starts out to acquire the knowledge and the skill of the race, and not simply to exercise his instincts. The first movements of the limbs doubtless are instinctive or merely reflexive; but they are almost useless for accomplishing any definite results until controlled by intelligence. This control brings into action all the higher mental powers of the child. The results attained, as shown in the vast store of knowledge and skill that the child acquires in two or three years, leads us to believe that the mind of the child up to the age of three or four years is working at its full capacity. It is evident, also, that every part of the brain has had its appropriate exercise. Each of the six senses, the more general and coarser movements which are necessary to a reasonably high order of physical existence, and the intellectual (not instinctive) power to control these movements have all been trained. Here, alas! this perfect harmony in education often ceases; and unless the child is trained in the kindergarten, or a home akin to it, or by a cruel fate is driven to the performance of duties requiring greater variety and exactness of movements, the differentiation of the motor functions is not secured. The child remains a clumsy automaton; its work is of a coarser nature and becomes play or drudgery, never accompanied by the pleasure of creating. It has reached the stage of advancement characterizing a fairly well-developed animal. If the process of development is not continued, the animal propensities become more prominent, self-gratification, indolence, or movements purposeless or with evil intent control the life. The child is no longer the angel it was in infancy, when all its powers were at work at their highest tension; but it is the torment of the home and of the school, in danger of becoming also a curse to society. Most of its actions have become reflex; that is, they are induced by sensation instead of mentation. The result is, as you can readily see by reference to Fig. 1, the great exercise of the spinal cord, the cerebellum and the several ganglia at the base of the brain, slight exercise of the back and sides of the cerebrum, and little exercise of the front.

It is pretty generally conceded that most children learn more before they are six years old than in all their subsequent lives; that few make any very great progress in knowledge, or culture, or skill after reaching their majority; and that he who continues to progress after middle life is the exception. This is not to be wondered at when we consider the life the child must lead. But it should not be so. Mental progress should not cease with infancy, or with childhood, or even manhood; but should continue to old age, and fill the whole life with the happiness of youth, toned down but widened by richer experiences.

After a careful study of the foregoing facts, I believe you will accept the following conclusions. Some of them are simply corollaries depending upon what has already been said; others are susceptible of further proof by other lines of argument:

Quality, not quantity, of brain determines mental power.

Exercise improves directly the quality of the part exercised, and indirectly the parts most intimately associated with it.

Exercise of the brain within reasonable limits is conducive to its growth in power, and a great variety of exercise is absolutely necessary to the growth of all its parts.

Constant or oft-repeated exercise of one kind produces automatism in the part of the brain exercised. Disuse produces atrophy of the parts not exercised.

Stimulation to sensation may give knowledge, but not power

to do.

Often the child receives no sensation because the nerve cells of the second and third layers are not developed.

If the sensation is received, the child may be powerless to perform an intelligent act because the cells in and fibers connected with the fourth layer may not be developed or educated. We are liable, therefore, to over-rate the young child's power of feeling and doing. Its natural impulses are its guide. It can be trained, but not forced.

The psycho-motor area is the executive part of the brain relative to all movements, and through it only are the thoughts of one person transmitted to another. By it also the physical world is transformed.

The cultivation of motor power is the cultivation of will power. By cultivation, I mean the development or increase of power, and not merely the exercise of a power already acquired.

Physical training is the cultivation of will power only so long as a conscious effort to control the actions is made. Therefore education of the will ceases as soon as the power to do is thoroughly acquired.

No portion of the brain should remain unexercised; hence training to ambidexterity and in great variety of movements is more educative than skill of movement resulting in automatic actions.

Educative work should stop short of skill in movement, except in those cases where the movement is simply a necessary means to an end. For example, speaking and writing are necessary means to the high purpose of expressing thought, and should become automatic.

The school should be so planned and so administered as to develop all the higher functions of the brain as well as the mind, so as to enable both brain and mind to act in harmony. Through this culti vation of nervous power the body is made the willing tool of the mind.

In schools in which the motor and sensory areas are not systematically trained, much mental power must remain undeveloped.

By using all the powers of the mind and the brain more can be done than if only part of them be used. Hence, schools which utilize the sensory, the motor, the intellectual, and the volitional powers in work may-yea, should-do more work than those using only part of these powers.

The capacity for improvement is practically unlimited so long as the physical organism, especially the brain, is in its normal condition. The normal condition being a tendency to activity, it must be exercised; if not, it will crave something that will excite it to activity artificially, as a stimulant; or something that will suppress its yearnings, as an opiate; or something that will do both, as a narcotic.

Learning, being simply the exercise of the functions of the part involved in learning, is a pleasure to every healthy chid.

Work involving a variety of acts is man's natural activity. It is more pleasant than play, because it involves the natural use of a greater number of powers.

Play is activity along lines already well established; hence, but slightly educative. It must also soon become automatic. But its importance in the child's development should not be overlooked.

Simul

Physical exercises cease to be educative-i. e., cease to develop mind power-just as soon as they become automatic or reflex. taneous action on the part of a great number of persons is almost prima facie evidence that such a point has been reached. Calisthenics, gymnastics, and military drill cease to be educative as soon as they become a means of attractive display.

The performance of unusual or hitherto unperformed movements requires the creative influence of the higher psychical functions and the exercise of the higher psychical brain areas.

All movements that must become automatic in order to be effective, as in eating, walking, speaking, etc., should be learned very early, when the nerve elements are susceptible; but they should be learned correctly, or the work of eradicating a habit acquired and establishing a new one becomes necessary, thus wasting much energy.

The child must think in the concrete; all that which seems to be abstract thought by the young child comes through an inherited condition of the brain.

The custom, well-nigh universal, of helping the child at every turn, and especially when it first encounters a difficulty, is ruinous to a pleasant and a vigorous growth.

Character is not built up by allowing a pupil to follow his own impulses. No one can become strong except by exercising the power of inhibition; i. e., by making his higher psychical powers control the physical and the lower psychical powers.

Ideas that are constantly associated with the physical powers are low, and if indulged in will sooner or later determine the individual's character. Sensuality is found first in the mind, not in the body.

The moter area acts as a result of some stimulus. This generally comes from the sensory area, but the higher psychical area may, through the direct application of will, bring about motion.

All conscious mental effort to control the body so as to make it perform definite, predetermined acts, is an exercise of the highest psychical powers.

The person who has not learned to control his powers is not educated mentally. His animal powers only may be developed, but the impulse controlling them may be almost entirely on the sensory side of the psycho-motor area.

All education, whether of the hand, the head, the heart, the spirit, is a unit. Education of a certain kind means that the training accompanying education has taken a certain direction.

A study of man as a physical, a mental, a social, or a spiritual being leads to the one conclusion, that a broad education is pre-eminently the demand of the age.

THE MODIFICATIONS OF SECONDARY SCHOOL COURSES MOST DEMANDED BY THE CONDITIONS OF TO-DAY, AND MOST IGNORED BY THE COMMITTEE OF TEN.

BY PRESIDENT CHARLES H. KEYES OF THE THROOP POLYTECHNIC INSTI TUTE, PASADENA, CAL.

The chief modification of the secondary school curriculum which is demanded by the conditions that surround us to-day is the general introduction of industrial education.

Industrial education includes both manual training and technical instruction. By the former is meant training the mind to use hand and eye in connection with other sense organs in acquiring knowledge from well-planned and graded contacts with objects, in giving expression to the thought stimulated by these contacts, and in transforming, by tool and machine, crude matter into forms of beauty and utility. Its aim is the development of conscious, skillful energy and the subordination of every other power of body and mind to the action of the will. Its chief product is never the accurate drawing, the beautiful sketch, the well-made garment, the well-cooked dinner, the exactly fitted joint, the perfectly adjusted

machine, the intricate and ornamental iron-work, the thing of beauty which seems to speak to us from wood or clay; but it is the self-controlled, self-centered young man or woman, who "has learned how to live," and prepared himself to easily learn "how to get a living" It is the boy who is to be a man rather than simply a machinist, a citizen rather than simply a carpenter. It is the boy who aspires first to the high estate of right living, and afterward to the successful following of the calling for which he has, in his training, discovered his adaptability. The girl trained in such a school will come to honor the demand of society and home as an intelligent, careful, noble woman, who can be, when occasion demands it, the true friend, the helpful wife, or the worthy mother.

The teachers in manual training schools must be not simply expert carpenters, designers, blacksmiths, machinists, draughtsmen, seamstresses, dressmakers, milliners, or cooks, but all should be artists in one thing, and that one thing is teaching. Their chief study should be "How boys and girls grow." The average intelligent blacksmith is no more fitted to manage and teach boys in the iron shop of a manual training school than the average book-keeper is to teach arithmetic and writing in a good grammar school.

Technical instruction, on the other hand, is demanded in the trade school. Dr. Balliett of Springfield, indicating the difference in function between these schools, says: "The muscular movements involved in the handling of tools are made at first by nerve energy which comes from the brain; but after these movements become automatic by practice the brain relegates them almost wholly to the spinal cord. Such movements cease to be of much educational value when they are no longer directed consciously by the brain. Any process in manual training ought to stop when it ceases to be brain work. Here we have the difference between the manual training school and the trade school. The manual training school stops when the point mentioned is reached. Its purpose is purely educational. The trade school continues the training in skill, even after the process is relegated to the spinal cord, in order that the person may develop the power of producing as large a quantity as possible of goods of high grade of finish in a given time for the market. Its purpose is economic."

Both manual training and technical instruction should find a place in our scheme of secondary education for reasons which I shall briefly endeavor to set forth. In justifying this position I shall keep in mind that the burden of proof as to the desirability and practicability of any reform is always with its advocate. I shall keep ever in mind the criticism, which I admit to be well founded, that our high schools are already attempting more than they can