3. Breathing Exercises. Inhale and exhale several times. Raise arms sideward and inhale; lower arms and exhale. Rise on toes and inhale; lower heels and exhale.

Bend head backward and inhale; raise head and exhale. Raise arms sideward, rise on toes, and inhale; lower arms and heels and exhale.

Raise arms sideward and twist, bending head backward, and inhale; lower arms, raise head, and exhale.

4. Seat Exercises. Hands behind neck, and sit erect · place! Hands on lap- place!

Hands behind neck, and lean back-place! Sit erect, and hands on lap - place!

Head backward-lower! Raise head, and sit erect! Head backward, and lean back-lower! Raise head, and sit - erect!

Lower head backward, raise chest and inhale deeply lower! Raise head and exhale - raise!

Raise left arm sideward and turn head left raise! Lower arm, and head to the front turn! Repeat exercise, using right arm.

Place right hand behind neck and turn head left place! Lower arm, and head to the front-turn! Repeat exercise, using left hand.

Lower head backward, raise chest, inhale deeply, and lean back. Raise head, exhale, and sit erect!

The above exercises to be conducted by command. Practice each exercise several times.

5. Standing Exercises. The following exercises can be practiced by pupils standing in the aisles. Have the pupils stand erect, heels together, hands at side.

(1) Place hands on hips; return to position. Repeat four times. (Figure 1.)

(2) Place hands on hips; stride foreward, first with the left foot four times, then with the right foot. (Figure 2.) (3) Extend the arms forward to a horizontal position; first with the right arm, then the left, then both arms. (Figure 3.)

(4) Extend the arms horizontally at the side, following the same order as in (3). (Figure 4.)

(5) Place hands on hips, bend the knees and rest the weight of the body on the teos. Repeat four times. (Figure 5.)

(6) Hands on hips, bend forward four times. Bend backward four times. (Figure 6.)

(7) Hands at sides, bend the body to the right four times, then to the left four times. (Figure 7.)

(8) Hands on hips, twist the times, then to the left four times. four times. (Figure 8.)

body to the right four Alternate right and left

(9) Hands at the side, raise the arms to a vertical position; right four times, left four times, both four times. (Figure 9.)

(10) Hands at the side, step to the right four times, to the left four times, alternate four times. (Figure 10.) (11) Hands back of the head; repeat Exercise 10. (Figure 11.)

(12) Hands back of head, bend the body forward four times, backward four times, alternate four times.

Professor of Therapeutics, The Post-Graduate Medical School of Chicago; Director The Chicago Institute of Physiologic Therapeutics; Member The American Medical Association, etc. Author of Numerous Works on Health, Hygiene, and Psychotherapy.

AND

LENA K. SADLER, M. D.

Associate Director of the Chicago Institute of Physiologic Therapeutics; Fellow of the American Medical Association; Member of the Chicago Medical Society, The Medical Women's Club of Chicago, National Congress of Mothers and Parent-Teachers' Association, The Chicago Woman's Club, etc.

1. Aim of Education. After all, the real purpose of education and mental discipline is not merely the acquirement of knowledge or the accumulation of facts, but rather the development of the pupil's powers of observation - the ability to reason the development of character.

The education which is the highest and truest has for its aims the broadening of our capacity for living, the increasing and improvement of our self-understanding,

279

and, above all, adding to our ability each day to comprehend some other person's view-point of life.

Accepting this broad view of the aims and purposes of modern education, the work of the school, it will be readily seen, immediately comes in close touch with ethics and morals - yes, even with many phases of thought and conduct more or less spiritual. While these subjects, as such, are not embraced within the public school curriculum, nevertheless, they are indirectly touched upon in a number of ways; and it is, therefore, deemed wise in a work of this nature to give consideration to a group of these borderline topics under the general head of Character Building.

2. The Demand for Moral Education. One of the quite generally recognized weaknesses of the educational program of the last generation was its failure to inculcate into the minds of the youth a proper regard for law and orderethics and morals. A certain tendency toward lawlessness, coupled with a perverted idea as to the proper limits and legitimate range of so-called personal liberty, constitute society's challenge today to the educational methods and system of the present generation.

While we recognize this almost unanimous demand for some sort of moral instruction in the school, we likewise recognize the teacher's inability to give this instruction in a direct manner. Much of this valuable work must be done

by indirect methods.

A world's conference on moral education, held in London a few years ago, summed up its conclusions in this statement: "The question of moral education is the heart of the modern educational problem."

Not many years ago the National Education Association appointed a committee to study and report on a plan of teaching ethics in the schools; while this same Association put itself upon record as approving "the increasing appreciation among educators that the building of character is the real aim of the schools and the ultimate reason for the expenditure of millions for their maintenance."