V.

No. 22

ggestive article on what children should be eans of avoiding contagious and infectious peared in a recent number of the Medical he line of warfare which Dr. Charles V. siders necessary were followed carefully chool-room, and children were taught the of carrying out similar precautions at home, of disease and suffering might be prevented. of the statistics of communicable disease in ndicates only a moderate success for our hods of notification, isolation, and disinfecChapin says. The history of Boston, for indiscouraging one. Boston has more ample cilities for caring for scarlet fever and cases than any other large city. Its physit surpassed by any as regards intelligence, nd public spirit. The proportion of cases very large. Regulations in regard to isolaingent and unusually well enforced, yet the cases of scarlet fever and diphtheria is not less than in other cities. In England, where than half the cases of scarlet fever and n the large cities are removed to hospitals, ses prevail almost as extensively as in the es. It is doubtless true that the increasing isolation in these diseases has had its influr diminution, but the progress made has not so great as was hoped.

in has little doubt as to what is the chief his. It is the existence in the community of ble number of infected persons who are ightly sick, or are not sick at all. A careful e cases of these diseases as they occur demhat it is rarely possible to connect them g cases already recognized. Our methods of far as they are applied to acknowledged to be effectual. Every health officer is forced t it is the unknown sources of infection which trouble. The milder the infection, the less he infected persons to be known, and the It it is to control them. The present outallpox is due to the mildness of the affection, cases being unrecognized. That many pere only slightly ill, or perhaps entirely well, usly infected with diphtheria is well known. cal studies reveal the fact that from two to cent. of healthy persons are infected with htheria bacilli. It is true that the bacilli are t in every case, but even if they are virulent mall proportion, we yet have enough to reny that these infected well persons are the in the spread of the disease.

are searching for better methods of dealing liseases, there is one line of warfare against ought to be pursued more energetically. If d infection is moving about among us, each of rn to protect himself. In diphtheria, tuberscarlet fever in its early stages, and doubtless the virus is contained in the secretions of d mouth. People should be taught to take

This matter was recently brought up in the Massachusetts Association of Boards of Health by Dr. Theobald Smith, and a committee, of which he is a member, drew up a report urging the teaching of cleanliness among school children and suggesting methods therefor. The means urged were as follows: (1) Lectures to teachers on the relation of cleanliness to health; (2) the distribution of circulars on this subject; (3) object teaching by the school department. The municipality should set. an example in cleanliness in the provisions made for the pupils. The drinking cup used in common by the pupils should be abolished. The greatest care should be taken of the text-books, especially if furnished by the state, and soiled books should never be given out. Pencils, pens, etc., should be absolutely separate for each pupil. If slates are used, each child should be required to use for erasing a cloth or sponge kept in his or her desk. If modeling clay is used, each pupil's portion should be kept by itself. In general, it may be said that the school authorities should provide that each pupil shall have his own private school material, and that as little as possible shall be used in common.

In accordance with this plan, the following circular has recently been distributed among the teachers in the public schools in Providence, and similar but briefer rules will be distributed among the children. This circular is here given because it is believed to set forth some of the principles of cleanliness which should be practiced and the reasons therefor.

The poisons of some of the common and also of some of the most loathsome diseases are frequently contained in the mouth. In such cases anything which is moistened by the saliva of the infected person may, if it touches the lips of another, convey disease. The more direct the contact the greater the danger.

It is the purpose of health officials to keep in isolation all persons having communicable diseases during the time that they are infectious. But in many cases this is impossible. Little restraint is put on certain mild diseases, such as measles, whooping-cough, chicken-pox, and mumps, and even such diseases as diphtheria, scarlet fever, and tuberculosis are frequently so mild as to be unnoticed, and children affected with them mingle freely with others. It is probable that in such cases one of the chief vehicles of contagion is the secretion of the mouth and It is believed that much can be done to prevent contagion by teaching habits of cleanliness. But if such instruction is to be effectual it must be continuous. The teacher must notice and correct violations of those rules as habitually as the violations of the more formal school rules are corrected.

nose.

ing into the mouth except food and

ple cores, candy, and chewing gum, histles, or bean-blowers, or anything ut in the mouth.

en to wash the hands and face often. p them clean. If a child is coming inicable disease it is reasonable to beless chance of infecting persons and s and face are washed clean and not cretions of the nose and mouth. en to turn the face aside when coughE they are facing another person.

be taught that their bodies are their ssions, that personal cleanliness is a outh is for eating and speaking and as a pocket, and the lips should not ngers.

ice from the Past: Milton's Tractate.

LIAM L. FELTER, Brooklyn. (Continued.)

ion of Milton to Comenius.

Both

Eerest in passing to examine to what ects the influence of Comenius. Acer the object of education is to bring eds of learning, virtue, and piety imHe makes these three of equal value, es the religious ideal the foremost. to nature for methods. He declares foreign tongue should precede its ilton takes the opposite view. leas before words, in the gradation of the appeal to the senses or object us laid great stress upon proper schoold. Milton's academy met all these reenius and Milton are one in their plan ges taught separately, only Comenius ng a foreign tongue at ten while Milçan two years later; but both agree students to become acquainted with t before studying the original. Both cular, with Ratke. Comenius separates or gymnasium from the university, ines the two; the plan of the former girls, while the plan of the latter conly. Perhaps Milton's experiences of se and at times unsatisfactory as they Im that it is unwise to educate women. able explanation is that the girl's eduat the vernacular school at the age of as no contemplation of a higher educa

ine of difference between the two men an considers education for one sex and ber of that sex. Comenius demands

Both agree in uniting the teaching ence, and both are realists, but Milton phasis upon book study and the necese of the student entering upon his ineir of all the ages. The reaction from assion for literature had set in and Cofluenced by it. He was quite willing then literature of Greece and Rome, to the old scholastic branch. An imty is found in their agreement that the room should not be divorced from hu

er.

Milton emphasizes the inspirational value of the teachComenius of the method. Both are exponents of the Baconian system of philosophy in their desire for fruit, both framed schemes of education agreeing in many particulars, but differing in so many as to induce us to believe that while Milton was influenced by Comenius, the scheme the great poet presented was entirely his own. Essence of the Tractate.

Professor Laurie sums up the various propositions as follows:

1. The aim of education is the knowledge and likeness to God.

2. Likeness to God we attain by possessing our souls of true virtue and by the heavenly grace of faith.

3. Knowledge of God we attain by the study of the visible things of God.

4. Teaching, then, has for its aim this knowledge. 5. Language is merely an instrument or vehicle for the knowledge of things.

6. The linguist may be less learned (i. e., educated) in the true sense than a man who can make good use of his mother-tongue tho he knows no other.

Milton's Message.

This voice from the past brings a message that we may well hear. We have just seen close a century of wonderful material development. The advances in manufactures, inventions, transportation, marine and domestic commerce, have reminded us of the realms of the fairies with their magic wands. The material progress has been continuous and all-embracing in the benefits it has conferred. Is there a well-founded belief that there is a tendency toward materialism? Is there a disposition to leave God out of account in considering and discovering the cause of this marvelous development? Is there any inclination to apotheosize man and to regard reason as the safest and surest guide? Is reason a rebel to faith? Material progress there has undoubtedly been, but not because man has developed mental power. We must discriminate between the cultivation of the innate powers of man and the increase of those powers. The greatest intellects this world saw belonged to an ante-Christian age, those that made the Golden Age of Greek history. In all probability the human intellect to-day is on a much lower plane than that of the Greek intellect. The Renaissance saw the reason and the imagination of man liberated and witnessed great changes in art, in science, in discovery, in education, in mental developmcnt. the average intellect to-day is no higher, if it is as high, as the average intellect of the fifteenth or sixteenth centuries. To-day the masses are educated and there is a greater diffusion of learning, but there is no increment of mental power. In view of these facts how absurd in man to make himself a fetish and bow before his reason! How ridiculous to seek comfort in bare materialism!

But

We need to keep our attention focused upon the highest aim of education, the religious aim. I make no plea for the teaching of religion as such in our schools. The various forms of religious belief in the community preclude such teaching in public schools where children of every faith are instructed. There are, however, certain fundamental agreements, but to the teaching of these statements of religious truth objection can be raised. I do plead for instruction that shall be in harmony with religion and take God into account. There is no law against the employment of the Christian teacher, one whose influence conscious and unconscious will far outweigh the value of the instruction in the subjects of the curriculum, one whose high standard of moral excellence will compel the respect and secure the noblest efforts of her pupils, one whose work is undertaken under the

ritten, and possess the same faith in the powers young human spirit, rightly nurtured and directhe sanguine spirit of this Puritan leader stands early revealed. He believed fully in the potency ccess of religious instruction. There is no cynical ism here with its note of despair. There is no ef of the coming of a better state of things, nor is any delineation of the bad in human things. On itrary, Milton's hope for educated mankind shines iery pillar to lead wanderers from the Wilderness e Promised Land. His mind is fixed upon the fuis face is radiant with the sunrise, he intently s, and he believes he will see the dawning of the en liberty shall be realized thru education.

Cigarets in Kokomo.

t. R. A. Ogg finds that the cigaret-smoking boys public schools of Kokomo, Ind., are two years behe non-smokers of their own age in their studies. vestigation was carried on by each teacher, and he arizes their reports as follows:

he investigation concerns nearly twelve hundred rom the first grade thru the high school. More ne-third of these admit that they do smoke or have d. Those who say they never smoked are counted list of non-users. The smokers average one year than those of their grade who are non-smokers. veterate smokers are two years behind the nonThis is true thru all the grades.

hat the divergence does not increase in the higher s is doubtless due to the fact that those who smoke nd drop out of school at an earlier age and in larger ers than those who do not smoke. If we take only who smoke habitually the difference in age in favor non-smokers is nearly two years. Here is a terriss to be charged up to the cigaret habit.

ut there are other losses; the teachers' reports that the conduct of the smokers is far below the ge. Some of the reports say of them: 'Self-conoor, inattentive, not trustworthy; bad memory, careexcitable, nervous, bad conduct; lazy, sleepy, slow to very dull, blank look; heavy eyes, sick frequently; did any good work in school; no energy, naturally but no power of concentration; vacant stare,

teachers report an immediate improvement in the class exercises.

Grand Words These.

It was 119 years ago that Washington delivered his farewell address to his officers in Fraunce's Tavern, New York city; the anniversary was appropriately observed by the Women's Auxiliary to the Historic Preservation Society. Governor Odell spoke as follows:

"There is nothing that can compare with the lofty patriotism and the noble self-sacrifice which have endeared to our people the names of Washington, Lafayette, Wayne Greene, Schuyler, and other generals of the Revolution What are the lessons to be drawn from this, and what is it all worth? Was our country brought into existence for the purpose only of building up a nation whose aim was wealth and whose object selfish ambition? Is there no other color on our horizon than gold? Has no responsibility been placed upon us in the world's work or in the solution of its problems where the advancement and civilization of humanity are the results to be produced rather than in the more sordid ambitions of men?

"To all whose patriotism has been strengthened by their love and admiration for those who in the years gone by sought to accomplish so much for the good of our country and of the world we must look for the per petuation of these principles and for the strengthening of the bonds which make of us all brothers, which give us the ready ear and the ready hand of sympathy to wel come here those whose pathway in life is beset with dan gers, difficulties. and obstacles, and to whom liberty means nothing, unless it be accompanied by the sympathy of the people whose education, whose hope, and whose faith rest upon principles of humanity, upon the foundation of the universal brotherhood of man."

Illiterate Children.

From the figures of the census report, regarding illit eracy of children between the ages of ten and fourteen it is found that 95.6 per cent. of the native white chil dren of native-born parents and 99.1 per cent. of nativ white children of foreign-born parents are able to read and write. This is ascribed partly to the fact that th children of foreign-born parents live mostly in th Northern and Western states where school facilities and systems have reached high efficiency, and erroneously, to the observation that these people gather, to a grea extent, in the cities.

s manual training. Instead of department wholly occupied in , wooden nutmegs, or in engravcs in wood-good as all these tistic point of view-let some of tical boys make things to be used is the doing before the seeing, and original seeing are the prime study.

the germinating case, the boxes ardens, the miniature hot-house ame and shingles of glass, the

esses.

the net, the breeding-cages in the tanks for aquatic insects, re are the vivaria for the turtles g of snakes reminds us that the ith wire netting may have the ised as a cage in which to watch coats from time to time.

imal life there is even greater ining correlation, for the designthe artistic talent. What scope e designing and building of birdof grades and styles of workfooted animals we need a cage, ed with sheet-tin, the other an h wire netting is neatly tacked. originality, increase ingenuity, ervation, just correlate manual dy interests and see how the eyes le child-life wake up. You wake d he is awake to all. "I take a ometry and Latin since I became dy. I'm going to be somebody," cer from a high school boy. And of his "air castles" about being some great discovery. That boy himself and the life developed by ful and efficient in any occupa

able correlation in teaching true an idea. There is no aristocracy

Even the queen of communal aristocrat, but the most prodill. She is even elected" from ker eggs and held to her position ker eggs and held to her position nocracy in the world, by an absotion.

sees things in their true relation universal coöperation and mutual well your own part, for therein only the accepted, but the acted carlet tanager is attractive, but carlet tanager is attractive, but he young folks that the earthite as important. Nature study spect for high and low, large and gether in universal sympathy and

th best who loveth best s both great and small; r God who loveth us, and loveth all."

ses one with the importance of The balance may be easily upset he natural world as well as in the For God hath chosen the foolish confound the wise; and God hath s of the world to confound the ; and base things of the world,

hath ad ahagon to hring

ture. A world all lilies, butterflies, goldfinches, peacocks, generals, lawyers, and policemen would not be a well balanced world. You must have corn and potatoes and chickens, and men with the hoe. Such truths of the balance of nature and of civic life should be correlated with nature study. There is a mighty lot of such truth expressed in this statement by Richard Jeffries:

Could imperial Rome have only grown sufficient wheat in Italy to have fed her legions, Caesar would still be master of three-fourths of the earth. Rome thought more in her latter days of grapes and oysters and mullets, that change color as they die, and singing girls and flute-playing, and cynic verse of Horace anything rather than corn. Rome is no more, and the lords of the world are they who have mastership of wheat."

In an interesting account of searchings for the wild mouse, Dr. C. C. Abbott interpolates this statement:

"The whole world is thick with fools who have lost all because of their insane desire to better their conditions. Early in life we reach our proper level, and he is blessed who has no ambition to soar above it."

Then he goes on to tell us about his mouse. At first reading this seems incongruous. It is merely nature study illumed by a flashlight of true democracy.

Correlate nature study in large quantity and persistently with patriotism, that important part of a child's education that is somehow erroneously supposed to have its roots in fighting and in political intrigues. It is not civil history but natural history that should primarily be correlated with patriotism.

What is patriotism? Love of country, isn't it?-the country including the little congestions which we call villages and cities-the country itself, not mere pride in victories of warfare, ability to fight, not political intrigues past and present, but

"I love thy rocks and rills, Thy woods and templed hills; My heart with rapture thrills Like that above.

"Let music swell the breeze And ring from all the trees.

From every mountain side
Let freedom ring."

That is patriotism; that is love of country, our beautiful lovable country. Isn't a great deal of what we call patriotism missing the main thing-mere machinery of patriotism? Isn't much of our so-called patriotic teaching the mere mechanics of warfare and politics-so much so that the real love of our country is lost sight of? Let us talk less about our savage fighting and "the men behind the guns," and more of the real thing that we have been seeking to establish-love of our beautiful country. So correlate nature study with patriotism and let patriotism grow out of our love of nature study. For nature study, rightly understood, isn't a matter of bugs and snakes, but of the highest and best patriotism. It is a matter of the trees, the roads, the sunsets, the clouds, the old homestead, the city home and its beautiful surroundings, even if there isn't much that is attractive except the blue sky and the bright stars above. "One touch of nature makes the whole world kin." And here comes in the fighting part but only secondarily. The naturalist-using the term in its broadest sense is your true patriot. The naturalist so loves the hills, the valleys, the fields that he would lay down his life for them and his brother and sister of dear old Mother Nature. "Strike-for your altars and your fires; Strike-for the green graves of your sires; God, and your native land."

The native land and God That sums it all.

"My