Brothers in a high calling! The speaker, proudly enrolling himself in the number of your noble band, greets you from his heart this day, and invites you to spend a thoughtful hour with him; and to help him, by your best wishes, to unfold in a manner not wholly unworthy of his theme, some small portion of the nature and method of Human Development.
Ours is the age of analysis. We begin to see that before we can understand a substance, it is necessary to become acquainted with all its component parts. Thus, then, with regard to Human Nature, we must understand all at least of its grand divisions, before we can comprehend the method of developing it as a whole.
Let us then say, that there are five grand divisions in Human Nature,--the physical, the intellectual, the affectional, the moral, and the devotional,--or in other words, that man has body, mind, heart, conscience, and soul.
Concerning these great divisions, I shall assert, _first_, that they are all mutually dependent upon each other; that if one of them suffer, all the others suffer with it; that man is dwarfed and incomplete, unless he is fully developed in all the five: and, _secondly_, as my special subject, I maintain that physical well-being, health of body, is therefore necessary not only to the complete development of Human Nature, but that it is also essential to a happy and harmonious development of each one of the four other great divisions of Human Nature; or in other words, I assert the body has something to do both with the mind, heart, conscience, and soul of man, not merely to all these collectively, but also to each of them separately.
First, then, I shall speak on the mutual dependence of the faculties.
Now, although it is not possible that any faculty should be so completely isolated, as to act without moving any of the rest at all; nevertheless, since a comparative isolation and separation of the faculties is but too common, let us glance through the history of the past, and mark any notable instances of such isolation; and if we find that a one-sided development has always proved a failure, we shall begin to discern the folly of trying such disastrous experiments over again, specially since they would have to be made upon living human beings, upon he young children of the rising generation, who cannot resent our folly, but whose distorted natures will be living proofs of our incapacity, of our impotence as educators, when the experiment tried for the thousand and first time fails yet again, as it always has done, and always will do to the world's end, while Human Nature remains the same.