products of the near hinterland and distribute them over the world, and that it gathers together the products of the lands beyond the seas, and distributes them over the near and far hinterland. These topics are worked out in detail like that of the labor supply, already described. The course is concluded with a simple outline of the works of banks, trust companies and stock exchanges in supplying the necessary capital for manufacture and for trade. The boy has now secured a generalised and systematic view of the trade and manufactures of his city and has obtained a lot of detailed and specific information about the part he and his neighborhood play in making New York a great city. The boy is studying an economic unity, the metropolitan district, and he is comparing it whenever possible with the United States and the world. He has learned to use statistics compiled by others, and he has helped compile some of his own. His generalizations are economic generalizations, he has learned to formulate economic principles, and he has observed the operation of economic laws. We believe that this study has supplied him for his future study of economics with a concrete background which will be filled out in the later years of the course, by the study of his civic environment and his more formal study of commercial geography of the United States and of the world. This method of beginning economics can be applied in almost every school. The local economic unit will furnish all the material that the teacher can utilize. It means work for the teacher, but the trained and enthusiastic teacher will find the work full of interest to himself and to the pupils. Forman’s “Advanced Civics” REVIEWED BY H. W. EDWARDS, OF BERKELEY, CALIFORNIA. This book represents the prevailing tendency to make instruction in civil government minister to good citizenship. The author states his purpose in these words: “While preparing this book I have constantly kept in mind the truth that instruction in civics should have for its highest aim the indoctrination of the learner in sound notions of political morality, and I have attempted to assist the teacher in achieving this aim whenever such assistance has seemed to be practicable.” A careful examination of the book, followed by a two years’ test in the class-room, has convinced the present reviewer that Dr. Forman has achieved his purpose and that the book is admirably adapted for use in the upper grades of secondary schools.