ture
which would be the product of the above solution and then to estimate its
meaning on human happiness and progress. We are approaching the ethics of
right living,--of justice and truth,--the divine in man. At no time in the
history of man has civilization been so near a solution of life's supreme
problem as at the present moment.

Education is an important function in life's scheme, and while we may
regret that it is not possible to formulate a system that would be perfect
and capable of immediate application, we can continue to work patiently and
hopefully, with assurance that in the near future the problem will be
satisfactorily solved. When heredity, psychology, and eugenics combine [29]
to dictate the system, we shall doubtless find, that, in the beginning, it
will be a system of individualization. In the interest of health and of
justice, and consequently of efficiency, this would seem to be the natural
and the logical lead.

So long as human nature is as it is, we must meet conditions as they exist.
We know as parents, and some of us know as physicians, that a task easily
performed by one individual, without any apparent harmful results, will tax
the capacity of another individual to the very utmost. Any educational
system which does not recognize this law, is vicious. Yet such is the
system in vogue to-day in America. We must adapt the burden to the
endurance of the pupil. The administration of an educational machinery must
solve this problem from the individual standpoint.

In the departmental work in our public schools there seems to be no system.
Each teacher prescribes home work without any knowledge of what others of
the same grade do, and without any apparent consideration in favor of the
individual pupil. The result is that the total amount for each night is
absurdly in excess of the capacity of the ordinary, or for that matter the
extraordinary, pupil. This engenders nervousness and irritability, and is
contrary to the ethics of education,--the fundamental law of which should
be the preservation of good health. We must have regard for the physical
and mental health of each pupil, and as the capacity of each pupil is
different, the system is committing an egregious wrong by sacrificing the
weaker instead of adapting the burden according to the strength and
endurance of the bearer.

THE HIGH SCHOOL SYSTEM FALLACIOUS.--Even the high schools do not seem to be
wisely availing themselves of their opportu