“It is, however, frankly technical: it is a book to be studied, not to be read. It has the discursive form of lectures, yet, after all, of written lectures that reflect the slow and careful growth of his phrasing and presentation, and assume a like attentive and painstaking attitude on the part of the student in the class-room or the study. To the circle of those specifically minded to follow the pursuit the work is enthusiastically recommended as a notable addition to the modern literature of psychology.”
| + + | Dial. 43: 19. Jl. 1, ’07. 350w. |
“The fact that the views which are supported are throughout reasoned views gives it an unusually stimulating quality. And this quality would be still more in evidence were it not for a certain occasional elusiveness in the presentation of the argument, which is not altogether removed by the detail analysis that is provided.” W. G. Smith.
| + + − | Hibbert J. 6: 218. O. ’07. 1300w. |
“It is an abstruse, laborious book, the work of one who is not fanatically attached to either school, who studies both the direct and indirect explanations of the structure and growth of mind.”
| + − | Lond. Times. 6: 283. S. 20, ’07. 680w. |
“The discursive style and the absence of prominent landmarks would often give the reader a rather vague idea of the plan of exposition, were it not for the table of contents, which is a model of scientific analysis, and almost makes up for the absence of an alphabetical index.”
| + − | Nation. 84: 591. Je. 27, ’07. 1050w. |
“Mr. Mitchell’s work will compare very favourably with the best philosophical books of recent years.”
| + + | Nature. 76: 196. Je. 27, ’07. 350w. | |
| N. Y. Times. 12: 138. Mr. 9, ’07. 50w. |