44 SCIENCE PROGRESS 



express, but are symptoms of a failure to do so ; and, the more 

 they are used, the less they satisfy the impulse of expression " 

 {Times Educ. Supplement, April 28, 1921, p. 195). Many other 

 examples could be given of the educational applications of 

 Dr. Rivers's view, and of Dr. Drever's account of what he calls 

 the change from " primary meaning " to " significance." In 

 fact, it is not too much to say that a close study of these two 

 books would illuminate almost every branch of educational 

 theory. 



The following is a selection of references to recent work : 



The paper by Dr. Rivers which forms the title-essay of his book is also 

 printed in the symposium on " Instinct and the Unconscious " (other papers 

 by C. S. Myers, C. G. Jung, Graham Wallas, James Drever, and W. McDougall), 

 Brit. Journ. of Psy., 1919, 10, i, pp. 1-42. It is interesting to contrast the 

 behaviourist view of instinct put forward in " A Functional Interpretation 

 of Human Instincts," by J. R. Kantor, Psy. Rev., 1920, 27, i, PP- 50-72. 

 It has been well said that the present interest of teachers in psycho-analysis 

 is based upon an anxiety to secure that " the stufiE shall not be flawed in the 

 process of moulding the new citizen." The dangerous aspect of this interest 

 has already been pointed out (Science Progress, April 1920, p. 587) ; but 

 those who doubt the value of the results achieved in special cases should read 

 the interesting and moderate paper by Mr. Cyril Burt, " The Dreams and 

 Day-dreams of a Delinquent Girl," Journ. of Exp. Ped., 1921, 6, i, pp. 1-12. 

 Prof. Pear has a short but valuable paper on " Training in Scientific Thinking " 

 in the School Science Review for Dec. 1920, pp. 221-223. 



The claim that educational experiment can alone decide questions of 

 method was made in a previous article (Science Progress, July 1920, p. 47). 

 An admirable example of what can be done in this way is provided in 

 Dr. W. H. Wrinch's paper on " ' Equal Additions ' versus ' Decomposition, 

 in Teaching Subtraction," Journ. of Exp. Ped., 1920, 5, 5, pp. 207-220 ; and 

 5, 6, pp. 261-270. Many outstanding problems are being hopefully attacked 

 by the way of experiment ; as, for example, the questions raised by the theory 

 of formal training. References to recent work on this sub;ect will be given 

 in a future article. 



" The School and the Community Spirit," Journ. of Exp. Ped., 1920, 

 5, 5, pp. 250-255, is a suggestive criticism of Prof. Nunn's Education : Its Data 

 and First Principles. A reply by Prof. Nunn appears under the same title, 

 loc. cit., 1921, 6, I, pp. 38-40. 



