to my mind, includes everything that relates to the citizen. Everywhere something is being done in one direction or another to make them capable, prosperous, and happy. In America happiness is taught in the schools. Every schoolmaster's and schoolmistress's first duty is to set an example of a happy frame of mind; smiling and laughing are encouraged, and it is not thought that the glum face is at all necessary for the serious business of life. In fact, the glum face is a disqualification; is associated with failure, and bad luck and ill-nature. In Germany the schoolmaster is in the first place a trainer of the body. One of his chief duties is to watch and prevent the deterioration of the eyesight, to promote the development of the lungs, to prevent spinal deviation. The second part of his business is to watch over the character of the child, and only the third part is to ram knowledge into the poor little mind. And wherever you go over the world you will find something in the course of being done in civics, as I understand the subject. I thank Prof. Geddes for what he is doing for Dunfermline, and hope he will understand "progress" without requiring to define it. DR. J. LIONEL TAYLER (Author of "_Aspects of Social Evolution_") said: While agreeing with Prof. Geddes in his belief in the importance of institutional and geographical studies as a basis for the investigation of the development of cities, it yet seems to me that these studies cannot prove of supreme value to society unless they are accompanied by a detailed examination of the _natural_ characteristics of all individuals who have been born into and existed in, or merely dwelt in, these surroundings. It is not enough to trace out, however accurately, the various stages of a town's growth from its commencement to the present time, because _the cause_ of [Page: 126] the evolution of any city aggregate lies deeper, is in large part animate, and not inanimate, in character. The value of the surroundings depends at least as much upon the capacity of the individual citizen, singly and collectively, to utilise what he or she is brought in contact with as upon the peculiarities of these surroundings themselves. Place, tradition, social organisation, individual development, education, are factors in town evolution that cannot safely be overlooked, and they all vary from age to age and in place and place.