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 430 j. SULLY'S OUTLINES OF PSYCHOLOGY. must be prepared to compare in detail the general rules of educa- tional practice and the materials of education with his psycho- logical doctrines. Only so can he attain the desired end of correcting and illuminating educational method. The short sections appended to the several chapters, in which Mr. Sully makes specific the reference to education, are too brief to repre- sent all that is implied in his psychological analysis, and suffer moreover from being so broken up. Mr. Sully, however, may be encouraged to do what he is eminently fitted for, to deal systematically with educational theory, and we should gladly hail such a treatment. Turning now to the work as representing a complete statement, in elementary fashion, of the facts of mental life, one is naturally attracted by the general arrangement of its parts, a feature by no means so external as it might seem. A brief introductory chapter on the Scope and Method of Psychology, a chapter supplemented to some extent by three Appendices, is followed by three chapters, on Mental Operations and their Conditions, on Mental Development, and on Attention, which form in conjunc- tion the real introduction, the general treatment of mind as a whole. Then, following to some extent the traditional rubrics, come six chapters (v.-x. inclusive), on Intellect, passing in review, successively, Sensation, Perception, Eeproductive Imagination (Memory), Constructive Imagination, Conception, Judgment and Seasoning. Two chapters are devoted to the Feelings, simple and complex, and two to Mind as active or striving, Will and Voluntary Movement, Complex Action and Conduct. It does not seem unfair to say that the arrangement adopted is largely a compromise between the view which, starting with the unity of mind and the intimate connexion of its fundamental features, endeavours to follow genetically its development into specially marked phases, and the view of the older empirical psychology, which fastened upon the specific differences of the developed phases and endeavoured to lay down for each certain generalisa- tions or laws. To recognise the first view at all is something gained ; to give a thorough statement of its implications, to cany it out systematically and to bring it to bear upon the empirical generalisations of the older psychology, is a task which we think Mr. Sully is continually approaching in his treatment, but which he has not successfully carried out. The most valuable sections of his work are those in which he approaches the task most closely, the chapters, e.g., on Mental Development and on Attention, and portions of the chapters on the Emotions and on Will ; the least satisfying are those in which he keeps more closely to the older forms of expression, the chapters on Percep- tion and Imagination, and particularly those on Thought (Con- ception, Judgment and Eeasoning). The difference between the views, a difference very imperfectly indicated by a brief statement, is so radical that such a constant struggle between them as I