302 REPORTS ON THE STATE OF SCIENCE.—1913. 
department is complete knowledge of existing educational facilities, and 
the Committee therefore desire to ascertain the views of representatives 
of various classes of schools on the question. 
In the discussion it is expected that papers will be read by the Right 
Reverend Bishop Welldon, Dean of Manchester, the Right Reverend 
Bishop McIntyre, Roman Catholic Bishop of Birmingham, and Mrs. 
Sophie Bryant, D.Sc. 
The discussion will be continued by speakers representing girls’ 
private boarding-schools, waifs and strays schools, and others. 
Mental and Physical Factors involved in Education.—Report of 
the Committee, consisting of Professor J. J. Frnpuay (Chair- 
man), Professor J. A. GREEN (Secretary), Professor J. 
Apams, Dr. G. A. AUDEN, Sir EDWARD Brasrook, Dr. W. 
Brown, Professor EK. P. CULVERWELL, Mr. G. F. DANIELL, 
Miss B. Foxury, Professor R. A. GREGoRY, Dr. C. W. 
Kimoins, Professor McDoucatt, Drs. C. 8S. Myers; T. P. 
Nunn, W. H. R. Rivers, and F. C. SHRupsaut, Mr. H. 
Bompas SmitH, Professor C. SPEARMAN, Mr. A. E. TwEnty- 
MAN, and Dr. F. WARNER, appointed to inquire into and report 
upon the methods and results of research into the Mental and 
Physical Factors involved in Education. 
Tur Committee has been concerned with the problem of the 
Psychology of Spelling with a view to the establishment of sound 
methods of teaching. In pursuit of this end researches were instituted 
under the guidance of Dr. Myers at Cambridge and Professor Findlay 
at Manchester. The reports of these researches are given below. The 
conclusions they embody have not, however, been accepted by the 
Committee. They are submitted for discussion with the further hope 
of stimulating additional research. 
The thanks of the Committee are due to Miss Fairhurst and Miss 
Suddards for the work they so kindly undertook. The Committee 
desires to be reappointed. 
1. Psychological Analysis and Educational Method in Spelling. 
By Miss Susie 8. Farruurst. 
Spelling, as the reproduction of the constituent parts of a word- 
whole, in speech or writing, involves a mechanism somewhat different 
from that of reading, which is recognition of the word-whole. The 
desideratum of teaching method is that it should involve the least 
possible expenditure of time and energy in the production of efficiency 
in spelling. A study of the actual processes involved, in children and 
adults, is obviously of first importance. 
Tn the total word-complex there are the visual and writing-motor 
elements forming the written symbol, and the auditory and speech- 
motor elements of the spoken symbol. The visual and auditory 
a 
