dent upon them either for their origin or for stimulation. Except for these differences, however, Wallas would probably admit that his general conception of "dispositions" owes much to McDougall's doctrine of instincts. This book makes it evident that those hasty readers of Human Nature and Politics who classified Wallas with the crowd psychologists were in error, and that he is in no sense an anti-intellectualist. On the contrary, Wallas maintains that thought is the mental process of most value for the Great Society, and the two longest chapters in the book are devoted to a consideration of the social value of each form of thought memory, imagination and reasoning and of the question through what forms of social organization and procedure thought can best be carried on. In this connection various British governing bodies town and borough councils, cabinets, and houses of Parliament as well as the American Congress, are discussed. The concluding two chapters respectively consider through what social organizations the Great Society can best achieve its will, and how best secure the happiness of its members. In this connection private property, socialism, syndicalism, and the feministic movement all come in for critical appreciation.
It is impossible in an outline to do justice to the richness and suggestiveness of a writer like Professor Wallas, whose service in great measure consists in his rich store of illustrations drawn from wide administrative experience and acquaintance with men in our generation. He presents the empirical significance of each theory and point of view as it actually works out in public life most concretely and convincingly.
William K. Wright.
Cornell University.
In the introductory chapter, after mentioning the wide popularity of Madam Montessori's educational theories, the author expresses the belief that it is necessary to examine the postulates of her theory before subscribing to it. "Especially," he says, "we must know whether we are in substantial agreement with the general view of life taken by Dr. Montessori before subscribing to her educational principles" (p. 17). It is refreshing to find an author with the courage to pass beyond the stereotyped phrases of a popular educational plan to an examination of its philosophy of life. Many pages have been written about Montessori in which the reader is never led to suspect that there are any philosophical conceptions underlying the ipse dixit rules of her program. Many of her most enthusiastic followers have apparently been satisfied to repeat her profession that she has no preconceived notion of the nature of education. This is a curious case of self-deception; for even if it were not evident upon general principles that educational theories are built upon philosophical conceptions he who runs may read that Madam Montessori, notwithstanding her sincere protest, has a very definite philosophy of life back of her rules of education. The author further increases our confidence
