LITERARY NOTICES. 



275 



The illustrations are given with the aim to 

 connect the study with the work of the 

 artist, rather tlian for use as diagrams, by 

 which to demonstrate abstractions ; and they 

 are of precisely the same character as those 

 which the author has used for many years 

 in teaching perspective from the black- 

 board. The successive chapters of the book 

 treat of "First Principles," " The Horizon," 

 " Measurement by Means of Parallels," " Of 

 Diagonals " and " Of Triangles," " The Per- 

 spective of Curves," " Methods," " Shad- 

 ows," " Reflections," and " Cylindrical, 

 Curvilinear, or Panoramic Perspective." 



Institutes of General Histort. By E. 

 Bexjamin Andrews. Boston: Silver, 

 Rogers & Co. 1887. §2. 



This is a rather peculiar book. It is by 

 no means an elementary work ; on the con- 

 trary, a student just beginning the study of 

 history, would not be able to understand it, 

 so much is taken in it for granted. But by 

 one who already has a knowledge of the 

 outlines of history it will be found both 

 interesting and instructive. It is rather a 

 series of historical essays than a regular 

 history, and, while making no pretensions 

 to originality, it presents in a brief form 

 the conclusions of the leading writers on 

 most of the main events of the past and 

 the contributions of the various nations to 

 the civilization of the world. English and 

 American history are neglected on the 

 ground that these subjects are taught in 

 our schools by themselves. The book is 

 broken up into short paragraphs, each fol- 

 lowed by a mass of notes treating matters 

 of a more specific character than those 

 mentioned in the text. 



Professor Andrews opens his work with 

 a brief discussion of the nature and meth- 

 od of history, and considers the question 

 whether history is a science. To this he 

 gives an affirmative answer, quoting Mill's 

 remark that " any facts are fitted in them- 

 selves to be a subject of science which fol- 

 low one another according to constant laws, 

 although those laws may not have been dis- 

 covered nor even be discoverable by our ex- 

 isting resources." He regards historical 

 science, however, as in an inchoate condition, 

 and its laws as but very partially known ; 

 and he defines it as " the science of human- 



ity viewed upon its spiritual side, and in 

 course of evolution." Having thus stated 

 his conception of history and the method of 

 studnng it. Professor Andrews proceeds to 

 consider first the character of the civiliza- 

 tion of the old Eastern nations, and then 

 that of Greece and Rome. The classical 

 period receives but scant treatment, appar- 

 ently because it is usually taught in the 

 schools as a separate study. Then, having 

 sketched the character of the Roman Em- 

 pire and Church, he takes up the history 

 of modern Continental Europe, to which the 

 greater part of the volume is devoted. 

 This portion of the work is fuller of detail 

 than the earlier parts, and gives a good 

 though very condensed outline of feudal- 

 ism, the Renaissance and the Reformation, 

 the Thirty Years' War, the French Revolu- 

 tion, and the rise of the new German Empire. 

 Each chapter is preceded by a bibliography 

 of the subject of which it treats, so that the 

 real student of history will know where to 

 go for fuller information. The utility of 

 such a book for educational purposes must 

 necessarily be determined by experience ; 

 but to general readers it will be of value 

 both for reading and for reference. 



Industrial Education. A Guide to Man- 

 ual Training. By Samuel G. Love. 

 Kew York : E. L. Kellogg & Co. 1887. 

 81.75. 



The subject treated in this volume is 

 one of great and increasing importance. 

 The keen competition of industrial life, and 

 the greater skill now demanded of manual 

 laborers, as compared with those of former 

 times, make it necessary for all who can to 

 learn some trade or profession; while at 

 the same time the want of any regular sys- 

 tem of industrial training, and the unwilling- 

 ness of the labor unions to permit the tak- 

 ing of apprentices, render it often difficult 

 for a young man to learn the trade to which 

 he inclines. Under these circumstances it 

 has been proposed to establish schools of 

 industry for the express purpose of teach- 

 ing trades, and also to introduce some sys- 

 tem of manual training into the public 

 schools. Special industrial schools have 

 been established in some cases, and have 

 proved successful ; but how far industrial 

 work can be advantageously taught in the 

 public schools is yet an unsolved problem. 



