all of the child's nature; varied, fantastic and odd, because of unorganized mind; very real, owing to slight experience; not brilliant, but commonplace.

Lines of peculiar development: Imagination the basis of play activity; playthings serve as stimuli for fancy; hence elaborate ones are bad. Story telling and dramatic activity, "Sentimental Tommy." Imaginary companions; kinds; activities; why created; how destroyed; dangers and uses. In religion, anthropomorphism, superstition, ghosts, pin-luck, gambling.

Educational applications: Imagination leads and directs science; creates, directs and interprets the arts; broadens and beautifies life.

READING.

Jastrow, Joseph. A Statistical Study of Memory and Association. Educational Review. November, 1894. Vol. II, pp. 442-452. Eldredge-Green, F. W. Memory and Its Cultivation. International Science Series. Appleton: New York. 1897.

1893.

Ribot, Th. Diseases of Memory. Appleton: New York. Shaw, John C. A Test of Memory in School Children. In Pedagogical Seminary. October, 1896. Vol. IV, pp. 61–79.

Barrie, J. M. Sentimental Tommy. Scribner: New York. 1896. Vostrovsky, Clara. A Study of Children's Superstitions. Barnes' Studies in Education. Vol. I, pp. 123-143.

See also James, Sully, Taine.

SUGGESTIONS FOR STUDY.

Repeat Jastrow's experiments. Write out your own earliest memories.

LECTURE III.

The Growth of Artistic Sensibility

or

From Sensory Shocks to Love of Harmony.

Growth of admiration hunger: A primitive hunger of the soul; nowhere does art begin; all organic life is artistic and dramatic. Little art growth while energy is needed for subsistence; surplus energy is used for pleasure; discharges along lines already organized; colt runs, kitten hunts, child plays doll; play activity, the source of all the arts. Gradually order comes into this activity; running and capering become dances; purring and cries become music and oratory; combinations give us the drama.

Studies on color sense: Preyer, Baldwin, Luckey, Marsden, Barnes. Little children love "striking" colors; shining and glistening things, white, yellow, red; green, gray and neutral tints come later.

Studies in music: Young child pounds, drums, whistles, enjoys explosives; later he likes simple harmonies, then more elaborate compositions; most American adults are infants on the musical side of their natures.

Studies on children's drawings: Collections of one child's work: Shinn, Hogan; Studies on many children; Barnes; Partridge; general interpretations; Burk, Sully, Lukens. Three stages in children's drawings: Cataloguing stage; due to fragmentariness of inner life; leads to accidental associations and conventional signs. Picture writing; the narrative period of life; not sufficiently used with children. The artistic period; demands comprehension of the whole; discrimination; selection.

Educational applications: Good educational artistic setting for a child is unpleasing for a well-developed adult; an ideal nursery, kindergarten, primary, high school, from point of

view of æsthetics. Drawing is a language, and should be freely used as such; formal drawing should not appear before nine years old. Pictures for children should be simple; dealing with childish themes; in striking colors. Struwwelpeter; Walter Crane; classic art for little ones; Sistine Madonna. Teaching pictures; its necessity; its stages. Why we are most of us cases of arrested artistic development.

READING.

Lukens, Herman T. A Study of Children's Drawings in the Early Years. Pedagogical Seminary. October, 1896. Vol. IV, p. 79. Sully, James. Studies of Childhood. Appleton: New York. 1896. Partridge, Lena. Children's Drawings of Men and Women. Barnes' Studies in Education. Vol. II, p. 163.

Burk, Frederic. The Genetic versus the Logical Order in Drawing. Pedagogical Seminary. September, 1902. Vol. IX, pp. 296–324. Munroe, W. S. Tone Perception and Music Interest of Young Children. Pedagogical Seminary. March, 1903. Vol. X, pp. 144–

147.

Hogan, Louise E.
A Study of a Child. Harper:
Shinn, Milicent W. The Biography of a Baby.

& Co Boston. 1900.

SUGGESTIONS FOR STUDY

New York. 1898.
Houghton, Mifflin

Have children draw pictures of a man and woman. Compare results with Partridge's study. Have children describe the prettiest thing they have ever seen; compare with Barnes' study.

LECTURE IV.

Children's Political Ideas

or

From the Political Boss to Political Self-direction.

How national unity is secured: The most essential quality in a state; formerly supposed to depend on natural geographical boundaries, common nationality, religion, speech, customs. To-day these forces less operative: e. g., Switzerland, cut into parts by Alps, three nationalities, two religions. British Empire, scattered over the earth, all nationalities, religions, languages; yet both these countries are strongly unified.

How the United States were unified: At close of Revolutionary War, lacked natural boundaries, common descent, common language, common religion or customs. Possessed only common beliefs, embodied in men and phrases: Washington, Adams, Jefferson, Henry. "No taxation without representation"; "All men born free and equal." People unified by these ideas; nationalizing of 20,000,000 immigrants; St. Paul instance.

Qualities of national leaders that appeal to children: Queen Victoria, a marked representative of the British Empire; Diamond Jubilee; experience of Mr. Stead as a child. Our study on Victoria; young children mainly impressed by material possessions, palaces, carriages, servants, food and apparel; immaterial possessions, love, honor, respect, appeal little to young children. Personal qualities admired are the vague virtues described as "good and kind"; differentiated moral and intellectual qualities make no appeal to little children, small appeal to those of twelve or thirteen; political reputation unimportant. Similar study on Mr. Gladstone; on Mr. McKinley.

Study by Miss Jane Addams on grown-up children; they

want good men to represent them; their ideas of goodness same as London children. Our country full of ten-year-old voters; qualities needed to gain these votes; material power in getting jobs, in police courts and in satisfying personal wants; respect and honor in the community a poor political asset for getting such votes. Candidates must be "good and kind,' as judged by picnics, Christmas gifts, drinks, cigars and funerals. The political boss fills the bill.

Political education: Civic intelligence cannot be grafted on general ignorance; all growth in intelligence makes for political health and security. Danger of having any ignorant body of people, foreigners, colored people or women in a democracy. The next generation to be (trained and) educated almost exclusively by women; water cannot rise above its source; women must be given political experience.

READING.

Barnes, Earl. The Development of Children's Political Ideas, and Political Ideas of American Children. Barnes' Studies in Education. 1902. Vol. II, pp. 5–31.

Addams, Jane. Democracy and Social Ethics. Macmillan: New York. 1902.

SUGGESTIONS FOR STUDY.

Write out your own earliest reminiscences of political interests. Repeat Barnes' tests with children's compositions. Compare results.