INAUGURAL ADDRESS 55 the whole life of the teacher in the accomplishment of her high mission. This idea of the collective ownership of the school is new and very beautiful and profoundly educational. The parents know that the " Children's House " is their pro- perty, and is maintained by a portion of the rent they pay. The mothers may go at any hour of the day to watch, to admire or to meditate upon the life there. It is in every way a continual stimulus to reflection, and a fount of evident blessing and help to their own children. We may say that the mothers adore the " Children's House," and the directress. How many delicate and thoughtful attentions these good mothers show to the teacher of their little ones! They often leave sweets or flowers upon the sill of the schoolroom window as a silent token, reverently, almost religiously, given. And when after three years of such a novitiate, the mothers send their children to the common schools, they are excellently prepared to co-operate in the work of education, and will acquire a sentiment rarely found even among the best classes, namely the idea that they must merit through their own conduct and with their own virtue, the possession of an educated son. Another advance made by the " Children's House" as an institution is related to scientific pedagogy. This branch of peda- gogy, heretofore being based upon the anthropological study of the pupil whom it is to educate, has touched only a few of the positive questions which tend to transform education. For a man is not only a biological but a social product, and the social environ- ment of individuals in the process of education is the home. Scientific pedagogy will seek in vain to better the new generation if it does not succeed in influencing also the environment within which this new generation grows. I believe, therefore, that in opening the house to the light of new truths and to the progress of civilization we have solved the problem of being able to modify the environment of the new generation, and have thus made it possible to apply, in a practical way, the fundamental principles of scientific pedagogy.