showing what is to be learned about these topics is denied pupils who can read. The enemy of systematic classroom study of the facts which teach the physiological reasons for total abstinence and other laws of health gains his point when he agrees to the introduction of temperance topics into the course of study, if at the same time he can get the tem. perance people to agree that text books containing a development of these topics shall be withheld from such pupils. The brewer hates the indorsed temperance physiologies, especially for the lower grades, vide Brewers' Journal. He knows as well as we that the coming law-making power is in the lower grades of the public schools, and he foresees the result upon his trade of giving these children definite printed statements of scientific facts against alcoholic drinks that they themselves can read understandingly at school and at home. Acquiescence for the sake of harmony is a comfortable mood. It would be a thousand times easier to yield this point of text-books in the fourth year, than to stand for it, but there are always before me the faces of the boys and girls who without the best instruction in the lower grades will get started wrong, and especially of those in the homes of the poor who will never have a fair chance because they must early become bread-winners. The thought of these children whose school days end with the fourth year, the blood of some of them tainted with tendencies born of the cups and pipes of their fathers, has made the writer what critics are pleased to call "aggressive." The knowledge that a large proportion of the coming law makers of this country will be the children now in such conditions appeals to the fear every true patriot must share for the perpetuity of the republic, if the saloon survives. Only through education of a coming majority can the saloon be abolished. Present harmony in Connecticut is cited as a desirable example. Harmony is good if it does not cost too much, but in that state it has been bought at the expense of all legally required temperance education for primary children. Fifteen per cent of these, the Connecticut school reports show, do not go to school beyond the primary and so may never get any temperance education. Eighty-five per cent, according to the same report, leave school before completing six years of school. Under the provisions of the new temperance education law, the sixth year is the first where any use of text-books is required, even for teachers; hence there must be a great majority of the children in Connecticut who, under the present harmony" law, will have no text-book instruction whatever on this subject. Thus the school has surrendered the future right of way to the saloon. The plan of harmony proposed in Massachusetts is First, to take text-books on this subject out of the hands of fourth year pupils who have books in other regular branches. Second, a proposition not yet formally reported, to take all formal, definite study, either with or without text-books, from the fifth year pupils. Statistics show what the results of this plan would be, for in one of the most advanced educational centers in Massachusetts fortynine per cent (almost a majority) of public school pupils drop out before reaching the sixth year. This being true in such a city, it is selfevident that an even larger proportion of all the children of the state fail to reach the sixth year, the first possible opportunity for them to have definite text book instruction on this subject if the above plan is carried out. This would not be a mere modification of method but sacrifice of principle; not a minor point but distinctly a major one, for it would take systematic textbook study on this subject away from the majority of the children of the state, and would prevent such growth of temperance sentiment as is now following the instruction where it is given in accordance with the spirit and letter of the present law. The advocates of this plan urge that much incidental instruction will be given during the fifth and seventh years should the study be dropped those years. What is called incidental instruction usually consists in waiting until the pupil has, for instance, begun to smoke cigarettes, and then lecturing him on the unadvisability of his course. On the contrary, systematic classroom study teaches the pupil the physiological reasons for not using cigarettes, before he has begun to smoke them. The first is the old reformatory method, namely, moral suasion; the second is the preventive, scientific method which seeks to start the pupil on the right path. Sixty-one and a half per cent of the population of Massachusetts is now foreign-born or of foreign born parentage (more than a majority), while thousands more of immigrants are being landed at our port to add to this population. No state needs temperance education for all pupils in all its public schools more than this old Commonwealth. MARY H. HUNT. A very small boy during his papa's severe illness, heard a great deal said about nervous prostration. Feeling ill one day, he threw himself upon the sofa, exclaiming, "Oh, dear, I'm 'fraid I'm going to have nervous prospects!"— Ex. I THE ATTITUDE OF PHYSICIANS T is not long since opposers of temperance physiology in the public schools were saying that the movement would be shortlived, because medical men were ranged against it on the ground that the teachings were inaccurate and exaggerated. This assertion has always been without foundation in fact. More than any other class of people, physicians are in a position to know the ravages which alcohol makes upon the human body and the danger which is inherent in even the most moderate drinking. There is scarcely a prominent medical journal in the country which has not emphasised this evil and uttered its voice in protest. The most enthusiastic indorsement of the accredited textbooks has come from prominent medical authorities in this country and Europe, and doctors everywhere, instead of opposing the study of temperance physiology,are its staunchest friends. A single morning's mail brings to the desk of the editor of this magazine three pamphlets on the subject written by three medical men in as many parts of the country, the testimony in each case being the same, viz., that the supposed value of alcohol as a beverage is a mistake and that its evil effects should be taught every child in the land. Dr. W. B. Parks, of Atlanta, Georgia, in a paper read before the Georgia Sociological Society in that city, June 24, 1902, on the origin of alcohol, examines the absurd inconsistencies in the use of alcohol which tradition has handed down to us, and then says: "I insist that we have reached the stage of the educative method by which the effects of the dreaded monster, alcohol, can be analyzed, not from a collective or rational standpoint, but by the aid of science and chemistry which enable us to demonstrate the poisonous effects of alcohol on all parts of the human organism. "We are ready to prove that alcohol is a curse as a beverage, and is delusive as a medicine, misleading in its effects both physician and patient, and we would recommend that its evil effects be taught in all our schools, and also taught and demonstrated from the lecture platforms, the pulpits, and in our Sunday schools, vigorously and persistently, without apology or compromise, until the traditional, ignorant and superstitious beliefs are forever eradicated from the minds of the young." Dr. Didama, Vice President of the American Medical Temperance Association, at the annual meeting at Saratoga, spoke of alcohol as a pre disposing and exciting cause of disease and crime, quoting at length from James Thacher, M. D., a direct ancestor of the editor of this magazine, and a prominent physician and sur geon on George Washington's staff throughout the Revolutionary War. Even at that early date, Dr. Thacher had become thoroughly convinced of the destructive effects of distilled spirits upon body and mind, thus foreshadowing the day when alcohol in every guise should be combatted by the intelligent physician. Dr. N. S. Davis of Chicago, addressed the same association, of which he is president, on "The Relation of Alcohol and Alcoholic Liquors to the Economic, Sanitary, and Moral Interests of the Human Family, and the True Principles of Legislation that should Govern their Use." Briefly reviewing the direct experimental investigation conducted by American physicians for determining the actual effects of alcohol on the living human body, Dr. Davis comes to the definite conclusion that as the real questions involved" strictly relate to public economy, health, and morals, they must be dealt with in the public schools, the departments of health, the courts of justice, and not in the field of party politics. Already," he says, "has the study of physiology and hygiene, especially including the nature and effects of alcoholic liquors and other narcotic drugs, been made imperative in the public schools of all the states and territories, and text books correctly teaching the great central truth that alcohol is a deceptive and dangerous poison are furnished for their use. Let this be fostered and increased in efficiency, until we have a generation on the stage of action who no longer call diluted alcohol either a beverage or a food but simply a poison drug." This testimony from Dr. Davis in regard to the use of text-books is especially noteworthy, coming as it does at a time when opponents of temperance education in the schools are trying to deprive a large class of pupils of their use. Friends of the scientific temperance education movement everywhere will welcome Dr. H. D. Didama, Dean of Syracuse Medical School, and Rev. James R. Day, Chancellor of Syracuse University, as members of the Advisory Board of this Department. Dr. Didama ranks high in the medical world and his knowledge of the alcohol question, being that of the specialist, eminently fits him for service as a member of the text book committee on which he has consented to serve. Dr. Day is well known as an administrator and educator. His councils concerning a form of education which concerns the children of the entire country will accordingly be grateful not to this department alone but to the whole people. The closing words in his letter of acceptance ring true. He says: "Never was there such demand for all good people to unite in the great cause as now." I T is noteworthy that there are few complaints. against the study of temperance physiology whenever teachers are thoroughly acquainted with the subject, and have a deep sense of its importance in shaping the habits of the children under their care. No one can interest others in a subject which he does not know himself and over which he is not already enthusiastic. Knowledge, then, of the laws of health and growth, of the workings of all the bodily powers and their development to the highest point of efficiency, of the nature of alcoholic drinks and of their effects upon the structure and functions of the different organs of the body, together with the ravages which these substances have the power to make upon the mental and moral nature of those who use them habitually, even in small quantities, is the first essential. Given this, the teacher's desire for the child's well being will enable him to work out his own methods suited to the various natures with which he has to deal. It is a help, however, to have material at hand which he can thus adapt, and it is with this thought in mind that the following suggestions are offered. Before the child who enters school this fall for the first time can know why he should not drink cider or beer, he must learn certain facts of general hygiene and other facts of elementary physiology. He must begin to know himself and what he can do. His first lesson, therefore, may appropriately be on play; not simply that he may amuse himself as he pleases, but because play is one of the things which will help him grow and give him greater command of his body. The exercises which follow are intended for children entering school this fall for the first time, or for ungraded classes of foreign-born children who know little or no English. Vary the work continually as indicated, making alternate use of reading matter, class talk, stories and games. Employ pictures and natural objects freely to illustrate every point. Give each child a picture of the scene on which the reading lesson is based. These can be had in quantity at one cent each and will prove an excellent investment. Above all, to every feature of the work should be added the strong sweet personality of the teacher, leavening the whole lump and arousing the possibilities that lie dormant in every child. READING LESSON (To be written on the board) Nan is my pet cat. She has five little kittens. One day I found them all on the table. Three kittens were playing with the clock. One had broken the glass door and put her head in the rim. Blackie was on the curtain. What do you think the other kitten was doing? CLASS TALK Find how many of the children have kittens at home, and encourage all to talk about them. Ask what their names are. What do they like to play with? Did they ever get into mischief? Tell about it. Will they always stay little kittens? What makes kittens grow into big cats, and little boys and girls into big men and women? Explain that play is one thing that helps very much. Find what plays and games the children like best, and select one of these to play with them. One of the favorites is always the following or some of its variations : Let the children choose one of their number for farmer. (1) The farmer places the children one after another in a row, on the floor or stools, hands over their faces. (2) Children put down hands and sit very erect. (3) Rise slowly, hands together pointing upward. (4) Open hands slowly like a flower. (5) Sway slowly from side to side. (6) Farmer touches children one after another and they sink to the floor. (7) Farmer leads children one by one back to their seats. Whatever play is chosen as the favorite will be called for day after day by the children. This is the time to teach generosity. All can not be leader or have the best parts in any game. Ask why we should take turns. Help the children to understand that selfishness is always unfair to others. See what a sweet face the teacher has. She wears a white cap, and so do all the children. They have on wooden shoes. I think they like to go to school. CLASS TALK How do we know these are not American children? In what ways is their dress different from ours? Tell how the desks and the room are ditterent. What are the children doing? Find the one that is standing straightest. Which one of you knows how to stand better still? Try it. Let us all see if we can stand straight and tall. "One day I found them all on the table" He must learn to sit still as well as to move. about, to stop as well as to go on. The second lesson in hygiene may thus appropriately be on position in sitting and standing. This will be all the more effective if presented in connection with school life in some other country unfamiliar to him. Show the picture of the primary school in Brittany. The strange surroundings, and the quaint dress of teacher and children will attract the little ones at the start and arouse interest in the READING LESSON This is a school in France. The children have books just as we have. They are learning to read. Only girls go to this school. The boys have a school of their own. SITTING POSITIONS against seat back. Erect: Chest high, chin back, head erect. Lower part of body only Have the children take these different positions several times daily, changing from one to another at the word of com mand. Vary the exercise by telling a story which brings in these positions and which can be acted out by the children. ACTION STORY One of the children in this schoolroom we have been reading about was writing a letter to her teacher. Before she began she took a good position to work in. (Feet squarely on the floor in front, end of spine against back of chair, body bent forward at hips, shoulders erect.) In her letter she told about the baby sister at home. Sometimes Mamma would let her hold the baby. Then she sat up very straight (lower part only of the body against chair back) while Mamma put baby Rose into her arms. How T is noteworthy that there are few complaints against the study of temperance physiology whenever teachers are thoroughly acquainted with the subject, and have a deep sense of its importance in shaping the habits of the children under their care. No one can interest others in a subject which he does not know himself and over which he is not already enthusias tic. Knowledge, then, of the laws of health and growth, of the workings of all the bodily powers and their development to the highest point of efficiency, of the nature of alcoholic drinks and of their effects upon the structure and functions of the different organs of the body, together with the ravages which these substances have the power to make upon the mental and moral nature of those who use them habitually, even in small quantities, is the first essential. Given this, the teacher's desire for the child's well being will enable him to work out his own methods suited to the various natures with which he has to deal. It is a help, however, to have material at hand which he can thus adapt, and it is with this thought in mind that the following suggestions are offered. Before the child who enters school this fall for the first time can know why he should not drink cider or beer, he must learn certain facts of general hygiene and other facts of elementary physiology. He must begin to know himself and what he can do. His first lesson, therefore, may appropriately be on play; not simply that he may amuse himself as he pleases, but because play is one of the things which will help him grow and give him greater command of his body. The exercises which follow are intended for children entering school this fall for the first time, or for ungraded classes of foreign-born children who know little or no English. Vary the work continually as indicated, making alternate use of reading matter, class talk, stories and games. Employ pictures and natural objects freely to illustrate every point. Give each child a picture of the scene on which the reading lesson is based. These can be had in quantity at one cent each and will prove an excellent investment. Above all, to every feature of the work should be added the strong sweet personality of the teacher, leavening the whole lump and arousing the possibilities that lie dormant in every child. READING LESSON (To be written on the board) Nan is my pet cat. She has five little kittens. One day I found them all on the table. Three kittens were playing with the clock. One had broken the glass door and put her head in the rim. Blackie was on the curtain. What do you think the other kitten was doing? CLASS TALK Find how many of the children have kittens at home, and encourage all to talk about them. Ask what their names are. What do they like to play with? Did they ever get into mischief? Tell about it. Will they always stay little kittens? What makes kittens grow into big cats, and little boys and girls into big men and women? Explain that play is one thing that helps very much. Find what plays and games the children like best, and select one of these to play with them. One of the favorites is always the following or some of its variations: 4 Now the blossoms begin to show, begin to show, begin to show, Now the blossoms begin to show, planted in a row. 5 Now the corn is getting ripe, getting ripe, getting ripe, Now the corn is getting ripe, planted in a row. 6 Now the farmer cuts his corn, cuts his corn, cuts his corn, Now the farmer cuts his corn, planted in a row. Now he puts it in the barn, in the barn, in the barn, |