LIGHT GYMNASTICS. 
 
 A GUIDE 
 
 
 
 TO 
 
 SYSTEMATIC INSTRUCTION IN PHYSICAL TRAINING. 
 FOR USE IN SCHOOLS, GYMNASIA, ETC. 
 
 BY 
 
 WILLIAM G. ANDERSON, M.D., F.SS., 
 
 President of the Brooklyn Normal School for Physical Education : 1'hi/sician in 
 
 charge of the Department of Physical Education, Adelphi Academy, Brooklyn, 
 
 N. Y.; Director of the Department of Physical Education, Chautauqua 
 
 University, Chautauqua, N. Y. ; Secretary of the American 
 
 Association for the Advancement of Physical Education ; 
 
 Member of Victoria Institute, London ; Director of 
 
 Physical Education, Long Island College 
 
 Hospital, etc. etc. 
 
 NEW YORK: 
 
 EFFINGHAM MAYNARD & Co., PUBLISHERS, 
 
 771 BROADWAY AND 67 & 69 NINTH ST. 
 
 1890. 
 
THIS SIMPLE VOLUME 
 IS AFFECTIONATELY INSCRIBED TO 
 
 TO V/HOM I AM INDEBTED MORE THAN TO ALL OTHERS 
 FOB. READY AID AND ASSISTANCE. 
 
 Copyright, ifcfy, by EFFJNGHAM MAYNAKU & Co. 
 
PREFACE. 
 
 IT is now generally admitted by educators that tlie 
 pupils in our institutions of learning need some kind 
 of systematized physical training in connection with 
 their mental work. 
 
 The action of the foremost educators in the world, 
 the faculties of our leading colleges, permitting the 
 expenditure of many hundreds of thousands of dollars 
 on magnificent gymnasiums, strengthens the assertion. 
 
 The example thus set must be and Is being followed 
 by the public and private schools. They are gradually 
 introducing gymnastics as a part of their course of 
 study. 
 
 Teachers are responsible for the physical condition 
 of their pupils while in their charge. If they are 
 ignorant of the simple laws of health and gymnastics, 
 their pupils will suffer on account of it. 
 
 It may be said in the teachers' defense, however, 
 that should they desire the knowledge that would fit 
 them to teach physical training from professional 
 teachers of the subject, they could spare neither the 
 time nor money to acquire it ; consequently they 
 must obtain this from books. 
 
 A good work on light gymnastics should be the 
 
4 Preface. 
 
 result of years of experience of a teacher of this subject. 
 It should be compiled after a definite plan, be profusely 
 illustrated, and contain exercises that are at the same 
 time beneficial, simple, and of pleasing variety. In 
 short, it should be a book that will be valuable to any 
 teacher, because it is founded on fact and not fancy, 
 and its methods such that any intelligent teacher can 
 make use of them with success in his classes. 
 
 This has been the author's aim in making this 
 manual. The subjects are treated from the stand- 
 point of a physician and gymnastic director. The ex- 
 perience of years as an instructor of many thousands 
 of pupils and teachers, the writer has endeavored to 
 condense and simplify, in hopes that it may be of use 
 to others. 
 
 He wishes to thank Dr. A. C. Perkins of the 
 Adelphi Academy for the suggestions he has so 
 kindly given ; Mr. Henry S. Anderson for his 
 assistance and aid ; and Mr. Julius A. Pfarre for the 
 use of cuts. 
 
 The drawings for military methods were made by 
 L. J. Pennock of the Brooklyn Normal School for 
 Physical Education. 
 
MAKCHING OB MILITAKY METHODS. 
 
 EXPLANATION OF TERMS USED. 
 
 File. A row of scholars ranged one behind the other 
 from front to rear. 
 
 Line or Rank. A row of scholars placed side by side. 
 
 Guide. The one who directs or leads a line of four 
 or more. 
 
 Dress. To straighten. 
 
 By right or left flank,. The same as a right or left 
 face, but applicable only to scholars when marching. 
 
 Align. To arrange according to height. 
 
 Pivot. The one who makes the shortest turn in a 
 wheel. 
 
COMMANDS. 
 
 There are two kinds : 
 
 The preparatory command, such as Forward, which 
 indicates the movement that is to be executed. 
 
 The command of execution, such as MARCH ! or HALT ! , 
 the part of the command which causes the execution. 
 
 The preparatory commands are distinguished by 
 italics, those of execution by SMALL CAPITALS. 
 
 The tone of command should be animated and dis- 
 tinct. 
 
 The instructor should never require a movement to 
 be made until he has fully explained and executed it. 
 He accustoms a pupil to take by himself the proper 
 position, rectifies it when necessary, and sees that no 
 movements are performed carelessly or with undue 
 haste. Each movement should be understood before 
 Ing to another. After they have been properly 
 executed in the order laid down, the instructor no 
 longer confines himself to that order ; on the contrary, 
 it to suit his wishes. 
 
A MANUAL OF PHYSICAL TRAINING. 
 
 CHAPTER I. 
 
 THE POSITION OF ATTENTION. 
 
 HEELS on the same line .and as near each other as 
 the conformation of the body permits. 
 
 Feet turned out at an angle formed by the foot- 
 marks (60). 
 . Knees straight. 
 
 The body erect on the hips, inclining a little for- 
 ward. 
 
 Shoulders square and falling equally. 
 
 Elbows near the body. 
 
 Palms of the hands turned slightly to the front, 
 arms hanging naturally. 
 
 The head erect. Chin slightly drawn in without 
 constraint. Eyes to the front. 
 
 TO REST AND DISMISS SCHOLARS. 
 
 The teacher lets the pupils rest from time to time. 
 For this purpose he commands, (1) Squad, (2) BEST ! 
 At the command rest, the pupil is no longer required 
 to preserve immobility, silence, or to remain strictly 
 in his place. 
 
 If the instructor commands, (1) In place, (2) BEST ! , 
 
8 A Manual of Physical Training. 
 
 the pupil is not required to preserve immobility or to 
 keep strict silence, but must always keep one of liis 
 heels in place. 
 
 To resume attention the instructor commands, (1) 
 Company, (2) ATTENTION ! At the second command the 
 pupil takes his position and remains motionless. 
 
 To dismiss the class the instructor commands, (1) 
 Break ranks, (2) MARCH ! 
 
 FACINGS. 
 
 To the Right or Left. Command, (1) Right, or Left, 
 (2) FACE ! At the command face, raise the right foot 
 slightly, face to the right, turning on the left heel, the 
 left toe slightly raised ; replace the right heel by the 
 side of the left and on the same line. The facings to 
 the left are executed upon the same heel as the facings 
 to the right. 
 
 To the Rear. Command, (1) Squad, (2) ABOUT, (3) 
 FACE ! At the command about, turn on the left heel, 
 bring the left toe to the front, carry the right foot to 
 the rear, the hollow opposite to and three inches from 
 the left heel, the feet square to each other. At the 
 command face, turn on both heels, raise the toes a little, 
 face to the rear, and when the face is nearly com- 
 pleted raise the right foot and replace it by the side 
 of the left. 
 
 The German method of about facing is simple and 
 saves time. It is executed after the manner of a right 
 face, but the pupil turns half-way round instead of one 
 quarter of a circle. 
 
A Manual of Physical Training. 
 
 TO MARK TIME. 
 
 Being in march, the instructor commands, (1) Mark 
 time, (2) MARK ! At the second command, given the 
 instant one foot is coming to the ground, continue the 
 cadence and make a semblance of marching without 
 gaining ground by alternately advancing each foot 
 about half its length and bringing it back on a line 
 with the other. 
 
 To resume the direct step command, (1) Forward, (2) 
 MARCH 
 
 TO MARCH IN A DIRECT LINE. 
 
 Command, (1) Forward, (2) MARCH ! At the com- 
 mand march advance the left foot about twenty inches 
 from heel to heel, plant it, and in a like manner ad- 
 vance the right. Keep this movement up, the in- 
 structor indicating from time to time the cadence by 
 calling one, two, three, four, or left, right. 
 
 To arrest the march the instructor commands, (1) 
 Company, (2) HALT ! At the command halt, given the 
 instant either foot is brought to the ground, the foot 
 in the rear is brought up and planted by the other. 
 
 A simple method of marking time is to permit the 
 scholar to stamp the left foot lightly on the first of 
 each four counts. It teaches children to catch the 
 step quickly. This method has been used in running. 
 
 CADENCE. 
 
 For the purpose of this manual the following will 
 be cadence or time : 
 
10 A Manual of Physical Training. 
 
 Common time, 64 to 70 steps in one minute. 
 Quick time, 110 steps in one minute. 
 Double time, 190 steps in one minute. 
 
 SHORT STEP. 
 
 Being in the march the instructor commands, (1) 
 Short step, (2) MARCH ! At the second command the 
 length of the step is reduced to 10 inches, the class 
 resuming full step at the command, (1) Fonvard, (2) 
 MARCH ! 
 
 TO CHANGE STEP. 
 
 Being in march the instructor commands, (1) Change 
 step, (2) MARCH ! At the command march, given the 
 instant the right foot comes to the ground, the left 
 foot is advanced and planted ; the hollow of the right 
 foot is then advanced against the heel of the left, the 
 pupil again stepping off with the left. 
 
 The change on the right foot is similarly executed, 
 the conn i) and march being given when the left foot 
 strikes the ground. 
 
 BIDI: srr.i'. 
 
 Being sit a halt, the instructor commands, (1) tfi<h' 
 tteptO //" /'/.'/A/, <>r l<ftj (2) MARCH ! At the command 
 march, carry the right font six indies to the right, 
 keeping the knees straight and the shoulders stjnare 
 tn tin- front; as soon as the right foot is planted bring 
 the left foot to tin- side of it and continue the move- 
 ment, observing the cadence, until the commands, (1) 
 Squad, (2) HALT ! 
 
A Manual of Physical Training. 11 
 
 In class work the side step is always executed in 
 common time, unless quick time is specified. 
 
 BACK STEP. 
 
 Being at a halt, the instructor commands, (1) Back- 
 ivard, (2) MARCH ! At the command march, step off 
 smartly with the left foot fourteen inches straight to 
 the rear, measuring from heel to heel, and so on with 
 the feet in succession till the commands, (1) Company, 
 (2) HALT ! 
 
 At the command Jialt bring back the foot in front to 
 the side of the one in rear. 
 
 TO MARCH TO THE REAR. 
 
 Being in march, the instructor commands, (1) To the 
 rear, (2) MARCH ! At the command march, given as 
 the right foot strikes the ground, advance and plant 
 the left foot ; then turn on the balls of both feet, face 
 to the right about, and immediately step off with the 
 left foot. 
 
 DOUBLE TIME. 
 
 The instructor commands, (1) Forward, double time, 
 (2) MARCH ! At the first command raise the hands till 
 the fore-arms are horizontal, fingers closed, nails 
 toward body, elbows to the rear. At next command, 
 quicken the step until all are in a slow run (190 steps 
 a minute), when the instructor will indicate the ca- 
 dence by counting one, two, given alternately, as the 
 left and right foot touch the ground. 
 
 To come to slow time the instructor commands, (1) 
 
12 A Manual of Physical Training. 
 
 Sloiv time, (2) MAECH ! , when the pupils resume the 
 ordinary step. 
 
 ALIGNMENTS. 
 
 The instructor first teaches the pupils to align 
 themselves scholar by scholar, the better to compre- 
 hend the principles of alignments ; to this end he ad- 
 vances the two men on the right three or more yards, 
 and, having aligned them, commands, (1) By file, (2) 
 Right, or Left, (3) DRESS, (4) Front ! 
 
 At the command dress, the pupils move up succes- 
 sively in quick time, shortening the last step so as to 
 find themselves about six inches behind the alignment. 
 Each pupil then moves on the line, which must never 
 be passed, taking steps of two or three inches, casting 
 his eyes to the right so as to see the buttons on the 
 coat of the pupil second from him, keeping his 
 shoulders square to the front and touching with his 
 elbow that of the one next to him without opening his 
 arms. 
 
 At the command front, given when the rank is well 
 aligned, the pupils cast their eyes to the front and re- 
 main firm. 
 
 The pupils having learned to align themselves 
 scholar by scholar, tin- instructor next aligns the class 
 by the commands, (1) Right, or Left, (2) DRESS, (3) 
 Front ! 
 
 At the command dress, the entire rank, except the 
 one established as a basis, moves forward and dresses 
 up to the line as previously explained. The instructor 
 verifies the alignment by placing himself at the head 
 
A Manual of Physical Training. 13 
 
 of the Hue and ordering forward or back scholars who 
 are too far to the rear or in advance. This done, he 
 commands, Front ! 
 
 Alignments to the rear are executed on the same 
 principle, the commands being, (1) Right, or Left, back- 
 ward, (2) DKESS, (3) Front ! 
 
 Face the pupils to the right. The instructor moves 
 the leading pupil to the right or left, and commands, 
 (1) Front, (2) DKESS ! At the command dress, the 
 pupils form quickly behind their leader, forming a 
 straight file. 
 
 TO MARCH IN LINE. 
 
 The class being correctly aligned, the instructor 
 places a well-instructed pupil on the side on which 
 the guide is to be and commands, (1) Forward, (2) 
 Guide right, or left, (3) MARCH ! 
 
 At the command march, the pupils step off smartly 
 with the left foot, the guide marching straight to the 
 front. 
 
 The instructor observes in marching in line that the 
 pupils touch lightly the elbow toward the side of the 
 guide ; that they open out neither arm ; that they 
 yield to pressure coming from the side of the guide 
 and resist pressure coming from the opposite direc- 
 tion, and that they keep the head direct to the front, 
 no matter on which side the guide may be. 
 
 TO MARCH BY THE FLANK. 
 
 Being at a halt, the instructor commands, (1) Right, 
 or Left, (2) FACE ! (3) Forward, (4) MARCH ! If in 
 
14 A Manned of Physical Training. 
 
 march, the instructor commands, (1) By the right, or 
 left, flank, (2) MARCH ! 
 
 At the command march, given as the right foot 
 strikes the ground, advance and plant the left foot, 
 then turn to the right and step off in the new direction 
 with the right foot. In the march by the flank, the 
 scholars cover each other and keep closed to facing 
 (Usance; that is, to such distance that in forming line 
 the elbows will touch. 
 
 TO CHANGE DIRECTION IN COLUMN OF FILES. 
 
 Being in march, the instructor commands, (1) Col- 
 umn right, or left, or (1) Column half-right, or -left, (2) 
 MARCH ! 
 
 At the command march, the leading file faces to the 
 right, or half-right, and is followed by the other files, 
 who face on the same ground. 
 
 TO OBLIQUE. 
 
 The pupils, being well established in the principles 
 of the direct march, are exercised in marching ob- 
 licjiielv. The s<]iiad marching in line, the instructor 
 commands, i 1) /fig/if, or L<ft, nhl'ujm', cl\ M Alien ! 
 
 At the command ///"/W/, each pupil makes a half- 
 face to the right ami tin n marches straight in the new 
 direction. As the pupils no longer touch elbows they 
 glance along the shoulders of the nearest tiles, toward 
 tin- side to which they arc. obliquing, and regulate 
 their steps so that their shoulders are always behind 
 of the next pupil on that side and that his head 
 
A Manual of Physical Training. 15 
 
 conceals the Leads of the other pupils in the rank. The 
 pupils preserve the same length of pace and the same 
 degree of obliquity ; the line of the rank remaining 
 parallel to its original position. 
 
 To resume the original direction the instructor com- 
 mands, (1) Forward, (2) MARCH ! 
 
 WHEELINGS. 
 
 A wheel is a circular movement by which the front 
 of a squad, set of fours, company, etc., is placed at 
 right angles to its original position, or changes ninety 
 degrees. 
 
 An about is a circular movement by which the front 
 of a squad, set of fours, company, etc., is placed facing 
 to the rear or changed one hundred and eighty de- 
 grees. , 
 
 Wheelings are of two kinds : on fixed and on mov- 
 able pivots. 
 
 WHEELING ON A FIXED PIVOT. 
 
 Being at a halt the instructor commands, (1) In cir- 
 cle, right, or left, ivheel, (2) MARCH ! 
 
 At the command march, the pupils, except the pivot- 
 man, step off with the left foot, turning at the same 
 time the head a little to the left, the line of the eyes 
 of the pupils to their left ; the pivot-man marks time 
 strictly in his place, gradually turning his body, to 
 conform to the movement of the marching flank ; the 
 pupil who conducts this flank takes steps of twenty 
 
16 A Manual of Physical Training. 
 
 inches, and, from the first step, advances the left 
 shoulder a little, casts his eyes along the rank, and 
 feels lightly the elbow of the next pupil toward the 
 pivot, but never pushes him. 
 
 The other pupils touch with the elbow toward the 
 pivot, resist pressure from the opposite side, conform 
 to the movement of the marching flank, and shorten 
 their steps according to their distance from it. After 
 wheeling around the circle several times the instruc- 
 tor commands, (1) Squad, (2) HALT ! 
 
 WHEELING ON A MOVABLE PIVOT. 
 
 Being in march, to change direction the instructor 
 commands, (1) Eight, or Left, ivheel, (2) MAHCH, (3) For- 
 ward, (4) MARCH ! 
 
 The first command is given when the class is three 
 yards from the wheeling-point. 
 
 At the command march, the wheel is executed as on 
 a fixed pivot, except that the pivot-man, instead of 
 turning in his place, takes steps of nine inches, and 
 thus gains ground forward in describing a small curve 
 so as to clear the wheeling-point. 
 
 The radius of the circle described by the pivot-man 
 increases with the size of the class, and is equal to 
 nearly one half of the front of the squad or subdivi- 
 sion. 
 
 Wheelings on fixed or movable pivot being impor- 
 tant movements, the instructor requires the pupils suc- 
 cessively to act as pivots and to conduct the 
 flank. 
 
A Manual of Physical Training. 17 
 
 TO FORM COLUMN OF FOURS FEOM COLUMN OF TWOS OR 
 
 FILES. 
 
 (See Fig. 1.) 
 
 Marching in column of twos the teacher commands, 
 (1) Form fours, (2) Left, or Eight, oblique, (3) MARCH ! 
 At the command march, the leading two of each four 
 take the short step ; the rear two oblique to the left 
 until they uncover the leading two, when they resume 
 the forward march. Having formed column of files 
 from column of twos or fours, to form column of fours 
 the teacher commands, (1) Form fours, (2) Left, or 
 Eight, obliqite, (3) MARCH ! At the command march, 
 number one of the first four moves forward three 
 yards and halts ; the other files of the first four 
 oblique to the left and place themselves successively 
 on the left of the leading file ; the other fours success- 
 ively form as explained for the first, the leading file of 
 each halting at about sixty inches from the correspond- 
 ing file of the four next in front. 
 
 Column of Twos is formed from column of files on the 
 same principles. (See Fig. 2.) 
 
 In forming column of fours, or twos, the teacher 
 commands, Left, or Eight, oblique, according as the 
 right or left is in front. 
 
 TO FORM COLUMN OF TWOS FROM LINE. 
 
 The teacher commands, (1) Twos, right, or left, (2) 
 MARCH ! The two wheel to the right on numbers one 
 and three of each four as pivots, and to the left on 
 numbers two and four. The column of twos is formed 
 
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A Manual of Physical Training. 19 
 
 in line by the commands, (1) Twos left, or right, (2) 
 MARCH ! (3) Guide right, or left ; or, (3) Company, (4) 
 HALT ! (5) Right, or Left, (6) DRESS, (7) FRONT ! The 
 line is formed to the left or right, according as the 
 right or left is in front. 
 
 TO FORM COLUMN OF FILES FEOM LINE. 
 
 The teacher commands, if at a halt, (1) Right, or 
 Left, (2) FACE ; (3) Forward, (4) MARCH ! If in march : 
 
 (1) By the right, or left, flank, (2) MARCH ! 
 
 TO FORM COLUMN OF TWOS OR FILES FROM COLUMN OF 
 
 FOURS. 
 
 (See Fig. 3.) 
 
 The teacher commands, (1) Right, or Left, by twos, 
 
 (2) MARCH ! At the second command, the two files on 
 the right of each four move forward in quick time ; 
 the two files on the left mark time till disengaged, 
 when they oblique to the right and follow the right 
 files, keeping closed to facing distance. 
 
 Being at a halt, to form column of files the teacher 
 commands, (1) Right, or Left, by, file, (2) MARCH ! At 
 the command march, the right file of the leading four 
 moves forward, followed in succession by the files on 
 its left ; when the left file of the leading four is about 
 to commence to oblique, the right file of the second 
 four moves to the front, and so on to the rear of the 
 column, the pupils keeping closed as nearly as possi- 
 ble to facing distance. If marching, the leading file 
 continues the march, the others halt and resume the 
 
20 A Manual of Physical Training. 
 
 march at the proper time. Column of files > from col- 
 umn of twos, is similarly executed. 
 
 In forming column of twos (or files) the teacher 
 commands, right, or left, by twos (or by file), according 
 as the right or left is in front. 
 
 A column of twos (or files) changes direction, is 
 halted and put in march by the same commands as a 
 column of fours. 
 
 TO FORM COLUMN OF FOURS FROM LINE. 
 
 The teacher commands, (1) Fours, right, or left, (2) 
 MARCH ! (3) Halt ! At the second command each set 
 of fours will wheel to the right, No. 1 as a pivot. 
 At the third command given, the instant the front rank 
 gains the perpendicular to the late line, the scholars 
 will halt, and align themselves toward the marching 
 Hank. 
 
 TO FORM FOURS IN CIRCLE. 
 
 The teacher commands, (1) Fours, right, or left, wheel, 
 (2) MARCH ! The fours complete each arc of ninety de- 
 grees simultaneously. The teacher enforces strictly 
 tin- principles of the fixed pivot, requiring the pupils on 
 tin- marching flank of each four to take the full step of 
 twenty or twenty-three inches, according to the time, 
 without increasing or decreasing the cadence. The 
 fours li;iving wheeled round the circle several times 
 the teacher comiii amis : (1) Contjmni/, (2) HALT! (3) 
 Left, or ?//////, (h DI.I.SS, (5) FRONT! The command 
 //</// is given as tin- fours unite in line or forward 
 march. 
 
A Manual of Physical Training. 21 
 
 TO MARCH IN COLUMN OF FOURS TO THE FRONT. 
 
 Being iii line the teacher commands, (1) Right, or 
 left, fomvard, (2) Fours right, or left, (3) MARCH. (Fig. 
 4.) At the command march, the right four moves 
 straight to the front, shortening the first three or 
 four steps ; the other fours wheel to the right on a 
 fixed pivot ; the second four, when its wheel is two 
 thirds completed, wheels to the left on a movable 
 pivot, and follows the first four ; the other fours, hav- 
 ing wheeled to the right, move forward and wheel to 
 the left on a movable pivot on the same ground as the 
 second. 
 
 TO HALT COLUMN OF FOURS AND PUT IT IN MARCH. 
 
 The teacher commands, (1) Company, (2) HALT ! and 
 (1) Forward, (2) MARCH ! 
 
 TO OBLIQUE IN COLUMN OF FOURS, AND TO RESUME THE 
 DIRECT MARCH. 
 
 (See Fig. 5.) 
 
 The teacher commands, (1) Eight, or left, oblique, (2) 
 MARCH ! During the oblique the fours preserve their 
 parallelism ; the pupil in each rank of fours 011 the 
 side toward which the oblique is made is the guide 
 of the rank. The leading guide is the guide of the 
 column when the oblique is toward his flank ; when 
 the oblique is toward the opposite flank the guide of 
 the front rank of the leading four is the guide of the 
 
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24: A Manual of Physical Training. 
 
 1 ____^ 
 
 column. To resume the direct march the teacher 
 commands, (1) Forward, (2) MAECH ! 
 
 In obliquing a column of fours, or of subdivisions, 
 the guide is always, without indication, on the side 
 toward which the oblique is made ; on resuming the 
 direct march the guide, without indication, is on the 
 side it was previous to the oblique. The guides, dur- 
 ing the oblique, keep on a line parallel to the original 
 direction. These rules are general. 
 
 TO CHANGE DIRECTION IN COLUMN OF FOURS. 
 
 Being in march, the teacher commands, (1) Column, 
 right, or left, (2) MARCH ! If the change of direction 
 be' toward the side of the guide, the guide, at the com- 
 mand march, shortens his step and wheels to the right 
 on the arc of a small circle ; the leading rank of four 
 wheels on a movable pivot, the pivot-man following in 
 the trace of the guide ; if the change of direction be 
 to the side opposite the guide he wheels as if on the 
 marching Hank of a r.-uik of four; the wheel being 
 completed, the guide and the leading rank retake the 
 step of twenty inches. The other ranks move forward 
 and wheel on the same ground. Column lutlf-riylt, or 
 /'//, is similarly executed. To put the column of fours 
 in inarch and change direction at the same time the 
 tracln-r commands, (1) Frirtinl, (2) Cdinnii, riijhf, or 
 left, ()>) MAUCH ! To march the column of fours to lli<> 
 rear the teacher commands, (1) Fours, riyhf, or I*fl, 
 about, (2) MARCH ! The fours wheel about on a fixed 
 pivot 
 
A Manual of Physical Training. 25 
 
 TO FORM LINE FROM COLUMN OF FOURS. 
 TO THE RIGHT OR LEFT. 
 
 The teacher commands, (1) Fours right, or left, (2) 
 MARCH ! (3) Guide right, or left ; or, (3) Company, (4) 
 HALT ! (5) Left, or right, (6) DRESS, (7) FRONT ! At the 
 command march, the fours wheel to the right on a 
 fixed pivot. 
 
 ON THE RIGHT OR LEFT. 
 (See Fig. 6.) 
 
 The teacher commands, (1) On right, or left, into 
 line, (2) MARCH ! (3) Company, (4) HALT, (5) Eight, or 
 left, (6) DRESS, (7) FRONT ! At the command march, 
 the leading four wheels to the right on a movable 
 pivot, and moves forward, dressing to the right; the 
 other fours march a distance equal to their front 
 beyond the wheeling-point of the four -next preceding, 
 wheel to the right and advance as explained for the 
 first four. At the command halt, given when the 
 leading four has advanced company distance in the 
 new direction, it halts, and at the sixth command, 
 given immediately after, dresses to the right ; the 
 other fours halt and dress successively upon arriving 
 in line. At the seventh command, given when the last 
 four completes its dressing, all the pupils cast their 
 eyes to the front. In these movements where it is 
 prescribed that the leading four, or subdivision, 
 moves company distance to the front and then halts, 
 the leading four, or subdivision, may be halted at a 
 less distance when necessary. This rule is general. 
 
26 A Manual of Physical Training. 
 
 TO FORM TWO RANKS. 
 
 To form two ranks from a line of files, the teacher 
 commands, In two ranks form company, MARCH ! At 
 the second command the scholar in front will right or 
 left face, the second scholar marches up and back of 
 No. 1 and stands back of him, the third scholar 
 marches alongside of No. 1, the fourth scholar 
 marches up and crosses over back of No. 3, the fifth 
 scholar alongside of No. 3, the sixth back of No. 3, 
 the remaining scholars close in quick time and form 
 alternately front and back. 
 
 ALIGNMENTS. 
 
 The classes can be quickly aligned or arranged ac- 
 cording to height by picking from the class the tallest 
 member, standing him at a little distance from the 
 rest, and then placing the scholars according to their 
 height back of him. 
 
 If classes are too small to work with fours, in many 
 cases twos can perform the work of fours. 
 
CHAPTEK II. 
 
 ARRANGEMENT OF A GYMNASIUM FOR LIGHT GYMNASTICS. 
 
 A ROOM 50 by 35 feet will accommodate about 90 
 scholars if the foot-marks are placed 6 feet apart, but 
 it is more desirable that the distance should be 7 feet. 
 If scholars are to work several times a week, much 
 time can be saved by the use of foot-marks, which 
 should be arranged according to the diagram. Fig. 
 7 shows one third the size of a foot-mark. The two 
 lines which form an angle of 60 degrees should be 4 
 inches long and three quarters of an inch wide. 
 
 By placing tracing-paper over the diagram the size 
 or angle can be transferred to a piece of card-board 
 from which a stencil can be cut. It is a good plan to 
 mark on the floor a running track and measure its 
 distance in blocks or parts of a mile. 
 
 A line crossing the track should designate the start- 
 ing and finishing point see Fig. 8. For marking the 
 floor use ladies' shoe-dressing. 
 
 DUMB-BELLS. 
 
 For children use the one-half or three-quarter 
 pound bell ; for adults use the one or two pound bell. 
 
 A bell that weighs one pound will do for strong 
 men if the exercise is vigorous. 
 
 27 
 
Sicrt 
 
 Fio. 8. 
 
A Manual of Physical Training. 29 
 
 WANDS. 
 
 Use two kinds, one four feet six inches long and 
 three quarters of an inch in diameter for the Manual 
 of Arms and Bayonet drill. 
 
 For other exercises the "dowels" furnished by 
 hardware stores will do. They are three feet in length 
 and of any desired diameter : five eighths inch is pref- 
 erable. 
 
 CLUBS. 
 
 Use two sizes, one and two pounds. The Author 
 has found that the one-pound club is not too heavy 
 for children between the ages of seven and ten. A 
 two-pound club is heavy enough for men. 
 
 POLES. 
 See page 164 for details. 
 
 RACKS. 
 
 Bells and clubs should be suspended from wooden 
 racks which are placed around the sides of the room 
 about four feet from the floor. The racks should 
 be made from hard-wood boards 5 inches wide and 1 
 inch thick. In this, grooves are cut every 6 inches. 
 They should be two inches deep, one inch wide, 
 and beveled at the part near the center of the board, 
 that the bell or club will not so easily fall out (Fig. 9). 
 If by accident the grooves are cut too wide and the 
 clubs slip through, small strips of leather or rubber 
 may be tacked in. 
 
30 A Manual of Physical Training. 
 
 Backs of this kind should be supported by iron 
 knees or brackets. Cast-iron racks are not a success ; 
 they break too easily. 
 
 For wands, use a box 3 feet high, 18 inches wide, 
 and 2 feet long. This can be divided into compart- 
 ments for different-sized wands, as desired. 
 
 It is important that all light gymnastic appliances 
 be so arranged that they can be taken and replaced 
 quickly. It is not desirable that racks be used for 
 wands. 
 
 HOW TO MARK THE FLOOR. 
 
 It is quite as hard to tell how to mark the floor as 
 it is to mark it ; but a few directions may be of service. 
 Three persons can accomplish this better than two, 
 as two are required to handle the tape while the third 
 marks the floor with chalk. Muke the outside lines at 
 least 3 feet from the side of the house. Next arrange 
 that the marks shall be as near 7 feet apart from 
 right to left as the space will permit. Foot-marks 
 nearer than 6 feet prevent certain exercises with the 
 clubs and long wands. Now lay off the lines of foot- 
 marks, 1, 2, 3, 4 (Fig. 8). If the classes are not largo, 
 these marks will be sufficient; but if there are more 
 pupils than the number of marks, then make the alter- 
 nate rows 5, 6, 7. 
 
 An easy way to get the distance of the alternate 
 marks is this: Draw intersecting lines at A and B ; 
 also at ;") and 7. Hold ono end of the tape at A and 
 the other at IJ, and mark of]' tin- intrr\ening spare. 
 Do the same at 5 and 7. Now hold one end of the 
 
FIG. 9. 
 
 CD 
 
 * 
 
 Fio. 10. 
 
32 A Manual of Physical Training. 
 
 tape at A and the other at 5, mark off the space 
 between. Continue this for the other lines. When 
 the preliminary chalk-marks are made, notice whether 
 the lines are straight from front to rear, right to left, 
 and in the oblique directions. If they are, take the 
 cardboard stencil and mark the floor with ink, paint, 
 or liquid shoe-blacking. 
 
 FOOT-MAKES. 
 
 It frequently happens that a class will have to exer- 
 cise in a room where there are no foot-marks. In this 
 case it will be well to know of several methods of plac- 
 ing scholars on the floor, that the class may present a 
 uniform appearance. 
 
 One method is illustrated by Fig. 10. A row of 
 scholars is represented facing in the direction of the 
 arrow ; the class is supposed to have been numbered 1, 
 2, 3, 4, 1, 2, 3, 4, etc., and that each scholar knows his 
 number. The command is given Company, front, open 
 files, four paces, MARCH! In which case each pupil will 
 multiply his own number by the number of paces 
 given in the command. He will then take that number 
 of steps straight to the front at the command March. 
 When the various positions have been taken, it will be 
 found that No. 1 has taken four puces to the front, No. 
 2 eight paces, No. 3 twelve, and No. 4 sixteen paces. 
 The arrangement seen in Fig. 10 shows the position 
 7f the scholars when the command has been executed. 
 
 To bring the pupils back (<> a line, give the command 
 Front, close files, MARCH ! at which command No. 4 
 
A Manual of Physical Training. 33 
 
 stands still, while 1, 2, and 3 march to the front until 
 they are in line with No. 4. 
 
 It is not necessary in performing this evolution that 
 the class count fours or that they take four paces to 
 the front. They can count threes, fives, or sixes, and 
 they can take three, five, or six paces to the front ac- 
 cording to the wish of the teacher ; but in any case the 
 pupil should multiply his number by the number of 
 paces given, and should take that number of steps to 
 the front. 
 
 FOOT-MARKS SECOND METHOD. 
 
 In Fig. 11, the line AB represents a file of 
 scholars marching in the direction of the arrow C. No. 
 1 turns to the left and marches in the direction of the 
 arrow D ; he is followed by Nos. 2, 3, 4, 5, and 6, 
 who fall back from each other about five or six paces. 
 When the first six files have marched the required dis- 
 tance, they execute a left face, and march in the direc- 
 tion of the arrow E\ they are followed in turn by the 
 second six files, and so on until all of the original file 
 of pupils have opened order and are marching in the 
 direction of the arrow E. The teacher gives the com- 
 mand Halt; when the first six have marched to the front 
 of the hall, the other sixes will stop at any specified 
 number of paces from the six next in front of them. 
 To bring the pupil back to single file, give the command 
 right face, fonvard, close order, MARCH > when Nos. 2, 3, 
 4, 5, and 6 will march up back of No. 1, in which 
 case the first set can march in any given direction, to 
 be followed by the others in their turn. 
 
DDDaDDDDDDDD 
 
 fr 
 [ 
 
 D 
 
 D 
 
 k t* Mk W * K 
 
 D DP ODD D 
 
 Fio. 12. 
 
 Fio. 11. 
 
 34 
 
A Manual of Physical Training. 35 
 
 This method of taking places on the floor will require 
 practice. 
 
 FOOT-MAKES THIRD METHOD. 
 
 Fig. 12 represents the third method of taking 
 positions for exercises. It represents a file of pupils 
 marching in the direction of the arrows A and B. The 
 first four executes a left flank movement and marches 
 in the direction of the arrow C. When they have gone 
 a specified distance, 1 and 2 right face, 3 and 4 left 
 face ; 1 and 4 take 9 steps and 2 and 3 take 3 steps in 
 the direction they face. 
 
 They are followed in turn by the other fours, who 
 execute the same maiiosuver but stop 6 paces from the 
 four in front of them. 
 
 When all have taken their places, they face front. 
 
 To bring the pupils back to a line of fours, 
 command, Company, FACE ! At the command/ae, 1 
 and 2 left face and 3 and 4 right face. Close order, 
 MARCH ! At the command march, the pupils march up 
 to form a four, then front face. 
 
 In the methods described, it is not essential that the 
 intervals in marching or the number of steps be always 
 the same. The teacher must use his own discretion, 
 and govern the distance by the size of the room and 
 the number in the class. 
 
CHAPTEE III. 
 
 MUSCULAR DEVELOPMENT. 
 
 THE immediate results of gymnastic exercise are 
 apparent in the muscular system. We give an exer- 
 cise a stated number of times, that it may produce, as 
 a result, an increase in the quality and size of the 
 muscle. 
 
 "We know that exercise will do this. The next step 
 is, Which muscles shall we use most ? how frequently 
 shall they be used ? and how long at a time ? 
 
 These questions can not be answered until the com- 
 mon physical defects caused by our use or our devel- 
 opment of certain muscles, are known. These we 
 shall investigate. Teachers will notice that, in the 
 routine work and play of pupils, they use one part of 
 the body more than another ; consequently this part 
 not only receives a greater share of development, but 
 it is apparent by the defect it causes. The physical 
 imperfections spoken of in this chapter are ciiuscd 
 principally by muscular contraction. They are not 
 organic ; that is, they do not include disease of any 
 internal organs. 
 
 A few statements will make this chapter more intel- 
 ligible. 
 
 1. Muscles are made up of fibers ; these in turn are 
 
A Manual of Physical Training. 37 
 
 composed of fibrils, which owe their existence to a com- 
 bination of individual elements or cells. 
 
 2. Use of a muscle causes the destruction of these 
 cells, which are at once carried off by the blood while 
 new elements take their place. 
 
 3. Rapid use of a muscle causes rapid change in 
 its tissue, which in turn necessitates a quick flow of 
 blood to carry off the old and leave new cells. This 
 accounts for the accelerated beating of the heart in 
 exercise. 
 
 4. Blood must be purified by coming in contact 
 with the air in the lungs before it can repair tissue. 
 Any change in the speed of its current produces a cor- 
 responding change in the action of the lungs. This 
 accounts for the rapid breathing of pupils after exer- 
 cising. 
 
 5. The blood receives the constructive elements, or 
 cells, from bodily nourishment. If the exercise is too 
 violent, the repair cannot keep pace with it and a pupil 
 experiences fatigue. 
 
 6. When the blood has entirely absorbed the con^ 
 structive element from the store of nourishment, it 
 is necessary that there be a new supply of aliment. 
 We can consequently understand why exertion causes 
 hunger. 
 
 7. A muscle is always ready for immediate action. 
 It is stretched to such a degree that no time is required 
 to tighten it before it will do its work. Moreover, a 
 muscle is contracted in proportion to its size. This 
 fact will account for some of the defects we shall 
 speak of later. 
 
38 
 
 A Manual of Physical Training. 
 
 The author, in his teaching, has used simple illus- 
 trations or diagrams, to prove this to children ; the re- 
 sult being that they more easily comprehend for what 
 
 a 
 
 FIG. 18. Rear view of a well built boy. 
 
 they are striving, and they work with a better under- 
 standing of the "how and why." 
 
 The diagram K used are crude, but they serve the 
 purpose. 
 
 The diagram in Fig. 13 will illustrate the statement 
 in No. 7. 
 
 The line X represents the back, A the right, and /> 
 the left shoulder; AC are muscles going from the right 
 shoulder down to the back; ID t corresponding muscles 
 on the left. 
 
A Manned of Physical Training. 
 
 39 
 
 In a child whose muscles are of the same strength 
 on both the right and left sides, the shoulders will be 
 even, as in Fig. 13 :l ; but if the right side is more used 
 than the left, as it generally is, the muscles on that 
 side are stronger, they contract with more force than 
 those on the left, and draw the right shoulder down, 
 as in Fig. 14. Not only this, but they tend to draw 
 the part of the spine to which they are attached out of 
 
 FIG. 13a. 
 
 FIG. 14. 
 
 a plumb line, producing what physicians call a lateral 
 curve of the spine. See Fig. 15 a . 
 
 Fig. 14 shows the outline of the back of a pupil 
 who has over-developed his right side. The application 
 may be partly seen in Fig. 15. 
 
40 
 
 A Manual of Physical Training. 
 
 The treatment of this defect is simple. Develop 
 the muscles EF, EG, BD. The muscles EG, and EF, 
 above the shoulders, may be strengthened by, 
 
 1. Shrugging the shoulders. 
 
 2. Swinging the right arm from the side up. 
 
 Fio. 15. 
 
 FIG. 15a. 
 
 Fio. 15. Defect. Right shoulder lower than the left, caused by over develop- 
 ment of the right side. 
 
 Fio. 15a shows uneven shoulders and a lateral curve in the spine. Caused 
 by resting the weight of the body on one leg. 
 
 3. Thrusting the arm up. 
 
 4. Bending the head forcibly to the right. 
 
A Manual of Physical Training. 41 
 
 These rules are general and apply to the muscles 
 on the left also. 
 
 The muscles ED may be developed by, 
 
 1. Forcing the shoulder down, the opposite of shrug- 
 ging- 
 
 2. Thrusting the arms down. 
 
 3. Striking the hands below the waist in front and 
 back of the body. 
 
 The chest muscles are used more than the corre- 
 sponding muscles of the back. The arms perform 
 duties more in front than back of the body, with this 
 result : the chest muscles are the stronger, and, so, 
 draw the shoulders forward, producing " round shoul- 
 ders." The chest muscles on the right side, being 
 stronger, not only draw the shoulders down, but also 
 forward. As these muscles are connected with the 
 upper and outward angle of the shoulder-blade, they 
 draw that forward ; this throws the lower inner angle 
 out, giving it an undue prominence, at the same time 
 a deformity so common among young women, called 
 " wings." 
 
 To overcome this, develop the muscles between 
 the shoulders. This is done best by any motion that 
 will bring the shoulder-blades together. Remem- 
 ber this. To overcome such defects by exercise, teach 
 the pupil to take the correct position. To do this, 
 he will call into action the very muscles you wish to 
 develop. For instance, tell a round-shouldered 
 boy to throw his shoulders back ; at the same time 
 show him how. If he does it properly, he has taken, 
 
4:2 A Manual of Physical Training. 
 
 unconsciously perhaps, the best method there is for cur- 
 ing that particular trouble ; and this same 
 ,H movement should be given as an exercise. 
 Kequire a pupil whose head drops down 
 forward to force it back to the normal 
 position. By doing this rightly, he will 
 use the very muscles you are anxious to 
 strengthen. See series No. 3, Free Gym- 
 nastics. 
 
 The Head. Fig. 16 represents a side 
 view of a pupil. X is the back or spine, 
 A the head, EG the front and IG the 
 back muscles. The head is bent forward 
 or turned to the right and left, looking 
 down oftener than back and up. The 
 muscles HG, which draw the head for- 
 ward, are stronger than those, IG, which 
 force it back. This produces the most 
 common of the physical defects, " a droop, 
 ing head." See Fig. 17. 
 
 Teachers should take into consideration 
 the action of the small cushions between the different 
 parts of the spine. If they become permanently com- 
 pressed in front, they will not spring the bones back. 
 To draw the head back, develop the muscles IG 
 on the posterior neck. This is done, 
 
 1. By bending the head back ; 
 
 2. ]>v turning the face obliquely up to the right and 
 left; 
 
 3. Keeping the head upright, try to touch the chin 
 to the throat. 
 
A Manual of Physical Training. 
 
 For the application of diagram No. 17 to the head, 
 see Fig. 18. 
 
 Fig. 19 shows a sloping or " bottfe-necked " 
 youth, with lower left shoulder. 
 
 Hips. If the teacher will stand at the head of a 
 line of raw recruits, and look down it, one of the 
 
 FIG. 17. 
 
 FIG. 18. 
 
 FIG. 18. Drooping head and flat chest. 
 
 most noticeable things will be the undue promi- 
 nence of the " stomachs." They project farther for- 
 ward than the chest. This is a defect that can be 
 remedied by forcing the hips back. It is common to 
 
44 
 
 A Manual of Physical Training. 
 
 boys and girls. The strong muscles which connect 
 the lower back and hips are constantly in use when 
 one is standing, walking, and, sometimes, sitting. 
 They correspond to CF in Fig. 17, and are much 
 stronger than the front muscles, CE. The muscles 
 
 Fio. 19. 
 
 Fio. 20. 
 
 Fio. 19. -A bottle-necked youth. It is impossible in this style of illustration to 
 show the defect as seen in the photograph. 
 
 I)F, which connect the hips and back upper thigh, are 
 also very powerful, as they should be; otherwise, the 
 body would topple forward. But pupils do not 
 strengthen the muscles EC as much as they should; 
 consequently, the combined action of G'/^and DF is 
 greater than EC and ED 9 the result being that the 
 
A Manned of Physical Training. 
 
 45 
 
 liips are thrown too far forward, as seen in Fig. 20. The 
 dotted lines show the correct position. The remedy 
 lies in strengthening the muscles EC and ED. This 
 can be done by flexing the thighs, (see page 64); bending 
 the body well forward, trying to touch the hands to 
 
 FIG. 21. Projecting hips. 
 
 FIG. 22. Side view of a well-built boy. 
 
 the floor ; or by forcing back, and keeping back, the 
 hips. The author has noticed among some fashion- 
 able pupils, boys particularly, a defect just the op- 
 posite of the one described. There is a bend in the 
 body, the hips are thrown so far back and the 
 
46 
 
 A Manual of Physical Training. 
 
 shoulders so far forward that the boy has the appear- 
 ance of imitating the " Grecian bend." What is at first 
 merely affectation, finally becomes habit. A boy who 
 stands erect (see Fig. 22) can be compared to a straight 
 post, which will sustain an enormous weight ; but the 
 boy who does not stand erect is like a much larger 
 post that is bent, and which will not bear so much 
 
 Fio. 28. FIG. 24. 
 
 weight as the straight one. This can be illustrated 
 by placing a small piece of iron on a toothpick that 
 is straight : now bend th<^ toothpii-k, wlu'ii it. will be 
 seen that it can not sustain the pressure it did for- 
 merly (Figs. 23 and 24). 
 
 The Waist. The w<>;ik spot in <>ur pupils is here. 
 A narrow waist cannot be a strung one; a <lr<>p on.- is 
 not desirable. By the waist, we mean that part of the 
 trunk adjacent to the thorax and hips. A wi<l<- waist 
 
A Manual of Physical Training. 
 
 can be obtained by any exercise which will widen the 
 thorax, which see ; also by bending and rolling the 
 trunk in any direction. 
 
 The Thorax. Special attention should be given to 
 the development of this portion of the trunk. It con- 
 tains the heart and lungs ; therefore it should not be 
 cramped or unduly compressed, as these vital organs 
 would suffer by any such restriction. 
 
 The defective thorax is found to be too narrow at its 
 base. It is enough if we can increase the length of the 
 diameters in this vicinity. This can be done by breath- 
 ing-exercises,which see ; or by any effort that will cause 
 deep breathing ; by any motion where the hands are 
 raised from the side forcibly above the head ; by bend- 
 ing the head or body back ; by forcing the elbows 
 back ; by swinging the rigid arms, held shoulder-high, 
 from front to rear ; by placing the hands on the hips 
 and forcing the chest forward and the head and hips 
 back. 
 
 The Arm. The fore-arm is generally better devel- 
 oped, in proportion, than the upper arm. This is be- 
 cause the hand and fingers are used more than the 
 upper arm. To deA^elop the front upper arm, take 
 any motion that will bring the hand to the shoulder. 
 
 The back upper arm : Any motion that will force 
 the hand from the shoulder or chest, or extend the 
 flexed arm in any direction. 
 
 Front fore-arm : Shut the hands tight, flex the hand 
 on the fore-arm. 
 
 Back fore-arm : Open forcibly the closed hand ; ex- 
 tend the flexed hand. 
 
48 A Manual of Physical Training. 
 
 The Leg. The inside of the upper leg is not, as a 
 rule, well developed. The muscles running down the 
 front upper leg are much stronger and larger than 
 the corresponding muscles on the back upper leg. 
 This we expect, but the back upper leg can and should 
 be better developed than it is. (We are speaking 
 now of the muscles which run from the upper to the 
 lower leg.) As the foot and leg are used more than 
 the thigh, the leg is better developed and larger in pro- 
 portion. 
 
 To develop the thigh : 
 
 Front : Raise and lower the body (Fig. 42) ; take 
 any running, jumping, or hopping exercise. 
 
 Back : Flex the leg ; take running exercises. 
 
 Inside : Swing, charge, or step one leg across in 
 front or back of the other. 
 
 Back (calf) : Raising on the toes, raising and lower- 
 ing the body, running, jumping, hopping, and fast 
 walking. 
 
 Front : Any motion that raises the toes from the 
 floor ; fast walking. 
 
 Ankle. All leg motions strengthen the ankle. 
 
 To recapitulate, we find the following common 
 physical defects that may be helped by light gym- 
 nastics : 
 
 f drops forward ; 
 
 HEAD < carried a little to one side ; 
 
 ( chin raised too high. 
 
 ( round, stooping, sloping, and uneven ; 
 SHOULDEBS.. - 
 
A Manual of Physical Training. 49 
 
 ( one side better developed than the 
 
 THORAX J other; 
 
 ( the diameters at the base too short ; 
 
 ( right shoulder-blade too prominent in 
 
 UPPER BACK < i j. -L j * i 
 ( right-handed people. 
 
 ( side or lateral curves ; 
 
 SPINE J bends too far forward from between the 
 
 ( shoulders. 
 ( too narrow ; 
 
 TVT Tam 
 
 * ( abdominal muscles weak. 
 
 HIPS j thrown too far forward. 
 
 fore-arm better developed than the up- 
 
 ARMS 
 
 per arm. 
 
 LEG | better developed than thigh. 
 
 THIGH j inside and back poorly developed. 
 
 The diagrams on pages 50 and 51 will illustrate the 
 location of sets of muscles. It will not only make more 
 intelligible the chapter that treats of defects, their cause 
 and treatment, but also the article on the develop- 
 ment of various portions of the muscular system. 
 
 LOCATION OF SETS OF MUSCLES. 
 
 In Fig. 25, the line, 
 
 1. Indicates the front of the neck ; 
 
 2. The turn of the shoulder ; 
 
 3. The chest ; 
 
 4 The front upper arm ; 
 
 5. The front fore-arm ; 
 
 6. The front thigh ; 
 
 7. The front leg ; 
 
50 
 
 A Manual of Physical Training. 
 
 8. The waist (between A and B) ; 
 
 9. The aukle. 
 
 Fio. 25. Location of sets of muscles, front view. 
 
 In Fig. 26, the line, 
 
 1. Indicates the back neck 
 
 2. The upper back (between A and B) ; 
 
 3. The back upper arm ; 
 
 4. The lower back ; 
 
 5. The back fore-arm ; 
 
A Manual of Physical Training. 
 
 61 
 
 6. The back thigh ; 
 
 7. The calf ; 
 
 8. The inside thigh ; 
 
 FIG. 26. Location of sets of muscles, back view. 
 
 9. The side of the waist. 
 
 The thigh extends from D to C ; the leg from C 
 down. 
 
52 
 
 A Manual of Physical Training. 
 
 The diagram, Fig. 27, shows the direction in which 
 such motions as stepping, thrusting, charging, etc., can 
 be made. 
 
 <* 
 
 : 
 
 FRONT. 
 A 
 
 LETT. 
 
 \B/ 
 
 S3 V^ 
 
 /ffl\ 
 
 # 
 
 RIGHT. 
 
 \. 
 
 BACK 
 
 Fio. 27. 
 
 \ 
 
 Diagonal and oblique directions are the same. 
 
 POSITIONS. 
 
 In executing the exercises given in the Manual, the 
 rigid arms may be held'with tlie hands, 
 
 1. At the side or DOWN (Fig. 28) ; 
 
 2. Shoulder-high to the side, or OUT ; 
 
 3. Above the head, or UP ; 
 
 4. Shoulder-high front, or FRONT ; 
 
 5. Hip-hi^h to the frontf and side ; 
 
 6. Head-high to the front or side. (In No. 6, the 
 hands are a little higher than the head.) 
 
 7. The hands may be hold obliquely front, hip-high, 
 head-high, and shoulder-high. 
 
A Manual of Physical Training. 
 
 53 
 
 FIG. 28. 
 Position of a soldier. 
 
 FIG. 29. 
 Hands on shoulders. 
 
 FIG. 81. 
 Arras folded in front. 
 
 FIG. 30. 
 Hands on the hips./ 
 
 FIG. 32. 
 Bending the head backward. 
 
54 A Manual of Physical Training. 
 
 8. By bending the arms. The hands may be held 
 elbow-high to the front, on the chest, shoulders (Fig. 
 29), and hips (Fig. 30). 
 
 9. The hands may be clasped in front and back, 
 on the head, back of the neck. 
 
 10. The arms may be folded in front (Fig. 31) and 
 back (Fig. 32). 
 
CHAPTEE IV. 
 
 Nearly all exercises that can be used in light gym- 
 nastics are made up of one or more of the following 
 motions, or some combination of them. 
 
 They bear the same relation to the series taught in 
 this book, that the alphabet does to words. They are 
 called the A, B, C's of light gymnastics. 
 
 If pupils are well drilled in these simple motions, 
 it will be as easy a matter to put them together as it is 
 for a child to spell a short word after it has mastered 
 its letters. 
 
 It is of course necessary that they be well learned. 
 
 THE LIGHT GYMNASTIC ALPHABET. 
 
 1 Stepping 10 Bending or straight- 
 
 2 Charging ; ening ; 
 
 3 Lunging ; 11 Thrusting ; 
 
 4 Hopping; 12 Kolling; 
 
 5 Running ; 13 Opening and closing ; 
 
 6 Swaying ; 14 Slapping ; 
 
 7 Swinging ; 15 Stamping ; 
 
 8 Turning or twisting ; 16 Circling ; 
 
 9 Raising or lowering ; 17 Percussing ; 
 
 18 Shrugging. 
 
 55 
 
56 A Manual of Physical Training. 
 
 A flexing and a bending motion are the same. 
 
 Extend and straighten are synonymous. 
 
 The alphabet is applied to the various parts of the 
 body as follows : 
 
 Neck and Head. Bending, rolling, and twisting. 
 
 Eyes. Opening, closing, and rolling. 
 
 Mouth. Opening and closing. 
 
 Shoulders. Shrugging and rolling. 
 
 Arms. Thrusting, swinging, circling, flexing, ex- 
 tending, raising, lowering, twisting. 
 
 Hands. Opening, closing, percussing, slapping. 
 
 Trunk and Body. Bending, twisting, rolling. 
 
 Legs. Swinging, raising and lowering, flexing, ex- 
 tending, twisting, stepping, charging, lunging, sway- 
 ing, hopping, running. 
 
 Feet. Raising toes or heels, twisting. 
 
 Abbreviations used : Bight rt. ; left 1. ; foot ft. ; 
 diagonally diag.; oblique oblq.; chest ch.; shoulder 
 sh.; high h.; club c.jwand w.; bell b.; sword 
 sw. 
 
 1. A Stepping Motion is made by swinging the leg in 
 any one of the given directions, and touching the toes 
 lightly to the floor. 
 
 The length of a stepping motion is the length of the 
 foot. The object of this exercise is to acquire control of 
 the leg only : there should be no motion to any other 
 part of the body. A class of children, if properly 
 drilled in this exercise, can stand before the table and 
 execute stopping motions, and it will be difficult to tell 
 whether they are moving. A stepping motion is not 
 
A Manual of Physical Training. 
 
 57 
 
 given to the left wit 1 he right foot, or to the right with 
 the left foot (Figs. 33 and 34). 
 
 Fia. 33. 
 
 Fia. 34. 
 
 FIG. as Stepping motion. Right foot diagonally forward . 
 
 FIG. 34. Stepping motion. Right foot diagonally back to the left. 
 
 2. A Charging Motion is made in the same directions 
 as a stepping motion. It consists in throwing the right 
 foot forward twice the length of the foot ; the right 
 knee is bent to such a degree that the leg in front is 
 parallel to the back leg. An exception to this is found 
 when charging motions are made with the right foot 
 on the left side ; and to the rear. 
 
58 A Manual of Physical Training. 
 
 The heels of both feet, as well as the toes, must rest 
 on the floor ; the back leg should be straight. The knee 
 of the charging leg is a little farther forward than the 
 toes of the same leg ; the chest is farther to the front 
 
 FIG. 85. Charging motion to the right. Fia. 86. Charging motion to the front. 
 
 than to the hips ; while the trunk of the body keeps an 
 upright position. This rule will apply only to the fol- 
 lowing directions : front, right oblique, and to the right. 
 In the other directions, as far as possible observe the 
 rule. In any charging motion, touch the ball of the foot 
 to the floor first. It will be found that the charging 
 motion is a difficult one to teach (Figs. 35 and 36). 
 
A Manned of Physical Training. 59 
 
 3. Lunging. The lunge is used principally in fencing, 
 and is made in but one direction to the front. It is 
 about twice the length . of a charge. With regard to 
 the general position of the body, the rules for charging 
 apply here. The thigh of the charging leg is parallel 
 to the floor ; the heels should be in the same line from 
 front to rear. 
 
 4. Swaying Motions. A swaying motion is made to 
 the front, oblique right, and back. To execute it, 
 charge the right foot to the front (see rules for charg- 
 ing motions) ; now, without changing the position of the 
 feet, shift the weight of the body from the front to the 
 back leg. 
 
 This is done by merely straightening the front leg 
 and bending the back leg. The weight of the body 
 can be changed back and forth until the exercise is fin- 
 ished. In a swaying motion, the trunk of the body 
 should be kept in an upright position, the chest always 
 more prominent than the hips. Do not permit the 
 head to drop forward. 
 
 5. A Hopping Motion is executed on one leg. It con- 
 sists in leaping lightly from the floor, two or three 
 inches up and down, alighting and starting from the 
 same foot. The knee should always be bent in alight- 
 ing. The hands in this exercise should be placed on the 
 hips. This movement can be varied by allowing the 
 pupils to hop on one or both feet. Hopping from 
 one foot to another, without gaining ground, is the 
 same as running in place. The difference between 
 running and walking is that, in walking, one foot is 
 always on the ground ; while running is nothing but a 
 
60 
 
 A Manual of Physical Training. 
 
 series of leaps at which time both feet are off the 
 ground. 
 
 6. Running. This is considered the best of all exer- 
 cises for developing the capacity and endurance of the 
 lungs, or, as athletes call it, " the wind." 
 
 It is an exercise that 
 should be taken every 
 day. 
 
 There is danger in 
 permitting pupils to run 
 around a school-room 
 provided with desks, as 
 they are liable to fall 
 while rounding the cor- 
 ners, or to trip over the 
 legs of the desk. 
 
 This danger can be 
 obviated by permitting 
 scholars to " run in 
 place," which is the 
 same to running that 
 marking time is to 
 marching. It consists 
 in hopping from one 
 foot to the other with- 
 out gaining ground. 
 
 When taking this ex- 
 ercise, at the command, In place! assume the posi- 
 tion described under Double Time (p. 11), or the 
 hands can be placed on the hips; tlirmv the chest 
 forward and the hips back ; keep the head erect. At 
 
 Fio. 87. Running in place. 
 
A Manual of Physical Training. 61 
 
 the command, BUN ! raise the left foot from the floor ; 
 then spring from the right to the left foot, and from 
 the left to the right foot, and so on until the command, 
 HALT ! or SLOW TIME is given. 
 
 This brings the count or accent on the left foot, as 
 in marching. 
 
 " Running in place" may be executed in four ways. 
 The first or most common consists in throwing the 
 heels back and up to the height of the knee. 
 
 In the second and more difficult method, the pupil is 
 to strike the back of the upper thigh with the heel of 
 the foot of the same leg. 
 
 The third method is made by throwing the legs 
 sideways, and the fourth by raising the knees up in 
 front. 
 
 In this exercise, as in many others, some pupils must 
 be excused or allowed to rest after a brief period of 
 work (from 30 to 60 counts). 
 
 If a class is to exercise in a hall where the oppor- 
 tunity for running around the room is given, then it is 
 well to give the pupils a chance to make a circuit of 
 the calistheneum, the girls going in one direction and 
 the boys in another. 
 
 A run to music requires practice, but, when correctly 
 done, is a beautiful exercise. The class should prac- 
 tice running in place before making a " course run." 
 
 Children, if permitted to stamp the left foot on the 
 first of each four counts, will soon get the time. 
 
 Teachers should remember this : 
 
 1st. "When running, never touch the heels to the 
 floor. 
 
62 A Manual of Physical Training. 
 
 2d. Pupils must keep their running distance, 
 which is arm's length from the one in front of them. 
 
 3d. Pupils must not try to turn square corners. 
 
 4th. When pupils are tired and wish to stop, they 
 must not run out between the lines. Those in the in- 
 side line should step to the center of the room ; those 
 in the outside line should stop in some corner or 
 along the side of the room. 
 
 5th. If the floor is slippery, sprinkle sand over it. 
 
 6th. Do not force children to breath through their 
 noses. It looks better to see closed mouths ; but the 
 rule should not be made arbitrary. Some of the best 
 runners breath through their mouths when running. 
 
 7th. Do not quicken the time much above 190 steps 
 to the minute if the classes are large. 
 
 A failure on the teacher's part to explain or enforce 
 the above rules, may result in a serious accident to 
 some member of the class. 
 
 The writer has adopted this method, and finds it 
 quite satisfactory. 
 
 At the beginning of the year, once or twice a week 
 the class runs from one to two blocks, the track on the 
 floor indicating the distance. The course is gradually 
 increased until spring, when the entire class can safely 
 run from three quarters to one and one-half miles. 
 Pupils, when tired, are allowed to drop out ; but any 
 scholar who has a side-ache, or who experiences any 
 unpleasant results from a long run, and does not drop 
 out, is barred from the class the next run if this can 
 be ascertained 
 
 lu tho long run, it is not necessary for the scholars 
 
A Manned of Physical Training. 
 
 63 
 
 to work with music, nor is it essential that they should 
 keep step, providing they keep their distance. 
 
 7. Swinging Motions are applicable to both the arms 
 and legs, and are made by swinging the leg, without 
 bending the knee, in one of the given directions ; and it 
 
 FIG. 38. 
 
 FIG. 39. 
 
 FIG. 38. Swinging 1 motion of the leg. 
 
 FIG. 39. Arras shoulder-high to side, or swinging motion. 
 
 differs from a stepping motion inasmuch as the foot does 
 not touch the floor when out of position. The length 
 of a swinging motion for the leg is about twelve inches, 
 but it can be varied, of course, to suit the wishes of the 
 teacher (Fig. 38). 
 
 A swinging motion for the arm is made by swinging 
 
64 
 
 A Manual of Physical Training. 
 
 the rigid arm from the side to any of the directions 
 given, or to any desired height (Fig. 39). 
 
 8. Raising and Lowering, applicable to the arms, legs, 
 and body, is made by raising the knee up to the front 
 (Fig. 40), raising the ball of the foot from the floor, while 
 the heel remains on the floor, or by keeping the knees 
 
 Fio. 40.-Flexing the thigh. 
 
 Fia. 41. Flexing the leg. 
 
 in the same line, raising the heel up and back (Fig. 41). 
 The, body is raised by standing on tip- toes. 
 
 A lowering motion can be made when an arm has 
 been raised. It can be made forcible, or the arm can 
 drop to the side. The body can be lowered by bend- 
 
A Manned of Physical Training. 
 
 65 
 
 ing the knees and allowing the body to sink down un- 
 til the heels touch, or nearly touch, 
 the back of the thigh. In this ex- 
 ercise the trunk is in an upright 
 position ; the heels are off the floor 
 (Fig. 42). 
 
 9. Twisting Motions. - - Keep the 
 shoulders to the front, but turn the 
 face to the right or left (Fig. 43). 
 Without moving the feet, turn the 
 shoulders to the right or left. In 
 this case the body turns on the an- 
 kles. Keep the heel on the floor and ^ 
 twist the ball of the foot to the right 
 or left, or swing the leg front or to 
 the right, and twist it from left to 
 
 right. The foot alone cannot be twist- 
 ed ; it can be flexed, extended, or 
 slightly bent. This may also apply 
 to the full-length arm, it can be 
 twisted to the right or left. 
 
 The fore -arm and hand can be 
 twisted, but not the hand alone. 
 
 10. Bending Motions, or, as they may 
 be called, flexing motions, apply to 
 the head and neck (Figs. 44 and 45), 
 trunk (Figs. 46 and 47), arms, and 
 legs. They consist in bending the 
 
 head or trunk in one direction a cer- 
 
 FIO. 43. t a j n distance, when the bending ceases, 
 
 Turning the face to .. . . 
 
 the left and another exercise is necessary to 
 
 FIG. 42. 
 Lowering the body. 
 
66 
 
 A Manual of Physical Training. 
 
 bring the body to its normal position, such as a 
 straightening motion. 
 
 The arm can be bent in but one way ; that is, by 
 bringing the hand toward some part of the shoulder. 
 
 FIG. 44. 
 Bending the head to the left. 
 
 FIG. 45. 
 Bending the head forward. 
 
 The leg can be bent by bringing the heel to the 
 back thigh. The term " leg " is applied to that part 
 below the knee. The part above is called the thigh. 
 The thigh can be flexed to the front. These two bend- 
 in^ motions of the leg are different, and bring into 
 action separate sets of muscles. The hand can be 
 flexed on the front fore-arm. A straightening is an- 
 t.iL r 'nistic to a flexing motion. 
 
 11. Thrusting. The hands (closed or holding some 
 light apparatus) are extended, straightened, or thrust 
 
A Manual of Physical Training. 
 
 67 
 
 to one of the given directions. At the finish of a 
 thrust, the arms are straight. The palms of the 
 hands may be turned down, front, or up. 
 
 FIG. 46. 
 Bending body to the right. 
 
 FIG. 47. 
 Bending the body forward. 
 
 12. Rolling applies to the head, trunk, and eyes. 
 
 The head or trunk is bent in one direction. From this 
 
 f 
 
 position it rolls around in a circle, or part of a circle, 
 from right to left, or left to right. In certain exercises 
 the eyes are rolled. 
 
 13. Opening and Closing applies to the hands, eyes, 
 and mouth. The hands are opened wide, and the 
 fingers spread apart ; to close the hands, clinch the 
 fist. 
 
68 A Manual of Physical Training. 
 
 The correct way to shut the hand is seen in Fig. 
 176. 
 
 The eyes and mouth are opened and closed in some 
 grotesque exercises. 
 
 14. Slapping Movement is made by striking the hands 
 together. This exercise can be executed with the 
 hands down in front or back, the back exercise being 
 especially good, with the hands up or front, the arms 
 being rigid or with bent arms in front, the hands held 
 elbow high. When teaching children to keep time or 
 to march, the slapping exercise is of aid, as it shows 
 when the accent should come, and that it should 
 come with the left foot. 
 
 15. Stamping Movements are made by raising the foot 
 only two or three inches from the floor, and bringing 
 it down forcibly, allowing the heel and ball to strike 
 the floor. This exercise is useful for teaching children 
 to mark time, and to teach them the difference between 
 the right and left foot. In this case the stamping is 
 only to be done with the left foot. The stamping ex- 
 ercise, if made on certain counts, can also be used to 
 catch the step when running. 
 
 16. Circling Movements apply particularly to the 
 arms. They are made by swinging the full arm in a cir- 
 cle from side to side, or from front to rear. The hand 
 can start from the chest, make this circle, and return 
 to the chest, at the finish making what is called a 
 " heart-shaped circle" (see exercises with the clubs ; 
 also the second series with the bells, Fig. 114). It is 
 not so easy to make an accurate movement when cir- 
 cling as it is to make an angular movement, but more 
 
A Manual of Physical Training. 69 
 
 muscles are used in this exercise than in simple ex- 
 tension or flexion. 
 
 17. Percussing is made by striking lightly, with the 
 fingers, some part of the thorax. The motion is rapid, 
 but not of sufficient force to cause any unpleasant re- 
 sults. See full description of percussing, page 78. 
 
 18. Shrugging is made by raising one or both shoul- 
 ders. In this exercise do not bend the body. Move 
 only the shoulder. 
 
 19. Breathing Exercises are those which cause the 
 lungs to be well filled and emptied. For a more com- 
 plete description, see page 194. 
 
CHAPTEK V. 
 
 THIS arrangement of exercises will be found service- 
 able in teaching pupils the cardinal points and the a, 
 b, c's of light gymnastics. It will assist them in 
 learning the regular series that are to follow, whether 
 they are in free gymnastics, where no apparatus is 
 used, or in light gymnastics, with bells, wands, swords, 
 etc. 
 
 Arms Practice Series. Position, that of attention ; 
 music, march time. 
 
 1. Bring the right hand to the hip, the thumb and 
 elbow well back, four times. The same with the left 
 hand four times, and both hands eight times ; unless 
 otherwise stated, the counts for exercises in this series 
 will be the same as here given. When using both 
 hands, touch the thumbs back (Fig. 30). 
 
 2. Bring the right hand, closed, to the chest ; left 
 hand ; both hands. 
 
 3. Bring the right hand to the shoulder ; left hand ; 
 both hands (Fijr. 29). 
 
 1. Swing the right arm, rigid, shoulder-high, to the 
 right (Fig. 39) ; left arm ; both arms ; also drill the 
 pupils in swinging the arms in the oblique and front 
 directions, hip-high, head-high, shoulder-high. 
 
 f>. Suin^ tlm right arm, rigid, FRONT and UP; left 
 arm ; both arms. 
 
 70 
 
A Manual of Physical Training. 
 
 71 
 
 6. Bring the right hand, palm down, to the left shoul- 
 der ; bring the left hand to the right shoulder ; both. 
 
 7. Fold the arms in front 8 times (Fig. 31). 
 
 8. Fold the arms back 8 times (Fig. 32). 
 
 9. Swing the arms up sideways and clasp the hands 
 back of the head (keep the elbows back) 8 times. 
 
 10. Flex the arms forcibly, palms of the hands 
 front, elbows back (Fig. 48). 
 
 Legs and Feet 1. Keep the toes 
 on the floor, but raise the right heel 
 by bending the knee (same with the 
 left), 8 times each. 
 
 Do not in this exercise permit the 
 hip to drop. 
 
 2. Keep the heel on the floor, raise 
 the toes and twist the right leg to the 
 right or left ; same with the left. 
 
 3. Flex the right thigh until it is 
 parallel to the floor, point the toes 
 down ; same with left (Fig. 40). 
 
 4. Flex the right leg, keeping the 
 thighs parallel to each other. Point 
 the toes back. Same with the left 
 
 (Fig- 41). 
 
 5. Swing the right leg in the direc- 
 tions given, 8 times each. Same with 
 the left (Fig. 38). 
 
 6. Take the hopping motions on 
 each leg, both legs, and alternate, 
 motion can be easily turned to a ' 
 (Fig. 37). 
 
 FIG. 48. 
 
 Flexing the arms, 
 palms front. 
 
 The alternate 
 run in place " 
 
72 A Manual of Physical Training. 
 
 7. The stamping motion with the right foot ; same 
 with the left. 
 
 Body. 1. Bend the body forward to each side, and 
 back also, in the oblique directions, 8 times each (Figs. 
 46 and 47). 
 
 2. Turn the shoulders to the right and left, 8 times 
 each. 
 
 3. Koll the body from left to right, and right to 
 left, 8 times. 
 
 4. Take the same exercises with the head that are 
 given for the trunk. In some cases pupils should be 
 excused from the head motions, as they become dizzy. 
 
CHAPTEE VI. 
 
 FREE GYMNASTICS. 
 
 THE following four series in free gymnastics will 
 be found serviceable. 
 
 The following simple exercises can be given in the 
 school-room : 
 
 FIRST SERIES. 
 
 March Time. 
 
 Position, that of a soldier, but hands on the hips, 
 thumbs forward. 
 . 1. Kaise on the toes 16 times. 
 
 2. Raise on the heels 16 times. 
 
 3. Bend the body forward 8 times (Fig 47). 
 
 4. Bend the body right side 8 times (Fig. 46). 
 
 5. Bend the body left side 8 times. 
 
 6. Bend the body back 8 times. 
 
 7. Drop the head to right side 12 times. 
 
 8. Drop the head to left side 12 times. 
 
 9. Drop the head back 8 times ; at same time bring 
 hands to chest (Fig. 32). 
 
 10. Thrust clinched hands down 8 times. 
 
 11. Thrust clinched hands out 8 times. 
 
 12. Thrust hands up 8 times. 
 
 73 
 
74 A Manual of Physical Training. 
 
 13. Thrust hands front 8 times, and drop them at 
 the side on the eighth count. 
 
 14. Bend right knee (keep toes on floor) 8 times. 
 
 15. Bend left knee (keep toes on floor) 8 times. On 
 the fourth count, flex the arms, elbows at the side, 
 palms front, hands open, fingers apart. 
 
 16. Open and close hands 16 times. On the six- 
 teenth count, let hands fall at the side. 
 
 17. Stamp the left foot lightly 16 times. 
 
 18. Stamp the left foot and slap the har.ds 16 times. 
 
 19. Stamp the left foot, slap the hands, and count 
 out loud 16 times. 
 
 The exercises 17, 18, 19 are for small children, and 
 are used especially to teach them to keep time and to 
 mark time. 
 
 SECOND SERIES. 
 
 Waltz Time, 8 counts to each movement. 
 
 Position, that of a soldier, but hands resting natu- 
 rally at side. 
 
 1. Step right foot diagonally forward to the right 
 (Fig. 33). 
 
 2. Same with left foot. 
 
 3. Bight foot diagonally back. 
 
 4. Same with left foot. 
 
 5. Step right foot over in front of left, touch toes to 
 floor, and bring back. 
 
 6. Same with left. 
 
 7. Swing the right arm side wise above and slightly 
 over the head, pal in down, arm curved. 
 
 8. Same with the left. 
 
A Manual of Physical Training. 75 
 
 9. With both. As the hands come down on the last 
 count, clasp them below in front, backs of the hands 
 up. 
 
 10. Step right foot diagonally back and across the 
 left, touch only the toes to the floor, incline the body 
 slightly forward (bowing motions). 
 
 11. Same with left. 
 
 12. Swing the clasped hands above the head and 
 step right foot across in front of the left ; incline the 
 body slightly to right. 
 
 13. Same with the left. 
 
 THIRD SERIES. 
 
 March Time, each movement 8 times. 
 
 Position, same as that of a soldier, except that the 
 hands rest on the hips, fingers back. 
 
 1. Kaise right foot back, keep knees together (Fig. 
 41). 
 
 2. Same with the left. 
 
 3. Raise right knee front, toes pointing down, bend- 
 ing leg, body erect. 
 
 4. Same with left (Fig. 40). 
 
 5. Swing right leg (rigid) to right side. 
 
 6. Same with left (Fig. 38). 
 
 7. Twist shoulders to right; do not bend legs or 
 raise feet. 
 
 8. Same to left. 
 
 9. Turn head to the right. 
 
 10. Same ie left (Fig. 29). 
 
76 A Manual of Physical Training. 
 
 11. Drop Lead back, Lands at side on tLe eigLtL 
 count. 
 
 12. Force tLe Lead back, trying to toucL tLe cLin to 
 tLe tLroat. 
 
 13. SLrug tLe riglit shoulder on count one ; on 
 count two, raise riglit arm (rigid), shoulder-high, to 
 side, and lower it ; on count tliree, sLrug shoulder ; on 
 count four, raise tLe arm again ; and so on tLrougli 16 
 counts. 
 
 14. Same witli left arm. 
 
 15. Same with both arms. 
 
 16. Raise rigLt arm (rigid) slioulder-LigL to tLe 
 front, swing smartly to tlie riglit side, shoulder-high, 
 back to front, down at the side, palm up. TLis move- 
 ment takes four counts. Repeat to 16 counts. 
 
 17. Same with the left. 
 
 18. Raise botli arms to tLe front, swing to side, 
 shoulder-high ; and on counts three and four, slap tLe 
 Lands together smartly back of the body below tLe 
 waist. Take this for 16 counts. 
 
 FOURTH SERIES. 
 
 March Time. 
 
 Position, that of a soldier. TLe following move- 
 ments are arranged from Upton's Tactics, and are well 
 adapted for drawing tLe sLouldcis l>a<-k and pro- 
 ducing an upright rarria^' >f the body. They have 
 been arranged for music. Each exercise, 16 or 32 
 counts. 
 
A Manual of Physical Training. 77 
 
 First Exercise. 
 
 Count 1, swing the arms sideways and UP (the 
 hands can be slapped in this movement). 2. Force 
 the arms to the position seen in Fig. 48. Thrust 
 the arms back to position No. 1. 4. Force the arms 
 obliquely back and down. 
 
 Second Exercise. 
 
 1. Raise the arms from the sides, extend to their 
 full length till the hands meet above the head, palms 
 of the hands to the front, fingers pointing upward, 
 thumbs locked, right thumb in front, the shoulders 
 pressed back. 2. Bend over till the hands, if possi- 
 ble, touch the ground, keeping the arms and knees 
 straight. 3. Come to position of No. 1. 4. Hands at 
 
 the side. 
 
 Third Exercise. 
 
 1. Extend the arms horizontally to the front, the 
 palms of the hands touching. 2. Throw the arms ex- 
 tended well to the rear, inclining slightly downward, 
 at the same time raise the body upon the toes. 3. 
 Come to position as No. 1. 4. Resume the position 
 of the soldier. 
 
 The first and second motions of this exercise can be 
 continued by the commands one, tivo, one, tivo, till the 
 seventh count. With practice, scholars will be able to 
 touch the hands behind the back. 
 
 Fourth Exercise. 
 
 On count 1, raise both arms, rigid, shoulder to the 
 side, palms up. 2 and 3. Make short circles from 
 
78 
 
 A Manual of PJtyxiccd Training. 
 
 front to rear with the arms. This part has been 
 called " grinding the shoulders." 4. Force the hands 
 down to the side. Palms front. Do not let the 
 hands bound away from the thighs. 
 
 PERCUSSING MOVEMENTS. 
 
 These exercises are a part of the manipulation 
 movements. They tend to increase the circulation, 
 
 FIG. 49. -Position for percussing the I a< k. 
 
A Manual of Physical Training. 
 
 79 
 
 change tissue, and force the air to all parts of the 
 lungs. They are as good for adults as for children. 
 All striking movements are executed rapidly, to polka 
 or galop time ; the beat being made on some part of 
 the thorax with the ends of the fingers, not with the 
 fiat hand or fist. 
 
 FIG. 50. FIG. 50a. 
 
 Positions for percussing the side. 
 
 1st Exercise. Teach pupils to percuss their own 
 chests until they have a definite idea of how the exer- 
 cise is executed. 
 
 2d Exercise. Form the class in " twos," and com- 
 
80 A Manual of Physical Training. 
 
 mand all to right or left face. This will bring the 
 pupils so that one stands back of the other. (See Fig. 
 49.) The pupil in front places the hands on his 
 hips and bends the body slightly forward, thus pre- 
 senting the back for percussion. The rear pupil takes 
 the position seen in Fig. 49. The exercise begins with 
 
 Fia. 51. Position for percussing tbe chest. 
 
 the music at the command READY ! and lasts for 32 
 counts. At a chord, the class faces about and No. 1 
 takes the striking exercise. 
 
 3d Exercise. At the third chord, the pupils again 
 face about and take tin position seen in Fig. 50. 
 
A Manual of Physical Training. 81 
 
 No. 1 curves the arms over the head, thus exposing 
 the sides of the thorax for percussion. The change is 
 made at the chord. This exercise can be lengthened 
 by permitting No. 1 to raise the right arm above the 
 head while No. 2 percusses with both hands on one 
 side (Fig. 50 a ). 
 
 4th Exercise. The two pupils face each other. No. 
 2 percusses the chest of No. 1, who at the chord takes 
 the exercise. At another chord, both pupils raise the 
 hands and percuss the chest of their neighbor. This 
 exercise can be varied by forming a file of pupils 
 and allowing them to beat the backs or sides of those 
 in front of them, and having the pupils about face 
 at a chord, as when formed in twos, to continue the 
 movements. If the file is long, a circle can be formed 
 and the same exercise taken. 
 
 The musician plays for 32 counts, stops, strikes a 
 quick chord for facing, and continues with the polka. 
 It is desirable that the music be of a popular char- 
 acter. Pupils can form two's and take their places 
 by chords so that after a few drills the entire exercise 
 can be taken without command. 
 
 It will be found amusing as well as beneficial. * 
 
CHAPTER VIL 
 
 WANDS. 
 
 FOR all exercises given and described under Wands, 
 with the exception of the Manual of Arms and the 
 Bayonet Drill, we use a short stick 30 inches in length 
 and 4 of an inch in diameter. These sticks can be 
 
 O 
 
 purchased at hardware stores for about 
 one cent each. They are a little over 3 
 feet in length, but can be easily cut to 
 the desired length. It makes the stick 
 smoother to have it sandpapered ; this 
 the school-boys can do. The author 
 uses these sticks, or " dowels," as they 
 are called, almost entirely. They > are 
 not only good for the wand exercises, 
 but they can be used for fencing and 
 single-stick, while they are far less ex- 
 pensive than the regular wand. 
 
 For the Manual of Arms and the 
 Bayonet Drill, use a wand 4 feet 6 
 inches in length ; but otherwise the 
 short stick is better for class work, as 
 it docs not ivquirc the spaco for exer- 
 that the longer ones do. Ag;iin, tin- dowels can 
 be cut to fit the width of the drsks when they are to 
 
 Fia. Sfc 
 Carry arnis. 
 
A Manual of Physical Training. 
 
 83 
 
 be used in the class-room, so that each pupil c;m 
 take care of his own wand. For gymnasium use, the 
 wands may be kept in a box 18 inches square and 2 
 feet high ; or a box attached to the side of the house 
 may be used. Racks are 
 not satisfactory, as too much 
 time is required to take and 
 replace the sticks. The fol- 
 lowing are the A, B, C, or 
 the preliminary exercises, for 
 the wands. It is necessary 
 that the teacher should thor- 
 oughly understand them be- 
 fore he attempts to teach 
 them to a class : 
 
 I. CARRY ARMS. (See Fig. 
 52.) This should be the po- 
 sition of the wand when it is 
 taken from the box or when 
 the class is marching. The 
 wand is held by the thumb 
 and first two fingers. 
 
 II. Wand DOWN. Drop the 
 wand to the position seen in 
 
 Fig. 53 ; the hands are the width of the shoulders 
 apart ; backs of the hands are front. 
 
 III. Right hand OUT. (See Fig. 54.) Swing the 
 wand shoulder-high to the right, the right arm ex- 
 tended in the same direction, the back of the left hand 
 resting near the base of the neck ; the shoulders are to 
 the front. The same position is taken on the left. 
 
 FIG 53 Wand down. 
 
A Manual of Physical Training. 
 
 IV. Wand UP. Swing the wand to arm's length 
 above the head, wand parallel to the floor. (See Fig. 
 55.) 
 
 V. Wand FRONT. Swing the wand shoulder-high to 
 the front at arm's length, wand parallel to the floor 
 (Fig. 56). 
 
 FIG. 54. Wand out to the right. 
 
 FIG. 55. -Wand up. 
 
 VI. Wand to the CHEST. Bend or flex the arms, 
 1 1 ringing the wand to the chest, wand parallel to the 
 floor (Fig. 57). From this position the thrusting mo- 
 tions can be taken, down, up, or front, to the right or 
 left. In a thrusting motion to the right, turn the 
 shoulders in that direction. The wand can also be 
 brought to the chest by flexing the arms and by rais- 
 ing the elbows, shoulder-high, to the side (Fig. 58). 
 
A Manual of Physical Training. 85 
 
 FIG. 56. Wand front. 
 
 FIG. 57. Arms flexed. 
 
 FIG 58,-Elbows shoulder-high to the side. FIG. 59. Right-hand salute. 
 
86 
 
 A Manual of Physical Training. 
 
 VII. Sight-hand SALUTE. Bring the right hand to 
 the left shoulder, palrn of the right haiid front; the 
 left arm is straight at the side. A salute can also be 
 made with the left hand. (See Fig. 59.) 
 
 FIG. 80. 
 
 Wand in perpendicular 
 position. 
 
 Fio. 61. 
 Right band shoulder high 
 diagonally forward. 1. ft 
 band \\aist hi^h. 
 
 FlO. 62. 
 Right hand up, 
 left hand at right 
 shoulder. 
 
 VIII. \V\NI) TO SHoi I .hi :i:s, bark of the head, wand 
 parallel \\itli the il>or (Tig. (57). If the wand is long, 
 slide the hands to tin- ends of the wand, ulien it may 
 be forced down the back "elbow-high " or to arm's 
 
A Manual of Physical Training. 87 
 
 length ; then, without bending the arms, raise the 
 wands shoulder-high back. 
 
 IX. WAND IN A PERPENDICULAR POSITION. Grasp one 
 end of the wand by both hands, the hands the height 
 of the neck. The wand is directly in front of the cen- 
 tre of the face. (See Fig. 60.) 
 
 X. EIGHT HAND DIAGONALLY FORWARD to the right, 
 shoulder-high, left hand waist-high in front of the 
 
 FIG. 63. FIG. 64. 
 
 FIG. 63. Right hand shoulder-high diagonally forward, left hand at the base 
 of the neck. 
 FIG. 64. Right hand points to the rear, left hand at base of the neck. 
 
 body. (See Fig. 61.) From the position described in 
 No. Ill, the right hand may be raised above the head 
 (Fig. 62); it may point to the front or to the back, or 
 in the diagonal directions to the front and back. 
 
A Manual of Physical Training. 
 
 These motions, of course, can be taken on both 
 sides. (See Figs. 63, 64, 65.) 
 
 XL " TWISTING MOTIONS." The wand may be held in 
 the center by one hand, and twisted from right to left. 
 
 Fio. 65. 
 
 Left li.-iri' I up. right hand 
 leftsboul : 
 
 Fio 66. 
 
 Wand up, and twisting motion 
 to the ritfbt. 
 
 It may be held FRONT, and turned to a vertical posi- 
 tiM, right or loft luind up. 
 It may be held UP, and turned so that it points to the 
 
A Manual of Physical Training. 89 
 
 front. Tliis can be done either by the arms alone or 
 by turning the body. (See Fig. 66.) 
 
 XII. The motions with the wands given under the 
 head of Preliminary Exercises will either singly or in 
 combination make all the exercises that are described 
 in series 1, 2, and 3 ; also the marching series. 
 
 If they are thoroughly understood, it will be easy 
 to make these combinations. 
 
 MARCHING SEEIES. 
 
 To ordinary march time, the members of the class 
 marching at arm's length from each other, the majority 
 of the preliminary exercises can be executed. It may 
 be necessary to change the time for certain movements, 
 or to take two counts for certain exercises, such as 
 raising the wand up or bringing it to the shoulder. 
 
 first Series. Music, March or Polka Time. 
 
 Position, Wand at Carry Arms (Fig. 52.) 
 At the chord or count, bring the wand to the first 
 position, or down. (See Fig. 53.) 
 
 1. Flex the arms 8 times (Fig. 57). 
 
 2. Raise the elbows, shoulder-high, to the side ; 
 the wand is brought to the chest 8 times (Fig. 58). 
 
 3. Swing the wand, shoulder-high, to the front, arms 
 rigid (Fig. 56). 
 
 4. Swing the wand out to the right, parallel to 
 the floor (Fig. 54). 
 
90 
 
 A Manual of Physical Training. 
 
 5. The same on the left. 
 
 6. Swing the wand up-above the head, arms straight 
 (Fig. 55.) 
 
 7. Raise the right hand, palm front, to the left 
 shoulder ; the left arm remains straight at the side 
 (Fig. 59). 
 
 8. The same with the left hand. 
 
 9. Swing the right arm, 
 rigid, UP; bring the left 
 hand, palm back, to the 
 right shoulder 8 times 
 (Fig. 62). 
 
 10. Swing the left hand 
 up and bring the right 
 hand to the left shoulder 
 (Fig. 65). 
 
 11. Raise the right arm, 
 rigid, diagonally forward to 
 the right, shoulder-high. 
 Bring the left hand to the 
 center of the chest and to 
 the- base of the neck (Fig. 
 63). 
 
 12. Take the same exer- 
 cise with the left. 
 
 13. Bring the wand to the back of the shoulders, 
 charge the right foot to the right (Fig. 67). 
 
 14. Same on left. 
 
 15. Swing wand, shoulder-high, front, and step the 
 right foot front 8 times (Fig. 68). 
 
 Fio. 67. 
 
 Wand on shoulders and charge to 
 the right. 
 
A Manual of Physical Training. 
 
 91 
 
 16. Same on the Left. 
 
 17. Charge right foot diagonally forward, and swing 
 wand up 4 times. Same on left. (See Fig. 69.) 
 
 Second Series. Music, Waltz Time. 
 
 Position, same as in First Series. 
 
 I. Count 1, swing the wand, shoulder high, to the 
 
 FIG. 68. 
 
 Fro. 69. 
 
 Wand up and charging motion with 
 the left foot. 
 
 front. From this position, 
 
 on count 2 swing the wand to the right, and turn the 
 
 shoulders the same way. Count 3, come back to 
 
92 
 
 A Manual of Physical Training. 
 
 position 1, and on count 4 drop the wand to the 
 position at starting. Take this exer- 
 cise 16 counts on each side, alternat- 
 ing. 
 
 II. Count 1, right face and flex 
 the arms. Count 2, thrust the wand, 
 shoulder-high, to the front. Count 
 3, bring the wand back to the chest. 
 Count 4, thrust the wand UP. Count 
 5, bring the wand to the shoulder, 
 back of the head. Count 6, thrust 
 the wand UP. Count 7, bring the wand 
 to the chest. Count 8, come to start- 
 ing position. At the next count, front 
 face and take the exercise through 
 8 counts. Then face to the left and 
 again front face. This will require 
 32 counts to finish. 
 
 III. Count 1, swing the wand UP. 
 Count 2, twist the wand from right 
 
 and left, to front and back ; the right hand front, the 
 left back, wand parallel to the floor (Fig. 66). Count 
 3, twist the wand back to position 1. Count 4, wand 
 down ; take the same exercise but swing the left hand 
 front on count 2. Full number of counts, 32. On the 
 last count of 32, bring the wand to the shoulders, back 
 of head. 
 
 IV. Count 1, twist the shoulders to the right and 
 back, front again. Count 2, same to the left 8 times 
 (Fig. 70). 
 
 Fio 
 
 Wand on shoulders 
 and turn to the left. 
 
A Manual of Physical Training. 
 
 93 
 
 V. Count 1, bend the body to the right (Fig. 71) ; 
 come back to position. Count 2, thrust the wand up. 
 Take the same to the left 8 times. 
 
 FIG. 71. 
 
 Fia. 72. 
 
 FIG. 71. Wand on shoulders and bend to the right. 
 
 FIG. 72. Right hand shoulder-high diagonally forward ; right foot charge 
 diagonally forward. 
 
 VI. Bring the wand from the shoulders to the chest, 
 and step the right foot diagonally back at the same 
 time. Come back to position and repeat the exercise, 
 but step the left foot diagonally back 8 times. On 
 the 8th count, bring the wand from the shoulder down 
 in front. 
 
94 
 
 A Manual of Physical Training. 
 
 VII. Charge the right foot to the right ; the right arm, 
 face-high, to the right ; the 
 left hand across, chest-high, 
 on the right (Fig. 72). Take 
 the charging motion 4 times 
 to the right and 4 times to 
 the left. On the 8th count, 
 bring the wand to the posi- 
 tion seen in Fig. 60. 
 
 VIII. Sliding motion. 
 The wand is held in a per- 
 pendicular position in front 
 of the face ; the right hand 
 above the left (Fig. 60) ; charge 
 the right foot diagonally for- 
 ward to the right ; slide the 
 right hand along the wand to 
 the length of the arm ; point 
 the wand diagonally forward 
 and up ; bring the left hand 
 to the right shoulder. Fig. 73 
 nearly illustrates this as seen on the left. When 
 coming back to position, change hands, the left above 
 the right ; then take this exercise on the left. Take 
 this "sliding motion" 8 times, and on the last count 
 bring the wand DOWN. 
 
 IX. Rowing motion, (liargc the right foot diag- 
 onally forward to the right and raise the \\aml shoulder- 
 high,' front (Fig. 74 illustrates this <>n the left side), 
 swaying the body back, and bring the wand to the 
 
 FIG. 78. 
 
 Left hand winds diagonally for- 
 ward and up, right hand chest- 
 high in front. 
 
A Manual of Physical Training. 95 
 
 chest (Fig. 75). Take tlie swaying motion 16 counts 
 on the right. On the last count, wand DOWN; then 
 take the same on the left. 
 
 X. The sixteen-count motion. No. 1, bring the left 
 hand to the right shoulder. No. 2, raise the right arm, 
 
 FIG. 74. Fio. 75. 
 
 First position in rowing motion, body Second position in rowing motion, 
 
 forward. body sways backward. 
 
 shoulder-high, to the right (Fig. 54). No. 3, raise the 
 right arm up (Fig. 62). No. 4, raise the left arm up (Fig. 
 55). No. 5, lower the right hand to left shoulder 
 (Fig. 65). No. 6, lower left arm, shoulder-high, to 
 the left. No. 7, lower left hand to the side (Fig. 59). 
 
96 
 
 A Manual of Physical Training. 
 
 No. 8, wand DOWN. The next 8 counts are just the 
 reverse of the first. 
 
 Third Series. Time, Waltz. 
 
 Position, wands down. 
 
 Explanatory. This series is arranged from the 
 German. Every exercise is a four-count movement ; 
 that is, it takes 4 counts to finish each exercise. The 
 4th count always brings the wand back to the start- 
 ing position, or " wand down." Each exercise is taken 
 two times on a side. 
 
 
 FIG. 77. 
 
 Fio 76. Wand out to the left and stepping motion to the left. 
 Fio. 77.- Right arm twisted over Mt, right foot stepping motion across In 
 front of left. 
 
A Manual of Physical Training. 
 
 97 
 
 I. On 1, step the right foot to the right and swing 
 the wand out to the right. 2, bring the heels together 
 and raise the wand up. 3, step the 
 
 left foot to the left and lower wand 
 out to the left (Fig. 76). 4, position. 
 Take this, as all the following exer- 
 cises are to be taken, on the left as 
 well as the right. 
 
 II. 1, charge the right foot diag- 
 onally forward. Raise the right arm, 
 shoulder-high, in the same direction 
 (Fig. 72), left hand waist-high in 
 front, touching the body. 2, heels 
 together, wand FKONT (Fig. 56). 3, 
 same as No. 1, but on the left side. 
 4, position. 
 
 III. 1, charge to the right, wand 
 FRONT. 2, heels together, wand on 
 shoulder, back of neck. 3, same 
 as No. 1, but on the left side. 4, 
 position. 
 
 IV. 1, step right foot to the 
 right, wand OUT. 2, step the right 
 foot over in front of the left, and 
 turn the wand over as seen in Fig. 
 77. 3, come back to position 1. 4, 
 position. T F i G ; 78 ' 
 
 * Left-hand face salute. 
 
 Y. 1, charge the left foot over 
 in front of the right ; raise the right arm, shoulder- 
 high, diagonally forward to the right. Fig. 61 shows 
 position of arms. 2, keep the same position with the 
 
98 
 
 A Manual of Physical Training. 
 
 feet, but raise the left hand until the wand is FRONT. 
 Fig. 56 shows position of arms. 3, resume position 
 No. 1. 4, position. 
 
 VI. Charge the right foot diagonally forward to the 
 right, raise the right hand forward, shoulder-high, 
 left hand at the base of the neck. Fig. 63 shows 
 arms. 2, swing the wand to the rear, turn the shoul- 
 ders in the same direction, but do not move the feet 
 (Fig. 64). 3, come back to position No. 1. 4, posi- 
 tion. 
 
 VII. 1, right oblique face, and bring the wand 
 to the position seen in Fig. 78. 2, charge the left 
 
 foot front and elevate the 
 wand. Fig. 169 shows arm 
 elevated. 3, come back to 
 position No. 1. 4, position. 
 
 VIII. 1, charge the right 
 foot back and elevate the 
 right hand back, left hand 
 across the chest. (See 
 Fig. 79.) 2, sway forward 
 and thrust the wand for- 
 ward and down, as in Fig. 
 
 >^^ 109. 3, come back to posi- 
 ^? > " tion 1. 4, position. 
 
 IX. 1, left oblique face, 
 wand up. 2, charge the 
 
 right foot front, bring the left hand to the hip ; 
 with the right hand make a circle or mollinet with the 
 wand to the front, and assume the position in Fig. 
 3, reverse the circle and come to position in N>. 1. 
 
 Fio. 79. 
 
A Manual of Physical Training. 
 
 99 
 
 4, position. (It will be a difficult matter to teach the 
 circle or mollinet to a large class, as the exercise re- 
 quires skill and practice. The circle is made with the 
 hand and wrist ; the wand is grasped very loosely.) 
 The mollinet with the right hand is shown in Fig. 169, 
 page 178. 
 
 FIG. 80. FIG. 81. 
 
 FIG. 80. First position of wand for winding motion, palms front. 
 FIG. 81 Second position of wand for the winding motion. (The back of the 
 right hand should be front in this cut.) 
 
 Winding Motions. At the close of No. 4 of exercise 
 IX change the hands so that the palms are front 
 (Fig. 80). Kaise the right hand and elbow as in 
 Fig. 81. (In Fig. 81, the back of the right hand is 
 front.) liaise the left hand, shoulder-high, obliquely 
 front, and force the right hand down, as in Fig. 82. 
 
100 
 
 A Manual of Physical Training. 
 
 Fig. 83 shows the finish of a winding motion. The 
 winding hand may be held at the side (Fig. 84), shoul- 
 der-high to the front, 
 obliquely front, or to the 
 side ; as well as hip-high 
 
 Fio. 82. 
 
 Third position of hands in the 
 winding motion. 
 
 FIG. 88. 
 
 Finish of the winding 
 motion 
 
 and head-high in either direction. In the winding 
 motions keep the hands near the ends of the wand. 
 A little practice will enable one to wind the wand 
 quickly and easily. These motions are at the same 
 time fascinating and puzzling. 
 
 X. Charge the right foot diagonally back and wind 
 the right hand down at the side (Fig. 85). Same on 
 the left. 
 
 XI. Step the right foot to the right and wind the 
 wand out. Same on the left. 
 
A Manned of Physical Training. 
 
 101 
 
 XII. Charge the right foot diagonally forward, and 
 wind the wand obliquely forward and up to the right ; 
 place the left hand back of the head. Fig. 86 shows 
 arms. Same on the left. 
 
 XIII. Charge the right foot front and wind the wand 
 to the position seen in Fig. 83. From this position 
 charge the left foot front and bring tire wand chest- 
 
 FIG. 84. 
 
 FIG. 85. 
 
 FIG. 84. Right hand winds shoulder-high to the right, left hand height of the 
 neck. 
 
 FIG. 85. Right hand winds down to the side, left hand shoulder-high on the 
 right ; right foot charges diagonally back. 
 
 high to the front, palms up. Now wind the left hand 
 out and up to the left, right hand on the chest (Fig. 
 73). Come from this position back to the first attitude, 
 
102 
 
 A Manual of Physical Training. 
 
 and from the first attitude to the primary position. In 
 this exercise the scholar gains ground by the second 
 charge. 
 
 Flo. 86. Fio. 87. 
 
 Right hand winds diagonally forward Right hand winds diagonally out and 
 and up, left hand back of neck. up, left hand chest-high. 
 
 For all winding motions, the waltz time is quick- 
 ened. 
 
CHAPTER VIII. 
 
 MANUAL OF ARMS. 
 
 FOR this exercise, use a wand between four and five 
 feet ill length, and about three quarters of an inch in 
 
 diameter. The movements are exe- 
 
 cuted to march time. 
 
 It is intended that 
 
 each motion shall end 
 
 on four or eight counts. 
 
 The position is that of 
 
 " Carry Arms." See 
 
 Fig. 52. 
 
 Present Arms. Car- 
 
 ry the wand to the 
 
 front and center of the 
 
 body, the left fore- 
 
 arm parallel to the 
 
 floor, the right arm 
 
 extended, wand close 
 
 to the body. Hold 
 this position four counts (Fig. 88). 
 
 At the command Carry ARMS, bring 
 the wand back to the right side, slide 
 the left hand along the wand to the FIG. 89. 
 
 right shoulder, fingers close together, 
 thumb along the first finger, elbow 
 103 
 
 FIG. 88. 
 Present wands. 
 
 carry arms. 
 
104 
 
 A Manual of Physical Training. 
 
 down ; hold for two counts (Fig. 89). On 3, drop the 
 left hand to the side. This exercise takes four counts. 
 Charge Wands. Execute the first position of about 
 face, but step the right foot about 12 inches back of 
 the left ; drop the wand forward until the point is the 
 height of the eye, the right arm extended down, the 
 left arm thrown across and in front of the body. Grasp 
 the wand, as in Fig. 90. In this exercise the left knee 
 
 Fio. 90. 
 Charge bayonets. 
 
 Fio. 91. 
 Wands port. 
 
 is slightly bent, while the weight of the body is thrown 
 a little forward ; hold this position for four counts. 
 
 Carry Arms. In four counts. 
 
 Wands Port. Throw the wand diagonally across the 
 front of the body, ami grasp with the left hand, which 
 is elbow-high to the front ; tin* palm of the right hand 
 is above, that of the left under, the wand, which 
 
A Manual of Physical Training. 
 
 105 
 
 is held close to the body. (See Fig. 91.) Four 
 counts. 
 
 Carry Wands. Four counts. 
 
 Order Wands. On Count 1, bring the right hand to 
 the left shoulder, as in Fig. 89 ; but grasp the wand. 
 Count 3, lower the wand quickly to the floor and 
 bring the left hand back to the side. 
 
 Parade Rest. Assume the 
 first position of about face. 
 
 FIG. 93. 
 Inspect wands. 
 
 grasp the wand near the top with the left hand, place 
 the right hand above the left. Four counts. (Fig. 92.) 
 From this position come to ORDER ARMS, four counts. 
 
106 
 
 A Manual of Physical Training. 
 
 Carry Wands. Flex the right arm, at the same time 
 raising the wand and grasping with the left hand just 
 below the right elbow ; the wand is on the right side 
 of the body. This takes two counts. Next, lower 
 the right hand to the side, and raise the left hand, as 
 in Fig. 89. This takes two counts. On 5, lower the 
 left hand to the side, and hold this position through 
 8 counts. 
 
 Inspect Wands. On Counts 1 and 2, come to present 
 WANDS ; on 3, drop the right hand to the 
 side, retain the grasp with the left hand, 
 which is raised very nearly to the height 
 of the chin ; the wand is in front of the 
 center of the body. Hold this position 
 through 8 counts (Fig. 93). 
 
 Carry Wands. Four 
 counts. 
 
 Fire. At Count 1, 
 assume the first posi- 
 tion of about face ; at 
 the same time drop the 
 wand forward until the 
 
 Fio. 94. 
 
 First position for end is about the height 
 flring - of the head ; the right 
 hand is elbow-high to the front ; the 
 left hand is chest-high to the front, 
 but on the right side (Fig. 94). On 
 3 and 4, bring the lower end of the :~^ 
 wand to the shoulder, incline the 
 head to the right, and lock aloiii; the 
 
 wand ; the right elbow is nearly shoul- FIO. 96.-Fire. 
 
A Manual of Physical Training. 
 
 107 
 
 der-high to the right, the left hand is shoulder-high 
 to the front on the right side (see Fig. 95) ; on 5, 
 
 FIG. 96. FIG. 97. 
 
 Two methods of kneeling and firing. 
 
 stamp the right foot lightly. Hold this position 
 through 8 counts. 
 
 FIG. 98. 
 Kneeling charge. 
 
 FIG. 99. 
 On guard. 
 
 Carry Wands. Through four counts. 
 
 By referring to Upton's Military Tactics, other ex- 
 
108 
 
 A Manned of Physical Training. 
 
 ercises can be easily adopted from the Manual of 
 Arms, such as SHOULDER, REVERSE, SECURE, TRAI:, etc. 
 Figs. 96 and 97 show the method of firing while kneel- 
 ing ; also a kneeling charge ivands (Fig. 98). 
 
 BAYONET DRILL. 
 
 This exercise is taken with the same length wand as 
 the Manual of Arms ; march time ; position the same as 
 that of charge wands, but the wand is held more in. 
 front of the body, the right arm being slightly bent. 
 (See Fig. 99.) This is called 
 " on guard." 
 
 Fio. 100. 
 Right parry. 
 
 Kio. 101. 
 Left parry. 
 
 Right Parry. Swing the point of the wand a little to 
 the right. (See Fig. 100.) Hold four counts. 
 
A Manual of Physical Training. 109 
 
 Left Parry. Swing the point of the wand 6 or 8 
 inches to the left ; hold 4 counts. (See Fig. 101.) 
 
 Right Guard. Bring the wand to a perpendicular 
 position on the right side 8 inches to the front and the 
 right of the body ; left hand shoulder-high to the right, 
 right hand extended down. (See Fig. 102.) 
 
 FIG. 102. FIG. 108. 
 
 Right guard. Left guard. 
 
 Left Guard. Bring the wand to a corresponding po- 
 sition on the left side, the right hand on the left side 
 a little higher than the hip, the left elbow inside the 
 wand. (See Fig. 103.) Hold 4 counts. 
 
 High Guard. Raise the wand arm's length above the 
 head, parallel to the floor, as in Fig. 104, but keep 
 feet apart. 
 
 From the position of high guard come to on guard. 
 Hold 4 counts. 
 
110 
 
 A Manual of Physical Training. 
 
 Thrust to the Rear. Turn on both heels until the 
 right foot points to the rear, the left foot pointing to 
 
 the right ; bring right 
 hand to the chest, left 
 hand extended to the 
 front, wand parallel 
 
 FIG. 104.-High guard. 
 
 FIG. 105. 
 
 to the floor, face to the rear. Hold four counts. 
 Sway body to the rear, and thrust wand in that 
 direction, wand parallel to the floor. Hold 4 counts. 
 From this position come to on guard. 
 
 High Thrust. Sway the body back, thrust right 
 i i .mil back and down, left hand hip-high on the right. 
 (See Fig. 106.) Sway body forward, thrust left hand 
 forward and up, right hand chest-high to the front. 
 (See Fig. 107.) 
 
 Middle Thrust. Sway body back, right arm back, left 
 
A Manual of Physical Training. Ill 
 
 FIG. 106. 
 
 Fia. 107. 
 
 FIG. 108. 
 
 FIG. 109. 
 
112 A Manual of Physical Training. 
 
 hand waist-high on the right side. The wand is waist- 
 high and parallel to the floor ; 4 counts (Fig. 108). 
 Sway forward, thrust wand forward, as in Fig. 105 ; 4 
 counts. 
 
 Fig. 105 is the finish of a Middle Thrust. From 
 this position the wand is raised shoulder-high, the 
 
 Fio. 110. 
 
 face turned back, and the rules for Thrust to the 
 Rear are followed. 
 
 Low Thrust. Sway body back, right hand back and 
 up, left hand chest-high on the right (Fig. 79) ; 4 counts. 
 
A Manual of Physical Training. 113 
 
 Sway body forward, thrust wand forward and down, as 
 in Fig. 109 ; 4 counts. On last count come to position 
 of carry arms. 
 
 Double Work. Form the scholars in twos, arranging 
 so that pupils about the same height can work to- 
 gether. The wands are at carry arms. 
 
 At a chord or at a command, the scholars step 
 apart, face each other, and assume the position of on 
 
 FIG. 111. 
 
 guard. The scholar on the right wall sway forward 
 and strike lightly with the wand at the right side of 
 his opponent's head, who will assume the position of 
 right guard, which is held for 8 counts. From 
 this position the one on the left will sway forward, 
 
114 A Manual of Physical Training. 
 
 and the one on the right will guard. (See Fig. 110.) 
 In the same manner take the stroke on the left side 
 of the head and use the left guard ; also the high 
 guard. (See Fig. 111.) These positions are merely 
 postures, and are held for 8 or 16 counts each. 
 
 EASY POSTURES FOR WANDS. 
 
 Pupils are formed in three rows which are about 5 
 feet from each other. Arrange the pupils so that 
 those in front are shortest. 
 
 At a chord or command, the first row takes a kneel- 
 ing charge ; 
 
 The second row a Charge bayonets ! 
 
 The third row a FIRE ! 
 
 This position is held for 16 or 32 counts, when the 
 scholars will, without a command, assume the second 
 posture. 
 
 First row leans forward, rests the left hand, which 
 holds the wand, on the floor, turns the face back and 
 up, raises the right arm back and up, as if warding 
 off a blow. 
 
 The second row takes the first position of a low 
 thrust, with this exception : the body is swayed for- 
 ward. 
 
 The third row takes a high guard. 
 
 These simple attitudes can be given at the end of the 
 bayonet drill. If more than three rows are exercising, 
 two rows can take one position. A variety in these 
 postures can be had if circles instead of rows are 
 
A Manual of Physical Training. 115 
 
 formed and all of the scholars face out. The tallest 
 pupils should stand in the center of the circle. This 
 position is preferable if the pupils are to exercise in 
 the center of the room. 
 
CHAPTEE IX. 
 
 DUMB-BELLS. 
 
 FOB the weight and method of arranging dumb- 
 bells, see pages 27 and 28. 
 
 The series with the bells that are to be described 
 
 Fio. 112. 
 First position of the dumb-bells. 
 
 Fio. 118. 
 Bells on the hips. 
 
 in this cli;i]>f i- will be more easily understood if the 
 preliminary motions are well learned. Here, as in Free 
 
A Manned of Physical Training. 
 
 117 
 
 Gymnastics and with the Wands, the work is arranged 
 and should be taught on the principle of A, B, C's. 
 
 FIG. 114. FIG. 115. 
 
 FIG. 114. Bells on the chest. The line represents a heart-shaped circle made 
 with the right hand. 
 
 Fio. 115. Bells on shoulders. 
 
 The First Position of dumb-bells : the arms hang 
 naturally at the side (Fig. 112). 
 
 Bells on the Hips. Same as when the hands are 
 placed on the hips, the thumb ends front, elbows back 
 (Fig. 113). 
 
 Bells on the Chest No. 1. The arms are flexed, the 
 bells form an angle of about 60 degrees, little-finger 
 ends down (Fig. 114). 
 
 Bells on the Chest No. 2. The thumb ends of the bells 
 
118 
 
 A Manual of Physical Training. 
 
 rest against the chest, the little-finger ends point out 
 and slightly up. 
 
 Bells on the Shoulders No. 1. In this case, the palms of 
 the hands are down, elbows shoulder-high to the right. 
 (See left bell and in Fig. 131.) 
 
 Fio. 116. 
 Right-hand salute. 
 
 Fio. 117. 
 Bells at back. 
 
 Bells on Shoulders No. 2. Palms of the hands front, 
 thumb ends down, little-finger ends up. ( See Fig. 11/5.) 
 
 Right-hand Salute. The thumb end of the right bell 
 is brought to the left shoulder, the little-finger end 
 points out and up. This salute is also made with the 
 left hand (Fig. 116). 
 
 Bells at the Back. (See Fig. 117.) 
 
 Arms Folded in Front ( See Fig. 118.) 
 
A Manual of Physical Training. 
 
 119 
 
 Bells Under the Shoulders. See right bell in Fig. 130. 
 
 A Right-angle Motion. (See Fig. 119.) These posi- 
 tions can be varied by thrusting one hand down and 
 one hand front, or one hand front and one hand up, 
 etc. 
 
 With the bells on the chest, they can be thrust 
 DOWN, OUT, UP, or FRONT. They can also be thrust in 
 any of the oblique directions head-high, shoulder- 
 high, and hip-high. 
 
 Fio. 118. 
 Arms folded in front. 
 
 Fia. 119. 
 Right-angle motion. 
 
 A Circling Motion (Fig. 114, E. hand). This is 
 made on the same principle as heart-shaped circle 
 of the club, which is describsd on page 140. These 
 
120 A Manual of Physical Training. 
 
 circles are made to the right or to the left, with one or 
 both hands. 
 
 In executing them, use only the arms. 
 
 Flexing Motions and Swinging Motions are described 
 under these movements on pages 63 and 65. 
 
 Twisting Motions. The palms of the hands are front, 
 the arms are straight, bells at the side. (See Fig. 120.) 
 The hand is turned so that the thumb points in, while 
 the back of the hand is front. The arm is twisted 
 from the shoulder. (See Fig. 121.) 
 
 Fio. 122. Fia. 120. Fio 121. 
 
 Fio. 120. First position of the bells for twisting motions. 
 Fio. 121. Second position of the bells for twisting motion. Notice that the 
 backs of the hands are front. 
 Fio. 122 shows position for a twisting fore arm motion. 
 
 The twisting motions can be taken with the arniK 
 OUT, UP, or FRONT. A fore-arm motion can be li.-ul if 
 the arms are held as seen in Fig. 122. 
 
A Manual of Physical Training. 
 
 121 
 
 The Striking Motions. The bells may be struck forci- 
 bly above the head, the arms swinging up from below, 
 as seen in Fig. 123. With the arms kept in this posi- 
 
 FIG. 123. 
 
 The method of striking bells 
 above head. 
 
 FIG. 124. 
 
 Method of striking dumb bells 
 in front below. 
 
 tion the thumb ends may be struck, then the little- 
 finger ends. From here they swing down and the bells 
 are struck in front below, as seen in Fig. 124, either 
 with thumb or little-finger ends. When bells are 
 struck back of the body, strike little-finger ends 
 together ; but in this case do not bend the body for- 
 ward (Fig. 125). 
 
 The arms may be flexed, the bells held as high as 
 the neck, palms of the hands back, keeping the arms 
 
122 
 
 A Manual of Physical Training. 
 
 bent ; the little-finger ends, then the thumb ends, can be 
 struck. This makes a good exercise for running or 
 marching. 
 
 The " Anvil Strike." The right bell is placed on the 
 shoulder, thumb down ; the left bell is held shoulder- 
 high to the front. (See Fig. 126, pupil on the left, page 
 123.) With the right bell, strike the left one forcibly, 
 when the left arm swings down, 
 back, and up, and comes to the left 
 shoulder, thumbend down, while the 
 right arm remains front, holding 
 the position that the left one did. 
 This striking motion will require a 
 little practice. The exercise may 
 be reversed. Fig. 126 represents 
 two pupils taking the double "An- 
 vil Strike," in which case the one 
 who strikes, hits her neighbor's bell, 
 and not her own. 
 
 Pushing the Dumb-bell. The bells 
 are on the chest ; the right arm is 
 pushed up, palm front ; the left bell 
 is brought to the hip ; the body 
 inclines to the left, the head thrown 
 slightly back ; the face looks up. (See Fig. 127.) 
 
 If the teacher thoroughly understands these prelimi- 
 nary movements with the dumb-bells, the following se- 
 ries will be more easily learned and taught. The teach- 
 er will perhaps have noticed how the bell is divided into 
 parts : the bulb near the thumb is called the thumb 
 end; that near the little finger, the little-finger end. 
 
 FIG. 125. 
 
 Method of striking 
 dumb-bells back 
 below. 
 
A Manual of Physical Training. 
 
 123 
 
 First Series. 
 
 Position, bells on chest (Fig. 114) ; march time. 
 
 I. Thrust the right bell DOWN 4 times, left bell 4. 
 times, both 8 times. 
 
 II. Thrust the right bell OUT 4 times, left bell 4 
 both 8 times. 
 
 Fia. 126. 
 Double anvil strike. 
 
 III. Thrust the right bell UP 4 times, left up 4, both 
 8 times. 
 
 IV. Thrust the right bell FRONT 4 times, left 4, both 
 8 times. 
 
 Y. On the 8th count of the last exercise, bring the 
 bells to the hips. 
 
124 
 
 A Manual of Physical Trammel. 
 
 VI. Bend the body backward and forward, alternat- 
 ing, 8 times. 
 
 VII. Bend the body to the right and left sides, 
 alternating, 8 times. 
 
 VIII. Swing the right leg to the front and to the 
 right, alternating, 8 times. 
 
 IX. Take the same exercise with the left leg. On 
 the 8th count, drop the bells to the side. 
 
 Fio. 127. 
 Pushing the dumb bell. 
 
 FIG. m-BelU up. 
 
 X. Flex the right arm 4 times, left 4 times, both 
 8 times. 
 
A Manual of Physical Training. 125 
 
 XI. Swing the right arm shoulder-high to the 
 side, 4 times, same with the left, both 8 times. 
 
 XII. Swing both bells shoulder-high to the front, 
 palms in, on Count 1 ; on Count 2, swing the hands 
 from this position shoulder-high to the side ; on Counts 
 3 and 4, strike the little-finger ends of the bells to- 
 gether back of the body. Take this exercise 8 times. 
 
 Second Series. Music, March or Waltz Time. 
 
 Position, bells on chest. 
 
 I. Circle the right bell to the right, making a heart- 
 shaped circle, as with the clubs, 8 times. (See Fig. 
 114.) 
 
 II. Circle the left bell to the left 8 times. Eeverse 
 Nos. I and II, 8 times each. 
 
 III. Circle both bells to the right 8 times, to the left 
 8 times. 
 
 The circles I, II, and III may be alternated, also 
 reel and follow motions can be made. See article on 
 club-swinging. 
 
 IV. Thrust both bells DOWN, OUT, UP, and FRONT, each 
 8 times. On the last 8th count, bring the bells to the 
 hips. 
 
 Y. Kaise on the toes 16 times ; raise the toes 16 
 times. On last count, drop the bells to the side. 
 
 YI. Charge the right foot diagonally forward to the 
 right, and swing bells above the head 8 times ; same 
 with the left. (See Fig. 128 for position of arms.) 
 
 Twisting Motions. These are made by twisting the 
 entire arm so that the palm of the hand is first front, 
 then back. See description of this exercise, Of the 6 
 
126 A Manual of Physical Training. 
 
 twisting motions given, all but one are full-arm motions. 
 (Figs. 120, 121, 122.) 
 
 VII. With the arms down, twist the bells 6 times, 
 counting front and back as one. On the 7th count 
 bring the bells to the chest, and on 8 thrust the bells 
 our. With the bells in this position, proceed as has 
 been described, always bringing the bells to the chest 
 on the 7th count. In a like manner thrust the arms UP 
 and FRONT, then take a fore-arm twist (see Fig. 122), 
 and once more twist the arms, with the bells at the 
 side, but do not bring the bells to the chest on 7 (Figs. 
 120 and 121). 
 
 Third Series. Music, March Time. 
 
 Position, bells at the side. 
 
 I. Flex and straighten the right arm on count 1 ; 
 count 2, swing the arm, shoulder-high, to the side, and 
 lower. Take this exercise 4 times. 
 
 II. Take the same with the left hand 4 times ; both 
 4 times. On the last 4th count, bring the bells to the 
 shoulder. 
 
 III. Count 1, thrust the right hand UP and bring 
 back to the shoulder ; count 2, thrust the right hand 
 OUT and bring back to the shoulder 8 counts. Same 
 with left arm 8 counts ; both arms 8 counts. On the 
 last 8th count, bring the hands to the hips. 
 
 IV. Step the right foot front, diagonally front to the 
 right, to the right, and diagonally l>,;ck to the right. 
 Same with the left foot and then repeat this exercise. 
 Remember, in a stepping moti-m, to bring the heels 
 together after each step. Sixteen counts. 
 
A Manual of Physical Training. 127 
 
 V. Striking Motions. Strike the bells in front of the 
 body below ; first the thumb ends, then little-finger 
 ends. Sixteen counts (Fig. 124). 
 
 VI. Strike the bells below, back of the body, same 
 as in front, 16 counts (Fig 125). 
 
 VII. Strike the bells front and back below, thumb 
 onds in front, little-finger ends back, 16 counts. 
 
 In these exercises strike the bells forcibly. 
 
 VIII. Right hand salute 4 times. This is made by 
 bringing the right bell to the left shoulder, in which 
 case the little-finger end is higher than the thumb end. 
 Left hand " salute" four times. Alternate these mo- 
 tions 8 times (Fig. 116). 
 
 IX. Stamp the right foot forcibly 3 times, gaining 
 ground the length of the foot at each stamp, diago- 
 nally forward. On the 4th count, bring the heels to- 
 gether. Same with left. Repeat this exercise. 
 
 X. Bells on the hips, count 1 ; on the chest, count 
 2 ; on the hips, count 3 ; at the side on count 4. Take 
 this exercise 4 times. Nos. IX and X can be combined. 
 
 XL On the last exercise of No. X, the bells are 
 brought to the chest, and not to the side ; then take 
 the right- angle motions (Fig. 119). 
 
 XII. Right hand down, left hand out, 4 times ; left 
 hand down, right hand out, 4 times ; right hand up, 
 left hand out, 4 times; left hand up, right hand out, 4 
 times. 
 
 XIII. " Push the dumb-bell " with the right hand. 
 The right arm is thrust up, palm front, left hand on 
 hip, body inclined to the left, face looking up. (See 
 Fig. 127.) Take 2 counts for pushing the bell up, 2 
 
128 A Mamtal of Physical Training. 
 
 counts more for bringing the bell to position. Take 
 the same with the left hand, and repeat the exer- 
 cise. 
 
 XIV. Thrust the right hand front, shoulder-high, on 
 count 1; on count 2, without moving the feet, thrust 
 the right arm back, shoulder-high, and look in the 
 
 FIG. 129. 
 41 A simple attitude." 
 
 same direction, 8 counts. Same with the left hand 
 8 counts. 
 
 On the 8th count, bring the bells under the arms, 
 swing right hand out, shoulder-high, to the side, palm 
 down, 4 times ; same with left 4 times ; both bells 8 
 times (Fig 130). On 8th count, bring the bells to the 
 shoulders (Fig. 131). 
 
 XT. Charge to the right, and thrust right hand out, 
 
A Manual of Physical Training. 
 
 129 
 
 shoulder-high, to tlie side 4 times. Same on left 4 
 times. On the 8th count, drop the hands to the sides. 
 A few statues can be given to finish this exercise, 
 Boxer, Gladiator, Putting the Shot, etc., or the series 
 may be finished by the Anvil Chorus. 
 
 MARCHING SERIES. 
 
 It affords a pleasant variety if the dumb-bell exer- 
 cises can be taken while the pupils are marching 
 
 FIG. 130. FIG. 131. 
 
 FTG. 130. Method of thrusting bell from under the shoulder out. The right 
 hand shows the bell under the shoulder, the left hand the bell when thrust out. 
 
 FIG. 131. The left hand rests on the shoulder, the right hand shows position 
 when the bell is thrust out. 
 
 around the room. The following series can be given, 
 and they will be found not only pleasing, but valuable. 
 If the sexes exercise together, it is well to have the 
 boys march in one direction and the girls in another. 
 
130 A Manual of Physical Training. 
 
 Striking Series. 
 
 I. Strike the thumb ends of the bells in front on 
 the first of each 4 counts for 16 or 32 steps. 
 
 II. Strike the little-finger ends of the bells back on 
 the first of each 4 counts. 
 
 III. Strike the bells in front on 1, back on 3. 
 
 IV. Strike the bells front and back below on every 
 cuunt, thumb ends in front, little-finger ends back. 
 
 Y. Flex the arms, back of the hands to the front, 
 bells height of the neck ; strike the bells together on 
 each count, first the little-finger, then the thumb, ends. 
 This exercise can be taken with the run, whether in 
 place or around the room. Let the class take the 
 marching series while they mark time. 
 
 Second Marching Series. 
 
 To slow march time or ordinary waltz time, take the 
 circling and thrusting motions of the Second Series of 
 the dumb-bells. There is a change to quicker time 
 after the circling motions in this series. 
 
 Third Marching Series. 
 
 Take, to ordinary march time, the exercises I, II, 
 III, V, VI, VII, VIII, X, XI, XII of the Third Series 
 of Dumb-bells. 
 
 If the gymnasium is small, omit, in the Marching 
 Si-rics, ;ill motions where the hands are thrust OUT or 
 
 v\T. 
 
 Many exercises for wands and free gymnastics can 
 be taken to march time. 
 
A Manned of Physical Training. 131 
 
 ANVIL CHORUS. 
 
 This is an exercise, arranged with dumb-bells, set 
 to the Anvil Chorus from "II Trovatore." The time 
 of the music is common, there being four beats to the 
 measure. In the description of the exercise, a count 
 and one beat is the same. 
 
 I. Counts 1 and 2, bells on the hips (Fig. 113) ; 3 and 
 4, bells at the side (Fig. 112) ; 1 and 2, bells on chest 
 (Fig. 114) ; 3 and 4, at the side ; 1 and 2, bells at the 
 back (Fig. 117) ; 3 and 4, at the side ; 1 and 2, bells on 
 shoulders (Fig. 115) ; 3 and 4, at side. Kepeat this 
 exercise. 
 
 II. Counts 1 and 2, charge right foot diagonally 
 forward ; 3 and 4, bring heels together and right face ; 
 1 and 2, charge right foot diagonally back ; 3 and 4, 
 heels together and front face. Take same exercise on 
 the left side. Repeat this exercise. Keep the hands 
 on the hips. 
 
 III. Counts 1 and 2, bring the right foot back of the 
 left, toes on the floor, heels up (see Fig. 34) ; on 3 and 
 4, execute an about face and bring the heels together. 
 Next four counts, execute another about face to the 
 right, coming back to the first position, and drop the 
 bells to the side. 
 
 IV. Counts 1 and 2, charge the right foot diagonally 
 forward, curve right arm over head, left arm back of 
 the body (see Fig. 132) ; 3 and 4, come back to posi- 
 tion. Same attitude on the left side. Repeat this 
 exercise. 
 
 V. On 1 and 2, right face and bring bells to the 
 
132 
 
 A Manual of Physical Training. 
 
 Lips ; 3 and 4, front face, bells at the side. Same on 
 left. On the last count, bring the right bell to the 
 right shoulder, hold the left bell shoulder-high to the 
 front. This position is seen in 
 Fig. 126, pupil on the left. 
 
 VI. Anvil Strike. Strike the left 
 bell with the right, swing the left 
 bell down, back, and around to 
 the left shoulder, while the right 
 bell remains shoulder-high to the 
 front. The position is now the 
 same as in the figure, except that 
 the right hand is front and the 
 left hand is on the shoulder. Con- 
 tinue this striking exercise through 
 8 counts ; drop bells at side on 
 the 8th count. 
 
 VII. Strike the bells above the 
 head (Fig. 123) and shoulder-high 
 in front, alternating ; take this for 
 8 counts. Do not strike the bells 
 when they are down. 
 
 VIII. Strike the bells front and 
 back below, 8 counts, which makes 
 16 clicks with the bells. 
 
 IX. Charge the right foot diag- 
 onally forward and strike the bells alum* the head; 
 come to position ami strike*, the bells bark below 
 (Fig. 125); then strike front and back below; same 
 on the left side. Kepeat this exercise. This will 
 make 16 clicks. 
 
 Fio. 132. 
 A simple attitude. 
 
A Manual of Physical Training. 
 
 133 
 
 X. Interlude. Counts 1 and 2, bells on the chest 
 (Fig. 114) ; 3 and 4, bells OUT (Fig. 133), palms front ; 
 5 and 6, bells UP (Fig. 128),- but do not strike ; 7 and 
 8, bells FKONT (Fig. 134) ; 9 and 10, shoulder-high to 
 
 FIG. 133. 
 Bells out, or shoulder-high to the side. 
 
 the side or OUT (Fig. 133) ; 11 and 12, bells down (Fig. 
 112) ; on count 13, strike the bells sharply in front 
 below. In this exercise the bells pass from one posi- 
 tion to another, but do not come to the chest. 
 
 XI. Stamping Motions. On 1 and 2, stamp right foot 
 twice, gaining ground the length of the foot on each 
 step ; on 3, heels together, and strike the bells smartly 
 back of the body. Take the same exercise on the 
 left side. 
 
134 A Manual of Physical Training. 
 
 XII. Finish. Counts 1 and 2, strike bells in front be- 
 low ; 3 and 4, charge right foot diagonally forward and 
 strike bells above the heaxl ; 5 and 6, bring the feet to 
 the position of an officer's about face, the same as in 
 exercise No. 34 ; same time, strike bells back below ; 
 7 and 8, kneel right knee to the floor and strike bells 
 over the head. Come to the position at a chord. 
 
 A special arrangement of the music for the Anvil 
 Chorus will be sent by the author to any address. 
 
 PIZZICATT CHORUS (SINGLE FORM). 
 
 An arrangement with the durnb-bells set to the 
 Pizzicati, from the opera "Sylvia." Position, bells 
 at side. 
 
 I. Count 1, right bell on chest; 2, left bell on the 
 chest ; 3, thrust the right bell OUT ; 4, the left bell ; 5, 
 strike bells above the head ; 6, strike bells back below ; 
 7, front below ; 8, rest the bells at the side. This 
 exercise taken rapidly 3 times. (First striking motion.) 
 
 II. Count 1, stamp right foot diagonally forward ; 2, 
 click the bells in front of that leg ; 3, bring the heels 
 together ; 4, strike the bells back. Take the same 
 exercise on the left side. (First stamping motion.) 
 
 III. Count 1, bells OUT, palms of the hands up ; 2, 
 bring bells to shoulder ; .'{, bolls OUT; 4, strike bells UP; 
 5, bells OUT; 6, strike bells PBONT ; 7, strike bells back 
 below; 8, rest tin- bolls at the si do. Take this exercise 
 three times. (Second striking motion.) 
 
 IV. Count 1, stamp right foot diagonally front; 2, 
 heels together ; .'!, stamp li-l't f<><>t diagonally forward ; 
 and 4, heels together; on 5, (>, and 7, strike the "rata- 
 
A Manual of Physical Training. 135 
 
 plan," and rest the bells at tlie side on 8. (Second 
 stamping motion.) 
 
 The " Rataplan" is made by bending the arms until 
 the fore-arms are parallel to the floor (Fig. 122), the 
 palms of the hands towards each other. Now, by 
 twisting both fore-arms to the left, the thumb end of 
 the right bell will strike the little-finger end of the 
 left bell. This takes one count. By twisting the 
 fore-arms to the right, the strike is made with the left 
 thumb and right little-finger ends of the bells. This 
 striking exercise, kept up for several counts, is called 
 the " rataplan." Unless otherwise stated, there will 
 be but three clicks of the bells, and the hands will 
 rest at the side on the 4th or 8th count. 
 
 V. On beats 1 and 2, take the posture seen in Fig. 
 132 ; on 3 and 4, come back to position. Take this 
 exercise 3 times, and make the rataplan as described. 
 
 VI. Take posture (see Fig. 135) ; on 1 and 2, charge 
 left . foot diagonally back ; extend and elevate right 
 hand, palm down, left bell on the hip ; 3 and 4, come 
 back to position. Take this position 3 times and one 
 rataplan ; notice, in these postures, the position of the 
 head ; the face is generally raised. 
 
 VII. Counts 1 and 2, charge right foot to the right, 
 right arm out, left arm up (right angle), look to the 
 right ; 3 and 4, come to position. Take this exercise 3 
 times, and make one rataplan. Notice in Fig. 136 
 the position of the hands. 
 
 VIII. The same as exercise No. VII, but taken on 
 the left side. 
 
 IX. On 1 and 2, strike the bells once above the 
 
136 
 
 A Manual of Physical Training. 
 
 head ; 3 and 4, strike the bells once back below ; 5 and 
 6, strike once front below ; 7 and 8, strike once back 
 below again ; 9 and 10, strike the bells front ; counts 
 
 Fio. 135. 
 A simple attitude. 
 
 Fia. 136. 
 
 Right-angle motion combined with 
 the charge to the right. 
 
 11, 12, 13, 14, 15, 16 are the same as -3, 4, 5, 6, 7, 8. 
 Repeat this exercise. These 32 counts are taken to 
 quick time. 
 
 X. The same as No. Ill, to slower time than 
 for IX. 
 
 XI. The same as No. IY. 
 
A Manual of Physical Training. 137 
 
 The music for this arrangement of the dumb-bells 
 can be had from the author. 
 
 PIZZICATI CHORUS (DOUBLE FORM). 
 
 This exercise will be found more difficult than the 
 single form. It is necessary there should be an even 
 number of scholars in the class, who are standing 
 upon footmarks 6 or 7 feet apart. We will deal with 
 two lines only. Proceed as in the Single Form of 
 the Pizzicati, up to exercise IV, when at count 1 the 
 one on the right charges forward with the left foot, the 
 one on the left charges forward with the right foot. 
 (We shall speak of these feet hereafter as the "in- 
 side feet;" of those that remain in place as the "out- 
 side feet." In a like manner we will distinguish the 
 arms.) 
 
 Count 2, strike the bells in front ; count 3, bring the 
 outside foot up to the inside foot ; count 4, strike the 
 bells back of the body ; make the rataplan. It will now 
 je seen that the two lines are brought closer together ; 
 if not close enough, the first charge can be made more 
 to the left and right. 
 
 V. Take the posture seen in Fig. 132, charging for- 
 ward with the inside foot, and curve the inside arm 
 over the head 3 times ; rataplan, or take Fig. 129. 
 
 VI. Take the second posture (Fig. 135), the two lines 
 charging away from each other with the outside foot, 
 but extending and elevating the inside arm. On the 
 last count, bring the bells to the chest. 
 
 VII. Make the right-angle motions, the lines charging 
 towards each other 3 times ; one rataplan. In this ex- 
 
138 A Manual of Physical Training. 
 
 ercise, those on the right thrust the arm back of those 
 on the left, but turn palm of inside hand front (Fig. 
 136). 
 
 VIII. Take the right-angle motions, the lines charging 
 away from each other ; rataplan. On the 4th count, 
 the lines face each other and take the position seen in 
 Fig. 126. This striking motion has been described in 
 the Anvil Chorus ; but in this case the pupil does not 
 strike his own bell, but that of his neighbor. Take 
 this striking exercise 8 times to rapid music, 4 counts 
 to each stroke. On the 32d count, the pupils face 
 front, quickly step away from each other by a side step, 
 and finish the series as has been described in the Sin- 
 gle Form. 
 
CHAPTEE X. 
 
 CLUB-SWINGING. 
 
 Circles, short and long. 
 
 Directions, right and left, front and back. 
 
 Time, double, follow, reel. 
 
 Location. 
 
 Short Circles: 1, shoulder; 2, lower front; 3, lower 
 back ; 4, overhead. With the arm extended, the short 
 circles can be made head-, shoulder-, elbow-, and hip- 
 high to the sids. 
 
 A Long Circle is modified to a heart-shaped circle. 
 
 Complete Circles are combinations of short and heart- 
 shaped circles. 
 
 Combinations are the result of combining the different 
 varieties of complete circles. They are very numer- 
 ous, and may be made easy or hard. . In this chapter 
 we shall deal only with the simple combinations. 
 
 A Pass. When pupils are beginning their exercises 
 in club-swinging, it is customary to use but one club ; 
 and that there may be as few stops as possible while 
 exercising, children should be drilled in passing their 
 clubs from one hand to the other. 
 
 EXPLANATORY. 
 
 In plain club-swinging, we make use of but two 
 kinds of circles a long or full-arm, and a short or 
 
 139 
 
140 A Manual of Physical Training. 
 
 wrist, circle. All evolutions made by the clubs are 
 parts or variations of these two. 
 
 The principal modification of a long circle is seen 
 in Fig. 137, where the club, instead of continuing in 
 
 Fio. 187. 
 
 FIG. 137 illustrates the single and double heart shaped circles out. The club 
 at the point A outlines the short circle overhead. Notice that the club passes in 
 front of the face. 
 
 a perfect circle, is brought back to the position of rest. 
 By looking at the outline of this turn, it resembles 
 somewhat a heart, and is therefore appropriately called 
 the " heart-shaped " circle. 
 
 Until this simple evolution is properly learned, a 
 pupil cannot swing clubs well. The club, in going to 
 
A Manual of Physical Training. 141 
 
 the right, should not swing to the front or back of the 
 shoulder, but should describe a circle passing through 
 the center and to the right of the shoulder. Or, the 
 club should swing along the central line on the body 
 
 FIG. 138. 
 
 FIG. 138 shows the first position in club-swinging. The outlines indicate the 
 short shoulder-circles out. 
 
 of the pupil standing to the right of the club-swinger. 
 This is an important rule. 
 
 Again, the circle must be made with the full arm, 
 and not with the fore-arm. It will be seen that pupils 
 with close-fitting waist garments resort to the fore-arm 
 circles too frequently ; and while executing such a 
 
142 
 
 A Manual of Physical Training. 
 
 circle, the elbow is only moved a trifle. Urge the 
 pupils to move their elbows. 
 Long Circles and heart-shaped circles are made 
 
 FIG. 189. 
 
 The right hand Illustrates a short shoulder circle to the right back of the 
 shnuMiT. The circle made by the left hand is the front shoulder cin ].-. en- 
 circle in front of the shoulder t<. th- left. It will be easy to change from one cir- 
 cle to the other; moreover, it can he quickly learned if the full arm circles in the 
 reel, seen in Fig. 148, are changed to wrist motions as shown in this illustration. 
 
A Manual of Physical Training. 
 
 143 
 
 to the right and left; to the FRONT, and to the 
 REAR. 
 
 A Short Circle (Fig. 138) is much more difficult to 
 teach and to learn. 
 
 The club is held loosely in the hand, grasped by 
 the thumb and first two 
 fingers. In executing the 
 turn, give the arm as much 
 play as it requires. Re- 
 member, that in handling 
 clubs, the arms are not to 
 be restricted too much. 
 
 The short circle back of 
 the shoulder is made to 
 the right, or OUT, and re- 
 versed (see Fig. 138). The 
 short circle in front of the 
 shoulder is made to the 
 right and reversed (Fig. 
 139, left hand). The short 
 circles at the shoulder are 
 made to the front and re- 
 versed, or to the rear (Fig. 
 140). 
 
 These circles are made 
 with both clubs going in the same direction (Fig. 141), 
 or in different directions (Fig. 138). 
 
 To teach a short shoulder-circle in any direction, it 
 is well to direct the class to drop the club one quarter 
 of a circle in that direction 16 or 24 times, until they 
 have a definite idea of which way it is to go. The 
 
 FIG. 140. 
 A double shoulder-circle to the front. 
 
144 
 
 A Manual of Physical Training. 
 
 short shoulder-circle to the front is the easiest of this 
 class, and should be taught first (Fig. 140). The front 
 shoulder-circles to the right or left should be taught 
 last. They are not easily mastered. Short circles are 
 
 B 
 
 Fio. 141. 
 
 Fio 141 shows a double shoulder-circle to the right The circles A and B out- 
 line the lower front In this position the arm is slightly bont, the hand being a 
 little lower than the hip. 
 
 made at arm's length overhead (Fig. 137 A\ or they 
 may be made shoulder-high to the side, DOWN in front 
 of the body or "lower front" (Fig. 141^4 and //), 
 DOWN back of the body or " lower back" (Fig. 
 
A Manual of Physical Training. 
 
 FIG. 142. 
 
 By following the course of the club in the left hand, we trace the outline of a 
 complete back-circle. Notice that the palm of the hand will point in the direc- 
 tion that the club is going. The right-hand club goes in an opposite direction. 
 
 142). The last is the most difficult of these cir- 
 cles. 
 
 Circles are single when made with one club, or 
 double when made with two. They are made to three 
 kinds of time. 
 
146 A Manual of Physical Training. 
 
 Time. 
 
 1. " Parallels" when the two clubs go in similar 
 directions and keep the same time, beginning and fin- 
 ishing together (Fig. 141). 
 
 2. " Follows" where one club starts and the second 
 
 FIG 148. 
 
 Fio. 148 illustrate* the " reel." The outline of the right club is given; that of 
 the left is the same, although not shown in the cut. Both clubs are executing 
 the same maneuver, but the one club is half a circle ahead of the other I n t his 
 circle the rhythm is most even. The outline indicated by the right hand is that 
 of a complete shouluer-circle to the right. 
 
A Manual of Physical Training. 
 
 147 
 
 \\ 
 
 club follows, whether in the same or in different direc- 
 tions. The clubs neither start nor finish at the same 
 time, but one follows the other. They are about one 
 third of a circle apart 
 (Fig. 144). 
 
 3. " Eeels" are similar 
 to Follows, but the ca- 
 dence is more even. The 
 clubs are one half of a 
 circle apart. " Keel," as 
 a name, however, is only 
 given to the combination 
 of the complete shoul- 
 der circles out and re- 
 versed (Fig. 143). 
 
 With this may be com- 
 bined the " overhead," 
 the " lower front," and 
 "back" circles. 
 
 "The Eeels" are the 
 smoothest of all turns 
 (Fig. 143) ; one club 
 makes a short, while the 
 other makes the heart- 
 shaped, part of the com- 
 plete circle. 
 
 Position. In every re- 
 spect that of a soldier, but the arms must be flexed, 
 the hands grasp the clubs not too tightly, the clubs 
 perpendicular and about the width of the shoulders 
 apart. (See Fig. 138.) 
 
 FIG. 144. 
 
 FIG. 144 illustrates " follow 1 ' time. It 
 will be seen that one club starts ahead 
 of the other. Both clubs do not finish 
 the exercise at the same time, but one 
 follows the other. 
 
148 
 
 A Manual of Physical Training. 
 
 A Long Circle. Kaise the club, kept in a vertical 
 position, to full arm's length above the head. Now, 
 without bending the arm but a very little, execute a 
 long circle to the right or left, with the shoulder as a 
 pivot. This can be taken any number of times, the 
 club being brought to position on the last count. 
 
 A Double Long Circle is executed with both clubs to 
 the right or to the left. 
 
 A Double Outside Circle is executed by swinging the 
 right club to the right, and the left club to the left, 
 
 Fio. 145. 
 A side pendulum from right to left. 
 
 simultaneously. This may be reversed. Long circles 
 may als<> !><> executed to reel or follow time. They 
 may be made to the front and rear. 
 
 A Pendulum is half a long circle. The clubs swing 
 
A Manual of Physical Training. 
 
 149 
 
 from right to left and from left to right, going only 
 shoulder-high on each side. Keep the shoulders to the 
 front (Fig. 145). The pendulum can be made from front 
 to rear (Fig. 146). 
 
 FIG. 146. 
 A pendulum from front to rear. 
 
 Short Circles At the Shoulder. A double back-circle 
 to the right or left is when both clubs swing back of 
 the shoulder to the right or left (Fig. 141). A double 
 circle to the front is when both clubs swing to the 
 front (Fig. 140). These may be reversed. 
 
 A " Drop " circle to the right is when the shoulders 
 are turned to the right without moving the feet, and 
 both clubs swing in that direction. This circle can 
 be made shoulder-high, elbow-high, and hip-high on 
 each side. 
 
150 A Manual of Physical Training. 
 
 A Double Outside Circle is when the right club goes 
 to the right and the left to the left. This may be re- 
 versed. 
 
 A Double Short Circle in front of the shoulders, to the 
 right or left, is made by flexing the arms, palms of the 
 hands front, and by making with the hand and knob 
 of the club a " ball-and-socket " joint, then" swinging 
 the clubs to the right or left in front of the shoulders 
 (Fig. 139, left hand). This is a difficult exercise. 
 Teachers will notice the difference between a front 
 shoulder-circle and a circle to the front. 
 
 The short circles at the shoulder can be made to 
 double, follow, or reel time. 
 
 Lower Front. The club swings from position down 
 below the waist ; the arm is stopped at the side, but 
 the club continues its motion, and by using the wrist 
 as a pivot a circle is made as seen in Fig. 141 A and B. 
 Do not grasp the club too firmly. After the short 
 circle has been made, continue with a heart-shaped 
 circle, and come back to position or make a pendulum 
 to the left. Swing back to the right and reverse the 
 lower front. The double lower front can be made to 
 the right or left. These circles can be made to reel 
 or follow time. 
 
 Lower Back. These are considered the most diffi- 
 cult of all circles. They should not be taught until 
 the other circles are learned. As in the lower front, 
 swing the club from position doivn, stop the arm 
 partly bent, at the side, but permit the club to make 
 a short circle back of tin- body ; \\licii finished, bring 
 the club to the front and continue with a % full circle, 
 
A Manual of Physical Training. 151 
 
 or make a, pendulum and reverse the lower back. In 
 this circle the palm of the hand should face the way 
 the club turns. The arm should be bent to such 
 a degree that the end of the club is seen above the 
 shoulder. The club does not pass betiveen the arm 
 and back in this circle. The circles can be single 
 or double, outside and reversed, to follow and reel 
 time. 
 
 Overhead. Make a long circle, but when the arm 
 is up stop it, and let the club continue until it com- 
 pletes the short circle over the head. The knob of 
 the club and the thumb and first two fingers make a 
 " ball-and-socket " joint. Much practice is required to 
 make good overhead circles. They are made in the 
 same direction and to the same time as other short 
 circles. (See Fig. 137 A.) 
 
 Complete Circles are made by combining long and 
 short or " heart-shaped " and short circles. The de- 
 scription of the following complete circles will apply 
 to any complete circles. 
 
 A complete back shoulder-circle to the right is 
 made by a heart-shaped circle to the right, and 
 without a stop, executing a short shoulder-circle 
 to the right in combination. This may be reversed. 
 (Fig. 143.) 
 
 These circles may be single or double, outside or 
 reverse. The complete circle at the shoulder can be 
 made to the front or rear (Fig. 147). Complete circles 
 in front of the shoulders are made and executed on 
 the same principle as the complete back shoulder-cir- 
 cles. 
 
152 
 
 A Manual of Physical Training. 
 
 The following complete circles will be understood 
 by referring to the figures : 
 
 A complete lower-front (Fig. 141 A). 
 A complete lower-back (Fig. 142). 
 A complete overhead (Fig. 137 A). 
 
 Fio. 147. 
 
 Fio. 147 inu8trate a reel combination of the shoulder-circles to the front The 
 outline followed by the club A is that of a complete shoulder circle to the front. 
 
 A few exercises with the clubs that cannot be classi- 
 fied under the circles already described : 
 
A Manual of Physical Training. 
 
 153 
 
 1st. Overhead parallels. 
 2J. Drops. 
 3d. Raises. 
 
 4 th. Horizontal circles. 
 
 The Overhead Parallel is made by swinging the club 
 from position out to the right, down in front and up 
 
 FIG. 148. 
 
 FIG. 148 represents the double overhead parallel. Notice that the club over- 
 head drops back of the body while the extended club makes a pendulum to the 
 opposite side. 
 
 over the head until it is parallel to the floor. (See 
 Fig. 148.) It is then dropped down back of the head, 
 
154 
 
 A Manual of Physical Training. 
 
 passes the shoulders, and extended full arm's length 
 to the right, where it is again parallel to the floor. 
 (See left hand, Fig. 148.) From this position repeat 
 
 Fio. 149. 
 
 Fto. 149 is the start for drop-circle; both shoulders turn to the left, both clubs 
 point the same way. After the short circles make a pendulum and swing to the 
 right, and take the same on that side. 
 
 the exercise. When taken with both clubs, the club 
 above the head and that at arm's length are both par- 
 allel to the floor at the same time. The overhead 
 club is dropped back of the head as the extended club 
 makes the pendulum part of the swing. 
 
A Manual of Physical Training. 
 
 155 
 
 Keverse. The extended arm, instead of swinging in 
 front of the body, is brought back of the shoulder by 
 flexing the arm, and passed up and over the head and 
 then dropped down in front 
 and out to extended position. 
 
 The Drop is a combination 
 of the pendulum and a double 
 shoulder-circle to the right 
 and left. Start from posi- 
 tion, turn the shoulders to 
 right or left, make a double 
 shoulder-circle to the right 
 or left (Fig. 149), then a pen- 
 dulum to the right or left; 
 stop the clubs when extend- 
 ed arm's length to the left, 
 and when parallel to the 
 floor. From this position 
 make a double short circle 
 to the left (Fig. 149), then a 
 pendulum, and back to the 
 right. 
 
 In this exercise do not 
 move the feet. 
 
 A Raise. It will be noticed that in the drop, when 
 the clubs are parallel to the floor, the ends drop or 
 swing down (Fig. 149). Now instead of dropping the 
 ends of the clubs, raise them and reverse the drop by 
 making a short circle in the opposite direction (Fig. 
 150). When the circle is finished "the clubs are in 
 starting position (parallel to the floor). Now make the 
 
 FIG. 150. 
 
 FIG. 150 is the reverse of Fig. 
 148. It will be seen that the clubs, 
 instead of dropping to are raised 
 from the floor, going in the direc- 
 tion of the arrow. After finishing 
 the circle, make a pendulum and 
 execute the same on the right side. 
 
156 
 
 A Manual of Physical Training. 
 
 pendulum to the right (or left), and take the same on 
 that side. 
 
 The Inside Raise and Inside Drop are made by letting 
 the clubs swing inside of the arms and not outside. 
 
 A Horizontal Cir- 
 cle (on the right). 
 Swing the clubs up 
 to the drop position 
 on the right. In- 
 stead of executing 
 a raise or drop, the points of the 
 clubs pass away from each other 
 and execute short wrist-circles par- 
 allel to the floor. (See Fig. 151.) 
 Next make a pendulum and take 
 the same on the left. The short 
 part of this circle can be reversed. 
 A very pretty combination of this 
 circle is seen in Fig. 152. Shoul- 
 ders front. The right arm extend- 
 ed across in front of the body to 
 the left, club parallel to the floor. 
 Now swing the arm from left to 
 right, keeping the hand shoulder- 
 high ; at the same time make a sin- 
 gle horizontal circle. This circle 
 can be made with both hands go- 
 ing from right to left or left to 
 right, but in both cases in the hori- 
 zontal circles, the ends of the clubs 
 swing front. The circle can be 
 made to reel time. 
 
 Fio 151. 
 
 Fio. 151 represents side 
 or horizontal circles. In 
 the starting position the 
 clubs point out, and are 
 parallel to the floor. The 
 points of the clubs para 
 away from each other, 
 back and roll over the 
 fore arms as shown by the 
 arrow. After this execute 
 a pendulum, and tnk ihr 
 same on the other side. 
 
A Manual of Physical Training. 
 
 157 
 
 A SERIES FOR BEGINNERS. 
 
 The author gives this series to children between the 
 ages of 6 and 8 years, after they have been drilled 
 in the Second Series with the bells. Position, see 
 Fig. 138. Music, waltz time. 
 
 Fia. 152. 
 
 FIG. 152 shows a combination of the horizontal circles; the right hand follows 
 the outline indicated by the arrows, while the left hand is supposed to have fin- 
 ished the same circle, and is making a pendulum motion to the right side to a 
 position similar to that held by the right hand. The right hand, after executing 
 the side circle, makes a pendulum. 
 
 1. Heart-shaped circle with right hand to the right 
 4 times. 
 
 2. Reverse 4 times ; pass. 
 
 3. Same exercises with the left hand, and pass. 
 
158 A Manual of Physical Training. 
 
 4. Pendulum from left to right 16 times. On the 
 16th count, stop the club at the side. 
 
 5. Pendulum from front to rear 16 times, and pass. 
 
 6. Take the pendulum exercises with the left hand 
 in the same manner, and pass the club back ; bring to 
 position. 
 
 7. Make a quarter of a short shoulder- circle to the 
 front 8 times and to the right 8 times; pass to left 
 hand and take the same exercise ; pass. 
 
 8. Make short shoulder-circles to the front, and 
 pass ; take the same with the left hand. 
 
 9. Drill the pupils on the first complete shoulder- 
 circle in club-swinging. 
 
 CLUBS. 
 FIKST SEKIES. WALTZ, OR MARCH TIME. 
 
 For position, see Fig. 138. 
 
 1. Right club, heart-shaped circle to the right 8 
 times (Fig. 137, left hand). 
 
 2. Left club to the left 8 times. 
 
 3. Eight club to the left 8 times. 
 
 4. Left club to the right 8 times. 
 
 5. Double heart-shaped circle to the right 8 times, 
 and reverse 8 times. 
 
 6. Short shoulder-circle to the right with the right 
 club (Fig. 138). 
 
 7. Short shoulder-circle with the left club to the 
 left 8 times (Fig. 138). 
 
 8. Keverse right club 8 times; reverse left club 
 8 times. 
 
A Manual of Physical Training. 
 
 159 
 
 9. Eight club, complete shoulder-circle to the right 
 8 times (Fig. 143). 
 
 10. Left club, complete shoulder-circle to the left 8 
 times. 
 
 11. Eeverse Nos. 9 and 10, 8 times each. 
 
 12. Eight club lower front and reverse, combine 
 with the pendulum ; on the 
 
 8th count, stop the club at 
 the side. 
 
 13. Left hand lower front 
 and reverse 8 times ; on 8th 
 count, make a double pendu- 
 lum from left to right ; on 
 the next 8th count, make an 
 overhead parallel (Fig. 148) 
 with the right club ; on 8th 
 count again, bring the right 
 club to the side and raise 
 the left club shoulder-high 
 to the left; with the left 
 club, make the overhead 
 parallel 7 times ; on the 8th 
 count, bring both clubs to 
 position. Make the drop 
 circle combined with the 
 pendulum 8 times ; on the 
 
 8th count, make a half-pendulum and bring the clubs 
 to position (Fig. 138). 
 
 Make 8 double short shoulder-circles to the front 
 (Fig. 140), and catch the clubs under the arms on the 
 4th count (see Fig. 154). 
 
 FIG. 158. 
 
 FIG. 153 illustrates the method 
 of passing the hands in a double 
 outside heart-shaped circle. 
 
160 
 
 A Manual of Physical Training. 
 
 In this series, the heart-shaped circles and the 
 shoulder circles can be alternated. 
 
 Series 1, 2, and 3 are arranged for music. This will 
 account for certain irregularities in the number of 
 times the exercises are taken. 
 
 SECOND SERIES. WALTZ OB MARCH 
 TIME. 
 
 (Waltz time per fer able.) For 
 position, see Fig. 138. 
 
 1. Double heart-shaped circle 
 out 4 times, reverse 4 times (Fig. 
 153 shows method of passing the 
 hands). 
 
 2. Short shoulder-circle out with 
 the right club ; at the same time 
 make a heart-shaped circle out 
 with the left hand 2 times. 
 
 3. Same as No. 2, but left hand 
 makes short circle, right hand 
 makes heart-shaped circle. (Re- 
 peat exercises Nos. 2 and 3.) 
 
 4 Take the reel 8 counts (Fig. 
 143). 
 
 5. A drop circle twice on each 
 (Fig. 149). Raise circle twice on 
 each side (Fig. 150). Inside drop 
 twice on each side (Fig. 155). Parallel circle once on the 
 right, once on the left (Fig. 151), once more on the 
 right, then a complete pendulum from left to right, 
 and bring the clubs to position. 
 
 FIG. 164. 
 
 Fio. 154 illustrates a 
 "catch" or finish. 
 
A Manual of Physical Training. 
 
 161 
 
 6. Make a " 6-circle 
 parallel," that is, a 
 double short circle to 
 the right, one shoul- 
 der-high, one elbow - 
 high, one double low- 
 er front, one raise cir- 
 cle elbow-high on the 
 left, one shoulder-high 
 
 on the left, and one double back 
 shoulder-circle. 
 
 7. Make a " 7-circle parallel, 
 same as 6-circle parallel with 
 this exception : there is one ex- 
 tra circle made on the right. 
 
 8. Make a drop circle on the 
 right, a raise circle on the left, 
 an inside drop on the right, a 
 parallel circle on the left, a drop 
 on the right ; from this swing to 
 a reel, which is taken 4 times. 
 
 9. A reel and lower front com- 
 bination 4 times. This is made 
 by making two short shoulder- 
 circles out with the right hand, 
 while the left hand makes the 
 lower front. 
 
 10. Double short shoulder- 
 circles to the front, out, and in- 
 side the arm, and catch the clubs on the 8th count 
 (Fig. 154). 
 
 FIG. 155. 
 
 Fia. 155. An inside raise 
 The clubs are held nearly 
 parallel to the floor. The 
 points or ends are raised,, 
 and pass inside of the arm 
 following the arrow A. If 
 the clubs follow the arrow 
 B, an inside drop would be 
 made. 
 
162 A Manual of Physical Training. 
 
 THIRD SERIES. WALTZ TIME. 
 
 Position, see Fig. 138. 
 
 1. Heel ; 4 times. 
 
 2. Reel and lower front ; 4 times. 
 
 3. Heel and high side circles. This is the same as 
 the 2d exercise, with the exception that, instead of 
 making the lower front circle, the club swings up and 
 the circle is made on the opposite side of the body, 
 shoulder-high. 
 
 4. Reel and combination of one lower front, one 
 circle elbow-high on left, and one shoulder-high on 
 the left. While the right hand is making these three 
 circles in front of the body, the left hand makes three 
 shoulder circles to the left. This combination is made 
 3 times ; on the 4th count, make one drop circle on the 
 left; and from this swing to the double overhead 
 parallel (Fig. 148), which is taken 7 times ; on the 8th 
 count, come to position. 
 
 5. Short reel, same as No. 1, but the hands do not 
 go lower than the shoulders. (See Fig. 139.) Position 
 on the 8th count. 
 
 6. Make a half outside drop, a half inside drop, one 
 full outside drop, pendulum, and same on the left ; 4 
 times. 
 
 7. From the left side swing across to the right side 
 and begin the double parallel circles across the front 
 of the body, first with the right and then with the left. 
 (See Fig. 152.) On the 8th count come to position. 
 
 8. Double lower back and reverse ; 4 times (Fig. 
 142). 
 
A Manual of Physical Training. 163 
 
 9. Double lower back combined with double lower 
 front, from right to left and from left to right ; 4 times. 
 
 10. "The Divide." The left club makes a lower 
 front, while the right club makes a lower back ; without 
 stopping, make a lower back with the left hand and a 
 lower front with the right hand, and swing the clubs 
 up to the left side shoulder-high. Eeverse this exer- 
 cise. Take 4 times. 
 
CHAPTER XI. 
 
 POLE EXERCISES. 
 
 THESE are made with light pine poles from 8 to 12 
 feet in length and from one to one and a quarter inches 
 in diameter. They can be easily made by a carpenter 
 and at a small cost. It is not even necessary that the 
 poles be round. If they are square with the corners 
 rounded enough to prevent the wood cutting the hands 
 it will be sufficient. Long brush poles can be pur- 
 chased at hardware stores at from 10 to 20 cents apiece. 
 For exhibition work these poles can be covered with 
 silesia of different colors, or they can be adorned with 
 ribbons. The author does not recommend this exercise 
 for large classes unless the teacher is a first-class dis- 
 ciplinarian. To make the work a success, it is neces- 
 sary the scholars be of nearly the same height. The 
 poles may be suspended along the sides of the room 
 2 to 3 feet from the floor. When the time comes for 
 this exercise the class is formed into 1 or 2 long lines ; 
 they are then marched to their different positions on 
 the floor, the shorter members of the class being at the 
 head of the lines, which stand from front to back and 
 which are made up of from 8 to 12 pupils. After the 
 various lines are formed, the monitors, who have been 
 specially drilled for this purpose, bring and place the 
 
 164 
 
A Manual of Physical Training. 1(55 
 
 poles alongside of the lines, one on the right and one 
 on the left, about 6 inches from the feet. At a chord 
 the pupils stoop down, grasp the poles and come 
 back to position. The first time the exercise is taken 
 the poles can be placed on the floor and in position 
 before the motions are begun. It will then be much 
 easier for the different files to march to their places, 
 
 FIG. 156. 
 Pole shoulder-high to the right, stepping motion with the right foot. 
 
 but after this it will be better for the poles to be han- 
 dled by monitors. The exercises are taken to waltz 
 time. 
 
 I. Step right foot to the right and swing pole 
 shoulder-high to the right 8 times, same on left side. 
 (Fig. 156.) 
 
 II. On count 1, raise and lower the body on the toes ; 
 
166 
 
 A Manual of Physical Training. 
 
 count 2, swing the poles up and lower to side ; 16 
 counts (Fig. 157). 
 
 III. Raise the right pole our; from this position 
 swing pole to the front, swing back to first position, 
 pole DOWN ; this will take 4 counts. Take the same 
 exercise on the left side. 
 
 Fio. 157. Poles up. 
 
 A stepping motion of the right foot to the right, 
 from there to the front, from there to the right again, 
 and heels t<>gther, can be combined with the arm 
 motion. 
 
 IV. Take the arm motions with both arms as in 
 No. III. 
 
A Manual of Physical Training. 167 
 
168 
 
 A Manual of Physical Training. 
 
 V. Left hand on the hip, charge to the right, the 
 right hand up ; same to the left ; 8 times. If in this 
 exercise there is an even number on lines, then have 
 two lines charge towards each other for 4 counts, and 
 away from each other for 4 counts (Fig. 158). 
 
 VI. Count 1, take position as in exercise I ; 2, charge 
 the right foot diagonally back, swing right hand diag- 
 
 Fio. 169. 
 Swaying motion to the rierht. 
 
 onallyback shoulder-high, look in tho same direction; 
 3, come back to position 1 ; 4, hands DOWN, heels 
 together. 
 
 VII. Charge right foot to the right, raise right hand 
 diagonally out and up, l<-t't hand hip-high to the left 
 (Fig. 159) ; now sway the body from right to left, at the 
 same time lowering the right and raising the left hand. 
 
A Manual of Physical Training. 
 
 169 
 
 Sway body from right to left for 7 counts, coming to 
 position on 8. Take the same exercise on the left side. 
 VIII. The two lines charge away from each other 
 as in exercise V. This position they hold for 8 counts, 
 then the two lines turn on the balls of both eet, kneel 
 
 FIG. 160. 
 Right-angle charge to the right. 
 
 and touch the outside knee to the floor, outside hand 
 on the hip, inside arm up, face slightly raised (Fig. 161). 
 The poles can be brought to the shoulders ; and by 
 changing the position of the hands, or the "hold," 
 many motions, such as charging, right angles (Fig. 160), 
 thrusting, swinging, etc., can be taken from this posi- 
 tion. A line of pupils can work with a single pole, 
 
170 
 
 A Manual of Physical Training. 
 
 grasping it with both hands, in which case many of 
 the exercises already described can be given. The 
 teachor must not forget the difference between a 
 " line" and a " file" of pupils. 
 
 Fio. 161. 
 A simple posture. 
 
 Fig. 161 represents the pupils on the left in Fig. 
 158 if they execute the maneuver described in YIII. 
 
CHAPTEK XII. 
 
 SCHOOL FENCING. 
 
 THE short sticks used for the three series with the 
 wands will do for these fencing exercises. In this as 
 in other maneuvers the work is arranged for pupils, 
 and will not therefore conform to the rules that may 
 govern any particular system of fencing. 
 
 Pupils should be taught the position of " on guard " 
 first without holding the stick or sword. From the 
 position of attention pupils left oblique face, or half 
 face to the left, and turn the feet to an angle of 90 
 instead of 60 degrees ; thus forming a right angle, the 
 right foot pointing to the front and the left foot to the 
 left. 
 
 Best the back of the left hand on the hip (see Fig. 
 162), lower the body about six inches by bending both 
 knees, but keep the heels together. Slide the right 
 foot front twice its length, the feet preserving their 
 angle of 90 degrees. Both feet are on the same line, 
 or if the boards of the floor run from front to rear 
 both heels are on the same board. Both knees are 
 bent. The weight of the body rests more on the left 
 
 171 
 
172 
 
 A Manual of Physical Training. 
 
 than on the right leg. Raise the right arm, nearly 
 half bent, to the front until the hand is chest-high, 
 palm of the hand up (Fig. 162). Face front. 
 
 The fact has been emphasized that the right foot 
 points front and the right arm is to the front. This 
 
 Fio. 162. 
 On guard. 
 
 is done because the shoulders are at a left oblique, 
 and the inclination is to point the sword in the same 
 direction. By referring to the figure the correct posi- 
 tion of " on guard " will be seen. 
 
A Manual of Physical Training. 
 
 173 
 
 Teach pupils to take the position in several move- 
 ments as described, then direct them to take it in one 
 movement. When this is learned give them the sword. 
 This is first held at "carry arms" or, better, "carry 
 
 FIG. 163. 
 Left cheek blow and guard. 
 
 swords." When in position the sword points to the 
 front (not left oblique). The point of the sword is 
 at the height of the eye. 
 
 Teachers will find that younger pupils and girls can- 
 
174 
 
 A Manned of Physical Training. 
 
 not hold the position seen in Fig. 162, as it soon 
 fatigues them. They can hold a position similar to 
 that of " charge bayonets" with the right foot front, 
 right knee slightly bent, left leg 
 back and straight. After pupils 
 
 FIG. 164 
 Rif?bt chee 
 
 Fio. 165. 
 Left shoulder puord. 
 
 have mastered the position, drill them in "swaying. 
 They are now ready for the blows and guards. 
 There are seven of each : 
 
A Manual of Physical Training. 175 
 
 1. Head Guard. The sword is held parallel to the 
 floor, 8 inches above and in front of the head. 
 
 2. Left Cheek Guard. Eight hand shoulder-high on 
 the left. Sword perpendicular, but in front as well as 
 to the left of the face. (See right-hand figure, No. 
 163.) 
 
 3. Right Cheek Guard. Eight hand shoulder-high to 
 the front, sword perpendicular, but to the front as 
 well as to the right of the face (Fig. 164). 
 
 4. Left Shoulder Guard. Same as left cheek, but the 
 hand is held to the left a little higher than the 
 elbow. The left shoulder is thrown well back in this 
 guard (Fig. 165). 
 
 5. Right Shoulder Guard. Same as right cheek, but 
 the hand is elbow-high to the front and right of the 
 shoulder (Fig. 166). 
 
 6. Left Lower Guard. Swing the sword down across 
 the right knee and over to the left side ; the hand is 
 hip-high, thumb to the front. The point of the sword 
 is down. 
 
 The sword to the left as well as to the front of the 
 left thigh. 
 
 7. Right Lower Guard. Same as on the left, but the 
 sword is to the right and front of the right thigh. 
 The back of the hand is front (Fig. 167). 
 
 Blows. If two pupils are facing each other, and in 
 position, the 
 
 1st blow will be aimed at the top of the head ; 
 2d, at the left cheek ; 
 3d, at the right cheek ; 
 4th, at the left shoulder ; 
 
176 
 
 A Manual of Physical Training. 
 
 5tk, at the right shoulder ; 
 6th, at the middle of the left thigh ; 
 7th, at the middle of the right thigh. 
 These blows are warded off by a 
 guard of the corresponding number. 
 
 When striking a blow, sway forward ; 
 then come back to the position, the 
 sword always on the right. 
 
 When guarding, keep the body still, 
 using only the arm. After the pupils 
 have been thoroughly drilled in the 
 position and guards, they are then 
 formed in " twos." 
 
 At the command "Take your dis- 
 tance," they step away from and face 
 each other. Each pupil 
 places the point of his 
 sword against the waist 
 of his neighbor and the 
 handle against his own 
 waist. 
 
 The sword is held in 
 the right hand, the left arm is at the 
 side. Heels together. 
 
 At command "Take your position," 
 the pupils take the position of "on 
 guard " (Fig. 162), swords crossed. 
 
 For practice, let No. 1 give the head 
 blow 8 times, while No. 2 guards ; 
 between the blows, come to position, 
 clicking the swords lightly. Next, No. 2 
 
 Fio. 166. 
 
 Right shoulder 
 
 guard. 
 
 Fio. 167. 
 
 KiKht lower 
 
 guard. 
 
A Manual of Physical Training. 
 
 177 
 
 strikes while No. 1 guards. And in the same manner 
 teach the various blows. 
 It will be more difficult 
 to teach blows 6 and 7 
 than the others. 
 
 After pupils have 
 learned to give each 
 blow 8 times, they can 
 give four, then two 
 blows, and finally one. 
 
 The exercise can also 
 be given without coming 
 to position each time. 
 
 The one who guards 
 can also strike imme- 
 diately at his opponent. 
 This is done in Lunging. 
 
 Lunging. From on 
 guard, No. 1 lunges for- 
 ward and gives a blow. 
 No. 2 steps the right 
 
 foot back of the left, and guards. Without coming 
 to position, No. 2 will lunge and No. 1 will step back. 
 Seven blows can be given in this manner. 
 
 By referring to Fig. 173, a correct idea can be had 
 of the lunge and guard. 
 
 It is not expected that girls will take a full 
 lunge while in ordinary costume. 
 
 This arrangement of fencing is more like the broad- 
 sword than the foil exercise. All thrusting motions 
 
 FIG 168. 
 Lowering the sword. 
 
178 
 
 A Manual of Physical Training. 
 
 should be avoided. A little care on the teacher's 
 
 part will prevent ac- 
 cidents. 
 
 Salutes. A short sa- 
 lute to the opponent at 
 the beginning and end 
 of the "bout" is de- 
 scribed. 
 
 1. Form Twos. Half 
 face to the left and low- 
 er the sword. The half 
 face has been described. 
 To lower the sword, 
 which is at " carry," 
 drop the point down un- 
 til the sword and arm 
 are in the same line. 
 The hand is hip-high to 
 the front, arm rigid. (See 
 Fig. 168.) 
 
 2. Elevate the sword. 
 Swing the point of the 
 sword up to the front 
 until the sword and arm 
 are in the same line, the 
 
 hand a little higher than the head. (See Fig. 169.) 
 
 3. Pass to a Guard. From an " elevate " bring the 
 sword down in front, both arms slightly curved. The 
 back of the left hand may be above the stick, which 
 rests between the knuckles of the second and third 
 fingers (see Fig. 170), or it may be grasped by the 
 
 FIG. 169. 
 Elevate the sword. 
 
A Manual of Physical Training. 
 
 179 
 
 left hand as when DOWN. Now raise the sword up as 
 in Fig. 171, and from this position come to " on guard.'* 
 (See Fig. 162.) 
 
 4. Pass to a Salute. Proceed as in " passing to a 
 guard" until the sword is up. Then bring 
 the sword to the 
 position seen in 
 
 FIG. 170. 
 Sword down 
 
 FIG. 171. 
 Sword up. 
 
 Fig. 172. Now swing the sword down to the right, 
 next back to the position in Fig. 172 ; from here either 
 assume " on guard " or " carry arms." These ma- 
 neuvers can be done to march, waltz, or polka time. 
 
180 A Maniial of Physical Training. 
 
 A Regular Series. 
 
 We shall deal only with a " two." The pupil on the 
 right is No. 1. The pupil on the left is No. 2. Swords 
 at " carry arms." At a chord, " Take distance." 
 
 With the beginning of the music. 
 
 Swords down, 4 counts (Fig. 170) ; 
 
 Swords up, 4 counts (Fig. 171) ; 
 
 Lower swords, 4 counts (Fig. 168) ; 
 
 Elevate swords, 4 counts (Fig. 169) ; 
 
 On guard, but cross swords below on the lelt side, 
 4 counts ; 
 
 Cross swords below on the right side, 4 counts ; 
 
 Cross swords above (position for fencing), 4 counts ; 
 
 Heels together and " face salute," 1 count (Fig. 172) ; 
 
 Swing sword down to right, 1 count ; 
 
 Face salute, 1 count ; 
 
 "On guard," 1 count (Fig. 162). 
 
 The last four movements are quickly made, as but 
 one count is allowed for each. 
 
 This finishes the short salute to partners, and leaves 
 both pupils on guard ready for fencing. No. 1 strikes 
 the first blow 2 times. Then No. 2 does the same. 
 In a like manner the seven blows are given, swords 
 coming to position between each blow. This makes 
 a round of two blows each. 
 
 Next, No. 1 strikes the first blow once, and No. 2 
 does the same. Continue through the seven blows in 
 a similar manner. This is a round of one blow each. 
 
 Repeat the round of one blow. The striking exer- 
 cises so far have taken 7 measures of music of 16 
 counts each. 
 
A Manual of Physical Training. 
 
 181 
 
 Lunges. Do not come to position between the 
 lunges. No. 1 lunges and strikes the head blow ; he 
 holds this position for 4 counts. Then No. 2 gives 
 the head blow, and holds the position for 4 counts. In 
 this way proceed with 5 blows, omitting those at the 
 
 FIG. 173. 
 Right lower guard and step back. In this cut the left-hand figure lunges. 
 
 cheek. The last lunge will be made by No. 2, the 
 strike and guard being at the right thigh, after which 
 there will be left but 8 counts to finish a measure of 
 music (Fig. 173). 
 
 On two counts, the pupils front face and come to a 
 position of face salute (Fig. 172). To do this, No. 1 
 steps forward, and turns to the front on his left heel. 
 
182 
 
 A Manual of Physical Training. 
 
 No. 2 steps back, and turns to the front on his left 
 heel. Swing sword down to the right side, 2 counts; 
 carry swords, 2 counts. Pupils step side by side 2 
 
 Fio. 174. 
 Right lower blow and guard. 
 
 counts ; from which position they can march from the 
 room or to their seats. 
 
 The Brooklyn Bridge March goes well to the fencing 
 exercise. (See p. 234.) 
 
CHAPTEK XIII. 
 
 POSTURES. 
 
 THESE positions can be given to boys and young 
 men. They should be held for 8 or 16 counts. 
 
 A very pleasing effect can be had if several well- 
 built young men will dress in full white tights, wear 
 white wigs, and powder their faces ; then take these 
 positions under a calcium light. 
 
 The background should be black : it can be made 
 of black calico or silesia. A curtain should be drawn 
 before each change. For additional postures, the 
 teacher is referred to any work on statuary, where may 
 be found, among others, 
 
 Apollo Belvedere, 
 
 Discobolus (2), 
 
 Athlete (2), 
 
 Boxer (2), 
 
 Gladiator (2), 
 
 The following are good: Boxer No. 1. (See Fig. 
 175.) 
 
 Boxer No. 2. (See Fig. 176.) 
 
 Putting the Shot, first position. (See Fig. 177.) 
 
 Putting the Shot, second position. (See Fig. 178.) 
 
 The Gladiator. (See Fig. 179.) 
 
 The Start. (See Fig. 180.) 
 
 At Best. (See Fig. 181.) 
 
 183 
 
184 
 
 A Manual of Physical Training. 
 
 Fio. 175. 
 The boxer on guard. 
 
A Manual of Physical Training. 
 
 FIG. 176. 
 The boxer left-hand lead. 
 
186 A Manual of Physical Training. 
 
 Fio. 177. 
 Putting the shot; the start 
 
A Manual of Physical, Training. 187 
 
 FIG. 178. 
 Putting the shot; the finish. 
 
188 A Manual of Physical Training. 
 
 Fro. 179. 
 The gladiator. 
 
A Manual of Physical Training. 189 
 
190 
 
 A Manual of Physical Training. 
 
 SIMPLE ATTITUDES. 
 
 The following attitudes are given, not to express any 
 emotion or feeling, but mere- 
 ly for nerve-training. They 
 should be accompanied by 
 some pretty ballad music 
 
 FIG. 188. 
 
 Fio. 182. 
 
 softly played. They will do 
 well as a finish for any exer- 
 cise in free gymnastics. 
 
 Each position is held for 
 8 counts. The primary or 
 starting position should lx> with the hands clasped 
 
 Fio. 184. 
 
A Manned of Physical Training. 191 
 
 Fio. 185. 
 
 FIG. 186. 
 
 Fia. 187. 
 
 FIG. 188. 
 
 FIG. 190. 
 
 FIG. 189. 
 
192 
 
 A Manual of Physical Training. 
 
 in front or with arms folded, the pupil at rest. From 
 
 the starting position the posture No. 182 is taken. 
 
 This is held for 8 counts. 
 
 Without coming back to rest, the pupil passes to the 
 
 attitude seen in Fig. 183. This position is held for 8 
 
 counts. 
 
 From this the pupil will assume the posture seen 
 
 in Fig. 184, from 
 which she comes to 
 the position of rest, 
 which is held for 8 
 counts. 
 
 Fia. 191. 
 
 Fio. 192. 
 
 Fio. 198. 
 
 It will be seen that we have taken for these four po- 
 sitions 32 counts. 
 
 The same work should be done on the left side. 
 
 The first group of simple attitudes is made up of 
 Figs. 182, 183, and 184. 
 
 The second group is made up of Figs. 185, 186, and 
 187. 
 
A Manual of Physical Training. 193 
 
 The third group is composed of Figs. 188, 189, 190. 
 
 The fourth group includes Figs. 191, 192, and 193. 
 
 Each group is taken on both the right and the left 
 sides, and each one requires 64 counts. In teaching 
 these attitudes, do not hurry. Drill the pupil well 
 in the position of the arms, legs, head, and general 
 position. 
 
 FIG. 194. 
 
 By teaching the attitudes in sections, the result is 
 more satisfactory. Not more than two positions 
 should be given at one lesson. An interesting exhibi- 
 tion can be given if the teacher will illustrate some 
 poem, which is first read aloud, by the postures which 
 the poem suggests. A large number of positions can 
 be learned if the different passions are expressed, or 
 if statues and pictures are illustrated. The melodies 
 from " Mother Goose " can thus be used. 
 
CHAPTER XIV. 
 
 BREATHING EXERCISES. 
 
 AT every lesson there should be breathing exercises 
 of some kind. 
 
 Children do not readily see the difference between 
 intercostal, diaphragmatic, abdominal, and other kinds 
 of breathing. Direct them to take a deep, full breath, 
 and they will do what you want better than when you 
 try to explain the difference between the styles named. 
 Try these methods : 
 
 1. Children mark time or march, and hold their 
 breath 5, 10, or 20 steps, and so on. 
 
 2. Sighing and hissing for 5, 10, or 20 counts. 
 
 3. Inhaling for a certain number of counts. 
 
 4. Whistling. 
 
 5. Running. 
 
 6. Fill the lungs full, raise the elbows, arms flexed ; 
 then force them down and back a few times. 
 
 7. Counting aloud while exercising. 
 
 8. Pronouncing the vowels. 
 
 9. Spelling slowly. 
 
 10. Pronouncing tho vowels aspirated, with explo- 
 sive force. " Ha ! Ha ! " etc. 
 
 194 
 
CHAPTER XV. 
 
 MEASUREMENTS. 
 
 TEACHERS of gymnastics should strive to convince 
 people of the importance of physical education. They 
 should offer a quality of work, the results of which 
 will persuade the most skeptical parents and pupils to 
 their belief. They should teach that many of the de- 
 formities or defects caused by failure to exercise can 
 be remedied by gymnastics. They should try to prove 
 that the nearest approach to a perfect physique in a 
 boy or girl is through a system of careful training. 
 Moreover, they should take steps to ascertain just what 
 constitutes a perfect physique, or what the propor- 
 tions of a well-built boy or girl are. The surest way 
 to do this is for the teacher to thoroughly understand 
 his work, to be posted on the current literature per- 
 taining to physical education, and, above all, to be- 
 lieve thoroughly in this subject. The teacher should 
 adopt any honest method of winning the confidence of 
 the children and, through the children, the parents. 
 
 A feasible plan is to adopt some system of examina- 
 tions or measurements of the children, and to use sim- 
 ple physical tests. Little has been done about the 
 measurements of school children in this country ; 
 consequently there is not much to say about them that 
 
 195 
 
196 A Manned of Physiccd Training. 
 
 is positive. It is hoped that all teachers of gymnas- 
 tics who handle school children will spare time 
 enough to take their age, height, weight, and lung ca- 
 pacity, and to notice the result of exercise upon the 
 defects that have been mentioned, that something defi- 
 nite may be reached. If teachers will, in addition to 
 the items mentioned, take a few girth, width, and length 
 measurements, their statistics will be far more valua- 
 ble. Too much importance cannot be attached to the 
 accuracy of any test or measurement. The tempta- 
 tion to exaggerate to prove a certain end is strong, but 
 it should be overcome. Be honest in taking measure- 
 ments ; .and if your figures are not as satisfactory as 
 you hoped they would be, don't add a little. Accept 
 the situation as it is. We are striving to prove the 
 necessity of gymnastic drill ; and nothing will hasten 
 this quicker than honesty. 
 
 In this short chapter on measurements, we shall 
 give a few figures that may serve for comparison* 
 
 These statistics are taken from some of the largest 
 private schools in this country. They represent the 
 measurements of several thousand pupils of the ages 
 given, and they extend over a, period of five years. 
 
 It must" be taken into consideration that the pupils 
 whose measurements are given not only take drill in 
 the gymnasium, but they are from families who can 
 offer everything in the shape of social and hygienic 
 surroundings. These two facts of course carry weight : 
 all of the children in the public schools do not enjoy 
 these privileges ; there will consequently be a differ- 
 ence iu the height and weight in favor of the pupils 
 
A Manual of Physical Training. 197 
 
 in the private school. In addition to the statistics 
 from the schools mentioned, there are a large number 
 of measurements taken from the public schools in 
 Boston. (See Dr. Bowditch's valuable Keport to the 
 Massachusetts Board of Health, 1877.) 
 
 The figures given have been carefully examined by 
 expert accountants. For the benefit of those who wish 
 to go deeper in the subject, the rules for physical 
 measurements and examination proposed by the Amer- 
 ican Association for the Advancement of Physical Ed- 
 ucation are given. They are the best and most reli- 
 able. 
 
 Teachers can interest their pupils by giving them a 
 few simple strength tests once or twice a year. In 
 some public and even private schools it is not always 
 convenient or popular to take many measurements ; 
 but if only a few records are kept, and the teacher will 
 take some interest in them, there will be, as a result, 
 an increase in the interest of the pupil. We give in 
 this chapter the diagram of a blank to be used in the 
 measurement of school children (Fig. 195). 
 
 Fig. 196 shows the average height and weight given by 
 Dr. Bowditch, of Boston, for the public-school children 
 of that city between the ages of 5 and 8 years, taken 
 without shoes ; otherwise the ordinary clothing is 
 worn when these measurements are taken. The weight 
 of clothing is about 8 pounds for boys and 7 for girls. 
 We have also given the average height, weight, and 
 lung capacity of pupils in prominent private schools in 
 and near New York City. These figures are given for 
 comparison. A chart has been planned by Dr. J. W. 
 
198 
 
 A Manual of Physical Training. 
 
 DEPARTMENT OF PHYSICAL EDUCATION 
 
 OP THE 
 
 ADELPHI ACADEMY, BROOKLYN, N. Y. 
 
 PHYSICAL CONDITION OF 
 
 GRADE. 
 
 DATE. 
 
 Age. 
 
 Height. 
 
 Weight 
 
 Lung 
 Capac- 
 ity. 
 
 What 
 it 
 should 
 be. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 AOK 
 
 6. 
 
 7. 
 
 8. 
 
 9. 
 
 10. 
 
 II. 
 
 12. 
 
 13. 
 
 14. 
 
 15. 
 
 
 
 Height . . 
 
 46.40 
 
 48.90 
 
 50.17 
 
 52 26 
 
 54.41 
 
 56. 8t> 
 
 57.79 
 
 59 92 
 
 62.53 
 
 
 \\vi-ht . 
 Lung 
 Capacity 
 
 47.55 
 
 56.44 
 
 80 
 
 58.09 
 
 ss 
 
 88.80 
 
 106 
 
 71.42 
 124 
 
 53.99 
 
 76.17 
 in 
 
 81.81 
 150 
 
 95.20 
 168 
 
 60.89 
 
 nc, r, 
 188 
 
 118.81 
 BOB 
 
 T 
 
 Height. . 
 
 46.11 
 
 47.95 
 
 111 S'J 
 
 52.03 
 
 57.06 
 
 59.17 
 
 03. 3H 
 
 63 12 
 
 Weight . 
 Lung 
 Capacity 
 
 n; :,:, 
 
 50 83 
 40 
 
 56.37 
 48 
 
 65 
 
 71 . 
 
 SI 
 
 80.81 
 106 
 
 90.68 
 125 
 
 136 
 
 106.91 
 
 155 
 
 112 80 
 150 
 
 )( 
 
 [The above figures show the average height, weight, and about the lung 
 capacity of the pupils in a number of the private schools in and near Brooklyn. 
 Tlu-v are given only for comparison. It cannot be said of them that they 
 indicate just what the averages should be.] 
 
 /'i mints are earnestly requested to notify tlw r/tysirnin in clntryc 
 of this department, of /'////.,/*/// />//,-//*, //' t my. l/mf i.r, : *f in // ir 
 children, that he may regulate Hie exercises accordingly. 
 
 Fio. 195. A simple chart to be used in schools 
 
 /:./' 
 
A Manual of Physical Training. 199 
 
 Seaver, of Yale College. It represents the measure- 
 ments of thousands of American college-students, ar- 
 ranged according to age. It does not follow strictly 
 the order of measurements given by the special com- 
 mittee, page 201. 
 
 For details concerning this compilation of figures, 
 the reader is referred to Dr. Seaver, Yale College, 
 New Haven, Conn. 
 
 Dr. Edward Hitchcock, director of the Pratt Gym- 
 nasium, at Amherst College, has arranged his anthro- 
 pometric data in book form. It contains the result 
 of many years of hard work, and is a most valuable 
 compilation. 
 
 The author is under obligations to Dr. Hitchcock 
 for the valuable suggestions he has generously 
 given. 
 
 The simple chart (Fig. 195) would not do so well for 
 public schools ; as the average height, weight, and lung 
 capacity of public school children are not so large as 
 those taken from the best private schools. 
 
 A wealthier class of pupils attend private institu- 
 tions. The hygienic surroundings are better, and the 
 smaller number of pupils warrants better care than is 
 found in the public schools. This will account for 
 the difference that may be seen when comparing the 
 data obtained from the two sources. 
 
 On page 200 will be found statistics taken from Dr. 
 Bowditch's report on the growth of children (Fig. 196). 
 They represent the height and weight of thousands of 
 public-school children in Boston. 
 
200 
 
 A Manned of Physical Training. 
 
 AGE 
 
 6. 
 
 7. 
 
 8. 
 
 9. 
 
 10. 
 
 II. 
 
 12. 
 
 13. 
 
 14. 
 
 15. 
 
 
 Height . . 
 Weight.. 
 
 43.75 
 45.17 
 
 45.74 
 49.07 
 
 47.76 
 53 92 
 
 49.69 
 59.23 
 
 51.68 
 65.30 
 
 53.33 
 70.18 
 
 55.11 
 76.92 
 
 57.21 
 84.84 
 
 59.88 
 94.91 
 
 62.30 
 107.10 
 
 Boys. 
 
 Height. . 
 Weight.. 
 
 43.35 
 43.28 
 
 45.52 
 47.46 
 
 47.58 
 52.04 
 
 49.37 
 57.07 
 
 51.34 
 62.35 
 
 53.42 
 
 68.84 
 
 55.88 
 78.31 
 
 58.16 
 88.65 
 
 59.94 
 98.43 
 
 61.10 
 106.08 
 
 Girls. 
 
 FIG. 196. The average height and weight of the public-school children of Boston 
 as given by Dr. Bowditch. For use in public schools these figures should be 
 given in place of those in Fig. 195. 
 
CHAPTEK XVI. 
 
 Report of the Committee on Statistics appointed by the 
 Association in 1885, giving the detailed method of 
 securing measurements, tests, and the condition of 
 the human body. 
 
 ANTHROPOMETRIC MEASUREMENTS. 
 
 Number. In order to secure privacy the individual 
 should be entered in the record book by number. As 
 a means of identification the number can be entered 
 in an alphabetical index book opposite the corre- 
 sponding name, as : 
 
 Smith, John H., 526 
 
 For further convenience it is advisable to enter the 
 name in a numerical index-book opposite the corre- 
 sponding number, as : 
 
 526, John H. Smith. 
 
 Date. Kecord the year, month, day and hour, as : 
 Jan., '86, 12, 9 A.M. Where perfect accuracy is de- 
 sired, note should be made of the time that has 
 elapsed since eating, the occupation of previous hours, 
 and of the temperature of the room. 
 
 Age. Kecord years and months, as : 21, 9, i.e., 
 twenty-one years and nine months. 
 
 201 
 
202 A Manned of Physical Training. 
 
 Weight. The weight of the body should be taken 
 without clothes. Where this is impracticable the 
 weight of the clothes should be deducted. 
 
 Height. The height should be taken without shoes 
 and with the head uncovered. The head and figure 
 should be held easily erect, and the heels together. 
 This position is best secured by bringing the heels, 
 the buttocks, the spine between the shoulders and the 
 back of the head, in contact with the measuring rod. 
 
 Height of Knee. The subject should place one foot 
 on a box or chair of such a height that the knee is 
 bent at a right angle. A box about 12 in. high is suit- 
 able for adults. Press a ruler upwards with a force 
 of about one pound against the hamstring tendons 
 close to the calf of the leg. See that the ruler is held 
 in a position at right angles to the vertical rod, and 
 measure the height of the top of the ruler from the box. 
 
 Height Sitting. Let the subject sit on a Lard, Hat 
 surface about 12 inches high, such as afforded by a 
 box or chair, with the head and figure easily erect so 
 that the measuring rod will touch the bod;- at tLe but- 
 tocks, between the shoulders, and at tlie hack of the 
 Lead. Pleasure tlie distance from tlie box to tlie ver- 
 tex. 
 
 Height of Pubes. With tlie subject standing easily 
 erect on tlie box or floor, measure up to tlie lower 
 of tlie pubic l>nne. 
 
 Height of Crotch. -Wi tli tlie subject standing easily 
 erect on the lox or ilm- facing the vertical rod, press 
 a ruler firmly against the perineum (Crotch) and meas- 
 ure the L eight of tlie top of tlie ruler. 
 
A Manual of Physical Training. 203 
 
 Height of Navel. With the figure and head of the 
 subject erect, measure the height of the center of the 
 cieatrix. 
 
 Height of Sternum. With the figure and head of the 
 subject erect, measure the height of the interclavicu- 
 lar notch. 
 
 Girth of Head. This measurement should be taken 
 around the head with the tape at the upper edge of 
 the eyebrows, over the supra-orbital and occipital 
 prominences. All girths should be made on the skin 
 itself and at right angles to the axis of the body or 
 limb at the point of measurement. No oblique meas- 
 urements are taken. 
 
 Girth of Neck. With the head of the subject erect, 
 pass the tape around the neck half way between the 
 hoad and body, or just below the " Adam's apple." 
 
 Girth of Chest. Pass the tape around the chest so 
 that it shall embrace the scapulae and cover the 
 nipple. The arms of the subject should be held in a 
 horizontal position while the tape is being adjusted 
 and then allowed to hang naturally at the sides. Take 
 the girth here before and after inflation. 
 
 Where it is desirable to test the elasticity or extreme 
 mobility of the walls of the chest, a third measure- 
 ment may be taken after the air has been forced out 
 and the chest contracted to its greatest extent. To 
 test the respiratory power, independent of muscular 
 development, pass the tape around the body below 
 the pectoral line and the inferior angles of the scapula?, 
 so that the upper edge shall be two inches below the 
 nipples. Take the girth here before and after inflation. 
 
204 A Manual of Physical Training. 
 
 Girth of Waist. The waist should be measured at 
 the smallest part after a natural expiration. 
 
 Girth of Hips. The subject should stand erect with 
 feet together. Pass the tape around the hips above 
 the pubes over the trochanters and the glutei muscles. 
 
 Girth of Thighs. With the feet of the subject about 
 six inches apart, the muscles set just enough to sus- 
 tain the equilibrium of the body and the weight dis- 
 tributed equally to each leg in gluteal fold, measure 
 around the thigh just below the nates. 
 
 Girth of Knee. With the knee of the subject straight 
 and the weight of the body equally supported on both 
 legs, measure over the center of the patella. 
 
 Girth of Calf. With the heels down and the weight 
 of the body supported equally on both feet, the tapti' 
 should be placed around the largest part of the calf. 
 
 Girth of Instep. Measure around the instep at right 
 angles with the top of the foot, passing a point at the 
 bottom of the foot midway between the end of the 
 great toe and back of the heel. 
 
 Girth of Upper Arm. With the arm of subject bent 
 lianl at elbow, firmly contracting the biceps and held 
 away from the body in a horizontal position, pass the 
 tape around the greatest prominence. If desirable to 
 find the girth of the upper arm \\hen the biceps is not 
 rout racial, the arm should be held in a horizontal 
 jM.>itioii and measured around the most prominent 
 part. 
 
 Girth of Elbow. Taken around the internal condyle 
 of the humerus while tin- arm of the siibje.-t ifl 
 straight, with the muscles of the forearm relaxed. 
 
A Manual of Physical Training. 205 
 
 Girth of Forearm. Taken around the largest part. 
 The list should be firmly clinched and the palm of the 
 hand turned upward. 
 
 Girth of Wrist. AVith the hands of the subject open 
 and the muscles of the forearm relaxed, measure be- 
 tween the styloid process and .the hand. 
 
 Breadth of Head. The breadth of head should be 
 taken at the broadest part. In taking the breadth 
 measurements, stand behind the subject. 
 
 Breadth of Neck. Taken at the narrowest part with 
 the head of the subject erect and the muscles of the 
 neck relaxed. 
 
 Breadth of Shoulders. With the subject standing in a 
 natural position, elbows at the sides, shoulders neither 
 dropped forward nor braced backward, measure the 
 broadest part two inches below the acromion processes. 
 
 Breadth of Waist. Taken at the narrowest part. 
 
 Breadth of Hips. Measure the widest part over the 
 trochanters, while the subject stands with feet together, 
 the weight resting equally on both legs. 
 
 Breadth of Nipples. Taken from center to center 
 with the chest in a natural position. 
 
 Depth of Chest. Taken after a natural inspiration. 
 Place one foot of the calipers on the sternum midway 
 between the nipples, and the other foot on the spine 
 at such a point that the line of measurement is at right 
 angles with the axis of the spinal column. When it 
 is desirable to ascertain the extent of the antero- 
 posterior movement of the chest, measurements may 
 be taken from the same points after the fullest inspira- 
 tion and after the fullest expiration. 
 
206 A Manual of Physical Training. 
 
 Depth of Abdomen. Place one foot of the calipers 
 immediately above the navel, the other on the spine 
 at such a point that the line of measurement is at right 
 angles to the axis of the spinal column. 
 
 Length of Shoulder to Elbow. With the arm of the 
 subject bent sharply at. the elbow and held at the side, 
 measure from the top of the acromion process to the 
 olecranon. Care should be taken that the measuring 
 rod is parallel with the humerus and not with the ex- 
 ternal surface of the arm 
 
 Length from Elbow to Finger Tip. With the arm of 
 the subject bent sharply at the elbow and the rod 
 resting on back of arm and hand, measure from the 
 olecranon process to the tip of the middle finger. 
 
 Length of Foot. Take the extreme length of foot 
 from the end of the first or second toe to the back of 
 the heel, about one inch from the surface upon which 
 the foot rests. 
 
 Stretch of Arms. With the arms of subject stretched 
 out horizontally so that both hands and shoulders are 
 in a line, with one middle finger and the zero end of 
 the measuring rod pressed against the wall, note the 
 point to which the other middle finger tip reaches. 
 
 Horizontal Length. Witli the heels of the subject 
 pressed hard against a perpendicular wall, with arms 
 at the sides and body n-sting naturally on a horizon- 
 tal plane, measure the distance of the apex of the Lead 
 from the wall. 
 
 Capacity of Lungs. The subject after loosening the 
 clothing about the chest and taking a full inspiration, 
 tilling the lungs to their utmost capacity, should blow 
 
A Manual of Physical Training. 207 
 
 slowly into the spirometer. Two or three trials may 
 be allowed. 
 
 Expiratory Strength. As before, the subject after 
 loosening the clothing about the chest and filling the 
 lungs completely, should blow with one blast into the 
 manometer. Care should be taken that no air is 
 allowed to escape at the sides of the mouth, and that 
 in expelling the air all the muscles of expiration are 
 brought into play. 
 
 Strength of Back. The subject, standing upon the 
 iron foot-rest with the dj'nometer so arranged that 
 when grasping the handles with both hands his body 
 will be inclined forward at an angle of 60, should 
 take a full breath and, without bending the knees, 
 give one hard lift, mostly with the back. 
 
 Strength of Legs. The subject while standing on the 
 foot-rest with body and head erect, and chest thrown 
 forward, should sink down, by bending the knees, 
 until the handle grasped rests against the thighs; then 
 taking a full breath, he should lift hard, principally 
 with the legs, using the hands to hold the handle in 
 place. 
 
 Strength of Chest. The subject with his elbows ex- 
 tended at the sides until the forearms are on the same 
 horizontal plane and holding the dynometer so that 
 the dial will face outward and the indicator point up- 
 ward, should take a full breath and push vigorously 
 against the handles, allowing the back of the instru- 
 ment to press on the chest. 
 
 Strength of Upper Arms, Triceps. The subject, while 
 holding the position of rest upon the parallel bars, 
 
208 A Manned of Physical Training. 
 
 supporting his weight with arms straight, should let 
 the body down until the chin is level with the bars, 
 and then push it up again until the arms are fully ex- 
 tended. Note the number of times that he can lift 
 himself in this manner. 
 
 Strength of Upper Arms, Biceps. The subject should 
 grasp a horizontal bar or pair of rings and hang with 
 the feet clear from the floor while the arms are ex- 
 tended. Note the number of times that he can haul 
 his body up until his chin touches the bar or ring. 
 
 Strength of Forearms. The subject, while holding the 
 dynamometer so that the dial is turned inward, should 
 squeeze the spring as hard as possible, first with the 
 right hand and then with the left. The strength of 
 the muscles between the shoulders may be tested with 
 the same instrument. The subject, while holding the 
 dynamometer on a level with the chest, should grasp 
 it with handles and pull with both arms from the 
 center outward. 
 
 Pilosity. Note the amount of hair on the body and 
 limbs, excluding the head, face and pubes. 
 
 Color of Hair. Light (Very Fair, Fair, Light Brown, 
 Brown). Dark (Dark Brown, Black Brown, Black). 
 Red (Ked Brown, Bed, Golden). 
 
 Color of Eyes. Light (Dark Blue, Blue, Light Blue). 
 Dark (Light Brown, Brown, Dark Brown, Black). 
 Mixed (Gray, Green). 
 
A Manual of Physical Training. 209 
 
 DIRECTIONS FOB TESTING THE REFRACTIVE CONDITION OF 
 THE EYE. 
 
 Procure of any optician two pairs of spectacles, one 
 with convex glasses, No. + .75 Dioptric (equal to 
 No. + 48 in the old or English system), and the other 
 with concave glasses, No. -f- .75 Dioptric. Also obtain 
 a copy of Monoyer's test letters (a card of Dr. Den- 
 nett's modification of Monoyer's test type may be pro- 
 cured of Meyrowitz Bros, opticians, 295 and 297 
 Fourth Ave., New York City), to be hung up at 5 
 meters distance, and a copy of Green's astigmatic 
 lines, in the form of a clock face, to be hung up at the 
 same distance. 
 
 Test : Seat the subject at a distance of five meters 
 from the test cards, which should be hung in a good 
 light. Examine each eye separately, keeping the 
 other covered by a card or small book held in front 
 of, but not touching it. Never press the fingers 
 against the closed lid. 
 
 There are ten lines of letters on the test card, num- 
 bered from 1, 2, 3, etc., up to ten lOths or 1. If now 
 the subject can read the top line, the smallest letters 
 on the card, with the right eye (E.E.) alone, his vision 
 (V.) is recorded as ten lOths or 1 (V.E.E. = 1). If he 
 sees nothing clearly above the fifth line from the bot- 
 tom, but can read that correctly, then V.E.E. = .5. If 
 he cannot read any of the lines, then Y.E.E. = 0. (i.e., 
 less than one-lOth). Whatever the vision without 
 glasses may prove to be, always next put on the convex 
 spectacles and again cover the other eye. If now he 
 
210 A Manual of Physical Training. 
 
 can still with the right eye see as well or better than 
 with no glasses at all, and can read the same line as 
 before, he is Hypermetropic (H.) in that eye. For ex- 
 ample, if without glasses it was found that V.B.E. =. 5 f 
 and now after adding the convex glass hjs Y. is im- 
 proved to .8, the record would be V.B.E. = .5, -f- H. = .8. 
 But if the vision is neither improved nor made worse 
 by the convex glass, the record will be thus : Y.B.E. 
 = .5, -f- H. = .5. If the convex glass can be used at all 
 without decreasing the vision, no further testing with 
 this card is needed ; the subject is hypermetropic in 
 that eye. 
 
 If it is found that the vision of the right eye equals 
 1 without glasses, and then the addition of the convex 
 glasses blurs the letters, the eye is Emmetropic, that 
 is, the vision is normal (V.B.E. = 1). 
 
 If, however, the vision without glasses is less than 
 1., for instance only .3, and the convex glasses make 
 even that line more indistinct, then put on the concave 
 glasses. If now the vision is improved so that a 
 higher line can be read, for instance the eighth from 
 the bottom, the eye is Myopic, or " near sighted," and 
 the record will be V.B.E. = .3, + My. = .8. Or again, if 
 the vision without glasses in the left eye is found to 
 be .7 and then with the concave glass the top line can 
 be read, the record will stand thus : V.B.E. = .7, + My. 
 = 1. After testing each eye separately, place the 
 record of one above the other, for example thus : 
 
 ( V.B.E. = 1. 
 
 (V.L.E. =.6,+My. = .9. 
 
A Manned of Physical Training. 211 
 
 Tliis completes the testing for simple liypermetropia, 
 myopia and emmetropia. 
 
 After testing the eyes as above, if the vision has not 
 yet been made perfect in either, leave on the proper 
 correcting glass, the convex if there is liypermetropia, 
 or the concave if there is myopia, or use no glass if 
 there is neither ; then direct the subject's attention 
 with that eye alone, the other being covered, to the 
 card of radiating black lines. If he sees one or more 
 of the lines running in any direction clearer or blacker 
 than those at right angles to them, he is shown to be 
 astigmatic. Either the perpendicular or the horizontal 
 lines usually appear the blacker to the astigmatic 
 person. If the previous record was V.R.E. = .7 and 
 this defect is found, then it will be V.K.E. = .7, + As. 
 Or if before it read : V.L.E. = .3, + My. = .6, and astig- 
 matism is found, it will read, V.L.E. = .3, -f- My. = .6 -f- 
 As. Astigmatism may exist either alone or in com- 
 bination with My. or H. If alone we might have a 
 record thus : V.K.E. = .6, + As. ; V.L.E. = .4, + As., or 
 if with liypermetropia thus : V.R.E. = 7, + H. = .7, + 
 As. ; V.L.E. = .6, + H. = .8, + As. 
 
 To recapitulate, in brief ; if it is found that V.K.E. 
 = 1, then the R.E. is either Emmetropic or Hyperme- 
 tropic. If emmetropic, the convex glass will markedly 
 impair the vision ; if hypermetropic it will not. If the 
 V.K.E. .9 or less, then the K.E. is either hyperme- 
 tropic, myopic, astigmatic, or amblyopic. 
 
 1st. If it is H., the convex glass will not greatly im- 
 pair the vision. 
 
 %d. If it is My., the concave glass will improve V. 
 
212 A Manual of Physical Training. 
 
 3d. If it is As., one of the radiating lines is blackest. 
 
 4:th. If neither of these defects exists and the V. is 
 less than .7, then Amblyopia or partial blindness may 
 be recorded. It may read thus: Y.L.E. =.6 -[-Am. 
 
 Caution. Alivays try the convex glass. Never try 
 the concave unless the convex glass blurs the vision. 
 
 In the following cases the subject should be recom- 
 mended to consult an oculist concerning the advisa- 
 bility of wearing glasses : If the vision without any 
 glasses is less than 4 in either or both eyes ; if he 
 complains of weak, watery, or painful eyes, especially 
 in reading, and any degree of hypermetropia or astig- 
 matism is found to exist. 
 
 DIRECTIONS FOR TESTING THE COLOR SENSE. 
 
 A reliable set of test worsteds of different colors 
 may be procured for $1.25 of N. D. Whitney, 129 Tre- 
 mont St., Boston. Among these will be found three 
 large test skeins colored light green, purple (pink or 
 rose), and bright red. To make the examination, 
 spread all the worsteds out on a white cloth placed 
 upon a table. First lay the green test skein a little to 
 one side of the others, and then tell the subject to 
 throw out of the pile and lay alongside of the test 
 skein all tlya lighter and darker shades of that color, 
 or all the skeins containing a shade of that color in 
 any degree. Avoid naming the color " green'* to him. 
 If he throws out only shades of green or light blues 
 his color sense is normal (C.S.N.) and the test is com- 
 pleted. But if in addition he throws out light grays, 
 or any other shade of gray, or light yellows, salmons, 
 
A Manual of Physical Training. 213 
 
 or pinks, he is color-blind. If he handles or fumbles 
 over those shades a good deal and hesitates, as if in 
 doubt about them, but yet does not throw them out, 
 he probably has " feeble color sense" (C.S.F.). The 
 examiner in these cases must use his judgment in 
 making a certain amount of allowance for the stupidity 
 'of some persons in understanding what is wanted, 
 especially in the young and uneducated. 
 
 If the subject is found to be color-blind, next lay 
 down the purple or rose-colored test skein in place of 
 the green, in order to determine the nature of the 
 defect. Now tell him to throw out all the different 
 shades of that color. If he only throws out pinks and 
 light reds, and shades approaching these, lie is only 
 partly color-blind (P.C.B.). But if he throws out 
 decidedly bluish purples, blues, violets, greens, or 
 grays, he is completely color-blind (C.C.B.). Com- 
 pletely red-blind if he throws out the blues, violets, 
 etc.; or green-blind if the grays or greens. 
 
 No further testing is needed ; but as a matter of 
 curiosity, and to prove the result, the red test skein 
 may next be tried in the same way. If he matches 
 with it browns or greens and grays, he is completely 
 color-blind : dark brown or green if red-blind ; and 
 light brown or green if green-blind. 
 
 It is not important to record whether the complete 
 color-blindness is red or green blindness. The fol- 
 lowing classes may be recorded : Color sense nor- 
 mal = C.S.N.; color sense feeble = C.S.F.; partial 
 color-blindness = P.C.B.; complete color-blindness 
 = C.C.B. 
 
214 A Manual of Physical Training. 
 
 Color-blind individuals should be warned against 
 engaging in any occupation where this defect would 
 prove dangerous or inconvenient. 
 
 DIRECTIONS FOR TESTING THE CONDITION OF THE EA1IS. 
 
 Use an ordinary watch and a tuning-fork, letter A 
 or C, as tests. Seat the subject with his right side 
 toward you ; and then while the room is perfectly 
 quiet, see how far off he can hear the watch tick. 
 Having previously learned by a few experiments what 
 is the farthest distance at which the tick can be heard 
 by normal ears, make that number of inches the de- 
 nominator of a fraction, and the hearing- distance of 
 each person examined thereafter the numerator. 
 Having found the normal distance (= H.D.) to be, for 
 instance, about sixty inches, and that of the subject 
 now examined to be, say, forty inches, his record for 
 the right ear would then be H.D.K.E.= |J. If it 
 had been -J-J, or 1, the ear would be normal. $$ would 
 show an abnormally acute sense of hearing. If the 
 watch could only be heard while in contact with his 
 ear, it would be recorded H.D.R.E. = $. If not 
 heard at all, then H.D.KE. = B V Next, test the left 
 ear in the same way. Voice sounds in talking will 
 often be easily heard by persons quite deaf to the 
 watch tick : so the latter is not always a reliable prac- 
 tical test. 
 
 Suppose we have found H.D.R.E. = J|>,H.D.LE. = 
 l;this implies some deafness in the right ear; and the 
 tuning-fork will now help us to decide whether the 
 cause lies in some defect of the auditory nerve or inter- 
 
A Manual of Physical Training. 215 
 
 nal ear, or iu the external or middle ear or Eustacbiau 
 tube. Strike the fork against some solid substance, 
 and then place the end of the handle against or 
 between the subject's front teeth. If both ears are 
 normal, he will probably seem to hear the ringing of 
 the fork equally well in both ears. But if there is a 
 defect in one ear, he will either seem to hear it louder 
 or more feebly in the affected ear. If, as in the case 
 we are examining, the fork is heard best in the deaf 
 ear, this tells us that the deafness is due to some de- 
 fect in the more external parts of the organ, and it can 
 probably be corrected by appropriate treatment. But 
 if it is heard best in the good ear, it goes to prove that 
 the defect in the other ear is more deeply seated and 
 cannot probably be greatly benefited by treatment. 
 This effect of the tuning-fork is contrary to what would 
 ordinarily be expected ; and it is often a matter of 
 surprise to a deaf person to find that he hears with 
 his teeth apparently better on the deaf side. 
 
 We may now add to our record in this case : T. F. 
 best E.E. If it had been heard equally well in both 
 ears, we would record : T.F. = N. (or normal). Where 
 the defect in hearing is at all marked, a specialist in 
 ear diseases should be consulted. 
 
 Our record in a normal case might be thus : H.D. 
 E.E. = 1, H.D.L.E. = 1, T.F. = N.; or in an abnormal 
 case it might be thus : H.D.E.E. = 1, H.D.L.E. = ^, 
 T.F. best in E.E. This would imply that the subject 
 was so deaf in the left ear as not to be able to hear 
 the watch tick at all, and the fork held between the 
 teeth could be heard best in the good ear ; conse- 
 
216 A Manned of Physical Training. 
 
 quently his trouble is probably seated in the deeper 
 structures of the ear, or in the nerve itself, and treat- 
 ment would not be expected to help him greatly. The 
 tuning-fork need not be tried unless the watch tick 
 shows some defect in hearing. 
 
 TO EXAMINE THE LUNGS AND HEART. 
 
 Procure a Camman's Binaural Stethoscope, Fig. 206. 
 Before the subject tries any of the strength-tests, let 
 him be seated, and while the breathing and circulation 
 are easy apply the stethoscope to various parts of the 
 chest. The faint respiratory murmur heard every- 
 where will soon become familiar, and any unusual 
 sounds should be noted as abnormalities. These may 
 be crackling, bubbling or whistling sounds of varying 
 intensity. Or the respiratory murmur may be abnor- 
 mally loud or entirely absent. Note whether tliese 
 sounds change or disappear with deep breathing after 
 violent exercise. 
 
 Next listen to the heart sounds. Place the stetho- 
 scope over the apex of the heart, one inch below and 
 to the right of the left nipple. Both sounds should 
 be heard most distinctly here. Then place the in- 
 strument two inches above this spot and listen. Then 
 place it two inches below the center of the top of the 
 sternum, or bn-ast-bone, and listen in this vicinity. 
 Any abnormal heart sounds are apt to be heard most 
 distinctly at one of these points. In organic heart 
 diseases rough gra/ing or blowing sounds are heard 
 with one or both of tlw normal heart sounds. Take 
 no notice of an arterial murmur heard loudest under 
 
A Manual of Physical Training. 217 
 
 the outer half of each collar-bone, which often closely 
 resembles an abnormal heart murmur, especially after 
 violent exercise. 
 
 If all the heart sounds are natural, then let the sub- 
 ject take the arm-tests of pulling up or dipping, and 
 immediately after let him be seated again, and then 
 listen to see if the heart and lung sounds are still 
 natural, though intensified by the exertion just made. 
 Also note any irregularity in the rhythm of the heart 
 sounds or any intermission in the beat or great in- 
 crease of rapidity. There may be such, as functional 
 disturbances, without any organic disease. When the 
 breathing and heart sounds seem abnormal advise 
 consulting a physician. 
 
 The foregoing rules for examining the lungs and 
 heart are taken from the Amherst College Authro- 
 pometric Manual, prepared by Dr. Edward Hitchcock, 
 Director of the Pratt Gymnasium at Amherst, Mass. 
 
 EXAMINATION OF THE LUNGS BY PERCUSSION. 
 
 By this method of examination it is possible to de- 
 tect certain forms of disease. 
 
 If the left hand is placed firmly over some part of 
 the thorax and is then struck lightly by the first two 
 fingers of the right hand there is a resonance that 
 shows whether the lungs are in a normal or an ab- 
 normal condition. It requires practice to detect the 
 various degrees of resonance, and this practice the 
 teacher should try to get. 
 
 In place of the hands we should recommend the 
 
218 
 
 A Manual of Physical Training. 
 
 Percussor (see Fig. 197) or rubber-hammer, and the 
 Pleximeter (Fig. 198). 
 
 FiO. 199. 
 Spiroinrt.T. 
 
 Fig. 200 represents fin* < li st, back, and leg dyna- 
 mometer. 
 
 Fig. 201 represents the hand dynamometer. This 
 
A Manual of Physical Training. 
 
 219 
 
 FIG. 200. 
 Dynamometer for testing the strength of chest, back, and legs. 
 
 can also be used as a test for back and legs by attach- 
 ing handles. 
 
 Fig. 202 represents the height-tester. This conies 
 
220 A Manual of Physical Training. 
 
 FIG. 201. 
 Hand dynamometer. 
 
 Fio. S03.-Brcadth-moftsura 
 
 Fio. 302.-HeighHester. 
 
A Manual of Physical Training. 
 
 221 
 
 in sections, and is therefore easily carried. The same 
 can be purchased in one piece. 
 
 FIG. 204. 
 Calipers. 
 
 FIG. 206. 
 
 Fig. 203 represents the breadth-measure. 
 Fig. 199 shows the Hutchinson's water-spirometer. 
 This is more accurate than the dry machine. 
 
222 A Manual of Physical Training. 
 
 Fig. 204 represents the calipers used in taking 
 diameters of the body. 
 
 Fig. 205 represents the tape used in taking measure- 
 ments. 
 
 In Fig. 206 is shown a stethoscope, for examining 
 the lungs and heart. 
 
 SPIROMETEB. 
 
 The spirometer (Fig. 199), which is made upon the 
 same principle as a gasometer, is used mainly to as- 
 certain the capacity of the lungs. It is not possible 
 to tell what the disease of the lungs is, in case a person 
 does not come up to their capacity, nor is the failure 
 on a pupil's part to reach the cubic inches given for his 
 height a sure sign that he has lung trouble. The 
 teacher is safe in saying that any one who reaches or 
 goes above their lung capacity has good lungs. 
 
 The use of this instrument requires practice. The 
 greatest respiratory capacity of the lungs is indicated 
 by the amount of air that can be expelled from the 
 lungs at one expiration. This is preceded by a deep 
 inspiration. 
 
 It is well to give the pupils several trials on the 
 spirometer before recording their highest blow. A 
 good showing cannot be made if the clothing across the 
 chest is tight, nor can a person make a good record 
 after a hearty meal. 
 
 The teacher's attention is called to this fact : that, for 
 every inch in height ,-ibovr four tWt, tho capacity is 
 
A Manual of Physical Training. 223 
 
 increased by eight cubic inches. The author has 
 found that the lung capacity of females is not so great 
 as that of males for the same height ; and while the 
 second table of figures given is not authentic, it is 
 nearer what females should blow. It may be interest- 
 ing, in using the spirometer, to note the number of res- 
 pirations in a healthy person, and their relation to the 
 pulse. In a healthy adult, the number of respirations 
 ranges from 14 to 18 a minute. The relation between 
 the pulse and respiration is in the proportion of about 
 1 to 4 or 1 to 5. This rule, of course, has its exceptions. 
 According to Hutchinson, the principal authority on 
 the use of the spirometer, a healthy person 
 
 48 inches in height should blow 72 cubic inches. 
 
 49 " " " " 80 " " 
 
 50 " " " " 88 " " 
 
 51 " " " " 96 " " 
 
 52 " " " " 104 " . " 
 
 53 " " " " 112 " " 
 
 54 " 120 " 
 
 55 " " " " 128 " 
 
 56 " " " " 136 " " 
 
 57 (l (( 144 " " 
 
 58 " " " " 152 " 
 
 59 " " " " 160 " " 
 
 60 " " " " 168 " " 
 Q-^ t( t( 176 " " 
 
 62 " " " " 184 " " 
 
 63 " " " " 192 " " 
 
 64 " " " " 201 " " 
 
224 A Manual of Physical Training. 
 
 65 inches in height 
 
 should blow 209 cubic inches. 
 
 66 " 
 
 M 
 
 i 
 
 tt 
 
 217 " 
 
 tt 
 
 67 " 
 
 " 
 
 it 
 
 it 
 
 225 " 
 
 
 
 68 " 
 
 It 
 
 
 
 tt 
 
 233 " 
 
 tt 
 
 69 " 
 
 It 
 
 
 
 it 
 
 241 " 
 
 ti 
 
 70 " 
 
 tt 
 
 tt 
 
 
 
 249 " 
 
 it 
 
 71 " 
 
 If 
 
 it 
 
 M 
 
 257 " 
 
 n 
 
 79. 
 
 tt 
 
 it 
 
 M 
 
 QA.^ 
 
 t( 
 
 It has been said, although the author does not 
 vouchsafe for che authority, that Hutchinson gives 
 the following statistics for the lung capacity of fe- 
 males : 
 
 A female 48 in. in height should blow 32 cubic in. 
 
 it JQ ti (i a n ||| n u 
 
 tl fjQ u (i tt |^ 
 
 ft ; ~ ] tt t( n (i Kf* (t u 
 
 t( fj2 " " " " 64 *' " 
 
 ." J (( (( ( UA 
 
 " 55 " " " " 88 
 
 " 56 " " " " 96 
 
 tt .. n tt n 
 
 " " 
 
 tt gg ti tt ti t 
 
 it 59 it u it it 120 tt 
 
 it |'|) u <t 1^8 ** 
 
 " 61 " " " " 136 " 
 
 g2 u ** " ** 144 " 
 
 " 63 " " " " 152 " 
 
 ti 54. u u u u ifiQ ,. 
 
 tt (55 u it (t 11 i 
 
A Manual of Physical Training. 225 
 
 A female 66 in. in height should blow 176 cubic in. 
 
 Qf it it u 182 " " 
 
 ti ^Q tt i( it ft "192 " " 
 
 " 69 " " - " " 200 " " 
 
 * YQ tt K ft tt 208 " " 
 
CHAPTER XVII. 
 
 A FEW SUGGESTIONS TO TEACHERS. 
 
 To be a successful teacher of gymastics, you must 
 believe what you are teaching. 
 
 You roust know the " hows aiicl whys" of the subject. 
 
 You must know HOW to teach. 
 
 You should be well read on your subject. 
 
 You should be fitted physically for this work. 
 
 A good voice, with a knowledge of how to use it, is 
 essential. 
 
 You should have an idea of time. 
 
 You should bo a good disciplinarian. 
 
 : should show by your own physitjne, and the 
 \ on handle it, that gymnastics will do what \<>u 
 say they will. 
 
 V.u should be an expert in one or more branches 
 of this profession. 
 
 I{ you do not possess the above qualifications, you 
 can work for them ; and if yon work hard, yon will be, 
 apt to succeed. 
 
 K< MM mber that the science of teaching applies to 
 physical as well as mental work ; therefore read the, 
 vorks on pedagogy. 
 
 AVlien teaching, much of your success is due to dis- 
 cipline. 
 
 226 
 
A Manual of Physical Training. 227 
 
 Remember that a rule is good for nothing unless it 
 is enforced. 
 
 You must be determined to have order ; but there 
 are two sides to a question : therefore do not be too 
 hasty in your decisions. 
 
 If you say you will do a thing, do it. 
 
 Run your own department. You are worth more to 
 your principal if you are not obliged to go to him for 
 aid in every little thing. 
 
 It is " devoutly to be wished" that any one who 
 claims to be a teacher of gymnastics will not only 
 present the subject in its true colors, but that he will 
 also teach a correct system. 
 
 Gymnastics may be taught in two ways : one where 
 the work is for recreation and fun alone ; the other 
 where the exercises are given to produce proper 
 physcial development ; the latter being the way 
 they should be taught. 
 
 As it would be impossible for a doctor to prescribe 
 with safety for a patient without understanding the 
 theory and practice of medicine, so it is just as impos- 
 sible for a teacher to teach gymnastics as they should 
 be taught if she does not understand : (1) the location 
 of the various sets of muscles ; the names given to 
 different parts of the physique, such as front upper 
 arm, upper back, and waist ; the result of over-devel- 
 opment of particular sets of muscles, and the most 
 common physical defects caused by this over-develop- 
 ment ; and (2) what exercises should be given to 
 remedy these defects. 
 
 The exercises given in this book, with the method of 
 
228 A Manual of Physical Training. 
 
 teaching them, are based upon this knowledge. All 
 technical terms are avoided. The body is so divided 
 (and these divisions are named) that children will 
 readily understand them. 
 
 The rules for developing any particular portion of 
 the muscular system can be easily comprehended. 
 They are described so that a teacher can easily enforce 
 them by appealing to the simple reasoning power of 
 children. The few common defects mentioned will be 
 noticed by teachers any day if their attention is called 
 to them. 
 
 They can be overcome if teachers will do their part, 
 and if the parents will assist ; but teachers can not do 
 the work alone. 
 
 The teacher's opinion influences children in this re- 
 spect much more than is supposed ; so that " Train up 
 a child as it should go" is as applicable here as else- 
 where. 
 
 Moreover, a child will adhere to a wrong opinion 
 if it thinks it is right ; thus, it is necessary that the 
 teacher should understand this work, and teach it cor- 
 rectly. 
 
 The success of physical training depends, not so 
 much on the parents of to-day, because it is new to 
 flu -in, but on the coming fathers and mothers, because 
 they have had the expeiienee and appreciate its value. 
 Again, if this subject is presented as it should be, the. 
 most conservative will admit that " There is something 
 in it." 
 
 Teachers are, needed who can do this. 
 
 AVI ion parents come to consider that there are over 
 
A Manual of Physical Training. 
 
 20,000 students in our medical colleges, and that these 
 embryo doctors are to treat the aches and pains that 
 in many cases could have been prevented by obeying 
 the laws of physical education ; when they think that 
 a fraction of the large sums paid to physicians to cure 
 disease would have given their children preventive 
 gymnastic training ; we may look for stronger sup- 
 port in that direction. 
 
 On the other hand, there must be a decide*! change 
 in our methods of teaching gymnastics : we must ap- 
 peal to the sense, and not to the vision. The teacher 
 who drills a class entirely for show will not long be 
 successful. She must offer something that is thflis. 
 oughly pxactioal. If the teacher allows her pupils to 
 think for one minute that they are drilled in these 
 exercises for the novelty, her work must sooner or 
 later become unpopular. A pupil is not permitted to 
 think that arithmetic is taught for the fun of the thing ; 
 nor should he be allowed to think that gymnastics are 
 so taught. 
 
 One of the strongest arguments that we can presentX 
 is the effect that exercise has upon the nervous system/ 
 and brain. There is an intimate relation between the 
 mind and body. _ , ,--- 
 
 We know that exercise develops the muscles ; and 
 through the muscular system, training affects the 
 growth of nerves. -^ 
 
 We have grounds for believing that by this means 
 we can develop the brain substance itself, and thus 
 put it in better condition for its mental education. 
 
 A clumsy, awkward boy who is mentally sluggish 
 
230 A Manned of Physical Training. 
 
 can be so quickened by gymnastic drill that lie will 
 eventually succeed in intellectual work and excel in 
 athletics too. 
 
 COSTUME. 
 
 When pupils exercise daily, the time being limited, 
 and pass from the class-room to the gymasium, no 
 time can be spared for a change in costume. Nor, in- 
 deed, is it absolutely necessary that a change be made. 
 The exercises given in this book can be taken by pupils 
 in their street dress. The author drills six or seven 
 hundred pupils daily in light gymnastics, yet wears no 
 special suit. 
 
 Up to a certain age, girls can exercise in their school 
 dress with ease. 
 
 It is not until the corset makes its appearance, and 
 the waist is made tighter, that there is restriction of 
 movement; and then it is generally noticed when an 
 attempt is made to raise the arms above the head. 
 The same trouble is not noticed in boys when exer- 
 cising, as they fortunately do not wear the yoke of 
 fa si lion. 
 
 Teachers can, to some extent, modify the dress 
 worn by girls. They can persuade them to ha\e 
 changes made that will permit them to at least raise 
 t IK- arms above the head. Tin-yean prove that cer- 
 tain dress-waists give, form and figure, as well as cor- 
 sets do. The corset can not be abolished it has come 
 lay ; but it can be modified. 
 
 It is of course better that pupils don a regular cos- 
 tume, if the opportunity is given. 
 
 For mixed classes, boys can wear a sailor or tennis 
 
A Manual of Physical Training. 281 
 
 sliirt, knickerbockers, and rubber-soled shoes. FLin- 
 nel pants that buckle at the ankle and are held up by 
 a belt are sometimes preferred, as long stockings are 
 not then required. 
 
 Girls should wear a costume of three pieces 
 loose waist, skirt, and trousers of some flannel. The 
 trimming may be put on the suit as desired. It is 
 better that suits be alike, .and that the ends of the skirts 
 be the same distance from the floor. 
 
 The rubber-soled shoe has been condemned on the 
 ground that it heats the foot. So it does, but it does 
 no harm. Exercise heats the body, too. We can not 
 draw the line at the feet. Rubber-soled shoes are 
 safer. 
 
 When the sexes work by themselves, boys should 
 wear close-fitting garments of some pliable material. 
 Cotton or worsted tights answer the purpose. Girls 
 and young ladies should wear the divided skirt, espe- 
 cially if they are to do any heavy work or exercise on 
 the bars, rings, etc. 
 
 Several styles of costumes are shown in the Manual. 
 
CHAPTEE XVIII. 
 
 MUSIC. 
 
 FROM the beginning of time, people have loved 
 music : they have been able to throw more life into 
 their work if inspired by its exhilarating strains. In 
 dancing, every movement is animated ; in marching, 
 a step becomes lighter and more elastic if accom- 
 panied by music. In fact, melody kindles the enthu- 
 siasm and adds new energy to motion. 
 
 Dancing without music is dead ; yet dancing is one 
 form of gymnastic exercise. Much of its popularity 
 is due to the harmony that follows it. All light gym- 
 nastic exercises should bo, where practicable, executed 
 to music. The advantage of such accompaniment will 
 be apparent after its successful adoption. 
 
 We wish to say but a few words to the teacher re- 
 garding this part of the work : 
 
 If you are to clmnso between poor music and no 
 music, choose the latter. 
 
 Engage a musician who is not entirely confined to 
 notes. 
 
 The pianist must be able to watch the instructor. 
 
 Never meet a class for exercise until your accom- 
 panist has had an opportunity to practice with \<>u 
 beforehand. You must know your player ; while he, 
 
 889 
 
A Mamial of Physical Training. 233 
 
 in turn, must clearly understand your signals and com- 
 mands. 
 
 Remember that playing for gymnastics is a profes- 
 sion. It must be well learned. Therefore, use pa- 
 tience with the one who thus assists you if he is a 
 beginner. 
 
 Every command must be heard by the accompanist 
 as well as by the class. 
 
 To the Accompanist. You must excel in TIME. You 
 must watch the gymnasium teacher, and not your notes. 
 
 You should have a variety of pieces. 
 
 Do not play classical music for gymnastics. 
 
 You should understand the order of exercises. 
 
 Use a little care in the selection of your music. 
 Choose that which is inspiring. 
 
 Learn to accent certain notes. 
 
 Be able to change easily, and without effort, from 
 quick to slow time. You can easily change a polka 
 or galop to march time. 
 
 You fill a difficult and important position : do not 
 think otherwise. You need a powerful touch. 
 
 These suggestions may sound somewhat arbitrary, 
 but they are based on unpleasant experience ; they 
 are not ideal. 
 
 Teachers will be saved much embarrassment if they 
 will only heed them. 
 
 Polkas, galops, and waltzes are easier to get than 
 good marches. The author has named a few that will 
 be found to contain the requisite " snap." Nos. 3, 4, 
 and 5 are used for runs : 
 
 1. Grand Festal March. A. J. Powell. 
 
234 A Manual of Physical Train hnj. 
 
 2. Boulanger March. A. H. Rosewig. 
 
 3. Patrol Comique. T. Hendley. 
 
 4. Secret Love. 
 
 5. Little Pickaninny or Helloh Babby. 
 
 6. Dancing in the Barn. 
 
 7. Anvil Chorus. " II Trovatore." 
 
 8. Ivanhoe Commandery March. C. D. Blake. 
 
 9. Adelphi March. A. S. Lewis. 
 
 10. Northern Eoute March. C. C. Smith. 
 
 11. Marche du Nuit. Gottschalk. 
 
 12. Spirit of the Age. A. E. Warren. 
 
 13. Travesty March. J. C. Minton. 
 
 14. Marche des Tambours. S. Smith/ 
 
 15. Criterion March. C. H. Marcy. 
 
 16. Aphrodite Schottische. A. N. La Brie. 
 
 17. Mandolin Polka. 
 
 18. Brooklyn Bridge, or Nineteenth-century Wonder. 
 
 19. Drum Taps. 
 
 20. Evangeliue. Geo. Schleifforths. 
 
 OP 
 
 UNIVERSITY 
 
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