en that render them similar to one another, and
unlike every other being. In their natures, original susceptibilities,
and ultimate destinies, they are alike. They are material, intellectual,
and spiritual; animal, rational, and immortal. On these uniform traits
of character education should be based. It should develop and strengthen
the animal functions; classify and improve the rational faculties; and
purify and elevate the spiritual affections in harmonious proportion and
perfect symmetry.

The animal functions of the human system are to be developed and
strengthened by education. Hitherto they have been assigned to the
province of nature, and deemed foreign to the objects of education. But
a more unphilosophical and dangerous theory has seldom been embraced, as
the melancholy results abundantly testify. We shall therefore devote a
chapter to physical education, which seems to lie at the foundation of
the great work of human improvement; for, as we have seen, in the
present state the mind can manifest itself only through the body; after
which we shall proceed to the consideration of the other grand divisions
of the great work of education.

CHAPTER II.

THE IMPORTANCE OF PHYSICAL EDUCATION.

The influence of the physical frame upon the intellect, morals, and
happiness of a human being, is now universally admitted. The extent
of this influence will be thought greater in proportion to the
accuracy with which the subject is examined. Bodily pain forms a
large proportion of the amount of human misery. It is, therefore, of
the highest importance that a child should grow up sound and healthy
in body, with the utmost degree of muscular strength that education
can communicate.--LALOR.

The importance of the department of the great work of education which we
now approach has not hitherto been duly appreciated by parents and
teachers generally. I shall therefore devote more space to this subject
than is usual in works on education, but not more, I trust, than its
relative importance demands. Physical, intellectual, and moral education
are so intimately connected, that, in order duly to appreciate the
importance of either, we must not view it separate and alone merely, but
in connection with both of the others. And especially is this true of
physical education. However much value, then, we may attach to it on its
own account, considering man as a corporeal being, we shall have
occas