the pseudo-medical drivel of pretenders, male and female, living or long since dead, bent on mercenary humbuggery or criminal immorality, in the faces of decent, self-respecting people. Few there be that spare us!

EDUCATED IN WHAT?-AND FOR WHAT?

Before concluding, I would revert to the all powerful lever of education and the waiting opportunity of the schools and colleges. (Some one has wittily retorted that if Vassar introduces Domestic Science for the women, Yale should teach the Art of Husbandry. This is a fair bargain.)

We must see to it that our children are not educated out of their bodies and wits. Their natural needs for healthy, symmetrical growth and development are certainly worthy of as much thoughtful consideration as stock-raisers bestow on the brute creation. Dr. Eastman, of Indianapolis, writes as follows: "It is quite customary for parents to move to towns and cities to educate their children-educate them in what? and for what? and what is education anyhow? If it is to strengthen the mind. and weaken the body, to stuff them with knowledge with no wisdom to apply it, I object; if to dicker off health for book knowledge, I protest. If it is to develop the physical as well as the mental, as is suggested by the modern gymnasium in connection with the college, if it is to teach the simpler modes of eating, sleeping and exercise of our ancestors, the art of living according to nature's laws, if it is to fill the mind with such principles as make the coming generation healthier and therefore happier, happier and therefore healthier, to develop brawn as well as brain, I approve. The Universities of Cambridge and Oxford, of Harvard, Yale and Princeton, have graduated many a man who did not even know what to eat or how to eat it."

As Dr. Hartwell affirms in his last report on physical training (1899): "Progress has been materially impeded by the prepossessions and prejudices of the teaching class, which, like the general public, is still largely ruled by ancient and traditional conceptions of mind and body, and has so feeble a comprehension of the new physiology and the new psychology that it is unprepared to acknowledge the just claims of Physical Education."

A notable conference was held in Boston last month, at which President Eliot of Harvard spoke on the meaning and scope of this very theme. "I should like," said he, "to throw out of consideration the whole question of college athletics. They do not seem to me to be a part of what we should practically understand by physical training. They are an enormous exaggeration of anything desirable in the form of physical training. We

mean by physical training the long course of development of the body from the age of four or five to full maturity. We must get rid altogether of the word 'physical' in this connection. The Greeks had a far better conception of the relation of the training of the body to that of the mind.

"We inherit, at least I think in this part of the country, a notion that the body is somehow contemptible-a thing to be despised, over-ruled, troddden under foot, despised generally, and we carry this view of physical training into education. The word 'physical' is an encumbrance to us. Man is a combination of physical, intellectual and moral qualities, and they all go together in education-they must go together. Leaving out exceptional cases, what we know in education is the harmonious, symmetrical development of the whole being, physical, intellectual and moral, taken together. Generally, good physique and good nerves go with a good mind and an available, controlling will. The men who succeed in business, in professions, in occupations which combine mental exercise with physical practice, are greatly superior to the average man physically. I think the present faculty of Harvard College is a remarkably tough set of men. They have the bodily capacity for prolonged, strenuous attention, and there is no better evidence of physical fitness than that.

"And it is this combination of powers that a prolonged course of education aims to develop. It is this we mean and not the development of the muscular system or the body by itself."

Dr. Hartwell at the same meeting urged that physical education (broadly and scientifically interpreted-not taught by pugilists and acrobats as in my boyhood days) lies at the basis of all education, and that consequently schools are nowhere in America properly organized, and will not be until the physical. trainer takes his place with the rest of the school faculty.

I close with a summary of the changes and remedies necessary (most applicable to our local conditions) which I take from a teacher's address by Dr. Hartung, of Chicago, December, 1898:

1. "Revision. of our present educational system on a more rational and hygienic basis.

2. "More consideration for the physical development of the pupils by means of daily systematic exercise under supervision of special teachers.

3. "Physical education should be placed on an equal footing with the mental.

4. "Every school, especially in our large cities, should be provided with a perfectly equipped gymnasium and playgrounds in the immediate neighborhood.

5. "Regular sanitary inspection of the schools and medical examinations of the pupils from time to time.

6. "Shortening of the periods of study and their proper arrangement with reference to the teaching of physiology and psychology.

7. "Establishment of special summer schools and institutions of recreation for debilitated, anemic and backward children during vacation in healthy locations outside of cities.

8. "Every teacher should be trained and qualified to teach at least such exercises as may be practiced in the schoolrooms.

9. "More male teachers should be employed, especially for boys and the higher grades; also, in their selection as much attention should be paid to their physical fitness as to their mental and moral qualifications.

10. "Home work should be reduced to the lowest possible minimum, and children be advised to spend as much time as possible in the open air.

II. "Teachers should possess a thorough knowledge of the laws of health, hygiene of the schoolroom and the physiology of physical training.

12. "Periods of study should alternate with recesses in the open air and periods of relaxation, or play, while the schoolroom is being ventilated."

While some of these demands may be hard to meet, still they deserve consideration of all thoughtful educators.