test. These tests were given under the direction of Dr. W. S. Hyde, psychologist at the University of Nebraska.

IV. RESULTS.

Anthropometric Data.-Table 1 gives the averages of the physical and vital measurements of these various groups for the first and last weeks. It gives also the gross gain, and the per cent of gain or loss. We may average right grip, left grip and vital capacity together, as they represent measures of vitality as contrasted with weight, which is a measure of growth. This table shows that all subjects improved in vitality, and this may be ascribed to the effect of release from school work, and the open-air life that followed. However, the experimentals improved the most, and the tonsil cases improved the most of all. The slight loss in weight by the controls is the only loss in physical status that occurs.

Table II gives similar results for the Terman Group Test. All gained in this test, but the controls gained the least. As for the five alertness tests, all groups made a gain in all tests except the direction tests. In both of these tests, the normal experimental group show a loss, while the tonsil cases and the controls show a loss for one of them.

In general, this experiment shows that a dietary program, carried on for a short period of eight weeks, has a marked effect on the mental alertness and the mental capacity of children. This finding is in harmony with other similar studies, such as the demonstration given by J. E. W. Wallin that dental treatment will have an immediate beneficial effect on the mental capacity of children. The experiment shows, moreover, that there is an acquired factor in intelligence; and that it is false to suppose that intelligence is a fixed, hereditary characteristic.

Aspects of Vocational Guidance

THEODORE W. NOON, CAMBRIDGE, MASS.

III

THE UTILIZATION OF THE STUDENT ACTIVITIES FOR TRY-OUT PURPOSES

C. Value of Student Activities for Try-out Purposes:

i. Economic

ii. Character Building

III. Conclusion

Student Activities which have often been looked upon merely as school by-products may be utilized for tryout purposes and bring larger results than many of the subjects in the curriculum as now taught.

The average student today engages in many activities that are outside the work actually outlined by the curriculum. It is the purpose of this paper to show that these activities may be utilized for try-out purposes.

Not many years ago the study of Latin, Greek and Mathematics made up the curriculum of the classical course in our high schools and academies. In addition to this required work, we found many activities of real educational value.

They gave the pupil an opportunity "to try his hand," so to speak, and find out through these extra-curriculum activities more about life and life's work. For it will be found-rejecting the idea of transfer of training, faculty psychology— that in specific try-outs there are common elements, by which the pupil may learn something about-not all-a sample-a given trade or profession.

DEBATING SOCIETY.

Debating is not a required subject. The boys take it up. They meet together. They have a hall of their own. There is also a rival society. The members are elected by the society, on approval of the faculty, provided the boy "is up" in his regular studies. Meetings are held every fortnight. During the course of the year joint debates are held. The debate is a try-out. The boy early in his course gets in this way some idea of argumentation, the province of the lawyer. The Latin class alone, as ordinarily conducted, would not give this kind of a try-out.

The range of these student activities is as wide as life. In these activities the boy needs a certain amount of vocational guidance. This may be gained indirectly by boy meeting boy, or by participation in a specific activity or still better directly through his teacher. In any case there will be some form of vocational guidance. Vocational guidance is an ever-present factor in the boy's life. He may get it by the "pick up" method from the street. He should get it through a wise guide to insure the best results, Mark Hopkins in the person of his teacher on one end of a log and the boy on the other end. The importance of having the boy meet life conditions, which is approximated in many student activities, is well illustrated by the custom of the Roman boy who studied law. He associated himself with some eminent lawyer whom he accompanied to the forum. The Roman boy listened to the debates. He saw how things were done. The actual securing of results depended upon the boy. No real teacher would ever think

of doing the work for the pupil. These values must be worked out by the pupil or else they remain ungathered.

"You can lead a horse to water, but you

cannot make him drink."

Contrasting Commodus and Marcus Aurelius in his Decline and Fall of the Roman Empire, Gibbon states that attempts at education were as superfluous in the case of the former as of no avail in the case of the latter. If much depends upon the individual student, still more depends in these try-out courses on the part played by vocational guidance.

ELEMENT OF INTEREST.

One reason for the great educational value of student activities for try-out purposes is the element of interest which is lacking all too often in the Latin classes. The boy seldom asks, "What is the use of all this?" for in the student activity he finds life. The activity, in fact, becomes a part of himself. To secure real values it cannot be otherwise. We are beginning to realize that this same element of interest, so common to student activities, must enter into the required work as well, if we would get results. Otherwise the subject falls "flat." In these student activities the subject matter is secondary. The interests of the boy take precedence. This is sound pedagogy.

STUDENT GOVERNMENT.

Another form of student activity, rich in possibilities for try-out purposes, though not often put into practice in actual classroom recitations, except by a progressive teacher, for it may be applied with beneficial results to class room practice, is some form of student government. It is the try-out course for the POLITICIAN, using that word in its best meaning. It shows the boy at once who is to blame if he fails to do his duty as a member of the community, in this case the student body. It prepares the boy for citizenship, but I dislike that word "Prepare" in this connection. It would be far