Howell, William H., M. D. An American Test-Book of Physiology. Philadelphia: W. B. Saunders. Pp. 1052. $6.
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Johonnot, James. Principles and Practice of Teaching. Revised by Sarah Evans Johonnot. New York: D. Appleton & Co. Pp. 334. $1.50.
Jordan, D. S., and Evermann, B. W. The Fishes of North and Middle America. Bulletin No. 47 of the United States National Museum. Pp. 1240.
Lefevre, Arthur. Number and its Algebra. Boston: D. C. Heath & Co. Pp. 230. $1.25.
Loeffelholz, Carl Freiherr von Colberg. Die Drehungen der Endkruste in geologischen Zeiträumen (Rotation of the Earth's Crust in Geological Periods). A New Geologico-Astronomical Theory. Second edition, revised and enlarged. Munich. Pp. 247.
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Michigan State Board of Agriculture. Thirty-fourth Annual Report of the Secretary. July 1, 1894, to June 30, 1895. Pp. 900.
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Old South Leaflets. No. 74. Hamilton's Report on the Coinage. Pp. 32.
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Physical Chemistry, The Journal of. Vol. I, No. 1. Published at Cornell University, Ithaca, N. Y. Pp. 68. Per annum, $2.50.
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Reprints. Education and Patho-Social Studies. From Report of the Commissioner of Education, 1893–’94 and 1889–’90.—Mills, Wesley A.: Psychic Development of Young Animals. Part II. The Cat. Part III. The Mongrel Dog. Part IV. The Dog and the Cat Compared.—Transactions of the Royal Society of Canada. Second Series. 1895–’96.—Searcy, J. T., M. D.: Insanity in the South. Bulletin American Academy of Medicine. Vol. II, No 9.—The Monitor's Address. Alabama Medical and Surgical Age. June, 1896.—Intoxication and Insanity. Journal of the American Medical Association. September 36, 1896.—Ward, Lester F. The Mechanics of Society (American Journal of Sociology, September, 1896).
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Washington Philosophical Society, Bulletin of. Vol. XII. 1892–’94. Pp. 567.
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Mental Overstrain in Education.—In a recent address before the British Medical Association, under the above title, Dr. G. E. Shuttleworth called attention to some of the harmful results caused by the undiscriminating educational methods of the public schools. He says: "With some so-called educationalists, I fear the idea still lingers that it" (education) "consists of cramming a mind with as much of as many subjects as possible. . . . A smattering of philology, however, will serve to show that the word ‘education’ means not putting in, but drawing out, and, bearing in mind the physiological interdependence of bodily and mental development, we may say that true education consists in processes of training which will produce in a given individual the most favorable evolution possible of all the faculties both of body and mind. A rational educational system will of course recognize the fact that all children are not cast in the same mold; that there are inherent, often inherited, differences in each pupil's powers, and that, to obtain the best results, instruction must be adapted to idiosyncrasies and proportioned to varying capacities. . . . From the medical standpoint we shall reply in the affirmative to the query of Plato: ‘Is not that the best education which gives to the mind and to the body all the force, all the beauty, and all the perfection of which they are capable?’ Overpressure in education may in brief be described as a neglect of the principles just set forth—a neglect which can not fail to lead to mental overstrain.
