5. Secure the book "Medical Inspection," by Gulick and Ayres; "Civics and Health" may also prove suggestive.

6. If examinations have been begun, see that all children are benefited and not a few only, estimating the additional expense necessary to do one hundred per cent. of the task of examining, and following up to secure removal of defects.

7. Learn from State Superintendent Katherine M. Cook, Denver, Colorado, or State Commissioner of Education David D. Snedden, Boston, Mass., how far teachers have been found successful in discovering physical defects.

8. If no examinations have yet been made, interest at least one physician, one dentist and one oculist in making preliminary examinations of 50 or 100 children that will prove to your city that the children of your private, public and parochial schools are no exception to the rule established in hundreds of cities and rural districts. Fully two out of three children have physical defects that require medical, dental or ocular treatment, and that interefre with their health and their school progress.

9. Demonstrate by home visiting that it is relatively easy to persuade parents to do what they ought to do to remove physical defects of children. Parents may be interested in "before and after" pictures which illustrate how much better a child looks after adenoids, enlarged tonsils, enlarged glands have been removed, after eyeglasses have corrected eye strain, etc. In most large cities there will be many parents whose willingness exceeds their financial ability; therefore the need for interesting individual professional men in securing from existing hospitals and dispensaries special attention to school children, in organizing new hospitals and dispensaries, or in arranging special hours with private practitioners.

10. Write to the Children's Aid Society, 105 East 22d Street, New York City, for information as to its "adenoid parties" and its free dental clinics; to Magistrate Peter T. Barlow for information regarding the Free Dental Clinic for Children, at 419 East 121st Street, New York City, where a nurse from the health department "completes her cases," i. e., secures treatment; to Dr. W. R. Woodbury, 145 Newbury Street, Boston, Mass., for information regarding the "Dental

Awakening" in this country and abroad; to Mrs. H. Ingram, 105 East 22nd Street, New York City, for facts about the cooperation of teachers with a private relief and fresh air agency.

FOR PHYSICAL EDUCATION AND INSTRUCTION IN PERSONAL HYGIENE.

1. From the outset combat the idea that children in rural districts do not need physical examination and remedial followup work. Congestion is a crowd of germs, and not a crowd of people.

2. Persuade teachers to undergo physical examinations. In the long run we cannot promote the physical welfare of school children by breaking down the health of school-teachers.

3. Provide, as do Massachusetts, Maine and Connecticut, that janitors and school buildings shall also have physical examinations.

4. Convince teachers that clean air, clean blood and vitality among their children will make their own work easier.

5. Find out with respect to each room in each school whether children are interested in personal hygiene by interesting them first in social hygiene. As play with others gives the best physical education, so others' happiness or others' repugnance gives the best reason for personal hygiene.

6. Find with respect to each room in each school whether the laws of hygiene are being practiced. Nothing today hampers the movement for better and more playgrounds more than bad ventilation in public schools and in homes, which reduces energy and zest for play. An open window is the best possible apostle of ventilation.

7. Learn whether nervous strain at school or compulsory home study unfits the child to benefit from the physical education given at school, or to enjoy play hours; and whether the kind and degree of formal instruction varies with the child's physical needs and capabilities.

8. Find with respect to each class whether instruction in physical education is given through play or instead of play.

9. Follow New York's example and have children marked for progress in physical education. For information address. Dr. C. Ward Crampton, Physical Director, Board of Education, New York City. As the New York World says: "That Johnny

Jones shall hold his head up, breathe properly, brush his clothing, keep his muscles in condition and be cleanly in appearance will, in fact, have about as much to do with his success and happiness in life as the things a studious youth can easily learn out of his books."

10. Interest private and parochial schools in carrying their instruction and practice at least as far as public schools.

FOR INSTRUCTION IN NORMAL SCHOOLS IN WISE METHODS OF PRESENTING THE ESSENTIALS OF PERSONAL AND SEX HYGIENE.

1. Through State committees make a thorough canvas of normal schools to see whether, by whom, how and how often the essentials of personal and sex hygiene are now being taught; particularly whether knowledge of these essentials is a requisite to obtaining a certificate either from the normals or from city examining boards.

2. Secure the physical examination every year of normal school students; teachers who have never related personal hygiene and sex hygiene to themselves are not apt adequately to present the essential facts to children.

3. Find out whether the physical environment of students at normal schools promotes personal hygiene, and whether the social environment promotes the right attitudes toward sex health. Free, wholesome, pleasure-giving social relations will always be an important supplement to formal instruction in sex hygiene.

4. Follow the example of the City of Manila in teaching sex hygiene through instruction of girls in care of infants and infant-feeding.

5. With respect to sex hygiene, emphasize in arguments and literature the normal rather than the pathological; sex health rather than sex disease; normal rather than abnormal sex relations.

6. Have your State follow the example of Massachusetts and "provide for pupils in the normal schools instruction and practice in the best method of testing the sight and hearing of children;" go farther and include breathing and mouth hygiene tests.

7. Arrange for volunteer committees to inspect normal schools regularly for ventilation, cleanliness, equipment and practice of hygienic laws.

8. Arrange mothers' meetings at normal schools when future teachers may discuss children's physical needs.

9. Ask your county superintendent to work out a sample treatment of personal and sex hygiene for teachers' institutes.

Ask your State superintendent to print the facts about hygiene taught and practiced in normal schools.

WEDNESDAY MORNING, MAY 18, 1910

THE FIRST VICE-PRESIDENT, MRS. J. E. COWLES IN THE CHAIR.

The morning meeting of May 18, was devoted to the report of Resolutions Committee and other business. "Glimpses of Rural Conditions in America" from the Board of Directors were ordered printed.

GLIMPSES OF RURAL CONDITIONS IN AMERICA BY THE BOARD OF DIRECTORS.

OPENING.

MRS. PHILIP N. MOORE.

You will recall the investigation into the conditions of the farm and home, made by the "Rural Life Commission" under authority of President Roosevelt.

The results of that special inquiry were never made public, inasmuch as Congress refused to appropriate money to print the findings.

The inquiry instituted by Good Housekeeping supplemented the above, since the co-operation was obtained of five Agricultural Journals of the first class in sending out letters with lists of questions to approximately 700,000 readers.

The result was extraordinary; answers from a thousand women, with facts, feelings, hopes, ambitions, possibilities and probabilities.

The bulk of the correspondence came from women, whose letters show that they are not having for one reason or another what President Roosevelt called "a square deal."

Sometimes conditions cannot be changed.

The letters are not illiterate; many of the women have been school teachers, and nearly all have had good education; -many are eloquent in deeper modes of expression than rhetoric.

The volume of data which these letters present is of high value industrially, from a sociological point of view, and with reference to sanitary conditions.