What should be observed in physical culture relates either to the exercise of voluntary movements or of the organs of sense. As to the motor training, the first condition is that “the child should always help himself” (2: p. 60). Strength and skill, quickness and self-reliance are thus developed. He recognizes a coördinate relation between the sense and muscle. Touching upon the psychology and pedagogy of various outdoor games common among children, he recommends those games as the best which “unite the development of skill with the exercise of the senses.” Moreover, these games entered upon by the children serve them as an unconscious training for self-denial, hardship, privations, and the habit of constant occupation, and, besides, have a beneficial bearing on their social life. “A lively boy will sooner become a good man than a conceited and priggish lad” (2: p. 64). He also drops a line on the task of gymnastics, saying that since they are merely intended to direct Nature, we must not aim at artificial grace nor the perfection of performance. Thus, Kant not only shows his broad pedagogical view in advocating children’s games for the culture of the senses and muscles, but anticipates one of the great discoveries of modern psychology--the mentality of the muscles. In mental culture we can distinguish two kinds: one “free,” the other “scholastic.” By free culture children’s natural learning by their spontaneous activities is meant; it is, so to speak, a play, a pastime, or an occupation in leisure. It goes on all the time, without our interference; our function is simply to observe and guide it properly. Scholastic culture, on the other hand, constitutes work, business, or an occupation by compulsion. “In _work_, the occupation is not pleasant in itself, but it is undertaken for the sake of the end in view.... It is of great importance that children should learn to work. Man is the only animal who is obliged to work. He must go through a long apprenticeship before he can enjoy anything for his own sustenance” (2: pp. 68-69). And it is in man’s nature that he wants occupation, even though it involves a certain amount of restraint. Therefore, Kant disagrees with Basedow’s view “that children should be allowed to learn everything, as it were, in play.” Play and work should go together, and the school is intended for the cultivation of the work interest and work-habit.