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 attention in one of his books to the fact that men do not like sweets, and that to like sweets is nevertheless a guarantee that depraved tastes have not been acquired, or otherwise the innocence of the palate would have been lost), yet it is recovered by some—in childhood. When dinner-tables are laid in the schools of the people, a whole range of new and far-reaching educational opportunities will begin to present themselves.

Meantime, American primary education is interesting, not in what it has copied from other systems, but in what it is unconsciously putting forward in the way of new and untried experiment. The direction of these efforts is above all interesting. It seems to have some direct relation to the latest teaching of physio-psychology, yet without claiming such teaching as its stimulus or guide. Here, in the unconscious, lie its radical tendencies—its suggestion of new and bold flight in the future. For in thus dealing at last with the education of the lowly senses the Americans are beginning to develop in children a responsiveness that will make slum life and its horrors intolerable to all.

There may be still persons who will say that it is wrong to make any kind of life intolerable, and whose ideal of education is the fitting of children for