[Footnote 24: J. Delitsch: Über Schülerfreundschaften in einer Volksschulklasse, Die Kinderfehler. Fünfter Jahrgang, Mai, 1900, pp. 150-163.] [Footnote 25: On Some Psychical Relations of Society and Solitude. Pedagogical Seminary, April 1900, vol. 7, pp. 13-69] [Footnote 26: A. Rauber: Homo Sapiens Ferus. J. Brehse, Leipzig, 1888. See also my Social Aspects of Education; Pedagogical Seminary, March, 1902, vol. 9, pp. 81-91. Also Kropotkin: Mutual Aid a Factor of Evolution. W. Heinemann, London, 1902.] [Footnote 27: Rudimentary Society among Boys, by John H. Johnson, McDonogh, Md. McDonogh School, 1983, reprinted from Johns Hopkins University Studies Series 2 (Historical and Political Studies, vol. 2, No. 11).] [Footnote 28: The Institutional Activities of American Children. American Journal of Psychology, July, 1898, vol. 9, pp. 425-448.] [Footnote 29: Der deutsche Student am Ende des 19. Jahrhunderts. 6th Ed. Göschen, Leipzig, 1896.] [Footnote 30: The Social Pedagogy of Boyhood. Pedagogical Seminary, October, 1900, vol. 7, pp. 307-346. See also his The Boy Problem, with an introduction by G. Stanley Hall, The Pilgrim Press, Boston, 1901, p. 194. Also Winifred Buck (Boys' Self-governing Clubs, Macmillan, New York, 1903), who thinks ten million dollars could be used in training club advisers who should have the use of schools and grounds after hours and evenings, conduct excursions, organize games, etc., but avoid all direct teaching and book work generally. This writer thinks such an institution would soon result in a marked increase of public morality and an augmented demand for technical instruction, and that for the advisers themselves the work would be the best training for high positions in politics and reform. Clubs of boys from eight to sixteen or eighteen must not admit age disparities of more than two years.] [Footnote 31: See Young People's Societies, by L.W. Bacon. D. Appleton and Co., New York, 1900, p. 265. Also, F.G. Cressey: The Church and Young Men. Fleming H. Revell Co., New York, 1903, p. 233.] * * * * * CHAPTER X INTELLECTUAL EDUCATION AND SCHOOL WORK The general change and plasticity at puberty--English teaching--Causes of its failure: (1) too much time to other languages, (2) subordination of literary content to form, (3) too early stress on eye and hand instead of ear and mouth, (4) excessive use of concrete words--Children's interest in words--Their favorites--Slang--Story telling--Age of reading crazes--What to read--The historic sense--Growth of memory span.