effort; not the schools of Smyrna merely, but the thousands which are scattered wherever sons of the Greeks are found. I find no little Greek village in the country without its schools. Travellers in the Morea tell me, that amid all the desolations of war, these little schools are continued in every corner of their villages. I also here meet with Greeks from many different countries; and among those from every country, I find such as can read. Nothing is more evident, than that the Greeks set a high value on education; and they are now making very laudable efforts for the education of their children. But for want of proper books, and instruction in regard to the manner of conducting schools, three-fourths of that effort is lost. Reform these schools, and a few years will change the entire character of the Greeks. Such a reform is not indeed the work of a day. This I find to be a country, where changes of any kind are brought about with great difficulty. And besides, against such a reform there are some strong religious prejudices. Like the Hebrew among the Jews, the ancient Greek language among the Greeks is a sacred language. It is the language of their church. The interests of the clergy, also, demand that the people be kept in ignorance.-Still a reform, I doubt not, is within the power of judicious, persevering effort."

LANCASTERIAN SCHOOL.

The celebrated Joseph Lancaster, who has been giving lectures on his system of education, is about to open a school for the instruction of youth in Trenton, N. J.-Rec & Tel.

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