£50 INTERNATIONAL CONGRESS OF EDUCATION. 
Here the statement regarding the necessity for observing children as 
dividuals may be emphasized. At present att@mpts are being made to 
examine children in masses, to strike averages, and to make generaliza- 
sions that can hardly be reliable. Such work seems to me hardly practi- 
cable for the teacher in training, and if practicable, the results would 
perhaps be of doubtful value. I would not, however, wish to underrate 
she value of a certain kind of study of children in masses. The measure- 
ment of school-children of certain age by the thousand, or by the twenty 
thousand, as well as other estimates of physical conditions, if reliable, may 
furnish a basis for certain important inferences that may warrant modifi- 
zation in the action of parents and teachers. I doubt, however, whether 
an attempt to get at an estimate of the interests or the truthfulness of 
children in the mass will be equally satisfactory. For such points as these, 
and indeed, in the very early work, for all points, I should recommend a 
very careful study of the individual child, and before venturing on general- 
zations, I should recommend a careful study of a great many individuals. 
A word may be said here regarding the necessity of the teacher in train- 
ing being trained how to see, before much importance can be attached to 
she results of tne observations made. The observer must learn to dis- 
singuish accurately between what he actually does observe and what he 
fers. If every teacher realized the importance of this one point, it 
seems to me that at least one-half the trouble in managing children would 
lisappear. The tendency of the immature, superficial mind is to rush to 
conclusions before actual observations have been made. 
Another point may be made regarding the necessity of freeing the obser- 
vations made from sentiment of any kind. This is another vice of young, 
mmature observers. The plain statement of a simple fact appears to 
shem harsh and even insignificant. The garnish of fine words seems to 
give a flavor of originality, and is very tempting. 
Perhaps it may also be well to warn the observer against selecting as 
specimens those children that are generally regarded as remarkable. Pre- 
cocious or exceptional children are to be avoided as carefully as are freaks 
in any other department of natural history. The typical is to be sought 
for constantly, and it is to be found not very far removed from the com- 
monplace. The exception should follow, not precede, the rule. 
Having learned how to observe accurately, and how to state accurately 
che result of his observations, without any embellishment or retrenchment, 
‘he teacher in training may next be trained to think about what he has 
observed—to try to find a reason for a manifestation. This is, of course, a 
‘raining in inference, and must not be allowed to degenerate into mere 
guess, and which must have a broad basis of actual fact. 
Having found the cause for certain manifestations, the next effort of 
che teacher in training will be to learn how to avoid this cause if it be 
andesirable, and how to secure it again if it be desirable. This involves a