THE PSYCHOLOGY OF THE CHILD AT GENEVA

AND THE J. J. ROUSSEAU INSTITUTE

By EDWARD CLAPAREDE

Last year Professor Stanley Hall asked me to write for

THE PEDAGOGICAL SEMINARY a few pages on what we were
doing at Geneva in the field of the science of education. I had
eagerly accepted his call. Alas! death overtook the great
American psychologist before I had written the paper he
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wanted. I am the more anxious to justifiy without delay his

expectations. So, while my mind is still filled with all the child
study and the cause of education owe to the gifted founder of
genetic psychology, I take up my pen to indite this record of
our work.
1. Foundation of the Rousseau Institute.
The movement toward an improvement in the educational
handling of young children which was started by Stanley Hall
toward 1890 and which found such invaluable expression in
THE PEDAGOGICAL SEMINARY was beginning to bear much
fruit in the first years of the century-a century which was
greeted in its coming as one that would be dedicated to the
child.
The works of K. Groos, those of Hall too, had brought us a
better understanding of what the child is. With Benet,
Kraepelin, Stern, Meumann, and many others, foundations
were being laid for a science of experimental psychology.
Almost everywhere backward children began to be an object
of interest, then of scientific study. The grading of the child-
mind by tests, a method which sprung up in the United States,
was brought by Binet into the sphere of practical realities.
Psychoanalysis showed what an important part the earliest
impressions, made in childhood, play in the character and mind
of any person, and in forecasting inclinations and proclivities
that become apparent in adult life.
A considerable field opened up before psychologists. The
world could ill afford any putting off of the time when it could
be made fit for educationists to labour in. On all sides com-
plaints were heard. The traditional methods in education were

*Requested for publication by G. Stanley Hall.

 THE PSYCHOLOGY OF THE CHILD AT GENEVA 93

missing their object. There was an evident discrepancy be-

tween the toilsome efforts of the teaching profession and the
meagreness of results.
At the same time it happened precisely that a few schools
which received inspiration from that new psychology pointed
out what remarkable effects they were able to bring about:
the new schools in England, Landerziehungsheime in Germany,
the schools of Dewey at Chicago, of Decroly at Brussels, of
Kerschensteiner at Munich. All these efforts were most sug-
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gestive and an encouragement to push ahead.

Under these circumstances, fortunate indeed, I thought that
the time had come to create an Institute which would be par-
ticularly destined for child study and dedicated to the sciences
of education in the broadest meaning that those ideas would
cover. .
Since 1891 the University of Geneva had endowed a chair of
experimental psychology and a psychological laboratory under
the direction of the much lamented Th, Flournoy. But the
University ordinances did not lend themselves to the formation
of a new Institute within the psychological laboratory as con-
stituted under regulations. Consequently, I decided in 1912
to break with officialism so as to create my Institute with the as-
sistance of private initiative.
Founded at Geneva on the 200th anniversary date of the
birth of Rousseau, the new organism could not but be inscribed
by name to the epoch-making educationalist and citizen of Gen-
eva. The J. J. Rousseau Institute was formally opened in the
month of October 1912. It was placed under the authority of M.
Pierre Bovet, then professor of philosophy and pedagogics in
the University of Neuchatel, who felt able to surrender his
university chair to undertake this novel task. M. Bovet is still
director of our Institute and fulfills his office with much credit
and with an ever increasing success. He has since been ap-
pointed to the chair of experimental pedagogics in the U niver-
sity of Geneva, so that his influence penetrates at last the official
standard of academic work as well.
The Rousseau Institute, if we look into the intentions of its
founders', was to do this work in four directions :-first, it is a
school in which future educators undergo the guidance. they re-
quire for their professional work; second, it enables school-
masters and schoolmistresses to make themselves acquainted
with the whole compass of psycho-pedagogical science; third,
it is a center for research and inquiries about the child bearing
 94 THE PSYCHOLOGY OF THE CHILD AT GENEVA

upon educative and scholastic methods; fourth, it is a center

where information may be sought, and for propaganda by edu-
cationalists.
Let us cast a comprehensive glance at the diverse activities:
1. The Institute as a School.
The Rousseau Institute shows on its programme many
courses in psychology, pedagogy, and mental pathology. Its
originality consists in an endeavor to substitute practical exer-
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cises for theoretical lectures. Indeed it is not from books nor

from courses uttered ex cathedra that one learns to understand
and know the child. To rightly comprehend child nature it is
necessary to take up and handle children, to talk with them, to
have played with them, to have tried many experiments with
them-if one may use such a technical term in a matter that is
essentially human. For that reason we endeavor to bring our
students as closely as we can into touch with many children.
Our pupils are not actually aiming at one and the same
purpose. Some of them are beginners, young men or young
women aged twenty or thereabouts. The Institute accepts
students of either sex from the age of eighteen. Others are
professional teachers, tutors, inspectors, who in their daily
work have come across problems and who expect to find in
psychological science the enlightenment they need in order to
solve them.
On the other hand some of our students have in view the
education of infants, some the education of growing boys and
girls, etc. For that reason, the Institute branches off into six
main lines of study, each leading up to a particular diploma.
The branches are: The Psychology of the Child, Psycho-
Pedagogy of the Mentally Deficient, General and Experimental
Pedagogy, Education of Infants. Protection of Childhood, and
Vocational Guidance, including Techno-Psychology. Let me
speak a few words on each.
2. The Psychology of the Chtld.
Besides attending the regular course and lectures, the stu-
dents are grouped daily to visit one of the National Schools of
Geneva to observe and examine one or several children. These
exercises are superintended by Dr. Jean Piaget in accordance
with the method known as that of "clinical examination".
The students who attend the "Maison des Petits" (of which
we shall speak further on) find here their opportunity to
observe and watch closely one or several children.
 THE PSYCHOLOGY OF THE CHILD AT GENEVA 95

Our pupils learn also to apply the various tests of intelligence

in that way. We thus carefully put them on their guard against
every hasty diagnosis. We arm them against the chances of
mistake. Nothing is more dangerous than a test carelessly
and imprudently applied by the uninformed.
Experimental Psychology is taught in the Psychological
Laboratory by the author of this article.
3. Abnormal Children.
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This teaching includes clinical lessons by Dr. F. Naville

(presentment of abnormal children) and psycho-pedagogic
lessons, also with the observation of children, in the charge of
Mlle. Alice Descoeudres. There will be found in the works
of Mlle. Descoeudres the principles of that branch of instruc-
tion. The students of the Institute may also go through some
practical training in Mlle. Descoeudres's class for mental
defectives.
The principle lying at the base of the teaching of abnormals
is the very one on which rests the education of the normal
child: activity. Mlle. Descoeudres has turned to utility and
worked out the method, visualized by Decroly at Brussels, of
educative games which bring in any number of exercises, bring-
ing into vital activity the senses, the faculty of attention and
some of the reflective powers. By means of games also one
may help in acquiring some facility in readings,
Medico-pedagogic consultations also provide our pupils with
an occasion to watch puny or weakly children and to form
acquaintance with the physiology of growth and with the
anthropometrical devices. For twelve years they have been
having for a master Dr. Paul Godin whose works are well
known",
4. General and Experimental Pedagogy.
What pedagogy does the Rousseau Institute instil? We hold
no fixed doctrine. Truth, in this province, consists far more
in seeking truth than in clinging to some formula that would
be at once final and of the ne varietur type. However, we
adhere to the experimental method. We lay it down as a
principle that, in order to bring the child up well, to know it
well must be the starting point. "Please begin by studying
your pupils" said Rousseau "for assuredly you know them not!'
While old pedagogy strove to fit the child into a programme
fixed beforehand like a Procustean bed-new pedagogy takes
its beginning from the child, makes of him a center of the
 96 THE PSYCHOLOGY OF THE CHILD AT GENEVA

educative system. In this novelty Stanley Hall discovered the

"Copernican revolution" in pedagogy. Discat a pucro magister,
-such is the device of the Rousseau Institute.
Our conception of dynamic and biological education is
greatly drawn from the works of the American psychologists,
such as W. James, Hall, Dewey, We often sum it up in one
word or term, calling it the functional conception of educa-
tion". Functional education is an education founded on want,
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genetic want, intellectual want, social want, because any activ-

ity or work expected from the child is always obtained in terms
of satisfaction for this want. In Europe, the conception of
education by function is often expressed in the words "ecole
actiue'":
Along with the functional principle which is related to the
motives to be brought into play to stimulate activity in the
child, pedagogics is concerned also with the topic which we may
call that of mental mechanisms, which vary according to age
and do partly vary in different individuals.
In order to be sane, pedagogy has to take into account
individual aptitudes and mental types. This ideal may be
summed up in the words: "School education made to measure,"
so as to fit each child",
Regarding moral education, we have found in psycho-
analysis, in no strict meaning of the word, and with the re-
quisite looseness in application, valuable resources. As it has
been demonstrated by Pastor Pfister, of Zurich, a quantity of
faults and defects in children are caused by repression of affec-
tive states or compression thereof, when the true interests of
the child demands that they should be expressed, and out-
spoken". Yet, psychoanalysis is a double edged tool and we
bring the greatest caution to the use of it. Sometimes we join
it to auto-suggestion such as is applied by our colleague Mr.
Baudouin",
Our students are invited to join in inquiries relevant to these
subjects in schools and they join in all our work connected with
experimental pedagogy.
5. Education of Infants.-Maison des Petits.
Our group of pupils in training as future teachers in Infants'
Schools has always been the largest. The students working in
this branch of study have, like the others, to keep abreast of
the progress of child psychology and also to make themselves
familiar with abnormal children because acquaintance with
 THE PSYCHOLOGY OF THE CHILD AT GENEVA 97

abnormality is most useful for the acquisition of knowledge

of normal children.
It is principally in the "House of the Little Ones" (Maison
des Petits) under the management of two teachers with a touch
of genius, MIles. Audemars and Lafendel, that these pupils
are fashioned to their life work.
The House of the Little Ones is a school for children aged
from two to seven years and was launched in 1914. The fore-
front of our intention was that the children should get from
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this school an impression of home life, and that the life they
were called upon to live there should be an actual rendering of
lifeD• That's why we called it House, rather than School. At
the outset we laid out our plans on the lines known as those of
Madame Montessori, but we soon found that her ideas on a
free, active child life constitute license, and we could not con-
tinue to follow her without reservations. So we broke up the
too rigid frame-work of her methods.
On the one hand the ever identical material she uses is an
undue limitation of child impulses. It does not keep up with
the unceasing mobility of the throb of life. Moreover, the
Montessori system opens up an outlook principally on exercise
or training: that of the senses and the practice of movements.
That is very well. But this is an insufficient outlook, if we take
our stand on the furthering of functional child-life. The mis-
take attaching to the Montessorian exercises is that they are
carried out for their own sake exclusively and are not bound
up with the complexities of child-life, its multifarious composi-
tion.
On the contrary, the fine material contrived by Miles. Ande-
mars and Lafendel, the stock of which is ever increasing, has
been put together in such a fashion that the children may, with
its help, solve a number of small problems issuing from their
own little lives'". Above all, the material which finds some
application in their games and many occasions for use in the
natural playfulness of their age, calls up before them those small
but puzzling trials of ingenuity which are the life breath of their
young personalities.
The Institute had also formed a House for older children,
ranging from eight to twelve. It was interesting, using the
same methods, to continue to teach children who were sent up
from the House of the Little Ones. Unfortunately and much
to our grief, we were compelled to close the Higher House
owing to the economic crisis. It is a great pity that, on purely
 98 THE PSYCHOLOGY OF THE CHILD AT GENEVA

financial considerations, we had to break off an experiment in

education which was giving such fine results and was so full
of promise.
6. The protection of Childhood.
Protection of childhood covers an assemblage of occupations
(hygiene of infants, forlorn children, the incidents of crime in
children, fresh air colonies, etc.) which philanthropy alone is
unable to do justice to. It is now understood that, in order
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to tackle with profit those questions and that class of work,

there is a demand for sound knowledge of child nature, its
physiology, pathology and psychology. It is also profitable to
possess some notions of heredity and eugenics.
The pupils of Rousseau Institute who are specializing in that
branch of the work are brought regularly into touch with actual
cases in those fields. Consultations of medico-pedagogical im-
port give our students the opportunities they require for
observing such cases.
The International Office for the protection of childhood,
which was established at Brussels about ten years ago, has just
lately been transferred to Geneva by a decision of the League
of Nations and here it will be attached to the Services placed
under the care of the League of Nations. Our students will
therefore find it quite convenient to take advantage of the
information and documentary evidence which this office will
collect, or they may even contribute to its investigations.
7. Vocational Guidance and Techno-psychology.
The Rousseau Institute opened in 1918 an Advisory Depai t-
ment and Consultating Room, giving the particular kind of
teaching of which those people are in need who have in view
the acting as guides in and explorers of personal fitness in
others for prospective occupations. To this Department has
recently been added a course of instruction in techno-psy-
chology given by Mr. L. Walther, a former pupil of our
Institute and an expert in psychology in a large industrial
business house in Switzerland. Several of the pupils in this
section have situations today as experts in professional guid-
ance in some Swiss town or out in the country.
8. Work and Scholarship at the Institute.
The work here is divided into two periods: the first of six
months, the second of three months,-after both of which the
students of the Rousseau Institute, if their work is found suffi-
cient, will receive a certificate for the work done. If they
 THE PSYCHOLOGY OF THE CHILD AT GENEVA 99

remain two years, that is four periods or terms, at the College,

they may become recipients of the full Rousseau diploma. But
this is granted only when they have produced a piece of written
work, essay or thesis, to show that the candidate is capable of
personal work.
As one sees, there is no examination in the usual meaning
of the word. We consider that, when we have worked with
our students for a period of four terms or more, spread over
two years, during which we have seen them going through the
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work under our instructions, we may form a better idea of

their real merit than could be got from a set of answers which
they might give to questions drawn by lot, and left as it were
to chance, which is the course usually followed in ordinary
schools.
Moreover, what we endeavor to bring home to our students
is less a large mass of extraneous erudite knowledge--which
would leave them very much at sea in practice-s-than real
methods of work. Above all, we wish to impart to them ful-
ness of love for the child-a sense of feeling of which would-
be educators are not seldom bereft.
Our Institute has drawn to itself, reckoning from its founda-
tion day, almost four hundred pupils from all countries.
Three-fourths of the total were women. Before the war there
were yearly some fifty students in attendance. Unfortunately
this figure shrank somewhat, owing to the economic troubles
caused by the war. In latter years, we have had thirty
pupils or so per term. These students naturally form them-
selves into a friendly set, as though they were one large family.
Indeed, we have made it a point that a kind of home life should
gather them, such a mode of life we should wish to see
introduced into all schools, still more among children's classes
than in the colleges for grown-up people.
We should add that besides the regular curricula, we have
organized special lectures by distinguished scholars in Switzer-
land or abroad. Among other favors, we would note here
capital lessons on psychology or on education for which we
were indebted, in the later years, to such eminent men as Pierre
Janet, F. W. Foerster, Rabindranath Tagore, G. Dumas, W.
Koehler, Decroly, Dr. Simon, Maurice de Fleury, O. Pfister,
1. Meyerson, etc.
H
THE INSTITUTE AS A RESEARCH CENTRE
From the first, the Rousseau Institute set about research
 100 THE PSYCHOLOGY OF THE CHILD AT GENEVA

work, started inquiries, made experiments, to which, as quite

obviously, the students were associated, such as: how long do,
and should school children sleep, how does the child-mind con-
ceive the nature of a lie, child definitions, vocational calling,
the protection of childhood, etc. M. Bovet made a study of the
fighting instinct, and produced a good book about it. He also
has built up a striking theory on the nature of religious feelings,
which he does not derive from the sexual instinct, after the
fashion of Freud's disciples, but from instinctive filial affec-
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tion. By so representing the human features of religion he

succeeds in accounting for a large number of facts met with in
the life histories of childrenl l .
Mental tests have brought along with themselves a lot of
work to the Institute. From an early date we felt how
necessary it was to complete the tests bearing upon the intelli-
gence-level of children by tests of fitness and aptitude. There-
fore, by means of collective experiments carried on in the
schools of French-speaking Switzerland, we have established
with some certainty some standards, of our own (percentile
tables) bearing upon some positive degrees of fitness for reck-
oning, memory for words, speed in handwriting, freehand
drawing, permutations, etc.
With regard to the grading, we have adopted percentiles. I
have suggested combining percentiles with the scheme of
Rossolimo, altering the quite arbitary grading of the Russian
psychologists into that of the percentile system. My fellow-
workers concurred and we proceeded to the corresponding
elaboration. Prof. Bovet perfected a reading test and a
spelling test. Mlle. Descoeudrest'' worked out with great care
a set of tests for children between two and seven, also for older
children, including for these a language test and tests in num-
bering. These are very ingenious, as well as very simple.
She has also invented, without any collusion with Fernald, a
series of tests gauging the faculty of moral judgment in early
youth. These reveal an agreement of principle with the Ameri-
can psychologist.
The Department of Vocational Guidance has done some
serious, well-recorded work, detecting professional adaptability
to the business of telephone clerks, dressmakers, typists, etc. 18
A matter calling for much subtlety in the handling comes
to the fore when diagnosing aptitude: the inconsistencv of sub-
jects'". When, in the same subject, on application of the in-
strument (for instance the dynamometre) the muscular power
 THE PSYCHOLOGY OF THE CHILD AT GENEVA 101

comes out differently at different times, which of the readings

should be accepted as telling the actual strength of that
individual. The inconstancy of those readings is now under
consideration.
In late years, much of our careful attention has turned upon
child-thought. Experiences with children ranging from five
to seven have made it plain to us that the "awareness of differ-
ence" (perception of dissimilarity) is earlier than the percep-
tion of likeness. I have proposed to cast in the following form
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this law of conscious perception: "The child becomes aware

of relatedness, as exemplified in any specific case of relation,
as his behaviour has the longer implied the automatic use of
this relation'?",
M. Jean Piaget has patiently explored with the students of
the Institute, both language and logic among children. He
has supplied us with a totally new conception of the child's
mind-", The child's mind, to wit, differs from that of the
grown men, not only in degree, but much more in its nature.
The child has a distinct nature of its own, it is self-centered
(egocentric). In other words, his is an intermediate mind,
lying between autism and the socialized, logic-bound thought.
This notion illuminates a mass of hitherto unexplained facts.
III
THE INSTITUTE, AN INFORMAnON CENTER,
BUILDS UP OPINION
The Rousseau Institute was not set up merely to train a
limited number of pupils in the art and practice of education,
and for the bare purpose of research work. We held it to be
an obligation upon us to cause its activity to shine far and wide,
so as to send forth ideas and bring to the public ear methods
which we hope hold out fair promise of fruitful results. We
want to pay tribute to the sacred cause of education and to pro-
mote child welfare.
In our Library, we strive to collect the most important items
of knowledge belonging to the field of our labours. We are
grateful to all who are kind enough to send us books,
pamphlets, papers, and reports concerning the child or dealing
with educational topics. We get about one hundred periodi-
cals from all countries.
From the earliest date, the Institute issued its own periodical,
Intermedtare des Eductueurs, more particularly addressed to
those interested in experimental pedagogy. Our hope was that
 102 THE PSYCHOLOGY OF THE CHILD AT GENEVA

we might, through that channel, tie a bond between those en-

gaged in the practice of teaching and the Institute. As bad luck
would have it, financial difficulties, which are ever arising to
hamper our work and endeavors, did not allow us to issue
any longer that periodical as a separate publication of our own.
It now comes out six times a year, as a special number of the
Swiss Review-L'Educateur-of which Prof. C. Bovet is one
of the editors.
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The Institute publishes also a Collection d'Actualites

Pedagogiques, which has issued translations of foreign works
(Dewey, Foerster, Baden-Powell, Montessori) and many
original productions. We have mentioned among them the
books of Bovet, Descoeudres, Piaget, Baudouin, Duvillard,
Godin. Besides these we have been instrumental in producing
the fine book of Madame Pieczinska on Tagore as an educator;
a very thorough work on the great Dutch pedagogue Ligthart
by J. Gunning; an essay of Mlle. Evard's L'Adolescente; a
collection of inspiring talks delivered day by day in junior
school by a French teacher Mlle. Regard under the title Dans
une petite ecole; an exposition of the Decroly method by Mlle.
Hanaide; and finally, the Etudes de psychatnalyse, and a book
on Tolstoi as an educator, both by M. Baudouin.
Vacation courses, holiday schools, which take place almost
every summer and last from ten to fifteen days, enable mem-
bers of the teaching profession, who are not at leisure to
become our disciples for periods of one year, to enter into
some connection with our Institute.
The Rousseau Institute takes a share of International
activities.
In 1922 it organized the third International Congress for
Moral Education. It has also been called upon to join the
First International Congress for Childhood, which is appointed
to meet at Geneva in August 1925. The "Bureau Inter-
national des Ecoles nouvelles" with M. A. D'Ferriere at its
head is linked with the Institute.
The ideas heralded by the Institute which at first met with
some indifference, even opposition, at the hands of the official
teaching staff in French-speaking Switzerland-have gradually
gained favour in that quarter. At present, the Rousseau
Institute has the support of our national schoolmasters as a
body. At the last Congress of the French-speaking official staff,
held at Geneva in July 1924, a unanimous vote was given for
 THE PSYCHOLOGY OF THE CHILD AT GENEVA 103

the principles of active (as against passive) class-work.

Learning is an active attitude, physical and mental, proper to
youth, a function of mind and body akin to the inborn faculty
of play. The acknowledgment of fresh assertion thereof is
our best Swiss message to our fellow workers beyond the sea.
We know that both their sympathy and experience are in
agreement with us.
University of Geneva
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Switzerland

NOTES
1. See for the general program which the Institute proposes to fill:
Ed. Claparede, "Un Institut des Sciene. de l'lldueation, and
lei beloiDs auxquek n repond," Archives le Psychologie, XII,
1912:-and Pierre Bovet, "Un Instltut de P8dagoeie Imperi·
mem.tale," Annee psychol., 1912, p. 520.
2. A. Descoeudres, "L'education des enfants anorrnaux", Neuchatel,
1916.-Decroly et Monchamps, "L'initiation a l'activite par les
jeux educatifs", Neuchatel, 1914.-The "]eux educatifs" edited
by Mlle. Descoeudres, two boxes to be had at Institute
Rousseau, Geneva.
3. Dr. P. Godin.
4. Ed. Claparede, "Psychologic de l'enfant." 10. ed. Geneve, 1924
(The fourth ed. was translated under the title "Experimental
Pedagogy and the Psychology of the Child, London, 19111.
5. P. Bovet "La tache nouvelle de l'ecole", Intermediaire des Educa-
teurs, Dec. 1923.-Ad. Ferriere "L'eoole active" Neuchatel et
Geneve, 1922.-Ed. Claparede, "La psychologie de l'ecole
active," Intermed, des Educ., Dec. 1923.-E. Duvillard, "Les
tendances actuelles de l'enseignement primaire", Neuchatel
1919.
See also the fine study of P. Bovet on "Le genie de Baden-
Powell (Neuchatel et Geneve), in which the author shows
how much Baden-Powell has been able to lay base and
actuate the motives which can call forth activity in young
people.
6. Ed. Claparede "L'eeole sur mesure", Lausanne & Geneve, 1920.
7. O. Pfister, "La psychanalyse au service de l'education", Berne,
1921;-P. Bovet, "La psychanalyse et l'education", Lausanne,
1920.
8. Ch. Baudouin "Suggestion and Auto-suggestion," London.
9. Audemars et Lafendel "La Maison des Petits", Neuchatel 1923.-
Ed. Claparede, "Les nouvelle conceptions educatives et leur
verification par l'experience", Scientia, 1919.
10. This material includes a set of different games which can be
ordered from the Institute Rousseau.
 104 THE PSYCHOLOGY OF THE CHILD AT GENEVA

11. P. Bovet, "The fighting instinct," London, 1923.-"Les sentiments

religieux", Rev. de Theol. & de Philos., 1919.
12. A. Descoeudres "Le developement de l'enfant de deux a sept
ans" , N euchatel, 1921.
13. Fontegne et Solari "Le travail de la telephoniste", Arch. de
Psych., 19l8.-Dora Bieneman, "Ability in typewriting in reo
lation to vocational guidance", Intern. Labour Office, Geneva,
1923.
14. Ed. Claparede "De la constance des sujets a l'egard des tests
d'aptitude", Ar. de PS., 1920.
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15. Arch. de Psychol., XVII, 1918, p. 71.

16. J. Piaget, "Les pensee symbolique et la pensee de l'enfant", Ar.
de PS., 1923;-J ourn. de Psychol. 1924;-"La lang-age et la
pensee de l'enfant", Neuchatel, 1924;- "Le jugement et le
raisonnement chez l'enfant", Neuchatel, 1924.
 The Pedagogical Seminary and Journal of Genetic
Psychology

ISSN: 0885-6559 (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/vzpg20

The Psychology of the Child at Geneva and the J. J.

Rousseau Institute

Edward Claparede

To cite this article: Edward Claparede (1925) The Psychology of the Child at Geneva and the J. J.
Rousseau Institute, The Pedagogical Seminary and Journal of Genetic Psychology, 32:1, 92-104,
DOI: 10.1080/08856559.1925.10532319

To link to this article: http://dx.doi.org/10.1080/08856559.1925.10532319

Published online: 11 Sep 2012.

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