It needs to be emphasized that integrity signifies one hundred per cent, nothing less, and that such a goal is quite worth working toward.  On the physical side, the problem looms large before us.  Since we can produce thoroughbred live stock that scores one hundred per cent, we ought to produce one hundred per cent men and women.  In a great university, physical examinations covering a period of seventeen years discovered one physically perfect young woman and not one physically perfect young man.  Our live stock records make a better showing than this.  For years we have been quoting “a sound mind in a sound body” in various languages but have failed in a large degree to achieve sound bodies.  Nor, indeed, may we hope to win this goal until we become aroused to the importance of physical training in its widest import for all young people and not merely for the already physically fit, who constitute the ball teams.  If the child is physically sound at the age of six, he ought to be no less so at the age of eighteen.  If he is not so, there must have been some blundering in the course of his school life, either on the part of the school itself or of the home.  When we set up physical soundness as the goal of our endeavors and this ideal becomes enmeshed in the consciousness of all citizens, then activities toward this end will inevitably ensue.  Physical training will be made an integral part of the course of study, medical and dental inspection will obtain both in the school and in the home, insanitary conditions will no longer be tolerated, intemperance in every form will disappear, and every child will receive the same careful nurture that we now bestow upon the prize winners at our live-stock exhibition.  The thinking of people will be intent toward the one hundred per cent standard and, in consequence, they will strive in unison to achieve this goal.

The large amount of incompleteness that is to be found among the products of our schools may be traced, in a large measure, to our irrational and fictitious procedure in the matter of grading.  We must keep records, of course, but it will be recalled that in the parable of the talents men were commended or condemned according to the use they made of the talents they had and were not graded according to a fixed standard.  Seeing that seventy-five per cent will win him promotion, the boy devotes only so much of himself to the enterprise as will enable him to attain the goal and directs the remainder of himself to adventures along the line of his native tendencies.  The only way by which we can develop a complete Sam Brown is so to arrange matters that the whole of Sam Brown is enlisted in the work.  Otherwise we shall have one part of the boy working in one direction and another part in another direction, and that plan does not make for completeness.  We must enlist the whole boy or we shall fail to develop a complete boy.  If we can find some study to which he will devote himself unreservedly, then we may well rejoice and can afford