is not a hastening process, but a judicious treatment of the present forces in the child. Why should it be otherwise with the humany body than with all other living and growing creations? There never was a rose before the bud. The physiological effects of exercise must be known; the requirements for each period of life must be known. Then enters a third factor of no less importance: the psychological effects of exercise must be known. With the knowledge of development of the muscles we are enabled to say if the mind is capable of executing a certain exercise. From the fact that the muscles of the fingers, for instance, are the last muscles that reach full growth, we can understand the difficulty which children before the age of seven years have in executing movements with them, and we can understand the cramped position of their fingers and hand when obliged to hold the pen or pencil in a prescribed way. From the time that the child lies in the cradle the education for co-operative work of mind and body begins. "We begin to cultivate the co-ordinating activity from the very beginning of our existence. The small child gropes along in an uncertain way when it wishes to reach a desired object, and only after many attempts does it succeed. Gradually, however, it becomes familiar with this often-repeated co-ordinated motion, until at last it has thoroughly mastered it. The child has gradually learned to get hold of an object placed within its reach, if it wishes to do so, and has learned to do so quickly and safely, and without any waste of energy whatever. In a similar manner, after many wearisome attempts, the child learns to walk, run, jump, etc., in short, it brings a number of well-known forms of motion, with which the co-ordinating action of the will is familiar, to school with it; and on this foundation physical training bases its work." Physical training is not, as has often been represented, for utilitarian purposes. Its office is not to prepare the child for military service, the stage, and the like. It is simply one of those formative agencies in education whose ultimate aim is consistent with that of education itself. Physical training should lay the groundwork upon which all higher and nobler activities of the mind and body may build. Thus it should give to the mind its strength to work with intensity; to the body the ability to train for the nobler arts. Manual training must have physical training for its preparatory school; drawing, painting, sculpture, singing, and stage-acting must find their groundwork in physical training. Will the American people recognize the importance of physical training to its full extent by making it an indispensable part of youth education ? Let us quote a few who love their country well. Frederick Treves says in his Physical Education: The great elements in human progress afford, indeed, proper material for admiration. There is no one but would admit that the advantages of the civilized man over the savage are such as to make reasonable comparisons scarcely possible; but there follows upon this the question as to whether the so-called blessings of civilization represent an unmixed good. The intellectual victory has been great, but it has not been effected without cost. We have in our midst the inventor, the man of genius, the handicraftsman, but we have also the weakling, the delicate, the misshapen, and that most modern product of all, the manikin of the city. This pale, wizened, undersized creature represents no little sacrifice; he is a product of civilization, an unintentional manifestation, but a characteristic one. Herbert Spencer wrote forty years ago: Perhaps nothing will so hasten the time when body and mind will be adequately cared for as a diffusion of the belief that the preservation of health is a duty. Few seem conscious that there is such a thing as physical morality. The fact is that all breaches of the laws of health are physical sins. When this is generally seen, and perhaps not until then, will the physical training of the young receive all the attention it deserves. Dr. E. Seguin, United States commissioner at the Vienna Exhibition, closes his remarkable report with these prophetic and true words: There never was a people so master, and conscious altogether, of its own destinies as the American people; therefore, none who needed more to educate its own flesh, bones, and sinews to obey its own will, and to bear its synergies toward this future. Anybody conscious of this ideal ceases to see education by any other light; that is the criterion. With it as a guide, we see what the American school must be. Beginning and ending in the folds of woman's affection and tact, education takes the child from her lap to the kindergarten, thence to the physiological school. There, all to be trained in their senses, in order to treasure, without distortion, the cosmos in their microcosmos. There, again, all to be trained in the use of their hands, to create in the world of ideals their concepts of what it is good for them to do as their part of the co-operative improvements of our society and planet. Thence to direct apprenticeship, or to special schools of art, of technology, etc. Thence to the wide world, in the climate and with the mate who suits them best, and promises children better than themselves. DISCUSSION H. E. KRATZ, Superintendent of schools, Sioux City, Ia.-The field of discussion provided in this topic is so vast as to preclude its thoro discussion. The paper has, in the main, covered the ground well, and is worthy of high commendation. I am in hearty sympathy with the views set forth in the paper as a whole, but there are a few features in the discussion which impress me as indicating overemphasis of the results of physical training, or as making too broad claims for this important line of education. In discussing the ethical, physiological, and psychological results of physical training the author of the paper, in contrast to the unwise practice of the flagellants, presents the opposite practice of the Greeks after this manner: "Thru the ceaseless practice of gymnastics, the Hellenes not only achieved the most beautiful bodies, but reached a more exalted position in art than has ever been attained by any other race." Is not this an unwarrantable assumption? I am a great believer in the ethical, physiological, and psychological advantages to be derived from wise physical training, but am not ready to assume that the Greeks hold their pre-eminence in sculpture simply or chiefly because they practiced gymnastics unceasingly. That they developed among themselves the most beautiful bodies, practically attained physical perfection, thru their games and ceaseless practice of gymnastics, is entirely credible. That they even developed in this manner their keen appreciation of the beautiful in human form, and thus laid the foundation for their supremacy in the realm of sculpture, may also be admitted; but that to this physical training should be due that incomparable shining forth of the soul thru the cold marble which constitutes the supreme charm and excellence of Greek sculpture cannot be successfully maintained. That divine appreciation of soul qualities and skill to embody them in lifeless marble are not developed simply by striving after physical perfection. That which constitutes the chief charm of life, that which makes life worth living, springs out of the proper training and development of the intellectual and spiritual. Greek education had in it provisions for the development of that wonderful intellectual life which will always remain its greatest glory. That their ceaseless practice of gymnastics contributed somewhat to the attainment of this intellectual superiority, thru the development of healthier and stronger bodies, needs no argument. That it also provided a better body, a clearer brain, a more perfect instrument for the mind to use, and established closer and more harmonious relations between mind and body, can be promptly accepted; but that it was the chief factor in the development of their intellectual superiority is pressing the argument too far, and is likely to produce a reaction. As one who believes very strongly in physical training in our public schools, and particularly in a larger introduction of it in the form of manual training, and who has advocated, to the best of his ability, the necessity of thoroly correlating and co-ordinating the activities of hand and brain, I wish to say that I believe it the part of wisdom not to make such broad claims. Here is another statement which is open to discussion: "We must not forget that all exercises are as much activities of the brain as of the muscles." Evidently in this statement the brain stands for the mental activities. Will anyone, after careful consideration, hold that all exercises, particularly in the schoolroom, are as much activities of the brain as of the muscles, or as much activities of the muscles as of the brain or the mind? There might be some advantages to be gained in the process of instruction, if these conditions of equal activity always prevailed. But we know they vary greatly, insomuch that we name this a physical and that a mental exercise, because of the predominance of one or the other of these activities. The act of walking may become almost entirely a physical activity. The act of reading at first is largely a mental activity. Educators have realized the necessity of arousing and bringing into exercise all the powers of the child, increasing thus the points of contact, and thereby hastening as well as fixing more permanently the learning process. The "trot method" in teaching reading, as it is sometimes jokingly called, is wisely based upon this idea. To place the words, “Run and shut the door," on the blackboard, and have the learner read and do the thing written, is to bring into the act of learning nearly all the child's powers, increase his interest, increase the points of contact in the learning process, and make more permanent his acquisition. But in the schoolroom exercises there is so little opportunity of combining in equal proportions the physical and mental that, unfortunately, this happy combination is almost wholly divorced, and the learning process so often becomes a lifeless process, having in it but little of even healthy mental activity. We certainly need to press this point, that school work is entirely too much directed toward the vain attempt to call out and develop the intellectual at the expense of the physical; yes, and it should be added, at the expense of the intellectual as well. My argument for placing greater emphasis on physical training in our schools is that thru it our children may have stronger, healthier bodies, which may become the readier servants of their minds; clearer brains, which may acquire keener powers of investigation, and thus make possible the development of stronger mental fiber and the attainment of a broader, nobler life. DEPARTMENT OF SCIENCE INSTRUCTION SECRETARY'S MINUTES FIRST SESSION.-THURSDAY, JULY 11, 1901 The department met in Room III, Central High School, Detroit, at 3 P. M., and was called to order by President N. A. Harvey. Music-solo, "The Night Has a Thousand Eyes," Lambert-by Miss Grace Bert. President Harvey delivered an address on "A Plea for the Study of Educational Philosophy by Teachers of Science." A paper on "What the Teacher of Science Can Do to Increase the Estimation in Which Scientific Studies Are Held" was read by W. S. Blatchley, state geologist for Indiana, Indianapolis, Ind. A paper on "The Status of Science Instruction in the Secondary Schools of the State of New York was presented by S. Dwight Arms, inspector of secondary schools for the University of the State of New York, Albany, N. Y. Joseph Carter, of Illinois; Elmer A. Redman, of New York; and C. D. Lowry, of Illinois, were appointed Committee on Nominations. Discussion of the papers followed by C. D. Lowry, Chicago, Ill.; S. Dwight Arms, Palmyra, N. Y.; W. H. Norton, Mt. Vernon, Ia.; J. E. Armstrong, Chicago; J. A. Merrill, West Superior, Wis.; and Mr. Nichols, Chicago, Ill. SECOND SESSION.-FRIDAY, JULY 12 The meeting was called to order by President Harvey, and the following program was rendered: Music solo, "The Dandelion," Protheroe-by Miss Grace Bert. "Agriculture as a Science for the Elementary Schools," by Joseph Carter, superintendent of city schools, Champaign, Ill. "The Relation of Physical Geography to Other Subjects," by W. H. Norton, professor of geology, Cornell College, Mt. Vernon, Ia. Discussion followed by Mr. Jacques Redway, Mt. Vernon, N. Y.; Mr. C. F. Dutton, West High School, Cleveland, O.; and William H. Snyder, Worcester, Mass. In accordance with report of the Committee on Nominations, the following officers were elected for the ensuing year: President-Franklin W. Barrows, Buffalo, N. Y. The following resolution was adopted: Resolved, That the sincere thanks of the Department of Science Instruction are due, and are hereby tenred, to the school authorities of the city of Detroit, for the use of a convenient room for meeting; to the local committee, for the completeness of its arrangements, including the graceful reception of Thursday evening; those who furnished music; and to the local press, for its courtesies. On motion, the department adjourned. CHAS. NEWELL COBB, Secretary. PAPERS AND DISCUSSIONS PRESIDENT'S ADDRESS-A PLEA FOR THE STUDY OF EDUCATIONAL PHILOSOPHY BY TEACHERS OF SCIENCE N. A. HARVEY, HEAD OF THE DEPARTMENT OF SCIENCE, CHICAGO NORMAL SCHOOL, CHICAGO, ILL. There is a general feeling that science and philosophy are essentially opposed to each other. As each is commonly understood, there may be some reason for this belief. The scientist believes that the philosopher lives in the realm of intangible ideas, and projects from his ratiocination unprovable propositions. The philosopher is inclined to look upon the man of science as one who is so engrossed with the details of his subject that he is unable to see the relation it holds to the world in general, on both its material and spiritual sides. The grounds for this opposition are passing away. Philosophers are more and more willingly adopting scientific methods, and scientists more willingly push their conclusions beyond the limits of visible and tangible things. Something of the contemptuous indifference of science toward philosophy in general has been manifested toward educational philosophy in particular. There is probably some justification for such an attitude, but I believe that it will soon be recognized that science and philosophy are necessary to each other and neither can be neglected. There is no disposition or intention in the present paper to criticise adversely science or science teachers. But he is a true friend who indicates to us how we may improve our work. This paper is prepared for the purpose of indicating an element in science teaching in general, and high-school science in particular, that is of very considerable importance if science is to maintain its position as a major subject in our schools. The past forty years have witnessed a remarkable revolution in habits of thought. The apotheosis of Darwin and Lyell and Agassiz and Wallace renders it almost impossible for us to realize that there was a time when the teaching of science in schools was not felt to be a necessity. The startling nature of the theories discussed, the brilliancy of their demonstrations, the efficiency of the methods adopted by these leaders of the scientific renaissance, led to a demand for the introduction of scientific studies into the secondary schools. Hence originated a demand for teachers of science that could not be supplied. The methods adopted were crude and bookish. Mr. Forbes has given some amusing illustrations of this phase of science teaching. One teacher asked a young lady to what class of animals the turtle belonged. She thought it was a |