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The "Mouse-trap" also averaged 1.51 pages. It is to be noticed that the humorous picture appealed strongly to both

sexes.

G. EXPLANATION OF THE PICTURES BY THE

VARIOUS STORIES.

In the power of explanation or fitting the stories to the pictures in such a way as to explain the situation indicated by the picture, the sexes are fairly equal, although the boys seem to have a slight advantage.

The stories were arranged in three groups according as they (a) explained well, (b) explained poorly, or (c) failed to explain. The results are expressed below. The figures represent the number of stories.

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H. RELIGIOUS, MORAL, SOCIAL AND OTHER ELEMENTS.

The boys' stories make no reference to religion. Two stories by girls are primarily religious. One tells how a box of useful articles was made up for the missionaries. Another describes a Christian Endeavor Convention and mentions the conversion of friends. Incidental references to religion occur throughout the girls' stories.

Both sexes betray interest in moral questions, but the boys much less than the girls. The girls show a decided tendency toward moralizing. Even the "Mouse-trap" story provokes much of this. In the first series at least eight stories by the girls turn on moral questions.

In many cases the boys show a decided preference for illegal activities. As many as seven stories are of spearing salmon, and one is of hunting moose with dogs, serious offences against the law in the district where these stories were written. No disapprobation is expressed, but rather the moral question involved is ignored. It is evidently not a case of immorality but of non-morality. With the boys, considerations of prudence appear frequently. One boy decides to play truant no more as the resulting thrashing more than counterbalances the pleasure obtained from temporary freedom. Another decides never again to steal cake in the dark when there are mouse or rat traps in the house.

Where the boys choose as subjects for stories activities in which but one or perhaps two or three can engage simultaneously, the girls choose such activities as excursions and picnics. This seems to be partly due to a difference in social instincts.

Long ages of training in different spheres may have led to a permanent sex difference now inherent in the individual. The predominance of the hunting-fishing psychosis in boys and of the food-preparation psychosis in girls may in part be due to this. The influence of the social environment of the individual must be a tremendous and perhaps the chief factor.

Food is mentioned often with both sexes. The boys think only of devouring it, and never mention its preparation or the manner of serving. The girls, on their picnics and excursions, usually relate with great detail the packing of the dishes and food, the spreading of the tables, etc.

The boys never mention clothes. Three of the girls' stories turn on this subject, while many incidental references are made throughout the stories.

Money is mentioned frequently.

The boys usually refer to

a definite amount, the girls to a "large sum.'

CONCLUSION AND RÉSUMÉ.

The subjects of this investigation were studied from many standpoints and for a period of six months. The writer was intimately acquainted with each one, knew his or her social surroundings, and in most cases knew the parents personally. The youths who were the subjects of this study were normal individuals of at least average physical and mental health. It is hoped that similar investigations in other localities will be conducted, which may more fully establish or refute the results of this study. It is stated now to avoid unnecessary repetition, that no finality is claimed for the conclusions here set down except for the particular conditions under which the investigation was conducted, and save where these conclusions are supported by evidence culled from other sources. Wherever these conclusions may seem to be dogmatically expressed, it is to be understood that dogmatism is not intended.

One result of this study is to make apparent the fact that the imagination of youth between thirteen and twenty has a wide range and great fertility. It may be true, as Lindley says, that "every child may indeed be a 'genius,' but not of the inventive and creative sort (40: 480); but of the youths of this study it is certainly true that all but two or three have some germ of the same imaginative processes that are found in more

perfect form in the inventive and creative genius, while many have imaginative power of no mean rank.

Hall and Wallin, in their study of youth's reactions to clouds, speak of the prolificness of the youthful shape fancying impulse. (35: 376.) They state that clouds "can arouse impulses that run the entire gamut of feeling; that touch every chord of sentiment, from the smooth and gentle to the large and terrible." (35:475.)

What is here stated to be true of the clouds is true of the whole natural environment of the youth. Partridge, in his study of revery, writes of the profound effect of music, nature, twilight, upon the spontaneous activities of the mind. (47: 455.)

Indeed, it would be strange if in youth the imagination did not reach a somewhat highly developed stage. The work of such authors as Miss Shinn and Paola Lombroso, shows that imagination begins early in the life of the child. A résumé of the results of such studies is to be found in Chamberlain's book on the child. (17:83-85, 324-327.) Whether during childhood imagination or imitation predominates, may be a question. Some, at least, have believed that the former predominates. Dr. G. Stanley Hall, writing on "Children's Lies," says that "we might almost say of children, somewhat as Frohschammer argues of mental activity, and even of the universe itself, that all their life is imagination." (31:215.) If this be true of the Ichild whose plays largely consist of passive motion (swinging, sliding, etc.), is it not true of the youth with his superior physical activity and his greater power of constructiveness?

The interests of youth are various, but those of the boys are less multiform than those of the girls. The boys specialize on motor interests. The interests of the girls are more static and emotional. These differences are based partly, at least, on inherent anatomical and physiological differences. (Cf. 6:303, and above.)

In imagery the girls excel in visual and auditory; the boys in motor imagery.

In both visual and auditory memory the girls surpass the boys; but excellence in memory does not seem to have any necessary connection with imaginative power.

The use of names of persons and animals is quite common in both sexes; but far more so among the girls than among the boys. Where interest is keen, the girls tend to group their imaginative material about definite individuals with definite names. The girls have a stronger interest in names as names, apart from their use as symbols for individuals. Fanciful and striking names are used by them most frequently.

Both sexes tend to write in the first person where interest is

very strong. This tendency is far more apparent with the boys than the girls. Where interest is at a minimum, neither proper names nor the first person is used by either sex.

The boys use more details furnished by the pictures than the girls, and have more power to work them naturally into the woof of the story. The girls, however, write stories that are far more detailed. In the words of Alfred Austin, "they are interested in the individual joys, sorrows, sins, sufferings and emotions generally." The emotional material in the imaginative productions of the girls is very large. The great predominance of pity, sadness, fear of being left alone, etc., suggest almost a neurotic tendency, which may be due to the unnatural conditions of the social environment, which largely prohibits healthful activity.

In imaginative quality of the stories, the boys tend to specialize in both directions. Some boys are better and some worse than any of the girls.

In constructive unity of the stories the boys excel the girls. This may be due to greater richness of material in the case of the girls, but is probably due largely to greater constructive power possessed by the boys. This greater constructiveness seems to be connected with more rational modes of physical activity. No doubt the superiority is partly inherent, but the effect of environment must be great.

Where the boys offend against unity, their stories are panoramic. The girls are prone to write stories which are topheavy. "Parturiunt montes, et gignitur ridiculus mus." They also spoil the unity of their stories by the insertion of irrelevant details.

Wherever the topic is interesting the subjects tend to write longer stories. That is, a certain heightening of the feeling tone tends to increase the amount of imaginative material ready to hand.

More religious, moral and social elements enter into the imaginative material of the girls. Clothes and the preparation of food appeal more to the girls, the consumption of food to the boys. Money appeals to the imagination of both sexes, but here the boys are more practical than the girls.

In general, the occurrence together of a certain type of physical activity, a certain type of emotional life, and a certain type of the imagination, seems to suggest some causal connection. At least the activity of the organism, as well as its inherent constitution, seems to determine the character of its interests, which in turn determine largely the form of the imagination. Perhaps these three aspects of the life of the individual are mutually interactive.

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