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 568 NEW BOOKS. section entitled The Final Idealism. This peroration, which is a little too rhapsodical for a philosophical treatise, shows that Professor Wenley by no means sympathises with the retrograde movement noticeable in contemporary German theology. He would apply the Hegelian method to the explanation of religious ideas if we would only assume the social sentiment as the key of theistic belief. God made man in his own image, but it was not the man as individual, but the man as an organic constituent of a social aggregate. " Rationalism, not in the peddling eighteenth century sense, but in the guise of a socialised reason, wherein all men are partakers, and whereb} 7 alone they can execute valid judg- ment upon the deep things of life, constitutes the aegis of a satisfactory theology " (p. 188). T. W. LEVIN. " The Ethical Library :" The Teaching of Morality in the Family and the School. By SOPHIE BRYANT, D.Sc., Head Mistress of the North London Collegiate School for Girls, author of Educational Ends and Studies in Character, etc. London: Swan Sonnenschein & Co., Limited. New York : The Macniillan Co., 1897. Pp. 146. The five main chapters of this worK are devoted, says the author, to the discussion of "the problem of direct instruction in morality". "On the practical solution of this problem," Mrs. Bryant adds, "in each case de- pends the efficiencj" of all lessons regular or incidental that may be given on life and conduct" (p. 29). Chapter i. treats of " the intellectual processes involved in the study of morality," these seem to be activity of the logical and of the imaginative faculties which show present conduct in the light of future consequences. The practice of life must mainly depend upon the ideal of life which Mrs. Bryant denominates " conscience " (p. 61). Chapter ii. is entitled " The Moralising Instincts Developed by the Study of Morality". Moralising instincts are those instincts, our author explains, "that are in general serviceable to the moral ideal". They may be divided "into two groups the personal and the social " (p. 68). The personal are comprised under the feeling termed self-respect, and the social "tendencies take the form of sympathy, which Mrs. Bryant thinks is chiefly evoked through the imagination. Chapter iii. sets forth the " Principles of Teaching". "The teacher," says the author, " is bound to inquire (1) what are the conditions fulfilled when a new idea is taken in ? and (2) in what ways may the fulfilment of the conditions fail ? " Throughout this chapter much stress is laid upon the inculcation of moral lessons by reflexion on some inspiring romance and bringing it to bear on every-day problems, which have interest for all normal minds. We commend the method and call particular attention to the author's remarks on the style and manner of good story-telling. Chapters iv. and v. deal with the aims and objects of moral teaching (1) Virtuous Character and (2) Social Membership. Heroism tempered by amiability seems to form the ideal character portrayed in these pages, unity of purpose and steadfastness of will are the elements of the first ; while a wide sympathy and universal charity constitute the second. Very good is the habit much inculcated of honest self-criticism " it is harder to own oneself wrong than even to forgive an injury " (p. 128). Al- together, this work is a sound practical contribution to the theory of moral education, the outcome of which should be a good man and a good citizen. T. W. LEVIN.