PHYSICAL EXERCISE IN SCHOOL.

BY S. W. MASON, PRINCIPAL OF HANCOCK GRAMMAR SCHOOL, BOSTON, MASS.

So intimate and mutual is the relation of mind with matter, the mental with the physical, that the one can not be neglected without detriment not only to itself, but also dragging the other down to the same low level.

The body is constantly influencing the mind, and the mind as constantly influencing and controlling the conditions of the body; hence intellectual and physical culture and training should "go hand in hand;" if permitted, or by us forced to go apart, either will stray from its appropriate sphere, resulting in feebleness, failure, and premature decay, and the fate will be that of a "house divided against itself."

The laws of nature will not, can not be broken with impunity. Every attempt to cultivate the intellect, independently of its coördinate power, the body, must end, yea will end, in an ignoble failure, or a miserable defeat; but when these two powers so intimately by the Almighty connected, are made to act in unison and harmony, any thing within the limits of possibility, may be accomplished.

So apparent or demonstrable has been this mutual relation, that thoughtful men and educators, in all ages, have studiously sought to know how the one can be exercised for the greatest development and vigor of the other.

The necessity of training the powers of the mind by due bodily exercise has been acknowledged in all states of society, from the most primitive to the most enlightened.

As teachers we have committed to our care and parental keeping, beings of a material and an immaterial nature, not divorced, or by us to be divorced; but they are, and ever must be, mutually dependent on each other, and they should be so recognized by us, and properly trained and developed, in order that our pupils may grow up to the full stature of those made in the image of God.

The importance of systematic, rigid physical training, is now conceded by most educators; indeed so generally is it acknowledged

that any argument in its favor is unnecessary for the purpose of arousing teachers to a proper sense of its value as a means of culture.

It is apparent to the most casual observer, that the Anglo American race has been deteriorating for a series of years. What teacher especially, has failed to observe, how common in the school-room is the "cramped stooping posture," the crooked spine, the contracted chest, the dull languid eye, the pale, haggard cheek, with its bright hectic, marking its possessor as a sure victim of that fell destroyer of our happy homes, consumption.

Conscious as we are of the sad decay going on around us, how to remedy the evil and restore pristine vigor to the youth of our land, through the legitimate channels of instruction, is now interesting the leading educators of the age.

Within a very short time a wonderful impulse has been given to the subject of physical education, and the attention of the wisest heads and kindest hearts has been turned in this direction, till some kind of systematic physical culture is expected, yea, demanded in our public schools.

I trust the current which has so auspiciously begun to flow, may run stronger and deeper, till all teachers shall not only be convinced that they have been derelict in this matter, but shall hasten to do works meet for repentance. Physical culture should be promoted systematically and persistently till it assumes a position in our public schools commensurate with its importance.

The particular form it shall take or the methods adopted for carrying it out, will long remain a matter of abstract and experimental investigation, each person interested, (and there is no live teacher but what is or should be interested,) contributing something of his experience and thought toward the realization of the grand object-the highest efficiency and well being of mankind, morally, intellectually and physically.

The expediency or practicability of introducing direct physical culture into our schools by gymnastic or calisthenic exercises has been, and is still, doubted.

The term, Gymnastic, conveys to the minds of many, erroneous impressions. It turns our school-rooms into mere gymnasia, bringing with it all the appliances of their intricate machinery. Books, slates, pens and pencils, must be exchanged for bars, poles and heavy weights, turning the activity of the school-room, induced by an interest in mental improvement, into gladiatorial shows and feats of athletes. And it is not strange that such impressions should

obtain, for gymnastics as practiced formerly in this country, have been so encumbered with the endless paraphernalia of the system that it has been, and is impossible, to introduce them into our schools. However beneficial they may have been, but few have been able to receive the benefits resulting from the system, and then only by resorting to some gymnasium, at a great expense of time and money. So exclusive have been the gymnasia of this country that a great prejudice has existed against them, as the resort only of the low and vulgar, and gymnastics have been considered as tending to produce coarseness of manners and a combative disposition, and to raise up a nation of bullies and prize fighters; but this prejudice against gymnastics, as such, has been in a great measure overcome by the admirable system of New Gymnastics, which is so well adapted to interest, please and improve those who become acquainted with its beautiful and simple machinery, and practice its symmetrical move

ments.

The Gymnasium, under the new regime, is now the resort of the refined and cultivated. Much as we may admire the new system, it never can with all its apparatus be incorporated into our school system. Every practical teacher knows that there are insurmountable difficulties in introducing into our public schools apparatus of any kind, except where a room is appropriated especially to gymnastic purposes, and this we know is not practicable, and even if it were practicable, we believe that free movements without apparatus of any kind, stand preeminently as the best system for our schools, indeed, as the only system that can be introduced with any degeee of success into the school-room; hence they, and they only, can legitimately be called school gymnastics, and so happily are they adapted to the labors of the school-room that the question, not only of introducing, but of continuing them in our schools, is no more a matter of doubt than that Arithmetic, Geography, or any other essential branch of education should have its appropriate place in our school system. The use of apparatus of any kind is, and ever will be, a source of annoyance and torture to the teacher. We are supplied by one Creator with all the apparatus needed. "God never made his work for man to mend." Wands, bean-bags, dumb-bells, rings &c., must be bought, dropped, mislaid, lost or broken, so that when the hour of exercise comes round, numerous are the excuses why this or that one can not join the class, till the teacher becomes discouraged, and wishes he had never attempted to introduce gymnastics into his school, and in his haste condemns all physical exercise; while these free movements are always "on hand," and at a given signal all are ready

to commence without the vexatious delay of the long preparation in distributing the apparatus, and the oft repeated "ready," and with music and song, they constitute the very poetry of motion.

A series of motions, performed in exact time, either with or without music, each pupil knowing how many movements to make with a certain limb, the precise position to take, when, where, and how to change, without dictation from the teacher, the transition from one position to another being easy and natural, will be found a most agreeable auxiliary in the school-room.

The great hindrance to the successful introduction of physical exercises into our schools has not been from a want of interest in the subject, but because we have not the inclination, hence think we have not the time to arrange a series of exercises which should be both pleasant to the spectator, and easy, agreeable, and profitable to the pupil.

The first requisite for the successful introduction of calisthenic exercises into any school is, that the teacher of the school, (not a special teacher,) should have a series of movements arranged and classified. It is folly for any teacher to attempt to have pupils perform any physical exercise with pleasure and profit, unless he has in his own mind, a well defined idea, just what movements should be made, and he himself is able to make the exact motions required.

We should have faith in the utility and practicability of any series of exercises, as fitted to answer the end desired, and then when we have become familiar with them, if we are "apt to teach" in other things, we are prepared to instruct our own pupils.

well, do it ourselves." If we don't

"If we want any thing done know how, let us learn or leave. These exercises should not be taken as a mere pastime, but for the purpose of accomplishing some specific object; yet, did I know, that they had no effect upon the mental, moral, or physical well being of my pupils, I should have them practiced in my school, for the pleasure they afford, and as a relaxation from close mental application. Knowing as I do the immense good, mental and physical, to be derived from a judicious practice of free gymnastics in the school-room, I would insist that every pupil, unless disabled, should take some arranged series of exercises daily.

When these free movements are understood and comprehended by the teacher, they are ready to be practiced at any time, even in the midst of a recitation, if perchance it languishes, on account of inattention or weariness. A few moments exercise will cause the blood which has on account of close application to study, been crowding

toward the brain, and causing stupor, to leap through the veins, promoting muscular development, quickening respiration and circulation, and giving the whole system life and energy. Joy reigns, the dull eye sparkles with delight, fun and frolic succeed, and the whole aspect of the room is changed, and the pupil prepared to enter upon the recitation with renewed vigor.

It needs no argument to prove that a well arranged series of free movements, persistently practiced, will not only be useful in giving proper development to the bodily powers, but they will be equally efficient in developing mental activity by inducing habits of order, and exactness in mental operations. Every position properly taken increases the influence of the will to move the muscle desired; the muscle is invigorated and the will strengthened; hence all motions should be symmetrical, uniform, precise; merely moving the limbs does not constitute a gymnastic exercise.

There should be a determination of the mind how a certain member of the body is to be moved to constitute a given position, and the members moving in obedience to the will, should make the predetermined position.

To raise the arin in a careless, heedless way, and let it fall as carelessly, or to thrust out the hand at random without determining beforehand, just where it should stop, and how long it should be in the transition from one point to another, can have but little effect either upon the mind or body; but when raised to a certain height, with a certain velocity and directness, as previously determined by the will, this constitutes a gymnastic position, and is beneficial; hence, precision must be exacted, and "to render any movement definite and exact, a point of departure, a point of termination, and the line through which the body or any of its parts must pass, must be clearly and precisely determined, as well as the rythm of the

action itself."

Never should we leave a set of exercises till the utmost uniformity and precision is secured; so much so, that the pupils find actual pleasure in the perfect performance. "Whatever is worth doing at all is worth doing well." We soon become weary, yea disgusted with any exercise when we are conscious we do it imperfectly.

Short, active exercises, well done, will afford the greatest pleasure, and lay the foundation for successfully carrying out a well developed plan, embracing variety and system.

A proper system of school gymnastics is not confined to the mere motions of the limbs, by occasional exercise in the school room. It is more general; it looks beyond the present out into the illimitable

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