#5 ma Instead of connecting the given sound or word with the corresponding representation of the thing it denotes, the "Chinese school boy deficient in imagination but rich in written forms connects sound or word first with the corresponding written character and by that means only with the thing itself. Now as English writing does not, like Chinese, directly call forth mind-pictures, there comes in once more, the necessity of teaching Chinese boys, who are to learn English, first of all by object lessons to speak, and then only when they have learned to speak more or less, they may also be taught to read and write. (9). With regard to the elaborative faculties of comparison, discrimination, judgment and abstract reasoning the mind of the Chinese school boy is equally deficient. "To distinguish between fairy story and sober history otherwise than that the one is amusing and the other dry is quite impossible for him. He cannot, without special education, discriminate between truth and falsehood, though he will be quick enough to discern differences in fact and usefulness. Strong in practical common sense, he is incapable of abstract reasoning. The Chinese School boy absolutely requires to be shown that a thing is of practical service...