moving lips; tunes, verses, etc., persistently running in the head. Is the foetal posture approached? Does fatigue increase or diminish these movements? Order and per cent. of frequency and duration? Should some be encouraged for better work? At what age are they most common? Treatment.

IV. Revery. Add to the following synonyms:-castlebuilding, wool-gathering, absent-mindedness, day-dreaming, vacancy, far-awayness. Describe a "spell" of it in others. and in yourself. Does expression follow its course? Just what was the the mind doing in a few concrete cases; e. g., tracing patterns out of dots, playing with cracks, hearing or seeing imaginary sounds or objects, recollecting, etc.? Conditions of going into or coming out of the entrance

ment.

V. Mouth and Throat. Describe spitting habits. Are they contagious? Are they due to or do they cause excessive salivation? Spit contest, holes, spitting between the teeth, etc., and relation to chewing gum and things. Spells of needless and excessive nose-blowing and picking, also of semi-imperative coughing, hawking, hacking, hemming, sniffling and snuffing, stertorous or "snory" breathing, eructations and half-imaginary nausea, faintness, grinding the teeth continually, clucking and imitating animal noises, "tonguing" and oro-nasal virtuosity generally.

VI. Second Breath. Question boys about running, swimming, etc., till the "wind" is almost gone and returns. Also in head work, as working beyond the usual hour for retiring. Also over-play and abandon in conduct and in speech; when the brain or muscles act with unusual vigor and for an unusual time, as if they were over-filled with blood or the fatigue sense was fatigued. How does the momentum persist after you wish it stopped? After effects. Treatment.

VII. Hiccough. (1) Describe a single hiccough subjectively in yourself, first inner feelings, and objectively in or as seen by others. Just what muscles and parts move

and in what order. Effect on breathing and vocal accompaniment. (2) The series, does it increase in frequency as well as violence? Describe the diminuendo at last. Dot number and length of series, effects of attention, after effects, contagion, causes and cures; effect of fright. Describe it in animals; folk-lore, signs of.

VIII. Sighing. Full description of, as above. Is there a slight tremor-of what-at the acme of the inspiration? What sensations precede and what sounds accompany it, and what exclamations, as Oh dear! etc.? Does it ever become a moan or groan?

IX. Tremor or Shivering. If from cold, does it start, as with lower jaw, and teeth-chattering, etc., and how spread? How, when from fatigue, anger, fright? Are large or small muscles first and most involved? What as to amplitude and rate, and do both vary? Does voluntary motion check it? Is there a rhythm of increase and decrease in its intensity? Do inspiration and respiration ever tremble and which most? Post-micturition shudders.

X. Sneezing. Premonitory symptoms or aura, where and what sensations and preventatives? Are these inspirational tremors? How does it differ from a cough? Does it cause tears or other sensations? Is it a relief? When excessive, as in hay fever, what are first ill effects? What psychic causes increase or decrease it? Imagination and imitation. Does it involve catching cold, and what prevents it? What unusual causes, as brightness, colors, certain sights, sounds, etc., favor it?

XI. Yawning. First symptoms, progress toward front of the mouth, gradual irradiation to muscles of eyes, tongue, forehead, etc. Just how far does a good yawn go? Is breath inhaled only? Is there a stationary climax? Does it go as it went or inversely? Is there a momentary feeling of rest and relaxation? Describe all vocal accompaniments, or ringing in ears, audible unreal tones. Comparative suggestive effects on a class, of yawning yourself, writing the word yawn, and hanging up a picture of a yawn

without saying anything about it. Fits of "the gapes," "spells" of "imperative yawning." Attendant symptoms, as itch, cramp. How often can you do it at will-every half-minute? Cures, folk-lore. Animals, etc.

XII. Stretching. Where does it begin and to what position bring arms, head, hands, etc? How does it agree with or differ from yawning in all the above points? Which must surely involve the other, etc., as above?

XIII. Miscellaneous. Describe first signs and sensations of sleepiness in self and children; also starts, twitches, or jumps, as falling off to sleep. What visual sensations have you or children if eyes are tightly closed and attention directed to what is seen in the dark? The same for ears, if they are closed. Describe any spells, feelings of faintness, giddiness, or numbness, and "falling to sleep" of limbs. Can you move skin of forehead, ears, scalp, or other unusual parts at will, and does any part of the skin or limbs ever move or twitch spontaneously? G. STANLEY HALL.

Clark University, Worcester, Mass.

FOR A SCHOOL OF PUBLIC HEALTH.

The University of New York has set apart buildings and there is a bill in the legislature of that state for the maintenance of a school for the year by appropriating $25,000. The object of the new school is the promotion of public sanitation in all its branches, and especially in the prevention and cure of diseases by giving free instruction to all sanitary officers of all districts, towns and cities throughout the state. The school also intends to give experimental training in sanitation to engineers of all kinds, to publicschool teachers, to inspectors of factories, of foods and to all others who hold official positions which involve responsibility for public health.

If "an ounce of prevention is worth a pound of cure," then is not this institution in New York a type of what ought to be established in every state in the union?

I WISH to discuss a very simple and, as it seems to me, a

very practical method of Child-Study.

The rural school presents unusual advantages for ChildStudy. The teacher may have the same pupils year after year if she remains in the same school, and the rural teacher is a more important factor in the community than the teacher in town or city. She is a leader in the social life of her district. She is ever heartily welcomed to the homes of the children.

One can never tell much what an animal is like until it is observed in its natural habitat; a duck out of water is not a graceful creature, nor is a caged lion much of a lion. When you see the child in his home you see the cause and result of his conduct closely related. Much that was inexplicable from the point of view of the school alone becomes as plain as day when you see the child at home. I have often been surprised at the solution gained of some school problem by a short call at the child's home.

There are three very important ways in which a visit to the home should help one to better understand the child. The sort of home from which he comes, the culture to which he is accustomed, what his opportunities are for outside reading and the like, can be observed. This should inform one concerning the shortcomings in character, which the school must seek to remedy so far as possible. It shows something as to what motives will probably appeal to the child and what he may be supposed to know outside the school course.

Again, one may learn a great deal from the parents about their children. There is no subject on which a mother delights so much to talk, and the more you are interested in them the more she is interested in you. From her larger experience she will present, consciously or subconsciously, suggestions that may not have occurred to you. There may have been some sickness in early life of

which you should know. These accounts of early childhood are often very instructive and the mothers usually love to tell them. There are especial aptitudes, likes and dislikes, too, which are always very helpful to know.

Further, the teacher can learn a great deal from the child himself in the home. She should see what he plays, what pets he has, what books he reads, in what things he takes an especial interest and, if possible, what his purposes for the future are. If the teacher does this wisely and manifests a genuine interest in everything shown and told she will not only understand the pupil very much better, but there will be a broader basis of sympathy between them.

But this is not all. The incidental advantages may be quite as great as those that are more direct. In the home you always see reflected, in the treatment you receive and the things said, the view the child and his parents take of your school. In the country there always will be more or less talk about the teacher and the school, largely because there is not much else to talk about. Nothing will quiet or modify this comment better than a personal visit to the home. It also gives an opportunity to defend your policy if you have departed in some things from the beaten path of "the good old times." Ask the parents to visit the school. Some of them will come if personally invited. The children will credit your visit to your interest in them and that will help you.

Be especially sure to visit a child who is indisposed. It is a rare opportunity to study the child and win his gratitude at the same time.

Probably no one who reads this article will find himself more driven for time than the writer when he was teaching in a rural school. All my evenings were otherwise employed and the only time I had to make calls was Sunday afternoons and one or two on Saturday. Still I managed to visit every home in the district but one (33 pupils) during a three-months' term and some of them several times,