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THE 
 
 STUDY OF CHILDREN 
 
 AND THEIR SCHOOL TRAINING 
 
 BY 
 
 FRANCIS VVARNFR, M.D., (Lond.) 
 F.R.C.P., F.R.C.S., (Eng.) 
 
 Physician to a.ni> Lkchrkr at thk Lonlon HosPiTAr.; Phvskun to 
 
 THK Royal Ai.bkrt Orphanagk; formerly Pmysician to thk 
 
 East London Hospital for Children 
 
 Honorary Member oi- the Hungarian Society ok Public Hkalth 
 
 AT BlDAl-EST. 
 
 WITH A\ INTROOITTION BV 
 
 JAMES L. HUGHES 
 
 INSPKCTOR OF PUBLIC SCHOOLS, TORONTO. 
 
 TORONTO : 
 
 GEORGE N. MORANG 
 1898 
 
I zf5 ///5 
 
 2071) 
 
 y I 
 
 Entered accordiiiu to Act of Parliament of Canada in 
 the year one thousand eight hundred and ninety-eight, 
 by Georgh N. Morang. in tht office of the Minister o» 
 Agriculture. 
 
INTRODUCTION TO CANADIAN EDITION. 
 
 Dr. Warner was one of the first to study the child 
 scientifically. He ranks among the great child students 
 of the world in the extent of his investigations, in the 
 definiteness of his conclusions, and especially in the 
 practicability of the plans he proposes for the system- 
 atic, scientific study of children, and the natural pro- 
 cesses which he suggests for remedying and removing 
 weaknesses and defects, when they are discovered. 
 
 Dr. Warner has published several very instructive 
 and suggestive books, notably: "The Children, How 
 to Study Them"; "Mental Faculty"; "The Anatomy 
 of Movement"; "Physical Expression, its Modes and 
 Principles"; and "A Report on the Scientific Study of 
 the Mental and Physical Conditions of Childhood.'* 
 These books contain the results of his investigations in 
 the examination of one hundred thousand children in 
 London. 
 
 The present volume is written chiefly for teachers, as 
 it deals with the training of children during the period 
 of school life, but interested and intelligent parents will 
 find it helpful in its facts and recommendations. All 
 truv students of childhood will welcome the book. 
 Nearly all the works on child study have been written 
 by educators interested in physiological psychology ; 
 
VI. 
 
 INTROnUCTION TO CANADIAN EDITION 
 
 Dr. Warner is an eminent physician interested in 
 psychological physiology. 
 
 The foundation on which both the philosophy and 
 the practical recommendations of the book are based is 
 that teachers are responsible for the development of the 
 brain and neurological system of the child as well as 
 for the culture and training of its mind. 
 
 The external manifestations of brain conditions are 
 carefully considered. The size, shape, poise and motion 
 of the head, the position, motion and clearness of the 
 eyes, the shape of the bridge of the nose, the muscular 
 control of the face, the accuracy of articulation, the 
 rate and mode of speech, the bodily posture, tne shape 
 and attitude of the hand, and especially the movements 
 of the body, both spontaneous and controlled, are re- 
 garded as indicative of the condition of the brain and 
 nervous system. Simple and definite directions are 
 given for observing and recording these external revel- 
 ations of brain and nerve states. The great import- 
 ance of recording systematically the results of observa- 
 tions is strongly urged. 
 
 In studying children most attention should be paid 
 to those below the normal condition in development and 
 power. Dr. Warner classifies the manifestations of a 
 child's condition and power under three general heads : 
 {a) Body ; development, features, etc. ; (b) Nerve Signs ; 
 postures, movements, action, expression ; and (r) Phy- 
 sical Health and Nutrition. 
 
INTRODUCTION TO CANADIAN EDITION 
 
 VII. 
 
 land 
 )f a 
 ^ds : 
 fns ; 
 >hy- 
 
 The chief remedies recommended for discovered de- 
 fects are happy conditions, physical culture, and proper 
 nutrition. No educator but Froebel has recognized so 
 clearly as Dr. Warner the great value of physical cul- 
 ture in the development of the child's body and brain. 
 Physical culture as recommended by Dr. Warner be- 
 comes an essential element in the work of every school, 
 not merely for the improvement of the muscular sys- 
 tem, the bodily carriage and action, and the general 
 health, but especially to develop the vital organs, and 
 to co-ordinate the brain and neurological system. In 
 regard to the last function of physical exercise t Dr. 
 Warner is clearly a leader, and his philosophy and 
 practical suggestions are worthy of careful study. 
 The brain is the dominant organ of the body, the ner- 
 ves are the means by which the brain in both its 
 sensor and motor departments is related to all other 
 parts of the body, and the condition of the body as a 
 whole depends mainly on the condition and co-ordin- 
 ation of the brain and nerves. The evil effects of 
 working children in school when they are approaching 
 the fatigue point is clearly shown, and the signs by 
 which the conditions of fatigue, insufficient nutrition, 
 and weakening over-spontaneity of action may be re- 
 cognized are fully explained. 
 
 The subject of brain and nerve nutrition is one of 
 prime importance in education, and Dr. Warner's book 
 will aid in the study of the subject by directing the 
 
vin. 
 
 INTRODUCTION TO CANADIAN EP'.TION 
 
 attention of teachers to the evidences of the imperfect 
 supply of the food elements required to repair the waste 
 of brain and nerves, and qualify the neuroloj>^ical system 
 for higher work at a lower rate of expenditure of 
 nerve force. 
 
 The specific cases ot type children reported through- 
 out the book form one of its most interesting features. 
 
 Dr. Warner's new i)ook will do great service by revealing 
 to teachers their responsii)ility for l)rain training and nerve 
 co-ordination. The culture of the mind, and the improve- 
 ment of the methods by which culture may be communicated 
 and acquired, are not the highest functions of the teacher. 
 The new education includes methods for the development of 
 brain cells, for the perfect co-ordination of the sensor and 
 motor brain, and the extension of nerve connections through- 
 out the body. By these methods the race ma) be made 
 executive and operative, and thus each individual will become 
 a positive agent in a progressive civilization. This is the 
 true educational ideal. 
 
 James L. Hughes. 
 
 Toronto, April 4th. i8q8. 
 
PREFACE 
 
 This work is addressed chiefly to teachers, parents, 
 and others in daily contact with children ; but contains 
 information that is likely to interest those engaged in 
 directing education, philanthropy, and other forms of 
 social work as well as those concerned with mental 
 science. 
 
 The book has been written in the hope of aiding an 
 advance in the care of children, and in the practice of 
 educational methods, by promoting a more exact study 
 and classification of the children to be cared for and 
 trained ; while giving an account of some conditions of 
 childhood in its many varieties as seen from the stand- 
 point of the observer who records what he sees as in 
 other branches of physical science. For the purposes 
 of observation, a clear account of the pomts to look at, 
 what to look for, and what may be seen, normal or sub- 
 normal, forms the alphabet of our subject. 
 
 Child study has of late years been actively carried on 
 in America and in other countries. The psychological 
 researches of many American, and some English and 
 German inquirers, are well known, and give most inter- 
 
VI 
 
 PREFACE 
 
 esting records of the sayings and doings of young chil- 
 dren, and their modes of thought and expression. In 
 the psychological laboratory investigation has shown 
 something of the laws of mental fatigue, and the re- 
 action of the senses on the brain. The application of 
 such knowledge, however, as well as the means of 
 devising special methods in training needs, as a scien- 
 tific basis, a fuller understanding of the groups of chil- 
 dren to be educated, and the means of discriminating 
 and describing them. Considerable differences are to 
 be found among observers, both in the purpose of their 
 studies, the points of view from which their work is 
 undertaken, and the methods of procedure and descrip- 
 tion adopted. 
 
 Problems in child study may be looked at from dif- 
 ferent points of view ; as mainly psychological, or as 
 mainly physical questions, with the determination to 
 follow the methods of observation, and the modes of 
 description used in the conduct of biological study and 
 the physical sciences ; in the latter case it is important 
 to describe phenomena by the use of terms indicating 
 what we see and such as are employed in physical in- 
 vestigation. I think the best results will be obtained 
 by keeping the two methods distinct, and suggest that 
 in the scientific (physical) study of children in their 
 modes of brain-action, and bodily conditions, we should 
 describe what we see, and employ no terms implying 
 results of consciousness and states of feeling. Child 
 
 I 
 
 1 
 
PR r: FACE 
 
 vii 
 
 ymg 
 :hild 
 
 study conducted by any method is advantageous as 
 directing attention to the individual child ; it increases 
 knowledge of child life, and tends to cultivate a fellow- 
 feeling with the child as an object of interest. 
 
 I shall here use points for observation which I began 
 to study twenty years ago, indicating brain-power and 
 mental expression, such as render it possible to give 
 descriptions of children, as of other living things, by 
 describing facts seen. The study of such observations 
 shows many new relations among growth, movement, 
 and mental power. The principles used in biological 
 study and natural history are here applied to child 
 ^.tudy. 
 
 In 1888 a committee was formed by the British 
 Medical Association to study school children as to their 
 mental and physical status, and in conjunction with 
 medical men on that committee, and others, I was 
 enabled to examine individually 100,000 children upon 
 a fixed plan, taking a written description on a schedule 
 for each child in any one point subnormal, or reported 
 by the teacher as dull or backward. 
 
 Groups of boys and girls can be studied when their 
 classification is arranged on a basis of points observed 
 in individual children. Observation shows the child's 
 strong points w^hich should be cultivated, as well as his 
 weak ones which must be combated. The interaction 
 of classmates on one another may be ob.served by the 
 teacher who observes the individual child under varied 
 
• •• 
 
 Vlll 
 
 PRbirACE 
 
 conditions. The importance of what have been called 
 eye-mindedne?s and ear-mindedness, as well as action 
 of the hand controlled through the eye, becomes 
 emphasised to the mind of the observer. 
 
 Some generalisations, in the form of Propositions 
 concerning Childhood, are given in the last chapter ; it 
 seems possible to attain a working consensus in inter- 
 preting much that we see for the practical purposes of 
 education and the care of children. When the groups 
 of children to be cared for are clearly discriminated, the 
 educational methods needed for each can be more 
 readily worked out. 
 
 Studies in psychology often emphasise the great 
 mental differences among children ; observation of the 
 children themselves shows points of resemblance and 
 difference, normal and subnormal, by which they may 
 be grouped and compared. 
 
 F. W. 
 
 5 Prince of Wales Terrace, 
 Kensington, \V. London. 
 
 NOTE OF EXPLANATION 
 
 In case the system of grading pupils by Standards in use in the 
 London schools in which Dr. Warner made his examinations is not 
 perfectly familiar to all his readers, it should be stated that bright 
 children at six years of age should be found in Standard I. ; at seven 
 in Standard II. ; at eight in Standard III. ; at nine or ten in Stand- 
 ard IV. or V. ; at eleven or twelve in Standard VI. or VII. Possibly 
 the majority of children will he from three to six months behind 
 this estimate. 
 
1 
 
 CONTENTS 
 
 CIIAPrKR I 
 
 Introductory 
 
 The i)urposcs of education. The children to he ediicatcih 
 Chihl study. Classitication in the schoolroom. Observation {^ives 
 ])o\ver. I'raining to observe. Observing and descriltiiig a flower. 
 A kitten as a live object. Tarts of the object ol)serveil; the body, 
 movements, i'roublesome children. Training to look, observe, 
 and describe. Mind and body. A nervous child, nuutal c(jnfu- 
 sion. IMiysical facts observed. Varieties of childhood. Classiti- 
 cation of children as to their difTicult points; as to their make. 
 Report on a school. Visit to a high school; the boys seen; nerve- 
 signs. 
 
 Illustrative cases. 
 
 PACK 
 
 1 
 
 CHAPTER II 
 
 The Body of the Chh.d: its Construction and Growth 
 
 The infant, weight and measurements. The head and the nose. 
 Head at nine months. Teething; second teetli. Tal)le 1, show- 
 ing periods of dentition. The head at school age. The lower jaw. 
 The eyes and their orbits. The face, its muscles, and muscles of 
 expression and of mastication. Tlushing. Openings for eyes. The 
 nose; its importance in l)reathing. Mouth breathing; its harm. 
 External ears. The trunk ; sjiine and chest. The arm, forearm, 
 wrist, and hand. Measuring the cliest. (Jirl outgrows the boy 
 about the thirteenth year. Weighing and mea.i;iring. Crowth 
 and development. Signs of good nutrition, tlyes out of focus. 
 Hat eyes (hypermetropia). Tong eyes; short-sighted. Squint- 
 ing. Testing sight; point of near vision. Testing hearing. 
 
 Tables. 
 
 ix 
 
 i6 
 
X COXTKNTS 
 
 CHAITKK III 
 
 The Brain: its Develoi'mkni and Kvoi.ution .... 
 
 Description of the brain. Nerve-cells; nerve-fibres, nerve-force, 
 and nerve-currents. Movement resviltiiig from brain-action. Anal- 
 ogy to a galvanic cell. Xerve-lil)rts passing up tu the brain, and 
 others passing from it to the muscles. Diagram of brain, nerves, 
 and muscles. Nerve-centres or parts of l)rain act separately. 
 Kvery movement is due to action of a nervc-centic. A series of 
 movements indicates a series of nerve-centres acting, controlled 
 through the senses. Stimulation producing movement. .\11 
 expression of the action of mind is by movement. Kxprcssiun of 
 emotions. A child in sleep. lkain-acti<jn requires fuod and stim- 
 ulation through the senses. Hraiii-action observed in niuvements 
 of infant. .Spontaneous movements in neu-lxjrn infant; also in 
 young animals and seedling plants. Hrain-centres act separately in 
 infant. Movements when a month old: at three months, some 
 control through the senses. Associated movements of the hands. 
 At five months, movement regulated through eye and ear. At 
 three years, signs of mental action and memory. A case. Infan- 
 tile brain-action evolves as mental expression, .\ction in brain 
 corresponding to regulated movements. The dawn of mental 
 faculty. Case, action adapted by circumstances at three years. 
 Kind of movement seen in the infant. 
 
 PAGE 
 
 34 
 
 CHAPTER IV 
 Ohservinc. the Child : what to look at and what to look 
 
 FOR 
 
 Studying children: observing in place of questioning the child. 
 Examples. Case: a well-made boy, exhausted. How to observe. 
 Points to look for; development, nerve-signs, nutrition. Schedule 
 for recording observations. Fix your iileas of the normal type. 
 The head: points for observation; common defects; measure- 
 ments. .Study good statuary. The face : types. Separate features. 
 Nose. Palate. Kars. Growth. 
 
 Nerve-signs, (ieneral balance. Expression in the face, facial 
 zones. Analysing a face. Eye-movements; muscles of the eye, 
 the pupil. Head, postures and movements. Hand-balance as an 
 index of the brain. The normal straight hand posture. 
 
 52 
 
C( )NTENTS 
 
 XI 
 
 PAGE 
 
 34 
 
 52 
 
 CIIAFIKR V 
 
 Principles of the Mrthous of ohskrvinc. an'd describing Chil- 
 dren 
 
 Methods of studying cliildrcn. Kxperience gained in examining 
 a hundred tliousand children in schnuls. lacts to ol)serve and 
 describe. Appearance of the body and exprtssion. Writings of 
 Bell and Lavater. Physiognomy ami cxprission do mil always 
 correspond. Movements ami altitudes as signs of brain-action. 
 A farmer's descriptions. Principles of observation. 
 
 The child an object in nature. Objective study; psychological 
 study. Doctor's method of observing. Training to observe : look 
 at types of perfection in nature and art. The head and face. Sir 
 Charles Hell on expression. Signs of good nutrition of body and 
 brain. .Malnutrition in plants. History tf research as to nerve- 
 signs. Venus and '>iana. Nervous hand-posture. I'.nergetic 
 hand, the two contrasted. Hand-postures express mental state. 
 Drooping the thumb. Hand in rest; feeble han(l-p(jsture. H;. " 1 
 in fright. Convulsive hand. The Cain antl Niobe at 1-lorence. 
 Postures observed in parts that are free, as face and hand. Obser- 
 vation of movements; lingers, large parts. Prain-centres in action 
 corresponding. A long-continued, similar series of acts fatigues. 
 Occupations involving movements of small parts. Symmetry of 
 balance and movement. Antithesis of posture. Principles for 
 classilication of movements. Spontaneous and stimulated move- 
 ment; reflex movement. Series of movements; uniform, sprearl- 
 ing area, diminishing area, or as adapted by circumstance. Try 
 to improve the child's expression. 
 
 PAC.E 
 
 69 
 
 CHAPTER VI 
 
 Points for Observation, indkaiinc; r"Ari,r.s in Budyor Brain- 
 action, OR A SlATlS HEI.OW THE XORMAL 
 
 Description of card for recording defects. Cranium : large, 
 small, bossed, forehead defective, frontal ridge. External ear. 
 Eyelids. Palate, narrow, V-shaped, arched, cleft. Nose. Growth 
 small. Other defects in development : face small; features plain; 
 hands blue; mouth small; eye-openings small. Abnormal nerve- 
 signs. General balance. Expression. Irontals. Corrugation. 
 
 97 
 
Xll 
 
 CONTENTS 
 
 PAGE 
 
 Fulness under eyes. Kye-movements. llcail-l)alancc. Hand- 
 balance weak, nervous. I'inger twitclit's. l,t)rdosis. Other al)nor- 
 mal nerve-signs. Dcariuss. (irinning. ()ver-m(>l)ility. Response 
 faulty. Speech; stammering. Two cases of stammering. 
 
 cHArriCK vii 
 
 EXA.MINATION OF MkMAI. AIMI.ITY ANK I UK FaII IS THAT MAY BE 
 
 OHSKHVEI) 119 
 
 Examination by speaking, reailiiig, talking. ICxpression in 
 words. Repetition of the (lucstion : imitation and (K l,\yed mental 
 action. Limited vocabulary : aiticulatioii; spacing words. Social 
 sense. Memory. Arithmetic. ('om])arison of size and form. 
 Imitation of movements : linger cxrrcises for imitation, .\nalogous 
 modes of movement aM<l mental action. Slow action. Delayed 
 expression: a case. Introspection, it is exhausting. Other tests 
 i)f brain-power. Counting UKjney : tests by v jight. Cases. 
 Time by clock and watch. Principles involved in mental tests. 
 Imitation from teacher. Defective memory. Epitome of some 
 mental tests: the principles concerned, laults leading to mental 
 defects. Silly children. 
 
 CHAITKR Vm 
 
 Some General Conditions in Children described . . . 137 
 
 Consciousness expressed in action. Slee]i, its signs: tooth- 
 grinding. Rest and subsequent activity. Children are not natu- 
 rally motionless. Fidgety children ; peevishness. Inattention. 
 Fatigue; it should not proceed to exhaustion. An exhausted boy, 
 very dull. Irrital)ility. A girl tired in home life. .All expression 
 of mental states is by movement. Sleep contrasted with a storm 
 of passion. Descriptions of C. Hell and A. liain. Expression of 
 joy and laughter. Scientific description. Mental excitement: a 
 case. Headaches in children. A nervous girl with headaches. 
 
 CHAPTER IX 
 
 Types of Childhood; and CiRoits of Children below the 
 
 Normal 154 
 
 Source of experience and evidence. l\e|)ort on a hundred 
 thousand school children. Normal children. Schedule: a normal 
 
CONPENTS 
 
 XIIl 
 
 PAGB 
 
 PACK 
 
 119 
 
 child. Nervous children; card showing defects, schedule givinj» 
 account of the same case. Dull and backward children: coinci- 
 dent defects. Schedule of dull hoy. SchcduK- of hoy normal hut 
 dull. .V small and backward l)oy, A hoy overworked. .\ small 
 girl, exhausted and too high in school. A haekward girl, heail 
 small, eye-movements faulty. Hoy bright at arithmetic, dull at 
 Kuclid. Children mentally exceptional. " .\ moral imbecile." 
 Children "feebly gifted mentally." Cases. Deafness causing 
 mental dulness. Cases. Children jircsenting defects in develop- 
 ment : ct)incident defects. Children with abnormal nerve-signs; 
 their associated defects. Delicate children; delicacy due to in- 
 heritance. Hoys and girls. Case. Dull and delicate children 
 with defective development and nerve-signs. Schedule describing 
 a cpsc. Fpileptics and children with history of fits during school- 
 life. Cases. Children crippled, maimrd, paralysed, or deformed. 
 Children who appear to require special care and training. 
 
 CIIAFrER X 
 
 •37 
 
 Adolescence 
 
 Comparison of younger and older groui)s of children. With 
 advance of development spontaneous movement lessens; less 
 childishness. Advance of social sense, more accuracy; demand 
 for respect. Professor Key's observations on periods of growth; 
 their significance. Normal and sub-normal children. Hard work 
 at adolescence. Older boys; their conditions and training. The 
 older girls in school. Delicate girls. Ancemia. Hysteria. 
 
 188 
 
 CHAPTER XI 
 
 154 
 
 The Care of Children and thkir Tkaimnc .... 
 
 Training should be founded on knowledge of the children. 
 Classification of pupils: age-basis; grouping children imitative 
 and nervous. Brain-training gives strength. Physical training; 
 fatigue to be avoided; s]H)ntaneity to be trained. Kin<iergarten. 
 Training the attention. Inattention and fidgetiness. Physical 
 exercises : various kinds, their employment. Exercises in brain- 
 training. Imitation : uniform repetition. Increasing number of 
 parts moving: small parts and larger parts moved. Eingcr-exer- 
 
 198 
 
XIV 
 
 CONILNTS 
 
 PAOR 
 
 cises. Eye-movoiiu-nts. Sense of weight. How to deal with 
 frowning ami facial expression. Mental slates: untruthfulness. 
 Nervous chiMren. Fixed mental impressions. Al)sent-minde(l- 
 ness. Training delicate and nervous children; removal of nerve- 
 signs, usefulness of a <lescription of tlie child. I'recocious chil- 
 dren. Control and discipline through eye and ear. Teaching 
 description of natural objects. Description in terms implying 
 what is seen. 
 
 CIIAFrKR XII 
 
 Hygiene and Health Management diking Schooi.-mfe 
 
 Health management guided by ol)servation. Advice to parents 
 through children. Health culture and early detection of its fail- 
 ure, or of disease. Cleanliness. Air l)reathc(l, at home and in 
 school; ventilation. Looking at pupils arriving in school. Com- 
 mon illnesses. Kood : milk, water, bread, meat. Feeding infants: 
 flour food leads to rickets. Clothing. Ophthalmia. Ulcer on the 
 eye. Summer diarrhcea. Chicken-pox. Measles. Scarlet fever. 
 Diphtheria. Taking the temperature : clinical thermometer. Con- 
 tagion. Disinfectitni. Chorea. Epilepsy. Rickets. 
 
 Lighting the room. Cloak-room and lavatories. Sight and hear- 
 ing. Delicate children. Mental hygiene as a science. Laws of 
 mental fatigue. 
 
 222 
 
 r 
 
 I 
 
 CHAPTER XIII 
 
 Propositions concerning Childhood 
 
 Proposition I. The main classes of defect among school 
 children include a larger proportion of boys than girls. 
 
 Proposition IL The main classes of defect among school 
 children are much associated in the groups of cases Such asso- 
 ciations vary with sex, age, and environment. 
 
 Proposition III. Children with developmental defects often 
 present also abnormal nerve-signs, and are delicate and dull. 
 
 Proposition IV. Children with indications of brain-disorderli- 
 ness — that is, abnormal nerve-signs — are often dull pupils. 
 
 238 
 
CONTKNTS 
 
 XV 
 
 PACK 
 
 with 
 
 ilnoss. 
 nded- 
 lerve- 
 chil- 
 :hing 
 lying 
 
 Proposition V. Dull piii)ils arc often delicate- with indicatii)ns 
 of lirain-disorderliiu'ss; that is, almormal nerve-si^Mis. 
 
 Proposition VI. C.irls with developmental defect or l.rain- 
 disordeiliness are more apt to receive harm an.l less j,'n„d from 
 their eii\ iruiimciil than hoys. 
 
 Proposition VII. The effects of goo.I physical training in 
 school are to diminish the numher of cases with signs of l.rain- 
 disorderliness and the number of dull children. 
 
 PACiE 
 
 ents 
 fail- 
 rl in 
 oni- 
 nts: 
 the 
 ver. 
 ^on- 
 
 222 
 
 Tables showing the results of th 
 children. 
 
 INDKX .... 
 
 e examination of 100,000 
 
 251 
 
 ;ar- 
 . of 
 
 238 
 
 )ol 
 
 >ol 
 o- 
 
 ;n 
 
I 
 
 LIST OF ILLUSTRATIONS 
 
 PICURB 
 
 I. The muscles of expression in the face. After Sir Charles Hell 
 The spine, chest, antl bones of the upper extremity. After Sir 
 Charles Hell 
 
 5 
 6 
 
 7 
 8 
 
 9 
 lo 
 
 II 
 
 12 
 
 13 
 14 
 
 1 6 
 
 17 
 i8 
 
 19 
 
 nerves m 
 
 Hones of the forearm : the radius ami ulna. After Sir Charles 
 
 Hell 
 
 Diagrammatic representation of the brain and its 
 
 connection with the eye, the ear, and the muscles 
 Hand in straight balance .... 
 Hand in nervous l)alance .... 
 Diana. British Museum .... 
 Hand in energetic balance 
 Hand in straight balance with tliunib drooped 
 Hand in balance of rest .... 
 
 Hand in fright 
 
 Convulsive hand 
 
 Cain. Museum, Florence 
 
 Face : showing complete paralysis on the right si le 
 
 Face : showing partial paralysis of the right side 
 
 disease 
 
 Face : showing partial paralysis on the left side 
 
 Hand in feeble balance 
 
 Imbecile, smiling ...... 
 
 The same: quiescent and expressionless . 
 
 from brain 
 
 PACB 
 21 
 
 23 
 24 
 
 37 
 
 68 
 
 8o 
 8i 
 
 82 
 
 83 
 84 
 
 85 
 
 85 
 86 
 
 108 
 
 109 
 no 
 III 
 112 
 
 "3 
 
 XVI 
 
LIST OF I'AHLKS 
 
 tell 
 
 irles 
 
 PACB 
 21 
 
 23 
 
 3 II 
 
 ain 
 
 24 
 
 37 
 
 68 
 
 80 
 81 
 82 
 
 83 
 84 
 
 8S 
 
 85 
 86 
 
 108 
 
 109 
 no 
 III 
 112 
 
 "3 
 
 lAill.K 
 i. 
 
 II. 
 III. 
 
 IV. 
 
 V. 
 
 VI. 
 VII. 
 
 Slu.wing perio.ls of tifiitition 
 
 Showing average l.eiglits an<l weights of children. .After 
 Dr. liowditch 
 
 Showing the annual increase in height an. I weight of children 
 at ages stated 
 
 Showing measurements of chest girth in chil.iren. After 
 Dr. Roberts 
 
 Showing the average weight of the brain of children at age- 
 periods. After Dr. Dovd . 
 
 I'AIjK 
 
 18 
 
 31 
 
 32 
 
 33 
 
 33 
 
 VIII. 
 
 Cases of children with headaches, arranged accor.ling tn age, 1 5 1 
 
 Number of children with each class of dofect, and tlie per- 
 centage on the numbers seen. Also slu.wing, for each 
 class, the proportion of boys and girls respectively. Uased 
 on fifty thousand children seen by author 
 
 Showing for each class of defect the percentage of cases asso- 
 dated with another class of defect as named. Arranged 
 in age-groups for boys and girls respectively. Dealing 
 with some children, as Table VII. 
 
 249 
 
 250 
 
 xvu 
 
LIST OF CASKS 
 
 f 
 
 CASE PAGE 
 
 1. Bright boy, dull at Latin. Eyes moved badly .... 2 
 
 2. Mental confusion; corrected by observing its si}»ns ... 3 
 
 3. Child bright at school, but fractious at honu-, with signs of 
 
 fatigue 4 
 
 4. Hoy with cleft lip and heart defect; mentally dull ... 4 
 
 5. Arithmetical mistake; hand not guided l)y eyes ... 8 
 
 6. A well-made boy, action good, but dull mentally ... 9 
 
 7. Mental confusion, accompanying wandering eyes and restless 
 
 movements lo 
 
 8. A big, dull boy; developmental defects with nerve-signs . . 13 
 
 9. A small, fidgety, playful boy. Rickets 14 
 
 10. A boy exhausted i)ut bright; signs of fatigue . . . . 14 
 
 11. A tired, dull, fidgety boy 14 
 
 12. Deliiyed expression or thought, seen in action of child at three 
 
 vears old .......... 46 
 
 13. Action adapted by circumstances, in a child under three years . 50 
 
 14. A well-made boy, but exhausted and overworked • • • 55 
 
 15. Boy who stammers : muscular spasm commences in the forehead, 117 
 |6. Boy who stammers: muscular spasm commences about the 
 
 mouth. An intelligent boy. Rickets 117 
 
 17. Delayed expression of an impression produced, in a child four 
 
 years old 125 
 
 18. A dumb boy, who showed acquired experience as to temperature, 1 29 
 
 19. A very dull boy: short-sighted and deaf. He could compare 
 
 weights . . 1 29 
 
 20. A boy, exhausted and very dull 144 
 
 21. A girl, tired in home life 146 
 
 22. A boy, showing signs of mental excitement . . • ^5* 
 
 23. Headaches in a nervous child ; previous chorea . . .153 
 
 24. Schedule describing a normal child 157 
 
 25. A ner^'ous child described in scheaule; also a card, describing 
 
 the defects in the same case 160 
 
 i 
 
 
 xviii 
 
LIST OF CASES 
 
 XIX 
 
 (ASK 
 
 26. Schedule : a dull and backward boy, defects in make and in 
 
 nerve-sJKns . 
 
 27. Schedule: a imrmal boy, liut dull ..... 
 2.S. A small hov, verv backward .... 
 
 29. A boy overworked, not delicient; imrt and sojitarv . 
 
 30. A small j^irl, exhausted and placed too hifih in scluiol 
 
 31. A backward nirl; head small, cy«;-niovemenls faulty 
 
 32. A boy bright at arithmetic, dull at Luclid; did not look at th 
 
 blackboard •••....., 
 3}. A clever boy; a thief and incendiarv ... 
 
 34. A clever girl; character bad, crinnnal iui.ciitance 
 
 35. An uncontrollable boy; mother insane (epilepsy?) . 
 
 36. Schedule: describing a child feebly gifted mentally . 
 
 37. A girl mentally feeble, without speech, liut with some social and 
 
 moral sense ..... . . 
 
 38. A deaf boy without speech, but educalde . 
 
 39. A boy with increasing deafness, shor'.-sight, and accompanying 
 
 mental dulness 
 
 40. Schedule, describing a delicate, small-hraded, fidgety girl 
 
 mentally bright, headaches, needs spectacles 
 
 41. Schedule, describing a boy delicate and dull, with defect of 
 
 development and nerve-signs. He needs special care and 
 training 
 
 42. Girl: ei)il('ptic fits at home, none in school; very dull 
 
 43. Boy: epileptic fits in school, deficient mental power; a good 
 
 hoy 
 
 44. Boy: fits at home and in school; a clever boy and good 
 
 45. Boy: fits at home and in school; intelligent 
 
 46. (Jirl : mentally defective and epileptic 
 
 47. Frowning, quieted by interesting work 
 
 48. Headache, leading to confused mental action . 
 
 49. Illusions in a boy, leading to untrue statements 
 
 50. A girl with chorea or St. Vitus's dance 
 
 rACK 
 
 164 
 I()6 
 1(7 
 168 
 169 
 169 
 
 169 
 171 
 171 
 172 
 «74 
 
 »75 
 176 
 
 177 
 
 181 
 
 183 
 185 
 
 '85 
 '85 
 •85 
 185 
 210 
 212 
 
 213 
 232 
 
THE STUDY OF CHILDREN 
 
 ■*oJ»ic 
 
 CHAPTER I 
 
 Introductory 
 
 An educational system has been introduced, and 
 made available for all classes, in order that young 
 people may grow up with their faculties well devel- 
 oped, fitting them to become useful men and women 
 in their future social life. But, while looking at the 
 scope and the public usefulness of a system of edu- 
 cation, we must remember that children differ greatly 
 in health and strength and in mental faculty; educa- 
 tion should therefore be adapted to the special needs 
 of the individuals. Children of school age, i.e. from 
 three to fourteen years, form about one-fourth part of 
 the population. We shall see that there are many 
 classes and varieties of children, whose needs must 
 be studied; while the bodily strength and mental 
 faculty of an individual will be shown to vary at dif- 
 ferent age-periods, and according to the environment. 
 Hence, child .study must be a matter of primary interest 
 
 B I 
 
THE STUDY OF CHILDREN 
 
 to the teacher and others engaged in the care of 
 children, as affording a basis for the methods of edu- 
 cation ; giving a source of perpetual interest to work 
 in school, an interest in the individual child, and a 
 reasonable means of working out, in practice, the 
 best that can be done with the child in various 
 phases of life. Without an intimate knowledge of 
 children the teacher may have difficulty in the pres- 
 ence of a peculiar pupil. 
 
 Case I. A boy, eight years of age, in a prepara- 
 tory school, was said to be so dull at learning Latin, 
 that it was thought impossible to continue the at- 
 tempt to teach him. He was healthy and well made ; 
 he showed no signs of mental defect, and was, other- 
 wise, quick and bright. He had learned to read well 
 and read story-books for pleasure. I noticed that, 
 in reading, he followed the words on the printed line 
 by moving his head, not moving his eyes in their 
 orbits ; this did well enough for story-reading, when 
 he skipped much of the page. Moving the head, in 
 place of turning the eyes, did not admit of sufficient 
 accuracy for studying Latin. Some attention to eye- 
 drill soon removed all the difficulty complained of, 
 and the boy made good progress. This cause of 
 mental dulness will be referred to again ; the case 
 serves to illustrate the usefulness to teachers of per- 
 sonal observation. 
 
 Children in a school class usually vary ; each has 
 
 i 
 
 i 
 
 M 
 
j 
 
 INTRODUCTORY 3 
 
 his own peculiarities. A rough classification may be 
 made of the temperament, disposition, and mental 
 characteristics of each, and still there remain individ- 
 ual peculiarities, which should be recognised as a 
 guide to training. Some children are active in tem- 
 perament, kindly in disposition, and quite up to average 
 for their age in mental ability ; an individual of that 
 class may give trouble by outbursts of passion and 
 periods of mental confusion ; such pupils will need 
 careful consideration and management. 
 
 Case 2. A girl was doing a sum, simplifying a 
 compound fraction quietly and correctly, line by line : 
 then the forehead puckered and the eyebrows were 
 knit together, while the face flushed and the angles 
 of the mouth became depressed ; at the same time, 
 the fingers of the right hand, which held the pen, 
 twitched, and she wrote 114— 16 = 24. Writing quickly 
 
 114 
 on a piece of paper ^ and putting it before her 
 
 was immediately followed by the face clearing, while 
 the figure 98 was at once filled in ; the work was 
 continued without a word said ; thus a storm was 
 prevented by rapid observation of the signs accom- 
 panying mental confusion. 
 
 Observation and study of children as to their mental 
 status will add power to the position of the teacher, 
 to be exercised for the benefit of children. To ob- 
 serve and to think does not suffice to complete the 
 
4 THE STUDY OF CHILDREN 
 
 method of child study ; wc should be able to describe 
 in words what we see, both as an aid to accurate 
 thinking, and as a means of expressing the grounds 
 of an opinion, formed as to the status of the child 
 and the effects of training. Accuracy in thus form- 
 ing an opinion may do much to save friction between 
 the school and the parent, and to establish a good 
 understanding. 
 
 Case 3. A boy was sent to Kindergarten ; on return- 
 ing home at m.idday, it was always difficult to make him 
 take his dinner ; he talked much, turned away from his 
 food, was cross, nothing was pleasing to him ; he was 
 restless and looked full under the eyes ; at night he 
 talked in his sleep, in the morning he was tired and did 
 not want to get up. He was a healthy, well-made child. 
 In school he was reported as bright and eager, did as 
 he was told, liked the games, and did not seem tired. 
 The teacher saw him bright and happy, when occupied 
 and under the stimulus of school and companions ; the 
 parents saw him after such stimulus was removed. 
 Each account of the child was true ; they were taken 
 under different circumstances. 
 
 Case 4. A boy attending an elementary school was 
 brought to me by his mother, because he was trouble- 
 some, did not do his work, and was always in disgrace 
 and punishment, and she did not know what to do with 
 him. I observed at once that he had a cleft upper lip, 
 which had been closed by a surgeon, but the scar 
 
 V 
 
 I 
 
 if 
 
INTRODUCTORY 
 
 5 
 
 remained. Knowing the frequency of several defects 
 in the same child, and that the brain in such cases is 
 often, but not always, badly made, I examined him with 
 care. The boy had a defect of his heart, and his brain 
 was ill-developed. Advice was given that he should 
 continue at school, and that the teacher should be 
 informed as to his condition, that he might be kindly 
 treated, and not expected to pass examinations. This 
 boy has a right to the benefits of education ; they afford 
 the best chance of his improvement, and of preventing 
 him from becoming a failure in life. Such cases are 
 common. 
 
 As to method of observation and study, I have 
 to explain, as shortly and clearly as possible, how you 
 can observe children for yourselves, and think about 
 your observations with advantage. The observations 
 you make for yourselves will always be of use to you ; 
 in making observations we can all agree ; the inferences 
 drawn therefrom may differ according to the aspects in 
 which they are considered, and the special experience 
 brought to bear. The points to be defined for observa- 
 tion are grounded upon my personal observation of 
 100,000 children who were seen individually. Some 
 principles which underlie accurate ob.servation and 
 description will be explained, to help you in planning 
 what you will do and what to look at. 
 
 A certain amount of training is necessary to make 
 a good observer; the teacher who has to give object 
 
THE STUDY OF CHILDREN 
 
 lessons or teach natural history needs not only to be 
 an accurate observer himself, but also to be capable of 
 training children to observe, i.e. to see and to think 
 about what they see. Looking at a buttercup flower, 
 you may name it and say where it grows ; that it is of 
 no particular use to the farmer, but is a very pretty 
 flower ; that it is a yellow flower and without scent. 
 Then you will show the parts of the flower, the five parts 
 that are coloured, showing that they are separate from 
 one another, and all alike in size and in form. So you 
 proceed to look at all the parts of the flower, their num- 
 ber, size, form, the proportions of the parts, and you 
 compare them. Occasionally you will find a flower in 
 which the coloured parts (petals) are not all of the 
 same size, and with some variation of colour ; points a 
 little different from the usual and below the normal. 
 
 Now look at a kitten : it may be more difficult to 
 demonstrate than the flower, because it is alive and full 
 of movement ; but more interesting, because it does 
 move, and shows some instinct or intelligence. You 
 proceed, as with the flower, to look at its body, each 
 limb and its parts, the ears and the tail, the claws, etc. 
 We loo.'i. cvt each part of the kitten. Its movements are 
 Twov^ J istUig points: movement indicates its play- 
 fu':. -sr the instinct, and something like intelligence in 
 the c'it : ni' r rnents tell you more of the disposition 
 and character of the cat than its colour, the length of 
 its hair, and its ears and tail. In studying a living 
 
INTRODUCTORY 
 
 
 cr 
 fc» 
 
 thing we observe its parts, and in a living animal we 
 observe movements in its parts : we must study the 
 child in the same way.^ I shall call your attention to 
 the body of the child, its height, weight, and proportions 
 as a whole, and to the physiognomy or proportioning of 
 the head and separate features and parts. 
 
 Over and above the observation of the body, as a 
 still object, you must look at the movements of its parts, 
 which are the direct outcome of action in the brain and 
 nerve-system ; thus you may study growth of body and 
 action of brain, as you look at the child and think about 
 his mental action and the interaction of the mind and 
 body. In studying a child, to ascertain all you can 
 i'.bout his mental disposition, you must look at him for 
 the purpose of seeing all possible signs of his brain 
 action, and how it is controlled and affected by circum- 
 stances : by studying individual pupils continuously you 
 will acquire valuable experience and be able to form 
 generalisations from your observations, as a basis of 
 mental study. When you have learnt to recognise and 
 describe the points, seen in the well-developed but ner- 
 vous child, examples will remain in your memory, and 
 in your note-book, and you will find that they are usu- 
 ally quick in mental action ; affectionate, but some- 
 times passionate, gregarious in social habit, and give 
 difficulty in school on account of their over-mobility, 
 
 1 See " Anatomy of Movement : A Treatise on the Action of Nerve- 
 Centres and Modes of Growth," by the author. The Macmillan Company. 
 
8 
 
 THE STUDY OF CHILDREN 
 
 excitability, fidgetiness, and liability to fatigue and head- 
 aches. These facts will stimulate your interest in these 
 " troublesome children " and show the origin of some of 
 their faults. I have seen such children in school sit 
 together at the back-desks of the classroom, where their 
 quick wits enabled them to complete their sums or exer- 
 cise quickly ; while their spontaneous mobility predis- 
 posed them to be the playful, talkative, laughing pupils 
 of the class. I shall put before you the points, in 
 detail, which you may see and describe in the child. 
 
 Besides describing what you sec in the child, I think 
 you will gain much by giving a general description in 
 your own words, indicating the mental action you may 
 observe in the pupil's words and work, and compare 
 this with points seen in the body and action of the child. 
 
 Case 5. I have seen a well-built, intelligent child, 
 who was interested in and quick at arithmetic, make an 
 absurd mistake. The sum was to reduce six million 
 inches to miles, yards and feet : it was written thus : 
 
 12 [6^00,000 inches 
 1 66 "2 yards 
 
 4?is. 166 yd. 2 ft. 
 
 The purely mental work is correct ; the first line 
 was drawn wrongly, the eye did not correctly guide 
 the hand. It was, doubtless, extremely careless of the 
 child ; but if you scold her, she will wriggle and flush 
 and look like crying ; that does but little good. Rather 
 look at the child as you work out a sum on the black- 
 
 I. 
 
 If 
 
INTRODLCrORV 
 
 board, note if the eyes are moved accurately and 
 steadily towards the fi^^ures and lines of the sum ; 
 again, note if she move her hands and fingers accu- 
 rately in imitation of yours when doing physical exer- 
 cises. Want of control of the hand through the eyes 
 may produce mistakes taken for mental faults. 
 
 Making an observation is, primarily, an act of seeing, 
 and appreciating what you see ; after observing you 
 need to describe what you have seen. Seeing teaches 
 much ; describing what you see will add accuracy to 
 your work and enable you to acquire a sound experi- 
 ence, which you can compare with that of others and 
 correct from time to time. The points most commonly 
 observed in the body and brain action of children are 
 described in Chapters II., III., VI., while to aid the 
 description of points below the normal a list of such 
 signs is given rnd a schedule form is added which may 
 be conveniently used in recording observations. 
 
 As the studies before us deal largely with the body 
 and mind or the mental action of the brain, chapters 
 will be devoted to the observation of mental expression 
 and movement. This leads me to speak of the differ- 
 ences between signs which indicate general brain 
 status, its health and power on the one hand, and 
 mental expression on the other. 
 
 Case 6. A boy well made, healthy, and well grown in 
 body, head, and features : his movements are quick and 
 exact, he turns his eyes towards objects steadily and 
 
I 
 
 10 
 
 THE STUDY OK CIIILDRLN 
 
 imitates movements well, while his speech is good. 
 His body and brain appear well made and active. On 
 testing his mental ability it appeared that, though he 
 could count coins, he was not able to add their value or 
 calculate the change : he could read and write, but both 
 slowly and badly. The boy's brain was good enough 
 for the action and general activities of life and labour, 
 but the purely mental processes were performed very 
 indifferently. 
 
 The general conditions of make and power of brain 
 are ascertained by observation of the "nerve-signs," 
 which are movements, action,,balance, gestures, or other 
 motor acts ; they may be normal or below the normal. 
 Mental signs are mainly obtained in speech, expression 
 of judgment in making a choice, memory. 
 
 You will often find that modes of mental action, 
 whether good or faulty, correspond to the manner of 
 movement and action. 
 
 The child who, when spoken to, suddenly goes 
 through a number of extra-movements, excited but not 
 controlled by the spoken word, is liable, at the same 
 time, to mental confusion and may make some absurd 
 mental error. 
 
 Case 7. A boy whose eyes are wandering every- 
 where, with the head moving and the fingers twitching, 
 is asked to say what he knows about King Charles I., 
 and replies that he had his head cut off at the battle of 
 Waterloo. Such mental confusion often accompanies 
 
INIKUDUCIORV 
 
 II 
 
 fry. 
 
 I., 
 
 of 
 lies 
 
 excessive nervous movements, and its removal may be 
 helped by good physical training. 
 
 I shall not speak of Mind, Consciousness, Feeling, 
 Will, and Judgment as something implanted in the 
 body, — that is apart from and outside the scope of this 
 work, — but I shall describe for you, as clearly as pos- 
 sible, in detail, with examples, all the points we can 
 observe as indicating mental action in the brain, and 
 analyse many modes of action and some verbal expres- 
 sions, showing facts and faults in mental action. 
 
 Childhood presents so many varieties, that to deal 
 with the subject concisely and in form convenient for 
 study, it will be necessary to present certain classes 
 and groups of children as we find them in the child 
 population. Children may be classed as mentally 
 bright or dull, as weak and delicate or nervous ; that is, 
 according to certain difficulties we find in them : again, 
 they may be grouped according to points seen in them, 
 as quick and exact in all movements or slow in response 
 and inexact in imitation ; as ill-proportioned in head and 
 features, as over-mobile or motionless, or as deaf and 
 of defective sight. 
 
 In an elementary school I saw 447 boys and 445 
 girls, of whom the teachers reported 41 boys and 23 
 girls as dull or backward pupils. Of these dull chil- 
 dren only 6 boys and 1 1 girls were free of all faults 
 that could be seen in the body and in action. Twenty- 
 nine of these boys and 8 of these girls, found to be dull 
 
12 
 
 TIIK STUDY OK ( IIILURKN 
 
 at lessons, showed " abnormal nerve-signs," or indica- 
 tions of brain-disorderliness — slouching;, listlessness, 
 inaccuracy in action and in looking, — j^oints that 
 may generally he removed by good physical training, 
 whereupon imjiroved mental action would j)rol)ably 
 follow. There were in all, 83 boys and 30 girls 
 grouped, as presenting these nerve-signs, showing how 
 much that school needed more attention to physical 
 training. 
 
 The method of observing what may be seen in each 
 child, and then groiping the children, according to the 
 points seen in them, may give much useful informa- 
 tion. The group "nerve-cases" was more than two 
 per cent above the average in this school. 
 
 A knowledge of the signs of the condition of the 
 brain will also be useful. I have seen a young woman, 
 who presented the complete type of nervous exhaus- 
 tion, standing before her class, truly an object for 
 sympathy, but a bad impression must have been pro- 
 duced thereby upon the pupils. 
 
 Let me present to you a report of what was seen at 
 a high-class school I was invited to visit. 
 
 Third class. Twenty-nine boys present at a lecture 
 on geometry, 2.30 o'clock. The lesson proceeded as 
 usual. I observed the boys during the lecture, first 
 from the master's desk, afterwards from a side-table, 
 so as to get a good profile view. 
 
 This group of boys appeared generally healthy and 
 
INTRODUrTORV 
 
 13 
 
 the 
 
 man, 
 
 aus- 
 
 for 
 
 pro- 
 
 ture 
 as 
 I first 
 ible. 
 
 and 
 
 well. As I looked at each boy at his desk, eight of 
 them attracted my attention : — 
 
 A, H. Two used spectacles. 
 
 C, D. Two did not use spectacles, but appeared to 
 be short-sighted. 
 
 E, F. Two showed some developmental defects. 
 
 G, H. Two appeared somewhat exhausted in the 
 nerve-system, and are likely to be subject 
 to headaches ; this is probably not a tempo- 
 rary -condition. 
 
 No detailed examination of individual boys was 
 made, but the grounds of the opinion given in the 
 cases of E, F and G, H may be stated. E, F showed 
 no signs of brain-exhaustion or of headaches. The 
 following signs of defective development are probably 
 of long standing, or from birth : — 
 
 Case 8. E. One of the biggest boys in the class ; he 
 must weigh heavy, and speaks with a loud voice. As 
 signs of defective dev^elopment I observed that the 
 ears were ill-shapen, the head too round in form and 
 wanting in characteristic points. As a sign of defect 
 (probably permanent) in the nerve-system, there was 
 excessive and coarse action of the muscles in the fore- 
 head, causing horizontal and vertical furrows. Evi- 
 dence that he was not exhausted was seen in the 
 symmetry of nerve-muscular action on the two sides 
 of the body. It was observed that the over-muscular 
 
14 
 
 THE STUDY OF CIIILDRHM 
 
 action of the face lessened as the lecture proceeded. 
 He lost places in class. 
 
 Case 9. F. A small boy with a badly shapen head, 
 though it was not small ; this may have been due to 
 rickets in early life. As to the nerve-system, he was 
 too mobile, and there was a little over-action of the 
 frontal muscles. He was distinctly fidgety or playful, 
 and lost places in class. 
 
 Case ID. G. A boy of fair complexion, with light 
 hair, rather under the average size, but placed second 
 in class. The following signs of nerve-exhaustion were 
 seen : too little general mobility in the limbs and in 
 the mobile features of the face, producing a dull ex- 
 pression ; in the forehead, however, there were fine 
 horizontal lines or furrows, due to recurrent over-action 
 of the frontal muscles. A further sign of exhaustion 
 and probable liability to headaches was observed in 
 marked fulness under the eyes. No signs of devel- 
 opmental defects were apparent. 
 
 Case II. H. A boy of fair complexion, with light 
 hair, placed twenty-fourth in the class; he lost places. 
 The signs of nerve-exhaustion were : over-mobility ; the 
 arms were several times thrown about, often with 
 the left hand clenched ; he was decidedly fidgety. 
 There was fulness under each eye, indicating ihat 
 probably he is a sufferer from headaches. In addi- 
 tion, a slight sign of developmental defect was seen ; 
 the left ear was ill-formed. 
 
 i 
 
:';s 
 
 INTRODUCTORY 
 
 15 
 
 Examples might easily be multiplied. 
 
 Of all the points to be indicated for your use in 
 the observation and description of children, the 
 "nerve-signs" will, I am sure, prove to be the most 
 important and interesting, because it is the move- 
 ments and balance, the gestures, action, and response, 
 observed in the child that indicate or express his 
 brain state. Here we have some new work, and 
 these signs will, I hope, be of interest to you, be- 
 cause each depends upon the mode of action of 
 some piece of the brain at the time you make your 
 observation. Such signs of brain-disorderliness are 
 much associated with the causes of mental dulness; 
 as soon as the teacher recognises this, he will try, 
 by further physical training, to improve the child in 
 each aspect, and remove the signs of motor and 
 mental disorder one by one. 
 
J 
 
 CHAPTER II 
 
 The Body of the Child, its Construction and 
 
 Growth 
 
 A BRIEF sketch of the infant will be useful to a 
 full understanding of the development of the brain, 
 as it quickly acquires some of those characters which 
 give the child capacity for mental life. 
 
 The infant at birth weighs from seven to ten 
 pounds. 
 
 Average height or length in inches . . , . 
 
 Average weight in pounds 
 
 Average girth of chest in inches 
 
 Average circumference of head in inches . . 
 
 The head of the infant differs in many particulars 
 from that of the child of school age, and these are 
 important to the proper understanding of its growth 
 and some of the later defects. The bones of the 
 skull are very thin, the size of the head very nearly 
 corresponds with that of the brain which it contains; 
 the bones are not united at their edges to form a 
 rigid bony case as in the adult, but are separate at 
 their margins so as to be movable on one another; 
 this allows for a rapid increase in the size of the 
 
 i6 
 
 Male 
 
 Female 
 
 19-34 
 
 18.98 
 
 7-55 
 
 7-23 
 
 1325 
 
 12.65 
 
 »3-95 
 
 13.57 
 
 4, 
 
 ■i' 
 
 WJ 
 
THE BODY OF THE CHILD 
 
 17 
 
 rly 
 
 is; 
 
 a 
 
 at 
 
 » 
 le 
 
 I 
 
 
 head as the brain grows. The size of the head is 
 of interest, for small-headed infants are less likely 
 to live ; the brain is the principal seat of vitality. 
 The corners of four of the bones are incomplete 
 towards the top of the head, thus leaving an open 
 space, called the soft spot or fontanelle, covered by 
 a membrane and the scalp, where there is no bone ; 
 here the brain may be felt pulsating and swelling 
 up when the infant cries. 
 
 The nose of the young infant is but little developed, 
 and is flat and sunken in comparison with that of an 
 older child. 
 
 At nine months old the fontanelle can still be felt, 
 the head is still open and growing fast, it measures 
 about lyh inches in circumference; at twelve months, 
 19 inches; and at seven years, 20 to 21 inches. You 
 must not, however, expect always to find the head as 
 large as here given, even in healthy children ; but 
 after three years old a circumference of 19 inches is 
 too small. 
 
 Teething usually begins at the seventh or eighth 
 month, the lower front teeth being the first to appear, 
 then the corresponding ones in the upper jaw; the 
 sharp-pointed canines come through at about the 
 eighteenth month, and the others follow till the full 
 number of twenty milk teeth appear, which is accom- 
 plished during the second year. At the age of six 
 or seven years children begin to lose their first teeth, 
 c 
 

 i8 
 
 THE STUDY OF CHILDREN 
 
 and the permanent ones appear. It is hardly neces- 
 sary to say that children's teeth should be kept care- 
 fully clean at all ages. 
 
 TABLE L — OF DENTITION PERIODS 
 
 Temporary Set or Milk Teeth 
 
 First Group — Two lower central incisors appear . 6th to 8th month 
 
 .Second Group — Four upper incisors appear . . 8th to loth " 
 
 Third Group — Lower lateral incisors, upper and 
 
 lower front molars, appear i2th to 14th " 
 
 Fourth Group — Canines, upper usually first, appear i8th to 20th " 
 
 Fifth Group — Posterior molars appear .... 2 years to 2\ years 
 
 ( Upper 
 Full Set^ ^^ 
 y. Lower 
 
 Molars 
 2-2 
 
 2-2 
 
 Canines 
 I-I 
 
 I-I 
 
 Incisors 
 2-2 
 
 } 
 
 -2 ) 
 
 20 
 
 2-2 
 
 Permanent Teeth 
 
 Molars, first appear at 
 
 Incisors, central " 
 
 " lateral " 
 
 Bicuspids, anterior .... " 
 
 '• posterior .... " 
 
 Canines " 
 
 Molars, second " 
 
 " third «♦ 
 
 Full Set 
 
 { 
 
 Molars Bicuspids 
 Upper 3-3 2-2 
 
 Lower 3-3 2-2 
 
 6 years 
 
 7 
 8 
 
 9 
 
 . . . . 10 
 
 . . II to 12 
 
 . . 12 to 13 
 
 • • 17 to 25 
 
 Canines Incisors 
 I-I 2-2 
 
 I-I 2-2 
 
 I 32 
 -2 J 
 
 We are now mainly concerned with the child of 
 school age ; the head has grown rapidly since infancy 
 and should present neither ridges nor lumps, and the 
 brain has attained within a little of its full weight. 
 
 
THE I50DY OF THE CHILD 
 
 19 
 
 :es- 
 ire- 
 
 3nth 
 
 « 
 
 ears 
 
 s 
 
 >20 
 
 jars 
 
 32 
 
 of 
 
 y 
 
 t. 
 
 See Table V. The head has acquired a distinctive 
 shape, expanding from the base at the level of the 
 ears, its widest diameter being behind the situation of 
 the ears, but with good expanse of forehead. The 
 head contains the bony skull, the upper part of which 
 forms the brain-case. The lower jaw is the only part 
 of the skull that can move separately from the rest. 
 This bone is jointed on to the skull ; it is depressed 
 when the teeth are separated, and brought up again 
 by the muscles when the mouth is closed ; the lower 
 jaw can be moved up and down as well as laterally 
 in mastication. The eyeballs are set in their sockets 
 or cavities in the skull, called the orbits, resting among 
 the fatty tissue which supports them. The movements 
 of the eyes are produced by small muscles attached 
 to the eyeball and arising from the walls of the orbit. 
 These muscles are supplied by three different pairs 
 of nerves from the brain. If the fat in the orbit be 
 diminished in quantity, the eyeball s'.nks further into 
 the orbit ; if it receives more blood, it swells up and 
 pushes the eyeball more forward. The coloured 
 portion of the eye is called the iris ; it is a muscular 
 curtain with a hole in the centre which appears black : 
 this aperture is called the pupil, and may contract or 
 become very large. In description we must not con- 
 fuse the eyeballs with the eyelids, which frame the 
 openings for the eyes. 
 
 The face consists of the soft parts which lie in 
 
20 
 
 THK STUDY Ol' CHILDRKN 
 
 front of the skull ; under the skin there is a layer of 
 fat, and muscles passing in various directions which, 
 being attached to the skin, move it and produce the 
 expression of the face. A circular muscle surrounds 
 each of the op'^n'^ . of the face: the circular muscle 
 around each eye-opening is called the orbicularis 
 oculi ; when it contracts, the eyelids are closed : the 
 mouth is closed in th-^ same way. These muscles, 
 when stimulated b itic nerves from the brain, move 
 the face, as will be xpluUied in the next chapter. 
 
 Two pairs o' rnuL- ^.os in ttiv ' "'^:head are of special 
 interest to us: the fronlai ri^^i.-c : are placed verti- 
 cally and by their contraction raise the eyebrows 
 and produce horizontal creases in the skin of the 
 forehead ; the corrugators are two small muscles, 
 placed in a horizontal position in the middle part of 
 the forehead which, when they contract, draw the 
 eyebrows together, producing vertical creases in the 
 mid-frontal region. 
 
 Two pairs of muscles seen in the face are concerned 
 in mastication, rather than with expression : these are 
 called the masseters — they are situated about the 
 angle of the jaw on either side ; and the temporals, 
 which are placed at the side of the head, in those 
 parts called the temples. If you strongly clench your 
 teeth, you will feel these muscles become hard as they 
 contract and swell out. All these structures which 
 make up what is called the face are supplied with 
 
THE BODY OF THE CHILD 
 
 21 
 
 I 
 
 I 
 
 Fig. I. — Muscles of Facim, Extrkssion. — From Sir Charles Bell's .-/wa^ 
 omy and Fhilosophy of Expression, Third Edition (Bohn Library), 
 
 AA The frontal muscle. 
 
 BB The corrugator muscle. It is inserted into the integument under the eye- 
 brow. It lies nearly transversely, and its office is to knit and draw 
 the eyebrows together. 
 
 CC The circular muscle of the eyelids (orbicularis palpebrarum). 
 
 DEL Muscles moving the nostrils. 
 
 A'A' The circular muscle of the mouth and lips. Its office is to close the 
 lips; ill excessive action it produces pouting. 
 
 HH The zygomatic muscle. It is inserted at the angle of the mouth ; by its 
 action its widens the mouth, as in grinning. 
 
 NN Depressor labiorum. It depresses the angles of the mouth; other mus- 
 cles of expression are also represented. 
 
22 
 
 TIIK srUDY 01" CHILDREN 
 
 U i 
 
 blood-vessels, and the quantity of blood in them is 
 also under brain control, through ;i nerve called the 
 sympathetic. When much blood lushes to the face, 
 the child is said to blush ; when the sympathetic 
 nerve allows but little blood to par.s into it, the face 
 is pale. 
 
 The openings for the eyes (palpebral fissures) are 
 placed between the upper and the lower eyelids ; the 
 line joining the angles of the openings is horizontal. 
 
 The nose has been referred to as a feature in the 
 face. It is necessary to understand its importance as 
 the proper entrance for the air breathed ; a free en- 
 trance of air by the nose is important to the child, and 
 a knowledge of some points in the structure of the 
 nose, throat, and organ of hearing is necessary to our 
 purpose. Air entering by the nose passes above the 
 hard and soft palate to the back of the throat, where a 
 tube (eustachian) leads air into the portion of the ear 
 which is concerned in hearing. If there is any obstruc- 
 tion to this free entrance of air, the child becomes deaf 
 or dull of hearing. The nose is the proper way of 
 entrance and exit for the air breathed, and the child 
 should be able to breathe easily with the mouth closed 
 and the lips together. If the child cannot breathe 
 thus, but habitually keeps the lips parted, there is 
 probably something wrong with the throat or nose. 
 Such habitual mouth-breathing is very important; 
 mouth-breathers need medical examination. 
 
THE BODY OK THE CHH.D 
 
 23 
 
 The external ears should be alike in form, and stand 
 out but slightly from the head. The external ear con- 
 sists of parts each 
 
 of which should be 
 
 present: the rim or 
 
 margin curls over 
 
 slightly ; in front of 
 
 this is the pleat of 
 
 the ear (antehelix) 
 
 jutting out in front, 
 
 and you will find it 
 
 is thrust forward 
 
 from the back; the 
 
 lobe or drooping 
 •portion of the ear 
 
 should come below 
 
 the point of attach- 
 ment to the head. 
 The trunk or body 
 
 has a bony frame- 
 work, of which the 
 spine is the main 
 prop or support. 
 The spine consists 
 of a number of 
 small bones, united 
 
 by pads of cartilage or soft material, which allow of 
 a certain amount of movement in the column formed 
 
 Fig. 2. — Bones of the Spine, Chest, 
 Shoulder, Arm, and Hand. — From 
 Sir Charles Bell's work on The Hand. 
 
»■ 
 
 24 
 
 THE STUDY OF CHILDREN 
 
 by the bones, so that the spine can be bent to some 
 degree forwards and backwards or laterally. The skull 
 is jointed to the top of this column. 
 
 The ribs are attached to the spine behind and to the 
 breast bone in front, forming the walls of the chest. 
 
 The chest and the important organs, the heart and 
 the lungs, which it contains, grow as the child grows. 
 The average chest girth for children at various ages 
 is given in Table IV. It is very important that the 
 chest should be free to move in breathing : it should 
 never be compressed by the dress. 
 
 Fig. 3. — The Radius and Ulna. — In this sketch, the upper bone of the 
 forearm is the radius, and in revolving on the lower bone, the ulna, it 
 carries the hand with it. — C. Bell. 
 
 The arm or upper extremity consists of the blade 
 bone placed over the back of the trunk ; the collar 
 bone stretches horizontally from the blade bone to the 
 breast bone, and helps to keep it in its proper place ; 
 the arm is hung from this blade bone. The upper arm 
 contains the bone called the humerus jointed at the 
 shoulder to the blade bone. The forearm has two 
 bones — the radius on the outer or thumb side, and 
 the ulna on the inner side : these two bones are jointed 
 
THE BODY OF THE CHILD 
 
 25 
 
 to the humerus at the elbow, and allow of two kinds 
 of movement. The elbow can be bent or, as we say, 
 flexed, and it can be straightened or extended : a rota- 
 tory movement or half a circle can also be performed 
 at the elbow. When the palm of the hand is brought 
 forward or laid upward, the forearm is said to be 
 supine, and this movement is called supination ; when 
 the back of the hand is brought forward, the movement 
 is called pronation. This rotatory action at the elbow 
 is due to movements of the radius on the humerus. 
 
 The wrist is composed of eight small bones, and 
 this joint allows of movements in all directions. 
 
 The hand has four fingers and a thumb, spoken 
 of collectively as the digits ; these are united to five 
 bones, which form the palm of the hand and are 
 jointed at the wrist. The palm of the hand can be 
 moved at the wrist in flexion or extension as well 
 as laterally ; it can also be contracted or screwed up 
 by bringing the bones together, so as to form the 
 hand like a cone. The digits can be flexed or ex- 
 tended, and they can be moved laterally. 
 
 These parts have been particularly mentioned be- 
 cause we are concerned with their separate movements. 
 When we look at a child we see these parts clothed 
 with their muscles and soft tissues, and covered with 
 skin ; we observe the members, their form and pro- 
 portions, and in some degree we judge of the develop- 
 ment and state of nutrition of the child by such facts. 
 
26 
 
 THK STUDY OK CHILDKKN 
 
 
 When examining a child, you should, if possible, 
 weigh him and measure his height and chest girth, 
 and also test sight and hearing. In taking a chest 
 measurement let the child stand with his arms hanging 
 by his sides, and make him count aloud the while to 
 assure he is not holding in his breath. The measur- 
 ing tape is then passed horizontally round the child on 
 a level with the breast, and the number of inches in 
 girth is recorded. 
 
 With growth from infancy the child becomes taller 
 and increases in weight; this is shown in Table II., 
 copied from Dr. Bowditch's article on the growth of 
 children whom he measured in Boston.^ It is here 
 necessary to consider the boys and the girls separately 
 and to compare them in age groups. It is interesting 
 to note that, though at earlier ages the boys are on 
 the average taller and heavier than the girls, yet at 
 13 to 14 years the girl outgrows the boy in each par- 
 ticular : after this age the boy again grows quicker to 
 the stage of full development. 
 
 Children are best weighed in the morning in their 
 ordinary indoor clothes, and measured in their stock- 
 ings, without boots. 
 
 The average increase in height and weight is given 
 in Table III., to which reference will again be made in 
 Chapter X. 
 
 Growth, however, is not simply indicated by the 
 
 1 See the Annua/ Report of the State Board of Health, Massachusetts, tSjj. 
 
TllK HODV OK TIIK CHILD 
 
 V 
 
 on 
 at 
 par- 
 te 
 
 he 
 
 height, chest measurement, and weight of the child ; 
 he may grow well developed or badly developed. A 
 boy may be tall and heavy, yet not well developed in 
 body and in features. It will be shown upon ample 
 evidence from my observations, that defective physi- 
 ognomy in make and proportioning of the features is 
 apt to be accompanied by low brain-power with de- 
 fective nutrition in after life. To study the general 
 character of the development of the child's body the 
 separate features of the face must be observed. 
 
 You want to know, as to the child's body, not only 
 whether it is well grown and well developed for his age, 
 but also whether he shows the indications of a well- 
 nourished and healthy body in hi^ physical life, as apart 
 from his brain condition and mental power. Do not be 
 guided in making your observations by indications of 
 poverty, but satisfy yourself by what you see, that the 
 child is not pale, thin, or delicate. The following 
 points may help you : look at the face as to colour ; 
 do not mistake a fair complexion with light hair and 
 blue eyes for paleness, or a dark complexion for its 
 absence. Look also at the colour of the lips, and the 
 colour seen through the finger-nails, which disappears 
 upon pressure. A pale child may flush in the face, 
 but such flushing is temporary. When you note the 
 colour of the lips and skin, as signs of the general 
 nutrition, observe also the hair and the eyes ; when 
 these are dark, it is owing to the amount of pigment 
 
28 
 
 THE STUDY OF CFIILDREN 
 
 I 
 
 in these structures, and then the skin is usually darker 
 in its tint. Observe whether the colour comes and 
 goes ; such changes are due to the action of the nerve- 
 system on the blood-vessels. If there be permanent 
 paleness, it may be due to a poor state of the blood, 
 called anaemia ; then the child is out of health. A 
 pale child may flush much. Defectiv^e colon: may be 
 due to ill feeding, to living in rooms badly ventilated, 
 hot and close, or too dark. 
 
 The fulness, fatness, or plumpness of the child may 
 not be alike all over the body. The face may be fairly 
 full, while the limbs are thin. This is particularly the 
 case In the nervous children, in whom the body weight 
 may at times fall rapidly, dropping one or two pounds 
 a week without any disease or even any failure of ap- 
 petite ; this is a condition in which a child commonly 
 develops chorea (St. Vitus's dance); as the body weight 
 drops, the face may continue to be the best nourished 
 part, but the child is apt to become more infantile and 
 over-mobile ; is is specially apt to occur in girls. Weigh- 
 ing the child will add accuracy to your observations. 
 
 The eye may have a wrong focus. The eyeball is an 
 optical instrument, which if properly arranged produces 
 a clear picture of objects upon the retina, which is the 
 sensitive layer at the back of the eye ; it is something 
 like the camera of the photographer, but its focus must 
 be properly adjusted to produce clear sight : if the 
 eye is out of focus, sight will be defective. There are 
 
 I 
 
THE BODY OF TFIE CHILD 
 
 29 
 
 r\. 
 
 two principal forms of badly built, badly proportioned 
 eyes : — 
 
 1, The small flat eye. (Hypermetropia.) 
 
 2. The long eye, which causes short sight. (Myopia.) 
 The small flat eye is irregularly developed or propor- 
 tioned at birth, the condition is congenital ; it is under- 
 sized and the condition is often inherited. It does not 
 produce clear pictures on the retina, and the focussing 
 apparatus (muscle of accommodation) is strained, to pro- 
 duce clear vision of the letters in a book. This may 
 lead to headaches or to squinting. Squinting is usually 
 due to the eye being small and flat ; such children, 
 when old enough, should be provided with proper spec- 
 tacles, and they should always use them when reading 
 or writing. 
 
 The eye too long from front to back leads to such 
 bad focussing that vision is indistinct and the child 
 near-sighted. This condition is not found at birth, 
 though the tendency to short sight may be inherited ; 
 it usually develops during school life, and is in part 
 preventable by the use of glasses and attention to the 
 position of the child when at work. Do not let chil- 
 dren bend over their desks ; still, remember that the 
 short-sighted child cannot sit up and see his book on 
 a flat desk. To save children from becoming short- 
 sighted, prevent them from using their eyes too long 
 and too closely on near objects. The boy should sit up 
 well, with his head upright and his eyes at least twelve 
 
30 
 
 THE STUDY OF CHILDREN 
 
 li 
 
 It ' 
 
 In 
 
 inches from his book ; the desk should have a sloping 
 top, and the seat must be properly adjusted to his 
 height : books of bad type should always be avoided, 
 and the light should be sufficient, especially at night. 
 
 Each child should be tested as to sight when he 
 enters the school and at least once a year afterwards. 
 A set of printed type should be provided for the pur- 
 pose: such are published, and arranged as to the size 
 of the letters so that with clear vision each line can b«j 
 seen at the distance named on the sheet ; this should 
 be hung on the wall in a good light. A child, standing j 
 at the proper distance, should be able to read the letter;; 
 readily : test each eye separately, covering the othe.r 
 with a card in front of it ; if the child cannot thu.* 
 see the letters with each eye, there is some defect of 
 sight. 
 
 Again : let the child stand and look at a small coin 
 held before his face two feet from his nose ; if you see 
 that his eyes then turn inwards with the appearance of 
 a slight temporary cast or squint, he probably has flat 
 eyes (hypermetropia) and requires convex glasses. 
 
 You may test hearing by your watch or by your 
 voice. In using your watch ascertain previously how 
 far from the head it can be heard by persons with good 
 hearing ; use a measuring tape, holding one end against 
 the ear and the other at the watch. Direct the child 
 to close his eyes, and hold a sheet of paper or a fan to 
 prevent him from seeing the watch, while you make 
 
h 
 
 THE BODY OK THE CHILD 
 
 31 
 
 '<7. 
 
 him close the openinf:^ of the other ear, which you are 
 not testing. Carry your watch to different distances 
 from the side of his head, square with it, not in front 
 of him. When he says he hears the watch, note the 
 distance, move it to a further distance, and then back 
 again to the former place, and see if he adheres to what 
 he said before : test him thus several times and examine 
 each ear separately, noting the greatest distance of 
 hearing with each ear. 
 
 TABLE n. 
 
 Showing Avkkagk Heic;hts and Weights of Boston School 
 Chh.dren of American Parentage 
 
 After Dr. Bowditch. See Annual Report of the State Hoard of Health, Massachusetts, 
 1877. Height taken without shoes ; weight in ordinary dress. 
 
 
 Boys 
 
 Girls 
 
 
 Inches 
 
 Pounds 
 41.20 
 
 Inches Pounds 
 
 5 years 
 
 41.74 
 
 41.47 
 
 39.82 
 
 6 " 
 
 44.10 
 
 45-14 
 
 43.66 
 
 43.81 
 
 7 " 
 
 46.21 
 
 19-47 
 
 45.94 
 
 48.02 
 
 8 " 
 
 48.16 
 
 54-43 
 
 48.07 
 
 52.93 
 
 9 " 
 
 50.09 
 
 5997 
 
 49.61 
 
 57.52 
 
 10 " 
 
 52.21 
 
 66.62 
 
 5'.78 
 
 64.09 
 
 11 " 
 
 S4.0I 
 
 72.39 
 
 53-79 
 
 70.26 
 
 12 " 
 
 55-78 
 
 79.82 
 
 57-16 
 
 81.35 
 
 ,3 u 
 
 58-17 
 
 88.26 
 
 58.75 
 
 91.18 
 
 14 » 
 
 61.08 
 
 99.28 
 
 60.32 
 
 100.32 
 
 «5 •' 
 
 62.96 
 
 110.84 
 
 61.39 
 
 108.42 
 
 16 " 
 
 65.58 
 
 123.67 
 
 61.72 
 
 112.97 
 
 17 " 
 
 66.29 
 
 128.72 
 
 61.99 
 
 115.84 
 
 18 " 
 
 66.76 
 
 132.71 
 
 62.01 
 
 115.80 
 
32 
 
 THE STUDY OF CHILDREN 
 
 Testing with your voice has the advantage that if the 
 child repeats what you say you know that he heard you. 
 You should stand a distance of several yards from the 
 child, while he keeps his eyes shut ; he must not see 
 your face, as he might read the sound from your lips ; 
 test first both ears together, then one at a time. An 
 audible whisper may be heard much farther than the 
 ticking of the watch ; according to Mr. T. Mark Hovell, 
 whispered speech should be heard at about twenty-five 
 yards. To pronounce single words is better than to ask 
 a question, which may be guessed at. 
 
 TABLE HL 
 Showing the Annual Increase in Height and Weight 
 
 After Dr. Bowditch. Vi'tie ante. 
 
 
 Boys 
 
 Girls 
 
 Age Last Birthday 
 
 
 
 
 Inches 
 
 Pounds 
 
 Inches 
 
 Pounds 
 
 5 years 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6 
 
 
 2.36 
 
 3-94 
 
 2.19 
 
 3-99 
 
 7 
 
 
 2.II 
 
 433 
 
 2.28 
 
 4.21 
 
 8 
 
 
 1.95 
 
 4.96 
 
 2.13 
 
 4.91 
 
 9 
 
 
 1.93 
 
 5-54 
 
 1.54 
 
 4-59 
 
 lO 
 
 
 2.12 
 
 6.65 
 
 2.17 
 
 6.57 
 
 II 
 
 
 1.80 
 
 5-77 
 
 2.01 
 
 6.17 
 
 12 
 
 
 1.77 
 
 7-43 
 
 3-37 
 
 11.09 
 
 13 
 
 
 2.39 
 
 8.44 
 
 1.59 
 
 9.83 
 
 14 
 
 
 2.91 
 
 11.02 
 
 '•57 
 
 9.14 
 
 »5 
 
 
 1.88 
 
 11.56 
 
 1.07 
 
 8.10 
 
 l6 
 
 
 2.62 
 
 12.83 
 
 •33 
 
 4.55 
 
 17 
 
 
 •71 
 
 505 
 
 .27 
 
 2.87 
 
 i8 " 
 
 •47 
 
 3-99 
 
 .02 
 
 0.04 
 
 I 
 
 f 
 
THE BODY OF THE CHILD 
 
 33 
 
 TABLE IV. 
 
 Showing Measure.\ients of Chest Girth in Children at Ages 
 
 Corresponding 
 
 After Dr. C. Roberts' observations on the English artisan class. 
 
 Age Last 
 
 Average Chest 
 
 Age Last 
 
 Average Chest 
 
 Birthday 
 
 Girth in Inches 
 
 Birthday 
 
 Girth in Inches 
 
 5 years 
 
 21.40 
 
 13 years 
 
 25.24 
 
 6 " 
 
 21.68 
 
 14 " 
 
 26.28 
 
 7 " 
 
 22.54 
 
 15 " 
 
 27-5 » 
 
 8 " 
 
 23.09 
 
 16 " 
 
 28.97 
 
 9 " 
 
 23-79 
 
 17 " 
 
 29.38 
 
 lO " 
 
 24.08 
 
 18 " 
 
 30.07 
 
 II " 
 
 24-34 
 
 19 " 
 
 30.56 
 
 12 " 
 
 2493 
 
 20 " 
 
 30.86 
 
 TABLE V. 
 
 vShowing the Average Weight of the Brain of Children in 
 
 Ounces Avoirdupois 
 
 After Dr. Boyd, as observed by him in 2030 cases, London. See Dr. Thurman's article 
 on Weight of the Brain, Journal of Mental Science, 1866. 
 
 
 Males 
 
 Females 
 
 New born 
 
 11.67 
 17.42 
 21.30 
 27.40 
 
 33-25 
 38.70 
 40.23 
 
 45-96 
 48.54 
 
 10.00 
 
 Under 3 months 
 
 From 3 to 6 months 
 
 From 6 to 12 months 
 
 From I to 2 years 
 
 From 2 to 4 years 
 
 PVom 4 to 7 years 
 
 From 7 to 14 years 
 
 From 14 to 20 years 
 
 1594 
 19.76 
 
 25-70 
 29.80 
 
 34-97 
 40.11 
 
 49.78 
 43-94 
 
■I 
 
 I 
 
 CHAPTER III 
 
 The Brain : Its Development and Evolution 
 
 We now pass on to consider the brain itself, its func- 
 tions, and the signs of its action. The brain is a part 
 of the body hidden from our view, and enclosed in its 
 bony case in the head. The brain of the child is care- 
 fully protected from injury, being surrounded by deli- 
 cate membranes and a slight layer of fluid ; it is well 
 supplied with blood, which circulates and supplies it 
 with needful nourishment. 
 
 The brain is a soft and delicate structure, seated in 
 the brain-case, and carefully protected ; it consists es- 
 sentially of two kinds of material, the nerve-cells and 
 the nerve-fibres. The nerve-cells are the makers of 
 nerve-force when duly nourished ; for their proper 
 nutrition they need a good supply of blood in their 
 vessels. A nerve-fibre passes off from each cell and 
 conveys the force generated in it, which is then called 
 a nerve-current; there are millions of such cells in 
 the structure of the brain. When the nerve-force 
 generated by a nerve-cell is carried by a fibre to a 
 muscle, say in the face, or in the limbs, this nerve- 
 current causes the muscle to contract or shorten, and 
 
THE IJRAIN 
 
 35 
 
 visible movement results ; the movement being pro- 
 duced by the force sent from the nerve-cell. The 
 movement seen indicates to us the time and quantity 
 of the discharge of force from the nerve-cell : such 
 a movement is conveniently called a nerve-muscular 
 movement. 
 
 The substance of the brain is thus mainly made up 
 of groups of nerve-cells, many of which are connected 
 with one another by nerve-fibres, while many of them 
 are connected with the muscles of the body, and send 
 nerve-currents to them, thus causing the movements 
 of the face and limbs. The nerve-cell generates force 
 iis the outcome of its nutrition, and may be compared 
 to a galvanic cell which generates electrical force as 
 the outcome of chemical action taking place in it. 
 The electrical force formed in the galvanic cell may 
 be conducted to a distance by a wire, and if this end 
 be connected with a galvanometer, it may produce 
 movement of its needle at a distance from the bat- 
 tery. If several electrical cells be connected together 
 in series by means of wires, the force generated by one 
 cell is communicated to the next, and increases the 
 strength of the current circulating in the wire that 
 passes off from the battery ; this force may be dis- 
 tributed to parts at a distance fror its origin. 
 
 As time goes on, the strength of the battery will 
 run down, the chemical action in it lessens, the mate- 
 rial in the battery is used up, and no more force is sent 
 
36 
 
 THE STUDY OF CHILDREN 
 
 111 
 
 I 
 
 .i,. 
 
 out till the materials in the cell are renewed. Simi- 
 larly : while the brain is giving out force, it must be 
 replenished by nutrition, or it will run down and be 
 less capable of producing energy after a short time ; 
 it will then need food and rest, and the stimulus which 
 aids brain-nutrition. 
 
 I have spoken of the nerve-cells of the brain as being 
 connected with one another, and with the muscles of 
 the body, which produce movements of its parts. It 
 must now be explained that there are other nerve- 
 fibres which connect the organs of special sense — 
 the eye and the ear, etc., and the skin all over the 
 body — with the cells of the brain, and convey cur- 
 rents of force from these parts, respectively, to the 
 cells of the brain ; such nerve-fibres are called afferent, 
 because they convey currents upwards to the nerve- 
 system ; in distinction from these, the fibres which 
 convey currents from the nerve-cells to the muscles 
 are called efferent. The fibres, which pass in both 
 directions, are collected into bundles or strings, and 
 are commonly called the nerves of the body ; the in- 
 going or afferent nerves convey stimuli to the brain, 
 the outcoming or efferent nerves carry motor currents 
 from the nerve-cell ;> to the muscles. 
 
 Figure 4 may explain further what has just been 
 said : the brain is represented by the shading as 
 divided into areas A, B, C, D, E, which can act 
 more or less independently ; each area or section of 
 
 I 
 
 I 
 
THE BRAIN 
 
 37 
 
 brain is represented as connected by nerve-fibres 
 with a muscle corresponding. Plach section of brain 
 may receive a stimulus from the eye or the ear. 
 The representation is purely diagrammatic, for the 
 
 B _C O^ 
 
 Fig. 4.— Diagrammatic Rki'reskntation of the Brain and its 
 Nerves in connection with the Eye, the Ear, and the 
 Muscles. 
 
 sake of clearness of description. The brain-areas 
 A, B, C, D, £ each receive nerve-fibres carrying im- 
 pressions from the eye and the ear, so that they 
 can separately be stimulated by sight and sound. 
 
38 
 
 THE STUDY UK CIIILDKEN 
 
 '; ' ■ 
 
 Fibres pass from each brain-area to the muscles a, 
 if, c, (/, f, respectively; when A is stimulated, the 
 muscle a contracts; if the centre E be stimulated, 
 the corresponding muscle c contracts, and so for 
 each centre and muscle respectively ; the muscle is 
 the visible index of nerve-currents proceeding from 
 its own centre. If we see the muscles a, b, contract 
 at the same moment, that indicates that the centres 
 Ay B acted together. 
 
 If you sec my arm move, you know this means 
 that the muscles of my arm are contracting, and 
 that this is due to currents of nerve-force passing 
 out to them from certain nerve-cells by means of 
 the efferent or motor nerves. Place an orange in 
 front of a child ; then you will see his head and 
 eyes turn towards it, next his hand is moved over 
 the orange, his fingers are closed over it, and it is 
 seized. This series of movements is due to a series 
 of nerve-currents passing from the nerve-cells to the 
 muscles of the parts moving ; this series of nerve- 
 currents from the nerve-cells to the muscles follows 
 the impression produced upon the brain, by the sight 
 of the orange, or, by the afferent currents passing 
 from the eye to the brain, and these are stimulated 
 by the light reflected from the orange. 
 
 Many parts of the brain can act separately : every 
 movement corresponds to the action of a certain 
 portion of the nerve-system, or, as we call it, nerve- 
 
THK HkAIN 
 
 39 
 
 centre. It is probable that every movement indi- 
 cates the discharge of force from a certain area of 
 nerve-substance, and that such discharge of force 
 necessitates not only a supply of good blood to that 
 piece of nerve-tissue, but also that the nerve-tissue 
 shall be stimulated by some force. Stimulation is 
 necessary to movement as well as a supply of blood 
 to the nerve-centre ; sights and sounds are the more 
 common stimuli to movements. 
 
 Important as the functions of the brain are, and 
 much as we desire to study its action, there is only 
 one way in which we can watch the effects of its 
 working, and that is, by the movements which it 
 produces in the parts of the body by its action on 
 the muscles. All movements in the body are pro- 
 duced by the action of the nerve-system upon the 
 muscles ; this is very important to remember. Hence, 
 we shall have much to say about movements, the 
 outcome of movements, and mobile expression as 
 signs of brain-action and the brain-condition. ^ 
 
 It may occur to you that, as much has been said 
 by physiologists about the connection between the 
 mind and the brain, we might study mental action 
 as signs of brain-action. Let me make an assertion, 
 and then support it by illustrations. All expression 
 of the action of mind is by nwvevicnt, and the results 
 ')f movement. A child is at lessons, he repeats what 
 
 ^ See author's work on " Anatomy of Movement." 
 
40 
 
 THE STUDY OK CHILDREN 
 
 he has been taught, accompanied by gestures or 
 movements ; his speech is produced by the movements 
 of his chest, larynx, and the parts used in articula- 
 tion. The written exercise is the outcome of the 
 movements of his hand acting upon the pen. His 
 intelligence may be shown in a game, in the house 
 he builds with his bricks, or in the paper-folding 
 which he does so neatly with his fingers ; in all such 
 cases the signs of the action of mind are the move- 
 ments produced by the brain. 
 
 The general condition of the nerve-system is ex- 
 pressed by motor signs — freshness, fatigue, irritabil- 
 ity, may all be indicated to us by the movements of 
 the child, the absence of movements, or by the atti- 
 tudes or postures of the body, which depend upon 
 motor action. Examples will be given in Chapter V. 
 
 The expression of the emotions is by the action of 
 the brain upon the muscles of the body, and their 
 contractions produce the signs which indicate to us 
 what are called the emotions of the mind. We shall 
 here ?*-udy movements produced by the brain, not 
 mind itself, in the child. 
 
 Look at a child before he wakes in the morn 
 The body is quiet; if you raise his hand gently, it 
 falls lifeless — no muscular energy is being expended. 
 The body is motionless in full sleep, except for the 
 movements of breathing, which are quiet, regular, 
 uniform. If sleep is full and complete, on raising 
 
THE BRAIN 
 
 41 
 
 the eyelids the pupils iire seen to be very small or 
 eontracted. The body and brain are in complete rest ; 
 in a healthy, well-fed child the whole system is in the 
 state of quiet nutrition of organic life ; no currents 
 are beinj? generated by the brain in j)erfect, dreamless 
 sleep. As time goes on, you hear sounds in the house 
 which send currents from the child's ear to his brain ; 
 we then see some movements of the limbs — the 
 elbows, wrists, and fingers move. Soon all is seen to 
 be quiet again in the limbs — sleep continues, and 
 the brain rests and grows without expending force. 
 As sounds grow stronger in the house, and the light 
 pours in between the opened curtains, you may again 
 see movements in the limbs, and the eyelids open ; the 
 pupils now dilate ; the brain becomes active, indicated 
 by movements in the limbs and face, as the child sits 
 up. Nerve-currents are now passing from the brain 
 to the muscles. Before school he is full of movement ; 
 limbs, fingers, head, eyes, are all moving, owing to spon- 
 taneous brain-activity. As he stands in his place, and 
 the teacher calls for attention, we see him .still and 
 quiet (or at least that is desired), and the teacher tries 
 to control his brain-action under instruction. Spon- 
 taneous brain-action will be shown to be the basis 
 I'non which you work in producing mental aptitude; 
 i must be coordinated or regulated, but so as not to 
 ostroy spontaneity. 
 Two circumstances are necessary in order that a 
 
42 
 
 THE STUDY OF CHILDREN 
 
 
 l;'ii 
 
 I 
 
 nerve-centre may produce action of the muscles and 
 movement, — it must be nourished by good blood, and 
 it must receive some stimulus. This gives us the clue 
 as to how we must act upon the brain of the child : 
 there are two ways, — by feeding it and by stimulating 
 it through the organs of sense. Brains do not grow 
 by feeding only ; they must be impressed or stimu- 
 lated from without; hence the importance of good 
 education as an aid to brain-development. Feeding 
 the child often lessens spontaneous movements, when 
 they are in excess ; fresh air may have a similar effect ; 
 various modes of stimulating a child through the eye 
 and ear may control spontaneous movements, but these 
 must be used with due caution. Do not stop a child's 
 movements unless you know why you do so. You should 
 no more wantonly arrest a child's movements with- 
 out due cause than throw a stone at an animal without 
 cause, or destroy a flower because you do not see any 
 use in it. This should be known by those who con- 
 fine the hands and feet of little infants under bulky and 
 cumbersome clothes. Children should have their hands 
 free, and not carry bags and books, and should not 
 be compelled to stand in class with their hands behind 
 them. 
 
 Common observation of a healthy young infant 
 shows abundant spontaneous movement in all parts 
 of the body while he is awake. Look at a well-nour- 
 ished baby, say seven days old, as he lies on his nurse's 
 
 
Tllfc: BRAIN 
 
 43 
 
 lap, unfettered by clothes. Movements are seen in 
 the limbs, especially in the fingers and toes ; the move- 
 ments are slower than most of those seen in adults, 
 and are apparently spontaneous and irretrular, occur- 
 ring in no special order, uncontrolled by external stimu- 
 lation, and are not directly useful to the ctiild. A short 
 period of wakefulness is, at this early age, usually 
 followed by sleep, indicated by subsidence of all move- 
 ments except those of breathing, and the eyelids are 
 closed. 
 
 The movements of the chest in breathing are estab- 
 lished at birth, and continue without interrui)tion. The 
 child cries when cold, and when food has been with- 
 held more than two hours. Contact of an object with 
 the lips stimulates the movements of sucking ; a strong 
 light causes closure of the eyelids ; and if the eyelid 
 be raised, the pupils are contracted by the light. In an 
 infant a few hours old, the rxctempt to straighten the 
 elbow, when flexed, may be strongly resisted. 
 
 Spontaneous movements may likewise be seen in 
 young animals. Charles Darwin has shown that in 
 young seedling plants the root, the seedling leaves, and 
 the head of the plant move much, as growth takes 
 place, though the movement is slow. This is due to 
 unequal growth of the cells of which the young plant 
 is built up. 
 
 Spontaneous movements, thus universal at birth, 
 must have some important signification ; they do not 
 
44 
 
 THE STUDY OF CHILDREN 
 
 It'' 
 
 
 appear to produce any direct effect upon the body of 
 the infant and do not supply him with food or minister 
 to his wants. 
 
 Each movement seen corresponds to action in a 
 nerve-centre of the brain ; the mass of movements cor- 
 responds to a mass of nerve-centres in action. Further, 
 these movements, as far as we can see, are not at birth 
 controlled through the senses. We conclude that in 
 the very young infant the brain-centres act separately 
 and independent of special stimulation, if he is healthy, 
 well made, and well nourished. It may be said that at 
 birth the infant does not show the faculties of mind, 
 because we do not see that he is controlled through the 
 senses by sight and by sound : his hands do not move 
 towards objects placed within his field of vision. 
 
 When a month old, movements appear in the face, 
 first about the mouth, later in the forehead. The 
 limbs move with more force, they are moved in a 
 greater degree, and begin to effect some mechanical 
 results : an object placed in the hand is grasped by the 
 fingers, and movements of the elbow carry the object to 
 the mouth, but soon spontaneous movements return, 
 the fingers open, and the object falls from the hand. 
 
 When the infant is three months old, we may observe 
 some control of movements through the senses, and the 
 head may turn towards a bright light ; still we do not 
 see the hand move straight towards an object Vv^ithin 
 the field of vision, and when a part of the body is 
 
 I 
 
 I I 
 
THE BRAIN 
 
 45 
 
 irritated the hand docs not move towards it. I have 
 known a child in whom one leg was irritated, and the 
 hand was not moved to scratch it, but the other leg 
 moved up, and did so with the foot. Spontaneous 
 movement remains as a marked character at this age, 
 but sight of a bright object may temporarily arrest it ; 
 this is the earliest indication of a brain-faculty that 
 may develop into the power of attention. 
 
 Later we see associated movements in such an act, 
 as transferring an object from one hand to the other : 
 as the muscles grow stronger the head is held up, when 
 the body is supported, and the eyes are moved. At 
 four or five months we find commencing signs of im- 
 pressionability to stimulation through the senses ; sound 
 and the sight of objects begin to control and regulate 
 the spontaneous movement. 
 
 At five months, further indications of the control of 
 brain-action may be seen; the sight of a red box may 
 momentarily stop all movements, and this may be fol- 
 lowed in a few seconds by turning the head, eyes, and 
 hands towards the object seen ; that is called a coordi- 
 nated movement ; movement controlled through the 
 eyes occurs after momentary arrest of spontaneous 
 action in the brain. 
 
 At three years of age much change has taken place 
 in the brain as the body has grown: the child runs and 
 talks or chatters. Spontaneous movement continues to 
 a great extent, but action controlled through the senses 
 
46 
 
 THE STUDY OF CHILDREN 
 
 h\ 
 
 I' :i 
 
 is established, complex actions are performed, an im- 
 pression received at one time may be retained and lead 
 to special action at a later period. 
 
 Case 12. A boy of three years went to sit on the bed 
 of his mother, who was tired and ill. He played with 
 some reins fastened to the end of the bedstead, which 
 pleased him : next day he said to his mother, " You go 
 and be nice ill ; I play horses." A brain-impression had 
 been retained (memory), leading to his action. 
 
 I dwell on the simple signs of brain-action in the 
 infant, because they seem to afford a foundation for 
 observation of the more complex functions of the brain 
 of the child, as the processes of development or evolu- 
 tion proceed. The infant at the earliest ages does not 
 walk or talk, or turn his head and eyes towards objects ; 
 movements are not modified in any marked degree by 
 the action of light or of sound. The infant's brain is, 
 in some respects, less impressionable than that of the 
 adult, and the impressions are less retained. During 
 the early months of infant life movements are the only 
 signs of mental development. Compare the action 
 seen at five months with that seen at birth ; spontane- 
 ous movement continues, but is capabu of some control 
 through the senses. It may be temporarily arrested by 
 sight or sound, and this, after many repetitions, may be 
 followed by new series of movements, occurring upon 
 less and less stimulation, and with increasing quickness 
 and accuracy, as time goes on. We infer a correspond- 
 
 1 
 
 i ;■ 
 
THE HRAIN 
 
 47 
 
 ing change in the nerve-centres or parts of the brain : 
 it appears that, at birth, they act slowly and inde- 
 pendently of one another, as far as we know without 
 any order in their acting — and, at this time, this action 
 is not determined through the senses. At the age of 
 five months movement may be temporarily suspended, 
 and during the time when no (efferent or motor) cur- 
 rents are passing from the nerve-centres, they undergo 
 some change, indicated subsequently by special combi- 
 nations and series of movements, such as are commonly 
 spoken of as commencing voluntary action. 
 
 This appears to be a great advance in the infant's 
 brain-evolution.^ When a year old, action well adapted 
 by impressions received becomes very marked, and the 
 child makes certain characteristic sounds on sight of 
 certain objects; its spontaneous brain-action becomes 
 more and more capable of coordination. 
 
 It appears that, whereas at birth the most marked 
 character of the nerve-centres is the spontaneous action 
 of individual loci of nerve-tissue, this spontaneity is 
 not lost, but remains in advancing evolution as the foun- 
 dation of so-called voluntary and intellectual action, 
 becoming more controlled by circumstances. Apti- 
 tude for mental action appears to depend upon the 
 capacity of nerve-cells (or control through the senses, 
 such impressions temporarily inhibiting their spontane- 
 
 1 The Study of Cerebral Inhibition, " I'.rain," XMII., published by The 
 Macmillar\ Company. 
 
I 
 
 48 
 
 THE STUDY OF CHILDREN 
 
 I 
 
 
 ftl- 
 
 ity and arranging them functionally for coordinated 
 action. In the imbecile infant action does not show 
 this spontaneous movement (microkinesis) in the nor- 
 mal degree ; its nerve-centres are wanting in sponta- 
 neity, and later in capacity for coordination. 
 
 It is not my intention here to branch off into the 
 study of physiological psychology, but it is quite pos- 
 sible to follow the apparent grouping of action in 
 nerve-cells corresponding to many well-known modes 
 of mental action. It may be shown that well-co- 
 ordinated visible movements usually accompany well- 
 controlled mental action, and that a spreading area 
 of movement, not controlled, often accompanies men- 
 tal confusion. 
 
 This spontaneous movement, slightly under control, 
 is the character of healthy brain-action of children in 
 the infant school, so that postures are less available 
 as signs among these very young children, and spon- 
 taneous movement of their fingers is the normal action. 
 The parts of the infant are then full of spontaneous 
 movements ; an exception is in the eye movements, 
 which are not frequent in many cases. One of the 
 endeavours of infant training should be to encourage 
 eye movements, then to control them. 
 
 The most interesting signs of brain-condition are 
 those which indicate to us the action of mind. One 
 method of determining the signs of mind is to com- 
 pare subjects, possessed of mind, with others, devoid 
 
THE BRAIN 
 
 49 
 
 of mind or nearly so. It will be granted that an 
 infant at birth does not show well-marked signs of 
 mind. The principal signs of mind are absent. An 
 infant at birth may be said to possess none of the 
 actual faculties of mind, although he is healthy; he 
 may possess potentialities, but he shows no actual 
 present signs of mind. An idiot, in growing up from 
 infancy, does not show those signs, appropriate to his 
 age, which indicate the functions of mind. The infant 
 is said not to show actual signs of mind, though he 
 may show potentialities. The infant at birth does not 
 walk, talk, or turn his eyes and head towards a bright 
 object within his field of vision ; movements are not 
 modified, in any marked degree, by the action of light 
 or sound, except that the eyelids contract spasmodi- 
 cally in the light. The infant is, in some respects, less 
 impressionable, and the impressions are less perma- 
 nent than in the adult. 
 
 We say that the new-born infant does not give ex- 
 pression to the faculties of mind, because he does not 
 present signs showing that he is impressed, even 
 temporarily, by the sight of surrounding objects ; he 
 does not move his hands towards objects within his 
 field of vision, and no movements indicate that he is 
 impressed thereby. Reflexes of sight and sound are 
 almost entirely absent. The muscles of the face are 
 seen to act earliest in the lower zone, those about the 
 mouth causing expression before those on the fore- 
 
 E 
 
50 
 
 THE STUDY OF CHILDREN 
 
 I 
 
 ii 
 
 head (corrugators), which seem to be specially con- 
 nected with expression of mind. 
 
 Now as to the child when four months old, we say 
 that the attention is easily attracted, because the sight 
 of objects and sounds causes the head to be moved 
 (by reflex action) towards the light or source of sound. 
 More than this, after the stimulus of the sight of an 
 object has caused the head and eyes to be turned 
 towards the object, the further stimulation of the brain 
 may arrest all movement : this often happens when 
 the attention is attracted. On the other hand, the 
 sight of an object, after it has caused the head and 
 eyes to be turned towards it, may increase the amount 
 of movement in the child. 
 
 Playfulness is probably the result of spontaneous 
 movement, together with an increased susceptibility 
 to reflex action. The ** playful child " has a happy 
 face, owing to the healthy tone of the facial muscles 
 and their nerve-centres. 
 
 The following observation of a child eighteen mouths 
 old, illustrates how the dawning intellectuality is indi- 
 cated by the complication and fitness of certain sets 
 of movements : — 
 
 Case 13. The child, having both hands full of toys, 
 desired to grasp a third ; he then put the toy from one 
 hand quickly between his knees, and thus set one hand 
 free to take hold of the desired object. 
 
 The following kinds of movements as signs of a 
 
 • 
 
THE URAIN 
 
 51 
 
 healthy infant brain deserve separate attention : move- 
 ments following certain external agencies, light, sound ; 
 movements, the outcome of the essential (untrained) 
 properties of the nerve-mechanism ; movements result- 
 ing from (training) the acquired association of nerve-cen- 
 tres ; movements, similar to those previously occurring 
 from a like cause, showing retentiveness ; movements 
 in different areas, such as the small joints in contrast 
 with large joints, or a different condition of movement 
 of adjacent parts, such as the fingers. There may also 
 be a symmetry of movements. 
 
 m 
 
CHAPTER IV 
 
 Observing the Child : What to look at and 
 what to look for 
 
 The training of children and the improvement in 
 methods of education have become so important that 
 there has arisen a general demand for exact knowledge 
 as to the conditions of children at home and in the 
 school. It is necessary that we should learn to study 
 children in a scientific manner, that we may know how 
 best to train their development in mind and body, and 
 take our part in aiding them to grow up with a sound 
 constitution and full mental power. 
 
 The care of all classes of children is a very respon- 
 sible work, demanding intelligent study and earnest 
 care. It is not enough to study methods of education 
 and school practice, the subjects to be taught and the 
 methods of teaching them. Some knowledge of physi- 
 ology is very useful ; but it is also necessary to observe 
 and study the children themselves individually, and 
 collectively in groups, that we may know their indi- 
 vidual tendencies, good and bad, and that their ever- 
 varying condition may be at once perceived. We 
 should see the signs of fatigue before exhaustion and 
 
 5» 
 
 .1 
 
OBSERVING TIIF CHILD 
 
 53 
 
 . 
 
 irritability are obvious in imperfect lessons and bad 
 behaviour ; hence the necessity for an intelligent and 
 precise knowledge of children enabling us to detect 
 early signs of failure of strength and to classify them 
 for the purpose of study. 
 
 It seems to me very desirable, if not essential to the 
 proper study of children, that we should form a judg- 
 ment by the signs which we observe, not by the answers 
 to questions put to the child as to his thoughts and re- 
 specting health. I seldom ask a child if he has a head- 
 ache, but often look for the signs of healthy brain strength 
 and activity ; or of exhaustion, and direct indications of 
 headache. Such observations may be made by any one 
 who is in personal contact with children, by the mother 
 among her children, or the teacher in the schoolroom. 
 
 Let me give a few examples. At an elementary school 
 I visited the girls in its highest standard, or grade, in 
 company with some friends, and asked the teacher to 
 point out, unknown to the children, those who gave 
 most trouble. Among them were two small, but well- 
 made children — the nerve-system in each was exhausted. 
 Had this been known by those in authority, might not 
 these children have been exempted from examination, 
 and the teacher from the necessity to press them on, 
 though still requiring their attendance at school .<* 
 
 Case 14. In a high-class school, a boy presented a 
 general good development, but his nerve-system was 
 exhausted ; he had far too much movement, showing 
 
54 
 
 THE STUDY OF CHILDRKN 
 
 brain irritability. The master said he work. J well, but 
 his father often expressed his desire that the lad might 
 do more work, and rise in the school quickly ; the head- 
 master wished the same. Here is a case where know- 
 ledge of a precise kind, possessed by the master, would 
 necessarily put power in his hands to act for the boy's 
 real good. On the other hand, where development is 
 slightly defective, but nutrition good, it is for the 
 child's benefit that he should not be excused from due 
 work, except when knowledge shows that the work is 
 harmful. Regular and appropriate work is essential to 
 due brain development and healthy growth. 
 
 There are many points of view from which we may 
 study children ; many lines of thought which may be 
 followed. The method I would urge upon you is that 
 of systematic ob.scrvation, — that which I want you to 
 study is that which you actually see, apart from any in- 
 ferences drawn from facts : it is essential, in scientific 
 work, not to confuse what you see and what you believe 
 to exist. Let us study the child as we see him, with the 
 best powers of our mind, and careful earnest thought. 
 
 To see the child well you need a good light ; do not 
 touch him, but look without stating your purpose. It is 
 desirable to prevent the child from looking straight at 
 you, i.e. at your eyes ; for this purpose fix the child's 
 eyes by telling him to look at some small object held in 
 your hand, such as a shilling. Then you proceed to 
 observe the head and the physiognomy of the individual 
 
UIJSERVING TIIK CHILD 
 
 55 
 
 features and their parts, the facial condition and expres- 
 sion, the eye-mov'ements and other points in action. 
 
 Let him hold out his hands in front, with the palms 
 downwards, showin*^ him the position for a moment ; 
 thus you can see how he responds to command and 
 imitates your action, while you can observe the points 
 described as " nerve-signs," indicating his brain status. 
 Judging from the various points thus seen, and witiiout 
 asking questions or speaking to the children, it is easy 
 to group their conditions in various classes thus : — 
 
 A. As to Development of the body and features. 
 
 B. As to the Brain condition indicated by nerve-signs. 
 
 C. As to Nutrition and health of body. 
 
 Such observations may give new knowledge for your 
 use. Those who acquire the most practical knowledge 
 of childhood will, in the end, acquire power and success 
 in the work of education and training. 
 
 Here is a schedule form for use in describing sys- 
 tematically what you see in a child : three headings. A, 
 B, C, group the classes of points to be looked for. 
 
 Under A, describe signs of development in the sepa- 
 rate parts, and any special characteristics. 
 
 Under B, note nerve-signs in parts of the body. 
 
 Under C, the state of physical health and nutrition. 
 
 Under School Report the mental and general char- 
 acter is described ; and in the Report on the Child his 
 mental and physical condition is briefly summarised. 
 
56 
 
 THE STUDY OF CHILDREN 
 
 SCHEDULE FOR REPORT ON A SCHOOL 
 
 CHILD 
 
 Number. 
 
 Age last birthday. 
 
 Name. 
 
 Place in school 
 
 A. Body : Develorment, features, etc. 
 
 Head. 
 
 Face. 
 
 Ears. 
 
 Nose. 
 
 Palate. 
 
 Growth. 
 
 B. Nerve-signs : Postures, movements, action. 
 
 Expression. 
 
 General balance of body. 
 
 Expression. 
 O. Oculi. 
 Eye-movements. 
 Head-balance. 
 Hands. 
 
 C. Physical health and Nutrition. 
 
 School Report. 
 
 Report on Child. 
 
OBSERVING TI1I£ CHILD 
 
 57 
 
 As you look at the child, bear in mind the normal or 
 healthy type of development ; fix in your mind an ideal 
 of good form, so that your attention may be arrested 
 by the sight of any point in form or action that is below 
 the normal. 
 
 Now, as to what to look at : there is each part of 
 the body named in the schedule and described in 
 Chapter II. 
 
 The Head. — Look at the head full-face, carrying 
 your eyes from ear to ear over the top of the head, 
 following its curve and estimating its size ; again carry 
 your eyes from one ear to the other in a horizontal line, 
 looking first at the right ear and its parts, then at the 
 right eye-opening, the bridge of the nose, the left eye- 
 opening, and the ear. Looking at the profile, follow 
 the bridge of the nose up the forehead, noting if it be 
 nearly vertical, or slope backwards, then over the curve 
 of the top of the head and down to the nape of the 
 neck. You may thus inspect the head in its configura- 
 tion and estimate its volume by inspection. Place your 
 hand flat upon the child's head, with your fingers 
 spread, and thus estimate its volume by feeling it, 
 noticing its form and any lumps or ridges of bone. 
 Then, if you think necessary, you can measure the head 
 round with a tape. Measure carefully the greatest hori- 
 zontal circumference round the forehead : taki jl trans- 
 verse measurement from one ear-«'penin^ to the other 
 over the top of the head , and a_;ain from thi- bridge of 
 
I 
 
 58 
 
 thp: study of children 
 
 the nose over the top of the head to a projection you 
 will feel at the back of the head just above the nape of 
 the neck ; such measurements taken at intervals of a 
 few months will enable you to appreciate growth and 
 increase of volume of the head. 
 
 As you look at children, observing their form, you 
 will see some with a shapely, well-moulded head of good 
 size, while others are ill-shapen or small ; the features 
 may be well-cut or defective in form. 
 
 Physiognomy is defined by Lavater as " the art or 
 science of discerning the character of the mind from 
 the features of the face." Such modes of study in- 
 clude notice of such proportions of the head as the 
 following: the height and width of the forehead, or its 
 narrowness from temple to temple, and the shallow- 
 ness from the hair margin to the eyebrows ; the great- 
 est circumference of the head, which is something 
 like 21 inches at eight years old, the measurement 
 from ear to ear over the vertex being about 12 inches. 
 The greatest transverse diameter of the head in a 
 child is behind the ears , and the outline of face and 
 head as seen full-tace should give the greatest trans- 
 verse diameter high up, well above the cheek-bones 
 in the part forming the brain-case. The facial angle 
 is seen best in profile. 
 
 In estimating the volume of the head, first look at 
 it ; note its form, and not solely the circumference or 
 other measurements. A further idea of its volume 
 
 i 
 
OBSKRVIXt; HIE CHILI) 
 
 59 
 
 nuiy be gained by placing your hand on the head 
 with your fingers open. Heads may be too large or 
 too small; the forehead may present a lump on each 
 side, or a ridge down its centre ; it may be shallow 
 from above downwards, or narrow laterally. These 
 defects of the head are of great importance, often 
 being accompanied with a tendency in the child to 
 be thin, deliccVte, and dull : much depends upon how 
 
 ic 
 
 treated at home and in school. 
 
 At every possible opportunity observe the outline, 
 form, and size of people's heads, paying special at- 
 tention to the points mentioned ; study the physiog- 
 nomy of children and persons known to you, and 
 draw your own conclusion as to the value of your 
 observations. 
 
 Study also well-selected art representations of the 
 human figure, in rest and in action, and learn from 
 them the rule of perfection. In some school-rooms, 
 photographs, engravings, and casts of the best an- 
 tique statues are to be seen. I wish it were so in all 
 cases, that we might learn from those who have long 
 observed the hun.an body what is excellent in form and 
 outline, as well as graceful in movement and attitude. 
 
 The Face. — Looking at different types of faces, 
 we are at once struck with the fact that the passive 
 appearance of some expresses intellectuality, while 
 others are marked by inborn vulgarity, apart from 
 any spe* ill mobile expression. Elements contributing 
 
6o 
 
 THE STUDY OF CHILDREN 
 
 to the low vulgar type are a narrow and receding 
 forehead, a large, prominent under-jaw, thick lips, and 
 a thick immobile make of skin. Such signs are, 
 however, not to be trusted too far. 
 
 The features, separately, may be well made with- 
 out being proportioned to one another or rising well 
 from the surface of the face. If the openings for 
 the eyes and mouth are small in proportion to the 
 face, it imparts a blank look. The size of the jaw- 
 bones gives an appearance of firmness to the physi- 
 ognomy, while either the upper or lower jaw-bones 
 may be too small. If the upper-jaw is too small, the 
 cheeks at this part are too close together, the palate 
 is often narrow, and the teeth overcrowded. 
 
 The Nose and the Palate are very noteworthy ; they 
 are described in Chapter II. As a sign of develop- 
 ment or make of body the form of the bony palate 
 is only second to the head in importance. The 
 mouth should be noted, when at rest, as to its size. A 
 small mouth is a defect, and often accompanies throat 
 obstruction leading to mouth-breathing. 
 
 The Ears should be observed separately, noting their 
 size and symmetry ; see if they lie fairly against the 
 head and that ail parts are present in the ear as 
 the) are described in Chapter II. 
 
 The Growth of Body is estimated by the height and 
 weight of the child as compared with the normal (see 
 Table II.). 
 
OBSERVING THE CHILD 
 
 6i 
 
 Passing from the observation of points indicating 
 development in the body, we have to consider the 
 nerve-signs, which indicate the make, status, and action 
 of the brain and nerve-system : these are mainly post- 
 ures or attitudes of the body or action and movement of 
 its parts. Following the sub-headings of the Schedule, 
 look at the general balance of the body, the face, eyes, 
 head, and hands. 
 
 The General Balance of the body of the child, when 
 standing quietly, should be symmetrical, equal on the 
 two sides, so that the shoulders are at the same level 
 and the spine balanced straight ; while the feet are 
 equally planted on the ground with the knees straight. 
 When the arms are held out in front, symmetry should 
 be maintained in the equal height at which they are 
 placed with the elbows straight : no slouching or listless 
 attitude. 
 
 The Face and Expression. — The human face in its 
 expression and movements is a most accurate index of 
 the brain and of the nerve-changes in it, which corre- 
 spond to the emotions, feelings, and thoughts. 
 
 When we look at a face, we may observe its form, 
 colour, and conditions of mobility. The general form 
 and outline of the face are largely determined by the 
 shape of the skull beneath. Either side of the face can 
 move separately ; hence the necessity of observing 
 whether a facial expression is symmetrical. 
 
 The muscles that move the face are sufficiently ex- 
 
62 
 
 THK STUDY (JF CIIILOKEN 
 
 plained in Chapter II. ; their action in producing move- 
 ment is caused by nerve-currents coming to them from 
 the brain. 
 
 The healthy normal face of a child is calm, without 
 wrinkling or puckering in the forehead, and is alike in 
 its action and expression on the two sides. 
 
 It is convenient, for the purpose of description, to 
 divide the face into three zones ; the frontal above the 
 line of the eyebrows, with a middle zone separated from 
 the lower by a line at the level of the lower margin of 
 the orbits. 
 
 To observe each in turn, hold a sheet of paper with 
 one margin horizontal, leaving the forehead above th»5 
 eyebrows uncovered — this shows the upper zone; next 
 view only that part of the face which is below the lower 
 margin of the orbits, or sockets for the eyes, showing 
 the mouth, the -"reater part of the cheeks, and the 
 openings of ilie n^ se— this is the lower zone. Lastly 
 the m.iddlc zone may be demonstrated alone by holding 
 the horizontal m.argin of one sheet of paper so as to 
 cover all above the eyebrows, and another sheet so as 
 to cover all below the orbits, thus leaving to view the 
 eyebrows, the eyelids, and eyeballs, with the bridge of 
 the nose. By these methods you may readily examine 
 the symmetry of a face, both as regards form and 
 action, and you may also define the particular zone in 
 which any mode of expression is seen. 
 
 The greatest degree of expression is, I think, seen in 
 
 I 
 
 1 
 
I 
 
 OBSERVING THE CHILD 
 
 63 
 
 ; I 
 
 the frontal region, mainly produced by action of the 
 frontal and corrugator muscles. 
 
 In looking at the mid-zone of the head and face, the 
 observer's eye traverses it from ear to ear, noting these 
 features, the palpebral fissures, and the tone of the large 
 orbicularis oculi muscles, the bridge of the nose both in 
 its bone and soft tissues, as well as the eyeballs and 
 their movements. 
 
 Signs are given for each of the three zones. 
 
 There are some special movements in each of the 
 facial zones worthy of notice. In the upper or frontal 
 zone the movements are almost always symmetrical or 
 equal on both sides ; they may produce horizontal fur- 
 rows, or vertical furrows with a drawing of the eye- 
 brows together — the former is a movement not of an 
 intellectual kind ; the latter is often highly expressive 
 of mental action. 
 
 In the middle zone the opening of the eyelids is 
 usually equal on either side ; we shall find that in this 
 region we may have marked indications of exhaustion 
 of brain-action. 
 
 The parts in the lower zone about the mouth 
 move in eating and in speaking. The mouth can be 
 widened, its angles may be drawn upwards or down- 
 wards, and the upper lip may be raised at a point 
 a little within the angle, s" as to uncover the canine 
 tooth, as in sneering. Widening of the mouth is 
 seen in laughter, when the angles are drawn some- 
 
64 
 
 THE STUDY OF CHILDREN 
 
 what Upwards, so also, to a less degree, in smiling. 
 The circular muscle of the ..louth contracts in clos- 
 ing the lips, and its action is excessive in pouting. 
 
 The Eye-movements are of great interest. In ex- 
 amining a child, notice whether the eyes follow ac- 
 curately a small object you hold two or three feet 
 in front of his face, as you move it from side to 
 side, and up and down. 
 
 The two eyes move together, so that, when one 
 turns to the right, so does the other ; or, when one 
 eye turns upwards, they both turn up equally. In 
 looking at near objects, say at lo inches from the 
 face, the eyes turn slightly but equally towards one 
 another. 
 
 Movements of the eyes are not equally common 
 in all directions — more movements are horizontal 
 than vertical; in turning the eyes to the right or 
 left, there is no necessary movement of the eyelids ; 
 the eyes turn towards objects, their muscle.'^ being 
 stimulated by brain-currents which are generated by 
 the sight of objects around. In observing movements 
 of the eyes, notice whether they are obviously guided 
 by the sight or sound of objects around, or whether 
 it be not so. Movements of the eyes, not controlled 
 as to their number and direction by obvious circum- 
 stances, must be looked upon as signs of nervous- 
 ness. Irregular movements of the eyes are common 
 in children, and are very indicative of their brain- 
 
 I 
 
 <# 
 
OBSERVINC. THE CHILD 
 
 65 
 
 ^# 
 
 condition : they may be looked upon aB analogous to 
 spontaneous twitchings of the fingers. In these 
 wandering, irregular movements of the eyes we find 
 an illustration of a common law, that excessive 
 movement is often an indication of weakness, not of 
 strength ; the same thing is seen in the twitching 
 movements of nervous children. 
 
 Movements of the eyes in the vertical direction 
 are accompanie(' by movements of the u])per eyelids, 
 and very often the eyes and head move upwards 
 together. 
 
 The movements of the eyeballs are effected by 
 small muscles attached to the eye and arising from 
 the wall of the orbit ; these small muscles are sup- 
 plied b) three different pairs of brain-nerves. The 
 iris, or coloured portion of the eye, is a muscular 
 curtain, with an aperture in its centre called the 
 pupil, which m\y enlarge or contract. Light causes 
 the pupil to contract; the pupil also contracts, when 
 the eye is looking at near objects, dilating when 
 looking into the distance. A widely dilated pupil 
 may indicate a state of mental excitement; it is con- 
 tracted in sleep. 
 
 The Head, its Postures and Movements. — It is con- 
 venient, for the purposes of description, to speak of 
 three modes of movement of the head : flrxion and 
 extension, i.e. bending forwards and backwards, as in 
 nodding; rotation in a horizontal plane, the head re- 
 
 F 
 
66 
 
 THE STUDY OF CHILDREN 
 
 maining erect, but the face turning to the right or 
 the left side ; inclination, i.e. lowering one or other 
 side of the head, so that the two ears are not on 
 the same level and the eyes not in the same hori- 
 zontal plane — inclination is said to be towards that 
 side on which the ear is lowest. The only sym- 
 metrical movements of the head are those of nod- 
 ding and bending back the head. In a strong and 
 healthy child the head is held erect unless some- 
 thing changes its posture. A slight sound may cause 
 rotation of the head ; a slight condition of weakness 
 of the nerve-centres is indicated by drooping of the 
 head. The posture or balance of the head may in- 
 dicate the brain-condition. 
 
 The simplest postures of the head are those called 
 flexion and extension ; they involve equal action of 
 both sides of the brain. The weight of the head 
 makes it fall forward, if the muscles do not hold it 
 up ; hence, as fatigue comes, and passes on to sleep, 
 the head may fall more and more forward, till it is 
 bowed on the breast. This bowed position of the 
 head indicates something about the condition of the 
 brain, but the posture is not solely caused by the 
 brain-action. Do not let children, when writing, 
 bend much over their desks — the face should be as 
 nearly vertical as may be, and as far as possible 
 removed from the horizontal. You may notice the 
 drooped head and the stooping and spiritless gait of 
 
OBSERVlN(i 11 IK CHILD 
 
 6; 
 
 a tired man, as comjjarccl with that of the same in- 
 dividual when rested and refreshed. The head is 
 seen firmly upri[;"ht in defiance, drooping in shame, 
 and held on one side in nervous girls. 
 
 The Hand. — The hand in its balance and movement 
 is second only to the face in importance as an index 
 of brain-action. In observing it for this purpose, the 
 liand should be held out free in front of the body, 
 not engaged in holding anything, but simj)ly balanced, 
 as the brain controls the muscles. I have described 
 eight typical hand-postures : two of these will be given 
 among abnormal nerve-signs. When the hands are 
 held out to command, the average balance is with 
 both upper extremities horizontal on a level with the 
 shoulders, the hands turned palm downwards, the width 
 of the chest apart, the elbows being quite straight. 
 The arm and the hand and its parts being all balanced 
 in the same plane, the palm of the hand spread flat, 
 and the fingers and thumb straight with the palm. 
 
 In observing a child, I say to him, " Put out your 
 hands with the palms downwards and spread the 
 fingers." The movements and balance of action in 
 the parts of the arm can thus be seen under favour- 
 able circumstances. A strong and healthy child, say 
 of five years old and upwards, will hold out his hands 
 fairly straight with the arm and shoulder ; the limbs 
 may not be held quite at the same level — the left is 
 often a little weaker and is held a little lower than the 
 

 IMAGE EVALUATION 
 TEST TARGET (MT-S) 
 
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 Photographic 
 
 Sciences 
 
 Corporation 
 
 33 WEST MAIN STREET 
 
 WEBSTER, NY. 14580 
 
 (716) 873-4503 
 

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II 
 
 68 
 
 THE STUDY OF CHILDREN 
 
 <i 
 
 \i 
 
 right. The typical sign of strength is that the hand 
 be straight extended, as in Fig. 5, the fingers straight 
 with the metacarpal bones and the forearm and 
 shoulder ; the palm of the hand, or metacarpus, straight, 
 not contracted laterally, as in the feeble hand (see Fig. 
 17); all parts are in the same horizontal plane; the 
 
 Fig. 5. — Straight Hand. 
 
 arms should be parallel to one another, straight at the 
 elbow and both on a level with the shoulder. A slight 
 deviation from this rather stiff and exactly balanced 
 position is not to be considered necessarily a departure 
 from health. However, the posture above described is 
 the standard of the normal, and indicates a robust, well- 
 balanced nerve-system. 
 
 
 H 
 
 * 
 
 IW' 
 

 . 
 
 CHAPTER V 
 
 
 • 
 
 V 
 
 I 
 
 Principles of Methods of Observing and Describ- 
 ing Children 
 
 Children may be studied in many ways. We may 
 read about them and think about them ; we may study 
 the results of their work at school or the methods by 
 which others teach and train them. We may study 
 books on physiology which show how the circulation, 
 digestion, and respiration are carried on. We may 
 study the structure and uses of the organs of special 
 sense, their connexion with the brain, and how they 
 influence its action. All such studies are of value to 
 you ; still, there remains the question, " How may we, 
 as individuals interested in children, best study them 
 for ourselves ? " 
 
 In speaking of my own methods of examining and 
 studying children, it is with the full acknowledgment 
 that other means may be used ; but it is my purpose to 
 speak of what I have seen and of the methods em- 
 ployed in reporting on 100,000 children I have had 
 opportunities of examining in 168 schools. 
 
 These methods I was gradually led to systemize in 
 my own studies, and I have used them now for some 
 
I'll 
 
 70 
 
 THE STUDY OI< CHILDkEN 
 
 i\\\ 
 
 m 
 
 il 
 
 i 1? 
 
 years. They arc founded up»)n scientific and physio- 
 logical principles, and necessitate observing individual 
 children and thinking about the facts observed. Such 
 a mode of study requires that facts shall be observed by 
 you, recorded and thought over ; .still be not discour- 
 aged ; a little steady practice will make all ea.sy, and 
 the effort will, I think, teach you much, give pleasant 
 study, and place a real power in your hands. 
 
 It will at once be obvious that the facts we are to 
 observe must be physical facts. We cannot directly 
 observe the action of the child's mind with our eyes 
 and ears ; but we can observe the child's body, its 
 make, its movements, and the signs of its nutrition — 
 these can be seen and recorded in words ; they can be 
 thought over and studied. 
 
 To observe children with success, we mu.st learn 
 what to look at in an individual child, and how to de- 
 scribe what we see. To know how to describe what 
 is seen is almost as important, to our purposes, as to 
 know what to look for. Such descriptions aid our 
 memory ; they enable us to compare observations, to 
 think about them, and to see their meaning. 
 
 The outward appearance of the body or the passive 
 expression has been studied from ancient times, and 
 much has been written on the subject. The laws of 
 form and the proportions of the body have been laid 
 down by many authorities who differ much among 
 themselves. Such studies have mostly been under- 
 
OBSEKVIN(J AND DESCRIBING CHILDREN 
 
 71 
 
 taken from the philosophical and artistic points of 
 view, rather than as a part of the study of mental 
 physiology. 
 
 Much has been written on the subject of physiog- 
 nomy that may interest you. Compare the writings of 
 Lavater, and those who followed in his steps, with the 
 later work of Sir Charles Bell on the " Philosophy and 
 Anatomy of Expression." The knowledge and the 
 methods of the two authors differ. Lavater described 
 the size and form of the head of the man — he did not 
 know the signs of brain-action ; he observed the im- 
 mobile signs — we shall see their significance presently. 
 Sir Charles Bell described not only the anatomy of the 
 brain and the nerve-system, and the muscles which pro- 
 duce movement ; he showed that the brain by its action, 
 as it sits hidden from view in the head, sends out cur- 
 rents of force to the muscles all over the body, produ- 
 cing those movements which we call mobile expression. 
 Bell showed, further, that currents are constantly pass- 
 ing from the surface of the body and from the senses 
 up to the brain, guiding and controlling its action. 
 
 We want to study the signs of brain-action. You will 
 ask, What is the connexion between physiognomy and 
 brain-action ^ As to the size of the head in connexion 
 with the brain, it is certain that the brain can be no 
 larger than the bony case which contains it; further, 
 the brain is often badly made when the head is 
 badly shapen ; we shall see more about this further 
 
r 
 
 72 
 
 THE STUDY OF CHILDREN 
 
 If. 
 
 I' * 
 
 on. Experience shows that, when the head and features 
 are badly shapen, the brain is often, but not necessarily, 
 poorly developed. Defect in physiognomy and, in 
 proportion, of the parts of the body, is often associated 
 with mental dulness, but the occurrence of brain-dis- 
 orderliness, indicated by abnormal nerve-signs (inco- 
 ordination), is a more general and direct cause. It 
 should then be an object, in training children, to remove 
 their faulty nerve-signs or irregular or bad modes of ac- 
 tion in movements, which are the direct indications of the 
 brain-state. The most important signs of brain-action 
 that we can observe are the movements which it pro- 
 duces in the body. It is by observing the action and 
 attitudes of the child, that we find means of describing 
 his brain-condition. The signs of brain-action, and the 
 most valuable signs of its condition, are the movements 
 and results of the movements which it produces in the 
 parts of the body. It is of great importance clearly to 
 understand the difference between the two modes of 
 expression — passive immobile expression indicated by 
 the size and proportions of the head and other parts, 
 and the mobile expression or movement, which are the 
 direct outcome of brain-action upon the muscles. The 
 most important signs of brain-action are the movem.ents, 
 and results of the movements, which it produces, such 
 as the postures and attitudes of the body, and speech : 
 they are the direct outcome of brain-action, and can be 
 observed and studied by all. 
 
OBSERVING AND DKSrUIHINC ( HILDRKN 
 
 73 
 
 « 
 
 When I visit my country friend, he takes nie to his 
 stable and shows his horses, pointing out in each cer- 
 tain points of viilue for my admiration : in his hunter 
 the height, sloping shoulder, small head, well-cut, 
 straight legs, his clear eye ; then he goes on to show 
 the fine balance of his head, and when the horse is 
 exercised, my friend points out the action seen in the 
 movements of his limbs: we admire all these points and 
 the well-groomed, fine, glossy coat. In the cart horse 
 we look for more massive development and strength of 
 limb and muscular growth. Again, in the farm he 
 shows his bullocks, their small horns, straight backs, 
 short legs, while pointing with pride to their fatness. 
 In the corn-field he .shows the number of large grains 
 in each ear, the length of the straw and its cleanness : 
 all points worth money. 
 
 In the nursery my friend shows me his " fine young- 
 sters," but does not indicate the points of their hopeful- 
 ness as well as he did the points in his animals. 
 
 In some reports on schools we are told the number 
 of boys and girls in attendance, arranged in age-groups 
 with the positions they hold in school — sometimes 
 the boys are not divided from the girls. More strictly 
 educational reports may indicate the number of dull, 
 backward, and neglected children. All such accounts of 
 childhood leave much to be desired : we need a census 
 of the child-population ; we want to know the children 
 as accurately as the farmer knows his horses, cattle, and 
 
I! 
 
 W 
 
 ni 
 
 -, 
 
 i J 
 
 ■i -7.- 
 
 
 :■■■ i 
 
 
 M 
 
 
 74 
 
 THE STUDY OF CHILDREN 
 
 corn. What principles, then, underlie the better methods 
 of description? Individuals must be described; further, 
 certain points in the individual should be described 
 which may be compared in other individuals. Again : 
 in describing his horse the farmer drew attention to the 
 development and growth of the body in various points, 
 then to his action in different movements, as in walk- 
 ing, trotting, galloping ; he thus unconsciously explained 
 something of the action of the animal's brain and nerve- 
 system. These illustrations serve to show two principles 
 that should be attended to in observing children. Look 
 at their bodies, separate features and the limbs, as 
 explained in Chapter II., and describe what is well made, 
 and any badly made or faulty part. 
 
 The chapter on abnormal signs will help you to 
 describe the defects in development and in action and 
 expression. 
 
 Look also at the movements, the parts moving and 
 the balance or attitudes, which indicate motor power 
 and strength, and express brain-action. 
 
 The child is part of Nature's work ; look at him as 
 such, and study him as you study other living things. 
 In short, I urge the scientific method, the methods of 
 physical science, in place of relying on the meta- 
 physical study of mind, when new knowledge and 
 experience have to be acquired. I would urge you 
 to the study of brain-action in producing the display 
 of mind, and its causes, in place of confining your 
 
OBSERVINC. AND DESCRIBINCI CHILDREN 
 
 75 
 
 attention to metaphysical psychology : in saying this, 
 I do not assume that this is new to you. The two 
 methods differ, I think, principally in this : the psy- 
 chologist proceeding to deal with most complex ques- 
 tions records complex results (mental states) of com- 
 plex causes ; the student of physical facts observes 
 only what can be seen, reducing physical phenomena, 
 that are complex, to their simplest elements, and notes 
 their antecedents and sequents. The two methods may 
 go side by side, they need not be considered as antag- 
 onistic ; use such processes of study as give you the 
 best results. 
 
 When a child is brought to a doctor for advice, he 
 examines and observes him, he examines the body of 
 the child and its various organs, taking notes of what 
 he sees and hears. He forms an opinion of the pathol- 
 ogy or real condition of the parts of the body by 
 physical signs, then makes his diagnosis, and, after 
 further considering the physical antecedents, which 
 have probably brought about the conditions observed, 
 he finally advises as to treatment. The friends of 
 the child will also demand a prognosis, or opinion as 
 to what is likely to happen in the future : this is often 
 what is most urgently desired. 
 
 We shall have much to say hereafter about the 
 signs of moHjlc expression, but before we pass away 
 from the study of the body in its immobile or passive 
 condition, a few words may be said as to the means 
 
76 
 
 THE STUDY OF CHILDREN 
 
 . 
 
 of training tiie eye to recognise the perfect outline 
 and form, and to observe any sliglit departures there- 
 from. For the purpose of training your eyes to appre- 
 ciate perfections of form and accuracy of movement 
 and balance, so that any deviations therefrom may 
 be readily observed, use your powers of observation 
 at every opportunity, observe your friends and ac- 
 quaintances and all round you ; specially observe chil- 
 dren according to the rules laid down ; try to form a 
 general opinion in each case whether they be intelli- 
 gent and well-bred children, then describe their form 
 for yourselves as best you can, and fix those examples 
 in your memory that are of high-class type ; go into 
 schools in poor districts, and study the less-well-born 
 children. The types of perfection of form should be 
 seen in art — they are seen in much of the antique 
 and in some modern statuary ; works of art may thus 
 be useful to you. To study perfection and beauty of 
 form you should contrast the most perfect with the 
 least perfect. Examples of low development in con- 
 trast with more perfect productions will throw much 
 light upon your studies ; the contrast of marked per- 
 fection with imperfection throws each into greater 
 relief and prominence. Leonardo da Vinci, we are 
 told, searched for ugliness. 
 
 The head and face are parts of the body peculiarly 
 characteristic of man, and here we see the greatest 
 number of those signs which indicate to us the make 
 
OliSKKVING AND DESCRllilNCi CHILDREN 
 
 n 
 
 of the individual and his condition. The head and face 
 arc also easily observed, and very interesting to study. 
 
 When studying cxj^ression in the head, as in other 
 parts of the body, we must look to the conditions of 
 its development, or size and form, and also to its move- 
 ments and the postures which result from those move- 
 ments. The title of Sir Charles Hell's first essay • is: 
 " Of the Permanent Form of the Head and Face in 
 contradistinction to Kxpression." He goes on to say : 
 " A face may be beautiful in sleep, and a statue with- 
 out expression may be highly beautiful ; on the other 
 hand, expression may give charm to a face the most 
 ordinary. Hence it appears that our inquiry divides 
 itself into the permanent form of the head and face, 
 and the motion of the features, or the expression." 
 Bell uses the term " expression " as confined to mobile 
 modes of expression, and carefully distinguishes be- 
 tween them and conditions of development indicated 
 by form. It seems probable, that the finer actions of 
 the brain, in producing thoughts, may be trained by 
 using good works of art. Form is probably more 
 effectual for this purpose than shading and colour. 
 
 The Signs of Nutrition of the body and the brain 
 are of the highest importance and interest. The first 
 point I wish to insist on, is that nutrition may be ex- 
 pressed by ( I ) form or growth, and (2) by motion which 
 is due to nutrition. 
 
 ^ Op. cit., p. 21. 
 
7« 
 
 THE STUDY OK CHILDREN 
 
 l! 
 
 K'Jfl ' 
 
 i 
 
 
 As evidence that motor signs, or movements and the 
 results of movements, may express nutrition of brain, 
 let us examine a few examples. 
 
 ( 1 ) In an ill-nourished infant spontaneous movement 
 is much lessened, or the child may lie almost motion- 
 less instead of being constantly full of movement, while 
 awike. The return of spontaneous movement is a sign 
 of the improved nutrition. 
 
 (2) In a man after a severe illness, such as a fever, 
 the tone of the voice is usually altered so that we can 
 no longer recognise the individual by his voice ; this 
 motor sign, as well as the worn countenance, indicates 
 the man's lowered nutrition. Returning health is shown 
 by the patient " looking like himself," and " recovering 
 his old voice." 
 
 (3) In a child seven years old emaciation and ill- 
 nutrition, indicated by loss of weight, may be accom- 
 panied by St. Vitus's dance or finger twitching, which 
 disappears when weight increases and nutrition is im- 
 proved. 
 
 (4) A strong, well-nourished man is less fidgety than 
 a weak one. 
 
 Now as to the expression of nutrition by form and 
 growth. Proportions of growth often indicate condi- 
 tions of nutrition. 
 
 A seedling pea-plant, if kept in a room with deficient 
 light, is not well nourished, and the malnutrition is in- 
 dicated by the small yellow leaves and the long white 
 
 ■H- i 
 
OBSERVINC. AND DESCRIBING CHILDREN 
 
 79 
 
 stem. That good nutrition has not occurred during 
 the life ol the plant is dctnonstrated by the fact that 
 the plant, when dry, weighs less than the seed from 
 which it grew. Mere malnutrition is expressed by 
 the relative growth of leaves and stem ; the leaves 
 being very small, the stem very long. In children we 
 often see growth for a time occur in height without 
 lateral development ; then the proportions of growth 
 change, and the child fattens. 
 
 It may possibly add some interest to our work, if I 
 explain how my attention became directed to the study 
 of postures as signs of brain-conditions. Having, 
 during some years, given special study to the condi- 
 tions of the nerve-system in children, I began to note 
 the various jjostures presented by children, brought 
 for examination, at the East London Children's Hos- 
 pital, and from 1878 I kept notes of the spontaneous 
 postures observed. The children were requested to 
 hold out their hands, and the passive condition or 
 posture of the hand was noted. At first it was diffi- 
 cult to describe the po.sture seen in precise language, 
 though sone were seen to be characteristic of certain 
 nerve-conditions. In 1879, while visiting Florence, 
 it struck me that the posture of the hands of the 
 Venus de' Medici was exactly similar to the posture 
 I had so often seen in nervous children. Later, at the 
 British Museum, I saw the English Venus side by side 
 with the Diana (Fig. 7), feminine coyness and nervous- 
 
8o 
 
 THE STUDY OK CHILDREN 
 
 ncss represented side by side with the expression of 
 energy and strength, and the contrast of the hand- 
 posture showed them to be in direct antithesis. While 
 looking at the marble hands, it became easy to describe 
 their postures in precise language. In the hands of 
 the nervous woman the wrist is slightly flexed or bent, 
 the knuckles are moderately extended back beyond the 
 straight line, the finger-joints being slightly bent. The 
 thumb is extended backwards, and somewhat drawn 
 away from the fingers. This posture I have called the 
 
 Fig. 6. — Nervous Hand. 
 
 "nervous hand " ; it is that so commonly seen in weak, 
 excitable, nervous children, such as are hot-tempered 
 but affectionate, tooth-grinders, and very liable to re- 
 current headaches. I have before me the cast of a 
 hand carved by Canova, an art model of beautiful 
 workmanship. This hand represents exactly the ner- 
 vous posture. Art often presents us with the expres- 
 sion of weakness in place of strength, beauty in place 
 of perfectness. 
 
 In the Diana of the British Museum we seethe figure 
 
m 
 
 OBSERVING AND DKSCRIliING CHILDREN 
 
 8i 
 
 i 
 
 of a strong, energetic woman. Our common experience 
 tells us that it is such. Her right hand is lifted, and is 
 engaged in holding a spear or 
 dart, which she is about to 
 hurl ; this hand is, therefore, 
 not available as a sign indi- 
 cating the mental condition. 
 The left hand, however, hangs 
 down, and is free or unoccu- 
 pied, and by its posture affords 
 us evidence of the active or 
 mentally energetic condition 
 of the brain. The balance of 
 the parts of the body indicates 
 to us the balance of the action 
 of the nerve-centres. This is 
 the posture termed " the ener- 
 getic hand" (Fig. 8). 
 
 The wrist is extended back- 
 wards, the fingers and thumb 
 are flexed. 
 
 If we compare this ener- 
 getic hand with the hand in 
 the nervous posture, we see ^^g- 7--^'atuk ok diana. 
 
 British Museum. 
 
 the former to be the direct 
 
 antithesis of the latter. In the weak woman the hand 
 is flexed at the wrist, the fingers and thumb bent back at 
 the knuckles ; in the strong woman the wrist is extended 
 
 G 
 
82 
 
 THE STUDY OF CHILDREN 
 
 backwards, and the digits are flexed. This is an exam- 
 ple of one posture being the antithesis or direct opposite 
 of the other ; Mr. C. Darwin made much use of the 
 principle of antithesis in his work on Expression. 
 
 I have described the straight extended hand as the 
 normal type, and two postures as deviations therefrom : 
 one, the energetic hand, a perfectly normal and health- 
 ful condition, the other the nervous hand, which indicates 
 weakness and excitability. An example of the energetic 
 hand in real life may often be seen in the attitude of 
 
 Fig. 8. — Enkrc.etic Hand. 
 
 little children, say between three and four years old : 
 you call them to come to you, and show them something 
 they like ; they run with arms stretched out and hands 
 in the energetic posture, and wrist extended, and the 
 fingers slightly flexed. 
 
 An incident which happened the other day may 
 serve to illustrate the value of studying postures as 
 signs of the nerve-condition. I was asked to observe 
 some young people, and noticed three in whom the 
 hands, when held out free, showed the wrists flexed 
 
 I 
 
 I 
 
OBSP:RVIN(i AND DESCRIBING CIULDRKN 
 
 83 
 
 with the knuckle-joints extended backwards. I immedi- 
 ately pointed out to the teacher that they showed some 
 signs of nerve-muscular excitability ; the correctness of 
 this opinion I was afterwards able to confirm. 
 
 One of the first departures from the si<;ns of per- 
 fect strength is the posture we are about to describe 
 under the name of the " straight hand with the thumb 
 drooped." This may commonly be observed in condi- 
 tions of health, when fatigue or slight weakness occurs. 
 It is similar to the straight hand, but the thumb, with 
 
 Fig. 9. — SrRAi(;HT Hand with Thu.mh Drooped. 
 
 its metacarpal bone, falls slightly, thus approximating 
 the latter towards the palm. I was once able to point 
 out this sign to the head-master of a large school. I 
 had looked over the lower classes of the school without 
 noticing any unusual signs among the boys. When, 
 however, we came to the first class, and these boys 
 held out their hands, I observed that every boy, with 
 two exceptions, held the hands straight, with the thumbs 
 drooped. This class had recently been engaged in their 
 annual examinations. 
 
 If you notice people's hands, you will often see 
 
 
84 
 
 THE STUUY OF CHILDREN 
 
 ill 
 
 li 
 
 '!i 
 
 that early in the morning the hand is held quite 
 straight while in the latter part of the day the 
 thumb tends to droop. In such cases, food, and a 
 little rest, will usually restore the normal posture, 
 and this, the first sign of fatigue, will pass away. 
 This posture is, in fact, the first stage towards the 
 feeble hand, which I shall soon describe. 
 
 Figure lo shows the natural position of the free 
 hand when at rest, as it may be seen hanging over 
 the side of a chair, or lying in the lap. The hand in 
 
 Fig. 10. — Hand in Rest. 
 
 rest is a natural position, with slight flexion of the 
 wrist and fingers, and slight arching of the metacarpus 
 or palm of the hand ; it is also common in slight fatigue 
 without exhaustion, and may be seen in healthy sleep, 
 when no energizing nerve-currents are passing from 
 the brain to the muscles. If you are in doubt as to 
 whether a child is asleep, raise the arm by the wrist- 
 band and let the hand hang free ; if the child be 
 asleep, the hand will assume the posture of rest. 
 The " feeble hand " is an exaggerated form ot the 
 
 \ 
 
OBSERVING AND DESCRIRING CHILDREN 
 
 85 
 
 ^. 
 
 "hand in rest." The degree of flexion of all parts 
 is greater, and the metacarpus is much arched or 
 contracted. This is seen in 
 conditions of exhaustion. 
 
 Two typical postures of 
 the hand still remain to be 
 described. The " hand in 
 fright " is a posture not of- 
 ten seen ; it is a modification 
 of the energetic hand, the 
 wrist and fingers being all 
 extended. It is well repre- 
 sented in the statue of Cain 
 (Fig. 13), and in several mem- 
 bers of the Niobe Group at 
 Florence. 
 
 When a child is convulsed ^'^- "-"^^^ ^^ ^^'^»^- 
 by epilepsy or brain disease, we usually see the hand 
 
 S i 
 
 Fig. 12. — Convulsive Hand. 
 
 clenched as a closed fist. The thumb is strongly flexed 
 on the palm of the hand, while the fingers are closed 
 
86 
 
 THE SrUDY OF CHILDREN 
 
 ih 
 
 lii'. 
 
 m 
 
 11 
 
 over it, thus forming a closed fist, while the palm is 
 arched or contracted by bringing its sides together. 
 This position is never normal, but in a few cases 
 
 _ -^^2^^ P^^ matter of habit. 
 
 The convulsive hand 
 may be seen in a child 
 in passion, and it some- 
 times occurs during a 
 strong effort of self- 
 control ; I have often 
 seen it in people when 
 about to have a tooth 
 drawn. 
 
 The eight types of 
 hand postures will 
 help you to describe 
 what you see, but va- 
 rious deviations from 
 these types will often 
 occur. 
 
 I ask your attention 
 to signs which are prob- 
 ably new to you, indi- 
 cating the brain-con- 
 dition of children; that is, the study of postures or 
 attitudes of the body and limbs. Such signs will, I 
 think, be most useful to you, as they have been to me, 
 
 Fig- 13. 
 
"»a 
 
 ORSERVINCl AND DHSCKIBING CHILDREN 
 
 87 
 
 and, with a little practice, they are easily observed and 
 described. 
 
 When the hand is held out, the posture or attitude 
 seen is brought about by the last movements that 
 occurred in the parts of the hand. Postures are, so to 
 speak, stationary results of movement; the posture is 
 the outcome of the balance of the muscles which pro- 
 duce it ; and this is the outcome of the balance or ratio 
 of action in the nerve-centres which stimulate the 
 muscles to contract. Without going into theoretical 
 matters, let me say that postures of the parts of 
 the body are important signs of the brain-state at 
 the time. The postures you see are mo.st commonly 
 due to, and are signs of, the condition of the nerve- 
 system. 
 
 When I began to make the expression of conditions 
 of the brain a definite study, I frequently looked at my 
 patients, especially the children, after I had found out 
 what their condition was, and I noted down any visible 
 expression of their nerve-condition. My attention was 
 soon attracted to the frequent occurrence of certain 
 postures of the body indicative of conditions of the 
 nerve-system. It is often more easy to describe post- 
 ures than to describe movements ; postures are condi- 
 tions of quiescence ; they can be watched during a space 
 of time; they can be drawn, photographed, or repre- 
 sented by casts in plaster ; movements are evanescent, 
 like thoughts. 
 
 i\ 
 
88 
 
 THE STUDY OF CHILDREN 
 
 •te 
 
 To study postures as signs of the mental brain-state 
 of the child, look at his parts and members when free 
 or disengaged. To observe the hand for this purpose, 
 it should not be engaged in holding a pen, but be free, 
 that all the fingers may move as the brain will move 
 them ; that the brain-state, not the pen, may govern the 
 posture of the hand. The hand of a labourer ^ is seen 
 engaged in digging with his spade ; his nerve muscular 
 energy is expended in holding and driving his spade. 
 It would, under such circumstances, require a very 
 strong nerve-current sent to those muscles to alter this 
 forcible brain-stimulus. Hence, the hand while en- 
 gaged in digging, is not very impressionable and 
 expressive of the finer motor actions of the nerve- 
 mechanism. When the man puts aside his spade and 
 talks, especially if at rest, his hand gesticulates and 
 expresses his emotions. The hand may be said to be 
 free when it is held out at the word of command, when 
 hanging over the arm of a chair, or when it is moving 
 towards an object. 
 
 The face may usually be considered free to be acted 
 on only by the brain, except when eating. When a 
 strong cold wind blows on the face, it is too strongly 
 stimulated thereby, to be very impressionable to force 
 originating in the brain. The eyes are free when not 
 strongly stimulated by the sight of some object, or 
 bright light or colour. 
 
 ' See •' Physical Expression," p. 144. 
 
OBSERVING AND DKSfKIBlNd ClIILhRKN 
 
 89 
 
 In examining; movement and balance, it is desirable 
 that you should use the same word of command, the 
 same stimulus to action, on all occasions. This action 
 of the child is convenient, leaving the arms and hands 
 free, and ready for your observation and description. 
 It is desirable that the upper extremities, when thus 
 under observation, should be free and unoccupied; they 
 must not be engaged in doing anything. If I hold a 
 lump of chalk in my hand, it is not free to express the 
 condition of the brain. Clasping the hand on the chalk 
 is partly a reflex act, following the pressure of the 
 chalk ; only in part is it due to the direct action of the 
 brain upon the muscles of the limb. 
 
 If you see the hand of the child thus occupied, and 
 you wish to observe it as a sign of brain-condition ; 
 either cause the hand to drop what it holds, or wait and 
 watch for the favourable opportunity for your observa- 
 tions when the spontaneous action of the child shall set 
 the hand free. The hand may be free when passing to 
 reach an object, not so when it has seized it ; it may be 
 free when hanging over the arm of a chair, less so 
 when resting on the table. 
 
 Looking at a body of children, say in the third or 
 fourth standard, or grade, of a primary school, you will 
 see, perhaps, five or ten per cent of them who do not 
 present this perfect balance and typical posture. The 
 appearance of certain deviations from this standard of 
 the normal marks the child to me at once a.s probably 
 
90 
 
 THE STUDY OF CHII.DREN 
 
 III I 
 
 ii 
 
 nervous, excitable, or exhausted. The observation of 
 certain groups or signs tells us something of the char- 
 acter or kind of child and his tendencies. It may be a 
 matter of interest and importance to those responsible 
 for children to look at them, study them, and observe 
 the presence of signs which indicate their present con- 
 dition and probable tendencies in future development. 
 
 In observing movements as signs of brain-action, and 
 in describing them, it is most important to note the 
 parts moving. Movements may be seen principally in 
 the digits, more in these small parts than in larger 
 parts, such as the elbow and shoulder; they may be 
 seen principally in the muscles about the mouth, or in 
 certain other parts about the face. In any case, the 
 movement of a part corresponds to action in a certain 
 group of nerve-cells corresponding. Remember this 
 physiological fact, — it is the basis of much that is 
 important in the management of children. One series 
 of movements long continued means long continued 
 action of one portion of brain ; change the action of the 
 child, and you thereby change the portion of brain 
 acting; thus you may help to avoid fatigue and 
 exhaustion. 
 
 I spoke just now of movements of small parts of 
 the body in contrast to movements of large parts. The 
 fine movements of small parts more directly indicate 
 brain-action ; these should not only be carefully de- 
 scribed by the observer, but also cultivated by the 
 
 I 
 
OBSERVING AND DFS( RIHIXC. CHILDREN 
 
 91 
 
 i 
 
 teacher as in j^aper cuttinfj, folding and similar occu- 
 pations. I think the same kind of brain culture may 
 be ^iven by calisthenic exercises, which should be 
 arran<;ed not only to stren^^^then lar^e muscles, but 
 also to develoj) sli<;ht and independent movements of 
 small parts of the body and the ready action of small 
 portions of brain produced by imitation of your move- 
 ments. 
 
 Lookinj^ at the arms of the child, observe the hands, 
 wrists, elbows, shoulders on either side ; look not only 
 to the postures, but also to the movements. Postures 
 and movements may be alike on either side, or they 
 may be asymmetrical ; you will find it not uncommon 
 to have several signs of weakness on the same side of 
 the body. When the two sides of the body do not 
 move alike, it is commonly due to the diminished force 
 or energy of brain, as seen in a tired child who leans 
 on a table or chair. 
 
 Asymmetry of the postures of the body is usually 
 accompanied by a slight tendency to lateral curvature 
 of the spine. Postures of the spine are well worthy of 
 study. As I have shown you, the spine is a column 
 composed of many small bones, and is capable of being 
 bent in various directions. Lateral curvature of the 
 spine may be suspected if a child when at work con- 
 stantly bends to one side, making one shoulder higher 
 than the other. This may be due to weakness, and 
 may be accompanied by finger twitching and weak 
 
92 
 
 THE STUDY OF (TIII.DRK.M 
 
 il 
 
 ■^i 
 
 a 
 
 < 
 
 hand postures unequal on the two sides. Stooping, or 
 lateral bending of the spine, may be due to short sight 
 or other eye defects, which should be looked for in 
 such cases. When you notice a child bending over his 
 work, get the test-type and examine him for short sight. 
 
 We have spoken of certain j)ostures of the hand as 
 being the opposite or antithesis of one another, and 
 as representing opposite states of the nerve-system. 
 We saw that the "nervous hand" was a posture the 
 very opposite of that called the "energetic hand," and 
 that these postures represent very different brain- 
 states ; so with regard to the head, flexion or drooping 
 indicates conditions the opposite of those expressed by 
 extension or throwing backwards of the head. 
 
 The principles employed for the classification of 
 movements are interesting not only as affording means 
 of grouping many of the nerve-signs which you observe, 
 but also in understanding the brain-action correspond- 
 ing to what you see, and the brain-changes accompa- 
 nying the emotions and other mental states, while they 
 may help you in economising the child's nerve-force 
 and preventing brain-fatigue. 
 
 We may class the movements we see as to their 
 cause or according to what we think produced the 
 action. Some movements are directly produced by and 
 follow some stimulation from without. When the child 
 is shown an object, his head, eyes, and hands move in 
 that direction as he takes it ; sight regulates his move- 
 
OBSKRVINf; AND DKSCRiniN(; CHILDREN 
 
 93 
 
 mcnts, so when you call him he runs to you, stimulated 
 by the sound of your voice which controls him. Ty|M- 
 cal examples of movements stimulated by impressions 
 from outside the body, are seen in what the physiolo- 
 j;ist calls reflex actions. When the eyeball is touched, 
 a stimulus is sent to the nerve-centre with the result 
 that a nerve-current is quickly sent back from the 
 nerve-cells to the muscles closing the eyes. 
 
 On the other hand, movements are often observed 
 without any known circumstances stimulating them ; 
 such are seen in the spontaneous movements of the 
 infant and in the uncontrolled movements of the eyes 
 and the finger twitches of fidgety children. Sjionta- 
 neous movements are the chief characteristic of the 
 condition called chorea. 
 
 We may, however, observe the characters of a move- 
 ment itself apart from other circumstances. Looking 
 at the face of a child, you may see the muscles in the 
 forehead (f rentals) working up and down making hori- 
 zontal puckerings — a uniformly repeated, uncontrolled, 
 senseless action ; or again they may act momentarily, 
 this may indicate a passing thought or feeling. Some 
 children acquire " habits," such as holding the back of 
 one hand to the forehead, or twisting one hand in a 
 peculiar way again and again, or shrugging one 
 shoulder, or turning the head, etc. Many foolish- 
 looking habits in children consist in such uniformly 
 repeated acts. 
 
 4' 
 
IT 
 
 94 
 
 THE SIXDY OF CIIILURKN 
 
 ( ! 
 
 When action in several parts is observed, we have a 
 combination and scries of combinations of acts, making 
 up a complex phenomenon ; such series may be classi- 
 fied as follows, and the nerve-action corresponding may 
 be indicated : 
 
 1. Uniformly repeated series of acts. 
 
 As when all the fingers are opened and closed to- 
 gether again and again. Here the same nerve-centres 
 habitually act together. 
 
 2. Augmenting series of acts. 
 
 A spreading series of movements, corresponding to 
 a spreading area of nerve-action may be seen in a 
 spreading smile or facial expression, or a burst of 
 laughter, and in the march of movement as from face 
 to head and hand — in protrusion of the tongue on any 
 stimulation ; in the head held on one side when any 
 question is asked, and in the fidgety fingers of the 
 examinee. Such spreading action is antithetical to 
 good intellectual function. 
 
 This is much seen in the expression of emotion and 
 in mental excitment and confusion : it corresponds 
 to a wide area of brain in useless over-action and is 
 exhausting. 
 
 3. A diminishing series of acts. 
 
 A diminishing series of acts with lessening of the 
 area of motor cells in activity is seen in the child who 
 is getting quieter after some excitement. 
 
 4. A series of acts adapted by circumstances. 
 
OBSERVING AXL) DESCRIBINC CIIILDRKX 
 
 95 
 
 may 
 
 In action adapted by circumstance, we have a high- 
 class function commonly called coordinate action, and 
 if the cot)rdinating conditions were some time ante- 
 cedent, the action is considered more strictly mental in 
 character. 
 
 Hrain-action thus fully controlled or coordinated is 
 an economy of power, the force expended is adapted 
 in its action by the environment and therefore probably 
 in harmony with it. 
 
 A sjireading area of brain in over-action is seen in 
 stammering; here the spasm, p.ccomjianying and caus- 
 ing the defect of speech, may be seen to commence in 
 the muscles of the face about the angles of the mouth, 
 in depression of the lower jaw, or in knitting of the 
 eyebrows. Then the tongue is thrown into sj)asm, and, 
 it may be, the muscles of respiration as well. The 
 march of the spasm should be noticed ; it usually recurs 
 in the same order. On the tirst indication of visible 
 spasm, which usually precedes the sound of the stam- 
 mer, the child should be stoj)j)ed in his effort to speak. 
 Most of the children who stammer are bovs. 
 
 A spreading area of movement may be healthy, as 
 the resumption of spontaneity of action .all over the 
 body when children are let out to play ; but such 
 usually removes, for the time, the j)revious order or 
 method of mental action. Laughter is another example 
 of a spreading area of motor brain-action ; it is apt to 
 remove a line of thought. Could you induce the ex- 
 
fl 
 
 96 
 
 THE STUDY OF CHILDREN 
 
 m i 
 
 ■;• i 
 li ■ ■ i 
 
 pression of joy and laughter in the boy in the first stage 
 of anger, — say by imitation of you or of the other chil- 
 dren, — much might be done to improve his mental 
 status. 
 
 I think it must be evident from what has been said, 
 that in many instances it is quite possible to observe 
 the motor signs expressing mental states, and to deduce 
 therefrom the modes of brain-action corresponding to 
 such mental attitudes. I have not space to follow out 
 this subject here. 
 
 If you succeed by your personal skill in improving 
 the expression of the child in his movement and action, 
 you have succeeded to some extent, at least, in improv- 
 ing his brain, removing its disorderliness, increasing 
 thereby mental and moral aptitude. Training, adapted 
 to such purpose, differs from many of the modes of 
 physical training commonly employed in schools. To 
 improve the action of the child's brain by physical 
 exercises, he should be trained rather by his sight in 
 imitation of the teacher's movements, than by drill 
 conducted by the word of command or by music. 
 Marching and exercises with dumb-bells, poles, or 
 clubs, as well as with the closed fists, are very useful 
 means of increasing muscular power and improving 
 the chest. To coordinate or regulate the brain by 
 physical training, "free exercises" are needed. There 
 should be nothing in the hands as they move. 
 
'Mi 
 
 CHAPTER VI 
 
 Points for Observation, indicating Faults in 
 Body or Brain-Action, or a Status below the 
 Normal 
 
 In Chapter IV., I referred to the parts of the child 
 you should look at, and described what to look for 
 among normal signs ; giving a schedule to assist your 
 description. While looking at each part and the action 
 and movement, faulty signs may be seen ; these should 
 be described verbally on that schedule, or they may be 
 recorded conveniently on the subjoined form of card. 
 
 In the card, the main classes of defect are printed, viz. : 
 A. Development Defects. B. Nerve-signs. C. Nutri- 
 tion (defective). D. Dull. 
 
 As points among development defects we have 
 (i) Cranium or head, and the sub-classes of type of 
 defect of head, (ii) l<:xternal ear. (12) Epicanthis. 
 (13) Palate, and its sub-classes of type of defect. 
 
 As points among nerve-signs we have (43) General 
 balance; action in the face (44-48); also, movements 
 of the eyes ; balance of the head and the hands, etc. 
 
 The more common faults in body or in brain action 
 are those briefly indicated on the card with a reference 
 H 97 
 
 y 
 
T 
 
 I i 
 
 V 
 
 
 
 98 
 
 THE STUDY OF CHILDREN 
 
 number, referring to detailed description of the sign, 
 given below. 
 
 The card is intended for use in describing a child 
 presenting any bodily or brain faults seen ; it is con- 
 venient for reference — the points seen to be faulty 
 being indicated quickly by passing the pen through 
 the names of the defects present. At the right-hand 
 lower corner of the card is a formulated epitome 
 ABCD EFG on which the main classes of defect 
 present in the child may be recorded by passing the 
 pen through the symbols corresponding. 
 
 Description of these faults or defects will now be 
 given (p. 99). 
 
 Points for Observation describing Faults or Defect in 
 Body or Brain Status. 
 
 The principal signs of defect are here described, with 
 remarks as to their significance. The numbers refer to 
 the card. 
 
 A. Defects in Development. — The term includes any 
 point of defect in the form, proportion, or size of the 
 body and its parts, or the absence of any part. 
 
 (a i) Cranium Defective includes any defect in size, 
 form, proportion of the head. At seven years the head 
 should measure 20 inches in circumference. Of all 
 defects in development those of the cranium or head 
 appear to be the most important, having the closest 
 relation with other kinds of defect. The size and the 
 probable volume of the brain is a point of first-class 
 
I'OINIS I'OR OliSKKV.VnON 
 
 99 
 
 - 
 
 School . 
 
 Can/ .Yo. 
 
 St' /v^;c. ^'o. 
 
 BOYS. 
 
 
 
 
 
 
 .. Sp/./^tf- 
 
 
 1 
 
 A 
 
 Dkvklopment 1)i;i k( ts 
 
 
 47 
 
 
 <). oculi lax 
 
 a 1 
 
 Ckamim 
 
 
 48 
 
 
 Kye-niovenients 
 
 >> 
 
 Larjie 
 
 
 40 
 
 
 Hea(l-l)alance 
 
 •J 
 
 Small 
 
 
 50 
 
 
 Hand weak 
 
 4 
 
 Musst'd 
 
 
 61 
 
 
 Hand nervous 
 
 5 
 
 Korclicad 
 
 
 62 
 
 
 Finder twitches 
 
 (5 
 
 Frontal ridge 
 
 
 63 
 
 
 Lordosis 
 
 
 
 h 
 
 54 
 
 
 
 THKK Ni:UVK-SIGN8 
 
 ' b 11 
 
 ExTKHNAi. Ear 
 
 
 
 
 
 c 12 
 
 KlMC.VMIIlS 
 
 C 
 
 
 N 
 
 •i.TIUTION 
 
 d 18 
 
 rAi.ATi: 
 
 D 
 
 
 I) 
 
 1 r.L 
 
 14 
 
 Narrow 
 
 E 
 
 
 !•: 
 
 vk-casks 
 
 15 
 
 V-shaped 
 
 
 (J4 
 
 
 S(|uint 
 
 10 
 
 Arched 
 
 
 66 
 
 
 Glasses plus 
 
 17 
 
 Cl.'ft 
 
 
 66 
 
 
 Glasses niiiuis 
 
 18 
 
 Otiier types 
 
 
 67 
 
 
 Myopia, nn glasses 
 
 p 1!» 
 
 Nasai. Honks 
 
 
 68 
 
 
 Cornea disease 
 
 f 20 
 
 (liiow III Smai.i. 
 
 
 69 
 
 
 Eye, lost accident 
 
 il -'1 
 
 ( )tiii:i! Dkvki.mt. 1)i ts. 
 
 
 70 
 
 
 Eye, lost ilisease 
 
 B 
 
 Nkrvk-s!(;ns 
 
 F 
 
 
 w 
 
 K KI.TS 
 
 4:5 
 
 (Jemral balance 
 
 C 
 
 
 i: 
 
 .\( i;ri ION \i. Cmi-DKKx 
 
 44 
 
 K.\pressi(jn 
 
 / 
 
 S2 
 
 (" 
 
 lilll'I.KS 
 
 45 
 
 I-'rontals overact 
 
 
 
 
 
 4(5 
 
 Corrugation 
 
 ABC 
 
 D E F G 
 
In! 
 
 ■'1 
 
 ICX) 
 
 THE STUDY OF CHILDREN 
 
 importance, and the size of the head is, in children, a 
 fair indication of the size of the brain. 
 
 It also appears that defects in the form of the head 
 are often accompanied with weakness or lessened brain- 
 power. Defects of the cranium are divided into sub- 
 classes. 
 
 {a 2) Cranium Large. — A head of 22 inches circumfer- 
 ence or over is large in a school child ; allowance must 
 be made for age. Large heads are sometimes accom- 
 panied by the signs of rickets. 
 
 (« 3) Cranium Small. — The point of size of head is 
 recorded as apart from the size of the child for its age. 
 The volume is estimated in relation to the normal for 
 age. This is determined by inspection, by the open 
 hand placed upon the head, and by the measuring 
 tape. A head with a circumference over 20 inches 
 at any school age is not registered as small ; usually the 
 small heads are 18 to 19.] inches circumference. Small 
 head is noted independent of stature. 
 
 In this group, contrary to the usual rule, the defect is 
 more common among girls. If there be no other defect, 
 mental faculty may be average, but the child usually 
 remains th> and delicate ; such children may, in after 
 life u'l ' 1 li . gc'^d work and do it, but are more liable 
 than ; : ^ f- to .'xhaustion, headaches, and breakdown of 
 the nerv;>syjie;n. At school these children are often 
 delicate and irregular in attendance for ailments. 
 
 {a 4) Cranium Bossed. — There may be bosses, pro- 
 
 
"frn 
 
 POINTS FOR OBSERVATION 
 
 lOI 
 
 tubcrances, or outgrowths of bone on the two halves of 
 the forehead or elsewhere. These are usually alike on 
 the two sides, but not always. These bosses are proba- 
 bly largely due to rickets ; were all possible means 
 adopted for the prevention of rickets, we should proba- 
 bly have fewer children with cranial abnormalities and 
 dull brains. 
 
 {a 5 ) Forehead Defective. — The forehead may be nar- 
 row, shallow in vertical measurement, or small in all 
 dimensions ; it may bulge forward and overhang. All 
 defects of the forehead, except " bosses " and " frontal 
 ridge " {a 4, a 6) are here included. 
 
 {a 6) Frontal Ridge. — There may be a bony ridge 
 projecting vertically under the skin down the middle of 
 the forehead. This sign is not very important, unless 
 accompanied by a narrow and shallow forehead. 
 
 All these forms of defect of cranium are much more 
 common among boys than girls, except the small head, 
 which occurs mostly among girls in towns. Other less 
 frequent types of defect of cranium are omitted as being 
 of only medical importance. 
 
 (^11) External Ear may be defective in its parts, size, 
 and form. The ear may be outstanding and large, 
 with great convexity behind, and the pleat of the ear 
 (antehelix) may be absent as well as the whole or part 
 of the curled rim of the ear ; the skin over the ear may 
 be coarse, red, and liable to chilblains in the winter. 
 The ears may not be both alike ; the lobe of the ear 
 
102 
 
 THE STUDY OF CHILDREN 
 
 may be adherent to the face in place of drooping. 
 Such defects have no necessary connection with dull 
 hearing. Defective ears are much more frequently 
 seen in boys than in girls. 
 
 {c 12) Eyelids with Epicanthis. — The epicanthis is 
 a fold of skin continuous with the lower fold of the 
 upper eyelid (not a fold of mucous membrane) placed 
 across the inner angle of the opening of the eyelids ; 
 it may be asymmetrical. 
 
 (^13) Defective Condition of Palate. — Defect of the 
 palate, though less frequent than that of the cranium, 
 stands next to it, as being of the greatest importance. 
 
 The principal defects of palate are in its propor- 
 tions as seen in the horizontal or vertical plane. 
 Without being otherwise altered the palate may be 
 contracted laterally or narrow. The V-shaped palate 
 is pointed more or less sharply at its anterior ex- 
 tremity, the lines of the upper jaw being nearly 
 straight, meeting anteriorly at an acute angle. The 
 high-arched or vaulted palate deviates from the normal 
 in the vertical plane. 
 
 {d 14) Palate Narrow. — Without being otherwise 
 altered, the palate may be contracted laterally in the 
 space between the teeth. 
 
 {d 15) V-shaped Palate. — Pointed more or less 
 sharply at its anterior extremity, the lines of the 
 upper jaw being nearly straight lines, meeting at 
 their extremities at an acute angle. 
 
POINTS KOR OHSKRVATION 
 
 103 
 
 {d 16) Palate Arched or Vaulted, thus deviating from 
 the normal in the vertical plane with a high roof. 
 
 {d 17) Palate Cleft. — A deformity which may affect 
 the hard and the soft palate. 
 
 {e 19) Nasal Bones wide, sunken, or indented. The 
 bony bridge of the nose may be thus ill-shapen and 
 depressed. It must be remembered that in the in- 
 fant the bony part of the nose projects but little and 
 does not grow out prominently, till three or four years 
 old. When the deformity exists, it may be accom- 
 panied by obstruction in the throat or nose, and deaf- 
 ness. 
 
 (2) Growth Small. — Children short and small in 
 build for their age or dwarfed. The stature of the 
 child should be observed as apart from the size of 
 the head : the head may be small, and the child tall, 
 or vice versa. See Table II. as to normal height. 
 
 The relations of this condition appear to indicate 
 that small grown children are at a disadvantage. 
 Many of the children with small heads are small in 
 growth also, but the number of children with small 
 heads is much larger than the number with small 
 growth. This is an example where normal propor- 
 tion in the body is not to the child's advantage ; the 
 small child is probably better fitted for after life, 
 when his head is full sized. 
 
 Some of these small grown children are badly grown 
 as the result of rickets. 
 
104 
 
 THE STUDY OK CHILDREN 
 
 N 
 
 
 (21) Other Development Defects includes points not 
 printed on the card ; the more important of them arc 
 described below. 
 
 (26) Face Small. — The face as a whole may be 
 small, including the upper and lower jaws, and that 
 independent of the size of the upper part of the 
 head, which contains the brain. 
 
 (27) Features Coarse, Heavy, Flat. — The features may 
 be large and ill-proportioned. The separate features 
 may not be individually malformed, but dispropor- 
 tionate one to another or to the size of the face : 
 thus the nose may be small ; the face large, round, 
 flat, the features rising from the plane of the face ; 
 the lips may be thick and protuberant. 
 
 (28) Forehead Hairy. — The forehead may be covered 
 with fine downy hair ; the hairy scalp may join the 
 outer extremities of the eyebrows. 
 
 (30) Hands Blue and Cold. — This may be seen in 
 some children, even in the summer ; it is commonly 
 associated with defectiveness. 
 
 (34) Mouth Small. — The mouth as seen when at 
 rest, may be too small ; this is sometimes accompanied 
 by obstruction of nose or throat with deafness. 
 
 (39) Eye Openings Defective in size or form. The 
 eyelids may be small, as well as the openings between 
 them, both in their vertical and transverse measure- 
 ments. In some cases the opening is not symmetri- 
 cal, being wider on the inner than on its outer half. 
 
POINTS I'OR onsKKVATION 
 
 105 
 
 ly be 
 
 that 
 
 : the 
 
 The transverse axis may slope outwards and up- 
 wards, or outwards and downwards, instead of being 
 horizontal. 
 
 B. Abnormal Nerve-signs as seen in balance and 
 action in face, eye-movements, jiosturcs of the head 
 and hands, and in rcsjionse, etc. 
 
 (43) General Balance Irregular. — Not erect and 
 straight, but slouching and listless. The shoulders 
 not held at equal height, back bent or twisted over 
 to one side, the feet not each planted similarly on the 
 floor. When the hands are held out, they may be 
 at a different level ; more often the left is held lower 
 than the right, and the left hand more nearly ap- 
 proaches the weak posture. 
 
 The balance of the body is thus not equal on the 
 two sides. 
 
 (44) Expression of Face Defective. — Want of change- 
 fulness, vacancy, fixed expressicm. 
 
 We may describe the visible muscular action seen 
 in a face, and still there may be an expression in it 
 which entirely baffles descri})tion. Further, a face 
 may be balanced or moved abnormally by the action 
 of certain muscles, and yet it may carry upon it a 
 good expression. We may describe action in the 
 frontal muscles, the corrugators, the orbicularis oculi 
 etc., and, over and above this, we have the general 
 expression of the face superadded. Certain terms 
 are useful in describing expression ; there may be a 
 
io6 
 
 nil: sruDV ok ciiii.drkn 
 
 ^ili^ 
 
 'li' 
 
 'I 
 
 fixed expression, want of variation, i.r. one fixed uni- 
 form action or bahnuc of muscular tone ; or we may 
 liave to use more general terms such as "defective," 
 "bad." There may l)e no e;:pression, /.<•. none other than 
 that indicated by form or modelling of the features. 
 
 (45) Frontal Muscles over-acting. — There is a i)air 
 of muscles in the forehend, j)laced vertically under the 
 skin and attached at the eyebrows ; by their action 
 they raise the eyebrows, and produce horizontal creases 
 in the forehead, which may be shallow or deep, mak- 
 ing transverse puckers; in o'her cases the action is 
 fine, producing minute creases, and what may be called 
 a dull forehead. If this frequently occurs, it is a bad 
 sign in children and is most common in those of un- 
 occupied mind and untrained mental action. 
 
 This muscular over-action does not necessarily erase 
 expression. Such over-action may be seen in children 
 from earliest infancy upwards ; the condition may be 
 temporary, and, having lasted a sufficient number of 
 years to produce permanent creases in the forehead, 
 it may pass away. These muscles are often more quiet 
 when the child is at work or being talked to, than when 
 let out to play ; the mental attitude, termed quiet atten- 
 tion, is that under which the frontal area is the most 
 quiet. 
 
 This sign is far more frequent in boys than in girls. 
 
 (46) Corrugation. — Knitting the eyebrows ; drawing 
 the eyebrows together. There is a pair of muscles 
 
I'OINTS lOK (•r.sr.KVAIKA' 
 
 107 
 
 ill the forehead, phiceil horizontally between the eye- 
 brows which draws them toj;ether, thus producing 
 vertical creases which may be deej) 01 shallow, pro- 
 ducin<;' vertical piickerin[;s on the forehead above the 
 nose, or only a tine wrinkling;" ot the skin, which 
 contributes to a dull ai)iK'arance oi the forehead. 
 C'orru{j;ation (knitting eyebrows) may coexist with over- 
 action of the frontal muscles (frowning), i)roducin^" 
 
 a i)uzz 
 
 led 
 
 expression, or, if deep, a *' sco 
 
 )W 
 
 1. 
 
 as HI 
 
 ill-temjier. 
 
 This si^n seems more cloiely associated than any 
 other sinirle si<!n with some forms of mentid stress, 
 
 md may be seen 
 
 in c 
 
 hildi 
 
 ren suffering' from the effects 
 
 o 
 
 f frit^ht, illusions, etc. ; it may form parts of a fixed 
 immobile expression. 
 
 This sign is more common in boys than girls. 
 (47) Orbicularis Oculi relaxed. — Fulness under the 
 eyes. There is a thin muscle (the orbicularis oculi) which 
 encircles the eyelids, and being attached to the skin gives 
 tone to the lower lid, so that its convexity is seen. In 
 a strong and well-toned face the lower lid appears clean- 
 cut and well moulded, the rotundity of the eyeball and 
 convexity of the lower lid are shown in sharp defini- 
 tion of outline, due to good tone in this muscle ; in 
 smiling and laughter this muscle causes puckering of 
 the lower lid. When this muscle is relaxed and tone- 
 less, the skin of the under lid bulges forward and is 
 baggy, causing fulness under the eyes. This condition 
 
 
io8 
 
 THE STUDY OF CHILDREN 
 
 |i 
 
 Iv' 
 
 is removed temporarily on making the child smile or 
 laugh. The fulness under the eyes is indicative of 
 fatigue, exhaustion, or low brain power in children : 
 it frequently accompanies recurring headaches. 
 
 (48) Eye-movements Defective. — When an object is 
 moved at a distance two feet in front of the face, the 
 
 eyes should move in 
 following it. In some 
 children the head al- 
 ways turns towards 
 the object while the 
 eyes are kept still in 
 their orbits. In other 
 cases fixation of the 
 eyes is biid, or there 
 are restless uncon- 
 trolled movements of 
 the eyes. 
 
 Movements of the 
 eyes not controlled 
 as to their number 
 and direction by ob- 
 vious circumstances, 
 must be looked upon 
 as signs of nervousness. Irregular movements of the 
 eyes are common in children, and are very indicative 
 of the brain condition : they may be looked upon as 
 analogous to spontaneous twitchings of the fingers. 
 
 Fig. 14. — CoMPi.KTK Paralysis oi the 
 kiiiiir SiDK OFTHL Face. — The mus- 
 cles of the face act only on the left side. 
 In the forehead the frontal muscles pro- 
 duce horizontal furrows; the muscles 
 about the mouth draw tlie left anqle up- 
 wards ; t!ie eyelids are more widely sep- 
 arated on the right side. 
 
 I;-^- 
 
 m 
 
POINTS FOR OBSKRVATION 
 
 109 
 
 I 
 
 I 
 
 In these wandering, irregular movements of the eyes 
 we find an illustration of a common law that exces- 
 sive movement is often an indication of weakness not 
 of strength : the same thing is seen in the twitching 
 movements of nervous 
 children. 
 
 (49) Head-balance. — 
 The head should be 
 held erect; it may be 
 inclined to one side or 
 drooped forward. Ir- 
 regular balance of the 
 head is more common 
 in girls than in boys. 
 
 (50) Hand-balance 
 Weak. — In this type of 
 balance the hand when 
 held out is slightly 
 drooped or flexed at the 
 wrist, the palm slightly 
 contracted or arched 
 laterally, and the fin- 
 gers moderately flexed. 
 
 The type may be varied : with less degrees of weak- 
 ness the hand is as in the normal with the thumb 
 drooped only ; in exhaustion or great feebleness the 
 palm is more contracted or adducted, and the degree 
 of flexion is greater. 
 
 Fig. 15. — Fauai.vsis ok Ric.ht Side of 
 Fack from Bkain DISEAS^:. — The 
 face is not symmetrical, and the mus- 
 cles on the right side about the mouth 
 act weakly. 'I'lie line from the nose to 
 the mouth on tliis side is almost lost : 
 this is well seen on comparing the tsvo 
 sides. Muscular action in the upi)er 
 and middle parts of the face is unequal 
 on each side. 
 

 no 
 
 THK STUDY OF CHILDREN 
 
 1^ i 
 
 A bad type is seen when children holding out their 
 hands droop both thumbs and bring them together in 
 the median plane. 
 
 (51) Hand-balance Nervous. — In this postun he 
 wrist is slightly drooped or flexed, the palm of the 
 
 hand slightly contracted 
 laterally, the thumb ex- 
 tended backwards, and 
 the fingers at the knuc- 
 kles are bent backwards 
 (see Fig. 6). 
 
 The various elements 
 in this posture may vary 
 in degree ; the most es- 
 sential element appears 
 to be the extension back- 
 wards of the fingers at 
 the knuckle joint, and 
 this may affect the vari- 
 ous fingers differently. 
 
 It is common with chil- 
 dren with slight chorea, 
 those the subjects of 
 night-terrors and tooth-grinding, also accompanying 
 recurrent headaches. It has been represented by 
 artists in antique bronzes and drawings on vases, as 
 well as in modern works, especially in female figures. 
 
 (52) Finger Twitches. — When the hands are held 
 
 Fig. 16. — Paralysis oi' Left Side 
 OP" Face from Brain Disease.— 
 Similar differences are seen about 
 the mouth. The eyelids are a little 
 wider open on the left side. 
 
POINTS FOR OBSERVATION 
 
 III 
 
 out for inspection, there may be twitching movements 
 in the fingers. These may be up and down (flexion 
 
 Fig. 17. — Feeble Hand. 
 
 and extension) or lateral; the latter are produced by 
 the small muscles placed in the hand which pull the 
 fingers sideways. 
 
 (53) Lordosis. —When the hands are held forward, 
 an alteration in the balance of the spine may appear, 
 with an arching forward in the lower part of the 
 back, while the upper part of the spine between the 
 shoulders is thrown back. This arching forward of 
 the lumbar spine is due to weakness of action among 
 the .spinal mu.scles. When a child holds out his hands, 
 the centre of gravity of the body is moved forward ; in 
 a strong child this is not followed by marked change 
 of posture in the spine, but in a weak child lordosis 
 may follow often with temporary lateral curvature and 
 unequal balance of the shoulders while the head and 
 neck are thrown back. 
 
112 
 
 THE STUDY OF CHILDREN 
 
 (54) Other Abnormal Nerve-signs include signs not 
 printed on the card as being less frequent in occurrence 
 than those given earlier, but not of less importance. 
 
 (55) Deaf. — Children deaf or partially so. For tests 
 of hearing see Chapter II. 
 
 (56) Grinning or Over-smiling. — In the lower part 
 of the face you may see grinning or over-smiHng about 
 
 the angles of the mouth, 
 temporarily widening the 
 opening ; the lines on the 
 face may be slight or deep. 
 Over-smiling or grinning 
 is usually symmetrical, but 
 may be unequal on the two 
 sides of the face. 
 
 With low-class brain-con- 
 ditions it is sometimes seen 
 as almost the only facial 
 movement occurring upon 
 any stimulus as a uniform 
 movement, almost as fre- 
 quent as over-action of the 
 frontal muscles. 
 If habitual, grinning and in particular the finer forms 
 of over-smiling, often leave permanent naso-labial 
 creases marked upon the skin, these may remain after 
 the habit has been lost. If the skin be thin, a dupli- 
 cate or triplicate naso-labial crease may be formed: 
 
 Fig. 18. — Imbecile. — Head well 
 shapcn and of hur size ; he often 
 smiled, thus moving parts around 
 the eyes and mouth. 
 
POINTS FOR OBSERVATION 
 
 113 
 
 this is more common in neurotic than in imbecile 
 subjects. 
 
 (58) Over-mobile. — Constant spontaneous movements. 
 Among children in the infant school and in some over 
 seven years of age, spontaneous movement is the nor- 
 mal and a natural sign of healthy brain-activity ; it is 
 most common in the eyes 
 and the fingers. See spon- 
 taneous movements in in- 
 fants, Chapter III. When 
 spontaneous movements 
 cannot be controlled, even 
 temporarily, but are in- 
 creased (extra-movements) 
 when the child is spoken 
 to, the condition passes on 
 to that of chorea, which 
 is more common in girls 
 
 than boys. See chorea, Fig. 19. — Imhkcm.e. -The same case 
 XTTT quiescent; face wrnting expression. 
 
 Chapter XII. 
 
 (59) Response in Action Defective. — Dealing with 
 groups of children by a uniform method of examina- 
 tion as described, it becomes easy to note the response 
 to the word of command as .':;een in the action fol- 
 lowing. Response in action may be accurate or uncer- 
 tain, there may be delay between hearing the com- 
 mand and the response ; some children look at the 
 others before responding in their movements ; they 
 
114 
 
 THE STUDY OF CHILDREN 
 
 S3em more easily controlled through the eye than 
 the ear. 
 
 The response should be quick and accurate ; the 
 standard to be expected is soon learnt by a little experi- 
 ence. The action may b ng continued, the hands of 
 the child being held out long after the others have 
 dropped them. There may be want of impressionabil- 
 ity to the stimulus of the command, which may have to 
 be repeated before the act ^n to'iows; response in imi- 
 tation by sight may be, and Jmu i.;, much better than 
 that following the woiu of 'jTmnand '^-^ere are some 
 children in whom the sound of a con.t.,ai 1 may be fol- 
 lowed by a number of irregular movements, whereas an 
 indication through the eye, by a gesture of command 
 on the part of the inspector, is quickly followed by 
 accurate and good response. 
 
 (60) Speech Defective. — Defective conditions of pal- 
 ate are consistent with good speech ; an impediment is 
 not usually the mechanical effect of the form of palate. 
 It does, however, often happen that with defect of 
 speech we find an arched or a narrow palate with co- 
 existent brain-feebleness. 
 
 Utterance may be thick and indistinct owing to con- 
 ditions of the throat and nose : observe if the child be 
 a mouth-breather, usually keeping the lips parted for 
 breathing and unable to keep them closed with comfort. 
 These mouth-breathing children with thick speech 
 often have large tonsils and conditions of the throat 
 
 :«i. '^aa« 
 
POINTS FOR OBSERVATION 
 
 115 
 
 leading to deafness, which require medical treatment. 
 The speech of children is very important ; it may be 
 almost absent, or accompanied by stammering or im- 
 pediment. On putting a question it may be long 
 before the reply comes, the question may be repeated 
 without further reply ; speaking to the child may be 
 followed by a large number of irregular movements and 
 asymmetrical postures, — awkward action, — but not by 
 a verbal reply. 
 
 The voice may vary greatly in tone, falling to an 
 almost inaudible whisper, in place of being well sus- 
 tained ; or too monotonous as a result of want of train- 
 ing, while the words are badly spaced as he speaks. 
 
 Speech is ihe most important mode of mental expres- 
 sion ; it is a faculty that needs cultivation in all chil- 
 dren. Indistinctness of speech is very common, and 
 defects of speech are frequently met with, both in chil- 
 dren generally healthy and well made, and in others of 
 defective constitution. 
 
 Stammering is a defect in articulating certain sounds, 
 and is due to a defect in the nerve-system, often associ- 
 ated with other faulty conditions of brain ; it is much 
 more commonly met with in boys than girls, and to 
 some extent may be acquired through imitation among 
 children, predisposed by their inheritance. Stammer- 
 ing presents visible muscular spasm in the face and 
 other parts, usually commencing and spreading in a 
 uniform order in the same boy, but varying in different 
 
 
ii6 
 
 THE STUDY OF CHILDREN 
 
 i^ 
 
 cases. The attack consists, essentially, in a temporary 
 spasm or rigidity of certain muscles which prevents 
 them from being properly controlled by the brain. 
 When the boy stammers on commencing to speak, he 
 almost immediately stops on uttering certain sounds, 
 because the muscles used in articulation become rigid ; 
 the range of the spasm and the groups of muscles 
 affected may vary in different cases. In the attack the 
 mouth may quiver, often more on one side ; the jaw is 
 then depressed, and as the mouth is opened, the tongue 
 may be seen in tremor with the tip near the front 
 teeth, while the trembling of the tongue-muscles may 
 be felt by the finger placed under the chin. Other 
 muscles in the face may be affected : the eyebrows 
 are often knit (corrugation), and an expression of dis- 
 tress may be seen. These recurrent spasms in the 
 face may leave lines in the skin, marking the boy as 
 a stammerer. 
 
 The attempt to remove stammering by training must 
 be long and patiently continued ; the employment of 
 general physical exercises quietly conducted, and train- 
 ing in full breathing may be useful. Every prolonged 
 attack of stammering tends to its recurrence. A most 
 important point is to lessen the duration and severity 
 of each attack, and to arrest the spasm, when it com- 
 mences ; that is to say, let the boy stop speaking at the 
 moment, and try again presently. The teacher should 
 then learn to observe the usual sign of commencing 
 
POINTS FOR OBSERVATION 
 
 117 
 
 spasm and stop speaking at once. These children 
 may sing without diflficulty. 
 
 Case 15. A boy who stammers : muscular spasm 
 commences in the forehead. 
 
 A school-boy eleven years of age was brought to 
 me, because he had been liable to stammer for the 
 last four years, this trouble having been increased the 
 last three weeks, coincident with disturbed digestion. 
 On asking him a simple question he stammered in his 
 reply. Looking at his face, the following conditions 
 were seen. When about to stammer, the muscles in 
 the forehead produced both horizontal and vertical 
 furrows ; in the lower part of the face the mouth was 
 widened on either side, together with elevation of the 
 upper lip opposite the canine tooth ; this was more 
 marked on the right than the left side. 
 
 Case 16. Stammerer ; muscular spasm commences 
 about the mouth, an intelligent boy — rickets. 
 
 A boy twelve years of age, intelligent, but stammers 
 badly. This does not interfere with singing, and he 
 has joined a choir. He is tall, rather thin, weight 5J 
 stones {TJ lbs.). The head and chest show signs of 
 rickets in infancy, probably resulting from the fact that 
 he was fed on biscuits as a baby. His general bal- 
 ance of body is faulty, and his hands are not held out 
 straight ; physical training may improve his action. 
 
 On beginning to speak, spasm in the face commences 
 at the right angle of the mouth, and saliva dribbles 
 

 Ii8 
 
 THE STUDY OF CHH.DREN 
 
 from it; the spasm then spreads and the forehead 
 becomes puckered; the mouth opens and the tongue 
 is seen quivering against the teeth, while his colour 
 heightens during the attack. He was placed at a small 
 school near the sea and improved in health with some 
 improvement of speech. 
 
 
 !l 
 
cad 
 gue 
 our 
 nail 
 >me 
 
 
 CHAPTER VII 
 
 Examination of Mental Abimty and the Faults 
 that may be observed 
 
 When examining a child's mental ability in school, 
 you will naturally speak to him and let him talk to 
 you as well as read and write, if he is old enough. 
 
 The proper use of speech is a most important in- 
 dication of the mental processes; but we shall see 
 that other tests not involving speech, reading or the 
 use of figures, are also of great interest. 
 
 Let the child stand, and holding his book in a 
 good light read a passage to you. Notice how the 
 book is held and whether it is kept i8 inches or so 
 from his face : if he shows difficulty or is timid, it 
 may be well that you should read the passage to 
 him first or read it with him ; or better take a pas- 
 sage you know, and recite it, watching his face and 
 his eyes. 
 
 Talk to the child and let him talk to you of his 
 home, his amusements, games, pet animals, pocket- 
 money, and the stories he reads ; you can observe 
 the while the child's expression and speech, his con- 
 trol by hearing and accuracy in seeing. In his talk 
 
 "9 
 
■I })■ 
 
 120 
 
 THE STUDY OK CIIII.DRKN 
 
 you may notice how far he can express himself in 
 words and speak connectedly : in his answers to 
 questions you observe whether his processes of think- 
 ing are orderly and natural. A young child tends 
 to repetition of the words of the question, espe- 
 cially if he sees the face of the speaker ; this is by 
 no means a point of defect at an early age, and 
 proves that the child heard the question ; but in 
 some children, old enough to do better, the question 
 is simply repeated or imitated without any attempt 
 at reply. Repetition of the question shows imitation 
 and delayed mental action in place of a prompt 
 mental process ; if the sub.sequent answer is correct, 
 the delay does not very much matter, but sometimes 
 the delay is so long, that the impress of the ques- 
 tion (auditory) on the brain fades and no true think- 
 ing results. If this delay in response is accompanied 
 by extra-movements and fidgetiness, a mental fault 
 (probably mental confusion) is indicated. 
 
 The child's vocabulary may be very limited, com- 
 paratively few words having been acquired, — per- 
 haps 200 ; this is sometimes owing to the child hav- 
 ing been allowed to point to things wanted instead 
 of asking for them, just as he may grow up lazy 
 and backward by having all his wants anticipated 
 for him by others. To increase the number of 
 words habitually used and available for language, 
 correctly employed, is an important part of mental 
 
EXAMINATION Ol- MKNTAL AHILIIY 
 
 121 
 
 training and improves brain-power and the capacity 
 for thinking : perhaps voealiulary is best extended by 
 t-^''ing to and with the child -- we must not wait for 
 1...11 to get his words from books. Speech and artic- 
 ulation need training in all children ; speech may be 
 too monotonous, not modulated in tone and indistinct; 
 the spacing of words in speaking and reading may 
 be badly arranged. Good sj^eaking is very indicative 
 of good mental aptitude well trained ; to impart good 
 faculty in speech gives an important form of mental 
 refinement. 
 
 \ talk with the child may be planned to show 
 ) 7 mental characteristics. Social and moral sense 
 should be looked for in the child, and knowledge 
 how to act correctly in social life, as well as how 
 to avail himself of common social methods under 
 varying circumstances. Can the child write a letter.'' 
 Ask him what he must get before he can write the 
 letter, how he buys the stamps, how the letter gets 
 to the person to whom it is addressed ; ask him how 
 he would get there himself and what money would 
 be wanted. The child's ideas as to how he would 
 protect himself from danger, how he would try to 
 help another child, and what he would do with h 
 dog, may show much. 
 
 Memory may be tested by asking the home ad- 
 dress, the day of the week and the month, and past 
 common events probably within the child's experience 
 
122 
 
 THE STUDY OF CHILDREN 
 
 11^ 
 
 — ask him where he puts his books and keeps other 
 things, when done with, and how he finds them 
 again, whether he looks for them or asks some one 
 else to do so. The child that uses his eyes badly 
 is apt to have a bad memory : this form of mental 
 association of ideas (brain-centres in co-action) that 
 gives memory is largely produced by accurate seeing 
 (impress of brain through the eye). 
 
 Test the pupil in his knowledge of the use of 
 numbers and in arithmetic, both on paper and by 
 simple calculations worked in his head. Is he more 
 '^curate when he looks at figures on the slate and 
 tises his eyes or when he does mental arithmetic 
 without the help of his eyes .-* again in the latter at- 
 tempt does he count on his fingers.^ Some children 
 of low mental ability have a great faculty for re- 
 membering figures, and sometimes in making certain 
 calculations. 
 
 Some power of reasoning may be tested by de- 
 scribing common objects, pointing out in what par- 
 ticulars they can be compared. Show a pin and a 
 pencil. Are they alike .-* If the pupil tells you that 
 the pin is small and the pencil larger, and that each 
 is much longer than it is wide, that indicates a 
 mental comparison and a judgment. 
 
 Imitation is faculty involving brain-action which is 
 principally effected through sight : the objects imitated 
 by the child in school are the teacher's actions, expres- 
 
 i 
 
EXAMINATION OF MENTAL ABILITY 
 
 123 
 
 y de- 
 par- 
 
 md a 
 
 li that 
 each 
 
 :es a 
 
 :h is 
 Itated 
 [pres- 
 
 sions, gestures, movements, and those of the other 
 pupils. Test the child's brain-power in imitation of 
 your action. Let the child stand and look at you, tell- 
 ing him to do as you do. When you hold out your 
 right hand, the child holds out his left, which is oppo- 
 site to your right; the side of movement is thus reversed 
 throughout the exercise, unless he has otherwise been 
 trained; this is the instinctive mode of response. Make 
 your movements with care and accuracy, noting what 
 you do ; see that the child looks at your hand, not at 
 your face or eyes, and observe if his movements in imita- 
 tion are exactly the same as yours, in the parts he 
 moves, in the time and quickness of movement, and in 
 the degree or quantity of movement. 
 
 Let me suggest a few finger exercises for your use 
 in thus testing the children, and for convenience I will 
 name the fingers thus : A, the thumb ; B, the index 
 finger ; C, the middle finger ; D, the ring finger ; 
 E, the little finger. 
 
 Make the following order of movements slowly and 
 separately one after the other : 
 
 A, bend thumb ; A and B ; A, B, and C ; B, C, D, E ; 
 E only. 
 
 B, index finger, moved from side to side without 
 bending it up or down. 
 
 C, middle finger moved in the same manner. 
 
 Thus vary your movements while the pupil follows 
 you, as a well-trained child will do. In this and in many 
 
124 
 
 THE STUDY OK CHILDREN 
 
 .!■ 
 
 other ways you may test with accuracy the power of 
 imitation and control of movements by sight of your 
 action. 
 
 After talking to the child and observing his move- 
 ments in imitation, you will probably find, as is usually 
 the case, some analogy between the two modes of brain- 
 action, movement and thinking. The child who is slow 
 in all his actions and in speech is apt to be slow in his 
 mental processes. He may be slow in movement, 
 holding out his hands long after the command, while he 
 looks to see what others do before he does the same, 
 and will keep his hands out after the others have 
 dropped theirs : class-practice is useful to quicken such 
 children. He also takes a long time to make a simple 
 calculation in his head or to work with figures on paper; 
 he is slow in thinking out the answer to a simple ques- 
 tion and in expressing in words what he really knows, 
 the words do not form quickly in his brain, as in other 
 children ; at the same time a brightening expression in 
 the face may suggest that a mental process is going on 
 there : though long in answering he may at length do 
 so correctly. 
 
 A child's mental process may be too slow and limited, 
 though fairly accurate. The interval between speak- 
 ing to him and the reply may be too long. Then try 
 not only to quicken his mental processes, but also to 
 quicken the interaction of the eye, the ear, and the 
 hand, as by games, and especially competitive games 
 
 'M 
 
EXAMIXAriOX OF MENTAL ABILITY 
 
 125 
 
 with a ball where the action must be quick or failure 
 follows. 
 
 A child may not be really slow in the processes of 
 thinking, but an impression having been made on the 
 brain, its expression in action or in words may occur at 
 a later time. The child may see or hear something and 
 act upon it or talk about it another time ; there may be 
 delayed expression of a mental impression. 
 
 Case 17. A child, four years old, looked quietly at his 
 nT^ther putting a letter into a pillar-box ; she could not 
 at the time see the impression made upon the child's 
 brain, but thought some impression had been produced, 
 because his head and eyes turned towards the pillar- 
 box: she knew next day that an impression had been 
 received, when the child seeing a letter on the table 
 took it and posted it behind the door — an action he 
 had not been known to do previously. 
 
 In older children expression of thought may be long 
 delayed ; the pupil begins to answer some former ques- 
 tion, as to which some half-unconscious mental process 
 has been going on. A question may be asked in class 
 and not answered ; later on some reply to that question 
 is given unconsciously, when another question is put. 
 " How does a plant get the water for its leaves .'' " No 
 answer. "What is the shape of this leaf .'^ " Ans. 
 " Oval, with a midrib, and the water comes to the pulp 
 of the leaf along that, and the root draws the water 
 from the ground." The pupil knew about it all the 
 
126 
 
 TIIK STUDY OF ClllLDKKX 
 
 I .■« 
 
 II 
 
 time ; the association of ideas suL(^ested by the second 
 question completed the correct processes of thinking. 
 
 The term Introspection is used to imply the habit in 
 a child of thinking about his own thoughts — his own 
 thoughts being the subject of his contemplation, rather 
 than the thoughts imj)lanted at school, or his games and 
 the common objects of interest to children. Such chil- 
 dren will ask you how a stone was made, or put to you 
 a problem of ethics, which may puzzle you, and is a 
 useless point for the child to think about. This habit 
 in a child is, sometimes, very exhausting to the brain- 
 power, particularly when practised in a half-dormant 
 state. Serious thinking about the mental state, good- 
 ness and what ought to be, should, I think, be undertaken 
 only when the mental faculties are at their brightest 
 and under the guidance of a trained mind, so that, under 
 friendly advice, some immediate good action may follow. 
 Introspection is found as a habit among children of the 
 nervous class, and is largely due to want of proper 
 guidance and mental control. If it recurs often, it may 
 be well to give the child some concrete thought which 
 he may be taught to recall, when his thoughts thus 
 wander, as often they do on trying to fall asleep. Let 
 him call up in imagination some pleasant landscape 
 scene, a game, or the sight of his mother, or other 
 subject not bad to dream on. Muscular activity during 
 the day and a school-life among other children may 
 remove such habits of thinking, and useless waste of 
 
EXAMINATION OF MENTAL ABILITY 
 
 127 
 
 Ills 
 
 .et 
 
 of 
 
 strength. This spontaneous thinking in a child, not 
 in accordance with his environment, seems to me 
 to be very analogous to the spontaneous movements 
 of infancy ; it effects nothing, but is a sign of 
 mental action, which needs to be coordinated and 
 directed. 
 
 Children of the kind here referred to are sometimes 
 said to be precocious and clever ; I suspect that these 
 self-contained thoughts do not do much good. 
 
 Mental ability in knowledge, calculation, memory, 
 and in reasoning power may be tested by questions 
 asked of the pupil ; failure to pass such tests may show 
 ignorance or the absence of previous training, or it may 
 be want of mental faculty. Again, mental tests by 
 question and answer are not well adapted to prove 
 mental ability or its ab.sence in very young children. 
 We then have to look for other points by which to 
 estimate brain-power for mental processes, especially 
 applicable to children dull or backward, and neglected, 
 cr difficult in receiving instruction. 
 
 In testing the brain-faculty we need not rely solely 
 on questions and answers, whether oral or written. A 
 child, untrained in school work, may appreciate number, 
 weight, size, colour, form, though he has not the ready 
 use of words for describing what he understands : we 
 may find that he has brain-faculty in imitation, in power 
 of exercising choice, making comparison and in judg- 
 ment. 
 

 128 
 
 THE STUDY OF CHILDREN 
 
 Let the child count some money as it lies on the table, 
 first as to the number of pieces, then sort the coins as 
 to their metal, and as to value ; he may show mental 
 capacity in the process. To be more accurate in such 
 examination, let the pupil count the coins with his own 
 hands, one by one, on to the pile, i.e. count his hand- 
 movements ; let him count them again, as you place 
 them one by one in a pile, i.e. count your hand-move- 
 ments by moving his eyes. Again let him count the 
 coins as they lie on the table, without touching them, by 
 his eye-movements alone. Note by which method he 
 proceeds best. Can he name or distinguish coins 
 without seeing them when placed in his open hands, 
 on the palm or on his fingers ; feeling their weight 
 and comparing them (muscular sense), or must he 
 close his fingers on them and appreciate them by 
 his finger-movements (sense of movements of small 
 parts) .** 
 
 Test his knowledge of various weights ; use ^, |, 
 I oz. weights. It is convenient to use iron weights 
 where the size is proportional to the weight, and also 
 pill-boxes all of the same size and appearance, the 
 weights being made up by plaster inside. Let the 
 child weigh each in his hands, with the fingers open, 
 and again closing his fingers over the object and feel- 
 ing its size ; he may thus form a judgment and com- 
 parison of weight. He may not only form a judgment 
 as to the proportion of weights, but also name a single 
 
EXAMINATION OF MENTAL AHIMTV 
 
 129 
 
 1 
 
 2' 
 
 weight given to him : this is an act of memory and 
 proper use of names. 
 
 You may also test the sense of temperature by warm- 
 ing a coin in hot water and see if he appreciates its 
 warmth. 
 
 Case 18. A dumb boy acquired experience and rea- 
 soning as to temperature. 
 
 I detected acquired experience and some reasoning 
 power in a small boy almost without speech thus : I 
 touched his hand with a piece of metal, and he looked 
 at me, then letting him see me heat the metal in some 
 steaming hot water, he very properly declined to let me 
 touch him again with that piece of metal ; but he took 
 a ball from me readily and played with it. This boy 
 was capable of gaining experience and acting on it in 
 self-defence. 
 
 Case 19. A very dull boy, short-sighted, and deaf, 
 can compare weights. 
 
 A boy, eight years of age, has always been delicate 
 and backward ; he attends a Kindergarten and has 
 begun reading words of two or three letters, paper- 
 folding, colouring ; he knows copper coins from one 
 another and is fond of singing. He is timid, but 
 social and not troublesome. His sj^eech is thick and 
 nasal so as to be hardly intelligible, but he tries to 
 speak; the mouth is small, while the lips are thick 
 and never quite closed. He is small and short for his 
 age; weight 3 st. 4 lb. (46 lb.); height 3 ft. 8 in. His 
 
¥ 
 
 ¥^ 
 
 m 
 
 111 5' 
 
 130 
 
 THE STUDY OF CHILDREN 
 
 head is small, only 18J inches circumference, and the 
 palate is narrow. Facial expression is wanting, with 
 fulness under his eyes and horizontal frowning ; the 
 hands balance in the " nervous posture " ; he can put 
 pins in a cushion one by one, but is slow and clumsy. 
 Looking at my watch, he places his face horizontal, 
 holding the watch six inches from his eyes. The boy 
 is small-brained, delicate, short-sighted, and has obstruc- 
 tion in his throat interfering with breathing and hear- 
 ing. He has faculty in judgment, for he compared 
 weights accurately ; and told me himself that the iron 
 weight was cold. 
 
 As a further test of accuracy in movement let the 
 child try to touch his nose with his eyes shut, then 
 other parts of his face, eye, and ear, as you name them ; 
 again with his left hand held out and the fingers spread, 
 let him shut his eyes and with the index finger of his 
 right hand touch the fingers on his left hand, one 
 after another, naming them if he can. 
 
 Accuracy in telling the time by a clock or by your 
 watch is a useful test ; you may detect short sight in 
 the child, who can see the clock at two feet, but can- 
 not read the watch at ten inches. 
 
 In examining any child, his handwriting is worth 
 preserving ; let him write his name and address with 
 the date. 
 
 Teachers who deal with mental state mainly, gener- 
 ally know more of the mental than of the physical and 
 
 i 
 
 i 
 
 ? 
 
EXAMINATION OK MENTAL ADILHV 
 
 I^I 
 
 , 
 
 general brain-state of their pui)ils ; in school inspection 
 we find it more easy to detect physical and j^eneral 
 brain-states. A child may have grave mental defects 
 and may yet present no obvious defects that the eye 
 of the observer can detect. Questioning and some- 
 what prolonged examination is needed to detect mental 
 defects, when no obvious signs are observable. The 
 physical observer may be sure of the signs he observes, 
 but to see no defects does not prove that the child is 
 normal. 
 
 Looking back at the mental examination of the pupil, 
 let us see what principles are involved in the tests 
 applied. This we may do by tracing motor action, 
 point by point, corresponding to the expression of 
 mental acts or status, and infer the kind of brain- 
 action that takes place corresponding to each. Thus : 
 The child is inaccurate in reading and slips a line, as 
 he fails to carry his eye correctly from the end of one 
 line to the beginning of the next ; this may be due to 
 untrained eye-movements, not to mental dulness ; for 
 this reason eye-drill for five minutes preceding a les- 
 son in reading is advisable. 
 
 The child repeats the question asked : that is an act 
 of imitation through the ear ; try if he has good faculty 
 in imitation of your movements through his eyes, which 
 may afford a useful mode of training. 
 
 Translation of mental states from teacher to pupil, is 
 largely effected by imitation of the visible expression 
 
 ill 
 
 ii 
 
132 
 
 THE SrUDV OK CIIII.DULIN 
 
 U 
 
 f 
 
 .1 
 
 
 m 
 
 
 "s 
 
 
 
 1 
 
 *? 
 
 ."C* 
 
 1 
 
 \ 
 
 1 
 
 i 
 
 seen in the teacher l)y the pupil. The appearance of 
 strength, fatigue, or quiet mental attention in the teacher 
 is imitated by the children, thus placing their brains in 
 a similar attitude. Truly, the study of physiology does 
 not lessen our moral responsibilities. 
 
 There is one item in imitation I wish to draw atten- 
 tion to. After telling the child to do as you do, raise 
 your right hand : probably the child will raise his left, 
 which is opposite to your right, in place of doing as 
 you do; I believe such mode of copying should be 
 checked in older children as being inaccurate. The 
 principle of imitation extends to the smallest details ; 
 in teaching speech the pupil should look fixedly at the 
 movements of the teacher's mouth, and imitate them as 
 well as the sounds produced. To bring about such 
 accurate imitation it is necessary to cultivate in the 
 child the habit of fixing the eyes on the object he is 
 told to look at. 
 
 Defect of memory in common matters, such as where 
 to find books and things, very commonly depends not 
 upon a brain-fault or defect so much, as not turning 
 the eyes to look at the object, when putting it away. 
 Losing things, especially dropping them unconsciously, 
 is common in children with much spontaneous finger- 
 movement ; if the fingers open, the object falls ; it is 
 not seen and is forgotten. 
 
 Memory, whether as to where an object was last 
 placed or as to past events, or memory of a lesson 
 
 I 
 
 i{ 
 
< ! ' 
 
 EXAMINATION Ol*' MliNTAL ABILITY 
 
 133 
 
 , 
 
 learnt, depends upon two conditions in the brain : ( i ) a 
 sufficiently deep impression at the time the object or 
 the lesson page were seen, and (2) the re-activity of the 
 brain-centres. Defective action in the more purely 
 mental processes may depend upon not looking well 
 at the lesson to be learnt ; trying to repeat it after 
 once reading, instead of reading it two or three times : 
 it is well to tell each child, how many times to 
 read the passage rather than simply to tell him to 
 learn it. 
 
 It will be interesting to trace the physiological prin- 
 ciples involved in some of the tests of mental ability, 
 that have already been suggested and illustrated. 
 
 Among other principles involved are : — 
 
 Spontaneity of action. 
 
 Control of action through eye. 
 
 Control of action through ear. 
 
 Action coordinated by present impressions. 
 
 Action coordinated by past impressions in past — 
 results of training. 
 
 Repetitive uniform action in movement, and in ex- 
 pression of thoughts. 
 
 A spreading area of action — more objects of thought 
 expressed. 
 
 Diminishing area of action — some objects of thought 
 dropping out of memory as the examination proceeds. 
 
 Loss of coordinated action — as your examination 
 proceeds — Fatigue. 
 
? 
 
 134 
 
 TIIK STUDY OK CIIII.DKKN' 
 
 f 
 
 Association of pre-arranged acts — in movement and 
 j;ames or combined in expressing thoughts — Thinking, 
 Logic. 
 
 Good or indifferent mental action in such points may 
 be found ; and corresponding to each may be seen simi- 
 lar good or indifferent motor action, as explained in 
 speaking of the nerve-signs of brain-action. 
 
 These points are briefly given as a means of possibly 
 starting on a well-arranged plan of training the indi- 
 vidual child. It will also be found that, if the kind of 
 motor action seen in the child does correspond with 
 what you find on mental examination, you are enabled 
 to form a judgment much more rapidly ; agreement of 
 r^isults of the two methods of examination forms a basis 
 for a well-grounded opinion. 
 
 It may be convenient to tabulate methods of mental 
 examination in school, indicating the principles involved. 
 
 The pupil reads aloud. He is impressed through his 
 eyes and by the sound of his own voice. Testing his 
 accuracy of sight impression ; he may correct his mis- 
 takes as he hears his own words. 
 
 The pupil reads to himself quietly. He is impressed 
 through his eyes only. Testing accuracy in movements 
 of his eye"^ and impressions received by sight. 
 
 The teacher reads to the pupil. His impression is 
 received by sound and by sight of expression in the 
 teacher whom he tends subsequently to copy, as in lip 
 reading. Testing imitative faculty of expression. 
 
 i 
 
KXAMIN.VnON Ol MKNTAL ABILITY 
 
 135 
 
 . 
 
 The pupil recites from memory. Rctcntivcness. 
 Testing memory follo\vin<; impressions tiirough eyes 
 and ears, and the faculty of expression in ^aod speech. 
 Recitation may be better if lie has seen and heard 
 teacher readin*;. 
 
 The pupil talks of the passage read. Your leading 
 questions draw out the expression of the pupil's 
 thoughts. Testing the mental imj)ression he received 
 through his senses, and his faculty in connecting 
 thoughts and expressing them in words and gesture. 
 
 Class recitation of the passage read. Produces on each 
 pupil a rapid impression of the environment. Testing 
 capability for class teaching without excitement and 
 mental confusion. 
 
 Repeated recitation of passage pupil knows best. If 
 improved at second trial, he shows power of adhesion 
 of ideas and memory. 
 
 Answers to general questions on the passage. Testing 
 trained habits in thinking and expression. 
 
 Your mental examination thus conducted will bring 
 under observation children in whom what you see and 
 . corresponds with their mental status, and may 
 cate what to do for them. Repeating the question 
 ib pure imitation by sound : try and use this imitative 
 faculty. Mental confusion is often accompanied by 
 extra-mov( nents and a spreading area in visible action : 
 try and p h'ce well-regulated movements in physical 
 exercise Forgetfulness and bad memory may result 
 
I 
 
 If^' 
 
 136 
 
 THE STUDY OF CHILDREN 
 
 from inaccurate seeing and hearing. Inaccuracy in 
 dictation and in transcription may depend upon defec- 
 tive hearing and seeing respectively, or upon faulty 
 eye-movements. Children are often called silly, who 
 speak in disjointed sentences not adapted lo the circum- 
 stances, especially if this is accompanied by extra and 
 fidgety movements or giggling ; while others show 
 simple mental confusion, and when addressed in the 
 afternoon, saying, " good morning" or "good evening," 
 or even " good-bye." Other children get red in the 
 face and turn away or look awkward or confused when 
 spoken to ; they should be taught some form of social 
 salute on meeting a friend and even how to shake 
 hands. A purely imitative child puts out his left hand 
 to meet your right hand unless taught otherwise. 
 
CHAPTER VIII 
 
 Some General Conditions in Children Described 
 
 We have considered how to observe and describe a 
 child in his body and as to his brain-action ; as well as 
 the points to be noted, indicating a sub-normal condi- 
 tion. I shall now describe various conditions seen in 
 children, some of which are signs of a healthy body 
 and brain, while others must be looked upon as faults 
 or conditions of disturbance, to be removed, if possible, 
 by care and training. The presence of some fault in a 
 child does not necessarily show him to be either a weak 
 child, or wanting in mental power. Certain types of 
 childhood will be described to help us in speaking of 
 the training adapted to different classes of children. 
 
 The most interesting conditions of the child's brain 
 are the faculties of mental consciousness, seeing, hear- 
 ing, feeling, thinking, which make up the inner mind- 
 life of the child. You will find that the movements, 
 accompanying and expressing consciousness, are mainly 
 such as are stimulated by circumstances acting on the 
 brain (through the senses). If speaking to the child, 
 or showing him objects, is followed by his handling 
 them and speaking of them, he is said to be con- 
 
 ^37 
 
7 
 
 
 138 
 
 THE STUDY OF CHILDRKN 
 
 scions ; or, if he subsequently speaks of those things, 
 he is said to have been conscious, when he saw them, 
 because we see that his brain was impressed by the 
 sight ; again, if the child does anything you tell him 
 to do (ear-mindedness), he is conscious. The only 
 normal and healthy condition of absence of conscious- 
 ness is in sleep. 
 
 Sleep is so important to healthy child life, that, 
 though it may not be seen in the schoolroom, some 
 of the facts concerning sleep are well worthy of your 
 attention, and I would recommend you to look at and 
 study children in sleep, when you have the opportunity. 
 In sound, healthy sleep the child is unconscious ; there 
 is a general absence of movements, except those of 
 breathing ; if you speak in a low voice, no response 
 follows, and on gently raising the eyelids you will see 
 that the pupils are very small, unless you wake him, 
 when they expand ; but you have made no permanent 
 impression on his sleeping brain, and next day he will 
 know nothing about your observations. The absence 
 of movement in sleep indicates brain-rest, nerve-currents 
 are not being generated in the nerve-centres, at any 
 rate not in great strength, passing to the muscles to 
 produce movement. The blood is circulating in the 
 brain and nourishing it throughout, its force being 
 stored up for the activity of the next day. Tooth- 
 grinding sometimes occurs during imperfect sleep and 
 is an indication of brain-irritability. 
 
 1:1 
 
SOMK GEXERAI. (OXDITIOXS TX CHII.DREX 
 
 139 
 
 Complete rest during an hour in the day is necessary 
 for some children ; the child may rest by lying down 
 or reclining in an arm-chair with a story book ; this is 
 best effected after feeding, when the blood is rich in 
 nutritive material for building up brain-tissue. Rest 
 resembles sleep in the little expenditure of nerve-force, 
 but differs from it in the retention of impressionability 
 to the surroundings. 
 
 Strength and activity of brain-power are indicated by 
 good balance of the body, a lively expression of the 
 face, and good tone in its muscles and around the eyes, 
 without over-action in the forehead, together with much 
 spontaneous movement, chattering, and talkativeness. 
 These signs indicate spontaneous healthy brain-action, 
 ready to be brought under control, without being 
 stopped, under your care, by impressions received 
 through the senses and in imitation of your actions. 
 Accompanying such indications of activity in move- 
 ment, there are probably many spontaneous, disjointed 
 acts of thinking ; if you can guide these, you may effect 
 good mental culture. You want to train spontaneous 
 brain-action to mental work, and when beginning les- 
 sons, you naturally require the children to be quiet, 
 that they may think and not to disturb the class. 
 
 You call the children to lessons, the class assembles, 
 each child stands in his place ; the body is upright, 
 hands hanging by the sides, and all parts, including the 
 eyes and fingers, are motionless. It is assumed that 
 
ff 
 
 
 140 
 
 THF STl'DY OF CHILDREN 
 
 I I! 
 
 M 
 
 the children are healthy, showing signs of good nutri- 
 tion, their faces having a lively appearance and chang- 
 ing expression ; thus we know that the motionless 
 state is due to your having stopped their movements, 
 and not to exhaustion. There may be one boy who is 
 not motionless; his hands and fingers move, the left 
 hand goes into his pocket, his eyes move away from 
 you, when you look at him, his head is not kept 
 erect. Following the indications and signs seen in 
 the boy, you empty his left pocket and confiscate 
 the top and crackers, which prevented the signs of 
 attentiveness. 
 
 Do not expect the motionless condition of the body 
 to be quite complete, but observe what parts move. 
 It is one thing to stop these movements, and another 
 to hide them ; and again, it is a different mode of 
 management to give the hands something to do. I 
 have seen a nervous man stand upon a stool in the 
 middle of a large room and make a capital speech. 
 As soon as he began to speak, he put his hands 
 behind him, and they were no more seen by those 
 in front. I walked behind the orator to see what 
 his hands were doing; the fingers were working away 
 at a great rate, as long as he continuevi to speak. 
 In like manner, when looking at an attentive class 
 in school, " full face," as they stand, with hands 
 behind, apparently motionless, I have taken a " pro- 
 file view," so as to see what the hands might be 
 
! 
 
 §f 
 
 SOME GENERAL CONDITIONS IN CHILDREN 
 
 141 
 
 doing. Do not say, then, that "fidgetiness causes in- 
 attention," but try and describe what you actually 
 see in the children ; thus you may study the condi- 
 tion and its causes by the scientific method. 
 
 You see a fidgety child ; observe the movements 
 which indicate the fidgetiness, note the parts moving, 
 limbs, hands, feet, either on one or on both sides ; 
 look at the head, face, eyes, etc. Then, when think- 
 ing about the child, you recall other examples of ex- 
 cess of movement. The fidgetiness you observe is 
 a physical fact, a number of movements not con- 
 trolled like those of other children ; look to the ante- 
 cedents, and notice under what circumstances the 
 movements are increased or diminished. The move- 
 ments indicating fidgetiness may occur in healthy 
 children when exhausted, when long confined in close 
 rooms, or when wanting food. 
 
 Say, you are thinking about the methods to be 
 pursued with a boy who is often fidgety and pee- 
 vish. You observe the movements of the child which 
 indicate the fidgetiness, the parts that move, whether 
 hands, fingers, or feet, on one or both sides, looking 
 also at the head, eyes, face, etc. You may find him 
 apt to mutter and complain, silly and childish. Ob- 
 serve him carefully ; all reflex actions are wrong. 
 Call him, and his head turns away; when you speak 
 to him, no reply comes ; when you say nothing, out 
 come his complaints. His phrases are simple, dis- 
 
i^ 
 
 'f r 
 
 142 
 
 THE STUDY OI' CHILDREN 
 
 connected, and like those used by a younger child. 
 The boy is for the time reduced, or turned back, to the 
 brain-condition of a baby. There are also some spon- 
 taneous movements, which are but little controlled by 
 his surroundings. Look out for the signs of fatigue 
 and exhaustion in such a child, noting whether exhaus- 
 tion precedes or follows the condition described. Irrita- 
 bility of temper often results from previous exhaustion, 
 and it produces exhaustion. This is an important point, 
 to be decided in each case by direct observation ; it 
 will be obvious that your practice must be determined 
 by observation as to which condition precedes. 
 
 As opposed to attention and a quiet condition of 
 aptitude for mental work, we speak of inattention and 
 fidgetiness. Some of the best-brained, quick children 
 are almost always fidgety : though they work well, they 
 have more spontaneous movement than others, almost 
 up to the point of adolescence : such are specially seen 
 among the quick children of the nervous type. 
 
 Inattention may be due to conditions in the brain 
 itself or its blood-supply. Prolonged abstinence from 
 food renders the blood poor ; a heavy meal draws 
 blood from the brain to the stomach ; a close atmos- 
 phere renders the blood impure. On the other hand, 
 the brain may be fatigued from prolonged work : I 
 suspect, however, that inattention is much more often 
 due to other things impressing the child, not leaving 
 his brain clear and apt for mental work. 
 
 - v: 
 
SOME GENERAL CONDITIONS IN CHILDREN 
 
 143 
 
 ram 
 -om 
 iws 
 10s- 
 
 I 
 
 [ten 
 
 Fatigue is indicated by the small amount of energy 
 expended in movement, such action as occurs being 
 more or less useless and performed only under a 
 strong stimulus, while it may be accompanied by 
 extra-movements, but useless acts. Thus the child 
 lounges in an arm-chair and does not get up when 
 told to, but fidgets and grumbles. 
 
 Among the signs which indicate fatigue, I may 
 mention the slight amount of force expended in move- 
 ment ; there appears to be a lessened total of force 
 passing from the nerve-system to the muscles. There 
 is often asymmetry of posture and movements, seen in 
 the balance of the head, the spine, and the hands. 
 There may be accompanying irritability, much move- 
 ment upon the slightest touch, or movements apparently 
 spontaneous. As you look at the child, you see too 
 little movement on the average, or occasional jerky 
 movements not controlled by circumstances. The eyes 
 may wander and not be distinctly fixed by the sight of 
 objects around, the face is toneless, less lively-looking, 
 less mobile ; possibly there may be fulness under either 
 eye. There is asymmetry of action ; the fatigued 
 nerve-centres being unequally exhausted. Spontaneous 
 finger-twitches, like those of younger children, may be 
 seen, and slight movements may be excited by noises. 
 The head is often held on one side, the arms, when 
 extended, are not held horizontal ; usually the left is 
 lower ; the hand balances in the weak type of posture, 
 
I 
 
 w 
 
 144 
 
 THE STUDY OF CHILDREN 
 
 often again more markedly on the left side. The direct 
 effects of gravity determine the position of the body 
 to a greater extent than in the condition of strength ; 
 hence, the spine is bent. If this condition tends to 
 pass on into sleep, the eyelids are closed. 
 
 Fatigue is not itself unhealthy ; both adults and 
 school-children must learn to work, and fatigue naturally 
 follows ; what is needed after healthy fatigue, is rest 
 and '"ecreation, renewing the power of the brain. If, on 
 the other hand, fatigue lasts day after day, a more per- 
 manent condition of exhaustion of great importance may 
 supervene. 
 
 Case 20. A boy exhausted and very dull. 
 
 A boy, twelve years old, showed weak balance of the 
 hands, with lordosis ; his face was wanting in brightness, 
 with fulness under the eyes, indicating exhaustion. 
 His speech was good, and he presented no defect in 
 head, palate, or body. The teacher called him an idiot, 
 who could learn nothing. I saw no signs of organic 
 brain-defect, but marked indications of exhaustion. On 
 inquiring it appeared that the boy was kept at work 
 at home after school till midnight. 
 
 Exhaustion is an extreme condition of fatigue, in 
 which movement is lessened. The face becomes tone- 
 less and devoid of fine mobile expression, the circular 
 muscle of the eye is relaxed, the face may be lengthened 
 from relaxation of its muscles and slight falling of the 
 jaw; the ordinary movements of expression are not ex- 
 
SOME GENERAL CONDITIONS IN CHILDREN 
 
 145 
 
 ar 
 ed 
 he 
 ■ex- 
 
 cited by the ordinary stimuli, and such movements as 
 do occur are slow and laboured. A strong stimulus is 
 required to induce the child to hold out his hands, and 
 then the posture is the feeble hand. Sighing and 
 yawning are common. Speech is slow, and the tone of 
 the voice is altered. In some cases, finger-twitching, 
 especially of separate fingers, indicates extreme exhaus- 
 tion and irritability. 
 
 Irritability is expressed in a child, when a slight 
 noise makes him start ; this is a reflex movement in 
 excess, a reflex action, that does not occur in perfect 
 health on so slight a stimulus. In irritability other 
 stimuli, besides sour 1, may produce excessive reflex 
 action ; a touch upon the shoulder causes a sudden 
 movement. Not only is the amount of reflex movement 
 excessive and out of proportion to the stimulus, but the 
 kind of movement may differ from that usually following 
 such a stimulus in health. A child three years of age, 
 when irritable, may turn away his head from a familiar 
 object, or from the sight of his food, and say " No, no " ; 
 here the sight of the object, instead of causing a reflex 
 movement of the head, eyes, and hands towards the 
 object, moves all from it. The irritability of the nerve- 
 centres is indicated by movements in the opposite direc- 
 tion from that which the same stimulus would produce 
 in health. Besides these reflex signs, we find the voice 
 altered ; when spoken to, he may answer sharply ; the 
 motor force, generally, is lessened and irregular in 
 
 II 
 
w 
 
 146 
 
 THE STUDY OF CHILDREN 
 
 
 kind, twitching irregular movements are not uncommon. 
 Nervous children often show marked signs of irrita- 
 bility ; the spontaneous postures assumed are those of 
 fatigue, with the addition of slight irregular twitching 
 movements. If this condition lasts long, nutrition is 
 lowered and wasting occurs. Abnormal conditions in 
 the body, particularly in the stomach, may render the 
 child irritable. 
 
 Teachers have said that exhaustion in children is 
 often due more to mismanagement at home, rather 
 than to work in school. That may be so in some in- 
 stances. Let me sketch a case for you. 
 
 Case 21. Girl tired in home life. 
 
 A girl, twelve years old, comes to school in the morn- 
 ing with too little spontaneous movement ; the head is 
 not held erect ; the face is pale ; the muscles around 
 the eyes are relaxed ; the eyes are wandering and not 
 fixed or controlled in their movements by sights and 
 sounds ; the free hand is in the feeble posture. The 
 attention is not readily fixed ; she is fidgety and rest- 
 less ; such signs indicate exhaustion and irritability. We 
 assume that the school is well arranged, and the work 
 suitable. Later in the morning the child brightens up 
 and works better, so that, at the close of morning les- 
 sons, she appears in better condition than when she 
 came under school influences. Now, if the teacher 
 knows, from questions put, or other sources of informa- 
 tion, that it is not the school work, that produces ex- 
 
SOMK (JLNKKAL CONDITIONS IN CHILDREN 
 
 147 
 
 haustion and dei^ression, should the matter end there? 
 If the teacher's opinion is founded on facts observed, 
 would not any reasonable lovin^^ j)arent allow a friendly 
 remonstrance or suggestion ? If such conditions con- 
 tinue in the child, may she not exert a harmful moral 
 influence in the school, such as may justify a stronger 
 remark on the part of the school manager ? Still, it 
 cannot be expected that parents will readily listen to 
 vague reports of their children, or to such as are not 
 founded on precise and definite grounds. 
 
 The scientific observation of children has other 
 advantages than the development of methods of public 
 education ; from the careful study of recorded observa- 
 tions we may improve the basis for research in physio- 
 logical psychology. 
 
 All outward expression of mental states and mental 
 action is by visible movements and results of move- 
 ment ; it is possible then, by analysis of such modes 
 of expression, to determine something of the modes of 
 brain-action, corresponding to mental states. 
 
 In sleep, or i state of healthy unconsciousness, we 
 see that no movement is occurring in the limbs ; the 
 pupils are small ; the movements of breathing are quiet 
 and uniform ; low sounds do not produce action or any 
 subsequent expression. After such full deep sleep we 
 see many spontaneous movements. We conclude, then, 
 that sleep is a condition of healthy rest, in which the 
 brain does not receive stimulation from the outside; 
 
 
T 
 
 148 
 
 THE STUDY OK (JIIILDRKN 
 
 ■e 
 
 that its tissue is simj)!)' living and growing in a healthy 
 manner, and storing iij) healthy foree, which we see 
 displayed in spontaneous movements after sleep. 
 
 Contrast this hrain-state with that seen in a storm of 
 passion. Bain says : ^ "The physical manifestations of 
 anger, over and above the embodiment of the antece- 
 dent pain, are (i) general e.xcitement ; (2) an outburst 
 of activity ; (3) deranged organic functions; (4) a char- 
 acteristic expression and attitude of body; and (5), in 
 the completed act of revenge, a burst of exultation." 
 Sir Charles BelP gives the following description : " In 
 rage the features are unsteady. The eyeballs are seen 
 largely ; they roll and are inflamed. The front is alter- 
 nately knit and raised in furrows by the motion of the 
 eyebrows; the nostrils are inflated to the utmost; the 
 lips are swelled, and, being drawn by the muscles, open 
 the corners of the mouth. The whole visage is some- 
 times pale, sometimes turgid, dark, and almost livid; 
 the words are delivered strongly through the fixed 
 teeth; the hair is fixed on end like one distracted, and 
 every joint should seem to curse and ban." 
 
 At the commencement of an attack of rage, there 
 may be momentary paleness : this is the best time for 
 a chance of quieting the child. Then the breathing is 
 seen to be quickened and the face flushes ; the breath- 
 ing is embarrassed, and the veins in the forehead, face, 
 
 ^ " Mental and Moral Science," 1872, p. 261. By Alexamler Hain. Pub- 
 lished by Longmans, Green ».S: Co., London; D. Applcton (S; Co., New York. 
 2 op. Cit., p. 21. 
 
SOMK (JKNERAI- COXDITIONS IX rilll.DRKN 
 
 149 
 
 ( 
 
 and neck swell out in consequence, while the lii)s are 
 swollen and prominent. The eyes may move much, 
 not being under control ; while the hands are opened 
 and closed, and gesticulate, and the lips may be seen 
 to twitch at the angles of the mouth. The storm of 
 movement may spread to muscles moving the larger 
 joints of the limbs, the elbows, shoulders, and knees, as 
 seen in biting and stamping. The order of occurrence 
 of the signs is, first pallor, then flushing, and the con- 
 gestion of face from impeded breathing ; this is the 
 order of events most common in an epileptic fit. The 
 movements are first in small parts, afterwards in larger 
 parts of the body. All this indicates a spreading area of 
 brain in stiong action, sending out force to the muscles ; 
 such brain-action not being under any kind of control 
 from without. The exhaustion that follows corresponds 
 with the large area of brain, that has been discharging 
 motor energy, and wasting it. Here, as in other cases, a 
 brain, not well under control, wastes energy that good 
 guidance might have saved ; good training is an econ- 
 omy of force to all, and specially in the weak children. 
 
 What good, what advantage, is there in these special 
 modes of describing what we see ? Modes of descrip- 
 tion here used are such as allow of comparisons being 
 made. We translate abstract qualities, such as "joy," 
 into concrete terms, such as movements, or conditions 
 of form or development. We translate the terms, used 
 to describe the abstract property, into other terms., the 
 
 a 
 
I h 
 
 150 
 
 THE STUDY OF CHILDREN 
 
 expression of the abstract. The term " happiness " is 
 intended to indicate a certain condition of feeling, which 
 we all, more or less, understand. The thing happiness 
 is an abstraction ; but if we can define an expression of 
 happiness in man, we can deal with the material expres- 
 sion of happiness, analyse, and study it. 
 
 Having these descriptions be fore us, we can make 
 some comparisons or analogies. In laughter, which 
 is an expression of joy, or happiness, the angles of 
 the mouth are drawn upwards; this is the very oppo- 
 site to the expression of ].>hysical suffering. By defin- 
 ing the expression of the abstract thing, " happiness," 
 in terms of motor signs, we find problems to deal with, 
 capable of physical investigation. 
 
 All expression of mind and mental states is by move- 
 ments and results of movement. You speak of intelli- 
 gence, happiness, joy ; for the purposes of scientinc 
 study, I would rather that you described the series 
 of movements, which indicate these conditions, observ- 
 ing their antecedents and effects. Speaking of abstract 
 qualities of the mind, you use, for the sake of simpli- 
 city, terms which indicate the aggregate condition ; try 
 to describe the signs you see, and to describe them in 
 terms indicating facts whose causes you may deal with. 
 It may be said that '* fidgetiness is caused by inatten- 
 tion, and leads to forgetf illness." Each of these condi- 
 tions is complex, and may result from complex causes ; 
 it is necessary, in scientific procedure, to try and ana- 
 
f^ I 
 
 I- 
 
 
 i 
 
 SOMP: f.KXERAI. COXDITIONS IN CHII-DREX 
 
 151 
 
 lyse each, and describe it in terms expressin^^ physical 
 signs. Sometimes children get into a state of great 
 mental excitement \vith()ut passion ; I have seen this 
 during a recitation in school and will describe a case. 
 
 Case 22. Boy showing mental excitement. 
 
 The boy's speech became rapid, almost incessant, 
 without intervals, the words were sometimes repeated ; 
 there was much movement in his face, and the pupils 
 were dilated. The right foot was planted forward, the 
 right arm raised free from the body, and the fingers 
 were much moved, while the left hand rested firmly on 
 the table at his side ; his eyes moved much, as he was 
 speaking, and the eyebrows were knit together ; the 
 head was extended backward, so that his face was 
 turned upwards, and his eyes were raised above those 
 to whom he was speaking. 
 
 Headaches are of common occurrence in children of 
 school age ; they are more frequently met with in girls 
 than boys, as shown in the following table of 58 
 cases in my practice at the East London Hospital for 
 Children. 
 
 TABLK \'I 
 DisTRiBi'TioN or Casks ni I Ii.ai)A(iik accokdinc to A(iE 
 
 
 
 
 10-11 
 
 2 
 
 4 
 
 
 
 
 Ages 
 
 I 
 
 
 I 
 
 4-5 
 
 2 
 
 2 
 
 4 
 
 5-6 
 
 2 
 J 
 
 5 
 
 6-7 
 
 8 
 
 I 
 
 9 
 
 7-8 8-9 
 
 2 > I 
 
 3 5 
 
 4 1 6 
 
 9-10 
 2 
 
 5 
 
 11-12 
 
 4 
 
 2 
 
 12-13 
 
 I 
 4 
 
 i3-'4 
 
 Boys, 25 . . 
 GirU, ii . . 
 
 
 
 s 
 
 Total, 58 . . 
 
 7 
 
 6 
 
 " 
 
 5 
 
 5 
 
 
 
 
 
 
 
 
 
 
 
152 
 
 THE STUDY OF CHILDREN 
 
 As a group these children present the general 
 characteristics, described as common among nervous 
 children. See Chapter IX. In five of the cases re- 
 ferred to above, the child described *' sparks, colours, 
 or other perversion of sight " during the attacks of 
 head pain; sometimes distinct objects are seen, such 
 as heads of animals or men ; at night he may see 
 "a lot of people coming to kill him," a policeman, 
 or other source of terror. There is often a history 
 of inheritance of headaches ; among the 58 cases 
 above, the mother suffered similarly in 24, and the 
 father in eight cases ; when the father and mother 
 have both suffered from sick headaches, there is 
 great probability that their children will also, and 
 they should be trained and helped to bear pain. 
 Headaches are often followed by sickness ; the avoid- 
 ance of fatigue and exhaustion is the best means of 
 prevention. 
 
 Children with flat eyes (hypermotropia) may suffer 
 from headaches, in part due to straining their sight 
 in reading, from want of proper glasses. 
 
 Headaches in children are very common; they are 
 of much importance, when accompanying the physi- 
 cal signs of exhaustion. I do not often ask children, 
 if they have headaches, and place but little value on 
 descriptions of their own feelings ; but I constantly 
 look for the signs of fatigue or exhaustion. When 
 the child appears well nourished and there is no fa- 
 
SOME GENERAL COXDITIOXS IX CHILDREN 
 
 153 
 
 tigue, headaches are of less importance. When I 
 see a child presenting the signs of exhaustion, a 
 toneless face, wandering eyes, fulness under the 
 eyes, many points of asymmetry of posture, finger- 
 twitching, and ground teeth, I put down such a child 
 as requiring special care and careful education. 
 Judge of the children by what can be seen in them, 
 not by their description of feelings. 
 
 Case 23. Headaches in a nervous child. 
 
 A girl, thirteen years of age, suffered from frequent 
 headaches, during which she saw coloured stars, which 
 sometimes preceded the head pain. She was a well- 
 made but nervous child ; her hands, when held out, 
 balanced in the " nervous po.sture," and the fingers 
 twitched, there was fulness under the eyes from re- 
 laxation of the muscles surrounding them. Three 
 yearn before, she was disabled for three months by 
 chorea. It is probable that the recurrent headaches 
 will continue for some years ; she mu.st learn to bear 
 them. It is not to be expected, that she can attend 
 to her work in school or home lessons, when attacks 
 of headache are troubling her. If training can re- 
 move the nerve-signs described, the child will be 
 the better. 
 
i 
 
 CHAPTER IX 
 Types of Childhood ; and Groups of Children 
 
 BELOW THE NoRMAL 
 
 The descriptions of Groups of children here given, 
 and the evidence on the Propositions concerning child- 
 hood in Chapter XIII., are based upon the experience 
 gained from 100,000 children whom I examined indi- 
 vidually in schools. The results of that inquiry are 
 published in a report - which affords a large amount 
 of information concerning conditions of children. 
 
 Groups of children are classified and described, so 
 as to enable me to present, in due course, the im- 
 portant Class of " Children who appear to require 
 special care and training," to whom I would direct 
 particular attention. It has always been difficult to 
 define such children by what we can see in them ; 
 but it now seems possible to give i sufficiently clear 
 description of the Groups of children included in 
 
 ^ Report on the scientilic study of tlie mental and physical conditions of 
 childhood, with particular reference to children of defective constitution ; 
 and ith recommendations as to education and training. Based on the 
 Examination of 100,000 children seen in and near London, 1888-94. 
 
 Published at Parke's Museum, Margaret Street, London, W. Oftice of 
 the Childhood Society. The Macmillan Company, New York. 
 
 154 
 
 ••>« «( 
 
TYPES OI' CHILDHOOD 
 
 155 
 
 that class, and to show the means of describing an 
 individual child, indicating the points in which he 
 may need special training. 
 
 The groups, here arranged, are of course arbitrary ; 
 in studying such groups the care of the individual 
 child should never be lost sight of. It must be re- 
 membered that a dull child at one time classed as 
 " delicate with abnormal nerve-signs " may another 
 year be classed as "dull without defects," if the care 
 taken has been accompanied by successful results ; 
 then we may hope that further mental training may 
 make him a bright child, or average in mental power. 
 The plan of describing children on schedules, or 
 their defects on the cards, will keep before you the 
 individual and the points in his case, to which atten- 
 tion should be directed ; while the successive sched- 
 ules of the same child taken at different dates will 
 show the progress made. 
 
 Normal Children. — From the school point of view, 
 children may be classed as normal, if not found to 
 be dull and backward for their age in lessons and 
 in mental ability ; while to observation they present 
 the signs of healthy development in body, in nerve- 
 signs, and in nutrition. Of course such children 
 differ in individual characteristics, and in some of 
 the general conditions described in Chapter VIII. 
 Again, some are above the average in their tyjje of 
 perfection in development of physical and mental 
 
T 
 
 1>A ' 
 
 156 
 
 THE STUDY OK CHILDREN 
 
 power. Thus " Normal children " includes, as a 
 group, all children not presenting any visible defect 
 in development, nutrition, or physical condition, with 
 no abnormal nerve-signs, and not found by the teach- 
 ers to be dull or backward mentally. 
 
 I suppose there is no such being as " a perfect 
 child," but it may assist to form a useful mental 
 ideal, if we reali.se the characteristics necessary to a 
 perfect type of childhood. His body must be well 
 proportioned, the head of good size and well shapen, 
 with each feature well made ; while the stature and 
 nutrition of the body reach a normal standard. (See 
 weight and height.) Sight and hearing should be 
 perfect. The signs of brain-action must be good in 
 the movements seen, with sufficient spontaneity of 
 action according to age; expression lively, speech 
 clear and distinct, while, on mental examination, he 
 must show intelligent ipreciation, judgment, and a 
 proper use of words in mguage, expressing thought 
 and the faculty of thinking and remembering The 
 physiologi-st will require to know more than this 
 before classing him as of a perfect type, and will 
 inquire as to his ancestry and inheritance through 
 each parent, as to what stock he comes from and the 
 life-history of his collateral relations, brothers, sisters, 
 and cousins. Habits in social life, and the develop- 
 ment of some taste and enjoyment of healthy pursuits 
 add further indications of a probable success in life. 
 
TYPES OF LIIILDHOOD 
 
 15/ 
 
 A NORMAL CHILD 
 
 iThe 
 this 
 will 
 igh 
 the 
 rs, 
 lOp- 
 lits 
 le. 
 
 SCHK1JUL1-: I'OR REPORT ON A SCHOOL 
 
 CHILD 
 
 Ntiinbey 24. Namr. Jolin Smith, 
 
 As^e last hirtluhiy. 9 years. Place in Silii>(>l. Stiiidard V. 
 
 A. Body: Development, features, etc. 
 
 Head. CircumferiMKH' 2\.-^ iin hcs; transverse 13 5, an- 
 tero-posterior 13 inches. Well shaj)en. No ridges 
 or bosses. 
 
 Face. t^ye-openings wide ; mouth of good ;:ize, lips 
 well cut. 
 
 Ears. Well shapen, complete in all parts ; not out- 
 standing. 
 
 Nose. IJony bridge of nose well developed. 
 
 Palate. Sutificiently broad ; well shaped. Teeth not 
 crowded. 
 
 Gnnvtli. Ciood ; height 51 inches. Light hair, fair 
 complexion. 
 
 /)'. Nerve-signs : Postures, movements, action. Ex- 
 pression. 
 
 General balance of boJy. Stands well, feet tt)gether, 
 legs straight and knees not bent, body erect. 
 
 Expression. Bright and changeful. .\n intelligent-look- 
 ing face. 
 
 O. Ociili. (lood tone al)Out eyelids ; no bagginess of 
 under-llds. 
 
 Eye-niovenients. P^ixes eyes well ; they follow a mov- 
 ing object accurately. 
 
 Head-balance. Head held wt 11 up. 
 
 Hands. Balance straight on level with shoulders; fin- 
 gers steady. 
 
 Response active and accurate. Sig'nt and hearing good. 
 
p 
 
 "P 
 
 158 
 
 Till-: sruDV oi' children 
 
 C. Physical Health and Nutrition. Healthy and well 
 nourished. Weight 60 lb. Good colour in face 
 and lips. 
 
 School Report. A good child : is bright and intelligent. 
 Recites well, ([uick at arithmetic, is rather high in 
 school for age. Attendance regular. 
 
 Report on Child. A healthy, well-made boy : he seems 
 well trained in action of body and in mental power. 
 He is likely to profit by higher education when old 
 enough. 
 
 Date. 
 
 There is a clas.s of children, commonly met with in 
 every school, termed "nervous children"; I mean such 
 as are apt to complain of headaches, are difficult to get 
 off to sleep, bad sleepers, talking at night and grinding 
 their teeth, while in the morning they are tired and not 
 ready for breakfast. They are often bright enough 
 mentally and affectionate in disposition, but apt to be 
 irritable and passionate and too emotional. There are 
 children who arc delicate without having any disease ; 
 who are never laid up with any definite illness, but they 
 are not strong, cannot walk far without getting tired ; 
 some days they are too tired to do anything and must 
 rest ; capricious in appetite, yet sometimes ravenous, but 
 losing weight. A typical nervous child is generally 
 well made in body, with a good head and well-cut feat- 
 ures, a fine skin and light complexion ; she may be tall 
 and rather thin, with subnormal body weight. In the 
 
 
 ^:£)Ui. 
 
TVPFS OF CHILDHOOD 
 
 '59 
 
 
 nerve-signs we see indications of weakness and over- 
 spontaneity. 
 
 The general balance of the body, as the child stands, 
 is usually asymmetrical, with the head slightly drooped 
 and inclined to one side ; while the spine is perhaps bent 
 a little to one side, with unequal shoulders, and the feet 
 unequally planted. The eyes wander much, in place of 
 being directed to objects and fully controlled through 
 sight and a spoken word, i ii the face, expression may 
 be somewhat diminished, with fulness under the eyes 
 indicating fatigue. When the hands are held out in 
 front, asymmetry in balance of the arms is frequent, 
 the left hand usually being held lower, while the " ner- 
 vous hand-posture" is marked more on the left than on 
 the right (see Fig. 6). As the hands are held out, the 
 shoulders ^.nd upper part of the spine move backwards 
 with an increased curve of the forward bend in the 
 loins (lordosis), as a compensation in balance owing to 
 weakness of the back muscles. 
 
 The fingers probably show twitching movements, if 
 they are held separate from one another, so as to be 
 free to move. 
 
 These signs show weakness, with over-mobility ; and, 
 if the condition is accompanied by a body-weight fall- 
 ing month by month or week by week, the child may, 
 if overworked or if placed under mental stress by cir- 
 cumstances, or if frightened, ])ass on to the state called 
 chorea. In mental hubit such children are usually 
 
r^m 
 
 1 60 
 
 THK STUDY OK Cini.DREN 
 
 
 (|uick in Icarnin.L;', t,dk;ili\'c, phiylul, and often laiit^h- 
 inj^ ; in social lift:, they arc gregarious, seeking one 
 another's company, and, as they are usually imitative, 
 may prove a source of mental excitement to one another. 
 On looking further at such a child, you will i)r(ibably 
 find that the face is the best nourished part of the body, 
 the limbs being thin ; the teeth are very likely flattened 
 at their tips from the constant habit of tooth-grinding. 
 Appetite is very variable ; these nervous children are 
 very difficult to feed ; at times appetite fails much, and 
 again at another time they are veracious though they 
 may still lose in weight. The care of such children 
 will be referred to in Chapter XII. 
 
 Card showing the defects observed in a nervous 
 girl as described above, and given in Schedule 25. 
 
 
 A NERVOUS CHILD 
 
 Number 25. Name. Sarah Jones. 
 
 Age last birthday. 12 years. Pla:- in school. Standard VII. 
 
 A. Body : Development, features, etc. 
 
 Head. Circumference 21.5 inches; forehead wide and 
 
 well shapen. 
 Face. Eye-openings large ; features well proportioned. 
 Ears. N'^)rnial. 
 
 Nose. Normal ; iips usually closed. 
 • Palate. Normal. 
 Growth. Rather tall for age ; rather slightly built. 
 
 Height 57.5 inches. 
 
TVPKs OK iim.Dnooi) 
 
 i6r 
 
 /)'. Nerve-signs : Postures, movements, action. Ex- 
 pression. 
 
 General balance of Inuly. Attitude asymmetrical : left 
 shoulder lower than rii^ht, feet not cMiually planted. 
 
 Expression. A little dull, and wanting in changefiilness. 
 
 O. Oculi. Fulness under eyes ; this disai)i)ears momen- 
 tarily in smiling. 
 
 Eye-movements. Eyes wander, but fix on an object if 
 she is told to. 
 
 Head-balance. Slightly drooped and inclined to left. 
 
 Hands. Left balances lower than right, each is in the 
 "nervous posture," especially marked in left. Sep- 
 arate fingers twitch. 
 
 When hands are held out, the shoulders fall backward 
 and the spine is bent forward at the loins (lordosis). 
 
 C. Physical Health and Nutrition. Rather thin and pale. 
 Weight 75 lb. 
 
 School Report. Quick at lessons ; recites well. Talka- 
 tive in school, playful and often laughing. Is fond of 
 the society of other children like herself. 
 
 Report on Child. This may be said to be a ner\'ous 
 child : well made in bodily development, but rather 
 under weight for her height ; though quick anil bright 
 mentally, she shows so many abnormal nerve-signs 
 that, unless she is brought under better control, she is 
 likely to become an hysterical girl after leaving school 
 at fourteen years. She needs careful training in physi- 
 cal exercises to remove each flmlt in detail. 
 
 M 
 
IMAGE EVALUATION 
 TEST TARGET (MT-S) 
 
 1.0 
 
 I.I 
 
 mwmm 
 
 
 |2.5 
 2.2 
 
 io IIIII2.0 
 
 1.8 
 
 
 1.25 1.4 
 
 1.6 
 
 
 ^ 6" - 
 
 
 ► 
 
 
 p^. 
 
 7 
 
 
 M 
 
 y 
 
 Photographic 
 
 Sciences 
 
 Corporation 
 
 23 WEST MAIN STREET 
 
 WEBSTER, NY. 14580 
 
 (716) 873-4503 
 

 f/i 
 
 Z 
 
l62 
 
 THE STUDY OF CHILDREN 
 
 IP 
 
 r'\\ 
 
 
 Card: Showing the Dkfkcts Observkd in a Nervous Girl, as 
 Dkhcribeu in Schedule 25 
 
 Sc/too/ Can/ No. 
 
 Sf" 
 
 Age 
 
 A 
 
 n 
 
 n 
 
 12 
 13 
 14 
 15 
 16 
 17 
 18 
 10 
 20 
 
 ij 21 
 
 4; 
 44 
 45 
 46 
 
 VIL 
 
 12 
 
 Keg. No. ... 25 
 
 GIRLS. 
 
 SpL Reff 
 
 Devkhh'Ment Deeects 
 
 CUANUM 
 
 Large 
 Small 
 Bos.sed 
 Foreliead 
 Frontal ridge 
 
 External Ear 
 
 EriCANTIIIS 
 
 Palate 
 
 Narrow 
 
 V-sliaped 
 
 Archt'd 
 
 Cleft 
 
 ( )thpr types 
 Nasal Hones 
 (iuowTii Small 
 Other Develmt. Dfts. 
 
 - Nl.RVE - BIONC 
 
 47 
 
 48 
 40 
 60 
 51 
 62 
 6:? 
 64 
 
 O. uouli IftK 
 
 - IIoad ' baiRncG 
 Hand weak 
 
 Lordnnin 
 Other Nerve-sions 
 
 C 
 D 
 
 E 
 
 ( k'noral balance 
 KKpro Bs ioif 
 Frontals overact 
 Corrugation 
 
 (J4 
 06 
 
 (57 
 68 
 69 
 70 
 
 F 
 C 
 I 82 
 
 Dill 
 
 Kye-cases 
 S()uint 
 Glasses plus 
 tllas.ses uiimis 
 Myopia, no glasses 
 Cornea disease 
 Eye, lost accident 
 Eye, lo.st disease 
 
 Rickets 
 
 Exceptional Children 
 
 Criitles 
 
 I 
 
 A ^ 4 D E F G 
 
TYPES OF CHILDHOOD 
 
 163 
 
 H 
 
 Dull and Backward Children. — In the Report on 
 School Children ^ all pupils were included in this group 
 whom the teachers reported as dull or below the aver- 
 age in ability for school work ; by far the largest num- 
 ber of them were first noted on account of points 
 observed below the normal in development, nutrition, or 
 in nerve-signs ; a much smaller number were presented 
 by the teachers as dull who, to my observation, did not 
 present any outward signs of defect. 
 
 Dul! and backward pupils are to be found in every 
 school or collection of children. A child slow or back- 
 ward for his age in knowledge and in trained mental 
 ability is not necessarily wanting in brain-power or a 
 defective child. 
 
 A boy may present a good type in each class of points 
 observed, except his mental ability : while he can read 
 and write fairly well and do simple sums, he may be 
 unable to make any calculation in his head or to answer 
 any questions, requiring memory and connected thought. 
 Still he may be strong, healthy, quick to see and act 
 and know what to do at the right time, and display good 
 traits of character. 
 
 It may prove interesting to the reader and valuable 
 for statistical purposes to quote the percentage of dull 
 boys and girls amongst 100 children, according to the 
 average obtained.^ 
 
 Taking icx) dull boys and 100 dull f;:Irls, we find: — 
 
 ^ Op. cit., p. 154. '^ See Tablo VIH., section i)n dull children. 
 
 1 1 
 
 6' 
 
1 64 
 
 THE STUDY or CIITI.DREN 
 
 _f«. 
 
 !!! 
 
 Among children seven years and under : 45 boys, 
 55 girls have developmental defects ; 49 boys, 44 girls 
 have nerve-signs ; 23 boys and 30 girls are delicate. 
 Note the large proportion of young dull girls that are 
 also delicate. 
 
 Among children eight or ten years old : 43 boys, 
 42 girls have developmental defects ; 63 boys, 56 
 girls show nerve-signs ; 14 boys and 16 girls are 
 delicate. 
 
 Among children eleven years and over : 38 boys, 
 35 girls have developmental defects ; 59 boys, 56 girls 
 present nerve-signs ; and 7 boys and 10 girls are delicate. 
 
 These facts concerning the common association of 
 defects afford explanation why children are seen so 
 differently from different points of view, by the earnest 
 teacher and the equally well-meaning parent. The 
 teacher finds the child dull and backward ; the mother 
 sees the nerve-signs and indications of delicacy. A 
 scientific description of the facts seen indicates both 
 points of view. 
 
 ,1 
 
 It 
 I 
 
 A DULL AND BACKWARD BOY 
 
 Number 26. 
 
 Age last birthday. 1 1 years. 
 
 Name. Edward Baker. 
 Place in school. Standard IL 
 
 t 
 
 
 
 
 
 1 
 
 
 
 1 
 
 A. Body : Development, features, etc. 
 
 Head. I-arge, circumfertMice 22.0 inches, frontal bosses. 
 Face. J'>atiires coarse, none deformed. 
 
TYPES OF CHILDHOOD 
 
 165 
 
 Ears. Both outstanding ; large, no pleat to ear. They 
 
 are red. 
 Nose, 
 Palate. Narrow, the upper lines of teeth meet at a 
 
 straight angle in front. 
 Growth. Well grown. Height 54 inches. 
 
 B. Nerve-signs : Postures, movements, action. Ex- 
 
 pression. 
 
 General balance of body. Slouches, no exact symmetry 
 of balance. 
 
 Expression. Bright, not very intelligent looking. 
 
 O. Oculi. Good tone. 
 
 Eye-movements. Can fix eyes well ; looks about by 
 moving head, not eyes. 
 
 Head-balance. 
 
 Hands. Left held lower than right ; balance in fee- 
 ble posture. Response in action rather slow and 
 uncertain. 
 
 C. Physical Health and Nutrition. Ciood colour in face 
 
 and lips. Robust. A strong boy. Weight 76 lb. 
 
 School Report. Does work in school, but is slow and 
 inaccurate, ami could not pass examination. Dull, 
 but not defective. 
 
 Report on Child. Appears capable of work. Needs 
 drill to quicken him and improve gait. A few 
 minutes employed daily in class-exercises in imita- 
 tion of movements and eye-movements would im- 
 prove his brain-power. Possibly would do better 
 with boys more of his own age. 
 
i66 
 
 THE STUDY OV CHILDREN 
 
 A NORMAL BOY, BUT DULL 
 
 1 i^ 
 
 1 .1. 
 
 ! ' 
 
 
 Name. Tom Brown. 
 Place in school. Standard IV. 
 
 Number 27. 
 
 Age last birthday. 1 2 years. 
 
 A. Body : Development, features, etc. 
 
 Head. Well shapen, circumference 21.5 inches. 
 Face. Features good and well proportioned. 
 Ears. Normal. 
 Nose. Normal. 
 Palate. Normal. 
 
 Groivth. Well grown, rather tall and well proportioned 
 in limbs. Height 56 inches. 
 
 B. Nerve-signs : Postures, movements, action. Ex- 
 
 pression. 
 
 General balance of body. Stands erect ; moves well. 
 Expression. Bright looks, active and playful. 
 O. Oculi. Good tone in all muscles of face. 
 Eye-movements. Looks steadily ; eyes follow a moving 
 
 object well. 
 Head-balance. Erect. 
 Hands. Balance straight without movement of back, 
 
 when they are held out ; action prompt ; speaks well, 
 
 with clear voice. 
 
 C. Physical Health and Nutrition. Good colour, strong 
 
 and robust. Says he cannot see blackboard unless 
 he is close to it. Weight, 84 lb. 
 
 School Report. A general favourite, social, a good crick- 
 eter, but backward in school for his age, slow at 
 learning, and poor at mental arithmetic. Has a bad 
 memory, and is wanting in attention and persever- 
 ance. Not a bad boy. 
 
id 
 
 TYPES OF CHILDHOOD 
 
 167 
 
 id 
 
 Report on Child. A strong, healthy, well-made boy. No 
 signs of defect ; he probably could do better at les- 
 sons if he tried, but he seems more fond of play than 
 work ; if urged, he might do more. If we trust 
 what he says himself, he requires concave glasses (for 
 myopia) ; he should be examined carefully as to sight. 
 
 Case 28. A boy small in growth, good at games, dull 
 in lessons. 
 
 A very short boy, age fifteen years. Weight 5 st. 
 13 lb. (83 lb.); fairly muscular. Educated at a large 
 boarding school during the last year, where he is in 
 the choir ; he plays the violin and piano. He is 
 liked by the masters and his school-fellows ; he plays 
 better at foot-ball than at cricket, and likes the gymna- 
 sium. His character is good, with a kindly disposition, 
 both at home and in school. In the schoolroom he 
 is very backward and cannot rise above the lowest form, 
 though his education has not been neglected. He 
 stands well, moves his eyes well, his action and imita- 
 tion in movements are very good. The facial expres- 
 sion is a little blank, the muscles in the forehead 
 over-act, and he is rather full under the eyes. His 
 writing was fair, but slow. He could not distinguish 
 weights accurately. Speech was monotonous and his 
 replies to questions long in coming out. 
 
 He appeared to be gaining but little intellectual 
 culture, though growing in character. It was arranged 
 in school that he should have more food, go to bed 
 
 i ' 
 
i68 
 
 THE STL'DY OF LlIIl.DKIiN 
 
 I I. 
 
 earlier, give up Latin, and take more time in the work- 
 shop. 
 
 He was a good lad, capable of an active life, but not 
 fitted for intellectual pursuits. 
 
 Case 29. A boy overworked, not deficient. 
 
 Boy aged fifteen years. Home in a British colony. 
 He was solitary in habits, not caring to join in games 
 or inclined to vigorous exercises of any kind. He had 
 been taught Latin, French, history, arithmetic up to 
 proportion, and some algebra, but he could give no 
 clear account of what he had done in any one subject. 
 He knew colours and could calculate a simple money 
 sum. He was rather heavy, flabby, slow and inert in 
 all modes of response ; slow in dressing and in every- 
 thing he did. 
 
 His head and features were well made, and speech 
 good but slow ; he presented a good expression and 
 facial action, his hands when held out balanced straight. 
 
 He suffered at times from headache. 
 
 In his school-life he travelled by train 20 miles a 
 day ; he disliked his school and was not happy there. 
 Returning home in the evening, he had tea, then pre- 
 pared lessons, often working till 1 1 p.m. 
 
 There appeared to be no real defect of brain in the 
 boy, but he had been over-worked and mismanaged. 
 
 Under observation it appeared that five hours a day 
 was as much work as he could do at lessons without signs 
 of fatigue. He required lighter work, he was not fit for 
 
 

 
 TYPES OF CHILDHOOD 
 
 169 
 
 more than five hours' work under careful guidance, and 
 needed encouragement to active exercise. 
 
 With such a boy of inert disposition, it is better to 
 looii out for the signs of fatigue, and if they appear, 
 stop work or change it ; but not to ask him if he feels 
 tired or has headache. 
 
 Case 30. A small girl, exhausted and placed too high 
 in school. 
 
 Girl aged ten years, said by the teacher to be one 
 of the dull ones. She did not present any signs of 
 defect, but appeared exhausted and nervous. She had 
 entered among the infants, and been moved up through 
 successive classes without due consideration of what 
 was best for her development. 
 
 Case 31. A backward girl, head small, eye-movements 
 faulty. 
 
 A girl thirteen years old was said to be a bad speller, 
 inexact in transcription, not bad in arithmetic, and not 
 generally mentally dull. Her head was small, but not 
 ill shapen ; there was a slight defect of the retina of 
 the eyes ; she did not move her eyes in reading, but 
 moved her head towards the words. Daily exercise 
 in moving eyes accurately was followed by improved 
 accuracy and better spelling. 
 
 Case 32. A boy bright at arithmetic, dull at Euclid, 
 did not lOok at the blackboard. 
 
 The boy was said to be industrious and not dull at 
 arithmetic ; but he could not follow a demonstration in 
 
V I 
 
 lii:>M 
 
 : t 
 
 170 
 
 THK STUDY CiK CHILDREN 
 
 Euclid on the blackboard. Observing the boy, during 
 the demonstration, I noticed his eyes were fixed on the 
 teacher, in place of the figure drawn on the board ; 
 he was frowning hard (corrugation with frontals over- 
 acting) and evidently trying to remember what was 
 said, but his eyes did not follow the demonstration of 
 lines and angles. 
 
 Children Mentally Exceptional. — These children, 
 while not necessarily dull and without brain-power, 
 appear deficient in certain mental characteristics and 
 in moral sense, such as habitual liars, thieves, and in- 
 cendiaries ; others liable to attacks of total mental con- 
 fusion, a period of mental inaptitude or violent passion. 
 Such cases are often described as moral imbeciles. 
 
 Some of these children are the offspring of insane par- 
 ents or criminals. It is quite possible that some of these 
 children were really epileptic or subject to petit vial{^ 
 temporary loss or disturbance of consciousness j. 
 
 There is a distinction to be drawn between children 
 intellectually defective and those " mentally excep- 
 tional." There are children who from moral rather 
 than intellectual defects are unfitted for general train- 
 ing. Children dull from organic conditions are often 
 solitary and unsocial, with defective expression, and it 
 may be some mal-development ; they may have some 
 power of application and apparent attention, but gain 
 little in education and are apt to be left out of all friend- 
 ship by the rest of the normal children. 
 
TYPES OF Cmi.DIIOOl) 
 
 171 
 
 :cep- 
 ither 
 Irain- 
 »ften 
 id it 
 ^ome 
 gain 
 lend- 
 
 The children "mentally exceptional" form a more 
 serious j;roup unfitted for general education. These 
 children show a distinct want of moral |)ower ; they are 
 not solitary and are often bright and restless. I do not 
 know of any special signs or expression by which one 
 can detect these cases. 
 
 Moral imbeciles who still are clever not uncommonly 
 appear in the police ccnirts. 
 
 Case 33. A clever boy ; a thief and an incendiary. 
 
 A boy thirteen years of age, mother died leaving five 
 children, the father was insane ; a brother twelve years 
 old had tried to set fire to the house. It was given in 
 evidence at the police court that the boy would often stop 
 out at night and had stolen watches, rings, and a brooch. 
 This sort of thing had been going on fcr the past six 
 years ; if taken to a friend's hou.se, he would be sure to 
 steal something. There was not a lock, door, box, or 
 window, he could not open. He was taken to stay at a 
 farmhouse ; one day, when every one was out, he took in 
 a lot of •' ragamuffins " and had an illumination in ian up- 
 stairs room, and part of the room, it was found, had actu- 
 ally been alight. Since his arrest he had made an attempt 
 to set fire to his own bedroom. His school-mistress said 
 he was a very intelligent boy and in the fifth standard. 
 
 Case 34. A clever girl, but character bad, criminal 
 inheritance. 
 
 A girl of twelve years, in Standard VI. ; well made, 
 healthy, quick, active, and clever in .school ; no signs of 
 
I 
 
 172 
 
 THE STl'DY OF ( IIILDREN 
 
 I 
 
 )A ' 
 
 if 
 
 defect observed, l)ut a bad expression. Her father killed 
 her mother, who was a chunkard. She was reported as 
 clever at work, but an habitual liar and thiet who had 
 tried to set fire to the house. 
 
 Case 35. A boy eight years of age, bright and intelli- 
 gent in appearance, had lost both his parents (the 
 mother died insane). He lived with his grandparents. 
 He was liable to such strong and sudden outbursts of 
 passion as to be uncontrollable both at home and in 
 day-school, and at length was withdrawn from school as 
 unmanageable. When removed to the country, his 
 health improved, and he became good ond quiet, but 
 when brought back to London, his bursts of passion 
 returned. He had occasionally suffered from slight 
 epileptic fits, and his younger sister also ; that was, in 
 all probability, the outcome of his inheritance. When 
 last heard of, the boy was neither being educated nor 
 under proper control, and although at present harmless, 
 and capable of being taught self-restraint, he is likely 
 on arriving at manhood to be a social failure, if not 
 absolutely dangerous to society. 
 
 Children Feebly Gifted Mentally. — These children 
 are distinctly deficient in mental power, but should 
 not be certified as imbeciles or "mentally defective." 
 
 No child is included in this group, unless it is be- 
 lieved upon both evidence observed and the teacher's 
 report to be incapable of school work in the ordinary 
 classes. It is not possible to define with exactness 
 
 1!!. i 
 
IM 
 
 TYPES OF cnii.niiooD 
 
 173 
 
 Iren 
 )uld 
 e." 
 be- 
 er's 
 ary 
 ess 
 
 
 what physical conditions seen, as apart from mental 
 tests, indicate the child as unfitted in mental capacity 
 for the usual methods of education. There appears, 
 however, to be a large number of "children feebly 
 gifted mentally " with defect of mental power short 
 of imbecility, but still with some deficiency. 
 
 These children may be described and reported on 
 as to : — 
 
 (i) Mental tests; ability to answer questions, to 
 make simple calculations, to read : as to speech and 
 extent of vocabulary, knowledge of colours, coins, etc. 
 
 (2) Signs of brain-action : response in movement 
 and in imitation, fixation of eyes, want of changeful 
 expression, frowning, weakness, and asymmetry in 
 balance and other abnormal nerve-signs. 
 
 (3) As to development of the head and body or 
 any developmental defects. 
 
 (4) As to physical health and nutrition. 
 Sight and hearing should be carefully tested. 
 
 No sharp line of demarcation can be drawn be- 
 tween the children feebly gifted and imbeciles, on 
 the one hand, and as differentiating them from chil- 
 dren simply dull and backward, on the other hand. 
 For practical purposes I think there should be two 
 reports on such a child : one as to mental .status, char- 
 acter, and habits, prepared by a teacher, with evidence 
 from the parents ; the other by an expert, giving a 
 physical description of the child, as he sees him. 
 
174 
 
 THE STUDY OF CHILDREN 
 
 A FKEBLY GIFTED CHILD 
 
 
 Number 36. 
 
 Age last birthday. 1 3 years. 
 
 Name. Adelaide Bennett. 
 P/ace in school. Class of 
 special instruction. 
 
 A. Body: Development, features, etc. 
 
 Head. Small, circumference 19 inches, transverse from 
 ear to ear \\\ inches, antero-posterior 12 inches. 
 Good shape, no iiosses or ridges. 
 
 Face. Features, except nose, fairly made. 
 
 Ears. Normal. 
 
 Nose. Bridge of nose wide and rather flat, or spread 
 out. 
 
 Palate. Narrow. 
 
 Growth. Fairly tall. Height 58.5 inches. 
 
 «t 
 
 If?. ; 
 
 B. Nerve-signs : Postures, movements, action. Ex- 
 pression. 
 
 General balance of body. Slouching. Movements slow ; 
 
 she tends to retain any attitude assumed. Imitation 
 
 of movements fairly accurate. 
 Expression. Fairly intelligent. 
 
 O. Oculi. Good tone under eyes and in face generally. 
 Eye-movements. Follows well an object moved, and she 
 
 fixes eyes on an object. 
 Head-balance. Not quite erect. 
 Hands. Balance in nervous posture. 
 She squints. The mouth is always open. Speaks fairly 
 
 well, but utterance is thick ; there appears to be 
 
 obstruction in the nose. 
 
T\'PES OF CHILDHOOD 
 
 175 
 
 nett. 
 ss of 
 1. 
 
 from 
 hes. 
 
 read 
 
 Ex- 
 
 3W ; 
 tion 
 
 lly. 
 she 
 
 irly 
 be 
 
 C. Physical Health and Nutrition. A little pale, but not 
 thin. Weight 90 lb. Tonsils are not large. 
 
 School Report. Attends regularly a class of special in- 
 struction for backward children. A good child, truth- 
 ful, honest ; will buy and get change correctly. Counts 
 well, knows value of money, reads simple words. Can 
 do needlework and domestic work if urged to. 
 
 Report on Child. Is small headed and feebly gifted 
 mentally, but appears educable ; she is not trouble- 
 some, but wanting in spontaneous self-helpfulness 
 and probably in self-protection. She has benefited, 
 and will probably continue to benefit, by daily train- 
 ing ; she will need some friendly supervision and 
 industrial training after leaving school. Medical at- 
 tendance as to the throat is necessary ; she probably 
 requires spectacles. 
 
 Case 37. A girl mentally feeble, without speech, 
 but with some social and moral sense. 
 
 Girl aged seven years. Small in stature and thin; 
 weight 30 pounds; head rather small, circumference 
 19 inches, transverse 12 inches, antero-posterior 12 
 inches, fair form. Features and palate well made. 
 
 She does not run alone, but walks with very little 
 assistance. There is a slight squint. There is very 
 little speech, the child turns towards a sound; it is 
 uncertain how much she hears, but she fixes her 
 eyes on the face of a speaker, as deaf children do. 
 I learned that she was not without the faculties of 
 

 ■ I 
 
 «P ■■. 
 
 ! iju 
 
 176 
 
 THE STUDY OF CHILDREN 
 
 "moral sense and social sense." One morning she 
 had pushed over a table with a flower on it, appar- 
 ently on purpose ; in the afternoon, when I saw her, 
 she came to me, and without words pointed to the 
 table, as if to tell that she had done wrong. She 
 liked to be clean and tidy, and would help a little 
 in toilet, and was social and kind with other children, 
 patronizing them. She played much with a toy rab- 
 bit, and having seen nurse show it to a cat, did the 
 same thing herself two days later. When custard 
 and rice pudding were within sight, she made choice 
 of the custard and ate it. 
 
 Mistakes are sometimes made ; and children are 
 thought to be deficient in mental power, in whom 
 mental dulness is due to defective sight and deafness. 
 
 Case 38. A boy deaf, without speech, but educable. 
 
 A boy, nearly seven years old, was said to be un- 
 educable ; he had but little speech, otherwise there 
 were no abnormal nerve-signs ; he did not respond to 
 a verbal direction, but was evidently deaf to a high 
 degree. His imitation of movements by sight was 
 good, and he made all his wants known ; he fixed 
 his eyes well in looking at any one or at an object, 
 and when he handled objects, showed a varying ex- 
 pression at sight of them and made choice of what 
 he liked best. The head and body were well made. 
 His mouth was kept open ; there was a large growth 
 at the back of his throat, requiring surgical treatment; 
 
 \ 
 
 ir 
 
TYPES OF CHILDHOOD 
 
 ^77 
 
 h 
 
 t; 
 
 ♦ 
 
 ■■ 
 
 this was attended to, and he improved much. The 
 boy required to be taught to speak. 
 
 Case 39. A boy with increasing deafness, short 
 sight and accompanying mental dulness. 
 
 A boy thirteen years of age, had been two years at 
 a private school preparing for higher education. He 
 had learnt some Latin and French, but was said to 
 be so dull and backward that he had to leave the 
 school. His action in movement was good: he could 
 work out a money sum on paper, and the money 
 values corresponding with coins ; he wrote a good 
 letter and expressed himself well in words. His body 
 and head were well developed, as also his features. 
 He was very deaf and could only hear my watch 
 at six inches ; there was obstruction in the throat 
 which had been neglected, and his deafness had in- 
 creased in consequence. He was also short-sighted. 
 The boy did not appear deficient in mental power, 
 but required surgical treatment and a pair of 
 spectacles. 
 
 Children presenting Defects in Development. — This 
 group includes all children with one or more of the 
 defects in development of the body that have been 
 described. 
 
 Such cases are more frequent among boys than 
 girls ; the conditions of body observed rnay have no 
 further significance ; but, in many cases, other defec- 
 tive conditions are associated. Taking 100 boys and 
 
 \m 
 
 N 
 
 h 
 
178 
 
 THE STUDY OF CHILDREN 
 
 II 
 
 mi 
 
 I '. 
 
 i 
 
 •N 
 
 lOO girls with such defects as are described, we find 
 according to the average obtained : — 
 
 Among children seven years and under: 23 boys, 
 35 girls also pale, thin, delicate; 36 boys and 40 
 girls being dull pupils. 
 
 Among children eight to ten years old: 16 boys, 
 22 girls are delicate; while 41 boys and 46 girls 
 were reported as dull in school. 
 
 Among children eleven years old and over: 7 boys 
 and 15 girls were delicate, whilst 37 boys and 51 
 girls were reported as dull. 
 
 Conditions of health may improve, as these chil- 
 dren grow older; but an increasing proportion of 
 them are found by the teacher to be dull pupils. 
 To prevent such mental dulncss occurring, these chil- 
 dren should be recognised early in life, that they 
 may be trained appropriately from the first. 
 
 Children presenting Abnormal Nerve-signs. — This 
 group includes all children with one or more of 
 the abnormal nerve-signs described. 
 
 Taking 100 boys and 100 girls with such signs as 
 described, we find : — 
 
 Among children seven years and under : 19 boys, 
 27 girls also delicate ; 43 boys, 47 girls being re- 
 ported as dull. 
 
 In children eight to ten years old : 1 1 boys, 1 5 
 girls also delicate; 42 boys, 41 girls being dull 
 pupils. 
 
 
 4 
 
TYPES OF CHILDHOOD 
 
 179 
 
 
 In children eleven years and over: 3 boys, 5 girls 
 also delicate; 25 boys, 26 girls being dull pupils. 
 
 If, in methods of training children, more care were 
 taken to prevent and remove "abnormal nerve-signs," 
 the brain-condition of the children would probably be 
 more receptive to mental training. The attention of 
 school-teachers and educationalists might be directed 
 to this object with advantage. 
 
 Delicate Children with Low Nutrition ; Pale or Thin. — 
 Such cases are more frequent among girls than boys, 
 when we take the whole number of children in a school ; 
 when, however, we take only well-made boys and girls, 
 excluding those with developmental defects, the pro- 
 portion of delicate boys and girls is about equal. This 
 fact may be important in considering questions of school 
 method and arrangements. 
 
 Taking 100 boys and 100 girls, all delicate children, 
 in school, we find : — 
 
 Among children seven years and under: 52 boys, 
 66 girls also presented some signs of defect in develop- 
 ment of the body; 41 boys, 36 girls showed "nerve- 
 signs," whilst 43 boys and 43 girls were dull. 
 
 In children eight to ten years old: 51 boys and 50 
 girls presented defects of development; 51 boys and 51 
 girls showed nerve-signs ; 49 boys and 40 girls were 
 dull. 
 
 In children eleven years and over: 39 boys and 35 
 girls had development defects; 56 boys and 50 girls 
 
 i 
 
 M 
 
mm 
 
 n 
 
 'n n 
 
 m>': 
 
 \:'\ 
 
 
 1 80 
 
 THE STUDY OF CHILDREN 
 
 showed "nerve-signs"; while 37 of the boys and 35 
 girls were dull. 
 
 Delicate children are often dull and need training and 
 teaching, as well as physical care in other directions. 
 
 No inquiries were made as to the feeding of the chil- 
 dren, but probably those in resident schools, and the 
 10,000 in upper class schools, were provided with suffi- 
 cient food. In all groups of schools it appears to be 
 the "development cases " that suffer the most from low 
 nutrition. Could we remove the frequency of these 
 defects, we should probably have a smaller proportion 
 of weak, thin, and delicate children. 
 
 The fact that delicacy and low nutrition are much 
 associated with, and apparently caused by, mal-develop- 
 ment, seems to indicate a constitutional or congenital 
 flaw in the individual, often also associated with a ten- 
 dency to brain-disorderliness and inertness. Such cases 
 of low nutrition should not be neglected either in physi- 
 cal health or in education ; we may wait too long for 
 the child to grow strong ; it is otherwise with conditions 
 of ill-health due to temporary conditions or to disease. 
 
 It has been said that girls are more delicate than 
 boys ; inquiry and accurate description show that prob- 
 ably there is not more delicacy among perfectly well 
 made girls than boys ; when, however, girls are con- 
 stitutionally weak, they tend more to further conditions 
 of disturbance and disorder in greater proportion than 
 the boys. 
 
 1 
 
 I 
 
TYPES OF CHILDHOOD 
 
 i8i 
 
 A DELICATE GIRL. HEAD SMALL, FIDGETY. 
 MENTALLY BRIGHT, BUT SUFFERS FROM 
 HEADACHES; SHE NEEDS SPECTACLES. 
 
 ^'''"^^^''40. Name. Lucy Jankinson. 
 
 Age last birthday. 12 years. Place in school. Standard VI. 
 
 A. Body: Development, features, etc. 
 
 Head. Small, but well shapen, without ridges or bosses. 
 
 Circumference 19.5 inches. 
 Face. Features well formed and in proportion to the 
 
 head, which is small. 
 Eats. Good. 
 Nose. Good. 
 Palate. Well shapen. 
 Growth. Looks slight in build, but tall for her make. 
 
 Height 5 7 inches. 
 
 B. Nerve-signs: Postures, movements, action. Ex- 
 
 pression. 
 
 General balance of body. Rather over-mobile, a little 
 fidgety. 
 
 Expression. Bright, looks intelligent. 
 O. Ocnli. Rather wanting in good tone, but not exactly 
 full under eyes. 
 
 Eye-movements. Fixation good; moves eyes well in 
 looking. 
 
 Head-balance. 
 
 Hands. Held out well and promptly; right straight, 
 
 left with three fingers bent back at knuckles, as in 
 
 "nervous posture." On holding out hands, lordosis, 
 
 or throwing back the shoulders. 
 When looking at a coin, held 18 inches from face, eyes 
 
 slightly converge. 
 
TT 
 
 a^; 
 
 182 
 
 THE STUDY OK CHILDREN 
 
 Air 
 
 ^ 
 
 f! 
 
 C. Physical Health and Nutrition. Pale and rather thin. 
 Weight 70 11). 
 Looks a healthy child, though rather thin and delicate. 
 
 School Report. A bright child, works well in school ; 
 attendance regular, except when sick headaches pre- 
 vent. Complains that her eyes ache when sewing, 
 but can see blackboard and reads test-type. Is very 
 fond of reading. 
 
 Report on Child. A small-headed girl, bright mentally, 
 but delicate, and is likely to remain so. Eyes should 
 be examined carefully ; she probably needs convex 
 glasses (for Hypermetropia), the use of which may 
 help to keep off headaches. Requires long hours of 
 rest at night. 
 
 Dull and Delicate Children with Some Defect in Develop- 
 ment and Abnormal Nerve-signs. — There is a group of 
 dull and delicate children with abnormal nerve-signs, 
 whose condition appears to demand that they should 
 receive special attention ; the physical report and indi- 
 cations of mental dulness agree in indicating them as 
 unable to profit by the ordinary modes of training suited 
 to the average and stronger children ; they at the same 
 time require more than ordinary care to prevent their 
 failure in adult life. 
 
 R» 
 
 , 
 
 J 
 
TYPES OF (:IIIM)IKX)D 
 
 183 
 
 . 
 
 A DELICATE BOY. DULL AT WORK. WITH 
 SOME DEEECT IN DEVELOPMENT AND 
 NERVE-SIGNS. NEEDS SPECIAL CARE 
 AND TRAINING. 
 
 Number \\, Na„ie, Henry Harris. 
 
 Age last birthday. 9 years. Place in school. Standard I. 
 
 A. Body: Development, features, etc. 
 
 Head. Circumference 21 inches. Forehead narrow 
 
 and shallow. 
 Face. Features of face fairly proportioned. 
 Ears. Normal. 
 Nose. Normal. 
 Palate. Rather narrow. 
 Growth. Sufficient for age. Height 50 inches. 
 
 B. Nerve-signs : Postures, movements, action. Ex- 
 
 pression. 
 
 General balance of body. Rather listless, and asymmet- 
 rical in balance. 
 
 Expression. Fair. 
 
 O. Oculi. Good tone under eyes. 
 
 Eye-movements. Wander much, but can fix. Looks at 
 words by moving head. 
 
 Head-balance. Straight. 
 
 Hands. Balance in " nervous posture," fingers twitch. 
 
 When hands are held out, shoulders are thrown back 
 and spine arched (lordosis). Slow and inexact in 
 imitating movements. 
 
1 84 
 
 THE STUDY OK ( IIILUKICN 
 
 J 
 
 U' 
 
 C. Physical Health and Nutrition. Pale in face and lips ; 
 limbs thin. Does not look unhealthy. Weight 50 lb. 
 
 School Report. Has been two years in Standard I., reads 
 as a child of seven years. Does addition sums; can- 
 not learn multiplication. Transcription fairly written, 
 but inaccurate. Can learn poetry. Very dull, can- 
 not get on. 
 
 Report on Child. Dull mentally, poorly developed in 
 body, and delicate with listless irregular brain-action 
 in movement. Would do much better in small class 
 of special instruction, and needs careful physical train- 
 ing with some individual instruction. It seems likely 
 that he will improve. 
 
 
 i' I 
 
 Epileptics, and Children with History of Fits during 
 School-life. — In my inquiry these cases were asked for 
 in every school. Any case with a history or indications 
 of fits during school-life was entered in this group for 
 what it may be worth. Epileptic children are not nec- 
 essarily dull pupils, and the fits may be very transient, 
 amounting only to a temporary loss or disturbance of 
 consciousness (/<?/// imt/). 
 
 Many of these children are capable of school training 
 and need occupation. 
 
 Epileptic children who retain intelligence are fre- 
 quently left untaught, though their culture is of more 
 than ordinary importance to prevent mental and moral 
 degradation. 
 
 ■ 
 
 m. 
 
 iy 
 
TYPKS OF (MIILUHOOD 
 
 185 
 
 i 
 
 Case 42. Girl, ay;c 13, Standard VII. Head and feat- 
 ures normal, expression wanting ; eyes wander and do 
 not fix well ; hand-balance feeble. Movements uncer- 
 tain ; she looks at others, before moving as told. Nerve- 
 system is probably not sound ; very dull in school, but 
 improving. Has fits at home, none in school. 
 
 Case 43. Boy, age 1 1, Standard IV. General appear- 
 ance is healthy. Epicanthis present. Expression want- 
 ing, smiles much, looks deficient in intellect. Speech 
 indistinct and defective ; did not talk till five years of 
 age. Reported by his teacher as " very good and well 
 conducted ; very nervous ; ability average in all sub- 
 jects except reading, which is owing to defect in speech. 
 Has fits in school." 
 
 Case 44. Boy, age 13, Standard VI. Head and feat- 
 ures normal. Expression good ; hand-balance weak ; 
 lordosis. A clever boy, conduct very good. Has epi- 
 leptic fits both at home and in school. 
 
 Case 45. Boy, age 10, Standard IV. No faulty points 
 observed in looking at the boy. He is intelligent, but 
 has fits at home and in school, lasting some seconds, in 
 which he falls down and kicks, has had as many as 
 160 fits in a day. 
 
 Case 46. Girl, age 8, Infant School. Head very small, 
 18.5 inches circumference, not badly shapen. Ears 
 badly made in rim. Expression wanting ; no response 
 in action, will not speak. Thin and delicate. '* Does 
 not speak, cannot read or write, but appears to under- 
 
 li 
 
1 86 
 
 THE STUDY OK CHILDREN 
 
 I; ){ 
 
 I 
 
 I' I 
 
 i 'i 
 
 IV! I 
 
 
 m 
 
 
 
 1 ' 
 
 
 Stand some things said." Is mentally defective and 
 epileptic. 
 Children Crippled) Maimed, Paralysed, or Deformed. — 
 
 Those children vary greatly in brain-power, some are 
 mentally bright, others dull. The conditions causing 
 crippling are numerous ; some are from disease of bones, 
 others from paralysis. Kach case needs to be con- 
 sidered individually in the school. 
 
 Children who appear to require Special Care and Train- 
 ing. — There is a small percentage of children, who in 
 the aggregate form a considerable number unfitted, on 
 physical or mental grounds, for the general education 
 given in public schools. 
 
 A teacher of some years' experience may readily 
 detect such children, but hitherto no fixed points (stig- 
 mata) have been recognised, by which it may at once 
 be decided that such and such a child is unfit for gen- 
 eral education. 
 
 Some difficulty has been found in forming any defi- 
 nition of this class of children. As arranged, it in- 
 cludes : — 
 
 " Children feebly gifted mentally." 
 
 " Children mentally exceptional." 
 
 "Epileptics." 
 
 " Children crippled, paralysed, maimed, or deformed, 
 and the group of dull and delicate children who also 
 present defect in development with abnormal nerve- 
 signs." 
 
 
 
 . 
 
•n'pKs OF ruiLDirooD 
 
 i8; 
 
 I think that each of these children should be known 
 to the managers, and that each case should be con- 
 sidered separately. It is not intended to imply that 
 these children cannot be provided for in day schools, 
 but they need to be provided for. 
 
 )M 
 
w 
 
 \} 
 
 ■r.\ 
 
 CHAPTER X 
 
 Adolescenxe 
 
 We speak of children growing up and as passing 
 on to adolescence, the period between childhood and 
 manhood or v/omanhood. I shall here refer to some 
 of the points you may observe in the older children, 
 comparing their physical and mental characteristics 
 with those of earlier childhood. 
 
 Spontaneous movement has been described as the 
 great characteristic of infancy and early childhood; this 
 markedly diminishes as years advance and is replaced 
 by movements adapted both in speech and action by 
 circumstances, expressing intellectuality and reasoning ; 
 the child becomes less childish ; action should now be 
 more fully under control of the senses, and of the im- 
 pressions received, and should show the results of 
 previous training. The nerve-system is so far built 
 up (coordinated) by training and social experience that 
 we expect lines of action and methods of thought 
 and of speech, under given circumstances, to be much 
 like that in other children of the same age and social 
 position. 
 
 Social sense should now develop more strongly, show- 
 
 i88 
 
ADOLESCENCE 
 
 189 
 
 show- 
 
 ing character, avoidance of childish faults, more truth 
 and accuracy in conduct and in word, with some 
 thoughtfulness for others and appreciation of what has 
 been done for the child in the past years and an awaken 
 ing sense of responsibilities. At this age boys and girls 
 differ more in some respects than in early years ; they 
 tend less to play together and begin to approach one 
 another in social meeting differently, so that to allow 
 sufficient freedom they separate more, which is not 
 undesirable, if accompanied by mutual respect. 
 
 In boys and girls at this age the brain and nerve- 
 system come more under the control of the feelings : 
 consequently wise control and guidance are wanted, 
 while wider aspects of life and social habits may be 
 appreciated which could not be understood earlier with- 
 out experience. The children are now less childish and 
 begin to demand respect as well as affection ; at the 
 same time they should learn to show respect and esteem 
 for others. For some of the older children questions 
 must arise as to their fitness and preparation for higher 
 education after school, or for a business or profession 
 and the duties of the coming years of social life. 
 
 Professor Key made observation upon 15,0x50 boys 
 and 3000 girls at schools in Sweden, and found among 
 the boys that there was a rapid increase in height and 
 weight from the fourteenth to the sixteenth years — 
 among the girls the period of rapid growth of body 
 appeared somewhat earlier. Dr. Bowditch's observa- 
 
'W 
 
 190 
 
 THE STUDY OF CHILDREN 
 
 ^ i! 
 
 \V 
 
 tions on children of American parentage, seen in Bos- 
 ton, show similar conditions of growth. See Table III. 
 
 There is some difference of opinion as to the out- 
 come of this growth period on general strength and 
 form. Professor Key has shown that, contrary to the 
 opinion of many, it is a period of increased power to 
 resist disease. 
 
 I think it will be found that the effects of such rapid 
 growth in children differ for boys and girls, and vary 
 with the different types of childhood as described (see 
 Chapter IX.), and that among children with develop- 
 mental defects or abnormal nerve-signs of the more 
 enduring type delicacy and nerve-disturbance are apt 
 to occur without due care to avoid them. In this 
 direction the avoidance of exhaustion and anaemia are 
 most important ; practical wisdom consists in observ- 
 ing the individual child and being guided thereby in 
 management. 
 
 I do not think that the boy or girl at the older ages 
 of school-life, who is free from developmental defects 
 of any kind and shows no abnormal nerve-signs or 
 indications of delicacy, i.e. the normal child, is very 
 likely to fall into ill-health or a nervous condition, if a, 
 wisely conducted training at school is continued. 
 
 Of the 100,000 children I have examined in school, 
 80 per cent of the boys and 84. i per cent of the girls 
 were normal and not reported as dull mentally. 
 
 It is, however, far otherwise with the children 
 
ADOLESCENCE 
 
 191 
 
 who have some defect : ancemia, nervous disturbance, 
 and hysteria may become manifest as adolescence 
 approaches, especially in girls ; when such become es- 
 tablished, particularly if anaemia and nerve-disturbance 
 occur together, a long period of ill-health may result. 
 
 When consulted about a child as to the advisability 
 of continuing school-life, I look for a good develop- 
 ment and growth with the signs of healthy brain- 
 action and absence of defects; if nothing amiss is 
 seen, I should advise continuance of regular study. 
 If a course of hard work or severe study is to be 
 undertaken, it is well to review the child or young 
 person periodically, to see that no signs of fatigue 
 or ill-health are manifest. 
 
 The desideratum at adolescence is to preserve and 
 further cultivate health of body and of brain without 
 in any way neglecting healthy mental power, which 
 should continue to increase long after the period of 
 adolescence. As adolescence approaches, observe the 
 weight more frequently: look for any signs of fa- 
 tigue after work and before commencing the day's 
 duties, but do not question the child as to health. 
 Continue physical training and require greater accu- 
 racy in movements as well as in speech, than at 
 earlier ages. If paleness or the signs of fatigue or 
 listlessness are seen, the cause should be inquired 
 into, especially as to regularity in hours of sleep and 
 as to feeding. 
 
Ml 
 
 m 
 
 192 
 
 THE STUDY OF CHILDREN 
 
 To understand some of the changes occurring in 
 school children towards the period of adolescence, 
 we may take those subnormal in some particular, and 
 contrast (i) the boys at eleven years and over, with 
 the youngest group ; (2) then, the girls similarly ; and 
 lastly, (3) we will compare the girls with the boys 
 in their advance during school age. For the facts 
 here stated I refer the reader to Table VIII. 
 
 Boys at eleven years and over in contrast with those 
 seven years and younger, are arranged in classes as 
 before referred to ; we shall see something of their 
 progress in life. 
 
 As to the older boys with some developmental 
 defect in body, more have abnormal nerve-signs or 
 are slow, inexact, or disorderly in movement than 
 when young; about the same proportion remain 
 mentally dull or backward, but far fewer are deli- 
 cate. These boys with badly made heads, or defect 
 in physiognomy or growth, become less delicate in 
 health with the progress of school-life, but the 
 proportion of those with disorderly brains and men- 
 tal dulness increases. It is shown in Proposition 
 VII. (p. 248) that training directed to improve brain- 
 action in movement lessens mental dulness ; it is 
 therefore clear that more attention to this matter is 
 needed. 
 
 Among the older boys with signs of *' brain-disorder- 
 liness," i.e. abnormal nerve-signs^ we find a smaller 
 
 T 
 
ADOLESCENCE 
 
 193 
 
 rder- 
 laller 
 
 proportion of dull pupils than in earlier years; school 
 training seems to sharpen them up. 
 
 Among older boys who are pale, thin, or delicate 
 the proportion of those who are dull diminishes with 
 school work, but still includes 40 per cent, and at all 
 ages a larger proportion of the delicate boys are 
 found to be dull mentally than among the girls. 
 
 Of the Dull boys in the older group a much larger 
 proportion present abnormal nerve-signs than among 
 the young; this combined with the fact that such 
 signs of brain-disorderliness are always the most fre- 
 quent accompaniments of mental dulness, again in- 
 dicates how many dull boys might probably be 
 brightened by further attention to physical training. 
 
 Now as to the girls at eleven years and over, in con- 
 trast with those seven years and younger. Of those 
 with some developmental defect of body the propor- 
 tion with abnormal nerve-signs has risen greatly ; 
 though the proportion of those who are delicate has 
 fallen, the number still remains large, twice as great 
 a proportion as with the boys — while the proportion 
 of those who show mental dulness has risen 10 per 
 cent. This class of girls needs much care towards 
 and during the period of adolescence. 
 
 Among the older girls Low nutrition is associated 
 with developmental defect in a much smaller propor- 
 tion of cases, than in young girls ; their delicacy is 
 presumably more due to conditions of environment ; 
 o 
 
•5 
 
 ' li 
 
 
 194 
 
 THE STUDY OP^ CHILDREN 
 
 still more than a third of these delicate girls ap- 
 proaching adolescence have conditions of constitution 
 tending to low health. 
 
 Among the older girls who are dull mentally a 
 smaller proportion of cases is due to developmental 
 defect, and a much smaller proportion to delicacy ; 
 while a larger proportion are associated with abnormal 
 nerve-signs. 
 
 We have now to compare the girls with the boys in 
 their advance during school age. 
 
 Among cases with a defect in development in girls of 
 the older age, this condition is more associated with 
 nerve-signs, delicacy, and dulness than in boys, and such 
 associated tendency appears to have risen from the 
 earlier period more with the girls. These appear to 
 represent many of the girls who have grave health 
 disturbance as adolescence approaches. 
 
 Among cases with abnormal nerve-signs in girls of 
 the older group, this condition is accompanied in a 
 smaller proportion by developmental defect than with 
 boys; but the difference is much less marked as age 
 progresses. The proportion for children with abnormal 
 nervcsigns who are mentally dull, is about equal for 
 b .3 .i ; ^-[wls at all ages. 
 
 A Pon;. the Delicate children the association with 
 develop^!- .il defect is lower in the older group; 
 whereas in infancy this association is more marked with 
 girls, in the older group it is more marked with the boys. 
 
 HI 
 
AU()Lt:SCENCE 
 
 195 
 
 Both boys and girls with developmental defect bear 
 the effects of their environment badly, but the power of 
 resistance seems to improve with years, advancing more 
 with girls than boys. The proportion of delicate boys 
 and girls who are dull remains much the same at all 
 ages, improving slightly under school training. 
 
 Among the Dull children the proportion with abnor- 
 mal nerve-signs is higher at the older age both for boys 
 and girls, while the proportion of those who are delicate 
 declines. 
 
 Having spoken of anaemia and hysteria as conditions 
 of ill-health, not unfrequently developing at the period 
 of adolescence, a short description indicating the signs 
 of their commencement must be given. 
 
 Anaemia is a defect in the blood, in which it loses its 
 colouring-matter. The red part of the blood is very 
 necessary to health ; it carries oxygen from the lungs 
 to the brain and to all parts of the body, where blood 
 circulates. A person who is anoemic loses colour, the 
 face and lips become pale, the colour under the nails is 
 lessened and changes less when the nail is pressed, the 
 patient becomes breathless and pants in going upstairs. 
 The brain is much affected by the want of good blood ; 
 there is headache, giddiness, and drowsiness, a lethargic 
 manner and inability for much active work. Hot close 
 rooms, want of light, and ill-ventilation of the bedroom, 
 as well as tight dressing, are among the causes of 
 anaemia. 
 
 ^ \ 
 
I 1: 
 
 196 
 
 THE STUDY OF CHILDREN 
 
 ^f^ 
 
 t; 
 
 Hysteria is often combined with anaemia. The follow- 
 ing points may lead you to anticipate a tendency to this 
 condition. It occurs mostly in girls who are over- 
 mobile, fidgety with their fingers, often moving about 
 restlessly with their dress ; the eyes may be restless and 
 not under command, with the other signs described as 
 common in nervous children. See Chapter IX. The 
 balance of the head, the spine, and hand are usually 
 asymmetrical, and the head may at times be extended ; 
 there is laughing in undue degree, on inappropriate oc- 
 casions, and other expressions of emotion, the tendency 
 to which may spread in the school among such girls. 
 Expression of feelings and personal admiration, both in 
 words and gestures, may be too highly wrought, while 
 too much attention is excited by their personal appear- 
 ance and that of others ; there is a want of control over 
 words and actions, with too few indications of intellectual 
 thought and interest. 
 
 The tendency to hysteria may be inherited ; there is 
 often a predisposition in weak and nervous girls which 
 can only be met by continuous careful training through 
 many years; and it should be remembered that these 
 children are often imitative, readily catching habits from 
 one another. The brain-condition corresponding to 
 hysteria appears to consist, essentially, in too great a 
 governance of the mental state by impressions of the 
 body rather than by the many things seen and heard. 
 The mental state is too subjective, and the child's 
 
 m li 
 
 11 
 
ADOLESCENCE 
 
 197 
 
 ! folloW- 
 
 j to this 
 'e over- 
 % about 
 less and 
 ibed as 
 :. The 
 usually 
 ended ; 
 iate oc- 
 ndency 
 1 girls. 
 30th in 
 , while 
 ippear- 
 dI over 
 lectual 
 
 thoughts are concentrated on herself. Early detection 
 of this tendency is important, that you may check its 
 growth : avoid exhaustion as from late hours ; physical 
 exercise and early rising are to be recommended ; try 
 and improve any irregularities in movements or faulty 
 postures of the body. As children advance in years, 
 more work must be done leading to a moderate sense of 
 fatigue, but signs of fatigue in the morning mean some- 
 thing wrong. As the child is growing up, educational 
 training should be continued and should include wider 
 interests, teaching thoughtfulness for others and at the 
 same time the principle of self-control and some obedi- 
 ence to the laws of health, which in part replace the 
 arbitrary submission to control looked for in early 
 childhood. If at adolescence there be any depression, 
 lassitude, and weakness, this should not be met by the 
 use of alcohol, tea, or other stimulants. 
 
 lere is 
 which 
 rough 
 these 
 5 from 
 ^g to 
 reat a 
 >f the 
 leard. 
 hild's 
 
CHAPTER XI 
 
 The Care of Children and Their Training 
 
 ■,¥' 
 
 I*!-; 
 
 H;i' 
 
 All knowledge obtained as to the physical and men- 
 tal life of children, and the constitution of the individual 
 child, should have a useful influence on the care and 
 training of childhood. Observation and thought will 
 enable teachers to gain a wide experience, and arrange 
 their method in education so as to be the best available 
 for building up mental faculty and good habits, while 
 imparting the instruction necessary for the pupils. 
 
 A good deal has already been said about types and 
 groups of children, and conditions in the child as you 
 see him ; these considerations show that the classifica- 
 tion and arrangement of children in the schoolroom is 
 worthy of attention. The pupils should be seated con- 
 veniently for the teacher's observation in an appropriate 
 light ; you cannot properly see a child's face and ex- 
 pression if he stands with a window behind him, and he 
 cannot properly see your facial expression and action in 
 teaching articulation unless your face is well lighted for 
 his view. 
 
 An age-basis of classification in the schoolroom has 
 largely been used, but it is far from satisfactory, and 
 
 198 
 
 
CARK OK CIIILDRKX AND illKIR TRAINING 
 
 199 
 
 should be modified by a reasonable consideration of 
 the intelligence, attainments, physical development, and 
 brain-power of the children ; if rigidly adhered to, the 
 age-basis of classification may lead to very unsuitable 
 grouping. 
 
 Children exert much influence upon one another 
 through imitation ; usually good results therefrom, but 
 it is not so always ; the advantage of this interaction 
 among the pupils is one reason why they should be 
 encouraged to play in games, and seek each other's 
 society out of school hours. This concerns classification 
 in the schoolroom ; examples may be given where such 
 influence is not for good. Excitable children, and those 
 described as of the nervous type, are gregarious, seeking 
 one another's society, and they are mostly imitative, in- 
 creasing one another's fidgetiness with a tendency to 
 inattention and too much laughter, unless they are 
 separated in their school places. Children of the same 
 family often show similar tendency to the same modes 
 of action and the same faults, owing to similar inheri- 
 tance. Thus, for instance, a child of the nervous type, 
 one who stammers, or is inclined to be hysterical, should 
 not be in contact with his brothers and sisters only, or 
 with others of similar constitution, but is benefited by 
 mixing with other classes of children, who in turn may 
 be quickened by his action. Do not, if possible, place 
 imitative pupils together who are ill-mannered or pro- 
 fane ; it may be by contact with others they will acquire 
 
 H 
 

 200 
 
 THE STUDY OF CHILDREN 
 
 better manners and more useful words, displacing the 
 bad words they hear elsewhere : these children may 
 perhaps be better placed among children rather dull, but 
 good and less imitative. 
 
 I believe that the physical and mental health of the 
 brain is promoted in all children by training wisely con- 
 ducted ; this in earlier years should largely consist in 
 training movements such as bring about the faculty of 
 coordination ; a brain whose faculty for coordinated 
 movement is built up under the stimulus of a good 
 environment, mental and physical, works better in after 
 years under the stress produced by adverse conditions. 
 
 In recommending early training for children as a 
 physical means of brain-culture, I would insist on the 
 avoidance of fatigue. The face may begin to lose ex- 
 pression, the lips and face become a little pale ; there 
 may be some loss of tone or fulness under the eyes. 
 The tired child does not balance the head erect or the 
 hand straight, and irregular movements may be seen. 
 Spontaneity of movement, especially of the fingers, eyes, 
 and small parts, is the character of healthy brain-action 
 up to, say, seven years of age, and often much longer. 
 
 Spontaneity of action among the brain-centres is the 
 fundamental faculty upon which good action and good 
 mental power are grafted ; this principle should always 
 be remembered in brain-culture. 
 
 When the child enters the Kindergarten, a primary 
 object should be not to make him sit still, but to train 
 
 ::'<M 
 
CARIC OF C ini-DRKN AND THEIR TRAINING 201 
 
 eye-movements ; ^et the child to look at an object and 
 follow it by the movements of his eyes ; never mind if 
 he fidgets the while, as long as he looks at what you 
 tell him to ; get him to look before you try to make 
 him think. 
 
 Training the power of attention and removing inat- 
 tention and fidgetiness are fundamental to all educa- 
 tional training. When studying the dawn of mental 
 faculty in the infant, it was shown that the first indica- 
 tions of what may be called signs of attention, are seen 
 when a sight or sound rromentarily stops his ?:ponta- 
 neous movements ; a further stage is observed when 
 such momentary arrest of movement is followed by a 
 new set of movements, and gestures are controlled 
 and regulated through the senses (brain-coordination). 
 When at the sight of a toy the infant's movements are 
 momentarily stopped, and the head and eyes turn to the 
 toy while his fingers grasp it and convey it to the other 
 hand or to his mouth, we say the child's attention has 
 been attracted ; we look upon this as showing faculty 
 for intelligence later on. Spontaneous movements are 
 constant in infants and very young children, the move- 
 ments becoming less spontaneous and more under con- 
 trol by sights and sounds as growth and development 
 advance. Analogous spontaneous movements are seen 
 in young animals and also in all parts of seedling 
 plants ; much movement in well-nourished young things 
 is the common law of organic life. This spontaneous 
 
I' 
 
 202 
 
 THE STUDY OK CHILDREN 
 
 action is what we want to cultivate, and when it is 
 abundant there is the material to train. You must 
 have action as the outcome of nutrition, before you can 
 train and educate. Training is the process of bringing 
 under control, bringing the spontaneity of the young 
 into harmony with their environment. Doubtless it is 
 true that this spontaneous action must be checked when 
 you need the child's attention — that is a reason why 
 you should not require "the attention" for too long a 
 period together. If you have produced a good result, 
 and no fatigue, spontaneous action will quickly follow 
 the cessation of lessons. In play-time encourage spon- 
 taneous movements and cultivate them in games. 
 
 In early training we want to make the child, in 
 accordance with his age, impressionable to the control 
 of his surroundings and to place him in harmony with 
 them ; hence the usefulness of organised play and well- 
 arranged physical training of the brain. We want to 
 cultivate the spontaneity of the child's brain-action, to 
 regulate but not to stop it. Before trying altogether, 
 to stop the fidgetiness which you observe, note if 
 mental action accompanies the movement and see if 
 the child be exhausted. Some children are always 
 fidgety and inattentive, others only at times ; this may 
 be due to physical causes acting temporarily, such as 
 want of food or fresh air. Commencing chorea may be 
 mistaken for mere fidgetiness, but is usually seen on 
 one side of the body more than the other. There may 
 
CARK OF CHILDREN AND THEIR TRAIXLVG 203 
 
 en it is 
 3U must 
 you can 
 bringing 
 e young 
 ess it is 
 ed when 
 5on why 
 > long a 
 I result, 
 { follow 
 ;e spon- 
 
 hild, in 
 control 
 ny with 
 id well- 
 ^^ant to 
 tion, to 
 >gether, 
 note if 
 see if 
 always 
 is may 
 ;uch as 
 may be 
 een on 
 re may 
 
 be an appearance of inattention without any real mental 
 fault ; as when short sight prevents a child from seeing 
 the blackboard or diagram or when dull hearing gives 
 him but a faint idea of the question he is asked. 
 
 We wish to exercise all the powers of all parts of the 
 brain. This may in part be effected by cultivation of 
 precision of movements to the word of command, espe- 
 cially precision in movement of small parts, such as 
 eyes, fingers, etc. Cultivate the faculty of imitation in 
 the pupil by making him do as you do, calling into 
 action the same movements of parts as you do yourself. 
 Drilling lessons have often been looked upon only as 
 means of "getting up the muscles," and they have been 
 used accordingly by the drill-sergeant with the result 
 that, as in the case of athletics, the maximum of good 
 has not always been attained, and harm has sometimes 
 resulted. Children may imitate the sergeant not only 
 as to his exercises, but also in manner and expression. 
 A few words as to the physiology of physical training 
 may help an understanding of the object. When a 
 muscle, duly supplied with good blood, is stimulated to 
 action, it grows. The nerve-centres of the brain which 
 stimulate the muscle are affected at the same time, and 
 tend to act on future occasions with more exactness 
 and more quickly when stimulated by the same word of 
 command. If the object of the physical exercise of the 
 class be to drill the nerve-centres or separate portions 
 of the brain, increasing thereby the quickness and pre- 
 
 \m 
 
204 
 
 THE STUDY OF CHILDREN 
 
 
 
 i,\ i 
 
 ti 
 
 .MS. I 
 
 cision of their action, then the brain should, as far as 
 possible, be free to receive the word of command ; you 
 must get the attention of the class and trv i-o perfect 
 the time of their movements rather than to ae strong 
 muscular action. Leave the muscles free, have nothing 
 in the hands when you wish mainly to deal with the 
 brain-centres, use no clubs or weights, and let the 
 hands be open. Arrange your exercises so as to pro- 
 duce movements in some definite order ; at the same 
 time, let them effect but little mechanical work. Let 
 the movements following your word of command be 
 such as to exercise many groups of muscles. In the 
 limbs, exercise movements of the large parts and small 
 parts, and movements of the separate fingers in flexion 
 and extension, as well as in the lateral direction. 
 
 Each group of movements is due to the energy of 
 a brain-centre, and these may be controlled to har- 
 monious order of action by your exercises. Some 
 very beautiful exercises with balls have been used, 
 which tend, not only to regulate and quicken the 
 effect of sight upon movement, but also to exer- 
 cise the power of accommodating vision as the eye 
 follows the ball. I think that this subject of drilling 
 the various parts of the brain is well worthy of more 
 serious attention than it has received. Well-managed 
 exercises are most useful for nervous and slow chil- 
 dren, exhaustion always being avoided. The child's 
 mental processes may be too slow and limited in 
 
 Mi 
 
CARE OF CHILDREN AND THEIR TRAINING 205 
 
 number ; then try not only to quicken them, but, also, 
 to quicken the capacity of the brain, for producing 
 all movements and the interaction of the ear, the eye, 
 and the hand, as in games. 
 
 There are two kinds of results of good training, — 
 absence of abnormal nerve-signs, and absence of mental 
 dulness ; both results depend, in part, upon the child- 
 material collected in the school. The normally made 
 children should not present abnormal nerve-signs, and 
 in those of defective development much may be done to 
 remove them — this is the ideal perfection of training. 
 
 Exercises in physical training may be adapted to the 
 peculiarities, or the faults, in the child, as shown in his 
 movements. Exercises with the hands in imitation of 
 your movements and balance may be used systemati- 
 cally on a fixed plan. I referred to this in speaking of 
 the examination of imitative power in Chapter VII., and 
 will now go into more detail as to method of procedure. 
 As before, let A, represent the thumb; B, the index 
 finger ; C, the middle finger ; D, the ring finger ; B, the 
 little finger. 
 
 Exact uniform repetition may be performed slowly 
 or quickly ; better be slow and accurate than too quick. 
 Thus : — 
 
 ^ — ^^ — AC. Repeated three times — 
 
 with one hand, then with the other, then with both. 
 After the exercise — return to tiie straight balance for 
 
 ■ 
 , "i • 
 
 V - 
 
 •i*- 
 
 Jk 
 
206 
 
 THL STL'DV OF CHILDREN 
 
 a moment, and then drop the hands to rest. As the 
 object to be attained is imitation through the eye 
 only, after explaining what you want of the pupils, 
 be silent while performing the exercise ; sec that the 
 pupils fix their eyes on your hands, and do not simply 
 work from memory. Be careful that no extra-move- 
 ments, but only those shown, occur ; no wandering 
 eyes, frowning, side-movements of the head, shifting- 
 feet ; get the action called for, only. During such ex- 
 ercises I have found the signs of fatigue occur, that 
 may depend upon the details in your procedure. If 
 the class consists of children seven to eight years 
 old, as you stand before them on the floor or on a 
 platform, your arms held horizontal are as high or 
 higher than the children's heads, and they, naturally, 
 tend to slope their arms up above the horizontal ; thus 
 raising their hands too high, and spending more en- 
 ergy than you intend, while the shoulders are prob- 
 ably thrown back in this unnecessary effort, with 
 bending of the lower part of the spine (lordosis). If 
 you sit on a low chair, on a level with the children, 
 all this may be prevented. 
 
 When you tell them to imitate you in holding out 
 hands in front, and you do it slowly, do not allow a 
 quicker movement than you make ; some children 
 will shoot out their hands with too much energy, and 
 this is often done with closed fists, or anything but 
 a straight balance of the hands. Such action is 
 
 i 
 
 1 
 
■ 
 
 TARE OF CHILDREN AND THEIR TRAININC; 20/ 
 
 analogous to the habit of some children of shoutino- 
 when answering in class ; both are bad manners, and 
 a waste of strength. It is the exact control by imi- 
 tation that best trains the brain. 
 
 A gradually increasing series of movements will be 
 more difficult for imitation. Thus: — 
 
 A — B—CD E — AB~AC~AD — AE. 
 
 ABC. ABD. ABE. ABCD ABCDE. 
 
 This may be performed first with the right hand, 
 then with the left, finally with both together. 
 
 Many other similar exercises might be arranged, 
 the series of movements becoming more complex. 
 
 Eye-movements need training in all children till 
 they have acquired the faculty of accurately and 
 steadily looking at objects and their parts. Exer- 
 cises in eye-movements may be conducted in various 
 ways : tell the children to look at a small object you 
 hold in your hand, and to follow it v/ith their eyes 
 without moving the head ; they may then look at a 
 ball as it passes through the air. Eyes are niore 
 readily fixed by a bright object, as a bright coin, than 
 a dull one ; gold has generally greater attraction than 
 silver. It is useful in difficult cases to use a small 
 lamp; or employ a small hand mirror and a well- 
 screened lamp, so as to reflect its light on the ceiling 
 and wall, which young children like to follow. Again, 
 you may name known objects in the room, or pictures. 
 
208 
 
 THE STUDY OF CHILDREN 
 
 %■ 
 
 it } 
 
 |: 
 
 
 
 telling the pupils to look at each, thus quickening 
 their movements ; this may be followed by counting 
 the objects with their eyes. 
 
 Training should a^ ue given in estimating the weight 
 and size of objects after the methods explained in test- 
 ing mental ability. See Chapter VII. 
 
 I have thus far been speaking of exercises planned to 
 train exact movemeriit o7 stnall parts: such exercises 
 train the power of brai" m i.- finer faculties of coordi- 
 nation through '.;*e ey- ^, fitting f<.r ^.he purely mental 
 functions of thinking, Th^oc ::;*^ < 'scs maybe fatigu- 
 ing, in the sense that though the children may not look 
 fatigued as the face is seen, after a short time of prac- 
 tise the movements become less accurate, then stop the 
 exercise : this is analogous to inaccuracy from mental 
 fatigue. Exercises of fingers and eyes may be dropped 
 and the lesson concluded by movements of larger parts, 
 the shoulders, elbows, hand exercises with closed fists, 
 or allowing the fingers to be free or to move spontane- 
 ously and uncontrolled in the arm exercises. I believe 
 it will be found useful if the class teacher himself will 
 devote five or ten minutes a day to physical training of 
 the brain as described, as apart from the general calis- 
 thenic exercises that may be given in the school. 
 
 I do not say much about drill, marching, military ex- 
 ercises, and the use of the gymnasium ; each mode of 
 training is useful as well as some form of free exercises 
 on the lines of the Swedish system ; these have been 
 
 Li '4: 
 
CARE OF CHILDREN AND THEIR TRAINING 
 
 209 
 
 described by those who practise and teach them. All 
 such exercises improve the muscles and growth ; they 
 promote physical health, a good gait and carriage, and 
 general activity. 
 
 It must be recognised that though spontaneous move- 
 ments of the digits are seen at birth, the larger muscles 
 are more easily brought under control than the small 
 ones, at an early age. With children seven years old 
 and under do not expect very exact imitation of finger 
 movements, but rather equal planting of the feet, good 
 time in marching; use exercises for the limbs with the 
 hands open, allowing spontaneous movements of the 
 fingers to occur while the larger muscles arc controlled 
 in action. 
 
 The purpose of your physical training is to regulate 
 and control the brain of each child, and the class as a 
 whole ; such exercises improve action, response and 
 balance of the body, head, and limbs. A further object 
 is to remove any abnormal nerve-signs present, and 
 render the nerve-system strongly knit together that it 
 may bear strains well in the future. 
 
 Probably, by careful physical training and exercises 
 in imitation, you will succeed in effecting a good carriage 
 of the body, and balance and action in the limbs ; but 
 you will find more difficr.lty in implanting a good ex- 
 pression of face, in improving the tone of ihe muscles of 
 expression and, in particular, that around the eyes (O. 
 oculi), as well as in relaxing overaction of the muscles, 
 p 
 
210 
 
 THE STUDY OF CHILDREN 
 
 II- 
 If 
 
 (f i. 
 
 crumpling of the forehead. This leads me to speak of 
 dealing with the following abnormal nerve-signs : Ex- 
 pression defective. Frontals overacting. Corrugation. 
 O. oculi lax ; these are nerve-faults, m fact bad habits, 
 if you will call them so, but it is generally useless to tell 
 the child to look happy and not to frown or knit his 
 brows. 
 
 These signs in the forehead are overaction in place 
 of quietness. It may seem to you curious that the same 
 sign, the same muscular action in the face, should under 
 different circumstances indicate almost opposite con- 
 ditions. These signs maybe due to (i) too little mental 
 action or stimulus; (2) they may indicate a rather exces- 
 sive amount of mental action or its results. 
 
 Case 47. In some institutions for boys where they 
 lead a monotonous life, and in an asylum of imbeciles, 
 horizontal frowning is frequent. In a Kindergarten I 
 was looking at a small boy with a dull face and frontals 
 overacting : when I spoke to him and asked him what 
 he was going to do, he seemed interested, and his face 
 became quiet but more expressive ; so also when he 
 began work, making a mat of coloured papers, he looked 
 bright. Sometimes just quietly looking at the child as 
 he looks at you is sufficient stimulus, and frowning sub- 
 sides. In these cases mental stimulus does good : on 
 the other hand, hard mental work may cause these signs, 
 or at least these signs may accompany mental effort. 
 When a class is working sums on paper, or answering 
 
 
CARE OF CIIILDRKX AM) IIIKIK IKAINING 211 
 
 questions in mental arithmetic, in some boys the eye- 
 brows are raised and knit together strongly, a useless 
 set of extra-movements accompanying mental action. 
 
 Thus, in trying to remove these signs in a child, ob- 
 serve whether they occur mostly when he is occupied or 
 unoccupied, what you see will guide your action : the 
 abnormal signs should be got rid of if possible. Too 
 strong a light may cause a child to screw up his eyes 
 and frown : coarse repeated frowning may be seen in a 
 child otherwise normal when he presents signs of fatigue 
 after work. 
 
 If the child has a dull expression, try and make him 
 laugh, and laugh with him, not at him ; make a joke 
 or tell a short story and set all the class laughing for 
 a moment, to see if he will join in. Exercises involv- 
 ing an increasing number of movements may cause 
 interest, and a little excitement, if there be no fatigue. 
 Fulness and want of tone under the eyes often accom- 
 pany a want of expression and occur frequently with 
 headaches. It is removed in laughter, and if due 
 to a temporary cause, the fuller tone produced by 
 laughing may remain ; note the time of day when it 
 is seen, and if it correspond with general languid 
 action. 
 
 In the classroom of the fifth standard boys in a 
 school at afternoon lessons I found nearly half the 
 number of pupils looking full under the eyes. The 
 school was not -working at high pressure, but the room 
 
r 
 
 212 
 
 THE STUDY OF CHII-DRKN 
 
 
 \Vf^y 
 
 1 
 
 
 I 
 
 fc 
 
 I 
 
 
 l. 
 
 
 
 ri'*' 
 
 
 
 I. i' 
 
 
 
 s !' 
 
 ) 
 
 
 
 was overcrowded, hot, and close ; more air and venti- 
 lation were needed. 
 
 Not speaking the truth, and petty untruthfulness 
 of word and action, must of course be reproved and 
 checked in childhood : I do not wish to put down all 
 child faults as mere physical weaknesses, but it may be 
 useful to see how in some cases untruthfulness is asso- 
 ciated with conditions that may be removed by training. 
 
 A boy slams the door and then says he didn't ; or 
 you see his foot kick his neighbour, and he denies it. 
 The door may have slammed because his fingers 
 twitched and let it go or pushed it, and his foot may 
 have struck his neighbour from uncontrollable move- 
 ments. Before you are quite sure the action was in- 
 tentional, look and see that there are no great number 
 of spontaneous movements occurring. I have known 
 children punished on account of the inconvenience 
 resulting from the irregular antics of commencing 
 chorea. A bo}/ says he has learnt his lesson, but can- 
 not repeat a word of it, having learnt the wrong one, 
 but being afraid to say so — he may be a child with 
 untrained eye-movements, and did not look accurately 
 to see the number of the page he should have learnt. 
 Such faults may not be intentional lies on the child's 
 part. 
 
 Case 48. A child at school had a sick headache 
 while writing notes of the lessons to be prepared at 
 home. Looking at the note-book next day, several 
 
 
 II 
 
CAKK OK (IIILDKICN AND THKIK IRAINlNHj 213 
 
 i venti- 
 
 ifulness 
 'cd and 
 own all 
 may be 
 is asso- 
 raining. 
 In't ; or 
 inies it. 
 fingers 
 >ot may 
 move- 
 was in- 
 riumber 
 known 
 ^nience 
 encing 
 Lit can- 
 g one, 
 d with 
 arately 
 learnt, 
 child's 
 
 idache 
 red at 
 everal 
 
 words were repeated, and others omitted, wliile the 
 whole was most inaccurate, though usually carefully 
 entered ; the hand-writing was also altered, showing 
 a brain disturbance as the cause of forgetfulness. 
 
 Some nervous children are very timid and liable to 
 mental confusion when suddenly addressed, turning 
 pale or flushing, not ready with any appropriate reply, 
 and full of extra-movements when excited. If their 
 mental confusion is mistaken for deceitfulness or un- 
 truth, confidence may be lost between the teacher 
 and pupil : such children are often keenly sensitive to 
 an injustice, or what appears so to them. 
 
 Case 49. A boy living with his friends, away from 
 his parents, attended a day-school and was generally 
 docile and good. One day he said at school that he 
 had been told to go back early : this proved to be 
 totally untrue, and he was punished. On another 
 occasion, he told the master at school that he had 
 a little baby brother and had received a letter saying 
 the baby was dead and he was to go and see him ; he 
 showed the letter, which said nothing of the kind. 
 This without further inquiry was apparently a gross 
 untruth. That boy was the son of a mother not of 
 very sound mind ; he had had a few slight epileptic 
 fits, and sometimes saw — apparently really thought 
 he saw and heard — persons who spoke to him. 
 
 Illusions are not uncommon among children and 
 adults who have no unsound mind. A child may 
 
 k 
 
214 
 
 TIIK STUDY or CHILDRKN 
 
 
 II' 
 
 ho i 
 
 fit ti 
 
 Hi 
 
 over and over again see an ugly man, a dog, or a 
 wolf ; such illusions may cause secret fear or they 
 may not annoy him. Get the child if you can to tell 
 you of what he sees, explain to him that they are only 
 dreams ; do not speak often of them, hut do not avoid 
 them. 
 
 Fixed mental impressions are important elements in 
 mental life ; some you may wish to build up, others 
 you may wish to remove ; the first thing is to discern 
 their existence. A fixed and oft-repeated facial ex- 
 pression of mental anxiety not produced by the cir- 
 cumstances may accompany illusions ; blushing not 
 due to any visible cause may result from a fixed 
 thought producing fear or emotion. Find out if you 
 can the source of the fixed thought that produced 
 it; it may be some object seen that caused fright; 
 epilepsy may follow fright or the oft-repeated imagi- 
 nation or calling back to view that dreaded sight or 
 the mental impression it produced. 
 
 You may sometimes see a child immovable, appar- 
 ently unimpressed by all around him, the eyes fixed 
 with a stare. You conclude he is not thinking, as 
 you can get no expression of thoughts from him. 
 Such habits ought to be checked. 
 
 As to the management and training of delicate 
 children : I wish in the first place to insist on their 
 need of training and education, suited to their con- 
 dition and their capacity ; it is a mistake, only too 
 
 J is 
 

 r, or a 
 ir they 
 to tell 
 re only 
 t avoid 
 
 »ents in 
 others 
 discern 
 cial ex- 
 the cir- 
 insf not 
 a fixed 
 ; if you 
 rod need 
 fright ; 
 imagi- 
 light or 
 
 appar- 
 s fixed 
 ing, as 
 him. 
 
 n 
 
 delicate 
 )n their 
 ir con- 
 nly too 
 
 CAKE OI' CIIII.DKKN AND TIIIIR TRAINING 21$ 
 
 common, to leave weak children to do nothing all 
 day, hoping that they will grow stronger. 
 
 The care of such children concerns management 
 both at home and in school. 
 
 A detailed study of nerve-signs in the child will 
 give assistance of scientific and practical value to those 
 in charge of delicate and nervous children. A card 
 indicating the abnormal nerve-signs in the case (see 
 Card, Nervous Child, Chapter IX.) will show the teacher 
 some of the points to be aimed at in physical training ; 
 further, a knowledge of the brain-disorder' iness indi- 
 cated by the signs will give a hint as to the modes of 
 mental disorderliness likely to be met with in the 
 pupil. Wandering eye-movements 1( id to inaccuracy 
 in transcription and sometimes in arithmetic ; children 
 with twitching finger movements not easily controlled 
 often have spontaneous thoughts arising, which lead to 
 mental confusion and inaccurate answers to questions, 
 also interfering with memory. The child slow in all 
 movements and slouching is apt to be dull in mental 
 action till his attitude and response are improved. 
 
 The description of the child points out as signs of 
 brain-disorderliness : " want of facial expression," " grin- 
 ning," "frowning," "knitting of the eyebrows," the 
 "want of control of movements," "protrusion of the 
 tongue when spoken to," "lordosis," and "ill-balanced 
 hand-postures." It is the teacher's part to try patiently 
 to remove each such abnormal nerve-sign and the brain- 
 
^ 
 
 ^■■: 
 
 I 
 
 i 
 i 
 
 1 
 i 
 
 
 i^ 
 
 i 
 
 V I 
 
 1 
 
 • 
 
 
 216 
 
 THE STUDY OF CIHLDREN 
 
 
 disorderliness corresponding, by prescntinj^ a good copy 
 for imitation in balance and in action. Observing the 
 circumstances under which each of the given signs 
 most frequently subsides will help you to carry on 
 brain-training concurrently with purely mental training. 
 
 Untrained children often grow up to adult age with- 
 out their eye-movements having been brought under 
 control, leading to habits of inaccuracy in book work : 
 such children make very bad observers. 
 
 The mental training of delicate children needs to be 
 carefully regulated. It is a mistake to leave delicate 
 children untrained and uneducated ; such neglect often 
 leads to hysteria in adolescence, weakness, inability to 
 bear headaches without nerve-prostration and other 
 inconveniences, and disabilities in adult life. Further, 
 good training improves brain-power, lessens brain-wear, 
 and lessens the tendency to mental confusion and 
 disorderliness. 
 
 Spontaneous action in the higher brain-centres, both 
 for motor action and for mental action, is very com- 
 monly found in excess in nervous and delicate chil- 
 dren ; it is then sometimes said that they are preco- 
 cious and should not do lessons ; these young brains 
 are often well made, and will work, and may lead the 
 child if left at home with nothing to do to fall into the 
 habit of an amount of lonesome thinking which pro- 
 duces bad sleep and exhaustion. Such children benefit 
 by a quiet regular school-life and association with 
 
 I 
 
CARE OF CHILDREN AND THEIR TRAINING 
 
 217 
 
 ood copy 
 rving the 
 'en signs 
 carry on 
 training, 
 age vvith- 
 ;ht under 
 ok work : 
 
 eds to be 
 ; delicate 
 !ect often 
 ability to 
 nd other 
 Further, 
 ain-wear, 
 sioii and 
 
 :res, both 
 ery com- 
 :ate chil- 
 re preco- 
 ig brains 
 lead the 
 into the 
 lich pro- 
 n benefit 
 ion with 
 
 other pupils, in whose work and games they must take 
 their part. 
 
 As to the schoolroom management of a nervous 
 child, it is necessary to observe whether he is more 
 easily and quietly controlled through his eye or ear ; 
 speaking to him may be followed by some extra-move- 
 ments and fidgeting, whereas signalling or indicating 
 by your gesture that he must go on with his work, 
 or not talk, may be followed by quiet obedience. 
 
 I wish to encourage among teachers the study of 
 Nature's works, conditions of life as seen in plants and 
 animals — the child is a part of Nature's work. All 
 the properties of the brain which give it the faculty 
 of expressing the action of mind are seen, in some 
 degree, in lower living things. The study of natural 
 objects, and their processes of growth, may suggest 
 methods for use in mental training. Suppose an 
 object lesson on botany. You want to use some piece 
 of Nature's work placed before the class, or better 
 still, in the hands of each nupil, as a means of educa- 
 tion in observing and thinking, as a means of teaching 
 processes of thought and extending the mental capa- 
 city of the pupils, together with the cultivation of 
 accuracy of method — this is the desire of every scien- 
 tific teacher. Observing is not necessarily thinking ; 
 observing is receiving new impressions, thinking is a 
 series of brain-acts that may follow such impressions. 
 Observation may, or may not, lead to thinking ; it 
 
2l8 
 
 THE STUDY OF CHILDREN 
 
 i' (.; 
 
 depends much upon the teacher whether the object 
 lesson shall teach thinking or only observing. Im- 
 pressions produced by sight of the specimen may be 
 followed, after it is removed, by thoughts ; descrip- 
 tions given by the pupil are expressions of thought, 
 and help to enlarge his vocabulary. Suppose you 
 take some simple leaves not notched upon the margin, 
 and speak of them with regard to their shape. You 
 may describe them as oval, elliptical, ovate, obovate, 
 lanceolate, etc., using a new term for every shape, that 
 is, using a number of terms, one for every shape or 
 ratio in the length of the transverse and median axis ; 
 in place of this you may indicate the ratio ; say, let 
 us consider the form as determined by the ratios of 
 the axes, and do without a long nomenclature. 
 
 (oval) median axis . . length 
 
 ** transverse axis . 
 (elliptical) median axis . 
 
 " transverse axis 
 
 (ovate) median axis . . 
 
 " transverse axis . 
 
 (obovate) median axis . 
 
 transverse axis 
 
 u 
 
 3 ) the axes crossing at their 
 1 ) centres at right angles. 
 
 4 ^ the axes crossing at their 
 I i centres at right angles. 
 3 > the axes crossing at right 
 I ) angles ^ from the base. 
 3 I the axes crossing at right 
 I ) angles f from the base. 
 
 It is unnecessary to go further into details. As to 
 these two modes of describing form of leaves, the 
 second indicates what you observe on looking at the 
 leaf. There is a great difference between teaching 
 science and scientific teaching. Let me give another 
 
CARK Ob' CillLDRKX AND THEIR IRAINING 
 
 219 
 
 i object 
 g. Im- 
 mav be 
 descrip- 
 hought, 
 •se you 
 margin, 
 t. You 
 )bovate, 
 pe, that 
 tiape or 
 n axis ; 
 say, let 
 itios of 
 
 at their 
 angles, 
 at their 
 angles, 
 at right 
 le base, 
 at right 
 le base. 
 
 As to 
 
 is, the 
 
 at the 
 
 aching 
 
 nother 
 
 illustration of description of growth,^ which may stimu- 
 late more thought than the simi)le one given above. 
 Look at horse-chestnut buds in different stages of 
 growth. During the winter months the inner parts of 
 the bud are enclosed by scales, or modified leaves ; as 
 these scales grow, the cells on the outer surface in- 
 crease more rapidly than those on the inner surface, 
 and, as a mechanical result, these scales become more 
 concave towards the centre of the bud and envelop 
 it, thus affording protection from the weather and 
 attacks by insects. The young imperfect leaves are 
 closely packed within, and these also grow quickly on 
 their outer side, causing them to press towards the 
 centre of the bud. When spring-time comes with 
 increased temperature and consequent increased nutri- 
 tion, changes occur in the ratios of growth — the inner 
 surfaces of both bud-scales and young leaves grow at 
 a greater rate than the outer surfaces, and thus the 
 curvatures are altered, the inner surfaces become con- 
 vex, and the bud opens. How much simpler it would 
 be to say — the bud opens to the spring! But the 
 detailed description teaches us to think ; it shows that 
 we must consider the individual parts of any living 
 thing when we want to know how it acts ; the ratios of 
 action in each part must be observed. We see the bud 
 
 1 For further examples, see Author's work, "Anatomy of Movement : 
 Treatise on the Action of Ncrve-Centrcs and Modes of Growth." The 
 Macmillan Company, New York. 
 
220 
 
 THK STUDY OK CIIII-DREN 
 
 i.fi 
 
 1*4 
 
 does not open itself, neither is it a mere mr chine, 
 as the phrase is commonly understood. Warmth is a 
 necessary antecedent to the processes described ; the 
 ratios of growth appear due to properties inherent in 
 the cells composing the parts. 
 
 Having referred to different modes of giving descrip- 
 tions of facts in Nature, we may use the principles put 
 forward as a means of analysing literature. Let me give 
 two examples from " Nathan the Wise " (Lessing). 
 
 Nathan 
 
 '• The searching eye will oft discover more 
 Than it desires, ' tis as he read my soul. 
 That, too, may chance to nie. 'Tis not alone 
 Leonard's walk, stature, but his very voice. 
 Leonard so wore liis head, was even wont 
 Just so to brush his eyebrows with his hand. 
 As if to mask the lire that fills his look." 
 
 Here is a description of what Nathan saw in Leonard ; 
 the terms used are his stature and the various move- 
 ments seen — a purely physical description. 
 
 CONTI 
 
 " This head, this face, this forehead, these eyes, this nose, this 
 mouth, this chin, this throat, this bosom, this figure, this whole 
 form, are from this time forth my sole study of feminine beauty" 
 ('' Emilia Galotti" — Lessing). 
 
 Here is an unspiritual and corporeal description, 
 without reference to any movement or sign of brain- 
 action. 
 
nr chine, 
 nth is a 
 ed ; the 
 erent in 
 
 descrip- 
 i\cs put 
 
 me give 
 
 'g). 
 
 eonard ; 
 3 move- 
 
 lose, this 
 
 lis whole 
 
 beauty " 
 
 CARE OF CIIILDRKX AND TIIKIR TRAIXIN'G 221 
 
 We will now take for analysis the following descrip- 
 tion of the condition of Achilles : ^ 
 
 "Achilles heard, with grief and rage oppress'd ; 
 His heart swell'd high, and laboured in his breast. 
 Distracting thoughts by turns his bosom ruPd, 
 Now fir'd by .wrath, and now by reason cool'd." 
 
 This description we shoidd find hard to analyse and 
 translate into terms denoting what can be actually 
 observed; this illustrates the convenience of non- 
 physical terms. 
 
 I have Touched briefly upon many points, speaking of 
 things as I see them. The great labour, responsibility, 
 and honour of educating children is yours. The words 
 of the poet remind us that : 
 
 "Knowledge comes, but wisdom lingers." 
 
 It is not enough to give children knowledge ; you 
 should be wise for their sakes, and to become so may 
 find it well to study Nature in her works and the child 
 as a part of Nature. 
 
 1 Pope's translation of the " Iliad," line 251. 
 
 iription, 
 ■ brain- 
 
t 
 
 \i 
 
 CHAI'TER XII 
 
 I * - 'i 
 
 I! 
 
 ' ■^i 
 
 Hygiene and Health Management during School- 
 life 
 
 I SHALL speak of children now from the health point 
 of view, and deal with methods of cultivating healthy 
 conditions in the school and in individual pupils, as 
 well as preventing illness and the spread of disease. I 
 shall bear in mind that the main object of this work 
 is to indicate points for your observation in the chil- 
 dren, and subject lor thoughtful consideration. Advice 
 may sometimes be conveyed to parents through their 
 children, so that while you give attention to general 
 points of health in the school, you may help individuals 
 and at the same time spread knowledge among the 
 elder pupils on practical matters of health-culture, 
 which no formal teaching would impart, and thus in- 
 spire them with the desire for a healthy body with a 
 sound mind, I shall speak of general points in health- 
 culture, and of methods for early detecting and the 
 means of preventing the spread of illness and disease. 
 
 A point of first-rate importance to health is cleanli- 
 ness in person, in dress, in the air breathed, and in 
 food. The air of any living-room should be constantly 
 
 222 
 
'"W 
 
 HYGIENE AND HEALTH MANAGE^^•:^■ 1 
 
 223 
 
 SCHOOL- 
 
 th point 
 
 healthy 
 
 Lipils, as 
 
 ease. I 
 
 lis work 
 
 the chil- 
 
 Advice 
 
 jjh their 
 
 general 
 
 lividuals 
 
 g the 
 
 -culture, 
 
 hus in- 
 
 with a 
 
 health- 
 
 and the 
 
 disease. 
 
 cleanli- 
 
 and in 
 
 nstantly 
 
 changed : the emanations in the breath are poisonous ; 
 foul air causes headaches, drowsiness, mental dulncss, 
 and diseases. In the schoolroom the temperature in 
 winter should not fall below 50° F., nor rise above 
 60° F. ; it is desirable that there should be a short 
 interval in the middle of the morning lessons, that the 
 windows may be thrown open widely and the air 
 thoroughly changed. In any living or sleeping room 
 the windows should be opened a little at the top, while 
 a small fire helps ventilation by causing a draft up the 
 chimney. 
 
 As a matter of school hygiene teachers should take 
 notice of the early indications of illness or disease. 
 Perhaps the most practical means of looking to these 
 points in the children day by day, is for the class 
 teacher to receive the pupils as they arrive and cast 
 a glance at each child for a moment. If any child is 
 thought to be feverish, the temperature should be taken 
 by the thermometer, and the appearance of any rash 
 should be looked for in the face and on the skin of 
 the chest. Among common chronic conditions, that 
 may be seen, I may mention discharges from the eyes, 
 nose, and ears, diseases of the skin and the scalp ; among 
 dangerous diseases you may occasionally see the signs 
 of tlie infectious fevers and diphtheria ; while chorea 
 or St. Vitus's dance may develop gradually during school 
 attendance, growing worse day by day. Sometimes 
 when speaking to a girl of her home life and asking 
 
i 
 
 224 
 
 THE STUDY OK CHILDREN 
 
 m... 
 
 after the younger brothers and sisters, you may be 
 able to give useful advice. 
 
 I shall speak now of food and the feeding of chil- 
 dren, their clothing, and the care of those that are 
 delicate. Some mistakes are made among the poorer 
 classes, more through ignorance and want of helpful 
 guidance than through poverty; cheap food is not 
 always economical, and the use of suitable food and 
 proper feeding does not always mean more expenditure. 
 
 Milk should be obtained as fresh as possible and not 
 kept longer than necessary ; it should be received in a 
 freshly scalded jug and placed out of the way of dust, 
 covered with muslin or a sheet of clean paper, to keep 
 out the dust : dust makes milk go sour, and the germs 
 of disease grow rapidly, increase, and multiply when 
 they fall into milk. In hot weather the milk should 
 be scalded, if it has to be kept through the night ; 
 neglect of this in the summer may cause much dis- 
 turbance in children. 
 
 Water does no harm to children, but large quantities 
 should not be drunk when the child is overheated ; 
 many children suffer much from not being able to 
 drink when they want to. If there is doubt as to 
 the purity of the water, it should be boiled and allowed 
 to cool before drinking. All children are better with- 
 out beer or any alcoholic drink. 
 
 Bread should not be used till the second day ; new 
 bread is both indigestible and wasteful : broken bread 
 
HYGIENE AND HEALTH MANAGEMENT 
 
 225 
 
 may be 
 
 of chil- 
 
 :hat are 
 
 I poorer 
 
 helpful 
 
 is not 
 
 ood and 
 
 jnditure. 
 
 and not 
 
 /ed in a 
 
 of dust, 
 
 to keep 
 
 le germs 
 
 ly when 
 
 should 
 
 ; night ; 
 
 uch dis- 
 
 uantities 
 rheated ; 
 
 able to 
 ►t as to 
 
 allowed 
 er with- 
 
 \y ; new 
 :n bread 
 
 and bread crumbs may be used for bread and milk or 
 in puddings. 
 
 Fat food is very desirable for children. With bread 
 they should take butter or dripping or the fresh marrow 
 of bones ; bacon, eggs, as well as fresh meat with fat, 
 form very nutritious food. Suet pudding, made with 
 equal weights of suet, flour, and bread crumbs, well 
 mixed and long boiled, is nutritious and digestible. 
 
 Green vegetables and fruit in season are useful ; the 
 latter should not be used when at all decayed, as it 
 often causes illness. The value of potatoes as nour- 
 ishing food is apt to be overestimated. 
 
 Fresh fish and meat are of course highly important, 
 but I have no space to speak of these articles of diet. 
 
 The habit of taking meals regularly at fixed times, 
 never being late or hurried at breakfast, is equally im- 
 portant to good living with the kind of food provided; 
 the meals taken at home with due order will give a 
 better digestion of the food and better nutrition of 
 the body and brain, than snacks of bread and butter 
 or odds and ends of food taken irregularly. 
 
 The teacher — thinking of the future pupil — may 
 upon occasion have the opportunity of advising par- 
 ents as to the feeding of an infant : this matter is too 
 important to pass over even if the senior girls are not 
 well instructed on such matters as points of physiology. 
 
 Many of the troubles of early childhood in a town 
 population result from the development of rickets ; this 
 

 1 
 
 t 
 
 
 ! 
 
 i 
 
 
 1 
 i 
 
 1 
 
 ■ 
 
 
 
 226 
 
 THE STUDY OF CHILDREN 
 
 is a condition of bad growth with bent legs and other 
 defects which is largely due to giving babies farinaceous 
 or starchy food under seven months ; on the other hand, 
 rickets may often be prevented and the child's health 
 much improved by strict attention to healthy surround- 
 ings and proper and regular feeding. At six months old 
 a hand-fed baby should take two pints of milk in the 
 twenty-four hours diluted with one-third water or with 
 a little lime-water or barley-water. No artificial food, 
 containing starchy matter, or biscuits or bread should 
 be given, at any rate till after the first teeth are cut. 
 Great care should be taken to keep the feeding-bottle 
 perfectly clean and sweet ; and to preserve the milk 
 from becoming sour. You will remember that the 
 young infant is an embryo school-child ; good advice 
 to the mother or elder sister may result in sending 
 better material to your school in the future. 
 
 Clothing the Child. — The object to be sought by 
 clothing is to keep a uniform layer of air in contact with 
 the body and the limbs. Dress may be well arranged 
 without necessarily costing more than garments ill 
 adapted to health. It is preferable to have woollen gar- 
 ments next to the body ; but whatever their material, 
 the make is also important ; garments should not be 
 tight anywhere at the collar or at the waist ; in the 
 winter especially the undergarment should come up to 
 the neck with a low collar band, and the sleeves should 
 be continued below the elbow. It is hardly necessary 
 
IIYC.IFXR AND HKAITII MA\AC;KMKNT 
 
 227 
 
 id Other 
 inaceous 
 er hand, 
 s health 
 urround- 
 nths old 
 k in the 
 
 or with 
 ial food, 
 1 should 
 are cut. 
 ig-bottle 
 :he milk 
 hat the 
 advice 
 
 sending 
 
 ight by 
 act with 
 rranged 
 ents ill 
 len gar- 
 naterial, 
 not be 
 in the 
 e up to 
 should 
 icessary 
 
 to dwell on thu fact that constriction of tlic waist with 
 a view to imi)rove the figure is a fool'sh imprudence. In 
 wet weather children should if possible change their 
 boots on entering the school. 
 
 Though it is not possible to describe here the means 
 of early recognition of all diseases of children of school 
 age, it may be useful to say a few words about some of 
 those more commonly seen in the school which should 
 be early detected by teachers with a view to prevent the 
 spread of infection, and others which may arise or be 
 observed during school attendance. 
 
 Ophthalmia. — Is sometimes called "blight in the 
 eyes." The membrane lining the eyelids and covering 
 the white portion of the eye ball may become red and 
 inflamed, producing an unhealthy thick yellowish dis- 
 charge, which is highly infectious. This form of inflam- 
 mation of the eyes is called ophthalmia, and is one of the 
 greatest causes of blindness. Any child with secretion 
 coming from its eyes, should not use a pocket handker- 
 chief, but the eyes may be cleansed with portions of 
 cotton wool, which should then be burnt at once to 
 destroy the infectious matter. In cleansing the eyes, 
 wet bits of soft rag in warm water then drip the water 
 on to the eyes, with the lids separated by your thumb 
 and finger, so as to wash away all discharges. The dis- 
 charge is very catching; be most careful that no particle 
 finds its way to your own eyes ; burn every bit of rag 
 after it has been used, and wash your hands in some dis- 
 
 :!(. 
 
^ 
 
 228 
 
 THE STUDY OI- (. IIILDKKX 
 
 
 I 
 
 infcctin<;- fluid. If the child is kept in school, constant 
 care must be taken to keep the eyes clean ; but the 
 child should be isolated if possible and placed under 
 medical care. 
 
 Ulcer on the Front of the Eye (Cornea). — Children 
 with such ulcers cannot face the light, and keep their 
 eyes screwed up : often they get the bad eye tied up 
 with a handkerchief to exclude the light. This disease 
 mostly occurs in children of poor health and low nu- 
 trition. An ulcer or depressed white spot may be seen 
 in the front of the eye, often at the centre or sight of 
 the eye ; if this does not quickly heal, it will leave a 
 permanent white patch, which will ever after interfere 
 with the sight. 
 
 Summer Diarrhoea is very frequent and very fatal 
 among young children in the hot weather. Such an epi- 
 demic occurs in towns almost every year, when the mean 
 temperature of the air rises above 63'^ F. The general 
 sanitation of the home is the best preventive measure ; 
 the rooms should be kept very clean and well ventilated, 
 urge great cleanliness and daily bathing of children or 
 sponging with cold water. Children ought not to be 
 allowed to eat either unripe or decomposing fruit ; and 
 at this time of the year, in particular, great care should 
 be taken as to keeping milk sweet ; it should be all 
 scalded before being used. 
 
 Chicken-pox begins with slight rise of temperature, and 
 on the second day a small number of reddish pimples 
 
 IVL 
 
 - i^ 
 
IIYGIKNE AND IIKALTII MANAGKMKNP 
 
 229 
 
 constant 
 
 but the 
 
 ed under 
 
 Children 
 2ep their 
 ; tied up 
 3 disease 
 1 low nu- 
 
 be seen 
 sight of 
 
 leave a 
 interfere 
 
 :ry fatal 
 h an epi- 
 le mean 
 general 
 leasure ; 
 itilated, 
 dren or 
 t to be 
 it ; and 
 should 
 1 be all 
 
 ire, and 
 Dimples 
 
 appear, some of which soon become watery heads : it 
 spreads rapidly among children. 
 
 Measles begin with all the symptoms of a common 
 cold, running of the eyes and nose, hoarseness of voice, 
 and a rise of temperature. The eruption on the skin 
 appears about the third day on the face, neck, and arms. 
 It is extremely infectious and leads to many deaths 
 among children. 
 
 Scarlet Fever begins with sore throat and a rise of 
 temperature. The red rash comes out on the body, the 
 arms, and the face on the second day of illness. It is very 
 infectious and dangerous ; when the fever is gone, the 
 skin is left rough, and fine powder peels off from it, 
 which is the source of infection. The child who has 
 recovered from scarlet fever should not be received at 
 school till all peeling of the skin of the hands has 
 ceased ; baths should be used with disinfectants durine 
 convalescence. If a case of scarlet fever is found in 
 school, the books and papers the child has touched in 
 the schoolroom should be burnt. The infection is very 
 .ily carried from the home where a child is ill to 
 
 school by a child not yet ill. 
 Diphtheria. — The child may complain of sore throat, 
 and the voice be partially lost ; while in bad cases among 
 young ch '-Iren an unpleasant discharge may come down 
 the nose d accumulate on the upper lip ; this discharge 
 is very , ectious. The temperature is not high in diph- 
 theria, b L the glands under the jaw may enlarge rapidly. 
 
^^ 
 
 . 
 
 230 
 
 THE STUDY OF CHILDREN 
 
 i 
 
 Taking the Temperature. — If a child is flushed or ill, 
 complaining of pains or headaches, and looks like sick- 
 ening for an illness, it is useful that you should take his 
 temperature with a thermometer. The natural tem- 
 perature of the body is uniform, and in health stands at 
 98|° I'". Every school should be provided with a clinical 
 thermometer. Place the bulb, which contains the mer- 
 cury, in the mouth, under the tongue, with the lips gently 
 closed around the stem, and keep it there three minutes ; 
 when you remove it, notice how high the mercury stands 
 in the stem; if it is above 100° F., the child is ill and 
 unfit for the schoolroom. 
 
 Some diseases are contagious : the inflammation of 
 ophthalmia and diphtheria produces secretions which 
 if they reach a healthy child may reproduce the same 
 disease in him. The contagious material may be said 
 to convey the germs of the disease. So with other 
 catching diseases, as ringworm of the head. In scarlet 
 fever the dust from the skin of the convalescent patient 
 conveys the disease, so the clothes must be disinfected. 
 In measles, scarlet fever, whooping-cough, the poison 
 may pass through the air from the patient to the healthy 
 children ; hence isolation is necessary. Always disin- 
 fect your hands after touching any patient with a catch- 
 ing disease. 
 
 Simple disinfection may be required in the school- 
 room, as for your hands after you have touched the face 
 of a child with ophthalmia or one believed to have a 
 
HYGIENE AND HEALTH MANAGEMENT 
 
 231 
 
 ihcd or ill, 
 
 like sick- 
 d take his 
 ural tem- 
 
 stands at 
 1 a clinical 
 ! the mer- 
 ips gently 
 
 minutes ; 
 iry stands 
 
 is ill and 
 
 nation of 
 ns which 
 the same 
 y be said 
 ith other 
 n scarlet 
 t patient 
 linfected. 
 e poison 
 3 healthy 
 ys disin- 
 a catch- 
 
 i school- 
 the face 
 ' have a 
 
 fever. For this purpose a few drops of Condy's fluid 
 (permanganate of potash) just to colour the water in a 
 hand-basin, or a solution of carbolic acid i in 40 parts, 
 may be used ; a weak solution of corrosive sublimate 
 (1-3000) may be used to wash over the floor after 
 infection. 
 
 Chorea, or St. Vitus's dance, is frequent during school 
 age, and is more common among girls than boys. This 
 occurs in some of the bright, well-made children ; it is 
 characterised by weakness and a number of awkward 
 twitches and movements, while the girl becomes some- 
 what childish in manner. The onset is usually gradual, 
 the girl becomes clumsy, things drop from her hands, 
 as the fingers open spontaneously, the hand when held 
 out assumes the nervous posture, while the fingers 
 twitch, there may be facial grimaces, usually about the 
 mouth, and the eyes are much moved ; the shoulders 
 may often be drawn up and down, and other abnormal 
 nerve-signs are observable. Though many spontaneous 
 movements thus occur, they are at first partially under 
 control, and momentary quietness may be produced by 
 arresting the child's attention. These children have 
 often suffered from rheumatism or pains in joints and 
 limbs, with some swelling of one knee after fatigue or 
 what are vaguely called "growing pains " ; another 
 important point is that these children are almost always 
 below their normal weight, often losing a pound in 
 weight or more in a week. 
 
f 
 
 232 
 
 THE STUDY OF CIIILDRKX 
 
 i 
 
 m 
 
 , 
 
 Case 50. A girl thirteen years of age ; in Standard VI.; 
 after a slight attack of sore throat, became very irritable ; 
 she was unable to write properly or hold her book straight 
 and began to drop things from her hands. She left 
 school, but was not laid up. When seen at the hospital, 
 her weight was much below the normal ; when she held 
 out her hands, there was much movement seen at the 
 elbows and wrists, while the fingers twitched ; imitation 
 of movements was fairly performed, but with many 
 extra-movements, not controlled through her eyes. At 
 the end of a month's treatment she had gained four 
 pounds in weight, and the movements subsided ; she 
 made a good recovery. There was disease of the heart, 
 as so often is present in these cases, and that remained. 
 
 Epilepsy is a grave disease ; you may occasionally 
 see an epileptic attack, but more often you will be told 
 that a child, who otherwise should be at school, has had 
 a fit. An epileptic fit is a sudden seizure ; a momen- 
 tary pallor of the face is succeeded by loss of conscious- 
 ness, the patient falls, the hands are clenched ; the face 
 is distorted and becomes blue or black with congestion, 
 while the convulsion spreads to the limbs. After such 
 an attack the child is drowsy and needs rest. In some 
 cases the attacks are much less severe, only momentary 
 unconsciousness occurring without convulsion {/fettt 
 ma/). It is difficult to say what should be done for 
 such children ; they need training with education, and 
 do best when fully occupied in the country ; to leave 
 
icIardVI.; 
 irritable ; 
 k straight 
 She left 
 hospital, 
 she held 
 ;n at the 
 imitation 
 th many 
 yes. At 
 ned four 
 led ; she 
 lie heart, 
 [^mained. 
 isionally 
 1 be told 
 has had 
 momen- 
 inscious- 
 the face 
 gestion, 
 er such 
 [n some 
 nentary 
 1 {petit 
 one for 
 on, and 
 o leave 
 
 IIVCIEXE AND IIKALTII MAXAGKMENT 233 
 
 them untrained doing nothing through childhood is 
 very unwise. 
 
 Rickets is so frequently seen among children who 
 live in towns that the indications of this condition 
 ought to be known to you ; the signs you will see 
 are mostly in the bones, the head, and in growth. 
 These cases are common in the infant school, and 
 more boys than girls are affected. They are short for 
 their age and remain stunted, the head is often large 
 and ill shapen, the forehead bulging or projecting on 
 either side ; the legs may be bowed and knock-kneed, 
 making the child a bad walker. In a young child, say 
 three or four years, the ends of the bones of the arms 
 just above the wrists are usually large. The chest is 
 " pigeon-breasted," thrust forward in the middle line, and 
 pressed in at the sides. Rickets is largely due to feed- 
 ing babies with bread and other farinaceous food in place 
 of milk ; these children are delicate, they grow up stunted, 
 and about one-third of them prove to be dull pupils : 
 rickets could probably be prevented in any child hv 
 attention to the rules of health. 
 
 A well-arranged schoolhouse and classrooms will 
 do much towards the culture of physical and mental 
 health. Good lighting gives cheerfulness and is 
 better for sight and for teaching; when possible it 
 is better that the desks be arranged so that with a 
 unilateral light, the windows are on the left hand of 
 the children ; the windows should be kept bright and 
 
1 ' *^ 
 
 
 
 
 ^ 
 
 m 
 
 
 234 
 
 THE STUDY OF CHILDREN 
 
 the blinds drawn well up ; if windows are on two sides 
 of the room, curtains may be wanted to regulate the 
 light. 
 
 The children should in wet weather change their 
 boots on entering school : the cloak-room should be 
 arranged with a space for each child to prevent the 
 mixing of the clothes. Lavatories are often badly 
 constructed ; for a large school it is safer to have no 
 wash-basins, a stream of water from a tap to wash in 
 tends to prevent contagion, and the use of the lavatory 
 should be supervised. It is much to be desired that 
 school children should be encouraged to use the public 
 swimming baths, now so frequently provided in towns. 
 
 In considering the health of the children I would 
 refer you to what has been said in former chapters as 
 to sight ; and as to defective hearing in the mouth- 
 breathers. Remember that children, small in growtli, 
 small-headed, or with any defect in development of the 
 body, are apt to become delicate and dull mentally, so 
 that the views of the parents of the dull pupil who 
 object to long home lessons for the child may be reason- 
 able ; this will lead you to study the child as to both 
 his mental and physical status. Otht points concern- 
 ing mental and physical health are put forward in 
 the Propositions on Childhood (Chapter XIII.). 
 
 The care of health in delicate children does not 
 necessarily imply giving up their training ; there are 
 many young children, delicate for a time without 
 
wo sides 
 Lilate the 
 
 ige their 
 lould be 
 ^ent the 
 n badly 
 have no 
 wash in 
 lavatory 
 ed that 
 i public 
 towns, 
 would 
 ters as 
 mouth- 
 growth, 
 of the 
 illy, so 
 1 who 
 eason- 
 ) both 
 ncern- 
 rd in 
 
 s not 
 e are 
 thout 
 
 IIVGIENE AND IIJ-ALTH MAXACK.MENT 235 
 
 disease, besides those described as "nervous children." 
 I think it would be of service to the teacher, if some 
 account of the child's condition and physical and 
 braui defects were prepared by a medical man, showin- 
 in what points that child may require special care. In 
 the case of all delicate children the teacher's own 
 examination should be some guide, as is explained in 
 Chapter XI., and the points given for the observation of 
 children will aid in health culture. 
 
 When visiting a school in East London with one 
 of the managers, and glancing over the children as 
 they stood or worked in their classes, several cases 
 of illness and disease were soon apparent. Two or 
 three had obvious defects of vision, capable of easy 
 correction by glasses, and one had disease of his eyes 
 which threatened to destroy his sight completely be- 
 fore manhood. This was pointed out to the head- 
 master and a ticket for the neighbouring hospital 
 was offered. 
 
 School hygiene in its mental aspects and the cul- 
 ture of brain-healthiness among children generally, as 
 well as in certain groups subnormal, is a subject 
 dealt with throughout this work, and includes the 
 cultivation of good brain-power and the avoidance of 
 an amount of fatigue leading to exhaustion. 
 
 It can hardly be said that at present there exists 
 any established science of mental hygiene ; yet some 
 good materials are at hand for further developments 
 
236 
 
 THE STUDY OF CHILDREN 
 
 11 
 
 
 i!i 
 
 of exact mental science and the study of child-mind. 
 It seems to me essential to a scientific mental hygiene 
 of childhood, that we should be better acquainted with 
 its types and varieties. Some of these have been de- 
 scribed, but it must be remembered that the classes 
 I have described are mostly children subnormal m 
 some point, amounting to 20 per cent of the school chil- 
 dren seen by me. We want a mental hygiene for 
 childhood at large, and subsections dealing with 
 certain groups. There may be mental and motor 
 fatigue ; the general signs of fatigue which you may 
 observe have here been described. Much stress has 
 been laid on the avoidance of fatigue, or at any rate 
 such continued fatigue as amounts to exhaustion. 
 The laws of mental fatigue are not the same as 
 those of muscular fatigue. The nerve-system is in 
 part an apparatus for the storage and distribution of 
 energy ; it is further an apparatus consisting of a 
 great number of parts or brain-centres, which are 
 separately under control of the senses ; their coordi- 
 nation and coacting represent the physical basis of 
 mental processes. 
 
 The subject of mental fatigue has been investi- 
 gated by Dr. Leo Burgerstein of Vienna, Dr. Rivers 
 of Cambridge University, and others. Dr. Burger- 
 stein observed with care and accuracy the effects of 
 one hour's mental occupation, as indicated by the 
 mental mistakes made. The principal tests used were 
 
 '' 
 
1 
 
 lild-mind. 
 hygiene 
 ited with 
 been de- 
 2 classes 
 )rmal in 
 lool chil- 
 :iene for 
 ig with 
 1 motor 
 ^ou may 
 ^ess has 
 iny rate 
 austion. 
 ame as 
 n is in 
 ition of 
 2: of a 
 ich are 
 coordi- 
 »asis of 
 
 HYGIENE AND HEALTH MANAGEMENT 237 
 
 in addition and multiplication of figures. He came 
 to the conclusion that the working power rises and 
 falls during the time of an ordinary lesson, and that 
 it is not well to let lessons last longer than three- 
 quarters of an hour; advising to interrupt the con- 
 tinuation of lessons by pauses of about a quarter of 
 an hour, so as to have the children's brain rested, 
 the body moved, and the school-room air changed. 
 
 mvesti- 
 Rivers 
 ^urger- 
 icts of 
 )y the 
 I were 
 
CHAPTER XIII 
 
 III 
 
 i 
 
 Propositions Concekning Childhood 
 
 Proposition I. — The main classes of defect among 
 school children include a larger proportion of boys tJian 
 girls. 
 
 Evidence as to the truth of this statement is suffi- 
 ciently afforded in Table VII., which shows that a 
 larger proportion of boys than girls present defect in 
 development, abnormal nerve-signs, and mental dul- 
 ness ; but the girls present the largest proportion of 
 delicate cases ; this is in accordance with common 
 experience during school-life. Still it has been shown 
 that it is only the girls with development defect that 
 are so prone to be delicate, not all girls. 
 
 Again : although it is here stated that the propor- 
 tion of girls in any way below the normal as indicated 
 by any main class of defect, except delicacy, is smaller 
 than among boys ; still, when a girl has some defect, 
 it is often of more real importance than a similar 
 condition in a boy. See Proposition VI. 
 
 The general rule, that defectiveness falls mostly 
 on the male sex, holds good also in adult life, as seen 
 among the classes with physical infirmities, the blind, 
 
 238 
 
PROPOSITIONS COXCKRXINC; CHILDHOOD 
 
 239 
 
 '' among 
 oys than 
 
 is suffi- 
 that a 
 efect in 
 tal dul- 
 rtion of 
 ommon 
 shown 
 :ct that 
 
 propor- 
 dicated 
 smaller 
 defect, 
 similar 
 
 mostly 
 
 s seen 
 
 blind, 
 
 deaf, and mentally deranged from childhood ; so also 
 
 for criminals and paupers according to the English 
 
 Census and other official returns. 
 
 I have shown elsewhere (see "Statistical Journal," 
 
 March, 1896, London), that a larger proportion of 
 girls than boys present two or more classes of defect 
 associated in the same case; and their condition is 
 worse than that of children with one class of defect only. 
 A child with an ill-shapen head or palate may have no 
 other defect ; but if, in addition, he become delicate, he is 
 at a disadvantage. So a boy only dull, while strong and 
 active, may get his living ; but if he is also slow in action 
 and of poor heaUn, he is likely to become dependent. 
 
 Proposition II. - The main classes of defect among 
 school children arc much associated in the groups 
 of cases; such associations vary with sex, age, and 
 environment. 
 
 Evidence as to this proposition is given in Table 
 VIII. Developmental defects are much associated 
 in children with abnormal nerve-signs, low nutrition, 
 and mental dulness. A child presenting a develop- 
 mental defect only, e.g a narrow palate, defect of ex- 
 ternal ears or other features, may be at no personal 
 disadvantage ; it is in conditions commonly associated 
 therewith that harm arises. 
 
 So each class of defect if unaccompanied by any 
 other deficiency may not give rise to any serious 
 
m 
 
 240 
 
 THE srUDY OK CHILDREN 
 
 trouble ; but when defects are associated in the 
 same case, they produce harm in life. 
 
 Taking all classes of defect together, the associa- 
 tion of two or more classes of defect in the same 
 case is less commonly found in school children at 
 eleven years and over, than at seven years and under : 
 this fact seems to indicate a favourable evolution of 
 childhood during school life. 
 
 It is the children with developmental defects that 
 acquire the most association with other classes of 
 defect as time goes on, developing abnormal nerve- 
 signs, mental dulness, and low nutrition ; they have 
 a low power of resistance to an adverse environment. 
 Probably their heredity is a part of the causation of 
 this condition ; but much may be done during school- 
 life to prevent evils arising. 
 
 In this class of children there appears to be dis- 
 proportioning in bodily development, and associated 
 therewith delicacy of body, and proneness to disor- 
 derly brain-action. As a group, in an institution, 
 such children acquire more abnormal signs than in 
 the day school, but grow fatter. 
 
 It is shown in Proposition VII. that good physical 
 training has some effect in lessening the proportion 
 of children acquiring associated defects. 
 
 Co-relation. — It is hi the co-relations of defects 
 that new information is mostly to be looked for, sup- 
 plying evidence as to the real significance of the 
 
 i is: I 
 ■■'If i 
 
 llii^ 
 
in the 
 
 associa- 
 le same 
 dren at 
 [ under : 
 ution of 
 
 :ts that 
 isscs of 
 I nervc- 
 ey have 
 onment. 
 ition of 
 school- 
 be dis- 
 jociated 
 disor- 
 ;itution, 
 ;han in 
 
 physical 
 [portion 
 
 Idefects 
 [r, sup- 
 )f the 
 
 PROroSITloNS ("ONCICKNINCJ CIIILDIIOOU 
 
 241 
 
 defects respectively, and as to their causation. Inas- 
 much as it has been shown by the comparison of 
 groups of schools that the co-relation of the main 
 classes of defects varies as to degree with the char- 
 acter of the environment, it is advisable to determine 
 the percentage of co-relations of defects upon similar 
 groups of cases under different environment.^ To 
 some extent this has been done by giving the co- 
 relations of the main classes of defects and individual 
 defects, as seen in children in day schools and in 
 residential schools. The difference in the Lumerical 
 values of these co-relations, under different environ- 
 ments are, in some degree, a measure of their effect. 
 
 Proposition III. — Children witJi developmental defeets 
 often present also abnormal nerve-signs, and are delieate 
 and dnlL 
 
 Not only are these developmental cases frequently 
 pale, thin, and delieate in school-life ; as infants they 
 are very delicate, while from being more conimcn 
 among boys than girls they add largely to the male 
 infant mortality in the first year ; the cases that sur- 
 vive form a large proportion of the delicate, dull, and 
 nervous children in schools, especially among girls. 
 
 Of the children with developmental defects : 
 
 The proportion of these with abnormal nerve-signs 
 associated rises in the age-groups up to ten years, be- 
 ing higher among boys ; the proportion continues to 
 
 1 See published Report on Childhood. 
 
I 
 
 m 
 
 242 
 
 THK STUDY OF CHILDREN 
 
 rise slightly for girls, but fulls with the boys at eleven 
 years and over. 
 
 The proportion of those who are pale, thin, delicate, 
 is highest at seven years and under, being twelve per 
 cent higher among girls than boys; this proportion falls 
 greatly to eleven years, but at all ages remains higher 
 with girls. 
 
 If-' '■ 
 
 gll 
 
 Proposition IV. — Children ivith indications of hrain- 
 disordcrlincsSy i.e. abnormal ncrvc-signs^ arc often dull 
 pupils. 
 
 The proportion of children with abnormal nerve-signs 
 who are dull varies but little with age and sex. Among 
 all children abnormal ncrve-slgns are intimately asso- 
 ciated with mental dulness. 
 
 These children are seen from various points of view. 
 Teachers see the pupil's awkward habits, listlcssness, 
 slouching gait, slow action and response, irregularities 
 in movements of the hands, wandering eyes, or other 
 ** abnormal nerve-signs." 
 
 Take 100 boys and 100 girls with such nerve-signs : 
 on the basis of the average obtained — 18 of the boys 
 are probably pale, thin, delicate ; and 40 dull at lessons : 
 among the girls 29 are delicate and 42 dull. The status 
 of these girls is worse than that of the boys, and they 
 show more general delicacy. It is well to adopt a 
 method of physical training, adapted to remove abnor- 
 mal nerve-sisrns and their attendant troubles. 
 
 yis 
 
rROroSITIONS- CONrKUXINC CIIILDIK )Ol) 
 
 243 
 
 ■signs 
 
 The doctor in chari^c of the child may well bear in 
 mind that thoiii;h a jK'riol of treatment is necessary for 
 the removal of a brain weakness or disorder, at the 
 same time care slunild be taken if possible that the 
 child is so managed and emj)loye(l or trained, as to 
 prevent any unnecessary amount of mental deteriora- 
 tion. Cases of chorea, paralysis, epilepsy, if left with- 
 out any appropriate training, tend to grow up dull and 
 mentally feeble. 
 
 In the fact of the frecpient association of abnormal 
 nerve-signs and mental dulness evidence is afforded 
 that such points of ill-balance and defective action are 
 really indications of brain-disorderliness and want of 
 proper action. When good training removes such 
 signs, the bram is brighter for mental action. Here 
 we see a method of combating mental dulness. 
 
 In dealing with a child exceptionally dull, one of the 
 first practical points is to indicate to the teacher the 
 nerve-signs present and the means of removing them by 
 appropriate management and training. This is a reason 
 why teachers should learn to observe and describe chil- 
 dren, that they may know what to do for them. 
 
 they 
 
 Proposition V. — Dull pupils arc often delicate with 
 indications of brain-disordcrlitiess, i.e. ahnonnal noi'e- 
 
 StgJlS. 
 
 Dull and backward pupils arc often pale, thin, deli- 
 cate. This condition of low nutrition appears to be, 
 
i 
 
 244 
 
 THE STUDY OF CiniT)RKN 
 
 in part, a cause of mental dulness, and acts more 
 powerfully with girls than with boys at all ages ; such 
 low nutrition among dull pupils is seen mostly in 
 those seven years and under, being three times as fre- 
 quent among dull children at that age, as at eleven 
 years and over. 
 
 Although it is thus shown that a state of low 
 nutrition is probably a cause of mental dulness, it 
 appears that the brain-disorderliness indicated by ab- 
 normal nerve-si,^ns is much more commonly a cause 
 of dulness. Abnormal nerve-signs are more frequently 
 seen among dull boys than dull girls at all ages ; they 
 are less frequent among the children seven years and 
 under than above that age. 
 
 These facts should be appreciated both by teachers 
 and parents. The tea>:her naturally notes the dull 
 pupils. If we take 100 dull boys and lOO ckdl girls 
 of all ages according to the estimate made: of the 
 boys 15 are probably delicate, and of the girls 19, 
 The difficulties and requirements of dull boys and 
 dull girls differ. Again : of the boys, 57 probably 
 present abnormal nerve-signs, and 52 of the girls. 
 Many of the dull children do not move their eyes in 
 looking at objects, their response in action is slow 
 and inexact, as well as in speech : they are lacking 
 in spontaneity, ill-balanced in limbs and body, list- 
 less and slouching. 
 
 Physical training, adapted to remove in detail each 
 
 -«wMte 
 
PROPOSITIONS CONCERNINd CHILDHOOD 
 
 245 
 
 abnormal nerve-sii;n, may do much to remove their 
 inert and disorderly brain-action and render them 
 brighter mentally. It is clear from the facts given 
 that dull pupils if accumulated in a class need more 
 than an increased amount of instruction ; they are 
 many of them delicate children, needing brain-train- 
 ing as well as purely mental culture. 
 
 :king 
 list- 
 
 each 
 
 ProposiMon VI. — Girls zvith developmental defect or 
 hraiii-disorderlincss are more apt to receive Jiarm and 
 less good from tlieir environment than boys. 
 
 Contrasting boys and girls, it may be pointed out 
 that there are certain differences which may be 
 classed as : 
 
 (i) Developmental. 
 
 (2) Brain-conditions : including mental dulness and 
 incoordinated action. 
 
 (3) Effects of the environment and interaction of 
 effects. 
 
 {a) Physical, {b) Mental and moral, 
 
 (4) Effects of disease. 
 
 Cases with developmental defect are more frequent 
 in males, but under the effects of their environment 
 the girls tend to acquire nerve-disorder, mental dul 
 ness, and low nutrition in larger proportion thai; the 
 boys. See Propositions I. and II 
 
 Imbeciles are more ficquent among boys, but the 
 mortality is higher \v;th imbecue girls. 
 
246 
 
 Till-: STUDY OF CHILDREN 
 
 In school the proportion of those who are dull at 
 eleven years and older is higher with girls. It should, 
 however, be pointed out that the regularity of school 
 attendance of girls appears to be always lower than 
 with boys. 
 
 These cases though less frequent among girls may 
 lead to very serious results, and if not duly cared 
 for, they may be permanently injured in mental and 
 physical power by inappropriate education and man- 
 agement or by neglect. 
 
 Cases with Brain-disorderliness indicated by Abnor- 
 mal Nerve-signs. — These cases are more frequent 
 among boys, but the proportion of those who are 
 mentally dull is slightly higher among girls, and 16 
 per cent of these girls are also pale, thin, delicate, 
 as against 12 per cent of the boys. The (outcome is 
 that these girls are more likely to fall into permanent 
 ill-health than the boys ; thus more boys than girls 
 in school present finger-twitching, but more girls ac- 
 quire chorea and anztmia. 
 
 Analogous facts may be quoted : insanity may be 
 sii^tly more frequent among males — the rate of 
 discharge from asylums (by death or recovery) is 
 higher among males, the proportion of chronic cases 
 is higher among females. Criminals of the male sex 
 are fai more frequent than females, but " criminals 
 convicted 10 times and over" arc twice as frequent 
 among females. Among criminal lunatics, murder, as 
 
rROPOSlTION'S CONCERNING CHILDHOOD 
 
 247 
 
 : dull at 
 : should, 
 f school 
 er than 
 
 iris may 
 y cared 
 ital and 
 id man- 
 
 ' Abnor- 
 
 Tequent 
 vho are 
 and 16 
 lelicate, 
 come is 
 manent 
 m girls 
 :ir]s ac- 
 
 nay be 
 ate of 
 ery) is 
 cases 
 lie sex 
 minals 
 equent 
 der, as 
 
 apart from infanticide, is much more common among 
 females. Dull boys are more frequent than dull girls 
 in school ; but the number of illiterate brides still 
 exceeds the number of illiterate bridegrooms, though 
 the disproportion is happily decreasing by the advance 
 of women. 
 
 It appears that female brains, when "disorderly," 
 whether mentally dull, lunatic, or criminal, are more 
 apt to remain disorderly than male brains. Tliis shows 
 the imporcance of preventing such disorderliness in 
 school-life ; and I would again draw attention to the 
 probable evils that result from the irregular school 
 attendance of girls. 
 
 Males and females do not present with similar fre- 
 quency : 
 
 (i) Constitutional or congenital defects. 
 
 (2) Diseases and acquired pathological conditions. 
 
 (3) Their reaction under ill effects of environment 
 differ. 
 
 (4) The effects of environment, suitable to one sex, 
 are not always ecjually suitable to the other. 
 
 It appears that constitutional congenital defect, while 
 more common in males, reacts less unfavourably under 
 the environment in them, than among females ; in the 
 latter, the environment often causes additional evils, 
 while among the population at large we see more 
 early dea'.h among males, and the woman's expectancy 
 of life exceeds that of the man. 
 
i 
 
 J 
 
 
 248 
 
 THE STUDY OK CHILDREN 
 
 h 
 
 Proposition VII. — T/ie effects of good physical train- 
 ing in school are to di^ninisJi the number of cases with 
 signs of brain-disorderliness and the number of dull 
 cJiildren. 
 
 Evidence is available from comparison of reports on 
 children seen in schools, where good physical training 
 was provided, in contrast with a large school, where 
 no such training was given. In the school without 
 physical training the proportion of both boys and 
 girls with abnormal nerve-signs was higher, and a 
 larger proportion of the boys were reported by the 
 teachers as dull pupils. This cannot be attributed to 
 the Developmental cases or to Low Nutrition, as their 
 proportion was lower than in the other schools ; it 
 must, I think, be ascribed to the absence of physical 
 training. Again, in this school the children who had 
 some developmental defects showed a higher associa- 
 tion with both abnormal nerve-signs and mental dul- 
 ness, than those under a system of good physical 
 training. 
 
 It may be inferred that physical training tends to 
 improve the br?in-condition of children, preventing 
 or removing disorderliness in motor and in mental 
 action, and promotes healthy activity in both direc- 
 tions ; this applies not only to children perfectly well 
 made in body but also to those in some slight degree 
 below normal. 
 
'ical train- 
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 r of dull 
 
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 l1 training 
 
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 boys and 
 
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 physical 
 
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 mental 
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 PROroSITlONS CONCKRNIXG CHILDHOOD 
 
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m 
 
 250 
 
 THE STUDY OF CHILDREN 
 
 mi 
 
 <i 
 
 TABLE Vni 
 
 Based on 50,000 children seen in day schools, mostly in or near London (1892-94); viz. : 
 26,287 boys, 23,713 girls. .Showing tlie co-relation or association of the main classes 
 of defect observed in children. 
 
 The table is arranged in four columns, giving the percentages for children in the age- 
 groups and at all ages. The percentages are taken on the number with the tnain 
 class of defect. 
 
 Thus; Of all cases with development defect at all ages, 38.4 per cent of the boys and 
 49.9 per cent of the girls were nient.illy dull. 
 
 Of all the dull children at all ages, 57.6 per cent of the boys and 52.6 per cent of the girls 
 also presented abnormal nerve-signs. 
 
 
 7 Years 
 and under 
 
 Age 
 
 8-10 
 
 Age 
 handover 
 
 A I.I, Ages 
 
 
 
 Boys 
 
 Girls 
 
 Boys 
 
 Girls 
 
 Boys 
 
 Girls 
 
 Boys Girls 
 
 
 A 
 
 
 
 
 
 
 
 I 
 
 All cases with developmental 
 
 
 
 
 
 
 
 
 
 
 defect 
 
 
 
 
 
 
 
 
 
 
 Pioys, 2308: girls, 1618 
 
 An 
 
 31-7 
 
 28.5 
 
 43-3 
 
 41.4 
 
 40.5 
 
 44.0 
 
 38.4 
 
 36.2 
 
 F'er cent with abnormal nerve-signs 
 
 AC 
 
 22.7 
 
 35-0 
 
 16.0 
 
 22.1 
 
 7-5 
 
 15.0 
 
 16.2 
 
 26.3 Per cent with low nutrition 
 
 AD 
 
 36.6 
 
 40.8 
 
 41.2 
 
 46.6 
 
 37-1 
 
 51.1 
 
 38.4 
 
 44.9 Per cent with mental dulness 
 
 B 
 
 
 
 
 
 
 
 
 
 All cases with ahncrmal nerve- 
 signs 
 
 
 
 
 
 
 
 
 
 P)oys, 2853; girls, 2015 
 
 AB 
 
 35-1 
 
 41.2 30.6 
 
 28. 
 
 28.3 
 
 21.4 
 
 31.0 
 
 29.1 Per cent with developmental defect 
 
 BC 
 
 19.6 
 
 27.4 
 
 11-3 
 
 15-2 
 
 7-5 
 
 10.2 ; 12.3 
 
 16.6 Per cent witli low nutrition 
 
 BD 
 
 43-3 
 
 47.0 
 
 42.6 
 
 41.9 
 
 39-6 
 
 40.4 ' 41.8 
 
 42.6 Per cent with mental dulness 
 
 C 
 
 
 
 
 
 
 
 
 All cases ivith loiu nutrition 
 
 
 
 
 
 
 
 
 Boys, 749; girls, 770 
 
 AC 
 
 52-5 
 
 66.1 
 
 51.0 
 
 50.4 
 
 39-3 
 
 35-5 
 
 49-9 55-5 Per cent with developmental defect 
 
 BC 
 
 41. 1 
 
 36.0 
 
 51-1 
 
 51-1 
 
 56.4 
 
 49.9 
 
 47.1 43.5 Per Lf-nt with ubnormnl nerve-signs 
 
 CD 
 
 43.6 
 
 42.0 
 
 44.8 
 
 40.7 
 
 37-6 
 
 35.6 
 
 43.1 40.5 Per cent with iiiciital dulness 
 
 D 
 
 
 
 
 
 
 
 All dull children 
 Boys, 2077; girls, 1635 
 
 AD 
 
 45-9 
 
 55-1 
 
 43-3 
 
 42.6 
 
 38.6 
 
 34-9 
 
 42.8 
 
 44.4 Per cent with developmental defect 
 
 BD 
 
 49.0 
 
 44.1 
 
 63-4 
 
 56.6 
 
 59.1 
 
 56.7 
 
 57-6 
 
 52.6 Per cent with abnormal nerve-signs 
 
 CD 
 
 .3.e 
 
 30.1 
 
 14.8 
 
 16.3 
 
 7o 
 
 10.2 
 
 iS-5 
 
 19.0 Per cent with low nutrition 
 
n (1892-94); viz.: 
 f the main classes 
 
 ildren in the agc- 
 ier with the main 
 
 of the boys and 
 
 r cent of the ,i;irls 
 
 I N r:) E X 
 
 '^velopmental 
 t 
 
 ;irls, 1618 
 
 mal nerve-signs 
 
 iitrition 
 
 'I diilness 
 
 oriiiai nerve- 
 
 rK, Z015 
 pmental defect 
 itrition 
 I dulness 
 
 ' nutrition 
 Is, 770 
 
 )mental defect 
 al nerve-signs 
 dulness 
 
 iren 
 
 s, 1635 
 mental defect 
 il nerve-signs 
 ilion 
 
 Abnormal children, i86. 
 development signs, 98, 
 nerve-signs, 105. 
 signs classed, 55. 
 Absent-minded children, 3, 213. 
 Abstract and concrete, 150. 
 Accuracy in conduct, 189. 
 in mental action, 128. 
 increases at adolescence, 191. 
 of movement, 130. 
 Action of nerve-centre, 39. 
 
 slow, 113, 125. 
 Activity of brain. 139. 
 
 of brain of child, 39. 
 Adolescence, 189. 
 care of, igi, 197. 
 control needed, 196. 
 less spontaneous movement. 188. 
 Advantage of school-life. 191, 240. 
 Advantages of physical training, 248. 
 Advice to parents, 222. 
 
 as to infants, 226. 
 Afferent nerve-tibres, 36. 
 Age basis of classification, 198. 
 Age-groups of children, Table VI 11., 
 192. 
 
 of children compared, 163, 177, 178, 
 179. 
 Air breathed, 223. 
 
 breathed impure, effects, 142. 
 Alcohol, 197, 224. 
 American children, 31. 
 Anremia, 28, 195. 
 
 avoidance of, 197. 
 
 Analogy between movement and men- 
 tal acti(jn, 124. 
 Analysis of poetrv, 220, 
 Anatomy of expression, 71, yj, 
 of face. 20. 
 of hand, 24. 
 Anger, its signs described, 145. 
 Anteheli.x of ear, 23. 
 Antithesis, principle of, 81. 
 
 of postures, 92. 
 Antique statuary, 76. 
 Appearance of body, 55. 
 Appetite, 158. 
 deficient, 158. 
 voracious, 158. 
 Arched palate, 103. 
 ! Arithmetic, 3, 8, 122. 
 Arm, bones of. 24. 
 movements, 2^. 
 Arms, normal balance of, 67. 
 Arrest of movement in infant, 47. 
 of movement in attention, 139. 
 Arriving at school, 223. 
 Art, representations of, 59. 
 types of perfection, 76. 
 Articulation, T21. 
 training, 120. 
 Artislic objects in schools, 59. 
 Assembling of class, 139, 223. 
 Associriiion of classes of defect, 240. 
 of defects, 177. 
 
 of development and nutrition, 180. 
 of movements, 45. 
 Asymmetry of balance, 91. 
 
 251 
 
n 
 
 252 
 
 INDEX 
 
 Atmos|)hore breathed, 223. 
 Attention, 45, 50. 
 
 arrest of nioveinent, 140. 
 
 cultivated, 201. 
 
 first signs of, 45, 50. 
 Attitudes, see Postures, 57. 
 Augmenting series of movements, 
 
 94. 
 Author's inquiry, 69, 79, 87. 
 
 inquiry statistical, 239. 
 
 iiack bent, 91, 159. 
 backward boy, 165, 
 
 children, 163. 
 
 girl, 169. 
 Bain, A., on passion, 148. 
 Balance, general, of body, 61, 105. 
 
 of hand, 80. 
 
 of head, 66. 
 Ball games train eye, 125. 
 Beauty of form, 77. 
 Bell, Sir Charles, on Expression, 71, 
 
 77- 
 
 on Anger, 148. 
 Benefit of physical training, 248. 
 Bicuspid teeth, 17. 
 Biology a guide to child study, 73. 
 Blue hands, 104. 
 Blushing, 22. 
 Bodily development, 98. 
 Body, construction of, 23. 
 
 growth of, 26. 
 
 measurement of, 58. 
 
 measurements. Table II., 31. 
 
 parts of, 6, 25. 
 
 weight of, see Table II. 
 
 weight of falling, 28, 231. 
 Books of bad type, 30. 
 Boots in school, 234. 
 Bosses on head, loi. 
 Boston schools, 31. 
 Bowditch, Dr., Tables, 31, 32. 
 Boy, dull and backward, 167. 
 
 overworked, 165. 
 Boyd, Dr., Tables, 33. 
 
 Boys and girls compared, 239, 241, 245. 
 
 at adolescence, 189. 
 Boys and girls, infant mortality, 241. 
 
 irregular (h'velopment, 26. 
 Brain action, 38. 
 
 action to be cultivated, 15. 
 
 activity, 139. 
 
 and muscles, 37. 
 
 centres, 37. 
 
 centres, spontaneous action of, 40, 
 
 47. 
 
 condition, 40. 
 
 described, 34. 
 
 diagram of, 37. 
 
 disorderliness, 15, 192. 
 
 in sleep, 40. 
 
 nerves, 37. 
 
 of infant, 48. 
 
 of infant weight, Table \'., 33. 
 
 power tested, 122. 
 
 rest, 40, 138. 
 
 signs of its action, 15, 61. 
 
 weight of, 18; see Table V. 
 Bread, 224. 
 
 Breathing by mouth, 22, 
 British Medical Association Commit- 
 tee, Preface. 
 Buds of chestnut described, 219. 
 Burgerstein, Professor, on mental fa- 
 tigue, 236. 
 Business training, 189. 
 Buttercup flower, 6. 
 
 Cain, statue of, 86. 
 Calculating, 127. 
 Calisthenics, 91, 96. 
 Canine teeth, 17. 
 Captious child, 145. 
 Card of a nervous child, 162. 
 
 for recording defects, 99. 
 Cases of children, see List of. 
 Causes of fatigue, 142. 
 Cell of brain, 34. 
 
 galvanic, 35. 
 Character at adolescence, 189. 
 
INDEX 
 
 ed, 239, 241,245. 
 
 iiortality, 241. 
 'nt, 26. 
 
 ed, 15. 
 
 5 action of, 40, 
 
 lev. 
 
 33- 
 
 61. 
 
 3le V. 
 
 tion Conimit- 
 
 ■d, 219. 
 
 n mental fa- 
 
 J2. 
 
 of. 
 
 189. 
 
 Chest descril)ecl, 23. 
 girth, 24. 
 
 Chest nieasuieiiients, see Table IV. 
 
 measuring, 26. 
 Chieken-j3ox, 228. 
 Child, tile iiuiividnai. 70. 
 a work of nature, 74. 
 faults, 137. 
 in sleep, 40. 
 perfect, 156. 
 study, see Preface, 2. 
 Childhood, propositions conceri, 
 Chapter XIII., 238. 
 types of, 158. 
 varieties of, i. 
 Childishness, 142. 
 Children, crippled, 1S6. 
 delicate, 179. 
 dull and backward, 163. 
 dull and delicate, 182. 
 dull, not defective, 163. 
 epileptic, 184. 
 
 feebly gifted mentaily, 172. 
 fidgety, 113. 
 
 mentally exceptional, 170. 
 
 nervous, 158. 
 
 normal or average, 155, 156. 
 
 sub-normal and delicate, 182. 
 
 troublesome, 8, 53. 
 
 who need special training, 1S6. 
 
 with nerve-signs, 178. 
 Chorea, or St. X'itus's dance, 231. 
 Circular muscle of eyelids, 20. 
 
 law, 107. 
 Class assembling, 139, 223. 
 reading, 135. 
 
 teacher and physical exercises 
 208. 
 
 teaching, 124, 135. | 
 
 Classes of children, 3, II. ' 
 
 ofdefects,55, 97. \ 
 
 of signs, 55. 
 
 of special instruction, 187. 
 Classification of children in school 3 
 
 of childhood, ir. 
 
 253 
 
 Classification of defects, 55. 
 
 ot movements, 51, 92. 
 Clean windows in .school, 233. 
 Cleanliness, 222. 
 Cleft palate, 103. 
 Clenched hand, 85. 
 Clever boy, a thief, 171. 
 girl, bat! character, 172. 
 j Clinical thermometer, 230. 
 Cloak-room, arrangements, 234. 
 Clock, knowledge of, 130. 
 Clothes preventing movement, 42 
 
 43- 
 Clothing the child. 195, 226. 
 Coincident defects, 240. 
 Corns, counting of, 8. 
 Collar boni , 24. 
 Colour of face, 27, 28. 
 
 Common dlnesses of children. 227- 
 
 232. 
 Comparison, 122. 
 
 of early and late childhood, 190 
 
 ofboysandgirls, 239, 241, 245. 
 Complexion, 27. 
 
 Condy's (luid disinfectant, 231. 
 j Confusion, mental, 3, 213. » 
 I social, 136. 
 
 [ Consciousness signs of n, 137. 
 : Constructic: of budv, 17-23. " 
 
 Contagious illnesses, 224. 
 I Contagion, 227, 230. 
 
 , <^o""''^' of I'oys and girls, 239, 241 
 j 245. 
 
 I of ejiergetic and nervous hand, 92. 
 
 of older and younger children,' i6j 
 177-179. 
 
 ot passion and sleej), 148. 
 Control at adolescence, 197." 
 
 of hand, 3, 38. 
 
 through ear, 138. 
 
 through eye, 38. 
 Convulsive hand, 85. 
 Coordinate action, 133. 
 Coordination, 47, 201. 
 faulty, 48. 
 
!:'■ 
 
 (ill 
 
 \ 
 
 n: 
 
 W 
 
 ml 
 
 m 
 
 "J 
 
 254 INDEX 
 
 Co-relation, 240. 
 
 of defects, 241. 
 Corn, (lescri|)tion of, 73. 
 Coniigation, 106. 
 Corriigator imiscle, 20. 
 Counting by hand movements, 125. 
 
 of coins, 10, 128. 
 
 through eye, 128. 
 Cranium, or head, 19, 57, 
 
 bossed, loi. 
 
 defects of, 98. 
 
 descriijed, 19, 57. 
 
 large, 100. 
 
 small, 17, 100. 
 Cricketer, good, 167. 
 Criminal inheritance, 171. 
 Criminals, 246. 
 Crip|)les, 186. 
 Cutting teeth, 17. 
 
 Darwin, C, on expression, 82. 
 
 on movements in plants, 43. 
 
 on principle of antithesis, 82. 
 Dawn of mental faculty, 45. 
 Deaf boy, 176. 
 Deafness, causes of, 22. 
 
 causing dulness, 177. 
 
 in mouth breathers, 22. 
 Defect, bodily, 98. 
 
 of ear, loi. 
 
 of eyes, 28. 
 
 of eye-movements, 108. 
 
 of hearing, 30. 
 
 of heart, 5. 
 
 of sight, 28. 
 
 of speech, 114. 
 Defective children, 186. 
 
 cranium, 8. 
 
 development, 98. 
 
 expression, 105. 
 
 palate, 102. 
 Defects, card recording, 99. 
 
 classified, 55. 
 
 coincident, 72. 
 Deformed children, 186. 
 
 Dil.iyed expression, 46. 
 
 mental action, 125. 
 
 response, 1 13, 
 Deliiiicy, or low nutrition, 78, 179. 
 Delicate children, 179. 
 
 children, training, 214. 
 
 children, also dull, 182. 
 
 girls and boys, 239, 241, 245. 
 Dentition periods, 18. 
 D<'Scrii)tion of .1 child, 57, 155. 
 
 method of, 74, 150. 
 
 of a horse, 75. 
 
 1)1 natural (jbject, 74, 
 
 scientific, y^. 
 
 terms used, 74. 
 
 use of, 216. 
 Desks in school, 30, 66. 
 Development and growth, 27. 
 Developmental defects, 98. 
 
 miscellaneous, 104. 
 Diagnosis, 75. 
 Diameters of head, 58. 
 Diana, statue of, 79. 
 Diarrhoea in summer, 228. 
 Dictation, 136. 
 Difificult children, 8, 53, 
 Digits, fingers and thumb. 25. 
 Diminishing movement, 95. 
 Diphtheri.i, 229. 
 
 Discrimination of feeble chiMren, 173. 
 Diseases common among children of 
 scIkjoI age, 227-233. 
 
 preventive measures, 223. 
 Disengaged hand, 88. 
 Disinfection, 230. 
 Disorderliness of brain, 15. 
 Doctor's metliod of examination, 75, 
 
 243- 
 Dress of adolescence, 195. 
 
 of children, 226. 
 Drill, 91. 
 
 master, 203. 
 Drooping hand, 84. 
 
 of head, 67, 147. 
 
 of thumb, 83. 
 
INDEX 
 
 255 
 
 78. I79- 
 245. 
 
 7- 
 
 dren, 173. 
 :hildren of 
 
 nation, 75, 
 
 Dropping things, 132, 232. 
 Drowsiness, 66. 
 Dull children, 163. 
 Dull and delicate children, 182. 
 Dull and delicate with defects and 
 nerve-signs, 182. 
 
 expression, 105, 
 
 forehead, 107. 
 Dulness, mental, causes of, 3, 164. 
 
 Ear, external, described, 23. 
 
 external, defects of, loi. 
 
 mindedness, 138. 
 
 pleat or antehelix, 23. 
 Economy of brain-power, 95, 149. 
 Education, 1. 
 
 Effects of physical training, 248. 
 Efferent nerve-fibres, 36. 
 " Emilia Galotti," Lessing, 220. 
 Emotion, expression of, 94. 
 Energetic hand balance, 82. 
 Enumerating, 10, 12S. 
 Epicanthis of eyelids, 102. 
 Epilepsy, 232. 
 Epileptic fit, 232. 
 
 children, 184. 
 Estimating weight, 128. 
 Euclid, boy dull at, 170. 
 Eustachian tube of ear, 22. 
 Evolution of infant, 45. 
 Evolution of brain, 240. 
 Examination of a child, 119. 
 
 as to mental ability, 121. 
 
 of children by author, 5, 69, 79, 87, 
 Excessive movement, 10, 113, 206. 
 Exercises, eye-movements, 207. 
 
 finger movements, 123, 205, 207. 
 
 in imitation, 123, 207. 
 
 physical, 91, 123. 
 
 to remove faults, 179. 
 Exceptional children, 186. 
 
 mentally, 170. 
 Excitable children, 199. 
 Excitement, mental, 151. 
 Exhaustion, signs of, 145. 
 
 F:xprossion, defective, 105. 
 
 defective, liow to deal with, 200. 
 an. 
 
 delayed, 46. 
 
 in face, 61. 
 
 mobile, 77, 
 
 of anger, 149. 
 
 of emotion, 94. 
 
 of joy, 149. 
 
 of mental states, 150. 
 
 of mind by movement, 39. 
 
 of the abstract, 150. 
 
 passive, 72. 
 
 I)rincipie of antithesis, 81, 92. 
 External ear, 60, loi. 
 
 defects of, loi. 
 Extra-movements, 10, 206. 
 Eye, control through, 38. 
 
 defects of, 28. 
 
 diseases of, 227, 228. 
 
 flat (hypermetropia), 29. 
 
 focus of, 28. 
 
 long (short sight), 29. 
 Eyebrows knit, corrug.ition, 106. 
 Eyelids, 102. 
 Eye-mindedness, 38. 
 Eye-openings, 22, 104. 
 Eyesight, testing, 30. 
 
 how lost, 227, 228. 
 
 muscles of, 29, 65. 
 
 short, 29. 
 Eyes, exercises for, 96, 207. 
 
 eyes sunken, 19. 
 
 fulness under the, 107. 
 
 infliimed, 227. 
 
 movements of, 64, 108. 
 
 ulcer of, 228. 
 
 wandering, 109, 215. 
 
 Face, colour, 27. 
 described, 20. 
 expression of, 61. 
 expression wanting, 105. 
 free for expression, 88. 
 muscles of, 20. 
 
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 ^ ^7^ M 
 
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 •<i 
 
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 256 
 
 IXUEX 
 
 
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 Face, normal type, 59. 
 
 (il)S('rvation of, 62, 88. 
 
 oi infant, 49. 
 
 of low type, 59. 
 
 parts of, 62. 
 
 sniull, 104. 
 
 structure of, ao. 
 
 symmetry, 62. 
 
 types of, 59. 
 
 zones of, 62. 
 Facts to be described, 70. 
 Faculty of coordination, 47, 20I. 
 
 mental without words, 127. 
 
 social, 136, 189. 
 Falling body weiglit, 28, 231. 
 Family faults, 115, 199. 
 Farinaceous food, 226, 233. 
 Farmer's descriptions, 73. 
 Fat food, 225. 
 Fatigue, causes of, 142. 
 
 from ill ventilation, 142, 212. 
 
 mental, experiments on, 236. 
 
 no< necessarily unhealthy, 144. 
 
 signs of, 143. 
 Faulty response, 113, 115. 
 
 eye-movements, 138. 
 Features, coarse, 59, 104. 
 
 description of, 60. 
 
 individual, 60. 
 Feeble hand balance, in. 
 Feebly gifted children, 172. 
 Feeding infants, 226. 
 Feeling weights, 128. 
 Feelings, 11. 
 
 Feet unequally planted, 105, 159. 
 Fever, 223, 230. 
 
 scarlet, 229. 
 Fidijeliness, 140, 141. 
 Fidgety children, 113. 
 Finger exercises, 123, 205. 
 
 twitches, no. 
 Fits, see Epilepsy, 184, 232. 
 Fixed mental impressions, 214. 
 Flat eyes, 29. 
 
 nuse, 103. 
 
 Flexion of fingers, 25. 
 
 of head, 06. 
 Flower, observation of, 6. 
 Flower food, 226, 233. 
 Flushing of face, 22. 
 Focus of eyes, 2'J, 
 Fontanelle of head, 17. 
 Foo(J, 224. 
 
 for infants, 226. 
 Forehead, bossed, loi. 
 
 dull, 107. 
 
 narnnv, 101. 
 
 puckered, 93, 106. 
 
 ridged, 101. 
 Forge:fulness, 213. 
 
 case, 21. 
 Form and proportion, 70. 
 Free hand, 89. 
 Fright, hand in, 85. 
 Frontal bosses, 131. 
 
 muscles over-acting, 106. 
 
 region, 10 1. 
 
 ridge, loi. 
 
 zone of face, 62. 
 F'rowning, see Corrugation, 106, 
 
 how to deal with, 209, 211. 
 F'ulncss under eyes, 107. 
 Furrows in forehead, 107. 
 
 Gait, 125, 205. 
 
 Galvanic cell, comparison, 35. 
 
 Games, 125. 
 
 General balance defective, 105. 
 
 Girl, adolescent, in school, 197. 
 
 clever but bad, 171. 
 Girls and boys, 239, 241, 245. 
 
 delicate, 179. 
 
 growth of, 26. 
 
 school attendance irregular, 246, 
 Glasses, see Spectacles, 29. 
 Gras|)ing an orange, 38. 
 Gregarious children, 7. 
 Grinding teeth, 138. 
 (irinning, 112, 
 Grouping of children, 155. 
 
INDKX 
 
 257 
 
 Grniipinq of defects, 55. 
 Growth and development, 27. 
 
 of body, 60. 
 
 of brain, see Table V. 
 
 of head, 17. 
 
 of infants, 6, 16. 
 
 rapid, 26. 
 
 small, 103, 
 
 Habits, 93, 242. 
 
 change at adolescence, 189. 
 Hand, bones of, 25. 
 
 convulsive, 85. 
 
 energetic balance, 82. 
 
 exercises, 123. 
 
 feeble balance, iii. 
 
 free for observation, 89. 
 
 guided by eye, 38. 
 
 in fright, 85. 
 
 in rest, 84. 
 
 nervous balance, 80, no. 
 
 nervous, contrasted with energe 
 81. 
 
 normal balance, 67. 
 
 occupied, 88. 
 
 postures, 80. 
 
 straight, 68. 
 
 thumb drooped, 83. 
 
 types of balance, 109. 
 weak balance, 84, 109. 
 writing, 130. 
 Hands, blue and cold, 104. 
 
 normal balance, 68. 
 Hard work at adolescence. 191, 197. 
 H'jad, at school age, 18. 
 balance of, 66. 
 defects of, 98, 109. 
 described, 19, 57. 
 infant's. 16, 
 large, 100. 
 
 measurements, 17, 58. 
 measuring, 57. 
 movements, 66. 
 postures of, 65. 
 small, 17. 
 
 tic. 
 
 Headaches. 152. 
 
 causes of. 151. 
 
 from Iwd ventilation. 142. 
 
 from want of spectacles, 152. 
 Health of body, 27. 
 
 promoted by tr.iining. 95. 149. 
 Healthy fatigue, 144. 
 
 spontaneity, 95. 
 Hearing, testing. 30. 
 Heart, defect of. 5. 
 Height, measuring, a6. 
 
 and weight, increase of. Table HI.. 
 32. 
 
 for ages, see Table H.. 31. 
 High sciiool. visit to. 12. 
 Home and school. 146. 
 Homes, healthy, 223. 228. 
 Horse, description of. 73. 
 Horse-chestnut bud described, 219. 
 Hovell, Dr. I'. Mark, on hearing. 32. 
 Humerus, bone of arm. 24. 
 Hygiene in school-life, 223. 
 
 mental, a science, 235. 
 Hypermctropia. flat eye, 29. 
 Hysteria, 196. 
 
 Illiterates at marriage, 247. 
 Ul-mannered children, iqg. 
 Illnesses, comiiion to children. 226. 
 Ill-nourished children. 78. 
 Illusions in children, 132. 213. 
 Imaginative children. 126. 
 Imbeciles, 48. 
 moral, 170. 
 Imit.ition. exercises in. 122, 
 f.ii ulty tested. 123. 
 of teacher. 132. 
 Immobile expression, 72. 
 Impressions made. 49. 
 
 mental fixed. 214. 
 Inaccuracy, 136. 
 Inaccurate reading. 2. 
 Inattention, 140. 142. 
 Incendiary tliild, 171, 
 Incisor teeth, 17. 
 
?^ 
 
 
 258 
 
 INDEX 
 
 ' 
 
 Inclination of head balance, 66. 
 Increase of height and weight, see 
 
 Table III., 32. 
 Increasing movement, 94, 95. 
 Index of brain, the face, 61. 
 
 the hand, 67. 
 Individual child, 70. 
 
 parts, 6. 
 Infant, the, 16. 
 
 brain, 44, 48. 
 
 dawn of mental faculty, 43. 
 
 evolution, 43. 
 
 feeding, 226. 
 
 head, 16. 
 
 head, small, 17. 
 
 ill-nourished, 78. 
 
 mortality, 241. 
 
 movements of, 44. 
 
 weight of, 16. 
 Infant school, 48. 
 Infectious illnesses, 226. 
 Inflamed eyes, 227. 
 Inheritance of crime, 171. 
 
 of delicacy, 180. 
 
 of eye-defects, 29. 
 
 of headaches, 152. 
 Insane parents, children of, 170, 171, 
 
 172. 
 Institution life, 240. 
 
 Intelligence indicated by movement, 6. 
 Introspection, a mental habit, 126. 
 Iris of eye, 19. 
 Irregular balance, 105. 
 Irritability of brain, 142. 
 
 of temper, 145. 
 
 Joking, use of, 96. 
 Joy, expression of, 149. 
 Judgment, faculty of, 122. 
 
 Key, Professor, on laws of growth, 
 
 189. 
 Kindergarten, 48. 
 Kitten, observation of, 6. 
 Knitting eyebrows, corrugation, 106. 
 
 Laboratory, psychological, Preface. 
 Large ears, loi. 
 
 head or cranium, 100. 
 Lateral curvature of spine, 91. 
 Latin, bright boy dull at, 2. 
 Laughing, uses of, 95. 
 Laughter, 63. 
 Lavater, 58, 71. 
 Lavatories in school, 234. 
 Laws of health, T97, 222. 
 
 of mental fatigue, 236. 
 Leaf, shape described, 218. 
 Leonardo di Vinci on ugliness, 76. 
 Lessing, analysis of poem, 220. 
 Letter-writing, 121. 
 Light, in schoolroom, 233. 
 
 effects of, on plants, 78. 
 Lips, thick, 60, 104. 
 
 not closed, mouth breathing, 22. 
 Literature, analysis of, 220. 
 Lobe of ear, 23, loi. 
 Long eye (short sight), 29. 
 Looking at children, 91. 
 Lordosis, bending of back, ill. 
 Low nutrition, 78, 179. 
 Lumps on head, loi. 
 Lying, 212. 
 
 Maimed children, 186. 
 Malnutrition of children, 78. 
 
 of plants, 79. 
 Management at adolescence, 197. 
 
 of delicate children, 235. 
 Masseter muscle, 20. 
 Meals, regularity of, 191, 225. 
 Measles, 229. 
 Measurement of body, 26. 
 
 of chest, 26. 
 
 of head, 58. 
 
 of height, 26. 
 Meat, 225. 
 Memory, faults of, 132. 
 
 faults of, causes, 133. 
 
 testing, 121, 135. 
 Mental action delayed, 125. 
 
 
INDEX 
 
 259 
 
 Mental action cxprossed by move- 
 ment, 39. 
 
 action spontaneous, 139. 
 
 arithmetic, 122. 
 
 confusion, 3, 213, 
 
 duiness, 163. 
 
 dulness. causes of, 3, 164. 
 
 dnlness from ear-defect, 177. 
 
 dulness from oye-dcffct, 169. 
 
 dulness and development defect, 72. 
 
 dulness and nerve-signs, 72, 248. 
 
 excitement, 94, 1:51. 
 
 faculty tested uitliout words, 127. 
 
 faculty, testing, 122. ' ! 
 
 fatigue, 236. 
 
 Aiults, 326. 
 
 hygiene, 235. 
 
 physiology, 133. 
 
 preoccupation, 140. 
 
 science, 235. 
 
 states, 94, 124, 126. 
 
 stress, 107, 159. 
 
 tests, 120. 
 
 tests without words, 128. 
 
 training of nervous children, 215. 
 
 training of weak children, 214. 
 Mentally defective children, 170. 172. 
 
 exceptional children, 170. 172. 186. 
 
 feeble children, 172. 
 Metacarpal bones of hand, 25. 
 Metaphysician's questions, 75. 
 Method of mental examination, 120, 
 
 128. 
 Method of observing children, 53. 
 of physical training, 206, 209. 
 
 Microkinesis, spontaneity of infancy, 48. 
 Milk as food, 224. 
 
 teeth, 17. 
 Mind beyond observation, 11. 
 
 expressed by movements, 39, 
 Mirror used in eye-training, 207. 
 Mobile expression, 'jj. 
 Molars, back teeth, 18. 
 Money, counting, 8, 128. 
 Monotonous speech, 115, 121. 
 
 Moral imbeciles, 170. 
 Mortality o* infants, 242, 
 Mouth, 22. 
 
 breathing, 22, 114. 
 
 kept open, 22. 
 
 movements of, 63. 
 
 small, (ic, 104. 
 
 Movement, an index of brain-action, 10, 
 124. 
 
 Movements classified, 51, 94. 
 contracted through eye, 38, 
 expressing mental states, 10, 40. 
 of amis, 25. 
 of eyes, 64. 
 of face, 63. 
 of lianils, 25. 
 of head, 66. 
 of infant, 43. 
 of small parts, 90. 
 reflex, 89. 
 
 series of increasing, 94. 
 series of diminishing, 95. 
 series of uniform, 93. 
 spontaneous, 93. 
 
 spontaneous.lessatadolescence.iSS. 
 I symmetrical, 63. 
 
 Motor action of brain, 38. 
 
 I Muscle, jihysiology of, 38, 203. 
 
 , Muscles and lirain, 33, 
 
 corrugation, 20. 
 ' frontal, 20. 
 j orbicularis oculi, 20. 
 
 of eyes, 19, 65. 
 I of face, 20. 
 
 of mastication, 20. 
 
 strengthened by drill, 96. 
 
 temporal, 20. 
 
 used in drill, 91, 96. 
 Muscular action, 38. 
 
 sense to be trained, 128. 
 Myopia (short sight) , 29. 
 
 Narrow palate, 102. 
 
 Nasal bones wide, 103. 
 
 " Nathan the Wise " (Lessing), 220. 
 
26o 
 
 IXDKX 
 
 U: 
 
 ■ h ■ 
 
 N.itural object described, 6, 217. 
 N.iture's works, 74. 
 Near sij;lit, ag. 
 Nerve t i-lls, 34. 
 
 tenlres. 34. 
 
 centres act separately, 47. 
 
 currents, 38. 
 
 fibres 34, 36, 
 
 signs, 10, 15, 61. 
 
 signs abnormal, 105. 
 
 signs and defective development, 
 'lal)le VIII.. 250. 
 
 signs, iniscellaiU'ous, 112. 
 
 signs reniovrd l)y training, 248. 
 
 signs and mental dulness, 72. 
 Nervous child described, 139. 
 
 child card of defects, 162. 
 
 chiiti schedule, 161. 
 
 cliildren are gregarious, 7. 
 
 children, training ot. 214. 
 
 liand balance, So, iio. 
 
 speaker described. 140. 
 Niobe. 'itatue, 85. 
 Normal child described, 57, 155. 
 
 child schedule, 157. 
 
 face, "59. 
 
 hand balance, 67. 
 Nose, 17. 
 
 and throat, 22. 
 
 defects of, 103. 
 
 flat, 103. 
 Niunber. knowledge of, 122. 
 Nutrition, low or defective, 78, 179. 
 
 signs of, 28. 
 
 Object lesson, 6, 217. 
 Objective study, 74. 
 Objects described, 73. 
 Observation of child, 54. 
 
 means seeing, 76. 
 
 of facts, 76. 
 
 of weight. 128. 
 
 points to look at. 90. 
 
 principles of, 74. 
 Observing individual child, 54, 
 
 Openings for eyes, 22, 104. 
 Ophthalnii.i, 227. 
 Orange, child looking at. 38. 
 Orbicularis oculi muscle, 20. 
 
 lax, 107, 
 Orl)its, or sockets of eyes, 17, 19. 
 Over-action of frontal muscles, 106. 
 
 mobile children, 113. 
 
 smiling. 112. 
 
 overworked boy, 168. 
 
 Pain, triining to bear, 152. 
 I'alate arched, 103. 
 
 and speech, 114. 
 
 cleft, 103. 
 
 defects of, 102. 
 
 narrow, 102, 
 
 V-shaped, 102. 
 P.ile children, 27, 28. 
 Palm of hand contracted, 84, 86, 109. 
 Palpebral fissures, eye-openings, 22. 
 
 defect of, 104. 
 Paper-cutting. 91. 
 Paralysed cliildren, 186. 
 P.uents, advice to, 222, 226. 
 
 aspect o' a child, 147, 164. 
 
 and teachors, 4, 147. 
 Parts of an object, 6. 
 
 of body moving, 6, 25, 90. 
 Passion described. 148. 149. 
 Passive expression, 72. 
 Peevishness, 141, 
 Percentage of school children, I. 
 F'erfect child, 156. 
 Perfection in art, 76. 
 Period of dentition, 18. 
 
 of growth. 189. 
 Permanent teeth. 18. 
 Pe//f »/a/ (epileptic fit) 184, 232. 
 Physical exercises described, 123, 207, 
 
 and metaphysical, 75. 
 
 exercises, uses of, 96. 
 
 facts observed, 70. 
 
 science, methods of. 73, 74, 150. 
 
 training by class teacher, 208. 
 
 i; 
 
 WA-.-i.t. 
 
INDEX 
 
 26 r 
 
 Physical training at adolescence, 191 
 
 training, results of, 248. 
 Physiognomy, 58, 70. 
 
 and brain state, 71, 100. 
 and mental dulness, 72. 
 Lavater, 58. 
 Sir C. Bell, 71. 
 Physiology of brain-action, 37. 
 of muscular growth, 38, 203. 
 Pigeon-breasted (rickets), 233. 
 Pigmentation of skin, 27. 
 Plant seedling, 43, 78 
 Plants ill-nourished, 78. 
 Pleat of car, anfohelix, 23. 
 Poetry, analysis of, 220. 
 Points to look at in child, Chap, IV. 
 for observation faulty, Chap. VI. 
 of view of doctor, 243. 
 of view of parent, 147, 164. 
 of view of teacher, 54. 
 to look for in child, Chap. VI. 
 Police court cases, 171. 
 Postures, asymmetrical, 91. 
 observation of, 91. 
 of back, 91. 
 of head, 65. 
 of hand, 80. 
 or balance in body, 87. 
 Potentiality of the child, 49. 
 Pouting, 64. 
 
 Precocious children, 127, 216. 
 Preoccupation, mental, 140. 
 Principle of antithesis, 8r. 
 Principles of classifying movements, 92. 
 involved in description, 74. 
 involved in mental tests, 131, 133. 
 involved in nerve-signs, 81, 92. 
 involved in observation, 73. 
 Profane children, 199. 
 Profile view of child, 140. 
 
 head, 57. 
 Prognosis, what will happen, 75. 
 Pronation movement of hand, 25. 
 Proportion of body, 70. 
 
 of children in population, i. 
 
 Propositions on childhood, see Chap 
 
 XIII. 
 Protuberance of forehead, loi. 
 
 of lips, 60, 64. 
 Psychological laboratory, Preface. 
 
 research, 236. 
 Psychology, 75. 
 Puckering of forehead, 106. 
 Pupils of eye, 19. 
 Pupil of eye large in excitement, 65. 
 
 small in sleep, 138. 
 Purposes of education, i. 
 
 I Radius, bone of arm, 24. 
 i Rage, described, 148. 
 Rashes on skin, 223, 229. 
 Ravenous appetite, 158. 
 Reading aloud, 119, 134. 
 Reasoning faculty, 122. 
 faculty tested, 122. 
 fLiculty tested without words, 129. 
 Reciting, 135. 
 Reflex action, 89, 93. 
 
 excess of, in fatigue, 141. 
 Regulate movement without stopping 
 
 it, 48. 
 Regularity of meals, 191, 225. 
 of hours of sleep, 197. 
 of school attendance, 246. 
 Relaxation of muscle of under-eyelid, 
 107. 
 last in laughter, 107. 
 sign of headache, 153. 
 sign of fatigue, 143. 
 Repeating the question, 115, 120. 
 Report on a child, 157. 
 on a school, 11, 14, 73, 
 on 100,000 school children, 5, 69, 
 79, 87. 
 Respect demanded by children. 189. 
 Response in action defective, 113. 
 Responsibility of teachers, 52, 132. 
 Rest during daytime, 139. 
 hand balance in, 84. 
 hours of, 197. 
 
262 
 
 iM)i:\ 
 
 II? i 
 
 
 1' 
 
 I 
 
 s 
 
 Uetina of the eye, 29. 
 Kibs of chest, 34. 
 Rickets di'scritx-d, 233. 
 ki(lK<" <>'i forelicad, 101. 
 Rotation of iiead, 66. 
 
 St. Vitus's dance, or cliorea, 231. 
 Scarli't ffver, ^29. 
 
 Schedule for d<'scril)ing a child, 56. 
 Schedules filled in, see Cases, 157. 
 School afie, i. 
 
 and home, 146. 
 
 children, classification of, 3. 
 
 children entering, 223. 
 
 children, ex.iniination of 100,000, 5, 
 69. 79. 87. 
 
 cloak-room, 234. 
 
 desks, 30, 66. 
 
 lavatories, 234. 
 
 life, 191, 240. 
 
 reports, 14, 73. 
 
 training, 240. 
 
 training at adolescence, 191. 
 Schoolroom hygiene, 222. 
 Schools in Sweilen, 189. 
 Scientific methods of description, 74, 
 
 ISO- 
 observation, 73. 
 Scowling, see Corrugation, 106. 
 Seedling plant, growth of, 43. 
 
 ill-nourished. 78. 
 
 movements of, 43. 
 Seeing before thinking. 9. 
 Self-consciousness, 196. 
 Self-control, 196. 
 Self-protection, 121. 
 Sense, muscular, 128. 
 
 of number, 122. 
 
 of responsil)i!ity, 197. 
 
 social, 121, 136, 189. 
 
 weight, 128. 
 Series of movements, 94. 
 
 diminishing, 95. 
 
 spreading, 94. 
 
 uniform, 93. 
 
 Shallow forehead. loi. 
 .Sliort children, 103. 
 Sight, dfffcts of, 28. 
 
 how lost, 227, 228. 
 
 short (myo|)ia), 29. 
 
 testing. 30. 
 Signs of aniL-inia at adolescence, a8, 195. 
 
 classiheil, 55. 
 
 of biam-action, 38. 
 
 of defective development, 98. 
 
 of exhaustion, 145. 
 
 of fatigue. 143. 
 
 of headaches, 151. 
 
 of illness, 223. 
 
 of malnutrition. 78. 179. 
 
 of mental action, 39. 
 
 of nervousness, 159. 
 
 value of, 53. 
 Silly children, 136. 
 Skull or cranium, 19, 57. 
 Slammmg the door, 212. 
 Sleep, 40, 138, 147. 
 
 hand balance in, 84. 
 
 head balance in, 66. 
 
 pupil of i-ye durinii. 41, 138. 
 
 regular hours of, I'ji. 
 
 teeth i^round in, 138. 
 Sleeping badly, 138. 158. 
 
 infant, 40. 
 Slouching gait, 10:5. 
 Slow action, 113. 
 
 mental action, 124. 
 Small children, 103. 
 
 face, 104. 
 
 head, 17. 
 
 in growth, 103. 
 
 mouth, 60, 104. 
 
 pupils. 41. 
 Smiling, 112. 
 Social children, 7. 
 
 confusion, 136. 
 
 liabits, 136, 189. 
 
 knowledge, lai. 
 
 salute, 136. 
 
 sense, 121, 136, 189. 
 
 iiiMir — rwnfim 
 
INDKX 
 
 263 
 
 Spnsm in stammerinj,', 95. 115. 
 Spectacles, use of, 29. 
 Spci trcs, or illusions, 152. 
 Spf'fcli, 120. 
 
 and palat*', 114. 
 deft'cts of, 114, 115. 
 monotonous, 115, 121. 
 Spine, construction of, 23. 
 
 curved, 91. 
 Spontant-ily, to be regulated, 41. 139. 
 Spontaneous brain-action, 41, 47, 
 movenicnt, 93, 95. 
 movement and mental action, 200. 
 movement at adolescence, 188. 
 movement in chorea, 231. 
 movement in infant, 43, 48. 
 movement not to be stopped, 42,48 
 movement to be controlled, 139. 
 thougliis, 127, 139. 
 Spreading disease, 229. 
 Spreading movement, 94, 95. 
 movements in passion, 149. 
 of laughter in school, 160, 196. 
 Squinting, 30. 
 Stammering, 95, 115, 
 
 boys, 117. 
 Still object, observing, 7. 
 Stimulants to be avoided, 197, 224. 
 Stimulation, 42. 
 Stimulus to brain, 42. 
 Stooping, 92. 
 Straight hand balance, 68. 
 
 hand, thumb drooped, 83. 
 Summer diarrhcea, 228. 
 Supination, hand movement, 25. 
 Swedish drill, 208. 
 
 schools, 189. 
 Swimming bath, use of, 334. 
 Symmetrical balance of body, 61. 
 movements, 63. 
 movements of head, 66. 
 Symmetry of face, 62. 
 Sympathetic nerve, 23. 
 
 Talk with a child, 119, 121. 
 
 Tape-mrasure useful. 58. 
 Tea, ill effects of excess, u,y. 
 Teacher and parents, 4, 147. 
 exhausted, 12. 
 responsibility, 52. 
 Teacher's \w\n\ ot view, 54. 
 Teeth ground, 138. 
 Teething, 17. 
 'I'elling the time, 130. 
 Temper irritable, 145, 
 TemiH-raiiue of body, see Thermome- 
 ter, 230. 
 of air, 223. 
 Temporal muscle, 20. 
 'Jesting accuracy of movement, 123. 
 comparison, 122. 
 faculty without words, 127. 
 hearing, 30. 
 
 judgment by weights, 128. 
 memory, 121, 132. 
 mental ability, 127. 
 muscular sense, 128. 
 sight, 30. 
 
 sight by watch and clock, 130. 
 Tests, mental, summary of, 133. 
 Thermometer, use of, 230. 
 Thinking a!)out a child, 141. 
 Thorax, chest described, 23. 
 Thumb drooped, 83. 
 Thurman, Dr., Table, 33. 
 Time, learning to tell the, 130. 
 of meals, 191, 225. 
 of sleep, 191. 
 Tired teacher, 12. 
 Tongue, protrusion of, 94. 
 Tooth-grinding in sleep 158. 
 Training at adolescen-:: -, 191. 
 attention, 201. 
 brain-action, 139. 
 delicate children, 214. 
 eye-movements. 96, 207. 
 mental, 135, 155, 201, 220. 
 observation, 6, 76. 
 physical, 206. 
 physical, results of, 248. 
 
w 
 
 m li 
 
 264 
 
 INDEX 
 
 Tniining, sense of weight, 128. 
 
 speech, 120. 
 
 spontaneity, 48, 139. 
 
 to rt'inove faults, 179, 209, 211. 
 'riiinscription, 136. 
 Trotihlcsome children, 8, 53, 
 'rnithfiilncss. 189. See Lying. 
 Ta itching rmK<Ts, no. 
 Type of pcrtcctJDn, 156. 
 
 of printed booic, 30. 
 
 tests of sifjht, 30. 
 Types of children, 154. 
 
 of faces, 59. 
 
 Ulcer of eye, 228. 
 Ulna, bone of arnr, 24. 
 Unconscious movement, 212. 
 Uniform movement, 93. 
 Untruthfulness, 212. 
 Usefulness of descriptions of chil- 
 dren, 5, 216. 
 Using eyes badly, 2, 169, 207. 
 
 Value of money, 8, 128. 
 Varieties of children, i, 11. 
 Vaulted palate, 103. 
 Vegetables, 225. 
 Ventilation, 223. 
 
 Visit to liigh school, 12. 
 
 Vocabulary, lao. 
 
 Voice, monotonous, 115, lai. 
 
 test of hearing, 30. 
 Volume of head, 58. 
 Voracious appetite, 158. 
 V-shaped palate, 102. 
 
 Wandering eyes, 109, 215. 
 Want of food, 78, 180. 
 Watch, test of hearing, 30. 
 
 test of sight, 130, 
 Water-drinking, 224. 
 Weak hand balance, 84. 
 Weighing child, 26. 
 Weight, falling, 28. 
 
 increase of, at age, 189, 190. 
 
 of children at ages, 16. 
 
 sense of, 128. 
 Weights as tests, 128. 
 Will, II. 
 
 Windows of schoolroom, 233. 
 Word-spacing, 121. 
 Work, hard, at adolescence, 191. 
 
 Young and older children, 188, 192. 
 
 Zones of the face, 62. 
 
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