Nor is the rule at all difficult to follow. Little by little the boy's mind is led along, until the difficult problem in arithmetic seems no harder to him than did the adding of two and two at first. For hundreds of years the mental training of youth has been a matter of careful thought and study, and no effort is spared to secure the best advantages of all the teaching of the past. But with that past before him; with its many great men--not always, to be sure, but so often--men whose bodies were sturdy, and equal to the tremendous tasks which their great activity of mind led them willingly to assume, he is encouraged and urged to keep his mind under continual pressure for many hours daily, and every incentive is brought to make the most of him in this direction. And yet that which would have helped him in almost every step he took, which would have fitted him to stand with ease what now in a few years so often breaks him down, is totally ignored and left quite out of sight. It is plainly no fault of his. The blame lies with the system which, for generations together, has gone along so blindly. The life a farmer's son leads makes him strong and hearty, and when his school-days are over his work is of such a sort as to maintain all his vigor. The city lad who plays on the brick sidewalks, born often of half-developed parents, has no daily tasks which bring his muscles into vigorous play, strengthening his digestion. Is there any possible reason why the city lad should be favored physically like the country boy? The first has every incentive for daily exercise, the latter none at all. There ought to be no more delay in this matter of physical education in the schools. Prompt and vigorous steps should be taken to acquaint every school-teacher in this country with such exercises as would quickly restore the misshapen, insure an erect carriage, encourage habits of full breathing, and strengthen the entire trunk and every limb. If the teachers have not the requisite knowledge now, let it at once be acquired. They, of all persons, are expected to know how to acquire knowledge, and to aid others in doing the same. As soon as they have gained even partial knowledge of how to effect these things, let them lose no time in imparting that knowledge to the pupil. Physical education ought to be made compulsory in every school in this land. Have it directly under the eye and guidance of the teacher, and have that teacher know that, at the quarterly or semi-annual examinations, reasonable progress will be expected in this department just as certainly as in any other, and if he is not up to his work, that some one who is will be put in his place. Then that progress will surely come. It has come already, where the means have been understood and used, as witness Maclaren abroad and Sargent here; and it brings such a benefit to the pupil that no pains should be spared to insure it.