of reason (λόγος) and intelligence (νοῦς) in the world, since form, efficiency, and aim all presuppose both." This classification of causes which Aristotle gives us comes into the philosophical consciousness long after the rise of philosophy; though as individual causes an understanding of some of them was implied in philosophy previous to Aristotle's, reducing them to classified form and showing their mutual relationship and dependency. The Anaxagorean νοῦς, however, is in time prior to them. It is true that the introduction of the notion of end or aim into philosophy is simultaneous with that of νοῦς. But I think it an anachronism to state the matter as the author does. A few pages further on, in characterizing the "Old" (776–450 B.C.) and "New" (450–338 B.C.) Education, Davidson calls the "New Education" rationalistic and "liberal," "whose aim was the training of formidable individuals, self-centred, law-despising, time-serving, and cunning." This seems to me a strong over-characterization of the pedagogical spirit in the age of the Sophists, Sokrates, Aristophanes, and the first activity of the academy. Even the Sophists, and they are doubtless with most writers a somewhat abused set, do not deserve the adjectives here employed, if we are to be guided by contemporaneous literature. Further than this I venture no disagreement with the author, nor any emendation, save perhaps the insertion of Schmidt's Geschichte der Pädagogik, Vol. I, in the bibliography. Three years ago a fourth edition of this work was prepared by Hannak. If the same standard of excellence is maintained in the remaining volumes of this series of "The Great Educators" as Davidson has set in this delightful presentation of Aristotle, we shall have an admirable set of manuals on the history of pedagogy. The chapters on Aristotle's "Theory of the State" and "Pedagogical State" are model pieces of work, full of suggestion and good interpretation.
This is a thesis for the Doctor's degree, and a thesis of unusual excellence. It is a striking and a welcome proof of the increasing thoroughness of the philosophical work done in our universities.
The thesis falls into three parts, of which the first formulates the problem, the second gives a critique of previous solutions, and the third states and defends the theory of the author. The author at the outset
