national resources each year. Hence, from the economic stand-point alone the elimination of all possible sickness and disease stands out as one of our greatest problems and makes the expenditure of all funds that can be properly used for the purpose entirely justifiable. And, without minimizing in the least the value of the physician, whose aim it is to alleviate our suffering and to cure us when we get sick, the more important thing is to get rid of disease and the things which cause it and to promote the vigor of mind and body that wards it off, that increases efficiency, and that defers the period of failing powers. To this end should tend the work of the school, the efforts of the physician, the training of the doctor of public health, and the combined support and activity of all who are anxious to promote human efficiency and human happiness. BIBLIOGRAPHY. 1. Relation of Mind and Body Why the Mind has a Body-Strong-Macmillan Co., New Outlines of Psychology-Höffding-Macmillan Co., New Human and Animal Psychology-Wundt-Macmillan Co., Principles of Psychology-James-Henry Holt and Co. Are we Automata?-James-"Mind," 1879, vol. IV. Manual of Psychology-Stout-Hinds, Noble and Eldridge. Primary Factors of Organic Evolution-Cope-Appleton. "Brain," 1894, vol. XVII. Psychology-Hodgson Collected Essays, vols. I and IX-Huxley-Appleton, New 2. School Hygiene Handbuch der Schulhygiene-Burgerstein and Netolitzky- Schulhygiene (Aus Natur und Geisteswelt)-Burgerstein— School Hygiene and the Laws of Health-Charles Porter- School Hygiene-Edward R. Shaw-Macmillan Co., New School Hygiene-Newsholme and Parker-Swan, Son Health and Medical Inspection of School Children-Cornell- 3. School Sanitation Connecticut School Document No. 5, 1904-article on Air and Its Relation to Vital Energy-Prof. S. H. Woodbridge, Mass. Inst. of Tech. The Hygiene of School Life-Ralph W. Crowley-Methuen Sanitary Conditions of School-Houses-Albert P. Marble- Heating and Ventilating Buildings-Rolla C. Carpenter-J. 4. School Architecture American School-houses-Fletcher B. Dressler-Bulletin No. Modern American School Buildings-Warren R. Briggs- School Architecture-Wm. G. Bruce-Johnson Service Co., Public School Buildings and their Equipment, with Special American School Building Standards-Wilbur T. Mills- Modern School-Houses-A. D. F. Hamlin-The Swetland Die Bankunst des Schulhauses-Ernest F. Vetterlein-G. J. School Architecture and School Improvement-Department Rural School Architecture-Theo. M. Clark-Circular of Plans and Specifications for Small School Buildings- School Architecture and Hygiene-Gilbert B. Morrison— The Re-organized School Playground-Department of Ed. 5. Health Teachings Schulgesundheitspflege, Ein Handbuch fur Lehrer, Arzte und Verwaltungs-Beamte-Leipzig. The Community and the Citizen-Dunn-D. C. Heath, 1908. Elements of Hygiene-McIsaac-Macmillan Co., 1909. Primer of Health; Primer of Sanitation-Ritchie-World Good Citizenship-Richman and Wallach-American Book Good Health for Girls and Boys-Brown-D. C. Heath, 1906. 6. Sexology.-The following books on this subject are recommended by the literary department of the National Vigilance Committee: The Moral Problem of the Children-Chapman-Putnam and Hygiene and Morality-Dock-Putnam and Sons. Reproduction and Sexual Hygiene-Hall-Wynnewood Pub- Education with Reference to Sex-Henderson-Univ. of Training of the Young in Laws of Sex-Lyttleton-Long- The Renewal of Life-Morley—A. C. McClurg & Co. The Nobility of Boyhood-Willson-John C. Winston Co. PART II CHAPTER II DEVELOPMENTS DIRECTLY AFFECTING THE SCHOOLS. Vocational Education. VOCATIONAL TRAINING AND CULTURE.-Doctor David Snedden, State Commissioner of Education for Massachusetts, has made, in the April issue of the Educational Review, a valuable contribution to the literature on the subject of the relation of vocational training to culture, or, as he puts it, the influence and place of The Practical Arts in Liberal Edu. cation. As Doctor Snedden has had wide experience in the administration of both vocational and liberal education, what he has to say deserves the most careful consideration. Although conclusions in regard to matters pertaining to vocational training have not yet reached the point of assurance, the past 23 years have furnished us a great body of experience which should assist in our constructive thinking and at least enable us to draw conclusions of a negative nature. And by limiting his inquiries to the definite period between the ages of 12 and 14, or the last two grades of the elementary school, Doctor Snedden hopes, by raising certain questions, to assist in making clear what should or should not be the practice in connection with vocational education. This term, it should be remembered, Doctor Snedden uses to include all the manual activities which are used for the concrete and objective ends which are most clearly related to the occupations of mankind. He uses the term practical arts as a more comprehensive expression which will readily include all such branches, studies, or exercises as manual training, manual arts, cooking, sewing, agriculture, printing, etc., and it is these practical arts that he has in mind in considering the relation of vocational training to the more abstract and intellectually approached parts of the elementary school program. He presents a contrast between these two things by asking the following questions: 1. Are not the practical arts, as factors in the program of studies for the upper grades, suffering from a confusion of partially contradictory terms? In other words, to Doctor Snedden's mind vocational education has for its purpose to make of a person an efficient producer; liberal education, an effective consumer or user. Therefore, any liberal training resulting from vocational activities could only be incidental and merely in the direction of a broad social use of the vocational training. And the course of study best adapted to a liberal education may develop little vocational power. Hence, these two forms of training have little in common, although in the teaching of the practical arts to-day we are striving to follow the two paths simultaneously. If this is true, then he asks 2. Is it worth while to introduce the vocational aim in practical arts studies which are to form only a minor part of the program of general or liberal education? There is insufficient time in any good elementary program to realize genuine vocational power; hence, what is done in that direction is only sham and make-believe. Vocational ideals and capacity for vocational choice may come from such work; but it will accomplish little for direct vocational training. "Vocational education must be more serious, more effortful, closer to the realities of practical life in respect to the hours, discipline, surroundings, and strivings of productive labor than can be expected in the elementary program. The question is then asked 39 3. Is it worth while in the practical arts branches to try to defend the kind of aims and methods that have been discarded in other departments of education? For example, in the minds of writers on manual training still persist such ideas as "logical" courses, "type" studies, the "artistic" and "workmanship." While the failure to recognize the genetic order in the development of the powers of the child is not restricted to such writers and teachers, it is peculiarly disastrous in the studies and exercises from which we have a right to expect so much in the way of socialized experience, a higher appreciation of the shop and the farm, |