bodies are not growing very much, and there is therefore a large amount of superfluous energy. This activity on their part is perfectly natural and indeed wholly commendable; and yet it will be very likely to get the boy into trouble unless some one is at hand to guide his energy into useful channels. This does not necessarily mean making him do things that he does not like to do; on the contrary, it frequently involves helping him to do better, something that he already has a taste for doing. Space does not permit details; but if the reader will investigate the Boy Scout movement, the supervised playground idea, and the development of school athletics, as well as the introduction of manual training of various sorts, trips to museums of natural history, zoölogical and botanical gardens, et cetera, school "hikes" and other excursions, and similar activities that now constitute a part of the regular school work in many of our modern educational institutions, he will find innumerable applications of the idea that we are presenting; and he will perhaps be surprised to discover that the boy of today likes to go to school; that he applies at home many of the things that he learns there, and that he frequently regards some teacher as his best friend instead of as an arch enemy, as formerly. These desirable changes have not taken place in all schools by any means, but the results of their introduction have been so significant that a constantly increasing number of schools are adopting them; and public school education is to mean infinitely more in the future than it has in the past because we are seeing the necessity of looking at things through the eyes of the pupil, and especially from the standpoint of his life outside of and after leaving the school. Let the choir trainer learn a lesson from the public school teacher, and let him not consider the boy to be vicious just because he is lively, and let him not try to repress the activity but rather let him train it into useful channels. Above all, let him not
