possession of this western wilderness during the first century after the landing at Plymouth. There are not wanting at the present day, illustrious specimens of their native acuteness and patient research, which would reflect honour on any age, and which will long preserve the American name from oblivion. In vain will New-England now look for a Cotton, Hooker, Davenport, Mather, Mayhew, Norton, Oaks, Prince, Cutler, and Dickinson.* Nor were her worthies confined to any one class of men. The names of Winthrop, Eaton, Hopkins, Wolcott, and Prince,

third time, in the presence of a numerous and learned assembly. Prince's New-England Chronology, p. 38.

*The Rev. John Cotton came to this country in 1633, and was settled in Boston as colleague with the Rev. Mr. Wilson, the first minister in that place. While in England, he was chosen head lecturer in Emmanuel College; and became subsequently an instructor of young men designed for the ministry, some of whom were from Germany and Holland. He was a distinguished critic in the Greek and Latin languages, and conversed with some facility in the Hebrew.

The Rev. Thomas Hooker came to New-England in company with Mr. Cotton. He was first settled at Cambridge, and afterwards at Hartford. A very competent judge once said of him, that "he never met with Mr. Hooker's equal, either in preaching or disputation."

The Rev. John Davenport was the first minister of New-Haven, and one of the founders of that colony. He was an universal scholar, and held the first rank as a preacher. The late Dr. Dwight used to remark, that Mr. Davenport did more than any other man to form the character of Connecti

cut.

Such was the reputation of the abovementioned three gentlemen, that they received a pressing invitation to go over to England and assist in the deliberations of the Assembly of Divines at Westminster.

Dr. Increase Mather was a native of New-England, and a graduate of Harvard College, of which he received the Presidency in 1685.

Dr. Cotton Mather was a native of Boston, and one of its first and best ministers. He was a man of vast learning, and his industry was even proverbial. It is said of him, " that no person in America had so large a library, or had read so many books, or retained so much of what he read." He was familiar with the Latin, Greek, Hebrew, French, Spanish, and Iroquois languages.

There were four Mayhews, men of eminence and usefulness,-Thomas, John, Experience, and Jonathan,-all lineally descended from Governor Mayhew, of Martha's Vineyard; of whom the first three, together with

among her laity, will long be remembered as the enlightened and distinguished patrons of American literature.* Such were the men who made

their ancestor, were distinguished for zeal to promote the Gospel among the Indians.

The Rev. John Norton came over to this country in company with Governor Winslow, in 1635. He was early settled at Boston, and afterwards at Ipswich, and afterwards again established at Boston. After the restoration of Charles II, Mr. Norton was one of the agents of Massachusetts appointed to go over to England to obtain the confirmation of their charter. He was an eminent scholar and divine. One of his friends used frequently to walk from Ipswich to Boston, a distance of thirty miles, to attend the Thursday Lecture, and would say, "that it was worth a great journey to unite in one of Mr. Norton's prayers."

The Rev. Urian Oaks was a native of England, but was educated at Harvard College, and became the President of that institution in 1680. He excelled equally as a scholar, as a divine, and as a Christian. By his contemporaries, he was considered as one of the most resplendent lights that ever shone in this part of the world.

The Rev. Thomas Prince was the son of Thomas Prince, the Governor of Plymouth colony. He was colleague with Dr. Sewall in the Old South Church in Boston. In the opinion of Dr. Chauncy, no man in New-England had more learning, except Cotton Mather.

The Rev. Timothy Cutler, D. D. was a native of Charlestown, Massachusetts, and was inducted to the Presidency of Yale College in 1719. He was particularly distinguished for his acquaintance with oriental literature.

The Rev. Jonathan Dickinson was a native of Connecticut, and first President of New-Jersey College. He was a man of learning, of distinguished talents, and much celebrated as a preacher.

The Hon. John Winthrop was one of the company which arrived at Salem in 1630. He was the first Governor of Massachusetts.

The Hon. Theophilus Eaton accompanied Mr. Davenport to New-England in 1637, and was the first Governor of New-Haven colony.

The Hon. Edward Hopkins was also in the same company with Mr. Davenport. He was one of the Governors of Connecticut, a benefactor of Harvard College, and the founder of a grammar school both at New-Haven and Hartford.

The Hon. Roger Wolcott, a native of Windsor, and Governor of Connecticut.

The Hon. Thomas Prince was a native of England, and arrived at Plymouth in 1621. He was chosen Governor of the colony in 1634. He was not only distinguished as a man of great worth and piety, but as the advocate and patron of learning. He was the firm supporter of a learned and regular ministry, in opposition to lay preachers. By his decision in procuring revenues for the support of grammar schools, he rendered himself obnox

those exemplary and benevolent efforts for the fourdation and maintenance of those literary institutions, which have exerted so commanding an influence on the American character, which are felt to the remote limits of the Union, and which have given this youthful Republic a superiority and elevation above many of the older nations of the earth.

Anxiously attentive to the general diffusion of science, our forefathers laid the basis of their exertions in the extended establishment of common schools. It was as much a point of conscience with them, and it entered as really into all their plans of colonization, to furnish their posterity with the means of intellectual advancement, as to provide them with the means of daily and, comfortable subsistence.* Nor may it be denied, that in consequence of the high estimation in which they held this plan of instruction, common schools have been set upon a more respectable footing, and cherished with a more paternal regard, in NewEngland, than in any other portion of the globe, if. we except perhaps Scotland. Beside their attention to common schools, our ancestors also laid the foundation of those higher seminaries of learning which have been justly considered among the brightest ornaments of the land.† "Accordingly, during

ious to the clamours of the populace; but was entitled to the praise of being the founder of public schools. Vide Mather's Magnalia, and Allen's Biographical Dictionary.

* In 1641, the Massachusetts colony enacted, that "If any do not teach their children and apprentices so much learning as may enable them to read perfectly the English language, they shall forfeit twenty shillings." Not long afterwards, a law was made, that when any town increased to the number of one hundred families, they should set up a grammar school, the master thereof being able to instruct youth, so far as that they may be fit ted for the University. Miller's Retrospect.

+ The different Colleges of New-England are:-Harvard College, or the

the greater part of the seventeenth century, the literature of the American colonies was in a great measure confined to New-England." For a series of years, New-England had the almost exclusive incumbency of the various seats of American learning; and even now, with some very honourable exceptions,* she furnishes the largest part of the teachers of our schools, the preceptors of our academies, and the Presidents and Professors of our Colleges and Universities. It is no enviable task to institute a comparison between this and other sections of our country, but I believe it will be found upon examination that New-England has had her full share of authors in moral, physical, and political science, and those too of no disreputable character.

The style of education is a subject to which our ancestors paid early and particular attention. That NewEngland has generally excelled the Southern and Middle States in the study of Oriental Literature, and in mathematical and metaphysical science, is to be attributed to the high estimation in which the first colonists held the severer studies, and the consequent influence of this predilection upon her literary institutions. In the estimation of our forefathers, religion excepted, nothing countervailed the weight, and dignity, and usefulness of a solid education. "Wisdom and knowledge, and strength of salvation, were the stability

University of Cambridge-this is the oldest institution of the kind in North America, and was founded in 1638; Yale College, first established in 1700, and incorporated in 1701; Rhode-Island College, which received its charter in 1764; Dartmouth College, incorporated in 1769; Williams College, incorporated in 1793; Bowden College, instituted in 1794; Middlebury College, founded in 1800; and the University of Vermont.

The College of New-Jersey, founded in 1746, enrols among her alumni some of the most distinguished men of our country.

of their times." Nor have the grand pillars which then supported the fair fabric of public and individual welfare, though they have been subject to some decay, lost their original strength and beauty. The benign influence of learning has been widely diffused; and if some of it has become vitiated, and much of it superficial, it is no longer confined to the higher orders of men, but pervades very considerable portions of the community. Our infancy as a nation, our habits as a large commercial people, sedulously intent on gain rather than the pursuits of learning and science, together with the want of leisure and patronage, have operated as serious discouragements to men of letters; but notwithstanding these, the field of literature is still extending, while there is no diminution of that ardent and inquisitive spirit which prompts to indefatigable, and patient, and bold excursions. Thanks to the God of our ancestors, that we are not dragging out our existence in the dark regions of sottishness and barbarism. Let any man compare the Chaldeans, Egyptians, Greeks, and Romans, with their ignorant and barbarous cotemporaries; let him look at Europe since the revival of letters in the fifteenth and sixteenth centuries, and compare it with the ignorance of the tenth and eleventh centuries; let him survey the present condition of Britain, Germany, and the United States, and contrast it with that of Africa, Russia, and Hindostan; let him seriously advert to the influence of learning and science on the human character, and appreciate the distinctions it has made among nations and individuals;