ment or the poet's religious convictions; which is to be set before the student of English literature. Thus we find that this chapter entirely fails to indicate the character of Dryden's writings.

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We notice occasionally a form of expression which, we think, Mr. Coppee himself would readily criticise. Thus, referring to Mrs. Browning, he writes (p. 434): "After a happy life with her husband and an only child sent for her solace, this gifted woman died in 1863.” We have always supposed that grief and sorrow were to be solaced, but we cannot conceive why this worthy lady should need solace for a "happy life with her husband" (!) The writer has also taken the liberty of using some words such as hyperlatinism" (p. 300), which, we judge, will scarcely be able to obtain recognition in dictionaries of the language. Yet, notwithstanding defects in expression and errors in judgment, such as we have pointed out, we find much to commend in this work. It is impartially written and evinces a large acquaintance with the subject, which is much more than we have been able to say of most works of the kind which we have lately examined. To this we need hardly add that we recommend "Coppee's English Literature," for if it has some defects they are such only as can be easily remedied in a new edition. The work would then be as satisfactory as "Elements of Rhetoric" and "Elements of Logic," by the same author. But as it is it may be more safely and profitably studied in our schools than three fourths of the similar books which the parties interested declare superior to all others.

Catalogue and Circular of the Gannett Institute for Young Ladies. Chester Square, Boston, Mass. 1873. 16mo, pp. 36.

WE sometimes find more that is instructive in a catalogue than in many a pretentious book, and that now before us is an agreeable example of such. We have remarked more than once, in our discussions of the relative merits of colleges, academies, and schools, male and female, that the style of the catalogue is generally, if not invariably, a very good criterion whereby to judge of the institution which it represents. It is certainly a correct one in the present instance. Presently we will extract some of its maxims and suggestions, because they are such as teachers and parents in general, as well as students of both sexes, may profit by.

But let us mention, first, how we became acquainted with the Gannett Institute. For years, indeed, we have been in the habit of hearing it highly spoken of by those of whose competency to judge of its merits there could be no question. It has also been our privilege to meet, from time to time, incidentally, some of its alumnæ. That is,

we have heard the best reports of the tree, and seen sufficient of its fruit to satisfy us that those reports did not exaggerate its real worth. Further than this, we knew nothing of the institution until our last visit to Boston, some two months since.

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Happening to meet an old friend who has a daughter at the Institute, his first proposition is, that we accompany him to see it. Quite enthusiastic in his admiration of the school, he assures us that we cannot fail to be pleased with its system. We remind him that heads even of male colleges are sometimes unwilling to allow their pupils to be seen by the profane eyes of reviewers. "Never mind that," he says, we have no Provost in Boston-'no such person'!" We cannot hesitate any longer, but get into a car with our friend, and are soon at Chester Square. Many of our readers are aware that this is one of the most beautiful locations in Boston. The chief building of the Gannett Institute was erected expressly for the purpose of the school; to this, it need hardly be added, that it has all the modern improvements and conveniences. The recitation and study rooms and lecture halls throughout the whole establishment are spacious, where spaciousness is required, well ventilated and well lighted, scrupulously neat, and heated by steam.

On our being announced, the Rev. Mr. Gannett waited on us promptly, and received us in that cordial, frank manner, characteristic of the accomplished scholar and the experienced, successful educator. Mr. Gannett does not seem the less cheerful, the less brilliant in conversation, or the less willing to allow his system to be seen in operation, for having grown gray-as white as snow-in the classroom. Without the slightest hesitation he invites us to the class-rooms. We express fears that our presence may cause interruption, but although Mr. Gannett also was aware of our experience with the University of Pennsylvania and its learned Provost, he assured us that far from having the least objection to our presence in the class-rooms during the recitations, both professors and students wished us to be present. We then readily availed ourselves of the privilege, and such emphatically it proved to be. Mr. Gannett politely accompanied us from one class-room to another, until we had heard several recitations in as many different departments of study, including those of literature, science, and art.

Our readers are aware, we trust, that it is not our habit to indulge in superlatives. We do not think it necessary to use any inflated language for the purpose of expressing our approbation even of the system of education which, with its results, pleases us most. And had we been pompous all our life we should have felt called upon, in this instance, to lop off every superfluous word, and assume that chaste. ness of style, if we never had it before, which is the truest test of culture. For here there was nothing sensational, no excitement, no con

fusion, no display. The young ladies of each of the various classes we saw answered the questions proposed to them by their instructors as calmly and with as easy a grace as most matrons, having the combined advantages of liberal culture and good sense, converse with each other in the drawing-room. In short, never have we been more forcibly reminded, than we were during this visit of two or three hours, of the noble maxim of Cicero, which regards culture as the divine food of humanity: Animi cultus quasi quidam humanitatis.*

Previously, we had been permitted to be present at the recitations of the principal male institutions of Boston and its vicinity, including those of Harvard University; and now that we had heard those of the principal female institution of that city, we confess that we were still more willing than we had been in the past to acknowledge that the claim of the capital of New England to be regarded as the modern Athens in education as well as in literature, science, and art, has a solid foundation. This we can justly say without any disparagement of the other excellent female institutions in New York and elsewhere, -including the very best-to whose class-rooms we have been invited from time to time, and whose good works we have witnessed. Certainly we were reminded of some of these as we passed from one recitation room to another with the Rev. Mr. Gannett. We thought particularly of Dr. Van Norman's School, in this city, in its palmiest days, when it was located in Thirty-eighth street, before the principal introduced his new system of political economy, and still more forcibly, perhaps, did what we heard and saw at Chester Square recall to our mind the excellent institution in West Fifty-second street, New York, presided over by Mlle. Rostan, one of the most accomplished and most successful educators of young ladies in this country.

We were not surprised, then, to find that some of the best in. structors at Harvard College are also among the instructors at the Gannett Institute. Thus, for example, the lecturer on Moral Science at the latter institution is our old friend the Rev. Dr. A. P. Peabody, formerly editor of the North American Review, but now, and for several years past, one of the faculty of Harvard. From the teachings of Dr. Peabody alone we should have expected the most excellent results; for we know no one who combines more of the highest qualifications of an educator, especially an educator of young ladies. Passing to another department we find that the Professor of Elocution at Harvard is also the Professor of Elocution at the Gannett Institute. While revolving in our mind how much credit is due to Mr. Gannett for having secured the co-operation of such men in his great enterprise, we are conducted to another room in which we are introduced to the Rev. N. H. Hudson, the well-known author of one of the

* Fin, v. 19.

VOL. XXVII.-NO. LIII.

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best annotated editions of Shakespeare we have. A veritable treat awaited us here, for Mr. Hudson was just commencing one of his conversational lectures, to a large intelligent class, on his favorite subject the great English dramatist. After receiving us with a friendly greeting, and expressing himself pleased that we should take an interest in his labors, he proceeded with one of the best specimens of the Socratic style of discussion it has long been our privilege to hear.

To find several men thus giving instructions in the Gannett Institute in the special branches in which they had attained high distinction would have gone far to account to us, by itself, for the superior culture which impressed us so forcibly as the prevailing characteristic of the school. And yet even Mr. Hudson scarcely acquitted himself on his favorite subject more to our satisfaction than two or three of the lady teachers to whose classes we were also made welcome.

Even these few remarks, desultory and hurried as they necessarily are, will, we think, show that the estimate we have given of the contents of Mr. Gannett's Catalogue has a basis of sound reason to rest upon. But, as is our wont, we let the catalogue speak for itself. In the first place, we think there is no sensible, intelligent parent who will not give a ready assent to the following:

"The idea has, we fear, become too prevalent that an expensive wardrobe is necessary for a young lady in one of our city schools. Such, however, is not the case; on the contrary, any attempt at fashionable display is, in our judgment, in bad taste, and tends most seriously to counteract the best educational influences. Simplicity and neatness in dress are the essential characteristics, and altogether most befitting the period and vocation of school-days."

Mr. Gannett's views as to the proper standard of education for women are in accordance with those of the wisest thinkers of both sexes--not in accordance with the new-fangled, vulgar theories which, by making woman compete with man in those occupations for which nature has evidently not intended her, would deprive her of the best of those qualities which endear her to us most, and are the chief source of her influence and power. It is needless for us to inform our readers that we fully concur in the following:

"The question relating to woman's sphere, social position, relative capacities, peculiarities of mental or physical organization, we do not propose to enter upon; they are often discussed by those who do the least to promote her welfare. One thing is certain, woman was designed to sustain important social relations; and in proportion as all her powers are developed and perfected, will she become useful, happy, and honored. It is evident, that all literature that is worthy of the name is adapted to the wants of woman; and that she, equally with man, is capable of appreciating and being elevated by it."

So, it will be remembered, we have always thought and urged.

And it will be seen that we have also the pleasure of being in accord with Mr. Gannett in regard to the classic languages as a means of mental discipline and culture. We are sorry that we can now only make room for the following passage:

"We are aware that there are not wanting those with whom antiquity has become the mark for indiscriminate abuse and proscription; but, in regard to the Latin and Greek, the fact is undeniable, that for centuries they have held supremacy over all other languages; and their dominion increases as civilization advances. The reasons for this are obvious to all who thoughtfully investigate the subject. In the whole circle of literature no other study can be found, which, in itself alone, is so effectual to give culture to the mental powers. In the study of the classics, the circumstantial aud philosophical memory are in constant exercise. In rigid and accurate translation there is a continual requisition of the most subtle and scrutinizing analysis. Also, in translation, the habit of prompt, comprehensive induction is required-one of the most useful attainments of the human mind. But a still greater advantage in this study, and one which alone would fully justify all the expenditure of time and toil bestowed upon it, is its influence upon the discriminating faculty to which belong discernment, and those nice and subtle shadings of idea the perception of which is essential to exquisiteness of taste, beauty, precision and power of language. In translating from languages that have been developed according to the rules of perfect art, every word and every phrase calls this faculty into exercise. And who does not know that the variety of intellectual ability exhibited by scholars depends less upon difference of thought than of linguistic power " (p. 24).

Mr. Gannett would not, however, recommend the study of the ancient classics to all young ladies; only to those who evince some taste or apitude for them, and can afford to take a sufficiently long course. We had intended to give our impressions of the results obtained in the modern languages, as well as in natural philosophy, chemistry and the fine arts at the Gannett Institute, glancing in passing at its well selected library, its full sets of philosophical apparatus, and its handsome art collection; but we find that our remarks have already transcended the bounds we had prescribed for them. We can only add, therefore, that of the many seminaries and schools which it has been our privilege to visit in Europe and America for a period embracing more than a quarter of a century, not one has impressed us more highly, or afforded us more pleasure in two or three hours than the Gannett Institute.

We can now say that with one exception we have had the gratification of being present at the recitations of all the principal educational institutions of Boston and its vicinity. The exception is the Massachusetts Institute of Technology. This institution we have not yet seen, but from no educator have we received a more polite or more cordial invitation than from Dr. Kunkle, its learned and accomplished President. If only for the purpose of complying, as best we can, with the wishes of some of our readers in different parts of the country, who