CRITICAL NOTICES OF NEW PUBLICATIONS. 305 



thology, the Dentirostrcs, Rasores, Grallatores, and Nalatores, 

 being respectively and fully treated of in the most satisfactory man- 

 ner. That a reviewer should coincide in all the views of his author 

 is a thing not to be expected ; we^ accordingly;, taking advantage of 

 the undisputed privilege of our craft, had marked several passages 

 whereon to comment. But the faults — if such they be — to which 

 we allude are of minor importance. 



The volume concludes with the characters of the various genera, 

 briefly and concisely written. The illustrative wood-cuts are fre- 

 quently less accurate than we could wish. Although they might 

 " pass muster" with the generality of readers, they are, in many in- 

 stances, not executed with that attention to minute particulars so 

 desirable in a scientific work, and one intended to be standard. 

 There are, likewise, several typographical errors, some of considera- 

 ble importance. 



On the whole we consider this volume by no means inferior in 



• value to its predecessors. We will conclude by recommending that 



a little wholesome admonition be given to the engraver and to the 



" printer's devil," and by observing that our author's descriptions of 



new species will appear in a future volume of his admirable series. 



A Lecture on Education, delivered in the Freemasons' Hall, at 

 the Opening of the Second Session of the Edinburgh Association 

 of the Working Classes, for their Social, Intellectual and Moral 

 Improvement; Monday 16th October, 1837; by W. B. Hodgson; 

 8vo. Edinburgh, 1837 ; pp. 48. 



Mr. W. Lectures with becoming dignity ; his manner is very seri- 

 ous; his enunciations quite didactic; his logic not distinctly antiquated, 

 being a sort of liberal induction. He takes permission, at page 6, 

 " to assume — that education ought to aim at attaining the objects of 

 existence, and that the objects of existence are the enjoyment and 

 diflfusion of happiness ;" and, at p. 13, he lays down " the great prin- 

 ciple — that no system of education is complete, which fails to commu- 

 nicate a connected view of science, that is, of the nature of man, and 

 the objects with which he is surrounded in this world." At p. 14, 

 he repeats his opinion, previously expressed regarding " the inefficacy 

 of moral and religious training through the medium of the memory :" 

 he had said at p. 7, " if we wish to excite the moral sentiments, we 

 must not commit moral , principles to memory, for these exercise 

 merely the intellect which retain them, and leave the heart untouched ; 

 we must furnish them with their corresponding objects." On the 

 same page he affirms that " mind consists of a number of various 

 powers," and he views it as composed of the Propensities, Moral 

 Sentiments, the Immaginate Powers, and the Intellectual Faculties : 

 all these" he adds, " must be comprehended in every perfect system 

 of education." So say we explicitly ; but wo blame the lecturer for 

 inconsistency in that he discourages education of the very highest 



