iety of
work, the position of the body, and, finally, position in reference to
the cardinal points.

* * * * *

=Science is confronted by a mass of unsolved problems=.--The outcome of
all these researches is a growing mass of unsolved problems. It has
not been established whether males are more easily fatigued than
females; whether the intelligent are more subject to fatigue than the
unintelligent. With regard to the individual type, Tissie's conclusion
seems to be the most noteworthy: "Each individual becomes fatigued or
not according to his degree of will." In connection with the seasons
it appears that fatigue increases from the first to the last day of
school, but it is uncertain whether this is due to the influence of
the seasons, or whether, as Schuyten affirms, the scholar's gradual
exhaustion is due to the scholastic system. With regard to the time of
day, "it is still a question whether the fatigue produced is less when
the pupil works spontaneously, but this problem is a difficult one to
solve." The days of the week when fatigue is least evident are Monday
and Friday, but researches made in this connection are not definitive;
as to habit, intervals of rest, interest: "in connection with these
factors which are antagonistic to fatigue, it has been questioned
whether they actually diminish fatigue, or merely cloak it, but no
decision has been reached." A great variety of interesting researches
have been made into the question of change of work with identical
results--namely, that frequent change of work causes greater fatigue
than continuous work of one kind, and that a sudden interruption is
more fatiguing than persistence. The following experiment (quoted by
Claparede) was made by Schultze: one day the girls were required to
add up figures for twenty-five minutes, and then to copy out passages
for another twenty-five minutes. Another day they performed the same
work, but it was differently divided; they had to add for fifty
minutes and to copy for another fifty minutes. Now these last tests
gave results infinitely superior to the first. And yet it is well
known that, in spite of such results, constant interruption and change
of work are commonly practised in schools, as part of a scientific
plan for combating fatigue.

One of the researches directly relating to schools is that of the
ponogenic co-efficient of the various subjects of instruction, that is
to say, of the degrees of fatigue ind