ne cadenza introduced at pages 93 and 94, finely conceived, and we can readily sec ow effective it must have been when introced in the first movement of Mozart's D inor concerto. His occasional sharp, crisp, ad pregnant criticisms on cotemporaries and others, are the more valuable as the reIt of actual impressions of the moment; ad he gives you a clear idea, sometimes by sentence, of the manner and peculiarities various notables of the day. The book (1) handsomely printed, and is of that connient size which fits either the travelingunk or the traveler's pocket.

Professor Knapp is well-known as a orough French scholar, highly successful à his profession, and his two new books (2) re worthy of note. The arrangement of he grammar is very satisfactory, the examles are well-selected, and much discernment hown in the choice of words for the conuding vocabulary. The part on pronunation, wherein Professor Knapp follows the Parisian mode, is clearer than is usual in the rammars, and will tend to correct errors to which learners are apt to fall, through racticing conversation with Frenchmen not horoughly educated. The reading-book, to which there is appended a fuller vocabulary han that attached to the grammar, and which contains some brief but valuable iographical and critical notes, is marked ot only by good taste in the selections, and licitous arrangement, but by a combination f excellent features. In the vocabulary, for nstance, every essential idiom or peculiarity iffering from the use of the corresponding word in English, is introduced, and the réime proposition, with its English equivaent, is added after the words that require it. A new edition of "Smith's First Latin orse," (3) well and favorably known to instructors, has been issued under the superision of Professor Drisler. It is enough to ay that the editor has performed his work vell and carefully; and that the text, from careful examination, appears to be accurate. The style of the book is creditable to he printer, the specimen-words of the different parts of speech in the various vocabularies prefixed to the lessons, standing out in

1) LETTERS OF FELIX MENDELSSOHN BARTHOLDY, FROM 1833 TO 1847. Edited by PAUL and CARL MENDELSSOHN BARTHOLDY. Translated by Lady Wallace. Philadel phia: Frederick Leypoldt. New York: F. W. Christern. 18mo, pp. v1-421.

(2) A PRACTICAL GRAMMAR OF THE FRENCH LANGUAGE. Containing a Grammar, Exercises, Reading Lessons, and a complete Pronouncing Vocabulary. BY WILLIAM KNAPP, A. M. New York: Harper & Brothers. 16mo, pp. 502.

CHESTOMATHIE FRANÇAISE.

A French Reading-Book. Contsining T. Selections from the best French Writers, with References to the Author's French Grammar. II. The Master pieces of Moliére, Racine, Boileau, and Voltaire. With Explanatory Notes, Biographical Notices, and a Vocabulary. By WILLIAM KNAPP, A. M. New York: Harper & Brothers. 16mo, pp. 480.

(3) PRINCIPIA LATINA. No. 1. A First Latin Course, comprebending Grammar, Delectus, and Exercise-Book, with Vocabularies, BY WILLIAM SMITH, LL.D. Revised by

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bold type, to the great convenience and advantage of pupils.

There are two volumes of what is generally known as the "Reason Why Series," that lie before us.(4) We do not admire short cuts to learning. The royal road is a bad road. As instruction-books, accurate as the information scems to be in these volumes, we should condemn them; but as aids in repe tition, and in refreshing the memory of ad vanced pupils, they might be introduced in schools with great advantage. There are several academies in which they are now serviceably employed in the way of which we speak; and it strikes us that a series of repetetive works, on the various branches of education, if properly prepared, would come into universal use. Such an idea is worthy of the consideration of the publishers.

Nine-tenths of the essays on "Home," and "Home-Life," are dull reading, consisting of platitudes, or unconsidered views, or a mixture of both. We can except the little volume of Mr. Ware (5) from this category. The style is simple, flowing, and easy; the sentiments adapted for more than a New England atmosphere; and some of the hints are valuable, if not entirely new. We have found the book of sufficient interest to read through carefully, and to recur to selected passages. We commend it particularly to young people just setting out on the career of married life. The chapter entitled "Home, the Residence," is entitled to frequent perusal.

Of political biographies-books to advance the fortunes or gratify the pride of leading politicians-we have no great admiration. They are generally mere laudatory compilations; wearisome, dull, and unprofitable. "The Ferry-Boy and the Financier," (6) is an attempt to impress on the minds of young people a sense of the general ability and merits of the late Secretary of the Treas ury. There is some interest in the details, and the narrative is told well, but some of the incidents are apocryphal. In this connection, it may be as well to mention, that the story told about Mr. Wirt, on page 272, has been told before of other distinguished gentlemen-among the rest, of Bishop War

burton.

A story very well written, purporting to give pictures of Southern life, is "Honor," by Mr. Bulfinch.(7) Some of the scenes are exaggerations; but on the whole, the book has interest. The interest would be heightened by a condensation of the narrative.

(4) THE REASON WHY; General Science. New York: Dick & Fitzgerald. 12mo, pp. 346.

THE REASON WHY; Natural History. New York: Dick & Fitzgerald. 12mo,

(5) HOME-LIFE; What it Is, and What it Need. By JOHN F. W. WARE. Boston: Wm. V. Spence: 18m0, pp. XXIV-180.

(6) THE FERRY-BOY AND THE FINANCIER. Eya Contribu tor to the "Atlantic." Boston: Walker, Wise & Co. 16mo, pp. 332.

The new work on "Penmanship," by Mr. Potter, (8) intended for the use of schools, is an exceedingly valuable work for both teachers and pupils-for the former, since it contains all the instructions necessary to be imparted to the learner; and for the latter, because it presents the principles of the formation of letters and sentences in a simple, clear, and demonstrative style. A teacher who is himself an admirable penman, often fails to make good penmen of his pupils, because he is less familiar with the principles than the practice of his art, or has not made himself thoroughly familiar with the elements of written characters, the relative proportion of parts, and the rules of position and manipulation. With this work, the teacher finds the connection of the theory and practice of elegant penmanship, and is enabled to teach as well as execute.

While speaking of works on Penmanship, we think proper to call attention to the Writing Charts, by Potter & Hammond. Passing the mere elegance of their mechanical execution, we look upon these charts as a necessity in any well regulated schoolroom, for obvious reasons. Hung up in the school-room, they will require no explanation. The pupil who is not otherwise engaged, can be directed to copy them, and without stirring from his seat, the idle moments sometimes found in all schools for certain pupils, will be employed with profit. He is thus taught through the faculty of imitation; and with the letters, he is taught also their analysis, synthesis, and classification, without being aware of the process of instruction.

The following notice, from the London Reader, conveys so nearly our own views concerning a very pleasant book, (9) that we copy and endorse it, though such is against

our custom:

"The structure of the story is as simple as the spirit that animates it. A generous, heedless, open-hearted youth, loses his money in horse-racing; is slighted by his mistress, whose giddy little head is temporarily bewildered by the attentions of a handsome rival; is disowned by his rich uncle, and quits the country in despair. Before his departure has transpired, the uncle is murdered for the sake of his strong box-a tragedy almost unprecedented in New Jersey. In the midst of the public consternation, a corpse, recognized as the nephew's, turns up on the beach hence he naturally obtains a reputation for murder combined with suicide. The experienced novel-reader, however, will not require to be informed that he reappears in due course, and that his punishment is commuted into matrimony. There is a great charm in the character of Angie, the village belle, whose willful coquetry shades

(8) PENMANSHIP EXPLAINED. By S. H. POTTER. New York Schermerhorn, Bancroft & Co.

(9) HAUNTED HEARTS. By the Author of "The Lamp. lighter," Boston: J. E. Tilton & Co.

beautifully off into h under the influence of Hannah, the grim ol and there is great h minor characters, and ity about the pictures general. On the who is a very winning, if v story. The diction is English novel, and dwell too long on trivi: forgiven, in considera liberality, and sound so

Of compilations of Songs, there seems to b "Songs for Social and 1 is an improvement in cl its predecessors, and di sound judgment on the Its portability, clear ty chanical excellence, ass still more to the use dices are especially thor

NEW MUSIC.-We ha sheet music on our tab Oliver Ditson & Co., B about an average of the by music publishers. I

1. Finale de Lucrezio Piano, par A. Goria. |

This is more notablcompositions of its autho have as great a popular -especially such part: movement on pages 6 a ties to the great majo none that are insurmo general arrangement is treatment striking, and those on pages 5 and great beauty. The piec practice for first-class piano, besides being al part of the repertoire c former.

2. "Ah, who can tell ho This is the celebrated pensar che pieno," from admirably arranged. It ation.

3. Le Torrent Waltz. natural.]

Why, Le Torrent, we waltz is rather tame tha is pleasing, without being and will well suit the ma

4. For Thee and only Buckley. [F]

5. Taras evening at th Graben Hoffman. [F]

Two songs calculated to air of the first is at the author's works; the secon and Germanesque.

(10) SONGS FOR SOCIAL AND PUR edition. Edited and compiled by D. D. Boston: Henry Hoyt. It

HE basis of all Mussulmaun education is the common endowed school, ther attached to a mosque, or being in a parate building. Generally, whether in onstantinople or elsewhere, the school is mall, having a schoolmaster, and perhaps pupil-teacher, or assistant, and from venty to fifty scholars. The school-room generally small, and mostly in an upper ory, occasionally over a sebil, or drinkg-fountain. The schoolmaster is a memer of the ecclesiastical body, holds a ecognized station in society, and is treated ith consideration. He is paid from an ndowment, the presents given by the chilren being very small, and so far as they re concerned, education may be considred free. There is nothing to prevent y Mussulmaun child in Turkey, boy or rl, from receiving education, and there e statutory enactments declaring the hooling of boys to be obligatory. Turey, therefore, is one of the countries in urope having a free national education. ate assistance is limited chiefly to the pply of improved educational works, and ese are supplied on demand to schools of I denominations.

This is a proper place to state that there a Minister of Education, and that the partment, generally united with the Mincry of Commerce or Public Works, has en held since its institution by patriotic d enlightened men, of whom may be med Kemal Effendi, Ismael Pasha, Safvet isha, and Edhem Pasha, the present miner. There is a regular department, der which all the public establishments e placed. As a general principle in

the establishments are open to its subjects of all religious denominations; but the general basis is the voluntary action of each denomination or nationality. What the State grants to these, is, permission to acquire lands and grant endowments in mortmain for schools; and generally it fosters all applications for assistance. There is no State system of education forced upon any school, and the Mussulmaun, Jew, Armenian, Greek, Roman Catholic, or Pro-testant, conducts his school just as he likes, without any interference.

Of

This freedom of education is one of the many liberties enjoyed in Turkey. course, it is not without alloy and not without defects; but it will generally be found that alleged cases of arbitrary conduct or oppression towards Christian schools, do not implicate the character or principles of the Government. For instance, a missionary succeeds in inducing a Turkish proprietor to let or sell him a house for a school in a Turkish quarter, and the Turkish inhabitants, as they have a perfect right to do under the system of frankpledge, refuse to allow the house to be so used; or an attempt is made to set. up a school for the conversion of Jews, in a Jewish quarter, when the Jewish inhab-itants refuse their consent. The parties, after vain attempts, have generally to set up their schools in some Christian or mixed quarter, where there is no objection or no regulation in force.

The children in the common schools, are the girls from four years old to twelve or thirteen, and the boys from four or five to fourteen or fifteen. Some of the

from the Ministry of Public Instruction, Stamboul, is a fortune-teller and disverer of stolen goods, whose house is il, besieged by hundreds of men and Dren, white and black, who may be en occupying the adjoining pavement in wds. Not far off, are male and female a'ers of all diseases, by mystic touch and petitions of charms.

The schoolmaster is the great teacher of nners and morals. This is one great rt of his vocation; and these are branches education, in which his scholars, male 1 female, are duly drilled. They are epared for all the duties of society, from first prayer in the morning, to the retion of a friend or guest. There they rn those salutations which become mceful, because, by long practice, they almost instinctive. There is a tale of e learned man, who was a sufferer by = assiduous teaching. His scholars had en trained to make the temenna on all table occasions-when he entered, when rose, and even when he sneezed. It so fell, that the bucket of the well in the hool-yard fell down, and after the scholshad vainly essayed to recover it, the aster himself descended, the worthy ith hangig on by the rope. When ought to the surface again, with the revered bucket, from wet and shivering snezed. Thereupon the well-mannered

well-trained lads, as in duty bound, nultae sly raised their hands to their rests, lips, and foreheads; but as they

go the rope, their reverend preceptor mbled down to the bottom again. In the ="ntry, the village Hojah unites a variety functions-schoolmaster, letter-writer, nveyancer, registrar, preacher-and is ensionally the only man who can read a seum -rt or carry on a correspondence. The Government has published a num=r of improved school-books, on geogray, arithmetic, &c., of which Kemal Efand was one of the first authors, and these -e being gradually brought into use, and ith more success of late years. It will ke tine, however, before this improve ent can be carried into effect throughout me empire, for, as in many other things, he Government is more advanced than

259

Another main point with the Government has been to improve the schoolmasters; but in this it has met with no support from the Ulema. Nevertheless, the improved school-books have borne their fruits, but particularly in the advanced schools; and every year, from among the Ulema themselves, is coming forth a body of better-informed teachers. These, however, are taken up at once for the Rushdiyyeh schools, and other public establishThe Government has failed, as yet, in obtaining the appropriation of any part of the endowments of the Medressels and their scholarships for improved education; but the time is near at hand when this will assuredly be effected, because the alterations of prices are so seriously affecting many religious endowments, that the professors will be very glad to accept public aid under an improved administration of ecclesiastical property by the State-an impending measure.

ments.

The number of Mussulmaun common schools in the Constantinople district, is 280; and of pupils, boys, 9,975; and of girls, 6,782; total, 16,757. Adding to these the Rushdiyyeh schools, would make the total about 20,000; or an average of 1 scholar in 20, or of boys, 1 in 15, of the population, exclusive of private schools. Of Greek schools, there were 77, with 6,477 boys; of Armenian, 37 schools, with 6,528 boys; of Roman Catholics, 8 schools, with 509 boys; of Jews, 44 schools, with 2,552 boys; of Protestants, 5 schools are enumerated. The girls in these schools are not returned; but the proportion of boys will be about the same as with the Mussulmauns, but of girls much less.

Besides the common endowed schools, there are numerous private schools kept by Hojahs, and chiefly frequented by boys of the mercantile class. Here, arithmetic, book-keeping, and correspondence, are taught. There are no such schools for girls; as the higher education for girls, when required, is given at home.

The chief success of the Government has been with the Mektebi Rushdiyyel, answering to our grammar schools, and communicating improved instruction. Of these, there are now 48, being 1 in each chief town of the empire. with 3.125 schol