proportions of body, in many forms of endurance of fatigue, hardship, and power to bear exposure, in the development and preservation of teeth and hair, in keenness of senses, absence of deformities, as well as immunity to many of our diseases. Their women are stronger and bear hardship and exposure, monthly periods and childbirth, better. Civilization is so hard on the body that some have called it a disease, despite the arts that keep puny bodies alive to a greater average age, and our greater protection from contagious and germ diseases. The progressive realization of these tendencies has prompted most of the best recent and great changes motor-ward in education and also in personal regimen. Health- and strength-giving agencies have put to school the large motor areas of the brain, so long neglected, and have vastly enlarged their scope. Thousands of youth are now inspired with new enthusiasm for physical development; and new institutions of many kinds and grades have arisen, with a voluminous literature, unnumbered specialists, specialties, new apparatus, tests, movements, methods, and theories; and the press, the public, and the church are awakened to a fresh interest in the body and its powers. All this is magnificent, but sadly inadequate to cope with the new needs and dangers, which are vastly greater. [Footnote 1: Dieterich. Göttingen, 1886.] [Footnote 2: See Chap. xii.] [Footnote 3: F. Burk in From Fundamental to Accessory. Pedagogical Seminary, Oct., 1898, vol. 6, pp. 5-64.] [Footnote 4: Creeping and Walking, by A.W. Trettien. American Journal of Psychology, October, 1900, vol. 12, pp. 1-57.] [Footnote 5: A Morning Observation of a Baby. Pedagogical Seminary, December 1901, vol. 8, pp. 469-481.] [Footnote 6: Kate Carman. Notes on School Activity. Pedagogical Seminary, March, 1902, vol. 9, pp. 106-117.] [Footnote 7: A Preliminary Study of Some of the Motor Phenomena of Mental Effort. American Journal of Psychology, July, 1896, vol. 7, pp. 491-517.] [Footnote 8: G.E. Johnson. Psychology and Pegagogy of Feeble-Minded Children. Pedagogical Seminary, October, 1895, vol. 3, pp. 246-301.]