is class struggle for the sake of struggle for victory-not for a bankrupt doctrinaire state socialism. That struggle is taken by the syndicalist (e.g., Sorel) as the epitome of life's reality. Bergson is the philosopher of life and evolution lived rather than thought about (les données immèdiates); Russell is similarly realistic in mathematics, in metaphysics, in politics-where he speaks always of "activity, vigour, initiative, energy," of the soul as "something repressed which must be let explode."

In this fashion the author makes out his case. "The syndicalists (viz., Sorel) love incalculableness. That is a feature of the given will. And Bergson's involuntary benediction upon the given, his antiintellectualism, is precisely fitted to encourage them." "The instrument is the strike, the goal is the autonomy, not of the community, but of an industry; and an industry's good is something less than the community's, something narrower and nearer. Now this is the movement which Mr. Russell's realism-his fondness for the givenhas taken on midflight and helped on its way."

The following are not mentioned in the book: (1) the war; (2) proletarian unrest during the war and armistice; (3) Russia (the word "Bolsheviki" nowhere appears); (4) the I. W. W. "preamble" is mentioned, but not the part it played in the indictment and conviction of the I. W. W. officers and leaders; (5) the C. G. T. is mentioned, but not its recent development away from revolutionism; (6) Jaurés is mentioned, but not his assassination. The last two chapters are a discussion of Russell's Principles of Social Reconstruction (Why Men Fight), written in 1915. This proves that the book was not completed before the war. Russell's three other war-time books are not mentioned.

UNIVERSITY OF CHICAGO

C. E. AYRES

The Great Peace. By H. H. POWERS. New York: Macmillan Co., 1918. Pp. 329. $2.25.

This is a war book written in anticipation of peace and to propose solutions of both the international question and the specific problems of each national group. It is not a treatise on permanent world-peace, for of that little hope is held. Rather is it a discussion of ways whereby the world may be carved up so as to lessen group conflict. Part I deals with nationality. A vigorous, militarized nationalism is upheld with some cogency and much speciousness of reasoning. The principle

of the self-determination of peoples is rejected for the right of the victorious allies-the only nations morally fit to be trustees of the earth to reconstruct the world for the safeguarding of all. Part II offers a plan for each national group. The territorial and other problems of each are stated and adjustments suggested. The merit of the book consists in this latter presentation. The work abounds in halftruths, false and superficial ideas, slurs on democracy, and discussion no longer apropos to the world-situation.

UNIVERSITY OF FLORIDA

NEWELL L. SIMS

The Psychology of Courage. By HERBERT GARDINER LORD. Boston: John W. Luce & Co., 1918. Pp. viii+153. $1.50. "The book could not have been written but for William McDougall's admirable Social Psychology, in which, adopting Shand's concept of sentiments, he has thrown a flood of light on the structure of human mind as it is built by society and which in its turn forms society."

The main topics discussed are the inborn mechanisms of man, the nature of courage, its various forms, lower and higher, the ultimate formulations of courage, training of soldiers for courage, and the restoration of courage when lost.

Although accepting McDougall's views in the main, the author extends McDougall's list of innate mechanisms by adding the instincts of companionship and rationality. Here his indebtedness to Woodworth's Dynamic Psychology is evident.

This book is of real value. It is simple, clear, sane, and direct. There is adequate psychological analysis and philosophic breadth.

E. L. TALBERT

UNIVERSITY OF CINCINNATI

Psychology and the Day's Work. A study in the Application of Psychology to Daily Life. By EDGAR JAMES SWIFT. New York: Charles Scribner's Sons, 1918. $2.00.

This book applies the principles of psychology to some of the phases of personal efficiency. It does not aim to give a well-balanced or complete analysis of personal efficiency but treats the theme in a miscellaneous and unorganized way. The psychology of mental efficiency, of learning, of memory, of testimony, of varying selves, of digestion-these are some of the chapter headings. The thesis that underlies the discussion is this: Since sooner or later the individual must adapt

himself to his external conditions or succumb, he should consciously set out to control his environment and to organize effective mental habits. Personal efficiency is considered entirely from the standpoint of individual success and power. Sociality, which is an important phase of personality and hence of personal efficiency, is overlooked. The author has drawn a countless number of well-chosen facts and illustrations from a vast range of reading. One could wish for a more original and a less academic treatment of the various subjects. The book is scholarly, and from the standpoint of individual psychology it is sound. E. S. BOGARDUS

UNIVERSITY OF SOUTHERN CALIFORNIA

Morals and Morale. By LUTHER H. GULICK, M.D. New York: Association Press, 1919. Pp. v+192. $1.00.

The writer is interested in describing the principles and methods of controlling vice among United States military forces in recent years and the rôle of the Red Triangle in Europe.

The appendix contains special articles, reports, letters, and bulletins bearing on his subject, with special reference to the policy and technique of the Y.M.C.A. in France.

UNIVERSITY OF CINCINNATI

E. L. TALBERT

Educational Legislation and Administration in the State of New York, 1777 to 1850. By ELSIE GARLAND HOBSON. Chicago: Department of Education, University of Chicago. Pp. 267. This monograph is one of a series of Supplementary Educational Monographs published in connection with the School Review and the Elementary School Journal. The purpose of the series is the publication of source materials for the study of the history of education. When the series is complete it will provide a mine of information from which facts may be gleaned for a more comprehensive and accurate account of the evolution of our schools than now exists.

Probably no other state shows better than New York the complex conditions out of which we have tried to develop a system of American education. The varied population elements, the differing needs and problems of rural and industrial communities, and the difficulties of educational control under a decentralized government are all conspicuously present. The nature of the task undertaken by Miss Hobson will

be evident from the fact that between 1777 and 1851 nearly one thousand acts dealing with education were passed by the legislature of New York. Of these nearly eight hundred were concentrated in the thirty-year period, 1820 to 1850. Among the important ones are the act creating the University (Board of Regents) in 1784; the act of 1795 appropriating 20,000 pounds annually for a period of five years for the support of common schools; the act of 1812 providing a permanent common-school fund and a State Superintendent of Common Schools; the act of 1844 establishing a normal school, and the freeschool act of 1849.

The defects of the monograph seem to be due to the attempt to analyze this whole body of legislation in 179 pages of text. It is difficult for the reader to get from the welter of detail a clear idea of the progress made during this period toward the establishment of a system of education. A much more complete summary than that provided in chapter VIII would have been helpful. Aside from this somewhat confusing and burdensome detail the monograph is well written and should serve a useful purpose in developing a comprehensive history of American education.

WALTER R. SMITH

KANSAS STATE NORMAL SCHOOL

Recreation for Teachers. By HENRY S. CURTIS. New York: Macmillan Co., 1918. Pp. xvi+228. $1.60.

This, like other volumes on recreation by the same author, is not an exposition of recreation theory. It has a value, however, not confined to the group indicated in the title, but for all students of the recreation movement.

After discussing the peculiar needs for recreation that inhere in the teaching profession, the bulk of the volume is devoted to a criticism of the present use that public-school teachers make of their leisure time, and to a constructive presentation of the more desirable forms of play, adapted to the needs of teachers and to the leisure time which they have available. The author maintains his reputation for a wide and intimate acquaintance with the practical details involved in the various possible forms of recreation. Detailed practical description is given for the use of time after school, evenings, week-ends, short and long vacations. There are some excellent suggestions for the reconstruction of the anomalous and time-wasting teacher's institute, as well as for profitable summer occupation for young women teachers.

The argument that teachers should have reduced rates on the railroads is not conclusive. Such substitution of perquisites for adequate salary for any occupational group is not liable to promote its ultimate best interests, or its standing in the community.

For the general student of the practical conduct of play, it is interesting to note that the principal conclusions that may be derived from this concrete study of one particular group bear out those reached with reference to the whole field of recreation, namely: that the possession of leisure by any group carries with it very little value unless that leisure is properly utilized; that actual play in America at present has much too little of sports and other active forms; that play of the right sort will not, under present conditions, arise spontaneously, but that it requires a definite, thought-out plan; that there must be some person with skill and vision to give his time to the business of leadership and organization.

While there is much in this volume that is valuable for other groups than teachers, it is desirable that there should be studies of a similar nature for other occupational and age groups. The time has come in the recreation movement for a much more specialized attention to the needs of different sections of the population.

CECIL C. NORTH

OHIO STATE UNIVERSITY

Crime and Criminals. The Jurisprudence of Crime, Medical, Biological and Psychological. By CHARLES MERCIER. With an Introduction by SIR BRYAN DONKIN. New York: Henry Holt & Co., 1919. Pp. xvii+290. $2.50.

Past theories of crime and criminals-in so far as they are not based on an assumption of free-will-have frequently run to one of two extremes. Either they have tried to state everything in terms of the make-up of the offender himself or they have ascribed all to environment. Thus we have on the one hand Lombroso's theory of the "born criminal" and Dr. Hickson's statement that "delinquency and defectiveness are practically synonymous." Over against these is the implication of Bonger that "society and not the criminal is responsible." Mercier sees the impossibility of solving the problem as stated, viz.: Is heredity or environment accountable for crime? He is seeking for a restatement of the problem and for a hypothesis which will include both of these apparently conflicting ideas. He is trying to put the whole matter on a new basis. He is endeavoring to relate the