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Physical Education

Of all the domains of human consciousness, the physical is the one most completely
governed by method, order, discipline, process. The lack of plasticity and receptivity in
matter has to be replaced by a detailed organisation that is both precise and comprehensive.
In this organisation, one must not forget the interdependence and interpenetration of
all the domains of the being. However, even a mental or vital impulse, to express itself
physically, must submit to an exact process. That is why all education of the body, if it
is to be effective, must be rigorous and detailed, far-sighted and methodical. This will be
translated into habits; the body is a being of habits. But these habits should be controlled
and disciplined, while remaining flexible enough to adapt themselves to circumstances
and to the needs of the growth and development of the being.

All education of the body should begin at birth and continue throughout life. It is never too
soon to begin nor too late to continue.

Physical education has three principal aspects: (1) control and discipline of the functioning
of the body, (2) an integral, methodical and harmonious development of all the parts and
movements of the body and (3) correction of any defects and deformities.

It may be said that from the very first days, even the first hours of his life, the child
should undergo the first part of this programme as far as food, sleep, evacuation, etc. are
concerned. If the child, from the very beginning of his existence, learns good habits, it will
save him a good deal of trouble and inconvenience for the rest of his life; and besides, those
who have the responsibility of caring for him during his first years will find their task very
much easier.

Naturally, this education, if it is to be rational, enlightened and effective, must be based
upon a minimum knowledge of the human body, of its structure and its functioning. As

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