education was made gratuitous as well as compulsory. We have, therefore, now two great classes of elementary schools—school-board schools, in which education is free, and voluntary schools, in which a fee may be charged. Both alike receive Government aid under certain conditions. As a rule the voluntary schools are connected with the Church of England or with one or other of the nonconformist bodies. The boards which control the board schools are elected bodies, and the teaching is undenominational.
Genius and Habit.—W. L. Bryan and N. Harter are the authors of an interesting monograph in the Psychological Review for July, from which the following paragraphs are taken: "There is scarcely any difference between one man and another of greater practical importance than that of effective speed. In war, business, scientific work, manual labor, and what not, we have at the one extreme the man who defeats all ordinary calculations by the vast quantity of work he gets done, and at the other extreme the man who no less defeats ordinary calculations by the little all his busyness achieves. The former is always arriving with an unexpected victory, the latter with an unanswerable excuse for failure. It has seemed to many psychologists strongly probable that the swift man should be distinguishable from the slow by reaction time tests. For (a), granting that the performances demanded in practical affairs are far more complicated than those required in the laboratory tests, it seems likely that one who is tuned for a rapid rate in the latter will be tuned for a rapid rate in the former, when he has mastered them. Moreover (b), a rapid rate in elementary processes is favorable to their fusion into higher unitary processes, each including several of the lower. Finally (c), a rapid rate in elementary processes is favorable to prompt voluntary combinations in presence of new emergencies. In face of these a priori probabilities, eleven years' experience in this laboratory (the first three being spent mainly on reaction times) has brought the conviction that no reaction time test will surely show whether a given individual has or has not effective speed in his work. Very slow rates, especially in complicated reactions, are strongly indicative of a mind slow and ineffective at all things. But experience proves that rapid rates by no means show that the subject has effective speed in the ordinary, let alone extraordinary, tasks of life. How is this to be explained? The following answer is proposed: The rate at which one makes practical headway depends partly upon the rate of the mental and nervous processes involved; but far more upon how much is included in each process. If A, B, and C add the same columns of figures, one using readily the method of the lightning adder, another the ordinary addition table, while the third makes each addition by counting on his fingers, the three are presently out of sight of one another, whatever the rates at which the processes involved are performed. The lightning adder may proceed more leisurely than either of the others. He steps a league while they are bustling over furlongs or inches. Now, the ability to take league steps in receiving telegraphic messages, in reading, in addition, in mathematical reasoning, and in many other fields, plainly depends upon the acquisition of league-stepping habits. No possible proficiency and rapidity in elementary processes will serve. The learner must come to do with one stroke of attention what now requires half a dozen, and presently, in one still more inclusive stroke, what now requires thirty-six. He must systematize the work to be done, and must acquire a system of automatic habits corresponding to the system of tasks. When he has done this he is master of the situation in his field. He can, if he chooses, deal accurately with minute details. He can swiftly overlook great areas with an accurate sense of what the details involved amount to—indeed, with far greater justice to details than is possible for one who knows nothing else. Finally, his whole array of habits is swiftly obedient to serve in the solution of new problems. Automatism is not genius, but it is the hands and feet of genius."
"A vague Impression of Beauty."—The following sentences occur in an article on The Real purpose of Universities in a recent issue of the London Spectator. They give so strange a pic-
