^JgS^S"11"-}       The  Significance  of  Education.  527 
the  claim  that  every  fact  which  shows  the  influence  of  body  upon 
mind  can  be  matched  with  a  fact  showing  the  influence  of  mind  upon 
body.  His  ultimate  conclusion,  however,  is  that  the  dependence  of 
mind  upon  body  in  the  long  run  is  only  apparent,  and  that  as  an 
actual  fact  of  existence'  the  mind  dominates  the  body,  which  is,  after 
all,  but  the  seat  of  organic  life.  Whichever  is  true — and  such  specu- 
lations run  far  afield — is  beyond  my  present  purpose.  We  must  pre- 
suppose, I  think,  that  it  is  an  intention  of  education  to  secure  by  its 
processes  the  sound  body  that  alone  can  support  in  its  processes  the 
sound  mind,  and  that  the  school  and  the  college,  however  imperfectly 
the  results  may  actually  be  attained,  are  as  alive  today  to  the  neces- 
sity of  the  correlation  as  were  any  of  our  forbears  in  the  past.  I 
hold  no  special  brief  for  the  particular  form  which  the  training  of 
the  body  should  take  in  the  school  or  the  college,  since  the  matter 
must  often  be  considered  from  the  point  of  view  of  opportunity  and 
environment,  but  that  it  should  have  a  place,  and  a  well-recognized 
place,  as  a  fact  and  factor  in  any  scheme  of  formal  education  is  be- 
yond argument.  What  I  should  have  in  mind,  however,  in  school 
and  college,  is  participant  athletics — not  the  kind  where  the  consci- 
entious objectors  sit  comfortably  on  the  bleachers  and  let  the  football 
team  do  all  the  rest.  Even  the  professional  school,  where  notably 
the  work  is  intensive  and  the  time  is  short,  should  find  at  least  a 
modicum  of  space  for  athletic  exercise,  for  a  man  who  goes  out  to 
the  practice  of  a  profession  with  an  ill-equipped  body,  however  his 
mind  may  function,  is  handicapped  from  the  start. 
What,  then,  from  the  point  of  view  of  the  mind — and  of  the 
soul — is  the  real  significance  of  education,  at  the  present  time,  not 
only  to  my  generation  which  began  with  widely  different  ideas,  and 
in  some  respects  with  very  different  ideals,  from  those  of  today,  but 
to  the  generation  that  is  now  taking  possession  of  the  field  as  our  suc- 
cessors in  the  activities  of  life ;  and  what  shall  it  be  in  its  character 
and  content  to  function,  as  needs  must  be,  as  a  controlling  impulse  to 
lead  not  only  the  heads,  but  the  hearts  of  men?  "How  can  a  man," 
says  Carlyle,  "without  clear  vision  in  his  heart,  first  of  all,  have  any 
clear  vision  in  his  head?"  And  long  before  him,  it  was  pointed  out 
that :  "As  a  man  thinketh  in  his  heart  so  is  he." 
In  making  any  definition  of  education,  or  in  attempting  any 
predication  of  its  purpose  and  results,  we  must,  of  course,  at  the  be- 
ginning fully  recognize  the  fact  that  in  the  life  of  the  professional 
man,  the  lawyer,  the  physician,  or  the  pharmacist,  there  are  two 
