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larged view of the value and the bearing of science in human life, rather than to fill him with a more detailed and more highly specialized mass of information, which, at his age, ordinarily interests him but little, and arouses his enthusiasm even less.

Looked at from this point of view, a course in science in college would be very different from any now given there. If the science were physics, the proposed course might begin with a discussion of the steam engine. The discussion would not be conducted as is now generally done, by beginning with statements of Boyle's law, of the law of Charles, of the laws of saturated vapors, of Joule's equivalent, etc. It would rather first consider the uses of machines of various kinds in early times, the economic circumstances that produced the necessity for a greater source of power than the water wheels and wind mills then in use, and the early attempts at the use of steam, with an analysis of the reasons for their failure. The work of Watt might then be studied carefully, to be followed by the consideration of the contributions of Rumford, Hirn, Joule, Clausius, Mayer, Stephenson, Fulton, and others, leading eventually to the modern steam engine and its efficiency, or rather, its inefficiency. Along with this, attention should be given to the social and economic changes conditioned by or closely connected with the development of the steam engine, and of its application to manufacture and to transportation. In all this there should be, for the general student, no laboratory work, but plenty of demonstration experiments, lantern slides, photographs, and collateral reading.

When the steam engine was finished, electricity might be taken up in the same way. The electric telegraph and the dynamo and the telephone have certainly affected economic and social life in a powerful way, and played an important part in bringing about present conditions. The entire subject of electricity could easily be brought, if desired, into a discussion of the subject from this point of view.

Practical appliances like those just mentioned should not, however, receive all of the attention of the class. The achievements in pure science must not be neglected. Thus the Coper

nican system of astronomy has certainly had a tremendous effect on our intellectual and spiritual life, and the modern electro-magnetic theory of light may be considered as but one of the many evidences of the general drift of society towards conceptions of unity and of solidarity. Thus while the practical achievements of science have been enabling men to attain the modern physical and external unity of the world, the great theories and hypotheses of science have been playing a no less important part in our inner development toward conceptions of intellectual and spiritual unity.

Such a course in science would certainly appeal to the general student when he is gaining his motor education in social and economic matters, because the problems in whose solution he is interested lie mainly in those fields. That this is an ideal whose attainment cannot be immediate all will admit, since it assumes that the student has had the necessary motor training in physical and mechanical matters in his earlier education. But even if he has not had this, would it not be better to give him in college the training suited to his age and tastes-to awaken his real enthusiasm through the problems in which he is especially interested-than either to try to make up back deficiencies in a manner that is necessarily mechanical because it is a misfit, or to repeat in a more abstract and technical way the work covered in his high school course?

The important points that I have tried to make clear in this discussion are briefly these: 1. For the specialist in science or in engineering, college laboratory work of the right sort is an essential part of his professional training. 2. For the nontechnical or general student, college laboratory work is neither essential nor desirable; the emphasis in this case should be laid on the services of science in developing and maintaining intellectual, social, and economic life. 3. For all students, it is of the greatest importance that proper motor training in matters of natural phenomena be given during the pre-college ages; this training should include laboratory work of the right sort in profusion.

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Child-Study

REV. E. F. BLANCHARD, PATERSON, N. J.

S a usual thing a child when unrestrained is natural; there is no artificiality, no shamming. Human nature has free play; and the doings of children reveal with great clearness their psychological make-up. Accordingly one who has made child-life a study can forecast with considerable exactness the child's probable future. For the strong psychological tendencies of childlife will usually (though not always) become the dominant principles in later life.

In the first place it must be observed whether the child is self-possessed or diffident. A self-possessed child and a diffident child may do the same thing or similar things, and it indicates one psychological tendency in one child, and something entirely different in the other.

A diffident child has a hard time. He is sure to be misunderstood, and is often unjustly punished. He is easily flustrated by new surroundings which destroy for the time being his mental equilibrium. Hence he does things which are contrary to his real nature. He may even tell the untruth, and he is belying himself continually. Be lenient with such a child. Judge him not by his occasional misdeeds and mistakes, especially such that occur when he is in uncustomary surroundings.

In observing a diffident child, note his ways and doings when at home and in his customary surroundings. If he is generous, thoughtful, obedient and truthful, it marks him as possessing a noble and trustworthy nature. Such a child may, when away from home or when company is present, contradict all these noble qualities.

There is hope for diffident children. They may not develop as rapidly as other children, but many have become the great thinkers of the world, and many outgrow their affliction.

It is different with a self-possessed child. He is not easily flustrated; new surroundings and scenes do not disturb his mental equilibrium. He often does better away from home and when company is present than at other times. This is the reverse to the exhibitions of a diffident child. A self-possessed child should not be pushed forward, flattered and made too much of. He should be made to give a faithful account of his doings, and his misdeeds should not go unnoticed.

Several interesting cases of the doings of children have come to my notice. A college professor was once much concerned about his four year old little girl who frequently told her parents that she saw strange dogs and cats in the different rooms of the house. The parents would go where the child said she saw the strange animals, but nothing would be found. The professor could not account for the child's untruthfulness, and talking to her and punishing her did little good. A few inquiries led to a solution of the case. The girl was much delighted every time her parents searched for the animals. This fact gave the key to the situation.

The moral faculty, the last to assert itself, had not become a vital force in her life. But she was an acute observer, reasoner and planner. She understood the logic of cause and effect. At some time she had seen her parents search the house for something (it may have been a dog or a cat), and it pleased her. Since then, for the sake of seeing her parents search the rooms, she had told of seeing and of hearing the animals. She was not concerned about the moral side of the case.

The child's strong trait was the ability to plan in order to bring about her wishes. This is prophetic of a good business woman and a leader in society-one who can manage things. The girl's untruthfulness at this age did not necessarily indicate that she would always be so. For the moral faculty, the last to assert itself, sometimes does not become a vital power until the ninth or tenth year.

On the other hand, if the girl had been anxious and fearful when her parents were searching for the supposed intruders, it would have indicated that she failed to distinguish between her

imagination and the reality. Many children, and even older In this case she would hear and see Children sometimes tell

people, have this trouble.

the animals in her vivid imagination. that they have seen people and what these people said to them, when in fact they have not seen the people at all. They have only imagined what they think they have seen and heard.

A nine years' old girl was going home from school one night when several pigs that happened to be in a field came near her. She was much frightened and ran to her home, and rushed into the house greatly excited, exclaiming that the pigs had bitten her. There were no indications on her clothes or body that the pigs had touched her. It was only a case of strong imagination, and of a failure to discriminate between the imagination and the reality.

Another case: There were two sisters about eleven and thirteen years of age. When the younger girl found anything at school, as a lead pencil or bookmark, she would at once try to find its owner. But when the older girl found anything she did not try to find the owner, but quietly laid the article aside, and in a few days would appropriate it for her own use. When asked where she got the new pencil, ribbon or bookmark, her answer would be that she found it, and not finding the owner used it herself.

The thirteen year old girl's course indicates a selfish and a cunning nature. Such a person is ready to take an unfair advantage over others, and sometimes is not too honest. The sister's course is prophetic of a person frank and honest.

Another case: A self-possessed four years' old girl was well behaved at home when no company was present. But whenever company was present, or she was away from home, she was a different child. She would romp on the floor, tip over chairs, knock the dishes from the table and spill things, to the great annoyance of her parents. Talking with her even before people, sending her to bed without her supper, and other punishments had little effect. The parents did not understand her, and she was growing worse instead of better. A psychologist who had given special attention to child-study visited the family a few days and discovered the cause of the trouble.

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