this aspect of intelligence.

4. All the significant elements of the individual personality can not be measured by means of general intelligence tests. Special forms of mental tests are needed for the purpose of securing information concerning the conative and emotional aspects of mental activity.

5. Intelligence tests measure the capacity of an individual indirectly. We estimate what he could do by what he does do.

6. What the examinee does do in a given test is the net resultant of several factors such as attitude toward examiner and examination, zeal, physical condition, training, maturity, and intellectual capacity.

7. The extent to which test results are vitiated by such factors as the examinee's attitude, zeal, and general physical condition is usually much exaggerated in the popular mind.

The reviewer selected the outstanding statements mentioned above in view of

the fact that there are many erroneous notions abroad as to the status of in

telligence tests. The remainder of Whipple's article is devoted to a more or less speculative discussion of the contributions which endowment, maturity and training make to the typical intelligence test score.

activities (English literature, English composition, history, algebra, geometry, Latin, science, athletic sports, unskilled labor, such as waiting on table, skilled labor, such as carpentry, teaching) according to the amount of disciplinary value (per hour of time spent) to them at the age of fourteen to eighteen. The tabulated ratings showed several noteworthy results:

1. There was an extreme variety of opinion, each study and activity occupying almost every position from the top to the bottom. Each of these studies is, for some persons, the best and also the worst disciplinary agent of the eleven. Here, obviously, in this variety of personal experience and opinion is a partial explanation for much of the dispute and misunderstanding concerning disciplinary values.

2. Teaching was rated, as discipline, the most valuable. This might, of course, be expected since the subjects of the experiment had chosen this as their life

work.

How much more disciplinary value was imputed to a subject or activity that was ranked high than to one that was ranked low was also estimated. The rankings on this basis again indicated a great variety of opinion. The general drift of the consensus as shown by the median ratings again placed teaching first, science second and the other subjects about alike, except drawing which was valued much less. (Drawing was not included in the first experiment.) It is also noteworthy that mathematics and Latin which have been advocated as notably superior in disciplinary value, have not so impressed the teacher who studied them.

A third study was made to determine the relation of discipline and interest. Educated adults were asked to rank the studies or activities in order according to the amount of disciplinary value which each had for them (per hour of time spent) at the age of, fourteen to eighteen, and then rank them according to the de

gree of interest which each had for them at that age. While the correlations obtained in some hundreds of individuals varied from +1.00 to -1.00; that is, from cases where the ranking for interest is identical. with the ranking for disciplinary value to cases where the former is the

exact reverse of the latter. The general tendency was, however, toward a marked positive correlation. That is to say, the discipline from enduring the disagreeable seems to be outweighed by the discipline from working with an interested will along lines that fit one's abilities.

Modern Word Studies. By J. N. Hunt. New York: American Book Company, 1923. Pp. 160.

Mr. Hunt assumes that spelling is best learned in connection with training in pronunciation, word analysis and synthesis, and inflection. His text, suitable for junior or senior high school, therefore contains much more matter than the usual spelling book. He uses not only the similarspelling group, which is now generally accepted as helpful, but the doubtfulhomonym grouping and the massing of words pertaining to special subjects. The emphasis upon inflection and word building is good but the choice of words with apparent neglect of modern knowledge of the frequency of their use is wasteful.

W. W. Hatfield.

Essentials of Economics. By Fred Rogers Fairchild. New York: American Book Company, 1923. Pp. 543.

This little book is an interesting mixture of descriptions of modern industrial organization, up-to-date economic theory, and eighteenth century ideas about the relation of economic study to social welfare. The word "ought," the writer says, "is not in the vocabulary of science." The laws of economics are as far removed from ethical principles as are the laws of mathematics or the workings of gravity. From the point of view of economics as a science, human society is to be thought of primarily as a great machine or organization that exists for the production of wealth, and wealth, the author defines, as

any useful material thing that can be owned. Direct services, such as those of the policeman, the school teacher, the physician, the minister, etc., are to be considered as having economic value only to the extent to which they aid in the production of wealth, as thus defined.

If we accept this point of view as the right basis for economic teaching, this little volume has much to commend it as a high class textbook. The writer's description of the industrial system as it exists today and of the various agents of business is to the point and accurate. His logic, if we grant his premises, is clear cut and convincing, and his arguments are so simply stated and so aptly illustrated that any boy or girl who is able to grasp the principle of elementary mathematics or the physical sciences ought not to have any trouble in understanding them.

E. E. Hill.

The Outline of Literature-First Volume. By John Drinkwater. New York: G. P. Putnam's Sons, 1923. Pp. 295. $4.50.

This volume, the first of a three-volume set on the subject, like Well's Outline of History and Van Loon's Story of Mankind and the many other outline books of the day, is interested in presenting the subject with which it deals from the standpoint of development or continuity. Says Mr. Drinkwater: "This present Outline has two functions. First, it is to give the reader something like a representative summary of the work itself that has been accomplished by the great creative minds.

in the world of letters. But, also, it aims at placing that work in historical perspective, showing that from the beginning until now, from the nameless poets of the earliest scriptures down to Robert Browning, the spirit of man when most profoundly moved to creative utterance in literature has been and is, through countless manifestations, one and abiding. It aims not only at suggesting to the reader the particular quality of Homer and Shakespeare and Goethe and Thomas Hardy, but also at showing how these men and their peers, for all their splendors of voice and gesture, are still the inheritors of an unbroken succession." Something of this sense of continuity the reader undoubtedly does get from Volume I. Whether or not the summaries of the works themselves are detailed enough to have more than encyclopedic value to the person who is not already fairly familiar with the literature under discussion is a question. But certainly the well-read reader will find this rapid recall and placing in world literature of separate works he has long known, pleasant occupation. Moreover, the volume will be attractive to all readers because of its excellent illustrations, many of them reproductions in color of painting by great artists who have interested themselves in transferring to canvas persons and scenes in imaginative lit

erature.

D. L. Geyer.

Men Like Gods. H. G. Wells. New York: The Macmillan Campany, 1923. Pp. 327. $2.00.

About twenty years ago H. G. Wells published his first complete and finished view of Utopia in a book entitled, "A Modern Utopia." Since then many of the books which he has written have in a way dealt with Utopia. In Men Like Gods, a book published last spring, he gives his most recent view of Utopia, or the condition of the world three thousand years from now. In these twenty years Wells has somewhat changed his ideas about His studies in education, religion,

men.

history, and most of all his connection with the Fabian Society and George Bernard Shaw, have given him a greater faith in the ability of man to work out his own salvation.

The idea of the universal application of the theory of evolution pervades the entire book. The change to an ideal world organization is not represented as a sudden one. The new system did not spring abrubtly into being complete and finished, but evolved from the research of multitudes of inquirers and workers having no set plan or preconceived method.

In

Teachers and schools were very largely responsible for the change. The germ from which the order sprang found its most fertile soil in colleges and universities. The twentieth century economic system gives too little reward to the schoolmaster. Its best minds are occupied with the struggle for wealth and power and only those who wish to give thought and labor without much hope of tangible rewards become teachers. Utopia teaching is not only society's most important profession, but it is the one that attracts the best minds and the one to which the most coveted rewards are given. Especial emphasis is given to research and the results of research. In fact, one feels as he reads the book that too much stress has been put on research, and that one would care to have a little more music and art in his Utopia. All the problems of society, such as religion, politics, economics, education, disease, are discussed by experts in the universities and laboratories especially designed for this purpose. Whether or not we agree with his idea of Utopia, certainly his problem is clear, and his formula is accurate. Ross Herr.

The Growing Child. By S. Josephine Baker. Boston: Little, Brown and Company, 1923. Pp. 230. $1.00.

This book is invaluable to young mothers and teachers, and is fundamental to child study courses for the following reasons: 1. The book is clearly written

and contains a wealth of practical suggestions in building good health habits and in breaking injurious ones, as thumbsucking; 2. An efficient height and weight table is given for each month from birth to six years of age, including valid advice for its use; 3. Common, infectious, and contagious diseases are analyzed as to cause, symptoms, and treatment in a most definite way; 4. First aid suggestions are organized in their importance with young children, and medicines for common ailments are listed; 5. The physical, mental, and emotional development during the pre-school age is treated from an educational point of view, with particular emphasis on environment, parental care, and training; 6. The advice is given as to correct clothing, baths, normal and abnormal conditions of the throat, eyes, ears, and nose, and information for the treatiment of nervous children; 7. Other chapters on malnutrition, on foods, and feeding, are based on present day scientific conclusions, and would be of benefit in either the home or school.

Louise Farwell.

Slabs of the Sunburnt West. By Carl Sandburg. New York: Harcourt, Brace and Company, 1922. Pp. 76.

This new volume by Carl Sandburg contains three long poems, one which gives the volume its title, one to The Unknown the volume its title, one to The Unknown Soldier ("And So Today"), and one on Chicago ("The Windy City"), as well as perhaps two dozen lyrics. The theory of his technique, or at least of his diction, is set forth in one of his shorter poems: "Look out how you use proud words. When you let proud words go it is not easy to call them back. They wear long boots, hard boots; they walk off proud; they can't hear you calling

Look out how you use proud words." There are few "proud words" in this volume. There is much of this sort of thing:

"Kid each other, you cheap skates. Tell each other you're all to the mustard

You're the gravy."

Indeed, Sandburg's insistence upon perhaps as fully in his diction as in his beauty in the commonplace is exhibited choice of subjects, which range from a Gypsy Woman on Halsted Street to Hell the material side of this great city of ours on the Wabash. His attempt to "invest with the illusion of beauty" will probably hold the greatest interest for Chicagoans. The book is sufficiently bold and experimental as a whole to be significant as a sign of the times. D. L. Geyer.

Teaching of Industrial Arts. McMurry, Eggers, and McMurry. New York: Macmillan Company, 1923. Pp. 357.

Within recent years the publication of course material for the manual arts subjects has been greatly stimulated by the general acceptance of the manual arts as a part of the traditional school curriculum. Just as sure as a subject is so fully accepted as to be considered along with the other subjects of the general course of study its practices are wont to become standardized, as originally established, without the continued introspection made necessary when competition is keen for admission into the ranks of the “oldtimers." Much of the printed matter is an evidence of this tendency. Of late, however, a text-book has made its appearance which does not accept in toto these earlier and now obsolete conceptions concerning the theory and practice of manual arts instruction. The authors have very effectively presented the problems, scope and purpose of this type of education for grade classes.. The chapter titles are actual indications of the book's content and each topic considered is a real contribution to a science of indusrial arts instruction. The chapter titles are: Present Problems in Industrial Arts, Richness in Thought in This Field, Value of the Aes

thetic Element, How We Think Out Designs, How We Think Out Decoration, The Unit of Construction, Method in Class Work with Illustrative Lessons, Qualifications of Art Teachers. Following these, the authors present suggested courses of study in the arts, under the headings: The Basis for Determining a Course of Study in he Arts, Course in Woodwork, and Course in Bookmaking.

Every person engaged in indusrial arts instruction will find in this book a viewpoint which will challenge their best thinking along the line of their work. For those interested in the general problem of education it gives an insight into a new and better body of industrial arts material. Robert Woellner,

University of Chicago High School.

Pages seventeen to one hundred sixtyfive is botany. The entire plant world, including algae, and bacteria, is treated. Emphasis is placed on the common seed plants.

Pages one hundred seventy-two to three hundred ten treat of the animal kingdom, beginning with the lowest forms and following the evolutionary sequence, from protozoa to man.

Pages three hundred eleven to four hundred twenty-five treat of the material commonly included in the subject of human physiology.

There is a brief chapter (six pages) between the plant and the animal studies in which the author discusses the interrelations between plants and animals. The type forms selected for study and

the general content of the book is, for the most part, the same as that which make up the great majority of the elementar books on botany, zoology, and huma physiology. This is not an adverse crit cism of the book. It is, rather, an indica tion that this material is rapidly becoming standardized.

The only distinctive feature of the book is in the words of the author: "the solv ing of a number of problems in biolog each of which is more or less determined by the one immediately preceding it. But from a careful reading of the text seems that the problem solving is some what imaginary. The so-called problem are merely topics which the author dis cusses. Or, in other words, the solutions to all the problems are carefully worked out in the text immediately following the statement of the problem. The student. therefore, is under no necessity of makin any investigation or of carrying on any sustained and logical reasoning to get the answer to the problems. All he has to de is to read the text. The book is well writ ten and should prove well suited to the grades for which it is intended.

J. H. Whitten.

..Beautiful America. By Vernon Quinn. New York: Frederick A. Stokes Company. 1923. Pp. 333. $4.00.

We who dwell in America are likely to forget that we are living on one of the most beautiful continents in the world. Every continent has its historic and scenic spots which make an appeal to all people. and one does not have to leave North America to find places which compare favorably with the rest of the world. Indeed, some of our wonderful scenes have no equal. From the Pacific to the Atlantic are found regions which attract all types of people. Whether a person be sick or healthy, sad or happy, rich or poor, he can find a place well suited to him and commune with nature and enjoy its charming phenomena.

Beautiful America describes the inspir ing and wonderful scenes which are to be