THE’ 
NEW GYMNASTIC 
FOR 
MEN, WOMEN, AND CHILDREN. 
BY 
PRINCIPAL OF THE LEXINGTON SEMINARY FOR YOUNG LADIES, PRINCIPAL 
OF THE NORMAL INSTITUTE FOR PHYSICAL EDUCATION, AUTHOR 
OF “ WEAK LUNGS AND HOW JO MAKE THEM STRONG,” 
etc; \ 
DIO LEWIS, A.M., M.D., 
“ By no other way can men approach nearei ft) the gods, than by conferring health 
on men.” — Cicero. 
TENTH EDITION, 
REVISED, AND GREATLY ENLARGED. 
BOSTON: 
FIELDS, OSGOOD, & CO., 
SUCCESSORS TO TICKNOR AND FIELDS. 
i 8 6 g. Entered according to Act of Congress, in the year 1867, by 
TICKNOR AND FIELDS, 
in the Clerk’s Office of the District Court of the District of Massachusetts. 
University Press : Welch, Bigelow, & Co., 
Cambridge. £ Setucate ©fjis 
TO THE 
GRADUATES OF THE NORMAL INSTITUTE 
FOR PHYSICAL EDUCATION, 
WITH THE HOPE THAT IT MAY ADD SOMETHING TO THE INSTRUC- 
TION WHICH I HAVE HAD THE GREAT PLEASURE AND 
HONOR. TO GIVE THEM IN PERSON. 
DEAR FRIENDS, OUR PROFESSION IS A MOST USEFUL ONE, AND 
WILL FIGURE PROMINENTLY AMONG THE AGENCIES 
WHICH SHALL DEVELOP THE NOBLE 
MANHOOD AND WOMANHOOD 
OF THE FUTURE. PREFACE 
TO THE TENTH EDITION. 
In sending forth the tenth edition of the New 
Gymnastics, the author cannot refrain from express- 
ing his gratification at the wide welcome accorded 
to the system of physical culture which it describes. 
Five years ago, at a moment full of national peril, 
this book was presented to the notice of the Ameri- 
can people. That it met at such a time an instant 
and extended sale, may surely be accepted as evi- 
dence of a great want, and of the eagerness of the 
people to welcome any effort to supply that want. 
More than one edition of the New Gymnastics have 
been published in London, England, and from that 
great centre the book and the system have gone to 
all.parts of Great Britain, to Australia, South Africa, 
India, and to other British Colonies, — in short, wher- 
ever the English language is spoken, this treatise has 
made its way, and is influencing the educational sys- 
tems and the personal habits of the great Anglo- 
Saxon race. This does more than satisfy an author’s 
pride, it brings joy and gratitude to his heart. VI 
PREFACE. 
This is called a new edition; it perhaps deserves 
to be called a new hook. More than half of the 
treatise as hitherto published consisted of translations 
from the German of Kloss and Schreber. These 
translations are no longer included; their places 
have been supplied by original exercises, now for the 
first time published. At the same time, changes have 
been made in that portion of the book which was 
devoted to an illustration of the author’s system of 
Gymnastics. In the constant practice of the system 
for the past five years, among thousands of pupils, a 
multitude of new exercises have been added, and the 
entire method has been improved in many respects. 
This edition is an attempt to reflect upon the pages 
of a book the changes which have taken place in 
actual practice. 
I invite the attention of the intelligent reader, 
who would enjoy a lucid and complete discussion of 
the philosophy of the New System, to the admirable 
lecture of Moses Coit Tyler, found upon the last 
pages of this volume. PEEFACE 
TO THE FIRST EDITION. 
This book describes and illustrates a new sys- 
tem of physical training. Like air and food, it is 
adapted to both sexes, and to persons of all ages. 
The new system has been introduced into female 
seminaries with complete satisfaction. Its beautiful 
games, graceful attitudes, and striking tableaux pos- 
sess a peculiar fascination for girls. Public classes, 
composed of adults of both sexes, elicit general en- 
thusiasm*. Very young children are warmly inter- 
ested, and improved in form and strength. 
The exercises are arranged to music, and when 
performed by a class, are found to possess a charm 
superior to that of dancing and other social amuse- 
ments, while the interest increases with the skill of 
the performers. 
This system of exercises will correct drooping or 
distorted shoulders, malposition of the head, and 
many other common defects. 
Its author has been engaged many years in teach- 
ing gymnastics. He began with a few simple exer- VIII 
preface. 
cises, and, making additions from time to time, lias 
at length developed a comprehensive system. Not 
one exercise is presented which has not been proved 
by long and varied use, while hundreds have been 
devised and rejected. Although the author has en- 
joyed during more than twenty years the discipline 
of the medical profession, its suggestions have not 
been adopted unless fully justified by experience in 
the gymnasium. 
Efforts are being made to disseminate a practical 
knowledge of the new system. A college has been 
incorporated, — the Boston Normal Institute for 
Physical Education,—from which persons of either 
sex, after a full training, are graduated, with the 
honors of a legal diploma. 
It is the ardent hope of the author that his labors 
may contribute something to the beauty and vigor 
of his countrymen. CONTENTS. 
v Page 
Physical Education 1 
Interest in Physical Education 2 
Do Children require special Gymnastic training? . 3 
Development of the Mind requires special training 3 
The Body- is equally dependent upon special Methods 4 
Military Drills 5 
History of the New Gymnastics 6 
Advantages of the New System 7 
Origin of the New System of Gymnastics . . 9 
Other Teachers of Gymnastics 10 
Order in which the Exercises were developed . 11 
Normal Institute for Physical Education ... 13 
Music with Gymnastics 14 
The Gymnastic Hall 15 
The Gymnastic Costume 18 
The Gymnastic Apparatus 19 
A Word of Advice to Teachers 19 
Eree Gymnastics 20 
Order of Eree Exercises. 
Eirst Series 22 
Second Series 38 
Third Series 50 
Fourth Series 57 X 
CONTENTS. 
Dumb-Bells. 
Weight of the Dumb-Bell 73 
Philosophy op the Light Weights .... 74 
The Model Gymnast 76 
Training of Horses 76 
Influence on the Nervous System . . . 79 
Importance of Accuracy 80 
Thorough Work in the New School ... 81 
Influence upon the Lungs and Heart ... 81 
Size and Quality 83 
Dumb-Bell Exercises. 
First Series 84 
Second Series 97 
Third Series 104 
Fourth Series 114 
The Rings 124 
Ring Exercises 129 
The Wand 152 
Wand Exercises 153 
The Indian Club . 171 
Club Exercises. 
First Series 172 
Second Series 175 
Third Series 179 
Bean-bags — Exercises 182 
Bean-bags 196 
Percussion 198 
Modes of Walking 203 
Mutual-help Exercises 207 
Pin Running 220 CONTENTS. 
XI 
Marches 223 
Dress in the Intervals between the Exercises . . 231 
Ladies’ Short Dresses 232 
Shoes 233 
Moderation in Exercise 235 
Soreness after Exercise 236 
Bathing 236 
The Warm Batii 237 
Food 237 
Drinks 241 
Condiments 242 
The New Gymnastics as an Instrument in Education 243 TIIE HEW GYMNASTICS. 
PHYSICAL EDUCATION. 
I have nothing to say of the importance of 
Physical Education. He who does not see in the 
imperfect growth, pale faces, distorted forms and 
painful nervousness of the American People, enough 
to justify any and all efforts to elevate our physical 
tone, would not be awakened by words. Presum- 
ing that all who read this work are fully cognizant 
of the imperative need which calls it forth, I shall 
enter at once upon my task. 
My object is to present a new system of Gym- 
nastics. Novel in philosophy, and practical details, 
its distinguishing peculiarity is its complete adap- 
tation, alike to the strongest man, the feeblest 
woman, and the frailest child. The athlete finds 
abundant opportunities for the greatest exertions, 
while the delicate child is never injured. 
Dispensing with the cumbrous apparatus of the 
ordinary gymnasium, its implements are few and 
extremely simple, but are admirably calculated not 
only to impart strength of muscle, but to give flex- 
iblencss, agility and grace. 
1 2 
THE NEW GYMNASTICS. 
None of the apparatus is fixed. Each piece is 
held in the hand, so that any hall or other room 
may be used for the exercises. 
INTEREST IN PHYSICAL EDUCATION. 
The true educator sees in the present public in- 
terest in physical education a hope and a prom- 
ise, and now he is only solicitous that the great 
movement, so auspiciously inaugurated, may not 
degenerate into some unprofitable specialty. 
One man strikes a blow equal to five hundred 
pounds ; another lifts a ton ; another bends his 
back so that his head rests upon his heels ; another 
walks a rope over the great cataract; another runs 
eleven miles in an hour ; another turns sixty som- 
ersets without resting. 
We are greatly delighted with all these, — pay 
our money to see them perform: hut, as neither 
one of these could do what either of the others 
does, so we all know that such feats, even if they 
were at all desirable, are not possible with %one 
in a thousand. The question is not, What shall be 
done for these few extraordinary persons ? Each 
has instinctively sought and found his natural 
specialty. But the question is, What shall be 
done for the millions of children, women and 
men, who are dying for want of physical train- THE NEW GYMNASTICS. 
3 
ing ? My attempt to answer this momentous ques- 
tion will be found in this work. 
DO CHILDREN REQUIRE SPECIAL GYMNASTIC 
TRAINING V 
An eminent writer has recently declared his con- 
viction, that boys need no studied muscle culture. 
“ Give them,” he says, “ the unrestrained use of the 
grove, the field, the yard, the street, with the vari- 
ous sorts of apparatus for boys’ games and sports, 
and they can well dispense with the scientific gym- 
nasium.” 
This is a misapprehension. 
DEVELOPMENT OF THE MIND REQUIRES 
SPECIAL TRAINING. 
In tlie midst of conversations, newspapers, and 
lectures, which evoke intense mental activity, we 
turn aside for the methodical training of the acad- 
emy. The poorest man in the State demands for 
his children the organized school. He is right. An 
education left to chance could not result in that 
symmetry which is the highest form of all true de- 
velopment. 
No man doubts that chess and the newspaper in- 
duce growth; but growth, without qualification, is 
not our purpose. We require that the growth shall 4 
THE NEW GYMNASTICS. 
be of a peculiar kind,— symmetrical. But there 
is no need of argument on this point. In regard 
to mental training, there is no difference of opinion. 
Discriminating, systematic, scientific culture, is our 
demand. 
THE BODY IS EQUALLY DEPENDENT UPON 
SPECIAL METHODS. 
Is not the argument applicable to the body? Is 
the body one single organ, which, if exercised, is 
sure to grow in the right way ? On the contrary, 
is it not an exceedingly complicated machine, the 
symmetrical development of which requires discrim- 
inating, studied management ? With the thought- 
ful mind, argument and illustration are scarcely 
necessary ; but I may perhaps be excused by the 
intelligent reader for one simple illustration. A 
boy has stooping shoulders, displacing the organs 
of the chest and abdomen. Give him the freedom 
of the yard and street, — give him marbles, a ball, 
the skates ! Does any one suppose he will become 
straight ? Must he not, for this and other defects, 
have special, scientific training ? 
Before our system of education can claim an 
approach to perfection, we must have attached to 
each school a Professor, who thoroughly compre- 
hends the wants of the body, and knows the 
means by which it may be made symmetrical, 
flexible, and vigorous. THE NEW GYMNASTICS. 
5 
MILITARY DRILLS. 
Since we have, unhappily, become a military 
people, the soldier’s special training has been much 
considered as a means of general physical culture. 
Numberless schools, public and private, have al- 
ready introduced the drill, and make it a part of 
each day’s exercises. 
But this mode of exercise can never furnish the 
muscle culture which we Americans so much need. 
Nearly all our exercise is of the lower half of the 
body, — we walk, we run up and down stairs, and 
thus cultivate hips and legs, which, as compared 
with the upper half of the body, are muscular. 
But our arms, shoulders, and chests are ill-formed 
and weak. Whatever artificial muscular training 
is employed, should be directed toward the upper 
half of the body. 
Need I say that the military drill fails to bring 
into varied and vigorous play the chest and shoul- 
ders ? Indeed, in almost the entire drill, are not 
these parts held immovably in one constrained 
position ? In all but the cultivation of upright- 
ness the military drill is singularly deficient in the 
requisites of a system of muscle training, adapted 
to a weak-chested people. 
Dancing, to say nothing of its mischievous con- 
comitants, brings into play chiefly that part of the 
body already in comparative vigor. 6 
TIIE NEW GYMNASTICS. 
Horse-back exercise is admirable, but may it not 
be much indulged, while the chest and shoulders 
are left drooping and weak ? 
Skating is graceful and exhilarating, but to say 
nothing of the injury which not unfrequently at- 
tends the sudden change from the stagnant heat 
of our furnaced dwellings to the bleak winds of 
the icy lake, is it not true that the chest muscles 
are so little moved, that the finest skating may be 
done with the arms folded ? 
I make these suggestions, and now take the 
liberty to request your careful examination of the 
“Ring” and other exercises which appear in this 
work. 
A WORD OF THE HISTORY OF THE NEW 
GYMNASTICS. 
Educated to the medical profession, I was con- 
stantly and painfully impressed, during several years 
of professional experience, with the feeble vitality of 
the thousands with whom I came in contact. 
At length I was fdled with the desire to contribute 
something to the physical improvement of my fel- 
lows. A Health Journal was established in a west- 
ern city, and published several years. Accident led 
to a lecture, which was followed by eight years of 
life on the platform. 
During the eight years of lecturing, the spare 7 
THE NEW GYMNASTICS. 
hours were devoted to the invention of a new sys- 
tem of gymnastics. 
The old, or German gymnasium, the one so com- 
mon throughout our country, was obviously not 
adapted to the classes most needing artificial train- 
ing. Athletic young men, who alone succeeded in 
the feats of that gymnasium, were already provided 
for. Boat clubs, ball clubs, and other sports fur- 
nished them in considerable part with the means 
of muscular training. But old men, fat men, fee- 
ble men, young boys, and females of all ages, — 
the classes most needing physical training, — were 
not drawn to the old-fashioned gymnasium. The 
few attempts that had been made to introduce these 
classes to that institution had uniformly and signally 
failed. The system itself was wrong. 
ADVANTAGES OF TIIE NEW SYSTEM. 
The advantages of the New System of physical 
culture are, in part, the following : — 
1st. The varied movements of the New System 
give opportunity for the full play of every muscle in 
the body, resulting in an all-sided development. 
2d. The exercises are constantly changed from 
one set of muscles to another, thus obviating weari- 
ness and undue disturbance of the circulation. 8 
THE NEW GYMNASTICS. 
3d. The centrifugal impulse of the predominating 
series secures a completeness and grace attained by 
no other means, while the centripetal character of 
the old or German method has long been the oppro- 
brium of physical culture, with the philosophical. 
4th. In the New System the exercises are subor- 
dinated to personal or individual wants, while in the 
old, the person is entirely subordinated to the per- 
formance of difficult feats. 
5th. The physiological purpose of all muscle 
training is to perfect the intermarriage between 
nerve and muscle. The skill exacted by the accu- 
rate lines, changing attitudes, and difficult combina- 
tions of the new methods, compels the most com- 
plete interaction between soul and body. 
6 th. The New School employs apparatus which 
cannot strain and stiffen the muscles, not even in the 
extremely old and young or feeble, while the old 
school sanctions weights which must produce the 
slow, inelastic muscles of the cart-horse. 
7th. The New Gymnasium invites to its free and 
social life persons of both sexes and of all ages, while 
every attempt that has been made to introduce the 
old, or the very young, or women, to the Old Gym- 
nasium has failed. 
8tli. In the New Gymnasium persons of both 
sexes unite in all the exercises with great social en- 
joyment, thus adding indefinitely to the attractions THE NEW GYMNASTICS. 
9 
of the place, while the attractions of the Old Gym- 
nasium are about equal to those of a ball-room from 
which ladies are excluded. 
9th. In the New Gymnasium everything is set 
to music. Marches, free movements, dumb-bells, 
wands, rings, mutual-help exercises. No apathy 
can resist the delightful stimulus. The one hundred 
persons on the floor join in the evolutions inspired by 
one common impulse. Under the old system each 
individual works by himself, deprived of the sym- 
pathy and energy evoked by music and the associ- 
ated movement. 
ORIGIN OF THE NEW SYSTEM OF GYMNASTICS. 
As I have never undertaken to vindicate, in full, 
my own claims to originality in the field of physical 
culture, I deem it only just to myself as well as to 
others to distinctly state, in this new edition of the 
gymnastic guide, what portions of the New System 
were of my own creation. 
1st. The idea of exercise with the rings, the ring 
itself, and every one of the more than forty exercises 
with this piece of apparatus, were my invention. 
2d. The substitution of the wooden for the iron 
dumb-bell, and all the movements in the New Sys- 
tem of dumb-bell exercises, save four, were also my 
invention. 10 
THE NEW GYMNASTICS. 
3d. The bean-bag itself, and eighteen of the twen- 
ty-one exercises with it, were devised by myself. 
4th. Of the more than sixty exercises with the 
wand, all, with four or live exceptions, were the 
result of my own experiments. 
5th. Of the present system of free gymnastics, I 
devised about half. 
6tli. The idea of the “ Mutual-Help Exercises ” 
I obtained from a German writer; but the system 
employed in the New School is my own. 
7th. Of the marches and skippings practised in 
the New School, the larger part were invented by 
me, but some of the best were devised by my assist- 
ants, who have, served as teachers in our Training 
School. 
8th*. The sixteen exercises with clubs employed 
in the New Gymnasium, were mostly my own. 
9th. The adaptation of gymnastic exercises to 
music, although - perhaps not quite new, is, in the 
modes we have adopted, entirely new. 
OTHER TEACHERS OF GYMNASTICS. 
Of tlie more than two hundred and fifty ladies 
and gentlemen who have graduated from our Train- 
ing School, nearly all have proved heartily loyal to 
my leadership. Three or four have rearranged the 
exercises, and thereupon preferred claims to origi- 
nality. 11 
THE NEW GYMNASTICS. 
Several works have been published containing the 
principal features of the New System, with unre- 
served recognition of my claims. A single work, 
published in New York, appropriated, without even 
a mention of my name, all the principal features and 
much of the detail of the system to which I have 
devoted so many years. 
I have not said this much of my personal claims 
in the spirit of vanity, but because I think it simply 
right, that in a great movement which, within a quar- 
ter of a century, is to enter as an integral part of 
all school culture, the origin of the essential parts 
of the system should be known. 
ORDER IN WHICH THE EXERCISES WERE 
DEVELOPED. 
The club was first employed. Wherever a course 
of lectures was delivered, the teachers and others 
were called together, instructed, and trained. 
CLUBS. 
RUBBER BALLS. 
Large rubber balls were soon introduced. The 
exercises with these were admirable, but the win- 
dows were broken and they were difficult to catch. 
Soon it was observed, if the balls were but partially 
inflated, for many of the exercises, they were much 
improved. This suggested the bags. At first they 12 
THE NEW GYMNASTICS. 
were made very large and filled with corn. Then 
wheat was thought to be an improvement. 
BEAN-BAGS . 
In a town where neither corn nor wheat could he 
conveniently procured, the dealer asked if I could 
not use beans. These were found to be just the 
thing. 
As the games were multiplied the bags were re- 
duced in size. Within three years, at least forty 
bag exercises were devised. Twenty of these exer- 
cises or games are retained, and constitute our series 
of Bag Exercises. But for the dust the bag exer- 
cises are second to no others, save those with the 
rings. They cultivate quickness of the eye and 
hand, presence of mind, and in the series of twenty 
games afford a great variety of profitable exercise. 
DUMB-BELLS. 
Next in order tlie dumb-bells appeared; at first, 
very small iron ones, but soon it was observed that 
not only were they cold to the hand, but they were 
not sufficiently long to produce any considerable mo- 
mentum in the twisting movements, or to enable the 
eye to take accurate and instant cognizance of their 
position. As the weight could not be increased, the 
wooden dumb-bell was suggested. This, for many, 
reasons, is greatly superior to the metal bell. THE NEW GYMNASTICS. 
13 
THE WAND. 
Next in order came tlie exercises with the wand. 
This piece of apparatus was introduced to my atten- 
tion by Professor Langdon of New York. 
Much time was given to the development of the 
w~and series, but for reasons which I will not discuss, 
these exercises, although very valuable, have never 
maintained their due share of favor. 
THE RINGS. 
Next in order appeared the exercises with the 
rings, of which a somewhat full account is given in 
another place. 
MUTUAL-HELP EXERCISES. 
Last of all, what we have named “ Mutual-Help 
Exercises,” a description of which will in part ap- 
pear in this volume, claimed attention. Upon a 
series of exercises of this class, which shall be adapt- 
ed to schools, we are at present engaged. 
NORMAL INSTITUTE FOR- PHYSICAL EDUCATION. 
I ha ye written this brief history of our various 
series of exercises, which I fear will prove of little 
interest to the reader, and now venture a word of 
the “ Normal Institute for Physical Culture.” 14 
THE NEW GYMNASTICS. 
After several years of invention and teaching, Bos- 
ton was selected as the best field for the establish- 
ment of a Training School for teachers of the New 
System. In 1860 an act of incorporation was ob- 
tained, a corps of professors appointed, and on the 
1st of July of that year the first session opened. 
The first class consisted of one person. Since then 
nine sessions have been held. More than two hun- 
dred and fifty persons have taken the diploma of the 
Normal Institute. Much instruction in Anatomy, 
Physiology, and Hygiene is given, with a thorough 
training in the New School of Exercises. Gradu- 
ates of this Institution are now engaged in teaching 
in all parts of the Northern States. Three or four 
are very successfully occupied in the Pacific States, 
while one gentleman has, during several years, been 
teaching in London, England, with remarkable suc- 
cess. 
MUSIC WITH GYMNASTICS. 
A party may dance without music. But the 
exercise is dull. 
Exercises with the upper extremities are as much 
improved by music as those with the lower ex- 
tremities. Indeed with the former there is greater 
need of music, as the arms make no noise, such as 
might secure concert in exercises with the latter. 15 
THE NEW GYMNASTICS. 
A small drum, costing perhaps 810, which may 
be used as a bass drum, with one beating stick, 
is, I suppose, the sort of music most classes in 
gymnastics will use at first. It has advantages. 
While it is less pleasing than some other instru- 
ments, it secures more perfect concert. The violin 
and piano are excellent, but on some accounts the 
hand-organ is the best of all. 
Feeble and apathetic people, who have little 
courage to undertake gymnastic training, accom- 
plish wonders under the inspiration of music. I 
believe twice as much muscle can be coaxed out, 
under this delightful stimulus, as without it. 
For gymnastic exercises, we always use music 
which has eight accented and eight unaccented 
beats in a measure. In describing the exercises 
I shall speak uniformly only of accented beats, 
(with special exceptions always named in their 
place.) The pupil always resumes, on the unac- 
cented beat, the position with which he began the 
last preceding accented beat. 
THE GYMNASTIC HALL. 
The Gymnastic Hall should be on the ground 
floor, as in stamping and charging the building is 
a good deal shaken. It must be light and well 
ventilated. Exercise in a close, vitiated air, is 16 
THE NEW GYMNASTICS. 
absurd. The atmosphere must likewise be free 
from dust, which stamping often produces. For 
this evil I have devised a remedy. The floor should 
be washed frequently, while in each pail of water, 
(which should be hot if convenient,) a half-pint 
of cheap molasses is dissolved. Proceed with the 
washing as if the water were pure. The dust in 
the cracks and under the thousand little splinters 
which are found upon the surface of most floors, 
is fixed by the sticky syrup. In my own halls we 
add one or two ounces of glue to the half-pint of 
molasses. This cure for dust is invaluable to the 
managers of dancing and gymnastic halls. 
The hall should not be cold. A temperature 
below 50 degrees checks that free circulation of 
the blood which is the condition of muscle-growth. 
Perhaps the best plan is to raise the temperature 
to 65 degrees, and when the class begins to exer- 
cise, drop the windows, closing them again when 
the company would rest. 
The floor of the Gymnasium should be marked, 
as shown in the cut. The painted feet should be 
about fifty inches apart lengthwise of the hall, and 
thirty inches apart sidewise. 
The feet must have the relations exhibited in 
tlie cut. It will be observed that each 'pair is so 
placed that the pupil may extend his arms side- 
ways without touching the extended arms of his THE HEW GYMNASTICS. 
17 18 
THE NEW GYMNASTICS. 
neighbors. A. large piece of tin cut out in the 
shape of a pair of feet and laid on the floor, at 
the right points, may be used with a stencil brush 
to make the marks. 
THE GYMNASTIC COSTUME. 
The cuts will assist the reader to understand 
the costume adopted in the New Gymnastics. 
Men and boys exercising in an occasional class 
simply remove the coat and exercise in the ordi- 
nary dress ; but a costume made of flannel, in the 
style seen in the cuts, is better for regular work. 
In the ladies’ costume, perfect liberty about the 
waist and shoulders is the desideratum. Many 
ladies imagine if the skirt be short it constitutes 
the gymnastic costume. The skirt should be short, 
but this is of but little importance compared with 
the fit of the dress about the upper half of the 
body. The belt should be several inches larger 
than the waist, and the dress about the shoulders 
very loose. The best waist is a regular Garibaldi, 
with the seam on the shoulder so short that the arm- 
hole seam is drawn up to the top of the shoulder- 
joint. The stockings should, for cold weather, be 
thick woollen, and for appearance sake another pair 
of cotton stockings may be worn over them ; the 
shoes strong, with broad soles and low heels. THE NEW GYMNASTICS. 
19 
GYMNASTIC APPARATUS. 
Every piece of apparatus should be of black 
walnut, very smooth, and kept scrupulously clean. 
To secure cleanliness there must be provided a 
place of deposit, easy of access, and free from 
dust. 
The Dumb-Bells should be three and a half 
inches thick for men, three inches for women, and 
two and a half inches for small children, with han- 
dles pleasant to the hand. 
The Rings should be made of three pieces of 
wood glued together. We make them six inches 
in diameter, with a body one inch thick. 
The Wand should be four feet long and one inch 
thick for men and women, and about three feet 
long for small children. 
The Club should be twenty inches long and four 
inches thick for men, eighteen inches long and 
three inches thick for women, and fifteen inches 
long and two inches thick for small people. 
A WORD OF ADVICE TO TEACHERS. 
I take the liberty to advise yOv to introduce 
gymnastic exercises in schools, and in private 
classes, in the order published in this work. 
Begin with a few exercises, say from five to ten, 20 
THE NEW GYMNASTICS. 
and repeat them till your pupils can execute with 
accuracy. During the first lesson or two it is well 
to use the music but little, as many explanations 
will be needed, and as the exercises at first must 
be practised with great deliberation. In each suc- 
ceeding lesson three to five additional exercises 
may be introduced. The teacher should insist that 
every pupil stand in his place, with shoulders and 
head drawn well back, and that the very best dis- 
cipline be maintained throughout the lesson. It is 
wise to allow frequent recesses; but while the 
work is in progress perfect attention and silence 
should be maintained. 
FREE GYMNASTICS. 
The word free, as applied to gymnastic exercises, 
lias come to mean, perhaps for no good reason, those 
movements in which the pupils exercise, each by 
himself, without apparatus. The possible variety of 
these movements is almost infinite. Many inven- 
tors and teachers preceded myself in this depart- 
ment. A French author devised more than a thou- 
sand movements. 
The exercises in the following four series are in 
considerable part new, and have been used with sat- 
isfaction in the New Gymnasium. The order is physi- 
ological. Heretofore it has not been uncommon to THE NEW GYMNASTICS. 
21 
repeat consecutively a number of movements involv- 
ing the action of the same set of muscles, producing 
not only fatigue but too strong a determination of 
the blood towards one particular group. The French 
author constantly fell into this grave error. His 
system is impracticable for this reason. 
It will be observed that in the following arrange- 
ment diffusion has been sought. Besides, the physi- 
ologist will observe that the order provokes circu- 
lation always from the main blood-vessels toward 
their natural and successive distributions. Studied 
attention has been bestowed upon this physiologi- 
cal order, without which many of even the most 
important movements would fail to reach their best 
results. 
While free gymnastics are less valuable than the 
exercises with apparatus, because of a too strong 
centripetal tendency in all unloaded exercises, they 
are nevertheless so convenient and susceptible of 
immediate use in the school-room, that they will al- 
ways enjoy a certain popularity. 
I advise teachers to use the order in the Free 
Gymnastics which appears in this book. 
The Free Gymnastics, like the other series, should 
be taught with accuracy. If, for example, the 
teacher command a thrust of the fist upward, let 
it be exactly vertical. The teacher should require 
the class, and then groups of five or three, and 22 
THE NEW GYMNASTICS. 
finally each individual, to execute this thrust until 
the vertical line is secured. 
During the first days the wise teacher will intro- 
duce from five to ten exercises, and, running through 
the whole class, will secure an exact execution by 
each and all. This individual drill in the presence 
of the class leads to appreciation of accuracy, and 
affords opportunity for rest. Besides, the interest 
evoked secures against fatigue. It will be found in 
these series, as in all other gymnastic training, that 
permanency of interest rests upon accuracy in exe- 
cution. No matter how spirited the teacher or fine 
the music, the interest will not be long maintained 
without studied accuracy; but with it the zeal of 
the average pupil will constantly increase. 
ORDER OF FREE EXERCISES. 
No. 1. — Standing in the attitude seen in Fig. 1, 
thrust the left hand down by the side twice, the right 
hand twice, alternately twice, and simultaneously 
twice. This completes one strain of the music. 
No. 2. — Thrust the hands directly outward at 
the side, and repeat as in No. 1. 
No. 3. — The same, but the thrusts are upward. 
Fig. 2. 
The tendency, especially among girls, is to fail in 
thrusting the arms straight upward. THE NEW GYMNASTICS. 
23 
Fig. 1. 
Fig. 2. 24 
THE NEW GYMNASTICS. 
Fig. 3. 
No. 4. — The same, but the thrusts are directly 
and horizontally forward. Fig. 3. 
This thrust should always be exactly horizontal; 
and when both arms are thrust forward, they should 
move in parallel lines. 
No. 5. — Thrust the left hand downward, and re- 
turn once, the right hand the same, then both nearly 
simultaneously, the left, however, preceding the right 
by the fraction of a second ; then both hands simul- 
taneously. 
No. 6. — The same movement, but the thrusts are 
sideways. This, with No. 5, completes one strain 
of music. 
No. 7. — The same, upward. THE NEW GYMNASTICS. 
25 
No. 8. — The same, forward. 
7 and 8, like 5 and 6, will fill one strain of mu- 
sic. 
No. 9. — Thrust the left hand downward once, the 
right the same. This occupies two beats. Now two 
beats more should be given to clapping the hands, as 
seen in Fig. 4. 
No. 10. — The remaining half of the strain is de- 
voted to the same exercise, except that the thrusts 
are sideways. 
No. 11. — The same, with the thrusts upward. 
No. 12. — The same, with the thrusts forward. 
No. 13. — Placing the hands upon the sides, step 
forward, as shown in Fig. 5. On the first beat the 
Fig. 4. 26 
THE NEW GYMNASTICS. 
pupil steps forward, as shown in the cut; on the 
second, he steps diagonally forward to the left; on 
the third, directly sideways ; on the fourth, diago- 
nally backward to the left; on the fifth, directly 
backward ; on the sixth, diagonally backward and 
across the other foot to the right; on the seventh, 
directly sideways to the right, behind the other foot; 
on the eighth, diagonally forward to the right, in 
front of the right foot. 
No. 14. — The same with the right foot. The 
step of the right foot backward, and straight side- 
ways to the left, behind the left foot, are shown in 
Fig. 6. The step sideways to the right of the right 
foot, with the position of the arms, <fcc., is shown in 
Fig. 5. THE NEW GYMNASTICS. 
27 
Fig. 6. 
Fig 7. 28 
THE NEW GYMNASTICS. 
Fig. 7. The step to the left, with the right foot in 
front of the left, is shown in Fig. 8. 
No. 15. — Charge diagonally forward with the left 
foot, as shown in Eig. 9, stamping three times. In 
the first stamp the foot is carried forward its length, 
second stamp the same, third stamp the same, and 
on the fourth beat it comes back to the place of 
beginning. In this case both accented and unac- 
cented beats are employed. 
Same with the right foot. 
Same with the left foot, diagonally backward. 
Same with the right foot, diagonally backward. 
The stamp diagonally backward on the left side is 
shown in Fig. 10. The last four numbers occupy 
but one strain of music. 
Fig. 8. TIIE NEW GYMNASTICS. 
29 
Fig. 9. 
Fig. 10. 30 
THE NEW GYMNASTICS. 
No. 16. — With the hands upon the sides, twist 
the body from side to side. Fig. 11. Eight beats. 
Fig. n. 
No. 17. — Bend the body from side to side. Fig. 
12. Eight beats. 
No. 18. — Bend the body forward and backward. 
Fig. 13. Eight beats. 
No. 19. — This is a difficult exercise to describe or 
to illustrate with a cut. It is, to some extent, a com- 
bination of the last two exercises. Standing upright, 
the hands upon the hips, bend to the left as far as 
possible ; then, without rising to the perpendicular, 
carry the body round so it is bent backward ; then, 
without rising, continue the twisting until the body THE NEW GYMNASTICS. 
31 
Fig. 12. 
Fig. 13. 32 
THE NEW GYMNASTICS. 
is bent to tlie right; still go on with the twisting in 
the same direction, until the body is bent forward. 
Now, without rising, go back through the same move- 
ments, first bending to the right, then backward, then 
to the left, then in front; and now, without stop- 
ping, come to the left again, and then behind, to the 
right, in front, and finally to the right, backward, to 
the left, and to the perpendicular. This exercise oc- 
cupies two strains of music, as a motion is made 
only on the accented beats. 
No. 20. — Turn the head from side to side, as in 
Fig. 14. Eight beats. 
No. 21. — Bend the head from side to side, as in 
Fig. 15. Eight beats. 
Fig. 14. THE NEW GYMNASTICS. 
33 
Fig. 15. 
Fig. 16. 34 
THE NEW GYMNASTICS. 
No. 22. — Bend the head backward and forward, 
as in Fig. 16. Eight beats. 
No. 23. — This exercise is similar to No. 19. An 
attempt is made to illustrate it in Fig. 17. 
Fig. 17. 
No. 24. — Holding the arms directly in front, hori- 
zontal and parallel to each other, carry them a 
few degrees upward, and bring the elbows forcibly 
back. Eight beats. 
No. 25. — With the arms horizontal and parallel 
in front, carry the left arm into the position shown in 
the dotted lines of Fig. 18, twice. Right arm the 
same. Alternately two beats, simultaneously two 
beats. THE NEW GYMNASTICS. 
35 
No. 26. — Beginning with the hands upon the 
chest, thrust downward, then out sideways, then up- 
ward, then forward. Now repeat. In this exercise 
the arms should be vigorously twisted while in the 
act of thrusting. 
Fig. 18. 
No. 27. — Toucli the floor with the hands, without 
bending the knees, then bring the hands to the chest 
upon the unaccented beat, now thrust them directly 
upward, rising to the tips of the toes, then, on the 
unaccented beat, bring them to the chest, then to the 
floor, and continue through one strain of music. 
Fig. 19. 36 
THE NEW GYMNASTICS. 
Fig. 19. 
No. 28. — With the left foot step diagonally for- 
ward to the right, in front of the right foot, a long 
step, and clap the hands over the head, as shown 
in Fig. 20. Same with the right foot. Alternate 
through eight beats. 
No. 29. Stamp with the right foot, then with the 
left, then charge diagonally forward with the left foot 
to the left, swinging the arms backward in the hori- 
zontal plane as you go forward, then rise on the un- 
accented beat to the position of the dotted line, and 
so continue through a strain. Fig. 21. 
No. 30. The same on the right side. THE NEW GYMNASTICS. 
37 
Pig. 20. 
Pig. 21. 38 
THE NEW GYMNASTICS. 
SECOND SERIES. 
No. 1. — Beginning with the fists upon the chest, 
thrust the left downward, bring back to the chest, 
now thrust upward, and so continue through a strain. 
Same with the right hand. Eight beats. Same al- 
ternately, as seen in Fig. 22. Eight beats. Then 
simultaneously. Eight beats. 
No. 2. — Thrust with the left hand directly side- 
ways on the left side, once ; now thrust it in exactly 
Fig. 22. THE NEW GYMNASTICS. 
39 
the opposite direction (on the right side). Alternate 
through a strain. Fig. 23. Same with the right 
hand. Eight beats. Next thrust both hands to the 
left, and then to the right in alternation. Eight 
rig. 23. 
beats. Fig. 24. Then, four times to the left, con- 
secutively, to be followed by four consecutive thrusts 
to the right. 
No. 3. — Standing upright, hands upon the hips, 
thrust the left foot diagonally forward on its own 
side, three times, and stamp on the fourth beat. 
Then thrust the right foot the same, and stamp on 
the fourth beat. Fig. -25. Now, the same, back- 
ward. Fig. 26. 40 
THE NEW GYMNASTICS. 
Fig. 24. 
Fig. 25. THE NEW GYMNASTICS. 
41 
Fig. 26. 
Fig. 27. 42 
THE NEW GYMNASTICS. 
No. 4. — Upright, hands by the sides, carry the 
left hand from this position to the perpendicular over 
the head, without bending the elbow. Be sure it is 
exactly in front, so that, if both arms were being car- 
ried up at the same time, they would be parallel to 
each other. The left arm four times, right arm four 
times. Alternately, four beats. Simultaneously, 
four beats. Fig. 27. 
Fig. 28. 
No. 5. — The same exercise, but the arms are car- 
ried up at the sides. Fig. 28. THE NEW GYMNASTICS. 
43 
Fig. 29. 
No. 6. — Hold the arms horizontal and parallel in 
front, and swing them directly backward, without 
bending the elbow, eight times. Be sure they do 
not, when reaching the backmost point, fall below 
the horizontal plane. 
No. 7. — Raise the left shoulder directly upward 
as far as possible four times, right the same, alter- 
nately four beats, simultaneously four beats. Fig. 
29. 
No. 8. — Holding the closed hands by the side, 
spread them very wide, and thrust the fingers into 
the position seen in the dotted lines of Fig. 30. 
The same at the sides. Fig. 31. 
The same overhead. Fig. 32. 44 
THE NEW GYMNASTICS. 
Fig. 30. 
Tig. 31. THE NEW GYMNASTICS. 
45 
Fig. 32. 
The same holding the hands horizontal and paral- 
lel in front. 
The value of these four finger exercises turns 
upon a wide spreading of the fingers. To young 
ladies ambitious of ease in playing the piano this 
exercise is valuable. 
No. 9. — Stand upright and swing the arms from 
side to side, as in mowing (Fig. 33), four beats. 
Continue the same movement, bending the trunk 
forward at an angle of forty-five degrees from the 
liip-joint, to the end of the strain. Fig. 34. 46 
THE NEW GYMNASTICS. 
Fig. 34. 
No. 10. — Hands upon the hips, draw the elbows 
together behind. Figs. 35 and 36. THE NEW GYMNASTICS. 
47 
Tigs. 35, 36. 
Fig. 37. 48 
THE NEW GYMNASTICS. 
No. 11. — Thrust the hands diagonally forward 
and downward, four beats on the left side, and four 
beats on the right. Fig. 3T. 
No. 12. — Slap the hands about the chest and over 
the shoulders as wood-choppers do to warm their 
hands. Fig. 38. Eight beats. 
Fig. 38. 
No. 13. — Stamp the right foot, then the left, now 
a long step diagonally forward with the left foot on 
its own side, then sway backward and forward dur- 
ing the remainder of the strain. Same on right side. 
Fig. 39. THE NEW GYMNASTICS. 
49 
Fig. 39. 
Fig. 40. 50 
THE NEW GYMNASTICS. 
THIRD SERIES. 
No. 1. — Stamp the right foot, then the left, then a 
long step diagonally forward on the left side with the 
left foot, then inhale to the end of the strain. Now, 
holding the breath, percuss the chest from the collar- 
bone down to the stomach with the flats of the hands 
through a whole strain. Fig. 40. 
Same, stepping forward with the right foot. 
Same, stepping diagonally backward with the left 
foot. 
Same, stepping diagonally backward with the right 
foot. 
No. 2.— Joining the hands just under the shoul- 
der-blades upon the back, thrust them vigorously 
downward eight times. — Fig. 41. 
No. 3. — Hold the arms by the side with clenched 
hands, and twist the arms vigorously four times. 
Hold them out at the sides and repeat. Fig. 42. 
Over the head the same. Horizontally in front the 
same. 
No. 4. — Hold the arms horizontally in front, with 
the palms of the hands in contact. Now, without 
bending the elboivs, draw the hands alternately back- 
ward and forward, if possible, drawing each hand 
entirely off the other. In this exercise the hands 
must not be moved from side to side, but must main- THE NEW GYMNASTICS. 
51 
rig. 41. 
Fig. 42. 52 
THE NEW GYMNASTICS. 
tain the same position in front. This is a particu- 
larly valuable exercise for rigidity of the shoulders. 
Fig. 43. 
Fig. 43. 
No. 5.— Holding the arms loosely by the sides, 
make a large circle with the point of the shoulder 
from behind forwards, first with the left shoulder 
four times, then with the right four times. Alter- 
nately, four beats. Simultaneously, four beats. 
Fig. 44. 
No. 6. — The same, but the circle should be made 
from before backward. Fig. 45. 
No. 7.— Holding the fists firmly in the armpits, 
thrust downward four times with the left hand, four THE NEW GYMNASTICS. 
53 
Fig. 44. 
Fig. 45. 54 
THE NEW GYMNASTICS. 
Fig, 46. 
Fig. 47. THE NEW GYMNASTICS. 
55 
times downward with the right hand. Alternately, 
four beats. Simultaneously, four beats. Fig. 46. 
No. 8. — Holding the hands upon the top of the 
shoulders, repeat No. 7, only the movements are up- 
ward as in Fig. 47. 
No. 9. — Holding the left fist in its armpit, and 
the right fist on the top of the right shoulder, thrust 
the left downward and the right upward. Four 
beats. Now with the right fist in the armpit, and the 
left on the top of the shoulder. Thrust downward 
and upward four times. Alternately, four times. 
When the hand which is thrust downward is to be 
Fig. 48. 56 
THE NEW GYMNASTICS. 
carried to the top of the shoulder, instead of bring- 
ing it up in front of the chest with the bent elbow, 
carry it directly outward at the side, keeping the 
arm straight, and not bending the elbow till you 
have passed the horizontal line. Eight beats. Now 
simultaneously, eight beats. An attempt is made to 
illustrate this circle outward at the side in Fig. 48. 
Tig. 49. 
No. 10. — Standing in the position seen in Fig. 
49, carry the left arm to the horizontal in front with 
much force, stopping exactly in the horizontal plane. 
Right arm the same. Alternately, four heats. Si- 
multaneously, four beats. 
No. 11. — Holding the arms horizontal in front, THE NEW GYMNASTICS. 
57 
carry them to the perpendicular over the shoulders 
in the same order as in the last figure. 
No. 12. — At the close of No. 11, the arms being 
perpendicular over the head, move the whole body 
with the arms from side to side. The motion of the 
body is illustrated in Fig. 12 of the Free Gymnastics. 
No. 13.— Stamp the right foot, then the left. Now 
a long step diagonally forward with the left foot, 
looking backward over the right shoulder. Hold in 
this position through eight beats. Same on the right 
side. Same diagonally backward on the left side. 
Same diagonally backward on the right side. 
FOURTH SERIES. 
In the fourth and concluding series a number of 
exercises which have already appeared in the preced- 
ing series are repeated, most of them with variations 
more or less important. 
No. 1. — Hold the left foot a little from the floor, 
diagonally forward, and make a circle with its toe 
through four beats. Same with the right foot. Fig. 
50. 
No. 2. — Crossing the hands on the back, thrust 
them downward eight times. Fig. 51. Let this be 
done with great force. 
No. 3. — Standing on the right foot, make a circle 58 
THE NEW GYMNASTICS. 
Fig. 50. 
Fig. 51. THE NEW GYMNASTICS. 
59 
at the side with the left, from behind forward. Four 
beats. Same with the right foot. Fig. 52. 
Fig. 52. 
No. 4.—Interlock tlie fingers on the back of the 
head, and draw the head just as far backward as 
possible, and hold there, pulling forward with your 
hands with as much force as possible. Eight beats. 
Fig. 58. 
No. 5. — Holding the hands upon the back, as seen 
in Fig. 54, thrust diagonally downward and backward. 
Eight beats. 
No. 6. — Execute the movement seen in Fig. 55, 
eight times. 
No. T. — Hands upon the hips, draw the elbows 
with great force backward, and try to touch them. 
Eight times. Fig. 56. 60 
THE NEW GYMNASTICS. 
Fig. 53. 
rig. 54. THE NEW GYMNASTICS. 
61 
Fig. 55. 
Tig. 56. 62 
THE NEW GYMNASTICS. 
No. 8. — Placing the hands upon the hips, sit 
down upon the heels. Eight times. Fig. 5T. 
Pig. 57. 
No. 9. — Bend backward, as seen in Fig. 58. 
Eight beats. 
No. 10.—Thrust the left hand, the first time 
directly upward, and then three times as seen in 
Fig. 59. Right the same. 
No. 11.—Bend from side to side, as seen in Fig. 
60, eight times. It will be observed that this is a 
more vigorous exercise than No. 12 in the first series. 
It is fairly presumed that persons who have worked 
up to this point successfully may intensify this very 
difficult but profitable exercise. THE NEW GYMNASTICS. 
63 
Tig. 58. 
Vis- 59. 64 
THE NEW GYMNASTICS. 
Fig. 60. 
Fig. 61. THE NEW GYMNASTICS. 
65 
No. 12. — Execute the movement represented in 
Fig. 61, eight times. 
No. 13. — Draw the knee of the left leg into the 
position seen in Fig. 62, four times. The right knee 
the same. 
rig. 62. 
No. 14. — Execute the movement seen in Fig. 63, 
very slowly, only moving on the accented beats. 
No. 15. — Holding the left hand upon the side, 
with the right arm over the head, bend towards the 
left and take four deep breaths. Same on the other 
side. Fig. 64. 
No. 16. — Hold the hands as in Fig. 65, and 
thrust them vigorously backward, as seen in the 
dotted lines. Eight times. 66 
THE NEW GYMNASTICS. 
No. IT. — Carry the left foot forward, and perform 
a semicircle with the toe, four times. Same with the 
right foot, four times. Fig. 66. Eight beats. 
Fig. 63. 
Fig. 64. THE NEW GYMNASTICS. 
67 
Fig. 65. 
Fig. 66. 68 
THE NEW GYMNASTICS. 
No. 18. — Interlocking the fingers upon the back 
of the head, and drawing the head backward as 
vigorously as possible. Sit down on the accented 
beats eight times. Fig. 67. 
No. 19. — Carry the left foot and the right in 
alternation, each in the direction represented in the 
dotted lines. Fig. G8. If the pupils cannot balance 
without using their arms, the position of the hands 
upon the hips may be abandoned. 
No. 20. — Draw the hands backward and forward 
without moving from side to side, Fig. 43, (keeping 
the elbows stiff as in that exercise,) holding them 
horizontal in front. Four beats. Then carry them 
down into a position near the person, and thrust the 
Fig. 67. THE NEW GYMNASTICS. 
69 
Fig. 68. 
rig. 69. 70 
THE NEW GYMNASTICS. 
fingers widely and vigorously outward. Four beats, 
as seen in Fig. 69. 
§ 
No. 21. — Perform the exercise seen in Fig. 70, 
eight times, alternating the hands. 
rig. to. 
No. 22.— Strike the attitude seen in Fig. 71, four 
times on either side, tilling two strains of music. 
No. 23. — Strike the" hold and effective attitude 
seen in Fig. 72, and maintain it during four beats on 
either side. 
No. 24. — Now change the music to such as would 
be used in rapid dancing, and hop, four times on the 
left toe, four times on the right toe. Alternately, THE NEW GYMNASTICS. 
71 
four times, as seen in Fig. 73, and simultaneously, 
four times. 
Fig. 71. 
Fig. 72. 72 
THE NEW GYMNASTICS. 
Make a skipping exercise backward and forward, 
the two feet passing each other through eight beats. 
Then hop with both feet eight times, crossing the feet 
each time on coming to the floor. 
Fig. 73. THE new gymnastics. 
73 
DUMB-BELLS. 
The dumb-bell has been in use more than two 
thousand years. It was highly prized by the Greeks, 
among whom it obtained the peculiar forms seen in 
the cut. 
WEIGHT OF THE DUMB-BELL. 
Heretofore, heavy iron bells have been preferred. 
The German Gymnasium has approved those weigh- 
ing from fifty to one hundred pounds, but more re- 
cently Schreber and other magnates in German 
gymnastics have condemned such weights, and ad- 
vocated bells weighing from two to five pounds. 
In my own early experience as a teacher of gym- 
nastics, I advocated heavy dumb-bells, prescribing 
for those who could put up one hundred pounds a 
bell of that weight; and, as my success had always 74 
THE NEW GYMNASTICS. 
been with heavy weights, pride led me, I fear, to 
continue their use long after I doubted their value. 
PHILOSOPHY OF THE LIGHT WEIGHTS. 
It is said that dumb-bells of two pounds’ weight 
may do for women and children, but cannot answer 
the requirements of strong men. 
The weight of the dumb-bell must be determined 
by the manner of its use. If only “ put up,” one 
or two pounds would be absurd ; but if used as in 
the New Gymnastics, one of ten pounds is beyond 
the capacity of the strongest. 
Some years ago we enjoyed a hearty laugh at 
the expense of a class of young men who, in our 
Gymnasium, organized an insurrection against the 
wooden dumb-bells. Through a committee they 
asked for iron ones. I procured some weighing 
three pounds. The young men used them part of 
one evening, but when asked, on assembling the 
following evening, which bells they would have, re- 
plied, “ The wooden ones will do.” 
If the dumb-bell is to be used as in the German 
Gymnasium, — if it is simply to be put up and then 
put down again, — of course it should be heavy; 
else there is no exercise. But if used in a great 
variety of ways, the performer assuming number- 
less attitudes and moving the half-thousand mus- THE NEW GYMNASTICS. 
75 
cles, each and all in turn in every possible way, 
the bell must be light. There need be no contro- 
versy. We of the “light-weight” party agree that 
if the bells are used as you of the “ heavy-weight ” 
party use them, they must be heavy, but if as we 
use them, then they must be light. If any of you 
doubt it, we ask you to try our exercises with heavy 
weights. 
A man has five hundred muscles, some of them 
almost microscopic, others of prodigious size. These 
muscles are longitudinal, transverse, oblique, — in- 
terwoven in a most wonderful manner; long and pa- 
tient study are required to master their relations. 
Who can suppose that slow, heavy, direct, and 
simple movements can answer the demands of this 
varied and wondrous structure ? 
The highest physiology demands a balanced, har- 
monious development of the motor apparatus. This 
is secured only by a balanced and harmonious ex- 
ercise of the entire muscle structure. In this view 
the thoughtful reader will comprehend the great 
value of the scores of attitudes and movements in- 
volved in the exercises of the New School. The 
muscles of every part, — the longitudinal, transverse, 
and oblique, — all come in for their share of the work. 
No physiologist, after a moment’s thought upon 
the subject as thus presented, can hesitate to de- 
clare for apparatus of such weight as will permit 76 
THE NEW GYMNASTICS. 
the entire muscle structure to participate in the 
training in the most varied and complete ways. 
THE MODEL GYMNAST. 
We visit the circus. Let us study three per- 
sons,— the man who lifts the cannon, the India- 
rubber man, and the general performer. The lifter 
and the India-rubber man are the extremes ; neither 
is in the highest physiological condition. The gen- 
eral performer is our model. He cannot lift a can- 
non, nor tie himself in a knot. He occupies a 
midway point between the two extremes. He is 
neither the slow cart-horse nor the loose-jointed 
animal, but he is the fine, active, agile, vigorous 
carriage-horse. He is, in a certain sense, strong ; 
but it is the strength of grace, flexibility, agility, 
and endurance. 
TRAINING OF HORSES. 
My neighbor owns a score of superior, fast horses. 
He is training them for the market. He owns like- 
wise a number of cart-horses for his farm work. 
Passing his estate I observe the cart-horses tugging 
away at great loads ; but the horses which he trains 
for carriage service are driven before light wagons. 
My neighbor is wise about the education of this 77 
THE NEW GYMNASTICS. 
animal. We will call upon him. You believe in 
heavy gymnastics. I believe in light gymnastics. 
We seek his inodes of training horses. You shall 
do the talking. 
“ Mr. M., why don’t you put these horses which 
you train for the carriage before the cart ? ” 
“ It would spoil them.” 
“ Spoil them! nothing would so contribute to the 
size and strength of their muscles. Sec what im- 
mense legs your cart-horses show! ” 
“ I doubt not a heavy cart would increase the size 
of their muscles, but it would develop certain of 
the large muscles only, and even these would ac- 
quire little freedom of motion.” 
“ But don’t you think a carriage-horse .should be 
strong ? ” 
“ Yes, but not the strength that is displayed in 
the slow, limited movements of the cart-horse. He 
should be trained to wide, free, dashing motions ; 
this is indispensable to carriage service. If worked 
before a cart, and required to draw heavy weights 
by slow and great exertions, he would soon be ca- 
pable of no other movements.” 
“ Do you think that tine, spirited horse yonder 
could be changed into a slow, stiff cart-horse ? ” 
“ Nothing is easier; one or two years of cart 
work would accomplish it. Besides, I have several 
cart-horses that you would little suspect of style, 78 
THE NEW GYMNASTICS. 
which my trainers could change in a year or two 
to fine, stylish carriage-horses.” 
“ Don’t you think there is a born difference ? ” 
“ Undoubtedly, but there is a wide range left for 
education. Now observe that cart-horse approach- 
ing us ; see how slowly he liioves his limbs. For 
several years he has worked at heavy loads. The 
man walking by his side has the same gait. He 
has likewise been engaged in slow, heavy work. I 
can change the man and the horse in time so that 
you would hardly know them.” 
“ But don’t you think they are stronger now than 
they would be after such light training?” 
“ Yes, stronger for heavy loads, hut not so ca- 
pable of tapid, flexible, and agile movements.” 
“ But don’t you think, sir, the man and horse are 
more healthy in their present condition ? ” 
“ By no means; these fine carriage-horses are 
quite as healthy as those working before the carts ; 
and they have a still more vigorous circulation. 
See the veins stand out upon that light-stepping 
creature! A year of cart service would nearly 
bury them, while a year of the best carriage train- 
ing would develop the same large veins upon this 
cart-horse. The fact is the carriage-horse has a 
higher and nobler life than the cart-horse. He 
runs through the whole range of his capacities, 
while the cart-horse is in a state of comparative 
dormancy.” THE NEW GYMNASTICS. 
79 
Passing by the cart-horses among men, those who 
for any reason must devote their lives to bearing 
heavy burdens, and considering those classes only 
whose physical training is the subject of scientific 
consideration, may I not say, that the movements 
involved in the pleasures and business of their 
lives correspond to those required in the fine car- 
riage-liorse. 
The physiological laws brought to light in this 
conversation with my neighbor are applicable to 
man. Lifting great weights affects him as drawing 
heavy loads affects the horse. So far from man’s 
body being an exception to this law, it bears with 
peculiar force upon him. Moving great weights 
through small spaces produces a slow, inflexible 
man. No matter how flexible the boy of sixteen, 
let him engage in carrying heavy bags up stairs, 
or in unloading barrels of flour, and in five years 
he will become as inflexible as a slow cart-horse. 
INFLUENCE ON THE NERVOUS SYSTEM. 
When we consider that the nervous system is the 
central fact of our life, that its elastic, vigorous 
condition is, after all, the aim of all hygienic meas- 
ures, the superiority of the New School of physical 
culture becomes most striking. 
Can any one doubt that boxing and small-sword 80 
THE NEW GYMNASTICS. 
drill will do more to give elasticity and tone to 
the nervous system than lifting kegs of nails ? Is 
not a more complete marriage of nerve and muscle 
the physiological purpose of all this physical train- 
ing ? And can any one doubt for a moment that 
the almost infinite variety of graceful, dashing 
movements, the difficult attitudes, the skilled poise, 
and the complete combinations seen in the exer- 
cises of the New Gymnastics are superior to lifting 
heavy dumb-bells, and the other heavy, straining 
work advocated by the “lifting” school? 
IMPORTANCE OF ACCURACY. 
Without accuracy in tlie performance of the feats, 
the interest must be transient. This law finds ex- 
emplification in military training. Those who have 
studied our infantry drill have been struck with its 
utter simplicity, and have wondered that men can, 
without disgust, repeat its details daily for years. 
If, indeed, the drill-master permit carelessness, au- 
thority alone can force the men through the evo- 
lutions ; hut if he enforce the greatest accuracy, 
they return to their task every day with fresh and 
increasing interest. 
What accuracy is possible in heavy dumb-bell, 
and other slow and heavy movements ? But in the 
exercises of the New School there is opportunity THE NEW GYMNASTICS. 
81 
for all the accuracy inculcated in the most elab- 
orate military drills. 
I was a student of boxing and fencing under the 
best masters. In neither is there such a chance for 
fine posturing, wide, dashing motion, and studied 
accuracy as is found in the New Gymnastics. 
THOROUGH WORK IN THE NEW SCHOOL. 
But it is said if you use bells weighing only two 
pounds you must work an hour to reach the exer- 
cise which the heavy bells will furnish in ten min- 
utes. I need not inform those who have practised 
the New Gymnastics that this objection is made in 
ignorance. On the contrary, if you work to the 
full, in less than fifteen minutes, legs, hips, back, 
arms, shoulders, neck, lungs, and heart will all 
plead for rest. 
INFLUENCE UPON THE LUNGS AND HEART. 
One of the great advantages of the exercises of 
the New School is found in the complete action of 
the organs of the chest. Speaking in a general 
way, those exercises in which the lungs and heart 
are made to go at a vigorous pace are among the 
most useful. The double-quick of the soldier con- 82 
THE NEW GYMNASTICS. 
tributes more in five minutes to liis digestion and 
endurance than the ordinary drill in two hours. 
In conclusion upon this point, I would suggest, 
that, as our artificial training is designed to fit us 
for the more successful performance of the busi- 
ness of life, the training should be in character 
somewhat assimilated to the average motions in- 
volved in the performance of these duties. If you 
would train a horse for the carriage, you surely 
would not prepare him by a slow pace before a 
heavy load! If you did, the first fast drive would 
go hard with him. Just so with a man. If he is 
to lift hogsheads of sugar or barrels of flour as a 
business, he may be trained by heavy lifting; but 
if his business requires the average velocity and 
free motions of other human occupations, then, 
upon the basis of a heavy, slow training, he would 
find himself in the condition of the dray-horse who 
is pushed before the light carriage. 
Much is said of the exhaustion of the movements 
of the New School. All this talk about expendi- 
ture of vitality is full of sophistry. Writers speak 
of our stock of vitality as of a vault of gold, upon 
which you cannot draw without lessening the quan- 
tity ; whereas it is rather like the mind and heart, 
enlarging by action, gaining by expenditure. It is 
not true that in either intellectual or physical train- 
ing, bold, brilliant efforts, under proper conditions 83 
THE NEW GYMNASTICS. 
and limitations, exhaust the powers of life. On the 
contrary, it is in vigorous, bold, dashing, brilliant 
efforts that we acquire bold, dashing, and brilliant 
powers. 
Therefore, I advise that persons of both sexes and 
of all ages, possessing average vitality, should, in 
the department of physical education, employ light 
apparatus and execute a great variety of feats which 
require skill, accuracy, a quick eye and hand, pres- 
ence of mind, and courage, — in brief, which de- 
mand a vigorous and complete exercise of all our 
powers. 
SIZE AND QUALITY. 
The “ big-muscle ” men seem to appreciate noth- 
ing but size. They think we can determine constitu- 
tion and health by the tape line ; that all exercises 
whose results are not determinable by measure- 
ment are worthless. Need I say that there are 
other conditions of brain, muscle, and other tissues 
far more important than size. Surely it is only 
this mania for monstrous arms and shoulders that 
could have misled the intelligent gymnast on this 
point. 84 
THE NEW GYMNASTICS. 
DUMB-BELL EXERCISES. 
Many of the exercises 'with the bells, it will be 
observed, consist of what are known as a Movement 
and an Attitude. In every case the first half of the 
strain of music, or the first four beats, is devoted to 
the movement, the second half to the attitude, in 
which there is no movement. If this is kept in 
mind it will prevent all confusion in the descrip- 
tions of these exercises. 
No. 1. — Hold the dumb-bells in the position seen 
in Fig. 1. They should bo precisely in the same 
Fig. 1. 
line, so that a straight rod passing lengthwise 
through one, would, if continued, pass through the THE NEW GYMNASTICS. 
85 
other. Pupils generally fail in this. The teacher 
should insist upon exactitude in this beginning 
position. The pupil should be watched and cor- 
rected till this position is secured. Now twist the 
dumb-bells half way round, so they shall have ex- 
actly the same position as in the cut, only the back 
of the hand is forward instead of backward. Re- 
peat this four times. Bring the bells to chest on 
fourth unaccented beat. 
Attitude. — Left foot diagonally forward, long step. 
Body half-way to floor. Body and right leg in a 
straight line. Turn face over left shoulder. Keep 
still four beats. 
No. 2. — Hold the dumb-bells in the position seen 
in Fig. 2. Secure great accuracy. Twist four times, 
just half way round. 
Fig. 2. 86 
THE NEW GYMNASTICS. 
For the attitude charge on the right side, just as 
in No. 1 you charged on the left. The twisting oc- 
cupies four beats; the attitude should occupy four. 
No. 3. — Hold the dumb-bells as in Fig. 3, the 
arms exactly horizontal and the dumb-bells pre- 
cisely parallel to each other. Twist four times. 
This exercise occupies four beats. 
Fig. 3. 
For the attitude charge the left foot diagonally 
backward, dumb-bells at the sides, as in Fig. 4, 
while the head is turned over the left shoulder. 
No. 4. — Holding the dumb-bells in the position 
seen in Fig. 5, with the arms exactly perpendicular 
and parallel to each other, and with the dumb-bells THE NEW GYMNASTICS. 
87 
Fig. 4. 
Fig. 5. 88 
THE NEW GYMNASTICS. 
iii exactly tlie same line, twist them as before four 
times, turning them just half way round, as in the 
other twists. 
Let the attitude be the same as in Fig. 4, only 
on the other side. 
No. 5. — Hold the dumb-bells in the position seen 
in Fig. 6. This position I may remark is very im- 
portant. (The artist has bent the wrist, which is 
Fig. 6. 
wrong.) There is perhaps nothing in the whole 
dumb-bell series as useful as this attitude. The 
bells should be just as far apart as the points of the 
shoulders, and quite perpendicular and parallel to 
each other The elbows must be drawn far behind, 
and the wrists must not be bent. Thrust downward, 
as in Fig. 7. Bring back to the chest, always being THE NEW GYMNASTICS. 
89 
careful to carry tlicm to exactly tlie same position on 
tlie chest. Now thrust them outward, as in Fig. 8. 
rig. 7. 
Tig. 8. 90 
THE NEW GYMNASTICS. 
Now thrust them upward, as in Fig. 9. Back to the 
chest again. Thrust forward, as in Fig. 10. 
Fig. 9. 
Attitude (Fig. 11). If the back suffers in this 
attitude, use Fig. 12, feet together. 
No. G. — Repeat this exercise, with the same 
attitude on the right side. (I may remark, that 
when the dumb-bells arc thrust downward by the 
sides, they should be exactly horizontal and par- 
allel to each other ; when they are thrust outward 
at the sides, they should be exactly perpendicular 
and parallel; when they are thrust upward, they THE NEW GYMNASTICS. 
91 
Fig. 10. 
Fig. 11. 92 
THE NEW GYMNASTICS. 
Fig. 12. 
should be exactly horizontal and parallel, and when 
thrust forward, they should be perpendicular and 
parallel. Every good teacher will study to secure 
this accuracy. I should prefer to have a class learn 
only these four movements, and do them well, than 
to have them learn the whole series, and execute 
them in a loose and careless way.) 
No. T. — Holding the dumb-bells by the sides, 
draw the left dumb-bell into the armpit, once ; 
then the right dumb-bell once, simultaneously two 
beats. Fig. 13. THE NEW GYMNASTICS. 
93 
Fig. 13. 
It is important that the elbow should he thrust 
out sideways as nearly as possible. If the elbow is 
carried as far backward as is represented in Fig. 
14, the exercise will fail to reach its legitimate 
uses. In this movement, when the dumb-bell 
strikes in the armpit, it must be exactly horizontal. 
The attitude is sitting down upon the heels, the 
dumb-bells on the floor. 
No. 8. — Holding the dumb-bells on the top of 
the shoulders, thrust the left one up once, the right 
one once, simultaneously twice. 
The attitude is found in thrusting the dumb-bells 
directly upward and rising to the tips of the toes, 
holding in this position four beats. 94 
THE NEW GYMNASTICS. 
rig. 14. 
Fig. 15. THE NEW GYMNASTICS. 
95 
Fig. 16. 
No. 9. — Holding tlie dumb-bells as in Fig. 15, 
twist four times as in tlie previous twisting. 
For the attitude charge with tlie left foot diago- 
nally forward, turning tlie face over tlie shoulder, 
as in Fig. 16. 
No. 10. — With tlie left arm directly upward, palm 
in front, right arm horizontal, outward at the side, 
palm upward, twist dumb-bells just half way round, 
observing great precision. 
The attitude for this exercise, which should occupy 
the last four beats of the measure as usual, is the 
mate to the attitude shown in Fig. 16. 
No. 11. —Eight arm held perpendicular over the 96 
THE NEW GYMNASTICS. 
shoulder, palm in front, the left arm horizontal, out- 
ward at the side, Fig. 17, twist four times. 
Fig. 17. 
Attitude, charge diagonally backward with the 
left foot (Fig. 4), hands on the sides, but look over 
the right shoulder. 
No. 12. — Hold the dumb-bells in the position 
represented in Fig. 18, and twist four times. 
The attitude is the mate to that described in 
No. 11. THE NEW GYMNASTICS. 
97 
Fig. 18. 
SECOND SERIES. 
No. 1. —Dumb-bells upon the chest, thrust tho 
left hand downward, bring back to the chest, thrust 
it upward, back to the chest. Now the right hand 
the same. This will fill four beats. 
Attitude seen in Fig. 20, only the left arm is be- 
hind. 
No. 2. — The next exercise is mostly a repetition 
of the last. Tho dumb-bells upon the chest, the 
left hand is thrust downward and the right hand 
upward at the same time; then the left is thrust 98 
THE NEW GYMNASTICS. 
upward and the right downward (Fig. 19) ; then 
both hands are thrust downward and both upward. 
Fig. 19. 
The attitude is the mate of the last one, and is 
seen in Fig. 20. 
No. 3. — Dumb-bells upon the chest, thrust the 
left bell directly forward once, right once (Fig. 21), 
simultaneously twice. 
Attitude. — Turn suddenly, facing towards the 
left, charge into the attitude seen in Fig. 22. 
No. 4. — Holding the hells directly in front, 
arms straight, horizontal and parallel, twist the body 
without altering the relation between the arms as THE NEW GYMNASTICS. 
99 
Tig. 20. 
Fig. 21. 100 
THE NEW GYMNASTICS. 
Fig. 22. 
far to the left as you can, without moving the feet, 
on the unaccented beat bring them in front, on 
the next accented beat carry them to the right as 
far as you can turn, on the unaccented, back to the 
front, and so continue through the first half of the 
measure. 
The attitude is the counterpart of the last. 
No. 5. — Arms horizontal and parallel in front. 
Swing the left arm vigorously backward over the 
shoulder without bending the arm, two beats, right 
the same (Fig. 23), alternately two beats, simul- 
taneously two beats. 
No. 6. — Arms held as in Fig. 24, left and right 
are swung up alternately to the perpendicular, as 
seen in the dotted line of the figure, through four 
beats; then simultaneously four beats. 
No. 7. — Arms in the horizontal position in front, THE NEW GYMNASTICS. 
101 
Fig. 23. 
Fig. 24. 102 
THE NEW GYMNASTICS. 
swing the left one in the horizontal plane as far 
round behind without bending the elbow as pos- 
sible, two beats, right arm twice, both arms alter- 
nately two beats, and simultaneously twice, being 
careful to keep in the horizontal plane. 
No. 8.—In the next exercise you turn on the 
feet a quarter of the way round, facing towards 
the left of your former position. Now, beginning 
with the dumb-bells on the chest, thrust the left 
hand directly backward and the right hand for- 
ward ; then the right backward and the left for- 
ward. Repeat, occupying four beats. The atti- 
tude is a repetition of Fig. 22, except that the 
charge is towards the end of the hall, where the 
leader stands. 
No. 9. — Face in the direction exactly opposite 
that in which you stood in the beginning of the 
last exercise, or to the right of your usual posi- 
tion in the hall. While thus standing, turn sud- 
denly to the left without moving the feet, and 
thrust the dumb-bells straight upward. Turn now 
as far round to the right as you can without mov- 
ing the feet, and thrust directly upward. Repeat, 
filling four beats. 
Attitude the same as Fig. 22, except that you 
charge down the hall away from the leader. 
No. 10. — Pupil upright, arms horizontal and 
parallel in front, bring the dumb-bells forcibly into 
the position seen in Fig. 25, four times. THE NEW GYMNASTICS. 
103 
Fig. 25. 
The attitude of this exercise is represented in 
Fig. 26. 
Fig. 26. 104 
THE NEW GYMNASTICS. 
THIRD SERIES. 
No. 1. — Stamp with the right foot, then with the 
left, charge into the position seen in Fig. 27. In 
this attitude, maintaining the same position of the 
arms, sink downward and return again twice, thus 
occupying half the strain. Stamp the left, then 
Tig. 27. 
the right, and perform the same on the right side. 
No. 2. — Hands hy the sides, bring the left arm 
in front to the perpendicular over the shoulder 
twice, right twice, alternately two beats, simul- 
taneously two beats. 
No. 3.— Stamp the right foot, then stamp the 
left, and charge out sideways to the left, rising and 
sinking, as in Fig. 28, thus occupying half a strain. THE NEW GYMNASTICS. 
105 
Fig. 28. 
Then stamp the left foot, the right, and charge to 
the right to fill up the other half of the strain. 
No. 4. — Dumb-bells by the sides, swing the left 
without bending the elbow to the perpendicular over- 
head, then the right, &c., &c. Let the line of move- 
ment be at the side instead of in front, as in the pre- 
vious exercise, eight beats. 
No. 5. — After the regular stamping the pupil 
should charge in the manner illustrated in Fig. 29. 
Fill up half the measure on one side and half on 
the other side. 
No. 6. — Begin in the position represented in the 
plain black lines of Fig. 30. Now make a grand 
circle in the direction seen in the dotted line in the 106 
THE NEW GYMNASTICS. 
Fig. 29. 
Fig. 30. THE NEW GYMNASTICS. 
107 
figure, and so swing from side to side through eight 
beats. 
No. 7. — Taking the position seen in Fig. 31, but 
on the left side, thrust alternately and simultane- 
rig. 31. 
Fig. 32. 108 
THE NEW GYMNASTICS. 
ously, as seen in Fig. 32, through the whole strain. 
Eepeat, charging to the right. 
Fig. 33. 
No. 8. — Dumb-bells in front of the chest as seen 
in Fig. 33. Now draw the elbows directly backward 
in a horizontal plane through a whole strain. 
No. 9. — Stamp the right foot, then the left, then 
step the left foot diagonally forward a short step, say 
one foot, at the same time swinging up the arms into 
the position seen in Fig. 34, and immediately bring 
the dumb-bells down to the position seen in Fig. 35, 
then into the position seen- in Fig. 36. 
No. 10. — Stamp the left foot, then the right, and 
repeat the same on the other side. 
No. 11. — Stamp the right foot, then the left, and THE NEW GYMNASTICS. 
109 
rig. 34. 
Fig. 35. 110 
THE NEW GYMNASTICS. 
Fig. 36. 
charge a long step to the left, and move the right 
arm, as seen in Fig. 37, eight beats. The same on 
the other side. 
Fig. 37. 
No. 12. — Arms horizontal and parallel in front, 
dumb-bells perpendicular, swing in tlie horizontal 
plane directly backward as far as possible, eight 
times. (Fig. 38.) THE NEW GYMNASTICS. 
111 
Fig. 38. 
Fig. 39. 112 
THE NEW GYMNASTICS. 
No. 13. — Stamp the right foot, then the left, then 
charge diagonally forward with the left foot, at the 
same time thrusting the bells directly upward, left, 
right, alternately, simultaneously (Fig. 39). The si- 
multaneous movement is seen in Fig. 40. 
No. 14. — Dumb-bells on the chest, thrust them 
directly forward, alternately, through a whole strain, 
as was done in Fig. 3, Free Gymnastics. 
No. 15. — Stamp with the right foot, then with 
the left, step diagonally backward with the left 
foot and thrust the two hands upward alternately, 
two beats (Fig. 41), and simultaneously, as in 
Fig. 42. 
No. 16. — The same on the other side. 
Fig. 40. THE NEW GYMNASTICS. 
113 
Fig. 41. 
Fig. 42. 114 
THE NEW GYMNASTICS. 
FOURTH SERIES. 
No. 1. — Holding the dumb-bells on the chest, 
thrust the left dumb-bell out sideways, and as far 
back of the sideways line as convenient, and bring it 
around in a large sweep, keeping it however in the 
horizontal plane, and bring it back to the chest, two 
beats, the right arm the same, two beats, alternately 
two beats, and simultaneously two beats. (Fig. 43.) 
Tig. 43. 
No. 2. — Holding the dumb-bells by the side, turn 
quickly to the left without moving the feet, and 
bring the dumb-bells into the position seen in Fig. THE NEW GYMNASTICS. 
115 
12. Bring down to the sides again, turn suddenly 
as far to the right as possible without moving the 
feet, and swing the dumb-bells up as before; so al- 
ternate through a whole strain. 
No. 3.—Beginning with the dumb-bells upon the 
chest, sit down and touch the floor with the bells, 
as seen in the dotted line of Fig. 44. Then return 
them to the chest, rise to the tips of the toes and 
thrust the dumb-bells as high as possible, and alter- 
nate between these two movements though a whole 
strain. 
rig. 44. 116 
THE NEW GYMNASTICS. 
No. 4. — Holding the dumb-bells on the tops of 
the shoulders, thrust the left directly out at the 
side twice, the right one twice, alternately two 
beats, simultaneously two beats. (Fig. 45.) 
Fig. 45. 
No. 5. — Begin with the dumb-bells on the chest 
in front, thrust horizontally in front, carry them up 
so as to bend backward, then bring them down 
again to the horizontal in front, and to the floor 
(Fig. 46), eight beats. 
No. 6. — Stamp with the right foot, then with the 
left, then charge to the left as in the dotted lines 
of Fig. 47, a whole strain on the left, and a whole 
strain on the right. This exercise should be done 
with great deliberation, charging only on every sec- 
ond accented beat. THE NEW GYMNASTICS. 
117 
Fig. 46. 
Fig. 47. 118 
THE NEW GYMNASTICS. 
No. 7. — Standing in the position seen in the up- 
right figure (Fig. 48), stamp three times, departing 
in each step farther and farther from the perpen- 
dicular until on the third stamp you reach the posi- 
tion seen in the oblique figure of Fig. 48. This 
movement is done only on the accented beats. 
Same on the other side. 
Fig. 48. 
No. 8. — Charge at a single step into the posi- 
tion seen in the oblique figure, (Fig. 48,) and rising, 
charge at once on the other side. Thus alternate 
through a whole strain. 
No. 9. —Hands on the chest, thrust the left hand 
directly forward, and swing it in the horizontal plane THE NEW GYMNASTICS. 
119 
as far behind as possible, a half strain. Bring it 
then to the chest. Thrust the right hand out in 
front, and repeat the movement to the end of the 
strain. (Fig. 49.) 
Tig. 49. 
No. 10. — Stamp with the right foot, then with 
the left; then, charging out with the left foot side- 
ways, remain there and swing the arm, as seen in 
Fig. 50, half a strain, on each side. 
The music may now change to the Anvil chorus. 
No. 11. — The pupil takes the position seen in 
Fig. 51, and bringing the arm which is over the 
shoulder through the course of the dotted line 
above, strikes with its dumb-bell the bell held in 
the other hand, driving it swiftly through the course 
of the dotted line below. The arms have now 120 
THE NEW GYMNASTICS. 
Fig. 50. 
Tig. 51. THE NEW GYMNASTICS. 
121 
changed their position. The upper dumb-bell again 
strikes the dumb-bell in front, driving it in its turn 
to the position over the shoulder. Having struck 
the dumb-bell in front with the one over the shoul- 
der once with each bell, on the third movement 
Fig. 52. 
hit the dumb-bell in front from below, the striking 
bell passing through the line represented by the 
dots below. Of course the dumb-bell in front, being 
thus struck, will reach the shoulder, passing through 
the upper dotted line. The other bell the same.* 
* This stroke from the back of the shoulder was devised by one 
of the graduates of our Normal School, Mr. R , of Philadel- 
phia. 122 
THE NEW GYMNASTICS. 
On the fifth beat step diagonally forward with the 
left foot, and swing the dumb-bells with a large 
sweep up at the sides, hitting them together. (Fig. 
52.) Execute this movement twice on each side, 
thus filling the strain of music. 
No. 11. — Now repeat the exercise shown in Fig. 
51 during the first half of the strain of music, and 
fill the last half of the strain by the movement 
seen in Fig. 53. 
rig. 53. 
No. 12. — Repeat the exercise in Fig. 51 four 
beats, and conclude the strain of music by the 
movements shown in Figs. 54 'and 55. The move- THE NEW GYMNASTICS. 
123 
Tig. 54. 
Tig. 55. 
ments shown in Pigs. 54 and 55 should be alter- 
nated through four beats to finish the strain. 
No. 13. — Repeat again the exercise seen in Fig. 
51. through half the strain, and close it by the ex- 
ercise shown in Fig. 50. This last movement oc- 
cupies two beats on one side and two beats on the 
other. 124 
THE NEW GYMNASTICS. 
THE RINGS. 
During 1860 I thought much of an order of ex- 
ercises involving a new philosophy, — exercises of 
a composite nature. 
I had observed that all movements and games in 
which two persons touched or assisted each other 
were especially interesting. The great interest of 
dancing turns upon this personal contact. I fre- 
quently asked myself, “ Why cannot the charm of 
this personal magnetism be enjoyed in gymnastics ? ” 
This thought led to the practice of joining the 
pupils in couples. They joined, for example, their 
right hands, and, spreading the feet to make a firm 
base, thrust the hands alternately backward and 
forward, then the left hands, and then the two al- 
ternately and simultaneously. These and various 
other movements with the joined hands were de- 
vised and used for many weeks. But the hands, 
soon becoming moist from perspiration, were apt 
to slip, and if a lady and gentleman were exer- 
cising together, his efforts to prevent the slipping 
would frequently hurt her hand. Besides, there THE NEW GYMNASTICS. 
125 
•was little freedom of motion, because of tlie dan- 
ger of losing the hold. 
It occurred to me one day to join the hands by 
some artificial means. At first we procured sim- 
ple handles, such as are seen upon an old-fashioned 
wash-tub, and joining two of them by a wire link, 
placed them in the hands of the pupils. We named 
them “ double-handles,” and used them for several 
weeks. But it was observed that when one person 
was pulling and the other pushing, if the pushing 
movement were the stronger, the pusher’s handle 
would frequently double upon its mate and bruise 
the knuckles. Besides, there was no firmness or 
certainty in the side motions. 
For some time we could think of no means of cor- 
recting this evil, and at length made the mistake of 
abandoning the near connection of the pupils and 
placing between the handles a rope two feet long, 
giving up the idea of pushing and side movements 
for the advantages of free pulling. It was indeed a 
capital way of exercising the flexor muscles.* We 
were not unmindful of the loss to the extensor mus- 
cles. We had hoped in these composite exercises 
to secure to the extensor muscles the great advan- 
tage of pushing in all possible directions, — the 
great desideratum in physical training. The in- 
* I have even now an immense quantity of these handled ropes in 126 
THE NEW GYMNASTICS. 
genious reader will be astonished that the ring was 
not thought of at first. It seems to me that anoth- 
er person would have thought of it at once. 
It was six months after we began to experiment in 
the new order of exercises before the thought of 
the ring occurred to us, and even then only by the 
merest accident. At first a hard rubber ring was 
suggested. We visited a rubber store and found 
such an article could be made, but learned the cost 
would be a dollar and a quarter each. We knew 
this piece of apparatus should be used in immense 
numbers if it proved a success, and that such a 
price would prevent its general introduction. I 
mentioned the subject to my friend Tucker, the 
turner, who at once said, “ Why not let me make 
some of wood ? ” I was so little acquainted with 
the mysteries of turning I did not know that rings 
could be turned from wood. My friend went to 
his shop, and within an hour returned with a ring. 
He asked, “ How many shall I turn ? ” In the first 
enthusiasm I replied, “ You may make a million to 
begin with.” He concluded, however, to begin 
with a hundred. I clearly foresaw that the Gym- 
nastic Ring would become a universal and most pop- 
ular means of physical training. For six months 
the rings were made of one piece of wood, but 
they frequently broke, and the triple ring, as it is 
now named, was devised. This has given, I be- THE NEW GYMNASTICS. 
127 
lieve, perfect satisfaction. It lias now been exten- 
sively used for more than six years. Many hun- 
dred thousands of them are in active service to-day. 
This Gymnastic Ring is the most important con- 
tribution which I have been permitted to make to 
the cause' of physical training. So important do 
I deem it, so large a part am I confident it is to 
play in the physical training of the future, that I 
ask no greater honor in the history of American 
education than an association of my name with 
the Gymnastic Ring. 
During no period of my labors in the gymnastic 
field, have I been so deeply interested as during 
the year or two in which the exercises of the ring 
were being invented and arranged. 
These exercises may justly claim advantages over 
all other possible means of general muscular train- 
ing. The dumb-bell is not to be compared with it. 
When one is exercising alone, his own body being 
the centre and fulcrum of motion, the width and 
scope of the movements are trifling compared with 
those in which the hands encounter the varied re- 
sistance met in the ring exercises. In this case, not 
the resistance of a dead club, dumb-bell, or bar, 
which never changes, but the resistance of a living- 
man, constantly varied, thereby securing an almost 
infinite variety of wide, free, and vigorous move- 
ments. Take, for example, a single thrust forward 128 
THE NEW GYMNASTICS. 
with one hand. If the gymnast perform this move- 
ment alone with his naked hand, or with a dumb- 
bell, the variety and force of motion will be limited ; 
besides, the action of the extensor muscles, which 
so urgently demand our attention, is slight. But 
suppose that in the hand is a ring, and on' the other 
side of the ring is the hand of another living man, 
who, when your hand is thrust forward resists that 
thrust. His resistance is never twice alike, it con- 
stantly changes both as to the amount and the line 
or direction. Whoever will reflect upon this for 
one moment will see that the thrust forward with 
the ring is much more valuable than a thrust with 
the naked hand, or with a dumb-bell. What is 
true in regard to this simple movement is true of 
every other possible movement, and it may be just- 
ly added, that the advantage in the case of the ring 
is still many times greater in all sideways and ob- 
lique movements. From our series of exercises 
with the rings it is not difficult to select a single 
one which involves greater and more profitable va- 
riety of muscular training than is found in any ten 
exercises with the dumb-bell or wand. 
I must not forget to mention in this connec- 
tion, that the two Hamblin brothers, Lawrence and 
Edward, who were with me for a long time as as- 
sistant teachers, made important contributions to 
the ring exercises. I offered a reward for every THE NEW GYMNASTICS. 
129 
new movement that should be adopted. When a 
graceful and physiological movement was devised I 
took occasion to mention it publicly with all honor 
to the inventor. This elicited the greatest enthu- 
siasm in the corps, which, with my own intense 
and almost sleepless interest, resulted, in the course 
of a year and a half, in the development of the pres- 
ent system of exercises. Yery few changes have since 
been made. I presume that during the time we 
were devising these exercises three hundred move- 
ments were brought forward and rejected. The pres- 
ent series — that which will be given in the follow- 
ing cuts and descriptions — comprises those which in 
my judgment are best calculated to develop har- 
moniously the average American. The exercises 
are adapted to the training of those muscles which 
in the average round-shouldered American youth 
most need development. 
THE RING EXERCISES. 
No. 1. — Standing in the position represented in 
Fig. 1, and placing the right toe against the right 
toe of your partner, and the left foot at right angles 
with the right foot, as seen in the figure, pull hard 
and twist the right arm from right to left, keeping 
time to the music. Be careful in this, as in all 130 
THE NEW GYMNASTICS. 
Fig. 1. 
Fig. 2. THE NEW GYMNASTICS. 
131 
other exercises with the rings, to draw the shoul- 
ders well back and keep the head erect. 
No. 2. — Same as the last, but using the left 
hand with the left foot forward. 
No. 3. — Join both hands and place the right toe 
against your partner’s right, as in Fig. 1, being sure 
to keep the foot behind at right angles with the one 
in front. Twist the rings through the strain. 
No. 4. — Same as the last, except with the left 
foot forward. (Fig. 2.) 
Fig. 3. 
No. 5.—Without letting go the rings, turn back 
to back, place the outside of the left foot against 
the same of your partner, and turn the rings through 
the strain. Keep time in all the changes. 132 
THE NEW GYMNASTICS. 
No. 6. — Same as the last, but with the right foot 
behind. (Fig. 3.) 
No. 7. — Turn face to face, raise the hands as 
high as you can over the head, and, standing about 
two feet apart, bring the rings down to the floor 
without bending the knees, as represented in Fig. 
4. In the performance of this you must not bend 
the elbows, which yon can avoid by carrying the 
rings outward at each side, eight beats. 
No. 8. — Standing as in the last exercise, place 
the rings in the position seen in Fig. 5. As the 
arms on one side rise the arms on the other fall, 
Fig. 4. THE NEW GYMNASTICS. 
133 
Fig. 5. 
Fig. 6. 134 
THE NEW GYMNASTICS. 
keeping time to the music through four beats. The 
last four beats the two rings are carried up and 
down simultaneously. 
No. 9. — Back to back, as seen in Fig. 6, thrust 
the rings up with great force as in Fig. 7, then 
back to the shoulders, and then thrust out at the 
sides, as in Fig. 8, then downward as in Fig. 9. 
Repeat to the end of the strain. 
Fig. 7. 
No. 10. — The last three movements consecutive- 
ly, through a strain of music. THE NEW GYMNASTICS. 
135 
Fig. 8. 
Fig. 9. 136 
THE NEW GYMNASTICS. 
No. 11. — Take the position seen in Fig. 10, the 
inside of your right foot to the inside of your part- 
ner’s right, draw your left hand as far back past 
your left side as possible, drawing your partner’s 
right hand after it, and so continue to alternate. Do 
this strongly. Push your hand past your partner’s 
side as far as possible, at the same time pulling his 
as far past yours as possible. 
Fig. 10. 
No. 12. — Same as the last, except the left foot 
forward. Be sure in this as in all others that your 
feet are at right angles. 
No. 13. — Same as the last, except the feet move 
with the hands. When the right, hand is thrust for- 
ward the right foot goes also, and with the left hand THE NEW GYMNASTICS. 
137 
the left foot. The value of this exercise is deter- 
mined by the length of the step. 
No. 14. — Back to back, touching each other’s 
heels, as seen in Fig. 11, each takes a long step 
diagonally forward with the right foot as represent- 
ed by the dotted lines of the figure, then the left 
and so on to the end of the strain. 
Fig. 11. 
No. 15. — Both of the performers stand in the 
position of the upright one in Fig. 12. One sinks 
down as seen in the other figure of Fig. 12, and, ris- 
ing on the unaccented beat to the upright position, 
he is followed by his partner in the same sinking 
movement. Thus they alternate through a strain 
of music. Same with the other foot forward. 138 
THE NEW GYMNASTICS. 
Fig. 12. 
No. 16. — Same as the last, but with a change of 
feet. 
No. 17. — Back to back, charge up the hall as 
seen in Fig. 13, at the same time raising the hands 
on the same side as high as you can. Then return- 
ing to the upright position, hands by the sides, 
charge down the hall in the same manner. This 
should be done through half the strain. Continue 
to charge sideways as before, only in opposite direc- 
tions, as represented in Fig. 14, to the end of the 
strain. 
No. 18. — Turn face to face, and, standing very 
near your partner, charge up the hall as in the last THE NEW GYMNASTICS. 
139 
Fig. 13. 
Fig. 14. 140 
THE NEW GYMNASTICS. 
exercise, and as seen in Fig. 15, then down the hall 
through half a strain, then move as seen in Fig. 
16 to the end of the strain. 
Fig. 15. 
No. 19. — Turn back to back, and, standing eigh- 
teen inches apart, swing up the arms alternately, as 
seen in Fig. 17, through half the strain ; then si- 
multaneously to the end of the strain. 
No. 20. — Face to face, standing the length of 
the arms apart, as seen in Fig. 18, charge with the 
right foot to the outside of your partner’s right 
foot through the strain. In this exercise the hands 
are to go upward when the foot charges forward, 
without bending the arms. THE NEW GYMNASTICS. 
141 
Fig. 16. 
Fig. 17. 142 
THE NEW GYMNASTICS. 
No. 21. — Then repeat, except you join the left 
hands and charge with your left foot. 
Fig. 18. 
No. 22. — Join both hands and stand in the posi- 
tion seen in Fig. 19. Now charge diagonally for- 
ward with the right foot, then the left, and so con- 
tinue to alternate to the end of the strain. Let 
the step be a long one, without bending the leg 
which is left behind. In this exercise as in the pre- 
vious one, the arms go upward, and the elbows 
must not be bent. 
No. 23. — Stand back to back, place the outside 
of your left foot against the outside of your part- 
ner’s left foot, and then charge forward into the THE NEW GYMNASTICS. 
143 
Fig. 19. 
Fig. 20. 
position seen in the black lines of Fig. 20. On 
the unaccented beats sway backward and touch the 144 
THE NEW GYMNASTICS. 
shoulders, or what is perhaps better, do not quite 
touch them. Let this exercise fill one strain of 
music. 
No. 24. — Change your feet and repeat through 
an entire strain. 
No. 25. — Stand face to face, close together, arms 
down by the sides, swing up the arms on one side 
vigorously to the perpendicular over your heads, 
then the arms on the other side, and so continue to 
alternate through a strain of music. This should 
be done without bending the elbows, and when the 
arms are swung up on one side, the heads of the 
two pupils should be so near together that their 
faces can be distinctly seen by a person standing 
on that side. 
No. 26. — Turn back to back, arms hanging by 
the sides, carry the arms on one side over the head 
and down on the other side of your bodies as far 
as they can reach, on the accented beat. Now 
bring them back on the unaccented beat. Then 
carry the arms of the other side over on the ac- 
cented beat and bring them back on the unaccent- 
ed beat, and so continue to alternate four beats. 
Now, during the remaining four beats of the meas- 
ure, carry all the four hands in a knot over the head 
backward and forward, and let the last movement 
be only on the accented beat. (Fig. 21.) 
No. 27. — Closing the last exercise back to back, THE NEW GYMNASTICS. 
145 
begin the next one by turning face to face. Now 
turn again back to back, then face to face, now 
back to back, and so continue through a strain. 
Fig. 21. 
No. 28. — Stand back to back, the shoulders 
touching each other. Draw your partner’s left 
arm directly under your right arm by thrusting 
your arm straight forward, at the same moment 
he draws your left arm under his right arm. Now, 
on the next beat, draw your partner’s right arm un- 
der your left, he does the same, and so you alter- 
nate through a strain of music. (Fig. 22.) 
No. 29. — Face to face, join the right hands, the 
distance apart should be the length of two arms, 
push them exactly sideways in a horizontal plane 
as far as you can reach on the accented beat. Now 146 
THE NEW GYMNASTICS. 
Fig. 22. 
bring them to a straight line between you on the 
unaccented beat, then on the next accented beat 
push in the other direction, and so continue through 
a strain. (Fig. 23.) 
No. 30. — Same, joining the other hands. 
No. 31. — Now join again the right hands, same 
distance apart, and push directly upward, down to 
the horizontal, then down near the floor, up to the 
horizontal, again upward as far as you can push 
through a strain of music. (Fig. 24.) 
No. 32. — Change the hands and repeat the same 
with the left hand. 
No. 33. — Back to back, outside of your left foot 
against the outride of your partner’s left foot. 
Charge the right foot forward, hold the hands as 
high over the head as possible, and in this posi- THE NEW GYMNASTICS. 
147 
Fig. 23. 
Fig. 24. 148 
THE NEW GYMNASTICS. 
tion sway forward on the accented beat, and make 
as large an arch as possible. Eight beats. (Fig. 
25.) 
i'ig. 25. 
No. 34. — Now another strain of music for the 
exercise, with the right foot behind. 
No. 35. — Join the right hands, standing as far 
apart as the length of the two arms, with your 
face towards one end of the hall and your part- 
ner’s towards the other. Now, step straight for- 
ward with the left foot through four beats. Then 
reverse without loss of time and repeat with the 
other hands. (Fig. 26.) 
No. 36. — Back to back, standing about a foot 
and a half apart, push with the four hands up- THE NEW GYMNASTICS. 
149 
Fig. 26. 
Fig. 27. 
ward as far as possible. Now draw them down be- 
tween your heads forcibly through one strain of 
music. (Fig. 27.) 150 
THE NEW GYMNASTICS. 
No. 37. — Face to face, left foot forward inside 
your partner’s left foot. You push your partner 
and he pushes you in alternation as represented 
in Fig. 28, through one strain of music. 
Fig. 28. 
No. 38. —Repeat with a change of feet. 
No. 39. — Face to face, standing two feet apart, 
step with your right foot forward bn your part- 
ner’s right side, who does the same with his right 
foot on your right side, with the arms quite per- 
pendicular. Now step with your left foot across on 
your partner’s left side, who steps with his left 
foot across on your left side. Alternate through 
one strain of music. (Fig. 29.) THE NEW GYMNASTICS. 
151 
Fig. 29. 152 
THE NEW GYMNASTICS. 
THE WAND. 
If you have studied a picture of the muscles of 
the shoulders and chest, you have observed a curi- 
ous disposition in their arrangement. They di- 
verge from the shoulder joint in all directions like 
a fan. 
Control over the vital organs within turns upon 
the muscles without, and the exercise of these chest 
muscles turns upon the play at the shoulder joint. 
Therefore, a great point in training the muscles of 
the upper half of the body is to secure freedom 
of motion at the shoulder joint. Everything de- 
pends upon this. 
The Wand is an admirable means to this end. 
With it we may fix the hands four feet apart, and, 
thus fixed, we may reach by a great variety of move- 
ments a wonderful freedom in the shoulder joint. 
Professor Langdon, an English gentleman now 
residing in New York, devised a system of beau- 
tiful and valuable exercises with the wand. I wit- 
nessed some of his training in a young ladies’ 
seminary with lively interest. I think, however, 
his exercises were not physiologically discriminat- 
ing in reference to the muscles most needing at- THE NEW GYMNASTICS. 
153 
tention. Our drooping shoulders were not suffi- 
ciently recognized, but the great value of the wand 
as a means of general muscle training, and more 
especially as a means of securing a free movement 
in the shoulder joint, was abundantly illustrated. 
Prof. Langdon’s exercises were not adapted to mu- 
sic. I think he made no attempt in this direction. 
The sixty-four movements with the wand devised 
and taught by myself are all adapted to music, and 
in great part aimed at those muscles whose weak- 
ness permits drooping shoulders. 
EXERCISES WITH THE WANDS. 
No. 1. — At a signal from tlie piano (a single 
touch of the keys), the wand is thrust out in front 
with straight arms in a horizontal position. Thus 
held in full view of the pupil, he divides it with 
his hands into three equal parts. At another sig- 
nal the wand is brought back to rest against the 
person, the arms hanging. 
No. 2. — From the position represented in Fig. 
1, carry the wand to the highest stretch upward, 
and bring it back to the position seen in Fig. 1 
four times. 
No. 3. — The wand held aloft over the head 
should be brought down to the floor without bend- 
ing the elbows or knees, four times. This fills 154 
THE NEW GYMNASTICS. 
Fig. I- 
Fig. 2. 
half the strain. The other half is filled by draw- 
ing the wand from the highest position over the 
head to the position seen in Fig. 2, four times. THE NEW GYMNASTICS. 
155 
No. 4. — From the highest position over the head, 
draw the wand to that seen in Fig. 2, and to the 
chin in front, alternately eight beats. 
Fig. 3. 
No. 5. — Ending the last exercise with the wand 
held aloft, begin No. 5 by slipping the left hand 
to its end of the wand. On the next beat slip the 
right hand to its end of the wand, so that the wand 
will then be held in the position seen in Fig. 3. 
From this position carry it down to the position 
seen in Fig. 4 to the end of the strain. 
No. 6.—Execute the last exercise in alternation 
with the corresponding one on the front of the 
body. Eight beats. 
No. 7. — Beginning with the position seen in Fig. 156 
THE NEW GYMNASTICS. 
Fig. 4. 
rig. 5. THE NEW GYMNASTICS. 
157 
3, carry the wand from side to side eight times. 
(Fig. 5.) 
No. 8. — Bring the end of the wand down to the 
floor by the feet, the wand being seized by the left 
hand at its upper end. Keeping the wand perpen- 
dicular, carry it out at arm’s length diagonally to 
the left in front, and strike the floor. Now step 
Fig. 6. 
Fig. 7. 158 
THE NEW GYMNASTICS. 
as in Fig. 6 to the end of the strain, being careful 
not to bend the leg left behind. Repeat precise- 
ly the same exercise on the other side. 
No. 9. — Bring the wand to the perpendicular 
near your feet, strike the floor, and, reaching out 
as far as you can, keep the wand perpendicular, 
and strike on the floor as in Fig. 6, but at least a 
foot farther. (Fig. 7.) Remain during the res- 
idue of the strain in this position without moving 
the feet from the floor, and rise and sink, making 
as much motion with the hips backward and for- 
ward as is possible without disturbing the upright 
position of the wand. The arm with which the wand 
is held should be kept perfectly straight, though I 
observe the artist has represented it bent. Repeat 
the same movement with the other leg and arm. 
No. 10. —At the end of the last exercise rise to 
the perpendicular with the wand in the position 
seen in Fig. 3. Now thrust the hands directly 
forward to the full length of the arms, and draw 
them back to the position seen in the figure, 
through the strain. During this exercise keep the 
wand as nearly perpendicular as possible. 
No. 11.—From the last exercise pass at once to 
the position represented in Fig. 9. In this exer- 
cise you simply change the wand from the posi- 
tion seen in Fig. 9 to the same position on the 
other side of the body, and in passing from one THE NEW GYMNASTICS. 
159 
Fig. 8. 
Fig. 9. 160 
THE NEW GYMNASTICS. 
side to the other you raise the arms straight to 
the horizontal position in front. 
No. 12. — At the conclusion of the strain of music 
in the last exercise, bring the hands to the chest 
as in Fig. 8, and from this position thrust the 
wand into the position seen in Fig. 10, and alter- 
nate between one side and the other through a 
strain. 
No. 13. — Charge diagonally forward with the left 
and right foot alternately, with the wand in the posi- 
tion seen in Fig. 11. 
No. 14. — Step diagonally backward on the left 
and right side alternately, as in Fig. 12. Eight 
beats. 
Fig. 10. THE NEW GYMNASTICS. 
161 
Fig. 11. 
Pig. 12 162 
THE NEW GYMNASTICS. 
No. 15. — Take the position seen in Fig. 13 and 
reverse the ends of wand through the strain, mov- 
ing only on the accented beats. 
Fig. 13. 
No. 16. — At the end of the last strain turn sud- 
denly to the left, and, holding the wand as shown 
in Fig. 14, move it on the accented heats into the 
position seen in the dotted lines of Fig. 14. One 
strain on the left, one strain on the right, and one 
strain alternately. 
No. 17. — Standing upright, with one end of the 
wand resting on the floor in front of the feet, 
strike the wand there, then strike the wand at 
arm’s length in front, then, allowing the right foot 
to remain at rest, step forward with the left foot THE NEW GYMNASTICS. 
163 
to where the wand rests on the floor, then back to 
the first position, four beats, and four beats with 
the right hand and foot. 
Fig. 14. 
No. 18. — Keeping the same position as in the 
last, step backward as far as the left foot can reach, 
four beats, then four beats with the right foot. Left 
foot and hand go together. Right foot and hand. 
No. 19. — Still maintaining the same position, 
carry the left foot forward to where the wand rests 
upon the floor, and then backward as far as you 
can reach with it, making a very long stride with 
one foot, the other foot remaining at rest, four 
beats. Same with the other foot and hand four 
beats. 164 
THE NEW GYMNASTICS. 
No. 20. — Now put both hands upon the top end of 
the wand and make a long stride, with the two feet 
passing backward and forward alternately. Fig. 15. 
Fig. 15. 
No. 21. — From the last exercise come at once 
into the position seen in Fig. 16. Change the wand 
from the position seen in the figure to a similar 
position on the other shoulder, of course reversing 
the hands, so that the left hand will be up on one 
side, and the right hand up on the other. In other 
words, the right arm is down when the wand is 
on the right shoulder, and the left arm down when 
the wand is on the left shoulder. 
This change, which must be accomplished with- 
out bending the elbows, and which is a most beauti- 
ful and profitable exercise if well done, goes through 
four beats. Immediately you change to exactly the 
same position on the back of the shoulders, and re- THE NEW GYMNASTICS. 
165 
Fig. 16. 
repeat precisely the same movement, during four 
beats. There is not a better exercise in the whole 
wand series than this one. 
No. 22. — Beginning with the wand exactly as 
in Fig. 16, on the left side of the chest in front, 
change the wand to the right shoulder as before ; 
from that carry it to the back side of the right 
shoulder, and now to the back side of the left 
shoulder, and now to the front side of the left 
shoulder, and then pass right back again from this 
movement till you arrive again at the position seen 
in Fig. 16. 
No. 23. — From the position seen in Fig. 16, 166 
THE NEW GYMNASTICS. 
carry the wand to the back side of the right shoul- 
der, and alternate between that and the position 
seen in Fig. 16, during half a strain. The other 
half of the strain, alternate between the front side 
of the right shoulder and the back side of the left 
shoulder. These last three exercises should be care- 
fully studied until they can be well done, for they are 
very excellent in their influence upon the chest. 
No. 24. — Turn the body to the left, put the 
wand out at arm’s length in front, being sure that 
the wand itself is perpendicular, and, using the 
right hand, step exactly sideways with the right 
foot, simultaneously with the placing of the wand 
upon the floor. Now step directly backward as in 
Fig. 17. 
Fig. 17, then across behind the other foot, Fig. 
18, then in front, Fig. 19. Now repeat the same 
with the other foot and arm. THE NEW GYMNASTICS. 
167 
Fig. 18. 
No. 25. — Alternate between these two, chang- 
ing the hand and foot every movement. 
No. 26. — At the close of the last exercise come 
Fig 19. 168 
THE NEW GYMNASTICS. 
at once into the position seen in Fig. 20. Re- 
verse the ends of the wand through half a strain, 
and finish the strain by doing precisely the same 
thing behind the spine. 
Fig. 20. 
No. 27. — Still holding the wand behind the 
back, charge alternately on the left and right side 
into the position shown in Fig. 21, through one 
strain. 
No. 28. — At the close of the last strain take 
the position seen in the continuous lines of Fig. 
22. Alternate between this position and the cor- 
responding one on the other side shown in the 
dotted line, and in passing from one to the other THE NEW GYMNASTICS. 
169 
Fig. 21. 
Fig. 22 170 
THE NEW GYMNASTICS. 
let the wand fall down on the unaccented heat in 
front in a transverse position, as seen in the dotted 
line. 
The last exercise in the wand series is found in 
the charge seen in Fig. 23, alternated from one side 
to the other through a strain. 
Fig. 23. THE NEW GYMNASTICS. 
171 
THE INDIAN CLUB. 
The more difficult club exercises are not practi- 
cable in class drill. For this reason I introduce 
only a few of the more simple, such as can be used 
with music. The size of the club is given under 
the head of Gymnastic Apparatus. 
The club exercises differ widely from all the 
other exercises in the New Gymnastics. They cul- 
tivate patience and endurance, and operate most 
happily upon the longitudinal muscles of the back 
of the neck and shoulders, thus tending to correct 
the habit of stooping. Besides, nearly all the move- 
ments in the New Gymnastics are quick. This 
feature is very valuable, and indeed constitutes the 
great claim of the new system to favor, but slow 
movements have their uses. These will be found 
in the club exercises; and as they are exactly aimed 
at the muscles which most need culture in the av- 
erage American, it is believed they will be especially 
acceptable and popular among the earnest students 
of physical culture. 
The teacher will find it very difficult at first to 172 
THE NEW GYMNASTICS. 
secure the straight line in the arm and club. They 
should in all the exercises, with the two or three 
obvious exceptions, be made as straight as possible, 
and kept so through every movement. The value 
of this series turns very much upon the observance 
of this rule. In order to make the arm and club 
quite straight, it will be seen that the wrist must 
be slightly bent. As in the other exercises, when 
a horizontal in front is directed, let the position be 
precisely horizontal, and the arm and club so held 
that were both up at the same time they would be 
exactly parallel to each other. 
Accuracy is of the first importance, but difficult 
to secure in exercises with the club. 
No gymnasium is complete without the clubs. 
They are indispensable to harmonious training. 
CLUB EXER CISES. 
FIRST SERIES. 
No. 1. — Clubs hang at the sides; grasp firmly; 
carry the left club up to the horizontal in front. 
(The left arm and club are represented in the hori- 
zontal position in front in Fig. 1.) The left arm 
having been carried up to this position and back 
to the side once, the right arm performs the same. 
Then both arms simultaneously twice. This com- THE NEW GYMNASTICS. 
173 
pletes a strain of music as the motions are made 
only on the accented beats. 
No. 2. — Bring both arms into the horizontal po- 
sition in front, which should be done on the last 
Fig. i. 
unaccented beat of tlie last strain. Starting with 
them in this position, carry the left arm from the 
horizontal in front to the perpendicular over the 
shoulder, and back again to the horizontal, once. 
Right arm the same. Simultaneously twice. This, 
like No. 1, fills an entire strain of music. 
No. 3. — On the last unaccented beat of No. 2 let 
the clubs fall into the hanging position by the sides. 
Now bring the left from the hanging at the side 
to the perpendicular over the shoulder, and back 174 
THE NEW GYMNASTIGS. 
again to the hanging at the side once. Right the 
same. Simultaneously twice. 
No. 4. — Beginning with the hanging at the side, 
carry the left arm to the horizontal at the side, 
(the right arm in Fig. 1 is represented in the hor- 
izontal at the side position,) and back once. The 
right arm once. Both arms simultaneously twice. 
No. 5. — On the last unaccented beat of the 
strain of music in No. 4, carry both clubs into 
the horizontal at the side position. Now raise the 
left club and arm into the perpendicular over the 
shoulder, and return to the horizontal once. Right 
arm the same. Both arms simultaneously twice. 
No. 6. — On the last unaccented beat of the last 
exercise, drop the clubs to the hanging position 
by the legs. Now carry the left through the side, 
sweep to the perpendicular over the shoulder, and 
return to the hanging position at the side. Right 
the same. Simultaneously twice. 
No. T. — Beginning with the clubs hanging by 
the sides, raise the left to the horizontal in front, 
and at the same moment the right to the horizontal 
at the side. Now bring them down to the sides. 
On the third beat carry the left up to the hori- 
zontal at the side, and the right to the horizontal 
in front. Bring back to the sides. Repeat these 
two movements, which will finish the strain. 
No. 8. — On the last unaccented beat of the last THE NEW GYMNASTICS. 
175 
exercise bj'ing the clubs exactly into the position 
represented in Fig. 1. Beginning in this position 
carry the clubs both to the perpendicular over the 
shoulders. Now bring them down to the horizontal 
again, but let the left one fall into the position in 
<*whicli the right is seen in Fig. 1, and the right into 
the position which is shown in the left in Fig. 1. 
On the next beat raise the clubs into the perpen- 
dicular over the shoulders ; on the next beat into 
the position seen in Fig. 1; on the next beat 
perpendicular over the shoulders; on the next beat, 
left to the horizontal at the side, and right to the 
horizontal in front. 
It is well to use only the exercises in the first 
series during the first month. 
SECOND SERIES. 
No. 1. — Holding the two clubs in the position 
seen in Fig. 2, on the first beat raise the left arm 
into the position in which the right is shown in 
the figure, — the perpendicular over the shoulder. 
At the same moment bring the right down to the 
position in which the left is seen. So continue to 
alternate through a strain of music. 
No. 2. — Holding both clubs in the position seen 
in the right arm of Fig. 2, to which position the 
clubs should have been brought on the last unac- 176 
THE NEW GYMNASTICS. 
cented beat of the last exercise, bring them both 
down to the horizontal in front, and on the next 
beat bear them in the horizontal plane to the hori- 
zontal at the side ; on the next beat carry them 
Fig. 2. 
up to the perpendicular over the shoulders ; on the 
next beat to the horizontal in front; on the next 
beat again to the horizontal at the sides; on the 
next again to the perpendicular over the shoulders; 
on the next to the horizontal in front; on the next 
beat back to the perpendicular over the shoulders. THE NEW GYMNASTICS. 
177 
No. 3. — On the last unaccented beat of the last 
exercise, bring the clubs into the horizontal position 
in front. Holding the arms in this position without 
bending the elbows, bring the left club, by a mo- 
tion of the wrist, over upon the arm, letting it 
strike the arm, then on the next accented beat 
carry it back again to the straight-out horizontal 
position in front. The right arm the same. Both 
simultaneously twice. 
No. 4. — On the last unaccented beat of the last 
exercise, carry the arms around to the horizontal 
at the sides, and, holding the arms inflexibly in 
that position, by a motion of the wrist bring 
the left club over upon the arm, letting it strike 
the arm; then, on the next accented beat, carry it 
back again to the straight-out horizontal position. 
Right club the same. Both clubs simultaneously 
twice. 
No. 5. — At the conclusion of this exercise bring 
the clubs back again to the horizontal in front, and, 
holding both arms inflexibly in this position, raise 
both clubs to the perpendicular, all of which must 
be done on the last unaccented beat of the last 
exercise. Now on the first beat allow the left club 
to fall directly outward, at right angles with the 
arm, down to the horizontal, and bring it back to 
the perpendicular. Right arm the same. Both 
arms simultaneously twice. 178 
THE NEW GYMNASTICS. 
No. 6. — Holding the arms horizontal in front, 
clubs perpendicular, allow the left club to fall down 
to the horizontal, at right angles with its arm and 
toward the other hand. Carry it back again to the 
perpendicular. Right arm the same. Both arms 
simultaneously twice. 
No. 7. — On the last unaccented beat of the last 
exercise, bring the arms round to the horizontal at 
Fig. 3. 
the side, the clubs being held in the perpendicular 
attitude. Fig. 3. Now let the left club fall down 
into the lianging-behind position. Keep the arms 
exactly horizontal, and bring the club back again THE NEW GYMNASTICS. 
179 
to the position in Fig. 3. Right arm the same, 
Both arms simultaneously twice. Fig. 4. 
Fig. 4. 
No. 8. — Holding the arms horizontal at the side, 
with the clubs perpendicular, repeat the last exer- 
cise, except the clubs fall down in front instead of 
behind. 
THIRD SERIES. 
No. 1. — Holding the clubs in the position seen in 
Fig. 5, swing them up to the perpendicular over the 
shoulders, and with a grand sweep down upon the 
back, and on the second beat back again into the po- 
sition seen in the figure. Repeat through a strain. 
No. 2. —Holding the clubs on the chest d la mus- 
ket, thrust them into the position seen in Fig. 6, 
and hold them during one beat; swing them through 180 
THE NEW GYMNASTICS. 
Fig- 5. 
Fig. 8. THE NEW GYMNASTICS. 
181 
the course represented by the dotted line, and 
around the back to the front of the chest on the 
second beat; on the third beat thrust out on the 
other side and make the same movement. So con- 
tinue during a strain. 
No. 3. — Hold the clubs in the position seen in 
Fig. 7. 
Fig. 8. 182 
THE NEW GYMNASTICS. 
Fig. 7, and reverse their places through a strain. 
Let the movement be through the perpendicular 
over the shoulder. 
No. 4. — Stand erect, arms and clubs horizontal 
and parallel to each other in front, bend back- 
ward and swing the clubs alternately as far back 
as possible through a strain. Fig. 8. 
EXERCISES WITH BEAN-BAGS. 
No. 1. — Arrange yourselves in two classes. 
Classes face each other, six feet apart. Members 
of one class will each have a bag ; the other class 
Fig. 1. THE NEW GYMNASTICS. 
183 
will have no bags. Each person will play with the 
person standing opposite him. Hold the bags under 
your chins as in Fig. 1. Catch the bags, standing 
in the position seen in Fig. 2. All ready ! one, 
two, three! Let each couple throw the bag back 
and forth ten times. Each in turn, as you finish, 
hold up your hands and cry out ten. The leader 
announces the names of those who finish first, those 
who finish second, and those who finish third. 
The leader will, when you are accustomed to the 
work, direct thirty instead of ten passes of the 
bag. 
If any couple allows the bag to fall to the floor, 
that couple must stand still until the next one, two, 
three, is counted. 
Fig. 2. 184 
THE NEW GYMNASTICS. 
No. 2. — Same as the last, except the bag is 
thrown and caught with the right hand. The po- 
sition is seen in Fig. 3. 
Fig. 3. 
No. 3. — Same as the last, but with the left 
hand. When the right hand throws, the right 
hand catches, and so with the left. 
No. 4. — The bag is thrown from the back of 
the shoulders over the head. Fig. 4. 
No. 5. — Same as the last, except the bag is 
thrown with the right hand, as shown in Fig. 5. 
No. 6. — Same as the last, except with the left 
hand. 
No. 7. — The bag is to be thrown over the head 
from the position seen in Fig. 6. THE NEW GYMNASTICS. 
185 
Fig. 4. 
Fig. 5. 186 
THE NEW GYMNASTICS. 
Fig. 6. 
Fig. 7. THE NEW GYMNASTICS. 
187 
No. 8. — The bag is to be thrown with the right 
hand, while the right arm is grasped with the left 
hand. Fig. 7. Left the same. 
No. 9. — The bag is to be thrown from the elbow, 
Fig. 8, and is to be caught with* the hands. 
Fig. S. 
Fig. 9. 188 
THE NEW GYMNASTICS. 
No. 10. — Same with the other elbow. 
No. 11. — The bag is to be thrown from the 
hands held in front. Fig. 9. 
I'ig. 10. 
No. 12. — Turn your right side toward your part- 
ner, and throw from the position in Fig. 10, catch- 
ing with the right hand. Fix your feet and do 
not move them. 
No. 13. — Same with your left side turned to- 
ward your partner. Fig. 11. 
No. 14. — Again turn your right side toward 
yorlr partner and throw from the position seen in 
Fig. 12. 
No. 15. — Same with your left side toward your 
partner. THE NEW GYMNASTICS. 
189 
Fig. 11. 
Fig. 12. 
No. 16. — Turn back to back, and throw the bag 
over your head, as seen in Fig. 13. 
To do this well, the leader must manage as fol- 190 
THE NEW GYMNASTICS. 
Fig. 13. 
lows: — First, lie cries out, All ready ! then he 
counts, owe, two, three! By the time the word three 
is spoken, the person who is to catch the bag has 
bent backward, so that he can see his partner, and 
the person throwing the bag has likewise bent so 
he can see his partner, and then throw the bag into 
his hands. Now the two persons stand upright. 
The leader begins again by announcing All ready! 
counting as before. In this way the bags will not 
fall upon the floor. 
No. 17. — Face your partner, and throw from the 
position represented in Fig. 14, holding the bag on 
the back of the hand. 
No. 18. — Same as the last, except the left hand 
is employed. 
No. 19. — Face your partner, and throw the bag THE NEW GYMNASTICS. 
191 
Fig. 14. 
around the back and over the opposite shoulder, as 
seen in Fig. 15. 
Fig. 15. 
No. 20. — Same as the last, except you use the 
other hand. 192 
THE NEW GYMNASTICS. 
No. 21. — Each couple uses ten hags ; you throw 
to your partner the whole ten in succession, he 
catching them if possible upon his arms.* Fig. 16. 
Fig. 16. 
No. 22. — The two classes stand as represented 
in Fig. 17. Place ten bags on a chair or box by 
the first player in each class. The leader gives the 
word, and the two classes compete in passing the 
bags over their beads backwards to the foot of 
the class, when they whirl round and immediately 
pass them back. The class .which first has the 
entire ten on the chair or box counts one in the 
game. 
No. 23. — Let the two classes face each other 
* This exercise may be omitted if you have not a large number of 
bags. THE NEW GYMNASTICS. 
193 
again, and pass the bags as in the last, except 
they are carried along in front, and as high as the 
chest. 
No. 24. — Let the bags be all placed at the head 
of one of the classes. We will call one class No. 1, 
and the other No. 2. The first player in class No. 
1 throws a bag to the first player in class No. 2, 
who throws the bag to the second player of class 
No. 1, who throws the bag to the second player 
of class No. 2, who in turn throws to the third 
player of class No. 1, and so the bag passes to the 
foot of the class. But one bag is not allowed to 
make the trip alone ; one follows another in rapid 
succession. In this game the bags are thrown from 
the chest with both hands, from the position seen in 
Fig. 1. 
rig. 17. 194 
THE NEW GYMNASTICS. 
No. 25. — The whole company now divide into 
trios, each trio playing with three bags, standing 
as represented in Fig. 18. Each person has a bag 
Fig. IS. 
and throws it to the player at his right hand, and 
at the same time catches the bag thrown from the 
player at his left. The players should stand four 
feet apart. Each player must look constantly at 
the one from whom he receives the bags, and never 
for a moment at the one to whom he throws. If 
you forget this rule the bags will soon fall to the 
floor. 
No. 26. — Same as the last, except the bags are 
passed in the opposite way. 
No. 27. — The company again divide into couples, 
and each couple plays with two,- three, or four bags. THE NEW GYMNASTICS. 
195 
A throws a bag with his right hand to his partner 
B, who catches it with the left hand, and immedi- 
ately changes it to the right, throws it back to A, 
who catches it with his left, and, changing it to his 
right, throws it back again to B. Fig. 19. Two, 
Fig. 19. 
three, four, or five bags can be made to perform 
this circle between the two players. The bag, as 
in nearly all the other bag exercises, should be 
thrown from the chest, not tossed from the lap. 
No. 28. — Same as the last, except the bags are 
thrown with the left, and caught with the right 
hand. 
No. 29. — Now the players stand in two classes 
again, six feet apart, and the players in each class 
six feet from each other. Upon the word the first 196 
THE NEW GYMNASTICS. 
player in each class seizes a bag and runs to the 
second player, who carries it to the third, who 
in turn rushes to the fourth, and so on to the 
foot of the class. But one bag does not go alone. 
One at a time the whole six, ten, or twenty are 
hurried onward. After reaching the foot of the 
class, instantly, without a signal, they are sent back 
to the head of the class in the same way. The 
class which first has its bags on the chair at the 
head of the class counts one in the game. 
It will not be difficult for the ingenious teacher 
to add indefinitely to the number of these bag 
exercises; but the games above, in the order in 
which they are given, have proved most satisfactory 
to us. 
THE BEAN-BAG EXERCISES. 
The best material for a bean-bag is strong bed- 
ticking. For young children it should, before sew- 
ing, be eight inches square; for ladies, ten inches; 
for ladies and gentlemen exercising together, twelve 
inches. Sew with strong linen or silk thread, doub- 
led, nearly three quarters of an inch from the edge, 
leaving a small hole at one corner to pour in the 
beans. Fill the bags three quarters full. 
If used daily, once in two weeks they should be 
emptied and washed, while the beans are rinsed. THE NEW GYMNASTICS. 
197 
Otherwise they will fill your lungs and eyes with 
dust. Without this thorough cleanliness bean-bag 
games will prove a nuisance. 
These bags have usually been kicked in the corner 
when not in use, or thrown about at pleasure by 
the wild pupils. They should never be used ex- 
cept under the immediate eye of the leader. When 
thus protected and managed, the bag exercises will 
prove a source of permanent interest, and capital 
muscle-training. With the bag games alone, an ear- 
nest teacher can maintain a perpetual, living in- 
terest in the gymnastic department of any school. 198 
THE NEW GYMNASTICS. 
PERCUSSION. 
No. 1. — It is well to conclude your work in the 
Gymnastic Hall, each lesson, by percussion. The 
pupils are arranged in couples. At a signal they 
take the position seen in Fig. 1. The music is 
rapid. The percussion occupies a whole strain. In- 
stantly at the end of the strain they turn their 
faces in the opposite direction, and the percussion 
is repeated upon the other person. 
Fig. 1. 
No. 2. — Percussion as in Fig. 2. Reverse and 
repeat. THE NEW GYMNASTICS. 
199 
Fig 2. 
Fig. 3. 200 
THE NEW GYMNASTICS. 
No. 3. — Percussion as in Fig. 3. Reverse and 
repeat. And now on the left side, the person per- 
cussed bending towards the right. 
It is perhaps an improvement, where the two 
sexes exercise together, to have the last two exer- 
cises with faces towards each other. 
Fig. 4. 
No. 4. — Percussion across the very upper part 
of the chest. Fig. 4. 
No. 5. — Percussion across the small of the back. 
Fig. 5. 
At the next lesson the percussion may be devoted 
to the arms, or again, at another lesson, to the shoul- 
ders above, in front, and behind. And so this per- THE NEW GYMNASTICS. 
201 
Fig. 5. 
cussion may be varied from day to day. It is al- 
ways interesting and always valuable. There are 
few weaknesses within that are not * lessened or 
cured by percussion. I think it wise to close the 
exercises of each lesson in this way. 
Frequently this slapping may be practised by 
each pupil upon himself. In this case the blows 
will be confined in great part to the chest and 
stomach. Percussion upon and about the pit of 
the stomach is particularly valuable. 
A physician in New York acquired at one time 
wide fame for the cure of dyspepsia. One condi- 
tion which he imposed upon every patient was pro- 
found secrecy. A grave clergyman with whom I 202 
THE NEW GYMNASTICS. 
afterwards became acquainted was treated by this 
famous dyspepsia doctor. He was taken through 
one room, down a flight of stairs, through a long 
hall, up another flight of stairs, turned about, down, 
up, around, and through, till a small garret was 
reached, in which he was required to make a sol- 
emn promise never to reveal the secret of his treat- 
ment. But after the death of the wonderful doctor 
a number of his patients thought themselves ab- 
solved, and published the secret of the cure. Of 
course most people were astonished to learn that 
it consisted of slapping the stomach and abdomen. 
Wonderful cures were certainly performed; hun- 
dreds were restored, and the doctor made a large 
fortune. 
The soreness of muscle which the first exercises 
produce is greatly relieved by percussing the sore 
places. Aching backs, sides, stomachs, and chests 
are all at once relieved, and in not a few cases 
the difficulty is entirely removed by this simple 
treatment. THE NEW GYMNASTICS. 
203 
MODES OF WALKING. 
As walking is the most common exercise about 
the school, I have thought it wise to say something 
of the various positions in walking. There are 
many faults, and mischievous ones. Fig. 1 is the 
worst of the false positions. The pupil may, with 
his hands thus locked behind, draw his shoulders 
back; but if you will watch a school of one hundred 
Fig. 1. 
pupils as they march along, with arms thus placed, 
you will observe that not one of them does carry the 
head and shoulders erect. 204 
THE NEW GYMNASTICS. 
Fig. 2 displays another unhealthy position. With 
the arms thus folded, the respiration is checked, and 
the shoulders drawn forward. If the reader will 
Fig. 2. 
stand erect, shoulders and head well drawn hack, his 
arms by his side ; then fold them across the chest in 
front, and carefully observe the change in the posi- 
tion of the shoulders, and in his ability to inflate his 
lungs, he will clearly see how this attitude cramps 
the respiratory function. Experimenters have proved 
that the amount of air which the lungs can take in 
at a single inspiration is greatly lessened when the 
arms are thus folded. 
Fig. 3 is a good position, opening the chest, and 
securing a good attitude of the spine. THE NEW GYMNASTICS. 
205 
Fig. 4 is somewhat unseemly, but, in a physiologi- 
cal aspect, the best possible position for the pupil’s 
Fig. 3. 
arms. It would do much, if practised five minutes, 
two or three times a day, with the head well drawn 
back, to strengthen the muscles of the spine, and 
particularly those of the neck, whose weakness per- 
mits the head to droop. This drooping of the head is 
almost universal among Americans, especially among 
American women. I commend this bit of muscular 
training to the consideration of teachers. 
Carrying the hands in a muff, or clasped in front, 
at the waist, so common and constant among ladies, 
is an unphysiological habit. The arms should be 
carried at the side, and swung. I think taste as well 206 
THE NEW GYMNASTICS. 
Fig. 4. 
as physiology demands this. That peculiar waddling 
which women exhibit when moving rapidly is the 
result of this joining the hands in front. Let any 
gentleman who would study the effects of this false 
position of the arms experiment upon himself, and 
he will be satisfied that the usual and fashionable 
manner in which ladies carry their arms in walking 
spoils the gait and contracts the chest. Swinging 
the arms is a most important part of the exercise of 
walking. To undertake it with the arms folded, or 
the hands in a muff, is to spoil it, both in the aspect 
of beauty and usefulness. 207 
THE NEW GYMNASTICS. 
MUTUAL-HELP EXERCISES. 
In the development of a series of exercises bear- 
ing this title, I have been much interested during 
the last two or three years. 
With the exception of the exercises with the rings, 
there is in the New System of Gymnastics, as in all 
other systems heretofore in vogue, a deficiency in 
the means of training the extensor muscles. For 
example, in the old-fashioned system of German 
Gymnastics, the observer has not failed to notice 
that the exercises were confined almost exclusively 
to the flexor muscles; so that persons excelling in 
that system have such a preponderance of flexor 
strength that they become round-shouldered, while 
every other part of the person loses its symmetrical 
proportions. As remarked in another place, one 
great desideratum in a system of physical training 
is the introduction of means for the equable devel- 
opment of the two great sets of muscles, flexors 
and extensors. This necessity, which has impressed 
every thoughtful physical educator, has suggested 
the Mutual-Help Exercises. In these the flexors 
enjoy abundant opportunity. 
Another advantage is found in the circumstance 208 
THE NEW GYMNASTICS. 
that no apparatus is required, and that the exer- 
cises may be practised in the narrowest aisles of a 
crowded school-room. Like the ring exercises, they 
give equal opportunity for the strongest and weakest 
in the class. If the pupils are at all well mated, the 
strongest have all they can wish, and the weakest 
never have too much. 
These exercises I have usually employed with 
three persons in each group, but think it better to 
illustrate them here with two persons. 
They may be practised to music, the same as other 
exercises of the New Sjrstem. We always employ 
music in their use. 
For the sake of distinguishing the pupils, we di- 
vide them into the positive and the negative. The 
person executing a movement is known as the posi- 
tive ; the person resisting his effort, as the negative. 
When, for example, the positive draws his hand 
from the hanging at the side position up into his arm- 
pit, the negative must always seize the positive by the 
wrist to resist that movement; and when the hand 
of the positive reaches the armpit, and he is about to 
push it back again to the first position, the negative 
must close his hand over the clenched fist to resist 
the return. This rule is a general one. When 
the positive is using the flexors, the negative must 
seize his wrist and resist; and when the positive uses 
his extensor muscles, the negative must change his THE NEW GYMNASTICS. 
209 
hand from the wrist to the clenched fist, applying 
the palm of the hand over the knuckles. 
EXERCISES. 
No. 1. — Standing in couples, negative two feet 
behind the right shoulder of positive, on the first 
beat of the music, negative steps forward close to 
the right shoulder of positive. On the second beat, 
negative seizes the right wrist of positive with his 
right hand, and places his open left hand on top of 
the shoulder of positive. Positive devotes the third 
and fourth beat to drawing his fist slowly and 
steadily into his armpit, negative resisting. At the 
close of the fourth heat, negative changes his right 
hand from the wrist to the fist of positive; and dur- 
ing the fifth and sixth beat, positive pushes his 
hand back to the first position, hanging by the side, 
negative resisting. (Fig. 1.) On the seventh beat, 
negative steps back to his original position ; and on 
the eighth beat they face about and are ready for a 
repetition of the exercise ; the parties having changed 
places, positive having become negative and negative 
positive. When another strain of music has been 
occupied with a repetition of the exercise already 
described, the same exercise is repeated on the left 
side with both parties. Fig. 1 may assist the pupil 
in comprehending this exercise. 210 
THE NEW GYMNASTICS. 
Fig. 1. 
No. 2.— Precisely the same steps are gone through 
with in No. 2 as in No. 1, except that the hand is 
drawn from the position over the shoulder (Fig. 2) 
down to the top of the shoulder. This is repeated 
with both persons on both sides. 
No. 3. —This exercise is a repetition of the preced- 
ing two, except that the arm of Mr. Positive is held 
horizontal at the side. When the arm is bent, the 
elbow is kept backwards, so that the fist is brought 
to the front of the shoulder, and then, as before, 
pushed back to the horizontal at the side. (Fig. 3.) 
This is executed on both sides by both parties. 
No. 4. — Same position as the last, but the arm 
of positive is to be carried from the horizontal po- THE NEW GYMNASTICS. 
211 
Fig. 2. 
Fig. 3. 212 
THE NEW GYMNASTICS. 
sition at the side up to the perpendicular, over the 
shoulder, without bending the elbow, and back again 
to the horizontal at the side. 
No. 5. — In this exercise positive holds the arm 
out horizontally in front, negative seizes as usual, 
and positive bends the forearm upon the arm, bring- 
ing the fist to the top of the shoulder, and back 
again to the horizontal in front, negative resisting. 
(Fig. 4.) 
Fig. 4. 
No. 6. — In this exercise, positive holds the arm 
out horizontal in front, negative seizes as usual, and 
positive carries the arm from this horizontal in front 
position to the perpendicular over the shoulder, with- 
out bending the elbow, and back again. (Fig. 5.) 
No. 7. — The position in this exercise is shown THE NEW GYMNASTICS. 
213 
in Fig. 6, and is like that in Fig. 3, except that 
positive has a different position of the feet; and the 
Fig. 5. 
Fig. 6. 214 
THE NEW GYMNASTICS. 
exercise is like that shown in Fig. 3, and described 
in No. 3, except that when the arm of positive is 
bent, the fist is brought to the top of the shoulder," 
instead of to the front of it. 
No. 8. — This exercise begins with both the arms 
of positive thrust directly upward over the shoulder. 
The arms are carried down sideways to the hori- 
zontal position, and brought back to the perpendic- 
ular again, the negative resisting. (Fig. 7.) 
Fig. 7. 
No. 9. — The parties exercising take the position 
of the feet seen in Fig. 8. On the first beat they THE NEW GYMNASTICS. 
215 
join right hands. On the second beat, the one draws 
back his arm into the position seen in the cut, the 
other giving way for the purpose ; the third and 
fourth beat is occupied by one in pulling the hand 
of the other into the position shown in Fig. 9. 
During the fifth and sixth beats, the position is 
changed back into that seen in Fig. 8. On the 
seventh beat, the parties both rise to a position in 
Fig. 8. 
which both of their legs are straight, and the hands 
hanging between them, the feet not having changed 
their places on the floor. On the eighth beat they 
let go hands, draw the forward foot back to the 
side of the other foot, and stand facing each other 
at the distance of two and a half or three feet. Now 
they begin with the other foot and hand. 216 
THE NEW GYMNASTICS. 
No. 10. — With the same order as to music as 
in the last exercise, they join on the first beat one 
hand, on the second the other, midway between them, 
as in Fig. 10. On the third and fourth beat, one 
Fig. 9. 
Fig. 10. THE NEW GYMNASTICS. 
217 
of the parties spreads the arms to nearly a horizon- 
tal position at the sides (Fig. 11), the other resist- 
Fig. 11. 
ing. On the fifth and sixth beat, the arms are 
brought back again to the position seen in Fig. 10. 
On the seventh beat, the forward feet are withdrawn, 
and placed by the side of the back feet. On the 
eighth beat the hands let go. Then the exercise is 
repeated with the other foot forward. 
No. 11.—Negative stands immediately behind 
positive, and puts his hands upon the back of posi- 
tive’s head. Half a strain is devoted to letting 
positive down, through the position seen in Fig. 12, 
into the position seen in Fig. 13 ; the other half- 
strain in raising positive into the upright posture 
again. Positive folds his arms, and keeps the body 
stiff and straight, not even allowing the neck to 218 
THE NEW GYMNASTICS. 
Fig. 12. 
Fig. 13. 
bend. For persons with weak necks this is a par- 
ticularly valuable exercise. 
I have intimated that these exercises have, in my 
own Institution, more frequently been executed with THE NEW GYMNASTICS. 
219 
three persons in a group. In Fig. 14 may be seen 
an illustration of the attitude in No. 1. The ingen- 
Fig. 14. 
ious teacher will have no difficulty in making the 
changes from one party to another very interesting, 
and very striking in military precision and effect. 
It will be readily seen that the number of these 
exercises may be multiplied almost indefinitely. I 
have used more than half a hundred of them, and 
would certainly find no difficulty in multiplying 
the number to two hundred ; therefore, the few I 
have given are not designed as an exhaustive pres- 
entation of this department in Gymnastics, but as 
suggestive. 220 
THE NEW GYMNASTICS. 
PIN RUNNING. 
Some years ago I saw in a newspaper an account 
of a curious feat attempted by a farmer’s boy. Some 
one offered him a dollar if, putting one hundred 
potatoes a certain number of feet apart he would 
bring them all one by one, and put them in the 
basket within an hour. The boy was confident lie' 
could win the dollar, but found upon trial that the 
time required to gather his potatoes would be many 
hours. 
This feat suggested to my mind the game known 
as Pin Running, which has for several years con- 
stituted one exercise of the New Gymnasium. The 
game may be described in a few words, while the 
cut will serve to illustrate it. 
The company is divided, by choosing sides, into 
two classes, and the first two, the captains, take 
their places, each in his own circle drawn with chalk 
or black paint on the floor. Two rows of pins, gen- 
erally three in number, extend down the hall. The 
teacher gives the word, “ One, two, three! ” Upon 
the word “ three,” they run for the first pin, bring 
it back and set it up in the circle. Then the second, 
and finally the third. Whoever has the three pins 
standing in the circle first, wins one point in the 
game. THE NEW GYMNASTICS. 
221 
Tally may be kept by setting np the gymnastic 
clubs belonging to the hall in a conspicuous place, 
where both classes may see at a glance the standing 
of the game. 222 
THE NEW GYMNASTICS. 
This game is the occasion always of great cheer- 
ing and excitement, but frequently produces very 
lame hips and legs, so great is the effort required to 
stop and turn round quickly, especially if the floor 
be slippery. It is well for beginners to exercise care 
in the practice of pin running. If the class is one 
of much experience, the game may be varied by in- 
creasing the number of pins, or by substituting for 
the last pin a small boy, or by making it a rule of 
the game that the pins shall not only be brought 
from their outstanding places and placed in the ring, 
but be immediately carried back again to their out- 
standing places. THE NEW GYMNASTICS. 
223 
MARCHES. 
In the New Gymnastics we have a great many 
marches. I will describe a few of the figures, and, 
from the hints thus given, the teacher will have no 
difficulty in multiplying them almost indefinitely. 
The pupils march in twos, arm in arm, around the 
outside of the hall, as in the ordinary promenade. 
Next they skip with the chassez movement. Now 
they leap, or run hand in hand, with short steps or 
long ones. Now they march down through the 
centre of the hall instead of around the outside of 
it; and, arriving at the end, they separate, and re- 
turn to the other end of the hall in single column 
on either side. The lines through the centre and 
at the sides should bo perfectly straight, the pupils 
at equal distances apart; the corners should be 
turned squarely, and all the movements marked 
by the same precision, energy, and dash that belong 
to the dumb-bells or rings. The individual bear- 
ing of each pupil is important. The arms when 
disengaged are on the hips, the elbows and shoulders 
well drawn back, head erect, and chin in against the 
neck. 
Now, the partners joining hands at the head of the 
hall, the following figures may be executed: — 224 
THE NEW GYMNASTICS. 
Leaping. — Short steps and long ones. The same 
backwards. 
Leaping diagonally to the side, left and right 
alternately. This movement may be executed with 
short or long steps at pleasure. 
The* same may be repeated, hopping twice on 
either side. The same four times on either side. 
Skipping. — Skip through the whole length of the 
hall with the chassez step. 
Repeat this chassez step through the hall, but, 
joining hands with your partner, extend your arms 
to their utmost reach, those in front being held 
diagonally upward, those behind diagonally down- 
ward. 
Repeat the last exercise, but after skipping four 
beats face to face with your partner, suddenly, 
(keeping hold of hands,) turn back to back, keeping 
right on with the chassez step, and again for four 
beats turn face to face, and again back to back, and 
so alternate through the whole length of the hall. 
This is a somewhat difficult movement, but will give 
much satisfaction when fairly accomplished. 
Again skip the chassez step through the hall, but, 
instead of joining hands with your partner, skip face 
to face with him, clapping hands four beats, and 
then suddenly turn back to back, keeping right on 
in the same course, and skip four beats in silence. 
Then again face to face, clapping four beats, and THE NEW GYMNASTICS. 
225 
then back to back in silence, and so through the 
hall. 
The last exercise may be varied by clapping while 
back to back, or clapping all the time, or remaining 
silent all the time. 
Again, skip down through the hall, joining only 
the right hand with your partner. This may be 
pleasantly varied by one of the parties whirling as 
you go on, allowing his hand to turn in the hand 
of his partner. 
Marching. — Now you may march in couples, join- 
ing one hand and marching upon the tips of your 
toes, and the next time through the hall upon your 
heels, and now upon one heel and one toe, and again 
upon the other heel and the other toe, and now with 
the toes turned square out so that the inside of the 
foot is pushed forward, and now with the toes turned 
inward so that the outside of the foot is pushed 
forward, and again, with one leg much shorter than 
the other, the short one being held stiffly bent, and 
now without bending the knees at all; and again 
with the knees constantly bent through the march, 
so that the person is a foot or more shorter than the 
usual height. 
Now join hands with your partner and pull, 
marching through the hall, first one hand and then 
the other. In order to change the hands it is well 
to change sides at the ends of the hall, so that he 226 
THE NEW GYMNASTICS. 
who marches down the right side of the hall this 
time will the next time march down the left side 
of the hall. It is hardly necessary to say that good 
order in the hall forbids that yon should pull hard 
enough to draw your partner off the straight line. 
Again, march through the hall, pushing your part- 
ner. In order to push to the best advantage, put 
the palm of your hand against the palm of your 
partner’s hand, and, interlocking the fingers, raise 
the hands a foot or more above your heads, and 
lean heavily towards each other. The last two 
marches may be done in skipping, or even in mod- 
erate leaping, though this requires a good deal of 
practice. 
Again, as the head or leading couple, who give 
the cue to all who come after them, join hands at 
the head of the hall, they suddenly stop, face each 
other, and join the ends of their fingers, with the 
arms held high between them, so that they make 
an arch. The second couple immediately skip un- 
der this arch and place themselves by the sides of 
the first couple, and put their arms up in the same 
position. The third couple do the same, and so on 
through all the couples. As soon as all the couples 
are thus placed, the head couple immediately join 
hands and chassez down under the entire arch. The 
second couple do the same thing, and so on till all 
the couples have skipped through and return to the THE NEW GYMNASTICS. 
227 
head of the hall, marching in single file on the 
outside. 
Arriving at the head of the hall, instead of join- 
ing hands with your partners, remain eight feet 
apart, and march down through the hall thus sep- 
arated. When the two lines are in position, join 
hands, and step quickly forward towards each other 
four beats, then step back again four beats. But 
the head couple, instead of retreating with the lines, 
join hands and skip rapidly down through the re- 
treating lines, making their escape from the lines 
before the approaching lines catch them. On the 
second approach the second couple join hands, and 
repeat what the first couple have just accomplished. 
If the line be a long one, to prevent long waiting 
it is well to have two couples or three couples join 
hands and skip down at each approach of the two 
lines. 
On going from the head to the foot of the hall, 
instead of separating from your partner, and return- 
ing to the head of the hall in single file, the first 
couple may pass off on one side, and the next couple 
pass off on the other side, and thus you return to 
the head of the hall in couples, instead of single 
file. On arriving at the head of the hall you join 
hands, and march down through the hall four 
abreast. And while thus abreast you can execute 
almost every figure which has been described above. 228 
THE NEW GYMNASTICS. 
A pleasing variation may be introduced in this wise : 
when hopping sideways, for example, the couples may 
let go hands, and the couple on one side leap to 
the right, while the other couple leaps to the left, 
and so on. 
The following series of figures are adapted to 
four abreast: — 
On arriving at the head of the hall and presenting 
yourselves four abreast, the two inside persons join 
hands, face to face, with the arms extended, being 
thrust as far in front as they can reach diagonally 
upward, and behind diagonally downward. The 
outside persons join hands with no one, hut they 
first turn their hacks to their partners, and hold 
their arms parallel to the arms of their partners, 
skipping in this position four heats, when the origi- 
nal couples or partners join hands, face to face, 
keeping the arms in the same position. They skip 
four beats thus, and then the arrangement at the 
beginning is resumed, and so they alternate through 
the whole length of the hall. 
A pleasing variation in the last figure is the fol- 
lowing : Instead of the two inside persons joining 
hands, let the partners join hands with each other, 
and skip down the hall with their arms extended, 
as in the last figure, hut let one couple have the 
arms in front held diagonally upward, the arms be- 
hind diagonally downward, and the other couple THE NEW GYMNASTICS. 
229 
hold the arms in front diagonally downward, and 
the arms behind diagonally upward. At the end 
of four beats let the arms be reversed. The effect 
is very queer and pleasing. 
Now suppose that the two lines of couples have 
returned up the outside of the hall, and come to- 
gether four abreast to go down the centre of the 
hall. Let the two inside persons suddenly turn 
face to face, raise the hands high and make an 
arch, the two outside persons join hands and chas- 
sez under the arch four short steps, and immedi- 
ately raise their hands to make an arch, the first 
couple skipping under their arms, and so continue; 
the second and third quartette doing the same thing, 
and so through the whole class. This produces a 
very pleasing effect. 
As the two lines of couples return on the out- 
side of the hall, instead of joining hands in the 
centre four abreast to march down the hall, let one 
line of couples make an arch with their arms, and 
the other line of couples chassez or skip under that 
arch, and then they in turn make an arch, and the 
other line of couples skip under their arms, and 
so continue at pleasure. 
Again, march down the hall in two lines of 
couples, the lines being eight feet apart. When all 
the pupils are in these two parallel lines, suddenly 
stop, and face towards the centre. Of course there 230 
THE NEW GYMNASTICS. 
will be a double row of persons on either side. Now 
let the two beads of the inside lines join hands, and 
leap down through the centre, followed by each 
succeeding couple.- When they reach the end of 
the hall, let them separate and return just outside 
the lines left standing. Let the inside lines repeat 
the figure and return to the outside of the first 
line. Now the heads of the four lines may join 
hands, and leap down through the centre and re- 
turn the same way. And thus the ingenious teacher 
may diversify and vary this at pleasure. 
March down the hall precisely as in the last move- 
ment. Let the two inside lines join hands, making 
a circle. Outside lines the same. Now let the in- 
side lines skip in the circle to the left four beats, 
and the outside lines at the same time skip to the 
right four beats. Instantly stopping with a smart 
stamp, let them reverse, bringing themselves into the 
same position that they were in before they began 
to skip in the circle. Now let the arms of the out- 
side circle fall over the heads of the inside circle, 
forming what in dancing is called a basket. Now 
four steps to the centre of the circle and four retreat. 
Again four steps to the centre and four retreat. 
Now the foot and head of the lines drawing back a 
little and making straight lines, the circle exercise 
to close by repeating the last figure. 
Only a part of the marches and skippings are THE NEW GYMNASTICS. 
231 
given above. Some of the most interesting have 
not been given, because of the difficulty in describ- 
ing them. 
As in our series of gymnastic exercises for the 
upper part of the body, so in these the interest and 
beauty of the exercises depend upon sharp con- 
trasts. The movements most differing from eacli 
other should be brought into close proximity. The 
order in which they have been given therefore is 
not the best one. The enterprising teacher will 
very soon learn the best modes of combination. 
DRESS IN THE INTERVALS BETWEEN THE 
EXERCISES. 
After you have been in the Gymnasium suffi- 
ciently long to work earnestly, you will find, at the 
end of ten minutes’ vigorous play of the muscles, 
that you are in a profuse perspiration. To sit down, 
without additional clothing, and wait for the leader’s 
call to the next scries, is to secure a cold and sore 
muscles. Every person should take into the Gym- 
nasium a shawl, a cloak, or an overcoat, — a shawl 
or blanket is perhaps best. As soon as you are 
done with one series of movements, whale resting 
and chatting, you must wrap yourself in the warm 
shawl. We ought long since to have learned the 232 
THE NEW GYMNASTICS. 
wisdom of this by observing the training of horses : 
at the close of an effort, no matter though it be in 
August, they always cover the animal with a warm 
blanket. If you woyld‘ secure the best results, treat 
yourself in the samb wajv 
LADIES’ SHORT DRESSES. 
There is one serious drawback upon the value 
of the gymnastic costume as it is generally managed. 
Ladies wear only one thin cotton stocking over the 
leg below the knee. Accustomed to wear long skirts, 
which protect this part of the leg from the atmos- 
phere, they take off this protection, and then wear 
only one thickness of thin cotton. This is a great 
mistake, and ought to be corrected in every Gym- 
nasium. With the many sorts of beautiful leggings 
now in the market, there is no excuse for such 
exposure. Those cloth leggings and gaiters that fit 
the wdiole leg accurately, and which are made for 
the person after a measure, and have rows of orna- 
mented buttons, are very pretty, and perhaps, on the 
whole, are the be’st protection that can be adopted, 
though the knit legging with a strap under the shoe 
answers a very good purpose. THE NEW GYMNASTICS. 
233 
SHOES. 
You have determined to secure a muscular, vig- 
orous, symmetrical body. To this end, you have 
entered upon a course of gymnastics. In all your 
exercises in the Gymnasium, as well as in the hun- 
dred and one movements which you daily practise, 
you must use your feet. They must support the 
weight of the body, and must enter largely into 
every effort you make with reference to its training. 
If the feet play this pivotal part, they must not be 
distorted, they must have liberty. 
The foot has not only a certain length but a cer- 
tain width ; both are indispensable to complete loco- 
motion. The width of the average woman’s foot is 
three inches and three quarters. The width of the 
man’s foot is half or three quarters of an inch 
more. Now it happens that the average width of a 
woman’s sole is two inches and a quarter instead 
of three inches and three quarters ; so that the sole 
is an inch and a half narrower than the foot. The 
nude foot, placed upon the ordinary fashionable shoe 
sole with the upper removed, would press down over 
the sides of the sole to the floor. Cruel fashion, not 
less insanely than in China, has determined that 
women shall move and balance upon this narrow sole, 
— that the foot* shall never by any chance spread 
out to its natural width. That half-crippled- gait, 234 
THE NEW GYMNASTICS. 
that unsteadiness of movement, that tenderness of 
the joints of the foot, those corns, that distortion of 
the toes, the large toe driven upon the others so that 
the joint at the base of the large toe is thrust out 
at an angle, in brief, that well-known, compressed, 
distorted, inflamed condition of the foot wellnigh 
universal among women, originates in those narrow 
soles. What I have said of woman’s shoe is to al- 
most an equal extent true of man’s shoe. 
The gait, the bearing, the whole movements, would 
be so changed by the adoption of a broad sole, giving 
complete support to every part of the foot, that, 
were it once introduced, nothing could ever drive it 
out. 
When you visit the shoemaker, he will tell you, 
“ 0, I always make good broad soles.” 
But you must not forget that this is mere talk. 
He means nothing by it. * 
If you really want a wide sole, manage in this 
way. Ask the shoemaker to let you stand on a sheet 
of paper with your foot covered only by the stocking ; 
and, resting your whole weight upon that foot, let 
him mark around it thus spread out. Take that 
paper home with you, first having assured the shoe- 
maker, that, if the sole is one eighth of an inch nar- 
rower than that mark, you will not take the shoes. 
There will be no difficulty. He Vill make them 
right'the first time. Now, with this broad sole, the THE NEW GYMNASTICS. 
235 
upper may be quite snug ; and the foot will really 
seem smaller than it does when crowded out over 
the narrow sole of the present fashionable shoe. 
For gymnastic exercises these broad soles are in- 
dispensable. 
MODERATION IN EXERCISE. 
Just as overworking the brain, producing head- 
ache and partial inflammation, is unwise, and al- 
ways defeats itself, just so working too hard in 
the Gymnasium is a losing game. Begin with the 
performance of those moderate and gentle move- 
ments which are similar to many of the ordinary 
movements of life. Commencing with these, add 
gradually the more difficult and trying efforts. In 
two or three weeks, if you are careful to avoid 
taking cold after your exercises, you will be able 
to work pretty hard. In two or three months it 
will be very difficult to find any attitude, or to make 
any effort, that will produce the least soreness of 
muscle. 
Most persons in beginning gymnastic exercises 
imagine that the good will be just in proportion 
to their efforts ; and hence, through lameness and 
pain, many become discouraged, and abandon the 
work. 236 
THE NEW GYMNASTICS. 
SORENESS AFTER EXERCISE. 
If, during your first week in the Gymnasium, 
your muscles are sore, use arnica, which should be 
rubbed over the skin ; and if a joint be particular- 
ly tender, it may be wrapped in a clotli saturated 
with arnica, and surrounded by a thick flannel wrap- 
per, which should be allowed to remain during the 
night. This will very soon relieve any soreness 
which the exercise may produce. 
BATHING. 
All persons ambitious of the best results in physi- 
cal training may use a daily bath in cold water. 
The best hour is generally on rising in the morning. 
Procure a bathing mat, or make one by sewing a 
rope into a piece of rubber clotli four or five feet in 
diameter. On springing out of bed, spread this mat 
on the floor close by your wash-bowl, which should 
contain three or four quarts of water. Standing in 
the centre of your mat with bathing mittens upon 
your hands (the bathing mittens are simply little 
bags made of an old towel), dip into the bowl, and 
apply the water rapidly to every part of the body. 
The bathing mittens will carry from the wash-bowl 
to your body considerable water. Apply* to the 
chest, back and arms, and to every part of the body, THE NEW GYMNASTICS. 
237 
as rapidly as your hands can move. Now, first with 
a soft towel, and then with a rough one, wipe the 
body quickly, and with that vigor and earnestness 
which men display in wrestling or boxing. The feet 
should receive hard friction, and for a moment, 
standing with the bottoms of the feet upon a seam 
in the carpet, twist them from side to side while 
they sustain the weight of the body. Nothing will 
warm them so quickly, while the heat thus secured 
will continue for some time. 
THE WARM BATH. 
Once a week, on going to bed at night, bathe the 
body with warm water and soap, applying the soap 
freely. The morning cold bath will not cleanse the 
skin sufficiently. I may add, that it is a good prac- 
tice to use more or less soap with every morning- 
bath, especially if you have but little exercise, and 
therefore perspire but little. • 
FOOD. 
I haye always found my own health promoted by 
eating but two meals a day. 
It does not matter much about the hours ; eight 
and two are good ones. At one time for a whole 238 
THE NEW GYMNASTICS. 
year I ate breakfast at seven and dinner at half past 
twelve, and found the results satisfactory. If you 
should take your breakfast at seven and your dinner 
at four or five, you would flourish. What is needed 
is a certain amount of nourishing food, well digested. 
I once knew a man who ate but once in twen- 
ty-four hours, and this meal was always taken on 
going to bed at night. He was a farmer, worked 
very hard, and was one of the toughest men I have 
ever known. I had in my service for some time, as 
a teacher of gymnastics, a gentleman who is now 
prominently identified with health-reform in New 
York City. He ate but one meal a day, and that 
always at noon. His endurance was remarkable. 
It matters very little when the food is taken, if it 
be taken at the usual time or times. But I have 
no doubt that two meals a day are better than three. 
If, however, for any reason, you should continue to 
take three meals a day, the last meal should be a 
very light one. 
I advise that you use for breakfast oatmeal por- 
ridge, cracked wheat, brown bread and butter, baked 
apples or pears, or stewed or dried fruit of any kind 
(prunes are especially healthy), and, if a hard labor- 
ing man, use a little steak or chop. Drink cold 
water, or, what is better, while eating drink nothing 
at all. 
For dinner use a piece of beef or mutton as large THE NEW GYMNASTICS. 
239 
as your hand, with potatoes and other vegetables, 
and brown bread. If a workingman, you can take 
gravies or butter with your meat and vegetables. 
Take no dessert at all, except it be fruit. Generally 
speaking, when the moment for the dessert arrives, 
you have already taken as much food as you can 
well digest. 
Don’t eat too much. Excessive eating is not only 
common, it is almost universal. Of course, an un- 
due portion of the nerve force is given to the stom- 
ach. If we give ourselves up to eating, the system 
soon learns the habit of receiving and disposing of 
a very large amount of food ; but it does this at the 
expense of brain and muscle. 
The quantity of food one really needs is much 
smaller than most.people suppose. You will be 
surprised, if you make an experiment extending over 
six months, to find how little food suffices to keep 
brain and muscle in the highest working condition. 
I believe that no vice among men subtracts so 
much from their physical- and intellectual vitality as 
this excessive alimentation. 
Are you fat, and would you like to reduce your 
weight ? Take less food. Adopt none of these new- 
fangled theories about kinds of food. The sorts gen- 
erally found upon our tables constitute a good and 
natural variety, and you need not depart from it to 
reduce your flesh. 240 
THE NEW GYMNASTICS. 
Suppose your horse were too fat, liow would you 
reduce his weight ? Of course, by giving him less 
food. Just as surely as such cutting off of the sup- 
plies in the case of your horse would lessen his 
weight, just so surely it will lessen yours. I know 
what you say about this, — that you eat less than 
others, and, no matter how little you eat, you still 
grow fatter and fatter. This is all a mistake. If 
you reduce your rations one quarter, and after a 
month reduce it one eighth or one fourth more, and 
so continue for six months, you will succeed in re- 
ducing yourselt to any weight you may reasonably 
desire. I have tried this myself. I have advised 
scores of friends to try it. 1 never knew a patient 
effort to fail. In my own case I have observed the 
following: Ordinarily my weight is two hundred 
pounds; but I have from time to time seen good 
reason for reducing it to one hundred and eighty, 
and have always succeeded in effecting this reduc- 
tion in about one month, without any inconvenience. 
During the first two or three days, there is a little 
hunger ; but after that there is even less of it than 
when I am indulging in full feeding. 
But here comes a lean man. He says it is easy 
enough to make fat folks lean, but what shall lean 
people do to become fat ? This is not so easy, but 
nevertheless is generally quite manageable. These 
are the rules : Go to bed at nine o’clock, and rise in THE NEW GYMNASTICS. 
241 
the morning at six. On going to bed, drink one or 
two tumblers of cold water. Do the same on rising 
in the' morning. Eat such food as I have advised 
above in pretty generous quantities. Lie down and 
sleep an hour in the middle of the day. Bathe 
frequently. Breathe a good atmosphere, especially 
while sleeping. Repeat all the funny stories you 
can hear, and laugh heartily over them yourself. 
Seek jolly society. Keep up a jolly frame of mind. 
Practise moderate exercise in the open air. 
DRINKS. 
Ip yon would acquire the highest muscular con- 
ditions, avoid tea, coffee, and other warm drinks ; 
use nothing but cold water, and this even in very 
moderate quantities while you are eating. Don’t 
help the food into your stomach with any fluid 
other than the saliva. It will be recollected by 
those who have read the details of the training 
which boxers, pedestrians, boat-racers, and other 
similar persons practise, that warm drinks are al- 
ways avoided. It is impossible to reach the best 
results, either physical or mental, while using tea 
and coffee. 
The best way to secure the water necessary to 
carry on the functions of the internal economy is 242 
THE NEW GYMNASTICS. 
to drink freely, on rising in the morning, say one 
or two tumblers, and the same on lying down at 
night. 
CONDIMENTS. 
To the gymnastic student I would say, you may 
take with your food salt, pepper, spice, ginger, cin- 
namon, nutmegs, cloves, mustard, oil, or other ordi- 
nary condiments, in very moderate quantity. All of 
these are more favorable to physical development 
than sugar. Use sugar and syrup, if at all, with 
great moderation. If you are determined to reach 
the best results, abandon them. THE NEW GYMNASTICS 
AS AN 
INSTRUMENT IN EDUCATION. 
A Lecture delivered before the British College of Preceptors, London, 
March 7, 1864, by Moses Coit Tyler, M. A. 
Mr. Chairman, Ladies, and Gentlemen : —• 
The ' mind of Lord Bacon, brooding over and 
methodizing all knowledge within the reach of man, 
has indicated the boundaries and the relations of 
physical culture, in the following sentences which I 
extract from “ The Advancement of Learning ”: 
“ The good of a man’s body is of four kinds, — 
health, beauty, strength, and pleasure.” Hence the 
knowledge that “ concernetli his body is medicine, or 
art of cure; art of decoration, which is called cos- 
metique; art of activity, which is called athletique ; 
and art voluptuary, which Tacitus truly calls ‘ erudi- 
tus luxus.’ ” And after several paragraphs in ex- 
position of the first two branches of bodily knowl- 
edge, he continues: “ For athletique, I take the 
subject of it largely, for any point of ability wliere- 
unto the body of man may be brought, whether it be 
of activity or of patience; whereof activity hath two 244 
THE NEW GYMNASTICS. 
parts, strength and swiftness; and patience likewise 
hath two parts, hardness against want and extrem- 
ities, and endurance of pain or torment Of these 
things the practices are known, but the philosophy 
that concernetli them is not much inquired into.” 
I am quite sure that I do not need to consume the 
time of my auditors on this occasion with any labored 
arguments to convince them of the importance of 
physical culture. Certainly I may be allowed to 
take this for granted, — that all intelligent educators 
in this age are thoroughly persuaded that the body 
needs education as truly as does the mind; that this 
process of bodily education should commence and 
continue with that of the mind; and perhaps I may 
be indulged in the expression of the opinion, that if 
the general practice does not yet equal the general 
belief upon this subject, it is owing to certain in- 
evitable obstructions presented by the current meth- 
ods of carrying this belief into effect, rather than 
to any lack of sincerity in the belief. If those 
methods were more practicable, they would be more 
practised. 
At the same time, it has seemed to me that there 
might be a real advantage gained if I were to make, 
as the basis of my address this evening, a very brief 
sketch of the historical and literary antecedents of 
this important department of education, thereby in- 
dicating both the opinions and the proceedings of THE NEW GYMNASTICS. 
245 
other ages and other nations upon the subject. I 
shall paint this sketch as a sort of consecrating back- 
ground to my picture of “ The New Gymnastics as 
an Instrument in Education.” 
In searching for the first developments of the art 
of gymnastics, we must be content to go to that 
small but sacred spot of earth whither we are ob- 
liged to look for the germs of all our science, art, 
and song. For, although traces of a crude athletic 
practice are to be found among the Hebrews and 
many of the early Asiatic tribes, it was in Greece 
that gymnastic cultivation first received that system- 
atic attention which raised it to its true rank among 
the liberal arts. 
The Greek education was divided into two 
branches, which comprehended their entire disci- 
plinary method either in youth or maturity; and 
these two branches were, gymnastics for the body, 
and music (by which they meant the topics presided 
over by all the nine Muses, such as history, poetry, 
mathematics, painting, logic, rhetoric, Ac.) for the 
mind. They placed the subject of gymnastics first, 
and they always kept it first. In their view the edu- 
cation of the body was in the front, both logically 
and chronologically. Any one familiar with the facts 
descriptive of Greek education related by Grote, or 
Thirl wall, or Mitford, will be quite prepared to accept 
the statement of the “ Encyclopaedia Britannica,” 246 
THE NEW GYMNASTICS. 
which asserts that “ the Greeks bestowed more time 
upon the gymnastic training of their youth than 
upon all the other departments put together.” The 
following sentence from the profound and elaborate 
work of Mr. Grote describes the supreme devotion 
paid to gymnastics in Sparta, and reflects to a cer- 
tain extent the prevailing practice of all the other 
Hellenic States: “ From the early age of seven 
years, throughout his whole life as youth and man 
no less than as boy, the Spartan citizen lived habit- 
ually in public, always either himself under drill, 
gymnastic and military, or as a critic and spectator 
of others.” And, in another part of his history, the 
same distinguished scholar assures us that “ the 
sympathy and admiration felt in Greece towards a 
victorious athlete was not merely an intense senti- 
ment in the Grecian mind, but wras perhaps, of all 
others, the most wide-spread and Panliellenic.” And 
Bishop Potter, in the first volume of his “ Antiqui- 
ties,” confirms this by the declaration that “-such as 
obtained victories in any of their games, especially 
the Olympic, were universally honored, almost 
adored.” Without entering further into details, it 
may he sufficient to say, that we have abundant evi- 
dence to assure us that the art of gymnastics was held 
in the highest honor throughout Greece. It was rec- 
ognized and sustained by the State. Solon intro- 
duced into his code a special series of laws for its THE NEW GYMNASTICS. 
247 
protection. The art was consecrated by every senti- 
ment, religious, literary, and domestic. Certain of 
the gods were regarded as the peculiar patrons of the 
gymnasium. The teachers of morals discoursed of 
attention to physical exercise as a distinct virtue, 
calling it dpeTrj yvfxvacmKi], the gymnastic virtue. 
The great historic sects in Grecian philosophy took 
their titles from the gymnasia, where they were first 
expounded. Moreover, he who should excel in gym- 
nastics thereby won high personal distinction and the 
most honorable rewards of the State. Thus in the 
mind and life of a Grecian in the ancient time, gym- 
nastics intwined themselves with all his ideas of in- 
dividual culture and personal dignity, piety, beauty, 
health, prowess, literary power, philosophy, and po- 
litical renown. 
We have not the same temptation to linger over 
the story of Roman gymnastics. With regard to the 
position of bodily culture in the Roman plan of edu- 
cation, there is the testimony of Eschenberg, who 
affirms that corporal exercises were viewed by them, 
especially in the earlier times, as a more essential 
object in education than the study of literature and 
science. This is a sentence which glances both 
ways. It may mean that their devotion to gymnas- 
tics was very great; it may hint that their apprecia- 
tion of literature and science, at the period referred 
to, was very small. However, it seems evident that, 248 
THE NEW GYMNASTICS. 
prior to the time of the emperors, the gymnastics in 
vogue were of a rude character, having chief refer- 
ence to the discipline of military recruits, and to the 
exigencies of certain athletic games like the Con- 
sualia. Scientific gymnastics came in with the im- 
portation of other Greek ideas by the conquerors. 
The first gymnasium at Rome is said to have been 
built by Nero. Still the Greek gymnastics never 
became thoroughly naturalized and assimilated 
among the Roman people. The art seemed a fair 
but unprosperous exotic; and, after serving a tem- 
porary purpose in the hands of scholars and gentle- 
men, it subsided into the brutality of pugilism and 
gladiatorship, and finally expired in the general 
wreck of the Imperial State. 
The lost art rose again, after its slumber of cen- 
turies, with the dawn of Chivalry, but in an altered 
garb and tone. The mediaeval gymnastics very nat- 
urally took their methods from the chivalric spirit. 
Fencing, wrestling, vaulting, boxing, the sword ex- 
ercise, horsemanship, and the dance, now held the 
place in men’s regard once occupied by the old 
Greek Pentathlon; and these forms of gymnastics 
revived the ancient credit of physical culture, and 
were accorded the universal devotion of princes, and 
noblemen, and poets, and artists. Tasso, Da Vinci, 
and Albert Diirer were among the renowned gym- 
nasts of the period. TIIE NEW GYMNASTICS. 
249 
From the decline of Chivalry, onward through the 
sixteenth, seventeenth, and eighteenth centuries, the 
practice of gymnastics fell more and more into dis- 
use ; many forms of exercise became quite obsolete, 
— only the limited methods of sparring and fencing 
seemed to remain in the memory of educators. The 
allusions to gymnastics, scattered through our Eng- 
lish literature of the period, abundantly prove to how 
slight and contracted a scheme the once elaborate 
Art of Gymnastics had become reduced. 
But although the practical details of gymnastics 
may have relaxed their hold upon human attention, 
the theoretical standing of physical culture, in any 
comprehensive plan of education, was on all hands, 
by all respectable writers in the principal languages 
of Europe, most abundantly and emphatically as- 
serted. The renowned scholar, J. F. Scaliger, pub- 
lished at Lyons, in 1561, a work entitled “ The Art 
of Gymnastics.” Four years later, Leonard Fuchs 
put forth at Tubingen a treatise on “ Movement and 
Repose ” ; and, in ten years from that date, Ambrose 
Pare issued at Paris a work with the same title. In 
the same year, at Cologne, Jules Alessandrini pub- 
lished a work in twenty-three books, called “ The Art 
of Preserving Health.” And, tracing the literature 
of the subject onward through the succeeding one 
hundred and fifty years, we find similar productions 
by Borclli, Brisseau, Paulline, Stahl, Hoffmann, and 250 
THE NEW GYMNASTICS. 
Burette. It is pleasant to find a distinct and very 
earnest statement of the claims of physical educa- 
tion in a continental writer who lived before Shak- 
speare, and whom we happen to know Shakspeare 
read and loved. For in a very brilliant essay by 
Montaigne on the education of youth, occurs this 
passage: “ I would have a boy’s outward behav- 
ior and the disposition .of his limbs formed at the 
same time with his mind. It is not a soul, it is not 
a body, that we are training up; it is a man, and we 
ought not to divide him into two parts.” 
Turning from the continental languages to our 
own, we are proud and grateful to discover that Eng- 
lish literature, so rich in philosophy and poetry, and 
in the gems of perfect speech, is by no means behind 
other literatures in the department of Physical 
Education. 
Lot it never be forgotten by us that the first book 
ever written in our English tongue on education was 
on Physical Education; and so long ago as 1540, in 
the reign of Henry VIII., and by no less a man than 
Sir Nicolas Bacon, who is said to have trained Eliz- 
abeth to empire. I have already shown that his il- 
lustrious son, Lord Bacon, did not neglect this al- 
cove of human thought and knowledge; and no one 
at all acquainted with his pages can have failed to 
observe how thoughtfully and reverently he consid- 
ered the body’s welfare, speaking of “the human THE NEW GYMNASTICS. 
251 
organization as so delicate and so varied, like a musi- 
cal instrument of complicated and exquisite work- 
manship, and easily losing its harmony.” 
The next important work in English literature 
upon this subject is Milton’s Tract on Education. 
In this most eloquent essay the great bard defines 
education as “ that which fits a man justly, skilfully, 
and magnanimously to perform all the offices, both 
private and public, of peace and war”; and after 
recommending a plan “ likest to those ancient and 
famous schools of Pythagoras, Plato, Isocrates, and 
Aristotle, and such others, out of which were bred 
such a number of renowned philosophers, orators, 
historians, poets, and princes, all over Greece, Italy, 
and Asia,” he claims that his own method should 
exceed them, and “ supply a defect as great as that 
which Plato noted in the commonwealth of Sparta; 
whereas that city trained up their youth most for 
war, and these in their Academies and Lyceums all 
for the gown, this institution of breeding shall be 
equally good both for peace and war. Therefore, 
about an hour and half ere they eat at noon should 
be allowed them for exercise, and due rest after- 
wards The exercise which I commend first is 
the exact use of their weapon, to guard and to strike 
safely with the edge or point; this will keep them 
healthy, nimble, strong, and well in breath ; is also 
the likeliest means to make them grow large and 252 
THE NEW GYMNASTICS. 
tall, and to inspire them with a gallant and fearless 
courage, which, being tempered with seasonable lec- 
tures and precepts to them of true fortitude and pa- 
tience, will turn into a native and heroic valor, and 
make them hate the cowardice of doing wrong. 
They must be also practised in all the locks and 
gripes of wrestling, wherein Englishmen were wont 
to excel, as need may often be in fight to tug, to 
grapple, and to close. And this will perhaps be 
enough wherein to prove and heat their strength.” 
Advancing to the next prominent English writer 
upon education, we come to the calm and judicious 
works of Jolm Locke; and no one will be surprised 
to hear that Locke’s scheme of education recognized 
the value of full attention to the development of the 
bodily health and vigor. 
“ A sound mind in a sound body,” remarks this 
great philosopher in his treatise entitled “ Some 
Thoughts concerning Education,” “ is a short de- 
scription of a happy state in this world. He that has 
these two has little more to wish for; and he that 
wants either of them will be but little the better for 
anything else. Men’s happiness or misery is most 
part of their own making. He whose mind directs 
not wisely will never take the right way; and he 
whose body is crazy and feeble will never be able to 
advance in it.” 
The foregoing authorities from our earlier English THE NEW GYMNASTICS. 
253 
literature are enough to indicate what I desired to 
represent, — namely, that the department of Phys- 
ical Education has an honorable and unquestion- 
able basis in the recognition of the most illustrious 
writers of the English language ; and it will be suffi- 
cient for me to add, that every important writer on 
education, from John Locke to Horace Mann and 
Herbert Spencer, has reiterated, in a great variety 
of forms, and with the use of erudition and logical 
appeal, these earlier claims on behalf of Physical 
Education. 
I think no one can have accompanied me to the 
present point in my address without having forced 
upon his mind this thought, — the extraordinary 
contrast between theory and practice, with reference 
to physical culture in our modern systems of educa- 
tion, especially in England and America. I have 
just made reference to our greatest and most in- 
fluential writers on education, all enforcing the 
claims, of physical culture; and yet, when we look 
at the facts as they stand before our eyes on every 
hand, we must acknowledge that these claims are 
strangely disregarded. It may seem a very bold 
statement, but it has been made by wise and cautious 
tongues, that our modern education practically ig- 
nores the body, practically forgets that boys and 
girls, who are its subjects, are endowed with corporeal 
natures, for the healthful, vigorous, and symmetrical 
development of which it is strictly responsible. 254 
THE NEW GYMNASTICS. 
I do not doubt the existence of many beautiful 
and cheering exceptions to this rule. I know, also, 
that these exceptions are happily increasing. But 
up to latest dates, the vast majority of educational 
institutions, both in Great Britain and America, have 
failed to recognize the true position of physical cul- 
ture in the work of education. Take London alone. 
Bringing schools of every grade into the account, the 
general rule is, that bodily culture is either wholly 
unprovided for, or, at best, is left to the option of 
each pupil; and even when, in exceptional cases, 
bodily exercise is made imperative, the amount re- 
quired bears no proportion to the efforts made for 
intellectual exercise. Now, I must strenuously af- 
firm, that this is not recognizing the true position.of 
physical culture. And I venture to lay down the 
proposition, that physical culture will not receive 
its true recognition until every school is founded on 
the creed, that the body is as essentially the subject 
of its educational care as the mind, requiring for its 
development scientific preparation and earnest con- 
scientious practice ; that physical exercise should not 
be left as an optional thing, but should be made an 
integral part of every day’s hearty work; moreover, 
that this branch of education should in every instance 
be conducted by wise, well-educated, and competent 
masters, and should be no more committed to the 
undirected efforts, to the whims and liap-hazard ex- THE NEW GYMNASTICS. 
255 
periments of the pupils, than should geometry or 
grammar; and consequently and finally, that it is as 
absurd to establish a school, omitting to make pro- 
vision for adequate gymnastic education, as it would 
be to invite pupils to a school in which no arrange- 
ments were made for desks, forms, chairs, books, pens, 
maps, or paper. In short, the word “ education ” 
should be understood to embrace in its operation our 
entire nature, mental and physical; both depart- 
ments advancing together hand in hand, mutually 
respectful, helpful, and tolerant. Bodily culture 
should be received as an equal and an honored oc- 
cupant in the great Temple of Education, not kept 
standing upon the doorsteps like a shivering beggar, 
nor thrust down into the scullery, as if it were some 
servant of dirty work. 
But, having spoken of the vast and startling dis- 
crepancy between theory and practice in our modern 
education with reference to physical culture, I 
hasten to express the opinion that this is a phe- 
nomenon, for which the conductors of schools cannot 
generally be censured. I am convinced that it has 
been chiefly owing to the low tone of public appre- 
ciation upon this subject, whereby schoolmasters 
have lacked the encouragement and support of par- 
ents in any efforts to bring this department up to its 
proper level; and second, to certain radical faults in 
the common methods of bodily culture, which have 256 
THE NEW GYMNASTICS. 
rendered their general adoption either inconvenient, 
undesirable, or impossible. I claim the right to bear 
this testimony. It is an honest one,—not given 
with any purpose of empty compliment. It is my 
constant duty and privilege to be thrown into con- 
versation with teachers ; and I can truly say, that I 
generally find them anxious to realize a higher 
standard of practice in the department than they 
have yet attained, but trammelled and thwarted by 
these practical difficulties to which I have made al- 
lusion. 
Perhaps the fundamental remedy for this is direct 
and energetic action upon the general mind of the 
nation, to inform it more thoroughly of the reasons 
for bodily education, and to imbue it with more 
earnest convictions as to the duty of parents in sus- 
taining schoolmasters in their efforts to attend prop- 
erly to the subject. We must create a public senti- 
ment for educational gymnastics. From pulpit and 
platform and lecture-desk and printed column, there 
must stream a current of knowledge and influence 
for physical regeneration, which shall place the cause 
upon its proper basis in the intelligence and moral 
sense of the Anglo-Saxon race. 
But, as I have already intimated, even when other 
difficulties are removed, obstacles frequently occur, 
arising from the methods of gymnastic practice com- 
monly used. The old system of heavy gymnastics, THE NEW GYMNASTICS. 
257 
with its fixed beams, bars, ladders, swings, and 
wooden horses, requires a considerable outlay for its 
construction; but, more than all, requires a large 
room for its occupation. Ours is a civilization of 
large cities; space is precious; and any system 
which is to meet the wants of the time must be so 
very simple in its machinery as to be capable of in- 
troduction wherever there is standing room. The 
civilization of precious space will not be apt to give 
up room for bulky systems, no matter how good. 
The gymnastics must be adapted to the civilization: 
the civilization will not adapt itself to the gymnas- 
tics. When, therefore, from want of room or other 
cause, teachers have been obliged to forego this 
heavy system, and have resorted to the method 
technically called “ drilling,” as administered by a 
“ drill-sergeant,” they have frequently been aware 
of a difficulty of the very opposite character, viz. 
that the method was too light, and apparently super- 
ficial, besides soon becoming monotonous and unin- 
teresting,— so obviously inadequate as a means of 
physical culture, that they not seldom begrudged the 
time which they gave to it. 
Accordingly, in very many cases, masters, dissat- 
isfied with both experiments, have been obliged to 
content themselves by encouraging the usual games 
of the playground, if they are so fortunate as to have 
a playground; although conscious that these sports 258 
THE NEW GYMNASTICS. 
are by no means a realization of physical education, 
and especially that they do not counteract the worst 
tendencies of the scliool-room, viz. the tendencies to 
stooping shoulders and narrow chests. 
It is at just this angle of thought that I desire to 
bring to your notice a new system of gymnastics, 
which has been devised by an eminent medical man, 
and a practical educator of our time, for the very 
purpose of filling up this lamentable chasm in our 
modern educational practice, — a system which has 
now undergone the test of several years’ rigorous 
experiment, and has come forth from the trial with 
success. 
This system is at the present time attracting atten- 
tion in England under the name of “ Musical Gym- 
nastics.” It was constructed by Dio Lewis, M. D., 
of Boston, Mass., a physician and medical writer of 
great renown in his native land. 
I shall now endeavor to describe to you this very 
original and novel system; and to point out several 
particulars in which it seems to me beautifully 
adapted to meet our modern wants. 
I shall first attempt a verbal description; but, as 
words can but poorly portray movements so unique 
as those which constitute this system, I have brought 
with me several of my juvenile pupils, who will pre- 
sent to you, after my lecture, some characteristic 
specimens of the method. Let it be said, then, in THE NEW GYMNASTICS. 
259 
brief, that the new gymnastics differ from all preced- 
ing systems as regards the apparatus employed, the 
mode of the employment, and the results attending 
employment. The system discards, at once and 
totally, the heavy, complicated machinery of the old 
gymnasium, and adopts instead light wooden rings, 
wooden rods, wooden dumb-bells, and wooden clubs. 
None of these implements are attached to post, or 
wall, or ceiling; but each is merely held in the hand 
when used, and laid aside when the exercises con- 
nected with it are performed. Furthermore, the 
exercises which this simple apparatus involves are 
elaborated, with a view to their physiological value, 
in distinct sets; each exercise has its own invariable 
place in the series to which it belongs; all are 
adapted to quick and stirring music; they combine 
almost infinite variety with consummate simplicity 
and precision ; and, finally, they admit of being per- 
formed in drawing-room, school-room, or hall, wher- 
ever there is space sufficient for outspread arms, in 
a manner the most graceful, pleasing, and ap- 
propriate. 
With your permission, I shall now go over these 
statements, and develop them somewhat more in 
detail. 
And, first, concerning the machinery of the new 
system. There have been two difficulties in con- 
structing a system of gymnastics which should be 260 
THE NEW GYMNASTICS. 
capable of universal diffusion. On tlie one hand, if 
the method was thorough, the apparatus was too 
elaborate, too costly, and absorbed too much space; 
on the other hand, if the apparatus was simple, the ex- 
ercises failed in thoroughness, variety, and prolonged 
interest. It seems to me that Dr. Lewis’s system 
happily and ingeniously reconciles both extremes 
of difficulty. It will not be laborious to prove to you 
that the apparatus is simple. One of my boys has 
brought here to-night, in his hands, four gymna- 
siums. The apparatus is so slight and inexpensive 
that the humblest primary school can afford to get 
them, and can find room to use them. And with 
these simple and uncostly implements are connected 
a vast multitude of the most varied, powerful, and 
graceful movements, bringing into play, under 
healthful conditions, every muscle, joint, and mem- 
ber of the human body. Perhaps the greatest en- 
comium to be pronounced on Dr. Lewis is, that he 
has struck a vein which every teacher can go on 
working without end : he has indicated a path which 
leads to perpetual additions of exercise conceived in 
his spirit, but presenting constant variety to the 
pupil. So much for the apparatus. 
Second, concerning the mode of its employment. 
Under this head there are several particulars to 
which I wish to direct your attention. And the first 
has reference to a gymnastic principle, interpreted by THE NEW GYMNASTICS. 
261 
a law in mechanics. Momentum is made up of two 
factors, weight and velocity. Allowing momentum 
to remain the permanent quantity, the greater the 
weight, the less the velocity; and, conversely, the 
greater the velocity, the less must be the weight. 
Passing over to the realm of gymnastics, that term 
which corresponds to momentum is the amount of 
exertion each one is capable of putting forth with 
safety; and it is plain, that, if you have heavy 
weights, you must have slow movements ; and, on 
the contrary, if you would have rapid movements, 
you must have light weights. It costs as much effort 
to pass a light body through the air swiftly, as it does 
to pass a heavy one slowly. Now, the more com- 
mon idea in our modern gymnastics has been to give 
prominence to weight. How many pounds can you 
put up ? what vast herculean burden can you car- 
ry ? have been the test questions, and have indicated 
the direction of the average gymnastic ambition. 
But the new system inverts this order, and seeks to 
give prominence to the idea of velocity in gymnastics 
rather than of weight. It claims that a better mus- 
cular result is obtained by this method. It claims 
that, while huge lifting power is quite desirable for 
those who design following the profession of a porter, 
or a liod-carrior, or a coal-heaver, it is not so im- 
portant, for ladies and gentlemen in the more usual 
avocations of life, as flexibility, grace, ease, fineness 262 
THE NEW GYMNASTICS. 
rather than massiveness, poise, perfect accuracy and 
rapidity of muscular action, and a general diffusion 
of muscular vigor. Dr. Lewis is fond of illustrat- 
ing the differentia in the systems — on the one hand 
of weight, on the other hand of velocity — by point- 
ing to the van-liorse, with his vast though stiff 
muscles, with his slow, ponderous, elephantine 
movements, just fit to draw burdens for the world; 
and then to the carriage-horse, with his graceful, 
airy, elastic step, his rapid movement, his vivacity, 
his fineness of nerve and muscle. 
What I have just said will serve to indicate the 
mechanical principle of the new gymnastics. I must 
now direct your attention to its fundamental physi- 
ological principle. It adopts the plan of lively, 
moderate exercises, in opposition to the plan of labo- 
rious, violent, exhausting movements. I believe the 
idea is becoming very generally accepted by physi- 
ologists, that the muscular system may be cultivated 
at the expense of the vital, — that a man may develop 
a magnificent shell of muscle, and draw away to the 
surface the life and power of the interior, — that a 
man may become very weak by becoming very 
strong. I need only remind you of the recent dis- 
cussion upon this subject in “ The Lancet,” suggested 
by the defeat of Heenan.* I think a wrong direction 
* “ Those who know what severe training means will, perhaps, 
agree with us, that Ileenan was probably in better condition five THE NEW GYMNASTICS. 
263 
has been given to the ambition of boys. A vulgar 
desire has been created to rival draught-horses, and 
porters, and the muscular monstrosities of the circus. 
The idea has been cherished, that one must do 
much, — must make vast, straining, depleting exor- 
weeks before meeting his antagonist than on the morning of his 
defeat; although, when he stripped for fighting, the lookers-on agreed 
that he seemed to promise himself an easy victory, while exulting in 
his fine proportions and splendid muscular development. It is now 
clearly proved that Heenan went into the contest with much more 
muscular than vital power. Long before he had met with any severe 
punishment, indeed, as he states, at the close of the third round, he 
felt faint, breathed with difficulty, and, as he described it, his respira- 
tion was ‘roaring/ He declares that he received more severe treat- 
ment at the hands of Sayers than he did from King; yet, at the 
termination of the former fight, which lasted upwards of two hours, 
he was so fresh as to leap over two or three hurdles, and distance 
many of his friends in the race. It was noticed on the present oc- 
casion that he looked much older than at his last appearance in the 
ring. 
“ Without offering any opinion as to the merits of the combatants, 
it is certain that Heenan was in a state of very deteriorated health 
when he faced his opponent; and it is fair to conclude that deteriora- 
tion was due in a great measure to the severity of the training which 
he had undergone. As with the mind, so with the body, undue and 
prolonged exertion must end in depression of power. In the process 
of the physical education of the young, in the training of our recruits, 
or in the sports of the athlete, the case of Heenan suggested a striking 
commentary of great interest in a physiological point of view. While 
exercise, properly so called, tends to development and health, ex- 
cessive exertion produces debility and decay. In these times of over- 
excitement and over-competition in the race of life, the case we now 
put on record may be studied with advantage.” 264 
THE NEW GYMNASTICS. 
tions. Has not this tendency been carried too far ? 
Especially injurious is this process to the young. 
Many a fine fellow at Cambridge and Oxford trains 
for the boat-race, and wins heart-disease. Many a 
fine fellow carries off the oarsman’s laurels, and ex- 
pends in that attempt the vitality which might help 
him to get any other kind. But, hastening from this 
point, I add, that the new system discards the acro- 
batic principle. It make§ no provision for ground 
and lofty tumbling. It does not invite its disciples to 
practise locomotion by rolling over and over; it does 
not ask them to stand on their heads, or walk on 
their hands, or practise any form of personal inver- 
sion or revolution in the air. Those who are fond 
of acrobatic gymnastics wrill of course pursue them. 
I believe many people who need artificial exercise 
have been deterred from gymnastics by their repug- 
nance to this sort of performance. I need not re- 
mind you, also, that any gymnastic method which 
makes much of acrobatics, so far forth excludes the 
whole female sex from the advantages of gymnastics. 
There is but one other point of which I desire to 
speak while attempting to describe the modus of the 
new gymnastics; and that point has reference to the 
introduction of music, for the purpose of stimulating 
and regulating bodily movements. When I consider 
the value of music, as recognized in dancing and in 
military life, I wonder that the importance of making THE NEW GYMNASTICS. 
265 
it an essential and an inseparable element in gym- 
nastics lias not sooner attracted the deliberate atten- 
tion of educators. In Dr. Lewis’s system, music is 
made so central a member, that without it we can do 
nothing. When the music leaves off, we adjourn. 
Having spoken of the machinery and the method 
of the new gymnastics, I must say a few words as to 
the residts. One of the most precious and honorable 
of these results is, that the new system is essentially 
fitted for both sexes ; or, to bring out more pointedly 
the idea which I aim to convey, while it provides an 
elaborate scheme of exercise for man, there is not, 
within all its ritual, one exercise which cannot be 
performed with equal safety, propriety, and success, 
by woman. I do not need to insist upon the im- 
mense desirableness of such a result. Surely, if 
either sex is to be excluded from gymnastics, let it 
be ours. Boys and young men have at least some- 
thing, in the athletic sports of the playground and 
the field, to atone for the loss of scientific bodily cul- 
ture. If they lose gymnastics, the loss is not without 
a species of remedy. But if ladies are denied gym- 
nastics, there seems to be absolutely no indemnifica- 
tion. Herbert Spencer tells us, that near his own 
residence is a school for boys, and one for young 
ladies. In the uproar, the vociferation, the gleeful 
shouts of the playground, he was instantly informed 
of the existence of the former; but many months 266 
THE NEW GYMNASTICS. 
liad elapsed, after taking that residence, before he 
was made aware that an establishment for young 
ladies was in full operation in the very next house, 
enjoying, too, a large garden overlooked by his own 
windows.* Among the physiological results of the 
new system, I can truly say, also, that a very marked 
feature is the symmetry of the muscular development 
produced. For every muscle of the body, Dr. Lewis 
has devised movements. No class of muscles receives 
attention to the neglect of the rest. The result is a 
beautiful, harmonious, complete cultivation of the en- 
tire body. Moreover, a large series of movements 
are constructed with the view of counterbalancing 
the tendencies of our modern life, and especially of 
our modern school-life, to a depression and narrow- 
ing of the chest, and to the formation of an uncome- 
ly roundness upon the shoulders. One of my pupils, 
a student in a well-known college of London, in- 
formed me last evening, that, although he has been 
under my care but one quarter, his tailor was star- 
tled to find the size of his chest enlarged by two or 
three inches. The great peril of our Anglo-Saxon 
race is from pulmonary weakness. Our gymnastics 
should direct their remedial enginery to that quarter. 
* “ Look at the number, still too great, of schools, — I beg pardon, 
— of academies, where young ladies are educated within an inch of 
their lives, perfected into paleness, and accomplished into spinal 
distortion and pulmonary phthisis.” — W. B. Hodgson, Esq., LL. D. THE NEW GYMNASTICS. 
267 
I can only hint at the peculiar benefit resulting from 
the habit of performing all these bodily movements 
in strict musical time. Whatever muscular develop- 
ment ensues becomes far more closely associated 
with the intelligence and will. The whole frame at 
last seems imbued with the musical principle, vital- 
ized and permeated by some breath of harmony, 
grace, and accurate ease. Although I have by no 
means brought forward all the important results 
which in experience have attracted my notice, I dare 
not trespass upon your patience longer than to men- 
tion this other one; namely, the attractiveness of the 
new gymnastics to those who practise it. The new 
system insists upon being enjoyed, if pursued at all. 
It seeks to stir the sources of exhilaration, mirth, 
enthusiasm. It seeks to achieve this by the viva- 
cious character of the movements, by the contagion 
of perfectly concerted action, and by the delightful 
stimulus of music. Of course much depends, also, 
upon the magnetic power, the cheerfulness and play- 
fulness, of the teacher. I can honestly testify, that, 
when these conditions are complied with, the new 
gymnastics rise far above the dreary level of task- 
work and monotonous drudgery, and are literally 
and permanently a pleasure. They recognize the 
artistic necessity of touching the play-impulse. They 
attempt to inaugurate, during the hour devoted to 
gymnastics, a sort of physical jubilee, a carnival of 
the emotional and vital powers. 268 
THE NEW GYMNASTICS. 
And again, in an English magazine, Mr. Tyler 
says: — 
It will be unnecessary to go further in this analysis 
of Dr. Lewis’s gymnastic methods. I will conclude 
what I have to say upon this part of the subject, by 
gathering up the scattered threads of my description, 
and compressing into a single paragraph a statement 
of the essential characteristics of the new system. 
Let it be understood then, in brief, that these gym- 
nastics differ from all preceding systems as regards 
the apparatus employed, the mode of employment, 
and the results attending its employment. The sys- 
tem discards at once and totally the heavy, com- 
plicated machinery of the old gymnasium, and 
adopts alone light wooden rings, wooden rods, 
wooden dumb-bells, and wooden clubs. The exercises 
which this simple apparatus involves are elaborated 
in the most philosophical manner, in distinct sets; 
each exercise has its own invariable place in the 
series to which it belongs; all are adapted to quick 
and stirring music ; they combine almost infinite 
variety with consummate simplicity and precision. 
They exclude neither young nor old; they can be 
performed by the most delicate at the same time that 
they employ the strength of the most athletic; they 
are an exhaustless source of entertainment and di- 
version ; they comprehend movements for every limb 
and muscle of the body, thereby producing fine sym- 
metry of development; and finally, they admit of be- THE NEW GYMNASTICS. 
269 
ing performed in drawing-room or liall, by ladies and 
gentlemen together, in a manner the most graceful, 
pleasing, and appropriate. 
It will not be imagined that the system we have 
endeavored to portray was elaborated in a solitary 
and instantaneous effort of thought. On the con- 
trary, it was a slow growth in its author’s mind. In 
the midst of his toils as a public lecturer, he prose- 
cuted his gymnastic studies, and conducted his gym- 
nastic experiments. A multitude of exercises were 
conceived, and thrown away, before those which now 
form the system were adopted. Every conception 
was put to the test, and survived or perished, ac- 
cording to its demonstrable merits in the crucible of 
practice. When at last the system had reached a 
good degree of perfection, Dr. Lewis decided to bring 
to an end his nomadic way of life, and to locate per- 
manently in the city of Boston, the political capital 
of Massachusetts, the intellectual capital of the 
Western Hemisphere. It was his purpose to found 
there a great institution for physical education, 
which should be the means of proving and of propa- 
gating his methods of bodily culture. Accordingly, 
in 1859, he went to Boston. He immediately opened 
a spacious hall for the reception of classes ; he took 
charge of gymnastics in several prominent schools; 
he established a monthly gymnastic paper ; he ap- 
peared before the American Institute of Instruction, 270 
THE NEW GYMNASTICS. 
at its annual Convention, in the following year, and 
explained liis system to that important educational 
society; he occasionally accepted invitations to lec- 
ture in neighboring cities; and, by all these means, 
he drew to himself and to his theme the earnest at- 
tention of the public. It could not be otherwise 
than that a demand for teachers of the new system 
should soon be made upon him. Educators in the 
remotest parts of the nation, in Mobile, in Galveston, 
in San Francisco, had heard of his methods; and 
from far and near came assurances that living ex- 
ponents of the New Gymnastics were wanted by the 
people. He now felt justified in carrying into exe- 
cution a scheme which he had long cherished. Ob- 
taining an act of incorporation from the Legislature, 
he founded, in the year 1861, the Normal College 
for Physical Education. Concerning the establish- 
ment of this college, the same words may be used 
which Neander employs concerning a book written 
by Marsilius, of Padua, it made an epoch. Graduates 
of this institution have gone forth through all the 
cities and villages of the North, preaching every- 
where the doctrines of their earnest Teacher, organ- 
izing classes among men, women, and children, in 
every rank of life, and demonstrating to the world 
the dawn of a * new Profession, — the Profession 
of Health and Bodily Vigor. The movement of 
thought in America towards physical culture is thus THE NEW GYMNASTICS. 
271 
organized upon a profound and abiding basis. An 
impulse has been given which vibrates through a 
population of twenty millions ; and this impulse can- 
not die. From Bangor to Sacramento, from Mont- 
real and Quebec to the lands which are robed in the 
fiery skirts of war, a popular awakening upon this 
subject has been created, so deep, so universal, as to 
give it an historical significance, and to make the 
foundation of the Normal College for Physical Ed- 
ucation an event from which to date a new period 
in the evolution of Anglo-American life. And of this 
vast and beneficial movement Dr. Lewis stands 
clearly at the head. To him the people are looking 
as to an Apostle and Guide. He has inaugurated in 
America a great national reform, as distinct, as in- 
fluential, as glorious, as that which was wrought in 
Germany by Salzmann and Jahn, or in Sweden by 
the poet and gymnasiarch Ling. 
At the close of Mr. Tyler’s address before the Col- 
lege of Preceptors, several prominent gentlemen who 
had listened to the address bore earnest testimony 
to their interest in the subject of physical education. 
The Rev. A. Conder said, that he fully concurred 
with the lecturer in the opinion that violent gymnas- 
tics, like violent muscular exertion of every kind, are 
most injurious. As a Cambridge man, he had had 272 
THE NEW GYMNASTICS. 
many opportunities of observing this; and it was 
well known that those who in early manhood were 
distinguished for their skill in athletic sports, too 
frequently paid the penalty for their disregard of the 
laws of health, by premature loss of vigor. He was 
acquainted with a large public school in Ireland, in 
which violent games were at one time very much in 
vogue ; but it was observed that diseases of the heart 
became prevalent among the boys ; and the result 
was, that the authorities had to prohibit the objec- 
tionable sports. Mr. Conder thought, therefore, that 
the system explained by Mr. Tyler deserved the seri- 
ous consideration of all teachers, as it appeared to 
afford ample scope for the due exercise of the mus- 
cles, without the risk of producing any of the evils to 
which other plans often gave rise. 
W. B. Hodgson, Esq., LL.D., F.C.P., said, that he 
had never listened to a lecture with which he was 
more pleased than he had been with Mr. Tyler’s. 
He had not been impressed so much with the novelty 
of the views maintained in it, as with the clearness 
with which their soundness had been demonstrated, 
and with the constant reference to physiological prin- 
ciples. It was of great importance to remember that 
gymnastics deserved to be carefully studied, not 
merely, or even chiefly, for the sake of the body, but 
above all in order that the mind may acquire full 
development and strength. Some people might decry THE NEW GYMNASTICS. 
273 
this doctrine as savoring of materialism; but it is 
now universally admitted that it is necessary to at- 
tend to the health of the brain as a condition of intel- 
lectual soundness and vigor ; and it scarcely required 
to be proved that this admission virtually included 
the larger proposition, that the health of the whole 
body affects the condition of the mind. Every one 
must have had opportunities of convincing himself 
that this is the fact, and of the truth of Rousseau’s 
assertion, — “The stronger the body, the more it 
obeys: the weaker the body, the more it commands.” 
Dr. Hodgson expressed his concurrence in the prin- 
ciple laid down by Mr. Tyler, that the object of gym- 
nastics should be to develop not mere strength, but 
rather rapidity and flexibility of movement, of which 
the exercises that they had seen performed were 
admirable examples. The reason for the preference 
had been clearly stated by the lecturer, and it de- 
pended on the distinction between muscular force 
and vital force. These forces were by no means 
identical, or even convertible ; and the latter might, 
and too often was, sacrificed to the other: a serious 
mistake, which amounted in fact to the sacrifice of 
the end to the means, — of life to the instruments of 
life. For this folly there was now less excuse than 
at any former period, since the circumstances of civ- 
ilized life rarely, if ever, required the exertion . of 
great physical strength. The speaker said that he 274 
THE NEW GYMNASTICS. 
liad always been a great pedestrian ; and experience 
liad satisfied him that the power of endurance ex- 
erted in walking twenty or thirty miles a day, de- 
pended much more on general good health, and 
especially on sound digestion, than on muscular de- 
velopment. With respect to the exercises which 
Mr. Tyler’s pupils had gone through, every one must 
have been struck with their great diversity, their ele- 
gance, and their perfect adaptation to the require- 
ments of females as well as of boys. He trusted that 
the lecturer’s system would be extensively adopted 
in this country, where there was a great need for 
well-devised and regulated physical education. 
F. J. Weightman, Esq., of Hollywood School, 
Brompton, said, that as he had the honor and satis- 
faction of being the first schoolmaster in this country 
who had made use of Mr. Tyler’s services for the in- 
struction of his pupils, and had thus had good op- 
portunities for observing the results of his system, 
he wished to make a few remarks on the subject. 
And first he would observe, that, admirable as were 
the exercises which they had seen that evening, they 
must not be considered as anything more than frag- 
mentary specimens of a complete and carefully pro- 
gressive system, of which, consequently, they were 
altogether incapable of conveying an adequate idea. 
As the exercises required close attention and prompt 
action, they had considerable value as a means of THE NEW GYMNASTICS. 
275 
mental training, and as aiding in the formation of 
habits of self-control and command. The memory 
especially was brought into a state of great activity, 
so that hoys were able, with little or no external 
suggestion, to go through the whole or a long series 
of complex movements in their proper order. An- 
other point was, that the pupils took very great 
pleasure and interest in the musical gymnastics, 
which they regarded not as a part of their school 
work, — in which light drilling was too often viewed 
by boys, — but as a real amusement and relaxation, 
from which therefore they derived the greatest pos- 
sible benefit. The last observation he had to make 
was that Mr. Tyler’s system was an excellent intro- 
duction to music, by developing and cultivating the 
perception of musical time. The speaker said he had 
often been much amused by the awkward attempts 
of beginners to keep time in their movements. At 
first many of them appeared to be quite uninfluenced 
by the music, but tried to do what was required by 
watching and imitating the movements of the other 
pupils. This necessarily prevented simultaneousness 
of motion, and led to highly laughable consequences. 
After a few lessons, however, even those who were 
the worst in this respect showed manifest signs of 
improvement; a new sense seemed to be awakened 
in them; and at length their perception of musical 
time became fully developed, and they were then 276 
TITE NEW GYMNASTICS. 
able to perform the whole of the exercises, guided by 
the music alone. He considered that this, though a 
merely collateral advantage of the system, was one 
of considerable value. 
From The Albion, Liverpool, December 21, 1863. 
“ Among the many inventions and devices by 
wliich, of late years, new interest has been given to 
the pursuit of physical health by means of exercise, 
none is more beautiful or useful than Dr. Lewis’s 
system of Musical Gymnastics, lately introduced in 
an improved form, and with marked success, by Mr. 
Hulley, at the Rotunda Gymnasium. 
“ The system is peculiarly adapted for ladies, be- 
cause, while fully exerting, it does not overtask the 
strength of the participants, and it has a great charm 
for all who use it in the variety and liveliness of the 
exercises of which it consists. The appliances used 
are equally simple and ingenious. Amongst them 
are rings, balls, bags for throwing, sceptres, and 
other simple implements. B}r the varied use of 
these, a most complete education of the whole mus- 
cular system is secured ; and by the adaptation of 
music to the exercises, a grace and fascination is 
thrown over them, which every one can appreciate, 
but which will be especially valued by those who are 
practically versed in the comparative merits of the 
different methods of gymnastic education. For its THE NEW GYMNASTICS. 
277 
effects on the frame, the new system has such warm 
testimonies from principal members of the faculty as 
establish it to be fully as beneficial in its results as if 
is attractive in operation. 
“ We hope to hear of the extension of the system 
to many schools and institutions. The portability of 
the apparatus prevents the existence of any obstacle 
to its general introduction, and its popularity where 
tried is universal. It is most gratifying to find that, 
especially in higher circles, the importance of gym- 
nastics to both sexes is now generally recognized. It 
is not too sanguine to expect from this reform an 
absolute renovation of the race in process of time; 
and the great encouragement given to Mr. Tyler in 
London, is one remarkable symptom of its spread. 
All who aid in it may pride themselves that they 
have done something to banish from generations yet 
unborn many of the misshapen forms and languid 
constitutions which are a sad testimony to the phys- 
ical declension that ensues when morbid habits of 
inaction are generally indulged.” 
From The Weekly llecord, London, July 15th, 1863. 
“ Musical Gymnastics. — A large and fashion- 
able audience assembled in the Vestry-hall, Chel- 
sea, last Monday evening, to 'listen to an address 
by Mr. Moses C. Tyler, M.A., and to witness the 
exercises of a class of Mr. Tyler’s pupils in the 278 
THE NEW GYMNASTICS. 
new system of musical gymnastics. These gym- 
nastics are entirely novel in their apparatus and 
methods; can be performed with equal success and 
benefit by ladies, gentlemen, and children; are 
executed to the accompaniment of music ; and are 
not only very beautiful and conducive to health, 
but are also very attractive to those who engage 
in them. 
“ The chair was taken by George Wallis, Esq., 
of the Kensington School of Art, who presented Mr. 
Tyler to the audience in a very felicitous speech. 
Mr. Tyler’s address was devoted to the importance 
of scientific physical culture, and to an explanation 
of the peculiar features of the new system of which 
he is the introducer in London. At its conclusion 
the platform was cleared, and a fine class of boys 
from Hollywood School, Brompton, took their places 
on the stage, and presented a succession of exercises 
which they had been taught. Their execution of 
these movements was in concert, and with musical 
accompaniment, and produced the greatest delight 
and enthusiasm in the spectators, who expressed 
their approbation by rounds of hearty applause. 
The exercises were, indeed, very exciting and pic- 
turesque, and must have a fine effect on the health 
and forms of all who practise them. They realized 
the description applied to them by the New York 
Times: —4 They are poetry in motion, and motion 
set to music.’ THE NEW GYMNASTICS. 
279 
“ After these exercises had been given, brief 
speeches were made by Mr. Weightman, Master of 
Hollywood School, bearing testimony to the success 
of these gymnastics among his pupils; by B. Water- 
house Hawkins, Esq., the distinguished anatomist, 
whose eloquent approbation of the new system, from 
the stand-point of scientific observation, electrified 
the audience; by Dr. Woolmer, of Warwick Square, 
who expressed his views as to the importance of 
bodily culture, and his indorsement of the method 
which had been presented ; by Mrs. Bessie Inglis, 
the accomplished lecturer, whose address was ad- 
mirable in thought and diction ; and finally by Mr. 
William Tweedie, who gave an account of his inter- 
est in physical education, and of his acquaintance 
with the gymnastic system which had been presented 
that evening, and who concluded by moving a vote 
of thanks to Mr. Tyler for his address, and to the 
members of Hollywood School for their brilliant part 
in the doings of the meeting. 
“ A vote of thanks to the Chairman, Mr. Wallis, 
was also heartily carried. 
“ The audience separated at a late hour, appar- 
ently highly delighted. Among the distinguished 
persons present we observed the intellectual face of 
Eliliu Burritt, £ the learned blacksmith,’ who seemed 
intensely interested, but whose delicate condition of 
health prevented his taking any active part in the 280 
the new gymnastics. 
meeting. As a whole, the meeting was a rare and 
striking success.” 
From the Marylebone Mercury, January, 1864. 
“ Metropolitan Association of Medical Officers 
of Health. — The usual monthly meeting of the 
above association was held at the Scottish Corpora- 
tion Hall, Crane Court, Fleet Street, on Saturday, 
the 16tli inst., Dr. Thomson, F.R.S., president, in 
the chair. 
“Physical Training. — Mr. Moses C. Tyler, M.A., 
who was present for the purpose of exhibiting by 
means of some of his pupils his system of physical 
training for schools, said that his mode of training 
claimed to be a compact and simple method of 
physical culture. He could only give a few samples, 
and those of the simplest nature, although whole 
schools could go through a similar course, and the 
usual accompaniment was a piano. A half-dozen 
youths were then introduced, and to the chiming of 
a bell and the beating of a drum passed through a 
number of very graceful exercises with dumb-bells, 
rings, and wands Mr. Tyler at the conclusion said 
that the object of his system was, by exercise, to 
develop the whole of the muscles of the body, and 
that it was adapted equally for the strongest men or 
the most delicate ladies ; and he would take the 
liberty of mentioning one result that his system had THE NEW GYMNASTICS. 
281 
accomplished. He had been told by masters of 
schools where it was introduced, that that which 
before had been looked on as a mere mechanical 
effort was now viewed as a pleasing recreation. An- 
other of the advantages would, he believed, be that 
it would do away with the tendency to round shoul- 
ders, which prevailed among both girls and boys, by 
the bending over the desks to their lessons. Mr. 
Liddle said he thought he might express the thanks 
of the association to Mr. Tyler. So far as he (Mr. 
Liddle) had seen of the system, it appeared to rec- 
ommend itself for general adoption. There was 
nothing violent in it, or likely to strain the muscles; 
and it would give health and physical development 
to both boys and girls. He would move that a vote 
of thanks be given. Dr. Druitt seconded. The 
Chairman said that he thought the system highly 
deserving of encouragement. Dr. Lankester had no 
doubt that it would be beneficial. The vote was 
carried unanimously.” 
From the City Press, March, 1864. 
“London Mechanics’ Institution. — On Wednes- 
day, M. C. Tyler, Esq., M.A., gave a lecture on the 
4 Art of Gymnastics,’ which was received with the 
approbation that it well deserved. Mr. Tyler pointed 
out the anomaly that, of those ancient nations whose 
intellectual works remain as models in literature, the 282 
THE NEW GYMNASTICS. 
Greeks, Romans, Ac., actually devoted more time 
and space to the due training of the body than to 
mental culture, whilst most modern nations, until 
a very recent period, had neglected the muscular 
arts, or had caused them to become matters of re- 
proachful tendency. The energy and effective ad- 
dress of the lecturer placed the cause in a favorable 
point of view, and having successfully pleaded the 
necessity for muscular exercise and recreation, he 
showed how, by musical accompaniment, the grace- 
ful motions imparting muscular power could be 
made most acceptable to childhood and to classes. 
Mr. Tyler received and deserved the thanks of the 
audience for his manly and patriotic influence in 
favor of judicious exercises and games.” 
From the Standard, February 8th, 1864. 
“ Royal Polytechnic Institution. — The third 
fashionable morning entertainment was given on 
Saturday, February 6th. Among the novelties pre- 
sented was a lecture on ‘The Art of Gymnastics,’ 
by Moses Coit Tyler, Esq., M.A., illustrated by 
twelve of his pupils. This is a very interesting ex- 
hibition, abounding in graceful evolutions by the 
pupils. Mr. Tyler’s system repudiates the course 
of gymnastics which prevailed some years ago, by 
which many boys were seriously injured. By his 
plan, the exercises are so regulated that females may THE NEW GYMNASTICS. 
283 
adopt the system without any fear of injury from 
violent contortions of the body. Mr. Tyler’s accom- 
panying address on the importance of gymnastic 
training as promoting physical health was very 
striking.” 
The Morning Advertiser (Feb. 2) describes the 
exercises as “ exceedingly graceful, manly, and beau- 
tiful ” ; the Morning Star (Feb. 2) as “ at once attrac- 
tive and useful as a means of physical development ” ; 
the Daily Neivs (Feb. 2) as “ something wonderful.” 
From the Whetstone Circular, March 12, 1864. 
“Working Men’s Institute. — Mr. Tyler’s lecture 
on 4 Gymnastics, Ancient and Modern,’ on Thursday 
evening last, was deservedly well attended. We 
went to get an idea worth carrying out, and we got 
it. The development of the intellectual to the neg- 
lect, and to a certain extent at the expense, of the 
physical energies of youth, has hitherto been sadly 
the rule in all our systems of education; but in 
Musical Gymnastics we find a remedy which cannot 
be gainsaid. How shall we enumerate the advan- 
tages of the system ? The expense of its accessories 
is trifling, and the space for carrying it out can be 
found in any school-room of moderate dimensions. 
Moreover, parents cannot object to the system, seeing 
that their boys and girls can all engage in it, for its 
movements do not require turning over on heads and 284 
THE NEW GYMNASTICS. 
heels, or vaulting on each other’s shoulders. Active 
motion without severe bodily exertion ; muscular, as 
an aid to vital action; endless change of position; 
and the calling into play every joint and muscle of 
the limbs by turn, are its principal features.” 
From the Bethnal Green Times, March 26th, 1864. 
“ Peel Grove Institute. — Mr. Moses Coit Tyler, 
M.A., the celebrated Professor of Gymnastics, gave 
a highly interesting lecture at the above institute on 
Monday evening, March 21st. 
“ The lecturer gave an historical sketch of the gym- 
nastic art, and quoted the opinions of eminent men 
concerning it, and concluded by exhibiting his new 
system, which is evidently far in advance of any 
other, with a class of hoys who have been under his 
training. The audience was no more spell-hound 
by the graceful evolutions of these lads, all of which 
were performed to music, than they were by the 
lecturer’s eloquence and forcible rhetoric. Their 
fixed • eye, their riveted attention, and oft-repeated 
bursts of applause, were sufficient to show their ap- 
preciation of the speaker’s delineation. 
“ Mr. Tyler’s genius is well directed towards 
awakening an interest in the neglected subject of 
physical culture. In his hands it is sure to revive. 
We wish the gifted lecturer and his good work 
abundant success.” THE NEW GYMNASTICS. 
285 
The Gymnastic Club at Regent’s Park Col- 
lege. — The following expression, as the latest one 
received from the different institutions with which I 
am connected, I append for the value it may have 
to those who are interested in the practical working 
of the new gymnastics as an educational process: — 
“ Regent’s Park College, 
April 19th, 1864. 
“ Dear Sir, — I have been requested by tlie Mem- 
bers of tlie Gymnastic Club at Regent’s Park Col- 
lege, to express to you their satisfaction and pleasure 
in receiving the course of exercises, through which 
you have led them, this last quarter. They would 
specially notice the interesting character given to 
the practice by the introduction of music. 
“ They already feel the benefit of these exercises, 
and are persuaded that, if persevered in, they can- 
not fail to accomplish their object in training all 
the muscles to a prompt and vigorous action, and 
so in promoting a sound physical culture. 
“ With warm assurances of regard, and with grate- 
ful acknowledgments of your kind attention, 
“ I remain, 
“ Yours very truly, 
“James Sully, 
“ Hon. Sec. 
“ Moses Coit Tyler, Esq.” 286 
THE NEW GYMNASTICS. 
Mr. Tyler lias returned to America, and accepted 
the professorship of English Literature in the Michi- 
gan University. 
I trust his new occupations will not lessen his 
interest in physical education. I regard it as a 
great honor to have been Mr. Tyler’s instructor in 
the Gymnastic Art. Of all the advocates of the 
new system he is the most eloquent. I have in- 
dulged the hope that circumstances might lead to 
the complete devotion of his life to the propagation 
of the new system of physical culture. 
THE END. 
Cambridge : Electrotyped and Printed by Welch, Bigelow, & Co.