are treated. The discussion is suggestive throughout, though most readers will feel disposed to question the presentation of some philosophical positions. For instance, the writer of this notice doubts if modern idealism can be most favorably presented through reference to Berkeleyan sensationalism and to those aspects of Royce's theory which Professor Russell makes use of. The especial merit of the book, is, however, that no matter how much or how little a teacher may have in common with the position of the author, he can use the text with profit as the basis of class discussion. An unfortunately large number of typographical errors is to be found in the book.
Elmira College.
The present work is an "attempt to bridge the chasm, which at least for undergraduates too often lies between scientific and philosophical studies" (Preface). It presupposes a passing acquaintance with the principles of science, and preferably the customary course in logic as well, though the latter is not indispensable. Building upon these, it aims, by an exposition and criticism of some of the fundamental processes of science, to lead the student by natural steps to questions of philosophy, which are regarded as lying just beyond the field of science. The book is divided into three parts which deal, respectively, with the Methods, Results, and Basal Principles of scientific thought. In the first part, the author discusses the nature of scientific knowledge, its relation to philosophy, the part played by analysis and synthesis in thought, the dangers which attend mental constructions, the methods by which these may be minimized, and the criteria of truth; in the second, the concepts matter, energy, mechanism, law, value, and evolution are treated; while the third part is devoted to a discussion of the postulates of thought, especially the postulates of rationality and external existence. Well selected exercises appear at the end of each chapter, and add materially to the worth of the book for class-room purposes.
The above program is executed with clearness and vigor. Teachers who believe, with Dr. Cooley, that a criticism of scientific method and results is now a necessary, and possibly the best, approach to philosophy—and the number seems to be increasing rapidly—will find much here that will meet with their approval. At the same time, to many, the value of the book as an introduction to philosophy will be seriously impaired by the conception of that subject which appears in its pages, and which dominates the treatment of much of its material. Philosophy is regarded by its author as merely the uncertain portion of knowledge—"the penumbra, not the strongly lighted part of the domain of science" (p. 12). It is but the "scout of science, ranging the borderland of knowledge" (Ibid.). Philosophy then, according to this notion, has no real problems of its own, no dependable contributions to make to
