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JUDGE M'LEAN'S ADDRESS.

An Address, prepared at the request of the Union and Jefferson Societies, of Augusta College. By John M'Lean. Cincinnati, 1831, 8vo. pp. 28.

THE Honorable John M'Lean, one of the Justices of the Supreme Court of the United States, and author of the Address before us, of which the title is mentioned above, is, we believe, a member of the Board of Trustees of Augusta College, Kentucky. This address was designed to be delivered at the last commencement of that flourishing institution; but the execution of this design was prevented by an unexpected journey to the city of Washington, which Mr. M'Lean was obliged to make; notwithstanding which, the address was subsequently published, by special request. We had hoped to be able to present our readers with copious extracts from it in our present number, but find that we shall be compelled to forego this pleasure, from want of space. Our regret at this, however, is alleviated from the consideration that the address itself, in the pamphlet form, is accessible to our readers; and although, as it appears there, it suffers much from the misplaced punctuation with which it has been marred, it will nevertheless well repay those who may give it a perusal. Augusta College has certainly been highly favored in being able to secure the counsels and services of such a man, in her Board of Trustees; and it is gratifying to perceive, also, that Judge M'Lean is not a mere honorary and idle member, but takes a deep and active interest in the cause of education, in its most substantial and practical forms, and for the benefit of all classes of the community; and that for the general promotion of this chief glory of a nation, next to that righteousness which first and most exalts it, he applies and exerts the well cultivated energies of his highly gifted mind. The topics discussed in the address, are, The advantages of education, and the proper improvement of time.'

On the subject of education generally, the orator says,

'It may be assumed, without incurring much hazard, that improvements in the system of education have not kept pace with the progress of the arts and sciences in general.

We adhere pertinaciously to opinions early imbibed; and inculcate them on others with the same zeal which influenced our own teachers. On no class of society does this feeling operate more powerfully, than among those on whom devolve the important functions of in

structers.

From the highest halls of literature, to the humble apartment of the village schoolmaster, this influence is seen and felt. For more than half a century, the same class books have been read, the same exercises performed, and the same routine of duty substantially required. This does not result so much from the perfection of the system, as from the long sanction which has been given to it.

He who shall venture to suggest any change in the mode of instruction, incurs the risk of being denounced as an innovator, and an enemy to a regular course of education. In some of the learned schools the opinion seems to prevail, that no man can be truly great who has not passed through the established orders of study, with measured steps and technical exactness. On the other hand, many are found to err, in supposing that a regular and laborious course is incompatible with genius. No unerring rule can be laid down, by which mind can be accurately measured, or its powers most fully developed.

Superior capacity will show itself in rising above the trammels of artificial modes, and very often by acquiring distinction without the aids so essential to common minds. However various the forms of instruction may be, and however diversified the pursuits of knowledge, there is but one object in view, and that is, the acquirement of words and ideas. The acquisition of knowledge, and the means of imparting it to others, constitute, in the broadest sense, education.

The objection to the prevailing system of education is, that the memory is exercised too much, and the judgment too little.

Words are said to be the signs of our ideas; the representation of the picture formed in the mind. It would seem that in the order of nature, the idea should be formed before the individual is made to exhibit the sign of it; that the picture should exist before the parts are represented.

The reasoning faculty commences at an early period of life, and if it be not as rapidly developed as the powers of memory, it is susceptible of greater improvement. These qualities of the mind are closely connected, and any system of instruction which separates them does violence to nature.

Of what advantage is it to an individual to retain in his memory every thing he reads or hears, if he have not the power to combine facts, weigh circumstances, and draw conclusions. Memory is common, in a greater or less degree, to irrational animals as well as man. It is the faculty of reason which gives man the preeminence, and this faculty should be exercised through all the stages of his scholastic life. The powers of the memory should be limited by those of the understanding, and the whole system of education should be the order of nature, for the full development of the human faculties. In this way, boys would learn to reason before they left their hornbooks, and the studies of arithmetic and grammar would be pleasing as well as useful.' (pp. 3–5.)

The following is the picture of man without education, as drawn by the same masterly hand,

'Shrouded in moral and intellectual night, man is a savage. His home is in the forest-the heavens his covering. He delights in violence and bloodshed. The animal propensities prevail over the intellectual. The latter, by becoming subservient to the former, distinguish him in the scale of creation as cruel and relentless. Nature unfolds to him her beauties in vain. He is neither attracted by their charms, nor led to adore their divine Author.

Such is man in a state of nature.

VOL. III.-January, 1832.

Not indeed as he came from the 10

hand of his Creator, but as despoiled of his glory by the power of darkness.' (p. 6.)

The necessity and importance of the assiduous application of the powers of the mind to whatever it undertakes, the benefits of which have been so strikingly exhibited in Judge M'Lean's own history, he thus portrays :

"Without personal application, the highest gifts of nature, and the finest opportunities for the acquisition of knowledge, will be of very little advantage. How seldom do we find a man of splendid talents, and great attainments, who has a son that acquires equal celebrity. This may in some degree be owing to the reputation of the father, which the son seeks to appropriate to himself, without using the proper means to deserve it.

There are few instances where young men of great fortunes become eminent. The reason is, because they feel no necessity of relying upon their personal efforts for a subsistence; and having the means of enjoying what are falsely called the pleasures of life, they yield to indulgence, their minds become relaxed, and their ambition is destroyed. No man ever attained much distinction in literature, in the sciences, or in any of the learned professions, without great labour. And no individual of good capacity, who enjoyed ordinary opportunities for study, and improved them to the best advantage, ever failed to become distinguished. The great Newton declared, in a letter to Dr. Bentley, "that if he had done the public any service, it was due to nothing but industry and patient thought." (p. 17.)

On the discipline and improvement of the mind, he says:-

'But, method is not only necessary in speaking and writing, but also in thinking. This, it is believed, has seldom been properly appreciated. It is of the highest importance in the formation of a well regulated mind. If the mind be permitted to waste its energies on idle or vicious subjects of contemplation, how can it be expected to advance? Many persons seem to think the understanding can be improved only by reading, writing, or conversation. This is a great mistake. It is advanced not less by a correct course of thinking and observation than by either of the others.' (p. 20.)

Again :

The strength of the mind, like that of the body, may be greatly increased. If the body be unaccustomed to muscular action, its powers will be feeble, and may be easily overcome; but, by long usage to the severer exercises, its strength becomes astonishingly great. It is so with the mind. Although the properties of the mind be totally distinct from those of the body, they are alike subject to be influenced by circumstances; and the mind which has been accustomed to close observation, and a rigid course of investigation, will exhibit powers which strike with astonishment other capacities equally good, but less disciplined.

To form a correct habit of thinking, is of the highest importance. When this is done, the rapid improvement which follows, of which the mind is conscious, not only affords high gratification, but stimulates to

still greater effort. In this way, the powers of the mind are so much enlarged, that what at first might have been deemed impracti cable by the student, is accomplished with ease, and this leads to still higher attainments. A perseverance in this course will secure great eminence. None have deservedly acquired distinction who did not use these means; and none have failed of their object who did use them.' (p. 21.)

For the encouragement of youth labouring under difficulties in the attainment of education, he says:

'It is believed that few if any individuals in this country, have highly distinguished themselves as professional men, or as statesmen, who had not to overcome various obstacles in early life. Many might be named, as occupying the first rank, who in youth were thrown upon their own resources for the means of subsistence. Under such circumstances, they learned to measure time more accurately by their expenditures, and saw the necessity of improving every moment.' (p. 23.)

'Roger Sherman, a distinguished senator from Connecticut, was a mechanic; and, in early life, followed his occupation from village to village, in the humblest manner. Yet this man, by the force of his own mind, and his untiring application, rose to the first rank of the great men of his country. He was eloquent and profound. Few men desired to measure strength with him in the field of discussion; none more effectually enchained the attention of his auditors.' (Ib.)

On the same subject, he adds, in another place :

Examples of brilliant success, under adverse circumstances, though more numerous in this country than any other, are not limited to it. In England, we find many such cases. A majority, perhaps, of the eminent lawyers there, have risen from obscurity by their own efforts. The same may be said, to some extent, of the other professions. Whether we look to the bar, the bench, or the senate, in that country, we will find that capacity, united with great effort and personal merit, throws into the shade all the factitious blandishments of rank and fortune. What a splendid triumph is here awarded to genius; what deference, in the midst of a proud aristocracy, to that nobility which nature and study impart.' (p. 25.)

The following eloquent paragraphs with which the address is concluded, contain sentiments which we are happy to see inculcated by a jurist and statesman of the eminent distinction of Judge M'Lean; and especially by one, who, among the principles of truth,' (as we know he does experimentally and practically, as well as in theory,) embraces the truth of the glorious Gospel, as the only solid and safe foundation on which any human soul can build.

The brief existence of human life, should operate as a powerful incentive to studious efforts. How short is the span which marks the career of mortality. The life of man is like a shadow cast upon the plain, which gradually disappears as the sun approaches his meridian. How impossible is it to recall misspent hours. If lost, they are lost irreparably; and every passing moment, misemployed, adds to that

sad account.

He who wishes to have a name that shall be cherished by posterity;

who desires, by his individual efforts, to add something to the amount of human happiness, and the glory of his country, has much to do, and but little time for action. His days and nights should be devoted to the pursuit of this great object. The principles of truth, justice, and patriotism, should be the foundation on which he builds. Whether his life be public or private, the same moral principles should govern him. He should discard, as incompatible with either truth, honesty, or patriotism, that political trickery which is shamelessly professed by some, and practised by many. By means not only wholly unexceptionable, but laudable, should he aspire to eminence. And when such a career shall be about to close, there will be nothing painful in the retrospect. Having inculcated, by precept and example, moral principle, and promoted individual and national prosperity, he has faithfully and conscientiously discharged his duty. No crying sins of injustice or oppression will lie heavy on his conscience in that honest hour. In the conviction that he has been the instrument of much good, and leaves an unspotted reputation to his friends and his country, he will find a consolation which receding honors, however great, if unjustly acquired, can never give.' (pp. 27, 28.)

BEZA'S TRANSLATION OF THE NEW TESTAMENT.

THEODORE BEZA was the colleague of Calvin, both in the Church and the University, at Geneva, where Calvin possessed and exercised, in reality, the power and authority of a bishop. Beza was his intimate associate and principal champion, in the grand scheme which he had formed for the making of Geneva the head quarters whence his doctrines might be propagated, and proselytes and patrons gained to his theological system, by means both of the Academy and their writings. Beza's Latin translation of the New Testament, with theological and critical notes, was his most celebrated work. It was received, on its publication, with great applause; has passed through many editions; was made the standard, in a great measure, of most of the translations of the Calvinistic churches into modern tongues; and was not without influence on the English translators of our own common version; although it had, perhaps, less influence on them than on the translators of other countries. It will not, therefore, be uninteresting or unprofitable, even at the present day, nor to mere English readers as well as others, to see what liberties this celebrated Calvinistic translator allowed himself to take with the sacred text, and for what purposes and objects. The critique which we subjoin, is compiled from one of the Preliminary Dissertations prefixed by Dr. Campbell to his translation of the Four Gospels. Of the passages in ancient or modern foreign languages, quoted by Dr. Campbell, but not translated, we have added translations, which are distinguished by being enclosed in brackets, as is also what other matter has been added by ourselves.

Beza, with natural talents considerably above the middle rate, had a good deal of learning, and understood well both Greek and Latin; but he neither knew Hebrew (though he had the assistance of some who knew it,) nor does he seem to have been much conversant in the