practical and concrete side his life and thought are for the most part but the regular and orderly development of the habits he has already acquired. The elements of ethics on the one hand, as well as of natural science on the other, may alike be taught to children, and indeed they become a necessary part of early education, if the imaginative side of training is to be duly balanced and complemented. The child as much as the adult can be taught, and is indeed apt to learn, the meaning and value of truth and honesty, of justice and pity, of kindness and courtesy; we have wrangled and worried for so long concerning the teaching of religion in schools that we have failed altogether to realize that these fundamental notions of morality are a far more essential part of school training. It must, however, always be remembered that they cannot be adequately treated merely as an isolated subject of instruction, and possibly ought not to be so treated at all. As Harriet Finlay-Johnson wisely says in her Dramatic Method of Instruction: "It is impossible to shut away moral teaching into a compartment of the mind. It should be firmly and openly diffused throughout the thoughts, to 'leaven the whole of the lump.'" She adds the fruitful suggestion: "There is real need for some lessons in which the emotions shall not be ignored. Nature study, properly treated, can touch both senses and emotions."18
The child is indeed quite apt to acquire a precise knowledge of the natural objects around him, of flowers and plants and to some extent of animals, objects which to the savage also are of absorbing interest.
In this way, under wise guidance, the caprices of his imagination may be indirectly restrained and the lessons of life taught, while at the same time he is thus being directly prepared for the serious studies which must occupy so much of his later youth.
The child, we thus have to realize, is, from the educational point of view of social hygiene, a being of dual nature, who needs ministering to on