Boys and Girls of Wake-Up Town. By J. Mace Andress. Boston: Ginn and Company, 1924. Pp. 218.

Junior High School English. By Hattie L. Hawley. Boston: Houghton, Mifflin Company, 1924. P.p. 142. $1.20. The Language Garden. By Inez M. Howard, Alice Hawthorne, and Mae Howard. New York: The Macmillan Company, 1924. Pp. 178.

Les Miserables. An Adaption. By Ettie Lee. New York: Boni and Liveright, 1924. Pp. 95.

Midwest Portraits. By Harry Hansen. New York: Harcourt, Brace and Company, 1923. Pp. 357.

Rainbow Gold. Poems Old and New. Selected for Boys and Girls. By Sara Teasdale. New York: The Macmillan Company, 1924. Pp. 267.

GEOGRAPHY

Around the World with the Children. By Frank G. Carpenter. New York: The American Book Company, 1921. Pp. 134. Seventy-two cents.

Carpenter's New Geographical Readers. Africa, 1924. Pp. 397; Asia, 1923. Pp. 479; North America, 1922. Pp. 510; South America, 1921. Pp. 399; Europe, 1922. Pp. 505. By Frank G. Carpenter. New York: American Book Company, 1924. Each $1.00.

First Lessons in Geography. By Philip A. Knowlton. New York: The Macmillan Company, 1924. Pp. 257. Land and Life. Book One. Russia and the Old East. By G. W. Hoke. Richmond, Virginia: The Johnson Publishing Company, 1924. Pp. 364. $1.00.

The Story Key to Geographic Names. By A. D. von Engeln and Jane McKilway Urquhart. New York: D. Appleton and Company, 1924. Pp. 279.

World Crisis. By Winston S. Churchill. New York Charles Scribner's Sons, 1923. Pp. 578.

World History. By Edward Fueter. New York Harcourt, Brace and Company, 1922. Pp. 490.

Party Battles of the Jackson Period. By Claude Bowers. New York: Houghton, Mifflin Company, 19 Pp. 506.

History of the Great War. By John Buchan. Ne York: Houghton, Mifflin Company, 1922. 4 vols. Modern Democracies. By James Bryce. New York The Macmillan Company, 1921. Vol. I and Vol. II.

SCIENCE

Outline of Science. By J. Arthur Thomson. Ne York: G. P. Putnam's Sons, 1922. 4 volumes. Science Remaking the World. By O. W. Caldwel and E. E. Slosson. New York: Doubleday Page and Company, 1923. Pp. 292.

RADIO

Radio for Everybody. By A. C. Lescarboura. Scie tific American Publishing Company, 1923. Construction of Raido Phone. By M. D. Sleeper Henley Publishing Company, 1922.

Radio Amateurs Handbook. By A. F. Collins. New York: Crowell Company, 1922.

Home Radio. By A. H. Verrill. New York: Harpe Bros., 1922.

Redio Receiving for Beginners. By R. T. Snodgrass New York: The Macmillan Company, 1922.

Complete Radio Book. By R. F. Yates. New York The Century Company, 1922.

Construction and Operation of Radio. By Circular No. 120. U. S. Standards Bureau, Washington, D. C. Radio Instruments. Circular No. 74. U. S. Standards Bureau, Washington, D. C.

Elementary Principles of Radio Telegraphy. Radi Communication, Pamphlet No. 1. U. S. War Dept. Washington, D. C.

Principles Underlying Radio Communication. Radi Communciation, Pamphlet No. 40. U. S. War Dept Washington, D. C.

it can stimulate the imagination, broaden the sympathies, clarify the mind and elevate the character. In short they challenge the cultural value of science. Music, we know, has a value to those who are not musicians, architecture to those who are not architects, poetry to those who are not poets, history to those who are not historians, classical literature to those who are not classical professors. Has science any such value to those who are not its professional practitioners? That is what was to be demonstrated and has not yet been demonstrated to the satisfaction of the world at large. It must be admitted that some of those who have taken scientific courses with A grades do not show in their character and mental attitude any evidence of beneficial effects from the information acquired. It is of course admitted on the other side that some classical students never get an inkling of the cultural value of their studies, though if I ventured to give any figures as to the percentage I should get into trouble.

It is partly because science teachers have neglected the humanistic side of scientific studies that we now again hear demands for a return to the "humanities," meaning mostly by that the atrocities of the Trojan, Gallic and Peloponnesian wars. But however we may think the two types of studies compare in regard to intrinsic and possible cultural influence it must be acknowledged that classical and literary studies are more commonly taught with a view of exerting such influence, while this side of the science is frequently ignored in the classroom and unappreciated by the world outside.

Not long ago I was in the study of the head of the biological department of one of our colleges when he said to me: "You are going about the country a good deal, can't you help me get a professor of zoology?"

I replied that that ought to be easy. "No," he said, "I have been trying to find one for the last three years. You

see I want a zoologist of very unusual qualifications."

"What sort of a man do you want?" I asked.

"I want a professor of zoology who knows something about animals. But the universities don't seem to be turning out such nowadays. I can get a man who knows all about the hydrogen ion concentration of the blood or who can count the chromosomes or who is familiar with museum specimens but they do not seem to be acquainted with animals that are alive and whole."

So it seems that the present policy of specialization, marvelously successful as a method of research, has been carried so far as to remind one of the study of the elephant by the blind men. The one who touched the side reported that the ele phant was "very like a wall." The one who embraced the leg concluded that the elephant was "very like a post." The one who was entangled in the trunk said that the elephant was "very like a snake," and so forth. These investigators were all quite correct, yet it would have been better if they all could have got a glimpse of the beast as a whole before beginning their specialized researches.

So, too, it seems to me advisable to give our pupils a our pupils a glimpse of nature in its wholeness before we begin to partition it among the several sciences. It is the custom at hotel dinners to bring in the roast turkey or the planked steak and exhibit it in its entirety to the guests before it is carved up into portions for the particular plates where it is to be still further reduced by each to masticable morsels.

The slicing up of a subject into separate sciences is as necessary a preliminary to its complete assimilation as is the carving of a turkey. But both processes are irreversible reactions. It is difficult to get from the consideration of hash an integral idea of what creature supplied the meat.

So it is too much to expect that students who are kept exclusively to the

study of dissected subjects should be able unaided to reconstruct the complete original. We should at least allow them a glimpse of it before we cut it up for them. The whole is equal to the sum of its parts, but the summation process is difficult, quite beyond the intellectual capacity of many of our pupils, who therefore pass through life without ever having reconstructed the unity of nature out of the diversity of the curriculum. Their map of the world is a dissected map and they do not always realize that the world is a whole and that the divisions are, like the boundary lines of countries, the arbitrary and artificial inventions of man. When we look at a map of Europe the particolored countries look as natural and immutable as the mountains and rivers. Yet we know that their boundaries are accidental, due to the fortunes of war and royal marriages. France, Germany, Belgium and Italy are now very definite entities, yet it might easily have happened that none of these names should appear on the modern map. We might see instead such names as Normandy, Burgundy, Brabant and Savoy, which would in that case appear to us as the natural and inevitable nations. Or if Charlemagne had had only one son we might see today Germans and French a single people, unitedly resisting any attempts to dismember their nation.

So, too, it might have happened that there should be no sciences by the name of chemistry or biology, paleontology or sociology, and yet the fields covered by these well defined and self-conscious sciences might have been quite as thoroughly cultivatd as now. It was natural and inevitable that science should split up into sciences as that Europe should separate into nations. Yet the existing divisions are not natural and inevitable but are largely accidental and altogether artificial. There are no lines in nature, as the artists learned long ago.

A plant does not belong to botany exclusively. It belongs as well to physics,

to chemistry, to astronomy, to meteorology, to dietetics, to economics, to esthetics, and other sciences too numerous to mention. All the sciences have an undivided interest in the living plant, but if any one tries selfishly to separate its share all it gets is a lifeless abstraction.

These are obvious observations but they are not trite. I have heard faculties wrangle for hours over whether a student had taken a properly balanced course, meaning by that so much botany, so much zoology, so much chemistry, and so much physics. This is much the same as if they had insisted that the student spend so many hours east of the 100 meridian and so many west of this imaginary line. Their aim is to insure that the students get various form of training but this cannot be told from the classifications in the catalogue. According to this all chemistry courses are counted the same but Chem. II may be laboratory work, teaching handiness of the hands like manual training, while Chem. XIV, dealing with the mechanics of the atom is a branch of higher mathematics.

The separate sciences, like the separate countries, have now a real and definite existence, however accidental their origin, and their divisions cannot be ignored, however artificial and confusing they may be. But the more the nations multiply the more need for internationalism. The more the sciences proliferate the greater the necessity for emphasis on the unity of the organism. Europe with its dozen new countries is said to be suffering from Balkanization. Some of our students suffer from Balkanization of the brain.

This is not due to an overdose of specialization but to a deficiency of generalization. It is particularly important that the growing child get the vitamin of generalization. Kindergartners used to think that because children had little fingers they should be set at fine work. Nowadays the theory and practice is reversed; the larger muscles are used first. Children begin by writing on the black