It did not remain for the author of these pages to eulogise self-mastery or self-control. But these eulogies have too frequently remained in the hortatory and moralistic state. Mr. Alexander has developed a definite procedure, based upon a scientific knowledge of the organism. Popular fear of anything sounding like materialism has put a heavy burden upon humanity. Men are afraid, without even being aware of their fear, to recognise the most wonderful of all the structures of the vast universe—the human body. They have been led to think that a serious notice and regard would somehow involve disloyalty to man’s higher life. The discussions of Mr. Alexander breathe reverence for this wonderful instrument of our life, life mental and moral as well as that life which somewhat meaninglessly we call bodily. When such a religious attitude toward the body becomes more general, we shall have an atmosphere favourable to securing the conscious control which is urged. In the larger sense of education, this whole book is concerned with education. But the writer of these lines was naturally especially attracted to the passages in which Mr. Alexander touches on the problems of education in the narrower sense. The meaning of his principles comes out nowhere better than in his criticisms of repressive schools on one hand and schools of “free expression” on the other. He is aware of the perversions and distortions that spring from that unnatural suppression of childhood which too frequently passes for school training. But he is equally aware that the remedy is not to be sought through a blind reaction in abolition of all control except such as the moment’s whim or the accident of environment may provide. One gathers that in this country, Mr. Alexander has made the acquaintance of an extremely rare type of “self-expressive” school, but all interested in educational reform may well remember that freedom of physical action and free expression of emotion are means, not ends, and that as means they are justified only in so far as they are used as conditions for developing power of intelligence. The substitution of control by intelligence for control by external authority, not the negative principle of no control or the spasmodic principle of control by emotional gusts, is the only basis upon which reformed education can build. To come into possession of intelligence is the sole human title to freedom. The spontaneity of childhood is a delightful and precious thing, but in its original naïve form it is bound to disappear. Emotions become sophisticated unless they become enlightened, and the manifestation of sophisticated emotion is in no sense genuine self-expression. True spontaneity is henceforth not a birthright but the last term, the consummated conquest, of an art—the art of conscious control to the mastery of which Mr. Alexander’s book so convincingly invites us. JOHN DEWEY.