SUMMARY OF PROGRESS IN ANTHROPOLOGY. 611 



Prof. Sally published au appeal to parents relative to studying the 

 child-miud, of which the following is a brief: 



1. Atteution and observation. — Early attention and interest (in looking, touching, 

 etc.) and gradually •widening observation. Exact as well as hasty observation. 



2. Memory. — Earliest recognition of persons. What is remembered best. Out-of- 

 the-way facts, insignificant details, etc. Strength of verbal memory, new words 

 introduced into a familiar story, and the like. 



3. Imagination and fancy. — Anthropomorphic fancy, child-myth, personifications 

 of nature. How the unknown in sjiace and time is filled. Child-lies. Imagination 

 interfering with observation and producing " illusions of sense." 



4. Reasoning. — First curiosity about the origin of things, himself, of the Deity, 

 etc. Childish puzzles, things that seem strange and inspire thinking. Childish 

 explanation. How it translates our explanations of things, puts its meaning into 

 our words. 



5. First use of articulate sounds, characteristic omissions, alterations and trans- 

 positions of sounds in repeating words. Order of acquiring sounds. Invention of 

 new word-sounds. Original applications of common words. 



6. Pleasure and pain. — First manifestation of pleasure and displeasure (smiling, 

 frowning, etc.). Instinctive and acquired likes and dislikes. Favorite .amusements. 



7. Fear. — First manifestation of fear — of the dark, of animals, of big moving 

 things. Are they dne to instinct or to experience or suggestion? 



8. Self-feeling. — Self-pity, self-caressing, vanity, jealousy, property in toys, etc. 



9. Sympatliy, affection. — Early feelings toward auimals and human beings as bear- 

 ing on the question of innate sympathy. Cruelty of children. 



10. Arlistio taste. — Special preferences for colors, forms, rhythms, melodies, etc. 

 Ideas of Y>rettiness, grandeur, etc. First signs of laughter, or of a sense of the comical 

 or ludicrous. 



11. Moral and religious feeling. — Earliest signs of respect for authority. First 

 exercise of judicial function by the child in scolding or commanding others or him- 

 self. First conception of right and wrong. Illustrations of feelings of justice in 

 little children, of moral sensibility and of callousness. 



12. Volition. — Imitation of others in words, gestures, etc. Effect of other's verbal 

 suggestion on childish action. Examples of self-will, of defiance of commands. 

 Hesitation in acting and self-restraint. 



13. Artistic productions. — Spontaneous dramatic invention (make-believe i in play. 

 Original manual construction (building, etc.). Invention of stories. First drawing 

 of animals, men, etc. (Preserve examples.) Noticeable grades of progress in these. 



Prof. Scripture contributes sound advice to those who would take 

 graduate instruction in psychology {Science., New York, July 28). The 

 student must begin with knowing the methods of making experiments; 

 this should be followed by careful work in the theory of measurements, 

 treating of the probability integral, the mean variation, etc. One of 

 the great differences between psychological and ijhysical measurements 

 is that the conditions can not be controlled as in j)hysics; mean varia- 

 tions are thus greater and the deductions from the results not the same. 

 Psychological experiments resemble those taken once on each of a 

 number of persons. The study of the methods of statistics has also to 

 be made for the sake of mental statistics. The making of measure- 

 ments brings in the study of fundamental and derived units and the 

 construction of apparatus. The subject's touch, sight, hearing, etc., 

 require a knowledge of the physical processes used in stimulation. 



