4 o 4 SECTIONAL TRANSACTIONS.— J. 



5 . Ultimately the child comes to refer spontaneously to the past and to 

 the future. 



Dr. Ruth Griffiths. — The significance of phantasy in the normal develop- 

 ment of childhood (2.45). 



Phantasy activity is regarded as characteristic of early childhood. It is 

 common to all children and a normal manifestation. It represents a transition ' 

 phase between infancy where physical learning is more prominent, and the 

 later more intellectual development. 



A study of children's phantasies goes to show that childish thinking is not 

 dissimilar from that of adults. It conforms to the neogenetic laws and has 

 many other characteristics of adult thought. The intense emotional experience 

 of this period coupled with its lack of knowledge of the external world 

 gives to the child's thinking its peculiar tone. Phantasy is here regarded not 

 so much as an avoidance of reality but as a means whereby the child masters 

 in a piecemeal fashion the problems presented by his environment and 

 circumstances . 



The function of phantasy is to undertake the resolution of a problem 

 conceived at the conscious level but requiring time for its understanding. 

 Symbolism is often employed. The method is indirect, working from a 

 central egocentric attitude gradually towards a more socialised and ob- 

 jective one. The result of the process is found both in the acquisition of 

 information by the subject as well as in this change of mental attitude. 



Miss D. M. Daldy. — A study of adaptability (3.30). 



This study was made with a group of thirty-one domestic science students 

 in connection with their training in teaching. 



Method. — Students were studied as individuals primarily, and discussion 

 of personal interests and difficulties, etc., resulted from criticism of work. 

 Intelligence tests were given, and home conditions considered, though 

 inadequately. The teaching ability of each was analysed into selected 

 ' teaching factors,' and a literal mark indicative of ability was awarded and 

 checked by independent observers. Students were graded as well- or ill- 

 adapted according to their powers to adjust adequately to a situation with- 

 out (1) undue emotional strain ; (2) disproportionate displays of emotion ; 

 (3) production of conflict or friction in the environment. Tables showing 

 the distribution of adaptability and teaching ability to each ' teaching 

 factor ' and to home conditions and intelligence were made. 



Results : 



(1) Seventeen students were ill-adapted ; fourteen well-adapted. 



(2) Intelligence alone did not determine teaching ability. 



(3) Difficulty in adaptation affected teaching ability adversely. 



(4) Ill-adapted teachers were handicapped especially by inability to : 

 be definite ; concentrate ; order sense impressions ; react quickly 

 to stimuli ; make contact with their pupils ; arouse interest. 



(5) Over-facility in adaptation handicapped teachers. 



Friday, September 11. 



Presidential Address by Mr. A. W. Wolters on Patterns of experience 

 (10.0). 



Discussion on The psychology of mass entertainment (11.0). 



