After child labor is stopped, national and state child labor committees will learn that their real interest all the time has been child welfare, not child age, and will be able to use much of the old literature, simply substituting for "factory" the word "school" when condemning "hazardous occupations likely to sap [children's] nervous energy, stunt their physical growth, blight their minds, destroy their moral fiber, and fit them for the moral scrap heap."

Many of the evils of school environment the teacher can avert, others the school trustee should be expected to correct. So far as unsanitary conditions are permitted, the school accentuates home evils, whereas it should counteract them by instilling proper health habits that will be taken home and practiced. Questions such as were asked in Miss North's study will prove serviceable to any one desiring to know the probable effect of a particular school environment upon children subject to it. Especially should principals, superintendents, directors, and volunteer committeemen apply such tests to the public, parochial, or private school, orphanage or reformatory for which they may be responsible.

I. Neighborhood Health Resources

1. Is the district congested?

2. Is congestion growing?

3. How far away is the nearest public park?

a. Is it large enough? b. Has it a playground or beauty spot? c. Has it swings and games? d. Is play supervised? e. Have children of different ages equal opportunities, or do the large children monopolize the ground? f. Are children encouraged by teachers and parents to use this park?

4. Are the streets suitable for play?

a. Does the sun reach them? b. Are they broad? c. Are they crowded with traffic?

5. How far away is the nearest public bath?

a. Has it a swimming pool? b. Has it showers? c. Is it used as an annex to the school?