ic and philosophical method, so the art of travelling is now
assuming a political form under pressure of the gigantic problems which
are exercising the mind of the civilized world; and a section of
political travels, of which Mr. Froude and Baron von Huebner have
recently given us examples, should not be omitted.

Without pretending to enumerate all the departments which our catalogue
should comprise--and most of them are too obvious to require
enumeration--we would suggest a good selection of the best translations
and editions of the Greek and Roman Classics. In mentioning translations
we, of course, disclaim any recommendation of the common 'crib,' but
refer to those scholarly works which have brought the classical
masterpieces to the very doors of the general public; such, for example,
as Rawlinson's 'Herodotus,' or Prof. Jowett's 'Plato and Thucydides;' as
Lord Derby's 'Iliad,' Gifford's 'Juvenal,' or Conington's 'Virgil:' nor
is the crib more widely removed from such works as these, than, in the
matter of editions, is Anthon's 'Virgil,' for example, from Munro's
'Lucretius.' In the opinion of Mr. Harrison, this 'is the age of
accurate translation. The present generation has produced a complete
library of versions of the great Classics, chiefly in prose, partly in
verse, more faithful, true, and scholarly than anything ever produced
before.' Mr. Harrison's own essay on the 'Poets of the Old World,' goes
far to supply one at least of the branches of this section. Last, but by
no means least, do we plead for a guide to 'Children's Books.' We run
some risk in these days of competitive examinations and 'higher
education,' of placing instruction too prominently in the front, to the
exclusion of pure amusement; forgetting that it is through the
imagination that the interest of a child is most readily aroused, and
that, unless the interest be aroused, our educational labours will be
worthless. A child can live in an atmosphere of genial fiction, and
appreciate it, without the danger which lurks in a misrepresentation of
what passes around him in his daily experience. It is exaggeration, not
fiction, that is liable to injure the mind of a child.

On the vital question, 'how to read,' the student has received matter
for careful and deliberate consideration, alike from Lord Iddesleigh and
Mr. Goschen, from Mr. Harrison and Mr. Lowell. The burden of their
advice is the same, though the forms differ; they all unite in
deprecat