has the advantage of bringing the director into contact with the pupils more closely; the latter allows a more thorough superintendence of instruction, discipline, and police."

One accomplishment is included in the Prussian system which we must quote for curiosity's sake: "At Pforta, dancing is taught as the means of giving an easy carriage, and with gymnastics and swimming in their appropriate seasons, as a means of health. So different are the ideas which prevail in Germany from those which have the ascendency among us, that in this institution, directed by a clergyman, and under clerical authority in its minuter regulations, occasional balls are given, in which the first class are allowed to take a part."

We trust that in the future publications which Dr. Bache may make (and we are sure that his readers will hold him pledged by his intimations to give more selections from his journals), he will furnish those descriptions of foreign universities which he has omitted, as not so intimately connected with the primary object of his inquiries. Our desire for such a detail is rather whetted than discouraged by such remarks as the following:

"The field is, however, vast; the varieties in Great Britain alone would require much space for due description, as a few words will suffice to show. The Scotch and English universities differ very much in their organization, discipline, and instruction, and even the several Scotch universities are not alike. At Glasgow, and the academical institution at Belfast, founded upon its model, the pupils enter, in general, in very early youth. The lectures are, therefore, mixed with recitations held by the professors, which, however, the large classes at Glasgow prevent from being efficacious. The students do not reside in either of these institutions. At Edinburgh, the average age of the student is greater, and the medical department assumes, relatively to that of letters, an importance which modifies the character of the school. The lesser universities of St. Andrews and Aberdeen differ more from the others in the arrangement of discipline, resulting from the residence of a part of the students in the colleges composing them, than in the character of the instruction. In the larger English universities of Cambridge and Oxford, composed of colleges and halls, in the buildings of which the students generally reside, the discipline of each college may be said to be its own, with a general conformity

to that of the university. The same is true in regard to the instruction, with this difference, that as all the courses tend towards the preparation for university degrees and university houours, there is a general conformity in the several colleges in the subjects taught and methods of teaching. The instruction given by the tutors in the colleges is upon the same general plan, a mixture of lecture and recitation; and as the attendance upon the lectures of the university professors is not obligatory, forms the real basis of the intellectual part of the university education. The inducements held out to exertion in these schools by the rewards which the fellowships and the stations to which they may lead hold forth, and which bring into them the greater part of the best talent of England, produce results which are of the highest order, but which cannot fairly be considered as depending mainly upon the system of instruction and discipline. It must require a very accurate knowledge of facts, with an entire absence of prejudice, to reason as to the general results of the various parts of the complex system, which has grown with the growth of these institutions themselves, and is, therefore, now very deeply rooted."

From this point, the Report takes up the superior period, or final stage of education, comprising the Polytechnic School of France, with its adjuncts-the School of Mines, and the School of Roads and Bridges, the School of Arts and Manufactures, at Paris; the School of Arts, of Prussia; Institute of Arts, at Berlin; Polytechnic Institute, of Vienna; School of Mines, of Saxony; Institute of Agriculture and Forestry, in Wurtemburg; and the Naval School of Austria, at Venice. In these institutions thorough instruction and practice are given in all the arts and manufactures which have any connexion with chemistry, geometry, technology, architecture, geology, &c. This portion of the work introduces the American to a new sphere of education. Our artisans are in general mere mechanics; they make wheels, and dye, and bleach, and work mines, and fell trees, and if it is not done by steam, the manual power is directed by little more of intelligence. What would our "operatives" think of such an elevation of their pursuits as could he effected by an institution with requisitions like these:

"A very accurate account of the universities of Cambridge and Oxford is to be found in the report to the board of trustees of the University of Pennsylvania, by Philip H. Nicklin, Esq, one of its members."

"For tradesmen, the two years of the real school, and one year of the commercial school; or for a more complete education, an additional year, embracing the courses of chemistry, physics, and technology of the technical school. For dyers, printers in stuffs, bleachers, manufacturers of chemical products, of salt, of saltpetre, for miners, metallurgists, brewers, &c.-special chemistry, physics, and technology, with some of the courses of the commercial school. For machinists, hydraulic engineers, mill-wrights, foremen in manufactories, and mining engineers-a course of two years was recommended, the first to embrace mathematics, physics, and drawing, and the second, mechanics, machine-drawing, and technology. As a preparation for agriculturists and foresters -courses of mathematics, physics, practical geometry, chemistry, and book-keeping. For miners-mathematics, physics, practical geometry, mechanics, drawing, and book-keeping. For surveyors-mathematics, physics, practical geometry, drawing, and book-keeping."

Or take another institute for the benefit of stone-cutters, carvers, brass-founders, &c.:

"The general course of studies lasts two years, and the pupils are divided into two corresponding classes. The first class is, besides, subdivided into two sections. The lower or second class is taught first; mechanical drawing, subdivided into decorative drawing, including designs for architectural ornaments, utensils, vases, patterns for weaving, &c., and linear drawing, applied to civil works, to handicrafts, and to machines. Second, modelling in clay, plaster, and wax. Third, practical arithmetic. Fourth, geometry. Fifth, natural philosophy. Sixth, chemistry. Seventh, technology, or a knowledge of the materials, processes, and products of the arts. The studies of the lower section of the first class are general, while those of the first section turn more particularly upon the applications of science to the arts. In the lower section, the drawing, modelling, natural philosophy, and chemistry, of the first year, are continued; and, in addition, descriptive geometry, trigonometry, stereometry, mixed mathematics, mineralogy, and the art of construction, are studied. In the upper or first section, perspective, stonecutting, carpentry, and mechanics applied to the arts, are taught, and the inaking of plans and estimates for buildings, work-shops, manufactories, machines, &c. These courses are common to all pupils, whatever may be their future destination; but beside them, the machinists study, during the

latter part of their stay at the institution, a continuation of the course of mechanics and mathematical analysis. The examples accompanying the instruction in regard to plans and estimates are adapted to the intended pursuits of the pupils."

But we must turn to other subjects; only taking space to assure our readers that we have done feeble justice to this most interesting and valuable document, and to its indefatigable and accomplished author.

ART. V.-A Treatise on Justification. By George Junkin, D. D. Philadelphia. J. Whetham. 1839: pp. 328.

It is gratifying to find that some of our orthodox American theologians are disposed to become authors, and to present to the Christian public their own views of important doctrines. Dr. Junkin undoubtedly deserves to be characterized as an energetic and indefatigable man. It could scarcely have been expected, that one who was burdened with the weighty and perplexing cares of a new and rising college, should have found leisure to compose an elaborate work on doctrinal subjects; but it would seem as though it was ordered in providence, that a man's capabilities should increase with his exertions.

Our first remark on this treatise, relates to the title. It is entitled, "A Treatise on Justification." This title does not fairly designate the character and contents of the volume. It should have been much more comprehensive; for the book treats of most of the cardinal doctrines of Christianity. It is in fact a concise system of theology. It might have been called "A Treatise on the Covenants;" or, "A View of the Fall and Recovery of Man, by Jesus Christ." The title prefixed is not only inappropriate because too restricted for the contents of the volume, but because the subject of justification is not so prominent as several other subjects. Indeed, we were surprised to find how small a portion of the treatise is devoted to this cardinal doctrine. It is true, justification is a kind of central point in the system of Christian theology, from which all other doctrines radiate, and from which they take their complexion; and as some modern theologians in our

country have almost excluded this cardinal point from their system, Dr. Junkin was probably induced to place it in a conspicuous light, and to use the term as generic; since, in a sense, all other important doctrines are included in it, or depend on it.

The titles to the chapters in their consecutive order, will at once show the contents of the book, and the plan of the work. "On the moral government of God—On the particular modifications of moral government as it was extended over man in his primitive condition; or the covenant of works-On the extent of the covenant; or the representative character of Adam -The definition of leading terms, just, righteous, righteousness, justify, justification-On the breach of the covenant, and the consequent additional requisite to Adam's justificationOn the consequences of Adam's sin, to himself and to his posterity, physically, intellectually, and morally— On original sin-Exposition of Rom. v. 12-21-Original sin proved from the salvation of those that die in infancy-The utter inability of man in his fallen state to meet the requirements of law, and thereby restore himself to the favour of God-The gospel reveals the only remedy for the evils of the broken covenant-The covenant of grace-The fulfilment of the covenant-The extent of the atonement-Objections against a limited and real atonement-Objections founded on particular passages of Scripture against the doctrine of limited, or definite atonement-The objection against strict, limited atonement, founded on the general gospel call, stated and refuted-The Saviour's intercession-On saving or justifying faith-Justification secures its subjects foreverGood works, their necessity and true position.'

Dr. Junkin is careful to cut off as much as possible all occasion of logomachy, by taking pains to define, accurately, the meaning of important terms. This precaution has become absolutely necessary in controversial discussion, as nothing can be more evident than that the same theological terms are used by different writers in an entirely different sense. Unless, therefore, terms are understood in common in the same sense, those may appear widely to differ who are agreed; and on the contrary, there may seem to be an agreement, where there is a wide difference. The word guilt has almost changed its ancient meaning, and we have known two young theologians to carry on an almost interminable