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members, and that in a way, which has appeared to them to satisfy, more completely and effectually than any other, both the letter and spirit of the Apostolical precept above referred to. To extend the blessing which has rested on this ecclesiasticle usage, to the social and even to the domestic circle, is the object of the esteemed compiler of the work, which we are desirous of introducing herewith to the favorable notice of our readers, and especially to the friends of sacred song. That this object will not remain altogether unanswered, we are well persuaded, for the work is one of no ordinary merit, in a doctrinal and experimental, not less than in a hymnologio point of view. That it has found general acceptance on the Continent, and met already with a large sale, we are, therefore, not surprised to hear. To the members of the several German congregations in this country, and to any of our Christian Brethren understanding the German language, it may be confidently recommended. The several liturgies, or series of verses, partly original, but for the most part derived from the standard collections of German hymnology, or from the compositions of living authors, are 120 in number. These are arranged under twenty-two rubrics or heads, having reference to the festivals of the Church, the leading points of Christian doctrine, and the varied shades of religious experience 5 so that there is scarcely a scriptural truth that is not clearly and forcibly expounded, or a spiritual feeling or desire that does not here find appropriate expression.f The cheapness of the volume, which contains nearly 400 pages 8vo., and isnow sold in Bethlehem at the moderate price of 38 cents per copy, is almost as remarkable as the value of its contents.
t To be had by applying to br. C. F. Seidef, Bethlehem.
COMMUNICATIONS'.—The Editor is not to be considered responsible for the opinions of his correspondents, on subjects respecting which the Church allows a diversity of sentiment.
PUBLISHED FOR THE CHURCH OF THE UNITED BRETHREN.
Received by the Rev. David fiigler, 522 Houston St., New York, Rev. Edm.
Phinteu Ht Julius W. Held, Betulehem, Pa.
OUR BOABDING SCHOOLS.
Since the question was started as to the true end and aim of Moravianism, more especially in the present stage of its history, many valued correspondents of the Miscellany seem to acknowledge the shadowyness into which the discussion has thrown them, and the ambiguity which surrounds the whole problem.—While some seem desirous of holding up the past achievements of the Church, if we may be allowed the term, as an example for the future, others seem desirous of leading its performances out upon a new arena, as being more consonant with its true destiny as a member of the great evangelizing organization of the Christian world.
Without entering upon the general evangelical question of our society, we mean here more particularly to look at one of its very "important features, the remarkable and distinguished exertions it ever has made, and continues to make, in the cause of education.
We have, at present, upwards of thirty educational institutions scattered over Europe and America, where, in addition to the children of the clergy, the youth of both sexes from the world at large are educated.
In these schools the sons and daughters of our clergy are initiated into the first duties of active life, and the training thus imparted forms a necessary condition of the system.
This ordeal fits the individual fully for the whole business of life, and prepares him, in some of the more essential requisites of character, for all its emergencies.
In the great battle of social life, it is true, the more important lessons are first to be learned, yet before the temper and passions are to be tried upon that field, a certain degree of normal trainmg id necessary, even for the adult. How the education of heart and mind flows from the arduous and ill requited duties of preceptorship, it is not easy to point out; but all of those brethren who have gone through the process of this second pupilage, will easily be able to analize its influence and mode of operation. We would lay a peculiar stress upon this single branch of our subject, because we consider it paramount. This species of education of the man, after he has passed through all the stages of his earlier pupilage, differs entirely from the education he received, when thrown into the vortex of social life, since it conduces to the formation of character in its truest sense, and not to the acquirement of the forms and ideas of conventionality, such as the world has in store for him when he enters it. The entrance upon tutorship and the struggles through the years of trials, are duties incumbent upon our youthful clergy for various reasons and the necessities of the case bring about their own good results. As to the institutions themselves and their merits as places of learning and moral culture, conclusions regarding their excellence are most naturally drawn from their time honored standing, the respectability of patronage bestowed on them, but, above all, from the living characters whom the hand of parentage led thither in early youth, separated them from the contaminations of city life and thus imprinted upon their hearts the most ineffaceable truths. These evidences, in some measure, speak for themselves, yet it may be well here to enquire into the nature of the Moravian educational system, as we believe the subject generally is but feebly comprehended, and that those who have enjoyed the advantages of an early Moravian pupilage are seldom able to define its nature and influences. We will commence this exposition, therefore, with the somewhat startling declaration that the subject of true education is, generally, scarcely looked into. To render it still more startling to many of our readers, we will assert that much advancement, so called, in modern instruction, is, essentially, a retrograde movement.
The most current impression in reference to education is, that the largest possible amount of knowledge should be imparted to the susceptible mind and the whole range of the sciences should be traversed by the apt but youthful intellect. In crowding all their superficial knowledge into the brain, without reference to the mode and system which are inseparable from a correct normal training, in striving after the amount of knowledge and neglecting the mode, the sole aim held in view seems to be, the accomplishment of the individual in the intellectual graces of society.
We know this to be the design of our most popular schools, and we believe that few institutions exist where the work of education is carried out in its fullest sense. We are aware of the attempt having been made and of its being in operation, to some limited extent, of placing the youth under the immediate surveillance of a