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