Chapters on the Aims and Practice of Teaching. Edited by
Frederic Spencer. (Cambridge University Press.)—The twelve chapters of this volume, all of them written by experts in their own line, are most instructive. Greek and Latin, con- tributed respectively by Professor W. Rhys Roberts and Mr. J. L. Paton, have the precedence, due, it may be said, to the antiquity of their standing as the chief methods of education. The editor writes on French and German; Mr. A. S. Way (the translator of Homer and Euripides) on English. These four chapters represent the subject of language ; history and geography have a chapter each ; two are given to mathematics, and four to various branches of physical science. We are glad to see how strongly Mr. Paton, to single out one of the twelve essays, insists on good English. The slipshod, ungrammatical stuff which is called by this name, is positively harmful. It goes against education. Mr. Paton has a word to say for Latin verse under limitations. Turning to another province, we would direct attention to Professor Armstrong on the teaching of chemistry. He insists strongly on what he calls the " heuristic " method. The learning of formuhe, the chemistry got up out of books, he despises. But does he reflect on what the " heuristic " method means to the finance of education? The demands of science are bringing the Universities to the verge of ruin. Are the schools to go the same way ?
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