and introduce the child into a world of real life. There are numberless songs and games that can be safely adopted into the system. Let the children express their own feelings in free rhythm, in dance and song. Do not tarry too long over the songs of the shoemaker, blacksmith, and carpenter, but take the children to the workshops to see the men at work. Take them on excursions to the country instead of merely singing and talking about the farmer and about sowing and reaping and thrashing. Let them have miniature garden-farms and shops of their own, with real tools and spades and wheelbarrows and work that will give their growing bodies exercise such as mere calisthenics will never provide. There should be more virility in the kindergarten, not merely girlish notions of butterflies and dandelions and chickadees. Do not for a moment forget that even little boys are real boys after all. Then there will soon be a wonderful activity and bustle, and the individual aptitudes will manifest themselves for you to observe and study and make use of. Use not for the individual child alone, but for the child-community which will profit by this sharing. And the sharing will react in a socializing way upon the individual. Break up the lockstep in the kindergarten and set the example for our elementary and high schools so that they, also, may set the child free and give the different types opportunity to grow unfettered, but discreetly guided.

After all, we can do our best only when we can act in our own way, and be ourselves. Then we shall also appreciate other selves and enter into genuine altruistic relations. A community built up by enfranchised individuals who care neither for convention, nor tradition, nor precedent, nor fashion; whose judgment is not

affected by fear or false ambition; who strive for the best that is in them and feel sure of an appreciation of their motives-will be the strongest on earth. The poet's word is applicable to the kindergarten child as it is to the grown-ups:

"To thine own self be true,

And it must follow, as the night the day,
Thou canst not then be false to any man.”

CHAPTER XXIII

GENERAL PROVISIONS FOR VARIATIONS FROM TYPE AND FOR DEVIATIONS FROM THE NORMAL

In the previous chapters of this part two particular problems have been discussed. The one was how to secure, as far as it is humanly possible, a clean and normal birth to a child so as to prevent conditions which would lead to failure and derailment from hereditary and congenital causes. The other was a consideration of an educational policy in school and home, and of such social and environmental conditions as would grant to normal and potentially normal children opportunities for complete individual development, giving full swing to individual variations of type.

In this and the following chapters we shall approach the problem of those children who represent difficulties, physical, mental, or moral. Having discussed previously the "typical" and "pseudoatypical” children (cf. classification), we are now dealing first with the truly "atypical" child, and then with those children who belong to the subnormal and abnormal groups. The "atypical" children represent variations from type; the others are deviations from the normal.

Much has already been said in the first two parts of this book of the methods required to deal with these children adequately and justly. So these considerations will be more in the nature of a concise statement and summary.

Proper Diagnosis the First Requisite. It is plain that the first requirement for dealing with genuinely handicapped children is to make a thorough diagnosis of each

case.

In order to safeguard all children as far as possible, inasmuch as mere observation in ordinary class work is a slow and inaccurate process, every child entering school should be examined first of all in the educational clinic described in the second part of this book. This will give the opportunity of classifying the children as to type, physical and mental endowments or weaknesses, etc. Child history items, statements about home conditions, reports of family physicians, etc., should be kept on record for reference. The department of medical inspection should be expected to co-operate promptly with the educational clinic for the purpose of establishing the physical status of the child. This will help to determine a child's powers of endurance and resistance, the keenness or defects of his sense reactions (thus regulating the problems of seating, light, etc., for each pupil), and all those other conditions which enter into a valuation of the child's physiological and biological characteristics and needs.

The medical clinic should have departments for examinations and measurements of anatomical and functional conditions, for the testing of vision, hearing, and other senses; for ear and throat examinations, dental work, etc. It should be under the direction of a competent physician with a sufficient staff of trained assistants and nurses. The chief inspector should be in constant touch with the chief of the educational clinic, and the entire department is best under the management and control of the educational authorities.

Objects of Medical Inspection.-The objects of medical inspection may be summed up as follows:

A. Prevention of development of disease or of physical derangement in children.

B. Recognition of existing physical difficulties and of their manifold complications.

Removal of ailments, and co-operation in overcoming educational, social, and other handicaps resulting therefrom. A. Prevention of Development of Disease or of Physical Derangement in Children.

This requires:

I. Regular and thoroughgoing examinations and physical measurements to immediately offset incipient unhealthy development of any description.

2. Guarding the health of the school community by prompt measures when contagious and infectious diseases appear.

3. Enforcing the rules of proper school hygiene, and encouraging the hygienic care of the individual pupil and his home.

4. Instruction given to teachers and school officers to recognize danger-signals promptly.

B. Recognition of Existing Physical Difficulties and of Their Manifold Complications.

Here we must distinguish:

1. The recognition of physical difficulties as such:

Defects in the special senses; diseases of the ear, eye, nose, throat, teeth; disturbances of digestion, circulation, assimilation; skin diseases; tuberculosis; venereal infection; bad sexual habits, and malformations of the sexual organs; neuropathic and psychopathic conditions, etc.

2. The relation of these physical difficulties to the mental life of the child.

3. The relation of these conditions to the moral life of the child. 4. Recognition of the effect these conditions (acute or chronic in character) may have upon the vocational career of the child and upon his usefulness as an independent citizen.