[1] Growth and Education," J. M. Tyler.
Dionysius, speaking of the advantage of virility in a nation, said,
It is a law of Nature common to all mankind, which no time shall annul or destroy, that those who have more strength and excellence shall bear rule over those who have less.
This law applies equally to individuals. Skill, cunning and reason play their part, but the animal quality of endurance is always back of these and is often decisive in a contest.
Darwin said he had difficulty in applying the law of the survival of the fittest to the facts of the destruction of Greece until it occurred to him that in this instance the strongest was the fittest. Civilized people's have been destroyed by ruder races that were physically superior.
The children that are now in our schools will take to adult life such foundation as heredity has furnished, with the equipment that society may care to add. We of this day have no greater obligation than to prepare these children mentally and physically for the duties that maturity may bring. Man did not escape the physical necessities of the body when he became civilized; the advantages of health are as great to-day as when our forebears lived in tents. Very few of the primitive man's activities are left; what he did regularly and from necessity we do incidentally, and usually for sport, and yet the demands upon the energies of man have not been lessened, they have only been changed in form.
Our educational authorities, though in many instances interested in physical development of the young, have not given the subject the important place in their program that it deserves. This is not wholly due to indifference, but largely to their ideals that were derived from classical-ascetic standards.
In the medieval ideal the human body was animal and sinful, to be despised and repressed. The mind was said to be the spiritual element in man, representing the immortal part of his nature, and therefore was the only part worthy of attention in an educational system. From the fall of the Roman empire to the later nineteenth century this ideal dominated education.
The medieval universities, including Oxford and Cambridge, provided only for mental training. Their education was intended for those who were to follow the professions or to become scholars or gentlemen of leisure. Education was not intended to prepare the great mass of men for the every-day work of life.
While only indirectly related to my subject, it is interesting to recall that there was in this country in the early nineteenth century much opposition to the establishment of common schools for the masses. It was claimed that those who belonged to the working classes did not need to be educated. Our own colleges and universities were originally founded on the old classical-ascetic model, so that the spirit of the medieval period survived in the educational plan of this country. It is only in recent decades that these institutions have begun to depart from the older, formal, classical methods that made education a privilege of the few, the average man being deprived of the advantages of the training that he needed. Because of this the humble millions of men and women who wove and spun, and fed and housed the world were left out of the educational scheme.