82 
Review . 
volume are given in the preface. Not only was the idea of working 
up a fifth edition of the ‘ Text-Book’ repellent, but he found that 
the form of that work had become unsuitable to the views that 
had gradually taken shape in his mind. He wished, moreover, to 
appeal not merely to students, but to a wider circle of readers. 
He was thus led to adopt the freer form of exposition attainable 
in a series of lectures. Professor Sachs is well known to be a 
master in the art of lecturing, but we believe this volume will 
add to his reputation as a teacher. Having suffered somewhat 
in our day from our teachers, we have only to fix our minds 
intently on some of these bygone experiences, to be able to call 
up, in complementary colours, an image of what a lecture ought 
to be. 
We rejoice at being able to recognise some of the best characteristics 
of a lecturer in our author. He has that most important quality, 
the power of impressing his readers with his deep and absorbing 
interest in the subject. He knows when to be brief, and when 
to enter into details. Fortunately too he speaks out of the fulness 
of knowledge — a circumstance which gives an ease and solidity to 
his manner of handling his facts, which in some indefinable way 
makes itself felt by all classes of readers. There is however oc- 
casionally noticeable a certain tone of what we will not call egoism, 
but rather a sensitiveness with regard to his own contributions to 
science, which we would gladly find absent in a lecturer, and it 
is a blemish which we do not remember in his earlier books, for 
instance in the Experimental Physiologie . 
Another quality, most excellent in a lecturer, we find in Professor 
Sachs, — namely, an artistic temperament. To him the manner of 
presentment is a point of great moment. The arrangement of his 
facts and arguments is evidently a labour of love over which he 
spares no pains ; with the result of producing a rounded well- 
balanced whole, clad moreover in a style and language appropriate 
to so strong and vivid a thinker. He points out 1 that it is the 
duty of a lecturer to ‘place in the foreground his own mode of 
viewing the matter ; the audience wish to know and should know 
how the science as a whole shapes itself in the mind of the lecturer, 
and it is comparatively unimportant whether others think the same 
1 Preface, p. v. 
