220

Gadsden's Address to the Florida Institute.

[July,

Colonel Gadsden's discourse begins with a brief description of the natural features of the territory and of the agricultural products for which it is adapted. From the enumeration of the latter, we extract the following interesting list.

'Florida is no less remarkable for the natural, than the foreign productions which have been found congenial to her soils. All the varieties of pulse, the tuberous and the esculent roots, the farinaceous grains, the indian and guinea corns, wheat, barley, rye, oats, and the millets, peas, beans, yams, and potatoes, have been cultivated to great advantage. Cottons, the black and the green seed, produce, as if natural to the climate, and the experiments in sugar cane have been crowned with no ordinary success. The Banana, the plantain, the pine apple, the cocoanut, and most of the tropical fruits flourish near the southern extremity, and may, it is believed, be gradually naturalized to the northern limit; some few experiments near St Augustine have been very encouraging. Figs, oranges, limes, lemons, and all the varieties of citrons, nectarines, peaches, olives, and pomegranates, thrive in the eastern section of the territory, as if indigenous; and if any conclusions to equal results from similarity of soils and climate can be relied on, a well grounded expectation may be entertained, that almonds and the palms, all the varieties of the grapes and the oleaginous grains, which have contributed alike to the luxury, the comfort, and wealth of the South of Europe, and of the countries washed by the Mediterranean, may be successfully introduced in Florida.'

After alluding to the causes which retarded the growth of Florida under the Spanish government, and to the prospect of its rapid improvement under the United States, Colonel Gadsden remarks upon the important agency of agricultural societies in diffusing information of the greatest moment, both as respects the revival of exhausted soils and the introduction of new articles of agricultural produce. The discourse closes with a few judicious observations on the other functions, which the Florida Institute proposes to itself, as an Academy of Sciences and an Antiquarian Society.

It is truly gratifying to receive an Address like this from the press of a settlement, which, if we mistake not, was commenced but three years ago, and is now rising rapidly into importance. Our readers are probably aware that the township of land granted by Congress to General Lafayette adjoins that of Tallahassee. It must be a grateful association to this beloved veteran to see the domain, which has been bestowed upon him for his precious services in the infant struggles of the Republic, thus assigned to him in the centre of a fruitful region, which at that eventful period did not even form a part of the United States. May the

1827.] Dwight's Oration on the American Revolution. 221

laudable measures, proposed by the Florida Institute at Tallahassee for the benefit of a territory destined to become a most important member of our confederacy, be crowned with entire success. When the great Florida canal shall have been completed, the position of the territory will be one of the most important in all North America, and its citizens will possess every incentive to emulation which a free and enterprising people can wish.

2.-An Oration before the Washington Benevolent Society of Pennsylvania, delivered in the Hall of the Musical Fund Society, on the 22d of February, 1827. By W. T. Dwight. Philadelphia.

In this Oration Mr Dwight has treated a very noble and comprehensive theme with no inconsiderable success. His subject is the character of the American revolution, and its influence upon mankind. He illustrates the character of the revolution under the heads of the country where it happened, its era, the character of the people who accomplished it, the manner in which the revolution was accomplished, the character of its hero. The influence of the American revolution upon mankind is discussed, in reference to the political maxims which have been promulgated to the world in the successful result of the American revolution (such as that all power resides in the people; that all men are born free and equal; that the rights of conscience are inviolable; and that the press shall be absolutely and for ever free), and in reference to the example of America, in the points of written constitutions, free representative governments, and the entire and triumphant success with which our institutions have gone into operation. The discourse closes with a brief survey of the effects which have actually resulted from the revolution in reference to its influence on foreign nations.

The reader will perceive that Mr Dwight has brought a rich variety of topics under consideration and distributed his subject with skill. Much originality of remark could not be expected on any of these topics, which within a few years have been so variously and amply illustrated, not only in this country but in Europe. Mr Dwight has not aimed at the most fervid style of eloquence. His statements are clear and distinct, and many of them made with decisive effect. As a whole, the Oration holds a respectable rank among the performances of the class to which it belongs.

222 Tillinghast's Discourse on Domestic Industry. [July,

3.-Address delivered before the Rhode Island Society for the Encouragement of Domestic Industry, at their Anniversary, Oct. 9th, 1826. By JOSEPH L. TILLINGHAST. Providence. THIS is the production of a man of taste, genius, and right feeling. The principal feature of the discourse may be considered as agricultural, and the measures proper to be adopted and pursued for the improvement of our agriculture are succinctly indicated, but with emphasis and power. The observations on manufacturing industry and the mineral wealth of the state of Rhode Island are not less important and well timed. It is such doctrine, from first to last, with very trifling exceptions, as we should be glad to have inculcated at all our rural meetings, our cattle shows, and our agricultural anniversaries, from one end of the únion to the other. Not often can this be done in more expressive and beautiful language, than that of Mr Tillinghast's dis

course.

The public education of America, if we may so express ourselves, has, till within a few years, been partial and limited to a portion only of those things, which promote the public welfare. From the settlement of the country down to the revolution, all manufacturing industry was proscribed. This was an unnatural restriction, imposed by a foreign power, not for the good of the colonies, but for her own good. It operated consequently to depress one whole branch of industry. Of the two others, agriculture was deprived of all the advantages growing out of a denser population and a nearer market, which manufactures would have produced, and navigation alone was stimulated. After the establishment of our independence, the peculiar state of the world perpetuated to a certain degree the same state of things. The carrying trade (amply shown by Adam Smith to be naturally the least favorable to the prosperity of a country) was made, by circumstances, highly attractive and lucrative to our merchants and the navigating interest in general. Then followed the disturbed condition of our political relations, which applied an unnatural stimulus to some branches of industry, and brought an equally unnatural depression on others; and to this succeeded the reaction consequent upon shutting the gates of the temple of Janus. It is only, therefore, within a few years that the country has been left open to the natural action of those influences which ought, in all respects, to decide its policy as a nation, and regulate the pursuits of its citizens as individuals.

There is, however, now no cause of complaint or apprehension, that the public feeling of the country will be restricted or confined to one or two leading pursuits. The natural attractions

and facilities of commerce remain, and there is no fear that our citizens will not engage in it, to say the least, as far as the state of things abroad will permit them to do so to advantage. Manufactures have now received a full share of the disposable capital of the country. Agriculture is daily receiving advantage from the lights diffused by our associations for the promotion of husbandry, and what are called internal improvements are pursued with intense and growing zeal. The mind of the country is awake, is daily informing itself, and is acting with mighty energy. Prejudices are clearing up, a feeling and policy conformed to the condition and situation of the country are daily acquiring friends; and the character of America is forming in all its departments.

course.

We beg leave warmly to recommend Mr Tillinghast's disIt is on important subjects; they are ably treated; it can scarcely be read by any one without imparting to him good views, kindled feelings, and new lights.

4.-Annual Report of the Acting Superintendent of Common Schools, made to the Legislature of the State of New York, January 23d, 1827. pp. 61.

It is generally admitted by those who have paid any attention to the state of the various seminaries of education in this country, that they are in the rear of the progress of society in other respects. To whatever cause this deficiency may be owing, and however much it may be, as it often unquestionably is exaggerated, it is obvious that the first step towards correcting it is to ascertain its precise nature and extent. To this end, it is important to obtain a full and minute account of the state of the schools and other places of instruction, with regard to the numbers and ages of the pupils, the subjects taught and books employed in teaching, the modes of instruction and discipline, and the moral and intellectual qualification of teachers.

On several of these subjects of inquiry the excellent report of the New York schools gives very satisfactory information. With regard to others, it did not fall within the province of the Superintendent to say anything.

The numbers attending the public schools are given with great apparent accuracy, and exhibit a very remarkable result. There are 431,601 children taught at the public schools only, without including those belonging to 570 school districts from which no reports were received. If we allow the same average to these, the number will rise to above 464,000. This is a most remarkable result, although the children may be taught only the bare elements of knowledge, merely to read, write, and cipher. A

child who is taught no more than this, is placed in a situation of comparative independence. In thousands of cases it depends on himself to go farther when he has been enabled to go so far. On the late establishment of schools for the scientific instruction of mechanics, in the several maritime departments of France, it was found that more workmen presented themselves to take advantage of the new instruction in Brittany, one of the least industrious and enlightened provinces in the kingdom, than in Normandy, which is noted for its general advancement and civilization. This unexpected result is attributed to the existence, in the former province, of schools established entirely by private munificence, for the instruction of 32,000 children in the simple elements abovementioned.*

In the New York schools, children are allowed to attend, from the age of five to fifteen and over, an average term of eight months annually. Now, in these ten years, incomparably more might be weekly done by tolerably competent instructers and tolerably good books, than is done. We learn from the report, that the teachers are generally poor, and poorly paid. What indeed can we expect them to be, when they receive' frequently one third less than the amount paid to experienced clerks and journeymen mechanics in the same vicinity.'

On the subject of books the report must be somewhat imperfect, or we are obliged to conclude that reading and writing are the only branches taught in all the towns; that in more than one third of the towns grammar or geography is neglected, and that there are very many towns in which no text book is employed for arithmetic. As to the books used, the names being given, there is no room for mistake; and in this respect the prospect is as sad, as it is agreeable in relation to numbers. Woodbridge's Geography, however, is used in a hundred and ten towns, and Colburn's Arithmetic in one. From these points light may perhaps break in.

The remarks of the Superintendent upon the introduction of better school books, better teachers, and improved modes of teaching are deserving of the most serious attention, and we cannot but believe that they will do much towards producing the desirable effects which he has in view.

* Rapport sur l'Enseignement Industriel, par C. Dupin. Revue Encyclopédique, Sept. 1826.