iHargar?t Glarnrgte Utbrarg WITHDRAWN THE SWEDISH SYSTEM EDUCATIONAL GYMNASTICS BARON NILS POSSE FORMERLY INSTRUCTOR IN THE STOCKHOLM GYMNASTIC AND FENCING CLUB ETC, TWO HUNDRED AND FORTY-ONE BOSTON MDCCCXC LEE AND SHEPARD PUBLISHERS IO MILK STREET NEXT "OLD SOUTH MEETING HOUSE " NEW YORK CHARLES T. DILLINGHAM 7lS AND 720 BROADWAY COPYRIGHT, 1890, v LEE AND SHEPARD. DEDICATED TO CoL ffiustaf NgWaeu* 1LC.S. LATE DIRECTOR ROYAL GYMNASTIC CENTRAL INSTITUTE STOCKHOLM SWEDEN AND TO Prof. 1L ffi. Eorngren *^. *.ffiS* DIRECTOR ROYAL GYMNASTIC CENTRAL INSTITUTE STOCKHOLM SWEDEN PREFACE. rriHE total absence in the English language of a comprehensive -*- handbook of Swedish gymnastics has induced the author to prepare this little treatise, the chief aim of which was originally to meet the urgent demand from the author's many pupils in the " Boston School of Gymnastics " for a text-book on the subject. At the same time, the author has tried to arrange the book so that professional teachers, already familiar with other forms of gymnastics, and possibly also an interested public, might find it useful in case they should desire to become acquainted with this much-talked-of system, or to apply it practically. The author prefers to call this the Swedish system, although it was originated by P. H. Ling ; for many improvements have been made since Ling's day, and what he devised has been changed from a personal into a national matter, just as has Jahn's movement in Germany. Although, for reference, use has been made of the scant literature on this subject, yet the author wishes to state that this book is not a translation. The chapters o'n the physiological effects of exercise and on the muscular activity in the bodily movements are not strictly within the scope of the book, yet the author has decided to include them in the appendix, that the teacher of gymnastics may always have them at hand for reference. Part of the illustrations are original, but the majority are copies of drawings by the late Prof. Hj. Ling, which have been published in his " Allmdn Rorelseldra " (Stockholm, 1880) and in Prof. Torngren's " Atlas till gymnastik-reglemente " (Stockholm, 1879), the author having acquired the copyright of those used. 203 HUNTIXGTOX AVENUE, BOSTON. January, 1890. CONTENTS PART I GENERAL THEORIES PAGE DEFINITIONS 1 CHOICE OF EXERCISES 2 PROGRESSION 4 APPARATUS 8 WORDS OF COMMAND 19 GYMNASTIC DHESS 25 PART II MOVEMENTS OF THE SWEDISH SYSTEM OF GYMNASTICS DEFINITIONS AND GENERAL THEORIES 29 INTRODUCTORY EXERCISES 33 LEG MOVEMENTS 46 ARCH FLEXIONS 71 HEAVING MOVEMENTS . . 87 SHOULDER- BLADE MOVEMENTS 120 ABDOMINAL EXERCISES 137 LATERAL TRUNK MOVEMENTS 151 JUMPING AND VAULTING 168 RESPIRATORY EXERCISES 199 IlULES FOR MAKING TABLES OF EXERCISES 1208 PART III MEDICO-GYMNASTIC EXERCISES USED IN EDUCATIONAL GYMNASTICS .... 215 RULES FOR MEASURING PUPILS 222 PREPARATORY SWIMMING EXERCISES 227 PHYSIOLOGICAL EFFECTS OF EXERCISE 230 MEMORANDA OF THE MUSCULAR ACTIVITY IN THE PRINCIPAL MOVEMENTS OF THE HUMAN BODY 241 TABLES OF EXERCISES . 256 EDUCATIONAL GYMNASTICS PART I G ENE RAL T HE R IE S DEFINITIONS. THE WORD Gymnastics is generally understood as meaning systematic exercise of the muscles for the restoration of health, and for the development and preservation of the phys- ical powers. According to the purposes for which they are used, gymnastics might now be divided into two main branches : viz., medical gymnastics, or exercise for the restoration of health; and educational gymnastics, or exercise for the devel- opment of the healthy body. Although the exercises of one branch essentially differ from those belonging to the other, there are, however, many transitory forms of exercises which do not distinctly belong to either, but which make the two branches merge into each other. Medical gymnastics have been known in America under the name of " Swedish Movements," " Move- ment Cure," etc. ; and we often find these names also bestowed upon the Swedish educational gymnastics by an ignorant public, in whose mind the relationship between the branches has made the two appear to be identical. Medical gymnastics not being within the scope of this treatise, we shall speak no more about them, except incidentally to mention their relationship to educational gymnastics. 2 EDUCATIONAL GYMNASTICS Educational gymnastics have sometimes been given the pre- fix hygienic when their distinct aim has been more the preserva- tion of health than the development of the physical powers. We also find many other names bestowed on this branch of gymnastics. Thus exercises that have a warlike tenor, such as fencing, boxing, wrestling, etc., have been called military gymnastics ; such exercises as imply friendly competition, like the " tug-of-war," " putting the shot," etc., have been described as gymnastic games; and exercises whose chief aim is grace and beauty of form have been named cesthetical gymnastics. The word " gymnastics " can be applied to these exercises only if they are practised on gymnastic principles ; and with this restriction they may also form a part of educational gymnastics, notably for advanced classes. CHOICE OF EXERCISES- The fact that gymnastic exercises should be systematic has led to many misconstructions of the word "system." For, claiming that a system must be "the complete body of an art or science," some persons have invented gymnastic " systems " which embrace every gymnastic possibility (such as exercises for the muscles of the face, tongue, eyes, and other " gymnastic foolery ") ; and in their hunt for completeness, they have finally ceased to be scientific, and have often practically been in direct opposition to their own theories and to ordinary common sense. A careful choice should be made, and the standard which decides the value of each exercise is the effect of the exercise on the body ; i. e., a system of gymnastics must be based on the laws of the organism. If founded on other considerations, it must disclaim all rights to being called a system, a science. When speaking of "the development of the physical powers" GENERAL THEORIES as the aim of gymnastics, we claim that, to have any value, this development must be harmonious, or there should exist an equilibrium between all the parts of the body, so that they form a well-balanced whole under the perfect control of the will mens sana in corpore sano. A good posture is usually the expression of this development. Any partial development, such as we often see in athletes skilled in some particular gym- nastic feat, has mostly been acquired at the expense of other parts, the result often being anything but a state of general health. We should practise gymnastics with health for aim, and not for the sake of excelling others in doing some particu- lar exercise, not for the sake of muscular development. Hence we say that each man is himself the unit by which his strength should be measured; for when all 'the parts of his body correspond to one another in relative size and strength according to the laws of nature, then he has attained the ideal of physical development, even if his muscular strength, as compared to that of others, is found to be comparatively small. In our attempt to reach this ideal, we not only have to encour- age Nature in her normal activity, but we also have to prevent and overcome many tendencies to abnormal development. With this in mind, we have found a law that should govern our choice of exercises ; for, now we say, that the greater or less value of a movement depends on its power to counteract and correct these tendencies, and that any exercise which encourages or produces such a tendency is not only valueless, but may also prove injurious ; i. e., the more a movement allows or produces faulty postures, the less is its value. It is the knowledge of these faults and of their means of correction that is the guide which adopts and rejects, compares and pre- fers. We find that the questions what shall be done in gym- 4 EDUCATIONAL GYMNASTICS nasties, and how shall it be done, are really one and the same thing. This, however, should not be interpreted as if beauty of performance were to be the aim of gymnastics, but rather so that grace of execution is the final test that decides the per- fection of the movement. For, not until a movement can be performed without faults i. e., with utmost beauty has it had all its best effects on the body. Without a clear concep- tion of faults in execution and of the greater or less influence of these faults, there can be no wise selection, no reason or conscious motive for it. Ling has said that " the gymnastic value of an exercise depends upon how it combines the greatest effect on the body with simplicity and beauty of performance ; " or, in other words, beauty of performance is essential to make an exercise effective. PROGRESSION. " System " is a name freely bestowed upon almost anything in the way of gymnastics, no matter how irregular the method be. If gymnastics are to be systematic exercise, the move- ments must follow each other according to some distinct and sensible rule : there must be progression. Not only should the exercises within each day's lesson follow each other sys- tematically, but from lesson to lesson (from week to week) the movements should progress from the very gentlest or sim- plest, step by step to stronger or more complicated ones. It will be found that the best effect of an exercise is never received, if it is taken too early, it may then even prove injurious, and hence no exercise should be applied until the previous ones of the same kind have been thoroughly prac- tised. Experience has proved that if some particular order is followed in each day's lesson, the exercises can be made more GENERAL THEORIES 5 powerful, more complicated, and more advanced, without danger of over-exertion or other injurious results. Practical investi- gation has shown that to attain this object the following order is best: 1. Introductory exercises. 6. Abdominal exercises. 2. Arch-flexions. 7. Lateral trunk-movements. 3. Heaving-movements. 8. Slow leg-movements. 4. Balance-movements. 9. Jumping and vaulting. 5 Shoulder-blade movements. 10. Respiratory exercises. As nothing has as yet been said about the nomenclature used in this manual, a short explanation Avill here be necessary. The introductory exercises serve to gain general attention and muscular control, and to correct the base and general equilibrium, before anything of a stronger or more specific nature is done. The arch-flexions consist of various forms of backward flexions of the trunk, given to expand the inferior portion of the chest, to straighten the dorsal part of the spine, and to cultivate the extensibility of the superior region of the abdomen. The heaving-movements are various forms of lifting one's self by means of the arms on a horizontal bar or other apparatus, climbing ropes, ladders, etc. These exercises have for object to expand the superior portion of the chest, and to vault it upward, besides strengthening the arms. If they are not pre- ceded by the arch-flexions, they are apt to produce a lameness in the upper region of the abdomen. The heaving-movements increase the heart-beat, and should be followed by the balance-movements, as these consist of some easy leg-movements which require but little effort, and hence have the character of those movements which lessen the heart- 6 EDUCATIONAL GYMNASTICS beat, the slow leg-movements. Besides, these exercises pro- duce good and graceful balance, and consequently are needed also for this effect. If we recall that " the body should be a k well-balanced ' whole," we easily understand this. The shoulder-blade movements are various forms of arm- movements which have the effect of correcting the position of the shoulder-blades, an effect much needed by a majority of the growing generation. The abdominal exercises are given to strengthen the abdomi- nal walls, a means of securing good digestion. These exer- cises are needed less by growing than by grown persons. The lateral trunk-movements consist of various forms of bending and twisting the thorax sideways, etc. These move- ments strengthen the muscles around the waist, and affect internal organs contained in this region. When we have proceeded thus far, we are probably again out of breath, and our heart-beat is much accelerated. Now the slow leg-movements are put in to lessen the heart-beat, and allow us to recuperate before we go on to more violent exercises. These leg-movements require next to no effort, whereas their effect in propelling the blood from the heart is quite forcible. The jumping and vaulting can now be safely indulged in, as the previous movements have given us the intense muscular control necessary for these exercises, without at the same time producing any sense of fatigue. Jumping and vaulting im- prove the general elasticity of the body (and elasticity and grace are almost identical) ; besides, they produce courage, self- reliance, and a correct appreciation of space, etc. These exercises are more or less violent, and invariably put us out of breath, and highly accelerate the heart-beat. They must necessarily be followed by some exercises to counteract GENERAL THEORIES 1 these ill effects : such are the respiratory exercises. These consist of various easy movement of the arms (sometimes com- bined with movements of the legs or trunk) in rhythm with deep respiration, the respiratory act being the essential part of the exercise, the arm-movement being done merely to aid in expanding and contracting the chest. When " tables of exercises " are made out, this order is usually followed as closely as circumstances will allow ; and within each class the exercises follow each other in progression, step by step, from table to table. One class of exercises may also in a measure be dependent on the other, as far as its progression is concerned, a fact to which we shall return later. To each table may be made a few additions, such as marching and running, introduced somewhere in the middle of the table, and another hearing-movement towards the end, etc. The tables of exercises that are printed at the end of this book should be understood as being only instances of tables, not to be followed literally and indiscriminately. They are intended only as examples by which a teacher may model his own tables. For progression is not even, every age and each sex has its distinctive predisposition in some respect, inas- much as physical strength does not increase in even pace with age, stature, or avoirdupois, and consequently this must be taken into consideration when the exercises are selected. For instance, jumping from a height is an easy thing for a child, whereas it is difficult for an adult. Women are capable of less speed than men, but more grace ; their ankles, backs, chests, arms, and shoulders are weaker than those of men. They are very sensitive to backward flexions of the trunk, etc. Children have a very limber back, will do all arch-flexions easily ; 8 EDUCATIONAL GYMNASTICS whereas their ability to do the heaving-movements is very limited, etc. Hence it is essential to take individuality into consideration, so that each one may get what he needs, and yet so that the exercise is suited to the ability of all. If faults cannot be avoided, the exercise should be omitted till some future time, when the pupil is better able to execute it correctly. Progression is usually made by increasing the speed of motion ; the duration ; the degree of force ; by combining movements of different parts ; by letting several movements immediately follow each other without pause ; or by changing the rhythm of the movement. In women and children, we cannot demand so much speed, strength, or endurance as in men and boys of large growth ; the necessary restriction is made by lessening the duration of the movements and yet giv- ing the same number of exercises, or by giving a greater variety of exercises where we cannot safely increase the force of the movement. As a rule, for grown persons, progression takes the form of increase in quality, or force of movement ; for children, in quantity, or number of movements. Girls before the age of puberty can safely have the same exercises as boys of the same age and strength. APPARATUS. The Swedish system of gymnastics contains free-standing exercises, and exercises on apparatus, yet it differs from other systems inasmuch as it is entirely independent of the appara- tus, its movements usually being applicable to whatever may be at hand. This makes the system truly practical, as it is thus within reach of everybody, independent of wealth or other considerations. To reach good results by gymnastics, elaborate GENERAL THEORIES 9 apparatus is not necessary : and, although we may be able to do more if we have apparatus of one kind or another, yet there are free-standing exercises that no apparatus in the world can ever substitute ; and in gymnasium-work the free-standing move- ments should never be entirely omitted, but each lesson should contain at least as many of these as of the movements on appa- ratus. But, admitting that apparatus is useful, as it affords more possibilities, more variety, more recreation, there are cer- tain qualities -which we demand in good apparatus. 1. In the first place, it must be cheap, a point that hardly needs argu- ment. 2. In the next place, it should occupy but little room ; for the floor of a gymnasium should be large enough to allow space for marching, running, free-standing movements, etc., and if the apparatus covers considerable surface, the room must be so much larger, it must have a separate ''running-track," etc., all of which means additional expense. The apparatus used, if covering the floor-space, should be so constructed that it can be cleared away without a great loss of time ; furthermore, apparatus made on these principles might be put into an ordi- nary room (schoolroom) without interfering with the use of that room for other purposes than gymnastics. This does away with the need of a gymnasium in schools that cannot afford one. 3. In order to be useful, the apparatus must also allow of a great variety of movements which are gymnastically unlike. So, for instance, a properly constructed horizontal bar can be used in exercises belonging to any one of the classes enumer- ated on page 5, whereas the average horizontal bar used in America is useful for but little outside of heaving-movements. The rowing-machine, bicycle-machine, and other " modern " apparatus are instances of apparatus which allow of only one movement, besides being expensive and covering a great deal 10 EDUCATIONAL GYMNASTICS of floor space. 4. The apparatus should also be so constructed as to allow a great number to use it at the same time. For, considering how few minutes a day are usually allotted to gymnastics, it is of great importance to see that no one is wasting time by having to wait until there is room for him on the apparatus. Thus a horizontal bar should be so arranged that several can use it at once, so that those who stand wait- ing have just time enough for a short rest. 5. The apparatus, when fulfilling the four previous conditions, is also suitable for all differences of age, strength, and sex, so that we do not need one machine for boys, another for girls, a third one for men, etc. But no apparatus no matter how well constructed is used to its best advantage, unless there be a skilled hand to direct it ; and it is equally true that a good teacher will be able to do a great deal with whatever apparatus there is at hand no mat- ter how poor it be. When a teacher complains that he cannot do anything ; that he cannot keep the majority of his pupils interested, etc., " because he has not the necessary apparatus," it is safe to say that it is his fault, and not the fault of the apparatus, nor of the system which he professes to teach ; he simply passes judgment on himself as being unqualified to teach. Below is given a description of the apparatus used in Swed- ish gymnasiums. The Horizontal Bar (Fig. 1). If properly constructed, this is the most useful of all the apparatus. Its dimensions are : length, twelve to eighteen feet j width, five to six inches ; thickness, three to four inches. Its profile looks as in Fig. 1 a ; the top is rounded so as to afford a good grip for the hands ; the under side is grooved ; this side is sometimes turned up- ward to allow of a different grasp or to better accommodate GENERAL THEORIES 11 those who have small hands. The bar rests at each end on a bolt, stuck through a vertical beam in which the bar slides ; this beam (one at each end), about ten feet high, is usually fastened to the wall, but may also be fastened free on the floor by some contrivance (as shown in the figure) so that it can be taken away if the space is needed. There are holes made for the bolts at intervals of two inches. If the bar has to be made shorter or longer in order to fit the room, its other dimensions must be changed accordingly. The bar should, however, never FIG. 1. HORIZONTAL BAR. be made too thick to afford an easy grasp, but its width may be changed to more than five or six inches so as to give sufficient strength. The bar is supplied with three or more wooden sad- dles (Fig. 2), which can be removed when not used. A bar twelve feet long will hold three of these saddles. A well- equipped gymnasium has a double set of bars to fit one above the other (double-bar) between the vertical beams ; the other bar may have one plane side as shown in Fig. 1 b ; the bar, put low with this side up, will then serve for balance-movements. 12 ED UCA Tl ON A L G YMNA S TICS The bars and saddles should be arranged so as not to rattle or shake when being used. As compared to the round, narrow one, the Swedish bar has many points of superiority. This shape obliges the gymnast to use the muscles of his shoulders and chest more than those of his wrists when pulling himself up on bent arms ; in that way this bar gives more chest-expansion than the other. In vault- ing, the larger bar gives a firmer support, and hence is safer. The shape is an exact fit for the hands as they grasp the bar from above, thumbs behind, fingers in front. Besides, this bar FIG. 2. WOODKN SADDLKS. being stronger, it can be made long enough to allow several to use it at one time. The Bar-Stalls (Fig. 3) constitute the next most important apparatus. They consist of vertical beams at intervals of three feet. These beams are about nine feet high, six inches wide, and two inches thick, and bars are fastened through them at intervals of five inches. The top bar springs out beyond the others, and the other bars are held in place by strips of wood screwed on to the front edges of the beams. The section of one of these bars is a rectangle one inch by two inches, with rounded corners. Wherever there is room, the walls may be lined with these bar-stalls. In front of the stalls are placed GENERAL THEORIES 13 J. 3 BAR-STAt.L. 14 ED UCA TIONA L G YMNA S TICS loose benches (Fig. 4), one foot high, the seats being nine feet long and one foot wide. There should be one bench to every three bar-stalls. The Poles (Fig. 5 a) are round wooden spars with a diame- ter of two and a half inches. They are fastened to the ceiling by means of hooks, and they reach nearly to the floor. When not in use, their lower free ends should be tilted against the wall, and held there by means of a loop or other contrivance, so that they are out of the way. There may conveniently be one pole in front of each beam of the bar-stalls, which is sus- pended so as to hang about one foot and a half away from the beam when in use. Six or more poles should be found in a well-equipped gymnasium. The Vertical Ropes (Fig. 5 5) are smooth (without knots), have a diameter of one and a half inches, are suspended from the ceiling, and come within a few inches of the floor; their lower ends are covered with leather. Six or more of these may be put in a row parallel with the horizontal bars, and a few feet away from them. The ropes, as well as the GENERAL THEORIES 15 poles, should be at least one and a half feet apart ; when not in use, they are gathered by a loop running through a pulley, and hoisted out of the way. The Horizontally Inclined Rope is fastened at one end by a hook in the wall close to the ceiling (or in the ceiling close to the wall) ; its other end is fastened to the floor near the opposite wall (or in the wall near the floor). This end is so arranged (Fig. 5 d) by means of hooks and screws that the rope can be easily fastened and firmly stretched when in use ; when not in use, this end is unhooked, and the rope gathered to the wall on which its upper end is fastened. The rope should be so arranged that the incline is 45 or less ; and the whole length of the rope should be from forty to fifty feet, From the hook at the ceiling a vertical rope may be suspended so that no time is wasted by the pupils having to climb back the same way they came, but one rope serves as a " feeder " for the other. If space allows, there should be two inclined ropes in a gymnasium. Wooden Ladders. These are very useful pieces of appa- ratus, especially for children. They can be constructed in many different ways, one of which is shown in Fig. 6. This (the vertical) ladder is suspended from the ceiling, and reaches to about two feet above the floor. The hooks from which it hangs are fastened to the ceiling at least two feet from the wall. The lower end of the ladder is allowed to swing free, or it is fastened to the wall by means of hooks and "screw- eyes," according to the purposes for which the ladder is used at the time. Another (the horizontal) ladder may be arranged so as to hang with the long side up (Fig. 7), its lower edge being about six feet from the floor. This ladder is best fastened by ropes and pulleys so that it can be raised or lowered. One 16 ED UCA TIONA L G YMXA S 77 CS FIG. 8. ROPE LADDKR. FIG. . VERTICAL LADDER. I I FIG. 7. HORIZONTAL LADDER. GENERAL THEORIES 17 ladder of each kind is enough in an ordinary gymnasium. If space allows, there may also be hung six or eight rope ladders (Fig. 8), whose lower ends swing free when the ladders are in use. At other times they are hoisted out of the way like the vertical ropes. The Vaulting-Horse. The modern horse has the appear- ance of Fig. 9. The body is about six feet long and one and a half to two feet broad over the hind-legs, and six to eight inches narrower over the front-legs. It is made of light wood strengthened by iron bands, and it is wholly covered by leather. FIG. 9. - THE VAULTING-HORSE. Along the top is a long piece of roughly finished leather form- ing a blanket and a saddle with low pommels, held on by straps buckled under the body. The legs are square, made of hard wood, and firmly fastened into the body, slanting outward so as to make the horse steady. They are supplied with casters so as to make it easily movable, and on their front sides are fastened loose square legs running through iron frames. These legs are movable so that the horse may be made higher or lower, and they are held in their places by bolts running through holes made through both legs. When the horse is 18 EDUCATIONAL GYMNASTICS to be moved, these legs are raised entirely above the floor. Although much more expensive than the old-fashioned horse (Fig. 10), it is far more practical than that one. However, the latter is a very good piece of apparatus, and will do almost as well for those who cannot afford the modern one. The Vaulting-Box (Fig. 11). This is a wooden box made in compartments. It has slanting sides and a top upholstered in leather. All the corners and edges are rounded. Tne top measures about one and a half by five feet, and the bottom three by five and a half feet ; and with all the compartments, FIG. 10. OLD-FASHIONED HORSE. three or more in number, it stands from four to five feet high. The compartments are supplied with handles or holes cut in the wood, so that they can be easily lifted off. This piece of apparatus is comparatively cheap, and will in a measure sub- stitute the horse ; besides, it allows of certain movements (somersaults) which cannot be as safely done on the horse. A complete gymnasium has one horse and one or two of these boxes. In a gymnasium there should also be found two or more loose ropes about one inch in diameter and about nine feet GENERAL THEORIES 19 long. These are used for free jumping and for various other purposes ; when used for jumping they are usually put into stands especially made for this purpose, as found in most gym- nasiums ; but they may be fastened into the stall-bars or some other place quite as well. The horizontal bar, especially if a double one with loose saddles, will form a substitute for any of the above enumerated apparatus ; thus if you can afford only one piece of apparatus, this bar should be your choice. If you are called upon to apply the Swedish system in a gymnasium already fitted up, FIG. 11. VAULTING-BOX. you will need no new apparatus, but can use whatever there is at hand ; for, the exercises, and not the apparatus, make the system. WORDS OF COMMAND. A lesson in gymnastics is best conducted with the class arranged in ranks, military fashion ; this cannot be strictly carried out when the apparatus has to be used ; but, whether the exercises are free-standing or on apparatus, nothing should be done unless the teacher has ordered it. For this reason he uses words of command. These consist 20 EDUCATIONAL GYMNASTICS of two parts : one part, the preparatory, describing the exer- cise it tells what should be done ; the other, the executory, gives the time when it is to be done, and it also indicates the speed of motion. The preparatory part may sometimes be pre- ceded by another, cautionary part, telling the pupils what to avoid what not to do. This is often used to warn against common faults in gymnastic movements. For instance : " With- out moviny the shoulders (cautionary), head backward (prepara- tory) bend! (executory)." The first two parts are pronounced with loud, distinct, and moderately slow voice, so that every one can fully understand what is to be done and be fully ready for it when the executory command is given. A short pause is made before the executory part, and now this is given with sharp, short accentuation if the movement is to be performed in rapid rhythm, and with a lingering intonation if the speed of motion is to be slow. For beginners the commands are longer and more descriptive, and the counts, "one, two, three, four," or " one, two ; one, two," are used as executory parts. For instance, the command, ''Left foot sideways place and arms upward stretch!" when given to beginners would be: ''Left foot sideways place 6ne ! " and after that has been done : " Arms upivard stretch tine ! Tw6 ! " and so on. For some apparatus-movements, the pupils take the commencing position at the command, "Reddy!" after the position has first been described. The movement is then executed to commands as usual. The commands throughout this book are printed in Italics with quotation-marks, and an accent indicates whether the executory word is to be short or prolonged according to the desired speed of motion. This method of leading a lesson has been greatly objected to by various persons. Some have the idea that a better result GENERAL THEORIES 21 is obtained if the teacher stands in front of the class and per- forms, while the class imitate his movements ; but you will find thak0in this case the teacher usually is the only one who executes each movement as it ought to be. The pupils have their attention more concentrated upon watching and imitating the teacher than upon the movements they themselves are doing, and the consequence is that no movement is done to its fullest extent, and the best effects are lost. If the move- ment is to take place for the first time, and the teacher has reason to suppose that the command does not sufficiently describe it, then he may show the movement before command- ing it. If he himself, for some reason, does not wish to perform before the class, he selects a skilled pupil to show the move- ment, and then proceeds to command it, after the pupil has taken his place in the class. The last arrangement is often the best, as the pupil is liable to get into a faulty posture, and the teacher then has the opportunity to correct it and thus show the class what to avoid. Whoever is showing a move- ment should take care to face the same way as the class; for left and right will otherwise easily be mixed by dull pupils. When the movement is done, the class stands still in the new position, until something else is ordered. And now the teacher occupies the pause by moving about, correcting by word or action those who have a faulty posture. All these corrections should be made very quickly, so that the class is not kept in a tiresome posture for more than a brief period, or their attention will soon be lost. As a rule, the manual corrections a pull or often the slightest touch is all that is necessary will be found to be quickest in result and consequently the most practical ; and usually there is time to correct only two or three pupils. 22 EDUCATIONAL GYMNASTICS Repeat the movement if necessary, but do not keep the class standing in one position for any length of time. Now if the teacher were performing with the pupils, how could he make these corrections without temporarily interrupt- ing the lesson? To keep the strict attention of the class, he would have to overlook the faults, and thus neglect half his duty ; for a teacher's duty is not only to instruct what to do, but it is equally to correct and prevent that which should not be done. Some advocate exercising to music as being the best way of practising gymnastics. Here the pupil thinks more of the rhythm in which to do the movement, than of the manner in which it should be done ; and, his attention being divided, one of the objects of it must suffer : he sacrifices the effect of the movement for the sake of keeping time. Furthermore, there are very few gymnastic movements that are rhythmical ; in fact, only walking and some other oscillatory movements can be classified as such, whereas every gymnastic movement has a rhythm of its own distinctly different from the rhythm of music. If you desire to do a movement rhythmically, as may sometimes happen, your commands, " one I Two! One! Two!" . . . or ''one! Two! Three! One!" . . . will furnish the neces- sary "music." In a discussion on this point, a prominent educator of this city said that gymnastics to words of command were not mechanical enough to be recreative, whereas gymnas- tics to music furnished this recreation, especially for those whose occupation is brain-work. To this we answer, that in order to reap all the benefits of recreation, you must put your mind into it ; whereas, if you play in a mechanical way, while your mind is busy on something else, your recreation will do anything but give the required rest. What is it a brain- GENERAL THEORIES 23 worker most needs? He needs to put his mind, which is usually bent on something outside of him, into his own body ; he needs to take exercise where every movement is done with full attention, full volition ; and it is only then that he will reap all the benefits which can be received from exercise. If you insist upon using music, the best form of movement would be dancing, which exercise is both rhythmical and recreative. Again, others recommend series of movements which the pupils learn to perform in a certain unvarying order. In this kind of exercise the pupil usually pays more attention to the order to be followed "what comes next?" than to the movement he is doing at the time ; and, his attention being divided, he will either forget the order of the series, or neglect the correct execution of the movements. Words of command necessitate discipline : the class must obey when the teacher orders. As for this arrangement being " tiresome for the pupils," " too much military style for ordi- nary citizens," " too pedantic," etc., we wish to state that this is the least tiresome method of applying gymnastics. More- over, discipline should be taught not only to military men but to everybody, for no one will have the same power of self- control unless some time in his life he has had to obey ; arid this discipline is by no means any encroachment upon the pupil's " rights as a free citizen of a free country." Only those who know what restriction means can truly appreciate liberty, and make a good use of it. This discipline need not be pedantic, if the teacher knows how to let rest and activity, play and work, alternate. Frequent changes between these will make activity more earnest, rest more playful ; and they will teach the pupils how to better distinguish between active 24 EDUCATIONAL GYMNASTICS and passive rest. In the education of children, we all know how a teacher without discipline is unable to impart knowl- edge to his pupils ; and this is just as true with reference to gymnastics. Besides, children all like a good disciplinarian, who knows how to combine firmness with good humor and a kind disposition ; they willingly obey, and he will accomplish more with them than any one else. Many claim that these soldier-like Swedish exercises are not suitable for girls, because " they give to our women a military gait and posture." The soldier stands and walks erect, and moves with precision, not because he is a soldier, but because he has learned how to carry himself ; and it certainly does not lessen the beauty of the fair sex, if they also learn how to stand and move in best conformity with the laws of nature. Indeed, the saying that " man was made to walk erect," refers to man and woman equally ; and if woman is to be man's equal, she should bear in mind that " the only true basis for culture is the physical basis ; " for, a sound mind requires for existence that it should dwell in a sound body ; and a system of gymnas- tics, founded on the laws of nature, is suitable for women as well as for men, whether it is taught to words of command or not. Every lesson in gymnastics should begin with the command, " Attention /" which word implies that the pupils should stand still (wherever they may be) in an active and careful posture, ready for work. When a rest is desirable, the command, ''Stand at edse!" or "In place rst /" indicates that the pupils may take a restful posture without leaving the ranks, or the place where they are standing at the time. To omit either of these commands, where they should be given, is to allow the pupils to become negligent. Whenever a new exer- GENERAL THEORIES 25 cise is shown to the class, it is best to let them stand at ease ; and, if they show signs of fatigue or lessened attention, com- mand " In place rst ! " and let this be soon followed by " Attention ! " In that way, whate ver is done is done by your will and not by that of the pupils, or at least they will think so ! Under all circumstances, as long as the lesson lasts, the teacher should have absolute authority in the gymnasium, whether the class be at work or at rest. GYMNASTIC DRESS. There is a common supposition that gymnastics require a special dress ; and, on the other hand, a great many claim that you should wear the same dress when you exercise that you do in ordinary, every-day life. In gymnastics it is essential that the dress be loose so as to allow full freedom of motion ; conse- quently collars and anything tight around the limbs should be removed. As for corsets, it is to be hoped that no one will be rash enough to practise gymnastics while embraced by this enemy of womanly health and beauty. The costume should be light in weight, so that the increase of bodily heat may not become excessive : however, it need not be any thinner than what should commonly be worn in-doors, for such a dress, especially in the winter, should always be light if we wish to avoid taking colds. For school-children there will be no need of special gymnastic dress, when the exercises are practised in the schoolroom ; for, in this case the movements are neces- sarily simple, and have none of the violent nature which would require a still looser dress for more freedom of motion, or a lighter one to prevent the great rise of temperature that is the usual result of violent and powerful gymnastic move- ments. 26 EDUCATIONAL GYMNASTICS If the girls are dressed in a common-sense way, i.e., in short skirts that do not drag heavily on the hips, with a blouse or other loose waist and without corsets, they will be able to partake of the gymnastic exercises in the schoolroom. If gymnastics are made compulsory in the schools, girls will have to dress accordingly, and perhaps in that way the much-talked- of u dress-reform " can be brought about. For, the average girl, thus accustomed to perfect freedom of motion, would probably not be willing to give up this liberty for the sake of wearing the conventional stays, for which she would have no more use, since her muscles would then be developed to do the work for which nature has designed them, but which a mistaken idea of beauty has transferred to steels and whale- bones. As for boys, they are always dressed for gymnastics ; and if they remove their coats, and possibly their vests also, no other change need be made, not even in the gymnasium. In a gymnasium, however, where more time is allowed for gymnastics, and where there are usually separate dressing- rooms, it is desirable that a regulation costume be worn, espe- cially by grown women ; for, a woman's dress of to-day is thoroughly unfit to be used for gymnastic purposes, as it admits neither of free respiration nor of any other freedom of motion. The best gymnastic dress for women is the divided skirt with a blouse-waist (Fig. 12). The skirts are fastened above the knee, and fold over, reaching nearly to the ankle. One form of dress (Fig. 13) consists of knee-breeches, short skirt, and blouse-waist. This, however, is less practical than the other, besides giving a more awkward appearance. Those who object to wearing gymnastic dress may wear a very light skirt of usual length ; but they will soon conform to the regulation GENERAL THEORIES 27 dress on account of the greater freedom of motion which it allows. The shoes should be light, the best kind for men as well as for women being low shoes with cloth tops, rub- ber soles, and low heels (or none at all). The rubber sole has the advan- tage over the leather that it prevents slipping, and thus averts many an acci- dent. Low shoes are better than high ones, because they enforce a stronger activity of the an- kles, and thus de- velop and strengthen them. The best gym- nastic dress for men consists of shoes as above, moder- ately wide trou- sers of flannel or duck, a loose shirt of the same material with turned-down collar, and a sailor's belt. The collar and tie should not be so large that they "float before the wind," as they will then be in the way. The whole dress should be white, with possibly a narrow ribbon around the collar and sleeve-linings. Fancy costumes belong to the circus, and are not becoming in a gymnasium. The low-necked and sleeve- less shirt is hardly decent in any other place than one's own FIG. 12. DIVIDED SKIRT, BLOUSE WAIST. QYMWAi 28 EDUCATIONAL GYMNASTICS room when no one is present ; besides, the naked neck and arms are liable to get chafed from the apparatus. For ordinary gymnasium work it will be sufficient for a man to remove his collar, cuffs, coat, vest, and suspenders, and to change his boots, as this takes but little time. His gymnastic dress he may save for exhibitions, to give a more harmonious look to the class work. PART II MOVEMENTS OF THE SWEDISH SYSTEM OF GYMNASTICS DEFINITIONS AND GENERAL THEORIES. " THE oneness of the human organism, the harmony between mind and body," constitutes the fundamental principle of Ling's gymnastics. This harmony is preserved and developed in the healthy by gymnastic movements, aided by hygienic agencies, such as fresh ah*, food, drink, sleep, dress, etc. A gymnastic movement is a movement that has a definite space, time, and force. " Stretching a limb or making frictions along a muscle, nerve, or vessel, in a direction and manner and with a velocity and force all previously determined, and for a distinct purpose, are instances of gymnastic movements." The limits of a movement are determined by the laws of gravitation and by the sphere of activity of the muscles. If the movement is not in conformity with the laws of the organ- ism, it not only loses its value, but it may also prove injurious. Hence the anatomical structure and the physiological activity of the body, as related to motion, should be familiar to those who apply or superintend gymnastics. A movement is a change from one position to another, a chain of intermediate positions ; and it is rendered exact when the commencing position, terminating position, the line of motion, and the rhythm of action are clearly and severally determined. An accurate movement can be done only from a 30 EDUCATIONAL GYMNASTICS correct commencing position ; and if it is correctly executed, the terminating position should be as correct : hence the posi- tion that a movement creates is the surest means by which we can judge of the value of the movement. A point to be remem- bered is, that when a movement is disfigured, it generally does more harm than good ; or, a movement has the best effect on the organism when it is performed in a graceful or beautiful manner ; or, to quote Ling, " a correct position is the first con- dition for the utmost beauty and power of action, for complete- ness and decision." If we remember that every muscular effort is involuntarily preceded by an increased inhalation, and also that a contract- ing muscle absorbs about double the amount of oxygen that it does while at rest, we easily understand why free respiration is absolutely necessary in all exercise, and also why the great- est importance must be laid upon the development of the respiratory organs. If a position or a movement interferes with free respiration, it must be rejected. With reference to this point, Hj. Ling says that " every correct active movement, executed with undivided attention and intense will-power, is to be considered in a measure as a respiratory movement. This condition is expressed to every experienced eye by the way the head, neck, shoulders, chest, etc., are carried, and is lost by so slight a thing as a fall of the eyelids, etc. This is true of all positions and movements, from the simplest to the most complicated. . . . Hence all execution depends not only upon the quantity, but also upon the quality, even in jumping. . . . There is no greater mistake than to suppose that there could be any one active position deviating from this simple rule. . . . Hence the necessity of making a distinct difference between standing, sitting, kneeling, passive positions, and the MOVEMENTS OF THE SWEDISH SYSTEM 31 corresponding active ones : the former express rest or lack of attention, the latter activity and readiness for work." The little word " Breathe ! " should be frequently used during a lesson in gymnastics, so as to make sure that no one is forget- ting to comply with this important law of nature. According to the point of view from which they are consid- ered, movements may be classified in widely different ways. Physiologically, movements are: 1. Voluntary, those that are the condition of meditated action. 2. Involuntary, those over which the will has no control, such as the heart's action, the movements of the stomach and intestines, etc. Or, move- ments may be spoken of as simple and complicated (compound, complex), etc. All these classifications belong to the general kinesiology (science of movements), and hence need no mention here. Gymnastically, movements are active, passive, resistive, and assistive. The last three classes belong to medical gymnas- tics, and will not be described here, even though some of their forms may be borrowed and used in educational gymnastics. An active movement is a minutely determined, voluntary, muscular movement. In gymnastics it must have a distinct gymnastic purpose, in contrast with other voluntary move- ments. Physiology teaches us that every muscular movement should be considered as having three phases : 1. The nerve and muscle are getting ready to work, and yet there is no visible move- ment. 2. The muscle contracts. 3. The muscle relaxes, or returns to its former length ("medium position"). For this reason a movement begins and ends slowly and with but little *force, whereas during the intermediate period the speed may be increased, as the force grows. As a rule, it may be said that it is easier to do a movement quickly or with moderate 32 EDUCATIONAL GYMNASTICS speed, than it is to do the same movement slowly. In this way, one and the same movement repeated may serve as its own progression, simply if the speed of motion is changed. This, however, does not refer to all gymnastic movements, for there are movements which should always retain all their original speed in order to keep their gymnastic character and effect ; and, at the same time, there are others which are to be executed slowly, even when first used. This will be better understood through the description of movements which follows. For ease of description, a great many authors have classified movements, as head-movements, arm-movements, leg-movements, etc. In this book the exercises will be classified as on page 5, with the difference that after the introductions will be placed leg-movements, which class will contain introductory leg-move- ments as well as balance-movements and slow leg-movements, as this arrangement will somewhat simplify the descriptions and thus save space. Each movement will be supplied with its command. To abbreviate the latter, it will be written like the following example : " Left (r.) foot forward place and arms upward stretch! Trunk to the left (r.) bend!" this meaning that when the left foot is placed forward, the body should be bent to the left, whereas if the right foot is forward, the body is bent to the right. The movement should be repeated at least three times to one side, before the commencing position is changed and it is executed to the other side. To shorten the nomenclature, the following abbreviations have been used. 1 The capitals denote the various parts of the body; whereas small letters, or a capital followed by small letters, indicate the position and movement. Tims : 1 See page 273 for complete list. MOVEMENTS OF THE SWEDISH SYSTEM 33 A.. =. arm. B. = back. F. = foot. H. = head. K. = knee (Kn.). L. = leg. T. = trunk. abd. = abduction. add. = adduction. circ. circumduction. backw. = backward. cr. = crook (refers to leg). elev. elevation. ext. extension. fall. the trunk bent back\v. flex. flexion. flg. or fling. flinging. forw. forward. gr. = grasp. hang. = hanging. hlf = half (when only one leg or arm is used). hor. = horizontal. 1. = left. ly. = lying. pos. = position. r. = right. rot. = rotation. sidew. = sideways. sitt. = sittmg. st. = standing. std. = stride (refers to the feet). stp. stoop (trunk bent forward). str. = stretch (refers to the arms). swim. swimming. turn. = the trunk rotated. yd. yard (refers to the arms), etc. The nomenclature may at first seem odd, but the teacher will soon become familiar with it and find it a great help. To save repetition in the descriptions, the exercises within each class are grouped together according to commencing posi- tions, wherever this can be done. Thus the descriptions do not follow any progression ; but after each class is given a list, in which the exercises are enumerated in progressive order, the list merely giving their names. These progressive lists do not claim to be correct in every particular, but they may prove a valuable help to the teacher, when he has to make out his own tables of exercises. INTRODUCTORY EXERCISES. Introductions are exercises used at the beginning of each lesson to gain general muscular control, to correct the base and balance, and to improve the attention. At first only simple leg-movements are used, such as taking the various walk-standing positions, and. changing feet, etc. As the class 34 EDUCATIONAL GYMNASTICS advances, we add one or more exercises to these, so that, for an advanced class, a complete table of exercises should contain before the arch-flexions a respiratory movement, leg-movements, arm-movements, a lateral trunk-movement, and exercises for order and rhythm. These movements are chosen from among those which have been done at some previous lesson, so that they now require but little effort, movements which we wish to repeat so as not to forget the positions which they produce, etc. Some exercises, which do not have a sufficiently distinct effect to belong to any particular class, but which are necessary as preparations for other and similar movements, must be classi- fied as introductions. The first two or three lessons for a class which has had no previous gymnastic training are largely made up of this kind of exercises. On the other hand, there are movements which, although they are introductions to others of the same kind, yet have a distinct effect of their own ; and on that account these exercises are not only introductions, but also what we call real gymnastic movements. Consequently, all exercises of this kind will be described in the various classes where they belong, and only such movements as can have no other place will be included under the heading " Introductions." Fundamental Position (Fig. 14). The first thing to teach pupils is to take the fundamental standing position (fund. st. pos.). This corresponds to the position of the soldier, except that the feet are at right angles. Thus the position is as follows : heels together and on the same line ; feet turned out equally, and making with each other an angle of 90; knees straight, without being stiff ; the body erect on the hips, which are drawn slightly backward ; the chest well expanded ; the shoulders drawn backward and downward so that they are level ; the arms hanging down of their own weight close to the body, MOVEMENTS OF THE SWEDISH SYSTEM 35 with the hands extended, palms resting on the thighs " behind the seams of the trousers ; " the head erect with the chin drawn in ; the eyes looking straight forward, not downward ; the weight of the body carried by the balls of the feet. The angle of 90 gives a larger base than that of 60, and has the advantage, gymnastically, of making it easier to find the direction " sideways forward," this now being in direction of the foot, which is pointed midway between sideways and forward. If a person be knock-kneed, or have very large calves, he will not be able to stand with his heels to- gether, but may then be allowed to have them a little apart. To make the pupils take this posi- tion, give the command, " Attention ! " or, if they already are attentive, but standing in some other position, and you wish them quickly to take the fundamental position, the command is, "Position!" which means, "Take the fundamental position in the quickest possible manner." When a rest is desirable, you command, " In place rest!" which allows the pupils to take easy positions, and talk, provided one heel is always kept in place. If you wish them to stand in easy positions without talking, you command, "Stand at edse!" How to Arrange the Class. Before the lesson (in a gym- nasium) begins, at the command, ''Fall in ranks!" the FIG. 14. STANDING POSITION. 36 EDUCATIONAL GYMNASTICS class forms in two ranks, one behind the other. Arrange the class so that the tallest one stands as first man on the extreme right (right wing) in the first (front) rank, the next one in size behind him as first man of the second (rear) rank ; the next two tallest are placed in the same way on the left wing (the extreme left) ; and this way you arrange the whole class so that the smallest ones stand in the middle of each rank. If the class consists of an odd number of pupils, an empty space is left in the second (rear) rank next to its last man on the left wing. To get the ranks in a straight line, and to correct distances, command, ''Right dress!"" All, except the first man on the right wing of the first rank, turn their heads quickly to the right, and move by little steps so that they are all in a line, the men of the second rank standing behind those of the first and one step back. At the command " Frdnt ! '" the heads are again turned quickly forward. The men of the first rank should stand so far apart that, if each one slightly raises his right arm with the elbow a little bent, it touches the left arm of the next man on his right ; this adjustment of distances takes place while the " right dress " is being executed. If it is desirable to have the pupils at a greater distance from each other, command, u Whole distance, right dr^ss ! " when all the pupils except the first man on the right wing of each rank march to the left flank ; each one halts as soon as he is so far away that he can just touch the left shoulder of the pupil on his right side with the fingers of his outstretched right arm. The pupils keep their right arms lifted and their heads turned to the right, until the teacher commands, " Frtint /" If a still greater distance is desired, the teacher commands, "Double distance, right dress ! " This is done on the same principles, MOVEMENTS OF THE SWEDISH SYSTEM 37 except that the pupils stretch both arms sideways, and halt so far apart that their fingers touch. Open Orders. The ranks are opened at the command, " Open ranks march ! " The second rank takes two steps backward, beginning with the left foot, and halts (count "Owe, two, three!" if you so .wish), taking care to form an even line. To open orders, command first, "Count twos!"" Within each rank the first man on the right says "Owe," while he turns his head to the left ; upon hearing this the second one turns his head to the left and says " Two" the third one says " One" the fourth one says " Two" and so on all through the rank. If the ranks are closed, only the first rank counts, the men of the second rank taking the same numbers as those who stand in front of them. ' The next command is, "Numbers two (one), one step backivard mdrch!" The designated numbers take one step backward with the left foot, and bring the right foot down beside the left one. For a little practice, you may now com- mand, "Numbers one and two, change ranks march!" The twos take one step forward, the ones one step backward, etc. To close orders, command, " Numbers two (owe), one step forward mdrch!" and then, "Close ranks mdrch!" The second rank now takes two steps forward, beginning with the left foot, and halts. For advanced classes, the shortest com- mand is, " Close orders mdrch ! " when numbers two (one) step forward into their places in the respective ranks, and the ranks then close as before. Another and favorite arrangement is to count threes instead of twos, and, after having opened ranks, to make numbers one take one step forward and numbers three one step backward. This arrangement affords the teacher the best survey of the class. 38 EDUCATIONAL GYMNASTICS If the class is facing the flank, at the command, " Open ranks mdrch!" each rank takes one step to its respective side, so that the ranks separate. To open orders, command, "Numbers two, one step to the right (1.) mdrch ! " or, " Numbers one, one step to the right (7.) ; numbers three, one step to the left (r.) mdrch ! " etc. If space does not admit of the whole class in one division, it may be formed in two divisions, one behind the other and six steps away from its second rank. The commands will then be the same as above. If there are less than twelve pupils in a class, they are best arranged in one rank. Facings. To face to the flank, command, " Right (7.) face ! " The pupil turns on his right (1.) heel 90 to the right (1.), and supports the motion by the ball of his left (r.) foot ; when this is done, he places his left (r.) foot beside the right (1.) one in fundamental position. Facing to the right is done on the right heel, facing to the left on the left. This is directly opposed to American military drill, where the turning is always done on the left heel, but it is true to the gymnastic principle which teaches that movements should be done equally on both sides. Half-facing is executed on the same principles, to the command, " Right (1.*) oblique fdce ! " To face the rear, command, "About fdce!" On the left heel turn 180 to the left, supporting the motion by the ball of the right foot. When the semicircle is completed, the right foot is placed beside the left one in fundamental position. This also differs from the military drill, where the facing to the rear is a most complicated affair. The Swedish way of turning always to the left is intended to make us as well balanced on the left as we naturally are on the right ; besides, the motion is executed on exactly the same principles as right MOVEMENTS OF THE SWEDISH SYSTEM 39 and left face, which greatly simplifies matters. Not to make us one-sided, however, we should occasionally practise "about face " to the right, the command being, " Right about fdce ! " The motion is then executed on the right heel, and supported by the ball of the left foot. An occasional "right about- face," is a good means of wakening a sleepy class, or of refresh- ing the attention a little. In all facings, the arms should be kept close to the body and the shoulders level. During a lesson in gymnastics, the class should usually be facing the flank. Marching. Although marching does not strictly belong here, we will, however, describe it in connection with the above movements, since it forms part of the standard "drill." We totally discard the " balance-step," and similar exercises, as being too antique for modern drill. To start the class, com- mand, " Class, fomvard mdrch ! " when every pupil immedi- ately begins marching by bringing the left foot forward first, the right one following with a speed of a hundred and fourteen to a hundred and sixteen steps a minute ; the length of each step should (for adults) be about two feet and a half. In marching, the chest should be carried well forward and the head erect. The shoulders should be kept level, and to pre- vent them from swinging forward and backward, the arms should oscillate in even rhythm with the legs by a slight flexion and extension of the forearm, the limbs of opposite sides moving simultaneously. As the foot touches the ground, knee and instep should be extended so that the ball of the foot and the heel touch the ground simultaneously. If the heel strikes first, the step loses its elasticity. To increase the length of the steps, command, "Long steps 40 EDUCATIONAL GYMNASTICS mdrch ! " when the steps are increased to about three feet. To regain the ordinary length, command, ''Ordinary mdrch!" when the steps are again shortened. To shorten the steps to about a foot and a half, command, " Short steps mdrch ! " and again, " Ordinary mdrch ! " The short steps should be a little more marked than ordinary marching. If you wish to keep the class marching in the place where they stand, com- mand, "In place mdrch. ,'" (or, "Mark time mdrch /"), when the pupils slightly lift their feet, " and make a semblance of marching, without gaining ground." If from that you wish to get ordinary march, command, " Forward mdrch ! " Marching backward is done to the command, " Backward mdrch!" and resembles "forward march," except that the steps are now only half as long as in the latter. If you wish the class to change step, command, " Change step mdrch ! " The foot that is behind is placed beside the front one, instead of passing it, and the latter takes a new step forward. A continuous change of step (" With change of steps, class forward mdrch!'''), a movement somewhat resem- bling polka, is an excellent means of quieting down the rhythm of marching, if it has grown too rapid. Besides, this form of semi-dance is excellent for developing a graceful and light step. Care, however, should be taken that the step does not become too elastic, as is often apt to be the case. On the other hand, the short step usually quickens the rhythm. If the class does not keep time, command, "Mark every three (Jive} steps mdrch!" At every third step the foot is put down with an increased pressure, knee and instep being stretched as usual. The pupils should not be allowed to slam the foot down with bent knee, trying to make all possible MOVEMENTS OF THE SWEDISH SYSTEM 41 noise. Always make the marking occur on odd steps, so that it will be done by each foot alternately. Running takes place at the command, " Double quick mdrch ! " when the whole class simultaneously come forward with a speed of about a hundred and sixty-five steps a minute. In running, the body should be gently inclined forward, the head thrown back, and the mouth closed. The forearms should be lifted to horizontal position, with firmly closed hands, the elbows well backward and close to the body. The forearm is moved in a straight line slightly forward and backward in rhythm with the legs. The steadier this motion is, the easier is it to breathe naturally and deeply. A distinguished Swedish writer has described walking as being "a constant falling forward, where the weight of the body is received by each leg alternately ; " and this is still more true of running. If you once know how to run with the least expenditure of energy, this form of motion is no more fatiguing than walking, for short distances at least. Running becomes more elastic and less exhausting if done on tip-toe. Command, " On tip-toe mdrch!" . . . "Double quick mdrch ! " To regain ordinary march from running, command, " Common time mdrch ! " To Halt. If the class is marching, and you wish them to stop, command, " Class halt ! " The class take one more step, and bring the backward foot down beside the other one (thus you count, "one, two"). If the marching is done on tip-toe, the halt is done on tip-toe, and the heels are then lowered (count, "one, two, three"). If halt is commanded from double-quick, the class take three more steps, and halt (count "one . . . four," and "five" if on tip-toe). For other forms of marching, see the " Standard Infantry 42 EDUCATIONAL GYMNASTICS Tactics." A great many of the above commands and move- ments differ from those given in the book just named, but are more modern and hence worthy of adoption. Whereas tip-toe marching is to be classified as a balance- movement, ordinary marching has more the characteristics of slow leg-movements. Running should always be followed by ordinary marching. Marching and running are usually put in somewhere in the middle of the table of exercises, and they should form part of every lesson in gy^nnastics. That they are necessary, no one will deny ; for, as the Swedish proverb says, "As we stand and walk, so shall we act." Close St. Pos. Command, "Feet dfoe ! " The balls of the feet are lifted from the ground, and, rotating on the heels, the feet are brought quickly together so that their insides touch, when they are again placed wholly on the floor. To resume fundamental position, command, ''Feet 6pen!" The feet are turned out on the same principles as above. During the whole movement, the body should still gravitate forward as in fundamental position, and be as immovable as possible. This movement is used to correct the base whenever you see that some pupils are standing with the feet unevenly turned out. If the movement does not immediately produce the desired effect, it should be repeated twice or more. In such a case, command, " Feet close and open tine ! Tw6 ! " or " The same one ! Tw6 ! " 'The close st. pos. is used as commencing position for various exercises. Wing St. Pos. (Fig. 15). In many movements it is desirable to fix the arms so as to gain better muscular isolation. This is done either by resting the hands on the hips or locking them together behind the neck. The former position is called wing pos. (wing st., wing sitt., etc.), on account of the arms resem- MOVEMENTS OF THE SWEDISH SYSTEM 43 bling the wings of a bird. The command is, "Hip* firm ! " The hands are quickly lifted, and grasp the waist firmly just above the hips. The fingers are held together in front and the thumbs are behind ; the palms of the hands rest fully on the hips, and the elbows are slightly drawn backward. In this position the trunk is better isolated from the abdomen and legs, so that movements of parts on either side of the waist are more easily confined to prescribed parts alone. Besides, the respira- tory muscles get a firmer support, respiration thus becoming FIG. 15. WING ST. Pos. freer. (If the thumbs are in front and the fingers behind, the humeri become rotated forward, thus compressing the chest and pushing the shoulders forward all faults.) A common fault is to draw the elbows too much backward. Rest St. Pos. (Fig. 16), so called on account of its restful feeling. Command, "Neck firm!" The hands are quickly lifted, and grasp the neck below the occiput, with fingers locked together, elbows carried well backward, and head remaining erect. A common fault is that of bringing the elbows for- ward, thus pushing the head forward and compressing the chest. 44 EDUCATIONAL GYMNASTICS To prevent this it is allowable to let the fingers touch (by the tips) instead of locking them. In this position, the upper arms being lifted, the chest is much more expanded than in st. or wing st. positions ; and the axillary artery being extended, the blood flows more easily to the arm. In many movements, the rest st. pos. is more powerful than the wing st. one, the lever for the weight (the trunk -j- the raised arms) being longer. The position should not be used until (by shoulder-blade move- ments) the shoulders have -been rendered flexible enough to prevent a too faulty posture. St. H. Backw. Flex. (Fig. 17). Command, "Head backward bend f" The head is bent slowly backward without chang- ing the posture of the rest of the body. At the command, ''Upward stretch /" the head is slowly raised, the chin being first drawn in. When done for the first time, it is safest to make the pupils take wing pos., before doing the movement. Whenever the class have "hanging" heads, you order this movement two or three times in order to correct the posture. This is especially neces- Fia.i7.H. FLEX. sai T after exercises which are likely to push the BACKW. AND , , , FORW. head forward. St. H. Forw. Flex. (Fig. 17). After some practice the head may also be bent forward at the command, ''Head forward bend ! " " Upward stretch ! " The head is tipped forward, with the chin drawn in, as far as good posture will allow. This movement, should be immediately followed by head flexion backward. St. H. Sidew. Flex. (Fig. 18). Command, "Head to the left (r.) bend!" "Upward stretch!" The movement, prac- tised alternately to each side, should be ended by a head flexion backward. MOVEMENTS OF THE SWEDISH SYSTEM 45 St. H. Rot. (Fig. 19). The head is rotated to either side at the command, ''Head to the left (r.) turn!" "Head for- ward turn f " The head must not be turned so far that the shoulders are out of line. When done for the first time, the movement is executed slowly ; later on, however, it takes place with utmost speed at the command, ''Head rotation, to the left (r.), right (7.), and forward 6ne ! Tio6 ! ThrSe / "... In this form it is used a great deal to keep the pupils busy in a posi- FIG. 18. H. FLEX. SIDEW. FIG. 19. WG. ST. H. ROT. tion which we wish them to hold for some time, so as to get the utmost effect out of it. When done slowly, the movement is suitably followed by head flexion backward, as the head invol- untarily glides slightly forward when being turned to the side. St. H. Rot. w. Flex. Command, "Head to the left (r.~) turn ! (In this position) Head forward bend ! Head back- ward bend ! Upward stretch / " . . . The head is bent obliquely in direction of the face and occiput. All these movements tend to improve the posture of the head by strengthening the muscles of the neck. 46 EDUCATIONAL GYMNASTICS LEG-MOVEMENTS. In this class are included introductory leg-movements, as well as balance-movements and slow leg-movements. These are related as follows : An exercise which has the distinct character of a balance- movement, the difficulty of keeping the equilibrium making it a balance-movement, and has been practised as such, ceases after some time to produce any effort towards mainte- nance of good balance, and then ceases for that individual (or class) to be a balance-movement. After that it may be used as an introductory exercise, beside other introductory leg- movements ; or, if it be done in slow rhythm, it may some- times serve as a slow leg-movement. The slow leg-movements are either borrowed from the balance-movements, or they contain exercises where the passive extension of one group of muscles is produced by the activity of certain other groups, the active movement requiring but little effort. To go into an elaborate explanation of the effects of these movements, is not within the scope of this book. Suffice it to say, that these movements are used whenever the heart-beat has been too much accelerated by another movement, which they then immediately follow. A progressive table of the balance-movements, and another of the slow leg-movements, will be found after the descrip- tion of the leg-movements. The progressive arrangement of the introductory leg-movements is of less importance, and may be safely trusted to any teacher of average common sense. In many movements, the nomenclature is simplified by merely naming the terminating position. When this is given, MOVEMENTS OF THE SWEDISH SYSTEM 47 it naturally follows that the movement consists in taking this position, first to one side, then to the other. Walk St. a Pos. (Fig. 20). Command, " (Hips firm /) Left (r.) foot sideways forward pldee ! " The foot is lifted and moved twice its own length in its own direction, and placed on the floor with a gentle pressure, the weight of the body being carried equally by both legs. " Change feet 6ne ! Two"!" At "one" the foot is moved back into fundamental pos. ; at " two " the other foot is moved in its own direction as above. Fundamental pos. is resumed at the command " Post- \ FIG. 20. WALK ST. a Pos. FIG. 21. WALK ST. b I'os. Fn;. >. WALK ST. c Pos. tion ! " The foot may be moved sideways backward on the same principles. (The position may then be named "Walk st. a pos. backw.") Walk St. b Pos. (Fig. 21). Command, '"(Hips firm!) Left (r.} foot forward (backlog place ! " The foot is lifted and moved parallel with itself twice its own length forward, and placed on the ground with a gentle pressure, the body being carried equally by both legs. " Change feet 6ne ! Tw6 /" on the same principles as above. The movement is done backward as well. Walk St. c Pos. (Fig. 22). Command, " (Hips firm!) F ee t d6se ! Left (r.) foot forward (backw.) place ! " 48 EDUCATIONAL GYMNASTICS The foot is moved twice its own length in its own direction. Care .is taken to keep the feet pointing straight forward. " Change feet 6ne, tw6 ! " etc. Stride St. Fos. (Fig. 23). Command, "Left (r.) foot side- ways pldce ! " The foot is moved parallel with itself, twice its own length straight to the side, and placed on the ground, so that the heels are still on the same line, parallel with a line through the shoulders ; the feet are equally turned out, the knees straight, and the body carried equally by both legs. For beginners the movement is best given the following form : Command, ''Feet sideways place 6ne! Tied!" At "owe" FIG. 23. STRIDE ST. Pos. FIG. 24. CROSSWISE ST. PCS. the left foot is moved its own length to the left ; at " two '' the right foot is moved its own length to the right. The fault of carrying the weight principally on one leg, which easily arises when only one foot is moved, is by this means prevented. When the movement has been done this way, the pupils take fundamental position at the command, " Position 6ne ! Tiv6! " the movement beginning by the left foot being moved its own length to the right. When the right foot is placed beside the left one, the arms take fundamental position (if they were in any other position before). Crosswise St. Pos. (Fig. 24). Command, " Left (r.) foot crosswise forward (backw.*) pldce ! " The foot is moved parallel with itself in direction of the other foot, and placed MOVEMENTS OF THE SWEDISH SYSTEM 49 on the floor, the distance between the heels being a little less than twice the length of the foot. Care should be taken to keep the shoulders facing as before the foot moved. The body is carried equally by both legs. "Change feet 6ne I Tw6 /" etc. After some practice, each of the above movements can be practised in series of four counts. Command, for instance, "Foot-placing sideivays forward in four counts, beginning with the left (r.) foot 6ne! . . . F6ur ! The same-, beginning with the right (Z.) foot 6ne ! . . . F6ur ! " Practised in this way, these introductions improve the conception of time as well as that of space. Later on these posi- tions are used as commenc- ing positions for various exercises. Fallout St. a PCS. (Fig. 25).- Command, " To the left (r.) fallout!" The body is allowed to fall in direc- tion of the left (r.) foot, which is lifted from the floor, and moved three times its own length in its own direction ; the left (r.) knee is bent to right angles, and remains so when the foot is placed on the floor. The forward foot thus carries most of the weight of the body. The trunk and backward leg are in a straight line, the shoulders facing as before, and both feet fully resting on the floor. " Change feet 6ne!Tw6! " (This needs no 50 EDUCATIONAL GYMNASTICS description.) If the movement is to be done backward, the command is (for the position created above), "Backward to the right (7.) fall 6ut /" In certain exercises this position is used with the trunk erect instead of inclining. To denote the difference, we then use the command, " Left (r.) foot, large step, sideways forward (backtv.~) place!" In either case, when the movement is practised for the first time, arrange the class so that they stand one foot parallel to the boards of the floor, and the other at right angles to them (facing obliquely to the flank), as this will help the pupils to find the directions in which the feet should move. Fallout St. b Pos. This position resembles the previous one, except that the foot is moved parallel with itself for- ward (backward) (compare walk st. a as related to walk st. b pos.). Command, ''Left (r.) foot forward (backw.) fall 6ut /" or, if the trunk is to be erect, "Left (r.) foot large step forward (backw.} pldce ! " The easiest way to get this position cor- rect is by moving the foot backward, especially if the trunk is to remain erect. If the backward foot is not fully resting on the floor, but has the heel raised, the position is called Toe-support Fallout St. b Fos. (Fig. 149, p. 134). The com- mand for this is, " Left (r.) foot, toe-supporting, large step back- ward pldce /" The distance between the heels is somewhat more than three times the length of the foot, and the forward knee is bent a little more than in the fallout st. b pos. If the backward foot is inserted between two of the stall-bars, the posi- tion is called Foot Or. Fallout St. b Fos. (Fig. 26). To get into this position, the pupil stands one step away from the bars, turning his back to them. At the command, "Left (r.) foot backward pldce!" one foot is inserted between two of the bars; and MOVEMENTS OF THE SWEDISH SYSTEM 51 at the command, "Forward fall 6ut!" the pupil jumps for- ward into position, the backward knee being stretched to its fullest -extent. If the backward foot is lifted free from the floor, the position is called Hor. Half St. POS. (Fig. 28). For this posi- tion the command is, "Horizontal half -standing position, left (r.) let/ backward lift ! " The trunk and back- ward leg form a graceful curve, and the knee of the sup- porting leg is bent to nearly right angles. Fallout St. c Pos. (Fig. 29) is like the fallout st. b pos., but the feet are pointed straight forward as in walk st. c pos. The distance between the heels should be three times the --* v length of the foot, but may ; \'/ be less ; if otherwise, the backward heel will be raised FIG. 20. FOOT. UK. FALLOUT ST. b Pos. FIG. 27. FOOT Gu. FALLOUT ST. 6 Pos. from the floor. The fallout st. positions, except foot gr. fallout st. 6, are not suitable for children (under twelve or 52 ED UCA TIONA L G YMNASTICS fourteen years of age), on account of their inability to get the posture correct. All the fallout st. positions belong among balance-move- ments, although the fallout st. c pos. has also the character of a slow leg-movement on account of the strong extension of the backward calf. FIG. 28. HOE. HALF ST. posi- All the positions from walk st. a to fallout st. c inclusive, are to be practised with "hips firm," which command should im- mediately precede these movements. Thus each of these positions should have the prefix " wing," making them : wg. walk st. a, wg. hor. half st., etc. In nearly all of the* above tions, the movement of heel-eleva- tion can be performed. St. Heel-elev. (Fig. 30). Command, " Heels lift ! " The heels are quickly raised from the ground, and the pupil stands as high on tiptoe as possible. This position is called toe standing. "Heels sink / " The heels are again lowered, FIG. 29. FALLOUT ST. c Pos. MOVEMENTS OF THE SWEDISH SYSTEM 53 with moderate speed, without tipping the weight of the body backward. On the same principles, the following movements are executed : Close st. heel-elev. (Fig. 31). Stride st. heel-elev. (Fig. 32). Walk st. a heel-elev. Walk st. b heel-elev. (Fig. 33). Walk st. c heel-elev. Crosswise st. heel-elev. In the last five positions, the move- ments can be ar- ranged in series of four counts. For instance : "Foot- placing sideways for- ward with heel-eleva- tion, left (r.) foot 6ne!... F6ur!" " The same, right (J.) foot 6ne! . . . F6ur!" etc. At the first count, the foot is moved out from fundamental position ; the heels are raised at the second and lowered at the third ; and at the fourth the foot resumes funda- mental position. To increase the difficulty of balance, the movements, which are first done in wing, pos., are later done with the arms in yard, rest, and stretch positions (see FIG. 31. CLOSE ST. HEEL- ELEV- Fic. 30. CLOSE ST. HEEL- ELEV. 54 ED UCA TIONA L G YMNA S TICS heaving-movements), in the order mentioned. (By raising the arms, the centre of gravity is lifted higher above the base, making the equilibrium less sta- ble.) These movements are soon used as introductions. Fallout St. a Heel-elev. (Fig. 34). Command, "(ffip s firm!} To the left (r.~) fall 6ut ! Heel-e lev ati on 6ne ! Tw6! " Here only the forward heel is raised not both, as de- scribed by some authors. By the raising of the heel, the forward knee is bent still more. In a similar man- r ner is executed Fallout St. C Heel-elev. Command, after fallout st. c position is taken, " Heel-elevation 6nelTw6 ! " These two movements, always done with hips firm, are to be considered chiefly as slow leg-movements : in the first, the quadriceps extensor of the forward leg is forcibly active (eccentric contraction) ; in the second, the gastrocnemius of the backward leg (passive extension). Heel-elevation in fallout st. b position is possible, but has but little value, the effort producing a hardly noticeable change in the muscular activity already present in the commencing position. FIG. 32. STRIDE ST. HEEL-ELEV. FIG. 33. WG. WALK ST. b HEEL-ELEV. MOVEMENTS OF THE' SWEDISH SYSTEM 55 Alternate Toe-elev. Command, "Alternate toe-elevation 6ne! Tw6!" . . . The heels remain on the ground, and the balls of the feet are alternately lifted and again put down with a slight pressure, one foot moving up as the other one moves down. (The speed is about seventy movements a minute.) This is done with or without hips firm. After some practice, the command is changed to " Alter- nate toe elevation stdrt ! . . . St6p ! " the left foot being the one first lifted. The shoulders should not be tipped from side to side, as is apt to be the case ; nor should the body cease to gravitate forward. When done as last described, the movement is very efficient in giving the pupils a true concep- tion of rhythm. To increase this effect, they may be allowed to put the foot down a little more forcibly FIG ^ _ PAUX>DT gT a HEEL . ELEV . than is usually the case. This is also a good means of counteracting the tendency of the pupils to increase the speed of motion. Children usually find it very amusing to do this movement ; and in their gymnastics it is used a great deal as an intro- duction. Alternate Heel and Toe-elev. Command, " Alternate heel and toe elevation stdrt!" (or 6ne ! Tw6 I . . . ). 1. The heels 56 ED UCA TIONA L G YMNA STICS FIG. 36. REACH GR. ST. ALT. HEEL AND TOE ELEV. are raised and lowered. 2. The balls of the feet are raised and lowered, and the movement is repeated until the command, " 8t6p ! " is given. The body should not be swaying backward and forward. For begin- ners the movement may be done in the reach grasp st. pos. (Fig. 35), in which this sway- ing is not possible. These two movements are slow leg-move- ments, the passive extension of the calf (alternating with its active contraction) pro- pelling the blood into the legs, i. e., from the heart. In some of the above positions both knees can be bent, which movement we call double knee-flexion ( = 2 Kn. flex.). St. 2 Kn. Flex. (Fig. 36). Command, " Heels lift ! Knees bend! Up- ward stretch! Heels sink!" The knees are bent to right angles ; when so bent, the position is called courtesy standing. A common fault in this po- sition is to tip the trunk forward and the seat backward. The knees should be pointing in the directions of the feet. This movement is a true balance- movement, to be done with moderate speed ; but, as it contains the intermediate positions of jump- ing, after a while the speed and rhythm should vary so that FIG. 36. -ST. 2 KN. FLEX. COURTESY ST. Pos. MOVEMENTS OF THE SWEDISH SYSTEM 57 the pupils may become thoroughly balanced in each one of these postures. At such times, the command is, " Prepare to jump (or preparation for jump- ing) FIG. 42. INSTEP GR. ST. Pos. FIG. 43. INSTEP GK. ST. KN. FLEX. 62 EDUCATIONAL GYMNASTICS Heel Gr. Half St. T. Forw. Flex. (Fig. 44). The commen- cing position is the same as above. The command for the movement is, " Trunk forward bend! Upward stretch!" (Compare arch-flexions.) A similar effect is also received by Str. Walk St. b, T. Forw Downw. Flex. (Fig. 45). Com- mand, '''Left (/*.) foot forward and arms upward stretch!" The forward foot is braced against the horizontal bar, rest- FIG. 44. HEEL GK. HALF. ST. T. FORW. FLEX. i n g on the floor (or against a platform, etc.). " Forward, downward bend ! " The trunk is bent as far as good posture will allow. Both legs remain straight, and the backward heel must not leave the floor. " Up- ward stretch ! " Half Wing, Half Yard Gr. Half St. Kn. Flex. (Fig. 46). Command, " Right (Z.) side to the bars. Left (r.) hand hip firm, right (I.} hand grasp at hip-height! Left (r.) leg forward lift ! " The leg is lifted straight forward to nearly horizontal position. " Heel lift! Knee bend! Knee stretch!'} . . . The knee of the carrying leg is bent to right angles (or to sitting position), while the lifted leg remains Fir,. 45 -STR. WALK ST. b, T. FORW. FLEX. MOVEMENTS OF THE SWEDISH SYSTEM 63 straight and horizontal, and the trunk erect, fault is to tip the body back- ward. This movement can also be done without heel- elevation. Instead of the stall-bars, the back of a chair, the shoulder of another pupil, etc., may serve for support. Reach Gr. Half St. Kn. Flex. (Fig. 47). The pupils grasp Z^L^ar^!^ the horizontal bar, which the}^ are facing (or the hands of the other pupils, as shown in the figure). Command, "Left (r.) leg forward lift ! Heel lift ! Knee bend ! " . . A common FIG. 47. REACH GR. HALF ST. KN. FLEX. performed in a like manner. FIG. 46. HALF WG. HALF YARD GR. HALF ST. KN. FLEX. etc. The move- ment is executed on the same prin- ciples as the one just described, with or without previous heel-ele- vation, and to 90 or to sitting posi- tion. Without support for the hands (entirely free-standing), the movement is It is then called 64 ED UCA TIONA L G YMNA S TICS Reach Half St. Kn. Flex. (Fig. 48). This movement is always done without heel-elevation. Command, "Arms and left (r.) leg forward lift ! Knee bend ! ? ' etc. Half Yard Gr. Hor. Half St. Kn. Flex. (Fig. 49). One hand grasps the stall-bars, the other takes hip firm. Com- mand, " Horizontal half Hf standing position, right (Z.) lea backward lift ! FIG. 48. REACH HALF ST. KN. FLEX. (Performed as described above.) Left (r.) knee bend ! " The knee is bent as far as possible. " Knee stretch!" The knee resumes its former flexion (about 90). This can also be done with previ- ous heel-eleva- L tion and with one arm e x- tended upward (h 1 f . str. yard gr. hor. half st. pos.) as shown ,, ~ Fu;. 49. HALF YARD Git HOR HALF. ST. KN. FLEX. in the figure. The movement can also be free-standing, and is then called Horizontal Half St. Kn. Flex. It is executed as above, MOVEMENTS OF THE SWEDISH SYSTEM 65 always without heel-elevation. It may be done from wing, half str. or str. pos. When only one arm is extended upward, the position may be either left (r.) arm up, and left (r.) leg lifted backward, or vice versa. The last five movements are both balance-movements and slow leg-movements. Improving the flexibility of the knee, they also improve the elasticity required in jumping. The str. and half str. hor. half st. Kn. flex, are also shoulder-blade move- ments, on account of the difficulty of keeping the arms in correct position. Crook Half St. Pos. (Fig. 50). Com- mand, ''"Left (r.) knee upward bend /" The leg is slowly lifted forward and upward until the hip and knee are bent at right angles ; the instep is stretched, so that the toes are pointing downward ; the knee is pointing side- ways forward. Common faults are to tip the shoulders to the opposite side, to incline the trunk backward, and to bend the knee of the leg that Fio.50. WG. CR. HALF ST. Pos. carries the body. " Change feet one! Two!" 1. The lifted foot is put down. 2. The other leg is raised as above. For beginners the change of feet is done quickly and rhythmically, as this is easier to do (seventy to a hundred movements a minute). When done this way, the knee is lifted somewhat higher. In this form, the exercise forms a substitute for marching, when space does not allow the latter ; and as marching, it can also be done on tip-toe when a slight motion forward is allowed and in double-quick time. Beginners, who are not able to take the crook half st. pos. ED UCA TIONA L G YMNA S TICS correctly, may for a while be allowed to use support, the exer- cise then being _ Reach Gr. St. Alternate Kn. Flex. Upw. (Fig. 51), which is done on exactly similar principles. In the crook half st. pos., various exercises are done in progression, as enumerated below : FIG. 51. REACH GK. ST. ALT. KN. FLEX. UPW. Crook Half St. F. Flex, and Ext. (Fig. 52 a). Command, " Left (r.) knee upward bend! Foot flexion and ex- tension tine ! Iw6!" , . . The figure is sufficient ex- planation. Crook Half St. Kn. Ext. Backw. (Fig. 526). Com- mand, "Left (r.) knee up- ward bend! Knee backward stretch! Upward _ bend!" . . . The knee is extended as far backward as * wo. CR. HLF. ST. KN. EXT. BACKW. good posture will allow, i.e., without bending the trunk forward. FIG. 52 a. WG. Cu. HLF. ST. F. FLKX. ANI> EXT. MOVEMENTS OF THE SWEDISH SYSTEM t!T Crook Half St. Kn. Ext. Forw. (Fig. 53). Command, " Knee forward stretch ! Bend ! Stretch!" . . . Common faults are, to lean over backward, and to bend the knee of the carrying leg. To correct these, supports (Fig. 54) may be allowed for a short time. Crook Half St. Kn. Abd. Com- mand, ..." Knee abduction one! Tivo!'' ... 1. The raised leg is moved as far sideways as good posture will allow. 2. It is moved back to original position. The shoulders (and trunk) should not -SLl FIG. 53. CKOOK HALF ST. Kx. EXT. FOKW. FIG. 5i. REACH GR. HALF ST. KN. EXT. FOKW. former one is less apt to movement. be twisted from side to side. In all these balance -move- ments, progres- sion is made from wing st. to yard st., rest st. and str. st. posi- tions, as enumer- ated ; yet so that in Kn. ext. forw., the str. st. pos. precedes the rest st. pos., as the produce a faulty posture in this 68 EDUCATIONAL GYMNASTICS St. L. Elev. (Fig. 55). Command, " Left (r.) leg sideways lift!" The weight of the body is removed to the right (1.) leg, and the straight left (r.) leg is lifted sideways as far as possible. The shoulders are kept level, and the trunk erect. " Change feet one! Two!" ... 1. The lifted foot is again put down beside the other one. 2. The other leg is raised as above. The movement is made more difficult by using either of the wing, rest, str., or yard st. positions in the order enumer- ated. The yard pos. is put last, because, in this exercise, it is more difficult to maintain than any of the others. Finally the movement can be done from toe st. pos., which necessitates that the arms are in stretch pos. Command, " Arms upward stretch ! and heels lift ! Ley elevation one! Two!" . . . The movement is executed with more speed in this than in the other '. positions. Leg-elevation sideways is also ;i lateral trunk-movement, since "'IO.M.-WG.8T.L.EL.V. it br ings into play the muscles around the waist; but, when used as such, it is best done from other commencing positions. Among leg-movements, we also classify marching and run- ning. Marching in ordinary time is one of the best slow leg-movements. Marching on tip-toe is an excellent balance- movement, and is one of the best exercises to correct a faulty posture. Command, " Hips firm and feet cltise ! Heels lift! Slowly forward march one! Two!" . . . This move- ment is also done with neck firm or arms upward stretch, and MOVEMENTS OF THE SWEDISH SYSTEM 69 later on with the feet turned out. The shoulders should be kept level throughout the exercise, which is then one of the best means of cor- recting the bad habit of tipping the shoulders from side to side when walk- ing. Taking place on tip-toe, the move- ment also counteracts the tendency we all have to walk on our heels : it teaches us to land on the balls of our feet, making the steps springy and graceful. As balance-movements, we can use various forms of balancing on the hori- zontal bar (Fig. 56). an exercise which can be done backward as well as for- ward, and is too familiar to us all to need any description. The bar (at first at knee-height or lower) should have the flat side up until the pupils have gained 7 - " ~ some pro- ficiency in the move- ment. After that the round side may be. turned up * >IG - x - ~ BALAXCK WALKING ox HORIZONTAL BAR. and the bar may be gradually raised. In the progressive 70 ED UCA TIONA L G YMNA S TICS arrangements of exercises which follow the descriptions of each class, all the movements have not been put in ; but the teacher can easily fit in the few remaining ones for himself, when he has the majority already arranged. Progressive arrangement of balance-movements : 1. St. Heel-elev. 2. Stride St. Heel-elev. 3. Close St. Heel-elev. 4. Walk St. a Heel-elev. 5. Walk St. b Heel-elev. 6. Walk St. c Heel-elev. 7. Crosswise St. Heel-elev. 8. Wing St. 2 Kn. Flex. 9. Wing Walk St. b 2 Kn. Flex. 10. [Reach Gr. St. Alt. Kn. Flex. Upw.] 11. Wing St. Alt. Kn. Flex. Upw. 12. Wing Crosswise St. 2 Kn. Flex. 13. Fallout St. a Pos. 14. Wing Courtesy Sitt. Pos. 15. Wing Stride St. 2 Kn. Flex. 16. Wing Walk St. a Kn. Flex. 17. Str. Walk St. a Kn. Flex. 18. Wing Or. Half St. F. Flex, and Ext. 19. Fallout St. b Pos. 20. Toe St. H. Rot. (children). '21. Wing Cr. Half St. Kn. Ext. Backw. 22. Yard Toe St. 2 Ku. Flex, to Sitt. Pos. 23. Str. St. 2 Kn. Flex. 24. Wing St. L. Elev. 25. Str. (Rest) Stride St. 2 Kn. Flex. 26. Wing St. Kn. Ext. Forw. 27. Wing Cr. Half St. Kn. Abd. 28. Bend Toe St. 2 A. Ext. & 2 Kn. Flex. 29. Wing Toe St. Alt. Kn. Flex. Upw. 30. Wing (Yard) Courtesy St. H. Rot. (children). 31. Wing Courtesy Sitt. H. Rot. 32. Courtesy Sitt. 2 A. Ext. 33. Rest St. Kn. Flex. Upw. 34. Rest St. Kn. Ext. Backw. 35. Str. Stride Courtesy Sitt. 2 A. Ext. 36. Rest St. L. Elev. 37. Str. Crosswise St. 2 Kn. Flex. 38. Str. Cr. Half St. Kn. Ext. Backw. 39. Str. Cr. Half St. Kn. Ext. Forw. 40. Str. St. L. Elev. 41. Str. (Rest) Cr. Half St. Kn. Abd. 42. Rest Cr. Half St. Kn. Ext. Forw. 43. Hor. Half St. Pos. 44. Reach Half St. Kn. Flex. 45. Yard St. L. Elev. 46. Str. Toe St. L. Elev. Progressive arrangement of slow leg-movements : 1. St. Alt. Toe-elev. 2. Fallout St. c Pos. 3. Reach Gr. St. Toe and Heel Elev. 4. Str. Walk St. c Heel-elev. 5. Toe Sup. Walk St. b Kn. Flex. 6. Slow 2 Kn. Flex, to Sitt. Pos. 7. Rest Walk St. a Kn. Flex. 8. Instep Gr. St. Kn. Flex. 9. Fallout St a Heel-elev. 10. Heel Gr. Half St. Kn Flex. 11. Half Yard Gr., Hall St Kn. Flex 12. Str Stride St. 2 Kn. Flex 13. Bend Courtesy Sitt. 2 A Ext. 14. Fallout St. c Kn. Flex. 15. Bend Toe St. 2 A. Ext. & Slow 2 Kn. Flex, to Sitt. Pos. 16. Str. Walk St. b T. Forw. Flex. 17. Yard Courtesy Sitt. 2 A. Elev. 18. Str. Walk St. a Kn. Flex. 19. Reach Gr. Half St. Heel-elev. and Kn. Flex. 20 Reach Half St. Kn. Flex. 21. Half Str., Half Yard Gr. Hor. Half St. Heel-elev. and Kn. Flex. 22. Str Hor. Half St. Kn. Flex. MOVEMENTS OF THE SWEDISH SYSTEM 71 ARCH-FLEXIONS. By arch-flexions proper, we mean backward flexions of the trunk, with the arms in stretch position and the hands grasping a stall-bar or other firm support, as well as movements executed in this position (called str. gr. arch st. or gr. arch st. pos.). In this class must be included all the free-standing trunk flexions backward and forward, which are introductions to the corre- sponding movements with apparatus. In total absence of apparatus, we might also embrace here those trunk flexions backward and forward which are done after previous rotation of the trunk, and which, strictly speaking, belong among the lateral trunk movements (among which they are described in this book). The effects of the arch-flexions are to draw the lower ribs apart, thus vaulting the chest forward : to improve the exten- sibility of the abdomen, and to straighten the dorsal region of the spine. They are nearly related to certain forms of the abdominal exercises, the essential difference being that in these the lower ends of the active muscles are fixed, whereas in the arch-flexions proper these are the moving ends, the upper ones being fixed. In all the backward flexions described below, the whole spine should partake of the flexion that is, the back should not be bent merely at the waist. For this reason, let the head begin the movement backward, and let it be the last in moving forward. Respiration should be free, and an occa- sional " Breathe ! " from the teacher is not out of place. Another excellent bit of advice when backward flexion takes place is, ''Look at the opposite wall!" (or, if at the stall-bars, "Look at the 6ars/"); this reminds the pupil to let the head 72 ED UCA TIONA L G YMNA S TICS also move backward. In forward flexion, you say, "Look at the ceiling ! " which order prevents the head from losing its good posture. Whether the flexion is backward or forward, the knees should be kept straight. St. T. Flex. Backw. and Forw. Com- mand, " Trunk backward bend ! " The trunk is bent slowly backward (Fig. 57). The position thus arising is called arch st. pos. " Upward stretch ! " The trunk resumes fund. pos. " Trunk forward bend ! " The trunk is bent slowly forward with fully ex- panded chest (Fig. 58). This position is called stoop st. pos. "Up- ward stretch ! " The trunk re- sumes fund. pos. The movement is also done in the close st., walk st. b, and stride st. positions. The last-named position may precede the others, as the muscular resistance in the legs is not so great in this as in the other posi- Fio. 58. T. FLEX. FORW. tions, hence the flexion is deeper and easier. The arms may be either in wing, rest, or str. pos., except that trunk flexion forward with neck firm is used only for advanced pupils, as this movement is exceedingly difficult. FIG. 57. T. FLEX. BACKW. MOVEMENTS OF THE SWEDISH SYSTEM 73 For children, the half str. st. position (Fig. 62,) may also be used. Thus we have Wing ] Stride st. Half str | St. Rest Str. I Walk st. b T. flex.-backw. and forw. J Close st. T. Flex. Forw. and Downw. (Fig. 59). As soon as the flexion forward can be well executed, it may also be done downward. The arms should always be ^ in str. pos., as otherwise the ^\VK movement causes compres- x'^X sion of the chest. Command, \ \^ \ ' ~* v "Arms upward stretch! V. \'\ (for which, see heaving move- V^ * -\ ments.) Trunk backward ""\ ''\\ bend! . . . Forward, down- ', \\-~-' ;\ ivard bend ! " The trunk V \^-v is bent as far as a good posture of the head, arms, shoulders, and chest will allow, the hands reaching out as far as possible. It is only after very long prac- tice that the hands touch the ground. " Upward stretch ! " The trunk resumes fund, pos., which movement commences at the hands, which are the first to move upward backward. The small of the back should be concaved and the dorsal part flattened FK;. 59. -STR. STRIDE ST. T. FLEX. FORW. AND DOWNW. 74 ED UCA TIONAL G YMNA S TICS during the movement, so that the back is not convexly curved (in the familiar attitude of a frightened cat), but the chest must be thoroughly expanded throughout the move- ment. The exercise is also done in walk st. b or stride st. pos., the last-named one usually preceding the others. For children and beginners, the downward flexion may be done with less attention to good posture, and the hands made to touch the floor ; for, the arms being extended upward (as related to the trunk), the com- pression of the chest is never excessive. Done in this way, the final position looks as in Fig. 60, which for an advanced pupil is decidedly faulty. When thus done, the movement is ex- ecuted a little more quickly. If, after downward flexion, you wish the pupils to stretch ^Eii-: . to stoop st. pos., you command, FIG GO F \UITY FiNAiT POSITION IN "Forward stretch!" when the TRUNK FLEXION DOWNWARD. pupils take the position marked by dotted lines in Fig. 59. This mode of dividing the " up- ward stretch " in two parts is a good safeguard against faulty movement. If you wish to increase the effect of the backward flexion, you make the pupils stay in arch st. pos. and do an arm exten- sion while staying there. The movement is called Str. Arch St. 2 A. Ext. Upw. Command, ''Arms upward stretch ! Trunk backward bend ! Arm-extension upward one! Tw6! . . . (for which movement, see heaving-movements.) Trunk upward stretch!" etc. The movement may also be MOVEMENTS OF THE SWEDISH SYSTEM 75 done from bend arch st. pos., which is a little easier. From this position each arm may be alternately extended, the final position then being half str. half bend arch st. pos. In this way it is, however, applied only to children. The movement can also be done from stride st. and walk st. b pos., the names then being Str. Arch Stride St. 2 A. Ext., and Str. Arch Walk St. b 2 A. Ext. 111 this position a still further progression can be made by combining the arm exten- sion with a change of feet ; thus : Str. Arch Walk St. b 2 A. Ext. and Change of P. Command, "Left (jr.) foot forward place and arms upward stretch one! Tw6 I " 1. Arms upward bend. 2. Arms upward stretch, and left (r.) foot forward place. u Trunk backward bend .' Arm extension and change of feet one! Tw6 !" ... 1. Arms up- ward bend, and place the forward foot beside the backward one. 2. Place the other foot forward, and stretch the arms upward. This exercise is quite powerful. All backward flexion should be immediately followed by a forward (and downward) flexion. Str. Gr. Arch St. Pos. (Fig. 61). This is the first real arch-flexion. The class stands at the bar-stalls, one pupil at each, with his back turned to the bars. Command, "A short step forward march! Arms upward stretch! Trunk back- ward bend! {Look at the bars!)" The trunk is bent backward until the hands touch a bar ; at first the hands merely rest on the bar, later on they grasp it with the palms under the bar, the thumbs in front of it, and both hands holding the same bar. If one hand grasps the bar below that held by the other, the position is called oblique gr. arch st. (Fig. 75, p. 84). If only one arm is up, the posi- 76 ED UCA TIONA L G YMNA S TICS tion is called half str. gr. arch st. (Fig. 62) (suitable for children). In absence of apparatus, the wall may serve for support, the hands resting against it (Fig. 63). Or the pupils of the second rank may serve as supports (Fig. 64). The command then is, ''First rank, arms upward stretch ! Trunk backward bend ! Second rank, sup- port stand ! " The men in the second rank place one foot backward so as to get a steady posture, and put their arms up, the hands of the first rank resting in those of the second. Those giving the support should take care not to push the arms of the others fonvard (and to remain as rigid as possible). To avoid this tendency, the support may instead be given by one hand on the neck (Fig. 65). Still another way is to do the movement with neck firm, the support then given at the elbows (Fig. 66). This form is prob- ably the least productive of faulty posture, as here the weight of the backward, Fio.6i.-STR.GR.ARCHST.pos. head P re88e8 the forcing the chest to be vaulted. To use living supports is usually not suitable for children, although a skilled teacher may safely try it also for them. Instead of bending backward, beginners are apt to fall MOVEMENTS OF THE SWEDISH SYSTEM 77 78 EDUCATIONAL GYMNASTICS against the apparatus, thus compressing their chests and push- ing their heads forward. To correct this, the movement should alternate with the following one : Str. St. T. Backw. Flex, over Bar (Fig. 67). The horizontal bar is so ^ o the sacrum, when the pupil stands close up to it with his back turned to it. Com- mand, '- Arms upward stretch ! Tr unk backward bend!" etc. The bar now compels the pupil to bend instead of falling backward. This movement can also be done with liv- ing supports (Fig. 68). Command. " Numbers two FIG. 67. STR. STKIDE ST. T. BACKW. FLEX. OVER BAR. (one) chain support stand!" The indicated numbers lock hands, and rest them in the small of the backs of those in front of them, and take MOVEMENTS OF THE SWEDISH SYSTEM 79 the fallout st. b pos. forward, to gain a firm posture. The movement now takes place in usual order. Suitable only for grown persons. All of the movements just mentioned are done in stride st. pos. as well, and the flexion over the bar can be made stronger FIG. 68. STR. ARCH SUP. ST. 2 A EXT. by adding 2 A. ext. in the arch st. pos. ; the movement is then called Str. Arch Sup. St. 2 A. Ext. (Fig. 68), and is executed as the corresponding free-standing movement. On the same princi- ples we also have Str. Arch Sup. Stride St. 2 A. Ext. Str. Gr. Arch St. Heel-elev. (Fig. 69). Command (after arranging the pupils at the apparatus). " Arms upward 80 EDUCA TIONA L G YMNA S TICS stretch ! Trunk backward bend ! Grrdsp ! Heels lift ! MJ Lj _ Sink ! The same 6ne ! Two ! " . . . Arms and legs must be kept straight. When the heels are raised, the chest becomes still more arched than when the feet rest fully on the ground. Unless the head is kept well back- ward and the body generally well balanced, it is not possible to do the movement without cramping the chest. The movement may be done with living supports (Figs. 64, 65, 66). The same exercise can also be done FIG. 69. STR. GR. ARCH ST. HEEL-ELEV. in stride pos., and in either po- . sition also with oblique grasp ; thus we get the three exercises : Gr. Arch Stride St. Heel-elev. (Fig. 70). Oblique Gr. Arch St. Heel-elev. Oblique Gr. Arch Stride St. Heel-elev. (Fig. 71). Gr. Arch St. Kn. Flex. Upw. (Fig. 72). After the com- mencing position (gr. arch st.) has been taken, command, "Left (r.) knee upward bend ! " The leg is bent so that the thigh is horizontal, the lower leg vertical, and the foot pointing downward. The other leg remains straight. " Change feet FIG. 70. GR. ARCH STRIDE ST. HEEL-ELEV. MOVEMENTS OF THE SWEDISH SYSTEM 81 Two ! " 1. The foot is put down. 2. The other leg is raised in a similar manner. The exercise is done also with oblique grasp. For advanced pupils, it may be done as 'fol- lows: ''Knee-elevation one! . . . Four!" or, still later on, ''Knee-elevation one! Two! One! Two!" . . . when the leg is quickly raised as soon as the other foot touches the ground. Gr. Arch St. Kn. Flex, and Ext. (Fig. 73). Command, . . . " Knee upward bend ! Knee stretch ! Bend / . . . Change FIG. 71. OBLIQUE GR. ARCH STRIDE ST. HEEL-ELEV. FIG. 72. GR. ARCH ST. Kx. FLEX. UPW. feet 6ne ! Two / " . . . The knee is stretched as in cr. half st., Kn. ext. forw. (see leg-movements). After some practice, the command will be, ..." Knee flexion and extension, left (r.) leg one! . . . Four! Right (Z.) leg one! . . . Four!" Done also with oblique grasp. Gr. Arch St. L. Elev. Command, ..." Left (r.) leg for- ward lift ! " With straight knee and extended instep, the 82 ED UCA TIONA L G YMNA S TICS leg is raised as far as muscular resistance and good posture will allow. " Change feet one ! Two / . . . Foot downward place ! " This movement can be combined with heel-elevation. Gr. Arch St. L. and Heel-elev. (Fig. 74). Command, . . . '"'Left (r.) leg forward lift ! Heel-elevation 6ne ! Two ! . . Change feet!" . . . Both of these ex- ercises may also be done with oblique grasp. Gr. Arch St. Hand Movement Downw. (Fig. 75). The movement PIG. 73. GR. ARCH ST. KN. FLEX. AND EXT. can be done (1) so that the hands move to the same bar. Command, " Hand to hand movement downward one / . . . Four!" 1. Left (r.) hand grasps the next lower bar. 2. The right (1.) hand is moved to the same bar. 3. The right (1.) MOVEMENTS OF THE SWEDISH SYSTEM 83 hand is moved one bar down. 4. The left (r.) hand follows. " Upward the same one ! . . . Four ! " takes place in the oppo- site order. (2) The hands skip one bar. Command, " Hand under hand movement one! Two!' 1 '' ... 1. The left (r.) hand grasps the next lower bar. 2. The right (1.) hand grasps the bar below the one now held by the left (r.). thus skipping one 84 ED UCA TIONA L G YMNA S TICS bar, etc. (3) Both hands move simultaneously. Command, ''Double hand movement downward 6ne! Tw6!" . . . The elbows are slightly bent ; and by their rapid extension both hands are pushed from the bar, which they let go in order to grasp the next bar below (or next but one, if so ordered). The movements are done as well in stride pos., and always in the latter when the flexion becomes very deep. Limber individuals, especially children, will (after some prac- tice) be able to move the hands from bar to bar until both hands rest on the floor. This position is called gr. arch st. pos., hands on floor (Fig. 76). A "backward con- tortionist " easily takes this posi- tion free-standing, by doing str. stride st. T. flex, backw. downw. Gr. Arch St. 2 A. Flex. (Fig. 77). Command, . . . "Arms lend! Stretch! Bend!" ... The arms are bent until the head touches the bars, and again stretched, the flexion being slow, the extension a little more rapid. This movement cannot be done in good form unless the trunk is bent to horizontal position, or still farther backward (even until the hands rest on the floor). The same arm-movement is done in stride pos., as well as in the position shown in Fig. 74 ; and in any of these also with oblique grasp. Fio. 75. OBLIQUE GR. ARCH ST. Pos. FIG. 76. GR. ARCH ST. Pos., HANDS ON FLOOR. MOVEMENTS OF THE SWEDISH SYSTEM 85 Stride Fall Hang, to Gr. Arch Stride St. Pos. (Fig. 78). After the pupils have taken the fall hanging pos., with under grasp (for which see heaving-move- ments), command, " Arch standing position 6ne ! Tivo ! " ... 1. The feet, which previously rested on the - heels, are now put fully on the floor, the body is pushed forward into gr. arch st. pos., the radial border of the - hands resting on the bar, the thumbs held apart from the fingers, and their cushions firmly resting against the - bar. 2. Commencing position is == resumed by turning the hands FIG. ?:. on. ARCH ST. 2 A. FLKX. over, raising the balls of the feet, and letting the body fall back- ward. This movement con- tains the inter- mediate posi- tions of forward ._ somersault over -- the bar (see u jumping and vaulting), to FIG. 78. STRIDE FALL HANG. TO OR. ARCH STRIDE ST. Pos. , . , which exercise it is an introduction. All arch-flexions are increased in strength, not only by changing the movement as above, but also by increas- ing the distance from the bars, and by making the backward ED UCA TIONA L G YMNA S TICS flexion deeper. Every arch-flexion should be followed by a for- ward downward flexion, as this movement will counteract the evils of the accelerated heart-beat, which is caused by the exces- sive strain on the aorta in the backward flexion ; for, when the body is bent thoroughly forward downward, the back sides of the legs are passively and forcibly extended, which gives this move- ment an effect similar to that of slow leg-movements. Small children are seldom able to do a correct arch-flexion on apparatus (or other support for grasp), as they fall backward FIG. 79. STR GR. STKIDK KNEELING AKCH FLEX. instead of bending. To correct this tendency, we give them a movement called Str. Gr. Stride Kneeling Arch Flex. (Fig. 79). The pupil kneels down in front of the stall-bars with his feet resting against the wall, and his hands grasping as high a bar as he can reach. Command, " Arch flexion one! Two!" ... 1. The feet are braced against the wall, and the body arched forward so that the knees rise from the floor. 2. Commencing position is resumed. MOVEMENTS OF THE SWEDISH SYSTEM 87 Progressive arrangement of the arch-flexions : 1. Wing St. T. Flex. Backw. and 21. Forw. 22. 2. Wing Stride St. T. Flex. Backw. and Forw. 23. 3. Wing Close St. T. Flex. Backw. 24. and Forw. 25. 4. Wing Walk St. b T. Flex. Backw. 26. and Forw. 5. Str. St. T. Flex. Backw. and Forw. 27. 6. Str. Stride St. T. Flex. Backw. and 28. Forw. 7. Str. Stride St. T. Flex. Backw., 29. Forw., and Downw. 8. Str. St. T. Flex. Backw., Forw., and 30. Downw. 31. 9. Gr. Arch St. Pos. 10. Str. St. T. Flex. Backw. over bar. 32. 11. Str. Walk St. 6 T. Flex. Backw. 33. and Forw. Downw. 12. Bend Arch Sup. St. 2 A. Ext. 34. 13. Gr. Arch. St. Heel-elev. 35. 14. Gr. Arch Stride St. Heel-elev. 15. Str. Arch Stride St. 2 A. Ext. 36. 16. Fall Hang, to Gr. Arch St. 17. Str. Arch Walk St. 6 2 A. Ext 37. 18. Rest Stride St. T. Flex. Backw. 38. and Forw. 19. Str. Arch Walk St. 6 2 A. Ext. and 39. Change of Feet. 20. Rest Arch St. Heel-elev. (living 40. support). Gr. Arch St. Kn. Flex. Upw. Gr. Arch St. Kn. Flex, and Ext. Forw. Gr. Arch St. L. elev. Gr. Arch St. L. and Heel-elev. Gr. Arch St. 2 A. Flex. Gr. Arch Stride St. Hand to Hand Move. Oblique Gr. Arch St. Heel-elev. Oblique Gr. Arch Stride St. Heel- elev. Gr. Arch St. L. and Heel-elev. with Deep Flexion. Gr. Arch Stride St. 2 A. Flex. Gr. Arch Stride St. Hand under Hand Move. Oblique Gr. Arch St. L. elev. Gr. Arch Stride St. 2 A. Flex, with Deep T. Flex. Oblique Gr. Arch St. 2 A. Flex. Oblique Gr. Arch St. L. and Heel- elev. Oblique Gr. Arch Stride St. 2 A. Flex. Gr. Arch Stride St. 2 Hand Move. Oblique Gr. Arch St. L. and Heel- elev. with 2 A. Flex. Gr. Arch St. Pos. w. Hands on the Floor. Gr. Arch St. w. Hands on Floor and 2 A. Flex- HEAVING-MOVEMENTS. By heaving-movements, we mean exercises which expand the chest by drawing the superior ribs apart, besides develop- ing the muscles of the arms ; they consist of various forms of lifting the body by means of the arms alone, or by using both arms and legs. Before you hang by means of the arms alone, the extensibility of the front side of the body must have been cultivated by arch flexions, and that of the arms and lateral chest by double arm-extensions. For this reason, the last- 88 EDUCA TIONAL G YMNASTICS named movements are to be considered as introductions to the heaving-movements, and as such will be given a place in the ensuing list. The heaving-movements may commence as early as the second day's lesson, if any apparatus is at hand. After two or three months' practice, each lesson should contain two heaving-movements, one immediately after the arch flexions and another immedi- ately before the jumping ; then the two are made as different as possible, and the last one should be the stronger of the two. In total absence of apparatus, 2 A. ext. and a greater number of lateral trunk-movements and respiratory exer- cises will have to form the substitute. St. 2 A. Flex. Upw. (Fig. 80). Com- mand, '''Arms upward bend!" The upper arms remain still ; with moderate speed the forearms are bent upward as far as possible with the hands semi-closed in front of the shoulders and brought as - far sideways as possible. The elbows should be held close to the body. At Position I " the arms re- sume fundamental position. When the arms are bent upward, the position is called bend st., bend sitt., etc., and this is the intermediate position of all arm- extensions. 2 A. Ext. Upw. (Fig. 81 a). Command, "Arms upward stretch one ! Tw6 ! " 1. Bend st. pos. 2. The arms are FIG. so. -ST. 2 A. FLEX. UFW. the command, BEND ST. Pos. MOVEMENTS OF THE SWEDISH SYSTEM quickly extended upward, so that they are parallel, the palms of the hands turned toward each other, 1 the fingers of each hand held together, and the arms carried as far backward as possible. This position is called stretch (str.) pos. Com- mon faults are to push the head and abdomen forward. 2 A. Ext. Forw. (Fig. 81 6). Command, ''Arms forward stretch one! Tw6!" 1. Bend st. pos. 2. The arms are thrust quickly for- ward ; the arms are par- allel and horizontal, and the palms of the hands turned toward each other. This position is called reach st. Com- mon faults are to push the shoulders and abdo- men forward and to bend the trunk backward. 2 A. Ext. Sidew. (Fig. 82). Command, "Arms sideivays stretch one! Tw6 !" 1. Bend st. pos. 2. The hands are thrust in a straight line sideways from the shoulders, so that FIG. 81. a, 2 A. EXT. UPW.; b, 2 A. EXT. FORW. 1 If the palms are turned the opposite way, the chest becomes compressed and the head pushed forward. 90 ED UCA TIONA L G YMNA S TICS the arms become straight, horizontal, and carried well back- ward, the palms of the hands being turned downward. This position is called yard at. c (for other yard st. positions, see shoulder-blade movements). To resume fund. pos. from any one of these positions, com- mand, "Arms downward stretch one! Tw6 ! " 1. Bend st. pos. 2. The arms are stretched down into fund. pos. As the pupils gain proficiency, the command grows shorter ; thus, if at first it is, " Arms upward stretch one! Tw6!" later on it will be, "Arms upward stretch! Tw6!" and still later on, "Arms upward stretch ! " In absence of apparatus, these movements serve as substitutes for the heaving- movements, and may then (as well as at other times) be done twice or several times in each direction. Otherwise they are used as introductions, and as such form part of every lesson, even for the most advanced classes. A favorite combination for ad- vanced pupils is, "Twice in each direction, arms forward, upward, sideways, and downward stretch ! " (or, " stretch one ! Tw6 ! One!". . .). For beginners, the reach st. pos. should be tried last, as it is the most productive of faulty posture ; it should always be immediately followed by the yard st. pos., as this one has the quality of correcting these same faults. When used as introductions, the 2 A. exts. may be com- FIG. 82. 2 A. EXT. SIDEW. MOVEMENTS OF THE SWEDISH SYSTEM 91 bined with a leg-movement ; as, for instance, the str. stride st. pos. (Fig. 83); command, "Left (r.) foot sideways place and arms upward stretch 6ne ! Tw6 ! " 1. Bend st. pos. 2. The foot is moved, and, at the same time, the arms are stretched as previously described. (Compare leg-movements : stride st. pos. for children; the command is then, "Feet sideivays place and arms upward stretch 6ne ! Tiv6!" each movement of the arms being accompanied by one foot-move- ment.) In this manner, the various walk st. positions can be practised, so that the pupils get some skill in taking the different commencing positions quickly and correctly. These introduc- tions are excellent for the im- provement of a child's conception of rhythm and co-ordination of mo- tion. (For other arm-extensions, see shoulder-blade movements.) When hanging by the arms alone from a horizontal bar, we can grasp the latter in three different ways, as follows : Under Gr. Hang. Poa. (Fig. 85). The pupils stand facing the bar. Command, u Under grasp grdsp ! " The pupils jump, and grasp the bar on the opposite side from that on which they stand. The arms are straight, and the distance FIG. 83. STR. STRIDE ST. PC 92 ED UCA TIONA L G YMNA S TICS between the hands at least equal to the shoulder-width. If you wish the pupils to grasp on the same side on which they stand, the position is Over Gr. Hang. Fos. (Fig. 84). Command, etc., on the same principles as the previ- ous exercise. If one hand grasps each side of the bar, the position is called Under Hang. Fos. (Fig. 86), which is done on the same principles. (Best with the groove up.) When these positions are practised for the first time, the bar is put so low that every pupil can easily reach it, those who are very tall sometimes having to bend their knees slightly backward, in order not to stand on the floor after the hands have grasped. In each one of these posi- tions the pupils may pull themselves up by bending no.84.-OvKRGK.HAKG.Pos. being : Under Or. Hang. 2 A. Flex. (Fig. 85). Command (after commencing position is taken as above), "Lift!" With mod- erate speed, the pupils raise themselves as high as possible, the MOVEMENTS OF THE SWEDISH SYSTEM 93 head, elbows, and (straight) legs being carried well backward and the chest forward. At the command " Sink I " the pupils lower themselves slowly until the arms are straight. Over Gr. Hang. 2 A. Flex, and Under Hang. 2 A. Flex, are done on the same principles. These movements may be increased in strength by increasing the dis- tance between the hands, by bending the arms only to 90, or by increasing the dura- tion of the movement (by repeating it a num- ber of times). When repeated several times, the movement should not be done by quick jerks, but slowly and evenly, a pause being made in each of the two positions (bend gr. hang, and str. gr. hang. positions). Next in progression comes travelling on the bar. This can be done in either of the above positions with the arms bent. Fm ^ _ UNDER GK HANG 2 A . FLEX 94 ED UCA TIONA L G YMNA STICS Under Hang. Travel. (Fig. 86). Command, Stdrt /" The pupil stands at one end of the bar, grasps it as above, pulls himself up, and travels slowly to the other end by letting each hand alternately grasp behind the other one, the head being kept immediately under the bar (" the nose in the groove ! "). The bar may be hori- zontal or inclined. The movement can be done so that the head is alternately lifted above the sides of the bar, and is stronger in that form. It is then called Under Hang. Trav. w. Alternate Elev. By using either of the other two grasps, we get Und. Gr. Hang. Trav., and Over Gr. Hang. Trav., which move- ments are done at first by moving one hand at a time, later on by moving both hands simultaneously ; they are then called 2 Hand. Trav. FIG. 86. UNDER HANG. 2 A. FLEX., OR UNDER HANG. TRAV. Und. Gr. Hang. Over Gr. Hang. Beginners (women and children) may travel with straight arms, and the movement then is best done as Over Gr. Hang. Oscillatory Travelling, which exercise is done so that the impetus for motion is received by oscillating the whole body (from the shoulders to the feet) from side to side, the left hand moving when the legs swing to the left; the right, when they swing to the right. This exercise corresponds MOVEMENTS OF THE SWEDISH SYSTEM 95 to travelling in the rings (common in American gymnasiums), but is safer and more developing than the latter. One of the strongest horizontal-bar movements is the Rotary Travelling (.Fig. 87). This movement is done as follows : Grasp the bar with the left (r.) hand, and hang with this arm bent (as shown in Fig. 87 a), the right (1.) arm hanging down by the side ; the head is on the side of the bar opposite the hand that grasps. Now tip the head backward under the bar, and rotate the body to the right (1.) until the head is on the same side of the bar as the left (r.) hand ; now grasp with the right (1.) hand, the right (1.) arm bent a t Fl "-' a -- ROTABY TRAv. ELLING ON THE HORI- the elbow, and let go with the left (r.) hand. ZONTAL BAR. Hanging on the bent right (1.) arm, you rotate forward to the right (1.) so that the head comes on the original side of the bar, when again grasp with the left (r.) hand, and continue the movement as just described until the other end of the bar FIG. 876. ROTAKY TRAVELLING ox THE HORIZONTAL BAR. is reached. Fig. 87 b shows the grasp of the hands, the move- ment starting with both hands on the bar. If the bar is grasped so that the first rotation takes place forward, it is a little easier to continue the movement. Travelling by means of the arms alone can also be done upward between two ropes. 96 ED UCA TIONA L G YMNA S TICS \ Under Hang. Vertical Trav. (hand above hand) (Fig. 88). Grasping two of the vertical ropes, one in each hand, the pupil pulls himself up as far as possible, extends one arm upward, and grasps the rope a little higher, bends that arm to utmost flexion, and repeats the movement with the other arm, and with each hand alternately until he reaches the ceiling. He travels downward in the same manner or by moving both hands at the same time, a short distance at a time, and with the arms always bent. Before any upward travelling takes place, 2 A. flex, alone (Fig. 89) should be practised ; and for advanced f { pupils this movement may be done two or three times after the ceiling has been reached (or when the pupil has gone as high as he can) before travelling down again. Figs. 90, 91, and 92 show how a corresponding exercise can be done on ladders and stall-bars, the move- ment then being done with over grasp. Between the ropes, we can also FIG. 89. turn a somersault backward, if we hang on straight HANG. 2 A. arms, lift the legs forward upward, and tip the head and shoulders backward, coming back the opposite way. This is called Somersault Backw. betw. Ropes (Fig. 93). In this move- FIG. 88. UNDKRHANG. VERTICAL TKAV. MOVEMENTS OF THE SWEDISH SYSTEM 97 I if' FIG. 90. VERTICAL TRAVELLING FIG. 91. OVER GR. HANG. TRAV. ON ON PERPENDICULAR LADDER. INCLINED LADDER. FIG. 92. OVER GR. HANG. TRAV. ON STALL-BARS. FIG. 93. SOMERSAULT BACKWARD BETWEEN ROPES. ED UCA TIONA L G YMNA S TICS ment, skilled athletes are able to hold themselves in horizontal position with upturned face or facing downward (after turn- ing the somersault). Beginners should be assisted as shown in Fig. 94 a and b. Children may be given the corresponding exercises on stall-bars, as shown in Fig. 95. Command, "For- ward downward bend ! Grrdsp I Stoop hanging position one ! Two /" . . . 1. The legs are lifted so that the whole back FlG. 94 a. SOMERSAULT WITH ASSISTANCE. FlG. W b. of the body rests against the bars. 2. The feet are again put on the floor. Crook Hang. FOB. (Fig. 96). The pupil grasps one of the stall-bars (or double or single bar, as in Fig. 96 b and Fig. 97) as high up as possible, and hangs on straight arms with his back resting on the bars. Command, "Knees upward bend!" Both knees are bent upward (as in crook half st. pos.) "Knees downward stretch!' 1 '' The legs are stretched downward again. MOVEMENTS OF THE SWEDISH SYSTEM 99 Fio. 95. STOOP HANG. Pos. ON STALL-BARS. a FIG. 96. CROOK HANG. Pos. , ON STALL-BARS; b, ON DOUBLE BAK. 100 EDUCA TIONAL G YMNASTICS Crook Hang. Alternate Kn. Ext. Command, "Knees upward bend ! Knee extension 6ne ! Tw6 ! " . . . 1. The left (r.) knee is extended forward so that the leg is horizontal. 2. The FIG. 97. CKOOK HANG. 2 KN. EXT. FORW. left (r.) knee is bent while the right (1.) knee is extended in a similar manner. Crook Hang. 2 Kn. Ext. (Fig. 97). Command, "Knees upward bend ! Forward stretch ! Bend ! Stretch ! " . . . Both legs are stretched simultaneously. MOVEMENTS OF THE SWEDISH SYSTEM 101 Crook Hang. 2 L. Elev. Command, " Grrdsp ! Legs for- ward lift!" Both legs are lifted to horizontal position. "Sink!" The legs are lowered. FIG. 98. UNDER HANI;. 2 L. SWING. OVER BAR. Under Hang. 2 L. Swing, over Bar (Fig. 98). Apparatus: double-bar. Command, " Grrdsp ! " The pupil grasps the upper bar. " Legs forward swing one ! Two ! " . . . The ED UCA TIONA L G YMNA S TICS pupil swings his legs straight forward over the bar from side to side. Crook Hang. L. Abd. (Fig. 99). Command, "Grrdsp! Legs forward lift ! Leg abduction one ! Two ! "... 1. The legs are brought as far apart as possible. 2. The legs are again brought to- gether. The legs remain lifted into horizontal position through- out the movement. Later on, the six preceding exercises are done with bent arms (bend cr. hang. pos.). Over Gr. Cr. Hang. 2 A. Flex (Fig. 100). Command, " G-rdsp ! Legs forward lift ! Arms bend! (or Lift!) Stretch! (or FIG. 99. CKOOK HAJJG. L. ABD. Q'wlf f\ " Crook Under Hang Trav. (Fig. 101) is done on the same principles as under hang, trav., except that the legs are lifted to horizontal position. Crook Hang. Somersault Backw. over the Bar. The pupil hangs on straight arms, at first with under grasp, later on with over grasp, and lifts his legs forward until his feet touch the bar ; now he pulls himself up on bent arms, and, in so doing, throws his FlG . 100 .J^ ERGll . CK . HANIJ . legs over the bar (by tipping his 2 A. FLEX. head backward), tips his trunk backward (Fig. 102), as in the somersault between the ropes, and finally comes wholly =r , \- MOVEMENTS OF THE SWEDISH SYSTEM 103 over on the other side of the bar on which he rests by his hands ; and in this position the arms are straight, the abdo- men leans against the bar, the body is grace- >~> fully curved backward, and the head is car- ried very high. This position is called Balance Hang. Pos. (Fig. 103). Another way of taking this posi. tion is to grasp the bar with both hands (over gr.), and with one knee over the bar, to swing the other leg quickly backward, so that you come up sitting astride the bar ; FIG. 101. CROOK UXDKR HANG. TRAV. FIG. 102. INTERMEDIATE Pos. OF SOMERSAULT OVER THE BAR. FIG. 103. BALANCE HANG. Pos. then the forward leg is lifted backward over the bar and placed beside the other one. This movement is familiar to all "hori- zontal-bar performers," and hardly needs illustration. Instead 104 ED UCA TIONA L G YMNA S TICS of taking the balance hang, pos., you may bring the back- ward leg over the bar and sit on the latter (high sitt. pos.). From this position ybu can now turn a somersault back- ward, as shown in Fig. 104. (In a schoolroom, the balance hang. pos. can be taken by the pupil standing in the aisle and placing his hands on the desks each side of him ; if now he raises his knees forward, the position corresponds to the cr. hang, pos.) In the balance hang, and high sitt. pos., we might travel along the bar, which movements need no de scription. A great many other move- ments, suitable for advanced pupils, might be done in these two positions, but they will not be described here. Exercises in cr. hang. pos. are abdominal exercises, as FIG. 104. -HIGH SITT. SOMERSAULT BACKW. we H ; an d, when a heaving movement of this kind is used, other abdominal exercises may be eliminated from that lesson. MOVEMENTS OF THE SWEDISH SYSTEM 105 Fall Hang. Pos. (Fig. 105). The bar is put at hip-height. Command, " Girdsp ! " The pupils place their hands on the bar. "Feet forward pldce!" The pupils swing their legs quickly forward under the bar, so that they hang on straight arms with heels resting on the floor. The body is straight from the head to the feet, or slightly arched, the head is backward, and the chest is vaulted. " Position ! " The pu p i 1 s resume commencing position. (" The same 6ne Arch Hang Pos. (Fig. 106) The bar is nearly shoulder FIG. 105. -FALL. HANG. Pos. high. Command, " Grrdsp ! Feet backward place!' 1 '' The feet are placed as far backward as possible, with the insteps stretched so that the body rests on the tips of the toes. The arms are straight. "Position!" etc., as above. Change between Fall and Arch Hang. Pos. Command, "Feet fonvard pldce ! Feet backward pldce /" The arms remain straight while the feet are swung backward into arch hang, pos. " The same 6m ! Tw6 ! " . . . 106 EDUCATIONAL GYMNASTICS In each position, we can do an arm-flexion on the same principles as in the other hanging positions. These exercises are called Fall Hang. 2 A. Flex, and Arch Hang. 2 A. Flex., and do not need any description. Of these five movements, the first, third, and fourth are suit- able for children and beginners, as introductions to the various other hanging positions. The second and fifth are suitable for more advanced pupils. All these exercises are increased in force by lowering the bar or by bringing the hands farther apart. In this manner, the arch hang. pos. can be made to bring about the most forcible expan- sion of the chest. The exercises can be ar- ranged in the schoolroom by placing the pupils in the aisles (facing the back part of the room) and letting them grasp the desks on each side of them. The following movements are various forms of climbing, which are especially suitable for children, although they should be done by grown persons as well. Climbing the Inclined Rope (Fig. 107). The hands grasp the rope, right (1.) hand above, and the left (r.) knee is swung over the rope, while the right (1.) leg hangs straight 106. ARCH HANG. Pos. MOVEMENTS OF THE SWEDISH SYSTEM 107 down. Travelling upward is order : The left (r.) hand grasps one, and at the same time the off the rope, and the right (1.) The same move- with the other hand till the ceiling is now done in the following above the right (1.) left (r.) leg is swung one swung on to it. ment is now done and leg, and so on reached. The move- ment can also be done on the horizontal bar. Before travelling is attempted, the move- ment of the legs should be practised alone, while one hand alternately grasps over and under the other o n e, which FIG. 108. INTRODUCTION TO INCLINED ROPE CLIMB. remains in one and the same place. For children, this can be arranged by tilting a long bar against the bar-stalls (or 108 ED UCA TIONA L G YMNA S TICS into a corner), while another pupil fixes placing his foot against it (Fig. 108). Inclined Rope Climb. Backw. (Fig. ^ similar principles, except that the legs // head down. Rotary Climb, on Inclined Both hands grasp the rope the body is pulled and both legs are rope above ^^ / /\ f 110 a). its lower end by 109) is done on are up and the Rope (Fig. 110). with over grasp, up on bent arms, swung over the the hands (Fig. Now move both FIG. 109. INCLINED ROPE CLIMB. BACKW. hands, one at a time, upward, and grasp the rope from the opposite side, so that the hand that was below now comes FIG. 110 a. ROTARY CLIMBING ON INCLINED ROPE. FIG. 110 6. above the other one (Fig. 110 6). Repeat the movements of the legs, as above, and continue these procedures as high up on the rope as you can. (Suitable only for strong individuals.) MOVEMENTS OF THE SWEDISH SYSTEM 109 In each of these movements you may come back by climbing pies as you climb up in possible, each pupil, should climb down on a place as the inclined rope as this will save time. 111). Grasp the rope downward on the same princi- the first of the exercises. If upon reaching the ceiling, rope suspended from the same (or on some other apparatus), Vertical Rope Climb. (Fig. with the ^^ L k hands, pull (iS . i ,T/ i '^i, ^ r \\ /> -^' the legs up, and take the rope between the feet as near the hands as pos- sible, the left foot being in \ i ) front when the right hand is uppermost, and vice versa. Keeping the grasp with the feet, extend the knees, let the hands glide up as high as possible, and grasp the rope so that the hand which was below shall now be above the other one. Pull the legs up, and take a new grasp (as above), etc., all the way to the top. To come down, move hand under hand and let the " feet slide down the rope, the legs being well drawn FIG. 112. CLIMB- up. The movement can be done on the vertical ING THE POLE. i FIG. 111. CLIMBING THE VERTICAL ROPE. Instead of coming down as just described, you can descend head first, hand under hand, as in Fig. 113, or by letting the feet slide on the rope, while the arms are extended sideways, 110 EDUCATIONAL GYMNASTICS as in Fig. 114. These modes, however, should not be attempted by any but advanced pupils, who, with assistance, have learned how to turn their feet up and grasp the rope, this being done near the floor. FIG. 113. CLIMBING DOWN THK ROPK, FIG. 114. SLIDING DOWN THE ROPE, HEAD FIRST. HICAD FIRST. Trav. from Rope to Rope (Fig. 115). If several ropes (or poles) are hanging in a row, the pupils may travel from rope to rope, taking one grasp (and one "lift") on each rope, and steadily rising. When the ceiling is reached, they travel along on the same level till the last rope is reached, and then slide MOVEMENTS OF THE SWEDISH SYSTEM 111 down in any of the ways described above. (Compare under gr. hang, vertical trav. on ropes.) Serpentine through Vertical Ladder. A pupil crawls into g FIG. 115. TRAVELLING FROM ROPE TO ROPK. one of the openings, and, sitting on one of the rounds, he grasps the next (or second) round above with his hands crossed; he pulls himself up into the next opening, helping himself by pushing with the feet (Fig. 116 a). He now faces 112 ED UCA TIONA L G YMNA S TICS the opposite way ; and, grasping a round above, as before, he proceeds upward. When he has reached the top of the ladder, he moves into the next opening obliquely below, and climbs down, feet first, in a manner similar to his ascending (Fig. 116 &). As soon as there is room, another pupil starts ; and in this way a constant current of pupils is kept going up in one half of the ladder and down in the other half. rr FIG. 116. SERPENTINE THROUGH VERTICAL LADDER. Another way of arranging the movement is seen in Fig. 117, where the pupil climbs up zigzag and down the same way. This is usually done so that two pupils sit on the lowest round facing in opposite directions, start at the same time, and follow each other all the way up and down, crawling not only in and out through the openings, but, at the same time also, around each other. MOVEMENTS OF THE SWEDISH SYSTEM 113 FIG. 118. SEKPENTINE AKOUMU THE SIUEPIECE OF LADDER. 114 ED UCA TIONA L G YMNA S TICS \ ; \ 9^- / I 3 FIG. 119. ZIGZAG SEKPKNTINK DOWNWARD, HEAD FIRST. MOVEMENTS OF THE SWEDISH SYSTEM 115 The serpentine can also be done around the side-piece of the ladder, as shown in Fig. 118 ; a and b showing the movement FIG. 117. ZIGZAG SERPENTINE THROUGH VERTICAL LADDER. upward ; c, c?, and e downward. You can also climb down- ward, head first, as shown in Figs. 119 and 120 ; 119 a showing the mode of turning ; 6, , FEET FIRST. ropes or poles, is one of the easiest of the heaving-movements. It can be done on ordinary vertical (or inclined) ladders, on 118 ED UCA TIONA L G YMNA S TICS rope ladders (Fig. 124), and on stall-bars with or without the help of a rope (Figs. 125 and 126). For children, and in absence of other apparatus than stall-bars, some simple substitutes for heaving-movements can be arranged, as shown in Figs. 127, 128, and 129, which hardly need explanation. There is no class of ex- ercises more needed by the , ._ r ^. growing generations than -^- ------ ]_U- the heaving-movements, ryV and in any room (school- X room) some simple con- trivance, can easily be put up so that at least some ^V form of these movements \ may be applied. ^""^ y ^ y u are willing 1 * de- ./ velop the muscles of the *r arms at the expense of ^_ the chest, then you may use dumb-bells, Indian .__.. Clubs, etc. These loose FIG. 126. -CLIMBING THE STALL-BARS. pieces of apparatus may be suitable for advanced classes of adults, whose shapes are settled once for all, and FIG. 124. -CLIMB. ROPE wno wish to develop muscle and reduce fat, whereas in gymnastics for children they are best left alone, since they have the bad quality of producing and encouraging faulty posture. \ MOVEMENTS OF THE SWEDISH SYSTEM 119 FIG. 127. SIDEW. TKAV. ON STALL 15,u FIG. 126. CLIMBING LADDER WITH HELP OF A UOPK. FIG. 128. - REACH GR. COUR- FlG . 129 . _ REACH QR Po TEST SITT. 2 K.N. EXT. 120 EDUCATIONAL GYMNASTICS The heaving-movements being of so many different kinds, it is very difficult to include them all in one progressive arrange- ment ; yet the following list may serve to give the teacher an idea of the comparative strength of these movements. 1. Over Gr. Hang. \ 16. Vert. Rope Climb. Under Hang. { Pos. 17. Cr. Hang. 2 L. Elev. Under Gr. Hang. ) 18. Uud. Gr. Hang. Trav. 2. Fall Hang. Pos. 19. Under Hang. Trav. Fall Hang. 2 A. Flex. 20. Under Hang. Vert. Trav. on Ropes. 3. Over Gr. Hang. Osc. Trav. 21. Under Hang. Trav. w. Alt. Elev. 4. Arch Hang. Pos. 22. Cr. Hang. L. Abd. Arch Hang. 2 A. Flex. 23. Somersault betw. Ropes. 5. Horiz. Serpentine. 24. Over Gr. Hang. Trav. 6. Climb, on Rope Ladder. 25. Cr. Hang. Somersault. 7. Cr. Hang. Pos. 26. Over Gr. Hang. 2 Hand Trav. 8. Inclined Rope Climb. 27. Inclined Rope Climb. Feet first. 9. Cr. Hang. Alt. Kn. Ext. 28. Over Gr. Cr. Hang. 2 A. Flex. 10. Vertical Serpentine. 29. Und. Gr. Hang. 2 Hand Trav. 11. Und. Hang. L. Swing over Bar. 30. Rotary Climb, on Inclined Rope, 12. Und. Gr. Hang. 2 A. Flex. 31. Over Gr. Hang. Vert. Trav. on Ladder. 13. Cr. Hang. 2 Kn. Ext. 32. Cr. Und. Hang. Trav. (Bar or Ropes). 14. Und. Hang. 2 A. Flex. 33. Rotary Trav. on Bar. 15. Over Gr. Hang. 2 A. Flex. SHOULDER-BLADE MOVEMENTS. By shoulder-blade movements, we mean exercises which tend to correct the posture of the shoulder-blades, flattening them on the back and pushing the shoulders backward. Before any- thing is done to forcibly place the shoiilder-blades in the posi- tion they ought to have, the muscles must first be made pliable and extensible. This is accomplished by the introductory exer- cises, which we call single arm-extensions, and which have been placed first on the following list. Children are more in need of shoulder-blade movements than grown pei-sons, and two exercises of this class may be safely put into each lesson for children, if the teacher deems such a proceeding necessary. In the description below, the movements have been grouped MOVEMENTS OF THE SWEDISH SYSTEJf 121 together according to the commencing positions from which they are done. Half str. St. Pos. (Fig. 130). Command, "Left (r.) arm upward stretch tine! Tw6 7" 1. The left (r.) arm takes bend pos. 2. The arm is stretched upward on the same principles as when both arms are stretched (in 2 A. ext.). Common faults are : leaning the head against the arm that is extended upward, and drooping the other shoulder. "Change arris 6ne! Tw6 7" 1. Both arms are bent upward (Fig. 80, p. 88). 2. The left (r.) arm is extended downward, the right (1.) one upward. For children, the movement may be \ done from bend st. pos. Command, " Arms upward bend ! Alternate arm- extension upward, beginning by the left (?'.) tine! Twtif" . . . One arm bends, while the other one extends. In this manner, an alternate arm-extension may also be done sideways or forward. Half Str. Half Yd. St. Pos. (Fig. 131). Command, "Left (r.) arm upward, right (.) arm sideways stretch 6ne ! Tivti ! " 1. Bend st. pos. 2. The arms extend as FIG . 130. - HALF STR. directed. Common faults are : raising the ST " Pos ' arm, which is in yard pos., above horizontal, and carrying it forward ; leaning the head against the arm which is extended upward, etc. Half Str. Half Reach St. Pos. Command, " Left (r.) arm 122 ED UCA Tl ON A L G YMNA S TICS same shoulder forward. upward, right (7.) arm forward stretch 6ne! Tw6!" The most common faults in this movement are : stretching the ,-| right (1.) arm sideways I forward, instead of for- M ward, and throwing the \ '4. > /" }/ st. POS. (Fig. 132). \ 4 \ ' i K.J .7 Command, "Left (r.) orw sideways, right (Z.) arm forward stretch rf-we / Tw6 ! " Com- mon faults are : twist- ing the trunk, throwing the shoulders out of position, and not keep- ing the arms horizontal. In the last three ex- ercises, the arms change position at the com- mand, u Change arms 6ne ! Tw6!" 1. Both arms bend. 2. The arms are i FIG. 131. -HALF. STR. HALF YD. ST. Pos. stretched in OppO- / site directions. Any of these exer- cises, once learned, may be suitably used as introductions to a lesson for even an advanced class. The following movements are shoulder-blade movements of a more specific nature. FIG. 132. HALF YD. HALF REACH ST. Pos. MOVEMENTS OF THE SWEDISH SYSTEM 123 St. 2 A. Ext. Backw. (Fig. 133). Command, "-Arms backward stretch tine! Twti!" 1. Bend st. pos. 2. The forearms are flung downward and backward as far as good posture will allow, and stay there, straight, par- allel, and with the palms of the hands turned toward each other. Common faults are : push- ing the head forward and concaving the chest. Care should be taken that this exercise be not used too early ; for, unless performed in very good posture, it has an effect very different from the one desired which is to expand the clavicular (upper sternal) region of the chest, thus pushing the shoulder-blades backward. To counteract ill results as well as to increase the good ones, the movement is best combined with (or immediately followed by) 2 A. ext. sidew. Command. ''Arms sideways and backward stretch tine! . . . Ftiur! The same tine! . . . Ftiur ! " . . . This combina- tion is much more powerful than either of the two movements alone, as any one will know who has tried it. St. Slow 2 A. Ext. to Yard St. d Pos. (Fig. 134). J Command, tk With palms turned up, arm ex- slowly one! Two/" ... 1. Bend st. TIG. 133. ST. -2 A. EXT. BACKW. FIG. 134. ST. 2 A. EXT. TO YARD ST. d Pos. tension sideways, 1 Yard st. positions are: (a) arms forward bend (Fig. 135): (b) arms horizontal, elbows at right angles, upper arms pointing sideways, forearms forward, and hands turned with palms toward each other; (c) arms extended sideways, palms turned down ; (d) arms extended sideways, palms turned up (Fig. 141) ; (e) upper arms horizontal, elbows at right angles, forearms vertical, and palms turned toward each other (Fig. 137). 124 EDUCATIONAL GYMNASTICS pos. 2. The arms are extended slowly sideways, with the palms of the hands turned upward. Both the flexion and the exten- sion should be done as evenly as they are slowly. (Not suitable for children under fourteen years of age.) Yard a St. 2 A. Fling. (Fig. 135). Command, " Arms for- ward bSnd ! " The arms, bent at the elbows, are lifted sideways to horizontal position with the elbows well drawn backward, the palms of the hands turned down, the forearm and hand in a straight line, and a little below the level of the shoulder. This is the yard st. a pos. (Fig. 135 a), which should be practised alone before any arm flinging is done. The hands FIG. 135. YARD a ST. 2 A. FLING. must not touch each other or the chest (as described by a recent German author), as that would bring the elbows for- ward, and lessen the expansion of the chest. The movement, done from this position, is, " Arm flinging (or Arms sideways fling) 6ne! Two!" ... 1. The forearms are flung quickly sideways to yard st. c pos. (arms horizontal, palms turned down) (Fig. 135 6). 2. With moderate speed (so that they may not strike the chest), the arms resume yard st. a pos. Reach St. 2 A. Fling. (Fig. 136). Command, " Arms forward strStch! (see heaving-movements). Arm flinging (or Arms upward fling) 6ne! Tico!" ... 1. Remaining straight, the arms are flung quickly upward into stretch st. pos. 2. With MOVEMENTS OF THE SWEDISH SYSTEM 125 moderate speed, the arms are lowered into reach pos. A com- mon fault is to push the head forward, when the arms rise. To counteract this, beginners may do the movement with the head bent backward. Command, " Arms forward strStch ! Head backward bend ! Arm flinging 6ne I Two ! " . . . Beginners find it difficult to return to the reach st. pos. with- out lowering the arms below horizontal ; for this reason, the FIG. 136. -REACH ST. 2 A. FLING. Fm. 137. -YARD SUPPORT ST. Pos. arm flinging may at first be done from fundamental position (st. 2 A. fling, upw.). For children it may be still more simpli- fied by flinging each arm alternately from fundamental position, one arm being flung up, while the other moves down. Arm flinging upward can also be done from yard b st. pos. Yard b St. 2 A. Fling, [to Yd. e St. Pos.] (Fig. 137). Com- mand, " Arms half forward b 2nd /" This is yard b st. pos., in which the arms are horizontal, elbows bent at right angles, 126 EDUCATIONAL GYMNASTICS and on a level with the shoulders, palms turned toward each other, forearms parallel and pointing forward. The movement to be done from this position is, " Arm flinging tine ! Two /" ... 1. The upper arms remain horizontal and immovable, while the forearms are flung upward until they are vertical (or car- ried still more backward, if possible). 2. With moderate speed, the forearms are lowered into yard b st. pos. When this move- ment is done for the first time, the pupils may be placed with the small of their backs against a horizontal bar (as shown in Fig. 137). In this way, better muscular isolation is attained. The movement, simple though it be, is exceedingly difficult to do correctly, and consequently it can be applied only to advanced pupils, never to children. Yard St. 2 A. Fling. Forward. Command, " Arms sideways stretch one ! Two ! Arm flinging forward with turning of the hands 6m ! Tw6 ! "... 1. The forearms are slightly lifted, and while the hands are turned, palms up, the arms are flung sideways forward into reach position (with palms up). 2. The forearms are lifted, and the hands turn, while the arms are flung back into yard pos. The movement resembles cutting the air with two swords. The most common faults are : pushing the head forward, when the arms are flung backward, and bend- ing the arms so much that the movement resembles an arm- extension, the line of motion being a straight line instead of a curve. wing stoop Stride St Pos. (For command, etc., see arch- flexions.) In this position the extensors of the back are forci- bly contracted, and thereby the shoulder-blades are drawn downward and flattened. To keep the pupils busy, while standing in this position, a head-rotation may be ordered. Stoop stride St. H. Rot. (Fig. 138). After the position is MOVEMENTS OF THE sn r EJ)ISIf SYSTEM 127 . 138. STOOP STRIDE ST. II. HOT. taken, command, " Head rotation, to the left (r.), right (Z.) and forward 6ne ! Tw6 ! Thrte ! The same right (I.), left (r.) and forward 6ne / . . . ThreS ! " etc. Other exercises in this position are Bend Stoop Stride St. 2 A. Ext. Upw. (Fig. 139), at first done quickly, later on very slowly. When done for the first time, the arms should be stretched upward before the trunk is bent forward, as the str. stoop stride st. pos. (Fig. 59, p. 73) makes it easier to extend the arms (not only upward, but also in other directions). For beginners the arm- extension may be done alternately from bend, pos., as described above. We also have Stoop Stride St. 2 A. Ext. Upw. and Sidew. ; Half Yd. Hlf. Str. Stoop Stride St., Change of A.; Reach Stoop Stride St. 2 A. Fling, (usually beginning from str. pos.) ; Yard a Stoop Stride St. 2 A. Fling. ; Bend Stoop Stride St. Slow 2 A. Ext. to Yd. <1 Pos. ; the commands and execution of which movements we hardly need to describe. Yard Stoop Stride St. 2 A. Circ. Com- mand, " Feet sideways place and arms side- ways stretch tine ! Tw6 ! Trunk forward bend ! " [This trunk-flexion alone is a suitr able shoulder-blade movement for children (Fig. 140).] " Arm circumduction stdrt!" The arms remain straight, and are moved with moderate speed so that the hands describe a small circle upward, backward, FKJ. 130. BBXD STOOP STRIDE ST. Pos. 128 ED UCA TIONA L G YMNA S TICS FIG. 140. YAKD STOOP STRIDE ST. Pos. ft ^ FKJ. 141. YAHI) d STOOP STIUDK S MOVEMENTS OF THE SWEDISH SYSTEM 129 downward, and forward, and this is continued until the teacher commands " 8t6p ! " Yard d Stoop Stride St. 2 A. Elev. (Fig. 141). Command, " Left (r.) foot sideways place and arms sideways stretch / Trunk forward bend ! Hands t-drn ! Arm elevation one! Two!" ... 1. The arms are slowly raised sideways into str. pos. 2. The arms resume yard d pos. equally slowly. At first the movement is best done from str. stoop stride st. pos., the command then being (after commencing position is taken), " Arms sideways sink and upward lift one! Two ! "... In this form, the movement is easier. For advanced pupils it may be changed to Half Yd. Hlf. Str. Stoop Stride St. A. Elev., in which movement one arm is lifted, while the other is low- ered, so that the hands maintain the same distance from each other as in the commencing position. Any of the above movements can be done as well from stoop st. pos. (with heels together). Forward Lying Pos. (Fig. 142). The pupil lies down across a bench so that his waist is above the middle of the bench ; his legs are straight, and his feet and hands rest on the floor. At the command " Hips firm ! " he places his hands on his hips, and raises his trunk as high as he can, his feet leaving the floor so that he balances on the bench. At the command " Posi- tion!" he resumes commencing position. When movements are to be done with this for a commencing position, the legs of the pupil are prevented from rising above horizontal, by another pupil kneeling behind and grasping the first one above and around the ankles (as in Figs. 143 and 144). In a schoolroom 130 EDUCATIONAL GYMNASTICS this may be arranged so that the pupil lies down on the desk, and places his feet under the cross-tree of the back rest of his chair. Movements in this position are Forward Lying H. Rot. ; Rest Forw. Ly. T. Backw. Flex. ; Str. Forw. Ly. T. Backw. Flex. In the last two, after com- mencing position is taken, the command is, " Trunk forward bend ! " when the pupil bends until he touches the floor ; and " Trunk backward bend ! " when he rises as high as he can. Other move- ments are Yard Forw. Ly. 2 A. Fling. (Fig. 143); Forw. Ly. 2 A. Ext. Sidew. (1. quickly, 2. slowly); Forw. Ly. 2 A. Ext. Upw. (Fig. 144) ; Yard d Forw. Ly. 2 A. Elev. These will need no description. All of these, except Nos. 3, 6, and 7, are especially suitable for children. The farther forward the pupil is lying, the stronger is the effect of the movement. The most common fault is pushing the head forward. Half Str. Fallout St. a Change of A. Command, " Left (r.) arm upward, right (Z.) arm backward, and to the left (r.) fallout 6ne! Tw6 !" 1. Bend st. pos. 2. The left (r.) arm is stretched upward, the right (1.) one backward, while the fallout st. a pos. is taken (as described under leg-movements) (Fig. 145). FIG. 143. YARD c FORW. LY. Pos. FIG. 145. HALF STR. FALLOUT ST. a Pos. 132 EDUCATIONAL GYMNASTICS "Change arms 6ne ! Tw6 ! '" ... 1. The arms are bent upward, while the feet remain in fallout st. a pos. 2. The arms are stretched in opposite directions, while the trunk is rotated to the side of the arm that extends backward (Fig. 146). " Change arms and feet 6ne! Tw6 /" 1. Bend. st. pos. (Fig. 80, p. 88). 2. Hlf. str. fallout st. a pos. is taken to the opposite side. Change of arms is now done without change of feet, etc. Turn Fallout St. a, 2 A. Ext. Upw. (Fig. 147). Command, ''Hips firm! To the left (r.} fall- tut ! Trunk to the left (r.) turn ! (see lateral trunk-move- ments). Arm extension upward 6ne! Tw6 /" . . . The arm extension may also be done upward and sideways. Str. Turn Fall- out St. a Forw. Flex. (Fig. 148). Command, FIG. 146. - HALF STH. FAT.T.OTTT ST. a, CHANGK OF A. " A r m S U P Ward stretch and to the left (r.} fallout 6ne ! Two ! Trunk to the left (r.) turn ! (In this position) Trunk forward bend ! Upward stretch / " . . . Reach Turn Fallout St. a 2 A. Fling. Command, " Hips firm ! Left (r.) foot, large step, sideways forward pldce .' (The trunk is erect.) Trunk to the left (r.^ turn! Arm* forward strStch ! Arm flinging 6ne ! Two!" . . . Yard d Turn Fallout St. a 2 A. Elev. is done on the same principles. MOVEMENTS OF THE SWEDISH SYSTEM 133 FIG. 147. STR. TURN FALLOUT ST. a Pos. FIG. H8. STR. TURN FALLOUT ST. a FORW. FLEX. 134 ED UCA TIONA L G YMNA S TICS In a similar manner, though without rotation of the trunk, are executed : Fallout st. b. } 2 A. ext. upw. (sidew. & upw.) (Fig. 150). Fallout st. c. I 2 A. fling. Toe sup. fallout st. b. | 2 A. elev. (Fig. 149). Foot gr. fallout st. b. J T. forw. flex. (Fig. 151). Besides these we also have : Str. Fallout St. c 2 A. Ext. w. Change of Feet Backward. Command, "Arms upward stretch, feet close and left (r.) foot FIG. 149. TOE SUP. FALLOUT ST. b 2 A. EXT. UPW, FIG. 150. BEND FOOT GR. FALLOUT ST. b Pos. backward falltiut!" (The feet are brought together, when the arms bend.) " Arm-extension upward with change of feet fine! Tw6!" . . . Str. Foot Gr. Fallout St. b Kn. Flex. After the pupils are arranged at the stall-bars, command, ''Hips firm! Left (r.) foot on the third bar place! Forward fallout! (see Fig. 26). Arms upward stretch! Knee bend!" The knee which is bent bends still more, while the other (backward) MOVEMENTS OF THE SWEDISH SYSTEM 135 one remains straight. " Stretch ! " The forward knee is straightened until it has its original flexion (about 90). Str. Hor. Half St. Kn. Flex. (Fig. 152). Command, " With arm-extension upward, horizontal half-standing position on the left (r.) foot place 6 n e ! Two!" l.Bend st. pos. 2. The arms are ex- tended up\vard, and, at the same FIG. 151. STK. FOOT GK. FALLOUT ST. b Fouw. FLEX. time, the left (r.) knee bends, the body inclines forward, and the right (1.) leg is lifted back- ward, so that the arms, trunk, and backward leg form an even, nearly horizontal curve. "Knee bend!" FIG. 152. STK. HOR. HALF ST. Pos. The knee of the supporting leg bends to utmost flexion, the rest of the body maintaining the same position. "Stretch!" 136 EDUCATIONAL GYMNASTICS The knee resumes original flexion. At first this movement (which is prepared by the corresponding leg-movements ; see Fig. 49, p. 64, etc.) is practised in half str. pos., the other hand taking "hip firm," either so that the left arm is extended when the left leg is raised, or so that the elevated arm and leg belong to opposite sides. The knee-flexion is not tried until the commencing position can be correctly taken. Very advanced pupils may try an arm-extension (2 A. ext. upw.) in this position : Hor. half st. 2 A. ext. upw. This movement and the one just described are exceedingly difficult on account of their close relationship to the balance-movements in which class they might also be counted. The most common fault in these exercises in fallout st. posi- tions, or their allies, is to let the arms sink forward, when they should be in str. pos. The effort of overcoming this natural tendency to faulty posture is what makes these exercises shoulder-blade movements. If dumb-bells or other weights are used, the safest move- ments are 2 A. elev. and 2 A. ext. in stoop stride st. and fallout st. a and b positions, the danger of compressing the chest being less in these than in other positions. The swimming-movements of the arms can, with slight varia- tions, serve as shoulder-blade movements (see Part III., Pre- paratory Swimming Exercises). Progressive arrangement of a majority of the shoulder-blade movements : 1. Hlf. Str. St. change of arms. 8. 2 A. Ext. Sidew. and Backw. 2. Hlf. Str. St. A. Fling, (small children). 9. St.2 A. Fling. Upw. (prim, and gram.). 3. Bend St. Alt. A. Ext. Upw. ^ children 10. Yard Stoop Stride St. H. Rot. 4. Yard St. d Alt. A. Flex. 1 of gram- 11. Hlf. Str. Hlf. Reach St. Pos. 5. Bend St. Alt. A. Ext. Forw. ' mar age. 12. Yard Stoop Stride St. 2 A. Circ. 6. Hlf. Str. Hlf. Yd. St., change of arms. (children H-17). 7. Wing Stoop Stride St. H. Rot. 13. Hlf. Yard Hlf. Reach St. Pos. MOVEMENTS OF THE SWEDISH SYSTEM 137 14. Yard Stoop Stride St. 2 A. Fling. 35. Bend Foot Gr. Fallout St. b 2 A. Ext. 15. Hlf. Str. Fallout St. a, change of 36. Bend Forw. Ly. 2 A. Ext. to Yd. d. arms. 37. Yard Turn Fallout St. a 2 A. Elev. 16. Str. Stride St. T. Forw. Flex. 38. Str. Fallout St. 6 Forw. Flex. 17. Yard St. 2 A. Fling. Forw. 39. Reach Turn Fallout St. a 2 A. Fling. 18. Reach St. 2 A. Fling. 40. Str. Foot Gr. Fallout St. b Kn. Flex. 19. Bend Stoop Stride St. Alt. A. Ext. 41. Rest Foot Gr. Fallout St. b Kn. Flex. (children 14-17). 42. Str. Foot Gr. Fallout St. b 2 A. 20. Str. Stoop Stride St. 2 A. Ext. Upw. Fling. Upw. 21. Forw. Ly. Pos. 43. Str. Foot Gr. Fallout St. b Forw. Flex. 22. Hlf. Str. Hlf. Yd. Stoop Stride St., 44. Str. Turn Fallout St. a Forw. Flex. change of amis. 45. Yd. b 2 A. Fling, to Yd. e. 23. Forw. Ly. H. Rot. 46. Rest Foot Gr. Fallout St. /; Forw. Flex. 24. Reach Stoop Stride St. 2 A. Fling. 47. Bend Forw. Ly. Alt. A. Ext. Upw. 25. Bend Forw. Ly. 2 A. Ext. Sidew. (children). 26. Str. Fallout St. b 2 A. Ext. Upw. 48. Bend Forw. Ly. 2 A. Ext. Upw. 27. Yard Forw. Ly. 2 A. Fling. 49. Str. Fallout St. c 2 A. Ext. Upw. 28. Rest Forw. Ly. T. Flex. 50. Str. Hor. Half St. Kn. Flex. 29. Bend Toe Sup. Fallout St. b 2 A. Ext. 51. Yd. d Foot Gr. Fallout St. b 2 A. Elev. 30. Str. Turn Fallout St. a 2 A. Ext. 52. Str. Forw. Ly. Forw. Flex. 31. Reach Fallout St. b 2 A. Fling. 53. Yd. d Fallout St. c 2 A. Elev. 32. Bend Stoop Stride St. 2 A. Ext. to 54. Str. Fallout St. c Forw. Flex. Yd. d. 55. Str. Fallout St. c 2 A. Ext. w. change 33. Str. Stoop Stride St. 2 A. Ext. to Yd. c. of feet backw. 34. Yd. Stoop Stride St. 2 A. Elev. 56. Yard d Forw. Ly. 2 A. Elev. ABDOMINAL EXERCISES. Exercises that chiefly bring into play the muscles of the abdomen, we call abdominal exercises. These movements are nearly related to the arch-flexions, and, in some forms, the two classes merge into each other, so that the distinction between them can hardly be made. The effect of these exercises is to strengthen the abdominal walls, and thus, secondarily, to affect the digestive organs. Children will need these movements less than grown persons, and whereas the abdominal exercises may be entirely omitted from the lessons for children, two might be applied in one lesson for grown persons. Having a tendency to contract the chest, these movements should not be intro- duced until arch-flexions and heaving-movements have been practised a sufficiently long time (six or eight weeks) to insure 138 EDUCA TIONAL G YMNA STICS a tolerably good posture of the chest. The abdominal exercises are comparatively few and, at the same time, very powerful, so that the progression must be slow and the same exercise may be conveniently repeated through two or more consecutive tables. Str. Gr. St. Kn. Forw. Flex, and Ext. (Fig. 153). The pupil stands close up to the stall- bars, and turning his back to them. At the command, " Arms upward strttch ! Grrdsp ! " he stretches his arms up, grasps a bar as high as he can reach, and lets his body arch forward so that arms and legs are straight. Command, '''Left (r.) knee upward bend ! 4f"^ Knee forward stretch! Bend! FIG. 153. STR. GR. ST. KN. FORW. FLEX. AND EXT. Stretch ! " . . . Change feet 6ne ! Two ! " . . . just as for the corresponding free-standing exercise (see leg-movements), which it resembles in execution. A doorway, the vertical poles, etc., are just as useful as appa- ratus for this movement. Str. Lying 2 L. Elev. (Fig. 154). The pupil lies down flat on the floor (face up), and after the teacher lias ordered stretch position, he commands, ''Leg elevation one! Tivo!" . . . (or "Legs lift ! Sink ! " . . .) With straight knees and extended insteps, the pupil raises his legs slowly and lowers them as slowly. At first the eleva- tion is very slight just enough to be called an elevation FIG. 154. STK. LYING -i L. ELEV. MOVEMENTS OF THE SWEDISH SYSTEM 139 a few days later it is done to 90 (or over), and still later it is done to 45, where a distinct pause is made before the legs are again lowered. In this way, this move- ment has .a progression in itself. The amount of elevation is indicated by adding ''slightest elevation" ''all the way up" or " half way" to the pre- paratory part of the command. The tendency to tip the arms up can be overcome if the hands grasp the hori- zontal bar put low (or other apparatus, Fig. loo), or by having the hands held down by another pupil. If the floor is unsuitable and benches are at hand, the pupils lie down on these instead, lengthwise, one pupil at each end, their hands grasping the edges of the bench (Fig. lot!). Kn. St. Pos. (Fig. 157). To take the knee standing posi- tion, first get into courtesy sitting position (leg-movements, Fig. 39, p. 58), and at the corn- move the knees forward the floor ; the balls of the rest on the floor, so that mand, "'Kneel!' 1 '' until they rest on feet should still standing position can be resumed by merely moving the centre of grav- ity backward, and then extending the legs. The trunk FIG. 156. should be erect. Half Kn. St. Pos. (Fig. 158). To take this position, one leg is moved backward as in toe support fallout st. b pos., and the 140 ED UCA TIONA L G YMNA S TICS knee is knee is bent until it rests on the floor. Meanwhile the other bent so that the forward foot rests fully on the floor ; the ball of the back- ward foot is also resting there, 1 and the trunk is erect. The command is, '-'Half knee standing position, on the left (r.) fence pldce ! Change knees pldce ! (or 6ne ! Tw6 /)." These two are commencing FIG. 157. STK. KN. ST. BACKW. FLE positions for various abdominal exercises enumerated below. Movements in the half Kn. st. pos. are slightly stronger than the same ones in the Kn. stand, posi- tion. The movements in these positions are as follows: 1 Some instructors claim that the backward foot should be resting with the toes 011 the floor, the instep being stretched. This form may be more aesthetic, but affords less balance and less ability to resume standing position. Flu. 158. STH. HALF KN. ST. BAOKW. FLEX. MOVEMENTS OF THE SWEDISH SYSTEM 141 Kn. st. or Hlf. Kn. st. Bend arch Reach arch T. backw. flex. ( Figs. 157 and 158). 2 A. ext. upw. 2 A. fling. (Fig. 159). Wing- Bend- Rest- Str.- [ J J Kn. st. [ Hlf. Kn. st. ' Kn. st. v Hlf. Kn. st. And they will hardly need description, since the same move- ments have been described with other commencing positions (arch- flexions, shoulder-blade movements). Foot. Gr. Sitt. Fos. (Fig. 160, etc.). V V"\ The pupils sit on the benches / facing the stall-bars, and place their feet between the second and third bars ; the trunk is erect and the chest expanded. The benches are at such a distance that the pupils have straight knees. If tall pupils happen to sit beside short ones, the bench should accommodate the short ones, and the tall ones adjust ^ J J Fltt. 159. RKAni the distance by spreading their feet apart. In absence of stall-bars, the horizontal bar forms a good grasp for the feet (Fig. 161). In total absence of apparatus, the pupil may sit on the floor, another pupil holding his feet (Fig. 162). In a school-room, the pupil may sit on the desk and place his feet under the seat (or back rest) of his chair (which he faces). The movements in this position are : >Sitt. T. Backw. Flex. ARC FLING. KN. ST. 2 A. Bend- Rest- Str, 142 EDUCATIONAL GYMNASTICS FIG. 160. STR. FOOT OR. SITT. T. BACKW. FLEX. PIG. 161.- WG. FOOT. GR. SITT. FIG. 162. - WG. FOOT GR. SITT. T. BACKW. T. BACKW. FLEX. FLEX. FIG. 163. BEND ARCH FOOT GR. HALF ST. 2 A. EXT. UPW. MOVEMENTS OF THE SWEDISH SYSTEM 143 The flexion has a prpgression in itself; viz., 1. Slightest flexion ; 2. Flexion till the floor is touched ; 3. Flexion to hori- zontal position. (Compare str. lying 2 L. elev.) Bend Arch Sitt. 2 A. Ext. Upw. and Reach Arch Sitt. 2 A. Fling, are ex- ecu ted as de- scribed above (see arch-flexions and shoulder- blade movements). FIG. 164. Foot Gr. Half St. Pos. (Fig. 16o). The pupil stands facing the stall-bars and one step away from them ; he places one foot forward between the third and fourth bars, and keeps both knees straight ; the trunk is erect. In absence of stall-bars, the lifted 144 EDUCATIONAL GYMNASTICS foot may be placed on a bench (on a> chair ; on the knee of another pupil [Figs. 164 and 165]), and held there by another pupil. Movements in this position are w s .- 1 BeUd " V Foot Gr. Half St. T. Backw. Flex. ; Rest- | Str, J Bend Arch Foot Gr. Half. St. 2 A. Ext. Upw. ; Reach Arch Foot Gr. Half St. 2 A. Fling. In all these movements, both knees are kept straight, and the body is bent so far back that it is in a line with the raised leg. If this leg is raised to horizontal position (or above the 0' fourth bar), the knee of the supporting (backward) leg q must bend as the trunk is bent backward (Fig. 166). This form, however, is used only for very advanced 'lasses. In all these backward flexions, it is very import- ant not to check the respi- ration. The chest must be FlG m kept well expanded, and the head held well back. (" Breathe ! " " Let your head go ! ") The flexion has the character of a falling backward. Stoop Falling Pos. (Fig. 168). Command, "Stoop falling position 6ne! Twd!" 1. The pupil takes courtesy sitting position, and places his hands on the floor in front of him, the hands about a foot apart, and pointing obliquely inward (Fig. 167). 2. Keeping his body straight, and his hands in the same place, the pupil throws his feet backward so that his legs MOVEMENTS OF THE SWEDISH SYSTEM 145 FIG. 167. become straight, and in a line with his body. The under side of the toes should rest on the floor (not the upper side, as described by some authors. Com- pare Kn. st. pos.). To return to standing position, command, " Posi- tiontine! Twti!" 1. The feet are placed forward, behind (or be- tween) the hands as above. 2. Fun- damental position is resumed. .To take the stoop falling pos., is in itself an abdominal exercise, as it could not be maintained were it not for the strong contraction of the abdominal walls. If it is desirable' to make the pupils stay for some time in this position, keep them busy by com- manding a rapid head-rotation : Stoop Fall. H. Rot. (Commands, etc., as described.) To teach the pupils to quickly take the stoop fall pos., the moving of the feet backward and forward may be practised as a separate movement. This also furnishes a short rest for the abdom- inal muscles when the movement (position) is to be made stronger by longer duration : Stoop Fall. F. Placing Forw. and Backw. Com- mand, " Stoop falling po- sition tine ! T-wti ! Feet forward pldce ! Backivard pldce ! The same tine ! Twti / " . . . In this position the following movements may be done: FIG. 168. STOOP FALLING POSITION. 146 ED UCA TIONA L G YMNA S TICS Stoop Pall. 2 A. Flex. After commencing position is taken, command, "Arms bend!" The body remains rigid, and the arms bend until the nose touches the floor. " Stretch ! " The arms are straightened. Stoop Fall L. Elev. After commencing position, command, "Leg elevation 6ne! . . . F6ur /" 1. The left (r.) leg is lifted with straight knee. 2. The left (r.) leg is lowered, and the foot again put on the floor. 3, 4. The right (1.) leg is raised and lowered. This exercise can also be done while the arms are bent, and is then called Bend Stoop Fall. L. Elev. Stoop Fall. A. Elev. For command and description, see stoop fall L. elev., and ex- change the words "leg" for "arm," "knee" for "elbow," and "foot" for " hand." Stoop Fall. L. and A. Elev. is done so that the left (r.) leg and the right (1.) arm are simultaneously FIG. 169. -HORIZONTAL STOOP FALL. Pos. ra i se d and lowered, etc. Horizontal Stoop Fall. FOB. (Fig. 169) resembles the stoop falling position, except that the feet are placed on a bench or other apparatus, so that they are on a level with the shoulders. If the feet are placed still higher (on stall-bars, horizontal bar, etc.), the position is called Inclined Stoop Fall. FOB. (Fig. 170). In either position, double arm-flexion can be done, and for moderate elevation head-rotation also. The inclined stoop fall. MOVEMENTS OF THE SWEDISH SYSTEM 147 pos. can be taken from stoop fall. pos. by having another pupil grasp the feet of the one doing the movement and lifting them from the floor (Fig. 171). l This form, however, is suitable only for ad- vanced pupils and grown persons. If the legs are raised beyond vertical position and resting for- ward against a wall (stall-bars, or other apparatus), the position is called Reverse Stoop Fall. Pos. (Fig. 173). The pupil Stands facing FlG - WO.-IXCL. STOOP FALL. 2 A. FLEX. the stall-bars (or wall) and two steps away from them, one foot behind the other (walk st. b pos.) (Fig. 172). At the command, " Reverse stoop falling po- sition place ! " he places both hands on the floor (as in stoop fall, pos.) and swings his legs up until his feet rest against the wall, the weight of the body being carried by the straight arms. When the head is carried FIG. 171. well up and the back is arched, there is no danger of a fall. In this position, arm-flexion can be done to the command, ''Arms bend! 1 Fig. 171 is faulty, inasmuch as the pupil whose hands are on the floor shows these turned out instead of obliquely inward. 148 ED UCA TIONAL G YMNA STICS Stretch!" For more safety, the feet may be inserted be- tween the bars. This position, naturally, is to be tried only by far-advanced pupils ; those who have a flexible back may move the feet down from bar to bar until the feet stand on the FIG. 172. POSITION PREPARATORY TO REVERSE STOOP FALLING. floor in front of the head (as in gr. arch st. pos. w. hands on the floor, Fig. 76, p. 84), which position might be named rev. stoop fall. w. feet on the floor. The rev. stoop fall. pos. may also be done with living support, one pupil standing in front of MOVEMENTS OF THE SWEDISH SYSTEM 149 the other and grasping the feet when they swing up (Fig. 174), or, still better, the legs near the ankles. The heaving-mOvements in cr. hang. pos. must be considered FIG. 173. REVERSE STOOP FALL. Pos. as strong abdominal exercises as well ; and whenever a heaving- movement of this kind is used, there need be no other abdomi- nal exercise in the same lesson. 150 ED UCA TIONA L G YMNASTICS For children, leg-elevation in fall. hang. pos. is suitable as an abdominal exercise ; the arms may be straight or bent (Fig. 175). After fall hang. pos. is taken, command, "Beginning with the left (r.), leg elevation 6ne / . . . F6ur ! " The legs are raised and lowered on the same principles as in stoop fall. L. elev. In the schoolroom, the stoop fall. pos. may be done by having the pupil stand in the aisle facing the back of the room ; FIG. 174. REVERSE STOOP FALL. WITH LIVING SUPPORT. FIG. 175. BEND FALL. HANG. L. ELEV. placing a hand on the chair on either side of him, he swings his feet backward at the teacher's command. (For cr. hang. pos. in schoolrooms, see heaving-movements.) Progressive arrangement of abdominal exercises : 1. Stoop Fall. H. Rot. 2. Str. Gr. St. Kn. Flex, and Ext. 3. Stoop Fall. F. Plac. Forw. and Backw 4. Str. Ly. 2 L. Elev. 5. Wing Knee St. Backw. Flex. 6. { W a 1 ^' j FootGr. Sitt. Backw. Flex. 7. Hor. Stoop Fall. H. Rot. [8. Balance Cr. Hang. Pos. (in school- room).] 9. Bend Arch Foot Gr. Sitt. 2 A. Ext. Upw. 10. Wing. Foot Gr. Half St. Backw. Flex. 11. Reach Arch Foot Gr. Half St. 2 A. Fling. MOVEMENTS OF THE SWEDISH SYSTEM 151 12. Rest Foot Gr. Sitt. Backw. Flex. 25. Bend Arch Foot Gr. Half St. 2 A. Ext. 13 ' { Rest \ Ku ' St * I Backw Flex 26 ' Str ' FoOt Gr ' Half St ' Backw - Flex - 14. 1 liest { Ku. Half St. 1 Backw> FleX> 27. Reach Arch Foot Gr. Half St. 2 A. 15. Stoop Fall 2 A. Flex. Fling. 16. Str.- Knee St. Backw. Flex. 28. Wing Foot Gr. Half St. Deep Backw. 4 Bend / Foot Gr. Half St. Backw. Flex. I7< ' Kest 5 Flex. 29. Stoop Fall. L. Elev. 18. Str. Knee Half St. Backw. Flex. 30. Stoop Fall. 2 A. Flex, and L. Elev. 1!). Hor. Stoqp Fall. 2 A. Flex. 31. Str. Foot Gr. Sitt. Backw. Flex. Kn. St. J 2 A Ext. 32. Rev. Stoop Fall. Pos. Kn. Half St. J Upw. 33. Rev. Stoop Fall. 2 A. Flex. 22. Incl. Stoop Fall. 2 A. Flex. 34. Rev. Stoop Fall. w. hands on the floor. 23. / . J Kn. St. I 2 A. 35. Same position with 2 A. Flex. 24. I Reach ArCh iKn.HalfSt .1 Fling. LATERAL TRUNK-MOVEMENTS. These consist of various movements bringing into play the muscles around the waist and those of the lateral halves of the trunk. The effect of these movements is to develop the aforesaid muscles ; but that is not all. For the location of the largest blood-vessels in the body is such that these vessels must follow the movements of the spine. If the trunk be beirt in any direction and again straightened, the blood-vessels referred to go through a similar motion ; and the result of this is an acceleration of the blood contained in them. This secon- darily affects all the organs in the neighborhood, and especially those of the digestive system. Hence, although these exercises are very valuable for muscular development, they are of still greater value for the hygienic effects which they produce. No class of exercises contains so many variations nor such gentle and even steps of progression. To describe them all in this book would take too much space, and we will confine our- selves to the main forms, merely naming the others. For ease of description, they have been grouped together as, sideways flexions ; rotations ; both movements combined ; rotation with flexion forward and backward ; and leg elevations. 152 ED UCA TIONA L G YMNA S TICS A lesson usually contains two or more lateral trunk-move- ments as different from each other as possible. Besides, some easy exercise of this kind which has been done before can be used with other introductions in every lesson. The simplest sideways flexion is the Close St. T. Sidew. Flex. (Fig. 176). Command, "Feet cldse! Trunk to the left (r.) bend ! " The trunk is slowly bent to the side named, the hands glide on the legs, the knees remain straight, and the head follows the movement of the shoulders. Common faults in all sideways flexions are : pushing one shoulder (in this case the right one) up- ward, and leaning the head against this shoulder, bending one knee, and bending the trunk forward or backward. The trunk is slowly straightened at the command, " Up- ward stretch ! " To increase the force of the movement and thus to get a progression out of one and the same exercise, the arms are subsequently placed in half str., rest, str., and yard c positions. Wing position is used but little in sideways flexions (except for chil- dren). If half str. pos. is used, the flexion takes place to the left, when the right arm is extended upward, and vice versa. Besides close st., the position of the feet can be : st., stride st., walk st. 5, walk st. C, and fallout st. b. In the last three positions, the flexion takes place only to the side of the foot which is in front. For instance : Str. Walk St. b T. Sidew. Flex. (Fig. 177). Command, "Left foot forward and arms upward stretch ! Trunk to the left bend ! Upward stretch / . . . Arm-extension upward FIG. 176. - CLOSE ST. T. SIDKW. FLEX. MOVEMENTS OF THE SWEDISH SYSTEM 153 and change of feet tine ! Twti ! Trunk to the right bend!" . . . The most commonly used sideways flexions are : Close st. Wing f Close st. Half str. Rest Str. Rest! | St. { Stride st. I Walk st. b ^T. sidew. flex. [Walk st. c Fallout st. b Str. j Yard stride st. has the After the commencing position been ordered, the command for flexion is in- variably as de- scribed above, and the execution FlG - !' ? STR. WALK ST. b SIDEW. FLEX. is always slow. Advanced pupils may do rest stride st. and str. stride st. T. sidew. flex. (Fig. 178) rapidly instead of slowly. Command, * Left (/.) foot sideivays place and neck firm ! (or Arms upward stretch /) Trunk -flexion quickly, left (r.), right (Z.), and up- wardtine! Twti! Three!" or, later on, "Trunk-flexion quickly left and right tine! Tivti ! . . . Up- FIG. 178. -ASTRIDE ST. SIDEW. Half Str. Half Wing Side Sup. Walk St. b Sidew. Flex. (Fig. 179). The pupil stands beside the horizontal bar, which is 154 ED UCA TIONA L G YMNA S TICS ' put at hip height. He turns his side supposing in this case the left to the bar and stands so close that he touches the latter. Command, ''Left foot forward place, left hand hip firm and right arm upward stretch 6ne ! Tw6 ! " 1. The right arm bends. 2. The position named is taken. " Trunk to the left bend ! Upward stretch ! " . . . The move- ment, always in walk st. b pos., is also done with the arms in rest or str. pos. Foot Side Gr. St. T. Sidew. Flex. (Fig. 180). Iii the foot side gr. st. pos. the pupil stands with his side turned to the stall-bars and one step away from them. The foot nearest the bars is inserted between the second and third rounds, both knees are straight, and the body in usual good post- ure. Trunk - FIG. 179.- HALF STR. n- f n i, p , SIDE SUP. WALK ST. nexlon takes 6SIDKW.FLEX. place in c li_ rection from the bars, both knees remaining straight. The flexion should not be deeper than that the trunk and elevated leg are in a straight line. The com- mand is as described above, and the movement is done with the arms in wing, rest, FlG " 18 - STK> FooT SlI)E GR - ST - SIDEW - FLEX - or str. pos. In absence of stall-bars the foot may be placed on the horizontal bar, or on a chair, or the knee of another MOVEMENTS OF THE SWEDISH SYSTEM 155 pupil (compare Fig. 165, p. 143), where the latter holds it in position. Trunk Rotation. In this movement the trunk is rotated around its own axis ; the body below the waist remains as immovable as possible, and the head, shoulders, and arms follow the movement of the trunk. Common faults in this move- ment are pushing the shoulder forward, turning the head so that it loses its position relative to the -shoulders, bending the trunk to the side or forward, bending the knee of the side toward which rotation takes place, and turning the feet out of place. The simplest move- ment of this kind is Wg. Close St. T. Rot. Command, u Feet close and hips firm! Trunk to the left (>.) turn! For- ward turn!" . . . The movement is done slowly. When the trunk is rotated to either side, the posi- tion is called turn st. pos. The movement is made stronger by using stretch (Fig. 181) or rest pos. of the arms. In all trunk-rotations the str. pos. should be used earlier than the rest pos., as the former is less apt to produce faulty posture of the shoulders and head. For, in trunk-rotation, with neck firm, the FlG - 181 - - STR - CLOSE ST. T. tendency is to bring one elbow too far forward, and ROT. at the same time to push the head forward with the hands. The rotation is performed on the same principles in the st. and stride st. positions. In the walk st. positions (all of which may be used), the rotation takes place to the side of the foot which is in front. For instance, Wg. Walk St. b T. Rot. (Fig. 182). Command, "Left (r.) foot forward and hips firm! Trunk to the left (r.) turn! Forward turn! . . . Change feet 6ne! Tw6 ! Trunk to the right (I.*) turn/" . . . 156 ED UCA TIONA L G YMNA S TICS For advanced classes, the rotation may be done also to the opposite side in the str. walk st. c pos. Of fallout st. positions, only a is used, and here the rotation is done to either side. When the trunk is turned in direction of the forward foot, the posi- tion is called turn fallout st. a pos. (Fig. 183) ; and, if in the opposite direction, reverse turn fallout st. a pos. (Fig. 188). The last one can be taken so that the rotation and foot movement are done simultaneously. Command, " Hips firm! With rotation, to the left fall- out ! Change feet and sides 6ne ! Tw6 ! " . . . When done in this man- ner, the head is turned in the direction In half str. pos. this is a truly aesthetical FIG. 182. WG. WALK b T. ROT. of the forward foot. movement : it is done as follows : Half Str. Rev. Turn Fallout St. a Pos. (compare Fig. 145). Command, " Left arm upward, right arm back- ivard, with rotation, to the left fallout 6ne! Tw6 7" 1. Bend st. pos. 2. Hlf . str. rev. turn fallout st. a pos. ; the feet are in fallout st. a pos. ; the trunk and backward leg are in a straight line ; the trunk is rotated so that the shoulders are parallel with a FlG - ISS.-WG. TURN FALLOUT line through the heels ; the arms are parallel with the backward leg, the left has the palm turned up, the right the palm turned down ; the head is turned in MOVEMENTS OF THE SWEDISH SYSTEM 157 direction of the left foot. " Change arms, feet, and sides 6ne ! Tw6!" (As above.) An advanced class may do the change of feet zigzag forward (or backward). Command, " Change arms, sides and feet forward (backward) 6ne! Tw6!" . . . 1. The backward foot is placed beside the forward one, and the arms bent. 2. The position is taken to the other side by moving this same foot sideways forward, etc. This form of the movement requires a great deal of muscular control, and should be used with moderation. All the above rotations may be brought together as follows: f Close st. W,n g ! * Walk st. a Str. Walk st. I Rest Walk st. c [ Fallout st. Half Str. Rev. Turn Fallout St. a Pos., with variations. Children often find it difficult to FIG. 184. STR. STRIDE SITT. keep their feet still while the trunk rotates. In such a case, let the pupils sit astride a bench (or chair) (Fig. 184), and command the movement in usual order. For children the rotation may also be done in knee st. pos. In the str. stride st. pos., the rotation may be done by advanced pupils in quick time. The command and execution resemble those of the corresponding sidew. flex., and need no description here. To increase the effect of a rotation, the pupils may be kept in turn pos. for a while; they are kept busy by a 2 A. ext. upw. For instance, 158 ED UCA TIONA L G YMNA S TICS Str. Turn Stride St. 2 A. Ext. Upw. (Fig. 185). Command, "Feet sideways place and arms upward stretch! Trunk to the left turn I Arm-extension upward 6ne ! Two / . . . Trunk to the right turn!" etc. This move- ment is done in the positions given below : Close st. ] St. Str. turn -[ }-2 A. ext. upw. Stride st. [ Walk st. a J In walk st. a position, it may be changed for advanced pupils as follows : Com- mand, '''Left foot sideways forward, to the left, and arms upward stretch 6ne ! 2W/" 1. Bend st. pos. 2. Str. turn walk st. a pos. " With arm-extension, change feet and sides 6ne ! Tw6 /" . . . Half Yard Reach Turn Stride St. T. Rot with 2 A ' PUI * < Fi g- 186). -This is a y erv difficult movement, used only for far-advanced classes. For the commencing position, command, " Left foot sideways pldce ! Trunk to the left turn! Left arm sideways, right arm forward strStch ! Might hand turn!" (Palm up.) For the movement, "Trunk-rotation quickly, with arm-flinging and turning of hands 6ne ! Tw6 ! " ... 1. The trunk is quickly rotated to the right, Avhile the forearms are slightly lifted, the hands turned and flung to the right, until the left arm comes into reach pos. with the palm up, the right into yard pos. with the palm down. 2. The movement is done on the same principles, to the other side. Before the movement reaches this complicated state, the rapid rotation should be practised alone in yard stride "t. pos., and M5.-B.H* STRIDE ST. 2 A. EXT. MOVEMENTS OF THE SWEDISH SYSTEM 159 the arm-flinging should be practised separately (as a shoulder- blade movement). If the rotation is to be combined with sideways flexion, the flexion is done to the side to which the trunk is rotated. The commands are, for instance, for Str. Turn Stride St. T. Sidew. Flex. (Fig. 187). "Left foot sideways place and arms upward stretch ! Trunk to the left FIG. 186. HALF YARD REACH TURN STRIDE ST. T. ROT. WITH 2 A. FLING. turn ! To the left bend ! Upward stretch ! ... To the right turn ! " . . . This movement is done in various positions, viz. : f Close st. Wing J Rest XturnJ ' Str. J Walk st. a Walk st. b Rest Str. Rev. turn fallout st. a (Fig. 188) 160 ED UCA TIONA L G YMNA S TICS These will hardly need any description. The most common fault in this movement is bending the trunk forward instead of sideways. s^%L In the turn st. pos., flexion can also be done backward and forward in direction of the face (or neck). For instance : Str. Turn Walk st. a T. Flex. Backw. and Forw. (Fig. 189). Command, "Left (r.) foot forward and arms upward stretch ! Trunk to the left (r.) turn ! Back- ward bend ! Upward .-' .-' BtrStch ! For- FIG. 187. STR. TURN STRIDE ward bend! ST. SIDEW. FLEX. (see Fig. This \nove- At 190). ment can be made FIG. 188. STR. REV. TURN FALLOUT ST. a SIDEW. FLEX. exceedingly strong if the pupils remain in the backward flexion and execute arm-extension upward with change of MOVEMENTS OF THE SWEDISH SYSTEM 161 feet and rotation to the opposite side. The movement is then called Str. Arch Turn Walk a St. 2 A. Ext. and Change of Feet. After backward flexion is taken, command, " A r m - e x te n s i o n, change feet and sides 6ne I Twti ! " This movement can be done only very strong persons. At first the 2 ext. is done without change of feet. The following is a synopsis of backward and forward flexions in positions : Close st. Wingl St. Backw. and Rest >turn ( Walk st. a i forw. flex. Str. J Walk st. b } the turn FIG. 189. STR. TURN ARCH WALK ST. a Pos. Str. Arch Turn Walk St. rt, 2 A. Ext. and Change of Feet. This form of lateral trunk- movement resembles closely the arch- flexions (oblique), and may be used as substitutes for these when there are no bar-stalls or other suitable apparatus at hand. Side Fall. Pos. (Fig. 191). To take this position, command, " Side fallimj position, on the left hand tine! Tu'ti I Three ! " 1 and 2 are executed as stoop falling position (Figs. 167 and 168, p. 145). 3. The right hand takes " hip firm," while the FIG. 190. WING TURN ST. FORW. FLEX. 162 ED UCA TIONA L G Y^fXA S TICS body is turned over (to the right), so that it rests on the left hand and on the outside of the left foot. The feet are in close pos. and the legs straight. Change hands 6ne ! Two / " . . . 1. Stoop fall. pos. 2. Side fall. pos. on the other hand. After this position has been practised for some time it is used as com- mencing position for a leg-elevation. Side Fall. L. Elev. (Fig. 191). After commencing position is taken, command, " Leg-devotion one ! Two ! " . . . The FIG. 191. WING SIDE FALL L. ELKV. upper straight leg is lifted as high as good posture will allow.. The movement is also done in half str. side fall. pos. (Fig. 192). If the arm which is extended upward grasps a stall-bar (hor. bar, the hand of another pupil, etc.), the position is called half str. gr. side fall, pos., .which is naturally easier to maintain than the same free position. The three movements thus received are : Side fall. i Hlf. str. gr. side fall. )-L. elev. Hlf. str. side fall. MOVEMENTS OF THE SWEDISH SYSTEM 163 The Str. Side Sup. St. Sidew. Flex, and L. Elev. (Fig. 193). The pupil stands close to the horizontal bar, put at hip height, with his side turned to the bar and touching it. Command, " Arms upward stretch! Trunk to the left (r.) bend!' pupil bends over the bar, keeps the leg nearest it straight, and lets the other rise as the trunk bends, so that this leg and the trunk are in a straight line. " Upward stretch ! " The trunk is raised, and the elevated leg again touches the floor. Str. Side Gr. St. L. Elev. (Fig. 194). -The pupil stands one step away from the stall-bars, his side turned to them. Command, " Arms upward stretch ! Trunk to the left (r.) bend! Grrdsp!" The trunk is bent toward the bars, and each hand grasps a bar, so that the arms are Straight (the Upper Flu - .- HAI.K STR. SIDE FALL. Pos. arm remains in str. pos., whereas the lower, to become straight, must be lowered into yard pos. ; the palm of this hand is turned up). The leg nearest the bars is vertical and straight. The foot of the other leg is raised above the floor. "Leg-elevation 6ne! Tw6!" . . . The outside leg is raised and lowered. Introduction to Wheeling (Fig. 195). The pupil stands one step away from a bench, with his side turned to it. Command, " Right (/.) foot sideways and arms upward xtrttch ! Rapid 164 ED UCA TIONA L G YMNA S TICS FIG. 193. STR. SIDE SUP. ST. SIDEW. FLEX. WITH L. ELEV FIG. 194. STR. SIDE GR. ST. L. EI.EV. MOVEMENTS OF THE SWEDISH SYSTEM 165 trunk-flexion to the left (-r.) 6ne! Tw6 ! "... 1. The pupil bends to the left (r.) ; at the same time he raises his right (1.) leg, and lowers his left (r.) arm until his left (r.) hand rests on the bench (the position is like str. side gr. st. L. elev.). 2. He resumes str. stride st. pos. Wheeling (Fig. 196). Command, " Feet sideways place and arms upward stretch! To the left (r.) whSel /" The pupil bends his trunk slightly to the right (L), and then with utmost speed to the left (r.), until his left (r.) hand rests on the floor; his right (L) hand is placed on the floor beyond the left (r.) one; his feet, having left the floor, de- scribe a semi-circle in the air, and land on the floor beyond his. right (1.) hand. By this time his hands have left the floor, and he stands in str. stride st. pos. The motions of arms and legs re- FIG. 105. INTRODUCTION TO WHEELING. semble the spokes of a revolving wheel. The hands should not touch the floor simultaneously, nor should the feet, but the movement should be a distinct " one two three four." Legs as well as arms are kept straight throughout the movement. When practised for the first time, the pupils may be allowed to bend slightly forward, and, already in the commencing position, to lower the hand in whose direction the wheeling is to be done. As soon as every pupil has gained some proficiency, the class is arranged in one rank, the pupils standing behind each other 166 EDUCATIONAL GYMNASTICS at "whole distance." After' they have been numbered by twos from the front backward, command, " Feet sideways place and arms upward stretch ! Numbers one to the left, numbers two to the right wheel!" The ones and twos do the movement in opposite directions, as ordered. " To the opposite side wheel!" The pupils wheel back into their original places. FIG. 196. WHEKLIXO. The movement must take place strictly sideways, or accidents will happen (the gymnasts interfere with each other) ; conse- quently wheeling must not be tried in class until after consid- erable individual practice. Sidew. Hang. Pos. (Fig. 197). The pupil stands at the bar- stall with his side turned toward the wall and one step away from it. Command, "Arms upward stretch! Trunk to the MOVEMENTS OF THE SWEDISH SYSTEM 167 left (A) bend! Grasp! (see Fig. 194.) Sideways hang tfut!" The pupil swings both his legs up, and holds himself out from the bars by means of his arms alone. Arms and legs are straight, and the body stands out at right angles from the bars. The pupil stays in this posi- tion as long as his strength will allow, and then lowers himself slowly into com- mencing position. Begin- ners may learn to take this position by first taking the str. side gr. st. pos. with elevated outside leg. This leg is now lowered with utmost speed (and allowed to pass in front of and on the other side of the inside leg), and immediately swung back again as high FIG. 197. Si DEW. HANG. Pos. (.< OUGHT TO BK). as possible, the inside leg fol- uppev arm may at the same the body is lowered into hori- -SII)K\ USUALLY LOOKS). degree of physical development. this exercise is turning the ward, and curving the body in fact, there are but few who reach the ideal in this position. lowing close to it. The / p time be bent ; and, as zontal position, it is straightened. Ad- vanced pupils get into the position by merely elevating their legs with moderate speed until they are hori- zontal. This, how- ever, requires a high -^ common fault in face obliquely up- and legs (Fig. 198); 168 EDUCA TIONAL GYMNASTICS Progressive arrangement of lateral trunk-movements : 1. Close St. Sidew. Flex. 34. 2. Wing Close St. T. Rot. 3. Wing Stride St. Sidew. Flex. 35. 4. Wg. Walk St. a T. Rot. 36. 5. Hlf. Str. Close St. Sidew. Flex. 37. 6. Wg. Walk St. b T. Rot. 38. [7. Wg. Stride Sitt. T. Rot.] 39. 8. Rest Close St. Sidew. Flex. 40. 9. Wg. Walk St. c T. Rot. 41. 10. Rest Stride St. Sidew. Flex. 42. 11. Wg. Stride St. T. Rot. 43. 12. Hlf. Str. Walk St. c Sidew. Flex 44. 13. Str. Close St. T. Rot. 45. 14. Rest Walk St. b Sidew. Flex. 46. 15. Bend Turn St. 2 A. Ext. Upw. 47. [16. Str. Stride Sitt. T. Rot.] 48. 17. Wg. Close St. T. Backw and Forw. Flex. 49. 18. Str. St. Sidew. Flex. 50. 19. Str. Walk St. a T. Rot. 51. [20. Str. KM. St, T. Rot.] 52. 21. Rest Turn Close St. Sidew. Flex. 53. 22. Str. Turn Walk St. a 2 A. Ext. Upw. 54. 23. Rest Foot Gr. Half St. Sidew. Flex. 24. Str. Stride St. T. Rot. 55. 25. Rest Turn Walk St. a Sidew. Flex. 5(3. 26. Bend Turn Stride St. 2 A. Ext. 57. 27. Str. Stride St. Sidew. Flex. 58. 28. Wing Fallout St. a T. Rot. 29. Rest Turn Close St. Backw. Flex. 59. 30. Str. Walk St. b T. Rot. 31. Str. Walk St. b Sidew. Flex. 60. 32. Rest Turn Stride St. Sidew. Flex. 61. 33. Half Str, Rev. Turn Fallout St. a Pos. 62. Str. Turn Walk St. a 2 A. Ext. and Change of Feet. Str. Turn Walk St. a Backw. Flex. Str. Walk St. c T. Rot. Str. Side Sup. Walk St. b Sidew. Flex. Str. Turn St. Backw. Flex. Str. Foot Side Gr. Half St. Sidew. Flex. Wg. Side Fall. L. Elev. Rest Fallout St. a T. Rot. Str. Turn Stride St. Sidew. Flex. Str. Turn Close St. Backw. Flex. Str. Side Gr. Half St. L. Elev. Str. Fallout St. a T. Rot. Hlf. Str. Gr. Side Fall. L. Elev. Str. Walk St. c Rev. T. Rot. Str. Side Sup. St. Sidew. Flex, and L. Elev. Str. Stride St. Quick T. Rot. Str. Walk St. b Backw. Flex. Str. Turn Walk St. a Sidew. Flex. Yard Stride St. Sidew. Flex. Str. Turn Arch Walk St. a 2 A. Ext. Str. Rev Turn Fallout St. a Sidew. Flex. Half Str. Side Fall. L. Elev. Str. Turn Stride St. Backw. Flex. Str. Stride St. Quick Sidew. Flex. Half Yard Reach Turn Stride St. Quick T. Rot. Str. Turn Arch Stride St. 2 A. Ext. Upw. Wheeling. Str. Turn Arch Walk St. a 2 A. Ext. and Change of Feet. Sideways Hang. Pos. JUMPING AND VAULTING. The exercises commonly known as jumping and vaulting are of the greatest value in educational gymnastics ; for, besides their effect of developing courage and self-reliance, they are often of great practical use in ordinary, e very-day life. But still more important is their effect of promoting the general MOVEMENTS OF THE SWEDISH SYSTEM 169 elasticity of the body. A person may be muscularly strong and yet not be able to use his strength to best advantage simply for want of elasticity want of grace ; for, elasticity and grace are, in a measure, one and the same thing. There are no other exercises which require so much general muscular control co-ordination of movements as do jumping and vaulting ; to do these well, it is necessary to be truly " well- balanced " ; and for this reason it may be said that the degree of perfection with which a person jumps and vaults may usually be considered as an indicator of that person's physical development (in the sense in which we use this word). No movements need a more thorough preparation, and none will so soon show bad results if they are applied in wrong pro- gression, as these jumping and vaulting exercises ; and yet in these movements no system of gymnastics, except the Swedish, has any progression worthy of the name. In jumping, the question is less how high to jump, more in what manner is it to be done. Many persons have the idea that, after the feet leave the ground, the movement is ended, and that it matters little whether the landing is made on the feet or on the head, as long as the mattress is there to receive them. The most important part of jumping, however, is the manner in which the landing should be done ; for, unless the fall is properly broken by the body itself, jumping loses all practical value, since mattresses are not to be found out of doors. The knee-joint is so shaped that, when the knee is straight, the surfaces of the condyles fit very accurately into the facets of the head of the tibia ; and the first part of a knee-flexion takes place slowly. The radius of the condyle is decreasing 170 EDUCATIONAL GYMNASTICS backward, so that, after flexion has once begun, it occurs easily and with accelerating speed. Now, in jumping, if the landing is made with straight knees, the facets of the knee-joint are pressed forcibly together, so that flexion becomes impossible, and the thighs and hips suddenly oppose the downward move- ment ; but gravitation cannot be thus suddenly overcome, and the body still remains for a while under the influence of the fall ; the neck of the femur has to resist the pressure from above, and, if the speed of motion is great, the bone will break ; the internal organs also continue to move downward, and the ligaments, etc., by which they are suspended, will thus be excessively stretched, until the fall is broken displacement is often the result. On the other hand, if the knees have already commenced to bend, when the feet strike the ground, they continue to do so until the fall is wholly broken, and the motion is gradually reversed through the elasticity of the quadriceps extensor, etc. For ordinary height and speed, all danger of fracture and displacement is now removed. The heels should be raised, when the feet strike the ground, so that the gastrocneinius may also help to break the fall. Further- more, the heels should be held together and the feet turned out, for, in this position, the neck of the femur acts like an oblique beam, distributing the pressure throughout the whole bone, whereas, when the heels are apart, the neck is horizontal, and hence easily broken. Besides, the position lessens the danger of internal displacement. If done in this way, there is no need of a mattress to land on when ordinary jumping is prac- tised. In the more violent forms of vaulting, and when jump- ing takes place from great heights, a mattress may be used as a safeguard against accidents and to prevent the feet from becoming sore. On any other occasion, the use of a mattress MOVEMENTS OF THE SWEDISH SYSTEM 171 will tend to ruin the form of the movement and to take away its best effects. This class of exercises contains such an infinite variety that it will be possible to describe only the most essential forms ; the teacher easily supplying the others, if he has need of them. Preparation to Jumping (Fig. 36, p. 56). Command, "Pre- pare to jump 6ne ! . . . F6ur ! " . . . The execution is like that of st. 2 Kn. flex, (see leg-movements). At first the move- ment is practised with hips firm, later on without it, the arms hanging straight behind the thighs when the knees bend. From time to time the teacher changes the rhythm of this movement (" one^twti ! Thre'e ! Ftiur .' " or " tine! Two~ three ! Four I" etc.), so that the pupils become thoroughly balanced in each one of the intermediate positions. After some time, the teacher leaves off counting, and merely commands, " Prepa- ration to jumping start!" when the pupils go through the whole movement. When it is done in this way, the teacher may occasionally and unexpectedly say. * Two" .'" (or "ThrSe!" etc.), when the pupils understand that they are to stop in the position belonging to that count. This is an excellent way to make the pupils well balanced in the intermediate positions. After this movement can be well performed, it is safe to pro- ceed to the next one ; yet the preparation to jumping should be brought in in almost every lesson ; for, no matter how skilled the pupils may be, the movement always retains its effect of correcting the form of all jumping and vaulting. It may then be used as an introduction or as a slow leg-movement, since it shares the effects of the latter kind of exercises, even though it is done in rapid rhythm. Upw. Jump (Fig. 199). Command, "Upward jump tine! Twti! Thre! Four! Five!" 1. Heel elev. 2. 2 Kn. 172 ED UCA TIONA L G YMNA S TICS flex, to 90. 3. By a rapid extension of his knees, the pupil jumps straight up; and, in the same place where he stood before, he lands on tip-toe with raised heels, and lets his knees bend to right angles ; in this position he stays with erect trunk and head, and arms hanging straight behind his thighs. 4. The knees are stretched. 5. The heels are lowered. This movement should never be done with " hips firm ; " for what is gained by the knee-flexion in landing is apt to be lost by the pressure exerted by the hands on the hips. Turn. 90 Upw. Jump. Command, " Turning 90 to the left (r.), upward jump tine ! . . . Five ! " The move- ment is executed as the one just de- scribed, except that, as the pupil jumps, he turns 90 to the side ordered, and faces in this new direction when he lands. [Later on 180 (and even 360) may be tried.] With A. Fling. Upw. Jump. Com- mand, " Arms flung sideways, upward jump 6ne ! . . . Five ! " This resem- bles upward jump; but, as the pupil jumps, he flings his arms straight side- ways to horizontal position, thus aiding the motion upward. The arms move quickly down again, so that they are in the usual position when the landing occurs. With A. and L. Fling. Upw. Jump. Command, '> Arms and legs flung sideways, upward jump due! . . . Five!" At the FIG. 199. UPW. JUMP. "THBJfcBl" MOVEMENTS OF THE SWEDISH SYSTEM 173 jumping, arms and legs are flung out sideways, and brought back into position again, so that the arms are perpendicular, and the heels together, when the feet strike the ground. Forw. Jump (Fig. 200 and 201). Command, " Forward jump 6ne ! . . . Five ! " 1. Heel-elev. 2. 2 Kn. flex., and the arms are moved backward into backw. str. pos. 3. Keep- ing his heels to- gether, the pupil jumps forward, and helps the movement by swinging his arms straight for- ward into reach pos. The arms swing back again; and, by keeping them rigid behind the thighs when the landing occurs, the body is prevented from tip- ping over forward. 4. Knees stretch. 5. Heels sink. Backw. Jump. On the same principles, jumping can be done backward ; this movement, however, is of less value, and is but little used. Sidew. Jump. Command, " To the left (r.*)jump 6ne I . . . Five ! " This is executed on the same principles as forward jump, except that, just before jumping, the pupil swings his straight arms in front of him to the side opposite the one to which he is jumping ; and, as he jumps straight to the side, the FIG. 200. Fouw. JUMP: THE START. 174 EDUCATIONAL GYMNASTICS arms are flung in direction of the jumping, and brought into the usual position at the landing so as to prevent the trunk from tipping over. Later upw. jump, may be practised with a command for only the first and last part of the movement. Command, " Upward jump ! Five ! " The pupils go through the first four parts with utmost speed. Before this, however, the movement should be done as, " Upward jump ! F6ur ! Five ! " the pupils stopping at the landing. The jumping may also be practised with the knee-extension done so quickly that it creates one more jump*. Command, " Ttvice upward jump 6ne / . . . _,_- Six ! " or, " Turning 90 (180) to the left (r.) and back to the right (7.), twice up- ward jump 6ne ! :_,, ___ .... Six!" or, " To the left (r.) and right (7.) jump due! . . . Six!" If the start is given by both feet, heels together (as in the previous exercises), it is called " whole start ; " if by only one foot, "half start." In every -day life, the most common form of jumping is done with "half start," one foot giving the spring, as we walk or run, the other merely oscillating forward. The following exercises are instances of this form : FIG. 201. FOR W. JUMP: THE LANDING. MOVEMENTS OF THE SWEDISH SYSTEM 175 Forw. Jump w. One Step's Start. (Fig. 202). Command, " Left (r.) foot forward, forward jump one tw6 ! ! Three ! Four!" 1. The left (r.) foot is placed forward in walk st. b. pos. 2. (Follows instantly.) The right (1.) leg and both arms are swung forward with utmost speed, while the left foot springs from the ground, and the body is thrown forward ; the heels are brought together, and landing takes place in usual form. 3. Knees stretch. 4. Heels sink. The movement is Fio. 202. FORW. .IITMP. WITH Oxi: STEP'S STAKT. repeated on each foot alternately, so that the pupils become equally skilled in using either for the start. At first the dis- tance jumped should be small, so that the landing may not lose its correct form. Later on, two or three steps are used for the start. For instance, Forw. Jump w. 3 Steps' Start. Command, " Three steps' start; begin with the left {r.*) foot, forward jump one^two" thrtef! Four! Five!" (oi "8tdrt! Four! Five!"). The 176 EDUCATIONAL GYMNASTICS third step is the "half start" for the jumping, executed as above. After three steps have once been used, the movement is always done in this way, as one or two steps do not produce the speed that should characterize all jumping. This form of jumping may also be done with 90 turning; the turning is then to the side of the foot which gives the final start. For instance, 90 Forw. Jump w. 3 Steps. Command, " With 90 turning and three steps' start, beginning with the left (V.) foot, forward jump! Four! Five!" The pupils face to the left (r.) when they land. If the start had been with two steps, they would have faced to the right (1.), etc. The jumping may also be done sideways forward, and then always with one step's start : Sidew. Forw. Jump. Command, "Forward to the left (r.) jump ovwTtwt! Thrte ! Four!" 1. The right (1.) foot is placed crosswise forward to give the start. 2. (Follows instantly). By swinging the left (r.) foot in its own direction and sending the right (1.) foot from the ground, jumping takes place sideways forward to the left (r.) ; landing is done as usual (with heels together, etc.). 3. Knees stretch. 4. Heels sink. This form of jumping is one of the most graceful move- ments known. In jumping with t; half start," running free jump, the teacher soon leaves off counting the separate movements, and commands only the start and the last two parts (knee-extension, and lowering of the heels). When proficiency is gained in these movements, two marks are made on the floor to indicate the distance to be jumped ; and a rope is used to mark off the height for high jump. The distance or height should not be so great that the jumping MOVEMENTS OF THE SWEDISH SYSTEM 177 cannot be done in correct form. When jumping over a rope (or other obstacle), the pupil should jump straight forward . :i03. RUNNING HIGH JUMP. not with legs swinging to one side and bring his heels together already before passing the rope (Fig. 203). The 178 ED UCA TIONA L G YMNA S TICS jumping may be done either with whole or with half start ; in the latter case not less than three steps are used ; but usually more steps are taken in the form of a short run. If so, the teacher previously decides which foot is to give the final spring. The pupils are arranged in one rank behind the rope (or marks on the floor), and face to the flank. The teacher commands, "Stdrt!" and the first pupil runs, jumps the rope, and, after landing, stretches his knees ; he stays in toe st. pos. until the teacher commands, " Next stdrt ! " when he lowers his heels and marches away to place himself in the rank behind the others, etc. Occasionally the pupils may be ordered to run and jump as fast as there is room, the whole IT- class running at the same ~ time and continuing to jump one after the other until the teacher commands, " ISttip ! " Jumping from a Height (Fig. 204). The pupil stands on a bench (or other elevation). Command, '''Left (/.) leg forward lift!" The leg is lifted far enough forward to be outside the bench. "Downward jump!' 1 '' The pupil jumps down and lands as usual. " Thre ! Four I " 3. Knees stretch. 4. Heels sink. The pupil may be allowed to bend slightly the knee of the leg which gives the start, especially if the height be great. This slight knee-flexion just before jumping also FIG. 204. JUMPING FKOM A BENCH. MOVEMENTS OF THE SWEDISH SYSTEM 179 gives more grace to the movement. The pupil must not look down when jumping ; for, if he does, he loses his balance when landing. Star Gr. St. Jump from Stall-Bars (Fig. 205). The pupil stands with one foot on the fourth or fifth bar, grasps with the hand of the same side a bar above his head, and holds him- self out sideAvays, the other arm and leg being elevated sideways, so that the position of the limbs resembles the points of a star. Command, "Downward jump one ~ tw6 ! ! Thrte ! Four ! " 1. The free arm and leg are swung in to the bod}-. 2. They are again swung sideways, and. at the same time, the other foot and hand leave the bars, and the pupil jumps down sideways and lands as usual (facing as before jumping). 3. Knees stretch. 4. Heels sink. Reach Gr. St. Introd. to Vault- ing (Figs. 206 and 207). The pupil stands at the horizontal bar, at whole distance from it. At the command, u Grrdsp ! " he grasps the bar, thumbs behind, fingers in front (unless the bar be too thick to allow this). At the command, "Sit up one~tw<5.'" he jumps and pulls himself forward, so that he lands against the bar ; and, resting over it, he holds himself there, his arms straight, his head high, chest well expanded, and the body and legs forming a grace- ful curve backward (balance hang. pos.). At the command, Fie. 205. STAR OR. ST. JUMP FROM STALL-BARS. 180 EDUCATIONAL G YMNA S TI CS u Three~*f6urf" he swings himself off from the bar, his hands giving a strong push, and lands, in the usual manner, in the same place from which he started. After the first day, the teacher omits the command, " Grrdsp ! " and the pupil does not place his hands on the bar until just before he jumps. FIG. 206. INTROD. TO VAULTING : THE MOMENT BEFOKK JUMPING. FIG. 207. INTROD. TO VAULTING: " Two." BAL. HANG. Pos. Half Yd. Gr. St. Introd. to Vault. (Fig. 208). The pupil stands with his side turned to the bar, and grasps it with one hand (straight arm). At the command, "Sit up one~tw6 /" he turns toward the bar, grasps with the other hand also, and sits up as in the previous exercise. When jumping down, he MOVEMENTS OF THE SWEDISH SYSTEM 181 pushes himself off by the forward hand, so that he lands in the same place and position (relative to the bar) which he had FIG. 208. HALF YD. GR. ST. INTROD. TO VAULTING. COMMENCING AND FINAL Pos. before sitting up. In these two exercises, the bar is at first placed at hip height and gradually raised as the pupils gain 182 EDUCATIONAL GYMNASTICS proficiency. As many pupils as the bar will hold do the move- ment at the same time. If the bar is provided with saddles (or if there is a vaulting- horse or box), the following movement may be done : Half Yd. Gr. St. Sit up Astride. The pupil stands as in the previous exercise, and places his hand on one pommel of the saddle. At the command, "Sit up one~tw 9. Forw. Jump, Three Steps' Start j Teacher counts, " One / . . . F lV e!" 10. Forw. Jump, 1 (2, 3) Step's Start. Command, "Start! Four! Five I 11. Jump down from Bench. Teacher counts all the parts. 12. 90" Forw. Jump, 1 (2, 3) Step's Start. "Start ! Four! Five ! '' 13 ( Jump over Rope (length or height) w. 3 Steps' Start. ' 1 Prep, to Jump. Command, "Start .'" M < Reach Gr. St. Introd. to Vault. ' | Jump over Rope ; teacher tells which foot is to give the final start. j X Yd. Gr. St. Introd. to Vault. ' I Uj,w. Jump. "Start! Fioe!" ^ i Prep, to Vault, through Double Bar. '/ Forw. Jump. "Start! Five!" 17 f Vault. Lengthwise through Double Bar, Face Up. ' 1 Twice Upw. Jump. C (Introd. to Somersault over the Bar.) 18. ^ Somersault over the Bar. 1 90" Twice Upw. Jump. 19 ( Vault, betw. the Pommels. ' | Jumping fr. Bench, 90 Turn at Landing. 2Q ( Vault. Double Bar, Face Down. ' | Jumping over Rope with 90 Turn. i Vault, on Horse (box) to Stride Pos. j 180 Upw. Jump. 02 j Vault, with Rope. , ' j Twice Sideways (" To the Left and Right ") Jump. . 23 ( Vault. Bar, Face Down ; later, Face Up. " ' I 180 Twice Upw. Jump. 24 f Vault. Lengthwise over Horse. ' | Star Gr. # St. Jump. fr. Stall-Bars. 25 | (V, Yd. Gr. St.) Sidew. Vault, over Bar. ' \ Jumping Rope, Increased Height. gg ( Vault. Bar, Face Down with 180 Turn. ( Jumping Rope, Increased Distance. MOVEMENTS OF THE SWEDISH SYSTEM 199 Repetition of the various forms of vaulting the bar, with a short run for start; the height increasing as well as the distance jumped. Vaulting over the upper bar. Vaulting the horse backward and in other complicated ways. Somersault on saddle. Somersault on vaulting-box, etc., etc. RESPIRATORY EXERCISES. Respiratory exercises are given to lessen the heart-beat, and to make the breathing less labored. They consist of deep respiration, aided by various movements of the arms, in rhythm with the respiratory act, the arm-movement helping to expand the chest at every inhalation, and contracting it at exhalation. By changing the movements of the arms, the chief effect of the exercise can be tolerably well directed to whatever part of the thorax (lungs) may be desired. If any change in rhythm is desirable, inhalation should be done quickly, exhalation slowly ; for, whereas quick exhalation may cause dilatation of the heart, quick inhalation is an aid to the heart's action [on account of the negative pressure less than one atmosphere on the organs outside the lungs (the heart, the vena cava, etc.)]. As for the much-praised rule of inflating the lungs to their utmost capacity, and holding the breath for a certain length of time before exhaling, it is most pernicious. " It makes your chest grow larger," say its advocates. True, but that enlargement is gained by sacrificing the elasticity of the air-cells, which is a pathological condition known as emphyssema. The method, popular with some, of beating their own chests during deep respiration, or while a large amount of air is confined in the lungs, is equally bad. For, although percussion applied by another person (yet never when the patient holds his breath) is most beneficial (the vibration thus caused increasing the con- 200 EDUCATIONAL GYMNASTICS tractility of the air-cells), it is at best of no value when applied by one's self; for, to give the blows, you have to fix the muscles which hold the arms to the trunk: and when these muscles are made rigid, while the arms are raised forward, they compress the chest (which interferes with free respiration), and make its walls too rigid to vibrate. As for applying percussion, while you hold your breath after deep inhalation, that is the very best means of distending the air-cells, the same as you distend an air-filled rubber ball by squeezing it. To increase the effect of the respiratory exercises, the move- ment of the arms may be combined with a leg-movement (to accelerate the arterial current into the legs, by the activity of the muscles of the latter), or with a trunk-movement (to increase the chest expansion). Inhaling should always take place through the nose, so that the air may be sifted and free from dust when entering the lungs ; whereas exhaling may be done through the mouth, although it is preferable to do that also through the nose. When an exercise is to be respiratory, the words " with respi- ration " should always precede the command for the arm-move- ment ; and, this being understood, they will not be repeated in the following descriptions. St. 2 A. Elev. Sidew. Command, " Arms sideways lift ! " The arms are lifted straight sideways into yard pos. (Fig. 82, p. 90). " Sink ! " The arms are lowered into fundamental posi- tion. After the movement is understood by all, it is better to command, "Arm-elevation sideways 6ne ! Two / " . . . Inhale while the arms rise, exhale while they are lowered. The move- ment raises the whole chest, thus expanding it upward. It may also be done with heel-elevation. St. 2 A. Elev. Sidew. w. Heel-elev. Command, " Arm-eleva- MOVEMENTS OF THE SWEDISH SYSTEM 201 tion sideways ivith heel-elevation tine! Two!" ... 1. Arms and heels rise. 2. They are again lowered. Yard St. d 2 A. Elev. Command, " Arms sideways lift ! Hands turn ! (Fig. 141, p. 128.) Arm-elevation one ! Two ! " ... 1. The arms are raised into str. pos. 2. They resume yd. d pos. Inhale while the arms rise, exhale while they are lowered. The movement expands the lateral parts of the chest, while it slightly contracts the superior anterior (clavicular) region. The greatest expansion being at the base of the lungs, a sort of " abdominal breathing " occurs. The movement is always done with even rhythm. On the same principles are executed : ( Turn st. 7 Turn stride st. Yard d-{ \-2 A. elev. Turn fallout st. and foot S r - fallout st - b ( Fi g- 232) positions being used in the order enu- merated. If the pupil cannot well maintain the standing position, he may sit while doing the movement; and, instead of stoop st. pos., the corre- sponding sitting position (Fig. 233) may be used. Drooping Head. If the free-stand- ing head-flexions, etc., are not suffi- cient to make the head stay in good erect posture, the following move- ment is applied: The pupil stands facing the teacher, who places his hands, one upon the other, behind and against the pupil's head (Fig. 234), letting his forearms rest on the anterior part of the pupil's shoulders. The pupil bends his head forward and then backward as far as it will go, the teacher offering a moderate resistance against the backward flexion, thus bringing the muscles of the neck into stronger activity. When the head bends backward, the chin should be FIG. 231. YARD ST. 2 A. ADD. AND ABD. APPENDIX 217 FIG. 232. YARD FOOT GR. FALLOUT ST. 6 2 A. ADD. AND ABD. FIG. 233. STOOP SITT. A. ABD. AND ADD. FIG. 234. ST. NECK FLEX. 218 EDUCATIONAL GYMNASTICS drawn in, for then the insertion (gymnastically speaking) or origin (anatomically speaking) of the sterno-cleido-mastoid muscle is move'd backward, and a tension is produced in this muscle which causes an elevation of the superior part of the sternum. Thus the exercise not only corrects the posture of the head, but it also tends to expand the chest. The movement is repeated five or six times in succession. The reach gr. st. pos. may also be used as commencing pos. ; the teacher then stands on one side of the pupil, steadies him with one hand, and resists the neck-flexion with the other. The movement may also be taken in a stoop fall pos., obtained from the reach gr. st. pos. by moving the hands a few bars downward and the feet backward on the floor (or on a bench or other elevation), the position growing in strength as it comes nearer to horizon- tal stoop fall. pos. When done in stoop fall, pos., the exercise has a far more extended effect ; for now it is also an abdominal exercise, a good posture calling for strong contraction of the abdominal walls, which contraction must increase as the head bends backward, or the position is lost. As a drooping head is usually accompanied by a protruding abdomen, the stoop falling neck-flex, is very effective in correcting not only the head but the general posture as well. Besides, this exercise reaches farther down the spine, and is more efficacious in straightening the upper part of it. When the stoop falling position is nearly horizontal, the teacher gives the pupil a slight support by one hand placed under the latter's abdomen, the other hand resist- ing the neck-flexion (Fig. 235). It has been proposed that this exercise be done by the pupil himself making resistance against his own movement, with his hands locked behind his head. The effect of such a method is to strengthen some of the muscles of the arm ; but for invigo- APPENDIX 219 rating the muscles of the neck, it is absolutely worthless. The whole procedure forcibly reminds us of how the famous Baron Miinchausen pulled himself and horse out of a swamp by taking hold of his own "pigtail," and by that means lifting himself and horse until they reached firm land. Flat Chest. This is best corrected by heaving-movements FIG. 235. STOOP FALL. XECK.-FLKX. and respiratory exercises ; if, however, it is desirable to hasten the effect, the following exercises can be used : 1. Wg. St. Heel-elev. w. Chest Expansion. The pupil takes " hips firm." Standing behind him, the teacher takes hold of his elbows ; and, while the pupil rises on tip-toe and inhales, the teacher pulls his elbows backward as far as possible without tipping him backward. In this way the chest becomes forcibly (and passively) expanded, so that it can hold more of the 220 ED UCA TIONAL G YMNASTICS in-rushing air. The pupil exhales, and lowers his heels, while the teacher lets the elbows resume commencing position. The movement is repeated from five to ten times. It is best to use the command, " Heel-elevation with respiration 6ne I Two!" . . . 2. Str. Gr. St. Chest Expansion (Fig. 236). The pupil stands close to the stall-bars, with his back turned to them, and t grasps as high as he can reach without rising on tip-toe. N The teacher stands in front of him, and, bracing himself with one foot against the bars, he applies both hands to the pupil's back (between the shoulders). By letting his hands slide downward and forward, he pulls the pupil's trunk forward into arch pos., and in so doing lifts his heels from the floor. During this operation, the pupil inhales ; and he exhales as the teacher lets him fall gently back into commenc- ing position. The movement extends the whole front of the body, and vaults the chest forward. If vertical poles (whose lower ends are fixed) are at hand, the pupil takes str. gr. st. pos. between them ; and, standing behind, the teacher pushes the pupil's thorax forward and upward with one hand applied in the middle of the back just under the shoulder-blades (Fig. 237). When done in this man- ner, the movement gives a little more elevation to the chest than is attained when the stall-bars are used. A narrow door- way will answer the purpose of vertical poles. 3. Reach Lying Chest Expansion (Fig. 238). The pupil lies face up 011 a bench (or other elevation) and places his arms FIG. 236.- STK. GR. ST. CHEST EXPANSION. APPENDIX 221 in reach pos. The teacher, standing behind, grasps the arms around the wrists and pulls them backward into str. pos. while the pupil inhales, and pushes them forward into reach pos. while he exhales. The movement which is repeated six or eight times expands the lateral parts of the chest and vaults it upward. The effect is increased, if the pupil makes a slight resistance while his arms are being pulled backward. Lordosis. By this name we un- derstand that condition of the spine where the lumbar region is too much convexed (forward) and the pelvis tipped forward in proportion. It is caused by weakness of the muscles of the abdomen and upper front leg, or (although rarely) by weakness of the extensors of the back. The chief aim of specialized exercise should be to jfr. strengthen the muscles of the ab- domen and upper leg. If this is not achieved by the ordinary ab- dominal exercises (and movements in crook hang, and cr. st. positions), the following move- ment may be ap- Fio. 238. REACH LYING CHEST EXPANSION. nlied ' Str. Gr. Ly. 2 L. Elev. w. Resist. The pupil takes the stretch grasp lying position, and raises his legs as high as he FIG. 237. STR. GR. ST. CHEST EXPANSION. 222 EDUCATIONAL GYMNASTICS can (Fig. 156, p. 139), while the teacher makes a slight resist- ance against this movement by grasping the rising legs around the ankles with one hand and with the other exerting a gentle pressure on the abdomen. The teacher presses the legs back into commencing position, while the pupil makes a slight resist- ance. The movement (which is repeated three or four times) brings into strong contraction the muscles of the abdomen and upper leg. As for such deformities as lateral curvature, we advise the teacher to leave them alone unless he has had special instruc- tion in the application of " Swedish movements " to such cases. A child having lateral curvature or other serious deformities should not exercise in a class with healthy children, but should be sent to the medico-gymnastic specialist for treatment ; thus, a teacher will hardly have occasion to do anything in such cases. RULES FOE MEASURING PUPILS. One of the features of a modern gymnasium is the measuring of the pupils at the beginning and at the end of every working year, so as to observe what development each individual has gained i.e., to measure the value of the methods used in apply- ing the exercises. To make such measurements on each pupil in a large school would be an absurd waste of useful time ; for the human body during childhood yields so readily to slight impres- sions, and radical changes take place so fast, that the measure- ments can be of but little value in serving as statistics for the teacher to judge of his own work. Moreover, gymnastics in schools must be essentially class work, and the children will, as a rule, be grouped together according to age or size ; and indi- vidualization can be done only to a very slight extent ; hence the teacher could have but little use for the measurements APPENDIX 223 towards supplying individual exercises. In gymnasiums where individual work is a distinctive feature gymnasiums for grown persons the conditions are a little different; for here the teacher is expected to give each pupil a separate set of exer- cises suited to his particular development (or lack of it), and to do so the teacher must measure each individual and make his prescriptions accordingly, the figures received at the beginning of the course telling what should be done, those at the end what has been done. Thus it will be seen that the figures are still for the teacher, not . for the pupil, although he may show them to the pupil, if he so desires. The records of these measurements taken on grown persons should be kept by the teacher, so that, with these as a standard he can make the necessary improvements in the system of gym- nastics which he uses. Moreover, they will furnish coming scientists with the necessary statistics for their study of the evolution of man, etc. Since Man is himself the unit by which his development should be measured, some measure usually the height should be taken as a unit, and all the others compared to this and recorded in fractions (percentage) thereof. This is the only way in which we can be able to judge concerning the har- mony of the development ; for we may now compare these figures to a standard table of measurements prepared by taking the average of a great number of measurements made on well- proportioned bodies. For ease of calculation and in conformity with progressive ideas, all measurements should be taken accord- ing to the metric system. To measure every part of the body would be a waste of time ; for, if a few of the important parts are measured, the 224 EDUCATIONAL GYMNASTICS figures will give a fair estimate of the general development. Parts to be measured are : 1. The height of the whole body. 2. The width of the chest, taken on a level with the nipples, just in front of and close to the arms when they are hanging straight down. 3. The depth of the chest, taken on a level with the nipples, the arms of the caliper being on a level. 4. The circumference of the chest, also taken on a level with the nipples. Two measures are taken : one with the chest inflated, the other after exhalation. The tape-measure should be placed horizontally around the chest. 5. The shoulder width, taken outside the acromion, so that the caliper touches this bone. 6. The waist. The circumference is measured in the nar- rowest place. 7. The width of the hips. The pupil is in close st. pos. while the measure is taken between the most protruding points of the hips the greater trochanters of the femurs. 8. The inside length of the leg from the perineum to the ground, the feet being slightly apart and the body carried by both legs equally. On women, the outside length of the leg from the greater trochanter to the ground is taken instead. If the legs are of unequal length, a note is made of this. 9. The length of each arm from the acromion to the tip of the middle finger. Furthermore, the pupil's weight and age are recorded. APPENDIX 225 X 5 | Years. ? Months. I First < Last J i First I Last First | Last o First | | 1 Last Month. First 1 I P E Last 5* First Last = EL? \ First | == Last = = g First III Last 3 First Last f-l o" 2. First ~Z 3 Last 2 First 1 I Last Montll. First K Outside length of Arms. Last | First r Last P3 H g S ED UCA TIONA L G YMNA S TICS The following chart, extracted from a similar one published in a text-book on Anatomy by Prof. T. Hartelius (Stockholm, 1884), may serve as a standard for comparison. The figures represent an average of numerous measurements taken by Prof. Carl Cm-man on living models and on antique statuary. HEIGHT =100. AVERAGE PHYSICAL DEVELOPMENT, WHEN Han. Woman Child. THE BODY IS COMPARED TO ITSELF. About About 25 years old. 'f> years 1 vear old. old. Height of the head above the chin (measured from the top of the skull to under the chin) 13.6 14.0 19.0 22.5 Height of the head above the top of the sternum (from the top of the skull) 17.5 17.6 21.5 25.5 Height of the head above the acromion 17.7 18.2 21.0 25.0 Height of the head above the inferior end of the sternum, 27.5 28.5 31.5 36.5 Height of the head above the crest of the ilium .... 41.5 42.5 47.5 53.0 Height of the acroinion above the greater trochantcr . . W.O :to.o 32.0 33 5 Length of the arm from ucromion to tip of middle finger 45.5 44.0 42.0 41.5 Length of the arm from acromion to the middle of the elbow 20.0 19.0 18.0 18.0 Length of the forearm from the elbow to the middle of the wrist . . . . 14.5 14.0 12.5 12.0 Length of the leg from the ground to the crest of the ilium 58.5 58.0 53.0 46 5 Length of the leg from the ground to the perineum . . . 47.5 40.0 35.0 Length of the leg from the ground to the middle of the ptitellH 28.5 28.0 26.5 24.0 Height of the foot from the ground to the inside malleolus, 5.0 5.0 5.0 5.2 Height of the foot from the ground to the outside malleolus, 4.0 4.0 4.2 4.5 Length of the foot from the heel to the tip of the big toe, 15.5 15.0 15.8 15.2 The width of the head between the parietal eminences . 9.0 9.2 13.0 18.0 The depth of the head from the forehead to the occiput . 11.5 11.8 17.0 22.0 Diameter of the neck 6.5 6.5 _ _ Shoulder width from acromion to acromion 23.0 21.5 22.0 25.0 Width of the chest (on a level with the nipples) .... 17.5 16.0 17.0 21.0 Depth of the chest (on a level with the nipples) .... 10.5 10.0 12.0 16.0 Width of the hips (over the greater trochanters) .... 19.5 21.0 18.0 23.0 Width of the thigh at the middle 8.3 8.7 _ m Width of the leg at the middle of the calf 7.0 6.8 _ _ Width of the foot across the metatarsal-phalangeal articu- lations . 5.7 5.3 5.5 6.5 Width of the arm across the middle of biceps 5.4 5.0 Width of the forearm across its thickest part 5.9 5.5 _ _ Width of the hand across the metacarpal-phalangeal articulations . . .... 5.0 4.5 5.0 6.0 APPENDIX 227 PREPARATORY SWIMMING EXERCISES. Swimming is an accomplishment that every one should pos- sess, not only because some day one may save his own life or that of another, if he be a skilled swimmer, but also because the art is worth learning for the sake of the exercise itself, which is undoubtedly one of the best for the promotion of physical development. In the summer, the heat usually pre- vents gymnastic exercises from being practised to any great extent, while swimming will furnish both exercise and recrea- tion, without adding the discomfort of excessive heat. To know how to keep one's self afloat, one need only be familiar with the movements which constitute swim- ming, and have sciousness of their efficacy. Consequently, the best plan for acquiring the art is to learn the swimming movements on terra firma so thoroughly that we do them unconsciously when we go into the water ; and chil- dren may be most easily given this practice, if the swimming movements are brought in as part of educational gymnastics. The exercises are described in accordance with the plan fol- lowed in " G-ymnastiska Dagofningar" by C. H. Liedbeck, from which hand-book they are borrowed. St. Introd. to A. Swim. w. even Counts (Fig. 239). Com- mand, " Arms forward bend ! Arm sivim one ! Two ! Three ! ". . . 1. The hands are brought so far forward that the fingers touch, the palms facing slightly outward. 2. The arms 228 ED UCA TIONA L G YMNA S TICS are stretched, forward, the hands still touching and facing as before. 3. The straight arms are moved sideways into yd. pos., while the palms of the hands are turned backward. The arms are horizontal throughout the movement. Stoop St. Introd. to A. Swim. w. even Counts. The exer- cise is done as the previous one, the arms being hori- zontal throughout the move- ment. Stoop St. Introd. to A. Swim. w. uneven Counts. This is done in a like man- ner, except that the rhythm is changed, the first two motions being done quickly, and immediately following Ji, each other, the third motion being slow. The command is, . . . ^ Arm xwim one*tw6l! Three!" . . . These exercises may be brought in among shoulder- blade movements. Lying Introd. to L. Swim. w. even Counts (compare Fig. 240). The pupil is lying face up on a bench with neck firm. Com- mand, " Leg stvim one! Two! Three!" ... 1. With heels held together, the pupil draws his legs up as far as he can, knees and hips bending, and the feet bent upward. 2. Separat- ing the feet, and extending the insteps, the pupil stretches his legs sideways into stride pos. 3. The straight legs are brought together into commencing position. FIG. 240. HANG. INTROD. TO L. SWIM. a, "ONE!" 6, "Two!" c, "THKEK!" APPENDIX 229 Lying Introd. to L. Swim. w. uneven Counts. This is as just described, except that the rhythm is changed, the command being, . . . " onetwt ! Three!" . . . These movements may be used as abdominal exercises. They may also be done in hanging position (Fig. 240) (under hang, or over gr. hang), and are then easy heaving-movements. They may also be done in forward lying position, the pupil grasping the stall-bars, or his hands being held by another pupil. Str. Forw. Lying Pos. (Fig. 241). The pupil is lying face down on the floor (on a piece of carpet used for the occa- sion, or lengthwise on a bench). Command, "In position one ! Two ! " . . . 1. The pupil swings his arms up into str. pos., and arches his body SO FIG. 241. -STR. FOEW. LYING Pos. that the feet leave the floor. 2. He resumes commencing position. At first the position may be taken with hips firm instead of arms upward stretch, so as to teach the pupil how to arch the body. The movement is a shoulder- blade movement. Forw. Ly. A. and L. Swim. The pupil is lying across a bench (covered by a cushion, if one is at hand). Command. "Arm and leg swim on, 7. 7. The number of exercise refers to the progressive list just given. After the swimming movements have been practised thus, swimming may be safely tried in shallow water, with the aid of a girdle held by the teacher, or by some other method, the descriptions of which do not belong here. PHYSIOLOGICAL EFFECTS OF EXERCISE. On the Lungs. Every muscular exertion is involuntarily preceded by an increased inhalation, Nature thus providing an increased supply of oxygen to substitute that which is used up by the muscular contraction ; in other words, exercise induces respiration ; and, proportionately to the force used in the exer- tion, it also accelerates the respiratory act. In consequence of this, the pulmonary circulation becomes accelerated, and the quantity of air inhaled and of carbon dioxide exhaled is greatly APPENDIX 231 increased. The elimination of water through the lungs also increases in proportion to the exertion. Dr. Edward Smith's experiments (" Parkes' Practical Hy- giene ") are interesting. He found that if the quantity of air inhaled in the lying position was taken as unit, that inhaled in sitting position was 1.18 ; in standing position, 1.33 ; walking 1 mile an hour. 1.90 ; walking 4 miles an hour, 5.00 ; and walk- ing 6 miles an hour, 7.00, etc. Or, in other words, if a man at rest inhales 480 cubic inches of air per minute, while walking 4 miles an hour he inhales 2400 cubic inches, and while running 6 miles an hour 3300 cubic inches. The carbon dioxide exhaled is increased in proportion. Both the active muscle and the one at rest absorb oxygen and give off carbon dioxide, the absorption of oxygen and exhalation of carbon dioxide in the contracting muscle being about twice as great as in the resting one ( Beclard, Helmholz, etc.). If the carbon dioxide were not rapidly carried off by the blood and eliminated from the body, the muscles would soon become unable to work. For it has been proved that, if the pulmonary circulation and the exhalation of carbon dioxide are impeded, muscular exertion soon becomes impossible. Thus, to insure proper elimination of carbon from the body, it is neces- sary that muscular exercise take place ; and when it cannot, the supply of carbon (carboniferous food) must be lessened, if the body is to remain healthy. Although respiration under ordinary circumstances is an entirely mechanical action, yet it may be controlled by the will, and the latter also governs the respiration unconsciously, since every act of volition will cause it to be hastened. This is true whether the effort be physical or psychical. Respiration is also influenced by temperature, the respiratory act becoming 232 EDUCATIONAL GYMNASTICS deeper in the same degree as the body loses heat ; and, reversely, the temperature of the body will rise as respiration becomes deeper (prolonged respiratory exercises, etc.). Since oxygen is one of the chief power-producing elements in the body, it can be said that to be strong capable of much work good breathing capacity is of greater value than mus- cular strength ; for the former gives one the quality of endur- ance or ability to persevere, which is the key-note to success in the struggle for the survival of the fittest. Whereas properly guided exercise will strengthen and develop the breathing apparatus, lack of exercise will weaken the lungs and may even lead to tuberculosis and allied diseases. On the other hand, excessive exercise may cause pulmonary congestion and even hemorrhage from the lungs. From these facts we gather the following rules to be observed during exercise : (1) The respiratory organs must be allowed perfect freedom of motion : no tight clothing (corsets !) should be used ; and any exercise which compresses the chest or interferes with free respiration is to be avoided. (2) Since the elimination of carbon dioxide and the need of oxygen are so much increased, the air should be as pure as possible. Hence, exercise out-of-doors is the best ; but if it has to be taken indoors, the room should be well ventilated and as far as possible kept free from dust. (3) The exercises should be so arranged as not to cause over- exertion, since the latter produces pulmonary congestion (a con- dition manifesting itself by deep sighing). Hence, when the exercise causes laborious breathing, rest should take place, or, still better, such movements should be immediately used as will re- move this condition (respiratory exercises ; slow leg-movements). APPENDIX 233 (4) Since the elimination of carbon is so much increased, those who exercise should partake of more carboniferous food best given in the form of fat. On the Blood and Circulatory Organs. The increase of color and quickening of the pulse show us that exercise accelerates the circulation. When a muscle contracts, it exerts a pressure on those vessels which are located in or around it. The arteries have firm and hard walls, and the blood within them flows forward with considerable pressure ; furthermore, the semilunar valves at the opening of the aorta prevent the arterial current from taking a backward direction : hence the arteries are but little affected by the pressure of the active muscle. The veins have less elastic walls, and the pressure of the blood in them is less. Their valves preventing the current from flowing in the oppo- site direction, it follows that the muscular pressure drives the venous current toward the heart with increased speed. At the same time, the vis a tergo in the arterial current increases. When the contraction ceases, the veins in question contain less blood. This causes a suction in these vessels, which force, added to the pressure from the arterial side, causes a new supply of blood to rush in with accelerated speed, this being repeated at every contraction and relaxation. At the same time the absorption of oxygen in the contracting part causes the arte- rial current to flow more quickly to it in order to supply the waste : the vis a f route of the arterial current increases. In fact, active contraction has even more effect on the local afflux than on the return current from the same part. During flexion and extension, the vessels become alternately shortened and lengthened. Moderately extended, the vessels hold more blood than they do when shortened; hence bodily 234 EDUCATIONAL GYMNASTICS movements act upon the circulation much after the manner of a " force-pump : " the flow toward the heart is accelerated, and the vis a tergo of the blood increased. Respiration also affects the circulation, as will be seen from the following: At inspiration the elastic air-cells resist the pressure from the, inhaled air, and this causes the pressure on other organs (heart and large vessels) within the chest to be less than one atmosphere (" negative pressure ") ; a suction is caused in direction of the lungs. The blood in the veins is drawn forward to fill the vacuum. The arteries become but little affected, on account of their stiff walls and of the press- ure of the blood in them. Besides, the closing of the semi- lunar valves during the diastole of the ventricles prevents any backward direction of the arterial current. This suction, which by deep inhalations becomes four or five times greater than what it is during ordinary inhalations (Wundt), is a powerful aid in the propulsion of the venous currents. Expiration has the opposite effect: it accelerates the arterial currents, but retards the venous ones. Every active movement increases the action of the heart, which usually has from ten to thirty more beats per minute during exercise, and sometimes a great deal more. After exer- cise the heart's action usually falls below the normal after severe exercise, even as low as fifty to forty per minute. But if due attention is paid to the freedom and extension of the respiratory act, the heart's action need not deviate much from the normal. The same is true, if certain movements are used that will furnish mechanical aid for the propulsion of the blood, i. e., lessen the work for the heart. Excessive as well as deficient exercise will weaken the heart, and cause diseases, such as palpitation, hypertrophy, dilatation, APPENDIX 235 fatty degeneration, etc. On the other hand, properly guided exercises will tend to strengthen a weakened heart; and in such cases it would be a mistake not to make use of exercise as a therapeutic agent, as well as to suppose that absolute rest is beneficial. Exercise has also a great influence on the quality of the blood ; for, by the increased pressure, the phenomena of endos- mosis and exosmosis become livelier, and the absorption of vital constituents becomes more rapid. At the same time, the blood more quickly carries away the waste matter, and throws it off through the organs of excretion ; and in this manner its own quality improves. On the Digestive Organs. At every inspiration the diaphragm contracts, and exerts a pressure on the contents of the abdomen, the walls of which rise. At expiration the diaphragm rises, and the walls of the abdomen again sink. Thus the diaphragm and the air above it act like a pump, causing a constant oscilla- tion of the abdominal and pelvic contents, increasing the action of their involuntary muscles. This motion aids the peristaltic movements of the stomach and intestine in carrying the food downward, and in hastening the process of digestion. It is well known how exercise increases the appetite, espe- cially for meat and fat. This increase of appetite indicates a more rapid absorption and a more perfect digestion. On the other hand, lack of exercise lessens the appetite as well as the power of digestion. During exercise, the circulation through the liver is very much accelerated, especially by flexion of the trunk in one direction or another, which movement, by acceler- ating the circulation through the inferior vena cava, causes a suction in the veins which feed it. A similar effect is caused by deep inspirations. 236 EDUCATIONAL GYMNASTICS Finally, if the voluntary muscles of the abdomen are well developed, the faeces are more readily expelled and a livelier peristalsis is insured. Thus exercise, whether general or spe- cial, will improve and maintain the normal functional activity of the digestive organs. On Absorption. By the increased pressure of the blood, the phenomena of endosmosis and exosmosis become very much livelier, and the flow of the lymph accelerated. The lymph-vessels are provided with valves like those of the veins opening toward the heart ; hence the alternate contrac- tion and relaxation of adjacent muscles will have the same effect upon the lymphatics as upon the veins : that of forc- ing the contents of the vessels forward in direction of the heart. Inhalation has the same effect upon the thoracic duct as upon other vessels in the thoracic cavity : a suction is caused in it which accelerates the flow of its contents. At exhalation, the thoracic duct becomes compressed, and its contents are forced into the venous circulation. On the Skin. The cutaneous circulation is accelerated, the skin grows red, and perspiration increases. The amount of evaporating fluid is double (or more) what it is during rest ; water, chloride of sodium, acids, and some nitrogen are elimi- nated. This evaporation lessens the temperature of the body, and prevents it from becoming excessively high. If the pores are closed by dirt, or if there be anything else to check the evaporation, the bodily heat soon rises ; the work of the lungs in the elimination of water is greatly increased ; breathing be- comes laborious, and the power of continuing the exercise rapidly decreases. After exertion, the temperature of the body falls quickly APPENDIX 237 below the normal degree, while the skin evaporation still con- tinues ; hence, danger of taking cold arises. From this it follows : (1) That the skin should be kept clean. (2) That the exercise should be taken in a cool room (55 to 60 F.). (3) That, during exercise, the clothing worn should be light. (4) That, after exercise, thicker clothing should be put on to prevent chill. On the Kidneys. On account of the increased skin evapora- tion, not only the water of the urine, but also the chloride of sodium, is lessened. The amount of urea usually remains about the same, although oftentimes it decreases probably on account of the greater excretion of nitrogen through the lungs (Draper, Regnault, Reiset). Dr. John C. Draper's experiments demonstrate that "after violent exercise, the total amounts of solid residue and urea are diminished, while the proportion of urea to solid residue remains about the same." On the other hand, by lessening the activity of the skin and lungs, lack of exercise forces the kidneys to increase their excre- tory function, and may be a contributing cause to various dis- orders of these organs. On the Organs of Locomotion. In active muscles, the tem- perature increases in proportion to the work (up to a certain limit) ; there is a change from neutral to alkaline reaction, the principal metamorphoses being the oxidation of the hydro- carbons and the formation of free acid. The venous current from the muscle carries darker blood, less rich in oxygen and water and richer in carbonic acid. As a result of these changes, the muscles, through regularly taken exercise, grow larger, heavier, and richer in nitrogen ; 238 EDUCATIONAL GYMNASTICS and as the muscles grow, so do the bones and other passive organs of locomotion. On the other hand, unused muscles diminish in size and strength, and may finally entirely cease to respond to cerebral influence. At the same time, too much exercise of a muscle will cause it to decrease in size and power after it has reached a certain degree of development. This, however, does not occur when all the muscles are moderately exercised, and sufficient time is allowed for rest. If the food does not contain a sufficient amount of nitrogen, other parts of the body have to furnish the supply to the active muscles ; and in such a case it is usually the heart that suffers most. The exhaustion of the oxygen supply and the accumulation of acids in the active muscles soon produce fatigue. In order that the waste may be carried off and a new supply of oxygen stored up, the tired muscle must have a shorter or longer period of rest before contraction can again take place. This alterna- tion between activity and rest occurs even during exercise, although the period of rest at such times is usually insufficient to allow the muscle fully to recuperate. Yet, by letting gym- nastic movements follow each other according to physiological principles, the immediate effect of a short period of exercise can be made to be a sense of rest and in vigo ration instead of fatigue and exhaustion. This, however, cannot be done, when the exercise is prolonged or when it is of a one-sided nature. The general oxygen hunger manifests itself in languor and desire to sleep. Before work can be resumed, all the muscles (and nerves) under the control of the will must be allowed absolute rest until a sufficient amount of oxygen has again been stored up. Artificial means (massage, stimulants, etc.) may occasionally serve instead of rest, but cannot be relied upon as permanent substitutes. APPENDIX 239 From these facts it follows : (1) That there is a limit to physical development ; and hence that the chief aim of exercise should not be great muscular development, but health. (2) That this limit is reached sooner, if the exercise is of a one-sided character. (3) That during periods of exercise, the food should contain more nitrogen. (4) That, if good physical development is to be acquired, the exercise should include the whole body, and should alternate with periods of sufficient rest. On the Nervous System. Experience has proved that inac- tive motor nerves grow weaker, become fattily degenerated, and finally lose all irritability, so that it becomes impossible even to think in the direction of movements to which those nerves should give the impulse. At the same time the sensory nerves become highly sensitive and even morbidly irritable. The nervously unstrung are to be sought among brain-workers of sedentary habits, not among laborers or persons leading an active out-of-door life. In all active exercise, the cerebral influence to the acting parts is highly increased ; and it might be said that the nerves in question are even more active than the muscles which they move. The consequence of this is, that the nutritive results of muscular contractions are taken up by the nerves still more than by the muscles. Thus exercise becomes efficient in strengthening and developing the nervous system, and in maintaining it in normal condition. In fact, exercise may often serve as a valuable, remedial agent in nervous disorders. 240 EDUCATIONAL GYMNASTICS On the Mind. As the general circulation and the quality of the blood improve, the brain becomes better nourished, and its power of action increases. It is only in a "heal thy body that we find a healthy mind; whereas, if the body is weakened by disease, by inactivity, the intellectual powers become enfeebled. Many maintain that it is not possible to combine great mental work with powerful bodily exercise, but practical experiments have proved this to be an entirely mistaken idea ; for, if the two are made judiciously to alternate, it will be found that the results of each become much more extensive, much better in quality. If athletes are stupid, it is because they make no efforts toward mental cultivation, and not because exercise lessens their powers in this direction. The moral forces are also affected by exercise, for immor- ality goes hand in hand with morbidity of mind. If the latter can be changed, the former will also improve. It is the weak, and not those who are strong in body and mind, that recruit the jails. Exercise develops a consciousness of power, which inspires courage, confidence, and resolution. Through its influence the moral self comes forth healthier, purer, and stronger, and man becomes in every way better fitted to lead a life of usefulness to his fellow-men. MEMORANDA OF THE MUSCULAR ACTIVITY IN THE PRINCIPAL MOVEMENTS OF THE HUMAN BODY 242 ED UCA TIONA L G YMNA S TICS 1 i i 1 | iA 1 \ S s i j. i 3d, 4th, and 5th cervical v Bodies of tirst 3 dorsal vert Bodies of lower 3 cervical i vertebrae. a, ft. Upper surface of 1st r c. Outer surface of 2d rib. Mastoid process of tenipon Inner surface of inferior m Posterior surface of sternu Sternal end of clavicle. Posterior surface of sternu Cartilage of 1st rib. I | i H J g S 1 1 Anticus I 1 a k I 3 1 d l| 2 1 I t 5 s""* | | 1 1 I 1 c u I i i i. as a >3 - 5 s i H I! O S APPENDIX 243 "2 Jj g 1 2 uperior curi insv. proc. ( i i ertebrae.) c i i! t^ ^ mbar regioi *> t. > g a j jT_-a "o r -2 g s 1 a "3 "3 a *S .H'5c3 h o -g > *!. ; -"3 B 111, *3 '= t * i i G " S 1 bouc. g !.! 111 'S &. 3 | ,H 1 ! 1 1 i _ e I i|i 1 '3 3 f ~ ..=. ~~~Z~ 3 S, II! i Us i OS i *1 3 IP 1 o's * o *o o ^ >. >^% "S a "E Ss s 3 Sa "? "u C w M 1 I BS:^ 111 I l!= II 3 g R I |9 a "s ? 5 a S 11 S 2 g - ^ n S t- c 9 ft g 5 a 1 "8, EC - i. 2? t S . 2 i O i ^ i 1 1 ^ t: J I! i! i o-22 t ^ u > "g 13 ^3 1 41 ower ja g g u | c | 3 f i-/ !1 1 1 ITpper border of scapi Transverse scapular li Mylo-hyoid ridge of 1 denial tubercle of ini Occipital bone, inner line. Ligamentum nuchae. Spinous processes ol dorsal vertebrae. Supra-spinous liganie 4 upper cervical verte Ligamentum nuchae, Last cervical and ( processes. Angles of 4 or 5 uppe 3d, 4th, 5th, and Gth verse processes. 3d, 4th, 5th, and 6th verse processes. 3 or 4 lower cervic. vi 5th and Oth cervic. ve (1st and lid dorsal ver 1 t X ^ ^ = =.= Ill sis 13 Back of sacrum. Ilium, posterior snpe: Posterior sacro-iliac 1 Cervical vertebrae, ar Lumbar and dorsal v Between spinous pro I ii '3 1 ^ TJ 1 < \ o ,; i '3 1 '| 1 U i l I S | 1 i O i 1 O | i 9B 11 1 H 1 s i is 244 EDUCATIONAL GYMNASTICS "2 S I 1 | a I | | . 1 1 1 1 5 . 5 j 3 a iH J C, 1 1 1 Jfl 1 1 1 fit s * f s i 1 a. 3 ,. 1 >" S . x - i I I 1 1 i i : i 1 1 1 1 00 * 1* * 1 S s i 1 1 1 i 1 o * n i< * | i J I 1 111 f 1 1 I ill B in* 1 I I I I fill Illll ^^ ** a It SI ! I APPENDIX 245 "a i | 1 5 1 | i 1 1 .5 i * 1 i i ^ 8 . "o "o ^ o i P ^* i o 3 S a 8> "f. .S as _c | 1 1 A It I 1 a 2 S i 3 | ^ 1 00 lll a 1 3 '3, I f = =; 2 a 2 S i a 2 g I ?J--I | "? a d 3 3 1 I "5.5 JS! 3 . g i _2 i i 1 III Ilio-pect Iliac loss s I 3- Coracoid Inner mi Ill 3 Femur, 1 aspera, Linea as] S 99 z 3 Over pat 5 ll It aj C 5 s ~ ^ a- g xi ~ 't "V "C ^ > 1 1 e s 1 i | 1 s 1 N j_ = S S i 1 1 1 o go * 53 ! S ft 3 i a Lumbar fascia. Crest of ilium, anterior two-tl lip. Poupart's ligament, outer half Bodies and transverse proces and all lumbar vertebrae. Bodies of last dorsal and first Clavicle, sternal one-half. F/ont of sternum, down to th< Cartilages of all true ribs. External oblique. 3d 4th, and 5th ribs. Intercostal aponeurosis. 9 digitations from 8 upper ribs Intercostal aponeurosis. Poupart's ligament, outer one- Crest of ilium, anterior two-thi Cartilages of (i lower ribs. Aponeurosis from spinous i processes of lumbar vertebn a ll 0*1 S3 Front of pubes. Descending minus of pubes. il ii ij "* a So 3 O So Ilium, anterior, superior spine Iliac notch, superior one-half. See above. Ligamentum nuchae. Spines of last cervic. and lirst Supni-spinous ligament. j aa 4 5 5s" 3 JS x Internal Obliqu Psoas Magnus. Psoas Parvus. The above muse Pectoralis Majc Pectoralis Mine 1 3 1 3, Pectineus, Adductor Lonj Adductor Brev 3 Sartorius. Trapezius. Rllomboideus. IP i 246 EDUCATIONAL GYMNASTICS 2 5 1 i i * 8s s 1 *S ^* 111 1 ~ i % JB 1 2 Si! 1 1 III 2 , 1 | Ill ! i }}j g H i II 1 1 Ii! 1 1 "8 "C * H O W S |-- APPENDIX 247 *j " s I 1 1 1 1 1 ^ o 09 2 = K 2 3 ^-. 1 1 "S-i tl - = L' 7 o , 1 i 3 OQ !i I i ^ ft5 g E!! i fej S s ^ 1 {3 c tjj 2 = | *^ HI | cc I | 1 I ||| | 3 =3 =3 rt . 5 *> ^ 1 1 1 1 III 1 1|| i c- c- ^ l5 1 1 If f *l*~ H .1- r* II L . 5 The oblique a muscles of i lateral half (and upper lej * Latissinms Doi deus ; Trapezius (mi 3 3 MOVKME i) Drawn ward ar downwa: ta i IB 248 ED UCA TIONA L G YMNA S TICS 1 "o 1 a 3 1 i 1 -5 r ,-* Q. t i 1 " C3 g s 1 1 i s i a 1! * > ~ *? ** *- eg ,| || t!i i 1 k P il - 5 5 t- f :i 1 BJ D 1 S S * 5 I i P c I 1 I 1 ts 9 a >> * s 6 - 1 of "Sb S ORIGIJ 1 ^ i! l ii * 1 of ! 1 i i i 1 See above in 80 ^ & i -- i Ii i g "3 .2 ! a 1 ^ &s ; 08 w < Q w 1 i 1 ! i i MUSCLE. Serratus Anticus Major. Trapezius. Deltoid (anterior portion). Pectoralis Major. Coraco-brachialis. Biceps (longhead). f i |i I 1 i ! ! 1 ! 1 1 1 g ! Pectoralis Major, Latissimus Dorsi, Teres Major and Minor. Subscapularis. Anterior portion of Deltoid; Subscapularis, Pectoralis Major, Latissimus Dorsi, Teres Major. Posterior portion of Deltoid ; Supraspmatus, Teres Minor, Coraco-brachialis. Infraspinatus. H 1 i If g^ 1! 1! l! 11 fi APPENDIX 249 2 j 5 j 1 c S i 'i 1 1 H (S ja ? j * J a 2 s. O a 1 1 1 5 "3 "5 Tuberosity of rad Fascia of forearm Coronoid process Shaft of radius, o Styloid process of Base of 2d metaca Annular ligament. Palmar fascia. Pisiform bone. Annular ligament. Base of 5th inetac; 4 tendons into late phalanges. Upper end of olecr Posterior ligament 1 1 1 3 3 = . 2 a S - I o i | 1 S . I- & J3 s d 1 i FORE- ARM ORIGIN. r margin of glenoid cav of coracoid process. r half of the shaft of hi ral aspect. i inner condyle of burnt r portion of inter-musci side of coronoid proce* nal condyloid ridge of -thirds, nuscular septum. B 3 11 " I as Flexor Carpi Kadiali ler condyle. uner margin of olecram pper two-thirds, posterii nner condvle. nternal lat'eral ligament ntermuscular septum, er side of coronoid prot ique line of radius. 'osterior surface, shal above and below the iression below the gle apula. rus, above olecranon fos 11 D^fl |l Sis ^^ HI ^ c a OQ a tlCC5 e -c o 8 a" I S 3 3 H S n 1 1 5 i | 1 1 1 3 3 g s aa S S | j | S DQ c Q, ig s 3 g 3 S A g | | 'a, X . X .2 J* 5 a aa S OS S S s g 1 c MOVEMI 250 ED UCA TIONA L G YMNA S TICS 1 1 1 | l i ft c 1 1 55 O i! "o 2 s C 55 2 "c. = I 1 E S M PB ii 1 K M H *o o g S 2 ac* ** 50 B *O x .2 "2 S -3 JS g-s S. "* 5 . i s = I 1 2 I i i *J .2 -g J "o 00 00 I s 1 1 ! 1 1 1 as cs i s 3 1 f 1 1 1 2 1 si l 9 _ "1 1 e above. ilique line, lower one-fourt ternal border of ulna. 2 above. ;ternal condyle of humeru: iternal lateral and orbicult lique line of ulna. sterior surface, shaft of u HAND. ORIGIN. $ above. iper two-thirds, shaft of u pression on inner side of < terosseous membrane. >per two-thirds, shaft of re terosseous membrane. wer one-third, external co i merus. t rmuscular septlfm. : ernal condvle. ; ernal lateral ligament, t rmuscular septa. o 1 BWO $ DO ,2 t>i ^ KK fl ! | = j 1 ofa 2 . *B 5 .2 "3 "= 2 B * 5 .2 o (5 S =3 1 i .2 | USCLE -II 1 agj | | 5 2S ^ t s ^"rt'So 3 oa < S3 CS ^r 0^"^ o g.2 *r. j o u !ii ! t' i | = III | | gg gg *" 1 's- s 05 M U E" S S X K"? EMENT. l! H^ EMENT. ci ll il O R 1 APPENDIX 251 to 5 oo a So 1 1 3 1 I 'a s 33 S | 1 2 3 ! 1 1 3 s I 1 1 rochanter "o 1 i < I I H . bC 0) O M a 72 1 "Z a as g | j g O 1 ** S ti 03 ^ s - 1 1 1 i J , to i 1 1 1 * * a 1 * 2 1 1 li ij M o si 3 o> 1 *3, % 5 cS I lii ir s 2" S O i 5 ll s 2 1 m 1 1 1 S 8 a, i i 1 "O a 5 j amen, membrai 11 1 1 1 middle d 3 t. foramen :nbranc. f ORIGIN. See above. Inner margin, rami of pubes a Ilium, between the middle curved lines. Margin of the great sacro-scial Inner margin of obturator for Anterior surface of obturator Crest of ilium, anterior part 01 Anterior superior spinous pro< See above.) Superior curved line and crest Last piece of sacrum. Side of coccyx. Great and posterior sacro-sciat Ilium, between superior and lines. Fascia of the same part. 3 digitations from front of sac Margin of great sacro-sciatic f< Great sacro-sciatic ligament. Posterior margin of obturator Inner surface of obturator mei Spine of iscllium, outer surfac< Tuberosity of ischium. Tuberosity of ischium. Tuberosity of ischium. Kami of ischium and pubes. Tuberosity of i.scliium, outer surface. 1 f' | a j 1 1 , a = II 4 I ! X "a 13 'S '> 1 'x 09 1 2 3 C CAM ! 1 i. || , S 2 > fc 3 S i S 3 3 'I. 0^ 3 O 3 a ^ S = u'S 1^ 1 3 2 "^ 2 5g 3 E 3 "C J3 2 0) .S 3 3 ^ s 3& S o O o H, , 3 c O O H i , ! B ~ 1 s| M fe> APPENDIX s 1 1 "3 | f 3 O -2 H a -3 S _o 1 I 2 "S 5 -3 s 1 1 ^ fl n e . 1 in 05 o 1 "'? * r 5 <_, ll Tuberosity ( with Bicep Adjacent ap( Tuberosity o See above. oi 1 V 1 1 V co 1 1 1 ill It? *!"!* fti :m., Gluteus r Kbres) and i-tend. and s, Sartorius. sjl'sp i^-l" CS = 5 SS^ ^!sj>gS- a ;nd., Semi- is, Sartorius. Semi-tendinosus. Semi-membranos 2 l-l s i. s -5l "1!-! fifr^S The 3 Adductors, nus, Iliacus, Quadratus Fen Gracilis, Sem membr., Long ceps. Tensor Vag. Fc Medius (auterio Minimus, Sem membr., Gracili Pvriformis, Obt. i Gemelli, Quad (iluteus Maxim dius (posterior fi Mag., Iliacus P :! Adductors, Bi< MUSCL Biceps, Semi-t( membr., Gracil; Gastrocnemius. 1 1 11 1! ;MENT. 1 I 3 . Ii 11 X 1 254 EDUCATIONAL GYMNASTICS 1 1 g s s 1 1 . ! o i I X * 1 z I ! | 2 1 1 i K .2 S3 OS s s 2 i 1 1 1 ! "s "S s I t i. ~= I f i H i . 3 ..*. t.. 2 ^.2" o o | -2 J O as 1 i f s's i Si % i? 1 IS "8 loi I 1 -" to |J || 11 1 U S5 1 i | ri S s ircation of 1 ligament of condyle of ) ligament of Kip l gjs o iilil i|U I! ll ii 1 1-* Ki 1 o|||| ~| II I! 1 ii ii 1 OS 1 Pill ll 1 rf llg 1 1 9 "a |"H 1 (j , 1 1 Si j ' 1 2 1 1 11 i 1 W S s a a III iceps and Gasti ill i i ! 1 1 5 >< OH Pk 2 X H a 1 . a. See III. 6. V. 1. Walk st. b pos. in series. 2. Half str. st. pos. 3. Wg. walk st. b backw. flex. 4. St. 2 A. ext. forw. 5. See IV. 4. 6. Wg. stride st. T. rot. 7. St. 2 A. elev. sidew. VI. 1. Walk st. a pos. 2. H. flex, sidew. 3. A. fling, to half str. st. pos. 4. Wg. turn close st. T. backw. flex. 5. Wg. st. 2 Kn. flex. 6. See V. G. VII. 1. Str. stride st. pos. 2. St. 2 A. fling, upw. 3. Wg. turn, stride st. backw. flex. 4. Half str., half yd. st. pos. 5. Wg. st. 2 Kn. flex. 6. Wg. close st. sidew. flex. 7. Yd. d st. 2 A. elev. vin. 1. Str. stride st. heel-elev 2. Rest st. T. backw. flex. 3. Bend st. A. ext. upw. 4. Wg. st. 2 Kn. flex. 5. St. 2 A. ext. backw. (5. Wg. stride st. T. rot. 7. See VII. 7. IX. 1. Str. walk st. a heel-elev. 2. St. 2 A. ext. forw. sidew. and upw. 3. Rest stride st. T. backw. flex. 4. Half str., half reach st. pos. 5. Yd. st. 2 Kn. flex. 6. Rest stride st. sidew. flex. 7. St. 2 A. elev. forw. upw. 1. Str. walk st. b heel-elev. 2. St. 2 A. ext. forw. sidew. and upw. 3. Rest stride st. T. backw. flex. 4. Yd. stoop stride st. H. rot. 5. Half str. close st. sidew. flex. 6. Wg. st. prep, to jump. 7. See IX. 7. APPENDIX 257 XI. 1. Str. walk st. c heel-elev. 2. Wg. turn, stride st. backw. flex. 3. Half yd., half reach st. pos. 4. Wg. courtesy sitt. pos. 5. Wg. walk st. a T. rot. 6. Wg. st. alt. Kn. flex. upw. 7. St. 2 A. elev. sidew. upw. XII. 1. Wg. st. prep, to jump. 2. Wg. st. H. rot. w. flex. 3. Wg. turn walk st. a backw. flex. 4. Yd. stoop stride st. 2 A. fling. 5. Yd. courtesy sitt. pos. ti. Half str. walk st. c sidew. flex. 7. See XI. 7. XIII. 1. Wg. walk st. 6 2 Kn. flex. 2. Rest turn, close st. backw. flex. 3. Yd. (I st. alt. A. flex. 4. Wg. cr. half st. pos. 5. Wg. walk st. 6 T. rot. <. Yd. st. prep, to jump. 7. Yd. walk st. 6 2 A. fling, change of feet. XVI. 1. Rest st. 2 Kn. flex. 2. Str. stride st. T. flex, backw., for and downw. 3. Wg. cr. half st. Kn. ext. backw. 4. Bend st. alt. A. ext. forw. 5. Rest walk st. c sidew. flex. 6. Upw. jump. 7. See XV. 7. XVII. 1. Yd. toe st. 2 Kn. flex, to sitt. pos. 2. Rest turn, walk st. a. backw. flex. 3. 2 A. ext. in various dir. 4. Str. stride st. T. rot. 5. Yd. st. 2 A. fling, forw. 6. Upw. jump. 7. Yd. d st. 2 A. and heel-elev. XVIII. 1. Half str., half yd., etc., pos. 2. See XVII. _>. 3. Str. stride st. 2 Kn. flex. 4. Str. close st. T. rot. 5. See XVII. 5. id 6. 90 upw. jump. 7. See XVII. 7. XIV. 1. Str. walk st. b 2 Kn. flex. 2. St. 2 A. ext. forw., etc. 3. Rest turn, close st. backw. flex. 4. Wg. cr. half st. F. flex, and ext. 5. Bend stoop stride st. alt. A. ext. upw. <>. Rest close st. sidew. flex. 7. See XIII. 7. 1. Wg. courtesy sitt. H. rot. 2. Str. st. backw. forw. down. flex. .'>. Reach st. 2 A. fling, upw. 4. Wg. cr. half st. Kn. ext. forw. 5. Bend turn close st. 2 A. ext. upw. 6. 90 upw. jump. 7. 2 A. elev. forw. upw. w. heel-elev. XV. 1. Wg. toe st. H. rot. 2. St. 2 A. ext. in various dir. 3. Str. stride st. backw. flex. 4. Str. stride st. 2 Kn. flex. 5. Yd. stoop stride st. 2 A. fling. (5. Wg. walk st. c T. rot. 7. St. 2 A. elev. sidew. w. heel-elev. 1. Str. walk st. a 2 A. ext. and ch. F. 2. Rest turn stride st. backw. flex. 3. Str. stride courtesy sitt. pos. 4. Wg. turn close st. sidew. flex. 5. Str. stoop stride st. 2 A. ext. sidew. and upw. 6. 180 upw. jump. 7. See XIX. 7. 258 ED UCA Tl ON A L G YMNA S TICS XXI. 1. Yd. stride st. 2 A. ext. and cli. of F. 2. Rest turn stride st. backw. flex. 3. Y* str. ) yd. stoop stride st. pos. 4. Rest cr. % st. Kn. ext. backw. 5. Bend turn stride st. 2 A. ext. upw. 6. 180 upw. jump. 7. 2 A. elev. sidew. upw. and heel-elev. XXII. 1. Wg. stride courtesy sitt. pos. 2. Str. walk st. b T. flex, backw. forw. and downw. 3. Wg. st. L. elev. 4. Reach stoop stride st. 2 A. fling. 5. Wg. turn walk st. a sidew. flex. 6. With 2 A. fling upw. jump. 7. See XXI. 7. XXIII. 1. Wg. st. H. rot. w. flex. 2. Bend arch stride st. 2 A. ext. upw. 3. Wg. courtesy st. H. rot. 4. See XXII. 4. 5. Str. stride st. sidew. flex. 6. See XXII. 6. 7. Yd. d toe st. 2 A. elev. w. 2 KM. flex. XXIV. 1. Rest stride courtesy sitt. pos. 2. See XXIII. 2. 3. Bend toe st. 2 A. ext. w. 2 Kn. flex. 4. Yd. stoop stride st. 2 A. elev. 5. Rest turn close st. sidew. flex. 6. W. 2 A. and L. fling upw. jump. 7. Yd. turn st. 2 A. fling. XXV. 1. Bend courtesy sitt. 2 A. ext. upw. and sidew. 2. See XXIII. 2. 3. Rest st. L. elev. 4. Yd. stoop stride st. 2 A. elev. 5. Str. stride st. quick T. rot. 6. See XXIV. 6. 7. Yd. turn stride st. 2 A. fling. The balance-movement is occasionally exchanged for slow march on tip-toe with the arms in rest or str. pos. If the time allows, other movements for rhythm and order, etc. are added, whenever the teacher considers them needed. SET No. 2. 1 Twenty-five tables of exercises for a class of children twelve to fourteen years of age, who have had previous training in gymnas- tics. The school-desks and chairs to be used as apparatus. The exercises to occupy about twenty minutes a day. i. St. H. backw. flex. Wg. st. heel-elev. 2. St. 2 A. ext. sidew. 3. Wg. st. 2 Kn. flex. 4. Wg. st. T. backw. flex. 5. % str. close st. T. sidew. flex. 6. Prep, to jump. 7. St. 2 A. elev. II. ( St. H. sidew. flex. \ Wg. stride st. heel-elev. 2. St. 2 A. ext. upw. 3. Wg. st. alt. Kn. flex. upw. 4. Wg. turn close st. T. backw. flex. 5. > str. yd. st. pos. 6. Rest stride st. T. sidew. flex. 7. Prep, to jump. 8. Yd. st. 2 A. fling. This set, as well as all the others, represent a great deal more than a year's work ; for, in ist cases, the progression will have to be slower than what the tables indicate. APPENDIX 259 in. j (St. 2 A. elev. ' I Wg. st. 2 Kn. flex. 2. St. 2 A. ext. forw. and sidew. 3. Wg. (later str.) stride st. 2 Kn. flex. 4. Wg. turn wlk. st. a T. backw. flex. 6. Yd. stoop stride st. H. rot. 6. Rest close st. T. sidew. flex. 7. Upw. jump 8. See II. 8. IV. 1 \ Wg. wlk. st. heel-elev. I % str. reach st. pos. 2. Rest st. T. backw. flex. (forw. flex. in str. pos.) 3. St. 2 A. ext. forw. sidew. upw. and downw. 4. Wg. (yd.) courtesy sitt. H. rot. 5. 2 A. ext. sidew. and backw. 6. Y* str. wlk. st. c T. sidew. flex. 7. Upw. jump. 3. Yd. d st. 2 A. elev. 3. Wg. wlk. st. a Kn. flex. 4. Reach st. 2 A. fling. 5. Stoop fall. pos. (Pupil places his hands on the chairs each side of him). 6. Rest wlk. st. b T. sidew. flex. 7. 90 upw. jump. 8. St. 2 A. circ. VII. 1 ( Wg. st. alt. toe elev. I 2 A. ext. in var. dir. 2. Str. st. T. flex, backw. and forw. 3. Fall hang. H. rot. Wg. cr. % st. Kn. ext. backw. (later also forw.). 5. Bend stoop stride st. alt. A. ext. upw. 6. Wg. sitt, T. backw. flex. (Pupil sits 011 the desk with his feet under the seat of the chair.) 7. Rest wlk. st. c T. sidew. flex. 8. Forw. jump. 9. St. 2 A. elev. sidew. upw. Wg. wlk. st. c heel-elev. (later in 4 1. { counts). Bend st. alt. A. ext. upw. 2. Rest stride st. T. backw. flex. (forw. flex, in str. pos.) 3. Fall hang. pos. (Facing the back of the room, the pupil grasps the upper front edges of the two desks and swings his feet forward in the aisle.) 4. Str. wlk. st. b 2 Kn. flex. 5. Yd. stoop stride st. 2 A. fling. 6. Str. close st. T. rot. (later bend turn close st. 2 A. ext.). 7. 90 upw. jump. 8. St. 2 A. elev. forw. upw. VI. VIII. ( Rest st. 2 Kn. flex. ( % yd. reach st. pos. Rest turn st. backw. flex. (forw. flex. in str. pos. Bal. hang. pos. (Pupil places his hands on the desks each side of him and lifts his feet backward.) Wg. toe st. alt. Kn. flex. upw. in rapid time, followed by Wg. stride st. 2 Kn. flex, to sitt. pos. Str. stoop stride st. 2 A. ext. upw. Rest turn close st. T. sidew. flex. Forw. jump. Yd. wlk. st. b 2 A. fling, and change of feet. IX. Wg. wlk. st. b heel elev. (later in 4 r Wg. st. alt. toe- and heel-elev. counts). ' ! St. alt. A. fling, upw. Yd. d st. alt. A. flex. 2. Str. stride st. T. flex, backw. and Rest turn close st. backw. flex. (str. forw. pos. in forw. flex.) 3. Bend courtesy sitt. 2 A. ext. 260 ED UCA TIONAL G YMNA S TICS 4. Forw. ly. pos. 5. Stoop fall, foot placing forw. and backw. (compare VI. 5). 6. Bend turn wlk. st. a 2 A. ext. upw. 7. Sidew. jump. 8. St. 2 A. elev. sidew. and heel-elev. X. ( Rest stride st. 2 Kn. flex. ( Yd. st. 2 A. fling. Rest turn wlk. st. a backw. flex. (str. pos. in forw. flex.). Fall bang. alt. L. elev. Bend toe st. 2 A. ext. and 2 Ku. flex. y t str. yd. stoop stride st. pos. Rest stride st. T. rot. (also T. sidew. flex.). Sidew. jump. Yd. d st. 2 A. elev. and heel-elev. XI. f Wg. wlk. st. b 2 Kn. flex, (also in < G counts). *2 A. ext. sidew. and backw. Str. stride st. T. flex, backw. forw. downw. Bal. cr. hang. pos. (Compare VIII. 3; knees are lifted forward as incr. hang, pos.) Rest st. L. elev. Reach stoop stride st. 2 A. fling. Str. stride st. T. rot. With A. fling, upw. jump. St. 2 A. elev. forw. upw. and heel-elev. XII. ( "Wg. wlk. st. a Kn. flex. I Yd. st. 2 A. fling, forw. 2. See XI. 2. 3. Fall hang. alt. L. elev. 4. Rest close st. march on tip-toe. 5. Bend forw. ly. 2 A. ext. sidew. 6. Rest turn wlk. st. a T. sidew. flex. 7. See XI. 7. (Also repetition of other forms.) 8. St. 2 A. elev. sidew. upw. and heel- elev. XIII. ( Str. wlk. st. n heel-elev. ' I Wg. st. H. rot. with flex. 2. Rest turn stride st. backw. flex. 3. Bal. cr. hang. pos. 4. Wg. fallout st. a pos. 5. Yd. forw. ly. 2 A. fling. 6. Bend turn stride st. 2 A. ext. upw. 7. One step's start forw. jump. 8. Yd. d toe st. 2 A. elev. and 2 Kn. flex. XIV. j | Str. st. 2 Kn. flex. 2 A. ext. in var. dir. 2. Str. st. T. flex, backw. and forw. downw. 3. Str. close st. march on tip-toe. 4. Rest forw. ly. T. backw. flex. 5. Stoop fall alt. L. elev. (Compare VI. 5.) 6. Wg. fallout st. a T. rot. 7. See XIII. 7. (Also over rope or other obstacle.) 8. Yd. turn close st. 2 A. fling. XV. j J Str. wlk. st. b heel-elev. ( Rest stride st. T. rot. 2. See XIV. 2. 3. Fall hang. 2 A. flex. 4. Bend stride courtesy sitt. 2 A. ext. 5. Bend turn fallout st. a 2 A. ext. upw. fi. Stoop fall. alt. L. elev. 7. Str. wlk. st. b sidew. flex. 8. Two (three) steps' start forw. jump. 9. Yd. turn st. 2 A. circ. XVI. j ( Str. wlk. st. b 2 Kn. flex. ' I Yd. st. 2 A. fling, forw. . 2. Str. turn close st. backw. flex. 3. Fall hang. 2 A. flex. 4. Wg. fallout st. a heel-elev. 5. Bend stoop stride st. 2 A. ext. to yd. d pos. APPENDIX 261 6. Rest sitt. backw. flex. (Compare VII. 6.) 7. Half str. fallout st. a pos. 8. See XV. 8. (Also over rope.) 9. St. 2 A. elev. and 2 Kn. flex. XVII. j ( Str. stride st. 2 Kn. flex. 2 A. ext. in var. dir. 2. Str. wlk. st. b T. flex, backw. forw. downw. 3. Fall hang. 2 A. flex. 4. Wg. fallout st. b pos. 5. Yd. d stoop stride st. 2 A. elev. 6. Rest sitt. backw. flex. 7. Str. wlk. st. b T. rot. 8. Jump, from chair, half start (or other forms of jump.). 9. Yd. fallout st. a 2 A. fling. XVIII. j ( Str. wlk. st. a heel-elev. ( Bend toe st. 2 A. ext. and 2 Kn. flex. 2. Str. turn st. T. backw. flex. 3. Fall hang. 2 A. flex. 4. Str. cr. half st. pos. 5. Bend forw. ly. 2 A. ext. to yd. d pos. 6. Bal. cr. hang. alt. Kn. ext. forw. (Compare XI. 3.) 7. Rest turn stride st. sidew. flex. 8. See XVII. 8. 9. Close st. 2 A. elev. and T. rot. XIX. 1. Str. turn wlk. st. a pos. in two counts. 2. Bend arch stride st. 2 A. ext. 3. Wg. fallout st. c pos. 4. Stoop stride st. 2 A. swim. (" One! Two^three '. ") 5. Bal. cr. hang. alt. Kn. ext. forw 6. Str. stride st. T. sidew. flex. 7. Twice upw. jump. 8. Yd. turn stride st. 2 A. fling. XX. 1. Bend courtesy sitt. 2 A. ext. sidew. and upw. 2. Str. turn wlk. st. a backw. flex. 3. Stoop fall. 2 A. flex. 4. Str. cr. half st. F. flex, and ext. 5. Reach fallout st. b 2 A. fling. 6. Str. foot gr. sitt. backw. flex. 7. Str. turn stride st. sidew. flex. 8. Jump, from chair, whole start. (Repetition of other forms.) 9. Yd. d turn st. 2 A. elev. Wg. toe st. 2 Kn. flex, to sitt. l>os. (quickly, "due! Twd.'"). 2 A. ext. in var. dir. 2. Str. turn stride st. backw. flex. 3. Stoop fall. 2 A. flex. 4. Wg. fallout st. c heel-elev. 5. Bend forw. ly. alt. A. ext. upw. 6. See XX. 6. 7. Str. wlk. st. c T. rot. 8. 90" twice upw. jump. 9. Yd. fallout st. b 2 A. fling. XXII. I Wg. fallout st. heel-elev. ( Half str. wlk. st. c T. sidew. flex. 2. Str. turn wlk. st. b backw. flex. 3. Stoop fall. 2 A. flex, and L. elev. 4. Str. cr. half st. Kn. ext. backw. 5. Yd. turn fallout st. a 2 A. elev. (i. Str. stride st. quick. T. rot. 7. Jump, from chair 90, half start. 8. Yd. turn stride st. 2 A. circ. XXIII. 1. Half str. fallout st. a pos. 2. Str. arch wlk. st, b 2 A. ext. 3. Stoop fall. 2 A. flex, and L. elev. 4. Str. cr. half st. Kn. ext. forw. 5. Bend forw. ly. 2 A. ext. upw 6. Str. wlk. st. c rev. T. rot. c Twice sidew. jump. Vault, between pommels (over the 7. < chair, one hand on the desk, the other on the back rest of the I chair). 8. Yd. d turn stride st. 2 A. elev. 262 EDUCATIONAL GYMNASTICS XXIV. 1. "Wg. fallout st. c heel-elev. 2. Str. turn arch wlk. st. c 2 A. ext. 3. Bend fall hang. alt. L. elev 4. Str. st. L. elev. 5. Reach turn fallout st. a 2 A. fling. 6. Rest stride st. quick T. sidew. tlex. ^ ) Vault, betw. pommels. < 180 upw. jump. 8. Yd. arch st. 2 A. fling. XXV. 1. Yd. d toe st. 2 A. elev. and 2 Kn. flex. 2. Str. turn arch stride st. 2 A. ext. 3. See XXIV. 3. 4. Str. st. L. elev. 5. Str. fallout st. c 2 A. ext. upw. 6. Str. turn wlk. st. a sidew. flex. _ ( Vault, betw. pommels. ' 180 upw. jump. 8. Yd. arch st. 2 A. fling. SET No. 3. Twenty-five tables of exercises for a class of boys, fifteen to eighteen years of age, who have had previous training Appa- ratus : horizontal bar, stall-bars, and benches. Lessons last about thirty minutes a day. (If used for girls, the tables must be changed a little, making certain exercises milder, and the progression slower.) I. C Feet close and open. ! ] H. flex, backw. j St. heel-elev. ( 2 A. ext. upw. and sidew. 2. Wg. st. T. backw. flex. {Over gr. \ Und.gr. [hang. pos. Und. 4. Wg. st. 2 Kii. flex. 5. Half str. yd., etc., pos. 6. Marching. 7. Close st. sidew. flex. 8. Prep, to jump. 9. Yd. a st. 2 A. fling. II. Close st. heel-elev. 2 A. ext. forw. Str. stride st. pos. Prep, to jump. 2. Rest st. backw. flex. 3. Climbing the stall-bars. 4. Wg. courtesy sitt. H. rot. 5. Yd. st. 2 A. fling, forw. 6. Marching and running. 7. Stoop fall. H. rot. 8. Rest close st. sidew. flex. 9. Upw. jump. 10. St. 2 A. elev. III. i St 2 A. elev. 1. | Wg. stride st. heel-elev. ' Half str. yd., etc., pos. 2. Str. stride st. T. flex, backw. forw. downw. 3. Fall hang, pos.; later 2 A. flex. 4. Yd. toe st. 2 Kn. flex, to sitt. pos. 5. Reach st. 2 A. fling. 6. March, and run. 7. Stoop fall. 2 F. mov. g ( Rest close st. T. rot., alt. with I Rest stride st. sidew. flex. 9. 90 upw. jump. 10. Yd. d st. 2 A. elev. APPENDIX 263 IV. i Yd. st. 2 A. rtiug. 1. < Wg. wlk. st. a heel-elev. I 2 A. ext. forw. upw. and sidew. 2. Str. st. backw. flex. 3. Fall hang. 2 A. flex. 4. Wg. (str.) wlk. st. a Kn. flex. 5. Half yd. str. stoop st. ch. of A. 6. March, and run. 7. Str. ly. 2L. elev. (90). I Half str. wlk. st. c sidew. flex. 8. ' alt. with ' Str. close st. T. rot. 9. Forw. jump. 10. St. 2 A. elev. forw. upw. VII. i St. 2 A. elev. forw. upw. < Wg. fallout st. a pos. < Yd. a stoop st. 2 A. fling. Str. wlk. st. 6 backw. flex. Arch hang, and fall hang. pos. Best st. L. elev. Wg. (rest) forw. ly. T. flex. March, and run. Wg. foot. gr. sitt. backw. flex. / Str. turn wlk. st. a 2 A. ext. c upw., alt. with ' Rest turn wlk. st. o sidew. flex. A. and L. fling, upw. jump. St. 2 A. elev. and heel-elev. V. Yd. d st. 2 A. elev. Wg. wlk. st. 6 heel-elev. 2 A. ext. sidew. and backw. Gr. arch st. pos. Over gr. hang. osc. trav. Wg. st. L. elev. Reacli stoop stride st. 2 A. fling. March, and run. Str. ly. 2 L. elev. (45). \ Bend turn st. 2 A. ext. upw., alt. w. ' Str. st. sidew. flex. Sidew. jump. Yd. st. 2 A. circ. VIII. St. 2 A. and heel-elev. Half str. fallout st. o pos. St. alt. toe-elev. 2. Gr. arch st. heel-elev. 3. Fall hang, i> A. flex., distance be- tween hands increasing. 4. Yd. close toe st. slow march. 5. Bend toe sup. fallout st. b 1 A. ext. upw. (i. March, and run. 7. Hor. stoop fall. H. rot. 8. (Wg.) Rest foot side gr. half st. sidew. Hex. 9. One step's start, forw. jump. 10. Yd. d st. 2 A. and heel-elev. VI. rYd. st. 2 A. circ. 1. j Wg. wlk. st. c heel-elev. I Alt. A. fling, upw. 2. Str. sup. st. backw. flex, over bar. 3. Over gr. hang. osc. trav. 4. Bend courtesy sitt. 2 A. ext. 5. Yd. forw. ly. 2 A. fling. 6. March, and run. 7. Wg. Kn. st. backw. flex. g ( Str. wlk. st. T. rot., alt. with. ' Rest turn close st. sidew. flex. 9. 2 A. fling, upw. jump. 10. St. 2 A. elev. sidew. upw. (Yd. st. 2 A. fling. < Wg. fallout st. b pos. ' Bend stoop st. alt. A. ext. upw. 2. Bend arch sup. st. 2 A. ext. 3. Und. hang. osc. trav. 4. Bend toe st. 2 A. ext. and 2 Kn. flex. 5. Str. turn fallout st. a 2 A. ext. 6. March, and run. 7. Bend fall foot gr. sitt. 2 A. ext. upw. f Str. stride st. T. rot., alt. with ' Str. stride st. sidew. flex. !>. Jump, over rope, one step's start. 10. St. 2 A. elev. forw. upw. and heel- elev. 264 EDUCATIONAL GYMNASTICS X. ( Yd. d st. 2 A.- and heel-elev. 1. ] Wg. wlk. st. 6 2 Kn. flex. ' Half str. close st. sidew. flex. 2. Gr. arch stride st. heel-elev. 3. Arch hang. 2 A. flex. 4. Rest toe st. slow march. 5. Bend stoop st. 2 A. ext. to yd. d. (5. March, and run. 7. Reach fall, foot gr. sitt. 2 A. fling. 8. Wg. fallout st. a T. rot. 9 ( Reach gr. st. introd. to vault. I Prep, to jump, ' ' Stdrt .' " 10. Yd. fallout st. b 2 A. fling. XI. / Yd. st. 2 A. fling. 1. [ Wg. wlk. st. a Kn. flex. ' Str. close st. T. rot. 2. Gr. arch st. Kn. upw. flex. 3. "Incl. rope climb." (hor. incl. bar, put low). 4. Bend stride courtesy sitt. 2 A. ext. 5. Str. stoop stride st. 2 A. ext. to yd. e. G. March, and run. 7. Rest foot gr. sitt. backw. flex. 8. Rest turn closest, backw. flex. g ( Half yd. gr. st. introd. to vault. ' Twice upw. jump. 10. St. 2 A. elev. sidew. upw. and heel- elev. XII. [Yd. fallout st. 6 2 A. fling, j I Wg. stride st. 2 Kn. flex. j Bend turn st. 2 A. ext. upw. and I sidew. 2. Str. arch st. 2 A. ext. upw. 3. See XI. 3. 4. Rest st. Kn. flex. upw. 5. Yd. stoop stride st. 2 A. elev. 0. March, and run. 7. Stoop fall. 2 A. flex. 8. Str. wlk. st. ft T. rot. or sidew. flex. , ( I Introd. to vault., one step's start. 1 90 twice upw. jump. 10. Yd. d toe st. 2 A. elev. and 2 Kn. flex. XIII. / See XII. 10. 1. < H. sidew. flex. ' Rest turn close st. sidew. flex. 2. Fall hang, to gr. arch st. pos. 3. Over gr. hang. osc. trav. 4. Wg. hor. half st. pos. 5. Bend foot gr. fallout st. b 2 A. ext. 6. March, and run. 7. Rest Kn. st. backw. flex. 8. Half str. rev. turn fallout st. a pos. 9. Wg. st. alt. toe-elev. 10. Cr. hang. pos. (stall-bars). ,j j Introd. to vault., 3 steps' start. { Jump, from bench. 12. Yd. walking 2 A. fling. / 2 A. elev. forw. upw. and heel-elev. 1. < Str. st. 2 Kn. flex. I Half str. wlk. st. c sidew. flex. 2. Str. arch wlk. st. 6 2 A. ext. 3. "Incl. rope climb.." feet first (bar horizontal). 4. Str. cr. half st. F. flex, and ext. 5. Yd. turn fallout st. a 2 A. elev. 6. March, and run. 7. Wg. foot gr. half st. backw. flex. 8. Str. turn wlk. st. a 2 A. ext. and ch. of F. 9. Fallout st. c pos. 10. Cr. hang. pos. (hor. bar). /Vault, as in XIII. 11, bar put 11. j higher. ' 90 jump, from bench. 12. Fallout st. b 2 A. elev. forw. upw. XV. , 2 A. elev. sidew. upw. and heel-elev. 1. j Str. wlk. st. 6 2 Kn. flex. ' Bend turn stride st. 2 A. ext. 2. Gr. arch st. Kn. flex, and ext. 3. Und. hang. osc. trav. 4. Str. toe st. slow, march. 5. Bend forw. ly. 2 A. ext. to yd. d. 6. March, and run. 7. Str. Kn. st. backw. flex. APPENDIX 265 8. Str. turn wlk. st. a backw. flex. 9. Reach gr. st. toe- and heel-elev. 10. Cr. hang. alt. Ku. ext. i Vault, over benches, face down. 11. < Jump, over rope (length), "' whole I start." 12. Yd. turn st. 2 A. fling. XVI. t Yd. turn st. 2 A. fling. 1. < Str. stride st. 2 Kn. flex. *2 A. ext. in var. dir. 2. Gr. arch st. L. elev. 3. See XIV. 3, bar inclined. 4. Rest cr. half st. Kn. ext. backw. 5. Str. fallout st. b forw. flex. 6. Hor. stoop fall. 2 A. flex. 7. March, and run. 8. Wg. side fall. pos. 9. Str. wlk. st. c T. rot. 10. Wg. st. slow 2 Kn. flex, to sitt. pos. 11. Cr. hang. alt. Kn. ext. / Somersault over bar. 12. j Jump, over rope (height), " whole ( start." 13. Yd. d fallout st. b 2 A. elev. XVII. f Yd. d fallout st. b 2 A. elev. 1. j Str. wlk. st. a Kn. flex. (Half str. yd. stoop st. ch. of A. 2. Gr. arch st. L. elev. 3. Und. gr. hang. 2 A. flex. 4. Str. cr. half st. Kn. ext. backw. 5. Str. foot gr. fallout st. b Kn. flex. / 5. Rest foot gr. half st. backw. flex. 7. March, and run. 8. Str. side sup. wlk. st. b sidew. flex. 9. Wg. side fall. L. elev. 10. Str. wlk. st. c heel-elev. 11. Cr. hang. 2 Kn. ext. ("Vault, bar, face down; start with- j out run., bar quite low. | Jump, over rope; name foot for ( start. 13. Yd. turn st. 2 A. circ. XVIII. f 2 A. elev. forw. upw. and heel-elev. | Yd. toe st. 2 Kn. flex, to sitt. pos * | (quickly). Bend stoop st. 2 A. ext. sidew. and [ upw. 2. Fall hang, to gr. arch st. (bar gradu- ally lowered). 3. Und. hang. 2 A. flex. 4. Rest st. L. elev. 5. Str. foot gr. fallout st. b 2 A. fling. 6. Incl. stoop fall. 2 A. flex. 7. Str. foot side gr. half st. sidew. flex. 8. March, and run. 9. Str. turn wlk. st. backw. flex. 10. Instep gr. st. Kn. flex. 11. Cr. hang. 2 Kn. ext. f Vault, bar, face down, 3 steps' start. -|Q J Star gr. half st. jump, from stall- [ bars. Yd. turn stride st. 2 A. fling. XIX. Fallout st. & 2 A. elev. forw. upw. Yd. courtesy sitt. H. rot. Str. stride st. sidew. flex. Gr. arch st. L.- and heel-elev. Over gr. hang. 2 A. flex. Str. cr. half st. Kn. ext. forw. Bend forw. ly. 2 A. ext. upw. March, and run. Str. Kn. half st. backw. flex. Str. side gr. st. L. elev. Str. turn st. backw. flex. Wg. fallout st. a heel-elev. Cr. hang. 2 Kn. ext. (hor. bar). 1 Vault, bar, face up, whole start. I 90 jump, over rope. See XVIII. 13. XX. /- H. rot. with flex. 1. j Bend courtesy sitt. 2 A. ext. I Yd. St. 2 A. fling, forw. 2. Gr. arch stride st. heel-elev. (deep flex.). 266 ED UCA TI ON A L G YMNA S TICS 3. "Incl. rope climb.," feet first (incl. bar). 4. Str. st. L. elev. 5. Str. foot gr. fallout st. b forw. flex. 6. Fall Kn. st. 2 A. ext. upw. 7. March, and run. 8. Str. turn wlk. st. backw. flex. 9. Str. side sup. st. sidew. flex, and L. elev. 10. Str. wlk. st. b T. forw. flex, (foot . against bar). 11. Cr. hang. 2 L. elev. 12 ( Vault, bar, face up, run for start. ' Sidew. jump, over rope. 13. Yd. d turn st. 2 A. elev. XXI. Yd. d turn st. 2 A. elev. Bend toe st. 2 A. ext. and 2 Kn. flex. Wg. fallout st. a T. rot. 2. Gr. arch st. heel-elev. (deep flex.). 3. Und. gr. hang. trav. 4. Rest. cr. half st. Kn. abd. 5. Yd. foot gr. fallout st. 6 2 A. elev. 6. Fall Kn. half st. 2 A. ext. upw. 7. March, and run. 8. Str. turn stride st. backw. flex. Half str. gr. side fall. L. elev. Half yd. gr. half st. Kn. flex. Cr. hang. 2 L. elev. Vault, bar, face up or down ; in- creasing height. Somersault, bar gradually lowered. Jump, from stall-bars, increasing height. 13. Yd. turn stride st. 2 A. circ. XXII. .-Yd. turn st. 2 A. fling. 1. ! Bend courtesy stride sitt. 2 A. ext. I Rest turn close st. backw. flex. 2. Gr. arch st. 2 A. flex. 3. Und. gr. hang. trav. 4. Rest cr. half st. Kn. ext. forw. 5. Str. forw. ly. forw. flex. 6. March, and run. 7. Reach fall Kn. st. 2 A. fling. 8. Str. fallout st. a T. rot. 9. Str. stride st. quick, sidew. flex. 10. Half str. yd. gr. hor. half st. Kn. flex. 11. Cr. hang. 2 L. elev. (hor. bar). 12. See XXI. 12. 13. Toe-sup, fallout st. b 2 A. elev. forw. upw. 1. Yd. d fallout st. b 2 A. elev. Feet close and open rhythmically (twelve times). (.2 A. ext. in var. dir. 2. Gr. arch stride st. hand to hand mov. 3. Und. hang. trav. 4. Str. hor. half st. pos. 5. Str. fallout st. c 2 A. elev. 0. March, and run. 7. Reach fall Kn. half st. 2 A. fling. 8. Str. wlk. st. c rev. T. rot. 9. Introd. to wheeling. 10. Wg. fallout st. c heel-elev. 11. Cr. hang. 2 L. abd. / Vault, bar, 180 turn. 12. < Jump, over rope, whole start (high ' and far). 13. Yd. d turn stride st. 2 A. elev. XXIV. fYd. d toe st. 2 A. elev. and Kn. flex. 1. { Wg. fallout st. a rev. T. rot. Str. stoop stride st. 2 A. ext. to yd. c. 2. Gr. arch stride st. hand under hand mov. 3. Und. hang. trav. on incl. bar. 4. Reach half st. Kn. flex., also Rest toe st. slow march. 5. Rest foot gr. fallout st. b forw. flex. 6. Bend fall foot gr. half st. 2 A. ext. 7. March, and run. 8. Half str. side fall. L. elev. 9. Wheeling. 10. Heel gr. half st. T. forw. flex. 11. Cr. hang. 2 L. abd. 12. See XXIII. 12. 13. Yd. arch st. 2 A. fling. APPENDIX 267 XXV. 2 A. elev. sidew. upw. and 2 Kn. flex. St. alt. toe-elev. rhythmically. Half str. rev. turn fallout st. a pos. 2. Gr. arch stride st. 2 A. flex. (T. flex. deep). 3. Und. hang. trav. with alt. elev. 4. Reach half st. Kn. flex. ; also Str. toe st. slow, march. 5. Str. fallout st. c forw. flex. 6. March, and run. 7. Str. foot gr. half st. backw. flex. 8. Str. stride st. quick T. rot. 9. Wheeling. 10. Yd. courtesy sitt. 2 A. elev. 11. Cr. hang. 2 L. abd. (hor. bar). ( Repetition of previous forms of vault. Jump, over rope (height) ; run for start. 13. See XXIV. 13. SET No. 4. Twenty-five tables of exercises for a class of men twenty to twenty-five years old, who have had previous training. The gymnasium has all the apparatus belonging to the system. Lessons last from thirty to forty-five minutes a day. Marching is put in wherever the teacher thinks best. i. | St. 2 A. elev. and heel-elev. ' 2 A. ext. upw. and sidew., etc. 2. Str. st. (stride st.) T. flex, backw. forw. downw. /Und. hang. 4. Wg. st. 2 Kn. flex. 5. Reach st. 2 A. fling. 6. Half str. close st. sidew. flex. 7. Prep, to jump. 8. Yd. st. 2 A. fling. II. Yd. d st. 2 A. elev. Wg. wlk. st. pos. in series. 2 A. ext. in var. dir. Prep, to jump. ( Gr. arch st. heel-elev., alt. with < Str. st. back. flex, over bar. j Under gr. hang. , 2 A flex ( Und. hang. j 4. Str. st. (stride st.) 2 Kn. flex. 5. Yd. st. 2 A. fling, forw. 6. Str. gr. st. Kn. flex, and ext. 7. Rest close st. sidew. flex. 8. Str. close st. T. rot. t Upw. jump. ; later 9. < 90 upw. jump, and ( A. fling, upw. jump. < 2 A. elev. forw. upw., followed by I Yd. st. 2 A. fling. III. St. 2 A. elev. forw. upw. Wg. wlk. st. a heel-elev. in series. Half str. yd., etc., pos. Gr. arch stride st. heel-elev., alter- nating with Str. arch stride st. 2 A. ext 3. Over gr. hang. 2 A. flex. 4. Wg. st. Kn. flex. upw. and ext. backw. 5. Reach stoop st. 2 A. .fling. 6. Str. ly. L. elev. Bend turn stride st. 2 A. ext. upw., alt. with Wg. turn close st. backw. flex. St. alt. toe-elev. A. and L. fling, upw. jump, (also see II. 9). St. 2 A. circ. 268 ED UCA TIONA L G YMNA S TICS IV. /St. 2 A. circ. -I Wg. fallout st. a (later b) pos. 12 A. ext. in var. dir. Str. arch wlk. st. 6 2 A. ext. (later also with change of feet). Fall hang, and arch hang, pos.; later fall hang. 2 A. flex. Wg. st. L. elev. Rest forw. ly. T. flex. Stoop fall pos., later 2 A. flex. J Str. st. sidew. flex., alt. with I Rest stride st. T. rot. St. alt. toe- and heel-elev. /Reach gr. and half yd. gr. st. j introd. to vault. (. Forw. jump. ; also sidew. jump. St. 2 A. and heel-elev. (St. 2 A. and heel-elev. Wg. wlk. st. b heel-elev. in series. H. flex, sidew., etc. Reach st. 2 A. fling. 2. Fall hang, to gr. arch st. pos. 3. Zigzag (or hor.) ser(>entine in hor. ladder. 4. Wg. cr. half st. Kn. ext. forw. 5. Str. stoop st. 2 A. ext. to yd. e. . Wg. Kn. st. backw. flex. 7. Str. wlk. st. b T. rot. 8. Fallout st. c pos. J Introd. to vault, (bar grad. raised) ( Forw. jump. 1 (3) step's start. 10. Yd. d st. 2 A. and heel-elev. VI. r St. 2 A. and heel-elev. I Wg. wlk. st. b 2 Kn. flex, in series (. Half str. close st. sidew. flex. Rest arch st. heel-elev. (living sup- ports). Climb, on rope-ladder. Wg. cr. half st. Kn. abd. Yd. stoop st. 2 A. elev. Wg. (Rest) foot gr. sitt. backw. flex. Wg. foot side gr. half st. sidew. flex. Rest turn close st. backw. flex. Str. wlk. st. c heel-elev. ,Yd 12. J 1st. 10. Cr. hang. pos. (stall-bars). j Vault along double-bar, face up. 90 forw. jump. 1 (3) stop's start. Yd. fallout st. 6 2 A. fling., fol- lowed by 2 A. elev. forw. upw. VII. rYd. st. 2 A. fling. 1. | Wg. wlk. st. a Kn. flex. I Str. st. T. rot, 2. Gr. arch st. Kn. flex. upw. 3. Zigzag serpentine in vertical ladder. 4. Bend toe st. 2 A. ext, and 2 Kn. flex. 5. Bend forw. ly. 2 A. ext. to yd. d. 6. Str. foot gr. sitt. 2 A. ext. 7. Rest tuni stride st. sidew. flex. 8. Toe sup. wlk. st. b Kn. flex. 9. Cr. hang. pos. (hor. bar). (Vault, as in VI., bars closer 10. 1 together (the lower one raised). I Jump, from bench. 11. St. 2 A. elev. forw. upw. and heel- elev. VIII. (St. 2 A. elev. forw. upw. and heel- elev. H. rot. with flex. Rest wlk. st. a Kn. flex. 2. Gr. arch st. Kn. flex, and ext. 3. Incl. rope climb. 4. Wg. toe st. alt. Kn. flex. upw. 5. Yd. turn fallout st. a 2 A. elev. 6. Reach foot gr. sitt. 2 A. fling. 7. Half str. rev. turn fallout st. a pos. 8. Str. wlk. st. b sidew. flex. 9. Wg. st. slow. 2 Kn. flex. 10. Cr. hang. alt. Kn. ext, ( Somersault over the bar. < Jump, over rope, whole start. 12. Yd. d toe st. 2 A. elev. and 2 Kn. flex. St. 2 A. elev. forw. upw. and heel- elev. [slowly. Wg. st. 2 Kn. flex, to sitt. pos., Str. st. sidew. flex. 2. Gr. arch st. L. elev. APPENDIX 269 9. Instep gr. half st. Kn. flex Hex. upw. and ext. 10. Cr. hang. alt. Ku. ext. 11. | Vault - bar face down or up. ' Jump, rope, name foot for start. 32. Yd. d fallout st. 6 2 A. elev. 3. 4. Rest st. Kn. backw. 5. Reach turn fallout st. a 2 A. fling. 6. Rest foot gr. sitt. backw. flex, to hor. pos. 7. Str. turn wlk. st. a 2 A. ext. and ch of F. 8. Wg. side fall. pos. 9. Rest wlk. st. a Kn. flex. 10. Incl. rope climb. n | Vault, betw. pommels (saddles). ' Jump, over rope, 1 (3) step's start. 12. Yd. walking 2 A. fling. ("Yd. d st. 2 A. and heel-elev. j I Feet close and open, rhythmically. 1 Rest stride st. T. rot. I Yd. st. 2 A. fling, forw. 2. Gr. arch st. L. and heel-elev. 3. Und. hang. L. swing, over bar (double bar). 4. Rest st. L. elev. 5. Rest foot gr. fallout st. b Kn. flex. 6. Rest Kn. (half) st. backw. flex. 7. Rest foot side gr. half st. sidew. flex. 8. Str. turn wlk. st. a backw. flex. 9. Wg. st. slow 2 Kn. flex, to sitt. pos. 10. Arch hang. 2 A. flex. {Vault, double bar, face down or up. 90 jump, over rope, 1 (3) step's start. /Yd. turn st. 2 A. fling. 12. | Fallout st. b 2 A. elev. forw. XII. f St. 2 A. elev. forw. upw. and heel- elev. l I Yd. toe st. 2 Kn. flex, to sitt. pos., j quickly. I Yd. stoop st. 2 A. fling. 1. Str. stride st. T. rot. 2. Gr. arch stride st. hand to hand mov. 3. Vert, pole climb. 4. Str. cr. half st. Kn. ext. backw. 5. Str. turn fallout st. a forw. flex. 124 to 126)- foot gr. = foot grasp: one or both feet are inserted between the stall-bars or other apparatus (Figs. 26, 27, 160, etc.). forw. = forward, forw. ly. = forward lying: lying face down ("prone lying") (Fig. 142, p. 129). fund. = fundamental. gr. = grasp : the hands or feet grasp some apparatus. H. = head (for head-movements see pp. 44, 45). half} hlf. i- = half: only one limb takes the position following this word. i J hlf. st. (= $ st.) = standing on one foot. hor. = horizontal. hor. hlf. st. = one leg raised backward to horizontal position in a line with the body, which inclines forward; the supporting leg is bent (Fig. 28, p. 52). hor. stoop fall. = stoop fall, (see below), except that feet and shoulders are on a level (Fig. 169, p. 146). incl. = inclined, incl. stoop fall. = stoop fall (see below), except that the feet are higher than the shoulders (Figs. 170 and 171, p. 147). introd. = introduction. jump = jumping (jumping exercises, p. 171, etc.). K. (Kn.) = knee. Kn. st. = knee standing = kneeling (Fig. 175, p. 140). L. = leg (for leg-movements see p. 46, etc., and p. 162, etc.). (1.) = left. ly. = lying, the body extended, face up (" back lying"). inarch. = inarching (for marching see p. 39, etc.). mov. = movement. osc. = oscillatory (pp. 22, 94, etc.). pos. = position (pp. 29, 35). prep. = preparation, (r.) - right. reach = arms extended horizontally forward (Fig. 81 fc, p. 89). rest. = the hands are locked behind the neck (Fig. 16, p. 43). rev. = reverse. rev. rot. = rotation of the trunk in direction of the backward foot (see p. 156, first line from above, etc.). rev. stoop fall. = " standing on the hands " (Fig. 173, p. 149). COMPLETE INDEX TO THE NOMENCLATURE 275 rot. = rotation. run. = running (p. 41). sidew. = sideways. sitt. = sitting. st. = standing; if preceded by other abbreviations, it means that the parts not mentioned are in fundamental position. star st. = feet and arms are apart, so that the position resembles a star (Fig. 194 and 205). std. = stride (see below). stoop (stp.) = the trunk bent forward (Fig. 58, p. 72). stoop fall. = stoop falling: hands and feet are on the floor (Fig. 168, p. 145). stoop hang. = hanging with feet up, head down (Figs. 93, 95, 113, 114). str. = stretch: the arms extended upward (Fig. 81 a, p. 89). stride (std.) = the feet apart and on a level (Fig. 23, p. 48). sup. = support: the trunk resting on a firm support. swim. = swimming (p. 227). swing. = swinging (p. 101). T. = trunk. toe st. = the heels raised above the floor (Fig. 30, p. 53). toe sup. = one foot has the heel raised above the floor ( Figs. 40 and 149). trav. = travelling (p. 94 and following). turn. = the trunk rotated. und.gr. hang. = under grasp hanging (Fig. 85, p. 93). und. hang. = under hanging: one hand each side the bar, or hanging right under the apparatus (Fig. 98). upw. = upward. var. = various. vault. = vaulting (for vaulting exercises see p. 179, etc.). w. = with. wg. = wing (Fig. 15, p. 43). wlk. st. = walk st. : one foot is in front of the other; the distance between the heels is equal to twice the length of the foot; both knees are straight. wlk. st. a, 6, c = Fig. 20, 21, 22, p. 47. wlk. st. d = crosswise st. (see above). Yd. = yard: arms extended horizontally sideways (Fig. 82. p. 90). Yd. a = Fig. 135 a, p. 124. Yd. b = see note on p. 123. Yd. c = Fig. 140, p. 128. Yd. d = Fig. 141, p. 128. Yd. e = Fig. 137, p. 125. | = half (see above). 2 = double: indicates that both limbs execute the movement (or position) which follows this figure. MILLS COLLEGE LIBRARY THIS BOOK DUE ON THE LAST DATE STAMPED BELOW Books not returned on time are subject to a fine of lOc per volume per day. FACULTY MCUITT A 000029365 4