1 
 
Cfatenbon (pvt&e ^erte6 
 
 PHYSICAL EDUCATION 
 
 MAC LA REN 
 
HENRY FROWDE, M.A. 
 
 PUBLISHER TO THE UNIVERSITY OF OXFORD 
 
 LONDON, EDINBURGH, AND NKW YORK 
 

Cfavenbon (J^reee ^eriee 
 
 PHYSICAL EDUCATION 
 
 BY 
 
 ARCHIBALD MACLAREN 
 
 NEW EDITION, RE-EDITED AND ENLARGED 
 
 BY 
 
 WALLACE MACLAREN, M.A., Ph.D. 
 
 OF THE OXFORD UNIVERSITY GYMNASIUM 
 
 WITH FOUR HUNDRED ILLUSTRATIONS DRAWN FROM LIFE 
 
 Oyforb 
 
 AT THE CLARENDON PRESS 
 1895 
 
4 
 
 O^Vj^ 
 
 
 \^.^ 
 
 >x 
 
 x'^ 
 
 O;cforb 
 
 PRINTED AT THE CLAKENDON PRESS 
 
 BY HORACE HART, PRINTKR TO THE UNIVERSITY 
 
PEEFACE 
 TO THE NEW AND ENLARGED EDITION. 
 
 It is now more than thirty years since the demand 
 for systematized Physical Education began to make itself 
 heard in this country ; but the sense of its importance, 
 radiating from the centres of Oxford and Aldershot. 
 has since spread throughout civil and military England, 
 till to-day there is scarcely a town or a depot which 
 does not possess its properly equipped gymnasium. The 
 arrival of the first detachment of non-commissioned 
 officers who, under Major (now General) Hammersley, went 
 through a half year's course at the Oxford University 
 Gymnasium in 1861, proved the beginning of a system 
 which, under that officer and subsequent inspectors of mili- 
 tary gymnasia, has been the means not merely of materially 
 benefiting the physique of the army, but of giving an 
 impetus to physical education generally, for which as 
 a nation we cannot be sufficiently grateful. 
 
 Fortunately it is unnecessary, writing at this date, to 
 dwell on the value of gymnastics to all classes of society, 
 and on the necessity of devoting a certain part of the 
 day to the development of the body as well as of the 
 mind. Their value, and the appreciation of their value by 
 the public generally, is sufficiently testified to by the fine 
 
vi PHYSICAL EDUCATION, 
 
 gymnasia of the military colleges, of Harrow, Wellington, 
 Winchester, and almost all the large educational estab- 
 lishments of the country, by the extensively patronized 
 buildings of the different gymnastic societies in London, 
 in Liverpool, Leeds, Aberdeen, and a hundred other busy 
 centres ; and even more so by the growth of such bodies 
 as the National Physical Recreation Society or the Royal 
 College of Gymnastics, whose sole object is the spread of 
 Physical Education. The value, the necessity of gym- 
 nastics is established, and there is no need now, as at 
 the time when the Oxford movement was initiated, to 
 force their importance upon the world or to combat old- 
 fashioned prejudices which have long since given way. 
 
 The time seems indeed to have come when gymnastics 
 proper may play a still more important part in the 
 Education of all classes, the term gymnastics proper 
 implying that form of gymnastics which, whether on 
 apparatus or not, has a definite object in view and is 
 not purely recreative. In dealing practically with such 
 a question, a broad distinction must at once be drawn. 
 On the one side we have to deal with the upper and 
 middle classes, in fact with all that large class who are 
 sent to private and public schools or training colleges 
 for their education, and proceed to the army, to the 
 Universities, or to business life. On the other side is 
 the still larger class of those whom the nation educates, 
 a class which the subject of gymnastics may be thought 
 to touch more nearly, inasmuch as, after an early age, 
 they have little or no time for recreation like those 
 socially above them, and the gymnasium is therefore 
 to them a vital source of health. 
 
 The requirements of these two classes physically are 
 in themselves distinct and must be dealt with from an 
 altogether different standpoint. It has been felt, no 
 
PREFACE. vii 
 
 doubt, that the lads of our schools and colleges are 
 under the care of capable earnest-minded men, who are 
 in a sense responsible for their physical improvement as 
 well as their mental ; and hence it is that less, attention 
 has been called to this side of the question ; whereas the 
 other section of the community has been dependent for 
 its gymnastic recreation on outside help, and its progress 
 has been almost entirely due to the disinterested work 
 of a few enthusiastic men. But however late we be in 
 initiating as a country a national system of physical 
 education, one is encouraged by the progress of recent 
 years to the belief that such a system may now be not 
 far distant. 
 
 The glaring fault in the old days was that gymnastics 
 were left (such as they were) to grown-up men ; there 
 was not a single college, for instance, civil or military, 
 which boasted such a thing as a gymnasium, and 
 Mr. Archibald Maclaren had to labour to show, what to- 
 day is recognized, that it is while the body is groiving 
 that gymnastics exercise their greatest benefits, and that 
 the time for mental and bodily education is one and 
 the same. 
 
 Foolish objections may even now be heard, though 
 much more rarely, and then, it may safely be said^ always 
 on the part of some one who is ignorant of the subject. 
 Not long ago the superintendent of a large school gym- 
 nasium said to me *X . . . (the "football master") has 
 had to give way ; my six gymnasts are the best men in 
 the team " — but to the hard work in converting Mr. X. 
 I can testify. Similarly, but a short while back, a member 
 of a recent Oxford University cricket XI, and no mean 
 football player, said to me as I was officiating at a school 
 competition, ' he was sure that gymnastics made boys slow 
 of movement in their games, though he had done little in 
 
viil PHYSICAL EDUCATION, 
 
 the gymnastic line himself — and not many minutes 
 afterwards was complaining that, though his legs were 
 of a tremendous size, his arms were quite small. I sup- 
 pressed my smile. I merely however give these as 
 instances of the difficulties and prejudices which had, 
 and in some cases still have, to be encountered. But one 
 would judge that the authorities of public schools and 
 like institutions realize themselves to-day that 'they are 
 responsible for the physical as well as the intellectual 
 growth of those under their care ; otherwise there would 
 scarcely have taken place the rapid growth of fine 
 buildings for use as gymnasia, which, as above alluded 
 to, has been noticeable of late years. The only wonder 
 is that they were delayed so long, for undoubtedly the 
 parent has a right to demand that, as the growing time 
 for mind and body is the same, both shall receive equal 
 attention from his son's temporary guardians. The 
 responsibility is, as we say, acknowledged, and in almost 
 all the large institutions the means to the end are there ; 
 the question which arises is 'Might not even better 
 results be obtained 1 ' 
 
 The answer to this question is not far to seek. It is in 
 the public schools and training colleges, if anywhere, that 
 the old distinction of educational and recreative exercise 
 must be enforced. No one, with the subject at heart, 
 would do away with the present importance ascribed 
 to games. Unlike some, I would not lessen these by 
 one iota ; if something must give way, least of all let it 
 be cricket and football ; their value even of recent years 
 has probably never been set too highly. But however 
 invaluable, however health-giving, they remain recre- 
 ative exercises, and as such cannot suit all members 
 of society, delicate and strong, equally. The place of the 
 gymnasium in a school is to correct the school games and 
 
PREFACE, IX 
 
 to complete the part which they leave unfinished, and also, 
 in the case of weaker subjects, to supply their place to 
 a certain degi-ee. In this lies the most important sphere 
 of the usefulness of gymnastics, their application to the 
 weaker members, to those who are physically unable to 
 undertake the strain of the severer games. How many 
 are there in our schools and in our towns who are for- 
 bidden by the doctors to play football or take part in 
 a paper chase, for some sound medical reason % To them 
 the gymnasium is at once the best recreation and the 
 best education ; it is for such, and for those who can 
 spare but a brief hour (more often than not an evening one) 
 that the ' System of Physical Education ' was primarily 
 intended, equally as much as for those who are more 
 fortunate in having health and leisure at their command. 
 
 To-day, in the altered state of things, with gymnastics 
 occupying a totally different status from that of five-and- 
 twenty years ago when the * System of Physical Education' 
 was first published ; with the growth of their popularity 
 amongst all classes, and specially amongst those in the 
 large cities, who can only devote an evening hour to 
 their enjoyment, (and, finally, with their systematized 
 adoption throughout the army), the question of the old 
 days has undergone a great change. It is now no longer 
 a question of popularizing gymnastics, but of keeping 
 them within bounds, of separating the spurious from 
 the genuine, of making clear the distinction between 
 beneficial exercises and acrobatism. 
 
 The present is an age of competitions, and it is 
 important that a word should be said here on the subject 
 of gymnastic competitions. Let them be encouraged by 
 all means — school competitions, inter-school competitions, 
 club competitions. All legitimate means should be taken 
 to make gymnastics popular, provided that they are 
 
X PHYSICAL EDUCATION, 
 
 • 
 not treated merely as a sport ; in that case, owing to 
 
 the absence of excitement, they must of necessity fail 
 by the side of our English games. But the danger of 
 competitions lies in the desire to accomplish feats, and 
 the tendency at present is undoubtedly to set exercises 
 which are perhaps in themselves too arduous, or necessitate 
 too long a practice on any particular machine, such as 
 the parallel bars, which those of us, who are qualified 
 to speak, know to be highly injurious when overdone. 
 
 It ia noteworthy that during the long interval of twenty- 
 five years, since the ' System of Physical Education' was 
 first published, no other apparatus has been invented, 
 or, if invented, been sufficiently abiding, to be worthy 
 of a place in the gymnasium. Modifications of the old 
 apparatus, such as the vaulting-horse and parallel bars, 
 there have been in abundance ; but it is to be doubted 
 whether pommels, sloping bars, and suchlike variations 
 are of any value except for the performance of tricks. 
 Modern ingenuity seems rather to have busied itself 
 with what may be termed Home gymnastics — that is, 
 appai-atus with pulleys attached to a weight, enabling 
 one to work the arms or legs in any direction, and 
 practically to call on any muscles or set of muscles at 
 pleasure. By far the best of these difi'erent kinds of appa- 
 ratus are manufactured by the Naragansett Company, 
 of Rhode Island, U.S.A., which enterprising firm may 
 be said without exaggeration to have a machine for every 
 muscle in the body. And let it not be thought that 
 such apparatus is without its usefulness. For those 
 who have no gymnasium to attend, or no time to afford 
 for attendance, such home gymnastics are invaluable ; 
 whilst even for those who have such opportunities 
 a little before- breakfast work of this kind is most 
 health-giving. But to imagine that they take the place 
 
PREFACE. xi 
 
 of progressive work in the gymnasium would be as sheer 
 nonsense as to claim that swinging a pulley-rope and 
 executing a nice exercise on the horizontal bar, possess 
 the same amount of interest for the performer! The 
 rage nowadays is to have a machine for everything, 
 but it is open to question whether these machines can 
 supply the place of the good old-fashioned dumb-bell or 
 pair of clubs, previous to the cold tub in the morning. 
 
 Noticeable also amongst modern innovations is the 
 Musical Dumb-bell drill and the increased popularity 
 of the Swedish movements without apparatus. The 
 musical drill is a valuable addition to the gymnasium, 
 and deserves a cordial welcome, giving life and vigour 
 to the exercise and being specially effective in the case 
 of gymnastic displays. It implies of necessity the use 
 of y^ry light dumb-bells, for which of late years there 
 may almost be said to have been a craze ; and though 
 these cannot supply the place of the older methods of 
 progressive dumb-bell exercise, they form a pleasant 
 change and supply healthy recreation. Several manuals 
 of these exercises, set to popular tunes, have already been 
 published, and as they merely supply in a recreative 
 form the place of the more serious graduated dumb-bells, 
 it has not been thought necessary to include them in the 
 present work. The Swedish movements without appa- 
 ratus, to which we have also alluded, are merely valuable 
 for beginners and as preliminaries to the exercises with 
 apparatus that are fully described in the System. That 
 free exercises are in themselves adequate, or capable of 
 developing the whole bodily powers is erroneous and 
 opposed to the whole theory of progressive gymnastic 
 exercises. 
 
 The present edition of the book will be found to differ 
 from the former ones almost solely in the greater variety 
 
Xll PHYSICAL EDUCATION, 
 
 of the exercises described. So far as the theoretical 
 part is concerned, it has scarcely been found necessary 
 to make a single alteration. In one or two cases only, 
 where the state of contemporary gymnastics was dis- 
 cussed, a few lines have been omitted, having lost their 
 interest at the present day. On the other hand, in the 
 practical division of the book, the progress made within 
 recent years in this particular branch of exercise, and 
 the tendency of modern feeling, which requires a higher 
 standard of excellence than formerly, have necessitated 
 considerable addition and rearrangement. This will be 
 found to be more particularly the case with the Vaulting 
 Horse, the Parallel Bars, the Pair of Rings, and the 
 Horizontal Bar, for it is with exercises on these machines 
 that the greatest progress has been made. To these 
 alone upwards of a hundred exercises, and nearly as 
 many new illustrations, have been added. In far the 
 greater number of cases these additions concern advanced 
 and arduous exercises. With the elementary exercises 
 scarcely any addition has been found necessary, so 
 amply were they set forth in the earlier editions ; and 
 they are still presented with as great, or even greater, 
 care than the more attractive ones. In the modern 
 gymnasium there is a lamentable tendency to sacrifice 
 the Beam, the different varieties of Plank, the Elastic 
 and Bridge Ladders, and similar machines, for the more 
 showy Parallel Bars and Horizontal Bar. The great 
 detriment which this implies to those who are physically 
 still unformed, can only be thoroughly understood by 
 those who are conversant with the subject. In the 
 System the exercises on the former machines play an 
 even more important part than the latter, forming the 
 foundation on which the structure of perfect development 
 is reared ; they are dealt with in great detail, and it is 
 
PREFACE, xiii 
 
 perhaps for this reason that, notwithstanding the pro- 
 gress and alterations of recent years, the book still abides, 
 both in America and in this country, as the text-book of 
 gymnastics proper. 
 
 Another speciality of the book is the care which has 
 been taken to mark with due importance the position 
 and 'form' in which every exercise should be accomplished. 
 We owe to the Aldershot school, more than anything else, 
 the preservation of that accurate style which gives a polish 
 to all gymnastic exercises ; and it is not too much to hope 
 that their precise methods, as laid down in these pages, 
 may become the standard ones of all English gymnasia. 
 The greatest care has been taken throughout the book in 
 discriminating between skilful exercises and mere tricks, 
 and no exercise has been introduced into the System which 
 does not admit of being performed in perfect safety in the 
 company of a skilful conductor. The greater number 
 of the new exercises come in the fourth course — arduous 
 exercises to be attempted only when the pupil is a sound 
 gymnast ; in cases where exercises, though safe for the 
 experienced, are only valuable for the variety which they 
 afford, they have been placed in an Appendix at the end 
 of the several machines ; risky exercises are in some 
 of the best-known cases merely scheduled ; otherwise 
 they are excluded from the book. At the same time, it 
 must be remembered that, throughout the learning of all 
 exercises,* it is pre-supposed that a qualified instructor 
 is on the spot, who can judge of the capabilities of his 
 pupils. 
 
 With the introduction of trickeries and fancy-work 
 into modern gymnastics there has grown up a tendency, 
 a very regrettable one, of coining new names for every 
 fresh combination of exercisesb^names often unsuit- 
 able and in numerous instances either exaggerated or 
 
XIV PHYSICAL EDUCATION, 
 
 grotesque. I allude to such terms as ' lion-crawls,' ' dis- 
 locations,' 'wolf-jumps' — words which presumably owe 
 their origin to the debasing of gymnastics to the 
 level of acrobatism. It is astonishing that any should 
 try thus to confuse a subject in which but a few 
 technicalities are really necessary, when all who have 
 the subject truly at heart would rejoice to make the 
 province of pure gymnastics more secure than ever 
 against the inroads of professionalism. The names of 
 exercises have in this case only been given in the text 
 where they are universally known, or where they bear 
 directly upon the exercise described. 
 
 In the original edition of the book, one of the chief 
 merits was that, in order to make it a complete manual 
 of progressive gymnastics, every illustration was taken 
 from life, each one being in fact drawn from the actual 
 performance of a very capable gymnast. In this enlarge- 
 ment of the work the same principle has been adhered 
 to, and each additional illustration is the result of 
 a sketch or an instantaneous photograph taken from 
 the performance of a well-known late Aldershot in- 
 structor ; and my best thanks are due to Mr. Macdonald 
 for his share in what I think must be considered most 
 satisfactory results. New tables have been added to 
 the Appendix showing the growth and development of 
 those taking regular systematized gymnastic exercise, 
 and it is hoped that, in its present enlarged and more 
 modern form, the book may continue to be the Text-Book 
 of the gymnastic profession. 
 
 Wallace Maclaren. 
 
 Oxford University Gymnasium: 
 January 1895. 
 
CONTENTS 
 
 PACK 
 
 Intiioduction. — Growth and Development .... xix 
 
 Exercise the chief agent in bodily culture ... xx 
 
 Definition of Exercise xxii 
 
 System of bodily training of the Greeks and Romans . xxix 
 Necessity for systematized physical culture in modem 
 
 times XXXV 
 
 Exclusive mental culture ...... xxxix 
 
 Distinction between Recreative and Educational Exercises xlvi 
 
 Scope and purpose of each xlvii 
 
 Different forms of mal-growth and partial development . li 
 
 Systematized bodily culture at Schools .... Ivii 
 
 Its application to University and Professional life . Iviii 
 
 Exercise should be regulated by individual fitness . Ixii 
 
 Exercise may be connected with other agents of health . Ixv 
 The three directions in which physical training can be 
 
 carried with the greatest advantage .... Ixviii 
 
 Civil Gymnasia: their advantages and diflSculties. . Ixix 
 Military Gymnasia : Value of a Gymnastic training to 
 
 the soldier ......... Ixx 
 
 Prussian System Ixxxiii 
 
 Erench System ....... Ixxxiv 
 
 System of the British Army xcii 
 
 Its chief principles ........ xciii 
 
 School Gymnasia : their requirements .... xcv 
 
 System as carried out in large Schools .... xcviii 
 
 Its fitness to be extended to all Schools, large or small. c 
 
 Pseudo-Gymnastics c 
 
xvi CONTENTS, 
 
 PAGE 
 
 Principles of the System op Exercises i 
 
 Rules for Conducting the Lesson 4 
 
 The System by Courses of Exercises ..... 8 
 
 Technical Tkrms 27 
 
 Introductory Course. — Movements and Positions. —Moveable 
 
 Apparatus 3° 
 
 First Practice. — Movements and Positions • • • 34 
 
 Second Practice. — The Dumb-bells . . . .^ . 40 
 
 Third Practice.— The Bar-bells 48 
 
 Walking ........... 55 
 
 Running 57 
 
 Leaping 59 
 
 The Leaping Rope ......... 70 
 
 The Leaping Pole 74 
 
 The Horizontal Beam 79 
 
 The Vaulting Bar 93 
 
 The Vaulting Horse . 102 
 
 The Parallel Bars 141 
 
 The Moveable Parallel Bars .197 
 
 The Trapezium 211 
 
 The Pair of Rings ......... 227 
 
 The Row of Rings 247 
 
 The Elastic Ladder . . . . .251 
 
 The Horizontal Bar 254 
 
 The Double Horizontal Bar . . .291 
 
 The Iron Horizontal Bar 293 
 
 The Bridge Ladder ... 305 
 
 The Plank 318 
 
 The Ladder Plank 327 
 
 The Inclined Ladder 335 
 
 The Prepared Wali 355 
 
 Climbing 362 
 
 The Vertical Pole 365 
 
 The Fixed Vertical Pole 375 
 
 The Slanting Pole" 380 
 
 The Turning Pole 388 
 
^4 CONTENTS, XVIJ 
 
 PAGE 
 
 The Pair of Vertical Poles 393 
 
 The Pair of Slanting Poles 399 
 
 The Vertical Rope 403 
 
 The Rosary 413 
 
 The Mast 416 
 
 APPENDIX. 
 
 A. Illustrations (from photographs) of different forms of GroAvth 
 
 and Development 423 
 
 B. Table showing average state of Growth and Development at 
 
 dififerent ages from 10 to 18 years 438 
 
 C. Table showing the state of Growth and Development of men 
 
 on arriving at the University 439 
 
 D. Table showing the influence of Systematized Exercise on boys 
 
 of different conditions of Growth and Development, ex- 
 tending over periods of several years 440 
 
 Table showing the efl'ects of Systematized Exercise upon men 
 of different degrees of Physical Power ..... 442 
 
 E. Tabular statement of Measurements, befot-e and after course 
 
 of instruction, of First and Second Detachments of Non- 
 commissioned Officers, selected to be qualified as Military 
 Gymnastic Instructors 444 
 
 F. Return of Course (four months') of Gymnastic Training at 
 
 the Royal Military Academy, Woolwich .... 446 
 
 G. Result of one year's continuous practice of Systematized 
 
 Exercise .......... 448 
 
 H. System of taking Measurements to determine the rate of 
 
 Growth and Development ....... 449 
 
 I. Gymnastic Schools, their Construction and Requirements 452 
 
INTRODUCTION. 
 
 GROWTH AND DEVELOPMENT. 
 
 The frame of every individual has its ultimate size, 
 shape, and capacity determined from the commencement 
 of its organization — bears within itself the germ of its 
 perfectibility ; but to this it will only attain when the 
 laws and agents which regulate and support its growth 
 and development are faithfully observed and duly 
 administered. 
 
 In the sense in which these two processes will be 
 spoken of in the succeeding pages, the former is regarded 
 as a mere increase in height, usually completed about 
 the eighteenth or nineteenth year ; and the latter as the 
 bringing to their proper size, perfect conformation, and 
 highest capacity, the several parts which together make 
 up the body as a whole, seldom completed before the 
 twenty-third or twenty-fourth year ^. 
 
 The first part of the process of development has 
 already been accomplished at birth, each organ and 
 limb having its destined relative size, shape, position, 
 and function assigned ; but the second part, the bring- 
 ing of each of these to its completion, remains to be 
 accomplished. This ultimate development is however 
 an essentially different operation from the first ; the one 
 
 ^ See Appendices A and B. 
 
 b 2 
 
XX PHYSICAL EDUCATION. 
 
 being the unfolding, as it were, of the several structures 
 from an original germ by laws of which we have at 
 present no definite knowledge, while the latter consists 
 in the adding to and consolidation of these by agents 
 "with which we are comparatively familiar, and by laws 
 with which we are daily becoming better acquainted. 
 It is this second or ultimate stage which forms the 
 subject of the present w^ork. 
 
 Exercise alone of all the agents of growth and de- 
 velopment can be regarded in an educational light — 
 alone is capable of being permanently systematized and 
 administered as a means of progressive bodily culture. 
 There are rules and' regulations to be observed in the 
 administration of the other agrents, to suit acre and 
 season, and habits and occupations ; and on the judicious 
 observance of these much of the bodily health of all, but 
 especially of the very young, the middle-aged, and the 
 old, depends ; but it is to Exercise almost exclusively 
 that we must look as the means of actual physical cul- 
 ture during the greater part of the period of growth 
 and development. In a treatise on Physical Education 
 therefore, Exercise claims the most important place — 
 claims it however not more from its ow^n value than 
 because it is so much more liable to be misunderstood, 
 misapplied, or neglected than any of the others. Air, 
 food, and clothing are all, in a measure, familiar to 
 every one ; and although with many the Diodiis operandi 
 of each may not be understood, still their results are 
 evident and immediate ; and where error in their appli- 
 cation is committed, it is ussually either from some 
 inevitable cause of hindrance, or from wilful infringe- 
 ment of laws of which ignorance cannot be pleaded. 
 Thus the dweller in the crowded city is quite aware that 
 it would be better for him and for his children to breathe 
 
GROWTH AND DEVELOPMENT, XXl 
 
 the pure air of the country; but his avocations determine 
 for him the place of his dwelling. The insufficiently -fed 
 knows well that it would be better for him and for those 
 for whom he has to provide to have abundance of nour- 
 ishing food; but his poverty determines for him his diet. 
 On the other hand, the intemperate needs no other 
 reminder than the bodily discomforts he experiences to 
 know that by him one of the agents of health has been 
 abused, and its laws broken : . he was conscious of the 
 fault on its committal — the penalty also was foreseen. 
 But this is not the case with Exercise ; in its nature and 
 in its influence it is still greatly misunderstood, and 
 althoucrh the evils which arise from its abuse or mis- 
 application are really as direct and as serious as those 
 which follow the non-observance or misapprehension of 
 any other agent of health, their origin is often less ap- 
 parent, and they follow less suddenly on the committal 
 of the fault : the punishment is as sure and as severe, 
 but not always as clearly traceable to the transgression. 
 Error here in a great majority of cases may arise from 
 aatual want of knowledge. It is comprehended at once 
 that all the other agents may and should be modified to 
 meet the wants, and to suit the age, the health, and the 
 habits of individuals, but not so with Exercise. Persons 
 of the most opposite bodily condition and capacity will 
 without question or consideration undertake the same 
 physical exertion, although to one the effort may be slight, 
 to the other exhaustion unavoidable. A vague feeling 
 may be entertained that Exercise is a thing to be taken, 
 but to what extent, at what time, or in what manner, are 
 points upon which few really consider it necessary to 
 possess any adequate information. The regular urgent 
 reminders which follow on the neglect of the other agents 
 are missing here ; or when they do occur it is only as 
 
XXll PHYSICAL EDUCATION, 
 
 they affect some other one of these. For want of Exer- 
 cise, appetite fails — for want of Exercise, comfortable 
 bodily warmth is not sustained — for want of Exercise^ 
 refreshing sleep is not obtained — but these, reminders 
 though they be, come indirectly and, as it were, inciden- 
 tally only. They speak not with the imperative voice of 
 hunger or thirst, or cold, or oppressive heat, or fatigue, 
 or unpleasantly affected respiration. Unfortunately also 
 there are many persons who have what might almost be 
 called a natural disinclination to bodily exertion, that is, 
 a disinclination to physical effort, inherited or induced by 
 circumstances attending the comforts, the luxuries, and 
 the occupations of civilized life — a disinclination which, 
 unless combated at the very outset, grows stronger by 
 indulgence ; for Exercise is determined by what a man 
 doe^^ not by what he possesses or can obtain. It is from 
 these and many other reasons hereafter to be noticed, 
 such as extreme mental employment and the engrossing 
 cares and absorbing anxieties of business, that Exercise 
 in the present day holds its all-important place among 
 the agents of health, and the laws, which regulate its 
 administration, their all-important office in promoting 
 growth and development. 
 
 What then, as I have already asked, and do not now 
 for the first time endeavour to answer^, is Exercise? 
 What does it do ? and. How does it do it ? 
 
 Exercise may be defined as muscular movement pro- 
 duced by muscular contraction, by which indeed every 
 motion of the living organism is accomplished. This 
 property of contractility with which muscular fibre is 
 endowed, and which, as far as we know, is shared by no 
 other constituent of the body, is to some extent described 
 
 * See * Training.' — Macmillan, 1867. 
 
GROWTH AND DEVELOPMENT, xxiii 
 
 in the term — being the power of contracting or shortening 
 the space between its two extremities. 
 
 The entire muscular system has been primarily divided 
 into voluntary and involuntai^ muscles. The first, 
 comprising all those which are subject to the will, form 
 the bulk of the muscular system ; they are mainly 
 distiibuted over the framework of the bones, their office 
 being to move the part or pai*ts to which they are 
 attached. The second comprises those over which the 
 will has little or no control, but which are stimulated to 
 action by some other agency, each muscle or class of 
 muscles having its proper stimulus ; these are placed 
 chiefly within the cavities of the body, and are em- 
 ployed in the vital processes of respiration, digestion, 
 circulation, &c. It is with the voluntary muscles that 
 we have now particularly to deal. 
 
 Exercise I have defined as muscular movement ; but 
 it must be movement of force sufficient to engage the 
 energetic contraction of the muscles employed. Here 
 we are touching upon the most important principle in 
 the entire subject under consideration, namely, the 
 destruction and renovation of the tissues of the body 
 which it is the object of Exercise to accomplish. 
 
 Our material frame is composed of innumerable atoms, 
 and each separate and individual atom has its birth, 
 life, and death, and then its removal fi^m the ' place of 
 the living.' Thus there is going on a continuous process 
 of decay and death among the individual atoms which 
 make up each tissue. Each atom preserves its vitality 
 for a limited space only, is then separated from the tissue 
 of which it has formed a part, and is resolved into its 
 inorganic elements, to be in due course eliminated from 
 the body by the organs of excretion. These processes 
 are greatly influenced by the activity of the bodily 
 
xxiv PHYSICAL EDUCATION, 
 
 functions. Every operation of the muscles or nerves 
 involves the disintegration and death of a certain part 
 of their substance. We cannot lift a finger, we cannot 
 perform the slightest movement, without causing a change 
 in certain of the atoms which compose the muscles 
 executing the movement, in those of the nerves conveying 
 the stimulus which directed them to contract, and in 
 those composing the nerve centres in which the stimulus 
 originates; and this change involves their decay and 
 death. 
 
 The loss then of the body, and of each part of the 
 body, being in relation to its activity, a second process 
 is necessary to replace the loss, otherwise it would 
 rapidly diminish in size and strength, and life itself 
 would shortly cease. This reparative process is per- 
 formed by the nutritive system, the organs of which 
 convert our food into blood — liquid flesh [chair coulaiite)^ 
 as it has been called — which in itself contains, and in 
 its never-ending circulation bears to each tissue, the 
 material for the replacement of all waste and for the 
 building up of all additions. And as this material is 
 borne along through channels permeating every part 
 of the organism, each part, by a law incomprehensible 
 but unerring, selects from it and appropriates that 
 particular pahuluon which is fit for its special use, and 
 that only. At every point of the human body is this 
 law in unceasing operation — activity, a loss of vital 
 power, disintegration, decay and removal — to be met by 
 a replacement of substance and a renewal of vital power. 
 And as the disintegration of any part is hastened by 
 its activity, so by an equally uneriing law is the flow 
 of blood, bearing the renewing material, increased in 
 that part ; and again by a law equally unerring and 
 ever operative, the worn-out particles are cast into this 
 
GROWTH AND DEVELOPMENT. XXV 
 
 current in its backward course, and conveyed to organs 
 whose function it is to eliminate them from the body. 
 And during the period of growth, and, within certain 
 limits, until the full attainable physical capacity of 
 the individual has been reached, the new will ever 
 exceed the old, so that a gradual increase in bulk and 
 power will be obtained. And the strength of the body 
 as a whole, and of each part of the body individually, is 
 in relation to the frequency with which these atoms are 
 changed ; and the strength of the body as a whole, and 
 of each part of the body individually, is thus ever in 
 relation to its newness. 
 
 Exercise, then, as we have seen, is the chief agent in 
 the destruction of the tissues ; but it is also the chief 
 agent in their renovation, inasmuch as it quickens the 
 cii'culation of the blood from which the whole body 
 derives its nourishment, the tide on which is brought 
 up all fresh material, and on which is borne away all 
 that is effete and useless — brought up and borne away 
 most rapidly in those parts which are being most 
 rapidly employed, where disintegration is most rapidly 
 taking place. 
 
 I am here purposely narrowing my subject, and 
 limiting my observations to the process of circulation 
 only as it affects the nutrition of the muscles ; but all 
 the systems of the body, and every process connected 
 with its growth and development, or influencing its 
 health and strength, are also proportionately affected 
 by the acceleration of the circulation of the blood by 
 exei'cise. 
 
 But besides muscular movement, true Exercise pos- 
 sesses another ingredient, which may be termed resist- 
 ance. The voluntary muscles are made to do more than 
 merely to move the parts to which they are attached. 
 
XXVI PHYSICAL EDUCATION, 
 
 Man is placed on the earth to labour, to toil, to over- 
 come and to remove material obstacles innumerable. 
 Everything which floats upon the ocean or is built upon 
 the land is the work of his hands — in simple fact, has 
 been constructed by the contractions of his voluntary 
 muscles ; these muscles were made therefore not merelj'- 
 to enable him to iniove, but to do this and to carry his 
 burden too. They were made in their action to en- 
 counter and overcome resistance in every movement ; 
 and being created for this, their health and strength 
 will be developed and sustained in proportion to the 
 fidelity with which this their design is remembered and 
 observed. Exercise, which is voluntary labour, must 
 resemble actual labour in all its physical essentials, if 
 it be desired to obtain from it the physical advantages 
 which actual labour bestows ; without resistance there 
 can be no full demand for muscular contraction, no full 
 call therefore for material disintegration, no full re- 
 quirement therefore for material renewal involving 
 proportionate increase of bulk and power; for, as we 
 have seen, the strength of the body, and of each part 
 of the body, is in relation to its youth or newness. 
 
 These are the chief essentials of Exercise when viewed 
 in connexion with the voluntary muscles ; but it is also 
 an essential of true Exercise that the movements of 
 these muscles shall be of speed or force sufKcient to 
 quicken the breathing ; in other words, to increase the 
 action of the mvoluntary muscles engaged in the pro- 
 cesses of respiration and circulation. During active 
 exercise the act of breathiug becomes greatly acceler- 
 ated ; each inspiration is larger in volume, and each 
 follows each in quicker succession, than when the body 
 is inactive. This is a most important feature of exercise, 
 for with every breath a load of the wasted material of 
 
GROWTH AND DEVELOPMENT. XXVll 
 
 the body is given up by the blood in the form of 
 carbonic acid, &c., and its place supplied by life-giving 
 oxygen from the surrounding atmosphere. To make 
 this all-important process plainer, let us glance at the 
 mechanical action of breathing. 
 
 On the requirement for air, the besoin de respirer, 
 being experienced, the inspiratory muscles contract and 
 lift the osseous framework of the chest, thus increasing 
 its diameter from side to side and from back to front ; 
 while at the same time the large arched muscle (the 
 diaphragm), forming the convex floor of the cavity, also 
 contracts, and in doing so its fibres are straightened, 
 and its ejevatod surface is consequently depressed, in- 
 creasing the diameter of the chest from above down- 
 wards. As this takes place the air rushes down the 
 trachea, or windpipe, and passes at once into the lungs, 
 which it fills out in every direction. But all muscular 
 action is intermittent ; the contractile effort accom- 
 plished, the reaction begins ; the inspiratory muscles 
 relax and a second set of muscles, the expiratory, 
 antagonizing those which lifted the walls of the 
 cavity, now contract, and the muscles of the abdomen, 
 antagonizing the diaphragm, also contract, and the air 
 is expelled by the aperture through which it entered. 
 This is, in outline, the process of ordinary effortless 
 breathing ; but in the forced respiration of energetic 
 exercise, and especially of exercise calling into action 
 the muscles of the upper limbs and the upper region 
 of the trunk, many of the voluntary muscles may also 
 be employed in the process of respiration. 
 
 I have stated that the involuntary muscles are 
 prompted to action each by its proper stimulus ; and 
 the heart is stimulated by the presence and augmen- 
 tation of blood within its cavities. Thus, the instant 
 
XXVlll PHYSICAL EDUCATION, 
 
 that any act of exercise begins, a considerable number 
 of voluntary muscles are put into rapid employment ; 
 the contractile action of these muscles impels the blood 
 in their veins onwards towards the heart, venous blood 
 being greatly dependent on muscular action for its 
 circulation ; and the heart, stimulated by its presence, 
 energetically contracts, ejecting its contents^ and the 
 blood is flushed along the pulmonary artery and dis- 
 tributed throughout its ramifications in the lungs. As 
 the exercise continues, wave on wave comes up from 
 the heart, each driving before it its predecessor — out 
 of the lungs, along the pulmonary veins, back to the 
 heart, where it is again rapidly admitted and as rapidly 
 ejected ^ : for the heart is a double organ, performing 
 the double office of propelling the blood through two 
 distinct channels of circulation — through the one for 
 its aeration in the lungs, through the other, when so 
 aerated, for the nourishment of the whole body. Out 
 of the heart then it is again ejected, out by the great 
 trunk arteries, and along their innumerable branches, 
 to complete the round of the systemic circulation. But 
 neither heart nor lungs, nor vein nor artery, throughout 
 the double circulation, is a passive agent in its progress ; 
 for though the heart is the great agent of propulsion, 
 the whole circulatory channels possess a certain amount 
 of contractile power, and are endowed with a degree of 
 elasticity, and may in fact, in this respect, be regarded 
 as hollow muscles actively engaged in regulating the 
 moving current within them ; and their health and 
 strength, and functional ability, are promoted by the same 
 agencies, as they are subject to the same laws, as those 
 which influence the condition of the rest of the body. 
 
 ^ The quantity of blood ejected from the heart of a healthy adult of 
 middle stature, at each propulsion, is estimated at about two ounces. 
 
GROWTH AND DEVELOPMENT. XXIX 
 
 On these two powers, muscular and respiratory, 
 depends the ability to perform all bodily exercise. The 
 first involves the contractile force of the voluntary 
 muscles employed ; the second is more complicated, 
 involving the contractile force of the heart, the con- 
 dition of the lungs to perform their function, the size 
 and shape of the chamber in which these organs are 
 contained, and the contractile force of the respiratory 
 muscles, voluntary and involuntary. 
 
 Such in brief is Exercise, such the ends w^hich it 
 accomplishes, and such the manner of their accomplish- 
 ment ; namely, the destruction of the tissues, the hasten- 
 ing of the decay and death of every part coming within 
 its influence ; but also the speedy removal of all waste 
 and the hasteninor forward of fresh material for its 
 
 o 
 
 replacement ; and in doing this it attains three distinct 
 but co-relative results. 
 
 1. It increases the size and power of the voluntary 
 
 muscles employed. 
 
 2. It increases the functional capacity of the in- 
 
 voluntary muscles employed. 
 
 3. It promotes the health and strength of the whole 
 
 body by quickening circulation and increasing 
 respiration. 
 Our first record of physical training, that is to say, of 
 any system adopted and practised with the single view 
 of improving and cultivating the physical resources, is to 
 be found in the competitive exercises of the early Greeks 
 and Romans ; and it has been said that we have lost 
 as much by the discontinuance of the system of bodily 
 exercise of these nations as we have gained by our 
 knowledge o£ physiological science. This is one of 
 the aphorisms which men are fond of repeating, but 
 which will not stand criticism. No price can be set 
 
XXX PHYSICAL EDUCATION, 
 
 upon our knowledge of physiological science, no esti- 
 mate can be formed of its value. The extent, the 
 importance, and the value of the system of bodily 
 exercise practised by the Greeks and Romans we can 
 appraise exactly — can gauge with almost mathematical 
 accuracy, because we know entirely of what it con- 
 sisted and for what purpose it was organized and 
 maintained. We can therefore tell, by a comparison 
 of the want experienced with the thing produced to 
 meet the w^ant, if the object desired were accomplished; 
 and we can do this chiefly, if not wholly, by the light of 
 physiological science, which alone has revealed to us 
 what Exercise is, and what its suitable administration 
 can accomplish in the human frame. 
 
 It is generally admitted that this system of bodily 
 training — unguided, undirected as it was by a ray of 
 science deserving of the name — accomplished the object 
 desired. How did they who framed it, thus groping 
 in the dark, grapple with and hold fast by the truth? 
 By the observation of results. This was the lamp 
 which guided them in the selection of the exercises 
 which formed their system of bodily training. They 
 observed that the strength of the body, or of any part 
 of the body, was in relation to its muscular development, 
 and that this development followed upon, and was in 
 relation to, its activity or employment. They did not 
 know that man's material frame was composed of 
 innumerable atoms, and that each separate and indi- 
 vidual atom had its birth, life, and death ; and that 
 the strength of the body as a whole, and of each part 
 individually, was in relation to the youth or newness 
 of its atoms. And they did not know that this strength 
 was consequently attained by, and was retained in re- 
 lation to, the frequency with which these atoms were 
 
GROWTH AND DEVELOPMENT. XXXI 
 
 changed, by shortening their life, by hastening their 
 removal and their replacement by others ; and that 
 whenever this was done by natural activity, by suitable 
 employment, there was ever an advance in size and 
 power, until the ultimate attainable point of develop- 
 ment was reached. They simply observed that the 
 increased bulk, strength, and energy of the organ or 
 limb was in relation to the amount of its employment, 
 and they gave it employment accordingly. 
 
 They must have observed, however, that this did not 
 apply in equal degree to all kinds of muscular employ- 
 ment, and that it applied most directly to those where 
 the action was rapid and sustained. They did not know 
 that this rapidity of muscular contraction and expansion 
 was the chief agent in quickening the circulation of the 
 blood, from which the whole body derived its nourish- 
 ment; the tide on which was brought up all fresh 
 material for incorporation into its tissues, and on which 
 was borne away all that was effete and waste — brought 
 up and borne away most rapidly in those parts which 
 were being most rapidly employed — for they did not 
 know that the blood was a moving current at all. They 
 only observed that exercises consisting of rapid muscular 
 movement were most conducive to strength and activity ; 
 so, without exception, the exercises composing their 
 system were of this description." 
 
 But they must have observed also, that there was 
 a form of physical employment which did not give physical 
 development, or yield its natural fruits of health and 
 strength ; and that was the slight, effortless occupations 
 of many art-callings and crafts. They did not know that 
 without resistance to be overcome there could be no full 
 demand for volition, no full call therefore for material 
 disintegration and renewal, with proportionate increase 
 
Xxxii PHYSICAL EDUCATION. 
 
 in bulk and power. They simply observed that develop- 
 ment was in relation to the quality as well as to the 
 quantity of exercise — that where energy was exacted in 
 the practice, energy was the fruit of the practice ; so for 
 their system they selected exercises where energy was 
 voluntarily called forth in the highest possible degree. 
 
 Other essential constituents of exercise owed their 
 recognition to the same source — the observation of 
 results. They observed that during certain kinds of 
 physical exertion the act of breathing became greatly 
 affected, that each inspiration was larger in volume, 
 and that each followed each in quicker succession, than 
 when the body was inactive. This they must have 
 observed, although they may have viewed it but as 
 a drawback to physical ability, a hindrance t-o be over- 
 come, or in the same light in which our schoolboys 
 now view it — as a condition of 'bad wind' or 'internal 
 fat ; ' for they could not know that in every breath 
 they breathed, a load of the wasted material of the 
 body was given up by the blood and its place supplied 
 by the life-giving oxygen from the surrounding atmo- 
 sphere : and that just in proportion to the rapidity and 
 energy of muscular movement during the exercise was 
 the rapidity and volume of the current of the blood 
 rushing through the lungs; and that, therefore, for 
 this current of blood to be aerated, proportionately large 
 and proportionately rapid was the current of the air 
 respired ; and that, following the natural law of de- 
 velopment being in relation to employment, the lungs 
 themselves were strengthened by this increased activity. 
 They, probabl}-, simply observed that the power to 
 sustain this accelerated process of respiration was ob- 
 tained in proportion as the exercises which excited it 
 were practised ; so exercises which required the sus- 
 
GROWTH AND DEVELOPMENT, XXXlll 
 
 taining of accelerated breathing received an important 
 position in their system. 
 
 They must have observed, further, that energetic 
 physical exei'tion and quickened respiration caused the 
 skin to be suffused with moisture, and that this gave 
 instant relief from a discomforting sense of heat. They 
 did not know that this augmented heat was in a great 
 measure caused by the accelerated breathing — the fan- 
 ning of the fire which is ever burning in the living 
 frame ; and they did not know that this moisture was 
 water drawn from the blood and poured out over the 
 skin's surface, in order that the discomforting heat 
 might be with it eliminated. They did not know that 
 the skin itself was a covering of mai'vellously woven 
 network, presenting millions of interstices and apei-tures, 
 and that each of these apei-tures was the open debouche 
 or outlet of a duct or tube which, striking deep its 
 convoluted roots among the underlying strata of blood- 
 vessels, separated from the accelerated currents what 
 might prove injurious to the health of the body, and 
 poured it forth through these myriad mouths ; but they 
 observed that these skin-exudations proved a powerful 
 aid to the acquisition of permanent health and strength, 
 and notably so to the health, elasticity, purity, and 
 beauty of the skin itself. , So, without exception, every 
 exercise in their system is of that kind which readily 
 contributes to this result. 
 
 Finally, they must have observed, that just in pro- 
 portion to the amount of clothing worn during exercise, 
 were the processes of respii*ation, and the evaporation 
 of this moisture from the skin, retarded. They did not 
 know the structure or functions of either lungs or skin ; 
 still they saw that they both acted togetlier, were 
 stimulated to activity by the same means, and by the 
 
 c 
 
XXxiv PHYSICAL EDUCATION. 
 
 same means were sustained in functional ability ; and 
 that during physical exertion hindrance to both was in 
 proportion to the amount and weight of the garments 
 worn ; so they simply, while performing their exercises, 
 reduced their clothing to the minimum, and thence 
 called their system of bodily training ' Gymnastics.' 
 
 Thus, then, by the observation of results were the 
 ancients guided with sufficient accuracy in the compre- 
 hension of the chief features^ and in the estimation of 
 the relative value, of certain modes of bodily exercise ; 
 and thus they were enabled to choose, on assured 
 grounds, those exercises which were most suitable for 
 the system which they desired to organize. They de- 
 sired a system specially applicable to individual culture, 
 individual exertion, individual excellence, individual 
 distinction ; a system which should cultivate personal 
 courage, presence of mind, and decision; a system 
 possessing the utmost limit for individual effort, pre- 
 senting the fullest opportunities for personal display and 
 personal distinction. Therefore was the hand laid upon 
 all exercises of high competitive effort — wrestling, boxing, 
 throwing the discus, racing on foot, on horseback, and 
 in chariot. The system was as simple, as practical, and 
 as serviceable as the Greek shield or the Roman sword. 
 
 The system of bodily training of Greece and Rome 
 had then but one aspect, one aim, one object. It was 
 designed to practise the youths of the country in all 
 exercises tending to qualify them for the exigencies of 
 war, as war was then pursued, as campaigns were then 
 made, as weapons were then borne, as battles were then 
 fought. Other object, other aim, other aspect, had 
 it none. 
 
 But in those days, as in our own, there must have 
 been men of unsound constitution and imperfect growth. 
 
GROWTH AND DEVELOPMENT. XXXV 
 
 from original weakness of organization, or from illness, 
 ignorance, neglect, accident, and other causes. What 
 system of bodily training was framed for their behoof? 
 None. Here the observation of results was unequal to 
 the requirement. They could reach no higher — they 
 aimed no higher — than the production of a series of 
 athletic games, suitable to the young, the brave, the 
 active, the strong, the swift, and the nobly born. 
 
 Our knowledge of physiological science is something 
 more valuable than this. A system of bodily exercise 
 which should give added strength to the strong, increased 
 dexterity to the active, speed to the already fleet of foot, 
 is not w^hat is alone wanted now. It is not to give the 
 benefit of our thoughts and observations and the fruit 
 of our accumulating information to the already highly 
 favoured, and to them only, that we aim. On the 
 contrary, it is the crowning evidence of the Divine 
 origin of all true knowledge, that in benefiting all 
 within its influence, it benefits most bountifully those 
 whose needs are the greatest. 
 
 In our days, as of old, the race is still to the swift 
 and thq battle is still to the strong, but the battle of 
 life now is waged with the brain for weapon, and the 
 race is the high pressure competitive efforts of memory 
 and mind. These are the great and all-absorbing 
 struggles of our times, a ' struggle for life ^ as hard, 
 and involving results and transformations as unerring 
 and inevitable, as ever were traced in the origin of 
 species. 
 
 f It is health however, rather than strength, that is 
 
 'wanted now — iltat is the great requirement of modern 
 
 times, with modern men, at non-military occupations. 
 
 Bodily power, activity, and stamina for the endurance of 
 
 protracted fatigue, are still at this day as much the real 
 
 c 2 
 
XXXVl PHYSICAL KDUCATION. 
 
 want of the soldier as they were in the days of Xeno- 
 phon, of Caesar, of Napoleon. But the piirposes and 
 practices of war are not the all in all with us as-they 
 were with the Greeks and Romans ; nor are the whole 
 of our able-bodied men under arms, nor the whole of our 
 youths preparing for conscriptive battalions, as were the 
 3^ouths of Germany and France in the last century. Our 
 own army, scattered over the whole globe, and encounter- 
 ing the severities of every clime, claims but a fraction of 
 our men ; a small portion only of our youths are in 
 uniform ; but other occupations, other habits, other 
 demands upon mind and body, advance claims as urgent 
 as ever were pressed upon the soldier rn ancient or 
 modern times. From the nursery to the school, from the 
 school to the college or to the world beyond, the brain 
 and nerve strain goes on — continuous, augmenting, 
 intensifying. Scholarships, competitive examinations, 
 speculations, promotions, excitements, stimulations, long 
 hours of work, late hours of rest, jaded frames, weary 
 brains, jarring nerves— all intensified and intensifying — 
 seek in modern times for the antidote to be found alone 
 in physical action. These are the exigencies of the 
 campaign of life for the great bulk of our youths, to be 
 encountered in the schoolroom, in the study, in the court 
 of law, in the hospital, and in the day and night visita- 
 tions to court and alley and lane ; and the hardships 
 encountered in these fields of warfare hit as hard and as 
 suddenly, sap as insidiously, destroy as mercilessly, as 
 the night-march, the scanty ration, the toil, the struggle, 
 or the weapon of a warlike enemy. 
 
 Yes, it is health rather than strength that is the great 
 requirement of modern men at modern occupations ; it is 
 not the power to travel great distances, carry great 
 burdens, lift great weights, or overcome great material 
 
GROWTH AND DEVELOPMENT, XXXVll 
 
 obstructions ; it is simply that condition of body, and 
 that amount of vital capacity, which shall enable each 
 man in his place to pursue his calling, and work on in 
 his working life, with the greatest amount of comfort 
 to himself and usefulness to his fellow-men. How 
 many men. earnest, eager, uncomplaining, are pursuing 
 their avocations with the imminency of a certain break- 
 down ever before them — or with pain and weariness, 
 languor and depression ; when fair health and full 
 power might have been secured, and the labour that 
 is of love, now performed incompletely and in pain, 
 might have been performed with completeness and in 
 comfort. 
 
 Let it not from this be inferred that I consider health 
 and strength as in any manner opposed to each other ; 
 on the contrary, they are most intimately allied, and 
 are usually by the same means and in the same manner 
 obtained. Very closely are they connected, but they 
 are not the same, and a man may possess either without 
 the other. For strength may be due to the great force 
 possessed by one system of the body, such as the mus- 
 cular ; or great force in one part of the body, such as 
 the trunk or the limbs; but health is the uniform and 
 regular performance of all the functions of the body, 
 arising from the harmonious action of all its parts — 
 a physical condition implying that all are sound, well- 
 fitting, and well-matched. Young minds do not look 
 far enough into life to see this distinction, or to value 
 it if seen ; they fix their eyes longingly upon strength — 
 upon strength noii\ and care not for the power to work 
 long, to work well, to work successfully hereafter, which 
 is Health. Therefore it is fortunate that the same means 
 which usually give strength give health also ; although 
 the latter may be jeopardized by irregular efforts to obtain 
 
XXXvill PHYSICAL EDUCATION. 
 
 the former. Again, it is fortunate that this most desir- 
 able of all earthly possessions should spring from the 
 regular and uniform development of the body as a whole, 
 not from the extreme development of any special part. 
 Vast strength of limb may be found united to a com- 
 pariatively feeble trunk, a massive trunk to dwai-fish 
 limbs, great muscular force to delicate lungs. These 
 alike reveal local power and local weakness, and these 
 are not the developments which yield Health. 
 
 Let both man and boy therefore cultivate strength 
 by every available means, but let it be general not 
 partial strength. The Battle of Life requires for com- 
 batant the %{i}iole man, not a paiii; and the whole too 
 in as good condition as can be brought into the conflict. 
 
 There is no profession, there is no calling or occupation 
 in which men can be engaged, there is no position in 
 life, no state in which a man can be placed, in whicli 
 a fairly developed frame will not be valuable to him : 
 there are many of these, even the most purely and highly 
 intellectual, in which it is essential to success ; essential, 
 simply as a means, material but none the less imperative, 
 to enable the mind to do its work. Year by year, 
 almost day by day, we see men falter and. fail in the 
 midst of their labours — men to whom labour is life, and 
 idleness is death — men who with a negation of self and 
 self-comfort even unto martyrdom, devote themselves 
 to great purposes and great works, and before their 
 completion fail ; men who run the life-race with feet 
 winged with the purest faith and hearts full of the 
 noblest hope, and who, with the. goal in view, falter and 
 fail ; and all for want of a little bodily stamina — a little 
 bodily power and bodily capacity for the endurance of 
 fatigue or protracted unrest or anxiety or grief. Strongly 
 has this been ever impressed upon me, more strongly 
 
GROWTH AND DEVELOPMENT. XXXIX 
 
 than ever of late years, but never so strongly, never so 
 sadly, never in its every aspect so impressively, as in the 
 death of a late statesman, eminent alike for the height 
 of his intellectual attainments, the nobleness and purity 
 of his aspirations, and the gentleness and almost feminine 
 sweetness of his character. He sank in early manhood, 
 with his i^'reat career just begun, his great works but 
 outlined by his hand ; to other hands was left their 
 accomplishment, to other hearts their fulfilment, and all 
 for want of a little of that bodily stamina, a little of that 
 material hardihood, a little of that power of enduring 
 fatigue, which he was, even as he failed, seeking to 
 extend, through the means of this system of bodily 
 training, to every soldier in the land. 
 
 This need of such a preparation for the coming struggle 
 of manhood in these times of hi^^h civilization and 
 intellectual advancement being then so apparent, what 
 is the great hindrance to the due training of the body ? 
 It is to be found in the too emiuslve cultivation and 
 employment of the mind ; in the long and continuous 
 hours of physical inaction with extreme mental effort 
 and inordinate mental stimulation, which the require- 
 ments and educational demands of the present day often 
 involve ; in the overlooking or ignoring of the fact that 
 the body also has urgent and distinct claims to culture 
 and employment. 
 
 Are these two then opposed ? Is a healthy, energetic, 
 and vigorous frame incompatible with a powerful and 
 vigorous intellect ? We know that it is not so. Science 
 and experience alike confirm the fact that the two are 
 not only compatible, but that the one is in every case 
 an aid to the other. That the intellect can rarely attain, 
 or if it already possesses, can rarely long retain a com- 
 manding height when the bodily functions are impaired ; 
 
xl PHYSICAL EDUCATION. 
 
 that the body itself will be at its best and most worthy 
 condition when its claims are most fully shared by 
 mental occupations, and that the healthy condition of 
 the mind, produced by sufficient and natural employ- 
 ment, will react most favourably upon the body, can 
 never be doubted for a moment ; yet we continually 
 find the one warring upon the other. We shall find the 
 reason of this in the overlooking of the laws which 
 govern both mind and body. 
 
 The mind acts through a material organ, the brain, 
 upon which it is entirely dependent, and which, in 
 common with the other organs of the body, is subject 
 to a constant decay and constant renewal from the 
 same vital fluid ; these processes being accelerated and 
 its strength and vigour consequently augmented in pro- 
 portion to its activity. But in common with other 
 organs also, if this activity is carried on beyond certain 
 limits, its waste exceeds nutrition, its strength gives 
 place to weakness. The mind then is dependent upon 
 the blood for its material support, and its healthy action 
 is dependent on its receiving an adequate supply of 
 healthy blood \ Moreover^ the organ of the mind being- 
 subject to the same laws as the other organs, requires 
 similar alternations of rest and action to maintain it 
 in its natural state of efficiency ; and if either of these 
 states be deficient or in excess, the brain, and con- 
 sequently the rniiid. will deteriorate. If therefore the 
 
 ^ Tliis is manilV'sted in numerous everyday occurrences, and one 
 proof of it, frequently coming under my own notice, may be seen in 
 youths whose upward growth is very rapid and demands all the re- 
 sources of the system ; in which case the mental powers occasionally 
 become temporarily enfeebled, recovering rapidly as soon as the 
 unusual demand upon the nutritive powers has ceased. This is 
 especially the case when nutrition from insuflRoiont or improper diet 
 is inadequate. 
 
GROWTH AND DEVELOPMENT, xli 
 
 cultivation or exercise of the mind be neglected, it will 
 of necessity be weakened in precisely the same manner 
 as the other organs are weakened by insufficient use, 
 will deteriorate both in strength and vigour and the 
 power of enduring fatigue. If, on the other hand, the 
 exercise of the brain be excessive, beyond the point 
 where the nutrition is equal to the waste, it will suffer 
 in the same way and to the same extent as the other 
 organs would do. 
 
 It would be well if parents would ask themselves at 
 the outset what is their object in the training of their 
 children. ' They wish them to be thoroughly educated,' 
 would probably be the response. Then let their first 
 care be that the body shall be healthy and fairly grown. 
 Let them take care that the mind shall receive that 
 amount of culture which will develop and strengthen 
 it, but let them pause at that point where exercise and 
 application are merging into fatigue ; so shall it attain 
 its utmost attainable point of strength and vigour, so 
 shall it reach its highest attainable capacity of enduring- 
 exertion and effort. Year by year will it be found to 
 increase in these attributes, and in the aftei*time, if 
 a call for extra exertion should come, it will not come 
 upon it unprepared. And more than this, the body 
 having received its due share of cultivation also, will 
 itself be gaining year by year, and while contributing 
 to the health of the mind by its own health, will be able 
 to endure successfully its allotted amount of labour, in 
 whatever position of life, under whatever sun. it may 
 toil. Nor let parents imagine that their sons who are 
 destined to what are, chiefly or exclusively, sedentary 
 professions, need not so much preparation for their 
 coming life. Tlie clergyman, the physician, the barrister, 
 are often called upon to endure even as much bodily 
 
xlii PHYSICAL EDUCATION. 
 
 fatigue as the soldier or the sailor, and the numerous 
 premature failures among all these classes show how 
 needful such preparation is and how little the necessity 
 has been recognized. 
 
 And yet how often do we find parents stimulating 
 by every imaginable method, and by every suggestive 
 expedient, the mental cultivation of their children ; 
 inciting them to take from the hours that should be 
 given to physical exercise and to physical recreation, 
 and to devote them to study. What is it these parents 
 are seeking ? Is it the future welfare of their children, 
 or is it (let us examine it closely) the gratification of 
 their own pride in their children's superior talents and 
 intellectual attainments ? It has been said that the pride 
 of parents in theii* children is, of all kinds of pride, the 
 most excusable ; but even our pride in our children may 
 have many phases, and that phase cannot be a purely 
 unselfish one which would risk ultimate health and 
 happiness for temporary distinction, praise, and admira- 
 tion. 
 
 The very interest evinced in the premature develop- 
 ment of intellectual abihty is dangerous to the young, 
 appealing as it does to one of the most powerful stimu- 
 lants in the youthful mind, the love of praise and 
 notoriety. Boys soon learn to love the excitement 
 which such an artificial mode of life produces, and cease 
 to feel any interest in, or any desire for, the active 
 pursuits usually so dear to youth. Others there are 
 thus forced into abnormal advancement, who work on 
 reluctantly to the end, but once emancipated, the dis- 
 tasteful task is for ever abandoned. Which of these is 
 most deserving of our pity^ the unnatural young hermit, 
 who in his books alone takes delight, or the too natural 
 little Arab to whom books and book-learning have 
 
GROWTH AND DEVELOPMENT. xliii 
 
 become a thing of disgust % Most parents have at some 
 time or other felt a pang of alarm at seeing their child 
 turn with carelessness from the food which they knew 
 to be necessary to its well-being. I have frequently 
 experienced the same feeling at seeing a child turn with 
 indifference or dislike from the sports and pursuits of 
 his companions to creep back to his books ; and also as 
 much alarm, mingled with anger — for false and cruel 
 must have been the teaching which caused the dislike — 
 at seeing the healthy and strong child turn with repug- 
 nance from his books ^ 
 
 Earnestly however as I desire to advocate the cultiva- 
 tion of the bodily powers, 1 would guard against its 
 being thought that J would neglect cultivating to their 
 full capacity the mental ones. That would only be 
 erring in another direction, and although a safer one 
 in some important respects, important as regards present 
 comfort and future health, it is still altogether ening ; 
 and the right path is broad and open and plain, free 
 alike to all who will look for it with unprejudiced eyes. 
 The brain also requires systematic and ample exercise to 
 develop its attainable powers, and where there exists 
 no unusual weakness, its reasonable culture can scarcely 
 begin too soon or be pursued too steadily. Putting aside 
 the necessity in these days for a highly comprehensive 
 education, a degree of mental culture proportioned with 
 careful hand to the age and mental and physical capacity 
 will be found to act with advantage to the latter, and 
 the relish and zest for bodily exercise, which supplies 
 
 ^ 'My boy works seven hours a day regularly, sometimes eight.* 
 said a lady to me composedly. The boy had just turned his eighth 
 year. Four languages besides Ifis own, Latin and Greek, French and 
 German, with History, Geography, Arithmetic, and Tnstnimentnl 
 Music ! Were his headaches real or sham, I wonder ? 
 
xliv PHYSICAL EDUCATIOX. 
 
 the most valuable of all incentives, will be increased by 
 it. The giving of a large part of the day to exclusive 
 bodily occupations is, to my mind, for those who are to 
 take a place in the educated world, an equal error — 
 a rejecting of the advantages of civilization. The body 
 makes no such exacting demands. Let it not therefore 
 be inferred that I would undervalue the purely mental 
 work of schools, nor let it be for a moment imagined 
 that I would advocate a less active, a less energetic, 
 a less earnest pursuit of it. On the contrary, it is 
 because I value it at its highest pricer and because I 
 would sustain in their most ardent efforts its youthful 
 votaries, and enable them in the aftertime to reap to the 
 full the fruit of their labours, that I plead for a more 
 discriminating indulgence in occupations purely mental 
 and sedentary at this period of life. For there is no 
 error more profound, or productive of more evil, than 
 that which views the bodily and mental powers as 
 antithetical and opposed, and Avhich imagines that the 
 culture of the one must be made at the expense of the 
 other. The truth is precisely the reverse of this. In 
 the acquirement of bodily health mental occupation is 
 a helpful, indeed a necessary, agent. And so impres- 
 sively has this been proved to me, that in cases where 
 the acquisition of bodily health and strength was the 
 all in all desired by the parent, and the one thing longed 
 for by the child (and in some cases almost despaired of 
 by myself), I have been careful to allot and mark out 
 a proportion of mental with bodily occupation. 
 
 Schools, large and small, are yet to be found where 
 the exclusive bookworm is an object of admiration and 
 wondei'ment, and masters and parents unite in stimu- 
 lating his industry and lauding his progress. But 
 every sensible man feels for him but commiseration, 
 
GROWTH AND DEVELOPMENT, xlv 
 
 and regards him but as a warning; for he looks from 
 the boy to the man, and from the sehookoom to the 
 outer world, with its rude encounter and its stern 
 and prolonged struggle, and he sees how unlit are 
 such a frame and such habits for the task ; — a warninu: 
 too which urges less considerate minds to an opposite 
 extreme ! ' My boy shall cultivate his body' says an 
 astonished but not admiring father ; and the resolve 
 is a wise one, for well worth cultivating are the varied 
 powers of the human body ; and beautiful it is, and 
 wonderful as beautiful, to watch the fair and free 
 development of the frame of a shapely child: but the 
 emphasis on the terminating word was meant to indicate 
 that an exclusive culture should be given to the body, 
 and that its twin sister, its co-ordinate companion, 
 the mind, would be left to shift for herself, disowned, 
 excluded from her rightful share in the educational 
 inheritance. 
 
 Now this must be error, error arising iiom ignorance 
 of our very selves. Mind and body should be viewed as 
 the two well-fitting halves of a perfect whole, designed 
 in true accord mutually to sustain and support each 
 other, and each worthy of our unwearied care and 
 unstinted attention, to be given with a fuller faith and 
 more reverent trust than they have who would argue 
 that He who united in us our twofold nature made 
 them incompatible, inharmonious, opposed. No, no ; 
 even blind and blundering man does not yoke two oxen 
 together to pull against each other. Mind and body 
 can pull well together in the same team if the burden be 
 fairly adjusted. 
 
 ' Brute force,' ' brute strength.' are terms we constantly 
 hear used, despisingly, of bodily power when it is designed 
 to contrast it with mental ability ; just as we hear 
 
xlvi PHYSICAL EDUCATION. 
 
 the holder of an opposite opinion, and possessor of 
 opposite acquirements, talk sneeringly of the 'mere 
 scholar.' But they who speak thus err equally in their 
 praise and in their blame. They seek to sever what 
 were bound together in the very planning, if one may 
 so speak on such a subject, of a living man ; they disunite 
 them, and then complain that the dissevered halves are 
 of unequal value ; they take the one and cultivate it 
 exclusively, and neglect the other exclusively, and then 
 make comparisons between them ; forgetting that their 
 fitness, each for the other, lay in the fair nurture of 
 both, and in their mutual cultivation. Thus we hear 
 of men who think out great thoughts, and work out 
 great conceptions, and who yet in their material frames 
 have not the stamina of a healthy child ; just as we see 
 the opposite — men with frames so strong and so hardy 
 and enduring, that incessant toil can scarcely fatigue, 
 and rest alone seems to tire them, yet of mental calibre 
 so small that the intellect seems s.carcely adequate to 
 provide for the safety of the mortal machine confided 
 to its care. But either condition is equally the result 
 of error, and either development is equally a monstrosity, 
 although the former is less repellent than the latter, and 
 less humiliating to our intellectual aspirations. 
 
 But to return to the school-boy. It is not alone in 
 a negative form, by exemption from extreme mental 
 efforts, that the growth and development of his body 
 is to be secured. Active bodily exercise, at regular and 
 frequent intervals, must be obtained, and for this special 
 provision must ))e made with as serious a purpose as for 
 any school duty. 
 
 All Exercise 'may ))e classed under two distinct heads, 
 Recreative and Educational. The first of these embraces 
 all our school-games, sports and pastimes ; a long and 
 
GROWTH AND DEVELOPMENT. xlvii 
 
 varied list, such as no other country can produce, and 
 upon which every Englishman looks with pride and 
 affection, for they mould the characters as well as the 
 frames of our vouths : and the man who invented cricket 
 as surely, to my mind, deserves a statue to his memory 
 as he who won Waterloo. The influence of our national 
 games upon the national charactei* is valuable beyond 
 computation : nothing could take their place, nothing 
 could atone for tl^eir loss. 
 
 But valuable as these exercises are — invaluable as they 
 are — it will be at once seen that not one of them has for 
 ohject the development of the body, or even the giving 
 to it, or to any pait of it, health or strength : although 
 all of them, in a greater or less degree, undoubtedly 
 have this effect, it is indirectly and incidentally only — 
 the skill, the art, is the first consideration. And in this, 
 as purely recreative exercise, lies their chief value, the 
 forgetfulness of self, the game being all in all. 
 
 Out of this great good there arises, I will not say an 
 evil, but a want, a defect. The parts of the body which 
 have to execute the movements of such exercises are 
 th'ose which can do them best, not those which need 
 employment most. Use gives facility of execution, 
 and facility of execution causes frequency of practice ; 
 because we all like to do that which we can do well: 
 and thus inevitably, because based on the organic law 
 of development being in relation to activity or employ- 
 ment, certain parts of the body will be cultivated and 
 become developed to the exclusion of the others. So 
 certainly is this the case, that it is as easy to tell from 
 the general development of any youth what recreative 
 exercise he has practised when at school, as it is to tell 
 from the conformation of the chest whether a man pulls 
 on the bow or the stroke side of his College boat, when 
 
xlviii PHYSICAL EDUCATION, 
 
 he comes to the University. It will be found that 
 the lower limbs and right arm have the lion's share 
 of the employment or exercise in almost every one of 
 our recreative exercises. They largely employ the lower 
 half of the body, and where the upper limbs are em- 
 ployed^ or the trunk, it is almost exclusively the right 
 side ^. These distinctive features in our national recre- 
 ative exercises have the inevitable tendency to develop 
 the lower half of the body to the neglect of the upper ; 
 and this is most distinctly apparent to every eye ; the 
 lower limbs are usually large and not infrequently 
 massive, while the upper region is usually small and 
 not infrequently irregularly and imperfectly developed, 
 narrow, flat, and, as it were, compressible : it is, in very 
 many cases, years behind the lower limbs in all that 
 constitutes growth and development. Indeed, I almost 
 daily find in my professional life men in whom this 
 inharmonious development is so great, that the upper 
 limbs and upper region of the trunk, and the lower 
 region and lower limbs, scarcely seem to be the halves 
 of the same individual. And while at any time, amongst 
 the hundreds of men and boys whom I have daily under 
 my care, I might find it difficult to point to one in whom 
 this lower half was really faultily grown, I could with 
 painful facility point to dozens in whom the upper was 
 distorted from its proper conformation -. 
 
 1 Thus :— 
 Football — the lower limbs. 
 Cricket — the lower limbs do the hardest \v»nk ot tlu- ganio, tlu- right 
 
 arm the remainder. 
 Rowing — the lower limbs and loin. 
 Racquets, Tennis, Fives— the lower limbs. Fiv«'s is pl.tycd witli both 
 
 hands, but the left has an inferior part. 
 Fencing — the lower limbs and right arm. 
 Walking, Running, and Leai)ing — the lower limbs. 
 
 •* See Appendix A. 
 
 { 
 
V 
 
 GROWTH AND DEVELOPMENT, xbx 
 
 Recreative exercises then, from theii' very nature, are 
 inadequate to produce the uniform and harmonious de- 
 velopment of the entire frame, because the employment 
 /which they give is essentially partial. Where the 
 activity is, there will be the development ; and if this 
 \ principle be overlooked, a portion of the body only will 
 be cultivated and the neglected portion will fall far 
 behind the others in strength, in activity, in dexterity, 
 and in endurance, for the simple reason that it will be 
 less abundantly nourished. 
 
 Recreative exercise in sufficient amount is usually in 
 itself sufficient to maintain health and strength after 
 growth and development are completed, but it does 
 not meet the many wants of the rapidly-changing and 
 plastic frames of youths spending a large portion of their 
 time in the constrained positions of study ; taking shape 
 almost day by day from day-to-day occupations. Hence 
 the necessity for a system of Educational Exercises. It 
 is the office, as it is entirely within the re^ch, of syste- 
 matized exercise to modify the growth and distribute 
 the resources of the body so that each particular part 
 shall have its legitimate share, and so to increase these 
 resources that each part of the growing frame shall have 
 its wants supplied. 
 
 The one great reason why systematized exercise is 
 not always appreciated or recognized is, that its special 
 nature and object, its susceptibility of gradation to meet 
 the requirements of individuals, and its effect upon the 
 different structures of the human frame, are imperfectly 
 understood. Its effects upon any part but the muscular 
 system are seldom taken into consideration ; its vast 
 influence over the other systems, and especially on the 
 organs employed in the vital processes of respiration, 
 circulation and nutrition, seldom appreciated. The evils 
 
 d 
 
1 PHYSICAL EDUCATION, 
 
 arising from this imperfect comprehension of an agent so 
 important to the healthy growth and development of the 
 young are manifold and increasing — increasing in the 
 ratio of man's intellectual advancement ; because so long 
 as it is believed that systematized exercise gives but 
 muscular power, gives that and that only, few of those 
 engaged in purely intellectual pursuits would care to 
 cultivate it, even could they do so without effort, and 
 fewer still would give to it that effort which its attain- 
 ment demands. And that for this simple reason, that 
 great muscular power would be to a man so situated 
 comparatively without value. 
 
 But if it can be proved that this muscular power is 
 but one result of systematized exercise, and that not 
 its highest — if it can be shown that properly-regulated 
 exercise can be brought to bear directly upon the other 
 systems of the body, and especially upon ' the delicate 
 and important structures which encase and contain the 
 vital organs, and on whose fair and full development 
 the health and functional ability of these organs must 
 greatly depend through life, then such exercise takes 
 another rank, becomes as valuable to the man who 
 works with his brain as to him who works with his 
 hands, and will be sought for with a desire propor- 
 tionate to his intelligence, because it will enable him 
 to prolong and sustain his labours with safety to him- 
 self and increased value to his fellow-men. But this 
 culture should be obtained in youth, during the period 
 of the body's growth, when every organ and every limb 
 and every tissue and every bone are advancing to 
 occupy their ultimate place and position — while all is 
 plastic and moving, changing and capable of being 
 changed. This is the time for all culture, mental and 
 physical, and most emphatically so for the latter. 
 
GROWTH AND DEVELOPMENT, ll 
 
 Get the strong limbs and shapely frame, and a little, 
 a very little, will keep them so ; get the strong heart 
 and ample lungs set in the fair-proportioned and elastic 
 chest, and a little, a very little, will keep them so — not 
 more than the busiest life can spare, not more than 
 the gravest mind would seek for mental recreation and 
 beguilement — a daily walk or ride, an occasional break 
 into the country with gun or fishing-rod or alpenstock. 
 But if these are no more than sufficient for the healthy 
 and the strong, what hope, what chance remains for 
 those who have been allowed to grow up feeble and 
 imperfectly developed? How can they expect to en- 
 counter the wear and tear, the 'jar and fret,' inevitable 
 in the path of every working man % 
 
 There are many forms of mal-growth, more or less 
 grave, to be seen in every school, all demanding recti- 
 fication, all susceptible of being rectified during this 
 period of life by systematized exercise. I would in- 
 stance particularly Pigeon-hread^, or undue prominence 
 of the breast-bone, accompanied usually by flatness of 
 the ribs of the upper region of the chest. I have been 
 able to trace this mal-formation of chest to several 
 causes, such as tight clothing during infancy and child- 
 hood, and in many instances to the straining coughs 
 which attend what are familiarly called children's com- 
 plaints, i.e. Hooping (Jough, Measles, Dentition, &c. 
 Hollow-breast'^, which is the obverse conformation of 
 Pigeon-breast in front, accompanied usually by the 
 same flattening of the ribs. This is usually produced by 
 causes similar to the preceding. Drooping-skoulders^, 
 sufficiently expressed in its name, and produced by 
 shoulder-straps or any arrangement of bands or bandages 
 which confined the action of the shoulder-joint in child- 
 
 ^ See Appendix A. 
 d 2 
 
lii PHYSICAL EDUCATION, 
 
 hood. Stooping, which at the same time implies such 
 a manner of carrying the head and neck and upper 
 portion of the trunk, as that they are not in a line 
 with the rest of the column of the body — the chief evil 
 consequence attending the position being the depression 
 of the upper part of the thorax in front. With these 
 may be named some of the forms of Spinal Curvature ^, 
 often proximately due to weakness of the dorsal muscles 
 or to inordinate and unregulated growth. Rapid growth 
 itself, if unattended by relative development^ is not 
 only in itself an evil, but is the source of many others. 
 It is no uncommon thing to find a lad at school grow- 
 ing at the rate of six or eight inches in the year. Now 
 it may be stated that the smaller of these numbers is 
 incompatible with fair development and health ; the 
 whole resources of the body are drawn in one direction, 
 furthering one process, the upward growth. Nay, 
 when this process is extreme it will be seen to be most 
 intensified up the centre of the body, an idea that might 
 seem fanciful were it not almost daily presented to me 
 as a fact ^ . 
 
 Another feature of rapid upw^ard growth is that the 
 chest scarcely expands at all during the process. It will 
 be seen to run up from the waist without any expansion 
 whatever ' , while the shoulders fold round to the front, 
 and the head stoops forward from the base of the 
 column of the neck ; and seldom does a straight spine 
 accompany such abnormal growth. I have known the 
 chest actually diminish in girth — grow narrower and 
 narrower — as if it were tightened up by the extreme 
 elongation of the general frame. Now the reason for 
 these displacements is, that all these parts are held in 
 their respective places by certain muscles arranged for 
 
 • See Appendix A. 
 
GROWTH AND DEVELOPMENT. liii 
 
 this purpose ; and as the muscles can only maintain 
 their contractile power by frequent and varied exercise, 
 they cannot do this duty if they are denied that which 
 is necessary to their functional ability. This law, which 
 does not apply to these parts alone, but to every part 
 of the body, is markedly seen in the muscles of the 
 trunk. Were these duly exercised, stooping would be 
 impossible, that is. continuous stooping, which involves 
 the origin of many evils of development. Because, if 
 the muscles of this region possessed theii' proper degree 
 of power, they would of coui*se perform adequately their 
 functions — and one of these is to keep the body upright. 
 It is as useless therefore to tell a boy thus imperfectly 
 developed ' not to stoop ' as to forbid him to cough 
 when he has a cold, or to limp when he is lame. 
 
 Another abnormal form of growth, but much less 
 frequent, is the opposite to the foregoing — is where the 
 frame seems stunted from its natural height. This 
 dwarfed and arrested growth will be found to have 
 arisen in the majority of cases from some cause which 
 interfered with the proper nutrition of the general sys- 
 tem, and it in consequence may be inferred that any 
 means which w^ill restore this condition will restore the 
 naturally attainable capacity for growth and develop- 
 ment in the frame, so far as this may yet be extended 
 over the natural period of growth still remaining ^ 
 
 ' A remarkable instance of this came under my observation a few 
 years ago. A youth whose growtli had for some time been stationary 
 at the height of 5 ft. af in., suddenly from the practice of systema- 
 tized exercise began to grow at a fair and regular rate, and at the 
 age of 21, when he went to India, his height was 5 ft. 6j in. Another 
 instance is that of a schoolboy whose growth had been all but arrested 
 from a severe fall in childhood. Almost instantly systematized 
 exercise started his latent powers of growth, and in nine months he 
 liad grown 8|^ in. 
 
liv PHYSICAL EDUCATION, 
 
 Growing to one side, as it is called, is another form of 
 mal-growth frequently to be seen, consisting of a dispro- 
 portionate development, if not of actual elongation of 
 one side of the body. I have not been able to trace this 
 conformation to unusual employment of the side where 
 the development preponderates, as would be expected ; 
 but where I do find it it is generally with boys who 
 take little or no exercise. No form of mal-growth 
 however is more susceptible of rectification by skilfully- 
 administered exercise. Like all departures from normal 
 growth, this evil extends beyond itself and is productive 
 of other evils. Lateral spinal curvature is one of its 
 frequent results. 
 
 There are many other forms of mal-growth and par- 
 tial development, all open to the curative influence of 
 systematized exercise, to be seen with painful frequency 
 in every school, less striking it may be, but all of im- 
 portance, and all claiming the serious attention of those 
 who are entrusted with the care and education of the 
 young. In partial development alone — where no trace 
 of mal-groAvth and no indication of mal-formation exists 
 — an argument more powerful than any which I have 
 advanced, or can yet advance^ exists for the adoption 
 of a clearly-defined system of bodily training at our 
 large Schools^. I find that almost every youth at the 
 time of passing from these to the University has, as it 
 were, a considerable amount of attainable power and 
 material capacity undeveloped ; his body, or rather a 
 portion of it, is in arrears in this respect ^, and as arrears 
 
 ^ Although these pages were written twenty-five years ago, and the 
 defects liere spoken of in the bodily training at the Public Schools have 
 largely passed away (vide Introduction), there yet remains so much of 
 importance in the principles laid down that I have thought it unwise 
 to make any omission or alteration that would disturb the continuity 
 of the whole.— Ed. * See Appendix C. 
 
GROWTH AND DEVELOPMENT. Iv 
 
 and as a recoverable debt the youth may fairly view 
 it^ A large instalraent of it he may obtain almost 
 immediately. I find that during the first Term (two 
 months), with properly-administered systematized exer- 
 cise, the chest will expand, under all ordinary circum- 
 stances, two inches, and under peculiar circumstances 
 I have known it reach double that amount. The 
 general rule also is that where the chest has been neg- 
 lected and is consequently in arrears in development, 
 the arms and shoulders will have shared the neglect 
 and so of course show a proportionate want of develop- 
 ment. And these, as they share in all the work of the 
 chest — are in fact the medium through which the chest 
 receives almost all its exercise — share in the gain pro- 
 portionately. Now had these parts received an adequate 
 share of employment up to this time this sudden de- 
 velopment would be impossible ; and it must have been 
 arrears of expansion, otherwise the rate of increase would 
 be sustained after the first Term, which is not the case. 
 
 But it is not only, or even chiefly, for the fault iiy- 
 grown, the imperfectly -developed, and the weak — 
 although to these it is a necessity, a necessity if they are 
 ever to be strong — that I plead for the regular adoption 
 of a system of educational bodily exercise in our Schools. 
 What should w^e think of that schoolmaster, who, because 
 a boy was apt and capable, and for his years well- 
 instructed, would therefore and thenceforward leave him 
 to his own resources and inclinations ? Yet in truth 
 similar are the reasons we constantly hear adduced 
 when physical culture is mentioned. We hear men say, 
 ' All exercise should be free, should be voluntary, should 
 be left entirely to a boy's own choice, inclinations, 
 and disposition.' Do we leave him the same licence 
 
 } See Appendix D. 
 
Ivi PHYSICAL EDUCATION. 
 
 with the other agents of health ? his diet, for instance, 
 or his hours of rest or of study? Yet none of these are 
 more important to his welfare and well-being, present 
 and future, than exercise^. Whatever may be the 
 developed capacity of the untrained body, it is as far 
 from the symmetry and strength to which it may attain 
 with proper culture^ as is the clever but self-taught man 
 from what he would have been with thorough educa- 
 tional training. Certain points in his character stand 
 out large and prominent, powerful in a given line of 
 action, but others are dwarfed and stunted, and show 
 the more meanly from the prominence of others. So 
 it is with ph^^sical development and with physical 
 culture: the assiduous and exclusive application to 
 a favourite exercise will strengthen and develop the 
 parts engaged in its practice, but this presupposes the 
 neglect of the remaindei^, and the result in both cases, 
 the mental and the physical, will be the same- — 
 inharmoniousness. incompleteness. 
 
 It might be a task not unworthy the attention of 
 medical men to inquire if this partial and inharmonious 
 condition of bodily development is not the cause of 
 many forms of debility and also of some of the active 
 ailments of life — the origin of the phrase, so pregnant 
 with meaning, though happily not of literal accuracy, 
 that ' every man has his weak part.' Indeed, I should be 
 disposed to consider the man whose frame is generally 
 
 ' In fact tliere are many boys, more than one inexperienced in such 
 points would easily believe, who if left to their own inclinations take 
 no exercise at all, or take it so listlessly that the results are nil. Yet 
 these are the very boys that need exercise the most of all, and their 
 reluctance to enter upon it, and feebleness and awkwardness in pur- 
 suing it, are the strongest proof of their great need of it, the strongest 
 proof that as ])oys they are not living boys* lives— and the boy's life 
 leads to the man's. 
 
GROWTH AND DEVELOPMENT, Ivii 
 
 and uniformly weak, safer than he whose frame is par- 
 tially and locally strong, because the natural tendency 
 is to gauge and estimate the general strength by the 
 power of the strongest part. And just as the strength 
 of a rope or chain is but equal to its weakest part, and 
 just as the dependence will be on the general strength 
 of the rope or chain, and its weak point be unnoted 
 until its failure, so will the voice of the weak part of the 
 human body be silenced by the general claims of the 
 rest until the time of exposure and trial. 
 
 England may well be proud of her Public Schools, 
 for no other country has anything comparable with 
 them, indeed has neither the schools nor the scholars, 
 nor the families nor the firesides from which the scholars 
 are drawn. For we must go far back — far as the home- 
 habits and home-teaching of ancestors in forgotten 
 generations — if we would get at the oiigin of character. 
 Out of England we never find boys, only little men, em- 
 bryo soldiers, lawyers, and doctors, with the specialities 
 of their avocations sprouting upon them ; and their 
 schools have nothing in common with ours, present no 
 point of resemblance The Public Schools of England 
 are to it what the heart is to the human body — the centre 
 and source of its vitality and power, the spot through 
 which its life-blood flows, from which is distributed to 
 every spot, near or far, the young, fresh, bright stream 
 to strengthen, to revivify, and to renew. 
 
 1 have dwelt thus long upon what I conceive to be 
 the necessity of providing a regular system of physical 
 education in connexion with the purely mental culture 
 of schools, because it is at this period of life, and it is 
 under a school regime that it is most needed, and 
 would most powerfully influence health and strength, 
 present and future. And I have spoken thus strongly 
 
Iviii PHYSICAL EDUCATION. 
 
 of what I conceive to be the error and the danger of 
 exclusive or undue culture either of mind or body, 
 because it is at this period of life, and it is under such 
 circumstances, that the deepest and most lasting im- 
 pressions are received and the most enduring tastes and 
 habits acquired; habits and tastes that will almost 
 inevitably be carried into succeeding stages of life, and 
 be intensified at every stage. In the University this 
 is markedly the case ; here the youth who at school 
 devoted his time and his thoughts exclusively to study, 
 leads an existence stil] more artificial^ now become to 
 him almost a natural one, for the law of adaptability 
 smooths down many things that are irksome when first 
 essayed. Being now free, or, more correctly speaking, 
 having now none to over-rule and few to advise, he 
 follows his own inclinations, and this the more keenly 
 that these are the same which have already guided him 
 to distinction. He came up with a school reputation for 
 ability, and this must be preserved, must be confirmed 
 and extended, for school-honours are not the fee, only 
 the earnest-money, of the bargain yet to be fulfilled ; its 
 eclat is only the god-speed encouragement at a hopeful 
 starting, not the congratulatory cheer at triumph gained. 
 And no one knows this better than the youth himself, 
 and better than himself no one knows that not by talents 
 alone, not by genius alone, was he enabled to plant his 
 foot on the vantage-ground which he occupies, not by 
 these, but by labour ; and knowing this he believes that 
 what he thought necessary before to win, is no less 
 necessary now to keep ; so the old rule of exclusive 
 brain -work is re-begun. All the early day he reads ; 
 only in the afternoon does he go outside the College 
 walls, and then only for a hurried, feverish walk — a very 
 nightmare counterfeit of true exercise to the wants of 
 
 i 
 
GROWTH AND DEVELOPMENT. lix 
 
 a frame like his. His lamp is lit at the setting of the 
 sun and scarcely extinguished at its rising. Does he 
 never think when the wick is burned down and the oil 
 is consumed, when the one is renewed and the other is 
 replenished, does he never think, I wonder, as he sits 
 with the wet towel round his forehead and sips his green 
 tea, stimulating and urging the weary brain to greater 
 effort, that the lamp of life within him needs trimming 
 and renewing ? 
 
 What is the other extreme? for we read in the 
 evidence laid before the Public School Commissioners 
 that boys who expect to excel at cricket must spend 
 seven hours a day in the cricket-field. ' My boy shall 
 cultivate his hody.^ Parents may have their wishes in 
 this direction carried further than they anticipated. 
 • My son spends his days on the river,' writes one to 
 me, a clergyman with his quiver well filled, ' his success 
 in life depends on his success at Oxford, and I tremble 
 as the time approaches for him to go into the Schools.' 
 
 These are two extremes, but they divide not . the 
 University between them. The devoted bookworm and 
 the devoted athlete are equally removed from another 
 class — a fast diminishing one let it be thankfully re- 
 corded — a class which cultivates neither mind nor body, 
 with whom the day is frittered away and the night 
 dissipated, with whom time passes without purpose, or 
 profit, or pleasure ; — at least such purpose as a man 
 should deign to pursue, and such pleasures as he should 
 condescend to accept. Nothing now, leading to nothing- 
 hereafter ; the mental advantage nothing, the physical 
 advantage something less than nothing. ' Why cum- 
 bereth he the ground?' Year by year, term by term, 
 this class is diminishing. Year by year, term by term, 
 its antithesis is increasing, the true class, the true men, 
 
Ix PHYSICAL EDUCATION. 
 
 the men well worth devoting life to form, the class 
 well worth devoting life to increase. For as the book- 
 worm has his antithesis in the enthusiast athlete, so 
 has the idler his in another type, in the man who feels 
 that he in a man, a man with a body as well as a brain, 
 muscles as well as nerves, and who has no intention 
 of sacrificing either to the other, or either for the other, 
 even if such immolation could be to its advantage. 
 But he knows to the contrary, he feels to the contrary. 
 He feels and knows that by friendly rivalry and inter- 
 change of labour and of rest both are benefited; that 
 each may be fully cultivated without infringement of 
 the privileges of its companion, but rather to their 
 mutual gain and well-being. Therefore he has no 
 intention to hazard brain -fever or break- down of any 
 kind from reckless mental effort, just as he has no 
 intention to subject himself to the ignominy of a pos- 
 sible failure in the Schools. He has no faith in dela3dng 
 until the last minute and then, as the phrase goes, 
 ' reading his head off.' He has still less in • passing by 
 dint of good luck.' And he has least of all in trusting 
 to ' natural sharpness ' which on mythical occasions is 
 reputed to have 'floored the Examiners.' He knows 
 that there is a given amount of work to be done in 
 a given time, and he knows he can do it if he begins 
 at once, and with regulated efibrt works steadily on to 
 the end. And this he means to do, and this he does. 
 
 I select for illustration the Universities thus specially, 
 as they are perhaps more distinctly an extension of 
 school-life than the early stages of any of the professions 
 or callings which imply intellectual labour for actual 
 employment ; and because it is there I have been able 
 to test by practical observation, over a very long period, 
 the opinions I now venture to advance. A complete 
 
GROWTH AND DEVELOPMENT, Ixi 
 
 change in a boy's habits we occasionally see, an utter 
 reversal of all antecedent tastes we sometimes hear of. 
 but, in the great majority of cases, school-habits and 
 school-tastes become consolidated and confirmed into 
 traits distinguishing more advanced life. In more senses 
 than one the boy is father to the man/ 
 
 In the second stage, the one immediately succeeding 
 school-life, while the upward growth, although nearly 
 at its close, is still going on, an amount of benefit, 
 second only to that obtainable in boyhood, may be 
 obtained from the regular practice of systematized exer- 
 cise. It matters not whether the youth be reading for 
 a University degree, or has passed at once to his future 
 profession, his frame is still gi'owing, still changing, still 
 pliant, still impressionable, still liable to be checked in 
 its natural developn\ent, and stunted or turned aside 
 from its true proportions, by inactive, sedentary, or ex- 
 clusively mental pursuits, and still capable of having 
 growth and development powerfully stimulated, and 
 still susceptible of being rapidly advanced health ward 
 by systematized exercise. 
 
 As life advances, and as the frame becomes mature, 
 with all its structures complete and consolidated, sus- 
 ceptibility of material change diminishes, and actual 
 gain in bodily power is comparatively uncertain and 
 slow^. But there is no period of active life in which 
 
 ^ It is however a noteworthy ftict, and one showing with ratiior 
 startling emphasis the truth of the adage, that ^ every rule has its 
 exception,' that of the first five hundred names on the book of th(^ 
 Oxford Gymnasium the greatest increase in development is made by 
 .1 man in his thirty-sixth year. 
 
 
 
 Age. 
 
 Heiglit. 
 
 Weight. 
 
 Chest. 
 
 Fore 
 arm. 
 
 Upi)er 
 arm. 
 
 
 
 Yrs. 
 
 ft. in. 
 
 St. lbs. 
 
 in. 
 
 in. 
 
 in. 
 
 Oct. 22nd, 
 
 1862 
 
 35 
 
 5 8f 
 
 9 
 
 32 
 
 9 
 
 toj 
 
 Dec. 2ist, 
 
 1862 
 
 .. 
 
 5 8,^ 
 
 9 13 
 
 36! 
 
 10; 
 
 "i 
 
Ixii PHYSICAL EDUCATION, 
 
 a man may not profit by systematized exercise if judi- 
 ciously pursued ; only let him use the same discretion in 
 this as he would in practising any exercise of any other 
 kind, abiding by the simple movements of the earlier 
 courses, and leaving to lither limbs and more elastic 
 frames those where the demand for effort is sudden or 
 great ^. And let him not be disappointed if his progress 
 is slow, or discouraged if he sees younger men passing 
 him on the road ; he must remember that he starts late, 
 and it is with him at best the alternative of ' better late 
 than never ;' but late is late and implies disadvantage ; 
 he is trying to do, as well as he can, what could only 
 have been done perfectly in its proper season, and that 
 has passed away. The educational time of mind and 
 body is the same, the groiving time ; but just as we see 
 men whose opportunities of mental culture in early 
 life have been small or neglected, in a measure retrieve 
 the loss by later efforts, so may the neglected culture 
 of the body also be retrieved by after endeavours, if 
 judiciously and perseveringly made. 
 
 A most important principle in Exercise, and one 
 which should ever be borne in mind, is, that it should 
 be regulated by individual fitness, for the exercise that 
 scarcely amounts to exertion in one person will be in- 
 jurious and dangerous to another ''^. And not only is 
 
 ^ The first course of the system may be freely and ahnost uncon- 
 ditionally recommended to men throughout what may be called middle 
 life ; care being taken to use a bell and bar well within the phj^sical 
 capacity. The best time for this practice is in the early morning, 
 immediately after the bath, and when regularly taken it need not 
 extend over more than a few minutes. 
 
 ^ A painful instance of this nature was brought before me some 
 time ago. A man boasted to me that he and his son — the father a 
 strong hardy man, the son a lanky and loose-grown lad of thirteen 
 years — had just walked from London to Oxford in one day — a distance 
 of nearly sixty miles. Before the year was out they made another 
 
GROWTH AND DEVELOPMENT, Ixiii 
 
 this inequality observable among different individuals, 
 but, as we have already seen, the same individual may 
 have parts of his body possessing special power or 
 presenting special weakness. A man may have limbs 
 capable of transporting him at the rate of four miles 
 an hour throughout the day, and for many days in 
 succession, but with heart or lungs all unequal to the 
 effort. Or he may have an organization so frail, and 
 a temperament so susceptible to stimulation or excite- 
 ment, that the one is an abiding danger to the other. 
 
 It is every man's duty therefore (nor is it a very 
 hard one) to endeavour to ascertain the nature and 
 extent of his physical resources for his guidance at all 
 times, but especially when contemplating any special 
 and exceptional exertion. And it is from the non- 
 observance of this principle that we hear so frequently 
 of accidents and cases of serious indisposition after un- 
 wonted physical effort. If any one whose habits of 
 life have been of a comparatively sedentary nature, 
 suddenly, and without any preliminary preparation, 
 resolves to change these habits for active ones, he will 
 unquestionably derive harm from such an attempt, 
 simply because, in doing so, he is infringing those prin- 
 ciples which alone can make it useful. Thus, if he 
 attempts an exercise which is suited to one whose 
 frame, from regular and continuous practice, is capable 
 of performing it without fatigue ; if he makes a demand 
 upon his heart and lungs that is beyond their power 
 to sustain, because he sees another man make the same 
 requisition upon liU well- trained organs of respiration and 
 circulation ; or if he selects a certain time of the day 
 
 journey together— a short one this time— the &on carried before, the 
 father, broken-hearted, following. The boy had never recovered from 
 the exhaustion of that day. 
 
Ixiv PHYSICAL EDUCATION, 
 
 for exercise because it best suits his business arrange- 
 ments, although his brain may be weary, his mental 
 energies exhausted, and his bodily energies depressed, 
 how can aught but disappointment be the result % The 
 stomach when enfeebled b}^ fasting cannot all at once 
 digest a copious meal ; the lungs weakened by illness 
 and in-door confinement cannot breathe all at once the 
 external air ; the mind depressed by grief cannot all at 
 once be trusted with the full tale of glad tidings. Yet 
 a man does not hesitate to change the habits of every 
 organ of his body as hastily as he would change an 
 ordinary garment, and then to express surprise and 
 disappointment if benefit be not the result of the change. 
 
 The infringement of this principle, that ' Exercise 
 should be regulated by individual fitness, that it should 
 be approached gradually and increased only with in- 
 creasing strength,' has been the cause of much perplexity 
 and suffering. Scarcely a summer passes without our 
 attention being drawn to some victim of its transgres- 
 sion — some one who has escaped suddenly from his 
 desk or study, and, without preparation, or gradation, 
 or precaution of any kind or degree, has betaken himself 
 to mountain-climbing, shooting, boating, or some other 
 exciting pursuit, to break down in the effort, or to 
 struggle through it and i^ink down for many a month 
 and day after it, his powers overtasked, his energies 
 exhausted. Now for the brain-tired, city- worn, business- 
 weary man, these are the pursuits which he would do 
 best to follow, and these are the scenes among which he 
 would do most wisely to mingle, did he do so in accord- 
 ance with the dictates of reason, and in obedience to the 
 laws by which health and strength are maintained. 
 
 This is however the abuse, not the use of a valuable 
 custom which is yearly extending, and extending too 
 
GROWTH AND DEVELOPMENT. Ixv 
 
 among the very men who need it most and to whom 
 it will yield the most immediate and lasting benefit ; 
 a custom which if adopted judiciously will give a health- 
 ful fillip to the flagging energies of both mind and 
 body. We call it -change of air,' and the term is just 
 as good as any other, but it very imperfectly expresses 
 the extent of the change, for it is change of everything 
 — everything we see or hear, taste, touch, or look at, 
 person, place, or thing — change of everything we under- 
 take, undergo, and (probably) understand. 
 
 But even when these holiday- breaks are made most 
 sensibly they must not be regarded as the all in all of 
 the exercise to be taken. A man cannot in a week or 
 two eat sufficient food to supply the demands of appetite 
 for a whole year, neither can he take sufficient exercise 
 to keep his body in health throughout the four seasons 
 in a summer s ramble. These mountain excursions or 
 sea-side sojourns must be Ui addition to, and involving- 
 no curtailment of, the daily walk to or from business, the 
 daily ride to or from somewhere, or the daily employ- 
 ment with or at something ; a something which will in 
 its doing quicken the pulse and augment the breathing, 
 and, if possible, bring the perspiration to the forehead. 
 
 Exercise may be favourably connected with other 
 agents of health, such as bathing, in the practice of 
 swimming; and with fresh air in country ride or ramble. 
 To men living in large cities — the men of course whose 
 need of exercise is the greatest — it seems but a tantali- 
 zation to recommend a country ramble ; but there are 
 a great many men pining for want of proper exercise 
 who do not live in large cities^ and there are a great 
 many others who spend but a portion of their time 
 there, with whom an occasional break along the green 
 lanes in the saddle, or across the meadows on foot. 
 
Ixvi PHYSICAL EDUCATION. 
 
 would be a matter of easy accomplishment. Men do 
 not know what they possess in these cross- country by- 
 ways, and in the power of traversing them on foot — 
 the pleasure, the profit of walking — the first exercise 
 enjoyed in life, the last that is freely taken. But a 
 walk to be a real enjoyable exercise must be a country 
 walk, a country ramble in fact — the antithesis to the 
 ' constitutional ' of a measured mile of way on the dusty 
 road — going where fancy prompts and inclination leads, 
 forgetting alike past mental labour and present physical 
 effort in the successively recurring objects of interest 
 that will rise at every turn of the path. The country 
 walk is an exercise entirely our own — purely English — 
 originating doubtless in many favourably concurring 
 circumstances, mental and material ; such as love of 
 country-life and country-scenes, of natural objects in 
 their natural places and in their natural aspects, and 
 also from that blending of the thoughtful with the 
 practical elements of character which is peculiar to our 
 own race ; and doubtless also to the facilities presented 
 for indulging in by-path pedestrian peregrinations. 
 I have wandered on foot through many a land, but 
 have never seen these dear old stile-paths in any but 
 our^ own, nor have I ever met abroad the man who 
 cared for them, or could comprehend any pleasure in 
 this source and this scene of exercise. The country 
 walk is good for both mind and body, clearing the 
 brain, and quickening the pulse by the same means. 
 If a man wanted an aid to thought, a help to enable 
 him to look all round a point difficult of access, and 
 at the same time find the antidote to close mental 
 application, I would say, * Vault the first stile in the 
 first meadow and let your mind track out the windings 
 of the way of your subject of thought, even as your 
 
GROWTH AND DEVELOPMENT. Ixvii 
 
 undirected feet might track out the windings of the 
 unsurveyed path on the greensward — through meadow 
 and field, through coppice or common, by river-side or 
 plantation-row — the villager's right of way, secured to 
 him by right of immemorial usage.' For the young 
 and for the middle-aged, for the one as a change from 
 his more energetic and concentrated physical exei-tions. 
 for the other as a means of bodily exercise and mental 
 beguilement, I know no better recreation. 
 
 I have spoken of the irregular and indiscreet yield- 
 ings to the natural instinct for physical exei-tion which 
 is to be found in almost every nature — subdued, it may 
 }>e, but not dead — and waking up and asserting their 
 claims on every favourable occasion ; but the evils 
 which come from these are not so great or so startling 
 in their results, nor do they seem so blameable a trans- 
 gression, as when these instinctive cleavings are blindly 
 and persistently ignored. How many, how marked and 
 how painful, are the proofs of this, daily recurring! 
 How many gifted men have broken down and are 
 daily breaking down with their life's work only half 
 done, when they might, humanly speaking, have com- 
 pleted it with ease and success, had they not carried it 
 on in utter disregard of the fact that to ensure health 
 of mind they must possess health of body, and at the 
 same time set at naught the laws which the Creator of 
 each has made the conditions of its healthful existence ! 
 
 I do not need here to quote from the long list of 
 men of every rank and profession whose useful and 
 valuable careers have been brought to an untimely close 
 by death, or more often, and perhaps more sadly still, 
 by the permanent ill-health which baffles all medical 
 skill and science. Numerous are the instances which 
 have fallen under my own notice of individuals who 
 
 e 2 
 
Ixviii PHYSICAL EDUCATION. 
 
 have thus fallen victims to their own shortsightedness. 
 One of them, long famous in the scientific world, abso- 
 lutely refused to give his mind the intervals of repose 
 which were seen to be essential by all who were capable 
 of judging. ' The night cometh when no man can 
 work,' was his answer when urged to give his physical 
 condition some attention ; and the night did indeed 
 come ; but his working day might, and would in all 
 human probability, have been very considerably p]*o- 
 longed had he been less blind to the laws of his 
 existence; for the last years of his life were passed in 
 the mental night of second childhood. 
 
 All this, however, it will be seen, only points the 
 more emphatically to the necessity of a regular system 
 of physical training at the proper time, that time being 
 the period of the body^s growth and development. And 
 here I would call attention to the manner in which 
 this principle has been comprehended and observed in 
 the Army, where the efforts of the authorities have 
 been mainly directed to the introduction of the system 
 at the depots, where the raw country lads come in 
 from the recruiting districts. It is not more directly ^ 
 valuable to the soldier at the outset of his career, than 
 to those who are preparing for no less arduous, although 
 very different, duties in the campaign of intellectual life. 
 
 And there is yet a third direction in which it should 
 be carried ; there is yet a third class to whom it would 
 be a boon of the greatest value ; to men in ofiices. 
 and warehouses, and shops ; men whose school-life ter- 
 minated in boyhood, and with whose school-life were 
 relinquished or lost the habits and the opportunities 
 which are essential to full bodily vigour, and who in 
 their business avocations obtain little or no physical 
 employment of a health-giving or invigorating kind ; 
 
GROWTH AND DEVELOPMENT, Ixix 
 
 men who spend the whole day, and, it may be said, 
 every day throughout the year in the same round of 
 occupations, and to whom not even the once-a-year 
 holiday of a week or two in summer is allowed. To 
 men thus employed systematized exercise conducted on 
 a rational system would be of incalculable value. 
 
 Gymnasia organized for the use of this class of 
 learners, however, would have special difficulties to 
 encounter, for here would be absent the control which 
 would be available in school gymnasia, and the 
 habitual discipline observed in military ones. For it 
 must not be forgotten that there is always to be 
 found, in every group of men or boys, some who are 
 more eager for momentary distinction than for per- 
 manent improvement ; always some whose effoi^ts, if not 
 judiciously controlled, would be determined by suscep- 
 tibility to excitement rather than by bodily power ; 
 and where the attendance would be entirely voluntary, 
 the management of such learners becomes doubly 
 difficult. Indeed there is but one means of obviating 
 such difficulty, and that is by a system where the 
 exercises are carefully graduated and strictly pro- 
 gressive ; where every man, weak or strong, would work 
 within the actual circuit of his own capacity. Another 
 difficulty with, or rather drawback to, these Gymnasia is, 
 that the tim'e available for recreation with men engaged 
 in business is almost limited to the evening, the time 
 least desirable for exercise, for then the bodily energies 
 have become depressed, and the mental faculties sub- 
 dued — the time and the condition when the mind is 
 least able to stimulate the physical effi)rt, and when 
 physical effort reacts least favourably on the mind. But 
 this is a difficulty that in a measure is already passing : 
 social changes are from year to year taking place which 
 
Ixx PHYSICAL EDUCATION. 
 
 are rendering the continuous hours of labour in many 
 occupations less severe and less prolonged. Employers, 
 it is found, h^ve not been ruined, as was sagely anti- 
 cipated, by the early closing of offices and shops, and 
 the Saturday half-holiday has neither undermined the 
 morals nor ruined the constitutions of those to whom 
 it has been extended. 
 
 And here again the educational aspect of systematized 
 exercise assumes its true importance ; an importance 
 resting not only on the stronger frames and greater 
 energies with which it would endow every man — a 
 priceless capital to carry into his avocations — but also 
 on the bias, the taste, and the inclination which it 
 would give in adult life, prompting to the employment 
 of leisure in healthful and manly recreation. 
 
 At the very outset, however, I perceived that there 
 were two distinct directions in which a rational system 
 of bodily training might be carried with special advan- 
 tage. In the Army, because bodily power, hardihood, 
 and activity are the very essence of the soldier's life : 
 and in our Schools, because, as I have already tried 
 to show, that is the time and there the regime which 
 present the greatest facilities for bodily culture. 
 
 It needs but a glance to see that the men who fill the 
 ranks of our Army are drawn from almost every species 
 of trade, occupation, and calling, and embrace almost 
 every grade of physical power ; massive, powerful men 
 from the farm, the quarry, the forge, the warehouse, and 
 the wharf; and slight, half- formed, half- fed youths from 
 the factory, the shop-counter, the desk, and from the 
 innumerable petty trades in which men find employ- 
 ment in closely populated districts. I believe it may 
 be roundly stated that every occupation followed in this 
 country is represented in the Army ; and, if what I have 
 
GROWTH AND DEVELOPMENT, Ixxi 
 
 stated regarding Exercise and its results be correct, to 
 state that every form of occupation in this country is 
 represented in the Army is virtually to state that every 
 form of growth and development is represented there 
 also. (I mean of course within those limitations observed 
 in the enlistment of recruits and subsequent medical 
 examination.) Now most of the occupations in which 
 artisans and labourers are engaged give active and 
 powerful employment to certain parts of the body, 
 the other parts receiving comparatively little ; and the 
 inevitable result of this unequal employment is unequal 
 development, because power is in relation to activity. 
 The parts that have been actively employed will be 
 shapely and strong ; the inactive, neglected parts will 
 be weak and stunted. And this will be evident to 
 every eye that knows what proportions to look for : 
 the nature of the employment leaves its mark upon the 
 man for good or for evil — a sign, a seal, in witness of 
 his strength and beauty, or a brand denoting his 
 weakness and deformity — fashions him, moulds him, 
 for shapeliness or distortion, so unerringly, that to the 
 experienced eye. the nature of the craft or calling is 
 instantly revealed ; or, the occupation being known, 
 you may tell before looking at the man the condition 
 and the direction of his development. In men di'awn 
 from so wide a field will be found every gradation of 
 physical strength, the strongest and the weakest. To 
 take the two extremes for illustration, and to begin 
 with the man of large stature and powerful frame ; 
 how has he acquired this powerful frame % Chiefly by 
 energetic and powerful exercise. Other things may 
 have contributed, indeed must have contributed, such as 
 abundant diet, and, probably, fresh air ; but neither of 
 these, nor both of these, nor all the other agents of health 
 
Ixxii PHYSICAL EDUCATION. 
 
 put together, will give muscular power without muscular 
 employment. Now remove such a man suddenly from 
 his occupation, take him to the d^pot to be straightened 
 and taught to march with his head upright, his arms 
 close in by his sides, and the trunk of his body held 
 erect and motionless as a pillar, and what are you 
 doing ? That which is suitable and necessary to enable 
 the man to take his place in the ranks as a soldier, but 
 nothing whatever to sustain, far less augment, his bodily 
 energies. The constrained position, the restricted and 
 closely localized movements of parade and drill, all deny 
 to the trunk of the body and the upper limbs any 
 exercise whatever, any share whatever of that which 
 has given them the strength which they possess, for 
 a continuation of which they are pining^ without which 
 they must dwindle, to the loss of their shape, and size, 
 and power, and the still more important loss to other 
 parts of the body depending for their health and activity 
 upon the health and activity of these. But there is 
 another condition of large stature and rapid growth 
 whi(ih I would desire to instance ; I mean the man of 
 large frame with little strength, the results usually of 
 a strono- and unsubduable G^erm of ijrowth in the 
 individual, which, with adequate diet and suitable and 
 abundant exercise, produces those splendid specimens 
 of men whom we are fain to view as the type of our 
 race, but who, with an inadequate or irregular supply 
 of these agents during the period of their upward 
 growth, attain the bulk of frame, but miss the soundness 
 of constitution and the physical energies which should 
 accompany it. There are many of these men in the 
 Army — there must ever be many of these men in 
 the Army. We have only to think for a moment of the 
 insufficiency of diet alone, insufficiency in quantity and 
 
GROWTH AND DEVELOPMENT. Ixxiii 
 
 quality, at a time when abundance was a necessity to 
 eithej' present or prospective health or strength, to 
 know that we have got the i<}iell of the man only. 
 Sound, strong, or lasting he cannot be, because in him 
 we have distributed over a large surface that which is 
 only adequate for a small one. Is it possible yet to 
 restore him to the place he was designed to occupy, 
 designed by the incontrovertible evidence of his stature 
 attained in spite of his deprivations ? Is it possible 
 to give him that soundness of constitution, energy of 
 muscle, elasticity of action, and symmetry of form 
 which were his by birthright? Not possible — not 
 possible to give after gi'owth is completed that which 
 should have been regulated by growth itself, beginning 
 with its beginning, adding to, proportioning, con- 
 solidating, and sustaining every cell of every fibre or 
 tissue, as it was added to the frame ; but still possible, 
 still feasible, still a certainty, yet to recover a valuable 
 portion of the health and strength, activity and energy 
 of which he has been deprived ; still possible to double 
 his material well-being as a man, to double his service- 
 ability as a soldier. At once, the first day he is 
 recognized in the depot as an embryo soldier, let him be 
 taken to the Gymnasium, prepared, fitted, built for his 
 reception and use : let him be placed under the care of 
 instructors tauQ'ht to administer exercise on a clearly 
 defined and comprehensive system, a system calculated 
 to meet the requirements of every learner, weak or 
 strong, to meet the requirements of the whole frame 
 of every learner, and to give to the whole frame suitable 
 and uniform and adequate employment. Let this be 
 done and there will be created within him a new 
 growth, a new life ; a growth for the rectification of 
 all that is wrong, and for the strengthening of all that 
 
Ixxiv PHYSICAL EDUCATION. 
 
 is weak ; a life within each separate cell, straining 
 for the recovery of that which has been neglected since 
 his birth. 
 
 Let us take another instance. The youth who has 
 everything to gain — slight and slim, under-sized and 
 under-fed, who can scarcely be reckoned the raw 
 material out of which a soldier is to be made, but who 
 from his youth, and from that strong germ of physical 
 power which I have learnt to look upon as inherent 
 in the frame of every Englishman, is awaiting but 
 the stimulating, quickening^ life-giving properties of 
 judiciously regulated exercise to swell and expand into 
 healthy, vigorous existence. What does such a youth 
 gain in drill and parade for the development of his 
 latent resources ? He is not twenty yet ; capable of 
 receiving vast additions to his physical powers. This, 
 as we have seen, is the case with the youths at our 
 Universities, who from their childhood have been living 
 in that state of mental and physical employment most 
 favourable and most distinctly conducive to timely de- 
 velopment. They seldom attain their full bodily powers 
 before their twenty-third year. But the youth of the 
 nature I am instancing will be found to be greatly in 
 arrears on all points. What is there in his professional 
 duties to supply the want? So little, so very little, 
 in comparison with his great requirements and almost 
 unlimited capacity for improvement ; and that little 
 so partially and so unequally administered, that even 
 its value is reduced. For he cannot attend a parade, 
 walk to a rifle-range, cross a barrack-yard, or ascend 
 a barrack- stair, without giving employment to the 
 muscles of his lower limbs, although such employment 
 be altogether inadequate to produce their full develop- 
 ment ; but it is abundant in comparison to what the 
 
GROWTH AND DEVELOPMENT. Ixxv 
 
 upper limbs can receive. These must languish, these 
 must remain relatively feeble, because they are kept 
 without employment, and power is in relation to 
 activity. 
 
 It is this inadequacy, this partiality of exercise 
 employed without reference to this law, which renders 
 gymnastics or systematized exercise so variable here ; 
 for by it only can employment suitable in nature, degree, 
 or duration for every part of the body be provided : 
 and while the comprehension of this law teaches us 
 how to look for partial developments and defective and 
 imperfect growth, it has but to be ascertained what 
 these local wants are, what parts of the body are rela- 
 tively weaker than the remainder, and such employment 
 can be furnished as will raise any such part to the 
 rank of the rest of the body in strength and in service- 
 ability. And when the entire body is below the point 
 of power to which it should have attained, suitable 
 employment can be furnished for every part of the 
 whole collectively — employment that can be increased 
 and intensified with the advancing capacity of the 
 learner. And it must never be forgotten that in de- 
 veloping a limb to its full power and perfect conforma- 
 tion, we do that, and, except indirectly, we do nothing- 
 more ; whereas a glance at the trunk of the body will 
 show that in developing the parts of which it is com- 
 posed, (I might almost say^ constructed, so numerous 
 are its parts and so complex is their arrangement ) we 
 do that and a great deal more. We not only develop 
 to their normal shape, size, and capacity, the important 
 muscles of the trunk, but at the same time, and by the 
 same process, we bring to its perfect shape and size 
 the framework which encases and protects those vital 
 organs, whose health and functional power we know 
 
Ixxvi PHYSICAL EDUCATION. 
 
 to be all-important. The health of these organs, and 
 their power of performing their functions with due 
 completeness, are essentially dependent upon their perfect 
 freedom ; and this freedom they cannot have if confined 
 and restricted by the narrowness, or other deviation 
 from the natural shape and size, of this enclosing frame- 
 work ; they cannot attain to their full size and power 
 if thus fettered, and no activity on their part can do 
 other than aggravate the evil of their confinement. In 
 thus providing therefore for their freedom in functional 
 activity by the expansion of the chamber in which 
 they lie, we directly aid in their development, directly 
 increase their power. 
 
 But can I prove, can I adduce any evidence, that 
 the system of bodily training which I advocate would 
 meet the end desired, would adjust and regulate and 
 place under his control the entire available resources 
 of the strong, would take up the comparatively un- 
 formed, undeveloped, and altogether negative frame of 
 the youth, and cultivate him into an energetic, active, 
 and strong man? I have no hesitation whatever in 
 saying that it w^ill do both of these, and I believe I can 
 give sufficient evidence that I do not over-estimate its 
 power. 
 
 Many years ago I instituted a series of measure- 
 ments, by which I could ascertain the state of the 
 development of all pupils at the commencement of their 
 instruction, and these measurements being repeated at 
 given intervals, I could know the rate of their advance- 
 ment. The revelations made by this system of periodic 
 measurements have been such as to sustain me in 
 devoting my energies to the completion and extension 
 of this system of exercise. I find that to all, child or 
 adult, weak or strong, it gives an impetus, a momentum 
 
GROWTH AND DEVELOPMENT. Ixxvii 
 
 in the development of his resources, which nothing else 
 can give ; and which nothing can take away, because 
 it is not a thing acquired, a mere mental or physical 
 addition ; — it is the man altered, the man improved, 
 the man brought nearer to the state he was designed 
 to hold by the nature of his organization. And I think 
 I cannot do better than give the instance of those 
 soldiers who first received a course of training on this 
 
 o 
 
 system ^ 
 
 The first detachment of non-commissioned officers, 
 twelve in number, sent to me to qualify as Instructors 
 for the Army were selected from all branches of the 
 service. They ranged between nineteen and twenty- 
 nine years of age, between five feet ^n% inches and six 
 feet in height, between nine stone two pounds and 
 twelve stone six pounds in weight, and had seen from 
 two to twelve years' service. I confess I felt greatly 
 discomfited at the appearance of this detachment, so 
 different in every physical attribute ; I perceived the 
 difficulty, the very great difficulty, of working them in 
 the same squad at the same exercises ; and the unfitness 
 of some of them for a duty so special as the instruction 
 of beginners in a new system of bodily exercise — a 
 system in which I have found it necessary to lay down 
 as an absolute rule, that every exercise in every lesson 
 shall be executed in its perfect fonn by the instructor, 
 previous to the attempt of the learner : knowing from 
 experience how important is example in the acquisition 
 of all physical movements, and how widely the exercises 
 might miss of their object if unworthily represented 
 by an inferior instructor. But I also saw that the 
 <letachment presented perhaps as fair a sample of the 
 
 ^ See Appendix E. 
 
Ixxviii PHYSICAL EDUCATION, 
 
 Army as it was possible to obtain in the same number 
 of men, and that if I closely observed the results of the 
 system upon these men, the weak and the strong, the 
 short and the tall, the robust and the delicate, I should 
 be furnished with a fair idea of what would be the 
 results of the system upon the Army at large. I there- 
 fore received the detachment just as it stood, and 
 following my method of periodic measurements \ I care- 
 fully ascertained and registered the developments of each 
 at the commencement of his course of instruction, and 
 at certain intervals throughout its progress ^. 
 
 The muscular additions to the arms and shoulders 
 and the expansion of the chest were so great as to have 
 absolutely a ludicrous and embarrassing result, for before 
 the fourth month several of the men could not get into 
 their uniforms, jackets and tunics, without assistance. 
 and when they had gob them on they could not get 
 them to meet down the middle by a hand's breadth. 
 In a month more they could not get into them at all, 
 and new clothing had to be procured, pending the 
 arrival of which the men had to go to and from the 
 Gymnasium in their great coats. One of these men 
 had gained five inches in actual girth of chest. Now, 
 who shall tell the value of these five inches of chest, 
 five inches of additional space for the heart and lungs 
 to work in ? There is no computing its value, no power 
 of computing it at all ; and before such an addition as 
 
 ^ See Appendix H. 
 
 ^ A tabular statement of these measurements was published in the 
 Blue-book of the year, and are here given at length in Appendix E. 
 And the increase there shown has been proportionately sustained 
 wherever the system has been carried out, as I am informed by Colonel 
 (now Major-Generar Hammersley, late Director of Gymnastics in the 
 Army, and as are shown in the regular returns of measurements 
 furnished to him from the different Gymnasia. 
 
GROWTH AND DEVELOPMENT. Ixxix 
 
 this could be made to this part of the body, the whole 
 frame must have received a proportionate gain. For 
 the exercises of the system are addressed to the whole 
 body, and to' the whole body equally, and before this 
 addition could be made to the chest every spot and 
 point of the frame must have been improved also— every 
 organ within the body must have been proportionately 
 strengthened. 
 
 But I tried another method of recording the results 
 of the exercises. I had these men photographed naked 
 to the waist shortly after the beginning of the course 
 and again at its close ; and the change in all, even 
 in these small portraits, is very distinct, and most 
 notably so in the youngest, a youth of nineteen, and 
 as I had anticipated in him, not merely in the acquisition 
 of muscle, but in a re-adjustment and expansion of 
 the osseous framework upon which the muscles are 
 distributed. 
 
 But there was one change — the greatest of all — and 
 to which all other changes are but means to an end, 
 are but evidences more or less distinct that this end 
 has been accomplished, a change which I could not 
 record, which can never be recorded, but which was to 
 me, and to all who had ever seen the men, most im- 
 pressively evident ; and that was the change in bodily 
 activity, dexterity, presence of mind, and endurance of 
 fatigue; a change a hundredfold more impressive than 
 anything the tape measure or the weighing chair can 
 ever reveal. 
 
 Up to this point I have spoken but of the beneficial 
 results of exercise as affecting the man, without special 
 reference to his professional duties as a soldier ; and 
 I have done so purposely, because it is thus far that 
 systematized exercise is valuable to all alike, and also 
 
Ixxx PHYSICAL EDUCATION. 
 
 because it will in a moment be seen that the power 
 of the man and the serviceability of the soldier are 
 inseparable conditions. Our embodied idea of energy, 
 activity, and sti*ength, is the soldier^ these qualities 
 trained to, made subservient to, the exigencies of his 
 profession ; and these qualities are the inevitable results, 
 the incontrovertible results of that system of bodily 
 training which I advocate, because the system itself 
 is based upon, and all its directions are in accordance 
 with, the natural laws w^hich govern the growth and 
 development of the human body. Endow a man with 
 these qualities, therefore, and you endow him with the 
 power of overcoming all difficulties against w^hich such 
 qualities can be brought to bear, against all difficulties 
 requiring strength, activity, energy, dexterity, presence 
 of mind, tenacity, and endurance. You cannot limit 
 a high qualification to a single use any more than you 
 can limit the purpose to which a good coin may be 
 applied ; it will fetch its value anywhere and in any- 
 thing. And so will strong muscles and sound lungs — 
 in garrison, in camp, or on campaign, on the march, 
 in the field, in the transport, in the hospital, or any 
 service, in any climate. 
 
 And while this is applicable to the soldiers of every 
 country, how much more so, with how much greater 
 force, does it apply to our own, who have to pass from 
 station to station over the whole world, who have 
 to endure the extremes of every climate, from the 
 almost arctic cold of Canada to the tropical heat of 
 Africa and the Indies. If physical energy and consti- 
 tutional strength be the essence of power in the soldier 
 of any other nation, they must be so with peculiar 
 distinctness in our own, who have to exercise their 
 profession over almost every country on the face of 
 
GROWTH AND DEVELOPMENT, Ixxxi 
 
 the globe, and to endure the hardships, the fatigues, the 
 discomforts of them all. 
 
 The same qualities which are so valuable to the 
 soldier are no less valuable to the youths who ai-e about 
 to enter on the campaign of intellectual life. It matters 
 little whether the fight is to be fought out in the plains 
 of India, or in the green lanes of a country parish in 
 England. I shall never forget the reply of a soldier 
 to a question of mine, when inspecting the first squad 
 of men who had passed through a brief course of 
 training at the gymnasium at Warley Barracks. I asked 
 him if he felt any stronger for his practice. 'I feel 
 twice the man I did, Sir,' was his reply ; on my further 
 asking him what he meant bj^ that — ' I feel twice the 
 man I did for anything a man can be set to do.' 
 
 It was just that. The man was stronger ; therefore 
 he was not more able for this thing or that thing only, 
 but for ' anything which a man could be set to do.' 
 
 Before entering into the principles which guided me 
 in the preparation of the system of bodily training 
 which I here advocate, it may be interesting to glance 
 briefly at those of other countries, where the advantages 
 of such systematic physical training have been sometime 
 recognized, and means have been adopted to supply it. 
 
 The first attempt in modern times at a system of 
 bodily training differed as widely as it is possible to 
 conceive from that of the ancients. The ancient system, 
 as we have seen, was adopted solely to give strength to 
 the already strong, and dexterity to the already active, 
 but made no provision for, advanced no aid to, the 
 feeble, or inactive, or ailing. It must have been a 
 strong conviction of this shortcoming that warped the 
 judgement and overheated the imagination of Ling, 
 the enthusiast Swede, when he gave the freewill-offering 
 
 f 
 
Ixxxii PHYSICAL EDUCATION, 
 
 of a laborious life to the preparation of a system of 
 bodily exercise in its main characteristics suitable to 
 invalids only. 
 
 With the perseverance peculiar to the possessor of 
 a new idea or of an unique and all-absorbing subject 
 of study, a quality which often outstrips genius in the 
 career of usefulness, he laboured, unwearied and unre- 
 laxing, elaborating and exemplifying the principles of 
 his Free Exercises. Accepting that Exercise is the 
 direct source of bodily strength and that Exercise 
 consists of muscular movement, he therefore conceived 
 that movement — mere motions, if they could be so 
 systematized that they could be made to embrace the 
 whole muscular system, would be sufficient for the 
 development of the whole bodily powers. Carrying out 
 this principle still further and extending its operation 
 to those who from physical weakness were incapable 
 of executing these movements of themselves, he argued 
 that passive Exercise might be obtained ; that is, Exer- 
 cise by the assistance of a second person or operator, 
 skilfully manipulating, or moving in the natural manner 
 of its voluntary muscular action, the limb or part of 
 the body to which it is desired the exercise should be 
 administered. 
 
 That this last application of his theory is sound, and 
 most valuable for the cure and amelioration of many 
 species of ailment and infirmity, I have had the most 
 abundant evidence supplied by my own experience. 
 That the first is altogether erroneous has been no less 
 fully made plain to me. The error is so deep-seated 
 and so all-pervading, that it lies in a misconception 
 not only of what Exercise is, but of the necessity 
 of administering it with a reference to the condition of 
 the individual, on the plain and accepted principle 
 
GROWTH AND DEVELOPMENT. Ixxxiii 
 
 which governs the administi^ation of every other agent 
 of health. And to argue that a given mode of Exercise 
 is fit for the healthy and strong, because it is found 
 to be beneficial to the ailing and the delicate, is to 
 argue against all rule and precedent. 
 
 But the system of Ling, incomplete, inadequate as 
 it was, possessed one of the essentials of Exercise ; and 
 therefore as soon as it was instituted good sprang from 
 it, and good report was heard of it ; and after much 
 disheartening delay, and many rude official rebuffs. Ling 
 saw it accepted by his country^. And this must be 
 viewed as the first attempt to bring a knowledge of the 
 structure and functions of the human body to bear upon 
 its culture, the first attempt to lift such culture above 
 the mere ' do them good ' of other men. 
 
 The echo of this good report was heard in Germany - ; 
 and Prussia, eager to avail herself of every agent whicli 
 could strengthen her army, adopted it, with some 
 additions and limitations, to form a part of the training 
 of her recruits. But, going even beyond Ling, the 
 supporters of the Prussian system maintain that a fmv 
 carefully selected movements and positions alone are 
 sufficient for the development of the human frame, and, 
 ' simplicity ' being the object chiefly held in view, this 
 system aims merely at giving a few Exercises, these to 
 be executed ' with great precision •^' 
 
 ^ The Central Academy of Gymnastics at Stockholm was instituted 
 in 1814. 
 
 - Of late years many improvements and alterations have of course 
 been made in the systems of continental countries as well as in our 
 own, but the systems here described as in vogue in France and 
 Germany in i860 are interesting as having had their bearing on that 
 adopted by our own army (v. page xcii), and the description of them 
 is therefore retained here. — Ed. 
 
 ■■ Official report, Gymnastics, i860. 
 
 f 2 
 
Ixxxiv PHYSICAL EDUCATION. 
 
 There is no change in any art or branch of science, 
 custom or usage, common to ancient or modern times, 
 so great as in these systems of bodily Exercise. The 
 ancient was all for the cultivation of individual energy, 
 individual strength, individual courage ; the modern 
 aims at giving to a number of men acting in concert, 
 the lifeless, effortless precision of a well-directed machine. 
 
 But the Prussian soldier's period of service is so short 
 (three years) that every agent to hasten his efficiency 
 must be seized ; and it has been found necessary to 
 provide means, in the shape of large buildings re- 
 sembling riding schools, in which drill may be carried 
 on throughout the year. And as this gymnastic system 
 is viewed but as drill, aims but at being drill, it is, in 
 winter, carried on in these buildings^ the few articles 
 of apparatus employed, for the sake of the advantages 
 which they specially offer to the soldier, being erected 
 in a corner of them. And this continuity of practice 
 increases manifold whatever good it can yield ; and 
 thus meagre and inadequate as it is, its fruits are 
 valuable. It is found that no other form of drill so 
 rapidly converts the recruit into the trained soldier, 
 and the- greatest importance is attached to its extension 
 throughout the army^. 
 
 There is a general impression that this system forms 
 the basis of the French. It would be difficult to make 
 a greater mistake; for not only have they, either in 
 principle or practice, nothing in common, but in many 
 respects they are the very antithesis of each other. 
 So far from the boasted ' simplicity ' of the Prussian 
 system, and the desire to limit it to ' a few Exercises 
 to be executed with great precision,' being adopted by 
 
 ' The Central School of Gymnastics was first established in Berlin 
 in 1847. 
 
GROWTH AND DEVELOPMENT. Ixxxv 
 
 the French, they have elaborated their system to such 
 an extent that it is difficult to say where it begins or 
 where it ends, or to tell not what it does, but what it 
 does not, embrace. For quite apart, and in addition 
 to, an extended range of Exercises with and without 
 apparatus, it embraces all defensive Exercises, with 
 bayonet and sword, stick, foil, fist, and foot, swimming, 
 dancing, and singing, reading, writing, and arithmetic, 
 if not the use of the globes. The soldier is taught to 
 throw bullets and bars of iron ; he is taught to walk 
 on stilts and on pegs of wood driven into the ground ; 
 he is taught to push, to pull, and to wrestle ; and 
 althouorh the boxinjT which he is tauojht will never 
 enable him to hit an adversary, he is taught manfully 
 to hit himself, fii'st on the right breast, then on the 
 left, and then on both together, with both hands at 
 once ; and last, but not least, he is taught to kick 
 himself behind, of which performance I have seen Mon- 
 sieur as proud as if he were ignominiously expelling 
 an invader from the 8oZ i^cwre of La Belle France. Now 
 I know no particular reason why a soldier should not 
 be taught all these acquirements, and I know many 
 important reasons why he should be taught some of 
 them; but it would be difficult to assign any reason, 
 either important or particular, why they should be 
 called Gymnastics, or be included in a system of bodily 
 training. 
 
 The fundamental idea of the French system is sound, 
 for it embodies that of preparation and application ; it 
 is primarily divided into two parts — Exerck'es Memen- 
 taires, and Exercices cV AiJpllcation. The first of these, 
 designed to be a preparation and prelude to the instruc- 
 tion and practice on the fixed apparatus, begin with 
 a long series of Exercises of movement and position, 
 
Ixxxvi PHYSICAL EDUCATION. 
 
 propres a Vassouplissenient. What is this all-important 
 process of asbOuplisser)ient — this idea, shared at home 
 as well as abroad, by civilian as well as soldier, of 
 the necessity of suppling a man before strengthening 
 him ? What is it to supple a man ? What parts of him 
 are affected by the process and what change do they 
 undergo? It would be very desirable to have these 
 questions answered, because want of suppleness is a 
 common subject of complaint, and though often caused by 
 apparently different processes has really but one origin. 
 
 To ascertain the full meaning of a word or phrase, 
 it is sometimes useful first to ascertain its opposite or 
 antithesis ; and the opposite of to be siipple is, I think, 
 to be ^tiff' If any one is in doubt as to what that means, 
 let him take a day's ride on a hired hack along a 
 country road, or^ for the space of a working day, perch 
 himself upon an oflSce-stool, and the results will be 
 identical and indubitable — stiffness in the column of 
 the body and in the lower limbs. And why? Because 
 each and every part so affected has been employed in 
 a manner out of accordance with its natural laws. The 
 joints, which are made for motion, which retain their 
 power of motion only by frequent motion, have been 
 held motionless. The muscles, which move the joints 
 by the contraction and relaxation of their fibres, have 
 been subjected to an unvaried preservation of the one 
 state or the other — the muscles of the trunk in unre- 
 mitting contraction, those of the limbs in effortless 
 relaxation. Now, one of the most important of the 
 laws which govern muscular action is, that it shall be 
 exerted but for a limited continuous space^ and that, 
 unless the relaxation of the muscles shortly follows 
 upon their contraction, fatigue will arise as readily, 
 and to as great an extent, from want of this necessary 
 
GROWTH AND DEVELOPMENT, Ixxxvii 
 
 interruption to contraction as from extent of eftbrt. 
 And, strictly speaking, this stiffness both in trunk and 
 limbs, although arising from two opposite states of 
 muscular employment, results from the same cause, 
 i.e. exhaustion ; each has had one only of the two essential 
 conditions of muscular action, that one being therefore 
 in excess. The stiffness in the trunk of the body is 
 caused by the ceaseless contraction of the muscles, and 
 this state is not conducive to the rapid local circulation 
 indispensable to the reproduction of the force expended. 
 The opposite phase of stiffness, arising from continuous 
 muscular relaxation, is the immediate result of causes 
 which may be called negative — the non-requirement 
 of nervous stimulus, the non-employment of muscular 
 effort, entailing subdued local circulation. 
 
 The second cause of this stiffness in the trunk of the 
 body and limbs is, that the joints have been held 
 motionless. Viewing the joints in the familiar light 
 of hinges, we know that when these are left unused 
 and unoiled for any length of time, they grate and 
 ci'eak and move stiffly ; and the hinges of the human 
 body do just the same thing, and from the same cause ; 
 and they not only require frequent oiling to enable 
 them to move easily, but they are oiled every time 
 they are put in motion_, and when they are put in 
 motion only ; the membrane which secretes this oil, 
 and pours it forth over the opposing surfaces of the 
 bones and the overlying ligaments, is stimulated to 
 activity only by the motion of the joint itself. 
 
 But, it may be argued, stiffness may arise from ex- 
 treme physical exertion, which has embraced both 
 conditions of muscular action, with frequent motion 
 of the joints, stiffness such as a man may experience 
 after a day of unwonted exercise. The stiffness in this 
 
Ixxxviii PHYSICAL EDUCATION. 
 
 case, also, is simply temporary local exhaustion of power 
 from extreme effort : the demand suddenly made has 
 been greater than the power to supply — the waste 
 greater than the renewal. 
 
 Stiffness, therefore, appears to be, first, a want of con- 
 tractile power in the muscles which move the joints ; 
 and secondly, a want of power in the joints to be moved. 
 It may be temporary stiffness, arising from exhaustion 
 of the parts by extreme or unnatural action, as in 
 the illustrations just given ; or it may be permanent 
 stiffness, arising from weakness of the parts, caused 
 by insufficient or unsuitable exercise ; but the nature 
 of both is identical. It is a lack of functional ability 
 in the parts affected. 
 
 To supple a man therefore is, first, to increase the 
 contractile power of his muscles ; and secondly, to in- 
 crease the mobility of his joints. And as the latter 
 are moved by the former — can only be moved by the 
 former — all application for this purpose should be made 
 through them. 
 
 Now, even although mere movements and positions 
 were altogether adequate materially to develop the 
 muscular system — materially to add to its contractile 
 power, there is a still greater drawback than mere 
 insufficiency in their effect upon the joints ; and that 
 is, in the danger of straining, and otherwise weakening 
 the inelastic ligamentary bindings. For every effort of 
 mere position has the simple and sole effect of stretch- 
 ing that which, from its organic structure, object, and 
 place in the human body, is not stretchable — is not 
 intended to yield. To recapitulate : all exercises of 
 mere position act directly on the joints, instead of acting 
 on them through the muscles. Such exercise is, there- 
 fore, addressed to the wrong part of the body ; it is 
 
GROWTH AND DEVELOPMENT. Ixxxix 
 
 addressed to the joint, when it should be addressed to 
 that which moves the joint. It is the old and exploded 
 treatment of disease revived for the treatment of an 
 abnormal physical condition — subduing the symptoms 
 instead of waging war with the cause. 
 
 The other exercises in this first division of the French 
 system — even if they were valuable, even if they were 
 capable of being classified under any distinct head, or 
 arranged in any progressive order, or admitted of 
 graduated instruction and practice — are entirely out 
 of place here, because from their nature they court 
 and incite to inordinate effort. It needs no argument 
 to prove the inconsistency of directing that men, sitting 
 or standing, hand to hand, or foot to foot, singly or in 
 batches, shall strain and strive against men, lift cannon- 
 shot and hold them out at arm's leno:th 'as lono- as 
 possible \' or sling them to their feet to cast them to 
 a distance ' as far as possible,' before they are allowed 
 to put hand or foot on an ordinary ladder inclined 
 against a wall, or to walk along a plank raised a foot 
 or two from the ground. It needs no argument to 
 show that this is reversing the order of exercise when 
 measured by the amount of effort, local or general, 
 required for its performance. 
 
 The second division of the systerh, consisting of 
 applied or practical exercises {Exercices cVA^j^licatlon)^ 
 embraces a very extended series, to be executed on 
 a wide range of apparatus; and it may be broadly 
 stated that all these exercises are valuable in either an 
 elementary or a practical aspect — that is, either as they 
 are calculated to cultivate the physical resources of the 
 man, or as the}^ may be applied to the professional 
 
 ^ ' Instruction pour I'Ens^gnement de la Gyninastique dans les corps 
 de Troupes et dans les Etablissements Militaires.' — Paris, 1847. 
 
XC PHYSICAL EDUCATION, 
 
 duties of the soldier. I repeat, that the exercises of 
 this division of the system are intrinsically valuable in 
 one or other of these aspects ; but it must ever be 
 viewed as a grave error, that, so far from the special 
 aspect of each being designated, so far from their being 
 separated and grouped, each under its proper head, 
 they are all retained under one head, under the single 
 designation of ' Practical Gymnastics.' 
 
 The evil which naturally and inevitably springs from 
 this want of arrangement is the undue importance which 
 it gives to all exercises of a merely practically useful 
 character, above those whose object is the training 
 and strengthening of the body. This is emphatically 
 the case in the earlier stages of the practice, where the 
 whole attention of the instructor should be devoted to 
 the giving, and the whole effort of the learner should 
 be devoted to the acquiring, of bodily power. Increase 
 the physical resources first, and the useful application 
 will follow as a matter of course. A pair of strong 
 limbs will walk north as well as south, up hill as well 
 as down dale — the point is to get the strong limbs. 
 
 Let not this principle of classification be undervalued. 
 The question of ' What 's the good of it when I 've done 
 \iV is one not unheard in the Gymnasium, and one not 
 always easy to answer ; and even could you be at all 
 times ready with a physiological explanation of motive, 
 process, and result, your questioner is not always a 
 man who could understand it, and the difficulty is 
 enormously increased when the exercise questioned has 
 place among others of the practical value of which there 
 can be no question. But such classification gives at once 
 the answer ; ' It is of no use at all as a thing acquired ; 
 but if you should never do it or see it done again in 
 all your life to come, it has served its purpose ; for you 
 
GROWTH AND DEVELOPMENT, . XCl 
 
 are altered, yoii are improved, you are strengthened, 
 by the act and effort of learning it.' 
 
 But men so intelligent as those, who are entrusted 
 with the administration of the French system, have 
 perceived the propriety of a special application of the 
 exercises practised at the close of the course of instruc- 
 tion. And, therefore, to the bona fide exercises of the 
 system are added cei-tain practices in which the men 
 are employed in 'storming works,' and in undergoing 
 an examination of their general proficiency. 
 
 These are the main features of the French system — 
 a system of bodily exercise, but not a system of bodily 
 training ; based on, in many respects, erroneous prin- 
 ciples of physical culture, yet productive of great benefit, 
 physically and morally, to the soldier : with much that 
 is useless, much that is frivolous, much that is misplaced 
 and misapplied, and much that has' no claim whatever 
 to be admitted into any system of bodily exercise, 
 military or civil — yet, upon the whole, national in tone 
 and spirit, and, as has been proved by the avidity 
 with which it has been practised, not unsuited for the 
 men for whom it has been organized ^ 
 
 I have gone thus far into the principles of these 
 two systems because they may be said to embody those 
 of all continental nations, wherever a series of bodily 
 exercises has been adopted for the distinct purpose of 
 physical training. In pointing out the errors, short- 
 comings, and inconsistencies of these systems, it will 
 have been apparent that they all spring from one cause 
 — the absence of any clear theory of exercise itself, 
 of any clear comprehension of what it is, of what 
 changes it effects in the human frame, or of its mode 
 
 ' The French System of Gymnastic Exercises was organized in 1847 ; 
 and the Central School, near Vincennes, was founded in 1852. 
 
XCll PHYSICAL EDUCATION, 
 
 of accomplishing them. It is now many years since 
 I was impressed with this conviction ; for before the 
 formal adoption of either of the two last mentioned 
 systems by their respective Governments, the elements 
 of which they are composed were known and irregularly 
 practised. I was impressed with the conviction, that 
 until a theory of Exercise based upon a knowledge of 
 the structure and functions of the body, and in perfect 
 accordance with the laws which govern its growth and 
 development, were formed, no system of bodily culture, 
 deserving of the name^ could be established. 
 
 The system which I advocate is the result of my 
 professional life — developed and matured by every means 
 which I could bring to bear upon it by physiological 
 theory or practical test. The period of its preparation 
 extends over nearly a quarter of a century, for during 
 that period I have been, as it were, standing in the 
 midst of a living stream of men and boys flowing in 
 from every school, public and private, in the kingdom ; 
 youths possessing every degree of physical power — 
 presenting every phase of physical weakness. On these, 
 hy these, every exercise in the system has been tested ; 
 its nature, its character defined and its results ascer- 
 tained, its place in the progressive courses slowly and 
 carefully determined ^ . 
 
 When called upon therefore to provide a system of 
 bodily exercise for the Army, I had but to add a military 
 application to this educational one ; for, whereas the 
 purely educational system stops at the first aim, viz. 
 the cultivation of the body only, leaving the after-use 
 of this power to be determined by the individual wants 
 of the possessor, a military system should be two-fold. 
 
 ^ The same care and method lias been employed in arranging all the 
 new exercises introduced into the System. — Ed. 
 
GROWTH AND DEVELOPMENT, XClii 
 
 aiming first at cultivating the body to its highest 
 attainable capacity, and then at teaching the manner 
 in which this physical power may be applied to pro- 
 fessional purposes. 
 
 A military system of bodily training should be so 
 comprehensive that it should be adapted to all stages 
 of the professional career of the soldier ; should take 
 up the undeveloped frame of the young recruit as he 
 is brought to the depot, and be to him in all respects 
 a system of culture — a system gradual, uniform, and 
 progressive — a continual rise from the fii-st exercise to 
 the last, in which every exercise has its individual and 
 special use, its individual and appropriate place, which 
 none other can fill, in tlie general system ; — a system 
 of exercises which will give elasticity to his limbs, 
 strength to his muscles, mobility to his joints, and 
 above all, and with infinitely greater force than all, 
 which will promote the expansion of those parts of 
 the body, and stimulate to healthy activity those organs 
 of the body, whose fair conformation, health, and 
 strength will double the value of all his after life ; 
 which will give him the vital stamina that will be to 
 liim a capital upon which he is to depend, and from 
 which he is to draw at all times, at all seasons, and 
 under all circumstances of trial, or privation, or toil. 
 This should be the great object to be aimed at in 
 the early stages of the system ; the strengthening, the 
 developing of his body, muscle and joint, organ and 
 limb ; make him a man, and as a man give him power 
 over himself. Give him that, and you give him the 
 MalakhofF of the position ; the activities, the dexterities 
 of the art will fall into his hands. 
 
 And then, but not till then, should the practical 
 application begin — an exposition, earnest, ample, and 
 
xciv PHYSICAL EDUCATION, 
 
 varied, which will show him how every article of 
 commonest use may be utilized on emergencies to im- 
 portant purposes, how obstacles of every form and 
 character may be surmounted, and how burdens of 
 every size, and shape, and weight may be borne ; which 
 will show him also — and he will now see without much 
 showing — how every exercise in the system has added 
 something to this end, contributed something to this 
 attainment, two-fold in its character, single in its object, 
 to strengthen the man in order to perfect the soldier. 
 
 Thus the military aspect of Gymnastics has retained 
 its importance in modern times. On the continent and 
 in our own country the military authorities have been 
 the first to recognize the importance of systematized 
 bodily training, and a military application of the ad- 
 vantages to be derived from bodily strength has thus 
 preceded its educational or civil one. It formed, as 
 we have seen, the bona fide military training of the 
 youth of Greece and Rome. In modern times it was 
 adopted by Germany to increase the value of her fast- 
 diminishing soldiers at a time when the land was drained 
 of its youth and of its manhood to guard the frontier. 
 It was adopted by France from the love of activity 
 and dexterity inherent in her sons, and their eagerness 
 for all that tends to cultivate these qualities ; and it 
 was adopted by our own military authorities from, 
 I think, equally national characteristics, on the strong 
 representation that it would contribute greatly to the 
 health and strength, moral and physical, of the Army. 
 Slowly and cautiously was this adoption made, and 
 on confirmation of its value it has been introduced 
 and carried out with a completeness unequalled in any 
 country or at anv time. 
 
 An important principle in this system, a principle 
 
GROWTH AND DEVELOPMEiVT. XCV 
 
 perhaps the most important of all, has been that it 
 shall be conducted by instructors properly qualified and 
 supervised by officers regularly appointed and personally 
 and practically acquainted with the system. This also 
 has been carried out with equal method and complete- 
 ness. Two detachments of non-commissioned officers, 
 under the command of the officer selected by the 
 authorities to direct its introduction and conduct its 
 future extension — an officer specially selected for his 
 high qualifications for the difficult work of introducing 
 into the Army a new and hitherto entirely untried 
 institution — were sent to Oxford to be qualified as 
 instructors, and thence removed to Aldershot to form 
 a normal school for the preparation of other teachers, 
 and form the centre of the military gymnastic system ^ 
 I have been thus minute in tracing in outline the 
 principal features of the introduction of our military 
 system that it might be seen how far a regular 
 system of bodily training has been carried out, and 
 with what solidity it has been established in this 
 country, and the importance in which it is held by 
 the military authorities, who of all men are the most 
 capable of estimating the value of health and strength, 
 and of the means of obtaining them. 
 
 Now if all this arrangement and method is considered 
 necessary in the organization of the bodily exercise 
 of full-grown men — men of mature frame and hardy 
 habit, and at the period of life when all the physical 
 energies are at their highest point of power, at least 
 as much precaution and forethought and method should 
 surely be adopted on its administration with boys and 
 lads at school, whose frames are all incomplete and 
 
 ^ The CTymuasiuin at Aldershot, built on the plan of the Oxford 
 Gymnasium, was organized in r86i. 
 
XCvi PHYSICAL EDUCATION. 
 
 impressionable in the highest degree ; — capable of being- 
 affected for good or for evil by every surrounding agency. 
 It should be clearly understood by every one en- 
 trusted with the care of boys that nothing can be put 
 up in the form of actual apparatus which would be 
 either useful or safe without adherence to a regular 
 system, and the instruction and supervision of an effi- 
 cient teacher. And I would warn every one so entrusted 
 and contemplating such erections that little but evil 
 can spring from neglect of the caution. I do so with 
 an earnestness which I could only feel, and with an 
 emphasis I could only use when the good to be obtained 
 was at best but trifling and uncertain, and the evil to 
 be hazarded great and undoubted. For what but evil can 
 accrue from the untaught, undirected efforts of a group 
 of boys, strong and weak indiscriminately mingled, 
 gathered around the cluster of perilous machines some- 
 times erected in a playground and styled a Gym- 
 nasium ; the strong improvising tricks which have 
 nothing to recommend them but their danger, the weak 
 emulating the strong? And the evil which is most to 
 be dreaded, viz. strains^ is precisely the very evil which 
 should not occur — the very evil which with properly 
 administered gymnastics could not occur, — which in my 
 entire professional experience, with the thousands of 
 young and old, weak and strong, who have passed 
 through my hands, has never in the smallest degree 
 occurred, — the very evil in fact which should be pre- 
 vented from occurring in other exercises, even by the 
 resultant benefits of these, because by them the parts 
 liable to injury on effort would be strengthened and an 
 inherited liability removed ; for the universal law regu- 
 lating growth and development is paramount here — 
 the ntdural and suitable exercise strengthenSy the excessive 
 
GROWTH AND DEVELOPMENT, xcvil 
 
 or undue exercise weakens and injures, I repeat, falls 
 and broken bones are not the evils to be dreaded from 
 these hazardous exertions. Falls are seen, and broken 
 bones can be mended; the thing to be feared is the 
 strain from sudden, unregulated, or over-stimulated 
 effort ; an evil which at the time of its actual occurrence 
 may never be known, or if known, concealed, for the 
 young have a dread of such incapacitating injuries ; but 
 which whether concealed or revealed, understood or 
 misapprehended, felt late or soon, will surely appear, 
 it may be to mar the hope and the happiness and 
 the usefulness of all the life to come. 
 
 The educational system as here given aims at pro- 
 viding a regular and progressive course of bodily training 
 to every healthy frame at any period between childhood 
 and adult life. I expressly say healthy frame, because 
 although it contains many of the exercises which are 
 suitable to the delicate or ailing, yet no rules or regu- 
 lations can be laid down for the administration of 
 exercise in such cases ; this must always be done with 
 pecial reference to the capacity and requirement of the 
 individual, and, indeed, varied. of necessity to suit his 
 bodily condition from day to day. A system less com- 
 plete and less definitely arranged would not meet the 
 ( nds in view, would not give that guarantee to parents, 
 and, to those who have the care of boys, that sense 
 of immunity from danger, which is only to be obtained 
 from a mode of bodily exertion in which every move- 
 ment is pre-arranged and every possible mishap foreseen ; 
 — would not enable teachers, merely practically qualified, 
 to carry out a plan of educational exercises with classes 
 of learners of different ages and different degrees of 
 bodily power. And a system less extended and varied 
 would not present to learners that sustained attraction 
 
 g 
 
XCviii PHYSICAL EDUCATION, 
 
 and interest which is essential to true advancement. 
 For while the teacher adheres to his book of instructions 
 and follows faithfully the carefully graduated and 
 strictly progressive courses as they are there laid down, 
 the learner will never be working in advance of his 
 capacity ; his ability to enter upon a new course will be 
 determined by his ability to perform that which preceded 
 it, the earlier exercises of the one being but slightly 
 removed in difficulty from the later ones of the other. 
 And thus will the learner advance from exercise to 
 exercise, from series to series, from course to course, — 
 from the preliminary movements of the first lesson to 
 the mofst complicated and arduous exercises of the last ; 
 his rate of advancement being always regulated by his 
 growing capacity and strength. 
 
 But^ it is said, boys have not the time for such sys- 
 tematic bodily culture. It might be permitted perhaps 
 to say in reply that boys have the time for anything 
 which is found desirable or necessary for them to do 
 or to learn, and I have been endeavouring to show that 
 the culture of the physical powers should accompany 
 the culture of the mental ones, if we would cultivate 
 either to the greatest advantage — that is, cultivate 
 them in accordance with the laws which determine the 
 growth and health of both. But let us see how much 
 time is required for this purpose — for this duty, let me 
 call it. Let us see how much time is occupied by it 
 in schools where the system is and has been for years 
 regularly practised. The whole school is separated into 
 divisions arranged, so far as possible, according to age 
 and physical capacity ; each division has one regularly 
 appointed day in each week for its lesson in the gym- 
 nasium ; each division again, on the day of the lesson, 
 is subdivided into classes, the boys of each class being 
 

 GROWTH AND DEVELOPMENT. XCIX 
 
 determined on the same principles as those which 
 regulated the primary divisions, but with a still closer 
 regard to individual capacity. Each separate class on 
 the day of instruction, having its own teacher, is con- 
 ducted by him through the course of exercises appointed 
 as suitable for it. By this means, as all the boys in 
 a class are of similar capacity, the exercises being 
 suitable to one are suitable to all ; and by the same 
 rule every boy in the school is virtually receiving 
 instruction and practice in that course of exercise most 
 suitable to his individual requirements. This is the 
 regular lesson, but on occasions of wet or inclement 
 weather, or when deprived of their expected recreative 
 exercise, boys may attend the gymnasium as a voluntary 
 class on either of the other lesson-days. 
 
 Now what is the actual demand made here upon 
 boy's time? One hour i^er week. And this under 
 ordinary circumstances and under ordinary conditions 
 of health and growth is all that is required. But this 
 implies that it will be begun early, begun with school- 
 life, and through school-life continued. 
 
 In these arrangements there is one point which should 
 be borne in mind, namely, that the lesson should not 
 be taken from what is called play-time. Nothing 
 should be taken from play-time, and nothing should 
 be introduced into play-time but play. The lesson 
 should be taken from actual school-time and should be 
 regarded and reckoned as actual school- work. This 
 alone, as a rule, will win from boys that spirit of 
 earnestness in its practice, and yield to it that un- 
 enforced but none the less effectual means of discipline 
 which real work claims and secures ^. 
 
 ^ This plan I pursue in my own school, and with the most 
 satisfactory result. Not only does the lesson ttike place in the regular 
 
 g 2 
 
C PHYSICAL EDUCATION. 
 
 These are the arrangements for large schools where 
 provision is made for the complete bodily culture of 
 boys of all ages and stages of growth, from the earliest 
 years at which boys leave home up to manhood. But 
 the system is just as capable of being carried out in 
 the smallest school as the largest. The introductory 
 course alone, performed on the schoolroom floor, would 
 be excellent training for young boys, and excellent 
 preparation for the more advanced courses suitable to 
 later years and fitter for larger schools. And the pro- 
 gressive courses of the system may be as strictly followed 
 on the most meagre selection of apparatus, as in the 
 most fully appointed gymnasium. 
 
 I ought perhaps before closing this chapter to take 
 some notice of the performances sometimes styled gym- 
 nastics, which have in late years obtained an undesirable 
 degree of notoriety, because in these I recognize a dis- 
 tinct hindrance to a correct conception of what gymnastic 
 exercises really are, and what they aim at doing. I 
 allude to the dangerous and purely sensational per- 
 formances in vogue at many places of amusement, which 
 have nothing to recommend them but the peril and 
 hazard to the life and limb of the performer at which 
 they are performed, and the gratification of a morbid 
 and unhealthy passion for excitement in tlie spectator. 
 While such performances and such exhibitions bear the 
 name and designation of gymnastics, all earnest-minded 
 men, eager for the extension of true physical culture, 
 will have a serious and irritating evil to encounter. 
 There are very many persons who have not the inclina- 
 tion, even when they have the power, to separate the 
 
 school-time, but the boys are marked on the same scale, and in the 
 same manner, for their conduct and position in the class, as for any 
 ordinary school-lesson. 
 
GROWTH AND DEVELOPMENT. 
 
 CI 
 
 spurious from the real — the baneful from the beneficial, 
 and are content to take things as they appear, or as they 
 are represented to them: and these may well say and 
 well think, ' if such performances as these are gymnas- 
 tics, the less our boys at our English schools know of 
 them the better.' 
 
 No. In our day if gymnastics mean anything — that 
 is, anything worth the serious thought of parent, teacher, 
 or pupil — they mean a gradual, progressive system of 
 physical exercise, so conceived, so arranged, and so 
 administered, that it will naturally and uniformly call 
 forth and cultivate the latent powers and capacities 
 of the body, even as the mental faculties are developed 
 and strengthened by mental culture and mental exercise. 
 
1 
 
SYSTEM OF EXEECISES 
 
PRINCIPLES 
 
 OF THB 
 
 SYSTEM OF EXERCISES. 
 
 The Exercises forming the courses of this System are 
 arranged progressively, commencing with the most simple 
 and initiatory, and terminating with the most arduous and 
 severe ; the former being such as will not over-task the 
 powers of the weakest and most inexpert, and the latter 
 such as will test and increase those of the most practised ; 
 the effort required for the performance of the exercises thus 
 gradually increasing with the advancing capacity of the 
 learner. The entire range constituting the System is per- 
 formed with apparatus either moveable or fixed ; all exercises 
 of mere position or posture have been avoided, except only 
 in so far as they form a preliminary to the exercises with 
 apparatus ; for in no way do they furnish adequate exercise 
 to the healthy ; they are, in fact, to his great requirements 
 and capacity for physical exertion but a tantalization ; 
 moreover, they are quite incompetent to maintain in their 
 practice the pleasure and interest which are essential to the 
 beneficial results of all exercise. And to secure these results 
 in the present System, the exercises are given in such great 
 variety, that while every part of the complex structure of 
 the human body may receive ample and suitable employ- 
 ment, the form of such employment may be varied almost 
 daily. 
 
 From the different forms of apparatus or machines are 
 
 B 
 
PHYSICAL EDUCATION, 
 
 formed the preliminary course of introductory exercises, and 
 the four progressive courses which, make up the system, the 
 titles of the courses indicating the general character of the 
 exercises in them, as follows : — 
 
 Introductory Course 
 First Course 
 Second Course 
 Third Course 
 Fourth Course . 
 
 Simple Exercises, 
 Exercises of medium difficulty. 
 Advanced Exercises. 
 Arduous Exercises, 
 
 As the greater number of the machines admit of simple, 
 advanced, and arduous exercises, it will be found that each 
 of these courses (save the introductory one) extends over the 
 principal apparatus. Thus the first course (on the fixed 
 apparatus) is formed of the initiatory exercises on each 
 machine, all of a simple and general character ; the second 
 embraces the medium exercises on the same machines, 
 requiring more energetic and dexterous action than the 
 preceding ; the third embraces the advanced exercises on 
 the principal machines, calling for powerful local effort 
 and endurance by repetition ; and the fourth consists of the 
 most arduous exercises on the same machines. 
 
 In the case of several machines, appendices have been 
 given, containing exercises, which are in some cases unusually 
 arduous ; in other cases of little or no value to Physical 
 Education in themselves, but which form a pleasing variety 
 to the accomplished gymnast and may safely be performed 
 by him, when he has mastered the four courses of the 
 System. They are designed in some cases to give a ^ finish ' 
 to exercises already described in one of the courses ; in others 
 to supply variety ; but, almost without exception, they are 
 unsuited to any but the most skilful. 
 
 The exercises on each machine are divided into series, 
 the titles of which indicate either the position from which 
 the exercises comprised in it are performed (as standing, 
 running, &c.), or the nature of the movement composing 
 
 i 
 
» 
 
 PRINCIPLES OF THE SYSTEM OF EXERCISES. 3 
 
 the exercises (as marches, evolutions, combinations, &c.), or 
 in other cases the part of the machine to be employed. 
 
 The number of the exercise, and the course to which 
 the exercise belongs, will be found in the margin, opposite 
 the description of each exercise. 
 
 With the view of making the work fulfil as completely 
 as possible its object as a guide and reference on all occa- 
 sions, every separate machine is prefaced by a note exponent 
 of the nature and object of its exercises, the parts of the 
 body which they employ, and the purpose of such employ- 
 ment. In these notes are carefully pointed out the duties 
 of an instructor in every situation, his position with regard 
 to the learner, the peculiar risks, where such exist, to be 
 guarded against in the different exercises, and the errors 
 most likely to be inadvertently committed in their practice, 
 the modes in which the more complicated or difficult exer- 
 cises may be gradually approached, and the different ways 
 in which the learner may rest for a time on the machine 
 itself, if overcome with fatigue at a distance from the 
 ground ; with other information which he may be likely to 
 find of service. 
 
 B % 
 
EULES FOE CONDUCTING THE LESSON. 
 
 In the preceding note explaining the principles upon 
 which the System is founded, it is shown that each course 
 consists of a selection of exercises, all as nearly as possible 
 of a uniform degree of difficulty, and demanding in their 
 performance an equal amount of muscular effort. By this 
 arrangement the youngest beginner has as wide a range of 
 exercises — as extended a use of the gymnasium, as the most 
 advanced learner ; for the limitations of the courses are 
 decided by the degree of difficulty of the exercises them- 
 selves, and not by the apparatus on which they are per- 
 formed ; and every machine, with very few exceptions, 
 presents exercises suited to the capacity of learners of every 
 grade of physical power. Each course, and in a great 
 measure each exercise in each course, leads directly to that 
 in advance of it, so that the learner in his first efforts in his 
 first lesson is really practising that which will aid him in 
 mastering the most difficult exercises in the terminating 
 course. This essentially progressive character, this gradual, 
 uniform, onward march of the entire range of exercises 
 from the first to the last, must never be lost sight of by 
 the instructor, but must always be viewed by him as being 
 the fundamental principle of the system, the main source 
 of its value, and the chief guarantee for its safety, while 
 it also constitutes a most powerful agent in sustaining the 
 interest of the learner during his practice. 
 
 To give variety to the lesson, each course is made to 
 
RULES FOR CONDUCTING THE LESSON. 5 
 
 consist of a much greater number of exercises than can be 
 performed by the learner at any single attendance, so that 
 the instructor is provided with ample scope for selection, by 
 means of which he may vary the lesson almost daily, while 
 still ranging within the prescribed limits of the course. 
 
 But there is another form of variety which it is most 
 desirable to secure, and which must be in a great measure 
 intrusted to the intelligence and care of the instructor. As 
 already explained, each article of apparatus in the gymna- 
 sium is designed to give special employment to special 
 parts of the body, in accordance with the principle that 
 all muscular power is intermittent, and is most effectively 
 cultivated and sustained by brief and recuning efforts. 
 It will, therefore, be the object of the instructor to 
 secure, by a judicious selection of the various machines 
 during the lesson, a fair share of exertion to the several 
 parts of the body, and to pass his class from machine to 
 machine in such order that each successive one will call 
 into action a new part of the body, and at the same time 
 give rest to those employed by its predecessor. 
 
 For example, the class may begin the lesson with exercises 
 such as the running leap, height or distance ; or the running 
 vault, right and left, on the vaulting-horse ; for these exer- 
 cises, though chiefly employing the lower limbs, require no 
 great or strictly localized exertion, and they gradually 
 quicken the circulation, supple the joints, and put into light 
 and free play a great number of muscles, and thus prepare 
 the body for more arduous efforts. To these, the frame 
 being now at its greatest pitch of power, supple and as yet 
 unfatigued, may aptly succeed the exercises on the elemen- 
 tary apparatus, such as the bridge ladder, giving strong and 
 concentrated employment to the chest and upper limbs ; to 
 this may succeed the parallel bars, fixed or moveable, or the 
 pair of rings, or the trapezium ; for these all afford abundant 
 employment to the trunk of the body through the medium 
 of the upper limbs. From this point the exercises may be 
 
PHYSICAL EDUCATION, 
 
 repeated in character, although in other forms, on different 
 apparatus, chiefly on the vertical machines for climbing ; 
 and the lesson may conclude with those of a less arduous 
 nature, where balance and dexterity and facility of move- 
 ment are the points cultivated, to be executed on various 
 machines, whether horizontal or inclined. 
 
 The lesson will always be strictly confined to the exercises 
 of the course, and no advance into a second and higher 
 course will be made until the exercises in the preceding one 
 can be executed with accuracy and precision. 
 
 Each class should consist of not less than ten or more 
 than fifteen learners. It is not desirable to preserve a too 
 formal attitude or discipline during the lesson, while at the 
 same time it will be readily perceived that the due observance 
 of certain rules and regulations is necessary, not only for 
 the sake of preserving propriety, and of securing the good 
 government of the gymnasium, but also for the sake of 
 the advantage to be derived from the careful performance 
 of the exercises, and for the safety of the learners during 
 their practice. 
 
 Under ordinary circumstances the instructor will set (i. e. 
 perform in its perfect manner) each exercise, followed by 
 the assistant instructor or monitor when one is attached to 
 the class ; the learners will then follow in succession in 
 their proper order. Each learner will hold himself ready 
 in his proper time to step up to the machine the instant 
 his predecessor has quitted it, and on the completion of 
 the exercise he will quietly step aside to give place to his 
 successor, previously steadying or re-adjusting the machine 
 when required, and take his place as indicated by the 
 instructor, either by returning to the side of the machine 
 from which he started, to be in readiness to follow in the 
 next exercise, or by remaining on the side where the exercise 
 terminated, as may be most suitable for the efi*ective working 
 of the machine, and for watching the performance of each 
 succeeding learner. 
 
RULES FOR CONDUCTING THE LESSON, 7 
 
 The learners in one class must on no account be allowed 
 to mix with those of another during the lesson ; and the 
 more effectually to sustain this important regulation, the 
 instructor should select those machines, other things being 
 suitable, which are farthest removed from those being 
 worked by other classes. 
 
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FOURTH COURSE. 
 
 Arduous Exercises. 
 
 
 
 • 
 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 ^ rTo leap width and 
 1^ depth combined, 
 1 [ sideways. 
 
 1 iTo leap height and 
 5 j width combined. 
 
 I 
 
 
 
 SECOND COURSE. 
 
 Medium Exercises. 
 
 ^ rTo leap width and 
 1 <( depth combined, 
 1 [ to the front. 
 
 To leap height, hand 
 over hand. 
 
 1 1 To leap height. 
 1 1 To leap depth. 
 
 IjTo leap width. 
 1 1 To leap height. 
 
 fThe front march, 
 m| hands only. 
 1 < The front march, 
 ^ both hands at 
 
 J- once. 
 
 FIRST COURSE. 
 
 Simi^le Exercises. 
 
 rTo leap height in 
 
 two movements. 
 To leap height in 
 ^ one movement. 
 Si To leap height in 
 X one movement, 
 the left (or right) 
 side leading. 
 I To leap width. 
 
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 P- 79. 
 
FOURTH COURSE. 
 
 Arduous Exercises, 
 
 1 
 
 To vault the bar over one hand- 
 To vault the bar with the hands only. 
 To vault the bar with the hands only, 
 
 by the back lift. 
 To vault the bar with the hands only, 
 
 over one hand. 
 To vault the bar with one hand— flank 
 
 vault. 
 To vault the bar with one hand — front 
 
 vault. 
 To vault the bar with one hand— rear 
 
 vault. 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 rTo lie extended on 
 the beam. 
 ^ To pass upon the 
 £ beam (two men 
 1 meeting). 
 >- -J The same. A Second 
 2S Method. 
 
 c To descend from the 
 u beam. 
 
 To re-ascend the 
 
 L beam. 
 
 To vault the bar be- 
 tween the hands. 
 
 To vault the bar, the 
 legs astride. 
 
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 back lift. 
 
 To vault the bar by the 
 back lift, in two move- 
 ments. 
 
 SECOND COURSE. 
 
 Simple Exercises, 
 
 ^ rThe rear march, 
 |i both hands at 
 ■^ [ once. 
 
 ^ ("To march to the 
 § front, one foot on 
 ^ L the beam. 
 
 § pTo change front. 
 1 The same. A Se- 
 ^ cond Method. 
 
 ^ To change position. 
 E To rest on the 
 
 1 L beam. 
 
 To vault the bar in 
 two movements. 
 
 To vault the bar in 
 one movement. 
 
 FIRST COURSE. 
 
 Simple Exercises. 
 
 rThe front march, 
 the left (or right) 
 foot leading. 
 The front march, 
 ^ right and left. 
 H The side march. 
 D The rear march, 
 the left (or right) 
 foot leading. 
 The rear march, 
 I right and left. 
 
 To vault the bar in 
 three movements. 
 
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 Beam (con- 
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FOURTH COURSE. 
 
 Arduous Exercises. 
 
 -The double march foi-wards, the 
 
 legs up. 
 The double march backwards, the 
 
 legs up. 
 To circle in the Rest, arms bent. 
 
 Oscillatory exercises of the Third 
 
 Course with the back hollow. 
 The straight-arm balance. 
 To rise to the balance. 
 The forearm balance. 
 The forearm balance. Second Method. 
 The upper-arm balance. 
 The shoulder balance. 
 Exercises of Third Course combined 
 
 with straight arm or varied balances. 
 The forward balance. 
 To form the straight line above bars. 
 To form the straight line above bars, 
 
 resting on the elbows. 
 To form the straight line above bars, 
 
 resting on one elbow. 
 To circle in the straight line above 
 
 bars. 
 To circle above bars, the logs up. 
 
 1 -l^uiiiaABJx -wiopBnPSO 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 To come to the Rest 
 between the bars 
 by the slow rise. 
 
 The single march 
 forwards, arms bent, 
 rising to the Rest. 
 
 The single march 
 backwards, arms 
 bent, rising to the 
 Rest. 
 
 The single march for- 
 wards, the legs up. 
 
 The single march 
 backwards, the legs 
 up. 
 
 To circle in the Rest. 
 
 Oscillatory exercises 
 of the First and 
 Second Course with 
 the back hollow. 
 
 To pass by the rear 
 by the single swing. 
 
 To rest on the left 
 bar in front, and 
 clear it in the rear 
 
 ^ by the single swing. 
 
 •XjpuHiiiiaM l^ujipABJx -suoiiHinaso I 
 
 SECOND COURSE. 
 
 Medium Exercises. 
 
 The double march 
 
 forwards. 
 The double march 
 
 backwards. 
 The single march 
 
 forwards, arms 
 
 bent. 
 The single march 
 
 backwards, arms 
 
 bent. 
 The double march 
 
 forwards, arms 
 
 bent. 
 The double march 
 
 backwards, arms 
 
 bent. 
 
 To clear the bar by 
 the roar, Second 
 Method. 
 
 To clear the bar by 
 the rear, the back 
 hollow. 
 
 To rest on the left 
 bar in the rear, 
 and clear it by the 
 
 . front. 
 
 •3ui|iaA«Jx -suonen'^^O | 
 
 FIRST COURSE. 
 
 Simple Exercises. 
 
 1 To come to the Rest 
 1 between the bars. 
 
 ij-The single march 
 |. forwards. 
 1 The single march 
 H L backwards. 
 
 pTo clear the bar 
 
 by the front. 
 To clear the bar 
 
 by the rear. 
 
 To rest on the left 
 
 bar and clear the 
 
 ^ right, by the front. 
 
 1 To rest on the left 
 
 1 bar and clear the 
 
 ^ right, by the rear. 
 
 To rest on the right 
 
 bar in front, and 
 
 clear i t by the rear. 
 
 To rest on both 
 
 bars in front, and 
 
 clear the right (or 
 
 •- left) by the rear. 
 
 M 
 
 Parallel Bars, 
 p. 141. 
 

 
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FOURTH COURSE. 
 
 Arduous Exercises. 
 
 To march above the bars, forwards. 
 
 To march above the bars, backwards. 
 
 To march above the bars, forwards 
 and backwards, the arms bent. 
 
 The double march above the bars, 
 forwards. 
 
 The double march above the bars, 
 backwards. 
 
 The double march above the bars, 
 forwards and backwards, the arms 
 bent. 
 
 The alternate march above bars rest- 
 ing on the shoulders, forwards. 
 
 The alternate march above bars rest- 
 ing on tlie shoulders, backwards. 
 
 The circular march above the bars. 
 
 The march above the bars, the legs 
 astride, forwards. 
 
 The march above the bars the legs 
 astride, backwards. 
 
 The double march above the bars, 
 the legs astride, forwards. 
 
 The double march above the bars, 
 the legs astride, backwards. 
 
 •snoijFinqaioD | 
 
 THIRD COURSE. 
 
 Advanced Exercises, 
 
 fThe single march 
 and swing forwards, 
 advancingwitheach 
 rear oscillation. 
 
 The single march 
 and swing back- 
 wards, advancing 
 with each front os- 
 cillation. 
 
 The double march 
 
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 § advancingwitheach 
 
 "5 rear oscillation. 
 
 1 The double march 
 
 i and swing back- 
 
 waids, advancing 
 
 with each front os- 
 
 cilUition. 
 
 The single march 
 and rest, forwards. 
 
 The single march and 
 rest, backwards. 
 
 The double march 
 and rest, forwards. 
 
 The double march 
 
 L and rest, backwards. 
 
 SECOND COURSE. 
 
 Medium Exercises. 
 
 
 FIRST COURSE. 
 
 Simple Exercises. 
 
 
 MACHINE. 
 
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 Advanced Exercise 
 
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 back hollow. 
 
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 Medium Exercises 
 
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FOURTH COURSE. 
 
 Arduous Exercises. 
 
 (.To extend both arms at once above 
 cw the rings. 
 
 •1 To stand above the rings. 
 « To stand above the rings, the arms 
 V straight. 
 
 1 Do. the back hollow throughout. 
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 |rt To rise to the bar, the hands reversed 
 
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 ^^ 1 To rise above the bar in the swing, 
 
 •| I both legs at once. 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 
 
 
 1 
 
 I To swing to the front. 
 
 fTo rise to the bar 
 § (nine times). 
 rt . To rise to the bar, 
 
 II the hands reversed 
 2^ (nine times). 
 
 ^" To rise above the 
 
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 L with one leg acting. 
 
 SECOND COURSE. 
 
 Medium Exercises. 
 
 
 
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 To 
 
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 S| To rise to the 
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 FIRST COURSE. 
 
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 1 
 
 5 i The single circle. 
 
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 ^ (three times). ' 
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 ^ the hands revers- 
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FOURTH COURSE. 
 
 Arduous Exercises. 
 
 Right and left, forwards (by the 
 spars). 
 Both hands at once, forwards (by 
 the spars). 
 3 Both liands at once, sideways (by 
 ^ the spars). 
 
 ^ Hand over hand, sideways (by the 
 sides). 
 
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 -snssa»^ XractptWH 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 fRight and left, for- 
 wards. 
 Right (or left) hand 
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 (by the spars). 
 
 Right (or left^ hand 
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 (by the spars). 
 
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 (by the spars). 
 
 Right (or left) hand 
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 1 [Right (or left) hand 
 
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 S [Right and left. 
 
 'sjcds aq) Xg "dn s3ai 
 
 SECOND COURSE. 
 Medium Exercises, 
 
 
 1 
 
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 fRight (or left) 
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 5 Right (or left) side 
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 1 Rightand left side. 
 S Right and left, 
 ^ L hand and knre. 
 
 FIRST COURSE. 
 
 Simple Exercises. 
 
 
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 1 Right ,or left) side 
 ^ leading. 
 1 IRightandleftside. 
 ^ Riglit and left, 
 ^ L hand and foot. 
 
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 i 
 § 
 
 73 
 
 G 
 
 CJ 
 
 •Xpio 
 spireq qilAV 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 Right (or left) hand 
 
 leading (spars and 
 
 sides). 
 Hand over hand 
 
 (spars and sides). 
 Right (or left) hand 
 
 leading, sideways. 
 Rigiit (or left) hand 
 
 leading, sideways 
 . (legs up). 
 
 73 
 C 
 * 
 
 d ^ 
 
 •»oaj puB 'Xiuo 
 spu«q qjjAv spueq qjjAV 
 
 •1 
 
 »C ^73 
 
 S £- i 
 
 i |i| i 
 
 •jaaj pire <r • 
 
 spuBqqjiAV -Xjuo spueq qjJAV 
 
 •Aiuo spuBH 
 
 SECOND COURSE. 
 
 Medium Exercises. 
 
 Right (or left) side 
 u leading (spars and 
 :§ sides). 
 
 ^ Right and left side 
 ■S ^ (spars and sides). 
 1 Right and left 
 D , hand and foot 
 
 L (spars and sides). 
 
 ■s 
 
 OQ 
 73 
 
 G 
 
 l§ 
 
 •jaaj puB 
 spuHq qiiAV 
 
 -s 
 
 d 
 
 ee 
 A 
 
 5 1 
 
 -jaaj pire 
 spuHq qjiAV 
 
 FIRST COURSE. 
 
 Simple Exercises. 
 
 si rRight and left side 
 ? (by the spars). 
 «^ Right and left, 
 Z hand and foot (by 
 1 the spars). 
 
 « rRight (or left) 
 ^ hand leading. 
 1 Right (or left) side 
 ^ "i leading. 
 i Right and left side. 
 i Right and left 
 ^ L hand and foot. 
 
 1 rRight (or left) 
 § 1 hand leading. 
 1 -! Hand over hand. 
 1 1 The same. A Se- 
 5 •- cond Method. 
 
 w 
 
 < 
 
 Inclined 
 Ladder 
 
 (continued). 
 
 Prepared 
 "Wall. 
 P- 355- 
 
 Vertical Pole, 
 p. 365- 
 
FOURTH COURSE. 
 
 Arduous Exercises. 
 
 .S ("Right and left side. 
 
 1 < Right and left, hand and knee. 
 
 .^ [Both hands at once. 
 
 i 
 fl 
 
 o 
 
 00 
 
 'd 
 fl 
 
 03 
 A 
 
 i 
 
 pq 
 
 1 — , — 1 
 
 •A\uo spuBH 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 J pRight (or left) hand 
 ^ leading. 
 1 Right side leading, 
 ^ Right and left side. 
 g Right and left, hand 
 ^ L and foot. 
 
 1 [Right (or left) hand 
 ■^1 leading. 
 :^ 1 Right (or left) side 
 1 [ leading. 
 
 fl 
 'H ,--. fl 
 
 t — .^ — 1 1 ^ ' 
 
 •apd am Japu]"! 'Xiuo spuBH 
 
 SECOND COURSE. 
 
 Medium Exercises. 
 
 
 i i 
 § g 
 
 CQ 03 
 
 "S •§ 
 
 rfl A 
 
 pfl ^ 
 
 1 1 
 
 •ajod am Japun -aiod aq; aAoqy 
 
 FIRST COURSE. 
 
 Simple Exercises. 
 
 
 I [Right (or left) 
 ^ <! hand leading. 
 •o [Hand over hand. 
 
 1 [Right (or left) 
 5 \ hand leading. 
 > [Hand over hand. 
 
 < 
 
 w 
 
 < 
 
 Fixed Verti- 
 cal Pole. 
 P- 375. 
 
 o 
 
 tifiOO 
 fl CO 
 
 r 
 

 
 
 to 
 
 
 w . 
 
 
 
 G 
 
 
 ^ ?? 
 
 
 
 ^ 
 
 
 COUR 
 
 Exercise 
 
 
 
 and lea' 
 Qce. 
 
 once. 
 
 
 OURTH 
 
 Arduous 
 
 5 
 
 5 
 s 
 
 
 aj*^ 03 "d 
 
 "11 g 
 
 
 ^ 
 
 g 
 
 H 
 
 \ — , — 1 
 
 3inujnj ajod aq j. 
 
 
 111 1 
 
 1 ^ 1 -dn 
 
 •pasjaAaa spuBH sSaj aqx 
 
 
 
 8 
 
 
 s 
 
 73 
 
 IRD COURSE 
 
 vanced Exercises. 
 
 § 
 
 § 
 
 1 
 
 
 id over hand, 
 h hands at on( 
 
 and over hand 
 
 and left ha 
 foot, 
 hands at once. 
 
 
 
 iSl Jt 
 
 §5 o 
 
 
 '^Suiujni 
 
 
 i-^^ dn 
 
 g*« 
 
 
 apcf aqx 
 
 
 •jqilJdn s3ta|»qx 
 
 GO 05 
 
 
 f -^ 
 
 f ? 
 
 
 COUR 
 Exercise 
 
 
 (or 1 
 eading. 
 ver han 
 
 (or 1 
 eading. 
 
 (or 1 
 eading. 
 
 1 
 * 
 
 Q s 
 
 -1 
 
 ght 
 and 1 
 \nd 
 
 
 08 
 
 O '« 
 
 b£- ei CUD :S 
 
 ■*a 
 
 O 1^ 
 
 S^W 
 
 
 ■s, 
 
 02 
 
 
 
 
 s 
 
 •auy ppq ajod aqx 
 
 ']8utujn} a|od aqj. 
 
 iqiudn -dn s2a( aqj. 
 
 
 ^^ 
 
 
 
 73 © 
 
 
 5S 
 
 
 
 fi '« 
 
 w , . 
 
 O 
 
 
 
 cc 'So 
 
 OURS 
 xercisei 
 
 
 
 
 
 FIRST C« 
 Simple E: 
 
 .2 
 
 
 
 sf-sl 
 
 §1 
 
 
 
 -M n3 -^a 73 
 
 1 
 
 •uijy pioq a[od aqx 
 
 
 
 
 d 
 
 
 j^ 
 
 ■^ 
 
 W 
 
 ^ 00 
 
 
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 ll^ 
 
 
 
 CMfl, CO 
 
 «M Ph CO 
 
 <1 
 
 r 
 
 
 •I1^ 
 
 •§.r 
 
 
 &H 
 
 
 Pk 
 
 p^ 
 
FOURTH COURSE. 
 
 Arduous Exercises. 
 
 
 
 1 . 
 
 O (» 
 
 •133J pUB SpUBH 
 
 THIRD COURSE. 
 
 Advanced Exercises. 
 
 •aasj > ^- ' 'dn 
 
 puB spuEH -^luo spuEH sSaj aqx 
 
 
 ^ 1 
 
 •;39j puB spuBH 
 
 SECOND COURSE. 
 
 Medium Exercises. 
 
 III- 
 
 lllli . 
 
 •J33J puE spuBq iniAV 
 
 
 
 FIRST COURSE. 
 
 Simple Exercises. 
 
 [Right (or left) 
 hand leading. 
 (The foot in the 
 half turn.) 
 
 The same. (The 
 foot in the full 
 turn.) 
 
 The same. (The 
 foot in the stir- 
 rup loop.) 
 
 .6 
 
 a 
 
 Pi 
 S 
 
 0) 
 
 H 
 
 
 •J3SJ pUB S\>\1V^ mjAV 
 
 MACHINE. 
 
 1 
 
 « CO 
 
 ■3?- 
 
 U 
 
 o 
 
 > 
 
 
 Mast. 
 
 p. 416. 
 
 
TECHNICAL TERMS. 
 
 The following are the technical terms which are necessary 
 to the practice of Gymnastics upon Apparatus. In cases 
 where an exercise is uniformli/ known by a given title, this 
 title will be found beneath the description of the exercise. 
 
 21ie Position is the attitude of ^ attention ' assumed previous 
 to the exercise, and reassumed on its completion. 
 
 The Step is the action, simple or compound, of which 
 certain exercises, as climbing, are composed ; every 
 action throughout such exercises being but a repetition 
 of the first step. 
 
 21ie Beach is the point to which the hand is raised on the 
 full upward extension of the arm. 
 
 lite Half-Beach is the point, opposite the face, to which 
 the hand is raised when the forearm is bent nearly 
 at a right angle with the upper arm. 
 
 The Distance is the space between the hands when they 
 are placed at the width of the shoulders, as in vaulting. 
 
 The Space is the distance between any two regularly 
 recurring points of a machine, as the rounds of 
 a ladder. 
 
 The Leading hand, foot, or side, is the one which takes 
 the lead in any exercise. 
 
 The Supporting hand, foot, or side, follotvs the leading one. 
 
 \The Ordinary Grasp of the hand is when the palm is turned 
 outward Sj away from the face. 
 
28 PHYSICAL EDUGATION. 
 
 The Beversed Grasp of the hand is when the palm is 
 turned inwards, towards the face. 
 
 The Combined Grasp of the hands is when the one hand 
 employs the ordinary grasp, the other the reversed 
 grasp. 
 
 The thumbs and fingers are said to be together when in 
 grasping an object the thumb and forefinger do not 
 separate ; they are said to be meeting when they partly 
 or wholly encircle an object and meet, or nearly so, 
 from opposite sides. 
 
 The Best The body is said to be at the Best when it is 
 supported entirely upon the hands, the arms straight, 
 the legs together, the toes pointed downwards. 
 
 Similarly the body is said to be at the Baclc Best, Forearm 
 Best J &c. &c. , accordingly as it is supported on the hands 
 backwards to the machine, on the forearm, &c. &c. 
 
 A vault is called a Flank Vault, Front Vault, or Bear Vault 
 accordingly as the side, the front, or rear of the body are 
 towards the machine when the exercise is performed. 
 
 The Balance in gymnastics is more commonly used to denote 
 the position, when the body is supported perpendicularly 
 above the head upon the hands, the legs together, the 
 toes pointed upwards. 
 
 Thus the body is said to be in the Short Arm Balance, the 
 Straight Arm Balance, the Forearm Balance, &c. &c., ac- 
 cordingly as the body is supported upon the hands with 
 the arms bent or straight, or upon the forearms, &c. &c. 
 
 The Lift (e. g. Back Lift) is where the body is lifted by 
 means of the hands up to or over the machine, when the 
 machine is on a level with or higher than the hands. 
 
 The Hand Spring is where the body is made to turn over upon 
 the hands, the machine being below the level of the 
 hands. 
 
TECHNICAL TERMS. li) 
 
 Turns, The body is said to make a quarter turn to the right 
 or left, when it faces right or left from the front. 
 
 It is said to make a half turn right or left when it faces right 
 about or left about from the front. 
 
 It is said to make a complete tmyi right or left when it turns 
 wholly round l>y the right or left to the front again. 
 
 Circles are of two kinds, accordingly as they are above or 
 round the apparatus. 
 
 Circles above apparatus (e. g. the Vaulting Horse and 
 Parallel Bars) consist (i) oi pivots on the hands with legs 
 and body in position ; (2) of circular movements of the 
 legs, the hands being raised for them to pass. The 
 latter are usually termed Leg Circles, 
 
 Circles round apparatus (e. g. the Vaulting Bar) imply com- 
 plete encircling of the machine, and are subdivided into 
 hand circles, hock circles, feet circles. See, &c., accordingly as 
 the hands, hocks or feet rest upon the machine during 
 the circle. 
 
 A Feint is the term applied exclusively to vaulting exercises, 
 implying a halt in the middle of the exercise and the 
 performance of some other exercise from the momentaiy 
 position. Feints are termed right feints, or left feints 
 accordingly as they are performed w^th the right or left 
 leg leading, and single feints, or double feints, accordingly 
 as they are performed with one leg or both. 
 
INTRODUCTORY COURSE. 
 
 MOVEMENTS AND POSITIONS— MOVEABLE 
 APPAEATUS. 
 
 Mere movements and positions are, in themselves, only 
 of comparative utility ; indeed, they are chiefly valuable in 
 as far as they faithfully represent the movements and posi- 
 tions of Exercises yet to be learned under more difficult 
 conditions. Thus the movements and positions prepara- 
 tory to the sword exercise, as practised in the British 
 army, may be instanced as most valuable ; yet not so 
 much from their intrinsic merits as because they form 
 the fundamental positions and actual movements of the 
 various stages of the exercise afterwards to be acquired, 
 when the difficulty will be increased by the wielding of the 
 weapon itself. 
 
 This principle should govern and limit all exercises of 
 mere movement and position ; they should in every instance 
 and in all respects lead direct to a higher course of instruc- 
 tion ; for otherwise they cease to be real, and, if divested of 
 their reality, it is found that, at any rate with Englishmen, 
 the earnestness of application cannot be sustained in their 
 practice. 
 
 On this principle the introductoiy course of this System 
 is based, the design being to organize a short and simple 
 course which should give fair and uniform employment to 
 
MOVEABLE APPARATUS, 31 
 
 every part of the body, and be capable of modification 
 to suit the strength of every learner ; which should possess 
 the reality and attractiveness of g}^mnastics proper, on fixed 
 apparatus, and which, like them, should admit of regular 
 and definite advancement. 
 
 There are several forms of apparatus, which, to a certain 
 extent, provide for these requirements. The Indian clubs 
 can be augmented in weight, and thus a progressive effort 
 be secured ; but a small number of men only can use them 
 at the same time, and the range of exercises which they 
 present is limited, and these are in themselves not of 
 the highest order, acting almost exclusively on the upper 
 region of the body ; they have also the serious drawback 
 that if unskilfully used, and if the rearward action of the 
 club in some of the exercises be not steadily resisted, 
 this portion of the body will be abnormally developed by 
 their practice ; the base of the breast-bone with the lower 
 ribs will become unduly prominent, the upper part of the 
 chest proportionately flattened, and the back, between the 
 shoulders, undesirably hollow. 
 
 A course of exercises of considerable value, similar to 
 those executed with the stick, may be performed with 
 an iron bar, but they have the important drawback of 
 being invariably viewed as a task, disliked by weak and 
 strong. 
 
 A third form of exercise, now much in vogue, is obtainable 
 from an arrangement of suspended weights, which are to 
 be raised by the flexions and extensions of the upper 
 limbs or lower limbs, according to the wishes of the 
 performer. Such exercises are valuable in an elementary 
 sense, and are in every way superior to either of the 
 foregoing ; but they have their attendant drawbacks, viz. 
 considerable expense for apparatus, limited capabilities for 
 class practice, and want of attractiveness in the exercises 
 themselves. 
 
 The form of machine which has been selected for this 
 
32 PHYSICAL EDUCATION, 
 
 course appears at once to fulfil all the objects desired, and to 
 avoid all the points that seem objectionable in others. 
 
 1st. The dumb bell is familiar to every one, and has been 
 used in this country for centuries \ 
 
 2nd. It can be adjusted to the advancing capacity of the 
 learner, the weight of the bar and bell being augmented as 
 his strength increases. Its exercise is thus real and effective. 
 The light wooden dumb bells so much in use are only of 
 value in assisting the movements of free exercises, and are 
 unsuited for progressive work. 
 
 3rd. Its exercises give fan- employment to all parts of thd 
 body, and to both sides equally. 
 
 4th. They are capable of being executed not only by 
 an entire class at one time, and by the same word of com- 
 mand, but by many classes, or by the entire number of men. 
 which may at one time be present in the gymnasium. 
 
 5th. The positions and movements are of the highest order, 
 and are directly and powerfully conducive to erectness of 
 carriage and freedom of limb. 
 
 Mention has been made of the excellence of the positions 
 of the sword-exercise ; the same positions constitute the 
 fundamental ones of fencing, and two of the same (the first 
 and third) have been selected to form the principal positions 
 of the exercises of this course, the bell and bar being sub- 
 stituted for the sword or foil. 
 
 The course is divided into three parts ; the first consists 
 
 ^ John Northbroke, in a treatise ^vritten in the time of Queen 
 Elizabeth, advises young men, by way of amusement, to ' labor with 
 poises of lead or other metal ;* this notable pastime, I apprehend, bore 
 some resemblance to the skiomachia, or fighting with a man's own 
 shadow, mentioned in one of the Specfafors. ' It consisted,' says the 
 author, ' in brandishing two sticks, grasped in each hand, and loaden 
 with plugs of lead at either end ; this pastime opens the chest, exercises 
 the limbs, and gives a man all the pleasure of boxing without the 
 blows/ It is sometimes practised in the present day, and called 
 ' ringing of the dumb bells.' — Strutt's Sports and Pastimes of the People 
 of England. 
 
MOVEABLE APPARATUS 33 
 
 simply of the movements and positions of the second and thu-d 
 practices ; the object in thus giving them separately being to 
 prepare the learners for the others, for in these exercises 
 accuracy of position is essential not only to their value, but 
 to safety. 
 
 The second practice, tvith the hells, takes up the move- 
 ments and positions of the first practice ; it is given in 
 one unbroken series, although it will be seen that the first 
 four are all simple exercises, that in the fifth a complete 
 change in the action and position takes place, and that 
 the succeeding ones consist of repetitions of the simple 
 ones, rising in difficulty to the closing exercise of the 
 practice. 
 
 The third practice, ivith the hars\ reproduces also the 
 movements of the first practice ; ajid, as in the second 
 practice, a change of action and position takes place after the 
 simple exercises, those which follow consisting of movements 
 in repetition, also rising in difficulty to the closing exercises 
 of the practice. 
 
 The first practice need not be repeated after the learner 
 ;has entered upon the second and third, but these last may, 
 [with great advantage, form a part of eveiy subsequent 
 course, and it is an excellent custom to close each day's 
 lesson on the fixed apparatus with one or other of them, thus 
 uniting in a final exercise all the learners at that time 
 working in the gymnasium. 
 
 The position of the instructor should be opposite the 
 centre, facing the class. Better time will be kept, and 
 the spirit of the practice will be better sustained, if the 
 instructor executes every movement himself while giving 
 [the word of command. 
 
 ' Tliis is a two-handed dumb-bell. It is a French adaptation of 
 considerable value, as are also its special exercises. 
 
 D 
 
FIEST PEACTICE. 
 
 Movements and positions. 
 
 Word of Command. 
 
 Attention . . . 
 
 Step to the rear 
 
 Step to the front . 
 Step to the rear 
 Left foot forward 
 
 Fig. I, 
 
 Action and Position. 
 
 Position of attention, the toes at the 
 target (Fig. i). 
 
 Make a full step to the rear with the 
 left foot, the right following. 
 
 Eesume the first position atthe target. 
 
 As before. 
 
 1. Move the hands to the rear, the 
 left grasping the right arm just above 
 the elbow, and the right supporting 
 the left arm under the elbow (Fig. 2). 
 
 2. Make a half face to the right, by- 
 turning on the heels, so that the back 
 of the left heel touches the inside of 
 the right, and the left foot is pointed 
 straight to the front (Fig. 3). 
 
 Fig. 2. 
 
 Fig. 3. 
 
MOVEMENTS AND POSITIONS, 
 
 35 
 
 Word of Command. 
 
 Becover, . . . 
 Bight foot forward 
 
 Becover. . . 
 Step to the front 
 
 Action and Position. 
 
 3. Make a full step to the front with 
 the left foot, the right remaining firm 
 and flat on the ground, the knee well 
 braced back, the hips pressed forward, 
 
 Fig. 4. 
 
 the head upright, the breast advanced, 
 the shoulders flat, the eyes directed to 
 the front (Fig. 4). 
 
 Bring the left foot back to the right. 
 
 1. Face to the left, the right foot 
 pointed straight to the front. 
 
 2. Step out with the right foot, as 
 with the left foot forward. 
 
 Bring the right foot back to the left. 
 
 1. Make a half face to the right, and 
 bring the hands down by the sides to 
 the full extension of the arms. 
 
 2. Step to the front, resuming the 
 first position at the target. 
 
 D 2 
 
36 
 
 PHYSICAL EDUCATION. 
 
 Word of Command. 
 
 Action and Position. 
 
 Stand at ease , . . 
 
 Draw back the right foot 6 inches, 
 
 
 placing the hollow 
 
 
 of it against the left pig. 5. 
 
 
 heel, bringing the 
 
 
 weight of the body ^D 
 
 
 upon the right leg, i^^ 
 
 
 the left knee a little fr c /] 
 
 
 bent; bring the \%fi^\ 
 
 
 hands together in f^'^C 
 
 
 front of the body, t \ 
 
 
 striking the palms \ K\ 
 
 
 smartly together, and UA 
 
 
 slipping that of the Yj^ 
 
 
 right hand over the ^^e^r^^ 
 
 
 back of the left ; 
 
 
 the breast advanced, the eyes directed 
 
 
 to the front (Fig. 5). 
 
 Attention .... 
 
 Position of attention, the toes at the 
 
 
 target. 
 
 Astride 
 
 Place the left foot 10 inches on the 
 
 
 left of the target, the toes pointed to the 
 
 
 front and slightly turned outwards, the 
 
 
 right following at the same distance on 
 
 
 the right, the knees slightly bent, the 
 
 
 arms hanging straight by the sides 
 
 
 (Fig. 6). 
 
 Beady 
 
 Bend the knees until they jut over 
 
 
 the toes, keeping the heels on the 
 
 
 ground; at the same time stoop from 
 
 
 the waist and bring both hands to the 
 
 
 centre of the target, the hands closed 
 
MOVEMENTS AND POSITIONS. 
 
 37 
 
 Word of Command. 
 
 TJ^ 
 
 Fig. 6. 
 
 Action and Position. 
 
 and together, the thumbs together, the 
 knuckles to the ground (Fig. 7). 
 
 Straighten the back and lower 
 
 Fig. 8. 
 
 Fig. 7. 
 
 limbs ; at the same time bring the 
 hands close up by the sides, and carry 
 them to the full extension of the arms 
 above the shoulders (Fig. 8). 
 
 This exercise to be repeated six times, 
 the learner counting the numbers, and 
 the instructor giving the time and pitch 
 of voice by the word * down ' at each 
 descent. The word to be given and the 
 numbers to be counted in a clear and 
 full tone, the sound to be prolonged over 
 the time occupied in the ascent from the 
 waist to the full extension of the arm \ 
 
 ^ This exercise may be varied by retaining the knees bent, as in 
 Fig. 6, during the elevation of the bells. 
 
3« 
 
 PHYSICAL EDUCATION, 
 
 Word of Command. 
 
 Halt 
 
 step to the rear . 
 Step to the right . 
 
 Step to the left 
 
 Action and Position. 
 
 Lower the hands to the sides, and 
 come to the position of attention behind 
 the target. 
 
 As before. 
 
 Make a full step to the right front (at 
 the angle at which the toes are pointed 
 from the position of attention), the left 
 following. 
 
 1. Make a half face to the left. 
 
 2 . Make a full step to the left with the 
 left foot, the right remaining flat and 
 firm on the ground, the knee braced back, 
 and at the instant that the foot meets 
 the ground let the left hand grasp the 
 
 Fig. 9. 
 
 thigh just above the knee, the thumb 
 inside, the fingers outside, the lower 
 part of the leg and left arm forming 
 a straight and continuous line from foot 
 
MOVEMENTS AND POSITIONS 
 
 39 
 
 Word of Command. 
 
 Face to the right . . 
 
 Attention . . . . 
 
 Stand at ease . . , 
 
 Action and Position. 
 
 to shoulder, the right arm remaining 
 extended in the line of the right leg 
 (Fig. 9). 
 
 Turn on the heels, facing to the right, 
 reversing the position of both lower and 
 upper limbs. 
 
 Come to the position of attention, the 
 toes at the target. 
 
 As before. 
 
SECOND PRACTICE. 
 
 The dumb-bells. 
 
 EXERCISE. No. I. 
 
 Word of Command. 
 
 Action and Position. 
 
 Attention .... 
 
 As in first practice, the bells together 
 
 
 on the target, the toes at the bells. 
 
 Step to the rear . . 
 
 As in first practice. 
 
 Left foot forward 
 
 Make a half face to the right and step 
 
 
 to the front with the left foot as in first 
 
 
 practice, the j,.^ ^^ 
 
 
 left hand grasp- 
 
 
 ing the thigh /-^TT^^S^^^^^ 
 
 
 just above the / ^^^^^ )^ 
 
 
 knee, as the y ^y^ >T\ 
 
 
 foot comes to /^y \ ^ \. \ 
 
 
 the ground, the c^^tN-s,— = — ^^^fj^ 
 
 1 
 
 right arm ex- 
 
 
 tended in the line of the right leg. 
 
 Bight hand . . . 
 
 Seize the bell with the right hand. 
 
 
 the lower limbs remaining in position 
 
 
 (Fig. lo). 
 
 Up 
 
 Eaise the bell above the shoulder 
 
 
 (bending the arm during the ascent) to 
 
 
 the full extension of the arm, leaning 
 
 ' 
 
 strongly on the left knee and pressing 
 
WITH THE BELLS. 
 
 41 
 
 EXERCISE. No. I (continued). 
 
 Word of Command. 
 
 Down .... 
 
 Mglii foot forward 
 Left hand . . . 
 
 Up 
 
 Down .... 
 
 Action and Position. 
 
 the breast to the front during the ascent 
 of the bell ; in this position the left leg 
 
 Fig. II. 
 
 to the knee, and the left arm should 
 form one continuous line from foot to 
 shoulder (Fig. 1 1 ). 
 
 Lower the bell, replace it on the 
 target, and recover, as in first practice. 
 
 As in first practice. 
 
 Seize the bell with the left hand, the 
 lower limbs remaining in position. 
 
 As with the right hand. 
 
 As with the right hand. 
 
42 
 
 PHYSICAL EDUCATION. 
 
 EXERCISE. No. II, 
 
 Word of Command. 
 Left foot forward, . 
 Both hands* . . . 
 
 Up 
 
 Down 
 
 Bight foot forward . 
 
 Both hands . . 
 
 Up 
 
 Down 
 
 Action and Position. 
 
 Fig. I '2. 
 
 As before. 
 
 Seize a bell in each hand, .the arms 
 passing on either side of the knee, the 
 right on the right, the left on the left 
 side. 
 
 Kaise the bells above the shoulders 
 (bending the arms during the ascent) 
 to the full extension 
 of the arms, keeping 
 the left knee bent, 
 and pressing the 
 breast to the front 
 during the ascent of 
 the bells Fig. 12). 
 
 Bring the bells 
 straight down by the 
 sides, replace them 
 on the target, and 
 recover. 
 
 As before. 
 
 As before. 
 As before. 
 As before. 
 
WITH THE BELLS, 
 
 43 
 
 EXERCISE. No. Ill, 
 
 Word of Command. 
 
 Ij^ft foot forward 
 
 Eecovering. 
 hand. 
 
 Right 
 
 Up 
 
 Left foot forward 
 
 Down 
 
 Bight foot forivard , 
 
 Recovering, Left 
 
 hand. 
 
 Up 
 
 Right foot forward . 
 
 Down 
 
 Action and Position. 
 
 As before. 
 
 Seize the bell with the right hand. 
 
 Fig. 13. 
 
 Recover, and at the 
 same time elevate the 
 bell above the shoulder to 
 the full extension of the 
 arm (Fig. 13). 
 
 Step to the front with 
 the left foot, retaining the 
 bell at the elevation above 
 the shoulder, and press- 
 ing the breast to the 
 front. 
 
 As before. 
 As before. 
 
 Seize the bell with the left hand. 
 
 As with the right hand. 
 
 As with the left foot forward. 
 
 As before. 
 
 ~« ■ 
 
44 
 
 PHYSICAL EDUCATION, 
 
 EXERCISE. No. IV. 
 
 Word of Command. 
 
 Action and Position. 
 
 Left foot forward . . 
 
 As before. 
 
 Becovering, Both 
 hands. 
 
 Seize the bells as in second exercise. 
 
 Up 
 
 Eecover, and at Fig. 14. 
 the same time raise 
 both bells above the (^ ^ 
 shoulders to the full 1 \ / 
 extension of the \\^^ / / 
 arms (Fig. 14). vra^i/ 
 
 Left foot forward 
 
 As before, retain- W#^ 
 ing the bells at the w\ 
 elevation. V I 
 
 \ 
 
 Down 
 
 As before. U , 
 
 Bight foot forward , 
 
 ! As before. 
 
 Becovering, Both 
 hands. 
 
 As before. 
 
 Up 
 
 As with the left foot forward. 
 
 Bight foot forward , 
 
 As with the left foot forward. 
 
 Down 
 
 As before.. 
 
 — 9 
 
WITH THE BELLS, 
 
 45 
 
 EXERCISE. No. V. 
 
 Word of Command. 
 
 Action AND Position. 
 
 Step to the front . . 
 
 As in first practice. 
 
 Astride 
 
 As in first practice (Fig. 15). 
 
 Up and dotvn. {Six 
 
 As in first practice stoop from the 
 
 times,) Beady. 
 
 waist, and seize the bells, one in each 
 
 
 hand (Fig. 16). 
 
 Up 
 
 The action and position of the ascent 
 
 
 as in first practice, carrying the bells 
 
 
 above the shoulders (Fig. 1 7). 
 
 
 Fig. 17. 
 
 Fig- 15- 
 
 \ J 
 
 M-. 
 
 Wy 
 
 ({iy\ 
 
 \^/ 
 
 rMJn 
 
 Fig. 16. jV^rf 
 
 , 
 
 r^\ 
 
 ^i^SV /a\ 
 
 k\ 
 
 (tOm ¥\\ 
 
 ^^^xxn ^=^ 
 
 ^m.^ ^ ^^ 
 
 Dovm 
 
 Lower the bells, letting them swing 
 
 
 to the rear between the legs, the in- 
 
 
 structor giving the word 'down,' the 
 
 
 learners counting the numbers, as 
 
 
 directed in first practice. 
 
 Halt 
 
 Keplace the bells on the target, and 
 
 
 resume the position of attention. 
 
 Step to the rear . . 
 
 As before. 
 
46 
 
 PHYSICAL EDUCATION, 
 
 EXERCISE. No. VI. 
 
 Word of Command. 
 
 Action and Position. 
 
 Left foot fonvard . 
 
 As before. 
 
 Bight hand, (Six 
 
 Seize the bell with the right hand, as 
 
 times,) Beady, 
 
 in first exercise. 
 
 Up 
 
 Repeat the first exercise ^ six times, 
 
 
 the instructor giving the word *down,' 
 
 
 the learners counting the numbers, as 
 
 
 directed in first practice. 
 
 Halt 
 
 Replace the bell on the target and 
 
 
 recover. 
 
 Bight foot forward , 
 
 As before. 
 
 Left hand. (Six 
 
 Seize the bell with the left hand. 
 
 times,) Beady. 
 
 
 Up 
 
 As mth the left foot forward. 
 
 Halt 
 
 As with the left foot forward. 
 
 EXERCISE. No. VII. 
 
 Left foot forward 
 
 As before. 
 
 Both hands, {Six 
 
 Seize the bells, one in each hand, as in 
 
 times,) Beady, 
 
 second exercise. 
 
 Up . 
 
 Repeat the second exercise six times, 
 
 
 the instructor giving the word ' down, ' 
 
 
 the learners counting the numbers. 
 
 Halt 
 
 Replace the bells on the target and 
 
 
 recover. 
 
 ' Bight foot forward , 
 
 As before. 
 
 Both hands. {Six 
 
 As before. 
 
 times,) Beady, 
 
 
 Up 
 
 As with the left foot forward. 
 
 Halt 
 
 As before. 
 
WITH THE BELLS. 
 
 47 
 
 EXERCISE. No. VIII. 
 
 Word of Command. 
 
 Action and Position. 
 
 Left foot forward 
 
 As before. 
 
 Recovering, {Six 
 
 Seize the bell with the right hand. 
 
 times.) Right hand 
 
 
 Up 
 
 Repeat the third exercise six times, 
 
 
 recovering at each elevation of the bell, 
 
 
 the instructor giving the word ^ down,' 
 
 
 the learners counting the numbers. 
 
 Halt 
 
 Replace the bell on the target and 
 
 
 recover. 
 
 Right footfonvard . 
 
 As before. 
 
 Recovering. Left hand 
 
 Seize the bell with the left hand. 
 
 Up 
 
 As with the left foot forward. 
 
 Halt 
 
 As before. 
 
 EXERCISE. No. IX. 
 
 Jjcft foot foulard 
 
 As before. 
 
 Recovering. {Six 
 
 Seize the bells as in fourth exercise. 
 
 times.) Both hands. 
 
 
 Up 
 
 Repeat the fourth exercise six times. 
 
 
 recovering at each elevation of the bells, 
 
 
 the instructor giving the word 'down,' 
 
 
 the learners counting the numbers. 
 
 Halt 
 
 As before. 
 
 Right foot forward . 
 
 As before. 
 
 Recovering. {Six 
 
 Seize the bells as with the left foot 
 
 times.) Both hands. 
 
 forward. 
 
 Up 
 
 As with the left foot forward. 
 
 Halt 
 
 As before. 
 
 Step to the front . . 
 
 As before. 
 
 Places 
 
 Stoop from the waist and seize the 
 
 
 bells, and place them in the racks. 
 
THIRD PEACTICE. 
 
 The bar-bells. 
 
 EXERCISE. No. I. 
 
 Word of Command. 
 Attention .... 
 
 Step to the rear . . 
 Left foot forward 
 Beady 
 
 Up 
 
 Action and Position. 
 
 Fig. i8. 
 
 As in first practice, the bar along the 
 centre of the target, right arid left. 
 
 As in first practice. 
 
 As in first practice. 
 
 Seize the bar at the distance with 
 both hands, the fingers over the bar, 
 the thumb under, the lower limbs re- 
 maining in position (Fig. i8). 
 
 Kaise the bar above the head (bending 
 the arms during the ascent) to the full 
 extension of the arms, pressing the 
 breast to the front, with the head erect, 
 the eyes directed to the front, leaning 
 strongly on the advanced leg, and the 
 rear leg held straight and firmly braced 
 back (Fig. 19). 
 
 Fig. 19. 
 
WITH THE BAR, 
 
 49 
 
 EXERCISE. No. I (continued). 
 
 Word of Command. 
 Down 
 
 Action and Position. 
 
 1 Lower the bar with the arms bent, 
 
 
 i replace it on the floor and recover. ' 
 
 Hlglii foot forward . 
 
 As before. 
 
 Beady 
 
 As with the left foot foi-ward. 
 
 Up 
 
 As with the left foot forward. 
 
 Boivn 
 
 As before. 
 
 EXERCISE. No. II. 
 
 Left foot forward 
 
 As before. Fig. 20. 
 
 Becovering, Beady, 
 
 Seize the bar, as (y=^m= m q 
 
 
 in first exercise. j \ \ 
 Recover, and at H(P^ ('/ 
 
 Up 
 
 
 the same time ele- \^^(ri/ 
 vate the bar above / ■ V 
 
 
 
 the head to the full W^ 
 
 
 extension of the ?^\ 
 
 
 arms (Fig. 20). 
 
 y ^ 
 
 Left foot forward 
 
 Step to the front 
 
 > 
 
 » 
 
 with the left foot, 
 
 
 
 retaining the bar at \ 
 
 
 
 the elevation above ,^MiJL 
 
 
 the shoulders, and 
 
 
 pressing the breast to the front. j 
 
 Boivn 
 
 As in first exercise. 
 
 Bight foot forward . 
 
 As before. 
 
 Becovering, Beady* 
 
 As with the left foot forward. 
 
 Up 
 
 As with the left foot forward. 
 
 Bight foot fonvard . 
 
 As with the left foot forward. 
 
 Down 
 
 As before. 
 
 
50 
 
 PHYSICAL EDUCATION, 
 
 EXERCISE. No. III. 
 
 Word of Command. 
 
 Action and Position. 
 
 8ttp to the rigid . . 
 
 Make a half face to the right, and 
 
 
 step to the right as in first practice, 
 
 
 bringing the toes of the right foot just 
 
 
 within the bell, the left following, the 
 
 
 heels touching each other. 
 
 Step to the left . . 
 
 As in first practice. 
 
 Beady 
 
 Seize the bar at the centre with the 
 
 
 right hand (Fig. 21). 
 
 Up 
 
 Eaise the bar above the head and hold 
 
 
 it in a horizontal line at the full exten- 
 
 
 sion of the arm (Fig. 22). 
 
 
 Fig. 22. 
 
 Fig. ai. 
 
 
 4M 
 
 )^\ 
 
 ^JQ 
 
 
 Doivn 
 
 Lower the bar with the arm bent, and 
 
 
 replace it on the ground, and replace 
 
 
 the right arm in position, extended in 
 
 1 
 
 the line of the right leg. 
 
WITH THE BAR. 
 
 51 
 
 EXERCISE. No. Ill (continued). 
 
 Word of Command. 
 
 Action and Position. 
 
 Face to the right . . 
 Beady 
 
 Up 
 
 Down 
 
 Step to the rear . . 
 
 As in first practice. 
 
 Seize the bar at the centre with the 
 left hand. 
 
 As with the right hand. 
 
 As with the right hand, and come to 
 the position of attention at the target. 
 
 As before. 
 
 EXERCISE. No. IV. 
 
 Left foot fonvard 
 
 Beady 
 
 Up 
 
 Ofi the shoulders. 
 {Six times. ) 
 
 Up 
 
 As before. 
 
 Seize the bar as in first exercise. 
 
 As in first exercise. 
 
 Lower the bar by the rear until it 
 descends upon the „. 
 shoulders, press- ^^ 
 ing the breast to w^ 
 the front, and ^^'"I'^^fl^N jT^ 
 leaning strongly \i^^''JkJ 
 on the left knee /^A 
 (Fig. 23). i-s^l 
 
 Elevate the bar Vw / 
 to the extension ITvl 
 of the arms ; the *^ V 
 instructor giving ^_ 
 the word ^up,' 
 the learners counting the numbers. 
 
 E 2> 
 
52 
 
 PHYSICAL EDUCATION, 
 
 EXERCISE. No. IV (continued). 
 
 Word of Command. 
 
 Action and Position. 
 
 Boiijn 
 
 Lower the bar by the front at the full 
 
 
 extension of the arms, replace it on the 
 
 
 ground, and recover. 
 
 Mglit foot forward . 
 
 As before. 
 
 Beady 
 
 As with the left foot forward. 
 
 Up 
 
 As in first exercise. 
 
 On the shoulders, {Six 
 
 As with the left foot forward. 
 
 times, ) 
 
 
 Up 
 
 As with the left foot forward. 
 
 Down 
 
 As before. 
 
 EXERCISE. No. V. 
 
 Left foot foriva) d 
 
 As before. 
 
 Hands reversed . . 
 
 Extend the arms to the front, turning 
 
 
 the palms of the 
 
 
 hands upwards Fig. 24. 
 
 
 (Fig. 24). ^ 
 
 Beady 
 
 Seize the bar fe? 
 
 
 at the distance, ^^(i^ 
 
 
 the palms of the /Jl ^ %\ 
 
 
 hands under the i /}r\\\ 
 bar. U \L jN^ 
 
 
 Up 
 
 Raise the bar mi/ 
 
 
 above and slight- V| |l 
 
 
 ly in front of the "if 
 
 
 head, to the full ^-^ Ci- 
 
 extension of the 
 
 1 
 
 arms. 
 
WITH THE BAR. 
 
 Si 
 
 EXERCISE. No. V (continued). 
 
 Word of Command. 
 
 Action and Position. 
 
 On the breast {Si:)o 
 times.) 
 
 Lower the bar by the front until 
 it descends upon 
 the breast, press- 
 ing the breast to Fig. 25. 
 the front, and 
 leaning strongly ^^ 
 on the left knee. r\ -^*- — -^^^^ <nn r\ 
 
 the head slightly \\\ 1 %V 
 held back, the ]^f 
 eyes directed to jl 
 the front (Fig. l\ ) 
 
 Up 
 
 Elevate the bar J 
 to the extension 
 of the arms; the 
 
 instructor giving the word 'up,' the 
 learners counting the numbers. 
 
 JDoivn 
 
 As in fourth exercise. 
 
 Right foot forward . 
 
 As before. 
 
 Hands reversed . . 
 
 As before. 
 
 Beady 
 
 As with the left foot forward. 
 
 Up 
 
 As with the left foot forward. 
 
 On the breast {Six 
 times.) Up. 
 
 As with the left foot forward. 
 
 Down 
 
 As before. 
 
54 
 
 PHYSICAL EDUCATION. 
 
 EXERCISE. No. VI. 
 
 Word of Command. 
 
 Action and Position. 
 
 Left foot fonvard . 
 
 As before. 
 
 Up and down, {Six 
 
 Seize the bar as in first exercise. 
 
 times.) Ready, 
 
 
 Up 
 
 Repeat the first exercise six times, 
 
 
 the instructor giving the word * down/ 
 
 
 the learners counting the numbers. 
 
 Halt 
 
 Replace the bar on the ground, and 
 
 
 recover. 
 
 Hight foot forward , 
 
 As before. 
 
 Up and doivn, {Six 
 
 As with the left foot forward. 
 
 times. ) Ready, 
 
 
 Up 
 
 As with the left foot forward. 
 
 Halt 
 
 As before. 
 
 EXERCISE. No. VII. 
 
 Left foot forward 
 
 As before. 
 
 Recovering. {Six 
 
 As in first exercise. 
 
 times, ) Ready. 
 
 
 Up 
 
 Repeat the second exercise six times. 
 
 
 the instructor giving the word ^down,' 
 
 
 the learners counting the numbers. 
 
 Halt 
 
 Replace the bar on the ground, and 
 
 
 recover. 
 
 Right foot forward . 
 
 As before. 
 
 Recovering. {Six 
 
 As with the left foot forward. 
 
 times.) Ready. 
 
 
 Up 
 
 As with the left foot forward. 
 
 Halt 
 
 As before. 
 
 Step to the front . . 
 
 As before. 
 
 Places .... 
 
 Stoop from the waist and seize the 
 
 
 bar, and place it in the racks. 
 
WALKING. 
 
 Walking comes the first in order among the exercises 
 of progression \ which comprise walking, running, leap- 
 ing ; and these again are varied when executed on, or by 
 the assistance of, apparatus, as walking on the beam, 
 leaping — with or without run — over a barrier, with the 
 assistance of rope or pole, or by the aid of the barrier 
 itself as in vaulting. These exercises of progression 
 are for the purpose of giving accuracy and precision 
 to the movements of the body, rather than of endowing 
 it with great muscular strength ; and have for their 
 
 ' A clear distinction must, at tho outset, bo drawn between walking 
 and marching, as taught in military drill. Tho latter must over be 
 regarded as a military exercise, in which the soldier, for professional 
 considerations, is taught to preserve an attitude more or less formal 
 and constrained ; the former has but one object, viz. facility of pro- 
 gression, and every point of position and action is made subservient to 
 this end. Military drill, however, from the very circumstance of 
 its being an exercise in which the action and position of the different 
 parts of the body, during locomotion, are systematized and pre- 
 arranged, is most valuable to the young and gro\ving, and should 
 be regularly taught in schools. It is admitted that, as a rule, boys 
 dislike drill, but this I am sure is in a great measure owing to 
 the monotonous manner in which it is taught, and the want of tact 
 and discrimination frequently shown by the instructor. Boys, and 
 especially little boys, usually have it not only too frequently and too 
 much of it at a time, but they are kept at the commencement too long, 
 at the least attractive, although very important, parts of it ; i. e. the 
 balance steps, facings, and sloiv time. 1 find it is better to pass over 
 these quickly, and to take up the more palatable quick step, stepping 
 shorty stepping out, forming fours, &c. ; and at short intervals to return 
 to pick up a little of what was prematurely passed. The drill never 
 exceeds half an hour, once or twice a week, and in fine weather 
 only. 
 
56 
 
 PHYSTCAL EDUCATION. 
 
 object the enabling it to preserve its equilibrium under 
 special difficulties of position, and to pass with ease 
 and rapidity from one locality to another, rather than 
 to overcome great resistance. 
 
 Slow time— short distance. 
 
 Fig. I. 
 
 EXERCISE I. Advance the left foot a free step, at ^ the same 
 COURSE I. time incline the column of the body to the 
 
 front ; the head, neck, trunk, 
 and right leg forming a line slightly slanting 
 from rear to front ; the right heel raised 
 from the ground, the lower limbs supple, the 
 left knee bent, the right nearly straight ; the 
 arms hanging naturally by the sides, the 
 palms open, but not spread, and turned in- 
 wards towards the thighs, but not touching 
 them ; the fingers together, but not extended ; 
 the whole column of the body unconstrained ; 
 the head and neck perfectly free (Fig. i). 
 
 Press lightly from the right foot, quit the 
 ground and let the limb swing to the front, 
 the body retaining its forward inclination. 
 When the right foot has swung to the front the length of 
 the step, softly place it on the ground, the heel first, the 
 toes last, and as these descend raise the heel of the left, now 
 relieved of the weight of the body, which will have been 
 transferred to the right. Eepeat. 
 
 After the slow time, in order to acquire correct action and 
 position, walking should be practised as follows : — 
 
 EXERCISE 2. (course i) . Half Speed 
 EXERCISE 3. (course II ) . At Speed 
 exercise 4. (course hi) . At Speed 
 
 Short Distance. 
 Short Distance. 
 Long Distance. 
 
RUNNING. 
 
 Slow time — short distance. 
 
 EXERCISE I. The position the same as in walking, 
 
 COURSE I. except that the anus are bent at the elbows ; 
 
 the forearm held in a horizontal line, the 
 hands to the front and closed, the thumbs inwards (Fig. i). 
 
 Fig. I. 
 
 The step also the same as in walking, except that the left 
 foot is lifted before the right reaches the ground ; the knees 
 are more bent than in walking, the foot is lifted farther 
 from the ground, and the column of the body pressed more 
 strongly to the front. 
 
 After the slow time, in order to acquire correct action and 
 position, running should be practised as follows : — 
 
 EXERCISE 2. (course i) . Half Speed . Short Distance. 
 EXERCISE 3. (course II ) .At Speed . Short Distance. 
 EXERCISE 4. (course III) . At Speed . Long Distance. 
 
58 
 
 PHYSICAL EDUCATION. 
 
 The action and position are the same in all rates of speed, 
 except that as the pace increases the step is wider and the 
 foot lifted higher on quitting the ground. 
 
 Fig. 2. 
 
 Fig. 3. 
 
 Fig. 4- 
 
 Slow Time. 
 
 Half Speed. 
 
 Speed. 
 
LEAPING. 
 
 There is scarcely any exercise in which men improve 
 so rapidly and to so great an extent as in the various 
 modes of leaping, and there is scarcely any exercise which 
 so powerfully contributes to the development of the lower 
 limbs. The action is precisely that which the nature 
 of the muscles themselves demands for their healthful 
 growth and full development, namely, rapid contraction 
 and expansion, with progressive and accumulative effort ; 
 while the power of concentrating the energies, of govern- 
 ing the action of the limbs, and of alighting on the spot 
 and in the position desired, becomes, by practice of these 
 various forms of leaping, completely under control. 
 
 The instructor must be careful to confine the learner 
 to the simpler modes of leaping until he has acquired 
 the power of making the limbs and trunk act harmo- 
 niously together, and of preserving the equilibrium of 
 the body in every situation and position ; and it must be 
 borne in mind that the arrangement of the exercises 
 in their proper course implies that these exercises are 
 in a reasonably simple form ; a barrier of great height 
 or a ditch of great width convert the exercise into an 
 arduous one and relegate it to a more advanced course. 
 When practising leaping depth, the initiatory practice 
 should be at a very slight depth, gradually increasing, 
 but never under any circumstances should it be in- 
 creased, or its difficulty otherwise augmented, until the 
 action and position is correct. In leaping height the 
 learner must never be allowed to leap at a stiff barrier ; 
 it in no way tests the power of the leaper better 
 
6o PHYSICAL EDUCATION. 
 
 than a fragile one, or affords greater advantages in 
 the practice, and there is no merit in doing anything 
 dangerous when there is no equivalent to be gained 
 for the risk undergone. Rails should be attempted 
 only by well-trained and experienced leapers, for a slip 
 of the foot may and does often happen with the best 
 leapers, and such a mishap ought never to entail serious 
 injury. In leaping luidih, over a dry ditch, for practice, 
 the ditch should be shallow, and the sand or saw-dust 
 at the bottom should be frequently stirred or softened. 
 It is part of the instructor's duty to see that the banks 
 are firm and equal before his class begins its practice. 
 
 The barrier for leaping on should be so constructed that 
 it may be raised or lowered at pleasure, the top of it afford- 
 ing a firm resting-place for the feet. The barrier for leaping 
 over should be formed of two standards about 6 feet high, 
 fixed 5 or 6 feet apart. Between these a strong string, 
 with a small flag in the centre, should be strained \ looped 
 round one of the posts, and lightly fastened to small iron 
 pins, fixed a distance of one inch apart up the back of the 
 other. The heights from the floor should be marked in 
 inches up each of the posts. The machine for leaping 
 depth should be a small wooden platform supported on 
 iron brackets made to clip over the rounds of a ladder, 
 vertical or inclined, the platform being raised or lowered 
 the distance apart of the rounds, as required, and the 
 ladder giving means of access to it. 
 
 First Series . . . Standing, 
 Second Series . . . Eunning. 
 
 First Series. 
 
 Position of attention facing or sideways to the barrier, 
 
 the toes a short distance from it varying with its height. 
 
 ^ This, for learners and in non-competitive efforts, is preferable 
 to the stick in common use. 
 
LEAPING: FIRST SERIES. 
 
 61 
 
 to leap height ; the toes at the edge of the mark, to leap 
 width ; the heels at the edge of the mark, to leap width to 
 the rear ; the toes at the edge of the platform, to leap depth. 
 
 To leap height, in two movements. 
 
 EXERCISE I. I. Bring the arms upw^ards and forwards 
 
 COURSE I. to theii' full extension above the head, the 
 
 hands closed, again bring them downward 
 to the full extension, at the same time bending the knees 
 until they jut over and beyond the toes, raising the heels 
 and bringing the weight of the body and 
 downward pressure on the fore part of the 
 foot ; repeat this movement three times, and 
 after the third depression, spring from the 
 feet, rising above and alighting on the barrier, 
 resting on the fore part of the foot, the knees 
 bent low and jutting over and beyond the toes, 
 the trunk of the body held low and compact, 
 and bring the aims close in by the sides 
 (Fig. I). ^ 
 
 2. Spring to the ground, preserving this 
 position of body and extending the arms to 
 the front. 
 
 To leap height, in one 
 movement. 
 
 EXERCISE 2. I. Kepeat the 
 
 COURSE I. preliminary move- 
 
 ments to the spring, 
 but let the act of propulsion of the 
 feet be directed more to the front. 
 
 2. Clear the barrier (Fig. 2), and 
 descend yielding. 
 
62 
 
 PHYSICAL EDUCATION, 
 
 To leap height, one movement, the left side leading. 
 
 EXERCISE 3. I. Eepeat the pre- 
 
 couRSE I. liminary movements 
 
 to the spring, giving 
 the arms a lateral inclination (towards 
 the barrier) on their elevation. 
 
 2. Spring from the feet in the same 
 direction, clearing the barrier (Fig. 3), 
 and descend yielding (the barrier on 
 the right). 
 
 This exercise to be repeated with 
 the right side leading. 
 
 To leap width. 
 
 EXERCISE 4. I. Bring the arms slowly upward and 
 
 COURSE I. forward to the line of the shoulder, the hands 
 
 closed (Fig. 4) ; bring them again downward 
 and rearward to their full extension, at the same time 
 depressing the lower limbs as previously described ; repeat 
 these movements three times. 
 
 Fig. 4. 
 
 Fig. 5. 
 
LEAPING: FIRST SERIES. 
 
 H 
 
 2. Spring from the feet with the entire force of propulsion 
 of the lower limbs and at the same instant throw the upper 
 limbs to the front (Fig. 5) ; descend yielding, but let the 
 entire sole of the foot meet the ground. 
 
 To leap height and width combined. 
 
 EXERCISE 5. I. Kepeat the preliminary movements to 
 
 COURSE III. the spring. 
 
 2. Spring from the feet, clear the barrier 
 and the space beyond ; descend yielding. 
 
 If the barrier be the first part of the obstacle, throw the 
 arms and incline the body to the front, on clearing it ; if the 
 second part, bend the back inwards on clearing it and throw 
 the hands to the extension of the arms, to the front upwards ; 
 descend yielding. 
 
 To leap width, to the rear. 
 
 Kepeat the preliminary movements, 
 Fig. 6. 
 
 EXERCISE 6. 
 COURSE II. 
 
 carrying 
 the down- 
 ward extension of the 
 arms farther to the rear. 
 
 2. Spring from the 
 feet, throwing the arms 
 energetically to the rear 
 (Fig. 6), the hands open, 
 the palms upwards ; de- 
 scend yielding. 
 
 As soon as the feet 
 meet the ground, bring 
 
 the hands down by the sides, the palms downwards and 
 to the front. 
 
 To leap width, sideways. 
 EXERCISE 7. I. Slightly bend the knees, letting them 
 
 COURSE II. " jut over, but not beyond, the toes ; swing the 
 arms upwards and across the body in front ; 
 
64 
 
 PHYSICAL EDUCATION, 
 
 on the return of the third swing or oscillation to the left, 
 bend the knees steadily downward, the right lower than the 
 left, raising the heels and resting on the fore part of the feet. 
 
 2. As the hands attain 
 the culminating point, 
 throw them rapidly and 
 energetically to the right ; 
 at the same time spring 
 from the feet with their 
 entire concentrated force 
 of propulsion (Fig. 7), 
 and descend yielding. 
 
 This exercise to be 
 repeated on the left. 
 
 Fig. 7. 
 
 To leap depth. 
 
 I . Bend the knees until they jut over the 
 
 toes, and 
 
 EXERCISE 8. 
 COURSE II. 
 
 above the 
 space, raising the heels, 
 and resting on the fore 
 part of the foot; during 
 the depression of the 
 lower limbs extend the 
 arms by the sides, the 
 hands lightly closed, the 
 column of the body in- 
 clined to the front, but 
 held close and compact 
 (Fig. 8). 
 
 2. Press lightly from 
 the feet, and spring to 
 the front with sufficient 
 force only to bring the 
 
 back clear of the edge of the platform or ditch, extend 
 the arms to the front (Fig. 9), and descend yielding. 
 
LEAPING: FIRST SERIES. 
 
 65 
 
 To leap depth, to the rear. 
 
 I. Kepeat the preliminary movements, 
 carrying 
 
 EXERCISE 9. 
 
 COURSE II. carrying the 
 
 downward ex- 
 tension of the arms fully to rear. 
 
 2. Spring lightly to the rear, 
 throwing the hands foi-wards to 
 the full extension of the arms 
 (Fig. 10), and descend yielding. 
 
 If the equilibrium be lost 
 and the body fall to the front, 
 extend the arms as in Fig. 9 ; 
 if to the rear, as in Fig. 6. 
 
 To leap width and depth combined, to the front. 
 
 EXERCISE 10. I. (Look steadily at the spot desired to 
 
 COURSE II. be reached.) Rejpeat the preliminaiy move- 
 
 ments as in leaping depth. 
 2. Spring from the feet, and at the same instant throw 
 
 Fig. II. Fig. 12. 
 
 rr*^- 
 
 the hands upwards and foivrards (Fig. 11), clear the space 
 and descend yielding (Fig. 12). 
 
66 
 
 PHYSICAL EDUCATION, 
 
 To leap width and depth combined, to the rear. 
 
 EXERCISE II. I. (Glance to the rear and determine on 
 
 COURSE III. the spot to be reached in the leap.) 
 
 Eepeat the preliminary movements for 
 leaping width to the rear. 
 
 2. Spring from the feet, at the same time throw the hands 
 to the rear, open, with the palms downwards, and descend 
 yielding. 
 
 To leap width and depth combined, to the rear. 
 A Second Method. 
 
 Fig. 13. 
 
 Fig. 14 
 
 EXERCISE 12. I. Stoop down and grasp the ledge of 
 
 COURSE III. the 
 
 plat- 
 form with both hands, 
 the fingers and thumbs 
 meeting, the fingers 
 above (Fig. 13) ; if at 
 the edge of a ditch, the 
 fingers and thumbs 
 together, the palm on 
 its surface. 
 
 2. Spring from the 
 feet, shooting them out 
 to the rear, and at the 
 same instant press 
 strongly from the 
 hands (Fig. 14) ; retain 
 them in the front, the 
 palms open, and de- 
 scend yielding. 
 
LEAPING: SECOND SERIES. 
 
 67 
 
 To leap width and depth combined, sideways. 
 
 EXERCISE 13 
 
 COURSE III. 
 
 I. Ee- 
 
 peat the 
 prelimin- 
 ary movements for leaping 
 width sideways. 
 
 2. Spring from the feet, 
 throwing the hands to 
 the left front (Fig. 1 5) ; 
 descend yielding. 
 
 This exercise to be re- 
 peated, the right side 
 leading. 
 
 Fig. 15. 
 
 Second Series. 
 Position of attention, twentij or thirty paces from the harrier. 
 
 To leap height, two movements. 
 
 EXERCISE 14 
 COURSE I. 
 
 I. Begin the preliminary run, with 
 
 well-measured steps, quick- 
 ening the pace on the 
 advance, and when within a few feet of 
 the barrier (according to its height), spring 
 from the foot making the last step, bring 
 both knees close up in front, the hands being 
 elevated at the instant of the spring as in 
 first exercise, and alight upon the barrier, 
 bringing the hands instantly down by the 
 sides (Fig. 16). 
 
 2. Spring to the ground, preserving this 
 position of body and extending the arms to 
 the front. 
 
 F 2 
 
68 
 
 PHYSICAL EDUCATION. 
 
 To leap height, one movement. 
 
 EXERCISE 15. 1. Preliminary run as before, clear the 
 
 COURSE I. barrier (Fig. 17), and descend yielding. 
 
 Fig. 17. 
 
 To leap height, one movement, the left 
 leading. 
 
 EXERCISE 16. I. The preliminary 
 
 COURSE I. run as before, swerve 
 
 slightly to the left in 
 the last few steps, inchning the left 
 shoulder forward, spring from the 
 left foot, clear the barrier (Fig. 18), 
 the left foot leading to the ground, 
 and descend yielding, the barrier 
 on the right. 
 
 This exercise to be repeated with 
 the right side leading. 
 
 side 
 
LEAPING: SECOND SERIES. 69 
 
 To leap width. 
 
 EXERCISE 17. I. The preliminary run as before ; spring 
 
 COURSE I. from the foot making the last step, the whole 
 
 act of propulsion of the spring and the 
 momentum acquired in the run being directed to the 
 front, the lower limbs closely bent up, the trunk of the 
 body compact and firm, the hands closed and thrown to the 
 front, as in Fig. 4 ; descend yielding, resting on the entire 
 sole of the foot. 
 
 To leap height and width combined. 
 
 EXERCISE 18. I. The preliminary run as before ; spring 
 
 COURSE III. from the foot making the last step ; the 
 
 effort should be to divide the momentum 
 of the run. and that given by the propulsion of the spring, 
 so that the obstacle in both aspects, height and width, shall 
 be cleared ; descend yielding. 
 
THE LEAPING EOPE. 
 
 The exercises with the leaping rope, and also those 
 with the leaping pole, differ in certain features from 
 all other modes of leaping; they employ a machine 
 to aid the leaper in clearing the barrier, and they 
 give employment to both the upper and the lower 
 limbs, thus forming the connecting link between leaping 
 and vaulting. The practice of these exercises is very 
 good in an elementary sense, giving much action in 
 a beneficial form to the trunk as well as to the limbs. 
 
 This machine is a strong rope suspended from a tie- 
 beam or other point of attachment, over the centre of 
 the string and posts already described for leaping height. 
 It should reach within 4 feet of the ground. 
 
 Single Series. 
 Position of attention in front of the Barrier, 
 
 To leap height. 
 
 EXERCISE I. I. Eaise both hands to the reach and 
 
 COURSE I. grasp the rope, passing the end of it over 
 
 the shoulder (Fig. i) ; spring from the 
 feet (slightly to the rear), bringing the lower limbs straight 
 up in front of the face, letting the head and shoulders 
 incline to the rear (Fig. 2) ; clear the barrier, bending- 
 
THE LEAPING ROPE : SINGLE SERIES, 
 
 the back inwards, and shooting the feet to the front, 
 
 the legs straight and together (Fig. 3) ; bring the head and 
 shoulders to the front, quit the grasp of the hands, and 
 <lescend yielding. 
 
 Fig. 3. 
 
 Fig. a. 
 
 Fig. I. 
 
 __J*«*-^:x.;iJ^ 
 
 To leap height, hand over hand. 
 
 EXERCISE 2. 1 . Raise the right hand to the reach, spring 
 
 COURSE II. from the feet, and bring the lower limbs up 
 
 in front as previously described : during their 
 rise, pass the left hand over the right, and again the right 
 over the left, clear the barrier as in first exercise, and 
 descend yielding. 
 
 This method to be used when the barrier is too high to 
 be cleared, as directed in first exercise. 
 
72 
 
 PHYSICAL EDUCATION. 
 
 To leap width. 
 
 EXERCISE 3. I. Grasp the end of the rope with the left 
 
 COURSE I. hand and step to the rear until the arm is 
 
 at the reach, make a half face to the right, 
 and take a short step to the front with the left foot, the 
 knees slightly bent, the right arm extended by the side, 
 the palm open and to the front, the fingers pointed to the 
 ground (Fig. 4). 
 
 2. Lift the left foot from the ground, throwing the weight 
 of the body to the rear, press strongly from the right foot, 
 
 Fig. 4. 
 
 Fig. 5. 
 
 spring. from the ground backwards, rapidly placing the feet 
 together and swinging them to their farthest rearward point, 
 the legs straight and together, the toes pointed, at the same 
 time turning the body to the front, the arms bent at the 
 half-reach, the head bent back (Fig. 5) ; begin the forward 
 swing, bringing the lower limbs to the front and letting 
 
THE LEAPING ROPE : SINGLE SERIES. 
 
 73 
 
 them nse as high as the hands (Fig. 6) ; when approaching 
 the terminating point of the swing, lower the feet, quit the 
 grasp of the hands, incline the head and shoulders to the 
 front (Fig. 7), and descend yielding. 
 
 Fig. 6. 
 
 Fig. 7. 
 
 The double swing. 
 
 EXERCISE 4. I. Complete the previous exercise to the 
 
 COURSE III. terminating point of the forward swing. 
 
 2. Instead of quitting the grasp, advance 
 the right shoulder, wheel round, bringing the back upwards, 
 throw the lower limbs high and free to the rear (thereby 
 greatly increasing the momentum), begin the return swing, 
 bringing the feet to the front as in the first swing ; at its 
 culminating point, advance the left shoulder, wheel round 
 to the front, lower the feet, quit the grasp, inclining the 
 body forward, and descend yielding. 
 
THE LEAPING POLE. 
 
 The exercises with the leaping pole may almost be 
 viewed as belonging to recreative rather than systema- 
 tized exercise, being essentially for the open air, and 
 among the few which may be left for free practice, after 
 the learner has acquired a knowledge of the action and 
 position of the different exercises. They are valuable 
 as giving precision to the eye and hand, the power 
 of calculating distance, and of rapidly determining the 
 moment for executing a complicated movement, with 
 the presence of mind to execute it, m addition to the 
 physical exercise of the run and leap, the balance and 
 descent. 
 
 The leaping pole should be of ash, about 1| inches in 
 diameter, and from 8 feet to lo feet long, perfectly 
 smooth, and shod with iron at the butt or lower end. 
 
 First Series . . . . 
 
 Standing, 
 
 Second Series .... 
 
 Jhinning. 
 
 First Series. 
 
 
 Position of attention, with the pole at the balance, i. e. held 
 horizontally across the body ivith the arms bent, the butt of 
 the pole held slanting to the front, the hands at the dista')ic(\ 
 the right hand to the front, the palms of the hands upivards, 
 the fingers and thtimhs meeting ; or ivith the palm of the 
 right hand downwards ; distance — one pace from the marl; 
 
THE LEAPING POLE: FIRST SERIES, 75 
 
 to leap width ; a short distance from the harrier^ varying 
 tvith its height, to leap height; at the edge of the ditch, 
 to leap depth. 
 
 To leap width. 
 
 EXERCISE I. I. Advance the right foot to the edge 
 
 COURSE I. of the mark, advance the butt of the pole 
 
 to the utmost reach, and fix it on the ground 
 without displacing the feet or changing the grasp of the 
 hands (Fig. i). 
 
 Fig. I. Fig. 2. 
 
 2. Spring from the feet, and pass by the left of the pole, 
 the whole body with the lower limbs straight and extended 
 in one line when passing the pole (Fig. 2) ; descend yielding, 
 and as the feet meet the ground raise the pole to the 
 balance. 
 
 This exercise to be repeated, advancing the left foot to 
 the mark, the left hand to the front, and passing by the 
 right of the pole. 
 
76 
 
 PHYSICAL EDUCATION, 
 
 To leap height. 
 
 EXERCISE 2 
 COURSE II. 
 
 I. Advance the right foot as before, and 
 
 place the butt of the pole within a few feet 
 
 of the barrier (according to its height). 
 
 2. Spring from the feet and clear the barrier, passing by 
 
 the left of the pole, the body and lower limbs in position 
 
 Fig. 3. 
 
 in one line when clearing the barrier (Fig. 3); after clearing 
 the barrier, quit the grasp of the pole, throwing it back to 
 the starting-point, and descend yielding, facing the barrier. 
 
 This exercise to be repeated, advancing the left foot, the 
 left hand to the front, and passing by the right of the pole. 
 
 To leap depth. 
 
 EXERCISE 3. I. Advance the pole and firmly plant 
 
 COURSE II. the butt on the ground. 
 
 2. Press lightly from the feet, quit the 
 platform or ground, passing by the right of the pole, the 
 
THE LEAPING POLE: SECOND SERIES. 
 
 11 
 
 trunk of the body in the line of the pole when passing it, the 
 lower limbs at 
 
 a right angle ^^' ^' 
 
 with it, the 
 toes pointed 
 to the front ; 
 continue the 
 descent (Fig. 
 4), and when 
 nearing the 
 ground quit 
 the grasp of 
 the pole, 
 throw it 
 
 slightly to the 
 left, and de- 
 scend yield- 
 ing. 
 
 This exercise to be repeated, passing by the left of the 
 pole. 
 
 Second Series, 
 
 Position of attention, tiventy or thirty pacts from the edge of 
 the ditch or harrier, the pole at the balance, the right 
 hand to the front. 
 
 To leap width. 
 
 EXERCISE 4. I. Begin the advance with a short, light, 
 
 COURSE II. and well-measured stej), fixing the eye on 
 
 the ditch and regarding it steadily ; quicken 
 the pace when nearing it, select the spot and plant the 
 pole without halt, springing by the left, the position of 
 body and lower limbs as in leaping width standing ; de- 
 scend yielding, bringing the pole to the balance. 
 
 This exercise to be repeated, advancing the left foot, 
 passing by the right of the pole, the left hand to the front. 
 
78 PHYSICAL EDUCATION, 
 
 To leap height. 
 
 EXERCISE 5. Preliminary run as before ; spring by 
 
 COURSE II. the left and clear the barrier as leaping 
 
 height standing ; quit the grasp of the 
 pole at the commencement of the descent, letting it fall 
 to the rear without touching the barrier, and descend 
 yielding, facing the barrier. 
 
 This exercise to be repeated, advancing the left foot, the 
 left hand to the front, and passing by the right of the pole. 
 
THE HORIZONTAL BEAM. 
 
 The exercises on this machine follow in natural order 
 the preceding simple exercises of progression. They do 
 but carry such exercises one step farther, by increasing 
 the difficulties of their execution. 
 
 In reality the physical difficulty of walking on a 
 beam raised a foot above the floor is no greater than 
 that of walking on one of the planks of the floor itself, 
 provided the former is as firm as the latter, and its 
 surface as level and secure to the foot ; and to walk on 
 a beam a hundred feet above the ground is physically 
 no more difficult than either. Therefore the difficulty 
 to be overcome in walking along an elevated beam 
 presenting a surface sufficiently broad to admit of 
 the complete placing of the foot, and free from all 
 oscillation and vibration, is entirely mental, arising, 
 it may be, from many and conflicting causes, in which 
 actual fear has no share. It is most important that 
 both instructor and learner should be aware of this, 
 because from the latter it will remove an imaginary 
 difficulty, while the former will, from it, see the pro- 
 priety and necessity of patience and forbearance with 
 the defects of beginners in the simplest exercises on this 
 essentially rudimentary machine. The preservation of 
 the equilibrium is the very essence of these exercises, 
 and the acquirement of the power of maintaining it 
 under difficulties is their avowed purpose and object. 
 
 The first series, sitting, is of the simplest description, 
 and, as shown in the note introductory to the section, 
 
8o PHYSICAL EDUCATION. 
 
 its exercises are executed in the position in which the 
 equilibrium is maintained with the least effort. 
 
 The second series, walking uprigfd, is of much greater 
 difficulty than the first, but is still composed of exer- 
 cises of a simple character. 
 
 Other exercises, such as some of those on the 
 horizontal bar, and the second and third series on the 
 slanting pole, may also be performed on the beam, 
 but they properly belong to the machines in .connexion 
 with which they are described. 
 
 The instructor should walk by the side of the learner, 
 to explain the action and position of the diflFerent 
 exercises, and to give assistance when required. 
 
 This machine is a round wooden beam, not less than 
 25 feet long, 9 or 10 inches in diameter at one end, and 
 6 or 7 inches at the other, made to move up and down 
 between standards, and supported on iron pins running 
 through them. 
 
 First Series . . Sitting, 
 
 Second Series . . Upright. 
 
 Third Series . . Changes of position. 
 
 First Series. 
 Position of attention facing the beam. 
 
 The front march. 
 
 The beam loiv, 
 
 EXERCISE I. I. Place the hands on the beam at the 
 
 COURSE I. distance, the thumbs and fingers straight 
 
 and together, and pointed to the front ; in- 
 cline the head and shoulders to the front, lean strongly 
 upon the hands, pass the right leg over by the reai, and 
 
THE HORIZONTAL BEAM : FIRST SERIES. 
 
 8l 
 
 come to the seat astride of the beam, placing the hands upon 
 the thighs (Fig. i), the head erect, the breast advanced, the 
 column of the body upright, the legs pendent on either side 
 of the beam. 
 
 Fi 
 
 z. I. 
 
 Fig a. 
 
 Fig. 3- 
 
 2. Incline the head and trunk to the front, advance the 
 hands (Fig. 2), rest upon them, lift the body from the beam, 
 and bring it up again to the hands, extending the lower 
 limbs to the front, the toes pointed to the front (Fig. 3). 
 Repeat. 
 
 In descending, pass the right leg by the rear over to the 
 left, press lightly from the hands, and descend yielding. 
 
 The rear march. 
 
 EXERCISE 2. I. Come to the seat astride of the beam, 
 
 COURSE I. passing the left leg by the rear over the 
 
 beam. 
 
 2. Rest on the hands, elevate the feet in front nearly 
 as high as the beam (Fig. 3), throw them to the rear to the 
 reach of the arms, resting on the inner side of the thighs, 
 the body lying inclined to the front (Fig. 2), bring both 
 hands up to the thighs. Repeat. 
 
 In descending, pass the left leg by the rear over the beam. 
 
 G 
 
82 
 
 PHYSICAL EDUCATION, 
 
 The side march. 
 
 EXERCISE 3. I. Come to the seat astride of the beam, 
 
 COURSE I. passing the right leg over it by the rear ; 
 
 pass the left hand to the rear, pass the right 
 leg by the front over to the left side (Fig. 4). 
 
 2. Advance the left hand along the beam to the reach, 
 inclining the body in the same direction (Fig. 5), lift the 
 
 Fig. 4. 
 
 body up close to 
 the left hand, 
 preserving the 
 balance, bring 
 the right hand 
 up to the body. 
 Repeat. 
 
 In descend- 
 ing, press lightly 
 from the hands, 
 shoot out the 
 lower limbs to the front, and descend yielding. 
 
 Fig. 5. 
 
 The front march, hands only. 
 
 I. Come to the seat astride of the beam, 
 passing the right leg 
 
 EXERCISE 4. 
 COURSE II. 
 
 over it by the rear. 
 
 2. Rest upon the hands, rising 
 from the seat, the lower limbs pen- 
 dent, the toes pointed downward 
 (Fig. 6); incline the body to the right 
 front, advance the left hand ; incHne 
 the body to the left front, advance the 
 right hand beyond the left. Repeat. 
 
 Descend yielding, passing the right 
 leg over the beam by the rear. 
 
 Fig. 6. 
 
THE HORIZONTAL BEAM : SECOND SERIES. "^7^ 
 
 The front march, both hands at once. 
 
 EXERCISE 5. I. Come to the seat astride of the beam, 
 
 COURSE II. passing the right leg over it by the rear. 
 
 2. Eest upon the hands as in preceding 
 exercise (Fig. 6), spring to the front with both hands, 
 incHning the body. to the front, the lower lunbs compact, 
 but free. Kepeat. 
 
 Descend yielding, passing the right leg over the beam by 
 the rear. 
 
 The rear march, both hands at once. 
 
 EXERCISE 6. I. Come to the seat astride of the beam, 
 
 COURSE II. passing the left leg over it by the rear. 
 
 2, Rest upon the hands, spring to the 
 rear with both hands, inclining the body slightly to the front. 
 Repeat. 
 
 Descend yielding, passing the left leg over the beam by 
 the rear. 
 
 Second Series, 
 
 Position of attention facing the learn. 
 
 The front march, the left foot leading. 
 
 The beam high. 
 
 EXERCISE 7. I. Raise the hands and place them on 
 
 COURSE I. the beam at the distance, the thumbs and 
 
 fingers together and pointed to the front ; 
 bend the knees, and on the return extension, spring from 
 the ground, press strongly with the hands, extend the 
 arms, and raise the trunk of the body above the beam, the 
 legs straight and together, the feet together, and pointed 
 to the ground (Fig. 7) ; pass the right leg over by the 
 rear, and come to the seat astride of the beam, as in first 
 exercise (Fig. i) ; replace the hands, extend the lower limbs 
 to the front (Fig. 8), incline the body forward, rest on the 
 hands, sweep the feet by the rear, bending the legs, and 
 
 G 2 
 
84 
 
 PHYSICAL EDUCATION 
 
 place the toes on the beam, close behind the hands (Fig. 9) ; 
 straighten the legs, rising from the rest on the palms to 
 
 Fig. 7. Fig. 8. 
 
 Fig. 9. 
 
 the tips of the fingers, rest entirely on the feet, and rise 
 upright. 
 
 2. Make a half face to the right, bringing the heel of the 
 left foot into the Fig. 10. Fig. n. 
 
 hollow of the 
 right, the left 
 foot pointed 
 straight along 
 the beam, the 
 right directly 
 across the beam 
 (Fig. 10), the 
 rest of the body 
 in the position 
 of attention. 
 
 3. Advance 
 
 the left foot a pace along the beam (Fig. 11), incline the 
 body to the front over the advanced foot, and bring up 
 the hollow of the right foot again to the heel of the 
 left, the upper part of the body and the arms remaining 
 throughout in the position of attention. Eepeat. 
 
THE HORIZONTAL BEAM : SECOND SERIES. 85 
 
 On descending come to the front, bend the knees, keeping 
 the feet on the beam, advance the hands, the palm down- 
 wards, the fingers to the front, place them on the beam in 
 front of the feet, as in the ascent (Fig. 9), rest on the hands, 
 lift and separate the feet, and sink to the seat on the beam ; 
 complete the descent, passing the right leg over the beam 
 by the rear. 
 
 This exercise to be repeated with the right foot leading. 
 
 The front march, right and left. 
 
 EXERCISE 8. I. Come to the upright position on the 
 
 COURSE I. beam (Fig. 10). 
 
 2. Advance the left foot a pace along the 
 beam, the toes pointed slightly outwards, incline the body 
 to the front over the advanced foot, bring the right foot to the 
 front and place it on the beam in advance of the left, the 
 body as in preceding exercise. Repeat. 
 Descend as before. 
 
 The side march. 
 
 the 
 
 on 
 
 up 
 the 
 
 EXERCISE 9. I. Come to 
 
 COURSE I. right position 
 
 beam. 
 
 2. Face to the right, bringing both feet 
 across the beam, and resting on the 
 hollow of the foot (Fig. 12); advance 
 the left foot a short step along the beam, 
 incline the body to the left over the foot, 
 bring up the right foot close to the left. 
 Repeat. The trunk of the body and the 
 arms remaining in the position of atten- 
 tion throughout. 
 
 Face to the front, and descend as before. 
 
 This exercise to be repeated with the 
 right foot leading. 
 
 Fig. la. 
 
 ^^^r^^tu i iii 
 
86 PHYSICAL EDUCATION. 
 
 The rear march, the left foot leading. 
 
 EXERCISE lo. I. Come to the upright position on the 
 
 COURSE I. beam, passing the left leg over it in mount- 
 
 ing astride and bringing the back to the 
 line of march. 
 
 2. Make a half face to the left, bringing the heel of the 
 right foot into the hollow of the left, the right foot pointed 
 straight along the beam, the left directly across the beam, 
 tlie rest of the body in position. 
 
 3. Eest on the right foot, pass the left a step to the rear, 
 rest on the left foot, and bring the right foot again up to the 
 left. Kepeat. 
 
 This exercise to be repeated with the right foot leading. 
 
 The rear march, right and left. 
 
 EXERCISE II. I. Come to the upright position on the 
 
 COURSE I. beam, passing the left leg over it in mount- 
 
 ing astride. 
 2. Eest on the right foot, pass the left a step to the rear, 
 the toes first meeting the beam, the heel following ; rest 
 on the left foot and pass the right a step to the rear. Eepeat. 
 
 To march to the front, one foot on the beam. 
 
 EXERCISE 12. I. Come to the upright position on the 
 
 COURSE II. beam, passing the right leg over it in mount- 
 
 ing astride. 
 2. Bend the knees until they jut over the toes, inclining 
 the body forward, and resting on the toes, the arms re- 
 maining extended by the sides ; remove the left foot from the 
 beam, let the leg fall straight by the side of the beam, 
 
THE HORIZONTAL BEAM: THIRD SERIES. 
 
 87 
 
 slightly to the rear, the toes pointed to the ground (Fig. 13); 
 elevate the left leg to the front by the side of the beam, 
 retaining it straight throughout, and place the heel upon 
 the beam, a full step in advance of the right (Fig. 14), 
 incline the body forward, bringing the toes of the left foot 
 upon the beam, bend the left knee, the heel rising as the 
 body advances ; let the right leg gradually straighten until 
 the instep rests upon the beam (Fig. 15) ; incline the head 
 and shoulders to the front, let the right leg fall straight by 
 the side of the beam, and complete the step as with the left. 
 Repeat. 
 
 Fig. 13. Fig. 14. Fig. 15. , 
 
 This exercise to be repeated backwards, reversing the 
 movements. 
 
 Th\rd Series. 
 
 To change front. 
 
 From the front and rear march, First Series. 
 
 EXERCISE 13. I. Complete the step, placing the hands 
 
 COURSE II. on the thighs. 
 
 2. Pass the right leg over the beam by 
 the front, placing it beside the left ; change the seat, pass 
 the left over the beam, turning to the left, adjust the seat, 
 coming square to the front. 
 
88 PHYSICAL EDUCATION-. 
 
 To change front. 
 
 A Second Method. 
 
 EXERCISE 14. I. Complete the step, placing the hands 
 
 COURSE II. upon the thighs. 
 
 2. Pass the right leg over the beam by 
 the rear, at the same time changing the position of the left 
 hand ; throw the left leg over the beam, at the same time 
 bringing the right hand opposite the left, and come square 
 to the front. 
 
 To change position. 
 From the front and rear march upright on the beam. 
 
 EXERCISE 15. I. Complete the step. 
 
 COURSE II. 2. Descend to the beam as in Figs. 9 and 8, 
 
 and place the hands upon the thighs. 
 
 3. Eeplace the hands upon the beam, extend the lower 
 limbs to the front as in Fig. 8, incline the body to the front, 
 rest on the hands, and re-ascend as in seventh exercise (Fig. 9). 
 
 To rest on the beam. 
 
 From the front and rear march upright on the beam. 
 
 EXERCISE 16. 1. Complete the step. 
 
 COURSE II. 2. Descend to the beam as before. 
 
 3. Incline to the front, pass the right 
 leg over the beam by the rear, turning the Fig. 16. 
 body to the right, lean forward, rest upon 
 the waist on the beam, let the arms fall 
 pendent over the beam (Fig. 16), the legs 
 together and straight, the toes pointed to the 
 ground. 
 
 4. Reverse the order of the movements 
 after resting. 
 
THE HORIZONTAL BEAM : THIRD SERIES. 
 
 89 
 
 To lie extended on the beam. 
 From the seat astride of the beam, 
 EXERCISE 17. I. Advance the right leg to the front by 
 
 COURSE III. the side of the beam, retaining it straight 
 
 throughout, the toes pointed, till the whole 
 leg is extended on the beam, the left leg following in similar 
 manner. Slowly incline the body backward till the head 
 rests upon the beam, Fig. 1 7. 
 
 meantime gradually 
 extending the arms 
 at the side till they 
 reach the full ex- 
 pansion (Fig. 17). 
 
 In descending, part the legs and let them fall back along 
 the side of the beam, and at the same time elevate the head 
 and trunk till the seat astride of the beam is reached, the 
 arms gradually resuming their original position by the sides. 
 Descend to the ground, passing the right leg by the rear over 
 the beam. 
 
 Fig. 18. 
 
 To pass upon the beam. 
 
 (Two men meeting.) 
 
 Froyn tlie front march upright on the 
 beam. 
 EXERCISE 18. I. Complete the 
 
 COURSE III. step. 
 
 2. Let the first man 
 <*ome to the rest across the beam, as 
 in preceding exercise, and the second 
 then resume the march, passing the 
 foot clearly over and beyond the trunk 
 of the first man (Fig. 18), who will 
 then rise as in preceding exercise and 
 resume the march. 
 
90 
 
 PHYSICAL EDUCATION, 
 
 To pass upon the beam. 
 
 A Second Method. 
 
 EXERCISE 19, I. Let each man advance the right foot, 
 
 COURSE III. place them together, the toes slightly turned 
 
 outwards, then let each advance the right 
 hand, and clasp the outside of the other's left arm near the 
 shoulder, advance the left hand, and with the palm press 
 against the other's right side, under the arm (Fig. 19) ; let 
 ea«h slowly incline to the front, resting on the right foot ; 
 
 Fig. 19. 
 
 Fig. 20. 
 
 remove the left foot from the beam, ST\dng the leg round 
 to the front (the body turning), and place it on the beam 
 a short distance in advance of the right, making a com- 
 plete turn with the body during the movement, and coming 
 face to face (Fig. 20), giving and receiving support ; let each 
 lightly remove the hands, resume the front, and complete 
 the march. 
 
THE HORIZONTAL BEAM: THIRD SERIES, 
 
 91 
 
 Fig. 21. 
 
 To descend from the beam. 
 
 From the seat astride of the beam, ivhen the beam is raised, 
 
 EXERCISE 20. I. Lean forward until the breast touches 
 
 COURSE III. the beam, passing both hands under the beam 
 
 and taking the intergrasp beneath, pass botli 
 legs around the beam and cross 
 the ankles, the right in front 
 of the left ; slowly incline to 
 the right, and let the body pass 
 under the beam, the hands 
 and feet ascending to the sur- 
 face, as the trunk descends 
 beneath it (Fig. 21) ; untwine 
 the feet, and lower them to 
 the vertical line, quit the grasp, and descend yielding. 
 
 To re-ascend the beam. 
 From the posit ion, under tJie beam, of preceding exercise. 
 
 I. Slowly detach the hands from their 
 intergrasp above the beam, taking instead 
 
 EXERCISE 21 
 
 COURSE III. 
 
 Fij 
 
 a strong clasp with 
 the open palm, slowly relinquish 
 the clasp of the left, and rapidly 
 pass it under the beam by the 
 front to the right side, at the same 
 time swinging the left leg under 
 the beam with sufficient force to 
 raise the head and shoulders above 
 the beam on the same side ; hold 
 strongly by the clasp of the hands, 
 pass the right leg over the beam 
 until the thigh is on its surface, bring the left arm on the 
 surface of the beam (Fig. 22), elevate the trunk, and rise, 
 seated on the beam. 
 
92 PHYSICAL EDUCATION. 
 
 All the exercises on the underside of the slanting pole 
 may be executed on the beam, advancing the whole hand 
 as far as the wrist, on its surface. 
 
 Also, the exercises in rising above the horizontal bar, the 
 open clasp of the palm being substituted for the grasp of the 
 closed hand. 
 
THE VAULTING BAR. 
 
 Nothing could more distinctly show the nature and 
 importance of progressive exercise than the apparatus 
 employed, each succeeding machine presenting in a 
 more difficult form the exercises of its predecessor. 
 Thus, as running naturally followed walking, and 
 leaping followed the race at speed, so the modified 
 leap with the rope and pole is introductory to vaulting, 
 where from playing a secondary part, the upper limbs 
 pass to one of equal importance with the lower ones. 
 
 The bar, of which the girth will admit of its being 
 grasped by the hand, and which can be elevated and 
 depressed to suit the capacity of the learner, is the most 
 simple form of the vaulting machine ; and as will be 
 seen by the description in the text of the action and 
 position preparatory to the rise, it is similar to the 
 first standing leap ; with this distinguishing difference, 
 that the hands grasp the barrier, and the upper limbs 
 take up the effort after the lower limbs have completed 
 the spring. 
 
 In the first form of vaulting the body is carried over 
 the barrier in a horizontal line, being from head to foot, 
 when above the bar. in the exact line of the bar itself. 
 In the second form, the lower half of the body is lifted 
 by the action of the loins, elongated and elevated ver- 
 tically above the hands, and thrown straight to the front. 
 A third form, which unites in some degree both of these, 
 is when the body from the vertical position above the 
 
94 PHYSICAL EDUCATION. 
 
 bar is thrown to the right or left front, according to 
 the side on which the vault is to be made. All these 
 forms of vaulting require special care on the part of the 
 instructor, who should impress upon the learner at every 
 opportunity the necessity for keeping the lower limbs in 
 position and close together. 
 
 The simpler position of the ordinary vault (Fig. 3), 
 with the arms bent and the body in a horizontal line, 
 should be strictly adhered to at this stage ; and the 
 hollow-back vault with straight arms (cf. Fig. 28 of the 
 Vaulting Horse) reserved for practice on the Horse and 
 Parallel Bars. 
 
 The position of the instructor should be in front of 
 the learner, with one hand grasping the wrist nearest 
 to him, and the other held in readiness to give assist- 
 ance if required. 
 
 The vaulting bar should be of ash (specially selected 
 for its straightness and freedom from knots) turned 
 perfectly round, 2f inches in diameter, except at the 
 ends, where square shoulders or 'tenons' should be 
 formed, to run up and down the grooves or space be- 
 t-jiv^een the standards. The standards should be 7 feet 
 apai*t and 7 feet high, formed in two pieces with a space 
 of if inches between them to receive the shoulders at 
 the ends of the bar, and pierced with holes 3 inches 
 apart, fitted with moveable wrought- iron pins for the 
 bar to rest on. Where it is desired to have the bar 
 of less diameter, it should be bored throughout its 
 length, and a steel rod or 'core,' specially tempered, 
 inserted, terminating at each end in a brass cap, fitting 
 the shoulder of the bar. In cases where space is an 
 object, or where the class work does not necessitate two 
 machines, the ordinary horizontal bar will do duty for 
 the vaulting bar. 
 
THE VAULTING BAR: SINGLE SERIES, 
 
 95 
 
 Single Series. 
 
 Position of attention facing the bar, close to it. If with one 
 hand, facing the line of the bar. 
 
 To vault over the bar in three movements. 
 
 I. Raise the hands and grasp the bar ; the 
 hands 
 
 Fig. I. 
 
 EXERCISE I. 
 COURSE I. 
 
 at the 
 distance, the fingers 
 and thumbs meeting ; 
 lift the feet from the 
 <i:roiind, press strongly 
 with the hands, rising 
 to the full extension of 
 the aims and inclining 
 the body slightly for- 
 ward during the ascent ; 
 the head erect, the 
 column of the body upright, the legs straight and together, 
 the feet together, the toes pointed to the ground (Fig. i ) — 
 the position of the Rest above the bar. 
 
 2. Raise the right leg, retaining its extension, and place 
 Fig. 2. the foot upon the bar, the hollow of the foot 
 resting on (Fig. 2). 
 
 Fig. 3. 
 
 3. Raise the left leg, and bring the left foot 
 up to the right, clear the bar, the whole column 
 of the body and the lower limbs in one hori- 
 zontal line over it, the arms bent, the chest 
 turned towards the bai- (Fig. 3) ; quit the grasp, 
 
96 PHYSICAL EDUCATION, 
 
 and descend yielding, facing the bar opposite the point 
 grasped by the hands. 
 
 This exercise to be repeated on the left. 
 
 To vault over the bar in two movements. 
 
 EXERCISE 2. I. Come to the Eest above the bar (Fig. i). 
 
 COURSE II. 2. Lean forward across the bar, press the 
 
 lower limbs to the front under the bar, and 
 as they return to the rear throw them to the right, clear the 
 bar in position (Fig. 3), quit the grasp of the hands, and 
 descend yielding, facing the bar. 
 
 This exercise to be repeated on the left. 
 
 To vault over the bar in one movement. 
 
 EXERCISE 3. I. Eaise both hands and grasp the bar as 
 
 COURSE II. above described, press from both hands and • 
 
 feet simultaneously, throw both feet with 
 the lower limbs in position to the right, clear the bar, 
 the trunk and lower limbs in the position of first exercise 
 (Fig 3), quit the grasp, and descend yielding. 
 
 During this exercise the body should make a complete 
 turn the feet describing a semicircle diagonally, the chest 
 at each point of the ascent and descent being continually 
 turned towards the bar, the position of the body on the 
 completion of the descent being as distinctly facing the bar 
 as it was preparatory to the ascent. 
 
 This exercise to be repeated on the left. v 
 
 This exercise, together with the two succeeding ones, 
 will, of course, vary in difficulty according to the height of 
 the bar. 
 
THE VAULTING BAR: SINGLE SERIES 97 
 
 To vault over the bar between the hands. 
 
 EXERCISE 4. I. Grasp the bar with the hands at the 
 
 COURSE III. distance, bend the legs and on their return 
 
 extension spring from the ground, press 
 strongly with the hands, incline the head and shoulders for- 
 ward, extend the arms and bring the knees straight up 
 between them. Shoot the feet through the space between 
 the hands, press from the hands, and descend yielding. 
 Cf. Figs. 10, II, 12 of the Vaulting Horse (p. 108). 
 
 To vault over the bar, the legs astride. 
 
 EXERCISE 5. I. Grasp the bar with the hands together, 
 
 COURSE III. and proceed as before until the spring from 
 
 the ground. At this point open the legs to 
 their full extension, inclining the head and shoulders forward, 
 and as the legs are shot in position over the bar press strongly 
 with the hands, and bringing the legs rapidly together, 
 descend yielding. 
 
 Cf. Fig. 13 of the Vaulting Horse (p. 109). 
 
 To vault over the bar by the back lift. 
 
 EXERCISE 6. I. Grasp the bar with the hands at the 
 
 COURSE III. distance, press strongly with the hands and 
 
 feet simultaneously, and throw the body 
 over the bar in a straight line vertically above the head, the 
 arms bending during it^ ascent, the elbows held close in by 
 the sides, the head and shoulders inclined to the front, the 
 
 H 
 
98 
 
 PHYSICAL EDUCATION. 
 
 column of the body and the lower limbs with the toes pointed 
 upward in a vertical line when above the bar (Fig. 4) ; from 
 
 Fig. 4. Fig. 5. 
 
 this point throw the feet to the front, bending the back 
 inwards, and raising the head as the feet approach the 
 ground, quit the grasp (Fig. 5), and descend yielding, the 
 back to the bar. 
 
 To vault over the bar by the back lift, in two 
 movements. 
 
 EXERCISE 7. I. Come to the Eest above the bar (Fig. i). 
 
 COURSE III. 2. Lean forward over the bar, press the 
 
 lower limbs to the front under it, and as 
 they return to the rear, throw them straight above the head 
 as in Fig. 4, the arms bending during the ascent ; clear 
 the bar, and descend with the back to it (Fig. 5). 
 
THE VAULTING BAR: SINGLE SERIES. 
 
 99 
 
 To vault the bar over one hand. 
 
 EXERCISE 8. 
 
 COURSE IV. 
 
 I. As in the back lift, but during the 
 elevation Fig. 6. 
 
 of the 
 
 lower limbs above the bar, 
 
 instead of retaining the 
 
 body between the hands, 
 
 incline it over the right 
 
 arm, the trunk and lower 
 
 limbs turning towards 
 
 the right ; complete the 
 
 elevation of the lower 
 
 limbs until they rise 
 
 straight above the bar 
 
 over the grasp of the 
 
 right hand, quit the grasp 
 
 of the left, and pass it 
 
 above the head ; let the feet descend (Fig. 6), the right 
 
 side next the bar, quit the grasp of the right hand, and 
 
 descend yielding. 
 
 This exercise to be repeated over the left hand. 
 
 To vault the bar with the hands only. 
 
 EXERCISE 9. I. Spring up and grasp the bar at the 
 
 COURSE IV. distance with both hands, and in lifting the 
 
 feet from the ground press them to the front 
 under the bar ; on their return oscillation, rapidly bend the 
 arms, until the breast rises above the bar, press strongly with 
 the hands, continue the upward movement of the body, and 
 at the same time throw the lower limbs in position to the 
 right, clear the bar, and descend yielding. 
 
 This exercise to be repeated on the left. 
 
 H 2 
 
lOO PHYSICAL EDUCATION. 
 
 To vault the bar with the hands only, by the 
 back lift. 
 
 EXERCISE 10. I. As in preceding exercise until the 
 
 COURSE IV. breast rises above the bar, at this point 
 
 press the elbows close in by the sides, 
 incline the head and shoulders to the front, elevate the 
 lower limbs vertically above the head as shown iii Fig. 4, 
 and descend yielding (Fig. 5). 
 
 To vault the bar with the hands only, over one 
 
 hand. 
 
 EXERCISE II. I. As in preceding exercise, but during 
 
 COURSE IV. the elevation of the lower limbs above the 
 
 bar, incline the body over the right arm, 
 complete the elevation of the lower limbs, and let the feet 
 descend, the right side next the bar (Fig. 6). 
 
 This exercise to be repeated over the left hand. 
 
 To vault the bar with one hand. 
 
 Flank vault. 
 
 EXERCISE 12. I. Grasp the bar strongly with thelefthand, 
 
 COURSE IV. slightly bend the lower limbs, and on their 
 
 return extension, spring from the ground, 
 incline the body strongly Fig. ^. 
 
 over the right arm, rapidly 
 elevate the left hand above 
 the head, and pass the lower 
 limbs, straight and together, 
 over the bar (Fig. 7) ; quit 
 the grasp, and descend 
 yielding, facing the bar. 
 
 This exercise to be repeated with the right hand. 
 
THE VAULTING BAR: SINGLE SERIES. lOI 
 
 To vault the bar ^vith one hand. 
 
 Front vault, 
 
 EXERCISE 13. I. As in the preceding exercise throughout, 
 
 COURSE IV. except that in the bringing of the body in 
 
 position over the bar, the chest should be 
 continually turning towards it, the legs straight and together, 
 the toes pointed, the whole body forming one horizontal 
 line as in the vault with both hands, the right arm extended 
 and swinging with the body. Descend yielding and facing 
 the bar. Cf. Fig. 2 2 of the Vaulting Horse. 
 
 This exercise to be repeated with the right hand. 
 
 To vault the bar with one hand. 
 
 Hear vault, 
 
 EXERCISE 14. I. As in the preceding exercise, except that 
 
 COURSE IV. in the bringing of the body in position over 
 
 the bar, the chest is quickly turned away 
 from and the rear turned towards the horse, and the legs 
 passed in position over it. Cf. Fig. 23 of the Vaulting 
 Horse. 
 
THE VAULTING HORSE. 
 
 This is a machine of a much higher order than the 
 bar, and presenting a much wider range of exercises, 
 second to none in value and number. 
 
 The three series into which the exercises' divide 
 themselves are very distinctly marked, and admit of 
 progressive practice long after the correct action and 
 position have been attained, by increasing the eleva- 
 tion of the machine. 
 
 These exercises can scarcely be too frequently practised, 
 as they give valuable and widely varied employment to 
 both upper and lower limbs, and also to the trunk ; 
 and this machine is always found an excellent one 
 with which to begin the lesson, because it affords 
 much and rapid movement without severe or localized 
 effort. The first series is clearly introductory to the 
 second. The third series is very artistic and effective, 
 and cultivates to the highest attainable point that 
 precision and security of grasp and spring which are 
 so valuable in all exercises when practically applied. 
 
 The position of the instructor should be close to 
 the machine, in front of the learner, directing every 
 motion, and in the early stages of his practice counting 
 the time of his movements, and pointing out to him 
 the features of the position in the ascent, rest, and 
 descent. The instructor should also repeatedly execute 
 the exercise himself in the manner most likely to 
 make the learner comprehend its peculiarities, at the 
 same time encouraging him, if timid or hesitating, and 
 losing no opportunity of obtaining his entire confidence 
 and trust in every situation however critical, remem- 
 
THE VAULTING HORSE. 103 
 
 bering always that nothing will so readily make a man 
 fall as the fear of falling. 
 
 There should be at least two vaulting horses in 
 a gymnasium, of the respective heights of 4 feet and 
 5 feet; where a third is provided, its height should 
 be 5 feet 6 inches. In cases where there is only 
 space for a single horse in the gymnasium, the legs 
 can be made to move up or down according to the 
 height required. The bodies should be formed of blocks 
 of wood from 5 feet to 5 feet 6 inches in length, and 
 12 inches in width, supported by strong framed legs 
 screwed to the floor. The tops should be carefully 
 rounded in every direction, so as to give a convenient 
 seat for the body, and surface for the hands, whether 
 the horse be used from the sides, or from the croup. 
 The centre poi*tion should be carefully padded and 
 covered with strong leather. 
 
 For vaulting with one hand, circling, feint exercises 
 &c. (cf. Exercises 17, 18 and their variations), it 
 is customary to have pommels fitted on the horse, 
 in order to increase the * purchase ' of the grasp and 
 give sufficient elevation above the saddle ; and this 
 is specially the case in German gymnasia, where leg 
 circling and such like variations are much in vogue. 
 These movements will be found more fully described in 
 the Appendix to the Horse. The pommels however are 
 merely of use in giving variety and in tricky work, 
 the ordinary smooth saddle being better suited to the 
 needs of physical education. 
 
 Another form of the horse, practical at any time, and 
 specially useful where width and space are required (as 
 in several exercises of the Appendix to the Horse), is 
 a padded table, covered with leather, which may be 
 raised up or down in a similar manner to the horse. 
 
I04 
 
 PHYSICAL EDUCATION. 
 
 First Series . . . Standing. 
 Second Series . . . Etmning, 
 Third Series . . . B^ the croup. 
 
 Preliminary Movement 
 
 To come to the rest upon the horse. 
 
 COURSE I. Raise the hands and place them at the 
 
 distance on the back of the horse, the thumbs 
 and fingers straight and together, and pointed to the front 
 Fig. I. Fig. 2. 
 
 (Fig. i) ; bend the legs, and on their return extension spring 
 from the ground, inclining the body to the front, press 
 strongly with the hands, extend the arms, and raise the trunk 
 of the body to the rest above the horse, the legs straight and 
 together, the feet together, and pointed to the ground (Fig. 2). 
 
 First Series. 
 
 Position of attention, close beside and facing the horse; in one 
 handed vaults facing the line of the horse. 
 
 To vault on the horse in two movements. 
 
 EXERCISE I. I. Come to the Rest upon the horse. 
 
 COURSE I 2. Elevate the right leg, and by a continuous 
 
 movement bring it over the back of the horse, 
 the column of the body turning with it ; and as the right 
 
THE VAULTING HORSE: FIRST SERIES, 3 0,5 
 
 thigh approaches the right hand, advance the latter in 
 a line with the left hand, and slowly lower the body to the 
 saddle, bringing the head erect and the chest and trunk 
 well advanced, the hands lightly resting on the thighs, 
 the lower limbs pendent, the toes pointed to the front 
 (Fig. 3). 
 
 Fig. 3 
 
 In descending, incline the head and trunk of the body 
 to the front, elevate the left leg to the rear until it clears 
 the back of the horse, the right rising to meet it, press from 
 the hands, and descend yielding, facing the horse. 
 
 This exercise to be repeated on the left. 
 
 To vault on the horse in one movement. 
 
 EXERCISE 2. I. As in the previous exercise, except that 
 
 COURSE I. the right leg should ascend and clear the 
 
 back of the horse, in a continuous movement 
 from the ground to the seat in the saddle. 
 Descend as before. 
 
 This exercise to be repeated on the left. 
 
io6 
 
 PHYSICAL EDUCATION. 
 
 To vault over the horse in two movements. 
 
 EXERCISE 3. I. Come to the Eest above the horse 
 
 COURSE I. (Fig. 4). 
 
 2. Elevate both Hmbs in position to the 
 right, and pass them over the horse, incline the head and 
 shoulders forward, advancing the right hand in a line with 
 the left (Fig. 5), press from both hands, and descend 
 yielding, facing the horse. 
 
 Fig. 4. 
 
 Fig. 5. 
 
 This exercise to be repeated, passing by the left. 
 
 To vault over the horse in one movement. 
 
 EXERCISE 4. I. As in previous exercise, except that the 
 
 COURSE I. legs should ascend and clear the back of the 
 
 horse in one continuous movement ; after 
 the advance of the right hand, press strongly from both and 
 descend yielding, facing the horse. 
 
 As the body clears the horse the trunk and lower limbs 
 
THE VAULTING HORSE: FIRST SERIES. 
 
 107 
 
 should be extended in the line of the horse, the arms bent, 
 the chest advanced, the head thrown back. 
 
 This exercise to be repeated, passing by the left. 
 
 To vault on the horse resting on the knees. 
 
 EXERCISE 5. I. Eaise the hands and place them at the 
 
 COURSE I. distance on the back of the horse, as in 
 
 Fig. I ; bend the legs, and on their return 
 extension spring from the ground, press strongly with the 
 hands, incline the head and shoulders forward, extend 
 the arms, and bring the knees straight up between them, 
 resting on the saddle (Fig. 6). In descending, rapidly throw 
 
 Fig. 6. 
 
 Fig. 7. 
 
 Fig. 8. 
 
 the hands to the front, as high as the face, spring from the 
 rest on the knees with the lower limbs, upward and forward 
 
 (Fig. 7), and descend yielding (Fig. 8). 
 
o8 
 
 PHYSICAL EDUCATION'. 
 
 To vault on the horse resting on the feet. 
 
 EXERCISE 6. I. As in the preceding exercise, 
 
 COURSE II. except that the knees should be 
 
 brought up between the arms until 
 they are as high as the breast and the feet instead of 
 the knees brought to the rest on the saddle ; imme- ' 
 diately straighten the legs and come to the position 
 of attention (Fig. 9). 
 
 In descending, spring straight to the front, and 
 descend yielding. 
 
 Fig. 9. 
 
 To vault over the horse between the hands. 
 
 EXERCISE 7. I. Spring from the ground and bring the 
 
 COURSE III. knees up between the arms to the breast as 
 
 as in the previous exercise, but instead of 
 
 letting the feet rest on the saddle let them be shot through 
 
 Fig. 10. 
 
 Fig. II. 
 
 Fig. 12. 
 
 the space between the hands (Figs. 10, 11, and 12); press 
 from the hands, and descend yielding. 
 
THE VAULTING HORSE: FIRST SERIES. 109 
 
 To vault over the horse, the legs astride. 
 
 EXERCISE 8. I. Place the hands on the horse and bend 
 
 COURSE III. the legs for the spring as before, and im- 
 
 mediately on the spring from the ground let 
 them be opened to their full extension ; incline the head and 
 
 Fig. 13. 
 
 shoulders forward, press strongly with the hands, and shoot 
 the legs in position over the horse outside the arms (Fig. 13). 
 Bring the legs rapidly together, and descend yielding. 
 
 To vault over the horse by the back lift. 
 
 EXERCISE 9. I. On the spring from the ground depress 
 
 COURSE III. the head and shoulders until the latter are 
 
 as low as the hands, and at the same 
 time elevate the lower limbs, hips, and loins by the rear 
 until they rise perpendicularly over the hands (Fig. 14), the 
 
ITO 
 
 PHYSICAL EDUCATION, 
 
 legs straight and together, the toes pointed upwards ; con- 
 tinue the sweep of the lower limbs, let the feet fall to the 
 
 Fig. 14. 
 
 Fig. 15. 
 
 front, bending the back inwards (Fig. 15), and descend 
 yielding. 
 
 To vault over the horse by the back lift. 
 
 Fig. 16. 
 
 The hack hollow. 
 
 EXERCISE 10. I. Precisely as in the pre- 
 
 couRSE IV. ceding exercise, except that on 
 
 the spring from the ground the 
 back is immediately curved inwards, the head 
 and shoulders being thrown well back ; and this 
 position is maintained throughout the exercise. 
 
THE VAULTING HORSE: FIRST SERIES. 
 
 Ill 
 
 To vault over the horse by the back lift. 
 
 Besting on tJie forearm. 
 
 EXERCISE II. I. Precisely as in the back 
 
 COURSE IV. lift over the horse (Figs. 14, 
 
 15 and 16), with the exception 
 that, instead of the hands, the whole of the 
 forearm to the elbow is placed upon the horse 
 previously to the spring ; thence the sweep of 
 the limbs over the horse is continued in one 
 movement (Fig. 17). 
 
 When in a perpendicular position above 
 the horse a pause may be made, thus showing 
 the forearm balance. 
 
 To vault over the horse by the back lift. 
 
 Showing the straight-arm balance, 
 
 EXERCISE 12. I. Proceed with the back lift 
 
 COURSE IV. over the horse until the body 
 
 is in a perpendicular position 
 above it (short-arm balance. Fig. 16). 
 
 2. Instead of continuing the sweep of the 
 limbs over the horse in one movement, pause 
 and by strong pressure of the hands and wrists 
 straighten the arms to the full extension (Fig. 18). 
 Ketain this position for a moment, and complete 
 the sweep of the limbs over the head and de- 
 scend yielding. 
 
 Fig. 18. 
 
112 PHYSICAL EDUCATION. 
 
 To vault the horse by the back lift over one hand. 
 
 EXERCISE 13. I. As in the back lift to the perpen- 
 
 couRSE IV. dicular position above the horse. Without 
 
 pause advance the right hand into line with 
 the left, turning the body in position with it, and -pass the 
 limbs in one continuous movement (cf. Vaulting Bar, Fig. 6, 
 p. 99) over the horse, descending yielding, facing the line 
 of the horse, the horse on the right. 
 
 This exercise to be repeated, advancing the left hand into 
 line with the right. 
 
 To vault over the horse by the back lift and turn. 
 
 EXERCISE 14. I. As in the preceding exercise, until the 
 
 COURSE IV. right hand is brought into line with the 
 
 left, but in continuing the sweep of the 
 limbs over the horse, the body is quickly turned to the left, 
 the left hand shifted, and the descent made facing the 
 horse. 
 
 To vault on the horse with one hand. 
 
 EXERCISE 15. I. Eaise the left hand and place it on the 
 
 COURSE III. horse, and extend the right arm to the rear 
 
 (Fig. 1 9). Bend the legs for the spring, and 
 on the return extension elevate the right leg, and pass it 
 over the horse, at the same time rapidly elevating the right 
 
THE VAULTING HORSE: FIRST SERIES, 
 
 113 
 
 arm above the head, the hand closed, and come to the seat 
 in the saddle (Fig. 20). 
 
 Fig. 19. 
 
 Fig. 20. 
 
 In descending, incline the head and shoulders to the front, 
 press strongly from the left hand, and descend facing the 
 horse. 
 
 This exercise to be repeated with the right hand* 
 
 To vault over the horse with one hand. 
 
 Flank vault. 
 
 EXERCISE 1 6, I. Place the left hand on the horse and 
 
 COURSE IV. extend the right as in the preceding 
 
 exercise. Spring as before ; press strongly 
 
 with the left hand, elevate the right, pass the lower limbs 
 
 I 
 
X4 
 
 PHYSICAL EDUCATION, 
 
 in position over the horse (Fig. 21), and descend yielding, 
 the horse on the left. 
 
 Fig. 21. 
 
 This exercise to be repeated with the right hand. 
 
 To vault over the horse with one hand. 
 
 Front vault 
 
 EXERCISE 17. I. As in the preceding exercise, except 
 COURSE IV. that 
 
 T . Fig. 22. 
 
 during 
 
 the bringing of the 
 body in position over 
 the horse the chest 
 should be continually 
 turning towards the 
 horse, the legs straight 
 and together, the toes 
 pointed, the whole 
 body forming one horizontal line as in the vault with both 
 hands, the right arm extended and swinging with the body. 
 Descend as before, yielding, the horse on the left. 
 This exercise to be repeated with the right hand. 
 
THE VAULTING HORSE: SECOND SERIES. 
 
 11^ 
 
 To vault over the horse \vith one hand. 
 
 EXERCISE 1 8 
 COURSE IV. 
 
 Bear vault 
 I. Place the left hand on the horse and 
 
 Fij?. 23. 
 
 spring as be- 
 fore, but let the 
 chest be quickly turned away 
 from, and the rear turned to- 
 wards the horse, and the legs 
 passed in position over it. 
 
 The descent is made facing 
 the line of the horse, with the 
 horse on the right. 
 
 This exercise to be repeated with the right hand (Fig. 23). 
 
 VARIATIONS, 
 COURSE IV. 
 
 Variations of the previous exercise are 
 
 made by ex- 
 tending the 
 right or left leg only, at the 
 same time bringing the knee 
 of the other leg well up to- 
 wards the chest. The descent 
 is similar to that in the pre- 
 vious exercise. 
 
 Fig. 24. 
 
 Second Series, 
 Position of attention, 25 or 30 feet from the horse. 
 
 To vault on the horse. 
 
 EXERCISE 19. Slowly begin the run, quickening the 
 
 COURSE I. pace on the advance, and looking straight 
 
 I 2 
 
ii6 
 
 PHYSICAL EDUCATION, 
 
 at the horse ; when within 2 or 3 feet of the horse, spring 
 from both feet, striking 
 
 Fi< 
 
 25- 
 
 them full and fiat upon the 
 ground, the hands taking 
 their place on the back of 
 the horse immediately after 
 the spring, pass the right 
 leg over the horse, and 
 come to the seat in the 
 saddle in one movement, 
 as in Fig. 3. 
 
 In descending, incline 
 the head and trunk of the 
 body to the front, elevate 
 the lower limbs to the rear 
 straight above the horse, 
 the toes pointed upward 
 (Fig. 25) ; slowly let the 
 lower limbs, with the en- 
 tire column of the body in 
 position, fall to the right 
 and gradually descend over 
 the arm until the feet come to the ground, the horse on 
 the right (Fig. 26); descend yielding. 
 
 This exercise to be repeated on the left. 
 
 Fi£f. 26. 
 
 To vault over the horse. 
 
 EXERCISE 20. I. Preliminary run as before, quickening 
 
 COURSE I. the pace to full speed ; spring as in pre- 
 
 ceding exercise, passing the lower limbs in 
 'position over the horse to the right (Fig. 27), advance the 
 right hand opposite the left, press strongly and desceud 
 yielding, facing the horse. 
 
 In this exercise the body should be thrown well for- 
 
THE VAULTING HORSE: SECOND SERIES, II7 
 
 ward in the spring, the feet should describe a semicircle, 
 beginning at the point where they quit the ground, and 
 finishing where they alight, 
 
 the hands being the centre ^^' 
 
 upon which the trunk and 
 low^er limbs turn ; during 
 this exercise, therefore, the 
 chest should be continually 
 turning towards the horse, 
 the legs should be straight 
 and together, the toes point- 
 ed, the whole body, when 
 
 in the act of clearing the horse, forming one horizontal line 
 over it. 
 
 This exercise to be repeated on the left. 
 
 To vault over the horse. 
 
 The hack hollow, 
 
 EXERCISE 21. I. Precisely as in the preceding exer- 
 
 couRSE II. cise, except that immediately on the spring 
 
 the back is curved inwards, the head and 
 
 shoulders are held erect, the arms placed at full extension 
 
 Fig. 28. 
 
 upon the horse, and this position maintained throughout 
 the exercise 
 
Il8 PHYSICAL EDUCATION. 
 
 To vault on the horse resting on the knees, 
 
 EXERCISE 2 2. I. Preliminary run as before; spring 
 
 COURSE I. straight to the front, the hands taking 
 
 their place on the back of the horse im- 
 mediately after the spring, bring both legs, with the knees 
 closely bent up, between the arms and come to the rest on 
 the knees, as in the same exercise without a run (Fig. 6), 
 and descend as in Figs. 7 and 8. 
 
 To vault on the horse resting on the feet. 
 
 EXERCISE 23. I. As in the preceding exercise, except 
 
 COURSE II. that the feet, instead of the knees, are 
 
 placed on the saddle ; straighten the legs, 
 and complete the exercise, as from the standing position 
 (Fig. 9). 
 
 To vault over the horse between the hands. 
 
 EXERCISE 24. I . Proceed as in vaulting to the stand on the 
 
 COURSE III. feet, except that the legs are still more closely 
 
 bent up, and the feet, instead of resting on 
 the saddle, are shot through between the hands, as in the 
 same exercise without a run (cf. Figs. 10, 11, 12); press 
 from the hands as the feet clear the horse, and descend 
 yielding. 
 
THE VAULT! yC HORSE: SECOND SERIES. II9 
 
 To vault over the horse between the hands, the 
 back hollo^v. 
 
 Fig 29. 
 
 EXERCISE 25. I. PrO- 
 
 couRSE IV. ceed as 
 
 before to 
 the spring, at the moment 
 of which the body is rais- 
 ed erect, the head and 
 shoulders thrown slightly 
 back, the back curved, the 
 legs and feet kept well 
 behind (Fig. 29) ; and by 
 
 strong pressure of the hands the body is passed in this 
 position over the horse. 
 
 To vault over the horse between the hands, 
 showing a balance. 
 
 Fig. 30. 
 
 EXERCISE 26. I. Proceed as in 
 
 COURSE IV. the ordinary vault 
 
 between the hands 
 till the position of Fig. 1 1 is reach- 
 ed; without pause shoot the feet 
 forward, the ai-ms at full extension, 
 and retain the balance (Fig. 30). 
 Press strongly with the hands away 
 from the horse, let the legs and feet 
 drop to the front, and descend yield- 
 ing. 
 
 To vault over the horse, the legs astride. 
 
 EXERCISE 27. I. Except for the run and method of 
 
 COURSE III. spring, precisely as in the similar exercise 
 
 from a standing position (Fig. 13). 
 
I20 
 
 PHYSICAL EDUCATION, 
 
 To vault over the horse, the legs astride, the back 
 
 hollow. 
 
 EXERCISE 28. I. As in 
 
 COURSE IV. the preceding 
 
 exercise, ex- 
 cept that so soon as the legs 
 are above the horse at full 
 extension, the back is imme- 
 diately curved inwards, the 
 head thrown back, and this 
 position maintained whilst the 
 legs close and the feet come to 
 the ground. 
 
 Fig. 3T. 
 
 To vault over the horse by the back lift. 
 
 EXERCISE 29. I. Precisely as in the similar exercise 
 
 COURSE III. from the standing position, except that the 
 
 spring is made before the hands are placed 
 on the horse. Cf. Figs. 14 and 15. 
 
 To vault the horse by the back lift. 
 
 The hack hollow, 
 
 EXERCISE 30. I. Precisely as in the similar exercise 
 
 COURSE IV. from a standing position, except for the 
 
 method of spring. The back must be 
 curved inwards and the correct position assumed at the 
 spring, so as to alight with the hands on the horse in that 
 position and retain it throughout. Cf. Fig. 16. 
 
THE VAULTING HORSE: SECOND SERIES, 121 
 
 To vault over the horse between the hands, by the 
 
 back lift. 
 
 The jrnnp away from the balance, 
 
 EXERCISE 31. I. Proceed as in the ordinary back 
 
 COURSE IV. lift, till the perpendicular position above 
 
 the horse is reached Fig, 32. 
 
 (Fig. 16). Press strongly away from 
 the horse with the hands, and rapidly 
 rounding the back and bending the 
 knees (Fig. 32), bring the feet smartly 
 between the hands, at the same mo- 
 ment again hollowing the back, and 
 descend yielding. 
 
 This exercise may be varied by 
 pressing up to straight-arm balance (Fig. 18) before de- 
 scending between the hands. 
 
 To vault over the horse by the back lift. 
 Besting on the forearm. 
 
 EXERCISE 32. COURSE IV. 
 
 This, together with the succeeding Exercises 33, 34, 35, 
 does not differ from the similar ones from a standing position 
 except that the spring is made from both feet, struck full 
 and flat upon the ground, and that the hands are placed 
 on the horse after the spring. 
 
 To vault over the horse by the back lift. 
 Showing the straight-atm balance, 
 
 EXERCISE 33. COURSE IV. 
 
122 
 
 PHYSICAL EDUCATION 
 
 To vault over the horse by the back lift over one 
 
 hand. 
 
 EXERCISE 34. COURSE IV. 
 
 To vault over the horse by the back lift and 
 
 turn. 
 
 EXERCISE 35. 
 
 COURSE IV. 
 
 To vault over the horse with one hand. 
 
 Flank vault 
 
 EXERCISE 36. I. Proceed as usual to the spring ; place 
 
 COURSE IV. both hands on the back of the horse, imme- 
 
 diately re- 
 lease the grasp of the right 
 hand, throw the right arm 
 above the . head, and pass 
 the lower limbs in position 
 over the horse (Fig. 33) ; 
 lean forward when clearing 
 the horse, press strongly 
 with the left hand, and de- 
 scend yielding, the horse 
 on the left. 
 
 To vault over the horse with one hand. 
 
 Front vault 
 
 EXERCISE 37. I. Proceed as usual to the spring, place 
 
 COURSE IV. both hands on the horse ; immediately 
 
 quit the grasp of the right and throw the 
 right arm above the head, completing the exercise as from 
 the standing position (Fig. 22). 
 
THE VAULT/ iVG HORSE: SECOND SERIES. 1 23 
 
 To vault over the horse with one hand. 
 
 B^ear vault 
 EXERCISE 38. I. Proceed as usual to the spring; place 
 
 COURSE IV. both hands on the horse, and immediately 
 
 quitting the grasp of the right, complete the 
 exercise as from a standing position (Fig. 23). 
 
 This exercise may be varied as described on page 115 
 
 (Fig. 24). 
 
 To vault over the horse with one hand, with 
 complete turn. 
 
 EXERCISE 39. I. Proceed as usual to the spring, place 
 
 COURSE IV. both hands on the horse and immediately 
 
 quit the grasp of the right. As the body 
 passes over the horse the face and body are rapidly turned 
 towards it, the left hand quits its grasp and, as the face and 
 body again turn away from the horse, the right hand takes 
 the place of the left, the body describing a complete turn 
 towards the left, and the descent is made with the back to 
 the horse. 
 
 To circle over the horse with both legs. 
 
 EXERCISE 40. I. Proceed as usual to the spring, and 
 
 COURSE IV. immediately on placing pjo. ^ 
 
 the hands on the horse 
 elevate the lower limbs in position 
 to the right, raise the head and shoul- 
 ders erect, bringing the rear towards 
 the horse ; release the grasp of the right 
 bund and pass the limbs in position 
 (Fig. 34) beneath it, and continuing the 
 circle movement pass them similarly 
 beneath the left arm to the rear over 
 the horse, and descend to the springboard, facing the horse. 
 
124 PHYSICAL EDUCATION. 
 
 Third Series, 
 
 Position of attention, 25 or 30 feet from the horse, facing 
 
 the croup. 
 
 To vault to the croup. 
 
 EXERCISE 41. I. Slowly begin the run, quickening 
 
 COURSE I. the pace on the advance, and when within 
 
 2 or 3 feet of the croup, spring from both 
 feet, immediately placing the hands on the croup, right 
 and left ; fully separate the lower limbs during the rise, 
 and as the body reaches the croup advance the hands 6 or 8 
 inches along the back of the horse, and lightly sink to the 
 
 Fig. 35. Fig. 36. 
 
 seat on the croup (Fig. 35) ; the head and column of the 
 body slightly inclined to the front, the lower limbs straight, 
 the toes pointed to the front. 
 
 In descending, incline the head and trunk to the hori- 
 zontal line of the horse, elevate the lower limbs, straight 
 and together, until they are in a line with the body 
 (Fig. 36), shoot them out far to the rear, at the same 
 time pressing from the hands, and descend yielding, facing 
 the croup. 
 
THE VAULTING HORSE: THIRD SERIES. 
 
 J 25 
 
 To vault to the saddle. 
 
 Fig. 37 
 
 EXERCISE 42. I. As in preceding exercise, until the 
 
 COURSE II. lower limbs rise above the croup, but in- 
 
 stead of allowing them to rest, continue 
 the momentum of the spring, 
 rapidly advance both hands 
 to the saddle and lightly sink 
 to the seat, place the hands on 
 the thighs, the head erect, the 
 breast advanced, as in Fig. 3. 
 In descending, replace the 
 hands on the horse (Fig. 37), 
 elevate the lower limbs, and 
 descend as in the ordinary 
 vault on the horse (Figs. 25 
 and 26). 
 
 To vault to the croup resting on the knees. 
 
 EXERCISE 43. I. Proceed as before to 
 
 COURSE I. the spring ; bring both 
 
 legs, with the knees 
 closely bent, up between the arms, and 
 let them lightly rest on the croup between 
 the hands (Fig. 38). 
 
 In descending, incline the head and 
 trunk of the body to the front, slowly 
 elevate the lower limbs, and shoot them 
 to the rear, as in Fig. 36, and descend 
 yielding. 
 
 Fig. 38. 
 
126 
 
 PHYSICAL EDUCATION. 
 
 To vault to the croup, resting on the feet. 
 
 Fig. 39. 
 
 EXERCISE 44. I. As in preceding exer- 
 
 couRSE II. cise, except that the knees 
 
 are lifted above the croup 
 as high as the breast, and the soles of the 
 feet placed on the horse ; straighten the 
 legs, rising from the palms to the tips of 
 the fingers, and stand upright on the croup 
 
 (Fig. 39). 
 
 In descending, re-bend the knees, spring 
 backwards, and descend yielding, facing 
 the croup. 
 
 To vault to the croup, the legs on the right. 
 
 EXERCISE 45. I. Proceed as usual to the spring, but 
 
 COURSE II. instead of separating the lower limbs, keep 
 
 them together, and during the rise to the 
 
 Fig. 40. 
 
 croup, pass them to the right, and slowly sink to the side- 
 seat on the croup (Fig. 40). 
 
THE VAULTING HORSE: THIRD SERIES. 
 
 12' 
 
 In descending, incline the head and shoulders to the 
 front, press strongly from the hands, elevate the lower 
 limbs over the horse until they are above the head (Fig. 41), 
 slowly let the lower limbs, with the entire column of the 
 body, fall to the left, and gradually descend over the arm, 
 until the feet come to the ground, the hoi-se on the left. 
 
 This exercise to be repeated on the left, descending on 
 the right. 
 
 To vault over the croup, the legs passing from 
 right to left. 
 
 EXERCISE 46. I. As in preceding exercise, until the 
 
 COURSE III. rise above the croup, but instead of allowing 
 
 the legs to rest upon it, continue the 
 
 momentum of the 
 
 spring, lifting the 
 right hand, and ex- 
 tending it rfipidly 
 above the head, and 
 carry the limbs for- 
 ward and upward 
 over the horse in 
 front (Fig. 42), and 
 turning completely 
 round upon the left 
 hand, descend yield- 
 ing, facing the line 
 of the horse, the horse 
 on the left (Fig. 43). 
 
 This exercise to be 
 repeated, the legs 
 passing from left to right. 
 
 Fig. 42. 
 
 Fig. 43 
 
128 PHYSICAL EDUCATION. 
 
 To vault over the horse by the croup, the legs 
 
 astride. 
 
 EXERCISE 47. I. As in previous exercises of the Third 
 
 COURSE III. Series, except that the pace is quickened 
 
 to full speed. Immediately after the spring 
 fully separate the lower limbs, the legs straight, toes pointed, 
 the head and column of the body inclined slightly forward, 
 
 Fig. 44. 
 
 the hands placed well forward on the neck of the horse, the 
 arms at full extension (Fig. 44). Press firmly with the hands 
 and bring the legs together in front of the neck of the 
 horse, passing the body over it, and descend yielding. 
 
 To vault over the horse by the croup, the legs 
 
 astride. 
 
 A Second Method. 
 
 EXERCISE 484 I. This exercise is identical with the 
 
 COURSE III. preceding, except that the hands are placed 
 
 first on the croup, and then shifted 
 together on to the neck of the horse as the body passes over 
 it, in one continuous movement, 
 
THE VAULTING HORSE: THIRD SERIES. 1 29 
 
 To vault over the horse by the croup, the legs 
 
 astride. 
 
 A Third Method, the back hollow. 
 
 EXERCISE 49. I. As in previous exercises of the third 
 
 COURSE IV. series, except that the pace is quickened to 
 
 the utmost, the hands are placed on the 
 horse midway between the croup and the saddle, and by 
 strong pressure the trunk is elevated considerably above 
 
 Fig- 45- 
 
 the horse, the back being curved inwards (Fig. 45), and the 
 hollow-back position maintained from the spring till the 
 descent to the ground. 
 
 To vault over the horse by the croup, the legs 
 
 astride. 
 
 A Fourth Method. 
 
 EXERCISE 50. Proceed as before to the spring, but let 
 
 COURSE III. . ands be placed well forward on the 
 
 sauu ) of the horse. Fully separate the 
 lower limbs during the rise, keeping the head and column 
 of the body well inclined to the front, the legs straight, 
 
 K 
 
130 
 
 PHYSICAL EDUCATION, 
 
 the toes pointed ; elevate the legs rapidly in front of the 
 hands, meantime bringing them together till the feet touch 
 
 Fig. 46. 
 
 (Fig. 46), and at the same moment pressing strongly with 
 the hands, shoot the body over the neck of the horse and 
 descend yielding. 
 
 To vault over the horse by the croup, the legs 
 
 astride. 
 
 EXERCISE 51 
 COURSE IV. 
 
 A Fifth Method. 
 I. Proceed as usual to the spring, quick- 
 fig. 47. 
 
 enmg 
 
 the 
 speed of the run to the 
 utmost ; immediately 
 on the spring the 
 lower limbs should 
 be elevated to the 
 rear, the back curved 
 inwards, the head 
 erect and thrown 
 
 slightly back, the legs being kept straight and well together, 
 the hands placed one on each side of the neck of the horse 
 very forward (Fig. 47). From this position the legs, still 
 
THE VAULTING HORSE: THIRD SERIES. 
 
 31 
 
 straight, are fully opened and pass one on each side of 
 the neck whilst the head and trunk are elevated, the legs 
 gradually closing, and meeting when the ground is reached. 
 
 To vault over the horse by the croup through the 
 hands, in two movements. 
 
 EXERCISE 52. 
 COURSE III. 
 
 I. Come to the stand 
 upright upon the croup, as 
 above described (Fig. 48). 
 2. This position is only momentary. 
 Spring forward and place the hands one 
 on each side of the neck of the horse, the 
 arms at full extension, at the same time 
 elevating the lower limbs in the rear. 
 Bring the knees quickly to the chest and 
 shoot the legs through the hands, inclining 
 the head and trunk upwards ; and pressing 
 firmly with the hands, descend yielding 
 to the ground. 
 
 To vault over the horse by the croup through 
 the hands. 
 
 Immediately on the spring elevate 
 Fig. 49. 
 
 EXERCISE 53. T. 
 
 COURSE IV. the 
 
 lower 
 limbs to the rear, 
 carry the hands well 
 foi-ward, placing them 
 one each side of the 
 neck (Fig. 4^), when 
 without pause the 
 knees are quickly 
 brought to the chest, 
 the legs shot through 
 
 the arms, and the descent made as in the preceding exercise. 
 
 K 2 
 
132 
 
 PHYSICAL EDUCATION, 
 
 To vault over the horse by the croup, by the 
 
 back lift. 
 
 EXERCISE 54. I. Proceed as in the preceding exercise 
 
 COURSE IV. till the position shown in Fig. 49 is reached, 
 
 when the head and shoulders are depressed, 
 the arms bent and the lower limbs passed over the head 
 as described in the ordinary back lift. Cf. Figs. 16 and 15. 
 This exercise may be varied by retaining the straight- 
 arm balance, instead of bending the arms, or by pressing 
 iip to the straight- arm balance previously to descending to 
 the ground. 
 
 APPENDIX TO THE VAULTING HORSE. 
 
 Second Series. 
 
 The inverted vault over the horse. 
 
 EXERCISE 55. I. As in previous exercises Fi^. 50. 
 
 of the second series to the 
 spring. Striking the feet full and flat upon 
 the board, spring high above the horse, quickly 
 invert the body and light upon the back of the 
 horse with the arms at full extension in posi- 
 tion, the back curved inwards (Fig. 50). With- 
 out pause continue the movement, bending 
 the arms and letting the lower limbs sweep 
 over the body, and descend yielding. 
 
THE VAULTING HORSE: APPENDIX, 
 
 1.33 
 
 The inverted side vault over the horse. 
 
 EXERCISE 56. I. As 
 
 in the 
 previous exercise to the 
 spring Striking the feet 
 full and flat upon the 
 ground, spring high above 
 the horse ; quickly invert 
 the body, turning the left 
 side round in so doing, 
 and light upon the back 
 of the horse with the arms 
 at full extension in posi- 
 tion (Fig. 51). Without 
 pause let the lower limbs 
 sweep over the horse and 
 descend yielding, facing 
 the horse. 
 
 Fig. 51. 
 
 To fly over the horse, the back hollow. 
 
 EXERCISE 57. I. This exercise differs from all others 
 
 in that the horse is not touched by any 
 
 Fig. 52. 
 
 part of the body. Quicken the pace of the run to tlie 
 
134 
 
 PHYSICAL EDUCATION 
 
 utmost, spring, and on leaping from the board curve the 
 back, holding the head and shoulders erect and slightly 
 back, the feet and legs being somewhat behind the rest 
 of the body, both arms advanced at full extension (Fig. 52), 
 and in this position clear the horse, the hands alighting 
 on the shoulders of the instructor, who must stand facing, 
 and a pace or two away from, the horse. Descend from 
 this position yielding. 
 
 To rise upon the horse by the leg circle 
 and roll ofif. 
 
 EXERCISE 58. I. Proceed as in the ordinary vault 
 
 on the horse (Exercise i) till above it, but 
 instead of bringing the right leg to the position astride, carry 
 it round and over the horse (Fig. 53), at the same time 
 shifting the right hand and passing the limb beneath it, till 
 the sitting position is reached with the back to the horse. 
 Elevate the hands above the head (Fig. 54) and incline the 
 body quickly backwards till the small of the back strikes 
 
 Fig. 53- 
 
 Fig. 54 
 
 the horse, rapidly elevate the lower limbs and pass them in 
 position over the head, and descend yielding. 
 
 This exercise to be repeated with circling of the left leg. 
 
THE VAULTING HORSE: APPENDIX. 
 
 135 
 
 Third Series, 
 
 To vault the horse by the croup, by the back 
 hft and handspring. 
 
 EXERCISE 59. I. Proceed as in the other exercises of the 
 
 Fig. 55. Fig. 56. 
 
 I. 
 
 third 
 series to the spring, 
 placing the hands one 
 on each side of the 
 croup. Depress the 
 head and shoulders, 
 and, elevating the 
 lower limbs by the 
 rear, continue the 
 sweep as in Fig. 16, 
 and descend on to the 
 horse yielding, the 
 arms elevated above 
 the head slightly 
 backwards, palms 
 facing outwards (Fig. 55). 
 
 2. The position is only momentary. Incline the head 
 and trunk downwards, place the hands one on each side of the 
 horse and, bending the arms once more, sweep the lower 
 limbs in position upwards and over the body and descend 
 yielding to the ground. 
 
 The exercise may be varied by showing the straight-arm 
 balance as in Fig. 56 ; thence bending the arms and con- 
 tinuing the exercise as in the ordinary back lift. 
 
 To vault the horse by the croup, by the back 
 lift and forward roll. 
 
 EXERCISE 60. I. Proceed as usual to the spring ; place 
 
 the hands on the croup and, elevating the 
 
 lower limbs by the rear, continue the sweep over the head 
 
136 PHYSICAL EDUCATION. 
 
 as in the previous exercise, but instead of coming to the 
 standing position on the horse, part the lower limbs and 
 let them gradually descend to the seat astride the horse, 
 the arms remaining elevated above, the palms facing 
 outwards. 
 
 2. Without further pause place the hands on the neck, 
 depress the head and shoulders and, allowing the right 
 shoulder to rest on the left side of the horse, again let the 
 limbs rise over the head and descend in position to the ground. 
 
 TURNS. 
 
 It is obvious that by means of turning the body 
 unending variations may be given to the exercises described 
 in the System. As forms of recreative amusement they 
 are worth practising, and also, in some cases, they are 
 valuable as giving agility to the body ; in a few instances, 
 therefore, exercises with turns have been introduced into 
 the System. It must be understood, however, that the 
 exercises of the System are described in their standard 
 manner, and that there is no harm, but rather gain, in the 
 addition of such turns at the discretion of the instructor. 
 In the case of growing boys turns should always be avoided, 
 and especially what are sometimes termed ' screw turns,' 
 and turns of the legs, where they cross one another. Turns 
 consist of quarter turns, half turns, and complete turns ; 
 the first, where the body is turned from the front to the 
 right or left ; the half turn, where the move is from front 
 face to right-about-face ; the complete turn, where the body 
 moves round till it reaches its original position. A few 
 instances of these will suffice. In the ordinary two-handed 
 vault over the horse by the right, if the pupil alights with the 
 left side to the horse he has described a quarter turn 
 left ; if facing the horse, a half turn left ; if after facing the 
 horse, he again turns his back to it and alights facing the 
 same way as he started, he has described a complete turn. 
 
THE VAULTING HORSE: APPENDIX. 1 37 
 
 Another form of turning, the tricky nature of which is 
 best shown by its name of scissors or shears, and which is 
 more naturally adapted to horses with pommels, is that 
 of bringing the body round by passing the legs the one 
 beneath the other in their opposite directions. Thus it is 
 obvious that from the rest upon the arms astride the horse, 
 by passing the right leg by the rear over the horse to the left 
 and the left leg over the horse to the right beneath the right 
 leg, and letting go with the hands, the pupil will turn to the 
 right and eventually come to the seat astride the horse facing 
 the other way. Similarly by passing the right leg to the left, 
 and the left leg to the right but over the right leg, he will 
 come to a similar position by means of a left turn. This 
 method of turn can be employed in mounts to the horse, 
 and in changes of position on the horse itself. 
 
 Numerous exercises can also of course be created by 
 changes of seat and changes of position by means of vaults 
 and turns from one part of the horse to the other, or from 
 the horse to the ground, but a catalogue of them is mere 
 repetition, and any gymnast worthy the name can devise 
 such for himself. 
 
 POMMEL EXERCISES. 
 
 By having pommels fitted to the horse the power of the 
 grasp is materially increased, and a greater elevation 
 obtained over the horse. This addition is specially used 
 in the German style of gymnastics, and admits of a variety 
 of tricky exercises above the horse with the legs which 
 would be difficult and ungraceful, where not impossible, 
 if performed with the ordinary leather saddle. As in the 
 case of the Horizontal Bar and the Parallel Bars it may be 
 said that such exercises are practically unlimited, and any 
 exhaustive list of them would be valueless, even if possible, 
 because the gymnast is quite fitted to create these for 
 himself by the time that he has passed through the 
 
138 PHYSICAL EDUCATION. 
 
 apprenticeship of the more valuable exercises, and so reached 
 the point at which they are likely to be of benefit to him. 
 It will be useful, however, to point out here the main 
 directions in which exercises may be followed out with 
 the help of the pommels. These should be one on each 
 side of the saddle and covered with leather in the shape 
 of a semicircular bar, broad enough for the grasp of the 
 hand, and should be raised from 4 to 5 inches above the 
 horse in their widest part. 
 
 CIRCLING. 
 
 Circles and half circles admit of being performed from 
 the three forms of rest, viz. the forward rest, the back 
 rest, or the rest on the top of the horse. In the case 
 of the forward rest and the back rest the pommels enable 
 the gymnast to keep the thighs in position away from 
 the horse ; permitting, in the case of one-leg circles, the 
 circling leg to pass beneath the other ; this position is 
 sometimes termed Free Kest. In the rest on the top of the 
 horse the legs are held straight to the front in horizontal 
 position, either between the hands, outside the hands, or one 
 leg inside the hands. 
 
 From these positions the circle takes place either of left 
 leg, right leg, or both legs, and this either to the right 
 or the left, the legs passing completely over the horse 
 and the hands being raised to allow the leg or legs to pass 
 beneath them without the leg at any period of the circle 
 touching the horse ; both arms must be held quite straight 
 and the circling leg or legs kept close together and stiff, the 
 toes pointed to the front. In the case of circling with one leg, 
 forwards or backwards, the circling leg of course passes 
 between the other and the horse. 
 
 The most difficult and most effective of all these exercises 
 are the continuous circles either of one leg or of both legs, 
 in which the circling leg or legs never touch the horse. 
 
THE VAULTING HORSE: APPENDIX. 139 
 
 FEINTS. 
 
 Feints are scarcely so much exercises in themselves as 
 movements preparatory to other exercises, as the term itself 
 seems to imply. If, in the vault to the seat astride, the 
 movement is arrested before the legs come to the position 
 on the horse, and the body is supported on the arms 
 with either the left or right kg over the further side of the 
 horse, accordingly as the vault is either by the left or right, 
 this is termed a left or right feint. The arms must be 
 straight and the legs stiff, toes pointed outwards. Similarly, 
 if in the vault over the horse by the left or right the 
 legs, instead of being passed over the horse to the ground, 
 are brought round so as to touch the left and right arm 
 respectively, this is termed a double feint. In this case 
 the head and shoulders are well elevated, as the arms 
 are kept straight throughout, and the legs are straight and 
 together. From the feints various exercises are performed, 
 the most natural being vaults to the opposite side to that on 
 which the feint is made. 
 
 VAULTS. 
 
 By the help of the pommels the ordinary one-handed 
 vaults over the horse may be performed with a hollow back 
 and straight arms. The aim Fig. 57. 
 should be to have the trunk 
 and lower limbs in hori- 
 zontal position parallel with 
 the horse, the supporting 
 arm being at full extension 
 (Fig. 57). With this excep- 
 tion and that of the back c — U- 
 
 being straight or curved ^^^B^BmBBBmi^^mm^^^ 
 
 inwards rather than round- " 
 
 ed, the exercises aie similar in spring and in method to 
 Exercises 36-38 described in the System. 
 
140 PHYSICAL EDUCATION. 
 
 By means of the pommels it is possible to spring to the 
 position of the straight line on the horse and retain the 
 balance, owing to the additional grasp. The position 
 is in every way similar to that shown in Fig. 30 of the 
 Parallel Bars. The vault through the hands is thus very 
 often performed with a spring to the straight line ; from 
 this position the back is rounded and the legs shot through 
 to the front as in the similar exercise (7) described in the 
 System. 
 
THE PARALLEL BARS. 
 
 With the Parallel Bars we leave behind that section 
 of apparatus, which deals with exercises of progression 
 and comprises the beam, the vaulting bar, and the vaulting 
 horse ; and we proceed to another section by means of 
 which the instructor is enabled, in accordance with the 
 law that the physical development of any part of the 
 body shall be in relation to its activity, to reach any 
 part that may be in special need, and bring it to the 
 standard of the rest of the body, and also to cultivate 
 the entire physical resources of the learner to their 
 highest attainable point ; and specially to give a full 
 share of employment to the trunk and upper limbs. In 
 a large portion of these exercises the lower limbs act 
 but a secondary part, the effort required being made 
 chiefly by the trunk and the arms. 
 
 The apparatus of this section is the very heart of the 
 gymnasium proper, indeed more than one of the machines 
 (as the parallel bars, the trapezium, &c.) is virtually 
 a gymnasium in itself when in the hands of a skilful 
 instructor ; for there is scarcely a part of the body which 
 its exercises do not reach ; while there is scarcely any 
 exercise in its extended range which may not be modi- 
 fied to meet the tii'st essay of the weakest or most timid 
 beginner, and yet when executed in its perfect manner, 
 is not capable of testing and increasing the strength 
 and dexterity of the most practised gymnast. From 
 their great variety and peculiarly interesting nature they 
 
142 PHYSICAL EDUCATION. 
 
 are invariably favourites with learners in every stage 
 of advancement. 
 
 The parallel bars are invaluable in a gymnasium, the 
 exercises being not only numerous, but varied, interesting, 
 and in themselves pleasurable, capable of much artistic 
 effect, and requiring equally muscular power and dex- 
 terity of action in trunk and limb. Again, the 
 exercises themselves require no violent or sudden effort; 
 all the movements flow from one point to another, and 
 the skill displayed in their execution and the advantage 
 obtained from their practice lie in the certainty, steadi- 
 ness, and regularity with which the complex action of the 
 step is performed. 
 
 In order to suit the requirements of the System all the 
 less advanced exercises are described first in their 
 simpler form, giving what is termed the ' round back ^ 
 position ; this, of recent years, has yielded in favour to 
 the so-called ' hollow-back ' position, and rightly so ; 
 for the latter demands not merely the employment of 
 the muscles of the arms and upper part of the trunk, 
 b^t brings prominently into action also the muscles of 
 the back and abdomen and lower limbs. It is not, 
 however, by any means so well suited to beginners, and 
 it will be found advisable for all such and for young 
 pupils to content themselves with the ordinary and less 
 stiff positions till. they are thoroughly acquired, before 
 proceeding to the hollow-back ones. These latter are 
 also described after the others in their place. It must 
 be borne in mind that there are three points essential to 
 the correct performance of hollow-back exercises, firstly, 
 perfect rigidity of the lower limbs without relaxation 
 when they rest upon the bar ; secondly, absolute straight- 
 ness of the arms ; and thirdly, the retaining of the 
 curve inwards of the trunk and lower limbs in all cases 
 
THE PARALLEL BARS. 1 43 
 
 where this is not impossible (as, of course, when the 
 lower limbs are elevated forwards to the level of the bars). 
 
 In exercises involving the horizontal position of the 
 trunk and limbs above the bars we have held to the 
 old-fashioned nomenclature and described the position 
 as ' the straight line,' rather than adopt one of the 
 modern terms such as * planches ' and ' levers,' which 
 have found their way into gymnastics from the acrobatic 
 world. At the same time it is obvious that the term 
 ' straight line ' does not apply so exactly to the modern 
 hollow-back style, which requires a slight curve of the 
 whole column of the body, as to the old style in which 
 the head, trunk, and lower limbs formed one perfect line. 
 The latter less strained position is, as we have before 
 observed, the more natural one for learners, the hollow 
 back being reserved till the pupil is a more or less 
 capable gymnast. 
 
 All exercises on this machine are virtually executed 
 by the trunk and upper limbs, especially the former ; 
 they naturally divide themselves into three series: — 
 The first comprises those which consist of travelling 
 along the bars, following the natural shape and con- 
 struction of the machine, to front or rear, single 
 or double handed; the second, those of oscillation 
 between the bars, in which the exercises may be 
 said to consist of an evolution more or less com- 
 plicated, passing from front to rear, or vice versa, 
 between two points, of which the hand-grasp forms, 
 as it were, the pivot or centre. This is a most valuable 
 and attractive series, giving abundant and varied exercise 
 to the entire column of the body, and to the arms 
 whether bent or extended. The third series is a com- 
 bination of these two, also valuable, as strongly 
 addressing the trunk of the body. 
 
144 PHYSICAL EDUCATION. 
 
 Every exercise is here given in its perfect form, but 
 with beginners of ordinary physical capacity, they may 
 and should be approached through several stages of 
 less difficulty. Thus, in those of the first series, the 
 perfectly upright position of body, advanced breast, 
 straight limbs, and erect head, may be departed from 
 in the earlier stages of practice. Also, a free lateral 
 inclination from hand to hand, and, in the front and 
 rear exercises, with both hands at once, a more energetic 
 upright lift of the lower limbs, may be allowed. 
 
 The second series may be approached, first, by 
 beginning with the feet between the uprights, near 
 the entrance to the bars, with or without a spring, 
 as may be required ; second, from the centre of the 
 bars under the hands and from the ground direct, 
 with or without a spring; third, as given in the 
 text, with the feet free from the ground, in the position 
 of the Rest, the action coming from the loins, resting 
 entirely on the hands. 
 
 The exercises in this series, viz. Exercises 17 to 46, 
 are considered sufficient for the purposes of the System, 
 containing, as they do, the essential characteristics of 
 all oscillating exercises on the parallel bars. At«the 
 same time they may be varied, almost ad infinituvi, 
 with different positions when sitting on or astride 
 the bar or bars ; with crossing of the legs ; with 
 kneeling and standing on the bars, or again, with 
 different turns of the body in mounting to the bars ; 
 or, as a variation, one hand only may be used in the 
 vaulting of the bar in many exercises. These variations, 
 of little or no further value to the physical growth of the 
 body, are agreeable in themselves and may be left to the 
 discretion of the gymnast himself, when he has mastered 
 the exercises set forth in the System. 
 
THE PARALLEL BARS: PRELIMINARY. 
 
 145 
 
 A point demanding very careful observance is, that 
 the learner shall never separate his legs while executing 
 the exercises of the second series here given ; they must 
 be kept rigidly in position, and this principle must 
 be firmly inculcated from the first day's lesson. 
 
 The parallel bars should be about 8 feet long, 18 
 inches apart inside, on uprights which can be moved 
 up or down so as to adjust the bars to the height 
 required. The bars themselves should be rounded to fit 
 the hands. 
 
 First Series 
 Second Series 
 Third Series 
 
 Travelling. 
 Oscillating. 
 ComVmations. 
 
 Preliminary Movements. 
 To come to the rest between the bars. 
 
 COURSE I. Eaise the hands and place them on the 
 
 bars, the thumbs inside, the fingers out- 
 side, extended, ^^' ^' 
 and pointed 
 downward s ; 
 press from the 
 hands until the 
 arms are com- 
 pletely extend- 
 ed, the head up- 
 right, the eyes 
 directed to the 
 front, the chest 
 advanced, the 
 shoulders square to the front, the column of the body upright 
 
 L 
 
146 
 
 PHYSICAL EDUCATION, 
 
 and firm, the lower limbs straight and together, the feet 
 together and pointed to the ground (Fig. i). 
 
 To come to the rest between the bars by 
 the slo^v rise. 
 
 COURSE III. I. Place both hands upon the ends of the 
 
 bars, the palms on the toj) of the bars, the 
 thumbs inside, lower the body to the reach of the hands 
 and pass both feet to the front till they are at right angles 
 to the trunk, the legs together and straight, the feet together, 
 the toes pointed to the front. 
 
 2. Pulling strongly from the hands and wrists raise the 
 body through and above the bars, the elbows pressed well in 
 
 Fig. 3- 
 
 towards the side, the lower limbs gradually falling to the rear 
 as the arms bend and the body is raised (Figs. 2 and 3). Press- 
 ing strongly upon the wrists slowly straighten the arms, the 
 lower limbs having meantime fallen back into the perpendi- 
 cular line with the body, and thus come to the position of the 
 Eest. 
 
 For the * cut m' ' vault m,' and other methods of coming to 
 the Eest, vide the Appendix to the Parallel Bars. 
 
THE PARALLEL BARS : FLRST SERIES. 
 
 147 
 
 First Series. 
 
 Position of attention at the entrance to the bars, the front or 
 
 back to the bars. 
 
 The single march forwards. 
 
 EXERCISE I. I. Come to the Kest between the bars by 
 
 COURSE I. the first method. 
 
 2. Kest on the left hand, advance the 
 right 6 inches beyond it along the bar, advance the left 
 6 inches beyond the right. Kepeat. 
 
 The single march backwards; 
 
 EXERCISE 2. I. Come to the Backward Kest between 
 
 COURSE I. the bars (Fig. 4). 
 
 2. Kest on the left hand and advance the 
 
 Fig. 4. 
 
 right 6 inches to the rear, the left following on the left bar, 
 as in the previous exercise. Repeat. 
 
 L 2 
 
148 
 
 PHYSICAL EDUCATION. 
 
 The double march forwards. 
 
 EXERCISE 3. I. Come to the 
 
 COURSE II. Eest between the 
 
 bars ; bend the 
 lower Hmbs at the knee at a 
 right angle with the body, the toes 
 pointed to the rear (Fig. 5). 
 
 2. Spring forward with both 
 hands, 6 inches along the bars, 
 retaining the body and lower 
 limbs in position. Eepeat. 
 
 Fig. 5- 
 
 The double march backwards. 
 
 Fig. 6. 
 
 EXERCISE 4. I. Come to the 
 
 COURSE II. Backward Kest be- 
 
 tween the bars and 
 bend the legs at the knees at a right 
 angle with the body (Fig. 6). 
 
 2. Spring backwards with both 
 hands 6 inches along the bars, 
 retaining the body and lower limbs 
 in position. Kepeat. 
 
THE PARALLEL BARS: FIRST SERIES. 1 49 
 
 The single march forwards. 
 TJie arms bent 
 
 EXERCISE 5. COURSE II. 
 
 This exercise, together with the succeeding ones, 6, 7, 8, 
 are similar to the four previous ones respectively, with the 
 exception that after coming to the Kest upon the bars, the 
 arms are gradually re-bent and this position maintained 
 throughout the exercise. 
 
 The single march backwards. 
 TJie arms bent 
 
 EXERCISE 6. COURSE II. 
 
 The double march forwards. 
 The arms bent 
 
 EXERCISE 7. COURSE II. 
 
 The double march backwards. 
 The arms bent 
 
 EXERCISE 8. COURSE II. 
 
 The single march forwards, the arms bent. 
 
 Rising to tJie Best 
 
 EXERCISE 9. I. Come to the Kest between the bars, and 
 
 COURSE III. sink to the bent-arm position. 
 
 2. Quitting the grasp, incline the weight 
 of the body on the right arm, pass the left arm to the 
 rear, extend it and pass it by the side to the front and 
 re-grasp the bar in front at the full reach, rising to the Eest 
 on both arms ; lean the weight of the body on the left arm, 
 turning the back towards the bar, and slowly re-bending 
 the left arm quit the grasp of the right hand, and advance 
 the right arm to the full reach. Rise to the Eest. Repeat. 
 
I50 
 
 PHYSICAL EDUCATION, 
 
 The single march backwards, the arms bent. 
 
 Bising to the Best 
 
 EXERCISE lo. I. Come to the Bent- Arm Kest as above. 
 
 COURSE III. 2. Inclining the weight over the right 
 
 arm, quit the grasp of the left hand, and 
 bring it by the side outside the bar to the rear, grasping the 
 bar 6 inches in advance of the right. Eise to the Kest ; 
 inclining the weight over the left arm, and sinking again to 
 the bent- arm position, repeat with the right arm. 
 
 The single march forwards. 
 
 The legs up. 
 
 I. Come to the Kest between the bars ; 
 without bending 
 
 Fig. 7. 
 
 EXERCISE II. 
 COURSE III. 
 
 the arms elevate 
 the lower limbs forward till 
 they are in a horizontal position 
 parallel with the bars, the legs 
 straight and together, the feet to- 
 gether, the toes pointed to the 
 front, the trunk of the body up- 
 right (Fig. 7). 
 
 2. Rest on the left hand, lean 
 slightly backwards, advance the 
 right 6 inches beyond it along 
 
 the bar, advance the left 6 inches beyond the right. Ke 
 peat. 
 
THE PARALLEL BARS: FIRST SERIES. 151 
 
 The single march backwards. 
 
 The legs up. 
 
 EXERCISE 12. I. Come to the Backward Rest between 
 
 COURSE III. the bars, and elevate the lower limbs as in 
 
 the preceding exercise. 
 2. Rest on the left hand, lean slightly backwards, advance 
 the right 6 inches beyond the left along the bar and repeat 
 with the left, as previously. 
 
 The double march forwards. 
 
 The legs up, 
 
 EXERCISE 13. I. Come to the Forw^ard Rest on the bars 
 
 COURSE IV. and elevate the lower limbs as before (Fig. 7 ). 
 
 2. Spring forward 6 inches along the 
 bar with both hands, leaning slightly backwards and retaining 
 the body and limbs in position. Repeat. 
 
 The double march backwards. 
 
 The legs up, 
 
 EXERCISE 14. I. Come to the Backward Rest and elevate 
 
 COURSE IV. the lower limbs as befoi*e. 
 
 2 . Spring backwards 6 i nches along the bar 
 with both hands, leaning slightly backwards and retaining 
 the body and limbs in position. 
 
 To circle in the rest. 
 
 EXERCISE 15. I. Come to the Rest between the bars. 
 
 COURSE III. 2. Incline the head and shoulders to the 
 
 left side, so as to support the body as much 
 as possible upon the left arm, and releasing the grasp of the 
 right hand turn the body round towards the left bar ; grasp 
 the bar with the right hand and rest on both hands. Release 
 
152 
 
 PHYSICAL EDUCATION-, 
 
 the grasp of the left hand and turn the body gradually back- 
 wards towards the left, meantime inclining the body well 
 over the right arm ; grasp the (originally) right bar with the 
 left hand. Eelease the grasp of the right hand and, again 
 gradually turning the body, grasp the single bar with both 
 hands ; now release the grasp of the left hand, and, turning 
 the body, grasp the left bar with the left hand, taking up 
 the original position of the Front Kest between the bars. 
 Repeat. 
 
 To circle in the rest. 
 
 Tlie arms bent 
 
 I. and 2. As in the preceding exercise. 
 
 EXERCISE I 6 
 COURSE IV. 
 
 with the exception that after coming to the 
 Rest on the bars, the arms are gradually re- 
 bent and this position maintained throughout the exercise. 
 
 Second Series, 
 
 Position of attention, between the bars. 
 
 To clear the bar by the front. 
 
 ( EXERCISE 17. I. Come to the Rest between the bars in 
 
 COURSE I. the centre of the bars (Fig. 8). 
 
 Fig. 8. 
 
 2. Elevate the lower limbs in position, the toes pointed 
 
THE PARALLEL BARS: SECOND SERIES. 
 
 153 
 
 to the front, until they rise above the level of the bars, 
 and pass them over the right bar (Fig. 9) ; press strongly 
 
 Fig. 9 
 
 from the left hand, spring to the ground, and descend 
 yielding. 
 
 This exercise to be repeated, clearing the left bar. 
 
 To clear the bar by the rear. 
 EXERCISE 18. I. Come to the Best between the bars. 
 
 COURSE I. 
 
 Fig. 10. 
 
 2. Elevate the 
 lower limbs to 
 the front, as in 
 preceding exer- 
 cise, and on 
 their return os- 
 cillation to the 
 rear incline the 
 head and shoul- 
 ders to the front, bending the arms, and elevate the lower 
 limbs, the toes pointed to the rear, until they rise above 
 the level of the bars, and pass them over the right bar ; (at 
 
154 PHYSICAL EDUCATION. 
 
 this point the lower limbs, trunk and head, are in the hori- 
 zontal line of the bars. Fig. i o), press strongly from the left 
 hand, clear the right bar, spring to the ground, and descend 
 yielding, facing the bars*. 
 
 This exercise to be repeated, clearing the left bar. 
 
 To clear the bar by the rear. 
 
 A Second Method. 
 
 EXERCISE 19. I. Come to the Eest between the bars. 
 
 COURSE II. 2. Slowly incline the head and shoulders 
 
 to the front, without swing, bending the 
 arms, elevating the lower limbs to the rear, and clearing the 
 bar, as in preceding exercise. 
 
 This exercise to be repeated, clearing the left bar. 
 
 To clear the bar by the rear. 
 
 TliQ hack Jiolloiv, 
 
 EXERCISE 20. I. Come to the Eest between the bars as 
 
 COURSE II. before describeH, but in pressing on the hands 
 
 so as to rise above the bars, hold the head 
 and shoulders well back, curving the back inwards and 
 keeping the lower limbs and feet slightly to the rear. 
 
 2. Proceed with either of the methods of clearing the bar 
 by the rear as above described, except that as the lower limbs 
 fall to the rear in the return oscillation, the back is again 
 
 Fig. II. 
 
 curved inwards and the head and shoulders inclined back- 
 wards, the arms being kept at full extension, and this position 
 retained throughout the exercise (Fig. 11). 
 
THE PARALLEL BARS: SECOND SERIES. 
 
 •55 
 
 X 
 
 To rest on the left bar and clear the right, by 
 
 the front. 
 
 EXERCISE 2 1. I. Come to the Rest between the bars. 
 
 COURSE I. 2. Elevate the lower limbs in position to 
 
 the front until they rise above the level of 
 the bars, pass them over and let them rest on the left bar, 
 relaxing the extension (Fig. 12). 
 
 Fig. 12. 
 
 Fig. 13. 
 
 3. Press strongly with the hands, elevate the lower limbs 
 in position above the bar, sweep them across and clear both 
 bars to the right front (Fig. 13), and descend yielding, facing 
 the line of the bars. 
 
 This exercise to be repeated, resting on the right bar, and 
 clearing the left. 
 
 To rest on the left bar and clear the right, by 
 
 the rear. 
 
 EXERCISE 2 2. I. Como to the Rest between the bars. 
 
 COURSE I. 2. Slowly incline the head and shoulders 
 
 to the front ; elevate the lower limbs, the 
 toes pointed to the rear, until they rise above the level of 
 
15^ PHYSICAL EDUCATION-. 
 
 the bars, as in Fig. i o or 1 1 ; at this point pass them over 
 and let them rest on the left bar, the feet together, the 
 toes pointed downwards (Fig. 14). 
 
 3. Incline the head and shoulders to the front, and at the 
 
 Fig. 14. 
 
 ^^^^.^ 
 
 same time elevate the lower limbs in position, sweep them 
 across both bars to the left rear, and descend yielding. 
 
 This exercise to be repeated, resting on the right bar and 
 clearing the left. 
 
 To rest on the right bar in front and clear 
 it by the rear. 
 
 EXERCISE 23. I. Come to the Eest between the bars. 
 
 COURSE I. 2. Elevate the lower limbs in position 
 
 to the front, until they rise above the level 
 of the bars, pass them over and let them rest on the right 
 bar (cf. Fig. 12); press strongly with the hands, elevate 
 the lower hmbs in position above the bar, pass them 
 between the bars, and let them swing to the rear, at 
 the same time bending the arms until the shoulders 
 are as low as the bars, and bringing the column of the 
 
THE PARALLEL BARS: SECOND SERIES, 
 
 0/ 
 
 body with the lower limbs to the horizontal line of the 
 bars (Fig. 15), clear the right bar by the rear and descend 
 yielding, facing the bars. 
 
 Fig. 15- 
 
 This exercise to be repeated on the left bar. 
 
 The same exercise to be repeated with the following 
 variations : — 
 
 T. Resting on the right bar in the front and clearing the 
 left by the rear. 
 
 2. Resting on the left bar in the front and clearing the 
 right by the rear. 
 
 \ 
 
 To rest on both bars in front, and clear the 
 right by the rear. 
 
 EXERCISE 24. 
 COURSE I. 
 
 1. Come to 
 the Rest between 
 the bars. 
 
 2. Elevate the r- 
 lower limbs in — 
 position, the toes 
 pointed to the 
 front, until they 
 rise above the level of the bars ; at this point separate the lower 
 
158 PHYSICAL EDUCATION. 
 
 limbs and let them fall till they rest on the bars (Fig. 16) ; 
 re-elevate them above the bars, let them sweep to the rear, 
 clear the right bar, and descend yielding. 
 
 This exercise to be repeated, clearing the left bar. 
 
 To rest on the left bar in the rear, and clear 
 it by the front. 
 
 EXERCISE 25. I. Come to the Rest between the bars. 
 
 COURSE II. 2. Proceed as before till the lower limbs 
 
 rest on the left bar in the rear (Fig. 1 4) ; 
 incline the head and shoulders to the front, bend the arms 
 until the shoulders are as low as the bars, the head between 
 them, re-elevate the lower limbs in position, passing them 
 between the bars, let them sweep to the front and clear 
 the left bar (cf. Fig. 13), and descend yielding. During, 
 the last movement bring the head and shoulders to the 
 vertical position, gradually straighten the arms and retain 
 them straight while the feet clear the bar. 
 
 This exercise to be repeated on the right bar. 
 
 The same exercise to be repeated with the following 
 variations : — 
 
 1. Eesting on the left bar in the rear, and clearing the 
 right in the front. 
 
 2. Resting on the right bar in the rear, and clearing 
 the left by the front. 
 
 A To rest on both bars in the rear, and clear 
 the right bar by the front. 
 
 EXERCISE 26. I. Come to the Rest between the bars. 
 
 COURSE II. 2. Slowly incline the head and shoulders 
 
 to the front, bending the arms, elevate the 
 lower limbs to the rear, until they rise above the level of 
 
THE PARALLEL BARS: SECOND SERIES. 
 
 159 
 
 the bars, fully separate them and let them fall till they rest 
 on the bars (Fig. 
 17); incline the 
 head and shoul- 
 
 Fig. 17. 
 
 ders to the front, 
 re-elevate the 
 lower limbs, and 
 as they sweep 
 to the front in 
 position, let them 
 clear the right 
 bar, and descend yielding. 
 
 This exercise to be repeated,, clearing the left bar. 
 
 To rest on and clear the bar or bars, the 
 back hollow. 
 
 EXERCISES 21-26. The above exercises of the second series 
 
 COURSE III. permit of being performed with the back 
 
 hollow. In each case the freer and more 
 
 Fig. 18. 
 
 Fig. 19. 
 
 natural positions should be first acquired, and the stiffer 
 hollow back positions learned later in Course III. 
 
 In each exercise the back must be curved inwards im- 
 
i6o 
 
 PHYSICAL EDUCATION. 
 
 mediately on pressing upon the hands, so as to rise to the 
 
 Rest. In all rearward oscil- 
 lations this position must be 
 maintained, as in Fig. 1 8 ; and 
 in all cases, where the lower 
 limbs rest upon the bar or bars, 
 the extension of the legs is 
 not relaxed as in the exer- 
 cises already described, but 
 they are retained straight with 
 the feet pointed downwards 
 to the front, as shown in Figs. 
 19 and 20. 
 
 Fig. 20. 
 
 To pass by the rear by the single swing. 
 
 Tlie short-arm balance. 
 
 EXERCISE 27. I. Come to the Eest between the bars. 
 
 COURSE III. 2. Elevate the lower limbs in position 
 
 until the feet are as high as the face ; from 
 this let them fall in a full sweep, and passing between 
 
 Fig. 21, Fig. 22. 
 
 the bars, rise to the rear until they are above the head ; 
 during the latter half of this oscillation, let the arms slowly 
 
THE PARALLEL BARS: SECOND SERIES. l6l 
 
 bend until the shoulders are as low as the bars, the head 
 between them (Fig. 21); slowly let the lower limbs with the 
 'entire column of the body in position incline, and gradually 
 descend to the left over the arm (Fig. 22), until the feet 
 •come to the ground, the bar on the left. 
 
 This exercise to be repeated over the right l)ar. 
 
 To pass by the rear by the single swing. 
 
 Tlic bach holloiv. 
 
 EXERCISE 28. 1. Come to the Best between the bars, 
 
 COURSE IV. inclining the head and shoulders backward 
 
 during the jn-essure upon 
 the hands, the }>ack curved, the legs and 
 feet held back. 
 
 2. Elevate the lower limbs to the front 
 and proceed as in the previous exercise 
 to the short-arm balance, except that, as 
 the lower limbs fall to the rear in the 
 return oscillation, the back is again cui-ved 
 inwards and the head and shoulders are 
 inclined backwards, and this position is 
 retained throughout the exercise (Fig. 23). 
 
 , To rest on the left bar in front, and clear it in 
 si 
 
 the rear by the single swing. 
 
 EXERCISE 29. 1. Come to the Rest between the bars. 
 
 COURSE III. 2. Elevate the lower limbs in position 
 
 to the front, to the level of the bars, pass 
 them over and let them rest on the left bar, relaxing the 
 extension (Fig. 24) ; re-elevate the lower limbs in position 
 
 'M 
 
l62 
 
 PHYSICAL EDUCATION 
 
 above the bar, pass them between the bars, and as in pre- 
 ceding exercise, incline the head and shoulders to the front, 
 complete the rearward oscillation (Fig. 25), descending to 
 the ground over the left bar, the bar on the left. 
 
 Fig. 24; 
 
 Fig. 25. 
 
 "^^F 
 
 This exercise to be repeated over the right bar. 
 The same exercise to be repeated with the following 
 variations : — 
 
 1. Besting on the left bar in front and clearing the right 
 in the rear. 
 
 2. Besting on the right bar in front and clearing the left 
 in the rear. 
 
 To rest on both bars in front, and clear the left 
 bar in the rear by the single swing. 
 
 EXERCISE 30. I. Come to the Best between the bars. 
 
 COURSE III. 2. Elevate the lower limbs in position, 
 
 the toes pointed to the front, until they 
 rise above the level of the bars ; at this point separate the 
 lower limbs and let them fall till thej^ rest on the bars 
 
THE PARALLEL BARS: SECOND SERLES. 
 
 163 
 
 (Fig. 26) ; press strongly with the hands, re-elevate the lower 
 limbs above the bars, and as they sweep to the rear, incline 
 the head and shoulders to the front, complete the rear- 
 ward oscillation, bending the arms while doing so (Fig. 27), 
 
 Fig. 26. 
 
 Fig. 27. 
 
 and descending to the ground over the left bar. 
 
 This exercise to be repeated, clearing the right bar. 
 
 To rest on the left bar in the rear by the single 
 swing and clear the right by the rear. 
 
 EXERCISE 31. I. Come to the Kest between the4)ars. 
 
 COURSE III. 2. Proceed as before until the position 
 
 of the short-arm balance is reached. At 
 this point relax the extension of the legs, pass them over 
 and let them rest on the left bar (Fig. 28) ; incline the head 
 and shoulders to the front, bend the arms until the shoulders 
 are as low as the bars, the head between them, and at the 
 
 M 2 
 
164 
 
 PHYSICAL EDUCATION, 
 
 same time again elevate the lower limbs above the head 
 (Fig. 29); pass them across the bars to the right, descend- 
 ing over the right bar. 
 
 Fig. 28. 
 
 Fig. 29. 
 
 ^^::^ 
 
 This exercise to be repeated, resting on the right bar 
 and clearing the left. 
 
 To rest on both bars in the rear by the single 
 swing and clear the right by the rear. 
 
 EXERCISE 32 
 COURSE III. 
 
 1. Come to the Rest between the bars. 
 
 2. Proceed as before to the short arm 
 balance ; at this point slowly separate the 
 
 lower limbs, relaxing the extension, and let them fall till 
 they rest one on each bar (Fig. 17) ; incline the head and 
 shoulders to the front, and bend the arms as in preceding 
 exercise, elevate the lower limbs above the head, and pass 
 them across the bars to the right, descending over the right 
 bar. 
 
 This exercise to be repeated over the left bar. 
 
THE PARALLEL BARS: SECOND SERLES, 165 
 
 To rest on the left bar in the rear by the single 
 ^ swing and clear it by the front. 
 
 EXERCISE 33. I. Come to the Kest between the bars. 
 
 COURSE III. 2. Proceed as before to the short-arm 
 
 balance, and thence let the lower limbs fall 
 till they rest on the left bar in the rear (Fig. 28) ; re-elevate 
 the lower limbs above the head, and thence let them 
 slowly descend in position, and passing between the bars 
 sweep to the front, clear the right bar, and descend yielding. 
 During the descent of the lower limbs, bring the head and 
 shoulders to the vertical position, gradually straighten the 
 arms, and retain them straight while the feet clear the bar. 
 
 This exercise to be repeated, resting on the right bar in 
 the rear and clearing it in the front. 
 
 The same exercise to be repeated with the following 
 variations :— 
 
 1. Resting on the left bar in the rear and clearing the 
 right in the front. 
 
 2. Eesting on the right bar in the rear and clearing 
 the left in the front. 
 
 To rest on both bars in the rear by the single 
 swing and clear the right bar by the front. 
 
 EXERCISE 34. I. Come to the Eest between the bars. 
 
 COURSE III. 2. Proceed as before to the short-arm 
 
 balance ; at this point slowly se^^arate the 
 legs, relaxing the extension, and let them fall till they rest, 
 one on each bar (Fig. 17), incline the head and shoulders to 
 the front, bend the arms, re-elevate the lower limbs above 
 
J 66 PHYSICAL EDUCATION, 
 
 the head ; from this point let the lower limbs descend as in 
 preceding exercise, clear the right bar and descend yielding. 
 
 This exercise to be repeated, clearing the left bar. 
 
 To rest on and clear the bar or bars by the 
 single swing, the back hollow. 
 
 EXERCISES 29-34. The above exercises -p^ 
 
 COURSE IV. may also be performed 
 
 with the back hollow. In 
 this case the back remains curved inwards 
 throughout the exercise, as previously 
 described on page 159, Figs. 18, 19, 20, 
 the arms and legs being retained straight 
 and without relaxation in the oscillating 
 movements, and the back remaining 
 hoUow" during the short-arm balance 
 (Fig. 30). 
 
 EXERCISES 29-34 may be varied by introducing the different 
 COURSE IV. balances described in the succeeding Exer- 
 
 cises 35-40 in the place of the short-arm 
 balance. The System, however, requires that each of the 
 different balances be learned and accurately performed as 
 a separate exercise, before being employed in combinations. 
 
 To pass by the front by the double swing. 
 
 Tlie straight- arm balance, 
 
 EXERCISE 35. I. Come to the Kest between the bars. 
 
 COURSE IV. 2. Elevate the lower limbs in position 
 
 until the feet are as high as the face ; from 
 this point let them descend, and, sweeping between the bars. 
 
THE PARALLEL BARS: SECOND SERIES, 
 
 167 
 
 ascend to the rear until they are above the head, the arms 
 remaining straight, the column of the body and the lower 
 limbs slightly cui-ved throughout their length (Fig. 31); 
 Fig. 31- Fig. 32. 
 
 from this point let the feet again descend, and passing 
 between the bars on the return oscillation, clear the right 
 bar in front, and descend yielding. 
 
 This exercise to be repeated over the left bar. 
 
 The above exercise may also be peifcnned with the back 
 hollow throughout, when care must be taken to curve the 
 back inwards during the return backward oscillation, and 
 to retain this position throughout the exercise (Fig. 32). 
 
 To rise to the balance, and back lift over. 
 
 EXERCISE 36. I. Come to the Eest between the bars. 
 
 COURSE IV. 2. Slowly incline the head and shoulders 
 
 to the front without swing, elevating the 
 lower limbs to the rear, and, as they rise to the level of 
 
6(S PHYSICAL EDUCATION, 
 
 the bars, bend the arms, and pressing firmly on the hands 
 let the lower limbs pass above the head to the position of 
 the short-arm balance (Fig. 30). Slowly let the lower limbs 
 and entire column of the body in position sweep over the 
 head till the feet reach the ground. 
 
 When the position of the short- arm balance is reached, 
 the exercise may be continued by pressing firmly again on 
 the hands and raising the body to the position of the straight- 
 arm balance (Figs. 31 and 32). In descending press with 
 the hands away from the bar^ re-bend the arms, and let 
 the lower limbs sweep over the head till the feet reach the 
 ground. 
 
 This exercise is performed close to the end of the bars. 
 
 The forearm balance. 
 
 EXERCISE 37. I. Place the hands and forearm on the 
 
 COURSE IV. bars, the thumbs inside, the fingers outside, 
 
 and by pressure upon the Fig. 33. 
 
 hands and forearm, come to the position 
 of the forearm Kest upon the bars. 
 
 2. Ketaining the hands and forearm 
 upon the bars, elevate the lower limbs 
 to the front and thence let them sweep to 
 the rear and come to the position of the 
 balance, the body being supported by the 
 whole forearm, instead of by the hands 
 only as in the previous exercises (Fig. 
 
 33). 
 
 Descend by one of the previous methods, passing by the^ 
 front or by the rear. 
 
THE PARALLEL BARS: SECOND SERIES, l6i) 
 
 The forearm balance. 
 
 A Second Method. 
 
 EXERCISE 38. I. Come to the Kest between the bai*s. 
 
 COURSE IV. 2. Proceed to the short-arm balance 
 
 ordinary or hollow-back. Now allow the 
 forearms gradually to sink upon the bars and to support the 
 body, as in the previous exercise (Fig. 33). 
 
 Descend as before. 
 
 The upper-arm balance. 
 
 EXERCISE 39. I. Come to the Eest between the bars. 
 
 COURSE IV. 2. Proceed as 
 
 before to the posi- 
 tion of the short-arm balance. At 
 this point, press strongly from the 
 hands, and advance the head and 
 trunk to the front till the whole arm 
 rests upon the bar (Fig. 34), and the 
 body is supported on the bars by 
 the whole length of the arms and 
 shoulders. 
 
 In descending rest on the "^-"^ 
 
 shoulders and bring the hands again closer to the trunk, press 
 downwards and come once more to the short- arm balance, 
 thence descending to the ground as usual. 
 
 The shoulder balance. 
 
 EXERCISE 40. I. Come to the Rest between the bars. 
 
 COURSE IV. 2. Proceed to the short-arm balance, and 
 
 at this point incline the body over towards 
 
170 
 
 PHYSICAL EDUCATION, 
 
 the right so as to bring the weight of it over 
 the right arm, and let the right shoulder rest 
 upon the bar (Fig. 35). 
 
 Pull with the left hand, and raising the 
 right shoulder return to the position of the 
 short-arm balance. The exercise may then be 
 repeated on the left shoulder, or the descent 
 may be made as previously described. 
 
 Fig. 35' 
 
 Fig. 36. 
 
 The forward balance. 
 
 EXERCISE 41. I. Come to the Rest between the bars. 
 
 COURSE IV. 2. Gradually elevate the lower limbs to 
 
 the front, keej)ing legs and feet stiff and 
 together, the toes pointed to the front, 
 maintaining the arms straight through- 
 out. When the lower limbs rise above 
 the level of the bars, allow the head and 
 shoulders to fall slightly backwards till 
 the position shown in the Figure is 
 reached (Fig. 36). Retain the position. 
 In descending, let the head and shoul- 
 ders come forward to the upright posi- 
 tion as the lower limbs slowly descend, 
 and come to the original position of the Rest, and thence to 
 the ground. 
 
 To form the straight line above bars. 
 
 EXERCISE 42. I. Come to the Rest between the bars, 
 
 COURSE IV. and thence by the ordinary method to the 
 
 seat astride both bars, the hands in front 
 (Fig. 17). 
 
 2. Slowly depress the head and shoulders to the front, and 
 
THE PARALLEL BARS: SECOND SERIES. 
 
 171 
 
 at the same time pressing strongly upon the hands and 
 wrists, let the lower limbs rise to the rear, the body being 
 maintained stiff and the legs straight and together, the 
 
 Fig. 37. 
 
 arms being bent as little as possible, that is only bent 
 forward with the inclination of the head. Ketain the balance 
 and slowly descend. 
 
 The above exercise may be performed from the Rest, by 
 inclining the head and shoulders forward and elevating the 
 lower limbs in position to the rear ; but it is more arduous. 
 
 To form the straight line above bars. 
 
 Besting on the elbows, 
 
 EXERCISE 43. I. Come to the Rest between the bars ; 
 
 COURSE IV. thence elevate the lower limbs to the rear, 
 
 and as they rise above the level of the bars 
 fully separate them and let them sink till they rest on the 
 bars (Fig. 17). 
 
 Fig. 38. 
 
 2. Incline the head and shoulders forward, and in doing so 
 bend the elbows inward till the trunk is supported upon 
 them, and continuing the forward inclination of the head and 
 
172 PHYSICAL EDUCATION. 
 
 shoulders, raise the lower limbs and bring them together 
 till the body is in a horizontal line above the bars. Retain 
 the balance. 
 
 In descending, part the lower limbs and let them again rest 
 upon the bars, and from thence re- elevate them and descend 
 to the ground by the ordinary method previously described. 
 
 To form the straight line above bars. 
 
 Resting on the single elhotv, 
 
 EXEKCiSE 44. I. Come to the Rest between the bars ; 
 
 COURSE IV. elevate the lower limbs to the rear, and 
 
 as they rise above the level of the bars pass 
 them over and let them rest upon the left bar (Fig. 28). 
 
 Fig. 39. 
 
 2. Incline the head and shoulders forward, letting them fall 
 well over the right bar, at the same time bending the left 
 elbow inwards, and supporting the trunk upon it re-elevate 
 the lower limbs till the body is in a horizontal line above the 
 bars supported upon the left elbow at right angles to the 
 bars. Release the grasp of the right hand, clench the fist, 
 and let the arm remain extended to the front. 
 
 In descending re-grasp the right bar, {illow the lower 
 limbs to sink again upon the left bar, elevating the head and 
 shoulders and facing the front ; from thence descend to the 
 ground by the ordinary method previously described. 
 
 This exercise to be repeated over the right elbow (Fig. 39). 
 
THE PARALLEL BARS: SECOND SERIES. 
 
 ^li 
 
 To circle in the straight line above bars. 
 nesting on the elbows. 
 EXERCISE 45. I. Come to the Kest and thence to the 
 
 COURSE IV. position of the straight line above bars rest- 
 ing on the elbows, as above described (Fig. 38). 
 
 2. Leaning to the left allow the l)ody to be suppoiied so 
 far as possible on the left elbow, and quickly shifting the 
 right hand along the bar further to the rear, come to the 
 position of the straight line upon the left elbow at right 
 angles to the bars (cf. Fig. 39). Now bring the right arm 
 across to the left bar, and bringing the right elbow beneath 
 the chest, support the body on both elbows on the single 
 bar. Without pause lean over the right elbow, free the left 
 and grasp the further bar (originally the right bar) with the 
 left hand, and passing the body in position over the nearer 
 bar, support the body on both elbows again between the 
 bars. 
 
 Repeat the above, supporting the body on the left elbow 
 on the opposite bar, and in this manner complete the circle. 
 This exercise to be repeated, the right elbow leading. 
 
 To circle above the bars, the legs -up. 
 
 EXERCISE 46. I. Come to the Rest between the bare. 
 
 COURSE IV. 2. Elevate the lower 
 
 limbs till they ^re in 
 a horizontal line cibove the bars, 
 retaining the arms straight, the trunk 
 of the body erect (Fig. 40). Gradually 
 pass the legs in position over the left 
 bar, letting the weight of the body 
 fall as far as possible on the left arm, 
 and, quickly loosing the grasp of the 
 right bar with the right hand, grasp 
 the left bar. Now lean over the 
 right arm, so that the weight of the body falls as far as 
 
174 
 
 PHYSICAL EDUCATION, 
 
 possible upon it, and quickly pass the free left arm over to 
 the further bar (originally the right bar), passing the lower 
 limbs, in doing so, in position over the nearer bar till they 
 are between the bars. 
 
 Kepeat the above, loosing the grasp of the right hand, and 
 complete the circle. 
 
 Third Series, 
 Position of attention at the entrance to the bars, the front or 
 hack to the bars. 
 
 The single march and swing forwards. 
 
 EXERCISE 47. I. Come to the Kest between the bars. 
 
 COURSE II. 2. Elevate the lower limbs in position 
 
 to the front, the legs 
 and feet together, the toes pointed to 
 the front, until they rise above the 
 level of the bars (Fig. 41) ; release the 
 grasp of the right hand and advance 
 it 6 inches along the bar. Let the 
 lower limbs sweep backward in the 
 return oscillation to the rear, the 
 head and shoulders being inclined 
 forward and the lower limbs elevated 
 to the rear in position. Now let the 
 lower limbs sweep once more to the front, and on their 
 reaching the level of the bars advance the left hand 6 inches 
 beyond the right. Kepeat. 
 
 COURSE III. This exercise to be repeated, advancing 
 
 forwards with each rear oscillation. 
 
 The single march and swing backwards. 
 EXERCISE 48. I. Come to the Backward Rest between 
 
 COURSE II. 
 
 the bars. 
 
 2. Elevate the lower limbs to the front as 
 in the previous exercise, and on the return oscillation to the 
 
THE PARALLEL BARS: THIRD SERIES. 1 75 
 
 rear, incline the trunk and shoulders to the front and. 
 bending the arms, elevate the lower limbs to the rear till 
 they rise above the level of the bars ; release the grasp of the 
 right hand and advance it 6 inches backwards along the bar 
 
 Fig. 42. 
 
 (Fig. 42). Allow the lower limbs to sweep once more to the 
 front, and on their return oscillation to the rear advance the 
 left hand backwards 6 inches beyond the right. Kepeat. 
 
 COURSE III. This exercise to be repeated, advancing 
 
 backwards with each front oscillation. 
 
 The double march and swing forwards. 
 
 EXERCISE 49. I. Come to the Kest upon the bars 
 
 COURSE II. 2. Elevate the lower limbs in position to 
 
 the front till they rise above the level of the 
 bars ; quickly release the grasp of both hands and advance 
 them 6 inches along the bars ; let the lower limbs sweep 
 back in position to the rear, and on the return oscillation to 
 the front again advance both hands 6 inches forwards. 
 Kepeat. 
 
 COURSE III. This exercise to be repeated, advancing 
 
 forwards with each rear oscillation. 
 
 The double march and swing backwards. 
 
 EXERCISE 50. I. Come to the Backward Kest between 
 
 COURSE II. the bars. 
 
 2. Proceed as in the single march, and 
 swing backwards till the lower limbs lise above the level of 
 
176 PHYSICAL EDUCATION, 
 
 the bars on the return oscillation to the rear. At this point 
 quickly release the grasp of both hands and advance them 
 6 inches backwards along the bars. Allow the lower limbs 
 again to sweep to the front, and on the return oscillation to 
 the rear advance the hands 6 inches to the rear along the 
 bars. Kepeat. 
 
 COURSE III. This exercise to be repeated, advancing 
 
 backwards with each front oscillation. 
 
 COURSE IV. The four preceding exercises may also be 
 
 practised with the arms bent throughout, 
 from the position of the bent arm Rest upon the bars. In 
 this case they are considerably more arduous. 
 
 COURSE IV. Another and yet more arduous variation 
 
 of the preceding exercises is to accompany 
 the march forwards or backwards by bending and straight- 
 ening the arms during the oscillations to the front and 
 the rear. In this case the arms are fully extended during 
 the elevation of the lower limbs to the front, and quickly 
 bent at the end of the oscillation to the rear. 
 
 COURSE IV. The marches may be still further varied 
 
 by retaining the position in balance at the 
 end of the front oscillation. 
 
 The single march and rest forwards. 
 
 EXERCISE 51. I. Come to Rest between the bars. 
 
 COURSE III. 2. Elevate the lower limbs in position 
 
 and bring them to the rest on the left bar, 
 as in preceding exercises ; incline the head and shoulders 
 to the front, re-grasp the bfirs in advance of the thighs 
 
THE PARALLEL BARS: TLILRD SERLES. 
 
 177 
 
 {Fig. 43), re-elevate the lower limbs until the feet are 
 above the head (Fig. 44); from this point let them slowly 
 descend in position, and passing between the bars, sweep 
 Fig. 43- Fig. 44. 
 
 to the front, and again rest on the left bar. During the 
 descent of the lower limbs, gradually straighten the arms, 
 and retain them straight until the legs rest on the bar. 
 Repeat. 
 
 At the end of the bars, on the last elevation of the feet 
 above the head, incline the trunk and lower limbs over the 
 left bar, and descend yielding. 
 
 This exercise to be repeated on the right bar. 
 
 The same exercise to be repeated, resting on the right and 
 left bar alternately. 
 
 •The single march and rest backwards. 
 
 EXERCISE 52. I. Come to the Backward Rest between 
 
 COURSE III. the bars. 
 
 2. Proceed to the position of the short- 
 arm balance, at this point relax the extension of the legs, 
 
 N 
 
lyH 
 
 PHYSICAL EDUCATION 
 
 pass them over and let them rest on the right bar ; pass 
 both hands behind the thighs and re-grasp the bars (Fig. 45). 
 
 Fig. 45 
 
 Fig. 46. 
 
 re-elevate the lower limbs, pass them between the bars, and 
 again let them rise above the head (Fig. 46), and again fall 
 till they rest on the right bar. Kepeat. 
 
 At the end of the bars, on the last elevation of the feet 
 above the head, pass over the right bar, as in preceding 
 exercise. 
 
 This exercise to be repeated on the left bar. 
 
 The same exercise to be repeated, resting on the right and 
 left bar alternately. 
 
 The double march and rest forwards. 
 
 EXERCISE 53 
 COURSE III. 
 
 1. Come to the Eest between the bars. 
 
 2. Elevate the lower limbs in position. 
 the toes pointed to the front, until they rise 
 
 above the level of the bars ; at this point separate the lower 
 
THE PARALLEL BARS: THLRD SERLES 
 
 >79 
 
 limbs and let them fall till they rest on the bars ; incline the 
 head and shoulders to the front, re-grasp the bars in advance- 
 
 Fig. 47. 
 
 Fig. 4& 
 
 of the thighs (Fig. 47), re-elevate the lower limbs until the 
 feet are above the head (Fig. 48), let the lower limbs descend, 
 sweep to the front and again rest in front on both bars. 
 Kepeat. 
 
 At the end of the bars on the last elevation of the feet 
 above the head, continue the movement of the lower limbs, 
 cariying the feet completely over the head to the front, 
 press strongly with the hands and descend yielding, the 
 back to the end of the bars. 
 
 The double march and rest backwards. 
 
 EXERCISE 54. I. Come to the Backward Best between 
 
 COURSE III. the bars. 
 
 2. Proceed to the short-arm balance ; 
 thence slowly separate the legs, relaxing the extension, and 
 
 N 2 
 
8o 
 
 PHYSICAL EDUCATION'. 
 
 let them fall till they rest, one on each bar ; pass both hands 
 behind the thighs, and re-grasp the bars (Fig. 49) ; re-elevate 
 the lower limbs to the front, pass them between the bars, 
 and let them rise until they are above the head (Fig. 50) ; 
 
 Fig. 49. 
 
 Fig. 50. 
 
 slowly separate the legs, relaxing the extension and again 
 let them rest on the bars. Kepeat. 
 
 At the end of the bars, from the last rest, bring the lower 
 limbs again between the bars, and shoot them out to the 
 rear in the line of the bars, pushing strongly with the 
 hands. 
 
 The single and double marches and rest. 
 The hack hollotv. 
 
 EXERCISES 51-54. The above four exercises should be per- 
 couRSE IV. formed also in the hollow-back position, 
 
 retaining the legs and arms straight when 
 resting on the bar, and preserving the hollow-back form 
 of the short-arm balance. Cf. Figs. 18, 19, 20, and 30. 
 
THE PARALLEL BARS: THIRD SERLES. iSi 
 
 The single march and rest forwards. 
 
 Showing the straight line. 
 
 EXERCISE 55. I. Come to the Rest between the bars. 
 
 COURSE IV. 2. Elevate the lower limbs in position 
 
 and l^t them rest upon the left bar ; re-grasp 
 the bars in front of the thighs (Fig. 47 \ but instead of 
 re-elevating the lower limbs by the rear to the position of 
 
 Fig. 5'. 
 
 the short-arm balance, incline the head and shoulders forward 
 and let the lower limbs come between the bars (Fig. 5 1 ) in 
 the position of the straight line. Maintain the position ; let 
 the lower limbs fall slowly to the front, and again rest on 
 the left bar. Repeat. 
 
 At the end of the bars, after forming the last straight 
 line, let the lower limbs fall to the front, and, again 
 sweeping to the rear, rise above the head and over it, till 
 the feet reach the ground. 
 
 This exercise to be repeated on the right bar ; and also 
 resting on the right and left bar alternately. 
 
 The double march and rest forwards. 
 
 Showing the straight line, 
 
 EXERCISE 56. I. Come to the Rest between the bars. 
 
 COURSE IV. 2. Proceed as in the ordinary Double 
 
 March and Rest till the legs rest on the bars ; 
 
 incline the head and shoulders to the front and proceed to 
 
l82 PHYSICAL EDUCATION. 
 
 form the straight line as in the previous exercise. Maintain 
 tlie position ; let the lower limbs fall slowly to the front, 
 and let them come to the rest upon the bars. Kepeat. 
 
 Descend as in the previous exercise. 
 
 The single and double marches and rest. 
 
 Showing the balance and straight line. 
 
 VARIATIONS. The two previous exercises, as also the 
 
 COURSE IV. single and double march and rest back- 
 
 wards, may be varied by showing the straight 
 line previously to or following the balance. In the former 
 case, which is more arduous, press strongly on the hands 
 and so up into short-arm balance from the position of the 
 straight line given in the two foregoing exercises. In the 
 latter, proceed by the ordinary method to the short arm 
 )>alance, and letting the lower limbs fall slowly, pause as they 
 reach the level of the bars. In both cases continue the 
 exercises as previously described. 
 
 To turn over between the bars forwards. 
 
 The forward roll. 
 
 EXERCISE 57. I. Come to the Eest between the bars. 
 
 COURSE IV. 2. Elevate the lower limbs in position to 
 
 the front, and on Fig. 52. 
 
 the return oscillation let them sweep 
 over the head till the position of 
 the short-arm balance is reached. 
 This position is only momentary : 
 bending the elbows outwards over 
 the bars, rest on the shoulders and 
 shjwly round the back (Fig. 52), and 
 retaining the grasp let the limbs 
 i>ass over the head, and as the 
 trunk comes to the horizontal position between tlie bars 
 
THE PARALLEL BARS: THIRD SERIES. 1 83 
 
 (quickly release the grasp, and re-grasp the bar in front, 
 letting the lower limbs fall in position downwards, and 
 returning to the original position of the rest between the 
 bars. 
 
 In repeating, continue the backward sweep of the limbs 
 to the balance, without pausing at the rest. 
 
 Forward rolls from the straight-arm balance, fore- 
 arm balance, and upper-arm balance. 
 
 VARIATIONS. The above exercise may be varied by 
 
 COURSE iv. swinging up to the straight arm balance, the 
 
 forearm balance, or the upper-arm balance. 
 
 In the case of the straight arm balance (Fig. 32) the 
 arms are gradually bent till the position of the short-arm 
 Ijalance is reached, and the exercise then continued as above 
 described. 
 
 In the case of the forearm balance (Fig. 33) place the 
 shoulders on the bars immediately after showing the balance, 
 supporting the body on them till the time comes to quit 
 tlie grasp, as in the ordinary exercise. 
 
 In the case of the upper-arm balance (Fig. 34) the body 
 is supported throughout by the whole arm, beneath the 
 shoulder, till the time comes to quit the grasp. 
 
 To turn over betv^een the bars backwards. 
 TJie backward roll. 
 
 EXERCISE 58. I. Come to the Eest between the bars. 
 
 COURSE IV. 2. Elevate both legs in position to the 
 
 front, the feet together, the toes pointed 
 forward, till they are in a horizontal position level with the 
 bars (Fig. 53). 
 
]84 
 
 PHYSICAL EDUCATION. 
 
 As they rise above this let the trunk fall quickly backwards, 
 the arms resting on the bars beneath the shoulder. So soon 
 as the feet have passed above the head quit the grasp (Fig. 54), 
 
 T'ig- 53- Fig- 54. 
 
 and as they descend between the bars, quickly re-grasp the 
 bars and come to the original position of the rest. Eepeat. 
 
 To turn over forwards from the seat astride 
 the bars. 
 
 EXERCISE 59. I. Come to the Eest and thence to the 
 
 COURSE IV. sitting position astride the bars (Fig. 47). 
 
 2. Eelease the grasp and bring the arms 
 to the front, point the hands and arms downward between 
 
 Fig. 55- 
 
 Fii 
 
 the legs, bending the head and shouldei's forward between 
 the bars, and bring the arms behind the body between the 
 
THE PARALLEL BARS: THIRD SERIES, 1 8 5 
 
 legs, keeping the back of the hands towards the bar. 
 Pass the hands over the bars and grasp them, the palms of 
 the hands inwards, the thumbs on the top (Fig. 55), and, pass- 
 ing the head beneath the body, complete the turn (Fig. 56"). 
 Bring the arms to the front and resume the original posi- 
 tion. 
 
 To turn over forwards on the single bar. 
 
 The roll on one bar, 
 
 EXERCISE 60. I. Come to the Rest at the end of the 
 
 COURSE IV. bai's. 
 
 2. Elevate the lower limbs to the front, 
 and on the return oscillation let them rise till the position 
 of the short-arm balance is reached, and thence the shoulder 
 balance (Fig. 35) on the right bar. Bending the back out- 
 wards let the body slowly descend till it rests upon the bur 
 
 Fig. 57. 
 
 (Fig. 57). Now let the lower limbs descend, and, releasing 
 the grasp and elevating the trunk, come to the sitting posi- 
 tion outside the bar, re-grasping the bars in front (cf. Fig. 20). 
 Re-elevate the lower limbs, and come to the shoulder balance 
 on the left bar, and repeat the exercise on this bar. 
 
]86 
 
 PI I YSICA L ED UCA T10A\ 
 
 Fig. 58. 
 
 To march above the bars. 
 
 EXERCISE 61. I. Come to the Rest 
 
 COURSE IV. between the bars. 
 
 2. Proceed as before to 
 the position of the straight-arm balance 
 (Fig. 58) ; retain the arms straight, advance 
 the right hand 6 inches beyond the left, 
 advance the left hand 6 inches beyond 
 the right. 
 
 At the end of the bars, carry the feet 
 completely over the head to the ground, 
 and descend yielding. 
 
 To march above the bars backwards. 
 
 EXERCISE 62. I. Come to the Backward Rest between 
 
 COURSE IV. the bars. 
 
 2. Proceed as before to the straight-arm 
 balance ; retain the arms straight ; advance the right hand 
 to the rear 6 inches beyond the left, advance the left hand 
 6 inches beyond the right. Repeat. 
 
 Descend as in the previous exercise. 
 COURSE IV. Both the above marches above bars to be repeated 
 with the arms bent (^short-arm balance) (Fig. 30). 
 
 The double march above bars. 
 
 EXERCISE 63. I. Come to the Rest between the bars. 
 
 COURSE IV. 2. Proceed as before to the straight-arm 
 
 balance ; retain the arms straight ; press 
 firmly on the bars with the hands and wrists and, springing 
 
THE PARALLEL BARS: THIRD SERIES. 
 
 187 
 
 iorward, grasp both bars about 6 inches in front, being 
 careful to retain the arms at full extension. Repeat. 
 
 At the end of the bars carry the feet completely over 
 the head to the ground, and descend yielding. 
 
 The double march above bars backwards. 
 
 EXERCISE 64. I. Come to the Backward Rest on the bars. 
 
 COURSE IV. 2. Proceed as before to the straight-arm 
 
 balance ; pressing firmly on the hands and 
 wrists, spring backward and grasp both bars 6 inches 
 to the rear, retaining the arms straight and at full extension. 
 Descend as in the previous exercise. 
 
 COURSE IV. Both the above double marches above bars 
 
 to be repeated with the arms bent (short-arm 
 balance) (Fig. 30). 
 
 The alternate march above bars, resting on the 
 
 shoulders. 
 
 EXERCISE 65. I. Come to the Rest between 
 
 COURSE IV. the bars, and thence to the 
 
 position of the short-arm ba- 
 lance as previously described. 
 
 2. Let the weight of the body rest over the 
 left arm, and sink into the shoulder balance 
 on the left shoulder. Release the grasp of the 
 right hand and advance it 6 inches along the 
 bar. Bring the weight of the body over the 
 right arm and sink to the shoulder balance on 
 the right shoulder (Fig. 59). Advance the left 
 hand 6 inches, and repeat. 
 
 ii,' 59- 
 
i88 
 
 PHYSICAL EDUCATIOS\ 
 
 The alternate march above bars backwards, resting 
 on the shoulders. 
 
 EXERCISE 66. I and 2, Come to the Backward Rest 
 
 COURSE IV. between the bars, and thence to the shoulder 
 
 balance on the left bar. Advance the right 
 hand 6 inches to the rear, raise the body and come to the 
 shoulder balance on the right bar. Advance the .left hand 
 6 inches to the rear and repeat. 
 
 The circular march above bars. 
 
 EXERCISE 67. I. Come - to the Eest 
 
 COURSE IV. between the bars, at the 
 
 entrance to the bars. 
 2. Proceed to the straight-arm balance 
 as before. Press firmly with the right 
 hand against and away from the right bar, 
 and at the same time inclining the lower 
 limbs slightly towards the left side, let 
 the w^eight of the balance fall as much as 
 possible on the left arm. Release the 
 grasp of the right hand, and turning the 
 body round to the left, grasp the left bar 
 with the right hand (Fig. 60) ; incline the 
 body over the right arm and, releasing the 
 grasp of the left, place it on the opposite 
 bar about 6 inches beyond the right. 
 Repeat the movement. 
 
 Fig. 60. 
 
 e 
 
 The single march above bars. 
 
 The legs astride, 
 
 EXERCISE 68. I. Come to the Rest between the bars, at 
 
 COURSE IV. the entrance to the bars. 
 
 2. Proceed to the straight-arm balance as 
 before. Slowly let the lower limbs descend, one each side 
 
THE PARALLEL BARS: TLLLRD SERIES. 
 
 189 
 
 Retaining the arms 
 
 of the arm, to the position of Fig. 6 1 
 straight and at full exten- 
 sion advance the left hand 
 6 inches beyond the right ; 
 advance the right 6 inches 
 beyond the left. Repeat. 
 
 At the end of the bars let 
 the lower limbs pass to the 
 rear and again come forw^ard 
 between the bars ; again let 
 them swing to the rear and, 
 passing completely over the 
 head, come to the ground yielding. 
 
 The single march above bars backwards. 
 The legs astride, 
 EXERCISE 69. I. Come to the Backward Rest at the end 
 
 COURSE IV. of and between the bars. 
 
 2. Elevate the lower limbs to the front 
 and let them sweep to the rear to the position of the straight- 
 arm balance. Thence let them slowly descend, one each 
 side of the arm, to the position of Fig. 61. Retaining the 
 arms straight and at full extension, advance the left hand 
 6 inches to the reai* ; advance the right 6 inches beyond the 
 left. Repeat. 
 
 In descending at the end of the bars, elevate the lower limbs 
 to the rear above the level of the bars till the legs touch, 
 straight and together, and descend yielding. 
 
 The double march above bars. 
 The legs astride. 
 EXERCISE 70. I. Come to the Rest between the bars at 
 
 COURSE IV. the entrance to the bars. 
 
 2. Come as in the previous exercise to the 
 position of Fig. 61. Pressing strongly downwards with 
 the hands and wrists, release the grasp of both hands and 
 
190 
 
 rin \SICAL ED UCA TION. 
 
 spring foi'wards, re-grasping the bars firmly 6 inches in 
 advance, taking care to retain the arms straight throughout. 
 Descend as in the single march forwards. 
 
 The double march above bars backwards. 
 
 The legs astride, 
 EXERCISE 71. I. Come to the Backward Eest at the end 
 
 COURSE IV. of and between the bars. 
 
 2. Proceed as in the previous exercise to 
 the position of Fig. 61. Pressing firmly on the hands and 
 wristSj release the grasp of both hands and spring backwards, 
 re-grasping the bars 6 inches to the rear, being careful to 
 retain the arms straight. Kepeat. 
 
 Descend as in the single march backwards. 
 
 Fig. 62. 
 
 APPENDIX TO THE PARALLEL BARS. 
 
 The ' cut in ' to the rest between the bars. 
 
 From the end of the bar. 
 
 EXERCISE 72. I. Grasp the bars with both hands, bend 
 
 the legs, and on the 
 return extension spring from the 
 ground, and dividing the legs, pass 
 one over each bar from the outside, 
 keeping the arms and legs straight 
 and the toes pointed from the time 
 of the spring. As the legs pass over 
 the bars quickly release the . grasp of 
 the hands, pass the legs beneath them, 
 re-grasp with the hands (Fig. 62 , and 
 come to the position of the Best 
 between the bars. 
 
 VARIATION. A variety of the ' cut in ' is to pass both legs 
 
 over one bar without separating the legs, and 
 quitting the grasp of the left or right hand, according to the 
 exercise. 
 
THE PARALLEL BARS : APPEjVDLX, 
 
 191 
 
 The cutaway from the bars, forwards. 
 
 From the Best between the bars at the end of the bars. 
 
 EXERCISE 73. I. Elevate the lower limbs to the front, 
 
 and in the return oscillation to the rear let 
 them rise above the level of the bars ; rapidly separate them, 
 bring each leg outside the corresponding bar, and pressing 
 strongly with the hands away from the bar let the body 
 pass in position to the front, clearing the bars. Kapidly 
 bring the legs and feet together and descend. 
 
 The cutaway from the bars, backwards. 
 From the Back Best between the bars at the end of the bars, 
 
 EXERCISE 74. I. Kapidly elevate both legs in position to 
 
 the front, when they rise above the bars 
 
 separate them, and at the same moment pressing strongly 
 
 with the hands and wrists away from the bars let the 
 
 Fig. 63. 
 
 body pass in position to the rear (Fig. 63), clearing the bars. 
 Kapidly bring the legs and feet together, and descend 
 yielding. 
 
3 92 PHYSICAL EDUCATION. 
 
 To circle over both bars. 
 
 From the end of the bars, 
 
 EXERCISE 75. I. Grasp the bars with both hands, bend 
 
 the legs, and on the return extension spring 
 from the ground, elevating the lower limbs in position to the 
 left outside the left bar ; quit the grasp of the left hand and 
 pass the legs beneath it, re-grasp the bar and without pause 
 quit the grasp of the right hand, and passing the legs over the 
 right bar, descend yielding on to the ground at the end of 
 and facing the bars. 
 
 To vault in to the rest between the bars. 
 
 From the side of the bars. 
 
 EXERCISE 76. I. Place the hands on the near bar, revers- 
 
 ing the grasp of the right hand. Bend the 
 lower limbs for the spring, and on their return extension 
 vault over the near bar by the left as in an ordinary front 
 vault over the vaulting bar, keeping the legs straight and 
 together. As the body rises above the bar quickly release 
 the grasp of the left hand and place it opposite the right 
 upon the further bar, allowing the lower limbs to descend 
 to the position of the Eest. 
 
 This exercise to be repeated on the right. 
 
 The spring away from the balance. 
 
 From the single bar. 
 
 EXERCISE 77. I. Press strongly away from the bars 
 
 with the hands and wrists so as to bring the 
 
 head and upper part of the trunk well clear of the bars. 
 
THE PARALLEL BARS: APPENDLX. 
 
 193 
 
 Quickly bend the body and let the lower limbs descend 
 forwards, and at the same moment quitting the grasp 
 and elevating the head and shoulders, come to the ground 
 yieldingly at the end of, but outside, the bars. 
 
 From the end of the bars this exercise is employed as an 
 alternative finish to the various rolls and to the marches 
 above bars, whether from short- or straight-arm balance, 
 instead of allowing the lower limbs to sweep over the head. 
 When thus performed from the end of the bars it is merely 
 necessary to press away from the bars with the hands. 
 
 To turn over between the bars forwards. 
 
 The hack hollow. 
 
 {HoUmv-hack forward roll, ) 
 
 EXERCISE 78. I. Come to the Kest between the bars. 
 
 2. Elevate the lower limbs to the front, 
 and on the return oscillation let them sweep over the head 
 till the position of the short-arm balance is reached, keeping 
 the back hollow throughout. This position is only momen- 
 tary : bending the arms outwards over the bars (Fig. 64), let 
 
 the lower limbs pass over the 
 head, and as the trunk comes 
 between the bars again, quickly 
 release the grasp and re-grasp 
 the bar in front, letting the 
 lower limbs fall in position 
 downward and returning to 
 the position of the Rest. 
 
 In repeating, do not pause 
 at the Rest, but continue the 
 sweep of the body into the 
 short-arm balance. 
 
 O 
 
 Fig. 64. 
 
194 PHYSICAL EDUCATION. 
 
 To turn over between the bars backwards. 
 
 The hack hollow. 
 
 {Hollow-back backward roll.) 
 
 EXERCISE 79. I. Come to the Kest between the bars. 
 
 2. Elevate the lower limbs in position to 
 the frontj and on the return oscillation immediately curve 
 the back inwards and let the legs sweep back above the bars 
 till the position of the short arm balance is reached. This 
 position is only momentary : again let the limbs sweep 
 forward to the front, and, as they do so, rapidly bend the 
 
 Fig. 65. 
 
 arms and support the body on the arms beneath the shoulders, 
 retaining a firm grasp of the bar. Continue the sweep of 
 the limbs onward and upward, and as they rise to the 
 perpendicular position release the grasp of the hands, quickly 
 re-grasping as they pass over the head, thus returning to 
 the position of the balance and thence to the rest between 
 the bars. 
 
 This exercise is usually set from either the short- or the 
 straight arm balance ; in this case the balance is of course 
 firmly shown to start with, and each successive roll finishes 
 with the original balance. 
 
 VARIATIONS. Variations of the hollow-back rolls may be 
 
 made by releasing the grasp of the hands 
 
 as the body rises towards the perpendicular, and either 
 
THE PARALLEL BAI^S : APPENDIX, 
 
 J 95 
 
 extending the arms outwards as the lunbs sweep over the 
 head and re-grasping as they descend ; or by giving extra 
 impetus to the body as it rises and quitting the grasp of the 
 hands, it is possible to rise clear above the bars as the 
 lower limbs sweep over the head, and quickly re-grasp them 
 when they begin to descend. Neither of these exercises has 
 any advantage physically over those already described, and 
 may only be attempted by the most qualified gymnast. 
 
 The perpendicular balance. 
 
 EXERCISE 80. I. Proceed as usual 
 
 to the straight- arm 
 balance. 
 
 2. Retaining the arms at full ex- 
 tension gradually lower the head be- 
 tween the arms, at the same time 
 bringing the lower limbs forward till 
 the whole body is in one perpen- 
 dicular line. 
 
 To descend re-elevate the head and 
 shoulders backwards through the 
 arms, at the same time curving the 
 lower limbs till the ordinary straight- 
 arm balance is reached, and descend as 
 usual. 
 
 Fig. 66. 
 
 To circle in the balance above bars. 
 
 From the side of the bars, 
 
 EXERCISE 81. I. Grasp the nearer bar with the hands 
 
 reversed and come to the Rest, and letting 
 
 the lower limbs rise to the rear come to the balance, 
 
 the chest resting on the further bar, the head outside it. 
 
 'Z 
 
ig6 PHYSICAL EDUCATION, 
 
 Release the grasp of the right hand, and bring it over to 
 the further bar, incline the body over the right arm, and 
 move the left hand along the bar to the place previously- 
 occupied by the right. Elevate the head and shoulders, 
 pass them over the bar, and come to the short-arm balance 
 between the bars. Now elevate the head and shoulders and 
 pass them over the (originally) nearer bar and bring the 
 left hand across to the further bar, thus coming to the 
 balance with the chest resting on the nearer bar, the hands 
 on the further bar. Repeat the above, bringing the right 
 hand over to the nearer bar, elevating the head and shoulders 
 and shifting the left hand, thus showing the short-arm 
 balance again between the bars. Now elevate the head 
 and shoulders over the further bar, bring the left hand by 
 the rear to the nearer bar and come to the first position. 
 
 Let the lower limbs slowly descend to the ground, ele- 
 vating the head and shoulders. 
 
THE MOVEABLE PARALLEL BARS. 
 
 The exercises on this machine are of a some- 
 what inferior order to those on the ordinary parallel 
 bars, although useful and interesting They address^ 
 themselves much more directly to the upper limbs, 
 giving power and security to the grasp, and certainty 
 and facility of action to the hand and arm. They 
 divide themselves into three series, the first con- 
 sisting of vaulting exercises executed above the bars, 
 the bar at the height of the shoulder; the second, of 
 those UTider the bars, when elevated to the reach 
 of the hands^ with or without oscillation ; and the 
 third, of those rising between the bars. The first is 
 chiefly directed to the lower limbs ; the second to 
 the upper limbs alone ; and the third to both. The 
 first series may be performed also on the ordinary 
 parallel bars, but they properly belong to this machine, 
 which principally difiers from the foregoing in that 
 the bars admit of being elevated or depressed to any 
 required height ; they are further sufficiently wide apart 
 to admit of the body rising easily between them. 
 
 The position of the instructor should be on the right 
 or left front of the learner. 
 
 This machine consists of two bars and two sets of 
 standards, in all respects the same as the Vaulting 
 Bar and standards already described. The bars should 
 be rather wider apart than those of the ordinary 
 parallel bars, say from 20 to 22 inches from centre 
 to centre, and it is usual in gymnasia, where the 
 
198 
 
 PHYSICAL EDUCATION. 
 
 vaulting bar and horizontal bar are separate machines, 
 to combine the former with the moveable parallel 
 bars, one bar being temporarily removed when required. 
 The methods of vaulting the two bars described in the 
 Appendix are merely serviceable by reason of the agility 
 they demand ; otherwise they possess no merit over 
 similar exercises on the single bar. They must never be 
 performed without the presence of an instructor, and 
 should be approached by substituting a cord for the 
 second bar. They bear the same relation to the physical 
 education of the System as all exercises designed solely 
 to give variety. 
 
 First Series . 
 Second Series . 
 Third Series . 
 
 Over tine bars. 
 Under the bars, 
 . Bising betiveen the bars. 
 
 First Series, 
 
 Position of attention, facing the bars. 
 
 To clear the bars, resting on the first. 
 
 exercise I. I. Eaise both hands and grasp the first 
 
 COURSE I. bar, the hands at the distance, the fingers 
 
 and thumb meeting, the feet immediately 
 
 under the hands. Spring from the ground to the right 
 
 Fig. I. 
 
 and rest with both feet on the first bar, and at the same 
 
THE MOVEABLE PARALLEL BARS: FIRST SERIES. 1 99 
 
 time pass the right hand over to the second bar opposite 
 the left (Fig. i). 
 
 2. Press strongly from both hands and feet, clear the 
 second bar, and descend yielding, facing the bars. 
 
 This exercise to be repeated on the left. 
 
 To clear the bars, resting on the second. 
 
 EXERCISE 2. I. Kaise both hands and grasp the bar as 
 
 COURSE I. in the previous exercise. 
 
 Spring Fig. 2. 
 
 from the ground to the 
 right, clear the first bar, 
 the lower limbs straight 
 and together, and rest 
 with both feet on the 
 second bar, at the same 
 time passing the right hand over to the second bar, opposite 
 the left (Fig. 2). 
 
 2. Press strongly from both hands and feet, and descend 
 yielding, facing the bars. 
 
 This exercise to be repeated on the left. 
 
 To clear the bars in one movement. 
 
 EXERCISE 3. I. Grasp the bar as before. Press from 
 
 COURSE II. both hands Fig. 3. 
 
 and feet 
 simultaneously, throw the 
 lower limbs, straight and to- 
 gether, to the right (Fig. 3), 
 clear both bars and descend yielding, facing the bars. 
 
 This exercise to be repeated on the left. 
 
200 
 
 PHYSICAL EDUCATION. 
 
 To clear the first bar by the rear and the second 
 
 by the front. 
 
 EXERCISE 4 
 COURSE II. 
 
 I. Grasp the bars as before. Spring from 
 the ground, throw the lower Hmbs in 
 position to the right, and clear the first 
 bar Fig. 4), and at the instant of their elevation above the 
 
 Fig. 4. 
 
 Fig. 5. 
 
 first bar, pass the right hand over to the second ; lei the 
 lower limbs continue their fall between the bars and ascend 
 in front (Fig. 5), clear the second bar, and descend yielding, 
 in the line of the bars. 
 
 This exercise to be repeated on the left. 
 
 To clear both bars separately by the rear. 
 
 EXERCISE 5. I. Grasp 
 
 COURSE II. the bar as 
 
 bef o re. 
 As in preceding exercise 
 to the elevation of the 
 lower limbs to the front 
 after clearing the first bar 
 
 Fig. 6. 
 
 from this point let the lower 
 
THE MOVEABLE PARALLEL BARS: SECOND SERLES. 20I 
 
 limbs fall again between the bars, return to the rear (Fig. 6), 
 clear the second bar, and descend yielding, facing the 
 bars. 
 
 This exercise to be repeated on the left. 
 
 COURSE III. Exercises 3, 4, and 5 may be performed with 
 
 the back hollow, the body being slightly 
 curved and the arms fully extended as in similar exercises 
 described under the Parallel Bars. 
 
 Second Series. 
 
 Position of attention, facing the bars. 
 
 To pass from the first to the second bar, the right 
 
 hand leading. 
 
 EXERCISE 6. I. Raise both hands and grasp the first 
 
 COURSE I, bar, the hands at the distance, the fingers 
 
 and thumbs together, 
 sink to the full extension of the arms, 
 bend the lower limbs, the knees in 
 a line with the body, the feet behind, 
 the head held back, the eyes directed 
 to the reach of the hands. 
 
 2. Sustain the body in position, ad- 
 vance the right hand and grasp the 
 second bar (Fig. 7), the left following ; 
 retake the grasp of the first bar with 
 the left hand, the right following, re- 
 place the feet on the ground and come 
 to the first position. 
 
 Fig. 7. 
 
 This exercise to be repeated with the left hand leading. 
 
202 
 
 PHYSICAL EDUCATION-. 
 
 To pass from the first to the second bar, changing 
 
 front. 
 
 EXERCISE 7. 
 COURSE II. 
 
 I. Grasp the bar and bend the lower 
 
 Fig. 8. 
 
 Hmbs as in the previous 
 
 exercise. 
 2. Proceed as in the previous exer- 
 cise until both hands are on the second 
 bar, quit the grasp with the right, 
 swing on the left, pass under the bar, 
 advance the right hand the distance 
 beyond the left and grasp the bar (Fig. 
 8), changing front ; reverse the grasp 
 of the left hand, retaking the same part 
 of the bar ; advance the right hand again 
 to the first bar, the left following, re- 
 change the front, replace the feet on the ground and come 
 to the first position. 
 
 To pass from the first to the second bar, both 
 hands at once. 
 
 EXERCISE 8. I. Grasp the bar as before, lift the feet 
 
 COURSE II. from the ground, pressing slightly from 
 
 the rear, and causing a forward oscillation. 
 2. Augment the rearward return by the action of the loins, 
 and on the forward return, as the feet come under the bar, 
 bend the arms and quit the grasp with both hands, and 
 spring to the second bar ; govern the forward oscillation 
 and on the rearward return spring backwards to the first 
 bar, replace the feet on the ground and come to the first 
 position. 
 
THE MOVEABLE PARALLEL bars: THLRD SERIES. 203 
 
 Fig. 9 
 
 To pass from the first to the second bar, both 
 hands at once, changing front. 
 
 EXERCISE 9. I. and 2. As in the previous exercise to 
 
 COURSE III. the spring to the second bar. 
 
 3. Augment both the forward and the 
 rearward oscillation, and 
 on the return forward 
 quit the grasp with both 
 hands, rapidly change 
 front (Fig. 9), and re- 
 take the bar, renew the 
 oscillation, spring again 
 to the first bar, again 
 change front, replace 
 the feet on the ground, 
 and rise to the first 
 position. 
 
 Tliird Scries, 
 
 Position of attention, at the centre beneath the bars. 
 
 To rise between the bars, the legs resting on the 
 
 single bar. 
 
 EXERCISE 10. I. Kaise both hands and grasp the bars 
 
 COURSE I. right and left, the fingers and thumbs 
 
 meeting. Lift both feet from the ground, 
 and pass them over the left bar, resting on it under the 
 knees, the head and shoulders held back, the trunk of the 
 body sustained. 
 
204 
 
 PHYSICAL EDUCATION, 
 
 Fig. lo. 
 
 2. Quit the grasp of the left 
 hand, retake it above the bar 
 on the inside, at the same time 
 elevating the elbow, and rest- 
 ing the forearm on the bar, 
 the right following (Fig. lo) ; 
 press from both hands to the 
 full extension of the arms, and rise seated on the bar. 
 
 In descending, pass the right hand over 
 to the left bar, reverse the grasp of the 
 left, pass the right hand in front of the 
 body and re-grasp the bar at the distance 
 beyond the left, at the same time quit- 
 ting the seat and bringing the body round 
 to front the bar (Fig. ii), slowly descend 
 until the feet reach the ground, and quit 
 the grasp of the hands. 
 
 This exercise to be repeated on the right 
 bar. 
 
 Fig II. 
 
 To rise between the bars, the legs resting on the 
 
 two bars. 
 
 I. Grasp the bar as before, 
 feet from the ^. _ 
 
 rig. 12. 
 
 Lift both 
 
 EXERCISE II. 
 COURSE I. 
 
 ground, and 
 pass them by the front over 
 the bars, right and left. 
 
 2. Change and retake the 
 grasp of the hands, as in the 
 previous exercise (Fig. 12), 
 and rise seated on the bars. 
 
 In descending, press strongly on the hands, raise the lower 
 limbs, re-pass them over the bars and bring them to the 
 
THE MOVEABLE PARALLEL BARS : THIRD SERLES. 205 
 
 vertical line between the bars, the legs straight and together, 
 the column of the body upright ; quit the grasp of the hands, 
 bring the arms close in by the sides, and descend yielding. 
 
 To rise between the bars by the forearms. 
 
 EXERCISE 12. I. Spring from the ground until the 
 
 ( ouRSE II. shoulders are above the bars, at the same 
 
 time bringing the closed hands up to the 
 breasts ; spread out the folded arms horizontally, and by 
 them rest on the bars, the chest advanced, the head held 
 back, the lower limbs straight and together, the toes pointed 
 to the ground (Fig. 1 3). 
 Fig 13. 
 
 2. Grasp the bars right and left, press strongly from both 
 hands, lean forward, straighten the arms and rise above the 
 bars resting on the hands (^Fig. 14). 
 
 To rise between the bars, both hands at once. 
 
 EXERCISE 13. I. Spring from the ground until the 
 
 COURSE III. breast is above the bars, seize both bars 
 
 right and left, and immediately straighten 
 
 the arms and come to the Kest on the hands above the bars. 
 
206 
 
 PHYSICAL EDUCATION. 
 
 To rise by the first bar and descend by the 
 
 second. 
 
 From the position at the side of the bars. 
 
 EXERCISE 14. I. Grasp the first bar, the fingers and 
 
 COURSE III. thumbs meeting ; lift both feet from the 
 
 ground, and pass them over the second bar, 
 resting on it under the knees, the fore-legs jDondent, the trunk 
 of the body sustained, the head held back. 
 
 2. Pass the head and shoul- 
 ders under the bar and rear ^^' ^^' 
 them above it, resting on the 
 back of the neck, quit the 
 grasp of the right hand, bring 
 the arm between the bars, and 
 stretch it along the surface of 
 the first bar, to the right, grasp- 
 ing the bar, the left hand following on the left bar {Fig, 15) ; 
 gradually bring the hands together, along the bar, behind the 
 back, and rise, seated on the second bar. 
 
 In descending, pass the right hand 
 over to the second bar, the left fol- 
 lowing ; reverse the grasp of both hands, 
 elongate the trunk and lower limbs, 
 setting the body free from the bar and 
 resting sustained by the grasp of the 
 hands in front of the bar (Fig. 16); 
 gradually contract the arms, sink be- 
 neath the bar, and lower the feet to the 
 ground. 
 
 Fior. 16. 
 
THE MOVEABLE PARALLEL BARS : THIRD SERIES. 207 
 
 To rise between the bars by the upstart. 
 
 EXERCISE 15. I. Kaise both hands and grasp the bars 
 
 COURSE IV. inside, the backs of the hands inwards, the 
 
 fingers and thumbs meeting. Kaise the 
 feet from the ground, letting the lower limbs swing 
 slightly to the rear, and on the return oscillation towards 
 the front raise the legs and feet straight and together to 
 the level of the bars. Immediately on the commencement 
 of the rearward swing in this position press strongly with 
 the hands and, retaining them straight, rise to the Best 
 between the bars (Fig. 14), letting the lower limbs fall to 
 the perpendicular position. 
 
 To rise between the bars by the upstart, by the 
 upper arms. 
 
 EXERCISE 16. I. Spring from the ground till the 
 
 COURSE IV. shoulders are above the bars, spread out 
 
 the folded arms horizontally and come to 
 the Rest beneath the shoulders. Extend the arms along 
 the bar. 
 
 2. Let the body swing slightly to the rear, and then again 
 strongly to the front till the feet are at the level of the 
 bars, bending at the waist. Immediately on the com- 
 mencement of the rearward swing in this position, press 
 strongly with the hands and, retaining the arms straight, 
 rise to the Rest between the bars, letting the lower limbs 
 fall to the perpendicular position. 
 
2o8 PHYSICAL EDUCATION. 
 
 To rise between the bars by the upper arms. 
 
 By the forward swing, 
 
 EXERCISE 17. I. Kise to the Upper Arm Eest as in the 
 
 COURSE IV. previous exercise. 
 
 2. Let the body swing slightly to the 
 rear, and then again strongly to the front. At the .moment 
 when the lower limbs rise to the level of the bars, pull 
 strongly with the hands, rapidly hollow the back and rise 
 to the Kest between the bars, letting the lower limbs fall to 
 the rear till the perpendicular position is reached. 
 
 To rise between the bars by the upper arms. 
 
 By the backward swing, 
 
 EXERCISE 18. I. Kise to the Upper Arm Eest as above 
 
 COURSE IV. described. 
 
 2. Let the body swing slightly to the 
 front and then again strongly to the rear. At the moment 
 when the legs rise to the level of the bars and the end of 
 the oscillation is reached, press strongly w^ith the hands, 
 rapidly hollow the back, and rise to the Kest between the 
 bars, letting the lower limbs, fall to the front till the 
 perpendicular position is reached. 
 
 VARIATION. The above three exercises are easier if 
 
 performed from the forearm instead of the 
 upper arm. 
 
 From the j>osition of the Kest between the bars, the above 
 exercises may be combined with any of the movements 
 described as commencing with this position under the 
 Parallel Bars, such as the Balances, Marches, &c. ; with 
 the exception that the descent cannot, of course, be made 
 from the end of the bars. 
 
THE MOVEABLE PARALLEL BARS: APPENDLX, 209 
 
 APPENDIX TO THE MOVEABLE PARALLEL 
 
 BARS. 
 
 First Series* 
 
 To vault over the bars between the hands. 
 
 KXERCiSE 19. T. Grasp the nearer bar with the hands at 
 
 the distance, the fingers and thumbs meeting, 
 the thumbs beneath, bend the legs and, on the return ex- 
 tension, spring from the ground, press strongly with the 
 hands, incline the head and shoulders forward, extend the 
 arms and bring the knees straight up between them. Shoot 
 tlie feet through the space between the hands, press from the 
 hands strongly and descend yielding beyond the further bar. 
 
 VARIATION. An easier form of this exercise may be per- 
 
 formed from the further bar. In this case the 
 lower limbs must be elevated by the back lift till almost 
 perpendicular, and then brought smartly between the hands 
 to the ground. 
 
 To vault over the bars, the legs astride. 
 
 EXERCISE 20. I. Grasp the further bar and elevate the 
 
 lower limbs by the rear well above the bars. 
 At this point open the legs to their full extension, inclining 
 the head and shoulders upwards ; and as the legs are shot 
 in position over the bars, press strongly with the hands, 
 and bringing the legs rapidly together descend yielding 
 beyond the further bar. 
 
 VARIATION. This exercise may be varied by grasping 
 
 the nearer bar, separating the legs on the 
 spring from the ground as in the similar vault over the 
 single bar (p. 97), quickly shifting the hands in position 
 to the second bar and descending beyond it. 
 
 P 
 
21 PHYSICAL EDUCATION. 
 
 To vault over the bars by the back lift. 
 
 EXERCISE 21. I. Grasp the nearer bar, the fingers and 
 
 thumbs meeting, press strongly with the 
 hands and feet simultaneously and elevate the body to 
 a vertical position above the nearer bar, the arms bending 
 during the ascent, the elbows held close in by the side, the 
 head and shoulders inclined to the front and being depressed 
 between the bars. From this point let the feet pass to the 
 front, sharply bend the back inwards, and, pressing firmly 
 from the hands and extending the arms, descend to the ground 
 yielding on the other side of the further bar. 
 
 The exercise is easier when performed from the single bar. 
 
THE TEAPEZIUM. 
 
 In importance this machine ranks high, not so much 
 on account of the number of its exercises as from their 
 artistic character, and the power which they possess 
 of testing and increasing the capacity of the trunk and 
 upper limbs. 
 
 Every exercise on this machine consists of one or more 
 evolutions of less or greater difficulty, of which the 
 hand-grasp on the rope or the bar, or on both, forms the 
 centre, the entire weight of the body and force of the 
 movement being sustained by it. They all terminate on 
 the spot, and in the position, in which they begin. 
 
 It is obvious that a considerable number of the 
 exercises performed on the bar alone, without employment 
 of the ropes, are common to this machine with the 
 horizontal bar. Thus it is possible to rise above the 
 steady bar with one leg acting in a manner precisely 
 similar to that on the Horizontal Bar; so also upstarts and 
 other exercises of the Horizontal Bar may be performed 
 upon the trapezium in the swdng. In order therefore to 
 avoid confusion and repetition, such exercises only are 
 given under the trapezium as appear more especially to 
 apply to this machine, or to be better acquired in the 
 first instance upon it ; whilst all exercises performed with 
 the trapezium in the swing have been avoided, the 
 
 P 2 /! 
 
212 PHYSICAL EDUCATION. 
 
 simpler ones possessing no advantage over those on the 
 steady machine, the more difficult ones being dangerous 
 and outside the province of educational gymnastics. A 
 short list of the best known amongst the latter will be 
 found in the Appendix to the Trapezium. 
 
 The exercises on the trapezium divide themselves into 
 two series — in those of the first, the roi^ea are grasped 
 by either one or both hands ; in those of the second, the 
 ropes are carefully avoided and the grasp of the hands 
 is on the har alone. 
 
 All these exercises may be practised by beginners, 
 the form of each, given in the text, being the perfect 
 one, but capable of modification for initiatory practice. 
 Thus in introducing a beginner to the first exercise, instead 
 of grasping the rope a hand's-breadth above the bar, 
 he may grasp it a foot or even more above the bar, the left 
 hand following close under the right, and then day by 
 day the space between the hands and the bar should be 
 reduced, until these are placed as directed in the text. 
 The same course may be literally followed in the 
 second exercise. In the third and foui'th, the initiatory 
 practice may be accompanied by a spring from the 
 ground, which should be gradually lessened until the 
 effort falls entirely upon the upper limbs, as indicated 
 in the text. In the fifth the limbs should be supported 
 and guided by the instructor, this support being 
 gradually withdrawn, until the learner can execute the 
 movements without help. 
 
 The exercises of the second series are all more arduous, 
 but also admit of gradual approach. In Exercise 6 
 a slight spring may be taken, and both arms and legs 
 allowed to remain bent ; the spring may then be dis- 
 pensed with ; next, the legs may remain bent at the 
 commencement, and be extended during the rise; to 
 
THE TRAPEZIUM, 21 3 
 
 be followed by the straight leg and bent arm, leading 
 direct to the perfect exercise. In Exercise 7 the grada- 
 tions by which it may be approached are less marked ; 
 it may be viewed as commencing where the second 
 exercise in the first series terminates, and there is no 
 intermediate practice ; nothing but perseverance against 
 repeated failures will overcome the difficulty, for the 
 position is not such as will admit of direct help from the 
 instructor, and all that can be given in this exercise must 
 be but the steadying of the limbs, enabling the learner 
 to hold his own. Exercises 9 and 10 have no grada- 
 tions on this machine, but may be approached here 
 by practice on others, such as the Horizontal Bar, 
 where, on account of such machines being fixed and 
 firm, they are less difficult. Exercise 1 1 may be 
 approached by practice on a machine that turns with the 
 hand, such as the Pair of Rings. Exercises 12 and 13 
 are always found to be among the most difficult on this 
 machine, and require the greatest care in their execution ; 
 the pause in the horizontal line should never exceed 
 a few seconds. The variation sometimes performed, of 
 passing from the backward horizontal line over the bar 
 in position, should never be all6wed with young people 
 or beginners, as it is for them highly dangerous. 
 
 The best grasp for the instructor in directing the 
 evolutions on the trapezium is a firm hold of the wrist 
 with the left hand, the right firmly grasping the leg of 
 the trowsers at the ankle. 
 
 The position of the instructor should be on the right 
 or left of the machine, facing the learner. 
 
 The bar of the trapezium should be 2 feet 6 inches 
 long and 1^ inch in diameter, and suspended at a height 
 of 4 feet 6 inches from the floor. 
 
214 
 
 PHYSICAL EDUCATION, 
 
 First Series . 
 Second Series . 
 
 Employing the ropes. 
 Employing the bar only. 
 
 Position {except in the case of the first exercise) of attention 
 facing the trapezium. 
 
 First Series, 
 
 To rise by the single rope. 
 
 EXERCISE I. Position of attention, the trapezium in 
 
 COURSE I. profile on the left. 
 
 I. Raise the right hand and grasp the 
 rope a hand's-breadth above the bar, the left following in 
 the interspace (Fig. i ). 
 
 2. Lift both feet from the ground, the legs straight and 
 together, the toes pointed to the front, and pass them over 
 the bar, elevating the body until the hip rests on its surface 
 
 Fig. I. Fig. 2. Fig. 3. 
 
 (Fig. 2) ; press downwards with the hands and rise seated 
 on the bar, retaining the grasp of the rope (Fig. 3). 
 
 In descending, lean slowly backwards and sidewards, 
 
THE TRAPEZIUM: FIRST SERIES. 
 
 215 
 
 bringing the hip again on the bar, remove the lower limbs 
 from it, and come to the first position. 
 
 This exercise to be repeated with the trapezium on the 
 right, the left hand uppermost. 
 
 To rise by both ropes. 
 
 EXERCISE 2. 
 COURSE I. 
 
 Fig. 4. 
 
 1. Kaise both hands and grasp the ropes, 
 one in each hand, close to the bar. 
 
 2. Lift both feet from the ground, and 
 pass them under the bar between the hands, 
 at the same time allowing the head and shoul- 
 ders to fall backwards and straightening the 
 arms ; and by a continuous movement bend the 
 back inwards, and extend the lower limbs up- 
 wards (Fig. 4), bending the arms until the hips 
 are as high as the bar ; slowly let the feet 
 descend to the front, and at the same time and 
 at the same pace let the trunk, shoulders, and 
 head ascend, and come to the seat on the bar, 
 retaining the grasp. During this last move- 
 ment let the chin be elevated, the shoulders 
 pressed back, the breast advanced square to the 
 front. 
 
 In descending, lower the body from the bar backwards, 
 let the lower limbs fall to the rear, re-pass the feet under 
 the bar, and come to the first position. 
 
 To rise by the bar and rope. 
 
 EXERCISE 3. I. Raise the right hand to the reach and 
 
 COURSE I. grasp the rope, raise the left hand and 
 
 grasp the bar at its centre. 
 2. Lift both feet from the ground, the toes pointed down- 
 wards, by the flexion of the right arm and the extension of 
 
2l6 
 
 PHYSICAL EDUCATION, 
 
 the left, and rise until the face is as high as the right hand. 
 
 the left arm straight 
 
 above the hand 
 
 grasping the bar 
 
 (Fig. 5) ; turn to 
 
 the right, the back 
 
 to the bar, and sit 
 
 in the space between 
 
 the left hand and 
 
 the right rope (Fig. 
 
 6), retaining the 
 
 grasp. 
 
 In descending, 
 raise the body and 
 return the face to the bar, lower the body slowly to the ground. 
 
 This exercise to be repeated with the left hand on the rope. 
 
 To rise by the bar and rope. 
 By the front lift 
 EXERCISE 4. I. Proceed as in the previous exercise until 
 
 COURSE II. the left arm is straight above 
 
 the bar (Fig. 5). 
 
 2. Raise the feet and pass them over the 
 bar through the space between the left 
 hand and the right rope (Fig. 7), extend 
 the legs, point the toes to the front, and 
 come to the seat on the bar, retaining the 
 grasp. 
 
 In descending, withdraw the feet through 
 the interspace, and slowly lower them to the ground. 
 
 This exercise to be repeated with the left hand on the rope. 
 
 The exercise may be varied by allowing the lower limbs to 
 fall to their full extension on the further side of the bar, after 
 passing them over it, and thence again raising them to tlie 
 seat on the bar. 
 
THE TRAPEZIUM : SECOND SERIES. 
 
 217 
 
 Fi- 8. 
 
 To turn round the ropes, right and left. 
 
 EXERCISE 5. I. Proceed to the seat on the har as in 
 
 COURSE II. the previous exercise. 
 
 2. Raise the left 
 hand from the bar and grasp the right 
 rope as high as the face, slip the right 
 hand down to the bar, and grasp it 
 close to the rope with the thumb to 
 the front, the fingers to the rear ; lift 
 the body from the bar, pass round 
 the outside of the right rope, the feet 
 leading Fig. 8 , pass the lower limbs 
 between the ropes, and again come 
 to the seat on the bar. 
 
 3. Repeat the movement round the left rope, reversing 
 the respective positions of the hands. 
 
 Descend as in the previous exercise. 
 
 Second Series, 
 To turn round the bar forwards. 
 
 EXERCISE 6. I. Raise both hands and grasp the bar, 
 
 COURSE III. the hands at the distance, the backs of the 
 
 hands upwards, the fingers and thumbs 
 meeting ; extend the lower limbs to the front, at the same 
 time sinking to the reach of the hands ; the legs together 
 and straight, the feet together with the toes pointed to the 
 front (Fig. 9). 
 
 2. Lift the feet from the ground, the lower limbs in 
 position, the arms remaining perfectly straight, until the feet 
 are as high as the bar (Fig. 10) ; bend the arms, and at the 
 same time elevate the body until the waist is as high as the 
 
2J8 
 
 PHYSICAL EDUCATION, 
 
 bar, pass the lower limbs over the bar, the trunk following, 
 revolving on the waist (Fig. ii), lower the body, completing 
 
 Fig. 9. 
 
 Tv, 
 
 Fig. II. 
 
 the circle, and slowly descend until the feet meet the 
 ground ; relinquish the grasp of the hands. 
 
 To turn round the bar backwards. 
 
 EXERCISE 7. I. Grasp 
 
 COURSE III. the bar, 
 
 sink to the 
 reach and extend the lower 
 limbs to the front as in the 
 previous exercise. 
 
 2. Proceed as in the pre- 
 vious exercise until the feet 
 are as high as the bar (Fig. 
 10) ; pass the feet under the 
 bar between the hands, and 
 by a continuous movement 
 bend the back inwards and 
 extend the lower limbs upwards, bending the arms until 
 
THE TRAPEZIUM: SECOND SERIES. 
 
 219 
 
 the waist is as high as the bar (Fig. 12), let the lower 
 half of the body slowly fall to the front, and as it descends let 
 the upper half ascend in position, the head well thrown 
 back, and sink slowly down, the back touching the bar 
 (Fig. 13), until the feet meet the ground; relinquish the 
 grasp of the hands. 
 
 To turn round the bar backwards and return. 
 
 EXERCISE 8. I. Complete the previous exercise. 
 
 COURSE III. 2. Instead of relinquishing the grasp, 
 
 press from the hands, straighten the arms, 
 bending the back inwards, and rise to the seat on the bar ; 
 slowly let the head and shoulders fall to the rear, re-pass the 
 feet under the bar, straighten the legs, lower the body, and 
 return to the first position. 
 
 To rise above the bar right and left. 
 
 EXERCISE 9. I. Grasp the bar, sink to the reach 
 
 COURSE III. and elevate the lower limbs to the front 
 
 as pre- Pig J4 Fig. 15. 
 
 viously. 
 
 2. Lift both feet from 
 the ground, bend the 
 arms until the breast is 
 as high as the bar, press 
 strongly with the right 
 hand upon the bar and 
 raise the forearm verti- 
 cally above it (Fig. 14); 
 repeat the movement with 
 the left hand, complete the 
 extension of both arms, 
 and come to the upright position, resting on the bar (Fig. 
 
220 
 
 PHYSICAL EDUCATION, 
 
 In descending, re-bend the right arm, and pass it below 
 the bar, the left following, lower the body and come to the 
 first position. 
 
 This exercise to be repeated left and right. 
 
 To rise above the bar both hands at once. 
 
 Fig. i6. 
 
 EXERCISE lo. I. Grasp the bar, sink to the reach, and 
 
 COURSE IV. elevate the lower limbs to the front as 
 
 previously. 
 
 2. Lift both feet from the ground, 
 bend the arms until the breast is as 
 high as the bar, press strongly upon 
 the bar with both hands at once and 
 rise above it (Fig. i6), completing the 
 extension of the arms, and come to 
 the upright position, resting on the 
 bar, as in Fig. 15. 
 
 This series of movements to be 
 executed without pause, and at the 
 same pace throughout. 
 
 In descending, re-bend the arms, pass them below the 
 bar, and come to the first position. 
 
 To turn under the bar on one hand. 
 
 EXERCISE II. I. Grasp the bar and elevate the lower 
 
 COURSE IV. limbs to the front as previously. 
 
 2. Elevate the lower limbs, until the feet 
 are as high as the bar (Fig. 1 o) ; pass the feet under the 
 bar between the hands, and let them descend close to the 
 ground, but without touching it (Fig. 17); quit the grasp 
 
THE TRAPEZIUM: SECOND SERIES. 
 
 221 
 
 of the left hand, at the same time folding the lower limbs 
 
 close under the body, 
 
 ^ ^"- Fig. 18. 
 
 FIj 
 
 17- 
 
 and swinging round 
 by the right, make 
 a complete turn 
 laterally, and again 
 come to the front 
 (Fig. 18) ; re-grasp 
 the bar with the left 
 hand, extend the legs, 
 again raise the feet 
 to the bar and re- 
 pass them under it ; 
 quit the grasp with 
 the right hand, swinging round by the left ; re-grasp the 
 bar with the right hand, extend the legs and come to the 
 first position. 
 
 To form the straight line backwards. 
 
 EXERCISE 12. I. Proceed as in the previous exercise 
 
 COURSE IV. until the „. 
 
 . . Fig. 19. 
 
 leet are 
 
 passed under the bar. 
 
 2. Extend the legs to the 
 rear and pause, forming a 
 perfectly horizontal line 
 from head to foot, suspend- 
 ed by the arms under the 
 bar (Fig. 19) ; relax the 
 extension, re-pass the feet 
 
 under the bar, extend the legs to the front, and come to the 
 first position. 
 
222 PHYSICAL EDUCATION, 
 
 To form the straight line forwards. 
 
 EXERCISE 13. I. Grasp the bar, sink to the reach, and 
 
 COURSE IV. elevate the lower limbs to the front as 
 
 previously described (Fig. 9). 
 
 2. Elevate the lower limbs still further to the front, 
 in position, the legs straight and together, the toes pointed 
 to the front, slightly bending the arms and allowing the 
 head and shoulders to fall to the rear, until the lower limbs 
 and trunk form one horizontal line. 
 
 Eelease the extension, let the feet descend to the ground, 
 and come to the position. 
 
 Combinations of exercises. 
 
 A large variety of exercises may be formed by com- 
 bination. The following is a selection, which commends 
 itself for its gradual progression. The exercises are to 
 be executed without pause, as soon as the separate exercises 
 composing them can be performed singly. 
 
 Combinations of two exercises. 
 
 1. To rise by both ropes — to turn round the ropes, right 
 
 and left. (Ex. 2, 5.) 
 
 2. To rise by the front lift — to turn round the ropes, right 
 
 and left. (Ex. 4, 5.) 
 
 3. To turn round the bar forwards — to turn round the bar, 
 
 backwards and return. (Ex. 6, 8.) 
 
 4. To turn round the bar forwards — to rise above the bar, 
 
 both hands at once. (Ex. 6, 10.) 
 
 5. To turn round the bar forwards — to turn under the bar 
 
 on one hand. (Ex. 6, 11.) 
 
 6. To turn round the bar forwards — to form the straight 
 
 line. (Ex. 6, 12.) ^ 
 
THE TRAPEZIUM: COMBINATIONS. 223 
 
 7. To turn round the bar backwards and return — to rise 
 
 above the bar, both hands at once. (Ex. 8, 10.) 
 
 8. To turn round the bar backwards and return— to turn 
 
 under the bar on one hand. (Ex. 8, 11.) 
 
 9. To turn round the bar backwards and return — to form 
 
 the straight line. (Ex. 8, 12.) 
 ro. To rise above the bar both hands at once — to turn 
 under the bar on one hand. (Ex. 10, 11.) 
 
 11. To rise above the bar both hands at once — to form the 
 straight line. (Ex. 11, 12.) 
 
 12. To rise above the bar both hands at once — to form the 
 straight line forwards. (Ex. 11, 13.) 
 
 Combinations of three exercises. 
 
 To turn round the bar forwards — to turn round the bar 
 
 backwards and return — to rise above the bar, both 
 
 hands at once. (Ex. 6, 8, 10.) 
 To turn round the bar forwards — to rise above the bar, 
 
 both hands at once — to turn under the bar on one 
 
 hand. (Ex. 6, 10, 11.) 
 To turn round the bar forwards — to rise above the bar 
 
 both hands at once — to form the straight line. (Ex. 
 
 6, 10, 12.) 
 To turn round the bar forwards — to turn under the bar 
 
 on one hand — to form the straight line. (Ex. 6, 11, 12.) 
 To rise above the bar both hands at once — to turn round 
 
 the bar backwards and return — to form the straight 
 
 line. (Ex. 10, 8, 12.) 
 To turn round the bar backwards and return — to turn on 
 
 one hand under the bar — to form the straight line 
 
 forwards. (Ex. 8, 11, 13.) 
 To turn round the bar backwards and return — to turn 
 
 under the bar on one hand — to rise above the bar both 
 
 hands at once. (Ex. 8, 11, 10.) 
 
224 PHYSICAL EDUCATION. 
 
 Combinations of four exercises. 
 
 1. To turn round the bar forwards — to turn round the bar 
 
 backwards and return - to rise above the bar both 
 hands at once — to turn under the bar on one hand. 
 (Ex. 6, 8, lo. II.) 
 
 2. To turn round the bar forwards— to rise abovfe the bar 
 
 both hands at once — to turn under the bar on one 
 hand — to form the straight line forwards. (Ex. 6, lo, 
 
 II, 13.) 
 
 3. To turn round the bar backwards and return— to rise 
 
 above the bar both hands at once — to turn round the 
 bar forwards — to form the straight line. (Ex. 8, 10, 
 6, 12.) 
 
 4. To rise above the bar both hands at once — to turn round 
 
 the bar backwards and return — to turn under the bar 
 on one hand — to turn round the bar forwards. (Ex. 
 10, 8, II, 6.) 
 
 Combinations of five exercises. 
 
 To turn round the bar forwards — to turn round the bar 
 backwards and return — to rise above the bar both 
 hands at once — to turn under the bar on one hand— to 
 form the straight line. (Ex. 6, 8, 10, 11, 12.) 
 
 To turn round the bar backwards and return — to rise 
 above the bar both hands at once — to turn round the 
 bar forwards — to turn under the bar on one hand — 
 to form the straight line forwards. (Ex. 8, 10, 6, 11, 13.) 
 
 To rise above the bar both hands at once— to turn round 
 the bar backwards and return — to turn round the bar 
 forwards — to rise above the bar both hands at once — 
 to form the straight line. (Ex. 10, 8, 6, 10, 12.) 
 
THE TRAPEZIUM: APPENDIX. 225 
 
 APPENDIX TO THE TRAPEZIUM. 
 
 The trapezium is the machine 'par excellence for learning 
 to preserve the equilibrium on an unsteady bar ; and though 
 such exercises require no description in this place, as having 
 no bearing on physical education proper, they are sometimes 
 of practical use to individuals, and therefore the more 
 usual methods of balancing are enumerated. Eising by one 
 of the usual methods to the seat, and thence to the stand on 
 the bar by means of the ropes, it is possible to acquire the 
 art of balancing without the use of the hands, 
 
 1. On both feet. 
 
 2. With one foot extended to the front. 
 
 3. Sideways on both feet. 
 
 4. Sideways on one foot. 
 
 From the seat on the bar, it is possible to balance oneself, 
 
 5. Upon the bar backwards in a straight line, the arms 
 
 extended beyond the head. 
 From the Kest it is possible, 
 
 6. To rest on the bar forwards upon the waist, the arms 
 
 pendent, as in Ex. 1 6 of the beam. 
 
 7. To swing up to the shoii-arm or straight- arm balance, 
 
 the feet resting on the ropes. 
 
 8. To swing up to the balance without the use of the 
 
 ropes. 
 From each of the standing Exercises i, 2, 3, 4, the descent 
 is again made to the seat on the bar and thence to the 
 ground. From No. 5 drop to the hocks, and thence swing 
 oif as described under the Horizontal Bar. From No. 6 
 again come to the Eest and thence to the ground. From 
 Nos. 7 and 8 bring the feet together and let the lower limbs 
 sweep over the head to the ground, retaining a firm grasp of 
 the bar. 
 
 Q 
 
226 PHYSICAL EDUCATION, 
 
 The swinging trapeze. 
 
 Many of the exercises described in the System may be 
 performed, and moreover safely performed, in the swing, 
 requiring often a little more effort and skill, but possessing 
 no advantage physically over those on the steady machine. 
 The swinging trapeze is therefore abandoned by common 
 consent to the acrobat, or resorted to only in displays and 
 exhibitions for the purposes of effect. These exercises consist 
 almost entirely of finishes in the shape of somersaults, fraught 
 with considerable danger in their acquirement ; and it will 
 be sufficient therefore here to give a short list of the best 
 known. 
 
 1. The BacJmway is a hollow-back back somersault at the 
 
 end of the forward swing. 
 
 2. The Forwardaway is a hollow-back forward somersauJt 
 
 at the end of the back swing. 
 By reversing these processes we have what is sometimes 
 termed 
 
 3. The Backward Backaivay, a back somersault at the end 
 
 of the back swing. 
 
 4. The Forward Fonvardaway, a front somersault at the 
 
 end of the forward swing. 
 
 5. Hock-swing off, at the end of the front swing. 
 
 6. Hock-swing off^ at the end of the back swing. 
 
 It is of course possible to change front during the swing, 
 quitting the grasp of one hand, passing beneath the bar, 
 retaking the bar, and reversing the grasp of the other hand. 
 
THE PAIR OF EINGS. 
 
 This machine is similar in character to the trapezium, 
 giving a wide course of exercises, passing from the most 
 simple to the most arduous. Like the exercises of the 
 trapezium, they powerfully address themselves to the 
 trunk, especially its upper region, and to the arms. 
 
 With this machine also, the exercises are all given in 
 the text in their perfect form, and allow of gi^adual 
 approach through less difficult movements and positions. 
 The first and second may be begun not only while 
 standing upright and with the arms bent, but a spring 
 may be taken with the feet to assist in the elevation of 
 the lower limbs, and the knees may remain bent both in 
 the ascent and descent, to front and rear ; these modifi- 
 cations of the exercise being gradually relinquished as 
 the body acquires strength, until it can be executed in 
 its perfect form. The first part of the fifth exercise 
 may be similarly modified, but its distinguishing feature, 
 that of turning the body while the feet remain in the 
 rings, must always be executed slowly, the back sinking 
 gradually, with every joint of the spine sharing equally 
 in the depression, and the chest gradually rounding and 
 expanding under the same influence. 
 
 In the second series, many of the exercises lead direct 
 to each other, and these may be modified, first, by being 
 begun from the erect standing position, and next from 
 the kneeling position. 
 
 In the third series, performed above the rings, the 
 simplest method of rising above the rings is given in 
 the text ; but any of the other methods may of course 
 be adopted at the discretion of the instructor. 
 
 Q 'I 
 
228 PHYSICAL EDUCATION. 
 
 Exercises performed with the rings in the swing have 
 been avoided, a mere enumeration of the more usual 
 ones being given in the Appendix. 
 
 In all evolutions on this machine the instructor should 
 grasp the right wrist of the learner with one hand, and 
 as soon as the feet have passed the rings, he should with 
 the other govern the lower limbs in their descent. 
 While the body is turning with the feet in the rings, the 
 instructor should pass his left arm under the waist of 
 the learner to limit the extent of its descent, always, 
 retaining his grasp of the wrist. In the turn with the 
 hands (right and left) the instructor should grasp the right 
 wrist of the learner, and gradually lower him until his 
 entire weight is on the left, and vice versa, always grasp- 
 ing the hand that is to relinquish the hold of the ring. 
 
 The position of the instructor should be the same as 
 with the trapezium. 
 
 The pair of rings are usually 5 or 6 inches in diameter, 
 fixed 1 8 inches apart, and suspended at a height of 
 5 feet 6 inches from the floor ; but for exercises above 
 the rings and in the swing, they are often and with ad- 
 vantage increased to i o or 12 inches in diameter. 
 
 First Series . . . 'Exercises heneath the rings. 
 Second Series . . Rising to and above the rings. 
 
 Third Series . . . Exercises above the rings. 
 
 First Series. 
 
 Position of attention hdtveen the rings. 
 
 The single circle. 
 
 exercise I. I. Kaise both hands and grasp the rings, 
 
 course I. one in each hand, the thumbs outside, the 
 
 fingers through the rings ; lower the body 
 
 to the reach of the hands and pass both feet to the front, 
 
THE PAIR OF RINGS: FIRST SERIES. 
 
 229 
 
 the legs together and straight, the feet together, the toes 
 pointed to the front (Fig. i). 
 
 2. Lift both feet from the ground, and pass them between 
 the rings, the arms and legs straight throughout (Fig. 2) ; 
 Fig. I. Fig. 2 Fig. 3. 
 
 slowly descend to the ground, completing the circle (Fig. 3), 
 and relinquish the grasp. 
 
 EXERCISE 2 
 COURSE II. 
 
 The double circle. 
 I. Complete the previous exercise to the 
 
 termination of the single circle. 
 
 2. Instead of relinquishing the grasp 
 of the hands, return between the rings and come to the 
 first position, retaining the arms and legs straight through- 
 out. Bend the arms, replace the feet upon the groimd 
 under the rings, and quit the grasp. 
 
 The single circle. 
 
 The hack hollow. 
 
 EXERCISE 3. I. Immediately on grasping the rings 
 
 COURSE IV. curve the back inward, throwing the head 
 
 well back and keeping the feet to the rear. 
 2. Lift both feet from the ground and bring them to the 
 
230 PHYSICAL EDUCATION, 
 
 front, retaining the back cui-ved and the arms straight, and 
 Fig. 4. Fig. 5. 
 
 SO pass them between the rings ; slowly descend to the 
 ground, completing the circle, and relinquish the grasp. 
 
 The double circle. 
 
 The hack JioUoiv, 
 
 EXERCISE 4. I. Proceed as in the previous exercise to 
 
 COURSE IV. the completion of the single circle. 
 
 2. Instead of relinquishing the grasp of 
 the hands, return between the rings and come to the first 
 position, retaining the arms straight and the back curved 
 throughout. Bend the arms, replace the feet beneath the 
 rings, and quit the grasp. 
 
 To turn with the feet in the rings. 
 
 EXERCISE 5. I. Proceed as in the single circle till the 
 
 COURSE II. feet are between the rings ; separate the 
 
 feet right and left, and insert each in its 
 respective ring. 
 
 2. Kesume with the trunk of the body the action of the 
 
THE PAIR OF RINGS: FIRST SERIES. 
 
 231 
 
 circle, slowly separating the knees, lowering and arching 
 
 the back and raising the head (Fig. 6). 
 
 3. Ke-raise the trunk to its position 
 at the half-circle, remove the feet from 
 the rings, straighten the legs, point 
 the toes upwards and let them grad- 
 ually descend to the front, the arms 
 straight, and come to the first posi- 
 tion. 
 
 To turn on one hand right and left. 
 
 Fi-. 6. 
 
 Fig. 7. 
 
 EXERCISE 6. I. Complete the single circle, 
 
 COURSE III. 2. Instead of relin- 
 
 quishing the grasp with 
 both hands, retain the grasp of the right, 
 passing the left arm down by the side, 
 and folding the lower limbs under the 
 body. 
 
 3. Make a complete turn laterally 
 from left to right, re-grasp the ring with 
 the left hand (Fig. 7), and extend the 
 lower limbs to the front as in first posi- 
 tion. 
 
 4. Re-pass the feet between the rings, 
 repeat the turn from right to left re- 
 taining the grasp of the left hand, re- 
 grasp the ring with the right, extend the lower limbs to 
 the front and come to the position. 
 
 To extend the arms right and left. 
 
 EXERCISE 7. I. Grasp the rings, lower the body to the 
 
 COURSE II. reach of the hands and pass both feet to the 
 
 front, the legs and feet together, the toes 
 pointed to the front (Fig. i). 
 
2^2 
 
 PHYSICAL EDUCATION, 
 
 2. Gradually bend the arms to their full extent, raising the 
 lower limbs in position ; sustain the 
 body on the left hand (retaining it 
 close by the side), extend the right 
 arm holding the ring at the full length 
 of the arm (Fig. 8\ pause, and re- 
 turn the right hand to the side ; re- 
 peat the extension with the left arm, 
 pause, return it to the side, lower 
 
 the body and come to the position. 
 
 To form the straight line backwards. 
 
 EXERCISE 8. I. Proceed as in the single circle till the 
 
 COURSE IV. feet are be- 
 
 tween the 
 rings (Fig. 2). 
 
 2. Instead of lowering 
 the feet to the ground, ex- 
 tend them to the rear until 
 the lower limbs and trunk 
 form one perfect horizon- 
 tal line (Fig. 9). 
 
 Kelax the extension of the lower limbs, let the feet de- 
 scend to the rear, and come to the position. 
 
 To form the straight line forwards. 
 
 Fig. 10. 
 
 EXERCISE 9. I. Grasp 
 
 COURSE IV. the rings ; 
 
 raise the 
 lower limbs to the front 
 in position, the toes point- 
 ed to the front, allowing 
 the head and shoulders to fall to the rear, the arms slightly 
 bent, until the lower limbs and trunk form one horizontal line. 
 Relax the extension, let the feet descend to the ground, 
 and come to the position. 
 
THE PAIR OF RINGS: SECOND SERIES. 
 
 ^y?* 
 
 To form the straight line on one arm, 
 
 Fig. 11. 
 
 EXERCISE lo. I. Proceed as in the ordinary circle, round 
 
 couESE IV. or hollow 
 
 back, till 
 the feet are above the head 
 between the rings. 
 
 2. At this point incline 
 the body to the right, sup- 
 porting it upon the right 
 arm by allowing the small 
 of the back to rest on the 
 right forearm. Quit the 
 grasp of the left hand and 
 extend the arm to the front above the head (Fig. ii). 
 
 Resume the grasp of the left hand, bring the lower limbs 
 once more between the rings and descend to the front. 
 
 This exercise to be repeated on the left arm. 
 
 Second Series. 
 Position of attention between the rings. 
 To rise above the rings right and left. 
 
 ^ Fig. 12. 
 
 EXERCISE II. I. Grasp ^ 
 
 COURSE III. the lings 
 and pass 
 both feet to the front as 
 previously (Fig. i). 
 
 2. Bend the arms, rais- 
 ing the lower limbs in 
 position, press strongly on 
 the ring with the right 
 palm, raising the forearm 
 vertically above the ring 
 (Fig. 12;; repeat the move- 
 
 Fig. 13. 
 
234 
 
 PHYSICAL EDUCATION, 
 
 luent on the left, press strongly with both hands, straighten 
 the arms completely above the rings and pause (Fig. 13) ; 
 the chest fully advanced, the head held back, the chin 
 elevated, the legs straight and together, the toes pointed 
 to the ground. 
 
 In descending, re-bend the right arm, the left following, 
 re-pass the right below the ring, the left following, lower 
 the body and come to the position. 
 
 This exercise to be repeated with the left hand leading. 
 
 To rise above the rings both hands at once. 
 
 EXERCISE 12. I. Grasp the rings, placing the hands well 
 
 COURSE IV. through 
 
 till the Fig. 14. Fig. 15. 
 
 base of the palm rests 
 upon them, and pass the 
 feet to the front as pre- 
 viously. 
 
 2. Bend the arms, in- 
 stantly press strongly on 
 the rings with both hands, 
 and raise both arms ver- 
 tically above the rings 
 (Fig. 14), and rise above 
 the rings to the full ex- 
 tension of the arms (Fig. 
 15), the transition from 
 the bent to the extended position of the arms taking place 
 without pause. 
 
 In descending, re-bend both arms at once, pass them 
 l)elow the rings, lower the body and come to the posi- 
 tion. 
 
THE PAIR OF RINGS : SECOND SERIES. 
 
 ^35 
 
 To rise above the rings backwards, right and left. 
 
 EXERCISE 13. I. Complete the single circle. 
 
 COURSE IV. 2. Elevate the Fig. 16. Fig. 17. 
 
 right side, lean 
 slightly forward, press strongly 
 with the right hand, and raise 
 the forearm vei-tically above 
 the ring (Fig. 16); repeat the 
 movement on the left, press 
 strongly with both hands, and 
 rise above the rings, the arms at 
 full extension (Fig. 17). 
 
 Descend as in the previous 
 exercise. 
 
 This exercise to be repeated 
 with the left hand leading. 
 
 To rise above the rings backwards, both hands 
 
 at once. 
 
 Fig. 18. Fig. 19. 
 
 EXERCISE 14. I. Grasp 
 
 COURSE IV. the rings, 
 the hands 
 well through, and pass 
 the feet to the front as 
 previously. 
 
 2. Lift both feet from 
 the ground and pass 
 them between the rings, 
 
 and at the same time rapidly bend the arms, raising 
 the body between the rings until the hands are 
 close at the sides, instantly press with both hands 
 and raise the forearms vertically above the rings 
 (Fig. 18), straighten the arms, continue the movement of 
 the circle with the lower limbs, and let the body rise be- 
 tween the rings, the arms at full extension (Fig. 19). 
 
236 
 
 PHYSICAL EDUCATION. 
 
 To rise above the rings by the forward circle. 
 
 EXERCISE 15. I. Grasp the rings, placing tlie hands well 
 
 COURSE IV. through them until each 
 
 ring crosses the * heel ' of 
 the hand ; shoot the legs forward and 
 upward so as to bring them above the head 
 between the rings (Fig. 20) ; at the point 
 when they are perpendicular above the 
 head instantly hollow the back, press firmly 
 downwards upon the hands, and rise with 
 both the arms above the rings, the lower 
 limbs descending and completing the circle 
 and the arms rising to their full extension 
 as in Fig. 19. 
 
 COURSE IV. The above exercise may be performed with 
 
 the back hollow throughout, the body being 
 curved inwards at the commencement of the exercise, on 
 grasping the rings. 
 
 To rise above the rings by the foot and hand. 
 
 EXERCISE 16. I. Elevate the lower limbs as in the 
 
 COURSE IV. ordinary Fig. 21. 
 
 circle, 
 till the fept reach the rings. 
 2. Immediately separate 
 the legs and place the right 
 foot in the right ring, till 
 the instep rests firmly 
 within it. Quit the grasp 
 of the right hand and let 
 the left leg pass over the <^ 
 trunk of the body, turning the body round until the chest 
 is downwards, and hollowing the back (Fig. 21). 
 
THE PAIR OF RINGS: THIRD SERIES. 
 
 237 
 
 2. Strongly pull with the left arm, keeping it close to 
 the chest, until it is fully bent (Fig. 22). Now, turning the 
 Fig. 22. Fig. 23. 
 
 left elbow outwards, press strongly downwards with it upon 
 the ring, and rise above the rings to the position of Fig. 23. 
 In descending, reverse the above movements. 
 
 Third Series, 
 
 Position of attention hetiveen the rings. 
 To extend the arms above the rings. 
 
 EXERCISE 17. I. Rise above the 
 
 COURSE IV. rings right and left, 
 
 and thence again 
 slowly re-bend the arms (Bent Arm 
 Rest). 
 
 2. Sustain the weight of the 
 body on the left arm, retaining it 
 close by the side, gradually extend 
 the right arm laterally, until the 
 ring is held at the full length of 
 the arm ; pause, and slowly return 
 the right arm to the side. Repeat 
 the extension with the left arm, 
 pause, and return it to the side, 
 and descend as previously. 
 
 Fi,-. 24. 
 
238 
 
 PHYSICAL EDUCATION. 
 
 To form the straight line above the rings. 
 
 EXERCISE 1 8. I. Eise above the rings right and left 
 
 COURSE IV. to the full elevation of the arms (the 
 
 Eest above the rings). 
 
 2. Slightly bend the pj^ 25. 
 
 arms, pressing them against 
 the sides, incline the head 
 and shoulders to the front, 
 and bending the rings in- 
 wards to form a support 
 for the trunk, press up 
 with the lower limbs from 
 the rear, until the head 
 and feet are in horizontal line, the back curved inwards. 
 
 In descending, let the lower limbs fall slowly beneath 
 the rings, the arms returning to the position of the Eest. 
 Bend the arms and sink to the ground. 
 
 COURSE IV. The above exercise may be performed 
 
 with the body in the hollow-back position 
 throughout. In this case the method of ' pressing up ' 
 must be discarded for the ^ swing up,' the back being curved 
 inwards whilst still in the position of the Eest. Whilst 
 the head and shoulders are being inclined forward, un- 
 mediately swing the lower limbs up in position from the 
 rear and hold the balance. 
 
 VARIATION. It is possible to circle up into the position 
 
 of the straight line by proceeding as described 
 in the circle into rest (Ex. 15) ; but instead of allowing the 
 lower limbs to fall to the rear to the position of the Eest, 
 pause when they are in a horizontal line with the head, and 
 retain the balance. 
 
THE PAIR OF RINGS: THIRD SERIES. 
 
 239 
 
 To turn over above the rings. 
 
 The front roll. 
 
 Fig. 26. 
 
 EXERCISE 19. I. Rise above the rings right and left to 
 
 COURSE IV. the Rest above the rings. 
 
 2. Incline the head 
 and shoulders forward, at the same time 
 bending the arms and rounding the back. 
 Now let the trunk fall forwards (Fig. 26) ; 
 .elevate the lower limbs by the rear, 
 and continuing the movement, by press- 
 ing strongly downwards on the hands, 
 complete the circle and rise once more 
 to the position of the Rest. Descend as 
 usual. 
 
 To extend both arms at once, above the rings. 
 
 EXERCISE 20. I. R i S 6 
 
 COURSE IV. above the 
 
 rings right 
 and left. 
 
 2. Slowly let the whole 
 body descend in position be- 
 tween the rings, at the same 
 time extending the arms per- 
 fectly straight right and left, 
 strongly pressing downwards 
 with the palms, until the 
 arms are at right angles with 
 the body (Fig. 27) ; relax the 
 extension and slowly lower 
 the feet to the ground, and 
 come to the position. 
 
 Fig. 27. 
 
240 
 
 PHYSICAL EDUCATION. 
 
 To stand above the rings. 
 
 EXERCISE 2T. I. EiSG abovG the rings right 
 
 COURSE IV. and left. 
 
 2. Incline the head and shoul- 
 ders to the front, bending the arms and pressing 
 them both close in by the sides, and at the 
 same time raise the lower limbs in position by 
 the rear until they are above the head, forming 
 with the trunk of the body one perfect vertical 
 line between the rings (Fig. 28). 
 
 In descending, relax the extension and bring 
 the Nlower limbs down to the ground by the 
 front as before. 
 
 Fiij. 28. 
 
 To stand above the rings. 
 
 The arms straight 
 
 Fig. 29 
 
 previous 
 
 EXERCISE 2 2. I. Complete the 
 
 COURSE IV. exercise. 
 
 2. Press strongly with the 
 hands and wrists down upon the rings and rise 
 to the full extension of the arms. 
 
 Ee-bend the arms and descend as in the pre- 
 vious exercise. 
 
 VARIATION. 
 COURSE IV. 
 
 It is possible to perform the above exercise 
 retaining the body in the hollow-back 
 position throughout. Whilst in the position 
 of the hollow-back Rest, swing the body slightly forwards 
 
THE PAIR OF RINGS: COMBINATIONS, 241 
 
 and then back, and pressing firmly on the hands throw the 
 lower limbs at once above the head, the arms remaining 
 at full extension throughout, and retain the balance. This 
 exercise is very much more arduous than the foregoing one, 
 as the slight swing makes the ring oscillate and thus 
 destroys the security of the balance. 
 
 To extend the arm in the stand above the rings. 
 
 EXERCISE 23. I. Come to the stand above the rings as 
 
 COURSE IV. previously described (Fig. 28). 
 
 2. Sustain the body on the left ai'm, keep- 
 ing it close to the side, and gi-adually extend the right arm 
 laterally until the ring is held at the full length of the 
 arm. Pause, and slowly return the right arm to the 
 side. Eepeat the extension with the left arm, and descend 
 as usual. 
 
 Combinations of exercises. 
 
 When a number of these exercises can be performed 
 singly, two, three, or more of them should be combined and 
 executed without pause. The following are some of the 
 combinations which may be made, and others can be formed 
 at discretion. 
 
 Combinations of two exercises. 
 
 1. The double circle — to turn with the feet in the rings. 
 
 (Ex. 2 or 4, 5.) 
 
 2. The double circle — to turn on one hand right and left. 
 (Ex. 2 or 4, 6.) 
 
 3. The double circle — to rise above the rings backwards, 
 right and left. (Ex. 2 or 4, 13.) 
 
 4. The double circle — to rise above the rings, both hands 
 at once. (Ex. 2 or 4, 12.) 
 
 R 
 
242 PHYSICAL EDUCATION, 
 
 5. The double circle — to form the straight line backwards. 
 
 (Ex. 2 or 4, 8.) 
 
 6. To extend the arms right and left — to form the straight 
 line backwards. (Ex. 7, 8.) 
 
 7. To extend the arms right and left — to form the straight 
 line forwards. (Ex. 7, 9.) 
 
 8. To extend the arms right and left — to rise above the 
 rings both hands at once. (Ex. 7, 12.) 
 
 9. To rise above right and left — to turn on one hand. 
 (Ex. II, 6.) 
 
 10. To rise above both hands at once—to turn with the feet 
 in the rings. (Ex. 12, 5.) 
 
 11. To rise above right and left — to form the straight line 
 forwards. (Ex. 11, 9.) 
 
 12. To rise above both hands at once — to form the straight 
 line on one arm. (Ex. 12, 10. ) 
 
 Combinations of three exercises. 
 
 1. The double circle— to turn on one hand right and left — 
 to extend the arms right and left. (Ex. 2 or 4, 6, 7.) 
 
 2. The double circle — to rise above the rings right and 
 left — to turn on one hand right and left. (Ex. 2 or 4, 
 II, 6.) 
 
 3. The double circle — to rise above the rings backwards 
 right and left — to rise above the rings both hands at 
 once. (Ex. 2 or 4, 13, 12.) 
 
 4. The double circle — to rise above the rings both hands at 
 
 once — to form the straight line above the rings. (Ex. 
 2 or 4, 12, 18.) 
 
 5. To rise above both hands at once — to extend the arms 
 above the rings right and left — to form the straight 
 line backwards. (Ex. 11, 17, 8.) 
 
 6. To rise above both hands at once — to extend the arms 
 above the rings right and left — the front roll. (Ex. 12. 
 17, 19.) 
 
THE PAIR OF RINGS: COMBINATIONS, 243 
 
 7. To rise above by the forward circle — to extend the arms 
 above the rings right and left — to form the straight 
 line above the rings. (Ex. 15, 17, 18.) 
 
 8. To rise above backwards right and left — ^^to turn on one 
 hand right and left — to form the straight line above the 
 rings. (Ex. 13, 6, 18.) 
 
 9. To rise above backwards both hands at once — the front 
 roll—to rise above by the foot and hand. (Ex. 14, 19, 
 
 16.) 
 
 I o. To extend the arms above the rings —the front roll — to 
 stand above the rings. (Ex. 17, 19, 21.) 
 
 II. To rise above by the forward circle — the front roll — to 
 extend the arms in the stand above the rings. (Ex. 15. 
 19, 23.) 
 
 Combinations of four exercises. 
 
 1 . The double circle — to rise above the rings both hands at 
 once — to turn on one hand right and left — to form the 
 straight line backwards. (Ex. 2 or 4, 12, 6, 8.) 
 
 2. The double circle — to rise above the rings both hands 
 at once — to form the straight line above the rings — 
 to turn with the feet in the rings. (Ex. 2 or 4, 12, 18,5.) 
 
 3. To rise above the rings by the forward circle — to form 
 the straight line above the rings— the double circle — to 
 form the straight line forwards. (Ex. 15, 18, 2 or 4, 9.) 
 
 4. To rise above the rings by the forward circle — the front 
 roll — to extend the arms above the rings— to turn on 
 one hand right and left. (Ex. 15, 19, 17, 6.) 
 
 5. To rise above the rings by the forward circle — to form 
 the straight line forwards — to rise above the rings 
 backwards, both hands at once — to form the straight 
 line above the rings. (Ex. 15, 9, 14, 18.) 
 
 6. To form the straight line backwards— to rise above 
 backwards right and left — the front roll — to extend 
 both arms at once above the rings. (Ex. 8, 13, 19, 20.) 
 
 R 2 
 
244 PtIYSICAL EDUCATION. 
 
 7. To extend the arms right and left — to rise above back- 
 wards both hands at once — to form the straight line 
 above the rings — to stand above the rings, the arms 
 straight. (Ex. 7, 14, 18, 22.) 
 
 Combinations of five exercises. 
 
 1. The double circle — to rise above the rings both hands at 
 once — to turn on one hand right and left — to ' form the 
 straight line backwards— to form the straight line above 
 the rings. (Ex. 2 or 4, 12, 6, 8, 18.) 
 
 2. To rise above the rings both hands at once— to form the 
 
 straight line above the rings — to turn with the feet in 
 the rings — to extend the arms right and left — to form 
 the straight line forwards. (Ex. 12, 18, 5, 7, 9,) 
 
 3. To extend the arms right and left — to turn on one hand 
 right and left— to rise above the rings both hands at 
 once — the front roll — to rise above by the foot and 
 hand. (Ex. 7, 6, 12, 19, 16. )• 
 
 4. To rise above by the foot and hand — to turn with the 
 feet in the rings — to rise above the rings backwards, 
 both hands at once — to extend the arms above rings 
 right and left — to stand above the rings. (Ex. 16, 5, 
 14, 17, 21.) 
 
 APPENDIX TO THE PAIR OF RINGS. 
 
 The rings steady. 
 
 These exercises are merely finishes designed to vaiy the 
 usual method of descent. They require care in practice 
 and should never be attempted in the absence of the instructor 
 except by the experienced. Though applicable to the steady 
 rings, both the cutaway and back cutaway are easier in the 
 swing. 
 
THE PAIR OF RINGS: APPENDIX, 245 
 
 The cutaway. 
 
 Grasp the rings hghtly, and quickly elevate the lower 
 limbs to the front, rapidly bending the arms and fully 
 separating the legs during the rise ; pass them over the 
 head outside the rings, and when they come in contact 
 with the wrists, quit the grasp, rapidly elevate the head 
 backwards and drop yielding to the ground, the hands 
 by the sides. 
 
 This exercise may also be performed with the back 
 hollow throughout ; in this case much more effort is required 
 and the rise of the lower limbs between the rings must 
 be effected very rapidly. 
 
 The back cutaway. 
 
 Grasp the rings lightly and quickly elevate the lower 
 limbs to the front, rapidly bending the arms ; ^\nthout 
 pause pass the legs, straight and together, over the head 
 until they are in the position of Fig. 2. At this point rapidly 
 separate them, and letting them drop smartly upon the 
 wrists, quit the grasp and drop yielding to the ground, 
 the hands by the sides. 
 
 The rings in the stving. 
 
 As in the case of the trapezium many exercises on 
 this machine, previously described, may also be safely per- 
 formed in the swing. The swinging rings are, however, 
 almost always reserved for exhibition or tricky work and 
 should not find a place in the System. A list of those most 
 frequently practised is as follows : — 
 
 1. The Cutaivay in the front swing. 
 
 2. The Bacli Cutaivay in the back swing. 
 
246 PHYSICAL EDUCATION, 
 
 3. The Cutmvay in the back swing. 
 
 4. The Back Cutaway in the front swing. 
 
 5. The Cut and catch. Perform the cutaway towards 
 the end of the front swing, and rapidly re-grasp the returning 
 rings. 
 
 6. The Bachaway. 
 
 7. The Forwardaway. 
 
 8. The Backward Backaway, 
 
 9. The Forward Forwardaway. 
 
 The ordinary swing may be varied by reversing the posi- 
 tions of the body, movements more generally known by 
 the exaggerated term 'dislocations.' These consist of — 
 
 10. Beversal Backtvards. The legs are elevated over 
 the head during the forward swing as for a circle, the arms 
 being fully bent, and at the end of the backward swing are 
 rapidly shot through the rings, the body being meantime 
 reversed into the hollow-back position, and the swing 
 forward commenced. 
 
 11. Beversal Forwards. Instead of shooting the legs 
 over the head, the latter is rapidly elevated forwards and 
 through the rings, the lower limbs descending and swinging 
 to the rear. 
 
 12. HoUoiv-Back Beversals, in which the back is curved 
 inwards throughout. 
 
THE EOW OF EINGS. 
 
 Of the three exercises on tins machine the first is 
 a very simple one, and if the proper elevation of the 
 rings from the floor be preserved, it may be safely 
 practised without supervision, or at most with that 
 of a monitor. It is not the less valuable on this account, 
 but, on the contrary, it has a special object which it 
 shares with the exercises of the next machine, viz. the 
 equalization in strength and development of the two 
 sides of the upper half of the body, and of the arms ; for 
 it necessitates that only one side can work at a time, 
 and that the amount of exertion will be the same for 
 each side, and that therefore the weaker side will 
 actually do more, being the weaker, and consequently 
 by the unerring law of development being in relation to 
 activity, it will in time overtake and rank with its 
 fellow in development and capacity. 
 
 The second and third exercises, which are favourites 
 in Sweden, are considerably more arduous. Well 
 performed, they are exceedingly graceful, and bring into 
 play powerfully the muscles of the upper half of the 
 body. 
 
 The row of rings should consist of not less than five 
 or six rings similar to those described for the preceding 
 machine, and there may with advantage be a greater 
 number, if the length of the gymnasium will admit of it. 
 They should be suspended at a height of not less than 
 6 feet 3 inches from the floor, and at equal distances 
 
248 
 
 PHYSICAL EDUCATION. 
 
 apart, the distances in each case depending on the 
 facilities offered by the building for attaching the ropes ; 
 but the distance apart should not be less than 8 feet or 
 more than lo feet, and the point to which the ropes are 
 hung should never exceed 20 feet above the floor. 
 
 Single Series. 
 Position of attention facing the first ring, the hack to the roiv. 
 
 The s'wing. 
 
 EXERCISE I. I. Eaise the left hand and grasp the 
 
 COURSE II. ring (Fig. i), advance with short and rapid 
 
 steps and springing from the ground at the 
 
 end of the run, from the left foot, turn quickly to the right, 
 
 Fig. 2. 
 
 bending the lower limbs at the knees and pointing the toes 
 to the rear, the head erect, the breast advanced (Fig. 2) ; 
 on approaching the second ring extend the right hand and 
 
THE ROW OF RINGS: SINGLE SERIES. 
 
 249 
 
 Fig. 3. 
 
 grasp it, and, while retaining it lightly in the hand, return 
 
 to the farthest point of the 
 
 backward oscillation on the 
 
 ring grasped by the left (Fig. 
 
 3) ; at this point quit the 
 
 grasp of the left, withdrawing 
 
 the hand lightly and leaving 
 
 the ring motionless, turn to 
 
 the right and bring the left 
 
 hand in a full sweep round 
 
 by the thigh, the arm quite 
 
 straight and fingers ] pointed 
 
 downwards, describing a half 
 
 circle in the sweep, extend 
 
 it to the front, and grasp the next ring. Kepeat. On 
 
 grasping the last ring turn quickly round, facing the row, 
 
 and descend yielding. 
 
 The circle in the swing. 
 
 EXERCISE 2. I. Grasp the first ring with the left hand 
 
 COURSE IV. and proceed to the 
 
 grasp of the second 
 with the right hand as described in 
 the previous exercise. During the 
 return oscillation elevate the lower 
 limbs straight and together to the 
 front, and turning the body to the 
 left pass them above the left arm, 
 quitting the grasp of the left hand 
 as the legs touch the arm (Fig. 4). 
 Allow the legs to descend to the original position during 
 the forward swing, bringing the left arm down by the thigh, 
 and grasp the next ring. Again bring the legs up during 
 the return oscillation, and turning the body to the right 
 pass the legs over the right arm. Eepeat. 
 
250 
 
 PHYSICAL EDUCATION-. 
 
 To rise above the rings in the swing. 
 
 EXERCISE 3. I. Proceed as usual Fig. 5. 
 
 COURSE IV. to the grasp of the 
 second ring, and im- 
 mediately pressing it inwards by 
 the right side, rise above it, and as 
 the body returns during the back- 
 ward swing rise above the ring with 
 the left arm also, bringing the body 
 to the position of the Rest above the 
 rings facing left. As the oscillation 
 becomes completed, extend the left 
 arm, allowing the body slowly to 
 descend beneath the rings, quit the 
 grasp of the left hand, and take the 
 next ring; rise above on the left arm in similar position, 
 facing right, and repeat. 
 
 APPENDIX TO THE ROW OP RINGS. 
 
 To stand above the rings alternately in the saving. 
 
 EXERCISE 4. I. Proceed as before to the grasp of the 
 
 second ring, and on the return oscillation 
 bring the feet quickly up above the head and crossing them 
 pass the insteps round the rope of the second ring. Quit 
 the grasp of the first ring, pass to the third, and on the 
 return oscillation quickly let the lower limbs descend to the 
 front and re-elevate them by the other side, again passing 
 the insteps round the rope of the further ring. Repeat. 
 
THE ELASTIC LADDER. 
 
 The exercises on this machine resemble in character 
 that on the Row of Rings, and have the same object, i. e. 
 the equalization of the arms and upper part of the 
 body ; they are two in number, the second being but 
 a more advanced and dexterous mode of performing the 
 first. They are several degrees more difficult than that 
 on the row of rings, the machine being firm, and the 
 whole weight of the descent in the oscillation coming 
 upon the sustaining hand. They are, however, always 
 favourites, and when the ladder is well arranged and 
 perfect}}^ secure in its vertical straps and horizontal 
 fastenings, and a class of men pass along it, each taking 
 the spar as it is relinquished by his predecessor, there 
 is no more effective exercise in the gymnasium. 
 
 Short distances, consisting of a few spars only, should 
 be attempted at first, and with beginners only one 
 should be passed along the ladder at a time, the in- 
 structor walking by his side, giving directions and 
 explanations as each step is made. 
 
 The elastic ladder should be suspended at a height 
 of 8 feet 6 inches from the floor ; the width of the 
 ladder should be 15 inches, the spars 9 inches apart. 
 It may be of any length beyond 30 feet. 
 
252 
 
 PHYSICAL EDUCATION. 
 
 Single Series. 
 Position of attention under the ladder, facing the standard. 
 
 The single step. 
 
 EXERCISE I. ' I. Ascend to the step and with the right 
 COURSE II. hand grasp the first spar, the fingers and 
 
 thumb meeting, face to the left, lean forward, 
 fully extend the left arm and grasp the spar nearest the 
 hand, the palm facing the range of the ladder (Fig. i). 
 
 2. Lift both feet from the step, and in their fall let them 
 
 Fig. I. Fig. 2. 
 
 swing as far as the advanced hand, the head erect, the legs 
 straight and together, the toes pointed to the ground ; on 
 the return oscillation towards the right, quit the grasp 
 with the right hand, and bring it in full sweep (the arm 
 quite straight round by the thigh (the body turning at the 
 same time , extend it to the front and grasp the nearest 
 spar (Fig. 2) ; again let the trunk and lower limbs fall 
 
THE ELASTIC LADDER: SINGLE SERIES. 253 
 
 to the rear until they are under the left hand (as sho^yn 
 by dotted lines on Fig. 2), quit the grasp with the left hand, 
 pass it round by the thigh (the body turning), and complete 
 the movements of the step. Repeat. 
 
 At the completion of the last step, steady the body, bring 
 it to the vertical position, quit the grasp with both hands, 
 and descend yielding. 
 
 The double step. 
 
 EXERCISE 2. I. Grasp the spars as described in the 
 
 COURSE IV. previous exercise. 
 
 2. As in the preceding exercise to the for- 
 ward oscillation, but instead of retaining the grasp of the 
 left hand while the right passes to another spar, quit the 
 grasp of the left (Fig. Fig. 3. 
 
 3), thus allowing the 
 forward oscillation 
 to enable the right 
 hand to grasp a spar 
 in advance of that 
 which it could have 
 grasped had the left 
 retained its hold; the 
 exercise thus consist - 
 ing of a succession 
 of leaps, without 
 pause, only one hand 
 ever being on the ladder at one time, and towards the termi- 
 nating movement of each step, both hands being free (Fig. 3). 
 Repeat. 
 
 On grasping the last spar, sweep the disengaged hand 
 rapidly round by the thigh, make a complete turn with the 
 body, quit the grasp and descend yielding. 
 
THE HOEIZONTAL BAR 
 
 This machine, in the variety of its exercises and 
 their importance, is second to none in the gymnasium, 
 and influences alike upper limbs and trunk and lower 
 limbs in a marked degree. It is important that every 
 gymnasium should contain two forms of horizontal bar, 
 the short ash bar with a steel core, and the long iron 
 bar ; the former will be employed in all exercises where 
 pliancy is required, such as in circling and swinging 
 movements, whilst the latter will be reserved for exer- 
 cises where steadiness is desired, as for travelling. The 
 first of these two is the one which is generally known 
 as the Horizontal Bar, and to it belongs far the greater 
 variety of exercises. 
 
 These exercises conveniently divide themselves into 
 three series, the first consisting of all exercises beloiv 
 the bar, the second, of those rising up to and above the 
 bar, the third, of circling round the bar ; but the exercises 
 of all three series are more generally used in com- 
 bination. A large number of the circles round the bar, 
 which seem the most eflfective to the spectator, are the 
 least beneficial to the performer, and cause undue strain 
 on a single part ; the accomplished gymnast will per- 
 form these with a dexterity which mitigates the strain, 
 and admits of their performance without harm, though 
 without real benefit (other than variety). These exer- 
 cises therefore find no place in the System itself, but 
 are fully described in the Appendix to the machine. 
 
THE HORIZONTAL BAR : FIRST SERIES. 255 
 
 Several of the exercises resemble in nature and pur- 
 pose certain exercises of the Trapezium ; and where 
 these are not described, a short list of those which 
 are identical on the two machines is appended. In 
 consequence of the additional height from the ground, 
 the instructor will be unable to render such material 
 assistance as in the case of the Trapezium. He will 
 stand to the right or left, facing the learner. 
 
 The horizontal bar should be 7 or 7 J feet long, having 
 a diameter of about \\ inches, formed of ash with 
 a steel core. This is the most practical form, though 
 many continental gymnasts prefer a steel bar covered 
 with leather. The bar is fixed to two iron uprights, 
 which are sustained by stays running from the top 
 of the uprights to the ground, and so constructed 
 that the machine may be removed if desired. The bar 
 can be raised to the required height from the ground. 
 
 First Series . . . Below the bar. 
 
 Second Series . . Bising to and above the bar. 
 
 Third Series . . . Circling round the bar. 
 
 First Series. 
 
 Position of attention facing the bar. 
 
 The principal exercises of the first series have already 
 been described under the Trapezium and Pair of Rings. 
 They are : — 
 
 The single circle under the bar. 
 exercise I. course I. (Cf. Figs, i, 2, 3, p. 229.) 
 
 The double circle under the bar. 
 
 EXERCISE 2. COURSE II. (Cf. FigS. I, 2, 3, p. 229.) 
 
256 PHYSICAL EDUCATION, 
 
 To turn under the bar on one hand. 
 
 EXERCISE 3. COURSE IV. (Cf. FigS. I7, 18, p. 22 1.) 
 
 To form the straight line backwards. 
 
 EXERCISE 4. COURSE IV. (Cf. Fig. 1 9, p. 2 21.) 
 
 VARIATION. It is possible to throw the weight of the 
 
 COURSE IV. body as much as possible on to one arm, 
 
 and remove the grasp of the other hand, 
 supporting the body in the straight line upon one arm alone. 
 This adds enormously to the difficulty of the exercise and 
 is rarely performed. 
 
 To form the straight line forwards. 
 
 EXERCISE 5. COURSE IV. (Cf. Fig. lO, p. 232.) 
 
 To form the straight line sideways on one arm. 
 
 EXERCISE 6. COURSE IV. (Cf. Fig. II, p. 233.) 
 
 To swing to the front. 
 
 The lay out 
 
 EXERCISE 7. I. Spring forward and grasp the bar, 
 
 COURSE III. fingers and thumbs together, and as the 
 
 lower limbs pass beneath the bar, rapidly 
 bend the arms and elevate the lower limbs till the chest is 
 as high as the bar. At this point force the lower limbs to 
 the front, rapidly curving the back inwards, and allowing 
 the arms to come to their full extension (Fig. i), keeping 
 a firm hold of the bar. The whole body will now swing 
 with great impetus to the rear, sufficient to carry it above 
 
THE HORIZONTAL BAR: SECOND SERIES. 
 
 ^57 
 
 the bar, in position for further exercises, when these have 
 been acquired. 
 
 Until this has been done, the descent should be made 
 at the end of the swing to the rear, quitting the grasp 
 of the hands, and so coming yieldingly to the ground. 
 
 This exercise is in reality a preliminaiy movement to 
 
 Fig. r. 
 
 some of the exercises of the second and third series, 
 which demand a greater impetus than can be gained 
 by mere oscillations beneath the bar with the legs sus- 
 pended in the usual position. 
 
 Second Series. 
 Position of attention yacing the bar. 
 To rise to the bar. 
 I. Spring from the ground and grasp the 
 
 EXERCISE 8. 
 
 COURSE I. bar, the 
 
 hands at 
 the distance, the fingers 
 and thumbs meeting, the 
 arms straight, the trunk 
 of the body upright, the 
 legs straight and together? 
 the feet together, the toes 
 pointed to the ground 
 (Fig. 2). 
 
 2. Bend the arms, rais- 
 ing the body until the chin 
 rises above the bar (Fig- 
 .^\ sink again to the full 
 
 Fig. 2. 
 
 Fig- 3- 
 
258 
 
 PHYSICAL EDUCATION, 
 
 extension of the arms, quit the grasp, and descend yield- 
 ing. 
 
 This exercise to be repeated with the lower limbs extended 
 horizontally to the front, and also with the grasp of the 
 hands reversed. 
 
 This exercise should be carried into the second, third, and 
 fourth courses by rising to the bar three, six, nine, twelve or 
 more times consecutively and without pause, according to 
 the capacity of the learner. 
 
 To rise above the bar by the forearm, right and left. 
 I. Spring from the ground and gi^asp the 
 
 Fig. 4. 
 
 EXERCISE 9. 
 
 COURSE II. bar as in the previous 
 
 exercise, the fingers 
 and thumbs meeting. 
 
 2. Bend the arms until the chin 
 rises above the bar, raise the right 
 elbow and extend the forearm along 
 the surface of the bar, the left following 
 (Fig. 4), press strongly with the hands, 
 straighten the right arm to its full ex- 
 tension, the left following, and remain 
 sustained by the hands, in the vertical 
 line, above the bar. 
 
 In descending, let the left forearm 
 return to the bar, the right following, pass the left beneath 
 the bar, the right following, quit the grasp, and descend 
 yielding. 
 
 To rise above the bar by the forearm, both hands 
 
 at once. 
 
 EXERCISE 10. I. Grasp the bar as previously, the fingers 
 
 COURSE II. and thumbs meeting. 
 
 2. Bend the arms as in preceding exer- 
 cise, raise both elbows and extend the forearms along the 
 
THE HORIZONTAL BAR: SECOND SERIES, 
 
 259 
 
 surface of the bar, press strongly with the hands, straighten 
 both arms to their full extension, and rise above the bar as 
 in preceding exercise. 
 
 In descending, let both forearms slowly return to the bar, 
 pass both arms beneath the bar, quit the grasp, and descend 
 yielding. 
 
 To rise above the bar, the right leg acting. 
 
 EXERCISE II. , I. Spring from the ground and grasp the 
 
 COURSE II. bar with both hands, right and left of 
 
 the bar, the left, in advance, the fingers and 
 thumbs meeting. 
 
 2. Bend the arms, lift the lower limbs, separating the 
 feet as they rise, pass the left leg over the bar, resting on it 
 
 Fig. 5. 
 
 Fig. 6. 
 
 imder the knee, pass the right leg over the left, the calf of 
 the right overlying the instep of the left, the head held back, 
 the trunk sustained. 
 
 3. Quit the grasp of the right hand, pass it under the bar 
 to the opposite side next the body and grasp the bar, elevate 
 the elbow and rest the forearm along the bar (Fig. 5) ; 
 detach the right leg from the left, straighten it, and rapidly 
 
 8 1 
 
26o PHYSICAL EDUCATION. 
 
 pass it under the bar with a momentum sufficient to enable 
 the body to rise above it, press strongly with both hands, 
 extend the arms, advance the left leg, and let it rest above 
 the bar (Fig. 6). 
 
 In descending, re-bend the right arm, draw back the left 
 leg, lower the body, and place the right leg over the left as 
 in the ascent ; sustain the body, detach the legs from the 
 bar, straighten the arms, and descend yielding. 
 
 This exercise to be repeated, the left leg acting, the right 
 hand in advance, the right leg resting on the bar. 
 
 To rise above the bar in the swing, the left 
 leg acting. 
 
 EXERCISE 12. I. Standing a pace or two from the bar, 
 
 COURSE III. spring from the ground and grasp the bar as 
 
 previously, the fingers and thumbs meeting. 
 
 2. Let the lower limbs swing well to the front in position, 
 
 and on the return oscillation ^. 
 
 Fig. 7. I 
 
 pass the right leg over the bar 
 
 outside the hands, resting on 
 
 it under the knee (Fig. 7). 
 
 Without pause bend the arms, 
 
 press firmly and quickly down 
 
 upon the hands and rise above 
 
 the bar. Pass the right leg 
 
 over the bar to the position 
 
 of the left, and remain in the 
 
 vertical position resting on the hands — the Kest above the 
 
 bar. 
 
 In descending, slowly re-bend the arms, sink beneath the 
 bar, quit the grasp, and drop yieldingly to the ground. 
 
 The same exercise to be repeated, the right leg acting, and 
 passing the left leg over the bar. 
 
THE HORIZONTAL BAR: SECOND SERIES 261 
 
 VARIATIONS. The exercise may be varied by passing 
 
 COURSE IV. the leg between the hands, in which case 
 
 the method is the same, except that after 
 rising above the bar, the grasp of the left or right hand 
 respectively must be relinquished, in order to pass the leg 
 over the bar to the vertical position of the Rest. 
 
 To rise above the bar in the swing, both legs at 
 
 once. 
 
 EXERCISE 13. I. Spring from the ground and grasp the 
 
 COURSE IV. bar as in the preceding exercise, except that 
 
 the hands are placed nearly together, thf- 
 fingers and thumbs meeting. 
 
 2. Let the lower limbs 
 swing well to the front, and 
 on the return oscillation pass 
 both legs quickly over the 
 bar to the left of the left 
 arm, resting on the bar un- 
 der the knees (Fig. 8) ; with- 
 out pause bend the arms, 
 press firmly down on the bar, 
 
 and rise above it to the sitting position on the bar, the 
 legs outside the hands. 
 
 To descend, press strongly away from the bar with the 
 hands, straighten the legs, and descend yielding to the ground. 
 
 This exercise to be repeated with both legs outside the 
 right arm. 
 
 VARIATIONS. The above exercise may be varied by 
 
 COURSE IV. placing one leg between the hands and the 
 
 other outside either the left or right arm ; 
 or by placing both legs inside the hands, grasping the bar 
 with the hands at the distance. 
 
262 
 
 PHYSICAL EDUCATION. 
 
 To rise above the bar, right and left. 
 
 EXERCISE 14. I. Grasp the bar as previously, the fingers 
 
 COURSE III. and thumbs meeting. 
 
 2. Bend the arms 
 
 Fig. 9. 
 
 until the chin rises above the bar, 
 and raise the right elbow vertically 
 above the bar (Fig. 9), the left fol- 
 lowing, straighten both arms to their 
 full extension, and rise above the bar 
 in the vertical line, as in preceding 
 exercise. 
 
 In descending, re-bend the left 
 arm, the right following, let the left sink below the bar, 
 the right following, straighten the arms, and descend 
 yielding. 
 
 This exercise to be repeated with the left hand leading. 
 
 To rise above the bar, both hands at once. 
 
 EXERCISE 15. I. 
 
 COURSE IV. and 
 
 thumbs 
 meeting. 
 
 2. Bend the arms 
 until the chin rises 
 above the bar, and 
 without pause press 
 strongly upon the 
 bar with both hands 
 at once, continue 
 the upward move- 
 ment and rise above 
 it (Fig. 10), imme- 
 
 Grasp the bar as previously, the fingers 
 Fig. 10. Fig. 
 
 II. 
 
 diately completing the extension of the arms, and sustain the 
 
THE HORIZONTAL BAR: SECOND SERIES. 
 
 263 
 
 body on the hands in the vertical line above the bar 
 (Fig. 11). This series of movements to be executed without 
 pause and at the same pace throughout. 
 
 In descending, slowly re-bend the arms, sink beneath the 
 bar, quit the grasp, and descend yielding. 
 
 To rise above the bar backwards, right and left. 
 
 EXERCISE 16. I. Grasp the bar as previously, except 
 
 c ouRSE IV. that the grasp of the right hand is reversed, 
 
 the fingers and thumbs meeting. 
 
 2. Raise the lower limbs by the front in position until 
 
 the feet are as high as the bar, pass the feet under the bar 
 
 between the hands, straighten the lower limbs and let them 
 
 Fig. 12. Fig. 13. Fig. 14. 
 
 descend by the rear (Fig. 12), elevate the right side of the 
 body, bringing it close up by the bar, and pressing strongly 
 with the right hand until the forearm is straight above the 
 bar, slackening but not quitting the grasp of the left hand 
 (Fig. 13), support the weight of the body entirely on the 
 right arm, quit the grasp of the left hand, and re-grasp the 
 
264 PHYSICAL EDUCATION, 
 
 bar at the distance beyond the right, at the same time 
 turning the breast fully round to the bar, and resting equally 
 on both hands (Fig. 14). 
 
 In descending, reverse the movements of the ascent, or 
 descend as usual from the Eest. 
 
 This exercise to be repeated, left and right. 
 
 To rise above the bar backwards, both hands 
 
 at once. 
 
 EXERCISE 17. I. Spring up and grasp the bar as 
 
 COURSE IV. previously, except that the grasp of both 
 
 hands is reversed, the fingers and thumbs 
 meeting. 
 
 2. Proceed as in the previous exercise to the elevation of 
 the right forearm above the bar ; from this point, instead 
 of quitting the grasp of the left hand, elevate the left side 
 and raise the forearm above the bar, press strongly from 
 both hands, and rise seated on the bar. 
 
 In descending, reverse the movements of the ascent. 
 
 To rise above the bar, both hands at once. 
 
 A Second Method. 
 
 The upstart. 
 
 EXERCISE 18. I. Standing a pace or two away spring 
 
 COURSE IV. forward and catch the bar, the fingers and 
 
 thumbs together. 
 2. Let the lower limbs swing well to the front, and at the 
 completion of the swing quickly raise the lower limbs in 
 position (Fig. 15) until the insteps touch the bar. Pass the 
 feet outwards and downwards, at the same time pressing 
 strongly downwards with the hands and keeping the bar 
 
THE HORIZONTAL BAR: SECOND SERIES. 
 
 265 
 
 close to the body, and as the lower limbs return to the rear, 
 pressing firmly on the hands and wrists (Fig. 1 6), rise above 
 the bar, immediately completing the extension of the arms, 
 and sustaining the body on the hands in the vertical line 
 above the bar. Thence descend as usual. 
 
 Fig 15. 
 
 Fig. r6 
 
 Fig. 17. 
 
 The exercise, as described above, ends with the vertical 
 Kest above the bar ; but as the upstart (like the succeeding 
 exercise, the uprise) is usu- 
 ally performed with a hollow 
 back and as a preliminaiy 
 to other exercises, it is ne- 
 cessary to bring the body 
 to a hollow-back Eest, with 
 the trunk upon the bar sup- 
 porting the body, the lower limbs extended in position to 
 the rear (Fig. 17). The upstart and the uprise (Ex. 19) 
 being the usual methods of rising above the bar previously 
 to circling and like exercises, the term Rest, as applied to the 
 liorizontal bar, generally denotes this position. 
 
 VARIATIONS. Varied forms of the upstart are : — i. The 
 
 COURSE IV. upstart with hands reversed. 2. The upstart 
 
 without a swing. 
 
266 
 
 PHYSICAL EDUCATION. 
 
 To rise above the bars in the swing, both hands 
 
 at once. 
 
 By the uprise, 
 
 EXERCISE 19. I. Spring forward and grasp tlie bar, the 
 
 COURSE IV. fingers and thumbs together, and proceed 
 
 with ' the lay out ' as described in Exercise 7 
 (Fig. I). 
 
 2. The whole body will now come rapidly to the rear, 
 
 Fig. 18. 
 
 and as the end of the backward oscillation is reached, pull 
 strongly from the hands and wrists and rise up above the 
 bar (Fig. 19), and thence Fig. 19. 
 
 come to the Best above it 
 (Fig. 17) with the trunk on 
 the bar. 
 
 This is the complete ex- 
 ercise, but, in consequence 
 of the impetus gained in 
 the rise, great control is re- 
 quired in order to reach the 
 Kest, and it is therefore far more usually employed in 
 combinations, the performer proceeding without pause from 
 the position shown in the figure to one of the vaults over 
 the bar or to the short circle, &c. 
 
THE HORIZONTAL BAR: SECOND SERIES. 267 
 
 To swing to the front from the rest above the bar. 
 
 Tlie * lay out ' frcym the Best, 
 
 EXERCISE 20. I. Incline the body backwards, keeping 
 
 COURSE III. the arms at full extension, and as the lower 
 
 hmbs pass under the bar, elevate them till 
 the insteps rise above the bar ; thence rapidly hollow the 
 back, and forcing the lower limbs to the front, as described 
 in the swing to the front from the ground (Ex. 7), complete 
 the lay out. 
 
 To ' drop back * from the rest above the bar. 
 
 EXERCISE 21. I. Incline the body 
 
 COURSE IV. backwards, retaining 
 
 the arms at full ex- 
 tension, and descend beneath the 
 bar ; as the arms come to a position 
 horizontal with the bar, immediately 
 elevate the lower limbs till the insteps 
 reach the bar (Fig. 20), retaining 
 them in position. 
 
 Fig. 20. 
 
 To * throw out ' from the rest above the bar. 
 
 EXERCISE 2 2. I. Incline the head and shoulders for- 
 
 couRSE IV. ward and at the same time pass the lower 
 
 limbs slightly to the front beneath the bar, 
 
 so that the lower part of the trunk rests upon it. Without 
 
268 
 
 PHYSICAL EDUCATION. 
 
 pause press strongly from the lower part of the trunk, and 
 
 retaining the arms at full extension, throw 
 the lower limbs to the rear till they pass 
 almost to the vertical position (Fig. 21). 
 Thence the descent beneath the bar is 
 commenced with great impetus. 
 
 The three foregoing exercises, 20, 21, 
 2 2, are in reality merely preliminaries to 
 the repetition of previous ones or to their 
 combination with others, when renewed 
 impetus is required, and it is thus neces- 
 sary to swing once more beneath the bar to 
 obtain it. The exercises should however 
 be first practised separately in this place. 
 
 Fig. 21, 
 
 To shoot to the front from the rest above the bar. 
 
 EXERCISE 23. I. Incline the body backwards, the arms 
 
 COURSE III. at full extension, and elevate the lower limbs 
 
 to the front till the insteps are in line with 
 the bar (Fig. 20) ; immediately hollow the back, force the 
 lower limbs to the front as in the ' lay out,' pulling strongly 
 with the hands, quit the grasp, and descend yielding some 
 distance to the front of the bar. 
 
 This exercise is merely a convenient method of varying 
 the descent from the Best above the bar. 
 
 To form the straight line above the bar. 
 
 EXERCISE 24. COURSE IV. 
 
 This exercise, together with 
 the three succeeding ones, 25, 
 26, 27, already described under 
 the parallel bars, admits also 
 of being performed on the 
 single bar. They all com- 
 mence from the position of the 
 
THE HORIZONTAL BAR: SECOND SERIES 26i) 
 
 Rest, which must be reached by one of the methods pre- 
 viously described in this series ; thence the head and shoulders 
 are inclined to the front and the lower limbs elevated by 
 the rear, according to the methods previously described 
 under the parallel bars. 
 
 To form the straight line above the bar, resting 
 on the elbows. 
 
 EXERCISE 25. COURSE IV. 
 
 Fig. 23. 
 
 The short-arm balance. 
 
 EXERCISE 26. COURSE IV 
 
 The straight-arm balance. 
 
 EXERCISE 27. COURSE IV. 
 
 Fig. 24. 
 
270 
 
 PHYSICAL EDUCATION. 
 
 The front vault over the bar in two movements. 
 
 EXERCISE 28. I. Complete the upstart to the Eest 
 
 COURSE III. (Fig. 25). 
 
 2. Slightly bend the arms and allow the 
 lower limbs to pass to the front underneath the bar ; let 
 
 Fig. 25. 
 
 them again swing to. the rear, press strongly from the lower 
 part of the trunk and clear the bar, descending yielding, the 
 face to the bar. 
 
 The front vault over the bar. 
 
 Fig. 26. 
 
 EXERCISE 29. I. Complete the upstart, and as soon as 
 
 COURSE IV. the body rises to the position of the Eest, 
 
 without pause slip the thumb round the bar, 
 press strongly on the hands and wrists (Fig. 26) and clear 
 the bar, descending yieldingly facing the bar. 
 
THE HORIZONTAL BAR: THIRD SERIES, 
 
 271 
 
 Fig. 27. 
 
 Third Series, 
 
 Position of attention facing the bar. 
 
 To turn round the bar. 
 
 EXERCISE 30. I. Spring to the bar and grasp it as 
 
 COURSE III. previously, the fingers and thumbs meeting. 
 
 2. Lift the lower limbs in position to 
 the front until the feet are as high as the bar, 
 retaining the arms straight (Fig. 27), bend 
 the arms, cany the feet and lower limbs 
 over the bar, letting the upper part of the 
 body pass under and up the side of the bar 
 and over its surface, while the lower part 
 ascends, passes its surface and descends to 
 the rear, until the whole body has cleared 
 the bar, and rests in a perfectly vertical line 
 on the hands above the bar, the arms extended. 
 
 In descending, set the body free from the bar, straighten 
 the arms, and descend yielding. 
 
 To turn round the bar, the hands reversed. 
 
 EXERCISE 31. I. Spring to the bar and grasp it as 
 
 COURSE III. previously, except that the hands are reversed. 
 2. As in preceding exercise, retaining the 
 reversed grasp of the hands. 
 
 In descending, bring the elbows close in by the sides, 
 tighten the grasp of the hands, slowly incline the head 
 and shoulders to the front, elevate the lower limbs to the 
 rear, allowing the body to rest on the trunk ; return over 
 the bar, passing the body again under it, the lower limbs 
 being in contact with the bar, as they pass, from the thighs 
 to the toes, bring the lower limbs to the vertical line, and 
 descend yielding. 
 
272 
 
 PHYSICAL EDUCATION. 
 
 Fij?. 28. 
 
 To turn round the bar back^vards. 
 
 EXERCISE 32. I. Grrasp the bar as before, the fingers 
 
 COURSE III. and thumbs meeting. 
 
 2. Lift the lower limbs in position to the 
 front until the feet are as high as the bar, retaining the arms 
 straight, as in Fig. 27. Pass 
 the feet under the bar between 
 the hands, and by a continuous 
 movement bend the back in- 
 wards and extend the lower 
 limbs upwards, bending the 
 arms until the waist is as high 
 as the bar ; let the lower half 
 of the body slowly fall to the 
 front, and as it descends let the 
 upper half ascend in position ; 
 sink slowly down, the back touching the bar, to the Bent- 
 Arm Kest backwards (Fig. 28). 
 
 In descending, press upon the hands and rise to the seat 
 upon the bar. Allow the body to fall backwards, grasping 
 the bar with the hocks. Pass the feet under the bar between 
 the hands and slowly lower them to the front. 
 
 The front roll over the bar. 
 
 EXERCISE 33. 
 COURSE IV. 
 
 I. Come to 
 the position of 
 the Kest upon 
 the bar. 
 
 2. Incline the head and 
 shoulders forward and let the 
 lower part of the trunk fall on 
 the bar, shifting the grasp of 
 the hands to the top of the 
 
 Fig. 29. 
 
THE HORIZONTAL BAR: THIRD SERIES, 273 
 
 bar (Fig. 29). As the lower limbs pass over the top of 
 the bar, press strongly downwards on the hands, and as 
 the lower limbs fall to the front, rise once more above 
 the bar and come to the position of the Kest. Descend 
 as usual. 
 
 To encircle the bar forwards from the rest. 
 
 Short circle, 
 
 EXERCISE 34. I. Rise by one of the methods of the first 
 
 COURSE IV. series to the Rest above the bar, the fingers 
 
 and thumbs together. Fig. 30. 
 
 2. Allow the lower limbs to come 
 slightly to the front, and on their 
 return press strongly away from the 
 bar with the lower part of the trunk 
 and throw the lower limbs to the 
 rear, retaining the arms straight. Now 
 pull strongly from the hands, and 
 keeping the back so far as possible in 
 its curved position, allow the lower 
 limbs to fall downwards under the 
 bar, and again rise upwards and over it (Fig. 30) to the 
 original position of the Rest, being careful to maintain 
 the arms straight throughout the exercise. Descend by the 
 usual method. 
 
 To encircle the bar from the ground. 
 
 Clear circle. 
 
 EXERCISE 35. I. Spring forward one or two paces and 
 
 COURSE IV. grasp the bar with both hands, the fingers 
 
 and thumbs together. 
 2. Bend the arms sharply and instantly shoot the lower 
 
 T 
 
274 
 
 PHYSICAL EDUCATION, 
 
 limbs and the whole column of the body up over the bai 
 
 and as they rise above it quickly Fig, 31. 
 
 curve the back inwards, continuing 
 
 the circle up to and over the bar 
 
 (Fig. 31), low^ering the body by the 
 
 rear ; quit the grasp, and drop yielding 
 
 to the ground. 
 
 In the case of repetitions or of 
 combinations with other exercises, it is necessary on rising 
 above the bar to shift the hands with a rapid movement to 
 the top of the bar. 
 
 To encircle the bar, the arms straight, from 
 the rest above the bar. 
 
 The grand circle. 
 
 EXERCISE 36. 
 COURSE IV. 
 
 1. Come to the Kest above the bar, the 
 fingers and thumbs together. 
 
 2. Throw out backwards, as previously 
 directed, with great impetus, being careful to retain the arms 
 
 Fig. 33. Fig. 32. 
 
 and the whole trunk straight and stiff, to the position of 
 Fig. 32, and thence let the lower limbs swing downwards 
 under the bar and upwards beyond. As the body rises to 
 
THE HORIZONTAL BAR: THIRD SERIES. 
 
 J3 
 
 a level with the bar hold the head well back, and a little 
 further when in the angle represented in Fig. 33, instantly 
 shift the hands to the top of the bar and complete the circle, 
 the amis at full extension throughout. 
 
 The perfect circle will naturally lead to the Eest, and 
 thence to a descent as usual; but the position obtained of 
 the straight-arm balance at the top of the bar more 
 naturally leads to other exercises, or to a different finish, or 
 a repetition. 
 
 To encircle the bar, the arms straight, from the 
 rest above the bar, the hands reversed. 
 
 The grand circle backwards, 
 
 EXERCISE 37. I. Come to the Rest above the bar by the 
 
 COURSE IV. upstart, the hands reversed, the fingers and 
 
 thumbs meeting, 
 2. ' Throw out ' backwards with all the impetus possible, 
 Fig. 35. Fig. 34. Fig. 36. 
 
 keeping the arms and the whole trunk straight and stifi", and 
 let the body momentarily reach the position of the straight- 
 arm balance (Fig. 34), and thence sweep over the bar and 
 
 T 2 
 
1'j6 PHYSICAL EDUCATION, 
 
 downwards ; as the body falls over the bar elevate the head 
 well forward between the hands, the arms and body alike 
 maintaining their extended position (Fig. 35). As the body 
 again i-ises on the other side of the bar, quickly shift the 
 hands, as described in the previous exercise (Fig. 36). 
 
 In order to complete the perfect exercise it is necessary, 
 as the body again reaches the position of the straight- arm 
 balance, to bend the arms and let the lower part of the trunk 
 descend to and rest on the bar, so coming to the position of 
 the Eest. But the exercise, like the previous one, more 
 naturally leads to others or to repetitions. 
 
 APPENDIX TO THE HORIZONTAL BAR. 
 
 Second Series, 
 
 The uprise from the reverse swing. 
 
 EXERCISE 38. I. Rise to the Back-Rest on the bar by 
 
 the ordinary back circle, and thence to the 
 seat on the bar. 
 
 2. Rapidly reverse the grasp of the hands, and without 
 pause press strongly from them and shoot the body to the front 
 with impetus. Fig. 37. 
 
 straightening 
 the arms (Fig. 
 37). Thence let 
 them descend to 
 the rear and un- 
 der the bar with 
 full force, and pulling strongly from the hands, let the body 
 rise above the bar in position as in the uprise, except that 
 so soon as the trunk has risen above the bar the grasp is 
 relinquished and the bar retaken with the ordinary grasp. 
 
 This exercise is somewhat similar to the reversal move- 
 ments on the rings. 
 
THE HORIZONTAL BAR: APPENDIX. 277 
 
 The vault over the bar between the hands. 
 
 EXERCISE 39. I. Complete the uprise in the swing, and 
 
 without coming to the Rest pall strongly 
 from the hands, bring the legs up over the bar between 
 the hands, and by a quick push of the hands away from it 
 pass the body over the bar and descend yieldingly to the 
 ground on the further side. 
 
 This exercise, like the front vault over the bar, is best 
 practised in two movements, coming to the Rest with the 
 trunk on the bar by means of the upstart, and thence 
 clearing the bar in position by strong pressure on the hands 
 and wrists. 
 
 To vault over the bar, the legs astride. 
 
 EXERCISE 40. I. Rise above the bar by the uprise in the 
 
 swing, and without coming to the Rest pull 
 strongly with the hands, quickly round the back, and, 
 bringing the legs up over the bar outside the hands, pass 
 the body in position over the bar, descending quickly upon 
 the further side. 
 
 This exercise, like the foregoing one, is best practised 
 in two movements, coming to the Rest with the trunk on 
 the bar by means of the upstart. 
 
 Third Series. 
 To encircle the bar backwards from the ground. 
 
 The hack shoot. 
 
 EXERCISE 41. I. Spring to the bar, standing a pace or 
 
 two away, and let the lower limbs swing 
 well to the front. Quickly elevate them 
 and pass the feet through the hands. Instantly straighten 
 the lower limbs again (Fig. 38), and at the same time pull 
 strongly with the hands and once more round the back. 
 
278 
 
 PHYSICAL EDUCATION, 
 
 This will bring the body over the bar to the momentary 
 sitting position, resting on the hands (Fig. 39) ; without 
 pause push away from the bar with the hands, and shooting 
 Fig. 38. Fig. 39. 
 
 the body forwards, drop yielding to the ground, the hands at 
 the sides. 
 
 The above exercise may be performed retaining the back 
 hollow throughout, but in this case it is considerably more 
 arduous. 
 
 To encircle the bar by the hands backwards. 
 The hand grind, 
 
 EXERCISE 42. I. Turn over the bar backwards by the 
 
 Fig. 40. Fig. 41. 
 
 ordinary method (Exercise 32) to the position of Fig. 40. 
 the small of the back resting on the bar, the back curved 
 
THE HORIZONTAL BAR: APPENDIX, 
 
 279 
 
 inwards, reversing the grasp of the hands as the lower 
 limbs fall over the bar. 
 
 2. In the complete exercise the above position is only- 
 momentary. Swing the lower limbs in position to the rear, 
 upwards, and over the bar (Fig. 41), completing the circle. 
 
 To encircle the bar by the forearm. 
 
 EXERCISE 43. I. Rise to the Rest 
 
 upon the bar, the 
 hands clo^e together, the fingers and 
 thumbs meeting. 
 
 2. Bend the arms and let the fore- 
 arms drop upon the bar (Fig. 42). 
 Let the lower limbs swing to the 
 rear, and on the return oscillation let 
 them rise upwards, in position, and 
 over the bar, returning to the Rest 
 upon the forearms. 
 
 Fig. 42. 
 
 To encircle the bar by the upper arm backwards. 
 
 The muscle grind. 
 
 EXERCISE 44. 
 
 I. Turn over the 
 bar backwards by the 
 ordinary method (Exercise 32). 
 
 2. As the lower limbs fall over the bar, 
 quit the grasp of both hands and drop 
 on to the arms at the elbows in the posi- 
 tion of Fig. 4 3. Elevate the lower limbs 
 to the front, and on the return oscil- 
 lation, let them pass upwards and 
 over the bar, completing the circle. 
 
 Fig. 43. 
 
28o 
 
 PHYSICAL EDUCATION, 
 
 To encircle the bar by the hocks. 
 
 TJie sitswing, 
 
 EXERCISE 45. I. Turn over the bar backwards by the 
 
 ordinary method to the Bent-Arm Eest 
 backwards. 
 
 2. Instead of relinquishing the grasp, press from the hands, 
 straighten the arms, and rise to p|„ . 
 
 the seat on the bar Eeverse the 
 grasp of the hands, straighten 
 the arms and let the hocks rest 
 on the bar (Fig. 44). Let the 
 head and shoulders fall forward, 
 grasping the bar with the hocks, 
 and so pass beneath the bar and 
 up to the original position, com- 
 pleting the circle. 
 
 In this and all other circles involving the grasp of the 
 two hands, it will be found necessary, where it is desired to 
 repeat the exercise, to shift the hands rapidly to the top of 
 the bar as the body rises to complete the circle after passing 
 under the bar. 
 
 To encircle the bar by the hocks backwards. 
 
 The sitswing hacJcwards, 
 
 EXERCISE 46. I. Turn over the 
 
 bar backwards by the 
 ordinary method to the Bent-Arm Eest 
 backwards. 
 
 2. Else to the seat on the bar as in 
 the previous exercise, retaining the 
 ordinary grasp of the hands. Let the 
 body fall backwards in position, the 
 
 Fig. 45 
 
THE HORIZONTAL BAR: APPENDIX, 28 1 
 
 hocks grasping the bar (Fig. 45), under the bar and again 
 above it to the original position, completing the circle. 
 In early exercises shift the hands. 
 
 VARIATIONS. Exercises 44 and 45 may be repeated with 
 
 the legs outside the hands, and also with 
 one inside and one outside ; or the arms may be passed under 
 the bar and clasp the knees. 
 
 To encircle the bar by the hands, the legs up. 
 
 Tlxc free sitswing, 
 
 EXERCISE 47. I. Come to the Bent- Arm Rest backwards, 
 
 and thence to the ^. ^ 
 
 Fig. 46. 
 
 seat on the bar by the ordinary 
 back circle. 
 
 2. Reverse the grasp of the 
 hands, press strongly upon them 
 till the body is raised above the 
 bar, supported solely by the arms, 
 the feet and legs elevated straight 
 and together to the front (Fig. 46). 
 
 In this position let the head and shoulders fall forward, 
 underneath the bar and up on the further side, completing 
 the circle. 
 
 To encircle the bar by the hands, the legs up, 
 backwards. 
 
 The free sitswing hacJctvards, 
 
 EXERCISE 48. ic Come to the Bent- Arm Rest backwards 
 
 and thence to the seat on the bar by the 
 ordinary back circle. 
 
282 PHYSICAL EDUCATION, 
 
 2. Without changing the grasp of the hands, elevate the 
 lower limbs, straighten the arms till the body is supported 
 upon them alone as in the previous exercise, and let the 
 body fall backwards under the bar ; as it rises once more on 
 the further side pull strongly from the hands, and rise above 
 the bar, completing the circle. 
 
 To encircle the bar by one hock. 
 
 EXERCISE 49. I. Kise above the bar, one leg acting. 
 
 2. Reverse Yi^, ^-,, 
 
 the grasp of the hands, 
 extend the acting leg to the 
 rear, grasping the bar with 
 the hock of the other (Fig. 
 47) ; incline the head and 
 shoulders forward, and let- 
 ting the body pass under 
 the bar, and pulling strongly 
 from the hands, rise again to 
 the original position, completing the circle. 
 
 To encircle the bar by one hock backwards. 
 
 EXERCISE 50. I. Rise above the bar, one leg acting. 
 
 2. Retaining the ordinary grasp, extend 
 the acting leg to the rear, and inclining the trunk of the body 
 to the rear, let it swing downwards, under the bar, and rise 
 again to the original position, completing the circle. 
 
THE HORIZONTAL BAR : APPENDIX. 283 
 
 To encircle the bar by the insteps. 
 
 EXERCISE 51. I. Rise above the bar by the upstart, with 
 
 reverse grasp of the Fig. 48. 
 
 hands. 
 
 2. Without pause separate the legs 
 to their full extension, and as the 
 insteps come in contact with the bar 
 (Fig. 48), incline the head and trunk 
 forwards over the bar and complete 
 the circle, quickly shifting the hands 
 to the top of the bar as the body rises on the fui-ther side. 
 
 To encircle the bar by the single instep. 
 
 EXERCISE 52. I. Rise above the bar by the upstart, with 
 
 reverse grasp of the hands. 
 2. Without pause bring the instep of one leg up to the 
 
 Fig. 49. 
 
 bar between the hands, extending the other leg fully to the 
 rear (Fig. 49). Incline the head and trunk to the front and 
 complete the circle as in the previous exercise. 
 
284 
 
 PHYSICAL EDUCATION. 
 
 To encircle the bar by the hock and instep. 
 
 EXERCISE 53. 
 
 I. Else above the bar with the left leg 
 
 acting. 
 
 Fig. 50. 
 
 2. Ee verse the grasp of 
 the right hand, and extend- 
 ing the left arm above the 
 head, place the left instep 
 upon the bar with the leg 
 at full extension (Fig. 50). 
 Grasping the bar firmly 
 with the right hand and the 
 right hock, incline the head 
 and trunk forwards and 
 complete the circle. 
 
 The exercise to be repeated, the right leg acting. 
 
 To encircle the bar by the feet. 
 
 EXERCISE 54. I. Eise above the bar by the upstart, with 
 
 reverse grasp of the hands. 
 2. Without pause bring the feet outside the hands to the 
 top of the bar, placing the lieds upon the bar, retaining the 
 arms and legs as straight as possible (cf. Fig. 51). Inclining 
 the head and trunk forwards, let the body descend with 
 impetus, and pass under the bar ; in rising again on the 
 other side of the bar, bend the knees and lean towards the 
 bar, coming to the original position and completing the 
 circle. 
 
THE HORIZONTAL BAR: APPENDIX, 
 
 285 
 
 To encircle the bar by the feet backwards. 
 
 EXERCISE 55. I. Kise above the bar by the upstart, 
 
 ordinary grasp. 
 2. Bring the feet outside the Fig. 51. 
 
 hands to the top of the bars as in 
 the previous exercise, placing the 
 hall of the foot instead of the heels 
 on the bar (Fig. 51). Retaining the 
 arms and legs straight let the body 
 fall to the rear, under the bar, and 
 rise again above it ; in rising again 
 above the bar bend the knees and 
 lean backwards, coming to the original position and com- 
 pleting the circle. 
 
 VARIATIONS. Exercises 54 and 55 may be performed 
 
 with both hands outside the feet, or one 
 inside and one outside. 
 
 To encircle the bar by the single foot. 
 
 The foot circle, 
 
 EXERCISE 56. I. Eise to the bar by the upstart, with 
 
 reverse grasp of hands. 
 2. Without pause bring the right (or left) foot up and on 
 to the bar between the hands, placing the heel upon the bar 
 and retaining the arm and leg as straight as possible. 
 Extend the other leg to the rear, and inclining the head 
 and trunk forward let the body descend with impetus, and 
 as it rises on the opposite side of the bar, bend the knees 
 and lean towards the bar, coming to the original position and 
 completing the circle. 
 
286 
 
 PHYSICAL EDUCATION. 
 
 To encircle the bar by the single foot backwards. 
 
 The foot circle backwards, 
 
 EXERCISE 57. I. Eise to the bar by the upstart with 
 
 ordinary grasp of hands. 
 2. Without pause bring the right (or left) foot up and on 
 to the bar between the hands, placing the hall of the foot 
 upon the bar. Extend the other leg to the rear, and inclin- 
 ing the head and trunk to the rear complete the circle as 
 previously described in the circle by the two feet. 
 
 To encircle the bar by the hecks alone. 
 
 Hock circle, 
 
 EXERCISE 58. I. Eise to the bar by the ordinaiy circle 
 
 backwards, and thence come to the seat on 
 
 the bar resting on the hocks, as in the ordinary hock circle 
 
 Fig. 52. Fig. 53. 
 
 with grasp of hands (Exercise 46). 
 2. Without pause quit the grasp 
 of both hands and extend the arms 
 to the front between the legs (Fig. 
 52), and grasping the bar firmly with both hocks * throw out ' 
 with great impetus to the rear, bringing the arms at full 
 extension below the head ; and in this position (Fig. 53) 
 rise again above the bar, completing the circle. 
 
THE HORIZONTAL BAR: APPENDIX, 
 
 287 
 
 To encircle the bar by the single hock alone. 
 
 Single hock circle, 
 
 EXERCISE 59. I. Rise above the bar, the left leg acting, 
 
 the right leg between the hands. Pass 
 the left leg to the front under Fig. 54. 
 
 the bar, and thence across the 
 right leg, allowing the hock of 
 the left leg to rest upon the 
 instep of the right. 
 
 2. Without pause quit the 
 grasp of the hands, and throw- 
 ing out with impetus to the 
 rear, let the body descend (Fig. 
 54) and rise again over the 
 bar, completing the circle. In 
 rising up on the other side 
 
 of the bar, lift the body back as much as possible back 
 to and over the bar. 
 
 To swing off from the hocks. 
 
 The hock swing off, 
 
 EXERCISE 60. I. Rise above the bar by the back circle, 
 
 and thence to the seat Fig. 55. 
 
 resting on the hocks. 
 
 2. Quit the grasp of the hands and 
 bring the arms forwai'd between the 
 legs, extending both arms and knees 
 outwards as far as possible, inclining 
 the head and shoulders forward, and 
 grasping the bar firmly with the hocks, the toes turned 
 upwards (Fig. 55). 
 
2 88 PHYSICAL EDUCATION. 
 
 2. Quickly throw the hands above the head, and hollowing 
 the back, throw the body to the rear ; as it rises up on the 
 other side of the bar, the hocks will loose their grasp ; 
 descend yielding to the ground, the arms extended above 
 the head. 
 
 To swing off fronoi the single hock. 
 
 The single liock swing off, 
 
 EXERCISE 6 1. I. Eise above the bar, the right leg acting, 
 
 and pass the right leg forward under the bar, 
 and across the left, the right hock resting on the left instep. 
 Quit the grasp. 
 
 2. ^ Throw out ' the body backwards with impetus as in the 
 ordinary hock swing off, let it descend beneath the bar 
 (cf. Fig. 54) and as it again rises on the opposite side of 
 the bar, separate the feet, and, bringing the legs again 
 together, descend yielding to the ground. 
 
 As a variation to the ordinary methods of descent, many 
 finishes may be employed, as in the case of the trapezium 
 and pair of rings. In addition to the Hock Swings Off may 
 be enumerated : — 
 
 1 . The Drop from the HochHang at the end of the back- 
 ward swing. 
 
 2. Somersault from the HocJcs, sitting upon the bar. 
 
 3. The Back Boll Off from the position, lying extended 
 across the bar. 
 
 4. The Bachaivay (see the Appendix to the Pair of Eings). 
 
 5. The Fonvardatvay (see the Appendix to the Pair of 
 Eings). 
 
THE HORIZONTAL BAR: COMBINATIONS, 289 
 
 Combinations of exercises. 
 
 The variety of combinations that may be formed on the 
 horizontal bar is so great, that it would require a separate 
 code book to describe them. They may be formed either 
 by combining together the exercises given in the text 
 in different order ; or by varying the grasp in the different 
 positions, e. g. in the swing, the hang, the balance, &c. &c. ; 
 or again by turning in the swing, the rest, the balance, 
 &c. &c., and continuing the combination from the other 
 side of the bar. The best methods of combining the various 
 exercises will readily occur to the gymnast as he gains 
 in proficiency : — it will sujffice in this place to point out 
 tiie more general lines on which the combinations of more 
 difficult exercises should be formed by the pupil who has 
 not yet become an accomplished gymnast. Almost all the 
 exercises described in the Appendix are in reality com- 
 binations, the true method of rising above the bar previously 
 to the performance of the special exercise being described 
 in the text. The instructor will be careful to distinguish 
 between slow exercises and rapid ones, and will impress 
 upon the pupil the best method of leading up to the various 
 combinations. Thus — 
 
 I. The rise above right and left (Ex. 14), 
 The rise above both hands at once (Ex. 15), 
 The rise above with one leg acting (Ex. 11, 12), 
 The rise above both legs at once (Ex. 13), 
 The ordinary backward circle (Ex. 32), 
 lead to the perpendicular Kest above the bar, and are 
 naturally followed by such exercises as — 
 
 The straight lines above or below the bar. 
 The front roll. 
 The short circle. 
 Backward circles : sitswings. 
 
 U 
 
290 PHYSICAL EDUCATION. 
 
 2. The Upstart (Ex. 18) more naturally leads to the Eest 
 
 with the trunk upon the bar, and will be followed by 
 more rapid movements : e. g. 
 
 Upstart and shoot to the front. 
 
 Upstart and vault (right or left). 
 
 Upstart and back lift. 
 
 Upstart and vault between the hands. 
 
 Upstart and vault astride. 
 
 Upstart — straight-arm balance —spring from balance. 
 
 3. The Uprise (Ex, 19), on the other hand, does not 
 
 naturally lead to the Rest, but is combined with other 
 exercises without pause : e. g. 
 
 Uprise and vault (right or left). 
 
 Uprise and vault between the hands. 
 
 Uprise and vault astride. 
 
 Uprise — short circle — grand circle. 
 
 Uprise — feet circles, foot circles, instep circles, &c. 
 
 Slow exercises may of course be combined with more 
 rapid ones : thus the slow rises and Upstart are best con- 
 nected with the rapid movements which follow the swinging 
 rise by means of — 
 
 ^a) the 'lay out * to the front (Ex. 20), 
 
 if>) the 'throw out' to the rear (Ex. 22), 
 
 (c) the short circle (Ex. 34), 
 by means of which sufficient impetus is obtained to proceed 
 with the combination : e. g. 
 
 Upstart — lay out — uprise and vault. 
 
 Upstart — throw out — grand circle. 
 
 Upstart — short circle — grand circle. 
 
 The instructor will be careful to require that exercises 
 demanding great impetus and strong grasp, such as the 
 swinging vaults and the grand circle, be only attempted by 
 the most advanced pupils. 
 
THE DOUBLE HORIZONTAL BAR 
 
 By having two (or even three) horizontal bars set 
 up parallel to one another, an apparatus may be formed 
 somewhat similar to the moveable parallel bars, but 
 affording exercises of one kind only, namely, of passing 
 in different methods from the first to the second and 
 third bar. A great number of these exercises are 
 attended with considerable risk, and belong rather to 
 the sphere of the acrobat, but the two given in the text 
 are both useful and practical. It is also agreeable after 
 performing exercises of the horizontal bar on one bar. 
 to pass to the second and there continue. The two bars 
 will be found very effective in displays, when two men 
 may perform at the same time without danger The 
 bars may be placed from 6 to 8 feet apart, according to 
 the proficiency of the performer. 
 
 Single Series, 
 
 To pass from the first to the second bar. 
 
 Position facing the nearer bar, 
 
 EXERCISE I. I. Grasp the nearer bar, elevate the lower 
 
 COURSE III. limbs and let the body swing to the front, as 
 
 described in the ' lay .out ' (p. 256), and then 
 fully to the rear in position, the legs together, toes pointed 
 downward, the back curved inwards, the arms straight. 
 
 U 2 
 
292 PHYSICAL EDUCATION. 
 
 On the return oscillation to the front elevate the legs 
 slightly to the front, rapidly quit the grasp, and take the 
 further bar, the arms slightly bent. 
 
 In order to return to the first bar, allow the body to 
 swing again to the rear, and on the return front oscillation 
 quit the grasp with both hands, rapidly change front and 
 retake the bar ; renew the oscillation, lay out, and spring 
 again to the first bar. 
 
 To pass from the first to the second bar. 
 
 Changing Front 
 Position with the rear to the further bar. 
 
 EXERCISE 2. I. Grasp the nearer bar and let the body 
 
 COURSE III. swing to the front in position, as in the 
 
 previous exercise (the ' lay out '). On the 
 return oscillation to the rear, at the extreme end of the 
 swing, quickly quit the grasp of both hands and, rapidly 
 changing front, pass to the second bar, and take it with the 
 arms slightly bent. 
 
 The above two exercises may be combined, by passing 
 from the first to the second bar, continuing the oscillation, 
 and on the return backward swing passing to the original 
 bar, changing front. 
 
THE lEON HOEIZONTAL BAR. 
 
 The iron horizontal bar is an essential to every 
 gymnasium, affording, as it does, exercises which are 
 very valuable for two reasons ; first, from their own 
 intrinsic value ; second, from the circumstance that they 
 are capable of being executed by an entire class at the 
 same time, all obeying the same word of command. 
 Obviously a vast number of exercises, similar to those 
 on the short horizontal bar, may be performed on this 
 machine, but from the nature of the machine and the 
 lack of pliancy in the bar itself, the iron bar will 
 only be resorted to for circling and such like exercises, 
 when it is desired to have a number of men at work on 
 the machine at the same time. The iron bar is therefore 
 specially set aside for travelling exercises ; and these 
 resolve themselves into two series, travelling below the 
 bar, and travelling above the bar ; in the latter case the 
 pupil will rise above the bar by one of the methods 
 described under the horizontal bar proper. 
 
 As is always the case with exercises performed by 
 a number of men at the same time, a stricter discipline 
 must be preserved, with a closer observation of time. The 
 more complex exercises should all be practised by the 
 learners separately. The position of the instructor will be 
 by the side of the machine, walking by the side of the pupil, 
 giving directions and explanations as each step is made. 
 
 The horizontal bar should be of wrought iron i J inch 
 in diameter, and fixed at a height of 8 feet from the 
 lloor. It may be of any length beyond 20 feet. 
 
294 
 
 PHYSICAL EDUCATION 
 
 First Series 
 Second Series 
 
 Below the bar. 
 Above the bar. 
 
 First Series, 
 
 Position of attention facing the bar ; for exercises sideivays, 
 facing the line of the bar. 
 
 Right hand leading. 
 
 exercise I. I. Spring from the ground and grasp 
 
 COURSE I. the bar, the hands at the distance, the 
 
 fingers and thumbs together, the arms 
 straight, the trunk of the body upright, the legs straight 
 and together, the feet together, the toes pointed to the 
 ground. Fig. i. 
 
 2. Advance the right 
 hand to its farthest reach 
 along the bar, at the same 
 time passing the lower 
 limbs in position to the 
 left until the feet are un- 
 der the left hand (Fig. i ) ; 
 quit the grasp of the left 
 hand and immediately pass 
 it along the bar to the 
 right, at the same time 
 allowing the lower limbs and trunk to swing to the right 
 until they are under the right hand, again advance the right 
 hand to the reach and repeat the movements of the step. 
 Repeat. 
 
 On the completion of the last step, resume the first 
 position, quit the grasp with both hands, and descend 
 yielding. 
 
 This exercise to be repeated with the left hand leading. 
 
THE IRON HORIZONTAL BAR : FIRST SERIES. 295 
 
 Right and left. 
 
 EXERCISE 2. I. Grasp the bar as in the previous exercise. 
 
 COURSE II. 2. Advance the right hand to its farthest 
 
 reach along the bar, at the same time pass 
 the lower limbs in position to the left until the feet are 
 under the left hand (Fig. 2), quit the grasp of the left hand, 
 letting the body and lower limbs fall to the left, let the 
 left hand sweep round by the thigh in a half circle, and 
 Fig. 2. Fig. 3. 
 
 grasp the bar at a full reach beyond the right, at the same 
 time making a complete turn with the body, and continuing 
 the oscillation of the lower limbs until the feet are under 
 the left hand (Fig. 3). Again pass the lower limbs to the 
 left, quit the grasp of the right hand, and complete the move- 
 ments of the step. Repeat. 
 
 Descend as in the previous exercise. 
 
 Right and left, backwards. 
 
 EXERCISE 3. I. Grasp the bar as previously. 
 
 COURSE II. 2. Advance the right hand to its farthest 
 
 reach along the bar, quit the grasp of the 
 left hand, but instead of passing it round by the front, aa in 
 
296 
 
 PHYSICAL EDUCATION. 
 
 preceding exercise, let it fall by the rear and grasp the bar 
 at the full reach beyond the right, the body making a com- 
 plete turn backwards during the step. Eepeat with the left 
 and right alternately, and descend as before. 
 
 This exercise to be repeated, turning backwards and for- 
 wards at alternate steps. 
 
 Right hand leading. 
 Tlfie arms lent 
 
 EXERCISE 4. I. Grasp the bar as pre- 
 
 COURSE II. viously. 
 
 2. Bend the arms to the 
 half reach, the chin rising above the bar 
 (Fig. 4), advance the left hand up to the 
 right, advance the right the distance of the 
 step, retaining the trunk and lower limbs 
 in position. Eepeat. 
 
 At the completion of the last step sink 
 to the extension of the arms, and descend 
 yielding. 
 
 This exercise to be repeated with the left 
 hand leading. 
 
 Fig. 4. 
 
 Both hands at once. 
 
 The arms tent 
 
 EXERCISE 5. I. Grasp the bar as previously. 
 
 COURSE II. 2. Bend the arms to the half reach, the 
 
 chin rising above the bar, spring from both 
 hands at once the distance of the step, retaining the arms 
 bent and the trunk and lower limbs in position. Eepeat. 
 Descend as in the preceding exercise. 
 
THE IRON HORIZONTAL BAR: FIRST SERIES. 297 
 
 Right hand leading, sideways. 
 
 EXERCISE 6. I. Spring from the ground and grasp the 
 
 COURSE I. bar with both hands, the right in advance of 
 
 but close to the left, Fig. 5. 
 
 the fingers and thumbs meeting ; 
 }>end the arms until the head rises 
 above the bar on the right side, and 
 the left shoulder is immediately under 
 the bar, the lower limbs straight and 
 together and the toes pointed down- 
 wards (Fig. 5). 
 
 2. Advance the right hand the 
 distance of the step, the left following, 
 retaining the trunk and lower limbs 
 in position. Repeat. 
 
 At the completion of the last step, sink to the extension of 
 the arms, and descend yielding. 
 
 This exercise to be repeated with the left hand leading, 
 the head on the left of the bar. 
 
 Hand over hand, sideways. 
 
 EXERCISE 7. I. Grasp the bar, and come to the side 
 
 COURSE II. position as in Fig. 5. 
 
 2. Pass the left hand over the right the 
 distance of the step, advancing the body until the right 
 breast is at the right arm, pass the right hand over the left, 
 advancing the body until the left breast is at the left arm. 
 Repeat, retaining the trunk and lower limbs in position 
 throughout, and descend as before. 
 
298 PHYSICAL EDUCATION, 
 
 Both hands at once, sideways. 
 
 EXERCISE 8. I. Grasp the bar and come to the side 
 
 COURSE III. position, as previously. 
 
 2. Spring to the front with both hands at 
 once the distance of the step, retaining the trunk and lower 
 limbs in position. Kepeat. 
 
 Right hand leading, sideways. 
 
 The legs bent. 
 
 EXERCISE 9. I. Grasp the bar and come to the side 
 
 COURSE I. position, as previously, except that the lower 
 
 limbs are bent at the p- ^ 
 
 knee, the feet to the rear, the toes pointed 
 to the rear (Fig. 6). 
 
 2. Advance the right hand the distance 
 of the step, the left following, retaining 
 the trunk and lower limbs in position. 
 Repeat. 
 
 At the completion of the last step, sink 
 to the extension of the arms, lower the 
 feet, and descend yielding. 
 
 This exercise to be repeated with the left hand leading, 
 the head on the left of the bar. 
 
 Hand over hand, sideways. 
 
 The legs bent, 
 
 EXERCISE TO. I. Grasp the bar and come to the side 
 
 COURSE II. position, the legs bent as in Fig. 6. 
 
 2. Pass the left hand over the right the 
 distance of the step, pass the right hand over the left the same 
 distance, retaining the trunk and lower limbs in position. 
 Repeat, and descend as before. 
 
THE IRON HORIZONTAL BAR : FIRST SERIES. 299 
 
 Both hands at once, sideways. 
 The legs bent, 
 EXERCISE II. I. Grasp the bar and come to the side 
 
 COURSE III. position, the legs bent, as previously. 
 
 2. Spring to the front with both hands at 
 once the distance of the step, retaining the trunk and lower 
 limbs in position. Repeat, and descend as before. 
 
 Right hand leading, sideways. 
 
 The legs iqj. 
 
 EXERCISE 12. I. Grasp the bar and come to the side 
 
 < ouRSE III. position as previously, except that the lower 
 
 limbs are extended to the front in a horizontal 
 
 line under the bar, the column „. 
 
 . Fig. 7. 
 
 of the body held firm and 
 upright, the head held back 
 
 (Fig. 7). 
 
 2. Advance the right hand 
 the distance of the step, the 
 left following, retaining the 
 trunk and lower limbs in 
 position. Repeat. 
 
 At the completion of the last step, sink to the extension 
 of the arms, lower the feet, and descend yielding. 
 
 This exercise to be repeated with the left hand leading. 
 
 Hand over hand, sideways. 
 The legs up. 
 EXERCISE 13. I. Grasp the bar and come to the side 
 
 COURSE III. position, the legs up, as in Fig. 7. 
 
 2. Pass the left hand over the right to 
 the distance of the step, pass the right hand over the left to 
 the same distance, retaining the trunk and lower limbs in 
 position. Repeat, and descend as before. 
 
30C 
 
 PHYSICAL EDUCATION. 
 
 Both hands at once, sideways. 
 
 The legs up, 
 EXERCISE 14. I. Grasp the bar and come to the side 
 
 COURSE III. position, the legs up, as previously. 
 
 2. Spring to the front, both hands at once, 
 the distance of the step, retaining the trunk and lower limbs 
 in position. Repeat, and descend as before. 
 
 Second Series, 
 Position of attention facing the bar. 
 
 Fig. 8. 
 
 Right hand leading. 
 
 EXERCISE 15. I. Eise above the bar 
 
 COURSE III. right and left (p. 262) 
 
 to the Rest above the 
 bar (Fig. 8). 
 
 2. Advance the left hand up to the 
 right ; advance the right to the distance 
 of the step, retaining the trunk and 
 lower limbs in position. Repeat. 
 
 At the completion of the last step 
 sink to the extension of the arms, and 
 descend yielding. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right hand leading. 
 
 The arms bent 
 
 EXERCISE 16. I. Come to the Rest 
 
 COURSE IV. upon the bar, and thence 
 
 slowly re-bend the arms 
 to the Bent- Arm Rest (Fig. 9). 
 
 2. Advance the left hand to the right 
 and the right hand to the distance of the 
 step, retaining the arms and lower limbs in 
 position. Repeat, and descend as before. 
 
 This exercise to be repeated with the 
 left hand leading. 
 
 Fig. 9. 
 
THE IRON HORTZONTAL BAR : SECOND SERIES. 301 
 
 Right hand leading, backwards. 
 
 EXERCISE 17. I. Else above the bar by the back circle 
 
 COURSE IV. (p. 272) to the backward Bent- Arm Kest 
 
 above the bar, and thence by pressing on the 
 
 hands to the ordinary backward Eest with the arms straight. 
 
 2. Pressing firmly from the left hand, incline the weight 
 of the body as much as possible over the right arm, allowing 
 it to bear the weight of the trunk ; quickly release the grasp 
 of the left hand and advance it several inches up to and 
 slightly behind the body ; advance the right several inches 
 forward, regaining the original position. Kepeat. 
 
 In descending, support the weight of the body entirely on 
 the right arm, quit the grasp of the left hand and re-grasp 
 the bar at the distance beyond the right, at the same time 
 turning the breast fully round to the bar and resting equally 
 on both hands. Slowly rebend the arms, sink beneath the 
 bar, quit the grasp, and descend yielding. 
 
 This exercise to be repeated, left hand leading. 
 
 Right hand leading, backwards. 
 
 The arms bent. 
 
 EXERCISE 18. I. Come to Fig. 10. 
 
 COURSE IV. the backward 
 
 Kest above the 
 bar as in preceding exercise. 
 Slowly sink to the Bent-Arm 
 Rest backwards (Fig. 10). 
 
 2. Inclining the body over 
 the right arm, make the ad- 
 vance as in previous exercise, 
 retaining the position of the 
 arms and lower Imibs. Repeat. 
 
302 
 
 PHYSICAL EDUCATION. 
 
 In descending, press upon the bar and re-elevate the arms 
 to the full extension, lean the weight of the body over the 
 right arm as in the previous exercise, turn 'fully round, 
 re-grasp the bar, sink beneath it and drop yieldingly to the 
 ground. 
 
 This exercise to be repeated, left hand leading. 
 
 The circular march. 
 
 EXERCISE 19. T. Come to the position of the Eest above 
 
 COURSE IV. the bar, as previously Fig. 1 1 . 
 
 (Fig. II). 
 
 2. Incline the body over the right 
 arm and support the entire weight 
 upon it, quit the grasp of the left 
 hand and re-grasp the bar at the 
 distance beyond the right with the 
 hand reversed, at the same time 
 turning the back fully round towards 
 the bar, and rest equally on both 
 hands. Support the weight of the 
 body on the left arm, re-grasp with 
 the right hand with ordinary grasp, turning the breast fully 
 round towards the bar. Eepeat. 
 
 In descending slowly re-bend the arms, sink beneath the 
 bar and drop yieldingly to the ground. 
 
 Right hand leading. 
 The legs astride the bar, 
 
 EXERCISE 20. I. Come to the Eest above the bar, as 
 
 COURSE IV. previously. Eaise the right leg to the level 
 
 above the bar, retaining it straight, the toes 
 pointed outward, and bring it slowly over the bar, quitting 
 the grasp of the right hand and advancing it to the position 
 
THE IRON HORIZONTAL BAR : SECOND SERIES. 303 
 
 immediately beyond the left, and quickly reverse the grasp 
 of the left hand. Incline the head and trunk forward over 
 the arms (Fig. 12), and quitting Fig. 12. 
 
 the grasp of the right hand advance 
 it several inches along the bar. 
 Again inclining the body forward, 
 advance the left hand up to the 
 right. Kepeat. 
 
 In descending, bring the right leg 
 to the rear in position, and as it 
 passes above the bar quit the grasp 
 of the right hand, and retake it at 
 the distance, reversing the grasp of 
 the left hand, and coming to the original position of the 
 Kest above the bar. Thence descend to the ground as 
 before. 
 
 This exercise to be repeated, left hand leading. 
 
 Hand over hand. 
 
 The legs astride the bar, 
 
 EXERCISE 21. I. Come to the Kest on the bar, and 
 
 COURSE IV. thence to the position astride the bar, as 
 
 previously. 
 2. Incline the head and trunk well forward. Pass the 
 left hand over the right the distance of the step, advancing 
 the body till the breast is over the right arm ; pass the right 
 hand a step beyond the left, advancing the body till the 
 breast is over the left arm. Kepeat, and descend as before. 
 
 Both hands at once. 
 
 The legs astride the bar, 
 
 EXERCISE 22. I. Come to the Kest on the bar, and 
 
 COURSE IV. thence to the position astride the bar, as in 
 
 the preceding exercise. 
 2. Inclining the head and trunk well forward and pressing 
 
304 PHYSICAL EDUCATION. 
 
 firmly with both hands, spring forward several inches along 
 the bar, retaining the body in position. Kepeat, and descend 
 as in the preceding exercise. 
 
 To travel in the straight line above the bar. 
 
 EXERCISE 23. r. Kise to the Kest above the bar by the 
 
 COURSE IV. ordinary circle, hands reversed ; and thence 
 
 to the straight line above the bar resting on 
 the forearms (Fig. 13). 
 
 2. Press with the left arm and incline the body over the 
 right arm, and, supporting Fig. 13. 
 
 the weight entirely upon it, 
 quit the grasp of the left 
 hand and advance it along 
 the bar till it is just below 
 the left breast ; now support 
 the body upon the left arm and advance the right to the 
 distance of the step. Kepeat. 
 
 In descending, allow the lower limbs gradually to fall to 
 the rear, coming to the position of the Kest, and thence come 
 to the ground as usual. 
 
THE BEIDGE LADDER 
 
 For elementaiy purposes this form of ladder is very 
 superior to any other; first, because on it the move- 
 ments of both the ascent and descent in each exercise 
 may be performed in one continuous effort ; second, it 
 admits of the free practice of the most difficult exercises 
 with perfect safety, which is not the case with the 
 fcxercises of the second series on a ladder of any other 
 form ; and third, an entire class of men may practise on 
 it at the same time. The range of exercises which it 
 presents is of the widest, and extends over all the 
 courses of the system. 
 
 The first series, hy the mles, is valuable to beginners, 
 whether its exercises are performed with the arms re- 
 tained at the reach, as should be the case in the initia- 
 tory lessons, or with them bent at the half reach, as 
 should be the case when the muscular power of the 
 learner has been so far increased as to enable him to 
 execute them in their perfect form, as given in the 
 text. In the very first exercise of this series the upper 
 region of the trunk receives exercise of the hii^hest 
 order, and every valuable quality is heightened as the 
 series advances ; the lower limbs and column of the 
 body being held straight and compact, while the upper 
 portion of the trunk is urged to energetic employment 
 in the best position, for the same action which lifts the 
 breast upwards and forwards, also flattens the back and 
 sustains the shoulders square to the front ; while the giip 
 
 X 
 
3o6 PHYSICAL EDUCATION. 
 
 of the hands at the width of the ladder, slightly exceed- 
 ing the natural width of the shoulders, tends at every 
 movement to promote the expansion of this part of the 
 body. 
 
 The second series, Inj the spars, is much more arduous 
 than the first, as, during the step, the weight of the body 
 is wholly sustained by one hand in the most difficult of 
 positions, viz. with the forearm bent at a right angle 
 to the upper arm. The double-handed exercises are 
 specially arduous, requiring and yielding in their 
 practice, not only great tension of muscle, but also 
 great rapidity of action, precision and security of grasp, 
 quickness of eye, presence of mind, and decision. 
 
 The exercises of the third series, the legs up, neither 
 require nor give any of the qualities just enumerated, 
 except the muscular power, and this they both give 
 and require in a very high degree. 
 
 Until the action and position of the step have been 
 fairly acquired, the learners should be passed along the 
 ladder singly, the instructor walking by the side and 
 indicating the various points in the exercise to be 
 observed. In the second series, and especially with 
 the double-handed exercises, until the learners have 
 attained to considerable strength and dexterity, they 
 should not be allowed to pass the arch of the bridge. 
 
 When the exercises can be executed with sufficient 
 accuracy, the learners should follow each other in 
 rapid succession, at intervals of a few feet, returning 
 to the starting-point, ready to begin another exercise 
 as soon as the last of the class shall have traversed 
 the ladder. 
 
 The position of the instructor is by the side of 
 or behind the learner in the initiatory lessons ; in the 
 more advanced lessons on the right of the machine. 
 
THE BRIDGE LADDER : EIRST SERIES 
 
 307 
 
 The bridge ladder should span not less than 30 feet 
 or more than 40 feet. With a span of 30 feet the 
 uprights should be 7 feet 6 inches above the floor, 
 and the apex or centre of the span 12 feet above 
 the floor, the latter being slightly increased for a greater 
 span. The width of the ladder should be 14 inches, 
 and the thickness of the sides 2 inches, rounded to 
 fit the hands ; the spars should be 9 inches apart. 
 
 First Series . 
 Second Series . 
 Third Series . 
 
 By the sides. 
 By the spars. 
 The legs up. 
 
 First Series, 
 
 Position of attention, under the ladder, hack to the upright 
 for exercises forwards, facing the upright for exercises back- 
 wards ; at the side of the ladder or sideways beneath the 
 ladder for exercises sideicays. 
 
 Right hand leading, backwards. 
 
 EXERCISE I. I. Spring from the ground and grasp the 
 
 course I. sides of the ladder, Fig. i. 
 
 bending the arms 
 as at the half reach, the head held 
 back, the breast advanced, the 
 column of the body held firm and 
 upright, the legs together and 
 straight, the feet together, the toes 
 pointed to the ground (Fig. i). 
 
 2. Advance the right hand about 
 the distance of the space between the 
 spars, the left following on the left 
 to a position exactly opposite the 
 right. Kepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 X 2 
 
3o8 PHYSICAL EDUCATION. 
 
 Throughout all exercises on this machine, the V)ody is to 
 be held perfectly firm in the line of the ladder — no oscilla- 
 tion whatever from side to side taking place. The tendency 
 of the body to oscillate being greater after passing the apex 
 of the ladder, it is in the descent that it should be especially 
 guarded against. 
 
 In descending from the ladder at the completion of each 
 exercise, point the toes to the ground (if from the sitting- 
 position, allowing the lower limbs to fall to the vertical line), 
 lower the body to the reach of the arms, quit the grasp, and 
 descend yielding. 
 
 Right and left, backwards. 
 
 EXERCISE 2. I. Grasp the ladder by the sides back- 
 
 couRSE I. wards, as in the previous exercise. 
 
 2. Advance the right hand about the 
 distance of the space between the spars ; advance the left 
 hand the same distance beyond the right, and the right 
 hand the same distance beyond the left ; the body and lower 
 limbs in position (Fig. i). Kepeat. 
 
 Both hands at once, backwards. 
 
 EXERCISE 3. I. Grasp the ladder by the sides back- 
 
 couRSE II. wards, as before. 
 
 2. Spring upward and rearward with both 
 hands the distance of the space between the spars, retaining 
 the arms well bent, and the column of the body and the 
 lower limbs in position. Repeat. 
 
THE BRIDGE LADDER : FIRST SERIES, 
 
 309 
 
 Right hand leading, for^vards. 
 
 EXERCISE 4. I. Spring from the ground and grasp the 
 
 COURSE I. sides of the ladder, y\^. 2. 
 
 bending the arms as 
 at the half reach, the head held back, 
 the breast strongly lifted upwards 
 and forwards, the lower portion of the 
 trunk and legs held firm and straight, 
 the feet together, the toes pointed to 
 the ground (Fig. 2). 
 
 2. Advance the right hand about the 
 distance of the space between the 
 spars, the left following on the left to 
 a position exactly opposite the right. 
 Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right and left, forwards. 
 
 EXERCISE 5. I. Grasp the ladder by the sides forwards, 
 
 COURSE I. as in the previous exercise. 
 
 2. Advance the right hand about the 
 distance of the space between the spars ; advance the left 
 hand the same distance beyond the right, and the nght 
 hand the same distance beyond the left, the body and lower 
 limbs in position (Fig. 2). Repeat. 
 
 Both hands at once, forwards. 
 
 EXERCISE 6. I. Grasp the ladder by the sides forwards, 
 
 COURSE II. as previously. 
 
 2. Spring upward and forward with both 
 hands the distance of the space between the spars, retaining 
 the column of the body and the lower limbs in position. 
 Repeat. 
 
310 
 
 PHYSICAL EDUCATION. 
 
 EXERCISE 7. 
 COURSE IV. 
 
 Right hand leading, sideways. 
 
 I. Spring from the ground and grasp 
 
 the side of the Fig. 3. 
 
 ladder with the 
 hands at the distance ; imme- 
 
 diately bend the arms until the 
 hands are as at the rest, the chin 
 above the ladder, the head erect, 
 the trunk of the body held firm 
 and compact, the legs straight 
 and together, the feet together, 
 the toes pointed to the ground 
 
 (Fig 3). 
 
 2. Advance the right hand about 
 the distance of the space between the spars, advance the left 
 the same distance, retaining the chin above the ladder, and 
 the trunk of the body and lower limbs in position. Eepeat. 
 
 This exercise to be repeated on the opposite side of the 
 ladder, the left hand leading. 
 
 Hand over hand, sideways. 
 
 EXERCISE 8. I. Grasp the ladder by the side as in the 
 
 COURSE IV. previous exercise. 
 
 2. Pass the right hand over the left, 
 withdraw the left and advance it beyond the right, retaining 
 the body and lower limbs in position. Repeat. 
 
 Both hands at once, sideways. 
 
 EXERCISE 9. I. Grasp the ladder by the side, as 
 
 COURSE IV. previously. 
 
 2. Spring with both hands to the left 
 the distance of the space, and immediately without pause 
 repeat the step. 
 
THE BRIDGE LADDER: SECOND SERIES. 
 
 3^1 
 
 Second Series, 
 
 Position of attention, back to, facing, or at the side of the upright. 
 
 Right hand leading, backwards. 
 
 EXERCISE lo. I. Spring from the ground and with 
 
 COURSE III. both hands grasp the first spar, bending 
 
 Fig. 4- 
 
 the arms as at 
 the half reach, the palms to the 
 front, the fingers and thumbs 
 together, the head held back, the 
 breast advanced, the eyes directed 
 to the next spar, the column of 
 the body held firm and upright, 
 the legs together and straight, 
 the feet together, the toes pointed 
 to the ground (Fig. 4). 
 
 2. Advance the right hand 
 to the next spar, the left fol- 
 lowing to the same spar, the 
 body and lower limbs in position. Kepeat. 
 
 This exercise to be repeated with the left hand leading ; 
 also with the hands reversed ; also passing a spar at each 
 step. 
 
 Right and left, backwards. 
 
 EXERCISE II. I. Grasp the ladder by the first spar 
 
 COURSE III. backwards, as in the previous exercise. 
 
 2. Advance the right hand to the next 
 spar, advance the left hand to the spar beyond that grasped 
 by the right, and the right hand to the spar beyond that 
 grasped by the left, the body held square to the front 
 in position. Kepeat. 
 
 This exercise to be repeated with the hands reversed. 
 
312 
 
 PHYSICAL EDUCATION. 
 
 Both hands at once, backwards. 
 
 EXERCISE 12. I. Grasp the ladder by the first spar 
 
 COURSE IV. backwai'ds, as in the previous exercise. 
 
 2. Spring to the second spar with both 
 hands, and without pause spring to the third, retaining the 
 arms well bent, and the trunk and lower limbs in position, 
 and avoiding all front and rear oscillation. Repeat. 
 
 Right hand leading, forwards. 
 
 EXERCISE 13. I. Spring from the ground and with both 
 
 COURSE III. hands grasp the Fig. 5. 
 
 first spar, bending 
 the arms as at the half reach, the 
 palms to the front, the fingers 
 and thumbs together, the head 
 held back, the breast advanced, 
 the eyes directed to the next spar, 
 the whole column of the body 
 held firm and upright, the legs 
 together and straight, the feet 
 together, the toes pointed to the 
 ground (Fig. 5). 
 
 2. Advance the right hand to 
 the next spar, the left following to the same spar, the 
 trunk and lower limbs firmly held in position. Repeat. 
 
 This exercise to be repeated with the left hand leading : 
 also with the hands reversed ; also passing a spar. 
 
 Right and left, forwards. 
 
 EXERCISE 14. I. Grasp the ladder by the first spar. 
 
 COURSE III. forwards, as in the previous exercise. 
 
 2. Advance the right hand to the next 
 spar, advance the left hand to the spar beyond that grasped 
 
THE BRIDGE LADDER: SECOND SERIES. 
 
 ?^^?> 
 
 by the right, and the right hand to the spar beyond that 
 grasped by the left, the body held square to the front 
 in position. Eepeat. 
 
 This exercise to be repeated with the hands reversed. 
 
 Both hands at once, forwards. 
 
 EXERCISE 15. I. Grasp the ladder by the spar forwards, 
 
 COURSE IV. as previously. 
 
 2. Spring to the second spar with both 
 hands, and without pause spring to the third, retaining the 
 arms well bent, and the trunk and lower limbs in position, 
 and avoiding all front and rear oscillation. Repeat. 
 
 Right hand leading, sideways. 
 
 EXERCISE 16. I. Spring from the ground and grasp 
 
 COURSE III. the first spar with the Fi„ 6 
 
 left hand, and the third 
 spar with the right hand, bending 
 the arms as at the half reach ; the 
 palms of both hands facing inwards, the 
 fingers and thumbs together, the head 
 held back, the breast advanced, the 
 lower portion of the trunk and legs 
 held firm and straight, the legs together, 
 the feet together, the toes pointed to 
 the ground (Fig. 6). 
 
 2. Advance the right hand to the next 
 (the fourth) spar, advance the left hand 
 to the next (the second) spar, retaining 
 the arms well bent, and the column of the body and lower 
 limbs in position. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
314 
 
 PHYSICAL EDUCATION, 
 
 Both hands at once, side'ways. 
 
 EXERCISE 17. I. Grasp the first and third spars side- 
 
 couRSE IV. ways, as in the previous exercise. 
 
 2. Spring from both hands, and with the 
 right hand grasp the next (the fourth) spar, and with the 
 left hand grasp the next (the second) spar, the rest of the 
 body as in preceding exercise. Kepeat. 
 
 Third Series, 
 
 Position of attention, lack to, facing, or at the side of the upright. 
 
 Right hand leading, backw^ards. 
 
 By the spars, 
 
 EXERCISE 18. I. Grasp the first spar backwards, as 
 
 cocjRSE III. previously, j^ig. 7. 
 
 except that 
 the lower limbs are extended 
 to the front horizontally, 
 straight and together, the toes 
 pointed to the front (Fig. 7). 
 2. Advance the right hand 
 to the next spar, the left fol- 
 lowing to the same spar, 
 
 retaining the trunk and lower limbs in position. Repeat. 
 This exercise to be repeated with the left hand leading. 
 
 Right and left, backv^ards. 
 By the spars, 
 EXERCISE 19. T. Grasp the first spar backwards, and come 
 
 COURSE IV. to the position as in the previous exercise. 
 
 2. Advance the right hand to the next 
 spar, the left hand to the spar beyond that grasped by the 
 right, and the right to the spar beyond that grasped by the 
 left, retaining the trunk and lower limbs in position. 
 Repeat. 
 
THE BRIDGE LADDER: THIRD SERIES. 315 
 
 Both hands at once, backwards. 
 
 By the spars, / 
 
 EXERCISE 20. I. Grasp the first spar backwards, and 
 
 COURSE IV. come to the position as previously. 
 
 2. Spring to the second spar with both 
 hands, and without pause spring to the third, keeping the 
 arms well bent and retaining the trunk and lower limbs 
 in position. Kepeat. 
 
 Right hand leading, forwards. 
 
 By the spars, 
 
 EXERCISE 21. I. Grasp the first spar forwards as in right 
 
 COURSE III. hand leading, „. „ 
 
 forwards, ex- 
 cept that the lower limbs are 
 extended to the front hori- 
 zontally, straight and to- 
 gether, the toes pointed to 
 the front (Fig. 8). 
 
 2. As in right hand leading 
 forwards, but retaining the 
 trunk and lower limbs in position. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right and left, forw^ards. 
 By the spars, 
 
 EXERCISE 2 2. I. Grasp the first spar foi*wards, and 
 
 COURSE IV. come to the position as in the previous 
 
 exercise. 
 2. As in the right and left forwards, but retaining the 
 trunk and lower limbs in position. Repeat. 
 
3i6 
 
 PHYSICAL EDUCATION. 
 
 Fig. 9. 
 
 Both hands at once, forwards. 
 
 By the spars. 
 EXERCISE 23. I. Grasp the first spar forwards and come 
 
 COURSE IV. to the position as previously. 
 
 2. As in both hands at once, forwards, but 
 retaining the trunk and lower limbs in position. Eepeat. 
 
 Left hand leading, sideways. 
 By the spars. 
 EXERCISE 24. I. Grasp the 
 
 COURSE III. first spar with 
 
 the right and the 
 third spar with the left, sideways, 
 as in left hand leading, sideways, 
 except that the lower limbs are 
 extended to the front horizontally, 
 straight and together, the toes 
 pointed to the front (Fig. 9). 
 
 2. Advance the left hand to the 
 next (the fourth) spar, advance 
 the right hand to the next (the 
 second) spar, retaining the trunk 
 and lower limbs in position. 
 Kepeat. 
 
 This exercise to be repeated with the right hand leading. 
 
 Both hands at once, sideways. 
 By the spars. 
 EXERCISE 25. I. Grasp the spars as in the previous 
 
 COURSE IV. exercise. 
 
 2. Spring from both hands and with the 
 left hand grasp the next (the fourth) spar, and with the 
 right hand grasp the next (the second) spar, retaining the 
 trunk and lower limbs in position. Kepeat. 
 
THE BRIDGE LADDER: THIRD SERIES. 317 
 
 Left hand leading, side^vays. 
 By the sides. 
 
 EXERCISE 26. I. Grasp the ladder by the side and come 
 
 COURSE III. to the position pjc ^^ 
 
 as in left hand 
 leading, sideways, except that the 
 lower limbs are extended to the 
 front horizontally, straight and 
 together, the toes pointed to the 
 front (Fig. 10). 
 
 2. Advance the left hand the 
 distance of the space between the 
 bars, and the right hand the same distance, retaining the 
 chin above the ladder, and the trunk and lower limbs 
 in position. Repeat. 
 
 This exercise to be repeated with the right hand leading. 
 
 Hand over hand, sideways. 
 
 By the sides, 
 EXERCISE 27. I. Grasp the ladder by the side and come 
 
 COURSE IV. to the position of the previous exercise. 
 
 2. Pass the right hand over the left, 
 withdraw the left and advance it beyond the right, retaining 
 the chin above the ladder, and the trunk and lower limbs in 
 position. Repeat. 
 
 Both hands at once, sideways. 
 
 By the sides. 
 EXERCISE 28. I. Grasp the ladder by the side and come 
 
 COURSE IV. to the position as previously. 
 
 2. Spring with both hands to the left 
 to the distance of the space and immediately without pause 
 repeat the step, retaining the chin above the ladder, and the 
 trunk and lower limbs in position. Repeat. 
 
THE PLANK. 
 
 There is no machine more simple than this, and 
 none which may be made more directly and practically 
 useful. All its exercises are of a simple kind, requiring 
 and giving in their practice suppleness rather than 
 strength. 
 
 The plank should be 14 inches wide and il inches 
 thick. Its length may vary from 1 4 feet to 20 feet ; 
 its inclination should be frequently varied. 
 
 First Series . . . With hands and feet 
 
 Second Series . . . With hands and knees. 
 
 Third Series . . . With hands only, the legs up. 
 
 Fourth Series . . . With the hands only, the legs suspended. 
 
 First Series, 
 
 Position of attention, facing the planJc, the toes touching it. 
 
 Right hand leading. 
 
 exercise I. I. Lean forward, raise the right hand and 
 
 COURSE I. grasp the edge of the plank at the half reach, 
 
 the left following on the left, the fingers 
 under, the thumbs above and pointed upwards ; lift the right 
 foot from the ground, and place it on the plank, lift the left 
 foot and place it beside the right, the legs straight, the feet 
 
THE PLANK: FIRST SERIES, 
 
 319 
 
 fiat upon the plank, the arms straight and firm, the head 
 held back, the eyes directed to the Pi„ j 
 
 reach of the hands (Fig. i). 
 
 2. Eaise the right hand to the 
 reach, the left following on the 
 left ; incline the body to the 
 front, draw up the right foot the 
 distance of the step, the left 
 following on the left. Kepeat. 
 
 In descending, slip down the 
 right foot the distance of the 
 step, the left following on the 
 left, slip down the right hand, the left following on the left. 
 Kepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right side leading. 
 
 EXERCISE 2. I. Come to the position with the feet on 
 
 COURSE I. the plank, as in the previous exercise. 
 
 2. Slightly pig^ 
 
 incline the body to the left, 
 raise the right hand to the reach, 
 and at the same time lift the right 
 foot the distance of the step 
 (Fig. 2) ; slightly incline the 
 body to the right, raise the left 
 hand to the reach opposite the 
 right and at the same time lift 
 the left foot and place it beside 
 the right. Kepeat. 
 
 In descending, slip the right hand down the distance of the 
 step and at the same time slip the right foot down the same 
 distance, the left hand and the left foot following together 
 on the left. Kepeat. 
 
 This exercise to be repeated with the left side leading. 
 
320 
 
 PHYSICAL EDUCATION. 
 
 Right and left side. 
 
 EXERCISE 3. I. Come to the position with the feet on 
 
 COURSE I. the plank, as previously. 
 
 2. Slightly incline the body to the left, 
 raise the right hand to the reach, and at the same time lift 
 the right foot the distance of the step, as in Fig. 2 ; incline 
 the body to the right, raise the left hand and left foot the 
 distance of the step beyond the right hand and right foot. 
 Kepeat the step with the left hand and foot, passing the 
 right. 
 
 In descending, slip down the leading hand and foot the 
 distance of the step below the supporting hand and foot. 
 Repeat. 
 
 Right and left, hand and foot. 
 
 EXERCISE 4. I. Come to the position with the feet on 
 
 COURSE I. the plank, as 
 
 previously. 
 
 2. Raise the right hand a 
 short step, and at the same time 
 lift the left foot the same 
 distance ( Fig. 3), raise the left 
 hand the distance of the step 
 beyond the right, and at the 
 same time lift the right foot 
 beyond the left. Repeat. 
 
 In descending, slip the lead- 
 ing hand and foot down a short step below the supporting 
 hand and foot. Repeat. 
 
THE PLANK: SECOND SERIES. 
 
 321 
 
 Both hands at once. 
 
 EXERCISE 5. I. Lean forward, raise both hands and 
 
 COURSE II. grasp the edges of the plank as before, Hft 
 
 both feet and place them on the plank, then 
 rest the body as in first exercise. 
 
 2. Shoot up both hands to the reach, inclining the body 
 to the front, draw up both feet the distance of the step. 
 Kepeat. 
 
 In descending, slip down both feet the distance of the step, 
 bring the hands down the same distance. Repeat. 
 
 Second Series. 
 Position of attention facing the plank, the toes touching it. 
 
 Right hand leading. 
 
 EXERCISE 6. 
 
 COURSE II. 
 
 I. Lean forward and grasp the plank as 
 before ; lift the right leg and place the knet- 
 upon the plank, p. 
 
 the front of the leg from the 
 knee to the point of the toes 
 resting on its surface, the left 
 following on the left, the head 
 held back, the arms at the half 
 reach (Fig. 4). 
 
 2. Raise the right hand to 
 the reach, the left following on 
 the left ; raise the right knee 
 the distance of the step, the 
 left following. Repeat. 
 
 In descending, slip the right knee down the distance of the 
 step, the left following ; slip the right hand down the same 
 distance, the left following. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Y 
 
322 
 
 PHYSICAL EDUCATION. 
 
 Right side leading. 
 
 EXERCISE 7. I. Come to the position with the knees on 
 
 COURSE II. the plank, as in the previous exercise. 
 
 2. Kaise the right hand to the reach, and 
 at the same time lift the right knee the distance of the step 
 
 Fig. 5. 
 
 (Fig. 5); raise the left hand to 
 the reach opposite the right, 
 and at the same time lift the 
 left knee and place it beside 
 the right. Repeat. 
 
 In descending, slip the 
 right hand down the distance 
 of the step and at the same 
 time slip the right knee down 
 the same distance, the left 
 hand and left knee following 
 together on the left. Re- 
 peat. 
 
 This exercise to be repeated with the left side leading. 
 
 Right and left side. 
 
 EXERCISE 8. I. Come to the position with the knees on 
 
 COURSE II. the plank, as previously. 
 
 2. Raise the right hand to the reach and 
 at the same time lift the right knee the distance of the step, 
 as in Fig. 5 ; raise the left hand and left knee the distance of 
 the step beyond the right hand and right knee. Repeat the 
 step with the left hand and foot, passing the right. 
 
 In descending, slip down the leading hand and knee the 
 distance of the step below the supporting hand and foot. 
 Repeat. 
 
THE PLANK: SECOND SERIES. 
 
 3^3 
 
 Right and left, hand and knee. 
 
 EXERCISE 9. I. Come to the position with the knees on 
 
 COURSE II. the plank, Fig. 6. 
 
 as before. 
 
 2. Eaise the right hand 
 a short step, and at the same 
 time lift the left knee the 
 same distance (Fig. 6) ; raise 
 the left hand the distance of 
 the step beyond the right, 
 and at the same time lift the 
 right knee beyond the left. 
 Repeat. 
 
 In descending, slip the 
 leading hand and knee down 
 a short step below the supporting hand and knee. Repeat. 
 
 Both hands at once. 
 
 EXERCISE 10. I. Lean forward, raise both hands and 
 
 COURSE III. grasp the edges of the plank, lift both feet 
 
 and place the knees upon the plank, as before. 
 
 2. Shoot up both hands to the reach, set the legs free from 
 the plank, and draw up both knees the distance of the step. 
 Repeat. 
 
 In descending, set the legs free from the plank, and slip 
 down both knees the distance of the step, bring the hands 
 down the same distance. Repeat. 
 
 Y 2 
 
324 PHYSICAL EDUCATION, 
 
 Tliird Series. 
 Position of attention facing the planh, the toes touching it 
 Both hands at once, the legs suspended. 
 EXERCISE II. I. Eaise both hands and grasp the plank 
 
 COURSE IV. as in preceding exercise ; hft both legs from 
 
 the ground and pass them right and left over 
 the plank, resting on the edge of it under the knee, the fore- 
 legs pendent on either side, the arms bent, the trunk of the 
 body sustained, the head held back (Fig. 7). 
 Fig. 7. Fig. 8. 
 
 2. Lean forward and shoot up both hands to the reach 
 (Fig. 8), raise the lower limbs the same distance. Eepeat. 
 
 In descending, pass the lower limbs down the distance of 
 the step, lower the hands. Eepeat. 
 
 Fourth Series, 
 
 Position of attention facing the plank, the toes touching it. 
 
 Right hand leading. 
 
 EXERCISE 12. I. Lean forward and with the right hand at 
 
 COURSE III. the reach grasp the edge of the plank, the left 
 
 following on the left, the column of the body 
 
 aligned down the centre of the plank, the head slightly bent 
 
THE Pf.ANK: FOURTH SERIES, 
 
 325 
 
 Fig. 9. 
 
 Fig. 10. 
 
 back, the legs straight and together, the toes pointed down- 
 wards, the surface of the feet 
 resting on the plank (Fig. 9). 
 
 2. Bend the arms and 
 raise the body to the half 
 reach ; raise the right hand to 
 the reach (Fig. 10), the left 
 following on the left, draw up 
 the body to the half reach. 
 Repeat. 
 
 In descending, slip the right 
 hand down to the rest, the 
 left following on the left, lower 
 the body to the reach of the 
 hands. Repeat. 
 
 This exercise to be repeated 
 with the left hand leading. 
 
 Right and left. 
 
 EXERCISE 13. I. Come to the position with the body 
 
 (OURSE III. aligned down the centre of the plank, as in 
 
 the previous exercise. 
 
 2. Bend the arms and raise the body as in preceding exercise ; 
 raise the right hand to the reach and at the same time elevate 
 tlie body to the rest of the left, raise the left hand to the 
 reach beyond the right, at the same time elevate the body 
 to the rest of the right. Repeat, the leading hand passing 
 the supporting hand at each step. 
 
 In descending, slip the right hand down to the rest, lower 
 the body to the reach of the left ; slip the left hand down 
 })elow the right, and lower the body to the reach of the right. 
 Repeat. , 
 
326 PHYSICAL EDUCATION. 
 
 Both hands at once. 
 
 EXERCISE 14. I. Come to the position with the body 
 
 COURSE IV. ahgned down the centre of the plank, as 
 
 previously. 
 
 2. Bend the arms and raise the body to the half reach of 
 the hands, and on the instant shoot up both hands to the 
 reach, draw up the body to the half reach. Eepeat. 
 
 In descending, slip both hands down to the rest, lower the 
 body to the reach. Kepeat. 
 
THE LADDER PLANK. 
 
 This machine admits of different forms of construc- 
 tion, and this variety of construction greatly extends 
 its range of exercises and their adaptability to meet 
 the requirements of individuals of different degrees 
 of strength. It is found that the efibrt required to 
 perform some of the exercises is in direct relation to 
 the depth of the machine. Li every gymnasium, there- 
 fore, there should be several of these machines, varying 
 in thickness from i i inch to 6 inches. 
 
 The exercises on this machine, as on the preceding 
 one, are purely elementary, although the machine 
 itself is a union of two of the most strictly practical 
 ones in the System. They address themselves to the 
 entire body, though not equally, the upper region 
 of the trunk being the part most directly affected 
 by them, and that so favourably that there is no machine 
 in the gymnasium which so rapidly or so powerfully 
 aids in the expansion and development of this all- 
 important part of the body, and as the exercises are 
 all of a simple and safe nature, they cannot be practised 
 too frequently. 
 
 A single glance at the position and action of the body 
 when extended on this machine will show not only 
 what it is meant to effect, but its mode of effecting it : 
 for while the back is forced to take absolutely the con- 
 formation of the plank upon which it is extended, the 
 obverse side of the body is, by the very act which 
 flattens the back, rounded and advanced to its most 
 advantageous position and shape ; this is especially the 
 
328 PHYSICAL EDUCATION, 
 
 case with the exercises of the third series, where the 
 effect of the uplifted arms is still further to depress 
 the shoulders and advance the front and sides of the 
 chest; the position of the neck and head contributes 
 to the same result, and the downward pull of the hands 
 in the ascent, with the gradual extension of the arms 
 on the lowering of the body in the descent, increase the 
 effort and augment the good to be derived from these 
 exercises. The muscles of the back are also employed 
 in the most advantageous manner. 
 
 The position of the instructor is on the left of the plank. 
 
 As before stated there are several varieties of this 
 machine. The simplest form is that of a plank \\ inch 
 thick and 18 inches wide, the extreme thickness or depth 
 of the plank being 6 inches with a width of 12 inches 
 only, the intermediate thicknesses being of propor- 
 tionate width. The spars should be 9 inches apart and 
 project 6 inches on each side of the plank. 
 
 First Series . . . Witli hands and feet. 
 Second Series . . . With hands only. 
 Third Series . . . Backtvards. 
 
 First Series. 
 
 Position of attention facing the plank, the toes touchinci it. 
 
 Right hand leading. 
 
 exercise I. I. stoop forward and with the right hand 
 
 course i. grasp the spar nearest the reach, the fingers 
 
 and thumb together, the left hand following 
 on the left ; place the right foot on the lowest spar, resting 
 on the hollow of the foot, the left following on the left ; 
 
THE LADDER PLANK: FIRST SERIES. 
 
 329 
 
 straighten the knees and elongate the body along the surface 
 of the plank, the head held slightly back (Figs, i and 2). 
 
 Fig. 
 
 Fig. 2. 
 
 2. Eaise the right 
 hand to the next spar, 
 the left hand following 
 on the left, lift the 
 right foot and place it 
 on the second spar, the 
 left foot following on 
 the left, straighten the 
 knees and elongate the 
 trunk. Repeat. 
 
 In descending, slip 
 the right foot down 
 to the next spar, the 
 left foot following on 
 the left ; slip the right hand down to the next spar, the left 
 hand following on the left. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 and 2) on 
 Fig. 3. 
 
 Right side leading. 
 
 EXERCISE 2. I. Come to the position (Figs 
 
 COURSE I. the plank, as in the pre- 
 
 ceding exercise. 
 
 2. Raise the right hand to the next spar, 
 and at the same time lift the right foot to 
 the second spar (Fig. 3), the left hand and 
 left foot following together on the left the 
 same distance ; straighten the knees and 
 elongate the trunk. Repeat. 
 
 In descending, slip the right hand down 
 to the next spar and at the same time slip 
 tlie right foot down to the next spar, the left 
 hand and left foot following together on 
 tlie left to the same spar. Repeat. 
 
 This exercise to be repeated with the left side leading. 
 
3:^o 
 
 PHYSICAL EDUCATION, 
 
 Right and left side. 
 
 EXERCISE 3. I. Come to the position on the plank, as 
 
 COURSE I. previously. 
 
 2. Eaise the right hand to the next spar, 
 and at the same time lift the right foot to the second spar 
 (Fig. 3) ; straighten the right knee, bend the right arm and 
 elongate the trunk, and at the same time raise the left hand 
 to the spar above that grasped by the right, and lift the left 
 foot to the spar above that occupied by the right. Repeat 
 the step, the leading hand and foot always passing the spars 
 occupied by the supporting hand and foot. 
 
 In descending, slip the leading hand down to the spar 
 below that grasped by the suj^porting hand, and at the same 
 time slip the leading foot to the spar below that occupied 
 by the supporting foot. Repeat. 
 
 Fig. 4. 
 
 Right and left, hand and foot. 
 
 EXERCISE 4. I. Come to the position on the plank, as 
 
 COURSE I. previously. 
 
 2. Raise the right hand 
 to the next spar, and at the same time lift 
 the left foot to the second spar (Fig. 4) ; 
 straighten the left knee, bend the right arm, 
 and elongate the trunk, and at the same 
 time raise the left hand to the spar above 
 that grasped by the right, and lift the right 
 foot to the spar above that occupied by 
 the left. Repeat the step, the leading hand 
 and foot always passing the spars occupied 
 by the supporting hand and foot. 
 
 In descending, slip the leading hand 
 down to the spar below that grasped by the 
 supporting hand, and at the same time slip the leading foot to 
 the spar below that occupied by the supporting foot. Repeat. 
 
THE LADDER PLANK: SECOND SERLES, 
 
 331 
 
 Both hands at once. 
 
 EXERCISE 5. I. Come to the position 
 
 COURSE I. on the plank, as previously. 
 
 2. Eaise both hands to 
 the next spar (Fig. 5), lift both feet to 
 the second spar, straighten the knees 
 and elongate the trunk. Repeat. 
 
 In descending, place both feet in the 
 centre of the plank, the legs straight and 
 together, the feet pointed downwards ; 
 lower the body to the reach and place the 
 feet on the nearest spar. Eepeat. 
 
 Second Series. 
 
 Position of attention facing the plank, the toes touching it. 
 
 Right hand leading. 
 
 EXERCISE 6. I. Stoop foi'ward and with the right hand 
 
 COURSE II. grasp the spar nearest the reach, the left 
 
 Fig. 6. Fig. 7. Fig. 8. 
 
 hand following on the left ; the column of the body 
 carefully aligned down the centre of the plank, the head 
 
332 PHYSICAL EDUCATION. 
 
 slightly bent back, the breast advanced, the legs together 
 and straight, the feet together and pointed downwards, 
 the surface of the foot resting on the plank (Fig. 6). 
 
 2. Bend the arms and raise the body to the half reach 
 (Fig. 7), and on the instant raise the right hand to the next 
 S23ar (Fig. 8;, the left hand following on the left. Repeat. 
 
 In descending, slip the right hand down to the next spar, 
 the left hand following on the left, retaining the arms bent at 
 the half reach, as in Fig. 7. Eepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right and left. 
 
 EXERCISE 7. I. Come to the position on the plank, the 
 
 COURSE III. legs suspended as in the previous exercise. 
 
 2. Bend the arms and raise the body to the 
 half reach, and raise the right hand to the next spar, as 
 before ; elevate the body to the rest of the left hand, and on 
 the instant raise it to the spar above that grasped by the 
 right. Eepeat. 
 
 Both hands at once. 
 
 EXERCISE 8. I. Raise both hands and grasp the spar 
 
 COURSE IV. nearest the reach, the body in position and 
 
 the legs suspended as previously (Fig. 6). 
 
 2. Bend the arms and raise the body to the half reach 
 of the hands, and on the instant shoot up both hands to the 
 next spar and elevate the body to the half reach of the 
 hands. Repeat. 
 
 In descending, slip both hands down to the next spar, 
 retaining the arms bent at the half reach. Repeat. 
 
THE LADDER PLANK: THIRD SERIES. 333 
 
 TMrd Series, 
 
 Position of attention, the back to the plank, the heels touching it 
 
 Backwards. 
 
 Descending by the s^^ar, 
 
 EXERCISE 9. I. Lean back and rest on the plank. 
 
 COURSE I. elevate both hands and grasp the spars riglit 
 
 and left nearest the reach, the palms to the 
 front, the thumb and fingers meeting round the spar, the 
 head resting on the plank, the eyes directed to the front, the 
 Fig. 9. Fig. 10. 
 
 trunk of the body aligned down the centre of the plank 
 and resting on its surface, the feet on the lowest spar (Figs. 9 
 and 10). 
 
 2. Eaise both feet to the second spar, straighten the knees 
 and elongate the trunk. Repeat. 
 
 In descending, slip both feet down to the next spar, lower- 
 ing the body to the reach of the hands, slip both hands down 
 to the next spar. Repeat. 
 
334 
 
 PHYSICAL EDUCATION, 
 
 Backwards. 
 
 Descending "by the centre, 
 
 EXERCISE 10. I. Come to the position on the 
 
 COURSE II. backwards, as in the previous Fig 
 
 exercise. 
 
 2. Complete the ascent as in the previous 
 exercise. 
 
 In descending, (i) bring both feet to the 
 centre of the plank, the toes pointed down- 
 wards, the heels together and resting on 
 the plank, the knees straight and together, 
 the whole column of the body from the 
 heels upwards perfectly aligned down the 
 centre of the plank. 
 
 2. Lower the body to the reach of the 
 hands (Fig. ii); separate the feet right and 
 left and place them on their respective spars, 
 slip both hands down to the next spar. Eepeat. 
 
 plank 
 
 II. 
 
THE INCLINED LADDER. 
 
 It may seem unnecessary to teach by formal in- 
 structions exercises so simple as many of those directed 
 in the text to be performed on this machine, but their 
 usefulness may be readily proved. Let a dozen men 
 be taken at hazard and desired to climb a ladder at 
 any given incline, and it \xill be found that scarcely 
 two will do so in the same manner, scarcely two will 
 maintain throughout the ascent the position and action 
 with which they began, while uncertainty, hesitation, 
 and insecurity will more or less mark the efforts of all. 
 The practised gymnast, on the contrary, will mount it 
 as surely and as rapidly as if it were a staircase, in 
 any one of a dozen different ways, on its being merely 
 indicated by the name which it bears in his book of 
 instructions. 
 
 This machine is an ordinary ladder, but it should 
 be carefully constructed, and the materials well selected. 
 The width of the ladder between the supports should 
 be 14 or 15 inches, and the spars 9 inches apart. 
 
 The inclination of the ladder should be frequently 
 varied. 
 
3?>^ 
 
 PHYSICAL EDUCATION. 
 
 First Series . 
 Second Series . 
 Third Series . 
 
 . Above the ladder, 
 . Under the ladder. 
 . The hands only. 
 
 First Series, 
 
 Position of attention, at the foot of the ladder, the toes toicching it. 
 
 Right hand leading. 
 
 exercise I. I. Kaise the right hand and grasp the 
 
 COURSE I. spar nearest the reach, the left following, the 
 
 fingers and thumbs together ; lift the right 
 foot from the ground, and place it on the pig, i. 
 
 first spar, the left following, resting on the 
 front of the foot, the toes pointed to the 
 front, the column of the body and lower 
 limbs straight but unconstramed, and in- 
 clined in the line of the ladder, the head 
 erect, the eyes directed to the reach of 
 the hands (Fig. i). 
 
 2. Kaise the right hand to the next spar, 
 
 the left following, lift the right foot to 
 
 the next spar, straighten the right knee, 
 
 and lift the left foot to the next spar. 
 
 . Kepeat. 
 
 In descending, slip the right foot down 
 to the next spar, the left following, slip the right hand 
 down to the next spar, the left following. Kepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 This exercise to be repeated with the hands lightly 
 grasping the sides of the ladder. 
 
THE INCLINED LADDER: FIRST SERIES. 337 
 
 Right side leading. 
 
 EXERCISE 2. I. Come to the position on the ladder, as 
 
 COURSE I. in the previous exercise Fig. 2. 
 
 (Fig. I). 
 
 2. Raise the right hand to the next 
 spar, and at the same time lift the right 
 foot to the next spar (Fig. 2) ; straighten 
 the right knee and lift the left hand 
 and left foot together to the same spar. 
 Repeat. 
 
 In descending, slip the right hand 
 down to the next spar, and at the same 
 time slip the right foot down to the next 
 spar, the left hand and left foot following. 
 Repeat. 
 
 This exercise to be repeated with the 
 left side leading. 
 
 This exercise to be repeated with the hands lightly- 
 grasping the sides of the ladder. 
 
 Right and left side. 
 
 EXERCISE 3. I. Come to the position on the ladder, as 
 
 COURSE I. previously. 
 
 2. Raise the right hand to the next spar, 
 and at the same time lift the right foot to the next spar, as 
 in Fig. 2 ; straighten the right knee, and at the same time 
 raise the left hand to the spar above that grasped by the 
 right, and lift the left foot to the spar above that occupied 
 by the right. Repeat the step, the leading hand and foot 
 
 Z 
 
ii^ 
 
 PHYSICAL EDUCATION. 
 
 always passing the spars occupied by the supporting hand 
 and foot. 
 
 In descending, pass the leading hand down to the spar 
 below that grasped by the supporting hand, and the leading 
 foot to the spar below that occupied by the supporting foot. 
 Kepeat. 
 
 This exercise to be repeated with the hands lightly 
 grasping the sides of the ladder. 
 
 Right and left, hand and foot. 
 
 Fii 
 
 EXERCISE 4. I. Come to the position on the ladder 
 
 COURSE I. as previously. 
 
 2. Raise the right hand 
 to the next spar, and at the same time 
 lift the left foot to the next spar 
 (Fig. 3) ; straighten the left knee, and at 
 the same time raise the left hand to the 
 spar above that grasped by the right, 
 and lift the right foot to the spar above 
 that occupied by the left. Repeat the 
 step, the leading hand and foot alw^ays 
 passing the spars occupied by the sup- 
 porting hand and foot. 
 
 In descending, pass the leading hand 
 to the spar below that grasped by 
 the supporting hand, and the leading 
 foot to the spar below that occupied by the supporting foot. 
 Repeat. 
 
 This exercise to be repeated with the hands lightly 
 grasping the sides of the ladder. 
 
THE INCLINED LADDER: FIRST SERIES. 
 
 339 
 
 Both hands at once. 
 
 EXERCISE 5. I. Come to the position on the ladder, 
 
 COURSE I. as previously. 
 
 2. Raise both hands to the next spar ; 
 lift the right foot to the next spar, the left following-. 
 Repeat. 
 
 In descending, slip the right foot down to the next spar, 
 the left following; slip both hands dow^n to the next spar. 
 Repeat. 
 
 This exercise to be repeated with the hands lightly 
 grasping the sides of the ladder. 
 
 With one hand. 
 
 EXERCISE 6. I. Place the right hand upon the hip 
 
 COURSE I. joint, the fingers to the front, the thumb to 
 
 the rear ; raise the left Fig, . 
 
 hand and grasp the spar nearest the reach 
 (Fig. 4), lift the right foot and place it 
 on the first spar, the left following. 
 
 2. Raise the left hand to the next spar, 
 lift the right foot to the next spar, 
 straighten the right knee, elongate the 
 trunk, and lift the left foot to the same 
 spar. Repeat. 
 
 In descending, slip the right foot down 
 to the next spar, the left following, slip 
 the left hand down to the next spar. 
 Repeat. 
 
 This exercise to be repeated with the left hand. 
 This exercise to be repeated with the hand lightly 
 grasping the side of the ladder. 
 
 Z 2 
 
340 
 
 PHYSICAL EDUCATION 
 
 With the feet only. 
 
 EXERCISE 7. I. Place both hands on the hip joint, 
 
 COURSE III. lift the right foot from the ground and 
 
 place it on the first Fig. 5 
 
 spar, the left following, the feet 
 advanced on the spar so that the rest 
 is nearly at the heel, and the front 
 of the leg nearly touching the spars ; 
 the column of the body inclined to 
 the front, the head in the same line 
 and the eyes directed to the front. 
 
 2. Lift the left foot to the second 
 spar (Fig. 5), straighten the left leg, 
 and at the same time lift the right 
 foot to the same spar. Repeat. 
 
 In descending, slip the left foot 
 down to the next spar, the right following. Repeat. 
 
 Second Series, 
 
 Position of attention, under the ladder. 
 
 Right hand leading. 
 
 By the spars, 
 
 EXERCISE 8. I. Raise the right hand and grasp the 
 
 COURSE I. spar nearest the reach, the left following, 
 
 the fingers and thumbs together ; lift the 
 right foot from the ground and place it on the nearest spar, 
 the left following, straighten the knees, elongate the trunk, 
 the arms bent at the half reach, the chest advanced, the 
 
THE INCLINED LADDER: SECOND SERIES. 341 
 
 body inclined in the line of, and close to the ladder, the head 
 back, the eyes directed to the reach 
 of the hands (Fig. 6). 
 
 2. Eaise the right hand to the 
 next spar, the left following ; lift 
 the right foot to the next spar, the 
 left following, straighten the knees 
 and elongate the trunk. Kepeat. 
 
 In descending, slip the right foot 
 down to the next spar, the left 
 following ; slip the right hand 
 down to the next spar, the left 
 following. Kepeat. 
 
 This exercise to be repeated with 
 the left hand leading. 
 
 EXERCISE 9 
 COURSE I. 
 
 Right side leading. 
 
 By the spars, 
 I. Come to the position under the ladder 
 
 as in the previous 
 exercise (Fig. 6). 
 
 2. Kaise the right hand to the 
 next spar, and at the same time 
 lift the right foot to the next spar 
 (Fig. 7), the left hand and foot 
 following on the left. Repeat. 
 
 In descending, slip the right 
 hand down to the next spar, and 
 at the same time slip the right 
 foot down to the next spar, the 
 left hand and left foot following to- 
 gether to the same spars. Repeat. 
 
 This exercise to be repeated 
 w4th the left side leading. 
 
 Fig. 7. 
 
342 
 
 PHYSICAL EDUCATION. 
 
 Right and left side. 
 
 By the spars, 
 
 EXERCISE lo. I. Come to the position under the ladder, 
 
 COURSE I. as previously. 
 
 2. Eaise the right hand to the next spar, 
 and at the same time lift the right foot to the next spar, 
 as in Fig. 7 ; straighten the right knee and at the same time 
 raise the left hand to the spar above that grasped by the 
 right, and lift the left foot to the spar above that occupied 
 by the right. Repeat the step, the leading hand and foot 
 always passing the supporting hand and foot. 
 
 In descending, pass the leading hand down to the spar 
 below that grasped by the supporting hand, and the leading 
 foot to the spar below that occupied by the supporting foot. 
 Repeat. 
 
 Right and left, hand and foot. 
 
 EXERCISE II 
 COURSE I. 
 
 as previously. 
 2. Raise the 
 right hand to the next spar and 
 at the same time lift the left foot 
 to the next spar (Fig. 8), straighten 
 the left knee and elongate the 
 trunk, and at the same time raise 
 the left hand to the spar above 
 that grasped by the right, and 
 the right foot to the spar above 
 that occupied by the left. Repeat 
 the step, the leading hand and foot 
 always passing the spars occupied 
 by the supporting hand and foot. 
 In descending, slip the leading 
 
 By the spars, 
 
 I. Come to the position under the ladder, 
 
 Fig. 8. 
 
THE INCLINED LADDER: SECOND SERIES. 
 
 343 
 
 hand down to the spar below that grasped by the supporting- 
 hand, and the leading foot to the spar below that occupied 
 by the supporting foot. Kepeat. 
 
 Both hands at once. 
 
 By the spars. 
 
 EXERCISE 12. I. Come to the position under the ladder. 
 
 COURSE II. as previously. 
 
 2. Raise both hands to the next spar, 
 and lift both feet to the next spar, straighten the knees and 
 elongate the trunk. Eepeat. 
 
 In descending, pass both feet down to the next spar, and 
 l)ass both hands down to the next spar. Repeat. 
 
 i:xERCiSE 13 
 
 COURSE II. 
 
 Right hand leading. 
 By the sides. 
 
 I. Come to the position under the ladder. 
 
 Fig. 9. 
 
 as previously, ex- 
 cept that the hands 
 grasp the sides of the ladder, right 
 and left, instead of the spars 
 (Fig. 9). 
 
 2. Raise the right hand to the 
 reach, the left following on the 
 left ; lift the right foot to the next 
 spar, the left following, straighten 
 the knees and elongate the trunk. 
 Repeat. 
 
 In descending, slip the right foot 
 down to the next spar, the left 
 following ; slip the right hand 
 down to the rest, the left following on the left. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
344 PHYSICAL EDUCATION. 
 
 Right side leading. 
 By the sides, 
 EXERCISE 14. I. Come to the position under the ladder, 
 
 COURSE II. grasping the sides, as in the previous 
 
 exercise (Fig. 9). 
 2. Kaise the right hand to the reach, and at the same 
 time lift the right foot to the next spar, the left tand and 
 foot following on the left. Repeat. 
 
 In descending, slip the right hand down to the rest, and 
 at the same time slip the right foot down to the next spar, 
 the left hand and left foot following on the left. Repeat. 
 This exercise to be repeated with the left side leading. 
 
 Right and left side. 
 
 By the sides. 
 EXERCISE 15. I. Come to the position under the ladder, 
 
 COURSE II. grasping the sides, as previously. 
 
 2. Raise the right hand to the reach, and 
 at the same time lift the right foot to the next spar ; 
 straighten the right knee, and at the same time raise the 
 left hand to the reach and lift the left foot to the spar 
 above that occupied by the right. Repeat the step, the 
 leading hand and foot always passing the supporting hand 
 and foot. 
 
 In descending, pass the leading hand down to the rest, 
 and at the same time slip the leading foot down to the spar 
 below that occupied by the supporting foot. Repeat. 
 
 Right and left, hand and foot. 
 By the sides. 
 EXERCISE 16. I. Come to the position under the ladder, 
 
 COURSE II. grasping the sides, as previously. 
 
 2. Raise the right hand to the reach, 
 and at the same time lift the left foot to the next spar ; 
 
THE INCLINED LADDER: SECOND SERIES. 345 
 
 straighten the left knee and elongate the trunk, and at the 
 same time raise the left hand to the reach and the right foot 
 to the spar above that occupied by the right. Eepeat the 
 step, the leading hand and foot always passing the supporting 
 hand and foot. 
 
 In descending, pass the leading hand down to the rest, 
 and at the same time slip the leading foot down to the spar 
 below that occupied by the supporting foot. Kepeat. 
 
 Both hands at once. 
 By the sides, 
 EXERCISE 17. I. Come to the position under the ladder, 
 
 COURSE III. grasping the sides, as previously. 
 
 2. Kaise both hands to the reach, lift 
 both feet to the next spar, straighten the knees and elongate 
 the trunk. Kepeat. 
 
 In descending, pass both feet down to the next spar, slip 
 both hands down to the rest. Kepeat. 
 
 .. • Right hand leading. 
 
 By spars and sides. 
 EXERCISE 18. I. Come to the position under the ladder, 
 
 COURSE II. as previously, except Fig. 10. 
 
 that the leading 
 hand grasps the spar, the supporting 
 hand grasps the side of the ladder 
 (Fig. 10). 
 
 2. Raise the right hand to the 
 next spar, raise the left hand the 
 same distance on the side ; lift the 
 right foot to the next spar, the 
 left following, straighten the knees 
 and elongate the trunk. Repeat. 
 
 In descending, slip the right foot 
 down to the next spar, the left 
 
34 <^ PHYSICAL EBUCATIOX. 
 
 following, slip the right hand down to the next spar, 
 the left following on the side the same distance. Kepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right side leading. 
 
 By spars and sides. 
 
 EXERCISE 19. I. Come to the position under the ladder, 
 
 COURSE II. grasping spar and side, as in the previous 
 
 exercise (Fig. 10). 
 
 2. Eaise the right hand to the next spar, and at the same 
 time lift the right foot to the next spar, the left hand and 
 left foot following the same distance. Eepeat. 
 
 In descending, slip the right hand down to the next spar, 
 and at the same time slip the right foot down to the next 
 spar, the left hand and left foot following the same distance. 
 Kepeat. 
 
 This exercise to be repeated with the left side leading. 
 
 Right and left side. 
 
 By spars and sides. 
 
 EXERCISE 20. I. Come to the position under the ladder, 
 
 COURSE II. grasping spar and side, as previously. 
 
 2. Eaise the right hand to the next spar, 
 and at the same time lift the right foot to the next spar ; 
 straighten the right knee, and at the same time raise the 
 left hand the distance of the step above the right and 
 the left foot to the spar above that occupied by the right. 
 Eepeat the step, the leading hand and foot always passing 
 the supporting hand and foot. 
 
 In descending, slip the leading hand and foot down the 
 distance of the step below the supporting hand and foot. 
 Kepeat. 
 
THE INCLINED LADDER: TIITRD SERIES. 
 
 Right and left, hand and foot. \ ^^j^^ 
 
 By spars and sides, ^^^/a 
 
 EXERCISE 2 1. I. Come to the position under the ladder^^"^^ ^ 
 
 COURSE II. grasping spar and side, as previously. 
 
 2. Kaise the right hand to the next spar, 
 and at the same time lift the left foot to the next spar ; 
 raise the left hand the distance of the step above the right, 
 and the right foot to the spar above that occupied by the 
 left. Kepeat the step, the leading hand and foot always 
 passing the suppoi*ting hand and foot. 
 
 In descending, slip the leading hand and foot down the 
 distance of the step below the supporting hand and foot. 
 Kepeat. 
 
 Both hands at once. 
 By spars and sides, 
 EXERCISE 2 2. I. Come to the position under the ladder, 
 
 COURSE III. grasping spar and side, as previously. 
 
 2. Kaise both hands the distance of the 
 sfep, the right gi'asping the next spar, the left grasping the 
 side ; lift both feet to the next spar, straighten the knees, 
 and elongate the trunk. Repeat. 
 
 In descending, slip both hands down the distance of the 
 step, pass both feet down to the next spar. Kepeat. 
 
 Third Series, 
 
 Position of attention above, under, or at the side of the ladder ; 
 according as the exercises are above, underneath or sideways. 
 
 Right hand leading. 
 
 By the sides, 
 
 EXERCISE 23. I. Kaise the right hand to the reach 
 
 COURSE III. and grasp the side of the ladder, the left 
 
 following on the left, the fingers and 
 
 thumbs meeting ; bend the arms to the half reach, lifting the 
 
348 
 
 PHYSICAL EDUCATION. 
 
 feet from the ground, the legs straight and together, the toes 
 pointed downwards, the trunk of the 
 body upright, the neck free, the 
 head held back, the eyes directed 
 to the reach of the hands (Fig. ii). 
 
 2. Kaise the right hand to the 
 reach, the left following on the 
 left ; bend the arms to the half 
 reach, retaining the trunk and lower 
 limbs in position. Repeat. 
 
 In descending, slip the right hand 
 down to the rest, the left following 
 on the left. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Hand over hand. 
 
 By the sides, 
 
 EXERCISE 24. I. Come to the position beneath the 
 
 COURSE III. ladder, grasping the sides, the legs sus- 
 
 pended, as in the previous exercise (Fig. 1 1). 
 
 2. Raise the right hand to the reach, bend the right 
 arm, and on the instant raise the left hand to the reach 
 beyond the right. Repeat, the leading hand always passing 
 the spar grasped by the supporting hand. 
 
 In descending, slip the leading hand down to the rest 
 below the supporting hand. Repeat. 
 
 Both hands at once. 
 
 By the sides, 
 
 EXERCISE 25. I. Come to the position beneath the 
 
 COURSE IV. ladder, grasping the sides, the legs sus- 
 
 pended, as previously. 
 2. Shoot up both hands to the reach, retaining the 
 
THE INCLINED LADDER: THIRD SERIES. 
 
 349 
 
 arms bent, and the trunk and lower limbs in position. 
 Eepeat. 
 
 In descending, slip both hands down to the reach. 
 Repeat. 
 
 Right hand leading. 
 
 By the spars. 
 
 I. Raise the right hand and gi-asp the 
 spar nearest the Fig. 12. 
 
 EXERCISE 26. 
 COURSE III. 
 
 reach, the left fol- 
 lowing, the fingers and thumbs 
 together ; bend the arms at the 
 half reach, lifting the feet from 
 the ground, the trunk and lower 
 limbs as in twenty-first exercise 
 (Fig. 12). 
 
 2. Raise the right hand to the 
 next spar, the left following, bend 
 the arms to the half reach, re- 
 taining the trunk and lower limbs 
 in position. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Hand over hand. 
 
 By the spars. 
 
 EXERCISE 27. I. Come to the position under the ladder, 
 
 COURSE III. grasping the spars, the legs suspended, as 
 
 in the previous exercise (Fig. 12). 
 
 2. Raise the right hand to the next spar, bend the right 
 arm, and on the instant raise the left hand to the spar above 
 that grasped by the right. Repeat, the leading hand 
 always passing the spar grasped by the supporting hand. 
 
 In descending, slip the leading hand down to the spar 
 below that grasped by the supporting hand. Repeat. 
 
350 PHYSICAL EDUCATION. 
 
 Both hands at once. 
 
 By the spars. 
 
 EXERCISE 28. I. Come to the position under the ladder, 
 
 COURSE IV. grasping the spars, the legs suspended, as 
 
 previously. 
 
 2. Shoot up both hands to the next spar, retaining the 
 arms bent, and the trunk and lower limbs in- position. 
 Repeat. 
 
 In descending, slip both hands down to the next spar. 
 Repeat. 
 
 Right hand leading. 
 
 By spars and sides. 
 
 EXERCISE 29. I. Come to the position under the ladder, 
 
 COURSE III. as previously, the legs suspended, the right 
 
 hand grasping the spar, the left hand grasp- 
 ing the sides of the ladder opposite the right. 
 
 2. Raise the right hand to the next spar, the left following 
 the same distance on the side. Repeat. 
 
 In descending, slip the right hand down to the next spar, 
 the left following the same distance on the side. Repeat. 
 
 This exercise to be repeated with the left hand leading 
 and grasping the spar, the right hand on the side. 
 
 Hand over hand. 
 
 By spars and sides, 
 
 EXERCISE 30. I. Come to the position under the ladder, 
 
 COURSE III. the legs suspended, the right hand grasping 
 
 the ladder, the left the spar, as in the 
 previous exercise. 
 
 2. Raise the right hand to the next spar, bend the right 
 arm, and on the instant raise the left hand to the reach 
 beyond the right. Repeat, the leading hand always passing 
 the supporting hand. 
 
THE INCLINED LADDER: THIRD SERIES, 
 
 35i 
 
 In descending, slip the right hand down to the next spar 
 below the left, slip the left down below the right. Repeat. 
 
 This exercise to be repeated, the left hand grasping the 
 spar, the right hand on the side. 
 
 Both hands at once. 
 By spars and sides. 
 EXERCISE 31. r. Come to the position under the ladder, 
 
 COURSE IV. the legs suspended, grasping the side and 
 
 spar, as previously. 
 2. Shoot up both hands the distance of the step (the 
 distance between the spars), the right grasping the next 
 spar, the left grasping the side of the ladder opposite the 
 right. Repeat. 
 
 In descending, slip both hands down the distance of the 
 step, as in the ascent. Repeat. 
 
 This exercise to be repeated, the left hand grasping tlie 
 spar, the right hand on the side. 
 
 EXERCISE 32 
 
 COURSE III. 
 
 Left hand leading. 
 
 Sidewai/s, 
 I. Raise the right hand, and passing it 
 
 above the ladder grasp 
 the spar nearest the 
 reach, the fingers and thumb meeting ; 
 raise the left hand, and passing it 
 under the ladder grasp the spar above 
 that grasped by the right ; bend the 
 arms and lift both feet from the 
 ground, the legs straight and together, 
 the toes pointed downwards, the trunk 
 of the body upright, the neck free, 
 the head slightly held back, the eyes 
 directed to the reach of the hands 
 (Fig. 13). 
 
 Fi 
 
 g. 13- 
 
352 PHYSICAL EDUCATION. 
 
 2. Raise the left hand to the next spar, raise the right 
 hand to the next spar. Repeat. 
 
 In descending, pass the right hand down to the next spar, 
 pass the left hand down to the next spar. Repeat. 
 
 This exercise to be repeated with the right hand leading. 
 
 Hand over hand. 
 
 Sideivays, 
 EXERCISE 33. I. Come to the position sideways, the 
 
 COURSE IV. legs suspended, grasping the spars, as in the 
 
 previous exercise (Fig. 13). 
 2. Raise the right hand to the spar above that grasped by 
 the left, elevate the body and raise the left hand to the spar 
 above that grasped by the right. Repeat. 
 
 In descending, pass the leading hand down to the spar 
 below that grasped by the supj)orting hand. Repeat. 
 
 Left hand leading. 
 
 Sideways, Legs up. 
 EXERCISE 34. I. Come to the position under the ladder, 
 
 COURSE III. grasping the spars Fig. 14. 
 
 as previously, except 
 that in lifting the feet from the 
 ground they are to be extended to 
 the front horizontally, the legs 
 straight and together, the toes pointed 
 to the front (Fig. 14). 
 
 2. Raise the left hand to the next 
 spar, raise the right hand to the 
 next spar. Repeat, retaining the 
 lower limbs in position. Repeat. 
 
 In descending, pass the right hand 
 down to the next spar ; pass the left hand down to the 
 next spar. Repeat. 
 
 Tliis exercise to be repeated with the left hand leading. 
 
THE INCLINED LADDER: THIRD SERIES. 
 
 353 
 
 Hand over hand. 
 
 Sideways. Legs up. 
 
 EXERCISE 35. I. Come to the position under the ladder, 
 
 COURSE IV. grasping the spars, the legs up, as in the 
 
 previous exercise (Fig. 14). 
 
 2. Kaise the right hand to the spar ahove that grasped by 
 the left, elevate the body and raise the left hand to the spar 
 above that grasped by the right. Kepeat. 
 
 In descending, pass the leading hand down to the spar 
 below that grasped by the supporting hand. Kepeat. 
 
 Left hand leading. 
 
 Ahove the ladder, 
 
 EXERCISE 36. I. Raise both hands and grasp the spar 
 
 COURSE IV. nearest the reach, 
 
 the fingers and 
 thumb meeting ; press strongly 
 from the hands, and straightening 
 the arms lift both feet from the 
 ground and pass them right and 
 left outside the ladder, the inside 
 of the foot lightly pressing against 
 the supports, the legs straight, the 
 toes pointed downwards, the chest 
 advanced, the head slightly bent 
 back (Fig. 15). 
 
 2. Raise the right hand to the 
 next spar, straighten the right arm, raise the left hand to 
 the same spar. Repeat. 
 
 In descending, slip the right hand down to the next spar, 
 the left following. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 A a 
 
354 PHYSICAL EDUCATION. 
 
 Hand over hand. 
 
 Above the ladder. 
 
 EXERCISE 37. I. Come to the position above the ladder, 
 
 COURSE IV. the legs suspended, as in the previous 
 
 exercise (Fig. 15). 
 
 2. Eaise the right hand to the next spar, straighten 
 the right arm, and on the instant raise the left hand to the 
 spar above that grasped by the right. Eepeat the step, the 
 leading hand always passing the spar grasped by the 
 supporting hand. 
 
 In descending, slip the leading hand down to the spar 
 below that grasped by the supporting hand. Repeat. 
 
 The first five exercises of the second series and the first 
 three exercises of the third series may be executed with the 
 hands reversed. 
 
 To descend rapidly. 
 
 Above the ladder. 
 
 Pass the right leg over the side of the ladder, the knee 
 bent, the foreleg pendent, the left leg following on the left. 
 Pass the right hand to the outside of the ladder, grasping 
 the support on the underside, the fingers and thumb 
 together, the left hand following on the left. Regulate the 
 rate of descent by the pressure of the hands. 
 
THE PEEPARED WALL. 
 
 This is in reality but one machine, although its triple 
 form, and the varying difficulty of performing the same 
 exercises on the different compartments, might justify its 
 being given as three separate machines. The first has 
 a series of holes in the boarded face of the wall arranged 
 at regular intervals, into which the hand and foot may 
 be inserted, and of sufficient depth to yield a full grasp 
 to the hand and complete rest to the foot; the second 
 has a series of projecting blocks, similarly arranged, 
 yielding only partial grasp to the hand and rest to the 
 foot; and the third has a series of shallow grooves, 
 affording a still more reduced space for the hand and 
 foot. It is this third compartment which has been 
 chosen for describing and illustrating the exercises, but 
 the exercises and their action and position are the same 
 on the other two. 
 
 Thus it will be seen that with this machine, not only 
 the exercises themselves regularly rise in difficulty, but 
 its triple form itself gives threefold scope to this pro- 
 gressive variety. 
 
 The exercises naturally divide themselves into a first 
 and second series, on the same principle as that which 
 distinguishes the series in the vertical climbing ap- 
 paratus ; the first series comprising those exercises in 
 which both the upper and lower limbs and trunk aid 
 in the ascent ; the second, those in which' the ascent is 
 accomplished by the action of the upper limbs alone. 
 
 The wall should not be less than 12 feet or more 
 than 18 feet high; the face of it being closely boarded. 
 
 A a 2 
 
35^ 
 
 PHYSICAL EDUCATION. 
 
 The lirst division should have a series of holes cut 
 through the boarding, 15 inches apart in width and 
 9 inches apart in height. The second should have 
 projecting blocks screwed on the boarding and arranged 
 at the same distances apart as the holes. The third 
 should have \\ inch boards 11 inches wide screwed 
 on the face boarding, with a space of ij inch be- 
 tween the boards, thus forming grooves. This' division 
 should not be less than 6 feet in length, and may be 
 as much longer as is convenient, giving facilities for 
 several men ascending together keeping step and time. 
 
 First Series . . WUh hands and feet 
 Second Series . With hands only. 
 
 First Series. 
 Position of attention facing the wall, the toes touching it 
 Right hand leading. 
 exercise I. I. Eaise the right hand and grasp 
 
 thi 
 
 Fig. I. 
 
 Fig. 2. 
 
 COURSE I. ledge 
 ofthe 
 groove nearest the 
 reach, the left fol- 
 lowing at the dis- 
 tance to the same 
 groove ; lift the 
 right foot from the 
 ground and rest 
 the point of the 
 foot in the first 
 groove, the left 
 following to the 
 same groove, the 
 toes slightly turn- 
 ed outwards ; straighten the knees and elongate the trunk 
 
THE PREPARED WALL : FLRST SERLES. 
 
 357 
 
 to the half reach of the hands, the whole column of the 
 body held firm and upright, the legs together, the loins 
 and hips pressed inwards, the chest advanced and held 
 close to the wall, the shoulders flat, the head slightly 
 held back, the eyes directed to the reach of the hands 
 (Fig. I). 
 
 2. Eaise the right hand to the next groove (Fig. 2), the 
 left following at the distance ; raise the right foot and rest 
 it in the second groove, the left following ; straighten the 
 knees and elongate the trunk. Kepeat. 
 
 In descending, slip the right foot down to the next groove, 
 the left following ; slip the right hand down to the next 
 groove, the left following. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 ' The right side leading. 
 
 KXERCISE 2 
 COURSE I. 
 
 I. Come to the position on the wall, as in 
 
 Fig. 3. 
 
 the previous exercise 
 (Fig. I). 
 
 2. Raise the right hand to the next 
 groove, and at the same time lift the 
 right foot to the next groove (Fig. 3), 
 the left hand and left foot following 
 together the same distance ; straighten 
 the knees and elongate the trunk. 
 Repeat. 
 
 In descending, slip the right hand 
 down to the next groove, and at the 
 same time slip the right foot down to 
 the next groove, the left hand and 
 left foot following together the same 
 distance. Repeat. 
 
 This exercise to be repeated with the left side leading. 
 
358 
 
 PHYSICAL EDUCATION. 
 
 Right and left side. 
 
 EXERCISE 3. I. Come to the position on the wall, as 
 
 COURSE I. previously. 
 
 2. Kaise the right hand to the next groove, 
 and at the same time lift the right foot to the next groove, 
 as in Fig. 3 ; straighten the right knee, bend the right arm, 
 and elongate the trunk, and at the same time raise the 
 left hand to the groove above that occupied by the right, 
 and lift the left foot to the groove above that occupied 
 by the right. . Repeat the step, the leading hand and foot 
 always passing the grooves occupied by the supportin^^ 
 hand and foot. 
 
 In descending, slip the leading hand down to the groove 
 below that occupied by the supporting hand, and the lead- 
 mg foot to the groove below that occupied by the supporting 
 foot. Repeat. 
 
 Right and left, hand and foot. 
 EXERCISE 4. I. Come to the position on the wall, as 
 
 COURSE I. previously. 
 
 2. Raise the right 
 hand to the next groove, and at the 
 same time lift the left foot to the 
 next groove (Fig. 4) ; straighten 
 the left knee, bend the right arm, 
 and elongate the trunk, and at the 
 same time raise the left hand to the 
 groove above that occupied by the 
 right, and lift the right foot to the 
 groove above that occupied by the 
 left. Repeat the step, the leading 
 hand and foot always passing the 
 grooves occupied by the supporting 
 hand and foot. 
 
 In descending, slip the leading hand down to the groove 
 
 Fii 
 
THE PREPARED WALL: FIRST SERIES, 
 
 359 
 
 below that occupied by the suppoi-ting hand, and at the 
 same time slip the leading foot down to the groove below 
 that occupied by the supporting foot. Repeat. 
 
 Both hands at once. 
 
 EXERCISE 5. I. Come to the position on the wall, as 
 
 COURSE II. previously. 
 
 2. Shoot up both hands to the next 
 groove ; lift both feet, without bending the arms, and rest 
 them in the next groove ; straighten the knees and elongate 
 the trunk. Repeat. 
 
 In descending, slip both feet down to the next groove, 
 retaining the lower limbs in position ; slip both hands down 
 to the next groove. Repeat. 
 
 With one hand. 
 
 EXERCISE 6. I. Place the left hand on the hip joint. 
 
 COURSE III. the thumb to the rear, the fingei's to the 
 
 front ; raise the right J^ig- 5- 
 
 hand to the groove nearest the reach, 
 lift the left foot to the first groove, 
 the right following ; straighten the knees 
 and elongate the trunk to the half reach 
 of the right hand (Fig. 5). 
 
 2. Press the body close in to the wall 
 and instantly raise the right hand to 
 the next groove, lift the left foot to 
 the next groove, the right following, 
 straighten the knees and elongate the 
 trunk. Repeat. 
 
 In descending, slip the left foot down 
 to the next groove, the right following ; 
 slip the right hand down to the next groove. Repeat. 
 
 This exercise to be repeated with the left hand. 
 
360 
 
 PHYSICAL EDUCATION. 
 
 Second Series, 
 
 Position of attention facing the wall, the toes touching it. 
 
 Right hand leading. 
 
 EXERCISE 7. I. Kaise the right hand and grasp the 
 
 COURSE III. ledge of the groove nearest the reach, the 
 
 left following at the ^. ^ 
 
 Fi<?. 6. 
 distance to the same groove ; bend 
 
 the arms to the half reach of the 
 hands, lifting the feet from the ground, 
 the lower limbs pendent, the toes 
 pointed downwards, the legs straight 
 and together touching the wall, the 
 trunk of the body held firm and up- 
 right, the head slightly held back, 
 the eyes directed to the reach of the 
 hands (Fig. 6). 
 
 2. Raise the right hand to the next 
 groove, the left following to the same 
 groove ; bend the arms and raise the - 
 
 body to the half reach of the hands. Repeat. 
 
 In descending, slip the right hand down to the next 
 groove, the left following at the distance, retaining the arms 
 bent at the half reach. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right and left. 
 
 EXERCISE 8. I. Come to the position on the wall, the 
 
 COURSE IV. legs suspended, as in the previous exercise 
 
 (Fig. 6). 
 
 2. Raise the right hand to the next groove and elevate 
 
 the body to the rest of the left hand, and on the instant 
 
THE PREPARED WALL: SECOND SERIES. 36 1 
 
 raise the left hand to the groove above that occupied by the 
 riylit. Eepeat, the leading hand always passing the groove 
 occupied by the supporting hand. 
 
 In descending, slip the leading hand down to the groove 
 below that occupied by the supporting hand. Repeat. 
 
 Both hands at once. 
 
 EXERCISE 9. I. Raise both hands to the groove nearest 
 
 COURSE IV. the reach, bend the arms to the half reach, 
 
 and come to the position, the legs suspended 
 as previously. 
 
 2. Shoot up both hands to the next groove, bend the arms, 
 and elevate the body to the rest of the hands. Repeat. 
 
 At the last step rest both feet on the nearest groove, and 
 descend by slipping both feet down to the next groove, re- 
 taining the lower limbs in position ; slip both hands down 
 to the nearest gi'oove. Repeat. 
 
CLIMBING. 
 
 An upright object presents itself as the most perfect 
 form of machine to be ascended by climbing, and the hands 
 are the chief agent in affecting the ascent, for they not only 
 aid in the execution of every exercise, simple or difficult, 
 in which the feet take a share, but there is a large series 
 embracing the most difficult and artistic exercises, in which 
 the body is sustained and elevated by the hands alone. 
 
 Following out this idea, a perfectly vertical object, of 
 girth capable of being grasped by the hand, may be viewed 
 as the typical machine for climbing. But this simple 
 description of machine instantly takes a dual form from 
 the nature of the material of which it is constructed ; it is 
 either hard and firm, like the wooden pole affording un- 
 yielding fulcra to the muscles of the hands in their grasp, 
 and to those of the feet in their clasp, or it is soft and 
 pliable like the hempen rope, the characteristics of which 
 are the reverse of these. 
 
 We have thus at the very outset two machines, giving 
 origin to the two divisions of machines employed in this 
 section, the one being the single upright pole, fixed or 
 suspended, and the other, its companion machine, the single 
 rope similarly placed ; and all deviations from these two, 
 either in dimensions, number, or position, are but modifica- 
 tions of them, designed for special purposes. 
 
 Where the single pole is retained, and its dimensions only 
 are altered, every gradation of size niay be obtained until 
 the girth of the mast is reached, the exercises being modified 
 or changed with the alteration in the dimensions of the 
 machine. Where the single pole is retained, and its position 
 
CLIMBING. 363 
 
 changed for the inclined one, the exercises again change, 
 taking a range both wide and varied ; and when the pole, 
 from being fixed, is made to turn on its axis, again the 
 exercises, in action and position, in nature and purpose, 
 change also. 
 
 The first division, springing from the slender, upright 
 pole, branches first into the pair of poles, arranged in such 
 a position as to present one to each hand about the wddth of 
 the shoulders apart, the body to be sustained betw^een the 
 two, and from this arrangement springs an arduous series 
 of exercises ; next, into those poles which, being inclined, 
 present a long series of simple exercises, the altered position 
 of the poles altering the entire character o the exercises to 
 be executed upon them. 
 
 The second branch, springing from the single vertical 
 rope, also takes a very extended form. A double rope is 
 not accepted, as yielding no exercise sufficiently removed 
 from those on the pair of poles to justify its adoption as 
 a separate machine. A wider range of exercises, in which 
 the lower limbs also are employed, is afforded by the rope 
 than by the pole, and those in which. the hands alone sustain 
 and elevate the body are all a degree harder than the cor- 
 responding ones on its companion machine. The single rope 
 may be simple or knotted, the knots being formed in the rope 
 itself, or superadded ; and every change will to some extent 
 enlarge the range of the exercises, qualify their difficulty, 
 and vary the parts of the body required for their execution. 
 
 In all forms of climbing the position varies but little with 
 regard to the trunk of the body, because it is determined by 
 principles which are equally important in every exercise, viz. 
 to set the limbs free from the due execution of the move- 
 ments of the step, to preserve the equilibrium, and to give 
 full scope to respiration ; but wuth regard to the limbs, it is 
 varied in every exercise on each machine. 
 
 In the initiatory practice, the instructor should count 
 the time for the learner — one, two, three, — for the three 
 
364 PHYSICAL EDUCATION, 
 
 separate movements of the step, at a pace proportionate to 
 his ability, taking care that each step is of the same length, 
 and executed at the same speed as the others ; perfect 
 cadence and rhythm should accompany the whole of each 
 exercise, both in the ascent and descent. 
 
 The initiatory practice should consist of brief efforts, and 
 the instructor should give the ' halt ' on the slightest indica- 
 tion of exhaustion or insecurity of grasp ; a pause, less or 
 more protracted, should always follow the halt, and as much 
 care should be given to the descent as to the ascent ; the last 
 step should be as carefully completed as any in the exercise, 
 the feet should be set leisurely upon the ground, and the 
 grasp of the hands quietly relinquished, the movement 
 being closed in the original position of ' attention,' and place 
 immediately given to another climber. 
 
 The instructor should also carefully impress upon the 
 learner the desirability of executing every exercise quietly 
 and steadily, of keeping the countenance quiet even under 
 the most severe efforts, and of never, on any occasion, 
 speaking while executing an exercise himself, or of addressing 
 any one else who is doing so. 
 
THE VERTICAL POLE. 
 
 It is characteristic of simple climbing, i. e. that 
 form of climbing in which all the resources of the 
 body capable of aiding in the ascent are called into 
 action, that the upper and lower limbs and trunk all 
 receive a fail' share of well-distributed employment. 
 The &st series gives the same employment in every 
 exercise to the lower half of the body, with a different 
 mode of employment to the upper, in each separate 
 one. In the fiji'st exercise (which is considered the 
 easiest mode of ascent, because neither hand is ever 
 separated for a moment from the pole, while both are 
 acting during the elevation of the body which completes 
 each step), one side of the body leads throughout the 
 ascent and the other throughout the descent. In an 
 elementary sense this feature can be turned to great 
 advantage if one side of the body be weaker than 
 the other, by giving that side the lead, and conse- 
 quently the largest share of employment; in a practical 
 sense by making the strongest and most dexterous 
 member the leading one, and consequently the chief 
 agent in the ascent.. In the next form, where the 
 action is alternated right and left, the equalization 
 of the body is preserved on the same principle as in 
 certain exercises in the preceding section, from the fact 
 that both sides are separately, and each for itself and 
 by itself, doing the same amount of work, and there- 
 fore the weaker side, being the w^eaker, is virtually 
 
^66 PHYSICAL EDUCAT/OAT. 
 
 doing more — is being urged to greater activity, reaping 
 a proportionately greater advantage. Here each hand, 
 during its elevation, entirely quits the pole, and the 
 body is raised on the elevation of each. In the fourth 
 exercise both hands act together, both in the ascent 
 and descent, thus both quitting the pole at the same 
 instant. 
 
 In all these exercises the column of the' body is 
 maintained in the position most favourable to free 
 respiration. 
 
 The instructor should take care that the learner 
 places his hands and feet in their proper order and 
 position in commencing each exercise ; the leading arm 
 should be completely extended to the reach at each step, 
 and the arms must not be bent when the feet are lifted, 
 but only when the elongation of the legs and trunk 
 renders it necessary in the third movement of the step. 
 Beginners frequently try to struggle up the machine 
 by means of the hands only, the instructor should 
 therefore carefully explain to them how one part of 
 the body assists the other in making the ascent, and 
 how, upon the correct employment of these various 
 parts, the facility and elegance of climbing depend. 
 When the feet are lifted in the second movement, 
 the upper part of the bjdy must not be allowed to 
 incline backwards, but the back must be bent outwards. 
 
 In the third movement, the legs and trunk must be 
 straightened without jerk, and the whole body be kept 
 as close to the pole as possible. In the descent, the legs 
 and trunk should be kept straight throughout, the body 
 being sustained by the legs during the movements of the 
 hands. 
 
 In the second exercise, the upper pai-t of the body 
 must not be allowed to sway too much from side to 
 
THE. VERTICAL POLE, 367 
 
 side, which is apt to result from the separate employment 
 of the hands ; and in the descent the moving hand 
 should not be placed until the opposite ai*m is perfectly 
 extended. 
 
 The second series of exercises on this machine is of 
 a much more arduous character than the fii-st. In the 
 former the upper limbs take up and repeat the action of 
 the latter, but they are entirely unaided by the lower 
 limbs and trunk, and in some exercises the position of 
 these is chosen for its value in an elementary sense, its 
 object being to heighten the difficulty of the exercise, 
 and to intensify the action of the upper part of the 
 body, by acting strongly against it. 
 
 In the first exercise of this series, the lower half of 
 the body is merely held quiescent, and in the position 
 most favourable to the ascent ; in the second, it is 
 held formally in the line of the machine ; and in the 
 third, the same formality of position is preserved with 
 the lower half, while the upper is employed in rapid 
 action, elevating the whole. 
 
 The elementary value of this second series is very 
 great, developing powerfully not only the muscular 
 energies of the arms and upper portion of the trunk, 
 but the tenacity and security of the grip of the hands, 
 and the facility and readiness of action of the upper 
 limbs, either in separate or combined effort. 
 
 In performing the exercises the learner must be in- 
 structed not to allow the left side to sway round to 
 the left side of the pole ; but the hands must ascend and 
 descend in a straight line, and the same side of the pole 
 be retained throughout. In the second exercise, be- 
 ginners are very apt to make a more complete step 
 with the left hand than with the right, because they 
 are better able to support themselves with the right 
 
368 PHYSICAL EDUCATION, 
 
 while the left moves, and for the same reason to allow 
 the left arm to relax while the right moves, so that 
 special attention is required to ensure an equal step 
 with each hand. In the fourth exercise the body 
 must not be allowed to recede as the hands are moved, 
 and the movement of these must therefore take place 
 before the flexion of the arms is quite complete. 
 
 In the last exercise a strong pressure of the feet will 
 be required to prevent the body from receding as the 
 hand is raised to the reach, and the upper part of the 
 body must be kept as close as possible to the pole 
 throughout. 
 
 During the first few steps, the position of the in- 
 structor should be where he can best observe the 
 movements of the climber; afterwards, his position 
 should be behind the climber on the left, that he 
 may be able to interpose his right hand in the event 
 of a slip. 
 
 The vertical pole may be of any height from 15 feet 
 to 30 feet, and there should be in a gymnasium three 
 or four of different diameter, viz. 2 inches, %\ inches, 
 and 3 inches. 
 
 First Series . . . With hands and feet. 
 Second Series . . . With hands only. 
 
 First Series, 
 
 Position of attention facing the pole, ^ 
 
 Right hand leading. 
 
 exercise i. I. Kaise the right hand to the reach and 
 
 COURSE I. grasp the pole, the left following (Fig. i) ; 
 
 lift the right foot from the ground and 
 
 place it against the left side of the pole, the knee on the 
 
THE VERTICAL POLE: ETRST SERIES. 
 
 3^9 
 
 right side (Fig. 2) ; lift the left foot and place it in front of 
 the pole, the ankles crossing, the outside edges of the feet 
 together, the pole between them (Fig. 3) ; straighten the 
 legs and elongate the trunk ; the whole column of the body 
 upright, the chest advanced, the shouldei-s flat, the elbows 
 in by the sides, the hands at the half reach, the neck free, 
 the head slightly held back, the chin elevated, the eyes 
 directed to the reach of the hands (Fig. 4). 
 
 2. Kaise the right hand to the reach and grasp the pole, 
 the left following ; draw up the lower lunbs without re- 
 
 Fig. I. 
 
 Fig. 2. 
 
 Fig. 3. 
 
 Fig. 4 
 
 
 Vp. 
 
 Zh 
 
 linquishing their clasp of the pole, allowing it, as it were, 
 merely to slip between, and without bending the arms, as in 
 Fig. 3; tighten the clasp of the feet when elevated, straighten 
 the knees, and elongate the trunk to the rest of the hands, 
 as in Fig. 4. Kepeat. 
 
 In descending, slip the left hand down opposite the 
 breast and grasp the pole, the right following ; slacken the 
 clasp of the lower limbs, lower the body to the reach of 
 
 Bb 
 
370 
 
 PHYSICAL EDUCATION. 
 
 the hands, retaining the legs straight and the pole between 
 them. Repeat. 
 
 This exercise to be repeated with the left hand leading, 
 the relative positions of the feet reversed. 
 
 Hand over hand. 
 
 EXERCISE 2. I. Grasp the pole, raise the 
 
 COURSE I. legs, and come to the position 
 
 as in the previous exercise 
 
 (Fig. 3). 
 
 2. Raise the right hand to the reach and grasp 
 the pole (Fig. 5), draw up the lower limbs 
 without bending the right arm, straighten the 
 legs, and elongate the trunk to the rest of the 
 right arm. Repeat, raising the left hand to the 
 reach, the right and left hand alternating 
 throughout. 
 
 In descending, slip the leading hand down 
 opposite the breast and grasp the pole, lower 
 the body to the reach of the supporting hand, 
 the legs straight and the pole between them. 
 Repeat. 
 
 Fig. 5. 
 
 Hand over hand. 
 
 A Second Method. 
 
 EXERCISE 3. I. Come to the position on the pole 
 
 COURSE I. (Fig. 3), as previously. 
 
 2, Raise the left hand to the half reach 
 above the right, and raise the right to the reach above the 
 left, draw up the lower limbs, straighten the legs, and 
 elongate the trunk. Repeat. 
 
 Descend as in the previous exercise. 
 
THE VERTICAL POLE: FIRST SERIES. 
 
 371 
 
 Both hands at once. 
 
 EXERCISE 4. I. Eaise both hands to the reach and 
 
 COURSE II. grasp the pole ; lift both feet from the 
 
 ground and clasp the pole, the ankles cross- 
 ing, as previously, bringing the hands to the half reach 
 as in Fig. 4, the rest of the body in position. 
 
 2. Shoot up both hands to the reach, draw up the lower 
 limbs without bending the arms, straighten the knees and 
 elongate the trunk. Eepeat. 
 
 In descending, slip both hands down opposite the breast 
 and grasp the pole, lower the body to the reach of the 
 hands. Kepeat. 
 
 With one hand. 
 
 EXERCISE 5. I. Raise the right hand to the reach and 
 
 COURSE III. grasp the pole ; spring from y\q. 6. 
 
 the ground and clasp the pole 
 with the feet as in first exercise, bringing the 
 right hand to the half reach ; place the left 
 hand on the hip joint, the fingers to the front, 
 the thumb to the rear, the rest of tlie body 
 in position. 
 
 2. Tighten the clasp of the feet, raise the 
 right hand to the reach (Fig. 6), draw up 
 the lower limbs without bending the arm, 
 straighten the knees and elongate the trunk. 
 Repeat, 
 
 In descending, slip the right hand down 
 opposite the breast, lower the body to the 
 half reach of the hand. Repeat. 
 
 This exercise to be repeated with the left huid. 
 
 B b 2 
 
372 
 
 PHYSICAL EDUCATION, 
 
 Second Series, 
 
 Position of attention facing the pole. 
 
 Right hand leading. 
 
 EXERCISE 6. I. Eaise the right hand Fig. 7. 
 
 COURSE III. to the reach and grasp the 
 
 pole, the left following ; 
 lift both feet from the ground and pass 
 them to the right side of the pole, the hands 
 at the half reach, the left thigh slightly 
 pressing against it ; the legs together and 
 straight and slanting to the front, the 
 toes pointed in the same direction, the 
 trunk of the body held firm and upright, 
 the chest advanced, the shoulders flat, the 
 elbows in by the sides, the head slightly 
 held back, the eyes directed to the reach of 
 the hands (Fig. 7). 
 
 2. Eaise the right hand to the reach and 
 grasp the pole, the left following ; elevate 
 the body to the half reach of the hands. 
 Repeat. At the last step, clasp the pole 
 with the feet, the ankles crossing. 
 
 In descending, grasp the pole firmly with 
 the left hand, and pass the right outside 
 the pole over to the left breast, against 
 which press the open palm (Fig. 8) ; pass 
 the left outside of these, and with the open 
 palm press the outside of the right forearm. 
 By the clasp of the feet and the pressure 
 of the arms guide the rate of descent. 
 
 This exercise to be repeated with the 
 lower limbs on the left side of the pole. 
 
 These exercises to be repeated with the left hand leading. 
 
 Fig. 8. 
 
THE VERTICAL POLE: SECOND SERIES. 
 
 373 
 
 Hand over hand. 
 
 EXERCISE 7 
 COURSE III. 
 
 I. Raise the right hand to 
 the reach and grasp the pole, 
 the left following ; lift both 
 feet from the ground, raising the body until 
 the hands are at the half reach ; the legs 
 straight and together, the toes pointed down- 
 wards, and slightly turned out (the pole lying 
 free between them), the column of the body 
 perfectly upright and in the line of the pole, 
 the head erect, the eyes du-ected to the reach 
 of the hands (Fig. 9). 
 
 2. Raise the right hand to the reach, elevating 
 the body to the rest of the left ; raise the left 
 hand to the reach, elevating the body to the 
 
 Fig. 9. 
 
 rest of the right. Repeat. 
 At the last step clasp the 
 pole with the feet, the 
 ankles crossing. 
 
 In descending, remove 
 the hands from the pole and 
 extend the arms horizontally 
 to the side, right and left, 
 the fingers together, the 
 palms to the front (Fig. 
 10). Guide the descent by 
 the pressure of the lower 
 limbs. 
 
 Fig. 10. 
 
 Both hands at once. 
 
 EXERCISE 8. I. Raise both hands to the reach and 
 
 COURSE IV. grasp the pole, the legs suspended on the 
 
 side of the pole (Fig. 7). 
 
374 PHYSICAL EDUCATION. 
 
 2. Shoot up both hands to the reach and grasp the 
 pole, elevate the body to the half reach of the hands. 
 Repeat. 
 
 In descending, slip both hands down opposite the breast 
 and grasp the pole, lower the body to the half reach of the 
 hands. Kepeat. 
 
THE VERTICAL POLE. 
 {Fixed close to a ivalL) 
 
 The difficulty of the exercises on this machine in 
 this position is almost solely owing to its position 
 against a wall, whereby the freedom of the hand-grasp 
 and the clasp of the lower limbs are entirely lost. Ail 
 its exercises are of an arduous description, and can 
 only be accomplished after the hand and forearm 
 have been strengthened by similar but less difficult 
 exercises. 
 
 This machine is a pole, 3 inches in diameter, fixed 
 within I i inch of the face of a wall by means of small 
 wooden blocks at intervals behind it. It may be fixed 
 on part of the front of the Prepared Wall. 
 
 First Series . . . Hands and feet 
 Second Series . . . Hands and knees. 
 
 First Series, 
 
 Position of attention facing the wall, the toes touching it. 
 
 Right hand leading. 
 
 exercise t. i. Eaise the right hand to the reach and 
 
 COURSE III. grasp the pole, the fingers and thumb 
 
 meeting, the left following close under it ; 
 
 lift the right foot from the ground and place it flat upon 
 
376 
 
 PHYSICAL EDUCATION. 
 
 the wall as high as the hip, on the right side of, and close 
 
 Fig. I. 
 
 to, the pole, the left following on 
 the left (Fig. i). 
 
 2. Slightly incline the body to 
 the left front, raise the right hand 
 to the reach, incline the body to 
 the right front, raise the left hand 
 to the reach, grasp strongly with 
 both hands, lift the right foot the 
 distance of the step, the left follow- 
 ing on the left. Repeat. 
 
 In descending, slip the left foot 
 down the distance of the step, the 
 right following ; slip the left hand 
 down opposite the breast, the right 
 following. Eepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right side leading. 
 
 EXERCISE 2. I. Grasp the pole, raise the legs and 
 
 COURSE III. place the feet on the wall, as in the previous 
 
 exercise (Fig. i). 
 
 2. Slightly incline the body to the left front, raise 
 the right hand to the reach and at the same time lift the 
 right foot the distance of the step, the left hand and left 
 foot following together the same distance. Repeat. 
 
 In descending, slightly incline the body to the left front, 
 slip the right hand down opposite the breast, and at the 
 same time slip the right foot down the same distance. 
 Repeat. 
 
 This t'Xtreise to l)e repeated with the left side leading. 
 
THE FIXED VERTICAL POLE: FIRST SERIES 377 
 
 EXERCISE 3 
 COURSE III. 
 
 Right and left side. 
 
 I. Come to the position on the pole, the 
 
 Fi^. 2. 
 
 feet on the wall, as 
 
 previously. 
 2. Slightly incline the body to the 
 left front, raise the right hand to the 
 reach, and at the same time lift the 
 right foot the distance of the step 
 (Fig. 2) ; incline the body to the right 
 front, raise the left hand to the reach 
 above the right, and at the same time 
 lift the left foot the distance of the 
 step beyond the right. Kepeat. 
 
 In descending, incline the body to 
 the supporting side, pass the leading 
 hand down opposite the breast, and 
 at the same time slip the leading foot 
 down the distance of the step. Repeat. 
 
 Right and left, hand and foot. 
 
 EXERCISE 4. I. Come to the position on the pole, the 
 
 COURSE III. feet on the wall, as Fig. 3. 
 
 previously. 
 
 2. Raise the right hand to the 
 reach, and at the same time lift the 
 left foot the distance of the step 
 (Fig. 3); raise the left hand to the 
 reach, and at the same time lift the 
 right foot the distance of the step. 
 Repeat. 
 
 In descending, pass the leading 
 hand down opposite the breast, and 
 at the same time slip the leading 
 foot down the distance of the step. 
 Repeat. 
 
37« 
 
 PHYSICAL EDUCATION. 
 
 Second Series. 
 
 Position of attention facing the wall, the toes touching it. 
 
 Right hand leading. 
 
 EXERCISE 5 
 COURSE III. 
 
 Eaise the right hand to the reach and 
 
 Fig. 4- 
 
 grasp the pole, the left 
 following close under it ; 
 spring from the ground and bring both 
 knees against the wall, as high as the 
 waist, one on each side of the pole, touch- 
 ing it (Fig. 4). 
 
 2. Raise the right hand to the reach, 
 the left following, grasp strongly with the 
 hands and spring upwards from both 
 knees. Eepeat. 
 
 In descending, slip the left hand down 
 opposite the breast, the right following, 
 grasp strongly and slip both knees down 
 the distance of the step. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Right side leading. 
 
 EXERCISE 6. I. Come to the position on the pole, the 
 
 COURSE III. knees against the wall, as in the previous 
 
 exercise (Fig. 4). 
 
 2. Raise the right hand to the reach, and at the same 
 time lift the right knee the distance of the step, the left 
 hand and left knee following the same distance. Repeat. 
 
 In descending, slip the right hand down opposite the 
 breast, and at the same time slip the right knee down 
 the same distance, the left hand and knee following together 
 on the left. Repeat. 
 
 This exercise to be repeated with the left side leading. 
 
THE FIXED VERTICAL POLE: SECOND SERIES. 379 
 
 Right and left side. 
 
 EXERCISE 7. I. Come to the position on the pole, the 
 
 COURSE IV. knees against the wall, as previously. 
 
 2. Raise the right hand and knee, as in 
 preceding exercise ; raise the left hand and left knee the 
 distance of the step beyond the right hand and right knee. 
 Repeat, the leading hand and knee always passing the 
 supporting hand and knee. 
 
 In descending, pass the leading hand down opposite the 
 breast, and at the same time slip the leading knee down 
 the distance of the step. Repeat. 
 
 Right and left, hand and knee. 
 
 EXERCISE 8. 1 . Come to the position, the knees against 
 
 COURSE IV. the wall, as previously. 
 
 2. Raise the right hand to the reach, and 
 at the same time lift the left knee the distance of the step ; 
 raise the left hand to the reach, and at the same time lift the 
 right knee the distance of the step. Repeat. 
 
 In descending, pass the leading hand down opposite the 
 breast, and at the same time slip the leading knees down 
 the distance of the step. Repeat. 
 
 Both hands at once. 
 
 EXERCISE 9. I. Come to the position, the knees against 
 
 COURSE IV. the wall, as previousl3^ 
 
 2. Raise both hands to the reach, grasp 
 the pole strongly, and spring upward with both knees the 
 distance of the step. Repeat. 
 
 In descending, slip both hands down opposite the breast, 
 grasp the pole strongly, and slip both knees down the dis- 
 tance of the step. Repeat. 
 
THE SLANTING POLE. 
 
 The first series of exercises on this machine, UTider 
 the pole, are substantially the same as the corresponding 
 series on the vertical pole, with this difference, that 
 their difficulty is much reduced by its inclined position. 
 The hands still follow the same modes of action as 
 on the vertical machine, but with less difficulty, and 
 the lower limbs bear altogether a less important part 
 in the step, and consequently receive less benefit from it. 
 This machine may for these reasons be made intro- 
 ductory to the vertical one, when, as will sometimes be 
 the case, the simplest exercises on the latter are found 
 too difficult for the beginner. 
 
 The second series, above the pole, is also essentially 
 initiatory, but is valuable both in an elementary and 
 practical sense. The exercises comprised in it are safe 
 and interesting, besides giving much light and well 
 distributed movement to both trunk and limbs ; as, the 
 reach being made and the lower limbs drawn up, the 
 elongation of the trunk is almost entirely effected by 
 the action of the back and loins. 
 
 The exercises in the third series, under the pole^ are 
 executed entirely by the upper part of the body and the 
 upper limbs, thus corresponding with the second series 
 on the veitical machine, but, as in the series corre- 
 sponding with the first, they are of a much less arduous 
 nature, owing to the inclined position of the machine. 
 
 It will be seen that the first and thii'd series of 
 exercises on this machine entirely correspond with the 
 
THE SLANTING POLE: FIRST SERIES. 38 1 
 
 first and second series on the pole in its vertical position, 
 while every exercise is lessened in difficulty by its 
 inclination ; and as this changed position presents an- 
 other surface, a third and intermediate series is afforded 
 of an entirely different character to either, in which 
 the column of the body is supported on the pole itself. 
 This machine, therefore, is in all respects a valuable 
 companion to the vertical one, with all the correspond- 
 ing exercises slightly reduced in difficulty for the special 
 practice of less able beginners. 
 
 The position of the instructor should be under the 
 pole, because all falls from this machine will be under 
 it ; except when the climber is learning the movements 
 of the step in the second series, when the instructor 
 should be in front of the pole behind the climber in 
 order to direct his efforts. 
 
 The slanting pole should be 3 inches in diameter, 
 and not less than 15 feet or more than 20 feet in 
 length, and laid at an angle of about 45 degrees. 
 
 First Series . . . Under the pole. 
 Second Series . . . Above the pole. 
 Third Series . . . Hands only. 
 
 First Series. 
 
 Position of attention, under the pole. 
 
 Left hand leading. 
 
 exercise I. I. Advance the left hand to the reach 
 
 COURSE I. and grasp the pole, the right following ; lift 
 
 the left foot from the ground and place it 
 against the right side of the pole underneath, the knee to 
 the left ; lift the right foot and place the heel over the pole, 
 the ankles crossing, the outside edges of the feet together, 
 
382 PHYSICAL EDUCATION, 
 
 the pole between them (Fig. i), straighten the legs and 
 elongate the trunk, the column of the bod}^ at the incline of 
 the pole, the head slightly held back, the eyes directed to 
 the reach of the hands (Fig. 2). 
 
 2. Advance the left hand to the reach (Fig. 3), the right 
 following, draw up the lower limbs without bending the 
 Fig. I. Fig. 2. Fig. 3. 
 
 arms, as in Fig. i, straighten the legs and elongate the trunk 
 to the rest of the hands. Repeat. 
 
 In descending, slip the right hand down opposite to the 
 breast, the left following, and lower the body to the reach of 
 the hands. Kepeat. 
 
 This exercise to be repeated with the right hand leading. 
 
 Hand over hand. 
 
 EXERCISE 2. I. Grasp the pole, raise the legs and come 
 
 COURSE I. to the position, the ankles crossing, as in the 
 
 previous exercise (Fig. i). 
 2. Advance the left hand to the reach, as in Fig. 3, dniw 
 up the lower limbs without bending the arms, straighten 
 the knees and elongate the trunk to the rest of the right 
 
THE SLANTING POLE: FIRST SERLES. 383 
 
 hand. Kepeat, raising the right hand to the reach, the 
 right and left hand alternating throughout. 
 
 In descending, slip the leading hand down opposite to the 
 breast, lower the body to the reach of the supporting hand. 
 Kepeat. 
 
 Both hands at once. 
 
 EXERCISE 3. 1. Advance both hands to the reach and 
 
 COURSE II. gi-asp the pole ; lift both feet from the 
 
 ground and clasp the j^ole, the ankles cross- 
 ing, as previously. The rest of the body in position as in 
 Fig. 2. 
 
 2. Shoot up both hands to the reach, draw up the lower 
 limbs without bending the arms, and elongate the trunk t<> 
 the rest of the hands. Kepeat. 
 
 With one hand. 
 
 EXERCISE 4. I. Advance the right hand to the reach 
 
 COURSE III. and gi^asp the pole, Fig. 4. 
 
 spring from the 
 ground and clasp the pole with the 
 feet as before, bringing the right 
 hand to the half reach, and placing 
 the left hand on the hip joint, the 
 fingers to the front, the thumb to 
 the rear, the rest of the body in 
 position (Fig. 4). 
 
 2. Tighten the clasp of the feet, 
 raise the right hand to the reach, 
 draw up the lower limbs, straighten 
 the knees and elongate the trunk. 
 Kepeat. 
 
 In descending, slip the right hand down opposite the 
 breast, lower the body to the half reach of the hand. Kepeat. 
 
 This exercise to be repeated with the left hand. 
 
384 
 
 PHYSICAL EDUCATION. 
 
 Second Series, 
 
 Position of attention facing the pole, the toes touching it. 
 
 Left hand leading. 
 
 EXERCISE 5. I. Stoop forward and grasp the pole with 
 
 COURSE I. the left hand, the right following immediate- 
 
 ly under it, slowly extend the trunk of the 
 body along its surface ; lift the left foot from the ground 
 and place it against the right side of the pole, the knee 
 on the left ; lift the right foot from the ground and place 
 it under the pole, clasping it w^ith the back of the ankle, the 
 
 Fig. 5. Fig. 6. Fig. 7, 
 
 trunk of the body in a straight line along its surface, the 
 head slightly held back, the eyes directed to the reach of the 
 hands (Fig. 5), straighten the legs and elongate the trunk 
 (Fig. 6). 
 
 2. Advance the left hand to the reach (Fig. 7), the right 
 following, draw up the lower limbs without bending the 
 arms, straighten the knees and elongate the trunk to the rest 
 of the hands. Kepeat. 
 
THE SLANTING POLE: THIRD SERIES. 385 
 
 In descending, slip the right hand down opposite the breast, 
 the left following, lower the body to the reach of the hands. 
 Kepeat. 
 
 This exercise to be repeated with the right hand leading. 
 
 Hand over hand. 
 
 EXERCISE 6. I. Come to the position above the pole, 
 
 COURSE I. the feet clasping it, as in the previous 
 
 exercise (Fig. 5). 
 
 2. Advance the left hand to the reach, as in Fig. 7, draw 
 up the lower limbs, without bending the arm, straighten 
 the knees and elongate the trunk to the rest of the right 
 hand. Kepeat, raising the right hand to the reach, the 
 right and left hand alternating throughout. 
 
 In descending, slip the leading hand down opposite the 
 breast, lower the body to the reach of the suj)porting hand. 
 Kepeat. 
 
 Both hands at once. 
 
 EXERCISE 7. I. Come to the position above the pole, the 
 
 COURSE II. feet clasping it, as previously. 
 
 2. Shoot up both hcinds to the reach, draw 
 up the lower limbs without bending the arms, straighten 
 the knees and elongate the trunk to the rest of the hands. 
 Kepeat- 
 
 In descending, slip both hands down opposite the breast, 
 lower the body to the reach of the hands. Kepeat. 
 
 Third Series. 
 
 Position of attention, under the pole. 
 
 Left hand leading. 
 
 EXERCISE 8. I. Advance the left hand and grasp the 
 
 COURSE III. pole, the right following ; lift both feet 
 
 from the ground, bringing the hands to the 
 
 half re.ich, the legs together and straight, the feet together 
 
 c c 
 
^86 
 
 PHYSICAL EDUCATION. 
 
 with the toes pointed downwards, the chest advanced, the 
 shoulders square to the front, the neck free, the head slightly 
 held back, the eyes directed to the front, the chin elevated 
 (Fig. 8). 
 
 Fig. 8. 
 
 Fig. 9. 
 
 2 Advance the left hand to the reach (Fig. 9), the right 
 following, bend the arms until the hands are at the half 
 reach. Repeat. 
 
 In descending, slip the right hand down opposite the 
 breast, the left following. Repeat. 
 
 This exercise to be repeated with the right hand leading. 
 
 Hand over hand. 
 
 EXERCISE 9. I. Come to the position on the pole, the 
 
 COURSE III. legs suspended, as in the previous exercise, 
 
 (Fig. 8). 
 
 2. Advance the left hand to the reach, as in Fig. 9, 
 
 leaving the right at the half reach ; bend the left arm until 
 
THE SLANTING POLE: THIRD SERLES. 387 
 
 the hand is at the half reach and raise the right hand to 
 the reach. Eepeat. 
 
 In descending, slip the leading hand down opposite the 
 breast, leaving the supporting hand at the reach. Repeat. 
 
 Both hands at once. 
 
 EXERCISE 10. I. Come to the position on the pole, the 
 
 COURSE IV. legs suspended, as previously. 
 
 2. Shoot up both hands the distance of 
 the step, but retaining the arms bent at the half reach. 
 Repeat. 
 
 In descending, slip both hands down the distance of the 
 step, retaining the arms bent as in the ascent. Repeat. 
 
 C c 2 
 
THE TURNING POLE. 
 
 All the exercises on this machine are of an essen- 
 tially elementary character, and especially designed to 
 accomplish two objects ; first, to strengthen the hands, 
 wrists, and forearms ; second, to cultivate the power 
 of preserving the equilibrium under the greatest diffi- 
 culties. 
 
 No exercise on this machine requires much muscular 
 power, nicety of movement for the preservation of 
 balance being the chief requisite, although all the exer- 
 cises forming the third series on the preceding machine 
 can be executed here with the same advantages, 
 heightened by the difficulty arising from the tendency 
 of the pole to revolve. It is for this reason that 
 these two machines are found very valuable in the 
 gymnasium, as nothing is so desirable for learners as 
 a wide and varied range of exercises interesting in 
 themselves, and which cultivate dexterity of action, pre- 
 cision and accuracy of movement, and complete com- 
 mand of the trunk and limbs. They are valuable to the 
 more advanced learners, because it is found that those 
 exercises which are almost limited to great muscular 
 effort, or in other words, in which the resistance is at its 
 maximum and the movement at its minimum, are not 
 so conducive to muscular development as where these 
 qualities are faii-ly balanced. 
 
 The position of the instructor should be under the 
 pole, except when directing the climber in the move- 
 ments of the step, when he should be in front of it. 
 
THE TURNING POLE: FIRST SERIES. 389 
 
 The turning pole should be similar to the preceding 
 machine and laid at the same angle, but made to turn 
 by means of an iron pin at each end, revolving in 
 sockets placed in the floor and upper point of attach- 
 ment. 
 
 First Series . . . The pole held firm. 
 Second Series . . . The pole turning. 
 
 First Series. 
 
 Position of attention facing the pole, the toes touching it 
 
 Right hand leading. 
 
 exercise I. I. Stoop forward and grasp the pole with 
 
 (BOURSE I. the right hand, the left following im- 
 
 mediately underneath it, slowly extend the 
 trunk of the body along its surface ; lift the right foot 
 from the ground and place it against the left side of the pole, 
 the knee on the right ; lift the left foot from the ground 
 and place it under the pole, clasping it with the back of the 
 ankle, the trunk of the body in a straight line along its 
 surface, the head slightly bent back, the eyes directed to the 
 reach of the hands ; straighten the knees and elongate the 
 trunk. 
 
 2. Advance the right hand to the reach, the left following, 
 draw up the lower limbs, tightening the clasp of the hands, 
 straighten the knees and elongate the trunk to the rest of 
 the hands. Repeat. 
 
 In descending, slip the left hand down opposite the 
 l)reast, the right following, lower the body to the reach 
 of the hands. Repeat. 
 
 The positions in this exercise are the same as shown 
 in Figs. 5, 6, and 7 on the slanting pole. 
 
 This exercise to be repeated with the left hand leading. 
 
390 PHYSICAL EDUCATION, 
 
 Hand over hand. 
 
 EXERCISE 2. I. Come to the position on the pole, as in 
 
 COURSE II. the previous exercise. 
 
 2. Advance the left hand to the reach, 
 draw up the lower limbs, tightening the clasp of the hands, 
 straighten the knees and elongate the trunk to the rest 
 of the right hand. Eepeat, raising the right hand to tlie 
 reach, the right and left hand alternating throughout. 
 
 In descending, slip the leading hand down opposite 
 the breast, lower the body to the reach of the supporting 
 hand. Kepeat. 
 
 Both hands at once. 
 
 EXERCISE 3. I. Come to the position on the pole, 
 
 COURSE II. as previously. 
 
 2. Shoot up both hands to the reach, 
 draw up the lower limbs, tightening the clasp of the hands, 
 straighten the knees and elongate the trunk to the rest 
 of the hands. Kepeat. 
 
 In descending, slip both hands down opposite the breast, 
 lower the body to the reach of the hands. Kepeat. 
 
 Second Series, 
 
 Position of attention facing the pole, the toes touching it 
 
 Right hand leading. 
 
 EXERCISE 4. I. Come to the position on the pole, as 
 
 COURSE II. previously. 
 
 2. Advance the riglit hand to the reach, 
 the left following, draw up the lower limbs, and elongate 
 the trunk to the half reach of the hands, and during the last 
 movement give the pole one quai-ter turn from right to left. 
 Repeat 
 
 In descending, slip the left hand down opposite the breast, 
 
THE TURNING POLE: SECOND SERIES, 39 1 
 
 the right following, lower the body to the half reach of the 
 hands, and during the last movement give the pole one 
 quarter turn, as on the ascent. Repeat. 
 
 This exercise to be repeated with the left hand leading, 
 and turning the pole from left to right. 
 
 Hand over hand. 
 
 EXERCISE 5. I. Come to the position on the pole, as 
 
 COURSE II. previously. 
 
 2. Advance the left hand to the reach, 
 draw up the lower limbs, elongate the trunk to the half 
 reach of the right hand, and during the last movement give 
 the pole one quarter turn from right to left. Repeat. 
 
 In descending, slip the leading hand down opposite the 
 breast, and while lowering the body to the half reach of the 
 supporting hand give the pole one quarter turn, as on the 
 ascent. This is to be repeated with the other hand, so that 
 the pole will be kept continuously turning during the 
 descent. 
 
 Both hands at once. 
 
 EXERCISE 6. I. Come to the position on the pole, as 
 
 COURSE III. previously. 
 
 2. Shoot up both hands to the reach, 
 draw up the lower limbs, and elongate the trunk to the half 
 reach of the hands, and during the last movement give 
 the pole one half turn from right to left. 
 
 In descending, slip both hands down opposite the breast, 
 lower the body to the half reach of the hands, and during 
 the last movement give the pole one half turn from right to 
 left, as on the ascent. 
 
 This exercise to be repeated, turning the pole from left 
 to right. 
 
392 
 
 PHYSICAL EDUCATION, 
 
 Turning with the pole. 
 
 EXERCISE 7. I. Come to the position on the pole, as 
 
 COURSE IV. previously. 
 
 2. Shoot up both hands to the reach, draw 
 up the lower limbs (Fig. i), and elongate the trunk, and 
 during the last movement set the trunk of the body free 
 from the pole, turn the pole from right to left, allowing the 
 body to go with it (Fig. 2), modifying or increasing the 
 momentum of the fall by extending or bending the arms, so 
 Fig. I. Fig. 2. 
 
 that the pole shall make one complete turn, bringing 
 the climber again to the surface. Eesume the climb, making 
 one turn at each step. 
 
 In descending, slip both hands down opposite the breast, 
 lower the body to the half reach of the hands, and during 
 this movement make one turn, as in the ascent. Eepeat. 
 
 This exercise to be repeated, making the turn from left 
 to right. 
 
THE PAIE OF VERTICAL POLES. 
 
 The range of exercises on this machine is not wide, 
 but every one is of a high class ; they are all arduous, 
 and are approached through those of the single pole. 
 The learner should never be allowed to attempt them 
 until he is master of the second series on the single pole. 
 
 When well executed they are very elegant, and 
 show at a glance the power at the command of the 
 climber, the body being sustained in perfect position 
 between the poles by the hand-grasp alone. For these 
 reasons this machine is always a favourite with able 
 climbers. 
 
 The instructor must be careful to give the 'halt' 
 whenever there is any kick or struggle of the lower 
 limbs or trunk, or whenever the full step is not made 
 by the hands, or the elevation of the trunk after the 
 reach is not completed, indicating local or general 
 fatigue, and therefore insecurity of grasp. This applies 
 most especially to the two last exercises, where the feet 
 are removed from the vertical line. 
 
 In the fifth exercise the climber must be instructed 
 to be careful to keep the feet between the poles and to 
 guard against their passing to the rear with the poles 
 clashing in front ; in this exercise the knees should be 
 kept well bent, the lifting of the lower limbs should be 
 at the instant of the elevation of the hand, and the 
 alternate action of the right and left sides should be 
 riiythmical, both in the ascent and descent. Another 
 
394 PHYSICAL EDUCATION. 
 
 point requiring attention in this exercise is, when the 
 climber nears the top (supposing he is sufficiently ad- 
 vanced to climb the length of the poles), that the ' halt ' 
 shall always be given and the climber not allowed to 
 look upwards to ascertain his position ; it would be in 
 this act that a loss of equilibrium would most readily occur. 
 
 The instructor's place should be right or left of the 
 poles, according as the climber shows a tendency to lose 
 his equilibrium to front or rear, in order that he may 
 be able to interpose his right hand in such a case. In 
 the early practice of the third and last exercises, two 
 instructors, or an instructor and a monitor, should be 
 placed right and left of the machine, on occasions when 
 it is thought desirable to let the climber do his utter- 
 most ; but, as above directed, for general practice the 
 ' halt ' should be given at the slightest indication of 
 fatigue or failing power, and while he has yet strength 
 to accomplish the descent. 
 
 The pair of vertical poles should be i| inch in 
 diameter and i8 inches apart, and not less than \% feet 
 or more than 1 8 feet high. 
 
 First Series . . . Upright 
 Second Series . . . Hands reversed. 
 Third Series . . . The legs up. 
 
 First Series. 
 
 Position of attention between the poles. 
 
 Right hand leading. 
 
 exercise I. I. Kaise the right hand to the reach and 
 
 course II. grasp the right pole, the left following on 
 
 the left pole ; lift both feet from the ground. 
 
 bringing the hands to the half reach, the shoulders flat, the 
 
THE PAIR OF VERTICAL POLES: FIRST SERIES. 395 
 
 Fiii. I. 
 
 Fig. 2. 
 
 chest advanced, the trunk of the body upright and held firm, 
 
 the neck free, the chin elevated, 
 
 the eyes directed to the front, the 
 
 legs straight and together, the feet 
 
 together, the toes pointed to the 
 
 ground, the whole column of the 
 
 body sustained in the line of the 
 
 poles (Fig. i). 
 
 2. Eaise the right hand to the 
 reach (Fig. 2), the left follow- 
 ing ; elevate the body to the half 
 reach of the hands. Kepeat. 
 
 In descending, slip the right 
 hand down opposite the breast, 
 the left following ; lower the 
 body to the half reach of the 
 hands. Kepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Hand over hand. 
 
 EXERCISE 2. I. Come to the position between the 
 
 COURSE III. poles, the legs suspended, as in the previous 
 
 exercise (Fig. i). 
 
 ^. Raise the right hand to the reach and elevate the body 
 to the rest of the left hand ; raise the left hand to the reach 
 and elevate the body to the rest of the right hand. 
 Repeat. 
 
 In descending, slip the leading hand down opposite the 
 breast, and lower the body to the reach of the supporting 
 hand. Repeat. 
 
 EXERCISE 3. 
 COURSE III. 
 
 Both hands at once. 
 
 I. Come to the position between the 
 poles as previously, raising both hands at 
 the same time. 
 
39<^ 
 
 PHYSICAL EDUCATION, 
 
 2. Shoot up both hands to the reach and elevate the body 
 to the rest of the hands. Kepeat. 
 
 In descending, lower the body until the hands are at the 
 reach ; slip both hands down opposite the breast. Repeat. 
 
 Fig. 3. 
 
 Second Series. 
 
 Position of attention between the poles. 
 
 Right hand leading. 
 
 EXERCISE 4. I. Stoop forward from the waist, bring- 
 
 couRSE IV. ing the head and shoulders in front of the 
 
 poles, bend the arms and draw up the 
 hands to the rear until they are nearly as 
 high as the armpits, and grasp the poles, 
 the palms behind the poles, the thumbs to 
 the front ; lift both feet from the ground, 
 bending the legs, the feet to the rear, the toes 
 pointed to the rear (Fig. 3). 
 
 2. Slip the right hand up and grasp the pole, 
 aiding it by the elevation of the right side 
 and right leg, the left hand following, with 
 the corresponding side and leg. Repeat. 
 
 In descending, slip the right hand down and 
 grasp the pole, and at the same time lower 
 the right side and right leg, the left hand 
 following with the corresponding side and leg. 
 Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Hand over hand. 
 
 EXERCISE 5. I. Come to the position between the poles, 
 
 COURSE IV. the grasp reversed, the legs suspended as in 
 
 the previous exercise (Fig. 3). 
 
 2. Slip the right hand up and grasp the pole, aiding 
 
 it by the elevation of the right side and leg ; slip the 
 
THE PAIR OF VERTICAL POLES: THIRD SERIES, 397 
 
 left hand up the distance of the step beyond the right. 
 Repeat. 
 
 In descending, slip the right hand down and grasp the 
 pole, at the same time lowering the right side and leg ; slip 
 the left hand down the distance of the step beyond tlie 
 right. Repeat. 
 
 Both hands at once. 
 
 EXERCISE 6. I. Come to the position between the poles, 
 
 COURSE IV. hands reversed, as previously. 
 
 2. Slip both hands up the distance of the 
 step, and grasp the pole, retaining the arms bent. Repeat. 
 
 In descending, slip both hands down the distance of the 
 step, retaining the arms bent. Repeat. 
 
 L/e 
 
 Tlilrd Series. 
 
 Position of attention hettvecn the poles. 
 
 Right hand leading. 
 
 '*^>i^ 
 
 !^iv;; 
 
 EXERCISE 7 
 COURSE III. 
 
 I. Raise both hands and grasp the poles 
 
 at the half reach ; 
 
 lift both feet from the 
 ground and extend the lower limbs 
 horizontally at a right angle to the 
 trunk, the legs straight and together, 
 the feet together, the toes pointed 
 to the front, the trunk of the body 
 upright, the neck free, the head 
 slightly held back, the eyes directed 
 to the reach of the hands (Fig. 4). 
 
 2. Raise the right hand to the 
 reach and grasp the pole, the left 
 following on the left ; elevate the 
 body to the half reach of the hands. 
 Repeat. 
 
 Fh 
 
398 PHYSICAL EDUCATION-. 
 
 In descending, slip the right hand down and grasp the 
 pole, the left following, and lower the body to the half 
 reach of the hands. Kepeat. 
 
 This exercise to be repeated with the left hand leading. 
 
 Hand over hand. 
 
 EXERCISE 8. I. Come to the position between the 
 
 COURSE III. poles, the legs up, as in the previous 
 
 exercise (Fig. 4). 
 
 2. Raise the right hand to the reach and grasp the pole ; 
 raise the left hand to the reach and grasp the pole beyond 
 the right, retaining the trunk and lower limbs in position. 
 Repeat. 
 
 In descending, slip the right hand down and grasp the 
 pole ; slip the left hand down and grasp the pole below 
 the right, retaining the trunk and lower limbs in position. 
 Repeat. 
 
 Both hands at once. 
 
 EXERCISE 9. I. Come to the position between the 
 
 COURSE IV. poles, the legs up, as previously. 
 
 2. Raise both hands to the reach and 
 ^rasp the poles right and left, at the same time raising the 
 trunk and lower limbs in position. Repeat. 
 
 In descending, slip both hands down opposite the breast, 
 and grasp the poles right and left, retaining the body 
 and lower limbs in position. Repeat. 
 
THE PAIR OF SLANTING POLES. 
 
 The exercises on this machine bear a great resemblance 
 in character to the second series on the single slanting 
 pole, and all are of an initiatory character. They are 
 excellent for beginners, as giving much movement in 
 a good position, and they yield also good practice for 
 more advanced climbers, when the object is the attain- 
 ment of speed in the step in both the ascent and descent. 
 A chief point to be observed in them is, that the 
 equipoise of the body shall be sustained by the ' rest ' 
 of the limbs, upper and lower; and they are con- 
 sequently very valuable for the strengthening of these 
 parts. 
 
 With beginners the instructor will require to be strict 
 as to position and action, as on the accuracy of these 
 depend the ease and safety of the ascent ; these correctly 
 acquired, and the poles fixed securely, there is little or 
 no danger from falls, and none from any other source. 
 Every oppoi-tunity should be seized of cultivating these 
 exercises, for the reasons stated above, and also for the 
 reasons advanced for the practice of those on the single 
 slanting and turning poles. 
 
400 
 
 PHYSICAL EDUCATION, 
 
 The position of the instructor should be on the left 
 of the machine, facing it. 
 
 The pair of slanting poles should be similar to the 
 single pole and laid at the same angle ; they should be 
 14 inches apart. 
 
 Single Series. 
 
 Position of attention facing the poles, dose to them. 
 
 Right hand leading. 
 
 EXERCISE I. I. Lean forward, and with the right 
 
 COURSE I. hand at the half reach grasp the right pole. 
 
 the left hand following on Fig. i. 
 
 the left pole ; lift the right foot from the 
 ground and place the instep against the inside 
 of the right pole, the knee on the outside, the 
 lower pai-t of the leg crossing the pole 
 diagonally, the left following on the left 
 pole ; extend and sustain the trunk between 
 and in the line of the poles, the head held 
 back and the eyes directed to the reach 
 of the hands (Fig. i). 
 
 2. Raise the right hand to the reach, the 
 left following on the left pole, draw up the 
 lower limbs and elongate the trunk to 
 the rest of the hands. Eepeat. 
 
 In descending, slip the left hand down opposite the 
 breast, the right following on the right pole, lower the body 
 to the reach of the hands. Repeat. 
 
 This exercise to be repeated with the left hand leading. 
 
THE PAIR OF SLANTINQ POLES: FIRST SERIES, 4OI 
 
 Right side leading. 
 
 EXERCISE 2. I. Come to the position between the poles, 
 
 COURSE I. the legs resting upon Fig. 2. 
 
 them, as in the previous 
 exercise (Fig. i ). 
 
 2. Raise the right hand to the reach, and 
 at the same time draw up the right foot 
 (Fig. 2), elongate the trunk, and at the 
 same time raise the left hand and left foot 
 opposite the right hand and right foot. 
 Repeat. 
 
 In descending, pass the leading hand 
 down opposite the breast, extending the 
 corresponding leg, the supporting hand 
 and foot following, at the same time lower- 
 ing the body. Repeat. 
 
 This exercise to be repeated with the left side leading. 
 
 Right and left side. 
 
 EXERCISE 3. I. Come to the position between the poles, 
 
 COURSE II. the legs resting upon them, as previously. 
 
 2. Raise the right hand to the reach, 
 and at the same time draw up the right foot as in preceding 
 exercise, elongate the trunk and raise the left hand and left 
 foot the distance of the step beyond the right hand and right 
 foot. Repeat. 
 
 In descending, pass the leading hand opposite the breast, 
 extending the corresponding leg ; lower the body and at 
 the same time pass the supporting hand the distance of the 
 step below the leading hand, and extend the corresponding 
 leg. Repeat. 
 
 Dd 
 
402 
 
 PHYSICAL EDUCATION. 
 
 Right and left, hand and foot. 
 
 EXERCISE 4. I. Come to the position between the 
 
 COURSE III. the legs resting upon them, 
 
 as previously. 
 
 2. Kaise the right hand to the reach, and 
 at the same time draw up the left foot 
 (Fig. 3), elongate the trunk and at the 
 same time raise the left hand the distance 
 of the step above the right, and the right 
 foot the same distance above the left. 
 Kepeat. 
 
 In descending, pass the leading hand 
 down opposite the breast, extending the 
 opposite leg, lower the body and at the 
 same time pass the supporting hand down 
 below the leading hand and extend the 
 opposite leg. Eepeat. 
 
 Both hands at once. 
 
 EXERCISE 5. I. Come to the position between the poles, 
 
 COURSE III. the legs resting upon them, as previously. 
 
 2. Shoot up both hands to the reach, draw 
 up the lower limbs, and elongate the trunk to the rest 
 of the hands. Repeat. 
 
 In descending, slip both hands down opposite the breast, 
 and lower the body to the reach of the hands. Eepeat. 
 
 All the foregoing exercises to be repeated with the feet on 
 the outside of the poles, the knees inside. 
 
THE VERTICAL EOPE. 
 
 It will be seen by comparing the exercises on the 
 vertical rope with those on its companion machine, the 
 vertical pole, that there is a marked similarity between 
 them. 
 
 The exercises on both machines divide themselves into 
 two series, which are marked by the same distinctions, 
 viz. that the exercises of the first are executed by the 
 effort of the entire body, and those of the second by the 
 effort of the upper limbs alone. 
 
 The first series on the rope is larger than on the pole, 
 because it admits of a greater number of modes of em- 
 ploying the lower limbs ; the ' full turn ' and the ' stirrup ' 
 being peculiar to the rope, and each of these is an 
 admirable mode of climbing in both an elementary and 
 a practical sense. In the latter view, the ' stirrup ' is 
 specially valuable, as the rest in this position relieves 
 the upper limbs, and in a great measure sets one hand 
 free to execute any purpose for which the ascent may 
 have been made ; this exercise can only be performed on 
 a loose rope, and although a comparatively slow manner 
 of ascending, it is generally found to be the easiest to 
 beginners, as it affords a very firm support to the feet : 
 these must only be lifted sufficiently high to bring the 
 hand to the rest when the step is completed. 
 
 The second series is in all respects identical with the 
 corresponding one on the pole, except that it contains no 
 exercises with both hands at once, this being possible 
 
 D d 2 
 
404 PHYSICAL EDUCATION. 
 
 only in the first series, where the clasp of the lower 
 limbs holds the rope firm and straight, and thus enables 
 the hands, without quitting the rope, to pass upwards. 
 This series on the rope, however, admits of another 
 exercise, in character almost identical with the seventh 
 on the pair of poles, in which the lower limbs are held 
 straight to the front at a right angle to the body of the 
 climber and the machine. 
 
 The first series should be carefully practised before 
 the learner is allowed to begin the second; and the 
 instructor must be careful to give the 'halt' when the 
 slightest symptom of fatigue or irregularity in the step 
 appears. The learner should be instructed to be careful 
 in keeping the column of the body perfectly upright in 
 the line of the rope, and held close in, with the face 
 at the hands, when at the rest ; and also in keeping the 
 eyes steadily directed to the reach of the hands, as 
 recommended in the text, and on no account to direct 
 them downwards, or far above the reach, or to allow the 
 head to fall from the perpendicular line of the body. 
 Neglect of these rules does not merely involve the loss 
 of the equilibrium, but it distracts and divides the 
 attention of the climber, besides giving an appearance 
 of timidity to his efforts. 
 
 In the event of a slip the effort must be, not as with 
 the pole, to slip downwards, for the rope passing through 
 the hands of a falling man would cut it to the bone, 
 but to re-grasp the rope. In all the exercises of the 
 second series care must be taken that the climber has no 
 articles of clothing hanging loose or standing prominent 
 about the breast or waist, especially in the descent ; as, 
 after the sense of touch has been deadened by the 
 climb, the hand may grasp these instead of the rope in 
 passing to the rest. 
 
THE VERTICAL ROPE: FIRST SERIES. 405 
 
 It is also most desirable to accustom the climber to 
 halt more than once during the ascent, and to change 
 from one exercise to another on each recommencement 
 of it. This is useful, not only for elementary, but for 
 practical purposes, as it enables the climber to continue 
 his ascent far beyond the distance attainable by a single 
 mode of climbing, and also relieves, by a change of 
 action and position, the parts engaged. 
 
 The position of the instructor should be the same 
 as with the vertical pole. 
 
 The vertical rope may be of any length from 20 feet 
 to 50 feet ; there should be at least three sizes in a 
 gymnasium, of the respective diameter of i inch, 1 \ inch, 
 2 inches. 
 
 First Series . . . Willi hands and fecL 
 Second Series . . . With hands only. 
 Third Series . . . The legs up. 
 
 First Series, 
 
 Position of attention facing the rope. 
 
 Right hand leading. 
 
 The foot in the half turn, 
 
 EXERCISE I. I. R«aise the right hand to the reach and 
 
 course I. grasp the rope, the left following (Fig. i) ; 
 
 lift the right foot from the ground and 
 place it against the left side of the rope, the knee on the 
 right side Fig. 2) ; lift the left foot and place it in front of 
 the rope, the ankles crossing, the outside edges of the feet 
 together, the rope between them (Fig. ^) ; straighten the 
 legs, elongate the trunk ; the whole column of the body 
 
4o6 
 
 PHYSICAL EDUCATION, 
 
 upright, the chest advanced, the shoulders flat, the elbows 
 in by the sides, the hands at the half reach, the neck free, 
 the head slightly bent back, the chin elevated, the eyes 
 directed to the reach of the hands (Fig. 4). 
 
 2. Kaise the right hand to the reach and grasp the rope, 
 the left following ; draw up the lower limbs, slightly 
 relaxing but without relinquishing the clasp of the feet 
 and without bending the arms, as in Fig. 3 ; tighten the 
 
 Fig. I. 
 
 Fig. 2. 
 
 Fig. 3- 
 
 Fig. 4- 
 
 clasp of the feet when elevated, straighten the knees and 
 elongate the trunk to the rest of the hands, as in Fig. 4. 
 Kepeat. 
 
 In descending, slip the left hand down opposite the 
 breast, and grasp the rope, the right following ; lower the 
 body to the reach of the hands, retaining the legs straight 
 and the rope between the feet. Kepeat. 
 
 This exercise to be repeated with the left hand leading, 
 the left foot under the rope, the right above it. 
 
THE VERTICAL ROPE: FIRST SERIES. 
 
 407 
 
 kxp:rcise 2. 
 
 ( OURSE I. 
 
 Right hand leading. 
 
 The foot in the full turn. 
 
 I. Raise the right foot from the ground, 
 and by a circular movement of the leg over 
 
 the rope from the outside in- 
 wards, pass it round the leg so as to encompass 
 it by a full turn, commencing on the inner 
 side of the thigh and terminating on the inner 
 side of the foot (Fig. 5) ; place the left foot in 
 front of the rope, the ankles crossing as before ; 
 straighten the legs, and elongate the trunk. 
 
 2. Raise the right hand to the reach and 
 grasp the rope, the left following ; slacken 
 the clasp of the feet, draw up the lower limbs 
 without bending the arms, tighten the clasp 
 of the feet, straighten the legs, and elongate 
 the trunk to the rest of the hands. Repeat. 
 
 Descend as in the previous exercise. 
 
 This exercise to be repeated with the left 
 hand leading, the left foot making the full turn. 
 
 EXERCISE 3 
 COURSE I. 
 
 Right hand leading. 
 
 The foot in the stirruj) loop. 
 
 I. Lift the right foot from the ground 
 and place it against the Fig. 6. 
 
 rope, as in first exercise. 
 Lift the left foot from the ground and place 
 it on the right side of the rope, and bring- 
 ing it up from under the right with the 
 end of the rope over the instep, rest the 
 front part of the sole on the front part of 
 the instep of the right (Fig. 6) ; the rope thus being folded 
 
4o8 
 
 PHYSICAL EDUCATION. 
 
 round the right foot, passing under its hollow, and tightly 
 held in its place by the left, over which it falls ; straighten 
 the legs and elongate the trunk to the half reach of the 
 hands. 
 
 2. Raise the right hand to the reach and grasp the rope, 
 the left following ; slacken the clasp of the feet, draw up the 
 lower limbs without bending the arms, replace the left foot 
 on the right, lifting the rope with it as before, straighten the 
 knees and elongate the trunk to the rest of the hands. 
 Repeat. At the last step, relinquish the loop and place the 
 left foot over the right, the ankles crossing. 
 
 Descend as previously. 
 
 This exercise to be repeated with the left hand leading 
 and the left foot in the stirrup loop. 
 
 Hand over hand. 
 
 EXERCISE 4 
 COURSE II. 
 
 I. Come to the position on the rope, the 
 
 foot in the half turn (Fig. 4). 
 2. Raise the right hand to the 
 reach and grasp the rope (Fig. 7), draw up the 
 lower limbs without bending the right arm, 
 straighten the legs, and elongate the trunk to the 
 rest of the right hand. Repeat, raising the left 
 hand to the reach ; the right and left hand alter- 
 nating throughout. 
 
 In descending, slip the leading hand down 
 opposite the breast and grasp the rope, lower the 
 body to the reach of the supporting hand, re- 
 taining the legs straight and the rope between 
 the feet. Repeat. 
 
 This exercise to be repeated with the foot in 
 the full turn and in the stirrup loop. 
 
 Fig. 7. 
 
THE VERTICAL ROPE: FIRST SERIES. 409 
 
 Hand over hand. 
 
 A Second Method. 
 
 EXERCISE 5. I. Come to the position on the rope, the 
 
 COURSE II. foot in the half turn, as previously. 
 
 2. Eaise the left hand to the half reach 
 above the right, and raise the right to the reach above the 
 left, draw up the lower limbs, straighten the legs, and 
 elongate the trunk. Eepeat. 
 
 Descend as in the previous exercise. 
 
 Both hands at once. 
 
 EXERCISE 6. I. Kaise both hands to the reach and 
 
 COURSE II. grasp the rope ; lift both feet from the 
 
 » ground and clasp the rope with the foot in 
 
 the half turn, the ankles crossing, bringing the hands to the 
 half reach, as in Fig. 4. 
 
 2. Shoot up both hands to the reach, draw up the lower 
 limbs without bending the arms, straighten the legs and 
 elongate the trunk. Kepeat. 
 
 In descending, slip both hands down opposite the breast 
 and grasp the rope, lower the body to the reach of the hands. 
 Kepeat. 
 
 With one hand. 
 
 EXERCISE 7. I. Raise the right hand to the reach and 
 
 COURSE III. grasp the rope ; spring from the ground 
 
410 
 
 PHYSICAL EDUCATION. 
 
 Fig. 8. 
 
 and clasp the rope with the foot in the half 
 turn, the ankles crossing, bringing the right 
 hand to the half reach ; place the left hand 
 on the hip joint, the fingers to the front, 
 the thumb to the rear, the rest of the body in 
 position (Fig. 8). 
 
 2. Tighten the clasp of the feet, raise the 
 right hand to the reach, draw up the lower 
 limbs without bending the arm, straighten 
 the knees and elongate the trunk. Repeat. 
 
 In descending, slip the right hand down 
 opposite the breast, lower the body to the half 
 reach of the hand. Repeat. 
 
 This exercise to be repeated with the left 
 hand. 
 
 Second Series. 
 Position of attention facing the rope. 
 Right hand leading. 
 I. Raise the right hand to the reach and 
 
 EXERCISE 8 
 COURSE III. 
 
 Fig. 9. 
 
 grasp the rope, the left follow- 
 ing ; lift both feet from the 
 ground and pass them to the right side of the 
 rope, the hands at the half reach, the legs 
 together and straight, and slanting to the 
 front, the toes pointed in the same direction, 
 the trunk of the body held firm and upright, 
 the chest advanced, the shoulders flat, the 
 elbows in by the sides, the head slightly bent 
 back, the eyes directed to the reach of the 
 hands (Fig. 9). 
 
 2. Raise the right hand to the reach and 
 grasp the rope, the left following ; elevate the 
 body to the half reach of the hands. Repeat. 
 At the last step, clasp the rope with the foot 
 in the half turn, the ankles crossing, and descend as usual. 
 
THE VERTICAL KOPE: THIRD SERIES. 
 
 411 
 
 This exercise to be repeated with the lower limbs on the 
 left side of the rope. 
 
 These exercises to be repeated with the left hand leading. 
 
 Hand over hand. 
 
 EXERCISE 9 
 < OURSE III. 
 
 1. Raise the right hand to the reach 
 grasp the rope, the left following ; pj^ 
 lift both feet from the ground, 
 raising the body until the hands are at the half 
 reach, the legs straight and together, the toes 
 [)ointed downwards and slightly turned out (the 
 rope lying between them), the column of the 
 body perfectly upright and in the line of the 
 I'ope, the head erect, the eyes directed to tlie 
 reach of the hands (Fig. i o). 
 
 2. Raise the right hand to the reach, elevating 
 the body to the rest of the left ; raise the left 
 hand to the reach, elevating the body to the rest 
 of the right. Repeat. At the last step clasp 
 the rope with the feet, and descend as usual. 
 
 Third Series. 
 
 Position of attention facing the rope. 
 
 Right hand leading. 
 
 EXERCISE 10. I. Raise the right hand to the reach and 
 
 COURSE III. grasp the rope, the left following ; bend the 
 
 arms and lift both feet from the ground and 
 extend the lower limbs horizontally Fi^r. u. 
 
 on the right side of the rope, the legs 
 straight and together, the feet to- 
 gether, the toes pointed to the front, 
 the trunk of the body upright, the 
 neck free, the head slightly bent 
 l)ack, the eyes directed to the reach 
 of the hands (Fig. i r). 
 
 2J^ 
 
412 PHYSICAL EDUCATION, 
 
 2. Eaise the right hand to the reach and grasp the rope, 
 the left following ; elevate the body to the half reach of the 
 hands. Kepeat. At the last step, clasji the rope with the 
 feet, and descend as usual. 
 
 This exercise to be repeated with the left hand leading. 
 
 Hand over hand. 
 
 EXERCISE II. I. Come to the position on the rope, the 
 
 COURSE III. legs up, as in the previous exercise (Fig. 1 1). 
 
 2. Kaise the right hand to the reach and 
 grasp the rope ; raise the left hand to the reach and grasp 
 the rope beyond the right, retaining the body and lower 
 limbs in position. Kepeat. 
 
THE EOSAEY. 
 
 The single exercise on this machine is a very valuable 
 one for elementary practice, as it shows at a glance the 
 perfect action of the step on all climbing apparatus ; for 
 it is on this only that the perfect rest for the foot, and 
 the adequate fulcrum for the effort in straightening the 
 knee and elongating the trunk, are obtained. When, 
 therefore, it is desirable to show to a beginner the 
 precise movements which go to make the step in 
 climbing, and their sequence, he should be taken to the 
 rosary and have there explained to him that these same 
 consecutive movements compose the step on all climb- 
 ing machines where both hands and feet are engaged ; 
 the firmness of the clasp of the lower limbs supplying 
 the rest presented to the soles of the feet by the beads of 
 the rosary. 
 
 As a purely elementary exercise it is valuable also on 
 account of the employment which it gives to the 
 muscles of the back. 
 
 In the initiatory instruction care must be taken that 
 the climber preserves the position perfectly, for the 
 tendency of the action of straightening the knees is to 
 push the feet to the front, and with them the lower part 
 of the rosary, thus throwing the weight of the body on 
 the arms. 
 
 The position of the instructor should be immediately 
 beneath and behind the climber, with the right hand 
 disengaged, and the left steadying the machine. 
 
414 
 
 PHYSICAL EDUCATION, 
 
 The rosary consists of a vertical rope, on which are 
 strung, at intervals of from \i to i8 inches, elm beads. 
 turned to the shape of half a ball, 4 inches in diameter, 
 the flat side being upwards. The rope should not be 
 less than 1 5 feet or more than 20 feet h^gh. 
 
 Single Series. , • 
 
 Position of attention facing the rosary. 
 
 The simple climb. 
 
 SINGLE EXERCISE. I. KaisG tliG right hand to the reach and 
 
 COURSE I. grasp the rope, the left following ; lift both 
 
 feet from the ground and place them on 
 
 the first bead (Fig. i), the heels together, the toes pointed to 
 
 Fig. T. 
 
 Fig 2. 
 
 the front, the rope as it were rising from the hollow between 
 the feet and ascending in front of the ankle joint ; straighten 
 the knees and elevate the body to the half reach of the 
 hands, the trunk upright, the chest advanced, the shoulders 
 
THE ROSARY: SINGLE SERIES. 415 
 
 flat and square to the front, the head slightly held back, 
 the eyes directed to the reach of the hands (Fig. 2). 
 
 2. Kaise the right hand to the reach, the left following 
 (Fig. 3), lift botl^ feet and place them on the second bead, 
 straighten the kn^es and elongate the trunk. Repeat. 
 
 In descending, pass the left hand down to the rest, the 
 right following ; slightly separate the feet, and retaining the 
 lower limbs perfectly straight and the rest of the body in 
 position, lower the feet to the next bead. Repeat. 
 
 This exercise may be varied and the difficulty progressively 
 increased by passing one, two, or more beads at each step, 
 giving special care to the hand-grasp during the elongatory 
 movement of the trunk. 
 
 To rest on the rosary. 
 
 First Mdlioil. Press the chest and shoulders to the front, 
 thereby bringing the weight almost entirely on 
 the feet. 
 
 Second Method. Press the breast, cheek, and temple of one 
 side against the rope, at the same instant re- 
 lieving, by change of position, the correspond- 
 ing hand. 
 
 Third Method. Pass both feet to the front, and sit on the 
 nearest bead. The entire descent may be made 
 in this manner. 
 
THE MAST. 
 
 All the exercises on this machine are of an arduous 
 kind, requiring strong and combined effort from the 
 entire frame. 
 
 The power of climbing a perfectly smooth column or 
 pillar may be greatly increased by practice ; but such 
 practice with the young or less robust must be con- 
 ducted with much care and discretion, because during 
 part of the combined movement comprising the step, 
 the mast presses on the front and lower region of the 
 chest, and therefore interferes with the freedom of 
 respiration. For this reason short distances only should 
 be attempted in the initiatory lessons. 
 
 The position of the instructor should be the same with 
 this machine as with the vertical pole. 
 
 The mast should be a Norway spar, not less than 
 lo inches or more than 12 inches in diameter at the 
 base, and diminishing gradually towards the top ; its 
 length may be from 40 feet to 60 feet. 
 
 First Series . . . With hands and feet 
 Second Series . . . With hands only. 
 
 First Series, 
 
 Position of attention facing the mast 
 
 Hand over hand. 
 
 exercise I. I. Eaise the right hand to the reach, 
 
 COURSE III. half encircling the mast on the right 
 
 side, the palm of the hand open, the 
 
 fingers extended but touching each other, the left hand 
 
THE MAST: FIRST SERIES, 
 
 417 
 
 following, half encircling the mast on the left side, under the 
 right ; lift the left foot from the ground and place it against 
 
 Fis:. 
 
 the mast, the knee towards the left side, 
 the foot towards the right side, the front 
 of the leg crossing the mast diagonally, 
 lift the right foot from the ground and 
 pass it round the mast, the calf of the leg 
 crossing it diagonally, the trunk of the body 
 erect, the head well held back (Fig. i). 
 
 2. Pass the left hand above the right to 
 the reach, draw up the lower limbs and elon- 
 gate the trunk ; pass the right hand above 
 the left and complete the movements of the 
 step. Kepeat. 
 
 In descending, pass the leading hand down below the 
 suppoiiing one, lower the body the same distance. Kepeat. 
 
 The hands overlapped. 
 
 EXERCISE 2. I. Raise the right hand to the reach as 
 
 COURSE III. before directed, raise the left hand to the 
 
 reach in a line with the Fig. 2. 
 
 right, and overlapping it, its fingers find- 
 ing a grip on the ledge formed by the 
 fingers and knuckles of the right (Fig. 2) ; 
 lift the feet from the ground, and clasp 
 the mast as before. 
 
 2. Eaise the right hand to the reach, the left following 
 and taking the overlap, draw up the lower limbs, and 
 elongate the trunk. Repeat. 
 
 Descend as in the previous exercise. 
 
 E e 
 
4i8 
 
 PHYSICAL EDUCATION 
 
 The hands interlaced. 
 
 EXERCISE 3. 1. Raise both hands to the reach, en- 
 
 couRSE III. circling the mast, separate the fingers of 
 
 each hand as they approach Fig. 3. 
 
 each other and closely interlace them, the 
 points of the fingers closely pressing the 
 back of the opposite hand (Fig. 3) ; lift 
 the feet from the ground and clasp the 
 mast as before. 
 
 2. Shoot up both hands to the reach without relaxing 
 the intergrasp, draw up the lower limbs and elongate the 
 trunk. Repeat. 
 
 In descending, slip both hands down opposite the breast, 
 retaining the intergrasp, lower the body to the reach of the 
 hands. Repeat. 
 
 To walk the mast. 
 
 EXERCISE 4. I. Raise both hands to the reach and 
 
 COURSE IV. grasp the mast, right and left, with the 
 
 open palms ; lift the right foot and place 
 it with the sole flat against the face Fig. 4. 
 
 of the mast, the left following ; the 
 upper and lower limbs straight, the 
 back flat, the head held back, the 
 eyes directed to the reach of the 
 hands. 
 
 2. Raise the left hand, and at 
 the same time lift the left foot the 
 distiance of the step (Fig. 4) ; incline 
 to the left, raise the right hand, and 
 at the same time lift the right foot 
 the distance of the step beyond the left. Repeat. 
 
 In descending, slip the leading hand and leading foot 
 down the distance of the step. Repeat. 
 
 This exercise to be repeated, right and left, hand and foot. 
 
THE MAST: SECOND SERIES, 419 
 
 This is the most mpid mode of climbing the mast ; it 
 should always be performed with the naked foot. It may 
 also be performed on the vertical pole, fixed at the foot 
 or suspended, on the slanting pole, and on the pair of 
 slanting poles. 
 
 Second Series, 
 Position of attention facing the mast. 
 The hands only. 
 EXERCISE 5. I. Raise both hands to the reach and 
 
 COURSE IV. encircle the mast, the hands interlaced as 
 
 before directed ; lift both feet from tlie 
 ground, bending the arms to the half reach, the lower 
 limbs pendent on each side of the mast, Fig. 5, 
 
 but not touching it, the knees slightly 
 bent (Fig. 5). 
 
 2. Shoot up both hands the distance of 
 the reach, retaining the intergrasp, and 
 by the same action elevate the body, 
 leaving the arms bent, as at the half 
 reach. Repeat. 
 
 In descending, slip both hands down 
 opposite the breast, retaining the inter- 
 grasp, and at the same time lower the 
 body, leaving the arms bent, as at the half reach. Repeat. 
 
 To descend the mast rapidly. 
 Take the overlap or intergrasp, bring the head upright, 
 and guide the rate of speed by the pressure of the upper and 
 lower limbs, in a continuous descent. 
 
 To rest on the mast. 
 
 To rest the lower limbs. 
 First Method, Reverse their position on the mast. 
 Second Method, Take a secure grasp of the mast with the 
 hands, and slowly detaching the lower limbs, 
 stretch them down by the sides of the mast. 
 
 E e ii 
 
420 • PHYSICAL EDUCATION, 
 
 To rest the upper limbs. 
 
 Detach them one at a time from the mast^ and opening 
 the fingers and palm and relaxing every muscle of the hand 
 and arm, let it hang by the side, or hold it in a position the 
 revei*se of that which it occupied during the ascent. 
 
 To rest the trunk of the body. 
 
 Strongly clasp the mast with the lower limbs, slowly 
 separate the grasp of the hands, so as to set the chest and 
 abdomen free. 
 
APPENDIX 
 
APPENDIX A. 
 
 Illustrations of certain forms of Growth and Develop- 
 ment, REGULAR AND IRREGULAR, AT DIFFERENT AGES. 
 
 Fig. I. Bust and Upper Limbs, showing perfectly regular 
 and complete developments. Age 23. . 
 
 2. Arm (larger scale), showing very powerful de- 
 velopments. Age 24. 
 
 3. Bust and Upper Limbs, showing I'egular and 
 uniform developments. Age 18. 
 
 4. Bust and Upper Limbs, showing regular but im- 
 perfect developments. Age 1 8. 
 
 5. Bust and Upper Limbs, showing irregular growth ; 
 — * growing on one side.' Ago 10. 
 
 6. Back and Upper Limbs, showing similar irregu- 
 larity of growth. Age 1 3. 
 
 7. Back, showing spinal curvatura 
 
 8. Back, showing spinal curvature. Another form. 
 
 9. Bust, showing ^hollow chest.' Age 20. 
 
 10. Bust and Upper Limbs, 'showing * drooping 
 shoulders.' Age 20. 
 
 1 1. Bust, showing ^ pigeon breast ;' side view. Age 10. 
 
 12. Bust (of same individual, showing 'pigeon 
 breast ; ' front view. 
 
 13. Bust, showing imperfectly developed chest. 
 Age 21. 
 
 14. Bust (of same individual), showing nature and 
 extent of expansion of chest after a year's prac- 
 tice of systematized exercise. 
 
424 
 
 PIJYSICAL EDUCATION. 
 
APPENDIX A. 
 
 425 
 
426 
 
 PHYSICAL EDUCATION. 
 
APPENDIX A, 
 
 427 
 
428 
 
 PHYSICAL EDUCATION, 
 
APPENDIX A. 
 
 429 
 
430 
 
 PHYSICAL EDUCATION 
 
APPENDIX A. 
 
 431 
 
432 
 
 PHYSICAL EDUCATIOA' 
 
APPENDIX A. 
 
 433 
 
434^ 
 
 PHYSICAL EDUCATION. 
 
APPENDIX A, 
 
 435 
 
 F f 2 
 
43^ 
 
 PHYSICAL EDUCATION, 
 
APPENDIX A. 
 
 437 
 
APPENDIX B. 
 
 Table showing the state of Growth and Development 
 between the ages of 1 and 1 8 years, being the averages 
 of the actual measurements of 100 boys at each age. 
 
 Age. 
 
 Height. 
 
 Weigljt. 
 
 Girth of 
 Chest. 
 
 Fore- 
 arm. 
 
 Upper 
 ai-m. 
 
 Y«. 
 
 Ft. In. 
 
 St. Lb. 
 
 In. 
 
 In. 
 
 In. 
 
 10 
 
 4 5| 
 
 4 9 
 
 25|- 
 
 7i 
 
 7^ 
 
 11 
 
 4 7 
 
 5 
 
 26]- 
 
 7| 
 
 8 
 
 12 
 
 4 83 
 
 5 8\ 
 
 6 0} 
 
 27 
 28| 
 29i 
 302 
 
 8 
 
 8j 
 
 13 
 
 4 10| 
 
 5 0| 
 
 8] 
 
 8i 
 
 14 
 
 6 9 
 
 8i 
 
 9" 
 
 15 
 
 5 3 
 
 7 5| 
 
 9' 
 
 9t 
 
 16 
 
 5 5 
 
 8 4^ 
 
 9 2| 
 
 32| 
 
 9i 
 
 10| 
 
 17 
 
 5 7 
 
 34i 
 35j 
 
 10 
 
 11 
 
 18 
 
 5 8 
 
 9 11 
 
 lOi 
 
 lU 
 
 Abstract of preceding Table, showing average annual rate 
 of Growth and Development from year to year. 
 
 
 
 Height. 
 
 Weight. 
 
 Girth of 
 Chest. 
 
 Fore- 
 arm. 
 
 Upper 
 arm. 
 
 In. 
 
 Lb. 
 
 In. 
 
 In. 
 
 In. 
 
 From 10 years to 11 years. 
 
 ^ 
 
 5 
 
 
 } 
 
 ^ 
 
 „ 11 
 „ 12 
 
 12 „ 
 
 13 „ 
 
 2 
 1^ 
 
 6 
 
 1 I 
 ■^4 
 
 i 
 
 ? 
 
 „ 13 
 
 14 „ 
 
 24: 
 
 2I 
 
 8| 
 
 
 I 
 4 
 
 „ 14 
 
 15 „ 
 
 10| 
 
 u 
 
 1 
 
 M 16 , 
 
 16 „ 
 
 2 
 
 13 
 
 1^ 
 
 1 
 
 
 17 „ 
 
 18 „ 
 
 2 
 
 1 
 
 12 
 
 8i 
 
 u 
 
 
APPENDIX C. 
 
 Table showing the state of Growth and Development of men 
 on arriving at the Uni verity ; the averages being those 
 of the fii-st 100 names on the book of the Oxford 
 University Gymnasium, all at or under 19 years of age. 
 
 Height . . 
 
 . 5 ft. 8J in. . 
 
 . (68-257 in.) 
 
 Weight. . 
 
 . 9 St. 7 lb. . . 
 
 . (132-970 lb.) 
 
 Chest . . 
 
 . 33 in. . . . 
 
 . (32-953 in.) 
 
 Forearm 
 
 . lOin. . . . 
 
 . (9792 in.) 
 
 Upper arm 
 
 . lOf in. . . 
 
 . (10-702 in.) 
 
 The greatest developments being — 
 
 Height 6 ft. in.' 
 
 Weight 12 St. 2 lb. 
 
 Chest 39 in. 
 
 Forearm 1 1 J in. 
 
 Upper arm 12J in. 
 
 The smallest developments being — 
 
 Height . . . 
 Weight 
 Chest . . . 
 Forearm 
 Upper arm 
 
 5 ft. 2 in. 
 7 St. 
 271 in. 
 8|in. 
 
 * The chest in this case was only 36 inches—age, 18. 
 

 
 
 
 
 
 QQ 
 
 Height above average ; other 
 measurements average. 
 
 From commencement growth 
 rapid and sustained, with regu- 
 lar and uniform development. 
 The whole frame advancing to 
 great physical power. 
 
 
 Height slightly above average; 
 other measurements consider- 
 ably above average. 
 
 From Commencement growth and 
 development regular and con- 
 tinuous. The whole frame per- 
 fectly developed for this period 
 of life. (See Fig. 3, App. A.) 
 
 
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APPENDIX E. 
 
 Table of Measurements of First Detachment of Non-Commissioned 
 OfiRcei-s selected to be qualified as Military Gymnastic Instructors, 
 taken at the commencement and conclusion of the course (about 
 8 months). 
 
 
 
 MEASUREMENTS, 
 
 &c. 
 
 
 INCREASE. 
 
 
 DATE OF 
 
 MEASUEE- 
 
 MENT. 
 
 No. 
 
 
 
 
 
 
 
 
 
 < 
 Yrs. 
 
 to 
 
 •a 
 1 
 
 
 If 
 
 I! 
 
 
 i 
 
 1 
 
 2S 
 
 In. 
 
 
 
 Ft. In. 
 
 St. Lb. 
 
 In. 
 
 In. 
 
 In. 
 
 In. 
 
 Lb. 
 
 In. 
 
 In. 
 
 Sept. 11. 
 
 1 
 
 19 
 
 5 8| 
 
 9 2 
 
 33 
 
 9i 
 
 io| 
 
 10 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 8| 
 
 10 1 
 
 371 
 
 111 
 
 3 
 
 8 
 
 13 
 
 ^ 
 
 1 
 
 13 
 
 4 
 
 Sept. 11. 
 
 2 
 
 21 
 
 5 9 
 
 10 5 
 
 343 
 
 10 
 
 11 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 9i 
 
 11 1 
 
 38i 
 
 11 
 
 12L 
 
 i 
 
 10 
 
 ^ 
 
 1 
 
 1 I 
 -•^4 
 
 Sept. 11. 
 
 3 
 
 23 
 
 5 5 
 
 9 7 
 
 34 
 
 ll| 
 lOi 
 
 12 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 53 
 
 10 2 
 
 37 i 
 
 131 
 
 1 
 
 9 
 
 3i 
 
 1 
 
 Ij 
 
 Sept. 11. 
 
 4 
 
 23 
 
 5 7^ 
 
 9 13 
 
 37 
 
 12 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 7| 
 
 10 8 
 
 38 i 
 
 Hi 
 
 13 
 
 1 
 
 9 
 
 11 
 
 U 
 
 
 Sept. 11. 
 
 5 
 
 23 
 
 5 8^ 
 
 9 10 
 
 36 
 
 10 
 
 11 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 8i 
 
 10 6 
 
 37 
 
 lOi 
 
 12 
 
 i 
 
 10 
 
 
 4 
 
 
 Sept. 11. 
 
 6 
 
 23 
 
 5 9|- 
 
 11 3 
 
 36 i 
 
 38j 
 
 11 
 
 12 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 9i 
 
 11 12 
 
 114 
 
 13 
 
 i 
 
 9 
 
 2 
 
 i 
 
 
 Sept. 11. 
 
 7 
 
 23 
 
 5 9 
 
 10 6 
 
 36 
 
 lOf 
 
 12 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 9^ 
 
 10 11 
 
 38i 
 
 11 
 
 13 
 
 i 
 
 5 
 
 2i 
 
 1 
 
 
 Sept. 11. 
 
 8 
 
 24 
 
 5 8| 
 
 10 8 
 
 35 
 
 lOJ 
 
 123- 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 9i 
 
 11 6 
 
 40 
 
 llf 
 
 14 
 
 i 
 
 12 
 
 5 
 
 1 
 
 1 I 
 
 Sept. 11. 
 
 9 
 
 26 
 
 5 6i 
 
 9 5 
 
 33 
 
 10 
 
 lU 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 6| 
 
 9 Hi 
 
 36 
 
 10{ 
 
 123 
 
 i 
 
 6i 
 
 3 
 
 j 
 
 1\ 
 
 Sept. 11. 
 
 10 
 
 26| 
 
 5 111 
 
 12 6 
 
 41 
 
 lli 
 
 13 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 11^ 
 
 13 1 
 
 42 
 
 ii:^ 
 
 14 
 
 § 
 
 9 
 
 1 
 
 
 
 Sept. 11. 
 
 11 
 
 28 
 
 5 71 
 
 10 10 
 
 37 
 
 lOi 
 
 12i 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 8i 
 
 11 9 
 
 40 
 
 ll,f 
 
 133 
 
 * 
 
 13 
 
 3 
 
 Ij 
 
 i\ 
 
 Sept. 11. 
 
 12 
 
 28 
 
 5 lOj 
 
 10 9 
 
 37 
 
 lOi 
 
 13 
 
 
 
 
 
 
 April 30. 
 
 
 
 5 11 
 
 11 11 
 
 40 
 
 111 
 
 14 
 
 i 
 
 16 
 
 3 
 
 i| 
 
 
 Two men composing this detachment had been irregularly selected, the 
 youngest being 19, the eldest 28, the average age 24 ; and after a period of 
 eiglit months' training, the increase in the measurements of the men were — 
 
 The smallest gain . . 
 The largest gain . . 
 The average gain . . 
 
 Weight. 
 
 Chest. . 
 
 Forearm. 
 
 Upper arm. 
 
 Lb. 
 
 5 
 
 16 
 10 
 
 In. 
 
 1 
 5 
 
 2J 
 
 In. 
 l:f 
 
 In. 
 
 1 
 
 1| 
 
 H 
 
APPENDIX E. 
 
 445 
 
 Table of Measurements of Second Detachment of Non-Commissioned 
 Officers selected to be qualified as Military Gymnastic Instructors, 
 taken at the commencement and conclusion of the course (about 8 J 
 months). 
 
 DATE OF 
 
 MEA8UKE. 
 
 MENT. 
 
 
 MEASUREMENTS, &c. 
 
 INCREASE. 
 
 No. 
 
 1 
 
 i 
 
 ■*3 
 
 •a 
 I 
 
 i 
 
 .a 
 o 
 
 ^1 
 
 |i 
 
 4»* 
 
 t 
 
 o 
 
 
 In. 
 
 
 
 Yrs. 
 
 Ft. In. 
 
 St. Lb. 
 
 In. 
 
 In. 
 
 In. 
 
 Lb. 
 
 In. 
 
 In. 
 
 Oct. 27. 
 
 1 
 
 22 
 
 6 10| 
 
 9 13 
 
 34 
 
 10 
 
 10| 
 
 
 
 
 
 July 12. 
 
 
 
 
 10 6 
 
 38} 
 
 lU 
 
 12| 
 
 7 
 
 ii 
 
 1} 
 
 2 
 
 Oct. 27. 
 
 2 
 
 23 
 
 6 9§ 
 
 12 
 
 36 
 
 lOJ 
 
 12 
 
 
 
 
 
 July 12. 
 
 
 
 
 11 11 
 
 39f 
 
 12 
 
 14 
 
 Less 3 
 
 H 
 
 1} 
 
 ^ 
 
 Oct. 27. 
 
 3 
 
 24 
 
 5 10| 
 
 11 2J 
 
 36^ 
 
 10| 
 
 12 
 
 
 
 
 
 July 12. 
 
 
 
 
 11 4 
 
 394 
 
 in 
 
 l^ 
 
 If 
 
 H 
 
 Ij^ 
 
 H 
 
 Oct. 27. 
 
 4 
 
 25 
 
 6 9* 
 
 10 6 
 
 36^ 
 
 lU 
 
 12f 
 
 
 
 
 
 July 12. 
 
 
 
 
 10 4 
 
 38j 
 34 
 
 Hi 
 
 12| 
 
 Less 2 
 
 2 
 
 
 ^ 
 
 Oct. 27. 
 
 5 
 
 25 
 
 5 9| 
 
 9 12 
 
 10^ 
 
 lit 
 
 
 
 
 
 July 12. 
 
 
 
 
 10 1 
 
 37| 
 
 10| 
 
 12| 
 
 3 
 
 H 
 
 
 u 
 
 Oct. 27. 
 
 6 
 
 25 
 
 5 9i 
 
 11 2J 
 
 38 
 
 10} 
 
 12 
 
 
 
 
 
 July 12. 
 
 
 
 
 11 4 
 
 40i 
 36l 
 
 11^ 
 
 13 
 
 U 
 
 2', 
 
 
 1 
 
 Oct. 27. 
 
 7 
 
 25 
 
 5 llf 
 
 12 4 
 
 iH 
 
 124 
 
 
 
 
 
 July 12. 
 
 
 
 
 11 9 
 
 39 
 
 12 
 
 13} 
 
 Less 9 
 
 2} 
 
 
 1 
 
 Oct. 27. 
 
 8 
 
 25 
 
 5 9i 
 
 11 13 
 
 38 
 
 lU 
 
 13 
 
 
 
 
 
 July 12. 
 
 
 
 
 12 5 
 
 41^ 
 
 llf 
 
 14 
 
 6 
 
 3^ 
 
 
 1 
 
 Oct. 27. 
 
 9 
 
 25 
 
 5 8| 
 
 11 
 
 35 
 
 lOJ 
 
 12? 
 
 
 
 
 
 July 12. 
 
 
 
 
 10 11 
 
 384 
 38| 
 
 11^ 
 
 134 
 
 Less 3 
 
 3^ 
 
 
 1 
 
 Oct. 27. 
 
 10 
 
 28 
 
 5 lOJ 
 
 12 3 
 
 10^ 
 
 12 
 
 
 
 
 
 July 12. 
 
 
 
 
 12 7 
 
 
 12 
 
 14 
 
 4 
 
 2i 1 li 1 2 
 
 
 
 
 
 Weight. 
 
 Chest. 
 
 Forearm. 
 
 Upper ami. 
 
 • • 
 
 Lb. 
 
 In. 
 
 In. 
 
 In. 
 
 
 Tl 
 
 le SI 
 
 nallest gain . . 
 
 
 
 2 
 
 i 
 
 i 
 
 
 
 Tl 
 
 leh 
 
 irgest gain . . 
 
 7 
 
 H 
 
 n 
 
 2 
 
 • 
 
 
 T] 
 
 le a 
 
 verage gain . . 
 
 n 
 
 3 
 
 i 
 
 H 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
APPENDIX F. 
 
 Table of Measurements taken at the Royal Military Academy, 
 Woolwich, at the commencement and conclusion of short course 
 (about 42 months). 
 
 
 
 MEASUREMENTS 
 
 , &c. 
 
 
 INCREASE. 
 
 
 DATE OF 
 MEASURE- 
 MENT. 
 
 No. 
 
 
 
 
 
 
 
 
 
 
 < 
 
 
 
 1 
 In. 
 
 11 
 
 
 In. 
 
 i 
 
 +3 
 
 li 
 
 li 
 
 
 
 Yrs. 
 
 Ft. In. 
 
 St. Lb. 
 
 In. 
 
 In. 
 
 Lb. 
 
 In. 
 
 In. 
 
 In. 
 
 Feb. 10. 
 
 1 
 
 18 
 
 5 11 
 
 7 8 
 
 29* 
 
 9 
 
 8| 
 
 
 
 
 
 
 June 22. 
 
 
 '5 21 
 
 7 8 
 
 30 
 
 9 
 
 n 
 
 1 
 
 5> 
 
 1 
 
 )> 
 
 f 
 
 Feb. 10. 
 
 2 
 
 19 
 
 5 8i 
 
 9 5i 
 
 28 
 
 11 
 
 10| 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 8| 
 
 9 11 
 
 31| 
 
 11 
 
 111 
 
 1 
 
 51 
 
 H 
 
 If 
 
 H 
 
 Feb. 10. 
 
 3 
 
 17 
 
 6 5| 
 
 9 1 
 
 26| 
 
 
 8| 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 61 
 
 9 1 
 
 29| 
 
 10| 
 
 10 
 
 1 
 
 7? 
 
 3 
 
 V 
 
 H 
 
 Feb. 10. 
 
 4 
 
 18 5 81 
 
 10 
 
 33 
 
 10| 
 
 10| 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 8| 
 
 10 3 
 
 35 
 
 10| 
 
 111 
 
 1 
 
 3 
 
 2 
 
 J? 
 
 n 
 
 Feb. 10. 
 
 5 
 
 18 1 6 Of 
 
 10 13 
 
 32 
 
 101 
 
 n 
 
 
 
 
 
 
 June 22. 
 
 
 |6 H 
 
 11 2 
 
 34 
 
 101 
 
 m 
 
 1 
 
 3 
 
 2 
 
 j> 
 
 H 
 
 Feb. 10. 
 
 6 
 
 17 l5 3* 
 
 8 1 
 
 31 
 
 m 
 
 n 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 4^ 
 
 8 7 
 
 33 
 
 m 
 
 11 
 
 I 
 
 6 
 
 2 
 
 n 
 
 n 
 
 Feb. 10. 
 
 7 
 
 18 
 
 6 5| 
 
 7 13 
 
 26 
 
 n 
 
 n 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 5| 
 
 8 2 
 
 29 
 
 n 
 
 n 
 
 1 
 
 3 
 
 3 
 
 1 
 
 n 
 
 Feb. 10. 
 
 8 
 
 16 
 
 5 6| 
 
 8 3 
 
 28| 
 
 9 
 
 8| 
 
 
 
 
 
 
 June 22. 
 
 
 
 6 7f 
 
 8 4 
 
 31 
 
 n 
 
 n 
 
 1 
 
 1 
 
 2| 
 
 i 
 
 1 
 
 Feb. 10. 
 
 9 
 
 17 
 
 5 8^ 
 
 11 3 
 
 31 
 
 111 
 
 10| 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 9^ 
 
 11 3 
 
 33 
 
 111 
 
 111 
 
 1 
 
 
 2 
 
 >) 
 
 1 
 
 Feb. 10. 
 
 10 
 
 18 
 
 5 IH 
 
 11 8 
 
 30 
 
 10| 
 
 101 
 
 
 
 
 
 
 June 22. 
 
 
 
 6 lit 
 
 11 8 
 
 33 
 
 10| 
 
 11 
 
 ?> 
 
 
 3 
 
 1 
 
 ^ 
 
 Feb. 10. 
 
 11 
 
 19 
 
 6 7f 
 
 10 2 
 
 33 
 
 101 
 
 10| 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 8| 
 
 10 2 
 
 34| 
 
 101 
 
 10| 
 
 1 
 
 
 1| 
 
 ?> 
 
 ^ 
 
 Feb. 10. 
 
 12 
 
 18 
 
 5 lOf 
 
 10 11 
 
 32 
 
 10| 
 
 10 
 
 
 
 
 
 
 June 22. 
 
 
 
 6 11^ 
 
 10 11 
 
 331 
 
 101 
 
 11 
 
 i| 
 
 
 1| 
 
 >> 
 
 1 
 
 Feb. 10. 
 
 13 
 
 19 
 
 6 7^ 
 
 11 13 
 
 33 
 
 lu 
 
 12 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 9^ 
 
 11 13 
 
 35| 
 
 m 
 
 12| 
 
 i| 
 
 
 n 
 
 )» 
 
 4 
 ff 
 
 Feb. 10. 
 
 U 
 
 17 
 
 6 6^ 
 
 9 13 
 
 29 
 
 lOf 
 
 8| 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 7^ 
 
 10 3 
 
 32 
 
 10^ 
 
 n 
 
 7 
 
 4 
 
 3 
 
 ? J 
 
 li 
 
 Feb. 10. 
 
 15 
 
 19 
 
 5 m 
 
 10 1 
 
 27| 
 
 10| 
 
 n 
 
 
 
 
 
 
 June 22. 
 
 
 
 6 in 
 
 10 9 
 
 32| 
 
 lOf 
 
 101 
 
 Ig 
 
 8 
 
 5s 
 
 jj 
 
 n 
 
APPENDIX F. 
 
 447 
 
 
 
 
 MEASUKEMENTS, &c. 
 
 
 INCREASE. 
 
 
 DATE OF 
 
 MEASUKE- 
 
 MENT. 
 
 No. 
 
 
 
 
 
 
 
 N 
 
 In. 
 
 4 
 < 
 
 
 t 
 
 1 
 
 5 
 
 In. 
 
 
 upper 
 arm. 
 
 ■a 
 
 1 
 
 i 
 
 ;2 S 
 In. 
 
 
 Yrs. 
 
 Ft. In. 
 
 St. Lb. 
 
 In. 
 
 In. 
 
 In. 
 
 Lb. 
 
 In. 
 
 Feb. 10. 
 
 16 
 
 18 
 
 5 Z% 
 
 8 13 
 
 29 
 
 10^ 
 
 10^ 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 3^ 
 
 8 13 
 
 32 
 
 10^ 
 
 10^ ' 
 
 f 
 
 j» 
 
 3 
 
 ?) 
 
 ^ 
 
 Feb. 10. 
 
 17 
 
 18 
 
 5 8| 
 
 11 8 
 
 33 
 
 lU 
 
 \2\ 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 9| 
 
 11 8 
 
 34j^ 
 
 lU 
 
 m \ 
 
 i 
 
 >» 
 
 1* 
 
 >» 
 
 ^1 
 
 Feb. 10. 
 
 18 
 
 17 
 
 5 6| 
 
 9 8 
 
 27 
 
 
 8| 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 7^ 
 
 9 8 
 
 30| 
 
 10| 
 
 10 
 
 1 
 
 » 
 
 3* 
 
 j> 
 
 n 
 
 Feb. 10. 
 
 19 
 
 16 
 
 5 6| 
 
 8 10 
 
 27| 
 
 n 
 
 7* 
 
 
 
 
 
 
 June 22. 
 
 
 
 5 6J 
 
 9 1 
 
 30* 
 
 n 
 
 9j^ 
 
 1 
 
 5 
 
 2t 
 
 » 
 
 2 
 
 Feb. 10. 
 
 20 
 
 18 
 
 5 7 
 
 9 1 
 
 281 
 
 10 
 
 9^ 
 
 
 
 
 
 
 June 22. 
 
 
 
 6 7^ 
 
 9 1 
 
 31 
 
 10 
 
 10* 
 
 » 
 
 J J 
 
 2| 
 
 >> 
 
 1 
 
 Feb. 10. 
 
 21 
 
 18 
 
 6U 
 
 11 12 
 
 34f 
 
 
 m 
 
 
 
 
 
 
 June 22. 
 
 
 
 6 2 
 
 11 12 
 
 35i 
 
 11 
 
 12^ 
 
 1 
 
 11 
 
 H 
 
 )> 
 
 J 
 
 In this class it will be seen that the youngest was 16, the eldest 19 ; 
 the average age being 17J. In a course extending over 4 months, the 
 increase was — 
 
 The smalle.st gain . . 
 The largest gain . . 
 The average gain . . 
 
 Weight. 
 
 Chest. 
 
 Forearm. 
 
 Upper arm. 
 
 Lb. 
 1 
 
 8 
 
 In. 
 
 5! 
 2| 
 
 In. 
 
 In. 
 
 1| 
 
 1 
 
I— I 
 
 <1 
 
 CO o 
 
 ■SI 
 
 O -4^ 
 
 1| 
 la 
 
 S " 2 
 i'S 2 
 
 'S ®^ 
 
 O 
 
 o 
 
 H 
 
 O 
 
 o 
 
 oo 
 
 ^« 
 
 M 
 
 
 
 d 
 
 (M :i 
 
 
 
 
 
 
 
 
 tD a 
 
 t— 1 
 
 
 
 
 
 
 
 
 ii 
 
 d 
 
 (M :: 
 
 
 mhP-N 
 
 w 
 
 E^ etf 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 % 
 
 1 
 
 . 
 
 «ICv,-lM 
 
 —leg 
 
 •-|<M-.I(N 
 
 
 
 
 
 
 
 
 
 
 
 5 
 
 
 CO 1-1 
 
 1— t 
 
 -^il rH 
 
 
 S 
 
 
 
 
 O 
 
 2 
 
 
 
 
 
 
 
 eS 
 
 d 
 
 'l-H 
 
 (MrH 
 
 
 ^* 
 
 
 
 
 -IN 
 
 
 U 
 
 ;o 
 
 o o 
 
 1— ( 
 
 lO CO 
 
 
 U 
 
 
 
 
 
 
 hJ 
 
 r-l 
 
 (M 
 
 
 
 
 
 
 
 ->3 
 
 d 
 
 r-l 
 
 
 Klx ^ 
 
 
 
 d 
 
 
 
 
 W 
 
 
 
 
 
 
 ta 
 
 
 
 
 
 M 
 
 
 ^l^-l^«c^ . 
 
 
 m(^f»)|^-,i^. 
 
 ^. 
 
 
 
 
 
 Ci 1-1 rH -^^ 
 
 CO 
 
 rH cq CO 
 
 
 . 
 
 
 
 
 s- 
 
 
 1^ 
 
 r- ( 
 
 tH tH 1-1 
 
 
 
 t— 1 
 
 IC O 
 
 
 ^ a 
 
 
 ^ 
 
 -!T^ 
 
 -H- ►-1<N 
 
 
 
 
 
 
 cl 
 
 00 O O S 
 
 tH 
 
 rH (^j cq 
 
 
 • 
 
 
 
 
 
 *■"" 
 
 T— 1 tH 73 
 CD 
 
 T— 1 
 
 rH rH rH 
 
 
 ,£3 
 
 
 -kM 
 
 
 6 
 
 
 
 «|M 
 
 «ICM 
 
 
 
 
 ^ 00 
 
 
 1 
 
 
 
 
 c 
 
 CO CO CO § 
 
 t> 
 
 -* GO O 
 
 
 
 
 
 
 1^ 
 
 
 CO 
 
 CO CO ^ 
 
 1 
 
 03 
 
 i 
 
 
 KlQO 
 
 
 g 
 
 'S 
 
 ^ 
 
 O <M CO DO 
 
 o 
 
 CO ^ t- 
 
 CS 
 
 -V 
 
 
 
 t3 
 
 02 
 
 t> X Oi ^ 
 
 o 
 
 <2> -^ T-t 
 
 
 K 
 
 
 
 
 
 
 
 02 
 
 
 
 T-H 
 
 T—t rH rH 
 
 OS 
 
 
 
 
 
 <1 
 
 
 
 
 
 
 2 
 
 
 
 . . 
 
 
 
 
 
 
 
 Ec} 
 
 
 
 
 
 
 o 
 
 
 
 ;-i 
 
 
 S 
 
 
 C 
 £ 
 
 f^-h «riH- 
 
 ecloo 
 
 «-.1nH« 
 
 
 
 
 © . 
 
 
 
 cq ^ -* 
 
 lO iC iiO 
 
 
 00 00 ^ 
 
 
 
 li 
 
 
 
 
 
 
 
 
 ;« 
 
 
 
 (© o) 
 
 
 
 S) 
 
 2 
 
 «o ;d l> 
 
 
 O O rH 
 
 
 
 
 
 
 
 < 
 
 P-" 
 
 1— ( tH rH 
 
 
 (N cq cq 
 
 
 
 
 DATE OF 
 MEASURE- 
 MENT. 
 
 
 
 
 
 0) 
 
 
 
 
 
 t> I> t^* 
 
 i-( tH rH 
 
 CO 
 
 u 
 
 a 
 
 ^" HH ^* 
 
 (M (M oq 
 
 O S o 
 
 a- 
 
 
 
 
 
 
 
 
 
 d 
 ^ 
 
 
 
 
 
 
 
 
 
 1 
 
 
 ^ 
 
 
 W 
 
 H 
 
 
 
 
APPENDIX H. 
 
 A SYSTEM OF MEASUREMENTS 
 TO DETERMINE THE RATE OF GROWTH AND DEVELOPMENT. 
 
 Height {tvithout hoots). The position of Attention. The 
 heels together, the knees braced back, the chin raised, the 
 head held steady, the shoulders square to the front ; the 
 heels, hips, shoulders, and head touching the pillar of the 
 standard. The height to the eighth of an inch to be 
 reckoned. 
 
 N.B. — This measurement, when repeated, should always 
 be taken at the same time of the day, and after the 
 same amount of bodily exertion. 
 
 Weight {in ivorklng costume, i.e. in light shoes, flannel^ 
 troivsers, flannel shirt or jersey). The weight to a quarter 
 of a pound to be reckoned. 
 
 N.B. — This measurement, like the preceding, when re- 
 peated, should always be taken at the same time of 
 day, and with reference to any circumstance which 
 would affect its accuracy. 
 
 Chest {over the jersey or naked breast). The position of 
 Attention, but with the arms horizontally extended, the palms 
 of the hands held upwards and open, the fingers straight. 
 The tape should be passed around the chest in the line of 
 the nipple. The girth to the quarter of an inch to be 
 reckoned. 
 
 N.B. — Care must be taken that the chest is not inflated 
 beyond its usual expansion during ordinary breathing. 
 Where a single measurement is taken, the above line 
 
450 PHYSICAL EDUCATION. 
 
 is the b€^, as gauging approximately at once the mus- 
 cular ai^lf^spiratory capacity ; but when the latter 
 quality 4K primary importance (as in rowing), a 
 second ]^^ ment should be taken lower down the 
 clMBty tl: ^e being passed over the ninth rib. A 
 third measurement, to test the elasticity and mobility 
 of the chest, as cihown by the extent of its expansion 
 on the ilest inspiration beyond the point of the pre- 
 ceding measurerr nts, may be taken on either of the 
 above lines. To take these measurements witji perfect 
 accuracy is always difficult, as the mere act of attention 
 and state of consciousness or expectation of the person 
 being measured will affect the breathing and therefore 
 the actual girth of chest at the time. For this reason it 
 is always desirable whenever it can be done, or when 
 any doubt as to the accuracy of the measurements exists, 
 to draw the attention by question or remark to some 
 other subject than that of the work on hand. 
 
 Forearm. {All measurements of the upper and lower limbs 
 to he skin measurements.) The arm extended as in the pre- 
 ceding measurement, but with the hand tightly closed. The 
 tape to be passed around the thickest part of the arm, and 
 its girth at that point reckoned. 
 
 N.B. — With men who have taken little exercise this line 
 will always be found near the elbow joint, but as the 
 limb becomes developed, and the numerous muscles of 
 the forearm acquire bulk and power from exercise, the 
 greatest girth will be found from 2 to 3 inches below 
 it : unless this circumstance be kept in view the actual 
 increase will not be perceived. 
 
 Upper arm. The hand closed as in preceding measure- 
 ment, but with the arm bent at the elbow, and the hand 
 brought down towards the shoulder ; this should be slowly 
 and gradually done, bending the joints of the fingers, clench- 
 ing the fist, and bringing the forearm down upon the 
 upper arm. The tape to be passed in a straight line around 
 the thickest part of the arm ; this will always be found over 
 the ridge of the very prominent muscle on the upper surface 
 
APPENDIX //. 451 
 
 (the biceps). It is by the contractions of th^*" muscle chiefly 
 
 that the arm is bent in the position c41^: measurement, 
 
 and, with its antagonistic muscle on tl)^,^ ^ ^^ .'se side of the 
 
 arm (the triceps), by which it is again y^ • -Jed, f .ms the 
 
 bulk of the upper arm. The tape measurement, therefore, 
 
 at this point, caeteris parihuSj is an"" accurate gauge of its 
 
 lu r ' 
 power. 
 
 N.B. — When the whole arm is fully developed, the dif- 
 ference in size between the fore and upper arm in an 
 adult of medium stature will be about 2 inches, and 
 it will almost invariably be found that when the upper 
 arm is feeble, the upper region of the chest will be 
 feeble also. With a chest of 40 inches the arm would 
 probably be 12 inches and 14 inches. 
 
 Certain measurements of the lower limbs should also be 
 taken and recorded when it is desired to ascertain their 
 l^resent condition or rate of development ; the measurements 
 which will show these most accurately, and at the same 
 time most directly correspond with those of the upper limbs, 
 are the following : — 
 
 Calf. The limb to be held stiff and straight, the heel 
 raised from the ground, the toes pressed strongly down and 
 the knee braced back. The tape to be passed around the 
 thickest part of the calf, and as the position of this line will 
 somewhat vary with different men, and with the same limb 
 in different stages of development, one or two points should 
 be tried, and that which shows the greatest girth selected. 
 
 Thigh. The limb placed as in preceding measurement. 
 The tape to be passed in a horizontal line around the 
 tliickest part of the limb, which will be at the highest point 
 of the thigh admitting of horizontal measurement. 
 
 og 
 
APPENDIX I. 
 
 GYMNASTIC SCHOOLS, 
 THEIR CONSTRUCTION AND REQUIREMENTS. 
 
 With the first conception of the leading features of this 
 system, I perceived that the construction and fitting up of 
 proper gymnasia would be a sine qua 7ion, indeed must be 
 viewed as an integral part of the system itself. 
 
 In the cultivation of the bodily powers it is quite neces- 
 saiy that the instruction should be progressive — that to- 
 day's lesson should, as it were, be taken up to-morrow and 
 carried a little farther, and the next day and the next 
 a little farther still, and so on to the end of the course. 
 When thus administered, each lesson is in accord with that 
 which preceded it, and with that which is to follow it— each 
 aiding each— each improving that which has gone before — 
 each preparing the way for that which is to come ; but this, 
 of course, can only be done where provision is made for 
 regular and consecutive instruction. Now, regularity and 
 consecutiveness, it will at once be seen, are quite incom- 
 patible with open-air practice in any country whatever ; and 
 in a climate like ours are simply impossible. There are 
 few days in the year that are really fit or suitable for such 
 practice, or on which men would willingly encounter its 
 discomforts ; and a system of bodily training which is de- 
 penden upon the favour of the weather is in reality no 
 system at all. 
 
 I have alluded to the discomforts of open-air practice ; 
 these may seem trifling, but when examined are more serious 
 than appears at first sight. To execute any gymnastic 
 
APPENDIX /. 453 
 
 exercise, or any exercise indeed of any kind in which 
 strength is to be exerted, or is to be derived from its per- 
 formance, there must be complete freedom of clothing. This 
 simply means that a man must be stripped to his shirt and 
 trowsers, with his neck open, his head bare, and his sleeves 
 tucked up to his elbows. Now, it is of the essence of 
 gymnastic exercises, after the rudimentary lessons, that the 
 efforts shall for the most part be brief and energetic, with 
 some necessary standing about, waiting for and watching the 
 efforts of others. And this, with men so employed, and so 
 exposed, and so constituted, is, save on rare occasions, neither 
 sanitaiy nor even safe in the open air. 
 
 I need scarcely, I am sure, state, that I of all men am 
 least disposed to enervate or coddle ; the whole work of my 
 life has been, and is, and probably will be, to make men not 
 only healthier but hardier ; to teach them how to retain the 
 strength they have, as well as how to add to its amount. 
 But if experience has taught me anything, it has taught 
 me this ; that more evil may be done by rash and sudden 
 exposure — by what is generally known as the hardenimj 
 system, than by all the coddling in the world. It is not 
 by exposure that men are either strengthened or rendered 
 hardy ; they must be strong and hardy before they are fit 
 to be exposed ; they must be seasoned first, and exposed 
 afterwards. If we cannot season a piece of timber by sudden, 
 or extreme, or unregulated exposure, we must not think we 
 can do so with a living man, or a living anything. 
 
 Another important reason why proper gymnasia are 
 essential is, that they may be fitted up with apparatus of 
 a character and description which could not be attempted 
 out of doors. In elaborating this system of bodily training, 
 I have found it necessary to invent many new machines to 
 yield the special form of exercise w^hich I desired in order 
 to produce certain results in the learner ; and almost all 
 those which are called of an educational character, and have 
 for exclusive object to cultivate the resources of the body. 
 
454 PHYSICAL EDUCATION. 
 
 require the roof and walls for support, and the soft floor of 
 the building for safety ; and those of an entirely opposite 
 description can be erected, and the exercises practised on 
 them, with much greater facility here than in the open air ; 
 for eveiy portion of the interior face of the walls, and every 
 part of the internal roof, may be utilized, turned to imme- 
 diate account, and made to serve as bona fide apparatus. 
 
 I say nothing of the facilities which a building presents 
 over the open ground for giving and receiving instruction, 
 and of preserving order and propriety among the learners, 
 without having recourse to too strict a discipline. For it 
 is quite essential to safety, as well as to advancement, that 
 the strictest order and propriety should be preserved in the 
 gymnasium ; and there is no fact more undoubted than this, 
 that amongst gymnastic apparatus, the disposition of the 
 learner to be inattentive and careless, and the difficulty of 
 the instructor in communicating instruction and maintaining 
 order, is uniformly beyond comparison greater in the open 
 air than in the gymnastic school. Neither do I notice the 
 safety arising from the assured condition of the apparatus in 
 the gymnasium, exposed as it is to no atmospheric influence, 
 always diy and always clean. Indeed, while the out-of-door 
 apparatus must necessarily be getting worse and worse, the 
 indoor apparatus, if properly constructed, and its materials 
 suitably selected, should be virtually indestructible. 
 
 I have thus noted a few, and only a few, of the advantages 
 which the gymnasium possesses over the gymnastic ground, 
 but each one of these is most important in itself, and is 
 prop^nant with many others. 1 would now inquire, are there 
 any advantages on the opposite side, any advantages which 
 the ground has over the building ? And, if so, are they of 
 such importance as in any way to counterbalance those 
 which I have just enumerated in favour of the building? 
 These are questions which I have fully considered, and I am 
 prepared to answer, * None — not one ; ' the open-air practice 
 has not one real advantage ; it has not even any apparent 
 
APPENDIX 7. 455 
 
 one which may not be shown to have a reverse influence 
 and bearing. 
 
 Its apparent advantages are — first, ample space ; second, 
 abundance of light ; third, pure air. With the phrase ' out 
 of doors ' and ^ open air,' we are led to associate ample space, 
 but this signification is often quite illusory when applied to 
 the present subject ; for it is found that the very places 
 where gymnastic exercises are most wanted, where they 
 would prove the greatest boon, are precisely those where 
 ground is scarcely attainable at any price or for any purpose, 
 namely, in towns and in barracks situated in closely-popu- 
 lated districts. In such cases the advantage, of course, is all 
 in favour of the building — in favour of the method which 
 knows how to economize every square foot of ground, and to 
 make it serviceable all day and every day, morning, noon, 
 and night, wet or dry. 
 
 A small nook in a playground or in a barrack-yard, 80 ft. 
 by 40 ft., will be sufficient for a gymnasium, which will give 
 abundant accommodation throughout the year to the largest 
 school or college, or to a garrison of a thousand men. They 
 require no more ground than the apparatus covers ; and 
 they could use no more were it planted in the middle of the 
 widest common in England. 
 
 The question of light, when examined, is solved at once ; 
 and I have no hesitation in saying that it is in favour of the 
 building; abundant light for any purpose can be admitted 
 into any building, and in the gymnasium it can be so 
 admitted and so distributed as to meet precisely the special 
 wants of the special exercises. 
 
 The question of pure air is less easily disposed of, for there 
 is nothing more essential to health and to health-giving 
 exercise than pure air ; while there is, on the other hand, 
 nothing more liable to deterioration, for eveiy breath we 
 breathe acts injuriously upon it — subtracts from it some 
 portion of the good which it possesses, and imparts to it 
 that which is pernicious ; and it must be admitted that 
 
456 PHYSICAL EDUCATION. 
 
 this process of deterioration is only sustained where the air 
 is confined around the breather in a building, and is entirely 
 avoided when he stands in the great air ocean out of doors. 
 
 Moreover, it must never be forgotten that a gymnasium 
 is a veritable temple to health in the highest sense of the 
 word ; and pure air, w hich is desirable everywhere, is 
 imperatively necessary here, absolutely essential during 
 exercise, not only for the perfect aeration of the blo.od, but 
 as the natural stimulant to physical exertion. 
 
 And again, just in the same ratio with the requirement 
 for the purity of the air in a gymnasium, is its liability to 
 deterioration ; first, by the doubly-increased respiration of 
 the inmates — each breath being larger in volume, and each 
 following each in quicker succession during exercise than 
 when the body is wholly or comparatively at rest ; and 
 secondly, in a great degree also, by the exudations from 
 the skin, which is stimulated to its utmost activity by the 
 powerful and sustained muscular exertion ; and it must be 
 remembered also, that while these exudations are increased 
 to their utmost extent by the energy and freedom of the 
 partly denuded body, its escape into the surrounding atmo- 
 sphere is also by the same means facilitated. Now while 
 these are all incalculable advantages to the individual, and 
 the very source and secret of the health and strength which 
 he derives from exercise, they all tend directly and power- 
 fully to deteriorate the air. 
 
 Another point still ; admitting that the gymnasium is 
 occupied to the estimated extent of its working capacity, at 
 the end of an hour (the usual time allotted to an ordinary 
 lesson) the air in the building, w^ere there not an unceasing 
 interchange taking place between it and the external air, 
 would be so deteriorated as to be rendered less suitable to 
 the use, and less pleasant to the sense, of the next class of 
 learners. 
 
 Here, then, we encounter these important facts, not only 
 that pure air is essential to health, and to the pleasurable 
 
APPENDIX I, 457 
 
 sustentation of active bodily exertion, but that this exertion 
 itself is a powei-ful agent in its deterioration, and that this 
 deterioration is only felt where the same air has to be 
 inspired and re -inspired, as in a building. 
 
 Now as this necessarily applies to all buildings, though 
 not to all in an equal degree, we may be sure there is a wa}' 
 in which this evil can be avoided, for He who planned our 
 existence did so with the full comprehension of our wants — 
 saw that while we were so constituted as to require the 
 shelter and protection of dwellings in which to live and 
 learn and toil, that these very buildings expose to dete- 
 rioration the substance on which we depend for momentaiy 
 existence. The difficulty that seemed insurmountable is at 
 once overcome by the action of the law regulating the con- 
 stitution of the air itself. On the slightest change in the 
 constituents of the air, such as that caused by respiration, 
 or by the elevation of its temperature, it is impelled to 
 instant motion ; forced to shift and change its place, that 
 place being immediately occupied by the surrounding air : 
 so that motion and change of position is induced, propor- 
 tionate in force and in extent to the primary displacement. 
 This law is in unceasing and unerring operation over the 
 whole surface of the globe, regulating equally the mighty 
 currents caused by the sun's heat in the belt of the tropics, 
 and the slight undulations in an ordinary room caused by 
 the breath of a solitary inmate. This law is the key to all 
 our rational systems of ventilation. It teaches us to con- 
 struct our dwellings in such a manner that the air, which is 
 in unceasing motion — a mighty current ever flowing, though 
 changing its direction with proverbial inconstancy — may 
 pass through them in its course, cleansing them of every 
 impurity. It teaches us so to regulate the admission of this 
 current, that at any time, and at any season, it shall be 
 in accordance with the wants and the wishes of the inmates. 
 
 The special mode of ventilation for a gymnasium I conceive 
 to be — the building must be so constructed that the whole 
 
458 PHYSICAL EDUCATION, 
 
 body of air within it may in a few minutes be changed for an 
 equal body of fresh air, for this will be required at frequent 
 intervals. It must be so constructed that the deteriorated 
 air may ascend and pass at once out of the building, and 
 a fresh supply at the same time enter ; and these apertures 
 for ingress and egress must be so placed, that the fresh 
 air may be admitted at such distance from the inmates 
 that it shall not strike them in compact cold currents, or 
 draughts as they are called, but be uniformly diffused ; for 
 this must be maintained throughout the working day. It 
 must be so constructed, in fine, that it may be as snug 
 an ordinary room in winter, and as free and airy as the open 
 heath in summer. And this should be done by what may 
 be called natural means. 
 
 This much for the purity of the air ; but air has other 
 qualities besides purity, for we live in it as well as breathe 
 it ; it comes in contact with our skin as well as with our 
 lungs ; temperature, therefore, is very important. The air 
 may be quite pure when the thermometer stands at 20 de- 
 grees below freezing-point, as we sometimes experience, or 
 rises to 80 in the shade, but neither of these conditions are 
 favourable to exercise, and least of all to gymnastic exercise. 
 
 Now in a properly-constructed gymnasium, the tempera- 
 ture of the air may be rendered pleasantly cool in summer, 
 and sufficiently warm in winter, to let men freely strip for 
 active exercise. We do not want a heated or rarefied air 
 to breathe during active exercise ; men have the materials 
 of heat within themselves, and want but exercise to ignite 
 the fuel and sustain the fire : but we do want the tempera- 
 ture of the air so raised as to remove actual discomfort in 
 stripping to work, and to dry and keep dry the apparatus 
 which must come in constant contact with the naked hand, 
 and this can only be done in the properly- organized gym- 
 nasium \ 
 
 * For til is jmrposo there is nothing so good as the open fire grate 
 distributed in suitable places in the different divisions of the building. 
 
APPENDIX /. 459 
 
 I will now notice a few of the principles which guided 
 me in preparing a design for a building suitable to the 
 system. 
 
 The first of these was, that the form and manner of con- 
 struction of the gymnasium should be such as to admit of the 
 erection of the desired system of apparatus, and to present 
 the greatest facilities for instruction and supervision. The 
 second, that it should be constructed to meet, in the best 
 manner, the sanitary requirements which I have just noticed. 
 The third, that in all important respects, the same design 
 should be capable of reduction or extension, so that its 
 working capacity might be in proportion to local require- 
 ments. In this last respect it was not necessary to compute 
 the absolute working space required for every class of 
 learners, but to ascertain the smallest dimensions of 
 a building which would contain with adequate freedom 
 a fair selection of the essential apparatus in the different 
 sections of the system, and from this minimum size to ascend 
 by carefully regulated gradations to a maximum size. 
 
 The whole exercises of the system resolve themselves into 
 two distinct kinds ; first, those with moveable apparatus, 
 used for the introductory course, in which the learner lifts 
 or wields the article of apparatus, he himself standing firm ; 
 and secondly, those on the fixed apparatus, comprising the 
 bulk of the system, where the learner himself moves or 
 turns, the apparatus or machine being fixed or firm. 
 
 This distinction is very important, not only as effecting 
 the character of the exercise to be performed, but the whole 
 material means used in performing it, and even necessitates 
 a distinct division of the building itself into two parts, 
 each part being in certain respects, in appearance and in 
 fact, the very antithesis of the other. In the first division, 
 that for the moveable apparatus, the floor is retained per- 
 fectly free and firm, the apparatus, when not in use, being 
 ranged in racks along the walls. In the second division, the 
 floor is made of soft elastic materials, with every spot of its 
 
460 PHYSICAL EDUCATION. 
 
 surface mapped out and studded with apparatus permanently 
 fixed. 
 
 I have already stated that, in elaborating this system of 
 bodily training, I have found it necessary to invent many 
 new machines to yield the special form of exercise which 
 I desired, in order to produce certain results in the learner ; 
 for instance, I have found that few men are equally deve- 
 loped on both sides of the body, as a natural result, of the 
 greater emi)loyment given to the right side during the period 
 of growth ; and this applies not only to the arm, but to the 
 whole side, from shoulder to hip, and not infrequently 
 including also the lower limb, when the development of the 
 right leg and foot preponderates over the left. Now I con- 
 sider it of the greatest importance to health that this lost 
 balance of power should be restored, this equilibrium of deve- 
 lopment re-adjusted ; and to accomplish this I have found 
 it necessary to invent a number of machines for the sake 
 of the form of exercise which I desired to be performed on 
 them. Among the first of these I would mention the Elastic 
 Ladder and Kow of Kings — machines designed expressly to 
 give employment to both sides of the body equally, and 
 especially to the chest and upper limbs, by necessitating that 
 ])x>th sides of the body shall perform the same work, requiring 
 the exertion of the same degree of effort, and that neither 
 aide shall be able to aid the other ; each side must do its 
 own share only ; and therefore if the weaker side be doing 
 as much as the stronger, it will virtually be doing more 
 (being weaker), and the amount of difference in exertion 
 will be of course in relation to the amount of difference in 
 development or power. And therefore the unerring result 
 of the natural law of development being, caeteris paribus, in 
 relation to activity, the weaker side will ultimately recover 
 its lost position and its fitness for fair companionship with 
 its fellow. 
 
 I have mentioned the nature and object of these two 
 machines for the twofold purpose, first, of showing that it was 
 
APPENDIX L 461 
 
 what I had discovered to be the actual wants of learners or 
 pupils w^iich guided me in preparing my exercises and in 
 inventing apparatus which would yield the form of exercise 
 desired ; and second, of showing that it was the form of that 
 apparatus and the nature of the exercises to be performed on 
 them which determined the form and construction of the 
 building itself. 
 
 For instance, an important section of apparatus is that 
 which teaches men to clear objects by running, vaulting, and 
 leaping ; therefore for these considerable length is required. 
 A second section of an elementary character, as the Horizontal 
 Bar, Parallel Bars, and the two machines which I have just 
 described, machines all capable of being worked by large 
 numbers of men at the same time, also requires length ; 
 therefore the oblong shape, which admits of the apparatus 
 of these important sections being arranged side by side, has 
 been chosen for the gymnasium. A third section, consisting 
 of all climbing apparatus, whether mast, rope, or pole, re- 
 quires height ; but as these are all vertically placed, they 
 may be closely grouped, so that a small portion only of the 
 building needs to be very lofty. These three sections of the 
 apparatus in a very clear manner detei'inine the most suit- 
 able and serviceable form of building, namely, an oblong, 
 of a breadth about half the required length, and with one 
 portion of it lofty* The position of this lofty portion natu- 
 rally falls to the centre ; for the end walls are also utilized, 
 the one bearing every form of vertical apparatus, the other 
 every form of slanting apparatus. The elevated portion 
 farther serves in lighting and ventilating the gymnasium in 
 the place where light is most w^anted, and is where ventilation, 
 of one kind, may be most effectively obtained. 
 
 The same oblong form I found also to be the most suitable 
 for the other division of the building ; for the distribution 
 of classes in the introductory course of gymnastics, and for 
 classes of fencing and sword exercise. And as it was desir- 
 able for purposes of supervision and instruction that both 
 
462 PHYSICAL EDUCATION. 
 
 divisions should form one building, and that every portion 
 of it should be overlooked from every other portion, these 
 two divisions are generally placed rectangular to each other. 
 
 I have only now to notice the galleries for spectators. It 
 is most desirable to encourage visitors to the gymnasium ; 
 it is remarkable, sometimes, how the presence of visitors 
 serves to stimulate the learners to energetic action, and at 
 the same time to assist in preserving the proper decorum of 
 the lesson ; but it is equally desirable that they should not 
 mix among, or in any way interfere with, the learners. The 
 galleries for spectators in both divisions are so arranged that 
 they overlook the whole gymnasium without encroaching 
 upon the working space. 
 
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