Why, it may be asked, should a child attach this supreme importance to the trunk, when his limbs are always forcing themselves on his notice by their movements, and when he is so deeply interested in them as the parts of the body which do things? I suspect that the principal reason is that a child soon learns to connect with the trunk the recurrent and most impressive of his feelings of comfort and discomfort, such as hunger, thirst, stomachic pains and the corresponding reliefs. We know that the “vital sense” forms the sensuous basis of self-consciousness in the adult, and it is only reasonable to suppose that in the first years of life, when it fills so large a place in the consciousness, it has most to do with determining the idea of the sentient or feeling body. Afterwards the observation of maimed men and animals would confirm the idea that the trunk is the seat and essential portion of the living body. The language of others too by identifying ‘body’ and ‘trunk’ would strengthen the tendency. About this interesting trunk-body, what is inside it, and how it works, the child speculates vastly. References to the making of bone, the work of the stomach, and so forth have to be understood somehow. It would be interesting to get at a child’s unadulterated view of his anatomy and physiology. The Worcester Collection illustrates what funny ideas a child can entertain of the mechanism of his body. A little girl between five and six thought it was the little hairs coming against the lids which made her sleepy. At a later stage of the child’s development, no doubt, when he comes to form the idea of a conscious thinking ‘I,’ the head will become a principal portion of the bodily self. In the evolution of the self-idea in the race, too, we find that the soul was lodged in the trunk long before it was assigned a seat in the head. As may be seen in C.’s case children are quite capable of finding their way, partly at least, to the idea that the soul has its lodgment in the head. But it is long before this thought grows clear. This may be seen in children’s talk, as when a girl of four spoke of her dolly as having no sense in her _eyes_. Even when a child learns from others that we think with our brains he goes on supposing that our thoughts travel down to the mouth when we speak.