not seem illogical to associate them somewhat closely in their origin. With these weapons the tribe would be almost invincible and the cultivation of their use would become a matter of greatest moment. All through man's history they have played an ever increasing r6le. In the complex world of today with its myriads of inventions it is perhaps difficult to imagine that the point or the sharp edge should at one time have been the great means of survival. And yet this in all probability was the case. From this point of view it is not unlikely that those members of the tribe survived who had most skill in the use of these instruments; and that those tribes survived who were favored by these skillful individuals. In short, the use of these instruments led to somatic and psychic modifications of the race. In the story of psychic evolution some such sequence of events must have taken place, and from the point of view of the child it offers the only satisfactory explanation of this unusual interest in the instruments of this character.
The strange phobia of sharp objects with which the insane are sometimes afflicted would hint a similar origin. What in normal minds appears only as an interest is here magnified to great proportions and causes the phobia. Whatever may be thought of the origin of this interest on the part of children in the point and edge, its use as a means of education cannot be ignored. Here again we must move with the current of the children's natural bent and allow this to decide what should be done. This factor is too often neglected in planning manual training work and other exercises for children.
Modification of Bodily Form
The facts brought out by the returns on the subject of modification of bodily form by children indicate that this is attempted to a very marked extent. Of the 245 girls and 126 boys reported upon, practically all tried to change in some way their features, or stature; or they tried to use their dress to add in some way to their effect on others. This is very largely due to a growing consciousness of self. The child very early becomes acquainted with the different parts of his head and body, but not until several years later does the sense of self assume a critical attitude. The child of two or three knows that he has a nose, eyes, mouth, ears and hair but he does not find fault with them. But at six or seven, and especially a few years later, he begins to examine his features and dress in the light of his more critical observation of the features or dress of others; or of what he has heard others consider attractive. The features and dress of persons whom the children admire
