iiill^lliHittdj 
 
 
 
LIBRARY OF CONGRESS. 
 
 Chap.. _.. Copyright No. 
 
 Shelf__L_Rj.|?x5' 
 
 UNITED STATES OF AMERICA. 
 
%fg. 
 
 WORKING SYSTEM 
 
 OF 
 
 CHILD STUDY 
 
 FOR SCHOOLS 
 
 BY 
 
 MAXIMILIAN P. E. GROSZMANN, Pd. D. 
 
 LATE SUPERINTENDENT OF THE SCHOOLS OF ETHICAL 
 CULTUKE, NEW ^ORK 
 
 SYRACUSE, N. Y. ^ 
 
 C. W. BAPDEEN, PUBLISHER 
 
 1897 
 
 Copyright, 1897, by C. W. Bardeen 
 
IRHZS 
 
 .a? 
 
CONTEN-rS 
 
 Page 
 Child study 9 
 
 The new pedagogy 10 
 
 Empiric facts 10 
 
 The larger work 11 
 
 At the Ethical Culture Schools 12 
 
 Admission of pupils 12 
 
 Yariety of tests 13 
 
 Class teacher and specialist 15 
 
 After graduation, 18 
 
 Recording of reports 19 
 
 Memoranda 19 
 
 Pupils' work .20 
 
 Special investigations 21 
 
 In art work 23 
 
 In drawing 23 
 
 In sewing, etc 23 
 
 In geometrical construction 24 
 
 In carpentry work .25 
 
 v^ In shop-work 25 
 
 Different impressions of different teachers 26 
 
 Special talents 27 
 
 School physicians 29 
 
 Advantages of investigations 30 
 
 Relation of health to conduct 32 
 
 Interesting cases 32, 34, 35, 36 
 
 (V) 
 
VI CHILD STUDY FOR SCHOOLS 
 
 Pag^ 
 The period of pubescence. . 37 
 
 Teachers' and parents' meetings 38 
 
 Home reports 39 
 
 Specimen blanks 40, 41 
 
 Specimen reports 42-46 
 
 Frequencies of reports. 47 
 
 General summaries 49 
 
 Difficulty of marking subjects 50 
 
 Keport from the director 51 
 
 Competition 52 
 
 Promotion 53 
 
 Graduation 53 
 
 Specimen reports 55-68 
 
 Conclusion 70 
 
CHILD STUDY FOR SCHOOLS 
 
A Working System of Child Study for Scliools 
 
 CMld Study is a new term for an old thing, a term 
 which is born out of a new enthusiasm for educational 
 advancement. In itself it is nothing new or startling. 
 Ever since the beginning of our race, every mother has 
 been a student of child nature, — more or less intelli- 
 gent, more or less patient, more or less experienced 
 and tactful, but still a student. So is every true edu- 
 cator, every teacher ; and, indeed, success with children 
 at home and in school has been commensurate with the 
 efforts and intelligence with which such child-study 
 was pursued. He who knew and understood children 
 best, even if it were instinctively only, had best success 
 as a parent or teacher. 
 
 Not even our modern methods in this field are alto- 
 gether novel ; Pestalozzi went to work in almost exactly 
 the same manner which is now suggested by child- 
 students. 
 
 No doubt, there is a difference between the old prac- 
 tice, and the new ; and we can observe, in the develop- 
 ment of this new science, the same stages as in the 
 evolution of every other branch of human endeavor. 
 The empiricism of old is now gradually giving place to 
 systematic research, and a scientific method of Child 
 Study is beginning to be evolved. Yet it is still an art, 
 at least in its direct application to living children, pre- 
 
 (9) 
 
10 CHILD STUDY FOB SCHOOLS 
 
 cisely as'medicine, notwithstanding its having achieved 
 the dignity of a science, still depends largely upon the 
 art and skill of the practitioner. But, surely, the 
 scientific stimulus, or check, will save the practical 
 physician, and teacher, from falling into routine. 
 
 The new pedagogy must be based upon child-study 
 — this dictum is very true, indeed. But it must not 
 be misunderstood. If we have to wait until the results 
 of all the new researches into the nature of the child 
 have been embodied in bulky tomes of scientific termin- 
 ology, to make the new pedagogy, then long years will 
 have to pass. But there is so much material at hand 
 that can be used without waiting for codification and 
 enrichment, that the new education can begin immedi- 
 ately. If we make conscientious use of what we 
 already know of the child, we can reform education 
 pretty thoroughly. 
 
 It is not necessary to ask so many sets of questions of 
 so many thousand children, or parents, or teachers 
 record the answers, and draw conclusions, to demon- 
 strate that children are imaginative, or imitative, or 
 that fear is a bad incentive, etc. All these investiga- 
 tions are indeed very necessary, and those who under- 
 take this noble work will gradually build up a science 
 of child nature. Bat in a general way, we are already 
 familiar with the life conditions of a child, and with 
 the development of his mind. Only let us make intelli- 
 gent use of this knowledge which centuries of educa- 
 tional evolution have supplied, but which has only too 
 often been disregarded in homes and schools. 
 
 Empiric facts. — As to these empiric facts of child 
 study and their intelligent and conscientious use in 
 
EMPIRIC FACTS 11 
 
 education, a comparison with other classes of empiric 
 experience will make our point clearer. It has, for 
 instance, been known to everyone since the beginning 
 of the time when society was disintegrated into differ- 
 ent classes, that the poor are badly housed ; that there 
 is overcrowding in their wretched quarters, and lack of 
 air and light ; that often the most essential require- 
 ments of hygiene are sorely neglected in the tenement 
 house districts, that hundreds of thousands suffer from 
 cold in winter, lack of ventilation in summer, and want 
 of proper nourishment throughout the year. The 
 statistics published lately by persons and bodies inter- 
 ested in the improvement of the life conditions of the 
 pariahs of society, reveal hardly any new facts ; but 
 they expose to the public eye the full horror of these 
 conditions against which selfishness has shut the eyes 
 of men who did not want to see. This new work of 
 the social reformists is nothing but a new appeal, 
 formidable, because unescapable, to the conscience of 
 those classes upon whose good-will social reform mainly 
 depends. 
 
 Likewise, modern Child Study derives its principal 
 value from the fact that it is, at its best, a new appeal 
 to the conscience of parents and teachers in behalf of 
 the helpless child whose fate in life will be largely 
 determined by their educational efforts. 
 
 The larger work along this new line of pedagogical 
 activity — the collection of numerous data, their syste- 
 matic arrangement, and the drawing of general con- 
 clusions — must be left to specialists in colleges and 
 universities. Teachers and parents can help them, and 
 must help them, by furnishing data; but their own work 
 
12 CHILD STUDY FOR SCHOOLS 
 
 is one of a different character. It will be their special 
 aim and privilege — not to draw hasty conclusions and 
 make rash generalizations on the basis of the scanty 
 material which is at their individual disposal, but to 
 become more intimately acquainted with the individual 
 children for whose future usefulness and happiness 
 they are directly responsible. Such work, indeed, must 
 be undertaken in all seriousness in each home and 
 school, and must be done systematically, and with the 
 combined efforts of all those who are in any way Con- 
 cerned in the education of any particular child. It goes 
 without saying that the results of scientific research and 
 generalization, fragmentary as they may be, will be 
 found most helpful and really indispensable in studying 
 individual children. 
 
 At the Ethical Culture Schools.— In order to illus- 
 trate in what manner such systematic study of individual 
 pupils for educational purposes may be undertaken in 
 a school, the writer may be permitted to call attention 
 to the efforts made under his direction in the Ethical 
 Culture Schools of New York city. Of course, there 
 may be many other and better ways of pursuing this 
 work ; but it may be helpful to many to learn in detail 
 of a working system, permeating all departments of 
 instruction and discipline, that has been elaborated and 
 successfully operated in at least one institution. 
 
 Admission of pupils. — As the institution of which 
 the writer is speaking differs essentially from most other 
 schools, in the scope of its course of instruction, 
 and its methods of procedure, as well as in the spirit in 
 which the work is undertaken, it is plain that there 
 exist no classes absolutely or even approximately par- 
 
AT THE ETHICAL CULTUEE SCHOOLS 13 
 
 allel to those elsewhere. When a child applies for 
 admission, therefore, it is not easy to grade him prop- 
 erly, as in each class of this institution there are several 
 studies taught with which few applicants are familiar, 
 and others which are treated in a manner different 
 from the one to which the pupil is accustomed. 
 
 The only thing to be done, then, is to place the child 
 in a class which approximately corresponds to his general 
 preparation, and degree of maturity. He will thus 
 have an opportunity to show to what extent he can 
 adapt himself to the nature of the work there, whether 
 he is fit to continue, whether he must be re-graded, or 
 whether admission must be denied him on grounds of 
 mental or moral unfitness. This period of trial extends 
 over one or several weeks, as the case may be, and during 
 this time the teachers carefully watch the pupil so as to 
 be able to form a judgment, tentatively at least. On 
 the basis of their reports, the case is decided. 
 
 Yariety of tests. — This method of testing the child 
 commends itself as more satisfactory than any other, 
 .especially for the reason that the course of study in this 
 school, which has been for many years a pioneer insti- 
 tution and experimental station of modern pedagogy, is 
 much more complete than it is ordinarily found. It com- 
 prises, beside the so-called ordinary branches, manual 
 training, art work, elementary natural science, etc., in 
 a system peculiar to the Ethical Culture Schools, and all 
 branches are taught in a manner intended to appeal to 
 the pupiPs own activity, and to develop his individuality 
 unhampered by convention and coercion. Apart from 
 their general educational value, these different branches 
 represent so many tests by means of which the child's 
 
14 CHILD STUDY FOR SCHOOLS 
 
 nature can be probed and his best abilities discovered. 
 There are few children that cannot do something 
 well ; and while some may never succeed in learning to 
 master spelling or the rules of partial payment, they 
 may show constructive ability in the shop, or power of 
 research in the laboratory, or talent in the line of artis- 
 tic creativeness. As soon as the point of vantage — that 
 is the work that commands his supreme interest — is 
 found, each child, unless abnormally deficient, can 
 be reached, and even be made to develop along lines 
 which are beset with difficulties. 
 
 It is only by means of a course of study which repre- 
 sents approximately all kinds of human activity and 
 interest, that all normally capable children can be 
 reached, and that those among them can be redeemed 
 who would be in danger of mental or moral atrophy 
 under a one-sided educational regimen. For it must 
 be emphasized again and again — trite as the saying 
 may seem — that each child is after all a unit, with ten- 
 dencies and capabilities peculiar to itself ; and that all 
 children are not fit to be reduced to the same kind of 
 common stuff in one universal grind-mill. 
 
 Such variety of tests will give a chance to the pupil, 
 who has been admitted on trial in a class. Something 
 will surely appeal to him, and reveal his power. And this 
 revelation will come the sooner, as the different tests 
 will be applied by different individuals ; for into the 
 class teacher system there is infused a goodly dose of 
 specialist work. While in the lowest grades, the class 
 teacher does almost all of the teaching, with a very 
 small proportion of specialist work admixed to it, the 
 arrangement in the upper grades is such that the 
 
CLASS TEACHERS AKD SPECIALISTS 15 
 
 teachers, though each presiding over a special class, do 
 individually such work in different classes for which 
 they are most fitted. There are also a few special 
 teachers who are not at the same time class teachers, 
 but are in charge of rooms devoted to special work, 
 such as the Studio, the Shop, and the Laboratory. 
 The aim has been to combine the best features of the 
 class teacher system ivith those of the specialization of 
 instruction. 
 
 As the sizing up of a child^s individuality by several 
 individual observers who represent each a different 
 educational influence, seems of great importance in a 
 system of child study in a school, and as it forms an 
 essential feature of this work in the institution whose 
 system is here presented, it will be pardonable to digress 
 briefly on the value of this scheme for a better under- 
 standing of the child at school. 
 
 Class teacher and Specialist. — It has been claimed 
 that only the class teacher has an adequate opportunity 
 to study children to advantage, and to bring a powerful 
 moral influence to bear on the child, while under a sys- 
 tem of specialist instruction, attention and influence are 
 scattered. The class teacher, it is said, has fewer chil- 
 dren to observe, and more time and occasion for obser- 
 vation. 
 
 This argument impresses one as delusive. A compe- 
 tent observer will not need to be in constant contact 
 with a child to judge correctly. On the contrary, con- 
 stant association with people dulls our sensibility towards 
 many traits which are indeed noteworthy, simply because 
 we get used to them, just as we cease to be aware of 
 the ticking of a clock in our room if this continues 
 
16 CHILD STUDY TOR SCHOOLS 
 
 daily. Among educators is it not fully understood that 
 even well educated parents often know much less of 
 their children than an intelligent teacher^ even though 
 the parent's appears to be the larger opportunity ? 
 
 What advantage there is in a longer period of obser- 
 vation, extending through successive stages of develop- 
 ment on the part of the child whose manifestations will 
 really appear to change with the years, revealing now 
 this and now another characteristic — is indeed the 
 specialist's opportunity, as he will meet the pupil for 
 several years in his advance through different classes, 
 thus observing these various phases of externalization 
 of the child's psyche. 
 
 If, then, it be suggested that the class teacher should 
 be promoted with the child through successive classes, 
 several serious objections present themselves. The 
 teacher has as much an individuality of his or her own 
 as the child. Who will warrant that the two individu- 
 alities will fit together and will establish a harmonious 
 relation ? Even if there be a sympathetic bond, one of 
 mutual love and respect, the influence which the teacher 
 will exert over the pupil may not in every instance be 
 altogether wholesome if it be exclusive. 
 
 For even the best teacher is one-sided ; in fact her 
 very strength will depend on her predominant interest. 
 Even the best teacher, then, has preferences and dis- 
 likes ; and the stronger her personality, the greater is 
 the danger that she will subjugate the child's individual- 
 ity and impress her own nature on the child. And that is 
 wrong, be her nature ever so noble, for it is the child's 
 birthright to preserve his own personality. The seem- 
 ing paradox of Dr. Harris, ^' Of course the teacher must 
 
CLASS TEACHERS AI^D SPECIALISTS 17 
 
 be an example, but she should be careful that no one 
 follows her ^^, contains a great truth*. 
 
 At best, in the points of intellectual or moral con- 
 tact between teacher and pupil, exaggerated enthusiasm, 
 bordering on sentimentality, will be developed, while 
 other faculties of the pupiFs soul may become stultified 
 from lack of stimulation. 
 
 But are there not instances only too numerous when 
 pupil and teacher did not understand each other ? 
 When two opposite natures were thrown together ? 
 Each teacher will estimate a child from her own point 
 of view ; for the truly generous and impartial judges 
 are few and far between ; and this individual point of 
 view may be, and is in many cases, even with very con- 
 scientious teachers, the source of much unintended and 
 unconscious injustice on the one hand, and of unhappi- 
 ness and perversion on the other. 
 
 Here again, in the point of ill-contact, exaggera- 
 tions of faults and peculiarities, sometimes bordering 
 on mutual hatred, will be the natural consequence, and 
 pupil and teacher will be unable to '^ get along " with one 
 another. If a pupil were doomed to be under the direc- 
 tion of a teacher whose sympathies and appreciation are 
 not with him, for even more than a class term, his whole 
 nature might become distorted and his fate put to hazard; 
 at least he could not develop his own best qualities and 
 thrive healthily. If such direction is exclusive, even 
 the shortest period of influence is too long. 
 
 It is altogether different when the child comes in 
 contact with more than one teacher simultaneously, all 
 
 * School Journal (New York) August 35, 1894. 
 
18 CHILD STUDY POR SCHOOLS 
 
 of them representing different activities, tendencies, 
 and moral and mental attitudes, temperaments, and 
 ideals, each of them carrying with her a different atmos- 
 phere of human thought and reaction. Then the child 
 will be observed from more than one standpoint ; and if 
 care is taken that there is an exchange of opinion and a 
 comparison of notes under systematic direction, the 
 child will, to the minds of the observers, stand out in 
 bold relief, as it were, in his complete bodiliness. The 
 observations of one will be supplemented, and perhaps 
 oorrected, by the others, and a juster appreciation of 
 the child^s real nature is possible than by any other 
 method. 
 
 It will thus be seen that the first reports from the 
 different teachers on a pupil placed on trial in a class, 
 will really be of value in determining his place in school. 
 
 After gradation. — When the pupil is once definite- 
 ly graded the reports from all the teachers are continued, 
 at irregular intervals, as often as anything impresses the 
 observer as noteworthy, or whenever puzzling develop- 
 ments occur, or in case special reports are requested. 
 Each report is written on a special card and handed to 
 the director of the school, who carefully reads and 
 eventually annotates it. Some reports may then be 
 referred back to the teachers who wrote them, for fur- 
 ther investigation ; or to another whose attention the 
 director wishes to call to certain interesting facts which 
 may require special cooperation. Other reports are 
 otherwise referred, or talked over with the pupils 
 directly, or with the parents, etc. Then they are 
 filed. 
 
REPOET CARDS 19 
 
 Recording of reports. — For this purpose there is 
 a large cabinet (card catalogue file), with a special 
 drawer for each class, where the pupils' cards are al- 
 phabetically arranged. For each pupil there is a blue 
 guide card, on which his name, date of birth, parents' 
 name and nationality, address, the schools he has 
 attended, and other information obtained from his 
 application blank, are carefully written down. The 
 report cards themselves are of handy size, white for the 
 boys, and buff for the girls. On each card, space is 
 left for the name of the pupil, name of the reporting 
 teacher and the date of the report. Each is perforated, 
 and a removable rod fastens all the cards of a class 
 together in one compartment. Each set can so be read 
 easily, like the pages of a book, and the entire set, or 
 the cards of a particular child, or a single card, can be 
 conveniently removed for reference, annotation, or 
 rearraDgement. All special reports, detention slips, 
 and home reports are so arranged that they can be filed 
 chronologically with the other report cards of the 
 children. 
 
 Memoranda. — In addition to these card reports, 
 there are kept on file copies of 'letters to and from par- 
 ents ; newspaper clippings which happen to give infor- 
 mation of a pupil or his family ; samples of the pupils' 
 work, etc. Special reports on the entire grades are 
 also handed in by the different teachers, classifying the 
 children under convenient heads as regards their talents 
 and deficiencies. 
 
 The following headings have so far suggested them- 
 selves : 
 
20 CHILD STUDY FOR SCHOOLS 
 
 (1) Defects of hearing, (16) Lack of concentration, 
 
 (2) Defects of sight, (17) Progressing (mentally), 
 
 (3) Defects of speech, (18) Retarded development, 
 
 (4) Ear-mindedness, (19) Leaders, 
 
 (5) Eye-mindedness, (20) Imitators, 
 
 (6) Literary talent, (21) Neutral, 
 
 (7) Manual efficiency, (22) Morally deficient, 
 
 (8) Artistic nature, (23) Prigs, 
 
 (9) Observant children, (24) Impulsive, 
 
 (10) Growing (physically), (25) Passive, 
 
 (11) Retarded growth, (26) Obstinate, 
 
 (12) Healthy, (27) Lazy, 
 
 (13) Delicate, (28) Bad spellers, 
 
 (14) Nervous, (29) Musical, 
 
 (15) Attentive, (30) Peculiar or exceptional. 
 
 A chart with all the children of a class grouped under 
 these heads, or a set of such charts, made up by the 
 different teachers of a class in this way, will prove ex- 
 ceedingly helpful in matters of individualizing instruc- 
 tion and discipline. Of course, owing to the variations 
 and fluctuations in a child's development, new charts of 
 this kind will have to be written out from time to time 
 to follow up these periodical changes. Of the medical 
 records which supplement all this work, mention will 
 be made later. Special notes are also kept of the obser- 
 vations which the care-takers make during the games 
 at recesses, during the regular excursions which are 
 undertaken to the museums, parks, etc., and on vaca- 
 tion trips to the country in summer, arranged for groups 
 of children by the school, as then, in view of the greater 
 freedom the children enjoy on such occasions, much of 
 the otherwise hidden portion of their nature will be 
 revealed. 
 
 Pupils' work. — Then there is, for handy reference, 
 kept on file a colleGtion of pupils' worTc in all depart- 
 ments, filed monthly in cabinets arranged for this pur- 
 
PUPILS' WORK 21 
 
 pose : compositions, mathematical exercises, drawings, 
 models, reports on scientific experiments, samples of 
 manual work, etc. All of these specimens are carefully 
 studied and compared, not only in order to control the 
 work of the school in general, but specifically with a 
 view of ascertaining the peculiar condition of each 
 pupil along these different lines of his activity. 
 
 Some of the compositions are so devised as to give par- 
 ticular information, very much like the tests made on 
 large numbers of children by child-students ; but while 
 these latter are intended to yield general results, the 
 tests here referred to aim at a better knowledge of the 
 individual child. Among the themes given out in this 
 way are the following : descriptions of favorite char- 
 acters in fiction ; description of real persons as met in 
 the streets, at home, etc. (the milkman, the grocer, and 
 the like) ; The first thing I remember ; What I want to 
 do during vacation ; What I hope to do when I am 
 grown up. 
 
 Special investigations are made from time to time, 
 mainly with a view to obtain such information as will 
 help in determining the principles upon which a rational 
 course of study can be based. Thus, data have been 
 collected with reference to the problem as to whether 
 hoys and girls should he given the same hind of worTc in 
 manual training. Some of the results were summed 
 up by the writer elsewhere*, and he may be permitted 
 to quote some of the more generally interesting state- 
 ments : 
 
 ''The work of the boys is stronger, firmer, more 
 
 * Teachers' College Bulletin (New York), March, 1896. 
 
22 CHILD STUDY FOR SCHOOLS 
 
 practical ; my theory is that they possess a better appro- 
 ciation of shape and purpose, and that they show more 
 originality. The girls, however, do neater work, moro 
 accurate in details, more artistic or more decorative, 
 while they are less constructive and somewhat weaker 
 in execution. ' 
 
 ^' Without wishing to base large generalizations on. 
 these few facts, I feel safe in saying, even at this early 
 stage of investigation, that they seem to prove a differ- 
 entiation of aptitudes in the two sexes, even in young 
 children. This differentiation is determined by two 
 factors : First, the sphere of mterest. This being some- 
 what different in boys from what it is in girls, it would 
 seem natural that their manner of work should vary 
 accordingly. Second, the difference of physical strength* 
 Practical teachers know that in many instances the 
 physical strength necessary for doing any kind of 
 manual work is a matter of very slow growth in both 
 sexes, and that things which appear to be easy for older 
 children are often very difficult for children of six, 
 seven or eight years of age, from lack both of strength, 
 and of power of concentrated attention and co-ordinated 
 muscular activity. Considering that the physical de- 
 velopment of boys differs from that of girls in point 
 of strength and concentration, it seems only natural 
 that their work will be largely influenced by these con- 
 ditions. 
 
 *'0n the basis of these observations I will venture to 
 outline a few practical suggestions which, it seems to 
 me, ought to be considered in arranging the course of 
 study in schools where manual training has been intro- 
 duced. 
 
SPECIAL INVESTIGATION'S 23 
 
 *' (1) In art work it does not seem necessary to make 
 much difference between the two sexes, at least in 
 elementary grades. There should be some kind of 
 difference made in the higher grades, but what its 
 character should be is as yet difficult to determine. I 
 have found that the boys select more (jharacteristio 
 models for modeling ; for instance, that they desire to 
 model strong features, faces of a decided character, 
 while even here the girls prefer decorative models. But 
 to what an extent a general statement can be made on 
 this basis appears doubtful at the present time. 
 
 ^^ (2) Even with regard to constructive draiuing 
 (geometrical and architectural drawing) it seems that 
 little difference between boys and girls need be made. 
 The observations of our teacher of mechanical drawing 
 have shown that in this branch the girls are apt to do 
 very neat and accurate work. 
 
 ^'^(3) As to sewing and the domestic arts in general, 
 it appears advisable to confine that work largely to the 
 girls, in the first place because the home constitutes 
 the principal sphere of interest for women, and secondly, 
 because the work in the domestic arts requires relatively 
 less physical strength than the work of the shop. Boys, 
 especially the older ones, take very little interest in 
 work which does not require the application of their 
 full strength. Nevertheless they should not be excluded 
 from sewing. In the two lowest grades of this school 
 at least, the interest of the boys in this work is indeed 
 equal to that of the girls. Later on the boys do not 
 care for the same work in sewing as the girls, but it is 
 likely that their interest would be aroused by giving 
 them — as has been done in some places — tents, or sails 
 
24 CHILD STUDY FOR SCHOOLS 
 
 for sail-boats-, to sew ; in other words, such tasks as 
 would fall within the limits of their natural sphere of 
 interest. 
 
 '^ (4) In geometrical construction proper, I see no 
 reason why boys and girls should not do exactly the 
 same work. For instance, in card-board geometry and 
 the combination of geometrical solids into models of 
 engineering-work (work done in the Ethical Culture 
 schools) — I cannot see why girls could not do as well as 
 boys. In fact, the girls should be given an opportunity 
 of learning as much as they can of machines, because 
 even in every-day life a woman will be brought into 
 contact with a great many problems requiring such 
 knowledge. It is not only the sewing machine and the 
 boiler in the kitchen, but a great many other mechani- 
 cal contrivances with which a modern girl has need of 
 becoming thoroughly familiar for her performing in 
 the best manner the duties which will confront her in 
 ordinary life. We may hope that then a woman will 
 herself create a number of labor-saving contrivances the 
 need of which is even now keenly felt in every house- 
 hold. 
 
 '^ (5) Regarding other constructive work, almost the 
 only kind applicable in the girls' classes appears to be 
 the elementary carpentry work which we do in our 
 lower grades. In the past, girls have done too little 
 constructive work along these lines ; women who have 
 had a good chance of doing some work of this character 
 with their brothers when they were young, have told 
 me how much they were benefited by it. Girls might 
 well learn to make some familiar articles of wood and 
 wire, as furniture for dolls' houses and the like, and it 
 
SPECIAL INYESTIGATIONS 25 
 
 does not seem at all necessary to separate boys and girls 
 in this work. 
 
 *^In addition to this it appears advisable that a small 
 quantity of real ^hop-wOrh should be given to girls. 
 Simple hammering, the driving of nails, is an art which 
 many a woman would learn to great advantage. Then 
 artistic wood-carving, provided the wood which is used 
 is light enough so that it does not require too much 
 physical strength, seems to be quite in the line of girls, 
 while the more difficult and heavier carpentering and 
 metal work is fitly reserved for the boys. 
 
 >/* The question whether different kinds of work should 
 be given to boys and girls, is merely a part of a much 
 larger problem regarding which we as yet know very 
 little. The larger problem is the study of sexual differ- 
 ences, both physiological and psychological, between 
 boys and girls. At the present time, when the woman^s 
 question is receiving such large attention from all points 
 of view, when the claim is advanced that there is practi- 
 cally no difference between man and woman, the prob- 
 lem whether there is any such difference, and how early 
 and in what direction it asserts itself, becomes more 
 and more urgent. It has been shown that in the period 
 of adolescence, at any rate, boys and girls do differentiate 
 to such an extent that not only their manual work but 
 the whole range of their activities as well as their treat- 
 ment should in some way be different. Many questions 
 have been proposed in regard to this problem, many 
 experiments have been made, and many tests have been 
 introduced ; and yet we are at the present time almost 
 as ignorant with regard to it as we were ten years ago." 
 
26 CHILD STUDY FOR SCHOOLS 
 
 How differently children impress the different 
 teachers, becomes very evident from these reports. 
 There is the case of a boy whose power of memory was 
 reported very weak by one, very strong by another 
 teacher. The former was teacher of history, the latter, 
 of natural science. It came out that in history, the 
 boy^s mechanical memory, the learning of dates, had 
 been referred to — and that was his weak point, while 
 he could well remember the sequence of experimental 
 tests in laboratory work. Contrasting the reports on a 
 few other children, we have the following : 
 
 A girl : thought excessively dull by one, only shy by 
 another teacher. 
 
 A girl : Coarse with one, fine emotions with another. 
 
 A boy : Shy in the presence of one, insolent to an- 
 other. 
 
 A boy : dignified, respectful, and respected according 
 to the reports of one ; full of mischief — he, with two 
 other boys, always the source of any class disorder, with 
 another. 
 
 A boy : Easily controlled by one ; uncontrollable and 
 demoralizing in the lessons of another. 
 * Of course, these contradictory statements are indica- 
 tive of the different conditions under which the pupil 
 is observed ; also of the effect of the personality or the 
 efificiency of the teacher, of the class atmosphere, the 
 character of the work, etc., and re-adjustment is needed 
 which will become possible through a frank exchange 
 of opinions on the part of the teachers. 
 
 A similar discrepancy may be observed with regard 
 to the child's attitude at home and in school. It is quite 
 
SPECIAL TALENTS 27 
 
 instructive to contrast the reports of parents with those 
 of the teachers as preserved in these records. Following 
 are a few examples : — 
 Child as reported from home Child in school 
 
 conscientious, careless. 
 
 brilliant, well meaning, but backward 
 
 and rather dull. 
 
 full of application, lacking application. 
 
 depraved ( !) very good and reliable. 
 
 passionate, self-controlled. 
 
 It may seem difficult to harmonize such diametrically 
 opposed statements, and yet they indicate nothing but 
 different reactions of the child upon different environ- 
 ments, and if studied with a satisfactory knowledge of 
 the determining factors, they will serve to illuminate 
 the secret recesses of the child soul, and lead towards a 
 better understanding of its needs. 
 
 Special talents.— The discovery of special talents 
 with the help of the diversified course of study, and of 
 the special teachers as the representatives of the mani- 
 fold human activities, has been alluded to above. Artis- 
 tic natures among children are perhaps most benefited 
 by this course, as they in consequence of their artistic 
 temperament, often cut an awkward figure among their 
 comrades. 
 
 There is the case of a poor boy, E., now eleven, who 
 is rather small for his age, restless, mischievous, often 
 in trouble — a weak nature. His work in the ordinary 
 branches is on the whole satisfactory, but he is inexact 
 in manual execution ; gifted, however, beyond the ordin- 
 ary in art. 
 
28 CHILD STUDY FOR SCHOOLS 
 
 Another boy, now fifteen, is the nephew of a well- 
 known author, and the inherited talent manifests itself 
 in him in the direction of artistic ability. The boy is 
 really a remarkable painter, considering his age, with a 
 most wonderful feeling for beauty of form and color. 
 But there is a peculiar absence of steadiness, evenness, 
 and '^zielbewusstsein". The boy is thoroughly bohe- 
 mian in nature — he is interesting, but weak. His liter- 
 ary compositions vary from excellent to poor. He is 
 bright in mathematics, but, like an older sister who was 
 formerly a pupil of the school, he often lacks impetus 
 in his ordinary work. 
 
 A peculiar case was that of a girl whose physique was 
 as heavy as her mind. She was apparently very dull 
 and more than once a candidate for dismissal. She 
 was decidedly non-linguistic and non-literary ; gram- 
 mar and composition were utterly beyond her. But 
 she showed astonishing reasoning power in the discus- 
 sion of historical and ethical questions. On the manual 
 side, she was particularly good in the millinery work of 
 the Seventh Grade, and finally developed a most start- 
 ling efficiency in designing. As she had reached her 
 sixteenth year, she was withdrawn and put to work with 
 a milliner ; her case was certainly interesting, showing 
 slow development and unexpected possibilities. 
 
 There are many children who manifest from the 
 kindergarten up decided manual tendencies, combined 
 with inefficiency in linguistic expression and logical 
 reasoning. On the other hand, there are such whose 
 power of expression is pre-eminently of a literary nature ; 
 whose thoughts soar up to heights of abstract problems, 
 while they are awkward, and often a total failure. 
 
SCHOOL PHYSICIAN-S 29 
 
 whenever their hands are employed. While education 
 will take advantage of these indications of supreme in- 
 terest, it will become necessary to make attempts, at 
 least, to use this interest as a point of vantage gradually 
 to reach further down and awaken dormant faculties. 
 
 It needs no long explication that the majority of 
 children exhibit more or less complex combinations of 
 faculties and tendencies; but in few cases will there 
 not be found some special avenue through which it will 
 be easiest to reach the psyche of an individual child, 
 even though this psyche may too often seem timidly to 
 vanish away from the searching probe of the teacher. 
 
 School physicians. — A most valuable help in this 
 study of individual children is rendered by the school 
 physicians, of whom there are two. On entering a child, 
 parents are requested to fill out the following blank 
 which is intended to give information as to the child^s 
 physical history. 
 
 Date 
 
 Child'' s History 
 
 Name Date of birth 
 
 Condition of father's health. 
 
 "■ "mother's " 
 
 (If parents are dead, state cause of death) 
 
 Is there any hereditary disease in the family ? 
 
 Is the child's general health good ? 
 
 Has the child always had good iiealth ? 
 
 Mention all the diseases it has had 
 
 Has the child ever had any of the following troubles ? 
 Asthma, Fits, 
 
 Shoi'tness of breath, Eupture, 
 
 Bronchitis, ' Spinal disease, 
 
 Spitting of blood Hip disease, 
 
 Pleurisy. ' Sleeplessness, 
 
 Pneumonia, Headache, 
 
 Heai't disease, Neuralgia, 
 
 Palpitation of the heart, Dizziness, 
 
 Kidney trouble. Dyspepsia, 
 
 Epilepsy, Habitual Constipation, 
 
 St. Vitus Dance, Jaundice, 
 
 Rheumatism, Chronic Diarrhoea. 
 
 Paralysis, 
 
30 CHILD STUDY FOR SCHOOLS 
 
 Has the child ever had any injury or undergone any surgical operation ? 
 How much time spent in the open air daily ? 
 How many hours sleep ? 
 Any additional remarks. 
 
 With this information at their disposal, the physi- 
 cians measure and examine all pupils at regular inter- 
 vals. The following data are obtained : Height in 
 inches (without shoes) ; weight in pounds (with cloth- 
 ing reduced to a minimum) ; girth (in centimeters) 
 over the skin of neck, right and left arm, right and left 
 calf, and chest before and during inspiration, respect- 
 ively expansion ; antero-posterior and transverse diame- 
 ters of the chest, and, in cubic inches, the lung capacity. 
 Apparatus used are a height measure, scale, tape- 
 measure, calipers, and spirometer. An examination of 
 heart, chest, lungs, spine, etc., complete the test. 
 
 The advantages of these investigations are manifold. 
 First of all, they enable the physicians to discover incip- 
 ient diseases. The following case is particularly inter- 
 esting. The report is that of a colored girl who at the 
 date of the first measurement was fifteen years old. 
 The following will show comparatively the data of two 
 measurements, at an intermission of one year. 
 
 Date Nov. 10, 1891. Nov. 11, 1893. 
 
 Height (inches) 59.1 59.1 
 
 Weight (lbs.) 93 89. 
 
 Girth neck (cm.) 27.5 29.3 
 
 Girth right arm (cm.) 18.1 19.3 
 
 Girth left arm (cm.) 17.6 18.5 
 
 Girth rightcalf (cm.) 29.6 31. 
 
 Girth left calf (cm.) 29.3 30.3 
 
 Girth chest (cm ) 65.5 73. 
 
 " full......... (cm.) 73.5 77. 
 
 T. D (cm.) 31.3 31. 
 
 A. P. D (cm.) 18.3 15. 
 
 Capacity of lungs (cu. in.) . . .95 90. 
 
 It will be seen from a comparison of the two columns 
 
SCHOOL PHYSIOIAN^S 31 
 
 that while the girths show a general increase, owing to 
 natural development, the girl did not gain as much as 
 one-tenth of an inch in height, which means that her 
 growth had been arrested during the past year, and sev- 
 eral important measurements show a decided decrease. 
 In weight she had lost three pounds ; the difference 
 between the chest measure before and after inhal- 
 ation is reduced from seven to only four centimeters ; 
 the diameters, especially the antero -posterior diameter, 
 show a decided decrease, and the capacity of the lungs 
 is reduced from 95 to 90 cu. in. 
 
 At the time of the first measurement, the girl was 
 found to be in normal health ; the alarming discrep- 
 ancy of the first and second series of figures, however, 
 led to an immediate and thorough examination, and 
 the school physician recorded the following diagnosis : 
 
 Heart trouble ; miti-al insufficiency and hypertrophy of left ventricle. 
 Has probably from her history had rheumatism in the past year of which her 
 heart trouble is the consectuence. 
 
 Treatment was prescribed, but it was perhaps too late. 
 Curiously enough, the child denied having suffered 
 from rheumatism, but scarcely two months later she 
 had to leave school on account of inflammatory rheu- 
 matism. 
 
 This instructive case induced the writer to institute 
 the measurements at shorter intervals (at present from 
 three to four times a year), as thus incipient disease 
 will be more speedily detected ; and in quite a num- 
 ber of instances, success has crowned these efforts. 
 Among the physical defects the progress of which was 
 checked in this manner, or to which timely attention was 
 directed so that proper treatment could be administered. 
 
32 CHILD STUDY FOE SCHOOLS 
 
 may be mentioned tuberculosis, appendicitis, scoliosis, 
 diseases of eye and ear, adenoid vegetations, chorea, 
 grand mal, a large number of different neurotic troubles, 
 etc. 
 
 In passing, it should be mentioned that by this careful 
 supervision of the children's physical condition by the 
 school physicians and the teachers whose observational 
 powers had been stimulated and educated in this direc- 
 tion, the spread of contagious diseases was effectually 
 kept under control whenever there was danger of an 
 epidemic, so that even at times when measles, diphtheria, 
 or other treacherous maladies were raging all about 
 the school, the latter remained almost completely free 
 from infection. 
 
 Relation of health to conduct. — But in connection 
 with child study work proper, the cooperation of the 
 physicians became indispensable. Mental and moral 
 deterioration is so often merely the result, concomitant, 
 or symptom, of physical defect or changes, and needs 
 treatment rather than punishment, that the writer is in 
 the habit of consulting the physician in all cases when 
 detrimental reports reach him from the teachers, before 
 he takes any other step. Of course the cooperation of 
 the parents will often become necessary, and few of 
 these will be found reluctant to listen to reason. 
 
 Cases of this kind are so interesting and instructive 
 that a few may be here described. 
 
 (1) A girl of eleven. — The reports of the teachers may 
 be summed up as follows : Below the average in reading ; 
 no mind for mathematics ; careless in manual execution. 
 Poor work in sewing. Unable to give an intelligent 
 answer. Little power of attention. Lacks self-control 
 
RELATIOI^- OF HEALTH TO COiq"DUCT 33 
 
 and is very emotional. Restless and absent-minded. 
 A disturbing element ; somewhat quarrekome. In ex- 
 citement, gesticulating wildly. Suffering from head- 
 aches. No mental or moral backbone. 
 
 An investigation of her home surroundings showed 
 that they were very unfortunate. The father is of violent 
 temper and sometimes given to drink. The lodgings 
 have little light and air, and the people being very poor, 
 there is lack of nourishing food. The physician dis- 
 covered hereditary traits of degeneration (roof of mouth 
 too high and narrow ; dental arch shows deformity in 
 upper and lower jaw ; teeth close at the edges — front 
 teeth meet, lower jaw too far forward). The girl has 
 had epileptic attacks ; is easily startled, timid. Has 
 bad dreams, of death of relatives, or accidents. Both 
 nasal passages are obstructed ; child a mouth-breather. 
 Body too moist, perspires too freely ; chronic constipa- 
 tion. 
 
 Prom all this it might appear that the case is nearly 
 hopeless. Yet, it was observed that the girl gave evi- 
 dence of a certain motherly instinct which made her 
 very helpful with the younger children in her class. 
 This trait was taken advantage of. Besides, the teach- 
 ers were encouraged by their experience with an older 
 sister, who after passing through similar symptoms, 
 and severe attacks of hysterics during period of pube- 
 scence, was finally coming out fairly well — not a bril- 
 liant scholar, to be sure, but of average ability along 
 certain lines, and peculiarly interesting along some. 
 She is sadly deficient in language and history, but good 
 in mathematics, art, and manual work. Her character 
 is particularly remarkable. Indeed, there are pessimis- 
 
34 CHILD STUDY FOR SCHOOLS 
 
 tic and crude traits, but coupled with these is a loving 
 and grateful disposition, an intense love of beauty, and 
 exceptional literary perception. Her younger sister's 
 motherly instincts reappear in her in the form of a 
 desire to become a kindergartener. The younger girl, 
 by the way, is now, since she has reached puberty, 
 giving evidence of a healthier development. 
 
 (2) Another girl of eleven.— 1l\iqxq is another inter- 
 esting case of a girl who was eleven years old at date of 
 lalest report. Formerly having been reported to be of 
 fair intelligence and an average worker, though being a 
 spoiled child, all at once she seemed to degenerate. 
 The teacher complained of her apathy ; she could not 
 answer the simplest questions and is falling away behind 
 her class. She was thought either stupid or negligent. 
 Most of her time was spent in play ; she appeared indif- 
 ferent, lazy, making no effort. In sewing alone was 
 good work and satisfactory interest reported. 
 
 When the case was referred to the school physician, 
 the following diagnosis was submitted : Again certain 
 deformities of mouth, teeth, etc. Enlarged tonsils, a 
 nasal catarrh, adenoid vegetations ; a mouth breather ; 
 slightly deaf and nearsighted. Frequent headaches. 
 This diagnosis of course explains all the symptoms above 
 described. The child did not answer the simplest ques- 
 tions, because she did not hear them ; she could not 
 follow blackboard directions because she did not see 
 them. On the whole, her physical condition made it 
 impossible for her to make mental exertion and to do 
 justice to the work of the class. She was placed under 
 treatment ; the tonsils were resected, the vegetation, 
 removed. Now there is a general improvement, even 
 
RBLATIOK OE HEALTH TO COl^DUCT 35 
 
 though it is indeed a slow process to overcome acquired 
 habits which had been allowed to develop during a rela- 
 tively long period. 
 
 The attention of teachers must be called repeatedly 
 to the bad effect which nasal obstructions and enlarged 
 tonsils have upon the general mental habitus of a child ; 
 mouth-breathers should be carefully singled out and 
 placed under treatment. There are often aural defects 
 resulting from such conditions, so that the sense of hear- 
 ing is impaired. There is such a large percentage of 
 children whose hearing, or vision, is defective, and who, 
 their trouble not being rightly understood, are classed 
 among the dull or obstinate and treated accordingly, 
 that too much caution and conscientious observation 
 cannot be recommended to the teacher. 
 
 A few more typical cases : 
 
 (3) A hoy of five (C.) — Teacher's report: — Quiet, 
 phlegmatic ; sits in a loppy way in his chair as if tired 
 out, and drags his feet in marching, lagging behind the 
 other children. G-ives the impression that he is half 
 asleep. 
 
 Doctor's report :—^^ Large head and thickened joints. 
 Eickets.'' 
 
 Treatment prescribed. Eesult : Now improving in 
 every way. 
 
 (4) A hoy of six (F.): — Formerly the pride of the 
 kindergarten, in spite of his youth. Showed fine reason- 
 ing ability, was deeply interested in everything, bright, 
 active, inventive. Then all of a sudden the teachers 
 noticed that he looked very pale, seemed tired, had lost 
 interest, and that everything was such an effort to him. 
 
 Doctor's report : ^' Indications of a mild form of 
 
36 CHILD STUDY FOR SCHOOLS 
 
 chorea " — that curse of precocity. Eest and treatment 
 have cured the boy. 
 
 (5) A girl of twelve (S.) — Very active, bright, inter- 
 ested. Suddenly falling behind, with signs of great 
 nervousness. 
 
 Doctor's report : — " Her nervousness seems to have 
 had its origin in an attack of rheumatism two years 
 ago, which appears to have been very severe. There is 
 also a cardiac murmur indicative of an affection of the 
 heart, and there is some chorea. ^^ 
 
 The parents were advised under these circumstances 
 to take the child from school. With rest, treatment, 
 and home training, she is now well on the way to im- 
 provement. 
 
 (6) A hoy of eleven (P.) — Very bright, very inaccu- 
 rate, working for effect. Lacks persistence and will- 
 power — slyly mischievous. Changing from alert atten- 
 tion to listlessness. Not truthful. 
 
 Doctor's report : — '' Physically poorly developed. 
 Narrow, uneven chest, signs of former rickets. Also 
 curvature of the spine. '^ 
 
 Little is to be done for this boy, at least at present. 
 His queer ways must be tolerated and made the best of. 
 He is fond of art- work and does well in geography and 
 science. 
 
 (7) A girl of twelve (A.) — (colored) :— She was never 
 very bright or attentive, according to the teachers' 
 reports. Yet she seemed cheerful. Lazy and without 
 effort. The teachers of her class recommended her dis- 
 missal. 
 
 A consultation with the mother and the school physi- 
 cian revealed the fact that the girl was suffering from 
 
THE PERIOD OF PUBESCENCE 37 
 
 grand mal (epilepsy) and was generally in poor health. 
 On some days she was really too miserable to go to 
 school, and yet she insisted on going. A few times, 
 she was overcome by attacks of vertigo in the street, in 
 going home from sqhool, and had to be attended to by 
 pas?ers-by. 
 
 Time and treatment were granted her. Gradually 
 she picked up and is now improving steadily. The 
 teachers^ reports show a very different girl : intelligent, 
 bright, quick. The teacher who had been most em- 
 phatic in demanding her dismissal, wrote : ^' She is 
 one of the girls in the class upon whom I can best depend. 
 Is anxious to do her best, and is doing very good work ". 
 The only indications of her trouble still left are a cer- 
 tain sensitiveness, excitable temper, occasional head- 
 aches and nausea. 
 
 The period of pubescence in boys and girls is one 
 during which a great deal of care is required on the 
 part of parents and teachers, especially as there is so 
 much ignorance prevailing as to its physiological and 
 psychological significance and requirements. It is a 
 time of vital changes in the development of body and 
 soul, and in the attitude assumed by the child towards 
 life and duty ; it means an awakening and a conquest. 
 It signifies, in the child, the first dawn of coming man- 
 hood and womanhood, and any injury at this time to the 
 integrity of a child^s soul and body can be rarely repaired 
 by a life-long struggle to build- up again the broken 
 ramparts of health, purity, and idealism. Leaving the 
 children in ignorance of the significance and sacredness 
 of the new function evolving in them is a poor way of 
 
38 CHILD STUDY FOR SCHOOLS 
 
 fortifying them to meet the physical and moral dangers 
 with which their path is beset at that time. At any 
 rate, a careful study of individual children passing 
 through this period will amply repay whatever effort 
 may be bestowed on it, and will in many instances save 
 a poor struggling soul from destruction. 
 
 This development is often accompanied by very 
 peculiar symptoms, which have seemingly nothing to 
 do with the pubescent process, and yet are clearly 
 indicative of it. Among both boys and girls there is a 
 tendency to be boisterous, to defy authority and direc- 
 tions, and to make awkward attempts at independence. 
 Grirls particularly will be given to excitability degener- 
 ating into hysterical conditions, or they will tell false- 
 hoods without cause or provocation and be often 
 very unreliable. If the period of pubescence, as is 
 often the case, is also one of rapid growth, the children 
 will be lazy and difficult to handle. These symptoms 
 generally pass away as quickly as they come, though 
 of course unskillful handling may perpetuate them. 
 Sympathetic treatment, which need not lack firmness, 
 will help the children to adjust themselves to their new 
 conditions and to develop new and higher ideals of life. 
 
 Teachers' and parents' meetings.— What the re- 
 ports so far described may leave obscure, will become 
 clearer and more intelligible by open verbal discussions. 
 Such take place whenever the occasion demands it, be- 
 tween the teachers, the director, and the parents, whose 
 cooperation is constantly sought. In stated meetings, the 
 teachers exchange their opinions on individual children, 
 with constant reference to the records as filed, and the 
 discussion and its results are carefully noted down. 
 
HOME.EEPOBTS 39 
 
 There are also monthly meetings of teachers and par- 
 ents whereby opportunity is afforded for much mutual 
 help and information. Teachers often visit parents 
 and children at their homes and thus establish a friendly 
 relation between home and school, and ascertain many 
 helpful facts concerning the home environment of the 
 child ; while the parents will learn to appreciate the 
 teacher in her or his private capacity as a lady or a 
 gentleman. 
 
 Home reports. — As in other schools, there is also 
 another regular communication with the parents, viz., 
 the home reports. These, however, differ in several 
 essential points from the reports as ordinarily prepared. 
 It hardly needs mentioning that there is no system of 
 percentage marking ; the viciousness of this system 
 which undertakes to size up a child^s proficiency and 
 progress in an arithmetical formula is well known. 
 Whatever may be said of the pupil can best be said in 
 words adapted to the individual case. Words, there- 
 fore, are used on these reports. They are given out only 
 three times in the course of the school year : at Christ- 
 mas, at Easter, and at the close of the year, in June. 
 
 Furthermore, these reports do not contain a list of 
 all the subjects taught, with a statement of progress in 
 each, but rather a resume. At the times specified, the 
 different teachers hand in their opinions of the pupils^ 
 progress, together with explanatory remarks, if neces- 
 sary, to the director of the school ; and he, on the basis 
 of these statements, and after consultation of the gen- 
 eral record of the children and also of the physician^s 
 report, writes out the reports which are sent home. 
 The cards look as follows : — 
 
40 
 
 CHILD STUDY FOR SCHOOLS 
 
 (upper side) 
 
 n^^.^r. rr^TTT,o • i Thursdav and Friday, Maximilian P. E. Groszjiakn, 
 
 UFFicE HOURS . 1 3_5 p_ ^^ Pd.D., Superintendent. 
 
 The Ethical Culture Schools 
 
 RKPOR.T KOR 
 
 Grade 
 
 Date 
 
 Note.— Parents who desire to obtain detailed information as to the 
 progress of their children in the different branches of instruction are invited 
 to call at the office of the Superintendent at any time during- office hours, 
 and also to consult with the Superintendent and teachers at the regular 
 monthly parents' meetings. 
 
 S^" If more frequent reports in writing on special branches are desired, 
 they will be famished upon application to the Superintendent. 
 
 J^" Parents are requested to sign this report, so that the children may 
 return it to their Class Teacher on the day after it was issued ; otherwise 
 the pupil is liable to be sent home from school. 
 
 Form No. 83 
 
 (reverse side) 
 
 No. ^ Days Present 
 
 " J^ " Absent 
 
 " Times Tardy 
 
 Conduct , 
 
 Progress 
 
 Deficient in 
 
 Remarks 
 
 Promoted to Grade 
 
 The special reports mentioned on the upper side of 
 this blank are filled out by the teachers directly : few 
 
KEPORT CARD 
 
 41 
 
 of them, however, have ever been issued as the parents 
 were well satisfied with the ordinary reports. Follow- 
 ing is a reproduction of the blanks used for this pur- 
 pose : 
 
 (upper side) 
 
 r)^<^li^Tr.^!' TTniTT!* • * Thursday and Friday, Maximilian P. E. Groszmann, 
 
 OFFICE HOURS. -^ 3-5 P.M. Pd.D., Superintendent. 
 
 The Ethical Culture Schools 
 
 Pupil's Name ~ 
 
 Orade Date. 
 
 Superintendent's Signature^ 
 
 Parenfs Signature, 
 Form 84 
 
 (reverse side) 
 
 SPECIAL REPORT 
 
 SUBJECTS 
 
 PROGEESS 
 
 TEACHER'S 1 
 SIGNATURE . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
42 CHILD STUDY FOR SCHOOLS 
 
 The value of this system will be better understood by 
 the following sample reports : 
 (1) Report for L. {hoy). — Grade VII. 
 Date, Dec. 1, 1895. 
 
 Conduct : — Not always satisfactory. 
 Progress : — Not satisfactory. 
 Deficient in geometry, algebra, history, geog- 
 raphy, music, and work instruction. 
 Remarks : — It is as yet doubtful whether he will 
 learn to control himself. His mischievousness 
 and inclination to become vulgar have given 
 much trouble. 
 
 (2) Report for G. (girl).— Grade lY. 
 Date, April 1, 1896. 
 
 Conduct : — Fair. 
 
 Progress : — Fair. 
 
 Eemarks : — Is not doing her best. Somewhat 
 
 domineering, and needs tactful, firm manage- 
 ment. 
 Date, June 1, 1896. 
 
 Conduct : — Fair. 
 
 Progress : — Fair. 
 
 Deficient in grammar. 
 
 Eemarks : — Promoted to V Grade on trial. 
 Date, Dec. 1, 1896. Grade V. 
 
 Conduct : — Improving. 
 
 Progress : — Fair. 
 
 Eemarks : — Beginning to develop the right atti- 
 tude in work and manner. 
 
RErORTS 43 
 
 (3) Report for F, (5oy)— Grade III. 
 Date, December 1, 1895. 
 
 Conduct : — Not very satisfactory. 
 Progress : — Fair. 
 
 Deficient in composition, music, and designing. 
 Eemarks : — Is capable of doing much better 
 work, but- is careless. Seems deeply interested 
 in the manual branches. 
 
 (4) Report for H. (%).— Grade YII. 
 Date, December 1, 1895. 
 
 Conduct : — Generally satisfactory. 
 Progress : — Generally satisfactory. 
 Eemarks : — Only fair in art work. On the whole, 
 while doing well, he might still do better, 
 were it not for occasional lapses into careless- 
 ness. 
 Date, April 1, 1896. 
 
 Conduct : — Satisfactory. 
 Progress : — On the whole, satisfactory. 
 Deficient in arithmetic. 
 
 Remarks : — As he has shown improvement, his 
 falling off in mathematics is particularly re- 
 markable. 
 Date, June 1, 1896. 
 
 Conduct : — Satisfactory. 
 Progress : — On the whole, satisfactory. 
 Deficient in mathematics. 
 Eemarks : — Promoted to YIII Grade. 
 Date, December 1, 1896. Grade VIII. 
 Cjonduct : — Satisfactory. 
 
44 CHILD STUDY FOR SCHOOLS 
 
 Progress : — Fair to satisfactory. 
 
 Eemarks : — Immature, and difficult to reach. 
 
 His imagination is not very elevated. Possesses 
 
 manual skill. 
 
 (5) Report for E, {girl).—GYSidLe Yl. 
 Date, December 1, 1895. 
 
 Conduct : — Not satisfactory. 
 Progress : — Not satisfactory. 
 Deficient in most branches. 
 Eemarks ; — Unless a decided improvement is 
 observed at an early date, it may become neces- 
 sary to drop E's name from our list of pupils. 
 Date, April 1, 1896. 
 Conduct : — Only fair. 
 Progress : — Not very satisfactory. 
 Deficient in natural science, art, and mechanical 
 
 drawing. 
 Eemarks : — There is a slight improvement. She 
 is good-hearted but often ill-mannered, and 
 does not sufficiently exert herself. 
 Date, June 1, 1896. 
 
 Conduct : — Satisfactory. 
 Progress : — Fair. 
 Deficient in G-erman and art. 
 Eemarks : — Promoted to VII Grade. 
 Date, December 1, 1896. Grade VII. 
 Conduct : — Satisfactory. 
 Progress : — Only fair. 
 Deficient in Latin. 
 
EEPORTS 45 
 
 Kemarks : — Seems to have reached the limit of 
 her intellectual development. Has improved 
 much in conduct and character. 
 
 (6) Report for G. {ffirl).—Grside VI. 
 DatCj December 1^ 1896. 
 Conduct : — Satisfactory. 
 Progress : — Slow. 
 
 Remarks : — Tries hard enough. Her physical* 
 condition needs attention. 
 
 (7) Report for B. (%).— Grade V. 
 Date, December 1, 1895. 
 
 Conduct : — Not always satisfactory. 
 
 Progress : — Fair. 
 
 Deficient in German and mathematics. 
 
 Remarks : — Is at times ill-mannered and imper- 
 tinent. 
 Date, April 1, 189^. 
 
 Conduct : — Satisfactory. 
 
 Progress : — On the whole, satisfactory. 
 
 Remarks : — Steadily improving. 
 Date, June 1, 1896. 
 
 Conduct : — Satisfactory. 
 
 Progress : — Fair to satisfactory. 
 
 Remarks : — Physically weak. 
 
 Promoted to VI Grade. 
 Date, December 1, 1896. Grade VI. 
 
 Conduct : — On the whole, satisfactory. 
 
 Progress : — On the whole, satisfactory. 
 
46 CHILD STUDY FOE SCHOOLS 
 
 Remarks : — Slow, earnest, helpful. Has apti- 
 tude for art work. 
 (8) Report for M(I)oy).—GYSidelV. 
 Date, December 1, 1895. 
 
 Conduct : — Satisfactory. 
 
 Progress : — Fair. 
 
 Deficient in composition and mathematics. 
 
 Remarks : — Successful in art. Has of late given 
 evidence of great carelessness. 
 Date, April 1, 1896. 
 
 Conduct : — Satisfactory. 
 
 Progress : — Fair. 
 
 Deficient in geometry. 
 
 Remarks : — Very careless in everything, even 
 about his personal appearance, which needs 
 attention decidedly. Weak in English. 
 Date, June 1, 1896. 
 
 Conduct : — Satisfactory. 
 
 Progress : — Fair. 
 
 Remarks : — Still too immature. Not promoted. 
 Date :— Dec. 1, 1896. 
 
 Conduct : — Generally satisfactory. 
 
 Progress : — Satisfactory. 
 
 Remarks : — Somewhat restless and inclined to be 
 mischievous : well-intentioned. 
 
 As there is likely to be much doubt as to the suf- 
 ficiency of these reports, the writer may be permitted 
 to quote some of the arguments which were presented 
 dn favor of this method, in the earnest discussions which 
 
FEEQUEKCY OF REPORTS 47 
 
 preceded the final adoption of the plan by the faculty 
 of the school. 
 
 The characteristic features of the system illustrated 
 here are, once more, first that the reports are given at 
 long intervals ; secondly, that instead of a long list of 
 statements on all the different subjects taught in a class, 
 a summary of general progress is given, with the addition 
 of explanatory remarks when deemed necessary ; that 
 words are used instead of figures; and lastly that. the 
 teachers do not make out these reports directly, but 
 that the director condenses their individual and detailed 
 statements into the form of a pointed message to the 
 parents. 
 
 Freiiuency. — EegardiDg the frequency of the re- 
 ports, the element of time and energy spent must be 
 considered, as a monthly report would involve an enor- 
 mous amount of labor. Class teachers teach a number 
 of subjects to an entire class ; in the Ethical Culture 
 schools, most of the teachers give lessons in more than 
 one class, some in all classes where reports are given ; 
 this means reporting on 100-200 children. Even if the 
 system of instruction were of the mechanical recitation 
 kind where daily marks are given, so that the report 
 would merely mean an arithmetical average, the month- 
 ly reports would consume much energy which could be 
 applied to better purpose. But in a school where the 
 lessons are conducted in a different spirit, where edu- 
 cation, spiritual and mental growth, and inspiration are 
 aimed at rather than examinable knowledge, and where 
 the child's individuality is studied and respected, the 
 making of a most ordinary statement on a child is a 
 matter of no little difficulty. 
 
48 CHILD STUDY FOR SCHOOLS 
 
 To say with any degree of certainty whether a child 
 is progressing or not, is often a puzzling problem, not 
 easily solved in short stated intervals, and in a few 
 words. It may be said that it should be easy for a 
 teacher to say as much on a monthly report as he can 
 say to a parent at a parents' meeting. But the fact is 
 that even at such meetings, when the teacher has time 
 to express himself fully in a personal interview with a 
 parent ; when his gestures, the expression of his face 
 and the tone of his voice, help in making his meaning 
 clear, — that even then it is not always an easy matter 
 to answer the parents' questions in a satisfactory man- 
 ner. How much more difficult is it then to express an 
 opinion in a few stated words on a written report, un- 
 aided by those helps which the spoken word affords ! 
 
 At any rate, it will be advisable for the teacher to 
 consult his records and notes on each child as far as 
 such can be kept ; to look over the work done during 
 the month, and to try to recall as much of the child's 
 doings tliroughout this period as will enable him to say 
 conscientiously whether there was progress or not. 
 This means many hours of work, and it is plain that 
 this time is lost somewhere. Certainly, such a waste 
 of energy on the part of the teacher appears entirely 
 disproportionate to the good it may do. It ought to be 
 added that when teachers and director, as far as special 
 cases are concerned, are in constant communication with 
 the parents, even apart from the parents' meetings, 
 formal reports at stated intervals appear still less neces- 
 sary. 
 
 Then there are certain subjects which, in a well 
 regulated course of instruction, will not occur very 
 
GEN'ERAL SUMMARIES 49 
 
 frequently in the course of a month ; progress or retro- 
 gressive tendencies in such, as e. g., shop work or art, 
 will not manifest themselves very plainly during short 
 periods of observation. But, really, this is true of all 
 branches ; sudden changes in a child^s progress will be 
 observed only at critical times, which do not occur simul- 
 taneously in all children of a certain clas?. A longer 
 period of observation will enable the teacher to do 
 greater justice to a pupirs real development than any 
 brief interval can possibly afford : and it is therefore 
 unavoidable that frequent reports would induce a tend- 
 ency to become formal and mechanical. 
 
 General summaries. — Then a pedagogical treat- 
 ment of subjects requires that they should be classified 
 and correlated. A report putting estimate upon in- 
 dividual branches tends to neglect this correlation, to 
 emphasize division rather than relationship, to repre- 
 sent the school work in segments, and to ignore the 
 proper relation of important divisions of the same sub- 
 ject. Accidental and minor details assume undue im- 
 portance, unconsciously perhaps, from a sincere desire 
 to make the best showing possible for the pupil. 
 
 Thus the teacher falls a victim to the system and 
 violates some of the fundamental principles of peda- 
 gogy by reporting on single educational activities and 
 isolated means, in order to bring the pupil to an arti- 
 ficial standard. 
 
 While such a system may lead to a knowledge of 
 many things, it fails to give that unity of consciousness, 
 which, we are told, is so essential to the development of 
 a strong personal character. 
 
 If the cards were marked separately by each teacher, 
 
50 CHILD STUDY FOR SCHOOLS 
 
 that is, in each subject, there would be from ten to- 
 twenty items on each report. A multiplicity of details 
 is confusing. It is a question whether the average 
 parent would be able to disentangle from this mass the 
 central thought, " The child's work is satisfactory. '' 
 
 An examination of any one card is sufficient to show 
 that the scholar has been studied individually. The 
 spirit of the school breathes in every word. If the 
 work has not been satisfactory, the reasons are sought 
 and carefully explained upon the reports. Rebuke i& 
 given in a tender manner which can leave no question 
 as to the human interest felt for the child. 
 
 Difficulty of marking subjects.— But suppose 
 progress in all the different subjects should be marked 
 — in what way is the marking to be done ? Figures arer 
 justly objected to, and words preferred. But unless a 
 complete sentence or two of variable content is used in 
 every case to express the meaning of the teacher, the 
 selection of words will be confined to a small group of 
 terms, such as good, satisfactory, fair, poor, falling 
 behind, keeping his own, making progress, and the like. 
 Unless these terms are well graded in their relative 
 value, child and parent will be confused as to their 
 meaning, and questions as, '' Is satisfactory more than 
 making progress '^ or ^^Is fair as good as keeping his 
 own ", and the like, will become numerous. And if 
 they are well graded, the use of figures in place of the 
 words is only a matter of convenience. The pupils (and 
 their parents) will count up the '^ goods '^ '^making 
 progress ", etc., as mechanically as they did the ^'ones^ 
 •^nwos'', or the 90 ^ 80 ^ and the like. 
 
 Then what standard is to be accepted ? The class 
 
EEPORT FROM THE DIRECTOR 51 
 
 standard ? This varies each year, and with every new 
 teacher, and according to departments. The child's 
 individual capacity ? That is sometimes difficult to 
 determine, especially from the standpoint of a depart- 
 ment teacher, and it is a factor of variable character, 
 besides meaning a different thing in different studies. 
 In either case, the same marks will mean different 
 things for different pupils, in different classes, and in 
 different subjects. Besides, the standards of the differ- 
 ent teachers, each representing a different attitude and 
 individual conception of what the child ought to do or 
 might -do, differ so much that a mutual agreement 
 as to the meaning of marks has been proved to be 
 practically impossible. All this, if the reports are to 
 contain statements on each subject, must needs produce 
 confusion and dissatisfaction in both child and parent ; 
 while if the general result of the child^s efforts is sum- 
 med up by the director of the school, all these incon- 
 gruous marks may be harmonized and given their due 
 share in valuing a child's standing in the class. 
 
 Report from the director. — It may be said that 
 the teachers' marks should be directly reported to the 
 parent, and that a system which makes the teachers lose 
 their identity in a general statement by the director, 
 tends to weaken their relations to pupil and parents. 
 Indeed, there are few schools where a closer relation 
 between the teachers and the pupils and their parents 
 is encouraged than in this, and the reports will neither 
 weaken nor strengthen the teachers' position. Or rather, 
 it has been shown that they might really weaken it by 
 the misunderstandings which so often arise in conse- 
 quence of the usual inability of the scholar to appre- 
 
53 CHILD STUDY FOR SCHOOLS 
 
 ciate the true meaning and proportionate value of a 
 mark. 
 
 Then, it must not be forgotten that the director par- 
 ticipates in an essential manner in the teaching of 
 every single subject taught in the school. His position 
 may be compared to that of the president of a society 
 who is an ex-officio member of every committee. He 
 directs the whole work of the school, examines the 
 written exercises of every individual child, observes the 
 pupils in their classes, watches over their health, re- 
 ceives, studies, annotates, and acts upon all the reiDorts 
 handed in by the teachers on each individual child, 
 and keeps the record of all cases of discipline. Hence, 
 he naturally forms a better balanced judgment of the 
 children and understands them better than any indi- 
 vidual teacher could do ; the report made out by him 
 on the basis of all this intimate acquaintance and of the 
 direct reports by the teachers to him will therefore be 
 of greater value than the mere marking by the teacher. 
 
 Competition. — Finally, an enumeration of marks in 
 the different subjects will stimulate the children's am- 
 bition in an undue degree. The pupils will compare 
 their reports, and a spirit of envy, pride, or resentment 
 will spring up. The ambition to do better than others 
 is developed. The tendency of the school ought to be 
 to remove incentives to rivalry, and simply to encourage 
 the pupils to do their best, no matter whether their 
 best is better or worse than another's best. " Not fail- 
 ure, but low aim is crime." 
 
 The children should learn to share cheerfully the joy 
 of others in attaining success, and to stand by those 
 who fail. Any system of reports that establishes a false- 
 
PROMOTION — GRADUATIOi^ 53 
 
 standard of success ; that elevates details to the dignity 
 of wholes and essentials ; that distorts the organic 
 relation of subjects in the general scheme of educational 
 effort ; that invites the pupils to work for marks, and 
 to compare these in a mechanical manner, is prejudicial 
 to the best interests of the children and of the school. 
 
 Promotion. — It is natural that with such a system 
 of records and reports on each individual child, promo- 
 tions will cease to be a matter of arithmetical com- 
 putation. Whether it is best for a child to repeat a 
 term^s work, or to try its strength at the new tasks of a 
 higher grade, can be decided not only on the ground of 
 tests which are intended to ascertain how much of a 
 lower grade's work is understood or remembered, but 
 depends also on the moral fitness, physical condition, 
 and intellectual maturity of the child. There are cases 
 imaginable when a term^'s work is really not quite com- 
 pleted, and it may yet be deemed advisable to place the 
 pupil into the higher class so that the harder lessons 
 may act as a stimulus and inspirati-on. On the other 
 hand, the child may have attained an average success 
 in mastering the lessons of one class, and still not be 
 fit to take up new work. Promotion on trial is just as 
 helpful as placing a child in a class on trial, at the time 
 of admission. Promotions, then, are discussed and 
 decided upon in teachers^ meetings. 
 
 O-raduation. — The same course is naturally adopted 
 with reference to graduations. The same individual- 
 ization which characterizes all the dealings with the 
 pupils of the school, is insisted upon here. This means 
 that no attempt is made to press all the candidates for 
 graduation into one common mould, or to have one in- 
 
54 CHILD STUDY FOR SCHOOLS 
 
 variable standard. The manual child has as much 
 right to have his special excellencies recognized as the 
 literary child ; and similarly an artistic nature should 
 not be forced into the Procrustean bed of an average 
 conformity. 
 
 Certain minimum requirements must be met, of course, 
 to give evidence of an eif ort to secure as much of an all 
 ^round education as an individual pupil is capable of 
 attaining ; but beyond this minimum, there should be 
 a willing recognition of individual limitations and ex- 
 cellencies. A pupil, for instance, who is destined by 
 nature to become a mechanical engineer and for whom, 
 perhaps, a manual training high school will open its 
 doors, ought not necessarily to be expected to pass the 
 same examination as is required of one who will take 
 up college work in philology and philosophy. 
 
 At any rate, the system of child study described here 
 includes the application of an individual standard of 
 proficiency in regard to graduation. E^en where there 
 is no special excellence, as long as faithful work has 
 been done, and the teachers agree that a longer stay in 
 the school would convey no benefit to the pupil, a so- 
 called Leaving Certificate is granted which is indeed to 
 be kept distinct from the Graduating Certificate, but 
 implies no disgrace. 
 
 Both certificates, however, — and this is a character- 
 istic feature of this system — are accompanied by a 
 detailed statement of the pupil's proficiency in the 
 various branches of instruction. It is plainly stated 
 on the diploma which the graduates receive, that such 
 a report is sent to the parents and that a copy of it is 
 
STAN-DING OF PUPILS 55 
 
 kept on record at the office of the school. On the Leav- 
 ing Certificates, this report is written out directly. 
 
 Again it is thought best to quote some of these re- 
 ports in full, to illustrate their meaning and character. 
 
 (1) Standing of (girl of fifteen years). Gradu- 
 ated from this school (date) — . 
 
 Character : — A girl of good talent and strong charac- 
 ter. Excellent in thought, with natural and fluent 
 expression. Self-possessed to an unusual degree, and 
 eager to do the right thing under any circumstances. 
 Of noble aspirations, inclining strongly to the artistic 
 conception of life and nature. 
 
 EnglisJi : — Originality and accuracy characterize her 
 work. A good thinker. Her reading is excellent, her 
 grammar good, and her compositions reveal the clear- 
 ness of her reasoning, her power of adequate expression, 
 and the genuineness of her feelings. 
 
 Mathematics. — In arithmetic she has done very good 
 work. In Geometry, her work was excellent, remark- 
 able as well for clearness of thought as for accuracy and 
 neatness of execution. Her work in algebra was good. 
 
 History {national and universal) : — Her interest in 
 the study was very great and her work conscientious 
 and successful. 
 
 Geography. — General hold of the work strong ; grasps 
 easily relations, causes, etc. Especially good in map- 
 drawing. 
 
 Elementary natural science. — Having attended this 
 school only for about two years, she has not finished 
 the entire course, but her work has been uniformly 
 very good. 
 
 Art worK — At the head of her class in art work ; she- 
 
56 CHILD STUDY EOR SCHOOLS 
 
 possesses decided talent, aud with her conscientious 
 efforts, has accomplished excellent results. 
 
 Manual w or h : — Does not do well the practical part 
 of the work ; is more interested in the artistic side. 
 Has, however, always been painstaking. 
 
 German, — She has shown considerable interest in the 
 study, and made good progress. She has acquired a 
 fair ability of reading and translating easy G-erman 
 prose. 
 
 Vocal music. — Has done conscientious work, and has 
 taken great interest in music, though at first she did 
 not like the study. Has a soprano voice. 
 
 Gymnastics. — Good. 
 
 Remarhs. — Entered VI Grade, October 6, 189-. 
 
 Teachers' signatures . 8u;pH. 
 
 (2) Standing of (girl of 18). Graduated from 
 
 this school (date) — . 
 
 GJiaracter. — A faithful and conscientious girl of fair 
 intelligence. She has a remarkable strength of will 
 which needs guidance. She is most easily influenced 
 by kindness while she will resent unsympathetic treat- 
 ment. Good, honest, and of sterling character. Eather 
 intense than quick. A loving nature, of strong feelings. 
 
 English. — She has done generally satisfactory work. 
 A fair reader. Grammatically correct. A good thinker, 
 though weak in expression. 
 
 Mathematics. — She has done very good and conscien- 
 tious work in arithmetic. In geometry, she did not 
 exhibit great originality of thinking, but has acquired 
 a fair understanding of the subject. Did fair work in 
 algebra. 
 
STANDIiq-G OF PUPILS 57 
 
 History {national and universal). — Did faithful work 
 with fair success ; her memory is stronger than her 
 imagination, and she has therefore not acquired a very 
 deep insight into historic problems, though her knowl- 
 edge of facts is satisfactory. 
 
 Geography, — Did satisfactory work on the side of 
 memory power. 
 
 Elementary natural science. — Having entered only 
 two years ago, she has not finished the entire course in 
 science, but the work which she has done was good. 
 
 Art ivorh. — Very steady at her work, and though she 
 possesses but little talent for art, she has achieved fair 
 to good results. 
 
 Manual work. — Can do the practical part of the work 
 as directed. Has shown taste for millinery. Greatly 
 improved in all her sewing since last year. 
 
 German. — She has shown interest in the study and 
 done good work ; she is able to read and translate easy 
 German prose. 
 
 Vocal music. — Has shown a fair degree of interest in 
 music. She sings soprano, but has not a strong voice. 
 
 Gymnastics. — Good. 
 
 Remarhs. — Entered September, 189-, as a pupil of 
 
 VII Grade. Graduate of public school, June, 
 
 189-. Sup't. 
 
 Teachers' signatures . 
 
 (3) Standing of (girl of 16). Graduated from 
 
 this school (date) — . 
 
 Character. — A girl not easily understood by all. A 
 most unselfish nature, with strong sympathies for right 
 and justice. Greatly hampered by her weak expression. 
 
58 CHILD STUDY FOK SCHOOLS 
 
 which often hides very strong and original thought. 
 Her strength is developed in the line of ethics and his- 
 tory rather than in matters of fact and practical life. 
 Emotional and impulsive. 
 
 English. — Has done very good work in all branches 
 of English instruction, though not possessing the power 
 of fluent expression. A good reader. Shows power 
 in interpreting the thought of others. 
 
 Mathematics. — Although without much talent for 
 mathematics, she has done her work faithfully and has 
 made fair progress in it. 
 
 History {national and universal). — She has shown 
 very great interest in the study and done excellent work 
 in it. She has a very vivid imagination and a clear in- 
 sight into some of the large historic questions ; her 
 emotions are easily stirred and her sympathies are 
 always on the right side. 
 
 Geography, — -Progress very satisfactory ; has grown 
 decidedly, and possesses a good foundation in the work. 
 
 Elementary natural scie?ice. — She has finished the 
 course in a painstaking manner, though her work has 
 not been in every way satisfactory. 
 
 Art luorlc. — Has very little patience for careful work 
 in art, and her results have therefore been fair only. 
 
 Manual ivork. — Has very little manual ability, but 
 spares no efforts to carry out the work as well as she 
 can. 
 
 German. — She has shown interest in the study and 
 made satisfactory progress. She has acquired a fair 
 ability of reading and translating easy German prose. 
 
 Vocal music. — She has done conscientious work in 
 
STANDING or PUPILS 59 
 
 music. She sings soprano with great confidence, 
 though her voice is better adapted for the contralto. 
 
 Gymnastics. — Good. 
 
 Remarlcs. — Entered VI Grade September, 189-. 
 
 Teachers' signature . 8upH. 
 
 (4) Standing of (boy of 16). Graduated from 
 
 this school (date) — . 
 
 Character. — A boy of sound moral character ; not 
 very intellectual, but painstaking and conscientious. 
 Will always do the best he can. Good-natured and of 
 a sunny temperament, though somewhat sensitive. 
 
 English, — Naturally deficient in power of expression, 
 but his work shows care and thought. A fair reader. 
 
 Mathematics. — Has completed the course in arithme- 
 tic and is fairly quick and accurate with figures. He 
 went through a course in inventional geometry and 
 mensuration ; his work was faithful, without any sign 
 of marked ability. He studied algebra, up to and 
 partly including quadratics. His work was fair. 
 
 History {national and universal). — He has studied 
 United States, ancient, and medieval history. Has, 
 shown a fair understanding and considerable interest 
 in the work ; is better on the side of memory for facts 
 than on the side of reasoning. 
 
 Geography. — Progress very satisfactory. Grasps easily 
 relatfons and geographical principles. 
 
 Elementary natural science. — He has completed the 
 course satisfactorily. His work has been good through- 
 out. 
 
 Art worh. — Has hardly any talent for art, but has 
 done satisfactory work in drawing and modeling. 
 
60 CHILD STUDY TOR SCHOOLS 
 
 Manual ivorh. — He is capable of doing fair work. 
 Has developed no talent for mechanical drawing, al- 
 though quite interested in it. In shop work he is best 
 at the lathe in brass-turning. 
 
 German. — He has done some work in German, mainly 
 translation of easy prose. His interest in the study and 
 his progress in it were not very great. 
 
 Vocal music. — Sings a fair alto, but his voice is not 
 strong. 
 
 Gymnastics . — Very good. 
 
 Remarks. — Entered V Grade February, 189-. 
 
 Teachers' signatures, . SupH. 
 
 (5) Standing of (boy of 15). Graduated from 
 
 this school (date follows). 
 
 Character. — A very lovable, earnest, intelligent, and 
 faithful boy with a strong sen^fe of duty and helpful- 
 ness ; has overcome many difficulties by his persistent 
 efforts. His disposition is kind, and his temperament 
 cheerful. 
 
 English. — His work has been faithful and painstak- 
 ing, and his results were satisfactory. He shows some 
 originality, but lacks a cultured vocabulary. 
 
 Mathematics. — He took great interest and showed 
 good understanding of the work. 
 
 History {national and universal). — He made satis- 
 factory progress. 
 
 Geography. — Same as in history. 
 
 Elementary natural science. — He has finished the 
 work of the course in a thoroughly satisfactory manner. 
 His interest deserves special recoguition. 
 
 Art work. — Has shown great interest and love for 
 
STANDING OF PUPILS 61 
 
 art, especially modeling. He works rapidly and inde- 
 pendently, usually deciding about his advance work 
 before that on hand is complete, that no time may be 
 lost. In drawing his work shows strength and bold- 
 ness. He is a most promising pupil. 
 
 Manual tuorh. — He has done excellent and remark- 
 ably intelligent work both in mechanical drawing and 
 in shop work. He is careful in manipulation and accu- 
 rate in construction. 
 
 German. — He speaks the language fluently and has a 
 fair knowledge of the grammar. He is fond of read- 
 ing German. 
 
 Vocal music. — He has a good understanding of the 
 subject as it has been presented. He has at present an 
 alto voice of good quality, though not strong. He reads 
 readily. 
 
 Gymnastics. — Good. 
 
 Remarks. — Born Sept. 10, 188-, entered kindergar- 
 ten 188-. Has given part of leisure time during the 
 latter part of his school life, to work in support of the 
 family to whom he has always been a diligent, willing, 
 and cheerful helper. 
 
 Teachers' signatures, . SupH. 
 
 (6) Standing of — — (boy of 15 years). Graduated 
 from this school (date) — . 
 
 Character. — A good boy, thoroughly honest and re- 
 liable. His principal fault is a certain weakness which 
 makes him too easily influenced by others, and which 
 shows itself also in some lack of persistent effort. He 
 is, however, gaining strength in this direction. His 
 
62 CHILD STUDY FOR SCHOOLS 
 
 intellectual ability is fair, better on the mathematical 
 than on the literary side. 
 
 English. — He has no pronounced linguistic faculties, 
 but has greatly improved of late. He now possesses 
 the power to use clear and direct language, and to ex- 
 press his thoughts with some readiness. Reads much 
 and well. 
 
 Mathematics. — He has shown interest and done good 
 and creditable work. 
 
 History {national and universal). — His work was 
 fair. 
 
 Geography. — Same as in history. 
 
 Elementary natural science. — His work has been 
 entirely satisfactory, and his interest in science has been 
 marked. 
 
 Art luorh. — Has not shown marked ability, though 
 there are some indications that he has latent power. 
 He usually works slowly and with too little vigor. To 
 B new medium he does not readily adapt himself, but 
 with familiar material he is more successful. 
 
 Manual work. — He always took a deep interest and 
 did good work both in mechanical drawing and in work 
 instruction. He was, however, most successful in 
 mechanical drawing and did very careful and highly 
 creditable work in this branch. 
 
 German. — He showed a good understanding 0/ the 
 authors read. He possesses a very good, practical 
 knowledge of the language and is fairly well grounded 
 in grammar. 
 
 He took an elementary course in Latin and did fair 
 work in it. 
 
 Vocal music. — He understands the subject as it has 
 
STA:t^DING OF PUPILS 63- 
 
 been presented. For about two years he has sung alto. 
 His voice is pleasant but not strong. 
 
 Gymnastics. — Very good. 
 
 Remarlcs. — Entered Fourth Grade October^ 189-. 
 
 Teachers' signature, . Sup't. 
 
 (7) Standing of (boy of 15 years). Grraduated 
 
 from this school (date) — . 
 
 Character. — A boy of great intellectuality, many- 
 sided, full of life, a natural leader. Combines in a 
 peculiar manner literary, scientific, and artistic facul- 
 ties. He is good hearted, but somewhat frivolous, and 
 vacillating in his efforts. His influence is not always 
 for the good. 
 
 English. — Has accomplished original and excellent 
 work. Possesses the faculty of expression in an unusual 
 degree. Has keen appreciation of literary value. 
 
 Mathematics.- — He did very good work and often dis- 
 played original thought. 
 
 History {national and universal). — He took great in- 
 terest in the study and showed especially good ability in 
 discussion. 
 
 Geography. — Grood. 
 
 Elementary natural science. — He has finished the 
 course with much credit to himself. He is particularly 
 interested in this work, and devoted a great deal of his 
 leisure time to independent study. For several years 
 he has been making collections. 
 
 Art loorlc. — Though he possesses manual skill and 
 has in many ways given evidence of ability in artistic 
 production, his actual work in the class-room has of 
 
64 CHILD STUDY FOR SCHOOLS 
 
 late been a disappointment. He lacked application and 
 earnestness. 
 
 Manual worh. — He did earnest and faithful work and 
 tried his utmost to keep up with his class ; but his 
 ability for manual production is limited. He did some- 
 what better in shopwork than in mechanical drawing. 
 
 German. — His work was very good, both in grammar 
 and in literature. 
 
 In Latin he lacked interest and consequently did 
 only fair work. 
 
 Vocal music— ^Q has special talent in this direction. 
 He reads easily, and for several years has carried the 
 soprano or alto part as he was needed. He has the 
 qualities which would enable him to become a musical 
 director if, when older, he should desire to fit himself 
 for the work. 
 
 Gymnastics. — Very good. 
 
 Remarlcs. — Entered September, 188-. 
 
 Teacliers' signatures, ~~ — . Sujft. 
 
 (8) Standing of (girl of 16 years). Graduated 
 
 from this school (date) — . 
 
 Character. — A very faithful, lovable child, though 
 not strong in reasoning power. Delicate physically. 
 In spite of her weakness, she has applied herself with 
 great energy and steadiness to all her work. Her 
 strength lies especially in mechanical execution ; she is 
 a model of neatness. Somewhat timid and retiring, 
 but capable of strong feelings. 
 
 English, — She does not belong to the linguistic class 
 of pupils. In fact, she has little language faculty. 
 
STANDING OF PUPILS 65 
 
 but uses fairly correct English and is painstaking in 
 expression. 
 
 Mathematics. — Fair. Her mind is not capable of 
 doing much mathematical reasoning. 
 
 History {national and nniversal). — Fair. 
 
 Oeogra'pliy. — Fair. 
 
 Elementary natioral science.— On the biological side 
 her interest has been marked, and her results good. 
 She is weak on the mathematical side of the work. 
 
 Art work — Has shown unusual abilities in certain 
 directions. Her modeling has been good ; her drawings 
 are strikingly neat and interesting, though they are 
 frequently faulty in proportion. Is imitative, but not 
 creative. 
 
 Manual worh. —S\iQ has done very conscientious work. 
 Has little idea of style, and no eye for color combina- 
 tion. She will always do well with the technical part 
 of the work, though she has no independent ideas. 
 
 German. — Has worked faithfully, but is deficient in 
 those parts of the subject which require a clear compre- 
 hension of the meaning of the rules, and reasoning 
 power. 
 
 Vocal music. — She has a soprano voice of good quality 
 and reads music of ordinary difficulty. 
 Gymnastics. — Good . 
 
 Remarlcs. — Entered second grade 18S-. 
 
 Teachers' signatures . 8up't. 
 
 (9) Standing of (boy of 16 years). Graduated 
 
 from this school (date) — . 
 
 Character. — A somewhat peculiar boy of varying 
 moods, who has, however, made rapid strides toward 
 
66 CHILD STUDY FOR SCHOOLS 
 
 developing gentlemanly traits. Hia intelligence is 
 rather limited ; he has been most successful in the 
 objective and manual part of the work. 
 
 UnglisJi. — His work is extremely weak — he is dis- 
 tinctly non-literary. When he is interested in his sub- 
 ject he can make himself at least understood, and some- 
 times his turn of phrase is not unhappy ; but if his 
 subject bores him — is literary — he writes as lamentable 
 English as one need see. 
 
 Mathematics. — His work in this subject is fair. 
 
 History (national and universal) and geography. — 
 He showed interest in the work, and completed the 
 course in a satisfactory manner. 
 
 Elementary natural science. — He has covered the 
 course with credit to himself. His interest and under- 
 standing are both deserving of praise. 
 
 Art worh, — Has made great progress, and has im- 
 proved greatly in his general attitude in class. In 
 drawing, fair sense of construction. Lacks fineness of 
 perception. 
 
 Manual work. — He was interested in this department 
 and has done good work, especially in shop work. He 
 took a deep interest in forging. In execution he is good 
 except in the details of the work, which to him do not 
 seem as important as they ought. 
 
 German. — His previous knowledge of the language 
 enabled him to accomplish the work with great ease. 
 
 Oymnastics. — Did fair work. 
 
 Remarks. — Entered our kindergarten October 3, 
 188-. 
 
 Teachers' signatures, . Sup't. 
 
LEAYIKG CERTIFICATE 67 
 
 SPECIMEiq- OF A LEAYIKG CERTIFICATE 
 
 This is to certify that (girl of 16 years), lias 
 
 been a pupil of this school since Sept. 11, 189-, hav- 
 ing attended the sixth, seventh, and eighth grades. 
 
 This certificate is granted to her on leaving the eighth 
 grade of the school, in recognition of her faithful work. 
 
 Final Report 
 
 Character. — Weak in general knowledge and on the 
 reasoning side, though she has a certain amount of 
 literary individuality and originality. She combines 
 gentleness and depth of feeling with somewhat unpol- 
 ished manners. On the whole, a reliable and interest- 
 ing girl. 
 
 English. — She has a decided literary bent — she wants 
 to read — she wants to write — she turns instinctively to 
 good poems, essays and novels ; but her own expression 
 is heavy, unwieldy, and complicated. She has made 
 strides this last year and if she tries can eventually 
 write better than the average girl. 
 
 Mathematics. — Her work in this subject was fair. 
 
 History and geography. — She showed interest in the 
 work and completed the course in a satisfactory manner. 
 
 Elementary natural science. — Her work has been 
 faithfully performed to the best of her ability, but her 
 memory and power of reasoning in natural science are 
 little developed. 
 
 Art wor^.— Fair in work, but has no talent for art. 
 In drawing she has fair ability. Work was very uneven. 
 
 Manual wor^.— Has to fight hard against a tendency 
 to do careless and even slovenly work. Her results 
 .show that she has been pretty successful. On the whole, 
 her work is very satisfactory. 
 
68 CHILD STUDY FOR SCHOOLS 
 
 Mechanical drawing. — Has done good work in me- 
 chanical drawing, and works quite fast and accurately. 
 She was deeply interested in the factory excursions. 
 
 Foreign languages. — Her progress in German has 
 been retarded by the fact that a majority of the class 
 were farther advanced than she, and consequently the 
 work has been somewhat beyond her ability. Latin. — 
 Knows the paradigms fairly well. Rather weak in 
 translation. 
 
 Gymnastics. — Worked faithfully, and did well in 
 general. 
 
 Teachers' signatures . Sup't. 
 
 This review of practical child study in its applica- 
 tions to the special needs of the school has been given 
 with all the hesitancy which is the natural result of the 
 consciousness that all this is experimental, and perhaps 
 crude in detail ; yet also with the gratifying sense of 
 approximate success in at least one institution. The 
 system has worked well, and has established most pleas- 
 ant relations between the pupils, their parents, and the 
 school. It is here presented with the hope that its 
 merits may be tested elsewhere. 
 
 The writer may be permitted to state a few general 
 conclusions, tentatively, which have presented them- 
 selves to him as a result of this work. 
 
 First. — There seems to be sufficient evidence to show 
 that in schools individual child study is necessary. 
 
 Second. — That a broad and generous course of study, 
 including all the typical activities of the human mind,- 
 is in itself a far-reaching test of individual ability. 
 
 Third. — That observations by several specialist teach- 
 
GENERAL CONCLUSIONS 69 
 
 ers on the same child, especially if they are extended 
 over a series of consecutive years, are particularly val- 
 uable for securing a just appreciation of a child^s indi- 
 viduality. 
 
 Fourth. — That admissions, reports, promotions, and 
 graduations, can be pat on a rational basis, without re- 
 sorting to a formal system of marks. 
 
 Fifth. — That the cooperation of school physicians 
 with the school authorities will in many instances pre- 
 vent the development, or check the progress of disease. 
 
 Sixth. — That moral and intellectual variations in a 
 child are often symptomatic of physical defects and 
 changes. 
 
 Seventh. — That pupils who are in any way abnormal 
 so that they need special treatment or may endanger 
 the moral or intellectual health of a class, particularly 
 ^''stutterers, emotional prodigals and nervous defec- 
 tives ^'* should be removed from the regular classes. 
 
 But the main result of this experiment is the cer- 
 tainty that all depends upon the spirit in which the 
 work is undertaken. Pedagogy, while having its scien- 
 tific side, is, as has been said in the beginning, in its 
 practical aspect an art, and it partakes of religious 
 fervor and idealism. As Felix Adler put it on some 
 occasion : Every religion became a powerful influence 
 through the peculiar form in which it personified a 
 working idea, an ideal, in which it symbolized the 
 eternal. The child is such an embodiment of an ideal, 
 — it is the symbol of eternal youth, and hope, and 
 future salvation. In it, all our highest aspirations and 
 
 *The '' Suggestibility of Children ", by Maurice H. Small— Pedagogical 
 Seminary— December, 1896. 
 
70 CHILD STUDY FOR SCHOOLS 
 
 expectations center^ as through ever present childhood 
 the hope of a perfect humanity is gradually becoming 
 realized. Pedagogy is an art ; yea, even a sacred art. 
 
 Sympathy and love are the keys that unlock the 
 child's soul to us. He who explores the child- 
 kingdom steps on holy ground. We must take off our 
 shoes, spiritually speaking, before we enter here, for 
 precious mysteries, great inspirations, and sacred revela- 
 tions await us. True, the work must be undertaken in 
 a scientific spirit, but not in the sense that the child* 
 is a combination of material forces that can be taken 
 apart mechanically. We cannot dissect a child^s inner 
 life, as we can its dead body. 
 
 The child is a living, sensitive instrument, from 
 whose delicate strings only the caressing fingers of 
 the inspired master can produce a full harmony. The 
 child will show itself at its best only when it becomes 
 one with us in love, and sympathy, and trust. Do not 
 let us think that by making testff> measurements, and 
 observations, by recording '^ facts" and writing up lists 
 and papers, by reporting interesting occurrences and 
 the like with the zeal of the experimenter and statis- 
 tician, we have done our share and have solved the 
 problem of methods in child study. We must approach 
 the child with tenderness and reverence ; we must live 
 with it and make it a part of our own life, if we desire 
 to understand it. If I were to express the fundamental 
 principle of child study in one sentence, it would be 
 this : " Love the cliild, and it toill reveal itself unto 
 you ! " 
 
liiill 
 
 LIBRARY OF CONGRESS ^|k1 
 
 illllllililillil 
 
 10 021 339 785 
 
 iiiPIPiiiie^^^^ 
 
 
 :liilif 
 
 ■Mm^MMmMm