knows that 15 minutes of incisive, concentrated study is worth an hour of such effort. But the child is exhausted and disgusted with school work. The parent gets the notion that the child has too much to do, and encourages him in this feeling. Thus there arises a spirit of protest and antagonism against the teacher which takes the place of the real sympathy that should exist, and thus the efficiency of the school is impaired. So the adage "Work first and play afterwards" has its reasonable and salutary side, and must be properly and generally understood by parents if we are to get the best results out of the schools. The meeting with occasional difficulties which are surmounted only after a struggle far from being detrimental is really a good thing for the child. It gives him strength and confidence to surmount other difficulties. It prepares him better for citizenship, for good citizenship implies the cheerful performance of duty and the readiness to grapple with difficulties when they present themselves to us for solution.

So I may say in conclusion that there is overwork in many cases among children, but that it is not because we are giving them more work than they can carry. With good teachers who will do their part and teach the child how to study, with a rational appreciation among parents of the best interests of their children, the child's capacity will, I believe, in general be found greater than anything that is at present required of him.

I thank you.

WHAT WE HAVE BEEN SAYING.

THOMAS P. BAILEY.

1. Development. Each of the speakers has assumed the law of development as the underlying principle of all our teaching. Some have emphasized the biological side, others the psychological, others the "practical." Dr. Starbuck tells us that nature hews in the rough first, and puts on the finishing touches afterwards. So it is with the hydra, and so with the human animal. The adolescent is a case of accelerated or accumulated development. Mr. Henderson is interested in the development of children's interests. He lays the stress on the philosophical and psychological sides. The practical lessons of Miss Rogers show us the development actually occurring. Dr. Brown has shown us some of the social and æsthetic developments that are occurring or that ought to occur. I have tried to show you that love and law develop together, and that the higher love is a fulfilling of the higher law. Mr. Johnson wants the high-school organization to be a living one, adapted to that growing organism, the child, who is an end in himself. Mr. Stokes doesn't believe that work hurts the developing child, but the kinds and conditions of the work. Mrs. Winterburn teaches us how to develop interest and mental power in the children by using developmental material. Professor Seymour's "Fruits " are development all through. While Dr. Jordan discusses political evolution—and degeneration, or what he believes to be a tendency towards it.

2. Types. Almost all the speakers have indicated in some form or other that we teach by types. Those have succeeded best in teaching us who have best illustrated their thought without diluting it too much. The concrete bound up in the generic is the apperceptible and acceptable. Clear sensations and significant relations! Sights and sounds are by themselves only building material. Colorless abstractions are only thoughtghosts without bodies.

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LOVE AND LAW.

THOMAS P. BAILEY.

This is said to be the child's age. The command is: "Parents obey your children." Nor is the saying irrational if "the child is father to the man," and if obeying the children means obeying the divine laws written on the children's members. We conquer nature by obeying her, we tame the children by obeying the law of their nature. The children conquer themselves by obeying our law which is their law, although they know it not at first.

But all law is preparation for love, that transcends yet includes law. Love is personal; so must law be. There is too much tendency to demand love of the teacher, and yet to refuse her the law power that makes love worth while. And love does not mean romantic emotion only. If I am to love my neighbor as myself I am not supposed to have heart swelling toward myself. Love is not gush but the fulfilling of the law. Love without respect and reverence is insulting to free beings. The law of love is based on the love of law. We must make our own little souls worth saving, and help others to help themselves.

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