272 NEW BOOKS. biology and sociology ; the history and etiology of migraine ; the optic and ocular factors in the etiology of the scoliosis of school children ; visual function the cause of slanted handwriting its relation to school hygiene, school desks, malposture, spinal curvature and myopia ; dex- trality and sinistrality ; the pathologic results of dextrocularity and sinistrocularity ; subnormal accommodation and premature presbyopia ; the reception of medical discoveries ; some problems of presbyopia. There are two appendices, on suggestions as to postmydriatic refraction tests, and a case of ' mathematically perfect ' eyes ; and papers are in- cluded by Mr. S. Snell, Professor of Ophthalmology, University College, Sheffield, on eye-strain as a cause of headache and other neuroses, and by Mr. C. E. Pronger, ophthalmic surgeon to the Harrogate Infirmary, on slight errors of refraction and their influence on the nervous system. The reprinting of articles involves a good deal of repetition, which extends even to the figures inserted in the text : but the repetition of a sound argument in different contexts is no bad thing in itself, and may, in the present instance, serve to carry conviction to the reader. The three volumes, supplemented by general reading in the medical maga- zines, have convinced the reviewer that Dr. Gould has, in the large, made out his case. And those who still raise the cry of the specialist's hobby should remember that, even if but one-tenth of what Dr. Gould asserts is true, his proof of that tenth constitutes a heavy indictment of current medical practice, while its neglect is curtailing the best work of the world in science and letters. E. B. T. Psychology for Music Teachers. By HENRY FISHER, Mus. Doc. Cantab. London : J. Curwen and Sons. Pp. 181. This book would have been better if its author had attempted less. In order to bring the methods of teaching music into line with scientific principles, Dr. Fisher has studied some modern books on psychology. And his practical hints show that he has profited by his reading. If he had been content to map out a scheme of teaching by which the pupil is led from percept to concept, from sense-impression to symbol, and from symbol to interpretation ; by which the processes of Analysis and Synthesis are employed in the upbuilding of musical knowledge, and the acquirement of practical skill ; by which the simple leads to the complex, and habituation is seen to result in nimble facility, he would have performed a service which is probably needed. But for an introduction to psychology it would have been better that he had recommended to his pupils a recognised text-book. He has been able to profit by his own reading in the subject sufficiently to see the lines on which teaching should proceed, but certainly not enough to justify him in writing about psychology. This is clearly shown by sentences like the following : " Not until (atmospheric vibrations) have been received into the mind, where, by means of the auditory nerve, they are transmuted into sound, do they become subjective" (p. 12). " It is only when the sensation of light is impressed upon the mind that it becomes subjective " (p. 12). His experience has however enabled him to supply us with at least one interesting fact. " There is a peculiar form of stammering which is displayed by a considerable number of pupils. It consists in the striking of a note several times instead of only once. As a rule, pupils are quite unconscious of this fault." The book contains a great deal of loose talk, which tends to conceal much that is valuable. It is another proof that " the cobbler should stick to his last ". JOHN EDGAR.
