T HE mirror drawing experiment has been considered of special importance for the study of the trial and error method of learning by adults. The assumption has been made that few habits have been established of hand and eye coordinations under conditions that require the observation of movements in the mirror. Especially is this true of the child under six years of age, who ordinarily makes few motor adaptations to objects seen only in a mirror. The analysis of the learning process of the child under such conditions is the problem of this investigation. An historical survey of the literature on this problem, namely, the adaptation of the preschool child to the mirror situation, cannot be made, as no work has been published to date on the reaction of young children to mirrored presentations. The nearest approach to work with preschool children is that of Clinton (4) who continued the work of Pyle (11) with fourth to eighth grade children, down to third, second, and even first grade children. A brief review of mirror drawing as a psychological experiment is given. Mirror drawing, as a bona fide psychological experiment, makes its first appearance in print in Henri's (7) monograph, Ueber die Raumwahrnehmungen des Tastsinnes, published in 1898. In this book, dealing with tactual space perception, only a page and a half is given to the mirror drawing experiment, which is simple in character but has all the essential elements of the later more elaborate set-ups. No data are given as to the number of subjects who tried this experiment, nor the number of trials they were given. Henri (8) goes more into detail about the mirror drawing experiment in his article Revue general sur le sens musculaire, which differs somewhat from the original experiment. Instead of two points to be joined by a straight line, he used a straight line, drawn at an angle of 450 at the right of the paper, and asked his subjects to draw lines parallel to the model line. He had two subjects besides himself, and all three of them had considerable difficulty in drawing straight lines. Henri did not keep time but recorded the number of trials necessary before a good copy was made. He reports that in one case 200 repetitions were necessary before a straight line was achieved. In 1905, Dearborn (6) used the six pointed star as the figure to be traced in his mirror-drawing experiment, but he did not publish a description of it until 1910. Dearborn considered the use of mirror-drawing as valuable in giving the student an opportunity for