utilization and development of the child's native and acquired responses to the stimuli of our civilization." As a text in educational psychology it differs from its predecessors by Thorndike and Colvin in having a larger number of direct applications to the problems of teaching, and is simpler in style and more elementary. The editor states that the book has been prepared for use as a text in colleges and normal schools, and for reading circles. The writer hesitates to believe that any college class in educational psychology, which has probably already had an elementary course in psychology, would find Chapter II on The Nervous System too difficult; yet the author in his preface implies that some of his readers may so find it. This chapter is a valuable addition to the book; can any student profitably study the psychological principles underlying education unless he is able to master the technique of the nervous system so simply and graphically described here? The psychology is, naturally, behavioristic. The author's obvious desire to stress action and response sometimes leads him to make too sweeping statements; exception might be taken to the discussion of the specialized instinct of play (p. 61); many leading psychologists would seriously disagree with the statement regarding the instinct of imitation (p 80): "It is entirely clear that the child is stimulated to do such things because he observes other people doing these things." These criticisms are minor and are due to omissions rather than inaccuracies; if the book is intended for college students should it not include some treatment of other theories, for instance, of play, imitation, and fatigue, even tho rejected by the author? Brevity and definiteness may lead to incompleteness. Professor Freeman has written a book which is a decidedly valuable addition to the field of educational psychology, which will be welcomed alike by teachers of teachers and, what is a better tribute to the book's excellence, by teachers actually in service. DARTMOUTH College JAMES L. MCCONAUGHY VIII NOTES AND NEWS Bulletin, 1917, No. 10, of the U. S. Bureau of Education on the Development of Arithmetic brings up to date the historical account of the development of Development of Arithmetic arithmetic in so concise a form that it should be read by all teachers of arithmetic, either to learn or to review this story of human activity and prog ress. In it, the author, Walter Scott Monroe, Professor of School Administration, Kansas State Normal School, very justly devotes much time to Warren Colburn and his work beginning with his First Lessons in Arithemtic on the Plan of Pestalozzi, published in 1821. Remembering that in a great library all textbooks ten years old and over were once ordered stored in the cellar, we are the more surprized to find that an edition published in 1863 by the widow of Warren Colburn and an edition copyrighted last in 1912 by a daughter are still in use and to be had from the publishers, Houghton Mifflin Company, Boston. This latter, revised and enlarged edition of 1884, contains the preface of the editions of 1821 and 1864, and makes clear the Colburn Method of Instruction. It thus becomes a text on the teachings of arithmetic, for the further reason that Colburn so fully comprehended the workings of the mind of the learner. His reasons for the arrangement of the material, and for the inclusion or exclusion of certain topics are illuminating to the young teacher of today and have not, in the main, been improved upon during the century that has elapsed. Mathematics clubs and associations of teachers of elementary and secondary mathematics can look forward to the profitable celebration in 1921 of the centennial of the publication in this country of the first arithmetic as distinguished from the ciphering books of earlier days. Colburn did not believe in lecturing to the class. In his algebra even, he says, "In fact, explanations rather embarrass than aid the learner, because he is apt to trust too much to them, and neglect to employ his own powers; and because the explanation is frequently not made in the way that would naturally suggest itself to him, if he were left to examine the subject by himself." He likely felt as it is sometimes put, "The more I talk the less I teach." Besides presenting much good pedagogy and giving a critical review of the texts published up to 1892, the Bulletin traces the development of arithmetic since that time as influenced by the Herbartian and the psychological movements in a brief but comprehensive chapter of nineteen pages, and closes with a summary of three and a half pages. The publishers of the EDUCATIONAL REVIEW beg the indulgence of subscribers and readers when the issues of the REVIEW are delayed owing to war conditions. Printing offices are crippled by the loss of skilled workmen and paper is often hard to get promptly and in sufficient quantities. It is hoped that the exceptionally long delay in the mailing of the September issue will under no circumstances be repeated. Educational Review ANALYTICAL INDEX To Volumes 26-50 June, 1903, to December, 1915 By ETHEL L. 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The readers of the EDUCATIONAL REVIEW are studious teachers and students of education who wish to know the ripest thought, the newest investigations, and the best books on education. "The broadest and most able of American periodicals devoted to education."-New York Times. SUBSCRIPTION PRICE, $3.00 A YEAR (10 numbers, none published in July or August). FOREIGN POSTAGE, 50 cents; CANADIAN POSTAGE, 30 cents. TRIAL SUBSCRIPTION (for new subscribers only), FOUR MONTHS, $1.00. SINGLE COPIES, 35 cents. Analytical Index to the first twenty-five volumes (1891-1903 EDUCATIONAL REVIEW EASTON, PA., AND COLUMBIA UNIVERSITY, NEW YORK |