A Handbook of Child Psychology.: By twenty-two authors, edited by Carl Murchison. (Clark University Press, Humphrey Milford, London, 1931. Pp. 711. Price 22 s. 6 d.)

This is a volume in the International University Series in Psychology. It is an extremely useful cross-section of child psychology as it stands in Europe and America at the present day. The twenty-two psychologists writing in it, all of them specialists in their own field, represent a wide variety of points of view, with some preponderance of experimental studies having a behaviouristic background. 'The Methods of Child Psychology' are surveyed by John E. Anderson in a very clear and adequate description—that is to say, clear and adequate except with regard to the method of psycho-analysis, about which it has very little to say. Certain other of the articles are of particular interest to the psycho-analyst.

Helen T. Woolley surveys the problems of 'Eating, Sleeping and Elimination' mainly from the point of view of practical training. Her attitude has the quality of understanding which comes from familiarity with Freud's discoveries about infantile sexuality, but she does not consider the unconscious factors in the processes of eating and elimination, and makes no reference to child analysis as such. Charlotte Bühler has a very useful article on 'The Social Behaviour of the Child', in which a great many careful observations are well summarized and considered. There is a brief reference to Freud's views alongside Adler's, but her study of the child's relation to his family, and of such special problems as 'the only child' or 'the delinquent child' does not go below the surface. Piaget's study of 'Children's Philosophies' has many extremely interesting examples of their thought and phantasy. Vernon Jones surveys the development of 'Children's Morals', chiefly by statistical methods. He offers an analysis of 'native tendencies to action' which mostly follows McDougall and Thorndike, and considers the various factors in the influence of the environment and 'some principles of learning as applied to moral behaviour'. When discussing clinical observation and ques