[Footnote 21: An Essay on Laughter. Longmans, Green and Co., London, 1902, p. 427 _et seq_.]
[Footnote 22: See Brand's Popular Antiquities of Great Britain, 3 Vols., London, 1883.]
[Footnote 23: Psychology of Tickling, Laughing, and the Comic, by G. Stanley Hall and Arthur Allin. American Journal of Psychology, October, 1897, vol. 9, pp. 1-41.]
[Footnote 24: I. Breuer and S. Freud. Studien über Hysterie. F. Deuticke, Wien, 1895. See especially p. 177 _et seq_.]
[Footnote 25: See a valuable discussion by H. A. Carr. The Survival Values of Play, Investigations of the Department of Psychology and Education of the University of Colorado, Arthur Allin, Ph.D., Editor, November, 1902, vol. 1, pp. 3-47]
Classifications of children's faults--Peculiar children--Real faults as distinguished from interference with the teacher's ease--Truancy, its nature and effects--The genesis of crime--The lie, its classes and relations to imagination--Predatory activities--Gangs--Causes of crime--The effects of stories of crime--Temibility--Juvenile crime and its treatment.
Siegert[1] groups children of problematical nature into the following sixteen classes: the sad, the extremely good or bad, star-gazers, scatter-brains, apathetic, misanthropic, doubters and investigators, reverent, critical, executive, stupid and clownish, naive, funny, anamnesic, disposed to learn, and _blasé_; patience, foresight, and self-control, he thinks, are chiefly needed.
A unique and interesting study was undertaken by Közle[2] by collecting and studying thirty German writers on pedagogical subjects since Pestalozzi, and cataloguing all the words they use describing the faults of children. In all, this gave 914 faults, far more in number than their virtues. These were classified as native and of external origin, acute and chronic, egoistic and altruistic, greed, perverted honor, self-will, falsity, laziness, frivolity, distraction, precocity, timidity, envy and malevolence, ingratitude, quarrelsomeness, cruelty, superstition; and the latter fifteen were settled on as resultant groups, and the authors who describe them best are quoted.
Bohannon[3] on the basis of _questionnaire_ returns classified peculiar children as heavy, tall, short, small, strong, weak, deft, agile, clumsy, beautiful, ugly, deformed, birthmarked, keen and precocious, defective in sense, mind, and speech, nervous, clean, dainty, dirty, orderly, obedient, disobedient, disorderly, teasing, buoyant, buffoon, cruel, selfish, generous, sympathetic, inquisitive, lying, ill-tempered, silent, dignified, frank, loquacious, courageous, timid, whining, spoiled, gluttonous and only child.