Spinel lherzolite xenoliths from two localities in the Massif Central are undepleted in Al2O3, CaO, and Na2O. One suite from Tarreyres, is K2O depleted and amphibole-bearing whereas the other, from Monistrol d'Allier some 18 km away, is amphibole-free and has a higher mean K2O content of 0.035 wt.%. We present bulk major and minor element abundances in a harzburgite and a lherzolite from each locality and microprobe analyses of their constituent phases. Amphibole-bearing lherzolite and its pyroxenes are light-rare earth element (LREE) depleted, whereas amphibole-free lherzolite and its pyroxenes are LREE enriched. Both harzburgites and their pyroxenes are LREE enriched and one rock contains LREE enriched glass. The harzburgites are like harzburgite xenoliths from elsewhere but each lherzolite represents a previously unrecognized type of mantle in terms of the mineralogy and REE content. The implication for basalt genesis are briefly discussed.

Americans pondering cultural relationships to Europe have always rather enjoyed quoting that splendidly splenetic outburst of rhetorical questions that the Reverend Sydney Smith posed in 1820 in the Edinburgh Review: “In the four quarters of the globe, who reads an American book? or goes to an American play? or looks at an American picture or statue? What does the world yet owe to American physicians or surgeons?” As Smith's catalogue continues, it becomes Job-like; or rather, by no accident, like God's questions to poor Job. Where were the Americans, Smith thunders, when we British laid the foundations of modern culture? “Where are their Foxes, their Burkes, their Sheridans?… What new substances have their chemists discovered? What new constellations have been discovered by [their] telescopes?”

Behaviour Modification has been applied in education since the early days of operant Work. In the Beginning, almost all applications were with children, but in recent years research has begun on behaviour modification methods for training professional behaviour modifiers, including therapists (Matarazzo, 1971), teachers (Peck & Tucker, 1973), and parents (O'Dell, 1974). A few of these techniques have begun to replace the traditional “higher education” methods that still predominate in the training of behaviour modifiers at all levels. This paper will describe as a case study a training programme which is coordinated by this author.

In an essay of the early 1920s, the Swiss theologian Emil Brunner offered alternative phrasings for the Protestant liberalism against which his generation was in revolt: one could speak of “the evolutionistic optimism of world-betterment,” or simply of “Christian Americanism.”

Among the many popular descriptions of New England Transcendentalism which ran current in its own day, the most usual and least malicious were those which stressed its ethereality. Transcendentalism means “a little beyond,” said Emerson's friend with a wave of her hand. A meeting of the Club was like going to heaven in a swing, according to one earth-bound observer. And for many Bostonians “the model Transcendentalist,” as O. B. Frothingham pointed out, was not Emerson or Parker but Cyrus Bartol, minister of the West Church. For Bartol appeared to fit the public preconception. “He seems a man who lives above the clouds,” Frothingham remarked, “— not always above them, either.”