education these results can be secured to a very much greater degree than they are at present. The surgeon who has to perform many operations daily and is often deprived of his night's rest appreciates the value first and foremost of a strong and vigorous body. Great efficiency in business, in manufacturing, or in the professions cannot be attained where a large percentage of the population is neurasthenic, or suffering from defective eyesight, from malnutrition, from bony deformities, or various diseases that might have been cured in childhood.

To state the facts plainly, then, here in Connecticut there are a large number of children growing up with various curable diseases that in later life will greatly impair their efficiency. As we have seen, this condition of affairs is not confined to Connecticut. The same thing exists in other states. Other states, however, have been quick to see the situation and are doing something to solve the problem. But in Connecticut there has been no organized effort to promote physical education and the state itself has made no effort, although most of the larger cities of the state have given the matter consideration.

In New Haven in the common schools twenty minutes a day are given to physical training. All teachers graduating from the State Normal School are given enough instruction to fit them to teach the rudiments of physical training. In addition to this, there are three school physicians and nine school nurses. The school physicians are expected to give five hours of their time daily to the schools. Each child, on entering the lowest grade, has to pass a physical examination. A card record is kept of this examination. No further examinations are made unless they are specially requested by the teacher or school nurse. The eyes of each pupil are examined every three years. This is done by the teachers and is a state law. All defects of vision are reported to the parents.

All these regulations and procedures show a conscientious effort in the right direction, but the defects are serious. First, in the physical training of a child, no provision is made for rectifying certain deformities of physique. All pupils have the same training. This, of course, is wrong. All pupils that have

physical defects of any sort should have special attention. This, perhaps, could be accomplished economically by forming classes of all children suffering from the same defect and giving them special exercises. The reclamation hospitals of the army offer a suggestion in this direction and also the special schools established in various cities for dealing with mentally defective children. The same principle can be applied to children with defective physique and in Chicago, Baltimore and a few other cities special schools have been opened for the physical development and treatment of children with certain physical defects. It might be said in objection to these ideas that carrying them out would be a great expense to the city or state. But consider for a moment the expense to the state of the intellectual training of the children. Compare it with the expenditures for physical education. The ratio of the expense of the one to the other is totally disproportionate to their importance. Certainly one would expect that one-third as much should be expended for a child's physical training as for its mental training. Yet, as things are now, I doubt if one one-hundredth as much is expended in this state for physical training as is expended for mental.

We need a great many more instructors in the public schools who give all their time to physical education. We need more school physicians who give their entire time to the examination of school children and are not hampered in their work by an outside practice.

Second: There is no effective method of following up cases that need special treatment. Certain physical defects may be found in a child by the school physician but that is pretty nearly the end of the matter so far as the city is concerned. The school nurses in these cases are often of great assistance in persuading the parents to take the child to a physician. If there were a reclamation school in the city all these cases could be sent there until either parents or the state took measures to remedy the matter.

Third: There is no effort to make the physical training of the child keep pace with the mental training. I think that this is a very important point. In the lower grades the exercises

should be simple and of short duration; as the child passes through the grades there should be a gradation of exercises from the simple to the more complex, and from shorter periods of exercises to longer ones. A child should not be allowed to go from a lower grade to a higher one until it has passed satisfactorily the physical tests of the grade he is in. Only by this continual and gradual increase in physical training can a wellformed muscular body be developed. When a boy reaches high school age he should have not only all deformities rectified as far as possible, but he should have a fell-formed chest, a straight spine and a symmetrical muscular development. Recently the United States Government has made provision for furnishing military training in all the high schools of the country. The Government will bear all the expense of such training, furnishing the instructors, uniforms, and all other equipment. The high school, in order to secure this instructor, must furnish a class of at least one hundred healthy boys. The course must continue for two years and three hours a week must be given to military training.

Fourth: The physical training in this state is confined pretty much to the larger cities. It should be the business of the state. to see that every child who attends school, wherever he lives, should have a physical education.

Fifth: More time should be given to physical training. It seems to me an error to expect much good from a period of fifteen or twenty minutes of calisthenics sandwiched in between a study period and a recitation. It disrupts all mental processes and antagonizes all efforts at concentration and it does not accomplish what it should on the physical side. I believe for a satisfactory gymnastic drill one must discard stiff collars, tight waists, closely fitting coats and trousers-in a word, one must dress in a proper uniform and then have exercises from fifteen minutes to one hour, varying with the age and strength of the class. These exercises should end the school day so far as mental work is concerned and the child should be allowed a bath and a period of rest.

Sixth: A spirit of competition should be introduced. Children should be marked on their work and prizes given at the end of the year for the best work. I hear the pessimist say to all this: But what does it profit to develop such a perfect physical type of manhood? Does it make a man stronger intellectually, stronger morally, more efficient, with fewer days of illness, less susceptible to infectious disease?

I take the ground that it does. I believe that a good physical development is a great help to an intellectual development. believe that more effective intellectual work can be done by a man who works four hours in his study and spends three hours on the golf course every day than by the same man if he spends the whole seven hours in his study. I would apply the same rules to our colleges and schools. Pupils should do all their mental work in the hours of the morning from nine o'clock to twelve o'clock. The two hours in the afternoon should be devoted to physical development.

A glaring defect in our college education is that a large number of young men are graduated every year with poor physique, contracted chest, round shoulders, poor expansion and poor muscular development; and on the other hand, that a very small number are graduated who have been brought to a high state of physical development. Very often the students who need the physical training least have received the most attention and those who need it most have received no attention at all.

It is a fallacy to think that ill health does not impair intellectual power. It is sometimes said that to secure the finest intellectual fruits the discipline of illness and misfortune is needed. are told that some of the greatest intellectual tasks have been accomplished by invalids, for instance, Darwin and Stevenson. Such men are to be admired for what they did in spite of their illnesses and not because of them. Ill health warps the judgment, lessens the power of concentration and application, does not permit of prolonged intellectual effort. The recent investigations of Prof. Ellsworth Huntington on this point seem to me conclusive if one desires to argue the point. He has shown

that the mental vigor of a community varies directly with the death rate.

Nowadays there is a rather insistent and not altogether unreasonable demand on the part of a large number of people for universal military training in this country. This springs from a belief that certain moral, physical and intellectual traits can be secured by a military training that can be received in no other way, and that these traits are essential to the highest development of the American citizen. Let us consider some of these traits so highly desired-a strong, sound body, indifference to physical hardship and suffering, a knowledge of how to care for one's health in unsanitary surroundings, the virtues of obedience to law, devotion to duty, bravery, self-reliance, endurance. Most of these are moral qualities. When we come to analyze them, it is a question whether army life can give them to the individual if the germs of them are not already there. The rigid discipline of the army secures order and obedience even among the most lawless and when the restraints of army life are removed, the soldiers who were lawless before continue to be lawless citizens. It would seem that the qualities referred to would grow and develop most naturally in a child with a healthy, nervous organization and a well-developed body. It should be a question of primary importance to educators how to teach children obedience, how to make them respectors of law, devoted to duty, brave, self-reliant, with quick judgment. To teach them these things is as important as to teach them to read and write.

I believe, therefore, that a proper education can secure as high a type of citizen both morally and physically as can be attained by universal military service. There should be no difficulty in giving a physical training in our schools which would be adapted to civil as well as to military life. The standard of physical development required in entering the army is the same as that which makes for efficiency in civil life. The special technical education needed in artillery, aeroplane, and machine gun service should be given in our colleges. In this way the enormous drain on the country in removing several million