state of fatigue, he can see the explanation of the stupid type of individual, in some instances at any rate.
The effects upon the emotional activities, while not so easily detected by experimentation, may yet be readily observed in one's own experiences and in the conduct of persons in his environment. Cowles,[1] Beard,[2] and others assure us as physicians that neurasthenia gives rise to irritability, gloominess, despondency, and sets free a brood of fears and other kindred more or less abnormal feelings. Wey,[3] in his studies upon the physical condition of young criminals, has found that in the majority of instances there appears to be some neural defect or deficiency, mostly of the nature of depletion, which he believes contributes to alienate the moral feelings of the individual. There is little doubt that viciousness has a physiological basis. It is probable that in such a case the highest cerebral regions, through which are transmitted the spiritual activities last developed in the race, becoming incapacitated first by fatigue, are rendered incapable of inhibiting impulses from the lower regions, which manifest themselves in an antisocial way.
III.
It follows from what has gone before that cerebral fatigue is a most important matter to be reckoned with in all the affairs of life, but especially in education, where the foundations for nervous vigor or weakness are being permanently established, and where relatively little can be accomplished in either intellectual or moral training unless the physical instrument of mind be kept in good repair. It needs no argument to beget the conviction that we should if possible ascertain what circumstances produce fatigue most frequently in the schoolroom, so that they may be ameliorated and their injurious consequences thus avoided. What, then, are the most important causes? It is well to appreciate at the outset that every individual has a certain amount of nervous capital which, when expended, leaves him a bankrupt, and it is of supreme import to him that something should always be kept on the credit side of his account. If we would deal most wisely with a pupil, then, whose activities we are able to direct, we should know just what demands we could make upon his energies without fatiguing him. But we can not hope at the present time and under present conditions to discover with accuracy the fatigue point of each individual, and even if we were able to do so, we would doubtless find it next to impossible to observe it at all times in our teaching, espe-
