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From the PREFACE. In so far as the teaching of to-day is superior to that of a generation ago, it owes that precedence largely to a more general observance of two fundamental principles. One of these is that action is the first law of growth; the other, that individuals vary enormously in their capabilities for different kinds of mental and physical action. It is these two principles and the many implied by them that have called forth this book. In so far as action is to be secured from each child, the physical conditions and basis of that action should be known, not only for the average, but, according to our second principle, for each of the children. That conditions exist highly prejudicial to the child's physical development and, consequently, to his growth and power to act, is evident from a glance at the ordinary schoolroom. That the causes of these obstructive circumstances are not to be stumbled upon without effort or care is equally evident. There are thousands of earnest teachers as well as parents who cannot witness the slow progress of a few children, the worn, tired faces of some, and the listless apathy of others in quiet. For such it is hoped the suggestions contained in this book may serve as a fairly complete and helpful guide to a study of the child's physical basis for action. It is not expected that a teacher will make all the tests here suggested on every child in his room. No teacher will have time for that. But the tests may be made in a comparatively short time, and be of great helpfulness in solving some of the individual problems which present themselves to every teacher. In some cases the method of experiment admits of an application to all of the children in the room as easily as to one, and light is certain to be thrown on the power of individuals whose ability had been previously over- or under-estimated. This light may be of avail to the teacher in leading him to a better adaptation of his work to the child, or it