HE literature on child development nowhere yields an analysis of unselected spontaneous questions asked by large number of children in the every-day home situation. This is surprising in view of the fact that we find interest in the subject ranging all the way from the genetic approach of Darwin (7), Taine (28), and others (15, 16, 22, 25) to the recent functional classification of Piaget (21). To Bain (1), Compayre (6), Sully (27), and Bohannon (2) the asking of questions is due to the instinct of curiosity. Woodworth (34) points out that the driving force is regarding some particular thing. To Bohannon (2) inquisitiveness and curiosity express defective self-control, or in Sully's (27) words a mood of general mental discontent and peevishness. Hall and Smith (11) made pioneer analysis of questions in connection with study of curiosity in its relation to interest. Out of 1247 questionnaire descriptions of cases of curiosity, 477 were questions, but since they were reported from memory they could hardly be accurate in form or representative in content. The authors suggest that a list of all the questions asked by child during week or month would probably furnish material for very fair guess at his interests and surroundings. Some information as to frequency of questions may be obtained from the conversation records of the pioneer students of language development. Boyd (4) found that questions constituted 21.6 per cent of the 1250 remarks made by his daughter which he recorded annually from her second to her eighth birthday. Trettien (29) recorded 49 questions in one hour's observation, 22 per cent of the total conversation during the hour. The Brandenburgs (5) classified 18 per cent of their child's conversation as questions at thirty-eight months, 20 per cent at fifty-two months. The conversation of the two six-year-old boys studied by Piaget (21) yielded 17 and 13 per cent of questions. Nice (18) reports the lowest percentage found by any of these investigators, 11.2 per cent in the conversation of forty-seven months old girl during thirteen hour day. The normative language studies of Smith (23) and McCarthy (17) throw further light on this point. They are of especial value since they deal with groups of children at successive age levels, instead of being confined to one or two individuals. Both these studies find that the percentage of questions