390 INTERNATIONAL CONGRESS OF EDUCATION. 
knowledge of the human constitution and its needs in the minutest detail, 
so as to be able to decide as to what apparatus to employ and how to use 
it, both as to manner and extent, in order to produce the desired results 
without harm to the pupil. This requires a knowledge of each individual 
case. Hvery pupil must be carefully examined by an expert, and proper 
exercises prescribed for each individual and supervised by some one who is 
also an expert. Now these are conditions not often found in our public 
schools, and, however much they are to be desired, we may readily 
believe that the time is somewhat in the distant future before such provis- 
ons will be generally realized. In the meantime we must take the schools 
1s we find them, and meet the requirements as they exist and with the 
facilities afforded us, and this means without either gymnasium or appara- 
us. If these suppositions are correct, and I am sure no one can question 
hem, then the training of the teacher should be such as can be reproduced 
with the children in the ordinary public school. 
The question, then, that interests us is to know whether a system of 
gymnastic exercises cannot be devised that will meet all the conditions 
we have supposed and at the same time accomplish all the desired 
results. Such claims are made and seem to be sustained by strong and 
reliable testimony. One claim is made for these free gymnastics that is 
not met by any system of heavy gymnastics so far as I am aware; that 
is, the careful training of the vocal organs. There is, perhaps, no more 
fruitful source of disease than the weakness of these organs, and noth- 
ing certainly more essential to usefulness and success in life than their 
health and vigor. Every consideration would indicate the necessity for 
the most careful and thorough training of these organs, and any system 
of physical culture that leaves out this important element is defective at a 
vital point. No system of physical training cau be regarded as complete 
that does not include the training of all the organs of the body. 
[ have now called attention to defects that seem to be quite common in 
our schools for training teachers, with a view to provoking discussion, if 
the opportunity offers. That they may be put in proper form for this 
purpose, I will restate them. 
(1) What number of pupils can be properly and advantageously 
included in an institution for the training of teachers ? 
How many can profitably be employed at the same time in the school of 
practice ? 
(2) How many subjects can be profitably carried on together by the 
ordinary normal school pupil ? 
What subjects ought to be included in a course of study designed for the 
sraining of teachers for our intermediate or secondary schools, and how 
much time should be given to it ? 
(3) Should our normal schools include a course in manual training ? 
(4) Should our normal schools include a thorough course in physical