742 
settled in method, mode of instruction, arrange- 
ment of the work, or indeed of the principal 
aims to be accomplished. There has been too 
little time for any usage to become traditional 
or classic; and individual solutions of the im- 
portant as well as of the incidental problems 
have been the unavoidable rule. Such usage is 
likely to become established through the influ- 
ence of laboratory manuals more easily than 
through any other source. Sanford’s manual is 
the pioneer in this field, and has been available 
in various stages of incompleteness for five 
years ormore. Cattell maintained an attractive 
announcement in a publisher’s list for some 
years ; but this was withdrawn on the publica- 
tion of Sanford’s book. Scripture has published 
some helpful notes on the conduct of experi- 
mentation in the psychological laboratory ; 
Hofler and Witasek have recently published a 
book of Schulversuche ; and other sporadic con- 
tributions to special parts of this topic may be 
found by the industrious seeker. Professor 
Titchener’s volumes form a weighty addition 
to this small group of pedagogical aids, and one 
certain at once to take high rank and to have 
an important part in the shaping of experi- 
mental usage in psychology. 
The plan of the work covers two volumes; 
the first devoted to qualitative experiments, 
the second to quantitative experiments. These, 
again, will appear in two forms ; the one for the 
students and the other for the use of the teacher. 
The present two volumes include the qualita- 
tive experiments for the student and for the in- 
structor. It is, therefore, as yet premature to 
judge of the scope of the completed work ; but 
the architectural principles upon which it is 
reared are sufficiently represented in this first 
portion to enable one to intelligently estimate 
the place which the whole is to occupy in the 
literature of psychology. The student’s man- 
ual proceeds, after a brief introduction on the 
general arrangement of experimentation, to 
consider sensation (six chapters, including the 
five senses and organic sensation), the affective 
qualities, attention and action. Then follows 
a consideration of the réle of perception, and 
the association of ideas—falling into chap- 
ters on visual space perception, auditory per- 
ception, tactual space perception, ideational 
SCIENCE. 
[N.S. Von. XIII. No. 382. 
type and the association of ideas. This range 
of matter is grouped in thirty-seven experi- 
ments, many of them rather complex in char- 
acter and inyolving a considerable number of 
separate observations. The experiments are 
clearly and suggestively elaborated, the in- 
structions lucid, the emphasis laid on the inter- 
pretation of the results commendable. There 
are numerous illustrations, and the mechanical 
features of the volume leaye nothing to be de- 
sired. The work represents the result of many 
years of experience of an experimental psychol- 
ogist who emphasizes, as markedly as any of 
his colleagues, the importance of laboratory 
practice, and has evolved for his own use as 
comprehensive a system as is in vogue in any 
laboratory of psychology. The scholarly char- 
acter of the result, the authoritativeness of the 
positions therein embodied, are unmistakable. 
Every director of a laboratory of psychology, 
small or large, will find much direct aid and 
more indirect suggestion in this newest manual. 
The central question, upon which there is 
likely to be amarked difference of opinion, re- 
lates to the plan of the work and its adaptability 
to the several needs and facilities of the uni- 
versity and college courses in psychology. The 
division of the work into a qualitative and a 
quantitative part is evidently fundamental in 
the author’s conception. Sanford’s manual 
combines the two in a serial treatment of topics. 
How the two camps will divide it is not easy 
to foresee; for though we may hold that peda- 
gogy is a science, it does not give unambiguous 
answers to such queries. The analogy to chem- 
istry is at once suggested. But in chemistry 
there is in the main only a repetition of the 
one analysis with added mathematical factors ; 
this seems hardly the case in psychology. The 
separation of the two in chemistry introduces 
no sense of incompleteness ; and for introduc- 
tory instruction, the one has a traditional and 
well-founded prestige. Neither fact is true of 
psychology. The practical question of economy 
of time and advantage in going over the ground 
once qualitatively and again quantitatively will 
deter many from introducing this practice even 
if they favor it upon logical grounds. 
The present writer, after weighing the pros 
and cons both of a theoretical and of a practical 
