| 
March 9, 1894. 
Arts, to hear Dr. Prestwich, F.R.S., read a paper ‘‘On a 
Possible Cause for the Origin of the Tradition of the 
Flood,” in which he ‘‘ treated the subject from a purely 
scientific standpoint.” The chair was taken by Sir George 
Stokes, Bart., F.R.S. On account of recent indisposition 
Dr. Prestwich was unable to travel up to London to be 
present, and had deputed Prof. Rupert Jones, F.R.S., to 
read the paper for him. The paper described at consider- 
able length the various phenomena which came under the 
author’s observation during long years of geological re- 
search throughout Europe and the coasts of the Mediter- 
ranean. Ble concluded by g ening the reasons why he con- 
_/sidered that these were only explicable upon the 
; ie cthesis of a widespread and short submergence of con- 
tinental dimensions, followed by early re- elevation, and 
this hypothesis satisfied all the important conditions of 
‘the problem.” The age of manwas held to be divided 
into Paleolithic and Neolithic, and he considered rightly 
so. He concluded by saying that thus there seemed 
cause for the origin of that widespread tradition of a 
flood. The paper was followed by reference to a com- 
munication from Sir W. Dawson, F.R.S., who welcomed 
the paper as confirming his conclusion, come to on 
geological and pale ontological grounds, as to a physical 
break 1 in the anthropic age. The evidence of this was 
afforded by the cave remains and from a vast quantity of 
other sources. he discussion which ensued was joined in 
by a considerable number, including Dr. Woodward, 
F.R.S., President of the Geological Society who, in re- 
ferring to Dr. Prestwich, regretted the forced absence of 
the Nestor of Geology, and “expressed the hope that ere 
long he might be able to be present at another meeting of 
the Institute —Sir Henry Howorth, F.R.S., and Profs. T. 
SCIUSINCGIE. 
39 
Rupert Jones, DMCS aie) 
E. Hull, F.R.S 
Bae Ss. Hughes, ., and 
—The latest volume in Appleton’s International Edu- 
cation Series is by Susan E. Blow, on ‘‘ Symbolic 
Education,” being a commentary on Froebel’s ‘‘ Mother’s 
Songs and Games.”’ Miss Blow begins with an attack on 
Rousseau, which is in the main well deserved and effective; 
but we cannot agree with the opinion expressed at the 
end of the chapter that ‘‘ between the views of Rousseau 
and those of Froebel there are in my judgment no affinities 
whatsoever.” For the fundamental principle of Froebel’s 
method of teaching is that the child’s mind follows a 
natural course of development to which education, if it is 
to be successful, must conform; and this principle he 
obviously borrowed of Rousseau. Nor can we agree with 
Miss Blow’s extreme views about the fondness of children 
for symbolism and the effectiveness of symbolic teaching 
in inculcating moral truth and forming virtuous habits. 
The old symbolic religions were certainly not very suc- 
cessful in improving morality, and we believe that such 
improvement in children can be much more effectively 
promoted by direct teaching and the influence of example 
than by any form of sy mbolism. In treating of Froebel’s 
practical devices as employed in the kinder garten, Miss 
Blow has many things to say, some explanatory and some 
critical, which kindergarten teachers will find interesting 
and doubtless profitable; but we have no space to enlarge 
upon them here. We should add that this book contains 
but a portion of what Miss Blow desires to say on educa- 
tional subjects, and that she intends to issue another 
work at some future time to complete the exposition of 
her views. 
[Free of charge to all, 
Address, N. D. C. Hodges, 
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