472 THE POPULAR SCIENCE MONTHLY. 



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 com- 

 monly 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 de- 

 velopment 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 phys- 

 ical culture subsidiary to other kinds of education ; not as it 

 should be considered a, fundamental and necessary part of edu- 

 cation. 



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 educa- 

 tion, 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 



