odd years of the author's intercourse with Bismarck, the conversational portions of which were in most cases jotted down within an hour after the words recorded were spoken. That Bismarck was aware of his Boswell, and approved of his proceedings, is clear. "Büschlein," he remarked in 1891, "will one day long after my death write the secret history of our time from the best sources of information." Dr. Busch's "secret history," as we now have it, does not tend to enhance our admiration, still less our liking, for the puissant Chancellor. But its author has rendered a great service to the cause of impartial truth. His book is, in its class, of the very first importance the one book of the season that the student of our century's political history should read, whatever else be neglected. The volumes are handsomely made and they contain some striking and well executed portraits; but we must complain of the very insufficient index. E. G. J. FIRST OF THE WAR HISTORIES.* The first of the war histories, the leaves of which are soon to be as those of Vallambrosa for multitude, is upon us in the form of advance sheets of "The Fall of Santiago." This record flows from the facile pen of Mr. Thomas J. Vivian, whom his title-page announces as the author of " With Dewey at Manilla." It pays the penalty of its timeliness by cumulative evidences of haste in letter-press, illustrations, and proof-reading. It also appears to be rather the raw material of history than history itself. Possibly the first thought which the book induces is one of satiety. We are desperately We are desperately tired of the war and its malarial atmosphere; and, after all the praise poured upon us by critics of more or less competence for our fighting, and the dispraise we seem to be heaping upon ourselves for nearly everything else, it requires something strong, either by way of flattery or objurgation, to rouse our jaded intellects. Such being the fact, the faults of this book are doubtless more prominent than they will appear to be in the ensuing years. A style which is as of that of the newspapers, though without the advantage these possess of careful copy-reading before publication, is the most apparent of these. Next come the pictures, some of them the ordinary process cuts of modern journals, others half-tone reproductions of *THE FALL OF SANTIAGO. By Thomas J. Vivian. New York: R. F. Fenno & Co. the admirable photographs done for Mr. W. R. Hearst, but neither of them quite suited for serious history. So much for manner. A digression may be pardoned in respect of the original sources of information which have been at the historian's disposal here. Aside from the official reports, many of them available through the daily press, the war corre spondents themselves seem to speak with the highest authority, due to their having been eyewitnesses of nearly all the facts to be chronicled. And for this we are largely indebted to the socalled "yellow journals." Whatever else these deleterious adjuncts of our civilization may be, they are not parsimonious in their expenditures for news. When their arrangements for giving the people of the United States the last information from the seat of hostilities had been completed, it was found that they had sent to the front men of approved skill as writers and pictorial artists in such profusion that all the papers, whether daily or weekly and whatever their color, must engage themselves in similar extravagance or be hopelessly behind in the purveying of news. This has made the war one of correspondents in good part; and there is no doubt that there were so many of them that they would have become an insufferable nuisance had they not developed the most versatile talents as warriors, scouts, nurses, and everything else that brave men can be. What newspaper men have long known has now been demonstrated to the world at large: that the papers are able to command a service which for absolute devotion to the duty before them ranks next to that called forth by patriotism. But, owing to the censorship, this service was uneven. Up to the fall of Santiago, which covers the entire time allotted to the book in hand, the telegraphed reports were not particularly full or satisfactory in any respect, while all their deficiencies were more than made up, except in point of mere timeliness, by long and wellwritten letters transmitted through the mails for the purpose of avoiding the censorship. After the fall of Santiago, especially during the operations in Puerto Rico (the official spelling, and a deplorable one), the censor was dismissed, and in consequence the telegraphic reports were much more detailed and were not supplemented by the still better letters of the weeks before. Another source, which could have been depended upon in former wars to a much greater extent, is found in private letters written by the soldiers and sailors. These overflowed the papers, and have proved to be curiously un trustworthy in many instances. One of these may be cited from the book before us, where the credit of being first to descry the approach of Cervera's squadron when opening the battle of July the third off Santiago is awarded to a young man whose chief claim to the honor lies in the fact that he wrote home and told them there that he did it: at least, a letter addressed to his captain, Evans, of the Iowa, elicited the reply that neither he nor anyone else on board the battleship had been awarded the prize mentioned for his alleged vigilance, that no such prize had been offered, and that the article of discovery was in any event rather joint than several. A number of similar incidents might be given here if they were of any applicability. It will be observed that all these sources are exclusively American, and that history, like so many other things, has two sides to it. In the book now written by Mr. Vivian this lack is quite apparent. Some of the messages of the Spanish generals appear in the wonderful translations that lead a reader to infer that the United States had no Spanish scholars in all their broad domain. The log-book of the "Colon" has been drawn upon, with excellent results. But, generally speaking, the Spanish are not given the credit they deserve for their courage in the fighting about Santiago, though it is to be feared it was the miserable slanders respecting American cruelty rather than character which sustained them. Other defects follow from lack of information from the enemy's camp. There is a commendable frankness in Mr. Vivian's account of the taking of Santiago which we trust will prevent the annals of the HispanoAmerican war being disfigured with the gross inaccuracies that characterize the histories of the land operations during the War of 1812. The larger it is writ that politics is not suited to field operations, and that, however necessary trained soldiers may be found in times of peace, they are still more essential in periods of war, the surer the nation will be enabled to avoid the drubbing otherwise in store for it at the hands of some enemy in future. However mortifying to our sense of pride, the truth will make us free: an observation which makes an appeal to statesmen, and none whatever to mere politicians. Among minor defects in Mr. Vivian's work, the use of types which lack the Spanish diacritical marks is most annoying. The Spanish spelling is more nearly orthoëpic than any other in Europe. Any deviations from the two sim "N" with ple rules of accent are indicated. and "n" without the circumflex are different letters. Here, not even the cedilla is used for the "c" soft before "a," "o," and "u." Surely it is not asking too much of the linotype to have these additional types provided. What is chiefly commendable in the book is a certain picturesqueness and vehemence that carry the narrative over many discouragements; while the facts are in the main closely adhered to, as we understand them. WALLACE RICE. ORIENTALIST, TRAVELLER, AND DIPLOMAT.* Besides the interest which every scholar must feel in Sir Henry Rawlinson as the Champollion of cuneiform decipherment, the general reader cannot fail to find entertainment as well as instruction in Canon Rawlinson's account of his brother's long life-covering the years from 1810 to 1895 which was devoted as much to travel, adventure, and military and diplomatic service, as to philological and geographical research. He seems to have been a second, or rather an earlier, Sir Richard Burton, in his love of adventure spiced with danger, and in the facility with which he acquired the languages of the East. The sacred city of Kum and the renowned shrine of Fatima, said never to have been entered by a European, possessed attractions for him, when he was serving as a young lieutenant in Persia, too great to be resisted. Instant death menaced the audacious infidel who should be discovered intruding upon the holy precincts, and it was only by assuming the disguise of a Persian Pilgrim that the young Englishman gained admission to the temple. "The guardian gave him the customary form of words, and he repeated them; but shortly afterwards his eye was attracted by some magnificent suits of steel armour which hung upon the walls, and he found with a thrill of alarm, that while curiously contemplating them and speculating upon their age and origin, he had almost turned his back upon the sacred spot where the saint lay the cynosure of all the eyes of true believers.' Fortunately for him, his lapse was not remarked — it had been little more than momentary otherwise, in all probability, a promising career would then and there have been cut short, and a light lost to philological, geographical, and diplomatic science with which they could ill have afforded to dispense." A full account in Sir Henry's own words of *A MEMOIR OF MAJOR-GENERAL SIR HENRY CRESWICKE RAWLINSON, BART. By George Rawlinson, M.A. With an Introduction by Field-Marshall Lord Roberts of Kandahar, V.C. Illustrated. New York: Longmans, Green, & Co. a novel road race ridden by him in India in 1832 shows still farther the spirit and nerve of the young man. He rode, with an occasional change of mounts, from Poonah to Panwell, seventy-two miles, for a stake of one hundred pounds. The wager required him, in order to win, to cover the distance in four hours—one hundred rupees to be forfeited by him for every minute over that time, and the same amount to be paid to him for every minute saved. After several mishaps and hairbreadth escapes, the rider reached his goal, fifty-three minutes ahead of time! In this connection two other instances of narrow escape from death may be noted. On one occasion he was descending the Tigris on a raft, when he and his attendants were attacked by a band of Arabs, who opened fire on them from the bank. Rawlinson chanced to be writ ing at the time, and was holding the ink-bottle in his left hand, when a bullet struck it from between his fingers. One of his escort was killed, and he only prevented farther loss by landing with a few men and driving off the assailants. Some years later, during his residence at Candahar as political agent, at the time of the great Affghan War, he barely escaped assassination by a lucky accident. For three successive days he was detained in the courthouse dispensing justice to all complainants, much beyond his usual hour of leaving, and was thus prevented from taking his customary evening ride. A fanatic-one of a band of forty who had sworn on the Koran to accomplish the assassination of the Great Feringhee, as Rawlinson was called — lay in wait for him for three evenings where he was wont to mount his horse, having pledged himself neither to eat nor drink until he had done the deed. On the third evening, as the Great Feringhee still failed to appear and the would-be murderer was nearly crazed with thirst, he was forced to content himself with stabbing the secretary of his intended victim, whereupon he was immediately arrested and taken before the latter to receive sentence of death. Such indications of a hardy and daring temperament gain an added significance when we turn to consider Rawlinson's achievements as a geographical explorer and a discoverer of cuneiform inscriptions. The trilingual inscription on the great rock of Behistun-the Rosetta Stone of cuneiform decipherment would never have yielded up its secret to a man of less physical activity and persistency of purpose. Nor could the geography of certain districts of interior Asia, over which he travelled, have been mastered by one of a less adventurous and daring nature. The Journals of the Royal Asiatic Society and of the Royal Geographical Society, of fifty and sixty years ago, bear record of the young explorer's achieve ments. The zenith of Rawlinson's career as a diplomat was reached in 1859, when he was appointed Ambassador to the Persian court. His long residence in Persia, his personal friendship with the Shah, and his familiarity with the language and customs of the country, made his nomination a happy one, although events beyond his control caused him to resign his office only six months after entering upon it. The remainder of his life was passed in England, as a member of Parliament, a student of and writer on cuneiform inscriptions and oriental antiquities, a trustee of the British Museum, a life member of the India Council, member and president of the Royal Geograph ical Society, and contributor of scientific and political articles to various publications. It is interesting to learn that his favorite poem, and one which he often repeated in later life, was Longfellow's "The Day is Done"; and also that as early as 1857 he was given the degree of LL.D. by Dartmouth College. The life of this distinguished Orientalist, as told by his younger brother and ardent admirer, certainly loses nothing in the telling. It is sympathetic, and inspires the reader with something of its author's love of his theme. But why must the Canon drag his favorite Herodotus into the body of his text, untranslated at that however brief the quotation? And is it not a bit of unnecessary pedantry to use the verb desiderate instead of desire or want? The chapter on personal characteristics, by the present Sir Henry Rawlinson, adds much to the warm human interest of the book, but contains one note jarring to American ears. In referring to his father's scrupulous care, as a public servant of her Majesty, to avoid engaging in any commercial enterprise or even lending his name to the promotion of such enterprise, the writer says: "We have been drifting lately nearer, perhaps too near, to the system of financial morality prevalent on the other side of the Atlantic." However, we may be allowed to take our revenge in a harmless smile at Sir Henry's mixing of metaphors when he adds: "Let us hope that our drifting . . . may ere long be turned into the straight and upright channel." PERCY FAVOR BICKNELL. RECENT PEDAGOGICAL LITERATURE.* For a third of a century Dr. W. T. Harris has been contributing generously to the growing educational literature of the country addresses, articles, papers, lectures, prefaces, introductions, reports, "discussions," etc.,--contributions rich in the fruits of reading, thought, and experience. Still, until now there has been no one work that could be said to present in one view the essential features of his system of educational thought. To arrive at such a view, the student must consult many scattered publications and make a synthesis of his own. This situation was the more remarkable because Dr. Harris has stood for years, by common consent, as the foremost pedagogical thinker and the highest educational authority of the country. The "Psychologic Foundations of Education" at once puts an end to this state of things, and meets the desire, often expressed and still oftener felt by the foremost teachers, educators, and thinkers of the country, that Dr. Harris should embody his system in a single treatise. It would be only belittling the work *PSYCHOLOGIC FOUNDATIONS OF EDUCATION. An Attempt to Show the Genesis of the Higher Faculties of the Mind. By W. T. Harris. New York: D. Appleton & Co. ROUSSEAU AND EDUCATION ACCORDING TO NATURE. By Thomas Davidson. New York: Charles Scribner's Sons. THE MEANING OF EDUCATION, and Other Essays and Addresses. By Nicholas Murray Butler, Professor of Philosophy and Education in Columbia University. New York: The Macmillan Co.. PROGRESS IN WOMEN'S EDUCATION IN THE BRITISH EMPIRE. Being the Report of the Education Section, Victorian Era Exhibition. Edited by the Countess of Warwick. New York: Longmans, Green, & Co. PORT ROYAL EDUCATION. Saint-Cyran; Arnauld; Lancelot; Nicole; De Saci; Guyot; Coustel; Fontaine; Jacqueline Pascal. Extracts, with an Introduction. By Felix Cadet, Instructor-General of Public Instruction. Translated, with an Index, by Adnab D. Jones. New York: Charles Scribner's Sons. EDUCATIONAL REFORM. Essays and Addresses. By Charles William Eliot, LL.D., President of Harvard University. New York: The Century Co. THE APPLICATION OF PSYCHOLOGY TO THE SCIENCE OF EDUCATION. By Johann Friedrich Herbart. Translated and Edited, with Notes and an Introduction to the Study of Herbart, by Beatrice C. Milliner, B.A., Lond., Lecturer at the Ladies' College, Cheltenham. With a Preface by Dorothea Beale, Principal of the Ladies' College, Cheltenham. New York: Charles Scribner's Sons. THE STUDY OF THE CHILD. A Brief Treatise on the Psychology of the Child, with Suggestions for Teachers, Students, and Parents. By A. R. Taylor, Ph.D., President of the State Normal School, Emporia, Kansas. New York: D. Appleton & Co. THE REPUBLIC OF PLATO. With Studies for Teachers. By William Lowe Bryan, Ph.D., Professor of Philosophy, Indiana University, and Charlotte Lowe Bryan, A.M. New York: Charles Scribner's Sons. THE DEVELOPMENT OF THE CHILD. By Nathan Oppenheim, Attending Physician to the Children's Department of Mt. Sinai Hospital Dispensary. New York: The Macmillan Co. CHILD CULTURE IN THE HOME. A Book for Mothers. By Martha B. Mosher. Chicago: Fleming H. Revell Co. A STUDY OF A CHILD. By Louise E. Hogan. Illustrated with over 500 original drawings by the child. New York: Harper & Brothers. to apply to it the stock expression, that its appearance is the "event of the year." The space at our disposal forbids the more lengthy notice that the book deserves and that we should be glad to give. There are plenty of points that attract the reviewer's attention. The scheme adopted, going over the principal matters considered twice once unsystematically in the chapters bearing the general title "Psychologic Method," and then systematically in another series entitled "Psychologic System" has its points of both advantage and disadvantage. The book is not one for novices and amateurs; even trained pedagogists will not always find it easy reading. Dr. Harris is so completely at home in the pale land of philosophical abstractions, that he does not always make sufficient allowance for the infirmity of the ordinary reader; we mean the ordinary reader of solid pedagogical works. We are well aware that such a mind as his cannot pour out all its riches in a duodecimo volume of four hundred pages, but there are some points that we think he should have treated more fully. Such a page as the following one, however, leaves nothing to be desired on the score of clearness. "We have omitted any notice of the fields of labour now diligently worked in the psycho-physiological laboratories of America and Europe-namely, the ascertainment of exact quantitative experiments of the velocity and intensity of nerve-currents to the brain from various organs, or outwardly from the former to the latter. All quantitative measurement is useful in the process of inventorying Nature, and there is no doubt that the devotees of psycho-physics' will discover much that is valuable on their road. De Soto and others went in search of the Fountain of Youth' and discovered vast rivers and the details of the continent, though the object of their expeditions was a figment of the imagination. Saul, the son of Kish, went out to find his father's asses, but found a kingdom,' Many people have done the reverse of this, and men of average capacity are usually well satisfied if in their search for kingdoms they are rewarded by finding useful beasts of burden. In the laboratories of the students of psychology no metaphysical results, nor results in pure psychology of a positive character, will be arrived at, it is safe enough to say. But it is equally safe to expect very useful discoveries relating to the proper care and nurture of our nervous system in short, a stock of pathological and educational knowledge and scientific insight into the relation of man to other animals, and to his own historic evolution." Perhaps no writer has subjected the educational system of Rousseau to a more searching examination than has Mr. Davidson in his work on "Rousseau and Education According to Nature." Beginning with the ideas and aspirations current in Rousseau's time, and that filled his atmosphere, the author proceeds to relate the material facts of Rousseau's life, to expound his educational theories, and sum his up influence, in a volume that, for its size, leaves nothing to be desired in respect to fulness, clearness, or general correctness. As he suggests in his preface, the "Rousseau" stands at the opposite pole of thought to his "Aristotle"; that work gave an account of ancient, classical, and social education, while the present one deals with modern, romantic, and unsocial education. The chapter on Rousseau's influence gives a brief but comprehensive and firm view of the extent and nature of the effects that he produced on politics, religion, literature, art, and education. Under the last head, Mr. Davidson finds that most of the good work which he did was merely negative. He says: "In so far as Rousseau laid bare the defects and abuses of the society and education of his time, and demanded reforms in the direction of truth and simplicity, he did excellent work; but when he came to tell how such reforms were to be accomplished, he propounded a system which, from a social and moral point of view, has hardly one redeeming feature, and which is frequently in glaring contradiction with itself." Still, he says Rousseau's influence has been powerful beyond measure, and calls him the father of modern pedagogy, even despite the fact that most of his positive teachings had to be rejected. He calls him, too, the father of democracy, which suggests to us the principal criticism that we have to make on the book. We do not find in it an adequate recognition of the prodigious influence that modern democracy has had on modern education. The author's final estimate of his subject appears to be a late one; at least, he says in his preface: "If my estimate of Rousseau's value as an educator proves disappointing to those who believe in his doctrines, I can only say, in excuse, that I am more disappointed than they are." It is not always, or perhaps often, that a definite centre of unity and interest can be discovered in a book which is made up of the author's miscellaneous addresses and essays covering a period of fifteen years, even when they relate to the same general subject. This may, however, be fairly claimed for Dr. Butler's new volume, "The Meaning of Education," the reason being that his thinking on education is controlled by a consistent general view of the whole field; a view formed, he expressly tells us, from the evolutionary standpoint. His utterances on educational subjects, he also assures us, have been controlled by the following convictions: "First, that education, in the broad sense in which I use the term, is the most important of human interests, since it deals with the preservation of the culture and efficiency that we have inherited and with their extension and development; second, that this common interest can and should be studied in a scientific spirit and by a scientific method; and, third, that in a democracy at least an education is a failure that does not relate itself to the duties and opportunities of citizenship." The book is not a treatise, and does not profess to be; still, questions that are raised in one address or essay are sometimes answered in another. Thus, the author's statement at the close of the second address, that "that knowledge is of most worth which stands in closest relation to the highest forms of the activity of that spirit which is created in the image of Him who holds nature and man alike in the hollow of His hand," leaves us inquiring what this knowledge is; but by turning back to the preceding address we find at least the practical answer. There is no part of the book that college and university men can read to more advantage than the third one: "Is there a New Education?" Dr. Butler here declares that as respects the application of psychological knowledge to teaching, the elementary teacher, especially in the Western States, is far in advance of all other teachers. And he sets forth in strong language the ignorance of the principles of pedagogy and of education shown by a large number of teachers in the higher schools. "Here and there a secondary school master, and here and there a college president or professor, takes a genuine and intelligent interest in education for its own sake; but the vast majority know nothing of it and are but little affected by it." He might have added that, as a rule, the farther these teachers have followed their own lines of specialized study, the more thoroughly Germanized they have become, the less they know and the less they care about education as such. The Countess of Warwick thus explains, in her brief preface, the genesis of the book on Women's Education in Great Britain, for which she stands sponsor: Amongst the multifarious sights of the Jubilee year of our Gracious Queen's reign, perhaps none gave greater occasion for thoughtful interest than the Women's Work Section' of the Victorian Era Exhibition at Earl's Court; and of these the sub-section Education' was a striking object lesson of a movement essentially belonging to the past sixty years. In addition to the permanent exhibit in the Education Section, a series of Saturday Conferences and a three days' Education Congress were arranged. The Conferences dealt with various sides of women's work, professional and educational; the Congress with what might be called the Imperial aspect of Education." The volume contains the addresses, papers, and discussions that were offered in these Saturday Conferences, together with some prefatory and introduc tory matter. It is a book of facts rather than of ideas, an attempt to show what, in the Jubilee Year, the British Empire was doing for the educa tion of women. Those who are seeking information concerning this many-sided subject will find it here. If we could have a volume giving a similar view of women's education in the year that the Gracious Queen ascended the throne, the two books would offer about as striking an educational contrast, considering the interval of time, as could well be shown. "Port-Poyal Education" will be a welcome addition to pedagogical libraries in the United States. The group of great teachers, able teachers and writ ers, and noble men and women for whom the name stands is not as well known among us as it should be. The book is mainly composed of extracts, but the editor has supplied an historical and critical introduction of sixty-seven pages. For this country this introduction, while a good one in itself, might |