Class U m^-. COPYRIGHT DEPOSIT POCKET PEDAGOGICAL LIBRARY. 1. EDUCATION IN ITS Physieal Relations WITH SPECIAL EEFEEENCE TO PREVALENT DEFECTS IN SCHOOLS, BY WILLIAM JOLLY, F. R. S. E., F. G. S., H. M. Inspector of Schools, Scotland. Edited for use in the United States. New York: WILLIAM BEVERLEY H PRISON. 1893. MAPS, CHARTS. GLOBES. BLACKBOARDS, SCHOOL BOOKS, OF ALL PUBLISHERS. SCHOOL SUPPLIES OF ALL KINDS. SCHOOL FURNITURE. WILLIAM BEVERLEY HARISON. 59 FIFTH AVEME, NEW YOKK CITY. 1/OCK.hT I'LDMAijiilCM. LliiliAUY I K] ){(:A'\'\()y: I'll VSI(;aI> liKLATIONS: Willi HI'KCIAh (^KMCKKhX'E TO Jiro(id('/r (md Ifa/ppur, •,VII,MAM .iOLLV, V. M.y,. K., K. <> H., // M . Ini'.'j)(u;l.iir of HcJiAinl.H, H'N ;B 1393 I'-IOVKULEY If A lim^l Of; WAfiHlMSJ^ Nkw Vokk : V WILMAM 1', 189;; ■:^ 1*^1 Copyright, 1893, By William Beverley Hakison. "A man's body and his mind— with the utmost reverence to both I speak it —are exactly like a Jer- kin and a Jerkin's lining: rumple the one, you rum- ple the other.— Sterne. Stuyvesant Press, 154 & 156 W. 27th St., N. \ . PEEFACE As will be seen, this pape-r is mainly a series of rapid suggestions on important educational subjects, addressed to earnest, practical educators. Its publication has been requested, as containing truths that it would be well for our schools to act more upon. Tt is hereby issued, in the hope that it may somewhat help to make school work happier, broader, and more educative. There is cer- tainly urgent need for this being done, amidst the growing tendency to make cer- tain scholastic results the all-in-all of educa- tion. CONTENTS. PAGE Introduction 7 A VIOLATIONS OF PHYSICAL LAW IN EDUCATIONAL PKACTICE. I. Violations purely or chiefly Physical. 1. In regard to School Conditions 8 (1) Ventilation 8 (2) Cleanness of Premises 10 (8) Brightness 12 (4) Desks 14 (5) Seats 15 (6) Separate Cloak-rooms 16 (7) Scrapers and Mats 17 (8) Safflcient Covered Courts 17 (9) Water Closets... PT 2. In regard to School Habitudes. (1) General Attitudes of Children 18 (2) Folding the Arms over the Chest 19 (3) Class-drill.. 21 (4) Cleanliness and Tidiness in person and dress 23 (5) Position and action of the organs in Singing 24 (6) Position and action of the organs in Speaking 26 6 Education in its Physical Relations. II. Physico-Mental Violations. 1. The Neglect of Frequent Intervals in School- work 28 2. The Neglect of Alteratives in School- work 29 (1) Frequent and contrasting Change of Sub i ect 31 (2) Shorter Lessons — 31 (3) Physical Exercises frequently intt^r- polated 32 (4) Music as a Renovator 34 (5) Renewal of Inteiest 36 (6) Broader Curriculum in Lower Classes 37 (7; Preservation of Cheei fulness and Nat- ural Vivacity 39 (8) Greater use of Humor and Liughter 42 3. The Over-use of Memory 45 4. Pressure on Infants from Inadequate Infan- tine Training — 50 B. THE SYSTEMATIC TRAINING OF THE BODY— PHYSICAL EDUCATION. Modes of Physical Education . (1) Without Apparatus 52 (2) With Apparatus 53 C. AN EXISTING SPECIAL FORM OF OVER- PRESSURE. 1. Over-straining for Technical Resu ts 53 2. The Need of Recuperative Alteratives 54 EDUCATION IN ITS PHYSICAL I I KELATIONS. I Our education is sUll very one-sided. Wiiile : improving certain subjects, we have neglected others — some partially, not a few entirely. I Of no part of real culture have we shown I greater disregard than of the physical. With all our growing knowledge of educational theory, we are still nearly as far behind in I practice in regard to the Training of the i Body as we we' e at the Revival of Learning, some three centuries ago, in spite of all the ancients taught and practised in this field that should shame us. We have still to act on the truth we know, that, as Montaigne has expressed it, " It is not a mind, not a body, that we have to educate- it is a man, of whom we are not to make two beings;" or, as Gladstone has epigrammatically de- fined it, "Educating is man-making." The 8 Education in its Physical Relations. mind we have attended to ; the body we have practically neglected. Hence the dual unity — the man, the symmetrical oneness of body and soul— we have never, as a people, pro- duced. Our neglect of Physical Education shows itself in many departments, to which I desire now to direct attention, with a view to practical results in our daily school work ; and I speak solely of things as they still exist, and as they ought not to be. A. — Violations of Physical Law in Educa- tional Peactice. I. Violations Pueelt or Chiefly Physical. 1. In Regard to School Conditions : — (1) Ventilation. — It is surprising that, with all our scientific progress, we are still so practically ignorant, one might almost say helpless, in regard to the right ventilation of our homes and schools — the effective removal of foul air as it is generated, and the introduction of tempered pure air for con- Education in its Physical Relations. 9 sumption. It is not that we do not now recognise its importance and try to secure it in our new schools, to the best of our ability, but that the methods available lack effective- ness. Every-day experience, in home, hal], and school, proves this, even when large sums have been spent to make it as perfect as science can make it. There would seem to be no daily want more crying, in regard to house construction, than proper ventila- tion ; and the inventor who solves that practical problem will be a benefactor to the race. In most modern schools, ventilation is more or less attended to, though in not a few it is still very defective, to the shame of the managers. But there stands the fact — it is far from being perfect, especially in relation to the numbers in a room. Unfortunately, here, as in all else, custom blunts perception ; and the breathing of impure air hides its presence from us. I have often wished that some practical scientist would invent some kind of aerometer, like the anemometer — not 10 Education in its Physical Relations. to gauge the strength of the air when in motion, but to register the degree of its purity when at rest. We want an instru- ment, to be hung up in a room, similar to a thermometer (which indicates the amount of heat), to show to the eye the amount of im- purity that is being poured into the air by the inmates, and thus help towards its re- moval ; like ozone tests or the solar photo- meter. This idea I herewith make a present of to our inventors, assured that whoever succeeds will make a fortune, as well as im- prove national health. With the existing defects in our best schools, the only cure lies in greater watch- fulness by our teachers, to keep the air as pure as possible. As yet, they do not see to this vital element at all as they ought to do. Not a day passes but examiners feel and remonstrate against its neglect. Our duty seems to be to watch and ventilate. (2) Cleanness of th". Premises. — The need of thorough cleanness of floor requires no pressing. If washed sufficiently often, it EducoMon in its Physical Relat'ons. 11 comes to be done with comparatively little — and lessening — labor. I recommend the fort- nightly washing of floors ; it ought on no account to be less often than once a month. The dusting of rooms also is often defec- tive. Every open surface where dust can lodge should be carefully wiped, especially shelves and places hidden from view; notably, the shelves below the desks, which are greatly neglected. Here, again, each teacher should see that this is effectively done. The bad effects of want of thorough clean- ness of floor and furniture are very great, especially with large numbers, in crowded and unhealthy localities. The lungs get fouled and deteriorated by floating particles, and, what is more serious, thus inhale the germs of discomfort and disease, especially where the clothing of the pupils is not so clean as it should be. Under all circum- stances, the effects of negligence are bad, but, with a little more care and outlay, could easily be avoided. Yet I have known not a few managers, both public and private, ob- 12 Education in its Physical Relations. ject to take the requisite steps, and murmur not inaudibly when forced to do it, on the miserable plea of expense. (3) Brightness. — Nothing contributes more to happy and successful work , as all teachers well know, than bright surroundings where work is carried on, in light, and in color of wall, roof and furniture. Physical light truly becomes transmuted into mental light, intellectual and moral — a blessed fact that we are now happily beginning to recognize more in our schools. As a rule, these are well lighted. We are still, however, behind in not securing that the light should enter at the proper side and angle for both teacher and pupil ; and in having the windows too low, at or under the level of the eye, so that either teachers or pupils, or both , are pained by a distressing and hurtful glare. ISTot sel- dom, we yet have windows without blinds, as I had to report on a few weeks ago in regard to a school otherwise well appointed, where the windows, large and numerous, looked straight south, and where the repeated Education in its Physical Relations. 13 request of the headmaster for protection against the blinding sun had been for years refused, on the ground of cost ! I The color of wall and desk should be light i and pleasing and one is glad to note a grow- ing use of some of the finer essthetic tones, ! in place of the old forbidding and trying plain white, ochre, and worse shades. Still, dullness in room and furniture is more com- 1 mon than would be believed, and my reports I have been laden with recommendations for ' its renovation. Desks and seats are often duller and dirtier 1 than the walls. They can easily be made to ' look as good and bright as new, hy re-planing I and varnisMng the old surfaces, which can be done at small outlay, with delightful effect. Then, as we are all beginning to perceive more, the general aspect of a room can be enlivened to a remarkable extent by inexpen- sive but tasteful decorations. In this way, our class-rooms, as I have often said, might be made as pleasant as our parlors. Why should they not ? Our children spend the 14 Education in its Physical Relations. greater part of their waking hours there, and ought, as far as possible, to be surrounded by bright, pleasant, and tasteful things. If this were done, we should have in our schools sweeter discipline, healthier, happier tone, and brighter, clearer work. We should also initiate in our country, as has been so fre- quently urged, a leformation of public taste, which would brighten our homes and raise our national habits and pursuits. (4) Desks. — Our present desks are certainly great improvements on their predecessors. The chief defect of those in general use is the want of supports for the back, which, physiologists assure us, with increasing- earnestness, are urgently needed for the growing bodies of our children. Their absence causes fatigue and improper atti- tudes, and gives rise to spinal curvature. Such supports should also be placed, while securing an erect attitude, so as t o hold up the small of the back and lower spine.* *The chair invented by Lois A. Bangs is being in- ti'oduced to correct this, and the different forms Of adjustable furniture notably the Chandler Adjust^ Education in its Physical Relations. 15 The single or dual desk is the only one that can give the required relief, and, at the same time, allow easy movement in and out. When the desk is too high compared with the seat, it causes unequal shoulders and spinal twist ; when too low, a forward stoop, bad attitude, and injury to sight ; when too near the seat, compression of the chest, stomach, and lower body ; when too far from I the seat, unhealthy stoop, pressure on chest and abdomen, and round shoulders. The slope of the desk should be regulated on scientific principles, as affecting the atti- jfcude, the light, and the eye. Jt receives too iittle attention. I (5) Seats.— Th-QSQ are often defective in i shape. It is astonishing that they are not hollowed out to suit the natural curve of the body, and save restlessness, pain, and unequal pressure. The proper shape should be that ! of a saucer, open at one side, as in certain able Desk and Chair overcome the difficulty about proper adjustment. Adjustable castings can be obtained to apply to old style desks and seats where schools cannot afford to purchase complete. 16 Education in its Physical Relations. modern chairs ; but if tlie form were simply j hollowed, as in improved railway carriages, | it would be a great relief to the pupils. Seats are often too high, leaving the legs dangling. In Infant rooms, where this evil exists most, it is simple cruelty, checking circulation, and causing cold feet and other evils, besides making the child uncomfortable and restless. Our common seats are often much too narrow. They should be broad enough, as authorities tell us, to support the thighs for nearly their lohole length. The effect of such ample support is remarkable, as all know who have tried it, in increasing com- fort and ease, especially when sitting any length of time, and in preventing restlessness and pain. (6) Separate Cloakrooms should everywhere be supplied ; for on no account should hats, or cloaks, or umbrellas be brought into a class-room. Their presence there is objec- tionable on many grounds, especially in wet days — in causing bad odor, a steamy, dis- agreeable atmosphere, unhealthy closeness. I Education in its Physical Relations. 17 etc. ; in disseminating disease germs, which are more or less fatal during epidemics; and, otherwise, in interfering with effective dis- cipline and class movements, and in lessen- ing the tidiness of a room. Yet most of our schools are imperfectly provided with cloak- rooms. These should have the pegs all numbered, and be properly superintended. (7) 8crapers and Mats should be sufficiently provided and adequately renewed. Their common want dirties the rooms and clothes, causes discomfort and dust, and lowers ventilation. (8) The want of Sufficient Covered Courts \ in our playgrounds affects general health and comfort, by the children getting wet, and sitting in wet clothes in school. Here, again, our great Boards are great sinners, even in new schools. More attention, however, is being paid to this neglect ; but, not long ago, jj I had to remonstrate at the inadequate pro- vision made in a town school. (9) The loater closets are still very imper- fectly erected, and worse looked after. On 18 Education in its Physical Relations. no part of the premises have I had to report more frequently or more strongly, especially in provincial towns and country places. It should be part of the caretaker's daily work to have these cleaned, flushed, and deodorised, and a special duty of the Principal to see that this ia done. Not less should the teacher prevent prevalent abuses, malprac- tices, and objectionable writing on floor and walls, which are far too common. Their prevention truly forms part of the eflicient discipline of every school. 2. In regard to School Habitudes : — (1) The general attitudes of our children are not sufficiently attended to, and we con- stantly see, in schools as elsewhere, a slouch- ing gait, round, uneven andforward shoulders, drooping heads, stooping bodies, and the like ; instead of the manly bearing that should be cultivated — with an erect attitude, well-poised head and neck, straight spine, firm knees, broad and rounded chest, rightly hung arms on equal squared shoulders, and other qualities of a well-built child and adult. II Education in its Physical Relations. 19 These points should be more carefully culti- vated in school, and their cultivation should not be confined to the period of exercise, where exercises are given for this purpose, but insisted upon at all times in the general bearing of each pupil. With a watchful eye, common errors can be soon corrected, and a manly style substituted for the common im- perfect and unhealthy slovenliness. (2) The worst and most prevalent physical habit in our schools is that of folding the arms over the chest The slightest reflection con- vinces any one of its pernicious effects. These are totally unphysiological. Such a habit contracts the chest, especially during the softer state of the bones ; and brings for- ward the shoulders on the breast in a painful stoop, with ill-hung arms and the like. All our efforts should be directed to form a fall, deep chest, with the arms set well back upon the properly placed scapula. In Infant schools, this wretched practice is even more common than in upper classes. Among infants, its prevalence is most painful, and 20 Education in its Physical Relations. must result in an incurably bad habit of body, and in positive injury to the growing lungs and ribs during the period of the soft and gristly condition of the bones. Yet, strangest of all, it is in use in our Normal schools ; and this fact regarding schools where teachers should learn the best schol- astic methods, is triumphantly mentioned as ample justification, by Infant teachers, when remonstrated with on the subject. At the same time, no teacher defends the habit when its effects are pointed out, and these are evi- dent at a glance. I have no doubt the origin of this practice lay in an endeavor to keep idle hands from proverbial mischief; but it is astonishing that better knowledge has not yet corrected it, especially in model schools, wliose methods are imitated all over the country. I know no better proof than this of blind adherence to irrational tradition. Easy and effective prevention of the mis- use of arms and hands would be secured by placing them by the sides, or on the knees. Education in its Physical Relations. 21 I or behind the back. Walking with the hands behind the back, as sometimes prac- tised, is neither natural nor easy. I have I seen even slates carried behind the back, at least on examination day ; perhaps to please , the Inspector, an excess of zeal that need I not be imitated. Equally reprehensible with folding arms [ over the chest in Infant schools, is its adoption during singing in all classes, which is very far from uncommon. This surely needs only to be mentioned to have it banished for ever. (3) Glass Drill should receive more atten- tion than it does. Such drill includes proper attitudes in standing, moving and walking at all times, in stepping into and out of desks, in turning, facing and marching, in- dividually and simultaneously, in any di- rection. I should deprecate the use of mili- tary formality and stiffness in such move- ments in school, but should recommend an easy, manly, erect carriage and bodily habit, one to be practiced at all times, in out-door 32 Education in its Physical Relations. and after life. The ease, promptness, and quietness of good class drill, as done in many schools, would secure, I am sure, its uni- versal practice. But there is much more in it than mere orderly class movement. It saves time, pre- vents the annoyance certain to occur in other circumstances, increases general com- fort, and improves discipline; above all, it secures active attention to all orders and their prompt and easy execution — altogether an invaluable series of habits, which pervade and raise all other work, and the want of which is, perhaps, a great source of error in all subjects. In several schools, I have seen very praise- worthy utilisation of the pupils themselves in such class drill, certain children (with whom it is made a point of honor) ranging their fellows, securing their orderly position and movement, and giving all commands, under the teacher's superintendeEce. I have heard not a few teachers and in- spectors contemn, if not condemn, formal Education in its Physical Relations. 23 t class drill. This, surely, can only arise :, from not having seen it naturally, simply, . and effectively performed. Where such is done, the result, in physical, mental and moral good habit, is invaluable, and should J convert the most sceptical to its adoption. fl (4) Cleanliness and tidiness in person and !