VOL. 7, No. 7
RECENT
The book is very readable, but too slangy in parts and t w much like a Sunday supplement for the taste of a sober student of science: But these qualities will perhaps make it more acceptable to the m a t e r number. It is clear throughout, has no noteworthy gaps in the narrative, and in places is written in language which is elo&ent. It will be intelligible and interesting to those who are not trained in science. To teachers of science it will supply much which can be used in their lectures. It is the Scientific Book Club's "selection for February"and we applaud the choice. TENNEY I,. DAVIS
Principles of Guidance. ARTRUR J. JONES, F'rofes~orof Secondary Education, School of Education, University of Pennsylvania. F i r s t edition, McGraw-Hill Book Co., Inc., New York, 385 pp. 27 tables, 23 1930. xxiv figures, 5 posters. 14 X 20 an. 83.00.
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In this volume the author seeks t o set forth the nature of guidance and formulate its underlying principles and methods so that teachers and administrators can "see the relations of guidance to other phases of education" and thus have the "basis for proper evaluation of procedures and practices." The scope of the volume is indicated by the four prrts embraced in it-(1) the meaning, purpose, and aim of guidance, (2) methods of investigation in guidance, (3) methods of guiding students, and (4) results of guidance. T w often the treatment of problems in the mental and social sciences is defective because basic assumptions are made unconsciouslyassumptions whose validity is highly questionable. The author of the present volume, however, discusses in Chapter 111 seven important "Basic Assumptions of Guidance," and nates at other places in the volume important assumptions underlying aims and procedures. The most enthusiastic hereditarians doubtless will reject the second of
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t h w ' e . , that "native abilities are not usually specialized," yet the author from a brief summary and careful evaluation of data, observations, and opinions finds some justification for the view that "success in a certain group of related vocations or schools or studies is determined more by interests early developed, by facilities, by openings, by opportunities in the particular locality or region where the individual is located" (p. 48) than by a high degree of specialization of native abilities, although he does recognize "the possibility of specialized abilities in music and art." Part I1 contains twelve significant and timely chapters on such topics as general methods of investigation, studying the individual through use of (1) school records, (2) variability and flexibility of scbool organization, (3) tryout and exploratory activities, (4) tests, (5) estimates of personality, traits, and self-analysis, (6) case methods and the services of psychiatrist and visiting teacher, and (7) such inamrrate or useless proeedures as astrology, phrenology, graphology, etc. Part 111 gives a good treatment of methods of guidance with relation to courses, schools, colleges, and occupations (instruction, try-out and exploration, counseling, cbwsing an occupation, placement and follow-up), as well as a brief treatment of civic and moral, leisure time, social, and leadership guidance. The treatment of aptitude tests is inadequate, no mention being made of certain prognosis tests whose value seems to be much greater than that of the Downey Will-temperament tests which are given brief mention. Similarly, the promising work on interest tests for guidance purposes is neglected. The book is well written, with footnote references throughout and with selected references a t the end of each chapter; it is comprehensive, well proportioned. and shows mature and sound scholarship. It should be of distinct value to teachers, administrators, and others interested in
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JOURNAL OF CHEMICAL EDUCATION
educational and vocational guidance and related phases of personnel work. FOWLERD. BROOKS T HJOHNS ~ HOPXINS UNIVBBS~N HONBWWD, BILTXNOBB, MD.
