had had no sort of communication one with another.

Thus, for instance, Miss Dufresne speaks of a little girl of four
years old, who seemed quite incapable of carrying a glass of water
even only half full, without spilling it; so much so that she turned
away from such a task, knowing she could not accomplish it. One day
she became absorbed in work with one or other of the objects, and
after this, she began to carry glasses of water with the greatest
ease; and as some of her companions were now painting with
water-colors, it became her great delight to carry water to them all
without spilling a single drop.

Another most significant fact is related by Miss Barton, an Australian
teacher. Among her pupils was a little girl who had not yet developed
articulate speech, and only gave utterance to inarticulate sounds; her
parents had had her examined by a doctor to find out if she were
normal; the doctor declared the child to be perfectly normal, and
considered that though she had not as yet developed speech, she would
do so in time. This child became interested in the solid insets, and
amused herself for a long time taking the cylinders out of the
cavities and putting them back in their places; and after repeating
the work with intense interest, she ran to the teacher, saying: "Come
and see!"

A phenomenon of constant occurrence when the children begin to be
interested in the work and to develop themselves is the lively joy
which seems to possess them. Certain psychologists would say, it is
the "sentimental note" corresponding to the intellectual acquisition;
a physiologist, making an exact comparison, might affirm that joy is
the indication of internal growth, just as an increase in weight is
the indication of bodily growth.

The children themselves seem to have the "sensation" of their
spiritual growth, a consciousness of the acquisitions they are making
by thus amplifying their own personalities; they demonstrate with
joyous effusion the higher process which is beginning within them.
"All the children," says Miss George, "show that pride we ourselves
experience when we have really produced something novel. They skip
round me, and throw their arms about my neck, when they have learned
to do some simple thing, saying: 'I did it all alone, you did not
think I could have done that; I did it better to-day than yesterday,'"

It is after these manifestations that a true discipline is
established, the most obvious results o