Minnesota Child Study- 
 Association
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 This book is DUE on the last date stamped below 
 
 m 
 
 ** 
 

 
 HANDBOOK 
 
 MINNESOTA 
 
 CHILD STUDY ASSOCIATION, 
 
 CONTAINING 
 
 Suggestions for the Study of Children. 
 
 PREPARED BY 
 
 E. A. K1RKPATRICK, 
 S. H. ROWE. 
 
 ISABEL LAWRENCE, 
 A. W. RANKIN, 
 
 LILLIAN BLAISDELL. 
 
 PRINTED BY THE ASSOCIATION FOR THE USE OF MEMBERS. 
 / 2.4-33 
 
 Price to Those not Members, Thirty Cents. 
 
 WINONA, MINN.: 
 
 Jones & Kroeger, Printers, 
 
 L897; 
 
 mi 37 m*
 
 ) 3 
 
 HISTORY OF THE ASSOCIATION. 
 
 1.2.433 
 
 The way was paved for the organization of this association 
 by letters sent to the educators of the state by Prof. M. V. ( )'Shea. 
 The first step toward organization was taken at the Summer 
 School Congresses held at the University in August, 1895, when 
 a committee consisting of Prof. L. H. Galbreath, Supt. S. S. 
 Parr and Miss Marietta L. Pierce was appointed to prepare a con- 
 stitution. The organization was effected at the holiday meet- 
 ing of the State Educational Association by the adoption of the 
 constitution reported by the committee and by the election of 
 officers. About 80 persons joined at this meeting and as many 
 more during the year 1896. A very few have withdrawn from 
 the Association and a number have joined this year (1897 I. 
 
 The first Secretary-Treasurer of the Association, L. H. ( ral- 
 breath, before he left the State, in June, 1896, sent out eight 
 communications to members treating of the following topics: 
 Communication I., Child Study Literature: II.. Eyes of School 
 Children and Their Defects; III., The Use of Stories and The 
 Child a Volume to be Read; IV.. Plan and Method in the Study 
 of Children and Thurber's Outlines for the Study of Children's 
 Reading; A'., Rythmic Sense. Movement and other Unnoticed 
 Educative [nfluences; VI.. A Plan for the Study of Memory; 
 VII., A Study of Unexpected and Incorrect Answers of Child- 
 ren; VIII., A Study of Unexpected and Irrelevant Questions of 
 Children. Besides the communications, there were sent to the 
 members pamphlets published by the Iowa and the Michigan 
 departments of public instruction and a special child study 
 number of School Education. 
 
 The communications sent out by the present secretary are 
 as follows: IX.. G-eneral Remarks to Members, The Dull Child 
 the Wise Man's Problem, Children's Habits. A Study of Child-
 
 1 
 
 Experiences with Money, Sound Blindness, Adolescence, 
 Mental [mages and Test of Accuracy of Incidental Attention and 
 Memorj ; X., < ihild Study Literature; X 1. < Mitline for reportinu; 
 Attempted [mprovement of a School and a Pupil. This hand- 
 book and a Bpecial child study aumber of School Education will 
 ;1 | >( , be sent to all members who have paid their dues this year. 
 
 The supply of all the above communications, except a few 
 copies of VI., VII., VIIL, X. and XI., is exhausted, but the most 
 valuable parts of Borne of them are reprinted in this pamphlet. 
 
 The meetings of the Association bave been a round table 
 and business meeting at the time of organization, a child study 
 day at the Educational meetings at the University Summer 
 School, in L896, and a round table and Annual meeting at the 
 time of the Minnesota Educational Association, in the holidays. 
 < >ther meetings will he held this year, in August, at the Univer- 
 sity ami at St. Paul when the State Educational Association 
 
 meet-. 
 
 The importance of tin- subject of child study to teachers 
 has been recognized by the Department of Public Instruction 
 by the employment <>f three persons to present the matter to 
 the students in tlm various Summer Schools of the state. The 
 persons appointed lor this service were s. S. Parr, President of 
 our association; E. A. Kirkpatrick, Secretary: and d. A. Nan- 
 dyke, one of the corresponding secretaries. 
 
 At the last Imsines^ meeting a committee of live, consisting 
 of E. A. Kirkpatrick, S. II. Rowe, lsahel Lawrence A. \V. Kan- 
 kin, and Lillian Blaisdell, was appointed to prepare plans for 
 child study, and this pamphlet is tin- result of their efforts in 
 that direction. It is intended to he what its mime implies, a 
 "hand book" For continuous reference and use by all members 
 and of permanent value to all persons doing any thing in the line 
 ihild Btudy. 
 
 The secretary of the association will he glad to correspond 
 with members a- to work in child study, receive reports and aid 
 in Bpecial investigations in every possible way.
 
 5- 
 
 CONSTITUTION OF THE MINNESOTA CHILD 
 STUDY ASSOCIATION. 
 
 ARTICLE I. 
 
 Name — The name of this organization shall bo the Minne- 
 sota Child Study Association. 
 
 ARTICLE II. 
 
 Purpose — The purpose of this Association shall be the pro- 
 motion of child study. 
 
 ARTICLE III. 
 
 Officers — The officers of this Association shall be a presi- 
 dent, elected for a term of two years, a secretary-treasurer elected 
 for two years, and three directors elected at first for terms of 
 one. two and three years respectively and thereafter, unless for 
 vacancies by death, or resignation, one each year for a term of 
 three years. The officers above named shall constitute the 
 executive board and shall have control of all general business of 
 the Association under forms and limitations customary in such 
 bodies. In all elections voting shall be confined to those who 
 have paid their current membership fees. 
 
 ARTICLE IV. 
 
 Membership — Any person actively engaged in educational 
 work, or any other person who will sign the membership roll as 
 a pledge to cooperate by active participation in the work of the 
 Association, may. by prepayment of fifty cents into the treasury 
 of the Association, become a member of the same. 
 
 ARTICLE V. 
 
 Meetings — The meetings of this Association shall be of 
 two kinds: general meetings representing all members and 
 centers, and particular meetings of loeal eenters. Each kind of 
 meeting shall occur at such times and places as the body t«> 
 which it belongs shall determine. All elections shall be by 
 open nominations and written ballot. All orders shall be sub- 
 ject to the usual parliamentary restrictions.
 
 6 — 
 
 BY-LAWS. 
 
 1. Ali membership fees shall go into the general treasury, 
 provided that no such receipts go t<> expenses of officers or other 
 outlay of a particular nature unless ordered at the annual meeting. 
 
 2. The local organizations shall he by means of centers or 
 round tables which shall organize, hold at least three meetings 
 per year, pay fifty cents per member into the general treasury 
 each year, follow the directions of the parent society and con- 
 tribute observations and reports properly when called upon. 
 
 :; The Association shall make at Least one general printed 
 report each year after the first year and one within this year if 
 desirable. 
 
 1. This Association shall seek to become a department of 
 the Minnesota State Educational Association. 
 
 r>. The executive board shall be empowered to appoint a 
 
 first, B6C I and third vice-president to serve each for one year 
 
 anil whose duty it .-hall be to organize and manage local center-. 
 
 6 Amendments to this constitutions and to these by-laws 
 
 may be adopted at any regular meeting of the Association pro- 
 vided that such amendments be reported to the executive com- 
 mittee at hast twenty-four hours before they are acted upon by 
 the Association.
 
 7 — 
 
 OFFICERS. 
 
 President— S. S. Parr, St. Cloud. 
 
 Vice Presidents — First. Charles F. Koebler, Mankato; 
 Second, Henry S. Baker, St. Paul; Third, Harlow Gale, Minn- 
 eapolis. 
 
 Secretary-Treasurer E. A. Kirkpatrick, Winona. 
 
 Advisory Board — Dr. W. A. Mayo and Dr. Charles Mayo, 
 Rochester; Dr. John H. James, Mankato: Dr. J. C. Boehm, St. 
 Cloud; Dr. Chas. N. Hewitt, Red Wing; George A. Merrill, 
 State School, Owatonna; Inspector Geo. B. Aiton, Minneapolis; 
 Supt. W. W. Pendergast, St. Paul. 
 
 < 'orresponding Secretaries — A. E. Engstrom, Cannon Falls; 
 L. C. Lord, Moorhead; K. W. Buell, Spring Valley; George 
 R. Kleeberger, St. Cloud; F. V. Hubbard, Red Win-: Edgar 
 George, St. Peter; E. E. Mclntire, Glencoe; J. A. Vandyke, 
 Wabasha; .Miss Sarah C. Brooks, St. Paul; Mrs. C. L. Place, 
 St. Paul; Mrs. Alice M. Cooley. Minneapolis: D. E. Cloyd, 
 Cloquet. 
 
 Financial <ni<l Business Executive Hoard R. E. Denfeld, 
 Duluth; A. W. Rankin. Minneapolis; Miss Gertrude O. Ellis. 
 
 Austin.
 
 8 — 
 
 PURPOSES OF CHILD STUDY AND OF OUR 
 ASSOCIATION. 
 
 Children have always beeD studied more or less by parents 
 and teachers but not until recently have they been studied by 
 scientists or in a scientific way. Our association and similar 
 ones in other states aim to increase the interest in child study, 
 awaken an appreciation of its importance and direct it in such 
 a way that it will he more systematic, more scientific and more 
 sympathetic. 
 
 'Idle purpose most prominent in the minds of parents and 
 teachers in the study of a child or a group of children is that 
 they may understand them better, know how to deal with them 
 more successfully and how to more wisely guard their physical, 
 intellectual, emotional, volitional and moral development. The 
 association recognizes this, and the chief aim of this pamphlet 
 i- t < • offer suggestions that will help parents and teachers attain 
 t hese objects. 
 
 dentists who study children have another purpose in view. 
 A scientist is trying to discover general truths about children, 
 lh- i- mil trying to discover the peculiar characteristics of a 
 child which he wishes to influence hut to find out what is true 
 of all children, or < >f children of certain ages under certain con- 
 dition- He pants to learn these truths either because of his 
 love of truth and desire to know all that can be known about 
 children, jus! as other scientists wish to find out all they can 
 about plant- and animal-, or else, because he wishes to get a 
 me other science, as that of education. The latter 
 i- nio-t frequently the purpose of the scientific study of chil- 
 dren, for it is now pretty "jiierally recognized by thoughtful 
 educators that few of the educational questions now under dis- 
 cussion as t<> com-.- of study, methods of teaching, etc., can be 
 Bettled except by a more accurate determination of general truths 
 the nature and development of children.
 
 -9- 
 
 As has been said parents and teachers are usually most in- 
 terested in the first aim of finding out particular truths about 
 particular children with the expectation of making immediate 
 use of such knowledge, yet they can gain their own ends better 
 by learning what has already been found out about children in 
 general and it is also possible for them to supply the specialist 
 seeking for general truth with valuable facts which he can get 
 in no other way. Parents and teachers should therefore not 
 only study children for their own purposes, but should assist as 
 much as possible in procuring data for specialists. It is also 
 profitable for teachers occasionally to tabulate the results of 
 some study of their school and make generalization as to child- 
 ren of a certain age, sex or class. It will have a broadening ef- 
 fect on the teacher and make it possible for her to more intelli- 
 gently judge of the ability and characteristics of an individual 
 pupil as compared with the average. Parents will also be profit- 
 ed by a comparison of their own observations with those of 
 others and with generalizations that have been made. 
 
 In preparing the suggestions and outlines in this pamphlet 
 the second or scientific purpose of child study lias been kept in 
 mind as well as the first and the interests of parents as well as 
 those of teachers have been considered. Some of the obser- 
 vations and tests will be of most value in getting data for the 
 establishment of general truths, others will have their principal 
 value in what is learned in making the observation or test while 
 some will be valuable for both purposes. Some of the sug- 
 gestions are best suited for the teacher, others for parents, and 
 all persons using the smreystions should consider carefully the 
 purpose of the set of suggestions they are about to use and the 
 conditions under which they can best be carried out. It is 
 hoped that all members will cooperate in the attainment of both 
 purposes of child study, sending any data they collect to the 
 secretary or other designated person and correspond freely with 
 him as to the best means of carrying out suggestions. 
 
 To study children successfully, a knowledge of psychologi- 
 cal terms and familiarity with what has already been done in 
 child study is helpful, though not absolutely necessary. ( \nilion 
 in making inferences and drawing positive conclusions and 
 patience and perseverance to pursue the study till the truth is 
 fully revealed, are still more important requisites for successful
 
 10 — 
 
 child study, luit the only characteristic that is absolutely es- 
 sential, is a genuine sympathetic interest in children. Let no 
 
 one therefore attempl to carry out any of these su'_r:_ r,, -tions in 
 
 any other spirit. 1 1' any of the studies are made as matters of 
 mere curiosities or amusement the children will detect it and the 
 
 result will he valueless ami perhaps injurious. 
 
 HEREDITY AND HOME INFLUENCES. 
 
 The teacher should take a personal interest in each pupil 
 
 and seek to understand him by studying his hereditary tenden- 
 cies and the influences outside of school that are affecting his 
 development. The following facts are generally significant and 
 can usually he learned by an ohservant. tactful teacher from in- 
 cidental observation and conversation with pupils, from tests 
 ted in other parts of this pamphlet and from personal 
 conversation with parents, who. if approached in the rightspirit 
 will take pleasure in talking about the characteristics of their 
 children. In sending reports to the secretary or other desig- 
 nated person, of observations or tests, the age and sex of the 
 
 pupils should always he given and in most cases it would be 
 
 helpful to send some or all of the other facts suggested below. 
 Name i> in it accessary. 
 
 Age of child Sex Number of brothers and sisters — Order 
 in which child comes (counting oldest as first) Nationality of 
 hither of mother of grandparents if known -Color of hair 
 ••nid e V es of lather of mother Size ami build of father — of 
 niothe'- ('dor of hair and eyes of child Size (for age) and 
 build of child Has father or mother, or grand-parents any 
 marked physical or mental peculiarity and if so is it shown by 
 the child? [f so, is it certainly inherited or may it be the result 
 of imitations? Has the child any peculiarity such as exceptional 
 temper L_ r ""d or bad, or any unusual bodily or mental power or 
 defect which causes him to be treated differently* from what he 
 would otherwise he by parents ,,,- associates? Ts the child's 
 health good now? Has he ever had any serious illness? What?
 
 — 11- 
 
 ■ — How early did he learn to walk? to talk? At what age did 
 he start to school? — Record anything remembered by child or 
 parents as to early impressions and experiences especially those 
 of his first term of school- Has he disliked school at any time 
 and if so at what age and under what circumstances? What is 
 the degree of education of father? — of mother?— What is the 
 occupation of the father? What as to the kind and amount of 
 reading matter in the home? What as to the kind and amount 
 of reading done by the child?— What kind of company has and 
 does the child keep? — Is he leader or follower? What does he 
 do outside of school? — What are his favorite games? What 
 plans has he had or does he have now as to what he will do 
 when grown?— Has his life been spent in country, village or city, 
 and has he taken any long journeys? 
 
 HABIT. 
 
 Education is the process of forming habits of movement, 
 thought, feeling and action. The teacher should, therefore, ob- 
 serve closely the effects of all general school exercises and rules 
 and of all methods of study and recitation upon the habits of 
 the school as a whole and upon each individual, and parents 
 should make corresponding observations in the home. It should 
 be remembered that a habit is an acquired tendency to do a cer- 
 tain thing under certain conditions and the exact conditions, 
 both external and internal, under which the habit being studied 
 is performed and the effects of changing those conditions should 
 be carefully noted. One can study the habits of children much 
 more intelligently and sympathetically if he first observes his 
 own habits and tries breaking one or two of them, such as the 
 pronunciation of a word, the use of a certain phrase, the taking 
 of a certain route between two places, the order in which shoes 
 or other articles of clothing are put on, the place in which some 
 article of common use is put. Since so many habits originate 
 in imitation, the outlines given below include suggestions bear- 
 ing upon that as well as upon habit. If it is thought best chil- 
 dren may be given an object-lesson on the power of habitby ask- 
 ing them to do something they do every day in a different way
 
 — VI 
 
 in. 111 what they are used to doing it. The outline Is prepared 
 for teachers but much of it can be used by parents with slight 
 
 rhaii- 
 
 I. 
 
 1. Look Cor instances of imitation of teacher in voice, lan- 
 guage, gesture, expression of face, attitude, ways of doing things 
 and any mental or moral characteristic. 
 
 2, Note similar imitations of classmates and other persons 
 and imitations of what has been read about. 
 
 :;. Note whether the imitations are unconscious or inten- 
 tional and persistent. 
 
 1. Give special attention to those that are liable to lead to 
 the format ion of good or had habits of conduct and to those 
 that are liable to help or hinder progress in the subject being 
 studied. 
 
 5. Not ice whet her in any case the tendency to imitate is 
 bo strong as to prevenl originality or so weak as to retard the 
 formation <>f desirable habits. 
 
 II. 
 
 1. Note whether there are any habits common to the class 
 as a whole or ti» nearly all of its members that interfere with 
 good order and successful work during the recitation. 
 
 ■_'. Notice what efforts, if any, are made to change those 
 habits by the teacher and the effects of such efforts. 
 
 III. 
 
 I. Select one or more pupils for special study and note 
 down all the attitudes, movements, phrases and actions that 
 seem to \«- characteristic and more or less habitual. 
 
 :'. Note especially habits that are commendable and those 
 that interfere with the pupil's besl and most rapid development. 
 
 ::. Determine the origin of as many of the habits as pos- 
 sible 
 
 I. Notice at what time of the day and under what cir- 
 cumBtances the undesirable habits manifest themselves. 
 
 Note any change in the habits that seem to be taking 
 place and especially the effects of the efforts of the teacher to 
 modify them.
 
 -13- 
 
 6. Discover, if you can. whether there is any one trait or 
 habit that is the principal one and at bottom the cause of all 
 the others. 
 
 7. State what means you think should be used to correct 
 bad habits and preserve good ones in the pupils studied. 
 
 8. Note what habits of studying or doing things are being 
 formed by the pupils in each subject studied that will be of ad- 
 vantage or disadvantage to them. 
 
 ATTENTION. 
 
 It is evident to everyone who has given the matter thought 
 that time spent in talking to inattentive pupils is largely if not 
 wholly wasted. The pupil also who fails to concentrate his 
 attention during the study period learns little or nothing. It is 
 important therefore that every teacher should be familiar with 
 the signs and causes of attention and inattention that she may 
 waste no time in giving instructions or directions to inattentive 
 pupils. The ability to read the signs of attention, determine 
 the causes, and apply the right nutriment or remedy can only 
 be gained by practice. The following outline prepared by our 
 former secretary L. H. Galbreath, will be found helpful in guid- 
 ing such practice. 
 
 A STUDY OF ATTENTION IN CLASS WORK. 
 
 1. Signs of attention. 
 
 (a) How is attention to class work manifested, in 
 bodily attitude, in actions, in questions, in answers, in repro- 
 ductions or in voluntary participation? What help may come 
 from this study? 
 
 (/>) Can you find any si^ns peculiar to individuals? 
 What manifestations are very general? What help may come 
 from a knowledge of the peculiarities of attention? 
 
 (c) What variations in signs are discoverable in re- 
 lation to time of day, to subject, to method, or to attitude of 
 teacher?
 
 11 
 
 2. ( londition of attention, 
 
 (a) Ajre the conditions of heat, light, atmosphere, seat- 
 ing and of seeing and hearing in class work conducive to good 
 attention? In what cases not? 
 
 (6) Are the physical conditions of the child's body 
 with respect to health, degree of fatigue and muscular activity 
 anil experience conducive to attention? In what cases not? 
 
 (c) What social events <>r experiences at home in 
 school or in the neighborhood perceptibly affect the attention 
 to school room duties? 
 
 ill) How is attention conditioned by previous shall/ in 
 school or out of school as in reading, travel and the like? 
 
 '.'>. Power of attention. 
 
 i a ) What difference can you note in your children's 
 ability to grasp thought? Can they attend equally well to 
 matters of difficult interpretation? 
 
 i // 1 What differences in intensity are discernible? Is 
 this difference noticeable in all subjects? Does it vary with the 
 time of day? 
 
 (c) l> there a difference in the rapidity of attending to 
 the matter of instruction? What variation is found in this? 
 
 (d) Can you find any peculiarities in attention in your 
 pupils ilue to "eye-mindedness" or "ear-mindedness" or other 
 special mental type? 
 
 1. Stimuli to attention. 
 
 i u ) W li.it external Influences are operating to affect the 
 pupil's attention either in direction or intensity? 
 
 (fe) Through what senses is he receiving stimuli? 
 
 i . i What of these are Bubjecl to control by teacher and 
 
 what not ?
 
 15 
 
 PERCEPTION AND APPERCEPTION. 
 
 Observation may be made upon perception incidentally out- 
 side of school work, and in school work whenever the pupils are 
 studying oral or visual words, objects, pictures or maps, and up- 
 on apperception in connection with almost every subject. When 
 the work of a class requires visual or auditory perception the 
 teacher should note whether the external conditions of light, 
 angle of vision, and distances are favorable for all the pupils to 
 see or hear what is being presented and whether the internal 
 condition of attention is also present. In every lesson she 
 should ask herself "What knowledge does the class already have 
 that they can use in understanding what is being studied?" 
 And should notice whether they recall and use most pleasure- 
 ably knowledge gained, (1) from personal experience, (2) from 
 reading or hearsay, or ( )! ) from the study of this or other sub- 
 jects in school. 
 
 In observing an individual pupil, the condition of his sight 
 and hearing with reference to where he sits should be considered, 
 then the teacher should try to form a judgment as to the quick- 
 ness and accuracy with which he perceives as compared with 
 other pupils and to determine how far good or poor perception 
 in these respects is due to apperceptive knowledge. It will be 
 interesting ;ilso to note the characteristics of the pupil's percep- 
 tion as to classes of objects he observes or qualities noticed first, 
 whether it is better in visual or auditory perception, whether lie 
 notices essential or non-essential qualities and whether he seems 
 most interested in beauty, use or peculiarities of objects.
 
 16- 
 
 IMAGINATION. 
 
 In reading, history, geography and arithmetic, objects not 
 present to the senses are frequently named and the ideas the 
 children gain depend upon the clearness and accuracy of the 
 images suggested by the words and the power the pupils have of 
 combining them in the right way. The teacher, therefore, 
 should always in connection with such exercises ask herself 
 what mages need to be formed and what basis in sense percep- 
 tion '. le pupils probably have for forming the correct images and 
 I ->w r uch power of making the proper combination they proba- 
 bly possess. The language used by pupils in reciting and their 
 responses either in words or drawings to the question as to just 
 how they have represented the object or scen>3 (e. g. a banana 
 tree or the battle of Trenton) in their own minds are soim 
 ways in which an observant teacher can find out how pupils . 
 using their imaginations. 
 
 In studying individual children the teacher will find that 
 some have better reproductive imaginations than others, i. e. 
 can roproduce in their minds more vividly and accurately their 
 ]>;ist sense impressions; some have better constructive imagina- 
 tion i. e. can modify their images by enlarging them or by put- 
 ting together images of what they have perceived according to 
 directions so as to form images of what they have not seen, while 
 still others have more of a creative imagination i. e. have the 
 tendency to modify and combine images according to their own 
 notions. The latter kind of imagination is shown especially in 
 play, and original drawing and story writing. It will also be 
 found thai a large proportion use visual rather than auditory or 
 other images. A knowledge of these facts will enable the teacher 
 to moie intelligently instruct children and to give each one the 
 training most needed.
 
 17 
 
 MEMORY. 
 
 In studying memory the teacher should seek especially to 
 discover what kinds of mental images are most used and .what 
 kind of groupings and associations are most helpful. The, kind 
 of images most used is of special importance in spelling and 
 can often be determined by noticing the kind of mistakes ',iade, 
 in spelling words. Special tests given elsewhere and obser- 
 vations as to whether what is given orally or what is read si- 
 lently is remember ,1 best and how much memory is assisted by 
 •• or repeating will help to determine whether children are 
 visual, auditory or motor type. 
 
 As to association the teacher should note how much better 
 pupils remember facts that are grouped than those given hap- 
 hazard, and what kind of grouping seems most favorable to 
 memory also as to how much memory is helped by association 
 with . objects, pictures, word pictures, diagrams, or with any 
 >_ ^p of facts already known. She should also notice how far 
 in reproducing, pupils follow the order in which the facts were 
 given and when they vary the order whether any other order is 
 substituted. The amount that pupils can best learn at one time 
 and the frequency of review required should also receive watch- 
 ful attention. Individual peculiarities in all these respects as to 
 kind of facts best remembered and permanency of memory 
 should be noted.
 
 L8 
 
 INCEPTION AND REASONING. 
 
 I ii observing evidences of these higher intellectual processes 
 the way in which words are usrd, defined and truths applied 
 should be noted, for the meaning attached to a word constitutes 
 i ,ne's concept, and the forming of general truths and the applica- 
 tion of them involve reasoning. The teacher should continually 
 watch to see that pupils are not getting wrong ideas of things 
 aboul which they are studying, and to see that they really have 
 the right idea of words supposed to be familiar. In determining 
 jusl what their ideas are and how to correct them, it will be well 
 lor lie' teacher to consider whether the idea has probably been 
 gotten (a) from direct experience (b) from description or defi- 
 nition or i ei by inference from the way in which the word is 
 used in connection with other words whose meaning is known. 
 I n trying to give pupils a general notion or concept (for example 
 whai a prime number or an adverb is), they should not only 
 learn the characteristics or the definition but should be tested as 
 to their ability to recognize the characteristics in concrete 
 examples. In the attempts of pupils to thus recognize or 
 classify, the teacher should notice whether mistakes are due to 
 imperfecl knowledge of the characteristics of the class or to the 
 hick of discrimination of the particular characteristics of what 
 is being classified and then act accordingly. 
 
 In studying reasoning the teaoher should notice how many 
 examples are required before different pupils make a generali- 
 zation and how ready they are to apply a general truth they 
 have learned. If mistakes are made note what likeness the 
 pupil has probably siezed upon and whether mistakes are due 
 ("i to choosing wrong characteristics (/>) imperfect discrim- 
 ination of characteristics (c) lack of knowledge of the general 
 truth to be applied id) lack of power of attention to keep sev- 
 eral ideas in mind till a conclusion can be reached.
 
 — 19- 
 
 GENERAL OUTLINE FOR RECORDING JUDGMENTS 
 
 AS TO A CHILD'S INTELLECTUAL ABILITY 
 
 AND PECULIARITIES. 
 
 Name— Age— Sex — Nationality- 
 
 Other significant facts. (See "Heredity and Home Influ- 
 ences.'"') 
 Attention. 
 
 Habit of attention as to degree- 
 In class. 
 When studying. 
 Power of attention — 
 
 As to time he can attend. 
 As to readiness with which he can change. 
 As to the number of things he can keep in mind at once 
 without confusion. 
 Characteristics of attention — 
 
 Are there any signs of attention peculiar to himself 
 
 which a teacher should know? 
 Are there any subjects or conditions in which he shows 
 marked attention or inattention? 
 Perception and Apperception. 
 Perfectness of sense organs. 
 Quickness of perception. 
 Accuracy of perception. 
 Peculiarities of perception. 
 Apperceptive knowledge — 
 Amount. 
 Kind. 
 Readiness in using. 
 
 Imagination. 
 
 Reproductive — 
 
 Vividness. 
 
 Accuracy. 
 
 Kind of image most used. 
 Constructive — 
 
 Readiness. 
 
 Accuracy.
 
 — 20 — 
 
 Creative — 
 Power. 
 
 Does tendency to create interfere with accuracy of per- 
 ception or construction or memory? 
 Is imagination aesthetic, intellectual or inventive? 
 
 Memory . 
 
 Kind of image most used. 
 
 Which is remembered best, thought or words? 
 
 Power of memory — 
 
 In daily lessons. 
 
 In review. 
 Does he often recall facts without knowing where they be- 
 long? 
 Does he often recognize as correct what he was unable to 
 
 recall ? 
 Is his memory for any kind of facts especially good or poor? 
 Does he associate facts in a systematic way? 
 
 Conception and Reasoning. 
 
 Concepts — 
 
 Number. 
 
 Perfectness. 
 
 In what linos best? 
 Reasoning — 
 
 Ability to follow reasoning. 
 
 Tendency to reason for himself. 
 
 Tendency to generalize. 
 
 Tendency to apply general truths. 
 
 Accuracy of reasoning. 
 
 Is reasoning especially good or poor in any subject? 
 
 The above gives a brief form for recording the results of a 
 Btudj of individual children. In all cases the child should be 
 compared with others of his class and age, and adjectives should 
 indicate whether he is average, or above or below average, little 
 or much. The teacher will find the making out of a few such 
 reports as this profitable in giving definiteness to her obser- 
 vations and they will be of much more value to the teacher to 
 whom the pupil next goes than a mere record of standing. 
 Such reports would also be very valuable to a superintendent in 
 settling difficult cases of promotion. The following form quoted 
 from Communication XI may also be found valuable.
 
 -21 
 
 
 ATTEMPTED IMPROVEMENT OF A SCHOOL AND 
 
 OF A PUPIL. 
 
 I. 
 
 If at the beginning of your school this year, or at any time 
 since, you found the school as a whole or any class as a whole, in 
 an unsatisfactory state, either as regards conduct or scholarship 
 in any particular study, please describe as fully and clearly as 
 possible, giving concrete illustrations, (a) the condition; (b) 
 the cause of the condition; (c) the means you have taken to 
 correct it; (d) the results. 
 
 II. 
 
 Describe any pupil who has given you trouble, either as re- 
 gards behavior or learning, covering the following points: 
 
 1. Age and sex of child. 
 
 2. Nationality and education of the parents, and any other 
 significant facts about the home surroundings of the child. 
 
 3. Condition of the child as regards physical peculiarities 
 or defects, particularly those of sense organs or movements, 
 (describe any means you have used to determine perfectness of 
 eye or ear). 
 
 4. Mental peculiarities that you have noted. 
 
 5. A full account of the undesirable actions or the defects 
 in scholarship which you wish to correct. 
 
 6. What you have found to be the probable cause of his 
 or her present condition. 
 
 7. What you have done to remedy the defect. 
 
 8. Results of the various means used, and the present con- 
 dition of the child. 
 
 A detailed description of one case is better than a general 
 description of many, and it is especially important that the facts 
 upon which your opinions are founded should be given defi- 
 nitely.
 
 ...» 
 
 SPECIAL STUDIES AND TESTS. 
 
 With the exercise of a little tad a teacher can profitably 
 use many of the suggestions outlined below as a means of 
 getting better acquainted with 1km- pupils and in some instances 
 of collecting valuable data. They can be used as language 
 
 m or as tests, or games in general exercises, being intro- 
 duce.! by a few remarks calculated to rouse an interest in the 
 subject ami lead them to express themselves freely and frankly, 
 or do their best and most rapid work as the test may require. 
 
 Ai TOBIOGE \ I'll N . 
 
 In a language lesson pupils may be told what an autobi- 
 ography is, then told to write one. If an outline is given them 
 the following will Serve. 
 
 I. Name, age and place of birth and occupation of father. 
 
 -. Earliest recollections. 
 
 '■',. Places lived in and journeys taken. 
 
 I. Studies and school experiences. 
 5. Other interesting experiences and facts. 
 In connection with the above or at another time the follow- 
 ing subject and outline may be given. 
 
 PLEAS \NT THINGS TO DO. 
 
 1. What I like to do now in the way of work, play or read- 
 ing. 
 
 ■_'. What I would like to do sometime. 
 
 \n EXPERl ENCES W ll'll MONE1 , 
 
 I . Gi II > ai/ money. 
 
 I. Experiences in earning money, what was done, when, 
 why. and how many t i 1 1 1 • 
 
 -■ Experiences in receiving money as a gift or allowance; 
 from whom, under what circumstances. 
 
 :; . How I should like to get money when grown and why: 
 in what business, and which .vould be Wetter, to work for money 
 or to have it given to one without working?
 
 23 
 
 II. Saving tinmen . 
 
 Experiences in saving money: where it was kept, how long, 
 for what purpose and was it finally spent for that purpose? 
 
 III. Spending money. 
 
 1. Description of different ways in which it has been 
 
 spent. 
 
 2. What I would do with the money it' 1 had ;i chance to 
 gel fifty cents ;i day for a mouth. 
 
 :;. Which would be most desirable, and why. to have 
 clothes, hooks and playthings bought by parents or to receive 
 money to buy them? 
 
 4. Which would be best, to have rive dollars to-day, ten 
 a year from now or one hundred, ten years from uow? 
 
 children's reading. 
 
 1. (Jive the names of all papers or magazines that you 
 read regularly or hear read, stating which one you like best ami 
 why. 
 
 •1. State as accurately as you can the number of books that 
 you have read outside of school since the beginning of this 
 school year. How many of these did you read more than once 
 or had you read before? 
 
 3. Give the names of as many books that you read this 
 year as you can. 
 
 •4. State which one you like best and why. 
 
 5. Which of your school subjects do you like best and for 
 what reason if you know'." 
 
 Questions similar to the above should be asked every year. 
 
 QUESTIONS A.BOUT LAST DEAR'S \\<>KK. 
 
 Any teacher especially one who knows what her pupils had 
 last year will have a flood of light thrown upon children's inter- 
 ests and memory, and upon the question of what subjects and 
 methods are most impressive by asking questions in regard to 
 last year's work, such as the following, and by giving them a set 
 or two of last year's examination questions. 
 
 What did you study about last year in geography? 
 
 Name some of the "pieces" you read in your reader last 
 year and give all you can remember about one of them.
 
 24— 
 
 TEST OF \i'U;\<\ "l MENTAL IMAGES \M' OF INCIDENTAL 
 ATTENTION AND MEMORY. 
 
 I. Without measuring, draw a horizontal Line one inch 
 long and another five inches. 
 
 2 State in inches how high and how far across a vessel 
 must be to hold a quart of milk. 
 
 3. Draw lines to represent the actual height and distance 
 
 - of the larger size of fruit and vegetable cans usually sold 
 in groceries. 
 
 I. State in inches the size a vessel must be to hold a 
 gallon. 
 
 5. State in feel the distance between the tracks made by 
 wagon wheels. 
 
 6. Which way do the seeds of an apple point? 
 
 7. Which leave oul first in the spring, willows or oaks? 
 Which lose their leaves first ? 
 
 8. I low many legs and how many wings has a fly? 
 '.'. How much does a brick weigh? 
 
 1<>. How long has it been since the World's Fair? 
 
 1 I. Ask how long since some recent event known to all and 
 not definitely associated with an announced date. 
 
 L2. Ask the q umber of pane- of glass in some window all 
 have Been frequently. 
 
 13. Ask the distance between two well known objects. 
 
 1 I. Ask the number of houses on a well known street for a 
 block or t w< >. 
 
 1"). Have the pupils sit quietly with hands folded then 
 give a signal and after the lapse of a minute another, then ask 
 how loim the t ime has been. 
 
 ll. -T OF IMAGINATION AND REASONING. 
 
 1. If you were to walk directly west five miles how far 
 would you be from the schoolhouse? 
 
 2. Two men sis miles apart walked directly toward each 
 other, one walking two miles and the other three: How far 
 apart were they then? 
 
 3. Two men were three miles apart on a north and south 
 line and one walked north two miles and the other south three 
 
 miles: How far apart were they then?
 
 — 25 — 
 
 1. Two men on an east and wesl line were four miles apart 
 and they both walked west, the west one three miles and the 
 east one two miles: How far apart were they then? 
 
 5. If it is worth sixty cents to saw a cord of wood making 
 two pieces of each stick what will it be worth to saw it making 
 three pieces of each stick? 
 
 6. "If you were shipwrecked on a island of the sea and you 
 found in one corner of the island an old house of logs and part 
 of an old wooden boat with broken arrows in the bottom of it, 
 what would these things tell you?" 
 
 The children should be given plenty of time to write all 
 they want to on the above story taken from Barnes' "Studies in 
 Education.'" The problems can be given in lower grades as 
 well as higher and perhaps receive equally as many correct 
 answers. 
 
 TESTS OF DISCRIMINATION. 
 
 The simplest test of discrimination is to judge which is the 
 Larger of two nearly equal lines drawn, or held slanting one to 
 the right and the other to the left, or to draw lines equal to 
 those shown, or to bisect narrow slips of paper laid in a certain 
 position. The simplest color test is to have them select a color 
 from a number of colors like one shown. Auditory discrimina- 
 tion may be tested by having the pupils tell which of two 
 sounds produced by dropping weights from slightly different 
 heights is the louder, or which of two notes sounded on an in- 
 strument is tin- higher. 
 
 Discrimination and perception may be tested by having 
 pupils try to recognize various objects by touch, taste, smell or 
 sound. Such tests may be a sort of a game for little folks in 
 general exercises with advantage to both pupils and teacher. 
 The teacher should notice what relation exists between power of 
 discrimination and mental ability as shown in the other work of 
 the school. 
 
 TEST> OF MENTAL AND MOTOK QUICKNESS. 
 
 1. Have pupils make vertical marks as rapidly as possible 
 for ten seconds. 
 
 2. Have them write figures beginning with 1 and writing 
 in order as rapidly as possible. 
 
 3. Have them write numbers beginning with 2 and count- 
 in*; bv twos.
 
 26 — 
 
 I. The a '■'•■ 'nit beginning with one. 
 
 5, The same as '.'> and I with higher numbers. 
 
 Tests similar t>> this should be made in connection with all 
 drill work in arithmetic as a means of measuring the rate of 
 progress. The teacher should notice what relation there is be- 
 tween quickness and accuracy in movement and quickness and 
 accuracy in mental operations. 
 
 ( >lder pupils may lit- tested as to mental quickness and also 
 as to peculiarity of association by having them write words in 
 columns as fast as they can think of them for three or five 
 
 minutes. 
 
 M EMOR1 \\l> M ENT \l. I M \of. TEST. 
 
 The following prepared by Miss [sabel Lawrence and sent 
 oul as Communication VI can be used both as a memory test 
 and as a means of determining the kind of images most used by 
 pupils: 
 
 Make a list of eight or ten familiar monosyllables, so ar- 
 ranged as to avoid association. 
 
 1. One list marked "A" presented, one word at a time, on 
 cards so that each is clearly seen. When the last word is with- 
 drawn, the pupils write then a paper marked "Sight A." 
 
 2. Pupils now listen to another list of the same number of 
 words marked "15." After these words have Ween pronounced 
 distinctly in succession, the pupils write them on a paper marked 
 
 3 ' M i < I B." 
 
 3. Take the same list as in "2," or the one marked "B," 
 vary the order, and presenl to sight as list "A" was presented in 
 •"1." Pupils write them on a paper marked "Sigh! P>. " 
 
 I. Take the same list as in "1," list "A," vary this in order, 
 and pronounce as in "2." Pupils write this list on a paper 
 marked •■Sound A." 
 
 The papers should he collected after each exercise. 
 
 Caution: All pupils should hear and see distinctly. The 
 
 purpose of the test is not to detect defective eye-siijht or hear- 
 
 Cards similar to those to be used should be presented 
 
 before the test. 1 1' pupils cannot see or hear distinctly, have 
 
 them change their .-,ats to places where they can. 
 
 N report like the following can be made. Notice that a col- 
 umn is left for ear and eye tests which may be correlated with 
 this.
 
 21 
 
 Name of pupil 
 
 John Smith 
 
 
 
 Grade .... - 
 
 Fourth 
 
 
 
 Age .... 
 
 10 
 
 
 
 Total number of words given 
 
 20 
 
 
 
 *Total number reproduced in sight test 
 
 7 
 
 
 
 Total number reproduced in hearing tesl 
 
 18 
 
 
 
 Words substituted in sight tesl 
 
 Fiend 
 
 
 
 Words for which substituted 
 
 Friend 
 
 
 
 Words substituted in hearing test 
 
 
 
 
 "Words for which substituted 
 
 
 
 
 fSense test, — sight - 
 
 8 ft. 7 in. 
 
 
 
 {Sense test, — hearing 
 
 10 ft. 5 in. 
 
 
 
 Scholarship : Reading 
 
 Very Poor 
 
 
 
 Spelling 
 
 Poor 
 
 
 
 Observation, -nature study 
 
 Good 
 
 
 
 Arithmetic 
 
 Very Good 
 
 
 *A word should be counted as reproduced when it is recognizable as the word pre- 
 sented, even though it be misspelled. 
 
 tSense tests: Sight— distance at which Letters one-half inch long are distinguished. 
 tSense test-: Bearing— distance at which the ticking of a watch is bsard. 
 
 Several important pedagogical questions may receive light if 
 extensive Child Study be undertaken in this direction, and con- 
 tinued for a number of years. These questions are largely in 
 the realm of language, and will govern the method of giving 
 children clear and distinct percepts of words, a process so im- 
 portant to ready reading, correct spelling, and possibly ready 
 speaking. Possibly experiment may extend beyond the limit of 
 words, but I confine myself to them in the following questions 
 suggested for solution: 
 
 1. Are there ear-minded people who take in words by sound. 
 even though they see them? 
 
 2. Are there eye-minded people who take in words by siudit. 
 even though they only hear them? 
 
 :;. If "1" and "2" should be answered affirmatively, is this 
 characteristic due to education? Is it inherited? Is it due to 
 defects of sight or hearing'.-' Can we. as Ballief thinks, make 
 children ear-minded or eye-minded at will? 
 
 To answer the last question. ••:!." tests of sighl and hearing 
 which are usually used in Child Study should be correlated with 
 these tests. 
 
 4. Do the majority of pupils take in words by both meth- 
 ods equally welly See Articles of Eye and Ear Mindedness by
 
 — 28 — 
 
 Prof. Bryan, University of Indiana, p. 77 ( .». Pro. N. E3. A.. 1893. 
 Also Supt. Balliet's Address, p. 756. 
 
 5. Can the child who is car-minded become eye-minded. — ■ 
 and vice \ ersa? 
 
 6. If it is possible to change ear-minded pupils to eye- 
 minded, is it desirable? 
 
 Shall we adapt our methods of leaching so as to reach the 
 ear-minded pupil through hearing? Shall we teach him to study 
 by methods which appeal to the ear. while we use the reverse 
 process with the eye-minded? Or shall we try to train ear- 
 minded pupils to acquire by the eye? 
 
 7. Which class, ear-minded or eye-minded, include the best 
 readers and spellers? Prof. Bryan, Supt. Balliet and Dr. Gran- 
 ville differ in their answers to these questions. Is demonstra- 
 tion possible? 
 
 It is suggested thai at least three tests should be made of 
 each child, one at least with the child separated from his class. 
 These tests are still better if made by different teachers. 
 
 Slighl differences in the number of words should be disre- 
 garded. If a pupil tested several times invariably reproduces 
 four or more words more by sound than by sight, or if his sub- 
 stitutions are such as would naturally take place if one heard 
 the word in taking in the impression, he may be safely pointed 
 out as ear-minded. Similar conditions may prove a pupil eye- 
 minded. 
 
 Tests repeated for succsssivc years may prove whether pu- 
 pil- change in this respect. 
 
 SOME SUGGESTIONS FOR OBSERVATIONS BY 
 PARENTS. 
 
 OBSERVATION ON INFANTS AM) Voi'Xt; CHILDREN. 
 
 1. Taste. When does the child come to like salt or sour 
 and does it com,' to like bitter at all or naturally ? Describe the 
 substances used and the circumstances under which these tastes 
 first became agreeable. ('The question about bitter will have 
 much bearing on the hygiene and ethics of tobacco and bitter 
 stimulating drinks. ) In experiments the solid or liquid sub- 
 
 sta - need n"t be Bwallowed but placed on the tongue till some 
 
 reaction is noted then wiped or rinsed off.
 
 29 — 
 
 2. Color. When does the child notice colors? Which 
 colors first? Tested with its choice of hooks of differenl bind- 
 ings or with Bradley or Prang color papers what are its two or 
 three preferred colors? Does it seem to dislike any or merely 
 not notice them ? 
 
 3. Memory. Note some average sample of memory. Aje 
 more memories connected with pleasurable or painful things? 
 Are the longest memories about painful or pleasurable things? 
 
 4. Association. Note the time and describe the first cnses 
 of acquired association, e. g. movements showing expectation of 
 the bottle with the putting of a cloth under the chin or with the 
 sight of a bottle filled or empty, etc. 
 
 5. Shame and Cleanliness. Note time and describe first 
 cases. Do they seem to you instinctive in the children or ac- 
 quired? 
 
 ('). Reasoning. Some of the first cases of what seem to you 
 reasoning. More complicated ones up to school age. 
 
 The above suggestions were prepared by Prof. H. Gale, of 
 the University of Minnesota. Minneapolis, and persons making 
 any of the above observations will do a greal Eavor by Bending 
 their results to him. 
 
 SUGGESTIONS FOR THE STUDY <>F LANGUAGE DEVELOPMENT. 
 
 The development of language and of thoughl also can best 
 be studied by observing and recording children's vocabularies 
 during the period from one to four years when they are learning 
 to use language and have not yet so many words thai it is almost 
 impossible to keep a record of new ones. r l "his is a study which 
 it is possible for every parent to make to a greater or less extent 
 and secure data that will have at least some scientific value. 
 
 The development of speech in children may be studied either 
 as a process of learning to make certain series of movement i. e., 
 those of the vocal apparatus involved in pronouncing words or 
 as a process of thoughl development in which the concept or 
 classifications adopted by people generally are Learned by the 
 child. The more knowledge one has of these two processes the 
 more intelligently they can study and record Language develop- 
 ment, yet without such knowledge a study and record of some 
 value may be made.
 
 -30- 
 
 The method used may be that of keeping pencil and paper 
 ; ,t hand and recording every new word as it is used or that of 
 making a special study of the child's vocabulary at regular 
 intervals of from one to six months and recording all the words 
 used ;it that time In making records observe the following 
 points and send the vocabularies to the secretary, who is collect- 
 ing as many vocabularies as possible, especially of children 
 about two years of age. 
 
 1. Record words that arc used by the child with a distinct 
 meaning rather than words merely repeated after some one, or 
 words understood but not spoken by the child himself, (though 
 Beparate lists of the last two classes of words may be kept if 
 desired I 
 
 •J. Indicate (a) how each word is pronounced, if there is 
 any peculiarity of pronunciation, i b) what part of speech the 
 word is, as used by the child, (c) the meaning the child attaches 
 to the word, if it differs in any way from the ordinary meaning. 
 
 :;. Record all words including names and different forms 
 of the same word ;is "be", •"am", "walk", "walked". 
 
 I. Keep a record of characteristic phrases and sentences 
 used by the child at different ages. 
 
 5. Send with the v< >ea 1 hi la ry, (a) a statement of the 
 method of recording it. 1 1> > of the policy pursued as regards 
 teaching the child words eil her direel ly or indirectly by refusing 
 to supply wants not expressed in words, (c) the principal facts 
 mentioned under Beredity and Home [nfluences, especially 
 those with regard to brothers and sisters and other companions. 
 
 SUGGESTIONS FOE PARENTS' AND TEACHERS' MEETINGS. 
 
 If. in every school district in city, village and country par- 
 ents and teachers would meet once a mouth and frankly discuss 
 the conditions most fav'orahle to the best development of children, 
 there would he a greater improvement in school and home man- 
 agemenl of children during the next year than there has ever 
 been in any previous ten years. The following is the plan for 
 organizing such meetings adopted in Detroit: ''It was proposed 
 to organize ft league in each school district of the city of which 
 every woman in it. regardless of creed, color, nationality or en- 
 vironment should be asked to become a member. Itwasdecided 
 to have the meetings of those Leagues held in the school buildings
 
 :;i 
 
 once every month, after the regular work for the day was over. 
 At each of these meetings which were to be presided over by a 
 regularly elected principal (usually the principal of the school >, 
 there were to be free discussions among the mothers and teachers 
 upon the topics best suited to aid in the proper development of 
 the child."' The following are some of the topics suggested Eor 
 discussion by Mrs. Eliza Bert Gamble of Detroit. 
 
 DISCIPLINE. 
 
 1. (o) Do you think corporal punishment ever acces- 
 sary? 
 
 (&) If so. do you think it a good means of punish- 
 ment for all children? 
 
 (c) Has it an injurious effect upon nervous children, 
 and in what way? 
 
 (</) Does it tend to make children cowardly or rebel- 
 lious, and has it a hardening effect on some children, especially 
 those over ten years of age? 
 
 2. (a) Is it not advisable to punish children by depriving 
 them of meals, or by putting them in solitary confinement? 
 
 3. (a ) Should the parent, upon receipt of complaint from 
 the teacher, punish the child other than by reproof? 
 
 ( //) It is not advisable for the mother to confer with 
 the teacher upon receiving such complaint? 
 
 4. (a) If a child realizes that he will receive severe pun- 
 ishment, such as beating, etc.. for childish carelessness, does such 
 knowledge tend to make him deceitful and incline him to conceal 
 his faults from his parents and teachers, and take refuge in un- 
 truthfulness to avoid punishment? 
 
 (b) Is the mother or teacher ever justified in deceiving 
 a child? 
 
 < r i Should the rights of the child be regarded and his 
 ideas respected? 
 
 (<2) How won Id you teach children to respect the rights 
 of others? 
 
 5. (a) In cases of nervous, timid children, will the fear 
 of punishment incline to further deceit ? 
 
 (6) Have you observed the effect of fear upon the child 
 when expecting punishment? 
 
 I c i Do children under five understand the principles 
 of truthfulness?
 
 — 32- 
 
 1 1 1 ) How would you teach truthfulness to a very young 
 child? 
 
 6. < a) How would you deal with an ill-tempered child? 
 
 ( I, I What are the possible physical causes of ill-temper? 
 
 i <■ i What are the possible mental causes of ill-temper? 
 
 ((/l When a child is subject to violent spells of passion, 
 would you consult a physician? 
 
 {<■) Can we distinguish easily between a temper that 
 will not be controlled, the child being headstrong and self-willed, 
 and a temper which results from excitement, nervous irritability, 
 or over-study, and which he cannot control until these condi- 
 tions are removed? 
 
 (/) To what extent should we consider heredity in 
 children ? 
 
 7. (a) Is it well to rebuke a child frequently for restless- 
 ness, often caused by nervous temperament, which must have an 
 outlet, or by an over-worked condition of mind or body? 
 
 ( h ) Have you observed that severe checking of such 
 restlessness often produces serious disorders, such as St. Yitus's 
 dance, etc.? 
 
 i c I What do you think is the best method of checking 
 restlessness? 
 
 i </ 1 Should a child be punished for restlessness? 
 
 8. (a) How can we most effectually deal with habits of 
 greediness, untidiness, indolence and disobedience in children 
 from five to nine and from nine to sixteen years of age? 
 
 '.). (a) Has confidence in the tenderness of the mother, 
 or fear of the severity of the father the greater influence on the 
 .•hi Id? 
 
 (6) !)<> you not think it wiser to prevent the forming 
 of bad habits by the child than to punish him after such habits 
 are formed ? 
 
 ( <■) How would yon try to prevent the boy f rom learn- 
 ing objectionable and injurious habits, for instance, smoking, 
 chewing tobacco, using profane language and slang, reading 
 pernicious literature, and associating with evil companions? 
 
 i»/i How would you teach a child self-control, and a 
 proper regard for the rights of others?
 
 33 — 
 RECREATION AM) LITERATURE. 
 
 RECREATION. 
 
 1. (a) How many hours should children aged from five 
 to nine, and from nine to fifteen, respectively, play daily. 
 
 2. (a) What ought we to guard against when allowing 
 delicate children to join with robust children in outdoor games? 
 
 (M When we notice that a child loses breath quickly 
 and becomes pale after violent exercise, to what cause should we 
 attribute these conditions? 
 
 (c) Under these conditions is it necessary to consult a 
 physician? 
 
 3. (a) Which are the healthiest outdoor gam 
 (o) Which are objectionable? 
 
 (c) What games do girls enjoy most in the home, and 
 which do boys prefer? 
 
 4. (a) Do you approve the plan (when possible) of 
 having in the home a pleasant, cheerful room set apart as a 
 playroom ? 
 
 ( l>) What should this room contain? 
 
 5. (a) What kind of games should nervous children 
 play? 
 
 ( 6 | What kind should be discouraged? 
 
 (c) Have you noticed that in the case of nervous chil- 
 dren the playing or games requiring the exercise of mental 
 powers, late in the evening, has a tendency to induce wakeful- 
 ness and dreaming? 
 
 (</) Ought children to be discouraged from playing 
 games in which ghosts, goblins, etc., are represented? 
 
 6. (a ) Will you give some suggestions for amusing chil- 
 dren between the ages of 6 to 10, on stormy days, <>v during con- 
 valescence? 
 
 (6) Do you think that the preference shown by chil- 
 dren for certain occupations and games indicate- the tendency 
 of the mind toward certain trades or professions? 
 
 (c) Should this be encouraged in every way possible? 
 
 7. (a) What do you think of such recreation as base-ball, 
 foot-ball and tennis? 
 
 (6) Should girls play them?
 
 34 — 
 
 literatim:. 
 
 1. (a) What style of literature ought to be put in the 
 hands of girls and boys aged, respectively, from six to ten and 
 In. m ten to sixteen? 
 
 2. in ) Is the reading of fairy tales desirable as tending 
 to develop the child's imagination? 
 
 i b I Are tales of adventure, if well written and of 
 wholesome morality, injurious to children? 
 
 i c ) To what extent should the child's reading be con- 
 fined to story-books? 
 
 :;. ( a ) At what age would you permit novel reading? 
 
 ( l> ) Would you make any exceptions in favor of Dick- 
 ins, Scott, or Thackeray? 
 
 ( c ) Should children be encouraged to read the daily 
 newspapers? 
 
 4. in) Should we endeavor to cultivate a taste for poetry 
 in the child; if so, how should it be done? 
 
 ( // ) What influence has good poetry upon the child's 
 Literary taste and on his mind? 
 
 in ( "onsidering the age of the child, is the reading of 
 the best poets, even when a little beyond his comprehension, 
 better than ordinary rhymes? 
 
 5. (a) How can we guard against the growth of a taste 
 for trashy or bad books? 
 
 ( I) ) Is it well to explain to the child why certain books 
 are pernicious in their tendency, or simply, so far as possible, 
 to keep such books out of his way. 
 
 (J. ui) Is it well to encourage children to collect books 
 and to have a personal pride in the possession of good works, or 
 should they depend wholly on public libraries? 
 
 i // ) Should children, from an early age, be taught to 
 take good care of books? 
 
 7, (a) ll<»\v should a mother succeed in guiding the liter- 
 ary taste of her child?
 
 35 
 
 PART II. 
 
 OUTLINE FOR THE STUDY OF THE EMOTIONS. 
 
 BY ISABEL I.aw 1,1 Ml.. 
 
 I. HAPPINESS OR UNHAPPINESS 
 
 SUGGESTION I'm; STUD! 
 
 Record cases of children in your school who are often un- 
 happy. Find out if they are unhappy ;it home. 
 
 How long has this continue* I ? 
 
 Search for causes: (a) in heredity; (o) in environment; 
 (c) sensitiveness: (d) fatigue: (e) disease; (/) fears, etc. 
 
 Dr. Warner says, in "How to Study Children.'' that he has 
 frequently found a settled, anxious expression on the faces of 
 young children, and after trying in vain to find out the reason 
 from the parents, he has gained the child's confidence and drawn 
 out its stories of terrors in darkness, visions, or mental trouble 
 which the little child would not speak of before, because it was 
 not understood. 
 
 READING. 
 
 1. Questionaire on Crying and Laughing, Dr. li. Stanley 
 Hall. Trans. Til. Soc, Vol. 1. No, 3, or Topical Syllabi 
 '94. '1)5. 
 
 2. The Children, How to Study them. Dr. Francis Warner. 
 
 II. FEAR. 
 
 SUGGESTION FOB STUDY. 
 
 Ask children what they most fear. Have them describe it 
 to you, or, as Dr. Colin A. Scott has suggested, have them draw 
 or paint it for you.
 
 -36- 
 
 READING. 
 
 1. Questionaire by Dr. G. Stanley Hall, on Fears in Child- 
 hood and Youth. Topical Syllabi for '94 and '95, Clark Uni- 
 versity. Also in Tran. 111. Soc. of Child Study, Vol. I. No. 2. 
 
 2. Study of Fear— Dr. G. Stanley Hall. Am. Jour, of 
 Psych., Vol. VIII. No. 2. This study is based on the above 
 questionaire 
 
 3. Study of Fear. Pamphlet. Dr. Colin A. Scott, Chi- 
 cago Normal School. 
 
 1. Wellesley College Psychological Studies. Pedagogical 
 Seminary Vol. III. No. 2. 
 
 5. Stanford Studies in Education have the following 
 articles relating to the subject: No. I. Fear in childhood- 
 Agnes Sinclair Holbrook. No. II. Children and Ghosts- 
 Louise Maitland. No. IV. A Study of Children's Supersti- 
 tions—Clara Vastrovsky. No. V. Children's Attitude towards 
 ( i hosts — Louise Maitland. 
 
 6. Fear Angelo Mosso. A book of 278 pages. Price 
 $2.00. Longmans, Green & Co. 
 
 7. The Senses and the Will— W. Preyer. See pages 164- 
 172. 
 
 8. The Infant Mind— W. Preyer. See pages 22-29. 
 
 9. The Children and How to Study Them— Warner. See 
 page 58. 
 
 III. SOCIAL FEELINGS. 
 
 SUGGESTION FOR STUDY. 
 
 Note the groupings of your school at recess and intermis- 
 sions. 
 
 Make a record of cases of strong attachments or enmities. 
 Notice the domination of one child by another. Kecord the 
 instances in which the child imitates his leader. Make a careful 
 record of quarrels or rights. 
 
 Do not depend upon questioning the children. Questions 
 may help occasionally if used with tact and indirectly, but on 
 this topic they are more or less dangerous. 
 
 Reminiscence studies may be furnished by adults following 
 these directions:
 
 37 
 
 Describe in detail any case of liking or disliking any 
 or playmate, which occurred in your own life before the ag 
 sixteen. Give your age at the time, state how long the emotion 
 lasted and the circumstances of change, if it ever altered. 
 
 READING. 
 
 Read autobiographies and note similar cases in them. Some 
 interesting studies for instance may be found in: 
 
 1. My Schools and School Masters Hugh .Mi I In- 
 page 135, etc. 
 
 2. Childhood, Boyhood, and Youth Count Tolstoi. A 
 book of 244 pages. Thos. Y. Crowed A- ( '<>. See chapter XIX 
 on Serozha Ivin. 
 
 3. A Day at Eton. 16 mo. pp. 1^1. ( ). W. Bardeen, 
 Syracuse. Price $1.00. 
 
 4. Study Maggie's love for Tom in ( ieorge Eliot's Mill on 
 the Floss. Direct studies on this topic are: 
 
 5. Questionaire on "Affection and it- ( Opposite States." by 
 Dr. G-. Stanley Hall. Topical Syllabi for '94 ami '95. 
 
 6. Questionaire on "The Social Sense" -I. Mark Bald- 
 win. Trans. 111. Soc. Vol. I. No. 2. 
 
 7. Questionaire on Anger by Dr. G. Stanley Hall. Topi- 
 cal Syllabi for '94 and '95. Also in Trans. 111. Soc, Vol. I. 
 No. 3. 
 
 8. A Study of Anger, by Dr. Hall is soon to appear in 
 either the Ped. Sem., or in the Am. dour, of Psych. 
 
 9. Teasing and Bullying -A study by Frederick L. Burk. 
 Ped. Sem., Vol. IV. No. 5. 
 
 10. What Determines Leadership in Children's Plays 
 Clara Yostrovsky. Stanford Studies in Education. X 
 
 11. Wellesley College Psychological Studies Love and 
 Hate. Ped. Sem. Vol. III. No. 2. 
 
 12. See pages in:: and I'M of Warner's, "The Children. 
 How to Study Them."
 
 -38 — 
 
 IV. CHILDREN'S IDEALS. 
 
 This involves a study of Hopes, Ambitions, JEsthetic Feel- 
 ings and Interests. 
 
 SUGGESTION FOR STUDY. 
 
 The following syllabus has been tested in several schools. 
 
 The questions, one or more at a time, are given to the older 
 grades as composition exercise during school hours. 
 
 No suggestion or explanation should be given to the pupils. 
 No pupil should ask for the spelling of ;i word, as experience 
 proves that the word is sure to be adopted by other pupils who 
 would not otherwise have expressed that idea. 
 
 Pupils of younger grades to whom writing is not yet a means 
 of free expression, should be interviewed individually. 
 
 The papers on this subject may be sent to .Miss Isabel 
 Lawrence, Normal School, St. Cloud. Due credit will be given 
 to all teachers helping in this study. 
 
 SYLLABI'S. 
 
 If a fairy should promise to give you just what you wish, 
 and to change you when you grow up, into just such a man or 
 woman as you would like to become, what answers would you 
 make to the following questions: 
 
 1. What do you choose as to personal appearance and 
 dress V (Form for little children, how would you like to look 
 and to dress?) 
 
 '1. Describe the place in which you would like to live. 
 '■'». What do you wish to do when you grow up? Why? 
 1. What person that you ever heard or read about, do you 
 wish to be like? Why? 
 
 ( >l let- grades who would not be interested in the idea of the 
 fairy may hi' given the following preface: 
 
 Suppose that you could be, and could have whatever you 
 wished for. what answer would you make to the following 
 questions, etc.: 
 
 Let the teacher, write age, sex. and nationality of parents 
 at the top of the paper. Number the answers to correspond 
 with the questions. Write only on one side of the paper.
 
 39 
 
 iIXG. 
 
 1. Preliminary Study of Children's Hopes J P Taylor 
 Exhibit. No L8. Child Study Departmenl of Education, 
 
 York. 
 
 2. Children's Ambitions Battie Mason Willard. - 
 ford Studies in Education. No. VII. 
 
 3. What Children Wanl to do when they are Men and 
 Women— Prof. Chas. W. Thurber. Trans. III. Soc. Vol. II 
 No. 2. Complete report may be obtained of Prof. Thurber al 
 the University of Chicago. 
 
 4. Answers to Questions on what do you want to do when 
 you grow up, obtained from Kindergarten children Am 
 Allen. Trans. 111. Soc. Vol. II No. 2. 
 
 V. CHILDREN'S [NTERESTS 
 
 SUGGESTIONS FOB STUDY. 
 
 To find out the interests of children, try some of the follow- 
 ing methods: 
 
 1. Ask children what certain common objects are. Note 
 the elements which predominate in their descriptions. Binet, 
 Earl Barnes. Shaw have made studies of this kind. See I. -and 
 3, under the following reading. 
 
 Analyze children's original stories; their reproductions 
 after some time has elapsed: or the stories which they like best. 
 What elements predominate? See the study of stories in s 
 Analyze the reading-matter used by the school to Bee if it cor- 
 responds to these discovered interests. 
 
 3. Tell the bare outline of some Btory in history, barely 
 describe some place in geography, or perform some experiment 
 in science, without comment. Let classes ask questions N 
 what they wish to know about these things. Studies of this 
 kind have been made in history by Mary Sheldon Barnes, and 
 in nature study by Dr. Colin A. Sen See 5 and 7. 
 
 RE IlDING. 
 
 1. A Study of Children's [nterests Earl Barnes SI 
 ford Studies in Education No. VI. 
 
 2. Review of Binefs Study in Am. Jour. ^\' Psych., V< 
 
 III., p. 273.
 
 -40- 
 
 :;. A Comparative Study of Children's Interests— Edward 
 R. Shaw. ( Jhild Study Monthly. July and Aug. '96. 
 
 4. Stanford Studies in Education have several reminiscent 
 studies relating to this topic: No. VI. Children's Interest in 
 Plants Katherine A. Chandler. No. VI. Children's Collec- 
 tions Earl Barnes. No. II. Memories of Things Read — 
 Agnes Sinclair Holbrook. 
 
 5. The Historic Sense Among Children — Mary Sheldon 
 Barnes. Stanford Studies in Education. No. II. and III. 
 
 6. Love of Nature as the Root of Teaching and Learning 
 the Sciences W. A. Hoyt. Ped. Sem, Vol. III. No. 2. 
 
 7. Study of Interest in Nature Study— Dr. Colin Scott. 
 Chicago Normal School. 
 
 8. A Study of Children's Own Stories— Clara Vostrovsky. 
 Stanford Studies in Education. No. I. 
 
 '.). Study of a Child's Book— Ora Boring. Ped. Sem. Vol. 
 II. p. 303. 
 
 10. Lite of Washington — Louise Smythe. A reader for 
 children. bul really an experiment in study of children's 
 interests.
 
 II 
 
 PART III. 
 
 PRACTICAL SUGGESTIONS FOR THE STUDY OF THE 
 PHYSICAL NATURE OF CHILDREN. 
 
 r.l STUAKT II. ROWE, PH. I>. 
 
 The practical achievements of Child Study, in as far as it 
 has influenced the schoolroom, have been largely in the field of 
 the child's physical nature. We have been proved guilty of 
 ignorance, carelessness and neglect, and all over the country we 
 are. at least, trying to show that thai ignorance was not willful. 
 Children formerly accused of stupidity, stubbornness and indo- 
 lence, have been found to lack normal com lit ions. This child is 
 lacking in keenness of sight, another in hearing. Some chil- 
 dren are defective in motor ability, others have diseases which 
 cause them to be easily fatigued, Forsome of these defects the 
 school is found to be responsible. The design of this paper is 
 to offer suggestions to any who would atone for the past l>y 
 greater care for the future. The results of scientific investiga- 
 tion will be included wherever they are likely to be helpful. 
 
 SIGHT. 
 
 About twenty per cent, of the children in upper grades 
 have some perceptible difficulty with the eye, which may be 
 discovered by a careful test. The difficulty is usually my 
 or short-sightedness. Probably less than three per cent, oi 
 children have that difficulty upon entering school. In fact, the 
 young child's eye is far-sighted (hypermetropic),, and does not 
 become normal until aboul the seventh year. The causes 
 defective eyesight are poor light, fine print, bad position, 
 holding the hook to,, near or to,, far from the eye, tight neck- 
 wear, rubbing, disease, cigarette smoking, and unhealthy home
 
 — 42 — 
 
 conditions. Tin- effect of school work is headache and a tired, 
 nervous condition, making it hard for the child to attend suc- 
 cessfully to his book or the blackboard, and the consequent 
 unwillingness and inability to make the attempt for any but a 
 very limited period. These manifestations will not be constant, 
 luit will show themselves with increasing frequency as the child 
 advances in the grades. The after-school headache is another 
 form. These are not sufficiently prominent at first and are too 
 serious in their import as to the condition of the eye for us to 
 wait for their appearance, before we find out about the condi- 
 tion of the eye. This is really a very simple matter, if the fol- 
 lowing directions are followed implicitly. Get Snellen's Test 
 Types, by enclosing ten cents to Prof. Krohn. Psychological 
 Laboratory of the University of Illinois. Champaign, Illnois, 
 asking him to send you the Test Types. Hang the chart up in 
 good light. Then, beginning not less than sixty feet from the 
 chart, test the child's ability to read the type at that distance 
 with each eve. Then advance to the next distance indicated on 
 the chart, and try each eye at that distance, and so on. By 
 waiting a moment between the tests for the two eyes, you will 
 soon find out which eye sees better. Alter that always test the 
 poorer eye first. Do not hurry the child and, if he tires, give 
 him a rest before yon finish. If he can see none of the letters 
 at the required distances, find out what he can see: but usually 
 the eye which does not see at that distance (if the light is good 
 and the card clean ) should be examined by a physician. This 
 test is with regard to keen sightedness for blackboard work. 
 To test for myopia I near sightedness) and astigmatism, send for 
 the Test of Vision for Use in Schools, prepared by James W. 
 Queen. L010 Chestnut St., Philadelphia. The cost of this is 
 twenty-five cents. The directions, which are very clear, will be 
 found on the back of the card. If the direct ions are not under- 
 stood, apply to any physician. Whenever visual imperfec- 
 tions are evident, nrge the parents to have a physician examine 
 ami treat the case. Some children read with their books too 
 close to their eyes. Such cases need your tests, and probably a 
 physician's. 
 
 In searching for causes of eye difficulty, it is well first of 
 all to investigate our schoolrooms to see if there is light 
 enough. We are told that there should be one square foot of
 
 13 — 
 
 window for each square Hoot of floor Burface; thai this liudit 
 should be unobstructed by other buildings or [1 should 
 
 corneas uearly as possible over the lefl shoulder oi the child 
 and should come from one side of the room only The curtain 
 
 should be raised from a roller fastened below the window t rather 
 than the reverse, as is usual ). in ordt r thai the child may under 
 no circumstances have to face directly the brighl light. 
 
 In most school rooms there are seats from which a part of 
 the blackboard can not hi' seen. Do you know which the) 
 in your room? Test the accuracy of your knowledge in this 
 way. Divide off all the blackboard space in your room intosec- 
 tions of four or five feet, labeling them as you do bo A, B, C I » 
 etc. Then make a map including cadi seat in the room, and go 
 from seat to seat surveying all the blackboard space from i 
 Enter on your map the letter for each section of the board not 
 seen clearly at each stopping place Be careful to place your 
 head in about the same position usually occupied by the child's. 
 See what effect certain common positions of the curtain have. 
 If a child cannot sec where you can, test his • 
 
 Our text-books have not always hen guiltless in the print 
 offered to the child's eye. If you turn to the word "Pica" in 
 Webster's dictionary you will find a sample of the type which 
 is as small as should be submitted to the eyes of young children. 
 The letter is about .07 of an inch in height. Most persons 
 somewhat susprised to learn what a large letter one of thai size 
 is. The other specimen of type illustrated at the same place in 
 Webster is "Little Pica/* and is aboul .06 of an inch in height. 
 For the older children the "Little Pica" is not likely to prove 
 
 injurious. 
 
 Tests should be made for color-blindness but the percentage 
 of children affected is very small. Matching colors without 
 naming them will be likely to reveal the defeel Pick ou1 a 
 color and ask the child to put all the other, of -one color with 
 it. Do not name the color. 
 
 BEARING. 
 
 From nineteen to twenty-five per cent, of our school chil- 
 dren have some difficulty in their hearing cither with one or 
 both ears. The effect of such defect- on the school life 
 dreaminess or inattention, a dullness or stupidity, (which may
 
 — 44 — 
 
 entirely disappear when the child is cured), and the execution 
 of commands a little later than the rest of the class or at 
 least after getting the cue by a glance at a classmate. In 
 many children the degree of the difficulty varies at different 
 times. In some it is accompanied by catarrhal difficulty and a 
 tendency to sit with the mouth open. This with the dullness 
 or stupidity of the face intensifies the impression and is perhaps 
 a surer symptom of imperfect hearing than the effects to which 
 I have just made reference. 
 
 There are three methods of testing the ear, first by use of a 
 whisper, second by use of an acou meter and third by using the 
 ticking of a watch. An expert only should use the whisper as 
 it is difficult to keep it at the same degree of loudness: The 
 acoumeter is best and consists simply of an apparatus to tap on 
 wood gently but repeatedly. Most schools are not equipped 
 with this, however, and the watch is generally at hand and is 
 after all fairly reliable. The method of using the whisper, 
 watch or acoumeter is the same. Great care must be taken to 
 see that the room is perfectly quiet. Any clock in the room must 
 be stopped. All noises even though distant and taint must be 
 stilled. If the noise is beyond our control and continuous, our 
 test will have to be abandoned for a more favorable time and 
 place. Having found a place where we can have absolute quiet, 
 blindfold the subject so that he will judge from the sense of 
 hearing alone. Cover ono ear and have him present the other 
 in a favorable position for receiving the sound. Starting at a 
 distance at which the watch cannot be heard gradually approach 
 asking him occasionally if he can hear. Take the watch in 
 some way convenient to yourself and always when testing hold 
 it in the same position. When you move, take care too that you 
 do not ask him to listen until you haw gained the new position 
 desired. Move toward the child testing at intervals of a foot 
 until you reach a position where he is quite certain he hears it. 
 When this is found, move away from him again and find out 
 how far back he can hear it. If very far behind the place where 
 he heard it first, take it quite a little out of range and try again 
 as before. If he hears it at or nearly at the same point as before, 
 measure the distance from that point to the child's ear. If not, 
 continue as before until some nearly uniform results have been 
 gained. The time to listen may be indicated by the word "now".
 
 If some such signal is not given, the < stant listening | 
 
 fatigue and inconsistent results. The memorj nd is 
 
 sometimes a disturbing element and you may 1 blig< 
 
 pend the trial for a few minutes. < >n more tha 
 boy has told me, and honestly, thai he heard when the watch 
 was beyond hearing distance and in my pockel It is frequently 
 desirable to muffle the watch when near the limits of the child's 
 hearing range rather than change your position, as children 
 frequently judge that they oughl to hear the watch and there- 
 fore do from the sound of your feet or d you m<> 
 from your voice or their knowledge thai you arc near. Having 
 tested one ear, proceed with the other in the same wi j W itches 
 vary greatly in the distances that they can be heard. I have 
 seen some that could be heard twenty-four feet and others that 
 could be heard scarcely three feet. To find out the degri 
 soundness of the child's hearing, each watch must be tried on 
 enough persons to find out what the normal distance for that 
 watch is. Four such trials, if the results are about the same, 
 will be sufficient for determining the normal. Children will often 
 be found who can hear at only half the normal distance. We 
 are not to understand from this that the hearing is half . 
 but it does indicate that the child cannot hear as readily and 
 distinctly as another, and a more favorable seat is desirabl 
 him than for the others. Most of the cases found are those 
 in which one ear is affected and consequently a seat I 
 to his good ear is desirable. 'The child's parents should be 
 urged to have the case examined by a physician, as m 
 (over ninety per cent. |, can be cured 
 
 The causes of defective hearing are adenoid growths, un- 
 cleanliness, disease, (especially catarrh and scarlet fever), and 
 pulling, boxing, or bruising the ear. 
 
 TOT cil. SMELL Wl' T \- i l 
 
 Child Study has not as yet mad.' any very practical appli- 
 cations of tests in this field. It will therefore be dismissed with 
 a few suggestive questions: Can the child distinguish betw 
 objects of various degrees of smoothness and rough 
 odors differing slightly in intensity or kind, or b 
 varying but a little in character? \)<>< he (<-r\ or notice slight 
 draughts or changes in temperatun Dhese - though
 
 -46- 
 
 not particularly practical tend to throw light upon the source 
 of the child's ideas and the degree of sensitiveness peculiar to 
 his nervous system. 
 
 MOTOR ABILITY. 
 
 If we are to call upon the children for action, as modern 
 pedagogy is demanding, we must know more definitely what a 
 child's natural ability is; how quickly, how accurately, how grace- 
 fully or gently, it is right for us to expect each child to move. 
 There is a great difference in children and we may be inflicting 
 the same injustice and discouragement upon a child by requiring 
 too fine work of him in writing that we would by blaming a deaf 
 child because he didn't understand our question. We want the 
 best of which each child is capable and therefore not the same 
 from all the children. From this the necessity and practicability 
 of the test is evident. 
 
 As the first and most important test of motor ability and 
 tendency to bodily activity, I know of nothing so instructive as 
 a few days careful observation of the children at their play be- 
 fore school, after school, or at recess. There you find the real 
 child and not what he would gladly seem. Take a note book and 
 note the relative power to act of each child with reference to his 
 (1) tendency or readiness, (2) his quickness of movement, (3) 
 his accuracy, (4) his force or weakness, (5) his gracefulness or 
 awkwardness, (6) his gentleness and ability to modify or adapt 
 his expenditure of force to the amount of energy required for 
 the movement, (7) persistence in action. In making your notes 
 try to keep out the personal judgment based on previous experi- 
 ence with the children and judge solely from the data they pre- 
 sent in their play upon this definite occasion. There is no 
 greater evidence of tendency to self-expression through the 
 motor activities than play. Miss Sisson in an interesting paper 
 on the children's plays, classifies the children she observed accord- 
 ing to the character of the games. The most significant feature 
 of her study for motor ability was the fact that all the plays 
 carried with them movement, but more important than that was 
 the fact that one of her classes consisted of children who did not 
 play very much but found their amusement "in running from 
 one part of the yard to another, because of some passing whim 
 over to the faucet to get a drink, or over to the sand pile to
 
 17 
 
 Bee what the others were doing The general qualil 
 
 the plays that held and attracted the children was action." 
 
 If the child do.s nol play it is the business of the teacher 
 to find out what exercise it does gel and what the value of it is 
 both in building up physical health and in stimulating the child 
 to self-expression. These observations made from play aeed I 
 supplemented by some more exacl and uniform tests. Arrange 
 the children in groups of nol more than five. Have them al a 
 given signal extend the arm or make other full arm movements 
 as quickly as possible. Try two or three times and notice the 
 children who always fall behind. If you choose try the quick- 
 est and the slowest of your differenl groups together. In the 
 same way the other arm or a kicking movement of the [eg may 
 be tried, first with one foot and then the other. It is a game 
 that will be entered upon with much interest. Are your results 
 the same in all four different tests? Have the children line up 
 ready tor a race. Who starts first, who last, at the signal? 
 
 To test the finer muscles of arm and fingers have the chil- 
 dren draw as rapidly as possible ten horizontal lim - the 
 paper a short distance apart. If the time it takes them to count 
 will interfere, have them start Prom each of the ten crosses you 
 have already placed at the left margin of the pi r> See which 
 child does it most rapidly and which least rapidly. I I 3( fin- 
 gers have the children copy rapidlj as possible a series of let- 
 ters placed on the hoard in plain sighl of all taking the 
 Care should he taken that the letters are aol see,, until time for 
 the test. 
 
 All of these tests, and many others similar to them, may be 
 made a sort of game for children, one in which the children are 
 sure to be interested and do their l>est. ami one from which the 
 teacher is quite likely to find some data which may show tin- 
 point of difficulty iu some child whose inaction, or blundering, 
 or awkwardness, has been regarded by his teacher or his parents 
 as pure stupidity, and punished accordingly, when, as a matter 
 of fact, it was a case of defective motor ability, needing esp 
 incentive to effort. The boy who does not run I -low. 
 
 handles himself clumsily, is the object of ridicule among his 
 playmates, who nickname him ••wooden man." or some other 
 significant term. He does not get their encouragement in ■ 
 comiim 1 h\< faults by extra work and training. Bis stimulus in
 
 — 48 — 
 
 this direction must come through his teacher. If in his school 
 life he finds himself in the same ridiculous position without 
 hope, what wonder if he does become apathetic, still less active, 
 and the more shut up within himself, i. e., less expressive of 
 himself ! 
 
 ENUNCIATION. 
 
 Although a form of motor activity, this has seemed impor- 
 tant enough to deserve a place by itself. Not many cases of 
 greatly arrested speech development are found in the schools, 
 perhaps for the reason that we will not allow them there, but 
 there are not infrequently cases of indistinct and childish enun- 
 ciation, which ought to be remedied early in life, before bad 
 habits of ear and speech are formed. 
 
 In all these cases the essential for a test is not to trust to 
 noticing errors and correcting them as best we can in class. 
 The child to be examined must be taken by himself and asked 
 to pronounce after you a list of words containing almost all the 
 common sounds and combinations of them. Where errors are 
 found they must be noted, and then, as soon as the list is fin- 
 ished, a systematic attempt must be made to lead the child to 
 the correct pronunciation. The following list is recommended, 
 though by no means complete. Some words apparently unnec- 
 essary are added as they have shown themselves desirable. 
 
 cat 
 
 run 
 
 Pig 
 
 bed 
 
 milk 
 
 hop , 
 
 jump 
 
 have 
 
 chin 
 
 this 
 
 shall 
 
 awl 
 
 sing 
 
 see 
 
 walk 
 
 tax 
 
 buzz 
 
 book 
 
 rae 
 
 out 
 
 call 
 
 yes 
 
 large 
 
 pure 
 
 fin- 
 
 eat 
 
 whip 
 
 love 
 
 funny 
 
 kite 
 
 put 
 
 food 
 
 bar 
 
 boy 
 
 is 
 
 fall 
 
 on 
 
 new 
 
 make 
 
 lie 
 
 grass 
 
 oil 
 
 girl 
 
 sail 
 
 quick 
 
 her 
 
 warm 
 
 rope 
 
 hitch 
 
 place 
 
 pleasure 
 
 my 
 
 thank 
 
 boat 
 
 say 
 
 move 
 
 face 
 
 anil 
 
 fun 
 
 
 Some sounds must be heard and attempted for a number of 
 days before they are perfected, but great help is gained if you 
 can find another word containing the same sound, this time cor- 
 rectly pronounced by the child. 
 
 Sometimes the peculiar habit, stammering, which is an 
 affection of the muscles and often an example of misapplied 
 imitation, is found in our schools. No tests are necessary in
 
 19 — 
 
 this case. Sometimes the cure is comparatively simple. Always 
 speaking with chest well tilled, never speaking in b hurry will 
 do much toward giving confidence, which i sential I 
 
 cure. Practice in reading rythmical sentences slowly and de- 
 liberately helps also, as does the performance of some slight 
 muscular action just as the difficult word is pronounced. The 
 movement of a finger is sufficient after practice to cure sonic 
 cases. 
 
 The cause as has been hinted is either imitating consciously 
 or unconsciously some one who stammers, or it is car< lessness 
 in speaking. Nervousness and excitement tend to increase the 
 difficulty. 
 
 NERVOUSNESS. 
 
 All of our schools have their quota of nervous children; 
 some of them irritable, some of them excitable, all of them 
 restless and impatient of the teacher's next move. The causes 
 are almost too numerous to warrant an attempt to mention 
 them. Some of the most important are insufficienl food and 
 irregular times for eating it, lack of sleep, bad air in school- 
 room, difficulty with work, heredity, use of tobacco, nervousness 
 in manner of the teacher, most forms of disease, imhigenic 
 condition of home, school or person, adolescence, fatigue, and so 
 fourth. The removal of the unfavorable conditions will greatly 
 impro-e matters, but not infrequently a physician will have to 
 be consulted before the real cause will appear. 
 
 My belief is that teachers usually center on certain ones as 
 the nervous children of the class, and on certain others as abso- 
 lutely free from any such defect. Those in between are nol 
 classified. To include all, and also to act as a proof of the ac- 
 curacy of our observation, {not to supplant it | we should tesl 
 the children in some uniform way. The besl test that 1 know 
 is the command to the children, soon after the opening, to rise 
 and stretch out their arms and hands horizontally in the same 
 plane as the body. Have them hold the position a moment. 
 Notice the quivering and twitching fingers, and you have an in- 
 dication as to the nervous children of your class, though there 
 may be some few whom you have not discovered. These wdl 
 not be the very nervous ones, however, but those who have 
 energy enough to nerve themselves up to the task at hand.
 
 -50 
 
 FATKll'I-:. 
 
 The same tests described under the head of nervousness are 
 the best ones I know with regard to fatigue, but they should be 
 tried in this case at the close of the school or after the fatigueing 
 exercise. I have detected a decided difference in tests made be- 
 fore and after a single severe mental exercise. 
 
 A great deal of time has been given to tests of fatigue by 
 students of child study but the results have thus far given us 
 averages for average exercises under average conditions, and are 
 adapted rather to statistical study than the needs of the ordinary 
 school room. Perhaps the most important result has been the 
 proof of the economy of the short recitation period over the 
 long, especially in lower grades. This scientific study of fatigue 
 has produced a slight reaction against this line of investigation 
 and has caused the remark "that both we and the children 
 have to get tired sometimes." True as that statement may be, 
 we know well that we should find out what children tire most 
 easily and, if possible, the reason. It may be the first sign of 
 some insidious disease. We know, too, that the clearness of 
 the ideas aroused under our instruction is very dependent on the 
 child's freshness. Enthusiasm is almost impossible for any of 
 us when we are tired out. When a child is found in such a con- 
 dition, we must recognize the fact. If we cannot remove the 
 cause and therefore the fact, the child should be removed from 
 school or his work lightened, until his recovery of himself is 
 assured. 
 
 DISEASE. 
 
 Child study involves the effect on the child of bad condi- 
 tions. Tuberculosis, rickets, bronchitis, catarrh and headaches 
 are brought on and aggravated by impure air, cholera by fatigue 
 of the muscles, spinal diseases by bad posture in sitting or in 
 writing, indigestion and constipation by too much restraint and 
 sedentary occupation, bad eyes by bad positions of book or 
 paper or light, nervousness by too much pressure, too much 
 worry and last but by no means least by nervousness in those 
 about them in which it is possible that the teacher is at fault. 
 Cigarette smoking is an evil that deserves attention by itself. 
 It tends to nervousness of the physical type and to stupidity.
 
 Child study has shown thai the pasl record ol the child for 
 health should be inquired into by the teacher as throw 
 on present or future conditions Nosicl child should l> 
 aged to staj at school. On every accounl it thai the 
 
 child be at home. Isolation of outbreaks of scarlet fever and 
 diphtheria reduces the number oi h of wii.it it 
 
 would be otherwise. The number of deaths is in each propor- 
 tional to the number of ca 
 
 GROWTH. 
 
 Dr. Bayard Holmes has so excellently treated this Bubject 
 that I take the liberty of quoting his result- and referring my 
 readers to his article for his arguments and his references. 
 There is also to be found the table of uormal height and normal 
 girth of children from the ages six to twenty formed by m 
 urement of St. Louis school children by William Townsend 
 Porter. 
 
 1. There is a regular order of physical growth in the child. 
 The normal curves of growth for boys and girls are quite differ- 
 ent. No individual child conforms exactly to this curve. l>ut 
 each one follows its sequence closely. The order of growth is 
 practically invariable and deviations in time are not con- 
 siderable. 
 
 2. This regular order in physical developmenl is synchro- 
 nous with a co-ordinate development of the faculties and func- 
 tions of the mind. 
 
 3. Normal physical growth is interrupted, defeated or 
 dwarf ed by ( 1 ) inadequate food and clothing, (2) injuries and 
 diseases, (3) improper over-stimulating or under-stimulating 
 environments. (4) artificial restrainl and (5) untimely toil. 
 
 4. When a child fails for cause to attain its normal growth 
 and development at any period of acceleration, then he never 
 succeeds in making up this growth and development, no matter 
 how favorable his subsequent environment may he. and these 
 defects dwarf and distort all subsequent physical and m 
 development. 
 
 5. The interruption in the periods of growth by inade- 
 quate food, by disease, by improper environment, by artificial 
 restraint, and by child labor may be entirely removed and it is 
 the duty of every teacher, as the guardian of the child, to do 
 what can be done to accomplish this >\u\.
 
 -52- 
 
 Dr. Holmes's conclusion is: A life free from want, care 
 dud toil is necessary for the men fa/ and phgsical development 
 of the child; and since the physical stature is not complete be- 
 fore the 19th or 20th year of life, every child is cut if led to nine 
 /ecu or twenty //cars of growth free from toil. 
 
 Whenever children between the ages of thirteen and fifteen 
 have been required to put forth nervous effort, they have shown 
 themselves on the average less able to do so than those who were 
 younger. A slight decrease in nervous energy seems to make 
 itself know in the eighth and ninth years. These facts are full 
 of significance for the teacher and should not be disregarded. 
 
 Anthropologists are interested in a large number of meas- 
 urements of head and body. They are not of practical help to 
 the teacher, however, except the two mentioned above, by wdiich 
 bad conditions are implied if a child falls below the normal. 
 
 ADOLESCENCE. 
 
 From the ages twelve to fourteen in the life of a girl and 
 fourteen to sixteen in that of a boy is a period which marks the 
 end of child study and the beginning of man study. The phe- 
 nomena leading to this period and from it are not infrequently 
 accompanied by disease, restlessness, stubbornness, apparent 
 irresponsibility. The continuous control over motor centers for 
 a long time is difficult. 
 
 Heredity asserts itself strongly here. In some cases weak- 
 ness and in others energy manifest themselves. It is the age of 
 running away from school, of restlessness, of boyish enthusiasm. 
 It is the time when the man with his hopes, his ambitions, be- 
 gins to be felt. The teacher should study each case, adapting 
 herself us far as possible to each, allowing free play of natural 
 activities. 
 
 The girl should be warned against fatigue and strain at 
 critical periods and should have the full confidence of her mother. 
 The boy nerds the same of his father and warning against vil- 
 lainous quack advertisements. 
 
 ( )ne of the most important results of the child study of ad- 
 olescence is this conclusion, that boys and girls should have 
 their education in separate schools during this period. It is 
 largely due to the fact that the girl matures so much sooner 
 than the boy.
 
 53 
 
 HOME i ONDITIONS. 
 
 These include food, sleep, work, and recreation, in i 
 as they affecl the physical aature of the children. 
 
 Thin pule faces mean inadequate nourishment. It maj be 
 that the child does not gei aourishing food. Perhaps it will 
 not eat it. Possibly it has some disease interfering with assim- 
 ilation 
 
 Sleep may be insufficient. Children should have t 
 eleven hours and older persons eighl or nine each night. Sta- 
 tistics go to show that from five to eight per cent, raon 
 illness are found among children having less than this amount. 
 A very little effort will enable tl 3certain the est 
 
 tial points regarding the child's sleep and food. 
 
 Some children are required te to do several hours 
 
 of labor each day, sometimes recreative, sometimes not. T 
 same amount of school work cannot be expected of s child who 
 practices on the piano two hours a day that could he of a child 
 not fatigued by other forms of work. Insistence on continued 
 work is likely to result in nervousness and breakdown. The 
 boy who should take his recreation in the open air may tend t<> 
 spend it in indoor games or reading His exercise may be 
 otherwise objectionable. A word < stion by the teacher 
 
 to the children, or parent is usually sufficient to improve these 
 conditions, and she should therefore seek to gain a knowledge 
 of the difficulty. The parents are usually as interested in their 
 children as we are. 
 
 SCllooL CONDITIl >NS. 
 
 The school should he built on ground well drained, with no 
 swamp or standing water near. 
 
 The lighting of the school house has already been discussed. 
 
 The heating should be by hot air with forced ventilation. 
 Where a child has to sit near a stove the thermometer may 
 reach 85 when it is barely 60 for a boy near the door. Ward 
 off the heat by screens. If the ventilation must come through 
 the windows, (a dangerous measure in our climate.) pi 
 board in such a position that it will intercept the cold air ami 
 force it upward into the middle of the room. The normal tem- 
 perature is 65 to ,o .
 
 54 — 
 
 Whenever carbonic acid gas is present in a school room to 
 the extent of 6 parts to 10.000 of pure air, organic matter 
 enough to poison the air is present. It produces fatigue, 
 drowsiness and stupidity in the children. If it can be detected 
 by its odor to one coming in from out of doors, the room is in 
 need of ventilation. 
 
 It should be possible to lower or raise the desks. The cover 
 should slide down to meet the child as he writes. The seats 
 should also be adjustable, so that the feet will rest squarely on 
 the floor. Three sizes of seats and desks should be found in 
 every average schoolroom. 
 
 To avoid possibility of germs of disease being stirred up 
 with dust from the floor, it should be sprinkled with a little 
 chopped straw, previously soaked in a weak solution of chloride 
 of lime and then swept once a day. The solution may be made 
 by taking a pound of chloride of lime for four or five gallons of 
 water. 
 
 Teachers should be careful to insist on correct positions 
 and postures on the part of the children in standing, sitting and 
 marching. 
 
 The sources of bad odors should be discovered and the 
 causes removed. 
 
 CONCLUSION. 
 
 In describing children it is useful to classify them accord- 
 ing to temperament, but hasty conclusions should not be made 
 on the basis of one or two physical likenesses. Few children 
 are typical. In some cases it is useful to know the heredity of 
 the child, but our judgment should be based on actual observa- 
 tions, and not on inference from the characteristics of his par- 
 ents. 
 
 It is not intended that all of these tests be tried on every 
 child. They are rather to offer suggestion and help where the 
 demeanor of some child baffles solution.
 
 55 
 
 PART IV. 
 
 SUGGESTIONS FOR THE STUDY OF CHILDREN'S 
 
 WILLS. 
 
 BY V. u . RANKIN. 
 
 The will is "The faculty of conscious, aud especially of dell 
 
 action." — Century Dictionary. 
 
 "In a broader sense, it [the education of the will; means the whole of 
 one's training to moral and prudential conduct, and of one's learning to 
 adapt means to ends, involving the 'association of ideas,' in all its varieties 
 and complications, together with the power of inhibiting impulses irrelevant 
 to the ends desired, and of initiating movements contributary therel 
 
 1. Set the children a task involving a - • acta -it 
 regular intervals; such as observations of the weather <>r of the 
 
 growth of plants or animals, the reading of a good !><>,, k in 
 regular installments. Note the difference in ability <d' children 
 
 to carry out such directions and find tin- causes of tin's differ- 
 ence in the nature of the children or in that of their surround- 
 ings. 
 
 2. Study leaders in children's panics and analyze the 
 causes of the power id' leadership. 
 
 3. Make a special study of the influence of regularly re- 
 quired home "chores" upon the ability of children to stick to a 
 definite line of action. 
 
 4. Notice how Long pupils can keep their attention upon 
 lessons without having it attracted by anything else going on 
 in the room.
 
 5(5 - 
 
 5. How quickly can they concentrate upon a task after 
 finishing another or after an intermission? 
 
 6. Notice differences in the power to control muscles as 
 one evidence of will power. 
 
 7. Notice what power the different pupils have to change 
 habits when they try. 
 
 8. Notice how long the effects of correction by the teacher 
 or good resolutions by the pupil last in different cases and thus 
 find out when to give a fresh stimulus. 
 
 9. Notice how far the child seems to have permanent 
 ideals as to what he shall do or be, and how far he is influenced 
 by recent suggestions from others or by momentary impulses of 
 his own. 
 
 10. Are his motives largely selfish, or does he show con- 
 siderable desire to give others pleasure. 
 
 11. Is the child influenced most by prospects of imme- 
 diate pleasure or pain, or by the thought of more remote advan- 
 tages to come after some weeks or years. 
 
 12. Notice whether he shows persistence in some activities 
 of work or play and not in others, and. if he does, study to find 
 how you may link other things with these chief lines of interest. 
 
 13. Notice whether failure to perform a task well is due 
 (a) to imperfect knowledge of what is to be done, (h) lack of 
 knowledge of the means by which it may be done, (c) want of 
 appreciation of the desirability or necessity of doing it, (d) want 
 of confidence in his own ability to do it, then apply the proper 
 corrective. (Teachers often assign lessons so indefinitely that 
 pupils do not know just what to do or how to do it.) 
 
 15. When children have occasion to make a choice or de- 
 cision notice how quickly they make it and how persistently the 
 different ones adhere to it.
 
 57 
 
 PART V 
 
 MORAL DEVELOPMENT OF CHILDREN. 
 
 Miss Blaisdell who was to have prepared the suggestions 
 
 on this phase of child nature did aol gel them ready in time 
 to print. It is hoped however that the association will have the 
 benefit of her suggestions in the near future, 
 
 In the meantime interesting and valuable information can 
 be gotten in regard to children's moral ideas by having pupils 
 answer the following questions: 
 
 1. Name five things that are right or good and five that 
 are wrong or bad and state why they are good or bad. 
 
 2. A child six years old threw a pretty china cup on the 
 floor and broke it. Its mother had never said that it must not 
 break things. What should she do or say to the child. 
 
 3. If you were a teacher and a pupil did something which 
 you had told your pupils they must qo! do, what would you do 
 about it? 
 
 4. If you had not told your pupils what they must not do 
 and one of them did something he knew would bother other 
 pupils so they could not study what would you do about it? 
 
 5. A number of people went to an island to live and at 
 first they did not have any laws. One of them Btole from the 
 others. Should he have been punished and it's., how- They 
 then made a law that QO one should Bteal. Another man • 
 afterwards stole something. Should he have been punished 
 and if so. how?
 
 58 
 
 CHILD STUDY LITERATURE. 
 
 BOOKS. 
 
 1 . Baldwin— Mental Development in the Child and the Race. Macmillan 
 Co., New York City. Price $2.60. 
 
 2. Barnes— Studies in Education. (Ten pamphlets, paged, ready to 
 bind in a single volume.) Leland Stanford University. Price $ 1.50 (can be 
 supplied to members of the Association this year for 75 cents). 
 
 2. Comparye— Intellectual and Moral Development of Children. D. 
 Appleton & Co., N. Y. Price $1.50. 
 
 4. Donaldson— Growth of the Brain. Scribners & Co., New York. 
 Price $ 1.25. 
 
 5. Dubois— Beckonings of Little Hands. J. Wattles & Co. , Philadel- 
 phia. Price $1.00. 
 
 6. Harrison— A Study of Child Nature. Published by Chicago Kinder- 
 garten College. Price $1.00. 
 
 7. Haskell— Child Observation. D. C. Heath & Co. Price $1.50. 
 
 8. Hall— Topical Syllabi. By the author, Worcester, Mass. Most of 
 them republished in Pedagogical Seminary and many of them in Transac- 
 tions of Illiuois Child Study Society. 
 
 9. Hall— Contents of Children's Minds on Entering School. E. L. Kel- 
 logg & Co., New York City. Price 25 cents. 
 
 %y 2 . Jackman, Mrs.— How to Organize Round Tables. Werner & Co. 
 Price 25 cents. 
 
 10. Preyer— The Mind of the Child. D. Appleton & Co., New York. 
 Two volumes, price per volume $1.50. 
 
 Preyer— Mental Development of the Child. D. Appleton & Co., New 
 York. Two volumes, price per volume $1.00. (A condesation of the above). 
 
 11. Perez— First Three Years of Childhood. C. W. Bardeen, Syracuse, 
 N. Y. Price $1.00. 
 
 12. Shiun— Development of a Child. Published by University of 
 California. Price 50 cents. 
 
 13. Sully— Studies in Childhood. D. Appleton & Co., New York. 
 Price $2.50. 
 
 14. Warner — Mental Faculty. Macmillan Co., N. Y. Price 90 cents. 
 14 '._,. Tracy— Psychology of Childhood. D. C. Heath & Co. Price 90 
 
 cents. 
 
 15. Warner— Children and How to Study Them. Kegan Paul & Co., 
 London. Price 60 cents. 
 
 16. Wiltse — Place of the Story in Early Education. Ginn & Co. 
 Price 60 cents. 
 
 18. Wiggiu— Children's Rights. Houghton, Mifflin & Co., Cambridge, 
 Mass. Price $1.00.
 
 59 
 
 PERIODICALS. 
 
 18. Child Study Monthly, Chicago, 111. Price &1.00. I' can •<• fur- 
 nished to members this year for 65c ) 
 
 19. Pedagogical Seminary, Worcester, Muss. Price $4.00. This can 
 be furnished to members for $3.00.) 
 
 PERIODICALS REFERRED 1<> BELOW Hi l \<>\ DEVOTED WH0LL1 I" CHILD 
 
 8TUDT. 
 
 20. Educational Reyiew. 
 
 21. Northwestern Journal of Education, Lincoln, Neb. July number-. 
 189G and 1897, devoted wholly to child study Price 25c each. 
 
 22. Popular Science Monthly. 
 2.°>. Science. 
 
 24. The Procedings of the National Educational Association. 
 
 25. The Transactions of the Illinois Society for Child Study, < '. C. Van 
 Liew, Sec, Normal, 111. Price of Vol. I $1.00, two numbers of Vol. 11 50c 
 
 26. Education. 
 
 27. Psychological Review. 
 
 28. American Journal of Psychology. 
 
 Those who wish to read up on special topics will find the following 
 specific references valuable. The numbers indicate the books and journals 
 named above. 
 
 Mental Images and Imagination— 27, Vol. I , p. 196; 24, 1896, p 779; 
 
 19, Vol. II., p. 204 and 107; 19, Vol. III., p. 97; 20, Vol. V., p. 267 and 167; 
 22, Vol. XVIII., p. 64; 22, Vol. XVI., p. L06; 22, Vol. XLIL, p. 60. 
 
 Memory— 28, Vol. V., p. 356; 28, Vol. VI., p. 247 and 483; 28, Vol. IV.. 
 p. 1; 27, Vol. I., p. 453 and 602; 23, I N. S.) Vol. II., p. 761 ; 20, Vol. II.. p. 
 442; 20, Vol. IV., p. 298; 22, Vol. XXXIII.. p. 597. 
 
 Language Development— 2:'.. Vol. will.. p 18; 20, Vol. IX.. p. 52; 
 
 20, Vol. VII., p. 467; 22, Vol. XXX., p. 711-'; 22, Vol. IX., p. 129; 82, Vol. 
 XIII., p. 587; 23, Vol. XVI., p. 305; 28 Vol. XXIII., p. 107 and 17 
 
 Vol. III., p. 424; 26, Sept. and Oct. L888; L9, Vol. I., p. 257: 28, Vol. VI.. 
 p. 107; 10; 14'.. Chap. V. 
 
 Sight— 20, Vol. III., p. 348; 18, Vol., III., No. L, p. 26; L8, Vol. I., No. 
 6, p. 167; 18, Vol. II., No. 10, p. 62 >1 XVII. No 7, p. 400. 
 
 Hearing— 19, Vol. II., No. 3, p. 397; 18, Vol. I., No. I. p. ''7; is. Vol. 
 I., No. 6, p. 171; 18, Vol. I., No. 8, p. 259. 
 
 Motor Ability— 19. Vol. III., p. 9; 18, Vol. til., No. l. p. it; 21, Vol. 
 II. No. 1, p. 8; 19, Vol. III., No. l p. 97; Studies from rale Chiv. Vol. 2, 
 p. 114: 28, Vol. V., p. 125. 
 
 Enunciation— 18, Vol. II., No. 11, p. G 
 
 Nervousness— 18, Vol. I., No. 5, p. MO; 24, Vol. II., No. L, p 
 
 Fatigue— 19, Vol. II., No. 1, p. 102; 24, Vol. II., No. 2, p. L09; 19, Vol. 
 
 III., No. 2, p. 213. 
 
 Disease— 24. Vol. II., No. 8, p. 60; 18, Vol. III., No. I, p. 8; 18, Vol. 
 
 II., No. 8, p, - r '01.
 
 — 60 — 
 
 Growth— 22, Vol. XL, p. 28; 18, Vol. I., No. 4, p. 109; 24, Vol. II., No. 
 2, p. 201; 28, Vol. I., p. 209. 
 
 Adolescence— 19, Vol. I., No. 2; 24, Vol. I., No. 2, p. 70; 19, Vol. V., 
 No. 1, p. 61; 19, Vol. II., No. 2; 28, Vol. VI., No. 1; Practical Child Study, 
 p. 89-96; 18, Vol. I., No. 1. 
 
 Home Conditions— 24, Vol. II., No. 1, p. 8; 26, Vol. XVII., p. 404. 
 
 School Conditions— 24, Vol. I., No. 3, p. 53; 19, Vol. II., No. 2; 18, 
 Vol. II., No. 8, p. 488. 
 
 Those who know nothing about psychology will And such books as the 
 following valuable : Ladd's Primer of Psychology, Scribners ; Krohn's 
 Practical Psychology, Werner Co. ; Gordy's Lessons in Psychology, Ohio 
 Pub. Co., Athens, O. ; Halleck's Psychology and Psychic Culture, American 
 Book Co. ; Kirkpatrick's Inductive Psychology, Kellogg & Co. Those wish- 
 ing to do more advanced work should study such works as, James' Psychol- 
 ogy and Baldwin's Psychology, both published by Holt & Co. Titchner's Out- 
 lines of Psychology, jVIacmillan; Ladd's Psychology Descriptiye and Ex- 
 planatory, Scribners ; Sully's Handbook of Psychology, Appletons ; Ziehen's 
 Physiological Psychology, Swan, Sonnenschein & Co. ; Hoefdiug's Outlines 
 of Psychology, 3Iacmillau Co.; Dewey's Psychology, Harpers.
 
 3 rl 
 
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