2l8 



SCIENCE. 



[Vol. X. No. 248 



other purposes, but it cannot fail to interest a large number of the 

 readers of Science. By reference to the map, it would appear that 

 Captains Lewis and Clarke received no intimation whatever of the 

 interior drainage of the Columbia. They represent the entire area 

 of the Great Basin and the Snake River country as drained by the 

 Missouri and the Yellowstone. The Yellowstone, named by them 

 before reaching it, is shown as a longer river than the Missouri, 

 rising as far south as the 39th parallel of north latitude, near the 

 sources of the Rio Grande. In their map published in 1814 the 

 drainage-area is already much restricted, and the river represented 

 as finding its source in a large lake. 



It is well known to all students familiar with the history of the 

 North-west that the Yellowstone received its name in very early 

 times. To most visitors to the Yellowstone National Park, how- 

 ever, the origin of the name is always a matter of special inquiry. 

 It may be well, therefore, to add that Lewis and Clarke encamped 

 near the junction of the Missouri and Yellowstone, April 26, 1805, 

 seventeen days after leaving Fort Mandan. In their journal occurs 

 the following : " This river, which had been known to the French 

 as the Roche jaune, or, as we have called it, the Yellowstone, rises, 

 according to Indian information, in the Rocky Mountains ; its 

 sources are near those of the Missouri and the Platte, and it may be 

 navigated in canoes almost to its head." 



On the map there is one very significant designation to a com- 

 paratively small river quite remote from the country the party 

 intended to traverse. In the region which has since been set apart 

 as the National Park a small stream is shown tributary to the 

 Yellowstone River, and curiously designated as 'Stinking Cabin 

 River.' ' Brimstone ' and ' Stinking Water ' are names found on 

 the maps of this region since the days of Colter's trip through the 

 Y'ellowstone Park region, in 1807. But this still earlier name suggests 

 that some adventurous voyageur unknown to history had already 

 penetrated the country which has since become world-renowned for 

 its remarkable thermal waters. 



On the north side of the Missouri, Milk River is well represented 

 on the map, but undesignated except by the amusing note, " The 

 Indians call this the river which scolds at all other rivers." 



The coast-line of the Pacific and Puget Sound is of course taken 

 from early English admiralty charts, and doubtless in the • posses- 

 sion of the distinguished explorer, Meriwether Lewis. 



Arnold Hague. 



SANITARY SCIENCE AND EDUCATION.' 



Gentlemen, — When I accepted the invitation of your pres- 

 ident to participate in this discussion, it was not in the hope of 

 being able to add any thing to the general store of information on 

 sanitary topics, for sanitation and hygienic science are subjects that, 

 on their technical side, I know very little about ; but I accepted Dr. 

 Newton's invitation because as a teacher, and one who is engaged 

 in the training of teachers, I desired to express my appreciation of 

 the importance of sanitary science for sound educational doctrine 

 and correct educational practice, and to add my testimony to 

 that of the other gentlemen who are to address you, to the fact 

 that your researches and conclusions are of the greatest practical 

 value to us. 



Mens Sana m corpore sano is as much to be prayed for now as 

 it was in the time of Juvenal, and we are far better equipped than 

 was the satirist or his contemporaries to work toward that end. 

 The sound mind and the sound body seemed to the Roman to be 

 two distinct and separate things whose conjunction was desirable. 

 We have come to know that the two are so intimately related, in- 

 deed so interdependent, as to be practically one thing. Aristotle 

 furnished the educators of antiquity with a psychology upon which 

 to base their praxis. It was a wonderful achievement. But the 

 great modern science of physiology, whose beginnings are to be 

 seen in the discoveries of Servetus, Harvey, Leeuwenhoeck, and 

 others, compelled the entire rewriting of that science; and the re- 

 sult is an infinitely more complex and accurate and practical, 

 though less final psychology, than that which was bequeathed to 



1 Abstract of an address by Nicholas Murray Butler, Ph.D., president of the In- 

 dustrial Education Association's College for the Training of Teachers, delivered at 

 the thirteenth annual meeting of the New Jersey Sanitary Association, held at Tren- 

 ton, Oct. 28, 1887. 



us by the great Stagyrite. This new psychology has taught us how 

 truly vital the dependence of mind on body is. We know, for ex- 

 ample, that a decreased or impoverished supply of blood to the 

 brain produces mental inertia and lassitude. We know that an or- 

 gan develops by exercise, and that the neglect of an organ or its 

 excessive stimulation is alike harmful, no matter whether the or- 

 gan be mental or physical. We can promptly and surely trace the 

 mental results from unduly intense or too prolonged brain-work, 

 from lack of exercise, and from improper nutrition. We are aware, 

 in like manner, of the bodily results induced by the various emo- 

 tions and passions, by expectant attention, by concentrated will- 

 power, and other mental phenomena. 



Now, it seems to me that it is just at this point that the sanita- 

 rian and the educator join hands. Both having a full understanding 

 of the relation that subsists between mind and body, the former 

 brings the results of his studies to the latter, and formulates them 

 into suggestions and rules for the teacher's guidance. The teacher, 

 in return, adopts these suggestions and rules as parts of his science, 

 and communicates to the sanitarian in due time the effects 'that fol- 

 low such adoption. Thus sanitary science is aided in one of its 

 most important applications, and the science of education adds a 

 most valuable chapter to its book. 



Perhaps this co-operation of sanitarian and educator is more 

 ideal than real, but it is nevertheless far more noticeable now than 

 it was twenty-five or even ten years ago. This is proved, if proof 

 be needed, by the fact that instruction in physiology and hygiene, 

 and in the mental and physical effects of stimulants and narcotics, 

 has been generally added to the curriculum of the common school! 

 within that period. It is not to be disputed, on the other hand, 

 that much remains to be done. An illustration of this will be found 

 in one of the opening pages of a recent book on the ventilation and 

 warming of school-buildings, by Mr. Morrison of Kansas City. The 

 author reminds us (p. 18) that "no subject has been more carefully 

 and intelligently studied than the direct and ultimate effects of im- 

 proper air on the human system, and that on no subject is there 

 greater unanimity of competent opinion." School-building goes on, 

 however, year after year, and it goes on in too many cases utterly 

 regardless of whether a child vitiates two cubic feet of air per hour 

 or two thousand cubic feet, whether 62° F. is the better average 

 temperature or 82°, or whether 45 per cent of saturation is desirable 

 in the atmosphere or 70 per cent. Nevertheless, science and com- 

 mon sense are making headway, and there is every reason to be- 

 lieve that in a few years' time all the school-buildings that are 

 erected, however humble and unpretentious they may be, will be 

 well ventilated and properly heated. 



You will pardon, Mr. President, my apparent digression from the 

 four specified subjects of this evening's discussion, for it seems to- 

 me that it is only on such broad lines as those which I have indi- 

 cated, that these questions can profitably be considered. It would 

 be no great advantage were we to bring together a mass of merely 

 empirical statements. We must get below the statements to the 

 facts and principles which explain them. We want to get at the 

 philosophical and scientific reason for the relation that sanitation 

 bears to education. We want to understand exactly what it is that 

 is common to both sciences. That much being clearly before us^ 

 the application of the results of the former science to the problems 

 of the latter is not a difficult matter. 



The educational topics before you are four : (A) the length of 

 school days and terms, (B) recesses, (C) competition, (D) indus- 

 trial education. I shall pass over the first two in order to say a 

 word about each of the others. These are competition and in- 

 dustrial education. Permit me a few words concerning each. 



Competition may be defined as a common striving for the same 

 end. It involves two or more competitors. As a principle it has 

 long been dominant, not only in business-life, but in the science. of 

 economics. It has been prescribed as the proper stimulus for all 

 stagnation, and as the solvent for all difficulties. Of late years, how- 

 ever, a school of economic thinkers has arisen which asserts that 

 unrestricted competition is an evil to humanity and to the State. 

 We are told that it is proved to be demoralizing, destructive, and, 

 as a principle of political economy, inefficient. Have not you sani- 

 tarians and have not we teachers reached an analogous conclusion 

 as to competition in our common field .' Is not competition, when 



