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 establishment 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