Approximately 100 years ago, Clark Hetherington articulated the primary aims of physical education by identifying four separate areas: (1) psychomotor, which refers to motor skills; (2) organic, the fitness factor; (3) intellectual, or the cognitive component; and (4) character which refers to the affective domain. These categories can be used to discuss fencing instruction for children. Fencing performance depends on a combination of technique (control of one's body and one's weapon), tactics (decisions related to what actions to take and when to take them), and fitness levels (local muscular strength, power and endurance, cardiovascular endurance, and anaerobic capacity). The author describes a series of progressive steps that groups of third, fourth, and fifth graders follow as they learn the theory and practice of foil fencing, challenging them physically, mentally, and emotionally.