professional work, give to the Worcester School a foremost place among New England Normal Schools. The method adopted for its study is one which entirely leaves the beaten track of ordinary text-books. It does not, in the earlier stages, trouble the student with the divisions and generalities of pure psychology, but rather fixes his attention solely on the child, and seeks to gain from actual observation and individual and combined experience laws which shall be valuable aids in teaching. “The principal requests the students to observe the conduct of children in all circumstances--at home, at school, in the street, at work, at play, in conversation with one another and with adults, and record what they see and hear as soon as circumstances will permit.” The work thus suggested has been organized as a definite part of the school course, and although optional, is usually taken up by all students. It is intended, not to supplant, but to supplement later systematic instruction in psychology, and is taken up, not for the sake of the facts gained, which may or may not be of intrinsic worth, but for the value of the process of such observation to the teacher. In order to help forward the systematic study of children, a scheme of work is drawn up. Records are to be made whenever convenient, and for these records blank sheets of six different colours are provided. The colours are a means of roughly classifying the records into six groups, thus: (i.) Facts of personal observation. (ii.) Facts related by others, together with names of recorder and observer. (iii.) Personal reminiscences of childhood. (iv.) Facts gained from books. (v.) Observations on exceptional or defective children. (vi.) Continuous observations. Each record must contain the date of the observation, the observer’s name, age, and post-office address, as well as the name or initials of the child observed, its age, sex, nationality. There must be also a statement of the length of time which has elapsed between the observation and the record. These records are preserved and catalogued under such heads as knowledge, imagination, feeling. Special attention is being directed to the subject of child language, and pupils and old students are supplied with small indexed books for records in this particular department. Further opportunities for daily observation and experiment in certain lines of child-study and in teaching are offered in a newly organized children’s class or kindergarten. The students merely watch the class, the teaching being entirely in the hands of two experienced kindergartners. As the class exists for the acknowledged purpose of experiment, tuition is free, and the teachers in charge have full liberty to follow any course they wish. When I saw the school, a long series of daily experiments were being made, with a view to finding out whether, when left perfectly free, the boys secured places next to girls by preference.