one in the community surely needs education. It may be the employer who permits unsanitary work-conditions, though they may hurt his own pocket as well as the health of his employees. It may be the legislators whose error of omission or of commission are responsible for healthkilling conditions in factories, schools, tenements, and railroads. It may be the bargain hunters and the fashion slaves, whose shortsightedness makes starvation wages and irregular employment so com

mon.

But however difficult it may be to catch the man who needs education, we may be sure that he is there and we must make an intelligent effort to find and to "reach" him, so fatally dependent are mind, body, and estate; the mind of one and the body and estate of others, in this field.

So far I have spoken of:

1. The dependence of mental on bodily trouble.

2. The dependence of bodily on mental trouble.

3. The dependence of financial on bodily and mental trouble.

Naturally enough the interdependencies which I have been pointing out are tending to bring together again the doctor and the social worker, whose now divided functions were once united, and to emphasize for them both the importance of education in the remedy of all mental, physical, and financial troubles. What I have said may be thus summed up:

Doctor and social worker must each look to the other for the causes of the trouble he seeks to cure. At bottom medical ills are largely social, and social ills largely medical. But both doctor and social worker, when they have learned (each from the other) the deeper causes of their patients' ills, must go hand in hand to the educator, or at any rate must betake themselves to educational methods, when

they get through with diagnosis and begin

treatment.

The dependence of doctor and social worker on education and on the educator has been made so clear by the success of educational campaigns against tuberculosis, alcoholism, child labor, dark tenements, and unprotected machinery that I do not care to dwell on it here. I wish rather to point out the reverse, namely:

The dependence of the educator on the doctor and on the social worker.

The educator and those in charge of education are becoming increasingly aware of the fact that since a compulsory school law forces the children to undergo many dangers (as well as to receive many benefits), justice and common sense say: "Neutralize so far as possible the peculiar dangers of school life." Such dangers

are:

1. Those resulting from keeping your

children indoors and making them sit still and use small muscles (eye and hand). 2. Those resulting from eyestrain.

3. Those resulting from acute infectious diseases and from tuberculosis.

4. Those resulting from discouragement, ostracism, and handicapping of the child by adenoids or speech defect, accentuated by school work and school discipline.

To neutralize, prevent, or minimize these evils, the school authorities are beginning to institute:

(a) Physical as well as mental examinations (especially in New York and Boston).

(b) Psycho-physical tests (especially in Chicago and Philadelphia).

(c) School nurses.

(d) Physical training, school-gardens, and proper playgrounds.

Since the causes of many of the ills which doctors, educators, and social work

ers are combating lie across the boundaries that separate these professions from each other, the realization of this fact plus the desire to be thorough, to leave no stone unturned in searching out causes, is changing all three professions.

I

Changes in the Medical Profession Doctors are realizing that they must know more than they do of

(a) Diagnostic psychology: i.e., the scientific study of character in health and in disease.

(b) Therapeutic psychology: the systematic application of mental methods to the cure of disease.

(c) Educational psychology: the science and art of pedagogy as applied to the training of sick minds, sick wills, and ungoverned emotions.

(d) Social work: the bearing of indus