ederal, State and municipal-will show itself in a greatly reduced death rate. The Federal Go

sident

S AND E

Elizabeth Atwood, Dr. Thomas A. Story, William C. White, Dr. Helen C. Putnam-Difficulty in Devising a Satisfactory Educational Syst

ke one a worthy citizen, or to make him, or her, self-supporting, or able to bear arms in defense of his country, rather than a perfect link in the complete chain of enduring life, its purpose is being perverted. It is not sufficient to provide a girl, for instance, with an exclusive environment which regards her simply as a muscular entity, as is the tendency in some of the "best" girls' schools to-day; nor to fit her as a domestic or society ornament; nor must she be regarded simply as an intellectua

present time, is one of the most disastrous institutional fallacies of modern civilization. In support

rnational authority on edu

so do we cram the child's mental stomach, its memory, with a selection of dead facts of history and the like (at least when they are not fictions) and then apply a violent emetic called an examination (which like most other emetics causes much depression) and estimate our success by the number of statements which the child vomits onto the examination paper-if the reader will excuse me. Further, if we are what we usually are, we prefer that the statements shall come back 'unchanged'-showing no sign of men

nt of stupidity, which those who fortunately escaped such education in childhood have to drag along wit

ere is such a thing as nourishing food; if you have been crammed with dead facts, and then compelled

n editorial in the New York American, expres

eventually this will cause a change to be made. The larger understanding of mothers regar

, larger salaries, fewer pupils in each department, and more attention will be gi

ording to one rule, each child will be studied as a threefold being, and his mind, body and spirit will b

tific men. The brain equipment of each child, the tendencies given it at birth, should be tested; then the nervous, hysterical and

ht of self-control and concentration. The hurried, crowding, exciting methods of the public schools are disastrous to full

mental guidance, the public school forms a good basis on which to build an education. For the average American child o

he cramming process now in vogue and with the enormous pressure placed on teachers. No teacher can do justice to more than fifteen children through the school hours. In many of our public school

ct and aim of his life is to apply to the training of children those scientific id

ine-tenths of the hygienic abuses against which the doctors are preaching would be prevented if the laity had an elementary knowledge

ia, in an article entitled: "The High School and the Girl," in a r

e. The future of the race so far as she represents it, depends upon her health. What is the high school doing to improve the girl's health? In the overwhelming majority of cases abso

reakfasts, and lunches of pickles, fudge, cream-puffs and other kickshaws, not to mention the catch penny trash too often provided by the janitor or concessionaire of the school luncheon, who isn't doing business for his health or for anybody else's; it neglects eye-strain, unhygienic dress, uncleanly habits, anemia, periodic headaches, n

e health of the adolescent girl. This problem is pressing upon us now largely because of

of School Children held at Lehigh University by the A

is needed were brought out by Dr. Thomas A. Story o

twenty per cent. of the children in the schools of New York City had defective vision, and over fifty per cent. had defective teeth. These defective condit

e incapacitating defects are permanent should be found and classified. This enables special instruction and opens up e

the community. Medical inspection which influences the health habits of the masses is a matter of supreme importance.

plete and permanently successful which does not eventually educate the parent and child to a sympathetic and co?perative relationship with the system. Medical inspection is a force working for a better general education in personal hygiene and should co?rdinate with the class room instructi

of Providence, R. I., on "The Teaching o

o right living. Educators are finding that well directed correlation of human life, with phenomena of growing things in school gardens and nature studies, develops a wholesome mental attitude. Since te

oung people of these ages in no schools, and eligible for such instruction. All state boards of education were recently petitioned by the American Association for Study and Prevention of Infant Mortality to urge the appo

s, which have organic relationship to what we understand as education, are fixed and better understood. We are just beginning to appreciate the true meaning of environment. We know little about heredity, but enough to appreciate its vital importance. Psychology is a realm of much hope, but we have only tasted of its surface promise and know little of the mysteries it may unfold. Eugenics, the infant giant of science, promises to establish the race on an enduring foundation. These sciences have laws which we d

e product of this combination of forces, we would be very near to the super-man. One must have a sober mental horizon to evolve the picture which would be the product of the above solution and then to estimate its meaning on human hap

work patiently and hopefully, with assurance that in the near future the problem will be satisfactorily solved. When heredity, psychology, and eugenics combine to dictate the system, we shall doubtles

any apparent harmful results, will tax the capacity of another individual to the very utmost. Any educational system which does not recognize this law, is vicious. Yet such is the syste

nt for each night is absurdly in excess of the capacity of the ordinary, or for that matter the extraordinary, pupil. This engenders nervousness and irritability, and is contrary to the ethics of education,-the fundamental law of which should be the preservation of good heal

nity from the eugenic or economic standpoint. According to the report of the Commissioner of Education of the United S

h and German

nd Geomet

Literatu

ric 5

ory

Economy,-

ooking an

mies

ribute to their efficiency as home-makers, what are the prospects for worthy parenthood in the light of

lso furnish the stimulus for mental culture and direct a proper aspiration for social enlightenment. The curriculum should include biology, hygiene, psychology, home beautifying, the story-

mbered, however, that no system of education alone can ever enable us to achieve our end, no matter how perfect the system may be. Education can only draw out what is

teacher; or that it is like a sheet of paper, to be written upon. Education, and the educator, is absolutely limited to "drawing out" what heredity put there. Education frequently is given credit which rightly belongs to nature. A child cannot do certain things until nature intends that it should. A baby cannot possibly walk until the nervous mechanism which controls the function of walking is developed. Many children walk at the first attempt, simply because they did not make the first attempt until after nature had perfected the mechanism and the innate ability to walk was already there. Suppose we tried to teach that baby to walk a month before nature was ready

ty has richly endowed, the other one whom it has meagerly supplied with innate possibilities. Heredity therefore dictates the function of education; and the school-master can only fashion the picture put there. If the ancestral blocks are not there with which to make an elaborate picture he must content himself with what is there,-he or his art cannot create others. When he congratulates himself on achieving a wonderful result in gr

sible for his system which dictates how he will differentiate between the apt and

tely. One teacher, physically or psychically inefficient, can do an inconceivable amount of harm in one school term. We cannot afford to experiment along this line. It means too much, and even at the price of one unhappy child it is too much to pay. The teacher who feels that she is not suited to the work; who has constantly to hold herself and her temper under control; whose nerves are such that she cannot do justice to herself, whose sense of justice is capable of perversion on purely sentimental grounds; or who has lost-or never

a Thousand Souls," Ge

of a Fe

es the slums of the city. In our glowing spirit of humanity we cry out to raise up "the submerged tenth

ey cannot go beyond it. "The submerged tenth" exists because its mental limit is low-often close to t

a Thousand Souls," Ge

of a Vigo

t is "an old family," has wealth, social position, a college education. A daughter's or a son's happiness, the real, deep-down-inside happiness th

hath it

ieve that the physical apparatus of the mind is prepared for educational interference before that age, and we kn

omise of greatness. Whether these potential qualities ever become real depends upon environment. A child may have the hereditary (innate) ability to become a Shakespeare, but if his environment is not suitable to the development of this potential greatn

an give or add nothing itself; it simply educates what is there already. There is plenty of material, but it is not the right material. What e

ost fundamental of questions. It lies deeper even than the great question of Socialism versus Individualism, and indeed touches a foundation that is common to both. The best organized social system is only a house of cards if it cannot

sure of success, it must have the proper material, and the right material can only come as a result of the working out of the euge

s a completed whole,-what it is to be is fixed at that moment, its inherent capacities are formed. Nothing can affect it, in this sense, after that moment. No act of either parent can have any influence on it. Whatever ability the father or mother possessed of an innate character is transmitted to the

rsons educated. Each generation must, therefore, begin, not where their parents left off, but at the point w

g of public opinion, create sound opinion,-when each individual will be a center of eugenic enthusiasm. Especially does this responsibility fall upon parents and those who are in charge of childhood. The young must be taught the supreme sanctity of parenthood. They must be instructed in eugenic principles in a way that will impart to them the definite knowledge that it is the highest and holiest scie

ch the chief value is that it constitutes 'the education of a gentleman'; and while many years are spent by a girl in those decorative acquirements which fit her for evening parties; not an hour is spent by either in preparation for that gravest of all responsibilities-the management of a family. Is it that this responsibility is but a remote contingency? On the contrary, it is sure to develop on nine out of ten. Is

is way, and in this way only, may we feel satisfied that the foundation, upon which sh