of the good time after three
o'clock.

Chicago's child-study experts concluded after examining a large number
of children:

1. In general there is a distinct relationship in children between
physical condition and intellectual capacity, the latter varying
directly as the former.

2. The endurance (ergographic work) of boys is greater than that
of girls at all ages, and the difference seems to increase after
the age of nine.

3. There are certain anthropometric (body measurements)
indications which warrant a careful and thorough investigation
into the subject of coeducation in the upper grammar grades.

4. Physical condition should be made a factor in the grading of
children for school work, and especially for entrance into the
first grade.

5. The great extremes in the physical condition of pupils in the
upper grammar grades make it desirable to introduce great
elasticity into the work of these grades.

6. The classes in physical culture should be graded on a physical
instead of an intellectual basis.

[Illustration: FIG. 4]

To these conclusions certain others should be added, not as settled
beyond any possibility of modification, but as being fairly indicated
by these tests.

1. The pubescent period is characterized by great and rapid
changes in height, weight, strength of grip, vital capacity, and
endurance. There seems to accompany this physical activity a
corresponding intellectual and emotional activity. It therefore is
a period when broad educational influences are most needed. From
the pedagogic standpoint it is preeminently a time for character
building.

2. The pubescent period is characterized by extensive range of all
physical features of the individuals in it. Hence, although a
period fit for great activity of the mass of children, it is also
one of numerous individual exceptions to this general law. During
this period a greater per cent of individuals than usual pass
beyond the range of normal limits set by the mass. It is a time,
therefore, when the weak fail and the able forge to the front, and
hence calls for a higher degree than usual of individualization of
educational work and influence.

3. Unidexterity is a normal condition. Rapid and marked
accentuation of unidexterity is a pubescent change. On the whole,
there is a direct relationship between the degree of unidexterity
and the intellectual progress o