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View of YOUR READING: A BOOKLIST FOR JUNIOR HIGH AND MIDDLE SCHOOL STUDENTS (Editor: Aileen Pace Nilsen)

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264 Book Reviews

The author concludes Small Beginnings with a chapter that acknowl-edges the "army of people" whose names could not appear in the text, but all of whom played very important roles "in the maturing of The Priory, and to whom Phonsine Howlett and 1 owe a debt of gratitude ... this is just a sampling to indicate life and progress" (p. 46). A "who's who" list of The Priory's Board members over the years appears in an Appendix, beginning with the Founding Board of December 1948, and ending with its Board of 1990-1991.

The author praises Martin O'Hara, retired Professor of McGill's Faculty of Education, not ooly for his assistance in "shaping this book," but for his help in organizing The Priory School's language programme.

This book is really a tribute to Frances Ballantyne and Phonsine Howlett, whose tenacity, determination, professionalism, high standards, sensitivity, love, and dedication formed The Priory's foundation. These at-tributes are as relevant today as they were during those "small beginnings" of The Priory.

. 1 thoroughly enjoyed reviewing this book with its humorous anecdotes, sprinkled with nostalgia and bits and pieces ofhistory.

AIleen Pace Nilsen, Editor.

Helen Amoriggi McGill University

YOUR READING: A BOOKLIST FOR JUNIOR BIGH AND MIDDLE SCHOOL STUDENTS (Eighth Edition). Urbana, IL: National Council of Teachers of English, 1991. 342 pp. $16.95 (NCTE members, $12.95).

As articles in theNew York Times BookReview makeadult mouths water in anticipation of delectablereading, so must the bookreviewsof Your Reading surely whet the appetites of students in grades six to nine. In Your Reading, almost 1200 books are reviewed by teachers, students, and librarians. One can imagine that these books (culled from review copies of 1988, 1989, 1990 publications) would awaken the taste buds of all- the starving poor readers as well as the insatiable good ones.

Of special interest are book reviews marked with stars, designating a "best book" of the year. Three of these books are based north of the US border; one fiction abouta young Blackfootlndian girl in western Canada (Sweetgrass, Jan Hudsen, Philomel Books, 1989); one written from thoughts during an Iditarod sied dog race in Alaska (Woodsong, Gary Paulson, Bradbury Press, 1990); and one by Canada's own Jean Little (Little by Little: A Writer's

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Book Reviews 265

Education, Viking Penguin, 1988). This autobiography, describing how Jean Little ttanscended her blindness to become an author of books for young people, should have a special appeal for readers in grades six to nine.

In this day of educational cutbacks, it is hard to imagine teachers or school librarians being able to order aIl the books they would like. And no

doubt, they want to supportCanadian writers and publishers. However, onecan imagine their being tempted by the enticing book reviews in Your Reading, should resources aIlow. And our teenage students will be ail the richer for any morsels of this sumptuous feast.

William Crain.

THEORIES OF DEVELOPMENT:

Judith C. Isherwood Ste-Anne-de-Bellevue, Quebec

CONCEPTS AND APPLICATIONS, 3rd Ed. Englewood Clift's, NJ: Prentice Hall, 1992. 368 pp.

Theories ofDevelopment: Concepts and applications provides readers with an overview ta a number of theorists and ta their beliefs about cognitive, moral, physical, and social development in humans. The theories of Rousseau, regarding development according to a natural, biological maturation, form the foundation from which ta understand and compare the ideas of other thinkers, such as Gesell, Piaget, Kohlberg, Bandura, Erikson, and Chomsky. The third edition of this work introduces a chapter on L.S. Vygotsky and bis insights inta the social-bistorical influences on development. As weIl, the chapter on ethological theories bas beenexpanded ta include a section on Mary Ainsworth's work conceming patterns of attachment in infants. The chapters have been updated ta include recent studies, comparlsons, and criticisms, as weIl as additional implications for education and applications ta other areas concemed with human development.

Bach of the seventeen chapters is organized basically the same way. First, Crain sets the stage by reviewing past perspectives to provide a rationale for the particular theorist's positions and postulations. For example, in the chapter on Vygotsky, Crain explains an overview of Marxist views of human nature ta the effect that changes in human technology produce changes in the humancondition. Thereaderis then ina betterposition to understand Vygotsky's beliefs about the importance of speech in helping people to reflect upon their past and ta plan for the future, and the propensity for people to créate "psychological tools" to regulate their own behaviour (p. 197).

Second, the theorist's point ofview is explained in a clear, direct way. The language used is appropriate for aIl students of education and psychology.

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