Under the hitherto unrestrained predominance of these two fountains of influence, the current of Hebrew learning has for the most part been restricted to the grammatical study of the text and its real or fancied difficulties and defects. The Germans, who lead the way, set out with the assumption that the student is to regard the Bible as differing in no respect from other books. He is to take it in hand just as he would if he had never heard of its claim of inspiration or of Divine authority, of the attributes and perfections of its Author, of his works of creation and providence, or any thing of the religion which it teaches. With no guiding theory of the great scheme of the Creator and Ruler of the world, and of his method of carrying it into effect; with no conviction that in a volume inspired by Him, that scheme and method must constitute the leading and pervading theme, and be so prominent as to render the petty difficulties and obscurities he may meet with of no account; they seem to enter upon the study as we may suppose one of the natives of our ancient forests, with no other knowledge of art than was required in the construction of his cabin, would enter upon the task of learning the architectural theory which governed the construction of an immense and complicated edifice, with the objects and uses of the whole and of each constituent part, by examining separately and in detail duplicates of each particular brick, stone, timber, nail, hinge, clamp, latch, and every other material and element of the finished structure. After wearying himself with this undertaking, he would be apt either to abandon it, content with what he had learned of the disconnected elementary materials, or to form an erroneous theory of their relations and uses, if united in conformity with the model; or else to conclude, despite the model before him, that the separate pieces could not be combined in one harmonious whole; that no theory would account for such a result, and that all that could be done was to study them separately, ascertain their separate uses, and discover their defects; that though, to superficial observers, apparently united in the stately edifice, they were not really united, but were of diverse natures and different ages, fashioned and added by many different builders at widely distant periods; and that the structure was but a mass of patchwork, the result of what the successive builders added to the work of their predecessors, each bringing his own peculiar materials, and pursuing the style of architecture prevalent in his own day; and therefore to comprehend it the student must take the portion of each builder separately, and make it his object to investigate and criticize the materials and style employed by him, compare each with all the others, enumerate their defects, and in the end show that, viewed collectively, the whole is but a mass of discordant materials, clumsily arranged, with innumerable