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It is pretty generally admitted among those competent to judge that psycho-analysis has so far contributed but little directly to the solution of educational problems, but has only revealed some hitherto unrecognized conditions of their solution and has shewn how complicated these conditions are. In these circumstances the most that can be done by a book on the application of psycho-analysis to education is to provide a challenge to further research—research which shall elucidate the pedagogical bearing of the factors to which the clinical investigations of psycho-analysis have drawn attention. Miss Low's book is well fitted to provide such a challenge and, coming at the present time, fills a definite gap in educational literature. It is a book that is admirably calculated to arouse the interest and eventual co-operation of those teachers who are genuinely anxious to know what contributions psycho-analysis can make to the theory and practice of education; but at the same time it will inevitably prove disappointing to any who approach it in the hope that the study of the unconscious mind is already in a position to provide ready-made formulæ for the solution of the educator's difficulties.
Miss Low wisely does not attempt any general treatment of psycho-analysis, but gives references to well-known books as she goes along, so that a reader approaching the subject for the first time can use the present book as his general guide, supplementing it with 'readings' from the psycho-analytical classics as occasion seems to demand; perhaps a good plan on the whole, though it is to be regretted that the indications of the parts of the general literature to be read in connection with a particular problem are not in certain cases more precise. Thus it is not very helpful to give (p. 86) as a reference for the 'guilt problem' Ernest Jones's Papers on Psycho-Analysis without reference to page or chapter. Presumably the reader is intended to consult the index of Dr. Jones's boo