win's for psychologists and philosophers, Sully's for parents and teachers. Sully's Studies of Childhood is easily the best single book for the general reader. Mr. Sully wisely puts forward his conclusions as intuitively and spontaneously as possible. He loves the whole child. He forgets abstractions and theories, or else uses them rather unconsciously as a means of getting at child nature. Baldwin's work seems to me the most significant thus far done, because it has a back bone of hypothesis and frankly takes biology, philosophy, and sociology, as well as psychology into account in an organic way. The speculative element seems to me too large and the treatment too abstract. We have a feeling of unreality when we hear so much about the interaction of society and the individual; the logical and institutional sides of character are not clearly interpreted in taste and conscience. Professor Baldwin is rather severe on intuitive observation, and would seem to restrict child study to specialists. His His protest against pseudo-science is timely, but he seems to lack sympathy with the "common sense of the masses." A comparison of his Psychology with his Mental Development will show how far he is from an ethological standpoint, and how little we can expect from him at present in that science of education so devoutly to be wished for and worked for.

Having briefly and, I fear, rather superficially discussed methods of child study, let us conclude our survey with some hints about child study that will be professionally and ethologically useful to teachers.

III. Child study for teachers.

Teachers ought to begin child study in connection with a pedagogical note-book. Form the habit of recording your professional experience every day. Reserve from five minutes to an hour a day for this purpose. Let your virtues in recording be continuity and patience. If you want convenient headings in your notes, use such as Curriculum, or Course of Study, Programme, Method, Discipline, Child Study, Personal. Try more and more to connect your records with the characteristic sayings and doings of children. As you become interested in the children select one very interesting or dif ficult case, or two contrasted cases, and keep separate records about each child or children. Bring child observations into your teachers' meeting, reading circle, institute, convention,

etc. As your data accumulate, connect together by cross-references and otherwise notes that seem to you to bear upon the same point of character. Study, compare your observations, if possible, with those of parents and of other teachers. Read such a work as Sully's Studies, or his recently published smaller work. Get into communication with some specialist who needs some of your spontaneous data. Pay particular attention to habit, its forming, unforming, reforming; to instincts or generic tendencies, to aptitudes or talents, to emotional exaggerations or the reverse, to susceptibility to pleasure, pain, and excitement; to work and play; to physical defects, etc. In all of this, and more, try to keep the children before you as wholes, as characters. Keep your child study and school practice together, so that one will help the other. Test your reading by your own experience. Finally, let nothing interfere with your common sense, tact, and conscience. THOS. P. BAILEY, JR. University of California.

Berkeley, Cal., Nov. 19, 1897.

The Secret Language of Children
II.

I. Syllabic languages.

N the syllabic languages the special catch consists of a syllable added to one or more syllables of a word or to the word alone. Also syllables may be prefixed to syllables or words or placed between the letters of a word. The syllable most common in use is "gry," with variations of gery, gary, gree, gre, ger, and ery (g omitted). The syllable next most common is "vus," with its changes to vers, vis, ves, and es (v omitted). Very seems to be a combination of gry and vus. Other syllables used are a, by, free, fus, ha, ibus, is, laf, and lo.

In many cases the syllable is added to the word with no other changes. But there are several variations from this, as the following quotations will show: "Every word had the letter a added to it, the first letter of each word was taken from its proper position and placed a the end before the final a, as, winter = inter-w-a. In such words as began with two or more consonants, as, for instance, skill, both consonants were transferred to the end. The word conse quently became ill-sk-a. If a word began with a vowel, the first consonant following it was

transposed to the end, as, enter

e-ter-n-a. In all cases the final a was given considerable accentuation, and its pronunciation was as in the word crate. There were a number of distinct exceptions to the general rules of the language, as the substitute for the word look being spelled and pronounced oodklu. The d was in all probability inserted for the sake of euphony, but why the final was made u instead of a remains a mystery to me, unless it be a word derived from some foreign (that is to say, not local) schoolboy language." "The method consisted in spelling the words, adding to each letter the syllable fus and to the end of the word that of jig. In order to avoid the cumbrous f fus where the letter f was used, the syllable cum took its place." "It was a repetition of the vowel with laf inserted, as like li-laf-ike." "It consisted in cutting off consonants after vowels and adding gry, and if the hearer failed to comprehend a word it could be made plainer by simply adding the syllable gry to the entire word, as wetgry, wentgry, etc." "If the word begins with a vowel, a is simply added to the end of the word, with few exceptions. If the word does not begin with a vowel the letters before the vowel in the word are cut off and placed on the end with the addition of a. Thus it will be seen that every word ends with a, as, stoop oopsta. Sometimes when the word is long it is taken as two or more words, as, Shakespeare=akesha-carepa." "Pigeon English Rules.-1. Move the initial consonant to the end of the word and add an a, having always the long sound. The consonant moved retained its original sound. 2. In case of a word beginning with a vowel add ha. Exception. There is but one exception to these rules in the whole language.-Yes is pronounced as-ya, both a's long." "Prefix pre to every word, as, pre-all = all."

II. Alphabetic languages.

As stated in my first paper, I have found six forms among the alphabetic languages. One of the most common forms is designated by various names, the first name given to me being Tut Language. It consists in the placing of a short u between a letter repeated, as tut — t. I have given seven such here, the first two be ing from "Am Ur-Quell," a folk-lore paper published by Dr. Friedrich S. Krauss, of Vienna, Austria; the others are from letters received by myself from the writers in the states named and Canada:

used there are two ways. In the first way the letters are regularly numbered, as:

a=1, b = 2, c=3, so on to z=26.

f = 28,

In the second way the letters are arbitrarily numbered. One such is so arranged: a=8, b=9, c=4, d=6, e=20, g40, h=42, i=60, j= 72, k = 10, 1=1, m = 12, n = 14, 0=35, p=30, q=34, r = 36, s=38, t=24, u=50, v=55, w=51, x=3, y= 7, z=90.

In the forms in which substitutions take place these varieties are found:

(1.) "am, e=1, i=f, 0 = 8, w=h. Wherever a was to be used we used m and vice versa, I was used for e, vice versa, and so forth. Other consonants remained unchanged."

(2.) "One of these alphabets, belonging to a later generation, was formed by reversing the order of the common alphabet, ≈ standing for a, y for b, etc."

(3.) "The language consisted in using the letter of the alphabet following the right one and for using a."

(4.) "We invented for ourselves, as we believed, a written language-arranging the alphabet in this way:

In regard to sign languages these statements are given: "We used the deaf and dumb signs." "For communication in the schoolroom, the single-hand deaf-mute alphabet was generally used." "Later, when I was about thirteen years old, we used the telegraphic signals, sounded with a pencil or made in the air, or we wrote notes with the dots and dashes."

The following quotations show a side of the sign language that needs very much a careful study: "A student told me of a sign language which consists in touching different parts of the body." "I remember at one time having a few, half a dozen or so, signs with hands, agreed upon with one of my sisters to express a few thoughts secretly from the other children." "We had a system of signs so that if one boy saw another of the gang on the street at some distance he could make known to him what he wanted. I remember only one of these signs. This was a motion of the hands and

arms vertically from the sides until they rest over the head. This meant, 'stop, wait for me, I am coming.' There was a whistle and a shout signal peculiar to the gang. I can remember I can remember of no other sign, unless it be that of holding up two fingers to signify that we were going swimming. This sign was known to all the boys in the city."

IV. Vocabulary languages.

As has been stated, I did not receive many vocabulary languages. What I did receive show a side of child-language which is very full of ingenuity and originality.

(1.) "I wrote out a vocabulary of words covering three or four sheets of large letter paper, which we committed (my sister, two and a half years my junior, and I about thirteen years old) and used in our plays. The language itself was wholly arbitrary, without inflectional character, and consisted only of detached words and phrases."

(2.) "I think nearly all playmates have a language they invent. I have forgotten the one I used, but I know some words of younger cousins.

Wah-wah, a crying baby.
Goo-goo, a good baby.
Tuelo-tuelo, a jaybird.
Tramp-tramp, a man.
Tip-tip, a lady.
Pat-pat, a child.
Miew-miew, a cat.
Wow-wow, a dog.
Glook-glook, drink.
Yangum-yangum, food.
Zee-zee, rain.

(3.) "Your request for secret languages set me to recalling vague memories of my childhood and a search among papers relating to that golden age disclosed the 'dictionary' enclosed. It was made by a playmate of mine, at the age

(at a rough guess) of nine years." (This paper contained the dictionary as given below, the hieroglyphics found further on in this article, and the cipher alphabet used previously, marked Massachusetts.)

(4.) "I think the most unique, perhaps the only original feature of our language, was the way we made up our words. First, of course, there had to be the definition for the word when made, then the girls, seldom more than two, thought each of a syllable. Then we each spoke our respective syllables and placed them together, as they went most euphonically, and the word was done. One day, when these two girls and one other were together, they decided to make a word for 'the feeling you have in the dark when you are sure you are going to bump into something. One shouted, 'I choose first syllable,' another, 'I choose second,' and the remaining child had to take the last one. Each thought to herself a syllable and when all were ready they fitted them together in the order chosen; the result was ku-or-bie, kuorbie."

V. Reversal languages.

Reversals of letters of a word or of an entire sentence are not so frequent as one might expect. From several such which were sent me I select: "Reversing mad-dog and a few other words was also common and well understood by us." "Some of the older girls contented themselves with writing their words backwards, but we younger ones did not do it." "When I was a boy, the youngsters had a language made by a simple inversion of words; I do not remem

ber much about it." "Sometimes in sport words were reversed, as Muslig for Gilsum, where we lived." "Observe the Chinese idea ing it first, and spelling it backwards." "It is which we adopted in taking the last word, placsimply the English language written backwards, and is called Mirror Writing. By holding the paper before a mirror, or by holding it with the written side towards the light, it can be easily read."

VI. Unclassified languages.

In the unclassified forms are many varieties, a few of which I can give.

In using this cipher the card was laid on the paper and a dot made at the letter wanted; for instance, if a was wanted a dot was made through the first hole. The person who read the cipher had a similar card, and placing it on the paper could readily set down the letters indicated and spell out the words."

(2.) "A piece of cardboard, two inches square, was taken and a great many little square holes were punched in it. These holes were numberer in a peculiar way. The writing was done by writing through these square holes upon the paper beneath. The one who received the paper also had a piece of cardboard with square holes. He would place this over the paper in the proper way and would then be able to read it."

(3.) "For the vowels occurring in the original words substitute as follows:

Each consonant is followed by the next letter, whether consonant or vowel, the vowel itself, instead of its symbol, being used in this case. Two consecutive vowels separated by a perpendicular line."

(4.) "She developed a secret language in her home for the purposes of correspondence, in which numbers stood for letters and the letters were so arranged as to look like arithmetical problems."

(5.) "It was spoken as if we had a horrible cold in the head." "An imitation of a cold in the head."

(6.) "It consisted in pronouncing each vowel and then repeating it prefixed with g." "These two young ladies are also familiar with a language made by prefixing a soft g to each syllable."

(7.) "We boys had a myth or tradition of a tongue called the Santipec language, in which the meaning of every word was reversed, so that English lies became truth in Santipee. But I suspect we had not courage to avail ourselves very much of this dialect."