SOCIAL DEVELOPMENT 
IN YOUNG CHILDREN 
A STUDY OF BEGINNINGS 
 

 
                    BY 
 
                          SUSAN ISAACS 
          M.A.,B.S., author of "An Introduction to Psychology", 
          "The Nume~ Yeam", "Intellectual Growth th Young Children"
                  "The Children We Teath", etc. 
 
 
 
                            NEW YORK 
       HARCOURT, BRACE AND CONPANY 
                   1933 
Ubr~ of Congress Ca~o~g la Fubticahon Data 
Isaacs, Susan Sutherland Fairhurst, 1885-1948. 
  Social development in young children. 
  Reprint of the 1933 ed. published by Harcourt, Brace, 
New York. 
  Bibliography: p. 
  Includes indexes. 
  1. Child psychology.  2. Educational psychology. 
I.Title. 
[HQ772.I715 1979] 155.418   7541153 
ISBN 0-404-145574 
 

 
  First edition published in 1979. 
 
 
 
Reprinted from the edition of 1933, New York, from an 
original in the collections of the City College Library. [Trim 
size of the original has been slightly altered in this edition. 
Original trim size: 13 x 21 cm. Text area of the original has 
been maintained.] 
 
 
 
             MANUFACTUBED 
    IN TIlE UNITED STATES OF ~ERICA 
    TO 
JOAN RIVIERE 
 
 
WH0 HAS TAUGHT 
ME T0 UNDERSTAND 
MY 0WN CHILDHOOD
                     CONTENTS 
                                              PAGE 
PREFACE                                         xI 
PART I.  THE PSYCHOLOGICAL DATA                  I 
  CHAPTER ONE: INTRODUCTION               3 
  CHAPTER TWO: RECORDS:                   24 
I.  SOCIAL RELATIONS: LOVE AND HATE IN ACTION   30 
   A.  PRIMARY EGOCENTRIC ATTITUDES           30 
   B.  HOsTiLiTy AND AGGRESSION               35 
  5  Individual Hostility                     35 
   a. The motive of possession                35 
    b. The motive of power                   45 
   c. The motive of rivalry                   48 
         d. Feelings of inferiority or superiority or 
             general anxiety                     64 
   2.  Group Hostility                        73 
   a. To strangers and newcomers             73 
    b. To adults                            77 
         c. Toyounger or inferior children, or any 
             temporaryscapegoat                Bs 
  C.  FRiENDLINEss AND Co-oi'ERATIoN           93 
  II.  THE DEEPER SouRCEs OF LovE AND HATE   553 
     A.  SEXUALITY                             553 
       5.  Oral erotism and sadism             553 
      2.  Anal and urethral interests and aggression 525 
      3.  Exliibitionism : a. Direct           535 
                       b. Verbal               538 
      4.  Sexual curiosity                     540 
      5.  Sexual play and aggression           543 
      6.  Masturbation                         547 
      7.  Family play, and ideas about babies and 
              marriage                         555 
      8.  Castration fears, threats and symbolism 563 
      9.  "Cosyplaces"                         567 
     B.  GUILT AND SHAME                       572 
     C.  AN INDiviDuAL CHiLD : URsuLA          s88 
                         Wi 
Wi                CONTENTS 
                                          PAGE 
                                    OF 
           DE~OPMENT                       205 
INTRoDucriox                               205 
I.  SociAL ~LATioNs                        253 
  A.  PRiMARy EGOCENTRic ATIITUDEs         253 
  B.  HosTiLiTy AND AGGREssioN             258 
5.  Individual Hostility                    258 
     a. The motive of possession           225 
     b. The motive of power                226 
     c. The motive of rivalry              235 
     d. Feelings of inferiority, superiority or 
           general anxiety                 243 
    2.  Group Hostility                    247 
     a. To strangers and new-corners       255 
     b. To adults                          256 
     c. To younger or inferior children, or any 
           temporary scapegoat             264 
  C.  FAlENDLiNEss AND CO-OPE~Tio~         266 
     a. Friendliness to adults             266 
     b. Friendliness to other children     272 
II.  THE DEEPER SOURcEs OF LovE AND HATE   28o 
 A.  SExuALiTy                             28o 
    Introduction                           28o 
    5.  Oral erotism and sadism            325 
    2.  Anal and urethral interests and aggression 327 
    3.  Exhibitionism (direct and verbal)  335 
    4.  Sexual curiosity                   339 
    5.  Sexual play and cession            345 
               6.  lfastu5bation 
                                           345 
  7.  Family play, and ideas about babies and 
           mage                            350 
    8.  Castration fears, threats and symbolism ~~~ 
    9.  "Cosyplaces"                        62 
  B.  GUILT AND SHAME                      366 
  C.  Ax INDMDu~ CHiLD: URsULA             376 
                 CONTENTS                       ix 
                                              PAGE 
  III. THE RELATioN BETWEEN THE SOCIAL AND 
      THE SEXUAL AsPEcTs OF DEvELop- 
            MENT                                84 
 
PART II. THE EDUCATIONAL PROBLEM               405 
  CHAPTER ONE: THE RELATION BETWEEN 
          THE PROCESSES OF EDUCATION AND 
      OF PSYCHOANALYSIS                        403 
 
  CHAPTER TWO:  SOME PROBLEMS AND 
          CRISES OF EARLY SOCIAL DEVELOP- 
      MENT                                     454 
APPENDIX I                                     457 
APPENDIX II                                    458 
APPENDIX III                                   46z 
BIBLIOGRAPHY                                   463 
INDEX OF AUTHORS                               469 
INDEX OF SUBJECTS                              470 
                      PREFACE 
 
THE bulk of the material which forms the basis of this study 
in the social and sexual development of children was gathered 
in my work at the Malting House School during the years 5924 
to 5927.  The first volume dealing with the records, Intellectus

Growth in Young Children, appeared in 5930, and I had hoped 
that this second volume would follow at no longer interval 
than a year.  Its preparation, however, has been much 
interrupted by other responsibilities, and I have only now 
been able to complete my theoretical survey of the material 
itself.  This delay has yielded certain advantages.  In the 
first place, I have been able in the interiin to bring together 
a mass of other confirmatory material from various sources, 
which both support and further illumine the data gathered 
from the Malting House School itself.  In the second place, 
certain other important publications have appeared in the 
interval, of which I have been able to make use in my final 
revision.  One of these is Katherine Bridges' Soci~ and 
Emotionol Development of the Pre-School Child, upon the 
material of which I am glad to have been able to draw.  I 
have not, however, found her theory of any particular use 
to my own understanding. 
  Of altogether greater significance have been the various 
papers by Melanie Klein and by M. N. Searl (see Bibli~ 
graphy) and the volume The PsychoAnalysis of Children 
published by the former just before my own book goes to press. 
  I am very deeply indebted to these two leaders in the 
psycho-analysis of children, not only for their published 
researches, but also for the personal teaching they have both 
given me in the work of child analysis.  My theoretical 
inte~retations of these observations of children's behaviour 
rest upon their fundamental and epoch-making researches into 
the psychology of infants and young children their work, in 
its turn, owes its foundations and its inspiration to the dis- 
coveries of Freud.  My own personal study of young 
xii               PREFACE 
 
children has served only to increase my deep admiration and 
gratitude for the genius of Freud, in being able to penetrate 
so deeply and so surely to the actual mind of the little child, 
through the study of the minds of adults. 
  My acknowledgrnents are also due to the parents of the 
children whose observations I quote, and especially to those 
who have given me their friendly support and unqualified 
permission to use all the observations I made of their children.

I wish to express my gratitude to them not only on my own 
behalf as author, but on the behalf of my fellow-psychologists, 
who may be able to use these records, and of other people's 
children who may benefit by them. Especial thanks are due 
to Ursula's mother, who with great patience and assiduity 
kept such full and detailed records of her daughter's sayings 
and doings, and allowed me to make use of even the more 
intimate passages, for the purpose of furthering the general 
understanding of children. 
  I have also to acknowledge the kindness of the friend who 
has allowed me to quote some relevant incidents from her 
notes upon the behaviour of the children in her own school; 
and of Dr. I. Schapera and Professor C. G. Seligman for 
letting me have the material of Appendix II. 
  I am indebted to Miss Hilda Lawrence for her patient 
care in preparing the index. 
                                    SusAN IsAAcs. 
January, 5933. 
PART I 
 
THE PSYCHOLOGICAL DATA 
                    CHAPTFR ONE 
 
                    INTRODUCTION 
s.  Intention and Plan.  This book is addressed to the scien- 
tific public, and in particular to serious students of psychology

and education.  It is not intended as a popular exposition, 
whether of the psychological facts or of the relevant educa- 
tional theory. 
 
 
          *     *     *     *     *     * 
 
 
  The main part of the material quoted and discussed was 
gathered in my school for young children, but in spite of this, 
I am offering it in the first instance (with the further material

from other sources) as a contribution to psychology rather 
than to education.  In order to keep this distinction as clear 
as I believe it should be, I have divided the book into two 
parts, the first devoted mainly to a survey of the actual facts 
of social behaviour in young children which I have had the 
opportunity of observing or collating, and the place of these 
facts in psychological theory; the second, to the bearing of 
the psychological facts upon the question of how the parent 
and teacher can best help the social development of their 
children.  It seems likely that only by keeping these two 
realins of discussion apart in our minds can we bring ourselves,

on the one hand, to face the facts dispassionately, or on the 
other, to see clearly what meaning, if any, they have for 
educational practice.  Otherwise, we readily pre-judge the 
facts in the light of. what we would have them be or feel 
they ought to be. 
  2.  The Value of Qualitative Records.  In my introductory 
chapter to Intellectual Growth in Young Children, I discussed 
the value of purely qualitative records of children's behaviour,

4            PSYCHOLOGiCAL DATA 
and the particular nature of the records offered there. The 
chapter was intended to introduce this present volume and the 
Individual Histories which will follow, as well as Intellectual 
Growth, since the three together constitute a single study of 
the behaviour primarily of a particular group of children under 
particular conditions. 
  I there suggested that not only are such qualitative records 
an essential preliminary to fruitful experiment in genetic 
psychology, but that they may well remain an indispensable 
background and corrective, even when experimental technique 
is perfected. Without such a background of the total res- 
ponses of children to whole situations, partial studies of this 
or that response to limited experimental problems may be no 
more than sterile and misleading artifacts. 
  The actual records of children's cognitive behaviour in 
Intellectual Growth established, I believe, the truth of this 
contention in the intellectual field. But the consideration 
holds good of social development even more profoundly. 
Experimental methods have in fact proved enormously fruitful 
in the study of intellectual growth, of learning and of language.

But in the field of social development they are almost inapplic-

able. Most attempts to apply them have proved rather 
sterile. To study the moral development of children by asking 
for their judgrnents at different ages on a series of fables or
of 
moral situations, for example, is to consider only one very 
limited aspect of the problem. To ask children what they 
think should be done in certain situations, or what they believe

they themselves would do, is perhaps to learn something of 
their ideas of morality, hut not of their morality. It is hardly

even to study their ideas about it-but only such ideas as they 
dare to communicate. We can only study their effective 
morality in its spontaneous action in real situations. 
  The main development of technique in recent years 
among serious students of children's social life has been 
along the lines of systematic observation. Systematic observ- 
ation has recently been defined by John E. Anderson, in his 
excellent discussion of The Methods of Child Psycholo~,~ as 
  a technique       m which the observer selects before- 
hand from a mass of events which are occurring in the 
development of a child a particular event or series of 
events for observation, and develops a technique whereby 
  ~ Handbook ~Chitd Psycholo~, 1931, pp. 1-27. 
               iNTRODUCTiON                      5 
the observations are recorded regularly in accordance with 
a predetermined plan.  Emphasis, however, should be 
placed upon the fact that the behaviour which is recorded 
is that which occurs naturally." Such observations are 
contrasted with incidental observations, made in a haphazard 
way under ordinary everyday conditions. 
  The records offered here from the Malting House School are 
systematic observations, not so much in the sense that par- 
ticular series of events were selected out before they happened 
and then systematically recorded, but rather in the sense that 
something approximating to the total behaviour (in the large) 
of the children was noted down, and the whole chronological 
record then followed through for this and that systematic 
thread. Moreover, the life of the group was carried on under 
conditions controlled by a deliberate educational technique.' 
  A special type of systematic observation which is being 
more and more widely adopted, in the field of social behaviour 
as well as of general learning and language, is the rating 
method. In this, an attempt is made to arrive at a develop- 
mental scale for every sort of behaviour, in the relations of 
children with each other and with adults. Such a scale, of 
course, ultimately rests upon qualitative individual judgments, 
but it attempts by various devices to standardise these 
judgments and make them more objective and exact than 
ordinary impressions. 
  Much of Gesell's work is of this nature. In her important 
article on The Social Behaviour of the Child,l Charlotte Buhler 
has surveyed the yield of such studies to the time of her 
writing. One of the most interesting recent researches on 
these lines is that of Katherine Bridges, Social and Fmotional 
Develoflment of the Pre-School Child (5935). Professor Bridges 
holds that "the chief merit of the scales, both social and 
emotional, lies in the assistance they offer for the qualitative

study and analysis of children's social and emotional develop 
ment. With the help of the scales certain behaviour trends 
may be brought to light and subsequently given special 
educational treatment. Rough comparisons may also be 
made between children of the same group both with regard 
to general development and the persistence or changes of 
  ` This t~hnique is fully described in Chapter is ~ Intellectual

Gro'eth in Young Children. 
  ` Handbook oJ Child Psychology, 1931, pp. 392-431. 
6            PSYCHO~OGiCAL DATA 
certain specific trends.  Further, parents, teachers and psycho-

logists will find the scales particularly helpful as a means of 
training their own powers of observation.  Consideration of 
results will also give them greater insight into the social and 
emotional significance of small aspects of children's behaviour 
which would ordinarily pass unnoticed" (pp. 36-7). 
  With these views I largely agree, and in due place I shall 
quote some of the valuable material which Professor Bridges 
has brought together in the course of her own study.  And yet 
I feel that my own reservations with regard to the method of 
the rating scale are still justified, and may usefully be
repeated 
here. It can never be allowed to take the place of a 
direct examination of the full concrete behaviour of children. 
The actual choice of items in the rating scale is again an act 
of qualitative perception, and systematic scrutiny of the actual

events from the psychological point of view (not the ethical or 
educational) is an essential preliminary.  It would be quite 
sterile to substitute premature quantitative treatment for 
detailed and concrete study of individual psychological events 
and their concrete inter-relations-specially if the rating 
scale were set up with an educational or moral bias, which 
apparently tends to be the case.  The rate of change in 
children towards behaviour which is considered desirable is not 
more significant psychologically than the actual behaviour 
which they do show at any given stage.  For instance, it is 
surely at least as important to investigate the concrete 
situations which give rise in particular children to aggressive-

ness or defiance as it is to estimate the degree of their 
social adaptiveness at a given age, on a conventional 
scale."' 
  This need for caution in entering upon extensive quanti- 
tative studies has, I think, been further reinforced by some of 
the actual researches recently carried out. 
  Briefly, the major ertor into which quantitative studies 
handling large masses of data readily fall is the over- 
simpllfication of the problem, and the treatment of very 
different situations as being essentially the same.  This 
happens through the overlooking of qualifying differences 
differences which most unacademic persons used to observing 
children and their parents would know to be vital.  A few 
examples may suffice. 
  I Intellectual Groth in Young Children, pp. ~-6. 
               INTRODUCTION                      7 
  One of the most significant, and indeed a classical example, 
is provided by Watson. In Psychological Care of Infant and 
Child, Watson advocates that mothers should "condition" 
their children not to reach out for things they are not intended

to have, for example, utensils on the meal table, by rapping 
them over the knuckle with a pencil. He appears seriously 
to suggest that such a situation, in which the mother deliber- 
ately causes pain to the child (its slightness is irrelevant), is

exactly parallel to the child's falling down and bumping his 
own knee on the Soor. That is to say, if the mother makes 
her attitude impersonal and unemotional, she really becomes 
as neutral to the child as a piece of furniture is. Such a 
proposition surely needs only to be stated to be seen as false. 
  Moreover, as regards the innate fears of young children, 
the careful recent observations by C. W. Valentine,1 largely 
repeating Watson's work, has shown that the stimuli to 
such fears are never simple.  The setting is always all- 
important, and it is a ale situation which affects the child. 
The presence or absence of the mother, for instance, may 
make all the difference to the child's actual response. 
  This social factor of the child's response to particular adults

has again been shown to be important in a recent study of 
children's day-time habits of sleep, in which it has been 
elaborately demonstrated that children will settle down to 
sleep more readily and sleep longer with one particular 
person in charge, than with another.' My own impression 
is that the behaviourists generally altogether under-estimate 
the significance of this type of social factor, because of their

predilection for isolated mechanical situations. It is touched 
upon incidentally here and there, but little sigmficant use is 
made of it. 
  The importance of the social factor is again emphasised by 
one extremely interesting result in Brainards attempt to 
repeat Koehler's experiments on apes with his own young 
child.3 The ehild's first response to her father's unusual 
behaviour in putting a proffered chocolate out of the window, 
in order to see whether she would understand how to get it, 
  ` C. W. V~en~e, The irate Bases of Fear", Journal of Go,"lic 
Psychology, Vol. xXXVii 
  I R. Staples, "Some Factors inSuenc~g the Altemoon Sleep of 
Ch'ldren", Journal of Gcnelic Psychology, Vol. XLi. 
  J P. Bralnarl: "TheMentahry of aChild ~parel with that of 
Apes "Journal of GeKiic Psychology, Vol. xxxVii, p. z68. 
8            PSYCHOLOGiCAL DATA 
was a social one, an exclamation of protest at her father doing 
such an unheard of thing-" Hi she said; and then a 
moment later, "Daddy get it!" Only when she had got 
over the shock of her father's perverse behaviour was she able 
to deal with the cognitive problem itself. 
  Those investigators who are attempting to build up rating 
scales and schedules for social and emotional development do 
not always seem to me to provide sufficiently against the risk of

over-simplification, for example, the neglect of the difference
in 
the reactions of a child according to whether he is at home or in

school. Most of us have had experience of how differentlyachild 
may behave in these two environments. A single illustration 
may suffice to show how striking the difference may be. 
  "My little girl, practically eight years old, is so difficult 
to manage as to be almost impossible, most of the time (at 
home). She does not always say' No but either ignores and 
does not answeror pretends she has not heard or seen. 
What worries us far more than that is her excessive cheek 
and answering back most rudely. She must always have the 
last word. If she cannot go on being as cheeky and rude as 
one can possibly be and answering back, she cries in a most 
babyish way, always making a dreadful noise. She is never 
spoken to except in a polite, kindly way-has never seen 
anything but kindness all around her, and we cannot under- 
stand where she gets it from. Her little brother, nearly five, 
adores her and would do anything for her, whereas she can be 
awfully unkind and cruel to him. She will often say she 
wished we had not got him-also that she does not love her 
Daddy or Mummy. Although she is so impossible at home, 
she behaves quite well at school. In desperation I have been 
twice to consult her head mistress, and have been told that 
never had she been punished or even had her name called 
for the least offence her teachers have nothing but praise 
for her and are most satisfied with her progress, behaviour 
and everything." 
  One could take point after point of those appearing on the 
various rating scales or developmental schedules, and show 
how far they are from being single trends which can be 
measured in themselves apart from specified total situations. 
For instance, rating scales sometimes attempt to quantify 
and grade the child in cleanliness and control of sphincters. 
But one finds children who are clean in one respect and very 
               INTRODUCTiON                      9 
far from clean in another. I have had many cases of children 
who were perfectly clean and independent as regards the 
bowel from one and a half years, but difficult and dirty with 
regard to bladder control up to three or four years and even 
later. Cleanliness is by no means a single factor. Moreover, 
the child may be clean and responsible when in the hands of 
one adult, and not with another.  I quote later on 
(p. 330) a little girl who was obstinately constipated, but 
volunteered to a new nurse, "I will do my `duty' for 
you." 
  At various later points, I shall be able to bring out another 
set of facts of the greatest relevance to rating scales and 
developmental schedules, namely, the way in which children 
who have been conditioned to clean habits in the earliest 
weeks, and appear to have established such habits perfectly, 
may break down completely later on, and show a further 
period of months, or even years, in which they are extremely 
difficult and dirty. These facts are unintelligible ori any 
quantitative approach, and can only be understood in terms 
of qualitative emotional experience. 
  In general, one can say with regard to development under 
five years, that chat a child does for one person under certain 
conditions is no reliable index of chat he may do for another 
person in another situation. The state of flux of the affective-

conative trends in the mental life of young children is bound 
to influence their particular response in any given situation, 
and that in a way which cannot be predicted on the basis of 
simple inspection of previous reactions to previous situations, 
unless the inner aspects of these events in the psychic life of 
the child have been understood. Moreover, the hair trigger 
action of external events (for example, loss of the nurse or the

mother, severe treatment for bed-wetting, forcible interference 
with thumb-sucking, unhappy experiences with other chil- 
dren, etc.) causing a profound redistribution of internal forces

at any point of experience, may alter the course of the child's 
development in a way that could hardly be foreseen at an 
earlier age. There is great need for a new critique of rating 
scales and developmental schedules on the basis of the educated 
clinical judgsnent of investigators with a psycho-analytical 
training. In my third volume in this series I hope to present 
two parallel pictures of one child, as he was superficially 
observed in the school and as he was seen through the analytic 
10           PSYCHOLOCiC~ DATA 
technique; and this may help to make the point still 
clearer. 
  The need for such a critique with a proper perspective in 
regard to the psychological significance of details of behaviour

Is, I think, shown most clearly in the theory offered by 
Katherine Bridges, who groups together, under the terrn 
  mannerism," such various types of behaviour as thumb-suck- 
ing, nail-biting, nose-picking, twisting of the clothes,
grimacing, 
rubbing of the eyes, scratching, etc., and masturbation, 
not, however, to show how these mannerisms may be a 
substitute for genital masturbation, occurring under the 
pressure of guilt, but (apparently) in order to suggest that 
masturbation itself is of no greater psychological significance 
than such mannerisms as grimacing and twisting. More- 
over, the poverty of her interpretative theories actually makes 
it possible for her to suggest (apparently) that the specific 
emotions of fear and anger are not to be seen in the young 
infant, and are scarcely differentiated until two years of age. 
This seems again to me a case of eyes blinded by inadequate 
psychological theory. 
  This present study, like that of Intellectual Growth in Young 
Children, is based entirely upon the spontaneous behaviour 
of children in the real situations of their daily social life.
Its 
primary aim is the direct qualitative study of the individual 
children's feelings and doings amongst their fellows, but 
many of the problems it raises (e.g. the question of normality) 
are linked up with quantitative issues, and may help to 
prepare the ground for these. 
  3. The Subject-Matter of the Booh. I have called this 
volume Social Development in Young Children, but with 
regard to its subject-matter there are certain considerations 
which I feel it important to bring forward at once. 
  A. In the first place, it is entirely on the ground of
practical 
convenience that I have dealt with the problems of social 
development separately from those of intellectual growth. 
In reality, these two aspects of children's life are bound 
together in the closest intimacy. Those who have read my 
first volume will remember how much of the children's 
discovery, reasoning and thought was the fruit of their common 
activities in play, and social in its very texture. 
  The great bulk of the material quoted in Intellectual Grok 
would thus illustrate the children's social development. It 
               INTRODUCTiOb~           11
would do so in one sense, indeed, even more significantly than 
much of the material offered in the present voltime, since it 
represents a large part of the children's positive, constructive

social relations. Whereas agood deal of the behaviour to be 
quoted now represents either the pre-social matrix of individual

feeling and phantasy out of which social relations are differen-

tiated, or those disruptive forces which have to be transformed 
before positive social relations can be maintained. For a full 
or a just picture of social development in young children, 
therefore, the two volumes need to be read together. 
  B. In the second -place, a glance at the table of contents 
of this volume will show that I have included in my present 
susvey a great deal of behaviour which would not ordinarily 
be called social in the now meaning. In the strictest 
sense of organised group reciprocity, there is little truly
social 
behaviour among children under seven or eight years. Piaget 
has expressed this fact by saying that it is not until seven or 
eight years that "the social instinct develops      m 
clear-cut forms `,.1 I do not myself feel that this is the best 
way of regarding the facts referred to, for reasons I hope to 
show in my theoretical chapter. But the facts themselves are 
fairly certain. Not until the middle years of childhood does 
one see that ability in the child to identify himself with his 
equals, and to maintain a positive attitude to them in spite 
of minor differences of individual interest, which underlies 
5LA~ group relations. In the earlier years, the child is very 
largely a naive egoist, and other children are to him mainly 
rivals for the love and approval of adults. With continuous 
support from adult justice and adult love, little children can 
carry on sustained co-operative pursuits, but their ability to 
do so seems to rest heavily upon this binding force of the love 
and approval of adults. 
  The more truly social ways of older children have their 
b~irtrti~ in early childhood, however. Their roots lie in 
the family itself. The cluld's relation with his mother can 
be called social from a very early age, in the sense that there 
is a mutual action and reaction of feeling and behaviour. 
~d his complicated emotional attitudes towards the two 
parents together and separately from, say, six monthc onwards, 
are the key to many of his later responses to other children. 
`llie social instincts do not appear m the child \inheralded. 
  1 J P'ag.et. fudg""nt o~ Reasoning `n the Child, p. 209 
          12           ffiYCHOLOGiCAL DATA 
They have a prehistory which it is the task of genetic psycho- 
logy to trace out. 
  That is what I have essayed to do in this volume.  I have 
tried to unravel the pattern of the young child's behaviour so 
as to show the threads by which his pre-social feelings and 
phantasies are carried forward into the social relations of 
later life.  When I came to the study of the records I was 
concerned, for example, with the problem of social cooperation, 
why it is so unstable in young children, and what the psycho- 
logical changes are which make it more stable in later child- 
hood.  The material given here will suggest that the answer to 
these queries is by no means that a new set of instincts appear 
at a given age.  It is rather that the young child's marked 
ambivalence of love and hate towards his fellows becomes 
gradually and effectively less.  And it does so, partly because 
a wider experience enables him to project much of his hostility 
on to children outside his immediate circle of playmates, but 
partly also because his emotional conflicts tend to become less 
acute at the onset of the latency period" of sexual 
development.' 
  I was interested, too, in the problem of the development of 
social responsibility, and the forms which the individual's 
conscience in relation to his fellows. first assumes.  And the 
study of these children's behaviour very quickly showed that 
their feelings of guilt were bound up with their sexual interests

and aggression no less than with their more direct social 
relationships. 
  In these ways, I was led to deal with the emotional 
life of the children as a whole.  It became clear that one 
could not be content to study only the developing super- 
structure of explicitly social relations, but needed also to 
penetrate to their underlying foundations in the child's more 
intimate personal and bodily responses to adults and to other 
children. 
  The spontaneous behaviour of these children fully confirms 
what the psychoanalytic study of individuals had already 
shown, vir. that it is to the family rather than to the herd that

we must l00k for an understanding of human social life.  And 
the study of the child's early emotional experiences in the 
family situation necessarily includes those bodily feelings and 
  ` These bnef and rather cryptic remarks will be found fully
ampllIied 
in Chapter Tlree. 
               INTRODUCTiON                     13 
interests, and the wishes and phantasies arising out of them, 
which together constitute infantile sexuality. 
  The whole problem thus becomes one of tracing out the 
complicated interplay between all the different sides of the 
child's development-social co-operation, hostility, guilt and 
sexuality. 
  C. The material I am offering here thus of necessity 
includes records of those sorts of behaviour in young children 
(sexual interests, aggressive conduct and guilt feelings) which 
are usually slurred over, hidden away, or altogether denied by 
ordinary people and by many psychologists or, if admitted, 
then considered wholly exceptional and deeply abnormal. 
The evidence I give here will (I believe) go far towards estab- 
lishing the view that such behaviour is neither abnormal nor 
very unusual. But since many readers may be disturbed by 
these particular records, I wish to state at the very outset 
what my reasons are for gathering and publishing them. I do 
so with a full sense of my responsibilities. 
  a. The first reason is that I myself happen to be interested 
in everything that little children do and feel. I am unable to 
accept the idea that anything that is true of children can be 
too shocking for adults to know. If a thing is true, we should 
surely be able to bear knowing it. If it is said to be true, or 
wears any air of truth, then all lovers of children must needs 
find out how far and in what way it is true. And I know that 
I am not alone (even apart from psychoanalytic circles) in 
this willingness to discover the full truth about children. 
There are enough genuine lovers and dispassionate students of 
children to justify my offering all the facts. 
  b. The second is the great, the desperate need of children 
themselves to be understood. 
  I do not mean to suggest that it is necessary (or possible) 
for every parent and teacher to have a detailed understanding 
of the deeper psychological problems of their children, nor that

they cannot be excellent educators without it. This is a 
question which I go into more fully in the second part of the 
book, where I discuss in detail the relation between psycho- 
analysis and education. Nevertheless, it is my hope that 
the publication of these records and their theoretical discussion

will benefit ordinary parents and teachers and children 
indirectly in certain definite ways. 
14           PSYCHOLOGICAL DATA 
  I believe it would be an advantage for all parents of young 
children to have the general knowledge that little children 
normally have seXual interests, since then they would be less 
likely to hurt their own children by excessive horror or 
severity if they met with any open expression of these interests.

One hears now and then of mothers who have treated their 
children as pariahs for some openly sexual behaviour of a kind 
that needed little more than common-sense in handling.' The 
attitude of parents and nurses to such behaviour will, of 
course, always be largely determined by their personal 
reactions but in part at least, it is affected by the general 
atmosphere of educated thought about such matters. In any 
particular case, the balance may be turned towards wisdom 
and understanding by the knowledge that the behaviour in 
question is not unheard-of in children who are normal and 
lovable and who grow up quite satisfactorily. The general 
sum of current knowledge does influence parental attitudes 
to some real extent, in this as in all other matters affecting 
early education. 
  Again, however, I may say here what I show more fully in 
later sections of the book-I do not mean to suggest that 
sexual or aggressive behaviour in young children should simply 
be sanctioned by their educators. There is no reason to doubt 
that children need our help against the internal anxiety~hich 
their sexual and aggressive wishes spontaneously engender. 
But the question of hob we can best help the child is by no 
means so simple or so obvious as is often assumed. The one 
thing certain is that the common attitude of, on the one hand, 
denying that children have these wishes, and, on the other, 
treating the slightest outward expression of their existence 
with crushing severity (and, incidentally, always blaming 
other people's children), is not the most desirable. A great 
many people somehow manage to say almost in the same 
breath that such things do not happen, and that they ought 
not to be allowed to happen. But this automatic policy of 
hushing up the facts, either with or without harsh treatment 
of the children who do not easily learn to hide them, is very far

from being the most helpful. To prevent children forcibly 
  ` in a footnote to The Mentally Unstable Child and its Needs",

Studies in Mental Inefficiency, January I~th, 1921, Dr. Robert
Hughes 
says :  i was info~ed a short time ago of a case in which a child
of five 
had been diagnosed as a moral imbecile solely on account of a
certain 
sex habit." 
               INTRODUCTION                     15 
from talking does not necessarily prevent them from feeling 
and wishing. To whip or scold them severely ~y do serious 
harm, and cannot do more good than to make the child hide 
his impulses and phantasies from grown-ups, even when it 
succeeds in doing this. Several of the children quoted here 
were scolded or whipped at home for rude remarks, but how 
little this treatment helped is seen by the way their phantasies

broke out again into open expression on the first oppor- 
tunity. 
  On the whole, it is probably true (as I shall amplify later) 
that the natural reaction of the more understanding and 
sympathetic parent towards such behaviour in children is 
sound.  It's better not to do those things~ome and do 
these other things instead." Mild, sensible handling, that 
does not make the child feel himself to be a monster or an 
outcast, but nevertheless holds up firm standards of restraint 
and consideration for others, will carry most children safely 
through this early and most difficult phase of emotional 
development, as the methods of any good nursery school 
show. 
  If one could win parents generally to realise that occasional 
or mild masturbation, for example, or other open expression 
of sexuality, is a common happening belonging to a normal 
phase of development, and one best dealt with indirectly, then 
the real danger of too harsh treatment might be avoided. 
But, on the other hand, if one could get it widely understood 
that where masturbation is continuous or persistent, the child 
is in urgent need of skilled therapeutic help, not whippings or 
leg splints, then a great deal of serious mental disturbance in 
later life might be happily forestalIed. 
  It would be an advantage, too, if parents and nurses had 
the general knowledge that the tempers and tantrums, the 
defiance and stubbornness, the phobias and night-terrors, 
the idiosyncrasies about food and difficulties as to training in

cleanliness, which are liable to arise at any time in any
ordinary 
nursery or nursery school, are themselves mainly the outcome 
of deep-seated mental conflict connected with the sexual life. 
It would be a great help to many parents if they understood 
that in nainor degrees such difficulties are common and normal, 
and that the child will probably grow out of them with sensible 
handling; but that where they are specially severe or pro- 
longed, the help of a psycho-analyst should be sought. 
      16          PSYCHOLOGiCAL DATA 
  Such difficulties, of more than a negligible degree of
severity, 
are far commoner than is yet realised by parents generally, or 
even by many psychologists. I have recently' drawn atten- 
tion to this fact, and to its theoretical significance, in a
paper 
dealing with psychological material gathered from a group of 
personal letters from mothers and nurses. These letters 
describe in detail the behaviour of particular children, and 
ask for practical advice. Out of a total of six hundred and 
twelve letters, four hundred and twenty raise problems of 
dsfficult behaviour. I have drawn upon this material in the 
Records chapter, and give a classification of the specific 
problems dealt with. 
  In so far as it helps towards the understanding of such 
difficulties, then, I believe my book to be a contribution to the

present general movement for mental hygiene. 
  There are, moreover, certain aspects of modern nursery 
technique, for example the growing practice of very early and 
rigid training in bowel and bladder routine, which I am not 
sure are soundly based. There are facts which suggest that 
this early and unremitting attempt to make the child" clean 
may be at the best a waste of time, and at the possible worst, 
an influence tending towards gnilt and unhappiness. 
  Certainly we cannot hope to discover the best technique for 
training the child in personal cleanliness and the connected 
social standards unless we have some understanding of what 
these things mean in the emotional life of the child himself. 
The question is one which calls for further research, and some 
of the material I offer in this book has a definite bearing upon

it. In a later section I take it up again more fully. Here I 
adduce it only to point out one of the directions in which the 
facts quoted in this volw~ie may be of indirect benefit to 
ordinary parents, by helping to modify the teaching that is 
now being given in infant welfare centres and in books on 
nursery training. 
  c. My third reason for publishing all this material is its 
scientific value. Whether or not the ordinary parent and 
teacher is better off for knowing all these facts, it is
unquestion- 
able that neither the academic psychologist nor the psycho- 
therapist can afford to shut his eyes to them. The most 
  "Some Note on the incidence of Neurotic D~cu1ti~ `n Young 
Cblldren." British Jonrn"l of Educational Psychology, Vol. ii, 
P~ i ~d Ii. 
               INTRODUCTION                     17 
fundamental questions of genetic theory are bound up with 
them, as I hope to show. 
  At the very time when I was gathering together most of 
the facts here presented, one of our leading Professors of 
Education found himself able to tell the public that "the 
dogma of infantile sexuality is now exploded To speak of 
the theory as a dogma obviously implies that it is an 
article of belief resting upon no actual evidence. The objective

behaviouristic records offered here are, I think, enough to 
show that it is neither a dogma, nor exploded Much of 
the ground covered is familiar everyday stuff to the psycho- 
analyst, whether of children or adults; but it is seen here in 
directly observed spontaneous behaviour, and not arrived at 
by any process of interpretation. 
  These observations of mine are not, however, by any means 
the only objective records now available. An experienced 
American child psychologist has recently stated, "After 
infancy he (Freud) says that the sexual life of the child 
manifests itself in the third and fourth year in some foe 
accessible to observation. Nursery school experience with 
children of this age supports Freud's opinion.  Three and 
four years is the age of curiosity about sex parts, male and 
female, and about the origin of babies. It is the period 
of continued playing and experimenting with parts of 
the body. It is also the period in which adult inhibitions 
come into play. The age period of three and four years, 
then, constitutes a stage in the development of sex."' The 
confirmatory evidence I am able to offer from a wide variety 
of first-hand sources will support this view further. It will be

noted that none of the other authors quoted in the Records 
is a psycho-analyst. 
  It was with this sort of consideration in mind that I decided,

whenever possible, to give the actual instances in detail of the

behaviour in question, and not to content myself with such 
general statements as that "children do behave sexually 
from time to time", or "I have definite evidence to show 
that they are interested in sexual organs and the relations 
between their parents and so on and so forth. Such general 
statements are practically worthless as significant evidence, 
since nobody knows from them how often and in what 
  ` Helen T. Woolley, Eating, Sleeping and Elimination," Handbook

of Child -Psychology, 1931, p. 66. 
                                        2 
18           PSYCHOLOGICAL DATA 
particular way the phenomena referred to occur. It might be 
very rarely, it might (as far as such statements would show) be 
the greater part of the time. Moreover, such general state- 
ments would leave it open to controversialists to presume that 
I meant by sexuality something to which they would not 
accord the name. Only the actual instances of words and 
behaviour will enable readers to understand just what I do 
mean by my descriptive terms, and to know how often and in 
what circumstances the phenomenon occurs. 
  With regard to the material gathered in my own school, I 
have endeavoured to record, and am offering here, practically 
every instance of such behaviour which took place under 
my cognisance, and that of my assistants, during the period I 
was in charge of the school. Naturally I cannot claim that it 
is in fact a total record, since neither I nor any of my staff
was 
always free to write down these (or any other) instances at 
the moment they occurred, or as soon after as made memory 
reliable. But I am content that it is not far short of complete,

and enough so to suffice, whether for judgment of the behav- 
iour of these particular children, or for theoretical purposes. 
With much of the material from other sources, too, it will be 
seen that I am able to give actual first-hand descriptions of 
the children's behaviour, or their actual sayings. Where the 
statements are generalised ones, they are nevertheless drawn 
from unimpeachable first-hand observations, and are nowhere 
mere opinions or theories. 
  D. With regard to the material from my own school, there 
are further important (and to some extent personal) con- 
siderations which I should like to make clear, since they may 
help to keep a proper psychological perspective. 
  a. In the first place, this was not a psychoanalytic 
school", as was sometimes said by other people. I do not 
know what a psychoanalytic school" might be, nor, I 
imagine, did those who so spoke of it. 
  The basis for this notion in other people's minds was mainly 
that I was known to accept psychoanalytic theories of 
neurosis, and to he a member of the British Psycho-Analytical 
Society. But this does not necessarily affect one's educational 
practice. I was a trained teacher of young children and a 
student of Dewey's educational theories long before 
I knew anything about Freud, and by no means approached 
               INTRODUCTION                     19 
the work of the school solely or primarily as a psycho- 
analyst.' 
  My psychoanalytic experience did naturally lead me to be 
interested in all the behaviour of the children, and meant that 
I was not prepared to select from it, for recording and for 
active understanding, only such behaviour as pleased me or 
as fitted into the general convention as to what little children

feel and talk about, or what they should feel and talk about. 
I was just as ready to record and to study the less attractive 
aspects of their behaviour as the more pleasing, whatever my 
aims and preferences as their educator might be. 
  On the educational side, I took up the work with the 
deliberate hope that a greater degree of freedom in the chil- 
dren's relations with each other than is usually allowed, and 
especially a greater freedom of verbal expression of their 
feelings and interests, would prove a benefit to them both in 
their intellectual and in their social development. But, as 
I have tried to make clear in Chapter II of Intellectual Grozvth

in Young Children, the educational method of the school 
was by no means simply a crude "freedom". It followed 
a definite technique with clear positive aims, a technique 
which I yet kept open to modification in the light of 
any further understanding which the actual behaviour 
of the children might yield. My attitude was rather 
more tentative with regard to the sexual curiosity and 
excrernental interests of the children than elsewhere, since 
I felt that a good deal more watching and learning was 
needed there, before anyone could be certain that the best 
educational technique had been reached. Ab(>ve all, the first 
necessity was to ascertain the actual facts. (To this problem 
I return in full detail in Part II.) 
  When, however, particularly troublesome sorts of behaviour 
arose, such as spitting (among a few of the children), I saw no 
 
  , In this connection, I need to point out that the reference
made by 
Bertrand Russell in The Scientjfic Outlook (p. I86) to my school
and to 
my book Intellectual Groeth in Young Children is somewhat
misleading. 
On the intellectual side, the school could hardly be described as
an 
"application of psychoanalytic theory to education" It was far 
more tr'.'ly an application to the education of very young
children of the 
educational philosophy of John Dewey. This was my active
inspiration. 
The only point at which psychoanalytic theory is touched in
Intellectuql 
Cro'eth in Young Chillren has reference to its confirmation of
the view, long held by psychologists and educationists in general, of the
great 
educational value of play. 
20           PSYCHOLOGICAL DATA 
reason for departing from my general educational methods in 
this particular instance, and treating such behaviour with 
harsh reproof or whipping. The deliberately milder methods 
I followed did in fact achieve their end, and (I-believe) without

the real disadvantages of more severe treatment; but they 
took longer to stop the trouble than sharper ways of reproof 
would have done. One or two of the less understanding 
parents were terribly shocked on hearing or seeing that 
spitting sometimes happened (as if these were the first children

who had ever been known to spit-or perhaps, shall I say, as 
if I myself enjoyed it), and one child was withdrawn from 
the school on the ground that I refused to whip him for 
spitting. 
  So with regard to the children's verbal aggression by 
remarks about excretions. Here, too, I followed steadily the 
general methods of education which I had already reason to 
believe were more fruitful and more permanently satisfactory 
than mere prohibitions, and took up sharper lines of action 
(such as definite reproof or isolation) only when these seemed 
really necessary in the special circumstances. That the 
methods followed were in fact advantageous is, I believe, 
abundantly proved by the total records of the school. 
  The actual reward of free social cooperation, rich esthetic 
achievement and bold intellectual inquiry among the children 
did not, of course, appear all at once. It did come in due time.

  b. In the second place, some things may usefully be said 
about the particular children in the school. (I have often 
been asked about these details, when lecturing on the methods 
of the school, and thus have reason to think they may be of 
general interest.) 
  The round dozen of boys (between the ages of ~;8 and 455) 
whom I had in the school during the first term offered a 
variety of types and temperaments. They were children 
from professional families, but were brought to the school at 
what was then (5924) for middle-class people in England an 
unusually early age, for two quite different sorts of reason. 
Some of them were the children of parents who understood 
the value of early education and of opportunities for social life

in these years. These parents were fully sympathetic to the 
aims and methods of the school, and more helpful than I can 
ever acknowledge in their continued understanding and 
support. Others of the children in this very beginning of the 
               INTRODUCTION                     21 
school were sent only because they had already proved 
themselves difficult to manage at home. The parents of two 
or three of these children turned out to be not in the least 
sympathetic to the actual methods of the school, nor under- 
standing of the nature of the educational problem their 
children created. They appeared to expect me to bring about 
a radical change in behaviour and attitude by some sort of 
educational magic, and when I was not at once able to do this, 
they blamed me and the school for the unhappiness and 
difficult behaviour of the children, apparently forgetting their

own previous problems altogether. Very naturally, these 
children were taken away from the school, some at the end of 
the first term, others during the course of the first year.s 
By this process of natural selection, we presently had a group 
of parents who understood and valued the work of the school 
and gave it continued support to the time when it had to close 
down for financial reasons. 
  What, then, happened to these difficult children ? I have 
elsewhere summed up the course of the first year's life in the 
school, and may perhaps quote that description here.  Dur- 
ing the first and critical year the behaviour of the children 
went through a succession of well-marked phases. The first 
was one of brief quiet and subduement, due in part to the 
strangeness of a new place and new people and in part, at 
least as regards the difficult children, to the expectation of
the 
same kind of punishment as they were used to at home. 
Then they began to wake up to the fact that over a large area 
of their desires and impulses the customary checks and 
penalties were removed. They found not only that they were 
free to run about, and to occupy themselves in any way they 
liked, either with real material or phantasy, but also that at 
the first hint of quarrelsomeness they were not forcibly 
separated or scolded or spanked. Then followed an outburst 
of disorder and boisterousness, in which the aggressiveness of 
eleven or twelve physically healthy young boys found vent. 
Throughout this period a considerable amount of constructive 
play went on, and there were many periods of happy coopera- 
tion and contentment, of friendliness and affection to grown- 
ups. But there were hours when the majority of the children 
 
  I 5 do not mean that all chlldren who did not stay more than
one 
year in the school were dillicult". There were one or two who
left 
for other reasons. 
22           PSYCHOLOGiCAL DATA 
were concerned merely to assert themselves over against the 
others, sometimes in direct aggression, provoked or unpro- 
voked, sometimes in destroying the activities of others, and in 
open hostility to the adults present. Then gradually, and 
with occasional resurgences of mere wild disorder, the group 
began to take a definite social shape, and the behaviour of 
particular children changed in the most remarkable way, until 
by the end of the year, any typical day was occupied by 
constant free activity, with full give and take of friendly 
adaptation. The children showed an outstanding zest and 
pleasure in all their activities, and an unusual degree of free 
inventiveness, combined with a concrete appreciation of 
social realities. The change in some of the more difficult 
children was remarkable-a chaiige from fear and peevishness 
and active hostility, to calm and friendliness and freedom in 
play and cumulative activity.I In some cases it was a 
dramatic change, leading to a sharp contrast between the 
school periods and holiday periods. For example, two chil- 
dren of different families who had suffered from insomnia 
and night-terrors from the earliest babyhood began to sleep 
regularly the whole night through soon after they came to 
school, continuing to do so the whole term, but losing this 
within a day or two of the beginning of a holiday."' 
  The most satisfactory testimony as to these changes came 
from one of the children themselves. Harold's remark 
(18.3.25, recorded in its place on p. 99) that "There's no 
hitting now whilst somewhat over-generous and optimistic, 
was a spontaneous comment from one of the more difficult 
children which was very gratifying to me at the time. 
  Even those children who were withdrawn at the end of the 
first term already showed a great improvement in their life 
within the school, enough so to make their removal a source of 
grief to me. And of those who remained with me, some of the 
more difficult were nevertheless among the most gifted and 
attractive of the children, and of great social and intellectual

value to the group as a whole, on all other than their worst 
  I 5 was told about the end of the first year of the school that
someone 
had said in Cambridge that 1 had taken the ten most difficult
children 
in Cambridge and turned them into ten lambs This was no little' 
exaggeration in both directions. Not more than five of the
children 
were really difficult, and as the records plainly show, they were
not 
turned into lambs. 
  I ~ "Contribution ~ la Psychologie Sociale des Jeunes Enfants",

Journal de Psychologie, XXVIi, ~-6. 
               INTRODUCTION                     23 
days.  In my third Volume dealing with Individual Histories, 
I hope to offer a study of one or two of these, since the psycho-

logical problems they presented are of the greatest interest. 
  The rest of the group were quite ordinary" children in 
every sense except their intellectual gifts, which were in every

case of a high order.  As I have stated in Intellectual Growth 
in Young Children, the mean mental ratio for the whole 
school was 535.  I had nowhere the problem of stupidity to 
deal with, and even the most difficult of the children had the 
(to me) endearing quality of high intelligence. 
  I have already pointed out that if the behaviour recorded 
in this volume is to be properly valued, it needs to be read in 
conjunction with the records of the children's intellectual 
achievements offered in my first volume.  In particular, it 
would be very unjust to the school and to the children con- 
cerned if those who read this book do not refer also to the 
chapters in Intellectual Grok giving the full background of 
the ordinary life of the school, viz., Four Sample Weeks 
and the Summary of Activities Only there can it be 
seen how much of artistic and practical achievement and happy 
dramatic play, as well as of discovery, reasoning and thought, 
even the difficult children accomplished, and that even in 
their most difficult period. 
  A word may be said about the comments of visitors to the 
school.  It was very striking to me, and an object-lesson in 
the difficulty of forming just judgments of the schools or 
institutions that I might myself visit, to notice how greatly 
the opinions of visitors varied, according to the particular 
happenings they saw on the particular days they came. 
(During the first year we had an observation gallery for 
visitors, but later we gave this up, as it was very disturbing 
to the children, since so few people could refrain from moving 
and talking in a way that showed the children they were being 
observed.) Many people saw the school on difficult days, and 
most of them took it for granted that the children never did 
anything but squabble and say disagreeable things.  Others 
saw it on happier occasions, and then their comments some- 
times were, But of course you have such an easy problem- 
they are such delightful children 
 
 
 
 
 
 
 
 
- - - 
                    CHAPTER TWO 
 
                    THE RECORDS 
INTRoDucTio~ 
  The whole of the material from my own school quoted here 
was written down on the days when it occurred, either at the 
moment or at the end of the school day.  The actual records 
are simply a chronological and unclassified account of the 
happenings in the school.  In my first volume, I selected from 
this chronological story the incidents which illustrated the 
children's discovery, reasoning and thought.  For the present 
volume, I have brought together all those incidents which 
have to do with the children's social relationships and personal

feelings. 
  The broad lines of classification adopted for the material 
arose mainly from my own initial interests in the problems of 
love and hate, ~d of the relation between sexuality and guilt. 
But the more detailed groupings under these four main 
headings were arrived at directly from a study of the material. 
In reading those incidents which could be grouped as aggressive 
behaviour, for instance, such queries naturally arose as: What 
sort of situations give nse to aggression?  What specific 
motives can be seen at work?  The grouping offered is a 
partial answer to these queries. 
  In gathering the confirmatory material from other sources, 
I had the classification of the school material already in hand,

and the further instances available were allowed to fall into 
the scheme which was emerging.  It seemed desirable for 
theoretical reasons to confirm certain of the sorts of behaviour

shown by my own group of children, but it was obviously 
unnecessary to do this with all sections of my material.  I did 
not need, for instance, to find further illustrations of
friendli- 
ness and cooperation, since no one needs to have it proved that 
little children can be friendly and mutually helpful, and 
everyone working or playing with them can supply endless 
instances of his own. 
                               24 
             SOCiAL RELATIONS                   25 
  The classification which has actually emerged is as follows 
I.  SOCIAL RELATIONS: LOVE AND HATE IN ACTION 
  A.  PRIMARY EGOCENTRIC ATIiTuDEs 
  B.  HosTILiTy AND AcGREssiox : 
    s.  Individual Hostility 
          a.The Motive of Possession 
          b.The Motive of Power 
          c.The Motive of Rivalry 
          d.Feeli~tgs of Inferiority or Superiority or General 
           Anxiety 
    2.  Group Hostility 
          a.To Strangers and Newcomers 
          b.To Adults 
          c.To Younger or Inferior Children or Any Tem- 
           porary Scapegoat 
  C.  FRiENDLiNEss AND CO-OpE~TioN 
II. THE DEEPER SOURCES OF LOVE AND HATE 
  A. SExuALiTy 
    5. Oral Erotism and Sadism 
    2. Anal and Urethral Interests and Aggression 
    3. Exhibitionism : s. Direct 
                 2. Verbal 
    4. Sexual Curiosity 
    5. Sexual Play and Aggression 
    6. Masturbation 
    7. Castration Fears, Threats and Symbolism 
    8. Family Play, and Ideas About Babies and Marriage 
    9.   Cosy Places 
  B. GUILT AND SHAME 
  One of the chief difficulties in sorting out the various 
incidents was that so many of them inevitably overlap and 
belong to more than one section of the grouping. Questions 
of personal rivalry and of possession, for instance, merge 
readily into each other, and it is far from easy to distinguish 
between aggressive behaviour springing from rivalry motives 
and that from a simpler love of poker. Yet there seemed 
enough clear cases of each to justify separating out these 
groups. Nor is the margin between individual and group 
hostility always clear, since the latter is always evanescent, 
and commonly arises in the individual attitude of one of the 
more influential children. Then again, there were many 
26       PSYCHOLOGiCAL DATA: RECORDS 
incidents which began as hostility or aggression and ended up 
as friendliness and good humour, either as a result of the 
adults' handling, or by spontaneous changes in the children's 
feelings. 
  The same difficulties occurred within the large section of 
sexuality, and it will not seldom be felt of particular incidents

that they might as well have been in one of the minor groups 
as in another. This will be particularly noticed with regard 
to anal and urethral aggression, exhibitionism, and sexual play 
and aggression. This is partly because at these ages so much 
even of the genital sexuality of little children is strongly 
tinged with anal and urethral colourings. 
  But not even the two larger sections are altogether exclusive.

Many of the instances of biting, for example, have been put 
into aggression. Yet there is no doubt that they belong also 
to the oral stage of libidinal development. And much of the 
hostility arising from rivalry motives undoubtedly belongs to 
the theme of sexuality, some of the particular incidents 
showing this beyond cavil. 
  The most interesting aspect of this problem of overlap is, 
however, that of the common ground between aggression and 
guilt. There is little doubt that much of the children's 
hostility is due to projected guilt, as I hope to show in the 
theoretical chapter. Group hostility to younger or inferior 
children has probably little motive other than this and direct 
rivalry. 
  These overlaps are thus no accident. They are the key to 
our understanding of the deeper sources of love and hate, and 
to the whole genetic development of the child's inner life. 
  When faced with the problem of the overlap of classes of 
incident in discovery, reasoning and thought, I tried to deal
with 
it by repeating those incidents which seemed to belong to 
more than one section, in each that they illustrated. One of 
the reviewers of Intellectual Growth in Young Children, and 
one or two private commentators, found this annoying, and 
apparently did not appreciate the reason for it. Since other 
readers may have felt the same, I have chosen here to enter a 
cross-reference only, giving the date of any incident in a 
second appropriate section if it has already appe~ed in one. 
In the theoretical survey, in Chapter Three, however, I have 
quoted again in full, either in the text or in a footnote, most 
of the incidents referred to, since I have reason to think that 
             SOCIAL RELATIONS                   27 
the majority of readers prefer this to having to turn over the 
pages to read the actual records again. 
  A certain amount of repetition, both of the data and of parts 
of my theoretical statement, inevitably arises from the method 
of presentation adopted. The advantages of keeping the 
actual material apart from its theoretical interpretation seem 
to me, however, to outweigh any disadvantage of minor 
repetition. 
SouRcEs OF MATERIAL 
  The records offered are drawn from the following sources : 
  My own material 
  a Systematic observations of the children in the Malting 
House School for three and a quarter years. (Thirty-one 
children in all.) 
  R Incidental observations of individual children in 
ordinary life. 
  ys Over 420 letters received from mothers and nurses, 
describing at firsthand the behaviour of their children in 
detail, and asking for practical advice in difficulties of
nursery 
training. I have elsewhere described the general material 
gathered from these letters (themselves a selection from a larger

number), and discussed its evidential value. The writers are 
ordinary mothers and nurses, untrained in scientific judgment, 
but free from psychological theory. They give the descriptive 
facts simply in order to ask for help.' The difficulties
described 
fall into the following groups 
                            Boys. Girls. Total. 
5. Children difficult mainly in relation 
    to authority`````````````45   29  70 
2. Fears, night-terrors and general 
    anxiety                  24   43   7 
3. Failures in cleanliness   32   55  43 
4. Thumb-sucking`````````````53   54  27 
5. Feeding problems          59   54  33 
6. Bed-time and sleep problems 25 s6  ~~ 
7. Masturbation              52   57  29 
8. Speech problems           55    6  25 
9. Aggression                s8    7  25 
Io. Jealousy                 53    8  25 
II. Temper                   II    6  57 
52. Nail-biting              Io    5  55 
53. Excitability              3    5   8 
    Some Notes on the incidence of Neurotic Difliculties in Young

Children", British Journal of Educational Psychology, Vol. Ii
Parts I 
and II 
28       PSYCHOLOGiC~ DATA: RECORDS 
                            Boys. Girls. Total. 
54. Shyness...................4    3   7 
55. Destructiveness           2    2   4 
s6. Lying                     5        5 
57. Stealing                  5        I 
s8. Cruelty                        5   5 
59. Tic.......................5        5 
20. Hypochondria..............I        5 
25. Fixed phantasy                 5   5 
  Relevant examples from the actual letters are quoted in 
the text. 
  ~2 Ursul~ : An individual child. 
  Other authors: K. Bridges, J. B. Watson, C. Buhler, 
H. T. Woolley, V. Rasmussen. 
INDEx TO SouRcEs 
          a Malting House School material. 
          P My own incidental observations. 
          y Letters from mothers and nurses. 
          & Other authors. 
AcEs OF CHiLDREN QuoTED IN MALTING HousE ScHooL 
          MATERiAL 
  (The ages of other children are given with the incidents 
quoted.) 
  Year 5924-5. Ages on 5.50.24. 
    Benjie         40  Laurie         4;6 
    Cecil          350 Martin          27 
    Christopher    40  Paul            36 
    Dan            34  Penelope        35 
    Duncan         65  Priscilla       55 
    Frank          455  Robert         46 
    George         45  Theobald        47 
    Harold         48   ommy           27 
    James          26 
  Year 5925-6. Ages on 5.50.25. 
  Quoted in addition to above children : 
    Alfred         36  Jessica         30 
    Conrad         49  Lena            29 
    Dexter         40  Phineas         27 
    Herbert        23 
  Year 5926-7. Ages on 5.50.26. 
  Quoted in addition to above: 
    Alice         24  Gerry                     49 
    Denis         250  Noel                    755 
    Jane          so;-  Ivan                  5-50 
    Joseph        36 
             SOCIAL RELATIONS           29 
GENERAL NOTE re ScHooL REcoRDs 
  It might perhaps be useful for me to remind rny readers here 
that the school records which follow are not records of an 
educational method. They say nothing, in the great majority 
of cases, as to how the adults in charge responded to the 
quoted behaviour, but give only the words and deeds of the 
children on the particular occasions. An account of the 
principles upon which we actually dealt with the various 
situations follows in Part II, with the general discussion of 
educational aims and methods.' 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  ` My general views on the education of young children are also
set 
out in my recent books The Nursery Years and The Chilfr~ We Teach

30       PSYCHOLOGICAL DATA: RECORDS 
 
SOCIAL RELATIONS: LOVE AND HATE IN ACTION 
A. Pxi~~~y EGocENTRic ATTiTuDEs IN SocIAL P~Ay 
 
 
  This type of behaviour includes a variety of instances, 
having a certain broad character in common. The child 
irnplicitly expects other people's behaviour to fall into the 
pattern of his own phantasies, and when it does not, he 
attempts to enforce his will upon them. The instances given 
in chronological order below could be grouped into a series 
of progressive psychological situations : 
  a. An arbitrary fixing of another person's part in the play, 
with a minimum regard either to the other person's wishes or 
to external realities. This represents, of course, the typical 
play of children between two to four years of age, and could 
have been multiplied here indefinitely. Every reader will be 
able to supply unlimited instances. 
  b. Claiming leadership or assigning inferior parts to others. 
  c. Refusing to reverse superior and inferior parts. 
  d. Egocentric threats, bribes and appeals, to maintain 
leadership, or to get one's own way. 
  54.55.24. Christopher asked for the" shopping he made 
a" bed in his shop and went to sleep. Mrs. I. was supposed 
to go to the shop, wait for some time, and waken him by 
knocking. 
  30.5.25. Frank made everyone go to sleep on the rug, while 
he went as Father Christmas and took them presents. 
  Dan and Frank had the box motor car again. Frank was 
sitting in the front Dan said he also wanted to sit in the 
front. Frank said, Oh no, two can't sit in the front you 
must sit in the back." 
  50.2.25. Dan and Frank moved all the tables and chairs to 
one side of the room and ran round the empty floor; Frank 
took the lead and asked Dan and Mrs. I. to hook on He 
ran in a spiral, saying, First we will have a big ring, and then

it will get smaller and smaller and smaller." 
  Frank and Dan played shop. Mrs. I. was asked to buy from 
the shop. Then Dan said to Frank, Shall we make a shop 
house ?  He hid under the table, and Mrs. I. had to knock 
at the door when he said, Come in, Sir." 
  52.2.25. Frank constructed a "Christmas Tree", with 
presents piled all around. While he did this, Dan and Mrs. I. 
had to close their eyes, and then presently they opened their 
eyes while he took them presents, bundled up in rugs as in 
             SOCIAL RELATIONS                   31 
their stockings". Then they had to dance round the 
  Christmas Tree and receive their gifts from it. 
  17.2.25. Frank was very constructive, but wished to lead 
all the time and would not join in when any of the other 
children led. He asked for Grandmother Gray he himself 
being the Grandmother, and when Dan wished to take his turn 
at being a Grandmother" Frank then would not play any 
more, but immediately started another game. 
  24.2.25. Tommy brought his mouth organ to school, and 
Dan suggested, "Shall all the boys take turns to use it? 
Shall we be a band and I'll go first ?  He then tried to take 
the mouth organ from Tommy.  Oh, give it me," he said, 
"I'm going first, we're going to be a band I" 
  26.2.25. Dan and Theobald ran round with Frank in the 
sleigh, Theobald helping to pull because he wanted to have 
  the next turn in the sleigh. Frank, however, refused to 
pull the other boys when his turn was over. 
  6.3.25. The children became gIants and climbed up a 
laurel bush, Harold sitting high up in the bush for some time, 
talking about the bean stalk and the giants Tommy 
(the smallest child), climbed up, saying, "Here is another 
giant." 
  52.3.25. Martin filled a pail with sand and brought it to 
the top of the steps, and said, Come and look at the cake I 
made, come and see it," and insisted on Mrs. I. pretending to 
eat some several times. 
  25.4.25. Harold found a toy revolver in the sand pit, and 
used it for some time. He said to Mrs. I., I know a lovely 
game. You go along there and then I will say, `A lady to 
shoot,' and then you must fall down." The others joined in 
too. 
  55.5.25. In the morning, when the other children were 
running as engines, Paul had taken a trowel and thrown it up 
into the air as a signal for the engines to start or stop,
calling 
out to Mrs. I., When this goes up, you must stop." He did 
this for a long time. 
  59.5.25. The children played a family game as kittens 
Harold, Paul and Duncan lay asleep as "little kittens on 
some chairs. Theobald, as the "father kitten", presently 
went up with a book and began at first in fun and then in 
some seriousness to hit Duncan as a kitten because Duncan 
opened his eyes 
  25.5.25. Dan brought his motor car to school. Harold got 
almost exclusive use of it by continual bargaining with Dan. 
  If you don't let me use it all the morning, you shan't use my 
grey car." Harold monopolised it for about two hours. 
32       PSYCHOLOGICAL DATA: RECORDS 
Whenever Dan said" Now I want it Harold made a bargain 
with him about bringing you a toy" or letting you ride 
inmygreycar". 
  so.6.25. The children often now use the threat to each 
other, Then I shan't come to tea with you," as a means of 
getting their own way. 
  ss.6.25. Duncan makes the other boys help him at any- 
thing he does, and is very dominant, either by force or 
cajolery. 
  s5.6.25. Paul said to Dan several times when he wanted 
some favour, "I am your brother, aren't I ? Then do" 
so-and-so. 
  s8.6.z5. Dan said to Frank, Shall we put our bathing 
suits on ?  Harold hearing this, and having been told by his 
mother that he must not do so, said, I won't let you come to 
tea with me if you do." Dan said, "Ishall put it on." Harold 
said, But are you my brother, Dan ?  Dan replied, Yes." 
Harold said, Then don't put your bathing suit on." 
  24.6.25. In the family play Duncan was very domineering 
and managing, and the others were very meek and docile to 
him. 
  25.6.25. At lunch there was some argument which led Dan 
to say to Miss B., Then I shan't come to tea with you." 
Then he asked her to invite him to tea again.  Say, Will 
you come to tea with me.' She did so, and he at once said, 
  No, I won't." 
  26.6.25. Duncan and the others made a house with the rug 
and chairs, and fixed up a wireless". Duncan was again 
very dominant over the others. He refused, for example, to 
let Priscilla and Christopher come out of the house when they 
wanted to. 
  29.6.25. The children made a motor bus and went to 
the garden party". When one or two of them wanted to get 
back into the motor bus, Duncan very impatiently said, " The 
garden party lasts a long thne, it's not over in a minute like 
that," and tried to prevent the others,going, by force. 
  50.7.25. At lunch it was Duncan s turn to serve, and as 
usual he tended to be domineering over the other children, 
and to use the fact that he was serving to enforce his o~ 
wishes. He said he would not serve Frank and Dan if they 
sat on certain chairs. This led to a momentary but sharp 
quarrel between Frank and Duncan, in which they pulled each 
other's hair. It passed over in a moment, however, and 
Duncan then served Frank first and very courteously. 
  5.2.26. Priscilla wanted to play a family game, and insisted 
on Dan joining her. When he said he wanted to look at the 
             SOCIAL RELATIONS                   33 
engine books, she said, All right, then, I shan't marry you." 
He then did what she wanted. 
  56.2.26. PrisciIla suggested a game. All the children sat 
round on the platform, she bowed to each in turn, and then 
took them to a row of chairs which she had arranged, and told 
them to do certain things-to put their toes on the floor and 
their heads back, and clasp their hands. She washed them 
then, told them to open their mouths, and so on put them to 
bed and took their temperature She is the nurse and 
Christopher is to be the doctor They have a tempera- 
ture of 503". Frank and Dan were the patients in bed. 
When they grew tired of the game, and of having everything 
determined by her, Priscilla kept them in bed by the continual 
threat, Well, then, I won't marry you !  Frank in the end 
said, I don't care if you don't," and went to his own pursuits. 
  52.3.26. Priscilla again bullied Dan to do what she wanted, 
for example, to hnish his sewing, by saying, I shan't marry 
you." This morning she wanted him to sew, and he asked, 
  Can I mend the floor ?  She replied, with a lofty air., as 
if disowning responsibility, If you like." He said quickly, 
"But then you won't marry me!" and so continued his 
sewIng. 
  3.6.26. Priscilla wanted Jessica to join in their family play,

and tried to cajole her away from the other younger children, 
but she did not want to go. They then tried to bully her, but 
Mrs. I. intervened. Priscilla called from the stairs, Jessica, 
will you come up here ?  in a rather threatening tone, but 
Mrs. I. said to Jessica, Go, if you want to, Jessica, but not 
if you don't want to and Jessica stayed near her. Then 
Priscilla called out, "Jessica, I'll bring you something to- 
morrow if you'll come." Jessica replied, Well, I will," and 
joined in Priscilla's play. 
  4.6.26. To-day Jessica and Dan were Priscilla's "puppies". 
After a time they rebelled against this. Jessica said, I don't 
be a puppy, Priscilla, I'll be your girl." Priscilla said, I 
won't bring you anything then." Dan was shut in the 
tool-house as part of the puppy game, and evidently finding 
this very dull, he too protested against the game, presently 
beginning to cry a little. 
  so.6.26. To-day Alfred wanted to make Herbert his 
`puppy", and Herbert refused, after agreeing for a short 
tIme. Alfred kept trying," Herbert, you must be my puppy", 
but Herbert kept to his refusal. 
  22.ss.26. Jane and Priscilla had a hospital" Dan was 
illin bed", Jessica and Lena also for part of the time. When 
Lena got tired of it, she got up and did other things for a time,

34       PSYCHOLOGICAL DATA: RECORDS 
and then went back to the game. Jessica, too, got tired of 
being a docile patient, and insisted on carrying her own 
pursuits on while sitting on the bed, and would not lie down 
and be bandaged as the others wished her to. They tried 
to put her out (she resisted very determinedly), and were a 
little rough. But seeing Mrs. I. watching, they said, "All 
right, then, we'll let her stay in, but we won't take any 
notice of her." When Lena finally left the group to do her 
sewing, Jessica returned to it as a docile patient once more. 
March 5927. Dan wanted to use the potter's wheel, and 
asked Gerry to turn the handle for him. He said to Gerry, 
You turn this handle, will you ? And when your arm gets 
tired-I'll get someone else to turn it ! 
             SOCIAL RELATIONS                   35 
 
 
B. HosTi~i~y AND AcGREssioN 
    s. INDiviDuAL Hos~i~rry 
a. The Motive of Possession 
 
57.50.24. The children plucked the withered hollyhock 
stalks and used them to march round the garden in Follow 
my Leader There was a good deal of squabbling amongst 
the children as to whose were the longest of the sticks, every- 
one wanting these. Cecil was standing in the sand-yit with 
his own stick in his hand, and saw another child with one 
exactly similar in shape and size. Immediately, quite unaware 
of the stick he was holding, he shouted out, That's mine," 
and tried to take it-looking surprised when we pointed out 
that he already had his. 
22.50.24. The children again marched round the garden 
with hollyhock sticks, and again they squabbled as to who 
should have the longest of the sticks. Cecil and Dan were in 
the garden gathering leaves. There was a good deal of 
quarrelling for the use of the wheelbarrow; but after a time 
they settled down to sharing it. 
54.55.24. Frank was making a bed with chairs when 
Harold took one of the chairs. Frank threw a cylinder at 
Harold, which Harold caught and threw back at Frank. 
Frank was going to throw it again, when Mrs. I. intervened. 
He protested, saying, It didn't hit him ! as if that gave him 
the right to throw it again. 
54.5.25. Dan and Frank tended to quarrel about the bricks 
Dan standing up to Frank (a good deal bigger) very well. 
Frank shows more hostility to Dan than to Tommy. 
22.5.25.  Frank kept taking away a wooden egg which 
Theobald had brought. 
55.2.25. Miss B. had given Dan a pair of scissors to use 
and when he had put them down and left them for a time, she 
took them up to use them. He saw this and immediately 
screamed, Those are my scissors, I want them, nod," and it 
took some time to quieten him and make him willing to let her 
use them. 
52.2.25. While Dan was occupied with something else, he 
saw Harold take one of his engine books, which he had left 
on the shelf, to read. Harold put it down on the table and 
remarked that he was going to read it all the morning". 
Dan ~ediately said, I want it," and tried to take it from 
Harold, and screamed and cried. He took it away in the end. 
    36      PSYCHOLOGICAL DATA: RECORDS 
s6.z.25. Theobald had brought his scooter with him and all 
the children wanted to take turns in using it. Frank and Dan 
squabbled about it, Dan being very insistent. Mrs. I. sug- 
gested that Dan should get his own scooter, and then all the 
boys could take turns with the two scooters. Dan agreed and 
asked Miss B. to get it out for him; but when he got it, he 
would not share it with anyone. 
57.2.25. Dan had had a piece of rope to pull his cylinder 
train, and after he had finished with it, Harold took it. Dan 
imrnediately wanted to have it back and for some time would 
not agree to let Harold have it. 
59.2.25. Frank and Christopher took some post cards which 
Tommy had brought with him, Christopher saying, "Let's 
take them." Tommy ran after them laughing, and presently 
asked Mrs. I. to run after them with him. She did so, and 
there was much laughter, but Frank squashed up one of the 
cards. 
Dan refusing to pass Christopher any plasticine to use, 
Christopher took some for himself. There was a struggle, but 
Christopher kept what lie had taken. 
55.3.25. When the children were putting on their outdoor 
garments for the garden, Tommy saw Martin's red slippers, 
and took them away to hide them. This distressed Martin 
very much and a little struggle ensued, Tommy laughing and 
for some time refusing to give up the slippers. 
26.3.25. Harold and Paul often say to the other children, 
You are not to talk about Humpty Dumpty `-you are not 
to talk about so-and-so, referring to rhymes or stories they 
have in their books at home or on their own gramophone. 
They seem to look upon these as their own special possessions, 
like toys, and often forbid the other children to talk about 
them or sing them. They say, It's in my book at home." 
30.4.25. Paul brought a top to schdol for Dan. Frank 
span it once or twice, the children enjoying this very much. 
Then Frank (obviously envious of Paul) threw it across the 
room two or three times, and broke it, which seemed to amuse 
the other children as much as the spinning. But Paul pro- 
tested, angrily, I shan't bring any more, if that's broken." 
2.6.25. James came as a visitor. He had a toy engine and 
ran about with it. Tommy took away the engine, saying, 
  You shan't have it." 
3.7.25. Priscilla and Christopher had a struggle for the rake, 
in which Christopher won. 
Frank took one of the rugs which Duncan had been using on 
the swing earlier in the morning, and Duncan tried to get it 
from Frank, saying, "It's my rug.  There was a struggle. 
             SOCIAL RELATIONS           37 
Mrs. I. intervened, pointing out that the rugs were for all 
the boys" to use, and that if Frank was using it now, 
Duncan could not do so, but would perhaps get another; 
after a time he accepted this, but then seeing that Dan had 
in the meantime taken the second rug, he tried to get that 
from Dan and Mrs. I. had to intervene again. Then Mrs. I. 
said, There is another rug, will you find that and use it ? 
He said, No," in a very sullen voice, there's not another." 
Mrs. I. said, There is, will you come with me and look for 
it ?  He went with her, but repeated all the time, There's 
not another." They found tIte third one and took it back to 
the swings. By this time Dan and Frank were both on the 
two low swings and Dan was on the one that Duncan par- 
ticularly regarded as his own. He tried to pull Dan off and 
gave his hair a very severe tugging. When Mrs. I. interfered, 
he protested violently, "But it's my swing-he's got my 
swing." She said, "Will you have another?" pointing to the 
third one. He said, No, I don't want that, this is mine 
Mrs. I. said, "The swings are for all the boys to use." He 
said, No, they're not. It's mine, the swing is mine." She 
again said, The swing is for all the boys to use. Sometimes 
you use it, sometimes Dan uses it, sometimes so-and-so uses 
it," mentioning each of the boys in turn. He then replied, 
But it was I who thought of making the swings !  And 
repeated this several times, clearly feeling that that gave him 
the proprietary right to the swing when made. Mrs. I. 
replied, But you did not make it. It was Miss B. who made 
it, you thought of it, Miss B. made it, and it was made with the

wire that is in the garden for all the boys to use.  You use it 
now and another boy uses it another time." He kept on 
making hostile remarks, very disturbed, and trying to push a 
chair over on to Mrs. I., saying, I'll tell my aunt of you," 
and, I don't like you," and so on, but gradually he calmed 
down and appeared to accept the facts fairly well and went 
away to do something else. Later he was entirely friendly 
and calm. This outbreak seemed to be the culminating point 
of a period of difficulty with him. Afterwards he was more 
even in temper and much less defiant. 
  6.ss.z5. Christopher, Tommy and Penelope were rather 
quarrelsome about toys and gardening tools towards the end 
of the morning. 
  57.55.25. Frank had brought some confetti in a silver bag, 
and when he was showing it to the other children, Tommy 
snatched at it, spilt it on the floor and ran off with some. 
The others were all angry at this, and there was some squab- 
bling with Tommy. He stood up to them, and then again 
38           PSYCHOLOGiCAL DATA: RECORDS 
snatched at the confetti. Later on, Dan said, Tommy is 
silly." 
8.3.z6. Christopher was making a ditch in the sand, and 
Jessica wanted to join in this. He did not want her, but she 
insisted on it. Presently Christopher said, "I hate you, 
Jessica. Did you know?' Yes.  "How did you know? 
Well     said Jessica. This was said in the most matter 
of fact tones. 
Is.3.~6. The children made "shops" with the various 
things on the shelves. There was some squabbling, as each 
child wanted to have the largest share and the favourite 
articles. When Mrs. I. remarked that "everybody seems to 
be wanting everything", they laughed heartily and became 
more amicable about sharing. 
55.3.26. Jessica accidentally tore a card which had been 
sent by Miss C. to all the children. Dan said he would get 
a policeman to put her in prison and I'll kill her, because 
I hate her." 
27.4.26. The younger children's use of the pulleys led to 
some social difficulty, as the older children, although they had

clearly been told yesterday that the pulleys were for all the 
children felt that they had established a proprietary right 
to them by fixing them up, and were very angry when the 
younger ones played with them. Mrs. I. told them again, 
  They are for all the children to use-sometimes you can use 
them, and sometimes Phineas and Tommy and the others 
but Dan and Priscilla found it hard to accept this, and told 
the others several times, "You're not to do that, it's my 
pulley Dan was very cross and determined about it, and 
even at the end of the morning, he and the elder ones showed 
little sign of accepting the idea of common ownership. 
7.6.26. Dan spoke of the tricycle which Tommy had lent 
him. Dan said, Tommy lent it to me while he was ill-I 
wish he was dead then I could have it always." 
55.6.26. Alfred and Jessica had a quarrel about a boat 
they were making with chairs. Jessica had contributed one 
of the tables that was being used, and felt that this gave her a

share in the boat, but when it was finished, Alfred and Herbert 
did not want her to join in. When they tried to push her out 
Jessica hit Alfred. Alfred cried and told everyone about it, 
as he usually does. Dan advised him to push Jessica down 
and then run away Alfred tried to do this, but could not. 
Then he tried to cajole Jessica, saying, You hold my hand 
and come with me, and I won't do anything." After some 
persuasion, Jessica agreed and went with him. He took her 
over to the hen-house, persuaded her to go Inside, and then 
             SOCIAL RELATIONS           39 
shut and locked the door on her. She screamed, and when 
Mrs. I. went to them, he told her he had shut her in because 
I don't want her in the boat 
s9.io.26. Lena always wants to,have any object which 
another child happens to be enjoyIng, e.g. the tricycle or 
engine, and tries to get it forcibly. 
2o.io.26. Lena and Dan had a struggle for the use of the 
bicycle, and Lena said, I mentioned for it first. 
2z.so.26. Lena and Dan had two or three struggles during 
the morning for the bicycle, trumpet, etc., Lena being very 
determined and tenacious. She scratched Dan. 
26.so.26. Lena and Jessica had several struggles for the 
tricycle, in which they seemed to be very evenly matched. 
The elder children kept an even justice, taking either of the 
two off when they thought she had had her turn 
27.so.26. Lena came in from the garden and told Mrs. I., 
"Jessica wants to have the tricycle all the morning and 
won't give it to me Mrs. I. asked, Well, what are you 
going to do?" Lena said, "Well, I ant it." Mrs. I. 
suggested that she should ask Jessica to have it perhaps four 
more times round the garden and then let Lena have it". 
She said she would do that. Mrs. I. then said, "And perhaps, 
after you've had it four times round, then you'll let Jessica 
have it again ?  Oh, n~I shall have it many more than 
four times-I shall have it as many times as she has had it 
altogether, not just four-that wouldn't be fair, would it ? 
She then ran out and tried to get Jessica to agree, but Mrs. I. 
could hear that they were quarrelling. When she went out, 
she found them both hanging on with grim determination to 
the tricycle, both crying very loudly. They were equally 
matched in power and will, and neither would give way. They 
were so absorbed in the struggle and in their cries that for a 
time Mrs. I. could not get their attention. After they had 
struggled, neither giving way the least fraction, for about a 
quarter of an hour, Mrs. I. asked them, Well, what can we do 
about it ?  They replied together and with equal emphasis, 
Well, I want it." Mrs. I. suggested their sharing, but they 
repudiated this. Mrs. I. then said, Well, then, if you won t 
share, there's nothing I can do, is there ?  and walked away. 
Lena at once shouted after her, Jessica joining with a little
less 
eagerness, Oh, come back, Mrs. I., come back, we will share 
we ~l share !  Mrs. I. went back and said, Well, how shall 
we arrange it? Suppose Lena (who was actually on the 
saddle) has it once round the garden and then lets Jessica 
have it once, and then Lena again, and so on?" This 
renewed the quarrel, as each wanted the sharing" to be 
40           PSYCHOLOGICAL DATA: RECORDS 
a mere excuse for getting it into her own hands for as long as 
possible. After a time, however, and with Mrs. I.'s renewed 
suggestion, they agreed to this, and kept up the arrangement 
amicably all the rest of the morning. (This was the last 
occasion of any such extreme greed and obstinacy about the 
tricycle after this they showed a greater readiness to find 
some sensible compromise for their conflicting desires.) 
May 5927. Conrad constituted himself the gramophone 
man and bullied the younger children into letting him take 
charge of it, choose the records and decide everything ! 
 
                     Y 
5.  You gave me censiderable help about my little boy M., 
aged four, last year, but one of the problems I mentioned does 
not seem to show any sign of being solved. He has a brother 
one year younger, and takes everything from him that he can 
get, sometimes there's a fight, but as a rule the younger one 
being good tempered and for the sake of peace, gives in. The 
eldest one always asks, Is mine bigger ? and if we say' Yes 
all is well. But should he discover that C. has for instance a 
piece of string an inch or so longer than his, then he works 
himself up into a passionate frenzy, sobbing the whole tirne 
and saying, C.'s string shouldn't be bigger than mine, it 
should be shorter, he's smaller than I am and should have the 
smaller piece,' and to him it appears to be a passionate matter 
of justice. If we try to reason with him he says, I don't 
care, I ant to be selfish.' He seems to want things in a 
passionate sort of way, and the younger child doesn't seem to 
want things in that passionate way at all. So that for the 
younger one to give up things does not necessarily mean he is 
less selfish, but more indifferent." 
2. "We would very much like to have your opinion on a 
problem of our own nursery. It concerns my eldest little boy 
of six years old. In disposition C. is highly sensitive and a 
keenly affectionate child. He will weep over a dead mouse 
and if he sees a brother in pain will suffer almost as much in 
sympathy.  Usually gentle in his ways he is perfectly 
sweet with his baby brothers whom he protects and adores. 
In one respect, however, he is ungenerous with the other 
children and here lies my difficulty. If a new toy appears 
in the nursery C. at once wants to have it. Even though 
it belongs to the smallest boy, he will have no hesitation 
in appropriating it. Should the owner refuse to surrender 
the coveted object on request, C. will not usually employ 
force to secure it, but will await his opportunity. Quite 
skilfully he ~ endeavour to divert his victim's 
             SOCIAL RELATIONS           41 
attention into some other channel and, the moment this ruse 
succeeds, and the toy is cast aside, he will take possession. 
Unfortunately the others make this easy as they quicKly tire 
Of their playthings and forget them. But C. has endless 
patience and resourcefulness in acquiring booty. He is also a 
great keeper and generally has a store of treasures in some 
comer or old box. But I do not worry about this as I think 
it is quite common among little boys. C.'s sense of property 
(if one may so describe it) leads him to be very careful with his

things whereas the others are most destructive. But what I 
do not like is the selfishness behind these tendencies. If we 
explain that the other children have superior rights to any toy 
he replies invariably that he pants it, and nothing else seems to

matter. He has rather a way of collecting knick-knacks at 
home from drawers and cupboards of grown-ups. But he 
makes no effort to hide these. 
 
 
BRiDGEs, op. cit., p. 46.' It is well known that young 
children claim or hold on to everything that appeals to their 
interest of the moment. When children first come to the 
nursery school they claim one toy after another whether a 
child is playing with it or not. 
 
b. The Motive of Poor 
    a. Real aggression 
                     a 
s6.zo.24. Robert wanted to smash a plant pot, and when 
prevented by Mrs. I., he bit her wrist severely. 
27.50.24. The elder boys wanted to shut some of the 
younger ones into a hut as a prison Frank, Harold and 
Paul often suggest, and sometimes do this. 
50.55.24. The glass of the garden door having been broken 
by accident, Cecil and one or two others went on to break it 
further deliberately, shouting with glee. (They watched the 
plurnber mend it on the following day; and Cecil and these 
others often again suggested breaking it, during the next week 
or two.) 
28.ss.24. When Mrs. I. was kneeling to help the children 
put on their shoes, Benjie several times ran up behind, jumped 
on her back and clasped his hands very tightly round her neck. 
(Clearly a mixture of affection and hostility, but it felt more 
hostile than affectionate !) 
I All further references to Bridges are from the same Source, The

Social and Emotional Development of the Pre-School Child. 
    42      PSYCHOLOGICAL DATA: RECORDS 
22.5.25. Yesterday Frank and Dan had each drawn an 
engine on the blackboard. This morning, before the others 
came, Dan had "hooked them together", by drawing a 
coupling hook, and later there was a lot of squabbling about 
which engine was pulling which. Each wanted his own to 
pull the other. 
26.s.25. Frank said, George mustn't scribble, or I'll tear 
the paper ; but later on he said, He can scribble if it's for 
smoke "-i.e. smoke from the engine he was drawing. 
2.2.25. When running round, Frank insisted that he was 
to be in front and when Dan went in front, he bit Dan. 
Later he deliberately bumped Theobald with the cylinders. 
55.2.25. While Dan and Theobald were sitting on the floor 
looking at the engine book, Frank became a fairy climbing 
on the roof "-a fairy that threatened and interfered with the 
other children ! 
59.2.25. Paul had been very friendly to Dan in the early part 
of the morning, but later on he threatened to knock Dan's 
bricks down and persisted in harassing him, and teased Tommy. 
24.2.25. George and Dan had some difference and Dan 
leant across and squashed George's truck, then as George came 
round the table to retaliate, Dan scattered all the plasticine 
on the floor. 
27.2.25. Harold was sitting at a table making a kite with 
Miss B., Dan sitting near him. Harold began to tease Dan. 
He shouted at him in his ear very loudly, and talked about 
getting robbers to steal Dan's toys from his room Frank 
then joined in with this. Dan was very distressed and cried 
and went to Miss B., whereupon they teased him still further. 
5.3.25. When Paul was resting in the afternoon he wanted 
to go downstairs, but Mrs. I. said, No, will you rest a little 
longer, please." Paul said, angrily, "I don't think you are 
really kind, Mrs. I,," and, I'll send you away, and cut you up 
and eat you." 
27.3.25. Mrs. I. promised Harold she would go out in the 
garden and find him a stick to make a windmill, as the wind 
was too cold for him to go out. He was very impatient to 
have it, and Mrs. I. was, for the moment, occupied with 
something else. She, said she would go "presently". He 
said, Go and get them at once." Then, If you don't, I'll 
kill you and throw you on the roof." 
25.4.25. Harold and Paul brought Mrs. I. some shells which 
they had gathered at the seaside. They did not like the other 
boys having them. Mrs. I. said she would leave them for 
all the boys to look at. Later on Harold said, You must 
give me lots of money for them-a million pounds~r I shall 
                 SOCIAL RELATIONS                    43 
smack your face."        This was said in a haif joking 
manner. 
  24.4.25.  Mrs. I. was singing Nursery Rhymes to the 
children, and Harold stood by, saying, Silly Mrs. I., silly 
tune," because the tunes were different from those which he 
had on his gramophone at home. 
  4.5.25.  Harold was painting pictures, and presently said, 
Will you pass me another piece of paper ?  As Mrs. I. was 
engaged at the moment, she said, Perhaps you will get it." 
He said, You horrid Mrs. I.  and stopped painting. He said 
he would "throw the painting water out of the window", and 
did throw it out of the door. 
  z8.6.z5.  Frank overturned Dan's motor car, and in doing 
so, broke the steering wheel.  He shouted with glee to the 
others. 
  z4.6.25.  It began to rain when the children were in the 
garden, and they and Mrs. I. took shelter under an over- 
hanging creeper.  They stayed there some time watching the 
rain and listening to it.  Mrs. I. asked the children if they
could 
hear it.  One or two of them said, "Yes." Duncan said, 
  I can't," and when the other children said, We can," he 
said, No, you can't," and tried to enforce his opinion by 
hitting them.  This happens with all the children sometimes, 
but Duncan is very dogmatic, and often tries to enforce his 
views by shouting and hitting. 
  29.6.25.  When Mrs. I. would not do something Harold 
wanted, he said, I shan't have you to tea now, Mrs. I.  I 
shall shut you out when you come." (He had pre"iously 
invited her to tea on the following day.) 
  27.z0.25.  Priscilla and Dan were making a mulberry 
bush and asked Mrs. I. not to look at it until it was finished. 
Presently Priscilla called Mrs. I. to look, but Dan said, No, 
it's not enough," and when Priscilla persisted, he shrieked out,

  No, it's not enough," and pushed her.  She hit him, and he 
then bit her severely, leaving a deep mark.  She cried bitterly 
and came to Mrs. I. for comfort.  He stood beside her looking 
very miserable; and, looking at the mark, said, "That 
doesn't hurt." 
  19.5.26.  The children had made a boat with the up- 
turned garden seat, Christopher being the driver.  When he 
got down for a moment, Jessica at once took his place and 
refused to give it up again.  Christopher said, I'll push you 
off." Jessica shouted emphatically, No, you must not, you 
must not, Christopher," but would not give way. 
  57.3.26.  Priscilla bullied Jessica to-day, and tried to bully

Christopher, too.  She said to him, when she wanted him to 
44        PSYCHOLOGICAL DATA: RECORDS 
follow her whim, Choose which you'll do.  Will you be my 
baby, or shall we make you cry?" Later on, when her 
behaviour had led him to call her a beast she wanted to 
make him retract this, and said, "Will you either be my 
baby, or say I'm not a beast ?  Say it quickly." Christopher 
replied, I'm not going to do both (i.e.  either j.  He went 
home very early because of this squabble; but came back in 
the afternoon bringing Priscilla a present of a boat. 
  9.5.26.  Alfred annoyed Dan when the latter had a towel in 
his hand, and he flipped Alfred with the towel.  Mrs. I. asked 
him not to do this, and he struck at her with it.  She took the 
towel away, and he was very angry.  His mother happened 
to come into the school at that moment, and he ran to her 
told her (quite accurately) what had happened, with bitter 
tears, and said, I hate her-she's a beast." Then to Mrs. I., 
  I shan't come in a punt-boat with you next time you ask 
me." But after a moment's reflection, he added, "At least 
I shan't sit next to you-bang fool beast of an I. 
  zo.5.26.  Dan just now tends to hit out at the other children 
if they refuse his wishes or interfere with him in the least, or

even if he wants to show his disapproval of what they are 
doing.  To-day when playing "Nuts in May", he and Jessica 
were pulling at each other, and because Jessica pulled harder 
and got him over to her side, he was angry and hit her.  When 
standing near the door to watch one of the others go, he slipped

and hurt his head on the door.  Mrs. I. was standing just 
behind and reached forward to save him, but he said that she 
had pushed him, and was very angry with her. 
  zz.5.z6.  Because Jessica took her coat off when Dan 
thought she should not, he hit her with a towel he was using. 
When Mrs. I. took the towel from him, he said, Well, she was 
going to take her coat off, and site shouldn't." 
  z.z2.26.  Phineas was hammering nails into the door, and 
Conrad opened the door from outside, thereby pushing it 
against Phineas.  The latter hit Conrad with his hammer, and 
when Mrs. I. took the hammer away, said, But he opened the 
door and I didn't want him to." 
 
                         p 
  At ~;6, Y. went to school in charge of a neighbour's two boys 
aged 7 and 9.  For a few days all went well, and then ever"' 
day Y. brought home complaints about the elder boy.  Y. s 
mother asked this boy, L., some questions, and decided that 
Y.'s complaints were some romance of his own.  Then Y. 
started getting home very late from school, and told his mother 
he was coming home with P., a girl friend.  His mother was 
                 SOCIAL RELATIONS                    45 
very cross about this, and told him he was to come with L., 
the boy, and if he did not, she would spank him, as he was to 
be home in good time.  The next day he came home again very 
late, and was found sobbing and saying, I walked home 
with P." The mother whipped him, the first time since he 
was eighteen months old.  Then from another neighbourthe 
mother found that the boy had not come home with P. on any 
of these days, and further inquiries from another friend who 
had actually seen Y. with the elder boy, L., revealed the fact 
that L. had been regularly tormenting Y.  He had knocked 
his hat off, pushed him off the curb into the road, and thrown 
stones at his ankles, and when Y., only half the size, lost his 
temper and tried to punch the big boy, L. burst into laughter 
and called Y. "Cry-baby, cry-baby", and then ran off and left 
him alone in the road.  The neighbour commented that she 
was sure that Y. would rather do anything or say anything 
than come home with L." 
                         6 
  BRiDGEs, p. 55.  Destruction of another child's work is a 
particular kind of interference.  It may be the result of mere 
interest in the material and a desire to use it it may also be 
just an accident.  But more often it is a sudden expression 
of anger, self-assertion and envy.  The child may be annoyed 
at not being able to use the coveted material, so he expresses 
his wrath by knocking down the bricks or scattering the 
material.  The other child may be older and may be making 
some block construction, drawing, or plasticine model 
more elaborate than the younger child could make. 
Since the youngster cannot match the other's construction, 
drawing, or model, he asserts himself effectively by knocking 
down the blocks, scribbling on the drawing, or hitting the 
model." 
  BRiDGEs, p. 56.  "It is interesting to note that violent 
hugging is often substituted for the pushing or hitting of the 
first social contacts which have met with rebuke.  The child 
is not reproved for hugging another child, so he works off his 
assertiveness by hugging violently, even to knocking the other 
child over at times.  This hugging may also be partly deter- 
mined by a certain amount of affection for a fellow human- 
being of about the same age and size.  It is often manifested 
by only children or those who get little opportunity to play 
with children of the same age. 
  BRiDGEs, p.6s. "Children usually enjoy their first experience 
of disturbing another child.  They laugh if they accidentally 
knock over a child's bricks, or trip him up, or hit him while 
46        PSYCHOLOGICAL DATA: RECORDS 
wielding a spade.  Very soon their sympathy and under- 
standing grows to the extent of making them refrain from 
laughing at the discomfiture they have accidentally caused. 
They stand and stare in silence, looking somewhat perturbed 
themselves.  Some children have reached this stage by the 
time they enter school.  Later they may express their 
sympathy and perhaps regret by putting an arm around the 
child they have hurt, or by trying to comfort in some other 
way.  When language is sufficiently developed a child will 
sometimes apologise for hurting or disturbing another.  Any 
remark such as I'm sorry, I didn't mean to scores on this 
item." 
  BRiDGEs, p. 6z.  "Some of the bigger children find it irresist-

ible to knock about and fight the smaller ones.  It gives them 
such a delightful sense of power.  With the help of reproof 
and suggestions from the teacher this feeling of power comes 
to find ample satisfaction in protecting and helping the smaller

children instead of bullying them." 
  BRiDGEs, p. `66.  It is a good sign when a child, who has 
previously been acquiescent and passive in the hands of adults, 
refuses to put away his toys the moment he is asked, whether 
he has finished his little game or not." 
  BRiDGEs, pp. 77-8.  "Occasionally a child may be heard 
calling an adult bad names, scolding loudly, or making other 
abusive remarks. This usually occurs in a fit of anger when the 
adult has thwarted the child in some way, insisting that he do 
something he does not want to do, or preventing him from 
fulfilling his desires.  Such behaviour shows antagonism, 
self-assertion, and a failure to accept the necessary authority 
of the adult.  The following are abusive remarks made by a 
child when asked to take out of his mouth a pin that he was 
sucking You good-for-nothing you.  You mutt you. 
I'll tell my mummy.  I'll bring a stick and beat you.' 
    b.  Make-believe aggression 
  22.10.24.  Frank and Dan were resting alone upstairs. 
Mrs. I. heard Dan crying, and on going up, found that Frank 
had said to him," I'll bite you." Dan had taken this seriously, 
but Frank protested to Mrs. I., I only meant to tease." 
  24.11.24.  Christopher took bricks away from George, 
saying, I am the stealer." 
  20.1.25.  Harold invented a game.  He built a large tower 
with bricks, asked Mrs. I. to sit on the table at one end of the

room, and all the children under his direction ran round the 
room, saying as they passed her, We are going to blow it 
                 SOCIAL RELATIONS                    47 
 
up," and she was instructed to say, "No, no," every time 
they passed. 
  Theobald took the long sticks and said, Let us fight with 
these sticks " they were used as guns. 
  21.1.25.  Frank made a model of a crocodile, showing the 
spine and the skin markings, the open mouth, and the teeth, 
quite plainly.  When asked, he said he had seen only a picture 
of one on the stairs at home     We have two pictures and 
one is biting a man's leg off." 
  22.1.25.  Frank drew a crocodile.  Dan at once made a 
plasticine crocodile to bite Mrs. I.". 
  3.2.25.  The children drew crocodiles on the floor and the 
blackboard.  Then, starting with Frank, the children were 
  crocodiIes in turn, each chasing the others and pretending 
to bite. 
  9.2.25.  Christoper drew a crocodile with a large mouth. 
Later Theobald drew a crocodile with a large mouth, which he 
said would bite Dan's legs off 
  10.2.25.  Paul, for a time, had a long stick as a gun and was 
shooting people Tommy drew a battleship on paper and 
said to Dan, I have got a battleship to shoot you with 
Dan replied, Yes, I have one, too, and shall shoot you with 
it," and with quite good humour they shot at each other, 
bumping into each other and laughing. 
  11.2.25.  Christopher and George made a "train" by 
putting several tables together.  Presently Tommy got into 
their train, and said, "This is a monkey." Christopher 
and Tommy sat side by side, and squealed, and jumped 
about and crawled as monkeys for some time.  Chris- 
topher in this way got rather excited, and flushed, and 
began to do roguish things to tease Mrs. I.-running off 
with a pencil and notebook from her shelf.  There was no 
malice in this, and when she asked him to replace them, he 
did so. 
  19.2.25.  Miss B. being out of the room, Harold asked for 
her and ran to the bottom of the steps to wait for her, saying, 
  I shall see her boots and I shall pull them off." 
  Some of the children used the long sticks as guns and" shot" 
with them.  Seeing a visitor in the gallery, who sat with the 
curtains apart, they shot her also. 
  20.2.25.  Frank, Tommy, Theobald, Christopher and Dan 
ran round as" lions     big lions coming to bite you 
  25.2.25.  When Miss B Mrs I Tommy, Paul and Dan 
went out, the others stood in the door, so as to keep them in. 
Frank said to Dan, Say' please'." Dan did so, whereupon 
he "-opened the gate He and Harold then made a" wall 
48        ISYCHOIOGICAL DATA: RECORDS 
 
in the door, to keep them out, of bricks and the cylinder sets, 
etc.  Presently Dan came in and joined the others in building 
the wall at the door.  Harold and Frank and Dan enjoyed this 
game very much. 
20.5.25.  The children found a piece of sheep's jawbone 
with some teeth.  Frank ran into the schoolroom with the 
teeth in his hand.  He said, They're tiger's teeth, and they're 
going to bite you." 
  19.1.26.  Frank teased Jessica by saying he would bite her. 
22.3.26.  After lunch, when Mrs. I. was helping the children 
to wash the plates, Christopher and Dan kept smacking her 
in fun, with hearty laughter, but very persistently.  When 
she asked them not to do so, Dan would have stopped, but 
Christopher would not-until she said that if they went on, 
she should leave them to wash their own plates.  They then 
desisted, with amused comments, Oh, if we smack her, she 
won't wash up I 
 
c.  The Motive of Rivalry 
                         a 
  16.10.2~.  When the other boys ran into the garden, George 
went to Mrs. I. and said, We won't play with the other boys, 
will we ?  He stayed halfanhour with her. 
  31.10.24.  Cecil was building with bricks.  Benjie came 
near and was going to kick them over.  Cecil at first protested 
and then invited him to do so, which Benjie did. 
  3.11.24.  Benjie was heard saying to Dan, I'll shoot you 
dead." 
  12.11.24.  Benjie and others had been melting modelling 
wax on the hot water pipes with much interest and excitement. 
Dan ran to see it, but Benjie said to him, No, you shan't see 
it," and pushed him down. 
  21.11.24.  Dan, George and Frank were running round to 
music, Frank much enjoying it as usual, when Mr. X. came 
into the room, and on Mrs. I.'s suggestion also joined in the 
dance.  Frank at once withdrew, went and stood by Mrs. I. 
and said, I don't want to dance." This was the first time 
he had ever refused to dance. 
  26.11.2q.  Benjie always wishes to exclude Dan and 
Christopher and Tommy.  He says, No, he shan't see, he 
shan't see." 
  9.~2.24.  Speaking to Dan, Mrs. I. called him darling 
Benjie at once said, Why don't you call me that ?  Mrs. I. 
replied, But I often do." Benjie then said to Cecil, I don't 
like you, Cecil.  I'll get a gun and shoot you dead." 
                 SOCIAL RELATIONS                    49 
 
  15.1.25.  When sitting down to model, George and Frank 
both wanted to sit by Miss B.  Frank was there first George 
sobbed bitterly, but presently he agreed to let Frank sit there 
for a short time and that he should do so later. 
Frank drew a crocodile on,the floor and said it would bite 
the other children's legs off 
20.1.25.  Harold said that to-morrow he would bring a 
pin and stick it into Theobald Frank said, To-morrow 
when you come, I shall ask you if you have brought a pin, and 
if you have, tell you to stick it into Theobald." 
  28.1.25.  Dan insisted on sitting next to Miss B. on the rug, 
both Tommy and Frank being already there, one at each side. 
There were many bitter tears, and for a long time Dan could 
not resign himself to the fact that they were there and would 
not get up for him.  I want to, I want to noie," he kept 
saying, but presently he settled down to the idea that he would 
sit beside her later. 
  2.2.25.  Theobald made a pointed thing with plasticine, and 
said he would kill Dan with it and that he had killed 
Dan with it 
  6.2.25.  When modelling, Theobald first of all made a 
pointed thing to kill Dan with 
  9.2.25.  Theobald drew a crocodile with a large mouth, 
which he said would "bite Dan's legs off" He usually 
directs this playful hostility to Dan. 
  Frank shows more hostility to Dan when the others are 
present, and this seems to be increased by the return of Harold 
and Paul. 
  Paul also shows a little hostilitv to Dan, saying, "You 
shan't come in this house," although Dan had helped to 
make it. 
  10.2.25.  When sitting down to plasticine, Dan had been 
offered a chair beside Miss B.  He, in a contrary mood, would 
not take it.  Presently Frank came and took it Dan wanted 
it at once and screamed and cried, "I want it." Presently 
Frank gave it up and got another, hut piit it nearer to Miss B. 
Dan then stormed and screamed again he wanted to sit next 
to Miss B.  He tried to push Frank off and hit him with a 
brick.  Frank, though determined, was fairly restrained.  He 
said, Shall I have it for a short time and you later ?  Dan 
replied, I want it noiv." And Frank said, Oh, please, Dan, 
do let me do plasticine." Dan would not.  After a time, 
Mrs. I. lifted Dan up on to the first chair and talked the matter

over with him.  He was quite unresisting, and a little sullen, 
but quietened down.  After a time he slowly thawed and 
joined in the modelling.  Later, Frank leaving his chair, 
 
                                                    4 
50        PSYCHOLOGICAL DATA: RECORDS 
Dan then took it and said to Mrs. I., You can't sit beside 
Miss B." Mrs. I. (knowing he wanted to work it out dramati- 
cally) said with a smile, I o'ant to," and the following playful

dialogue then went on 
  Dan,:- "You can't sit beside Miss B." Mrs. I.  "But I cant 
to." But you can't." "Perhaps I can after a short time." 
  No, not at all." Perhaps I can after a long time." No, 
never, you can't ever sit beside her." Perhaps I can after a 
very long time. `No, he replied, "Never, never, never ! 
Then he asked Mrs. I. to say it all again.  He said, "Say you 
want to sit beside Miss B." and the whole dialogue was 
repeated eight or ten times, at his request. 
  12.2.25.  George, seeing Miss B. sit down to the table with 
bricks, left his modelling and went at once to sit beside her. 
Dan and Frank also went and a squabble ensued as to who 
should sit next to Miss B.  As none of them was willing to 
give way, Miss B. got up and went hack to the modelling table. 
Dan did not notice this and went on building, hut George and 
Frank saw it at once and left the bricks, and went back to the 
modelling table to sit one each side of her.  When, presently, 
Dan realised what had happened he came again and cried and 
screamed to sit beside her. 
  20.2.25.  When Frank arrived in the morning, he saw Dan 
with his mother, and at once called out, Naughty Dan," 
although he had not said this for a long time previously. 
  26.2.25.  Dan's mother had come into the schoolroom with 
him; when she was in the gallery, going, he called out, "Would 
you like to kiss me ?    She replied,  Yes."  He said,  Come 
down and kiss me then."  Frank was in the cloakroom and 
heard this.  Turning to Mrs. I., he said at once,  Naughty 
Mrs. I.; dirty Mrs. I." several times, and  We'll spit in your 
face    he banged the piano and said,  Shall we tear it ? 
  2.3.25.  When Theobald and Frank were making aeroplanes 
with the long rods and plasticine, Dan joined in the making of 
Theobald's, and told Mrs. I., We're making an aeroplane." 
But when it was completed, Theobald would not let him 
share it. 
  Theobald did not want to let Dan look at his painting. 
12.3.25.  Dan bit Paul, in a quarrel this morning. 
  13.3.25.  Frank brought his father and grandfather to look 
at the pictures, and as soon as they went, he turned round and 
kicked Dan. 
17.3.25.  Miss B. reported that the day before, having tea 
in a cafe, Dan had seen a pleasant-faced young woman there, 
sitting opposite to him, and had presently said, I would like 
to go and live with that woman.  She seems nice to me." 
                 SOCIAL RELATIONS                    51
He saiu' this several times, so presently Miss B. said, Well, 
will you go ?  He said, Yes-no, I will wait until I am as 
big as my daddy, and then I will go and live with her." In 
the evening he told his mother all about it-that he was going 
~U J11"~ with this other woman, and then said, She will have 
a little boy then, and you won't have any." 
  18.3.25.  Martin told Mrs. I. he had made a lovely railway 
track he had made it with the colour tablets put in a long 
line.  He would not let Tommy look at it and several times 
tried to push him away, saying, You must not look, you must 
not do that it is not nice, it is rude." 
  Martin was inclined to be rather aggressive, particularly to 
Tommy, whom he hit several times. 
  23.3.25.  Martin, while modelling, was sitting opposite to 
Tommy and said several times, Haughty Tommy, naughty 
Tommy." He seems to feel a definite enmity to him. 
  March 1925.  Penelope came to tea with Mrs. I.  There 
were several women there, all friendly and sj'mpathetic to 
children.  fiut Penelope gave all her interest to the one man 
present, making hin' play various games with her, caressing 
him and sitting on his knee, monopolising his attention all the 
time and not readily allowing him to take any notice of anyone 
else. 
  7.5.25.  Mr. X. came to lunch at Dan's request.  On sitting 
down to the table Frank at once became perverse, and 
refused to eat any of the first course, being quarrelsome 
with Dan, and moodily pushing his spoons into a crack in the 
table. 
  14.5.25.  Frank and Priscilla became rather hostile to Dan. 
Priscilla decided she would not do Dan until later (i.e. wash 
his legs after being in the sand spit).  Dan rej>lied that he 
must be done first as he wa.n going out to tea, and made a 
long speech about this.  Priscilla and Frank laughed, and said, 
  You don't know what you're talking about," and Dan said, 
stamping his foot, Yes, I do," and put a muddy finger on 
Frank's legs.  Priscilla then said, Now I shan't wash your 
legs," and she did not.  Dan said, But I will tell you who 
does not know what he is talking aboutChristopher does not 
know." The other two replied, "Oh, yes, he does." Dan 
then said, You know what this is for, this is to put on the 
path, so that when Christopher runs he will slip," and he left a

pile of mud there, saying, Now he will slip." Frank and 
Priscilla told Dan that he "told lies" and called hini 
  naughty He stamped his foot and said, "I'm not 
naughty, and if you say that, I shan't ask the X.'s to lunch 
(Jessica and her mother). 

***********

       52       PSYCHOLOGICAL DATA: RECORDS 
  x8.~.z~.  When Frank had finished his dinner he went to 
Laurie and pulled away his chair from under him. Dan said, 
  Oh, here's another-I'll give you another chair," to Laurie. 
Frank said, Oh, I'll take that one, too," and started to do 
so, Dan saying, "Oh don't; oh, don't." Duncan then said, 
  No, I won't let you," and went to Frank and pulled him 
away, putting his arms behind him and marching him off to 
the lawn, and put him there. A struggle ensued, Frank saying 
to Duncan, I'll bite you." He did bite, leaving `marks on 
Duncan's hand.  Frank called to Priscilla to help him, but 
Duncan said, I can manage both of you," and put his arms 
round both their heads. 
  19.5.25. When modelling, Frank and Priscilla said, We 
shan't tell Dan what we're making," and Dan retaJiated by 
whispering the same thing to Mrs. I. but in rather a loud 
whisper, so that the others could hear it. 
  2q.G.z5. There was some talk between Duncan and Harold 
about who was the taller they were very dogmatic and in the 
end squabbled about it, until Mrs. I suggested that they 
should measure. 
  8.~.z~.  Theobald joined Paul in making a motor bus, etc., 
and they talked to each other freely.  Theobald said, 
  Chriitopher shan't come in, shall he?  Paul replied, 
  Yes." Theobald said, No, he is too nasty." Paul replied, 
 
  9.7.25.  Priscilla and Dan had agreed to take their tea out 
on the fens.  Frank evidently felt a little out of it and began 
to talk about his going on a roundabout Dan said that lie 
and Priscilla would also.  Frank said, "Oh, but mine is 
bigger." After some discussion of this kind, Frank said he 
would put Dan in prison For a moment or two Priscilla 
joined with Frank against Dan and there were some mutual 
threats and recriminations.  Then Dan said, "Oh, but we 
won't talk about that-won't it be lovely, Priscilla, when we 
take tea out?  Presently Frank returned to the subject 
and Dan again made the same sort of protest, and said, We 
won't talk about that-it will be so lovely when we take tea out,

won't it, Priscilla ? 
  12.10.25.  Frank brought a bow and arrow to school, and 
showed those who were present (i.e. the women and girls-at 
first there were no boys there) how it worked.  He shot quite 
successfully with it several times, and had no difficulty in 
managing it. Then another boy, Christopher, came on the scene, 
and after that Frank did not seem able to use it at all, made 
several unsuccessful attempts, and then gave it up in disgust, 
and asked Mrs. I. to put the bow and arrow away on her shelf. 
               SOCIAL RELATIONS              53 
  29.10.25.  Dan was happily making something with 
plasticine, but when he saw Priscilla sit down with Miss C. 
to use the insets with her, he ran across the room and said, 
  No, I want to Miss C. said, Will you do it later, after 
Priscilla ?  He was very angry and cried bitterly, throwing 
the insets on the floor and pulling Pri~cilla's hair. He went 
on crying in a desultory way for some time, but gradually 
grew more cheerful, and in the end helped to pick up the things 
he had thrown down. 
  20.11.25.  Frank had been very amiable all the morning, 
but when Dan's father and Conrad's mother came into the 
schoolroom he (as before on similar occasions) at once became 
hostile to Dan and Conrad. He came running up behind Mrs. I. 
and jumped on her, half affectionately, h~f aggressively. 
  1925.  Some quarrel arising in their play, James bit Dan 
very suddenly and savagely, leaving the marks of his teeth 
on Dan's skin even through his woollen jersey.  He tried two 
or three times to do it again, until Dan was very frightened, 
and the two had to be kept apart. Biting was James's natural 
mode of aggression at this time, and he had to be watched 
very closely. 
  28.1.26. There has for some time been rivalry between Dan 
and Frank for the favour of Priscilla, and to-day this broke out

acutely.  Priscilla pinched and hit Dan because he would not 
get out of the swing when Frank wanted it, and Dan replied 
by biting Priscilla's arms. There were many tears and 
recriminations. After a time they settled things amicably 
and returned to the swing, but Priscilla remained quite excited 
for some time. 
  24.3.26. Just now, Priscilla and Christopher are allied 
against Dan. They shout WIsat? "when he speaks to them, 
refusing to answer, or repeating his question and saying they 
are deaf He takes it in good part, and it remains a game, 
but he looks very tired of it sometimes. They ran off with his 
tools, and he chased them until he was tired out.  He con- 
fided to Mrs. I. that it was a horrid game and said once or 
twice that he wouldn't play it any more but ran after them 
cheerfully if they came near to tease him. This teasing 
game "was kept up for two or three days. 
  28.4.26. Jessica and some of the others asked Mrs. I. to 
lift them up so that they could swarm down the high pillar 
under the gallery (a favourite game). Priscilla came running 
to do this, too, and wanted to be lifted up just as Mrs. I. had 
begun to help Tommy. When she was asked to wait for her 
turn, she was very angry and said to Mrs. I., I shan't talk 
to you." When offered her turn in due course, she refused it 
54       PSYCHOLOGICAL DATA: RECORDS 
at first; but came back soon afterwards when Mrs. I. was 
again engaged. As she could not then have it, she became 
hostile and contrary again but presently grew more friendly, 
and when, much later, Mrs. I. offered to help her up the pillar,

she accepted pleasantly and happily. 
  29.4.26. At lunch-time, Christopher and Priscilla had a 
violent quarrel about a chair which Priscilla wanted Miss B. 
to have. Priscilla cried, and in the end Christopher gave way 
to her courteously. 
  28.6.26. When Penelope had been told that on her return 
to England (the family were abroad) she would be able to 
come to the school again, she had said at once, Oh, shan't I 
have some larks with Mrs. I.," and other affectionate anticipa- 
tory remarks. But at the first moment of actual greeting, 
she said, I shall push you over." Her mother said, Oh, 
you were going to give Mrs. I. a big hug." She then did this, 
and was very affectionate and friendly. 
  7.7.26. Mr. X. came to lunch, and Penelope was very 
affectionate with him, turning away from Mrs. I., although 
ordinarily very attached to her.  She was standing in the 
garden holding his hand, after having asked him to play with 
her, when she caught sight of Mrs. I. looking through the 
window.  She immediately made a hostile gesture, and called 
to her, I hate you." 
  16.7.26. To-day, as for a few days now, Priscilla is rather 
hostile to Christopher, and favours Dan. 
  z9.zo.26. Tommy pinched Lena several times.  When 
Mrs. I. held his arm to stop him, he was very angry and struck 
her in a way he had never previously done but soon forgot 
his passion and became friendly again. 
  14.11.26. Dan said to Jane, Priscilla doesn't like you as 
much as me." Jane replied, Does she like Conrad at all ? 
  No." (Conrad was there.) 
  17.11.26. Dan and Jane were very friendly to Jessica; 
asked her to sit between them at tea, and told her they didn't 
like Conrad (who was there too). They asked her if she did, 
and of course she said, "No." Jane then asked her, "Do 
you like Lena ?  No, not a little bit." Jane then asked 
Dan which he liked best, Jessica or herself. He replied 
hesitatingly, I don't know quite." Jane We don't like 
Conrad, do we Dan ? We call him piggy Conrad said, 
"No, you don't! Nasty Dan-faeces.  Horrible Dan- 
anus." Jane Isn't he rude ?  Dan showc'd more hostility 
to Conrad than evcr before. They were all inclined to be cross 
this afternoon.  In the games, later, Jane would not let 
Conrad play. 
               SOCIAL RELATIONS              55 
  2z.1z.26.  For some days now Jane has been very hostile 
to Conrad, teasing him and openly expressing her dislike. 
When asked why she did so, she said, I don't like him-he's 
so selfish." Mrs. I. suggested to her that he was not very 
happy, and not very used to playing with other children, and 
that perhaps if she did not tease him and say she disliked him, 
he might be happier and therefore more friendly she respon- 
ded to this to some extent, but chiefly when Mrs. I. was present.

  28.11.26.  Jane asked Dan, "Do you like Priscilla better 
than Christopher ? `No.' Do you like her better than 
me?  "No-I like you both the same." "Do you like 
Christopher better than me ?     Yes, a little." 
  29.11.26.  Conrad was playing happily with Jane and Dan, 
and said to Jane, "When Lena makes anything and says, 
`Isn't this nice?  I say, `No, it's horrid,' because I don't 
like Lena.  I hate Lena, don't you ?  Jane: "Yes." 
  In the evening, Conrad kicked the door, and said, That's 
to keep the ghosts out.  There aren't any ghosts, are there, 
Jane ?  Jane replied, "No, of course not.  Have you ever 
seen a ghost, Miss D. ?  "No, Jane, I haven't." Conrad 
then said, I expect Lena would have said, Yes, I have.' 
Later, when they were using Meccano and talking, Dan said, 
  I know someone I don't like," and told the story of a girl 
who had pushed him in the street.  Jane said, I know who 
I don't like.  It's a girl." Presently, Conrad :  I know who 
you don't like, Jane, it's Priscilla." Jane replied, Shan't 
tell you." You used not to like her." Well, I might have 
changed my mind." 
  22.12.26.  Jane and Dan went to the Zoo together.  Jane 
asked Dan, Do you like Conrad ?     No." (There is every 
reason to think this false.) Jane Neither do I.' 
  31.1.27.  Lena brought to school a pen with a cap fitting 
over the nib as in a fountain pen, and showed it to the others 
with great pride.  When Jessica saw it, she said, "I'm going 
to ~ one-I'm going to buy one as big as Mummie s. 
  8.3.27.  The children were eating apples, and each of those 
present had one.  One was being kept for Lena and Phineas 
to share, and Dan did not want them to have it.  He suggested 
various other people to Priscilla, who had charge of it.  When 
he said, "Well, then let Jane have it," Priscilla replied, 
  No, not Jane, don't let's give it to her-we hate her." Just 
after this, Priscilla was rather rough with the little ones,
until 
she was firmly stopped by Mrs. I., upon which she cried 
unhappily. 
  11.3.27.  This afternoon, Jane had won Dan over to her 
side against Priscilla, who was looking rather forlorn. 
    56      ~YCHOLOGICAL DATA: RECORDS 
  29.4.27. Lena and Joseph (Joseph's first term) were playing 
in the sand-pit when Phineas arrived. As soon as Phineas 
approached, Joseph stiffened aggressively and clenched his 
fists. They both eyed each other up and down hostilely for 
several seconds, then Joseph relaxed, Phineas moved away,- 
and each went on with his own pursuit. No word was 
spoken. 
  23.5.27. Lately there has been keen rivalry between Herbert 
and Alfred, on most points. To-day, Mrs. I. opened the 
gramophone when Alfred was standing near. He took no 
particular notice of it until Herbert began to use it, when he 
at once wanted it, too, and began to criticise and interfere. 
After a good deal of struggling and scratching, Alfred agreed to

the suggestion to let Herbert complete his turn and then have 
his own. After this they used it alternately in a friendly 
way. 
  23.5.27. There was a slight squabble between the children 
playing in the sand-pit, and Lena threw sand at one of the 
children who had spoiled her castle Joseph told Mrs. I. 
about this. Mrs. I. reminded Lena that she wouldn't be 
allowed to stay in the pit if she threw sand, and when she did 
it again, Mrs. I. lifted her out. Joseph got very excited about 
this, and said, Now I'll throw sand at her." When Mrs. I. 
asked him not to do so, he replied, Put her out of school." 
Mrs. I. said, No, I won't do that." Well, she threw sand 
at us-throw her over there (pointing to the garden wall), 
  so she can't come into school." Presently he began to throw 
sand himself. Mrs. I. told him, If you do that, Joseph, I 
shan't let you go into the sandpit." He replied, defiantly and 
amusedly, Oh, you can't stop me When presently she 
lifted him out, he seemed very amused. 
  25.5.27. All the children were taken on the river for a picnic

with some grown-up friends. Penelope attached herself to 
Mr. X., particularly on the walk back from the river.  She 
made some remark about Dan's mother and Mr. X.  belonging 
to each other", and then invited Mr. X. to "come to the 
school-house When he replied that there was no room for 
him, she said, "But you can have Dan's room." He said, 
"Perhaps Dan will be there-then what should I do?" 
  But you can sleep with me -I should like to have three, 
you and me and my dolly." The next morning she was 
particularly affectionate and clinging to Mrs. I., and when 
Mr. X. came in, she greeted him with "Silly old John." 
This is another instance of Penelope's high ambivalence to 
men and women friends-she swings about between the two 
affections and finds it unusually difficult to hold them
together. 
               SOCIAL RELATIONS              57 
  May 5927. Joseph and Tommy have been the storm-centres 
this month (Tommy having returned to school after a long 
illness). During the first three weeks, Tommy showed con- 
siderable malice towards the younger children. Without 
frowning or appearing angry, he would push them or take their 
things without any provocation. E.g., he snatched away a 
basket which Alice was carrying with flowers in it, and the 
other children were very indignant at this. On several 
occasions he pushed children into the sand-pit. During the 
fourth week this happened much less often, and he became 
more friendly and sociable. 
  Joseph during the first three weeks showed increasing 
malice towards the younger children, never joining in their 
pursuits, and always seeking to have an adult exclusively to 
himself-clinging to one and following one about all the time. 
When the other children were in the garden, he begged one to 
go inside with him when they were in the schoolroom, he 
invited one to go out. This culminated towards the end of 
the third week, when on one morning he pushed two or three 
children down. The next morning he was very unhappy, 
clinging to Mrs. I. convulsively all the morning. During the 
fourth week, however, he became much more friendly, and 
less frightened and quarrelsome; and began to join in the 
various games, and be less dependent on adults. A certain 
amount of dislike and criticism of Joseph by the older children 
very naturally developed, but this was never expressed in any 
dramatic way, nor very marked. 
  Joseph was sitting on a table in the cloakroom one lunch- 
time, swinging his legs, when Mrs. Z., who had come to take 
one of the other children home, asked him affably, And do 
you like coming to this school ?     Oh, yes," said Joseph. 
"And what do you like doing?" "Oh, I pinch all the 
children," he replied, swinging his legs more vigorously. This 
was liable to be only too true. 
  Priscilla was quite happy this term, having been accepted 
back into the group by Jane and therefore by the other 
children. After her timidity on the first day, a happy relation 
was established. Jane was overheard to say in the fourth 
week, "I don't like Priscilla-she tries to take Dan away 
from me." 
  Phineas often expressed dislike of the other children-very 
emphatically   I hate Lena,"  I hate Joseph." 
  One morning, Lena had a quarrel with Dan, who pushed her 
down, so that she got up sandy and muddy.  She came 
running to Mrs. I. to tell her.  I don't like Dan. He pushed 
me down-I hate him." All this was said with a frowning 
58       PSYCHOLOGICAL DATA: RECORDS 
face of anger. Then, suddenly, lifting her face up, with a 
most ingratiating smile, she said, And I hope you do, too." 
She seemed very disappointed when Mrs. I. said, "No, I 
don't." 
  11.10.27. As soon as any adult visitors appeared, Joseph 
would take their hands and lead them to admire his private 
garden plot. When alone with Mrs. I., he said confidingly, 
  It's better for me when there aren't any other children about,

isn't it? 
 
                     P 
  1. N., when 56, was staying at the seaside with her mother 
and two brothers. She developed a great fear that her mother 
would get caught by the tide under the cliffs and be drowned. 
When they walked round the beach under the cliffs she 
hurried on in front, weeping in fear, not for herself but for her

mother, and knelt down and prayed God to" save mother 
  2.  On a visit to the home of Phoebe, she and her girl com- 
panion (aged z;6 and 36) spent two or three hours in the 
drawing-room with three women and one man guest. The 
younger child (whose mother was present) stayed rather 
closely beside her mother and took no special notice of anyone. 
But the elder girl made love to the man friend most charm- 
ingly, fetching her plasticine to make little gifts for him. At 
the end of an hour he had a whole row of little plasticine 
offerings-figures of various sorts, baskets, a nest with eggs 
in it, etc., etc., on the arm of his chair.  She took practically

no notice of the women friends, and made no gifts for them. 
 
                     Y 
  1.  "The main causes of his (aged 36) bad temper are 
annoyance with his little sister of 17 months, who has now 
reached the stage of playing with his toys and unintentionally 
spoiling castles he is building, knocking down his toy animals, 
etc., and generally getting in his way. 
  2.  I wonder if you could advise me on the subject of my 
son (aged two and a quarter). My trouble is his acute shyness- 
it is a real phobia.  He is a fine healthy child and has never 
had a day's illness and his cheery little face absolutely belies

his true nature, except at home where he is perfectly happy. 
He will not allow anyone in the house without howling 
unmercifully.  It is impossible to ignore him because he 
drowns our voices, and he will not be coaxed. He is somewhat 
backward in talking, although perfectly intelligent, so I can't 
reason with him. He will not go into the back garden to play 
if the next door neighbour is in her back garden. When 
               SOCIAL RELATIONS              59 
anyone comes through the back gate he commences to scream 
and if they should attempt to cross the threshold he doubles 
his effort.  I cannot sufficiently stress the lengths he will go

to to display his obvious terror of apparently everyone but his 
parents and the maid, who bas been with me since he was 
seven months old. Also, he will not go into a shop or anyone 
else's house without similar disturbances. The worst of it is, 
he doesn't get over it but just screams until the caller goes. 
I am almost distracted for I assure you I have underrated 
rather than exaggerated my troubles." 
  3.  She is possessed of a violent temper and lately seems 
to have become worse.  She is normally a most winning child, 
very affectionate, high spirited and very quick and full of 
boundless energy, on the go from morning till night, big for 
her age but thin and wiry, but she is dreadfully jealous of the 
others, except Baby whom she adores. When she flies into 
a temper she will kick or strike any of us, or roll on the floor

or get into a corner and refuse to move.  If you go near her 
her shouts can be heard in the next road.  I have tried to 
explain as fully as possible, as it is almost frightening to see

Jean worked up in one of her rages and I feel the example is 
so bad to the others.  She is usually repentant after but will 
not speak about it or answer any questions, always turns the 
conversation. The jealousy was very acute when Baby 
arrived, but I got her to love the baby and now I think she 
only feels jealous over her father or me if we do anything for 
the others or take them out and not her." 
  4.  But it is his attitude to his little sister that worries 
me most.  I cannot make him remember he is older or instil 
the smallest bit of the protective attitude into him. He wants 
to be treated exactly as she is and to have everything she has, 
and takes anything from her, often hitting her or knocking her 
over until I am really scared to leave them together.  I may 
say she sticks up for herself well, but there is three and a 
half years' difference. When !alked.to he is all affection and 
promises at once never to do it again but not five minutes 
elapse before he is as bad as ever. 
  s.  I must write and tell you of my experience with this 
jealous hostility I took your advice and a month ago two 
little two-year-olds came to live with us as companions for 
my son of the same age. They looked so sweet together-all 
red-cheeked, curly-haired, adored only children but, unfor- 
tunately, they hated each other.  I was in despair.  I'd no idea

babies could be so horrid to each other. We daren't leave 
them alone for a moment-such shrieks and yells would come 
from the nursery. They would pull each other's hair out by 
60       PSYCHOLOGICAL DATA: RECORDS 
the handful-scratch, bite, push each other down-tread on 
each other. It was heart-breaking.  I've seen chickens 
persecuting a lame fowl-almost pecking it to death. These 
babies were just little animals.  If one fell and cried because 
of the bump, the other two rushed over to pull his hair and 
increase the yells.  Pip loved to bang the others on the head 
 
  6.  He (aged 3;o) whines at nothing, hangs about me and 
if I get anyone into the house he won't go near them. My wee 
girl was born last January and he is very jealous of her, even 
to-day, hits her-molests her in general." 
  7.  "My other difficulty is about the unkindness of the two 
elder ones (girl aged 66 and boy aged 5;6) to the child of 
three and a half. They have always resented her existence 
I know, though I tried to avoid making them jealous.  They 
are devoted to each other and are quite kind to the baby, but 
Cecilia's life is really hardly worth living because they are so

nasty to her. They tease her constantly by running off with 
her doll's blankets or knocking over her tea-cups or just by 
pushing her away (she is learning to tease, too) and also in 
more subtle ways by making her say foolish things and then 
jeering at her.  She, poor thing, never remembers how she's 
been caught before, and constantly gets caught again, and she 
is old enough now to mind considerably." 
  8.  My little girl, aged one year ten months, has become 
very difficult to manage owing, I expect, to jealousy, as she 
has a little brother of five months. At first she would hit him 
and start whining whenever I picked him up.  I have not 
taken any notice of these fits, and never asked her to do 
anything for him, as I realised it only made her more angry. 
I am pleased to say this has been very effective, as she now 
asks to tuck him in, and mind him for me.  She also offers 
    her toys, although she does not like parting with them. 
The real trouble now is that she absolutely refuses to have 
anything to do with strangers.  If anyone says, `Good 
morning or speaks to her at all, her reply is nearly always a 
very definite `No, don't' or `No, won't'.  She screams if 
they touch her or try to pick her up." 
  9.  He is a big boy for his age (33) and seems very healthy. 
He is very excitable. To give you an example: He was given a 
sink full of water and some corks to float. He rushed in full of

fun to tell me about it and seeing the baby on my lap smacked 
her three times across the face. After the first smack I said, 
how very unkind', and asked him why he did it. Without 
replyiiig he did it twice more before I could ward him off. 
He will also hit her when I am not in the room." 
               SOCIAL RELATIONS              61
  10.  My little boy is one year ten months, and bis sister 
is nine months old. He was very unhappy at her arrival 
and used to try and pull her off my lap. Now he is on the 
whole very good-tries to protect her from bumps shares 
things with her, etc. But if he is tired or hurts himself at 
once he wants my exclusive attention. As I am often quite 
alone this is sometimes difficult, and now he has a funny new 
trick.  If anything goes wrong or at the slightest word of 
censure he flops down and crar'ls.  He has walked since he 
was ten months old, and is particularly active and sure-footed 
-can climb and run like a three-year-old." 
  11.  When the baby brother arrived and she (aged 3;o) 
saw him she said, Oh, what a nice baba.' She was amongst 
a number of aunts and uncles who adored her and perhaps she 
didn't realise the baby was mine. Then I had a very trying 
voyage, often having to neglect her, and she became jealous 
and almost ill.  She developed all sorts of fears and when we 
joined my husband in a bungalow in a wood she would not 
let me out of her sight.  I was very careful with her and when 
we came here she seemed happier, but she would often lie 
awake for hours after being put to bed, talking to herself, etc.

She always slept alone. The baby was restless, too. Then 
I thought I'd put the baby in with her and that worked 
miracles.  She slept far better, although there was the chance 
of being disturbed during the night by the boy.  I argued 
that probably when she was alone she always suspected that 
I was with the baby, whereas when he was in the room with 
her, she knew I could not be nursing him. 
  12.  Occasionally when friends have brought small 
children in, my boy (aged nearly three) smacks and pushes 
the little ones the whole of the time, and will not let them
share 
the toys but will sit down and cry or do anything to be 
unpleasant, even when out walking he will try and get near 
enough to push another little boy that we frequently meet." 
  13.  "Peter, nineteen months, is a very lovable chap. 
Isabelle simply will not play with him and snatches all his 
playthings from him. He has been very good about this, 
looking round for another toy only to have that snatched 
away from him also. It is only recently he has begun to 
protest. He loves Isabelle in spite of all this, but when he 
hugs her, or wants to kiss her, she frowningly pushes him away, 
pinches him or gives him such a violent push so that he 
falls." 
  14.  I wonder if you can advise me how to treat my little 
boy of three years when he persistently ill-treats his sister, 
aged three months? When they are in the same room it 
62       PSYCHOLOGICAL DATA: RECORDS 
seems as though he simply cannot resist the temptation to poke 
her eyes, smack her face, or do something else to make her cry. 
He does not seem to be jealous for he often strokes her and says

nice girl and laughs at her funny little noises and generally 
takes an interest in her.  But I simply dare not leave them 
together for a minute, for as soon as my back is turned be will 
be up to some mischief.  I have carefully explained time 
and time again how he must hurt Sheila and sometimes he 
will stroke her and say sorry I have also smacked him, 
but that made no impression at all, he just howled at the top 
of his very loud voice, which frightened poor baby all the 
more. He is very backward in talking but understands 
everything we say to him, and has a good memory." 
 
 
  BRiDGEs, p. 43.  New-comers in the nursery school will 
often speak more readily to an adult than to a chlld, especially

if they have not played much with other children. 
  BRiDGEs, pp. 43-44.  Apparently, aggressive behaviour on 
the part of a new-comer to a group of pre-school children is
really 
a definite stage in social development, and is usually followed 
by obviously sociable behaviour. The child who does not 
make such active and bodily contacts on coming into a group 
may be more socially advanced, but in all probability he is 
still unsocial, egoistic and indifferent to the group, and may be

slow in social development. A child who reacts to the social 
situation in any of the active ways mntioned in the previous 
paragraph, such as by hitting, pushing, or stroking, scores a 
point on this item. Pulling a child's hair, hugging him or 
knocking him over may also be manifestations of the same 
thing, and should likewise score a point." 
  BRiDGEs, p. 46.  Children will ask an adult for help long 
before they will ask another child." 
  BRIDGES, p. 52.  "Some children are gentle with one another 
from the moment they enter the school, probably a result of 
training and experience at home, and possibly because they 
have less assertiveness and anger in their make-up.  Other 
children make a few exploratory attempts at pushing or 
pulling others, but give up after the first week or two. Still 
others continue to knock their little playmates about for 
months after they are admitted to school. They are usually 
aggressive, active children who have been a trouble to their 
parents and who have built up some defiance against 
authority, perhaps through lack of skilful management. SiLe 
is not necessarily a causal factor, as quite small children are 
often as aggressive as bigger ones." 
               SOCIAL RELATIONS              63 
  BRiDGEs, p. 56.  There are many ways other than those 
already mentioned in which a child may assert himself to the 
annoyance of others. Amongst the most common seen in the 
nursery school are throwing sand at a child, taking away or 
hiding his toys, tipping him out of his chair, or hugging him 
roughly." 
  BRiDGEs, pp. 61-2.  "A child who has been rather a tire- 
some bully in a group may find great delight in taking care of 
some small child, helping him to undress, teaching him how to 
use materials, or defending him against the interference of 
others. At the same time his sympathy develops and he 
refrains from punching the smaller children or handling them 
roughly. Any of the older children who have refrained from 
fighting or pushing smaller ones gain a point on this item." 
  BRiDGEs, p. 62.  "A child who is constantly ordering others 
about, telling them to do this and not to do that, placing 
smaller children in chairs or on the floor to suit his own con- 
venience, may perhaps be showing leadership, but this quality 
is not being expressed in a socially desirable way. such a 
child would ordinarily be called bossy or domineering. 
  BRiDGEs, p. 63.  Just as correcting others may become a 
social nuisance when pressed too far, so helpfulness may defeat 
its own end if not expressed wisely. The older children in the 
group may be so anxious to help the younger ones in undress- 
ing, feeding, or use of materials that they hamper the little 
ones movements and interfere with their self-expression. The 
wise and considerate child will see from the little one's
protests 
or other reactions whether the help is required and appreciated 
or not, and will continue or desist accordingly. The child 
who is a little too much dominated by a sense of superiority 
and the desire for power will continue to press services on the 
smaller child, even when they are no longer required, and bring 
protests from the little one.  Such a child would fail to score 
on this item." 
  BRiDGEs, p. 83.  "One of the first reactions of a new-comer 
to a group, when he becomes interested in the other children 
about him, is to hit out and watch the effect.  This kind of 
behaviour is not so much characteristic of a particular age as 
it is an indication of the length of time a child has played with

a group of children.  New children as old as three and a half 
or four years may behave in this explorative way, if they have 
never played much with other children.  Such behaviour is, 
however, more common among children under three. The 
new child may explore in a gentle way by patting or stroking 
another child, or he may hit him violently, push him, or throw 
sand at him.  In time he discovers that the more violent 
64       PSYCHOLOGICAL DATA: RECORDS 
 
behaviour causes trouble and distress both to himself and to 
others. His interest in various activities develops and he 
learns to get his thrills and to cause impressive effects in
other 
more desirable ways." 
  BRiDGEs, p. 8~.  Some of the bigger children find such 
intense delight in their sense of power and superior ability 
that they bully or bother the little ones unduly. They order 
them about, scold them and try to correct them or press 
unwanted services upon them.  In time they learn to be more 
considerate and heed the protests of the little ones. They help 
only when help is needed and show greater gentleness and 
kindness in their actions." 
 
d. Feelings of Inferiority or Superiority or General Anxiety 
                     a 
  6.10.24.  Cecil hit Robert with a broom, deliberately, with 
a sullen air. There seemed to be no reason for this. 
  14.10.24. Cecil was very aggressive and defiant he turned 
the tables over, took the soda crystals out of the box, and threw

them on the floor, refusing at first to pick them up. 
  23.10.24. At the end of his first day in school, Benjie's 
mother came to bring him home. He was in the sand-pit 
digging, and when he saw her, he looked up with a frowning 
face and said with hostile emphasis, You go back iihere you 
camefrom!"' 
  12.11.24. Frank came into school saying, Kill Miss B., 
kill Miss B., kill Miss B.", and kept saying it every now and 
then during the day. After one of these moments of unpro- 
voked and moody hostility, Frank suddenly burst into tears, 
and when asked what was the matter could only sob, I don't 
know, I don't know." This was one of his specially unhappy 
days. 
  21.11.24. This morning was the most difficult period of the 
whole term.  It was wet and the children could not go into the 
garden they were all in very high spirits and a very aggressive 
mood, particularly Harold, Frank, Cecil and Benjie. They 
did not readily settle to any occupation and were not respon- 
sive to music, but rushed about aimlessly and very aggressively 
for some time, with much shouting. 
  2.12.24. Benjie and Paul were building together with bricks 
in a very friendly way for a long time then Benjie suddenly 
  Z ~~ is worth noting that Benjie's mother told me that he had
fre- 
quently bitten her breast when being suckled as a baby, and that
she 
had always smacked him for doing so, as she believed that you 
couldn't begin to train them too early"] At four years of age, he

was one of the most hostile and unhappy children I have ever
seen.                  SOCIAL ItELATIONS                65
said, "I don't like you, Paul." Paul was very distressed, 
gathered up his own bricks and started to go to another table 
in doing so, he accidentally (!) knocked over Benjie's building.

Benjie was angry, and hit Paul.  Harold came to defend Paul 
and hit Benjie.  After some squabbling Paul said, "But 
Benjie said, I don't like you     then Benjie replied, "But 
Ido, Ida like him." 
  12.1.25.  At the modelling table Frank was quarrelsome, 
particularly with Dan.  I won't speak to you, you mustn't 
speak to me," and so on. 
  14.1.25.  Theobald showed some hostility to the other 
children when running round with engines and Frank a good 
deal-hitting out as they ran past, without any provocation. 
  15.1.25.  Frank began rather quarrelsomely, but later 
settled down. 
  z6. 1.25.  Frank again began very quarrelsomely.  He drew 
the "crocodile" on the floor, and when the others did the 
same he rubbed theirs out.  In modelling, he spoilt the other 
children's models of a garden, crushing his own first, so as to 
avoid retaliation 
  26.1.25.  Frank said that Dan's pencil was dirty and 
the engine he had drawn was dirty". 
  January 1925.  During the first week of the second term, 
Frank had had a cup to get a drink, and going into the school- 
room Mrs. I. found him standing by the piano, just about to 
bang the cup down on the piano or on the floor with a stormy 
gesture, and his face full of distress and anger, saying, I'll 
break it." Then he broke into tears and sobs.  Mrs. I. said, 
  Please don't break it, what is the matter, Frank ?  And 
he said, I don't know," and cried and turned to Mrs. I. for 
comfort.  After a moment or two he was quite calm again. 
  9.2.25.  Frank greeted Miss B. with "Dirty Miss B." 
the first time he had said this for a week.  He tended to 
interfere with the other children, throughout the morning. 
He had been digging with a large hoe and presently held this 
in a threatening attit'ide towards other children.  When Mrs. I 
took it away, he tried to bite her.  He put sand down Tommy's 
neck. 
  13.2.25.  When all the children were playing trains, Harold 
and Frank were restless and rather inclined to interfere with 
the younger children.  Tommy was pushed by Harold, and 
pushed him back, and for some time they pushed each other 
with much laughter, Harold being quite considerate with 
Tommy. 
  16.2.25.  Harold and Paul were much less wild this morning, 
but still tended to interfere to some extent with what the 
                                                  6 
66        PSYCHOLOGICAL DATA: RECCItDS 
others were doing, to cut the string of other people's engines, 
and so on. 
  24.2.25.  Theobald said to one of the other children, who 
had drawn a train, That's a silly train." 
  25.2.25 Harold drew a large ship on the blackboard. 
Dan said, "It's not a nice ship Harold and Frank having 
said this to him earlier, about a cracker which he had 
made. 
  27.2.25.  Harold shouted Funny face to Tommy, when 
he cried after falling and hurting himself. 
  Harold said to Mrs. I. in the cloakroom, with no apparent 
stimulus, You are the nastiest, wickedest Mrs. I. I have ever 
seen." And when she was playing the piano, he went to her 
and said the same thing, and, I'll have you killed "-again 
without any apparent provocation. 
  2.3.25.  Frank noticed some visitors in the gallery, and 
shouted hostile things to them You dirty creature. 
  He and Paul were speaking of killing giants and said, 
  You dirty old giant." 
  4.3.25.  When the children were modelling, Christopher 
made a long thing, which he wagged about, and said, "Ding 
ding." Theobald laughed scornfully at this, and said, "That's 
not like a bell, it hasn't got anything inside." 
  5.3.25.  Frank had brought to school a large piece of thick 
brown paper, and asked Mrs. I. to make it into "a Red 
Indian's dress" for him.  They did it together, cutting out 
the head-dress and cloak.  The others then wanted the same, 
all except Harold and Paul, who said "It's silly to be dressed 
in paper 
  6.3.25.  Frank refused to let Paul have any plasticine. 
Paul told Mrs. I. about it and said, in the tone of a dis- 
approving grown-up, I am very disappointed with him.  I 
am very angry with him.' 
  Frank, seeing the letters which the children and Mrs. I. had 
sorted out spread on the shelves, muddIed up one of the shelves 
of letters. 
  When, before going to rest, Mrs. I. was helping Paul to 
button his trousers, he said, without any apparent context, 
  It is a pity I have such a nasty teacher as all that." 
  9.3.25.  Jessica came to lunch.  Before she came, Mrs. I. 
told the boys she was coming, and that Mrs. Z. was coming 
with her.  Harold at once said, What a silly name," repeat- 
ing the surname, and laughed about it several times. 
  Theobald, as usual, took a long time to put on his out-door 
things, and to several of Mrs. I.'s suggestions, he said, 
  Shan't." 
                 SOCIAL RELATIONS                 67 
  11.3.25.  Paul ran round for some time, saying, "Wretched 
little Tommy, wretched little Martin," although nothing had 
happened to provoke this. 
  17.3.25.  Tommy, seeing the counting sticks and boxes on 
one of the tables, deliherately scattered them on to the floor, 
looking at Mrs. I., as if expecting a protest. 
  19.3.25.  Paul said he did not like Mrs. I.'s "silly crepe 
 
  25.3.25.  Martin walked round the garden with sticks, 
saying, I am a man-I am a man." He had one or two 
altercations with Tommy, and seeing Theobald use the big 
broom he went up and tried to take it away, saying, It's my 
broom, it's my broom. 
  23.4.25.  Frank throughout the day was in a spiteful and 
interfering mood, showing this as soon as he arrived by 
attempting to bite, and making hostile remarks to Mrs. I. and 
Miss B.  He attempted to take Dan's torch from him when 
Dan and Norman were running round as engines. 
  24.4.25.  Frank was again in a difficult and hostile mood, 
spitting, saying" dirty ",and biting.  When the children were 
running round he took away a penny of Dan's and put it down 
a crack in the floor. 
  4.5.25.  When Mrs. I. and the children sang Dickory 
Dickory Dock Harold called that a silly tune and said 
there were too many Dickories in it He said it should 
only be Dickory Dickory Dock and that Mrs. I. sang it too 
many times. 
  8.5.25.  Theobald is hypercritical both of himself and of 
others he criticised Christopher's drawing, saying, That's 
a silly one." He often says this with regard to other children's

models and drawings. 
  15.5.25.  Running in, Priscilla and Dan pushed each other 
and this led to a quarrel which lasted ten minutes, each of them

saying, You pushed me and going on pushing, stopping 
for brief intervals, but going on again because neither would 
give way each showed the greatest persistence and tenacity 
about it. 
  27.5.25.  Towards the end of the morning, Theobald 
without a word to anyone, and with a very determined air, 
went round the room taking off all the labels which the 
others had written and pinned on the various things in the 
room, and crumpled them up and threw them out of the 
window. 
  May 1925.  Laurie was standing near a short ladder on 
which Priscilla had climbed, and suddenly gave it a malicious 
push so that she fell off.  Although she had only been two or 
68        PSYCHOLOGICAL DATA: RECORDS 
 
three rungs from the ground, she happened to fall in such a 
way that her collar-bone was injured.  Laurie was a visitor 
to the school for a few weeks only.  He had been teased by 
the other boys (saying "Pop" to him) and had been too 
frightened to stand up to them.  (His mother had meanwhile 
been urging him that he ought to fight them, and that he 
was a coward, and so on.) 
  9.6.25.  Laurie had been using the shears on the lawn.  He 
went to Mrs. I. and said, I'll cut your head off," and, I'll 
cut your arm, and made a furtive attempt to do so. 
  246.25.  When Frank came, his first action was to upset 
the box of shells which Mrs. I. had given Priscilla to use for 
number work. 
  6.7.25.  Theobald modelled a punt with a hood", and 
talked to Mrs. I. very freely and eagerly about it.  She said 
she would make a barge with a cabin He said, You 
won't be able to make it as well as mine." She said, No, 
perhaps not." He repeated this several times. 
  8.7.25.  Duncan was finishing the letter he had begun to 
his mother, and this led Dan also to write letters to his 
mother.  Duncan was very scornful about this and said, Dan 
doesn't know hob to write. 
  10.7.25.  The children were a little distracted and excited 
by a new supply of plasticine.  They all talked together very 
eagerly, Duncan speaking very loudly and shrilly, but telling 
the others in a loud voice not to make such a noise 
  13.7.25.  Priscilla asked Mrs. I. to get her an apple from a 
tree.  Mrs. I. said, "Perhaps you could get it yourself? 
Priscilla evidently felt this to be a rebuff, and presently when

Mrs. I. suggested to her that she should help her put the straw 
from the rabbit hutch on the bonfire, she said to Dan, "No, 
we don't, will we ?  You nasty old thing." 
  15.7.25.  Duncan said, "Shall we tie it (the kitten) in a 
knot ?  Dan said, No, shall I tie you in aknot ?  Dun- 
can said loftily, Oh, I'm stronger than you 
  21.10.25.  To-day Tommy was very hostile, particularly to 
Penelope and Mrs. I., and inclined to be solitary.  He was 
often occupied, but usually alone.  (This hostility to Penelope 
may link up with their family play, in which she usually makes 
him into" the baby with herself as" mammy and is very 
domineering.) 
  27.10.25.  Tommy was again markedly hostile to Penelope. 
  30.10.25.  Frank to-day was rather hostile and domineering; 
he hit Jessica and one or two of the others. 
  11.11.25.  After a long period of steady and concentrated 
work, Frank passed into a restless mood.  He tied a bundle 
                 SOCIAL RELATIONS                 69 
of green raffia under his chin, and ran about the room calling 
himself" the tiger queen and frightening the other children. 
He deliberately knocked over the bricks Mrs. I. had built with 
Penelope.  Mrs. I. therefore took away the raffia.  Penelope 
and Tommy then tied raffia on and rushed about as" tigers 
Frank remained in a contrary and destructive mood, and when 
he and Priscilla were doing plasticine with Mrs. I., they sud- 
denly spoiled her work, pointing out that she" couldn't spoil" 
theirs as we haven't made anything yet".  Mrs.I. took away 
the raffia mats they had been working on, and this made them 
very angry.  Priscilla said she would" tell her grandmother 
and would serve you last at dinner" or not give you any 
dinner". 
  16.11.25.  On arriving, Frank greeted Mrs. I. very charm- 
ingly but on seeing Jessica he said he would bite her.  This 
was purely verbal, however, and in behaviour he remained 
very friendly all the morning. 
  18.11.25.  Dan once or twice laughed at Tommy for his 
indistinct speech. 
  3.12.25.  The children had made coloured paper hats for 
themselves, and there was some talk, as they looked in the 
mirror, as to which was "the most babyish Frank said 
that Christopher's was, and snatched at it and tore it. 
  22.1.26.  Frank was again difficult for a time to-day, would 
not join with the others unless they obeyed his wishes, and 
said he hated the grown-ups. 
  30.4.26.  Dexter has made two or three sudden attacks on 
the other children when he has found an opportunity, and this, 
coupled with his excessive fear of their teasing, defeats his 
general desire to be friendly with them. 
  27.5.26.  When the elder group were painting the long 
table, Dan was scornful about Dexter's work, although in fact 
it was as good as his own. 
  28.10.26.  Dan began the day in a quarrelsome mood, 
trying to intimidate the others, to break up Phineas's model- 
ling, and so on.  He threatened to strike Phineas with a 
heavy engine in his hand, and when Mrs. I. took this away, he 
said she was horrid and, I'm not coming to this school 
any more." In this mood, for a part of the time, he pretended 
to be an engine that ran over people 
  1.12.26.  Phineas was hammering nails into the door, and 
Conrad opened the door from outside, thereby pushing it 
against Phineas.  The latter hit Conrad with his hammer. 
Conrad cried because this hurt, and when the other children 
came to see what had happened, he shouted angrily to them, 
"Don't look".  They laughed at this, and he became very 
70        PSYCHOLOGICAL DATA: RECORDS 
angry, and rushed at Dan as he was passing, and bumped him 
against the stairs. 
  13.12.26.  When cleaning his teeth, Conrad broke his tooth- 
glass by knocking it against the tap.  He at once said to 
Miss D., It doesn't matterlt's mine." But then he burst 
into tears, and said, It's your fault, you made me break it, 
you horrid thing," although Miss D. was not near him, and 
not even speaking at the time. 
  2.2.27.  Conrad went to his room alone.  When Miss C. 
went in, he had a khaki hat and sword on, plunging up and 
down playing at "soldiers He was talking quietly to himself, 
and was for several seconds quite unaware of Miss C.'s 
presence.  He seemed to be acting out some phantasy of 
bravery.  When he saw Miss C. he stopped and said, I hate 
the others, they're beastly." 
  In the evening, the others were chasing each other about 
and romping, and Conrad joined in with them.  He ran at 
Jane quite valiantly.  She was surprised and taken at a 
disadvantage, and called out that he had kicked her.  This 
rallied Dan and Norman to her side, and Conrad was frightened 
and ran away to his room, calling out, I hate you all." 
  May 1927.  Joseph was verbally threatening to "kill" 
some woman who had been talking to him, and he was asked, 
  What do you mean when you say that-what do you feel 
like ?    Oh, I feel big. 
  October 1927.  Joseph had refused to join in the 
Eurhythmics class with the other children, choosing to come 
and sit with the grown-up staff in the gallery who were watch- 
ing the class.  Presently, sweeping a lofty glance over the 
dancing children, and the female staff sitting near him, he 
turned to Mr. 5., who was also in the gallery, and said, as from

one man to another, Aren't they silly ? 
                         Y 
  1.  He was the most perfect baby till about a year old 
but during the last few months and especially the last few 
weeks he has become very cross and bad-tempered and also 
shows signs of cruelty which alarm me.  When he does not 
get his own way, he smacks me or looks round for something 
naughty to do, smacks his own face or throws himself on the 
floor.  His tempers don't last long but are frequent.  He only 
has tempers with my husband and myself, sometimes with his 
grandmother, and he is very sweet with strangers." 
  2.  "She is an only child, aged 3;6, fully developed, of 
normal and regular habits.  The trouble at present is that she 
takes fits of crying without any obvious reason, accompanied 
                 SOCIAL RELATIONS                71
by stamping of feet, and very often disobedience at these 
times.  E.g. at lunch the other day, she was asked whether 
she would have an apple or an orange she chose the orange 
and then immediately changed her mind and wanted an 
apple; which when handed to her, she refused, and com- 
menced crying and stamping her feet.  Another example: 
she was playing in the garden with her doll's pram, while I 
was cutting the grass-suddenly she started crylng~n being 
questioned as to what was wrong-had she fallen, or had 
anything frightened her-she refused to answer and continued 
to cry and scream for about an hour.  Some time later on 
being questioned as to what was wrong, she told me she could 
not manage her pram on to the lawn.  I tried to explain to 
her, that if only she had asked I would have helped her-but 
she evaded my reasoning." 
  3.  Almost the first little definite action was to throw out 
her hands and scratch or tear at anyone nearest her.  Now 
at the age of twelve and a half months she is worse than ever. 
If anyone happens to touch a toy in her possession she 
immediately Sings out to claw at them and if she cannot reach 
will scratch at her own face.  Scolding does no good but 
produces a scene of screaming and kicking.  This is not only 
done when her temper is aroused, sometimes while happily 
loving someone and stroking their face she will suddenly 
pinch and claw them in a most spiteful way.  I am always 
afraid of holding her too near another child, for fear of his 
being hurt." 
  4.  Although she (aged 26) is very sweet-tempered and 
loving, she has lately developed the habit of smacking people 
-sometimes for no reason at all, or if only mildly annoyed. 
Or she will even smack her own head or try to twist her hand 
off, saying, Pulling hand off.' Even her beloved Teddy 
and Golly do not escape.  They have lately been squeezed 
or pressed on the floor unmercifully, the accompanying remark 
being `Break Golly.  Poor Golly!' These curious actions 
are not as a rule done very violently, nor is her voice malicious

-though she sometimes grinds her teeth together." 
  5.  He (aged 20 months) now cries when anything he 
wants very much is offered him and rolls on the floor in a 
paroxysm of rage.  It is most extraordinary as he has never 
been teased or repressed in any way." 
  6.  My little charge, aged four and a quarter, is a highly 
strung, nervous child.  I find fault as little as possible, but 
when she has to be corrected she has a most puzzling way of 
behaving for instanc~if I tell her in a very serious voice 
I am very displeased, she will come to me a few minutes 
72        PSYCHOLOGICAL DATA: RECOItDS 
afterwards and say, Itisnot nice of you to speak to me like 
that, now 1 am very displeased and shall not smile or talk 
to you, you see you have made me displeased and I am 
looking very cross! 
  7.  Occasionally at meal times she (aged 16) starts to 
scream for apparently no reason, and perhaps gradually 
works herself up, until it is impossible to continue with her 
food.  Often she has a spasm of getting up when seated 
and when put back again, she oheys quietly enough, but 
screams and screams at the same time." 
                         6 
  BRIDGES, p. 55.  "Hitting or pinching for fun, through sheer 
self-assertion and love of power, may be distinguished from 
hitting in anger by the lack of a provoking cause.  A child 
hits in anger because he has been interfered with or provoked 
usually by the child he tries to hit.  This kind of behaviour 
is scored on the emotional scale.  But when a child hits 
another for fun, he is not annoyed by anything in particular. 
In fact it is usually the passive non-interfering child whom he 
is bold enough to hit or push." 
  BRiDGEs, pp. 73-4.  "Deliberate destruction of materials at 
the pre-school age, when the child is able to control such 
actions, is often done to annoy adults.  It is then an act of 
excessive self-assertion, a defiance of authority or an
expression 
of anger.  Destruction of materials may also be a result of 
failure to respond to adult training and indifference to adult 
disapproval.  It may occur sporadically due to excitement, 
or when a child is in a rebellious and irritable mood.  In any 
case it is anti-social behaviour." 
  BRIDGES, p. 88.  "In brief, children between the ages of two 
and five years progress through three roughly defined stages 
of development in their social relations with adults.  In the 
first or dependent stage the child is somewhat passive and 
relies upon the adult for assistance and attention.  The 
second stage which reaches its height between two and a half 
and three years is one of resistance against adult inSuence and 
striving for power and independence.  The behaviour of the 
child then gradually changes from being resistive or obstinate 
to being cooperative and friendly. The desire to win approval 
and avoid disapproval grows.  Conversation develops, and 
topics change from protests and wishes to descriptions of 
events or actions of mutual interest between child and adult. 
Thus the third stage, reached usually between the fourth and 
fifth year, is one in which the child shows self-reliance, trust-

worthiness, and friendly cooperation with adults. 
                 SOCIAL RELATIONS                 73 
  "There are, of course, individual variations in actual 
behaviour, and each child relapses at times to earlier modes 
of reaction.  The conditions under which a child's social 
behaviour often falls noticeably below his usual standard are, 
when he is tired, when he is incubating a disease, when recover-

ing from an illness, and after an emotional disturbance." 
  BRiDGEs, p. 137.  "A youngster who finds a task difficult or 
who fails to accomplish it may react to the situation by 
destroying another's work.  Since he cannot show-off and 
assert himself by his own constructive efforts, his infuriated 
ego finds vent for itself in an act of derogation and
destruction. 
An illustration, already referred to in connection with social 
development, may be found in the situation where two 
children of unequal abilities are building blocks together. 
The less clever child desires to emulate the more skilful one, 
and on failure to do so he may knock down the other child's 
block construction.  In the mental examining room it is 
fairly common for a child to knock down the examiner's model 
after failure to copy it." 
 
2.  GRouP HosTiLiTy 
a.  To Strangers and Newcomers 
                         a 
  21.11.24.  A visitor was in the gallery and the children got 
a glimpse of her they rushed up the stairs to stare through 
the curtain and watch her, and shouted out, Old lady, old 
lady." 
  3.3.25.  Christopher had been away for some time, and all 
were hostile to him on his return.  Paul said, "Wretched 
Christopher." Harold would not let Christopher look at his 
painting, shouting vigorously, No, you shan't." Later, all 
the older ones, running round the room, said, Horrid Chris- 
topher, horrid Christopher," as they ran.  Christopher wanted 
to go into Harold's aeroplane, but Harold would not let him, 
and had Dan in. 
  9.3.25.  A visitor had come into the schoolroom during the 
morning, and Harold led the other children in clustering round 
her and saying with laughter, Silly lady, silly lady." This 
appears to be his reaction to anything new and strange, as he 
and the other boys often say it about anything new in Mrs. I.'s 
dress or shoes.  The boys were all very interested in Jessica, 
another visitor.  At first sight they expressed various hostile 
intentions such as smacking her, kicking her, etc., but this 
very soon passed off, and she was very happy amongst them. 
       74       PSYCHOLOGICAL DATA: RECORDS 
  10.3.25.  Emily came to lunch, when the boys were washing 
their hands.  Their immediate reaction was one of hostility. 
Several of them said, We'll smack her." Dan put a towel 
on her head, but as she made no response except to smile, 
this very soon passed off.  Paul said once or twice she was 
  a wretched little thing 
  12.3.25.  Frank and Harold brought a small snowball in 
and threatened to throw it at Martin, who came for the first 
time yesterday. 
  17.3.25.  During the morning Mrs. I. told Harold and Frank 
that Priscilla was coming to lunch.  They asked what her 
name was, and laughed at it very much.  They at once spoke 
of smacking her" and throwing things at her".  When 
Priscilla came, Dan, sitting opposite to her, said several times,

"Shall we shout in her ear?  and, "Shall we hit her? 
Mrs. I. said to him, Would you like it if we shouted in your 
ear and hit you ?  He at once replied, No, I don't like to 
be hitted." Mrs. I. said, "And perhaps Priscilla does not 
like to be, either `.  He replied, No. 
  After lunch, when they went into the garden, the boys stood 
round her at first in an affectionate way, but later in a rather

hostile manner.  They said they would squeeze her Dan 
stood with his arms open, saying, Let's squeeze her." She 
replied, If you squeeze me, I shall squeeze you but later 
she found the boys rather overwhelming, and began to cry for 
her mother. 
  18.3.25.  Martin came dressed in a sailor suit with long 
trousers, which interested the others greatly; they laughed 
at him.  Tommy said he was a sailor the others said he 
was a silly sailor", and they showed some hostility for a 
little time, Dan and Frank saying, Shall we hit him? 
He had brought a woollen model of a dog, which one or two 
of the other children tried to take, until presently Martin took

it to Mrs. I. to be taken care of. 
  Dan had brought several spare biscuits for lunch, including 
one specially for Theobald, but as he was not there, he gave it 
to another boy.  He gave one to each of the boys, except 
Martin, and said there was not one for Martin 
  Frank was trying to hurt Martin, and when Mrs. I. inter- 
fered, Harold, looking on, said, You'll be killed soon, Mrs. I."

  27.4.25.  Priscilla came again to school.  The boys showed 
at once a good deal of hostility to her.  Dan referred to her as

  he and they talked about cutting her head off", went 
into the garden and brought a saw and some shears, and 
approached her in very threatening attitudes.  This lasted for 
twenty minutes or half an hour, but even from the beginning 
              SOCIAL RELATIONS            75 
it was clearly mixed up with affection. Harold and Dan spoke 
of her former visit when they "made her cry". Dan said 
they had "whipped her with a long pole" (a phantasy). 
Harold, Dan and Paul saw the scavengers sweeping the street, 
and spoke of them as sweep men Paul said, Hasn't he 
got an ugly face ? 
28.4.25. Laurie came at about 10.30 (as a visitor).  The 
other boys were hostile at once, and when Frank insisted on 
saying pop to him, he cried bitterly. He worked in the 
garden sowing seeds, and was very interested in the hen. 
Frank kept coming and saying, I shall say pop 
1.5.25. When Priscilla was leaving with her mother, Dan 
said to her mother, We made her cry again." Mrs. I. replied, 
"Perhaps Priscilla might make you cry." He said, very 
heartily, Oh, I should not cry. I shan't cry." They had 
squeezed her hard and made her cry, he said. 
8.5.25. In the middle of the morning Laurie and his young 
brother came again. Frank at once began saying, I will 
say pop'.  All the boys showed hostility to them, for a 
short time, Harold and Frank talking of kicking him in the 
face "but this very quickly wore off. 
Theobald showed the most persistent, although not the most 
active hostility to the newcomers, as he had done to Christopher,

too, a day or two earlier. 
18.5.25. In the morning Dan, Frank and Priscilla had 
baited Duncan (a new-comer) a good deal. Priscilla said, 
"Shall we hit him?" The three of them had torn up a 
painting which he had done. He had defied them in good 
humour. At one time, sitting on the stairs, they and Harold 
had said they would "pull him down", and he had said, 
Oh, you can't," and held on tight while they tried. When 
modelling, Dan took a large piece of plasticine and put a number

of sticks into it. Priscilla laughed at this and said he was 
"silly". She said several times to Frank and Dan, "We 
don't like Duncan, do we ?  She laughed at Dan when he 
spoke of candles, saying that he said canles 
19.5.25. Laurie wanted to join in the game that the others 
were playing, but Frank refused to allow him. He said, 
Y~ shan't come up." 
22.6.25. A visitor spent the day in the school. She sat 
quietly on a seat. The children soon noticed her. A few of 
them spoke of her as that old lady one or two of them 
called her Dirty lady". Later, when she was sitting near 
the water tap, Harold and Frank talked of" pouring water on 
her feet and did pour water on the ground near her, but it 
was in a playful way, and they soon stopped doing it. She 
76      PSYCHOLOGICAL DATA: RECORDS 
had lunch with the children, and Frank made only one hostile 
remark about it, saying she was "not going to have lunch 
with us After that he was quite friendly. 
19.1.26. When an old lady came to take Tommy home, 
Frank called her "a beast". This still seems to be his 
spontaneous reaction to any stranger. 
28.1.26. Frank tried to get the others to say hostile things 
to Phineas, the new arrival. They all ran about rather 
excitedly, and Priscilla and Dan crawled towards Phineas, 
waving their arms about in a threatening way. Frank spoke 
of" pretending to shoot Phineas with his toy gun, but Mrs. I. 
did not allow the game, as he would have been really frightened.

Later on, Dan whispered to Priscilla that they should go and 
kiss Phineas's mother, and both ran to do so in turns. They 
did it several times, and the other children joined in. Then 
they began to do it to Phineas himself, who liked it and 
responded. 
30.4.26. Dexter had been absent for a day or two, and 
when he returned to-day Dan and Priscilla said he was 
beastly but they did not tease him further. They still, 
however, repulsed his overtures to friendliness. 
14.6.26. A small boy came as visitor with his mother, and 
Priscilla and Dan greeted them roughly, threatening to tie 
up" the boy. 
10.2.27. Phineas and Lena were digging happily together 
in the sandpit. Lena began making her "pie" into a 
castle She made a little hole in the side with her finger 
and said, There's a pussy in there." Phineas, looking in: 
"Where? Can you see it?  Lena: "It doesn't like you." 
Phineas:  Why?  Because it hasn't seen you before!" 
Phineas, after a pause:  Does it like me now ? 
 
 
BRiDGEs, pp. 54-5. "A group of children quite often be- 
have like a flock of hens when a stranger is within their midst.

Just as hens peck and chase a strange bird, so children may 
strike and tease a new child in the group. If a very young 
child is introduced to the group some of the children, especially

only children', will be sufficiently interested to want to 
play with the baby and will follow him about and be gentle 
with him. Others will watch at a distance, or ignore him. 
If the new-comer is older than the members of the group, the 
children will stare apprehensively at first and later make 
friendly conversation. A child of the same age as the group 
may not fare so well. 
A new child who is aggressive and who interferes with 
              SOCIAL RELATIONS            77 
other children's activity may be treated very roughly. He 
may be punched and knocked about and scolded loudly, 
especially by the younger children in the school. The older 
ones will be more forbearing. If the new-comer is very tearful 
or obstinate he may be taunted, laughed at or scolded, and 
even pushed away from joining some small group. Even if 
the new child is just quiet and retiring he may be teased by 
scoffing remarks from the others and left out of group play." 
BRiDGEs, p. 64. "Although popularity is a behaviour mani- 
festation of others rather than of the child under consideration,

in the nursery school it may be taken as a good indication of 
the social nature of the popular or unpopular child. If a child 
has been scolded and shunned or even chased by the group, 
it is almost as sure a sign of the social undesirability of his 
behaviour as any of his own behaviour manifestations. 
Children scold one another for what annoys them personally, 
or for what they know to be wrong. They avoid children who 
are in disgrace or who annoy them and they may even unite 
and set on to the bully or the rough torment. 
  It is true that some children attack or just avoid the new 
child who has not misbehaved in any way. But if the group 
as a whole scolds the new child and refuses to play with him 
or have anything to do with him, then the new child has 
probably behaved in some disapproved way. He may have 
taken their toys, knocked down their building constructions, 
hit them, thrown sand at them, cried frequently, destroyed 
materials, or done other things of which either children or 
adults would disapprove. Thus if a child has been scolded 
by most of the other children, left out of group play or
generally 
ignored, it may be taken that his behaviour has failed to meet 
the social standards of the group, and he should not gain a 
point on the above item." 
 
b. To Adults 
                     a 
20.10.24.  Robert and Frank were digging in the garden, 
and found some worms. Mrs. I. was digging near them, and 
Frank said to Robert, Shall we put a worm down her back, 
so that it will bite her ? 
4.11.24. Dan said to the others, Hit Mrs. I." 
10.12.24. Frank having told Benjie to hit Cecil, and Mrs. I. 
having intervened, Frank whispered to Paul, Shall we not 
speak to Mrs. I. ?  Paul replied, No, we won't, because we 
don't like her, do we." This was said several times by Benjie, 
Paul and Frank. 
    78      PSYCHOLOGICAL DATA: RECORDS 
3.2.25. Frank asked first Dan and then Tommy to make 
Mrs. I. blind 
6.2.25. Theobald said he would get a lion and a tiger to 
eat Miss B. up 
9.2.25. Mrs. I. asked Frank and Dan to put away the 
bricks they had used. They agreed, but said they would not 
do ittidily that is, they would not fit them correctly into 
the box, but only just put them in 
11.2.25. At lunch there were the usual jokes about taking 
all the sugar and about not giving Mrs. I. any 
17.2.25. Frank and Harold knocked down the things 
Miss B. and Mrs. I. had built with bricks. 
20.2.25. Frank, Tommy, Theobald, Christopher and Dan 
ran round as lions, big lions coming to bite Mrs. I.". 
4.3.25. During lunch Frank, Harold and Paul talked about 
"killing Mrs. I. and Miss B.", and Dan said, hesitatingly, 
Yes, we don't mind being alone, do we ? 
5.3.25. When Mrs. I. was playing the piano, Harold said 
to the other children, Shall we take the piano chair away and 
not let her have it back again ? 
6.3.25. Frank and Harold had a squabble and Frank hit 
Harold on the head with a cardboard clock. Mrs. I. took the 
clock away according to her rule. Frank protested violently 
against this and Harold took his part against Mrs. I. Paul 
then joined in, too, with the others against Mrs. I., saying, 
Here is the beast, I'll pull hei down 
16.3.25. When the children were making a house in the 
sand-pit, Paul said," Miss B. won't go into the house, will 
she ? as she didn't help to make it." Frank said, Oh, yes, 
Miss B. will come into the house, but we won't have Mrs. I. 
In." Paul said," No, wretched Mrs. I." Theobald said, 
"Horrid Mrs. I., we'll smack her to death one day, won't 
we, Dan ?  All agreed that they would not have her in the 
sand-pit. 
Later on Frank said to Dan, "Miss B. is naughty, isn't 
she ?  No, she is not naughty," said Dan, she is lovely." 
Frank said, Well, Mrs. I. is naughty, isn't she ?  Dan said, 
Yes, naughty Mrs. I." 
17.3.25. Dan and Tommy were there first, and when Mrs. I. 
said Good morning to Tommy, Dan said, No, we won't 
say Good morning `,will we, Tommy ? "and presently asked 
her (playfulIy) to say Good morning to him, so as to have 
the pleasure of refusing to say it. She did so, and he laughed 
heartily. 
19.3.25. Dan asked Frank to sit next to him when painting, 
saying, Because I don't like Harold." Harold evidently felt 
              SOCIAL RELATIONS            79 
this very much. He at once threatened to throw water over 
Dan. Mrs. I. asked him not to, saying that she would take 
the water away. Harold immediately invited Dan to help 
him throw Mrs. I. "head over heels out of the window". 
He went to her and pretended to do it. She laughed at him 
andallpassedoffinajoke. 
20.3.25. Mrs. I. asked the boys to help her put the canoe 
back into the canoe house; they did so but pretended to 
refuse with much laughter. "No, we shan't, shall we?" 
they said but they all helped. 
24.3.25. Harold and Paul ran in from the garden, and said 
to Mrs. I. that they were going to take you out and burn 
you up on the bonfire They laughed, put their arms round 
her and pulled. 
25.3.25. On their arrival Paul and Harold remarked on 
Mrs. I.'s dress, one they had not seen before they said, "It's 
a silly dress, a wretched dress." Paul said, "Wretched Mrs. I." 
22.4.25. The carpenter came to repair the hen-house and 
put locks on.  The children watched this for some time, but 
Harold and Paul made one or two hostile remarks to the 
carpenter. 
27.4.25. When the bonfire was burning Harold told Mrs. I. 
that one day the cocoa had been on the gas fire at home in 
the pan, and it had boiled over and made a sissing noise 
when it went into the fire, and that his mother was very cross 
because he had not told her that it was boiling over. Harold 
said, I won't tell her another time." Frank remarked, No, 
don't be kind to your mother-be naughty to her." Harold 
replied, Yes, I ~iIl be kind to her, but I won't tell her when 
the cocoa boils over." 
9.7.25. Dan and Priscilla pretended to be sick in the sand- 
pit, very realistically. At first in no particular connection, 
but later, it was Mrs. I. who" made them sick To-day and 
for the next two days, they often said, Oh, there's Mrs. I.- 
she makes me sick," with dramatic gestures and sounds. 
24.11.25. This morning Tommy and Priscilla were hostile 
to each other, no ground for this being noticed. When Mrs. I. 
defended Tommy from Priscilla, Priscilla herself became angry 
with her, and tried to get the others to join with her against 
Mrs. I. 
The children wanted to bring out all the (extra stored) 
chairs from the cloakroom, to put round them as they worked 
to keep them warm". As on the last occasion there had 
been difficulty about putting them away again, Mrs. I. refused 
to allow this to-day. They said, You re a cross, nasty old 
thing." And when presently Dan wanted to keep the general 
80      PSYCHOLOGICAL DATA: RECORDS 
box of plasticine on his own table, and dole the plasticine out 
as he wished, and Mrs. I. refused to let him, he was very 
angry, and he and Priscilla and Christopher rushed about 
wildly for a time, shouting defiance. When, however, Mrs. I. 
said she would put the plasticine away altogether if they were 
not going to use it, they settled down to steady work in a 
friendly way. 
27.11.25. Priscilla pushed Tommy when he was carrying a 
jar of water, trying not to spill it. When Mrs. I. held her arm 
so that she could not push him, she became very angry, and 
all the other children took her part, saying, Beastly Mrs. I.", 
etc. Christopher and Priscilla were going to throw beans at 
Mrs. I., but gave this up cheerfully when she reminded them 
what a long job it would be picking them up again. 
2.2.26. Dan and Priscilla said they would push Phineas 
to make him cry again". When they were going to him 
again, Mrs. I. held them back and would not let them go near 
him, and in trying to run past Mrs. I., Christopher bumped his 
head on the door. The others thought Mrs. I. had done this 
to him, and were very angry, saying that she was horrid " 
and beastly and we shan't come to tea with you any 
more". Priscilla said, "Let's be rude to her," and made 
threatening faces at her. When presently they understood 
that she had not done it to Christopher, they calmed down 
and were friendly. 
  12.3.26. Priscilla instigated Christopher to join her in 
pushing Jessica against the iron pillar in the schoolroom. 
When Mrs. I. interfered and held Priscilla's arm very firmly, 
and said, You shan't do those things to Jessica "-showing 
some anger-all the children, including Jessica herself, joined 
against her. They said, "You're a beast," and, "Now we 
shan't come to tea with you when you ask us 
  29.3.26. Priscilla was hostile to Mrs. I. this afternoon, and 
led Dan and Christopher to be so also. She called her "a 
beast" and threatened to spit at her. They were eating 
oranges, and Mrs. I. told them that if they spat she would 
take the oranges away. Priscilla did spit, and Mrs. I. took her 
orange. She was not very upset. Christopher remarked, 
  That was a good spit, Priscilla." She asked Mrs. I. whether 
she would give the orange back later, but Mrs. I. said, No." 
They accepted this without further comment, and presently 
settled down in a friendly way. 
  7.5.26. Priscilla and Dan took away the beans that Alfred 
and Herbert were using on the rug. When Mrs. I. asked them 
not to do so, they called her a fool and they and Christo- 
pher kept trying to take the beans again, partly in fun, partly 
              SOCIAL RELATIONS            81
in earnest. When he saw that Mrs. I. was serious in not 
letting them take the beans, Dan spat at her and said angry 
things. 
  June 1926. Herbert had threatened to hit another child 
with his spade, and Mrs. I. took the spade away. He stormed 
and cried and hung on to it while Mrs. I. had hold of it and was

asking him to let it go. Suddenly Phineas, standing behind 
Mrs. I., hit her a sharp blow with his hand.  When she turned 
and said, Please, Phineas, don't do that," he said emphati- 
cally, I shall if you're unkind to Herbert." 
  15.12.26. Dan was away, and Jane and Conrad talked 
about him. Conrad said, Dan loves his mummy-he adores 
her." Jane: "Yes, he thinks she's everybody." Conrad: 
  But she isn't everybody, is she ? She's only one person. 
Do you like her?" No, not much." Conrad: "Neither 
do I." (There is every reason to think this last remark was 
quite untrue, and was mere pandering to Jane.) 
  Autumn Term 1926. Miss D. joined the staff of the school 
half-way through this term. For two or three weeks a group 
of the children, including Jane, Dan, Conrad, Priscilla, were 
extremely hostile to her, frequently calling her a beast "- 
  Oh, here comes that beast -saying they did not want ~o be 
with her, and creating difficulties at meal times and bed times.

After two or three weeks this wore off and she was promoted 
to one of their best friends and a favourite member of the 
staff. 
  Easter Term 1927. Miss C. joined the staff at the beginning 
of this term, and was subjected to the same group hostility 
as had been shown to Miss D. last term. The children 
involved were again Jane, Dan, Conrad, Priscilla, with Lena 
and Jessica. The hostile attitude gradually faded away as 
she established herself in their affections. 
 
c. ToYounger or Inferior Children or any Temporary Scape- 
     goat 
                     a 
  10.11.24.  The children very often like to exclude one or 
two of the smaller ones from their group. They say, Shall 
we bury so-and-so in the castle ? Shall we kill so-and-so ? 
Shut him out," or, So-and-so cannot come into our shop," 
There are no so-and-so's in our castle." 
  When they all ran in from the garden to-day, they shut 
Benjie out. 
  12.11.24. Harold and the other children were saying about 
someone (whose name Mrs. I. did not catch), I don't like his 
                                         8 
82      PSYCHOLOGICAL DATA: RECORDS 
face, it's so ugly." Benjie suggested that Harold should run 
off with Dan's shoe but Harold did so with Benjie's own. 
He hid it in the dark place in the garden. When Mrs. I. 
insisted on his finding it, he took a plant pot and threw it on 
the ground to smash it, piece after piece. Presently, however, 
when Mrs. I. suggested helping him to find the shoe, he cheer- 
fully joined in and found it and returned it. 
  In a long imaginative game in the garden with the coopie 
house (the tool shed), and Mr. Coop Paul and Harold 
and Frank would not let Dan and Benjie and Tommy join in. 
  21.11.24. In the garden Harold, Paul and Benjie shut 
Tommy into one of the wired-off hen-runs. Half an hour later 
when the same boys were inside the run for some game, 
Tommy ran up and shut them in and fastened it triumphantly. 
  25.11.24. Frank and Dan were using plasticine together 
when Benjie came in from the garden. Frank said several 
times to Hit Dan in the face," and "Take Dan's 
plasticine." 
  2.12.24. Frank told Cecil to knock over Harold's model. 
Benjie asked him not to. Cecil did it. Benjie then said, 
  I shall knock yours over." Cecil replied, Well, Frank told 
me to." Harold threatened to hit Cecil for doing it, until 
Mrs. I. explained to him that Frank had told Cecil to do it. 
9.12.24. Frank cannot bear the other children to exclude 
him from the group in their talk although he often does this 
himself to other children, saying, We don't like so-and-so 
or, So-and-so shan't come in this boat," and so on. 
  2.2.25. Frank and Theobald sat behind the blackboard, 
calling it our house Dan said, Shall I come to tea and 
dinner ?Frank replied,  No." 
  16.2.25. Harold and Frank made a "prison" of bricks, 
the large bricks, being careful to leave no holes. They said 
it was for Dan 
  After lunch, Harold, Paul and Frank were very noisy; 
they said to Dan, Get out of here-get out of this house." 
  24.2.25. When the children were in the gallery, the others 
shut Dan out. After asking for a few moments to go in, he 
turned away and said, Well, I'll make a motor bike myself." 
  25.2.25. Harold, Frank, Theobald and Paul teased Dan a 
good deal this morning, poking him with the toy soldier's 
bayonet, and Harold shouting in his ear very loudly, Paul also 
doing this a little. Frank, Dan and Harold made a wall 
in the door. Theobald came and knocked the wall down. 
Dan and Frank ran after him, and came back, saying, "I hit 
him," with much glee. Frank danced as he told Mrs. I. 
Harold said, Shall I go and hit him ?  They kept building 
              SOCIAL RELATIONS            83 
up the wall and saying, "If they want to come in, they 
shan't." 
  27.2.25. Dan cried when the others spoke again about 
robbers stealing his toys Harold and Frank then shouted 
Funny face to him. Later on Dan began to laugh at all 
this, and when Frank talked about making a man to steal 
Dan's things" and made a model in clay, Dan was uncon- 
cerned, and took it all as a joke. Theobald said to Dan, 
"Why don't you make a man to steal Frank's things? 
When Harold talked further about "making Dan" and 
putting him in somewhere Dan said, Oh, it will only be 
a plasticine Dan 
4.3.25. Dan and Frank were drawing steamers all round 
the floor. Paul began to walk on these, although Dan objected. 
Frank said, "You won't walk on mine, will you, Paul? 
Paul said, No." He walked on Theobald's picture. 
  At lunch Paul served, and when Mrs. I. said, "Now, will 
you serve Dan?" he said, No, I don't serve Dan. I won't 
give Dan any dinner, bad wretched little thing." He did so, 
however, when he had served the others. 
  Harold and Frank tried to keep Dan from using the see-saw. 
5.3.25. The children wore "Red Indian" head-dresses 
which they had made. When running round, with these on, 
Frank said, "Would you like one, Harold?" and then, 
You'll tear Christopher's, won't you ? 
  6.3.25. When the children were playing at giants in the 
laurel bush, Paul and Theobald said, This giant is going to 
kill Dan "but later they were friendly to him. 
  12.3.25. Frank and Harold were hostile to Dan this 
morning. Theobald spoke about dragging Dan in a sack 
  When the children were modelling, Harold and Paul made 
guns, and pointing them at Dan shouted very loudly in his ear. 
Dan pushed Paul. A struggle ensued and Dan bit Paul. 
Paul said he would tell his mother what Dan had done 
When his mother came in the afternoon, Frank reminded Paul 
to tell her what Dan had done. She at once asked, What 
had you done ?  and Paul told her. 
  Frank was very threatening to the younger children this 
morning, and Theobald more so than usual. 
  17.3.25. Theobald and Dan teased Tommy a good deal 
while in the sand-pit, taking his sand and other things away. 
Harold and Frank carried sand to the far end of the garden 
and made a sand castle. Theobald wished to join in this. 
Frank did not want him to, and they had a considerable 
struggle, Theobald rushing at Frank, and although much 
smaller and lighter, coming off undoubtedly the victor. 
    84      PSYCHOLOGICAL DATA: RECORDS 
  Harold had brought Dan a present of a cardboard clock, 
and then said to Dan, We'll hit Theobald, when he comes, 
won't we, Dan ?  Dan said, Oh no, oh no." 
  23.3.25. Paul and Harold made hammers and swords, and 
said they would" cut off Tommy's head with them". Tommy 
then made a hammer and pretended to cut off Mrs. I.'s head, 
with much laughter. 
  27.4.25. Some reference being made to Dan's electric torch, 
Frank went to the place where it was under one of the bushes 
in the garden, found it, showed it to Dan, Harold and Paul, 
and, in spite of Dan's protests and tears, threw it over the wall

into the next garden. Frank two or three times talked about 
"taking ahammer and smashing all Dan's toys up in his room. 
  30.4.25. Mrs. I. overheard Harold, Paul and Theobald 
talking in the sand-pit about Christopher, who is not present 
this week. They had evidently been discussing where he was, 
and one boy said, " Perhaps he is dead." Another boy said, 
I hope he is dead." 
  4.5.25. Theobald was hostile to Christopher.  He hit 
him once or twice, and said, "You dirty horrid beast." 
He and Harold laughed at Christopher's pronunciation of 
"blossom". 
  15.6.25. Harold, Frank and Dan conspired to try to make 
Christopher drmk a glass of what they called lemonade 
which was muddy water, and tried to force him to do so. 
Frank said, Pinch his nose and make him drink it," and tried 
to do so. 
  19.6.25. Frank brought a box of strawberries gathered in 
his home garden. He began to give them to the boys at once, 
except to Christopher and said, "Christopher shan't have 
any, shall he? 
  15.7.25. When Tommy and George went about with 
coffee made of sand and water, saying, Coffee for sale, 
coffee for sale," to each of the children, Tommy, as usual, left

out the initial "s" in "sale" and the other children all 
laughed at him and imitated him. 
  27.10.25. Frank and Priscilla were being hostile to 
Penelope. They said, She's dirty-she's a faeces girl-she's 
hateful." 
9.11.25. Frank and Priscilla were hostile to Penelope, 
saying she was "dirty", "a faeces girl", and so on. Priscilla 
kept this up with more persistence and vindictiveness than 
Frank. All the children just now say they "don't like 
Penelope it seems to be a social fashion. 
  1.12.25. Tommy painted his hands, and Christopher, Dan 
and Priscilla called him dirty, spat on his painted picture and 
              SOCIAL RELATIONS            85
spoilt it. Miss B. took away the things they had been making, 
and they then turned their hostility to her, calling her dirty, 
horrid, and so on. 
  7.12.25. Dan brought some new toy engines to school, and 
let some of the other children play with them. When Jessica 
wanted to do so, Dan and Christopher took them from her 
forcibly, and made her cry in doing so. Christopher remarked 
justly, It was hard to make her cry." 
  8.12.25. Christopher was rather irritable this morning, and 
Priscilla and Dan were overbearing with Jessica. Priscilla 
shook her when she would not do what Priscilla wanted; she 
and Dan took away Dan's engine from Jessica when she was 
playing with it. 
  19.1.26. Frank said he would bite Jessica, and tried to 
make the others join in hurting her. Christopher and Dan 
went at her, and talked of twisting her arms, but soon gave 
this up when Mrs. I. interfered, as it was only half-hearted and

done to please Frank. 
  22.1.26. Dan brought some sugar-sticks to school and told 
the other children to help themselves from the bag. When 
Jessica arrived, the children all said they would not give her 
any, and called her nasty, beastly 
  26.1.26. The children took down the coloured paper 
streamers they had put up about the room before Christmas, 
and ran about with them. Tommy happened to get a long 
piece and trailed it about. Frank instigated Christopher to 
tread on this and take it away. It was a green piece, and 
Frank and Priscilla and Christopher tore it up for leaves 
to tread on while they had a weddmg". Presently they 
asked Mrs. I. to get down for them the remaining pieces, and 
she said she would do so if they gave a piece of it to Tommy. 
Some of the pieces happened to be longer than others, and 
Tommy got one of these. The others protested, with much 
discussion. Dan said, " He s not to have more than me, 
because I want so much." 
  2.2.26. Phineas cried vehemently when his mother left 
him, and this made the other children scornful and hostile. 
Dan and Priscilla said they would "push him to make him 
 
cryagasn Dan and 
 
2.3.26. Christopher tried to get a button from 
Tommy. They couldn't get it, so Dan then said, "All right, 
Tommy, let me have it, I won't do anything." Tommy 
replied, "All right, then I and gave him the button. Dan's 
face showed the most amusing mixture of surprise, contempt 
and glee, at getting it by this device. He and Christopher ran 
off with the button, and Tommy chased them both about, 
86      PSYCHOLOGICAL DATA: RECORDS 
enjoying the game as much as they. After a good deal 
of running and laughter, Dan in the end gave it back to 
Tommy. 
  3.3.26. Tommy wrote letters with paint and brush, showing 
great delight in doing it. The others laughed at his letters, 
Dan saying, Shall I scribble on them ?  Tommy let him 
do so, standing by and looking on. Christopher asked him, 
"Don't you mind?" Tommy replied, "No." He then 
"played" the piano, and the others again made scornful 
remarks, but he went on serenely. 
  14.4.26. When the children were using plasticine, Dexter 
made a hammer with a lump of plasticine on a stick, and 
hammered the table with it. The others were annoyed by 
this, and his very shrill loud voice, and said they would 
tease him if he made that noise 
  19.4.26. Priscilla and Dan began to tease Dexter, running 
off with his crayons, etc. He came to Mrs. I. in tears for help,

and did not try to defend his things. 
  21.4.26. Dexter can read very well, and Priscilla and Dan 
are much behind him in this. They have made one or two 
envious and surprised comments, but do not say as much 
about this as about his faults and deficiencies. He is much 
clumsier than they in holding cards, for example, and they are 
very scornful about this. They often tell him they don't 
like him. To-day, when he dropped something, Priscilla said, 
You're like my Frenchman-and now I don't like you." 
  23.4.26. Dexter accidentally pushed some sand down into 
the ditch which the others had been making, and this led to 
their teasing him for some time. Jessica joined in at Pris- 
cilla's invitation, and sprung up and clung on to his collar. 
Although she is half his size, she has so much more determina- 
tion, and was so fierce, that he was terrified and rushed to 
Mrs. I. for help. Later on, Dexter was allowed to join in the 
others' games, and all ended quite happily. 
  30.4.26. Dexter had been absent for a day or two, and Men 
he returned to-day Dan and Priscilla said he was beastly 
but they did not tease him further. They did, however, 
repulse his overtures to friendliness. Later in the morning, 
when several of the children were busy in the tool-shed, 
Dexter suddenly, without any provocation, shut and locked 
the door on them. They were very cross, and when Mrs. I. 
undid the door, they wanted to do the same to him. They 
tried to pull him into the shed, and although he was much the 
largest of the children, he was terrified, and clung to Mrs. I. 
in urgent appeal. He was in such neurotic terror, in spite of 
his strength and size, that Mrs. I. had to protect him. They 
              SOCIAL RELATIONS            87 
readily stopped, but Dexter cried to go home, and would not 
leave Mrs. I. for the rest of the morning. 
  4.5.26. Dexter had brought several bundles of bus tickets 
to school with him, and Dan wanted to have some of them. 
Dexter would not even let him hold them for a time, as he 
asked, and Dan snatched at them. Christopher and Priscilla 
joined in this, and ran off with the lot. Dexter came to Mrs. I.

for help, and she suggested that he should run after them. 
He did so, but halfheartedly, and could not catch them he 
kept returning to Mrs. I. to complain. Later on when he was 
doing other things, the children kept coming to him and 
offering the tickets, but snatching them away again as he 
reached out for them. He often got hold of the tickets, but 
did not hold on with any grip, and gave up readily when they 
pulled at them. On the whole he remained fairly cheerful 
through all this, and tried to laugh with the others, but tears 
were never very far away. Later on Mrs. I. asked the others 
to return the tickets, and they did so. Dexter wanted to join 
in with their pursuits, but they would not have him. 
  18.5.26. Dan, Priscilla and Christopher were again 
unfriendly to Dexter, and there was a good deal of mutual 
hostility, calling each other a "beast", etc. When Dexter 
called Priscilla a beast she said, But I'm not. I know 
I'm not and you are." At cocoa time, Christopher, Priscilla 
and Dan sat down on arug, saving aplace for Miss B., and saying 
that they would not let anyone else sit there. Phineas said 
to Mrs. I. that he wanted to sit on the rug, and walked towards 
it, but made no actual attempt to sit down. He evidently felt 
the exclusiveness of the group, and said repeatedly, "I'm 
going to sit on the rug, aren't I, Mrs. I. ?  but did not make 
any attempt. 
  28.5.26. Dexter had brought a toy to school to show the 
other children, and let each of them have it in turn, except 
Jessica. He said he wouldn't let her have it because I don't 
like her". A few days later, Jessica had a toy which she was 
lending out, and she refused to lend it to Dexter because I 
don't like him He was very hurt at this, evidently quite 
forgetting his own refusal to her. 
  When the children were modelling, Dexter made great effort 
to construct a railway line. His work is much more clumsy 
than that of the others, and they were quick to point this out, 
with scornful comments. "Isn't it a silly trainlsn't he 
stupid?" He crumpled it allup and started again. 
  20.7.26. Priscilla played a family game with four of the 
younger children, and this led to rivalry between this group, 
and Dan and Christopher, who were modelllng and showed 
88      PSYCHOLOGICAL DATA: RECORDS 
that they felt left out. They invited her once or twice to join 
with them, and when she did not do so, there were some 
passages of hostility between the two groups. They called 
out to each other, You're not nice." Yes, we are. You're 
not," and so on. This was kept up for some time, partly as 
a joke. At lunch-time, Priscilla, N~l and Dan made what 
they called a silly game making foolish gestures and baby 
talk, and saying to Mrs. I., "You won't know what we're 
talking about if we talk silly." Their antics and queer gestures

when eating led Alfred to say with scorn, You don't eat 
properly." Oh, yes, we do-it's you who don't. Yes, 
I do." "You're contradicting-don't contradict." "No, 
we're not-you are." This was kept up for some time then 
Dan tried to smooth things over, by saying, It seems to us 
that you contradict and don't eat properly. It seems to you 
that we don't. But we do." There was then some discussion 
as to what contradict meant. 
  18.10.26. The children were drawing and painting. Dan 
and Jessica expressed great scorn of Phineas's picture of an 
engine, sniggering at it behind their hands, and saying to him, 
That's not a nice engine." 
  10.11.26. The younger children made two "ships"- 
Phineas and Jessica had one, Lena and Conrad another. 
There was rivalry between the two, each pair declaring that 
the other was a silly ship". 
2.12.26. The others all, laughed at Phineas because he said 
 
  23.1.27. Conrad went out to lunch with his parents, and 
Jane and Dan said several times that they were glad he was 
going, and they didn't like him. 
  24.1.27. When the elder children heard that Lena had 
arrived, they said as if at some concerted signal, Oh, that 
dragon has come," and ran into the schoolroom shouting in a 
hostile and intimidating way, "Oh, there is the dragon." 
Lena was at the other end of the room with Miss S., and did 
not seem to realise what they were saying. They were going 
to run near her and repeat it, but Mrs. I. prevented this. 
During the next two or three days, they made occasional 
hostile remarks, but were on the whole quite friendly to her. 
It all appeared to be a phantasy game rather than real hostility

to Lena ; a few days later they invited her into their special 
rooms for play together. 
  Conrad's mother was in the school, and she was writing 
with him. Jane and Dan were occupying themselves apart, 
and Jane said, I hate Conrad." So do I," replied Dan. 
This seemed to be provoked by the mother's presence. 
              SOCIAL RELATIONS            89 
  25.1.27. To-day the children turned the hostility game 
which they had played yesterday, on to Phineas, running 
towards him with scissors which they had been using in their 
hands. Phineas is more easily frightened, and cried. 
  28.1.27. To-day after lunch, before the table had been 
cleared, the children were enjoying a romping game, and 
Conrad was watching them. He was so absorbed in watching 
their play, that he leant too heavily on the table and tipped 
it up so that some crockery fell off and was broken.  He flushed

and looked ready to cry, but refused to help pick the things up.

The other children were very scornful about this, called him 
  a beast and said they hated him because one of their 
favourite red plates had been broken. During the next few 
days they reminded him of the incident more than once. 
  7.2.27. Lena picked up a stick, which she held out in front 
of her as a sword, and Phineas ran into it.  It was entirely an 
accident, and Lena at once dropped her sword, but Phineas 
was angry and cried. All the others said, Now, we won't 
fight Phineas, we'll only fight Lena." Lena ran and clung on 
to Miss C., really frightened, but soon they were friends again.

  8.2.27. The elder children (Priscilla, etc.) had borrowed 
Jessica's table to take upstairs for their own purposes. To-day 
she wanted a table to do picture blocks, and used one of 
Priscilla's which was downstairs. Priscilla remarked on this, 
and Jessica said, Can I use it ?  Priscilla:  Oh, yes, I'll 
let you because we've got your best table upstairs." Priscilla 
could see more quickly than Jessica how the picture ought to 
go, and began to interfere with her. Jessica called out, No, 
no]" Priscilla said, "Very well, you shan't work on my 
table." Jessica tried to resist for a moment, so Miss C. asked 
her, "Would you like to get your own from upstairs? 
Priscilla and Dan opposed this, because they said the type- 
writer was on it, and Jessica was "not allowed" to go upstairs. 
Miss C. and Jessica went up to get it, and Priscilla and Dan 
and Conrad tried to prevent her getting it, but soon accepted 
the situation. 
  Spring Term 1927. Jane led the boys, all younger than 
herself, in frequent expressions of hostility to Priscilla,
shutting 
her out of their games and persuading them to say they did not 
like her. Priscilla, who had reigned supreme before Jane 
arrived, was really miserable most of the time because of this, 
and did not recover her spirits until Jane went away before she 
did, at the end of the term. 
  9.3.27. To-day there was hostile feeling and rivalry between 
Jane and Cortrad on one side, and Priscilla and Dan on the 
other. 
    90      PSYCHOLOGICAL DATA: RECORDS 
  14.3.27. Priscilla was very pleasant and helpful with the 
younger children to-day, but evidently feeling her exclusion 
from the group of the older ones, which they still maintained. 
  Later in the day, Dan played with Priscilla, and left Jane 
and Conrad together. 
  17.3.27. To-day all the older children banded together 
against Priscilla, saying they would not "let her have her 
turn at anything they were doing, calling her silly" and 
  a cry-baby and threatening not to let her have any dinner. 
She was pale and miserable, and very subdued. Jane kept 
up an ostentatious talk with the boys, openly cutting Priscilla 
out; and under her influence Dan pulled Priscilla's hair. 
Later on, Jane took an opportunity to pinch Priscilla, but said 
she did not hurt her very much 
  At lunch-time, Dan was serving, and said he wouldn't serve 
Priscilla-or at any rate, would serve himself first, which he 
did. Priscilla cried and said she wanted to go home. But he 
gave her a second helping when she asked, and although he 
pretended he was not going to give her any fruit, he did so, 
a generous helping. After lunch, Jane and Conrad went into 
the garden, and Priscilla at once began to try to make Dan 
friends with her. He had a water pistol, and squirted a few 
drops of water on her stocking. Miss C. took it away, but 
Priscilla asked for it back, saying she didn't mind", and 
that she wanted to look at it-all this obviously to try and win 
Dan's goodwill. She was successful as long as the other two 
were outside, and began to cheer up; but when they were 
together again, Jane and Conrad renewed hostilities. 
  In the morning, Priscilla was again very friendly and helpful 
with Lena and the other younger children. 
  22.3.27. To-day Priscilla would not make any attempt to 
win the friendliness of the others. She said on arrival, I do 
feel bad in my tummy," and was persuaded to lie down on one 
of the beds in the rest-room. She stayed there all the morning, 
and cried to herself, complaining later of a headache. The 
others took almost no notice of her, but made occasional 
remarks, "Little cry-baby     She wants to go home." 
She would not come down for lunch, but ate what Miss C. 
took up to her, and went home early in the afternoon. She 
did not come to school again for a few days. Mrs. I. was away 
ill, and Priscilla said she wouldn't come until Mrs. I. was 
back. 
  28.3.27. Priscilla came to-day, and told Miss C. that she 
had had a letter from Mrs. I. (who had been away ill) to say 
that she was returning this morning.  One of the other children 
said to her, Silly little thing," and she began to cry, saying, 
              SOCIAL RELATIONS            91 
 
  I don't like them." During the rest of the morning, things 
went more happily. In the afternoon, the elder children were 
going on the river in a punt, but Priscilla preferred to go 
home. 
  29.3.27. When Priscilla arrived, Conrad at once called out, 
Oh, there's that silly little thing," and she cried again. She 
had brought a toy to show the others, and presently they 
became interested in it for a time, and friendly.  Later on, 
Jane was more friendly, and Priscilla was allowed to take part 
in the general play. At one point Jane reminded Dan that he 
didn't like Priscilla and tried to prevent him being amicable 
with her; but as Priscilla did not this time react to it, the 
incident passed off. The children told Miss D. that Priscilla 
had cried yesterday and to-day, but Priscilla took no notice 
of this, and had a much happier and more successful morning 
than for some time. 
  35.3.27. The hostile attitude was still marked no aggres- 
sive acts, but scornful remarks and the refusal to cooperate. 
Jane said, Don't let's do anything to her, but just don't talk 
to her." Mrs. I. carried her work to a rug on the lawn, and 
Priscilla sat beside her. Presently Dan joined them, and was 
friendly to Priscilla. Later on Conrad, and then Jane, also 
took their work there, and all happily talked together. 
  5.4.27. To-day the other children went away early for the 
vacation, and Priscilla and Dan were left together.  Dan had 
promised to go and see the others off at the station, and Miss C.

asked whether there would be room in the taxi if she and 
Priscilla went also to see them off. Jane looked dubious for 
a few moments, and then said fairly cordially, It would be 
nice if we all went together." This was the first occasion on 
which she had voluntarily included Priscilla, and after that 
there were no hostile remarks from the others. Priscilla was 
allowed to have one of the favourite spring-up seats in the 
taxi, and they were all friendly to her at the station. 
  On returning to the school after this, Priscilla began to get 
very excited, with the triumph of having Dan to herself. 
She talked in a very excited voice. She and Dan climbed into 
a big box, their house and talked of getting married 
how they would take a flat and live together", and so on. 
After Priscilla had also gone home, Dan spoke of her a good 
deal, saying that he would ask her to tea.  He spoke of her 
the next day again several times, in the most friendly way. 
  26.4.27. After the vacation, Priscilla seemed rather lonely 
and timid. Jane showed no hostility to her, and left her with 
Dan. Once or twice she commented scornfully on Priscilla's 
method of cutting-out when she was making dolls' clothes. 
    92      PSYCHOLOGICAL DATA: RECORDS 
 
                     6 
  BRIDGES, pp. 47-8. "Part of social development is learning 
to distinguish between right and wrong conduct-that is, 
socially approved and disapproved behaviour. A child first 
learns what to do and what not to do himself, and as he begins 
to take more notice of the behaviour of other children he also 
learns to recognise their good and bad behaviour. Errors, 
mistakes, and bad conduct seem to be recognised first. It is 
much later that a child points to, or comments upon, another 
child's success or good behaviour" 
  BRIDGES, p. 48. "The remark may only be intended to show 
recognition of an error and to have it corrected with no thought

of personal comparison, but it may imply also an element of 
smug self-satisfaction on the part of the righteous complainer."

  BRiDGEs, p. 6z.  One way is to taunt other children in a 
provoking way when they have made some little mistake, 
when they have been reprimanded by an adult, or when they 
are otherwise in trouble. Typical jeering remarks from the 
nursery school are, You're a silly baby, you're a cry-baby, 
cry-baby, silly cry-baby,' or `He won't eat his dinner, he 
won't eat his dinner' made into a rhythmic song.  The child 
is apparently conscious of his own virtue for not having made 
the mistake or done the silly thing, but he shows no sympathy 
for the other child in trouble. As he develops he learns to 
control this tendency to lord over' unfortunate or younger 
children, and to show sympathetic feeling and helpfulness 
towards the other child.' 
  BRiDGEs, p. 84.  It is quite common for three- and four- 
year-old children to taunt others by repeating their short- 
comings in a little sing-song. The older ones soon desist 
when they find it causes distress." 
              SOCIAL RELATIONS            93 
 
 
C.  FRiENDLiNEss AND Co-oPE~TioN 
 
 The happiest days with children, as the happiest women's 
lives, are those that have no history.  Only the more explicit 
and dramatic instances of friendliness and cooperation are 
quoted here as separate events.  There were countless minor 
incidents of mutual helpfulness and common activity which 
could not be recorded, and long stretches of quiet constructive 
work which do not show here.  For the sense of some of these, 
the reader may turn again to Intellectual Growth in Young 
Children. 
 
  6.so.z4.  All the children helped to carry chairs and tables, 
crockery, etc., into the garden for lunch. 
  Dan saw Cecil hit Robert with the broom, and Robert cried. 
Dan said to Mrs. I., He did hit him, and he cried." Then, 
to Cecil, You won't do it next time?  Cecil replied sullenly, 
"No." Dan told Robert, "He won't do it next time, he 
won t do it next time." 
  55.50.24.  Jessica came to lunch, and Dan took charge of 
her.  He told her where to sit, and what to do, squeezing her 
affectionately every now and then. 
  s6.zo.24.  Cecil was very helpful in putting things away 
to-day. 
  57.50.24.  George and Cecil were climbing on the window- 
sill together.  Cecil said to George, "I love you." George 
replied, "And I love you." "Do you?" said Cecil, 
"Why?" 
  25.50.24.  When Frank said he would "bite Mrs. I." 
because she did not go to him the moment he called, Dan said 
to him, Please don't bite Mrs. I., please don't." And to her, 
  He won't bite you." 
  7.55.24.  Frank had hurt Harold's leg in a quarrel, and 
Harold lay on the floor with his head buried in his hands. 
Presently Dan, who was modelling, went to Harold and asked, 
"Is it better now?  Will you come and do plasticine ? 
Harold took no notice and did not reply.  Soon Dan went to 
him again, and asked the same questions; and after a 
time, he said again, "Won't you come now and do some 
plasticine?  Harold then joined the others and became 
cheerful again. 
  52.55.24.  The children were all modelling, very quietly, 
and Dan made a boat and gave it to Benjie.  Benjie told the 
94      PSYCHOLOGICAL DATA: RECORDS 
others, He has made a boat for me." Dan remarked, Yes, 
I like you very much, and I'm going to kiss you." He kissed 
Benjie's hand. Benjie told the others, He likes me." Dan 
then said to Harold, I like you, and I'm going to kiss you," 
and kissed Harold's hand. Harold said, He's a dear little 
thing," and all the others agreed. 
  25.55.24. Dan's father came into the schoolroom, and sat 
down beside Dan and Benjie, who were modelling. Benjie 
asked him, What have you come for, Mr. X. ?" To talk 
to you and Mrs. I." Benjie made a basket with eggs in it, 
and gave it to Mr. X. Then he made a motor boat and gave 
that to him, and then another basket. All this was quite 
spontaneous and most friendly. 
  8.52.24. When Harold was leaving in the afternoon, he 
took Mrs. I.'s hand affectionately and kissed it. 
  9.52.24. Mark came to lunch and stayed for part of the 
afternoon. The children were very interested and friendly, 
and wanted to show him everything. He ate his dinner 
slowly, and had not finished when the others went into the 
garden. They kept running in and calling him, "Where's 
Mark? When will he come? We want to show him the 
swing," and so on. When he left, they took him to the door 
in the most charming way, saying, Goodbye, goodbye." 
  50.52.24. Harold and Benjie were pushing the large table 
to the other side of the room, and accidentally bumped Paul 
with it. Paul flung himself on the floor crying (although not 
much hurt physically). Harold ran to get his own handker- 
chief for Paul, and sat down beside Paul with his hand on 
Paul's head, comforting him. He kissed him, and sat by him 
until Paul stopped crying and got up. 
  Paul kissed Frank when leaving in the afternoon. 
  55.52.24. Tommy said to Mrs. I., I'm going to kiss you," 
and kissed her hand several times. 
  When Benjie went home, he kissed all the boys except Paul, 
who followed him and asked to be kissed. 
  52.5.25. The first day after the holidays. Dan was there 
first, and said, When are the others coming?  Then, as 
Christopher arrived, he shouted, "Oh, here is one of the 
  The children were all eager to talk and tell the others about 
all they had been doing in the holiday, and there were many 
shouts of friendly greeting and pleasure at being back. 
  25.5.25. The children had been playing a long game of 
"shopping", and when they saw Mrs. I. sit down to the 
modelling table, they all came to join in. When Mrs. I. said, 
  Oh, we haven't put away the shopping things, have we ? 
              SOCIAL RELATIONS            95 
Shall we do that first ?  they responded at once and all helped 
cheerfully to put them away. 
  22.5.25. Frank invented a new game, in which all the 
others joined, following his instructions happily. They all had 
to sit on a rug, with their hands behind them, and one child 
went round unclasping their hands then they all had to chase 
and catch him, the one who caught him being the next to go 
round behind. Later on, the children asked Mrs. I. and 
Miss B. to" make a bridge while they ran round and under 
the bridge as a" train 
  28.5.25. Dan and George said to Mrs. I., Will you come 
and have tea in our house? "-the corner behind the black- 
board. With Tommy, they all played" visiting and having 
tea, for some time. At one moment, when Mrs. I. went into 
Geoige's house he said to her, I want to come and have 
tea with you in your real house, your proper house." 
  6.2.25. Dan and Frank made an" iced cake by crayoning 
the paper all over in different colours. When Miss B. returned 
to the schoolroom after an interval, Frank at once said, Ask 
me to give you a piece of my cake." She asked for a piece, 
and he cut one for her. 
  9.2.25. Frank and Dan made a ship of chairs. They made 
a door to the ship, which they could open, and invited Mrs. I. 
into the ship. They took it in turns to run round the room a 
certain number of times, and then knock at the door of the 
ship, the one inside saying, Come in, Sir." Dan insisted on 
the sir They asked Mrs. I. to run round and knock at 
the door, and got her to run round three times. Then they 
both ran together, ten times, this number being Frank's choice, 
and Mrs. I. having to count as they ran. 
  53.2.25. During the morning Harold and Frank had taken 
a knife that Theobald had brought and had put it down one 
of the cracks in the floor, but when Theobald was going 
home, Frank showed him where it was and they helped to 
get it up. 
  All the children helped to put away the chairs they had had 
for a train ", Harold and Frank at first saying they would 
not help, but doing so all the same. 
  s6.2.25. Paul ran in when he arrived, saying, I'm going 
to buy a polar bear now for you boys. When I get home, I'll 
go right out and get a polar bear-a real one, not a toy one." 
Paul has been very friendly to everyone for some time now, 
and particularly to Dan. 
  Seeing Mrs. I. open the skylight window, Dan, George and 
Tommy went to do it. They took turns, but when Dan had 
had his turn, he insisted on holding the end of the rope while 
96      PSYCHOLOGICAL DATA: RECORDS 
Tommy was using it. Tommy asked him to let go, but at first 
Dan would not. Mrs. I. asked him, If you were doing it, 
would you want Tommy to hold the rope?  He replied, 
No," and let it go. 
  57.2.25. Paul had been very angry with Mrs. I. during the 
morning, after she had prevented him from teasing Dan. But 
afterwards he was particularly friendly. At lunch-time, 
someone noticed that she had not ~ cup, and Paul at once ran 
to the shelves at the other end of the room and brought her 
one. He put it beside her, saying, It's for you." Later in 
the afternoon, he went into the garden, gathered a bunch of 
crocuses and took them to Mrs. I. and said, These are for you, 
Mrs. I." During the following days, he was most friendly and 
co-operative with the other children and with Mrs. I. 
  Theobald persuaded the others to sit opposite each other 
on the floor in pairs, with feet touching and hands clasped, 
moving backwards and forwards. He called it "racing". 
They all joined in, and greatly enjoyed it. 
  Dan had brought a cake to school, and asked for a knife to 
cut it with, sharing it equally with all the others. 
  58.2.25. Frank found a very large plant pot, and said he 
wanted to fill it with sand and make a "Christmas tree". 
The others helped him to carry it to the sand-pit, fill it with 
sand, and lift it out. Frank chose branches of laurel, etc.- 
and stuck these into it. Harold then asked for help in making 
another in another pot, and the other children helped in this, 
too. They then said they wanted to have the two trees in the 
schoolroom, and all helped to carry them in. Tommy asked 
the others, "Don't go too quickly-so that I can help!" 
They spread the rugs out and put Frank's tree in the middle 
of the floor, and Harold's on the platform. Harold suggested 
that they should sing, and they sang the Mulberry Bush 
and danced round as "fairies". Later on, they modelled 
various things to put on the Christmas trees-balls, flags, 
toys, Father Christmas and his sleigh, etc. 
  20.2.25. Harold and Paul started a shop and invited 
Tommy arid George to join in. They did so, and played at 
this very happily for half-an-hour, asking Mrs. I. to go and 
buy crackers, etc. Later on they went into the garden, and 
took turns at peg and riding in the sleigh they had 
made out of an old broken canvas chair. 
  24.2.25. Several of the children made motor boats or buses 
or cars with chairs, etc. Paul came to Mrs. I. and said, Your 
motor bus is going," and when presently she went into it, he 
stopped" driving" it and said, This is your house." Later 
on Frank and Harold invited her into their" cars". 
              SOCIAL RELATIONS            97 
  At lunch, Dan saw there were three brown cups. He said 
with glee, There are three brown cups, now you can have a 
brown cup, and you and you," saying this to five people. 
  2.3.25. Frank brought a toy airship, and Dan wanted to 
use it. Frank let him use it for a time until the other boys 
came, then he refused to let Dan have it. Later on, Dan 
again wanted to have it, but Frank would not give it to him. 
Presently Dan went to Frank and said, Frank, I have a big 
motor bus, and you can use that." Frank said, Have you ? 
Can I ?  Dan said, Yes, and now will you let me use your 
airship ?  Frank let him. Frank whispered to Dan, "Shall 
we bring the motor bus into the schoolroom ? 
  4.3.25. Frank arrived first and said to Mrs. I., I have 
brought some sweets, one for me, one for Harold, one for Paul, 
but not one for Dan." Miss B. told Mrs. I. later that Frank 
had brought one for Paul and one for Dan yesterday. 
  Dan was alone with Miss B., and talking to her he said, 
Cecil doesn't come any more, dies he ? I wish Cecil could 
come-I like Cecil. He hit me-sometimes. How does Cecil 
talk ? 
  Harold asked Frank and Dan, Would you like a ride on 
the rug ?  and pulled them round the room on it in turns, 
until he fell and bumped himself. 
  6.3.25. The children became "giants". During the play 
Paul said, This giant is going to kill Dan." Theobald at 
first talked also about "killing Dan", but then became 
friendly to Dan, and said, Will you be a giant?  Shall 
I get you a piece?  (of laurel bush) and plucked a piece 
forh~ 
  Paul was in the garden, and wanting to come in when the 
door was shut, he called out to Mrs. I., Open the door, my 
Princess dear, open the door, my Princess dear." 
  9.3.25. Some of the children made an aeroplane with the 
wheelbarrow, etc., and Tommy joined in with the older boys 
very freely. Harold was a little hostile occasionally to him, 
but Tommy did not seem to be disturbed. 
  Frank asked Mrs. I. for some string and made a train with 
one of the cylinder sets, and began to pull it. Jessica immedi- 
ately wanted to have it to do the same; at first Frank 
resisted, but then, quite pleasantly, on Mrs. I.'s suggestion, 
let her have it for a short time, taking it back later. (N.B. 
This friendliness followed on much verbal hostility.) 
  50.3.25. Harold wanted to run round the garden as an 
engine, and asked Mrs. I., Will you be a coach and hook on 
behind?  (This was for him a very definite advance in social 
feeling.) 
                                        7 
    98      PSYCHOLOGICAL DATA: RECORDS 
  The children all modelled together the things for Miss B.as 
birthday party "-cups and saucers, plates, the tea-pot, a 
cake with nineteen candles, etc. (It was her nineteenth 
birthday.) 
  Later on, they carried some planks to a stone pedestal in 
the garden, and arranged them to lead up to the top of a box 
and then on to the pedestal, taking turns at running up and 
balancing on this. 
  55.3.25. Herbert came to lunch, and the other children 
were very friendly and polite, showing things to him and 
explaining them, and inviting him to join their games, etc. 
They took him on to the planks on the pedestal, which he 
called" London Bridge". 
  Martin fell down and hurt himself, and Paul said, He is a 
brave boy", because he did not cry. 
  52.3.25. Frank suggested they should be fairies and 
said that he would be Iolanthe at the bottom of a pond" 
and the other people were to call him He made a pond 
with some chairs and a rug and lay down, and asked Mrs. I. 
to call him and wave a wand over him, and he then skipped 
about as a fairy. He then took turns with the other children 
in doing the same. 
  57.3.25. Dan was going to tea with Theobald, and sat 
beside him whenever possible, saying he liked him better than 
he liked Frank. Theobald had told him he was going to give 
him a steam-roller, and Dan said several times during the 
morning, Oh, thank you, Theobald," and told Miss B. and 
Mrs. I. about it. 
  s8.3.25. Harold arrived first, and asked for Dan at once, 
saying, "I've brought a present for him-it's a clock." 
When Dan arrived, Harold gave him the clock. It was a 
cardboard model, and in turning it round, Dan broke one of 
the hands off. Harold gummed it on again, with great care 
and patience. (N.B. This is to be related to Theobald's 
present to Dan the previous day; for Harold then went on to 
say persuasively to Dan, We'll hit Theobald when he comes, 
won't we, Dan?" Dan replied, "Oh no, oh no." And 
later in the morning, when there was some slight difference 
between Dan and Harold, Harold said, Well, I'll take your 
clock home." This was very slight and momentary, and 
Harold and Dan played and worked together all the morning 
in great good fellowship.) 
  Martin had hit Dan, and followed this up by saying twice, 
  May I kiss your hair?  But Dan shook his head. 
  Martin had been a little aggressive, and Mrs. I. asked him 
not to hit-putting it concretely, Please don't hit Dan, or 
              SOCIAL RELATIONS            99 
Harold, or George or any of the boys." Harold overheard 
this and said," I wasn't hitting." She replied, Oh, no-I 
was asking Martin not to hit you." Harold said thoughtfully, 
There isn't any hitting now, is there ? 
  59.3.25. The children were digging below the main support 
of a trelliswork, and Mrs. I. asked them not to do this. When 
she interfered, Harold said, I'll brush you down" (with a 
large brush); then that he would "throw dust" at her. 
She said to him," Would you want me to throw dust at you ? 
He said, No." Mrs. I. said, Then please don't throw it at 
me, and he smiled and gave up his hostility at once. 
  Harold painted a house and said he would not let Dan see it. 
Dan asked Harold to let him see it. Harold replied, Not if 
you don't love me." Dan said at once, "I love you." 
Harold then showed him the picture. 
  Tommy and Martin were in the sand-pit, and talked to each 
other thus: Martin: "Do you love me ?  "Yes, I love 
you." Martin:" I love you-I'm not going to hit you again. 
Shall I hit you again ? No, I'm not going to hit you again." 
Martin repeated this two or three times. 
  George defends the smaller children if the older ones tease. 
Paul was shutting Martin in the coopie house and for a 
moment George joined in this, but then held the door open and 
would not let Paul shut it until Martin had come out. 
  Seeing the picture of a house that Harold had made, Dan 
said to Frank, That's our house, isn't it ?  Frank said 
  No, not yours-mine and Harold's." Dan replied, Well, 
when I paint a house, you shan't come in it." Frank: "Then 
it's yours." Dan:  And Harold's and yours." Frank said, 
Yes." Dan shouted with laughter and jumped up and down 
    It's lovely, isn't it ? Our house." 
  20.3.25. When Mrs. I. was standing in the garden, Paul 
voluntarily brought her a chair, saying, Here's a chair for 
you, Mrs. I." 
  23.3.25. Dan cried at lunch-time because he had not been 
given a brown plate, and when Harold, who had a brown plate, 
had finished his pudding, he took his spoon off and passed it 
to Dan-" You can have my brown plate." He stroked his 
hand affectionately several times, and Dan said to him, I 
love you, Harold, I love you." 
  Dan's mother had come to lunch, on receiving a written 
invitation from Frank, and Harold was very considerate for 
her, pouring out water for her, and passing her things. 
  Tommy had thrown some spoons and forks on the floor, 
Paul, seeing them, said, "Someone has put spoons on the floor" 
and picked them up. Tommy also threw some pieces of 
100     PSYCHOLOGICAL DATA: RECORDS 
plasticine on the floor. Harold told Mrs. I. someone had 
thrown plasticine on the floor". She said, "Who has 
thrown it ?  He said, "I don't know." She said, "Shall 
we pick them all up together?" and he at once helped to pick 
them up. Tommy then began to pick them up, too, with a fork. 
  24.3.25. Harold brought a gift for Dan, a single piece of 
rail. When told it was for him, Dan said, I'll bring one, for 
Harold then. I know what it will be-a big large engine. 
  25.3.25. Harold and Dan painted at the same table, Dan 
sharing Harold's paint-box he had not asked Harold for this, 
but Harold let him do it. 
  22.4.25. Harold brought a small metal object, which, he 
said, "will bang", as a gift for Dan and Paul brought him an 
electric torch and a postcard. 
  24.4.25. Harold asked Dan whether he could take home and 
keep the toy engine which Dan had brought to school that 
morning. At first Dan said, "No," but when Harold said, 
  Then I won't bring you anything again," Dan said, Yes, 
you can take it." In the afternoon, Frank asked Dan to give 
him a wooden bath; Dan said, "Yes, you can have it." 
Frank asked Mrs. I. to write the following on it, Dan gave 
this to Frank to take home. It's a bath with flowers painted 
on it, and two tin bands round it. It's not for Arnold to play 
with" (Arnold being Frank's younger brother). 
  28.4.25. Harold and Paul brought gifts for Dan, including 
a large wooden engine. 
  29.4.25. Harold-brought a paper windmill for Dan and a 
cardboard clock for Frank. 
  30.4.25. Harold asked Dan to give him the large wooden 
motor bus for keeps", and said, If you do, I'll give you 
my motor bus." There was a long talk about this exchange, 
and Dan agreed to it. 
  Priscilla often helps the boys to wash and dry their feet and 
put their shoes on after paddling. 
  5.5.25. Harold and Paul had had a squabble, and Harold 
had hit Paul with a muddy hand. Paul ran in, crying 
vigorously, and Harold ran after him. Harold came to wash 
the mud off Paul's face, and they both went out again together. 
Frank asked Harold, "What did Mrs. I. say to you?" 
" Nothing," replied Harold.  What did she say to Paul ? 
" Nothing, I washed Paul's face myself." (There had been 
no need to say anything.) 
  4.5.25. Frank asked Mrs. I. to help him write a letter to 
Dan's mother inviting her to come to lunch again. She told 
him how to spell the words he wanted to write, and he printed 
them ; and sent the letter off to Mrs. X. 
              SOCIAL RELATIONS           101 
  52.5.25. Priscilla brought a cardboard box full of small 
gifts for the other children, including a small basket for Mrs.
I. 
She gave Paul a flat cardboard model of a boy, and he was very 
pleased with this for some time, running about the garden 
carrying it. But presently he said to Mrs. I., You can have 
this, if you like." And when she said," Thank you," and took 
it, he said, "Can I have the basket?" She gave it to 
him. 
  When Priscilla, Frank and Dan were digging in the sand-pit, 
Priscilla carried many cans for water for the other two, 
distributing them with severe justice, and explaining at length 
whose turn it was next, etc. She then (as usually) washed her 
feet first so as to be ready to do you as she puts it washing 
and drying their hands and face and feet, then helping them 
to put on their shoes. 
  53.5.25. Mrs. I. asked the boys to bring her a chair, and 
Harold and Paul ran to get one, carrying it between them. 
Paul said, We brought it together." 
  54.5.25. The children and Mrs. I. were running round the 
garden as engines, and Paul said to her, Do you want a rest ?" 
She replied, Yes, I do." Come and sit on the so' seat," 
he said. He then got her to join him in the game of sitting on 
various seats and counting up to so many on each-the 5 
seat, the 8 seat, and so on. 
  s8.5.25. Paul brought Mrs. I. a gift-a cardboard box 
containing boracic powder, "in case you have spots", he said. 
(His mother told Mrs. I. that it was entirely his own idea-he 
had asked her for a box and some powder to put in it.) 
  59.5.25. Harold fell down and hurt his knee. Duncan said 
at once, Shall I bathe it for you ? because you bathed mine 
yesterday." They went in together, and spent some time 
bathing the wound. 
  Christopher and Paul were running round the garden 
together as an engine, and Dan called out, "Paul! Paul! 
Stop! I want to talk to you! Don't run too fast, or 
Christopher will fall again and hurt his nose." (Christopher 
had fallen and made his nose bleed a few days earlier.) 
  25.5.25. Dan, when running, fell and hurt his knee, and 
cried. Paul came at once to see what was the matter, and 
shouted out, "Who hurt Dan? Who hurt Dan?" very 
indignantly. 
  Priscilla looks after the order in which the boys use the 
motor car, saying to each in turn, Wouldn't you like a turn 
now ? 
  26.5.25. Two visitors were in the school and as soon as 
Tommy saw them, he went up to them, shook hands, and 
102     PSYCHOLOGICAL DATA: RECORDS 
brought a third chair beside them, and sat talking to them. 
Christopher had already given chairs to the visitors. 
  Josephine came to lunch, and Dan and Frank gave her great 
attention, competing for her interest and affection. 
  59.6.25. Frank brought a box of strawberries from his home 
garden, to share with the other children, distributing some to 
each. 
  Harold had taken off his glasses, and left them behind when 
he went. Frank was saying "goodbye" to Harold and Paul 
and their mother, standing at the door, and noticed that 
Harold had no glasses on. He ran back into the cloakroom 
for them, and then ran after Harold down the lane, looking 
very pleased that he had remembered them for him.  Wasn't 
it a good thing I remembered he had left them?  he said 
several times. 
  23.6.25. Frank asked Mrs. I. for the new shears at a moment 
when she was looking for them to use herself. They looked 
together, and agreed that whoever found them should use 
them first, and then hand them to the other.  Mrs. I. found 
them, and used them for ten minutes, Frank waiting very 
quietly and patiently until she handed them to him. When 
she gave them to him, he said, "Thank you"; she remarked, 
"Perhaps you will hand them back to me when you 
have finished with them." Yes," he said and perhaps 
you'll,,pass them to me again when you've finished with 
  24.6.25. Dan brought a packet of sweets for Priscilla, to 
redeem a promise he had made two days ago. When he gave 
them to her, he said several times, Aren't I kind of you ? 
and told the other boys about it, saying again, Aren't I kind 
of you?  Then he said to her, Now will you bring the 
present you promised me ?  (It had been a mutual arrange- 
ment.) 
  6.7.25. Frank saw Mrs. I. going to fill the chicken fountain 
at the garden tap, and heard her ask Harold to move out of 
the way. He came up and said gently, Harold, will you 
move? Mrs. I. wants to fill that." He took it and filled it, 
and carried it back to the hen-house for her. 
  8.7.25. Theobald and Paul made a motor bus, and were 
talking freely together. Theobald said, Christopher shan't 
come in, shall he?" Paul said, "Yes." Theobald: "No, 
he's too nasty." Paul replied, 1 like him." Paul later made 
a house and invited the others in, saying, I allow three boys 
in our house." 
  50.7.25. A lady visitor was in the school, and three different

chilcren at different times went to her and asked, Won't you 
              SOCIAL RELATIONS           103 
stay to lunch with us?" When she said she would, Dan jumped 
up and down with delight and shouted Hooray, hooray 
  54.7.25. Several of the boys had used the plasticine and 
run into the garden leaving it about. As soon as Mrs. I. said, 
"Will the boys who have had the plasticine please put it 
away ?  Frank said at once, Did I ?  and ran in to put it 
away. 
  52.50.25. Dan had not seen Priscilla for some weeks, and 
when he heard that she was returning to the school to-day, 
he was very eager for her arrival. When Penelope and Tommy 
arrived, he said to them," Oh, you should have been Priscilla." 
When she came he greeted her with great delight, and took 
possession of her. They waIked about asm-in-arrn, and said, 
  We'll talk to each other, won't we ? because we like each 
other." 
  16.55.25. Frank offered to share his garden with Priscilla, 
and they dug together for some time. 
  20.55.25. Conrad came as a visitor, but was too shy to come 
into the schoolroom. He sat up in the gallery peeping through 
at the children they ran up and talked to him in the friendliest

way, inviting him down. Later on Tommy asked Mrs. I. to 
go up and persuade Conrad to come down she suggested that 
he should go, and he took her hand to go with him. But 
Conrad would not come. When the children had cocoa, they 
tried again to get Conrad to join them, and Tommy poured 
out a cup of cocoa for him. He now did come, reassured by 
their friendly invitations, and spent the rest of the morning 
joining in happily with the children's activities. 
  5.52.25. Jessica was in the garden, and Priscilla and Dan 
wanted her to come in and join their play of school they 
kept inviting her, and after a time she did so. Priscilla took 
off Jessica's outdoor things and washed her hands for her. 
Dan said to Jessica, You've come in because you love us, 
haven't you? 
  2.12.25. Phineas was left in the school without his mother 
for the first time. He cried with distress, and climbed to the 
top of the stairs, and sat there rocking himself with grief and 
anger. The others were very interested in him, asked why he 
cried, and made friendly comments. They kept coming up 
and talking to him, and showed him things to play with. 
Presently they won his interest and friendliness, so that he 
came down and sat with Jessica on the rug, using the beans 
and wooden measures. He was so happy with them that he 
did not want to leave when his mother returned. 
  8.52.25. When Mrs. I. left to-day, Priscilla and Dan kissed 
her-" everything she has on 
   104     PSYCHOLOGICAL DATA: RECORDS 
  9.52.25. Christopher asked Mrs. I., Please will you send 
me a message as soon as you come home from your holiday, 
and I'll come to tea the next day." Dan said, " Will you send 
me a message also-no, two!" Christopher: "Yes, two 
messages, both saying the same thing ! 
  55.52.25. Jessica made presents of her drawings to the 
other children. 
  56.52.25. Some trestles for a trestle table had come from 
the carpenter, and before they were set up the children were 
using them as horses". Dan, Frank and Priscilla had one 
each, and Christopher sat looking longingly at them for a time. 
Presently Priscilla invited him to share her horse, and sit up 
behind her. Later on she also invited Jessica to share it. 
  58.5.26. Dan was there first, and greeted Mrs. I. very 
eagerly-" Good-morning, Mrs. I.  Will you come to tea on 
my birthday?" (In May.) He said several times this 
morning (the first day after the vacation), Oh, I love you, 
Mrs. I., and I love you, Miss B." At one moment he put his 
arms round both, saying he loved them both 
  25.5.26. Tommy had put a chair on to a table, trying to 
reach up to pull down one of the lights (on a pulley). He 
could not reach it, but Frank, seeing his efforts and being
taller, 
volunteered to reach it for him. 
  22.5.26. Dan and Christopher were going to tea with Mrs. I., 
and said several times during the day, Oh, we're so glad it's 
the day we're coming to teach, we shall dance in the bus ! 
  25.5.26. Priscilla and Dan wrote letters to Mr. F.  Dear 
Mr. F., We love you. We can come to tea on Saturday." 
Dan continued, "I'll bring you a funny thing. Love from 
Dan." When he had finished his letter, he said, I have done 
a lot, haven't I ? Oh, I do love you, Mrs. I." He is full of 
affection just now. 
  At lunch the children were teasing Miss C., but agreed 
among themselves not to tease Mr. F., because he's such a 
darling. He's so nice, and we love him so." 
  29.5.26. Phineas came again with his mother, and the 
children were all very friendly and considerate to him. Jessica,

Tommy and Christopher played ball with him, to make him 
feel at home. 
  5.2.26. The children had a game of hospital" in which 
Mrs. I. was the patient". A bed was made for her with 
chairs, pillows and rugs, and they all became either doctors or 
nurses. Tommy was very tender, held Mrs. I.'s hand and 
stroked her face, and presently said, This doctor must come 
into bed with you." He tried to get in, but Priscilla said, 
  You must not," and insisted on his getting out. 
                 SOCIAL RELATIONS                105
  2.2.26.  Jessica told her mother, "Mrs. I. is my great 
  Priscilla and Jessica again played with Phineas to make 
him feel at home-he was at first shy and reluctant to come 
into the school.  He rolled a tin about on the floor, and 
Christopher, Tommy and Priscilla took turns in getting it for 
him when it rolled beyond his reach. 
  4.2.26.  Christopher asked Mrs. I. to help him make "a 
wall of sand", and while they were doing it, he asked her if he 
could come to tea next Sunday and said he would like 
to come every Sunday Later on, Jessica heard Christopher 
and Dan talking about this, and presently whispered to Mrs. I., 
  I'll come to tea with you one day, too. 
  zo.3.26.  Mrs. I. heard Priscilla suggest bullying Tommy. 
She asked Christopher, Shall we, Christopher?  They all 
started to do so.  When Mrs. I. walked near to them, they 
rushed away, as if they expected to be punished.  Priscilla 
called her "a little fool".  Mrs. I. stood quietly by, and 
Priscilla then said, Oh, she's smiling All right, we won't 
do it," and came to her and put her arms round her. 
  z6.3.26.  When the children were drawing in the afternoon, 
they arranged their tables very close to Mrs. I.'s, saying, 
  Lovely Mrs. I." 
  23.3.26.  The tension between Christopher and Dan for 
Priscilla's favour has been rather acute lately, but to-day they

solved it satisfactorily for the time.  They were making 
  boats and at one moment Priscilla said she wanted to be 
alone with Christopher".  This led to a little trouble, but 
then she spontaneously arranged both Christopher's and Dan's 
boats in a symmetrical relation to hers, which made them all 
happy. 
  z5.4.26.  Dan is very friendly to Jessica just now, calling 
her "my lovely Jessica".  This may have been because 
Jessica brought him some beads the first day after the 
holiday. 
  22.4.26.  For several days now, Priscilla and Dan have asked 
Mrs. I. to be their mummy and have insisted that she 
shall not call them by their names, but always as lovey", 
  sweetheart   darling  etc. 
  4.5.26.  It had been arranged that the children should go 
on the river in the afternoon, and during the morning several 
of them brought Mrs. I. flowers, saying, "Because you're 
taking us in a punt-boat-we do love you because you're 
taking us in a punt-boat." 
  5.5.26.  Dexter and the others were to-day very happy and 
friendly together.  The children were dig~g in and near the 
106     PSYCHOLOGICAL DATA: RECORDS 
sand-pit, with a game of "making a new road".  Dexter 
voluntarily put his superior reading and writing at their 
service, and wrote a notice, This road is up for repairs," and 
fastened it up where they were playing. 
  6.5.26.  The "road-making" went on again to-day, and 
Dexter wrote another notice, This road is up.  Cambridge," 
and asked Mrs. I. to pin it up near the repairs The others 
were pleased to have the notice but did not invite him to join 
their game to-day. 
  zz.5.26.  The children were writing and posting letters to 
their parents.  Dan wrote, Dear Daddy, I love you up to z6." 
Then he said, "I want to put beautiful Daddy' "-very 
expressively and emphatically; and this was spelt for him. 
  Dexter again wrote a notice for the play of the other children,

a nursing home play-" Nursing Home, Cambridge." 
  s2.5.26.  Dan told Dexter, very apologetically, that he had 
accidentally dropped Dexter's spade down a hole in the floor 
of the summer-house.  He said, I'm very sorry, and we're 
trying to get it up." Dan enlarged the hole with his hammer, 
until Mrs. I. could put her arm down and get the spade up. 
He then helped to mend the hole with new wood. 
  z9.5.26.  Phineas had turned all the cardboard letters out 
of the boxes on to the rug, and came to help Mrs. I. sort them 
out.  He remarked on those which he recognised, with great 
eagerness, saying, "Nice letters, aren't they?  Nice W.  I 
want more W's, more 5's," and so on.  He kept giving Mrs. I. 
one or two of each kind, You can have those, can't you ? 
and continued patiently until the three boxes were sorted out 
and put away. 
  Alfred and Herbert stayed to lunch, and the other children 
played host to them very charmingly.  Dan got out various 
things for them in the afternoon, and sat down beside Alfred. 
  I do love Alfred.  I love him best in the school." 
  2.6.26.  Dexter has several times refused to lend things to 
Jessica, saying, "I don't like her." To-day he made 
  pictures for her, and took them downstairs to give to her. 
Then he made other pictures for Priscilla, Christopher and 
Dan, taking them to each in turn.  Phineas and Herbert were 
using the insets, and they brought some to Mrs. I., saying, 
  You can have these, can't you ? 
  4.6.26.  When Priscilla shut Dan up as a puppy and 
he began to cry with boredom, Alfred said to him, Don't cry, 
Dan-I'll be your nurse, and Priscilla agreed to this. 
  zo.6.z6.  There was an argument between Christopher and 
Dan as to whether Christopher could take the tricycle outside 
arid ride it.  Dan said, "You must not," and Christopher 
                 SOCIAL RELATIONS                107 
replied, If I don't have it, I shan't love you." Dan:  All 
right, then, you can." 
  z8.6.z6.  Jessica was trying to build with bricks on the rug 
on the lawn, and they would not stand up.  Priscilla then 
showed Jessica how to lay a table down flat and build on that. 
  24.6.26.  The other children were very concerned for 
Herbert when he was frightened of a spider, and did their best 
to reassure him that it would not hurt him, and later that 
  Mrs. I. has taken it away." 
  28.6.26.  Dan and Christopher knocked nails into the wooden 
floor of the summer-house.  The boards were very springy, 
which made it difficult.  Mrs. I. put her foot on a board to 
help, and Dan looked up and said, Oh, thank you, Mrs. I., 
for standing on it-that makes it much better." Christopher 
said, I'll get you a chair so that you can keep your feet 
down." 
  7.7.26.  The carpenter came to make a see-saw, to the 
children's delight; and when he came the second time, they ran 
to greet him, "Oh, dear Mr. Jones we love you, we love you." 
  2o.7.26.  Mrs. I. told the children that Dexter, who had 
been away from home f"r some weeks, had come back, and 
that she had seen his baby sister.  They said they wished 
he would come to school", and used many affectionate 
expressions about him.  They asked, Will you invite him 
to come?  Mrs. I. replied, "Perhaps you'll do so?  Chris- 
topher, Dan and Priscilla at once sat down and each wrote a 
post card inviting him, and saying, Will you bring the baby 
as well?" 
  2z.7.26.  Mrs. I. was writing in the schoolroom, and most 
of the children were in the garden.  Christopher came and 
asked her, Won't you come and write outside ?  She said, 
"Perhaps the wind would blow my papers about." He 
replied, We can put something on them to keep them down," 
and carried bricks to a table for her. 
  3.zo.26.  Conrad gathered a large box of pears, brought 
them in and suggested that they should cook some for lunch. 
He, Phineas, Lena, a visitor and Mrs. I. then together peeled 
and cooked some.  This was Conrad's first voluntary share in 
the life of the school, and he did it with eagerness and
pleasure. 
  8.zo.26.  The children were using the bells, and taking turns 
at this very amicably.  Phineas found it difficult to await his 
"turn", but did not express his impatience in any more 
forcible way than by saying, It' is a long time to wait 
  zz.zo.26.  Tommy had scattered the beans on the floor, and 
Jessica volunteered to help him pick them up, doing so very 
patiently. 
       108       PSYCHOLOGICAL DATA: RECORDS 
  s7.zo.z6.  Tommy gathered figs from the fig tree, cut them 
into halves and made presents of them to the other children. 
The older ones were very much occupied, and Noel said he 
didn't want the figs-with some impatience at being inter- 
rupted.  Tommy asked, with a puzzled air, Why doesn't he 
want them ?  He asked where Priscilla was, as he wanted 
to give her a present.  She had gone home early, and he said 
he would send them to her.  Mrs. I. asked, "How will you 
send them ?     Well, if you'll give me an envelope, I'll put 
them in it." She gave him one, and he asked her to write the 
address on it, he dictating.  He then said, I'll post it if
you'll 
give me a stamp," and did so, putting in the two halves of a fig.

  28.zo.26.  Mrs. I. began to wind some skeins of wool into 
balls, and Jessica, Dan, Lena and Tommy offered to help, 
and did so for a long time, with great care. 
  Dan was particularly sociable at lunch, and through all the 
later part of the day-full of help and attention to other 
people, in striking contrast to his difficult mood of the early 
morning. 
  25.zz.26.  Priscilla was making a jumper and skirt for 
herself, and wanted to complete it in time for the Eurhythmics 
class.  She finished the skirt entirely by herself, but asked 
Mrs. I. to help her with the jumper.  Mrs. I. buttonholed the 
neck and sleeves Priscilla hugged her, saying, Oh, I do love 
you.  Do you know why?  It's because you've done my 
buttonholing so nicely 
  2~.zz.26.  When Miss D. invited the children to stay up to 
supper with her, Dan jumped up and down for joy, and said 
  Oh, I do like Miss D.  She is my fourth nicest lady." 
  z.z2.z6.  To-day Dan came to Miss D., put his arms round 
her, and said, "I do love you!  I love you next to my 
Daddy! 
  2.z~.26.  Priscilla had brought sheets of coloured paper to 
make streamers to decorate the schoolroom.  She made rings 
and strung them together.  The other children wanted to join 
in this, and she generously gave them each some paper, and 
showed them how to make the rings.  The younger ones sat 
round her in a circle to learn.  She gave particular help to 
Phineas, who was very anxious to do it, but rather inept.  He 
struggled very hard to learn, and spent all the rest of the 
morning on it, in the end making a long string of rings.  The 
other children commented on his achievement in admiring 
tones, standing round-" Fancy Phineas being able to do 
that I Isn't it splendid I " 
  3.zz.26.  Dan had spent several days making a bag.  He 
asked Mrs. I. if she would buy it.  As she had already bought 
                 SOCIAL RELATIONS                 109
as many as she wanted, she refused.  He said, Won't you 
buy it to give someone for a Christmas present?  "No, 
thank you, I have enough for that purpose." With a most 
gracious air, he then said, Oh, well, you can have it as a 
Christmas present." 
  9.12.26.  Jane was teasing Conrad, and Dan took his part 
against her, saying, I like him very much indeed-I adore 
  zo.z2.26.  Dan's mother had tea with the children.  Before 
she came, Dan arranged a place for her next to him, spreading 
jam on the bread.  When she arrived, he showed her what 
he had done-" It's because I like you so much.  I do love 
you so." 
  The children were making "ships" with the chairs, and 
wanted to use the chair on which Miss D. was sitting.  She 
offered to sit on the table.  Jane said, Oh, isn't she nice ? 
Dan: "Yes, very nice.  She can come into my room without 
knocking." 
  12.12.26.  When Miss D. arrived, Dan called out, Here is 
my dear, here is my dear." 
  19.1.27.  Jessica hurt her finger when moving one of the 
tables.  Phineas at once went over to her and said, Jessica, 
I'll rub it for you." 
  21.1.27.  The children were using paste and paper, and 
Phineas put a little rag on to Jescica's tables, saying, There's

a little one to wipe your fingers when your fingers get pasty." 
  24.1.27.  The children were making paper chains, and 
Phineas began to sing softly in a sort of chant, over and over 
again, Look at the lovely one Lena is making." 
  25.1.27.  Jane, Conrad and Dan were out for a walk with 
Miss D., and Conrad said to Dan, I love you, Dan.  Do you 
like me ?     Yes." 
  26.1.27.  Conrad dugatrench in the garden, and had been 
working quite hard at it, when Phineas came out, and also 
began to make a trench near by.  Conrad called to him, I'll 
come and help you soon, Phineas," and Phineas told Miss C., 
  Conrad's coming to help me." Lena helped both of them by 
bringing up the barrow to carry away their heaps. 
  31.1.27.  Dan had brought a new and very large wooden 
engine to school, and one of the younger children got on to it. 
At first Dan protested sharply; but when Mrs. I. asked him to 
put it away if he did not want the others to use it, he said
cheer- 
fully, "All right, they can use it. I'll leave it there for
them." 
  4.2.27.  The younger ones were playing a hiding game, 
and during this Phineas ran up to Lena, put his arms round 
her and said, I'll love you, Lena." 
110     PSYCHOLOGICAL DATA: RECORDS 
  Dan made an elaborate sand-castle for Jessica, because I 
like her so much." 
  Phineas ate his orange so slowly that there was a half 
untouched when the others had finished theirs.  Dan pointed 
to it and asked, Can I have it ?  Phineas said, Yes." 
Dan:  Oh, thanks !  I do love you." 
  Phineas made a sand-castle.  He poked holes in the side 
with his fingers, and said, Look at all my windows." Then 
he asked Lena, "Do you like my castle, Lena?  "No." 
  Why ?     I hate the windows." Phineas:  I'm going to 
cover the windows," and he smoothed them all out. 
  8.2.27.  Dan and Priscilla had some sort of secret and 
shut Jane out of this.  She was drawing, and presently offered 
to draw a picture for Priscilla and Dan They both said 
they liked her, after this. 
  9.2.27.  Dan asked Priscilla if he could go home with her 
to tea in the afternoon.  She replied, Yes, I think you can. 
I think it will be all right.  My mummy is going to have tea 
with me at home to-day." Dan said, Oh, then I can come. 
Oh, I am pleased." And later, Oh, I'm so pleased." And 
again, Oh, I shall be pleased when half-past three comes." 
He was asked, Aren't you pleased now ?     Oh, yes, but 
I shall be more so when it's time to go." 
  11.2.27.  Lena and Phineas were building a wall with 
bricks, using the sand as mortar.  Lena said, I'll be the 
putty-man and you be the one to stick the bricks." At one 
moment Phineas said, Help me put this here, then I'll be 
glad." And again, "Help me do this, then I'll be very 
pleased." She did help him. 
  12.2.27.  Phineas was digging quietly in the garden, when 
he turned to Miss C. and said, I wish I lived here.  I love 
being here.  I love the Malting House." 
  21.3.27.  A lady visitor had been in the school for some 
hours, and when she left, Phineas said to her, Goodbye ! 
Come again some day-you are a nice lady." 
29.3.27.  The children had made a steamer, and had 
  gangways of the small ladders.  When Jessica was crossing 
one of these, the ladder slipped and she fell and hurt herself 
a little.  Dan said he was" Very sorry about it, I am sorry, 
Jessica," because he had put the ladder up, and should have 
put it firm He repeated how sorry he was, and invited her 
to share his cabin As she had been wanting to get into 
his cabin for a long time, this made her very happy. 
  28.4.27.  Alice took Mrs. I.'s hand and said, Shall we pick 
some daisies ?  She led Mrs. I. to a patch of daisies at the 
far end of the lawri and picked some.  After carrying them 
                 SOCIAL RELATIONS                111 
about for some time, she gave them to a man visitor.  (She 
often made these gifts of flowers, throughout the term.) 
  Herbert was delighted with the experience of sawing 
with the two-handled saw.  He called to several people, 
"See what I'm doing!  And said to Miss C., "After all 
I'm onlyalittle boy and men saw wood 
  7.5.27.  Penelope said to her nurse, I like James, he's a 
funny little boy-and so am I." She was asked, You're a 
little boy ?     No, but I'm funny." 
  24.5.27.  A number of children were standing rather 
crowded round the edge of the sand-pit, and when Phineas did 
not move out of Dan's way immediately on request, Dan 
pushed him.  It was quite a slight push, but it happened that 
Phineas was standing precariously balanced, and that he fell 
in such a way as to hit his head sharply on the side of the wall.

His head was cut, and the children were all very subdued when 
they saw the blood.  Half a dozen of them followed into the 
cloakroom and stood around in silence while the wound was 
dealt with.  Dan was very distressed at the result of his 
hasty action-" I didn't mean him to cut his head on the 
stone, and he wouldn't get out of the way when I asked him 
to." Presently he followed the others into the cloakroom to 
watch Phineas, and said, I'm awfully sorry, I'm very sorry- 
I didn't mean to hurt him." Mrs. I. replied, No-a thing 
like that is very quicKly done, isn't it ?  He told Phineas 
  I'll give you a present, Phineas," and gave him a much- 
treasured book that he had made himself.  Phineas was very 
little disturbed, and only cried a little.  The children standing

round remarked on this, and admired his courage. 
  27.5.27.  Priscilla defended James against Tommy, who had 
pinched him and made him cry.  She is at present extremely 
sociable, sensible, and apparently very happy among the 
others. 
  May 1927.  The children all helped to carry into the garden 
enough chairs for each child to have one of his own.  Each 
child sawed off a piece of the legs to make the chair the right 
height for himself, and then painted it a chosen colour.  Mrs. I.

suggested to the older group that they should do their sewing 
and painting in the afternoons only, as there were so many 
children present in the morning.  Although they were very 
eager to get on with it, they agreed to this after a little mild

protest. 
  June 1927.  A man visitor, an old friend of James', had had 
tea with the children in the garden, and afterwards James went 
up to him, and said, When are you going ?  The visitor 
replied, "Oh, presently." James: "Will you go now?" 
112      PSYCHOLOGICAL DATA: RECORDS 
" Why?  " Well, after you've gone I'm going to play with 
Denis, but as long as you're here, I'd like to talk to you, so 
please will you go now? 
  23.7.27.  Denis spent the morning in the school in response 
to the children's invitations.  They treated him in the most 
friendly and hearty way, Dan shaking hands with him when he 
arrived.  He joined with all in a picnic up the river in the 
afternoon, on Priscilla's invitation. 
           SOURCES OF LOVE AND HATE              113 
 
 
II.  THE DEEPER SOURCES OF LOVE AND HATE 
A.  INFANTiLE SExuALiTy 
 1.  ORAL ERoTisM AND SADisM (Biting and Spitting) 
 
 
  16.10.24.  Robert and George, when supposed to be resting 
in the schoolroom, made a loud screaming noise they then 
took the rugs, put the end in their mouths and ran about. 
(Note also 16.1o.24 under GUILT AND SHAME.) 
  22.10.24.  George again put the rugs into his mouth when 
resting.  He always puts his plasticine into his mouth. 
  At lunch, Robert said, Shall we wee-wee on the table ? 
and then suddenly, Here's the wee-wee," and spat on his 
plate. 
  24.10.24.  (See incident under CAsTRATioN FEARs, THREATs 
AND SyMBoLisM.) 
  28.1o.24.  Cecil spat at the other children, in anger.  (This 
developed in him spontaneously and suddenly, before any of 
the other children had spat, and was a difficulty for some 
weeks.) 
  29.10.24.  When drinking out of their cups, the children 
made bubbling noises with their mouths.  Benjie and Harold 
began it, and the others followed. 
  4.11.24.  There was again much spitting and bubbling at 
lunch, and the children showed each other the food protruding 
from their mouths. 
  5.11.24.  Benjie very often spits in defiance. 
  14.11.24.  Benjie spat several times to-day, at Dan and at 
Mrs. I. 
  28.1.25.  George and Frank, having climbed up to the 
window overlooking the lane, to see a motor, began to spit on 
to the window Dan joined in they all spat vigorously, and 
said, "Look at it running down." George also spoke of 
  belly and Frank of" ah-ah lu-lu ",and" bim-bom ",both 
laughing. 
  12.2.25.  George spent about two hours modelling.  At first 
this was directed and constructive, but later on he began to 
fiddle with the plasticine, sitting vacantly with it and putting

it into his mouth. 
  25.2.25.  Harold had accidentally kicked Mrs. I.'s foot 
under the table, and this led him to say, I'll undress you and 
take off your suspenders, and gobble you all up." 
                                                8 
       114       PSYCHOLOGICAL DATA: RECORDS 
  2.3.25.  Frank spat at Dan, but wiped the saliva off. 
  23.3.25.  Tommy pretended to eat plasticine, occasionally 
putting a small piece into his mouth.  He brought spoons and 
forks from the shelf to use with the plasticine. 
  24.4.25.  Frank was again in a difficult and hostile mood, 
spitting, saying dirty", and biting. 
  8.5.25.  George and Christopher were sitting opposite each 
other at one table doing plasticine and somehow excited each 
other very much.  They began throwing the plasticine at each 
other, putting it in their mouths and biting it and laughing in 
an excited, screaming way.  This went on for some time, until 
Mrs. I. took the plasticine away. 
  20.5.25.  (See also the incident with "tiger's teeth" in 
AGGREssioN FOR POWER, on p. 46.) 
  17.6.25.  Some of the children, who had been in a hiding 
place came out, led by Duncan, who was carrying a stick 
as a weapon, looking very fierce.  They came out looking for 
animals "to kill for meat" to take back to the house. 
Apparently Duncan was "the father".  When they saw 
Mrs. I. through the window of the schoolroom, they came in 
to her, saying, There she is," looking very fierce, and said 
they would cut her up.  All joined in the play and then ran 
off happily. 
  24.6.25.  When Priscilla, Frank and Duncan were playing 
with the puppy, Priscilla said something about "sucking 
that obviously referring to the dog 5 penis.  Duncan said, 
  Oh, you dirty thing." Frank laughed.  Priscilla said, "and 
get milk".  Duncan: "You don't get milk from dogs!" 
Someone asked where one did get milk.  Duncan replied, 
  From cows and goats." 
  29.6.25.  At lunch there was some talk of spitting, and 
Duncan said, Here's the spit-jar "-referring to a glass jar 
he had there. 
  Summer 1925.  During this first year, Frank was constantly 
putting something into his mouth to suck or bite-pencils, 
chalk, plasticine, bricks, a sponge, sticks, the handle of his 
spade, or anything else he was using and when not occupied, 
he sucked his finger vigorously and continuously.  As a result, 
his mouth was always dirty.  On two occasions during the 
first term, he bit a hole in Mrs. I.'s mackintosh hanging up in 
the cloakroom, and more than once suggested to Dan and 
Harold that they should tear the coats of other children in the 
cloakroom. 
  11.10.25.  In the garden, Tommy ran after Mrs. I. and 
caught her.  He said, I'll kill you," and called Christopher 
and Penelope to come and help me push her down and kill 
           SOURCES OF LOVE AND HATE              115 
her-and make her into ice-cream !   Then to Mrs. I.,  I like 
ice-cream  It will be pink ice-cream !  I like ice ! 
  2.2.26.  At lunch there was some talk about "cutting 
Mrs. I. up and having her for dinner Priscilla said she 
would "have her head", Christopher "her finger", Dan 
  from her tummy to her bottom 
  29.3.26.  Priscilla was again very hostile this afternoon, and

led the others to join with her in calling Mrs. I. a beast", 
  filthy and so on and threatening to spit at her. 
  Autumn 1927.  Denis, throughout the term, was very fond 
of biting the finger of any grown-up he passed near, and unless 
prevented would bite quite hard.  This was not done in 
apparent temper and when one refused to let him bite, he 
would sometimes say, Then I'll kiss you," and kiss instead. 
  21.10.27.  At the lunch table, Ivan had been annoying the 
other children by making engine noises continually with 
his mouth.  One of them said in desperation, I wish there 
was no such boy as Ivan." Dan said, I wish he was a fish- 
cake, and then he would be eaten up.  Some of the others 
pulled sour faces and said, Oh, no, we wouldn't eat him." 
Presently Denis said, reflectively, I wish he was this piece of 
fish-cake (putting it into his mouth) and then he would be 
eaten up ! 
                         p 
  1.  X., a girl, when about 9 years of age, was playing at 
Postman's Knock" and called out of the room a boy "sweet. 
heart of the same age, to give him a letter i.ce. a kiss- 
At the critical moment she was overcome with shyness and 
offered him "a bite of her apple" (which she was eating) 
instead.  To her great chagrin, he took this instead of the 
kiss. 
  2.  At 6 to 7 years X. often ate chalk and paper.  Up to 
8 or 9 years she tore the corners off the pages of any book she 
was reading and chewed them. 
  3.  H., aged z;6, was asked by a growri-up, "What does 
J. have for his tea ?  (J. being a baby brotl\er of 5 or 6
months). 
H. replied, Bites Mammie. 
  4.  C., about 5 years of age, was stroking a large collie 
dog, when it sniffed at his trousers in the genital region. 
  Oh he said, it wants to suck." 
  5.  At 4 years of age N. was found nearly choking, and 
purple in the face, swallowing something very large.  As soon 
as she had got it safely down aiid could speak, she told her 
nurse, It's B.as whistle (an ordinary sized whistle belonging 
to her elder brother, of which she had been very envious). 
116      I'SYCHOLOGICAL DATA: RECORDS 
She said, " I didn't like the noise it made, and so I hid it in 
myself. 
  6.  A woman friend in charge of two children, a boy of 
7 and a girl of 6, both charming, intelligent and quite healthy 
and normal children, told me that she overheard the boy ask 
the girl, when they were both resting in their room in an 
afternoon, to lick his penis.  The girl said she did not want to,

and the boy then said she must do it when he went to the 
lavatory.  Later on, he tried to get her to go to the lavatory 
with him, but of course the governess prevented this. 
                         Y 
  Problems with regard to food and feeding arising among 
young children (in my letters from mothers and nurses) 
include the following: Refusal to eat particular foods (e.g. 
jelly, milk, white of an egg, the meat course, etc.), this
refusal 
being either habitual or of a sudden onset general unwilling- 
ness to eat unless coaxed or pressed or spoon-fed or talked to 
entertainingly; taking a long time by dawdling or playing; 
refusal to eat anything but soft food; refusal to drink at all; 
gobbling and cramming, with tears and temper if this is 
interfered with restlessness and fidgets at the meal, hysterical

vomiting at particular foods (not necessarily the same foods 
every day) parking the food in the side of the mouth for 
an indefinite time and refusing to chew or swallow it talking 
nonsense as soon as the meal starts and showing disagreeable 
obstinacy if this is prohibited sudden screaming at the sight 
of the meal or in the middle of the meal rage and screaming 
even when the food offered is known to be liked, and rolling 
on the floor in rage at its being offered; throwing platc or 
spoon on the floor as soon as the meal starts, etc., etc. 
  1.  She (aged sixteen months) is always ready for her food, 
and gets very excited when she hears it being brought up, but 
the minute I start feeding her she starts to cry.  Sometimes 
it's only a sort of grizzle to start, but often ends in a very
loud 
scream.  She wants the food, but is crying the whole time she 
is eating." 
  2.  He (aged twenty months) now cries when anything he 
wants very much is offered him and rolls on the floor in a 
paroxysm of rage.  It is most extra rdinary as he has never 
been teased or repressed in any way. 
  3.  "My boy is twenty-one months and is thoroughly 
healthy and normal physically.  Sleeps fourteen hours or so, 
is extremely intelligent and vivacious, but inordinately strong 
           SOURCES OF LOVE AND HATE              117 
willed.  We have had innumerable tussles with him of a more 
or less tempestuous nature but he has come smilingly through 
them all and has given in over every point except meals, and 
the latter are a nightmare.  It started at fifteen months over 
tea time and has now spread to every meal.  He would sooner 
go without rather than eat rusks, toast and bread and butter. 
About six weeks ago I tried starving him for twenty-four hours, 
after which for over a fortnight his meal times were a joy to us

all and he put on twenty ounces.  Since then he has relapsed 
again, first whined over his tea, messed it all up and had 
nothing, next, the same procedure over his breakfast and 
finally over his dinner.  He loves his milk (one pint per day 
at most) and would eat porridge ad lib., or cake, but I will not

allow that, and if he refuses or throws his rusks about I take 
all his food away and leave him without.  By the next meal 
time it is evident he is ravenous but has no intention of
yielding 
and keeps himself going on a mug of milk.  He will, on the 
other hand, eat a huge quantity if he goes out to tea, but he 
will not do so at home whether Nanny or Daddy or I give him 
his tea.  He is equally bad with any of us. 
  4.  My little boy is two years old, and until now has been 
quite normal in his habits.  He has taken his meals regularly 
and although not voracious has eaten normally.  One day a 
fortnight ago he began playing with his dinner, a thing he 
never does, and when I began to feed him he protested and 
wanted his pudding first.  I really thought he was just being 
stupid and went on with his dinner, but he then spat it out, 
scattering it all over his chair, so I took it away and got his 
pudding but he also refused that, so we made no more fuss, 
and I realised or thought that he had had an aversion to his 
dinner on that day, and that perhaps I was unreasonable in 
persisting.  However, at tea all was well and also at breakfast 
next day, but every day since he has refused dinner.  For two 
days I just took him his dinner and he said, No, no,' so not 
wanting to sicken him I immediately removed it and he had 
his nap and nothing to eat until tea-time, and he didn't want 
anything to eat I could see.  To-day, I thought I would try 
dinner again but as soon as he saw it he screamed and nothing 
would induce him to touch it.  What ani I to do ?  He isn't 
a bit spoilt." 
  5.  Directly any suggestion of food is mentioned or she 
(aged 23) sees the table being laid she whines and screams and 
declares she doesn't want any food.  I have had the doctor in 
and he has given her tonics but they seem to have no effect. 
I have asked him to examine her throat as she usually seems 
to have trouble in swallowing, but he says there is nothing 
118      PSYCHOLOGICAL DATA: RECORDS 
wrong.  We have played with her, telling her stories, etc., with

no effect.  She takes an hour over her meal and usually heaves 
two or three times and sometimes ends in being sick." 
  6.  My little boy of 2;8 is a normal healthy child and very 
intelligent but has a terrible habit of retching and bringing up

at meals when he has anything he doesn't like especially.  I 
try to give him things he likes but it is very difficult as he
has 
so many dislikes and one day he likes a thing and the next 
time he has it he won't." 
  7.  "I have great difficulty with him (aged nearly 5) at 
meal times-dinner being the worst meal of the day.  He 
never seems eager for food and at dinner time often flatly 
refuses to touch his food and sits at the table drawing pictures

on the cloth with the forks and spoons.  For the sake of peace 
and quiet I usually have to spoon-feed him myself talking to 
him all the time and trying to distract his attention while I 
am doing this." 
  8.  A. (4;o) and J. (26).  Meal time is an absolute purga- 
tory.  They will both put a spoonful in their mouths and hold 
it there sometimes for ten minutes, without attempting to 
swallow it, and then only if we are standing over them con- 
tinually reminding them to be quick.  They will often take one 
and a half hours over their tea." 
  9.  "My little D. developed the habit of sucking wool, 
blankets, clothes or anything she could get, while only a few 
months old.  Now she is 2;6 and still sucks wool, dolls' clothes,

bits of yarn, and even bits of fluff and dust off the carpets. 
I thought it would pass off when she had all her teeth, but such

is not the case, and it is affecting her in a troublesome way. 
The hairs are irritating the bowel and causing bladder irri- 
tation and making her wet her cot at night very badly after 
having been dry for many months.  It has been a very great 
worry to me and nothing seems to help.  She can get bits of 
fluff ai'd wool in spite of our vigilance. 
  10.  Within the last month or two she has developed a 
habit of violently sucking any wool she can get hold of-chiefly 
in bed or in the pram-but also at other times.  She stuffs her 
coat or the blanket into her mouth voraciously, and sucks and 
sucks until she goes to sleep.  She seems to love the feel of 
wool, and laughs and chuckles if one plays with the blanket 
over her face, or if one tucks it under her chin.  She will suck

the front of her nightgown until it is wringing wet on her chest,

and this together with the fact that she swallows little pieces 
of wool, makes me feel that we must stop it in some way." 
  11.  "My baby girl, now 15 months old has, since she started cutting her double teeth at about 11 months, always 
           SOURCES OF LOVE AND HATE              119 
sucked the first two fingers of her right hand when put down 
to sleep.  I have several times tried to break her of this habit

(as it seems to me almost as bad asadummy) but she has only 
screamed sometimes for three hours at a time and appeared so 
distressed and exhausted that I have given in." 
  12.  "She is 5 years old next August and ever since she 
was about a year old she has gone to sleep sucking some part 
of her clothing or bed-clothes. 
  13.  I have resorted to smacking in order to show him how 
he (aged 3;6) hurts other people.  But the only result is to 
make him wild with rage, and he has attempted to bite me 
once or twice." 
  14.  She (aged z;6)plays in her cot for an hour in the 
afternoon, but whatever I give her to play with she now puts 
into her mouth.  She'll eat up a whole book in an hour.  She 
doesn't swallow the paper but chews it up and spits it out, and 
what she doesn't chew she'll wilfully tear up.  So although she 
loves picture books I can't let her have them.  She'll take her 
hair-ribbon off and chew that, or pull a button off her jumper 
and chew that." 
  15.  For the last three months my small son, aged four 
and a half, has been waking in the night-or rather, the early 
hours of the morning-crying out in an unhappy little voice 
that he `sees nasty things'.  Frequently, too, when he is 
just falling asleep at night he will say that he is afraid to 
close his eyes because he sees things He seems unable to 
describe them, except that they are `very, very nasty' and 
sometimes he says' they bite On being gently assured that 
there is nothing there that could hurt a little boy with Nannie 
or Mae beside him and a big Daddy so near, he replies, 
Yes, I knob that, but I think them.' 
  16.  "He (aged nearly three) used to go to sleep quite 
happily as soon as he was put to bed, but now, as soon as I 
leave him he calls me back `Cos Goo-goo comes'.  He 
calls me again and again to tell me about `Goo-goo'.  At first 
I told him there was no such person when he said, Goo-goo 
bites the windows all up, and bites the doors and bites 
everything,' but he insists that there is, so thinking he might 
get worse fears through repressing it I encourage him to talk 
about it.  I suggested `Goo-goo' was a little boy and little 
boys di~'t bite windows, etc., only nice things like biscuits 
and apples.  But that was no good.  Then he called me in a 
more frightened voice, and when I told him to shut his eyes 
and go to sleep he said, No, if I shut my eyes Goo-goo will 
come and eat me.' 
  17.  She (aged 28) suffers from nightmare-which must 
120      ~YCHOLOGICAL DATA: RECORDS 
be intensely vivid, as spasms recur during the day.  She 
frequently wakes in the night frantic and screaming because 
she fancies there are animals about the room, and in her bed. 
All my efforts to reassure and pacify her are useless for a time

-and when finally she ceases screaming, she keeps clutching 
at me, and will not go back in her bed.  The trouble com- 
menced about last August.  She was sleeping in a cot in my 
bedroom.  When I ran up to see what was wrong, she was 
trying to climb out and seemed terror-stricken.  Nothing 
would induce her to go back in the cot-she said An animal 
bite her feet,' although she has always been very fond of cats 
and dogs and cannot pass one without wanting to love it, 
in fact she shows great interest in all animals." 
  18.  I should be so much obliged if you could give me any 
advice about the one peculiarity of my elder child.  She is now 
two-and-three-quarters and a thoroughly healthy and happy 
small person.  The whole trouble is nothing very vast.  When 
she was a baby I stopped her sucking her thumb by pinning a 
light shawl round her shoulders and she soon stopped it. 
Later, though, she began to suck her tongue.  I can't quite 
describe how she does it, sticks it out a bit and sucks it.  The

effect is not pretty!  And after that when she could walk 
she insisted on having one or two small coloured blankets with 
her and waving one about in front of her face while she sucked 
her tongue and now in any trouble she runs for it. She does not 
actually suck it-holds it near her face and sucks her tongue. 
I suppose I ought to be thankful she does not suck the wool ! 
She will not go to sleep without it, either for her morning rest

or at night.  Don't you think the beginning of it all was my 
being too fussy over thumb-sucking ?  I feel inclined to let 
the baby suck hers to her heart's content-which I may say, 
she does !  And she is such a model baby in every other way 
it seems a pity to interfere with her." 
  19.  How can I deal with this problem ?  My little boy 
of two-and-three-quarters has recently begun to spit and will 
spit in one's face without any warning or apparent reason. 
He did it once before about nine months ago and then I put 
him out of the room, but this time it usually happens when he 
gets into my bed in the morning and then I put him back into 
his bed, which seems to make an effect.  He also does it with 
his nurse although he is perfectly happy with both of us. 
Otherwise he is a normal happy child, very helpful and useful 
in his nursery, hanging up his clothes, washing himself and 
so on.  Do you think that we should take a Nmer tone and 
smack him?  He calls it bubbles' and incidentally is very 
fond of blowing bubbles." 
           SOURCES OF LOVE A- HATE             121 
 
~sMussEN The Primary School Child, p. 530.  R. has 
an absolute repugnance to fondling.  S. said one day that she 
would like her mother to fetch her from the dance along with 
me, because I like them both the same'.  R. said on this: 
Oh, if only there wasaplace whereIcould spit! 
BRiDGEs, ~p. cit. pp. 5~-6.  "A child who has asserted 
himself by biting or spitting at other children (more than once)

fails to score on this item.  Like hitting and pinching, the 
above forms of aggression are particularly undesirable, and are 
usually shown marked disapproval by adults." 
 
 
   z.  ANA AND URETxRAi INTEREsTs AND AGGREssioN 
 
                         a 
 
25.9.24.  Dan's mother reported that this afternoon, when 
she was carrying him on the return from a walk, he had asked 
her, Shall I make water on you?  She said, Do you want 
to make water? I'll put you down." "No, on you, shall I? 
27.50.24.  Frank, seeing the cat, said, I can see his ah-ah 
bottie   Benjie then joined in, and the two chanted it. 
28.50.24. Tommywent to the lavatory with Miss B. George 
went to look in, and said, laughing, "I saw him in the lavatory."

October 5924.  Miss X. and Mrs. I. went to talk to Dan in 
his bath at bedtime.  He made love to Miss X. by offering her 
water cupped in his hands then suddenly said, I'm going 
to pass faeces on the floor and on the towel." 
October, 5924.  (See incident re Penelope and Dan under 
GuiLT AND SHAME.) 
52.55.24.  Harold put the soap down the lavatory pipe. 
(A few days later, he put both soap and sponge down.) He 
and Paul made water in the garden. 
59.55.24.  At lunch the children had a conversation as to 
what people were made of", and spoke of people being made 
of pudding, pie, potatoes, coal, etc., and of "bee-wee", 
try do-do ah-ah bottie 
24.55.24.  Harold often speaks of bogies" (the dirt out 
of his nose).  At one moment this morning, he ran to the 
lavatory,,,saymg, "I'm going to see if anyone is in the 
 
 
When washing their hands, Harold, Paul and Benjie put 
the wash bowls on the floor, and sat down in them, saying, 
I'm trying, I'm trying on Paul, on Dan, etc." 
Christopher took a bowl from Benjie.  Harold said, I'll 
hit you in the face if you take mine." Benjie: "I'll wee-wee 
in your face." Benjie and Harold said to Tommy, We'll put 
122      PSYCHOLOGICAL DATA: RECORDS 
bim-bom-bee-wee water in your face." When he is angry with 
Mrs. I., he sometimes says to the others, Shall we pee-wee 
on someone ? 
The children were getting water to drink in cups, and Harold 
told the others that he had given Frank some "wee-wee 
water" to drink.  He often says there's wee-wee water in 
the bowl "in which he washes his hands.  Later he said he had 
drunk wee-wee water", and that the water in the cups was 
that. 
Frank said, Shall we make Benjie drmk bee-wee water? 
Yes," Harold said, and poison him." And another time, 
and make spots come out all over him". 
26.55.24.  When marcbing round, the children took the 
enamel bowls to use as drums then they put them on the 
floor and sat in them, first calling them boats and then as 
lavatories, to try in Harold and Paul sat in them, saying, 
I'm trying." 
Paul told Mrs. I., Do you know what I have to make me 
try ?        Grape fruit. 
At lunM, Harold said to Mrs. I., You are made of try." 
Frank          You are made of water." Benjie 
of bee-wee 
27.55.24.  Playing house with chairs, Frank said, "I'm 
going to eat my bogies-I don't want any dinner." Harold 
then said the same.  Paul told the others, "I tried on 
Mrs. I." 
4.52.24.  Harold said (as on several occasions), Shall we 
eat bogies ? 
52.5.25.  Paul poked a pencil into his nose, and then 
licked it. 
26.5.25.  Frank suggested putting a cup down the lavatory. 
29.5.25.  Dan said he did not like Tommy's hair.  Frank 
said, No, he's dirty he's a lu-lu spout." 
Frank said to Dan in a low voice, We want to make water, 
don't we, Dan ?  Dan laughed and said, Make water in the 
other place, won't you ?  (Frank often asks Dan to go with 
him to the lavatory.) 
50.2.25.  Frank went to the lavatory, leaving the door open. 
Mrs. I. was playing the piano.  Frank called to Dan to tell 
her not to Dan said, "Don't play-you wicked Mrs. I.," 
then ran back and shouted to Frank," She won't sto~but she 
has done now." Afterwards they talked about smacking" 
her, hurting her eye shootthg her and their stock joke 
about going up in an aeroplane and Mrs. I.  having to go 
up in a motor car And about making it (Mrs. I. could 
not catch what the it was) as big as a cloud "` as big 
           SOURCES OF LOVE AND HATE            123 
as a house as big as the school", as big as London 
Then Dan, and we shall smack everyone, shan't we ? 
55.2.25.  After lunch, Frank and Dan made a "house" 
with chairs.  Frank said, "and we'll have a little lavatory, 
a little lav-lav Presently he went to the real lavatory, 
saying, Shall we go to our little lavatory ? 
56.2.25. There was some talk of again putting the sponge 
down the lavatory. 
27.2.25.  Frank was in the lavatory, and called to Dan. 
Dan came back into the schoolroom to see what Mrs. I. 
was doing.  She was painting, and Dan said, "What are 
you painting?  You shan't paint, you wicked Mrs. I.," and 
spat on her painting.  She said, Please don't do that, Dan." 
Frank called out, Kick her." Dan said to her, going towards 
her, "I'm going to kick you," then ran back towards the 
lavatory shouting out to Frank, I've kicked her" (but of 
course he had not) Frank shouted, Did you kick her ? 
Dan said, "Yes." Frank: "Kick her again"; Dan ran 
towards her and shouted, I have done." 
2.3.25.  Frank asked where Harold was resting, and when 
told, said, In that end room ?" and then with laughter, in 
the do-do room ? 
Frank said to one of the others, "You've got a silly old 
ah-ah-bottie." 
6.3.25.  Paul said to Mrs. I., I hope you smell-you smell 
yourself." Dan went to the lavatory to make water.  Frank 
was in the cloakroom, and was heard to say to him, Dan, 
you are a ah-ah-ah-ahahbotti~say that, Dan." Dan did so. 
Dan told Mrs. I. that Frank was passing faeces 
20.3.25.  Frank and some others were looking at a picture, 
and Frank suddenly hit it, and said, "I smacked its 
bottie." 
Harold told Mrs. I. that George wee-wee'd in the garden 
always 
25.3.25. The children spoke again of bee-wee gnomes 
Two or three of the children were using one of the moveable 
blackboards.  Harold said, Shall I try on it ? and make it 
black, make it dirty? 
26.3.25.  Dan asked, How could we wipe our anuses if we 
had no paper ? 
24.4.25.  Theobald poured water into the sand, and called 
it bee-wee sand." 
Frank was heard to say to another child, Shall we put 
some faeces in a cake and give it to Dan's mumini~and then 
she won't know what she is eating?  On another occasion, 
he was heard to tell Dan, Pass all you have in your bottie." 
124      PSYCHOLOGICAL DATA: RECORDS 
 
Dan replied, "Then I shan't have any more to pass out." 
Frank: "Then your bottie will be flat." 
29.4.25.  Harold brought water in the bucket with sand as 
mortar but called the bucket a try-pan and threw it 
into the sand pit. 
5.5.25.  Dan and Frank were interested when Priscilla went 
to the lavatory in the afternoon, and spoke of it to each other.

They said, Oh, she's passing faeces," and when she came out, 
they asked her, What colour is it ?  After some hesitation 
(she did not know the term faeces ", but evidently had a 
glimmer of the meaning), she replied that she did not 
know.  They ran to look, and came back, saying, "Oh, 
it's white." She had, of course, pulled the plug before coming 
out. 
4.5.25.  The children were helping Mrs. I. to feed the rabbit 
and give him fresh straw they noticed his faeces in the box, 
and called it the rabbit's lavatory 
8.5.25.  The children again cracked one egg each (from 
those the hen had been sitting on and had deserted) into a 
large tin.  Presently they took the tins out on to the steps, 
and called them lavatories and told Mrs. I. they each had 
four lavatories 
26.5.25.  While a visitor who was sceptical was talking to 
Mrs. I. about the concept of sublimations ", Mrs. I. had 
instanced the children's play with mud and water as an 
example; just then Harold came out of the schoolroom to 
where the children were playing with water, carrying in one 
hand a can of water, and in the other the roll of toilet paper 
from the lavatory, which he put down in the mud, and poured 
water over it. 
56.6.25.  To-day they discovered for the first time that they 
could turn the main tap on in the yard, and there was tre- 
mendous excitement and interest at this.  When they had 
their bathing suits on, they put their hands over the runriing 
tap and squirted it all over themselves and over the garden, 
Duncan, saying several times, "Someone is bee-weeing' 
on me. 
58.6.25.  Tomrny and Christopher spent half-an-hour 
making what they called a "bee-wee pie" with sand and 
water. 
In the sand-pit, in the morning, Paul and Harold, and later, 
Frank and Dan, had "made try "-mixing sand and water 
with their hands, "with salt ", they said.  Frank piled it up 
on a brick in a loaf shape, and Paul called it a loaf of try- 
bread".  Harold did the same, and said, "When someone 
wants to eat a try-loaf, we'll give them this." Paul and 
           SOURCES OF LOVE A- HATE             125 
Harold went on with this "try-bread" for some time, and 
said they were going to cook it.  Harold later asked Mrs. I. 
if she would like a loaf, and took her some. 
24.6.25.  The puppy made water on the floor of the school- 
room, and there were shocked protests and laughter from all 
the children.  Priscilla carried him to the lavatory. 
When painting, Frank and Dan painted their hair and faces 
brown, and called it faeces colour Presently they washed 
it off. 
3o.6.25.  Priscilla modelled a bath and the tray of soap with 
pieces of soap in it and herself and her mother in the bath. 
Duncan asked, Where is her bim-bom thing ? 
7.7.25.  At lunch, Mrs. I. asked who had served the food 
yesterday, when she was not there.  Frank told her that 
Miss Y. did.  Duncan said, Yes, she passed faeces and then 
served it to us." 
8.7.25.  In the lavatory, Harold undid the whole of the roll 
of toilet paper.  He helped to roll it up again, when asked. 
53.7.25.  When dressing after bathing, Theobald and others 
chanted about a "bottle of brown bee-wee water".  This 
happened on two or three days.  They talked of selling it 
(N.B.  Theobald's talk re bee-wee has occurred coincidently 
with much social freedom, friendliness and generally greater 
interest and activity.) 
53.50.25.  Priscilla and Dan, when using paints, painted 
their hands all over.  When Mrs. I. asked them not to do this, 
but to paint only on the paper, they insisted that they would 
do so.  She made this a condition of their having the paints to 
use, and when they did it again, she then took the paints away. 
In defiance, they painted the tables with the brushes and water.

When Mrs. I. removed these, they ran after her, shouting in 
defiance, and Dan spat at her, Priscilla imitating him, but with

less vigour. 
55.50.25.  The children were having a picnic under the 
stairs, and Penelope whispered to Mrs. I., "Let's pretend 
there's a lavatory up there~nly pretend! 
9.55.25.  Frank and Priscilla were being hostile to Penelope. 
They said, She's duty-she's a faeces girl-she's hateful." 
57.55.25.  Dan went to get a drink, and afterwards said, 
When I drink water, it makes me make water." In the 
afternoon, Mrs. I. went to the lavatory.  Priscilla heard her 
and told Dan, She has gone to make water." When Mrs. I. 
came out, Dan asked her, Did you make water ? 
58.55.25.  Watching the dog, the children saw him make 
water and pass faeces, and laughed and commented on it. 
Tommy said, He passed faeces. 
        126      PSYCHOLOGICAL DATA: RECORDS 
 
Frank and Priscilla and Dan always call a particular colour 
of paint, a yellow-brown, faeces colour quite as a matter 
of course. 
27.55.25.  Priscilla pushed Tommy when he was carrying 
something very carefully when Mrs. I. held her arm so that 
she should not upset him, Priscilla was very angry, and the 
other children took her part against Mrs. I., all joining in 
saying, "Horrid Mrs. I.-she's a faeces woman-ah-ah, 
bottie   and so on. 
5.52.25.  When painting, Tommy painted his hands 
Christopher, Dan and Priscilla said he was "dirty".  He 
retorted, No, I'm not." They spat on his picture and spoilt 
it.  When Miss B. interfered, they said she was "dirty", 
a faeces person horrid etc.  Later on, when Tommy 
was pouring some peas into a wooden measure, he spilt some 
on the floor; the other children spoke about this; but 
presently, when Mrs. I. stood near before he had picked them 
    Priscilla and Frank pretended that it was she who had 
u~m~~~ water and passed faeces on the floor     Look what 
a lot she's done," they said, laughing.  We can see it-you'll 
have to brush it up," and so on. 
In the afternoon, Dan and Priscilla were for a brief time 
rather hostile, and Priscilla said to Mrs. I., Go away, you 
beast, you horrid Mrs. I.", several times.  She then ran into 
the lavatory, and shouted out that she was falling down in 
it calling to Mrs. I. to go and pick her out 
2.52.25.  Christopher, Tommy and Dan made a corridor 
train with chairs.  Dan showed the two passengers where 
"the lavatory" was, saying, "In case you want to 
make water." Tommy and N. (a visitor) then pretended 
to go to the lavatory, Dan saying, "Can you undo your 
trousers ? 
3.52.25.  Priscilla this afternoon was feverish with a sudden 
cold, not fit to be at school she was sent home as soon as 
possible.  She was very restless and destructive, and would 
not settle to any occupation, nor let the others do so happily. 
Mrs. I. was using number rods with one of the others and 
Priscilla came and tried to push them on to the floor.  When 
Mrs. I. prevented this, Priscilla began, in her anger and 
defiance, to urinate on the floor but at once cried in distress,

"Oh, no, Mrs. I.-oh, I want to make water," and ran off 
to the lavatory.  After that she settled down to a period of 
quiet occupation. 
55.52.25.  One of the children brought to school a rubber 
mouse that could be used as a squirt.  They said it makes 
bee-wee out of its mouth 
           SOURCES OF LOVE A- HATE            127 
54.52.25.  Frank, Priscilla and Christopher took away 
Tommy's cocoanut, and put it in the pan of the lavatory. 
They were angry when they found that it had been taken 
away. 
25.5.26.  Frank and Dan said that Mrs. I. "did faeces 
writing 
5.2.26.  In a moment of anger, Priscilla took her doll and 
said she would make it pass faeces on Mrs. I.  she held 
the doll's legs towards her and said, Bang." 
8.2.26.  Frank found some water held in a leaf in the 
garden, and called it the fairies' lavatory 
8.3.26.  During the family play, Jessica was taken to the 
lavatory and made to pass water in reality. 
55.6.26.  After the rain-storm, Phineas suddenly wanted to 
do ah-ah "urgently. 
8.52.26.  The cat was rolling on the floor, and Conrad said, 
Stick a stamp over his anus so that he can't pass faeces." 
so.s2.26.  The children (Jane, Conrad, Dan) were playing 
ship and each child had a waste-paper basket of his own 
as a lavatory They pretended to be sick, to make water 
and to pass faeces, saying, Mine's full." Empty it in the 
sea," and so on. 
55.52.26.  They began playing the same game again to-day, 
but seemed to get bored with it and gave it up for modelling. 
55.52.26.  In the "ship" play to-day, the ships again 
contained potties ", but these were used less to-day. 
25.5.27.  Jessica and Phineas asked Miss C. to "make a 
ship" with them, and arranged a potty in the seat of a 
wicker chair.  Jessica asked Miss C., We want you to sell us 
some paper to wipe ourselves." Phineas said, "I want 
another piece of paper." Miss C. took a piece of crumpled 
paper from the wicker chair, but Jessica shouted, Oh, you 
can't have that I I've just used it.  I'm going on the potty 
again." Then to Miss C., Not real potty-just `tending. 
This was interspersed with other sorts of happenings in the 
ship "-starting and stopping it at different places, carrying 
parcels, and so on.  Phineas wrapped up a toy train in a piece 
of paper, tied it with string and asked Miss C. to be the post- 
man and deliver it Jessica:  I wonder what's in here." 
She cut the string:  Oh, it's a parcel from Father Christmas. 
She asked Mrs. I. to find some more parcels, and they both 
made parcels for her to deliver to them.  Phineas said to 
himself, Jessica must say, I wonder what it is ? 
24.5.27.  In their play after lunch, Jane, Priscilla, Jessica 
and Dan played a family game which included sitting on 
`potties,passing faeces", and falling off the pots 
128      PSYCHOLOGICAL DATA: RECORDS 
(cushions) with laughter.  They went on with this until Mrs. I. 
called them to come and do something else. 
2.2.27.  At bath-time, Conrad and Dan had an indiarubber 
man.  There was a hole in its foot, through which they made 
water squirt.  Conrad said, This funny man has his penis in 
his foot-it must be a sort of toe, I suppose. 
50.2.27.  Jane took a glass vessel with a tube attached, and 
began to pour water into it through a funnel.  Dan said, "I 
know what you're going to do-you're going to make water." 
Jane laughed and said, Yes they all laughed in a tone 
which suggested that this had been so described before. 
55.2.27.  Jane, Priscilla, Conrad and Dan played house 
and had a dolls' tea-party.  Jane arranged two lavatories 
in the house, one for men and one for women 
8.3.27.  When playing in the garden, Conrad said to Jane, 
You go into the lavatory.  I'll say, I want to come in,' and 
you say, You can't-I want to do potty.' Jane said, All 
right    but she did not go. 
52.3.27.  During the day, the children, especially Conrad, 
talked a good deal about anus and flatus Jane did 
not join in, but giggled when the others did.  They giggled 
about the words business and buzz and long nose." 
53.3.27.  Again a good deal of giggling and talking about 
anus, penis, flatus, etc.  A boy visitor joined in this, although

he said it was "rude".  Jane said she "often talked like 
that with her old school friends.  (At her previous school, 
a well-known girls' school.) 
Summer term 5927.  In response to our suggestion that it 
was better not to talk so much about going to the lavatory, 
etc., they substituted "telephone" and "telephoning" for 
the direct description, and took every opportunity of talking 
about this, with the same giggles and sly looks. 
May 5927.  One of the children had been given a tent for 
a birthday present, and he brought it to school and had it set 
up on the lawn.  To-day a group of children (including Jane, 
Dan, Conrad, Priscilla and Jessica, among others) were playing 
inside the tent.  They seemed to think that because they 
could not be seen, they could Rot be heard, and were joking 
and laughing about anus and big noises etc., in loud 
unconcerned voices and laughter.  When one of the staff 
called to them to suggest some occupation outside the tent, 
they fell silent and came out with sheepish looks. 
                         p 
I.  J., a healthy and well adapted girl of 3;6, who had 
long since established normal control over her excretions, was 
           SOURCES OF LOVE A- HATE             129 
left alone with her father at the sea-side for a day, which was 
a rare experience.  On the way down to the beach she urinated 
in her knickers, her father having to take these off for her. 
He put on her bathing suit, and before they had gone much 
further she had defaecated into this-a quite unheard of 
occurrence in her life. 
2.  At 4 years of age, N. persistently drank her bath 
water, and would not yield to correction about this.  On one 
occasion she was caught drinking the water in which tadpoles 
had lived and died. 
3.  J. and H., aged s;6 and 3;6 respectively, were found 
comparing the amounts of faeces in the two chamber pots 
after they had defaecated.  The elder boy told his mother, 
I did three things, J. only did two." 
4.  In childhood, X. slept in a bed placed close along a 
wall.  At 7 or 8 years she had the habit of depositing the dirt 
from her nose on the wall, and on one occasion put a fragment 
of faeces there, suffering great shame at the memory of this 
in later childhood.  As a grown woman she had a great dislike 
of dark or patterned wall-papers. 
5.  K., 9 months.  She was lying on her rug in the garden; 
several friendly adults were near, looking at her, talking to 
and about her. Her uncle went up to her, whereupon she began 
to smile and laugh and gurgle, and wriggle about, with an 
appearance of great pleasure.  He thought these were signs 
of pleased recognition of himself, and friendliness to him.  He 
laughed back, and repeated the little grunting noises-er, er, er,

which she was making.  After a few moments, the smile faded 
and the grunts and gurgles ceased, and she lay quiet. 
Her nannie, who was near, recognised the situation 
and took her up to change her-she had evacuated into her 
napkin. 
6.  An adult patient had a dream in which he and his 
analyst were sitting at a fireside carrying on the analysis." 
He, the patient, "was playing with a poker in the coals on the 
hearth On the basis of many previous associations to coal 
and fire, the analyst suggested that this item in the dream 
represented either the infantile wish to play with urine and 
faeces, or the memory of having done so.  The patient at once 
said, "That was what the baby visitor was doing yesterday "- 
a child of fifteen months, who had urinated on the floor, and 
before anyone could intervene, had stamped and splashed in 
it with her feet.  The child's,parents had told my patient that 
she was always doing that. 
 
                                                            9 
    130     ~YCHOLOGICAL DATA: RECORDS 
 
                     Y 
 
The following types of problem occur under this heading 
(in letters from mothers and nurses) : Bed-wetting; persistent 
refusal to use the pot either or both for urination and defaeca-

tion, this refusal ranging from constant failure to ask for 
attention in time, to absolute obstinacy to use the pot when 
presented, or absolute terror and screaming at the sight of it 
severe constipation refusal to urinate when held out at 
so p.m., or screaming and restlessness through the night if held

out then wetting the floor or a particular piece of furniture 
in the night time and one case of complete adaptation to 
the pot only, so that the pot has !o be taken about wherever 
the child goes. These cases vary in degree from mere lateness 
in acquisition of control to severe obstinacy and terror at a 
later age, the age range being ten and a half months to thirteen

years, three children being six years and over. 
The following are illustrative letters : 
5. "Tony's (aged 3;6) other trouble is that if I have to 
correct him he has always an answer for me and threatens to 
cry all night' or I'll wet my knickers and although I 
ignore him will keep his threat going for half an hour or 
longer, insisting that I shall hear him. 
2. "My little boy, now three and a half, is naturally 
excitable. When he gets into these fits of excitement, he 
shouts out all sorts of ridiculous things. Some of them are 
just nonsense, but he has got into the habit of shouting a few 
really objectionable remarks, always with reference to his 
daily motion, or his botty It sounds quite horrible when 
he goes round shouting about these things, You're a dirty 
botty and `I'll sniff your botty.' In common with, I 
believe, quite a number of little children, the whole subject 
has always fascinated him and in his own private conversations 
with his sister he frequently talks about these things in a very

amused way, and he is always highly tickled by the way the 
dogs will sniff each other in the road (hence the second remark 
I quote). I am sure he has never heard any coarse remarks." 
3.  She (aged sixteen months) was trained from birth to 
be a clean baby, but within the last two months she has 
persistently fought and screamed every time the chamber is 
produced. When she comes in from the garden she is 
immediately held out, but I can never get her to do anything- 
and she does nothing but pinch me and go perfectly stiff on 
my lap. Then after she has played around for a few minutes 
she will wet herself, and looks up at me as if she knows that 
she has been naughty." 
           SOURCES OF LOVE AND HATE            131 
4.  My baby boy, aged two, has suddenly, after having 
been practically perfectly clean in his habits since he was a 
year old, taken to wetting his trousers.  Smacking has not 
helped-in fact he comes up to me and in my face, though with 
no defiance, he says, Mama, I'm wee-weeing.' When I say 
angrily, What will Mama do now ? he says, Give me a good 
smacking.' He gets it, hut an hour later repeats the per- 
formance." 
5.  My baby son, aged ten and a half months, was first 
put on the chamber when I weaned him at the age of eight and 
a half months and he responded splendidly for one month. 
This last month, however, whenever he is put near the chamber 
he screams violently and however long I hold him gives no 
reaction but soils his napkins instead-afterwards." 
6.  "My boy baby, aged thirteen months, is rather a 
difficult child.  In the nursing home they used to say ruefully 
he was born grumbling-and I must say he never was the sunny 
nature the elder girl was.  He progressed normally until about 
two months, when he began to develop boils and eczema. 
His nurse kept him on the wrong diet, so I changed, and the 
next nurse brought him on till he was an entirely different 
baby.  He always was a screamer and possessed unusual vocal 
power amazing in a baby.  At first of course, it was the 
inadequate feeding and then the boils.  But now he is exceed- 
ingly strong and big.  And very healthy indeed.  The trouble 
is that the moment he catches sight of the `throne' he 
simply begins to bawl and refuses completely to do what is 
required, even to the point of defying us for an hour together 
when we all know that he must want to be clean verb badly 
indeed but he keeps it back and back-and there can be no 
trouble physically because immediately afterwards he presents 
us with a dirty nappy.  All this is accompanied by shrieks of 
pure rage right from his stomach and I am afraid there is no 
question that it is pure defiance-with a bad temper.  All 
other times he is fairly quiet and good.  We have tried 
persuading him, coaxing, leaving him alone to do his duty 
(this last is best, though it is intermittent, and after fourteen

days of peace we'll have a week of screams), suggestion, and 
every type of throne to meet with the situation.  He has 
worn out three nurses who simply can't compete with the noise 
and temper, and we are dreadfully worried because we don't 
want to `break' his temper, yet one must cure his temper, 
which is really violent.  He absolutely kicks and hammers 
on the throne table with anger and not a tear on his face. 
He started on the usual pot Then he could not be left by 
himself, even secured to a chair, as he kicked it from beneath 
132      ~YCHOLOGICAL DATA: RECORDS 
him.  We therefore made him a wooden polished square seat 
to cover it.  He then kicked the throne one way and the pot 
the other, levering himself by the bedpost.  We then mounted 
it on a sort of platform which by his own weight was unable 
to be moved.  He then moved sideways and covered himself 
with the contents of the pot.  Finally we made arms and a 
back to it and moveable tray in front of him which, when fixed, 
prevents him from getting his hands inside.  His fury when he 
beheld this was almost funny.  He now puts the energy he 
exerted physically before into his roars. 
7.  From four to ten and a half months I never had a 
soiled napkin, then at that age we took him on a holiday. 
From the first day he changed completely-refused to use a 
chamber, but stiffened and screamed every time he was held 
out.  He waited till I had put a napkin on, then wet or soiled 
it, and has done so now for four and a half months, though I 
have always held him out as a matter of routine. 
8.  "My son, (aged three), is in every appearance 
strong and well, although rather excitable.  Every night he 
wets the bed, and wets his trousers during the day and 
frequently makes a mess in them also.  I have tried all your 
suggestions to other people and some of my own, but am still 
completely in the dark as to the cause or how to cure.  I might 
say that this dirtiness during the day is quite a new thing, 
as he has been clean for many months now." 
9.  I have just taken my first post as nurse, to a little girl 
of three years.  I find her very difficult as regards her daily 
motion, she does not say, I can't go,' she simply says, I 
won't go,' or I don't want to go.' 
so.  Once or twice in the week for nearly three or four 
weeks he (aged so;o) has wet his bed; but worr still, he 
has the habit of doing it on the floor, and on a certain piece of

furniture.  We have tried every possible thing we can do; 
at last we have taken that piece of furniture away and for 
three nights he has been dry in the morning.  His father asked 
him why he did not go to the W.C. and the boy replied that 
he didn't know he was doing it.  He says he does it in his 
dreams 
55.  "I have a small son aged seventeen and a half 
months, and for the last two months or more he has 
simply refused to use his chamber.  The moment he is 
put into his play pen or pram, everything happens in his 
trousers!  We've tried regular doses of fruit juice-putting 
him in the middle of the room, with nothing to distract his 
attention.  He won't be left alone, or at least he won't stay 
on the article!  He has completely defeated myself and 
           SOURCES OF LOVE AND HATE            133 
Nanny-and I feel sure that it is only naughtiness.  We've 
tried to make him indicate to us by sounds that he wishes to 
perform, but he always lets us know afterwards and not 
before." 
52.  My sister's boy of twenty-one months has not used 
his chamber since he was a tiny baby though he is put on it 
regularly every day.  He does not dislike it, but has decided 
that he likes better to do his business on the floor, and so 
sits for a little on the chamber and then gets up and does it 
on the floor a little later.  She does not let him see how
worried 
she is, but gently remonstrates with him.  He does not seem 
to like it on the floor and even gets a cloth and tries to dry it
up. 
He is a bright healthy child and clever for his age.  He has 
never really used his chamber at all except merely by 
accident." 
53.  I am very anxious about my baby boy of nineteen 
months.  I have a nurse help to look after him but it seems 
that she cannot get him clean he refuses to sit down and it 
is quite a fight with him all the time.  Could you make any 
suggestion ?  I looked after my elder child myself and she 
was absolutely clean by the time she was a year and the 
thought of baby of nineteen months is too awful." 
54.  I have been helped so often with your advice to other 
mothers, and now I wonder if you would be so good as to help 
me with my problem.  My baby girl, aged one year and two 
weeks, will not do her duties when I hold her out.  She either 
screams and twists about or just plays and wriggles.  Then a 
few minutes later will dirty her nappies.  I am always very 
gentle with her and a few weeks back I did manage to catch 
her sometimes, but now I can hold her for ten minutes without 
any success, and it really gets tiring holding her for a long
time 
when she just cries and wriggles and pulls my hair, etc.  When 
I used to lift her up at so p.m. I used to be able to make her 
do her duty after a little coaxing, but now she screams and sobs

and gets so upset that I don't try for long and even when the 
light is out again she will stay awake crying and sitting up for

quite a time.  As she gets rather constipated and the doctor 
has advised me to give her special medicine each day, she never 
does her big duty in the proper place.  In the morning when 
I put her out about 50.25 she is very wet when I bring her in 
about half an hour later, and it is useless to hold her out. 
Apart from this trouble she is a very happy little soul with a 
smile for everyone." 
55.  I have a baby girl, aged fifteen months, an only child. 
She is a very healthy child, full of life and high spirits, and 
extremely bright and intelligent.  She is a happy little soul, 
134      PSYCHOLOGICAL DATA: RECORPS 
very easy to manage, and has never been any trouble except 
in one respect.  She seems to hate sitting on the chamber to do 
her little jobs I have taken her to the doctor who says she 
is quite normal in every way, and she is never constipated. 
I have come to the conclusion that this is a psychological 
problem that faces us.  Nurse and I have been very patient 
with her and have never scolded her when she has soiled her 
pants, but just taken her quietly to the bathroom and put 
clean ones on.  We never show baby how much it distresses 
us when she has an accident, and as she has always had a lot 
of loving, I cannot think she does it just to get my attention. 
This morning, after her breakfast, Nurse sat with her for twenty

minutes, trying to get her to use her chamber, but she just 
played with her fingers and sang, and refused to do anything. 
She was then put into her pen to play alone and when Nurse 
had finished her breakfast and went back to baby, she had 
soiled her pants.  This happens nearly every morning.  If she 
is left only five minutes, it is the same, and we come back to 
find an accident.  We have tried leaving her alone to do it 
we put her in the bathroom, sitting on the chamber, and when 
we go back in five minutes, we find that either she has done 
nothing or else has made a mess in the corner, on the linoleum 
floor.  I have bought her a new chamber, thinking the old one 
might be uncomfortable or have hard edges, but it has made 
no difference.  She has never been cut or hurt in any way 
when sitting on the chamber, and I simply cannot understand 
her aversion to it." 
56.  Whole school seated at dinner.  A visitor, the father 
of one of the boys, had been very critical of the school, the 
equipment, the staff, the lessons, and though the boys did 
not realise this fully, they evidently had some sense of it and 
they were a bit hostile.  Mr. Q. was seen to be without a 
serviette.  `Run up and fetch Mr. Q. a serviette from the 
linen cupboard' I asked the youngest boy who was quite 
friendly (apparently).  He was away longer than was necessary 
but brought one.  You have to look at the picture in the 
corner' said one of the others to Mr. Q. (Instead of using rings

we have different designs on each serviette, that the boys may 
know their own.) Mr. Q. unfolded it and saw the word 
lavatory in red letters in the corner, and the next two minutes 
was spent in laughing." 
                         6 
WooiiEy, op. cit., p. 6~.  The function of urination is 
more likely to be indulged in too frequently than to be
restrained 
for erotic reasons.  The passing of urine affords a mild stimulus

           SOURCES OF LOVE AND HATE            135 
to the sex organs of the infant.  The child may adopt the habit 
of urinating with unnecessary frequency just because of the 
sex pleasure derived from it.  In my treatment of cases of 
enuresis among somewhat older children, I have encountered 
eight-year-old girls who insisted that they kept on wetting the 
bed just because they enjoyed the sensation.  Ordinary 
urination on a toilet could not assume the same sex quality as 
the secret performance of the function in an assumed attitude." 
 
    3. ExHiBiTioNisM 
a.  Direct 
                         a 
7.50.24.  Robert and George were in the garden together. 
Robert pulled up his trousers and exposed his penis, saying, 
Look at my wee-wee thing!  Where's your wee-wee thing? 
George did the same.  Whenever these two were together in 
the garden, and thought themselves free from observation, 
they were liable to do this, Robert always initiating it, but 
George following readily.  On one occasion, later than this, 
Mrs. I went to join them in the sand-pit, after there had been a

sing-song about "wee-wee things", when George suddenly 
said to her," Do you know where the wee-wee thing is ?  Here 
it is," exposing his penis. 
55.50.24.  George said he was" going to wee-wee Robert 
said, I'll come and watch." 
s6.so.24.  In the garden, Robert and George exposed them- 
selves; at any moment during the day they may do this, 
suddenly, and at the same time make a shrill, squealing noise. 
29.50.24.  As on several previous occasions, George asked 
Mrs. I. to go to the lavatory with him, as he wanted to make 
water, and when doing it, he throws his head back, looks at her 
and laughs, showing obvious pride.  To-day she suggested 
that he could go alone.  He needs no actual help, and asks 
none; he only wants an audience. 
4.55.24.  George made water outside, as once or twice 
before.  Harold was also going to, but Mrs. I. said, Please 
don't presently, when he thought he was not seen, he did 
it under the steps, into a pail, and told Mrs. I. afterwards. 
54.55.24.  While resting, Frank and George had taken 
their socks off.  Frank said to George, "I can see your big 
toe, with a giggle; whereupon George immediately pulled 
his penis out. 
56.2.25.  Frank made water in the garden.  Dan saw him, 
and stood in an attitude as if doing so himself, although he 
did not.  I,ater, Frank was going to make water on the steps. 
136      PSYCHOLOGICAL DATA: RECORDS 
When Mrs. I. asked him to do it in the lavatory he ran down 
the steps to the school entrance, opened the door, and was 
about to do it into the street, but was stopped. 
25.2.25. Frank made water down the steps, and wet Paul's 
coat Paul cried. 
27.2.25. In the morning, Tommy went to the lavatory, and 
Harold ran "to see Tommy's tumrny" and to get a drink 
and make water himself. Tommy had his knickers off 
and stood smiling with his jersey held up and his stomach 
protruded. 
At lunch, Harold hadsaid he would take his jersey off 
and "show his braces in the afternoon Frank did so 
beginning apparently accidentally, meaning to undo his 
trousers for the lavatory. He pulled his arm out of the sleeve, 
put it in again, but then undid the neck and took the jersey 
off. He did all this behind the piano, then came out langhing 
and drew attention to what he had done. 
In the lavatory, passing faeces, Dan talked of the amount 
of paper he used, and then showed Mrs. I. "much faeces on 
the paper. 
3.3.25. Dan again, in the lavatory, spoke of the amount of 
faeces on the paper. 
4.3.25. In the lavatory, Dan wanting to make water, asked 
Mrs. I. (as he often asked) to hold his penis (as is commonly 
done with tiny boys) she refused.  Why don't you?  he 
said. He was some little time before actually passing water, 
and showed conflict or hesitation ; he remarked, First I did 
and then I didn't, and then I did, and then I didn't." 
6.3.25.  Frank made water on the bonfire. 
59.3.25. Frank wee-wee'd on a table in the ~umlner- 
house. Mrs. I. asked him to wipe it off. He denied having 
done it, and said, Perhaps it is a little something." When 
Mrs. I. said, Please get a cloth and wipe it off," he did so, 
but said, I shan't do so next time." 
25.3.25. In the garden, the children were calling to the 
maids through the windows, and Harold said, laughing, I see 
the lavatory" (it was the scullery he saw). Frank at once 
said, I'll bee-wee in the garden." 
They spoke again of" bee-wee gnomes". 
22.4.25. In the lavatory in the afternoon, Dan passed 
faeces, and on wiping his anus, showed Mrs. I. the paper, 
saying, Oh! much faeces I Would you like it?" And 
when she said, No, thank you," he offered to wipe it on her 
frock. 
24.5.25. When Priscilla, Frank and Dan were washing after 
bathing, Priscilla insistently called the attention of the boys 
           SOURCES OF LOVE A- HATE          137 
to the fact that she was" going to wash her tummy "and did 
so, sticking it out, and laughing. 
  x5.6.z5.  Several of the boys ran about the schoolroom 
naked after bathing, with great delight and laughter. Duncan, 
Frank and Dan ran on all fours as doggies They soon 
came to dress when called. 
  7.7.25.  In the morning, when in his bathing suit, Duncan 
called to everyone to look at him:  This is going to be bee-wee 
water." He poured a cup of water down inside his suit, so 
that it ran out at the legs; and repeated this, again calling 
the others' attention with eagerness and laughter. 
  zo.~.z6. Mrs. I. was ill' and had to leave two or three
children 
with a maid for an hour in the afternoon.  She reported that 
Priscilla took off many of her clothes, and Dan's, and wanted 
to take everything off. 
  z6.3.z6. Priscilla, Dan and Jessica wanted to take their 
clothes off.  It was very cold, so Mrs. I. did not allow it. 
Jessica was very persistent, and Mrs. I. had to prevent her 
forcibly, although Priscilla had made the suggestion. After 
lunch Priscilla shut herself in the lavatory and then ran out 
naked. 
  so.5.z6.  Herbert and Alfred beg Mrs. I. to stay with them 
and watch when they go to the lavatory to urinate. 
  so.ss.sfi. When bathing before bed, Dan said, My penis 
is curved under and later, I'm twisting my penis." 
 
                     Y 
  I am so very much upset and worried over my little boy 
of 5 years old, z. He is a very bright, handsome and affec- 
tionate child-and everyone thinks him charming.  He is an 
only boy, with two little sisters, one older and one younger 
than him. About a month ago I heard him say to his sister 
I know a good game `-then I heard laughter-then, I'll 
do it again.' I looked in and to my horror saw him pull out 
his little penis and jump up beside his sister who was reading 
on the sofa.  I sent him upstairs to bed, but next day when he 
was sent to the lavatory, I heard him call, Come with me, ~., 
and see my suckie when I go to wee-wee.' I took him to 
his Daddy, who spanked him and threatened to send him away 
to a school for naughty rude boys.  He wept bitterly and was 
most subdued for a day and I did so hope it was but a transitory

thing, and to-day when I was getting their dinner ready and 
they were playing in the next room with the door ajar I heard 
him say, Here, aren't I pretty, would you like to look at 
this? and saw him lift his pinafore and start to undo his 
knickers! 
138      PSYCHOLOGICAL DATA: RECORDS 
 
b. Verbal 
                         a 
  8.10.24.  Robert and George again half-chanted wee-wee 
thing" and "do-do thing", when running in the garden. 
With this they tended to get very excited, and to make a 
half-screaming, half-wailing noise. 
  16.10.24.  In the garden, Robert and George spoke in a 
sing-song of" wee-wee and do-do 
  So.Il24.  Frank, running in the garden, often chanted 
  lu-lu wee-wee 
  12.11.24.  Frank and Benjie were heard chanting "put 
do-do in our mouths", and" wee-wee on our dinner 
  Harold suggested" wee-wee-ing "into the wash-hand basin. 
  14.11.24.  Overheard, Benjie in the garden speaking of 
someone who  cannot (something or other) because 
he has put wee-wee water into his mouth    George: "I put 
itinmybotty." Harold:     inmyturnmy".  George, 
with appropriate gesture:  Here is my botty."  Renjie also. 
  19.11.24.  Harold and Benjie chant about bim-bom-bee- 
wee-thing 
  27.11.24.  While doing plasticine, Harold chanted, Long, 
long years ago, there was a bim-bom-bee-wee thing." 
  Benjie made a long snake-like thing with plasticine.  Mrs. I. 
asked him what he called it.  A wee-wee thing." At lunch, 
Paul said, I tried on Mrs. I." Harold repeated this, too. 
  11.12.24.  When the children were running round to music, 
Harold began to strike his own stomach:  Shall we hit our 
turnmies, shall we hit our bee-wee things ? 
  11.2.25.  During the morning, Harold said, bim-bom-bee- 
wee thing but none of the others took any notice this time. 
  25.2.25.  At lunch, Harold spoke of a bee-wee gnome 
and said, He is called that because he bee-wees 
  27.2.25.  In the lavatory, Harold spoke with laughter of 
  bee-wee water and said, I'll put it all over you," and, 
  I smell bee-wee water." 
  11.3.25.  At lunch, and again in the afternoon, Harold spoke 
of" bim-bom-bee-wee ",and Paul also. 
  12.3.25.  Paul said, Goodbye, bim-bom," to his mother, 
several times. 
  24.3.25.  While the others were modelling, for a time Paul, 
Frank and Harold had the rub round them and first ran about 
as fairy godmothers and then crouched on the platform, 
each with a rug covering him right over, as "gramophones 
and sang songs, singing, "Hey diddle diddle ""Humpty 
dumpty and" bim-bom bee-wee and try-pan 
           SOURCES OF LOVE AND HATE         139 
  21.4.25. The carpenter arrived to fasten up the trellis 
railing.  Dan and Frank watched him with great interest. 
They watched him tar the wooden support, and wanted to 
touch it and to use the tar.  When the carpenter said, No, 
don't touch that, it will make you in a mess," they said, Oh, 
we should like to be in a mess, we should like to be black." 
  22.4.25.  Frank said lu-lu several times, and "dirty 
Mrs. I." 
  24.4.25.  Yesterday, Dan spoke of "bee-wee water" at 
lunch. 
  6.5.25.  Mrs. I. suggested to Christopher and Dan that they 
should water the seeds in the three boxes, which they had sown 
yesterday.  They did so, but poured in too much water and 
the soil swam round in a puddle. This stimulated them to put 
their hands in, and presently all the children (except Priscilla,

Christopher and Paul) put in their hands and feet and stood 
in the wet soil until they were black from finger to elbow and 
from toe to knee.  With immense delight and enjoyment they 
described themselves as "Indians" and "dirty Indians' 
and ran about the garden for half an hour.  Theobald called 
himself a clown Frank called himself an Indian and 
Dan said he was a dirty Indian They chased the three 
who did not join in and tried to put some soil on them.  They 
enjoyed the process of cleaning up just as much. 
  15.7.25.  Just before washing, at the end of the afternoon 
Dan and Priscilla covered their arms and hands with mud and 
called themselves Indians 
  12.10.25.  In the sand-pit, Tommy put some sand up the leg 
of his trousers, and let it fall down again, saying, See how 
it pours." 
  2o.1.26.  In putting armfuls of paper away, Priscilla stuffed 
some up her jersey, saying that she was going to have a fat 
tununy Dan followed her in this, saying that his was 
  so big that he could poke with it suiting action to word. 
  9.2.27. Dan was going out to tea with a friend, and was 
very delighted and rather excited about it. He said at lunch- 
time, "Oh, I'm so pleased, I want to wriggle my penis." 
Then, to Priscilla, "Don't you, Priscilla ?-Oh, you can't, 
you haven't got one." 
  10.2.27. When Dan was painting, he admired a particular 
piece of his own work, saying, You'd hardly think I'd done 
that, would you?  You'd thirk a grown-up had done it, 
wouldn't you ?  It's so well done, isn't it ?  You come and 
look, Jane and Mrs. I. 
  25.2.27.  Conrad often makes references to going to the 
lavatory. To-day he acted it when out of doors, pretending 
140      psYCHOLOGiCAL DATA: RECORDS 
to sit down on a tuft of grass, and making noises with his 
mouth. 
  3.3.27.  To-day, the children shouted : 
       Ena dena dina do, 
       Put a baby on the po, 
       When it's done, wipe its bum (or-when it's done call 
           itsmum), 
       Ena dena dina do. 
  Priscilla shouted the loudest and seemed the most excited. 
Jane said that she knew that at my other school 
 
 
 
                4.  SEXUAL CuRiosiTy 
 
                         a 
 
  21.9.24.  Mrs. I. happened to be seated in a low chair. 
Dan knelt on the floor close to her feet and tried to see up 
under her skirts.  She showed him some berries she had m 
her hand; he took them and put them in his pocket, but knelt 
down again at once.  His mother then showed him some loose 
leaves in a rose bowl which he had previously played with, 
but he refused to be interested in them.  Presently, Mrs. I. 
was standing up near the table.  When Dan came near her 
she showed him a card she had in her hand.  He took it, 
looked at it, put it down, and then bent down and looked 
under the table.  Then he went round to the other side of the 
table, underneath it played with the legs, shifting them (it 
was a gate-leg) on both sides until the leaf fell, then called
out 
with glee, "Look there," showing his mother and Mrs. I. 
the exposed leg.  Then he came to Mrs. I. again, and said to 
her, "You sit there, "pointing to the low chair, which gave him 
more chance of observation but she said she was going out 
at the moment.  Later in the same day, he repeated the 
attempt several times, particularly when Mrs. I. was sitting 
on a chair in the bathroom while he was undressing for his 
bath.  At one moment, he suddenly turned her skirt up to 
the knee. 
  21.11.24.  When Mrs. I. was in the lavatory, Harold went 
and tried to peer through the frosted glass, shouting, I can 
see her in the lav.  I can see her combinations "-with glee. 
Later, he tried to turn up her skirt, to see them. 
  24.11.24.  Frank was standing at the bottom of the stairs 
when Mrs. I. came down, and threw his arms affectionately 
round her, his head being at the level of the pelvic region.  At

           SOURCES OF LOVE AND HATE         141 
once he said, Shall we see her wee-wee thing ?  And then 
tried to lift up Miss B.as skirt. 
  4.12.24. Frank said, "Shall we look at Mrs. I.'s dress? 
Shall we look at her petticoats ? And the big fat thing on her 
tummy ?   Harold         Yes, shall we undress her ? 
  2.2.25.  In the afternoon, Mrs. I. was playing the piano, 
and Dan and Frank sat on the floor below her. At first, this 
was to watch the action of the pedals then they suddenly 
turned up the edge of her skirts, saying, Shall we see her 
suspenders ? "-with laughter. 
  19.5.25.  In the afternoon, Priscilla washed Dan and then 
Frank, and took Dan into the lavatory to make water she 
undid their trousers for them, and then said, Now you have 
not wet your knickers," Laurie watching. On later occasions 
she often asked a boy, Do you want to make water ?  and 
took him into the lavatory to attend to him. 
  27.5.25. When Mrs. I. was stooping down to help Tommy 
with his shoes, he suddenly put his hand down, pulled the 
front of her frock forward, and tried to look at her breast, 
saying, What is that ?  very affectionately. 
  24.6.25. When the children were playing a family game 
with the puppy as baby, Duncan said:  Undress him." 
Priscilla:  Yes." Duncan:  and then we can see his bim- 
bom there was great laughter and excitement among the 
children and all repeated, "see his bim-bom". Priscilla undid 
the rug in which he was wrapped and called others to look : 
"Come on, come on, look underneath." The puppy stood on 
its hind legs near Priscilla.  Duncan:  Oh, he tried to get to 
your what-d'ye-call-it." 
  13.7.25.  When at the picnic in the garden, Mrs. I. was 
sitting with the children on the floor Priscilla laughed and 
said to her, Oh, look-I can see right up your legs. 
  Duncan saw Nora at the bathroom window, and said she 
was" in her night-dress Nora said, "No." He then asked 
her if she was having abath: "Oh Undressed 
  16.11.25. When drawing on the blackboard, Tommy's 
drawings had clearly a phallic meaning. He saw the dog in 
the garden to-day, and asked Mrs. I. whether it was a man 
or a lady", and whether "the brown dog next door was 
  a man or a lady". 
  18.11.25.  Some of the children heard Mrs. I. go into the 
lavatory, and all ran to try to peep through the frosted glass, 
saying, She's making water." When she came out, they 
said to her in a matter-of-fact way, You made water". 
  17.5.26. While sewing in the afternoon, Priscilla told us 
that she had seen a bull "while on the way to school. Dan 
142      PSYCHOLOGICAL DATA: RECORDS 
 
said,  A bull, what's a bull ?   Priscilla said,  A he-cow 
Dan said, But isn't a cow a he ?" Priscilla and Mrs. I. said, 
  No." They spoke of "he" and "she" animals, and Mrs. I. 
gave them the names" male "and" female They instanced 
the male and female among the children in school, the 
mammies and daddies and other grown-ups they knew.  Then 
Dan said, What do you call it when there's a he-and-a-her, 
a she-and-a-him together ?  Mrs. I. was not quite sure what 
he referred to, but said, "Do you mean when they are 
together in the same room?  He said, "When they are 
touching." She touched his hand, and said, Do you mean 
like this?  We haven't one word to refer to this.  We say 
he and she are touching     He said, with a shy look and a 
little hesitation, "No, I mean when they are very close 
together, standing up." The conversation was broken off at 
that point by the interruption of a visitor. 
  13.12.26.  While Jane, Conrad and Dan were drawing with 
crayons, Conrad asked Jane whether she had "seen Dan's 
mummie's penis "-but at once corrected himself and said, 
"No, she hasn't got one. Have you seen her overs?  (ovaries? 
vulva ?) Jane replied, "No, I haven't, but I've seen my 
mummie's." Conrad :  So've I." 
  16.12.26.  There were frequent references to anus and 
penis again in the talk between Jane and Conrad in the 
evening.  Conrad referred to Mrs. Z.'s penis" then they 
both exclaimed, But she hasn't got a penis 
  27.1.27.  Jane and Conrad went with Mrs. I. to the ethno- 
logical museum to-day.  When looking at a human figure 
made of bamboo, Conrad pointed out the prominent penis, 
giggling, and saying, "What is that funny thing, sticking 
out ?  We know, don't we ?  They whispered and giggled 
about it. 
  10.2.27.  Jane was cutting out and colouring paper costumes 
for her dolls, and a suggestion was made that she might make 
them for different countries-a Russian winter, or the hat of 
Africa.  She replied, "Well, then she would hardly wear 
anything." Mrs. I. replied, No, not much-perhapsastring 
of beads." Conrad, with a sly giggle, said, and something 
there ",touching the genital region.  Priscilla said, Where ? 
and Conrad repeated the remark and gesture with a giggle, and 
they all laughed. 
  16.3.27.  When Jane went to the lavatory, several of the 
others ran to the door and stayed outside.  They came away 
when we called them to do so, but presently Conrad ran 
quickly back and called out something about "little white 
knickers".  Jane called to him to go away, and he obeyed. 
          SOURCES OF LOVE AND HATE          143 
 
           5.  SExuAL PLAY AND AGGREssioN 
 
                         a 
 
  10.11.24.  Harold and George undressed" Paul in the 
sand-pit, and were  looking at his tununy  (they said), i.e., 
they had undone the front of his knickers and pulled down his 
vest.  Later, they were running after Benjie to  undress 
him. 
  25.11.24.  Harold had made a plasticine aeroplane.  Frank 
shouted when Harold was running round with it, Shall we 
shoot it at Mrs. I.'s bee-wee thing ? 
  28.11.24.  When Mrs. I. was kneeling on the floor for some 
purpose, Harold suddenly put his hand down her back to 
tickle   it. 
  16.1.25.  While modelling, Frank said, apropos of a long 
piece of plasticine, Somebody's climbing up the lady's ah-ah 
house." 
  19.1.25.  Dan asked Mrs. I. to lie down so that he could 
sit on her When she refused, he said, Then I'll push 
you down." 
  26.1.25.  Mrs. I. was in the lavatory with Dan, helping to 
fasten his braces and trousers.  Frank came in.  She was bent 
low, and he tried to put his hand down and to see down the 
front of her dress. Dan then did the sarne, with much laughter 
and excitement.  We shall see your comb's  they said. 
  9.2.25.  Dan and Frank made a house on the top of the 
steps with the wire gate as a roof, taking out chairs and the
rug, 
telling Mrs. I.  We can see you through the roof She was 
standing near and Frank squeezed her ankles hard with both 
hands Tonuny did the same imitatively. 
  6.3.25.  Christopher and Dan, standing near Mrs. I., became 
affectionate and embraced her.  Christopher then put his head 
underneath the border of her jumper, with much laughter and 
amusement, saying how nice and dark it was inside. 
  Harold and Tommy were hitting each other.  Harold said 
he would tease Tommy, and cut him open, and pull his 
inside out and would do this to all the boys except Frank 
and Paul". 
  20.3.25.  Harold, running round as an engine, bumped into 
Mrs. I. heavily at the piano and then began to hug her, and 
ended up by kissing her hand. 
  23.3.25.  Dans mother came to lunch, and the children 
were all very affectionate they hugged her and romped with 
her.  After lunch, they ran round as "engines".  They asked 
Mrs. X. to be the buffers, kneeling on the floor but when she 
144      psYCHOLOGIC~ DATA: RECORDS 
knelt, Harold jumped on her from behind and hugged her, 
and then tried to sit on her lap. The others all hugged her in 
a boisterous but affectionate way. 
  26.3.25. A pair of Mrs. I.'s shoes had been left in Dan's 
mother's room, and Dan saw them there.  Later on, he told 
Miss B. that he had made water in Mrs. I.'s shoe which 
was, of course, pure phantasy. Miss B. said, "Oh, but how 
would you like it if Mrs. I; did that to your shoe ?     She 
can't-she hasn't got a penis." 
  8.5.25. When Mrs. I. was resting on the lawn to-day, 
talking to another adult, Dan, who had been playing near-by 
with other children, came to her, and quite suddenly turned 
up her skirt and Sung himself across her leg, saying, Will you 
be a motor-bike ?  He was angry when she refused and lifted 
him off. 
  His mother told Mrs. I. that once or twice lately when he 
has come into her bed in the mornings, he has got astride her 
leg, with an obvious erection, and tried to ride her. 
  13.5.25.  In the garden, Mrs. I. was bending down at one 
moment, when Paul climbed on her back and put his arms round 
her neck. 
  16.5.25. Several children were playing in the garden with 
adult visitors. Dan asked Miss F. to give him a ride on 
her back. She did so, and he wanted to go on with it 
indefinitely, again showing that he was strongly stimulated by 
the position and movement. He was angry when Mrs. I. 
asked Miss F. not to go on with it, and he then tried to get 
other women to indulge him. 
  1o.6.25. Again, when Mrs. I. happened to be sitting on a 
rug on the lawn, Dan suddenly sat down across her leg, and 
held himself there with great persistence, and clear signs of an

erection. When she asked him to get up, he said he would 
make water on her, or pass faeces and showed angry 
determination to get the pleasure he was denied. This was 
the last occasion when he attempted such an assault upon a 
grown-up, as he evidently came to realise quite clearly that it 
would not be allowed. 
  23.6.25.  Tommy, very frequently, during these past 
few days, climbs on Mrs. I.'s back, saying, I shall climb 
on your back," if she bends down, for example, to cut the 
grass. He is rather persistent in it, and laughs a good deal 
about it. 
  30.6.25. When in the garden, Tommy went on to Mrs. I.'s 
knee. He presently tried to put his hand down the front of 
her frock, smiling and pulling his bathing-suit forward, asked 
her to put her hand on his chest. 
          SOURCES OF LOVE AND HATE          145 
 
9.7.25.  Priscilla, Frank and Dan went to rest Frank and 
Priscilla would share the same bed.  Mrs. I. asked them to lie 
in separate ones when she came down, Dan presently called 
to her that they were again in the same bed.  When she went 
up, they were covered up with a rug over their heads.  Dan 
said to them, I told." (Mrs. I. had heard him say that he 
would tell.") When Priscilla was asked to lie on another 
bed, she whispered to Frank that when Mrs. I. had gone, she 
would return. 
  14.7.25.  Harold spoke again of eating bogies and in a 
moment of hostility threatened to "push things up your 
nose 
  17.11.25.  When playing with Priscilla and Mrs. I., Dan 
pretended to be something in the sea a gangi which 
later on was a tiger or a lion and became very sadistic, 
without any quarrel or provocation.  He suddenly wanted to 
hurt Priscilla and Mrs. I., and picked up a piece of sewing and 
threw it at them.  It had a needle in it, and when Dan saw 
this, he asked Priscilla, Did it prick you ?     No." It 
would have been better if it had," he said. 
  When Mrs. I. was getting ready to leave, Priscilla and Dan 
made a fuss about her going, and insisted on kissing her all 
over "-face and hair and dress and shoes.  After this, Dan 
fidgeted about in a way that clearly indicated an erection, and 
asked her to lie down and be a motor-bike assuring her 
that he wouldn't hurt her (Of course she did not do so.) 
After Mrs. I. had said goodbye, she had occasion to return, and 
was standing on the bottom step of the stairs talking, when Dan 
bent down and kissed her ankle, then suddenly thrust his hand 
up her leg. Priscilla then tried to do the same, which, of
course, 
she prevented. 
  8.12.25.  Mrs. I. had occasion to take away Dan's spade, 
and Priscilla was angry on his behalf.  She said, I'll put sand 
on you bent down, and said," I'll put it up there," meaning 
up her skirt. 
  2.2.26.  In the morning, Priscilla and Dan came into the 
cloakroom where Miss B. and Mrs. I. were doing various things, 
and asked them to go out.  They said," Not just now", as it 
was not convenient.  The children begged them to do so, 
saying, Well, if we tell you what we want to do, will you 
go ?  Mrs. I. said, That depends on what it is." We 
want to do a rude trick." Do you ?     Yes, we want to 
take our knickers off and wash our feet and legs." As their 
legs were nvt dirty Mrs. I. did not allow it. 
  5.2.26.  In the afternoon, Priscilla talked of feeding her
doll, 
and said, I know how I shall feed her-not from the bottle, 
 
                                                                 
    JO 
146      PSYCHOLOGICAL DATA: RECORDS 
 
but a funny way-like Mammy used to feed me." Mrs. I. 
said, How?  She whispered to Dan, then said, A funny 
way, but real people do it".  Presently she took her doll, 
and pushed it up her jersey in front, smiling Dan did also. 
  6.6.26.  When the children were playing at a journey game, 
Priscilla became a motor-bike for a time, and lay on her 
face on the floor, with Dan riding her, making thrusting 
movements with his loins, and showing sexual excitement- 
until Mrs. I. intervened and suggested some other form of 
"motor-bike". 
  At about this time, there were two or three occasions when 
this play was begun, and would have gone on if Mrs. I. had not 
interfered. 
  18.5.27.  After lunch, the children bathed in the sand-pit. 
Three of them, when drying and dressing in the cloakroom, 
asked Miss D.:  Please go away and leave us alone." When 
she refused to do so, they were very angry and made violent 
protests and ended by saying that she was rude as she 
insisted on staying with them when they were dressing! 
And all wrapped towels round their middles, so that she could 
not see them-trying to dress under the towels-with an air 
of completely shocked and injured innocence 
 
                         p 
 
  Information from a woman acquaintance : 
  1.  At 5 years of age, playing in a field with a neighbour's 
son of 8 or 9 years, the boy exposed his genital fully and tried

to persuade the girl to allow him to put it in She was shy 
and frightened and ran indoors. 
  2.  At 8 years of age, after a picnic, she was left in a 
field with a boy of two years of age.  She exposed the boy 
(still in petticoats) and tried to effect coitus.  Her guilt
about 
this incident was very great and remained even in adult life. 
She knew the boy and his parents at a later period of her own 
childhood, and could never see him or hear his name without 
feeling a pang of guilt and dread, lest she had done him some 
permanent harm.  She always had the feeling that any illness 
the boy suffered from, or any difficulty with his parents, was 
her fault, and it was an immense relief to her when he grew up 
and she heard that he was doing well in business and in life 
generally. 
 
                         Y 
 
(See also behaviour of Z. quoted under ExHIBITIoNIsM.) 
    SOURCES OF LOVE ANTI HATE       147 
 
                     6 
  S~~~N: Psychology of Farly Childhood, znd English Edition, 
p. 63.  Charlotte Buhler       believes that in the very 
middle of this period, that is then about 30, a change takes 
place of a violent and critical nature, resembling in a minor 
degree what takes place on a larger scale in the crisis of
puberty. 
Manifestations of defiance, sudden increases in affection and 
other emotional disturbances are said to be the signs of this 
critical period. She even believes that a first suggestion of 
sexual development then takes place, a brief flicker of emotion 
which ebbs away again later on and does not recur again before 
puberty 
 
 
   6.  MAsTuRnATI0N 
 
 
  26.50.25. For a few days round about this date, X. 
appeared to be masturbating at frequent intervals he sat or 
stood about in a vacant, dreamy way, fidgeting with his genital,

for half-an-hour at a time. On one occasion, Penelope saw 
him doing this, and said, with much contempt, Silly little 
boy." X. was very angry, and replied, If you say that 
again, I'll kill you 
 
                     Y 
  5.  Since she was eight months old she (aged 25) has 
indulged in bad habits. At first she simply rubbed her thighs 
by crossing her legs. I have taken her twice to a children's 
specialist. The first time, March 5935, he said we were to 
distract but not to scold her. We did clistract her but with 
no success. Her Nurse was very patient. The second time, 
September 5935, he said she must be stopped at all costs and 
if everything else failed we would have to try apparatus. 
I had a trained hospital and maternity nurse with me. She 
and I never left the child and after a fortnight she was much 
better. Then she found other ways of rubbing (sitting with 
her heel under her, standing with one leg lifted, sitting with 
legs tightly together though not crossed) and since then she 
has been gradually getting worse again. She is unusually 
intelligent (this is not merely my opinion !)". 
  2.  C. is a strong healthy child (aged 36) and has a habit 
which I seem powerless to break. When I put him down to 
sleep at night he very often keeps himself awake for a very long

time by laughing and shouting. This habit started at least a 
148    ~YCHOLOGICAL DATA: RECORDS 
year ago and has been gradually getting worse. The same thing 
happens if he wakes in the middle of the night. He sleeps in 
a room alone and often my husband and I have woken up to 
hear peals and shouts of laughter. Also he does this when he 
wakes in the morning, i.e. between 5 and 6a.m. As I write 
this down it seems a trivial matter but I don't think it is. It 
does not seem a natural laughter, and apart from the actual 
laughing he makes queer growling noises. Once or twice I 
have asked him what he was laughing at and he says, I am 
laughing at ladies and babies,' and once I asked him why he 
laughed and he said, I can't help its must.' 
  3.  As I have had my little girl of about four giggling in 
the night, I am wondering if in the other cases it arises from 
the same cause, that is the sensation caused by `touching' 
themselves in their private parts. My nurse had spoken of 
my little girl's laughing in her sleep, but as she is a very
happy 
little person we thought it was dreams. While my nurse was 
away, however, she slept with me and I heard her do it, at 
the same time sucking her thumb. The sound seemed 
different from an ordinary laugh so I got out to inspect and 
found that was what it was-really half in her sleep." 
  4.  I came to her (aged 3;o) when she was eleven months, 
and the first morning I put her into her pram to sleep, I saw 
what was happening. For twelve months I took no notice of 
it, only in an indirect way-giving her an animal to hug, etc. 
This was alright for a night or two, then it was thrown over- 
board. She was very highly strung, excitable, irritable, very 
underweight, pale pinched face and very dark around the eyes. 
Wherever I went everyone said how ill the child looked. 
She also had no appetite and her nights were very bad. She 
would be awake for three or four hours night after night, 
practising this habit. She has never been scolded or punished 
for it. The trouble got worse and worse. At the end of the 
first year I put her into splints. There was a marked improve- 
ment in a very short time-her appetite improved, her weight 
went up, she was altogether happier, and everyone said what 
a change there was in the child. She slept the night through 
and with no wet bed. I kept them on for three months, then 
I left them off and everything went well for two months. 
Suddenly, I cannot think why, she started it again. I left 
her without taking any direct notice. Back she went at once 
to her old ways, you would not credit the difference in the 
child. I left the splints off for two months, and she looked 
just as ill as she did when I first saw her. She also lost weight

both months. Again I returned to the splints, and she is still 
wearing them. She asks for her `long legs' as she calls 
         SOURCES OF LOVE A- HATE     149 
them-very night. She is now a picture of health, round, 
rosy, and as happy and busy as can be. She has gained two 
pounds in the last three months." 
  5. "My baby girl of 58 months has developed a funny 
habit when she is in her bed or pram she shakes the bed, and, 
lying on her face, bumps herself up and down straight on for 
perhaps three minutes at a time. Then she sings and crows 
and off again with this peculiar bumping. It has suddenly 
dawned on me that this is a real bad habit I called in the 
doctor and he says we must divert her attention and prevent 
her from doing it. This is not easy as she generally does it 
after she is settled in the evening in her cot. Baby is inclined

to play with herself too when she has the chance." 
  6.  My eldest little girl, aged 3;6, has got into the wretched

habit of masturbation, and I do so wonder what is the best way 
to deal with it. She started it over a year ago, but for the 
last six months she appeared to have forgotten it, but now 
this last week it has broken out again, worse than ever. When 
first put to bed is the worst time, but she will do it any time 
if left alone. One of us always sits with her at rest time, and 
she threads beads, etc. She knows it is naughty but 
doesn't seem able to make the effort to overcome it. 
  7.  I am now going to ask your help in aproblem ofmy 
little charge, aged 5, a girl. Ever since I have been with her 
(about eighteen months) I have noticed she has very bad 
habits which try how I might she does not give up, namely, 
nail biting, nose picking and eating, and lastly and most 
worrying, she is continually playing with herselfln bed 
especially, although I give her toys to cuddle. I have never 
scolded her for it, but have told her that nice little girls
don't 
do those things, but I don't keep at her about it in case she 
is attracted too much to her faults. N.'s mummie says every 
little girl does it, but I had two little girls before I had N.
and 
they did not." 
  8.  I should like to ask your advice with regard to my 
little girl (age 39) who has contracted the habit of masturba- 
tion. This condition began about two years ago-and for 
the last 9 months I resorted to splints for her legs at night. 
This treatment resulted in the habit occurring during the day 
-if she was left alone to play-while previously it bad only 
been noticed at bed time and during her afternoon rest. A 
few weeks ago I took her to a psychologist and nerve specialist 
-who advised me to discontinue the splints and her afternoon 
rest. I stay with her at night until she's asleep. My Nannie 
is with her constantly during the day (but without appearing to 
watch her) only seeing that she is occupied or interested. The 
150    PSYCHOLOGICAL DATA: RECORDS 
trouble now arises early in the morning as the child wakes up 
and the habit is resumed without her disturbing me-for a 
time at least, although her cot has been moved into my 
room." 
  9.  I should be so very grateful if you would give me your 
advice about my small son, aged s;6. When we put him to go 
to sleep we notice that he sucks and tugs his blanket and rubs 
his thighs together-and goes red in the face. I noticed this 
several months ago. He started at about nine months when 
he was weaned. Though I did not at first recognise it I can 
now only think that this habit is masturbation and I am, of 
course, most anxious to stop him as soon as possible." 
  so.  I should be very grateful for your advice with regard 
to the recurrence of the rather unusual behaviour of my little 
daughter of 2;S. When she goes to bed both for her afternoon 
nap and at night she invariably turns on to her tummy and 
putting her hands between her legs (she wears a sleeping suit 
and cannot actually touch her body) works herself about 
grunting, and appears to draw her knees up together and then 
to push them out. I have told her that it was not the nice 
way to go to sleep and consequently she waits until I have 
left the room and then begins. She had this habit about twelve 
months ago, but by sitting and watching her until she went off 
to sleep I thought I had cured her of the habit for she bas gone

to sleep quite naturally uittil recently. Now the habit has 
recurred again. 
  55.  I wonder if you can give me some advice about my 
little girl, about whom I am very worried. She was four years 
old last February and for about a month now I have noticed 
that she takes an excessively long time to get to sleep when put

to bed at 6.30 p.m., and also gets unusually hot, although 
lately she has only had a sheet over her. I thought perhaps 
she might play some vigorous game when she was left, to 
account for the sleeplessness and heat, so I determined to 
find out, and one evening watched her, quite unseen by her. 
I found that instead of playing about as I thought she might, 
she was rolling about under the bedclothes and grunting and 
gasping in the most peculiar way, stopping every now and then 
to rest and to cool down and then continuing. This lasted for 
about an hour and a half, when I thought I had better put a 
stop to it, so went and sat by her bedside and asked with all 
interest what she was so busy about. She told me she was 
squeezing her legs together, and that it was lovely and a great 
treat', and demonstrated to me in the most realistic way, 
using herself up in the process while she clung to the sheet 
with her hands." 
         SOURCES OF LOVE AND HATE    151
      My little girl who is ~;6 has got into a bad habit of 
playing with herself. We noticed once or twice that she was 
very sore in that part and one day saw her doing it. We told 
her it was ~~ghtywould make her ill but she still does it. 
Mostly I think when she is resting or if she does not go to sleep

at once at night. She drops off when she has done it. I feel 
that the rest in a room by herself is so good for her and every-

one else, but would it be better to give her something to do 
instead of leaving her idly ? 
  53.  My little boy, aged ~~, has developed a very nasty 
habit, and, as it has gone on for more than a month now I 
thought perhaps you woiild tell me if I am adopting the right 
course-for I have seen no ,rriprovement at all. When any- 
thing pleases him or he is excited his hand at once goes to his 
private part' and clutches or fiddles with it. I usually try 
to find the hand something else to do as quickly as possible-, 
or tell him gently to leave his knickers alone. Added to this, 
at times, e.g. bath time-he pulls it and examines it minutely. 
I have tried in this, too, to occupy the, hands at once but it 
does not always answer and he continues to do it when 
opportunity occurs. I do not mean he is always doing it, but 
often it occurs once in a day." 
  54.  My little girl of 4 years old has developed the most 
terrible habit of lying about on the floor with her legs crossed

or sitting on the edge of a chair and rubbing herself on the 
corner, or sitting with her hands, palms together, between her 
legs. She is a perfectly normal child but very highly strung 
and excitable." 
  55.  I should be very glad if you can give me advice, 
about my boy of z;6 who has a habit of handling his 
genital organ whenever he settles to sleep. I heard a 
matron of long experience say that she almost invariably found 
that when children were deprived of ~~umbsucking they took 
to this worse habit instead. My little boy does both, however 
He took to touching his tail' in the day-time as well as at 
night a while ago." 
  s6.  I am very worried about my daughter. She is just 
7 years of age. When she was about 9 months old I used to 
notice she would lie on her back and rub her turiimy until she 
went scarlet in the face and used to go to sleep. I mentioned 
this to the matron of the Nursing Home where she was born 
as I had no one whom I could ask for advice. Matron alarmed 
me by saying it was a form of selj-abuse and she would 
eventually go out of her mind unless the habit was broken. 
She advised smacking very hard. I did not smack her but 
showed her that I was cross and until she was three years of age

152    pSYCHOLOGIC~ DATA: RECORDS 
I used to nurse her off to sleep and I believed that she had 
forgotten the habit. I then started putting her to sleep on her 
own but found that the trouble was worse. She still rubbed 
her tumsny and at times lay on it and rocked the cat." 
  57.  How can I cure Vera (aged four) of pushing things 
up her nose, and how ought I to treat her when she has done 
this? The first time was when she was about two. She 
pushed up some wild Bowers and leaves. I took out what I 
could and then went to the doctor who could not find any more. 
I thought this was due to boredom, so thereafter always kept 
her occupied in the pram. The second time was when she was 
about three and a half when out here. She pushed up a 
eucalyptus seed (about the size of a pea and hard). I managed 
to extract this myself. The other day she and I were picking 
fruit in the garden and she came and told me she'd pushed a 
wild mulberry up her nose. The fruit is like a blackberry, 
but longer and thinner. I could not get it down so took her 
to the hospital, where the doctor put her on the operating 
table and removed it with tweezers. To-day she was making 
sand pies in the garden with nurse quite close to her. I heard 
her sneeze about six times and I asked her if she'd pushed 
anything up her nose and she said she'd filled her nose with 
sand. I never scold her, nor show the slightest alarm, as I 
do not want her to be too afraid to tell me what she has done. 
I so hoped that the visit to the hospital arid the paraphernalia

of the theatre, which she hated at the time, would have cured 
her. It has been far more frequent recently arid it does not 
take place when she has nothing to do. Luckily nothing serious 
has happened so far, but the habit is fraught with danger, 
especially out in the tropics, where anything picked up off 
the ground may contain germs and should never be put in the 
mouth or up the nose." 
  s8.  Group of boys in bath room, bathing, etc. 
  "Boy, twelve and a half, popular, confident, good looking, 
clever and happy, having just dried after a hot bath, standing 
playing with his penis a moment in full view of everyone else 
in the room. No one paid any attention or appeared to notice 
except the new boy (aged ss), who sniggered, looked round 
for someone to share the snigger, met my eyes, Bushed guiltily, 
giggled again. `What's the matter ? asked one of the boys. 
`Have you been doing anything wicked again?' (He so 
often looked guilty that the boys teased him about the 
murders he had coniniitted, etc.)" 
  59.  With a stick he (aged 79) will tap about at the Boar 
or chairs if he has nothing better to do, or i he is talking to 
you. I have asked what he is thinking about, and it is usually 
         SOURCES OF LOVE ANTI HATE   153 
of what he is going to be when he grows up or of his grand- 
father's big game hunting, etc., that he would like to do. 
I imagine he has formed this jiggling habit this way-a year 
ago in the summer he was allowed to play with the garden hose, 
which delights every child, and was allowed to help clean the 
car, etc. Then when it was too cold he had the hose in the 
house and would pretend to hose by the hour. He was a very 
solitary little boy then, no children near-I think he got into 
the habit of shaking the hose and so shakes sticks or whips 
now. He is very sensible otherwise and sits still when occupied 
or read to." 
  zo.  Went to say good-night to X. and while I was talking 
he was playing with himself under the bed clothes. 
  Do you often do that? Sometimes he's lonely. When is he 
lonely? Oh, when I'm sad sometimes. He wants a little 
love. Oh, Bell, you're not often sad. Some mothers (went on 
X.) scold their little boys for that. H. (mentioning a day boy) 
thinks it makes you very ill. Yes, a lot of mothers think it is 
bad for their children. Is it? No. They think it's rude 
(wanting me of course to pronounce some sort of judgrnent). 
When you were a little girl did you ? I don't remember doing 
it but I remember being slappedfor doing it, so I suppose I did.

Slapped ? (said X. in rather a surprised way). Not your 
mother? (He knows my mother. I was very glad to be able 
to say) No, one of my older step-sisters that you don't knob. 
(He turned to a book he had on the bed and started telling me 
about Robin Hood.) 
                     6 
  WooiLEy, op. cit., p. 66.  It is now generally conceded 
that infants and young children asrnost universally find out 
that pleasant sensations are aroused by manipulating the sex 
organs and frequently adopt the habit for a time. They wish 
to maintain and repeat the sensation. Even before it had 
scientific recognition, unscrupulous nurses knew that infants 
could be kept quiet by stroking and pressing the sex organ sand 
practised the art. When the infant himself adopts the habit, 
it may be regarded as a prelmiinary stage of masturbation." 
  WooiLE'v, ibid., p. 67. "The manipulation of the sex 
organs, or masturbation, is a habit which it is peculiarly 
difficult for parents to treat with any understanding or 
sympathy. The Minnesota Handbook says, `No other 
childish habit is so misunderstood, or is the object of so much 
unreasoning emotional reaction' (54, p. 98). The physio- 
logical harsn done by the amount of masturbation which a 
normal well-regulated child does is negligible." 
       154     ffiYCHOLOGICAL DATA: RECORDS 
  BRzn&Es, p. z8s.  An occasional child of any pre-school 
age may manipulate the genitalia when unoccupied or dis- 
interested in an occupation. This is more frequent among boys 
than girls, perhaps due partly to difference in clothing. Thigh-

rubbing may occur on occasion, and this along with genital 
manipulation may perform a similar function to thumb- 
sucking. These reactions are probably soothing and comfort- 
ing in effect. They relieve tension and at the same time 
provide an easy and pleasant occupation in place of a dis- 
interesting one or none at all. The children who behave in this 
way are the ones who have diffuse attention or scattered and 
indefinite interests, or those who have very few interests. Thus

the restless children with much undirected energy, the dis- 
interested and the lethargic children seem to be the ones who 
tend to masturbate. As children develop organised interests 
in different occupations, and as they take delight in developing

their own skills and in rhythmic and other activity, these 
habits disappear." 
  J. B. WATSON: "What the Nursery Has to Say About 
Instincts," Psychologies of I925, p. 19. "At what age 
tumescence becomes a conditioned response is not known. 
Masturbation (a better term with infants is manipulation of 
the penis or vagina respectively) can occur at almost any age. 
The earliest case I have personally observed was a girl around 
one year of age (it often begins much earlier). The infant was 
sitting up in the bath-tub and in reaching for the soap accident-

ally touched the external opening of the vagina with her finger.

The search for the soap stopped, stroking of the vagina began 
and a smile overspread the face. Neither in the case of infant 
boys nor of infant girls have I seen masturbation carried to the

point where the orgasm takes place (it must be remembered 
that the orgasm can occur without ejaculation in the male 
before the age of puberty is reached). Apparently a great 
many of the muscular responses later to be used in the sex act, 
such as pushing, climbing, stroking, are ready to function in 
the male at least at a very much earlier age than we are 
accustomed to think. In one observed case which came into 
the clinic, a boy of 3~ years of age would mount his mother or 
nurse, whichever one happened to be sleeping with him. 
Erection would take place and he would manipulate and bite 
her breast then clasping and sex movements similar to those 
of adults would ensue. In this case the mother, who was 
separated from her husband, had deliberately attempted to 
bwd up this reaction in her child." 
  J. B. W~~~~~: Psychological Care of Infant and Child, p. 543. 
  Masturbation is not, however, a problem that begins in 
           SOURCES OF LOVE ANTI HATE   155 
puberty. For the parent it is a problem which begins at birth. 
Children as young as six months begin it." 
 
 
   7. FAMiiY PLAY, AND IDEAS ABOUT BABiEs AND 
       MARRIAGE 
                     a 
  22.50.24. Robert and then George and later Frank pre- 
tended to have a baby in their arms and rocked about, saying, 
  Baby, baby, baby." 
  26.s5.z4. Frank and Benjie spoke of someone who was 
crazy she was going to the police station, and getting 
married, and then we will kill her after that 
  29.5.25. George and Frank drew on the window with their 
fingers, the windows being a little steamy. George drew a 
picture of Frank, When you were a baby," he said. 
  Miss B. reported that yesterday, during the rest hour, the 
children had talked about putting one's thumb in one's mouth. 
Dan said," Henry" (his father) "does, when he goes to sleep." 
Frank said, He's a naughty boy." Dan:  Oh no, I don't 
call him a naughty boy-he's a man." Frank:  Was he a 
boy when you were a little baby?  Dan seemed puzzled 
and asked, What did you say?" Frank repeated the 
question, and Dan seemed to consider, and said, I don't 
know." 
  3.2.25. Frank told everyone that when he was coming to 
school he saw a carriage all dressed up with ribbons he 
thought someone was going to be married". Christopher 
said, Yes, someone is going to be married, aren't they ? 
The children all joked and laughed about this for some time. 
Christopher said it was "Mrs. Laws". They all laughed. 
Frank said, When she is married we shall spit in her face 
shan't we ? 
  9.2.25. Frank plucked some laurel leaves and said, It's a 
wedding." He ran round the garden with the leaves. 
  52.2.25. In the morning, when Christopher was modelling, 
he made a duck the head and mouth of a duck, with the 
mouth wide open, and then talked of the "baby duck". 
Then presently, while cutting a piece of plasticine up, he said,

  Here is another mother duck being born." 
  53.2.25. Frank found some small cards with numbers 
printed on and called them wedding cards used them as 
confetti, running round the room and scattering them over all 
the other children. He kept talking of a wedding