ly
physiological, and the majority of principals and teachers are not
trained by professional schools how to deal with it. Normal schools
should teach the physical laws which govern the child's development;
should show that the pupil's mental, moral, and physical nature are one
and inseparable; that children cannot at one time be docile, sickly,
and intelligent,--perfect mentally and imperfect physically. Until
teachers are so taught, the condition cannot be changed that makes of
our schools manufactories of nervous teachers and pupils.

Country nervousness, like city nervousness, is of three kinds: (1) that
caused by defective nervous systems; (2) that resulting from physical
defects other than defects of the nervous system, but reacting upon it;
(3) that due to habit or to lack of self-control. Children who suffer
from a defective nervous system should, in city schools, be segregated
where they can have special care under constant medical supervision.
Such children in schools too small for special classes should be given
special treatment. Their parents should know that they have chorea,
which is the same trouble as St. Vitus's Dance, although often existing
in a degree too mild to attract attention. Special treatment does not
mean that such children should be permitted to interfere with the
school progress of other children. In many rural schools, where special
privileges cannot be given children suffering with chorea without
injury to other children, it would be a kindness to the unfortunates,
to their parents, and to all other children, were the parents requested
to keep such children at home.

Nervousness that results from removable physical defects--eye strain,
adenoids, indigestion, earache--will be easily detected by physical
examination, and easily corrected by removing the physical defect.

Preventable nervousness due to "habit" can be quite as serious in its
effects upon the mind and health as the other two forms of nervousness.
Twitching the face, biting the nails, wetting the lips, blinking the
eyelids, continually toying with something, being in perpetual motion
and never relaxing, always changing from one thing to the next, being
forever on the rush, never accomplishing anything, are common faults of
both teacher and pupil. We call them mannerisms or tricks of
personality. They are readily imitated by children. I once knew a young
lawyer who had started life as an oyster dealer, whose power of
imitati