A TEXT -BOOK OF PHYSICAL EXERCISES
PHYSICAL EXEECISES
ADAPTED FOR
THE USE OF ELEMENTARY SCHOOLS
BY
ALFKED H. CARTE II, M.D. Lond., F.R.C.P.
AXI>
SAMUEL BOTT
DIRECTOR OF PHYSICAL EXERCISES TO THE U1 KM IN'tillxVM 'jCHnnl, HOARD
WITH PREFACE
BV
GEORGE II. KEXUICK
chairman or THE SCTIOOE MANXOEMENl’ lOMMiriEII BlRMINt.HVM St ROARI>
S/ontion
;V1ACMILLAN AND GO., Ltd.
NEW YORK: MACMILLAN & CO.
189G
All rights 7’eseri'ffl
PREFACE
Tjie Kleni<*ntary Ktlucation A^*.t of 1870 was in itself such a revolution in our ideas of the national duty towards our children, and necessitated so many chanj^es in so many places, that little siirprise can be expressed if most of the time since th.'it pei'iod hjis been spent in the organisation of the administra- tion, rather than upon the matter to be taught in the schools.
At the present moment »)ur elementary schools, while con- s])icnous among all our schools for the excellence of their methods, have yet much to learn, and much to alter, in what is ht'ing taught.
One omission from the curriculum of most of the elementary schools until the last few years has been that of s^’^stematic* physical exercit^e ; ami this, in spite of the fact that in all schools of a higher grade this subject has assumcxl such importance that in some cases it seems in danger ol' ovei'shadowing all the others.
The .Kducation l^epartinent, by its code of 1895, has now’ made the teaching of Physical Exercise in the senior part of an Elementary^ School one of the comlitions of earning the principal
VI
PHYSICAL EXEPC/SES
^rnnt ; siiid it insiy be interesting to school nimiagers to know that untler the llii’ininghain Board such teaching has been carried out in all its schools for the last ten yeais.
One hour and twenty minutes a week is the time assigned for this exercise (comprising four lessons of ten minutes each, and one of forty minutes), which is carried on in the playground if the weather permits, otherwise in the central hall, oi‘ in the class- rooms with all the windows wide open.
In spite of the requirements of the Kducation Code, and of a wide curriculum, this diversion has not, in the opinion of the bulk of the teachers, interfei'cd with the progress ol‘ the scholars. On the contraiy, it has not only brightened them up and im- proved their physique, but it has also instilled into them habits of ])ronipt and ready obedience to the wiml of command so useful alike during school life and afterwards.
It seems very desirable that those interested in the ipicstion should have some text-book to which they can refer for guidanci* and information ; and it is e.xtremely imjiortant that such a book shoiild be produced under the diiection of those who are acquainted in the first place with the true physiological basis of exercise; and in the second place with a knowledge of the practical conditions under which a reasonable "scheme can be conducted. From the medical point of view Dr. Caiter has long given this subject his careful attention, and has had opportunities of studying these questions in Birmingham which are j^erhaps unique. On the other hand, in IVIi. Bott .we have the organiser of the whole of the exorcises now given in the Birmingham Board Schools, and one who, by his painstaking
eflbris and ready sympathy, has won golden opinions from the teacliers with whom ho is in close contact.
I need only add an expression of my firm conviction that some form of systematic physical training will very shortly occu])y a rcasonahle time in the curriculum of every school in the kingdom, and that both teachers and managers will agree that it is as necessary, as it is desirable, for the well-being of the cliildi’en.
fJEOKGE H. KENEICK,
Ckainnan^ School Miviuigcment Conimitfecj l^irminghaoi School Bous'd,
CONTENTS
TART 1
rAliK
THE PHYSIOLOGY OF EXERCISE 3
PART II
PHYSICAL EXERCISES
1. Introduction ...... ... 43
2. Drilu at Assembly ........ 45
3. Marchino and Wheeling .51
4. Running, or the Double March . , . .57
5. Desk Drill for Indoor Exercises . .59
6. Arranging a &lass for Exercise in the Schoolyard 61
7. Free Exercises ......... 66
(A.) Arm Exercises ...... .68
(R.) Body Movements ........ 76
(C.) Qombination Exercises 84
8. Dumb-bell|i ......... 91
9. Staves . . .113
X
Pjfys/CAL EXERCISES
I’AQR
1 0. Indian Clubs . . . .134
11. Fioubb - Marching ......... 154-
1 2. A Figure - Marching Exercise for a Class of Thirty-two . 161
13. Table of Exercises for Four Short Lessons in School 166
14. Table of a Year’s Drill and Exercises for each
Standard in the Playground . . . . . .167
I> ^ R T I
TflE RUYSIOLOOY OF EXERCISF
THE PHYSIOLOGY OF EXERCISE
Strictly speaking, physical education has to do with all con- Scope of ditions on which the material welfare and physical well-being of uatlon!*^ the body depend, such as exercise, rest, recreation, food, clothing, personal cleanliness, and the like. The present work, however, touches only upon one side of physical education, namely, the employment of muscular exercises, carefully selected and organ- ised, with the general object of increasing the efficiency and power of an individual to fulfil the duties of life, and more especially considered in relation to the re<iuirements of children in public elementary schools.
W'^ith these objects in view, it is clear that everything Imporunce of depends upon the care and skill with which such exercises are aitions!*^ selected and graded to meet the varied re«|uirements of sex, age, development, and bodily health of pupils, the limitations imposed by. school work o? otlier kinds, and many otlier practical con- siderations. Though wc have yet much to learn with regard to the exact relation of muscular work to all these conditions, experience has done a great deal to show us what is necessary and desirable ; and as the whole subject is now very properly receiving inuch more attention than has formerly been given to it, valuable additions to our present stores of knowledge may be reasonably, expected in the near future.
One- point deserves to be prominently kept in mind from the Aims at good outset, nan^ely, that the prime object of giving physical exercises developmeDt. a place in ‘the ordinary routine of school work is not to cultivate
Close relation of physical with other kinds of edn- cation.
Classification of physical exercises.
Special features of educational exercises.
4 PHYSICAL EXERCISES part
•special excellence or skill in any single athletic exercise, but to promote healthy physical development of the whole body sym- metrically, harmoniously, and in good proportion, and to en- courage a high level of all-round physical efficiency. Starting on this basis, it is wise to leave special exercises of skill, activity, and strength to be acquired at a later period in life, when they can be carried out with much greater safety and general advan- tage than in early youth.
The same principles of symmetry, harmony, and good proportion apply with equal force to the different kinds of education, in tlieir relation to eacli other. Mental, moral, and physical education have often been regarded as if they had little or nothing in common with each other; but it is at last — though somewhat tardily — recognised that siich an attitude is quite untenable. No one of them can be separated from the other two, without some distinct and definite loss of strength, efficiency, and beauty in the final result. J’hysical exercise has too long been left to chance, and the spontaneous desire of the young for active muscular exercise ; and experience shows tliat this haphazard method is hopelessly unequal to the exigencies of modern life, especially among the children in tlie elementary schools of our large towns.
The purposes for which physical exercises are employed may be roughly classed under three heads, namely, hi/ffienie, recreative, and edncatioiud. Hygienic exercises are those which are selected for their special influence upon the healtli of the body, and moi’c particularly as a means of treating disorders and - deformities of various kinds, Kecreative exercises, like outdoor games, for. instance, liave for their chief objec,t the amusement, interest, and pleasant occupation of those who take part in them. Educa- tional e.xei'ci.ses, on the other hand, are designed to take a definite place in the general plan of unfolding and developing the faculties of the young, in association with mental and moral training. Their characteristic fwitures are (1) that they ai^e specially organised and gnided to correspond with the ordinary course of
PHYSICAL EXERCISES /
natural development; and (2) that they are conducted through- out under the <lireet control and command of outside autliority, in the person of the teacher. Of course itVill be understood that such a classification of physical exercise is more or less arbitrary. For instance, recreative exercises owe a large part of their value to the fact that, when conducted under proper conditions, they are healthful and invigorating. Again, educa- tional exercises are, or at least ought to be, in some degree recreative ; for if tJiey fiiil in arousing the interest of or in giving pleasure to the pupils, they lose a great deal of their influence for good. It is sometimes said that drilling, marcliing, and general “ setting-up ” exercises without fixed apparatus are dull and uninteresting to children. Our experience in the schools of this city, extending now over several yeare, is entirely opposed to tliis view, and a strong opinion prevails that where contrary results are met with, the fault lies with the mode of teaching, and not with the exercises.
The claim of physital exercise to occupy an important place Claims 6f in any complete scheme of education rests mainly on two place
facts : — (1) its influence as an aid to school discipline ; and (2) ia general its influence as a means of making the scholars better fitted physically to contend with the work which they have to do.
Every practical educationalist will agree that a fundamental Exereise as an requisite in the training of children lies in the establishment of and discipline! Ollier, and the cultivation of a habit of unfaltering obedience.
Not so very long ago, these were secured — in so far as it is possible to st'bure them — by the rough and reiidy rule of the rod. Without denying that there is still a sphere of activity for the judicious use of this mode of punishment, experience shows that In the matter of order and obedience quite as good results can be secured by regular, well-organised mass-exercises. In combined -exercises, such as marching, wheeling, and classes with dumb-bblls, staves, or clubs, each child in the squad is on terms of practicQ.! equality with all the rest; there is no opportunity aflorded to any one of obtaining distinction at the expense of the
6
PHYSICAL EXERCISES
PART
Exci'oiso aid to vigorous hoaltli.
others ; the success of the movements depends throughout upon complete subordination of every child to the order and harmony of the whole class ; and this last can only be obtained by the strictest attention to the instructions and orders which issue from the teacher. The children like their work, they soon learn to appreciate what is required in order to command a successful performance, and thus conic to take an eager and intelligent interest in the means employed to secure it. In this way, children can be brought to recognise from their earliest years that thei’o is a right way and a wrong way of doing even the very simplest things ; they im].)erccptibly acquire the meaning of tho.se invaluable qualities “ form ” and “ style ” ; and uncon- sciously develop tlie habit of <loing what they are told to do, and doing it promptly — a habit which becomes strengthened by use. T.4istly, there is this twofold contrast with the older method of ruling with the rod, namely (1) that the hal)it of order and obedi- ence to outside authoritj' grow’s and develops from within, instead of being imposed from vntliont ; and (2) that its acquisition tends to bring the teacher and the taught into closer and more friendly relation.ship, instead of ri.sking their mutual alienation, as ai) The way in which physical exercise strengthens the scliolar for the work which he has to do will be .set forth in later sections of this introductory chapter; but at any rate it is abundantly clear that in these modem days of unrestricted competition (the stern realities of which, alas, tlic rising generation are made to feel at far too tender an age) not only do the prizes of life tend more and more to fall to the strong nitlier than to the clever, but the task even of simply holding one’s own is one w hich year by year inflicts a greater strain upon the physical powers.
With this preamble we propose to briefly consider soine of the more important physiological facts and principles with which a teacher ought to be acquainted lajfore he can be safely entrusted with the physical training of children, after which we .shall endeavour to indicate some of the practical questions raised in the attempt to carry these principles into actual practice.
I PHYSICAL EXERCISES 7
Nutrition is the sum of those processes by which the living Xntrition and materials of the body are renewed by the appropriation and con- version of nutriment, in the shape- of foocl and* fresh air. During childhood and adolescence the processes of nutrition are more active than those of wtisting and disintegration, which result from the ordinary wear and tear of life. Consecpiently the sub- stance of the body increases, partly bj' an increase in the size of the elementary particles of which it is composed, but to a much greater and more imiiortant extent, by the formation of new tissue, which resxdts from an actual multiplication of its constituent par- ticles. This increase in body substance, which is so characteristic a feature of early life, is summed up in the word “ growth.” In middle life nutrition does little more as a rule than btilance the results of wear and tear; while in old age nutrition becomes very slow and languid, and progressively yields to advancing disintegration and decay.
The elementary facts with leference to the growth of the body in early life are full of interest and importance to those practically engaged in teaching the young, and therefore demand some notice hei’O. Growth can be measured by the rate at which the body increases in height and weight. Any failure of nutrition is invariably attemhKl with some depreciation in the rate of growth. Diminished increase, or actual loss of weight, affords the earliest indication of failing nutrition ; and periodical measure- ments of the weight of growing children may often thus rexeal the existence of disturbed health long before other outward signs are such as to* attract attention. • If the defect in nutrition is slight and temporary, growth in height may not at first be obviously interfered with ; but if at all severe and protracted, gi’owth in height may be entirely checked for the time, while the body weight progressively falls.
Experience seems to teaoli us that in a growing child the demands *of growth have a natural first claim upon the available energies of fhe body, and, until these demands are approximately satisfied, the bodily energy cannot be drawn upon for the per-
8
PHYSICAL EXERCISES
PART
Kate of growtli in height and weight.
foriiiance of work without serious risk of disturbance of health, and interference with the progress of development ; and this par- ticularly applies to work which taxes the higher nervous centres. It follows, therefore, that all work required from a rapidly grow- ing child — especially when not thoroughly well nourished — sliould be both moderate in amount and .relatively easy of accom- plishment. Tliis primary rule must never be lost sight of by teachers in selecting physical exercises for young children in schools.
The following tables show with tolerable accuracy the average rate of growth in height and weight for boys and girls from the age of 5 years to maturity. The table for boys is constructed from the observations of Mr. Roberts in this country ; and that for girls, from the observations of Di'. Bowditch upon Boston (U.S.A.) schoolgirls, iiTe8j>ective of nationality : —
Table showing Rate of Gkowth in Boys
A^v last Birtli<ljiy.
5
6
7
8 9
10
11
12
13
14
15
16
17
18
19
20
I
I
|
Height. J nclies. j |
Yearly Increase. |
|
41-16 |
2-03 |
|
43*18 |
|
|
45' 15' 46-92 |
1-97 1-7.7 |
|
49-52 51-53 |
2-60 2 |
|
02-87 54-45 |
1-35 1-58 |
|
56-56 58-65 |
2-11 2 |
|
60-7*7 |
2-21 1 |
|
63-42 |
2-65 |
|
64- 96 65- 69 |
1 '63 |
|
66-37 |
*68 |
|
66-80 |
•43 1 |
Weight.
Poiinils.
37-71
40-67
44
47-15
51-20
56-50
60-16
64-62
71
70-67
91-43
107-8?
118-08
147-26
131-48
135-28
Yearly
Increase.
2- 96
3- 33
3- 15
4- 14 4-21 4-65 4-37 6-48 8-57
11-86.
16-43
10-22
•9-17
4-123
3-80
PHYSICAL EXERCISES
9
Table showincj Rate of Growth in Girls
A
Age last Height.
Birthdav. Inches.
Yearly
Increase.
Weight.
Pounds.
Yearly
Increase.
5
6
7
8 9
10
11
12
13
14
15
16
17
18
I 41-29 ' 43-35
I 45-52 47-58 I 49-37 I 51-34 ;
53-42 '
55-88 I 58-16 I 59-94 61-10 61-59 61-92 i 61-95 I
2-06
2-17
2-06
1-79
1- 97 '2-08
2- 46 2-28 1-78 1-16
-49
-33
-03
39-66
43-28
47-46
52-04
57-07
62-35
68-84
78-31
88-65
98-43
106-08
112-03
115-53
115-56
3- 62
4- 18
4- 58
5- 03
5- 28
6- 39 9-47
10-34
9-78
7- 65 5-95 3-50
-03
From the above tables it will be seen that there is a pro- gressive increase in growth in height and weight durmg the whole of early life, both for boys and girls. In boys (roughly speaking) the annual rate of growth somewhat irregularly slows down at first, reaching a minimum during the eleventh year, at which time growth is remarkably slow. From this point, the rate rapidly increases, and reaches a maximum during the six- teentli year, from which age it again tpiickly subsides until growth ceases with the arrival of maturity, at 21 years of age or later.
In girls the same general variations arc observed, but at an earlier age than in boys. Th.us, the first period of slow growth* ]-eachcs its minimum during the ninth year ; the maximum rate, during the thirteenth year ; and there is little or no increase as
Growtli of boys.
Growth of girls.
lO
PHYSICAL EXERCISES
TARr
Importance of regular obser- vations on growth, in schools.
Puberty.
a mile after the eighteenth year. It should be understood that the tables only indicate average heights and weights, and many instances will be met with which exceed or fall below the figures given. Nevertheless, all will exhiljit relative variations similar to those which liavc just been described, marked deviation from which is suggt^stive of “ something wrong.”
It is much to be desired that all schools should be furnished with the necessary aj)2){iratus for measuring height and weight, and that regular recoi'ds should be kept of the growth of school children, observed at intervals — say of three months. Were such records available, they would not only afford teachers useful suggestiiuis in the management of their i»ujiils, but would also yield materials of the greatest possible value for scientific i)ur- I)o.ses, likely some day to be of much 2)ractical service. As Sir Crichton Browne very justly says, “ the knowledge of the rate of growth is often essential to the safe conduct of education.”
By far the most important epoch in the course of a child’s development is that stage by which it jtsiRses into adolescence — the epoch of “ imberty.” In infancy and childhood the energies of the body are e.xclusively concerned \vith the building iij) of j)arts and the development of functions which are necessary to the existence of the individual. Puberty, on the other hand, is characterised by active functional and structural changes which are designed to fit the individual for the i)eri)ctuation of its species. Puberty occurs in boys, in this country, from 14 to 10 years of age, while in girls it occurs somewhat earlier, namely, from K3 to 15 years of age. In* both boys and girls it is a period of far-reaching and profound changes in the bodily organisation, which make a severe and peremi)tory demand mion the bodily energies ; and as a necessary result, the nervous system is in a highly \nisettled state, easily disturbed by
slight causes, and especially liable to exhaustion and depression. 1 1 1 behoves all toiichers therefore to be particularly cjlreful to ! avoid overtaxing the nervous energies of their pupils at this time by fatiguing work, for neglect of such precaution is a
I PHYSICAL EXERCISES 1 1
fruitful cause of disease and nervous break-down, as tlie ex- .perience of every medical practitioner can abundantly testify.
In order to intelligently appreciate the value of muscular exercise as a feature in edu(;atioii, and to rightly understjind the principles of its employment, it will be necessary to inquire briefly what light physiology cjin throw upon the nature and effects of nmscular action. Miuscular substance is made up of bundles of soft fibres — about an inch in length, — forming masses of variable size and shape, each of which is called a muscle. The middle part or “ belly ” of a mxiscle is free and unattache«l, while the two ends are fixed to tones by means of coixls or bands of fibrous ii.ssuos called “ tendons ” — one end to one bone, and the other end to another bone, the intervening muscle and its tendon always 2)as8ing over at least one joint. A movement of a limb is jiroduced by one or more muscles drawing their ends closer together, so that the bones to wdiich the mu.scle is fixed are moved upon the inteiwening joint. In thus drawing its ends togethei’, or contracting, a muscle liecomes at the same time l)roi)ortionately thicker and larger in the middle, and therefore its actual bulk remains the same whether contracted or relaxed.
The i)ower to contract or shorten is the characteristic featui’e of muscular tissue ; and the question now arises, Tlow is con- traction caused ? Every individual fibre of which a muscle is comi)osed is directly connected with a miniite soft nervous filament. • Thestf nervous filaments are gathered uj) into larger threads, and those again into larger and larger nervous cords (nerves) which can be traced into the sjjinal cord or brain where they are connected with groups of nerve-cells (nerve-centres). By the action of nervous centres, nervous impulses are sent along the nerves to the muscles in connectuni with them, which on their Arrival determine muscular contraction. In this way every muscle is provided and connected with a nerve-centre, by the activity of which its contraction is excited. These elementary
Structure aiul functions of muscular tissue.
Muscle cannot be stniUcd apart from nerve.
12 PHYSICAL EXERCISES part
motor nerve-ecjitres are variously grouped together, and are brought into connection by nieuns of nerve-fibres with higher centres in the brain, the activity of which determines and controls the performance of movements requiring the co-operation of several muscles at the same time. Lastly (so far as voluntary move- ments are concerned), these centres for different movements are under the supreme control of that part of the brain which is the source t)f volitional action, and possesses the power of singling out, so to speak, and combining the particular movements desired, and of setting them in action; while tlic latter, in their turn, call into play the elementary motor centres concerned, and finally determine the necessary muscular contraction. Thus it will be seen that, roughly speaking, there are three grades of nervous centres concerned in the performance of every definite voluntary muscular movement — (1) the centres directly in- stigating individual muscular contractions ; (2) the centres which determine the combination of various muscular contractions for the performance of some definite movement or movements ; and (8) the volitional nervous centres, which have the power of selecting and combining the various movements required for the purpose in view.
J>ut this is not all. Not only is there a direct nervous path along which messages for movement pass fn)m the brain above to the muscles below, but there is a direct nervous path for the passage of messjiges of sensation from the muscles below to the brain above, which bring to the latter exact information of the condition, behaviour, and response of muscles.
The reason for this brief techniwil description is to bring out the important facts that the muscles fire in reality motor append- ages to the nervous system, endowed with properties which are capable of converting a nervous impulse into mechanical work ; and that all physical exercise not only involves tjlie action of muscles, but the action of a whole series of important nervous centres as well. The apparatus of movement then is made uj) of a nervous part and a muscular part.
I
PHYSICAL EXERCISES
*3
The laws whicli govern the action of tlie nervous part of the Apparatus of movement are essentially the same as those which govern the action of the muscular part ; both are abundantly supplied with blood which brings to each alike the ifiaterial needed for its nourishment, and carries away tlie waste products of its wear and tear; both build up their own substance in accordance with the same principlps ; and both suffer alike from want of proper nourishment, overwork, and so on. So intimate is the connection between the two, and so closely are their interests interwoven, that whatever ministers to the well-being of the one, extends its favourable influence to the otlier. Healthy nervous development and action arc in fact necessary to the aapiirement of muscular power ; and healthy muscular develop- ment and action are no less necessary to tlie acquirement of nervous capacity and power.
If we compare the muscular endowments of an adult with Physiological those of a little child wc cannot fail to be struck with the of musculai^ enoiinous difference not only in power and variety, but with endowments, their much greater refinement or specialisation (as it is called), and the much greater extent to which all movements are under the control of the will. It is obvious, however, that this state of things does not come about all at once; it is a work of time.
With that active growth of the nery'^ous system in general and of the brain in particular which characterise early life, fresh powers come into existence, in a definite order, each at its appointed time, and with a rate of development which is special to each.
Thus, the nervo-fliuscular apparatus concerned in the maintenance of the erect posture, and in walking, c»imes into existence much earlier, and dcveloi^s more rapidly than that which concerns the movements of the upper limbs. Again, the movements of the body of a limb are acquired much earlier and more easily than those of its extremity — the foot or hand. Indeed, the more refined aild highly specialised, movements of the hand and fingers not only appear late, but require years of careful training to attain full proficiency.
14
PHYSICAL EXERCISES
I'AR'l
Practical a] |)lif.'ation of preceding principles.
Ijocal circclb oF exercise.
1. On bloud- siipply.
■2. On size and strength of niusclcH.
Ill selecting physical exercises for the yoimg we must always keep these facts in view. Any attempt to foster and develop the movements of one part before those which natumlly precede it in point of time, is certain to be followed by perversion and disturl)ance of a chikl’s nervous development. Thus leg and trunk movements should receive attention before those of the. arm ; those of the limbs as a whole before those of its individual ])arts. The nature of the superatructure will depend largely on the manner in which the foundations are hiid, and it is reasonable to expect much gi'eater facility in the acquirement of specialised movements when the simider and more elementaiy move- ments upon which they are based have pi'eviously receiv^ed an adequate training. A further resison for following the natural order of development in x'liysiciil training lies in the fact that the time when fresh powers are just budding is that which experience shows to be most favourable for their full development under appropriate training. If the opportunity then occurring is allowed to slip by without due training, the powers in (piestion cither arc not fully attained afterwards, or at any rate ai*e attained with a much greater expenditure of time ami trouble. The cidtivation of faculties at other than the time ai)pointed by Nature is, 1 may say, not by any mejins an unfrequent e-ause of nervous ailments, such sis headaches, nervous twitchings and restlessness, chorea, or even mental derangement.
Turning now to certiiin details, it may be pointed out that the first effect of exercise is to increase the blood-supply of the parts concerned, as a result of which their nutrition beconies more active, and theii’ growth and development are promoted. For such reasons the muscles increase in size and strength, the nervous centres in connection with them acquire greater power, and the tendons and the joint-structures attain greater •suppleness and strength. There is an obvious limit to the extent to which the size of muscles can Ihj increased by exercise, and when the
I PHYSICAL EXERCISES 15
latter is too severe or protracted, the museles may waste.
Muscular action, in common with all other forms of functional 3. On the for- activity, is also attended with the formation of heat, and the fact of the body becoming heated by exercise is of coiu’se an experience familiar to all. A certain degree of heat is necessary for the maintenance of bodily activity, and exercise has an im- portant share in keeping up the bodily temperature to the proper point. Those who take too little exercise are therefore apt to suffer from cold hands and feet, are liable to chilblains, and become languid and depressed.
Kepeated exercise also enables the museles and the nervous 4. Piouiotiou structures connected with them to acquire greater power of comliination, for the performance of complex movements. It is a biuing luove- niatter of common knowledge that on attempting any complicated exercise tliei-e is a large expenditure of unnecessary exertion and effort, which quickly leads to fatigue. By prac-tice, however, we come to learn not only what muscles to use, but how to use them with tl>e greatest advantage and economy, in onler to ]>roduce the desired result. The varied muscular actions h. SeconJury necessary for the movement become at hist so firmly associated together, and so completely controlleil by the brain-centres which preside over the movement as a whole, that when once started, it proceeds through all its stages with so much facility and with so slight an intervention of the will, tluit it becomes for all practical purposes automatic. Economy in the exercise of power is one of the most important objects of eilucsition, and its attainment primarily depends upon the establishment of well-constructed and well -distributed nervo- muscular combinations, under the influence of habitual exereise.
From these considerations it will at once be seen that as new Relation of movements (new combinations, that is to say, of elementary muscular actions) are acquired under the influence of practice, brain, progressive changes siimdtaueously occur in the nervous system, as a result of which, new centres or groups of nerve-cells are graduallyTSrought into existence, to preside over and control the
Effect of exer- cise on the f^oueral circu- lation.
i6 PHYSICAL EXERCISES i-art
movement in question. In other words, tliat part of the brain which is concerned with the production of voluntary movements, and with the reception of sensory impressions derived from the muscles which are culled into play, becomes elaborated and specialised. That which was simple has now become complex ; that which was indefinite has now become definite; and that which was general has now become special. The interests of all parts of the brain, moreover, hang together so closely that the welfare and advancement of any one part necessarily favour the welfare and advancement of every other part ; and thus the beneficial effects of exercise uptm the brain extend in a greater or less degree to the whole brain, and favour the development of all its functions. Hut this is not all. Thought or feeling can only become operative and effective by exjiressing itself in CLction ; and thus the careful cultivation of action is not only the most desirable, but the most natural, preparation for culture of all kin<ls — mental or moral.
With regard to the general effects of exercise upon the body, the first that demand notice are the greatly increased activity of circulation and breathing. The action of the lieart increases in force and frefpiency, to the extent of from 10 to 30 beats a miiiute, and all parts of the boily are better supplied with blood. Since the activity of a part — other things being equal — depends on the blood-supply, the nutrition of the body as a whole is improved, ami the functions of all its parts are luomoted. It should be remembered that the blood not only brings nourish- ment to a part, but is the vehicle by which all waste matttus arc carried off to the skin and kidneys through which they are discharged from the body. Since exercise not only increases the activity of the circulation, but specially excites the activity of the skin and kidneys, it will at once be seen how potent an influence exercise has in keeping the blood pure. A . great many minor ailments are met with which depend upon impure blood — blood, that is to say, which has not been properly cleared ’of waste products, and such ailments may often be* 'cured or
I PHYSICAL EXERCISES 17
together prevented by regular exercise. Ft may be further mentioned, by tlie way, that exercise very much helps the action of the bowels, and thus prevents or relieves constiptition.
The activity of breathing processes is also greatly increased Effect of exer- by exercise. In the first place the frequency of the breathing b^atHing. act is greater. For instance a healthy adult breathing about 18 times a minute, when standing still, will breathe 25 times a minute when walking quickly, and about 36 times a minute when tunning. Secondly, the breathing is deeper. If we estimate the amount of air taken in at a .single breath when lying down as 1, it increases to 1.3 on standing up ; and to 5 or 6 on walking four miles an hour. Thirdly, the amount of oxygen given up to the body, and the amount of carbonic acid returned are also greatly increased, corresponding to the greater activity of the combustion piocesscs which take place in the muscles whi(jh are exerted.
As may be supposed, this increased heart action and breath- Effect of cxcr- ing power are not without their beneficial influence ujion general natritiou! nutrition, growth, and development. Those who are fat to excess, lose it ; while the thin and spare become better nourished, and gain weight. Fat serves the part of fuel for combustion ; but it forms no necessary part of the substance of the body in \ any large (piantity, and represents merely the storing up of nutriment which is not or cannot be made use of at the time it is. taken. Excreise increases the combustion processes of the body, and thus any fat stored by is used up, and the loss of fat not only lessens the weight of the boily and the amount of energy which is necessary to move it from place to place, but the muscles act better and with greater facility without it than with it. . On the other hand, the spare scraggy man does not make complete and effective use of the food he takes, and witli exercise he*. eats better, he digests better, is better nourished, and therefore gains in weight For similar reasons, growth p quickened by exercise, and the circumference of the .chest becomes *"'iiotably increased. The whole development of the
c
Moral and mental effects of exercise.
Over-exertion.
Fatigue.
1 8 PHYSICAL EXERCISES part
body is rendered more regular, and acquires a symmetry, grace, and beauty which sharply distinguish those who have been physically well trained, from those whose physical education lias been neglected, and whose occupations are too sedentary and confined.
Very few words are necessary to point out the important . moral and mental effects of exei’cise. Nothing has done more, or can do more, to bring out those qualities of pluck, endurance, self-reliance, self-control, and unselfishness, of which as a nation we are so justly proud, than athletic games and exercis&s. And all schoolmasters and mistresses endorse the opinion that, pro- vided it is kept within reasonable limits, physical exercise tends to sharpen the wits and improve the mental powers of children. Statistics might easily be given to substantiate these statements, but though often overlooked, their truth is so far recognised, that for our present purpose it is unnecessary.
Among the effects of over-exertion the first that calls for comment is fatigue. The feeling which is summed up in what is called fatigue is a very familiar one; but, as we shall see, it is something more than a mere feeling. It is the complex result of several conditions brought about by over-cxertion, of which the feeling of fatigue or tiredness is but the earliest indication. If the arm, for instance, is held out horizontally, before many minutes have elapsed, there is a distinct con- sciousness that greater effort is required to keep it in position. A little later, the eflbrt becomes so great as to be painful, and the pain is referred mainly (though not exclusively) to the actual muscles engaged. At last the pain is no longer support- able, and the limb falls by degrees helpless to the side. But it must not be supposed that these muscles are .entirely ex- hausted and incapable of further contraction. On the contrary, if an electric current be passed through them, so as to reinforce the nervous energy which impels them to contraBt'' the con-
I
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19
Strained position may be continued for a considerably longer time yet, though a time at last arrives when even with this assistance no further work can be done. ^
How are these facts to be explained ? It is necessary to Explanation keep in mind that the apparatus of movement consists of nervous centres, connected with the actual moving parts or muscles by means of nerve-fibres. Kach — the nervous centres as well as the muscles — is exposed to the influence of two conditions: — (1) progressive exhaustion of stored-up energy; and (2) a veritable poisoning of the nerve and muscle-elements by the products of their own activity.
Muscle and nerve - organs, in common with all the other Exliaustion of oi’gans of tlie body, acquire the* power, in the ordinary course of nutrition, of doing a isertaiu definite amount of work. In the actual performance of work fliis store is directly drawn upon, and as a rule is used up faster than it can be replaced. We see then that both nerve-centres and muscular fibres, as soon as they are called into activity for the performance of any move- ment, begin forthwith to use up their available stores of enei'gy.
Now in an ordinary exercise the muscles are not working up to their full power ; and it is possible, within certain limits, to make up for commencing exhaustion of individual muscular fibres by a thorough rousing up of the muscle as a whole to a more powerful action. This is accomplished by additional streams of energy being sent down from the nervous centres of the will to reinforce those other nervous centres which more directly preside over lUttscuhir aetion, and which have already begun to fail for the same reason that the muscles themselves are failing. The arrival of the process of fatigue at this point is marked by the conscious demand of effort, and the further consciousness of i)ain.
Painful impressions not only result from the direct effect of mechanical •violence exerted upon the sensitive nerve-endings in the musclfes, but further painful impressions are aroused by the struggle on the part of the nerve-centres to maintain the move- menc m question. The occurrence of pain has in itself a
20
PHYSICAL EXERCISES
TART
Limits of ordinary or “ subjective ** fatigue.
Varied suscep- tibility to fatigue.
Extreme or “ absolute ” fatigue.
paralysing iiitlueuce upon the will, and soon reaches » point which makes a continuance of effort so difficult iis to be intoler- able. And this occurs a considerable time before the contractile energy of the muscles becomes actually exhausted.
Ordinary fatigue does not pass beyond this stage, which is characterised by a nervous rather than by a muscular difficulty, and may be briefly described as the consciousness of painful eflbrt. AH work which is done after this feeling of painful effort has once begun is carried on at tlie risk of some damage to health and well-being. The feeling of fatigue is, in fact, a danger-signal, a warning that enough exercise has been taken, and that it should now cease.
The susceptibility to fatigue \Wies greatly in diliereut persons according to circumstances. As a residt of faulty nutrition from insufficient food, or in tiie case of a youth whose energies are largely used up to supply the demands of rapid growth, or as a result of the nervous excitability and disturbance which charac- terise cerbiin periods of special development, as (it puberty — under each and all of these conditions the amount of nervo-muscular reserve power is i-educed, and fatigue occurs more quickly. Again, tlifficult exercises, which need a considerable amount of attention and control on the part of the will for their proj^er performance, cause fatigue earlier and in much greater degree than exercises which are simple, easily learnt, and aljlo to be carried out with very little intervention of the will. A rhythmical exercise for the same reason is less fatiguing than one which is irregular ; and since music tends to bring out and emphasise the rhythm of exercise, it serves a very useful purjiose in reducing the fatiguing effects of all exercise to which it can be adapted.
So far, then, ordinary nervous fatigue has alone been con- sidered. Under the influence of strong excitement, anxiety, fear, or even »)f a strong determination of the will, fatigue cq,n be aimed beyond the ordinary limit, and enters upon a stage which is a good deal more serious, as we shall see.
Wherever any bodily work is being done, whether nervous.
I
PHYSICAL EXERCISES
21
muscular, or of any other kind, chemical changes take place in Muscular and . the parts concerned, which are attended with the formation of products'^”** waste products, analogous to those which are formed by tlie combustion of coal or wood. Now some of those waste-products of the body are very poisonous, and in order that health should be mairibiined they must be got rid of as soon as possible. The chief cliannels l)y which they are dischai;ged are the lungs (in breathing), and tlie kidneys (in the urine). We all know how poisonous air becomes which has been breathed over and over again. I’he urine, too, is more or less poisonous, IJoth are poisonous for the reason that they are bringing olf poisonous products of wear-and-tear from ^the system,
1 1 must be understood, then, that these poi.sonous products are Poisonous being steadily formed in the nervous centres and muscles con- cerned in the performam;e of any exercise from the mo]neut it is first begun. WIkui, however, the exercise is moderate and not too long continued, the blood-stream suffices to carry away these dangerous substances to the lungs, kidneys, and skin, where they are got rid of almost as fast jis they ai’e fonned, and no ill results occur. But when exertion is very severe and long continued, as might occur, for instance, in a man who is fleeing for his life, poisonous products are formed much faster than they can bo got rid of, and they accumulate in the .system. The effect on the muscles is to destroy their power of further contraction, and the man at last' falls helj)less and dead-beat. The nervous system is pro- foundly deranged, the breathing and the action of the heart become acutely* eml)arra8.sed, and if sudden death does not happen, a condition of general fever {fotiyuc fca'r) is induced, attended with serious illness and prostration, from which it may take lolig to recover.
Such cases of acute absolute fatigue (as distingiiished from ordinary subjective fatigue) are fortunately rare, but cases are by no means* uncommon in which' the disturbance is less acute, the -course less rapid, and the termination less often fatal, where the dose of poison is less in amount, but frequently repeated. Such
22
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I'ART
Chronic ex- haustion as a cause of fatigue.
results occur in persons daily engaged in fatiguing work, too long sustained, and not relieved by sufficient periods of rest and sleep, ruder these circumstances the poisonous products of one day’s work are not completely got rid of before the next day’s v»'ork begins, and so a gradual accumulation takes place till a lioint is reachetl when his health becomes obscurely undermined, and he becomes liable to grave complaints from trivial causes, ordinarily insufficient to lead to serious consciiuenccs.
But there is another form of chronic exhaustion and fatigue which results not from poisoning of the system, but from an over consumption of material and tissue necessary for healthy life. It i.s particularly common in thosp who are engaged in moderate exertion for too many hours daily, as with an overworked athletic or gymnastic instructor. His waste-products are not so abund- ant, but they can be readily got rid of; but his fault lies in not allowing sufficiently long intervals of repose in which to make good the loss of tissue from ordinaiy wear and tear. As may be 8up2)osed, these results arc much more likely to follow if at the saline time the pemon is insufficiently or improj^erly fed, or suffers from indigestion, which prevents his making full use of the food he takes. He may feel no fatigue in the ordinary sense of the term, but steadily becomes weaker and loses flesh. This condi- tion, if not checked by appropriate rest and nourishment, brings a whole host of troubles in its train, and, moreover, is a most powerful favouring cause of illness from other sources. 'An important distinction between fatigue from blood-poisoning and fatigue from progressive exhaustion lies in the fact that while the latter is readily cured by rest and food, such remedies have no power to check the former. Fatigue from exhaustion is common enough among the ill - fed children of the very poor ‘in our elementary schools, and great caution should be exercised by teachers in allowing such children to take jmrt in, physical exercise. It may be laid down as a safe rule that* no child should be allowed to take part in these exercises who js.,steadi1y losing weight, in however slight a degree.
I PHYSICAL EXERCISES 23
It is often asserted that muscular exercise is an antidote to Muscular ox- . mental overwork. This is certainly not the case. Exercise can dote tomentoi and does neutralise and overcome the effects of an occupation overwork, which is too sedentary and confined, but it entirely fails to remove the effects of mental overwork unless, at the same time, the amount of mental work is reduced. The conditions are much the same for the brain which thinks and the muscles which move. They both determine an increased flow of blood to the parts engaged in work ; both involve increased liberation of heat in the body ; both result in a loss by wear-and-tcar of the living material ol' the body, and both lead to the formation and accumulation of poisonous substances which, unle.ss they are soon removed from the body, will embarrass and disturb its functions. More- over, as we have seen, in all bodily movements determined by the will, the brain is called into action, and when exercises are difficult and ])rolonged, the brain will become fatigued. If the muscles are already weak this result is still more likely to occur, because they recpiire a stronger nervous stimulus to compel their action. It is therefore clear that much discrimination and good * judgment are necessary in the selection of exercises for those whose brains are being taxed to their full capacity by meutol work.
Another result of over-work is hreatldeasmsa. ■ Eecall your Ureatlikss- experieiice of some violent exertion, as, for inshinee, in running to catch a train against time. In a few minutes a strange sense of oppression is felt at the chest, the breathing becomes irregular and difficult, the heart beats violently, the head throbs, the com- plexion becomes dusky, and a general sense of anxiety supervenes.
These troubles increase with the continuance of exertion, and though there is no feeling of fatigue in the legs or elsewhere, further exej'tion at hist becomes innM)Ssible because of a feeling of impending suffocation and severe palpitation of the heart, and .J^this condition, a man is said to be “ blown,” or to have " lost his wind.” Even when such exertion has ceased, the difficulty
24
PHYSICAL EXERCISES
PART
Conditions under which breathlessness occurs.
continues for a time, and only passes off’ gradually. What is the explanation of it ?
In the first place it is a matter of common knowledge that some exercises induce breathlessness inucli more readily than others. Thus we more easily get out of breath with running than with walking; with boxing or fencing than with dunib-l)ell exercises or Indian clubs ; in going uphill than downhill ; and more when cniTying heavy weights than when unencuinl>ered. If we have to atop an ordinary exercise it is because of fatigue, and not because we are out of breath. Breathlessness does not
depend merely upon the amount of work done, for we may be able to walk twenty miles without any difficulty of breathing, while a run of a few hundred yards pi’oduces extreme breathless- ness. Neither is it the result of mere speed or swiftness of movement. A horse, for instance, may be made to gallop slower than another horse which is trotting, and yet it will be found that the galloping horse gets “ winded ” sooner than that which is trotting. On observing more closely thosti exercises which * produce breathlessness, we shall find that they all agree in de- manding a large amount of work in a short time ; in other words breathlessness results from a disproportif)n in the amount of work which is done and the time allowed for doing it.
No iioceasary 111 brcathlessiiess there is no necessary int(;rfereuce with wi^supply of di'awing air into the chest (in the act of inspiration), but there is •lir. a uniform difficulty in expelling air from the chest (in the act of
expiration). .^Vt the same time, anything which interferes with free inspiration favours the occurrence of breathlessness. One of the most characteristic features of muscular efl'ort is the tem-
])orary fixing of the chest and the stoppage or holding of the breath while the effort is Infing made ; and it is precisely those exercises retpiiring repeated strong effort for their performance, which — other things being ecpial — favour the occurrence of breathlessness. Again, any impediment to the free movement of the chest- walls, such as by tight clothing, greatly, favours itA._ occurrence. It may then be laid down as an inA'ariable rule
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25
that everything which hinders, either directly or indirectly, the free supply of fresh air to the lungs favours the occurrence of breathlessness.
Why should the compression of lieavy work within the Reasons why limits of a short time produce this air-hunger which is the characteristic feature of breathlessness ? As alrejidy pointed out, bi’eathless- wherever muscular work is going on, oxygen is consumed, and carbonic acid gas is given off. The rate at wliich this process takes place depends upon, and is in direct proportion to, the amount of work done. The heavier and more arduous the exertion, the more oxygen is used Tip, and the more caibonic acid gas is given off It is tlie business of the lungs in tlie act of breatliing to take in the former, and to carry off the latter.
When woT’k is spread over a considerable time, the lungs easily accomplisli tins task ; but when the work is coinj)ressed within a very abort space of time, there is apt to be a deficiency of oxygen and an excess of carbonic acid in the blood. Now, the action of the heart and the movennuits of breathing are under the control of nervous centres in a certain part of the brain, which are close to one another ; and their proper action depends upon a free supply of pure blood to them. When the blood contains a deficiency of oxygen their action becomes disordered.
Thus the breathing becomes irregular, and the heart becomes unable to pump the blood through the vessels of the lung, b^or these reasons a process of gradual suffocation sets in, and hence breathlessness. What takes jdace, then, in a person breathless with exercise is" exactly similar to what would occur if the mouth and nose were covered over, and no air could get to the lungs, except that it does not develop so rapidly.
( )f course every one, however strong and well-trained he may How to resist be, is liable to breathlessness under certain circumstances ; but it Sreathl^s- is a familihr fact that some persons get breathless much more ness, readily tftan othera, and that' those who are in what is called " tfood training condition ” are able to resist breathlessness much longer and under much more severe conditions of work than
26
PHYSICAL EXERCISES
PART
Hints to teachers.
those who are not in training. Again, it is an equally common experience that provided the exertion is not too violent, a person gradually overcomes his first breathlessness even though the exercise be continued ; and he is said, under these circumstances, to have got his “ second wind.” The explanation of these facts lies in the knowledge, acquired by practice, of the amount of exercise that can be indulged in without unduly taxing the breathing- powers, and the careful adjustment of the depth and frequency of breathing to the needs of the occasion. A well-trained athlete has learnt how to manage his breathing easily for all but the moat violent exertion ; and one who is less well-trained (if he is careful not to force the pace too much at first) gradually finds out how to breathe to the greatest advantage, in the act of attain- ing of his second wind. It follows, therefore, that in order to prevent getting out of breath, we must be careful not to attempt hard e.xercise till we have learnt to breathe with sufficient fulness for that which is less hard. Moreover, we can now readily see, why it is so important that nothing should be allowed in the way of tight or heavy clothing to interfere with the freedom of breathing. Lastly, an exercise which causes great breathlessness at first may, wheU the exercise is thoroughly acquired, cause no breathlessness at all. The. reason is that, being at first ignorant of exactly what muscles to use, and of the exact way to use them to the best advantage, a great deal of unnecessary exertion is tiiken, in association with an amount of effort which is entirely superfluous, as soon as the exercise becomes more or less auto- matically performed. Teachei-s should bear these facts in mind, and refrain from pressing too much new work upon their pupils. They should also refrain from calling upon children to engage in active exercise, unless there is free access of fresh air, and unless their clothing is light and suitable. Children (and especially girls) with pale bloodless complexions, it should be remembered, are partieularly liable to breathlessness on slight exertion, because under these circumstances the blood is not able to carry its full _ proportion of oxygen to the muscles.
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Another common result of over-exertion is muscular stiffness. Stiffness. . Stiffness only occurs in those who are out of condition, or in those w’ho have not .done any muscular work for some time, or occurs, in those who are out of practice in an exercise which they formerly were able to do with ease and comfort. It never occurs under contrary conditions. It is something quite special in kind.
A man in good training, or in daily practice for muscular exercise, may become tired, or breatliless, but he never becomes stiff. Stiffjiess, then, is obviously related to some condition of muscular tissrie which is different from that met with in tliose accustomed to exercise.
We meet with different degrees of stiffness. In the mildest Different form, it is confined exclusively to the actual muscles engaged, and for some days afterwards, movements requiring the use of these muscles are awkward and difficult, and are accompanied with some local tenderness over them. In the next degree, when the exertion has been more severe and prolonged, there are, in addition, signs of more or less general disturbance of the system.
Thus there may be a general feeling of languor and disinclination for work of any kind, together wdtli a sense of depression and restlessness at night. Lastly, in the most severe form, the system is still more upset. Sleep at night is broken and dis- turbed by unpleasant dreams ; the skin is apt to break out in irregular perspiration ; the appetite is lost ; and there is more C)r less feverishiipss. In about twenty- four hours the worse symptoms usually pass off, but complete recovery may be delayed •for several days.*
The precise cause of stiffness is a little obscure, but it is Causes of something of this- sort. The hxjal ptin and tenderness of the muscles are probably due to actual damage of a mechanical nature produced by violent contraction of weakened muscular fibres. Exactly the same result may be produced by violent kneading 'or manipulation of the muscles, quite independently of .^..Jiny active ijiovcment. The general disturbance of the system, on the other hand, probably depends upon the formation of
llest.
Kest needful for repair.
Necessary for removal of waste products.
28 PHYSICAL EXERCISES part
certain substances in the muscles produced in the course of their work, which on being absorbed into the blood, give rise to a temporary blood-poisoning. What the exact nature of these substances is, we cannot say ; but at any rate they must differ from those ordinarily produced in muscle in good condition.
The question of rest or repose in relation to physical exercise is one which esumot be passed over in silence, owing to its great jauctical importance. A steam engine when at work not only uses up fuel in the shape of coal, but at the same time its substance also undeigoes progressive damage from wear and tear. So far, there is a close resemblance in the behaWour of the tissues and oigans of the Jiving body, for they, too, when at work, use up the nutriment which is brought to tliern by the blood, and suffer some actual loss of substance as >vell. lint at this point the resemblance ceases ; for wliile the worn out parts of an engine must l)e entirely iei)lace(l by new ones, the tissues and organs of the body possess the power of self-restoration.
Tliis ])roccss of restoration in nerve and muscle after exercise is by no moans simple. In the first place thei’c is the need for repair arising from actual loss of nervous and muscular substance, which is caused by the performance of work. The new tissue is built up again, particle by particle, from materials supjjlied by the blood ; and it is obviously a process which occupies consider- able time for its accomplishment Now there are good reasons for believing that repair is greatly hindered, it not prevented, while the parts in question are actually engaged in doing work. * In other words, rest is necessary for repair; and its duration must be in proportion to the amount of repair needed, and consequently to the amount of work done.
But restoration means something more than mere repair. It includes the removal of deleterious waste -products from the nervous centres and muscles engaged, the formatiQii of which (as we have already seen) is a constant result of muscular
I PHYSICAL EXERCISES 29
exertion. These are carried off by the blood, as it streams through the vessels with which nervous and muscular tissues are so abundantly supplied. It is clear, however, that it cannot be completed while work is actually in progress, and thus we have a further reason for rest. An excess of carbonic acid in the blood very quickly occurs in nil exercises which cause breathlessness ; and this, as we know, is always accompanied by a corresponding deficiency of oxygen. On the other hand, a very few minutes of undisturbed breathing suffice as a rule to get rid of the former, and to get a fresh supply of the latter. Therefore in all exercises which cause breathlessness, frequent rests of short duration should be given. The waste -matters produced in long- continued exercises which are not hurried accumulate much more slowly, and require a much longer time for their complete removal. Under these circumstances, there- fore, rest need not bo given so frequently, but must be more prolonged.
Ifopose also ministers to the work of restoration, by giving time to the muscles to recover their reserve store of eneigy, by some means quite apart from repair of loss of tissue-substance or the removal of waste products, which are very imperfectly understood. Lastly, in so far as muscular action is hindered by painful sensations in tlie muscles themselves, rest will bring relief.
,Kest like exercise has its various degrees, and as exercise has to be carefully graded according to the capacity of the pupil — beginning with what is easy and moderate, and passing later to what is more difficult and exacting — so in like manner rest must be graded, not only in respect of more frequent and longer intervals of rest to begin with, but also of the degree of rest. Thus, a scholar in good practice and condition njight be rested' sufficiently by being allowed to stand still for iii few minutes ; another, less fit, might require to sit down ; while, for a third, a night’s sleep might be desirable before exercise is again undertaken. It is impossible to lay down exact
Necessary foi\ renewal of re '* serve force, and relief from niusculur ]mins.
Degrees of rest.
Practical con- siderations.
Factors iu choice of exercises.
With refer- ence to per- sonal condi- tion of the scholar.
30 PHYSICAL EXERCISES vakj
rules in this matter, and thus it must be left to the discretion of the teacher. But let it be clearly understood that whatever value belongs to physical exercise, can only be secured iu con- nection with adequate rest ; and no teacher of physical exercises is worthy of his trust who does not keep this pressing need for due repose ever before his mind.
In judging of the suitability of this or that exercise for the purposes of physical education, several facts have to be taken into consideration, some of which concern the scholar, while others concern the Jiature of the exercise itself.
Among the facts relating to the scholar, the tii'st which demands attention has reference to his bodily healtli and condition. It is so obvious that children who are the subjects of disease, who are badly or underfed, who are improperly clothed, or who do not get enough sleep, are unlit for pliysical exercise, that it is scarcely necessary to do more than mention the fact. One practical difficulty, however, arises, in ascertaining tlie beginnings of trouble sufficiently early to prevent serious mischief ; and another lies in the fact that, in day schools, the children are for a large pjirt of their time out of the sight of and beyond the control of their teachers. Wlien a teacher notes something wrong with a cliild, he is too apt to think that it is the fault of home management ; while parents at once jump to the conclusion that the child is being overtaxed at school. There may be faults on both sides ; and, in our opinion, there will be no cliance of properly meeting these difficulties until every school (especially the large public elementary schools) is brought under regular medical supervision, as a matter of routine. Every educational authority should have one or more medical officials on its staff, for the purpose of systematically watching over the physical interests of the children in their schools. No doubt it is true to some extent, that special experience in school- hygiene would not at fii-st be always available, but the supply
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31
would eventually come with the demand for such work, and a body of experts would gradually be created which would render invaluable service to the cause of -rational education — exactly analogous to what has occurred in connection with Public Health. While we are waiting for a new departure of this kind, it behoves all teachers to keep a watchful eye upon the physical behaviour of the children in their charge, to note attentively the first indications of undue languor and lassitude, undue ’ sensitiveness to cold, frequent headaches, disposition to nervous twitching and grimaces, abnormal backwardness of mental or physical development, and at once to exempt such children from taking part in physical exercises, until the matter has been carefully inquired into!
Within the limits of school age — tliat is to say, up to 14 With refer- years — no practical difference need be made in the exercises for boys and girls respectively. Up to .the period of puberty at any rate girls are as strong as boys, and take the same pleasure in active muscular exertion, and it is right and natural that it should bo so. After this age boys as a rule require greater scope for their rapidly increasing physical energy than girls, to say nothing of the I’estrictions imposed upon the latter by reason of their dress, and functions peculiar to their sex. Yet we must not err, as too frequently happens, in supposing that girls during their adolescence are any the better for being “ coddled.” On the jcontrary, plenty of active muscular exertion is good for them in every way, i)rovided they are not too much specialised. The grace and beauty of form which it is so important to cultivate can only be secured by those exercises in which the work is thorouglily and harmoniously disfributed over all the muscles of the body.
Neither, for the pui*posos of school-exercises, need much be With refer- said about* .differences on account of age, beyond insisting upon the iinpottance of simplicity, and consequently ease of acquire- ment, in selecting exercises for those of tender years. For all children under 14, and especially for the younger ones, the
With refer- ence to the amount, nature, and mechanism of the exercise. Amount of work actually performed.
32 PHYSICAL EXERCISES paht
more that the element of play can be introduced into them the better. No pains should be spared to make their exercises as bright and cheerful as possible, and it is partly for this reason that the association of music with their exercises will be found so useful. A word of warning is also necessary against the employ- ment of any exercises with Jiji:ed gymnastic apparatus for young children. Indeed, for infants, no apparatus of any kind is either necessary or desirable. It is quite sufficient for their little limbs to deal only with their own w’eight, as in marching, runniiig, and free exercises. It is a remarkable fact that the muscles scarcely show any capacity for development under 14 years old, and exercises on horizontal and parallel bars and trapeze, which bring very considerable strain to bear ' upon the relatively feeble arm- muscles, are likely to do much more harm than good. J^astly, bearing in mipd the extent to which the brains and nervous system in general of children are taxed by their ordinary school- work, it is of the highest im])ortanco that their exercises should l)e selected with a view to make as little demand iipon brain- power as possible, giving preference therefore to those which are easy, rhythmical, and which reailily become semi - automatic. Remembering that leg-movements arc developed earlier than arm- movements, exercises engaging the former should take precedence of those engaging the latter.
In order to judge of the value of any exercise for the purpose of physical training, there arc three points to be considered, namely, the quantity of work done, its general character, and the parts of the body which are influenced or brought into play.
Of these the actual amount of work is the most important, for rejisons which will presently appear. All work imidies the expenditure of energy, aiul a large amount of work therefore means a large expenditure of energy. Work is technically measured by the amount of energy required to lift a certain number of units of weight through a single unit of space. For example, if a man weighing 10 stone, or 140 lbs., hangs by his hands from a horizontal bar, and lifts his body one foot from the
I
PHYSICAL EXERCISES
33
ground, he performs an amount of work which would be expressed as 140 foot-pounds; or, in other words, he expends an amount of energy able to raise 140 lbs. to a height of one foot, or one pound to a height of 140 feet. He would perform exactly the same amount of work in stepping from the ground on to a stop which was one foot in height ; and in going up a staircase or a ladder consisting of twenty such steps he would perform work of 140 X 20, or 2800 foot-pounds. Of course, in actual school practice, accurate calculations of this kind are out of the ques- tion, and reference is made to them here only for the purpose of clearly showing what is meant by “amount of work.” But, apart from this, it is by no means easy to estimate, even in general terms, the amount of work involved by any particular exercise.
At first sight it would aj>prar that a man hanging by one hand KHort and from a horizontal bar, and raising his body one foot from the ncf'^fe^guide ground, say five times in succession, was doing a great deal more work than if he walked up a staircase of twenty steps, each one foot in height ; whereas, in fact, he would be doing only one quarter as much work. The effort required for the former _
merely consists in his concentrating upon a few relatively weak muscles the work which in the latter is distributed over a large number of relatively strong muscles. Or again, what appears to be a difficult exercise requiring very great exertion may often be, after all, more a matter of trick than anything else, at any rate after it has once been mastered, requiring in reality no consider- able exertion. •
In judging, then, of the amount of work, we have to rely on How to other considerations than those of visible effort and apparent amcmnt*^of*^** difficulty. To a large extent we may be guided by a rough work, estimate of the nmaber of muscles brought into play ; for, other things being equal, the more numerous the muscles which are engaged, tfhe more work is being done. Such an estimate may be made by observation of the share taken in the exercise by the various limbs, by the demand for special steadiness and fixity
1)
34
PHYSICAL EXERCISES
PAR'r
Oeneral iu vigoratioii of body related es])ecially to amount of work
N eci*ssary i'onditions in reference to aniount of work.
of the trunk of the body, by difficulty in maintaining balance, and by one’s own personal sensations while performing the exercises. Further help is obtained by noting the distribution of fatigue ; and lastly by noting early breathlessness, especially when it occurs apart from any holding of the breath, or mechanical hindrance to free breathing.
As already pointed out, one of the principal advantages to be derived from school exercises is general invigoration of the body, accompanied with increased activity of all processes of nutrition, and these results depend in turn upon increased activity of breathing and circulation of the blood. Such results are related in a larger degree to the actual amount of work done than to any other factor of physical exercise. In other words, in pro- portion to the work done (so long as it conforms to suittible conditions), the more actively we breathe, tlie more energetically does the heart contract, the better does the blood circulate, the more rapidly does nutrition take place, and the more completely are waste products removed. On these facts depend the pre- ference which should be given to exercises for school purposes involving a reasonably laige amount of work.
What are the “ suitable conditions ” just referred to ? (a) The amount of work mmt always fall short of p'oducimf fatiyuc, and therefore all work should be moderate to begin with, to be afterwards gradually increased in amount as the scholar becomes accustomed to it. (6) The work should he well distnbuted over the body. It is cpiite obvious that by this means a much larger amount of work can be done without fatigue than when it is concentrated upon a small part of the body, especially where — as in the case of the arm — the muscles are relatively feeble. For this reason, too, exercises should be frequently changed, so as to bring the various parts of the body successively into play, (c) Since fatigue is largely proportionate to the amount of care and attention required in the performance of an exereise, those exercises which make the least demand upon the scholar in this respect will admit of a larger amount of work being done than
I
PHYSICAL EXERCISES
35
under opposite conditions, {fl) Since effort compels the fixation • of the chest, and temporary stoppage of breathing, breathlessness soon occurs, and work Ims to be curtailed in consequence.
Effort, therefore, must he avoided, (e) It is manifestly injurious to demand much — if any — woik from a child who is physically unsound, or who is insufficiently fed.
The general character of any given exercise is scarcely inferior General char- • ill importance to that of the actual amount of work done. ISxer- ^ercise * cises var}” in quality according to the strength, endurance, skill, and speed required for their perfonnance. Exercises which need Exercises of great strength cause considerable fatigue ; while owing to the large amount of energy called into iday, and the rapidity with which exhaustion supervenes, it is dilficult to grade ami control them properly. Moreover, exercises of strength are inseparable from effort and strain, as a result of which the chest is fixed, the breath is held, and the circulation of the blooil is obstructed. The muscles of children are relatively weak, fatigue is badly borne, and even temporary obstruction of the circulation is especially liable to over-ilisteud the heart. Eor these rea.sons exercises of strength are nnsuital»lo for physical education in schools.
Exercises of endurance are those in which moderate exertion Exercises of is carried on for a long time, the total amount of work being in proportion to the time for which it is continued. They involve no strain upon the ))reathing, or upon the action of the heart ; but their characteristic feature consists in the steady formation of deleterious products of wear and tear, over considerable time, unbroken by pertods of repose. A long walk may be taken as a type of this kind of exercise. Now children are especially sus- ee])tible to poisons of any kind, serious disturbance being set up by smaller doses than with adults. IMoreover, the nervous system of children is silways prejudicially affected by long-con- tinued outpouring of energy in any form, and they require frequent intervals <E rest in order to make their losses good. For these reasons, exercises of endurance are unsuitable for children either for school training or otherwise.
36
PHYSICAL EXERCISES
PART
Exercises of skill
Exerciaos of speed.
The mechan- ism of the exercise.
Exercises of skill are also unsuitable, on account of the demand which they make upon the brain, in the way of necessary care and attention to tlie details of their performance, and to the relative difficulty in iheir iicquisition.
The essential character of exercises of speed is the multi- • plication of muscular movements, quickly succeeding each other. A large ainouut of work can be done in a short time by n rapid series of easy movements. Exercises of speed and strength are alike then in producing a large amount of work in a short time, but they have this important difterence, that, whereas in exercises of strength large masses of muscle are made to contract con- tinuously with all the force they have, in exercises of speed individual groups of muscles pass at very short intervals, and for a large number of times from repose into action. Mrireover, tliey both agree in producing breathlessness, but with the import- ant difference that in exercises of strength it is associated with profound fatigue, while in e.xercises of si>eed, fatigue comes on much later and more slowly, and is consequently much more easily controlled. Now so long as children are not fatigued, they adapt themselves more readily to the exigencies of forced breathing better than adults; indeed the intense eapacity of chihlren for active movement is a matter of common know- ledge. Eor these reasons exercises of speed are pa/* evce/lenec eminently suitable for children — such as running, jumping, skip- ping, and rapid movements of arms and legs genemlly. • In exercises of this kind, we secure abundance of work, we reduce the risks of fatigue to a minimum, we satisfy the natural desire of a child for activity, we supply a healtliy excitement to the whole system, and full opportunity is available for repose at .short intervals.
The mechanism of exercise relates to the parts of the body which are brought into play in the course of its execution. It is by no means always easy to say off-hand what the mechanism of any particular exercise really is ; liecause it is qiiite unusual for any muscular action to be strictly confined to tho.se parts which
I
PHYSICAL EXERCISES
37
are primarily and most obviously engaged, lloughly speaking, the more severe the exertion of any particular part, the uiore is it supplemented by the iiction of other muscles, and the wider is the area over which such action is distributed. Thus a simple quiet movement of the arms, for instance, involves very little action beyond the limbs themselves ; if, however, a dumb-bell is held in each hand, and the swing of the arms is more active, the nnisclcs of the trunk are called into play for the piupose of giving steadiness to the body ; while, if weights be held in the hands which are so heavy as to require very considerable effort to move the arms at all, there is scarcely a muscle in the body from which some degree of work is not exacted.
In special exercises such as gymnastics with lixed apparatus, Mechanism of boxing, fencing, riding, cycling, and the like, this question of "Sn mechanism is one which requires careful consideration in order than general proj)erly to understand their effects. Hut in the simple setting- up exercises with which we are now concerned, the mechanism is sufliciently obvious and elementary as to need but little comment here. From wliat has been said, however, it will be gathertnl that all tl^gse setting-up exercises should be frequently changed, starting from those whicli are simple and conliiied to certain limbs, or to the trunk of the body, and passing on by degi’ees to various combinations of these elementary and fundamental move- ments. During their performance the limbs should be well set, and a goo<l average energy and smartness should be infused into each movement, in order to extract full benefit. More woi’k can be safely demamled from tlie legs and trunk than from the arms, because of tlie greater muscular strength of the former as com- ptired with the latter. Above all, a good posture is essential, as a firm Iiasis of support wliile the movements are in progress, and us a means of obtaining not only steadiness and mainhiining a good balanpe, but as contributing in an important degree to grace and ease of performancet Liability of
Any exercise which works any particular set of muscles to the relative exclusion of tlie rest, or any exercise which involves fomity.
PHYSICAL EXERCISES
PART
Advanta/fes r setting-up ex crcisos.
Effect of exer- cise on chest development.
Factors which tend to good chest develop- ment.
38
tli6 fr6(|U6nt or prolongod. iiiaintoiiftiico of an unnatural and un- gainly posture, will inevitably produce deformity in coui-se of time. The broad thick muscular shoulders, the rounded back, the large body, and the small legs of the professional gymnast, are examples of the former ; while the stooping gait, the forward shoulders, the thin arms, and muscular legs of the cycling “scoi’chcr” supi)!}' an illustration of the latter, f The exercises which will he described in this work are pre- eminently free from any tendency to produce deformity. In t]j(; first place, the w’ork of every limb is in fairly exact proportion to its strength and muscular development, for the simple reason that in the more elementary exercises the limb has only to move its own weight ; and it is only after preparatory training of this kind that light w*eights are permitted to be held in the hands. Also to a large extent it will be found that owing to alternate Ilexioii and extension, up and down motion, or forward and back- ward motion, being so generally tissociated, the work is in con- sequence very evenly distributed, and the exercise of each gi’oup of muscles is accompanied with exercise of antagonistic muscles. Neither is there any tendency to draw’ the body into awkward or unnatural positions ; and, owing to the sym- metrical grouping of all exercises attended with movement of the vertebral column, there is no danger whatever of any spinal curvature. These in fact are the reasons why simple “ground- exercises” (as they are called) are preferable to all othei-s for the physical training of young persons under puberty.
.lust a few words in conclusion about the effect of exercises which develop the chest. Great importance is rightly attached to a large chest, because (with healthy lungs) it indicates a large breathing capacity, which in itself is not only an excellent pre- paration for all exercises likely to cause breathlessness, but a powerful preventive against some of the most insidious diseases of the lungs. The value of an exercise as a means of Increasing the girth and capacity of the chest depends upon three factors. The first of the.se is strength on the part of those muscles w’hich
I
PHYSICAL EXERCISES
39-
move the ribs. These muscles are grouped around the upper part of the trunk, the shoulders, and the root of the neck. Exercises, then, which bring into play and develop the muscles of these parts contribute in no small degree to the development of a good-sized chest, and strong breathing power. A second factor concerns the habitual posture of the body. It is impossible to breathe deeply when the head is flexed on the chest, when the body is stooped, or when the shoulders al^e drawn forwards — in the bad position, for instance. Which is too often assumed by cyclists. It becomes, therefore, a mutter of imporbince to cultivate the habit of standing with the head ujjright, the back straight, and the shoulders thrown back. Both of the above factors, however, are chiefly concerned in preparing the way — so to speak — for a large breathing capacity, by creating favourable conditions. The third and most important factor after all consists in the habitual practice of exercises which compel deep breathing. Moderate breathlessness causes deep breathing, but when it is excessive the breathing is shallow. All exercises which in an extreme form produce breathlessness are, when less violent and prac- tised judiciously, powerful causes of full chest development. Exercises of strength rapidly lead to an increase in the size of the chest, as instanced by the enormous chest development of wrestlers. But these exercises, for reasons already given, are Ijtirred for the young. On the other hand, exactly similar effects can be produced by rapid succession of movements only requir- ing moderate exertion, which, ns we have seen, are esi>ecially suitable for chfldren. Thus few exercises act more powerfully ill developing the chest than running. The legs can i>erform three times as much work as the arms, without fatigue ; and therefore, other things being equal, leg exercises are preferable to all others as a means of increasing the chest capacity of young persons, es-pecially when conjoined with good development of the muscles useil in breathing, aird a good posture.
X> ^ R T
II
E HOI SJE s
1
INTKODUCTIOIS"
Position of Teacher. — ^The teachei' should stand in svich a jiosition in front of a class, that he can see and be seen by every scholar.
Commands. — The smartness and pi’ccision of movements depend almost entii*ely on the teacher’s commands, which should be given in a clear, crisp, and distinct tone, and sufticiently loud lV»r every one to hear. Commands should be few in number, ami us com^se as possible. They should be given in two pai’ts, sej>arated by a pause; the first part, whicli prepares the children for what has to l>e done, shouhl he saitl slowly ; the second, which deals with the execution of the movement sliould he said smartly. The first is called the cautionari/ ; the second, the (’.t'cc.utor;/ command.
In most exercises the cautionary command is sufticiently represented by a number to indicate the exercise ; but for body movements, it is usual to give the name of the movement about to be i>ei'foi'med.
Ooimtixii£f. — Count each stage of the exercise (to 4 or 8 as may be necessary) in clear, distinct, and well accented tones •, and do not .count before the movements, but with them.
See that every movement is fully carried out, and that there
is a distinct pause between each in fact, the pause should at
least be as long as it takes to make the movement.
44
J^UYS/CAL EXERCISES
PART II
* In some exercises (as body movements) it is desirable to make a longer pause. In counting for these exercises t'ioo numbers should be taken for each movement. Thus, make the movement on the 1st, and remain in the same position while the 2ud number is said ; then move to the next position on 3, and rest on 4. Count as in 4-time music, accenting 1 and 3, during which the movements are made. Where this form of counting is required, “double time” will be mentioned at tlie beginning of the directions for the exercise ; and only odd numbers will be given ; while the even numbers, though not written, must be counted aloiul by the teficher when conducting the exercise.
Never begin an exercise with “ one” or tlic movements will follow the counting instead of going with it. While teaching a new exercise the movement, however, must follow the number, but this should never occur in subsetxnent practice. When the teacher is showing an exercise to the clas.s, he should always work with the arm oj)positc to that used by the childicn.
All bent-arm movements commence on the command “ Begin. all straight-arm movements, with “ Sieiiuj”; and fdl body move- ments, with “Bend” or “ Turn” as the case may be.
Those exercises which do not commence from the position of Attention have a preparatory commanil such as, “ Jiertdg”
“ Bells to shoulder’s” “ Bnise” etc. etc.
If an exerci.se has 4 movements, give the command “ Change ” on No. 3 ; and if there are 8 movements, on No. 7.
II
DIIII.L AT ASSEMBLY
The drill at assembly should always be taken by one teacher, the others being present to help with the discipline of their own classes. An oral command cannot be heard distinctly when the children are running about in the play-ground, so it is bettor to assemble them by some signal, as a whistle or bell. Blow the whistle or ring the bell twice. At the first signal the children stop l>hiy ; while at the second they march to the lines as described in the command : “ Fall-in''
Children arrange themselves in lines in the yard,
according to class or standard.
A Iiine is formed when tlie scholars stand side by side.
A File is formed when the scholars stand one behind the other.
.** Attention.” ^At the command “ u4.itention," every child
-should immetliately stand erect, with heels firmly together, toes open, arms straight by the sides, shoulders and hips well back, chest expanded and naturally pressetl forward, stomach well in, head erect and turned to the front. The weight of the body should be on the fore-part of the feet (Eig. 1). The position of Attention being very important, it should be frequently and care- fully practised.
” As-^ou-were.” When *an order is not properly executed,
the chil’dren should be brought to their former position by this command.
46
PHYSICAL EXERCISES
PART
"Stand 'easy.” — For rest after an exercise, give this com- mand ; when, without moving the left foot, the children may stand in any easy position.
{Before proceeding further every teacher 'should now walk along the front of his doss, and send to the bottom of the line all tvho have not come to school clean, tidy, atid with boots blacked.')
Fio. 1.
" Eyes right.” — At this command, every child turns tlie head quickly to the right, and glances along the line, with tlie excep- tion of Xo. 1, who should look straight to the front.
" Dress.” — At this command the teacher or liead scholar should take up a position about two yards from the line, and standing at right angles to it, should correct any imperfections. He should then tell those who are not in line, to dress backward or forward, until he can see the chest and the face of every one. He should then give the order : “ Eyes Front.*' This is known as Dressing the line, and may be done by the left, or right
(Fig. 2).
When dressing or standing at Attention look out for scliolars
II
PHYSICAL EXERCISES
47
bending forward, throwing heads too far back, or leaning back from the waist.
** To the Right, one arm’s distance, Ez>tend.** — (This sup- poses the extreme scholar on the left to be stationary.) Every , child immediately makes a short step to the right with the right loot, and then brings the left foot to it, heels touching only.
Continue in regular steps, at tlie same time raising the left arm, xuitil all are at one arm’s distance from each other, with the finger -tips of the left, hand (palms upward) just touching the .«<houlder.of the child next on the right.
position, the indoor exercises can be practised by the x^hole. school and should be done at least once a week.
'lyai^AS— {Right tin’ll; Left turn; Half-rigU till’ll ; Half- left turnip Rifht-ahovt turn.) These should be practised every <lay. TIie‘ turns here referred to are the same as those used
Right Turn.
PART II
PHYSICAL EXERCISES
49
in the Army. If properly done, they are smart, effective, and useful foot-exercises, and should, be taught as follows : —
** Right -Turn, by numbers — One — Two.” — ^At One, draw the right foot back, placing the hollow of it against the heel of the left. At Two, raise the toes and turn on the heels smartly to the right, a quarter of a circle. When this has been well ledghHf^let the command be simply “Might- Turn” On the com- mand^‘\2^M7*n ” every one should say distinctly and sharply One, and after a short pause Two, doing the movements at the same time. Afterwards practise the same without counting at all (rig- 3).
Tlie remaining turns should be taught in a similar way.
“ Left-Turn.” — At One, bring the right foot forward, placing the litiel in the hollow of the left. At Two, raise the toes and turn on the heels smartly to the left, a quarter of a circle (Kig. 4).
“ Half Right- Turn.” — At One, draw the right foot a little way back ; at Two, raise the toes, and turn to tlie right, but only .half the distance, viz. ^ of a circle.
” Half Left- Turn.” — At O^ic, bring the right foot a little forward ; a^ Two, raise the toes and turn to the left — ^ of a circle. '
” Right about-Tum.” — At One, draw the right foot back, until the toes are an inch or so to the rear of the left ; at Two, i*aise the toes and turn half-wa^' round toward the right, making half a cirple. The right foot is now in advance of the left. At Tifree, bring the right foot smartly to the lelt (Fig. 5).
When possible these turns should be occasionally practised to music. A march should be pla5'ed, and the class, or whole school on command, “Might-turn,” should make 8 right turns, followed ‘by 8 left, 8 half-right, 8 half-left, and 8 right-about turns. In the right-about turn, make the 3 movements on the first 3 ^ats’pf the bar, and rest on the 4th. To move from one turn to'.tBe^next, tlie teacher should either name the tuni, or give the coiuflwnd^' Change.”
— After eacli turn scholars should be at Attention.
Right-about Tu r n.
mVSICAI. EXERCISES
PART 11
See that there is no swaying of body or arms, especially the latter.
There should be no scrtiping of feet^ which should be placed in position smartly, without stamping or bending the knees.
Take cai'e thjit the feet are alwaj's open at the same angle, and also tliat the feet, wliethcr at A t'tei 1 lion , < Ira wn back, or jmt forward, always point in the same direction.
In all tb'i turns the lirst movementshonld always be made with the right foot.
Ill
MAKCHING WHEET.lNa
'J'liis is, of nil bi'auches of physical exercises, tlie most im- portant in its e fleets on the discipline of a school.
Marchiii" should not merely be practised once a week, when the class goes out for the weekly drill, but should be used when- ever the children move from place to place. The teacher’s aim shouhl be to get the children to walk in a iiiitural manner. The tihildren, stacting'from the position of attention, should march with an uniform length of step, at jiii even rate, at the same <listanee from eac.h other, and looking to the front. This will soon be attained if the teachers will follow the instructions given, anti pi’actise them regularly.
.^•rauge the class in a line, according to size, beginning with shortest. (.Jive the command inH,” and dress the line
by the tallest. !>fow teach them to mark time, i.e. to move the feet at marching rate, without moving from position.
lyTa-rTcingr Time for Boys> liaise the left knee until the foot
is well off the ground, -jxiinting toes downwards. In placing foot <»n the gi-ouiid, let the treatl touch first, avoiding too inueli noise. The samkwitli the right foot. The knee in marking time shonld he raised Imgher than in marching, and the line shouhl show the knees beirt^jiJ^ good angle.
lyf^ylriTigr Time for Qirls. — l»end the left knee slightly, and
52
PHYSICAL EXERCISES
PART
push the foot forward, pointing toes to the ground. Repeat same with the right.
Rate of Movement. — For ordinary school-marching, aim at getting 120 steps to the minute. This requires a great deal of practice, but well repays the time spent on it. Tlie teacher should practise it, watch in hand, to get the correct rate. The best way is to count 10 steps in 5 seconds. ■*''
Turns on the March, or when Marking Time. — These are much easier than those from the halt, previously described, and should be taught to Infants and Standar<l 1. The other Standards should practise both.
liiffht-turn. Keep the same rate of movement, and turn to
the right in 2 steps.
Front -turn. — Ry 2 steps come to the front again.
Left-iurn. — Ry 2 steps turn to tlie left.
Might ahoid-Utrn. — TJiis is done in 4 steps, and to be effective shouhl show distinctly two i-ight tunisB. Give the command as follows : — Say " Mighty as the right foot touches the gr<nind ; “ Ahouty as the left touches, ami “ Tumy when the right comes down again. (1) The scholars make the first inovenierA of the turn with the left foot ; (2) they bring the right foot to it (tliey have now made a right tui*n and are in file) ; (3) they tum with the left foot again, and (4) bring the right to it. This completes the turn, and the children are standing with their backs to the teacher. • ,
Marching in File. Marching lessons .should not l.>e beghn..
until the class has aetjuired an even rate of marking time, and always lead of!' with the little ones, starting with the left foot, all together, and not one after the other. Thus give the command, Mark- Tinn'.” As soon as the rate is even, say Might-tv rny and then “ Forward."
Practise the class in marching without ]^»reviou9ly marking time, or, as it is called, from the halt. On the coinmapd “ Quick- Marchy every one should step off at the regular naircklng rate.
When a cla,ss starts to march fr<)m marking time, the order
PHYSICAL EXPRCISES
II
53
is — " Forward!' When from the halt, the command is — “ Quick- March!'
Halt. — This is a command used to stop either marching or exercises. In marching, when the halt is given, complete the step with the moving foot, then bring the other to it, and stand Attention. It is a good plan to count “ One — Tim" after the coirhnand “ Halt " in order to ensure a smart hnish.
Chang^e Step. — A class may be marching, and keeping good time, with some of the children out of step. These may easily be detected and told to “ Change-Step."
Every child must know how to change step and should be taught thus: (1) Take a step forward with tlie left foot. (2) IJring the toe of the right foot to tlic heel of the left. (3) Step forward again with the left foot, and walk on.
Practise this several times, until the .3 movements can be (lone in the time of 2 steps of ordinary marching.
Practise cihanging steji, beginning with the right foot, and so on. It is a good plan to make a mark on the floor, and make nach member of the class change step .as he passes it.
Afterwawds practise changing step by all the class on the march, giving the command “ Chamjc" as the left, and “ Step " rs the right foot comes to the ground, or vice versd. It is easily learnt, and is almost instinctively done by two persons walking together, when out of step.
^hain Marching. This is the best method of teac'hing
children to keep the proper distances, and to take an even length of step, and should not be taught until all can march in step.
T^et each one place both hands on the shoulders of the one in front, and then give the order " Quick-March."
Right-about Turn on ttie March. — This is good practice, and should be taught exactly as explained in marking time. l)ii*ectlyli^ie’ word " Turn" is given, all stand, and without losing the marc^flg rhythm, make the turn in 4 movements (shewing two right*viril«) ami step off on the fifth in the opposite direction, the eml scfiolar becoming the lejider. If this is done well, the
54
PHYSICAL EXERCISES
I'AKT
secoiKl inovemt'nt in the turn shows tlic class in line, anti the fourth lii-in^s it in file tigain. *
Marchingf in Line or Abreast. — 'J’he line should mark time, and then have the command, “ />// the (Jentre — Eomvard’' This means that instt‘atl of dressing hy the right or left, it is done hy the centre, ami thti scholttrs glant^e in that tlirection during tW. march, so as to keep the line straight.
Wheeling’ in File. Right-wheel. Left-wheel. — To wlmel is to change a class froiii mai-ching in one direction to anotlnn- at right angles to it, either to left or right, on command. The teacher gives the command, “ lti(/7if-irhecf” Then the leader, hy taking a short sU*p with the inner foot, turns to the right, and moves on in the new direction ; the others <lo this in succession as they arrive at the samt' ]>laee. This must he done without losing distances, and to avoid this, the teacher may stand at the pivot-})oint, and make every scholar come straight to him before wheeling.
Left-wheel is done in the same way, turning to the left. liitjht-ahout wheel. -- -The children, hy making tw’o right wheels as above, will turn at the wheeling p<*inl, ami march iiif a direction opposite hut parallel to that taken before.
Left-ahoti.f v.^heel. — As above, to the left. JMarching in opposite directions after a I'ight or left about wheel is known as
\
X
3-
Fn;. 6.
Cttunter Marching (Fig. (j). Tin* difticulty in couiitt’r parching is to j>revi-*nt hidgijig at tin; turning point.s, which n/5i^ for con- venience be iuarked u]>on the door. X
Stepping short. — When a class is inarching iiinTe, and the
II
PHYSICAL EXERCISES
55
spaces between the children are too wide, give the order, “ Stey short in frmit.’' The leader iinruediately reduces the length of his step, those following doing the same until the spaces are correct. On the command “ Forirard” resume the ordinary pace.
" Mario Time in Front ” is another and quicker way of ^oorrccting distatices. On this command the leader stojis, and marks time ; those who follow doing likewise as they fill up the gaps. When this is done, give the command “ Halt”
Practice for Marching' and Wheeling in Fours. — Use tlie formation of fours in accordance with instructions given on p. 61. When fii’st commencing to march and wliecl in fours, it is a good plan for the teacher to draw line on the flooi’, stopping the class when the first four come uji to the line. Another line may he drawn at right angles to the first, and the first four may then bo practised in wheeling from one line to the other.
On the command “ Rujlit {or left) Whcel-Foinmtrd" the whole class marches forwards 4 steps, stopping when the second four have arrivetl at the first line A (tlie first four are now 4 ste^js beyond line 11). The second ibvir then practise wheeling between
' . I I I I
t
Fks. 7.
tlni two lines A and 11. Again the whole class marches forw^ard 4 steps, ’bringing the third four to line A, and so on, until all have had this practice in w’heeling (Fig. *7).
the position of attention before starting, and are kept at the same angle during the march.
^'he marching should lie at one rate, viz. 120 steps to the minute.
56
PHYSICAL EXERCISES
PART II
Avoid anything artihcial in the step, such as marching with stiff legs, or going to the other extreme of raising the knees too. high, stamping, and taking too short a step. In either case, the rate soon quickens to a trot. When the rate is too fast, halt, and start again. Beat time with a stick, or count “1, 2, 3, 4.” and do not say “ Left, Lefty on every alternate step, as this' encourages the habit of stamping with the left foot. Avoid the heavy tread caused by pointing the toes upward, and striking the ground with the edge of -the heel.
It is impossible to give a definite length of step for marching in schools, owing to the varied sizes of the children. The little ones should lead, and take a good, natural step. The advancing foot should be brought down heel first, and remain flat, until the body moving forward draws up the heel, the toes being last to leave the ground.
When marching in file, the scholars should be able to touch each other with arms extended in front.
The arms should hang easily and naturally by the side.
IV
RUNNING, OR THE DOUBLE MARCH
RuNNiNa is cax>itii.l exercise for children in frosty weather, and it is always advisable to finish with a short run after exercises in the yard on a cold day.
(Jonsiderablc difliculty will be experienced at first by the teacher in getting the running done evenly and steadily, but this difficulty is greatly reduced if the children are proficient in oi’diuary inarching ; indeed, no teacher shtmld atteini>t the running eiffercise with a class that c'.annot march steadily.
Arrange children in file according to size, from the shortest to the tallest. The hands must be closed, with the arms bent at the elbow and touching the sides of the chest ; or the hands can be placed on the hips, as in the body movements.
The chiUlren take up one or other positnm on the com- mand ; —
“ Arms to clfest — Raise,” or ;
“ Hands on hips — Place.”
The rate of movement should now be practised by marking time, oir the command :
** Double Mark-Time.”
At " ^ilne ” raise the left and right feet alternately as in marching, *but a little higher, and touch the groimd only with the toes. The body should be inclined a little forward, with head erect and looking to the front. Marking time should
S8 . PHYSICAL EXERCISES part ii
he practisetl until all can do it at an even rate and without swaying tlie body to and fro. The rate is one-third quicker tlian in inarching, — 1 GO steps to the niinute. When tins is accomplished, the children should he sent forward on command “ Gol' and care must he taken that all start together with the left fo«>t, run on the toes, and take stej)s a little longer than in ordinaiy marching. Let them run in file round the yard until Jill can go steadily, and keep ecpial distances.
Afterwards practise running and marching alternately. Change from marching to running hy the command “ Double ” ; and from running to marching hy the command “ Quv'h ‘tttarch”
When the command " Double ” is given, as the childre*.* start to run, the arms must he raised to position (to chest or on hips), and droppetl to sides on resuming the cpiick march.
Counter running^, the Spiral, and Figure Marching may now he practised.
When any of the scholais aie out of step, it must he corrected hy hopping one step on cither I'oot, and not hy the method em- ployed in marching.
V
DESK DKILL FOK INDOOK EXEEGISES
. “ Atten-ti^n.” f)ii this curmuaud the children sit upright, with
feet on the door, heels toj^ether, toes open, hands by sides.
“ Cover.” On this cominan«l eveiy child must sit exactly
covering the chihl in front of him.
” On the Forms — One, Two, Three.” — At Otie, all stand smartly, rising from their seats without noise. At Two, all turn
to the right placing right foot on the foi’in, left hand on desk
to the leiit, and right hand on desk to the right. At Three, all spring on th the form, and stand there perfectly still, facing to the right.
** Front-Tum.” This movement must be made in two distinct ,
steps, one with each foot. The turns previously described cannot be ilone on the forms.
RifiTht-Tum.” This must also be dime in tw'o steps,
aiul then all will* be facing a corner of the room. In this position all tlie school exercises can be practiseil.
In tlirty weather, and where dual desks ai*e used, instead of
standing <m the seats the following plan may be substituted :
” Atten-tion.”
” Ends* of Desks.”
“ Cow.”
** Into the Sides — One — Two.” — (Sides means the passages between th’e desks.) At 07ie, all stand at Attention. At Tiro, all
6o
PHVS/CAI. EXERCISES
PART II
those standing at left ends of desks step to the left, and a little forward, when they will be standing alongside the desks. At the same time, all those standing at right ends of desks step to the right and a little backward, when they will be standing alongside seats. All will then be in the gangways, each behind the other, in file.
“ RigTht-Tum.'*
“One arm's distance, Ex-tend’’ (see page 47). — Tf there is room for this exttiiision, the children should then make a front turn, and proceed with the exercises.
Or (as an alternative plan), while the children are standing behind each otlier in the gangways, let those at the back stand still, w’hile the others move forward until there is room for all to extend their arms in front without touching each other.
In schools where long desks are used, there is generally standing room behind the seats, and the exercises mtiy be done there.
Exercises on the forms are completed by the following commands : —
“ Pront-Tum.”
“ Right-Turn."
“ Sit — One — Two — Three.” — At One, drop the left foot to the floor, placing one hand on each desk. At drop the
right foot, and stand front at attention. At Three, sit down.
E.xercises in the passages between the desks are completed by the following commands
“ Right-Turn.”
“ To the Right — Close." — On the word, “ Close,” all stox) sideways, until the sjjaces are filletl up.
“ Pront-Tum.”
“Into the Seats — One — Two.” — At One, all step to the places at the desks. At Ttoo, all sit down.
VI
AEKANGING A CLASS FOR EXERCISE IN THE
SCHOpLYARD
“Fall -in,” “ Atten-tion,” “Eyes -right (or left),” “Dress.”
— The class should fall iii ace-ording to size — the tallest at one end and the shortest at the other,
“ From the right (or left) in fours — Number.” — Beginning from tlie right (or left) the scholars should call out sharply and distinctly, one after the other, the numbers “ One,” “ Two,” “ Three,” ^ Four,” repeating them to the end of the line.
Proving. — At coinmaml “ the number ones
should raise the I’ight fore-arm to the front, keejung the elbow to the side. The twos, threes, and foui-s may be })ro\'ed in tlie same manner, so as to see that all know their numbers.
“ Fours to the right (or left) — Wheel.” — On the command " Whed” number ones stand firm, and togetlier with the twos and threes look towax'ds the fours, while the fours look towards the ones. Meanwhile all the ones, twos, threes, and fours wheel out. This movement should be done in four stops of different length.s. Number fours have to take the longest steps ; threes a little shorter ; twos shorter still ; while ones staled their own ground and mark time, bringing the body gradually 'round to the now position in time with the other three. The class is now standing in rows of four, at right angles to the original line. Number ones are called pivots. By ja’actice this
62
PHYSICAL EXERCISES
PART
wheeling should be done with the precision of ojiening so many doois.
In order to send the ehiss buck into line, the commands are:
“ Reform the line — March ” ; or “ Backwards into line — Wheel.”
The simplest and quickest way to teach this wheeling is to give a stave (4 ft. long) tt> every number one. On the commund “Staves <lown," number ones lower the staves into a horizontal position, and twcis, tlii’ces, and fours take hold of it. Make a mark on tJie ground against the feet of every nuinbei* one, in order to see that they do not move from their position, and then practise the wheeling forwards an<l backwards. Always mark time belbre wheeling, as it balances the step. Practise the wheeling in the opposite direction, making fours the pivots.
” To the left (or right) double arm’s distance — Ex-tend.” — Give this command first to the front four, w'hereupon numbers two, three, and four step sideways l»y short steps of about 8 inches with the left foot, bringing the right to it (as in the iK)sition of attention). Continue this side march, and as they step out, all four raise their arms horizontally as high as the shoulders, jmlms upwai-ds. When they are about 6 inches clear ot each other by the tips of the fingers, give the commands, “Halt” “Attention."
The remainder, on command, now step sideways, but without raising arms, and keep exactly behind each othei-, until they exactly cover numbers two, three, and four respectively in the front r«)W of four, when they must stop at once.
Another way to open. — Arrange the first four as above, then give the commands :
“ Twos, threes, and fours — Left-turn.”
"Mark-time.”
" Open order — March.”
On the command “ Mareh” the twos, threes, and fours step forward until the twos are level with number two in the front row, the threes with num])er three, and so on. They then turn to the front, and stand at attention.
IT
PHYSICAL EXERCISES
63
“ Cover.” — On jthis command every scholar stands im- .mediately behind the one in front. After CQyeriii", dress by number ones, who have not movetl.
The class can now work the exercises as they stand, or face in any direction the teacher likes.
• • Always give some practice in Turns, when set out for exercises.
12 3
1- [] 1=23 I -^3
1-*
12 3
[1-
12 3
1- 0 == Q -3
1- a = 0 >3
12 3
Lznzj Cura
Kio. 9.
Formation in Threes. — If there is not sutticient space in the yard for the abov^^ arrangement, number in threes instead t)f foui’s.
"VVlieji it is desired to wheel in threes, let the class fall-iii in the middle of the yard, and when ready to wheel let the twos stand still. and act as pivots, while the ones wheel bac-kward anti the threes * forwanl (Fig. 8). Numbers one and three in the front now inust be e.xtemled to double arm distance.
“ Outwards — Turn.”
64
PHYS/CAL EXERCISES
PART
Ones and threes — Turn outwards ” (Fig. 9).
“ Open order — March ” (as before).
Another ^my, — KxteiJd to one arm’s distance only. Fach must then make lialf a turn to the left (or right) in order to get sufficient room to do the exercises.
A third plan of opening is shown in the notes on figure' marching.
coj"'
\ \
-IX N j
3 T
"N
<=«I"nN \
'4*1 1--.2 3 “
J;
3 4
-I 'N, \ \
—1^ -i
12 3 4
Fk;. 10.
Fig. 11.
Methods of Closing after the Exercises
MbrrHoi) 1. “To the right (or left) — Close.” — On the word “ Closed' the twos, threes, and fours step sideways and close up to number ones.
“Reform the line — March.” — On this command the fours wheel backward into line (see Fig. 10).
Method 11. “ Number ones, Stand Firm.”
II
PIfVSICAI. EXERCISES
65
” The remainder — (or Left) Turn.'*
** Mark-time.”
** dose order — March.”
On the command “ March** twos, threes, and fours march diagonally into hie, and turn so as ultimately to face the same ■way as number ones. This is the better method if the class is to be taken quickly back into school, and will readily be under- stood by reference to Fig. 11.
In order to close after being extended in threes, with twos icting as pivots, give the commg,nds:
“ Inwards — Tarn** (Ones and threes turn towards twos.)
“ Close order — March*' (as before) (Fig. 12).
Fig. 12.
F
VII
FJJEE EXERCISES
PRELlMINAllY NOTE
The following terms and phrases fretpiently recur throughout tlie exercises, and are therefore explained here, once for all :
Fi<>. 13. Fio. 14.
Arms forward. (Eig. 13.) The arms are to bo fully ex-
tended ill front of the body, at the height of the shoulders, with the palms turned inwird. In this movement, in' the stave
PHYSICAL EXERCISES
PART M
67
. exercises, tlie palms are turned downward. When a different position of palms is required, it will be specially mentioned.
Arms sideways. — 1 4.) The arms are* to be fully ex- . tended on each side of the body, at the height of the shoulders, and with the palms turned upward, of the palms is required, it will be specially mentioned.
Arms overhead. — (Fig. 1 5.) The arms are to be kept straight, and raised either forwards or sideways as high as possible above the Iiead, with tlie }>alms turned inward.
Overhead (forward). — The arms are raised in a forward and upward direction t(j the overhead position.
Overhead (sideways). — The arms are raised upwards from the sitles to the overhead position.
Arms wward. — The arms are tlirust dir^tly upwards, from the shouklers or ‘chest, to the overliead position.
Arms to chest — Raise. — (Fig.
16.) Ill performing this inovcment, always keep tlie arms straight until they ai’e raised slightly higher than in the forward position. Then bend the elbows, and force them back until the hands come to the sides of the chest, near the shoulders. In dumb-bell exercises care must be taken that the bells are not allowed to strike the chest.
{A.) ARM EXERCISES Children staiuH'itff at Attention Exekci.sk I
Ready.” On command “ Ready ” place tips of fingers on
shoulders with elbows well back and down. (Fig. 17.)
“Begin.” — 1. Left arm forward. ‘5. 2. Back to shoulder.
Fio. 17. Fig. 18.
3. Right arm forwartl. 4. Back to* shoulder.
6. Both arms forward (see p. 66, fig. 13). 6. Back to shoulders.
7. Clap hands (Fig. 18). 8. Hands on shoulders.
PART* II
PHYSICAL EXERCISES
69
— 1. Left arm sideways. 2.
3. Kight arm sideways. 4.
5. Both arms sideways
(see p. 66, fig. 14). 6.
7. Clap hands. 8.
“ Ghang^e.” — 1. Left arm upwards. 2.
3. Bight arm upwards. ' 4. 5. Both arms upwards
(see p. 67, fig. 15). 6.
7. Clap hands. 8.
•
** Ohailge.” — 1. Both arms forward. 2.
3. Both arms, sideways. 4.
5. Both arms upward. 6.
7. Clap hands. 8.
Halt ” — ** Attention "
Back to shoulder.
*
Back to shoulder.
Back to shoulders. Both hands to shoulders.
Back to shoulder. Back to shoulder.
Back to shoulders. Both hands on shoulders.
Back to shoulders. Back to shoulders. Back to shoulders. Both hands to shoulders.
Bcpeat each part three times before changing.
Note, — As the exercise concludes with hands on shoulders^ the command Aitetitimi ” is given to bring them to sides.
Clap hands in front of chest, fingers together and pointing upwai*d.
Keep them firmly together daring the pause.
No. 8 always brings scholars back to Ready position.
Give the order to change just before the clap.
Exercise 2
** R^dy." — Place hands in front of the body, locking the . thumbs (Fig. 19 a).
" Swin^:*' — 1. Forward in front of shoulders (Fig. 19 5).
2. Arms overhead.
3. Arms back to position 1.
4. Arms to sides.
70
PHYSICAL EXERCISES
PART
'^CQiailg^.” — 1. Arms sideways.
2. Clap hands overhead (Fig. 20).
3. Arms sideways.
4. Arms to sides.
Fig. 20.
“Chancre.** — 1. Arms forward.
2. Arms overhead.
3. Arms sideways.
4. Arms to sides.
“Halt”
Kepeat each part 4 times befoi-c changing.
Note. — Keep liands fimily together at the claxn
II
PlfYS/CAl, EXERCISES
71
Exercise 3 Straight arms
“Swinfif.” — 1. Left arm overhead (forward).
2. Arm down to side.
3 and 4. Eepeat.
** Chanife.’' — 1. liight arm overhead (forward).
2. Arm down to side.
3 and 4. Eeiieat.
** Change.” — 1. Left arm overhead (forward).
2. Arm down to side.
3. flight ai^n overhead (forward).
4. Arm down to side.
“ Ohan^fe.’* — 1. Both arms overhead (forward).
2. Both arms sideways.
3. Clap hands overhead.
4. Both arms down to sides (forward).
“Halt”
Repeat 3 times
— The movements in this exercise are twice the length of those in 1 and 2, and sufficient time must be given to carry them out tlioroughly.
Exercise 4
■
Straight Arms
“ Swingf.” — 1. Left arm overhead (forward).
• 2. Turn palm outward.
3. Drop arm backward and
downward to height of shoulder, palm still outward.
4. Arm to side.
“ Chan^^e.” — Same with right arm.
72
PHYSICAL EXERCISES
PART
** Ohang’e.” — Same with left and right arm alternately.
** Ohaxig’e.** — Same with both arms together (Fig. 21).
“Halt”
Repeat 3 or 4 times before changing
Rote. — ^The palm is turned outward at No. 2, in order to allow the arm to move backward at No. 3.
Fxekcise 5
Straight Arms ‘ivith notation Movements
“ Twist.” — 1. Turn palms outward.
2. Turn palms inward.
3 and 4. Repeat.
Change to arms forward palms (inward).
Twist.” — 1. Turn palms downward.
2. Turn palms upward.
3 and 4. Repeat.
* Change to arms sideways (palms front). .
** Twist.” — 1. Turn palms downward.
2. Turn palms upward.
3 and 4. Repeat.
Change to arms overhead (palms inward).
“ Twist.” — 1. Turn palms outward.
2. Turn palms inward.
3 and 4. Repeat.
“ Halt ” — “ Attention ”
Repeat 3 or 4 times before changing.
Note, — This exercise is not continuous, but stops each time after taking up new position.
Give the order to change as usual on No. 3, take up new iK>sition at No. 4 and stop ; commencing again on command, ** Twist,**
PHVSICAi: EXERCISES
73
Exercise 6
£ent Anns, wUh JETands Closed ** Begin.” — 1. Raise arms to chest (see p. 67, fig- 16).
2. Arms to sides. 3 and 4. Repeat.
|
” Change.” — l. |
Bring arms to chest. |
2. |
Arms |
forward. |
|
|
3. |
99 |
99 |
4. |
99 |
to sides. |
|
” Change.” — 1. |
» |
99 |
2. |
99 |
sideways. |
|
3. |
99 |
99 |
4. |
99 |
to sides. |
|
” Change.” — 1. |
99 |
• 99 |
2. |
99 |
upward. |
|
3. |
99 |
99 |
4. |
99 |
to sides. |
|
“Change.” — 1. |
99 |
99 |
2. |
99 |
forward. |
|
3. |
99 |
99 |
4. |
99 |
sideways. |
|
5. |
99 |
99 |
6. |
99 |
upwards. |
|
7. |
8. |
to sides. |
^ “ Halt ”
Repeat each 3 times before changing.
Rote. — In the forward and sidew'ays morements, thrust tlie arms out straight ; and in returning them to the chest make a slight curre.
!EX£RC1SE 7
Strair/ht Am\s
|
“ Swing.” — 1. |
Arms forward. |
|
|
2. |
Arms to sides. |
|
|
.. ** 3 and 4. Repeat. |
||
|
Change.” — ^1. |
Arms forward. |
2. Arms |
|
3. |
99 99 |
4. „ |
sideways (palms front), to sides.
74
PART
. PHYSICAL EXERCISES
|
“ Change.”— |
-1. |
Arms forward. |
2. |
Arms overhead. |
|
3. |
»> |
4. |
„ to sides. |
|
|
“ Change.”— |
-1. |
79 97 |
2. |
„ overhead. |
|
3. |
„ sideways. |
4. |
„ to sides. |
|
|
” Halt ” |
Kepeat each three times before changing.
Exercise 8 Bent Arms
•1
Begin.” — 1. CLai) hands in front of chest (see x>. 68, fig. 18).
2. Hands to shoiildoi’s, palms front (Fig. 22).
3. Anus sideways.
4. Arms to sides.
” Change.” — 1. Clap hands in froi^t of chest.
2. Hands to shoiildei’s (palms front).
3. Arms upward (palms front).
4. Clap hands behind back.
” Halt ” — Attention ”
llepeat 4 times.
— In the last iiioveiueut each arm describes a scinicirclo.
Exercise 9
Straight Arms, and Clapping Hands ,
** Swing.” — 1. Clap hands in front of, and close to the body. 2. Clap hands behind.
3 and 4. llepeat.
PHYSICAL EXERCISES
75
** Ohange." — 1. Clap hands overhead.
2. Clap hands behind.
3 and 4. Bepeat.
“Ohange.” — 1. Clap hands in front.
2. Clap hands behind.
3. Clap hands overhead.
4. Clap hands behind.
“Halt”
Repeat each movement 4 times.
Exekcise 10
Bent A9'9?is, icitk Hands Closed
“Begin.” — 1. Raise arms to chest.
2. Left arm obliriixely forward and upward (see
^ p. 90, fig. 45).
• Right arm downward and backward.
Palms inward.
3. Arms to chest.
4. Arms to sides.
“ Change.”- — Same exercise with right arm up and left down. “ Change.”^ — Same, alternately.
« Halt ”
Repeat each 4 times.
Note. — At the second inovenient iu each ^uirt, look up at the hand.
(B.) BODY MOVEMENTS
This section is devoted to exercises of the head, trunk, and legs.
These movements cannot be con- veniently performed at a quick rate, and are therefore all to be taken in double time (p. 44). They are also all performed with the hands resting upon the hips.
** Hands -on -Hips — Place.”
On this command, i. the hands
should be brought quickly on to the hips, with fingers in front, and elbows well back (Eig. 23).
Exbrcisb 1 JSceul I.Iovement8
” Head Forward — ^Bend.” — 1. Bend head forward until
chin touches the chest (Fig. 24).
3. Head erect.
“Change.” 1. Bend head backward (Fig. 25).
3. Head erect.
” Change.” — 1. Bend head to left (Fig. 26).
3. Head erect.
PART II
PHYSICAL EXERCISES
77
** Ohan^e/* — 1. Bend head to right.
3. Head erect.
“ Change.'* — 1. Turn head to left until chin is over the left
shoulder (Fig. 27).
3. Head front.
Fig. 25.
Fig. 26.
** Change." — 1. Turn head to right until chin is over right
shoulder.
3. Head front.
** Change." — ^The two last movements alternately.
“Halt"
Bepeat each 4 times.
N'ote. — The bock should not be bent in these movements* The shoulder should not be raised in bendin^^ sideways.
Keep the body firm to front, when the head is turned.
This exercise may also be taken with the arms at Attention.
78
PHYSICAL EXERCISES
PART
Exercise 2
Body {Tnink') Movements
“ Bend.” — i- Bend foi'WHrtl from hips, with the legs linn
and straight, and the head steady and lookr ing forward, until the legs and upper part of the body form nearly a light angle (Fig. 28).
3. Body upright.
” Change.” — 1. Bend body backward (Fig. 29).
3. Body upright.
Fk;. 28. Fj(s. 29. Fif;. 30. Via. 31.
“ Change.” — 1. Bend body to left (Fig. 30).
3. Body upright.
“Change.” — 1. Bend body to riglit.
•3. Ikidy upright.
“Change.” — 1. Turn body to left from the waist (Fig. 31). 3. Body front.
J^IfYSICAZ. £:X£:RC/S£S
79
** Ghangre.** — Same to right.
** OhAllfi^e.** Same alternately,
“ Halt ”
llopeat each 4 times.
Rote. — Wlien bending body forward cliildren should look to the front.
When bending to left and right the head must be kept steady, and the body must not incline forward.
Omit the backward movement when the exercises are taken with children standing on forms.
When turning, the bo<ly must move on the hips until the children look to the left or right, \vithout any independent movement of the head. *
Kxbkcisis 3
t'eet ami Leg Movements
“Heels Raise.” 1. Kaise the Jieels well from the ground,
• standing on the toes, the body
npriglit.
3. L,t>wcr the heels, without noise.
“ Left Knee Raise.” 1. IJaise the left knee, until the
thigh is at right angles to the body, the heel against the right knee, toes iioiuting down (Fig. 32).
.■>. Straighten the leg, pointing it in an obliciue direction, in front of the body, with toes point- ing down (Fig. 33).
o. liack to position 1.
7. Ft)Ot down (position of attention).
** Change.” Kaise the right knee, same as left.
“ Change.”- — Kaise the left and right knee alteiniately.
8o
PHYSICAL EXERCISES
PART
“ Left Leg Sideways — Swing.” — 1. Leg sideways, knee
straight and toes pointing down (Fig. 34).
3. Back to position.
” Change.” — Right leg, same as left.
“ Change.” — Alternately, with left and right leg.
“ Right Leg Backward — Swing.” — 1. Leg backward, knee
straight, and toes pointing down (Fig. 35).
3. Back to position.
“ Change.” — ^Left leg, same as right.
” Change.” — Alternately, with left and right leg.
” Halt ”
Repeat each 4 times.
PHYSICAL EXERCISES
8i
“ Body to Heels — Sink.” — 1.
3.
5. Straighten body. 7. Lower the heels.
Kaise the heels.
Lower the body to the heels- (Fig. 36).
Fio. 36.
(^For boi/s only.')
" Halt ”
ifepeat 4 times.
Note. — Practisti this niovcnitiiit first hy sinking the body half-way down. Keep the liody upright during all these niuveiuents.
Exekcise 4 Lunges
** Left Forward — Lungfe.” — 1. Take a good step forward
with the left foot (in a
G
82
PUVS/CAL EXERCISES
PAR'I
walking direction), touch* ing the floor with the tread of the foot before* the heel, at the same time bending the knee well . over the toes (Fig. 37). .
3. Back to position.
Change.” — Same with the riglit foot.
“ Change.” — Same alteriaitely.
“Left Sideways — Lunge.” — 1. Take a good step to the left,
turning the body and foot in that direction, and bend tlie knee well over the toes (Fig. 38).^
.3. Back to position.
“Change.” — Same with the right foot.
“Change.” — Same alternately.
PHYSICAL EXERCISES
83
“Halt”
llepeat 4 times.
Note. — These hinges are very important, as they occur frequently in the dumb- bell and stave exercises, and, at first, are better taught in parts, thus : —
** Forward Lunge.” — 1. Take a step forward.
2. Bend the knee over the toes.
3. Straighten the knee.
4. Foot back to position.
Side Lunge.” — 1. Step sideways with the left foot, and see that both heels arc in a straight line.
2. Turn the left foot^ut at right angles.
3. Turn the bpdy (from hips) to left.
4. Bend the left knee over the toes.
5. Back to position.
(C.) COMBINATION EXERCISES
These exercises are a corabinatioii of the arm and body move- ments, and must be faken at double-time.
Humireds of combinations might be made ; but as the time devoted to pliysical exercises in schools is limited, only a few of the most useful for school purposes will be given.
Exekcise 1
Straight Arms, with Side Betidiwg
"Swing." — 1. Anns overliead, thumbs locked, tips of fingers touching (Fig. 39). 3. Bend to the left.
5. Straighten the body.
7. Arms to sides (in the forward direction).
" Change.” — Same movement bending to the right. " Change." — Same alternately.
"Halt”
Repeat each 4 times.
I'ART n
PHYSICAL EXKRCISES
85
Exeucisb 2
Bent Arma, Hands Closed-, vyitJv Side Bending
**Begfin." — 1. Arms to chest.
3. Bend to the right, thrusting left arm uj>ward, and right arm downward, palms front, and look up at the hand (Fig. 40).
5. Straighten the body, and bring arms to chest.
7. Ai'ins to side.
“ Changfe.*’ — Same movements, bending to the
left, with right arm upward.
** Chang^e.’' — Same alternately.
“ Halt *’
liepeat 4 times.
Exercise 3
Straight Arms, with Side Bcndvng and Turnings
*■ Siiy^ing.” 1. Arms sideways (palms up).
3. Bend body to left, keeping arms rigid, o. Straigliten body.
7. Arms to sides.
“ Change.” — Same movements bending to right.
“ Change.” — Same alternately.
” Cl)ange.” Same arm movements, turni'ng the body twice
to the left, and twice to the right, and then to the right and left alternately.
” Halt ”
Kepeat 2 or 3 times.
86 '
PHYSICAL EXERCISES
PART
Exercise 4
Straif/ht Ai'ms, with Ji’oi'^mrd Bending
** Swing." — 1. Arms overhead, (side- ways). Palms front. 3. Bend body forward, and touch toes with the tips of fingers (Fig. 41).
5. Straigliten bodj’^ (arms overhead).
7. Arms to sides (forward direction).
“Halt"
Bepeat 4 times.
iVo/r. — In No. a, make the ‘‘Body forward bend” movement (Fig. 28), and witlioiit any further lieiiding toiicli the toes witli the# fingers. Tl»e knees must be kept straight.
Exercise o Forward Bendings
“Swing.” — 1. Arms sidenays, palms down.
3. Bend body iorward, and bring the finger-tips to the back of the head.
5. Straighten body. Arms sideways. I'alius down. •
7. Arms to sides.
“Halt”
Repeat 4 times.
PHYSICAL EXERCISES
87
Exercise G
Straight Arms, tvith SacJcwarA Bendintj
**Swingf.” — 1. Arms overhead (forward), and stej) backwards
with left foot (Fig. 42 a).
3. Bend body backward, at the same time drop the arms sideways (Fig. 42 b).
Fiu. 42.
5. Straighten the body, and raise arms overhead. 7. Arms to sides, and left foot up to position.
** Ohani^e.*' — Same movements, stepping back with the right ■ ^ foot.
** ChaB^fje. ’* — Same alternately.
** Halt
Repeat each twice.
88
J^HYSICAL EXERCISES
PART
Exercise 7
Straight JLrras, with Body Ihi'i'nings
“Swing'.” — 1. Arms overhead (forward), and at
same time tnrii the body to the* left (Fig. 43).
3. Arms to sides, and turn the body to the front.
5. Arms overhead (forward), and turn the body to the right.
7. Arms to sides, and turn the body to the front.
“Change.” — 1. Arms overhead (forward), and turn
the body to the left.
3. Swing arms downward and upward to over head ; and at the same time turn the body to the right. 5. Swing arms downward apd upward, and turn the body to the left.
7. Kepeat turning to the right again.
“ Halt.” “ Front.” “ Attention.”
— In the first part of this exercise the arms clcscjribe a quarter of a circle, in the second half a circle.
The children lialt with arms overhead, and lx>dy turned to the right ;
hence the commands “ Front ” and Attention J*'
Keep the body upright throughout the exercise.
Exercise 8
JLrm and Feet Mov&ment&
“Swing.” — 1. Arms forward and heels raise.
3. Arms to sides, and lower the heels. 5 and 7. Repeat.
II
PHYSICAL EXERCISES
89
“ Changfe.” — Same exercise with arms sideways. “Chancre/’ — Same exercise, with arms overhead (forward).
“Halt”
llepeat 4 times.
Exercise 9
Straitjlit Arm, with Leg Movements
“ Swing*.” — 1. Arms forward, and left knee mised.
3. Arms to sides, left knee lowered.
5. Arms forward, right knee raised.
7. Arms to sicffes, and right knee lowered.
** Chancre.” — 1. Arms sideways, and left foot sideways (Fig. 44). 3. Arms to sides, and feet together.
5. Arms sideways, and right foot sideways.
7. Arms to sides, feet together.
" Halt ”
llepeat 4 times.
90
PHYSICAL EXERCISES
PART It
Exercise 10
Unit Arms ivith Hands Closed and. Forward Lum/e
“Bend.” — 1. Arms to chest.
Thrust left arm obliquely upward, right arm downward and back ward, and left forward lunge, looking up at the upward hand (Eig. 45).
5. Arras to chest, and foot back to position.
7. Arras to sides.
“Ghang^e.” — Same movement, with right arm upward,, left arm backward, and right forward lunge.
“Ghange.” — Same movements alternately.
“Halt”
Kepeat 4 times.
Xotc. — In lunging forward, the foot goes out in the direction it ^loints. See tliat the knee is well bent, and tliere is no stamping.
vrri
DUMB-BELLS
Dumb-bells should be made thoroughly di*ied beech, for if made of new wood, the ends split, and y>ieees soon bi-eak off. The ends should be circular, about 3 inches in diameter, and should weigh about 1.0 ounces each. For infanta and young children, the diaineter shouhl not be more than 2 to 2^ inches, and the weight not more than 6 ounces. They may be had either plain or polished, and should nut cost more than —
0/ pef dozen . . 3 inches in diameter (plain).
O/ „ . .
2 ,f ,,
1/ ,, . . extra for polished bells.
Dumb-bells should be used at yard drill for Standard III. and upwards.
Before teaching the exercises, study carefully the positions of the bells, illustrated by the following figures :
1. Position of bells when brought to chest, and dotted lines
showing the direction in raising them from sides to chest, and returning them (Fig. 46).
2. B(^sition of bells when thrust sideways, from chest (Fig. 47).
3 . Position of bell s, forward i n straight arm movements (Fig. 48).
4. Position of bells, sideways in straight arm movements
(Fig. 49).
5. Position of bells, upward or overhead (Fig. 60 a).
92 PHYSICAL EXEPCISES part
Attentiou to these positions is of great importance, as
Fio. 48. Fig. 49.
making the exercises both more attractive and effective.
II
rHYSICAJL EXERCISES
93
Whenever it is necessary to associate movements with the bells in any other positions than those here shown, the fact will be specially indicated by reference to the position of the palms of the hands.
Always look at the bells when thrust upward from the chest. •
Exercise 1 ItVrist Exerciser
Eirst Movements in Position qf^Attention (Fig. 50 ft)
“Twist.” — 1. Tum palms outward.
2. Turn palms inward.
3 and 4. Itepeat.
“ Ohang'e.” — Arms foi'waril — palms
inward.
“ TwiSit.” — 1. Palms downward.
2. Palms upward.
3 and 4. Pepeat.
“ Chancre.” — ^Arms sideways — palms front.
“Twist.*’ — 1. Palms downward.
2. Palms upward.
3 and 4. liepeat.
“ Chang^e.” — Arms overhead — palms inward.
“ Twist.” — 1. Palms outward.
2. Palms inward.
3 and 4. Pepeat.
“Halt” — “Attention”
Pepeat each part four times.
Eio. 50.
Note.-
jk. ^
-Give the order to change as usual on No. 3 ; take? up now jiositiou of arms at 4, and stox>. Start again on command T'kHstJ''
94
PHYSICAL EXERCISES
I'ART
Exercise 2
“Ready.” — Bdh to Chest — Raise.
“Begin.” — 1. Bells forward — paluis inward.
2. Palms outward.
8. Palms inward.
4. Bells to chest.
“Change.” — 1. Bells sideways — ^^lalms upward.
2. l*alms downward.
3. I’alms upward.
4. Bells to chest.
“Change.” — 1. Bells upward — palms inwaid.
2. Palms outwanl.
3. Palms inward.
4. Bells to chest.
“Halt”— “Attention”
Bepeat each 4 times.
Note, — Tlxe bells should describe half a circle at each twist.
Exercise 3
Wrist movements with arms at right angles to each other throiighout the exei'Gise
“Beady.” — “Bells to chest — Raise."
“Begin.” — 1. Left bell forward — palm inward. Bight sideways — palm front (Fig. 51).
2. Palms downward.
3. Bells to position 1.
4. Bells to chest.
“Change.” — 1. Bight bell forward — palm inward.
bell sideways — palm front.
2. Palms downward.
bell
Left
II
PHYSICAL EXERCISES
95
3. Bells to position 1.
4. Bells to chest.
** Chancre.” — 1. Left bell upward — palm inward. Bight
bell sideways palm trout.
2. Left palm fro
Bight palm down- ward.
3. Bells to position 1.
4. Bells to chest.
** Cliaxifife/* — 1. Bight bell upward — palm in- ward. sideways —
palm front.
2. Bight palm front. Tjcft palm
downward.
3. Bells to position 1.
4. Bells to chest.
“ Halt” — “Attention”
Ifepeat 4 times.
Note. — Tile bells should describe a quarter of a cii*cle at each twist.
Exercise 4
“ Ready.” — “ Bdls to chest — liaise"
“ Be^fin.” — 1. Thrust left bell forward.
2. Left bell to chest.
3 and 4. Bepeat.
“Chan^^e.” — 1. Thrust right bell forwai'd.
\ 2. Bight bell to chest.
• 3 and 4. Bepeat.
“Change.” — 1. Thrust both bells forward.
2. Back to chest.
3 and 4. Bepeat.
96
PHYSICAL EXERCISES
PART
“ Chanfife." — Same iiioveinents, sideways.
“ Ohang^e.” — Same movements, upwanl.
“ Halt ” — “ Attention ”
Eepeat each 4 times.
I^otc. — In the forward and sideways movements thriivst the bells strafglit from the chest, and in returning tlieni make a slight curve.
Exercise 5
Bent Ann Ejxt'cvie %
|
“ Begfin.” — 1. Bells to chest. 3 ami 4. liepeat. |
2. To sides. |
|
|
Chang^e.” — 1. Bells to chest. |
2. |
Forward. |
|
» 99 |
4. |
To sides. |
|
Changrei” — 1. |
2. |
Sideways |
|
•> 99 99 |
4. |
To sides. |
|
Change.” — l. |
2. |
Upward |
|
99 99 |
4. |
To sides. |
|
Change.” — l . |
2. |
Forward. |
|
*> 99 99 |
4. |
Sideways. |
|
^ • 99 99 |
G. |
Upward. |
|
h* ^ • 99 99 |
8. |
To sides. |
“Halt”
liepeat 3 times.
Exercise 6 Straight Arms
“Swingf.” — 1. Bells forward.
3 and 4. Bepeat.
2. To sides.
PHYSICAZ. EXERCISES
97
|
“ Ohange.”- |
— 1. |
Bells forward. |
2. |
Sideways. |
|
|
3. |
91 |
11 |
4. |
To sides. |
|
|
“ Change. |
—3. |
11 |
2. |
Overliead. |
|
|
3. |
11 |
11 |
4. |
To sides. |
|
|
“ Change.”- |
— 1. |
11 |
11 |
2. |
Overhead. |
|
3. |
Bells sideways. |
4. |
To sides. |
“ Halt ”
liepeat each 3 times.
Exercise 7
Tajppvivg Exercise u-ith Straight Arms
** Swinfif.” — 1. Tap bells in front of,
and close to body.
Palms towards body • (Fig. 52).
2. Tap bells beliiiid (Fig. 53).
3 and 4. Eepeat.
"Chan^fe.” — 3. Tap bells in front.
2. Behind.
3. Overhead.
4. Behind.
“Halt”
it^peat each 4 times.
— Inraisiug bells from behind to over- heacl, each one should describe a semi-circle. The arms should be kept well back. Note particular]3^ the position of tlie palms in this exercise.
II
98
PHYSICAL EXERCISES
PART
Kxercisk 8
Tapping Exercise. iHth Bent Arms
“Begin.” — 1. Tap bells ill front of and close to chin. . I’alms turned to chest (Fig. 54).
2. Bells to shoulders — palms front (Fig. 55.).
3. Bells sideways — palms upward.
4. Bells to sides.
Fio. 54. Fig. 66.
“ Change.” — 1. Tap liells in front of and close to chin.
2. Bells to shoulders — jialms front.
.‘5. Bells upward — palms front.
4. 'lap bells behind — palms next to body (see p. 97, fig. 53).
“ Halt ”
Bepcat 4 times.
the first inovenieiit the forearms should be nearly touching in front of chest : in the second the ellK)ws should be forced well back, until the end of each bell touches the top of the arm by the shoulder.
II
PHYSICAL EXERCISES
99
Exercise 9
Bent Arnm with Side Bending
*
*Be£fin.” — 1. Bells to chest.
• 2. Thrust the left arm upward, right
arm downward, palms front.
At the same time bend the body well over to right, and look up at bell (Fig. o6).
2. Bells to chest and straighten iKidy.
4. Bells to sides.
“ Change. ” — Same movements, bending to left
with right arm up and left arm down.
** Ghange.” — Same movements alternately.
“Halt”
Fiu. 56.
Bcpcat 4 times.
€
Exercise 1 0
St7'aight ArnuH ami Side Bending. Boiible Time
“Swing.” — 1. Bight bell overhead (sideways).
Palm outward. At the same time bend body to left and look up at bell, the left bell sliding down by ttie side of the left leg (Fig. 57).
3. Bight bell to side (sideways), and straighten body 5 and 7. Kepeat.
Fill. 67.
lOO
PHYSICAL EXERCISES
PART
“ Changfe.” — Same movements, bending to the right, with left bell overhead.
** Chango.” — 1. liight bell overhead (sideways). Palm out- ward. At the same time, bend the body . to the left, and look up at bell.
3. Pight bell to side (sideways). At the same . time raise left bell overhead (sideways) and liend the li<»dy to the right.
5 and 7. Pepeut.
“ Halt ” — “ Attention ”
Note. — 111 the last i-liaiige the liody sways from side to side.
Exercise 11
Straight Arms v'ith Bmhj Titrnviujs
“Swing.” — 1. Bolls overhead (forward); turn tlfb body to
the left ; stei> sideways about 1 5 inches, with the left foot, and raise the right heel (Fig. 58).
3. Bells to sides ; turn body to the front, keejj- ing feet apart.
5. Bells overhead (forward) ; turn the body to the right, and raise the left heel (Fig. 69).
7. Bolls to sides, and body front.
“ Change.” — 1. Bolls overhead; turn body to the left, and
raise right heel.
3. Bells downward to upward (overhead) ; turn body to the right, and raise left heel.
6. Pepeat 1.
7. Pepeat 3.
PHYSICAL EXERCISES
lOl
— ^The arms are now overhead, and the body is turned to the light.
** Front.** — Keep bells overhead, and make the following circles from that position.
Fiu. 58.
Fia. 59.
Ftg. 60.
“ Swingf.** — Make circles with the arms in front of body, counting 1 as they come down, and 2 as they cross in front.
“ Change.” — Stop, with the arms crossed in front of the
body, and swing in the opposite direction <Fig. 60).
“ Halt ** — “ Attention *’
Note, — At the first change in swinging the bells from overhead left to over- head right, keep the amis parallel Avith tlie body straight, looking np at the bells wlien overhead.
102
PHYSICAL EXKRCISES
I'ART
Exercise 1 2
Bent Armn^ tvilh Fm^mrd Bendinr/
“ Begfin/’ — 1 . Bells to chest. 2. Bells to sides.
li. „ 4. Bells to floor (Eig. 61). • .
Chang'e/’ — 1. „ 2. Bells forward,
o. „ 4. Bells to floor (Fig. 62).
Fio. 61. Fio. 62. Fig. 63.
|
“Ohangre.”— |
•1. IJells to chest. |
2, Bells side way s.~ |
|
99 99 |
4. Bells to floor (Fig. 63). |
|
|
“ Ohangre.”— |
"1 • J ? 99 |
2. Bells upward. |
|
O 99 99 |
4. Bells to floor (Fig. 61). |
Halt ”
liei>eat S times.
ITote, — In bending to the floor, scud the arms well forward from the chest, press the legs back and got into ]iositioii of Body forvntrd bend*' (see body movements). Touch the ground with the front j>art of the beJls only.
Each part is to be repeated 3 times. At the fourth inoveinent in each part touch tlie ground with the bells (1) between the feet; (2) witli the bells on each side of the left foot ; (3) witji the bells on each side of the right foot ; and (4) between the feet.
Do not halt the class with bolls on the ground ; to avoid this, repeat tiie last change 4 times, and at fourth movement bring bells to sides instead of to the ground.
II
PHYSICAL EXERCISES
*03
Exercise 1‘3 (J'or hoys only)
Squatting Movements
A
“ Left Foot Astride — Place.” — At comniaiid “ Place ” take ill ’Step sideways with left foot (Fig. 64).
** Bells-Down.” — At command ” liend the knees and
lower the body well down ; placing the bells on the ground between the feet at every fourth movement (Fig. 6.3). The
Fig. 65.
exercise starts from., this position, while at the movements 1 , 2, and 3 the body is upright.
|
“Begin.” — |
1. Bells to chest. |
2. Bells to sides. |
|
|
3. |
4. Bells down to ground. |
||
|
“Ohknge.”— |
1. |
•> |
2. Bells forward. |
|
• |
3. |
4. Bells down to ground. |
|
|
“ Chaii^e.”— |
-1. |
9f |
2. Bells sideways. |
|
3. |
4. Bells down to ground. |
||
|
“ Change.”— |
-1. |
2. Bells upward. |
|
|
3. |
4. Bells <lown to ground. |
104 *
PHYSICAL EXERCISES
1»ART
“ Chancre ” — 1 . Bella forward
Swings.” (arms straight).
3
“ Change.’* — 1 .
3.
Change.” — 1.
>> >>
** Change.” — 1 . Bells overhead.
2. Bells to sides.
4. Bells down to ground. 2. Bells sideways.
4. Bells down to ground. 2. Bells overhead.
4. Bells down to ground. 2. Bells sideways.
4. liells down to ground (forward).
“Halt.” “Recover.” “Attention.”
Ifepeat each part 3 times.
Note, — The boys halt with bells on the f^rouiid.
On the command “ ” straighten the body, and bring hands to
sides.
On tlie command Attention^* bring the feet together.
This is an exercise the first jmrt of which is perfoniKMl with bent arms, and the latter with straight arms.
Besides ChangCy^* give the coiiiinaiid Swing when cnanging from bent to straight amis.
Exercise 14 (/<>?• hot/s ordt/)
Hip Movements
“Left Foot Astride — Place.” — this command take a step sideways with left foot, wider than iii Exercise 13 (Fig. 66).
“ Left.” — At this command turn the i>ody an<l left foot well round to the left, bend the left knee, ami hold the bells firmly alongside each thigh, keeping body upright (Fig. 67).
“Bells Down.” — One on eacli side of tiie left foot. The exercise begins from this position (Fig. 68).
“Begin.” — 1. Bells to chest, body erect, with knee bent
(Fig. 69).
2. Bells forward.
io6
PHYSICAL EXERCISES
PART
“Halt.” “Recover.” “Front.” “Left.” “Bells Down.”
“ Raise.” — J. Bells to chest (legs
kept ill position). 2, Bells sideways, and at the same time make half a turn with the bf)dy (Fig. 70).
l*t. Bells to chest, with body facing left again.
4. Bells down.
“Halt.” “Recover.” “Front.” “Right.” “Bells Down.”
lie peat same movements from the right side.
“Halt.” “Recover.” “Front.” “Left.” “BeUs Down.”
“ Raise.” — 1 . Bells to chest.
2. Bells upward, and look at them.
.’i. Bells to chest.
4. Bells down.
“ Halt.” “ Recover.” “ Front.” “ Right.” “ Bells Down.”
liepeat the same from right side.
“Halt.” “Recover.” “Front.” “Attention.”
liepeat 3 times.
Note, — In bending to and rising IVoiii the ground, keep the logs firm, and execute the moveiiiont entirely from the hips.
Halt with bells down. On the command Recover raise the body, and bring bells alongside each thigh.
PHYSICAI^ EXERCISES
107
Front. — Turn to the front, bring hands to sides, but keep the feet ajmrt.
Right. -Turn the body and right foot to right.
When tlie exorcise is known, it should be practised without stopping. On command “ Ohange^*^ boys should come to 1. ^^Recover.'^ 2. Front.*' 3. Right." 4. Domn" and proceed to tlic next movement.
This exercise is better if taken at double tioie.
Exercise 1 i5
fiUngefi. (^Thette arc fulUj explained on p. 81.)
** Begin.” — 1. Bells to chest.
2. Beft bell <9ijliquely upward. Kight bell obli(juely downward and backward. Lunge
Fio. 71. Fig. 72.
with tile left foot well foi'ward, and knee bent (Fig. 71).
3. Bells to chest. Left foot back to position.
4. Bells to sides.
io8
PHYSICAL EXERCISES
PART
“ Change.” — Same movements, lunging with the right foot forward. Bight arm up, and left arm down (Fig. 72).
“ Changfe.” — Same movements alternately. .
"Halt”
Bepeat each 4 times.
Exercise 1 6
Forward Lvnge. Tiirna. Douhle Time.
"Begin.” — 1. Bells to chest.
3. Bells upward, and left forward lunge (Fig. 73).
Fio. 73. Fiu. 74.
5. Bells to chest, aiwl left foot back- with the hollow against the heel of the right (Fig. 7 4). 7. Bells to sides, simultaneously turning the body to the left.
II
PHYSICAL EXERCISES
109
“ Ghanfife." — Same exercise, lunging with right fool.
“Halt”
Kepeat 4 times.
. Note, — Look uji afc the bells when lunging. The arms must go straight up (the tendency is to send them obliquely forward).
Exercise 17
Foi'ward Luivge. Hip Movements. Double IHme.
“Begin.” — 1. Tap bells ovdthead (sideways). Palms front.
Left forward lunge (Fig. 75).
Fia. 75.
Ho. 76.
3. Tap bells beneath the left thigh. Palms front (Fig. 76).
5. Tap bells overhead, and return to position 1. 7. Bells to sides. Left foot ui> to right.
rJJYSJCAI. EXERCISES
PART
** Change.” — Same movements, with right forward lunge.
** Obaaffe. ” — Same movements alternately.
“Halt”
Hepeat etich 4- times.
Note. — 111 beiidiiij; forward, the chest should come down nearly to the thigh. Look at the hells when tapping overhead.
Kxekcisk 1 8
Side Lunges. Straight Arms. Double Time.
“Swinfif.” — 1- liight bell overhead, left
bell on hip, and right sideways lunge (Fig. 77).
3. l*osition of Attention.
** Change. ” — Same movements to the left.
“ Change.” — Same alternately.
“ Change.” — Same movements in pairs
— sides (see note).
“ Change.” — Same movements in pairs
— centre (see note).
“ Change.” — Same movements, alternate
pairs — sides and centre.
“Halt”
llepeat 3 times.
Note.- Childroii look in Iroiit in this exercise and not at hell.
Pairs sides. — -Ones and twos luiige towards each othei; ; threes and fours do the same.
“ Pairs centre..^* — Twos and tlirees lunge towards each other ; ones and fours lunge outwai'd.
See that both arms are dropped to the sides at "So. 3.
PHYSICAL. EXERCISES
III
Kxekcisk 19
Side lAinge. Body Tu^'^iing. Doid*le ^Time.
“Befifin.” — 1. lieUs to chest, and left sideways lunge
(Fig. 7»).
3. Bells forward.
■ 5. Xeep arms and legs firm, and turn the l>ody from waist to the front (Fig. 79).
7. Position of Attention.
** Change.” — Same movements, lunging to the right.
** Change.” — Same movements alternately.
” Halt ”
liepcat 4 times.
JVirfc.— In No. 5, while turning the body, keep the arniiit parallel
II2
PHYSICAL EXERCISES
PART
Exercise 20
Forward Lunge. Backward Movcmenl.
“Swings.” — 1. Left bell forward to obliquely upward.
Eight bell backward. Left forward* lunge (see p. 107, fig. 71).
3. Bring the right bell forward to obliquely upward ; then both bells overhead, and
Fio. 80.
down backwards to level of shoulders ; at the same time step backward with the left foot, and lean body backward (Eig. 80).
5. Tap bells overhead, and left forward lunge.
7. Position of Attention.
** Chan^fe.” — Same, with right forward lunge.
“ Chancre.” — Same alternately.
“ Halt ”
Eepeat 3 times.
IX
STAVES
Staves are cheap, and should form apparatus fur
physical exercise in every schoM. They should bo made of beech, and for the ujjper stjindards should be 4 feet in length and ^ inch thick ; but for infants and young chiltlren a stave 3 feet G inches long and inch thick is large enough.
They may be had plain or polished, at 2s. 6d. per dozen for the larger size (plain), and 2s. 3d. jjor dozen fJor the smaller. ff polished the charge is Is. per dozen ex.tra.
Position of Attention. — Carry the stave in the right hand between the thumb and first finger, and hold it so that the liottom of it is on a level with the knee. The top will be just al>ove the head. The hands and arms (excepting the necessity for grasping the stave) will be in the usual position of attention (Fig. 81).
In opening the front 4 to double arm’s dis- tance, the stave should be raised together with the right arm, and rest horizontally along the arm and back of shoulders.
Preparation for Exercise
Cautionary command “ Staves dmon”
Executory commands — “ One — Two — Three”
I
FHySICAI. EXERCISES
PART
H4
These iiiov'ements follow the number.
At “ Oiic ” grasp the stave just in front of the face with the left hand — palm front (Fig. 82).
At “ Tivo ” bring it down in front of the body, with arms sti*aight and stave parallel to the ground (Fig. 83).
At “ Three ” slide the hands along the stave until they touch aides of body (Fig. 84).
All the exercises commence either from this position (known
as narrow grasp), or with hands stretched out nearly to the end of the stave (known as wide grasp) (Fig. 85). When the exercise is worked from the latter position, the teacher after bringing staves down by the three movements described, must give com- mand “ IVide grasp” To place staves in position again the above commands should be reversed.
Cautionary command — “ Staves up”
Executory commands — “ One — Ttoo — Three”
At “ O'iie ” move hands a little along the stave.
II
PHYSICAL EXERCISES
t
At “ Two ” with the left hand raise the stave smartly into position.
At “ Three ” bring the left hand to side.
• Fi<5. 84. Fiq. 85.
If the exercise has been worked with wide grasp the command “ Narrow grasp ” must be given before the above.
ICXEKCISE 1
First part tvith hent, and the second wUh straight ai'^ns
“Begin.” — 3. Staves to chest (Fig. 86).
2. Staves down (Fig. 84).
. 3. Staves to chest.
4. Staves down.
“Change;” — 1. Staves to chest. 2. Staves forward (Fig. 87).
’ 3. „ „ 4. Staves down.
“Change.” — 1. „ « 2. Staves upward (Fig. 88).
3. ,, „ 4. Staves down.
"Chan^fe — Swingf.” — 1. Staves forward. 2. Staves down (with straight arms). 3 and 4. Ilepeat.
117
PHYSICAL EXERCISES
“ 0hftxi£f6.” — 1* Staves forward. 2. Staves overhead.
3. „ „ 4. Staves down.
“Ohangfe.” — 1. Staves overhead. 2. Raise heels.
3. Heels down. 4. Staves down.
Fio. 89.
**Chan£fe.” — 1. Staves overhead.
2. Staves on shoulder at back of the neck
(Fig. 89).
3. Staves overliead.
4. Staves down.
"Halt”
Repeat each 4 times.
I^ote. — Tllft^staves are parallel to tlie ground throughout the exercise. Look at staves when upwaivl.
PHYSICAL EXEPC/SES
I'ART
Il8
Exercise 2
Straight A.t'ms
“ S'wdiig’,” — 1. Staves forward (see j). 116, fig. 87).
2. Staves perpendicular — left hand uppermost
(Fig. 90).
3. Staves forward.
4. Staves down.
Chail£fe.” — 1. Staves forward. 2. Staves i)erpeiidicular —
right hand up.
3. Staves forward. 4. Staves down.
** Chang^e.” — 1. Staves forward.
2. - Bring left hands under right arms — staves
pointing forward (Fig. 91). -
3. Staves forward.
4. Staves down.
“ Changfe.” — 1 . Staves forward.
PHYSICAL EXERCISES
119
2. Kight hands under left arms — ^staves pointing
forward (Fig. 92).
3. Staves forward.
4. Staves down.
" Ohanfire/’ — 1. Staves forward.
2. Staves perpendicular at left side, bringing
i€
3.
4.
Change.*’ — 1.
2.
3.
4.
right han<l to left side, and stretching left liand upward (Fig. 93).
Staves forward.
Staves down.
Staves forward.
Staves perpendicular at right side, bringing left hand to right side, and stretching right hand upward.
Staves forward.
Staves down.
" Halt ”
Hepeat each 4 times.
120
PI/ y SIC A L EXERCISBS
PART
Exercise 3
Sfraif/7it Arms. Body Movements. Bojjdde Thne
“Swing.” — 1. Staves overhetid and look upwards (see p.
IIG, lig. 88).
3. Bend forward and look in front towards the stave (Fig. 94).
o. Straighten body — staves overhead.
7. Staves down.
“Change.” — 1. Staves overliead, and step backward with the
left foot.
Fig. 94. Fig. 95.
3. Bend body backward and look upwards (Fig. 95).
5. Straighten body.
7. Staves down and feet to attention. “Change.” — Same movements stepping back with*r*y^^ foot. “Change.” — 1. Staves overhead.
3. Bend body sideways to left from waist (Fig. 96).
PHYSICAL EXERCISES
I2I
5. Straighten body.
7. Staves down.
“Ohapiige.” — Same movements bending to right (Fig. 97).
Fig. 96. Fiu. 97. Fig. 98.
“ Change.” — Same movements turning the body to right
(Fig. 98).
“ Change.” — Same movements turning the body to left.
“Halt”
Eepeat 3 times.
Note.- -In the side-bondings try to got the staves in jtarallel lines.
In the turnings get them in straight lines.
Exercise 4 Straight Arms
“ Wide Grasp.” — This command should be given after bringing staves down (see p. 115, fig. 85).
122 ,
P/iYSICAL EXERCISES
PART
** Swing. ” — 1. StaA'es forward (Fig. 99).
2. Staves overhead.
3. Staves behind — level with shoulders (Fig. 1 0 0).
Ficf. 99. Fi«. ]00.
4. Staves down behind (Fig. 101).
5. Staves back to position 3.
6. „ „ 2.
7 1
8. Stoves down in front.
'*Glian£fe.” — 1. Staves overhead. 2. Staves down behind.
3. „ „ 4. Staves down in front.
Change.” — l. Staves overhead (Fig. 102).
2. Drop left arm down behind, and bring right
arm to the side of the head (staves are perpendicular at the Ijack) (Fig. 103).
3. Staves ov'erhead.
4. Staves down.
II
PHYSICAL EXERCISES
123
“ Ohanfire.” — Same movements, dx'oppiiig right arm down behind.
" Halt ” Fio. 1 03.
Ilepeat 4 times.
E.XEKCISE 5
Straifjkt Arm.o. Circles, JYvle Gra^
Swinif.*' — 1. Staves over left shoulders to perpendicular
behind ; left arm down ; right arm up (Fig. 103).
2. Staves down behind, parallel to the ground
by dropping right arm (Fig. 101).
3. Staves return to position 1, by raising right
arm.
124
PHYSICAL EXERCISES
PART
4. Ketiirn staves over the left shoulders and down in front. '
*‘Chan£fe.” — 1. Staves over right shoulders to perpendicular
behind ; right arm down ; left arm up.
2. Stjives down behind, parallel to the ground, l>y dropping left arm.
.*b Staves return to position 1, by raising left arm.
4. lletum staves over the right shoulders and down in front.
"Change.” — 1. Staves over left shoulders to perpendicular
behind ; left arm down ; right ann uj).
2. Staves down behind, parallel to ground, by dropi)ing right arm.
2». Staves per])endicular behind by raising left arm.
4. lleturn staves over right shoulders to down in front.
“ Change.” — Same movements commencing over right shoulder and finishing over the left.
"Halt”
llepeut o times.
Note. — III the first two parts lialf circles are made ; iu the last two, full circles.
Keep the arms ]ierfectly straight throughout the exercise.
Exercise 6
Forward Langes. Straight Wide Grasp
"Swing.” — 1. Staves overhead.
2. Staves down behind. Left forward lunge
(Fig. 104).
3. Stiives overhead. Feet at attention.
4. Staves down.
II
PHYSICAL EXERCISES
125
“Ohange.” — Same inoveiiieiits with the right forward lunge (Fig. 105).
“ Cbange.’* — Same movements alternately.
Fio, lot
“Halt ’
Itepeat 4 times.
JVio/c. — Practise the lunge iiioveuieiits as shown on p. 83.
Exeucise 7
Fomjoard I/uiiges. Straight Narrow Gi'asp
“Swinjr.” — 1. Staves forward. Stcj) forward with the left
foot about 12 inches, resting the toes on the ground (Fig. 1 OG).
2. Staves overhead. Left forward lunge (Fig. 107). 8. Back to positidii 1.
4. Staves down in front.
126 PHYSICAL EXERCISES rARi
“ Chan^T®*'' — Same movements with the right foot advancing.
and i-ight forward lunge.
Fiu. lOfi. Flo. 107.
“ Change.” — Same movements alternately.
“Halt”
Repeat 4 times.
Exekcise 8
Side Lunges. StraigJU Anns. W^idc Grasp
“Swing.” — 1. St-aves overhead.
2. Staves perpendicular behind, by di’opping the
right arm. Left sideways lunge (Ifig. 108).
3. Staves overhead. Feet to attention (posi-
tion 1).
4. Staves down in front.
PHYSICAL. EXERCISES
127
‘ Change.” — Same movements, dropping left arm, with right sideways lunge (Fig. 109).
Fio. 108. Fi<». 109.
** Ghaxi^e.” — r-Same movements alternately.
« Halt ”
liepeat 4 times.
Note. — Remember to drop the right arm when lunging to the left, and vice versd. Practise the side lunge as shown on p. 83.
Exercise 9
Side Liingeit in Pairs. Straight Arms. Wide Gretsp
■ •
“ Swih^.” — The same movements as in Exercise 8, bnt Nos.
1 and 2, and Nos. 3 and 4 respectively, lunge towards each other.
128 PHYSICAL EXERCISES part
** Changfe." — The central pairs (2 and 3) now lunge toward each other, while the outer children (1 and 4) lunge outwards.
“ Change.” — Alternate the above inovenients.
“Halt”
Itei)eat 4 times.
Note. — In the first i>art the 2>airs are at tlic sides ; in tlie second they arc in the centre.
In the alternate movements the x^airs are first at the sides, and tlieii in the centre.
E-KERC'ISE 1 0
Narrow Gruap. Double Time
“Begin.” — 1. Staves sideways left, by bringing right arm
across the chest, and strt'tching left arm out
Fio. 110. Fio. Ill,
to left, staves parallel to the ground, and held at the height of the shoulder. At
J^UVSICAL BXERCISES
129
same time step sideways with the left foot, about 12 inches (Fig. 110).
3. Staves overhead, and left sideways lunge, keeping body to the front (Fig. 111).
5. Back to position 1.
7. Staves down. Feet to attention.
** Ghange.” Same movements to right.
“Halt”
Bepeat 4 times.
Fxekcisb 1 1
Nairi'ow Ch'asp. Dovhle Time
“Swing.” 1. Staves forward. Step forward
with left foot, resting on toes (see p. 126, fig. 106).
3. Staves perpendicular at right side of body, by bringing left hand to right side, and stretching right arm upwards. Step backward with left foot (Fig.
112).
5. Back to position 1.
7. Staves down. Feet to attention.
“ Change.” Same movements with staves per-
pendieular at left side of body, and riglit foot first fox'ward, and then backward.
“ Halt ”
Bepeat 4 times.
K
PHYSICAl. BXERCISSS part
Exercise 1 2
Narrow Grasp. Uouhle Time
“ Swin^T*” — ^ • Staves overhead. Beml body to left. Right
foot sideways, resting on the toes (Fig. 1 13).
Fm. 113. FIIJ. 114.
.*>. Bring staves across tlie hotly to riglit sidti, with riglit arm sitleways, left arm across the chest, and right leg crossing over the left (Fig. 114).
5. Back to jiosilitni 1.
7. Staves down. Eeet to attention.
“ Ohang’e.” Same movements, hc-iitling to right.
" Halt ”
RejieHt 4 times.
PHYSICAL BXJSRCISHS
13*
£xercise 1 3
“Swing.** — 1. Kight arm across the chest, stave thrust back- ward, and step backward^ with left foot (Fig. 116).
.‘J. Stave obliquely upwards, with end of stave
nearly on the chest, and left forward lunge (Fig/llG).
o. Stave to back of the neck, turn to the right, anti bring feet to attention (Fig. 117).
7. Staves tlown.
“ Change.’* — Same movements, but stepping backward with tlie right foot, and right forward lunge.
“ Halt *’
llep'eat 4 times, and thus complete a circle.
*3?
PHYSICAL EXERCISES
PART
Exercise 14
** Swinfi^/' — 1. Staves obliquely forward, end of stave nearly
on the chest, and left sideways lunge (Fig. 118).
3. Staves over the right shoulder to perpendicular
Flu. 118 Via. 119.
behind, right arm down, and step backward with the left foot (Fig. 119).
5. He turn to position 1.
7. Staves down and feet together at attention.
“ Ohanfife.” — Same movements lunging to right side.
" Halt "
Kepeat 4 times.
PHYSICAL EXERCISES
133
« Swing.”
“ Change.”
Exebgise 15
1. Staves overhead, and step backward with the left foot.
3. Staves at back of the neck, and kneel on left knee (Fig. 120).
5. Back to position 1.
7. Staves down, and feet together at attention.
fjg. 120.
-Same movements, stepping back with the right foot.
« Halt ”
Kepeat 4 times.
X
INDIAN CLUBS 1
Clubs foi* school use should he of polished beech (ox- birch), 2 2 iiiclies long, 2| indies diameter at the thick end. This is tlie size atlapted for Standanls VI. and
K.xei-ciscs with Indian Clubs are very graceftxl and useful, but more difticult to teach, and still move difficult to explain, and it will be of great advantage to the teachei- to have had previous lessons from a gj-mnastic insti-uctor, ox- some person skilled in the use of clubs.
In the exercises hitherto describe<l, each movexncnt is entirely sejxarate and distinct from the others, while in club exercises the movements follow on in an easy and graceful xnaxiner. Bach of the vax-ious movements .should be learnt and mastered befoi-e pro- ceeding to the next; and then the exercise should be proceeded with and carx-ied thi-ough without stojipixig.
If the clubs are held tightly in the hand thex-e is gi-eat strain on the wrist, axid the exet'cises are very difficult to xierform. It is sufficient to grip thexn firmly with the thumb, and bottom of the first finger, and only quite lightly with the other pax-t of the hand. As the exercises are tiring at first, they must be px’i>ceeded with .slowly.
.Bor club exercises i)lenty of i-oom is required. Ari-ange the class in the centre of yax-d or school. Number iix thi-ees, and wheel out with twos as i>ivots. (See diagram for wheeling in.
PART II
PHYSICAL. EXERCISES
135
threes, on p. 63.) . Extend to double arm’s and club’s distance, if space permits. If this is not practicable, extend to double arm’s distance, and allow the ends of the clubs to overlap ; in which case the twos should take two paces backward.
Position of clubs at attention (Fig. 121).
Position of clubs in marching (Fig. 122).
I’osition of clubs at “carrj'” (Fig. 123).
Fi(i. 1‘21. Fia. 122. Fio. 123.
Tlie Exercises begin from the position with the left
foot astrule about 15 inches.
“ Outward Front Circle — ^Left Arm ” (Fig. 1 24). — Stand lirmly on the feet with shoulders scpiare to the front, ainl head erect.
Left Club — Carry.” — From this position thrust the left arm obliquely upwards, with club in a line with arm. Keep the arm straight, and describe a circle in front of the boily, and stop at the starfing position. llepeat this 4 times.
Then perform the circle several times without stopping, and halt at command, “ Carry.”
136 PHYSICAL EXERCISES part
“ Outward Front Circle — ^Right Arm.” — To be taught in the same way (Fig. 125).
Note. — The club must not be held tiglitly, or it will lean Imck, iustca<l of keeping in line with the arm.
In starting the eircle, the palm of the hand is in front. At \ the distance it is downwards ; at i way it is inwards ; at J it is down- , wards again ; and at the completion of the circle it is front again.
The shoulder must be kept si^uare to the front or the circle will incline backwards ; the body must be kept firm or the children will strike their legs or feet ; and the head must be kept erect.
Inward Front Circle — Left Arm (Fig. 126)
' From position, ''Left Clvh — Carrij." Bring the left arm
across the chest to the right side, the club in line with the arm.
11
PIfYSICAL EXERCISES
137
Coluineucing downwards, describe a circle in front of the body. When this has been learnt, pass on next to
• Fia 126.
Inward Front Circle — Right Arm (Fig. 127)
Now practise in the following manner without a halt :
(a) Outward front circle — ^left arm (repeat 4 times), (ft) Inward front circle — left arm „ „
(c) -Outward front circle — right arm „ „
(cZ) Inward front circle — right arm „ „
138
PHYSICAL EXERCISES
PART
Note, — Count four as in previous exercises (one to each circle), giving the number at the downward jMirt of the movement. Give the order, Change," at No. 3 as usual, and on reaching the starting xx>sition of inward frmit circle — left^ commence that movement.
W lien changing from second to tliird part from imoard fnnit circle
— raise tlie right arm sideways and commence the movement as the left arm is finishing.
The left arm must be brought to the side, and not to position “Carry."
iJtsfore proceeding further practise turning froni leA to right with both clu)>s at position “ Carry.” ' •
Turn the body to the left, and raise the right heel (Fig. 128) ;
II
PHYSICAL EXERCISES
139
and then turn the body to the right, at tiie same time dropping the right heel and raising the left.
Front SwinjfS — ^Both Arms. (^From left to right and from right to left). — From position “ Carry ” turn the lx>oty to the left, and
thrust the arms ujiwards, the clubs being in a line with arms. Keep the arms parallel, and swing them first downwards and then up- wards, at the same time turning the body from left to right. Then, in a similar manner, swing the clubs from right to left (Fig. 129).
Notr, — Look iit rlulxs keforo starting, and sec tliat t]u‘ arms and clubs are perpendicular at completion of each swing. Give plenty of time for these swings to be carried out, and mind tliero is no stooping.
Oontinuous Front Swings from Left to Right. — Com- mencc the swings just described, but when the clubs reach
point B in Fig. 129 keep them still overhead, and: turn the body
I4q JPIfVSICAJL EXERCISES part
round again to left which will bring the clubs once more to point A, ready to continue the awing. Count “ One ” for the swing from A to 15 ; and “ Two ” wliile turning the body round to position A. Hepeat 3 and 4.
Continuous Front Swings from Right to Left are done in the same manner, commencing from point B.
In order to change from one continuous swing to the other — At 1 swing from A to B.
At 2 turn body from B to A.
At 3 turn body hack again from A to B.
Best at 4 and commence the swing from right to left at 1 , etc. etc.
The swings and continuous swings should now be practised together.
Outward Front Circle — Iieft and Right Together. —
liiese havfi t>eeu tuiif'ht naj>nra.t€ily, ami a study of ttie figure
II
PHYSICAL EXERCISES
141
will show how they are done together. As the clubs cross or pass each other at point A the right one is nearest to the body (Fig. 130).
Inward Front Circle — Left and Right Together — (Fig. 130). — Give the command Change “ while the outward cimles are being done, and that exercise will stop with arms crossed in front of the chest, as shown in the figure. From that position begin in the opposite direction with tlie inward front circles.
— Keep tlie bcwiy firm, with the head erect. .
The clubs are sure to catcli at first, but this is soon overcome by practice.
If a club is dropped, never allow it to be picked uj» while the exercise is proceeding. •
!EX£RC1BE 1 (^eombining the above movements')
“ X^t Foot Astride — Place ” (about 1 5 inches apart).
** Left ClvJb — Carry.”
** Swing.*’ — Outward front circle (left arm).
** Change.” — Inward front circle (left arm).
Change.” — Outward front cii-cle (right arm).
** Change.” — Inward front circle (right arm).
(^As the last inward circle is made, raise the left arm side- ways overhead to meet tJt^e right arm, at the same time turning the body to the left and then follaiu on to next movement.)
** Change.” — Front swings — both arms — from left to right,
and right to left.
** Change.” — Front swings — both ai'iiis — continuous from left to right.
** Change.” — Front swings — both arms — continuous from right to left.
(fFhe bod-y is turned to the right with dvhs overhead ; so ' the
PHVSICAJL EXERCISES
PART
command " Front ” must he given in addition to that of “ Change ” before going on to outward front circles.')
** Chan^fe — ^Front.” — Outward front circles — left and right arms together.
** Chang'e.” — lnwai*d front circles left and right arms
togetlier.
Halt.’
Carry.’
Attention ”
When any of the previous movements are repeated in succecd-
ing exercises the teacher can
refer back for explanation.
✓
/-' ■ Two new movements are
%
* introduced in Kxercise 2.
A. Drox) clubs over the shoulders down the bac*.k and hold them j>arallel to eacli other (Fig. 131). Practise this luov’^enient with the following : —
{((') Front swings with
both arms left to
right ; and tlu‘u drox) clubs behind the shoulders.
{}>) lvex»eat from right to left.
Let arms and clubs Fia. 131. , . ,
be carried ux) to
their full vertical height on right side before dropping
them down behiiwl shoulder.
hi drojiping clubs bring the hands down on each side of the head, elbows <mt and well back, and *v-he chest forward.
II
PHYSICAI. EXERCISES
*43
B. Twists. — A twist is a small circle described with a club by moving the wrist only. The twists are made outward or inward and with the arms in various positions. A twist is <yut- ward when it is directed away from the body ; and imvards when towards the body.
Outward Twist. — At position “ Carrtf” hold clubs firmly between thumb and bottom of the first finger, and lightly with the other part of the hand. With a movement of the wrist, make each club (falling foiward) describe a circle (Fig. 132). The
Fi«. 133.
arms must not move. Keep club clo.se to the arm, so that the end of it, in circling, ucaily touches the elbow. I'se ju'essure with the finger i'iids t<i get the club rtiuiul. Persuade scholars to practise this with a round stick until the movenumt is acquired.
Inward Twist.- The inwai'd twist should be taught from the same position as the outwanl twist. Both twists shoukl after- wards be ]»ractised with arms forward — clubs u]>right (Fig. 133); •^nd '•vi.tfi“’arm8 sideways — clubs upright.
Now practise the twists with the following movements : —
144
PHYSICAL EXERCISES
PART
Clubs Cany.” — Turn body to the left.
1. Outward twist.
2. Outward twist. (JTke tivist is repecUed to preserve
the rhythm.')
3. Front swings — left to right.
4. Drop clubs behind shoulders.
5. Outward twist.
6. Outward tvrist.
*7. Front swing — right to left.
8. 13rop clubs behin<l shoulders.
K.kekcise 2 {Tvnsts mid Swings)
** Left Foot Astride — Place.” ** Both Clubs — Carry ”
“Swing.” — 1. Front swing — both anus from left to right.
2. Drop clubs behind shoulders.
3. Front swing — from right to left.
4. J>rop clubs behind shoulders.
“Change.” — 1. Outward twist on left side; with clubs
at position “ Carry,” as in Fig. 1 .32.
2. Repeat.
3. Front swing — from left to right.
4. Drop clubs behind shoulders.
5. Outward Twist on right side, with clubs at
position “ Carry.”
0. Repeat.
7. Front swing — from right to left.
8. Drop clubs behind shoulders.
“ Halt.”
“ Carry.”
“ Attention ”
PHYSICAL EXERCISES
MS
Exercise 3
“ Left foot Astride — Place.” “ Both Clubs— Carry.”
” Swiu^.” — 1 . Front swing with both arms — from left to
right- ed similar movement to the continuous swings from left to right y tcith chihs over the shoulelers, instead of overhead.)
2. Drop clubs behind shoulders, and turn body to the left.
3 and 4. Eepeat.
Fiu. 131.
” Change.” 1. Fx'Out swing with both arms from right to
. the left.
2. Drop clubs behind shoulders, and turn body to the left.
3 and 4. Eepeat.
“Change.” 1. Outward twist on left side; with clubs at
position “ Carry” (Fig. 132).
L
146
PHYSICAL EXERCISES
PART
2. Half front swing — from left to right (Fig.
129 A to C).
3. Inward twist, on right side (Fig. 134).
4. Drop clubs behind shoulders.
Fkk 135. Fio. 136.
** Change.” — 1. Outward twist, on right side (Fig. 135).
2. Half front swing — from right to left (Fig.
129 B to D).
3. Inward twist, on left side (Fig. 136).
4. Clubs behind shoulders.
“Halt.” “Carry.” “Attention.”
Twists at back of shoulders (Left and Right)
“ Left Club — Carry.” — Kaise the left arm until the^Jbow ia. in a line with the shoulder, with forearm directed upwards and
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PHYSICAL EXERCISES 147
inwards. Keep the ann steady and practise the outward twist behind the left shoulder (Fig. 137). It will take some time to acquire, but the scholars must persevere. Kow raise hand and elbow a little higher, and try the inward twist. I'his is a little
FICJ. 137. Fi<;. 138.
more difficult (Fig. 138). The same twists must now be done with the right hand behind the right shoulder (Figs. 139 and 140), and then "both should be practised with the lirst movement of the first exercise, namely, outward and inward front circles.
Thus — Outward twist — behind left shoulder.
2. Outward front circle wuth left arm, bringing club into position for another twist and so on.
Do the same with the right arm, until proficient.
148
PHYSICAL EXERCISES
PART
Afterwards teach inward circle and inward twist — behind the shoulder. Thus : — Bring the left arm across the chest to the right side, the club in a line with the arm, and make the inward
front circle, until it conies over the head. Then lower the hand and describe an inward twist behiiul the shoulder ; and go on again to iiiAvard front circle. Teach the same movement with the right club and then proceed to Exercise 4.
I>IfVS/CAL £:X£RCIS£:S
149
Exercise 4
*
Tivists and Circles
“ Left foot Astride — Place.’* ** Left Club — Carry.”
“Swing.” — 1. Outward twist, behind the left shoulder.
2. Outward front circle, with left arm.
2 and 4. Repeat.
“Change.”- 1. Inward front circle, with left arm.
2. Inward twisty behind the left shoulder, jind 4. Repeat.
“ Change.” — 1. Outw’ard twist, behind the right shoulder.
2. Outward front circle, with the right arm.
3 and 4. Repeat.
“Change.” — 1. Inward front circle, with the right arm.
2. Inward twist, behind the right shoulder.
3 and 4. Rei)eat.
“Change.” — 1. Outward front circles, left and right to- gether (Fig. 130).
2. Outward twists behind shoulders both
chibs.
3 and 4. Repeat.
“Change.” — 1. Inward front circles, left and right together.
2. Inward twists behind shoulders both clubs.
3 and 4. Repeat.
“Halt.” “Carry.” “Attention.”
Kote. — Kot'p the ahouhlei’s s«iuare to front throughout this exercise. Use the , . same method of ciiangiug from left to right-arm -movements as shown * * ill Exercise 1.
When changing to the front circles with left anfl right together, raise the left arm sideways ; and as the right ann finishes tlio back twist, thrust it out sideways, and commence front circles from that position.
150
/^J/yS/CAJL EXERCISES
I'ART
JIXERCISE 5 Lutiges
“ Attention.” Heels together.” “ Clubs by Sides.”
“Swing.” — 1. Arms forward to overhead, and drop clubs
behind the shoulders — left forward lunge (Fig. 141).
2. Attention.
3. Arms forward to overhead, and droj) chibs
Flo. 141. Kio. 142.
Ijehind shoulders — right forward lunge (Fig. 142).
4. Attention.
‘Change.” — 1. Same arm movements — left side lunge
(Fig. 143).
2. Attention.
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PHYSICAI^ EXERCISES
3. Same arm movements — right side lunge
(Fig. 144).
4. Attention.
“Halt”
Kepeat each 4 times.
Rote. — ^Tho lunges are fully explained on i>age 83. Count double time for lunges.
Exercisk G
StraigJU Arms, xoith Clubs in a Line vnth Arms
“ Attention ”
“Begin.” — 1. Arms forward.
2. Arms to sides.
^ 3 and 4. llepeat.
“ Change.” — 1. Arms sideways.
2. Arms to sides.
3 and 4. Itepeat.
PHYSICAL EXERCISES
PART
** Qhajige.” — 1. Anns overhead (forward).
2. Anus to sides.
3 and 4. IJepeat.
“ Changfe.” — 1. Arms overliead (sideways).
2. Arms to sides.
3 and 4. llepeat.
Halt ”
Repeat 4 times.
Xofe. — This and tlio Ibllowinj^ exercise should bo taught, in order that the children may jiractise similar movements to those used in dumb- bell exercises. «
K.XERCISE 7 Straight Arms
** Swing".” — 1. Arms sideways, with clubs in a line with
arms (Fig. .145).
2. Clubs brought to lie on forearm (Fig. 146).
• i. C’JiihH in SI Jiiie with arms.
4. Arnjs overhead — dubs in line with arma
PHVSJCAJL EXERCISES 153
5. Anns sideways clubs in line with amis.
G. Clubs brought to lie on forearm.
7. Clubs in line with arms.
<S. Arms to sides (rise and dr6p lieels during this movement).
** Ghangfe.” — 1. Arms forward — clubs upright (Fig. 133).
Vut. 146,
2. Arms overhead — clubs in line with arms.
3. Drop clubs on forearm. (Keep the arms
straight.)
4. Arms sideways to sides (rise and drop
heels).
In doing the last movement, bring clubs in line with arms.
“ Halt ”
llepeat 2 or 3 times.
XI
FIGURE - MARCHING
t
Figures should not be attempted until ordinary niarcliiiig can be well done. Let the scholars have some practice in counter- marching, as shown in chapter on marching (p. 54).
Figure-March I. — March them round until the leader is at the top of the room, and half-way across it ; then on the com- mand File — Centre,” they should march down the centre of the room (Fig. 147).
“ File — Iieft and Rig^ht.” — The leader wheels to tlie left, the second to the right, the third to the left, the fourth to the right, and so on. After marching in this direction for a short distance, the two files wheel again (the one to the right and the other to the left) and march in parallel lines to the top of the room (Fig. 147).
** Pairs — Centre.” — The two files wheel inwards ; and meet- ing in the centre march <lown the room in pairs (Fig. 148).
” Pairs — I«eft and Rigrht.” — The leading pair wheel to the left, the second to the right, the third to the left, the fourth to tlie right, and after wheeling again, proceed in parallel lines to the top of the room (see Fig, 148).
"Fours — Centre.” — Pairs wheel inwards, and march down tewtre of room in fours (Fig. 149).
iOnr. lony af itjunin;/ otil for yard cxrrriscs is afforded hy stft2>2^'r^a ttte Jig tirc-m arch at this jtoinf. yis t7ie fonrs come
PART II
I>ffVSICAZ. EXERCISES
»55
down the centre, (five the comvuind “ Hsilt.” The front fov,r then open to d/yuhle arm's distance and remain firm.
** OutWArds Turn.” On this comma-nd the pairs 07i the
\ t
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D
1
- - - - - - I
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Rile Left & Right Fig. 147.
Pairs Left & Right Fig. 148.
right turn to the right, and the pairs on the left tvrn to the left.
“ Order — March.” — On this cmnniaml they open out
in the ivay ricplamcd on p. 62.)
**WoUT8 — Left and Right.” — Whevl and march to the top t>f the room as liefore.
156
PH 1 'SICA L EXERCISES
PART
“ Eigfhts — Centre.” — Tlie
I’T I Til I' T - T*
II II
■I I I I I > B
II II
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fours meet in the centre, and march down in lines of eight.
Fours — Left and Right.” — The eights now divide : fours on the left, wheel to the left ; fours on the right, wheel to the right, and march in parallel lines to the top of the room.
** Fours — Centre.” — Fours wheel inwartls. On reaching the centre, those on the right wheel in behind those on the left, and march down the I'oom in fours.
fill I I i I ■ III
I I I I I I I I
I I I I
Fours Left Bifirht
Fi«j. 149.
"Pairs — Left and Right.”
— Fours divide into pairs, and proceed as before.
" Pairs — Centre.” — The pail’s on the right wheel in be- hind those on the left, ami march down the room in pairs.
“ File — Left and Right.” — Pairs now divide to left and right.
"File — Centre.” — As in
pairs.
Hints. — To make the figures conijmct, work in a small rectangle.
Tlie leaders must always keep opposite each other.
In the first part of the exercise, when the files wheel left and right, the leaders should shorten step to half the length, and those following should do the same, until the whole class has wheeled, when on the teacher giving the command " Foincard^* all resume the ordinary step. The same short step must be taken
II
J^HVS/CAL £:A'£A’C/S£S
157
when the pairs and fours wheel off, until eights