358 KANSAS ACADEMY OF SCIENCE. 



rather work. The more work accomplished, the more we stimulate the 

 great vital functions, notably, respiration, and the circulation of the 

 blood. In order that the child may indulge in physical exercise of 

 any nature or character whatever a certain amount of muscular power 

 is necessary. Occasionally we find a child so exhausted, both phys- 

 ically and mentally, that it is utterly impossible for it to make any 

 muscular effort, its nervous system having been subjected to such a 

 degree of tension, that any form of exercise would throw an additional 

 burden upon it. Such children are never at rest, not even during 

 sleep ; they toss about the whole night, and arise in the morning ex- 

 hausted and not refreshed. They have indulged in involuntary exer- 

 cise at a time when nature intended them to be at rest. In such cases 

 a mode of life which would place the child to a certain extent in a 

 passive condition would be far more beneficial than enforced activity. 

 The American method of living is one of ceaseless activity, and the 

 time may come when we will be forced to acquire ability to rest, 

 which we so much need. This subject is a prolific one, and there is a 

 vast amount of misconception connected with it. By investigation, 

 •wo may be better able to fit the demands of the child's organization 

 to its strength and capacity of resistance during the different periods 

 of growth ; better able than we are now to devise means to promote its 

 health and physical development. Over a century has come and gone 

 since the author of "School Hygiene" introduced his warning against 

 a too early and too sudden strain upon the physical powers of the 

 mind and body, with the words: "Yet, spare their fibers, spare their 

 minds' strength ; waste not upon the child the vigor of the man that 

 is to be." 



Nature and humanity are the two great sources from which we are 

 to expect the inspiration essential to the highest development and 

 usefulness of mankind. Every form of elementary education has a 

 physical side. In every normal brain reaction is produced by some 

 form of muscular activity. In fact, every life is made up of present 

 and past experiences, and this signifies activity. We must not check 

 this force, for it means development. Nature demands it. In the 

 study of nature we must seek to relieve the present conditions or dif- 

 ficulties. The humane teacher admits the fact that our graded-school 

 system is not only defective but cruel and heartless. Take, for an 

 example, the children as they enter the schoolroom in the morning 

 filled with energy and enthusiasim, eager for an opportunity to enter 

 into the work of the hour. In a very short period of time every nor- 

 mal desire may be repressed and every physical impulse chained. 

 The day of pleasure turned to one of suffering. In a degree or sense 

 the environments may be correct, yet there is a feeling of confine- 



