Internal auditory canal-About 1/3 inch long, through which facial and auditory nerves enter internal ear between semicircular canals and cochlea.

Perilymph-Fluid in space between membranous and osseus

labyrinths.

Endolymph-Fluid contained within membranous labyrinth. Otoliths, or ear stones-Minute crystals, carbonate of lime, found in various parts of labyrinth, but mostly in saccule and utricle; function problematical.

Beauty's Realm

"What is thy realm, O Beauty ?" the poet asked.
"I am thy loyal worshiper and would gladly
Traverse thy whole domain.

My pulses thrill with sentient rhapsodies,-
Wild winds, the matin music of the birds
And perfume of green meadows freshly mown,
Glories of sunset and the misty robe

Of mountain summits, midnight silences
In starry spaces, softly rounded limbs

Of childhood, and a woman's flexible curves,
Inspire my soul with bliss ineffable.

But have you other media for the poet's art?"
Clear came the answer:

"All these sensuous joys

Are surely mine. But have you never known
The beauties of the spirit world?

Mother devotion, the upspringing loves

Of men and maidens, honor's high behest,
The glory of self-sacrifice and stern resolve

For tasks of service, patience, reverence, faith,

Think not, O poet, that the harmonies

Of form and glowing color can arouse
Such magic impulse for the poet's art
As these can give.

From the world of sense

Take then full inspiration. Yet the gleam.
That shines from Beauty's loftiest pinnacles

Is lighted from above.

Into my inner temples enter thou,
My poet-worshiper, and there receive

The visions of thy Art in fullest ecstasy."

MARY HALL LEONARD.

Teaching What Nature Demands
ALFRED L. HALL-QUEST, UNIVERSITY OF VIRGINIA.

M

JUHIN

UCH of the confusion current in educational practice would be removed if school authorities applied some of the knowledge about their own human nature, knowledge that is common among all but seemingly unfamiliar to many because of the technical terms used to classify this common knowledge. It does not require long schooling to understand that man ought to live a healthy life, that if disease is not altogether a crime it is a social foe and ought to be shunned intelligently and systematically. One does not need much instruction to appreciate the fact that man is a rational creature, that thinking is the main business of his higher order of life, and that thinking depends upon knowledge and experience. Do we need to attend school to appreciate the profound truth that man instinctively draws near to his fellow men? The hermit is abnormal. We are social animals and for this reason ought to stimulate sympathetic interest in our fellow citizens. Very early in his childhood man is taught another lesson from his own human nature-the lesson of prayer, and religious devotion. He is informed, perhaps unwisely, of the good God who with fatherly care watches over us all. The child voices his easily accepted dependence in the form of petitions and so begins his ceaseless wonderment about the Great Father who rules we know not where or how. These and other indices are common knowledge. We all do these things because instinctively we want to live, to know, to love, to worship, to work. Here are the large portals of education. These are nature's plan of education. In this way, along these broad lines shalt thou train the child in the way he should go, that when he is old he will not depart therefrom. Teaching what nature demands is simply to follow the main lines of human development on the bases of instincts. We shall discuss briefly five of the groups that most evidently belong to school tasks.

1. To live a healthy life. One of the controlling impulses and instincts of all higher animal life is the instinct to preserve one's

own life. Naturally we shun danger of all kinds. We are guarded against evil by our instinct of fear. Bodily injury, disease, deathany influence that hampers or destroys the equanimity of healthy living is naturally avoided. Nature wants us to fight for health. Health is nature's balance. There have been and are notable exceptions to this rule. Pope, Coleridge, Milton, Poe were far from sound in body, but nevertheless they became masters of their re spective arts. Ill health sometimes becomes a mad, stampeding force urging the mind to unexpected victories. Marshall P. Wilder, a dwarf and a cripple, lived to wreath the faces of sorrow and fear with smiles and hope. Steinmetz, another dwarf, is one of America's, nay of the world's, electric wizards. But we cannot generalize from a few exceptions. Health, ruddy, thrilling, euphonic health-this is nature's equipment for the best kind of work.

If modern educational research had done nothing more for the public schools of America, its development of the science of school hygiene and the hygiene of the child would amply prove its efficiency. Medical inspection is no longer a dreamer's theory. It is now practically national in its scope. Doubtless, the time is coming when all teachers will be required to know some of the fundamentals in the training of nurse candidates. The teacher is responsible for the full rounded development of the pupils in her charge. She should guard their eye-sight, hearing, posture. Proper physical exercise, instruction in physiology supplemented with lectures by reputable local physicians is just as much the duty of the school authorities as giving instruction in mathematics or sewing. Without for a second depreciating the Boy Scout Movement as an independent organization, I would like to see in all public schools a definite program of physical training, not military in character or purpose, but physical, the building up of sturdy supple frames, normal circulation, splendid lung capacity, keen vision, acute hearing, muscular ease-in short, the unfolding of boys and girls whose entrance upon the great duties and joys of manhood and womanhood would advance and perpetuate a physically sound race.

A cursory glance over school programs shows, to be sure, that attempts are being made to answer this call of the self-preservative

instinct. But we need to go beyond medical inspection, a brief course in hgiene and elective gymnasium work and athletics. Every school day might well begin with some form of physical exercise. Recesses should be in the open, rain or shine, warmth or cold, if it is possible to provide playground awnings and sufficient clothing. In the far north children find a world of healthy fun rolling in the snow, throwing snow-balls and in other ways indulging from necessity in vigorous exercise. If I had to choose between a high salaried instructor in manual training and a capable, scientific, manly instructor in physical health at an even greater salary, I would without a moment's hesitation choose the latter. Our young children and adolescents have a right to know about the physical machine they own, how it is organized and how to operate it most effectively. This is the first law of life. Instinct points the way.

2. To know richly and accurately. Everybody is curious and everybody imitates. Newspapers and colleges prosper because of the former, and fashion enslaves men and women alike because of the latter. The instincts of curiosity and imitation are the two pillars of all education. Man's quest for truth has been resistless from the first crude cosmogonies of the ancients to the profoundest and minutest research of modern philosophy and science. Man must be curious. The animal's curiosity leads it to find suitable food and a comfortable resting place. In the child there are deep hungers that restlessly urge him to fleeting satisfactions and then on, ever on, to larger experiences. He is interested in fairy stories, myths and fables because they are answers to his curiosity about the world around him. He asks questions about big lakes, birds, trees, bugs, and the clouds; and is answered by geography, nature study, and elementary science. Deeper and more puzzling forms of life appear before him, social usages that make it possible for him to live a social life; and he finds them explained in arithmetic, in daily problems of all kinds. But he sees wonderful structures also, ingenious devices that once no doubt puzzled primative man before they worked for his upkeep; and the child feels the movements of the race in his arms and fingers. He too must build as others have done. Designing, modelling, handicraft of various kinds reply to this instinct of imitation. He hears parents

and others babbling strange sounds and soon he too gurgles and "da-das" and "ha-has" the same. It is the beginning of language, expression by imitation.

By these two highways of curiosity and imitation the child slowly, stage by stage in his development,. acquires a rich store of experience usable for the gathering of rarer treasures and more satisfying solutions of life's enigmas. The teacher who appreciates this hint from nature will accordingly seek to satisfy the child's natural curiosity by wholesome novelty and by presenting the pupil to the very things that puzzle him! He must learn by studying the things that puzzle and arouse him. He is interested consciously or unconsciously in the "what" of things and in the "why" of them. Knowledge for its own sake has a mystic idealism about it, but there is no knowledge apart from utility. We know in order to satisfy some natural hunger of our being. When knowledge evolves a mere book miser it is abnormal and worthless. Curiosity and imitation aim to make us larger and nobler and wiser. And so the teacher is called upon to show the pupil his own social and personal needs and how these can be satisfied now and increasingly

more so.

3. To love broadly and usefully. The growing individual is naturally selfish. Young children want the biggest apple, the largest kite, the finest toy. Adolescents form cliques and exercise various forms of social ostracism, such as ridicule, dress, display of privileges. The tenacity of self-preservative forces is constantly forcing social mindedness to fight its way to refinement. But we are all aware of the gregarious instinct. Pity and sympathy well deep and high in the face of greater disaster. The present war has shown abundant illustrations of this. In the light of history we today are closer to the brotherhood of man than might seem true from the conditions of Europe. We must be socially minded. And we need to be educated to its possibilities. The studies of history, civics and literature serve to bring before the pupil racial and group ideals that lift into prominence the truth that no man can live unto himself. We are interdependent. No nation is wholly unnecessary to others. Its products, its ideals, its customs, its good will are exchanged for similar advantages from others.

The playground movement, camp life, patriotic exercises, hero