plete living so far as the body
is concerned.

5. Show that soundness of body is necessary to realize one's best.

6. What are some reasons for the scarcity of physically perfect men and
women?

7. Have we been able to eliminate physical defects and develop physical
merits in people to the same extent that we have in domestic animals?

8. What are some of the things that have been done to improve physical
man? Which of these have to do primarily with heredity and which with
rearing or training?

9. Why is the possession of healthy bodies a matter of national concern?

10. Wherein does physical training seem to have failed to attain its
ends?

11. What are the arguments, from the standpoint of the physically
efficient life, for the regulation or prohibition by the government of
the sale of injurious products?

12. What are the benefits of such a type of training as military
training?

13. Show how the lack of proper training of the mind may result in a
less efficient body.

14. In our present civilization what conditions may give rise to mental
thralldom? Upon what is mental freedom conditioned?

15. How can the trained mind get the most out of life and contribute the
most to it?

16. Explain how the spirit is the dominant element in complete living.

17. Why is one who is living the complete life sure to be altruistic?

CHAPTER XII

THE TIME ELEMENT

=The question stated.=--There are many, doubtless, who will deny, if not
actually resent, the statement that some do more real teaching in ten
minutes than others do in thirty minutes. But, in spite of denials, the
statement can be verified by the testimony of a host of expert observers
and supervisors. Indeed, stenographic reports have been made of many
class exercises by way of testing the truth of this statement, and these
reports are a matter of record. Assuming the validity of the statement,
therefore, it is pertinent to inquire into the causes that underlie the
disparity in the teaching ability of the ten-minute teacher and the
thirty-minute teacher. The efficiency expert would be quick to seize
upon this disparity in the rate of progress as the starting point in his
critical examination. In a factory a like disparity would lead to
unpleasant consequences. The workman who consumes thirty minutes in
accomplishing a piece of work that another does in ten minutes would be
admonished to accelerate his progress or else give way to a more
effic