in parts. The child
needs sleep and fresh air and healthful food more than anything else, if
his mind is active. The careful examination of the sense organs and of
the unhindered breathing through the nose is most important. Even a
slight defect in hearing may become the cause of an under-development of
attention.

More important than mere physical hygiene is the demand that a sound
character and a sound temperament are also to be built up, at the side
of a sound interest. Here again everything depends upon a wise balance
between the development of that which is given by nature to the
particular individual and the reenforcement of that which society
demands and which belongs therefore to the common equipment. The
emotional stability and emotional enlargement of the mind is perhaps
most neglected in our educational schemes. On the one side it demands a
systematic discipline of the emotions, on the other a healthy
stimulation of emotions. Here is the place where imagination in play and
later in art come in. The biological value of play always lies in the
training for the functions of later life, and especially for the
emotional functions. The play of our children is too little adjusted to
this task. For this reason it leaves too many unprepared for the world
of art and for the emotional experiences of real life. Both lack of
emotional discipline and narrow one-sidedness of emotions interfere with
the harmonious development. Destructive emotions like terror ought to be
kept away and not needlessly brought near by uncanny stories and mystic
superstitions. It is the healthy love and sympathy of the home which
contributes most strongly to the normal development of emotions. Again
in the field of will, we want the strong, spontaneous, independent will
which is not frightened by discomfort and not discouraged by obstacles,
and yet we want the will which is not stubborn and selfish but which
subordinates itself to the larger will of the social group and to the
eternal will of the norm. There is no balance where independence and
subordination do not supplement each other. A wide education not only
trains for both but also secures habits which work as autosuggestions in
both directions.

But all this harmonious development of intellect and temperament and
character has to go on when the school days are over and just here
begins the duty of the community as a whole. The special functions of
the teachers have to be taken up by the