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THE POPULAR SCIENCE MONTHLY. 



tion of them." In the concluding chapters 

 Mr. Kay shows that, if the foregoing is true, 

 " it is evident that, in order to improve the 

 memory, special attention must be given to 

 the training of the senses. This is to be 

 done by first training them to observe care- 

 fully what is before them, and then making 

 them recall or I'eproduce what has been pre- 

 sented to them, as accurately as possible. 

 These two are distinct. The one depends on 

 attention, the other on association and fre- 

 quently recalling what is in the mind. In 

 attention the great thing is to concentrate 

 the mind upon one thing at a time till it is 

 thoroughly mastered. In association we 

 must seek to bring together and associate 

 those ideas that most nearly resemble each 

 other and that we wish to recall each other." 

 The two processes of attention and associa- 

 tion are involved in every act of remember- 

 ing, and suggestions as to how they may 

 be made more effective form the substance 

 of the author's advice on how to improve the 

 memory. Throughout the book the author 

 makes prominent the bearing of his views on 

 education, for he deems the treatment of the 

 memory in the present system of education 

 to be wholly wrong. " Instead of the com- 

 munication of knowledge," he says, " being 

 made the means of improving the memory, 

 the interests of the memory are sacrificed in 

 order that it may be crammed with as much 

 knowledge as possible, without regard to the 

 permanent injury that may thereby be done 

 to it." The subject is evidently one on which 

 the author has studied long and read widely ; 

 his presentation is simple and consistent, and 

 his various statements are supported and 

 illustrated by many brief quotations from 

 eminent specialists in mental science. 



Works of Thomas Hill Gkeen. Edited by 

 R. L. Nettleship. Vol. III. Jliseellanies 

 and Memoir. London and New York: 

 Longmans, Green & Co. Pp. clxi and 

 479. Price, $?. 



Mr. GueexN led a quiet life as a tutor 

 and Professor of Jloral Philosophy in the 

 University of Oxford, seldom appearing be- 

 fore the public or engaging in movements 

 that brouglit him into prominence, but he 

 did much work that the world should not 

 let be forgotten while the improvement of 

 mankind and of government is sought. He 

 is characterized by his biographer as a man 



in whom "philosophy was reconciled with 

 religion on the one side and politics on the 

 other ; ... to whom reason was faith made 

 articulate, and for whom both faith and 

 reason found their highest expression in 

 good citizenship." His thoughts were di- 

 rected toward practical measures for lilt- 

 ing the English masses into a higher phys- 

 ical and mental condition ; and the reading 

 of his essays shows him to have been a 

 man of providential foresight, looking not 

 to the present aspect, but to the remote, 

 not yet seen, result. He was born in a 

 small village in Yorkshire, in 1830, of Puri- 

 tan descent; was schooled at Kugby, where 

 he showed a tendency toward philosophiz- 

 ing; became a student at Balliol College, 

 Oxford, where he obtained a degree and 

 afterward a fellowship ; and then worked 

 as tutor and later (1878 to 1882) as pro- 

 fessor. He was one of the " recognized poli- 

 ticians " of the Rugby school, and was con- 

 sidered, in spite of his protestations to the 

 contrary, a " dreadful radical." In college, 

 he made himself felt by his fellow-students, 

 and showed his independence by following 

 his own line of reading rather than pursuing 

 honors and prizes. He regarded Louis Na- 

 poleon as a " successful brigand " ; had an 

 enthusiastic admiration for John Bright, 

 whom he described as " a great ' brick,' sim- 

 ple as a boy, full of fun, with a very pleasant 

 flow of conversation and lots of good sto- 

 ries"; read Wordsworth, Carlyle, Maurice, 

 and Fichte; failed in the candidacy for a 

 professorship at St. Andrews, Scotland, be- 

 cause he was charged with Comtism and ma- 

 terialism — to which he was really opposed ; 

 rejoiced in 1860 over the repeal of the paper- 

 duty, because it would secure the poeition 

 of the penny papers and destroy the despot- 

 ism of the "Times"; was comforted with 

 the sure prospect of Gladstone's becoming a 

 radical, for he. Bright, and Cobden would 

 "form a fine triumvirate to lead the people's 

 cause"; and he sympathized ardently with 

 the United States in the war of the rebellion, 

 and saw clearly what was the real issue in 

 the contest. In 1864 he was appointed a 

 member of the Royal Commission on Educa- 

 tion, and spent about a year, all told, in in- 

 dustrious personal inspections of the schools 

 of five counties. The remarks in his reports, 

 upon the condition of the schools and the 



