Page:First steps in mental growth (1906).djvu/30

 The attempt to classify infant activities is beset with many difficulties. The usual method has been to class them according to some one phase or aspect which happened to strike the observer's eye. Very often the least significant feature of the activity has determined the classification. In any event, the grouping under selected captions is arbitrary. Almost any piece of conduct of a child one year old might, with good reason, be classed under any one of a half dozen headings. To illustrate: in order to entertain the child one hands him his box of cubes. He at once begins to play with them, throws them, "feels" them, turns them over in his hands, looks at them, piles them on top of one another. How shall we class the activity? As memory, recognition, will, play, hand-movement, imitation, constructive impulse, suggestion, joy? Each of them is present at some stage of the play with the blocks. Or, when older, the child sees on a shelf a bright toy which he recognizes and wants, and proceeds to pile one box on top of another in order to climb up and get the toy. At first, one would say, "an act of will," a purposive action. But analysis brings to light memory, imagination, feeling aspects, ideo-motor action—what not. Of course, objection to this method is lessened when the total situation is represented in the account. When one makes sure