=Putting Life in the School.=--The discussion of the hygiene of instruction, said Dr. G. W. Fitz, in addresses which are published in the American Physical Education Review, brings us at once face to face with one of the gravest problems of our educational system--the depressing effect of school routine. In the search for a remedy "the school programme has been pronounced poor, and efforts have been made to enrich it. The work has been pronounced abstract and object lessons have been introduced; uninteresting and bright colors, varied shapes, pictures innumerable, have been rushed upon the child until he has been bewildered by the multiplicity of detail, and further exhausted by the demand for more discriminating attention. The fundamental difficulty has been that too much has been required of the child in the beginning, and the attempt at enrichment and greater variety has but increased the burden." Children begin learning to read before they have acquired experience and ideas to match the text; and "experience has shown over and over again that the child who begins to read at eight or even ten years of age is in no wise handicapped in his later intellectual progress. He has the inestimable advantage of intense interest, roused by his growing ability to unlock the secrets of books and papers after the fashion of his elders." Writing is taught before the child has acquired the art of fine co-ordination, and the effort demanded in the use of the pen "leads to a degree of nervous exhaustion unapproached by any other school work." In arithmetic the children "are unable to grasp the numerical relations involved, and the drill, which makes it a pure exercise of memory, is necessary. Much of the aversion to arithmetical problems found later is undoubtedly due to this disheartening primary work. Here again the child who begins arithmetic at eight or ten years of age finds himself able to take it up quickly and has the liking for it that easy mastery always gives." Nature work, on the other hand, "offers wonderfully interesting and valuable material for awakening the intellectual activities of childhood, and while its material for study and description is unlimited, its demand upon the child may be perfectly adapted to his power of observation. We must remember that physical activity is the supreme factor in the development of the child." This means spontaneous play under favorable conditions, not "that nervously exhausting and deadening drill known as the Swedish gymnastics, which ... adds fatigue to fatigue, by taking the initiative away from the child and forcing him to pay constant attention to the orders of the teacher." As to discipline, "the child is self-disciplined when he is held to his work by the reflex attention of interest. This can always be secured when the work is adapted to his grasp, when he has the sense of power which comes with easy conquest, when he is not exhausted by the imposition of a sequence logical to the adult mind