VoL. VI.) Retrofpecét of German Litemature.... Education, 
“ Recueil,’ &c. A colle&tion of the 
tranfactions of the feciety of health of 
Lyons, trom the firft to the fifth year of 
the Republic; or memoirs and obierva- 
tions on various fubjects af furgery, me- 
dicine, and natural hiftory, an 8vo. vo- 
lume. This work contains many inte- 
refting remarks on the art of healing dif. 
eafes, and new phenomena in animal 
ceconomy and natural hittory. ‘There 
are added two pofthumous producticns of 
the celebrated Lecat, and chirurgical ob- 
fervations by David of Kouen. 
ye, 
gE RS 
HALF-YEARLY RETROSPECT OF GER- 
MAN LITERATURE FOR 1798. 
N our firft account of the progrefs of 
literature in Germany, we were 
obliged to comprefs into a very limited 
compais many ufeful and important pub- 
lications, and to offer only a curfory and 
unconnected view of the principal works 
which have lately iffued from the German 
prefs. 
Within the laft fix months, or rather 
fince the firft attempt made in this coun- 
try, to introduce the Britifh reader to a 
more general acquaintance with foreign 
literature, we have gratefully obferved 
the fatistaétion exprefled by a difcerning 
public, on this occafion, we have re- 
doubled our efforts, multiplied our re- 
fources, and are thus enabled to give a 
more comprehenfive and fy{tematic view of 
German literature, than has hitherto been 
offered in this country. 
It is a gratification of a fuperior kind, 
when amidit the turbulence of war, or at 
jJeaft the conftant apprehenfion of new 
hoftilities, we obferve the German mvufe 
proceeding undifmayed, and with a firm 
ftep, in her literary purfuits. To afford 
our readers henceforth a regular and [y{- 
tematic view of the ample and divertified 
ftores with which that country. inceffant- 
ly fupplies the lovers of literature, we 
have, after mature deliberation, adopted 
the following zew divifion of the diffe- 
rent branches of {cience. As the attempt 
is equally arduous and novel, we claim 
much indulgence, together with a candid 
appreciation of its merit, as well as of 
its practical utility, 
_ Wenow proceed to lay our arrangement 
before the reader. 
I. Elementary Sciences. 
Education. 
Natural Hiftory. 
Geography, 
Hittory. 
Politics. 
Belles Lettres—-The Drama, 
53% 
Il. Lhe abftrad Sciences. 
Philology. 
Logic and Metaphyfics. 
Moral Philofophy. 
Ill. Pradtical Sciences. 
Mathematics. 
Natural philofophy. 
Chemittry. 
‘G&conomy, rural and domettic. 
The Arts and Manufactures. 
Commerce. 
IV. Profcfional Sciences. 
Thealogy. 
Jurifprudence. 
Medicine and Surgery. 
Mifcellanies. 
In conformity with this general ar- 
rangement, we propofe to furnifh the 
reader with fuccinét and accurate accounts 
of every new and interefting publication 
which has lately appeared in Germany, 
and which deferves to be recorded in our 
Jemefirial Retrofpe&. Under the head of 
EDUCATION. 
We cannot, confiftently with our limits, 
mention any other but the following im- 
portant work: ‘*K. WsILLER’s Eflay 
on the immediate purpofe of Education, 
conliftently with the principles of Kant = 
8vo. 216 pp. 1798.’ In this valuable 
treatife, the author has laid down the 
ideas and principles of education now 
eftablifhed by the critical philofophers of 
Germany in the moft perfpicuous and con- 
vincing manner. ‘The whole of this truly 
claflical performance is interfperfed with 
the moft appotite, and frequently enter- 
taining illuftrations. To characterize in 
fome degree, the philofophic fpirit of the 
author, we cannot refift the temptation of 
tranflating the following paflages: ** Had 
mankind always found as much amufe- 
ment among uleful members of fociety, . 
as with well-trained dogs and horfes : 
had they diicovered as much tafte for 
talents and virtues, as for fruit reared at 
an improper feafon ; as much fatisfaétion 
in rational aétions, as they fhow in ad- 
miring ufelefs vaulting and rope-dancing; 
the methed of forming the minds of men, 
would long have arrived at a fimilar degree 
of perfection to that of training animals, 
our feminaries of education would be 
adapted to purpofes more certain and 
eftablithed than the hot-houfes of the gar- 
den. Let our academic inititutions be- 
come asinterefting as our places of amufe- 
ments, and our {chools as important as 
our riding-houfes and ftables! If you 
willno longer Rupify the heads of children, 
by premature exertions to make them 
learned, they will {pontaneoufly acquire 
wildom ; if you will not provoke their 
obfiinacy 
