HUXLEY 23 



The striving for this goal may be seen in all 

 Huxley's School Board work. As I shall shortly 

 have occasion to insist, he refused to split up 

 human nature into this and that part physical, 

 intellectual, moral to be treated apart in dif- 

 ferent ways. To him human nature was one and 

 indivisible, to be treated in all its parts according 

 to the same fundamental method. Hence his 

 advocacy of physical training, not as a mere\ 

 appendage to, but as an essential part of, school 

 work. In the narrower training of the grown-up, 

 or nearly grown-up, biological student he laid no 

 little stress on physical training, the training of 

 the eye, the ear, and the hand; for, the clearer 

 the sight, the sharper the hearing, and the readier 

 the touch, the greater the firmness with which the 

 student can lay hold of the phenomena of nature, 

 the more surely he can gain the basis needed for 

 exactitude of thought and judgment. In the 

 broader training of the growing child, physical 

 training seemed to him to be one of the first of 

 needs, not for the sake only of what some call the 

 body, but for the sake of the whole child. 



The same desire to reach character guided him 

 in his selection of subjects to be taught and of 

 methods of school teaching. It seemed to him 

 that the primary object of all teaching of the 

 young must be to awaken the mind, to rouse the 

 attention, to excite the desire to know more. And 

 though he knew that a good teacher has the power 

 to accomplish this, whatever be the subject which 



