A. J. ROSANOFF. Manual of Psychiatry. (5th rev. edit.) New York: Wiley, 1920. Pp. xv+684.

This successful text is now in its fifth edition, considerably enlarged and modified. The reviewer recommends it to psychologists, not as above or beyond criticism, but in spite of a number of defects. Psychiatry is defined as that "branch of neurology which treats of mental disorders," etc. The mental disorders are said to be characterized by insufficiency and perversion. Perversion is not defined, except incidentally in other sections of the book in which particular perversions are described. In all cases the reviewer has noted he finds it possible to describe the perversion as a combination of exaggerated or diminished sensations, feelings, and activities. This special matter is mentioned, since it illustrates a patent defect in psychiatry. Symptoms are described in general terms, frequently in terms with popular meanings and this lack of analysis tends to lead to continued misconceptions. The book contains descriptions and discussions of many special topics, frequently omitted from textbooks of psychiatry. Mention of a few of them will serve to indicate the broad scope of the work: applications of psychology, in psychiatry; psychoanalysis; applications of sociology in psychiatry; normal course of mental development; Stanford revision of the Binet-Simon intelligence scale; free association test (Kent-Rosanoff); standard psychological group, tests. An excellence of the book is the unusual number of references to French psychiatric literature. SHEPHERD IVORY FRANZ

ST. ELIZABETHS HOSPITAL

E. K. STRONG, JR. Introductory Psychology for Teachers. Baltimore: Warwick & York, 1920. Pp. xiii+233.

Professor Strong has put between the covers of this book, not so much a text for a course in psychology, as a course itself. Everything the student is to read and think about it carefully set down. There are also directions as to just when all these things are to be done. The instructor using this volume will find that practically the entire task of organizing materials has been accomplished for him.

The contents of the book were chosen because of their interest and because of their applicability to concrete matters, especially those of education. The work is divided into three main sections. The first of these presents the fundamental aspects of the learning process; the second deals with individual differences, both innate and acquired; and the third covers in a very schematic way the nervous system, sensation, and space perception. In the first of these sections, especially, the influence of Thorndike is evident. The choice of materials and the terminology show this.

A student who works through this book should achieve an ability to think of human nature quantitatively. There is a wealth of material in the illustrative data and in the results of the prescribed experiments to insure this happy end.

There are, of course, arguments against the over-organization and over-simplification of materials for class use. Where time is available, and where a scientific attitude can be developed, there is some advantage in giving students an opportunity to plunge into the midst of the abstractions that are the life of any science. But where immature students must be put into contact with as many useful facts as possible in a very brief time, a highly organized collection of lessons such as Professor Strong has put together should prove a blessing to instructors.

UNIVERSITY OF CHICAGO

EDWARD S. ROBINSON

NOTES AND NEWS

DR. HERMAN H. YOUNG, who this year has been at the University of Pennsylvania, has been appointed associate professor of clinical psychology at the University of Indiana.

DR. CALVIN P. STONE, of the University of Minnesota, has been appointed assistant professor of psychology at Stanford University.

We have received the first number of the Journal of Personnel Research published by the Williams and Wilkins Company, Baltimore, with Leonard Outhwaite (Personal Research Foundation) as editor-in-chief, and Clarence S. Yoakum (Carnegie Institute of Technology) as managing editor, and nine other members of the editorial board.

PROFESSOR E. KRAEPELIN has asked to be relieved from delivering the course on psychiatry at the University of Munich, as he wishes to devote all his energies to research on psychiatry at the special institution for this purpose, which is practically his creation.

DR. W. H. R. RIVERS, of the University of Cambridge, died on June 4th in his fifty-eighth year.

Ar the University of Kansas, Dr. Curt Rosenow has been promoted to the rank of associate professor in psychology and Dr. Hulsey Cason has been appointed assistant professor in psychology.

Ar the meeting of the American Psychological Association at Princeton in 1921, there was constituted a section of consulting psychologists to represent persons able to carry on the applications of psychology at a recognized scientific level. Up to the present, the membership in this section has been restricted to members of the section of clinical psychology. Applications for membership to the section of consulting psychologists can now be received from all members of the American Psychological Association who are engaged in the applications of psychology. The committee in charge will act upon these applications at the next annual meeting of the Association. For further information address the representative of the committee, Dr. F. L. Wells, 74 Fenwood Road, Boston, Mass.

462

THE

PSYCHOLOGICAL BULLETIN

1. GENERAL

544. VOLLENHOVEN, T., Einiges über die Logik in dem Vitalismus von Driesch. Biol. Centralbl., 1921, 41, 337-358.

Verteidigung des Psychovitalismus gegen Driesch. Hauptergebnis: der gegenwärtige Stand der Biologie erfordert nicht, dass ein besonderes Erklärungsprinzip für sie eingeführt werde. Sie kann sich vielmehr teils auf die Physikochemie teils auf die Psychologie berufen. Ersteres bei statischteleologischen, letzteres bei dynamischteleologischen Problemen.

ZUR STRASSEN (Frankfurt a/M)

545. LITTLE, C. C., The Relation between Research in Human Heredity and Experimental Genetics. Sci. Mon., 1922, 14, 401-414. J. F. DASHIELL (North Carolina)

546. SCHILLER, F. C. S., Mr. Russell's Psychology. J. of Philos., 1922, 19, 281-292.

The writer is not moved by a hostile spirit in discussing Mr. Russell's Analysis of Mind, for he has many points in common with the writer of that book. This book represents a movement in the direction of coöperation on the part of philosophic sciences, and this means some degree of concession making with the various forms of investigation of to-day. Just to say that even Behaviorism, Psychoanalysis, or Psychical Research "shock our prejudices" is not sufficient argument against their claims. At least philosophy should recognize the need for coming to terms with psychology.

The unfortunate fact about Mr. Russell's method is its atavistic character, a reversion to a type which should never be revived. The main features of this psychology are (1) its highly pluralistic data, and (2) its attitude of extraneous observer using a method of abstract analysis searching for the elemental, and both of these assumptions are so plausible because of their being derived from common-sense prejudices, or at least from their agreement with these.

The analysis brings out the entities which compose these pluralities, but we quickly convince ourselves that this datum of common sense, of Hume and of Russell, is not present in the original experience but only a thing constructed by philosophic reflection. The method used merely assumes the elemental character of the plural data, because being plural it must have elements, and this may be possible because he takes no concern for the actual course of development of mental process. He forgets to take into account the forerunners of these mental facts, for he takes an adult mind and rearranges its content systematically, and for that matter esthetically. And just at the moment an analysis is required to fit into other than esthetic conditions, and is required to conform to the facts of psychic development, then it is no longer a matter of indifference as to standpoint, i.e. subjective or objective.

The fact is no mind may be considered as constructed out of "elements" if it is a viable thing. Hume despairs of uniting the elements or at least of explaining how it is done. Kant never saw clearly the relations between his epistemology and psychology. Russell skips over such questions as to how "forms " can be made to fit in with the "matter" of sensation, etc. To him the "subject" is fictitious. It is merely the ghost of the subject. The fact is the dichotomy of experience into psychical and physical is a mere artifice or a fiction, and Mr. Russell's account of sensations and images gives us an opportunity to suppress these fictions. The activist theory can provide for plurality if it does not destroy unity. It sees to it that our psychology permits of psychic contents coagulating into a Self." Transcendentalism fails here because its Ego is merely a universal function which does not cohere with its apperceived T. R. GARTH (Texas)

contents.

547. HUNTER, W. S., An Open Letter to the Anti-Behaviorists. J. of Philos., 1922, 19, 307-308.

It is possible that some small amount of self-analysis, some careful introspection, may throw light on the "Behavioristic Controversy." If asked "Who are the Behaviorists?" a bibliography of