220 
NATORE 
[JANUARY 7, 1904 
increasing very rapidly. 
troduce them to the study of the subject, and may be 
warmly recommended to them, but it is worthy of the 
attention of the professional psychologist also. The 
special features of the book are the freshness and clear- 
ness of the treatment, and the novel arrangement of 
mental phenomena under the three heads sensitive- 
docility, and initiative. Prof. Royce thus 
ignores the traditional divisions of the subject, which, 
though merely survivals from the old and misleading 
faculty-psychology, have largely determined the mode 
‘of treatment of most modern writers. By so doing 
he is enabled to treat every mental process as a whole 
having cognitive, conative and affective aspects. 
Though not himself an experimenter or a physio- 
logist, Prof. Royce fully and generously admits the 
importance of physiological and experimental psycho- 
logy, and recognises that the advance of the subject 
represented by this book is largely due to modern work 
by those methods; his sketch of the functions of the 
nervous system and his numerous references to physio- 
logical considerations are altogether admirable and 
judicious, and he shows how greatly experimental 
methods have furthered our analysis of mental 
processes. 
Here and there throughout the chapters practical 
deductions of the first importance to teachers are 
clearly and soundly drawn; for example, it is admir- 
ably shown how “differentiation of the  simul- 
taneous slowly results from the repeated acts, and 
from the powers of discrimination which have been 
cultivated in connection with them,’’ and there follows 
the maxim, ‘‘ Undertake to systematise this differenti- 
ation of consciousness through fitting series of 
successive deeds.”’ 
One of the most novel features is the treatment of 
the feelings. While agreeing with Wundt in regard- 
ing the classification of feelings into the two groups, 
pleasant and unpleasant, as very inadequate, Prof. 
Royce does not accept that author’s six classes, but re- 
gards feelings of quiescence and of restfulness as two 
classes of antagonistic feelings correlative with the 
pleasant and unpleasant. In the chapter on the 
conditions of mental initiative, the importance of 
this distinction is fully illustrated. It is there forcibly 
shown how ‘mental initiative’? depends upon ‘a 
certain overwealth of persistent activities’? not im- 
mediately adaptive and not necessarily pleasant, and 
it is asserted that ‘‘ all such activities are characterised 
by the feeling of restlessness. In their physical aspects 
they are examples of the ‘ tropisms’ of Loeb.’? This 
last statement is difficult to accept. In the introduc- 
tion Prof. Royce shows that he has been much im- 
pressed by the phenomena of ‘tropism’ as mani- 
fested by lowly organisms, and he seems to feel that 
the conception of the ‘‘ tropism ’’ is of great import- 
ance for psychology. But the later references to the 
subject do little to justify the expectations thus 
aroused. In the case of the ‘‘ overwealth of persistent 
activities ’’ which are so important for mental growth, 
it would seem to be truer to say that they are examples 
of ‘‘irritability,’’ the fundamental property of all living 
NO. 1784, VOL. 69] 
ness, 
This book is designed to in- 
substance, and to treat them as examples of 
“tropisms ’’ is not warranted by any considerations 
advanced in the book or known to the present writer. 
The concluding chapters deal with varieties and 
abnormalities of minds, and many valuable hints are 
given as to the special treatment of individuals de- 
manded of the teacher and parent. Among all the 
many books on psychology, there is none that with- 
in so small a compass, can give more insight into the’ 
life of the mind, and none that can be studied by 
schoolmasters with greater or equal advantage to their 
professional efficiency. W. McD. 
OUR BOOK SHELF. 
Animal Studies: a Text-book of Elementary Zoology 
for Use in High Schools and Colleges. By David 
Starr Jordan, V. L. Kellogg, and Harold Heath, of 
Leland Stanford Jr. University. Pp. 459; 259 
figures. (New York and London: Appleton and 
Co., 1903.) Price 5s. net. ; 
Tus is an interesting and delightful text-book of 
elementary zoology, combining some parts of ** Animal’ 
Life ’? and ** Animal Forms,’’ in the same series, with 
new material on classification, extinct forms, geo- 
graphical distribution, special adaptations, instincts, 
and economic value. Beginning with chapters on the 
conditions of animal life and the principles of classifi- 
cation, the volume takes a survey of the most im- 
portant classes from Protozoa to mammals. Then 
follow chapters on life-histories, the struggle for 
existence, adaptations, animal communities, com- 
mensalism and parasitism, protective resemblances and 
mimicry, the special senses, instinct and reason, and 
so on. When we compare a school-book on geo- 
graphy of a quarter of a century ago with the best 
modern school geography, we seem to breathe a 
different atmosphere, and so it is when we compare 
the natural history for schools which was in circulation 
twenty-five years ago with this lively, up-to-date, well 
thought-out, beautifully illustrated, and, in short, well 
adapted modern school text-book of zoology. 
We quote, in illustration of its educational value, 
one example :—‘* At one time we had two adult 
monkeys, ‘ Bob’ and ‘ Jocko,’ belonging to the genus 
Macacus, neither with the egg-eating instinct, and a 
baby monkey, ‘ Mono,’ of the genus Cercopithecus, 
whose inherited impulses bore a distinct relation te 
feeding on eggs, just as the heredity of Macacus 
taught the others how to crack nuts or to peel fruit. 
To each of these monkeys we gave an egg, the first 
that any of them had ever seen.’’ The result of the 
experiment was in the highest degree instructive. 
Mono cracked the egg against his upper teeth, made 
a hole in it, and sucked it. ‘‘ Then holding the egg- 
shell up to the light and seeing that there was no 
longer anything in it, he threw it away.’’ He treated 
all subsequent eggs in the same expert fashion, while 
“Bob” and ‘“‘ Jocko”’ treated their eggs like nuts, 
and therefore ineffectively. : 
We recommend this book strongly; it is simple but 
not superficial, it is both interesting and instructive; 
it is written with an educational perspective. It is 
perticularly desirable in elementary books that every 
general statement should be critically scrutinised, and 
the standard of accuracy in this volume is a high one. 
We are not, however, prepared to accept every state- 
ment, e.g. that fur-seals ‘‘ absorb the water needed’ 
through pores in the skin.” He, doko. 1 
