An instant change passed over her face. Her eyes twinkled a moment, with a shrewd appreciation of my guess. She drew herself up, with a gleam of pride and pleasure; she nodded an assent, and wrapping her shawl around her, she turned away. I have never seen her since; but her truly prophetic words often recur to me now, when the Lord is shaking the nations; when, if we fail to listen to his words, and to let his poor, oppressed people go, he must surely shake and shake again. Every day, our concern in the negro race becomes a clearer and more self-evident fact. Every bulletin impresses it anew upon our thoughts. Every soldier laid to rest upon the battle-field engraves it still deeper upon the nation's heart. * * * * * THE EDUCATION TO BE. 1. _Principles and Practice of Early and Infant School Education_. By James Currie, A.M. Third edition. Edinburgh: 1861. 2. _Papers for the Teacher_. No. 1: American Contributions to Pedagogy. Edited by Henry Barnard, LL.D. New York: 1860. 3. _Education; Intellectual, Moral, and Physical_. By Herbert Spencer. New York: 1861. 4. _A Series of School and Family Readers_. Compiled by Marcius Willson. New York: 1860-1. 5. _Primary Object Lessons, for a Graduated Course of Development_. By N.A. Calkins. New York: 1861. 6. _Annual Reports of Superintendents of Schools_: City of New York, 1861; Oswego, 1860; Chicago, 1861. 7. _The New York Teacher_. Monthly. Albany, Vols. 7-10: 1858-61. 'The most certain means,' Beccaria wrote in the preceding century, 'of rendering a people free and happy, is, to establish a perfect method of education.' If, in this conclusion, Beccaria only reiterates an opinion at least tacitly held long before his time by some of the Grecian sages, still, the later assertion of the principle should, it seems, derive some additional weight from the circumstance of the time allowed in the interim for repeated reconsiderations of the question. The theologian may interpose, that, toward rendering a people free and happy, the influences of religion must constitute the most efficacious, the dominant agency. But when we admit that man is _one_,--that heart and hand are not only alike, but together subjects for culture,--then it will be seen that religion falls into its place in the one comprehensive scheme of human education; and we discover that Beccaria's position, instead of being assailed from this point of view, becomes, according as our conception of the case is truthful and clear, correspondingly strengthened.