the state and the nation, where shall we find them? The integrity, industry, honesty, and the virtue of a people lie in the hearts, heads, and brains of the teachers. With what self-abnegation does the true, conscientious teacher give his life and soul to his work! The value of such is beyond compute.

We have said hard study does not harm one. This is true when the balance or burden is well-adjusted between brain and body; but there is one habit which pervades our school system to a fearful extent and does much toward injuring the health of both pupil and teachers, and we would plead that it might be banished from our schools. We refer to that nightmare, "percentage "-that death to all enthusiasm, that cause of sleepless nights, of racked brains and nerves; the usurper of love and delight in study, for the love of study, for the delight in knowledge itself. It stalks like a ghost from every corner of the school-room, it haunts the sleeping and waking hours, defeats the true end and aim of study, and, because of a lack of healthful body development, our girls are the ones who suffer most in this terrific competition for percentage, and it is the most nervous, excitable, and highly-strung girls who throw themselves into this competition most keenly. We beg of the teachers to unite in banishing this demon from the school, even at the risk of re-instating that other demon, corporal punishment. Much as we despise the latter, we believe it seldom ruins the health of our girls, at least it is only the culprit who suffers under its rule, and that temporarily.

Is it not true that all workings of per cent. are more or less unjust? Can we determine exact relations between and among very inexact and mutable elements or factors, those of soulgrowth of the youth? Besides, if these habits are sound in the great culture of life, then are they equally applicable and

valuable when estimating the child and the adult, whether in school or in life's wide activity, in society or in the state.

Is it complimentary to the teacher's profession to urge that the same principles which form, mould, and control society should be ignored in our schools, that the child must be in this manner educated in two forms of control? Is this wisdom? If the profession cannot place itself upon the large principles of life, it were well to search the foundations of it more profoundly. We believe the children now in our schools are to be a generation of marvelous readers and thinkers, and we need. not busy ourselves to whet their appetites in this direction. It is not their intellectual activity that needs most concern us; the times and the environments of the age will amply provide for this. The matter that should prominently claim our attention, which penetrates most deeply into the foundation of things, is the health and character that shall prevail among the people a generation hence, that they shall be well-balanced bodily, morally, and mentally; that they shall be men and women of sound bodies, of clean hands and pure hearts, with a charity and sympathy as broad as humanity itself, with an abhorrence and loathing for every unclean thing that ruins the health, taints the soul, or infects the moral world.

All honor to the noble band of women, the members of the W. C. T. U., who are, through numerous different avenues doing such magnificent work toward the accomplishment of this end!

That woman may fulfil her mission, in the elevation of the race, we claim for her every opportunity possible for preparing and perfecting her for the work. To this end she should be admitted to the higher universities and colleges, where superior opportunities are offered in education. But let us begin with physical training, at home and in the infant class, and keep it up through her whole course of study, This training will

teach her industry, economy in time and in all things. It leads to right living, and right living is always inexpensive, and gives at once health and time for culture. This is no Utopian dream, but common-sense. Psycho-Physical Culture leads to habits of neatness and cleanliness, to virtue and self-respect; it opens healthful valves for the escape of the pent-up surplus of force, generated in all natural, healthful bodies, and which, if not relieved or utilized, often proves dangerous, if not ruinous, to both health and morals. It develops grace and beauty of form and manners. It leads to psychological investigation, or the influence of mind and soul on the body; and what a field of investigation is this! What more fascinating study for mankind? Voice-culture belongs to physical training, and reading aloud is one of the most healthful exercises for the lungs, and one of the most beautiful accomplishments our girls can posMatthew Arnold says: "No girl's education should be considered complete until she has had at least one year's training in a school of elocution and oratory."

sess.

Reading is the most taught, and the worst taught of all the branches. Not one girl in twenty can, on her graduation from school, read a newspaper paragraph on religious, scientific or political subjects intelligibly or intelligently to her parents, and yet reading aloud should be one of the most attractive, if not the principal home amusement.

Elocutionary training combined with psycho-physical culture can relieve the awkwardness of a homely mouth and rigid face and muscles, and change a harsh voice into one of sweetness and flexibility. We would have our girls taught to talk well, as well as to read well. Our last plea for the girls is that the boys may have the same training in physical and moral culture that we demand for the girls; that they shall stand on the same platform of morality, of virtue, and self-control as that upon which we place the girls; that they demand for them

selves the same correct living in all respects, and the same code of morality, which they demand for their mothers, wives, sisters, so that they may prove true friends, helpmeets, and mates for the girls, and worthy of their confidence and love.

"The woman's cause is man's; they rise or sink

Together dwarfed or godlike, bond or free:
For she that out of Lethe scales with man,
The shining steps of Nature shares with man—
His nights, his days, moves with him to one goal,
Stays all the fair young planet in her hands.
If she be small, slight-natured, miserable

How shall men grow? But work no more alone!
Our place is much; as far as in us lies

We two will serve them both in aiding her;
Will clean away the parasitic forms

That seem to keep her up but drag her down;
Will leave her space to burgeon out of all
Within her let her make herself her own,
To give or keep, to live and learn, and be
All that not harms distinctive womanhood,
For woman is not undeveloped man,
Yet in the long years liker must they grow,
The man be more of woman, she of man;
He gain in sweetness and in moral height

Nor lose the wrestling thews that throw the world;

She mental breadth, nor fail in childhood care

Nor lose the childlike in the larger mind,

"Till at the last she set herself to man

Like perfect music unto noble words.

And so these twain upon the skirts of time

Sit side by side, full summed in all their powers,

Self-reverent each, and reverencing each,

Distinct in individualities but like each other, even as

Those who love. Then comes the statelier Eden back to man

Then reign the world's great bridals, chaste and calm,

Then spring the crowning race of human kind.

May these things be!"

-THE PRINCESS, Tennyson.

PSYCHO-PHYSICAL CULTURE.

PSYCHO-PHYSICAL CULTURE may be defined as those

exercises or movements of the body excited and sustained by soul-force, and directed by, without taxing, mental activity. To render exercise as beneficial as possible, it should be of a nature to excite the spirits with pleasurable emotions, and to attract the mind as well as to occupy the body. The object is to employ all the muscles of the body, and to strengthen those especially which are weak. Hence exercise ought to be often varied, and always adapted to the peculiarities, and also to the state or condition of individuals.

Psycho-physical exercises for strength and grace, and for special ailments and deformities, were devised for pupils who came to the Conservatory for the study of elocution, with stooping shoulders, narrow chests, protruding chins, superfluous flesh and attendant ills, and who, after practicing exercises in other systems of physical culture, were apparently little benefited. We were aware that in order to train the voice, the whole body must first be put into the best possible condition. We found that pupils who "talked through their noses," as it is called, invariably turned in their toes when they walked, and with these in almost every case we found the stooping shoulders and sunken chests. Those who employed deep and harsh chest-tones lacked buoyancy of spirit and lightness of bearing. Those who used high and shrill head-tones were usually very nervous, and carried their shoulders high, or one shoulder higher than the other, and were ill from many other infirmities brought about by improper carriage. And so, after a time, we began de