which is itself intangible, yet mightier than all created things, we try to subdue with material objects.

Instead of light, of love, of sweet and harmonious social intercourse; instead of that understanding which can penetrate the outer to the inner being, which overleaps the spoken or written word and alights upon the mental or spiritual attitude behind the word: instead of all this, which constitutes the true spiritual relationship of mankind, we have base counterfeits-because of the erroneous belief that our relationships can and do exist entirely in matter. Whereas it is but this which radiates from another's center of being, the divine essence, principle-in fact, all that which is so subtle, so evanescent: it is that which helps and uplifts us. It is that "something" which emanates from the personality of another, and which we breathe in as we do a deliciously pure and wholesome atmosphere, which is of greatest value and permanence in life. It is this spiritual something in another which reveals us to ourselves and fills us with a joy that enriches with never-decreasing wealth.

BERTHA HIRSCH BARUCH.

IS THERE A PSYCHIC BRAIN CENTER?

From the foundation of the world there has always been an expressed faith or belief in the supernatural, and men have worked upon this credulous element of the mind in multitudinous ways. The harp and violin are played upon to produce various harmonies in just the same manner as the faculties of the mind are being influenced in hundreds of ways by different motives, desires, and ambitions.

The superstitious seek for everything that is psychic in character and uncanny in life. Dr. Gall did not lose sight of this element of the mind when he discovered the faculty of WonderMarvelousness, or Spirituality, as it is now called; and he empirically and experimentally examined the brains and skulls of both men and animals. He discovered that persons who possessed this faculty in a well developed state had a strong leaning toward supernatural subjects, had an active sense of wonder, faith, belief in the unseen, showed a love for spiritual phenomena, trust in

Providence, confidence in partially developed truths, a desire to see the new, novel, and wonderful in everything, and were easily impressed.

The location of this faculty in the brain is in the ascending frontal convolutions under the frontal and parietal bones. In the skull the coronal suture passes in front of the convolution in the brain that presides over it.

A doctor said to me the other day that he "believed no faculty was yet discovered that gave to man his premonitions, his telepathic power, his clairvoyant vision, his ability to read the thoughts of others, and send his thoughts thousands of miles away from him." I replied: "The discovery has been made, but you are doubtless unaware of it.”

The Right Hon. Arthur Balfour and Professor and Mrs. Sedgwick, promoters of the Society for Psychical Research in England; Professor Hyslop, T. J. Hudson, W. J. Colville, Julius A. Dresser, Bodis Sidis, Wm. T. Stead, and, in earlier days, Swedenborg, Ann Lee, Joan of Arc, Milton; and many inventors -Tesla, Marconi, Edison-all have it largely developed. It is as definitely located in the brain as memory of names-Eventuality, the metaphysical faculty-Causality, or the intuitive faculty of Human Nature, and should be recognized by all investigators of occult subjects.

If there is power in the mind to understand psychic phenomena, there must be cerebral power to emphasize it; and by definitely recognizing the organ as one of the instruments of the mind, we can cultivate it and learn also to control it. If it is uncontrolled it weakens the mind and leads to folly and instability of belief-credulity in everything new; when controlled by the other moral organs, namely, Conscientiousness, Veneration, Hope, Benevolence, and Firmness, it is of all faculties the most beautiful. It lifts the mind, elevates the thoughts heavenward, and brings us to the gates of the celestial city. It is the pivot between the material and immaterial, the physical and the spiritual, the worldly and the unworldly, the intellectual and the psychical, the metaphysical and the supernatural, the objective and the subjective, the practical and the mystical.

J. A. FOWLER.

Conducted by

FLORENCE PELTIER PERRY AND THE REV. HELEN VAN-ANDERSON.

FOR THE PARENTS.

AN IDEAL METHOD OF EDUCATION.

I have recently read a most interesting book, which all parents should possess and profit by. It is the Rev. Wm. H. Murray's "How I am Educating my Daughters."

The daughters (four in all) range from five to thirteen years of age, and in all their lives they have never been to church or school, and never have had any companions but their devoted parents and the birds, pets, trees, and flowers to be found on their native farm. Yet their accomplishments are many, and their learning varied and wonderful, even though their wise parentteachers did not begin their eldest child's intellectual training until four years ago, considering that until the age of eight no child should be given mental work.

The principal points made by Mr. Murray are most important and fundamental "Above all else." he says, "children should be taught four things: love of parents, love of home, love of country, and love of God." From children thus educated, he declares, "there would come to us as a people, in a single generation, a vast increase in the respect, the reverence, and the affection due to parents; to the children themselves a larger, more practical knowledge of the forces and conditions that make for success on the higher planes of thought, feeling, and life; to the Church, so far as it represents true spiritual development and growth in amiabilities toward men and reverential apprehension of the Divine Being, a measureless reenforcement of vital piety.

One generation of children rightly educated secures a millennial

citizenship. I simply propose with the Divine help to prepare four girls to enjoy the privileges, perform the duties, and win the honors of such a high estate-in short, that my daughters shall be so educated as to represent millennial womanhood."

Can any parent say more? Should any parent say less?

A charming introduction to the home life and customs is the chapter on the "Family Hour." There, in the midst of such delightful occupations as apple-roasting, corn-popping, etc., stories, songs, games, questions, and conversation are carried on and participated in by every one in the circle, with a delight and enthusiasm that will increase as the years pass and bind the family into an inseparable whole, with love as its basis and pinnacle.

But not only is this the hour for recreation, for thought, for the weaving of love-flowers into the patterns of the family lives: it is one of the richest of lesson-hours. In a most fascinating way Mr. Murray tells how by dividing grains of popcorn, on one of these occasions, he revealed the first principles of mathematics, and how from this beginning these eager, alert little minds went on mastering multiplication, subtraction, and division until they could do knotty problems in their minds that would take many an adult a long time to figure out with pencil and paper. To say the multiplication table up to and including 24 times 24 was one of their pastimes. Think of this as a method of concentration!

Not the least among their valuable acquisitions is a vocabulary of 18,000 words, which is an education in itself, especially as we learn that the vocabulary of the average college professor is only 7,000.

"Mastery of word-knowledge," says Mr. Murray, "is the key that opens the door of all knowledge and qualifies children to make rapid and easy strides in all their studies."

And words are often inlets to new and wonderful realms. Think, then, what vast new territories are opened to the mind that can enter through these magic passages! All the kingdoms and nations of the earth, the secrets of heaven and soul, of life and Nature, are opened to the one who knows the meaning and use of words. For are they not the guardians of the world's sum

of experience, of knowledge, of revelation? Are they not sometimes like angel hands leading us into the countries flowing with milk and honey? Are they not as jewels in the mouth of the poet, and lofty mountains when they issue from the heart of a prophet?

Our ideal teacher has struck the deepest vein in his mine of Truth when he touches on the value of words. Parents, think of this, and go and do likewise with your own children. Let them learn to define, spell, and use correctly ten words a day (never missing a day), and learn, as have the Murray children, 3,650 words a year. Even if you can do no more than this for your little flock, it will be worth a thousand times more than the effort and time it will cost, not only to your children but to yourselves.

For seventy-five cents you can get the book (in paper), with a compiled list of the words used by Mr. Murray, whose address is Guilford, Conn. The book also contains Scripture-readings, poems, and literary recitations as learned by the author's children.

All this, Mrs. N., is in answer to your question about teaching your children how to develop their mental forces. Though this is not the so-called metaphysical method, yet it is very like it, and indispensable to the children who are to be well rounded. With your own spiritual insight and careful tact you will be able, through your explanations and interpretations of what they study, to throw the spiritual light on everything. But the value and scope of this splendid intellectual training cannot be overestimated as an aid and corroboration of the higher forces of life and character.

Paul tells us "that which is first is natural, and that which is last is spiritual." Our babies come into this world unconscious, physical beings; they leave it, if we train them properly, conscious, spiritual beings: so we train the physical and mental in order to make ready for the development and flowering of the spiritual.

It is the proper exercise and direction of mental and physical energy that form the real basis of education. Nature gives a hint of the right mode of procedure from the first. The baby kicks, cries, wriggles, coos, and gurgles. The boy and girl run, jump, climb, wrestle, skate, dance, laugh, talk, and sing. As the