The author reviews a pamphlet that criticizes the connection between church and state in England. He attacks the bias inherent in the system, the inefficiency of it, and its inability to fulfill its churchly duties.

The article responds to a postscript from a letter to the editor on the journal’s position on loans by the American Education Society. The editor counters the writer’s claims and defends the journal’s prior position.

The article reviews and critiques an essay that attacks Presbyterian ordination. The reviewer points to logical and textual flaws in the argument, indicating the author’s incompetence.

The article reviews a text on the Second Advent. The reviewer compares two perspectives on the scriptural descriptions of the Second Coming: either it will literally look as is depicted or the prophecies are allegories.

The author presents the history of Pelagius and his position against original sin. He reviews the positions for and against the doctrine of original sin, concluding that original sin cannot be proven true.

The article reviews a set of texts on mental philosophy. It reviews the author’s assessments of various sources and the aspects of the mind. The reviewer takes issue with certain philosophers’ beliefs.

The reviewer praises an annual, comprised of a series of articles, as valuable for students entering the ministry. The author advocates modesty, hard work and piety amongst other virtues.

The author reviews a text which proposes a “Lesson System” to replace the current ineffective Sabbath school model. The new system fixes many of the old system’s errors and has been successfully implemented in a few places.

The reviewer examines a biography of Protestant Reformer William Farel. The book describes Farel’s departure from Catholicism and contributions to the efforts of Swiss Reformation, Zuingle in particular. His trails and successes are described.

The author attacks practices common in newer forms of education. He generally calls for a more conservative, less experimental, approach which emphasizes deep general knowledge. No formal method is offered to replace the broken system.