re graduation and ruin the health of a large
fraction of those who remain.

8. _Construction of school building and of curriculum so that, when
properly conducted, they shall neither produce nor aggravate physical
defects._

When the state for its own protection compels a child to go to school,
it pledges itself not to injure itself by injuring the child. Thousands
of children are now being subjected to conditions in school far more
injurious than the factory and shop conditions against which the
national and state child labor committees have aroused universal
indignation. Two illuminating studies of school buildings in New York
City were made last year by the Committee on the Physical Welfare of
School Children, and later by the Board of Education. Similar studies
should be made of every schoolroom. Whereas our discussions of
buildings and curriculum have hitherto proceeded largely from abstract
principles of light, ventilation, heating, and pedagogics, these two
reports deal with rooms, equipment, courses of study, and school habits
as they are, with obvious detrimental effects on child victims.
Numerous questions that it is practicable to answer are given in
Chapter XIV.

What and when to build can be better determined after we have learned
the what and the where of present equipment.

In passing it is worth while to note that in large cities teachers are
frequently forced to choose between bad ventilation and street noises.
From Boston comes the suggestion that we avoid noises and evils of
congestion by building schoolhouses for city children on the outskirts
in the midst of fields, transporting, and, if necessary, feeding
children at public expense. While it is true that the public funds now
spent in attempting to cure physical and moral ills would purchase
ample country reservations, the practical next step seems to be to
provide ample play space and breathing space within the city for every
school building already erected, and without fail for all buildings to
be erected hereafter.

9. _Hygiene should be so taught that children will cultivate habits of
health and see clearly the relation of health and vitality to present
happiness and future efficiency._ Social rather than personal, public
rather than private, health needs emphasis. Children can be shown how
their health affects their neighbor; why money spent for health boards
is a better investment than money given to corrupt politicians; that
the cost o