J. SULLY, THE TEACHER'S HANDBOOK OF PSYCHOLOGY. 577 But a full discussion is here impossible : as also of his view that Hegel teaches conscientious effort to be self-deceived, if the indi- vidual fail to achieve his aim in harmony with the objective social relations in which he finds himself placed a view by the way which is not without parallel in Mr. Spencer's assertion that ' con- duct that has any concomitant of pain is partially wrong '. Mr. Sidgwick's remarks on freedom of will are good as far as they go ; though the statements in p. 254 as to the standpoint of the deter- minist seem in need of qualification. In parting company with this book, full of keen analyses and apt apprehensions, if not always free from the defects of its kind, we wish it many editions : and in view of such note the following little errata: p. xx., 6th line from foot, delete the; p. 2, 2nd line from foot, for criteria read -on ; in p. 33, line 17, delete of soul ; p. 48, line 8 from foot, read Socraticism (?) ; in p. 171, line 4, necessarily ; p. 179, line 17, startlingly ; in p. 201, note line 13 from foot, insert to that after kind. We may also add that a few references might be well added, or put instead of the present notes. WILLIAM WALLACE. The Teacher's Handbook of Psychology, on the basis of Outlines of Psychology. By JAMES SULLY, M.A., &c. London : Long- mans, Green & Co., 1886. Pp. xvi., 509. The Outlines of Psychology (reviewed in MIND 35 by Prof. Adamson) was written, as the title-page showed, " with special reference to the Theory of Education ". Sometimes in the midst of the text, but chiefly at the end of each chapter, abundant remarks and reflections were introduced, showing the bearing of the principles of mental science upon the training of faculty and character in the young. The work has been (as it deserved to be) very acceptable to the public, especially to students, and it would be a great mistake to suppose that the present Handbook is intended to, or possibly can, supersede it. But it has been felt that the Outlines, in spite of its modest title, is too long and detailed, and sometimes perhaps too abstruse and difficult, for many parents and teachers, who would gladly see their task in the light of science, but either have not much time to spare, or else lack the special training that is requisite for the more intricate questions of Psychology. For them accordingly the present smaller volume has been produced. The Handbook begins with a discussion of the scope of Educa- tion and of its relation to Psychology. After this preliminary chapter the book is based upon and follows generally the course of the Outlines, giving a succinct but luminous view of the best scientific doctrine with regard to the senses, perception, the higher intellectual powers, the emotions and volition. But the -applications of the science to the problems of Education are no
