the imagination and leads to the development of something new in thought.
The time of day in relation to the quality and the quantity of the work accomplished in thinking has much practical importance in the long run, and despite widely-varying personal habits of work and sleep and play the scientific status of the matter has worth while practical interest. Professor W. H. Heck, of the University of Virginia, has studied the matter by grading the arithmetical reasoning of 255 girls and 212 boys (average age 14.2 years) in a grammar school. "The number of examples done in the afternoon was 0.68 per cent greater than in the morning; the per cent of examples right in the afternoon was 3.22 per cent. less than in the morning." This result has been corroborated by like work done at Lynchburg and in New York. Thus we see that while the speed of such thinking in the afternoon is practically that of the forenoon, the accuracy is distinctly less. I have the impression derived both from personal experience and from sundry researches, that the most productive hours in the whole twenty-four, qualitatively and quantitatively together, are the hours from 10:30 Α.Μ. το 12:30 P.M. Then certainly the
