Now, as to material: As I have said before, it seems to me it does not depend so much on what truth is put before a school, as on the spirit in which it is treated. It must be presented with a live, sincere interest, and must be received that way. The school must be prepared for the reception of a truth as well as the teacher for the presentation of it, and the teacher is responsible for both. If the child feels the appeal of some moral, or of some uplifting thought in literature, or becomes one with some beautiful character, that material has served its purpose. But if the same interest can be awakened in the discussion of some drier precept or principle of ethics, let the teacher use them.

Actual life experiences usually sink most deeply into the life of a child. When a pupil thinks or considers, he may grow in part; but when he acts, his entire being and especially his moral nature. grows.

The good moral story is probably the most inspiring to children. Merely reading a good story may leave the impress of its truth indelibly stamped on the life of a child. If the child reads a classic, we take for granted that he is reading the work of a master. If a teacher must tell the story, let him too be an artist in story telling. If he isn't, he will mar the story, then tag on the moral for fear it will never be seen. In the end he is likely to have the pupil disgusted with both, the story and the moral. But if he is an artist, his story will present the truth. The facts and details will usher in the

truth and give it prominence in the foreground. The same may be said of the use of biography. The life of a great and good man is an inspiration. I should want my pupils to know the details of his life. After they know them, I like to have expressions as to what appeals to them or what they admire most in the life of this man. From this point of view we get into the ethics of his life by letting the deeds speak for themselves. The pupils are thinking and are interested in their own deductions. What I have said of the story and of biography will apply in a general way to the use of all good literature, and to the use of the Bible.

Precept, principle, or truth from any field, however, must bear fruit if the teacher knows how to prepare the soil. But he must know not only how to prepare the soil and how to sow; he must know, too, how to cultivate.

It may appear from this that all teachers must be geniuses; that talent and especially acquirements have been too highly idealized. But I think not. Every teacher that can be successful must have in his make-up some elements that appeal to children. Though ordinary, he may be great in his own little world, and the children may see perfection in his efforts. His influence may be as marked on the lives of the boys and girls as is the influence of the greatest philosopher or statesman on the world at large. For these reasons the teacher's moral duty to himself and his school is first of all to enrich his own life and to cultivate the talent that has been given him.

professional demands are to be nounced in biology, English, geography, German, and Latin.

Larger demands in scholarship and professional training work no hardship

to

the scholarly and professionallytrained teacher, neither to the one seeking such preparation if he be ambitious. to bring his calling to the dignity of a real profession. The demands are the teacher's protection. The movement must come, as Superintendent Cotton has suggested, reciprocal to the other current demand, that is, the demand for higher wages for teachers. In turn, higher wages must come if the former demand is to be met, for such preparation not only demands brawn and brain but financial investment as truly.

The larger problems of education, the social problems within which the school room problems are but concentrations, are demanding men and women who know society, what it has to offer and what it demands; who know that education means the socializing of the individual, that only in the individual giving to society does he realize himself. The time was when school men had somewhat the reputation of that of foreign missionaries, men able to do that work because not mentally able to do any other. Today missionaries like Dr. W. A. P. Martin, in China, and Dr. Andrew Murray and Dr. Fred Bridgeman, in South Africa, stand out as sociologists, as statesmen, as diplomats. School men and women in America must assume the same social positions.

The third element which Mr. Cotton introduced into his recommendation and which called out the above bit of news

from Columbia, was the demand for more adequate facilities for training teachers. If much is demanded of the teacher today, in order that he fulfill his obligation to society; if the demand for better trained teachers is to be indeed a protection to the teacher that he may do the largest thing for society, then he certainly has a right to ask that professional schools everywhere raise the standard for their entrance; that they remove the friction of scholastic instruction and expand themselves to meet the professional needs. If the qualifications for teachers in Indiana is to be,what it is now in California and other States, that is, high school graduation and professional training or college graduation and professional training, according to the position held, then ought not the teacher to ask that the professional school make the same demand, for high school or college preparation, of its entering students and that it be prepared to offer proportionate professional training?

However much we may believe in "method rather than matter," however large may be the demand for professional training and professional schools, nothing will ever take the place of that broad education which comes from college training and from the training of the college which stands pre-eminently for culture. If our public schools are to "educate for leaders," and this certainly is their wish, they must be manned with men and women who are not merely trained in professional schools, but trained in professional schools which demand the largest measure of scholastic culture upon which to build their professional superstructure.

(Continued.)

Turning from the general aspects of the topic for the present, let us see what practical results have followed from conscious attention to systematic hygienic exercise. In considering the experimental evidence and the laboratory data available on this topic, one is confronted throughout with a lack of uniformity in purpose, material and methods on the part of the various observers who have conducted studies in this field; but the evidence is so overwhelming as to the general hygienic value of such exercise. and as to the results it produces in growth and development, from the work of each investigator, that there can be no mistake made in the general interpretation of the data. Typical evidence will be considered from the field of pathology, from the results attained in the regular practice by normal subjects of systematic gymnastic exercises, and from the data afforded by athletic exercises and contests in rowing.

Reliable hospital records afford abundant evidence as to the effects of systematic exercise in improving pathological conditions. Two records from Bissel's "Manual of Hygiene" are chosen as typical. The first is the case of a girl twelve and one-half years of age in good health and in good sanitary condition, but below the average in height and of slow growth, who, after seven months of gymnastic exercise taken twice per week, showed these gains: Height 2.3 inches, weight 11 pounds, chest girth in repose 2 inches, waist 1 inches, hips inch, upper right arm inch, forearm inch, breadth of shoulders inch, and increased lung capacity 25 cubic inches. The sudden increase in height was un

usual and the record indicates that the growth continued gradually after the close of the hospital period. The increase in growth was largely attributed to systematic exercise, as this was the only new favorable condition supplied. The second record, briefly stated, is that of a young woman 19 years of age, in whose case the following gains were noted at the end of 3 months of systematic exercise participated in 2 hours a week: Chest girth in repose 13 inches, chest expanded inch, the strength of the back and legs was nearly doubled.

A somewhat different class of pathological data is that afforded us in the published results attained in such reformatory institutions as Elmira in the State of New York. The 1902 report of the physical director of the Elmira Reformatory shows that the weakly, undeveloped inmates are sent at once to his department for treatment; that the aim is to correct physical defects and arrests in physical, mental and moral development, as far as possible, as well as to overcome the effects of the habits of intemperance in the use of stimulants and narcotics; that the physical director believes that general physical vigor constitutes the foundation of all that makes life profitable and enjoyable and consequently aims in his department to bring to the highest possible point, under the existing conditions, the physical condition of the inmates; that in pursuance of this aim each inmate assigned is carefully examined by a physician and a definite course of treatment prescribed; that improvement is observed by means of measurements and photographs taken at stated intervals, and that, in general, the results are: (1) a healthy condition of

body as evidenced by improvement in vital functions, physical appearance, alertness physically and mentally, freedom from disease and accuracy and speed in all kinds of physical and mental effort; (2) a greater quantity and a new quality of strength and vitality, and (3) developed physiques supplanting undeveloped or arrested statures. The results secured in a typical class indicate what is being accomplished for all the inmates who require subjection to this treatment. A class of 60 ranging in age from 16 to 30, after 6 months' treatment showed improvement as follows in the items reported upon:

Weight. The average gain for those of 16 years of age was 3 k.; 17 years, 2 to 2 k.; 18, 1 to 1 k.; 19 and 20, 1 to 5 k.; 21 to 27, 1 to 5 k.; 27, 1 k.; 28 to 30, 1 to 3 k.

Chest girth averaged an increase of 4 cm. in those 16 years of age, 7 cm. in those 23 years old, 12 cm. in those 27, with all degrees of variation between, the smallest increase being 1 cm.

Lung Capacity. The increase varied from 50 cu. in. in those 16 years of age through 70 cu. in. in those 21 years of age to 120 cu. in. in those of 26. smallest gain was 15 cu. in.

The

Strength of Chest.-No development was shown in one inmate 23 years of age, a development of 15 k. was shown in those of 18 and 24 years of age, of 18 in those of 22, and with the exception of the 23-year-old inmate the smallest development was 5 k.

Strength of Back. This varied from 10 k. in those of 17 years through 30 k. for those of 21, 65 k. for those of 24, 80 k. for those of 26, 90 k. for those of 22, to 110 k. for those of 27 years.

Strength of Legs.-From the smallest gain of 30 k. at 17 years of age, the development varied through 40 k. at 18. 25 and 30 years, 50 k. at 22, 60 k. at 26 and 28, 70 k. at 20, 93 k. at 19, 105 k. at 23 and 25, 145 k. at 27 to 162 k. at 19.

A third class of data is that supplied us by observers of the effects of indoor gymnastics and physical training on normal subjects. Hall quotes the following

result observed by Enebuske as to the average effects of seven months' training on a class of young women averaging 22.3 years of age: The lung capacity increased from 2.65 to 2.87, the strength of legs from 93 to 120, the strength of back from 65.5 to 81.5, strength of chest from 27 to 32, strength of right forearm from 26 to 28, strength of left forearm from 23 to 25, and total strength from 230 to 293.

In the proceedings of the "American Association for Physical Education" of 1892, Dr. Enebuske reports the results of his observations upon 26 students ranging in age from 17 to 42 years, who took work in the Boston Normal School of Gymnastics from 4 to 5 hours per week for seven months. He found that 15 showed an increase in height, the increase varying from 1 to 30 mm. and averaging 6 mm. for the entire 26. The entire 26 showed that the chest girth in repose and expanded had increased, the increase in repose varying from 10 to 90 mm. and averaging 38 mm., while the increase of the expanded chest varied from 7 to 80 mm. and averaged 32 mm.; 25 showed an increase in strength of back and total strength, while 23 showed an increase in strength of legs. The strength of back varied from 2 to 40 k., averaging an increase of 21 k. for the entire 26. The increase in total strength varied from 7 to 120 k., the average for the class being 55 k. The increase in the strength of legs ranged from 1 to 74 k., the average increase being 29.8 k. Fourteen increased in weight, the increase ranging from .1 to 3.5 k., the average increase for the class being 1.2 k. Twenty showed an increase in lung capacity varying from .03 to .52 liters and averaging 1.6 liters. This report exhibits some remarkable increases in development in certain items and in special cases: One 17 years of age increased in weight 2.3 k., one of 25 increased 3.6 k.; the lung capacity of one 20 years of age increased .42 liters, one 22 increased .41 liters and one 26 increased .52 liters; the total strength of a 17-year-old subject increased 113 k., of one 21 years old increased 120 k.; the vital-index of a sub

ject 20 years of age increased .011, while that of 26 years old increased .135; the power-index of a 17-year-old subject increased 6, of a 21-year-old 7.5, and of a 26-year-old 8. Dr. Enebuske calls attention to the fact that a study of the powerindex diagram shows that in 7 months these women have increased their physical efficiency, so far as the diagram expresses, by 32 per cent. above the starting standard; that is, 26 persons have grown to the efficiency of 34. This does not represent a finished line and limit, either, but a growing one.

Bissel's "Manual of Hygiene" records that of 20 young women of Wellesley College, after six months of systematic exercise and training in the gymnasium and on the lake, showed an increase in chest expansion from 31.7 inches to 33 inches, while 20 other young women in the college of similar build and health showed no increase whatever. The first 20 also showed an increase of .8 of an inch in breadth of shoulders, while those taking no exercise showed no increase. Those taking exercise increased 25 pounds in strength of back, while those taking no exercise showed no increase. Those taking exercise increased 25 pounds in strength of back, while those taking no exercise decreased 20 pounds.

A very valuable study, in part because of the comparative way in which it was conducted and reported, by Dr. Beyer, a surgeon in the United States Navy, is recorded in the first volume of the' "American Physical Education Review." He deals with the "Influence of Exercise on Growth" as to its effects on height, weight, lung capacity and total strength as it was manifested in the case of 188 naval cadets who subjected themselves to systematic gymnastic exercise. The cadets studied varied in age from 16 to 21 years and the development they showed under exercise during a period of six months is compared with the development shown in the records of 4,537 naval cadets, who did not have systematic gymnastic training, on file in the published reports of the navy department. The comparison throughout is between cadets within the same year of age. The

records of the 4,537 cadets, referred to hereafter in this paper as "Normal Cadets," showed their development from year to year, while Beyer's studies of the 188 cadets, hereafter referred to as the "Gymnastic Cadets," showed their development for only six months. In order to secure a basis for comparison, he multiplied the average increase of the gymnastic cadets in each item reported upon by two. For this he has been severely criticised by Boas and other prominent authorities in the field of anthropometry, and it must be conceded that Beyer's method opens a large chance for error; but, despite this, the data he supplies is of distinctive value in connection with the problem at hand, since it shows that systematic exercise and gymnastics affect growth and development remarkably, even if the study can not be relied upon in estimating just how great the increase is that should result,

To facilitate convenience and brevity. the increase from the 16th to the 17th year will be referred to as the increase of those cadets 17 years of age, from the 17th to the 18th year as the increase of the cadets 18 years of age, and so on through those 19, 20 and 21 years of age. The average increase in height of the normal cadets 17 years of age was 28 mm., while that of the gymnastic cadets was 38 mm.; at 18 the normal cadets increased 6 mm. and the gymnastic cadets 24 mm.; at 19 the increase was 15 and 16 mm.; at 20 the increase was 19 and 11 mm., and at 21 the increase was 1 and 6.6 mm. The total increase of the normal cadets was 69 mm., while that of the gymnastic cadets was 95.6 mm., or a gain in height over the normal cadets of 26.6 mm. Beyer calls attention to the fact that the taller a gymnastic cadet was at the beginning, the greater was the amount of weight and strength gained, and that the cadets who gained over 100 k. in strength were taller and heavier in every case than those who gained less than 100 k. He reasoned. therefore, that increase in height means a corresponding increase in weight and strength, and that whatever influences