tion. It meets, indeed, not only the requirements of eugenics, but also other social requirements, and should be even more freely practised than it is. Segregation is a measure which requires no forcing. Existing institutions are greatly overcrowded and many of them have long waiting lists. It has been estimated that even in a state like New York, which stands among the highest in respect of providing facilities for segregation, such facilities would have to be doubled before the existing demands could be met (22). On the scientific side the most urgent need seems to be twofold: (1) to define more clearly the various qualitatively distinguishable psychopathic traits, including a fuller knowledge of clinical equivalents; (2) to devise for temperamental traits methods of more precise measurement, as has already been done for intellectual traits. 1. Koller. Beitrag zur Erblichkeitsstatistik der Geisteskrankheiten im Kanton Zürich. Vergleichung derselben mit der üblichen Belastung gesunder Menschen durch Geistesstörungen und dergleichen. Arch. f. Psychiatrie, 1895. 27. p. 268. 2. Diem, O. Die psycho-neurotische erbliche Belastung der Geistesgesunden und der Geisteskranken. Arch. f. Rassen- u. Ges. Biol., 1905. II. 3. Heron, D. A First Study of the Statistics of Insanity and the Inheritance of the Insane Diathesis. Eugenics Laboratory Memoirs. II. 1907. 4. Goddard, H. H. Record Office, 1911. Heredity of Feeble-Mindedness. Bulletin No. 1, Eugenics 5. Goddard, H. H. The Kallikak Family. A Study in the Heredity of FeebleMindedness. New York, 1912. 6. Davenport and Weeks. A First Study of Inheritance of Epilepsy. Bulletin No. 4, Eugenics Record Office, 1911. 7. Rosanoff and Orr. A Study of Heredity in Insanity in the Light of the Mendelian Theory. Bulletin No. 5, Eugenics Record Office, 1911. 8. Vorster. Ueber die Vererbung endogener Psychosen in Beziehung zur Klassikation. Monats. f. Psych. u. Neurol., 1901, IX. 9. Berze, J. Die hereditären Beziehungen der Dementia praecox. Leipsic and Vienna, 1910. 10. Berze, J. Die manisch-depressive Familie H. Monats. f. Psych. u. Neurol., 1909, XXVI. 11. Rosanoff, A. J. Dissimilar Heredity in Mental Disease. Amer. Journ. of Insanity, 1913, LXX. 12. Moore, A. S. Some Preliminary Observations Concerning the Types of Psychoses Occurring in the Individual Members of Families. N. Y. State Hosp. Bulletin, May, 1913. 13. Myerson, A. Psychiatric Family Studies. Amer. Journ. of Insanity, 1917 and 1918, LXXIII and LXXIV. 14. Jolly, P. Die Heredität der Psychosen. Arch. f. Psych. u. Nervenkrank., 1913, LII. 15. Krauss. Ueber Vererbung von Geisteskrankheiten. Allg. Zeitschr. f. Psychiat., 1903, LX. 16. Rüdin, E. Zur Vererbung und Neuentstehung der Dementia praecox. Monographien aus dem Gesamtgebiete der Neurol. u. Psychiat., 1916, 12. 17. Kraepelin, E. Dementia Praecox and Paraphrenia. R. M. Barclay.) Edinburgh, 1919. (English translation by 18. Bleuler, E. Dementia praecox oder Gruppe der Schizophrenien. Leipsic and Vienna, 1911. 19. Simon, T. W. The Occurrence of Convulsions in Dementia Praecox, ManicDepressive Insanity and the Allied Groups. State Hosp. Bulletin, N. Y., 1914. 20. Kirby, G. H. Catatonic Syndrome and its Relation to Manic-Depressive Insanity. Journ. of Nerv. and Ment. Dis., 1913, LX. 21. Rosanoff, A. J. Intellectual Efficiency in Relation to Insanity. Amer. Journ. of Insanity, 1916, LXXIII. 22. Rosanoff, A. J. Survey of Mental Disorders in Nassau County, N. Y. Report published by the National Committee for Mental Hygiene, N. Y., 1917. The Eye Sight Conservation Council of America is waging an extended campaign to present the importance of examination and care of the eyes. It is issuing literature and pamphlets from time to time, quantities of which may be secured upon application to the above organization, addressed to the Times Building, New York City. Dr. Thomas D. Wood of Columbia University says: "We need to awaken the people, in a democracy like ours, to an appreciation of the value and the importance of the eyes of their children, because the mass of the parents of this land have little appreciation of the facts. need, in the first place, to have all the teachers of the land trained to make their simple tests, to make their simple observations regarding the way in which their pupils are using their eyes. We are never going to solve this problem until we all recognize our own distinctive fields and are willing to enthusiastically and unselfishly coöperate." CURRICULUM THE STUDY OF CLOTHING AS A LIBERAL EDUCATION REPORT OF A TALK GIVEN APRIL 22, 1921, AT THE WASHINGTON IRVING HIGH SCHOOL, TO THE DOMESTIC ART TEACHERS BY PROFESSOR FREDERICK G. BONSER, PROFESSOR OF EDUCATION, TEACHERS' COLLEGE Dr. Meleney in his introductory remarks laid stress on the importance of a liberal education for girls. He maintains that the study of clothing with its many closely allied interests should be included in the curriculum of all high schools for girls. He believes that the knowledge gained through this study is necessary not only for information, but also for culture that clothes have much influence on conduct; and that the proper management of home problems is the source of family contentment and of direct benefit to the community. Dr. Meleney introduced Professor Bonser, Director in charge of the Household Arts Department of Teachers' College, who announced as his subject, "The Educational Value of Studies in Textiles and Clothing." Dr. Bonser prefaced his talk by explaining just what was meant by educational value. He expressed as his opinion that the educiatonal value of a subject could be measured by the amount of desirable differences in behavior the study of that subject brought about behavior in the sense of acting, thinking, feeling; the formation of habits and attitudes as well as the collection of information for the guidance of the student. At present much emphasis is placed on studies that have very little influence, if any, on behavior. Our schools are not fulfilling their duty when they lose sight of the problems near at hand, in everyday life, problems of clothing, food, shelter. The study of these problems has a direct influence on behavior. tendency has been to Where is the limit to The question must be Hitherto, in the study of clothing, the emphasize unduly the construction side. the value of construction to be placed? answered by the needs of the women in homes and by the women in homes who are wage earners as well. (For those wage earners who had no home interests Dr. Bonser expressed profound pity.) All will agree that a certain amount of training of the hand and eye is necessary for the formation of good habits and action in sewing as in writing. The actions due to the formation of good habits in using the needle and pen are necessary to perfect methods of construction. The problem then is not one of construction merely. The real basis of the study is the selection, use, care, and repair of clothing. At no time, however, should the process of construction be made light of. The construction clarifies many of the ideas and activities developed along this line of thought and intensifies them. The selection of fabrics and garments should be studied under the heads of: Health; Economic Value (Cost); Art Value (Taste); HEALTH In relationship to garments, is there any question of health in the choosing of clothing? In the choice of fabrics are there not many reasons whereby we should be guided? In the matter of shoes there is much to be taught - improper footwear being often a cause of ill health. The care of children with relation to their clothes is also an important point. ECONOMIC VALUE (COST) Cost should represent definiteness in value. A study of a textile fiber and the many manufacturing processes to which the fiber is subjected should help us to appreciate increase in cost --and also comparative cost. ART VALUE In the study of art value, we find implied a study of line, color, and design as found in the concrete form of the garment. In the study of fabrics, design in pattern and weave will be found interesting. SOCIAL VALUE Social value has to do with our relations to others. The impression that we make upon other people is important. Being well dressed, in good form, has a distinct bearing on our social standing. The social value also leads us to consider the producer's problems and our relations to the producer. A study of the trade conditions under which our garments are made would result in adequate return. Under the heading Use of Clothing comes the consideration of appropriateness to purpose and time: clothes for summer, clothes for winter, working clothes, and party clothes. CARE AND REPAIR Here will be found an interesting and important field. Cleansing, laundering, dry cleaning, with its chemistry problems, storing, and brushing are all important. Low income invites remodeling; this, in turn allows higher standards of living in other ways. Budget plans are essential. Not only is the cost of clothing involved but proper methods of shopping should be taught. Trade customs and trade terms should be within the knowledge of the student of clothing. The question of home furnishing - proper dining-room fabrics -proper bedroom fabrics would also be included. In its disciplinary aspect, the kind of thinking necessary in the proper pursuit of the study of clothing is worth while in itself. The thought content has historical basis. The inventions simplifying the processes of textile manufacture were the factors in bringing about the industrial revolution. Does the study of the subject bring about desirable differences in thinking, feeling, and acting? Dr. Bonser was very emphatic in saying that it most certainly did. His own daughter whose interests were largely mathematical had been affected most by her studies in clothing. Considered from this point of view, the study of clothing has far more educational value than algebra or geometry. A consideration of the courses of studies in other high schools was recommended. The high schools of Passaic and Orange both do splendid work in clothing. The course of study planned by the Bureau of Vocational Education of Idaho is very fine. This course is taken up mostly by women who are working in their own homes. At the close of the meeting Dr. Meleney suggested that a committee be formed to consider the planning of a course of study in New York City high schools along the lines laid down by Dr. Bonser. This committee was formed and an interesting course of study was submitted to Dr. Meleney at the close of the term in June.-(Reprinted from Bulletin of High Points, Sept., 1921.) Joint Report JULIA MARY LEVINS |