what he considers knowledge gotten by his own personal thought and research, that he drifts toward empty agnosticism with the casting overboard of all authority” (4: p. 271). Dr. Harris rests his defense of conservatism on the ground of national psychology, saying that the pedagogy of a people is to be based on the knowledge of their special aptitudes and “the consequent necessity of inhibiting excesses.” According to him, the pedagogy emphasizing the pupil’s self-activity is for the quiet, obedient, and knowledge-loving Germans, and not for those vigorous nationalities which “love adventure and the exercise of the will power far more than they love science.” American children need rather the curbing and directing of self-activity, of which they have enough without encouragement. Consequently, discipline and drill, more than instruction, forms the essential feature of their education. Recitation and the text-book method is more fit for them than the oral method; because the Anglo-Saxon teacher is to devote most of his time and energy to the government and discipline of his class, and, besides, recitation and the text-book method have many advantages peculiar to them. The advantages of the text-book method are enumerated as follows: “It has the advantage of making one independent of his teacher; you can take your book wherever you please. You cannot do that with the great lecturer, neither can you question him as you can the book, nor can you select the time for hearing the great teacher talk as you can for reading the book. And it is true that nearly all the great teachers have embodied their ideas in books. The greatest danger of text-book education is verbatim, parrot-like recitation; but even here from the poorest text-book a great deal of knowledge can be gleaned. Then there is the alertness which in any large class will necessarily be engendered by an intelligent understanding and criticism of the results arrived at by different pupils in discussing a certain piece of work given in his own words. And then there is the advantage to be found in the fact that with the text-book the child can be busy by itself” (4. p. 272). As to an estimate of Dr. Harris’s pedagogy little can be said beside what has been said in respect to that of Hegel; only Dr. Harris goes further than his master in outspoken advocacy of conservatism and conventionalism. As a successful administrator he did a great deal for the educational advancement of this country. His pedagogy also has been an influential and acceptable one. But it seems to me that the America for which his pedagogy was formulated is fast passing. For the America of to-day, mere internal unity and solidarity is no longer the chief object of national aspiration. She who now is striving for world supremacy in every direction, with reasonable hope and confidence, needs, and in fact already has, a new pedagogy. _Granville Stanley Hall_