RiMik T~7 , 
 
 PieKhlvXTRT) llV 
 
THE ILLUSTRATED 
 
 FAMILY GYMNASIUM. 
 
 r4 
 
 i 
 
 •^1 
 
• UTSIOLOGY OF PLAYFULNESS. 
 
THE ILLUSTRATED 
 
 MMILY GYMNASIUM; 
 
 CONTAINING THE 
 
 MOST IMPROVED METHODS 
 
 APPLYING GYMNASTIC, OALISTHENIC, KIXESIPATHIO, AND VOOAL EXEEOISES 10 
 
 THE DEVELOPMENT OF THE BODILY OKGANS, THE INVI60EATI0N OF 
 
 THEIR FUNCTIONS. THE PEESEKVATION OF HEALTH, AND 
 
 CURE OF DISEASES AND DEFORMITIES 
 
 Wixt\ 'gumtxnxs Mlh^ixnVmu. 
 
 By E. t'tRALL, M.D., 
 
 ATTTHOB OF "THE HYDEOPATHIC ENCYCLOPEDIA," AND OTHEK W0KK8. 
 
 Neb ¥cirfe: 
 
 Fowler and "Wells, P*ublishers, 
 
 No. 308 BEOADWAT. 
 
 1857. 
 
 Ha 
 

 ENTBIKED, A.CCOEDIN'l TO ACT OF CONGRESS, IN THE YEAE 1857, BT 
 
 FOWLEE AND WELLS, 
 
 IN THE clerk's office OF THE DISTRICT COURT OF THB UNITED STATES 
 FOB THE SODTpiERN DISTRICT OF NEW YORE. 
 
 
 , • • TDaties and Robekts, Stereotypere, 
 • •• 
 
 J13 Nassan Street, New York. 
 
PREFACE. 
 
 The object of the present volume is to bring together, 
 in a convenient form, the manj useful and important 
 facts and principles in relation to gymnastic, calisthenic, 
 kinesipathic, and vocal exercises, which are now scattered 
 through a score or more of books, and so to arrange and 
 explain them as to give the whole the best practical 
 application to the development of all the bodily powers 
 and functions, and to the cure of chronic diseases and 
 weaknesses, and constitutional defects and deformities. 
 
 The author has aimed to select the very best materials 
 from all accessible sources, and to present a sufficient 
 variety of examples to meet all the demands of human 
 infirmity, so far as exercise is to be regarded as the 
 remedial agency. 
 
 A great majority of our American people, whether 
 invalids from disease or from injuriously sedentary habits, 
 are too busy, while some are too poor, to expend the time 
 and money necessary to employ teachers, join classes, or 
 attend regular gymnasiums ; and for all such persons I 
 have endeavored to present an ample range of illustra- 
 tions, so that each family or individual may choose such 
 examples as may be most convenient under the circum- 
 stances. E. T. T. 
 
 Hygeio-Therapexttic Institute, } 
 
 No. 15 Laight Street, New Yokk, 1857. 5 
 
INTRODUCTION. 
 
 As mtal action is the property that especially distinguislies living 
 beiDgs from inorganic matter, so exercise becomes pre-eminently the 
 law of development and health. 
 
 The vegetable kingdom being intermediate between the mineral and 
 the animal, and its chief use being, so far as man is concerned, the 
 transformation of the elements of the former into principles of nutrition 
 for the latter, but little exercise comparatively is required for the growth 
 and maturity of its organs and structures, and this is derived abundantly 
 from the breezes, the winds, the storms and tempests, and the ever- 
 varying temperature and vicissitudes of the seasons. 
 
 But as we rise in the scale of creation, we find new organs continually 
 superadded, more complicated structures developed, establishing more 
 varied relations to the universe around, and requiring greater variety of 
 exercises or actions. 
 
 The human being, the most complex of all creatures in his structures 
 a^d functions, requires hence the greatest diversity of motions, actions, 
 or exercises to develop properly his whole nature, and to sustain all of 
 his complicated machinery in its full vigor and integrity. 
 
 It is not very material, perhaps, whether our exercises be worTc or 
 flay^ whether amusement or utility be their leading feature, provided 
 both body and mind are agreeably affected. But it happens, unfortu- 
 nately, that few avocations in life, as generally prosecuted, and very 
 few methods of teaching now in vogue, are calculated to train and edu- 
 cate properly the wliole ieing, while the great majority of trades, pro- 
 fessions, and business pursuits, as well as educational institutions, not 
 only do not regard the harmonious cultivation of all the diversified 
 powers of body and mind, but, on the contrary, induce, of necessity, a 
 very partial and unequal development; some organs or parts of the 
 vital machinery being overworked and prematurely exhausted, and 
 
 1* 
 
INTRODUCTION. 
 
 others scarcely exercised at all. The result of this is frightfully appa- 
 rent in the puny frames, gaunt forms, contracted chests, and defective 
 vital organs of a large proportion of the Amcr"u'an youth of both sexes. 
 
 How true, and yet hovi^ lamentable, is the dechiration of Miss Catha- 
 rine E. Beecher, in her recent valuable work, "Lettei-s to the People 
 on Health and Happiness," that "the standard of Jiealth, among 
 American women, is so low, that few have a correct idea of wliat a 
 healthy woman is !" 
 
 This remark will, with a slight qualification attributable to more 
 active out-door habits, apply just as well to the other sex. And I fear, 
 fi'om the manner in which the boys and girls of this generation are 
 being fed and clothed at home, and educated at the primary schools, 
 that few parents or teachers have a correct idea of what a healthy 
 child is. 
 
 The rules of universal health are exceedingly obvious and simple, 
 viz., plain, unmixed food, free breathing, correct bodily positions, and 
 various exercises. But how few have any intelligible idea of the right 
 way of applying these simple rules to practice ! 
 
 To remedy the imperfections, defects, and deformities resulting from 
 unphysiological habits of life, as well as to develop in its utmost vigor 
 the whole organization, various plans or methods have been devised, 
 some assuming to themselves the titles of systems, and all of more or 
 less value in particular cases. 
 
 Gymnastic exercises date back to the athletic games of ancient 
 Greece, when bodily training was a branch of school education, and 
 every town had its gymnasium. They included walldng^ running, 
 leaping, vaulting, cUmMng, ialancing, etc., with and without the aid 
 of machinery. Sicimming, rowing, riding on Tiorsehacl; etc., may also 
 be properly considered as parts of a system of gymnastics. 
 
 The term Calistlienics is applied to such gymnastic exercises as are 
 more appropriate for the park, hall, family circle, or school-room. 
 They comprehend a great variety of "free motions," with, and many 
 without, the aid of technical apparatus, as ropes, poles, ladders, clubs, 
 sand-bags, dumb-bells, weights, etc. 
 
 Ji^inesipathy has been applied to the system of "Therapeutical aud 
 Physiological Movements," invented, or rather systematized, about 
 
INTRODUCTION. 
 
 1813, by Peter Henry Ling, of Stockholm, Sweden. The idea of his 
 plan or system originated from his participation in the sword exercise 
 of a fencing school. Observing the powerf ally strengthening effects of 
 such and simUar exercises on the muscles more immediately called into 
 action, he devoted several years to the introduction of a methodical 
 plan well calculated to invigorate and energize weak and defective 
 structures. 
 
 This system is called "free gymnastics," or "free movements," 
 because no machinery of any kind is employed, all the motions being 
 performed by the patient alone, or with the assistance of other persons. 
 
 In the department on vocal exercises I have, I trust, supphed a 
 desideratum. Ibis most important branch having been wholly omitted in 
 all previous works on gymnastics. There are many defects in voice and 
 speech, many deranged conditions of the respiratory system, and many 
 dyspeptic and nervous invalids for whom vocal exercises are among 
 the best possible remedial appliances ; and, indeed, in some cases, abso- 
 lutely essential to recovery. Many clergymen and other public speak- 
 ers have uearly ruined, and sometimes lost, then- voices, because they 
 were ignorant of the proper way to exercise the breatliing and vocal 
 apparatus. 
 
 It is an encouraging circumstance that our educational and hygienic 
 institutions are more and more appreciating the importance of regular 
 and systematic exercises, based on physiological principles ; and I hope 
 the time will soon come when every town, village, and hamlet, if not 
 every family, will have its gymnasium or "panegyrium," where health- 
 promoting exercises, conjomed with innocent recreation and intellectual 
 culture, win be among the necessary "institutions" of our country — of 
 all countries. 
 
 The following extract, from an admirable addi-ess read before the 
 New York State Teachers' Association, at its eleventh annual meeting, 
 August, 1856, by Jeannette L. Douglass, is worthy the serious con- 
 sideration of American parents and teachers : 
 
 "When and where should physical education commence? "We 
 answer, in early childhood, if we are to form the foundation of health 
 for the future man or woman. It should be the first lesson given to a 
 chUd. He should not be sent to school until at least seven vears of 
 
INTRODUCTION. 
 
 age, and then to a person that will educate him physically as well as 
 mentally. 
 
 "He should not be confined move than four hours a day, until his 
 limbs and muscles have become strong enough to endure partial con- 
 finement in-doors, if he is to have health, cheerfulness, vivacity, and 
 strength, which should not be neglected on any account. His early 
 school-days should be pleasantly interspersed with active sports and 
 healthful amusements, as well as study. He should be free to exercise 
 his limbs in the open air, and to perform feats of strength and agility, 
 as children must do, in order to enjoy health and to obtain well and 
 perfectly developed muscles. 
 
 " The parent should see that the school-room and gymnasium where 
 he sends his child to school are of the most approved models, as regards 
 cleanliness, ventilation, and location ; there is no excuse for the neglect 
 of school-buildings in this free, wealthy, and enlightened country of 
 ours. 
 
 " In past ages — in the days when the schools of Athens were aU in 
 their glory, gymnastics and calisthenics and games were common for 
 the students, and were, in short, a part of their education. The men 
 of those days had stalwart forms and robust constitutions ; the women, 
 too, had full developed forms and enjoyed perfect health, while, at the 
 same time, they possessed the highest cultivated 'intellect. Let us then 
 learn a lesson from the ancients, if we ■\'\^ould enjoy the priceless boon 
 of health, and let oiir nation no longer be called ' wenh in body, but 
 strong in intellect,' but may they be physically and intellectually 
 strong, that they may enjoy life in a cheerful, useful, and calm manner, 
 which adds 'length of days,' and scatters peace and joy to all around 
 — a calm and happy life, that seldom, if ever, the invalid from youth 
 either has or transmits to others. Again we say, health is not prized 
 by us as it was by the ancients, else our schools for boys and girls 
 would have attached to them spacious yards, with gymnasiums, for the 
 exercises of both sexes. 
 
 " Herodicus, the instructor of the great physician Hii^pocrates, said 
 from experience and observation, he found gymnastics and calisthenics 
 as essential to females as to males, in order to enjoy health and a 
 cheerful flow of spirits. He was master of one of the Grecian pales- 
 
INTRODUCTION. 
 
 tria or gymnasia, and frequently remarked that tlie females under Iiis 
 instruction attained the enviable enjoyment of an uninterrupted flow 
 of health and spirits. 
 
 " The ancients were fully aware of the importance and preservation 
 of the health and faculties of the human frame. They made it a 
 promtaent part of the education of ioth sexes, that they should he 
 thoroughly taught in all exercises calculated to give tone and elasticity 
 to the functions of the body, knowing well that the strength of the 
 mind is increased or diminished, according to the health of the body ; 
 that it is intimately connected with it, and is strengthened in propor- 
 tion as the body is enervated or invigorated. 
 
 "Gymnastics and cahsthenics are of essential benefit to muscular 
 development, beautiful and perfect symmetry, as well as to health and 
 strength of mind and body. Connected with those already mentioned 
 should be the healthful, graceful, and beautiful exercise of walking. 
 Daily walks are alone truly beneficial to pupils — a brisk, lively walk, 
 that calls into action all the muscles of the body. Not a slow march, 
 as if the pupils had lost all energy and activity, and could hardly drag 
 their weary limbs to the end of their walk. Such walks are no real 
 benefit to them ; on the contrary, they are inculcating indolent habits, 
 which always result in ill health and depressed spirits. How essential, 
 then, that the teachers take an interest in this important exercise, and 
 walk with their pupils, and enliven their walks with pleasant conver- 
 sations on the various objects of interest they may meet in their ram- 
 bles — ^perchance some lofty mountain peak or lowly glen, a majestic 
 river or meandeiing stream, a dense forest or beautiful grove, waving 
 fields of grain or fragrant meadow, beautiful flower-gardens or modest 
 flowers by the wayside, elegant mansions or lowly vine-clad cottages, 
 the gay equipages of the wealthy, or the noble and manly sons of toil, 
 as they walk living pictures of health, innocence, and happiness to their 
 daily avocations. What a field of thought here lies before the teacher ! 
 Happy, tVice happy, the teacher must be who is qualified to explain to 
 the pupU in a clear and felicitous manner, in such a panorama, all that 
 tends to make him wiser, healthier, and happier than before. If the 
 teacher is a mineralogist, a botanist, or a naturalist, a meteorologist, a 
 lover of science, or a Christian, or if he understands tlie elements 
 
INTRODUCTION. 
 
 essential to liealtli — air and water, together witli exercise combined — 
 think ye he is not teaching iii those walks, when discoursing from 
 nature's eshaustless and rich volume, anon pointing the pupils to an 
 upper and better clime — is he not teaching more practically than if he 
 wei'e conducting the daily routine of ' class recitation' in the school- 
 room ? We think he is. 
 
 " We need practical education as weU as theoretical ; the former 
 gives exercise to the faculties of the mind and body, the latter exercises 
 the mind only. What we need is the education of the two in close 
 connection to form a perfect man or woman. Teachers, let us remem- 
 ber that we would retain health and vigor much longer by this bracing 
 exercise, daily walking. 
 
 " Another healthful exercise for pupils is the exhilarating effect pro- 
 duced by dumb-bells, when judiciously used, always taking care that 
 they are not too heavy, and that pupils do not exercise too long at a 
 time, until they become accustomed to their use. Great care should 
 be taken that they do not raise them too violently at first, or they will 
 be injured instead of being benefited by their use. They should vary 
 in weight as the strength of the pupil will permit, and in a short time 
 the most frail and delicate member of the school will become conscious 
 of their invigorating influence. 
 
 "We would recommend teachers to share and direct the sports and 
 exercises of their pupils, if they would have them physically educated, 
 to go out with them at their recesses, engage in their amusements, and 
 remain until the ringing of the beU, returntug to the school-room with 
 the glow of health on their countenances, refreshed and as much bene- 
 fited by the recess and its innocent sports as the pupils are. We hope 
 aU teachers consider themselves as much responsible for the health of 
 their pupils as for their intellectual progress. 
 
 "Then we would ask them to take as much care of their health as 
 they would to teach them arithmetic, algebra, and grammar, and the 
 other sciences; furthermore, teaching them what the laws, of health 
 are, for they wiU trample on them untU they understand them. The 
 teacher is bound by duty to teach them the laws of health, as well as 
 the laws of gravitation or mathematics. 
 
 " The professors in the universities and colleges, and in al) the schools 
 
INTRODUCTION. 
 
 of Europe, have for ages considered the physical education of the stu- 
 dents placed under their care of the highest importance. What has 
 been the result ? A robust race of men, and women, too, living in the 
 full enjoyment of perfect health to a good old age. 
 
 "The Greeks considered this matter well. That was the grand 
 secret of their wonderful feats of strength and courage — their perfect 
 development and beauty of form and outline of figure. They lived 
 most of their time in the open air. Their houses were so constructed 
 that they enjoyed pure air at aU times and seasons. Their climate did 
 not do all for their perfect development, as many have supposed, 
 although it was a more genial clime than ours. Their physical exer- 
 cises were as regular as their meals. They drank the pure elixir of 
 health daily — that cool and refreshing draught which is essential to life, 
 and furnishes the body with animation and energy, and which is the 
 medium of sounds as it flows in and expands the lungs, and is the fluid 
 which we breathe, viz., pure air. Lord Bacon considered the health- 
 ful sports of chUdreu worthy the attention of physicians and teachers, 
 when he said, ' there was no disease among pupils that gymnastics and 
 calisthenics could not cure.' Galen, the celebrated physician, declared 
 '■Jiim to be the lest physician who was the best teacher of cahsthenics.' 
 Ling, the celebrated Swedish author, made it a pleasant pastime to 
 exercise with his pupils in the schools of Sweden, Great Britain, and 
 the Continent, where he introduced those exercises with great success. 
 He was not only a benefactor to his own country, but to the world. 
 He left but two pupils that he deemed competent fully to carry out his 
 science — Prof. Georgii, who has established himself in London, and 
 Prof. Branting, who is at the head of the Central Institute founded by 
 Ling at Stockholm. 
 
 " Where and when shall that powerful agent of which Dryden long 
 ago sung be established in our land, namely, 'the wise for cure on 
 exercise depend?' When it shall be a part of our national education, 
 then, and not tUl then, may we expect its establishment in our land." 
 
t 
 
EKECTITUDK. 
 
PART I. 
 
 GENEEAL GTMI^ASTICS. 
 
 PEELIMINAEY EEMAEKS. 
 
 Systematic gymnastic exercises, wliicli give energy and precision to 
 muscular movements, are not only useful in the development of bodily 
 vigor, but they are also efficient auxiliai-ies in mental education, by 
 inducing habits of order, exactness, and directness ia the mental opera- 
 tions. 
 
 M. Eoth, M.D., of London, who has published a vi^ork on Ling's sys- 
 tem, remarks: 
 
 " Gymnastic exercises increase the influence of our wiU on the mus- 
 cles, so that they are brought into prompt and rapid action at the instant 
 of volition. The combiaation of muscular force, flexibility, and prompt 
 obedience to the will, give to the body the pleasiag and graceful 
 appearance of firmness, steadiness, and dexterity in the positions and 
 use of the limbs." 
 
 Eousseau observes: "If you wish to develop the mind of a pupil, 
 develop the power which mind has to govern ; exercise his body ; make 
 Mm healthy and strong, that you may make him prudent and reason- 
 able." 
 
 Hoffman informs us that he made people, naturally stupid, compara- 
 tively intelligent, by prevailing on them to take gymnastic exercise. 
 
 " To raise the arms from a hanging position ia a loose, random way, 
 without thinking, and to stretch them in the air, can have little corporeal 
 effect, and certainly no mental one ; but to stretch the arms in a man- 
 ner and direction, and with a velocity all previously determined and 
 exactly prescribed, and then to move their different parts (upper and 
 
18 GENERAL GYMNASTICS. 
 
 fore-arm, hand, and fingers) precisely as determined and commanded, 
 tMs is an exercise which, independent of the physiological effect on 
 these iimhs, tends to awaken and sharpen the sense of space and time. 
 To learn to leap very far or very high, it is not necessary to have special 
 gymnastic instruction ; but to be enabled to leap in a certain way, with 
 the least possible expenditure of power, with great certainty and preci- 
 sion, with graceful ease, with nice regard to distance, etc., this is a 
 matter calling for skiEful and systematic instruction, and such a system 
 constitutes gymnastics." 
 
 To the questions. Why are children always so easy and graceful in 
 all their movements ? and why are so many boarding-school misses and 
 college-bred young men so stiff and awkward in nearly all their 
 motions? all persons who examine the subject will be led to respond: 
 Because the former are in the constant exercise of the whole muscular 
 system, whUe the latter have acquired a habit of using mainly particu- 
 lar sets of muscles. "Who ever knew a good dancer to walk ungrace- 
 fully? Who ever knew a female dressed tightly around the waist to 
 walk otherwise ? 
 
 Mr. Mann, speaking of the pupils of the Eoyal Orphan House at 
 Potsdam, says: "As the boys are destined for the army, it is thought 
 important to give them agility and vigor. It is not yet discovered that 
 activity and energy are necessary in any occupation save that of Mlling 
 our fellow-men. The boys practice gymnastic exercises, such as climb- 
 ing poles, ascending ropes, flinging their bodies round and round over 
 a bai", while they hang on only by the bend of the legs at the knee- 
 joints, vaulting upon the wooden horses, etc., until their physical feats 
 reach a point of perfection which I have never seen surpassed, except 
 by professional circus-riders or rope-dancers." 
 
 In the Phrenological Journal for 1853 is an excellent article, from 
 which we extract : 
 
 " The wide-spread fallacy that, if persons are able to hve without 
 work, it is their right and privilege to lead an inactive life, is an error as 
 fatal in its effects on health as it is fallacious in principle. The right to 
 commit suicide, though practically asserted by some, is very generally 
 denied. We have no moral right to abridge our j^owers of mind or 
 body by opium, arsenic, tobacco, or alcohol, or to suspend them by a 
 rope ; and we apprehend that if a man had a just view of the duties he 
 owes to himself, his family, and the woiid, he would discover, in many 
 of his habits, tliat he is a culprit under laws more fixed than those of 
 the Medes and Persians. 
 
 "Men of light occupations, and women whose circumstances do not 
 compel them to work, a great majority of whom neglect physical exer- 
 
PRELIMINARY REMARKS. 19 
 
 cise, thereby become so deficient in muscular development as to be 
 weak, delicate, and sickly — ever the prey to nervousness, dyspepsia, 
 and that long train of chronic diseases that afHict the human race. We 
 pity their condition, because, for the most part, the evUs they suffer are ' 
 brought on by ignorance of the laws of their being. To place ourselves 
 on good terms with such, we will not now blame them for what, per- 
 haps, might be called culpable ignorance, but good-naturedly address 
 ourselves to the task of removing from their minds the vail of ignorance 
 that has caused all the iUs which scourge them. 
 
 " It is as natural for a chUd to exercise as to breathe. "When unre- 
 strained, nearly all children are distinguished for restless activity. 
 Nature bids them exercise, and they obey the mandate, often in spite 
 of ignorant parents, nm'ses, and teachers, who scold and whip them 
 for restlessness. They are more disposed to consult their own conve- 
 nience than to' study the laws of nature as applicable to their young 
 charge ; and, by dint of praising quietness and blaming activity, the 
 poor child's nature is smothered, and pale cheeks, diminutive muscular 
 development, weakness, dyspepsia, consumption, and death are the fruit 
 of the oft-repeated command, ' Keep quiet.' 
 
 "Mothers, if you wish your children to be healthy, well-developed, 
 and beautiful, feed them plainly, dress them very loosely, and let them 
 run, jump, and exercise with all their might from infancy onward. 
 The lamb skips and plays, and the colt rears and races, not from mental 
 playfulness, but because the law of exercise is inwrought in every mus- 
 cle and vital function of its organization. Vital force is sent out to the 
 muscles, and they feel and obey the command, 'Act! act!' 
 
 "Exercise is as essential to development as air is to life. No person 
 can acquire a large, compact, muscular organization without it. 
 
 " ' But you would not have girls run and romp over hiU. and dale, 
 and laugh boisterously, like boys!' Let us examine the subject, and 
 see what Nature, the great teacher, will say concerning it. Do young 
 female animals frisk, jump, and play like males, and do little girls 
 instinctively laugh loudly, and run and play like boys ? If so, we may 
 safely infer that Nature has established the same general law of exer- 
 cise, not for animals merely, but for both sexes of the human race. 
 
 "By an irrevocable physiological law, growth of brain and body is 
 acquired by exercise. Look at the arm and hand of the laboring man 
 or woman, and how vast the difference in the size and strength of two 
 classes! The same law holds respecting the lungs and other vita] 
 organs. The heart of him who creeps through the world languidly 
 and mincingly is small, and weak in its power to circulate the blood, 
 while the man who rashes into active business earnestly, and uses hid 
 
2G GENERAL GYMNASTICS. 
 
 muscles vigorously, Ms heart is called upon for energetic action in 
 sending the blood copiously to aU parts of the system, and the conse- 
 quence is an increase in the size and strength of that important organ." 
 
 The following brief extract from the "Hydropathic Encyclopedia" 
 will conclude these introductory and somewhat desultory remarks: 
 " To secm-e the full and perfect development of the body, Nature has 
 implanted among the mental propensities a special organ of motion. 
 The phrenological organ of 'mirthfuhiess,' or 'playfulness,' seems to be 
 intended to secui-e this end, by prompting young animals to frequent, 
 free, active, and vigorous exercise. Young animals, especially of the 
 mammiferous class, manifest this disposition very early, and young 
 children must have their frequent 'play-speUs,' or be sick — there is no 
 alternative. I am disposed to believe that it is impossible for a healthy 
 adult to be otherwise than active In body or mind, or both, and that 
 laziness is actually a disease, dependent on some abnormal condition of 
 the organism. 
 
 " It is true that a variety of social circumstances may operate to pro- 
 duce an indolent disposition of mind and inactive habit of body, as 
 extreme poverty, excessive wealth, grinding servitude, tyrannical gov- 
 ernment, etc. ; but all these also produce a primary condition of iU 
 health. So of personal habits, dissipation, gluttony, dietetic errors, or 
 ■anhealthful voluntary habits in other respects ; they all conduce to the 
 production of a morbid condition. 
 
 "Nothing is more discouraguig to the future prospects of a young 
 child than a disposition to sit still, be quiet, keep out of mischief, etc. 
 Such childi'en may give the nurse and schoolmaster but little trouble 
 in keeping them 'out of the way,' but in after life their parents may 
 find it somewhat troublesome and expensive to provide them attendants 
 and doctors." 
 
 GENERAL RULES. 
 
 It is, no doubt, a correct maxim that all violent exertions should be 
 made when the stomach is empty, or nearly so. The best times for 
 the more active gymnastic exercises are early in the morning, and 
 toward evening ; when practiced at or near bedtime, they should be 
 more moderate. They should never be practiced immediately after 
 meals, nor very near the time for eating, as digestion is never well per- 
 formed when the system is in an agitated, feverish, or exhausted con- 
 dition. 
 
BODILY POSITIONS. 
 
 21 
 
 Exercises should always be commenced as well as fimshed gently. 
 This is especially important for new beginners, as they are sometimea 
 injm-ed and their progress retarded by too severe efforts at first. As a 
 general rule, too, all very abrupt transitions are objectionable. 
 
 Let the pupil never forget that the organs or parts are to be devel- 
 oped and strengthened by moderate and prolonged exertions, rather 
 than by violent and fitfal ones. The weaker organs or limbs should 
 always receive most attention, and be more frequently subjected to 
 exercises specially adapted to their invigoration. 
 
 The dress should always be light and easy, and all superfluities in 
 
 the clothing itself, or in the pockets, as toys, knives, 
 etc., dispensed with. Pupils should be careful and 
 not sit in a draught of cold air, nor drink much very 
 cold water, nor lie down on damp or cold ground 
 when fatigued from exercise. IsTor should they 
 bathe or wash aU over when much fatigued. A 
 high temperature, perspiration, or " feverishness" 
 of the body is in itself no objection to cold bath- 
 ing, but rather an indication for it, provided the 
 body is not at all fatigued, and the respiration is not 
 disturbed. 
 
 It is always important to vary the exercises fre- 
 quently, so as to call into action alternately various 
 sets of muscles. When large classes take lessons 
 together, it is a good plan to divide them into sub- 
 classes, giving the easier exercises to the smaller and 
 weaker. 
 
 Fig. 1. 
 
 EXBECISING DBESS. 
 
 BODILY POSITIONS. 
 
 Ik aH kinds of gymnastic performances, as well as in all occupations, 
 it is essential to observe undeviatingly correct bodily positions. In 
 Ij-ing, sitting, standing, walking, riding, or laboring, the trunk of the 
 body should be kept erect. The bending is to be done on the hip- 
 joint, and not by crooking the spinal column forward, and thus forcing 
 the ribs and sternum in upon the stomach and lungs. Immense mis- 
 chief results from this habit. 
 
 Bolsters and high pillows are among the abominations of fashionable 
 life. Fig. 2 represents the proper position during sleep. The head 
 
22 
 
 GENERAL GYMNASTICS. 
 
 should never be raised more than a few inches, by a single small pU' 
 
 low. But it is a ^ig-2- 
 
 general custom to 
 
 pile pillow on pillow, 
 
 like "alps on alps," 
 
 untU the poor "dou- 
 bled and twisted" 
 
 victim is elevated 
 
 out of all reasonable 
 
 shape, and the neck 
 
 so bent and longs so ^^^^^^ ^°^"^«^ ^^ ^^"• 
 
 compressed that congestion is sure to affect the brain, while freo 
 Fig. 3. breathing is utterly 
 
 impossible, as seen in 
 fig. 3. 
 
 Dullness of mental 
 comprehension, and 
 general torpor or stu- 
 pidity of the intellectual 
 
 faculties, are among the 
 consequences of this 
 pernicious habit. 
 
 MALPOSITION IN BED. Fig. 5. 
 
 The right and wrong po- 
 sitions—sitting, standing, 
 walking, at work, during 
 study, etc.— are represent- 
 ed below. It ought to be 
 among the first duties of 
 parents and school-teach- 
 ers to guard those under 
 their care against improper 
 
 attitudes. 
 
 Fig. 4. 
 
 SITTINa XrrEIGHT. 
 
 MALPOSITION IN SITTING. 
 
BODILY POSITIONS. 
 
 23 
 
 Fig. 6. 
 
 BTASDINS ERECT. 
 Fig. 8. 
 
 Fig. T. 
 
 MALPOSITION IN STANDING. 
 
 Fig. 9. 
 
 rEOPEn POSITION AT WORK, 
 
 IIIPROPEE POSITION AT -WORK. 
 
24 
 
 GENERAL GYMNASTICS. 
 
 Fig. 10. 
 
 OOKEECT POSITION Ilf STUDY. 
 
 Fiff. 12. 
 
 Fig. 11. 
 
 MISPOSITION IK STITDY. 
 
 Fig. 18. 
 
 NATURAL BPINB. 
 
 SVTXAI, MISCCTEVATUEE. 
 
BODILY POSITIONS. 
 
 25 
 
 The natural curves of the spinal column, and the distortions it is fre- 
 
 rig. 14, 
 
 quently subjected to, are repre- ^ig- 1^. 
 
 sented in figs. 12 and 13. Of 
 course the internal viscera are 
 always crowded out of place, 
 and injuriously compressed and 
 distended in all these malposi- 
 tions, so that a healthy perform- 
 ance of their functions is impos- 
 sible. 
 
 Figs. 14 and 15 show at a 
 glance the effect on the spinal 
 column of a right or wrong 
 position on horseback. 
 
 The effects of tight lacing in 
 displacing the internal viscera 
 and contracting the vital organs 
 are represented in figs. 16, 17, 
 18, and 19. 
 
 Not only is it pernicious to health, but injurious to beauty, 
 the blood to become highly carbonized, thus inducing a dull, dingy, sal- 
 low, or bilious hue of the skin, a lifeless expression of the countenance, 
 Tig. 16. Fig. IT. rig. 18. Fig. 19. 
 
 COBKBCT POSITION ON 
 HOESEBACK. 
 
 MALPOSITION ON HOESE- 
 BACK. 
 
 It causes 
 
 NATTJP.AL WAIST. NATUKAI, THOEAX. CONTBACTED WAIST. FASHIONABLE WAIST. 
 
 and not unfrequently a red and carbuncular appearance of the nose, 
 not unlike that of a " brandy toper." I have seen many cases in which 
 the foolish vanity of young girls had occasioned such a swollen and dis- 
 colored condition of the nose as to amount to a serious disfigurement, 
 and to keep them constantly ashamed and mortified. And, to make a 
 bad matter worse, some of them have resorted to the use of cosmetics, 
 while others have taken to the stiU more pernicious custom of drinking 
 vinegar. This does indeed induce paleness of complexion, but it is the 
 paleness of consumption. They have exchanged a discoloration of the 
 skin for a fatal tuberculation of the lungs. 
 
 2 
 
26 
 
 GENERAL GYMNASTICS. 
 
 The horrible effects of this most wretched habit on the spinal column, 
 by which the whole body is distorted, are seen in figs. 21, 22, 23, and 
 24:, which are not at all overdrawn. 
 
 rig. 20. Fig. 21. 
 
 THE ANTEEIOE VIEW OP THE THOEAS IM 
 THE YUNUS or MEDICI8. 
 
 THE SAME IN A LADY DEFORMED BY 
 
 STATS. 
 
 But tight lacing is not the only error we have to deplore in a fashion- 
 ably-dressed female of the present day. The long, draggling dresses, 
 heavy skirts, and multitudinous flounces are powerful auxiliaries in con- 
 tributing to the prevalent female weaknesses and diseases. Woman 
 must have perfect freedom of respiration and of locomotion before she 
 can be physiologically redeemed. Whatever be the fashion of the cos- 
 tume — " Short," "Bloomer," or otherwise — it must be free and easy, or 
 woman must be weak and sickly. Let our American females be well 
 assured of this fact, that they must dress physiologically or die unphysio- 
 logically, and the work of reform wiU begin at once. 
 
BODILY POSITIONS. 
 
 27 
 
 Fig. 22. 
 
 Fig. 23. 
 
 POSTBKIOE TIE-W OF THE THOBAX IN 
 THE NATTTEAL STATE. 
 
 POSTBEIOE TTEW OF THE THOEAX COM- 
 PEB8SBD AND DEFOEMBD BY 8TAT8. 
 
 It is a most deplorable fact that a large proportion, and probably a 
 very large majority, of American females over sixteen years of age have 
 crooked spines. Indeed, it has lately been declared that a perfectly 
 straight and natural spinal column is a rare exception to the general 
 rule ! How important, then, to guard, by proper exercises and positions, 
 against the least tendency to incurvation in the daughters of the rising 
 generation ! 
 
 The strength and power of endurance may be estimated in a man or 
 woman with mathematical certainty, other things being equal, by the 
 straightness of the back. A single glance at the erect and graceful 
 forms of the hard-working Irish and German servant girls, in contrast 
 with the crooked figures and uncouth shapes and attitudes of a majority 
 of their mistresses, ought to be as good as a whole sermon on this sub- 
 ject. Wherever we find a woman who can work without groaning, or 
 play without panting and fainting, we find an erect spinal column. 
 
28 
 
 GENERAL GYMNASTICS. 
 
 Fig. 24 
 
 rig. 25. 
 
 Fig. 27. 
 
 Fig. 26. 
 
 In order to secure an easy upright position of 
 body, and acquire suppleness of figure, with general 
 freedom and flexibility of the muscles, various exten- 
 sion movements may be practiced. 
 
 Fig. 24 represents an excellent position for secur- 
 ing erectitude of body, with free and unconstrained 
 action of the lungs and whole respiratory system. 
 
 It may be assumed in the standing and lying 
 positions alternately, and, although it may prove 
 difficult and painful to maintain this attitude at 
 first, it will soon become easy. 
 
 The person may stand against a wall or lie on the 
 floor for a few minutes at a time, and repeated as 
 many times a day as convenient. 
 
 The figures in the following plate, with 
 the respective words of command, a la 
 militaire, wiU enable the gymnast to exe- 
 cute them accurately and distinctly. 
 
 Attention. — The body is to be erect, the 
 heels close together, and the hands hanging 
 down on each side. 
 
 First Extension Motion. — This serves as a 
 caution, and the motions tend to expand the 
 chest, raise the head, throw back the shoulders, 
 and strengthen the muscles of the back. 
 
 One — Bring the hands and arms to the 
 
 front, the fingers _ lightly touchiag at the 
 
 points, and the nails downward; then raise 
 
 them in a circular direction well above the 
 
 head, the ends of the fingers stiQ touching, 
 
 the thumbs pointing to the rear, the 
 
 elbows pressed back, and shoulders 
 
 kept down. 
 
 Two — Separate and extend the 
 arms and fingers, forcing them 
 obliquely back, till they come extend- 
 ed on a line with the shoulders ; and as they fall grad- 
 ually from thence to the original position of Atten- 
 tion, endeavor, as much as possible, to elevate the neck 
 and chest. These two motions should be frequently 
 practiced, with the head turned as much as possible to 
 the right or left and the body kept square to the front. 
 
BODILY POSITIONS. 
 
 29 
 
 Fii?. 29. 
 
 Three — Turn the palms of the hands to the front, pressing back the 
 Fig. 28. thumbs with the arms extended, and raise 
 them to the rear, till they meet above the 
 head, the fingers pointing upward, with 
 the ends of the thumbs touching. 
 
 Four — Keep the arms and knees 
 straight, and bend over from the hips tUl 
 the hands touch the feet, the head being 
 brought down in the same direction. 
 (Fig. 27.) 
 
 Five — With the arms flexible and easy 
 from the shoulders, raise the body gradu- 
 ally, so as to resume the position of Atten- 
 tion. The whole should be done very 
 gradually, so as to feel the exertion of the 
 muscles throughout. To these extension 
 'motions, driU-sergeants, in their instruc- 
 tions, add the following : 
 One — The forearms are bent upon the arms upward and toward the 
 body, having the elbows depressed, the shut hands touching on the 
 little-finger sides, and the knuckles upward, the latter ^ig- 30 
 being raised as high as the chin, and at the distance of 
 about a foot before it. (Fig. 28.) 
 
 Two — While the arms are thrown forcibly backward, 
 the forearms are as much as possible bent upon the arms, 
 and the palmar sides of the wrists are turned forward and 
 outward. (Fig. 29.) The two motions are to be repeatedly 
 and rather quickly performed. A modification of the 
 same movement is performed as a separate extension 
 motion, but may be given in continuation, with the num- 
 bers following these, as words of cotnmand. 
 
 Three — The arms are extended at full length in front, 
 on a level with the shoulder, the palms of the hands in 
 contact. (Fig. 30.) 
 
 Four — Thus extended, and the palms retaining their 
 vertical position, the arms are thrown forcibly backward, 
 so that the backs of the hands may approach each other as nearly as 
 possible. These motions, also, are to be repeatedly and rather quickly 
 performed. Another extension motion, similarly added, consists in 
 swinging the right arm in a cii-cle, in which, beginning from the pend- 
 ent position, the arm is carried upward in front, by the side of tho 
 head, and downward behind, the object being in the latter part of thia 
 
30 
 
 GENERAL GYMNASTICS. 
 
 course to throw it as directly backward as possible. The same is then 
 done with the left arm. Lastly, both arms are thus exercised together. 
 These motions are performed quickly. 
 
 WALKmG. 
 
 In walMnff, the breast should be projected for- 
 ward, and the abdomen held in, as it were ; the 
 shoulders should be thrown back, but not so much 
 as to project or protrude the lower portion of the 
 abdomen ; the arms should move with the utmost 
 freedom ; the knees should be kept straight, yet 
 not stiff, and the toes turned slightly out. 
 
 In a " graceful step" the heel is raised before 
 the foot is lifted. 
 
 High-heeled shoes and boots are objectionable, 
 and no person can walk gracefully or naturally 
 in them. 
 
 Yarious bad habits in walking have been ac- 
 quired by different persons ; for example, turning 
 the toes too much in, making the cow walk ; set- 
 ting the feet too far apart, inducing a wiggling 
 gait ; inclining the body too much forward, occa- 
 sioning the waddling motion ; lifting and bending 
 the knees, called the climhing or upstairs g<iit; lifting 
 the feet but partially, constituting the sTiuffling gait; 
 bringing down the foot flat, or on the heel, making the 
 stiff or jarring walk. 
 
 In walking naturally, the weight of the body should be 
 thrown on the front part of the feet, the toes kept turned 
 moderately out, the foot to be advanced raised on one 
 heel as the body inclines on the toes of the other leg, and 
 brought down on the toes and ball, as the heel of the 
 other rises, the knees meanwhile being but very slightly 
 flexed. 
 
 Pig. 32 represents the manner of bringing down the 
 foot. 
 
 Those who are in any respect addicted to inelegance or 
 awkwardness in walking, can very easily overcome it by 
 a little practice. They should commence with short 
 paces, about the length of the foot, very slovidy measured. 
 
 Fig. 31. 
 
 Fig. 32. 
 
 WALKING POSI- 
 TION. 
 
RUNNING. — LEAPING. 31 
 
 and gradually increase the distance of the steps and the rapidity of 
 motion. In this way, a short time will suffice to change the gait from 
 any of the ungraceful movements we have noticed, to one of ease, ele- 
 gance, and corresponding comfort. 
 
 BUMPING. 
 
 Erxsrixa is rapid walking, or rather a series of leaps from each foot 
 alternately. The whole trunk of the hody should be inclined forward 
 ■pi„ 33_ (fig. 33), the head slightly back, the 
 
 breathing deep, and the expirations re- 
 strauied, the elbows bent, and the upper 
 part of the arms kept close to the side, 
 without being allowed to swing about. 
 Eunners should take deep, full inspira- 
 tions, "hold the breath" as long as con- 
 venient, and then expire slowly, so as to 
 acquire what is called "long-winded- 
 ness." But it is injurious to run when 
 the breathing has become short and 
 panting. The pupil should exercise on 
 short distances at first, and gradually 
 increase them as his respiration im- 
 proves. 
 
 KuirsiKG POSITION. Tlie bcst runucrs, hke the best dancers, 
 
 are those who can keep the lungs expanded for the longest time. 
 
 LEAPING. 
 
 Leapikg is mainly performed by the vigorous contraction of the 
 extensor muscles, by which the body is suddenly projected from the 
 ground. (Tig. 35.) 
 
 It is important to fill the Imigs and hold the breath at the moment 
 of makmg the principal efibrt. The body should incline somewhat for- 
 ward, the feet should be close together, and the spring be made from 
 the balls of the toes. 
 
 In the long leap with a run the spring should be taken from one foot, 
 and the descent made on both. Eifteen feet are a moderate leap, and 
 twenty feet are rarely exceeded. 
 
GENERAL GYMNASTICS. 
 
 The Mgh leap is practiced by jumping over a pole or cord extended 
 between two upright posts, and sustained by pegs projecting toward 
 
 Fig. 35. 
 Fig. 84. 
 
 the opposite side from which the gymnast stands, so that if his feet do not 
 clear it, it is pushed off without throwing him out of position. (Fig. 36.) 
 
 Fig. 36. 
 
 In all liigTi^ or deep, or up-and-down leaps, the performer should 
 alight on the balls of the feet, as the shock or jar consequent on coming 
 down violently on the heels would be injurious to'the brain and spinal 
 cord. 
 
LEAPING. 
 
 88 
 
 The Mgh leap should be practiced at first standing, and then with 
 running ten, fifteen, and twenty feet. 
 
 The long leap with the pole is a very pleasant exercise (figs. 37, 38), 
 as is walking on stilts, a perform- Fig. 3S. 
 
 ance too generally known to re- 
 quire particular description. 
 
 Fig. 37. 
 
 Vaulting is the exercise of leaping on a horse, into the saddle, or 
 over the saddle. ' A vaulting horse is made of a wooden cylinder 
 rounded at the ends, supported on legs, with wooden ridges fixed 
 toward the center of the back, between which a person may sit. This 
 space is called the saddle. Leathern pads, weU wadded, are buckled 
 on any part of the horse on which the exercises are to be performed. 
 
 Fig. 40. 
 
 Fig. 41. 
 
 H0B3B MOUNTINS. 
 
 BIDE VATTLTING. TATJLTING OYER THB SADDLE. 
 
 To leap on the horse only requires the hands to be placed on the top, 
 t^nd a light spring. In vaulting into the saddle the hands are placed on 
 
84 
 
 GENERAL GYMNASTICS. 
 
 J^ig- 42 one of the ridges^ and one foot 
 
 is thrown over the saddle, so 
 that the body descends into iU 
 This may be practiced standing 
 or running. 
 
 Fig. 39 represents the man- 
 ner of leaping on the horse, 
 fig. 40 shows the position in 
 side vaulting, and fig. 41 shows 
 the manner of vaulting on or 
 over the saddle. 
 
 Balancing^ usually practiced 
 on a pole or tight rope, is very 
 useful in enabling one to ac- 
 quire the art of preserving the 
 stability of the body on a nar- 
 row or moving surface. 
 
 In this exercise the head 
 should be held up, the body 
 erect, the arms extended, the 
 hands shut, and the feet turned 
 outward. 
 
 The balancing bar repre- 
 sented in the cut is a round, 
 tapering pole, supported about 
 three feet from the ground by 
 upright posts. One end is left 
 unsupported, so as to waver 
 Avhen stepped upon. 
 
 A variety of feats may be 
 performed on the balancing 
 bar, several of which are rep- 
 resented in the cut. Others 
 are — holding one foot as high 
 as possible in the hand — kiss- 
 ing the toe, rotating the ai'ms 
 alternately, and then together, 
 BALANCING BAK. wlth aud without weights or 
 
 dumb-bells, tossing up and catching a large India-rubber ball, etc., 
 etc. 
 
 AH of the balancing exercises are well calculated to give vigor and 
 flexibility to the muscles of the loins. 
 
CLIMBING. 
 
 35 
 
36 
 
 GENERAL GYMNASTICS. 
 
 CLIMBING. 
 
 CLiMBiira is a method of transporting the body in any direction by 
 the aid of the hands alone, or of both the hands and feet. It is per- 
 formed in various ways, and with diflferent apparatus. 
 
 Fig. 43 represents a chmbiag stand, consisting of two strong poles 
 supporting a beam, to which the various implements, as ropes, ladders, 
 inclined boards, masts, etc., are attached. 
 
 Fig. 45. 
 
 SKATING. 
 
 " Skating- is the art of balancing the body, whUe, by the impulse of 
 each foot alternately, it moves rapidly upon the ice, 
 
 " The position of the person in the act of skating is never vertical, 
 Fig. 44. ^^t more or less inclined, which 
 necessitates considerable exer- 
 tion of the muscles of the legs 
 m keeping the ankles stiff — , 
 hence skates ought to be so 
 constructed as to bring the feet 
 as near the ice as possible. 
 
 "The skater should learn to 
 walk on the skates before ad- 
 venturing on the ice. 
 
 "The best ice for skating 
 purposes is neither very rough 
 nor very smooth. The skater 
 must keep the ankle of the foot, 
 when on the ice, very firm, and 
 gain the edge of the skate by 
 inclining the whole body, and 
 not by bending the ankle. 
 
 "The leg which is on the 
 ice should be kept perfectly 
 straight ; for though the knee must be somewhat bent at the time of 
 striking, it must be straightened as quickly as possible without any jerk. 
 The leg which is off the ice should also be kept straight, though not 
 stiff, having an easy, but slight play, the toe pointing downward, and 
 the heel within from six to twelve inches of the other. 
 
SWIMMING. 
 
 37 
 
 " The learner must not look down upon the ice, nor at Ms feet, to see 
 
 Fig. 46. 
 
 how they perform. He 
 may at first incline his 
 body a little forward for 
 safety, hut hold his head 
 up, and see where he 
 goes, his person erect, 
 and his face rather ele- 
 vated than otherwise." 
 Experienced skaters 
 will travel on the ice 
 with great ease and ra- 
 pidity. Many persons 
 have accomplished eight 
 or ten miles an hour, 
 for several successive 
 hours, without much 
 fatigue or iaconveni- 
 
 Fig. 47. 
 
 SWIMMING. 
 
 SwiMMiNa is not only useful as an invigorating exercise for the 
 whole muscular system, but frequently essential for the preservation of 
 life. It is therefore an art which all persons ought to acquire in the 
 days of their youth. 
 
 This exercise should never be practiced soon after eating, nor when 
 the body is uncomfortably cold or very much fatigued. 
 
 It is easier to swim in salt water than in fresh, on account of its 
 greater buoyancy, which is about equal to the amount of saliae mat- 
 ters held in solution. 
 
 Swimmers wUl do well to practice both in the nude state, and with 
 short drawers and canvas slippers. It is also of great importance to be 
 accustomed to swim in shirt, vest, and pantaloons. 
 
 In the attitude of swimming (fig. 48) the head must be drawn back, 
 the chin elevated, the breast projected, and the back hollowed and kept 
 Bteady. The head can scarcely be thrown too much back, or the back 
 too much hollowed. Tliose who do otherwise, swim with their feet 
 
GENERAL GYMNASTICS. 
 
 near the surface of the water, instead of having them two or three 
 Fig. 48. feet below. 
 
 Probably one of the 
 best ways of learning to 
 swim is to go, with a 
 competent teacher, in a 
 boat in deep water, this 
 supporting the body more 
 buoyantly than that 
 which is shallower, and 
 preventing the constant 
 tendency of beginners to 
 touch bottom, which here 
 is of course impossible. 
 
 The teacher should 
 fasten a rope carefully 
 around the waist, or, bet- 
 ter stiU, to a belt, which 
 can neither tighten nor 
 slip down. The rope 
 may be fastened to a 
 short pole. Supported in 
 this manner, the pupil 
 may take his proper posi- 
 tion in the water, and 
 practice the necessary 
 motions, and the support 
 of the rope may be grad- 
 ually lessened, until the 
 pupil finds himself en- 
 tirely supported by the 
 water. 
 
 Corks and bladders are 
 often used as supports for 
 learners, but it is much 
 better to begin without 
 them. As, however, they 
 may be a protection in 
 eome cases against accidents, and enable the learner to practice the 
 proper motions for rapid swimming more carefully, they are not to be 
 entirely condemned. Several large pieces of cork, uncut into stopples, 
 must be strung upon each end of a piece of rope, long enough to pass 
 
SWIMMING. 
 
 39 
 
 xmder the chest, and reach just above the shoulders; or "well blown 
 
 and properly secured bladders may be fastened in the same way, as 
 
 rsg. 49. seen In theengraving. Care must 
 
 __ be taken to confine these supports 
 
 ="- near the shoulders, as by their 
 - slipping down they would plunge 
 the head under water, and produce 
 the very catastrophe they were 
 designed to prevent. 
 A great variety of life-preservers have been invented, made of India- 
 rubber and cork shavings, in the form of jackets, belts, etc., which 
 may be used like the cork and bladders ; but as their bulk is generally 
 aU around the chest, they hinder the free use of the arms, and impede 
 the velocity of motion. As life-preservers, they would do very weU if 
 people ever had them on when they were needed, or had presence of 
 mind enough to fit and inflate them in sudden emergencies. The best 
 life-preservers are the self-reliance and weU-directed skill of a good 
 swimmer. 
 Swimming with the plank has two advantages. The young bather 
 
 Fig. 50. 
 
 has always the means of 
 saving himself from the ef- 
 fects of a sudden cramp, and 
 he can practice with facUity 
 the necessary motions with 
 the legs and feet, aided by 
 the momentum of the plank. 
 A piece of light wood three 
 or four feet long, two feet 
 wide, and about two inches thick, will answer very well for this pur- 
 pose. The chin may be rested upon the end, and the arms used, but 
 this must be done carefully, or the support may go beyond the young 
 swimmer's reach. 
 
 A better method, as many think, than any of these, is for the teacher 
 to wade into the water with his pupU, and then support him in a hori- 
 zontal position by placing his hand under the pupil's chest, while he 
 directs his motions. He may withdraw his support almost impercep- 
 tibly ; but I do not see what advantage this method has over that first 
 noticed with the boat, unless it be that the teacher can better enforce 
 his precepts by examples, and ia swimming himself give practical illus- 
 trations of his theories of propulsion. 
 
 The rope is another artificial support which has its advantages. A 
 rope may be attached to a pole, fastened — and mind that it be well 
 
40 GENERAL GYMNASTICS. 
 
 fastened — ^in the bank, or it may be attached, as shown in the engrav- 
 ing, to the branch of an over- 
 hanging tree. Taken in the '^' 
 hands, the swimmer may 
 practice with his legs, or, by 
 holding it in his teeth, he may 
 use all his limbs at once. 
 The rope, however, is not so 
 good as the plank, as it allows »»^ 
 of less freedom of motion, 
 and the latter might easUy be 
 60 fixed as to be laid hold of 
 by the teeth, and held se- 
 curely. 
 
 The Ceamp. — Those persons who plunge into the water when they 
 are heated by exercise, and remain in it until they are benumbed with 
 cold, or exhaust themselves by very violent exertion, are the most sub- 
 ject to attacks of cramp. The moment the swimmer is seized by 
 cramp in the legs, he must not suffer himself to feel alarmed, but strike 
 out the limb aifected with all his might, keeping the heel downward, 
 and drawing the toes as far upward as he can, although at the time 
 these movements give him great paui ; he may also turn on his back, 
 and jerk the limb into the air, though not so high as to throw himself 
 out of his balance. Should these attempts prove unsuccessful, he must 
 try to reach the shore with his hands, or, at all events, keep himself 
 afloat until assistance can be procured. If he can not float on his 
 back, he may swim upright, keeping his head above the surface, by 
 striking the water downward with his hands near his hips ; and he can 
 thus make steady progress without using his legs. If only one leg be 
 attacked, the swimmer may strike forward with the other; and, to 
 acquire confidence in cases of cramp, it is advisable to practice 
 swimming with one hand and leg, with the hands only, or even with 
 one leg. 
 
 Enteeing- the "Wateb — Steiking Out. — ^We now come to the most 
 important directions. As the pupil must gradually acquire confidence 
 in this new element, he should not be urged to plunge in against his 
 inclination. After wetting his head, he may wade in untU the water is 
 up to his breast, then, turning toward the shore, inflate his lungs and 
 incline forward, until the water covers his chin. The head should be 
 thrown backward, and the back hollowed, and the chest as much as 
 
SWIMMING. 41 
 
 possible expanded. In swimming, the feet should be about two feet 
 below the surface. 
 
 The hands should be placed just in front of the breast, pointing for- 
 ward, the fingers kept close together, and the thumb to the fingers, so 
 as to form a slightly hollow paddle. Now strike the hands forward as 
 far as possible, but not bringing them to the surface; then make a 
 sweep backward to the hips, the hands being turned downward and 
 outward; then bring them back under the body, and with as little 
 resistance as may be, to their former position, and continue as before. 
 
 The hands have three motions — First, from their position at the 
 breast, they are pushed straightforward ; second, the sweep round to 
 the hips, like an oar, the closed and hollowed hands being the paddle 
 portion, and their position in the water and descent serving both to 
 propel and sustain the body ; and, third, they are brought back under 
 the body to the first position. 
 
 Having learned these motions by practicing them slowly, the pupil 
 should proceed to learn the still more important motions of the legs. 
 These are likewise three in number, one of preparation and two of pro- 
 pulsion, rirst, the legs are drawn up as far as possible, by bending the 
 knees, and keeping the feet widely separated ; second, they are pushed 
 with force backward and outward, so that they spread as far as possible ; 
 and, third, the legs are brought together, thus acting powerfully upon 
 the wedge of water which they inclosed. 
 
 Some works upon swimming advise that the propelling stroke of the 
 arms and legs should be used alternately ; but this is not the method 
 used by good swimmers, or by that best of teachers, the frog, of whom 
 I would advise all new beginners to take lessons. It is better that the 
 feet should be brought up, at the same time that the hands are carried 
 to their first position ; the propelling strokes may then be combined so 
 as to give the body its most powerful impetus, as a boat is rowed best 
 with simultaneous strokes. 
 
 The motion in the water should be as straightforward as possible, 
 and the more the head is immersed the easier is the swimming. Eising 
 at every stroke — dreasting, as it is called — is both tiresome and inele- 
 
 All these movements should be made with slowness, and deliberately, 
 without the least flurry. The learner will soon breathe naturally, and 
 as the motions are really natural, he wiU not be long in acquiring them. 
 If he draw in his breath as he rises, and breathe it out as he sinks, he 
 will time his strokes, and avoid swallowing water. Those who have 
 been accustomed to fresh water must be particularly careful when they 
 go into the sea, the water of which is very nauseous. 
 
42 GENERAL GYMNASTICS. 
 
 Plxtnging OB Diving. — In leaping into the water feet first, wMcli 
 
 Is done from rocks, bridges, and even from the yards and masts of lofty 
 
 vessels, the feet must be kept close together, and the arms either held 
 
 close to the sides or over the head. In diving head foremost, the 
 
 Yig_ 52. hands must be put together, as in 
 
 the engraving, so as to divide the 
 
 water before the head. The hands 
 
 are also in a proper position for 
 
 striking out. 
 
 It is wonderful how easily the 
 swimmer directs his course under 
 water. If he wishes to go down 
 or come up, or swim to the right 
 or left, he has but to bend his head 
 and body in that direction, and after a little use he will do this almost 
 unconsciously, as if his movements were the result of volition alone. 
 
 In diving in shallow water, care must be taken not to strike the head 
 upon a hard bottom, nor to stick it in the mud. It is better to fill the 
 chest always. The deeper a man dives the more buoyant wiU he be, 
 and from a depth of twenty feet, even in fresh water, he Avd rise to 
 the surface with considerable impetus. No one need fear not being 
 able to come up, the great difficulty being to stay down, those who 
 make a business of diving being obliged to have heavy weights for that 
 purpose. 
 
 The best swimmers and divers in the world keep their eyes open 
 under water, so as to see their course, and any object of which they 
 may be in search. The South Sea Islanders, who are almost born in 
 the water, will swim for miles without showing their heads above the 
 surface, which they manage in this manner : After diving beneath the 
 surface, the swimmer keeps parallel to it as long as he can without 
 breathing, when, turning upon his back by an easy motion of his hands, 
 he allows his nose, and nothing more, to come above the surface. After 
 breathing once or twice, by a slight motion of the hands he sinks again, 
 and so pursues his course. 
 
 In descending in the water, bend the head so as to bring the chin 
 near the breast, and curve the back in the same direction ; in ascending, 
 hold back the head and hollow the back. In swimming over the sur- 
 face, look up to the sky. It is quite impossible to dive beneath the 
 surface in this position. 
 
 Swimming in Deep "Water. — In the swimming schools of Prassia 
 the pupils are taught in deep water, sustained by a belt, and a rope 
 
SWIMMING. 43 
 
 attached to a pole, whicli the teacher holds as a lever over a railbig. 
 The motions of the arms, then of the legs, and then both together, are 
 practiced by word of command, like military exercises. The support 
 is given as required. After a few lessons the pole is dispensed with — 
 then the rope ; but the pupU is stQl kept, xmtil quite proficient, within 
 reach of the pole. 
 
 This mode of learning to swun is like that practiced in teaching boys 
 to ride in the circus. A rope, fastened to a belt, passes through a ring 
 in the saddle, and the end is held by the riding-master in the center of 
 the ring. If the boy falls, his teacher has only to draw upon the rope, 
 and he is secure from danger, and ready to spring to his feet again. 
 
 Those who are learning to swim in shallow water, and without a 
 teacher, may find advantage in the following method : 
 
 When the learner has acquired some facility in swimming, and wishes 
 to try to swim out of his depth, he should first venture to cross a stream 
 which may be a foot or two overhead in the middle. He must not be 
 alarmed at not feeling ground under his feet, or make quick and short 
 strokes, and breathe at the wrong time, so that he involuntarily swal- 
 lows water, aU of which mishaps, of course, increase the hurry and 
 agitation, and make it difiicult for him to get back to shore. Learners 
 should therefore never venture out of their depth without having first 
 practiced such distances only as they are certain they can accomplish ; 
 for if they can swim eight or ten yards without allowing their feet to 
 touch the bottom of the river, they may fearlessly attempt to cross a 
 deep stream of only half that width, and so on, increasing the distance 
 by degrees ; they will thus progressively attain presence of mind, and 
 find that the deeper the water the greater is its sustaining power, and 
 the easier they wiU be enabled to swim in it. 
 
 Treading "Water. — This is a favorite position in the water, and 
 useful as a means of resting in swimming long Fig. 53, 
 
 distances. The position is perpendicular; the 
 hands are placed upon the hips, as in the vig- 
 nette, or kept close to the side, to assist in bal- 
 ancing the body, being moved like fins at the 
 wrist only. The feet are pushed down alter- 
 nately, so as to support the head above water, 
 and the body may be raised in this way to a 
 considerable extent. While in this position, if 
 the head be thrown back, so as to bring the nose 
 and mouth uppermost, and the chest somewhat 
 inflated, the swimmer may sink tUl his head is nearly covered, and 
 
44 GENERAL GYMNASTICS. 
 
 remain for any length of time in tHs position without motion, taking 
 care to breathe very slowly. 
 
 Upright Swimmtstg — System of Beenaedi. — ^Bernardi, an Italian 
 teacher of swimming, who has written a treatise upon the subject, 
 warmly recommends the upright position in swimming as being in con- 
 formity with the.accustomed movements of the limbs, from the freedom 
 of the hands and arms, greater facility of breathing, and less risk of 
 being caught hold of by persons struggling in the water. 
 
 Though this method can never supersede that taught by nature, and 
 the frog, her best professor, it may be practiced for variety's sake. The 
 great diflaculty is in keeping the head properly balanced, for whichever 
 way it inclines, over goes the body. 
 
 The first object of Bernardi's plan is to enable the pupil to float in 
 an upright posture, and to feel a decided confidence in the buoyancy 
 of his body. He first supports the pupil under the shoulder until he 
 floats tranquilly, with the head and part of the neck above the surface, 
 the arms being stretched out horizontally under water ; from time to 
 time the supporting arm is removed, but again restored, so as never to 
 suffer the head to sink, which would disturb the growing confidence of 
 the learner. 
 
 The learner is then taught the use of the legs for balancing the body 
 in the water, one of these being stretched forward, and the other 
 behind, and the arms laterally, he will soon find himself steadily sus- 
 tained, and independent of further aid in floating. 
 
 Next is shown the sweeping, semicircular motion of the arms ; this 
 is practiced slowly without motion forward, until attained with preci- 
 sion, after which a slight bending of the body occasions its advance. 
 The motion of striking with the legs is added in the same measured 
 manner. The strength may be recruited by using the arms and legs 
 alternately, turning first the right shoulder and then the left to the 
 water ; for, by this means, less resistance is opposed than by presenting 
 the whole breadth of the breast. 
 
 The upright position, a little inclined backward (which, like every 
 other change of posture, must be done deliberately^ by the correspond- 
 ing movement of the head), reversing, in this case, the motion of the 
 arms, and striking the flat of the foot down and a little forward, give 
 the motion backward, which is performed with greater ease than when 
 the body is laid horizontally on the back. 
 
 Such is an outline of Bernardi's method of teaching the art of swim- 
 ming, by which he calculates that, at every stroke, a swimmer ought 
 to impel himself forward a distance equal to the length of his body, 
 
SWIMMING. 
 
 45 
 
 and, in general, at the rate of three miles an hour. In consequence of 
 Bernardi's successful practice, he was appointed to insti-uct the youths 
 of the Royal Naval Academy of Naples in the art of swimming. 
 
 The upright mode of swimming is far more secure than the ordinary 
 system, and it may he learned in one twentieth part of the time. A 
 young Italian, after eleven days' instruction by Bernardi, is stated to 
 have swam a circuit of nearly six miles in the Bay of Naples, although 
 he was previously imacquauited with swimming. 
 
 The natives of New South Wales swim nearly upright, and generally 
 backward, yet with much skill and velocity ; indeed, they swim and 
 turn with such swiftness, even under water, that they see and spear fish 
 while beneath the sm-face. 
 
 Side Swimming. — In swimming on either side, the motions of the 
 legs have no alteration, but are performed as usual. To swim on the 
 left side, lower that side, which is done with the slightest effort, and 
 
 Fig. 54. 
 
 requires no instructions. Then 
 strike forward with the left 
 hand, and sideways with the 
 right, keeping the back of the 
 latter to the front, with the 
 thumb side downward, so as to 
 
 act as an oar. In turning on 
 
 the other side, strike out with 
 
 the right hand, and use the left for an oar. To swim on each side 
 alternately, stretch out the lower arm the instant that a strike is made 
 by the feet, and strike with the other arm on a level with the head at 
 the instant that the feet are urging the swimmer forward ; and, while 
 the upper hand is carried forward, and the feet are contracted, the lower 
 hand must be drawn toward the body. This method is fall of variety, 
 and capable of great rapidity, but it is also very fatiguing. 
 
 Fig. 55. 
 
 THEUSTrNG. — This is a beautiful variety of this exercise, and much 
 
 used by accomplished swimmers. 
 The legs and feet are worked as 
 in ordinary swimming, but the 
 hands and arms very differently. 
 One arm — say the right — should 
 
 '- ~ — be lifted whoUy out of the water, 
 
 thrust forward to its utmost 
 reaching, and then dropped upon the water with the hand hollowed, 
 and then brought back by a powerful movement, pulling the water 
 
46 
 
 GENERAL GYMNASTICS. 
 
 toward the opposite armpit. At the same time the bodj must be sus- 
 tained and steadied by the left hand, working in a small circle, and as 
 the right arm comes back from its far reach to the armpit, the left is 
 carryiag in an easy sweep from the breast to the hip. The left arm is 
 thrust forward alternately with the right, and by these varied move- 
 ments great rapidity is combined with much ease. 
 
 SwrMMisa oiT THE Back.' — This is the easiest of aU modes of swim- 
 ming, because in this way a larger portion of the body is supported by 
 the water. It is very useful to rest the swimmer from the greater exer- 
 Fig. 56. tion of more rapid methods, and 
 
 especially when a long continuance 
 in deep water would be unavoidable. 
 
 ~' The swimmer can turn easily to 
 this position, or, if learning, he has 
 
 ' but to incline slowly backward, 
 
 keeping his head on a line with his 
 body, and letting his ears smk below the surface. Then, placing his 
 hands upon his hips, he can push himself along with his feet and legs 
 with perfect ease and considerable rapidity. 
 
 The hands may be used to assist in propelling in this mode, by bring- 
 ing them up edgewise toward the armpits, and then pushing them 
 down, the fingers fi-onting inward, and the thumb part down. This is 
 called "winging." 
 
 The hands may be used at discretion, the application of force in one 
 direction of course giving motion in the other; and the best methods 
 are soon learned when once the pupil has acquired confidence in his 
 buoyant powers. 
 
 Floating. — This is so useful a part of the art of swimmmg that it 
 can not be too soon obtained. In salt water nothing is easier, and m 
 fresh, to most persons, it requires but the slightest exertion. The feet 
 should be stretched out, and the -p. g- 
 
 arms extended upward, so as to =,,,,^^,,^^ 
 
 be at least as high as the top of 
 the head, and under water. 
 The head must be held back, 
 
 the chin raised, and the chest ~ . 
 
 expanded. The hands will 
 
 easily keep the body in this horizontal position, and by breathing care- 
 fully, a person may float at ease for hours. Could a person unable to 
 swim but have the presence of mind to take this position, he could 
 never drown. 
 
SWIMMING. 47 
 
 To Beat the Water. — This and the succeeding feats should never 
 be attempted until the pupil can swim well, and has acquired perfect 
 confidence in the water. The water is beaten by raising the legs out 
 of it alternately, while swimming on the back, the body being sustained 
 by the hands. 
 
 While swimming on the breast, one leg may be carried backward, 
 and taken hold of by the opposite hand, and the swimming continued 
 with the leg and hand kept unemployed. This is said to be useful when 
 taken with the cramp in one leg. 
 
 To Swim tnsTDEE Watee. — This should be done with the eyes open. 
 If you would swim midway between the bottom and the surface, make 
 the strokes of the arms and the hands inward, i. e., toward you, as if 
 you would embrace the water by large armfuls, keeping the thumbs 
 turned rather downward. These are most important maneuvers. You 
 are thus enabled to pass unseen across a river or branch of water, or to 
 search for any thing which has fallen to the bottom, and also to rescue 
 any one who is di'owning. 
 
 To Swim Dog-Fashion. — One may easily swim like a dog by imitat- 
 ing the motions of that animal in the water. It is useful as a variety 
 to rest from fatigue, by a change of muscular exertion. The right hand 
 and foot are worked together alternately with the left. 
 
 Spinning in the Water. — To spin in the water the altitude must 
 be perpendicular, the chest well inflated, and the feet may be crossed 
 under the swimmer. The circular motion in to be given by the alternate 
 motion of the hands working in the same direction. 
 
 By the same means the swimmer in a horizontal position may roll 
 along with considerable velocity, especially down the current of a stream. 
 
 Artifioiax Aids. — Dr. Franklin found that with two painters' pal- 
 lets — broad pieces of wood, with holes for his thumbs — with a little 
 practice, he could greatly increase his velocity. Similai* paddles might 
 give greater breadth to the feet, and even the insides of the legs might 
 be so provided. Their use would require practice, as in skating, and 
 would serve to vary this amusement. 
 
 The respiration should be well managed. If the breath is drawn at 
 the moment when the swimmer strikes out with the legs, instead of 
 when the body is elevated by the hands descending toward the hips, 
 the head partially sinks, the face is driven against the water, and the 
 mouth becomes fiEed. If, on the contrary, the breath is drawn when 
 
48 GENERAL GYMNASTICS. 
 
 the body is elevated by the bands descending toward the bips, when 
 tbe progress of the body forward consequently ceases, when the face is 
 no longer driven against tbe water, but is elevated above tbe surface — 
 tben, not only can not tbe water enter, but if tbe moutb were at otber 
 times even witb, or partly under tbe surface, no water could enter it, 
 as tbe ail', at sucb times, driven outward between tbe lips, would effect- 
 ually prevent it. Tbe breatb sbould accordingly be expired, wbUe tbe 
 body, at tbe next stroke, is sent forward by tbe action of tbe legs. 
 
 Oatjses of DeowkijStg. — In Dr. Arnott's Pbysics tbe causes of 
 drowning are tbus succinctly stated: 
 
 " 1. Tbeir believing tbe body to be beavier tban water, wbicb it is 
 not ; and, tberefore, tbat continued exertion is necessary to keep tbem 
 swimming, by wbicb means tbey become tbe sooner exhausted. 
 
 "2. From a fear tbat water, by entering tbe ears, may drown, a 
 wasteful exertion of strength is made to prevent it ; the truth being, 
 however, that it can only fill tbe outer ear, or as far as tbe membrane 
 of the drum, and is tberefoi'e of no consequence. Every diver and 
 swimmer has his ears fiUed with water, and witb impunity. 
 
 " 3. Persons unaccustomed to water, and in danger of being di'owned, 
 generally attempt, in then- struggle, to keep tbe hands above tbe sur- 
 face, from feeling as if their hands were tied whUe held below ; but this 
 act is most hurtful, because any part of the body kept out of tbe water 
 in addition to tbe face, which must be out, requires an effort to support 
 it which the individual at the time is supposed to be incompetent to 
 afford. «s 
 
 " 4. Not knowing the importance of keeping tbe chest as full of air 
 as possible, the doing of which has nearly the same effect as tying a 
 bladder of an- to tbe neck ; and, without other efforts, wiU cause nearly 
 the whole head to remain above the water. If tbe chest be once 
 emptied, wbUe, from the face being under water, the person can not 
 inhale again, the body remains specifically beavier than water, and 
 win sink." 
 
 How TO Save Persons feom Deownistg. — The art of swimming, 
 always pleasant and useful, may, in certain circumstances, be more use- 
 ful than all others. The drowning wretch would give wealth, learning, 
 accomplishments, every thing, to be able to swim ; and so would be 
 who sees a friend or a feUow-creature go down and perish in his sight 
 where he is unable to save him. 
 
 It is difficult, and often very dangerous, for even the best swimmer to 
 attempt to save a drowning man. The grasp of such a person is dread- 
 
SWIMMING. 49 
 
 ful. The person attempting to save another should, if possible, reach 
 him with a stick, which he may grasp without injury. Or he should 
 come behind and seize him by his hair, or by the heel. If the di-own- 
 ing person be stiU sensible, and can be calmed sufficiently, he may be 
 brought to the shore by placing his hands upon the swimmer's shoulders, 
 or the swimmer may take him under the arm. 
 
 If a drowning man seize a person, the first object must be to free 
 himself, and this must be done at aU hazards. Sometimes, if the swim- 
 mer go down, the other will let go, from the instinctive desire to get 
 near the surface. If he do not, he must be throttled without mercy, 
 and then, when insensible, he may be brought ashore safely. These 
 situations require great coolness and courage, but with these a good 
 swimmer may generally save a person ; and if they have sunk for the 
 last time, so much the less likely are they to destroy those who would 
 preserve them. 
 
 An exhausted swimmer, or one seized with cramp, generally has 
 sense enough not to embarrass one Avho would save him ; but even such 
 persons are sometimes overcome by fear. 
 
 The resuscitation of drowning persons has never been well under- 
 stood until quite recently. Indeed, the recent investigations of Dr. 
 Marshall Ilall and others seem to prove that some of the rules usually 
 recommended by physicians, and adopted by "Humane Societies for 
 the relief of Asphyxia," are decidedly injurious. 
 
 When a person is taken from the water in a state of suspended ani- 
 mation, the first and main thing to be done is to attempt to restore the 
 breathing process. If this succeed, all the other functions will be 
 resumed, as a matter of course. 
 
 One chief impediment to the restoration of respiration is the falling 
 back of the tongue across the top of the glottis, or entrance into the 
 windpipe. Instead, then, of waiting to carry the patient to the nearest 
 house, which consumes valuable time, or heating the body with the 
 warm batli or hot blankets, which only aggravate the difiiculty in decar- 
 bonizing the blood, the patient shoidd be at once placed upon the face 
 and ircast, so as to allow the tongue to fall forward and open the glottis. 
 
 The body should next be turned slowly upon its side, and as slowly 
 returned to its first position on the face and breast. 
 
 This motion, which is in imitation of natural respiration, may be 
 aided by gently compressing the abdomen as the body is turning from 
 its face position to the side ; and the efiect is to cause a considerable 
 amount of air to be expelled and re-inspired. The body should be 
 moved in this way fifteen or sixteen times a minute, so as to imitate the 
 normal respiration as nearly as possible ; and the efforts should be con- 
 
 3 
 
50 
 
 GENERAL GYMNASTICS. 
 
 tinued until breathing is fully restored, or all hopes of resuscitation are 
 abandoned. 
 
 EOWING. 
 
 EowiNG, "when practiced for pleasure or as a health-restoring exer- 
 cise, is usually performed with two sculls, and on the smooth waters of 
 a river, lake, or bay. 
 
 A hght and sharp boat is preferable in cahn weather, but when the 
 weather is rough, a heavier and broader boat is more safe. 
 
 The rower sits amidships on the thwart or seat of the boat, else she 
 will heel to the side on which he is sitting, and much increase the labor 
 of rowing. His sitting position should be entirely easy, his feet resting 
 on the middle of the stretcher, and his legs not quite extended ; but his 
 knees, as he rows, should be brought down, and his legs stretched. 
 
 The following cuts (figs. 58 and 59) represent the manner of handling 
 the sculls. 
 
 Fig. 58. 
 
 The rower should make long strokes in a heavy boat, and shorter and 
 quicker strokes in a light boat. At the beginning of the pull he must, 
 in general, bend his body till his head is over his knees, and extend his 
 arms as far aft as convenient, that the blades of the sculls may be 
 thrown correspondingly forward. "With regard to the hack in particu- 
 lar, some think that, if a short distance is to be rowed, it should be 
 bent ; and that, if a long distance, it is less fatiguing to keep it straight 
 
HIDING. 51 
 
 "When the arms are extended as far aft, and the hlades of the sculls as 
 far forward as convenient — which must never he so far as to jam in the 
 rullocks — the rower must dip the sculls into the water, and puU toward 
 him by at once bending the arms and the body. 
 
 When in the middle of the pull, if the scnlls are not short enough, 
 or even if the head and body are slightly turned, one of the hands will 
 go higher than the other ; and as the right is generally the stronger, it 
 may go above and the left below. It is often found difficult to keep one 
 hand clear of the other in pulling a pair of sculls. This is so much the 
 case, indeed, that the inexperienced frequently suffer more from the 
 knocking and rubbing of the backs and sides of the hands against each 
 other than from the friction of the handles of the oars in the palms of 
 the hands. This may be easily obviated by attending to the following 
 advice : 
 
 Having seated yourself in the center of the thwart, with your feet 
 close together against the center of the stretcher, ship your sculls, but, 
 before puUing a stroke, move your body three or four inches to the 
 right hand, and still retain your feet in the center : thus you will be sit- 
 ting rather obliquely; this will throw your right shoulder more forward, 
 and consequently the right hand ; and thus the hands will work per- 
 fectly clear of each other. This rule, however, must be modified by 
 the circumstances of river-rowing. A waterman writes as follows: 
 " As to carrying one hand above the other, my way is, that ifj for 
 instance, I go from Greenwich to Blackwall against tide, I keep down 
 on the Greenwich side, in general look toward the shore, and having 
 my face over the left shoulder, my right hand is then above. If I go 
 from Greenwich to London, my face is turned over the right shoulder, 
 and the left hand is then uppermost." 
 
 To turn the boat, back water with one scull, by putting the one on 
 the side you wish to turn to into the water, with its concave front or 
 filling toward you, and pushing against it ; and at the same time puH 
 strongly wi/a the other scull, until the boat's head is turned round. 
 
 EIDIKG. 
 
 EiDmG- on horseback is one of the best methods for expanding the 
 chest and energizing the digestive system. For dyspeptics it is particu- 
 larly serviceable, and consumptives, in the early or incipient stages of 
 the disease, may derive very great clvantages from it. 
 
52 
 
 GENERAL GYMNASTICS. 
 
 The learner should practice without stirrups untU capable of keeping 
 his position easUy, and it is better not to use a saddle until able to man- 
 age the animal well without. 
 
 Fig. 60. 
 
 The proper method of mounting and occupying the seat is shown in 
 the cuts (figs. 60, 61, and 62). 
 
 Fig. 61. 
 
RIDING. 
 
 In mounting without stirrups — after taking up the reins, instead of 
 seizing the mane, the rider lays hold of the pommel and cantle, and, by 
 a spring of both legs from the insteps, raises the body to the center of 
 
 Fig. 62. 
 
 the saddle. By a second spring of both arms, the right leg is carried 
 over the horse, and the rider enters his proper seat by closing the knees 
 on the saddle, and sliding gently into it. 
 
 In dismounting without stirrups, on either side of the horse, the rider 
 throws the weight of the body on the hands placed on the pommel, 
 acd, by a spring, raises the body out of the saddle before the leg ia 
 bi'ought over the horse. 
 
 The saddle should be proportioned to the size of the horse. Before, 
 the bearings should be clear of the plate-bone ; behind, they should not 
 extend farther than within four inches of the hips, and their pressure 
 should be equal on every part intended to be touched. The closer the 
 saddle then comes, the better, if neither the weight of the rider nor set- 
 tling of the pannel can possibly injure the withers cr chine. Before 
 mounting, the rider should examme whether the saddle, girth, straps, 
 Idts, bridle, etc., are all good and well fixed. 
 
 When the saddle is on the horse, the lowest part of the seat should 
 rather be behind its center, as it is there that the weight of the body 
 should fall, and by that means the thighs can keep their proper posi- 
 tion. The best test of the adaptation of the seat is, when the rider, 
 without stirrups or effort, easily falls into his proper place in the saddle. 
 
54 GENERAL GYMNASTICS. 
 
 The proper length of stii-rups is when the upper edge of the horizon- 
 tal bar reaches a finger's breadth below the inner ankle-bone. "When 
 the feet are in the stirrups, the heels should be about two inches lower 
 than the toes. No more than the natural weight of the limbs should be 
 thrown upon them. It is by an accurate position, and an easy play of 
 the ankle and instep, that the stirrup is retained, so as to slip neither 
 forward nor backward, even if the toe be raised for a moment. 
 
FLEXION AND E X T E N S T X . 
 
PART II. 
 
 SPECIAL GYMISTASTICS. 
 
 THE INDIAN CLUB EXERCISES. 
 
 Peobably one of the very best metliods for developing the muscular 
 power of the whole muscular system is the Indian club exercise. 
 Nothing can be better calculated to invigorate the respiratory system, 
 expand the chest, while all of tlie muscles of locomotion are called 
 into action, and the principal structures around the joints are called 
 into active play. The following remarkable instance of its curative 
 efficacy is copied from the Illustrated London Nexcs. 
 
 " We learn that Mr. Harrison first began to use the clubs three years 
 ago, at which time his muscular development was regarded as being 
 very great, his measurement being then : Eound the chest, 37z inches ; 
 round the upper arm, 13J inches, and round the forearm 13i inches. 
 The clubs with which Mr. Harrison commenced weighed about seven 
 pounds each ; he has advanced progressively, until he can now wield 
 with perfect ease two clubs, each weighing 37 pounds, and his heaviest 
 weighs 47 pounds. The eifect of this exercise on the wielder's meas- 
 urement is as foUows : Eound the chest, 42 J inches, the upper arm 15 
 inches, and the forearm 14 inches. At the same time his shoulders 
 have increased immensely, and the muscles of his loins, which were 
 weak when he first used the clubs, are now largely developed and 
 powerful. In short, aU the muscles of the trunk have been much 
 improved by tliis exercise." 
 
 The robustness of Mr, Harrison after this three years' experiment is 
 shown in fig. 1. 
 
 1st. Club is held by the handle, pendent, on each side (fig. 2) ; that 
 
 3* 
 
58 
 
 SPECIAL GYMNASTICS. 
 
 in tlie right liaDcl is carried over the head and left shoulder, untU. it 
 
 Fig. 1. 
 
 hangs perpendicularly on 
 the right side of the 
 spine (fig. 3) ; that in the 
 left hand is carried over 
 the former in exactly the 
 opposite direction (fig. 
 4), imtil it hangs on the 
 opposite side ; holding 
 both clubs still pendent, 
 the hands are raised 
 somewhat higher than 
 the head (fig. 4); with 
 the clubs in the same 
 position, both arms are 
 extended outward and 
 backward (fig. V) ; these 
 are lastly dropped into 
 the first position. All 
 this is done slowly. 
 
 2d. Commencing from 
 the same position, the 
 ends of both clubs are 
 swung upward until they 
 are held, vertically and 
 side by side, at arm's 
 length in front of the 
 body, the hands being as 
 high as the shoulders 
 (fig. 5); they are next - 
 carried in the same posi- 
 tion, at arm's length, and on the same level, as far backward as possible 
 
THE INDIAN CLUB EXERCISES. 
 
 59 
 
 (fig. 6) ; each is then dropped backward until it hangs vertically down- 
 ward (fig. 7), and this exercise ends as the first. Previous, however, 
 Fig. 2. Fig. 3. Fig. 4. Fig. 5. 
 
 to dropping the clubs backward, it greatly improves this exercise, by a 
 
 turn of the wrist upward and backward, to carry the clubs into a hori- 
 
 Fig. 6. Fig. 7. 
 
 zontal position behind the shoulders, so that, if long enough, their ends 
 would touch (fig. 8) ; next, by a turn of the wrist outward and down- 
 
60 
 
 SPECIAL GYMNASTICS. 
 
 ward, to carry them horizontally outward (fig. 9) ; then, by a turn of 
 the wrist upward and forward, to carry them into a horizontal position 
 before the breast (fig. 10), again to carry them horizontally outward, 
 and finally to drop them backward as already explained, thence to the 
 first position. All this is 
 also done slowly. 
 
 3d. The clubs are to be 
 swung by the sides, first 
 separately and then to- 
 gether, exactly as the 
 hands were in last exten- 
 sion motion. 
 
 1st. A club is held for- 
 ward and upright in each 
 hand, the forearm being 
 placed horizontally by the 
 haunch on each side (fig. 
 11) ; both are thrown in a 
 circle upward and forward, 
 and by a turn of the wrist 
 outward and backward, so 
 as to strike under the arms 
 (fig. 12) ; by an opposite 
 movement both are thrown 
 back again in a simUar cir- 
 cle, they swing over the 
 shoulders (fig. 13), and 
 this movement is contin- 
 ued as long as agreeable. 
 
 2d. The clubs are held 
 obliquely upward in each 
 hand, lying on front of the 
 arms (fig. 14) ; that in the 
 right hand is allowed to 
 fall backward (fig. 15), and 
 swings downward, for- 
 ward to extent of the arm, 
 and as high as the head 
 (fig. 1 6) ; the moment this 
 club begins to return from this point, in precisely the same direction 
 to the front of the arm, that in the left hand is allowed to drop back- 
 ward and to perform the advancing portion of this course in the tune 
 
THE INDIAN CLUB EXERCISES. 
 
 01 
 
 that the other performs the returning portion, so that each is at tho 
 8ame time swinging in an opposite direction. 
 
 Fig. 11. Fig. 12. Fig. 13. 
 
 3d. From either of the first positions now given, the clubs are, by a 
 turn of the body and extension of the arms, thrown upward and later- 
 Fig. 14. Fig. 15. Fig. 16. 
 
 ally (fig. 17) ; make at the extent of the arms and in front of the figure 
 a circle in which they sweep downward by the feet, and upward over 
 
62 
 
 SPECIAL GifMJI^ASTICS. 
 
 the head (fig. 18), and fall in a more limited curve toward tlxe side 
 wMch tliey began (fig. 19), in sucli a manner that the outer one form- 
 Fig. IT. Fig. 18. Fig. 19. 
 / 
 
 ing a circle around the shoulder, and the inner one round the head 
 
 Fig. 20. 
 
 Fig. 21. 
 
 (both passing swiftly through the position in the last figure of the first 
 
THE INDIAN CLUB EXERCISES. 
 
 63 
 
 exercise), they return to the first position ; this is repeated to the other 
 side, and so on alternately. 
 
 4th. Beginning from either first position, the body being turned 
 latei'ally — for example, to left — the club in the right liand is thrown 
 upwai'd in that direction at the full extent of the arm (fig. 20), and 
 makes the large circle in front and curve behind, as in the last exercise 
 (fig. 21), while the club in the left hand makes at the same time a 
 smaller circle in front of the hand and behind the shoulders (figs. 20, 
 21, and 22), until crossing each other before the head (rather on the 
 right side), their movements are exactly reversed, the club in the right 
 performing the small circle round the head, while that in the left per- 
 forms the large one — and these to continue be repeated to each side 
 alternately. 
 
 Fig. 23. Fig. 24. Fig. 25. 
 
 5th. The clubs being in either first position, the body is turned to 
 one side — ^the left, for example — and the clubs being thrown out in the 
 same direction, make each, by a turn of the wrist, a circle three times 
 on the outer side of the outstretched arms (fig. 23) ; when completing 
 the third circle, the clubs are thrown higher to the same side, sweeping 
 together in the large circle in front, as in the second exercise, the body 
 similarly turning to the right; but, instead of forming tlie smaller 
 curve behind, both are thrown over the back (fig. 24) ; from this posi- 
 tion the clubs are thrown in front, which is now toward the opposite 
 side, and the same movements are reversed, and so it proceeds alter- 
 nately to each side. 
 
64 
 
 SPECIAL GYMNASTICS. 
 
 6th. In this exercise the cluhs are reversed, both being pendent in 
 front, but the ends of their handles being upward on the thumb sides 
 of tlie hands (fig. 25). The exercise consists chiefly in describing with 
 the ends of the club two circles placed obliquely to each other over the 
 head. For this purpose the club in the right hand is, in a sweep to 
 that side, first elevation behind the head, and thence passing to the left 
 (fig. 26), the front the right (fig. 27) behind (where its continuation is 
 indicated in fig. 27 and completed in fig. 28), thus forms its circle; 
 meanwhile the club in the left hand, commencing when that in the 
 
 Fig. 26. 
 
 Fig. 2T. 
 
 Fig. 28. 
 
 right was behind the head, has passed on the back in its circle to the 
 right (fig. 27), while that on the right hand has passed on the front of 
 its circle to the same side (fig. 27), the parts performed in both being 
 marked by complete lines, and the parts to be done merely indicated ; 
 and they continue that in the right hand by the back, and that in the 
 left hand by the front,- toward the left side (fig. 28), and so on at pleas- 
 ure, circling overhead. 
 
 [Although but two thirds of the body, viz., from the loins upward, 
 are called into operation in this exercise, its importance must be esti- 
 mated by the fact that they are precisely those requiring constant arti- 
 ficial practice, being naturally most exempted from exertion. As an 
 adjunct to training, there is nothing in the whole round of gymnastic 
 performances that will be found of more essential service than this ex- 
 ercise with the Indian clubs. It demands but little muscular exertion. 
 
jiXERCISES FOR SEDENTARY PERSONS. 
 
 63 
 
 and such as it does require calls chiefly upon that portion of the system 
 which it finds in a state of comparative repose.] 
 
 By an irrevocable physiological law, growth of brain and body is 
 acquired by exercise. Look at the arm and hand of the laboring man 
 or woman, and how vast the difference in the size and strength of two 
 classes! The same law holds respecting the lungs and other vital 
 organs. The heart of him who creeps through the world languidly 
 and mincingly is small and weak in its power to circulate the blood, 
 while the man who rushes into active busiaess earnestly, and uses his 
 muscles vigorously, his heart is called upon for energetic action in 
 sending the blood copiously to all parts of the system, and the conse- 
 quence is an increase in the size and strength of that important organ. 
 
 FEEE EXERCISES FOR SEDENTARY PERSONS. 
 
 There are many persons laboring under dyspepsia, torpid liver, con- 
 stipated bowels, and of consumptive Fig. 29. 
 tendency, and whose occupations or 
 circumstances preclude ordinary out- 
 door, or much in-door exercise of a 
 healthful kind, who might keep up 
 their health by devoting twenty 
 minutes twice a day to gymnastics 
 suitable to their condition. 
 
 With nearly all such persons the 
 special indications are to keep the 
 lungs expanded, and promote the ac- 
 tion of the digestive system. 
 
 In addition to the exercises already 
 pointed out, there are a few which 
 may be very conveniently practiced 
 by almost all persons of sedentary 
 occupations, especially adapted to in- 
 vigorate the respiratory and digest- 
 ive organs, and, if duly attended to, 
 would prove infallible as a preventive 
 of that prevalent malady of our coun- 
 try, consumption. chopping motion. 
 
 In the first place, let the patient or gymnast purify the air in the 
 
66 
 
 SPECIAL GYMNASTICS. 
 
 lungs thoroughly, by drawing in the abdominal muscles upon the dia- 
 phragm, throwing the chest forward, and expiring all the air out of the 
 lungs possible ; then inhale slowly till the lungs are filled to their utmost 
 capacity, retain the whole volume of air in the lungs a few moments, 
 and then expire or blow it out as completely as possible. This may 
 be repeated from half a dozen to a dozen times, which will serve, in 
 most cases, to decarbonize the lungs effectually. 
 
 Some persons not accustomed to gymnastic respiratory movements 
 may experience, at first, some degree of vertigo or dizziaess ; but this 
 wiU soon wear oS. Such persons should, however, be gentle in their 
 first exercises. 
 
 Next, the movement represented in fig. 29, called the chopping 
 motion^ may be practiced a few minutes. The lungs should expire as 
 the hands descend, and inspire as the body regains its erect posture, tak- 
 ing care to have the lungs fuUy inflated each time the body becomes 
 erect. 
 
 These movements act in one direction quite powerfully on the slug- 
 Fig, so. 
 
 Fig. 31. 
 
 MO'WING MOVEMENT. 
 
 SAWING MOVEMENT. 
 
 gish rectal and transverse muscles of the abdomen ; and then by resort- 
 ing to the mowing movement (fig. 30), we bring the action more directly 
 on the oblique muscles and internal organs. After performing these 
 motions a few times, they should be so extended as to bring the points 
 of the fingers down to the floor on each side. The same precautions as 
 to respiration are necessary here as in the preceding movement. 
 
PROMISCUOUS EXERCISES. 
 
 67 
 
 The sawing movement (fig. 31) may next be practiced. One arm ia 
 
 thrown forward as the other is 
 
 Fig. 82. 
 
 Fig. 33. 
 
 drawn back, precisely as though 
 you were striking at an object 
 with one hand, and drawing it 
 toward you with the other. This 
 produces a very general or uni- 
 versal action of the muscular sys- 
 tem. 
 
 The joints of the lower extrem- 
 ities sliould lastly be specially 
 brought into play, by a few of the 
 sinhing and rising movements, as 
 shown in fig. 33. 
 
 The exercises may be concluded 
 with any familiar dancing step, or 
 with the trotting movement (fig. 
 33), which consists of hopping on 
 the points of the toes, first with 
 one foot, ten, twenty, fifty, or one 
 hundred times, and then with the 
 other. This movement may be 
 easy or severe; as it is prolonged on one foot, and according to the 
 height of the hop. In moderation, it is an excellent sleep-promoting 
 and soothing exercise for nervous invalids. 
 
 ^t^y 
 
 TROTTING OR HOP 
 MOVEMEMT. 
 
 PROMISCUOUS EXEEOISES. 
 
 A VARIETY of useful illustratious, which were selected and arranged 
 for the Water-Cure Journal for 1853, are well adapted to individual 
 cases and for family use, and may be properly introduced in this place. 
 
 In fig. 34, the feet being placed close, the hands rig. 84. 
 
 fixed on the hips, rise on the toes, then bend the 
 knees, and lower the body gradually till the thighs 
 touch the heels ; extend the arms in front, and fall 
 forward, so that the body forms a straight line from 
 the head to the heels, and rests on the hands and toes. These motions 
 call into powerful action nearly three hundred muscles — those of the 
 upper and lower extremities, chest, spine, and abdomen. 
 
68 
 
 SPECIAL GYMNASTICS. 
 
 Fig. 86. 
 
 The action in fig. 35 is intended to exert mainly the muscles of the 
 
 Fig. 35. lower extremities alone. The feet being placed close, 
 
 the hands open, the arms straight upward, the palms in 
 
 front, bend the body forward, and touch the ground 
 
 with the points of the fingers. The knees are to be kept 
 
 straight. 
 
 The exercise in fig. 36 acts particularly on the muscles 
 
 of the toes, ankle-joints, and hips. The feet close, the 
 
 hands on the hips, cross the legs, bend the knees gradually, 
 
 sit down, and rise again. 
 
 The action in fig. 37 throws the whole effort on the 
 
 muscles of one of the lower extremities. The feet close, the 
 
 Fig. 87. arms extended in front, raise the left leg in 
 
 front, bend the right knee gradually, and sit down on 
 the ground, then get up again in the same position. 
 
 The action in fig. 38 is performed by two persona 
 facing each other, so as to act yj^ gg_ 
 
 upon the muscles of the upper 
 and lower extremities simultaneously. The 
 left hand on the hip, the right foot in front, 
 lock the middle finger in each other's right 
 hand, and pull backward. 
 
 The action in fig. 39 brings into play the 
 Fig. 89. muscles of the chest, shoul- 
 ders, and upper portion of the 
 
 back. Let the palms of the hands touch behind, fin- 
 gers pointing downward ; turn the fingers inward, and 
 bring the hands as high as possible up the back, taking 
 aare to keep the palms of the hands close together. 
 
 In fig. 40 the action is calculated to give great power 
 and flexibility to the muscles of the legs and feet. The 
 feet close, the hands on the hips, jump up and spread out the Fig. 40. 
 legs and close them alternately. 
 
 In fig. 41 the action is performed by two persons sitting 
 Fig. 41. down, who face each other, the soles 
 
 of the feet touching, then grasping a 
 stick and pulling against each other, 
 first with knees straight, secondly 
 bent, and thirdly with the legs open. 
 The principle force is exerted by the muscles of the arms, and those 
 about the knee-joints. 
 Fig. 42 mainly exerts the muscles of the toes and legs. The hands 
 
PROMISCUOUS EXERCISES. 
 
 69 
 
 are placed on the hips, the right foot in front, the toe pointing down- 
 ward; spring or jump twice on the right toe, and twice on Fig. 42. 
 the left, alternately, the knees being kept straight. 
 
 Fig, 43. Fig. 43 exercises the muscles of the 
 
 upper extremities, small of the back, and 
 feet. In performing this exercise, take 
 hold of each other's hands, with the toes 
 opposite ; then lean back and go round 
 quickly. 
 
 In fig. 44 the action exercises the pectoral mus- 
 cles, with those around the shoulder-joint. Grasp 
 the left hand with the right, bring the arms behind the head. Fig. 44. 
 and move them from one side to the other. 
 
 Fig. 45. The action in fig. 45 is intended to act 
 
 powerfully on the muscles of the leg and 
 instep. Place the hands on the hips, the 
 left leg in front, toe toward the ground ; 
 then jump forward on the right toe, both 
 legs being kept quite straight. 
 
 In fig. 46 the action exerts powerfully all the 
 muscles of the leg and hip. Lift the left foot be- 
 hmd, bend the right knee, lower the body gradually. Fig 46. 
 touch the ground with the left knee, and rise again. 
 
 Fig. 47. Ill fig- ^'^ *^® action strongly exerts 
 
 the muscles of the wrist and shoulder. 
 Hang from the pole by one hand — 
 first by the right, then by the left — 
 several times alternately. Walking 
 by the hands along the rounds of a ladder, where 
 there is room, is an improvement on this exercise ; 
 and a semicircular ladder, on which the gymnast can 
 
 Figs. 48 and 49. 
 
 ascend and descend, is 
 better yet. 
 
 In figs. 48 and 49 the exercises are de- 
 signed for putting the muscles of the arm 
 and the chest to the utmost possible ten- 
 sion. In performing these evolutions the 
 gymnast swings backward and forward a 
 nmnber of times, and finishes by jumping 
 as he swings back, and comes down on the 
 pole. 
 
 In fig. 50 the action calls the muscles of the wrists, arms, and 
 
70 
 
 SPECIAL GYMNASTICS. 
 
 shoulders into strong contraction. First throw the right leg over the 
 Fig. 50. pole; then, with a spring, bring up the right 
 
 elbow ; lastly, by another spring, bring up both 
 arms straight, so as to sit across the pole. 
 
 Fig. 51. 
 
 Fig. 52. 
 
 The action in fig. 51 throws 
 nearly the whole effort upon 
 the muscles of the wrist. Draw 
 up the, body as high as possible, 
 and with a spring elevate both 
 elbows at once, if possible, or 
 one at a time ; then rise gradu- 
 ally, the whole of the body being on one side of the 
 pole ; change the position of the hands, and come gradually over the 
 pole till the feet touch the ground. 
 
 The action in fig. 52 brings the principal effort on the 
 muscles of the elbows and shoulders. Eise up as high as 
 possible, and throw the arms over the pole, holding firmly 
 by them. 
 
 The action in fig. 53 brings the principal effort on the 
 elbow and shoulder of each arm alternately. pig. 53. 
 Eise up, as in the preceding case, and try 
 to keep up the body by the right arm only, 
 and then with the left. 
 For the special purpose of expanding the chest in cases 
 of weak lungs or malformed chests, and in persons pre- 
 disposed to consumption, the following exercises are ex- 
 cellent : 
 
 Fig. 54. — Bring the arms up quickly in front, as high as the shoulders 
 — nails turned upward — then swing them forcibly 
 backward, at the same time turning the nails back- 
 ward, keeping the body perfectly upright. 
 
 After the above exercise is mastered, the nest 
 
 Fig. 54. 
 
 Fig. 53 
 
 will call the respiratory muscles 
 into stiU stronger play. 
 
 In the action in fig. 55 the 
 elbows are to be drawn back so 
 that the fists may be close to the 
 then throw the arms straight forward, and 
 then back as before. When this action becomes easy 
 and familiar, the succeeding ones are very easily ac- 
 quired. 
 
 In the action in fig. 56 is a circular motion of the arms, striking the 
 
PROMISCUOUS EXERCISES. 
 
 71 
 
 ■wrists and palms together as the hands pass in front. It is one of the 
 very best methods of enlarging the capacity of the air-cells of the 
 lungs, by bringing the principal action upon the diaphragm and pec- 
 toral muscles. These exercises may be improved upon rig. se. 
 by inflatiag the lungs with a full inspiration, and then 
 holding the breath whUe half a dozen circular motions 
 are made as rapidly as possible. And the best time to | 
 practice these gymnastics forcibly is just after the morn- ' 
 ing bath, while the body is but partially dressed. All 
 sedentary persons, and all the pent-up inhabitants of 
 cities, who do not enjoy the benefit of a walk before 
 breakfast in the open air, can find an excellent substitute 
 in these muscular exercises. 
 Fig. 57. Kg. 57 exercises the muscles of the lower extremities power- 
 fully, and the abdominal muscles, with the whole respiratory 
 apparatus, moderately. The feet ai-e to be brought close, the 
 hands on the hips, then rise on the toes, and 
 jump on the toes, with the knees kept per- 
 fectly straight. 
 
 In the next action (fig. 58) the arms are 
 again brought into activity. The fists are to 
 be brought up to the shoulders, the elbows 
 being close to the sides. The arms are then to be 
 thrown upward, and then brought back again to the 
 previous position. The action may be extended to the 
 abdominal muscles by, lastly, throwing the hands 
 downward. 
 
 Fig. 58. 
 
 Fig. 59. 
 
 In fig. 59 the anns and muscles of 
 the upper part of the chest and back 
 are more particularly called into ac- 
 tion. Raise the elbows to the height 
 of the shoulders, with j,.^ 
 the fists on the front of 
 the shoulders, the nails / 
 turned inward, and then 
 throw the arms forcibly 
 back, the body being kept perfectly upright. 
 
 A still more powerful method of giving full activity to 
 all the muscles of the chest is represented in fig. 60. 
 Bring the right fist on the left shoulder ; extend the left ' 
 arm in a line with the shoulder ; throw the right arm toward the right 
 side, nails toward the ground ; then bring the left fist to the right. 
 
72 
 
 SPECIAL GYMNASTICS. 
 
 ■Fig. 61. The nest action (fig. 61) calls into play those 
 muscles of the back most intimately connected 
 with respii-ation. Open the hands, then raise the 
 arms sideways, and touch the back of the hands 
 straight over the head. 
 
 In figs. 62, 63, 64, and 65 are shown a variety 
 of exercises calculated to act especially on the ;! 
 limbs, the upper extremities particularly. Some 
 of them, as wiU be seen at a glance, act powerfully 
 upon the muscles, ligaments, and fascia of the finger 
 
 and wrists, as in fig. 63; and Fig. 65. 
 
 motions testing the strength and 
 
 action of the structure around 
 
 Fig. 63. Fig. 64. 
 
 Fig. 62. 
 
 s, hands, 
 
 the luiee are seen in fig. 65. 
 
 The flying steps, or giant strides (fig. 66), is a very good and very 
 
 amusing exercise for the arms and 
 legs. A strong post or mast is fixed 
 firmly in the ground, on the top of 
 which is an iron cap, revolving eas- 
 ily, to which the ropes are fastened. 
 When in rapid motion, the pupils 
 touch the ground with their toes 
 hardly once to an entire revolution. 
 The parallel bars (figs. 67 and 68) 
 , are very conveniently constructed, 
 and are calculated to act particularly 
 on the joints of the wrist and shoul- 
 ders, and generally on the whole 
 respiratory system. 
 
 The body is first raised by the hands, and then swung alternately 
 forward and backward; also pass along by moving the hands alter- 
 nately, and then by moving both hands at once. The exercise may be 
 varied in many ways, as throwing the limbs, and then the body, over 
 the bars, lowering the body down until the elbows are level with the 
 head, etc. 
 For young childi'en of narrow, contracted chests, and weak digestive 
 
 THE FLYING STEPS. 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 73 
 
 powers, especially if they are attenduig school, this exercise is excel- 
 lent. 
 
 Fig. er. Fig. 68. 
 
 THE PAEALLEL BAKB. 
 
 SPECIAL MEDIOO-GYMFASTIOS. 
 
 The illustrations under this head are taken priacipally from a work 
 hy Moritz Schreber, M.D., Director of the Leipzig Orthopedic and 
 Medico-Gymnastic Institute, translated by Henry Skelton, of London. 
 
 Fig. 69. 
 
 RoTAEY Head Movement (Tig. 69) 
 —10, 20, 30 TIMES.— The head de- 
 scribes a circle from right to left, and 
 from left to right, the circumference 
 being as extended as the articulation of 
 the neck allows of. The other parts 
 of the body remain immovable. 
 
 TXJEOTNG OE THE HeAD (FiG. VO) 
 
 6, 8, 10 TIMES TO Each Side. — A turn- 
 ing of the head on its axis. With a 
 free articulation of the neck, the head 
 describes on each side nearly a quarter 
 of a circle, so that the chia comes 
 Tiearly over the shoulders. 
 
 These two movements set the whole 
 of the muscles of the neck in motion, 
 and serve to render their action freer 
 4 
 
 Fig. 70. 
 
74 
 
 SPECIAL GYMNASTICS. 
 
 in cases of stiffness — when no organic hindi-ance exists — and as a rem- 
 edy for a disabled state of the same, and against nervous giddiness. 
 The latter soon disappears, because the head gets accustomed to all 
 positions and changes from one to another. If there is a great disposi- 
 tion to giddiness, it is better at first to perform this movement in a 
 sitting posture. 
 
 OF THE Shoulders (Fig. 71) — 30, 40, 50 times. — The shoul- 
 ders are raised both together as powerfully and as high 
 as possible. They must be lowered gently, because by 
 frequent repetition the head would be too much shaken. 
 As by this motion those muscles are brought into action 
 which raise not only the shoulders, but also the upper 
 ribs, it is to be recommended as enlarging upward the 
 cavity of the chest, in cases of incipient consumption 
 and formation of tubercles on the lungs — which usually 
 takes place first at their tips, and, if their progress is 
 not arrested, spread lower and lower, destroying the 
 remaining tissue, and so causing the ordinary form of 
 consumption. Of more direct service is this move- 
 ment against paralyzation* of tTie shoulder muscles, 
 which is seen by a loose hanging of the slioulders. In 
 cases of unequal hei^ght of the shoulders, proceeding 
 from a partial paralyzation of one of them, or from 
 curvature of the spine, this movement should be per- 
 — formed with only the defective shoulder. 
 
 CiEOiTLAE Aem Movement (Fig. 72) — 8, 12, 20 times. — Both out- 
 stretched arms describe as large a circle as possible, first in a backward 
 direction and then forward. Tlie arms must pass close to the head, 
 which necessitates a certain freedom of the articulation of the slioulder, 
 in most cases only to be attained by practice. Tlie shoulder muscles, 
 as well as those lying round the framework of the chest, ai-e by this 
 means set in freer universal (all-sided — in opposition to partial or one- 
 sided) motion. Its essential working consists in causing a freedom of 
 
 * By the word Lahmung, paralysiSy paralyzotion, is to be understood not exclusively 
 a completely paralyzed state, but also a partial paralyzation, of wliioh there are, it is true, 
 an infinite number of degrees. Paralyzation is already present where the normal bal- 
 ance of the muscular parts of the two sides of the body compared one with another, or 
 in general the normal condition and power of motion of a limb is visibly disturbed. In 
 this general sense it occurs both here and elsewhere, and is generally translated para- 
 lyzation, which must also be understood in this modified sense. 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 75 
 
 action of the shoulders^ and promoting respiration, witli which must 
 also be reckoned an enlarging of the frameworTc of the chest, which is 
 a mechanical consequence. This movement is decidedly of great serv- 
 ice in cases of a defective action of the shoulders, narrowness of the 
 Fig. T2. Fig. 73. 
 
 chest, and therefore for certain forms of asthma, incipient consumption 
 — m short, wherever an amehoration of the process of respiration is the 
 end to be attained. Besides this, it acts as a preservative against ^ara- 
 lyzation of the muscles b ought into play. 
 
 PvAisiifG OF THE Aems Sidewaed (Tig. 73)— 10, 20, 30 TIMES.— The 
 arms are raised sideward as high as possible, without the slightest bend- 
 ing of the elbow. If the muscles and articulation of the shoulders are 
 healthy and free, the forearm, when fully raised, should touch the sides 
 of the head. The allotment (raising) muscles of the arm, and the side 
 neck muscles, are chiefly operative in this movement. The sides of the 
 chest and the space between the lower ribs are considerably enlarged 
 by the mechanic action. As one consequence of this motion is a pro- 
 motion of healthy respiration, it can be profitably used for asthma, and 
 in cases of adhesion of the memlrane of the lungs to the side (after inflam- 
 mation) ; and then also agsiinst paralyzation of the muscles exercised. 
 
76 
 
 SPECIAL GYMNASTICS. 
 
 THEOWIN& Back the Elbows (Fig. T4) — 8, 12, 16 times. — Both 
 
 Fig. 74. 
 
 Fig. 75, 
 
 hands are set fast on the hips, and 
 in this half-bent position the arms 
 are thrown forcibly back as far as 
 possible. The trunk remains im- 
 movable. The accent (stress) of 
 the motion lies on the backward 
 motion of the elbow, which must 
 take place at the same time as the 
 inhalins of the breath. 
 
 Stretching the Abms Down- 
 ward Behind (Fig. 75) — 8, 12, 
 
 16 TIMES. — The body maintaining 
 
 a perfectly upright position, the 
 
 hands are clasped behind, and the 
 
 arms then stretched downward as 
 
 far as possible. This downward 
 
 movement, the essential point, 
 Bhould take place at the same time with the ea;haling of the breath. 
 By this and the foregoing movement the shoulders are strengthened, 
 Fig. 76. ^^^ thrown more back ; and by the present one 
 
 they are also drawn down, thereby promoting a 
 noMer carriage^ and one in many respects favorable 
 to the health, as also loidening the chest. It aids 
 respiration, and remedies that loing-Mke standing 
 out of the shoulder-Hades., and is very serviceable in 
 cases of laxity and defectiveness of the hinder shoul- 
 der muscles, which manifest themselves by a bad 
 carriage, and the inability to assume at once an up- 
 right position, and in the greatest number of cases 
 of chronic asthma. 
 
 Unequal Breathing (Fig. 76) — 6, 8, 10 times, 
 BUT Repeated Four or Five Times Daily. — The 
 aim of this exercise is a compensating action, and is 
 therefore only of service in cases where the action 
 of the respiratory organs on either side is unequal, 
 i. e., where one half of the chest — one lung — is less 
 active than the other; whether this arises from a 
 disabled state of the respiratory muscles on one side, 
 or from orgnnic changes (such as tlie adhesion of the lungs to the side), 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 77 
 
 the consequences of former diseases of one part of the organs of the 
 chest. The open hand, is placed high np close luider the axillaiy cavity 
 (armpit) on the healtliy side — in the illustration the right side is sup- 
 posed to be the healthy side — and pressed firmly against the ribs, thus 
 causing here an obstruction ; while the other side, rendered more than 
 otherwise fi-ee by the passing of the arm over the head, is so much the 
 more stimulated to stronger and deeper breathing. The hand placed at 
 the side must be tightly placed against the ribs, particularly when in- 
 haling. The breathing must be as deep and complete as possible, but 
 at the same time gentle and regular, as in yawning. All haste and ex- 
 ertion must be avoided. 
 
 This operation of unequal breathing can be sometimes used, in cases 
 designated, instead of the usual equal breathing, without the latter's 
 being entirely neglected. 
 
 Steikii^g Out the Arms Foewaed (Fig. 77) — 10, 20, 30 times; 
 Sideways (Fig. 78)— 10, 20, 30 times; Upwaed (Fig. 79)— 4, 8, 12 
 TIMES ; DowNWAED (FiG. 80) — 10, 20, 30 times ; Backwaed (Fig. 81) 
 — 6, 10, 16 TIMES. — A vigorous bending and stretching of the arms 
 from the elbow in five different directions. The movement is performed 
 with closed fists, and a rigid tension of the arm muscles. The same 
 Fig. T7. Pig. T3. 
 
 power must be employed in bending as in stretching the arm, yet not so 
 as that it cause too great a concussion, which is not good for, the head. 
 
SPECIAL GYMNASTICS. 
 
 The flexor and extensor (bending and stretcliing) muscles of the fore- 
 Tig. 79. 
 
 Fig. 80. 
 
 Fig. 81. 
 
 arm are here called most into play. 
 
 Fig. 82. 
 
 As this movement reqiiires the co- 
 operation, more or less, of a 
 great number of muscles 
 (nearly all the arm muscles), 
 it serves in the first place as 
 a part of the system of ^lni- 
 versal motion, and besides 
 for facilitating the//-ee action 
 of the elboiD joint, as a rem- 
 edy against a defective state 
 of tTie arm muscles, and 
 partly also for promoting 
 respiration. This exercise 
 has no other special curative 
 effect. 
 
 Swinging the Aems To- 
 gether (Tig. 82)— 8, 12, 
 16 times. — The arms first 
 stretched out on either side, 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 79 
 
 are swung energetically together horizontally, but mthout allowing the 
 hands to touch. The effect lies in the convergent movement. 
 
 12, 16 TIMES. — A similar 
 
 Fig. 83. 
 
 Swinging the Aems Apaet (Fig. 83) 
 movement, only in an oppo- 
 site direction. The structure 
 of the body does not allow 
 of the hands coming so close 
 together as in the former ex- 
 ercise. The effect here lies ^XZ. ' 
 in the divergent movement. """"--»»._„ 
 
 In both these motions the 
 muscles of the fore part of 
 the chest and the hinder 
 shoulder muscles are alter- 
 nately set in predominant 
 activity ; at the same time 
 that now the fore part of 
 the framework of the chest, 
 now the hinder part, is 
 mechanically enlarged, thus 
 aiding respiration, and being 
 serviceable in cases of asth- 
 ma, the formation of ivhereles on the lungs, and adhesion of th 
 E'ig. S4. drane of the lungs. 
 
 Twisting of the Arms 
 (Fig. 84)— 30, 40, 50 times. 
 — The movement (fig. 84) is 
 that produced in boring a 
 hole with a gimlet, but with 
 outstretched arms. 
 
 Eight-Movement of the 
 Hand (Fig. 85)— 20, 30, 40 
 TIMES. — Fig. 85 will be best 
 executed by the hands de- 
 scribing in the air the figure 
 eight (oD ) horizontally. 
 
 Bending and Steetchtng 
 OF the Fingers (Fig. 86) — ■ 
 
80 
 
 SPECIAL GYMNASTICS. 
 
 12, 16, 20 TIMES. — In fig. 86 the fingers are sti-etched out as mucli as 
 ]j'ig_ 85, possible, and then tightly- 
 
 clenched, forming a fist. 
 
 In the fh'st two move- 
 ments the rotator muscles 
 of the arm and hand are 
 active, and the finger 
 muscles in the third. 
 They promote a free ac- 
 tion of the joints of the 
 arm^ the wrist, and the 
 fingers, and are besides 
 useful against paralyza- 
 tion of the above-men- 
 tioned muscles, contrac- 
 tions of the wrist and 
 finger joints (particularly 
 as forerunners of gout), 
 and, at the same time, as 
 aids in cases of different 
 
 forms of cramp, epilepsy, St. Vitus'' dance, and the writing-cramp. If 
 
 such an end is to be attained, these movements may be repeated three 
 
 or four times a day, if no pain is felt j>jg_ §6. 
 
 therefrom. They also serve as a 
 
 remedy against affluence of the Mood, 
 
 and pain or nervous affections of the 
 
 head or ireast. 
 
 EUBBING THE HaNDS ToGETHEE 
 
 (Fig. 87) — 40, 60, 80 times Back- 
 ward AND Forward. — A well- 
 known movement. "When the palms 
 of the hands are ^agorously struck 
 together, the movement becomes 
 quite an energetic one for the exer- 
 cise of nearly all the arm muscles, 
 especially the flexor muscles, and 
 those of the fore part of the chest. 
 In the first place this motion is use- 
 ful in as much as it contributes its 
 quota to the amount of universal ex- 
 ercise required; and then also as a preservative against paralyzation of 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 81 
 
 the muscles employed, and as a means of quickly wa/rming the hcnuls ; 
 and thus, with certain foot movements (to be j,jg_ ^^^ 
 
 mentioned by-and-by), as a remedy against 
 affluence of the Hood, and nervous affections 
 of the head. It can be also used against the 
 same complaint of the inner organs of the chest. 
 But in this case the energetic striking together 
 of the hands, which rather strains the muscles 
 of the chest, should give place to a quiet rub- 
 bing together of the same, which being longer K 11 
 performed, the operation gains in amount 
 what it loses in intensity, 
 
 BEITDIlfG OF THE BoDT FOEWAED AND 
 
 Baokwaed (Fig. 88)— 10, 20, 30 times Each 
 ■^XY. — With the legs fixed and their muscles 
 rigid, the body is bent as far forward as pos- 
 sible, and then the same backward. This 
 movement, as well as the other following ones 
 of the trunk, must be performed gently : this 
 must not be forgotten. The forward motion is produced by the muscles 
 of the fore part of the abdomen, and the backward one by the extensor 
 
 Fig. 88. 
 
 muscles of the back. By this means 
 ....,.-• ...^ a very healthy uifluence is exercised 
 ■>^'^ \ on the organization of the abdomen, 
 S ,'./' when sluggish or suffering from con- 
 ""7% stipation, and a lively strengthening 
 ^ 1 effect produced on the lower muscles 
 /■ j of the back — a preservative against 
 
 paralyzation of the same. 
 
 SiDEWAED Movement oe the Body 
 (Fig. 89) — 20, 30, 40 times to and 
 j-EO. — The trunk is moved directly 
 sideward to the right and left, but 
 without effort. 
 
 The muscles active in this operation 
 are especially the side and back mus- 
 cles of the abdomen, as well as the 
 muscles between the ribs. This move- 
 ment exerts a favorable influence on the circulation of the blood, and 
 on the mechanism of the organs of the lody on either side, particularly 
 
 4* 
 
82 
 
 SPECIAL GYMNASTICS. 
 
 the live?' and miJf. and is therefore to be especially recommended for 
 all complaints consequent upon a derangement of the 2^ort-i:ein system. 
 
 Twisting of the Body (Fig. 90) — 10, 20, 30 times to and fro. — 
 
 Fig. 
 
 Fig. 90. 
 
 The trunk maintains its 
 upright position, and turns 
 on its own axis the same 
 distance on each side, the 
 legs being immovable and 
 the back well stretched. 
 
 The lower back muscles 
 and those of the hips arc 
 thereby principally employ- 
 ed. By this movement a 
 mechanic straining and 
 stretching of the fore coat 
 of the stomach on the op- 
 posite side takes place, 
 causing the intestines to be 
 moved about from one side 
 to the other gently hicadeil 
 — so to say — thus promot- 
 ing the action of the organs of tke trun\ and besides serves as a pre- 
 Fig. 91. servative against a disaMed state of the mus- 
 
 cles employed, and especially what is called a 
 paralyzation of the spinal marrow. 
 
 OiECFLAE Movement of the Teunk (Tig. 
 91) — 8, 16, 80 times. — The trunk, turning on 
 the hips, describes a circle as large as possible 
 in circumference from left to right and from 
 right to left. This takes place by means of 
 the muscles lying about the hips. The ab- 
 dominal muscles are also therel.iy set in a sort 
 of see-saw, alternate motion. This motion 
 gives a universal impulse to the digestive or- 
 gans, and is therefore to be recommended in 
 cases of their sluggishness, and the many evils 
 consequent thereupon. If it is practiced prin- 
 cipally to relieve the iowels, the best way will 
 be thus : that the hinder half of the circle to 
 be described with the head and tnmk go from right to left, acd that 
 
SPECIAL MEDICO-GYMNASTICS. 83 
 
 tlie accent be laid upon this part of the movement. This see-saw 
 stretching of the muscles of the abdomen acts most favorably in forc- 
 ing down the contents of the great gut. 
 
 This movement strengthens all the muscles about the hips, and, by 
 the operator's becoming gradually accustomed to a circular movement 
 of the trunk and head, it serves as an aid in cases of nervous giddiness. 
 Should there be a great tendency to giddiness, this movement must at 
 first be practiced sitting. 
 
 Kaising op the Tettste (Fig^. 92) — 4, 8, 12 times. — The body must 
 
 Fig. 92. 
 
 *l::-..i' 
 
 be in a horizontal position. As the employment of a sofa or a bed is 
 not at aU times convenient, in the illustration we have represented a 
 doubled carpet. Two cushions, one under the head and the other under 
 the hips, would do just as well ; neither one Avay nor tlie other requires 
 much trouble. The movement itself consists in a simple raising of the 
 trunk to an upright position without moving the legs. Many will not 
 at first be able to accomplish this without the aid of a block of wood 
 or a heavy cushion, which, being laid across the legs about the ankle, 
 serves as a compensation weight. By-and-by this becomes unnecessary. 
 At first the arms should be crossed over the breast. If this succeeds, 
 the hands may then be placed behind the head, as in the illustration. 
 If it is desired to render the movement still more difiicult, dumb-bells 
 may be used, the hands being then held close down to the body. 
 
 This is a movement setting powerfully in motion all the muscles of 
 the abdomen, but especially those of the fore pai't, whose activity, and 
 the straining they undergo, exert a decidedly direct influence on the 
 functions of the body, but which are, however, just those that are in 
 so many cases so much neglected. After a repetition of the motion 
 from four to eight times, the beneficial influence of it will be already 
 
84 
 
 SPECIAL GYMNASTICS, 
 
 experienced by the feeling of warmtli wliicli immediately follows, and 
 spreads itself over the whole region of the abdomen. It is of great 
 service against weaJcness, or paralyzation of the muscles of the stomachy 
 and for aU forms of chronic obstructions of the abdomen^ and their con- 
 sequences, and may be used as a trial for the radical cure of hernia. 
 
 Remarlc. — In cases where, in spite of the facility afforded by the 
 laying of something over the lower part of the legs, the movement is 
 stni too difficult — and further, in such cases where great caution must 
 be observed in habituating one's self to the movement and in the pass- 
 ing through the different stages of it (as in hernia), and for women who 
 have already had several children (and who therefore generally have 
 the abdominal muscles rather slacker) — it would be found better to place 
 the upper part of the body in a slightly elevated position — not quite 
 horizontal, as in the other cases ; in such a manner the raising will be 
 greatly facilitated. A sofa can be very easily arranged for the purpose. 
 
 OiEOULAE Movement of the Leg (Fig. 93) — i, 6, 8 times with 
 Each Leg. — The leg, fully stretched, describes a circle as large and as 
 
 Fig. 93. 
 
 high as possible, from the front back- 
 ward, coming down again to its 
 former position by the other leg, 
 which now performs the same move- 
 ment in its turn, and so this goes on 
 alternating. The trunk should be 
 kept as much as possible immovable. 
 As, however, the center of gravity is 
 continually changing, a many-sided 
 play of the muscles is the consequence. 
 Not only the allotment (raising) mus- 
 cles of the legs, but also the whole of 
 / "'"v,^ \ I the muscles of the trunk, particularly 
 
 \ '\ V I of the back and loins, are set in active 
 
 motion. The movement serves to 
 render freer the flay of the legs in 
 their socTcets if impeded, and especially 
 in cases of rheumatic gout^ but of 
 course only where no trace of inflam- 
 mation any longer exists. It is also a prevention against paralyzation 
 of the muscles employed, and is of service where the head or breast 
 requires to be relieved* 
 
 * Ahleitungsmittel, translated, reliemng, relief, etc., Is literally earrying-off oneans ; 
 that is, relieving the respective parts of the body of superfluous blood, juices, etc., by 
 promoting their passing off or out of the body. 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 85 
 
 Sideward Movement of the Leg (Fig. 94) — 6, 10, 16 times with 
 Each Leg. — The fully stretched 
 right leg is raised sideward, in 
 
 Fig. 94. 
 
 doing which, in order to make it 
 as complete as possible, the accent 
 should be laid upon the upward 
 movement, but without any violent 
 effort. After doing this a few times 
 with one leg, the other should take 
 its tm-n. 
 
 The movement is operated more 
 especially by the side muscles of 
 the hips and trunk. The practical 
 use of it is the same as that of fig. 
 93, only that here, by virtue of its 
 more violent and exciting shaking 
 effect upon the regions of the liver 
 and milt, it is of great service in 
 cases of obstruction of the fort-vein, 
 system. It is to be avoided by 
 females. 
 
 Fig. 95. 
 
 Twisting of the Legs (Fig. 95) — 20, 30, 40 times with Each Leg. 
 — The leg, fully stretched, slightly raised from the 
 ground, and with the toes turned upward, is vigor- 
 ously twisted outward, and so that the accent is laid 
 on the outward twisting, answering to the normal pre- 
 dominant relation in which those muscles which twist 
 the leg outward stand to those which cause the inward 
 twisting or rolling. This movement is more easily 
 and completely executed if each leg performs its 
 whole task without the interruption of alternating 
 with the other. The muscles in operation here are 
 the rotator and extensor muscles of the leg. The 
 application is the same as that of fig. 93. 
 
 Drawing the Legs Together (Fig. 96)— 4, 6, 8 
 times. — The legs are placed at a moderate distance 
 apart, the body resting on the well-turned out toes. 
 The legs are then drawn together by sliding them 
 along the ground (still on the toes), the knees remain- 
 ing stiff. This is a very energetic jnoveinent io^ the 
 
SPECIAL GYMNASTICS, 
 
 muscles of the upper part of tlie thigh, aud for those of the calves, and 
 •pj gg finds its application as a prevent- 
 
 ive against a paralyzation of the 
 muscles mentioned, and as a means 
 of relieving the head and chest. 
 
 Bexdixg and Stretching the 
 Knee Foewaed (Fig. 97)— 6, 8, 
 10 TIMES WITH Each Leg. — The 
 leg, bent at the knee, is gently- 
 raised in front of the body, and 
 then, with a tension of all the 
 muscles, stretched out vigorously 
 at full length. This is perforrhed 
 by each leg alternately. The great- 
 est number of the flexor and exten- 
 sor muscles of the leg and foot, 
 including those in the pelvic cavity, 
 are thereby set in active motion. 
 The movement serves to 7'encler 
 
 freer the joints of the hnees, in cases of painless stiftness, and 2»'ei'e?its 
 
 tJieir tecoming 2Ja'ralyze(l ; as a stimulant Fis. 97. 
 
 for the circulation of the blood in the 
 
 lower organs of the trunk, especially in 
 
 cases of TiemorrTioidal obstructions, and 
 
 as a means of relieving the upper parts 
 
 of the body. 
 
 Bending and Steetching of the 
 Knee Behind (Fig. 98) — 10, 12, 16 
 times with Each Leg. — On account of Vvr 
 
 the organization of the joints of the hips '-^ 
 the leg can not be raised so high behind 
 as before. It is, however, to be raised 
 as high as possible (the body preserving 
 its upright position), then bent, and then 
 vigorously stretched out to its full length. 
 It is better not to alternate with the legs, 
 but that each should accomplish its allot- 
 ted task without interruption. This movement extends its influence 
 over most of the extensor and flexor muscles of the leg and foot, as fig. 
 97, but in a partly opposite way ; and besides that, exercises the lower 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 back muscles. The combined effect of these two movements is to set 
 in active motion all the extensor and flexor muscles of the leg. The 
 yic 98. exercise serves to render freer the joints of 
 tTie Icnees^ and is of service in cases of incipient 
 paralysis of the spinal nuirrow, or of the mus- 
 cles of the feet^ as well as being a remedy 
 against affluence of the Mood and irritation of 
 the nerves of the head and hreast. 
 
 BKIfDING AND StEETCHING OF THE FoOT (FlG. 
 
 99) — 20, 30, 40 TIMES with Each Foot. — A 
 powerful and complete as possible raising and 
 sinking of the point of the foot, the leg being 
 held forward and the knee rather stiff. The 
 movement takes place simply by means of the 
 ankle joint. In connection therewith there 
 may also be an energetic bending and stretching 
 of the toes, which, however, of course, require 
 plenty of room in the shoes. The simple rais- 
 ing of the point of the foot may be also alter- 
 nated with a circular motion of the same. The 
 muscles thereby active are those of the shin and calf, and the muscles 
 
 Fig. 99. 
 
 of the lower part of the thigh and of the foot. 
 The movement serves to render freer the action 
 of the joints of the ankle, the tarsus, and the 
 toes; as a means of relief for the other parts 
 of the iody, and against paralyzation and 
 slighter contractions of the foot. It is also a 
 good means of warming the feet. 
 
 Raising of the Knee (Fig. 100) — 4, 8, 12 
 times with Each Knee. — The leg, firmly 
 bent at the knee, is raised so high that the 
 knee is brought as near as possible to the 
 breast. On the raising a strong accent must 
 be laid. The upper part of the body should be 
 kept as immovable as possible, in spite of a 
 great disposition to bending forward, which is 
 liable to show itself. If the joints of the hips ;'y^ 
 are quite free, and the allotment muscles of the 
 legs have attained a full average amount of 
 power, the movement then becomes so pei-fect that the knee lightly 
 
m 
 
 SPECIAL GYMNASTICS. 
 
 touches tlie breast without any perceptible bending forward of the 
 trunk. But here the average anaount regulated by the circumstances 
 
 Fig. 100. 
 
 of each individual must not be exceeded, as there ex- 
 ists a great difference in persons as to their capability 
 of performing this motion. All violent etForts must be 
 avoided, and each will attain his aim most completely 
 by being satisfied with doing his best. The movement 
 succeeds best by changing the legs. This is a 'very 
 energetic exercise for all the allotment muscles, and 
 especially for those in the lower part of the abdomen, 
 also powerfully acting mechanically from two direc- 
 tions — from within and without — upon the whole of 
 the organs of the abdomen, beneficially invigorating 
 add promoting the functions of the same. It is there- 
 fore to be especially recommended for all chronic com- 
 plaints proceeding from or connected with sluggishness 
 or obstruction of those functions ; viz., ol)struction of 
 the port-tein system^ weak digestion (especially of the 
 small gut, declaring itself by an unpleasant feeling gen- 
 erally an hour and a half or two hours after the meal), 
 constipation^ flatulency (this movement has an especially powerfid, 
 immediate action against flatulency), hy2)Ochonclria^YOGeQ^mg from the 
 abdomen, hysteria^ interruption of the hemorrhoidal flux., and of the 
 monthly courses., so-called mucous and bladder hemorrhoids., chronic 
 mucous fluxes of females., etc. This exercise is also calculated to pro- 
 duce a quickly fatiguing and sleepy effect, if such be desired. 
 
 But this must be kept in mind, that the most immediate working of 
 this movement is a heating one, and its use must therefore be depend- 
 ent upon this consideration, and regulated accordingly. Where any 
 inflammation is present in the region of the abdomen, or in cases of 
 disposition to bleedings, or the existence of hernia, it is to be totally 
 avoided. By women, where there is a disposition to orgasm, and in 
 connection with heating medicinal-water cures (internal or external), 
 it is to be used with caution. Tor girls it should be allowed only as 
 an exception. 
 
 SiNxiNG AND Raising of the Trunk (Fig. 101) — 8, 16, 24 times 
 Down and Up. — "With the heels close together, the body is raised on 
 the toes, and then let down as low as possible, the trunk retaining its 
 upright position: the raising of the same then follows under the same 
 conditions. At flrst the maintenance of a perpendicular position of 
 the trunk is attended with some difficulty, as there is involuntarily a 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 greater or less disposition to bending forward, caused by the changing 
 
 Fig. 101. 
 
 of the center of gravity ; but this is soon overcome 
 by a little attention and practice. 
 
 The extensor muscles of the knees, and the mus- 
 cles of the calves and toes, take the most active part 
 in this exercise ; at the same time, by the exertions 
 made to maintain the trunk in an upright position, 
 it acts in a not unimportant manner upon the lower 
 muscles of the back. It is also effective for render- 
 ing freer all the joints of the leg andfoot^ and far- 
 ther as a strengthening remedy against paralyzation 
 of the lower extremities of the body, and as a means 
 of relief for the upper parts. 
 
 Now follow a series of compound movements, 
 i. e., movements in which the activity of the mus- 
 cles is not confined to one particular limb or part 
 of the body, but where the action is at the same 
 time extended, in various degrees, over many parts, 
 or even the whole body. 
 
 OiEOTJXAE Movement with a 
 Stick (Fig. 102)— 4, 12, 16 times 
 Backwakd and Forward. — For 
 this purpose a rounded stick is 
 necessary, which must be at least 
 as long as to reach from the ground 
 to the axillary cavity (armpit) of 
 the person Avho is to use it. He 
 takes hold of it near the ends, the 
 backs of the hands being turned 
 upward, and describes a circle 
 over his head backward, and then 
 brings it forward again in the 
 same manner, letting the stick 
 touch the body before and behind. 
 The principal thing to be observed 
 is that the arms be not bent at the 
 elbows. This is at first difficult, 
 because in most persons the joint 
 of the shoulder has lost its normal 
 freedom of movement from want 
 
 Pig. 102. 
 
90 
 
 SPECIAL GYMNASTICS. 
 
 of use. But by degrees this hindrance will yield to practice, and then 
 the distance between the hands can be i^roportionately diminished till 
 that is no longer possible. The illustration represents this point, that 
 is, as a general rule, and beyond which it is difficult to go. By the 
 forward and backward movement there arises a soft rocking to and fro 
 of the trunk, causing the movement to be considered as a compound 
 one. The principal effect is produced upon the muscles of the shoul- 
 ders, next come the arm muscles, and then those of the lower part of 
 the back and of the abdomen. The movement is a most effective one 
 for rendering freer th% action of the shoulder ^oints^ and has a helping 
 curative working in cases of paralyzation of the above-mentioned 
 muscles, for the completeness of tlie process of respiration, and as a 
 stimulant for the functions of the aidomen. 
 
 Walkiitg with a Stick Undee the Aems (Fig. 103) — from Ten' to 
 FiFTEEsr MiinjTES. — A short, rounded stick is put straight across the 
 
 Fig. 103. 
 
 back under the arms, which are thrown back- 
 ward, and bent at right angles. In this man- 
 ner the operator walks ujj and down the 
 given time, preserving as much as possible 
 the upright position of the body. One prin- 
 cipal point is the drawing of the shoulders 
 back and down at the same time. A good 
 carriage is thus promoted, and that position 
 and bearing of the arms and shoulders which 
 it is difficult always to preserve if the exer- 
 cise is not performed with something to hold. 
 The attention is to be directed exclusively to 
 the upright bearing of the body while thus 
 in motion. 
 
 The aim of the movement, at the same 
 time that it contributes to the strengthening 
 of the muscles of the shoulder, back, and 
 foot, is to promote and confirm an liabitually 
 noble and healthy carriage. It is therefore 
 designed as a remedy against a one-sided, loose, and unsteady carriage 
 of the lad, and in general of the whole lody. This bad habit often 
 shows itself in young people who are growing fast, and its effects are 
 then most prejudicial (defective growth, faulty formation of the chest, 
 etc.), extending their influence over the whole after life. This move- 
 ment has further no especial working. 
 
 Swinging the Aems Backwaed and Foeward (Fig. 10-i) — 30, 60, 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 91 
 
 100 TIMES TO AST) FEO. 
 Fisr. 104. 
 
 ■The arms are stretched out (but not stiflay), 
 with the fists closed, and then thrown forc- 
 ibly backward and forward in allegro time. 
 The trunk must not remain stiff, but rather 
 yielding upon the hip joints, in such a man- 
 j uer that, acting as a balance, it is now bent 
 a little forward, now a little backward, ac- 
 cording as the arms are swinging backward 
 or for w ar d. The whole movement is thereby 
 rendered easier, and the effect more univer- 
 sal. Besides the respective arm and shoul- 
 der muscles, most of those of the abdomen 
 and back are set in a sort of rocking motion. 
 The immediate effect of this motion is an 
 agreeable feeliog, and although the motion 
 itself is somewhat violent, its influence is, 
 on the whole, a mild one. It forms, firstly, 
 a pretty good quota of the whole amount of 
 exercise required, and is a powerful jiromoter 
 of the circulation of the Uood^ It is also 
 of essential service in cases oi paralyzation of the mtiscles of the arm, 
 lad, and aUomen, as weU as sluggishness and interruption of the 
 functions of the abdomen in general, and is recommendable on account 
 of its mild working in especial cases, and particularly at the commence- 
 ment of a series of gymnastic exercises. Although the movement is 
 not what you may cah heating (in spite of the impulse given to the 
 blood), yet it may be advantageously used for warming the trunk, 
 arms, and hands. It has a favorable effect as a stimulant at those times 
 of bodily and mental lassitude which now and then arrive, in conse- 
 quence sometimes of a change of the weather or of the season, or of a 
 disorganized state of the nervous system of the abdomen, and which 
 are not to be otherwise explained. If thought necessary, this move- 
 ment may be executed 200, 300, 400 times at short intervals, and then 
 at last the enemy will be vanquished. 
 
 SwmoiNG THE Aems Sidewats (Fig. 105)— 30, 60, 100 times to 
 A^-D EEO.— A movement very like the foregoing, principally differmg 
 in the direction. Both the arms are here moved to one side, but in 
 other respects in the same manner as in fig. 104. The upper part of 
 the body is bent forward a little, but only enough to give free action 
 to the arms, which are swung to and fro perpendicularly in front of 
 the body. Also here must the trunk be quite fi'ee, and movable on the 
 
92 
 
 SPECIAL GYMNASTICS. 
 
 liip joints ; it has a similar rocking motion to that in fig. 104, but side- 
 
 Fig. 105. 
 
 ways, always in opposition to 
 that of the arms as they move 
 to and fro. 
 
 Among the muscles set in 
 motion are the muscles of the 
 fore part of the breast, and in- 
 stead of the muscles of the fore 
 part of the abdomen, those of 
 the sides of the abdomen. The 
 effect, therefore, of this move- 
 ment is more the stimulating 
 of the regions of the liver and 
 milt, and is, on that account, 
 of use as a remedy against ol- 
 Struction of those organs. By 
 the bending of the body for- 
 ward, a strengthening of the 
 muscles of the 'back is effected. 
 This movement has, for the rest, the same qualities and uses as fig. 104. 
 
 Sawing Movement (Fig. 106)— 10, 20, 30 times with Each Aem, 
 Up and Down. — The body is bent considerably forward, and then 
 each arm in turn thrown vigorously forward : j^jg, jog. 
 
 the backward motion is combined with a 
 bending at the elbow. One arm is thrown 
 forward, as the other is drawn back. This 
 movement succeeds very well, if you imagine 
 you have something before you in the re- 
 quired direction that you would like to strike 
 away with one hand, at the same time that 
 you would draw it toward you with tlie 
 other. A great number of muscles are 
 thereby exercised — nearly all those of the 
 arm, shoulder, and back ; and the movement 
 contributes much to the amount of neces- 
 sary universal action, and is good against 
 paralyzation of the above-mentioned mus- 
 cles ; and, by virtue of the effect of its rock- 
 ing motion upon the chest and abdomen, against such complaints as aro 
 a consequence of obstruction of the juices and sluggishness of the func- 
 tions of the organs in those parts. 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 93 
 
 Fig. lor. 
 
 --^ss- 
 
 Mowing MovEMEjifT (Fig. 107) — 8, 16, 24 times to and feo. — The 
 body preserves its upright 
 position, and the feet remain 
 immoYable. The arms 
 stretched forward in a hori- 
 zontal position then describe 
 a semicircle to the right and 
 then to the left. The ac- 
 cent must be laid equally 
 upon the movement to the 
 right and that to the left. 
 One should imagine one's 
 self mowing right and left, 
 in which motion a certain 
 force is exerted in the act of 
 swinging. In consequence 
 of the directions given above, 
 to keep the body motionless, 
 some slight opposition is ex- 
 perienced in swinging the 
 arms alternately to each side, -which causes a lively activity not 
 
 only of the muscles of the shoul- 
 ders and the allotment muscles of 
 the arms, but also a sort of see-saw 
 stretching of the whole of the mus- 
 cles of the trunk, leg, and foot. 
 The movement has therefore an in- 
 vigorating influence upon the limb- 
 moving muscles of the whole body, 
 and is of great service in cases of a 
 gejieral muscular weakness^ and of 
 paralyzation of tlie spincd inarrow^ 
 in that period of the complaint when 
 a certain bluntness of feeling, and 
 an extraordinary unsteadiness upon 
 the feet are the first symptoms 
 which attract the earnest attention 
 of the patient. 
 
 Chopping Movement (Fig. 108) 
 — 6, 12, 20 TIMES. — The legs are 
 stretched out sideways, not too far ; 
 
94 
 
 SPECIAL GYMNASTICS. 
 
 the hands are then raised above the head, and then brought swingingly 
 down together, as if with the intention of chopping in two some cer- 
 tain block of wood lying between the feet. The legs must be flexible 
 in the knee joint, so that the movement may be freer. The allotment 
 muscles of the arm, the whole of the fore and the hinder muscles of 
 the trunk, as well as most ah of the leg and foot muscles, are brought 
 into play by this movement, which thus takes the character of an ener- 
 getic and somewhat fatiguing one. By virtue of its peculiar qualities 
 it is useful in a twofold manner : as a means of i^romoting tlie freer 
 action of the organs of the abdomen^ in cases of sluggishness and ob- 
 struction of the same, and as a stimulant for the nerves of the S2nnal 
 marrow^ even when already in a somewhat advanced state oi paralyza- 
 tion. But as one or the other aim is to be attained, so must the 
 employment of the movement be modified. In the first case — stimula- 
 tion of the action of the organs of the abdomen — the principal stress 
 must be laid upon the movement at the moment the arms and the upper 
 part of the body are brought downward ; in the second case as the 
 body regains its upright position, turning on the hip joints. 
 
 In cases of a disposition to a flow of blood to the head or breast, as 
 also (for many reasons) for females, this exercise is to be avoided. 
 
 Teotting Movement on One Spot (Fig. 109)— 100, 200, 300 
 Fig. 109. TIMES WITH Each Foot. — This is the common mo- 
 tion of trotting, except that here the performer does 
 not advance, but remains always on the same spot, 
 for which reason the body maintains its upright po- 
 sition, instead of being bent, as in running forward; 
 and here also the movement is performed on the 
 points of the toes. This latter condition must be ob- 
 served, because by coming down on the whole sole 
 of tlie foot, the shaking of the body so caused would 
 be communicated to the head in many ways disagree- 
 ably and prejudicially. The joints of the knee and 
 the ankle must be quite free and elastic, for only by 
 this means can be promoted that soft and wholesome 
 shaking of the body which, after the setting in mo- 
 tion of the leg and foot muscles, is the aim of the 
 movement. The degree of intensity of the movement 
 can be regulated at Avill, by raising the foot to a.ny 
 desired height. 
 
 Where it is desirable to bring about a softly fa- 
 tiguing, sleep-caiising feeling, and to promote the circulation of tho 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 llood in the abdomen, the reliemng of the lowels, and the carrying off 
 of humors, etc., from the head and chest, this movement is very applica- 
 ble ; as also in cases of paralyzation of the muscles of the foot, and 
 where a disposition to having cold feet exists. By means of its shakmg 
 motion — which draws the blood toward the lower parts of the body, 
 and which is for the greatest part concentrated on the abdomen — this 
 movement is especially adapted to the bringing again into order hemor- 
 rhoidal fluxes and the monthly courses of females which may have got 
 out of order by obstruction. But at the same time attention must be 
 paid to the remarks to be found in the special rules hereafter given. 
 
 Swinging the Leg Foewaed and Baokwaed (Fig. 110) — Swing- 
 ing THE Leg Sidewaed (Fig. Ill) — 8, 16, 24 times to and feo with 
 Each Leg. — The operator hfts one foot, the toes pointed upward, about 
 
 Fig. 111. 
 
 Fig. 110. 
 
 ^-.■' 
 
 two inches from the ground, and throws it with an energetic swinging 
 movement straight forward, and then backward — to the right and then 
 to the left. At first, till he has learned to keep his balance, this will 
 require the aid of a table or chair to lean upon. But he should en- 
 deavor to do without this aid as soon as possible, because otherwise a 
 great part of the effect of the compound working is lost. This very 
 endeavor to keep one's balance and the upright position of the bo5y calls 
 into action many of the muscles, and is one of the anus of the movement. 
 
06 
 
 SPECIAL GYMNASTICS. 
 
 Both movements require the working of the mi:scular parts all round 
 and from all sides of the hips, but have also an effect upon all the mus- 
 cles of the back up to the nape of the ne^ek, and upon the whole mus- 
 cular systems of the legs and feet ; for the leg, apparently so immovable, 
 has enough to do to maintain the equilibrium of the body, menaced from 
 so many sides. The two movements are recommended against chronic 
 and fever-free rJiewnatic- gouty affections of the joints of the hips, 
 against paralysation of the foot muscles^ and as forming part of the 
 required amount of universal (all-sided) exercise. 
 
 Stepping ovee a Stick (Fig. 112) — 4, 6, 8 times with Each Leg, 
 FoEWAED AND Backwaed. — You take hold of any straight stick with 
 the tips of the- fingers of both hands, leaving a distance between the 
 hands of full the width of the body. With the body bent forward you 
 Tig. 112. try to step over the stick \\'ithout letting go 
 
 of it; and so that, at the moment the leg 
 passes over, its lower part remains quite per- 
 pendicular, i. e., forms a right angle to the 
 stick. When both the legs have had their 
 turn forward, do the same backward. This 
 movement is certainly somewhat difficult, and 
 even not possible for some persons at first, 
 but only after long practice, while for others 
 it is quite impossible. 
 
 Without speaking of the unimportant sec- 
 ondary motion connected with tins exercise, 
 it concentrates its principal influence upon 
 the allotment muscles of the leg situated in 
 the lower part of the abdomen, which are 
 here draAvn together in the greatest degree 
 possible. This acts as a powerful stimulant 
 on the lower part of the intestinal canal, viz., the strait-gut (rectum) 
 and the hemorrhoidal vessels. For this reason this movement may be 
 well included, by way of trial, in the list of daily gymnastic exercises, 
 against olstinate constipation, and against what are called Mind hemor- 
 rhoids (or blind piles), but only then when no inflammation or irritation 
 exists. 
 
 In cases of a disposition to a flow of blood to the head, where her- 
 nia exists, and by females, this movement is to be avoided. 
 
 Tfening of the Body (Fig, 113) — 30, 40, 50 times to and feo.— 
 With something soft to lie upon (which need be only as long as down 
 
SPECIAL MEDICO-GYMNASTICS. 
 
 97 
 
 to the knee), and a pillow for the head, you lie down on your back, 
 with the arms folded across the breast, the legs half bent at the knee, 
 and the feet resting on the ground. The whole body then makes a 
 simple turning motion which brings it on to the arm, shoulder, and the 
 
 Fig. lis. 
 
 side of the hip joints — then back again, and then the same to the other 
 side. The movement must be a complete change from a back to a side 
 position, so that it forms a semicircle. 
 
 The aim of the motion is not so much exercise of the muscles — for 
 here there is no particular use of them, and the amount is unimportant, 
 which is the reason that this movement has nothing straining or fa- 
 tiguing — as a rocking, alternating change of position of the more easily 
 moved inner organs^ especially the abdominal intestines. Such a change 
 of position may, however, be, in a simple manner, a means of causing 
 many a cure, or at least of aiding in doing so, as every physician 
 knows ; so, for instance, for a more regular distribution of blood in all 
 such cases where the overstocking and obstruction of the circulation 
 of the blood in the organs of the lower part of the abdomen requires 
 remedy, as in cases of hemorrhoidal tumors (not yet inflamed, but 
 already perhaps in an advanced state), of contraction of the ^irinary 
 bladder, which stands in connection with the above ; or overstocking 
 of blood in the abdomen before the monthly courses of females^ giving 
 cause to fear a too great bleeding, etc. It is further of use against a 
 swelling of the intestinal, or the presence of wind in it (wind-cholic), 
 and for the reduction of strangled hernia, etc. 
 
 As this movement does not aim at radical cures, but only at an alle- 
 viation, it is not intended that it should be placed on the list of every- 
 day exercises, but only used according as the want of it is felt. 
 
98 
 
 SPECIAL GYMNASTICS. 
 
 STANDING, SITTING, AND LYING POSITIONS. 
 
 Foe tlie purpose of giving an ample variety of exercises, so that 
 physician or patient can readily select to suit all cases, I subjoin the 
 following examples from Eoth's " Cure of Chronic Diseases by Move- 
 ments." 
 
 Standing OoMMEsronsr© Positions. — The standing commencing jposi- 
 Fig. 114. Fig. 115. 
 
 Fig. 116. 
 
 Fig. 117. 
 
 Fig. 118. 
 
STANDING, SITTING, AND LYIN4. POSITIONS. 
 
 tions, in wHch the points of support are in the soles, differ («) accord- 
 ing to the position of the body with respect to the supportmg plane, 
 and (5) according to the relative position of the limbs to each other. 
 We quote only the following standing commencing positions : 
 1. Upright standing (with the feet in a right angle, touching each 
 other with the heels, and the arms depending) in the fundamental posi- 
 tion. See fig. 114. 
 
 Fig. 120. 
 
 Fig. 119. 
 
 Kg. 122, 
 
100 
 
 SPECI-xL GYMNASTICS. 
 
 2. Standing upright in the fundamental position, with the hips held. 
 See fig. 115. 
 
 3. Standing upright, with feet close together, and arms hanging 
 down. See fig. 116. 
 
 4. Standing on the toes. See fig. IIY. 
 
 5. Standing with the arms horizontally extended outward. See fig, 
 118. 
 
 6. Standing with the arms extended horizontally forward. See fig. 
 119. 
 
 7. Standing with the arms extended upward (extended standing). 
 See fig. 120. 
 
 8. Standing with the trunk turned. See fig. 121. ; 
 
 9. Standing with the trunk flexed sideways. See fig. 122. 
 
 10. Inclined standing. See fig. 123. 
 
 11. Stride-standing. See fig. 124. 
 
 12. Reclined standing. See fig. 125. 
 
 13. Standing with one foot on a step. See fig. 126. 
 
 14. Cross standing. See fig. 127. 
 
 Fig. 127. 
 
 Fig. 123. 
 
 15. Curved (arch) standing. See fig. 128. 
 
 16. Standing in a stooping position. See fig. 129. 
 
 17. Standing in a leaning position (see fig. 130). All standing posi- 
 tions in which we lean with a part or the whole of the posterior sur- 
 face of the body or limbs on a fixed object, belong to this class. 
 
 18. Opposite standing (see fig. 131). All standing positions in which 
 we lean or keep ourselves with a part or the whole of the limbs on the 
 
STANDING, SITTING, AND LYING POSITIONS. 101 
 
 anterior surface of our body on a fixed object, are called opposite 
 
 standing positions. 
 
 Fisr. ISO 
 Fig. 128. ■■'iB.iou. 
 
 19. Walking-standing, with one arm extended upward— see fig. 132 
 — (half extended walking-standing). 
 
 20. Carved (arch) walking-standing, with arms extended upward- 
 see fig. 133 — (extended-curved walking-standing). 
 
 ' Fig. 132. 
 
 Fig. 131 
 
102 
 
 SPECIAL GYMNASTICS. 
 
 21. Sustained standing, with the arms extended and fixed. See fig. 
 134. 
 
 22. Half standing, with the arms extended upward. See fig. 135. 
 
 23. Standing with the legs astride and the arms extended upward. 
 See fig. 136. 
 
 Fig. 135. Fig. 136. 
 
 The Sitting Commencing Positions have their points of support 
 
 in the seat and also in the 
 
 Fia:. 13T. 
 
 ^ Fig. 188. 
 
 thighs. 
 
 1. Short sitting. See fig. 
 137. 
 
 2. Full sitting. See fig. 
 138. 
 
 3. Sitting with the legs 
 extended in the same plane 
 with the seat, called long 
 sittmg. See fig. 139. 
 
 4. Sitting with the trunk 
 flexed sideways. See fig. 140. 
 
 5. Stride (ride) sitting. 
 
 See fig. 141. 
 
 6. Short sitting, with the hips held and the tnmk recHned. See fig, 
 142. 
 
STANDING, SITTING, AND LYING POSITIONS. 103 
 
 7. Sitting witli the legs forming an angle. See fig. 143. 
 
 8. Sitting with the arms extended. See fig. 144. 
 
 9. Sitting with the trunk turned sideways. See fig. 145. 
 
 The KNEELisra Oommekcing Positions have natural points of sup 
 port in tlie knees, and besides them, the I'ig- i^O- 
 
 points of the feet aflx)rd also points of sup- 
 Fig. 139. 
 
 port, except we kneel on an elevated plane, in which case the anterior 
 surface of both legs helps to support the body. 
 
 1. Walking-kneeling. See fig. 146. 
 
 2. Half-kneeling. See fig. 147. 
 
 3. Half-kneeling, with the trunk flexed backward, and arms extend- 
 ed upward. See fig. 148. 
 
 The Lying- Commencing Positions have the poiats of support either 
 j'ig, 141. on the back or the anterior surface of 
 
 the body, or on one of its sides. "We 
 call half-lying positions all those in 
 which either the upper part of the 
 
 Fig. 142. 
 
 body to the hips, or the inferior part from the hips, is the supporting 
 part. 
 
 Instances of lying conunencing positions are — 
 
104 
 
 SPECIAL GYMNASTICS. 
 
 1. Half-lying on the anterior surface of the lower limbs. See 
 149. 
 
 2. Half-lying on the posterior surface Fig. 144. 
 of the lower limbs. See fig. 150. 
 
 3. Supported lying, with the thighs 
 drawn upward, and flexion of the 
 knees. See fig. 151. 
 
 Fig. 143. 
 
 Fig. 145. 
 
 Fig. 147. 
 
 Pig. 146. 
 
TREATMENT OF SINGLE DISEASES. 
 
 105 
 
 4. Horizontal extension of the whole body, while the feet and hands 
 are fixed ; commencing position. See fig. 152. 
 
 5. Horizontal extension 
 
 of the whole body, while 
 the feet and hands are 
 fixed; final position. See 
 fig. 153. 
 
 Depending Commenc- 
 ing- Positions. — The 
 hands, arms, or the knees 
 are the holding points; 
 ropes, beams, and balks 
 are the external support- 
 ing points. 
 
 Instances of depending 
 positions are — 
 
 1. Prop-depending. See 
 fig. 154. 
 
 2. Depending with one 
 arm. See fig. 155. 
 
 Fig. 151 
 
 Pig. 149. 
 
 Fig. 153. 
 
 TREATMENT OF SINGLE 
 DISEASES. 
 
 Congestions of the Head, 
 Headaches, Giddiness, Hum- 
 jriNG IN THE Eaes, ETC. — The 
 following three classes of 
 movements form the essential 
 part of the treatment. 
 
 We subjoin only a 
 few instances for prac- 
 tical use. 
 
 I. Derivative move' 
 merits on the legs and 
 feet^ as for instance, 
 active and passive ro- 
 tation of the feet, ac- 
 tive-passive extension 
 and flexion of the legs 
 and feet, etc. 
 
 Everv movement. 
 
106 
 
 SPECIAL GYMNASTICS. 
 
 whether active or passive, by increasing the activity of the blood-ves- 
 sels in the lower limbs, is at the same time derivative in congestions of 
 the head and chest. 
 
 Fig. 153. 
 
 Fig. 154 
 
 Passive rotation oftJiefeet^ with active-passive extension and flexion 
 of the feet. 
 
 The patient is in a sitting reclined position, his leg, which is extend- 
 ed, resting with the lower part of the calves on both Fig. 155. 
 knees of the operator, who j)laces, when acting on the 
 left leg, his right hand an inch before, and on the ante- 
 rior aspect of the articulation of the 
 foot, in order to fix it, without 
 strong pressure, while the palm of 
 the left hand is placed on the point 
 of the foot, the heel of which is 
 not rested like the calf, but is en- 
 tirely free ; this is the commencing 
 position. The operator then moves 
 his left hand, which presses a little 
 on the point of the foot, in a circle 
 from right to left, fron^ three to six 
 times, and then the same from left 
 to right, more or less quickly ac- 
 cording to the prescription. This 
 rotatory movement is repeated two 
 or three times. After every rota- 
 tion in opposite directions, the ac- 
 tive-passive extension and flexion 
 of the foot is executed; in the extension the operator resists (while the 
 patient extends his foot), with the palm of his hand pressing against 
 the upper part of the sole ; if the patient ti-ies to flex his extended foot, 
 
TREATMENT OF SINGLE DISEASES. 
 
 107 
 
 the operator, after liaving changed the position of his hands, retains its 
 point a little by pulling his hand with a slight pressure along the uppei 
 side of the metatarsal part of the foot. 
 
 The three movements above mentioned are performed in the follow- 
 ing order : 
 
 Fig. 156. 
 
 (a) Passive rotation 
 of the foot from right 
 CO left, and vice versa. 
 
 (p) Active-passive 
 extension of the extend- 
 ed foot. 
 
 (c) Active-passive 
 flexion of the flexed 
 foot. 
 
 (5) and (c) are alter- 
 nately made from three 
 to six times. 
 
 The passive-active 
 flexion of the leg is also 
 a derivative movement, 
 in which the patient 
 and operator are placed as in fig. 159; the operator presses down the 
 leg, while the patient shghtly resists ; in the active-passive extension 
 
 Fia;. 158. 
 
 Fig. 157. 
 
 COMMENCING POSITIOISr OF THE PASSIVE EOTATIOK OF 
 THE FOOT. 
 
 COMMENCING POSITION OP ACTIVE-PASSIVE 
 EXTENSION OP THE FOOT. 
 
 COMMENCING POSITION" OF ACTIVE-PASSIVE 
 FLEXION OF THE FOOT. 
 
 of the leg, the patient tries to stretch the flexed leg, and the operator 
 resiists. 
 
108 
 
 SPECIAL GYMNASTICS. 
 
 II. Movements determining a greater flow of hlood to the oboMm'atL. 
 wMch may be either passive or active manipulations of diiferent kinds ; 
 Fig. 159. as, for instance, turnings or 
 
 flexions of the trunk, and 
 principally the following : 
 {a) Passive-active incli- 
 nation of the trunk for- 
 ward in the stride-kneeling 
 position. 
 
 The patient kneels on an 
 elevated level, putting his 
 arms on the shoulders of 
 two assistants standing on 
 each side of him ; each as- 
 sistant puts one hand on 
 the anterior side of the pa- 
 tient's shoulder, while the 
 other hand is placed on the 
 lower part of the patient's 
 spine. (Our artist did not 
 indicate the position of the 
 other hand of the assist- 
 ants, because he feared the figure of the patient would not be distinctly 
 
 Fig. 160. . 
 
 OOMMENOING POSITION OF PASSIVE ACTIVE 
 FLEXION- OF THE LEG. 
 
TREATMENT OF SINGLE DISEASES. 
 
 109 
 
 shown.) If this commencing position is taken, the assistants bring the 
 patient slowly forward to an angle of forty-five degrees, while the pa- 
 Fig. 161. 
 
 tient makes a slight resistance, as if he would continually try to remain 
 in the commencing position. 
 
 (b) Passive turning of the tnmhfrom one side to the other, and vice 
 versa, in the high half-lying position. Fig. 163. 
 
 The patient rests as far as the hips on the 
 anterior surface of his lower extremities, on an 
 elevated level; his legs are firmly held by an 
 assistant, who puts his hands on the back part 
 of the patient's legs, while the points of his 
 feet are kept outward; the hands of the patient 
 are placed on the hips ; the operator stands 
 before the patient's head, on whose shoulders 
 he puts his hands iu order to produce the 
 turning movement of the trunk, which acts 
 principally on the sinuses 
 within the cranium, and re- 
 tards the circulation of the 
 blood toward the j ugular veins. 
 
 (c) Active flexion of one leg 
 in a half-standing position, 
 while the other foot rests 'ba.ek- 
 ward on an elevated level. 
 
 ine patient stands on one j commencing position or active flexion op 
 foot, with the toe turned out- «"^ ^^o '^ ^ ham-standixg position. 
 
no 
 
 SPECIAL GYMNASTICS. 
 
 Fig. 163. 
 
 ward, while lie places the toe of the other foot upon a level elevated as 
 high as his knee, and at a distance behind him equal to the length of the 
 
 leg, from the knee downward ; 
 Ms hands rest gently upon the 
 back of a chair placed before 
 him (so that he may not lose 
 his balance during the flexion 
 of the knee and when stand- 
 ing on tiptoe), while the body 
 lets its weight rest on the point 
 of the foot on the elevated 
 level. (The point of the foot 
 on the level may also rest with 
 the upper part of the toes on 
 the level.) The movement is 
 repeated from two to four 
 times on the same leg, and 
 then alternately with the other. 
 (d) Active-passive turning 
 of the trunJc in the high-sit- 
 ting 2yosition. 
 
 The patient and operator are placed in the commencing position, 
 as seen in the figure; the pa- 
 tient presses backward his ex- 
 tended arm, by turning the 
 trunk in the hip, while the head 
 and body remain with respect to 
 each other in the same position ; 
 the operator resists only during 
 the patient's movement back- 
 ward, but not when he returns 
 to the commencing position ; 
 the movement is done two or 
 three times, and then the arm 
 changed. 
 
 (e) The active-passive flexion 
 of the trunTc in the high-sitting 
 position has the same commenc- 
 ing position; the trunk is not 
 turned, but flexed to the side of 
 tlie extended arm. 
 
 2. FINAL POSITION OP ACTIVE FLBSION OP ONE 
 LEG IN A HALF-STANDING POSITION. 
 
 Fiff. 164. 
 
MUSCULAR DEVELOP JIENT 
 
PART III. 
 
 KINESIPATHT. 
 
 This term, wMch is a Greek compound, meaning motion applied or 
 done to a person, has been employed to designate the plan or system 
 of "free exercises," as developed by Ling and his followers. The 
 word, however, like many others in medical literature, is a misnomer ; 
 for the motions are sometimes done to the patient, he remaining pas- 
 sive, while at other times he makes active resistance. 
 
 The motions are bio-mechanical, and consist of a set of voluntary 
 movements, as bending, stretching, rotation, twisting, etc., and a set 
 of movements independent of the will, under the form of friction, 
 vibration, pressure, percussion, ligation, etc., so directed as to act 
 specifically on particular parts or organs. 
 
 " The movements in the free exercises," says M. Eoth, '- are done on 
 the ground if in the open air, on the floor if within doors, without any 
 supporting apparatus. There is a certain class of exercises in which a 
 support is used, but then it is not that of any technical apparatus, but 
 a living one, effected by a mutual apposition of the hands, arms, legs, 
 etc., of the individuals performing the exercises." 
 
 " The different species of free exercises consist — 
 
 "1. In movements of the limbs on the spot, and without reciprocal 
 support. 
 
 "2. In movements from the spot, and without support. 
 
 " 3. In movements with support. 
 
 "4. In wrestling exercises. 
 
 " 5, Exercises belonging to the Esthetic Gymnastics." 
 
114 
 
 KINESIPATHY. 
 
 THE POSITIOI^S. 
 
 EvEEY gymnastic movement is divided into three positions : the eom- 
 mencing^ in which the movement begins ; the interonediate^ which lies 
 in the direction of the movement from its commencement to its end ; 
 and the Ji7ial, in which the part returns to a state of relative rest, and 
 where the movement ceases. 
 
 The positions of the body with respect to the basis are different, ac- 
 cording to whether the feet touch each other, or there is a certain dis- 
 tance between them. 
 
 FiEST Position. — Eectangular heel on heel, or fundamental position. 
 
 The feet touching each other with the heels, and forming a right 
 angle. This position is definitely chosen as the first in every standing 
 commencing position, and called fundamental position. 
 
 Fig. 1. 
 
 Fig 2. 
 
 Second Position. — Feet close together. 
 
 The feet being in the rectangular position, heel on heel, the toes a 
 little lifted from the ground, and immediately both feet turned quickly 
 on the heels, so that the inner parts of the feet touch each other from 
 the heels to the toes. If you resume the first position, this is expressed 
 hj/eet outward, and the feet are turned in the above-mentioned man- 
 ner, but in an opposite direction. 
 
 Positions with a Distance between the Feet. — The distance may be 
 one, two, or three times the length of a foot from the toe to the heel, 
 and the direction of the feet remains either as in the rectangular, or as 
 in the position with the feet close together, with respect to each other. 
 
THE POSITIONS. 115 
 
 Thied Position. — Riglit or left foot forward. 
 
 The above-named foot is placed at double its length (measured from 
 the heel of the other foot) forward in the same line as the one in which 
 it was in the previous position. For instance, if it were in the rectan- 
 gular position, the foot always retains the rectangular direction, with 
 respect to the other foot ; if the previous position were feet close to- 
 gether^ the feet remain in the same line. 
 
 FotTETH Position. — Eight or left foot completely forward. 
 Is the same as ISo. 3, only the Fig. 3. 
 
 distance is three times the length 
 of a foot. The weight of the body 
 is placed on the fore foot, the knee 
 of which is bent perpendicularly 
 to the instep ; head and shoulders 
 remain immovable ; the trunk and 
 the hind leg in a straight line, in- 
 clined forward. If you wish the 
 advanced foot placed back, this 
 movement is indicated by right or ^'^«=^ '^""^ foewaed in distances. 
 
 Pi^. 4. left foot placed Mch, after which the above foot must 
 
 AOi be placed by a short step near the other, which re- 
 
 / II A mains quiet all the time. 
 
 H^y^ If the above-mentioned distance should be taken 
 
 jQ in the position with closed feet, the foot which is to 
 
 f 1 be moved must be in a straight line before the other, 
 
 \g/ which remains quiet. If the foot is to be drawn 
 
 jQ back, the position with closed feet must be resumed^ 
 
 / I according to the preceding direction of right or left 
 
 \i^J foot placed 'bacTc. 
 
 kA Fifth Position. — ^Feet alternately put completely 
 
 ^. j forward. 
 
 ^ The same position as No. 4, in two motions. 
 
 '^'^^iVmstInckT:"'" First. The foot pushed forward is again placed in 
 its former position. 
 
 Second. The other is to be placed forward in its own direction, as 
 far as the distance is in which the foot drawn backward was before. 
 
 Sixth Position. — ^Feet placed apart. 
 
 In two motions. The desired single, double, or triple distance must 
 be taken between the feet, as well in the fundamental as in the position 
 with feet close together. 
 
116 
 
 KINESIPATHY. 
 
 Fig. 5. 
 
 FEET PLACED APABT AND 8TEAIGHT, FEOM THE 
 POSITION TEBT CLOSE TOQETHEE. 
 Fig. 6. 
 
 FEET PLACED APART rKOM THE FUNDAMENTAL 
 POSITION. 
 
 First motion. The right 
 or left foot is placed apart, 
 at the distance of the length 
 of a foot, to the left or right, 
 so that the heels remain in 
 the same direction, and that 
 the angle of the feet does 
 not become altered. 
 
 Second motion. The left 
 or right foot must be placed 
 to the left or right at the 
 length of a foot, thus the 
 distance between the feet is 
 now twice the length of one 
 foot, and the weight of the 
 body equally distributed on 
 both legs. 
 
 If the fundamental posi- 
 tion is to be resumed, this is 
 indicated hjfeet placed to- 
 gether^ in two motions. 
 
 First. The right or left 
 foot is placed inward, at its 
 own length in the former 
 direction. 
 
 Second. The left or right 
 foot is replaced in one length 
 to the right or left, with 
 quick step. 
 
 In aU the preceding posi- 
 tions, we have more strength 
 if they are combined with 
 the following position. 
 
 Seventh Position. — 
 Hands on the hips, or hips 
 held. 
 
 Both hands are raised and 
 clasp the haunches, with 
 the thumb backward, the 
 fingers forward, the inner 
 part of the hand resting on 
 
THE POSITIONS 
 
 117 
 
 the foremost edge of the hip-bone, the elbows in the same level with 
 the shoulders, which must be kept down and drawn backward. 
 
 " The different forms of gymnastic movements, with regard to space, 
 
 Fig. T. 
 
 ai'e affected also by other causes besides those before 
 mentioned; this is principally the case in those free 
 exercises in which the person moves from the spot, 
 and in which the line of movement describes certain 
 symmetrical figures. Thus it is possible, in the walk 
 and run exercises, to move in a straight, circular, or 
 serpentine line, etc., and each of these modes of mov 
 ing from the spot has some special characteristic with 
 regard to the developing influence of the exercise. 
 The greatest diversity in the diflerent forms, with re- 
 gard to si^ace, is exhibited when a large number of 
 persons move together, accordmg to a certain model 
 form, acting in concert as a tactically articulated 
 whole, forming groups, and executing difterent evolu- 
 tions. 
 
 " The importance of the rhythmus and time of the 
 movements is very great. The single motions of the hands on the hips. 
 exercises are to be compared to a speech spoken in an articidated man- 
 ner, inasmuch as the articulation of words during speaking consists in 
 movements of certain muscles and parts of the body done in a certain 
 time. Each syllable which is pronounced is a motion, and each word is 
 a movement, and when several words are pronounced and foUow each 
 other according to a determined metrical law, then the movements of the 
 organs of speech become rhythmical movements, as, for instance, in 
 declamation. 
 
 "Therefore, for both groups of movements, for the movements of 
 speech as well as for the movements of the limbs, there exist the same 
 laws of meter. The metrical development of the speech is made an 
 important object of education ; but with regard to the exercises of the 
 limbs, the metrical laws have been very little or not at aU thought of. 
 and it is a great advantage of Ling's Gymnastics that this is made one 
 of the principal features. 
 
 " The measure of time, or the tempo, must also be viewed in a special 
 way, as far as it regards the gymnastic free exercises. If we see a whole 
 series of movements, either one exercise repeatedly executed according 
 to a certain law, or different exercises following each other according 
 to a similar law, then we have the rhythmus ; the movements become 
 rhythmical, and the various motions appear as parts of a certain mea- 
 sure of time. Military marching may serve as an instance ; it consists 
 
118 KINESIPATHY. 
 
 of one principal movement, the repeatedly executed pace, ■which, being 
 alternately done by both feet, appears as a double movement, which 
 in its repetitions produces the movement of walking, and this, if the 
 same tempo is observed for both feet and for the repetitions, becomes a 
 rhythmical walking or marching. Each pace is a tempo, a part of a 
 measure, which finishes with the setting down of the advanced foot. 
 
 The special rhythmical relations of walldng and marching, as well as 
 in general of all the advancing foot movements, are made sensible either 
 by directing our attention principally to one foot while the other is 
 comparatively disregarded, and thereby to our imagination the steps of 
 the first foot appear the heavier and stronger, or the rhythmus may bo 
 observed by marking more prominently the steps of one of the feet, or 
 in general certain steps, which are, so to speak, somewhat more accent 
 uated, either by a really more vigorous tread, or by resting longer with 
 one foot on the ground, or by executing at cel'tain steps corresponding 
 movements of other limbs (clapping together of the hands, for instance, 
 inclination of the upper part of the body, etc.) ; in this way originate 
 rhythmical forms of time, which show themselves as determined met- 
 rical articulations. To exhibit movements in such pleasing and beauti- 
 ful forms is an essential branch of Esthetic Gymnastics. Here gym- 
 nastics enter into the most intimate sisterhood with music ; nay, in 
 these exercises and representations they are music itself." 
 
 When exercising in classes, which is always preferable when practi- 
 cable, the word of command is given by the teacher or director of the 
 movements, according to which all must move simultaneously. 
 
 This word of command consists of the descriptive or announcing 
 order^ and the execution order. The first declares the part to be moved, 
 or the movement to be performed ; and the second commands its per- 
 formance, something after the manner of military exercises. Thus, 
 whenever the announcement is made, '■'■feet apart in two distances — 
 flaceP'' the class prepare for action as soon as the announcing order is 
 heard, but do not move till the execution order — '•'• place V — is given. 
 And so of aU other movements, as '■'■feet — close P'' '■'■feet — openP'' 
 " right Tcnee upward — tend .'" " head forward — tend — stretch .'" etc. 
 
 In the last example above there is a compound or double announcing 
 order, and when the second — '■'■ stretcK'' — is given, the head is again 
 raised to the fundamental position. 
 
 It is important to notice that all of these movements are to be per- 
 formed steadily and gradually, and never with a sudden jerk. 
 
 "All movements of the trunk and head must, in comparison with the 
 movements of the limbs, be done in slow time. Therefore, in the order 
 ' trunk right sideways — tend^ the word ' tend'' must be pronounced 
 
THE POSITIONS. 119 
 
 slowly ; in tlie same Avay, if a run is to be finished by a stop, tlie word 
 ' stop'' must be pronounced sharp and short, or long and drawled out, 
 according to whether the stop is sudden or more deliberate. 
 
 " In later lessons, for the sake of shortness, two full orders are com- 
 bined into one; this is done by the word 'and.' The two combined 
 words must be pronounced quickly, one after the other, and only the 
 second execution order interrupted and accentuated. The break occurs 
 in the second, thus : '• hips firm, and feet — closed.'' A similar combina- 
 tion very frequently used is, for instance, that by which the simultaneous 
 closing of the feet and grasping of the hips is ordered, viz., ' Jiips firm 
 and feet — closed.'' Here the order should be, properly, first, ' Mpsfirm^ 
 and then feet closed.'' 
 
 " When a movement of a certain limb is executed in a certain direction, 
 for instance to the left, and then immediately after with the same limb 
 to the right, it is not necessary in the order to repeat the name of the 
 limb to be moved. The same takes place if flexion and extension of 
 one and the same part are to be executed quickly one after the other. 
 
 " When movements for the limbs are not to be executed equally with 
 the limbs of both sides, but unequally, then, as soon as the first move- 
 ment is executed, the order ' arms {feet) change'' follows, in order to 
 move both limbs in a similar way, by a different execution of the move- 
 ment. For instance, in the arm extensions, after ' right arm upward., 
 left arm forward — stretch^ as soon as the stretching is executed, instead 
 of the order, '■right arm foricard and left arm upward — stretch^ 
 nothing is necessary but '■arms change.'' 
 
 "Marking and counting of the time is considered very essential in 
 the free exercises. It must be understood that if the movement itself 
 has but one tempo, it is not advisable to count. This is the case not 
 only in every absolutely simple movement, but also in those compound 
 movements in which different limbs are moved at the same time. Thus, 
 at the order ' arms upward — T)end^^ the movement is done in one motion, 
 although it is not an absolutely single one ; for, besides the forearm 
 being bent toward the upper arm, the hand is also bent toward the lat- 
 ter, but both flexions taking place at once there is no need to count. 
 On the other hand, the extension of the arms upward from the funda- 
 mental position is done in two motions, clearly distinguishable from 
 each other, and is done with counting. 
 
 " To execute the free exercises well, the pupils must be placed in a 
 definite order ; this is called the formation. 
 
 " The formation depends on the kind of exercise, and also the place 
 of exercise. When the space permits, all the pupils are to be placed 
 abreast. 
 
120 KINESIPATHY. 
 
 " "When the pupils have met, and the exercises are to begin, the order 
 is ''fall in,^ on which all the puj)ils place themselves, according to their 
 height, beside each other in one rank, slightly touching each other with 
 their arms. If this formation is to be taken immediately after another 
 mode of formation, then the order is '■formation with touch.'' 
 
 " In this close formation only certain exercises are done, as, for in- 
 stance, twisting, marching exercises, etc. In other exercises each pupil 
 must have sufficient free space to move his limbs in all directions with- 
 out being hindered; for this purpose the open formation is chosen, 
 which is made from the close formation at the order ' 7nght (left) dis- 
 tance taJce — march.'' 
 
 " Whether the distance is to be taken to the right or left depends 
 upon the free space available. Generally, in the beginning, the right- 
 flanli man is placed in such a way that the free space is to the left, and 
 the distance is therefore taken to the left. At the announcing order 
 each individual places his right hand near the shoulder of his right 
 neighbor; at the order 'marc/i,' the right-flank man remains in his 
 place, and aU the rest step so far to the left that each one touches with 
 the tips of his fingers of his stretched arm the upper arm of his neigh- 
 bor. The teacher, after having convinced himself that the exact dis- 
 tance is taken by all, gives the word '■ j^osition,'' and then the stretched 
 arm is placed down by the side. 
 
 "For some of the movements, as, for instance, the arm extensions 
 on both sides, or some of the leap exercises, the ordinary distance is 
 not sufficient. In such cases, at the order '■clouMe distance talce — 
 march,'' wider distance is taken by each pupil placing himself so far 
 from his neighbors that he can, with his stretched arms and fingers, 
 touch the tips of the fingers of the stretched arms of his neighbors ; 
 this formation requires a greater longitudinal space, and makes it more 
 difficult, if there is a great number of pupils, to overlook them. In 
 such cases it is best to take the flank position directly from the formation 
 with ordinary distance; the order is '■section to the right (Iff) face.'' 
 
 " When the pupils are properly placed, the teacher gives the order 
 ' tell off in twos,'' the right-flank man calls out 07ie, the second two, the 
 third one, the fourth two, etc., alternately, until it comes to the left- 
 flank man. Now follows the order ' twos, three paces iacJcward — 
 march f on which the ones stand with an ordinary distance between 
 them, and so with the ticos ; and between tbe two ranks there is also 
 a convenient distance ; in this formation longitudinal space is saved and 
 supervision rendered easy. 
 
 "As soon as the necessary formation is executed, each individual 
 must assume the fondamental position. 
 
MOVEMENTS OF THE HEAD 
 
 121 
 
 "From this position all others proceed, and also most of the move- 
 ments. If at the order of the teacher any other commencing position 
 has been assumed, and we wish that the fundamental position shall be 
 taken, it is done at the order '■position.'' "When a sufficient series of 
 exercises have been gone through, the word ' at ease' is given, and a 
 short rest follows, during which each person remains in his place, 
 unless a further recreation is permitted, such as walking. In this lat- 
 ter case, as soon as the exercises are to recommence, the order is ^fall 
 in,'' on which all the pupils resume their places, and then, at the order 
 '■attention' or 'position,^ the fundamental position is taken. 
 
 " For several movements it is necessary to fix the arms and to keep 
 the hips firm, by placing the hands on the hips with the thumbs back- 
 ward, and the other fingers in front. This is done at the order ' hips 
 firwj' and principally in the flexion of the trunk forward and back- 
 ward, in the twisting of the trunk to the right and to the left, in double 
 knee flexion, in alternate knee flexion, in pass position, in leap move- 
 ments on the spot, and in some other cases, as, for instance, the long 
 run. The fixing of the hips must not be abused by being employed too 
 fi'equently or too long, because it easily becomes a habit." 
 
 Fig 8. 
 
 MOVEMENTS OF THE HEAD. 
 
 These movements comprise ^ea;io?w and extensions and turnings, all 
 of which are to be done in slow time. 
 1. Movements forward and taclcicard. 
 Head foewaed — bei^d! — steetch! (fig. 8). 
 The head is held straight, without any twisting of 
 the neck, and bent slowly forward untU the chin 
 slightly touches the chest. 
 
 The upper part of the body, and es- 
 pecially the shoulders, must be kept 
 firm. At the order '■'■stretch,'''' the 
 head is raised into the fundamental 
 position. 
 
 Head backwaed — bend! — steetch! (fig. 9). 
 The head is slowly bent backward without turn-_ 
 ing, and at the command '■'■stretch,'''' is raised to the 
 The head should never remain very long in the 
 
 HEAD FLEXION. 
 
 HEAD EXTENSION. 
 
 original position, 
 bent position. 
 
 6 
 
122 
 
 KINESIPATHY. 
 
 Fig. 10. 
 
 2. Movements rigJit and left. 
 
 Head kight sideavats — besd! — steetoh! 
 
 Head left sideways — bend! — steetoh! (fig. 10). 
 
 The head is exactly bent to the side designated, 
 without twisting of the face or shoulders, and with 
 no raising of the opf)Osite shoul- p jg_ ii_ 
 
 ders nor sinking down of the 
 shoulder on the same side. 
 3. Tttrnings. 
 
 HEAD LEFT. 
 
 Head eight: ttjen! eoe- 
 
 WAED TUBS'! 
 
 Head left: tuen! foe- 
 WAED tuen! (fig. 11). 
 
 The head is turned horizontally to the side 
 designated, without the least flexion — if possible, 
 so far that the chin shall be over the shoulders — the shoulders, in tlie 
 mean time, being kept square in the front line. 
 
 HEAD BIGHT. 
 
 FOOT AND LEG MOVEMENTS. 
 
 Foot positions are usually taken and the movement executed in a 
 lively quick time. 
 
 1, Closing and opening. 
 Feet : close ! — ^Feet : open ! 
 
 Fig. 12. The feet are brought from the rectangular 
 
 a position (fig. 12, «) into the close position. At 
 
 C/^^ the second command they resume the original 
 
 \ position. When the two commands are given 
 
 "-^ together as one, '•'■feet close., and feet open" 
 
 \ the closing and opening are done repeatedly 
 
 EECTAKGULAE FOOT POSITION, till thc command "stop.'" 
 
 2. Stride position. 
 
 Feet sideways: place! (fig. 13, 1>). 
 
 Done in two motions: first, placing sideways of the left foot one 
 length of a foot ; and, second, placing sideways of the pig. 13. 
 
 right foot also one length, so tha;t the medial line of g^ /T^ ;?V 
 the body does not change place. Both feet must re- foot distances. 
 main exactly in the front line, and retain their rectangular position 
 with regard to each other. 
 
FOOT AND LEG MOVEMENTS. 123 
 
 At the command '■'■position,'''' the feet are again placed in the funda- 
 mental position. 
 
 3. Pace position. 
 
 Eight (left) foot foewaed: place! (fig. 14). 
 
 The foot designated is placed forward one distance in the same oblique 
 
 direction in which it stood. The upper part of the body Fig. 14. 
 
 is not twisted, but moves in the upright position so far ^ 
 
 forward that its weight falls between both feet. At the /H 
 
 command '■'■position,'''' the foot which is placed forward is i 
 
 drawn back into the fundamental position. If the left ^ _ 
 
 pace position follow the right pace position, the command fl 
 
 is '■'■free change,'''' the right foot is drawn back into the i 
 
 fundamental position, and then the left foot placed for- ic 
 
 ward. FOOT POSITION. 
 
 Right (left) foot backward : place! (fig. 15). 
 The foot designated is placed so far backward parallel to its former 
 Fig. 15 direction, that its heel is distant from the heel of the other 
 ^ foot one length (viz., of the foot). The upper part of the 
 
 ^^\ body is not twisted, but moved in an upright position, so far 
 >p^ backward that its weight falls between both feet. 
 ^ ^ The change of the backward position from the right to 
 the left follows at the command '■'■feet change,'''' in two motions. At 
 the command '■'■position,'''' the fundamental position is taken. 
 
 4. Close pace position (fig. 16). 
 
 Feet close ! (then the same command as in ISTo. 3). 
 
 The difference between the close pace position and the ordinary pace 
 position is, that in the first the basis is much ^^s- 16. 
 
 narrower, because the foot which is placed 
 forward is straight before the other, and 
 both point in the same direction. The tak- 
 ing up and keeping up of the position is in 
 itself a good balancing esercise, and espe- 
 cially if it is used as a commencing position 
 for other exercises. The change from right 
 to left follows the command '■'■feet changed 
 
 5. Pass position (with hips firm, figs. 16 
 and 12, a, c). 
 
 Right (left) foot to the pass foe- 
 waed: place! — position! 
 
 The foot designated is placed in the same fokwakd pass. 
 
 direction in which it stands (consequently in a half right angle toward 
 the front line), two lengths of a foot forward. The ui)per part of the 
 
124 KINESIPATHY. 
 
 body, with the leg of the foot which remains fixed, is so far inclined 
 forward in the same direction, that the upper part of the body and the 
 back leg form a straight line, which is inclined toward the horizontal 
 floor at an angle of forty-five degrees. The weight of the body rests 
 on the forward foot, the leg of which is so far bBnt at the knee, that 
 the knee is just over the point of the foot. 
 
 Should the exercise be changed from the right to the left, at the 
 command '"''feet change,'''' this must be done in two motions: in the 
 first the body, with the foot which was placed forward, is brought into 
 the fundamental position ; in the second ^_^'g- '^'^• 
 the pass is done on the other side. 
 
 6. Pass position from close position (figs. ' 
 17 and 14, a, c). 
 
 Feet close! (and the command as in 
 No. 5). 
 
 The execution is similar to that of No. 
 5, but both feet are to be placed in the same 
 direction. 
 
 Other Foot and Leg Exeeoises. 
 
 1. Raising and sinking of the body on 
 the toes, from the fundamental position, 
 from close position, from stride position, 
 from pace position, from close pace position, pass pobitionT 
 etc. As soon as one of these commencing positions is taken at a pre- 
 vious command, there follows the command — • 
 
 Heels: raise! — sink! 
 
 At '■'■ raise,^'' the heels are raised fi-om the ground, with the body 
 upright and immovable. In raising, the feet are kept in the same rela- 
 tive position which they had in the commencing position ; in the funda- 
 mental position and in the close position both raised heels must be close 
 to each other. The exercise is done slowly. The body remains in the 
 raised position for several seconds, and at the command "smz/I'," heels 
 and body slowly and steadilj' descend. This movement is a very good 
 balancing exercise, especially from the stride position and the close pace 
 position. It is generally repeated several times. 
 
 2. Leg sideways raising and sinhing (in slow time). 
 Eight (left) leg sideways: raise! — sink! 
 
 At the command '■'■raise,'''' the leg designated being firmly stretched, 
 is raised in a vertical plane sideways and upward, till it makes an angle 
 of about sixty degrees with the other. The upper part of the body is 
 kept upright, and generally with hips fixed. At "smj-^," the raised leg 
 is slowly brought back into the fundamental position. If the exercise 
 
FOOT AND LEG MOVEMENTS. 
 
 125 
 
 is to be executed a^ '■'■alternate striding^'''' the raising and sinking of the 
 right and left leg is done alternately, and repeated several times, at the 
 command alternate steiding of the legs eight and left : steide ! 
 
 3. Double Icnce flexion (also called Tcnee flexion^ with extension, fig. 18). 
 
 This exercise with hips fixed is executed in four Fig. 18. 
 
 motions : jiii ^ 
 
 1. Raising of tlie Tieels. {'■ji fj'H 
 
 2. Flexions of lotli Icnccs at the same time, 
 uniformly and steadily, with the upper part of 
 the body kept vertical, and not twisted. The 
 flexion is done so far that the posterior angle of 
 the knee is a right angle, and each knee is placed 
 vertically above the foot of the same leg. 
 
 3. Re-stretching of the Tcnees, and returning 
 into the heels raise position. 
 
 4. Sinhing down of the heels, and returning to 
 the commencing position. 
 
 The exercise is done generally with hips fixed, 
 and first, from the fundamental position, later 
 from the stride position, and other commencing ■ 
 positions ; it is first practiced by counting at the double knee flexion. 
 command knee : flexion ! one ! two ! theee ! fotje ! later it is prac- 
 ticed with the extension belonging to it, at the command kkee : bend ! 
 steetch! (fig. 18). 
 
 Both execution commands must be pronounced in a lengthened tone. 
 As soon as the exercise is so far practiced that the counting is superflu- 
 ous, the movements during the first and second motions become more 
 smooth, and in the same way also the movements of the third and 
 fonrdi motions ; so that as the knees are bent, the heels are raised, and 
 as the knees are stretched, the heels sink down, and in this way, at the 
 moment the stretching is completed, the heels are on the floor. This 
 exercise, which is also a very good balancing exercise, must be done 
 steadily, and the flexion must not be more than to a right angle ; if the 
 movement is done from the fundamental position, we must take care 
 that tlie heels remain together during the whole movement. However 
 performed, the pupil should remain for a time in the position with 
 knees bent, before the stretching follows. 
 
 4. Alternate Tcnee flexion (with hips firm). 
 
 a. From the pace position. 
 
 Right foot foewaed : place ! 
 
 Back knee: bend! — stretch! (fig. 19). 
 
 The weight of the body, which is kept upright and not twisted, is 
 
126 
 
 KINESIPATHY. 
 
 GENTTFLEXIOJ^. 
 
 thrown on the back foot, the knee of which is bent to a right angle, 
 Fig. 19. while the heel is raised. The foot which is 
 
 placed forward remains entirely on the floor, and 
 this knee bends only so far as is necessary to 
 allow the other knee to form a right angle. 
 After remaining a short time in this bent posi- 
 tion, at the second command the stretching is 
 done, in order to reassume the commencing po- 
 sition. Afterward follows the command '•'•feet 
 change^'' at which the right foot is drawn back 
 and the left placed forward into the pace posi- 
 tion, in order that the right knee may now exe- 
 cute the flexion and extension described. 
 The alternate knee flexion is done also — 
 J. From the pass position. 
 Right foot to the pass fobwaed: place! 
 Front knee : bend ! — steetch ! 
 As soon as the pass position is assumed, the projected leg is bent a 
 little further, at the same time rising on the toes, the back leg remam- 
 ing firmly stretched, with the sole of the foot on the floor. At the 
 second command "s^retei^," the forward foot sinks upon the heel, and 
 the knee returns to a right angle, but the body remains in the pass po- 
 sition. At the order "-feet cJiange,'''' the same movement is done by the 
 other knee. 
 
 Knee upiDcird flexion (fig. 20). 
 
 This is also executed with hips firm, and alternately with the right 
 and left leg from the fundamental position, with a somewhat lively 
 motion. The exercise includes a flexion of the foot-joint simultaneously 
 with that of the knee. The knee is raised quickly so far upward that 
 the thigh is horizontal, and in the same oblique direction in which the 
 foot was in the fundamental position. The lower leg is vertical. The 
 foot is bent simultaneously at its joint as much as possible, that is, 
 with the toes upward and backward. The commands of this exercise 
 are — 
 
 Eight foot upwaed: bend! — ^plaoe down! (or position!) 
 
 Left foot ttpwaed : bend ! — place down (or position ! or also, 
 
 EIGHT FOOT upwaed: BEND ! FEET: CHANGE ! — POSITION!) 
 
 The change from the right to the left, at the command '■'■feet change^'''' 
 must not be done too quickly ; on the contrary, the left knee must not 
 be raised before the right foot is perfectly -placed down and the right 
 leg entirely stretched. In these knee flexions (which, as well as the 
 following exercises in Nog. 20 to 24, arc good balancing exercises), the 
 
FOOT AND LEG MOVEMENTS. 
 
 127 
 
 upper part of the body must be kept firmly upright in the fundamenta] 
 position. 
 
 Fig. 20. 
 
 Fig. 21. 
 
 5...,^ 
 
 XrPWAED KNEE FLEXION. 
 
 BALAKOING ON ONE FOOT. 
 
 6. Knee forward stretching. 
 
 This is done with the hips firm fi'om " tTie Tcnee upward flexion,''^ 
 
 Fia. 24. 
 
 Fig. 22. 
 
 'fSfv, 
 
 BALANCING BACKWAKD. BALANCING rORWAED. tTPEIGHT BALANCING. 
 
 described in TsTo. 19, and is executed as an alternate movement (right 
 and left). 
 
 Right knee tjpward : bend ! (as in last movement). 
 
 Right knee fokwaed: steetoh! 
 
128 KINESIPATHY 
 
 At the order '■'■stretch,'''' the right knee and, simultaneonsly, the foot 
 are straightened so as to be as nearly as possible in a straight, unbroken, 
 horizontal line. The stationary leg is kept rigid, and supports the 
 trunk upright. 
 
 To do the same exercise with the other knee, the order is given 
 ^'^ right Icnee tend,'''' at which the pupil assumes the '■'■'knee upward flex- 
 ion'''' position. Then, at the words ^'■feet change,'''' he takes the funda- 
 mental position, and then proceeds to move the left leg similarly. 
 
 T. Knee laclcioard stretching (fig. 20, 5). 
 
 The hips are firm, and the movement done from the " hnee upward 
 flexion^'' and alternately with right and left leg. 
 
 Eight Ea^^EE tjpwaed : bebto ! (as before). 
 
 Eight knee backward: stretch! 
 
 At the order '■^stretch,'''' the right thigh is slowly brought into the 
 vertical position, the lower leg remaining at a right angle with it, and 
 therefore now pointing backward. The Avhole leg is then carried back, 
 and then straightened so that it forms a line of about forty-five degrees 
 with the ground. The body must not be twisted or bent. 
 
 To do the movement with the left leg, the order will be — 
 
 Knee upward : bend ! and then feet change ! 
 
 8. Knee sideways guiding (fig. 21, a). 
 
 First, " hnee upward flexion^'' is done, and then, at the order eight 
 KNEE sideways : GUIDE ! the thigh is slowly carried round to the right 
 hand, till it is as near as possible in the breast line ; the trunk remains 
 untwisted. At the command eight knee foewaed : guide ! the 
 previous position is regained. The order '■'■feet change''' will be as 
 before. 
 
 9. Knee stretching, from Tcnee sideways guide position (fig. 21 l). 
 
 As soon as the " Icnee sideways guide,'''' described in last paragraph, 
 is executed, the order is given eight knee : steetch ! on which the 
 knee is steadily and slowly straightened. To change from the right to 
 the left, the order wiU be eight knee : bend ! — foewaed : guide ! and 
 then feet change! 
 
 10. Koot rolling, dming the " hiee upicard flexion.'''' 
 
 The hips are firm, and one knee is brought into the position of 
 '■'■hnee upward lend,'''' at the order given, and then foUows — 
 
 Foot eight : roll ! on which the foot of the raised leg is moved in 
 small circles, not too slowly, on the ankle-joint as a center, in a direc- 
 tion toward the right. At the word halt ! the foot reassumes its firm 
 upward bent position. 
 
 At FOOT left : ROLL ! the motion just described is resumed, but in 
 a direction toward the left. The lower leg must be kept firm, and the 
 
FOOT AND LEG MOVEMENTS. 129 
 
 circles described in the aii* by the toes must be xmiform. "When one 
 foot has been rolled both ways, the order will be feet change ! 
 
 c. Lea]) exercises on the spot. 
 
 In these aU the parts of the body but the feet and legs are unused. 
 Their object is, first, to accustom the lower extremities to act promptly 
 and vigorously ; and, secondly, to serve as preparatory to the leap exer- 
 cises, properly so called. The upper part of the body must be kept 
 straight, upright, untwisted, and the arms stationary, with hips firm: 
 thus the whole action is thrown on the feet and legs. 
 
 1 . Close lea]) from, fandmnenta I jposition. 
 
 This must be practiced at first with the teacher counting. It con- 
 sists of three distinct, well-defined motions, performed at the order 
 CLOSE LEAP 0]sr THE SPOT: o]s^E ! TWO ! THREE ! At "(9?ie," the pupil 
 makes a prompt and rapid '■'■double hnee flexion,'''' the upper part of 
 the body being kept perfectly upright. At " ^wc," by a sudden straight- 
 ening of the knees, and a vigorous action of the feet against the ground, 
 the pupil springs into the air without separating the heels, and imme- 
 diately drops back on the toes into ^'■double hnee flexion'''' position, from 
 which he just before sprang. At " three,'''' by straightening the knees, 
 he retakes the fundamental position. 
 
 The motions should be correctly and smoothly performed, and the 
 leap need not be high. 
 
 When the exercise has been sufficiently practiced with counting, the 
 three motions should be done without intermediate pauses, yet regu- 
 larly and smoothly, and with the different parts of the movement well ' 
 distinguished, at the order '■^ close leap on the spot — leaf P'' 
 
 2. Stride leap on the spot. 
 
 This leap is also done at first with counting, at the order stpjde leap 
 ow THE SPOT : ONE ! TWO ! THEEE ! and afterAvard without counting, at 
 the order stride leap on the spot: leap! The commencing atti- 
 tude is the stride stand position. At " one,'''' the knees are slightly 
 bent, and the heels raised from the floor; at " two,'''' the pupil springs 
 into the air, at the same time throwing out the legs sideways, with 
 some vigor, and with such precision that, at the moment of alighting- 
 on the ground again, the pupil receives himself on the toes in the atti- 
 tude just before left; at '■'■three,'''' the knees are straightened, and tho 
 heels brought down into the fundamental position. 
 
 The trunk must be kept vertical throughout the movement. 
 
 6* 
 
130 
 
 KINESIPATHY. 
 
 AEM AND HAND EXERCISES. 
 
 "With a few exceptions, these exercises are to be done energetically, 
 and with tolerable rapidity. 
 
 Steetching- (in the five fundamental positions). 
 
 The stretch movements of the arms have reference principally to 
 the elbow-joint, and as a limb must be bent before it can be stretched 
 or straightened, a flexion must be the first step in a stretching movement. 
 
 1. Bi-lateral stretcMng, that is, the same stretching done with both 
 arms simultaneously. 
 
 rig. 25. 
 
 ^sXT 
 
 Aems upwaed, sideways, 
 
 Arms upward : stretch ! 
 — downward: stretch! (fig. 
 25, 5, a). 
 
 Arms sideways: stretch! 
 — downward: stretch! 
 
 Arms forward : stretch ! 
 
 — downward : STRETCH ! 
 
 ~. — .'"f-'-"^ Arms BACKWARD : steetoh! 
 — downward : steetch I 
 
 These movements are exe- 
 cuted each separately ; at first, 
 with counting "o?i6, two;'''' 
 subsequently, the pupil may 
 pass from one position to an- 
 other, thus from " upward^'''' 
 '■'■sideways,'''' or '■'■forward^'''' 
 etc. Finally, all the stretch- 
 ings may be done consecutive- 
 ly at the order — 
 
 FOEWARD, backward, AND DOWNWARD : 
 
 Time must be well kept in this movement, that all the pupils may 
 act together, and observe that the hands must be held in a straight line 
 with the arms ; in upward, forward, and backward stretching, with 
 the palms toward each other ; in sideways stretching, with the palms 
 turned downward ; in the flexion which precedes each stretching, the 
 upper arm is laid vertically down the side of the trunk, the forearm 
 then turned completely upward, so as to lie along the upper arm, and the 
 wrist so turned that the fingers, slightly crooked, touch the shoulder. 
 
 When the bi-lateral stretchings are suificiently practiced, then follow : 
 
 2. The alternate arm-str etching. 
 
ARM AND HAND EXERCISES. 
 
 131 
 
 In wliicli the arms move simultaneously, but in different directions. 
 
 The orders are— 
 
 Eight (left) aem xjpwaed : ) 
 
 steetch! — AEMS: change! 
 
 STEETCH ! AEMS : CHANGE ! 
 
 At " cJiange^'' both 
 
 , steetch! — AEMS: 
 
 Left (eight) aem sideways : 
 
 Eight (left) aem upwaed : \ 
 
 Left (eight) aem foewaed : 
 
 Eight (left) . aem upward : 
 
 Left (eight) aem backwaed : ) 
 
 And so "witli other combinations. 
 
 At "■stretch,"''' both arms are moved as ordered, 
 arms are brought into the commencing attitude, " arms ient up,^^ and 
 then each arm takes tlie position the otlier i:)reviousl7 had. This change 
 should be repeated several times. 
 
 Othee Aem and Hand Movements. 
 
 1. Abms half foewaed : bend ! — bacewaed : steetch ! 
 
 The upper arms are qiiickly raised sideways to a level with the shoul- 
 ders, and simultaneously, the forearms bent in a forward direction at 
 right angles with the upper arm; hand and fingers well stretched, palm 
 inward. At " laclcwarcl — stretch^'''' the forearm is thrown back till it 
 comes in a line with the upper arm, wiiich is to be kept immovable in 
 its position sideways, so that both arms are in one line with the body. 
 When the movement is repeated, the order is "Sent?," "s^reifcA," etc. 
 
 2. Aems foewaed : bend ! backward : steetch ! 
 
 Tliis exercise is similar to the preceding ; the forearm is, however, 
 laid along the upper 
 arm, till the thumb 
 touches the shoulder. ___ ^ 
 At " stretch,'''' the fore- *"^--s.-I-, 
 
 arm is thrown out till ami stretching. 
 
 in a line witli the upper arm (fig. 26, «, l). 
 
 3. Arms fully foeward: bend! — backward: strike! 
 
 In this the arm is bent at the elbow, as in the last, but the forearms 
 
 Fig. 27. 
 
 l',"/' 
 
 AEM STRIKING. 
 
 but preserving the horizontal position. 
 ed, the order is '■'■'bend,'''' '■'■ striJrc''' (fig. 
 
 are so brought forward that 
 the tips of the fingers, in- 
 stead of coming to the shoul- 
 dei-, meet immediately in 
 front of the chest. At 
 
 ...Sa "s^W^-e," the whole arm is 
 
 thrown back as far as the 
 
 shoulder-joints will allow, 
 
 When the movement is repeat- 
 
 27, a, 5). 
 
132 
 
 KINESIPATHY. 
 
 After each of the three last-described movements, the fundamental 
 position is taken at the word '''■positio7i.'''' For the sake of room in 
 these and in all the movements where both arms are stretched sideways, 
 the pupils must be placed either at '■'■ douile distance^'''' or in flank 
 position. 
 
 4. Aem sideways : steetch ! — eoewaed : eoll ! 
 Halt ! — backwaed eoll ! — halt ! — position ! 
 
 The rolling consists in a moderately quick circular guiding of the 
 stretched arms on the shoulders as a center. The circles must be 
 regular, and with both arms at once, and need not be large, the hands 
 reaching to the level of the crown of the head. In the '■•forward roll- 
 ing^'''' the hand commences its movement forward; in the ^'•'backward 
 rolling^'''' the hand begins to move backward. If the arms are to be 
 rolled, the one forward, the otlier backward (simultaneously), the order 
 wiU be eight aem eoewaed, left aem backwaed : eoll !— halt ! — 
 left aem foewaed, eight aem backwaed : EOLL ! etc. 
 
 5. Aems SIDEWAYS : eaise! — sink! 
 
 The arms, freely hanging at the side, are slowly and steadily raised, 
 till they are at an angle of forty-five degrees above the horizontal line 
 of the shoulders, the palm being downward. At the word "s^■?^y^," 
 both arms are steadily dropped. If this is to be done as a '■'■flying'''' 
 exercise, the order will be, aems eaise and snrK ! In this case the 
 movement is made repeatedly, and more quickly than usual. At 
 "AfflZiJ," the flying ceases with the dropping of the arms. 
 
 6. Hand turning in tJie fotir principal jpositions. 
 
 These movements are done while the arms are stretched either for- 
 ward or sideways. After the arms have been stretched forward, the 
 command is — 
 
 Hand turning: one! two! theee! foue! (fig. 28). 
 
 Fife. 28. 
 
 HAND TTTENING. 
 
 At "o?2^," the hands are turned outward, with the knuckles down; 
 at " iMO," the hands are turned inward, with the knuckles up; at 
 " three^^'' the hands are turned outward, with the knuckles outward, tho 
 
ARM AND HAND EXERCISES. 133 
 
 tliumb up, and tlie little finger down; at '■'■four,'''' the hands are turned 
 inward, with the loiuckles inward, the thumb down, and the little 
 finger up. The movements are done moderately quick, while the hand 
 is always perfectly stretched. 
 
 7. Sand cuts. 
 
 These are also hand turnings. They are done with more energy, and 
 more suddenly than the preceding, and the hand is at an angle with the 
 arm. The motion "/ow," of the preceding, is omitted, and "^/iree" 
 done in two ways. Consequently there are four positions of the hand, 
 and they answer to the four fundamental cuts of the broadsword exer- 
 cise, viz., quart, tierce, prime inward, and prime outward. These 
 terms are used as the word of command, in lieu of one, two, tliree, four. 
 After the arms have been placed in the position, '■'■ arms foncard — • 
 stretch,'" the command is, hand cuts: quart! — tierce! — prime in- 
 ward! — PRIME outward! At ^'- quart,'''' the hands are suddenly turned 
 outward till the knuckles are downward, and at the same moment the 
 whole hand is so strained inward that the medial line of the hand 
 forms an obtuse angle with the medial line of the arm. Then follows 
 " tierce,'''' knuckles upward, and at the same moment the hand is forci- 
 bly bent at the Avrist till the fingers point firmly as much outward or 
 backward as the muscles will allow. At ^'^ prime inward,'''' the striking 
 is done by a circular movement of the hand downward and inward, and 
 finishes in a strong blow from upward downAvard, after which the hand 
 is at an angle downward, with the knuckles directed outAvard. At "^^rme 
 outicard,'''' the back of the hand is at an angle backward; the circular 
 movement is done from below upward, and a strong blow downward, 
 while the hand returns into the previous position, with knuckles out- 
 ward. 
 
 These four cuts must be done with the hand-joint, while the arms are 
 as immovable as possible in their stretched position. The movement 
 can be done also while the arms are stretched sideways, or one arm for- 
 ward and the other sideways. 
 
 8. Finger -spreading and closing. 
 
 This is done from difl:erent arm stretchings, principally from " arms 
 foncard. — stretch.'''' The order is — 
 
 Fingers : spread ! — close ! 
 
 At '■'• sprread,^'' the fingers are separated, and at " close,''^ they resume 
 their former position. This movement may be done in a slow or quick 
 time. 
 
 Fingers : spread in pairs ! — close ! 
 
 The separation is made only between the third and fourth fingers. 
 
134 KINESIPATHY 
 
 TEUKE MOVEMENTS. 
 
 Thesk are all done slowly, from various commencing positions, but 
 principallj at first fi-om the fundamental and close position. 
 
 1. Forward and 'backward flexion (with stretching). 
 
 Trunk flexion must be distinguished from trunk inclination, the lat- 
 ter proceeding only from the hip-joint, the spine not bending at all. 
 
 Hips fiem ! — TETnsnK: foewaed : bend ! — steetch ! 
 
 The trunk, bending at the hips as on a hinge, is thrown forward 
 without twisting, and the head accompanies the movement so as to be 
 always in a line with the trunk. The face thus inclines a little down- 
 ward. The legs and knees firm. At '■'■stretch" the trunk returns to 
 its former position. 
 
 Hips fiem ! — TErnsx baokwaed : bend ! — steetch ! 
 
 The trunk bends as before, but backward, and the face is thus slightly 
 inclined upward. 
 
 These exercises must be practiced cautiously, and not overdone. At 
 " stretch,'''' the trunk returns to its former position. 
 
 2. Sidetoays flexion of the trunk (with stretching) ; arms hanging 
 freely down, and generally with the feet in close position. 
 
 Teutstk to tele eight (left) sideways : bend ! — steetch ! 
 
 The trunk is inclined to tlie right (left) so far as is possible, without 
 raising the opposite foot from the ground ; the head in a line with the 
 trunk; legs unyielding. The hands accommodate themselves to the 
 movement ; the one on the side of the inclination by sliding down the 
 high to the knee, the other by sliding up the thigh to the hip. The 
 upper part of the body must not be twisted. 
 
 3. Trunk twisting. 
 
 This consists in twisting the upper part of the body round its longitu- 
 dinal axis. The hips are fixed, and the feet placed in the close position. 
 
 Tetjtstk to the eight : twist ! — foewaed twist ! 
 
 At the first order the body is twisted steadily and gradually to the 
 right so far that the line of the shoulders forms a right angle with the 
 front line, and consequently the fourth part of a circle is described by 
 each. The head follows the twisting, preserving its original position 
 with regard to the trunk ; after a short pause, at the second order, the 
 trunk is steadily brought into the previous position. 
 
 Then, teuste to the left : twist ! — ^foewaed twist ! 
 
 The movement is suuilarly executed to the left. At a later part of 
 the exercise, the trunk turnings both ways may be ordered at once, 
 thus, TEtrNK TO the eight AT<rD LEFT : twist ! on which the pupil 
 
INSTANCES OF COMPOUND MOVEMENTS, ETC. 135 
 
 moves the trunk first to the right side and then to the left, pausing suf- 
 ficiently long between the motions for a full expiration and inspiration ; 
 such a pause must be observed between each movement. 
 
 INSTANCES OF COMPOUND MOVEMENTS, ETC. 
 
 The movements of the limbs in thus far are to be considered as ele- 
 mentary movements, which can be combined and varied in many dif- 
 ferent ways, so that one and the same movement can be done from dif- 
 ferent commencing positions. Each movement of the limbs produces a 
 certain eifect on the body, w'luch is essentially different if made from 
 another commencing position. Here follow some instances of combina- 
 tions which are frequently used. It is to be understood that these and 
 similar combinations of movements are not to be practiced before the 
 respective single positions and movements can be correctly executed. 
 
 Fig. 20. 
 
 HEAD MOVEMENTS, 
 
 Fig. 31. 
 
 AND TKTJNK MOVE- 
 JEENT. 
 
 1. From head-turn position — 
 the head iending and stretching. 
 Head to the left: turn! 
 Head forward : bend ! — 
 (fig. 29). 
 
 BACKWARD : BEND ! 
 
 (fig. 30). 
 
 TO THE RIGHT : TURU 
 
 2. From, trunh-twist- 
 position — trunTc flexion 
 and stretching. 
 
 TrTJNK to THE RIGHT : 
 
 TWIST ! — then : 
 
 Trunk FORWARD : bexStd! 
 — stretch! (fig. 31). 
 
 Trunk backward: bend ! 
 — stretch! (fig. 32). 
 
 Trunk to the left: 
 twist! etc. 
 
 3. From the stretch po- 
 sition (i. e., at the order 
 
 ARMS UPWARD : STRETCH ! 
 
 a. Baising and sinl'ing 
 of the heels, . 
 
 Fig. 80. 
 
 PACKWAED TliUNK MOVE 
 MENT. 
 
136 
 
 KINESIPATHY. 
 
 h. Douhle hue flexion (fig. 18, «). 
 
 c. Trunlc flexion forward and 'backward. 
 
 Fior. 33. 
 
 LIMB SXr.ETCHING. 
 
 The same three movements as in No. 
 to the left. 
 
 Y. From yard 'position (i. e., after arms sideways : 
 
 6TEETCH !). 
 
 Left leg sideways : raise ! and trunk right side- 
 ways: bend! — stretch! 
 
 Eight leg sideways : raise ! and trunk left 
 sideways: bend! — stretch !— position ! (fig. 33). 
 
 8. From ?ialf-stretcli-close-position (i. e., after right 
 arm upavard : stretch ! and feet close !). 
 
 Trunk left sideways : bend ! — stretch ! — arms 
 change! etc. (fig. 34). 
 
 9. From stretch position, or from yard position, or 
 witli hips firm. 
 
 Eight knee UPWARD : bend! — backward: stretch! 
 — wheels : raise! — sink! 
 
 IvNEE upward : bend ! — FEET : change ! etc. 
 
 10. From Tialf-stretcTi- close-pace -position (i. e., 
 (tfter tJie right (left) arm is upward stretc?ied, tTie feet 
 (slosed, and then the left {right) foot placed for- 
 ward). 
 
 4. From stretch-stride^ 
 position (i. e., after arms 
 upward : stretch ! and 
 
 FEET sideways : PLACE ! 
 
 5. From stretch -paee- 
 position (i. e., at arms up- 
 ward : STRETCH ! and eight 
 (or left) foot forward: 
 place !). 
 
 Tlie same three move- 
 ments as in No. 3, witli tlie 
 cliange of feet whicli follow 
 each other (right and left). 
 
 6. Fro7ii stretch-closc- 
 jjace-positiGu (i. e., after 
 feet close ! and arms 
 UPWARD : stretch ! and 
 
 EIGHT OR left FOOT FOE- 
 
 avaed: place!). 
 with change from the riglit 
 
 Fig 34. 
 
 TEUNK SJDEWAVH 
 
TRUNK FACINGS. 
 
 137 
 
 Teunk to the eight (left) sideways : Fig. 85. 
 
 bend! — steetoh! (fig. 35). 
 Aems and feet : change ! 
 Teitnk to the left (bight) sideways: 
 
 BEND ! — steetoh ! — POSITION ! 
 
 11. Arm striking tacTcward during 
 march movement (after the section is placed 
 to the left in flank position). 
 
 Aems fijlly foewaed: bend! — with 
 baokwaed aem steiking in slow pace: 
 
 MAEOH ! 
 
 The pupils begin marching with the left 
 foot forward, and at the same time they 
 make the first backward striking with the 
 arms ; as they place the right foot forward 
 they make the fully forward flexion of the 
 arms, and in this way five to six paces 
 are taken ; then the order is, halt I — 
 
 FACE ABOUT ! — EIGHT FOOT FOEWAED : 
 MAECH ! 
 
 The double or alternative arm stretchings are combined with the 
 marching exercise in a similar way. 
 
 TBTINK SIDBWATS. 
 
 TEUNK FACINGS. 
 
 To the exercises on the spot, besides the single limb exercises, which 
 have been already described, belong also the turnings of the whole 
 body, that is, those movements by which the body turns upon its longi- 
 tudinal axis so as to change its front direction. The execution order 
 for this purpose is eight face! — left face! — half-eight face! — 
 
 HALF-LEFT FACE ! FACE ABOUT ! 
 
 If these movements are practiced one after the other, they are first 
 announced by the advertising order, facings. The execution order is 
 divided in such a way that the emphasis falls on the word "/ace;" 
 before the order "/ace aiout,''^ the advertising order, whole section ! 
 is always used, even if there is but one person making the movement. 
 
 In the fourth and eighth facings, when practiced occasionally be- 
 tween other exercises, we use, as an advertising order, the word 
 SECTION ! This is similar to the military exercises, and the facings are 
 
138 KINESIPATIIY 
 
 executed in a military way, witla the diiference tliat t\iQ facing about in 
 tlie gymnastic exercises is not always done exclusively to one side, but to 
 both in turn. When these exercises are done independently of others, 
 the facings are made at the following orders : FAOnsfos ! eight face ! 
 
 LEFT FACE ! HALF-EIGHT FACE ! HALF-LEFT FACE ! WHOLE SECTION : (lEFT) 
 
 FACE ABOUT ! WHOLE SECTION : (eight) FACE ABOUT ! If the direction 
 is not particularly designated in the '•'"face about,'''' it is to be done to 
 the left. 
 
 Each gymnastic facing consists in the body being turned to the right 
 on the heel of the right foot, or to the left on the heel of the left foot ; 
 the change in the front, Avhich is named in the command, is to be quickly 
 executed, with the body kept perfectly upright. After each facing the 
 feet must stand at a right angle toward each other. 
 
 MOVEMENTS FROM THE SPOT WITHOUT MUTUAL 
 SUPPOET. 
 
 These exercises are classified into WalMng, Running, Leaping, Walk- 
 and-Eun, and Marching Movements. 
 
 The Free Wallc exercises are practiced in three diiferent ways : 
 
 1. Walhing in the usual time; that is, at the ordinary or natural 
 
 2. Walhing in slow time ; that is, about half as fast as usual. 
 
 3. Walking in quicJc time; that is, stepping more rapidly than usual, 
 as though in a hurry, yet not wishing to run. 
 
 Marchings are practiced at a slow pace of 80 per minute, and a quich 
 pace of 108 per minute ; also in single file, in straight lines, and with 
 sharp turnings ; and with evolutions by dividing the class into divisions, 
 subdivisions, sections, etc. 
 
 Run- Exercises consist principally of the short run and the quiclc run. 
 In the first, the object is not to develop the velocity of the feet, but to 
 instruct the pupU to run in general with accuracy and steadiness, to 
 preserve a good posture, to increase the elasticity of the foot and knee- 
 joints, and to move during the running in definite directions. The 
 short run is done only in short steps, and the step is made with the 
 anterior part of the foot ; only the upper part of the body is inclined 
 a little forward, the forearms slightly raised, and kept loosely near the 
 hips. The usual speed is about 150 paces per minute. At the order 
 quickee ! the number of steps is increased per minute, more or less. 
 
AIOVEMENTS FROM THE SPOT, ETC. 139 
 
 The short run is also ordei*ed as a run during a definite time, without 
 stopping. Caution should be used in not having too much running on 
 the same day. At the beginning, periods of about five minutes are 
 enough, and as the pupil gets accustomed to the exercise, a few min- 
 utes more may be added. During the run in a definite time, it is not 
 only allowable, but advisable, to fix the hips. In confined exercising- 
 places, the time of the run must be diminished, because the repeated 
 turnings rendered necessary are very fatiguing. 
 
 The quielc run can not be practiced except in open places. It differs 
 from the sliort run by the greater speed, which is eftected by paces at 
 once larger and quicker, by a greater inclination of the upper part of 
 the body, and a freer motion of the arms. The exercises are to be 
 done in such a way that a certain distance must be run through in a 
 short and defined time ; or it may be done as a race between two or 
 several individuals. The distance should be at first about 50 paces, and 
 be gradually increased to 200 paces. 
 
 "With regard to the direction of the running and other conditions, 
 the run exercises (in short run) are to be done in the following order : 
 
 a. In straight lines, combined with single turnings, etc. 
 
 1. In rows or files; that is, one behind another. 
 
 2. In rank, with loose touch. 
 
 h. In a circle, one after another. If " turn round'''' is ordered, the 
 turning is done toward the interior of the circle. 
 c. In serpentine lines. 
 
 1. The pupils are placed in distance, and run in a winding direction 
 each round the rest. 
 
 2. The pupils are led by the teacher, or by one chosen for this pur- 
 pose, and run simultaneously, following exactly the more or less sharp 
 turnings of the leader. 
 
 The order for the short run is, in shoet etost: maech! and each 
 turning and evolution is to be done at the word of command. In the 
 circular and serpentine run, the order in ciecle ! in seepentine line ! 
 must precede the usual order. 
 
 Leap-Exeecises. — Besides a repetition of the leap movements on the 
 spot, heretofore described, the following preparatory movements are to 
 precede the special leap-exercises ; and they are to be executed hj the 
 appropriate word of command. 
 
 1. Close-leap on the spot: leap! 
 
 The form of execution is similar to that already described, only that 
 the upper part of the body is a little inclined forward in the first 
 motion, and the body is moved forward by a bound about an ordinary 
 
HO KINESIPATHY. 
 
 pace. This is a sufficient distance, as the object in. these exercises is to 
 make the different motions with accuracy, and not to leap great dis- 
 tances. 
 
 2. Steide-leap feom the spot: leap! 
 
 The execution is similar to that already mentioned, with the differ- 
 ence that the pupils leap fairly away from the spot. 
 
 3. Latekal-leap to the eight (left): leap! 
 
 This leap is a stride-leap to one side, and consists in the right (left) 
 leg being in a stride position sideways, while the left (right) foot carries 
 the body with an energetic spring to the right (left). In the second 
 motion the right (left) leg, which was in the stride position, is placed 
 on the ground, while in the third motion the left (right) leg is brought 
 quickly to the right (left) leg. This leap is repeated several times to 
 the right at the order " leap,'''' and then repeatedly to the left. 
 
 4. Paoe-leap feom the spot : leap ! 
 
 In this leap the first rdotion consists of a quick forward flinging of 
 one leg, while the body springs into the air by the action of the other 
 foot and leg, and the second motion, which of course is not separated 
 from the first by a special pause, consists of the simultaneous setting 
 down of both feet while the knee flexion is made ; the third motion is 
 the stretching of the feet and knee joints, by which the raising of the 
 body into the fundamental position is eflected. 
 
 These four leap-exercises are done with hips fixed, in order to pre- 
 vent the twisting of the body, which would be caused by the arms 
 swinging loosely. Here, as in all leaps, it is strictly to be observed that 
 the down-leap (that is, the setting down of the feet after the leap) should 
 be done with the anterior part of the foot, the ball and toes, and never 
 with the heels. 
 
 The leap with a run in combination with the stride and pace leap is 
 practiced at the word — 
 
 (1.) Steide-leap feom the spot, with theee paces eun, a.^t> 
 EIGHT (left) foot foeemost : leap! 
 
 At the word oke ! the foot named is placed briskly in front, and the 
 upper part of the body inclined forward. At the word two ! the other 
 foot is brought in front one pace, while the upper part of the body is 
 stiU. more inclined forward. At theee ! the first foot is again advanced, 
 and the pupil at the same moment springs from the ground ; at the 
 next moment he alights on both feet, and then, without further count- 
 ing, the '■'■ stride-leap from the spoV^ is done, and constitutes the fourth 
 motion. 
 
 (2.) Pace-leap, with theee pages etjn, and eight (left) foot 
 foeemost: leap! 
 
MOVEMENTS FEOM THE SPOT, ETC. 141 
 
 At the words oste ! and two ! the motions are performed as in the 
 previous exercises ; at theee ! anotlaer step is taken, and at eoxje ! 
 which need not be counted, follows the pace-leap as described above. 
 
 When the preparatory exercises are sufficiently practiced, then fol- 
 lows the exercise of the leap to a greater distance. 
 
 First, three paces run, and then with a much farther and freer run. 
 The special leaps in the height or in tlie depth (upward and downward), 
 belonging to the free exercises, are described in another place. In the 
 exercise of long leaps it is not sufficient to learn to leap great distances — 
 this can be done without any systematized instruction ; but in the practice 
 of gymnastics the objects in view are correctness and precision, which 
 are very difficult to acquire alone, as we are not aware of the faults we 
 ourselves commit. At the commencement, the distance must not be 
 farther than can be leaped over with a moderate effort, and then grad- 
 ually the leap distances are to be increased. In general, we may begin 
 with the length of the body, and this leap distance is gradually to be 
 augmented a foot length at a time. When the distance is equal to the 
 double length of the body, it is enough for any purpose ; a longer dis- 
 tance might do harm. 
 
 The execution of the long-leap is similar to the pace-leap ; there is 
 no special order for it, and it is done by the pupils in turn. The teacher 
 must not only correct faults, but also observe that the down-leap is 
 done simultaneously with both feet, closed heels, and great elasticity. 
 Further, that the indicated leap distance should be exactly cleared ; this 
 is not merely a formality, but has a practical value. It is often neces- 
 sary to leap over a gap, of which the edge on the other side is but nar- 
 row. The exercises for long-leaps may be varied by the leap being 
 done not only by a single individual, but by two or more at the same 
 time. 
 
 Walk-and-Eun Exercises in Definite Space and Time. — The 
 following may be considered as transition exercises to the sesthetio 
 gymnastics. They not only develop the limbs and body, and give sup- 
 pleness and grace, but they serve also more than the exercises in A and 
 B to develop the sense of space, time, and order. These exercises are 
 done more or less at word of command, but in a less sharp, formal, and 
 detailed manner ; they have some resemblance in their execution to 
 the contre-dance and quadrille, etc. When these run-and-walk exer- 
 cises are done in such a way that the pupils take hold of one another's 
 hands, which is done at the command hands geasp! they form the 
 chain-walk or chain-run. Frequently the grasping of the hands is done 
 by the pupils in pairs only. 
 
142 KINESIPATHY. 
 
 In several of the following exercises a series of movements once per- 
 formed is immediately continued, and repeats itself; such a comhina- 
 tion of movements, forming a complete whole, is called a " toury It 
 must he observed that the exercises given in the following paragraphs 
 are only instances of similar movements. 
 
 "Walk, oe shoet Einsr, with ehythm, marked by a heaA'y pace, or 
 by clapping the hands, or both. 
 
 This exercise is to be done in walk or in short rim, the pupils keep- 
 ing step. If done in walk, the gait must be easy, elastic, and graceful ; 
 in the short run the unaccented steps must be as light as possible. The 
 teacher must first indicate which step is to be marked by a strong 
 tread, say the third or fourth. The advertising order will be walk (or 
 
 SHOET EUn) with EHTTHMICAL HEAVT STEP THIED (fOUETH) PACE 
 
 iiAEKED BY HEAVY TEEAD (oLAPPiNa HANDs), and then the command 
 
 is, SECTION : MAEOH ! Or, IN SHOET EUN : MAEOH ! 
 
 If the heavy step is to be marked by clapping the hands, these can 
 be brought together on the side on which the foot makes the heavy step ; 
 the upper part of the body may also make an easy flexion to this side. 
 
 The exercise is done in rank or file. 
 
 The hop eun. It consists in one foot only advancing, while the 
 other is always drawn up to the first tiU it touches, with the middle of 
 its inner edge, the heel of the first. Both feet tread only with the ball 
 and toes, and with as much elasticity as possible. The paces must not 
 be too large, and not quicker than in the usual short run. It is exe- 
 cuted in the chain or otherwise. The direction of this run is given in 
 the order — 
 
 1. Hop eun foewaed, with eight (left) foot fiest: maech! 
 
 The direction of the run is forward at a right angle to the front line. 
 The shoulders are not twisted. 
 
 2. Hop ettn backwaed, with eight (left) foot fiest : maeoh ! 
 The execution is similar to the preceding, but backward. 
 
 3. Hop etjn to the eight (left) sideways: maeoh! 
 
 The movement is done sideways in the prolongation of the front lino; 
 the shoulders are kept in the same direction. 
 
 4. Hop eun to the half-eight (half-left) foewaed : maeoh ! 
 The direction of the run is at half a right angle to the front line. 
 6. Hop etjn to the half-eight (half left) backwaed : maeoh ! 
 Similar to the preceding, but backward. 
 
 (3. Combinations. 
 
 The hop run, even in an open place, must not last too long, and 
 should continue only for a few paces in the same direction ; for instance, 
 ten or twelve. When it is sufiiciently practiced in each of the direc- 
 
MOVEMENTS FROM THE SPOT, ETC. 143 
 
 tions, a combination of the wliole is performed in the opposite directions. 
 The teacher announces the combination and the number of the hop 
 steps to be made, and then follows the execution order, hop utts: 
 march! As soon as the last step is done in one dii'ection, the advanc- 
 ing foot is placed firmly on the ground, and the other, which now 
 becomes the advancing foot, continues the mi wement in the new du'ec- 
 tion, etc. In the combination of the half-right and the half-left, the 
 run forms a zig-zag line, the branches of which are more or less long, 
 according to the number of paces taken in each direction. This change 
 of the direction, which is at the same time a change of the step, can be 
 ordered for the second pace ; but it is best at first to make the paces as 
 many as from eight to ten. 
 
 The chain passage is an exercise which is done in the short run or in 
 the hop run. 
 
 The pupils are divided mto two sections (A and B), which are placed 
 at a convenient distance (about twenty paces), face to face, in a chain, 
 and the usual distance between the pupils of each chain. At the order, 
 CHAiisr PASSAGE : MAECH ! the sections advance in a graceful walk, keep- 
 ing time and pace till they are close to each other. At this moment 
 the section A raise their arms, and those in B loose themselves from 
 each other, pass under the arms of A, and immediately form the chain 
 again; each section then proceeds onward till it arrives at the spot 
 from which the other section set out ; here they face about, walk for- 
 ward as before, and once more the B section passes under the arms of 
 section A ; the walk is continued till all are standing in the original 
 positions, when they stop and face about. In the passage under the 
 arms, the pupils pass one another, each to his right hand. Two of 
 such passages form a tour of the '■^ chain passage.'''' This exercise can 
 be also combined with other movements which precede it, in the fol- 
 lowing manner : 
 
 1. Both sections approach, then face about, and return to the first 
 position, and face about again, and 
 
 2. Immediately approach once more, and on meeting, each pupil 
 claps hands with his opposite, then face about ai .d return, and then 
 immediately 
 
 3. Approach third time, and pass through, repeating once more the 
 process just described. 
 
 All the movements of the third periods, executed in this way, so as 
 to form a whole, constitute a tour. 
 
 Another variation can be made by the execution of the movements 
 of the first period in the hop run, of the second in the short run, and of 
 the third in the usual walk. 
 
144 KINESIPATHY 
 
 If there are too many pupils to be conveniently divided into two sec- 
 tions, tliey can be divided into four (A, B, «, b), and placed in such a 
 manner as to form four sides of a square, so arranging that the sections 
 a and b begin to approach each other as soon as A and B, after meet- 
 ing, face about to return. 
 
 In the satellite rtin^ all the pupUs are placed in one rank, and are 
 told off ia ones and twos ; they face to the right at the word of com- 
 mand, and are led, at an even step, so as to walk in the circumference 
 of a circle, in the center of which the leader places himself. At the 
 ■words SATELLITE eun: maeoh! the ones continue to walk in the circum- 
 ference as before, in quick steps, while each of the twos, setting off at a 
 quick, short run, goes round to his No. one, who advances aU the while. 
 Each tico forms a circle like the moon round the earth. At the words 
 IN FACE ! which should be given in a drawling way, so that the voice 
 dwells on them, the twos cease to run, and take up the pace of the ojies, 
 Fig. 36. and then fall in with them in the 
 
 A B C I> circle. A fterward the run is done 
 
 J,t,„,'„ ' ' -/-'--- by the ones around the tioos. 
 
 <^.,...'« ^ .Y-----T--— -r'' : "• That these exercises may be 
 
 /^^""'V\ •"">. • : done with accuracy, the whole 
 
 .' ^ \ Q ■ • 
 
 / ; \ \ ' : \ : ,•' section should not contain more 
 
 ; ; ; IT than from ten to twenty pupils ; 
 \ 6 '' O '' rt ' A "' ^ there are more, they must be 
 '•.; /' . .' ; / . '■ divided into two or three sections. 
 ; ; '; '. i The circle must be described of 
 /J''\ '"v ■"•, ' ,' such a size that there is sufficient 
 / Y \ Y \, Y '■ Y / interval for the satellites to move 
 ; ; ";'' ] "^ freely; for instance, three to six 
 '» k ''"ci"'' (\'-^X'' paces between the ones ; and the 
 \ ; / ; .■ ; ■' Y ', ones must take care to preserve 
 M^ f--- :' ; '. the same distance from each 
 /' ; \ • '•, ' ', ' ; other. "When the whole exercise 
 / • \ ? '■■ Y '\ ^ /' ^^ "^o^® correctly, each JSTo. ttco 
 ; ; • - ^ - - • - -t- - - - - |- -yp-m i,Q at any rdoment on a sim- 
 ; /' ; 'y] '/^\ ilar point of the satellite's orbit. 
 ■\ V.'' ^ / Y '' ^^ \ '^^^ ''"^'^'^ ^''^'^ must not last too 
 long, so as to fatigue the satellites. 
 This exercise has different varia- 
 tions; for instance the satellites 
 may move in the same or in the 
 opposite direction to their prin- 
 cipals, or the principals may move in the marked step, etc. 
 
 ..-0._ — ^ !,■•--- + , 
 
 tnd l^ :^ 
 
 ■. <i\ 
 
 c 
 
 J 
 
 wbavee's ettn. 
 
 
 
MOVEMENTS FROM THE SPOT, ETC. 
 
 145 
 
 The weaver's run (fig. 36) is done by two sections, the ones (fig. A, 
 B, 0, D) stand in a chain with distance in front, the twos (a, i, c) stand 
 in a row one after the other, sideways with regard to the ones, and a 
 few paces in advance. At the word weaver's kun : march ! the ones 
 walk abreast in chain walk straight forward at quick step, the twos 
 at the same moment begin the short run in a transversal direction, 
 passing the front of the ones, when the last two (that is c) comes in 
 front of the interval between A and B, and the other twos in front of 
 the other intervals, they turn sharply and pass between A, B, 0, D, the 
 ones breaking the chain for a moment ; as soon as they have passed the 
 intervals, they turn behind A, B, 0, D, and run round D, so as to come 
 once more in front of A, B, 0, D ; they then pass through the same 
 intervals, and then turning sharply, pass round A, and come once more 
 in front. When this has been done five to ten times (according to the 
 space at disposal), the sections change in the movements. To do this 
 exercise with one section, there must not be less than seven persons, 
 and not more than from twenty to twenty-four, and they must be 
 divided in such a way that those who advance straight on should con- 
 sist of one more than the others, that there may be an interval for each 
 two. That the Fig.sr. 
 
 interval passage 
 may be done uni- 
 formly, the ones 
 must for several 
 seconds mark 
 time* with the 
 feet, whUe the 
 others run round 
 and come in front. 
 
 The wheel run 
 or wheel walk 
 (fig. 37) is exe- 
 cuted by sections 
 
 of eight or twelve "■^-~._ ^---' 
 
 individuals. If -wheel run. 
 
 there are eight, they are divided into pairs ; if twelve, they are divided 
 into threes. We will describe here the movement as done by four 
 pairs. As soon as the pupils are placed in line, and told off in ones and 
 twos, the exercise proceeds according to the followmg orders : 
 
 1. Twos: DOUBLE FILES ! 
 
 * This signifies that the feet are moyed as if walking, but no advance is made. 
 
 r 
 
146 
 
 KINESIPATHY. 
 
 2. Section : to the eight face ! haxds geasp ! (in pairs), 
 
 3. Wheel walk : maech ! 
 
 The pairs advance, keeping time and step, and moving gracefully and 
 easily, six paces forward ; then the first pair faces to the half-left, and 
 proceeds again six paces (the other pairs stiU following), then faces on 
 the spot to the left about in a full circle, and the other pairs, on arriving 
 at the turning point, also face to the left. Meanwhile the first pair 
 having done the second six paces, again face to the left and move in the 
 circumference of a circle, and each pair, on arriving at the same point, 
 turn and describe the same course, so that a line drawn from the first 
 pair to the third, or from the second to the fourth, Avill be a diameter 
 of the circle, and then . the inner one of the first and third pair, and 
 the second and fourth pair, take each other's hands across. When the 
 the wheel is formed, the order is — 
 
 4. Shoet eitn : maech ! 
 
 On which the sliort run commences. After several runs in the same 
 
 direction, the i-un is done 
 in the opposite direction, 
 for which purpose the 
 order is — 
 
 5. Section: FACE about! 
 or, IN PAiES: FACE about! 
 
 In the first case, all let 
 go their hold, and each 
 pupil turns independently 
 of the rest ; the hands are 
 again grasped, and the run 
 continued. In the second 
 case, only the crossed 
 hands let go, each pair face 
 about as a pair, and the 
 hands are again grasped, 
 and so on. 
 
 When the exercise is to 
 be closed, the order is given 
 drawlingly — 
 
 6. Pace! 
 And as soon as all are 
 
 in an even pace, fol- 
 lows: 
 
 ^ ^ j5 « 7. FlEST PAIE STEAIGHT 
 
 OMAIN DOUBLE TITBN. FOEWAED ! 
 
MOVEMENTS FROM THE SPOT, ETC. 
 
 147 
 
 The crossed hands release themselves, and the first pair advances 
 straight forward in a direction which leads to the original formation, 
 the other pairs follow, and then the whole section halts in front. 
 
 It is advisable to execute the whole towr of the wheel run several 
 times at the walking pace only, before we try the short run. 
 
 The chain double turn (fig. 38). The number of pupUs must be 
 fi'om eight to ten. They are subdivided into two sections of four (or 
 five), which are placed opposite each other, and facing each other, 
 about twenty paces apart, each section forming a chain (fig 88, A — D, 
 and a — d). From this formation the tour of the double turn is done ia 
 the following manner : 
 
 (1.) Both sections approach in chain wallc: at the moment of meeting — 
 
 (2.) Hop run to the right sideways : till the left-wing men D and d 
 clasp their left hands ; then, without interrupting the movement — 
 
 (3.) To the leftface^ in the, short run, one and a half circle, and then — 
 
 (4.) Immediately D and d again let go their hands, and the sections, 
 turning their backs to each other, move to the left in the hop run, and, 
 finally — 
 
 (5.) Straight forward in chain, the whole returning to their original 
 place of formation. 
 
 This exercise can also be done very well in such a way that two 
 pairs stand opposite each other as one group, and then several groups 
 in the same front at a sufficient distance. Then aU the groups simul- 
 taneously make the movement just described for eight individuals 
 
 (fig. 39). 
 
 Eig. 89. 
 
 V^l 
 
 ('<j,_^5_:H^ 
 
 -At^ 
 
 .t 
 
 FOEWAED IJS CHAINS. 
 
148 KINESIPATHY. 
 
 EXERCISES WITH SUPPOET (OE ASSISTANCE). 
 
 It has already been mentioned that the support which we want in 
 the free exercises is a living one, and given mutually by the pupils, and 
 that the word '■'■ supporf inadequately expresses the nature of the 
 action, inasmuch as its aim is not only to assist or fix a limb, but the 
 so-called supporter must, by an appropriate placing of the hands on the 
 limbs of the other pupils, not only fix and steady them, but also fre- 
 quently oppose a certain amount of resistance to the action of the 
 other, or produce actively a movement in another person, while this 
 latter resists ; or it may be required to produce, by the application of 
 a living support, those movements which, in Ling's system, are called 
 combined active movements. 
 
 With regard to combined movements, in which one resists while the 
 other makes the movement, it may be mentioned, that to prescribe and 
 exactly apply them requires a perfect knowledge of Ling's system, and 
 the necessary accessory sciences. By their abuse or their false applica- 
 tion, or a bad execution, great damage may be done to the pupil, while 
 they are of the greatest use and importance under skillful direction. 
 
 Only a few of the most simple combined movements, and such as 
 are easily understood, will be given here ; they will serve as instances 
 of the exercises meant, and show that Ling's free exercises form a com- 
 plete series, having no gap or deficiency. 
 
 With regard to the movements with support, we must remark, in 
 general, that their usefulness consists principally in the following par- 
 ticulars : 
 
 1. They allow the specific application of actions, either for the sake 
 of increasing the strength in general, or in case of a definite indication, 
 as, for instance, of weakness in a particular part. 
 
 2. They develop and improve the sense for definite and exact move- 
 ment. 
 
 3. They effect a further development of the sense of equilibrium. 
 
 4. By giving a nice perception of movement in our own limbs, they 
 give the same nicety with regard to the movement of the limbs of 
 others, and to the power exerted by them. 
 
 5. By the various multiform placing of the hands, fixings, etc., which 
 must be done in a quick, prompt, clever way, we habituate the pupil 
 to sharp and ready action, and give him the aptitude to afford prompt 
 and ready assistance to others in the \acissitud6s of life. 
 
 6. We learn by these exercises to apply our strength and direct our 
 movements, in concert with others, for one and the same purpose. 
 
EXERCISES WITH SUPPORT. 149 
 
 The support given during the free exercises by a single individual 
 wiU be called '■'■single support,'''' to distinguish it from that given by 
 two or more persons. 
 
 For the exercises with a single support, the pupils are told off in onei 
 and ticos^ and then the order is — 
 
 1. Twos DOUBLE file! The twos take one pace backward with the 
 left foot, and then one pace to the right with the right foot, i. e., 
 behind JSTo. 1, and then bring tbe left foot up to it. In this way the 
 ones and twos stand behind each other, forming two deep. Or it is 
 ordered — 
 
 2. Twos: OPENINGS cover! on which the twos step one pace back, 
 and stand behind the interval between the ones. If the full front is to 
 be re-established from one of these two positions, the order is — 
 
 Twos FEONT BANK : MARCH ! ou which the tioos take up their posi- 
 tion between the ones. 
 
 The formation for the exercises with the double and manifold support 
 is done in a similar way. 
 
 As to the hand-placings which are to be used during the exercises^ 
 with support, we mention only the most simple and frequent, observing 
 that when a hand is said to be placed on a joint, it is in reality placed 
 in the immediate neighborhood only, so as not to intei-fere with the free 
 movements of the joint. The hold must be free and easy, without fet- 
 tering the joint. 
 
 a. Placing the Jicmcl to the head. The place where the hands are 
 put on the head is the circle above the eyebrows, and the upper edges 
 of the ears. 
 
 1. The head forward supported! The hands are placed trans- 
 versely toward the forehead. 
 
 2. The head backward supported! The hands transversely on 
 the back part of the head. 
 
 3. The head to the right (left) supported! The hands are 
 placed transversely on the respective side of the cranium. 
 
 4. The neok supported ! The hand, with the tips of the fingers 
 upward, and the Augers on the back part of the head : the palm of the 
 hand on the neck, and the forearm along the spine. 
 
 5. Placing of the hands on the trunlc. 
 
 (a) Hand-placings on the upper part of the trunTc. 
 
 1. The shoulder forward supported! The hand, with the fingers 
 upward, is placed on the anterior or chest side of the shoulder. 
 
 2. The shoulder backward supported ! The hand, with the fin- 
 gers upward, placed on the posterior or back part of the shoulder. 
 
 3. The shoulder upward assisted! The hand placed on the 
 
150 
 
 KINESIPATHY. 
 
 shoulder from above, witti the thumb separated from the other fingers, 
 and placed either before or behind. 
 
 4. The shoxtldee below supported ! The hand placed from below 
 in the armpit, the thumb separated from the other fingers, and placed 
 either before or behind. 
 
 5. The shouldee outward supported! The hand placed on the 
 external side of the shoulder on the upper arm, with the thumb either 
 before or behind. 
 
 6. The eight (left) shoulder-blade supported ! The extended flat 
 hand placed on the designated shoulder-blade, with the fingers upward. 
 
 7. Support between the shouldee-blades ! The extended flat hand, 
 with the fingers upward, is placed between the shoulder-blades on the 
 spine. 
 
 {[3) Placing of the Jiands on the lower part of the trunK 
 
 1. Abdomebt suppoeted! The hands placed transversely on the 
 region of the navel. 
 
 2. The hips eight (left) supported! The hand placed trans- 
 versely on the respective hip-bone and on its upper edge. 
 
 3. The chine supported ! The hands placed transversely on the 
 chine-bone and lowest lumbar vertebrae. 
 
 Placing of the hands on tlie upper lirabs. 
 c. Supports on the arms. 
 
 1. The elbow back- 
 ward (forward) sup- 
 ported ! The hand 
 encircles, with the 
 thumb before or be- 
 hind, the lower part of 
 tlie upper arm, the lit- 
 tle finger being near the 
 joint iteelf (fig. 40). 
 
 2. The elbow in- 
 ward supported! The 
 hand encircles the lower 
 part of the upper arm 
 in front, the thumb 
 being next the joint. 
 
 3. Hand- JOINT sup- 
 ported ! The hand 
 
 "- encircles the forearm 
 near the hand-joint, so 
 that the thumb and forefinger are next the joint (fig. 41). 
 
 Fig. 40. 
 
 Rg. 41. 
 
 ELBOW EXERCISE. 
 
EXEECISES WITH SUPPORT. 
 
 151 
 
 4. The hand-joint inwaed suppoeted ! so that the little finger is 
 
 next the hand-joint (fig. 42). 
 
 5. The hand-joint upwaed suppoeted ! The 
 hand of the support passes from behind, under 
 the half-forward bent arms of the pupil, and then, 
 by an upwai-d side movement, takes hold from 
 above of the forearms, so that the thumb and 
 forefinger are on the hand-joint, the rest of the 
 fingers on the forearms (fig. 43). 
 
 d. Sufforts on the Jiand. 
 
 1. Hands suppoeted! (also, hands geasped!) 
 The two pupils grasp each other's hands in 
 
 such a manner that one flat hand lies in the 
 other flat hand, the thumb of each behind the 
 knuckles of the other's hand, and the rest of the 
 fingers encircling it. 
 
 2. Hand inwaed suppoeted ! 
 The supporter places his flat hand with the 
 
 back part toward the inner surface of the for- 
 ward-stretched hand of the other pupil (fig. 44) 
 
 3. Hands outwaed : suppoeted ! 
 
 Fig. 48. 
 
 Fig. 42. 
 
 Fig. 44 
 
 The supporter places his hands with their inner surfaces on the back 
 of the other's hands. 
 
 4. Fingees suppoeted! 
 
 Each pupil applies his fingers by their palm surfaces to those of the 
 other, either straight or crooked, so as to hook together. 
 
152 
 
 KINESIPATHY. 
 
 Placing of the hands on the lower limhs. 
 c. Hand support for the Tcnee. 
 
 1. Knees fiem! 
 
 The pupil takes hold of his own knees, immediately above the knee- 
 pan, with the thumb and fingers on opposite sides, and the arms 
 stemmed on the knee. 
 
 2. Knees fixed with the back of the hand! 
 
 The pupil places the back of the hand on his knees, immediately 
 j'ig^S, above the knee-pan. The inner 
 
 part of each hand being bent a lit- 
 tle hollow (fig. 45). 
 
 3. Knees inward (otjtwaed, 
 UPWAED, downward) sitppoeted ! 
 The pupil places his hand on the 
 designated side of the knee ; at the 
 order e^tees down: support! the 
 hand is so far placed under the 
 raised thigh that the fingers encir- 
 cle the inner side of the thigh, and 
 the thigh presses partly on the fore- 
 arm. 
 /. Hand supports on the foot. 
 1 . Foot-joint below sitppoeted ! 
 The raised lower leg is encircled from below by the hand of the sup- 
 porter just above the ankles, and held suspended by it. 
 2. Foot-joint above supported ! 
 The supporter places his Fie. 46. 
 
 hand on the instep, with the 
 finger and thumb separated, 
 and placed on opposite sides 
 (fig. 46); both of these foot 
 supports are usually applied 
 simultaneously. 
 
 The lower limts of one pupil 
 are often fixed T)y the corre- 
 sponding limbs of another. 
 
 1. On the Tcnee., at "ejSTee 
 ■WITH knee inward (outwaed) 
 
 assisted 
 
 I" 
 
 The supporter places his 
 knee with the inner side against 
 the inner side of the other's 
 knee, or with the outer side against the outer side. 
 
EXERCISES WITH SINGLE ASSISTANCE. 153 
 
 2. On the foot^jaX "foot with foot inward (outwaed) assisted!" 
 The supporter places his foot with the inner (outei') edge against the 
 
 inner (outer) edge of the foot (or respectively of the heel) of the other 
 
 pupil. 
 
 As soon as the teacher has shown and explained these and similar 
 
 applications of the hands, etc., and the pupils are familiar with them, 
 
 then commence the combined movements, of which we give here only 
 
 a few instances. 
 
 INSTANCES OF EXERCISES WITH SINGLE ASSISTANCE. 
 
 1. "We must observe beforehand that the formation is, if not other- 
 wise ordered, the double file, or, after the front is closed, the flank 
 position to the right or left. 
 
 2. The sign W. E. means that the movement is done with resistance. 
 The signs 1 E., 2 R., that the pupil designated by the number resists 
 while the other moves. 
 
 3. That the ones and twos may both go through the whole of a 
 movement, they must change places after the exercise is finished, and 
 commence again. 
 
 4. Eesistance is to be given steadily, and in proportion to the power , 
 of the person resisted ; there must be no violence, and the resistance 
 must not be so strong as to stop the movement of a limb altogether. 
 
 The aim is not to determine the relative strength of the two parties, 
 but gradually to develop and increase the strength of each. 
 
 5. As soon as the commencing position is taken and the support set 
 up, the supporter must fix his feet and so ply the upper part of his 
 body as to accommodate himself to the movement of the other pupil, 
 and be always prepared to oppose. 
 
 6. When the action is finished, the ones and twos change places. At 
 the word position ! aU assume the fundamental position, and at assist- 
 ance PLACE ! (or, assistance and commencing position change !) the 
 ones and twos change places. 
 
 a. Instances of Single Limb Movements. 
 
 First instance. Backward and forward guiding of the tipper arms, 
 W. E. (fig. 40.) The order is— 
 No. 1. Hips firm! 
 
 No. 2. Left foot foe ward and elbow (behind) assist! (support!) 
 No. 2. Arms backward: guide! (1 E.) 
 The ones hold theu* hands firmly on the hips ; the backward guiding 
 
154 KINESIPATHY 
 
 of their arms by the twos, while the ones resist, is not carried so far as 
 to bring the elbows together. 
 
 No. 1. Aems foewaed: guide! (2 E.) 
 
 No. 1 brings his arnis again forward into the front line ; then follows — 
 
 Position! — whole section face about! — assistants place! etc. 
 {i. e., twos take the position of the ones.) 
 
 Second instance. Stretching upward of the arms, W. E. (fig. 41.) 
 
 'No. 1. Aems tjpwaed: bend! 
 
 No. 2. Left foot foewaed, and hand-joints assist! 
 
 No. 1. Aems xtpwaed : steetch ! (2 E.) 
 
 The stretching is done slowly, No. 2 resisting. 
 
 No. 2. Aems downwaed : bend ! (1 E.) 
 
 The arms of No. 1 are bent down by No, 2 into the commencing 
 position, while No. 1 resists ; then follows — 
 
 Position: — whole section face about! — assistants place! etc. 
 
 Third instance. Bringiiig downward and upward of the arms side- 
 ways (W. E.) 
 
 a. From stretch position (fig. 42). 
 
 No. 1. Aems tjpwaed: steetch! 
 
 No. 2. Left foot foewaed, and hand-joint inside : assist ! 
 
 No. 2. Aems downward : being ! (1 E.) 
 
 No. 2 brings the stretched arms of No. 1 sideways down to the hori- 
 zontal position ; then — 
 
 No. 1. Aems tjpwaed: being! (2 E.) 
 
 No. 1 brings his stretched arms again into the commencing position. 
 
 Position! — whole section face abotit! — assistants place! etc. 
 
 h. From yard position. 
 
 No. 1. Aems sideways: steetch! 
 
 The hands are turned palms downward. The rest is similar to the 
 preceding, only the bringing downward of the arms is continued to the 
 thighs, and the carrying upward to the horizontal line of the shoulders. 
 
 Fourth instance. Bringing down and upward of the forearms, W. R 
 (fig. 43.) 
 
 No. 1. Aems half foewaed; bend! 
 
 No. 2. Left foot foewaed and hand-joints tjpwaed : assist ! 
 
 No. 2 puts his arms beneath the arms of No. 1, and then takes hold 
 from above of the hand-joints of No. 1. 
 
 No. 2. Aems downwaed : being ! (1 E.) The movement is done 
 only so far that the forearms of No. 1 hang down vertically. 
 
 No. 1. Aems xtpwaed : being ! (2 E.) The movement is done till 
 the forearms are in the horizontal position. 
 
 Position ! — whole section face about ! — assistants place : etc. 
 
EXERCISES WITH SIxNGLE ASSISTANCE. 166 
 
 Fig. 4T. 
 
 Fifth instance. BaeTctcard and forward Iringing of the arms, "W. E. 
 (figs. 44, 47.) 
 
 This action is done from open posi- 
 tion, and a turn of one eightli of a cir- 
 cle ; the order for this position is — 
 
 No. 2. Openings covee! 
 
 No. 1. Face abotjt. 
 
 Nos. 1 and 2. Half eight: face! 
 then follows — 
 
 No. 1. Eight foot backward, and 
 ARMS foewaed: stretch! 
 
 No. 2. Left foot forward, and 
 hand-joints inward support! 
 
 No. 2. Arms backward: being! 
 
 (IE.) 
 
 No. 2 gradually bends the upper part 
 of his body forward. The movement 
 is continued to yard position. 
 
 No. 1. Arms forward: bring! 
 (2E.) 
 
 No. 2 brings the upper part of his body gradually back into the 
 upright position. 
 
 Position! — assistance, and commencing position change! etc. 
 Sixth instance. Draicing the arms sideways to and fro, W. E. (fig. 48.) 
 Pjo,_ 4g_ Formation in line, 
 
 with distance, then feet 
 sideways : place ! 
 
 No. 1. Arms upward: 
 BEND ! and No. 2, hands 
 
 GRASP ! 
 
 No. 2. Arms side- 
 ways: pull! 
 
 This pulling is done 
 with resistance till the 
 arms of No. 2 are in 
 the best position, and 
 the arms of No. 1 are 
 stretched. 
 
 No. 1. Aums side- 
 ways: pull! 
 ^ The same movement 
 executed by No. 1, while No. 2 resists. 
 
156 KINESIPATHY. 
 
 POSITIOIJ ! 
 
 Seventh instance. Stemming* of the arms (W. E.). 
 
 In double file position. 
 
 No. 1. Face about! 
 
 IN'os. 1 and 2. Left foot backwaed : place ! and aems half foe- 
 "waed : bestd ! 
 
 Hands geasp! 
 
 In this mutual support of the hands they are a little bent backward. 
 
 No. 1. ApvMS foewaed: stem! (2 E.) 
 
 No. 2. Arms foewaed : stem ! (1 E.) 
 
 Each, in his turn, stems his own arms toward those of the other till 
 they are quite straight. 
 
 Eighth instance. Alternate Tcnee flexion wMle one leg is raised 
 forward. 
 
 This exercise is done without resistance, one ])upil merely securing 
 the other in his position. 
 
 Formation in open position, and No. 1, ^'■face about.'''' 
 
 FiiSTGEEs: assist! 
 
 No. 1 places his hands, a little bent and with the knuckles turned 
 downward, so far forward that No. 2 can conveniently reach them. 
 
 No. 2 places his fingers on the ofi"ered hands. Then follows the 
 order for the commencing position — 
 
 No. 2. Eight leg foewaed: eaise! 
 
 The leg is stretched to about forty-five degrees, then follows the 
 exercise itself — 
 
 No. 2. Left knee: bend! steetch! 
 
 During this flexion the upper part of the body must be as vertical as 
 possible, and the raised leg remains stretched in the air. At the order 
 '•'' stretcli .,'''' the left leg resumes its straight form; at ^^cha7ige" the 
 change of the feet follows for No. 2, as well as the whole action for 
 his right knee ; and then the numbers change their position, in order 
 that the exercise may be done by No. 1. 
 
 Ninth instance. Hending and stretcJiing of the head (W. E.). 
 
 a. In the lateral direction. 
 
 Formation in closed front, then the twos to the " right face.'''' 
 
 No. 2. Eight foot foewaed: place! and head on eight : assist! 
 
 The right foot is placed with its internal edge close behind the heels 
 of No. 1. The assisting hands are placed to the head in such a way 
 that the right hand passes round the back, and the left hand round the 
 forehead, till they meet, and the fingers of one hand are over those of 
 
 » Stem, to thrust or push against. 
 
EXERCISES WITH SINGLE ASSISTANCE. 157 
 
 tlie other, so that the right side of the head lies imbedded in the hol- 
 lowed palms. The right hand is that which assists principally, there- 
 fore the right elbow is made to lean firmly on the back of No. 1. As 
 soon as the assistance is given, follows — 
 
 No. 2. Head to the left sideways: bend! (1 E.) 
 
 No. 1. Head stretch! and to the eight sideways bend! (2 E.) 
 
 After the flexion to the left, the assisting hands leave the head, which 
 No. 1 steadily brings back to the upright position. By this action 
 with resistance, only the muscles of the right side of the neck of No. 
 1 are brought into action ; in order that the muscles of the left side 
 should also come into action, then follows' — 
 
 No. 1. Face about! 
 
 No. 2. Give assistance! etc. 
 
 Aiter this change of the assistants, the movement of the head for 
 No. 1 is done similarly to the previous. In order that the ticos may go 
 through the same movement, the order is for the ones, who stiU stand 
 in the '•'■face abouf position — 
 
 No. 1. To THE eight face! — assistants place! etc. 
 
 (/3) In the direction from forward, to haxlcioard. 
 
 Head tending and streteliing. 
 
 The formation is either the flank position or the flle position for all. 
 
 This exercise is similar to the previous, but the assistant places his 
 right foot close to the right of the other, and the assistance on the head 
 is given with both hands on the forehead, or the back part of the head. 
 
 5. Instances of Other Exercises with Single Assistance. 
 
 The following instances belong to another series of exercises, the aim 
 of which is not, as in the preceding, to strengthen single limbs, or pro- 
 duce a specific efifect on certain parts, but to give suppleness and 
 strength to the body generally, to develop the sense of equilibrium, and 
 to habituate the pupil to maintain his body firmly and steadily in a 
 defined position, even when pressed by weights, or acted on by sudden 
 and violent impulses fi-om without. 
 
 Tenth instance. Lea'p witli assistance in tTie Jiang position with sup- 
 port. 
 
 To be done in the file position. 
 
 Eight (left) foot foewaed: place! 
 
 No. 1. Hips fiem! and No. 2, on the shoulders: lean! 
 
 No. 2 places his hands, with the elbows raised, on the shoulders of 
 No. 1. 
 
 No. 2. In the hang position with support: leap! 
 
 No. 2. leaps upward, and remains propped up by his own arms upon 
 the shoulders of No. 1. 
 
158 
 
 KINESIPATHY. 
 
 No. 2. Down ! 
 
 No, 2 leaps down, his hands remaining on the shoulders of No. 1, in 
 readiness to repeat the leap, if ordered, which is usually done several 
 times. 
 
 Position! — whole section face about! etc. 
 
 Eleventh instance. Double arm bending and stretching in the hang 
 position with support. 
 
 The formation is the open position. 
 
 No. 1. Feet sideways : place ! and hands geasp 1 
 
 No. 2. Eight (left) foot foewaed : place ! and on the shotjldees 
 lean! 
 
 The leaning with the hand on the shoulder is done in such a manner 
 that the twos are afterward between two ones^ in the hang position with 
 support (fig. 49). 
 
 Fig. 49. 
 
 No. 2. In the hang position with support : leap ! No. 2 raises 
 himself with a leap and with the assistance of his arms into the hang 
 position with support, so that his body hangs vertically between two 
 ones. 
 
 No. 2. Aems bend! — steetch! 
 
 The arms are bent to a right angle at the elbow, and then straight- 
 ened. 
 
 No. 2. Down! — position! — whole section face about! etc., on 
 which the ones make the same movement. 
 
EXERCISES WITH SINGLE ASSISTANCE. 159 
 
 If the two ones between whom the No. 2 has to take his hanging 
 position with support are of a very different height, this inequality 
 must be compensated by the foot position, or by the greater flexion of 
 the knee of the taller individual. 
 
 Assistance for the double arm flexion may also be given at first by 
 the supporters, who can assist No. 2 to leap, at the order, shouldees 
 Dowu : ASSIST ! and by the same means the arm bending and stretching 
 can. be made easier. 
 
 Twelfth instance. Stride-leap with supfoH. 
 
 The formation is file position, and then the No. 2 theee (or moee) 
 PACES BAOKWAED : MAECH ! Then follows — 
 
 No. 1. Give suppoet. 
 
 No. 1 places one foot a little in advance, bends himself somewhat 
 forward, and stems his hands at knees fieji ! 
 
 No. 2. Steide-leap with suppoet: leap! 
 
 No. 2 with a run approaches the supporters from behind, and then, 
 leaning with his hands on. the shoulders of two ones^ he makes the 
 stride-leap, so as to go right over the head of No. 1, and alights on his 
 closed feet beyond. 
 
 No. 2 then places himself a few paces from No. 1 as a supporter, 
 and then No. 1 leaps in the same manner over No. 2. This exercise 
 can be done also in other formations ; for tastance, in the open flank 
 position, in which case the last in the line has to leap over all those 
 who are before him. It is advisable to practice this leap for some time 
 as first described. 
 
 Thirteenth instance. Catcli-and-tJirow leap. 
 
 Formation as above, in the twelfth instance. Then — 
 
 No. 1. Face about! and give suppoet! 
 
 As soon as No. 1 has faced about, he places one foot, with a little 
 flexion of the knee, in advance ; the upper part of the body is bent a 
 little forward, and the arms raised in front, ready to grasp with the 
 hands. 
 
 No. 2. Leap! 
 
 No. 2 approaches with a vigorous run, leaps simultaneously with both 
 feet from the floor over No. 1, and about two paces beyond; he bends 
 the upper part of his body strongly forward, and with the arms raised, 
 he leans immediately (just at the moment of up-leaping) on the shoul- 
 ders of No. 1, and is caught by him, at the same moment, by the thighs. 
 In this supported position, in which his perfectly stretched body is 
 almost horizontal. No. 2 remains for a few moments. At the order — 
 
 No. 2 Down ! he presses vigorously with his own arms, and thus 
 impels himself backward. No, 1 at the same time throwing him back. 
 
160 KINESIPATHY. 
 
 Theu follows immediately, without change of the formation, the leap 
 by No. 1, No. 2 placing himself as a support. "When this leap is suffi- 
 ciently practiced, it can be repeated several times without pause, and 
 also alternately by one and two. 
 
 Fourteenth instance. Clwibing on the slioulders and deep leap. 
 
 This exercise, besides being useful to increase the general strength, 
 serves as a balancing exercise, and is one likely to be practically useful 
 in life. Besides, the position on. the shoulders of another person gives 
 an. opportunity of enlisting the deep leap among the free exercises. 
 The formation is double file position. 
 
 GiTE assistance! 
 
 ISTos. 1 and 2 place the right (left) foot forward. 
 
 No. 1, with his arms hanging down, turns the palms backward, and 
 curls up his fingers, so that No. 2 can put his foot in the hand as in a 
 stirrup. 
 
 No. 2 leans his hands on the shoulders of No. 1, and places the left 
 (right) foot gently in the respective hand of No. 1. Then the order is — 
 
 No. 2. Climb on the shouldees ! 
 
 No. 2 raises himself quickly with the assistance of his own arms, and 
 places his right foot immediately on the right shoulder of No. 1, while 
 he takes his right hand from the shoulder of No. 1, and grasj^s with it 
 the hand of No. 1, raised up for the purpose. He then takes his left 
 hand from the shoulder, and grasps the left hand of No. 1, raised for 
 the purpose. At the same time he draws up the left foot toward the 
 left shoulder of No. 1. Leaning in this way on both hands of No. 1, 
 he raises himself, by a gradual and cautious stretching of the knees, tiU 
 he stands upright, and without any hand-support. 
 
 After a few moments, the order is — 
 
 No. 2. Foeward: down! or backwaed: down! 
 
 On which he leaps down on both feet in the prescribed direction ; 
 then — 
 
 Change of the Nos., etc. 
 
 This exercise can be done in such a way that No. 2 climbs on the 
 shoulders of No. 1 in front. In this case the supporter makes a greater 
 flexion of the knee of the advanced leg, and places his hands forward ; 
 then — 
 
 1. Tlie other takes hold of the offered hands, and places the foot 
 gently on the bent knee. 
 
 2. In the second motion he raises himself on this knee, assisting 
 himself with his arms, and places the other foot on the other shoulder 
 of the supporter. 
 
 3. In the third motion he raises the first foot on the corresponding 
 
EXERCISES WITH SINGLE ASSISTANCE. 161 
 
 shoulder, and brings liimself cautiously into the upright position, facing 
 in the opposite direction to the sujjporter. 
 
 The leap down and backward can be easily done from this position 
 with mutual hand assistance. 
 
 Besides the above-mentioned exercises with single support, many 
 other heaving, lifting, and bearing exercises and leaps could be described, 
 all belonging to the same series. These instances may, however, suffice, 
 and the more so as many similar exercises, but more easy and effective, 
 can be executed with double assistance. 
 
 c. Instances of Exeecises with Doitble Assistance. 
 
 The pupils standing in front are told off in "owe, two, three,'''' so as to 
 form groups of threes. The change of the numbers, by which each 
 pupil is made to go through all the parts of a movement, takes place 
 when the exercise is finished. The more simple and easy exercises can 
 be done by all the groups at once. The more difficult exercises should 
 be practiced first by each group separately, till the pupils are familiar 
 with all the positions. 
 
 The exercises with double and manifold assistance must be also exe- 
 cuted and commanded according to certain rules, but the order is given 
 only for the principal features of the action, and not for each single 
 foot position, hand-placing, etc. 
 
 First instance. JDouhle arm tending and stretching in the inclined 
 standing position, with or without resistance. 
 
 The formation for this exercise is the close-front position with loose 
 touch. Then at an order the ones face to the left, the threes to the 
 right. Then follows — 
 
 GiTE assistance! 
 
 No. 1, THE eight foot, and No. 3, the left foot in the pass posi- 
 tion, FOEWAED PLACE, and KNEES FIX WITH THE BACK OP THE HAND ! 
 
 Then No. 2 bends forward with stretched arms, places his hands on 
 those of one and three, while his feet are placed so far backward that 
 the body is perfectly stretched in the inclined position, and rests only 
 on the hands and toes (fig. 45). 
 
 No. 2. Aems: bend! — steetch! 
 
 He bends his arms at the elbow to a right angle, or even a little 
 more, and then again straightens them. 
 
 If this movement is to be done with resistance, Nos. 1 and 3 place 
 their free hands in the shoulder-support position, and resist by a pro- 
 portionate uniform pressure. 
 
 Position ! (that is, return to the formation.) 
 
 Nos. 1 and 2 change! — give assistance! etc., and as soon as No. 2 
 has made the movement, then follows — 
 
162 KINESIPATHY 
 
 Nos. 1 and 3 change ! — gite assistance ! etc. 
 Second instance. Trunk tacTcwa/rd tending^ and stretching in stretch^ 
 standing position. 
 Formation, close front with loose toucli ; then 
 
 No. 1, THE left foot, No. 3, THE EIGHT BACKWARD : PLACE ! Then 
 
 follows, GIVE assistance! 
 
 No. 2 stretches his arms upward, Nos. 1 and 3 place their respective 
 hands on the chine of No. 2 (fig. 50). 
 
 T-iff. sn. 
 
 No. 2. Trunk backward : bexd ! 
 
 He bends the trunk gradually back, Nos. 1 and 3 bending their bodies 
 a little forward, so that the support may have a greater firmness, and 
 that No. 2 may be able, with perfect security, to execute the backward 
 flexion, made more difiicult by the stretch position. After the stretch- 
 ing is done, the order is — 
 
 Position! etc. 
 
 Third instance. Down pressure and raising of the thigh with resist- 
 ance. 
 
 Formation as in Instances 1 and 2 ; then — 
 
 Give assistance! etc. 
 
 No. 1 places the right, No. 3 the left foot, forward. 
 
 No. 2 leans with his hands on the back shoulder of Nos. 1 and 3, 
 and bends the right knee upward, upon which No. 1 immediately makes 
 the knee support upward. 
 
 No. 1. Knee press down ! (2 E.) 
 
EXERCISES WITH SINGLE ASSISTANCE. 
 
 163 
 
 The pressing is done while N"o. 2 resists, till the thigh is in a vertical 
 position. 
 
 No. 2. Knees eaise! (1 R.) 
 
 No. 2 again raises the knee, while there is a proportionate resistance 
 given by No. 1 ; then — 
 
 No. 2. Feet change ! 
 
 He places the right foot down and raises the left knee, on which No. 
 3 resists, etc. 
 
 Fourth instance. Stretching of the lower leg with resistance. 
 
 Formation as in Instances 1 to 3 ; then — 
 
 Give assistance! 
 
 To be executed according to fig. 46 ; afterward 
 
 No. 2. Eight knee stretch ! (1 and 3 R.) 
 
 No. 2 stretches the knee till it is in stretch position, while Nos. 1 
 and 3 resist proportionately. 
 
 Then follows the change of the feet for No. 2, etc., and then the 
 change of the numbers, etc. 
 
 Fifth instance. The high leap. 
 
 Formation, open position, while Nos. 1 and 3 remain in the front 
 line, and Nos. 2 being from three to six paces in the rear. 
 
 Give assistance! 
 
 Nos. 1 and 3 take the position of fig. 51, tlfe forearms stretched 
 toward each other, giving the fin- _ Fig. 51 . 
 
 gers assistance. 
 
 No. 2. Leap ! 
 
 No. 2 approaches with a mn, 
 and leaps freely over the arms of 
 Nos. 1 and 3, which at first should 
 be held about the height of the 
 knees, and later in the exercise be 
 gradually raised to the height of 
 the stride, of the hips, of the chest, 
 etc. 
 
 Nos. 1 and 3 hold the free arms 
 in readiness to catch No. 2, should 
 he stumble. A ^ 
 
 The high leap can, in this posi- Zj 
 tion of the assistant, be also practiced as a close leap from the spot, 
 while the leaper approaches so near his supporters that he can leap 
 from the spot with closed heels, over the arms extended before him. 
 
 Sixth instance. Round leap with support. 
 
 Formation, the open position, as in the fifth instance ; then — 
 
164 
 
 KINESIPATHY. 
 
 Give assistance! 
 
 Nos. 1 and 3 take the position as in fig. 52 ; ¥o. 2 advances a little, 
 ^ig- 52. and leans liis hands, with the 
 
 thumb-grasp, on the assisting 
 hands of Nos. 1 and 3, whose 
 elbows are placed firmly on 
 the hips. 
 No. 2. Leap! 
 He springs with both feet 
 from the floor in such a way 
 that the feet (closed) are up 
 in the air, and the head down- 
 ward; by the impulse the 
 whole body is turned over 
 and the feet come down again 
 on the floor, on the further 
 side of the support. The sup- 
 porting arms thus form an 
 axis of rotation, and the supporting N"os. assist by an adjustment 
 of the body to the movement, and hold their free arms and hands in 
 readiness to assist the leaper, if necessary, on coming down. 
 
 It is advisable that this exercise should be first done by each group 
 separately. 
 
 When the exercise is sufficiently practiced in the manner just 
 described, it may be performed with the preparatory run. 
 
 The leap exercises described in 5 and 6, and many other exercises, 
 may be done by groups of three ; as, for instance— 
 
 1. Tlie leap in the hang position with support., with double arm 
 fiexion. 
 
 2. The through-leap with support from the spot, or with a run. 
 
 3. The climbing on the shoulders, with deep leap. 
 
 The climbing is to be ordered in such a way that the climber is to 
 stand with a foot on one shoulder of each supporter. 
 
 Heading exercises. 
 
 These can be also done by groups of two, consequently with single 
 assistance (but more easily by groups of three, with double assistance). 
 These exercises may be done in different ways. 
 
 Seventh instance. Burden-heaving (deep). 
 
 Formation in front, the twos one pace forward, No. 1 face to the left, 
 and No. 3 to the right. 
 
 Give assistance! 
 
 Nos. 1 and 3 take each other's hands in such a way that the hands 
 
EXERCISES WITH SINGLE ASSISTANCE. 165 
 
 of ^0. 1 are flat, and witli the palms upward, and 'Ho. 3 takes hold of 
 them at the order — 
 
 Hand-joint down: support: 
 
 As soon as this is done, No. 2 bends backward, and lies horizontally 
 and perfectly stretched upon the arms of the supporting numbers. 
 
 Nos. 1 and 3. Knees : bend ! — steetch ! 
 
 The supporters bend their knees and then straighten them again, by 
 which the burden is lowered and raised. 
 
 Eighth iastance. Burden-heaving (high). 
 
 InTo. 2 leans with his hands oa those of Ho. 1, who has bent and 
 raised his forearms. On this No. 3 grasps the legs of No. 2 at the 
 knees, and raises them till each leg lies on one of his shoulders. At 
 the order eaise ! Nos. 1 and 3 stretch their arms upward, and thus lift 
 No. 2, who is lying stretched ; at the order sink ! he is brought slowly 
 down, etc. 
 
 Carrying-exercises. 
 
 These also can be done in different ways, for instance — 
 
 Ninth instance. Carrying on the arms. 
 
 Formation as in the seventh instance. Then — 
 
 Give assistance! 
 
 Nos. 1 and 3 take each other's back hands, and hold firmly ; No. 2 
 sits on the arm-support, and places his arms round the neck, upon the 
 outer shoulder of the supporters. At eoewaed : maech ! the supporters 
 carry No. 2 in pace, or later, in a short run, a certain distance. 
 
 Tenth instance. Carrying on the side. 
 
 Formation, open-flank-position ; then No. 2 steps a little to the right 
 (left) sideways. 
 
 Give assistance! 
 
 No. 2 bends backward, and is held round the upper part of his body 
 by the right arm of No. 3, the forearms supporting his back. 
 
 Afterward No. 1 takes hold of the knees of No. 2, and raises the 
 legs till No. 2 lies horizontaUy on his right side. 
 
 The burden is carried forward, as in the last, at the command foe- 
 
 WAED : MAECH ! 
 
 No. 2 may also be placed with the back downward, outward, or 
 inward. 
 
 Eleventh instance. Swinging up and down on the arm-support. 
 
 Formation, open position. No. 2, however, being a little in the rear. 
 
 Give assistance! 
 
 No. 1 brings the right foot. No. 3 the left foot, forward, and both 
 give the arm-support to No. 2. This support is made by Nos. 1 and 3 
 raising their near arms sideways, and laying them along each other, 
 
166 KINESIPATHY 
 
 and then fixing them mutually by the thumb-grasp on the upper arm 
 near the shoulder. 
 
 When this is done, JS'o. 2 places himself to swing up, grasping with 
 the hands under the arm-support. Then follows the order — 
 
 Upwaed swing: swing! 
 
 On this No. 2 springs from the ground forward upon the supporting 
 arms, which form the turning axis, and swings round into the hang 
 position with support. At the order down ! he leaps backward, down, 
 or at the order — 
 
 Downward swing: swing! he changes the position of the grasp 
 (so that the thumb is placed forward and tlie other fingers backward), 
 and swings himself forward, round, down. 
 
 Before the down swinging is done, immediately after the upward 
 swinging, it is better to practice the down swinging by itself. No. 2 
 leaps immediately from the standing position into the hang position 
 with support, and then executes the down swinging. 
 
 If space permitted, many other exercises might be here enumerated. 
 The following may be briefly mentioned : 
 
 1. The stride-leap in a distance with support. 
 
 Here the support is given by two pupils, over whom the third leaps 
 as over a vaulting horse. 
 
 2. The knee-hang position, executed on an arm-support as mentioned 
 in the eleventh instance. 
 
 3. The tunible-standing position upon the hands. 
 
 The same position, with double-arm-flexion, can also be well executed 
 on the knees of tlie two supporters. 
 
 The exercises with three or more supporters, the pupils being divided 
 into groups of four, belong to a more extensive work. We will merely 
 mention the placing in pyramids, an exercise which develops strength, 
 flexibility, the sense of equilibrium, etc., and which may also be of 
 practical value in the chances of life. 
 
 If we consider the exercises mentioned in C, many may think that 
 several of them are altogether superfluous and inadmissible ; as, for 
 instance, those with the turning-over and tumble position. But there 
 are good reasons for including even these and similar exercises. If we 
 wish, by the free exercises alone, to attain the direct object of all gjTH- 
 nastics, namely, the harmonious development in all directions of the 
 man as man, then in the organic influence of the position and move- 
 ments no essential gap can be allowed, as would be the case if the free 
 'exercises did not contain some of this kind. The tumble position and 
 the swinging-round movements have a particular specific influence on 
 the human body, and indirectly on the psyche of man, so that they can 
 
WEESTLING EXERCISES. 
 
 167 
 
 not be substituted by any other free exercises. We "vvill, however, ob- 
 serve that if, besides the free exercises, those with apparatus are also 
 practiced, the kind of positions supposed to be objected to can be omit- 
 ted in the course of the free exercises. When, however, they are used, 
 considerable care and caution are necessary. 
 
 WEESTLING EXERCISES. 
 
 The pupils range themselves according to their height in one rank, 
 and are told off in ones and twos. The ones form the first, and the twos 
 the second section. It is advisable in the school exercises, and at first 
 in the contra-exercises, that each wrestling pair should consist of two 
 as near as possible of the same height. 
 
 The school exercises must be done on level ground, and the last les- 
 sons, as well as the contra-wrestling, on a soft or loose soil. 
 
 The wrestling exercises, and indeed all gymnastic exercises, should 
 be done equally to the right and left side ; here, therefore, as in the 
 fencing exercise, the change of the guard must be noticed. 
 
 First lesson. Formation : taking vp the guard position^ change of 
 the guard^ approaching and talcing distance. 
 
 The two sections face each other at a distance of ten to twenty paces ; 
 each section with a distance between the pupils. Then the order is — 
 
 Weestlestg fight eight foewaed : guaed ! 
 
 Fig. 53. 
 
 The two wrestlers standing opposite each other, 
 and facing half to the left, place the right foot two 
 distances forward. The left knee is bent, so that 
 the point of the knee is vertical over the toes. The 
 knee of the right foot is also bent, but not so much 
 as the other ; the upright trunk rests on the back 
 leg, and is a little twisted to the right, and the 
 head still more so. The forward arm is bent, so 
 that while the upper arm is a little removed from 
 the body, the forearm is vertical ; the back upper 
 arm is placed a little forward, near the left side, 
 and the forearm is kept at a right angle with it, 
 which the hands are ready to grasp. This posi- 
 tion is taken as soon as the wrestlers are three 
 paces distant from each other. 
 
 The guard position is taken by aU (fig. 53). 
 
168 
 
 KINESIPATHT. 
 
 The taking of the guard position is practiced several times successively; 
 at the order fundamental position ! the pupils resume that position. 
 
 FOEWAED CHANGE : 6UAED ! 
 
 The pupils turn on the heel of the forward foot, and bring the other 
 foot in advance, so that the other side of the body is now in front, and 
 the position of the arms changed. 
 
 Backwaed change : gtjaed ! 
 
 The turn is made on the heel of the back foot, the forward leg ia 
 brought back, so that the side which had been previously in advance 
 is thrown back. 
 
 Face about : guaed ! 
 
 The facing is done on the heels of both feet, about the fourth part of 
 a circle ; the trunk is at the same time turned so that the pupd faces 
 in the opposite du-ection. 
 
 In each of these exercises, it is advisable, when the guard position is 
 taken, to order from time to time the so-called ajjpel treading. By 
 appel treading is meant a short, quick, lively raising and dropping of 
 the forward, foot two or three times (tapping the floor with the foot), 
 the back foot remaining immovable, and the whole body resting well 
 balanced upon it ; as also the facings to the right and left, which are 
 done by turning on the back foot. Then follows the order — 
 
 Weestling eight (left) foot foewaed : maeoh ! 
 
 The sections approach and take their distance, walking freely and 
 resolutely toward their opponents, till about three paces distant ; then 
 all place themselves in the designated guard position, and approach with 
 very short paces and ready for the struggle, tm the opponent can be 
 
 Fis. U. 
 
 seized with the stretched arm ; 
 and this is the distance generally 
 to be understood as taken in these 
 exercises. At this moment the 
 teacher orders several times 
 the change of the guard, and 
 then — 
 
 Face about : maech ! 
 
 On which each section returns 
 to its previous place. This ex- 
 ercise is several times repeated. 
 
 Second lesson. Practice of 
 the arm-grasp (fig. 54). 
 
 1 . Weestle with aem-geasp ! 
 
 EIGHT (left) foot FOEWAED ; 
 MAECH ! 
 
WRESTLING EXERCISES. 
 
 169 
 
 Approaching, taking up guard position, and distance, as in first lesson. 
 
 2. Geasp! — guard! 
 
 At "p"ra^," follows the arm-grasp. The arm-grasp is made by each 
 ■wrestler seizing firmly the arms of his opponent just above the elbow 
 (fig. 54). At "^^a?-^," they quickly let Fig. 55. 
 
 go their hold, and again take the guard 
 position and distance. The grasping and 
 letting go are done two or three times, 
 and repeated after the change of the guard. 
 The antagonists may also, without giving 
 up the guard position, go back at the order 
 
 THREE PACES BACKWARD: MARCH ! and 
 
 again advance at the order take dis- 
 tance ! 
 
 3. Faceabotjt! — march! 
 They return to their original position, 
 
 as in the first lesson. 
 
 Third lesson. Practice of the grasj) of 
 the hack (fig. 55). 
 
 1. "Wrestle with baok-geasp! 
 
 The back-grasp is made by each wrestler taking hold of his opponent 
 round the body, so that his hands are nearly or quite together on the 
 lumbar region of the vertebrte of the opponent. 
 
 Eight (left) foot, forward : march ! 
 
 Approaching, taking up the guard position and distance, as in the 
 first lesson. 
 
 2. Grasp! — Gttaed! 
 Done in the same way in the 
 
 second lesson, only that now the 
 back-grasp is executed uniformly by 
 the respective opponents. 
 
 3. Face about! march! (as be- 
 fore.) 
 
 Fourth lesson. Practice of the 
 stride-grasp (fig. 56). 
 
 1. "Wrestle with stride-grasp! 
 
 The stride-grasp is made by the 
 pupil specified placing his forward 
 arm and hand between the thighs 
 of his opponent, and endeavoring 
 to lift him from the ground. 
 Eight (left) march ! (as in the previous lessons.) 
 
 8 
 
 Fig. 56. 
 
170 KINESIPATHY. 
 
 2. No 1 geasp! — gttaed! 
 
 As the stride-grasp is always done by one person only, the pnpil who 
 executes the grasp must be specified. When the grasp from the same 
 guard position has been several times repeated, the opponent removes 
 at the order three paces baokwaed ! the distance is again taken, and 
 then follows — 
 
 3. No. 2 GRASP ! — guard ! 
 
 On which No. 2 grasps. Then follows the change of the guard and 
 the repetition of the grasp, first, of No. 1 and then of No. 2. 
 
 4. Face abotjt ! march ! 
 Fifth lesson. 
 
 An exercise consisting of mutual stemming and pulling, with repeti- 
 tion of the previous lessons. 
 
 1. Stem with arm-geasp eight (left) foot forward: maeoh! 
 As in the previous lessons. 
 
 2. Grasp! — stem! 
 
 The opponents take hold of each other with the arm-grasp, and at 
 the order, "siem," begin to thrust each other from the place by mutual 
 straight stemming (with arms and feet). When this has lasted a few 
 seconds, the order is — • 
 
 3. Halt! — guard! 
 
 At "AaZ^," the stemming ceases, but at "sifem" it again begins. At 
 '■'■ guard^'''' the wrestlers let go, place themselves on guard position, and 
 take the distance. 
 
 Then follows the change of the guard, and the stemming is resumed ; 
 the order is — 
 
 4. Face about! — ^maeoh! 
 
 5. Pull with arm-geasp, eight (oe left) foot foewaed : maech ! 
 Approaching, etc. 
 
 6. Geasp! — pull! 
 
 As in 2, with this difference, that the opponents now try to puH each 
 other from the spot ; the rest as in 3 and 4, 
 
 The stemming and pulling are combined with arm-grasp, because this 
 exercise is used later under this form in the contra- wrestling ; but it 
 can be practiced also under other forms, as, for instance, the stemming 
 can be done by the mutual placing of the hands on the shoulders for- 
 ward also, and the pulling with the hands grasped. 
 
 In the following lessons the exercises are done as in the previous lessons, 
 but the wrestling itself follows at an order ; therefore the pupils of each 
 section are to be placed at a little greater distance, so that, after the 
 approaching, the wrestling pairs are about three paces from each other. 
 
 Sixth lesson. Wrestling at the word of command. 
 
CON-WIA-WRESTLING. 171 
 
 a. With a/rm-grasp. 
 
 1. WeESTLE with AEM-GEASP eight (left) foot FOEWAED : MAEOH ! 
 
 2. Geasp! 
 
 3. "Weestlh! — halt! 
 
 After "AaZ«," follows (after a short pause) either the command 
 "wr^^Ze," or — 
 
 4. GuAED ! and then — 
 
 5. guaed change i — geasp ! weestle ! etc. 
 
 6. Face about ! — maeoh ! 
 
 h. With the grasp of the dacJc. 
 As in a, only done with the grasp of the hack, 
 c. With stride-grasp. 
 
 As in a, only when geasp! is ordered, the Ko. that has to execute 
 the stride-grasp must be specified. 
 
 CONTEA-WEESTLmG. 
 
 The contra-wrestling consists in this, that each wrestler ti'ies to 
 throw his opponent down, or to compel him to acknowledge himself 
 vanquished. It is advisable in these exercises to allow only one pair, 
 or at most two or three, to wrestle at once, partly for the sake of order 
 and necessary superintendence, and partly that there may be alternate 
 recreation for the single wrestling pairs. At the commencement, each 
 pair of wrestlers should he as near as possible of the same height ; after- 
 ward they should be of unequal height, so that even the shortest and 
 the tallest should form one wrestling pair. Care must be taken that the 
 struggle shall not be a vulgar street fight, but a real wrestling, the 
 antagonists trying, by the strength and flexibility of their limbs, by 
 pulling, stemming, jerking, pushing, heaving, bending sideways, press- 
 ing, and similar actions, to throw each other down, and to keep them- 
 selves firm on the ground. All unnecessary grasj)s, all pushing with 
 the feet toward the limbs or body of the opponent, all pinching, 
 scratching, tearing, must be avoided. If the teacher should observe 
 any fault committed against the rules, he must instantly stop the fight 
 by the order halt ! 
 
 First lesson. Contra-wrestling, with the application of a previously- 
 determined grasp. 
 
 a. CONTEA -WEESTLE WITH AEM-GEASP : MAEOH ! 
 
 The opponents approach each other, and, without waiting for a 
 
172 KINESIPATHY. 
 
 farther order, they place themselves on guard at a distance, and it 
 depends upon each of them to choose the moment of attack. 
 
 &. OONTEA-WSESTLE WITH BACK GEASP : MARCH ! 
 
 Executed as in a, with the application of the grasp of the back, and 
 it depends upon each of the wrestlers to make this grasp inside or out- 
 side of the arms of his opponent, or inside of one and outside of the 
 other. 
 
 Second lesson. Free contra-wrestling. 
 
 COETTEA-WEESTLE : MAECH ! 
 
 The opponents approach other without a further order, and begin the 
 fight, each choosing the moment and the manner of attack (with the 
 permitted grasp). During wrestling each pupil, may pass to another 
 method of attack, and he may try to liberate himself in order to make 
 this new attack. 
 
 As a farther exercise, a fight between several wrestlers may be 
 ordered, so that each may choose his opponent in the opposite party ; 
 a mutual assistance may take place, etc. ; but to prevent this exercise 
 becoming a common street fight, not more than from six to eight 
 wrestlers should be formed, into two parties of from three to four each. 
 
 ESTHETIC GYMNASTICS. 
 
 Undee this head will be mentioned only a few elementary exercises 
 of the sesthetic gymnastics, although these consist enth-ely of free ex- 
 ercises, and therefore an explanation of this part of gymnastics is very 
 incomplete when restricted only to the following paragraphs. 
 
 "We must observe that the exercises of the sesthetio gymnastics in 
 general, and these elementary exercises, are not done at the word of 
 command, but the teacher, after having explained and even shown the 
 exercise which is to be done, designates it only by a clear and intelli- 
 gible expression, and by a second expression (for instance, place !) he 
 directs the action to be commenced. 
 
 If the exercises consist of several parts, they are to be distinguished 
 
 by ONE, TWO, THEEE, CtC. 
 
 Instead of this counting of the parts and the directions to begin, the 
 teacher may also give suitable hints by looks and gestures ; thus, by 
 the direction of his arm, or the quickness and manner of its motion, he 
 may point out the exercise which is to be done. 
 
 The execution of the following elementary exercises is done by all 
 
ESTHETIC GYMNASTICS. 173 
 
 the pupils simultaneously and equally, so that each action is begun by 
 aU at the same moment, and is executed in the same time. 
 
 First lesson. Foot positions. 
 
 In all the foUowing foot positions, the feet must be placed at a right 
 angle to each other. 
 
 1. Pace positions. 
 
 At One, to the eight forward ! Two, eight baokwaed ! Theee, 
 
 XEFT FOEWAED ! FOUE, LEFT BAOKWAED ! FiVE, FimCAMENTAL POSI- 
 TION ! The movements must be neither stiff nor heavy. An interval 
 of the length of the foot should be strictly kept from heel to heel. 
 
 2. Walh positions (fig. 57). 
 
 Fig. 57. 
 
 
 </ 
 
 \ % 
 
 One I Eight foot is placed forward in a curve, with an easy and 
 moderately quick swing, while the heel is raised forward in such a way 
 that when set down it is one length of the foot distant from the toea 
 of the left foot, which has remained still. The weight of the body is 
 thus thrown on the forward foot, and the heel of the back foot is a lit- 
 tle raised. 
 
 Two ! The right foot is brought in a curve, and with the heel raised 
 so fer backward that its toe is distant one length of the foot from the 
 heel of the foot which remained fixed ; then follows a sinking of the 
 right heel, while the weight of the body is thrown on the same foot, 
 and the heel of the anterior foot is a little raised. 
 
 Three ! From position two ; the left foot is brought in a curve be- 
 hind the right, in a similar manner as in two. 
 
 FouE ! The left foot in a curve before the right foot, and finally — 
 
 Five ! The left foot in the fundamental position. 
 
 3. Standing positions (fig. 58). 
 
 Fig. 5S. 
 
 ^:^^^ V 
 
174 KINESIPATHY. 
 
 One ! The right foot is brought from the fundamental position in a 
 short curve, in such a manner before the left that its heel touches the 
 middle of the inner edge of the left foot. 
 
 Two ! The right foot in a curve behind the left, so that it touches 
 the heel of the latter with its own middle part. 
 
 Three ! The left foot from position two, in a curve behind the right, 
 so that it touches with its middle part the heel of the right. 
 
 FoTJE ! The left foot in a curve forward tiU it touches with its heel 
 the middle of the inner edge of the right foot. 
 
 PiTE ! The left foot in fundamental position. 
 
 In all standing positions the weight of the body is to be thrown on 
 the foot which is placed forward. 
 
 Second lesson. Jlead turning. 
 
 1. Turnirig of the head to the right and to the left. 
 
 The head turns with the face to the specified side, first with the eyes 
 in the same direction, and then with the eyes in the opposite direction. 
 
 2. Turning of the head to the right wpward, and to the left upward. 
 The movement consists of turning and backward flexion of the head 
 
 done simultaneously ; the eyes following the movement. 
 
 3. Turning of the head to the right doionward, and to the left doion- 
 ward. 
 
 The movement consists of turning and forward bending of the head ; 
 the eyes following. 
 
 Third lesson. Hand ticisting. 
 
 Executed with the arms raised easily forward as high as the chest, 
 first with one hand, then with both. 
 
 One! The arms are raised without straining, the hands horizontal 
 (knuckles down). 
 
 Two ! The hands are turned knuckles up. 
 
 Three! The hands are turned with the knuckles outward, and 
 the thumbs upward. 
 
 roTJR ! The hands are turned knuckles inward, and thumbs down- 
 ward. 
 
 Five ! Turn back the hands into the position one, and then bring 
 down the arms into the fundamental position. All movements are well 
 rounded, and the hands must not be kept stiif. 
 
 Fourth lesson. Raising of the arms. 
 
 One ! Parallel forward at the height of the chest. 
 
 Two ! Parallel to the left at the height of the chest. 
 
 Three ! Parallel to the right at the height of the chest. 
 
 Four ! Parallel upward at the height of the head. 
 
 Five ! Diverging sideways at the height of the chest. 
 
ESTHETIC GYMNASTICS. 175 
 
 Six ! The fuiidamental position. 
 
 The bringing of the arms from one position into another is done in 
 flat curves ; the arms are neither stretclied firmly nor bent at an angle. 
 The hands are gently and naturally arched or vaulted, and in the first- 
 tmm position. The eyes generally follow the direction of the arms ; in 
 Jvoe^ they arc directed straight forward. 
 
 The position of the feet, either the fundamental or the first standing 
 position. 
 
 We must observe that the elementary movements for the arms are 
 not at all exhausted by these instances. 
 
 The arm movements form in the aesthetic gymnastics a very large 
 field of exercises. 
 
 The movements of the trunk which belong to this division are the 
 same as those mentioned in I., D, but they are modified in different 
 ways, priacipally by compositions of the different directions of the 
 movement. 
 
 We mention here a few combinations in which the trunk participates. 
 
 Fifth lesson. Bows. 
 
 a. Bows on fhe spot. 
 
 1. In the first stand position. 
 
 One ! The upper part of the body bends gently forward, without 
 twisting the shoulders; the knees stretched ; the arms slightly bent, and 
 hanging down a little in front ; the hands slightly curved ; the eyes 
 du'ected first straight forward, and then, during the bow, downward. 
 When the bow is finished, the upper part of the body is raised, and the 
 eyes again directed forward. 
 
 Two ! The bow is done in a similar manner to the right, the body 
 being turned a little in this direction (but only the eighth part of a. 
 circle)^ In the last moments of the turning the bow begins. As soon 
 as the body is again raised, follows — 
 
 Three! Turn and bow to the left, and when the body is again 
 raised, return to the fundamental position, or second stand position. 
 
 2. In the first walk position. 
 
 One ! While the right foot is being placed in the first walk position, 
 in the last moments of this movement, the bow begins (straight for- 
 ward) as in the stand position ; but the knee of the anterior foot is a 
 little bent, and only the right arm hangs down as before, while the 
 other is slightly raised and the hand brought near the chest, or it may 
 press easily against it. During the raising of the body, the forward 
 foot is brought backward into the fundamental or second stand position. 
 
 6. Bow with stepping forward. 
 
 1. With three paces forward. 
 
176 
 
 KINESIPATHY. 
 
 Begin, with the left foot ; walk forward three paces. As soon as the 
 third pace is done, and consequently the left foot is in advance, instead 
 of the fourth pace the right foot is drawn forward in a slight curve to the 
 second stand position, and at the same moment the bow is performed, and 
 is finished as soon as the right foot is fairly placed on the ground ; then 
 immediately this foot is brought back in a curve in the second stand or 
 fundamental position, while the upper part of the body raises itself from 
 the bow. 
 
 2. With unlimited stepping. 
 
 As in 1, only that the pupil walks forward from a farther distance, 
 in a free and graceful walk. 
 
 Sixth lesson. Arm and hand movements, with foot positions. 
 
 1. Pace positions, with arm raising (figs, 59, 60). 
 
 - Fig. 59. Fig. 60. 
 
 One! Place into the j^ace position to the right forward. "While the 
 right foot is put down, the heel of the left is raised and turned inward, 
 so that the foot is directed a little outward. At the same time the 
 weight of the body is thrown on the forward (right) foot, the arms are 
 slightly raised, and brought into the first position of arm raising, the hands 
 in the first position of the hand turning, but forming at the joint a small 
 angle downward. The upper part of the body and the eyes are turned 
 in the direction of the anterior foot. 
 
 Two ! This action consists of two parts, viz., first return into the 
 fundamental position, and, secondly, take the pace position to the right 
 backward. The weight of the body is on the back (right) foot, and the 
 heel of the forward (left) foot raised and turned inward (forward). The 
 
ESTHETIC GYMNASTICS, 
 
 177 
 
 arms are raised as before, but the hands are turned in the second posi- 
 tion of the hand-turning, and at an angle directed a little backward 
 (fig. 60). 
 
 Three ! and fotje ! are executed respectively as one and two^ only 
 the left foot makes here the movements. 
 
 Seventh lesson. Other easy comMnations. 
 
 1. Pass position to the half right, with turning of the trunk to the 
 right backward, and the arms parallel downward in the second hand- 
 position. The head is turned with the trunk ; face and eyes directed 
 downward. 
 
 The same action in the pass position to the half left. 
 
 2. Pass position to the half right, with twisting of the trunk to the 
 left forward, and turning of the head to the left upward ; parallel raising 
 
 Pig. 61. 
 
 of the arms to the left upward in the 
 second position of the hands, and at 
 an angle backward. 
 
 The same action in pass position to 
 the half left. 
 
 3. Pass position to the half right, 
 raising of the heel of the back foot, 
 which is turned a little inward, turn- 
 ing of the trunk to the left forward, 
 and of the head to the left upward ; 
 left arm raised in the '■'■shelter'''' posi- 
 tion, with strong flexion at the elbow ; 
 the right arm stretched, and a little 
 back; both hands clenched; the left 
 with the knuckles upward, the right 
 with the knuckles downward (fig. 61). 
 
 8* 
 
PART IV. 
 
 CALISTHENICS. 
 
 Ant ingenious teacher or person, aided by the explanations akeady 
 given, can readily arrange a set of exercises adapted to the condition 
 of almost any individual, or to the circumstances of a class, family, or 
 school. 
 
 The following examples are, therefore, presented as specimens of 
 calisthenic exercises which may be conveniently adopted, rather than 
 as examples to be implicitly copied. The intelligent physiologist can 
 easily suggest a hundred others equally valuable. 
 
 It should always, however, be recollected that the object in view is 
 to give all parts and organs their proportionate degree of exercise; 
 hence, in all of our arrangements, we should contemplate as great a 
 variety of jnotions as possible. 
 
 Tlie exercises more especially known as calisthenic are peculiarly 
 adapted to those of our American females whose contracted chests, 
 "waspish waists," and dyspeptic stomachs are the sad diagnostics of 
 deficient exercise and imperfect breathing. 
 
 IsTo observing physiologist can promenade Broadway, nor, probably, 
 any other fashionable thoroughfare of an American city or village, 
 without noticing tlie artificial deformity of most of the females he 
 passes. Generally they are "caved in" around the region of digestion 
 and respiration — at the very center and source of vitality — where, of 
 all places, they should be round, full, plump, unconstrained, and well 
 developed ; and they are just to that extent insured a feeble frame and 
 morbid tendency, with an absolutely sure passport to a premature 
 grave. 
 
 If these unfortunate victims of disease, ignorance, folly, or fashion 
 
180 
 
 CALISTHENICS. 
 
 would be restored to renewed vigor of constitution, with a promise of 
 a reasonable lengtli of days, and the capacity to propagate a healthy 
 and virtuous, instead of a sickly and vicious race, they must at the 
 same time recover symmetry and beauty of form and figure. 
 
 To accomplish this general result, notwithstanding the great benefit 
 to be derived from such ausiliaries as diet, bathing, etc., calisthenic 
 exercises ought never to be omitted. Indeed, the term is derived from 
 two Greek vfords signifying 'beauty and strength. 
 
 The apparatus usually employed in these exercises consists of dumb- 
 bells, backboard, clubs, wands or poles, triangles, and the elastic cord, 
 weights, etc. 
 
 It is, however, better for the pupil not to resort to apparatus of any 
 description until a proficiency is acquired in the various exercises which 
 are performed without ; hence we may conveniently distinguish calis- 
 thenic exercises into those which are performed without, and those 
 which are performed with, apparatus. 
 
 EXEEOISES WITHOUT APPARATUS. 
 
 When' these exercises are performed in classes, the leader or teacher 
 should arrange the pupils so that each will have room without hit- 
 ting each other's hands, and give the word of command, to be repeat- 
 ed for each movement, until all j,. ^ 
 members of the class can perform ^^ 
 
 it with the 
 exactitude. 
 
 nicest precision and 
 
 Pirst Position — ^'■Attention .'" 
 When this command is given, the 
 pupil is to square the shoulders, 
 place the heels slightly apart in line, 
 the toes out to an angle of sixty 
 degrees, the knees straight, the 
 arms hanging easily by the side, 
 and the hands open to the front. 
 The chest must be slightly inclined 
 forward, the abdomen moderately 
 drawn in, the head erect, the eyes 
 looking directly forward, and the 
 
EXERCISES WITHOUT APPARATUS. 
 
 181 
 
 weight of the body resting more on the fore part of the feet than on 
 the heels (fig. 1). 
 
 The preceding is substantially the ^^ militari/ position,'''' which brings 
 the ear, shoulder, hip, knee, and ankle into a line, as seen in fig. 2. 
 
 First Exercise. — " Chest Expansion!" 
 
 The object here is to expand the lungs and increase the flexibility of 
 
 Fig. s. 
 
 0HE8T EXPANSION. 
 
 all the muscles of the chest, and 
 those of the abdominal and dorsal 
 region which are concerned in res- 
 piration. 
 
 Take full, deep inspirations, retain 
 the air in the lungs when fully in- 
 flated as long as possible, and then 
 let the breath go out steadily and 
 slowly ; at the time beat the chest, 
 abdomen, and back with the hands, 
 gently in front, but smartly on the 
 sides and back, as represented in 
 figs. 3 and 4. 
 
 This exercise may be kept up 
 during two to six respirations. 
 This move, combined with local 
 
 Fig. 4. 
 
 CHB8T EXPANSION. 
 
 gymnastics, is one of the best preventives of consumption. 
 
 Second Exeroise.- 
 
 Fig. 5. 
 
 " Chest Extension !" 
 
 This exercise com- 
 prehends several move- 
 ments of the arms, all 
 of which are intended 
 to stretch the muscles, 
 ligaments, etc., more 
 particularly of the 
 upper portion of the 
 chest. The most im- 
 portant movements 
 consist in holding the 
 arms as nearly perpen- 
 dicular to the body as 
 possible, and then 
 throwing the hands and 
 arms backward a num- 
 
182 
 
 CALISTHENICS. 
 
 ber of times with considerable force. It is useful for tbe pupils to 
 
 count aloud with each backward motion, till the num- rig. T. 
 
 ber of counts reaches twenty, thirty, or forty. Fig. 5 
 
 shows the commencing position, the hands being open 
 
 a;nd the palms together. When the word is given, the 
 
 hands and arms are to be thrown violently backward, 
 
 striking the backs of them together behind, if possible, as 
 
 in fig. 6. Then, from the same commencing position, 
 
 strike the elbows together behind, or endeavor so to do, 
 
 as in fig. 7. These motions expand the chest in the line 
 
 of the "collar" bone, flatten the shoulder-blades, and thus 
 
 tend to cure the deformity of too "round shoulders," as 
 
 well as enlarge the breathing capacity. 
 
 Females who have contracted the diameter of the chest 
 by tight lacing will find this exercise particularly service- 
 able. I have had many patients whose vital circumfer- 
 ence was increased three and four inches in as many 
 months by these exercises, combined with other appropriate hygienic 
 medication. 
 
 TmED ExEEoxsE. — " Arms Down!" 
 
 Fig. 8. 
 
 Fig. 9. 
 
 Place the arms as in the position of 
 "attention" (fig. 1) ; then, at the word 
 of command, throw them forcibly 
 downward (the hand being closed 
 meanwhile), as in fig. 8. The move- 
 ment may be repeated from ten to 
 twenty times, and if the pupil counts 
 with each downward motion, the 
 voice is also improved as well as the 
 breathing. 
 
 FoTJETH ExEECiSE. — "Hands to 
 Breast!" 
 
 This exercise commences with the 
 "arms down," as shown in the pre- 
 ceding figure, from which position 
 they are brought forcibly up the breast, as in fig. 9, repeating the mo- 
 tion several times Avith counting. 
 
 Fifth Exeeoise. — "Arms Outward!" 
 
 Place the arms as in the preceding position, and, at the word of 
 
EXERCISES WITHOUT APPARATUS 
 
 183 
 
 command, throw them out laterally as far as possible, as in fig. 10. The 
 counting may be done with the outward inotion^ which may be from 
 ten to twenty times repeated. 
 
 Sixth Exercise. — "Arms Upward!" 
 Place the arms as in the "hands to breast" 
 position; then, at the word of command, 
 throw the arms upward as far as possible, 
 without raising the heels from the floor, as in 
 fig. 11. 
 
 Fig. 10. 
 
 Fig. 11. 
 
 This movement may be repeated with counting, as in the preceding 
 cases ; and then all of these arm exercises, and others yet to be men- 
 tioned, may be made in rapid succession. jfi,,. \%, 
 
 Seventh Exercise. — "Hands to Shoulders !" 
 At the word of command, the hands being 
 in \h.& first 'position (see "Attention!"), raise 
 the hands and bring the points 
 of the fingers in a line with, 
 and pointing toward the shoul- 
 ders, as in fig. 12. 
 
 The head should be kept 
 erect, the shoulders well back, 
 the elbows close to the side, 
 and the body slightly inclined 
 forward. 
 
 Fig. 12. 
 
 ^ Eighth Exercise. — " Hands 
 Perpendicularly !" 
 Place tlfe hands in any of 
 
184 
 
 CALISTHENICS. 
 
 the preceding positions ; then, on the "v^ord being given, carry one hand 
 and arm in fi-ont of the waist, a few' inches from the body, and the 
 other six inches above and over the head, and as far back as possible, 
 as in fig. 13. 
 
 Then reverse tlie positions of the hands, counting at each change. 
 Begin these motions very slowly, and, after a little practice, gradually 
 increase in rapidity, and ultimately perform them as rapidly as possible. 
 
 Ninth Exeecise. — "Arms Circularly!" 
 
 This movement stretches the shoulder and elbow-joint, and is per- 
 formed by extending the arms forward at right angles with the body, 
 the palms of the hands turned toward each other, then rotate the arm 
 on the shoulder-joint, as in figs. 14 and 15. 
 Fis. 14. " 
 
 Fig. 15. 
 
 Count one at each rotation, and turn the hands, during the move- 
 ment, as far as possible both ways, so as to secure the rolling motion 
 of the muscles of the arm and joints. After the movements have been 
 performed several times in one direction, reverse it, and make as many 
 motions in the opposite direction. Keep the palm of the hand down 
 whenever the arm is raised. 
 
 The "elbow whirl" may be performed, as a variation of the above. 
 Place the elbows on the hips, and then swing the forearms in a circle, 
 as in fig. 16. 
 
 Pedestrians maj perform these circular motions with excellent eflfect 
 in strengthening feeble respiration and improving weak digestion, 
 ■lEvhile walking up hill or on an uneven surfa'ce. 
 
EXERCISES WITHOUT APPARATUS. 
 
 185 
 
 Tenth Exeecise. — "Lateral Body Swing!" 
 
 This movement consists in bending the body from side to side, the 
 arms being extended, as in fig. 17. The movement should be performd 
 very slowly at first, counting in a prolonged monotone to con-espond 
 with the bodily motion. 
 
 Eleventh Exeeoise. — "Backward Incurvation!" 
 In this exercise the anterior part of the trunk of the body is extend- 
 ed to the utmost, while the spinal column is correspondingly flexed. 
 
 Fig. 18. 
 
 Fig. 16. 
 
 Fig. ir. 
 
 Place the closed hands firmly at the small of the back, then bend 
 backward as far as possible, as in fig. 18. As the trunk is thrown 
 
 Fig. 19. 
 
 backward, the head must be inclined moderately 
 forward. 
 
 The counting should be done with the backward 
 motion only. This movement should always be per- 
 formed slowly. 
 
 Eleventh Exercise. — "Forward Incurvation!" 
 After raising the arms and throwing the body mod- 
 erately backward, throw the body forward (fig. 19). 
 
 The knees are to be kept straight, and all the flexion done on the hips 
 
 imd vertebral joints. 
 
 Twelfth Exeeoise. — " First Foot Position : Sink!" 
 
 The "foot positions," o{ which Jwe are recognized by teachers as 
 
186 
 
 CALISTHENICS. 
 
 Fig. 20. 
 
 Fig. 21. 
 
 important, are calculated to give strength and elasticity to the feet and 
 legs, and, indirectly, ease, grace, and elegance to the whole carriage. 
 They are also good preparatory exercises for walking or dancing. 
 The first position is shown in fig. 20 ; the heels are placed together, 
 
 and the toes turned out, so as to 
 
 form a straight line. When the 
 
 word of command, "Sink!" is giv- 
 en, the pupU bends the knees as 
 
 much as possible without throwing 
 
 the feet out of line. The bending 
 
 may be repeated several times, and 
 
 it is useful also to count. 
 
 On first commencing this exercise 
 
 the pupil may not be able to throw 
 
 the toes quite out to a straight line, 
 
 and in this case they should be 
 
 turned only so far as may be with- 
 out rendering the body unsteady. 
 
 A little practice will, however, soon 
 
 enable almost any person to assume 
 the position with ease and comfort. 
 
 Thirteenth Exercise. — " Second Foot Position : Sink!" 
 Place the feet as in the preceding position ; move one foot sidewise 
 about its length (fig. 21), then bring the other foot to the heel of the 
 advanced one, and bend the knees as before. This may be repeated 
 several times. Then reverse the feet 
 
 Fig. 22. 
 
 and repeat the same movement an 
 equal number of times. 
 
 Foueteenth Exeeoise. — "Third 
 Foot Position : Sink!" 
 
 Place the feet as represented in 
 the figure of the second foot posi- 
 tion, then draw the heel of the right 
 foot to the ankle of the left, resting 
 it on the floor, as in fig. 22. 
 
 When the word "sink!" is pro- 
 nounced, the knees are to be flexed 
 as much as possible, and repeated, 
 with counting, several times. Next 
 change positions of the feet, and re- 
 
 Fig. 23. 
 
EXERCISES WITHOUT APPARATUS. 
 
 187 
 
 peat the flexions the same number of times, 
 well out, and the instep curved. 
 
 The toes are to be kept 
 
 Fifteenth Exeecise. — " Fourth Foot Position : Sink!" 
 Assume the thu-d foot position, then move the right foot forward 
 about its own length or a little more, keeping the toe back and the 
 heel forward, as in fig. 23. At the word "sink!" the knees are to be 
 bent as much as possible, as in the preceding positions. After repeat- 
 Fig. 24. ing the flexions several times, change the feet and 
 repeat the same number of times. 
 
 Sixteenth Exeecise. — "Fifth Foot Position: 
 Sink!" 
 
 Take the first foot position, draw the heel of the 
 right foot so that it shall touch the toes of the left 
 as nearly as possible, as in fig. 24 ; then bend the 
 knees, as in the preceding positions. This position, 
 and also the first, should be practiced much by those 
 whose toes are turned too much inward. 
 
 When the pupils have become proficient in all of 
 3, the five positions, they sliould perform them suc- 
 ^^ cessively, first with one foot, then the other, several 
 times, counting with each movement. 
 
 Seventeenth Exeecise. — "Front Leg Angle!" 
 
 Place the hands on the hips, then raise them, and extend the right 
 
 Fig. 26. 
 Fig. 35. 
 
188 
 
 CALISTHENICS. 
 
 foot forward, as nearly at right angles "with the body as possible, as in 
 fig. 25, and then the left, and so alternating ten or twelve times. 
 
 Counting should be performed in this and the three succeeding exer- 
 cises. 
 
 Eighteenth Exercise. — "Side Leg Angle!" 
 
 Place the hands on the hips as before, then raise the right and left 
 leg alternately, as in fig. 26, repeating ten or twelve times, 
 
 Nikteteenth Exeeoise. — "Back Leg Angle!" pjg 28. 
 
 With the hands on the hips, raise the right 
 Fig. 27. andleft knee alternately 
 
 as high as the hips, as 
 in fig. 27, and then 
 throw it backward as 
 far as possible, repeat- 
 ing ten or twelve times. 
 
 Nineteenth Exer- 
 cise. — " Cross Legs !" 
 
 With the hands on 
 the hips, throw the 
 right leg across the left 
 in front, as in fig. 28, 
 \ then across behind, and 
 y-'so alternating ten or 
 twelve times. Next 
 stand on the right leg and repeat the motions with the left. 
 
 Some prefer counting one to each front movement, and two to the 
 backward motion, in this exercise. 
 
 CALISTHENICS WITH APPARATUS. 
 
 When the pupils have become sufficiently familiar with the exercises 
 already explained, the muscles concerned in the various movements 
 may be still more invigorated by the use of such apparatus as calls 
 them into stiU more forcible action. 
 
 The most convenient, and, for general purposes, the most important, 
 appliances for this purpose are the weights or dumb-'bells. 
 
 These are made of iron or lead, and kept in the hardware stores of 
 
CALISTHENICS WITH APPARATUS. 
 
 189 
 
 various sizes. But a better contrivance are those constructed of a 
 
 wooden staif, with two hemispheres at each end, opening and closing 
 
 Fig. 29. with screws, so that they may be loaded, 
 
 to suit any person, adult, youth, or child. 
 
 The plan is shown in fig. 29. 
 
 The dumb-bells, or any other conve- 
 nient weight may be employed, while 
 the pupil performs all the movements given in the calisthenic depart- 
 ment of this work. 
 
 At first, however, it is advisable to practice on those which act more 
 particularly on the chest and upper extremities and the muscles of 
 locomotion, as represented in figs. 30 and 31. 
 
 Fiff. 80. Fig- 31. 
 
 When the weights are extended horizontally, the pupil may march 
 to counting or music ; and in the balancing attitude the pupils can keep 
 time to music or counting by changing the weights up and down, or a 
 word of command, " right iij) ! left up /" may be given by the teacher. 
 
 Carrying weights on the head is an excellent method of strengthen- 
 ing the spinal column, and giving a perfect and graceful balance to all 
 the muscles of locomotion. A sand-bag or any otlier convenient con- 
 trivance will answer. The pupil may practice walking, and then skip- 
 ping and dancing, with weights on the head. 
 
 In allusion to the practice of the people in some of the Eastern na- 
 tions, a late wiiter remarks : 
 
 "Peasant Women of the East. — Nothing contributes so much to 
 the uprightness and elegance of figure so remarkable in the peasant 
 women of Syria and Egypt as the common practice of carrying water 
 
190 CALISTHENICS. 
 
 on their heads. So far from giving a curve to the spine, depressing the 
 neck, or in any wise shortening the trunk of the hody, the resistance 
 of the muscles seems to increase in proportion to the pressure, and 
 much elasticity of action is the result. In some places the springs are 
 often a quarter of a mile from the villages, and much below them, so 
 as to render the ascent very toilsome ; yet every day in the week may 
 be seen girls and women carrying these jars, containing not less than 
 fifteen quarts of water, on their heads, with a natural pace not exceeded 
 by the studied walk of a stage-dancer. A favorite manner with them, 
 when seen by men and when wishing to be coquettish, is to place both 
 thumbs through the jar handles, which has a veiy statue-like appear- 
 ance. When unobserved, they generally tuck up their gowns all round, 
 showing their pantaloons. If in their best clothes, they are seen with 
 silver bracelets instead of glass ones, and with similar rings around 
 their ankles ; with a silver relic case hanging at their bosom, with long 
 sleeves to their gowns, and over it, if in winter, a cloth vest ; if in 
 summer, one of bombazine, with ear-rings, and with a species of orna- 
 ment not known in England or France, silver rims of mail or of coins 
 which take in the oval of the face from the temples to the chin, and 
 have a very pretty eftect. The girdles are fastened by two silver bosses 
 as large as the bottom of a tmnbler, and they wear on their feet a pair 
 of yellow slippers." 
 
 For invalids who have weak backs and are troubled with shortness 
 of breath, the practice of carrying weights on the head may be alter- 
 nated with that of perfect repose in the horizontal position. Lie down 
 on the floor, or on a hard mattress, flat on the back, with the arms ex- 
 tended, and the feet sufficiently apart to afford the utmost quietude of 
 the muscular system. 
 
 And this position may be advantageously alternated with lying on 
 the belly, the face raised by the backs of the hands placed under the 
 forehead. Each position may be maintained from one to five minutes. 
 
 Playuig "graces," and bah. and tossing weights are very pleasant 
 variations of exercises. 
 
 BACKBOARD EXEECISES. . 
 '^' ■" The long "bacTcboard is represented 
 
 y V in fig. 32. The length varies from 
 
 ^ three and a half to six feet ; the flat 
 
BACKBOARD EXERCISES. 
 
 191 
 
 part should reach across the back part of the shoulders, and the handles 
 be long enough to hold for the hands to grasp easily when the arms 
 are extended. In some cases of deformity and spinal incurvations they 
 are made short and broad, and fastened to the back and shoulders, and 
 again around the waist, with straps. 
 
 The following are the most important of the longhoardj exercises: 
 
 Fig. S3. 
 
 Fig. 34. 
 
 Fig. 35. 
 
 The pupil is first to take the long 
 backboard by the handle, with the 
 left hand, placing the right hand on 
 its top, while the other end rests on 
 the floor, as in fig. 33. 
 
 "When the word "attention!" is 
 given, the heels are to be placed in 
 line, and the backboard is to be 
 brought in front, as in fig. 84. 
 
 The arms are to be extended as 
 jfar as possible, with the backs of 
 the hands in front. 
 The word of command may then be "ascend!" when the backboard 
 is to be slowly raised to a horizontal position over 
 the head, as in fig. 35. The body is to be kept 
 perfectly erect, and resting rather more on the 
 fore part of the feet than on the heels. 
 
 The word may next be " descend!" at which 
 the backboard is to be brought down gradually 
 across the back part of the 
 shoulders, still keeping the 
 same position, as in fig. 36, 
 
 These positions may be re- 
 peated and alternated at 
 pleasure, when the command 
 "steady!" maybe given, at 
 which the position of atten- 
 tion is to be taken by the 
 pupils. 
 
 The club practice, as ex- 
 plained in a former part of 
 this work, may be pleasantly alternated with the backboard exercises. 
 
 Fig. 36. 
 
192 
 
 CALISTHENICS. 
 
 EXERCISES WITH THE TEIANGLE. 
 
 The triangle is a round, smooth bar of wood, attached to a cord 
 each end, as in fig. 37. The cord, 
 uniting above, is passed over a pulley, ^^s- 37. 
 
 so that it may be raised or lowered at 
 pleasure. 
 
 The following directions for prac- 
 tice, copied from "Fitzgerald's Exhi- 
 bition Speaker and Gymnastic Book," 
 are the best I have seen : 
 
 "EiRST Peaotice. One. The bar 
 being lowered to a little above the 
 knees, the pupil should be requested 
 to grasp the bar firmly with both 
 
 hands, the backs of the hands being uppermost, the arms straight, and 
 the body erect. 
 
 " Two. The arms are to be gradually bent, and the bar raised until 
 it is about breast high ; then the pupU should incline the body forward, 
 Fig. 88. and step round upon the toes, gradually 
 
 increasing the speed until a tolerable velocity 
 is acquired, when she must stop herself by 
 throwing the body backward, as in fig. 38, 
 and stepping shorter. 
 
 " Three. Repeat the last exercise, but in- 
 clLae the body backward, instead of for- 
 ward, at starting. 
 
 ^ 
 
 " Second Peactioe. — The triangle being 
 raised to the same height as the pupil's 
 head, the bar is to be grasped with both 
 hands, near to the cord, the back of the 
 hands being to the rear, and the thumbs 
 inside. The heels are to be brought in a 
 line and closed, the knees straight, the toes 
 turned out at an angle of sixty degrees, and 
 the head erect. 
 " One. Raise the left heel until the leg is parallel to the floor, both 
 
 knees in a line, and the sole of the left foot perpendicular, and looking 
 
 backward. 
 
EXERCISES WITH THE TRIANGLE. 193 
 
 " Tico. Reverse the last esercise, by raising the right foot instead of 
 the left. 
 
 "Eepeat the exercise from two to one^ and from one to two^ several 
 times before commencing three, and each time remain in either position 
 for a minute or more. 
 
 " Three. Eaise both heels off the ground, and remain on the toes, 
 "while the instructor counts ten slowly ; then bring the heels gradually 
 down. Repeat this exercise several times for ten minutes." 
 
 Wands or poles, or the elastic cord, of more modern introduction, 
 can be employed on the principles which regulate the other exercises 
 with apparatus. 
 
POSITIONS IN PUBLIC SPEAKING. 
 
PART T. 
 
 VOCAL GYMNASTICS. 
 
 All persons wlio are not, yet would be, good speakers, readers, or 
 singers, should practice vocal gymnastics. These exercises, when cor- 
 rectly performed, not only give strength, tone, purity, and flexibility to 
 the voice, but are very conducive to general health also. 
 
 Yery few public speakers are ever injured by the mere amount or 
 degree of vocal efforts ; but many, very many, are injured by an erro- 
 neous and unphysiological method of exerting the respiratory organs 
 in the acts of speaking, reading, and singing. 
 
 Any person can exercise the voice with a power exactly proportioned, 
 other circumstances being equal, to the number of muscles brought into 
 equal and harmonious action. 
 
 It is not the loud so much as the clear voice that is heard at a great 
 distance. Those who make the greatest effort in the act of speaking, 
 and those who almost stun us with a loud, harsh, explosive noise, are 
 never well heard in a large assembly, nor are they ever capable of weU 
 sustaining a very prolonged speech, while many persons, with seem- 
 ingly very little exertion comparatively, will be heard at a much greater 
 distance, and will make a whisper audible to every person in a large 
 crowd, even amid a great amount of noise and confusion on the part 
 of the audience. AU this is done simply by using the vocal apparatus 
 to the best advantage. 
 
 Hoarseness, bronchitis, "throat ail," " clergyman's sore throat," etc., 
 which so frequently aiflict and disable public speakers, are, in nearly 
 every case, the consequences of constipating food, overloaded stomachs, 
 or an improper method of using the vocal organs. 
 
196 VOCAL GYMNASTICS. 
 
 Sometimes all of these causes co-operate, and in many cases the lat- 
 ter cause alone ruins the voice and destroys the health. 
 
 I have in several instances been instrumental in restoring clergymen 
 whose voices had so failed as to render preaching impossible, by calling 
 their attention to the process of natural hreatMng, and directing them 
 to apply such exercises and manipulations as would call all the mus- 
 cles concerned into vigorous action. 
 
 It is most unfortunate that so large a proportion of the children of 
 our primary schools, and also the youth in our select and boarding- 
 house schools, are vitiated in their educational exercises and habits. 
 Very few teachers, so far as my observation extends, have any method 
 for the development and cultivation of the elocutionary powers of their 
 pupUs, beyond a mere routine of mechanical rules ; and fewer still are 
 sufficiently acquainted with the physiology of breathing or the philoso- 
 phy of voice and speech, to keep their scholars from acquiring false 
 and unnatural habits, which it sometimes requires years of patient and 
 persevering training to overcome. 
 
 For these reasons Yocal Gymnastics seem to be among the desiderata 
 in this age of perversions. 
 
 Although great improvements in our whole mode of common school 
 education, so far as the principles of physiology and the rules of health 
 are concerned, have been introduced within a few years, stiU a truly 
 physiological manner of teaching elocution is nowhere, to my knowl- 
 edge, fully recognized. 
 
 The following remarks on the subject of good reading, by that 
 admirable teacher and genuine philanthropist, Hon. Horace Mann, 
 afford food for profitable reflection : 
 
 " The idea which came down to me from our ancestors, and which 
 has generally prevailed until Avithin a iew years, was, that Common 
 District Schools are places where the mass of the children may learn 
 to read, to write, and to cipher. 
 
 "In regard to the first of these studies — Eeading — how imperfect 
 was the instruction given! Good reading may be considered under 
 three heads — the mechanical., or the ability to speak the names of 
 words on seeing them; the intellectual, or a comprehension of an 
 author's ideas ; and the rlietorical, or the power of giving, by the tones 
 and inflections of the voice and other natural language, an appropriate 
 expression to feeling. Now most men, whose common school educa- 
 tion closed twenty or twenty-five years ago, will bear me out in saying 
 that the mechanical part of reading was the only branch of this accom- 
 plishment which, in the great majority of our schools, was then attended 
 
VOCAL GYMNASTICS. 197 
 
 to. The intellectual part, which consists in seeing with the mind's eye, 
 and whose subject, broad, ample, unshadowed, just as the author saw 
 it, was mainly neglected. Consider what a wonderful, what an almost 
 magical boon a writer of great genius confers upon us when we read 
 him intelligently. As he proceeds from point to point in his argument 
 or narrative, we seem to be taken up by him, and carried fron> hill-top 
 to hill-top, where, through an atmosphere of light, we survey a glori- 
 ous region of thought, looking freely, far and wide, above and below, 
 and gazing in admiration ujjon all the beauty and grandeur of the scene. 
 But if we read the same author unintelligently, not one of the splen- 
 dors he would reveal to us is pictured upon the eye. All is blank. 
 The black and white pages of the book are, to our vision, the outside 
 of the universe in that direction. I never attended any but a common 
 school until I was sixteen years of age, and up to that time I had never 
 heard a question asked, either by teacher or scholar, respecting the 
 meaning of a word of sentence in a reading lesson. In spelling, when 
 words were addressed singly to the eye or ear, we uttered a single 
 mechanical soimd ; and in reading, when the words came in a rov.', the 
 sounds followed in a row ; but it was the work of the organs of speech 
 only — the reflecting and imaginative powers being all the while as stag- _ 
 nant as the Dead Sea. It was the noise of the machinery thrown out 
 of gear, and, of course, performing no work, though it should run on 
 forever. The exercise had no more significancy than the chattering of 
 magpies or the cawing of ravens ; for it was no part of the school in- 
 struction of those days to illustrate and exemplify the power and co- 
 piousness of the English language, and, out of its flexible and bright- 
 colored words, to make wings on which the mind could go abroad, 
 through height and depth and distance, exploring and circimmavigating 
 worlds. 
 
 "ITor was our instruction any better in regard to the rhetorical part 
 of reading, which consists in such a compass of voice and inflection of 
 tone as tend to reproduce the feelings of the speaker in the minds of 
 the hearers. There is this difference between the intellectual and the 
 rhetorical part of reading : the intellectual refers to our own ability to 
 perceive and understand ideas, arguments, conclusions ; the rhetorical 
 refers to the power of exciting in others, by our own enunciation and 
 manner of delivery, the sentiments and emotions which we feel, or 
 which were felt by the author in whose place we stand. 
 
 " Some men have possessed such power, and some men now possess 
 it in such perfection, that when they rise to address a concourse of 
 people — the more numerous the concourse, the better for their purpose 
 — they forthwith migrate, as it vrere, into the bodies of the whole mnl- 
 
198 VOCAL GYMNASTICS. 
 
 titude before therpi ; they dwell, like a spirit, within the spirits of hear- 
 ers, controlling everj emotion and resolve, conjuring up before their 
 minds whatever visions they please, making all imaginations seem sub- 
 stance or reality — rousing, flaming, subduing, so that, if they ciy War ! 
 every hearer becomes valiant and hot as Mars ; but if they cry Peace ! 
 the fiercest grow gentle and merciful as a loving child. This is a great 
 art ; and when the orator is wise and good, and the audience intelli- 
 gent, there is no dangei-, but a delicious illusion and luxury in its em- 
 ployment. Who has not gone beyond the delight, and speculated upon 
 the phenomenon itself, when he has seen a master of the art of music 
 place himself before a musical instrument, and soon, as with nimble 
 fingers he touches the strings, which but a moment before lay voiceless 
 and dead, they pour out hving ecstatic harmonies, as though some 
 celestial spirit had fallen asleep amid the chords, but, suddenly awaken- 
 ing, was celebrating its return to life by a song of its native elysium. 
 When such music ceases, it seems hardly a figure of speech to say ' the 
 angel has flovrn.' But what is this compared with that more potent and 
 more exquisite instrument, the well-trained voice ? When Demosthenes 
 or Patrick Henry pealed such a war-cry that all the people, wherever 
 its echoes rang, sprang to their arms, and every peaceful citizen, as he 
 listened, felt the warrior growing big Avithiu him, and taking command 
 of aU his faculties, what instrument or medium was there, by which 
 the soul of the orator was transferred into the soiils of his hearers, but 
 his voice ? Yet, while their bodies stood around, as silent and motion- 
 less as marble statuary, there raged within their bosoms a turbulence 
 and whirlwind boOing fiercer thaii if ocean and iEtna had embraced. 
 And so, to a great extent, it is even now, when Avhat they uttered is 
 fittingly read. We call it magic, enchantment, sorcery, and so forth ; 
 but there is no more magic in it than in balancing an egg on the smaller 
 end — each being eqiiahy easy when we have learned how to do it. 
 
 "ISTone, however, of the beauties of rhetorical reading can be attained 
 unless the intellectual part is mastered. The mechanical reader is a 
 mere grinder of words. If he reads without any attempt at expression, 
 it is mere see-saw mill-clackery ; if he attempts expression, he is sure 
 to mistake its place, and his flourishes become ridiculous rant and 
 extravagance." 
 
GENERAL EXERCISES. 199 
 
 GEKEEAL EXEECISES TO IMPROVE THE EESPIEATIOF 
 AND AETICULATIOj^. 
 
 The first essential to good reading or speaking is to have perfect 
 command of the breath ; in other words, to use all of the exphed air 
 to the very best advantage. The follovying "practical hints" will en- 
 able the learner to work ont this problem for himself: 
 
 1. Eead or declaim in a loud whUper. This is one of the most 
 fatiguing of the vocal exercises, yet conduces, when judiciously prac- 
 ticed, to impart to the voice a great, and sometimes wonderful meUow- 
 aess, as well as vigor. Commence the exercise moderately, and gradu- 
 ally increase the exertion and length of time, always ceasing the effort 
 when it becomes reaUy painfid. 
 
 2. To give still greater flexibility and variety of tone to the voice, 
 the student should read or declaim aloud, " in a low, strong key, pas- 
 sages which requu'e a firm and dignified enunciation, and gradually pro- 
 ceed to the most spirited and impassioned extracts. When the high 
 tones are feeble, those passages should be practiced on which high tones 
 are required, and nee versa, always taxing the voice slightly beyond its 
 powers." 
 
 3. Guard against the common fault of trying to speak with the teeth 
 nearly closed. Some persons talk and read with a shght motion of the 
 lips, but scarcely any of the jaws. Of course they must appear very 
 awkward, and their speech be very indistinct. Some of the most 
 agreeable sounds of our language can not be pronounced at all without 
 the mouth being freely opened. 
 
 This habit may be readily corrected by reciting for ten or fifteen 
 minutes two or three times a day, with a gag placed vertically between 
 the teeth. The gag may be made of card-board or a thin piece of wood. 
 Commence with one about half an inch m width, and once a week in- 
 crease it a quarter of an inch, until it becomes a full inch and a half 
 wide. 
 
 4. As one of the chief beauties of English pronunciation consists in 
 the accurate articulation of unaccented syllables, great care should be 
 taken in aU vocal efforts to enunciate every syllable clearly and dis- 
 tinctly. Every letter, syllable, and word, so far as precise utterance is 
 concerned, is to be regarded as of equal importance. Letters should 
 always have their proper sound, and syllables should never be slurred 
 over nor blended together. 
 
 The following examples wUl serve to illustrate this point ; Thus, j?rsi 
 is often mispronounced /(/sif; truth, trufe; for-est, for-ust ; Vic-tim, 
 
200 VOCAL GYMNASTICS. 
 
 yic-tum; mer-cj, m-ur-cj; insists, ia-sis; con-gress, cong-us ; pos-si- 
 5Ze, Yios-u-iulj ex-cel-lent, ex-ur-lunt; Gon-se-guence, con-sur-guinee ; 
 m-tel-lect, hx-ter-lec; di£-Ji-cul-tj, d\f-e-Ml-tj ; par-tio-u-lar, pe-tic-la.v ; 
 per-pet-M-al, per-pet-'wr-al ; in-(^i-vis-a-ble, in-dur-yis-ur-'hle ; sat-*s-faoi~ 
 to-ri-\j, &{it-us-f&G-tur-lj ; cir-CMW-stan-ti-al-i-ty, suc^-um-staji-ti-al-ur- 
 ty, etc. 
 
 Excellency in delivery is incompatible witli carelessness in pronunci- 
 ation. 
 
 As the unaccented syllables in long words are most apt to be mis- 
 enunciated, it is a good practice to exercise the voice frequently in the 
 distinct articulation of such words and phrases as, disingenuousness, 
 transubstantiation, perpendicularity, MichiQimackinack, Passamaquod- 
 dy, incontestibility, indemnification, the Straits of Gibraltar, Scylla and 
 Charybdis, the Islands of Revdlagigedo, squirrel on a rail-fence, can't 
 you catch him ? the generality of mankind in general are the gener- 
 ality of mankind in general, Theophilus Thistle the successful thistle- 
 sifter, etc. 
 
 Prof. Zuchos gives the following excellent hints for securing the per- 
 fect command of the whole respiratory apparatus, so essential to the 
 proper expression of the deeper emotions : 
 
 "FiTLL Breathing.— Stand in an erect position, with the arms a- 
 kimbo, the hands resting on the hips : slowly draw the breath until the 
 chest is fully expanded ; emit it with the utmost slowness. 
 
 "Audible Breathing. — Draw in the breath as in fall breathing, 
 and expire it audibly, as in the prolonged sound of the letter K. 
 
 " FoPvOiBLE Breathing. — ^FUl the lungs, and then let out the breath 
 suddenly and forcibly, in the manner of an abrupt and whispered cough. 
 
 " Sighing. — Fill suddenly the lungs with a full breath, and emit as 
 quickly as possible. 
 
 "Gasping. — With a convulsive effort inflate the lungs; then send 
 forth the breath more gently. 
 
 "Panting. — Breathe quickly and violently, making the emission of 
 breath loud and forcible." 
 
 ANALYSIS OF THE ELEMENTAEY SOUNDS. 
 
 There are forty -four sounds of the English language, represented by 
 the twenty-six letters of the alphabet and their combinations, as in the 
 followina; table : 
 
ANALYSIS OF THE ELEMENTARY SOUNDS. 201 
 
 1. r a, long, as in ale, pale, national, plaintiff", amen. 
 
 2. J a, grave, or Italian, as in ah, far, papa, mamma. 
 
 3. 1 a, broad, or German, as in all, draw, daughter, fraught. 
 
 4. I a, short, as in at, hat, attack, malefactor. 
 
 6. b, name sound, as in be, bite, bright, tub, hubbub 
 
 6. r c, sound of s, as in cent, city, cornice, precipice, 
 
 7. J c, sound of k, as in cap, come, occult, ecliptic. 
 
 8. I c, sound of z, as in suffice, discern, sacrifice. 
 
 9. I c, sound of sh, as in ocean, Phocion, Oappadocia. 
 
 10. jd, name sound, as in ride, did, daddy, double-headed. 
 
 11. (d, sound of t, as in faced, watched, dipped, escaped. 
 
 12. 3 e, long, as in eel, peel, creed, reveal, precede. 
 
 13. (e, short, as in ell, expel, ever-estended. 
 
 14. j f, name sound, as in if, rife, fife, faithful, tariflu 
 
 15. / f; sound of v, as in of, hereof, whereof, thereof. 
 
 16. eg, soft or name sound, as in gem, ginseng, logical. 
 
 17. <g, hard, as in go, give, gig, Brobdignag. 
 
 18. (g, sound of gh, as in rouge, protege, mirage. 
 
 19. h, name sound, as in hale, high, Hannah. 
 
 20. \ i, long, as in isle, lilac, obhge, iodine. 
 
 21. (i, short, as in in, pin, king, distinctive. 
 
 22. 1, name sound, as in lo, lily, dalliance, lullaby. 
 
 23. m, name sound, as in map, mummy, amalgamate, 
 
 24. ] n, name sound, as in nine, ninnj^, nobleman, manikin. 
 
 25. (n, soimd of ng, as in bank, ingot, congress, angular. 
 
 26. ( 0, long, as in old, osier, trophy, sofa, atrocious. 
 
 27. < 0, close, as in ooze, douceur, accoutre, troubadour. 
 
 28. ( o, short, as in on, combat, obelisk, holyday. 
 
 29. p, name sound, as in pill, pippin, panter, platter. 
 
 30. $r, smooth, as in war, alar, tartar, murderer. 
 
 31. (r, trilled, as in rough, railroad, recreation. 
 
 32. ru, long, as in mute, astute, educate, judicature. 
 
 33. < u, short, as in up, mum, ultra, numbskull. 
 
 34. (u, full, as in pull, cruel, Prussian, Brutus. 
 
 35. w, name sound, as in woo, bewail, Avigwam, wormwood. 
 
 36. js, name sound, as in axe, coxcomb, luxury, example. 
 
 37. ] X, sound of gz, as in exist, exhibit, exuberant. 
 
 38. y, name sound, as in ye, yoke, yewyaw, yesterday. 
 
 39. ch, name sound, as in charm, church, chickering, Chimborazo. 
 
 40. ith, aspirate, as in thin, think, thankless, prothonotary. 
 
 41. 1th, vocal, as in than, that, beneath, withhold, wherewithal. 
 
 42. wh. name sound, as in what, wherefore, whirligig, whimpering 
 
 9* 
 
202 VOCAL GYMNASTICS. 
 
 43. oi or oy, diphtlaongs, or digraphs, as oil, boy, recoil, eiaploy. 
 
 44. on or ow, diphthongs or digraphs, as in our, bow, gonty, trowel. 
 The student should mast;er aU of these sounds, and practice on them 
 
 until he can repeat them with facility backward or forward; after 
 which he may, with advantage, exercise on the different sounds or 
 groups of sounds, with the view of developing the power of particular 
 portions of the vocal and respiratory apparatus. 
 
 EXERCISES OF THE VOWEL SOUNDS. 
 
 These exercises are best adapted to calling into action more espe- 
 cially the lower portion of the respiratory apparatus, that is to say, the 
 abdominal and dorsal muscles. They also give increased flexibility and 
 precision to the articulating muscles situated in the larynx, and, at the 
 same time, serve to increase the volume and depth of the voice. 
 
 The vowel sounds are sixteen.in number, and may be arranged alpha- 
 betically, thus: 
 
 1. a (long). James made straight to a cane-brake. 
 
 2. a (grave). ^Ims and psalms my mamma demands. 
 
 3. a (broad). J.11 were appalled when Ealeigh bawled. 
 
 4. a (short). At last and after that attack. 
 
 5. e (long), ^vil eagles shrieked on edile's heath. 
 
 6. e (short). Excellence depends on exemplary ends. 
 
 7. i (long), /saac wisely trj'es to oblige his eyes. 
 
 8. i (short). Ills distinctive sin is in drinking gin. 
 
 9. (long). Old ocean rc^ars and overflows. 
 
 10. (close). Gourmands and troubadours witii boots and shoes. 
 
 11. o (short). George forgot the knowledge of plot. 
 
 12. u (long). O-wrious connoissetjrs of C'wcumber jwice. 
 
 13. u (short). Courteous husbands «tter wpright words. 
 
 14. u (full). Faitlifwl Brtitus was not a Prussian. 
 
 15. (oi or oy). The oyster bo?/ adroitly pitches quoits. 
 
 16. (ow or on). A dro?oning mouse swam round a hotoliiig owl. 
 
 The vowel sounds should be repeated forward and backward, until 
 they can all be pronounced fifteen or twenty times or more, with a sin 
 gle expiration. The student may then proceed to the practice of de- 
 claiming or reading by the vowel sounds alone, that is, by enunciating? 
 
EXERCISES ON THE VOWEL SOUNDS. 
 
 203 
 
 all the vowel sounds, and omitting all the consonant sounds, ISTothing 
 can better conduce to rapidity of pronunciation and distinctness of 
 utterance than this exercise. 
 
 Speak the speech, I pray you, as /pronounced it to you; trippingly 
 6 e e ,i a n, a i oou io u; i i i 
 
 on the tongue. But if you mouth it, as many of our players do, I had 
 o e u. ui n ou i,a a^oou ae o,ia 
 
 as lief the town-criei' .had spoke my lines. And do not saw the air too 
 aeeoueea o ii.a ooa eao 
 
 much with your 7umd; but use all gently; for in the very torrent, 
 u i u a ; u u B. e i ; o i eeioe, 
 
 tempest, and, as I may say, whielwind of your passion, you must 
 e e,a,al a a, i i o u au, u u 
 
 acquire and beget a temperance that may give it smoothness. Oh! it 
 aia e e a 6 6 a a aii o e . o i 
 
 offends me to the soiol to hear a roizcstious periwig-]iSited. fellow, tear a 
 oe eo e o oe a.ouiu6ii aeeo, aa 
 
 passion to tatters, to very rags, to split the ears of the groundlings. 
 
 Practicing on the short vowels above will serve to vary the exercises 
 advantageously. They should be repeated forward and backward with 
 as much rapidity as possible, without rendering either sound indistinct. 
 
 Thus, a e i u — u o i e a. 
 
 Another very useful exercise for the vocal organs, while it cultivates 
 also the phrenological organs of weight, time, and tune, is the repeti- 
 tion of the vowel sounds, so that the first and each alternate sound 
 shall be accented, and each accented sound dwelt upon as long as two 
 unaccented • 
 
 A (as in ale) 
 
 a a 
 
 a 
 
 a a 
 
 a 
 
 a a 
 
 a. 
 
 A (as in ah) 
 
 a a 
 
 a 
 
 a a 
 
 a 
 
 a a 
 
 a. 
 
 A (as in all) 
 
 a a 
 
 a 
 
 a a 
 
 a 
 
 a a 
 
 a. 
 
 A (as in at) 
 
 a a 
 
 a 
 
 a a 
 
 a 
 
 a a 
 
 a. 
 
 E (as in eel) 
 
 e e 
 
 e 
 
 e e 
 
 e 
 
 e e 
 
 e. 
 
 E (as in ell) 
 
 e e 
 
 e 
 
 e e 
 
 e 
 
 e e 
 
 e. 
 
 I (as in isle) 
 
 i i 
 
 i 
 
 i i 
 
 i 
 
 i i 
 
 i. 
 
 I (as in ill) 
 
 i i 
 
 i 
 
 i i 
 
 i 
 
 i i 
 
 i. 
 
 (as in old) 
 
 
 
 
 
 
 
 
 
 d 
 
 0. 
 
 (as in move) 
 
 
 
 
 
 
 
 
 
 
 
 0. 
 
 (as in ou) 
 
 O 
 
 
 
 o 
 
 
 
 
 
 0. 
 
 ^/■(as in use) 
 
 u u 
 
 u 
 
 u u 
 
 u 
 
 u u 
 
 u. 
 
 Cr(as in ut) 
 
 u u 
 
 u 
 
 u u 
 
 u 
 
 u u 
 
 u. 
 
 ^(as in puU) 
 
 u u 
 
 u 
 
 u u 
 
 u 
 
 u u 
 
 %. 
 
204 VOCAL GYMNASTICS. 
 
 Oi or Oy (oil, boy) oi oi oy oi oi oy oi oi oy. 
 Ou or Ow (thou, how) ou ou oio ou ou oio ou ou ow. 
 
 The above exercise is admirably adapted for dyspeptics and other 
 invalids with weak lungs, and especially those who are easily fatigued 
 by vocal eflbrts. The voluntary exertion should be very gentle at first, 
 and gradually increased as the condition of the respiratory apparatus 
 improves. Consumptives would profit much by exercising in this way 
 for a few minutes at a time, in the open air, several times a day. 
 
 Singing may be practiced on the vowel sounds in the same manner 
 as reading, and is very serviceable to those who have an inability to 
 "turn the tune." 
 
 Friends of freedom, swell the song ; 
 e o e u , e e o ; 
 Young and old the strain prolong ; 
 u a o e a o o ; 
 
 Make the temp'rance army strong; 
 a ee a ai o; 
 
 And on to victory. 
 a o o i o i . 
 Eaise the cry in every spot ; 
 a e i i e i o ; 
 
 Touch not, taste not, handle not ; 
 11 o , a o , a e o ; 
 
 "Who would be a drunken sot ; 
 e a u e o ; 
 
 The worst of miseries, 
 e u o i e i . 
 
 EXEECISES OF THE COISrSOFAN'T SOUNDS. 
 
 Theee are twenty-eight consonant sounds in our language, seventeen 
 of which are vocal and eleven aspirate. 
 
 The 'oocal consonants are, b, as in bite ; c, as in discern ; d, as in 
 dome; f, as in thereof; g, as in gem; g, as in go; g, as in menagerie; 
 1, as in line; m, as in manna; n, as in not; n, as in clank; r, as in jar; 
 r, as in bright ; w, as in twist ; x, as in exile ; y, as in youth ; th, as in 
 thee. 
 
 The aspirates are, c, as in cent ; c, as in cap ; c, as in gracious ; d, as 
 in embraced; f, as in fit; h, as in hand; p, as in pop; x, as in extant; 
 ch, as in chance ; th, as in thin ; wh, as in whine. 
 
 The consonant sounds are again divided into simple and compound. 
 
EXERCISES ON THE CONSONANT SOUNDS. 205 
 
 There are tliirteen simple consonant sounds, as follows : b, as in bib- 
 ber ; c, as in circle ; c, as in Connecticut; d, as in day; d, as in tripp'd; 
 f, as in foe ; g, as in give ; h, as in hope ; 1, as in live ; m, as in man ; 
 n, as in ton ; p, as in poppy ; r, as in more. 
 
 Of the comfound consonant sounds there are fifteen, as follows : c, 
 sound of z, as in suffice ; c, sound of sh, as in judicial ; f, sound of v, 
 as in hereof; g, soft, as in ginger ; g, sound of zh, as in rouge ; n, sound 
 of ng, as in frank ; r, rough or trilled, as in crash ; w, name sound, as 
 in wool ; s, sound of ks, as in excel ; x, sound of gz, as in example ; 
 y, name sound, as in yam; ch, sound of tch, as in much; th, soft or 
 aspii-ate, as in theme; th, vocal, as in thou; wh, name sound, as in 
 when. 
 
 The following lines are examples for exercising all the consonant 
 sounds in the order heretofore named : 
 
 1. Bob beat Ben Brindle's bramble bushes. 
 
 2. XJelibacy and society are useless without supper. 
 
 3. The croaking skeptic is a crude spectacle. 
 
 4. It sufficeth to discern the law for sacrificing. 
 
 5. Capacious ocean is rapacious, too. 
 
 6. Dukes, ducks, dogs, and dandies are depredators. 
 
 7. He scratched his blanched face, and escaped the vexed cook. 
 
 8. Fitful fools are sometimes friglitful fellows. 
 
 9. Thereof, whereof, hereof, nephews, never. 
 
 10. Giant geniuses suggest genteel gingerbread. 
 
 11. Grandmother's giggling girls have goggles get. 
 
 12. Eouge and badinage on the charge-d'afiaire. 
 
 13. He hies himself home with his hands and heart whole. 
 
 14. Lemuel listens to the lovely lady's lullaby. 
 
 15. Meek murmuring men are minimum manikins. 
 
 16. Ninety-nine noblemen denominated ninnies. 
 IT. Sanguine knuckles jingle well-ringed fingers. 
 
 18. Peter Prickle Prandle picked three pecks of pears. 
 
 19. Our forefathers were Northerners, and farmers, too. 
 
 20. A ragged rascal ran around a rogged rock. 
 
 21. Wanton wags with v^oful words the winds bewail. 
 
 22. Anxiously expecting the explanation of the excellent axiom. 
 
 23. Existing in exile to be exonerated from examinations. 
 
 24. Mr. Yew, did you say what Mr. Yewyaw said you said? 
 
 25. Charmed with the chit-chat of the chubby children dear. 
 
 26. Thrilling thunder thriftless throngs the Frith of Forth. 
 
 27. They gather wreaths where truths are theirs and thine. 
 
 28. Whim-whams, whirligigs, and whimpering whirlwinds. 
 
206 VOCAL GYMNASTICS. 
 
 EXEEOISES m EMPHASIS. 
 
 Steess. — The Jirst three, and the last two verses, or volumes ; not 
 the three first and the two last; there can be only one Jirst thing. 
 
 Quantity. — Eoll on, thou dark and deep blue ocean — roll! Ten 
 thousand fleets sweep over thee in vain. Hail ! — universal Lord ! 
 
 Expulsive Steess. — Aim at nothing higher until you can read and 
 speak deliberately, clearly, distinctly, and with the appropriate emphasis. 
 
 Steess and Highee Pitch. — man, tyrannic lord! how long — 
 how long, shall prostrate nature groan beneath your rage ! 
 
 PEOLONGATioisr AND MoNOTONE. — I appeal to you — O ye hiUs and 
 groves of Alba, and your demolished altars! I call you to witness! — • 
 and thou — O holy Jupiter ! 
 
 Ehetoeioal Pause. — Will aU great Neptune's ocean wash this blood 
 — clean — ^from my hands? No, these, my hands, will rather the mul 
 titudinous sea incarnadine, making the green — one red. 
 
 Change of the Seat of Accent. — Temperance and virtue raise 
 men above themselves to angels; intemnerance and vice sink them 
 below themselves to the level of brutes. 
 
 shouting. 
 Charge! Chester! charge! on, Stanley, on; 
 
 Liberty, freedom— tyranny is dead ; 
 Eun hence ; proclaim it in the streets — 
 
 The combat deepens ! on", ye brave J 
 
 EXAMPLES OF IFTONATIONS. 
 
 EisiNG. — Are you desirous of becoming a good reader, speaker, and 
 singer? Then learn and practice the principles herein taught and 
 demonstrated. 
 
 Palling. — A mind properly disciplined to submit to a small present 
 evil, to obtain a greater distant good, will often reap victory from defeat 
 • and honor from repulse. 
 
 EisiNG AND Falling. — To whom the goblin, full of wrath, replied : 
 Art thou traitor angel ? Art thou he who first broke peace in heaven, 
 and faith till then unbroken ? Back to the punishment — false fugitive ! 
 
 The man who is in the daily use of ardent spirits, if he does not become 
 a drunkard, is in danger of losing his health and character. 
 
EXAMPLES OF DYNAMICS. 207 
 
 EXAMPLES OF WAVES OR OIKOUMELEXES. 
 
 Rising. — The love of approbation — produces excellent eftects on men 
 of sense ; a strong desire for praise in weak minds conduces to little 
 else than vanity. 
 
 Falling. — It is not prudent to trust your secrets to a man who can 
 not keep his own. If you had made that aifirmation, I might perhaps 
 have believed it. 
 
 OoMBESTATioN. — Mere hirelings and time-servers — are always opposed 
 to improvements and originality : so are tyrants — to liberty and repub- 
 licanism. 
 
 CADENCE. 
 Te nymphs of Solyma, begin the song ; 
 To heavenly themes sublimer strains belong. 
 
 Such honors Ilion to her lover paid, 
 
 And peaceful slept the mighty Hector's shade. 
 
 EXAMPLES OF DYNAMICS. 
 
 LoTTD. — "With mighty crash the noise astounds; amid Carnarvon's 
 mountains rages loud, the repercussive roar ; and Thule bellows through 
 her utmost isles. 
 
 Rough. — The tempest growls ; the unconquerable hghtning struggles 
 through, ragged and fierce, and — raging, strikes the aggravating rocks. 
 
 SOFT. 
 Soft roll your incense, herbs, and fruits, and flowers 
 Ye softer floods, that lead the humid maze 
 Along the vale. Breathe your still song 
 Into the reaper's heart. 
 
 SMOOTH. 
 Perfumes as of Eden flowed sweetly along, 
 And a voice as of angels enchantingly sung. 
 
 And the smooth stream in smoother numbers flowed. 
 
 Haesh. — On a sudden, open fly with impetuous recoil and jarring 
 sound the infernal doors, and on their groaning hinges grate harsh 
 thunder. 
 
 FoEciBLE. — IsTow storming fury rose, and clamor, such as heard in 
 heaven, till now, was never ; arms on armor clashing, brayed horrible 
 discord. 
 
208 VOCAL GYMNASTICS. 
 
 ilAEMo:N-ious. — As earth asleep, unconscious lies ; effuse your mildest 
 beams, ye constellations, while your angels strike, amid the spangled 
 sky, the silver lyre. 
 
 Steoi^g. — Him the Almighty power hurled headlong, flaming from 
 the ethereal skies, with hideous ruin and combustion down to bottom- 
 less perdition. 
 
 SELECTIONS FOE GEKERAL PRAOTIOE. 
 
 GiTB me that man 
 That is not passion'' s slave, and I will wear him 
 In my hearPs core, ay, my heart of hearts. 
 
 O marriage ! marriage ! what a curse — is thine, 
 "Where hands, alone, consent, and hearts- abhor. 
 
 They — never /«j^, who die 
 In a good cause ; the Vlock may soak their gore. 
 Their heads— may sodden in the sun, their limbs. 
 Be strung to citi/ gates and castle walls, 
 But still, their spirits— walk abroad. 
 
 Whi/ shrinks the soul 
 BacTc on herself, and startles at destruction ? 
 'Tis the Divimti/ —ih&i stirs within us. 
 
 Far along, 
 Viom. 2)eal" to peaJc, the rattling crags among. 
 Leaps the live thunder ; not from one lone cloud, 
 But every mountain, now, hath found a tongue. 
 And J'if/'o— answers through her misty shroud, 
 Back to the joyous .4ZJJS, who called aloud. 
 
 In the midst of aU this peace, this innocence, and this tranquillity, 
 this feast of the mind, this pure banquet of the heart — the destroyer 
 comes — he comes to turn this ■pctradlse — into a hell. 
 
 All that I am, all that I have, and all that I liojoe for, I am now ready 
 here to stalce upon it; and I leave off as I began; sink or swim, live or 
 die, survive ov pej'isli, I am for the declaration ; it is my living senti- 
 ment, and, by the blessing of God, it shall be my dying sentiment — 
 independence now ! and independence — foeetee ! 
 
 O thou, that rollest above, round as the shield of my fathers ! whence 
 are thy beams, O sun! thy everlasting light? Thou comest forth in 
 thy awful beauty; the moon, cold and pale, sinks in the western wave. 
 
 Press on ! never despair ; never be discouraged, however stormy the 
 heavens, however dark the way, however great the difficulties, and re- 
 peated the failures — peess on. 
 
SELECTIONS FOR GENERAL PRACTICE. 209 
 
 "What constitutes the center of every home ? Whither do onr thoughts 
 turn, when our feet are weary with wandering, and our hearts sick 
 with disappointment ? Where shall the truant and forgetful husband 
 go — ^for sympathy, unalloyed and without design, but to the bosom of 
 Tier who is ever ready, and waiting to share in his adversity or prosper- 
 ity ? And if there le a tribunal, where the sins and follies of a froward 
 child — may hope for pardon and forgiveness, this side heaven^ that tri- 
 bunal — is the heart of a fond and devoted mother. 
 
 Ah ! whence yon glare 
 That fires the arch of heaven ? that dark red smoke, 
 Blotting the silver moon ? The stars are quenched 
 In darkness, and the pure spangling snow 
 Gleams faintly through the gloam that gathers round. 
 Hark to that roar, whose swift and deafening peals, 
 In countless echoes through the mountains ring, 
 Startling pale midnight on her starry throne ! 
 Now swells the intermingling din ; the jar, 
 Frequent and frightful, of the bursting bomb ; 
 The falling beam, the shriek, the groan, the shout, 
 The ceaseless clang, and the rush of men 
 Inebriate with rage ! 
 
 This high, constitutional privilege I shall defend, and exercise, within 
 this house, and without this house, and in all places ; in time of peace, 
 and in aU times, living, I shall assert it ; and, should I leave no other 
 inheritance to my children, by the blessing of God, I will leave them 
 the inheritance of free principles, and the example of a manly, inde- 
 pendent, and constitutional defense of them. 
 
 It is vain, sir, to extenuate this matter. Gentlemen may cry — peace 
 — PEACE — but there is no peace. The war is already legun! The 
 next gale that sweeps fi-om the north, will bring to onr ears the clash 
 of resounding arms ! Our Irethren are already in the field ! Why 
 stand we here idle ? What is it, that gentlemen wish f what would 
 they have ? Is life — so — dear, or peace— so sweet, as to be purchased — 
 at the price of chains — and slavery? ForMd it — ^Almighty God — I 
 hiow not — what course others may take — but, as for me, give me lib- 
 EETT —or give me — death. 
 
 Hast thou, in feverish, and unquiet sleep— 
 Dreamt— that some ineroiless demon of the air, 
 Eaised thee aloft — and held thee by the Jiair, 
 Over the hiow — of a c!own-loo\uag steep, 
 Onping, lieloio, into a chasm— so deep, 
 That, by the utmost straining of thine eye, 
 Thou canst no resting-T^\a.c6 descry ; 
 Not e'en a hush — to save thee, should'st thou sweep 
 Adown the black descent ; that then, the hmid 
 Suddenly p«;'fecZ thee, and left thee there, 
 
210 VOCAL GYMNASTICS. 
 
 Holding — but by^ngrer-tips, tlie bare 
 And jagged ridge above, that seems as sa.nd. 
 To crumble 'neath. thy touch f If so, I deem 
 That thou hast had rather an ugly dream. 
 
 EXERCISES TO EXHIBIT VARIOUS EMOTIONS. 
 
 Admiration. — What a piece of work — is man ! How noble in rea- 
 son ! How infinite m faculties ! In form and moving, how express 
 and admirable ! In action, how like an angel ! In apprehension, how 
 like a God ! 
 
 MIETHFULNESS. 
 Haste thee, nymph, and bring with thee 
 Jest and youthful jollity, 
 Quips, and cranks, and wanton toiles. 
 Nods, and hecks, and wreathed smiles. 
 Such as hang on Uebe^s cheek. 
 And love to live in dim%>le sleek ; 
 Sport, that wrinkled Care derides. 
 And Laughter, holding both his sides : 
 Come, and trip it as you go, 
 On the light fantastic toe. 
 And in thy right hand — ^lead with thee 
 The mountain-nymph, sweet Liberl/y. 
 
 PITY. 
 
 Mercy — is the becoming smile of justice; 
 
 This — makes her lovely, as her 7-igor — dreadful; 
 
 Either, alone, defe tive; — but, when joined, 
 
 Like clay and water in the potter's hands, 
 
 They mingle influence, and together rise. 
 
 In form, which neither, separate, could bestow. 
 
 EAPTUEE. 
 What followed, was aU ecstaoy and trances : 
 luanatt&X pleasures round my swimming eyes did dance. 
 
 CHEEEFULlSnESS. 
 Here — feel we but the penalty of Adam ; 
 The season^s difference ; the icj fang. 
 And churlish chiding of the winter's wind ; 
 Which, when it bites and blows upon my body, 
 Ev'n till I shrink with cold, I smile and say, 
 This is no flattery ; these are counselors. 
 
 HOPE. 
 But thou, hope ! with eyes so fair, 
 
 What was thy delightful measure ? 
 
 Still it whispered — promised pleasure, 
 And bade the lovely scenes at distance hall. 
 
EXERCISES TO EXHIBIT VARIOUS EMOTIONS. 211 
 
 HATRED. 
 Poisons — be their drink, 
 Gall, worse than gall, the daintiest meat they taste 
 Their sweetest shade, a grove of cypress trees ; 
 Their sweetest prospects, murdering basilisks ; 
 Their music — frightful as the sbbpent's hiss. 
 
 Revenge. — If a Jew wrong a Christian, what is Ms humility ? Be^ 
 fienge. If a Christian wrong a Jeio, what should his sufferance be by 
 Christian example? Why, Revenge. The villainy yon teach me, / 
 will execute ; and it shall go hard, but I will "better the instruction. 
 
 EAGE. 
 Since thou hast striven to make us break our vow, 
 Which, nor our nature, nor our place can bear. 
 We banish thee forever from our sight. 
 And our kingdom. If when three days are expired, 
 Thy hated trunk be found in our dominions. 
 That moment is thy last— Away ! 
 
 EEPEOACH. 
 Thou slave, thou wretch, thou coward ! 
 Thou little valiant, greai in villainy. 
 Thou ever strong upou the stronger side ; 
 Thou fortune's champion, thou dost never flght 
 But when her humorous ladyship is by. 
 To teach thee safety. 
 
 ANGEE. 
 Hence, from my sight ! 
 Thy father can not hear thee ; 
 Fly with thy infamy to some dark cell, 
 "Where, on the confines of eternal night. 
 Mourning, misfortunes, cares, and anguish dwell. 
 
 Teeeoe. — Oh! mercy on my soul! what is that? my old friend's 
 ghost ? They say none but wicked folks walk ; I wish I were at the 
 bottom of a coal-pit. See ! how long and fale his face has grown since 
 his death ; he never was handsome ; and death has improved him very 
 much the wrong way. Pray do not come near me ! I wished you well 
 when you were alive; but I could never abide a dead man, cheek by 
 jowl with me. 
 
 Remoese. — that men should put an enemy into their mouths to 
 steal away their brains ! that we should with joy, pleasure, revel, ap- 
 plause, transform ourselves to beasts: I will ask him for my place 
 again : he shall tell me — I am a drunkard : had I as many mouths as 
 Hydra, such an answer would stop them aU. 
 
 DESPAIE. 
 Oh ! toriiM'e me no more, I will confess— 
 Alive again ? then show me where he is, 
 
212 VOCAL GYMNASTICS. 
 
 I'll give a thousand pounds to look upon Wm — 
 He hath no eyes, the dust hath blinded them — 
 Comb down his hair : look ! look ! it stands upright. 
 Like fo'me-twigs set to catch my winged houI ! 
 Give me some di-inlc, and bid the apothecary 
 Bring the strong poison that I bought of him. 
 
 FEAE. 
 First, Fear— his hand its skill to trj , 
 
 Amid the cords bewildered laid ; 
 And iack recoiled, he knew not why, 
 
 E'en at the sound himself had made. 
 
 Weeping. — I am rolled ! I am ruined ! O mj money ! my guineas ! 
 my sup2)ort ! my all is gone ! Oh ! who has rolled me ? toho has got 
 my money ? where is the thief? A thousand guineas of gold ! hoo, 
 hoo, hoo, hoo! " 
 
 HOEEOR. 
 Hark ! — the death-denouncing trumpet — sounds 
 The fatal charge, and shouts proclaim the onset. 
 Destruction — rushes ch'eadful to the field. 
 And 'bathes itself in Ijlood. Havoc let loose, 
 Now undistinguished — rages all around ; 
 WhUe EuiN, seated on her dreary throne, 
 Sees the plain strewed with subjects truly hers, 
 Breathless and cold ! 
 
 Madame Kolaistd's Defense. — Minds which have any claim to 
 gieatness are capable of divesting themselves of selfish considerations; 
 they feel that they belong to tlie whole human race, and their views 
 are directed to posterity alone. I was the friend of men who have 
 been proscribed and immolated by delusion, and the hatred of jealous 
 mediocrity. It is necessary that I should perish in my turn, 'because it 
 is a rule with tyranny to sacrifice those whom it has grievously op- 
 pressed, and to annihilate the very witnesses of its misdeeds. I have 
 this doulle claim to death from your hands, and I expect it. 
 
 When innocence walks to the scaflold, at the command of error and 
 perversity, every step she takes is an advance toward glory. May I be 
 the last victim sacrificed to the furious spu-it of party! I shall quit 
 with joy this unfortunate earth which swallows up the friends of xvc- 
 tue, and drinks the blood of the just. Truth! Friendship! my Ooim- 
 try! sacred objects, sentiments dear to my heart, accept my last sacri- 
 fice. My life was devoted to you, and you will render my death easy 
 and glorious. 
 
 Metaphysics. — Professor. What is a salt-box? 
 Student. It is a box made to contain salt. 
 P. How is it divided ? 
 S. laio a salt-box, and a box of salt. 
 
EXERCISES Td EXHIBIT VARIOUS EMOTIONS. 213 
 
 P. Very well ! — show the distinction. 
 
 S. A salt-boz may be where there is no salt ; but salt is absolutely 
 necessary to the existence of a box of salt. 
 
 P. Are not salt-boxes otherwise divided? 
 
 S. Yes : by a partition. 
 
 P. What is the use of this partition? 
 
 S. To separate the coarse salt from the fine. 
 
 F. How ?— think a little. 
 
 S. To separate the fine salt from the coarse. 
 
 P. To be sure: — ^it is to separate the fine from tne coarse; but are 
 not salt-boxes otherwise distinguished ? 
 
 S. Yes: into possiile, proiaile, axid positive. 
 
 P. Define these several kinds of salt-boxes, 
 
 S. A possiMe salt-box is a salt-box yet unsold in the hands of the 
 joiner. 
 
 P. Why so? 
 
 S. Because it hath never yet become a salt-box infact^ having never 
 had any salt in it ; and it may possibly be applied to some other use. 
 
 P. Very true : — for a salt-box which never had, hath not now, and 
 perhaps never may have any salt in it, can only be termed a possible 
 salt-box. What is & probable salt-box? 
 
 8. It is a salt-box in the hand of one going to a shop to buy salt, 
 and who hath sixpence in his pocket to pay the grocer ; and a positive 
 salt-box is one which hath actually and bona fide got salt in it. 
 
 P. Very good : — ^but is there no instance of & positive salt-box which 
 hath no salt in it? 
 
 S. I know of none. 
 
 P. Yes : there is one mentioned by some authors : it is when a box 
 hath by long use been so impregnated with salt, that although all the 
 salt hath been long since emptied out, it may yet be called a salt-box, 
 with the same propriety that we say a salt herring, salt bee:^ etc. And, 
 in this sense, any box that may have accidentally or otherwise been 
 long steeped in brine, may be termed positively a salt-box, although 
 never designed for the purpose of keeping salt. But tell me, what 
 other divisions of salt-boxes do you recollect ? 
 
 8. They are further divided into substantive and pendant ; a substan- 
 tive salt-box is that which stands by itself on the table or dresser ; and 
 appendant is that which hangs upon a nail against the wall. 
 
 P. What is the idea of a salt-box ? 
 
 8. It is that image which the mind conceives of a salt-box, when no 
 salt-box is present. 
 
 P. What is the abstract idea of a salt-box? 
 
214 
 
 VOCAL GYMNASTICS. 
 
 S. It is tlie idea of a salt-box abstracted from the idea of a box, or 
 of salt, or of a salt-box, or of a box of salt. 
 
 P. Very right: — and by these means you acquire a most perfect 
 knowledge of a salt-box : but tell me, is the idea of a salt-box a salt 
 idea? 
 
 /S. ISTot unless the ideal box hath ideal salt in it. 
 
 P. True : — and therefore an abstract idea can not be either salt or 
 fresh ; round or square ; long or short ; for a true abstract idea must 
 be entirely free from all adjuncts. And this shows the diflference be- 
 tween a salt idea, and an idea of salt. Is an aptitude to hold salt an 
 essential or an accidental property of a salt-box. 
 
 S. It is essential; but if there should be a crack in the bottom of 
 the box, the aptitude to spill salt would be termed an accidental prop- 
 erty of a salt-box. 
 
 P. "Very weh! very well, indeed!— "What is the salt called with 
 respect to the box ? 
 
 S. It is called its contents. 
 
 P. And why so ? 
 
 3. Because the cook is content quoad hoc to find plenty of salt in 
 the box. 
 
 P. You are very right : — I see you have not misspent your time. 
 
 SONG OF THE HOOPS. 
 
 Sailing do-wn the crowded street, 
 Scraping every one they meet, 
 With a rushing, whirling sound, 
 Muffled belles around abound, 
 
 Hoop ! hoop ! hoop ! 
 What a vast, expansive swoop ! 
 
 Hoops of whalebone, short and crisp. 
 Hoops of wire, thin as a wisp ; 
 Hoops of brass, thirteen yards long. 
 Hoops of steel, conflrm'd and strong ; 
 Hoops of rubber, soft and slick, 
 Hoops of lampwick, cord, and leather, 
 Hoops that languish in wet weather ; 
 Hoops that spread out silken skirts, 
 Hanging off from silly flirts. 
 
 Sweeping off the public lands, 
 Turning over apple-stands ; 
 Felling children to the ground, 
 As they flaunt and whirl around. 
 
 Hoop ! hoop ! hoop 
 What a vast, expansive swoop ! 
 
 Jolly hoops, that wriggle round. 
 Sober hoops, that sway profound ; 
 Springy hoops, that shake and wag. 
 Broken hoops, that droop and drag; 
 Monster hoops, all overgrown. 
 Junior hoops, of smaller bone ; 
 Hoops that ravish lover's eyes. 
 Hoops that rend their breasts with size ; 
 Hoops that shock their feeble legs, 
 Lilte a crowd of giant kegs. 
 
 What gallant ships ! what swelling sails ! 
 How they resist opposing gales ! 
 With what a full, relentless waft, 
 They overwhelm each smaller craft ! 
 
 Hoop ! hoop ! hoop ! 
 What a vast, expansive swoop ! 
 
THE OLD CONTINENTALS. 
 
 215 
 
 THE OLD CONTIKENTALS. 
 
 The following lines stir the blood and almost bring before us the pic- 
 ture of the fight. The measure admirably imitates the sound of mar- 
 tial music : 
 
 In their ragged regimentals 
 Stood the old Continentals, 
 
 yielding not. 
 While the grenadiers were lunging, 
 And like hailstones fell the plunging 
 
 Cannon shot ; 
 
 "Where the flies 
 
 Of the isles 
 From the smolcy night encampment 
 Bore the banner of the rampant 
 
 Unicorn ; 
 And grummer, grummer, grummer 
 EoUed the " roll" of the drummer 
 
 Through the morn. 
 
 Then with eyes in the front of all 
 And with guns horizontal, 
 
 Stood our sires ; 
 And the balls whistled deadly, 
 And the flames flashed redly, 
 
 Blazed the flres ; 
 
 As the swift 
 
 Billows drift 
 Drove the dark battle breakers 
 O'er the greed-sodded acres 
 
 Of the plain ; 
 And louder, louder, louder 
 Cracked the black gunpowder 
 
 All amain ! 
 
 Then like the smiths at their forges 
 Labored the red St. G-eorge's 
 
 Cannoneers. 
 And the villainous saltpeter 
 Kung a fierce, discordant meter, 
 
 Eound their ears ; 
 
 Like the roar 
 
 On the shore 
 Eose the horse-guard's clangor 
 As they rode in roaring anger 
 
 On our flanks ; 
 And higher, higher, higher 
 Burned the old-fashioned fire 
 
 Through the ranks. 
 
 Then the old-fashioned Colonel 
 GaUoped through the white infernal 
 
 Powder-cloud ; 
 And his broad sword was swinging, 
 And his brazen throat was ringing 
 
 Trumpet loud ; 
 
 And the blue 
 
 Bullets flew. 
 And the trooper jackets redden 
 At the touch of the leaden 
 
 Eifle's breath ! 
 And rounder, rounder, rounder 
 Eoared the iron six-pounder, 
 
 HurUng death ! 
 
CONTENTS 
 
 PAET I.— GENEEAL GYMNASTICS. 
 
 Preliminary Observations — ^Eationale of Q-j'mnastic Exercises — ^Their Importance- 
 Testimony of M. Eotli — Of Eosseau — Of IIoflFman — Of Horace Mann — Law of Exer. 
 cise — Playfulness a Natural Instinct — Its Object to Develop the Organs and Structures 
 — Quiet Children Never Healthy — General Rules — Dress — Bodily Positions — Sleeping 
 — Sitting — Standing — ^At Worls: — In Study — On Horseback — Thoracic Deformities— 
 Spinal Miscurvatures — Exercises to Promote Erectitude — "Walking — Eunning— Leap- 
 ing — Balancing — Climbing— Skating — Swimming — Causes of Drowning — How to 
 Save Persons from Drowning— Eowing — Kiding 17-54 
 
 PAET II.— SPECIAL GYMNASTICS. 
 
 Indian Club Exercises — Eemarkable Development — Muscular Power — Convenient Ex- 
 ercises for Sedentary Persons — Promiscuous Exercises to Invigorate all the Vital Or- 
 gans — Special Medico-Gymnastic Exercises of Schreber — Eoth's Standing, Sitting, 
 and Lying Positions — Gymnastic Treatment of Single Diseases 57-110 
 
 PAET III.— KINESIPATHY. 
 
 Diflferent Kinds of Eree Exercises — Movements Divided into Active and Passive — ^Vol- 
 untary Movements are Bending, Stretching, Eolation, Twisting, etc. — Involuntary 
 Movements are Friction, Vibration, Percussion, Pressure, Ligation, etc. — Positions of 
 each Gymnastic Movement — Commencing — Intermediate — Final — Fundamental Po- 
 sition—Movements with Eegard to Space — Importance of Ehythmus and Time — Ex- 
 ercises in Classes — Movements of the Head — Foot and Leg Movements — Arm and 
 Hand Exercises — Trunk Movements — Compound Movements — Trunk Facings — Move- 
 ments from the Spot without Support — Walk and Eun Exercises — Exercises with 
 Support — ^Examples of Exercises with Single Assistance — Wrestling Exercises — Con- 
 tra-Wrestling — ^^sthetic Gymnastics 113-177 
 
 PAET IV.— CALISTHENICS. 
 
 Peculiarly Adapted to American Females — Exercises without Apparatus — Calisthenics 
 with Apparatus — Dumb-bells — Weights — Carrying Weights on the Head — Playing 
 Graces — Backboard Exercises — ^Exercises with the Triangle 179-193 
 
 PAET v.— VOCAL GYMNASTICS. 
 
 Rationale of Vocal Power — Causes of Hoarseness — Bronchitis — Throat-all — Clergyma.n's 
 Sore Throat — Physio!o2;y of Breathing — Errors in Early Education — ^Mechanical 
 Eeading — Intellectual Eeading — Rhetorical Eeading — Exercises to Improve Eespira- 
 tion and Articulation — Importance of Accurate Enunciation — Analysis of the Ele- 
 mentary Sounds of Our Language — Exercises on the Vowel Sounds — Exercises on 
 the Consonant Sounds — Exercises in Emphasis— Examples of Intonations — Examples 
 of Waves or Circumflexes — Examples of Dynamics — Selections for General Practice 
 — Exercises to exhibit Various Emotions 195-21-1 
 
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