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extra exertion. All of the processes under the head of nutrition go on more vigorously. Thus the whole system is supplied with blood having greater potentiality than usual. The nerve centers become more highly organized and able to send stronger stimuli for a longer period of time than usual.

Psychical effects

Muscular exercise seems most intensely physical and yet the first requisite for it is will. And further when a muscle is used for a considerable time it becomes less able to contract; a strong will, however, will furnish stronger stimuli and secure equally forcible contractions. Very few people have strong enough wills to tire out their muscles. The will grows weary long before the muscle. A man becomes exhausted running, then attempts to play the piano but finds that the muscles of his hand refuse to contract with either their usual strength or quickness. It is not that those muscles have become tired, but the central stimulating organ or will is

exhausted.

This is true of muscular movements in general. Special exercises have special effects. I once asked a lady who was teaching a somewhat complicated calisthenic drill what was the first quality needed in order to excel in such work, the answer was rightly made, "Concentration." The movements demanded the strictest attention, each movement was done so many counts, some eight, others four, occasionally positions were held for a few counts, and all to be remembered by the pupil. The muscular exertion demanded by the exercise was slight, the mental effort was large. The pupil who, of all the class, did the best work was a young woman of slight physique but of unusually bright mind. With cheeks flushed, lips moving as she kept the count, and eyes intently fixed on the leader she went through the exercises almost faultlessly. When the exercise was over I asked the teacher if she herself was tired; she said, "Yes, very tired." "Are you physically tired?" I asked, "No." "How are you tired?" After a longer pause, "I am mentally tired.” These exercises were mental gymnastics far more than physical. Concentration and memory were demanded and trained far more than muscle.

Let a person who is not an expert with Indian clubs spend half an hour learning new movements, he will not ordinarily have expended very much physical energy, but he will be tired. He has had consciously to direct his muscles. After these exercises have been

thoroughly learned so that the clubs can be swung without giving any attention to them, he can swing them the same length of time without the least fatigue.

Let a person walk five miles on a level road and compare the fatigue experienced with that experienced after five miles on railroad ties where the ties are placed at unequal distances. The amount of physical energy expended is not markedly different in the two cases, the reverse is true of the degree of exhaustion. A person learning to ride the bicycle finds it most exhausting work mentally, the utmost concentration is demanded. The occurrence of anything to distract the attention is sure to be followed by disaster. Thus young ladies on the street are frequently the cause of the downfall of some would-be bicyclist friend. Later on however the control of the machine is all done without consciousness and the mind is free for other work.

Let a lot of school children attempt to stand on one leg and then bend forward so that the body and the other leg shall be parallel with the floor. The attention of every child who attempts it will be fully occupied with the exercise.

I have said enough under this head to illustrate some of the characteristics of the mental effort that is called for by physical exercises. Qualities secured by any exercise are the qualities demanded by that exercise. This indicates their psychical significance.

There is the same difference between mental health and mental education that there is between physical health and physical education. A baby may be perfectly healthy mentally and yet be quite uneducated, it may also be perfectly healthy physically and yet be quite uneducated physically. A baby's education is first physical, much that it learns comes either directly or indirectly through the muscular sense. The only sources of information that it has are physical in their nature, and the only avenues of expression that it has are physical, they are muscular. Deprive a man of all muscles and you at once deprive him of all methods of expression.

An apprentice enters a jeweler's store and attempts at once to do the fine work on a watch. He fails, not because he did not know what he wanted to do, not because he was not strong enough, but because he could not control his hands and fingers. He lacked physical education. A pianist shows a beginner how to play a scale rapidly. The pupil understands exactly what to do, he knows where to place his fingers, but he can not do as well as his teacher because he lacks physical control, physical education. And all the processes of learn

ing to manage the hands and fingers are questions of physical training, and not either of watchmaking in the one case or of music in the other. They both involve training of the cerebellum, the organ of coordination. One may have the soul of a musician but be without the ability to express himself. He needs primarily physical education. There is another side to this quality. A man may have. perfect control over his muscular system and yet be unable to make successfully, movements which involve calculation. For instance let a man attempt to catch a curved ball from one of our modern base ball pitchers. He may be able to control his hands and arms perfectly but unless he is able to tell where that ball is going to be when it passes him he will be as helpless as a baby. A man starts to jump a fence three feet high. He does not put into it as much energy nor does he jump as high as if it were four feet high. He calculates the height and jumps accordingly. This ability to calculate motion, estimate height, etc., is given only by physical training, in which quick perceptions and accurate judgment are involved and secured. These in general being the effects of physical training, let me indicate briefly their relation to general and technical education.

The general effects of exercise may be summed up in one word, health. The other effects of which I have been speaking by the word, education.

1 It is a necessity in order to the best thinking and living that the brain be supplied with a regular and plentiful supply of blood, that this blood be kept free from carbon dioxide and charged with oxygen, and that it be well charged with good food materials. These results can be secured only when the heart regularly and vigorously sends the blood its customary rounds, when the lungs thoroughly purify it and charge it with oxygen, when the nutritive processes of the body are so stimulated that the digestive organs do their work with vigor and thoroughness. These three results are those secured by general exercise, and can not be secured to anything like their full extent without it.

Mind may not be physical still it is most absolutely dependent on the brain and this on the blood.

Brain building without good blood is like trying to build up a house without new materials by tearing down what is done in one part to build in another, in the hope that eventually all will be built. 2 A symmetrically developed brain is impossible without the development of those centers which preside over muscular movement. 3 The brain centers which control muscular movement are located

immediately in connection with centers of the highest psychic order, and the organization of the former with the consequent stimulated blood flow and growth is markedly helpful in the development of

the latter.

The younger the child the more difficult is abstract thought. Physical exercises of the educational class afford opportunities for developing the will, attention, concentration in ways that are definite, tangible and real to the youngest. Weak-minded children differ from normal children chiefly in being backward. Judicious physical exercise, by calling for these backward qualities in a tangible way, and at the same time furnishing the food for their growth, has been the means of development of many who were both physically, mentally and morally backward.

5 There are very few trades or professions but that involve physical action in some way, and generally of some skilled variety. It is consequently of great importance that these portions of the economy, brain and muscle, that are concerned in muscular action should be trained during the period of their natural growth, for if neglected at that time, it never again will be possible to secure the best results. A small amount of work at the right time will do as much as a large amount later. There is a proper sequence in the development of the brain centers that should not be departed from.

We must remember that all forms of physical activity are materially affected by physical exercise. The highest form of exercise of which the body is capable is expression of thoughts and emotions by gesture, attitude, facial motion or position, or inflections of the voice, and yet the acquisition of this is a part of physical training in its broad and true sense, training the body to express the mind, to mirror it out so that others may enter into the thought of the speaker.

6 The quantity and quality of exercise given to students must vary with the age, quantity and quality of the study being done at the time. In general all need some health gymnastics. Little school children need some of the elementary educational gymnastics. The higher grades should be trained in practical muscular control so that any of the trades could be taken up with greater readiness than usual, while the highest schools should be more engaged with the practice of expressional exercises.

Children should be so trained that skilled labor in any direction can be easily acquired. A well trained mind will master a new profession much more quickly and thoroughly than one not so trained. This is equally true of the body.

I have made reference to health gymnastics and to educative gymnastics. If my paper had been longer I should have spoken of the third division of the subject, recreative gymnastics, and have tried to show how in them the will of the individual is allowed free play and that thus they are markedly different from educative gymnastics.

This division of the subject is yet young, but it must enter largely into the work to be done by American school children.

The subject of physical training has been discussed very freely of late, but as yet not a great deal has been accomplished, partly perhaps because there has been no definite plan presented that was thorough and complete, and that did not at the outset involve the expenditure of large sums of money.

I believe that the only real solution of the difficulties along these lines lies in the adoption by the public school system of the entire country of systematic, judicious physical exercise.

I believe that this can be done in a thorough manner with a comparatively small expenditure of money in the following way. Let each city appoint a superintendent of physical training. Let him adopt or devise a scheme of exercise that can be carried on in the present school rooms without further apparatus than the floor and desks afford. Of course this must be adapted as I have already indicated to all grades and for the various objects of exercise. Let him meet the teachers of the city once or twice a week and give them instruction in both the theory and the practice of the exercises for the pupils. Let this instruction be given in one of the large class rooms in just the way in which the pupils should have it. Let these teachers then give the exercises to the pupils. I do not argue that regularly appointed gymnasiums are not desirable; they are, but excellent work can be done without them. The namby-pamby movements that usually go by the name of calisthenics are not what I refer to. I mean good vigorous exercise, both for health and recreation. The superintendent of physical education should spend his time aside from that required to instruct the teachers, in systematic visitation of the schools and in council with the teachers.

The blind following-out of any of the so-called systems of gymnastics will not accomplish what I have been speaking of. The best of them, the Swedish system, was built up for Sweden, but the nervous conditions of American city children are very different from those found in Sweden. The gymnastics which they are most profited by call for most intense concentration and self-control and

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