t of ordered actions there are:

crises of joy;
intervals of serenity;
manifestations of affection.

The part the child takes in the development of his companions.

OBEDIENCE.--Note if the child responds to the summons when he is
called.

Note if and when the child begins to take part in the work of others
with an intelligent effort.

Note when obedience to a summons becomes regular.

Note when obedience to orders becomes established.

Note when the child obeys eagerly and joyously.

Note the relation of the various phenomena of obedience in their
degrees

(_a_) to the development of work;
(_b_) to changes of conduct.

IV

THE PREPARATION OF THE TEACHER

The possibility of observing the developments of the psychical life of
the child as natural phenomena and experimental reactions transforms
the _school itself in action_ into a kind of scientific laboratory for
the psycho-genetic study of man. It will become--perhaps in the near
future--the experimental field _par excellence_ of the psychologist.
To prepare such a school as perfectly as possible, is therefore not
only to prepare "a better method for the education of children," but
also to prepare the materials for a renovated science. Every one now
knows that students of natural science require in their laboratories
an organization directed to the _preparation_ of the material to be
observed. To observe a simple cell in movement, it is necessary to
have a hollow glass slide with cavity for the hanging drop; to have
ready "fresh solutions" in which the living cells may be immersed, to
ensure their continued vitality; to have ready soils for cultures,
etc. For all these ends there are special avocations, those of the
so-called "preparers," who are not the assistants or helpers of the
professor, but _employes_ who were at one time upper servants, and
then become superior workmen. At the present day they are, however,
nearly always themselves scientific graduates. For, indeed, their task
is a most delicate one; they must possess biological, physical, and
chemical knowledge, and the more thoroughly they are "prepared" by a
culture analogous to that of the masters of research themselves, the
more rapid and secure is the march of science.

It is strange to think that among all these laboratories of natural
science, only that of "experimental psychology" has judged it possible
to dispense with an organization for the preparation of