Mental development and education . reyer,Dewey, Baldwin, Compayre,Sully, Hall, Moore and Baldwin puts it,^ . .the child acts, and act it must,on the first suggestion whichhas the faintest meaning interms of its sensations ofmovement. Dresslar ^ pre-sents the same view in dif-ferent terms, — Externalstimulus is immediately an-swered by motor activity,even though at first these re-sponses are uncontrolled andpurposeless. Bell kept arecord of the activities of histwo children for a single day,and speaking of the speech activity of his five-year-old ^^^- ^^-^ ^^^^ ^i^w of right cerebral

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Mental development and education . reyer,Dewey, Baldwin, Compayre,Sully, Hall, Moore and Baldwin puts it,^ . .the child acts, and act it must,on the first suggestion whichhas the faintest meaning interms of its sensations ofmovement. Dresslar ^ pre-sents the same view in dif-ferent terms, — Externalstimulus is immediately an-swered by motor activity,even though at first these re-sponses are uncontrolled andpurposeless. Bell kept arecord of the activities of histwo children for a single day,and speaking of the speech activity of his five-year-old ^^^- ^^-^ ^^^^ ^i^w of right cerebral hem- , .,j , „ /^TTTi T sphere. A, normal adult; B, adult idiot; child he says : •* When I C, new-bom child. (From Merciers Sanity and counted the total number of ^^y-^ (See exercise u, page 339) words which the child had used (in one day), I was not surprisedto find them footing up to 14,996. As to the other activities ^Mental Development, Methods and Processes, p. Ped. Sem., Dec, 1901. »Independent, Vol. 55, p.

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