uld encourage
the correct use of Nature's inhaling tubes, shoulder-braces, and
abdominal supporters; for in this way they have it in their power not
only to supersede the necessity of resorting to artificial ones later in
life, but of preventing much of human misery, and contributing to the
permanent elevation of the race.

CHAPTER V.

THE NATURE OF INTELLECTUAL AND MORAL EDUCATION.

In the cultivation and expansion of the faculties of the mind, we
act altogether upon _organized matter_--and this, too, of the most
delicate kind--which, while it serves as the mediator between _body_
and _spirit_, partakes so largely of the nature, character, and
essential attributes of the _former_, that, without its proper
physical growth and development, all the manifestations of the
_latter_ sink into comparative insignificance; so that, without a
perfect organization of the _brain_, the mental powers must be
proportionally paralyzed; without _its_ maintaining a healthy
condition, _they_ must be rendered proportionally weak and
inactive.[20]--DR. J. L. PEIRCE.

It has already been stated that there exists such an intimate connection
between physical, intellectual, and moral education, 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. However much
value, then, we may attach to physical education on its own account,
considering man as a corporeal being, we shall have occasion greatly to
magnify its importance as we direct our attention to the cultivation and
development of his mental faculties. We have no means of becoming
acquainted with the laws which govern independent mind; but that mind
separate from body is, from its very nature, all-knowing and
intelligent, is an opinion that has obtained to a considerable extent.
Be this as it may, it does not immediately concern us in the present
state. This much we know, that embodied mind acquires knowledge slowly,
and with a degree of perfection depending upon the condition of the
brain and the bodily organs of sense, through the medium of which mind
communicates with the external world. We do not even know whether
education modifies the mind itself; and, if at all, how it affects it in
its disembodied state. Neither is it important that we should possess
this knowledge. There is, however, much reason for believing that the
mind of man i