[Footnote 12: Der deutsche Student am Ende des
19 Jahrhunderts, 6th ed., Goeschen, Leipzig, 1896.
See also H. P. Shelden: History and Pedagogy
of American Student Societies, New York, 1901, p. 31
et seq.]
[Footnote 13: Bushido: The Soul of Japan.
An exposition of Japanese thought, by Inazo Nitobe.
New York, 1905, pp. 203 et seq.]
[Footnote 14: The Hearts of Men. Macmillan,
1901, chap. xxii.]
[Footnote 15: La Puberte. Schleicher Freres,
editeurs, Paris, 1902.]
[Footnote 16: See A.W. Trettien. Creeping
and Walking. American Journal of Psychology,
October, 1900, vol. 12, pp. 1-57.]
[Footnote 17: Constructive and Preventive Philanthropy,
by Joseph Lee. Macmillan, New York, 1902, chaps.
x and xi.]
[Footnote 18: C.O. Bernies. Physical
Characteristics of the Runner and Jumper. American
Physical Education Review, September, 1900, vol. 5,
pp. 235-245.]
[Footnote 19: A Study in the Play Life of some
South Carolina Children. Pedagogical Seminary,
December, 1900, vol. 7, pp. 459-478.]
[Footnote 20: Education by Plays and Games.
Pedagogical Seminary, October, 1894, vol. 3, pp. 97-133.]
[Footnote 21: An Essay on Laughter. Longmans,
Green and Co., London, 1902, p. 427 et seq.]
[Footnote 22: See Brand’s Popular Antiquities
of Great Britain, 3 Vols., London, 1883.]
[Footnote 23: Psychology of Tickling, Laughing,
and the Comic, by G. Stanley Hall and Arthur Allin.
American Journal of Psychology, October, 1897, vol.
9, pp. 1-41.]
[Footnote 24: I. Breuer and S. Freud. Studien
ueber Hysterie. F. Deuticke, Wien, 1895.
See especially p. 177 et seq.]
[Footnote 25: See a valuable discussion by H.
A. Carr. The Survival Values of Play, Investigations
of the Department of Psychology and Education of the
University of Colorado, Arthur Allin, Ph.D., Editor,
November, 1902, vol. 1, pp. 3-47]
* * * * *
FAULTS, LIES, AND CRIMES
Classifications of children’s faults—Peculiar
children—Real faults as distinguished from
interference with the teacher’s ease—Truancy,
its nature and effects—The genesis of crime—The
lie, its classes and relations to imagination—Predatory
activities—Gangs—Causes of crime—The
effects of stories of crime—Temibility—Juvenile
crime and its treatment.
Siegert[1] groups children of problematical nature
into the following sixteen classes: the sad,
the extremely good or bad, star-gazers, scatter-brains,
apathetic, misanthropic, doubters and investigators,
reverent, critical, executive, stupid and clownish,
naive, funny, anamnesic, disposed to learn, and blase;
patience, foresight, and self-control, he thinks,
are chiefly needed.
