ustoming young people to
habits of daily living which will give them the best chance in after
life--the chance to be "healthy, happy, efficient human beings." Most
of the teaching must be by indirect methods--illustrations--and so the
doll may be used again to demonstrate and relate facts about the daily
life.

An old Scotch writer once said, "He that would be good must be happy,
and he that would be happy must be healthy." As has already been said,
the great increase of disease from causes under individual control,
such as that which is brought on by errors of diet, points to a need
for a more general education in this respect. The food problem is
fundamental to the welfare of the race. Society, to protect itself,
must take cognizance of the questions of food and nutrition. It is
necessary to give the child the right ideas on these subjects, for
only then will there be sufficient effort to get the right kind of
food and to have it clean. Right living goes further and demands the
right manner of serving and eating the food. The home table should be
the school of good manners and of good food habits of which the child
ought not to be deprived.

If all the foregoing principles have been developed, if the child has
been led to see the joy of living through these home activities, he
will consider the home the true shelter, the place where he can have
the happiest play, the easiest rest, where he can study most
earnestly, and express himself most honestly.

And the parents, the fathers and mothers of children of the city? How
far are we helping the city dwellers to take advantage of city life?
The principles back of housekeeping are the same, the end the
same--what are to be the means to stimulate the modern home-maker?
Show the possibilities within reach of them; send the children home
with ideas which the mother must consider.

Education in pursuing the so-called "humanities" has been holding up
to view a hypothetical man in a hypothetical environment.

The pursuit of gold has not been hindered thereby, and has gone on
without the restraints of education because of the complete detachment
of ideals inculcated from the actual daily life where money meant
personal pleasure and comfort for the time being.

The power over things gained by a few students was utilized by money
power to hasten all progress. Speed was the watchword. No one could
stop to see what injury he had caused. "Get there," really seemed to
be the mo