e
last question, then, is this: When does the child get the different
colour _Sensations_ (not recognitions), and in what order?

To solve this question it would seem that experiments should be made
upon younger children. The results described above were all secured
after the children had made considerable progress in learning to
speak.

To meet this requirement another method may be used which can be
applied to children less than a year old. The colours are shown, and
the child led to grasp after them. This method is of such a character
as to yield a series of experiments whose results are in terms of the
most fundamental movements of the infant; it can be easily and
pleasantly conducted; and it is of wide application. The child's hand
movements are nearly ideal in this respect. The hand reflects the
child's first feelings, and becomes the most mobile organ of his
volition, except his organs of speech. We find spontaneous arm and
hand movements, reflex movements, reaching-out movements, grasping
movements, imitative movements, manipulating movements, and voluntary
efforts--all these, in order, reflecting the development of the mind.

To illustrate this method, I may cite certain results reached by
myself on the questions of colour and distance perception, and
right-handedness in the child.

_Distance and Colour Perception._--I undertook at the beginning of my
child H.'s ninth month to experiment with her with a view to arriving
at the exact state of her colour perception, and also to investigate
her sense of distance. The arrangements consisted in this instance in
giving the infant a comfortable sitting posture, kept constant by a
band passing around her chest and fastened securely to the back of her
chair. Her arms were left bare and quite free in their movements.
Pieces of paper of different colours were exposed before her, at
varying distances, front, right, and left. This was regulated by a
framework, consisting of a horizontal rod graded in inches, projecting
from the back of the chair at a level with her shoulder and parallel
with her arm when extended straight forward, and carrying on it
another rod, also graded in inches, at right angles to the first. This
second rod was thus a horizontal line directly in front of the child,
parallel with a line connecting her shoulders, and so equally distant
for both hands. This second rod was made to slide upon the first, so
as to be adjusted at any desired distance fro