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Suggestions of Modern Science Concerning Education. The Macmil
lan Co., New York. Clinical Studies in Feeble-Mindedness. By E. A. Doll. Richard G.
Badger, Boston. One of the most recent contributions to the literature of education is a slender, handy volume of 200 pages of excellent print entitled “Suggestions of Modern Science Concerning Education." The contents are four remarkable papers by as many different men, each an expert and authority in his special line of work.
“The Biology of Children in Relation to Education,” by Herbert S. Jennings, of Johns Hopkins University, is a clear, convincing setting forth of the physical and mental reactions of children induced by the average school program. The writer is vigorous in his protests against the sedentary life of the school room, the suppression of spontaneity, the destruction of interest in work, the opportunity for bacterial blights and the evil effects of nervous strain.
"Practical and Theoretical Problems in Instinct and Habits," by John B. Watson, Johns Hopkins, gives some results of experiments on very young infants in Behavior Laboratories. These experiments are interesting as opening up a new line of scientific investigation which may add greatly to the new science of education.
Adolph Meyer, also of Johns Hopkins, contributes a valuable paper entitled “Mental and Moral Health in a Constructive School Program.” An additional chapter in the Appendix on “Modern Conceptions of Mental Disease" contains excellent advice to parents and teachers as to how to meet the problem of sex-education.
“The Persistence of Primary Group Norms in Present-Day Society and Their Influence on our Educational System” is the work of William I. Thomas of the University of Chicago.
This chapter is a thoughtful, fearless analysis of the disharmony between education and life. It is not wholly destructive in tone but contains constructive suggestions toward scientific procedure in the study of the laws of behavior. It would be invidious to make comparisons as to the merits of these chapters. They are distinct, fresh, stimulating, and embody the very latest scientific treatment of various aspects of the education of the young child.
In the preface to “Clinical Studies in Feeble-Mindedness," Dr. Doll, who is Assistant Psychologist at the Training School, Vineland, N. J., says that he has presented the major diagnostic criteria of feeble-mindedness and the corresponding clinical methods and has examined the real contribution of each to individual diagnosis both clinically and theoretically.
The book is designed primarily for those who are studying feeble
mindedness in any of its ramifications. The excellent glossary of technical terms, a reference bibliography, a glossary of mental tests and a detailed index make the book a valuable addition to the library of every teacher, physician, or unprofessional reader, who finds in almost every magazine of the day references to the subject of feeble-mindedness which he desires to follow up and terms whose meaning he cannot find in dictionary or encyclopedia.
ANNA C. MURDOCK.
THE IMPORTANCE OF HYGIENE Teacher (giving Terman test)—“What should you do before beginning (or undertaking) something very important?”
Pupil-I should wash my hands.
HYGIENIC SHOES Susie runs up to her teacher saying, “O, Miss W., my mother has bought me some new shoes and they have pointed toes, but don't say anything because they are educated shoes and they don't hurt me a bit!"
Teacher—What are jungles?
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