labor which might accidentally be embodied in a particular commodity as a result of some pecularity under which the laborer worked (p. 117). By disappearance of the middle class, he explains, is meant especially the middle-class employer, and the increasing misery as not so much physical degeneration as the worker's recognition of injustice and his decreasing share in society's product.

The aims of socialism are defined as the "collective ownership and democratic management of the socially necessary means of production and distribution"; that socialism does not advocate the return to a handicraft stage; that private enterprise should continue where there is not exploitation and that voluntary co-operation would be encouraged, that the state would be controlled by the masses and not by a few individuals; that socialism does not intend to interfere with religion or the family.

Syndicalism is recognized as the left wing of the socialist movement and is frankly treated with its theory of general strikes and sabotage as striking at the socialist conception of democracy.

Under tendencies toward socialism are included the modern corporation, social reforms, co-operation, public ownership, advances in education and general health, the growth of the labor union, and the improvement of working conditions. The author argues rather skilfully against such objections to socialism as the absence of incentive, the probable inadequate accumulation of wealth, and political corruption.

Part II takes up the development of the socialist movement beginning with the organization of the different internationals and extending down to the present day. Here emphasis is placed upon the development and changes during and after the world-war, especially in Russia and the Central Empires, although its progress is traced in all nations. This part of the book contains much detail and is not nearly as interesting or as well written as Part I, possibly due to the uncertain material to be dealt with.

Throughout the entire work differences of opinion are given; arguments are sound and the proof offered scientific. In fact it is a splendid presentation of this movement. An adequate bibliography of the best books on socialism with their publishers and comments is added. Not only does the book deserve serious attention but it would make an excellent text.

BAYLOR UNIVERSITY

G. S. Dow

Man or the State? By WALDO R. BROWNE, compiler and editor. New York: Huebsch, 1919. Pp. xii+141. $1.00.

Mr. Browne has brought together selected readings from Kropotkin, Buckle, Emerson, Thoreau, Spenser, Tolstoy, and Oscar Wilde, which support the thesis that state control is a failure and that social salvation lies in the deification of "personal liberty," which will culminate in "a really free society."

I believe that the compiler misses the main problem in his field today which is not "Man or the State?" but "Man," "the State," or "Man and the State." The current problem is to find out how the individual and government can work together to the best advantage of all. E. S. BOGARDUS

UNIVERSITY OF SOUTHERN CALIFORNIA

Religion and the New Psychology. By WALTER SAMUEL SWISHER, B.D. Boston: Marshall Jones Co., 1920. Pp. xv+259. $2.00.

The value of psychoanalysis for the religious worker was demonstrated some years ago when Pfister brought forth his "Psychoanalytic Method." Pfister's book drew attention to the need of religion itself receiving psychoanalytic interpretation. Such a study of religion is attempted by Religion and the New Psychology. From a viewpoint almost exclusively Freudian the book treats such topics as the nature of the unconscious and its influence on the religious life, determinism and freewill, mysticism and neurotic states, the problem of evil, pathological religious types, conversion, and attendant phenomena.

Jesus, except for certain masochistic tendencies, is declared free from neurosis (p. 34). Paul, who had the determining influence in the early church, was first strongly sadistic, then masochistic, and to the end neurotic (pp. 35-37). Conversion represents a mind-state "always and everywhere indicative of a neurosis” (p. 147). The most useful part of the book deals with religious education and illustrates the baneful effects of early religious fears. The author is dogmatic in his statements regarding the religious and non-ethical life of primitive people. Most of the readers, familiar with psychoanalytic literature, will turn from the book with the conviction that a satisfactory discussion of religion and the new psychology is hardly to be expected from within the ministerial profession.

The book would serve a useful purpose were it not unlikely to be read by those who need it most.

BOSTON UNIVERSITY

ERNEST R. GROVES

Six Thousand Country Churches. By CHARLES OTIS GILL and GIFFORD PINCHOT. New York: Macmillan Co., 1919. Pp. xiv+237. $2.00.

It would seem from this survey that Ohio in its 1,170 rural townships is suffering from a plethora of churches and a dearth of religion, and that this is lamentably true in the eighteen counties composing the southeast section of the state. Where social decline and degeneracy are most marked, it is the native born of native parentage that are involved and where denominational competition has brought Christianity to a standstill, orgiastic or emotional substitutes, like Holy Rollerism, thrive. The statistical tables, maps, and faithful treatment of detail set a high standard for church surveys and represent the projection on a larger scale of the methods employed by the authors in their former book, The County Church.

From the few examples given of federated or community church experiments one may hope that the problem is not insolvable; while perhaps the chief value of the work, which was sponsored by the Federal Council of the Churches of Christ in America through its Commission on Church and Country Life, lies in its impartial exhibit of the zeal and stupidity of denominationalism gone to seed.

CARLETON COLLEGE

ALLAN HOBEN

Education through Settlements. By ARNOLD FREEMAN. London: Allen & Unwin, Ltd., 1919. Pp. 63.

Education through Settlements is a pamphlet of sixty-three pages defining education and religion, not in the conventional language of the pedagogue or the preacher.

In the Preface by Arnold S. Rowntree we are introduced to the "Settlement Movement" described in these pages as "peculiarly adapted to present day needs." "It provides," he states, "a method of approach towards the solving of our many problems along the lines of local effort, and seems destined to play a useful part during the next few decades in the 'intellectual and social emancipation of the people." "

"The virtue of this little book," Mr. Rowntree says, "is that, while informed from actual experience, it is alight with a healthy and

refreshing imagination." "It is hoped," he adds, "that what is written here may not be without its influence upon the future policy, both of the universities and our churches."

The central idea, Mr. Freeman tells us, is expressed in the phrase "education through fellowship for service." In fancy he brings back to communities in England the spirits of those civilized men and women who, if reincarnated, would, after seeing the conditions as they are after the war, write a manifesto expressing the faith of those who long to throw off their chains and be spiritually free to serve the community in which they live.

Their idea of a "settlement" is a place where not the poor but everybody is to be educated. Rich and poor, elementary school, and college graduates are to enter this "new university which will set itself to establish the Kingdom of God by distributing culture among the mass of the people."

This settlement center of education for service is to be "more interested in religion than the university, more interested in culture than the church."

It is stimulating to have a call to such practical, yet such idealistic service as Mr. Freeman sends to us from England. He believes that in every community there is a group of men and women who will ignore their religious, political, social, and educational differences if they can see "beyond the solid blackness of the present into the golden splendors of the world that is even now in the making." To educate for this propaganda of fellowship for service he would have settlements established wherever two or three can come together in this faith. It may be a cottage a single room that may grow and develop "about a person with imagination. Even if he begins without a penny in his pocket or a friend in the locality, he will make an outstanding settlement."

In Part III Mr. Freeman gives methods of socializing "spiritual treasures." The settlement stands for an education for all citizens that makes "education used for selfish benefits a torture to the man himself." "It must stand for an education which turns out not bookworms, dilettantes, theorists, talkers, but men and women who are capable workers, responsible heads of households and who are citizens who love their city too much to be satisfied with it."

To further these ideals of education through fellowship for service the members of this center or "settlement" must be missionaries of a new kind-they must be prepared to propagandize, "to impress their ideals, to inform the minds and stimulate the wills and fire the con

sciences of as many people as they can reach. They need not talk about the settlement, but in their own persons they must be the settlement."

It is his idea that the "settlement" is to be the "aggregating center for the spiritual and social forces of construction." As one reads these pages so full of spiritual inspiration one realizes that only those who went through the awful war and kept the faith could have written these words of idealism that the writer believes may become a reality.

It strengthens one's own faith to have quotations from such as Arthur Henderson, R. H. Tawney, and our own Jane Addams. Arthur Henderson, the labor leader, speaking of these settlements where all who want to serve in fellowship meet together, says "We have to extend the range of their power, and to develop their activities as a means of promoting the unity of classes, and of spreading a new conception of brotherhood amongst all sections of the community."

Mr. Freeman appeals to men and women who are not afraid of ideals, and not bound by conventionalism. The war and its effect on the community has brought him face to face with reality; he says "I do not know if there will be a revolution, but I do know that it could be avoided."

Social workers, church workers, university men and women of imagination in America will find here a message if they want it.

UNIVERSITY OF CHICAGO SETTLEMENT

MARY E. MCDOWELL

New Schools for Old. By EVELYN DEWEY. E. P. Dutton & Co., 1919. Pp. xi+337. $2.00.

"Sentimental attachment to the 'Little Red Schoolhouse' of yesterday does not justify the maintenance of an anachronism today. Mrs. Harvey, by her work in Porter Township, has proved that the plant and equipment surviving from a formerly prized institution may be so utilized even in our communities as at present organized that the school may again touch every interest of old and young."

With this statement Miss Dewey closes her discussion of the Porter School, located near Kirksville, Missouri. It is an account of the work done by Mrs. Marie Turner Harvey in the regeneration of an out-at-the-heels, one-room rural school. It is more than a mere description, however, being in reality a study of the country-life problem in the concrete and an interpretation of the regenerative power of a socialized rural school.