The simplest device would seem to be to draw one short line on either side of the termination of the arm-line so as to produce a rude kind of bird’s foot form. This may be done clumsily by drawing a stroke across at right angles to the line of the arm, or better by two independent strokes making acute angles with this line. These two modes of delineation manifestly represent a restriction of the two varieties of diffuse or dispersed treatment of the fingers already illustrated. Both forms occur among children’s drawings. They may be found among the drawings of savages as well.[255] ----- Footnote 255: See Andree’s collection, _op. cit._, ii., II. ----- In this terminal finger-arrangement the number of finger-lines varies greatly, being, in the cases observed by me, frequently four and five, and sometimes even as great as ten. It varies, too, greatly in the drawings of the same child, and in some cases even in the two hands of the same figure, showing that number is not attended to, as may be seen in the two annexed drawings, both by boys of five (Fig. 22 (_a_) and (_b_)). The idea seems to be to set forth a multiplicity of branching fingers, and multiplicity here seems to mean three or more. The same way of representing the hand by a claw-form, in which the number of fingers is three or more, reappears in the drawings of savages (_cf._ above, p. 339, Fig. 4 (_c_)).[256] ----- Footnote 256: Examples may be found in Catlin, Schoolcraft, Andree, Von den Steinen, and others, also in the drawings in the Pitt-Rivers Museum, Farnham. Von den Steinen gives a case of seven finger-strokes. ----- [Illustration: Fig. 22 (_a_).] [Illustration: Fig. 22 (_b_).] An important advance on these crude devices is seen where an attempt is made to indicate the hand and the relation of the fingers to this. One of the earliest of these attempts takes the form of the well-known toasting-fork or rake hand. Here a line at right angles to that of the arm symbolically represents the hand, and the fingers are set forth by the prongs or teeth (see above, p. 341, Fig. 6 (_a_), and p. 349, Fig. 18 (_a_)). Number is here as little attended to as in the radial arrangements. It is worth noting that this _schema_ seems to be widely diffused among children of different nationalities, and occurs in the drawings of untaught adults. I have not, however, noticed any example of it among savage drawings. Another way of bringing in the hand along with the fingers is by drawing a dark central patch or knob. This not infrequently occurs without the fingers as the symbol for hand. It becomes a complete symbol by arranging finger-lines after the pattern of a burr about this (see above, p. 347, Fig. 15 (_a_)).