THE NEW PSYCHOLOGY IN NORMAL SCHOOLS. 183 
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This brings us to our second point. All Normal psychology must nec- 
sssarily be child psychology. Our pupils must be taught to study chil- 
ren. The first step is to set them to observing, according to Mr. Russell’s 
plan, which is now so well knewn that I need not describe it. They will 
have had a year of this awakening work before they take up psychology. 
As this science unfolds itself, and they begin to understand degrees of 
accuracy in observation, the nature of reflection, the importance of meas- 
arements, and the use of experiments, it will be more helpful to system- 
atize and specialize in their child study. In a properly related course, 
the department of physical culture will require measurements of children, 
records of pulse-beats with reference to degree of fatigue and excitement, 
school health statistics, observations on color and other signs of health, 
movements of children at play, and so on, and psychology can build upon 
these in its opening study of the relation of mind and body. 
The modern view that ‘‘man is a creature whose life is the adjustment 
of inner to outer relations, that fundamentally the mental life is for the 
sake of action,” makes it wise to take up next instincts, emotions, and 
will. Experimental psychology does not yet cover this field ; it is mainly 
in the observational stage. As a rule, this side of the child’s mental life 
first attracts our untrained workers, and we may count upon a large mass 
of observations to begir: with. Professor Barnes has shown us how obser- 
sation may be specialized here. 
Motor ability may be studied more exactly by tests.” Dr. Scripture has 
described, in the Educational Review, two which any one could apply. Dr. 
Bryant’s apparatus costs but two or three dollars, and with that his inter- 
osting line of experiment could be repeated. Children’s vocabularies should 
be sought, as well as cases of mirror-writing. In sensation, many of the 
tests used in the laboratory may be at once applied by the students to 
classes of children, especially in touch, hearing, and sight. The pitch-pipe 
mounted upon a graduated scale, contrived by Dr. Scripture, will enable 
them to get accurate results in regard to sensitiveness to variations of 
nitch. 
For testing color-blindness, my pupils made disks from Professor Jas- 
trow’s description, and found them most convenient. Results should be 
axpressed as far as possible by the graphic method. For attention, we shall 
accumulate much data during our work in sensation. Tests on divided 
attention may be applied, and studies made of parlor games like the 
so-called ““mind reading,” Ouija, and others. In association, Galton’s or 
Jastrow’s tests are easily made. A great deal may be done in time experi- 
ments with a stop-watch, or even with an ordinary watch, if enough tests 
are made. 
The analysis of children’s associations brings out interesting points. 
Some experiments should be made to ascertain the relation between asso- 
ciations, time, and age.