“_L’éducation physique_ embraces muscular and cerebral development. It satisfies the need of exercise of all our organs, passive as well as active,—a need given the authority of law by physiology. To note this development and to learn to direct it with prudence, anthropometric observations should be made and anthropometric statistics continuously kept.
“The exercise of the senses, the calculations necessary in sports and in physical exertion of every sort,—races, workshop labour, etc.,—have their influence on the intellect, and render attractive certain tasks often considered repulsive because of the awkward manner in which they have been approached.
“_L’éducation intellectuelle_ has to do with two totally distinct matters,—matters of opinion, variable, debatable, the cause of quarrels, antagonisms, rivalries; and matters of fact, of observation, of experience, whose solutions are identical for all beings. The old teaching occupied itself almost entirely with the first matters to the neglect of the second. The new teaching, on the contrary, should diminish as much as possible the number and prominence of the first in favour of the second. In whatever of the first is of necessity retained, notably the acquisition of languages, it should limit itself to the purely practical side, and reserve the study of the complicated, illogical evolution of language for a small, selected group of adults who are well grounded in the sciences....
... “On the other hand, the study of nature, of industry (by its practice in workshops), of the sciences (in laboratories and observatories), gives to the brain a harmonious development, makes it well balanced, and imparts a great justness of judgment. Theoretical study in books should only come after the excitation given by real practice, to supplement and co-ordinate the elements which the practice has furnished. From this concordance in the knowledge and appreciation of real facts results inevitably a tendency to concord upon all other matters; that is to say, veritable social peace....
“It should not be forgotten that the _éducation intégrale_, _physique_, and _intellectuelle_, must combine knowledge and art, the knowing and the doing.
“A genuine _intégral_ is at once theorician and practician. He unites the two qualities systematically separated by the official routine, which maintains, on the one side, primary and professional instruction, and, on the other, secondary and higher instruction. His is the brain that directs and the hand that executes. He is at one and the same time artisan and savant.