Miss Barnett’s book is a very clear exposition of the British system of Industrial and Reformatory Schools for taking care of children fallen, or in the danger of falling, into criminal ways. As such an exposition it very properly gives, after a few introductory statements as to the chief causes of juvenile delinquency, the legal basis of the system at present in vogue which is found in the Children’s Act of 1908, by which the existing schools and their accessories take their proper places in the scheme provided or sanctioned. Thus far the book is merely the description of the fundamental determinants, in a legal way, for a particular place--Great Britain. With the description of the schools themselves, their physical conditions, financing, management, difficulties of personnel, discipline, methods of elementary, industrial and religious education, of social training, of employment, inadequate facilities of proper aftercare, the methods of administration of single institutions and of the whole system of institutions, their inspection, and a horde of other things, we get into territory that is as pertinent to our own problems in this field as it is across the sea. The book shows that the author has had an extended and intimate acquaintance with her subject, and has made good use of her gift of observation. As one would expect, there are numerous weaknesses in the system for which remedies should be found. Such suggested remedies are included in the last chapter of the book, in a resume of the findings and conclusions of the Departmental Committee appointed in 1911 to look into the matter of these schools. To give a complete list of all the recommendations of that committee would be out of place here. But its most important features should be, if only briefly, mentioned. First appears the need for a special central authority, expert and responsible, to set a standard and maintain it; there should be woman members on the boards of managers; employees should be properly pensioned. The chief cause of unsatisfactory conditions is found to be inadequate finances. In reference to the children themselves, the principal demands are for more intensive classification, particularly by age, more education, especially physical training, less drudgery, less punishment, more individual attention. Definite methods for rendering reports, for extending after-care, for utilising voluntary aid are suggested, and the uselessness is shown of some of the petty yet harmful restrictions, as for example silence at meals. Miss Barnett discusses conditions in a different land, but the greater part of her discussion can be applied directly to our own conditions. The book should be in the hands of every member of the board of managers of a reform school. P. K. * * * * *