"The aim of the book," the author says, "is to add to the general store of ever increasing knowledge of the nature of language, and to contribute a share toward ascertaining the principles which will help to emancipate language-teaching and language-study from the domain of empiricism and will place it once for all on a true scientific basis."

This book undertakes to analyze the language-teaching problem, to discover the factors that enter into it, and from the data thus acquired to formulate principles for the teaching and learning of languages.

The constant reference to actual conditions and the wealth of illustrations from the author's long experience furnish a store of practical suggestions for classroom work. Nothing could be more practically helpful and suggestive than the example of a standard course, which is worked out in detail for three years of French, or the discussion of such topics as applications of the laws of memory, the use of association and visualization, how to guard against what the author classifies as "the six vicious tendencies of all students of languages," when translation is and is not allowable.

It is a book of particular importance in college classes in the pedagogy of language teaching, and is helpful to all teachers of languages, especially to teachers of French.