forty to the elaborative including conception, abstraction, generalization, judgment, syllogistic reasoning, and induction. Even in a handbook, which, as this does, pretends to be more than a compilation, a fuller discussion of these important topics is looked for. The merits of the brief discussion given are such as to lead the reader to regret that Prof. Baldwin has not treated them more at length.

The book is evidently the product of a vigorous and independent mind, eager to avail itself of all new light from psychometry, psychophysics, neurology, race-psychology and physical science generally, and yet with no undue fondness for novelty. It might be characterized as an attempt to discuss the customary topics under the customary rubrics, with especial reference to the latest contributions from physiological psychology, allowing the metaphysical assumptions to justify themselves by the outcome. The author is to be congratulated on having made a real contribution to psychological discussion.

GEORGE M. DUNCAN.

The first installment of PROFESSOR RICHARDSON'S "HISTORY OF AMERICAN LITERATURE *** won for itself such favor that the second part has been looked for with no ordinary anticipation. We may now safely say that the completion of the work thoroughly satisfies our expectations. The first glance at the new volume raises, however, a question, for it is a smaller book. Our "Poetry and Fiction" are treated in its compass. The earlier volume covered the rest of the field with 528 pages, under the title of "The Development of American Thought." We should have expected that the historian would have found enough to complete more than the one thousand pages in the contributions made by this young nation during our first century in the departments of poetry and fiction. We cannot but ask then, does his work fairly represent the proportions of English literature in America? It is meant to do this we believe, although many may differ from him in judgment. However, this latter volume, though dealing with material which seems to us much more difficult to treat correctly, shows an increased power of judgment in the author, greater skill, much better style, and the same true candor and common sense so manifest in his first volume.

* American Literature: 1607-1885. By CHARLES F. RICHARDSON. Vol. II. American Poetry and Fiction. New York and London: G. P. Putnam's Sons. 1889.

One might think of comparing this work with Mr. Stedman's "Poets of America," but no comparison is desirable. Seldom has a critic of such natural power and fitness as Mr. Stedman made such a thorough study of his subject. Manifestly we do not look in Prof. Richardson's work for what we find in Mr. Stedman's. He writes with a somewhat different purpose. The one work by no means interferes with the other, perhaps the one is quite as necessary as the other.

The scope of the work is not made to include Hillhouse, or Pierpont, or Prentice, or Butler, or Will Carlton, or even so good a poet as Weeks. The author of "The Night before Christmas," recently pronounced the most popular poem in the English language (which is doubtful indeed) is not mentioned; nor does Muhlenburg's "I would not live always" elevate him to its plain; and McMaster's capital "Carmen Bellicosum" does no more for its author. The list of such poets might be increased. And many more of this class might as well have been left out of the work, as Mr. Richardson dismisses them with a word. But this is not inconsistent with his plan, which is to give a general view of English poetry produced in America, with little use of telescope or microscope. Still he has passed by a group of poets, bubbles on the stream perhaps, which should not be slighted by any one who wishes to know well and to enjoy American poetry. As a minor point, the treatment of them would have made the second volume correspond in proportion with the first.

ERNEST WHITNEY.

WARD ON THE CHURCH IN MODERN SOCIETY.*-This volume deals with the great and vexed problem of the mission of the Church in social and industrial life. It is a somewhat abstract discussion, moving chiefly in the sphere of principles. It sets forth a high ideal of the calling of the church as an organizing and directing force in modern society. All the lines of thought converge upon the idea of Christian unity which the writer considers the consummation for which the Church should strive. It is obvious from the conceptions which often find expression that the author is an Episcopalian, but there is nothing provincial or narrow about his arguments or opinions. His interest is for the Church Universal in all its forms; his great concern is that the

* The Church in Modern Society. By JULIUS H. WARD. Houghton, Mifflin & Co., Boston and New York. 1889. Pp. 232.

church of Christ shall reach and uplift modern life, making itself the effective minister of Christ, to penetrate business, education, and all forms of social organization, with the spirit of reverence, helpfulness, and love.

It is certain that Mr. Ward has grappled with a great subject and that he has taken hold of it in an earnest spirit. He has delivered a fervent message regarding the Church's duty and privilege. Every such genuine word helps on the cause of a practical and efficient Christianity and directs attention anew to one of the most important problems of modern times: How can the church become more efficient in shaping and directing the individual and social life of men?

GEORGE B. STEVENS.

STUDIES IN PEDAGOGY.*—The appearance of works like this is a promising indication. "The most momentous question which now confronts the American people is that of public education," says the author. There can be no question of the truth of this statement, and there can be no question of the need of just such works as this in the interest of public education. That those who are engaged in and are otherwise interested in the work of education see and feel the need of a thorough discussion of pedagogy, and that the want is so well met as it is in such works as the one before us, is matter for thankfulness. Nor is the demand limited to secular education. And one may add that works like this have an interest and value which is not limited to those who are engaged in the work of teaching in the public schools. They are of value to parents and to religious teachers, and to all who are in any way interested in the whole broad work of education. The book is the product of many years of experience in teaching and of a thorough study of the science. Topics which are not usually brought to the attention of teachers in the secular schools are touched upon. The importance of the training of the will and of the sensibilities is worthily recognized, and the author is not careful to conceal his respect for religion and his estimate of its importance in the whole work of education. The patriotic spirit manifested is also worthy of all commendation.

LEWIS O. BRASTOW.

*Studies in Pedagogy. By THOMAS J. MORGAN, A.M., D.D., Principal of the Rhode Island State Normal School; author of "Educational Mosaics." Boston: Silver, Burdett & Company, 50 Bromfield street, 1889.

LIVING QUESTIONS.* This is a volume of essay-sermons, and it must be acknowledged that they are unusually good specimens of this peculiar homiletic product. There is a certain freshness and unconventionality about them that secures Our interest notwithstanding a half suspicion that the preacher's disregard of ordinary and well approved homiletic methods and of traditional religious opinions is a little over-emphasized, and notwithstanding a trace here and there of what approaches perilously near to sentimentalism. The preacher has something to say, and he says it in an easy and affluent manner, one thought suggesting another in succession without much regard to order. There is abundant evidence here of literary culture, of wide reading, and of study in certain lines. There is a place for this method of handling a subject in the pulpit. There are notable preachers who succeed in holding interested audiences by the reading of religious essays, and they hold them for many years with unabated interest. One questions, however, whether they are able to realize the largest and best results of preaching. They are likely to be defective in ethical intensity, and in cumulative power.

LEWIS O. BRASTOW.

*Living Questions: Studies in Nature and Grace. By WARREN HATHAWAY. New York: Fords, Howard & Hulbert, 1889.

UNIVERSITY TOPICS.

YALE A "NATIONAL" UNIVERSITY.

For nearly a century, Yale has been known and spoken of as a "National" institution. But, long before that period, the college was held in high consideration in all the other colonies, and drew a considerable portion of its students from beyond the limits of Connecticut.

There are several reasons, of an historical character, why the college gained so distinguished a reputation at a very early date; and as these reasons explain many things with regard to the constitution, policy, and position of the University as it is to-daywhich may not be generally understood even by some of its own graduates-we propose to state them. The space at our command requires that these statements shall be brief, yet what we shall say will perhaps be adequate for the immediate purpose which we have in view.

Before giving these reasons, it may be well to mention a few things which illustrate the wide scope of the present relations of the University to all parts of the United States. Among the 1477 students, now in residence, nearly every State in the Union is represented. This has been so uniformly the fact for the past ninety or hundred years, that it is not necessary to take the trouble to make any analysis of the residences of the students whose names appear on the University catalogue just published; especially as we find in the "Yale Banner" such an analysis of the residences of the students of the year just passed. The total number then was more than a hundred less than at present, but that analysis will sufficiently illustrate what we have in mind; although we have been told that there is, this year, even a larger number of States represented.

When the "summary " from which we quote was made, thirtysix of the then thirty-eight States of the Union were represented on the Yale "campus." In addition, there were four students from the Territories; seven from the District of Columbia; eight from Canada; three from England; five from Hawaii; twelve from