and carried away by the wind!" Who will say that there is no poetry in science or that the mysteries of nature cannot, without sacrifice of precision, be brought within the comprehension of children?

The following double-barrelled comparison is not brilliant or poetical; but it is marvellously clear, and contains a world of truth. It is found in par. 2, p. 42: “Soil that is destitute of Decomposed Animal and Vegetable substances is very poor; such was the condition of vegetable life at its commencement, and so also was the beginning of animal life-vory inferior in character and form." This paragraph affords, also, a fair example of the learned style that our author largely indulges in. But he does not restrict himself to one style. He employs besides the argumentative style, the inflated style, the figurative and the pious style. Our space permits but a brief citation from each.

A fine specimen of the argumentative style is found in the "Introductory." This page is intended to prove that the world was made for a great purpose, according to a preconceived design, and also to show what that purpose was. It leads off in this manner: "The robin builds her nest in the tree for the Purpose of there depositing her eggs, and of bringing forth and protecting her young. For the Purpose of protection and co:nfort, men build houses, found cities and establish governinents. Purpose, therefore, leads to design and action." Without pausing to notice the awkwardness of the first sentence or the improper use of purpose in the second, let us observe the bearing of the whole upon the main argument. The robin builds for a purpose. Whose purpose-her own! Certainly not, for it is a characteristic of instinct (and nestbuilding is instinctive), that it impels to action without the existence of a conscious design on the part of the actor. Is it God's purpose! Then, what possible analogy can there be between the robin's action, which is determined by another, and the self-determining action of Divinity? The entire page is a model of illogical reasoning, as in fact are the many other examples of this style throughout the book.

Therefore is a favorite word with Mr. Monteith. Like a scoolboy in his first essays at writing, he lugs it in on all possible occasions. Inferences the most far

fetched and often ridiculous are introduced by hence or therefore.

Are children so stupid that they must be reasoned (?) with in this wise?" A bird was not formed to live in the water like a fish, hence it is not covered with scales: a fish cannot live in the air and find its food among the trees; therefore, it is not provided with feathers." (Par. 85, p. 44.)

The inflated style is more entertaining.. It is characterized by "words of learned length and thundering sound," and is used chiefly in stating facts or theories that would be too commonplace if briefly expressed. For instance the simple statement, water runs down hill, would hardly be worthy of a place in “Geography Taught as a Science;" but when properly inflated it is worthy even of bold-face type; thus, (par. 18, p. 28): "The Sources of Rivers always occupy Higher Ground than do their mouths." This appears to be our author's natural style. It is very impressive at times. Thus: "The approach of an earthquake like the eruption of a volcano, is often heralded by symptoms of unusual agitation beneath the surface." (Par. 15, p. 19.) Again:

"The Esquimaux derives his support from the seal, and exerts his greatest energies in the capture of this aquatic mammal!" (Par. 29, p. 44.) Such indifference to good grammar is positively sublime. Mr. Monteith appears not to know that Esquimaux is plural. In still another place (par. 18, p. 45) he uses the word incorrectly: "The Esquimaux and the Laplander cling with strong attachment to their boundless fields of snow," etc. In this connection we would suggest to Mr. Monteith that "the Caucasians" do not "comprise the most powerful and enlightened nations of the world" (par. 84, p. 46), though the Caucasian race does.

Several examples of the figurative style have already been given. Many more might be quoted, did our space permit. The following (par. 5, p. 10) is instructive; it is Geography taught as a science: “A continent with its peninsulas, highlands, lowlands, lakes, and rivers, is like a great tree that has grown from a small shrub.” Very like, indeed! but who besides Mr. Monteith would have suspected it!

The following (par. 84, p. 29) is sentimental, and recalls tender recollections of bygone years: "In many instances, springs,

but a few rods distant from each other, and fed from snows resting on the same peak, supply rivers which terminate at different sides of a continent; just as schoolmates become separated from each other, and are led by inclination or circumstances to spheres of usefulness in different parts of the world."

Such affecting allusions naturally lead to the pious style. The characteristic of this style is the frequent employment of the words Creator, Providence, and other · appellations of the Deity. It presumes on the part of the writer, an intimate acquaintance with God's thoughts, motives, and intentions-past, present, and to come. Par. 28, p. 15, is a good example of this style: "For the same reason that you put a piece of ice into a pitcher of water in summer rather than in winter, Providence has lifted the highest mountains in the tropical, and not in the polar regions of the earth."

We put ice into our water in summertime because we desire cold water to drink; ergo-but we forbear.

Again (par. 57, p. 42): "The distribution of coal in various parts of the earth plainly indicates that its importance to man was anticipated by the Creator? [The interrogation point is not ours.] Even the .necessity of coal in the working of iron was provided for by Him; this is observed in

the remarkable association of the two!"

For every iron mine in the neighborhood of coal, there are scores where there is no coal; besides, even when the two are together, it rarely occurs that the coal is of such a nature that it may be used in the smelting of the ore. A "remarkable association" truly!

One more example of this style must suffice, though there are many that are worthy of notice. Par. 76, p. 18, says: "The advantages of national communication are now seen by man, but they were recognized by the Creator when he formed the mountains with their intervening passes." This fairly rivals the wiscovery of the worthy parson who first remarked the marvellous kindness of Providence in always causing rivers to flow by large towns.

But we have neglected to mention the application of the "Object System," which, we are told, constitutes a special excellence in "Geography taught as a Science." To the uninitiated it might seem that in teaching

geography the Object Method could be employed only by taking the pupils out into the open air and pointing out to them such representatives of natural divisions as might be found in their immediate neighborhood; or by excursions to adjacent horse-ponds, where might be reproduced on a small scale, seas, gulfs, bays, islands, peninsulas, and the like. But not so. The Object Method in Geography does not presuppose or require the presence of visible objects. It consists simply in the use of the word observe and its derivatives; and the more distant and inaccessible the objects to be observed, the better. Thus: "When considering the position and height of a chain of mountains, the course of the winds, or of an ocean current, he (the pupil) should observe the influence exerted by each upon the climate, vegetation, and the pursuits of man in the different regions." (Par. 23, p. 7.) Again (par. 25, p. 7): “He should observe that the highest mountains are in the hot regions of the earth, where their lofty peaks, continually wrapped in snow, are faithful refrigerators, reducing the temperature of the air on the heated plains below." How easy!

Though loth to leave so entertaining a subject, we will close with a citation which onght to be written in letters of gold, and suspended in every school-room as a perpetual warning to lazy boys and girls.

"Imagine the Tropical and Frigid Regions to be in a State of Rest, refusing to exchange their waters; one would be intolerable from excessive heat, the other from excessive cold; the result would be ruin to both. So also would it be with man in the state of idleness!" (Par. 44, p. 26.)

Surely, if the fear of such disastrous climatic changes will not make them industrious, nothing else will. So much good, at least, may be derived from Geography taught as a science.

In 1857, Miss Della Bacon 'disputed the title of Shakespeare to the works which bear his name, and claimed that several of them were written by Francis Bacon. After the publication of her work a society was formed in England for the purpose of investigating the matter; but, finding the difficulty of solving the problem greater than had been supposed, it fell in pieces,

(2) THE AUTHORSHIP OF SHAKESPEARE. By NATHA NIEL HOLMES. New York: Hurd & Houghton 12mo, pp. 601. $2 25.

and the question was forgotten. Judge Holmes, of Missouri, has reopened the discussion with great force and precision. He goes further than Miss Bacon, and asserts that Lord Verulam wrote all the works attributed to Shakespeare, and his treatment of the subject evinces remarkable familiarity with the writings of both Bacon and Shakespeare. He briefly recounts the principal incidents in the life of the latter, and ftily discusses his lack of education, his distaste for literature, his indifference concerning his reputed works, and the strange circumstance that no original manuscripts of the dramas have ever been seen. He shows that Bacon was a poet, and that, even in his own time, he was suspected of writing plays, but that he never confessed his authorship, as dramatic writing was at that time discreditable among the higher classes. The plays certainly prove their author to have been a scholar such as Shakespeare could hardly have been, and Judge Holmes' compar ison of them with Bacon's works discloses a striking similarity, we had almost said identity, of style and expression. In many cases whole paragraphs are the same. The volume concludes with an analysis of Bacon's philosophy, which, as the author shows, thoroughly coincides with that advanced in the dramas. The arguments of Judge Holmes are plausible and ingenious, They lead us to doubt Shakespeare's title; but we cannot admit that Bacon's claim is clearly established, nor do we think it can be, at this late day.

The contributions of Sir John Herschell to "Good Words" and other magazines, together with several of his lectures, have becu reprinted under the title of "Familiar Lectures." Some of the papers are popular, and rival Tyndall's lectures in clearness and attractiveness. The topics are earthquakes, the sun, comets, the weather, celestial weighing and measuring, light, sensorial vision, systems of measurement, atoms, origin of force, absorption of light,. and target-shooting. The lectures on light form a popular treatise, as exhaustive as is consistent, and occupy nearly two hundred pages. In the tenth lecture, the

3) FAMILIAR LECTURES ON Scientific SUBJECTS. BY Sir Joux HERSCHELL, Bart., K.H., etc. London and New York: Alex. Strahan. 12mo, pp. 507. $2 50.

author gives an entertaining history of weights and measures. He deprecates national adoption of the metrical system. He prefers the British system, which he maintains is more accurate and convenient. He earnestly opposes any change of English nomenclature in case the French standard be adopted. The lecture upon Sensorial Vision is interesting, but does little toward clearing up this perplexing subject. This collection is the most important of its class published during the year.

Mr. Magill's "French Grammar" differs but little from its predecessors. It omits exercises in translation from French intc English, and contains a Fench, English, and Latin vocabulary which is fully worth the price of the book. The language is concise almost to harshness. This grammar is fitted for the use of maturer students only. Its compactness will prove to be a serious obstacle to its introduction.

A new edition of Prof. Elderhorst's "Manual" has just been published. Besides the matter of previous editions, this contains a new chapter from Von Kobell, on determinative mineralogy, and a chapter, from Laurent, on the discrimination of inorganic compounds. The fourth chapter has received some important additions, and several new tables have been appended. This work has long been a favorite manual, and, as thus enlarged, is certainly without an equal.

Messrs. Lippincott & Co. have published a convenient manual upon the Metric System. It contains an explanation of the system translated from the authorized French text-book, together with the recent acts of our Congress concerning the matter. As the metric system will soon become the legal standard of weights and measures in this country, this compilation might be advantageously introduced inte our schools.

(4) A FRENCH GRAMMAR, ETC. To which is Added a French, English, and Latin Vocabulary. By EDWARD H. MAGILL, A.M. Boston: Crosby & Ainsworth. 12mo, pp. 287.

(5) A MANUAL OF BLOWPIPE ANALYSIS AND DETERMINATIVE MINERALOGY. By WILLIAM ELDERHORST, M.D. Philadelphia: T. Ellwood Zell. 12mo, pp. 179. $2 50.

(6) THE METRIC SYSTEM. Philadelphia: J. Lippin cott & Co. 16mo, pp. 37.

In his "Christian Ethics" Dr. Alden designed to give a directory of duty. He has succeeded. The work is eminently prastical. The Bible is his supreme authority: "To the law and to the testimony" he fearlessly appeals. His definitions are clear, and his statements of duty pointed. On the duties of the family circle he is too brief; these, especially in this generation, should occupy a prominent place in every treatise on morals. On civil government he is in advance of his contemporaries. "It is the duty of all citizens to render prompt and willing obedience to the laws of the land." "There are limitations to our obedience." "When the law is in conflict with the law of God, it is not our duty to obey. 'We ought to obey God rather than men.' God's law is always right. It is our duty always to do right. Hence we are not to do what is contrary to the will of God." Concerning the duties of legislators he shows more common sense than most writers. "He that ruleth over men must be just, fearing the Lord." Throughout the whole treatise sound judgment and a thorough knowledge of the subjects are manifest. The style is vigorous and exact.

The Christian theory of education regards both sexes as equal, made alike to the image of God, and requiring the same kind of instruction. The practical belief of men is that a radical difference exists between the sexes, and that each has its peculiar station in life. The ordinary theory of education asserts the existence of a double moral

code, with masculine and feminine virtues, and a separate law of duty and honor for either sex. It fits the man for the world, the woman for the house. From early youth boys are trained to proficiency in some special calling, but the education of girls is general and without object. After spending their younger years in a hap-hazard manner at home, or at an inferior school, they are sent to a high-school or college, for a year or two, to finish their education-to finish what has never been begun-and when at an age when boys have only begun their course of study,

CHRISTIAN ETHICS, OR THE SCIENCE OF DUTY. By JOSEPH ALDEN, D.D., LL.D. New York: Ivison, Phinney, Blakeman & Co. 12mo, pp. 170.

they are withdrawn from school: their education is complete. No training for life has been given, no knowledge of future responsibility imparted, and, when "finished," they are almost as ignorant as at first. From this time until marriage, they are without employment, and fritter away their time in amusements, or in fruitless, because desultory, reading.

Thus among the higher classes the best part of woman's life is wasted. What can be done! To give a practicable answer is the purpose of Mrs. Davies' essay. After discussing "things as they are," she talks of "things as they might be," and demands that training for special callings be substituted for the present profitless process. She pleads for the admission of women to the medical profession, and maintains their fitness to act as chaplains in workhouses, as bookkeepers, as overseers in factories, and even as superintendents of agricultural operations. With great force she supports her demand for educational privileges equal to those of men, and refutes many objections to her propositions. She exposes the contradictory nature of the present method of education, and in her "Specific Suggestions" proves herself practically conversant with her subject.

In many respects this essay resembles Miss Sewell's "Principles of Education." It takes much the same ground, and adopts a similar method of argument. Some sections refer exclusively to British society, but the greater part is of general application. It is unmarked by brilliance of thought or expression, but is full of good

sense.

As a mere narration, "Dr. Johns" is readable, for it is well told; but as a novel, it is poor. The story appears to have been begun and fiuished without any particular object in view, and the anthor seems to have changed his mind about the denouement several times. It certainly will not increase its author's reputation.

(8) THE HIGHer Education OF WOMEN. BY EMILIE DAVIES. London and New York: Alex. Straham 16mo, pp. 191.

(9) DR. JOHNS. A Narrative of Certain Events in the Life of an Orthodox Clergyman in Connecticut. By the Author of My Farm of Edgewood." New York: Scribner & Co. 12mo, two vols., pp. 300-293,