Some Thinking Processes of Grade Children *Read before the Child Study Section of the Nebraska State Teachers' Association, November, 1912, at Omaha, Nebraska.

In looking over the field of work done in experimental pedagogy and psychology of children, we are astonished at two things, first the recent date of the beginning of this kind of work: secondly, the scant amount of work attempted and accomplished, especially in experimental pedagogy. That the work is one of vast practical importance must be admitted. The notice given to experimental pedagogy by psychologists has been small, and by those engaged in the teaching of children, little if anything has been contributed. The question of whether or not our public school system is educating for efficiency is receiving considerable attention at the present time. Does school training develop all the senses and possibilities of the child, or does it develop a few of the senses at the expense of the others? Another question, which is receiving and will continue