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 268 NEW BOOKS. distributed, however, not in any historical or even classificatory scheme of authorities, but under a logical scheme of topics which is intended as a synthetic and constructive contribution to Theism. Such a method may suit readers who wish to gain a superficial acquaintance with the varieties of opinion prevalent on these topics, but to readers who wish to qualify themselves to give a reason for the hope that is in them, Prof. Eraser's method is far better. Problems of Biology. By GEORGE SANDEMAN. London: Swan Sonnen- schein & Co., 1896. Pp. 218. This work is a philosophical criticism of the fundamental conceptions which underlie such dogmatic theories of heredity and development as those of Weismann, De Vries, Galton, Spencer, and others. The criticism is philosophical, but it is entirely relevant even from a biological point of view. The author finds everywhere in " dogmatic biology " the assump- tion implied or expressed that the various " qualities " or characteristics of organism are in their own intrinsic nature disconnected and indepen- dent. Accordingly the theorists, whatever special view they may severally take, agree in positing some hypothetical agency to explain organic unity and identity. But this agent, if it is to be used as an explanatory principle, cannot be conceived merely as abstract unity and identity. In the attempt to give it specific character, it is inevitably re- presented as one part among others, and not as the unity of the whole. Space does not allow of more than this very general indication of the line taken by Mr. Sandeman. His book is full of luminous and instructive treatment of detail, and ought to be read alike by the biologist and the student of philosophy. The Education of the Central Nervous System : a Study of Foundations, especially of Sensory and Motor Training. By B. P. HALLECK, M.A., author of Psychology and Psychic Culture. New York : The Macmillan Company, 1896. Pp. xii., 258. This book offers a curious discrepancy of theory and practice. The author's neurology would probably be rejected by the neurologist as too clean-cut and dogmatic ; his psychology by the psychologist as incomplete and in part out of date. Yet the work contains a great deal of sound, practical advice, the outcome, apparently, of a long teaching experience. It could hardly be used as a text-book, but it has a distinct place as a sort of half-way house between the old and the new in pedagogy. A teacher, e.g., who was desirous of bettering his work by a course of self-instruction, might very well begin with Mr. Halleck's book before plunging into tech- nical psychologies or pedagogies. The twelve chapters deal with the central nervous system ; the fatalistic aspects and the possible modifications of the brain ; attention, nutrition and fatigue in their relation to the nervous system ; environment and training ; age and training ; general and special sensory training ; cerebral development by the formation of images ; Shakespeare's sensory training ; motor training ; and enjoyment in its relation to the nervous system. Infallible Logic : a Visible and Automatic System of Reasoning. By T. D. HAWLEY, of the Chicago Bar, Lansing. Mich. : B. Smith Printing Co., 1896. Pp. xxx., 659. Mr. Hawley's Logic is a sort of Lewis Carroll long drawn out. Not that he regards it as a game; he takes himself, and the "lawyers,