sometime find their goal in a better stage of things and an improved race of men not in another world but here. Perhaps some of even what we now call the whimsies of the old will be seen to be the labor pains of humanity, which is striving thus to surpass itself, to improve the stock, and to really bring in a new and higher type of man. Old age is called second childhood. This is all wrong for there is nothing rejuvenative about it. Childhood is the most active, healthful, buoyant, and intuitive stage of life; age, the least so. What is there really common to the morning and evening of life? We even lose much of the power we once had to understand children and if we love them, we want them at a distance, while they in turn understand and like us little by nature. They inherit far less of the results of experience with grandparents than with parents, for less of us have survived to see them and the latter often resent or even criticise our relations to them. We are nearly as immune to their prevailing faults as to their diseases. They listen to our stories but do not crave our cuddling, are jealous if we usurp the offices of their parents to them and are usually a little less free in our presence. Nature has established an old and close rapport between one generation and the next. Even young teachers get on best with young, old with maturer pupils. M. L. Reymert[197] says that his general study shows him that teachers below twenty and over forty are of less influence than teachers between these ages. The most efficient man teacher is generally from 25 to 35. The best woman teacher has a little wider range--say, 20 to 40. But of course mental and physiological age are different. Helen M. Downey “Old and Young Teachers,” _Ped. Sem._, June, 1918, concludes, on the basis of questionnaire data, that the younger teacher has other interests that keep her bright and cheerful; the older teacher excels in mental and the younger in dispositional traits; the old are careless of appearance and this does not appeal to children; the older rule by discipline, not by love and kindness; the young teacher more often overtaxes her strength; the old are more set in methods, fixed in opinions, resent suggestions for improvement. Many suggest there should be an age limit of 60. Health and temper suffer. There are often negative psychic idiosyncrasies. Older teachers lose contact. Social traits are a very great factor in consideration of the period of rapid growth. Dispositional qualities are more impressive than any other. The favorite teacher is enthusiastic, energetic, young. Pupils’ estimates do not involve age when they speak of old and young. I know an old and successful professor, interested in his work to the end, who, when he retired with powers little abated and much work yet to be completed, found that in his speech and writing he imagined himself as no longer addressing minds in the student, even graduate, stage, but wished to be