1. It can hardly be anticipated that one who once acquired a leadership in a group will be in a posit'on to regain it immediately by rejoining the group after a temporary absence. Eventually he tends to be obsorbed into the group, remaining a mere follower under the pressure of its cohesive force. And yet, sooner or later, he will presumably regain the leadership. My study aims to present an approach to the analysis of group morale in relation to the group and its former leader. 2. Our experiments of April 1953 were shared by three sessions. In the first session, two groups, each being made up of four children and a leader-child, had a co-operative work for 30 minutes. In the second session, each group did thirty minutes' work twice with its leader excluded. In the last session the same work was carried on once with each group, including its former leader. 3. Reactions equally observed with each group. (a) Rejoining the group, the former leader askes many questions of the process of the work done during his absence. (b) Rejoining the group, he becomes much less active in his directing group affairs. (c) A new leader appeares during his absence. (d) In the last session, the new leader continuously hold away over his group, supplanting the former leader. (e) In the third session, little or no increasing sign is shown that the members sought any command or approval of their first leader. (f) It remains undetermined, however, Whether or not the new leader in the second session was asked for his order-or approval. (g) The first leader, reluctant to participate in the group work, claims to divert the operation into another channel by offering anew project, which, however, has been rejected by the members. In effect, he failes to assume group control. (h) When and how he will regain the leadership remains to be solved.
Purpose: To find out deaf pupil's ability to use auxiliary words and verbs which is an important element in their development of the Japanese language, and to seek suggestions to the planning of instruction for them. Procedure: Performance test of sentences which are to be filled up with auxiliary words and verbs was given to 179 secondary deaf school pupils (53 lower secondary, 126 upper secondary pupils) and 197 secondary hearing school pupils (98 lower secondary, 99 upper secondary pupils). The ratios of the correct use of each auxiliary word, and verb were brought out and distributed into five step intervals. Abstruct of the result: 1. In deaf groups, most of ratios of the correct using of each auxiliary word failed into 0-20.0 step interval, and few of them entered in 60.1-80.0 or 80.1-100 step intervals. On the other hand, in hearing groups most of the ratios entered in 80.1-100 step interval and few of them failed in 0-20.0 step interval. 2. Most of ratios of the correct using of each auxiliary verb were scattered in 0.-20.0 step interval or 20.1-40.0 step interval in deaf groups and the ratios which entered in 60.1-80.0 or 80.1-100 step interval were far more in hearing groups than in deaf groups. 3. Therefore, such ability of lower and upper secondary deaf school pupils tend to be inferior to that of hearing pupils of the first grade of lower secondary school. 4. Errors of deaf pupils at the test of auxiliary words are caused by (a) imperfect discrimination of surd sound and sonant. (b) omission of letter. (c) hypermetre (d) impemfect considemation to the connection of words. (e) using of other parts of speech. (f) immatureness of ideas. (g) to seize partialiy the line of thought. (h) subjective embeliighment to the line of thought. 5. Ermors at the test of auxiliary verbs are caused by (the same of aboves are excluded) (a) mistake of inflextion. (b) misupderstanding of tenses. (c) displacement of conjecture to designation. (d) confusion of passive and afformation. Suggestions for the planning of instruction for the deaf children. 1. To prevent deaf children from acquiring sign language. 2. Practice of modes of expression as well as extending vocabularies. 3. Training of readmg and descriptive abilities. 4. Training of ductive and inductive thinking.