, 1853-12-03

treat the ahove divisions in tie order STAT, d,
first promising the following prop, sllions
which We will take for granted =
lst In man thr physical part Of lis na-
iurc Is the la,is Of the mental, and prrccdr,
the latter in development.
2nd. The mind Of man, though sssraiioHv
distinct from the body, is o Intimately con
nettrd with it that mental manifestations
are liahl to be- greatly modified ly the con-
dit,on oi the body, either directly or through
the operation ol rxicrnat old cts upon it.
3rd. The mind reacts upon lhe body
Eth. The moral faculties Of the mind ac-
qulrc fixed character much sooner than
tn intellectual, anil are Influenced less by
direct instruction than by Circumstances or
example.
9TH. The highest hculiy Of our nature is
rca0a; that power ly which We apprchgnd
Truth aud Distinguish i from error.
Pms:CAL Epu,AuoN, then, is Of the ut
most cons 'Iurncc, viewed as preparation
for, and auxiliary TO, mental education. As
this, however, is rarely entrusted, at least in
the earlier years Of life, to the professional
educator, we will not enter very deeply in
10 detail respecting il, and merely remark
that thnSr who have the supcrint undrncc OF
it, should regard th mSelves as laying the
foundation Of The being committed TO their
care, so that the errors into which they may
fall, must, 10 greater or less degree, affect
the whole supris;ructure AMI on the other
hand, the educator, technically 50 called,
must bear in mind that he nrslccls a most
important part of his duty, when in cxrr-
ci,ing and developing the intellectual fac.
ullics Of his pupil, he ovrIlooks Or disre-
CARDS the influence ofthis training upon the
body. D.
Physical instruction considered solely
with a view TO Communicating grace to our
ordinary gestures or moSshenls, and, by
gymnasic exercis, 10 maintain n helllhful
ione Of the bodily organs, has received soma
attention, so far as systemalized exercise is
conducive to Wholesome and vigorous con
dition of the animal economy but no sue
crssful attempt at an estimate of the inau,
eneo of physical circumstances in the cul-
turc Of the mind, and in moulding or tinging
the character, has yet becui made, though it
must be obvious that such au-estimale is es-
senlidl TO the perfection of a course of edu-
cation. This is owing, probably, 10 the no.
ton thai the enquiry belongs to The medical
physiolugisi, rather than 10 the educator
This is great error The physician is re-
1uircd 10 direct the cure of actual discas,,
but the conditions Of preserving health, and
preventing disrase, are in The ,hanls Of pa
rents and educators, who should possess
knowledge of these conditions, as far as they
regard the simpla requisites of air, temper
arure, clothing, diet, sleep, CLEANLINESS, etc.,
The physical education OF the infant nrces-
sarily begins at birth, aHlf the Inolhpr, aud
all employed about ii should be dislbused of
all gossip Aisurdnies, such as swaihing, rock
ing, and the like, but should know and ap.
ply certain rules as to temperature, cloth
ing, air, light, the avoidance Of all positions
and premature movements huHful 10 the
limbs, the spin, aud the j,inlss
This care vii! occupy about two years,
when the child, able to walk alone will
commence a course Of exercise in which he
will have more 10 do himself than is done
for him His habits are still to be well
watched and judiciously directed, in oil the
matters above alluded to, and the advantages
Of attention 10 thrss 50 strongly and pracli-
tally Impressed upon himself Us to brcomc
paramount habit for life, the contrary Of
which would be annoyance and deprivation.
BERNARD CoRNELIus.
VICTORIA, V. l., October 1888.