=The Environment In Education.=--“Two considerations of equal and fundamental importance,” says Mr. Wilbur S. Jackman, “are included in teaching--the choice of the subject-matter and its presentation, and the reaction of the pupil as the result of the presentation. No presentation ever reaches consciousness without a reaction, however feeble, from which results an immediate and inevitable corresponding mental construction. Certain instincts called primitive, it may be generally agreed, exist in children, and, by taking intelligent advantage of these, definite educative presentation may be begun at a much earlier age than was once supposed. Under the theory that the child repeats the racial history in its growth, a practice has arisen of meeting the early instincts of childhood with presentations from the adult lives of primitive peoples. Presentations are made to stimulate the idea of hunting and fishing, of building wigwams and the like.” But it is a fundamental error, Mr. Jackman believes, to suppose that while the child may be Indianlike in his instincts he is to be considered or treated as an Indian. Another factor of which evolution makes a great deal--the nature of the environment--must be considered, and it is very powerful. The material for satisfying the cravings of the early instincts should therefore be chosen from the immediate environment, to which the pupil’s reaction is at once positive and definite. “It is scarcely possible to overmagnify the benefits of an education that seeks first to make the most out of the immediate things of life. Its results and its ideals are about us everywhere. The ability to use in the most intelligent and skillful way the materials of our environment is the necessary condition for the highest purposes and the most glorified ideals. One must have a profound respect for the education that proposes to give us clean cities and hygienic homes.” * * * * *