xX. PRESIDENTIAL ADDRESS 
c 
Christian churches still have their ‘‘ catechisms,” and even 
elementary science text books were, until a few years ago, 
written in this form. The Hebrews had thus a splendid 
system of moral training, but it never went further. The 
leaders of the nation never seemed to awaken to the craving 
of a*man’s intellect for something more than a system of 
morality. The high position since taken by Hebrews in 
both sciences and arts shows to what heights their ancestors 
might have risen in these directions had they only made 
as much provision for education in that direction as say the 
Egyptians or Assyrians. 
In ancient Greece there were two distinct types of 
people, and each devised a system of education typical of 
themselves.%.. The Spartan, whose ideals rose little above 
that of making a man a perfect animal physically, trained 
the young with that end in view. Children if delicate when 
born were killed off by exposure. Those allowed to live, 
on attaining the age of seven were handed over to the state, 
placed in public institutions, brought up under the strictest 
discipline, and allowed notiiing but the barest necessities in 
either food or clothng—the idea being to harden them for 
war. Physical culture was brought to a high state of de- 
velopment, and the girls were also trained till physically 
perfect, so that the women might be strong to bear strong 
children. The system of education somewhat resembled 
that of the Persians, producing a splendid warrior with a 
few splendid virtues, but owing to its narrowness it led 
to the extinc:ion of the Spartan. 
The Athenians on the other hand recognised that the 
mind makes the man more than the body, and in their 
system of education they aimed not at a glorified animal, 
but at a glorified mind in a vigorous body. Although 
physical training of the young held a very high place, it 
was put in its proper sphere as only a step in the scheme— 
not the end. The public schools where the physical and 
mental training were given were distinct. Music also held 
a very high place in their esiimation, and was one of the 
most important subjects taught in the schools. In the 
secondary schools and in most of the schools of the philoso- 
phers, the physical sciences were taught in addition to the 
usual rhetoric, musiv, drawing, grammar, philosophy, etc. 
