More important than mere physical hygiene is the demand that a sound character and a sound temperament are also to be built up, at the side of a sound interest. Here again everything depends upon a wise balance between the development of that which is given by nature to the particular individual and the reenforcement of that which society demands and which belongs therefore to the common equipment. The emotional stability and emotional enlargement of the mind is perhaps most neglected in our educational schemes. On the one side it demands a systematic discipline of the emotions, on the other a healthy stimulation of emotions. Here is the place where imagination in play and later in art come in. The biological value of play always lies in the training for the functions of later life, and especially for the emotional functions. The play of our children is too little adjusted to this task. For this reason it leaves too many unprepared for the world of art and for the emotional experiences of real life. Both lack of emotional discipline and narrow one-sidedness of emotions interfere with the harmonious development. Destructive emotions like terror ought to be kept away and not needlessly brought near by uncanny stories and mystic superstitions. It is the healthy love and sympathy of the home which contributes most strongly to the normal development of emotions. Again in the field of will, we want the strong, spontaneous, independent will which is not frightened by discomfort and not discouraged by obstacles, and yet we want the will which is not stubborn and selfish but which subordinates itself to the larger will of the social group and to the eternal will of the norm. There is no balance where independence and subordination do not supplement each other. A wide education not only trains for both but also secures habits which work as autosuggestions in both directions.