meaning from that employed by many other authors, but they will hardly fail of being understood here.

From another point of view the book will render a real service. For Catholics the language of English philosophy has many defects and shortcomings, as for instance, that implied by the term "substance." Dr. Turner takes every occasion to point out these defects and discrepancies when compared with the terminology of Catholic philosophy, while occupying himself with the exposition and defense of such well-known scholastic properties as the syllogism.

His method has the advantage of having been used in the class room for years and found practical. Unlike many of the philosophers, Dr. Turner has realized that the logical order is not always the one to adopt in the presentation of his subject to the class, that it is often the inverse of the pedagogical order. The student's capacities and mental content must be respected before new knowledge can be successfully imparted to him. The teacher in consequence wisely begins where the student can meet him and not where the student ought to be. "The truth which naturally comes first, considering the nature and previous content of the mind, is not always the truth which should come first, logically, that is, considering the abstract relation among the truths themselves." Teachers will appreciate this advantage and find a security in using the method not obtainable in many other works on the same subject. For those also who look for a trustworthy exposition of the principles underlying Catholic philosophy, and who would understand the science and art of logic with its manifold applications, this work will be found most satisfactory. For older students it will be a delightful review of a subject which perhaps has never before been presented to them in a more attractive, or interesting manner.

PATRICK J. MCCORMICK.

Education as Growth, or the Culture of Character, L. H. Jones, Boston, Ginn & Co., 1911, pp. V-275.

This is a book of unusual merit which Catholic educators particularly will welcome. The author does not lack the courage of his convictions. He speaks from long experience, illum

ined by wide reading of educational literature. Perhaps the most striking feature of the book, in contradistinction to the pedagogical literature which has made its appearance during the last decade, is the emphasis laid upon the soul as a spiritual being superior to the body which it inhabits and which has a destiny beyond this world. The book, however, is not given up to a theoretical discussion of the spirituality and the immortality of the soul or the freedom and responsibility of man; these matters are rather incidental, or should we say are everywhere assumed rather than proven, while the attention of the reader is directed to the practical issues of education as seen from the viewpoint of one who is not a materialist. The author was for some years superintendent of schools in Indianapolis, Indiana, and in Cleveland, Ohio, and is widely known as the author of the Jones Readers.

In his introductory chapter, the Point of View, there are many things which every teacher should ponder. And these are not things spun out of the inner consciousness of the theorist, "the author writes out of an experience of more than forty years of teaching and supervision of schools; and it is the result of this extensive experience in actual school work that he has wrought into these pages, rather than the logical analysis of the theme from the standpoint of the abstract student." The relative importance which the author attaches to the development of the soul and the body in education is not left in obscurity. "Fundamental among these [the author's beliefs] is the belief that the human being whose education is discussed in these pages is, in its essence, a spiritual being, that is, a being whose essential nature is expressed by its thinking, feeling, and willing; and that its material body is merely a necessary condition to existence in this world of matter. There is implied underneath this view the belief in the immortality of the individual human soul, since it is everywhere considered as enduring and accountable; while the body is treated as a necessary condition of the performance of human functions and therefore as an actual part of the human being." This truth, from a somewhat different angle, is stated in a way which should serve many teachers as an antidote against prevalent errors in modern psychology. "The

writer believes that there is a wide difference between the cause of mental action and the mere occasion or condition of such action; and that while conditions or occasions, or even motives, may come to the spirit through the body, the real power to begin, direct and control such action is lodged with the soul and not in the body."

Another truth that should prove very welcome to teachers in these days when so much is heard about physical heredity and its limitations and when the idea of Redemption is scoffed at stands out clearly in the pages of this book. "The power of one person to enter vicariously into another's life, through the implanting of ideals and motives, is a truth that lies close to the heart of professional teaching, and gives to educational work its highest inspiration." The implications of this truth are brought out in many places, as for example, in the following: "It is also recognized that evil has the same general opportunity for increasing its range of power over the world as has good, were it not for two factors, namely, (1) the possibility of vicarious regeneration of others by faithful parents and teachers, who furnish ideals and motives; and (2) the greater strength and persistence of good over evil in the world. Nature is favorable to recovery, whether the disease be physical or moral. This eternal health and sanity at the heart of things is the saving element in all life. The possibility of evil— degeneracy is the necessary accompaniment of high development and supernal worth in human character; but it is only the negative side, and it has not the strength nor the persistence of the positive, aggressive, saving element in the good." The teacher's need of constant professional study is very well put, and it should help, at least, to disturb the complacency of many teachers who feel that nature has relieved them of the necessity of studying the principles and methods of education. "The author is aware that a few favored persons inherit the ability to understand human nature in the concrete without studying it in the abstract, but he is also aware that most people need all the help possible before attempting to deal with so complex a problem as a school; and he is therefore a firm believer in the study of psychology and allied subjects by all persons who would aspire to the high title of teacher.

Through long experience in teaching and the supervision of schools he has observed that those young teachers who at first teach so well by native grace, lose this power after a little while unless they grow interested in a more scientific study of their work. Their supply of native or inherited tact is soon exhausted, and their interest, at first stimulated by novelty, begins to wane unless a careful study of human nature and its needs supplies a more permanent set of motives. Without such study the teacher who started out as a wise, tactful, successful worker frequently grows into a routine follower of form, and ends in being a mediocre, commonplace, dissatisfied drudge. On the other hand, the author has seen those who blundered openly and unmistakably at first, saved by their earnestness and enthusiasm, which led them to study their profession. Many of these he has seen grow into teachers of great tact, freedom, and efficiency, through this more fundamental understanding of the principles of teaching. In fact, his observations have led him into the belief that in general only those who keep an interest in the continued study of the principles of their work and their application, continue to be efficient as the years go by, or attain to any degree of success which would warrant their being considered as professional teachers." The book throughout is characterized by good psychology, sound philosophy, a healthy mental and moral tone and by the wisdom which experience brings to the alert student. THOMAS EDWARD SHIELlds.

Educational Review

NOVEMBER, 1911

RELIGION IN EDUCATION.1

We bring to a close this evening one of the most successful meetings in the annals of the Catholic Educational Association. The purpose of this Association is expressed in its title. It is educational and it is Catholic. It treats of all the various and complex problems that present themselves in the field of education. It looks

at them calmly, and it looks at them in the light not only of educational experience, but also of our Catholic faith; and in that light it undertakes to solve these problems, not for one day nor one year nor one generation, but for all the years and for all the generations to come, so long as man shall need to walk in the light of faith and with the help of education towards his eternal home with God.

The way in which the Association undertakes to solve the problems, the spirit and the method which direct our efforts, must be very clear to all those who have followed our program and its execution during the past three days. You must have noted this one feature, namely, that Catholic educators are not afraid to face a question. We do not disguise the fact or try to hide from ourselves that education has difficulties; but we look those difficulties squarely in the face and we seek counsel frankly, candidly, of each other, and when the various expressions of opinion have been duly weighed, then the Association as

'Address delivered before the Catholic Educational Association at Chicago, June 29, 1911.