In this age of world-encircling intellectual activity in which mind has penetrated so many of the secrets of Nature, and by directing its forces, has secured such a great dominion over matter, when the thought and discoveries of the whole world are at the command of each individual worker, we are prone to lose sight of the fact that while mind controls and directs matter, matter, on the other hand, exerts a powerful influence on the normal development and integrity of mind.
Surrounded as we are by free schools, almost universal educational facilities, and a public sentiment which, subordinating nearly everything else to the cultivation of intellect, rushes the child, scarcely out of the cradle, into the kindergarten, and thence through various grades of schools, colleges and universities, until he or she emerges at the age of 25 or 30 years, a finished product of our