234 
assuredly for some time after the Nor- 
man conquest,) vineyards existed to no 
inconsiderable extent. We may. add, 
that the tradition is yet not lost in the 
bottoms of Gloucestershire ; that those 
beautiful hills among which factories 
now rise, and over which the earth- 
stars of cottage industry may, on a 
spring or autumn evening, be seen 
twinkling like another galaxy, were- 
once covered with vintage. The pas- 
sages alluded to, in both these Reviews, 
furnish matter that ought to be incor- 
porated in Dr. Henderson’s work, if it 
come (which we should think very 
likely) to a second edition. We 
agree also with the Quarterly, that, the 
work being “ professedly historical,” 
the author ought to have “ carried the 
chain of his inquiries regularly through 
the middle ages.”* The work is now 
before us. We have compared the 
text with the comments, and are there- 
fore entitled to join our commendation 
of Dr. Henderson with that of his Re- 
viewers ; and to our testimony on the 
taste and beauty of the wood-cuts with 
which it is embellished (vignette tail- 
pieces and initials,) to add, that we by 
no means. accord with the Quarterly 
critic, in wishing that these devices had 
been engraved on copper ; our opinion 
being decisively, that embellishments 
upon the printed page, if beautifully 
executed, as these are, are much better 
in wood, because harmonizing much 
better with the letter-press. 
The VIIIth Article of the West- 
minster Review criticizes “Solution of the 
Cambridge Problems, from 1800 to 1820. 
By J.M.¥F. Wricut, 3.a., late Scholar 
of Trin. Col. Cambridge, 8vo. 2 vols. 
pp. 1400; and, after characterizing 
these problems as “a more curious 
and ample collection of mathematical 
conundrums than can elsewhere be 
found; containing a great deal that is 
very trashy, and much that is merely 
whimsical ; with a considerable residue 
of sterling sense and ingenuity ;” and as 
exhibiting, good or bad, “the concentrat- 
ed essence of the labours of the most 
ingenious men in Cambridge, for a 
period of twenty years,” proceeds to 
state and to maintain (though not de- 
nying to “the industry and ingenuity” ~ 
of the author “ the just meed of ap- 
probation’), that “ Mr. Wright has not 
* We entreat the reader to remember, 
that, “ carrying a chain through the mid- 
dle ages”’ is the Reviewer’s metaphor, not 
ours. —+Epir. 
Cambridge Problems.— Education.” 
[Oet. 1, 
done all that might have been wished.’ 
And indeed, when, “ among the works 
to which Mr. Wright thinks it is suffi- 
cient merely to refer his reader, when 
any problem occurs which may be found 
in them, are included Archimedes; 
Horsley’s Newton; Lacroix, on the 
differential and integral Calculus, in 
French, three quarto volumes, averag- 
ing nearly a thousand pages each; 
Vince’s Astronomy, anether quarto in 
three ponderous volumes; the Philoso- 
vhical Transactions, &c.,” it may well 
be admitted that “the student who 
takes up the Cambridge problems will 
find, even with the aid of this book, 
many difficulties which he can resolve 
only by consulting sources of informa- 
tion very widely scattered,” and some 
of them not very easily accessible; and 
accordingly that, although Mr, Wright 
“has done a great deal, and what he 
has done is, with very few exceptions, 
well done,” every thing is not done, 
that might have been accomplished for 
facilitating the progress of the mathe- 
matical student. 
Art. IX. is a direct and unsparing at- 
tack upon the present system of educa- 
tion at our public schools and univer- 
sities. It takes for its text, or motto, 
“ Outlines’ of Philosophical Education, 
illustrated by the Method of Teaching the 
Logic Class in the University of Glasgow ; 
together with Observations on the Lxpe- 
diency of extending the Practical System to 
other Academical Establishments, and ‘on the 
Propriety of making certain Additions to the 
Course of Philosophical Education in Uni- 
versities. By George Jardine, A, M., 
F.R.S.E., Professor of Logic and Rhetoric 
in that University. 1 vol. Second Edition, 
enlarged.” 
But after a sentence or two of general 
and well-merited commendation to 
that very judicious and valuable work 
{of which see a short notice in the M.M. 
No. 408, p. 252], “the production of an 
experienced teacher, as well as of a 
sensible and conscientious man,” the 
reviewer flies off, avowedly, at a tangent, 
“to take up a position iz the general 
question of education, which Professor 
Jardine has passed over :”—in short, 
to attack the classics (as a primary ob- 
ject of education) in their strong holds 
of Westminster and Eton, Oxford and 
Cambridge. 
After exulting in our progressive and 
recent improvements in mechanic arts, 
&c., by means of which “ we haye con- 
verted the distaff, the horse-mill, and 
the coracle, which we received from 
our 
