developed and thoroughly consistent pottery in the world; and the noted productions of modern Europe seem in comparison poor and half-civilized. Dr. Buschor’s general plan has compelled him to write but in a summary way of the works of red-figured style, which are incomparably the most beautiful. In fact, in such small and rough illustrations as are possible in a handbook, their quality could not be reproduced. For them the reader must go on to other works, or visit the vase-rooms of museums. A conspectus of successive styles and periods was all that was possible. And I think that enough is here accomplished to arouse the interest of those who love art and have some sympathy with the Greek spirit. The old supremacy of the Classics in education has passed away, and in future they will have to hold their own not by prescriptive right but in virtue of their intrinsic value, on which more and more stress is being laid by those who feel what their neglect in the modern world would mean. It is time to strengthen their hold by shewing how they lie at the very root of philosophy, literature and art. Our successors will not be satisfied with drilling boys in Greek and Latin grammar, but will have to insist on the place held by ancient peoples, the Jews, the Greeks and the Romans, in the evolution of all that is valuable and delightful in the modern world. We have to widen the field of Classics, and illustrate the literature from every point of view. And if it be felt that the object of education is not merely to enable boys and girls to earn a living, but to help them to lead a worthy and happy life, then I have no fear that the Classics will be permanently eclipsed. Mr. Richards’ work as a translator was very difficult. In spite of kindred origin, the German mind in literary production moves on different lines from the English. Not only is the order of words in a sentence different, but the sentences themselves are much more involved, and German scientific writers aim at an exactness in the use of terms which we seldom attempt. Mr. Richards’ version is very accurate; but it must be allowed to be not always easy reading. He preferred to retain as much as possible of the meaning, even if it involved some stiffness in the text. Students will thank him for this; and if the general reader finds that he has to give the text a closer attention than he is used to give to books, he will in fact have his reward. Dr. Buschor’s work is a solid stone for the temple of knowledge, and the main lines of the subject are now so firmly fixed by induction, that they are not likely to suffer very much change in the future. P. GARDNER. CHAPTER I. THE STONE AND BRONZE AGES