The normal boy says little or nothing of what he thinks, but much of what he is doing or intends to do. He has the motor mind, the instinct for doing things by which he builds the brain and body. It is nature's way of laying the foundation in the individual as by the more tedious process of evolution she laid it in the race. The mental development of the normal infant is indicated by the increasing accuracy and delicacy of muscular coordination. The feeble-minded child very early shows its mental defect in the clumsy use of its muscles. Because of the functional relation of the voluntary muscles and the mentality, physical training is in a large degree mental training. When by such training we give dexterity to muscles of the growing person we are making possible better mental development; that is, because of this relation of the mind to action there is a direct mental discipline in the thought-out processes of physical activity. If, then, we make physical development a part of our educational process, we are taking advantage of race tendencies, we are starting the individual as nature started the race; we are laying the foundation in the individual as it was originally laid in the race; we are building as the race built.
Exclusively intellectual training may be sufficient for the genius or for the few who have great initiative and intellectual self-confidence, but for the great mass of boys and girls this training is not sufficient. It does not prepare the young for the kind of work that three fourths of them will have to do. We are now beginning to recognize this and through manual training, vocational guidance, etc., we are teaching boys and girls how to do things, and this, too, has the additional merit of being, in a measure, physical training.
Educators, until recently, have, in emphasizing the paramount importance of mental training, lost sight of the needs of the body. Their classical ideals and formal methods made dead languages, mathematics, philosophy etc., the school diet of boys whose normal hunger was for action, and for learning by doing.
Sir William Hamilton, who wrote fairy tales in metaphysics for a generation of Scotchmen, placed these lines over the doorway of his lecture room.
In earth there 's nothing great but Man;
In Man there 's nothing great but Mind.
This sounds well, but it is poor philosophy. There is much in earth that is great besides man and much in man that is great besides his mind. The older type of metaphysician with his staggering vocabulary and his bag of "categories" has now chiefly a historic interest. In the modern view the interdependence of mind and body is a fundamental fact of life. As science reveals the physiologic marvels of the once despised body, the latter grows in our respect, for we find that its seeming humble functions are intimately related to our highest powers. Sir William's couplet gives a hint of the dominance of the classical method of his day. It overemphasized the importance of reason and too often converted the youthful mind into a rag bag of useless information. The educators of that time and since have thought more highly of human reason than experience justifies. With their medieval bias for a world of will and reason, they drove the young with the whip and spur of emulation toward what to them seemed the one possible goal, intellectual achievement.
We exaggerate the share that reason has in conduct. In the history of the race, which is epitomized in the life of every individual, reason was a late outgrowth of feeling, passion, impulse, instinct. It was these older faculties that ruled the life of the primitive man who made the race, and it was through them that the race gradually rose to reason by what Emerson would call the "spiral stairway of development."
These functions of impulse and instinct dominate the life of the child and they are only a little less potent in the conduct of us grownups. Much of what we call reason is feeling, and much of our life activities are due to desire, sentiment, instinct and habit, which, under the illusion of reason, determine our decisions and conduct. Some one has said that reason is the light that nature has placed at the tip of instinct, and it is certainly true that without these earlier, basal faculties reason would be a feeble light. During the growing period these are specially strong, and the important thing is that they be guided and organized in relation to the needs of maturity. In combining mental and physical training we are in some measure furnishing this guidance, doing intentionally what nature did originally without design.
In the uncivilized state the stress of life was chiefly physical. The civilized man has to a large degree reversed this old order, in that the use of the body is incidental in his work, the stress being placed upon the brain. He piles his life high with complexities and in place of life being for necessities, and they few and simple, it is largely for comforts which we call necessities, and Professor Huxley has said that the struggle for comforts is more cruel than the struggle for existence.
This stress which is put upon conscious effort in civilization places a new and severe tax upon the brain. It intensifies and narrows the range of man's activities; it causes him to specialize and localize the strain to a degree that may be dangerous. It is certainly true that every man has his breaking strain, and there is nothing that will raise the limit of endurance like a strong and well-developed body.