Geography.

(Marks will not be given for more than SIX questions, of which the first must be one.)

(1) On an outline map of Southern England draw the course of the Thames; show the position of the Isle of Wight, Sheppey, the Goodwin Sands, Eddystone Lighthouse, and the lollowing towns:-Plymouth, Canterbury, Southampton, Oxford, Taunton.

(2) What is meant (a) by the source, (b) by the mouth of a river?

Give the source and the mouth of each of these rivers :Tyne, Danube, Shannon, Trent.

(3) What countries contain many lakes? Name two in each. Why are there generally lakes where there are mountains? (4) What are the following places noted for :-Birmingham, Southampton, Belfast, Manchester, Nottingham, Liverpool? (5) Why are there fewer people in Wales than in England? (6) Why is wool made in Yorkshire, pottery in Staffordshire, Silk in Derbyshire? In what parts of England is most wheat grown? Why? (7) Explain: equator, delta, canal.

archipelago,

promontory, embankment,

(8) Where and what are the following:-Dogger Bank, Zuyder Zee, Crimea, the Landes, Hecla, St. Gothard Tunnel?

(6) 11+ 13-143-13 + 195.

+ of 18+ TEO (+) of + roo

(9) What is the use of the decimal point in arithmetic ? Explain how you would divide a number by 1000 by simply moving the decimal point?

(10) Add together 13274, 237, 4'845, and divide the result by 4:56, correct to two decimal places.

(11) A train goes 17 miles in 28 minutes. What is its speed in miles per hour?

(12) Find, by Practice, the value of 2 tons 7 cwt. 3 qrs. of coal at 23s. 4d. per ton. Answers.

(1) Nineteen millions, seven hundred and thirty-nine thousand, eight hundred and fifty. (2) 33,687,127; 531 miles 5 for. 16 p. 5 yds. 1 ft. in. (3) Is. 2 d. (4) 1078 acres I r. 37 sq. poles. (5) 1 hour 33 minutes. (6) 2, (7) (a) 41; (6) 15. (8) 13. (10) 8.5424; 188. (11) 36 miles hour. per (12) £2 15s. 8d.

Algebra.

17 8 16 9) 27

(1) Find the value of the following expressions when a=1, -2, and c=0.

(i.) a+2b− 3c; (ii.) (a−b) − (b−c); (iii.) ab+be+ca. (2) Reduce to its simplest form :

a(b-c+2d)-b(c−d+2a)+c(d−a+2b)−d(a−b+2c). What is the value of this expression when a = 1, b=2 (=-2, and d=-1.

(3) Multiply:-(i.) 2p −9 by 2q+p:

(ii.) 2x2+3x+4y2 by 3x2-4xy+y2.

(4) Add twice the sum of 3a+26 and 2a-36 to three times

their difference.

(5) Divide:-(i.) 27α't2ß3m2 by zal2m3.

(ii.) 16x*+36x22+81y' by 4x2+6xy+912.

(iii.) (5x+3) (x−2)=(3x+4) (2x+5) −(x −1) (x+2). (7) Resolve into factors :--(i.) 4a2b+6abc+12ab". (ii.) x2+6ax+9a2. (iii.) 81/16m3.

(8) Prove that the difference between the squares of two consecutive numbers is always an odd number. What are the consecutive numbers when the differences between the squares is 17?

(9) The property of three persons together is worth £3,300, and one of them is twice as rich as the second and three times as rich as the third. What is the poorest of them worth?

(10) I buy e sheep for pounds each, c lambs for d shillings a couple, and pigs for 30 shillings each. How many shillings did I give for the lot?

Answers.

(1) (i.) −3; (ii.) 5; (iii.) - 2. (2) −ab−2ac+ad+be+2bd -cd; -9. (3) (i.) 2p2 +3pq − 2q2; (ii.) 6x'+x3y+2x2y2 – 13xy3 +4y*. (4) 13a+136 or 7a − 176. (5) (i.) 9a2b2lm2; (ii.) 4x2 28 -6xy+9y2. (6) (i.) 1; (ii.) 2; (iii.) (7) (i.) 2ab(a+3c 29 +66); (ii.) (x+3a)2; (iii.) (31+2m2) (31-2m2) (912+4m'). cd (8) 8 and 9. (9) £600. (10) 20eƒ+c+30%.

Euclid.

(1) What is an axiom? Write out any six of Euclid's axioms. (2) Define the following expressions with diagrams to illustrate the definitions:-right angle, obtuse angle, circumference of a circle, and hypotenuse of a right-angled triangle.

(3) On each side of a finite straight line PQ describe equilateral triangles PQR and PQS. Prove that the figure PQRS is a rhombus. Write out in full all the postulates which Euclid asks may be granted in order to make the necessary constructions. (4) Two triangles LMN and XYZ have their sides LM == XY, MN YZ and the angle LMN the angle XYZ. Prove that the triangles are equal in area. (5) Prove that the straight line which bisects the vertical angle of an isosceles triangle also bisects its base.

(6) The side QR of a triangle PQR is produced to S; prove that the angle PKS is greater than the angle PQR.

(7) D, E and F are three towns and G is another town inside the triangle formed by D, E and F. A man walks from D to F. Prove that the road via G is shorter than the road via E, assuming the roads between the towns to be straight.

(8) If two triangles have two sides of the one equal to two sides of the other, each to each, but the angle contained by the two sides of one of them greater than the angle contained by the two sides equal to them of the other, the base of that which has the greater angle must be greater than the base of the other.

French.

I. Translate into English :

Il se dirigeait vers la gare, quand, passant devant un admirable pagode, il eut l'idée d'en visiter l'intérieur. Il ignorait deux choses: d'abord que l'entrée de certaines pagodes indoues est formellement interdite aux chrétiens, et ensuite que les croyants eux-mêmes ne peuvent y pénétrer sans avoir laissé leur chaussure à la porte. Il faut remarquer que, par raison de saine politique, le gouvernement anglais, respectant et faisant respecter jusque dans ses plus insignifiants détails la religion du pays, punit sévèrement quiconque en viole les pratiques. Il admirait l'ornementation brahmanique, quand soudain il fut renversé sur les dalles (flagstones) sacrées par trois prêtres.-JULES VERNE.

II.

(1) Give the past definite (preterite) tense in full of—avoir, être, recevoir, punir, rendre.

(2) Give the singular and plural of-the eye, the halfpenny, the pebble; the masculine and feminine of light, old, young, unhappy; and the comparative of-good, well, little.

(3) Write out the ordinal numbers from 1st to 20th. (4) Translate this man, these women, here it is, this is mine, each one, it is six o'clock, my sisters, the third of June, I give it to you, it is warm.

III. Translate into French :

(1) The steamer arrived on the 20th of October. (2) The train started for Paris at 8 in the evening. (3) He went into a pagoda without taking off his shoes. (4) Three priests immediately attacked him and threw him on the ground. (5) He escaped and arrived at the station in time. (6) Do not give it to me, give it to him.

EXAMINATION PAPERS FOR TEACHER'S DIPLOMA -UNIVERSITY OF LONDON.' EXAMINATION IN THE ART, THEORY, AND HISTORY OF TEACHING: 1901.

History of Education.

[Only EIGHT questions should be answered, namely, THREE from each of the Sections A and B, and either TWO from Section C, or Two from Section D.] A.

RECENT SCHOOL BOOKS AND APPARATUS.

Classics.

Horae Latinae. Studies in Synonyms and Syntax. By the late Robert Ogilvie, M.A., LL.D., H. M. Chief Inspector of Schools for Scotland. Edited by Alexander Sowter, M.A., with a memoir by Joseph Ogilvie, M.A., LL.D. xxiii. +339 pp. (Longmans.) 12s. 6d. net.—This book consists of a number of articles, arranged alphabetically under significant English words, in which meanings are analysed with subtle discrimination, and a number of quotations are given in full to illustrate them. The articles are much fuller than those of the dictionary; but full as they are, we miss quite a number of Latin authors whose usage would repay examination. In fact, this deals practically with a very few-Cicero, Caesar, Sallust, Livy, and Nepos. We are not to suppose that Dr. Ogilvie intended his book to be a

With which of his predecessors has he most in common? (2) Illustrate the influence of Locke's philosophy and of his experience as a teacher, respectively, on his ideas about education. (3) What are the requisites of an educated gentleman according to Locke? How far is he open to the charge of taking an "utilitarian" view of education?

(4) Critically discuss in the light of later ideas the soundness and the value of Locke's views on the following:-(a) rewards and punishments, (b) getting children to take pleasure in learning, (c) physical exercises.

B.

(1) What light do the Letter's throw on the connection between Herbart's practical experience as a teacher and his theory of education?

(2) Briefly summarise Herbart's views as set forth in the Letters on (a) the need of studying the child as an individual; (b) the education of the imagination and the feelings; (c) a suitable curriculum for young boys; (d) early training in morality.

(3) What are the foundations of the Science of Education according to Herbart? How did his interpretation of the fundamental Sciences affect his theory of Education?

(4) Summarise Herbart's theory of attention and apperception as given in the Lectures, and compare this with his earlier treatment of the subject.

C [alternative with DJ.

(1) Explain the division of educational authority between federation, canton, and commune in the Swiss schools, and compare this with the system of control of schools in Prussia.

(2) Bring out, and give the reason of, the more important differences between the curricula of the several kinds of higher school in Prussia.

(3) What are the chief tendencies observable in the recent developments of the training of teachers in Germany?

D [alternative with C].

(1) Distinguish and compare, in respect of their importance, the sources of influence to which the primary schools of England owe their development.

(2) What is implied in a system of national education? What characteristic tendencies of English national life and thought help to explain the condition of English education during the nineteenth century with reference to such a systematic organisation?

(3) What seem to you to be the more important differences between the development of educational ideas in Germany and in England during the nineteenth century?

[Continued from page 64.]

would have been even more interesting. As it is, the scholar will find it a most useful companion to the dictionary, and we imagine there will be few who will not be made the wiser for it. It is a good antibarbarus. Take, for example, the last

not

nosse

Similarly we say, accurate loqui, disputare, scribere,' be: accurate scire' for 'exploratum habere,' nor accurate

for 'penitus,' 'plane,' 'recte,' or 'optime,' Do 'accuratius videre' for diligentius.'

Dr. Ogilvie has a gift of exposition which makes him remark ably clear (see, for example, the distinction between praeserti cum and cum praesertim, pp. 99, 100). So good is hea distinguishing synonyms that we cannot help wishing he had sacrificed some of his syntactical articles and given us more of these. The scholar will find this a delightful book.

Schoolmasters should read Profesor Percy Gardner's lecture on Classical Archaeology in Schools, with an Appendix centaining Lists of Archaeological Apparatus, by J.. L. Myres (Clarendon Press). 35 pp. IS. net. They will find some practical hints, and also a few warnings which are not super fluous. Professor Gardner wisely recommends travel as the best possible incentive to the teacher; and raises a voice in the wilder ness to proclaim how generously poor schoolmasters are helped to travel by the German government with their Reise-stipendien He may wait until the Greek Kalends for such a thing to be done by an English government, unless some one performs a miracle and creates one which is really "efficient." As regards school work, readers are warned that a certain amount preliminary knowledge is necessary before a boy can under stand what a Greek drawing means; otherwise the artistic expression is too strange for him. It is also hinted not ob scurely, that many of the pictures in the over-illustrated school books of to-day are not only unaesthetic but are positively misleading. Mr. Myres's catalogue of pictures and models is alone worth the price of the pamphlet.

beginners; others will still use their dictionary." know the British schoolboy.

The Fables of Phaedrus. duction, Notes, and Vocabulary.

Not if we

Books I. and II. With IntroBy J. H. Flather, M.A. iii.+68 pp. (Cambridge Series for Schools and Training Colleges.) 15. 6d. There is a dreadful mistake in the Introduction, where Mr. Flather calls a pyrrhic by the name of "trochee" (p. xii.). He also scans mātērĭām, and nothing is said of the comic or colloquial licenses in the metre of Phaedrus. It is wholly incorrect, from the comedian's point of view (which is that of Phaedrus), to scan:

"quód árbores loquantur non tantum ferae." The notes are adequate.

The Aeneid of Virgil. Book I. By H. B. Cotterill, M. A. xlii.+ 159 PP. With Vocabulary. (Blackie.) 25.-Mr. Cotterill has given study to his author, and there is original matter in his notes; especially such illustrations as he has drawn from observation of the African savage, which are often surprisingly apt. Introduction and appendices (on the Phoenicians, and on Wings in Art") are interesting; but both they and the notes are too long for a school book. This is the book for a teacher to use; but when will editors learn that the learner requires as little as possible, and if practicable, that he is better without notes at all? The edition shows both learning and good taste. The pictures are capital.

Caesar's Gallic War. Book III. By J. Brown, B.A. Alvi.+99 PP. With Vocabulary. (Blackie.) Is. 6d. The notes in this book are briefer than in the last, and better suited to the schoolboy; they are quite adequate. The introduction, as usual, deals with Caesar and the Roman army (fully illustrated); appendices discuss ancient ships and Roman naval warfare. A few useful hints on translation are given, and exercises for re-translation appended.

Latin Composition, based upon Selections from Caesar. By B. L. D'Ooge, Ph.D. (Bonn). 36 pp. (Ginn.)—This book is designed to accompany a Reader by the same author. It consists of sentences, leading up to connected prose, which uses the vocabulary and constructions of the corresponding parts of the Reader; but in such a manner as to introduce new things gradually. All the chief usages of Latin syntax are worked in, and the index enables the teacher to find the place where each is exemplified. It is skilfully constructed, but from its plan is most useful for those who have the Reader.

P. Ovidi Nasonis Metamorphoseon Liber VIII. With Introduction, Notes, Vocabulary, and Index. By W. C. Summers, M.A. xx.+107 pp. (Pitt Press Series.) Is. 6d. Unlike most of the school-book brood, this volume contains some original work. If Mr. Summers exaggerates in placing Ovid in the same class as Homer, Chaucer, and Spenser, he shows thus at least that he loves his author. We forgive him, therefore, for stating that Ovid had imagination. With allowance for this prejudice, the introduction is likely to interest readers. We should regard fuerat erat, by the way, not as due to metrical reasons (xix.)-a very unlikely thing-but as a survival of old Latin, where fuerat and such forms were the preterite. The notes are good as a rule.

Edited Books.

The Victorian Anthology. By the Right Hon. Sir Mountstuart Grant Duff. 570 pp. (Swan Sonnenschein.) 75. 6d.— The contents of this volume are of a higher order of excellence than the style of its binding; for while the compiler admits that he has not published it as representing any critical attitude on his own part towards Victorian poetry as a whole, but merely as No. 40, VOL. 4.1

a collection of the things that please him; not as professing any degree of completeness but only as a selection dictated by his personal preferences; nevertheless Sir Mountstuart Grant Duff's known ability ard eclectic taste in judging literature renders this volume a very pleasant companion for a leisure hour. Of course some names are omitted. One does not even find here Mr. Douglas Sladen or Mr. Coventry Patmore, nor Miss Katherine Tynan, Miss Norah Hopper or Miss Ethel Nesbitt, nor many others of the increasing band of minor celebrities in verse, some of the ambitious males among whom may feel that their claims to additional fame have been rather unfairly treated. If, nevertheless, the first two that we have mentioned might fairly (or more than fairly) have secured a place in these pages, and if Sir Mountstuart does make the admission that at least 120 other poets and poetasters are left unrepresented here, still it will, we think, be conceded by anyone who reads this volume without prejudice-especially a poet's prejudice in his own favour-that a very comprehensive and representative selection of admirable matter has been successfully made. It is true that in some cases the space secured by names already great seems a little in excess of the proportion devoted to many others of much excellence. Hence Macaulay gets a good deal, and Keble (one thinks) far too much. Matthew Arnold and A. H. Clough are represented at length, and the editor acknowledges his debt to the former in terms which are highly honourable to his own gift of discrimination; Tennyson naturally is too important to be ignored, but Browning is not over generously treated. Sir Mountstuart Grant Duff has, however, given us an anthology which is eminently serviceable; and whoso among modern critics will praise what is good, without demanding that it should be much better in order to satisfy his own taste, is likely to be of real service both to letters and to the public.

Legends of King Arthur and his Court. By Frances N. Greene. xxii.+126 pp. (Ginn.) – In general character, this book may be compared with one of Lamb's Tales from Shakespeare, for it presents in prose form some stories of King Arthur as told by Tennyson. In a large part the text is a paraphrase of the poem, with occasional quotations in verse form. There is a simple introduction, and twelve excellent full-page illustrations from original drawings by Mr. E. H. Garrett. The book will inspire a love of good literature in children who read it or to whom it is read, and will serve a good purpose as an introduction to the classical versions of the King Arthur Legends by Tennyson and Malory.

Selections from the English Poets. The Goldsmith Anthology 1745-1774. Edited by Professor Edward Arber. 312 pp. 25. 6d. When this series came out first as a number of Anthologies and without illustrations, attention was directed in these columns to its many promising features. These one and all reappear in its new dress, and under its new title, and in addition the inclusion of a large number of well executed portraits make the newer series extremely valuable. Of the literary merits of this volume it is not necessary, therefore, to speak at all, but among the portraits an exquisite one of Horace Walpole deserves to be mentioned.

Macbeth. 122 pp. (Blackie.) 15.-The best of the pictures in this volume is the frontispiece, which is in colours; the rest of the illustrations are hardly numerous enough to justify the title of the series. The notes are brief, and suitable for junior forms, but what should have been an introduction is placed obscurely at the end of the volume and called an appendix. Even so, it is not particularly valuable. Much Ado about Nothing. The Warwick Shakespeare. By J. C. Smith, M.A. 173 pp. (Blackie.) 1s. 6d. --This volume, like many of its predecessors in this serviceable series, deserves to

N

be favourably mentioned for its general utility. The introduction makes very good matter, the notes are brief but excellent, the glossary is elaborately prepared, and, in as far as the thing can be done in a small book like the present, a genuine attempt is here made to deal with this charming play in its literary aspect and not merely as so much material for the study of philology or grammar.

English.

Webster's International Dictionary. 2,348 pp. and 5,000 illustrations. Twentieth Century Edition, with a new supplement of 25,000 additional words, phrases and definitions, prepared under the direct supervision of W. T. Harris, Ph.D., LL.D. (Bell.)-All students know, and very many use, the "International Dictionary." It has so long been our habit to work with this magnificent volume at our elbow that we have come to regard it as indispensable. It has decided so many disputes and cleared up so many difficulties for us that reference to it has almost developed into a reflex action. "Webster," in fact, has become the court of appeal at which we expect a fina] judgment. But though constant use had led to the conviction that the "International Dictionary" was as near perfection as possible, the apppearance of this new and enlarged edition forcibly reminds us of the continuous growth of the English language and of the necessity, duly foreseen by the publishers, of revising and enlarging it, if it was to remain the best dictio nary for practical, everyday use. It is true that from time to time new words have been inserted in the body of the work by means of extensive and costly plate changes, but in order to maintain the unique reputation secured by the Dictionary, the publishers have now added some 234 pages of new words which may largely be regarded as the outcome of the phenomenal Anglo-Saxon activity during the ten years which have elapsed since the last great revision of the Dictionary. These new words may be classified roughly under the following headings: Scientific, Technical, Foreign, Dialect, and Slang words. Dr. W. T. Harris, the United States Commissioner of Education, has, in his capacity of editor-in-chief, secured the co-operation of many special editors who have been severally responsible for different branches of knowledge, but the editor-in-chief has closely revised the whole supplement. The Dictionary may be obtained either in one or two volumes, bound in a variety of bindings, full particulars of which may be obtained on application to the publishers; but, for constant use, it would be difficult to improve upon the single volume, with marbled edges and bound in sheepskin, which is published at two pounds net. We strongly recommend the addition of this particular form of the new edition of the "International Dictionary" to every school's stock of reference books, and suggest that it might with advantage be put in an easily accessible position, for it would certainly soon be in constant demand by every teacher and every senior pupil. Comprehensive in scope, trustworthy in intelligence, and concise in definition, the Dictionary will long hold the foremost position which its merits have gained.

A Junior English Grammar. By W. Williamson, B.A. vi. +231 pp. (Methuen.) 25.-A somewhat novel feature of this book is the number of references to what may be termed market competitors, especially the well-known books of Messrs. West and Nesfield. Setting out with the intention of "revising" English grammar, the author naturally differs from other writers on the same subject. Much that he tells his readers is undoubtedly fresh and stimulating, but his treatment of that grammatical anomaly-the English gerund-is by no means convincing; personally we think it unscientific. The book is, confessedly, a compromise between old and new methods, and, as such, it cannot meet with unqualified approval.

The Language and Metre of Chaucer. Set forth by Bernhard Ten Brink. Revised by F. Kluge and translated by M. Bentinck Smith. 280 pp. (Macmillan.) 6s. By adding this volume to their series of works on English literature, the pub lishers have conferred a boon upon those students of Chaucer whose interest in him is not æsthetic or human, but grammatical and philological. It may at once be said that "it is caviare to the general," and presupposes a degree of advancement which would entitle a reader to become a candidate for the Modern Languages Tripos at Cambridge. Those who study Chaucer with the same avidity as some other people study Aristotle, and some few study Shakespeare, will find very serviceable the mass of clearly-arranged natter set forth here with magnificent care for detail. A biographical notice of Ten Brink himself, which is prefixed to this volume, serves happily to render it clear how such an elaborate volume was possible at all, and also to set up a standard of accurate scholarship on this side of the North Sea which is more common on the other. When Professor Ten Brink deals with Chaucer's rhyme, his use of alliteration, and oi the general characteristics of his heroic verse, he grows very interesting indeed; and the account of Chaucer's treatment of the stanza in his lyric poetry, his management of the Ballade and its Envoi, his employment of the Roundel and other forms, will be of great service to those who are in any way attracted by the French and Provençal forms of poetry. The translation has been accurately and painstakingly done.

History.

Oxford Studies. By J. R. Green. Edited by Mrs. J. R. Green and Miss K. Norgate. xxxii. +302 pp. (Macmillan 5s. This little volume is a collection of papers written by the author of the "Short History of the English People" for pub lication in various periodicals, having for their subject for the most part Oxford in the Eighteenth Century. There are also articles on the " Early History of Oxford,” “Young Oxford,” and "Oxford as it is." Notes are added by the editors, and there is an introduction, biographical in its nature. All our readers know that J. R. Green's object in his study of history was, as he himself says in this book (p. 180), to learn not merely how our forefathers fought and died, but how they walked, were dressed, ate, drank, spoke, laughed, or swore." And in these fugitive papers on the history of his birthplace and university he gives full play to these delights. There is very little that is deep in this volume, but the surface life of the town and university is told in Green's inimitable manner, and we recommend the book as a source of much pleasant and instructive reading.

66

The Student's Synopsis of English History. By C. II. Eastwood. 163 PP. (Arnold.) 25. This is a summary, "based chiefly upon Professor Oman's History of England,' and on several similar manuals. There are chronological lists. genealogical tables, short biographies, tables of battles and important treaties, &c., &c. If only the work had been done with fuller knowledge and with more care in execution, it would have been as useful as other similar books we have seen. The ecclesiastical questions of the seventeenth century and the international events of the eighteenth, are the least satisfactory parts of the summary.

Certificate Note-book of European History, 1814-1848. By J. S. Lindsey. (Cambridge: Heffer.) 25. net. -This is another of Mr. Lindsey's carefully prepared books of problems and exercises on history. It is not, however, one of the series on English history, but deals with the general history of Europe during the thirty years following the fall of Napoleon. The title indicates that it is specially intended to meet the require

ments of the candidates for the "Certificate" examination of the Board of Education. Since this examination takes place early in July next, the appearance of this book seems somewhat belated. We trust, however, that it will have a much wider sphere of usefulness than its title would claim for it. It contains a bibliography which should prove of great value to Civil Service or University scholarship students, though it is absolutely caviare to the "Certificate" candidate for whom it is supposed to be intended. The sketch of the period and the thirty-two questions and answers seem well calculated to give a good grasp of most topics of prime importance.

A History and Description of Roman Politica Institutions. By F. F. Abbott, Professor of Latin in the University of Chicago. 437 pp. (Ginn.) 75.Prof. Abbott's treatise is a most useful companion to the Roman history. We might offer the general criticism, that he might have been wiser to regard it wholly in this light, and accordingly to have shortened the purely historical part. It is true that the history is strictly subordinated to the main purpose, but in bulk it is considerable. Prof. Abbott has a firm grasp of principles, which he enunciates clearly. Take, for example, what he says of Tiberius Gracchus: "In se curing the removal of Octavius

from office, Tiberius was acting on the theory that a

Bread-Fruit Tree.

(From Keane's "Central America and the West Indies.")

representative o the people ceases to be such when in a particular matter he acts out of conformity with the wishes of a popular majority. The logical application of this theory in all cases would remove all constitutional limitations upon the expression and execution of the people's will, and would put the state absolutely under the control of a temporary popular majority. The principle was not only out of harmony with the genius of Roman political institutions, but it is subversive of stable government." The theory is now held by many, as our readers know, and the lessons of Roman history are here as often practically useful. Prof. Abbott also brings the tribunician veto into perspective better than we have seen it done elsewhere. The Roman institutions are followed down to Septimus Severus. Authorities and bibliography are also given, with textual specimens of acts and edicts. It is an excellent little manual, which we can cordially recommend, especially for teachers and the more advanced pupils in schools.

Geography.

Central and South America. Vol. II. Central America and West Indies. By A. H. Keane, F.R.G.S Edited by Sir Clements Markham, K.C.B., F.R.S. Maps and illustrations. xxiv. 496 pp. (Stanford.) 15s.-A word in explanation of the title. A re-issue of the well-known Stanford's "Compendium of Geography and Travel" is now being made. In the original series Central and South America were described in a single volume; in the new series two volumes are devoted to them. The present, Vol. II., deals with Central America, the West Indies and the three Guianas. (For review of Vol. I. see THE SCHOOL WORLD, August, 1901.) We know of no series likely to be so serviceable to teachers as this. They will find in "Central America and the West Indies ample illustrative material for their geography lessons, and a study