562 SCIENCE PROGRESS 



" psychologic " would be a correct description. The nearer we get to exact know- 

 ledge of anything the more the "psychology" disappears. 



The dominant note of this brief review is criticism. It is bound to be so with 

 Dr. Schiller. His whole volume is so critical. But he is always interesting. His 

 style is vigorous. His remarks are always relevant to the state of knowledge of 

 the time. His criticisms on the details of formal logic as actually taught we must 

 leave to the strictly formal logicians to answer. They are very cogent, and 

 require an answer. The book will be of considerable interest to any one to whom 

 the subject appeals. But it is to be regretted, in so large and bulky a volume, that 

 there has been no attempt at definite and positive construction. Is there anything 

 constructive in pragmatist philosophy ? Or is pragmatism merely a revolt from the 

 current academic intellectualism ? 



H. S. Shelton. 



A Systematic Course of Practical Science. For Secondary and Other Schools. 

 By Arthur W. Mason, B.Sc, B.A. (Lond.) Book I.— Introductory 

 Physical Measurements, is. 6d. net. [Pp. 126.] Book II. — Experimental 

 Heat. 2s. 6d. net. [Pp. 161.] (London: Rivingtons, 1912 and 1913.) 



The two volumes contain the outlines of the first two years of a course of practical 

 science. The directions are given clearly, as are also the methods of entering 

 and of tabulating the results. The book should be of great assistance to the 

 teacher in charge of a practical class. It is certainly one of the best and one of 

 the most thorough of the many class-books at present on the market. 



It should be said, byway of criticism, that it is one which a teacher would need 

 to use with considerable discretion. Some of the experiments, especially in the 

 book on heat, seem much more suitable for the lecture-table than for the laboratory. 

 A secondary school laboratory would need to be exceedingly well equipped in 

 order to allow some of the experiments to be performed by a class of pupils. The 

 one on the variation of boiling points with pressure (42) and the use of Bunsen's 

 ice calorimeter are cases in point. Some of them point to the probability of the 

 smashing of apparatus and the loss of mercury. Nothing is said of the age of 

 the pupils for whom the experiments are intended. 



On the other hand, the teacher using the book with discretion will find that 

 most of the ordinary easy experiments illustrating elementary physics are included 

 and are described in a thoroughly practical manner. He is in no way bound 

 to follow the order of the book or to include all the experiments in the course. 

 Indeed, he would be foolish to attempt to do so. So used, a better book could 

 hardly be obtained. 



It is a small point, but one that the teacher will appreciate. The dimensions 

 of the book are such as to allow it readily to remain open at any page, a great 

 convenience for laboratory use. 



H. S. S. 



The Science of the Sciences. Constituting a New System of the Universe which 

 Solves Great Ultimate Problems. By H. Jamyn Brooks, author of The 

 Elements of Mind. [Pp. 312.] (London : David Nutt. Price 5 s.) 



As indicated by the title, the author's System claims to " explain, or to form the 

 nucleus of explaining every mystery in the universe excepting — (1) The Mystery 

 of Beginning and End ; (2) The Subjectivity of Substance." 



