[Illustration: FIG. 1. Ergogram of T.R., a strong, healthy girl, before taking 40 minutes' work in the gymnasium. Weight used, 3.5 kg. Distance lifted, 151 cm. Work done, 528.5 kg.-cm.] If weak and nervous, we shall look like this before taking exercise: [Illustration: FIG. 2. Ergogram of C.E., a weak and somewhat nervous girl, before taking 40 minutes' work in the gymnasium. Weight used, 3.5 kg. Distance lifted, 89 cm. Work done, 311.5 kg.-cm.] And like this after gymnasium exercise: [Illustration: FIG. 3. Ergogram of C.E. after taking 40 minutes' work in the gymnasium, showing that the exercise proved very exhausting. Weight used, 3.5 kg. Distance lifted, 55 cm.] In Chicago, two of whose girls are above photographed, the physician was surprised to have four pupils show more strength late in the day than in the morning. "Upon investigation it was found that the teacher of the four pupils had been called from school, and that they had no regular work, but had been sent to another room and employed themselves, as they said, in having a good time." The chart on page 127 shows the effect of the noon recess and of the good time after three o'clock. Chicago's child-study experts concluded after examining a large number of children: 1. In general there is a distinct relationship in children between physical condition and intellectual capacity, the latter varying directly as the former. 2. The endurance (ergographic work) of boys is greater than that of girls at all ages, and the difference seems to increase after the age of nine. 3. There are certain anthropometric (body measurements) indications which warrant a careful and thorough investigation into the subject of coeducation in the upper grammar grades. 4. Physical condition should be made a factor in the grading of children for school work, and especially for entrance into the first grade. 5. The great extremes in the physical condition of pupils in the upper grammar grades make it desirable to introduce great elasticity into the work of these grades. 6. The classes in physical culture should be graded on a physical instead of an intellectual basis. [Illustration: FIG. 4] To these conclusions certain others should be added, not as settled beyond any possibility of modification, but as being fairly indicated by these tests. 1. The pubescent period is characterized by great and rapid changes in height, weight, strength of grip, vital capacity, and endurance. There seems to accompany this physical activity a corresponding intellectual and emotional activity. It therefore is a period when broad educational influences are most needed. From the pedagogic standpoint it is preeminently a time for character building.