The Class. At the close of each lecture a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed will ordinarily be those arising from the lecture of the same evening. In centres in which no Students' Association (see below) has been formed, the class will afford opportunity for the lecturer to comment on the papers submitted to him.

The Weekly Papers.-Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre. Papers may be addressed to the lecturer, University Extension, III South Fifteenth street, Philadelphia.

The Students' Association.-Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in drawing up programmes, and, when the meeting falls on the day of the lecture, will endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Associations.

The Examination.-Those students who have followed the course throughout will be admitted at the close of the lectures to an examination under the direction of the lecturer. Each person who passes the examination successfully will receive from the American Society for the Extension of University Teaching a certificate in testimony thereof.

LECTURE I.

Laws of Physical Growth

or

What Constitutes an Effective Body.

Factors determining efficiency of the body: Size and quality; hence both structural, or anatomical, and functional, or physiological, studies are needed. Anthropometry is the science that deals with the measurement of men; its founders: Roberts, Galton, Key, Bowditch; its aims: to determine laws of growth and proportion of parts in the body. Results so far rather disappointing; anatomical tests need physiological correctives; army tests; phrenology.

Great amount of anthropometric work done in America: Bowditch in Boston; Porter in St. Louis; Boas and the national measurements of 1893. Work in American colleges: Hitchcock at Amherst; Sargent at Yale. Need of continuous studies on same group of children; desirable data to collect.

Main factors determining size: Age; sex; nationality; climate; food; social position, which determines food, shelter and relation to work; individual variations.

Age: Curves of average growth; interpretation of statistics; growth focusses successively on different parts of body; general growth is also irregular; periods of retardation and acceleration not easy to determine with exactness; their significance; tendency to disease in different periods of growth judging by actuary's tables, hospital returns, and records of contagious diseases; modification of courses of study to agree with periods of growth.

Sex: At birth boys taller and heavier than girls; age when girls pass boys; short period of their physical leadership; its universality: its bearing on co-education.

Climate and food: Difficult in determining their effects on size; Europeans master cold zones, but succumb in torrid regions; India; Philippines; must civilization always be fed from the temperate zones?

Social position: English studies; social classes long established in England; high physical ideals of the gentry; comparisons of boys from higher class, middle class and lower class homes show great superiority of higher classes; should not the children of a democracy be taught that good food, sanitary clothes and houses and freedom from excessive labor in early life are the natural rights of all children to-day?

Individual variations: Can they be transmitted? Attempts to control marriage in the interests of physical excellence.

Size and mental efficiency: Studies by Porter in St. Louis; Boas in Toronto; Smedley in Chicago; why we can all think of undersized geniuses.

Studies in quality or function: Great value of such studies for teachers; difficulties involved; possibilities of experiments without apparatus; Hancock's tests; valuable reaction of such studies on teachers.

Work with apparatus: Investigations by Smedley in Chicago; effect of seasons; time of day; such work as a test of school fatigue; close correspondence between good size and good functioning. Development from fundamental to accessory in the development of the nervous system and of

movements.

Work by physicians: Possibility of quickly selecting cases needing attention; Dr. Francis Warner and his work with a hundred children in an hour; medical inspection indispensable in modern schools.

Educational work: Physical records; medical inspection; sanitary school conditions; hygienic school work; games.

TOPICS FOR DISCUSSION.

1. What advantages might accrue if all American children were regularly measured, weighed and tested?

2. What objections are there to having such examinations made in all schools at regular intervals?

3. What are the objections to having all children inspected by physicians employed by school boards ?

4. Is periodicity in physical growth accompanied by similar variations in mental growth?

5. What does the small size and accompanying intellectual ability of Napoleon and Lord Roberts prove?

READING.

Burk, Frederic L. Growth of Children in Weight and Height. American Journal of Psychology. April, 1898. Vol. 9, pp. 253-326. Rowe, Stuart H. The Physical Nature of the Child. Macmillan: New York. 1898.

Reports of Child Study Investigations. In Annual Reports of the Board of Education. Chicago. Since 1898.

Warner, Francis. The Study of Children and Their School Training. Macmillan: New York. 1899.

Hancock, John A. A Preliminary Study of Motor Ability. Pedagogical Seminary. October, 1894. Vol. III, pp. 9-27.

Burk, Frederic L. From Fundamental to Accessory in the Development of the Nervous System and of Movements. Pedagogical Seminary. October, 1898. Vol. VI, pp. 5–64.

Hastings, W. W. A Manual for Physical Measurements. Springfield. 1902.

See also files of the American Physical Education Review.

SUGGESTIONS FOR STUDY.

Keep a continuous record of weight, height, etc., of children under your care, repeating tests each autumn and spring. If only one or two children, use a record book, like Sir Francis Galton's Life History Album. If a school, use record cards with spaces for necessary entries. Keep only a few entries, and those thoroughly. For helpful suggestions see Hastings above. Compare results with work of previous students.

LECTURE II.

Arrested and Perverted Development

or

Treatment of Blind, Deaf, Crippled and Idiotic Children.

Physical defects: They repel us; lower animals destroy defectives; so do early men; even in Greece and Rome, malformed and weakly children were exposed to die; Christianity emphasized value of immortal soul and preserved all children; still the Middle Ages neglected defectives; the king's jester; only in our time has the defective been well treated; present conflict of scientific and Christian conceptions.

Our present problems: How determine line of separation between normal and abnormal children? How much should the state interfere? What can education do?

The blind and deaf: All degrees of these defects, need of school tests for sight and hearing, simple tests for teachers' use; place of the specialist; wonderful success in teaching of lip reading. Asylums form blind and deaf habits; such children best off at home and in day schools; state should educate these defectives thoroughly, on both economic and biological grounds.

Crippled children: Rickets, paralysis, dislocations, spinal curvature, heart disease, etc. In 1900, 850 such children in London without schools; generally bright; work now being done in London; Mrs. Humphrey Ward; Bristol. Special needs in such schools; ambulance, nurse, open playground, special apparatus, freedom. Why public day schools are best for these children. Duty of the state, to educate lavishly; it is economically profitable and biologically safe. Need of special teachers for such schools.

Imbecile and idiot children: Causes of imbecility; extent