FIG. 23.—Charlie Chaplin pursuing a gentleman, and pursued by a policeman. Showing the special ability to draw, of a feeble-minded man, in an institution for mental defectives. See also Figure 22. ] [Illustration: FIG. 24.—Showing attempts by two distinguished university professors to cut silhouettes of an elephant. Compare with Figure 22. ] Since superior students of science may or may not have ability to draw, it is probably undesirable that success in elementary courses should be made to depend largely on drawing. Distinguished achievement in analytical, symbolic, and interpretative art is probably as incompatible with native stupidity as is distinguished achievement in any other field of technical endeavor. Persons who can draw, but are nevertheless generally dull, should probably not be guided toward the career of designer, architect, cartoonist, or portrait painter. All persons possess in some amount each and every one of the capacities, which in rare and happy combinations constitute talent in drawing. The typical child possesses them in typical degrees, so that the majority can draw moderately well. Since in after life most children will enjoy the drawings of others more frequently than they will themselves draw, probably it would be of value to devote a relatively greater part of the curriculum in drawing to forming acquaintanceship with pictures. Interest in drawing, painting, or sculpture may be present without talent, but probably keen interest and talent are most often combined. At present educational psychologists have before them the task of extending research, so that the word “probably,” so often used in this discussion, may be replaced by “certainly.” The accomplishment of this task will call for the coöperation of artists, in particular. REFERENCES AYER, F. C.—_The Psychology of Drawing_; Warwick and York, Baltimore, 1916. BINET, A.—“La psychologie artistique de Tade Styka”; _L’année psychologique_, 1908. CHILDS, H. G.—“Measurement of the Drawing Ability of Two Thousand One Hundred and Seventy-seven Children in Indiana School Systems by a Supplemented Thorndike Scale”; _Journal of Educational Psychology_, 1915. ELDERTON, E.—“On the Association of Drawing with Other Capacities in School Children”; _Biometrika_, 1910. FISCHLOVITZ, A.—_An Inductive Study of the Abilities Involved in Drawing_; Columbia University, 1903. JONES, E. E.—“The Correlation of Visual Memory and Perception of Perspective with Drawing Ability”; _School and Society_, 1922. IVANOF, E.—“Corrélation entre l’aptitude au dessin et les autres aptitudes”; _Archives de psychologie_, 1908. KERSCHENSTEINER, G.—_Die Entwicklung der zeichnerischen Begabung_; Gruber, Munich, 1905. KIK, C.—“Die übernormale Zeichenbegabung bei Kindern”; _Zeitschrift für angewandte Psychologie_, 1908.