Air-hydrogen bubble apparatus 54 E. G. Willyoung & Co., Philadelphia, Pa. $ 12.00. [Apparatus for passive movement at the elbow. 55, in Willyoung. $8.00.]
[Association and memory apparatus 139 Garden City Model Works, 124 Clark Street, Chicago, Black cardboard tube (obtain from bookbinder). 2>^ Black straws 52 Bottles, for tones 53 [Brain models vii A useful set of five pieces can be obtained from E. Deyrolle, 46 Rue du Bac, Paris. Price of set, fr. 200; each piece separately, fr. 50. Imported models can be had from R. Kny & Co., 17 Park Place, N. Y., or from J. W. Queen & Co., loio Chestnut Street, Philadelphia, Pa. An album and a case of stereo- scopic slides of the nervous centres, by C. Debierre and E. Doumer, are sold by F. Alcan, 108 Boulevard St. Germain, Paris, for fr. 20.]
Candle and matches 36 Cardboard, black and white 51, 121, 243, 263 Chamois leather. 56 Coarse shot 56 Colour top 51 For class work, Bradley small colour-mixers. ^0.50 per dozen. For demonstration, Willyoung's colour- 3o6 Appendix PAGE Compasses, drawing 52, 120 Cork or pith points 54 Home-made; or Willyoung, ^0.40.
Cotton wool 55 Fall chronometer (home-made) 92 Glass funnels, or funnel-shaped wooden boxes.. 56 Collin, 6 Rue de I'Ecole-de-Medecine, Paris. Fr. 25. Or E. Zimmermann, 21 Emilienstrasse, Leipzig.
Metal tubes or rods 54 Made by any tinsmith; or Willyoung. $ 2.00. Metre scale..._^.. 54,71,118,120,121,243 Bradley, ^o.oi; postage, ^o.oi.
Milton Bradley Co., Springfield, Mass.; or Prang Edu- cational Co., 7 Park St., Boston, Mass. Apply for samples and priced catalogue. Hering's papers are procurable from R. Rothe, 16 Liebigstrasse, Leipzig.
Paper, white tissue 52 Paper, series of black, grey, white 52, 71, 208 Bradley; or better, have made by a photographer. — Phials, for qualities of noise 54 A set of materials for experiments in visual sensation and perception, prepared by Professor Miinsterberg.
Quincke's tubes (set of 13) 53 Ziegler Electric Co., 141 Franklin Street, Boston, Appendix 307 PAGE L. N. Wilson, Clark University, Worcester, Mass.
Wilson. About $ 2.50.
Scents, in phials 71, 207 Soap, for soap-bubbles 54 Stereoscope, 119 VVillyoung. $ i.oo.
Stereoscopic slides 119 Willyoung; or Max Kohl, 51 Poststrasse, Chemnitz i. S. See catalogue, p. 132. — Cf. Brain Models, above.
Stereoscopic slides, celluloid for 119 Stop-watch, or watch with seconds' hand Obtain from watchmaker. About % 6.00.
Stroboscope 119 Obtain from toy-dealer; or Kohl, cat., p. 133. Mk. 6 (with picture strips).
Taste solutions 55, 118 [Tilt table no Wire, fine 53 Wire, piece of piano 2)^ The teacher will do well to procure in addition the cata- logues of the following firms: A. Appunn, 12 Niirnbergerstrasse, Hanau a. M. (Acoustic instr.) Cambridge Instrument Co., St. Tibb's Row, Cambridge, England.
(General.) Chicago Laboratory Supply Co., Chicago, 111. (General.) R. Jung, Heidelberg. (Optical instr.) R. Koenig, 27 Quai d'Anjou, Paris. (Acoustic instr.) W. Petzold, 13 Bayersche Strasse, Leipzig. (General.) C. Verdin, 7 Rue Linne, Paris. (General.)
INDEX OF NAMES AND SUBJECTS Abstraction, process of, 222; concept of, 223; see Idea, abstract.
Action, as index of mind, 16; and movement, 161; definition of, 162; attention the prime condition of, sive, 165, 167, 178, 180, 181, 211; ideomotor, 170, 181; instinctive, 173; simple reaction, 179; devel- opment of, beyond impulse, 245; selective, 246, 261; volitional, 246, 249,261; secondary ideomotor, 246, 256, 262; choice and resolve, 251; classification of, 258; compound reaction, 258.
Esthetic sentiment, of beauty, 232, 238; of sublimity, tragedy and comedy, 238; origin of, 295.
Esthetics, subject of, 214; practical utility of, 240; primitive and civil- ised art, 241; as play, 241, 242, Affection, qualities of, 57, 68; physio- logical basis of, 58, 68, 91; defini- tion of, 58; bodily signs of, 62; and sensation, 64, 83; and atten- tion, 68, 81, 83, 91; in feeling, 59; in emotion, 150; in sentiment, 233.
Animal psychology, the old and the new, 290; materials of, 291; method Aphasia, 283.
Apperception, as selective percep- tion, 85, 88; explanation of, 86, 87; Aristotle, 32.
Art, in ethnic psychology, 295; see Esthetics.
Assimilation, loi, 141; in emotion, 143; in recognition, 190.
Association of ideas, law of, 130; of, 131, 133; sensation and idea, 131; and perception, 131; simul- taneous, 132; successive, 134; ^ physiological conditions of, 136; law of, in dreaming, 269.
Attention, a state of consciousness, 20,74; necessary in introspection, 34, 74; and affection, 68, 81, 83, 91; problem of, 73; two sides of, 74, 84; to and from ideas, 75, loi; passive, 76, 79, 187, 203, 205, 250, 251; active, 76, 80, 187, 204, 231, 245, 248, 251; secondary passive, 77, 80, 81, 194, 205, 231, 248, 252: and bodily tendency, 79; bodily attitude in, 84; duration of, 88; range of, 89; physiological con- ditions of, 90; as condition of, action, 163, 169: neglected by the older psychology, 164; in reaction experiments, 179; direction of, in reaction, 181; and habit, 196; ab- sent in dreaming, 269, 271; in hypnosis, 273.
Autosuggestion, 274.
Bate^nan, F., 283.
Belief, analysis of, 235.
Bodily posture, perception of, 109; in emotion, 143; in attention, 84.
Bodily tendency, and mental consti- tution, 78; natural and acquired, 79; and the forms of attention, 79; and apperception, 88.
the idea of self, 225; see Physi- ology.
3IO Index Brain, the organ of mind, 13, 14, 17; of man and animals, 14; state of, in mental derangement, 15, 279; see Physiology.
Brightness, sensations of, 38; their relation to colour sensations, 39; system of sensations, 40; theory of, 42; extent of sensation, 100.
Catalepsy, 272.
Cataplexy, 274.
Child psychology, two branches of, 288; investigation of fatigue in school hours, 289; two desiderata in, 289; and adult psychology, 290; and pedagogy, 298.
Choice, definition of, 252; analysis of, 252; in everyday life, 253.
Clang, perception of, 104.
Cognition, 199.
Colour, series of, 39; relation of, to brightness, 39; system of sensa- tions, 40; theory of, 42; extent of sensation, 100.
Comfort, necessary in introspection, Comparison, analysis of, 221; con- cept of, 222.
Concept, definition of, 219; develop- ment of, 223; of attribute, 224; of Consciousness, definition of, 19; states of, 20, 73; complete and incomplete, 163, 165; double, 276.
Contrast, visual, 52.
Cramming, 196.
Custom, in ethnic psychology, 294; law, morality, and religion, 294.
Deliberation, 251.
Dementia, 282.
Direct apprehension, recognition and memory, 199; analysis of, 200.
Distance, perception of, 109; assimi- lation of, 133.
Dreaming, a state of consciousness, 20; abnormal, 266; peripherally aroused, 267, 268; generally visual.
267, 268; fantastic arrangement of ideas in, 269, 276; incidents taken for granted in, 270; bodily condi- tions of, 271; and sleepwalking, 271; and hypnosis, 273; and in- sanity, 278. Duration, of sensation, 99; of atten- tion, 88; of emotion and mood, Ear, organ of hearing, 43; organ of equilibrium, 44; a piano, 44; primitive, 43, 45; time value of hearing sensations, 113, 213.
Education, problem of, 79; intel- lectual progress, 81; of imagina- tion, 202.
Effort, in active attention, 85; in impulse, 170.
Elements, mental, 21, 22; not to be separately experienced, 21; laws sensations, 37; affections, 57.
Emotion, expression of, 62, 144, 146, formation of, 141, 143; and mood, 145; classification of, 150, 152; qualitative, 150; temporal, 150, 153; cardinal, 151, 154; develop- ment of, 154; mixed, 155; and impulse, 169, 211; and instinct, 175; and sentiment, 230.
Ethics, and psychology, 233, 296; normative, 298.
Ethnic psychology, definition of, 292; problem of, 293; and ethics, Excitation, nervous, 13, 30.
Experiment, definition of, 26; in psychology, 30; instance of psy- chological, 30, 32; requires sub- ject and experimenter, 31; see Questions and exercises.
Extent, of sensation, 100; range of attention, 89; affection as 'wide' as consciousness, 65, 83, 155.
Eye, sensations from, 38; a photo- graphic camera, 39; physiological theory of, 42; as space organ, 106, Familiarity, analysis of, 190, 192.
Index 3" Fatigue, hostile to introspection, 34; see Child psychology.
Feeling, definition of, 59; place of sensations in, 59, 66, 70; various meanings of word, 61, 142; of drowsiness, analysed, 61; and Forgetfulness, 195.
Fusion, of sensations, 103, 146.
Galen, 158.
General paresis, 282.
Genius, 218.
Gesture, and primitive language, 148, Giddiness, sensation of, 44, no.
Habit, law of, 136, 195, 198; levels of, 196; and attention, 196.
Hawthorne^ N., 206.
Hesitation, 251.
Hippocrates, 158.
Hypnotism, as state of conscious- ness, 20; definition of, 271; three stages of hypnosis, 271; physiology and psychology of, 272; and dream- ing, 273; always self-hypnotism, 273; all sane persons hypnotisable, 274; of animals, 274; rapport, 275; double consciousness, 276; post- hypnotic suggestion, 277; therapeu- tic value of, 277; and insanity, 278.
Idea, observation of an, 7; in state of attention, 75; formation of, 94; how different from perception, 95; as reproduction and translation of perception, 122; train of ideas, 135, 141; of own movement, in impulse, 165, 170; of result of movement, in impulse, 167, 171; and memory, aggregate, 218; abstract, 219; of self, 225; in dreams, 267, 270; see Association of Ideas, Memory type.
Ideomotor action, formation of, 170; secondary, 256.
Idiocy, 281.
Illusion, of form, 115; of size, 116; of direction, 117; apperceptive, 52, Imagination, active, 187, 204, 215; passive, 187, 203; definition of, 201; as visualisation, 201; dangers of, 201; three forms of, 202; and mem- ory, 205; limits of, 206; affective processes in, 202, 207; and thought, Imbecility, 281.
Impartiality, necessary in introspec- tion, 34.
Impulse, typical motive, 165, 178; and idea of own movement, 165, definition of, 169; and emotion, 169, 211; and ideomotor action, 170; and reflex movement, 171; and instinct, 174; earlier than re- flex and instinct, 176; classifi- cation of human, 177; rivalry of complex, in selective action, 247; rivalry of, with idea, 249; and secondary ideomotor action, 256; and automatic movement, 257; see Reaction.
Insanity, dreaming and hypnosis, 278; physiological conditions of, 279; forms of, 281; study of, Instinct, as motive, 174; impulse and emotion, 175; classification of hu- man, 177; in animal psychology, Intellectual sentiment, 232, 234, 239; oscillatory, 234, 251; analysis of belief, 235.
Intensity of sensation, 49.
Interest, 82.
Introspection, vs. inspection, 27; must he post77zortet?z, 28; * morbid,' 29; experimental, the method of psychology, 32, 287; special rules foi", 33; general rules for, 34.
Jevons, W. S., igj. Judgment, formation of, 215; of rare Index occurrence, 217, 248; peculiar to Laboratory, the Leipzig, 32.
Language, as index of mind, 16; metaphors in primitive, 147; as expressive of emotion, 211; origin of, 212; possible only in society, 16, 212; development of, 213, 293; see Gesture, Word.
Law, in society, as index of mind, 16, 294; of connection of mental Logic, subject of, 214; and psychol- ogy of thought, 221; and psychol- ogy, 297; a normative science, 298.
Mania, 281.
Meaning, attaches to concrete pro- cesses, 95, 104, 114, 134, 212; psy- chological basis of, 95, 191; ab- stracted by logic, 297.
Melancholia, 282.
Memory, affective, 129; active, 187, idea, 189, 206; definition of, 189, 199; degrees of, 192; physiology of, 195; as retention, reproduction, and recognition, 197; and imagina- tion, 205 Memory type, definition of, 123; visual, 124, 127; auditory, 124, 127; tactual or motor, 124, 127; mixed, smell, 128; organic, 128.
Mental constitution, definition of, 78; indications of, 78; and the forms of attention, 79; natural and ac- quired, 79; j-ff^? Bodily tendency.
Mental processes, mind is sum of, 7; instances of, 7, 12; definition of, 10, 15; and the facts of science, II; classification of, 19, 37; con- crete, 20, 70, 94; elementary, 21, 22, Mind, the subject of psychology, i, 4; popular notion of, 4; psychological definition of, 5, 6; composition of, 7; and brain, 13; possessed by man and animals, 15; rudiment- ary, 16; not a function of brain, 17; conditioned by body, 18, 22, 30; divisions of, 19; child, adult and senile, 19; and consciousness, 19; logical reconstruction of, 21; and nature, 95, 163; animal, jj, 79, 81, 218, 292; child, 'j'j, 79, 81, 290; pathology of, 278; collective, 292.
Mood, feeling and emotion, 141, 142; and train of ideas, 141; qualitative, 151; of indifference, 152; temporal, direct apprehension, 200.
Motive, composition of, 165, 166; as impulse, 165; instances of, 167, 168.
Movement, perception of, no; as psychological phenomenon, 161, pressive, 144, 146, 170; refiex, 171, 176, 180; involuntary, 172, 258; in- stinctive, 173, 176; physiology and psychology of, 175, 177; automatic or secondary refiex, 246, 256, Muscle and tendon, independent functions of, 48.
Muscular strength, index of affection, Myth, in ethnic psychology, 293, 295; anthropomorphism of, 294.
Noise, sensation of, 43.
Objective and subjective, applied to sensation and affection, 66; in emotion and sentiment, 151, 154, _ Observation, in all science, 24; in psychology, 27.
Organic sensations, 47; and Wundt's affective qualities, 70; in emotion, 143; and memory type, 128.
Pain, sensation of, 45, 46, 47.
Parallelism, principle of, 18.
Paranoia, 282.
Pedagogy, normative, 298; and his- Index tory of education, 298; and child study, 298.
Perception, observation of a, 8; and affection, 60; range of attention to, 89; formation of, 94; how different from idea, 95; three classes of, 98; quaHtative,99, 100, 103; spatial, 99, bolic, loi; differentiates the world, 114; illusory, 115; and association, Pleasantness and unpleasantness, the two affective qualities, 58, 70, 150; biological significance of, 58.
Position, perception of, 107.
Pressure, from skin, 45: from mu- cous membrane, 46; from muscles. 47; from joint, 47; in drowsiness, 61; as extended, 100; space value of, 108, 109, no. III; time value Process, compared with thing, 6; physiological and psychological, 10, 13; see Mental process, Mind.
Psychology, meaning of word, i; is a science, 3, 287, 300; subject of, 4, 7; and physiology, 17; problem of, 22; method of, 24 ff., 32, 35, 287; and logic, 221, 297; abnormal, 266, 288; child, 287, 288; animal, 287, logic, 295; and pedagogy, 298; difference of opinion in, 301.
Pulse, index of affection, 63.
Rapport, hypnotic, 275.
Reasoning, 216.
Recognition, passive, 188, 190; pleas- urable, 191; illustrates ' meaning,' 191; degrees of, 192; active, 193; m the older psychology, 198.
Recollection, 195.
Reflex movement, development of, Relation, instance of, 222; concept Religious sentiment, 232, 237, 239; relation of, to social, 237.
Resistance, perception of. 104.
Resolve, definition of, 252; instance Respiration, sensations of, 47; index of affection, 63.
Retention, 197.
Rhythm, perception of, 112.
Science, definition of, 2; instances of, 2; psychology is a, 3, 287, Self, perception of, 224; idea of, 225: abstract idea of, 226; concept of, Self-consciousness, definition of, 227; in old and new psychology, 227; as nervousness, 228.
Selective action, definition of, 245; progressive development of, 246; of daily life, 248.
Sensation, definition of, 37; not ob- tainable singly, 21, 37; central and peripheral, 33, 37, 95; classification of, 37; from eye, 38; from ear, 42; from skin, 45; from mouth and nose, 46; from internal organs, 47; quality of, 37 ff., 49; intensity of, 49; in feeling, 59, 66, 77; and affec- tion, 64, 83; extent and duration of, 99; motor, in, 124: and asso- ciation, 131.
Sentiment and emotion, 230; forma- Index 232, 238; practical importance of, Skin, function of, 45; perception of locality on, 106.
Sleep, physiology and psychology of, Smell, sensations of, 46; organs of, Social sentiments, 232, 236, 239; re- lation of, to religious, 237.
Solidity, perception of, 109.
Somnambulism, 272.
Sound, localisation of, 132.
Specific character of concrete pro- cesses, 69.
Stimulus, definition of, 13; function of, in experiment, 30.
Talent, 218.
Taste, sensations of, 46; relation of, to smell, 46; organs of, 46; per- ception of, 104. ^ Temperament, 157; see Mental con- stitution.
Temperature, sensations of, 45, 46; in tickling, 48; in drowsiness, 61.
Tennyson, A,, 253.
Thought, various uses of word, 213; definition of, 214; and active imagi- nation, 214; judgment and reason- ing, 215; logic and psychology of, Tickling, 48.
Time, present, and consciousness, 19; duration of attention, 88; of sensa- tion, 99; temporal perception, 99, 100, 112; temporal emotion, 150, 153; duration of simple reaction, 180; of cognition reaction, 261.
Tone, sensation of, 43; system of, 43.
Tradition, influence of, on sentiment, 231; on selective action, 249.
Volitional action, definition of, 246, 249; degeneration of, 249, Volume of body, index of affection, Weber's law, 49, 50; usefulness of, 50; explanation of, 51.
Will, definition of, 254; psychologi- cal arguments for freedom of, 254; against, 255.
Word, importance of idea, 123; ver- bal association, 133; the earliest words, 213; vs. gesture, 213; and image, 214; development of, 214; thought and, 215.
MENTAL DEVELOPMENT IN THE CHILD AND THE RACE.
BY JAMES MARK BALDWIN, M.A., Ph.D., With Seventeen Figures and Ten Tables. 8vo. pp. xvi, 496. Cloth.
FROM THE PRESS.
*' It is of the greatest value and importance." — The Outlook, "A most valuable contribution to biological psychology." — The Critic.
" Thorough, candid, and suggestive: in thorough touch with the researches of the day." — The Week (Toronto, Canada).
" Professor Baldwin has treated in this book a subject that is new and full of absorbing interest...Many will find Professor Baldwin's book stimulating." — The American Journal of Psychology.
" An exceedingly valuable book, and will be read with great interest by teachers, cultured parents, and psychologists." — Popular Science News.
" This summary sketch can give no idea of the variety of topics which Professor Baldwin handles, or of the originality with which his central thesis is worked out. No psychologist can afford to neglect the book." — The Dial.
'' The first real successful effort at a presentation of the psychological process from the genetic point of view — the central idea of the growing, developing being."
— The Child-Study Monthly.
" A book...treating of a subject fraught with significant revelations for every branch of educational science is Professor J. Mark Baldwin's treatise on Mental De- velopment in ' The Child and the Race.' Professor Baldwin's work is comparatively untechnical in character and written in a terse and vigorous style, so that it will commend itself to unprofessional readers. The educational, social, and ethical implications, in which the subject abounds, the author has reserved for a second volume, which is well under way; the present treats of methods and processes. Having been led by his studies and experiments with his two little daughters to a profound appreciation of the genetic function of imitation, he has sought to work out a theory of mental development in the child incorporating this new insight. A clear understanding of the mental development of the individual child necessitates a doctrine of the race development of consciousness — the great problem of the evolution of mind. Accordingly Professor Baldwin has endeavored to link to- gether the current biological theory of organic adaptation with the doctrine of the infant's development as that has been fashioned by his own wide, special researches. Readers familiar with the articles of Professor Haeckel now running in The Open CoUf't will understand the import of a theory which seeks to unite and explain one by the other the psychological aspects of ontogenesis and phylogenesis. As Pro- fessor Baldwin says, it is the problem of Spencer and Romanes attacked from a new and fruitful point of view. There is no one but can be interested in the numerous and valuable results which Professor Baldwin has recorded; teachers, parents, and psychologists alike will find in his work a wealth of suggestive matter."
— The Open Court.
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A COURSE OF LECTURES ON THE GROWTH AND MEANS OF TRAINING THE MENTAL FACULTY.
DELIVERED IN THE UNIVERSITY OF CAMBRIDGE.
BY FRANCIS WARNER, M.D. (Lond.), Physician to the London Hospital; Lecturer on Therapeutics and on Botany at the London Hospital College; Forinerly Hnnterian Professor of Anatomy and Physiology in the Royal College of Su7'geons of England.
i2mo. Cloth. Price, 90 cents, net.
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'^ It is original, thorough, systematic, and wonderfully suggestive. Every superintendent should study this book. Few works have appeared lately which treat the subject under consideration with such originality, vigor, or good sense.'" — Education, ^' A valuable little treatise on the physiological signs of mental life in children, and on the right way to observe these signs and classify pupils accordingly...The book has great originality, and though somewhat clumsily put together, it should be very help- ful to the teacher on a side of his work much neglected by the ordinary treatises on pedagogy." — Literary World.
" The eminence and experience of the author, and the years of careful study he has devoted to this and kindred subjects, are^a sufficient guarantee for the value of the book; but those who are fortunate enough to examine it will find their expectations more than fulfilled...A great deal may be learned from these lectures, and we strongly commend them to our readers." — Canada Educa- tional Journal.
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AN OUTLINE OF PSYCHOLOGY.
BY EDWARD BRADFORD TITCHENER, A.M., Ph.D., Sage Professor of Psychology at the Cornell University.
Second Edition with Corrections.
"As a contribution both able and useful, Professor Titchener's volume will unques- tionably find, as it deserves, a most cordial welcome. In many ways it is the most ser- viceable text-book of psychology from a modern scientific point of view that has been written. The author is an experimentalist, but clings to the special interpretation of certain fundamental principles which is characteristic of Wundt and his disciples. The result of this definite position is to make the work clear, exact in expression, systematic, methodical. The work is thoroughly good and useful." — Joseph Jastrow, University of Wisconsin, in the Dial.
A PRIMER OF PSYCHOLOGY.
BY EDWARD BRADFORD TITCHENER, M.A. (Oxon.), Ph.D. (Leipzig), Sage Professor of Psychology in the Cornell Ujiiversity.
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This volume is intended as a first book in psychology. It will therefore seek to accomplish the two main ends of a scientific primer of the subject; to out- line, with as little of technical detail as is compatible with accuracy of state- ment, the methods and most important results of modern psychology, and to furnish the reader with references for further study. It will be written with direct regard to the courses of psychological instruction offered in Normal Schools and High Schools, but will at the same time be made sufficiently com- prehensive to give the general student a fair idea of the present status of psychology in its various branches.
A novel feature of the work will be the emphasis laid on the experimental method. A short list of simple and inexpensive apparatus will be given, w'ith directions for their use in the class-room, and the experiments described will be such as can be performed by their aid or by help of others that can readily be constructed by the teacher himself. Diagrams, psychological not physiological in character, will be freely used in illustration of the text.
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THE CHILD AND CHILDHOOD IN FOLK-THOUGHT.
(The Child in Primitive Culture.)
rStudies of the Activities and Influences of the Child among" Primitive Peoples, their Analogues and Survivals in the Civilization of To-day.
BY.
ALEXANDER FRANCIS CHAMBERLAIN, MA., Ph.D., Lecturer on Anthropology in Clark University, Worcester, Mass.; etc., etc " It is an exhaustive study of " child thought " in all ages, and will fully interest every class of students in child study...The teacher of kindergarten will find texts of value upon every page of the book." — CJiicago Inter-Ocean.
'' It is, of course, keenly interesting. One can turn to the copious index and select a topic here, topic there, turn to pages indicated, and find a wonderful amount of information drawn from authentic sources by patient scientific investigation. This investigation covers the entire range of childhood, child life, child care, and child development." — Buffalo Comijiercial.
^' The author is an anthropologist, whose dominant interest and training are the philology, rites, customs, and beliefs of primitive people. The book is the first and only one of the kind in English, and is sure to fascinate parents of young children as well as to in- struct all teachers and psychologists. It marks a distinct advance in child study." — AjuericaM Journal of Psychology. ~" ''- Not the least valuable thing about the book is its suggestiveness. There is hardly a section that does not furnish a subject for detailed investigation to the anthropological psychologist." — Mind.
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