A healthy wave of reaction seems setting in against the old ideal of "cramming" which once masqueraded as education. Already signs are apparent that in order to have a healthy mind a healthy body is necessary. A sentiment in favour of physical education is slowly arising and may some day be translated into statutes and administrative rule. At present the sentiment is a vague one and is not wholly free from the suspicion of ulterior motives connected with national defence. It cannot be gainsaid that the army and navy will gain in strength and efficiency by the improvement of the racial physique but the same forces might be equally increased by some new discovery in aviation, some new invention in machinery or some new combination in explosives peculiar to America. Methods of education must justify themselves first and last by their conformity to the physical, and moral and intellectual needs of the human basis of society. They must not be devoted to the development of a healthy manhood only, the interests of the race demand that healthy womanhood shall be the care of any truly national system of education. Until we have built up the body we are little likely to succeed in creating a race of pure-thinking, pure-living men and women. This is the universal need. Higher education, the highest intellectual culture is for the few, not for the wealthy few--but for the proved fit, for those whose antecedents and character show that their brain is capable of receiving and their powers are capable of using a fully developed education which would otherwise be a ridiculously wasted acquisition. The intellectual education of the future will probably average a higher standard than at present but we must revise our criterion of judgment. We must realise that our current ideals tend rather towards making a nation of priggish inefficients than of happy, healthy home builders. If our teachers have aimed in the past at cramming comparatively useless knowledge into every brain independent of individual capacity, it is not strange that our educational faults have been to neglect the physical side and to ignore the vital teaching which might have led our scholars in the direction of their own physical development. These two things must inevitably stand or fall together. If you neglect physical training it will be because you do not realise its importance. If you realise its importance you will not only devote your principal educational efforts towards its universal practice in the schools but you will see that nothing is left undone to induce the young to adopt in the privacy of their own lives the principles which make for physical perfection.