April 15, 1»«7.] 



SCIENCE. 



379 



ordinary usage so common as to require us to 

 regard the non-personification in the present pas- 

 sage simply an Aeschylean turn of expression, by 

 no means far removed from the language of ordi- 

 nary verse. 



Typographically the book is supex'b. A more 

 beautiful edition of a classic one can hardly re- 

 member to have seen ; and the excellent scholar- 

 ship of the editor deserves the sumptuous setting. 



Selections from TibuUus and Propertius. By G. G. Ram- 

 say, LL.D. Oxford, Clarenaou pr. 16°. 



Professor Ramsay has long been favorably 

 known by his edition of his father's commentary 

 on Ovid, — a book that has become very popular 

 in the classroom as a practical and judicious work. 

 The present collection of selections from Tibullus 

 and Propertius is therefore sure of a favorable 

 reception, though the necessity of a second edi- 

 tion of Propertius so soon after the publication of 

 Professor Postgate's admirable little book might 

 be questioned . However, Mr. Ramsay has adopted 

 a different principle of selection, and has in view a 

 more mixed public than that for which Professor 

 Postgate wrote his commentary. 



Caesar : book iv. of the Gallic war, . By C. Bryans, M. A. 

 New York, Macmillan. 24°. 



The fourth book of Caesar's ' Gallic war ' ap- 

 pears in a neat little volume by Mr. Clement 

 Bryans of King's college, Cambridge. It contains 

 a series of Caesar primers, books i., ii., and iii. 

 having previously appeared. It contains a vocab- 

 ulary, and a set of notes that are good in their 

 way, though scarcely full enough for the lower 

 forms of the schools, where such a book, no doubt, 

 must find its most numerous purchasers. 



Livy : the last two kings of Macedon. Selected and edited 

 by F. H. Rawlins, M.A. New York, Macmillan. 16°. 



A thoroughly worthless and slovenly piece of 

 work is the edition of that portion of Livy's his- 

 tory relating to the kings of Macedon, and culled 

 from books xxxi.-xxxiv. by Mr. F. H. Rawlins. 

 The editor represents a certain set of English 

 scholars who have yet to learn that classical 

 scholarship has advanced in many ways during 

 the past fifty years ; and that philology is a 

 science, and not a game of guess-work. The notes 

 to this volume show an amount of imagination, 

 credulity, and complacent assumption of knowl- 

 edge, that would be amusing but for the fact that 

 some of the purchasers of the book may take it 

 seriously, as entitled to respect. A single speci- 

 men nugget from the editor's attempts at phil- 

 ological discussion may serve to entertain the 

 reader. 



" Luxuria," says Mr. Rawlins (p. 133), " by 

 its derivation, implies a divergence from the line 



of right. Similarly scelus is akin to gkoIioct 

 ('crooked ')." 



Now, this is all very pretty and ingenious, but 

 unfortunately Mr. Rawlins has been misled by his 

 desire for making etymology enforce a moral 

 lesson, into a confusion of liixustroia VlaI, with 

 luxus from ^/Euc or ultimately VmK- On p. 123 

 he has not even a great ethical purpose to plead, 

 in his attempt to explain dubius as cognate with 

 /3aivo), (3d(n^. and hence rendered ' going two ways.' 

 A few references to Corssen would have prevented 

 such unnecessary errors as these, and many more 

 besides. H. T. Peck. 



TWO WORKS ON PEDAGOGY. 



These two books on the same subject, by ex- 

 perienced teachers, have, as might be expected, 

 many points in common. 



Both authors are well known in the educational 

 world. Dr. Hewett being the president of Illinois 

 state normal university, and Mr. White being the 

 superintendent who has undertaken there-organi- 

 zation and development of the Cincinnati public 

 schools. 



Both books are written after considerable ex- 

 perience in teaching, and both insist on basing 

 pedagogy on psychology. This is the chief merit 

 of each of these works. They tell us in unmis- 

 takable language that the day of empirical teach- 

 ing is over, and that hereafter the teacher must 

 know not only the subject to be taught, but also 

 the* pupil to whom it is to be imparted. While 

 repeating that this insistence on psychology as the 

 foundation of pedagogy is the peculiar merit of 

 these books, yet we must add that in both, the 

 psychological chapters are far less valuable than 

 the strictly pedagogical. The authors would seem 

 to have seen a fundamental truth in outline only : 

 the power to develop it and grasp it in detail they 

 show little evidence of possessing. Then, too, 

 their psychological nomenclature and terminology 

 are not always the best and most exact. 



The pedagogical portions of these books, par- 

 ticularly Mr. White's, are very good. Mr, White 

 deduces from psychology seven fundamental prin- 

 ciples of teaching, which are these : 1". Teaching, 

 both in matter and method, must be adapted to 

 the capability of the taught ; 2*^. There is a natural 

 order in which the powers of the mind should be 

 exercised, and the corresponding kinds of knowl- 

 edge taught ; 3°. A true course of instruction for 

 elementary schools cuts off a section of presenta- 



A treatise on pedagogy. By Edwin C. Hewett, LL.D. 

 Cincinnati, Van Antwerp, Bragg, & Co. 12°. 



The elements of pedagogy. By Emerson E. White, LL.D., 

 Cincinnati, Van Antwerp, Bragg, & Co. 12°. 



