The objects it will be observed are here arranged in groups as follows: animals, 1-13; plants, 14-23; minerals, 24-26; events in nature, 27-35; time, 36-39; localities, 40–51; the home landscape, 52-78; mathematical, 79–84; religious, 85-91; social, 92-94; miscellaneous, 95-100. Of the children tested the first year the individual records of a few were followed and given with detail. A boy who passed on 75 out of the 100 showed an excellent record each year. He had a large vocabulary, yet would repeat a story with a fidelity to the words it was told in that was almost servile. He was better in sharp thought than in phantasy. A girl was deficient in all groups and almost zero in some, having only 41 per cent. of the questions, and a boy had but 12 of the 100 usable concepts. The school marks and the carefully kept individuality books in these and other cases corresponded very nearly to the efficiency shown in the preliminary tests. Not only do the latter harmonize with following school years, but Hartmann thinks that from a careful inspection of the results of each group into which the 100 questions fall the mental ability if not the future career of the child can be predicted. What shall be said, he adds, of the waste of the general public school in which all three of these children are taught side by side in the same class?

In this inventory great stress was laid upon the natural setting of each object. The questioners were told that it was not sufficient to have seen, but they must have ridden on the cars, the apple tree must have had apples on it, the butterfly must have been on the flower, the sheep grazing, the frog springing, etc. One of these concepts was known to but 5, and one to 1056 of the 1312 children, and the others were between these extremes. In animals, minerals, and the social group only did boys excel. Girls excelled in 56 and boys in 38 objects. Girls excelled the boys in their marks also in the first, second, and third school year, but less and

less, till in the sixth year the boys were distinctly ahead. Again, on entering the usual elementary school each boy had on the average 30.7 of the 100 concepts, and each girl 36.7. At the end of the first school year the boys had an average mark of progress of 3.03, and each girl 2.53. Thus we can form the proportion, 36.7: 30. 7 = 3.03:x, which gives, as the value of its fourth term, 2.535, which varies only 0.005 from the actual mark of the girls. For each of the next three years the deviation is hardly greater. The product of the number of concepts multiplied by the chief school mark in Germany which designates progress comes out about the same in girls' as in boys' classes. Out of the 100 usable concepts the average girl had 32.9, the average boy 30.8. The average Annaberg number, 31.9, is thus small. So valuable were these tests for determining the individuality of the child, for arrangement of the program and for their aid to teachers, that at Easter either the entire hundred, or at least the best thirty, questions are tested each year. These are the following: hare, hen, frog, butterfly, pine tree, flower, tempest, rainbow, moon phases, days of the week, child's home, city hall, railway station, potato field, snow landscape, cube, numbers, work in the field, baptism, coins, sickness, God, Jesus, and localities. In the practice school of the Pedagogical Seminary at Jena each school year begins with this analysis of the children's sphere of thought.

The complete course of study for the first and second school year, based upon his inquest, the author reserves for a later pamphlet, and gives here only an outline of his ideas. Nothing fulfills all the conditions of Herbartian interest at first better than Bible stories; but only 25 per cent. of the children have usable Bible concepts, and their apperceptive organs are hardly developed enough to make this fruitful. Genuine child stories, according to Willmann, must have five marks, viz.: they must be really childlike or simple and full

of fancy, they must excite and educate the mental judgment, must be instructive and of permanent worth, they must make a deep unitary impression which shall be a center of future interest. It must thus be popular and classical. Hartmann thanks God that this demand can be met by the Grimm Märchen. Since Ziller's first plea for Märchen in school nearly a quarter of a century ago the battle about them has raged. Hartmann disagrees with Ziller and Rein in thinking that four of these are enough for the first school year and feed all the Herbartian interests. The Star Dollars, which teaches that although all desert the child there is One that does not, comes last. Rein is charged with selecting his twelve tales arbitrarily, without the justification which only such a preliminary inquest can give, or else for external reasons, as basis for instruction in natural history, etc. Hartmann's limited use of Märchen should not only educate religious and other sentiments, but it should teach to apprehend and to tell again. After this practice for half a year Bible stories should come. The New Testament should precede the Old, and all should center about the Jesus child. To fail of insuring close intimacy with Bible tales in early childhood is, we are told, one of the gravest of all pedagogical errors. The topics of this half year should be the nativity, the visit of the three wise men, Jesus in the temple, the wedding at Cana, the boy at Nain, the entrance to Jerusalem, the arrest of Jesus, his condemnation, death, and burial. This plan has been followed in close connection with the church year in Annaberg, and with the best results. Even for narrative and educational values this has excelled all other material. This matter must be so treated as to evoke the greatest interest and participation, and never at the same part of the year as the Märchen. Religious instruction should thus be chief and central. It should select the matter and all it requires without reference to other branches, and in this sense only they

should all be subordinate to it. The last sixteen pages are given to an outline or program for each of the forty full school weeks of the German school year. This is divided as narrative matter and object-lesson matter. The first begins with a brief prayer and song, the first Märchen, in the third week, and new and longer songs, prayers, and tales, then proverbs and poems with Bible tales the last half year. The second begins with name, place in school, time, school days, movements, with use of slate, sponge, and pencil in the second week, each child's home, street, parents' name, home life, fence, hedge, flowers, animals and birds seen on the way, garden tools, planting and sowing, riddles, drawing, then writing and reckoning, etc. Every object in the table is gone over with detail, as are many more. They draw dog houses, bird cages, mouse traps, spider's web, hat, lamp, stove, moon, star, cat, dish, sled, church, altar, Christmas tree, knife and fork, wine bottle and glass, bed, teacup and pot, hat, cap, gravestone, street lamp, city hall, bookcase, slate, etc.

Recently another census of this kind has been taken. J. Olsen1 describes a systematic study of 5600 pupils at Varde by the tutorial staff, which began in the year 1898, in order to determine the content of their minds when entering school at the age of six or seven. A series of one hundred ideas, partly of a universal and partly of a local order, was made out and each child was examined singly as to each idea, and the teacher marked on his schedule how many clear concepts of each class the child possessed. The children were of middle and working classes, and the tests were an open-hearted conversation regarded rather as play than as work, at which the most clever ones endeavored to display all their knowledge. On the following page is the table of results.

1 Children's Ideas (Denmark), Paidologist, Nov., 1900, Vol. II, pp. 128