==============+============+========+=====+=======+============

TOWNS
==============+============+========+=====+=======+============
TOWNS. | A | B | C | D | E
--------------+------------+--------+-----+-------+------------
Beverly, | $1,800 00 | 580 | 28 | 490 | $2,365 33
Bradford, | 750 00 | 600 | 9 | 177 | 1,725 00
Danvers, | 2,000 00 | 873 | 6 | 150 | 1,500 00
Marblehead, | 2,200 00 | 650 | 31 | 650 | 3,800 00
Cambridge, | 8,600 00 | 970 | 16 | 441 | 5,782 00
Medford, | 1,200 00 | 284 | 6 | 151 | 2,372 00
Newton, | 1,600 00 | 542 | 3 | 100 | 2,975 00
Amherst, | 850 00 | 556 | 2 | 270 | 4,600 00
Springfield, | 3,600 00 | 1,957 | 4 | 800 | 2,500 00
Greenfield, | 633 75 | 216 | 2 | 65 | 1,400 00
Dorchester, | 2,599 00 | 613 | 15 | 124 | 1,800 00
Quincy, | 1,800 00 | 465 | 7 | 106 | 2,741 50
Roxbury, | 4,450 00 | 836 | 12 | 313 | 8,218 00
New Bedford, | 4,000 00 | 1,268 | 15 | 537 | 6,300 00
Hingham, | 2,144 00 | 703 | 8 | 180 | 2,625 00
Provincetown, | 584 32 | 450 | 4 | 140 | 800 00
Edgartown, | 450 00 | 350 | 10 | 100 | 2,700 00
Nantucket, | 2,633,40 | 882 | 50 | 1,084 | 10,795 00
|------------|--------|-----|-------+------------
18 Towns, | $36,894 47 | 12,795 | 228 | 5,378 | $64,948 83
==============+============+========+=====+=======+============

Air is the first necessity of life

Air is the first necessity of life. We may live without food for days
and without water for hours; but we cannot live without air more than a
few minutes. Our air supply is therefore of more importance than our
water or food supply, and good ventilation becomes the first rule of
hygiene.

See, then, your only conflict is with men;

And your sole strife is to defend and teach
The unillumined, who, without such care,
Must dwindle
See, then, your only conflict is with men;
And your sole strife is to defend and teach
The unillumined, who, without such care,
Must dwindle.'

(3) Finally, I put in other vessels pairs of different metals

which were placed in immediate contact with each other
(3) Finally, I put in other vessels pairs of different metals
which were placed in immediate contact with each other.

Cowpox had broken out on a farm near Berkeley and a dairy maid

called Sarah Neames contracted the disease
Cowpox had broken out on a farm near Berkeley and a dairy maid
called Sarah Neames contracted the disease. On May 14, 1796,
Dr. Jenner took some fluid from a sore on this woman"s hand and
inoculated it by slight scratching into the arm of a healthy
boy eight years old, by name James Phipps. The boy had the
usual 'reaction' or attack of vaccinia, a disorder
indistinguishable from the mildest form of smallpox. After an
interval of six weeks, on July 1, Jenner made the most
momentous but justifiable experiment, for he inoculated James
Phipps with smallpox by lymph taken from a sore on a case of
genuine, well-marked, human smallpox, AND THE BOY DID NOT TAKE
THE DISEASE AT ALL. Jenner waited till the nineteenth of the
month, and finding that the boy had still not developed
variola, he could hardly write for joy. 'Listen,' he wrote to
Gardner, 'to the most delightful part of my story. The boy has
since been inoculated for the smallpox which, aS I VERNTURED TO
PREDICT, produced no effect. I shall now pursue my experiments
with redoubled ardor.'

Moreover, it is to be remembered that the great value of education, in a

moral aspect, is the development of the power to resist temptation
Moreover, it is to be remembered that the great value of education, in a
moral aspect, is the development of the power to resist temptation. This
power is not the growth of seclusion; and while neither the teacher nor
the parent ought wantonly to expose the child to vicious influences, the
school may be even a better preparation for the world from the fact that
temptation has there been met, resisted, and overcome. It is also to be
remembered that the judgment of parents in a matter so difficult and
delicate as a comparison between their own children and other children
would not always prove trustworthy nor just; and that a judgment of
parties not interested would prove eminently fruitful of dissatisfaction
and bitterness.

Let us proceed at once to test our conclusion by introspection

Let us proceed at once to test our conclusion by introspection. If we
are sitting at our study table puzzling over a difficult problem in
geometry, _reasoning_ forms the wave in the stream of consciousness--the
center of the field. It is the chief thing in our thinking. The fringe
of our consciousness is made up of various sensations of the light from
the lamp, the contact of our clothing, the sounds going on in the next
room, some bit of memory seeking recognition, a 'tramp' thought which
comes along, and a dozen other experiences not strong enough to occupy
the center of the field.

The teacher ought not to grow old

The teacher ought not to grow old. To be sure, time will lay its hand on
him, as it does on others; but he should always cultivate in himself the
feelings, sentiments, and even ambitions of youth. Far enough removed
from his pupils in age and position to stimulate them by his example,
and encourage them by his precepts, he should yet be so near them that
he can appreciate the steps and struggles which mark their progress in
the path of learning. There must be some points of contact, something
common to teacher and pupils. Indeed, for us all it is true that age
loses nothing of its dignity or respect when it accepts the sentiments
and sports of youth and childhood. But above all should the teacher
remember the common remark of La Place, in his Celestial Mechanics, and
the observation of Dr. Bowditch upon it. 'Whenever I meet in La Place
with the words, "Thus it plainly appears," I am sure that hours, and
perhaps days, of hard study, will alone enable me to discover _how_ it
plainly appears.' The good teacher will seek first to estimate each
scholar"s capacity, and then adapt his instructions accordingly. Though
he may be far removed from his pupils in attainments, he should be able
to mark the steps by which ordinary minds pass from common principles to
their noblest application.

Thus I set my printless feet

O"er the cowslip"s velvet head,
That bends not as I tread
Thus I set my printless feet
O"er the cowslip"s velvet head,
That bends not as I tread.

The nation that will again make this an ideal will produce a

finer race of men, and other things equal, will excel in all
that makes a people great
The nation that will again make this an ideal will produce a
finer race of men, and other things equal, will excel in all
that makes a people great.

We have seen that our mental life may be likened to a stream flowing now

faster, now slower, ever shifting, never ceasing
We have seen that our mental life may be likened to a stream flowing now
faster, now slower, ever shifting, never ceasing. We have yet to inquire
what constitutes the material of the stream, or what is the stuff that
makes up the current of our thought--what is the _content_ of
consciousness? The question cannot be fully answered at this point, but
a general notion can be gained which will be of service.

Whether we can recover the clear vision of woman as a tower

with many windows, the fixed eternal feminine from which her sons,
the specialists, go forth; whether we can preserve the tradition
of a central thing which is even more human than democracy
and even more practical than politics; whether, in word,
it is possible to re-establish the family, freed from the filthy
cynicism and cruelty of the commercial epoch, I shall discuss
in the last section of this book
Whether we can recover the clear vision of woman as a tower
with many windows, the fixed eternal feminine from which her sons,
the specialists, go forth; whether we can preserve the tradition
of a central thing which is even more human than democracy
and even more practical than politics; whether, in word,
it is possible to re-establish the family, freed from the filthy
cynicism and cruelty of the commercial epoch, I shall discuss
in the last section of this book. But meanwhile do not talk
to me about the poor chain-makers on Cradley Heath. I know
all about them and what they are doing. They are engaged in a
very wide-spread and flourishing industry of the present age.
They are making chains.

National changes, the movements and progress of the human race, as a

whole and in its parts, are obedient, likewise, to law; and are,
therefore, logical in their character, though generally lacking in
precision of connection and order of succession
National changes, the movements and progress of the human race, as a
whole and in its parts, are obedient, likewise, to law; and are,
therefore, logical in their character, though generally lacking in
precision of connection and order of succession. Or it may be, rather,
that we lack power to trace the connection between events that depend in
part, at least, upon the prejudices, passions, vices, and weaknesses, of
men. The development of the logic of human affairs waits for a
philosopher who shall study and comprehend the living millions of our
race, as the philosophers now study and comprehend the subjects of
physical science. We have no guaranty that this can ever be done. As
mind is above matter, the mental philosopher enters upon the most varied
and difficult field of labor.

Mr

Mr. Coleridge"s figures, properly and honestly interpreted,
testify loudly to conclusions exactly the opposite of what he
desires to insinuate; he has no doubt taken the statistics of
the Registrar-General, but he has prostituted them.

Mr

Mr. Philbrick, Superintendent of Public Schools in Boston, has taught
and trained a class of fifty primary-school pupils with a degree of
success which fully sustains the statement of the average waste in
schools generally. Twenty-two lessons of a half-hour each were given;
and in this brief period of time the class, with a few exceptions, were
so well advanced that they could write the alphabet in capital and
script hand, give the elementary sounds of the letters, produce and name
the Arabic characters and the common geometrical figures found upon
Holbrook"s slates. I saw a girl, five and a half years of age, write the
alphabet without delay in script hand, in a manner that would have been
creditable to a pupil in a grammar school.

It does not come within the scope of this essay to speculate upon the

ways--the regimen, methods of instruction, and other details of
college life,--by which the inherent difficulties of co-education may
be obviated
It does not come within the scope of this essay to speculate upon the
ways--the regimen, methods of instruction, and other details of
college life,--by which the inherent difficulties of co-education may
be obviated. Here tentative and judicious experiment is better than
speculation. It would seem to be the part of wisdom, however, to make
the simplest and least costly experiment first; that is, to discard
the identical separate education of girls as boys, and to ascertain
what their appropriate separate education is, and what it will
accomplish. Aided by the light of such an experiment, it would be
comparatively easy to solve the more difficult problem of the
appropriate co-education of the sexes.

The Massachusetts system of education is a noble tribute to freedom of

thought
The Massachusetts system of education is a noble tribute to freedom of
thought. The power of educating a people, which is, in fine, the chief
power in a state, has been often, if not usually, perverted to the
support of favored opinions in religion and government. The boasted
system of Prussia is only a prop and ally of the existing order of
things. In France, Napoleon makes the press, which has become in
civilized countries an educator of the people, the mere instrument of
his will. Tyrants do not hesitate to pervert schools and the press,
learning and literature, to the support of tyranny. But with us the
press and the school are free; and this freedom, denied through fear in
other countries, is the best evidence of the stability of our
institutions. It is now a hundred years since an attempt was made in
Massachusetts to exercise legal censorship over the press; but we
occasionally hear of movements to make the public schools of America
subservient to sect or party. The success of these movements would be as
great a calamity as can ever befall a free people. Ignorance would take
the place of learning, and slavery would usurp the domain of liberty.

NOT REALLY DIFFERENT KINDS OF ATTENTION

NOT REALLY DIFFERENT KINDS OF ATTENTION.--It is not to be understood,
however, from what has been said, that there are _really_ different
kinds of attention. All attention denotes an active or dynamic phase of
consciousness. The difference is rather _in the way we secure
attention_; whether it is demanded by sudden stimulus, coaxed from us by
interesting objects of thought without effort on our part, or compelled
by force of will to desert the more interesting and take the direction
which we dictate.

Difficult as is the position of the girl out of work when her family is

exigent and uncomprehending, she has incomparably more protection than
the girl who is living in the city without home ties
Difficult as is the position of the girl out of work when her family is
exigent and uncomprehending, she has incomparably more protection than
the girl who is living in the city without home ties. Such girls form
sixteen per cent. of the working women of Chicago. With absolutely every
penny of their meagre wages consumed in their inadequate living, they
are totally unable to save money. That loneliness and detachment which
the city tends to breed in its inhabitants is easily intensified in such
a girl into isolation and a desolating feeling of belonging nowhere. All
youth resents the sense of the enormity of the universe in relation to
the insignificance of the individual life, and youth, with that intense
self-consciousness which makes each young person the very centre of all
emotional experience, broods over this as no older person can possibly
do. At such moments a black oppression, the instinctive fear of
solitude, will send a lonely girl restlessly to walk the streets even
when she is 'too tired to stand,' and when her desire for companionship
in itself constitutes a grave danger. Such a girl living in a rented
room is usually without any place in which to properly receive callers.
An investigation was recently made in Kansas City of 411 lodging-houses
in which young girls were living; less than 30 per cent. were found with
a parlor in which guests might be received. Many girls quite innocently
permit young men to call upon them in their bedrooms, pitifully
disguised as 'sitting-rooms,' but the danger is obvious, and the
standards of the girl gradually become lowered.

THE THREE FUNDAMENTAL PHASES OF CONSCIOUSNESS

THE THREE FUNDAMENTAL PHASES OF CONSCIOUSNESS.--Thus we see that if we
could cut the stream of consciousness across as we might cut a stream of
water from bank to bank with a huge knife, and then look at the cut-off
section, we should find very different constituents in the stream at
different times. We should at one time find the mind manifesting itself
in _perceiving_, _remembering_, _imagining_, _discriminating_,
_comparing_, _judging_, _reasoning_, or the acts by which we gain our
knowledge; at another in _fearing_, _loving_, _hating_, _sorrowing_,
_enjoying_, or the acts of feeling; at still another in _choosing_, or
the act of the will. These processes would make up the stream, or, in
other words, these are the acts which the mind performs in doing its
work. We should never find a time when the stream consists of but one of
the processes, or when all these modes of mental activity are not
represented. They will be found in varying proportions, now more of
knowing, now of feeling, and now of willing, but some of each is always
present in our consciousness. The nature of these different elements in
our mental stream, their relation to each other, and the manner in which
they all work together in amazing perplexity yet in perfect harmony to
produce the wonderful _mind_, will constitute the subject-matter we
shall consider together in the pages which follow.