WHEN CHARACTER IS FORMED. 651 



readily and accurately, to retain and reproduce visual impres- 

 sions, and to identify new impressions similar to others recently 

 experienced, is detected,* These experiments test in a way at 

 least the processes of attention, perception, retention, and com- 

 parison or reason; and because of their simplicity, not being 

 complicated with other factors, it is comparatively easy to detect 

 varying power on the part of the pupil. 



Space will not permit a detailed statement of the results of 

 these studies, but it may be said in summary that after two and 

 a half hours' work in the schoolroom almost all pupils show a 

 decrease in intellectual power. Reaction time is considerably 

 lessened the pupil can not perceive and react so quickly or 

 with such surety. He can not discriminate colors with such 

 keenness. If in the morning he can detect a gramme pressure 

 upon the back of the hand, he now requires two grammes or 

 more in order to receive an impression. If when he is refreshed 

 he can detect two points upon the back of the hand thirty milli- 

 metres apart, they must be separated considerably in order to be 

 detected as two when he is in a state of fatigue. In a test of 

 physical control the hand will be found much less steady after a 

 few hours of mental labor, as may be seen by examining one's 

 handwriting with a magnifying glass. If the pupil endeavor to 

 perform some difficult task requiring great co-ordination of the 

 different parts of the body, as in directing a light rod upon a 

 small point a few feet away but yet within easy reach, or in 

 threading a fine needle, the influence of fatigue is easily observed. 

 In the laboratory a device is used whereby an electric bell is 

 rung when a given point is not touched. In testing a pupil in 

 this way it has often been found that he can not only not touch 



* The ability to perceive and judge of form is tested first by dividing a line of a given 

 length, say three inches, into any desired number of equal parts ; second, by marking off 

 on lines B C D a distance equal to that on A ; third, 

 by singling out and marking a certain form, as "1 > 

 mingled in with many more similar forms, as 

 ~\ I " I r . This work requires consider- 

 able power of attention and discrimination. 



Retention and i-eproduction of visual impressions 



is tested by having the pupil examine for about two ^\ 



minutes a card containing fifty pictures or words, I 



each being accompanied by a number; then on a 



card containing ten pictures or words selected from 



the fifty the pupil is to set down the appropriate 



number opposite each, being allowed only a brief 



period for this say one minute. To test the ability j) 



of identification the pupil examines for one minute 



a card with ten words or pictures, and then either immediately or some time after identifies 



and marks these in a group of fifty words or pictures. 



