f the fact_
that, within, an orderly and regular disposition of substances is in
progress.

When, for instance, the embryo of an animal is formed, it grows; but
any one who has observed it internally must have been struck by a fact
much more marvelous than that of the visible external "growth." A
wonderful internal grouping of the cells takes place; some form, as it
were, a leaf which folds over and makes the intestines, others
separate to form the nervous system, one group isolates and
specializes itself to make the liver, and thus an organization of
parts, more and more pronounced, together with a minute
differentiation of each individual arrangement of the cells, is
carried on. The future functions of the body all depend upon the
possibility of the cells so establishing themselves.

The important point is, not that the embryo _grows_, but that it
_coordinates_. "Growth" comes through and by order, which also makes
life possible. An embryo which grows without coordinating its internal
organs is not vital. Here we have not only the impulse, but the
mystery of life. The evolution of internal order is the essential
condition for the realization of vital existence in a life which
possesses the impulse to exist.

Now the sum of the phenomena indicated in the "guide to psychological
observation" actually represents the evolution of spiritual _order_ in
the child.

* * * * *

=Guide to psychological observation=. WORK.--Note when a
child begins to occupy himself for any length of time upon a task.

What the task is and how long he continues working at it (slowness in
completing it and repetition of the same exercise).

His individual peculiarities in applying himself to particular tasks.

To what tasks he applies himself during the same day, and with how
much perseverance.

If he has periods of spontaneous industry, and for how many days these
periods continue.

How he manifests a desire to progress.

What tasks he chooses in their sequence, working at them steadily.

Persistence in a task in spite of stimuli in his environment which
would tend to distract his attention.

If after deliberate interruption he resumes the task from which his
attention was distracted.

CONDUCT.--Note the state of order or disorder in the acts of the
child.

His disorderly actions.

Note if changes of behavior take place during the development of the
phenomena of work.

Note whether during the establishmen