in his drawings the child also comes close to primitive man and the modern savage. Be- 

 cause of equal powers of representation and interpretation the drawings of the two are very 

 similar, appearing as grotesque caricatures. This arises from the fact that with each drawing 

 is not art but o.form of expression, the simplest and most natural form of written language. 

 The child draws what is in his mind, rather than what he sees before him, and he introduces 

 into his drawings only that which he, at the moment, regards as most essential. He shows a 

 preference for animals and the human subject, in action, giving a side view of the animal and 

 a. front view of man. In drawing an animal the child begins with the head, adds the body and 

 then the legs to support both, this appearing to him the order of their importance. In draw- 

 ing a man the head is generally drawn first, as the most important part of his anatomy, the 

 eyes and mouth usually inserted next, and a pair of stiff legs to support the head. If arms 

 are added they at first branch from the head, the body not being recognized in man as of any 

 importance. The relative size of the various parts, or of neighboring objects, gives a clue as 

 to their importance in the mind of the child. In these drawings there is thus mirrored, for 

 the moment, the contents of the child's mind and this form of expression becomes for the 

 teacher a most valuable auxiliary, in case she is wise enough to utilize it. A very complete 

 series of children's drawings was made the subject of study by Earl Barnes some years ago. 

 The children of various grades were given paper and pencil and then were read the story of 

 " Johnny Look-in-the-Air. " They were then asked to illustrate one or more episodes of the 

 story and the poem was read to them a second time. Papers were received from 6393 children, 

 mostly in California, from which some interesting generalizations were made (see The Peda- 

 gogical Seminary, Vol. 2, p. 455). In order that teachers may secure similar data for com- 

 parison the poem is here reproduced, as translated from the German. 



STORY OP JOHNNY I<OOK-IN-THE-AIR. 



As he trudged along to school, 



It was always Johnny's rule 

 To be looking at the sky 



And the clouds that floated by; 

 But what just before him lay, 



In his way, 

 Johnny never thought about; 



So that everyone cried out 

 ' 'Look at little Johnny there, 



Little Johnny Look-in-the-Air. " 

 Running just in Johnny's way, 



Came a little dog one day; 

 Johnny's eyes were still astray 



Up on high in the sky; 

 And he never heard them cry 



"Johnny, mind, the dog is nigh !" 

 What happens now ? 



Bump ! Dump ! 

 Down they fell with such a thump, 



Dog and Johnny in a lump ! 

 They almost broke their bones 



So hard they tumbled on the stones. 

 Once with head as high as ever, 



Johnny walked beside a river. 

 Johnny watched the swallows trying 



Which was cleverest at flying. 

 Oh ! What fun ! 



Johnny watched the bright, round sun 

 Going in and coming out; 



This was all he thought about. 

 So he strode on, only think ! 



To the river's very brink. 



Where the bank was high and steep, 



And the water very deep; 

 And the fishes in a row, 



Stared to see him coming so. 

 One step more ! Oh ! sad to tell ! 



Headlong in poor Johnny fell. 

 The three little fishes in dismay, 



Wagg'd their heads and swam away. 

 There lay Johnny on his face, 



With his nice red writing-case; 

 But, as they were passing by, 



Two strong men had heard him cry ; 

 And with sticks these two strong men 



Hook'd poor Johnny out again. 

 Oh ! you should have seen him shiver 



When they pulled him from the river. 

 He was in a sorry plight, 



Dripping wet and such a fright ! 

 Wet all over, everywhere, 



Clothes and arms and face and hair; 

 Johnny never will forget 



What it is to be so wet. 

 And the fishes, one, two, three, 



Are coming back again you see; 

 Up they came the moment after, 



To enjoy the fun and laughter. 

 Each popped out his little head, 



And to tease poor Johnny, said, 

 "Silly little Johnny, look, 



You have lost your writing-book ! " 

 Look at them laughing, and do you see 



His writing-book drifting far to sea." 



In using the above with a single child, or a grade of children, record the name, date, resi- 

 dence and age and have the story retold by picture method in order to get an idea of primitive 

 expression. Doubtful portions should be explained while the matter is fresh in the mind of 

 the child. 



3. EMOTIONAL AND SUB-RKUGIOUS CHARACTERISTICS. The child is dominated very 

 largely by his feelings and is naturally impulsive and passionate. His moods are rapidly 



