174 THE CONTROL OF LIFE 



Vivendo discimus. — By living we learn to use body 

 and mind, sense and soul aright. 



(3) Another biological idea of obvious relevancy in 

 regard to education is the unity of the organism. We 

 are mind-bodies or body-minds, and education fails of 

 its mark if it is not the development of the healthy 

 mind in the healthy body. To the physiologist it is 

 so plain that the child is a motor organism, surging 

 to move, to do things, to translate thought into action, 

 to reheve emotion by emotion, that he wonders how he 

 survived the long school-hour, the frequent repression 

 of even vocal cord movement, the straining of atten- 

 tion to or beyond the limit of ' fatigue-stupefaction.' 

 But it is not only the motor capacities that must be 

 championed as having rights alongside of the intellec- 

 tual ; there is the training of the senses in precision 

 and alertness — often an enjoyable as well as a valuable 

 discipline , there is the training of the emotions — from 

 the thrills of the simple beauty-feast of shells and flowers, 

 or of the simple song, up to the appreciation of pic- 

 ture and music, from a simple admiration of the hero 

 or heroine of the great stories to an ennoblement of the 

 whole being with courage or pity when the imagination 

 is fired by reading or hearing in fit language of the his- 

 torical reahsation of some great ideal; there is the 

 discipline of enduring hardness ; and there is the supremely 

 educative moment — which some Boy Scouts find — when 

 knowledge and imagination, sense and sympathy are 

 combined in the accomphshment of something that re- 

 quires to be done. We suppose that this has been said 



