There are two directions in which energy should push effort: (_a_) More space should be secured about houses so that in the fullest sense every inhabited house might be a “living” house, with a sufficiency of air and space and water to enable every inmate to feel in himself the spring of being. (_b_) The Medical Officer of Health should be responsible for the health of every one in his district. He should be at the head of the Poor Law Medical Officers, of the Dispensary, of the Hospitals, and of the Infirmary. He should be able not only to report on unhealthy areas but to order for every sick person the treatment which is necessary. Medical relief and direction should be a right, not a favour grudgingly given through Relieving Officers. He should be able to prevent mothers working under conditions prejudicial to the health of their children. He should be the authorized recognized centre of information and direct the spread of knowledge. Disraeli, years ago, set up as a Reform cry, _Sanitas sanitatum, omnia sanitas_. Much money has been spent in the name of health, and hospitals have been doubled in efficiency, but because of physical weakness recruits are unfit for the army, and family after family drop into poverty. The need is some authority to bring the many efforts into order, and that authority should be, I submit, a Medical Officer responsible for the health of every person in his district. But when children are strong in body they do not necessarily become strong characters. They must be educated. Perhaps it might be said that it would be a fair division of labour if, while the school developed children’s minds, the home developed their characters. But the fact must be faced that either through neglect or greed the home has largely failed in its part. The schools of the richer classes recognize this fact and set themselves to develop character. They produce, as a rule, self-reliant men and women, wanting, perhaps, in sympathy and moral thoughtfulness, careless, perhaps, of others’ poverty, not always intelligent, but strong in qualities which keep them from poverty. The schools of the industrial classes are models of order, the teachers teach admirably and work hard, the children satisfy examiners and inspectors, their handwriting is good, their pronunciation--in school--is careful, they can answer questions on hygiene, on thrift, on history, on chemistry, and a half a dozen other subjects. But they have not resourcefulness, they are without interests which occupy their minds, they shun adventure and seek safe places, they have not the character which enjoys a struggle and resists the inroads of poverty, they have little hold on ideals which force them to sacrifice, they soon become untidy, they are an easy prey to excitement, and depend on others rather than on themselves. The problem how to educate character is full of difficulties. Happily there are workmen’s homes where, by