phy, mental and moral; pedagogics; and music; also industrial and artistic drawing; and the entire realm of sanitary science and industrial education; still find it impossible to agree and appear in this elaborate document as a debating society that only comes to a formal vote. But this is just where every representative of the higher education in our country must stand, until he recognizes the fact that this people is now interested, as in nothing else, in working out the republican method of Universal Education for that "sovereign citizenship" which demands that every man and woman shall be aided and encouraged to become and do the best; and thus give self, with all its weight and worth, to the service of country and humanity, as the best practical way of serving God. Everything that comes from this conviction, in this report, will enrich the stock of general intelligence which must sit in judgment on the schools. And everything that smacks of the old conceit that Education is a sacred preserve, under the control of "Great Educators," will fail to interest that educational public; which means not only the 500,000 people who are keeping, but the 64,500,000 American people who are not keeping school.

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Practical Physiology.

By M. R. ORNE, Lynn, Mass.

AYS the statesman, Jules Simon, formerly a distinguished professor in the University of France: "When I was young, we prepared students for life; now, we prepare them for examinations."

While we know there is only too much truth in the satire, we realize it is far from being in harmony with the spirit of the new education, and it is only a question of time, before such practices will be relegated to the past.

Already a new era is dawning. Within the last ten years the school curriculum has had a thorough overhauling, as indeed have the other factors in the problem of education: the child mind, the teacher, and the demands and requirements of society.

Among the latest additions to the course of study pursued in the public schools is Physiology—including anatomy and hygiene— and with regard to this study, the remark above quoted is only too true.

At the beginning of the present school year, this same question was propounded to me by some girls of my own class, who had gathered about my desk for a chat. They could see the practicability of arithmetic - that prepared them for the business walks of life; grammar and spelling helped them to talk and write correctly; geography taught them about other peoples and other countries, the more they knew about that the less ignorant they felt when they read the newspapers — but physiology! how that could benefit any one but a physician they couldn't imagine. My thoughts immediately reverted to a. letter, received that morning from a former graduate of the school, which fortunately, I had with me. Taking it from my pocket, I read the writer's account of an accident in which he had been instrumental in saving the life of a college chum by applying remedies suggested in the treatment of that emergency; and his evident gratitude for the instruction - which had not been appreciated at the time, he frankly confessed, — produced a visible effect upon my listeners. Physiology began to wear a more practical aspect to them, and

might, after all, prove nearly as useful as Cube and Square Roots, Average of Payments, and of Accounts, and the Appositive use of the Participle !

But the practical side of our Physiology teaching should not be limited to the emergency chapter, and it seems to me that the text-book makers have been guilty of a great mistake in setting apart an emergency chapter.

Of what practical value is a knowledge of the circulatory system, if the pupil is not taught at the same time how to stop bleeding and hemorrhage, how to revive one who has fainted, the treatment for frost bite, bruises, sunstroke, inflammation and congestion? They belong together, and the instruction should aim throughout to enlighten the pupil's mind to such an extent concerning the principles of the system that he will be enabled to act intelligently when called upon, even though the particular emergency is unfamiliar to him. The teacher should have ready accounts, real or imaginary, illustrative of these accidents, picture to the class the whole scene with its attendant bustle and confusion. A fact clearly portrayed to the mind at the first presentation, is worth ten reviews, and a practical application of principles taught is far better than tiresome repetition.

A child may not remember the isolated fact that the smoke of burning sugar, leather, or woolen is excellent for stopping the bleeding of a wound or hemorrhage; but associate the fact with an anecdote and it will be recalled as the sequel of the story.

What is true of the circulatory system is true of the others. How useless a knowledge of the anatomy and physiology of the digestive system if the object of the teaching has not been to strike a blow at the "American Disease," so called-dyspepsia ! To show some of the causes of indigestion, some of its symp'oms, and how to avoid it; to impress on the minds of the pupils, in connection with absorption and assimilation, the necessity for selecting foods not only nutritious but easily digested and assimilated; to study their own idiosyncracies, if need be, showing why one man's meat is another man's poison; why the out-of-door laborer requires a different kind of food and more of it than the sedentary man: why the same individual requires different foods at different seasons-how food intelligently selected may become a medicine, by supplying certain elements in which the body is deficient.

Apropos to this, a distinguished physician says: "It is probably true that most of the persons who are benefitted in this country by cod liver oil, in Switzerland by neat's foot oil, in Russia by train oil, would not need those oils as medicine if their foods had contained sufficient fats." Says Dr. Walker : "Beets, carrots, parsnips, onions, leeks, oyster-plant, squash, and other vegetables, together with fruits, are preferable to sulphur and molasses, or socalled 'spring medicines."" We know that vegetables and fruits are used in cases of scurvy. - these and other examples gleaned from the various parts of the world, and conditions of society, awaken a lively interest in the minds of children. and develope an intelligence that will naturally ripen with experience and years.

Poisoning, sick headache, fits, croup, and colds, should receive special attention in connection with the Digestive System. A well known physician of this city once said to me that indigestion was responsible for a greater number of "colds" so-called than exposure, for indigestible food often irritates the lining of the stomach and this irritation spreading to other parts of the alimentary canal, causes also an inflammation of the throat and nasal cavities with other attendant symptoms of a severe cold in the head.

Since it is ideas and not words we wish to teach in this science, scientific terms should be avoided as much as possible. It isn't to be wondered at, perhaps, that the boy who had been taught the terms Chymification and Chylification, should have volunteered

the fact in an examination, that the process by which bile is made in the liver is called "Bilyfication."

Too much emphasis cannot be placed on the value of fresh air in teach the Respiratory System. If an incentive is needed, bear in mind that it is the future architects and artisans of our city we are educating- and much they stand in need of it! Think of erecting structures costing from $50,000 to $150,000-schoolbuildings, churches, club houses, to be occupied by beings whose health and life depend upon oxygen, without any regard to ventilation !

Carbonic acid gas is just as dangerous whether generated by a crowd or by charcoal. Is it ignorance or want of principle that would save a few paltry dollars in this way?

The ignorant captain of the "Londonderry" who ordered the hatches of his vessel nailed down during a storm, thereby causing the death of ninety of his passengers from suffocation, was not held guiltless by society, and certainly in these enlightened days there is no excuse for such a wanton waste of vitality as is engendered by the poor ventilation of our public buildings. "Ochlesis" or crowd poisoning is responsible for many of the ills to which human flesh is heir, but we don't realize the fact. We doctor the symptoms and effects, and tolerate the cause.

I venture to say that Ochlesis has broken down a greater number of teachers than hard work — making no discount on the amount of work done either. The stories of the "Dogs' Grotto," the "Valley of Death" and the "Black Hole of Calcutta" generally prove excellent antidotes for that antipathy which many children Feem to have for fresh air in the school room.

The causes and prevention of the "Dread Disease of Alaska,” Consumption and other diseases of the lungs and air passages, are the objective points in the teaching of the Respiratory System. Asphixia and drowning come properly under this subject. Diphtheria, pneumonia, asthma, bronchitis, and catarrh, should be presented to pupils in such a way that guarding against them will become second nature. If you stop to think of the manner in which chronic or fatal diseases are brought on you will find the most prolific cause to be negledted colds. Think of the thousands afflicted with catarrh from this cause alone! Yet how simple the remedy if taken in time. An ordinary cold is generally caused by chilling some portion of the skin. The perspiration is checked, and the blood which had come here to be purified sets to the lungs to be cleansed. The lungs are congested, breathing becomes difficult, and the extra mucous secreted by the excited membranes of the lungs and air passages is thrown off by coughing. In general, however, the blood thus driven from the surface seeks the weakest part. From the same amount of exposure, one might suffer from pneumonia, another a slight cold, while another has fever, or rheumatism, and another pleurisy; one who has vital force enough to withstand the disturbance will escape without any ill feeling whatever. Says Steele: "Where one person has been killed in battle, thousands have died of colds." What is to be done? Stimulate the perspiratory glands and restore the blood to its proper channels - the hot foot-bath, hot water applied to the surface of the skin and thorough friction are better than aconite and belladonna if taken in season, and we have seen, too, that the diet may prove an important factor.

In the study of the skeleton, fracture, dislocation, -with bandaging, use of splints, etc. curvature of the spine, felons, and deformities of the bones as brought on by their sitting and standing positions should, of course, receive attention. The influence of food, the necessity for a varied diet that all the elements necessary to their health and growth shall be supplied, the effects of tight clothing, of high heeled boots, etc., should also afford texts for lessons on this subject.

I doubt the advisability of using sensational stories in teaching children the effects of alcohol and tobacco. I am inclined to think

they have harmed the cause more than they have helped it. Our text-books furnish certain scientific facts, and one of these ungarnished truths carefully presented is worth to some of those bright boys we are teaching two "Spontaneous Combustion" stories. Of course there is no objection to them if mentioned incidentally for diversion rather than instruction, and if too much weight is not given them in the lesson.

While the effects of narcotics and stimulants should be studied in connection with each separate system, the nerve tissues suffer to a greater extent than any others, and it is here they ought to receive careful consideration. Yet it is a most discouraging if not embarrassing task. Said a Boston publisher in returning the MS. of a friend, who had ventured to send him an article on "Tobacco,” "What is the use of writing against the use of tobacco, when every other man you meet smokes, and is apparently none the worse for it!" The word "apparently" covers much debatable ground, perhaps—but allowing this to be true, there is one phase of the tobacco question which is seldom alluded to, yet which deserves as much consideration as the effects upon the smoker, and that is, the effects upon those who are not themselves consumers, but who are obliged to inhale the smoke.

Nervous prostration, shock, epilepsy, insanity, and kindred diseases, furnish object lessons on the Nervous System, while their symptoms, canses, means of avoiding by following certain simple rules of hygiene, should be faithfully dwelt upon. Unfortunately most of our text-books have so much of their space devoted to anatomy and physiology that they have no room for a few carefully prepared chapters on hygiene that would prove so beneficial to both teacher and pupil. How much suffering might be prevented if the value of so simple a remedy as water were universally understood:- the hot foot-bath for colds, headache, nervousness, and weariness; the hot bath for fever and exhaustion; the hot water drink for weak and tired stomachs, colds, indigestion.

Flannel wrung in hot water makes an excellent poultice in cases of inflammation, as the virtue of a poultice is its heat and moisture. For severe headache, the application of, hot or cold water, or ice water run around the head in rubber coils, will sometimes afford immediate relief.

A friend, a physician, who during his lifetime practiced in and around Boston, laughingly said to me one day, “I haven't much faith in medicines so-called; in the long run they do more harm than good. I never resort to them unless I'm obliged to. Hot and cold water have more virtue in them than all the drugs put together. But I have to make a pretense of giving medicine, of course-in order to collect my fees. These sugar pills-holding up a vial can do no harm, but they work wonderful cures in conjunction with hot or cold water and diet! I have found it a great deal easier to get drugs into the system than it is to work off their effects."

While the "Germ Theory" has led to a more intelligent treatmeut of certain diseases, and the vigilence of our Health and Quarantine departments make it almost impossible for an epidemic to make any serious ravages, yet I feel safe in saying that the general health is maintained at a lower level than ever before. Everyone is ailing; robust health is the exception, not the rule. The physician was never so overworked, the druggists' business was never so profitable as now. A young druggist said to me a short time since: “You would be surprised to see how much patent medicine is sold here in this city. The public seem to be on the watch for it, and the moment any new thing is advertised they make a rush for it."

Who is to blame for such ignorance? How do these people know whether they have diagnosed their conditions aright or not? How do they know those patent medicines will not aggravate their symptoms, or that they were not put up by some unprincipled quack?

If in their study pupils could be taught in a general way the pernicious effects of some of these drugs, if they could have impressed upon their minds the value of the 'ounce of prevention,' if they could be taught that each system can perform a certain amount of work and no more, if they could have pointed out to them some of the danger signals that Nature hangs out when we are pushing her too far, our physiology and hygiene would then be taught to more purpose than it is now, and its influence could not fail to produce a marked effect on the next generation.

In presenting the muscular system, the child should be taught to understand the causes of rheumatism, gout, locked-jaw, convulsions, etc., how to prevent, and certain simple remedies in connection with each which will afford relief without recourse to quack medicines which they know nothing about, and last but not leastphysical culture should receive the share of attention that its importance claims.

The brain is more or less dependent upon the general health of the body for its power and capacity. The general health requires a certain amount of muscular activity as well as repose. Some occupations tend to develop abnormally certain portions of the body, and weaken by inactivity other portions; such a want of harmony is fatal in its results; the aim should be to show the need of harmonious development of the muscles, how this may be obtained, the dependence of the nervous system upon muscular activity, and the demoralizing effects of ease and luxury and excess upon both. History and experience furnish many interesting examples with which to illustrate such a lesson.

Civilizations as wonderful as our own have sprung up and wasted away, and proud empires have been swept from the face of the earth.

It would be impossible to ascribe this degeneracy to any one determinate cause-there is generally an aggregation of causes but this fact is true in every instance. As soon as man in any age has learned to tap the resources of nature, and easily supplies himself with not only the necessaries of life, but with its luxuries, he becomes enervated and corrupt, his tastes and inclinations load him to excess, he fails to observe nature's laws in relation to himself, and worn out and enfeebled, he falls an easy prey to the forces ever ready to overwhelm him.

When the question of the eight-hour system and the Saturday half-holiday for laboring men and women was agitated, there was one real objection to the movement which its most ardent sympathors could not overlook; it gave to thousands of young men a leisure which they did not know how to use. Their education was not equal to the emergency of leisure, and through ignorance of the underlying principles of life and of society, many, it was argued. would be dragged to a mental, moral and physical degradation which their usual employment saved them from.

I realize that physiology is but one factor in this problem, but does it not deserve more attention than it receives? Compare the amount of time spent over arithmetic with that spent in the study of hygiene! -more than twice the number of hours, or to be more explicit, an hour and a half for hygiene to four hours per week spent in the study of arithmetic,- and in some schools, I know the discrepancy between the two studies to be far greater. Alas, "Is not the life more than meat, and the body more than raiment?"

But too many people have pinned their faith to arithmetic to allow that to degenerate! If arithmetic could save souls, I should have no fears for the salvation of the children that have graduated from the public schools within the last quarter century! }

Is not the importance of physiology and hygiene overlooked? Can any one doubt for a moment that more conscientious instruction in this direction would have a tendency to rob the saloon, and other dens of iniquity, the insane and other asylums of a few of their victims?

Of course you will understand I do not claim for my subject that

I supposed that a child of twelve with any disposition to inquire, would some time or other during the past year, have occasion to ask that question. Ninety-two percent of the answers were approximately correct.

2. How do peanuts, chestnuts and acorns grow? I was also led to suppose that if at some time or other children should be influenced to inquire after the production of these common articles, it would indicate the possession of a reasonably alert mind. Seventy-eight percent were right as far as peanuts were concerned. 'As far as chestnuts and acorns were concerned, the test was of no value at all, for as most of those who had ever seen them at all, saw them where they grew.

"We have to pay to go to

3 Why must we pay to ride in street cars, to go to the theatre and to church and not pay to go to school? Here are fairly representative answers: to those places because that is the way some people make thelr living. We do not pay to go to school because our parents pay taxes."

"People must pay because they would not have any money to pay for making those things; but for making schools our papas pay taxes."

"We do not pay to go to school for the people pay taxes and the town takes the money to pay the teachers."

"People pay because the man what owns the cars has to pay the conductors and motor-men; in church some people pay and others don't because they buy a church and wait to pay for it. We do not pay in school but we pay taxes."

Over seventy percent of the answers were correct.

4. Why can you not see the stars in the day? "You cannot see the stars by day because the sun is much brighter than the stars."

"You cannot see the stars because it is too light." Only 61 percent of the answers were correct.

Here are answers in a series of papers which show, conclusively that by some means or other the children have acquired knowledge, performed mental operations, not as a result of teaching, but as the outcome of their own mental activities.

On the other hand, a series of questions on almost any given subject of instruction, in which it is supposed that a systematic and well-planned "campaign of education" has been carried on, will elicit vagaries that would be ridiculous if they were not humiliating.

Many will say that these vagaries are the fruits of the great examination Juggernaut. What possible harm can there be in asking a pupil who has studied grammar a year, to write a sentence containing a noun in the nominative case, absolute. Can there be any more harm than in asking him to name the viands which he ate at the noonday meal?

The fact remains that day by day the children unaided perceive, comprehend and elaborate facts and principles, much more difficult than those which we so miserably try to teach them. Why? I ask the question not for the privilege of answering, but for the sake of getting an answer.

E. W. WEAVER,

Supt. Schools, Newport, Ky.

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HE month of March may well be devoted to preparing the children to appreciate Nature's spring awakening. The state of the trees in winter, and the protection of their buds have been observed. Let pupils examine seeds and their germination, see the swelling buds, the developing bulbs, and other underground stems. With these points carefully developed the rapid succession of the spring flowers will possess an additional charm.

First take for all classes the study of the seed and its germination, those that studied the subject last year adding something further to their stock of information. In no study better than in Nature work can the advantage of teaching in circles of ever increasing radii rather than on a straight line be illustrated. Each year should add something to the subjects introduced in previous years, and no study should ever be regarded as completed. The pupil must feel that growth is possible in all branches.

Let all plant seeds and watch their growth, drawing inferences and getting information therefrom according to their age and grade.

The following outline will serve for all grammar grades, the higher doing the work more fully than the lower.

The Seed.

I. Its coverings and markings (the upper grades may, by use of a hand lens, discover the micropyle, also the relation of the radicle and micropyle).

II. Inner parts. radicle

plumule

cotyledons

(albumen)

The study of germination may include the following:

I. Dicotyledons.

a. Morning-glory (albuminous)
b. Bean (exalbuminous)
c. Pea (exalbuminous).

IA. Polycotyledons.

Norway spruce

II. Monocotyledons
Indian corn.

Soak the seeds for twenty-four or forty-eight hours before the lesson that they may the more easily be manipulated. It is well to begin early to prepare material for the germination study, because it generally takes from ten days to three weeks to bring the seeds to the stage required for work. It is a good plan to plant about five times as many seeds as there are pupils to use them in order that a sufficient number may be dug up each week for examination. The pupils should draw and describe the different stages and continue this work till the second set of leaves appears,

Most schools made collections of seeds in the fall which can very