would otherwise be seriously handicapt in their physical and mental development. "The treatment provided by the state," the report concludes, "is thoro. It does not stop with the present condition of the child, but seeks for the cause in the home conditions, the social or the industrial environments of the child, in the belief that the removal of the cause may prevent a recurrence of the condition. If a school child is the victim of filthy conditions in his home, the whole family may be taken to the cleansing station for treatment, and the home itself subjected to a complete renovation. Such is the British idea of treatment in the broad sense, and while not all authorities are doing such thoro work, it is the universal aim." The pamphlet has a number of illustrations showing various clinics, open-air rest rooms, cooking centers, and general educational conditions. For the information that it contains on a subject of vital importance, the report is warmly commended to the attention not only of school authorities, but to all who are broadly interested in public welfare as an asset of the nation. Students of English history will be interested to know that in the newly adopted plan for the distribution of seats in the House of Commons, the following constituencies that were represented in the Model Parliament of 1295 are continued: Bath, Bristol, Cambridge, Carlisle, Coventry, Derby, Dudley, Exeter, Gloucester, Grimsby, Leicester, Lincoln, Liverpool, Newcastle-on-Tyne, Northampton, Nottingham, Oxford, Portsmouth, Preston, Reading, Southampton, Southwark, Wigan, Worcester, York. Twelve of the original borough constituencies of the Model Parliament of 1295 disappear from the list. These are-Bedford, Canterbury, Colchester, Hereford, Pontefract, Salisbury, Scarborough, Shrewsbury, Stafford, Taunton, Warwick, Winchester. The changes in the distribution of parliamentary seats are of exceptional interest in marking progress and change in the social and political history of England. Beginning with the present issue, the EDUCATIONAL REVIEW will reprint from time to time articles which a generation ago were widely read and discust by American teachers and which exercised a notable influence. To the large majority of teachers of this generation these articles are quite unknown, tho their arguments and conclusions are in many cases as weighty now as when first published. The editor will welcome suggestions from the readers of the REVIEW as to articles of this type which deserve reprinting. The first of this series appears in this issue and is entitled The artificial production of stupidity in schools, reprinted from the Popular Science Monthly for June, 1872. The review of the book entitled The public school system in relation to the coming conflict for national supremacy, by V. Seymour Bryant, which was printed on pages 525-6 of the issue of this REVIEW for December, 1917, was by inadvertance printed without signature of the writer, who was Provost William H. Carpenter of Columbia University. In view of the conditions thruout the country, the EDUCATIONAL REVIEW is glad to join the New York World in asserting that "nothing can be more satisfactory, nothing can be more reassuring, nothing can be more admirable in tone, temper, and expression, and surely nothing can be more timely, than these words of Mayor Elect Hylan of New York:" Any person having charge of the moulding of the minds of the youth of our country who is not in sympathy with this Government and its purposes ought not to have that place and will not be permitted to remain as a teacher under my Administration. Decision in the Harvard-Technology case, 158-Loyalty in educa- Reviews Thwing's Education according to some modern masters, 166-Bran- Notes and news College Entrance Examination Board, 175-Money value of education, PUBLISHED BY EDUCATIONAL REVIEW PUBLISHING CO. NEW YORK CITY AGENTS PARIS: J. Terquem & Co. LONDON: P. S. King & Son, Ltd., Orchard House, 2 and 4 Great Smith Street, Westminster Entered at the Post-office at New York City as Second-class Matter Published Monthly except July and August Vol. 55. No. 2 Whole No. 272 35c. La copy Is. 8d. $3.00 a year 14s. 6d. (10 Nos.) the Best Encyclopedia of Education Articles to appear in an early issue include History and public opinion, by ROBERT L. SCHUYLER, Columbia University. The worship of the yardstick, by JAMES L. McCONAUGHY, Hanover, New Hampshire. A working man's university, by D. E. PHILLIPS, University of Denver. New demands on secondary schools, by DAVID H. MOSKOWITZ, Boys High School, Brooklyn, N. Y. The English education bill, by I. L. KANDEL, Teachers College, Columbia University. Another old article that can still do good The presumption of brains, by ALBERT P. MARBLE, Worcester, Mass. Manuscripts intended for publication should be addrest to the Editor, and stamps for return enclosed. Correspondence relating to reprints, special editions, advertising, subscriptions and remittances, should be sent to the EDUCATIONAL REVIEW, Columbia University, New York 3 dollars. 14s. 6d. 10 Numbers, none being issued 35 cents. Is. 8d. A Year for July or August A Copy The problem of change and identity has puzzled the minds of metaphysicians from the earliest days of Greek thought. How can anything change and yet remain the same? This problem has been verbally solved, sometimes by denying the reality of change and reducing it to mere seeming, sometimes by a similar denial of identity. Metaphysical problems parallel and reflect the practical problems of life; and therein lies, no doubt, their unfailing interest. Thus the problem of change and identity is one of the deepest problems of actual life. Its biological aspect is: How can nature prepare an organism to adapt itself to an environment that may either change or remain the same? This is the perennial problem of life, whether in a physical or a social environment; and the fallacy of ignoring either contingency is very liable to be the accepted solution. It is the purpose of this chapter to show that such is the outstanding error of the Zeitgeist, and that the dominant philosophy and especially the dominant pedagogical theory of the times makes little or no effort to correct the error. For a stable, changeless environment nature's device is an automatism. The adjustment is reflex, and all goes well so long as external conditions remain just as they were. And the reflex is a real biological entity without which life would be impossible. It sounds like the demonstration of an axiom |