that though these two men—artizan and doctor or physiologist—have long walked apart, yet one is always following the other; that on these two depended human progress, and that there can be no great advance in education till their relation to one another is understood in schools and the function of each represented more or less by those who have to prepare the youth of any generation for their lifework.
It is disease and the fear of infection and racial decline that (more than anything else, perhaps) makes us now turn to the school doctor. The fear of infection is growing acute because we have learned more about its dangers, and also because, having drawn the children of the masses into schools—that is to say, gathered together and exposed those who are the most susceptible of all—we are alarmed by the possible consequences. Our fears are well grounded, and there is no doubt that the immediate duty of the school doctor is to minimize the risks of school attendance. But beyond all this there are new duties awaiting him. His real work does not consist in the mere dealing with questions of sanitation and the prevention of infection any more than does the real work of the musician consist in the tuning of instruments. His real work
