EDUCATION 241 



have little meaning for children except when correlated with the child's 

 own activities. This has obvious bearing on the teaching of history 

 and the use of such aids as time-charts. In this connection it might be 

 mentioned that a very interesting chart, which would be of value also 

 to science teachers, has been designed by Mr. Reeves : The World Story 

 0/3,000 Million Years (P. S. King, 1922). 



The Master of Balliol, School Science Review, 1922, 3, 11, pp. 85-101, 

 " Science and History." A reprint of the racy address to the Science 

 Masters' Association on the relations between history and science. 



Cyril Burt, Journ. of Exp. Ped., 192 1, 6, 2, pp. 66-75 ; 6, 3, pp. 142-155 ; 

 1922, 6, 4, pp. 212-24, " The Dreams and Daydreams of a Delinquent 

 Girl." Continuations of the article mentioned in Science Progress, 

 July 1921, p. 44. 



W. H. Winch, Journ. of Exp. Ped., 1921, 6, 3, pp. 121-141 ; 1922, 6, 4, pp. 

 199-212 ; 6, 5 and 6, pp. 175-287, " Children's Reasonings : Experi- 

 mental Studies of Reasoning in School-children." 



H. BoMPAS Smith, Journ. of Exp. Ped., 1921, 6, 2, pp. 59-65, " A Theory of 

 the School." Starting from the definition of the school as the home of the 

 ideal. Prof. Bompas Smith develops a closely reasoned and far-reaching 

 treatment of modern educational problems. 



A. N. Whitehead, Journ. of Exp. Ped., 1922, 6, 4, pp. 191-99, " The Rhythm 

 of Education." An important address on the principle that modes of 

 study should be adapted to the child's stage of mental development. 

 Prof. Whitehead criticises the adequacy of certain ways of " ordering " 

 a study — e.g. the order of difficulty — -and puts forward the idea of cycles 

 of intellectual progress consisting of the stages of romance, precision, 

 and generalisation. 



