Southern Branch 
 of the 
 
 University of California 
 
 Los Angeles 
 
 Form L-l
 
 This book is DUE on last date stamped below 
 
 JUL 1 1924 
 WAY 5 1930 
 
 DEC 3 
 
 T ' ' 
 
 * -
 
 REPORT 
 
 STATF NORMAL PCITOOT 
 
 ON THE 
 
 MOTIVATION OF THE 
 
 CHILDREN'S 
 
 WORK 
 
 IN THE 
 
 ELEMENTARY SCHOOLS 
 
 463

 
 Education 
 Library. 
 
 Report on the Motivation or the Children s vv ork 
 in tne Elementary Schools 
 
 The following motives and incentives, classified by subjects, were 
 compiled from the reports received by the committee. No attempt has 
 been made to arrange the motives listed in the order of their value or 
 importance nor to classify them as to their merit ethically. Some of them 
 are merely artificial incentives. 
 
 The rules governing the length of papers forced the committee to 
 omit all of the vitalizing material contained in the excellent discus- 
 sions some sent with their reports. Only the skeletons of these dis- 
 cussions pertaining directly to our problem have been included in the 
 following formulation. 
 
 H. B. WILSON, Chairman. 
 GAIL CALMERTON, 
 THOMAS D. AGNEW, Jr. 
 
 Reading 
 
 Motives in reading spring from the social value of the ability to 
 read. It enables one to gain ideas needed in solving problems, to aid 
 or entertain his friends and classmates, and to "express beautifully one's 
 own conception of something that is really capable of arousing individual 
 emotional expression." 
 
 Motives reported: (No attempt to distinguish silent and oral reading 
 motives.) (1) to express the picture, music and emotion the reader is 
 personally enjoying; (2) to entertain an audience with a play as other 
 grades of school, parents' meeting, general audience; (3) to share infor- 
 mation with others needing it as in working on a phase of history, a prob-
 
 1cm in civics, the making of a school garden; (4) to show an upper 
 grade the progress made as when lower grade children read to an upper 
 grade or upper grade children read to a lower grade; (5) to share inter- 
 esting stories found in out-of-school reading, the new Christmas books, 
 perhaps. 
 
 Spelling 
 
 Motives reported: (1) making little dictionaries in second grade in 
 which were put all words children could spell; (2) wishing to write a 
 letter to Board of Education asking for playground apparatus required 
 quite a campaign in strenuous spelling before the letter could go; (3) 
 preparing to defeat other schools in term spelling contest; (4) wishing 
 to have name on list of pupils perfect in spelling; (5) wishing to spell 
 well enough to be allowed to set type in school printing office. 
 
 Language 
 
 The motive stimulating the child to effort in his language work is 
 the desire to communicate for the purpose of learning, instructing or 
 entertaining. Reports showed the following needs for correct and ef- 
 fective language expression served to motivate the language work: (1) to 
 tell supervisory officers, children of another grade, those attending the 
 school assembly, parents or grandparents a story that was much en- 
 joyed; (2) to thank a citizen for prize money, the Board of Education for 
 a clock, hedge fence, etc., a higher grade for books loaned and for pro- 
 grams made, the postmaster and city librarian for privilege to see Presi- 
 dent Taft from their lawns, a mother for making pen wipers for all 
 children in her son's room, a friend for paper napkins supplied for use 
 at school picnic, mothers' club for pictures, books and play apparatus, 
 the liveryman for a sleigh ride and a hay ride, the park superintendent 
 for use of the park and for making play apparatus for the school grounds, 
 citizens for the loan of flowers to decorate the school rooms on a par- 
 ents' day; (3) to invite pupils of other grades or parents to enjoy a dram- 
 atization, a good reading lesson, or a literary program, parents and 
 friends to corns and see the regular school work on a visiting day or to 
 attend a school fair or bazaar, a citizen to deliver a lecture on some 
 topic related to work; (4) to answer invitations from other grades or 
 teachers, letters from children in schools in Detroit, Mich., Stratford, 
 Conn., and Manchester, England; (5) to inquire of city clerk, circuit judge, 
 or superintendent of schools for information needed in civics or arith- 
 metic work: (6) to apply to superintendent of park, a factory, a brick- 
 yard, a molasses mill for permission wanted and to thank these persons 
 for privileges extended; (7) to succeed in a prize story contest; (8) to 
 write programs, prepare papers and dramatize a story for an entertain- 
 ment the grade wishes to plan for the parents, the other grades of the 
 school, or a general audience for mercenary purposes; (9) to write "ads" 
 of school enterprises and to report results of school undertakings to 
 newspapers; (10) to write a booklet giving the history of the flag, making 
 it so interesting people will buy it, thus raising money with which to
 
 purchase a flag for the school room; (11) to write a letter to State Sup- 
 erintendent Blair thanking him for a courtesy extended the school, let- 
 ters for the mothers' club ordering the pictures they wish to purchase 
 for the school with the funds derived from the school fair, for literature 
 to use in the study of' birds, and the planting of a school garden; (12) to 
 prepare items for the school paper which is read once per week in the 
 school assembly; (13) to write to the congressman for seeds to plant 
 the school garden; (14) to write letters of appreciation to Mrs. Kate 
 Douglass Wiggin telling her what keen pleasure was experienced in 
 reading her "Rebecca of Sunnybrook Farm" and to Mr. Ernest Thomp- 
 son Seton in reference to the pleasure the reading of his animal stories 
 has afforded, a diary of this correspondence was prepared for binding 
 in manual training class.); (15) to ask superintendent of schools for 
 materials needed, privileges wanted; (16) to write something interesting 
 enough to merit publication in the school paper as a letter to an absent 
 pupil who is traveling in England, a half day's visit to Ichabod's school, 
 adventures of a pay-as-you-enter car, a speech by the Great Stone Face. 
 
 Language work reported by one sixth grade teacher in which good 
 motives are evident: 
 
 (1) Make a book of stories about vacation experiences for second 
 grade to read; (2) letter inviting third grade to play a dramatization of 
 "The Lion and the Mouse" which sixth grade wrote; (3) letter to the 
 superintendent of schools inviting him to see the dramatization and en- 
 closing a copy of the dramatization; (4) letter of thanks and appreciation 
 to third grade after they presented the dramatization; (5) letters to par- 
 ents inviting them to witness a repetition of the dramatization; (6) letter 
 to the superintendent of schools asking permission to visit a sorghum 
 mill; (o) letter to the owner of the mill asking his permission to inspect 
 the mill and learn the process of making sorghum, and also one to citi- 
 zens owning automobiles asking them to take them to the mill; (8) letters 
 of thanks to the superintendent of schools, the owner of the mill and the 
 owners of the automobiles after the visit; (9) a written account of their 
 experiences at the mill to loan to other grades which <fid not visit the 
 mill; (10) letters inviting parents to attend the school's Thanksgiving 
 exercises and enclosing program: (11) letter of request and later one of 
 thanks to the principal of another school for the loan of a picture needed 
 in a colonial life scene in the Thanksgiving program; (12) letter of 
 request and later of thanks to the kindergarden teacher for the loan of 
 her small chairs, to a citizen for the loan of his curtain stretchers and 
 to the teacher of another grade for the loan of some Indian shields, all 
 for use in giving the Thanksgiving program; (13) letters of thanks to the 
 first grade for the privilege of witnessing their dramatization of parts of 
 Hiawatha; (14) letters at Thanksgiving time such as the early colonists 
 might have written to friends in Europe; (15) invitations to all in the 
 building and to all supervisory officers of the schools to witness their 
 Discovery Day exercises on Oct. 12; (16) making programs for Dis-
 
 covcry Day exercises; (17) writing play for Discovery Day program; 
 (18) letter of request and later one of thanks to seventh grade for the 
 loan of costumes needed in presenting Discovery Day program; (19) 
 similar letter to a citizen for the loan of Indian relics; (20) letter of invi- 
 tation and later one of thanks to the second grade teacher asking her to 
 tell of her travels in connection with certain geography work; (21) let- 
 ter of request and later one of thanks by girls to a local shoe dealer for 
 shoe boxes in which to keep their sewing; (22) letter of request and 
 later one of thanks to an old citizen for information about early pioneer 
 life in Kentucky, needed in connection with history work; (23) letter of 
 greeting accompanied by flowers to this same citizen on his eighty- 
 seventh birthday: (24) working out story of life of Wagner to enable 
 them to better understand some of his musical productions; (25) letters 
 of reply to children in Stratford, England (Each child gave particular 
 attention to some one thing in or about Dccatur or Illinois that no other 
 child was to write about. Gathering the information necessitated 
 visits to factories, post office, waterworks, public library, Y. M. C. A., Y. 
 W.-C. A., depots, coal shaft, etc., also letters of inquiry to newspapers, 
 Chamber of Commerce, factories); (26) letter of sympathy accompanied 
 by a basket of fruit, to a sick schoolmate; (27) letter of thanks to a 
 citizen who loaned his Victrola at Christmas time, playing selections 
 appropriate to Christmas season too difficult for pupils to sing; (28) 
 Christmas greetings to teachers and supervisory officers of schools; 
 (29) preparing a February booklet containing papers and programs 
 pertaining to noted men born in February; (30) compiling booklet re- 
 cording legends of St. Patrick's day; (31) replying to letters from Indian 
 children; (32) letter of sympathy to a classmate at time of his grand- 
 father's death; (33) compiling the history of the school this grade at- 
 tended, it being the oldest school in the city; (34) compiling booklet 
 of Easter legends; (35) writing essays in competition for a prize offered 
 by a citizen on "The Attraction and Protection of Song Birds;" (36) girls 
 answering an advertisement in local paper for "Girl Wanted;" (37) boys 
 answering an advertisement in local paper for "Boy Wanted;" (38) letter 
 of request and later one of thanks to superintendent of schools in con- 
 nection with school picnic at close of year. 
 
 A careful checking of the technical work in language and grammar, 
 assigned to this grade, showed it had all been covered in the meeting of 
 actual situations requiring written work. Often times it was found 
 necessary to refer to the books or take a series of lessons from the 
 books in order to do successfully what was desired. 
 
 Geography 
 
 Motives in geography work spring from curiosity, the feeling of 
 need for a larger and better understanding of the great world and its 
 meaning, an appreciation of the economic and social value of geographic 
 information, and from the way in which the facts and materials of 
 geography may be used in games and contests.
 
 Reports show: (1) maps were drawn on floor of school room enabling 
 children to work over them as over country itself, getting directions, con- 
 tour, size, relative size and position, slopes, drainage, products, indus- 
 tries; (2) sand maps were made bringing out above items and erosion; 
 (3) school gardens were laid out to represent a country and its states and 
 products, etc.; (4) a delta table was used to show erosion, formation of 
 flood plain, wearing of banks, depositing, sifting, sorting, etc.; (5) a 
 device was made to reproduce the formation of Niagara Falls gorge; (6) 
 field trips were taken to clear up ideas of land and water forms and how 
 produced, etc.; (7) games were used involving walking over states and 
 naming them, putting puzzle map together, making product map, indus- 
 tries map, guessing the state or country by an oral or visual represen- 
 tation of it, sailor geography contest; (8) areas and relative sizes, heights 
 and volumes were represented in cardboard and clay or wood blocks; 
 
 (9) weather maps were made* and weather phenomena were dramatized; 
 
 (10) collections of postal cards, pictures from magazines, railway folders, 
 guide books, etc., were made and used; (11) journeys were planned and 
 taken in imagination, involving keeping of careful diaries and writing 
 of letters giving careful reports of trips; (12) illustrated geography book- 
 lets were made; (13) real estate companies were organized to sell land 
 in various localities, requiring a knowledge of climate, water supply, 
 facilities for commerce, products, etc. 
 
 Arithmetic 
 
 Problems requiring solution arising in other work or needs for num- 
 ber ability appearing in efforts to play games result in highly motivated 
 arithmetic exercises and problem material. 
 
 Motived work reported grew out of need to solve problems in (1) 
 making calendars, clay pots, handkerchief boxes, glove boxes, jewel 
 boxes, waste baskets for gifts, dictionaries, wooden boxes divided into 
 smaller compartments by cardboard for holding collections of stones, 
 furniture for doll houses, looms for weaving, penwipers, wigwams, Es- 
 kimo houses, crates to pack jellies and preserves made to present to 
 parents at Christmas, bridges and clocks in manual training, sanitary 
 henhouse for hens kept at the school; (2) caring for chickens kept at 
 school, involving purchase of feed, the collection and sale of eggs and 
 the marketing of the chickens raised; (3) cooking in domestic science, 
 requiring measuring with scales and dry and liquid measures, purchasing 
 ingredients needed, mixing same in right proportions and so on; (4) 
 printing which necessitates purchasing paper, ink, oil, cutting paper eco- 
 nomically, computing size of cuts and the number of quads and spaces in 
 different lines, estimating the size of type and the spacing of matter for 
 good artistic effects; (5) trying to appreciate the significance of data 
 as to population, taxation, areas, and so on in history and geography; 
 (6) playing games such as Changing Places, Simon Says Thumbs Up, 
 Fireman, Hod Carrier, The Cave Man, The Boy Scouts, Arab Practice,
 
 8 
 
 Playing Store, Bean Bag, Ten Pins, Ring Toss, Tumble In, Spin the 
 Top, Going into Business, Banking, involving measuring, counting, writ- 
 ing and reading numbers, adding, subtracting, multiplying, dividing in all 
 phases of arithmetic, constructing various geometric forms, computing 
 perimeters, circumferences, areas, making change, depositing money, 
 balancing accounts, opening and closing accounts, keeping accounts, or- 
 ganizing a company and bank, figuring discounts, profits, losses, and 
 interest, loaning and borrowing, preparing orders and bills, remitting 
 money by draft, check, or postal order; (7) planting a school garden, in- 
 volving measuring up the plot, dividing it between rooms and then into 
 beds or plots, purchasing seeds, marketing produce and expending in- 
 come; (8) managing school excursions and picnics, requiring estimating 
 time needed, cost of transportation, food and so on; (9) conducting 
 school enterprises such as a fair, supper, entertainment, necessitating 
 purchasing, paying expenses, keeping the. account, expending the pro- 
 ceeds; (10) determining for the use of the superintendent the cost of 
 books and supplies purchased by the pupils in the school; (11) figuring up 
 the items of the teacher's statistical report for her; (12) keeping account 
 of money given or earned by each pupil and of ways of expending it; (13) 
 entering up data under correct dates in diary; (14) sorting material for 
 first grade boxes so as to get right amount in each box; (15) measuring 
 up school properties as to size, size of rooms, amount of blackboard, etc., 
 for reporting to superintendent. 
 
 More remote motives mentioned as operating were: (1) desire to 
 learn early table work accurately so later arithmetic work will be easy; 
 (2) desire to work with speed and accuracy so as to be chosen to a 
 responsible position in the games played; (3) desire to become proficient 
 in mathematics because it is so essential in a business career. 
 
 Writing 
 
 Reports showed following needs supplied motives: to write legibly 
 and rapidly in meeting requirements in other work of school, to surpass 
 specimen of preceding year's work, to produce neat, attractive books 
 for school exhibit at close of year, to write letter to Santa Claus, friends, 
 to make booklet of good writing for present to parents. 
 
 History 
 
 Motives reported: writing imaginary diaries of great men, making 
 supposed speeches of statesmen, representing their constituency in the 
 legislature or congress, dramatizing scenes, stories and epochs, ar- 
 ranging a pageant, preparing to debate some question congress had to 
 settle, learning structure of a mediaeval castle in detail so as to rebuild 
 it in clay, model cave, tools, etc., used by early cave men, working on 
 period of discovery and exploration to acquire knowledge necessary to 
 participate in a conference of the different nations which settled America.
 
 Music 
 
 Motives reported: (1) desire to sing at home for parents and guests; 
 (2) to provide music for the school assembly, memorial evening at G. 
 A. R. hall, mothers' club meeting, evening school social; (3) wish to 
 learn a beautiful song they have heard; (4) want to learn to write music 
 expressing own feelings; (5) desire to be able to read music as well as 
 stories; (6) writing melody to fit into that of Thanksgiving program; 
 (8) organizing a school orchestra. 
 
 Manual Training, Domestic Art, Domestic Science 
 
 Motives reported: (1) making things actually needed for use, as a 
 bird house for school and home grounds, a playhouse for first grade 
 children, furniture for this house such as chairs, tables, couch, rug, doll's 
 dress, doll's hammock, doll for sick child, a dress for poor child, articles 
 needed by a charitable institution, a tea table, costumer, community rug, 
 couch cover, cushion, a book case, or a davenport for the school, pencil 
 cases, bags, mats, foot rests for small pupils, sand tables, pointers, win- 
 dow boxes, specimen boxes, filing shelves or a glue table for the shop, 
 playthings for the school and home use, presents for friends at Christmas 
 or on birthday occasions, articles for sale at school bazaar such as shoe 
 polisher, cake beater, pen and ink stand, picture frame, tea mat, motto, 
 fancy blotter, writing desks, easels and standards for supporting studies 
 in drawing lessons, binding in book form interesting stories brought for 
 reading; (2) patching, mending and darning actual garments brought 
 from home; (3) making candy to sell at school fair; (4) serving a lunch- 
 eon to Board of Education; (5) making a booklet on sewing containing 
 compositions on thimble, needle, cotton, linen, etc.; (6) making infants' 
 clothes for use of school visiting nurse; (7) allowing students to use 
 shops out of hours, after knowledge of tools is acquired to make things 
 they want. 
 
 Drawing 
 
 The following needs were reported to have appeared and meeting 
 them has called for drawing lessons: (1) to illustrate bird prize composi- 
 tions; (2) to make posters advertising art exhibits, ball games, enter- 
 tainments; (3) to paint some pictures suitable for decorating a doll house, 
 some scenery suitable for use in staging a play written by the class; (4) 
 to design a cover for Miles Standish booklet at Thanksgiving time, 
 booklet on "Early Days in Macon County," the February compositions, 
 booklets in geography, nature study, language, the school garden diary, 
 the flag book; (5) to design a decoration for a picture frame, a pattern 
 for the rug the children wish to weave, for the curtains for the school 
 office or for the office table cover; (6) to win the local paper's prize 
 for the best weather cartoon; (7) to produce the design which will be 
 chosen to decorate the cover for the Mothers' club programs, the report 
 of the Board of Education, or for the school paper; (8) to make a 
 design for the decoration of the school room blackboards; (9) to develop
 
 10 
 
 a poster to assist teachers and visiting nurse in their campaign for 
 cleanliness and neatness; (10) to make a motto to decorate school room; 
 (11) to decorate a Christmas tree to send to a sick child; (12) to design 
 covers for stories bound in book form. 
 
 Good Attendance 
 
 Motives reported: seeking to win the school pennant for the best 
 record in attendance for the week or month, securing favorable mention 
 in the superintendent's bulletin noting the best records of attendance, 
 having name written in list of pupils attending well, wishing to have a 
 record worth pointing to, striving to get on published honor roll by 
 having no grade below E, seeking to make building record better than 
 for previous year, desiring to advance with associates, boys and girls 
 competed in regularity and punctuality of attendance, attending regularly 
 so as to miss nothing of value, win pennant for best attendance. 
 
 Good Conduct 
 
 Motives reported: Being allowed to go home at first afternoon dis- 
 missal, having name placed in honor list, organizing a self government 
 plan, being trustworthy enough to help check up library and supple- 
 mentary books and to work in groups without supervision in office, halls, 
 on lawns, to do right for pleasure it affords, allowing pupils who show 
 most care for politeness and courtesy to attend telephone, assist prin- 
 cipal, do errands, and so on, pleasure of good conscience and feeling of 
 self-respect, pupils organize a self-government system. 
 
 Wealth of Motivation From a General Problem 
 
 A number of reports indicated how almost all phases of the school's 
 work may be motivated by the handling of a large problem or school 
 enterprise. 
 
 A May-day Party Third Grade 
 
 A very interesting lot of work grew out of the decision of one of the 
 third grades to give a May-day party to which their mothers were to be 
 invited. Under the skillful management of the teachers, the children 
 carried the responsibility for the party from its inception to its com- 
 pletion. They wished to earn the money necessary to defray all ex- 
 penses and to manage the development of the program, the reception of 
 the guests, the presentation of the entertainment, and the serving of the 
 refreshments. While the work was in progress and following it, the 
 teacher based much of her school work upon the problems the childre)n 
 were finding it necessary to solve. Interesting compositions were writ- 
 ten in which each told how he earned his money and in which the suc- 
 cess of the party was reported. Notes were written asking the first 
 grade to make colored paper chains with which to decorate the room, 
 another grade to make programs for distribution to the guests, the other 
 grades for flowers for decoration and for chairs to seat the guests.
 
 11 
 
 Finally a formal invitation was written to send to each person invited. 
 After the party was over, all who assisted were thanked in a written 
 note or in a personal message borne by some pupil. A gentleman who 
 contributed some paper napkins received a very courteous and detailed 
 note of thanks. Problems solved during the manual training and art 
 lessons grew out of the need for a May basket and a program for each 
 guest. Many problems in arithmetic arose in estimating the cost of the 
 party and in figuring up the purchases made. The largest problem was 
 developing the program rendered at the party. This called for singing 
 and added to the interest in the music lessons. It also called for a little 
 play, and led them to dramatize some of their Greek history work. 
 
 Operating- a School Garden Third and Fourth Grades 
 
 Language work was necessary in keeping garden diary, in writing 
 the Flower Mission for order blanks, in ordering seeds, and in writing 
 letters of request for help in things children could not do and later letters 
 of thanks for help received. 
 
 Arithmetic appeared in keeping account of garden's progress by 
 dates, in measuring up garden and figuring up its size, dividing it between 
 rooms, providing paths, determining space to devote to each vegetable, 
 figuring up amount of seed needed and cost of same, marketing produce 
 and expending proceeds. 
 
 Much interesting reading was done in learning how to make and 
 plant a garden and in understanding the phenomena of plant life which 
 appeared as the garden developed. 
 
 The necessity for markers for the beds provided some manual train- 
 ing problems. 
 
 A School Bazaar All Grades 
 
 The aim was to raise money to further equip and beautify the play- 
 ground. The parents' association co-operated actively . 
 
 Manual training work produced for sale, 100 salt cups in first and 
 second grades, 1 tooth brush holder, 2 picture frames, 10 cake paddles 
 and 27 iron holders in fifth grade, 1 jardeniere stand and 22 dusting caps 
 in sixth grade, 9 button bags and 15 sewing bag aprons in seventh grade. 
 
 Language work was provided in requests for help and later in thanks 
 for help, requests being for articles for sale on fancv table and in nlain 
 sewing booth, for articles of food needed in supper, for help in kitchen 
 and for waiters in serving supper, for some one (the baker) to roast meat 
 for supper. 
 
 Much meaningful arithmetic work arose from the need of figuring out 
 tlie amount of candy needed at candy booth, determining amount ot 
 candy to ask each of several persons to furnish, estimating the amount 
 of gingham to purchase to make aprons for plain sewing booth, deciding 
 price at which all articles should be sold to make a reasonable profit, de- 
 ciding amount of popcorn needed and how much to sell for 5 cents, 
 concluding how to apportion money for things wanted.
 
 12 
 
 The School Assembly as a Source of Motives 
 
 In the school assembly, all of the children on a floor or in a building 
 meet for a brief series of simple exercises, growing out of their daily 
 school work. It possesses for the entire school many of the values 
 afforded by a general problem for a grade. Some of the features of the' 
 program are contributed by the entire school. Each room feels a pride 
 in doing its part well alongside of the other rooms in the school. Usually 
 some room is responsible for the remaining features of the program. 
 It results in supplying motives for good singing, improved compositions, 
 since only the best are chosen for reading in assembly; better reading and 
 memorizing, as only the exemplary is presented before the assembly. In 
 the development of dramatization for the assembly, excellent composition 
 work is provided. The preparation of programs for the audience calls 
 for neat writing, accurate spelling and punctuation, and good drawing. 
 Reporting the conduct and attendance and other significant facts in the 
 life of the school and awarding a pennant, perhaps, to the most deserving 
 room, in assembly, tends to motivate the formal requirements of the 
 school for the children. No one agency of the school is more effective in 
 reaching the student body and in inspiring it with new and loftier 
 ideals than the school assembly. It possesses all of the advantages 
 arising from the co-operation and competition which numbers render 
 possible and it affords the enthusiasm of "the crowd." 
 
 8463
 
 UNIVERSITY OF CALIFORNIA LIBRARY 
 
 Los Angeles 
 This book is DUE on the last date stamped below. 
 
 UBJECT TO FINE IF I 
 
 JANS 019B8 
 
 QUARTER \-OM 
 
 MAR ' 8 1968 
 
 1AR 1 1968 
 
 ED./ PSYCH. 
 
 JOT RETURNED TO 
 
 LIBRARY 
 
 Form L9-50m-9,'60(B3610s4)444
 
 A 000 961 904 o 
 
 UCU-ED/PSYCH Library 
 
 LB41N21 
 
 
 SOUTHERN BRANCH. 
 
 UNIVERSITY OF CALIFORNIA, 
 
 LIBRARY, 
 
 ANGELES. CALIF.