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 HAJSTD-BOOK 
 
 PHYSICAL TRAINING IN SCHOOLS 
 
 INCLUDING FULL DIRECTIONS 
 
 FOR A VARIETY OK 
 
 Calisthenie Exercises 
 
 ADAPTED TO GIjASSES OF ALL GRABE .A^JD TO SOCIAL 
 'jfL JPRAC? ICE;.*^ . 
 
 BY V&A5LLES J. ROBINSO^'.>r -B 
 
 Graduate of Dr. Sio Lewis' formal Institute for Physical Education 
 
 * . ...'. : 
 
 **.*^* * * " . " 
 
 SAN FRANCISCO 
 
 PAYOT, UPHAM & COMPANY, PUBLISHERS 
 622 Washington St 
 
 1874
 
 Entered according to Act of Congress, in the year 1874, by 
 
 CHARLES ^. iJgBiNsox, 
 In the Office of the Librarian o*f Ctfngrgss, jit Washington, D. C. 
 
 of the Librarian o*f CtyigrVss, ^t "V\ 
 '.'** **"'*' *.' *" '
 
 . r 
 
 **** 39298 
 
 PEEFATOEY NOTE. 
 
 This little volume has been prepared in response to a wish expressed 
 from time to time by teachers and others formerly under my instruction, 
 and is designed more especially to promote the cause of physical cul- 
 ture the basis of all true education on the Pacific Coast. That it 
 may, in some degree at least, accomplish the object intended, is the 
 writer's earnest hope. 
 
 C. J. K. 
 
 OAKLAND, CAL., Hay 1st, 1874. 
 
 2052800
 
 "Health is the soul that animates all enjoyments of life!' SIR 
 W. TEMPLE. 
 
 "A sound mind in a sound body, if the former be the glory of the 
 latter, /he latter is indispensable to the former" EDWARDS 
 
 "The first wealth is health. Sickness is poor spirited and cannot 
 serve any one; it must husband its resources to live." EMERSON'. 
 
 "Health is certainly more valuable than money, because it is by 
 health that money is obtained." JOHNSON. 
 
 "Health is the greatest of all possessions, and it is a maxim with 
 me that a hale cobbler is a better man than a sick king." BICKKR- 
 STAEF. 
 
 " The poorest man would not part with health for money, but the 
 richest ivould gladly part with all his money for health." COLTON.
 
 I. PHYSICAL TRAINING IN SCHOOLS. 
 
 The Need of the Age. Duty of Teachers. Practical 
 Difficulties. Objects to be kept in View. Timely Hints 
 and Suggestions by Prominent Educators. 
 
 It requires no argument to prove that there exists 
 throughout our land a great and growing need for a 
 more general observance of the laws of health, and for 
 more efficient physical training in our schools and in- 
 stitutions of learning, than now prevail. The physical 
 degeneracy of the American people has been alarm- 
 ingly apparent for years past; while the constant waste 
 of life which results from premature death, especially 
 in .our large cities, is something appalling to contem- 
 plate.* AVe acknowledge and deplore their existence, 
 but have failed to put in force the means at our com- 
 mand for arresting and effectively remedying these 
 
 * According to the Official Report of the Ninth Census, 110,445 children 
 under one year old died in the United State* in 1870, being ten per cent, of 
 the total number of births in that year; and 229,542 died under ten years 
 old, or nearly twenty-one per cent, of the number of births. Nearly one- 
 half of the whole number of deaths which occur are of children under ten.
 
 6 PHYSICAL TRAINING. 
 
 overshadowing evils. It is evident that our systems of 
 education, with all their excellences, are sadly deficient 
 and faulty with respect to physical culture and hygienic 
 instruction. Notwithstanding the plain teachings of 
 both reason and experience concerning the direful con- 
 sequences of disregarding Nature's sanitary laws, the 
 youth of our land are permitted to pass through their 
 school years, and ultimately go forth into the world to 
 assume the duties and responsibilities of life, with no 
 adequate conception of the structure and functions of 
 their own wonderful organizations, and practically ig- 
 norant of the physiological laws which a wise Creator 
 has ordained for their welfare and happiness, the evil 
 effects being visited, in turn, upon the generations 
 which come after them. That this is so is not, pri- 
 marily, the fault of the teachers of schools, but rather 
 of the people at large. Yet teachers can do much to- 
 ward supplying the lamentable deficiency which exists. 
 By bringing the subject practically before their classes 
 as opportunity offers, by urging upon school officers 
 the importance of making physical training and educa- 
 tion prominent in the courses of instruction adopted, 
 and by exerting their influence to create and foster a 
 correct public sentiment on the subject, teachers can 
 assist greatly in securing proper attention to this neg- 
 lected branch of instruction in our schools and edu- 
 cational institutions. 
 
 The hygienic effects of what we eat and drink; of the 
 manner in which we dress; of the "fashions" we adopt;
 
 PHYSICAL TRAINING. 7 
 
 of the stimulants, narcotics, drugs, and cosmetics we 
 use; of ventilation, bathing, the carriage of the body, 
 exercise, rest, etc., are questions of vital importance to 
 every individual, whether young or old; and especially 
 to the young, while forming habits which will last 
 them through life. Hence we must look to our schools 
 as the proper channels through which physiological 
 and hygienic instruction is to be supplied, and as the 
 principal means for disseminating among the people 
 the knowledge so generally needed. 
 
 Prof. Lewis B. Monroe, of Boston, one of the fore- 
 most educators of our day, and a thorough master of 
 the art of physical development, as the writer can testify 
 from personal knowledge, in the opening chapter of his 
 excellent "Manual of Physical and Yocal Training,"* 
 speaks as follows concerning physical culture in 
 schools : 
 
 " The teacher who neglects all considerations of 
 health in the training of his pupils, while forcing them 
 to the utmost mental acquirements, is justly considered 
 an enemy rather than a friend of those committed to 
 his charge. The Creator's laws are so perfectly balanc- 
 
 *The extracts from this volume are made with the permission of the 
 author. 
 
 For several years Prof. Monroe held the position of Superintendent of 
 Vocal and Physical Culture in the Public Schools of Boston, and is now at 
 the head of the School of Oratory of the Boston University.
 
 8 PHYSICAL TRAINING, 
 
 eel, that the highest good of the soul is intimately con- 
 nected with the highest good of the body. Yet there 
 are many, even among ns, who seem not to admit that 
 mind and body are mutually dependent; that we can- 
 not secure the best development of the one at the ex- 
 pense of the other. It is lamentable to see the evils 
 that have insidiously crept upon us as a result of this 
 error evils which we will not here particularize, but 
 which are only too obvious. 
 
 "The ancient Greeks paid the same attention to 
 physical as to mental training. Their gymnasia were 
 schools for the body and mind; and the office of Gym- 
 nasiarch was one of honor and repute. The monuments 
 in art, science, and language which have come down to 
 us more than confirm the wisdom of their educational 
 methods. Is it not a strange inconsistency on our part, 
 that, while we pay such tributes to their excellence, we 
 ignore the means by which that excellence was attained? 
 We praise 'and copy their statuary, but seem to forget 
 that the models for these classical figures were furnished 
 by their system of physical training. It is true that 
 in our time the requirements for physical strength and 
 endurance are not the same as of old. But a sound 
 mind in a sound body must be as important now as it 
 ever was; while the danger of neglecting to keep up 
 the proper balance, with our labor-saving machines, our 
 changed modes of locomotion, of Avarfare, and of every- 
 thing requiring manual dexterity and bodily strength, 
 is greater than ever.
 
 PHYSICAL TRAINING. 9 
 
 " It devolves upon teachers more than upon others 
 to see that the impetus recently given to this subject 
 be not lost. They should seek to render the interest 
 already felt stronger, more general, and more intelli- 
 gent Let them make the most of their opportunities 
 for information upon the subject; and although the 
 amount of instruction afforded in our institutions of 
 learning and in literature * be at present most insuffi- 
 cient, it will not long remain so. An increased demand 
 will bring an increased supply. Meantime something 
 should be done, and that something should lead to 
 practical results." 
 
 The more immediate difficulties in the way of intro- 
 ducing this branch of instruction into our schools at 
 the present time are : 
 
 1st. A chronic state of mental ovenvork in the school- 
 room from attempting to do too much in the time given; 
 a condition of things which subjects both pupils and 
 teachers to the imminent risk of losing health and even 
 life itself; and 
 
 2d. A lack of practical knowledge among teachers 
 as to just what to teach and how to teach it, arising 
 from the general apathy and neglect which have pre- 
 
 * Newton & Co., No. 19 Brattle Street, Boston, have recently published an 
 excellent little volume for young pupils entitled " Lessons for Children about 
 Themselves. Part I, The Body." C. J. B.
 
 10 PHYSICAL TRAINING, 
 
 vailed with regard to physical and hygienic culture. 
 The only method of effectually overcoming the first 
 of these obstacles is the awakening of a decided pop- 
 ular sentiment against the mental overtasking, and 
 consequent nervous and physical exhaustion of teachers 
 and pupils, the inevitable tendency of which is to 
 produce disease, deformity, and not unfrequeutly un- 
 timely death; and in favor of thorough and practical 
 instruction in the principles and laws of physical de- 
 velopment, symmetry, and health.* This sentiment 
 aroused, the second difficulty named, the lack of ade- 
 quate preparation on the part of teachers, would be 
 speedily overcome; and all other obstacles which might 
 impede the progress of this much needed reform would 
 disappear. 
 
 Prof. Monroe points out the following as definite ob- 
 jects to be kept in view by the teacher of physical 
 culture: 
 
 " 1st. Symmetry of Form. Teacher and pupil should 
 have in the mind a true ideal of a perfect human form; 
 and they should seek to bring their own forms as nearly 
 to this ideal as possible. 
 
 "The commonest faults in the forms of the present 
 generation are: 1. One-sidedness an unequal de- 
 velopment of the two sides of the body. 2. Hollow 
 chest, which involves a pitching forward of the shoul- 
 
 #If the "grade" is too high let it be lowered, and a course of study 
 adopted which the average scholar can master in the given time.
 
 PHYSICAL TRAINING. 11 
 
 ders, projection of the shoulder-blades, crooking of the 
 collarbone, and drooping of the head. 3, Slender 
 waist, especially in women. 
 
 "2d. Proper Position and Carriage of the Body. 
 
 Under this head we include the habits of the pupil in 
 reference to sitting, standing, walking, and the move- 
 ments of the body and limbs generally. Ease, dignity, 
 and grace of carriage should be cultivated. 
 
 "3d. Right Habits of Breathing 1 . Good air is one 
 of the first essentials in physical and vocal exertion. 
 No one can keep the body and mind vigorous for any 
 great length of time in impure air; and the most im- 
 pure air is that which is filled with emanations from the 
 human system. 
 
 " The lungs should be trained to free, full, and vigor- 
 ous action. They are, so to speak, the very springs of 
 vitality. The more immediate importance of the lungs 
 in the animal economy will be brought to mind when 
 we recollect that a person may live for days without 
 food, but to deprive him of air, even fora few moments, 
 is to deprive him of life itself. 
 
 "One of the commonest faults in the use of the 
 lungs is the habit of breathing as it were from their 
 surface, not bringing sufficiently into play the costal 
 and abdominal muscles. By watching the domestic 
 animals a horse or cow for instance we may learn a 
 lesson in breathing. We perceive that there is very 
 little motion near the fore extremities, but the breath
 
 12 PHYSICAL TRAINING. 
 
 is impelled from the flanks. So should we have the 
 main action at the waist and below the waist. Any 
 form of dress or belt, therefore, which constrains the 
 base of the lungs and presses upon the stomach and 
 intestines, must do serious harm.* 
 
 "4-th. Good Toice. Intimately connected with the 
 function of breathing is that of vocalization; and it is 
 perhaps because the culture of the voice involves the 
 training of the lungs, that vocal exercises are so gener- 
 ally acknowledged as contributing to health 
 
 The production of voice is a muscular operation. It 
 calls into action many organs directly related to the 
 vital economy; and, consequently, every step taken to- 
 ward permanently improving the voice, is so much 
 done toward building up the health and vitality of the 
 general system. "When teachers feel that they are im- 
 proving the reading and singing of their pupils while 
 they give them healthful exercises, they will not be so 
 likely to consider physical exercises a repulsive drudg- 
 ery, or the practice of them as so much lost time. 
 
 ' The faults in voice are too numerous to be specified 
 here. The one most pievalent in schools is the hard, 
 unnatural, half-screaming tone in which both teachers 
 and scholars carry on their recitations. The natural, 
 easy, musical quality of voice which marks refined 
 society should be cultivated in the schoolroom from 
 
 * \Ve will bear witness to the great excellence both vocally and physiologi- 
 cally, of the method of breathing here indicated. C. J. 15.
 
 PHYSICAL TRAINING. 13 
 
 the beginning. Imagine a polite person asking a visi- 
 tor to take a chair in the tone used by scholars in re- 
 citing their arithmetical lesson! Yet the forced and 
 stilted tone is as fitting in the one case as in the other. 
 It is true, scholars must often speak loudly in the 
 school-room, but the tone may be loud and pleasant at 
 the same time. 
 
 "5th. Health. This is, humanly speaking, the pearl 
 of great price, beside which no other earthly blessing 
 can be placed, and without which everything else loses 
 its charm. Nowhere in our educational system is there 
 so great a defect as the failure to secure attention to 
 
 hygienic laws.' Nervous diseases and 
 
 frail constitutions are becoming every day more 
 abundant; and they will continue to increase, till an 
 intelligent hygiene shall furnish the true preventive. 
 Proper habits of dress, diet, .sleep, cleanliness and ex- 
 ercise are of infinitely more importance to a child than 
 the geography of Siberia or the history of the Dark 
 Ages. Yet the latter absorb a large share of time in 
 schools where not a word is said of the former. May 
 it not be asked with solemn emphasis: What shall it 
 profit a child to gain a whole world of book-knowledge, 
 if, in gaining it, he forfeits the chief condition of 
 earthly welfare bodily health ? " 
 
 We feel persuaded that the foregoing suggestions 
 will be regarded by experienced teachers and thought-
 
 14 PHYSICAL TRAINING. 
 
 ful parents as of great value, and worthy of universal 
 adoption. 
 
 Among the representative teachers of the Pacific 
 Coast similar sentiments prevail on this subject, F. 
 M. Campbell, Esq., Superintendent of Public Schools 
 at Oakland, California, in his Annual Report for 1873, 
 makes use of the following language regarding system- 
 atic physical exercise in our schools: 
 
 " I am sure that in very few of our schools does the 
 subject of Physical Exercise receive sufficient attention. 
 Light gymnastics, or calisthenics, should form a part 
 of every day's business. But few minutes need be de- 
 voted to it continuously five minutes, and, if the 
 movements are executed with vigor, even three minutes, 
 will be found sufficient at any one time. The windows 
 should all be thrown open when the exercises begin, 
 and closed as soon as they are finished. The quickened 
 circulation, as indicated by the glow upon their cheeks, 
 the deeper and fuller respiration, and the rest to their 
 tired muscles and overstrained nerves, which results 
 from the two or three minutes thus occupied, is of in- 
 calculable benefit to the health, spirits, and mental 
 activities of the pupils. It is no easy task for us adults, 
 even occasionally, say once or twice a week, to sit 
 quietly and almost motionless for any considerable 
 length of time, even upon the comfortably upholstered 
 seats of a church or lecture hall; bow much more diffi- 
 cult, then, must it be for boys and girls to do so every
 
 PHYSICAL TRAINING. 15 
 
 day upon the hard seats of the school-room, and with 
 a high-pressure engine inside of each of them ! As an 
 aid to school government in affording relief from the 
 weariness of long sitting and the consequent restless- 
 ness of the children, calisthenics are of great value. 
 In this respect the exercise ranks with vocal music, 
 and should frequently be practiced in alternation with 
 singing or other vocal gymnastics. Each will be found 
 to add interest, and give zest to the other. 
 
 The exercises and movements should always be care- 
 fully selected, with some definite aim in view, such as 
 will tend to correct improper positions of the body, 
 awkwardness, etc. Some of the evil effects of bad 
 habits in sitting, standing, and walking, and with girls 
 in dressing, are, drooping of the head and shoulders; 
 curvature of the spine; one-sidedness, (one shoulder 
 higher than the other); hollow-chestedness; compression 
 of the lungs, and consequently, imperfect respiration 
 and bad voice; turning in of the toes; dragging of the 
 feet, etc., etc. Against all of these it should be 
 the constant thought and practice of teachers to 
 warn and guard their pupils. No amount of intel- 
 lectual development in our children can compensate 
 for injury done to their bodies. Any system of edu- 
 cation, or any teacher, that sacrifices the one to the 
 other, either through ignorance or neglect, is unworthy 
 of the name. We must and do admit that physical 
 exercise in the school-room is essential to the best con- 
 dition of the pupils' bodies, and consequently of their
 
 16 PHYSICAL TRAINING. 
 
 minds. How, then, can it be neglected without the 
 commission of almost a crime? Some one has likened 
 the educating of a child's mind, to the utter neglect of 
 his physical training and development, to the blind- 
 ness and superstition of the Hindoo mother, who, to 
 secure in the future some fancied spiritual good to the 
 child she loves, casts its body, a willing sacrifice, into 
 the waters of the sacred Ganges. I am sure that, as 
 parents, teachers, or school officers, we do not wish to 
 emulate the benighted Hindoo woman."
 
 II. CALISTHENICS.* 
 
 Why and How they are of Use. Arrangement of the Class. 
 Breathing Exercises. General and Special Exercises. 
 Position and Carriage of the Body. 
 
 With the hope of assisting in the promotion of th 
 important objects above set forth, and of bodily health 
 and development in general, we have prepared the an- 
 nexed description of a series of Oalisthenic, or "Free 
 Gymnastic," Exercises, selected and original. We 
 believe that they will be found of value for the follow- 
 ing reasons : 
 
 1st. Calisthenics supply a ready means of orderly, 
 exhilarating, and attractive exercise and recreation. 
 They affect beneficially the entire system. 
 
 2d. They are adapted to both sexes, f to all ages, 
 and to any number of pupils or persons. 
 
 * From the Greek words kalos, beautiful, and sthenos. strength. 
 
 t In a circular issued by the Berlin Medical Society, it is stated as the 
 deliberate conviction of its members, that systematic instruction in gymnas- 
 tics for the young of all classes of society is desirable; " even more so for girls 
 than for boys, since the physical condition of the female is calculated to 
 affect in the highest degree the constitution of future generations."
 
 18 CALISTHENICS. 
 
 3d. They form a most attractive feature when intro- 
 duced on public occasions, as in exhibitions, festivals, 
 and social reunions. 
 
 4th. The exercises here given are arranged with 
 reference to practice by classes in schools, the lyceum, 
 and the gymnasium, or by groups in the home circle. 
 
 5th. They are equally available to persons engaged 
 in sedentary occupations, to invalids and others, for 
 individual practice. 
 
 6th. The design in their selection and arrangement 
 has been to promote symmetrical physical development, 
 to secure activity with strength, and to avoid meaning- 
 less and awkward movements. 
 
 7th. They require no apparatus or special costume. 
 
 8th. They may be practiced as well without music 
 as with it, although in classes music is of course a great 
 attraction. 
 
 9th. They are thus at all times available. 
 
 10th. Finally, the exercises, and the method of 
 practice prescribed, have satisfactorily stood the test 
 of actual trial. 
 
 No difficulty will be found, we apprehend, in under- 
 standing and executing correctly the movements, pro- 
 vided the directions given are attentively followed. 
 Careful practice will soon give proficiency. 
 
 In entering upon the exercises, let it be borne in 
 mind as one of the cardinal principles of all calisthenic 
 and gymnastic training, that " the thorough, systematic, 
 and persevering practice of a few properly chosen and
 
 ARRANGEMENT OF THE CLASS. 19 
 
 wisely directed movements, is more beneficial than a random 
 and irregular practice of a large number of vague exer- 
 cises," 
 
 Positions, Arrangement of the Class, 
 
 1. Instruct the class in taking the correct Sitting 
 and Standing Positions, directions for which will be 
 found at the end of the exercises. Then at the com- 
 mand "Position!" by the teacher, the class, if seated, 
 will take the proper Sitting Position; or, if standing, 
 the correct Standing Position. 
 
 2. Before commencing exercise from the Standing 
 Position, the class should be arranged upon the floor 
 in straight lines extending from the front to the rear of 
 the room or exercising hall; if a school-room, in the 
 aisles between the desks. They should stand in regular 
 gradation as to height, the smallest being in front, and 
 at a full arm's length from each other. Each scholar 
 should know his or her place on the floor, and at the 
 proper signal pass to it quickly and without causing 
 confusion. 
 
 The signals appropriate for the school-room are the 
 first four numerals, spoken by the teacher, or four 
 strokes of a bell, thus :
 
 20 CALISTHENICS. 
 
 "One; " take the Sitting Position. 
 
 * ' Two; " turn toward the aisle. 
 
 "Three;" stand. 
 
 "Four;" pass to places, face to the front, and stand 
 in position. 
 
 Require these movements to be executed with uni- 
 form promptness and precision. 
 
 Two signals will be sufficient to seat the class, thus : 
 
 "One;" pass to the seat and stand beside it. 
 
 "Two;" be seated. 
 
 Breathing Exercises, 
 
 [STANDING OR SITTING POSITION.] 
 
 1. Fill the lungs slowly with pure air expanding 
 and enlarging them at the base inhaling through the 
 nostrils. Occupy from five to eight seconds. Exhale 
 in a corresponding manner. Repeat, The teacher may 
 time the breathing by raising the hand slowly while 
 inhaling, and lowering it while exhaling. 
 
 Cultivate the habit of drawing in and expelling the 
 breath by the action of the diaphragm and muscles of 
 the waist, taking care not to raise the shoulders. 
 
 If these exercises are accompanied by the piano, in- 
 hale during one strain or change of the music, and ex-
 
 BREATHING EXERCISES. 21 
 
 hale during the next. A "jig" will be preferable by 
 reason of its light, brisk movement, particularly in 
 No. 3. 
 
 2. Fill the lungs in the same manner as before. 
 While inhaling raise the arms, extended, and touch the 
 fingers together over the head. Pause for a moment 
 and breathe out slowly as the arms are returned to the 
 sides. Repeat. 
 
 3. Inhale and raise the arms as in No. 2. Hold 
 the breath, carry the hands to the upper portion of the 
 chest, and pat briskly but lightly with the open hands, 
 being careful to keep the lungs filled during the per- 
 cussion. Hold the breath for a few seconds only at a 
 time. Repeat, patting at the waist. 
 
 4. Breathe in, raising the arms as before. Keep 
 the arms extended and rigid, and carry them slowly to 
 the sides, forcing them as far back as possible in 
 descending. Hold the breath until the hands reach 
 the sides. Repeat. 
 
 At the option of the teacher other breathing exer- 
 cises may be introduced, as for example : 
 
 Fill the lungs through the nose and exhale through 
 the mouth, and the reverse. 
 
 Breathe as rapidly as possible through the nose, lips 
 closed. 
 
 Breathe through the mouth as rapidly as possible, 
 like panting; etc., etc. 
 
 Whispered reading, and the different methods of 
 elementary practice in vocalization, and also special
 
 22 CALISTHENICS. 
 
 exercises for the throat, as the stroke of the glottis, 
 (coup de glotte), contraction of the uvula, depression of 
 the larynx, etc., will be found appropriate in connection 
 with the foregoing. 
 
 c 
 General Exercises, 
 
 [STANDING POSITION.] 
 
 [These exercises are to be accompanied by silent 
 counting, or, after the class is well drilled, by piano 
 music, (if such is available), in quadruple time. Eight 
 counts constitute a full "measure," each movement re- 
 quiring one count or beat. Mark the time very dis- 
 tinctly. Let all the movements be prompt, vigorous, 
 and in exact concert, but do not hurry. Aim to get the 
 full benefit of the exercise. Train one of the scholars 
 to act as "leader," standing on the platform in front of 
 the class, and reversing the motions; that is, using the 
 left hand where the class use the right, etc. This may 
 be made a reward for proficiency. 
 
 Do not pause or lose time in passing from one exer- 
 cise to another, or from one motion to another of the 
 same exercise. On the last count of one exercise take the 
 position required for the following one. It is better in 
 practice not to call "change" in passing from one to
 
 GENERAL EXERCISES. 23 
 
 another, thus requiring the class to pay attention more 
 closely to the changes of the leader, and securing 
 greater unity of movement. 
 
 Begin with Sections 1, 2, 3, or 4, at pleasure, but 
 continue from the place of beginning in the order given. 
 Take up one section and drill upon it until the move- 
 ments are perfectly rendered, then pass to another one, 
 and so on. Do not practice too long at one time. 
 
 These exercises should always be preceded and 
 followed by one or more of the Breathing Exer- 
 cises. It is indispensably necessary also that the 
 clothing should be worn loosely at the waist in order 
 to receive the full benefits of exercising, as otherwise 
 freedom of movement for the arms and body cannot 
 be secured.] 
 
 SECTION I. 
 
 No. 1. Standing Position, body and head erect. 
 
 Close the hands firmly and place them on the upper 
 portion of the chest, bringing them well back toward 
 the arm-pits, back of the hand outward, elbows near 
 the body. 
 
 (This is also the commencing position of exercises 
 number 2, 3, and 4, following). 
 
 Retaining the left hand at the chest, carry the right 
 hand down along the side until the arm is straight, 
 counting "one," (silent counting). At "two" bring 
 the hand back to the chest. Repeat, counting "three'
 
 24 CALISTHENICS. 
 
 on going down and "four" on returning. Do not bend 
 the body. 
 
 Without pausing, execute the same number of move- 
 ments in the same manner with the left hand, the right 
 remaining at the chest, counting from five to eight. 
 Then make them alternately (right hand, then left) 
 counting from one to four, and simultaneously, (both 
 hands together) counting from five to eight. 
 
 Continuing, execute the same number of similar move- 
 ments horizontally sidewise instead of downward. 
 Carry the hands in a straight horizontal line, taking 
 care not to swing them. In carrying them out, turn 
 the palms upward. 
 
 The same vertically up, palms forward. 
 
 The same horizontally in front, palms upward. 
 
 The hands remain closed throughout the exercise. 
 In each of the four directions the order is "right 
 hand," "left hand," "alternately," "simultaneously." 
 Count from one to eight in all cases. 
 
 At the option of the teacher, each of the above 
 changes may be repeated eight counts instead of four. 
 This is applicable to several exercises of the series. 
 
 No. 2. The hands at the close of No. 1 being at the 
 chest, carry them both down once and return, then 
 sidewise and return, then up and return, then forward 
 and return, observing strictly the directions given in 
 No. 1, above. 
 
 Repeat the exercise. 
 
 No. 3. Both hands down at "one," palms forward.
 
 GENERAL EXERCISES. 25 
 
 At "two," open the hands. At "three," close them. 
 At "four," return to chest. 
 
 Kepeat the same horizontally at the sides, counting 
 from five to eight, palms forward. 
 
 The same upward, and in front, palms as in No. 1 of 
 this Section. 
 
 Kepeat the exercise. 
 
 No. 4. Eight hand down from the chest and return, 
 then up and return. Repeat this eight counts. 
 
 Left hand the same. 
 
 The same alternately; that is, carry the right hand 
 down and the left up at the same time, and the re- 
 verse. 
 
 Simultaneously the same; each eight counts. Then 
 carry the right hand from the chest horizontally to the 
 right and return, then horizontally to the left (turning 
 the shoulders in that direction as far as possible with- 
 out inclining the body or changing the position of the 
 feet) and return, eight counts. 
 
 Left hand the same first to the left. 
 
 Both hands to the right and return to chest, eight 
 counts, keeping the shoulders turned toward the right. 
 
 The same to the left, eight counts. 
 
 On the last count place the arms by the sides, hands 
 closed, palms forward. 
 
 No. 5. In the position above indicated, open and 
 close the hands four times, or eight counts. Repeat 
 this with the arms extended horizontally at the sides, 
 vertically upward, and horizontally forward, succes-
 
 26 CALISTHENICS. 
 
 sively, palms as in No. 1. Extend the fingers on open- 
 ing the hands. Keep the arms straight. 
 
 In closing the hands on the last count- the arms be- 
 ing extended horizontally in front turn the palms 
 toward each other. 
 
 No. 6. From this position, swing both arms horizon- 
 tally back as far as possible and return, four times, or 
 eight counts, and repeat. Keep the arms straight and 
 as nearly on a level as practicable. Do not strike the 
 hands together in front. 
 
 The body will sway forward and backward slightly 
 with the movements of the arms, but do not bend the 
 back or the hips. 
 
 On the last count place the arms by the sides. 
 
 "Rest! " At this command the class may stand at 
 ease until again called to position by the teacher. 
 
 SECTION II. 
 
 No. 1. Place the open hands firmly upon the sides 
 immediately over the hips, fingers turned toward the 
 back, arms resting naturally; draw the shoulders back, 
 and raise the chest. Keep the hands in this position 
 throughout this and the succeeding exercise. 
 
 Bend the body toward the right as far as possible 
 without changing the position of the feet. With the 
 inclination, bend the right knee slightly. At "two" 
 return to the erect position. Then bend to the left in 
 a similar manner, and return. Continue this two 
 measures; that is, eight counts and repeat.
 
 GENERAL EXERCISES, 27 
 
 Bend the body in the same manner to the right, then 
 backward, then to the left, then forward, and the re- 
 verse. Eepeat. Come to the erect position only on 
 the last count. 
 
 No. 2. Holding the head erect, turn it horizontally 
 to the right as far as possible without otherwise mov- 
 ing the body, and return to position; then to the left 
 in the same manner, and return. Continue eight 
 counts. 
 
 Bend the head to the right and return to erect posi- 
 tion, thin to the left and return, four times, or eight 
 counts. 
 
 Bend the head forward and backward in the same 
 manner. 
 
 Bend the head to right back left forward and re- 
 verse, eight counts. 
 
 Make these motions of the head and body at a uni- 
 form rate, taking care to avoid an angular or "jerking" 
 manner. This rule will apply, in fact, to all the exer- 
 cises. 
 
 No. 3, Hold the fore-arms perpendicularly in front 
 of you, about eight inches apart, and parallel to each 
 other, hands closed, the arms from the elbows to the 
 shoulders being horizontal. 
 
 Keeping the arms bent and as nearly as possible at 
 this level, draw them simultaneously back to the sides, 
 and return, eight counts. Expand the chest. 
 
 Repeat, clapping the hands together in front on re- 
 turning.
 
 28 CALISTHENICS. 
 
 No. 4. Place the hands on the sides as in No. 1 of 
 this Section, and bring the elbows on a line with the 
 front of the body. 
 
 Draw the elbows back as far as possible, and return 
 to first position. Continue eight counts and repeat. 
 
 Be careful not to bend the body backward in this and 
 the preceding exercise. 
 
 No. 5. Close the hands and hold them in front of, 
 and ten or twelve inches from, the waist, placing them 
 one above the other as if grasping a plumb line or 
 rod, the right hand resting on the left, the elbows 
 touching the sides. 
 
 Keeping the left hand as placed, at "one," swing the 
 right hand down and backward past the right side, and 
 at "two," bring it over and forward Avith a circular 
 motion to its original place upon the left hand, the 
 movement being that of striking a vigorous blow upon 
 a stationary object. Continue four strokes or eight 
 counts. Describe as large a circle as possible without 
 turning the body. The actual stroke should be light. 
 
 Execute the same movements with the left hand, the 
 right receiving the blows. 
 
 The same alternately, eight counts and repeat. 
 
 No. 6. Place the arms by the sides, hands open, 
 palms outward. 
 
 Keeping the arms straight, swing them up sidewise 
 and clap the hands together over the head four times, 
 or eight counts.
 
 GENERAL EXERCISES. 29 
 
 Repeat, turning the palms inward on descending to 
 the sides. 
 "Sat!" 
 
 SECTION in. 
 
 No. 1. Arms by the sides, palms forward. 
 
 Pass the thumb of the right hand quickly across the 
 fingers of the same hand, commencing with the little 
 finger and touching each in succession, the motion be- 
 ing the familiar one of " snapping the fingers," except 
 that all four of the fingers are brought equally into 
 action, and the percussion is omitted. Four times, 
 one count to each. 
 
 Left hand, alternately, and simultaneously, the same, 
 each four counts. 
 
 The same with the arms extended at the sides, up- 
 ward, and in front, palms as in No. 1, Section 1. 
 
 When not in action, the hand is held in position, 
 nearly closed. 
 
 No. 2. Arms by the sides, hands closed, palms for- 
 ward. 
 
 Turn the hands half round, giving a twisting motion 
 to the arms, and back to first position. Do not bend 
 the elbows. Continue four times or eight counts. 
 
 Repeat at the sides, up, and in front. 
 
 No. 3. Rest the tips of the fingers on the shoulders 
 near the neck. 
 
 Extend the right arm to a horizontal position at the
 
 30 CALISTHENICS. 
 
 side, hand open, and return, four times or eight counts. 
 Left hand, alternately, and simultaneously, the same. 
 In "alternately" both hands are in motion at the same 
 time, one from, and the other toward, the shoulder. 
 
 No. 4. Fingers placed as before. 
 
 Carry the right hand vertically up from the shoulder 
 until the arm is straight. Returning at "two," place 
 the fingers at the armpit instead of on the shoulder. 
 At " three," carry the hand down and place the arm 
 by the side. At "four," return to original position on 
 the shoulder. Repeat. 
 
 Left hand the same. 
 
 Alternately the same. In this movement carry the 
 right hand up and the left hand down from the shoul- 
 ders at the same time, and on the return bring them to 
 the shoulders again; then left hand up and right down, 
 and back to shoulders, and so on. 
 
 Simultaneously the same; up from the shoulders and 
 down from the armpits. Each eight counts. 
 
 No. 5. Arms by the sides, hands closed. 
 
 Swing the right arm up in front and over the shoul- 
 der, and return, keeping it straight, and letting it pass 
 back as far as possible without bending the body, both 
 on the upward and downward stroke. Feet stationary. 
 Continue eight counts. 
 
 Left arm the same. 
 
 Alternately and simultaneously the same. 
 
 In the alternate movement^ carry the left arm up at
 
 GENERAL EXERCISES. 31 
 
 the same time that the right descends, and vice versa. 
 
 No. 6. Extend the arms horizontally at the sides, 
 hands open, palms upward. 
 
 Swing the right arm up to a vertical position over 
 the shoulder, elbow straight, and back to horizontal 
 the left arm meanwhile remaining extended at side 
 four times or eight counts. 
 
 Left arm the same, the right remaining extended. 
 
 Alternately and simultaneously the same, each eight 
 counts, clapping the hands together over the head in 
 " simultaneously." Do not let the arms fall below the 
 horizontal line during the exercise. 
 
 "Beat!" 
 
 SECTION 4. FOOT MOVEMENTS. 
 
 [Exercises calling directly into action the feet and 
 lower limbs have been purposely omitted from the fore- 
 going. When the location of the school-room or ex- 
 ercising hall will admit of their introduction, the 
 following will be found appropriate] : 
 
 No. 1. Hands joined behind the back, arms nearly 
 straight and resting easily, shoulders and body erect. 
 
 Raise the body gradually as high as possible on the 
 toes, and return to the floor in the same manner. Con- 
 tinue eight counts and repeat. 
 
 No. 2. The "radiating steps." 
 
 Extend the right foot laterally to the right as far as
 
 32 CALISTHENICS. 
 
 possible without otherwise changing your position, 
 touch the toes lightly upon the floor, and return. Do 
 this four times or eight counts. 
 
 Left foot to the left in the same manner. 
 
 Right foot forward in the same manner. Left the 
 same . 
 
 Right foot back, bending the left knee slightly. 
 
 Left foot back, bending right knee. 
 
 Right foot forward and back, left knee straight. 
 Left foot forward and back; each eight counts. Do 
 not slide or drag the feet on the floor. 
 
 No. 3. The "triple charge." 
 
 Step diagonally forward with the right foot three 
 times consecutively, increasing the distance with each 
 repetition of the step, and return to the erect position 
 on the fourth count. Keep the left knee straight and 
 the left foot firmly in place on the floor. 
 
 The same with the left foot, diagonally forward to 
 the left, keeping right knee straight and foot stationary. 
 
 The same with the right foot diagonally backward. 
 
 Diagonally backward with the left foot. Keep the 
 body erect. 
 
 No. 4. Rest the hands on the sides as in No. 1, 
 Section 2. 
 
 Raising the left foot clear of the floor, spring up- 
 ward on the right foot four times, one count to each 
 quick time. 
 
 Left, alternately, and simultaneously, the same.
 
 SPECIAL EXERCISES, 33 
 
 Repeat the exercise, continuing "simultaneously" 
 eight additional counts, and clapping the hands over 
 the head with each. 
 
 "Best!" 
 
 D 
 
 Special Exercises, 
 
 Any of the exercises described in the preceding 
 Sections may be selected for special or competitive 
 drill; and as a pleasing variation, the teacher may also 
 introduce the changes given below. They are adapted 
 to either the Standing or Sitting Position. 
 
 "THE MANUAL OF ARMS." 
 
 [Let the movements be made with military precision. 
 Pause slightly between the words of command. The 
 first word is preparatory only execute on the last. The 
 order in which they are given may be varied at will.] 
 
 Fold arms! Arms folded at the waist. 
 
 Extend arms! Arms extended horizontally at sides, 
 palms upward. 
 
 Rest arms! Hands on the hips, fingers toward the 
 back. 
 
 Support arms! Fingers clasped behind the head. 
 
 Advance arms! Arms extended horizontally in 
 front, palms upward.
 
 34 CALISTHENICS. 
 
 Reverse arms! Fold arms behind the back . 
 Raise arms! Arms vertical, palms forward. 
 Carry arms! Hands joined behind the back. 
 Secure arms! Hands joined in front of waist, el- 
 bows touching the sides. 
 
 Arms -free! Arms by the sides. 
 
 For amusement, and to secure attention, the teacher 
 may occasionally execute some other movements than 
 those which he commands the class to perform, caution- 
 ing them beforehand to "do as he says, not as he 
 does! " 
 
 "THE WING MOVEMENTS." 
 
 Position of "Secure Arms," right hand uppermost. 
 
 At the first count, carry the right hand to the right, 
 describing an upward curve in so doing, until the arm 
 is nearly straight and level, hand open, palm upward. 
 At "two/' carry the hand, with a waving motion as be- 
 fore, to a point immediately in front of and a little 
 above the forehead, palm outward. At "three, "let 
 the hand fall forward at the wrist, carry it at the same 
 time about ten inches from the forehead horizontally 
 to the right, then raise it to the perpendicular. At 
 "four, "join the hands again at the waist. Do this 
 four times, or eight counts, and repeat. 
 
 The same with the left hand. 
 
 The same alternately right hand then left, and 
 simultaneously, or both hands together. In bringing 
 the hands in front of the forehead in the simultaneous
 
 SPECIAL EXERCISES. 35 
 
 movement, touch the ends of the first and second 
 fingers together. 
 
 All the motions should be made gracefully in curved 
 lines. If accompanied by singing selecting a piece 
 in quadruple time, the effect will be excellent. 
 
 Prof. Monroe gives the following directions for the 
 Sitting and Standing Positions. As closely allied to 
 the latter, we include those for Walking. 
 
 I. SITTING POSITION. 
 
 1. Rest the feet fully on the floor, forming an angle 
 of sixty degrees. 
 
 2. Sit (not lean) as far back in the seat as possible; 
 supporting the lower part of the spine against the back 
 of the chair. 
 
 3. Knees bent, nearly at a right angle. 
 
 4. Body square to the front. 
 
 5. Chest expanded. 
 
 6. Hands fall easily in the lap, close to the body, 
 little fingers downward. 
 
 7. Shoulders square. 
 
 8. Shoulder-blades flat. 
 
 9. Head erect; not tipped in either direction. 
 
 10. Chin slightly drawn in. 
 
 11. Raise the form to the full height. 
 
 12. Poise the body slightly forward. 
 
 13. Eyes straight to the front. 
 
 14. Ear, shoulder and hip in line . 
 
 This position should be frequently practiced as an
 
 36 CALISTHENICS. 
 
 exercise; but pupils should be required to remain in 
 it only a few minutes at a time. The younger the 
 scholars the oftener should they be allowed to change 
 their position. 
 
 II. STANDING POSITION. 
 
 1. Heels on a line, and together. 
 
 2. Feet turned equally outward, forming an angle 
 of sixty degrees. 
 
 3. Knees straight. 
 
 4. Body square to the front. 
 
 5. Chest expanded and advanced, but without 
 constraint. 
 
 6. Arms hang easily at the side. 
 
 7. Shoulders equal height. 
 
 8. Shoulder-blades flat. 
 
 9. Head erect, raised at the crown, not tipped in 
 any direction. 
 
 10. Chin slightly drawn in. 
 
 11. Form raised to the full height. 
 
 12. Body poised slightly forward, so that the weight 
 bears mainly on the ball of the foot. 
 
 13. Eyes straight to the front. 
 
 14. Whole figure in such a position that the ear, 
 shoulder, hip, knee, and ankle are all in line. 
 
 No pains should be spared to get this position ex- 
 actly, and the pupil should be required to observe its 
 main points whenever he stands to read or recite, in
 
 SPECIAL EXERCISES. 37 
 
 order to establish as a habit an erect and dignified 
 carriage of the body. 
 
 Weak children need to be particularly cautioned 
 against making the back too hollow, and drooping the 
 head. 
 
 Ill WALKING. 
 
 The main points of the "Standing Position" must 
 be observed in walking; thus: 
 
 1. Body erect. 
 
 2. Head raised. 
 
 3. Eyes looking straight forward. 
 
 4. Chest active (i. e. elevated and expanded.) 
 
 o. Arms fall easily and are allowed a gentle, natural 
 swing. 
 
 6. Feet point outward thirty degrees. 
 
 7. The steps must be regular in time and equal in 
 length somewhat as in the military march, but with- 
 out rigidity or stamping. 
 
 8. In a quick or ordinary step, the heel of the ad- 
 vanced foot strikes the ground first. In a very slow 
 and long step the outside toes strike first. 
 
 9. All the muscles of the body must be in a state 
 of easy, elastic tension.* "All lassitude, bending,' 
 carelessness, falling of the head, dangling of the limbs, 
 bending of the Trunk, and loose, irregular gazing 
 should be avoided." 
 
 *The more rapid the pace, the greater the amount of spring or vertical 
 movement required. C. J. B.
 
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