instinct of, 214
and work, 217

Qualities, sensory, auditory, 92
cutaneous, 94
kinaesthetic, 96
objects known through, 85
olfactory, 94
organic, 96
taste, 93
visual, 91

Reason, and judgment, 193
nature of, 193
and the syllogism, 196

Registration, and attention, 163
and memory, 163
recall, 165
recognition, 166

Rhythm, of attention, 20

Self expression and development, 294

Sensation, attributes of, 89
chapter on, 84
cutaneous, 94
factors conditioning, 88
kinaesthetic, 96
nature of, 89
organic, 96
qualities of, 85
qualities of auditory, 92
qualities of olfactory, 94
qualities of taste, 93
qualities of visual, 91

Senses, dependence of mind on, 48
knowledge through, 84
work of, 33

Sentiments, development of, 235
influence of, 236
nature of, 234

Smell, 94

Space, perception of, 104

Stimuli, education and, 60
effects of sensory, 55
end-organs and, 47
sensory, 46

Stimuli, and response, 53

Syllogism, the 196

Taste, 93

Temperament, 233

Thinking, and association, 149
chapter on, 179
child and adult, 184
elements in, 186
good and memory, 171
types of, 179

Time, perception of, 106

Validity, of judgment, 193

Vision, 91

Volition, see will, 271
and decision, 277

Volitional types, 284

Will, and attention, 24
chapter on, 271
content of, 272
freedom of, 290
function of, 272
measure of power, 284
nature of, 271
strong and weak, 283
training of, 288
types of, 285

Work, and play, 217

Worry, effects of, 62

Youth, and habit-forming, 79

* * * * * *

A VALUABLE BOOK FOR TEACHERS

PRINCIPLES OF EDUCATIONAL PRACTICE

By PAUL KLAPPER, Ph.D., Department of Education, College of the City of
New York. 8vo, Cloth, $1.75.

This book studies the basic principles underlying sound and progressive
pedagogy. In its scope and organization it aims to give (1) a
comprehensive and systematic analysis of the principles of education,
(2) the modern trend and interpretation of educational thought, (3) a
transition from pure psychology to methods of teaching and discipline,
and (4) practical applications of educational theory to the problems
that confront the teacher in the course of daily routine. Every
practical pedagogical solution that is offered has actually stood the
test of classroom demonstration.

The book opens wit