Physical Training in New England 
Schools, 
BY 
I/ll. SCOTT, A. M., Secretary of New England Education League, 
WITH LETTERS FROM 
New England State Secretaries of Education, City Superintendents, 
Principals of High and Endowed Schools, College Gymnasium 
Directors, New York City and Philadelphia City Superintend- 
ents, and Gymnastic Teacher at West Point. 
THE APOLLO BELVEDERE. 
THE PEOPLE PUBLISHING COMPANY, 
io Hollis Street, 
CAMBRIDGE, MASS. 
1899. This address and inquiry were prepared under the aus- 
pices of the New England Education League. They were 
given before the Boston Physical Education Society at Rogers 
Building, Boston, Mass., at the February meeting, 1899, and 
before the High School Teachers’ Institute in Hall of Repre- 
sentatives, Concord, N. H., April 28, 1899. 
The following photographs and other material were used 
at the institute: English school views, Phillips-Exeter gymna- 
sium, athletic field and athletics, Boston Normal School of 
Gymnastics, Harvard fields and athletic groups, Boston public 
gymnasia, swimming places, baths, classes, etc., New York 
City public school gymnasia, Cambridge and Rindge fields, 
Cambridge New Latin School with plans, Massachusetts State 
Normal School gymnasia, Gymnasia of Hartford High School, 
Wilbraham Academy, etc., Yale gymnasium and prescription 
of exercises, Manual of New Haven public schools, Connecti- 
cut manual of hygiene, etc., Greek statuary. PHYSICAL TRAINING IN NEW ENGLAND 
SCHOOLS. 
Man made the school, God made 
the playground. Before letters were 
invented or books, or governesses dis- 
covered, the neighbors’ children, the 
outdoor life, the fists and the wrestling 
sinews, the old games (the oldest 
things in the world), the bare hill and 
the clear river,—these were education; 
and now, though Xenophon and sums 
be come, these are and remain. 
Horses and marbles, the knot of boys 
beside the schoolboy fire, the hard 
blows given and the harder ones re- 
ceived,—these educate mankind. 
Walter Bagehot. 
Home training needs a reinforce- 
ment in the form of supervision on the 
streets and playgrounds. Public play- 
grounds, well conducted by skilled 
and experienced teachers, should be 
authorized and maintained by the city 
authorities, and patronized and at- 
tended as regularly as the schools. 
Franz Schoeberle. 
I have come to the conclusion that 
more than half the disease which em- 
bitters the middle and latter part of 
life is due to avoidable errors in diet. 
Sir Henry Thompson. 
Or know ye not that your body is 
a temple of the Holy Ghost? 
Paul (i Cor. 6:19). 
One of the first things to be re- 
garded in the pupil as school work 
begins is physical health and condi- 
tion. No right system of education 
will ignore this important matter at 
any stage of the pupil’s progress. 
Public education too often has neg- 
lected this subject or failed to give to 
it the attention it requires. In some 
private schools and colleges it has 
been lifted to a proper place on an 
equality with other departments of 
training. The tendency of school life 
and public opinion are setting in the 
right direction, but more emphasis 
needs to be put on proper care of the 
pupil’s health and physical state. It 
is not sufficient to keep pupils from 
breaking down under the pressure of 
school life. Many who do not go to 
that extreme come from the schools 
as weaklings for the work of life. A 
still larger number fail to receive that 
bodily development which is one of 
the best equipments for after life. 
Nor are teachers and parents wholly 
responsible for such results. In some 
cases they are doubtless remiss, but 
the chief difficulty lies in the inade- 
quate recognition of physical training 
in public education and the lack or 
weakness of public opinion on the 
subject. The supervision of trained 
instructors is essential to physical cul- 
ture. They should have special knowl- 
edge, experience and intelligent sym- 
pathy with the work. A physical di- 
rector should understand not merely 
the physical side of youth but the 
complex relations of mind and body. 
Thus he may be in accord with the 
best ideals of the school and may con- 
tribute to laying such a sound physical 
basis as will sustain the mental and 
moral structure to be reared thereon. 
Searching physical examinations to 
show the condition of the pupil and 
his ability to do the school work are 
necessary at proper times. The eye 
which is not unfrequentlv impaired 
in school life, the ear upon which so 
many calls are daily made, especially 
need occasional examinations.* Ques- 
* The writer finds, in frequent visits to city and coun- 
try schools, light entering schoolrooms in a way to impair 
sight of teachers and pupils. 4 
PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
tions of food, exercise, care of body, 
the bath, habit, dress, rest, which have 
much to do with health and vigor and 
successful study, require appropriate 
treatment. Objections to certain 
kinds of sport and excess in them will 
be modified or removed under proper 
supervison. 
The occupations of the school 
should be so conducted as to promote 
good bodily development. School life 
should not merely prevent the impair- 
ment of health, it should improve 
health. To impart knowledge or to 
develop the mind at the expense of 
the bodily health is a perversion of ef- 
fort to be carefully avoided. School 
life is made too sedentary in many 
cases, its drain on nerve and brain too 
excessive. Johann Peter Frank, the 
father of school hygiene, raised a 
warning a century ago against a pre- 
mature strain on the youthful powers 
of body and mind: “Yet spare their 
fibres—spare their mind’s strength ; 
waste not upon the child the vigor 
of the man that is to be.” 
An interesting paper by Mr. Curtis 
of Clark University in the Seminary 
of October, 1898, treats this subject at 
much length. He asserts that the 
general average of school time is in 
excess of double the child’s capacity 
on an average for lessons requiring 
mental effort. He cites cases to show 
that pupils on half school time with 
the rest given to work in garden or 
shop show equal or better results than 
full time pupils. 
Physical training is advocated also 
as preventive of many physical evils 
in schools. As an example a portion 
of a report from New York city 
schools is quoted. Medical supervi- 
sion by a corps of one hundred and 
fifty physicians began in 1897. The 
first day, March 29, 1897, gave the 
following results: 
140 children excluded. 
14 cases diphtheria. 
3 cases measles. 
1 scarlet fever. 
35 contagious eye diseases. 
3 mumps. 
i croup. 
8 chicken pox. 
8 skin diseases. 
67 parasitic diseases. 
Cases of neglect of cleanliness were 
numerous. 
“We consider,” say the members of 
the Brooklyn, N. Y., Homoeopathic 
Medical Society, “the curriculum of 
the Girls’ High School and the upper 
grammar grades too severe and exact- 
ing. The individual members of the 
committee have recently had under 
treatment many cases of nervous pros- 
tration among the attendants of the 
high school, which have been the di- 
rect result of faithful application to 
the required course of study, and the 
oculists have had their attention par- 
ticularly directed to many cases from 
this school where the pupils are com- 
pelled to wear glasses, perhaps for 
life, because of the strain put upon the 
eyes and nervous system by the pres- 
sure.” 
The first fundamental research into 
the physical and mental health of 
school children was instituted by Dr. 
Hertel in Copenhagen in 1881, and it 
led to a special hygienic commission 
to examine the condition of health in 
all the schools of the kingdom of Den- 
mark. At the same time a grand 
school commission was named in 
Sweden to inquire into the organiza- 
tion of school life. About 15,000 
boys and 3,000 girls were examined 
in reference to health, measurement 
and weight. Professor Axel Key, a 
member of the Swedish commission, 
in an address before the Berlin Inter- 
national Congress speaks as follows:* 
“According to my examinations of 
15,000 boys in the middle schools 
more than one-third are ill or are af- 
flicted with chronic maladies. Short- 
sightedness, which is demonstrably 
for the most part induced by the over- 
taxing of the eyes is school work, and 
well merits the name of school sick- 
ness, rises rapidly in height of preva- 
*“ School Life in Relation to Growth and Health,” 
by Prof. Axel Key. Popular Science Monthly, Vol. 
XXXVIII, pp. 107-112. Year 1890-91. PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
5 
lence from class to class. Thirteen 
and a half per cent of the boys suffer 
from habitual headache, and nearly 
thirteen per cent are pallid; and other 
diseases arise in the lower classes to 
decline and rise again in the upper 
classes. Diseases of the lungs are 
most frequent among organic disor- 
ders. Diseases of the heart and intes- 
tinal disorders show a considerable 
tendency to increase in the higher 
classes. As to the average of illness 
in the different classes, it appears that 
in Stockholm seventeen per cent of 
the children in the first class were ill 
at the end of the first year. In the 
second school year the illness curve 
rose to thirty-seven per cent and in 
the fourth class to forty per cent. 
This remarkable increase of illness 
during the first school year is not 
casual, but it is exhibited in all the 
schools; and corresponding condi- 
tions were brought to light in the ex- 
aminations of Danish pupils. A sick- 
ness ratio of 34.4 per cent was found 
as early as in the lowest classes of the 
middle schools.” 
consistent with her health during her 
growing time. Without going into 
particulars as to the influences injuri- 
ous to the health of growing children 
which proceed from their homes or 
may be brought out in connection 
with the school and school work, it is 
still manifest that the burden of work 
which children have to bear under re- 
cent school regulations far exceeds 
what is permissible, and is to a large 
extent responsible for the liability of 
school children to illness.” 
The same authority calls attention 
to the periods of growth in boys and 
girls, and to the differences in growth 
at various months of the year as hav- 
ing a bearing on arrangement of va- 
cations and school management. 
A few words as to the physical sur- 
roundings of the school to promote 
health and right bodily development 
must suffice here. 
Every school or group of schools 
should have a playground and use it 
under proper supervision. In our va- 
riable climate indoor playrooms or 
gymnasiums are also essential. The 
best sanitary conditions, ventilation, 
dining or lunch room, baths, sanita- 
ries found in the most carefully ar- 
ranged schools should be universal. 
Take the playground. Teachers 
interested in the sports of youth as 
sources of pleasure and educational 
opportunity often quote Wellington’s 
saying as he looked on the playground 
of Eton College, “There Waterloo was 
won.” But the backs of Eton are 
large enough for the evolutions of an 
army. The playground has relation 
to bodily development, to spontaneity 
of action, power of initiative physically 
and mentally and thus affects the spirit 
and vigor of the future society. 
It is often said playgrounds, how- 
ever desirable, are expensive especial- 
ly in cities. But we reply, the difficulty 
does not rest at that point. Every city 
has open spaces, small and large parks 
and park systems, but by an ingenu- 
ity that will surprise the future stu- 
dent of our times these have been kept 
away from the schools of the people. 
“The most healthy of all the years 
of youth is with boys the seventeenth, 
which is also one of the two years of 
most active growth. The eighteenth, 
on the contrary, which follows imme- 
diately on the attainment of puberty, 
appears to be a very unhealthy pe- 
riod.” 
“Among the schoolgirls, the future 
mothers of generations to come, in- 
vestigation instituted in thirty-five 
schools with 3,072 pupils brought out 
a fearful amount of illness. Sixty-one 
per cent of the whole, all belonging to 
the well-to-do classes, were ill or af- 
flicted with serious chronic disorders; 
thirty-six per cent were suffering from 
chlorosis, and as many from habitual 
headache; at least ten per cent had 
spinal disorder, etc. . . . The expla- 
nation of it is easily found in the 
method of instruction for girls as a 
whole, and in the organization of girls’ 
schools after the pattern of boys’ 
schools. The amount of work, sitting 
still, etc., exacted of the girl is not 6 
PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
The parkman and the schoolman, go- 
ing forth to teach and adorn the city, 
have started back to back and the 
farther they have gone the greater 
the distance between them. We have 
a park system and a school system 
but they are quite distinct. The fail- 
ure of schoolmen to secure right rela- 
tions between these systems, the lack 
of concert of action in departments of 
city government and unformed public 
opinion have deprived school children 
of playgrounds. It has not been a 
matter of cost. One of the best things 
in childhood and school life, the joy 
and discipline of innocent play, has 
thus been largely lost. These condi- 
tions should be quickly changed. 
We might dwell on other physical 
features of the school which touch the 
subject in hand, but will venture sim- 
ply to note one more, the bath. 
The idea of ample bathing facilities 
in schoolhouses seems strange to 
many people, but the fact that it so 
appears illustrates the failure of the 
school property to stand in right rela- 
tions to the physical side of education 
and the community. Dr. Rohe of Bal- 
timore, in a recent address before the 
American Medical Association, gave 
statistics of eighteen American cities 
with no free public baths. Among 
these were Cambridge,* Mass., Port- 
land, Me., Baltimore, Cincinnati, Mil- 
waukee, Minneapolis, St. Louis. His 
conclusion was that “five-sixths of the 
inhabitants of these cities have no 
facilities for bathing, except such as 
are afforded by pail and sponge, or 
river, lake or other body of water 
which may be accessible, but in win- 
ter even such sources of cleanliness 
are cut off.” Dr. T. M. Balliet, super- 
intendent of schools of Springfield, 
Mass., advocating school baths in 
that city asserts, that only one-half of 
the families have bath rooms in their 
homes. He also shows that lack of 
cleanliness in school children in cloth- 
ing or person pollutes the air, offends 
the sense of smell, injures the nerve 
centres and diffuses infective germs. 
Mr. H. G. Wadlin, chief of the Bureau 
of Statistics for Labor in Massachu- 
setts, in his report a few years ago, af- 
firms in reference to Boston that in 
1892 a little above one-fourth of the 
people, living in rented houses, had 
proper bathing facilities and nearly 
three-fourths had none. Dr. E. M. 
Hartwell in his addresses has stated 
that in many cities of Germany, Swit- 
zerland and Scandinavia the bath has 
become a most useful adjunct of 
schools. 
Physical training involves better 
physical conditions in school proper- 
ties, a wiser adjustment of school life 
and work to the health and develop- 
ment of pupils. The public is ready 
to cooperate with such a cause. A 
pure, sound body has a close connec- 
tion with the mental and moral eleva- 
tion and the future vigor of the race. 
We pass now to an inquiry into the 
present state of physical training in 
the schools of New England. 
The writer has collected brief state- 
ments from the following quarters: 
I. State secretaries of education in 
New England. 
II. City superintendents in repre- 
sentative cities. 
III. Principals of prominent high 
schools. 
IV. Principals of leading endowed 
secondary schools. 
V. College gymnasium directors. 
VI. City superintendents in New 
York and Philadelphia. 
VII. West Point Military Academy. 
The results of the inquiry are sub- 
mitted with the wish that it might 
have been more exhaustive, but the 
writer has been unable to go into the 
investigation more fully at this time. 
For our present purpose it is perhaps 
sufficiently complete. 
The questions sent out were, in 
general, as follows: 
1. What is the attitude of your insti- 
tution (city, state) to physical 
training? 
2. What specific methods are taken 
in connection with the subject? 
* Cambridge new Latin School has ample bathing facili- 
ties, playroom, gymnasium, bicycle rooms, etc. PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
7 
3. How, in your opinion, may good 
physical training be secured in 
all public schools of the state? 
how it may be secured in all public 
schools. It is not a legal subject. 
F. H. Pease, Superintendent of 
Schools, Dover, N. H.: 
The replies are summarized. 
Attitude favorable. Each teacher is 
required to give two periods of five 
minutes each daily to gymnastic exer- 
cises of some kind, the kind is left to 
teacher’s choice. No regular voice 
training but many teachers use some 
form of training. Teachers should be 
trained in any one of the “best” sys- 
tems which might extend throughout 
the city. Several systems might be 
used in the state. Correct standing, 
walking, etc., should be demanded. 
Athletics appeal to many boys, grace- 
ful carriage to many girls. The per- 
sonality of the teacher counts for 
much. 
STATE OF MAINE. 
Hon. W. W. Stetson, State Secre- 
tary of Education:* 
Attitude favorable, Ling system 
used somewhat, public opinion is an 
effective way to secure a state system. 
It is not a legal subject. 
Miss Mary S. Snow, City Superin- 
tendent, Bangor, Me.: 
Attitude very friendly, Swedish sys- 
tem, Maine is a big rural state and it 
is hard to say how the state may be 
covered. 
Albro E. Chase, Principal High 
School, Portland: 
Attitude favorable. Teacher of reci- 
tations devotes one period per week 
to such work as may aid her in her 
subject. Owing to conditions beyond 
control, physical training, in my judg- 
ment, cannot be secured in more than 
a few high schools in this state. 
Professor W. B. Mitchell, Bowdoin 
College, Brunswick: 
Believes such training should be in 
all public schools; thinks a system 
with music desirable for younger 
pupils. The Sargent system is used 
successfully at Bowdoin. End desired 
best attained, not by state laws, but by 
enthusiastic efforts of those interested. 
Teachers, superintendents and parents 
can have it, if desired; sends pamphlet 
of Dr. Whittier, the gymnasium di- 
rector, advocating physical training. 
T. W. Harris, Superintendent of 
Schools, Keene, N. H.: 
City has no particular attitude to 
subject. Ling system was put into 
schools some years ago, five minutes 
or so of such exercise in middle of 
afternoon session. It is useful relaxa- 
tion but has no special relation to 
physical development. Unless exer- 
cise is systematic with gymnasium and 
considerable attention given to it, it 
seems more a fad than anything else. 
Outdoor sports are many. No com- 
plaint of lack of physical exercise out- 
side of school hours. 
John F. Kent, Principal of High 
School, Concord, N. H.: 
Attitude favorable, military drill for 
boys and girls. 
Rev. J. H. Coit, St. Paul’s School, 
Concord, N. H.: 
Physical culture a special feature 
from beginning of school in 1856, 
promoted judiciously and carefully by 
all means in our power. Gymnastic 
classes in winter ; ordinary games, ath- 
letic sports, rowing, boxing, fencing 
under guidance of experienced and 
competent masters. 
STATE OF NEW HAMPSHIRE. 
Hon. Channing Folsom, State Sec- 
retary of Education: 
Physical training and method left 
to local authorities. I do not know 
Principal H. P. Amen, Phillips-Ex- 
eter Academy, Exeter, N. H.: 
* A careful digest of letters is presented, but quotation 
marks are omitted, because nearly all letters are shortened. 8 
PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS 
Our attitude thoroughly sympa- 
thetic, have a well trained director giv- 
ing all his time to the work. Object 
is all around body building, required 
from middle of fall term to spring 
term. Each class has special exercises 
and in the four years receives sys- 
tematic training. Four hours per 
week in physical work required from 
each student, half of each period 
given to class work and half to indi- 
vidual work, with careful physical ex- 
amination. This subject counts as 
much as any other four-hour subject 
for graduation; no student admitted 
to the school who is unable to take 
regular gymnasium work. In no part 
of our work is there a stronger inter- 
est than in gymnasium work. It gives 
outlet for youthful spirits and strength, 
and contributes to moral character. 
Only men of a solid type and wide ac- 
quirements should be chosen to direct 
such work. 
committees in progressive places are 
wide awake in these lines. Teachers 
generally have exercise of some 
sort, but probably many lack train- 
ing for this work. Refers to 
cities, as Newton, Brookline, Bos- 
ton. The normal graduate ought 
to carry into her work some good 
ideas on the subject. The normal 
schools one of the most effective ways 
of reaching the schools of the state. 
If hereafter every new teacher in Mas- 
sachusetts should be required to have 
some minimum of professional train- 
ing, including physical culture, that 
would be the most direct way of mak- 
ing physical culture general. Phys- 
ical culture is a permissive subject by 
state law of 1897. Physiology, anat- 
omy and hygiene are mandatory, and 
it would be a reasonable interpreta- 
tion to include under a practical appli- 
cation of these subjects right bodily 
exercises. Attention has been special- 
ly called to the subject in my last 
annual report at some length and also 
in earlier reports. 
STATE OF VERMONT. 
Hon. M. S. Stone, State Secretary 
of Education of Vermont: 
C. F. Carroll, Superintendent of 
Schools, Worcester, Mass.: 
Attitude favorable, mild gymnastic 
exercises used. May be extended 
over the state by stimulating teachers 
with a knowledge of the needs. It is 
not a legal subject. 
Attitude favorable in and outside 
of public schools. A director in- 
structs teachers and occasionally visits 
schools. Some division of the Board 
has existed in the past, but now there 
is no opposition. This plan is quite 
satisfactory. City or town teachers 
might be trained by a competent per- 
son. I favor physical culture for chil- 
dren of all ages, at least above the 
second and third grades. Even in 
primary and kindergarten grades 
there should be suitable physical train- 
ing. 
Henry O. Wheeler, City Superin- 
tendent of Schools, Burlington, Vt.: 
Physical culture does not hold the 
place it should occupy. Exercises 
have been used for years but irregular- 
ly. I believe in physical training in 
our schools, but have not seen my way 
to introduce it. 
STATE OF MASSACHUSETTS. 
T. M. Balliet, Superintendent of 
Schools, Springfield, Mass.: 
Hon. F. A. Hill, State Secretary of 
Education : 
Attitude friendly, each teacher gives 
such physical training as she is famil- 
iar with. Physical training may be 
secured by getting a medical man who 
also understands physical training as 
a specialty to supervise it, and an as- 
sistant or corps of assistants to train 
The State Board believes schools 
should have good sanitary conditions 
and appropriate bodily exercises. In 
normal schools teachers are trained 
with these things in view. The school PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
the teacher. We shall probably do 
this another year. 
President C. W. Emerson, College 
of Oratory, Boston, Mass.: 
Physical culture may be secured in 
the public schools of the state by hav- 
ing the right system selected, and by 
setting apart a portion of each day 
for its study and practice, the same as 
for other recitations. 
F. W. Atkinson, Principal of High 
School, Springfield, Mass.: 
No provision unfortunately has 
been made even in our superb build- 
ing for physical culture. It should be 
made compulsory, especially in the 
large cities. Our girls need physical 
training sadly. 
STATE OF RHODE ISLAND. 
D. W. Abercrombie, Principal of 
Worcester Academy, Worcester, 
Mass.: 
Hon. T. B. Stockwell, State Com- 
missioner of Public Schools: 
The subject receives more attention 
from year to year; four of the five 
cities and at least five of the towns 
have special teachers. There are no 
uniform methods used; to secure good 
physical training in schools the regu- 
lar teachers must be qualified to do 
the work. So long as it depends upon 
special instructors it will not be a real 
success. 
“A sound mind in a sound body” is 
a working maxim of the school, and 
to secure it our best intelligence is 
directed. Encouragement is given to 
athletics, especially football and track 
athletics. Gymnasium work is re- 
quired from Thanksgiving to May. 
Careful physical examinations are 
given to each boy and special work 
prescribed where needed. Classes 
meet three times per week and work 
is progressive. A class competition 
is held annually in March, not as an 
exhibition but as an exposition of the 
season’s work. 
Miss Sibyl Howe Avery, Teacher 
Physical Training, High School, 
Providence, R. I.: 
In the English High School (600 
girls, one teacher) there are two 
twenty-minutes periods per week; 
girls wear street dresses and basement 
playroom is used as a gymnasium. 
There are voluntary after-school 
classes where gymnasium suits are re- 
quired. In addition to regular gym- 
nasium work (Sargent system), there 
are many games; basket ball is a fa- 
vorite and the number of players is 
growing. The boys have very little 
gymnastics. There are two high 
school football teams. Three of the 
four high schools have some physical 
training. The subject, however, is 
treated inadequately from lack of 
time and scant money appropriations. 
Rev. Endicott Peabody, Head Mas- 
ter of Groton School, Groton, Mass.: 
We have had much benefit from 
physical culture; pupils gain unusual 
development in measurement and 
strength. Our instructor has had 
special training for his work. It seems 
an excellent idea to secure physical 
training in all schools of the state. A 
state appropriation would bring it 
about, for there is no difficulty in dis- 
covering good teachers. 
Dr. D. A. Sargent, Hemenway 
Gymnasium, Harvard University: 
I regret that I have not the time to 
go into an extended discussion of the 
important question that you raise as 
to the “Correlation of Physical Cul- 
ture to Public Education.” My only 
answer to your questions is this: put 
physical culture on exactly the same 
footing in every respect and detail as 
you would mental culture in our pub- 
lic schools and colleges. 
STATE OF CONNECTICUT.* 
Hon. C. D. Hine, State Secretary 
of Education: 
Most city schools have simple gym- 
nastics but few undertake systematic 
physical culture. The only way of 
* Publishes a little state manual on physiology, hygiene 
etc., with some suggestions on exercise. PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
securing good physical training in all 
schools would be to have supervision. 
We cannot secure experts in all the 
schools. We, therefore, need super- 
visors to direct the work. It is not 
a subject required by law. 
Dr. Jay W. Seaver, Yale University 
Gymnasium: 
In Yale academic department every 
member of freshman class is required 
to take gymnasium exercises from 
November i to April i, unless con- 
nected with an athletic team in regu- 
lar training. A physical examination 
precedes this gymnasium work. After 
examination a little book of pre- 
scribed exercises to meet individual 
needs is given to each student to 
guide him in exercise aside from class 
work. An instructor is on floor of 
gymnasium at all times to give any 
necessary suggestions, and a physi- 
cian is present for free consultation on 
health five hours each day. A room 
is devoted to medical gymnastics for 
men needing special treatment for 
deformity, etc. The university as- 
sumes no responsibility for training 
of athletes. The gymnasium is 
equipped with all forms of baths and 
apparatus of German and American 
type. 
C. N. Kendall, Superintendent of 
Schools, New Haven, Conn.: 
I send you a copy of a pamphlet, a 
manual of exercises, prepared by Dr. 
E. A. Arnold of the Anderson School 
of Gymnastics. It was arranged for 
teachers in our schools. I do not 
think the public in New Haven is 
especially interested one way or the 
other in physical training. 
E. H. Smiley, Principal of High 
School, Hartford, Conn.: 
The city’s interest is shown by the 
fact that an ample gymnasium and 
two instructors, a gentleman and lady, 
have been furnished in the high 
school. There will probably be three 
periods per week (forty-five minutes 
each) for each pupil under competent 
instructor. Physical examinations are 
given preparatory to physical train- 
ing. To extend such training over 
the state, instructor and time must 
be arranged for. 
Physical training can be introduced 
into public schools by interesting 
teachers in the work in the normal 
schools and giving special induce- 
ments to teachers to study and apply 
gymnastics in their schools. The in- 
ducement may be by higher salary, 
for such a teacher is more valuable 
than otherwise. All cities should 
have a physical training director to 
organize the work. Where school 
boards will not hire such director, let 
individual teachers be encouraged to 
undertake the work and meantime 
school boards should be brought up 
to date. 
Edward G. Coy, Principal of 
Hotchkiss School, Lakeville, Conn.: 
Attitude most friendly to different 
branches of athletics, baseball, foot- 
ball, tennis and track athletics. We 
seek best results from them as sports 
and educational agencies. Gymna- 
sium and playground are under 
charge of an expert; teams are always 
under supervision. Violent exercise 
and undue competition are guarded 
against; games away from school 
grounds allowed only once a year. 
We believe athletic play valuable also 
in an intellectual and moral way. 
Boys would degenerate with no out- 
let for surplus energy and school life 
grow tame. Can hardly say how 
physical training may be extended in 
all public schools, because for its suc- 
cessful development it requires school 
spirit, which it is difficult to arouse in 
a public school. 
NEW YORK CITY. 
W. H. Maxwell, Superintendent of 
Schools: 
My advice, based on experience, to 
any board of education or to any 
superintendent about to introduce 
physical culture, is to obtain a first- 
class supervisor or director of the sub- 
ject, and to require him or her to train 
the class teachers to do the work. PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
PHILADELPHIA, PA. 
The method is military in that it 
makes it possible to train many at one 
time, movements are only such as are 
beyond question beneficial and in 
which liability to injury or over-exer- 
tion is reduced to a minimum. The 
means employed are well equipped 
gymnasium, interest of student and 
rigid discipline. The work is sys- 
tematic and progressive, embracing 
everything from setting up exercises 
to usual gymnastic appliances and in- 
cluding, besides, fencing and swim- 
ming. Forty-five minutes daily are 
given to this work in the first year. 
If measurements are below standard 
more time must be given. During 
the remaining three years riding and 
regular military drills take the place 
of gymnasium work and keep stu- 
dents in splendid physical condition. 
The cadet may be said to be con- 
stantly in training. 
The time is fast approaching when 
those in charge of public education 
will find it absolutely impossible to 
longer disregard the bodies of the 
children intrusted to their care. The 
matter has been too long neglected as 
is apparent to all who take even a 
passive interest in our school children. 
We have been too much engrossed in 
other matters and have given the edu- 
cation of our children too little 
thought, permitting those who have 
made teaching a profession to do very 
much as they saw fit. It is to be re- 
gretted that educators have not felt 
the responsibility which has thus been 
placed upon their shoulders. That, 
however, is readily accounted for by 
the fact that teaching with some is, in 
by far too many cases, but a makeshift, 
to be gladly dropped when some 
other opportunities present them- 
selves. Hearty cooperation of educa- 
tors of the right stamp is needed. Men 
holding the purse strings of public 
education should accede to the de- 
mand of those in a position to judge 
in these matters. 
Edward Brooks, Superintendent of 
Schools: 
We have gymnastics in our schools. 
Many of our principals and teachers 
have made special preparation for 
physical exercises. We have a very 
superior course of physical training 
in our Girls’ Normal School in which 
most of the teachers of the public 
schools are educated. It may be ex- 
tended over the state by the thorough 
education of the teachers of the state. 
United States Military Academy, 
West Point, N. Y.: 
Colonel N. L. Mills, U. S. Army, 
Superintendent, forwards reply from 
Herman J. Koehler, Sword Master 
and Teacher of Gymnastics: 
Methods of training are dependent 
upon existing conditions; what may 
be of value in one instance may be a 
failure in another. . . . All men are 
physically sound on entrance here. 
During the four years’ course they are 
constantly under surveillance of sur- 
geon ; every minute of the day is 
marked out; hygienic conditions are 
as nearly perfect as science can make 
them. Food, water, bathing, clothing, 
ventilation, everything has been care- 
fully considered and covered by regu- 
lations with penalty for disobedience. 
The individual has much to do with 
the above, but the amount of exercise 
is regulated entirely by the authorities. 
Physical training begins instantly 
on arrival of cadet. Upper classmen 
teach military carriage and “setting 
up” exercises for months. These are 
not so much for physical development 
as for easy and graceful poise and car- 
riage. Gymnasium work begins with 
the beginning of mental work. It 
aims at: i. The promotion of bodily 
health; 2. To offset drain of severe 
application to mental studies; 3. De- 
velopment of physical strength, en- 
durance, alertness, agility and the 
mastery of the muscle system, which 
means gracefulness, ease of move- 
ment and precision. 
In ordinary public schools it would 
be impossible to have anything- but 
the simplest methods, usually that of 12 
PHYSICAL TRAINING IN NEW ENGLAND SCHOOLS. 
exercising between desks. However, 
(I can say from experience) even here 
much good can be accomplished. In 
future every school erected should 
have a gymnasium of suitable size. 
This entails little expense and would 
be a blessing to the children. Where 
schools are already erected, special 
gymnasium buildings for the children 
of two or three adjacent districts are 
recommended. This is done in some 
German cities. 
of training. The last word has not 
been said on school curricula. They 
are mostly new and comparatively ex- 
perimental. The fact that physical 
training is recognized in but few, is 
absent from or simply squeezed into 
many schools, suggests needed revi- 
sion at some points. Let leading 
schools and colleges invest the subject 
with proper dignity and value. If not 
of the first importance, as many think, 
for the physical life is the basis and 
instrument of the intellectual and 
moral life, it claims at least equal rank 
with any other school subject. Much 
may thus be accomplished. Legal 
recognition by state laws, believed by 
Secretary Hill to be involved in a 
proper interpretation of present stat- 
utes, will naturally follow in reasona- 
ble ways. 
Questions of working plans may 
readily be adjusted, as with any school 
subject, by men competent to handle 
the teaching and economic sides of the 
subject. Present conditions lift to un- 
due preeminence the military school 
which gives ceaseless care to physique 
as a requisite for successful war. The 
school of the people which is designed 
to conserve and develop society in a 
sane and rational way must not be 
thus left behind. 
The work should be in charge of a 
superintendent of physical education, 
assisted by a competent corps of in- 
structors. These should give all in- 
struction, class teachers having noth- 
ing to do with this instruction. It is 
often the case (and I again speak from 
experience) that physical education 
has failed in our public schools be- 
cause its success was dependent upon 
class teachers who were either neg- 
lectful or incompetent. It is a profes- 
sion by itself and it is a mistake to 
think that any man who has not been 
properly trained for this special pur- 
pose can conduct it properly. 
REMARKS ON LETTERS. 
The correlation of physical training 
to public education is sought because 
essential to a wise system of public 
instruction. Such a system is created 
to advance the power and happiness of 
the individual and the race. An edu- 
cation which ignores or impairs the 
body is not properly education. 
The inquiry, herewith presented, 
shows that profound interest in phys- 
ical training exists in some parts of 
New England, in others it receives 
scant attention and in many places it 
is ignored. This form of training may 
be enriched by contributions from 
hand work, voice, training, music, 
right intellectual pursuits and good 
morals. In truth every part of knowl- 
edge is related to every other part. 
A larger number of male teachers will 
probably be required to effect needed 
changes. Boys, at least, should have 
more service from men in all stages 
This inquiry reveals the need of 
conference among those directly con- 
cerned in the administration of educa- 
tion. Public education in New Eng- 
land is too vital a matter to be con- 
ducted in a divisive fashion or left to 
grope its way. Wise direction, con- 
certed action and organized effort are 
necessary to advance this and other 
school and social interests. 
Broadly trained teachers of physical 
culture may take the initiative in this 
work. They will be reinforced by the 
medical profession, parents, leaders in 
education and public opinion. Schools 
will not be slow to respond. Physical 
training needs to be better interpreted 
to the public mind. It has playground 
and gymnasium, but it is far more 
than these. It has been too much 
thought a matter of luxury and rec- PHYSICAL TRAINING. IN NEW ENGLAND SCHOOLS. 
13 
reation merely, but it goes deeper 
into life. Man is a unity; there 
is a solidarity throughout his nature. 
There is an interplay and interpenetra- 
tion of mind and body. A developed 
pnysique, hand-work, intellectual pur- 
suits, trained will, moral purpose are 
inseparable. They are confederate in 
building a sane and symmetrical man- 
hood. Let them keep step and time. 
Thus alone shall the school be true 
to life and fulfil its function in civiliza- 
tion. The right training of the youth 
is the renovation of the world and the 
resurrection of the race. 
defective. Numerous facts might be 
adduced to show how strong a claim 
the subject presented has on public at- 
tention. 
Professor W. T. Sedgwick of the 
Massachusetts Institute of Technology 
said that the New England Education 
League was doing good service in 
calling attention to the fact that the 
people of New England are one popu- 
lation group, and that so fundamental 
a subject as education should have 
broader treatment than it has received. 
Speaking as a biologist, this popula- 
tion group is one organism with 
metropolis and cities as heart and 
nerve centres vitally joined to their 
outlying areas. It is not worthy of 
New England civilization to have the 
existing differences in educational 
privileges between country and city, 
town and town, state and state, con- 
tinued where they can be remedied. 
As to physical training, it is one of 
a number of things which should be 
introduced in all schools. In order 
to effect this result, a better public 
opinion must be formed, for the svs- 
tem of education rests on the intelli- 
gent support of the people. It is also 
necessary that greater harmony of 
view be secured as to the first prin- 
ciples in physical training, and the 
method of procedure in carrying for- 
ward such training. This will give a 
rational, scientific and effective kind 
of training. Some communities have 
done much for playgrounds, gymnasia 
and physical care of pupils, but a large 
number are grossly neglecting these 
important features of school life. 
School hygiene is a subject which 
should have a large place in public 
thought, and in the estimation of teach- 
ers. It touches personal and social 
welfare and affects the vigor of the in- 
dividual and the race. 
Dr. D. A. Sargent of Harvard Uni- 
versity said he agreed with the views 
of the paper as to the necessity of 
physical training in all New England 
schools. The facts presented show 
that the subject, while of vital impor- 
tance, has generally inadequate treat- 
ment. It is evident that this interest 
needs to be considered in a wiser 
spirit and a more comprehensive way 
than it now receives. A generation or 
less ago, when the population was less 
urban, most youth, especially in the 
country, found much exercise in their 
necessary work, as in swinging the 
axe, riding the horse and varied forms 
of labor. But under the changed con- 
ditions of life new provisions are im- 
perative if the physique of the people 
is preserved and improved. A duty 
evidently rests on teachers of physical 
training, educational leaders, parents 
and citizens generally to lift the whole 
subject to the high plane its impor- 
tance commands. Examinations show 
that among students the physical de- 
velopment of males is superior to that 
of females, and that in many cases the 
sanitary state of school properties is 
DISCUSSION. PAPERS ON PHYSICAL TRAINING. 
The following papers were submit- 
ted to the Boston Physical Education 
Society in connection with foregoing 
address: 
places, or have prevented its entrance 
into school life in other communities. 
School playrooms, playgrounds 
and athletic fields are too rarely given 
their due prominence in the arrange- 
ment of schools, to the detriment of 
children and youth who lose opportu- 
nities for physical exercise and the 
discipline and pleasure of innocent 
youthful sports. In no city has the 
system of parks and public play- 
grounds been brought into right re- 
lations to the school system. 
Attention has frequently been 
called by school men, medical men 
and others to the need of better care 
in schools as to adjustment of school 
furniture to the pupil, the light, venti- 
lation, mid-day lunch, pressure of 
studies, physical examinations, water 
or baths on school premises, out- 
buildings. In certain New England 
communities much progress has been 
made in all these matters, but, as has 
been said, an extensive investigation 
shows that much remains to be done 
to secure right conditions generally. 
It would be possible to name commu- 
nities where these interests are receiv- 
ing due attention from school man- 
agement and the public, and, also, to 
specify communities where they are 
grossly neglected, but such specifica- 
tion is not our purpose. We aim 
rather to secure, so far as possible, 
better general school conditions 
throughout all New England. These 
results, it is thought, do not of neces- 
sity involve increased cost, but 
greater care. 
PAPER i. 
To State Secretaries and State 
Boards of Education, Mayors and 
School Boards of Cities and Town 
School Committees of New England: 
The undersigned, who are interest- 
ed in the physical training of children 
and youth in our schools, both public 
and private, and in improved physical 
conditions of school buildings, out- 
buildings and grounds, respectfully 
recognize your leadership in promot- 
ing these important objects, and so- 
licit, where possible, more vigorous 
effort in behalf of these interests. 
We recognize with satisfaction that 
at some points in New England much 
effort has been made to secure good 
health and right physical develop- 
ment of pupils and proper sanitary 
conditions in school life. An inves- 
tigation recently made into these mat- 
ters and correspondence with leading 
superintendents, principals and others 
in New England show, however, that 
too often these interests receive very 
slight attention or are wholly neg- 
lected. 
The relation of riodit physical train- 
ing and surroundings during school 
life to the health, growth, intellectual 
and moral life and after-career of all 
pupils is generally conceded. Facili- 
ties for such training are not expen- 
sive, but the non-recognition of its 
importance has resulted in its entire 
or partial neglect in many schools. 
Other studies and subjects of value, 
but of less relative importance, have 
frequently crowded this fundamental 
interest into narrow limits in some 
The neglect of physique and proper 
sanitation in schools has a pernicious 
effect upon society at large. It leads 
to neglect in these matters on the 
part of adults and to lack of care of 
public, health, sanitary conditions of PAPERS ON PHYSICAL TRAINING. 
15 
homes and communities and retards 
social progress. It gives to the mili- 
tary school, which trains for war and 
which practises ceaseless care of the 
physique, a disproportionate place in 
public training. To the advancement 
of the individual, family and commu- 
nity physical vigor and education are 
essential. Both of these conditions 
may be promoted to a greater extent 
by right training in the schools of the 
. people. 
Your leadership in the lines indi- 
cated is gratefully acknowledged. It 
has been necessary to progress al- 
ready made and will promote further 
improvement, both in progressive and 
backward communities. In all wise 
efforts to advance these interests it is 
our conviction that the public will 
give support and cooperation, to the 
end that in all New England condi- 
tions in and about the school may be 
favorable to the training of a strong, 
self-reliant and progressive people. 
3. These facilities, provided by 
persons interested in right education, 
will, it is believed, be more productive 
if the college raises this interest to the 
same plane and dignity with other 
college pursuits. 
4. Physical training and related 
subjects, without such recognition, 
are regarded by students and the pub- 
lic as of lower rank, recreations or 
luxuries, to the detriment of the stu- 
dent and the cause of symmetrical 
education, and in numerous cases are 
crowded out of the courses of stu- 
dents by other studies and various 
other considerations, which would be 
removed if a higher estimate were put 
on this department in college admin- 
istration, 
5. The influence of college educa- 
tion on society is narrowed as com- 
pared with the military school, which 
gives ceaseless attention to physique, 
a defect m college training, in the 
opinion of many, to the disadvantage 
of the college man, college and so- 
ciety. 
6. All lower schools, especially sec- 
ondary schools, which are much af- 
fected by the example and opinion of 
the college, share in the detriment re- 
ferred to, and those who have them in 
charge fail to find in the college the 
suggestion and reinforcement desir- 
able for the best results in physical 
education, physical conditions and en- 
vironment of schools. 
7. The contribution of the college 
to the life of the people is less than 
would be forthcoming, if the college 
in its administration placed this sub- 
ject in better relation to the general 
training- of youth. 
8. The action to which your peti- 
tioners solicit your favorable consid- 
eration would, in their opinion, be 
justified on educational grounds, 
would commend itself to parents and 
guardians of youth and to all inter- 
ested in a well-balanced education. 
PAPER 11. 
To the President and Fellows of 
Harvard College: 
We, the undersigned, respectfully 
submit to you the following petition: 
That physical training be admitted 
to the same rank with other college 
subjects which require the same time 
in and out of class or lecture room, 
and allowed to count in like manner 
for college standing and degree. 
We, also, beg leave to ask your fa- 
vorable attention to the considera- 
tions herewith stated: 
1. The value of physical training, 
rightly conducted, to the health, 
vigor, intellectual and moral life of 
the student and his after-career is 
generally conceded. 
2. The facilities for such training 
at Harvard College in buildings, ap- 
pliances, grounds and instruction are 
abundant and excellent.