BOOK REVIEWS 219 



The conclusion ot Burroughs' studies are interesting, coming as thev do 

 from a man who has led a literary career as opposed to that of a psychologist 

 ot the Lloyd Morgan school: "I confess I have not been fullv able to per- 

 suade mvself that the lower animals ever show anything more than a faint 

 gleam ot what 'we call thought and reflection — the power to evolve ideas 

 from sense impressions, — except feebly in the case ot the dog and the apes, 

 and possibly the elephant. Nearly all the animal behavior that the credulous 

 public looks upon as the outcome of reason is simply the result of the adaptive- 

 ness and plasticity ot instinct. The animal has impulses and impressions 

 where we have ideas and concepts. Ot our faculties I concede to them 

 perception, sense memory and association ot memories, and little else." 

 Such is the conclusion to be drawn trom the observations recorded in this 

 book, and the notes on observations are so interesting and productive of in- 

 dependent thinking that every serious teacher ot animal nature-study will do 

 well to read this book. There are many minor points where one who has 

 observed for himselt will not agree, but such disagreement ought to stimulate 

 further investigations. 



Dynamic Factors in Education. By M. V. O' Shea. New York: 

 Macmillan. 1906. Pp. 320. $1.50. 



This book has been prepared to advance the author's view that the motor 

 and physical factors in teaching are ot fundamental importance and deserve 

 more attention than has been given them. Part I of the book deals with the 

 motor factors in education, pointing out that motor activity is the chief 

 characteristic of young children and concluding that "nothing should be taught 

 that cannot be lived, worked out into conduct, established in motor experience; 

 this is the firs: educational law." It is evident that manual activities must 

 be prominent, and the author has abundant suggestions applicable to the var- 

 ious subjects taught in schools. Part II deals with the energic factor in 

 education. Energy must be used economically. Needless motor tensions 

 squander energy. Tasks requiring fine adjustments should be replaced by 

 coarser activities. Equipment and hygienic management ot the schoolroom 

 should reduce waste of nervous energy to the minimum. The most valuable 

 energy-conserving equipment is a well-poised, strong teacher. 



Nature-study is not mentioned directly, but it is evident to the reader that 

 nature-study and elementary science on an active basis (and no other method 

 is now approved) is fully in harmony with Professor O' Shea's first educational 

 law. 



The book is dedicated to Mr. Leaton Irwin, a business man in Ouincv, 111., 

 who has devoted much time and money to the improvement of public schools 

 of his native city. 



