though it be. It does not at all depend upon the principles and considerations that the educator, properly so called, has in view in the carrying on of his work. The discussion of this subject does not in any way help us in educational matters, as most commonly understood, nor does it derive any illumination from being placed side by side with the arts of the recognized teacher." And we have seen a Committee of Ten of the "recognized" teachers of our own land blocking out the time of the secondary schools without a single word of reference to the important matter of physical education.
The Committee of Fifteen, which lately met at Cleveland, Ohio, in their voluminous report on Education, did devote one short paragraph to physical culture. But they did not seem to grasp the vital connection between the growth of the mind and the development of the body; for they remark that "systematic physical training has for its object rather the will training than recreation"; and again: "Systematic physical exercise has its sufficient reason in its aid to a graceful use of the limbs, its development of muscles that are left unused or rudimentary unless called forth by special training, and for the help it gives to the teacher in the way of school discipline." The report makes physical culture subsidiary to other kinds of education; not as it should be considered—a fundamental and necessary part of education.
I have therefore thought that a few remarks on the physical element in education would be timely.
It is a suggestive fact that the ratio, by weight, of the brain to the body of a new-born infant is one to ten, while the ratio of the brain to the body of the average European adult man is one to forty-six. Does not this fact at the very outset of life point the way to a correct education? The body needs development till it attains maturity, if it is to have its appropriate growth. The brain needs care rather than special culture while the body is developing rapidly. Its appropriate culture for the years of growth is to be found in its supervision, direction, and control of the body.
If I were asked what should be the prime essential result of a man's education, I should say power, vigor. And by that I mean that a rightly educated man should have force in himself, of which he is master. And I do not hesitate to say that any education, however well it stores the mind with ideas or fills it with knowledge, and yet fails to cultivate this force, is so far a failure. I would extend my remarks so as to include similar statements about the education of woman. Her power may be of a different kind, but power she needs for the battle of life just as much as man needs his force. And until we educate our men rightly, and
