THE ILLUSTRATED 
FAMILY GYMNASIUM. PHYSIOLOGY OF PLAYFULNESS. THE ILLUSTRATED 
FAMILY GYMNASIUM; 
CONTAINING THE 
MOST IMPROVED METHODS 
OF 
APPLYING GYMNASTIC, CALISTHENIC, KINESIPATHIC, AND VOCAL EXERCISES TO 
THE DEVELOPMENT OF THE BODILY ORGANS, TOE INVIGOBATION OF 
TnEIR THE PRESERVATION OF HEALTH, AND 
THE 
CURE OF DISEASES AKD DEFORMITIES 
Mitl] |ilustntim. 
By R. T. TRALL, M.D., 
* % # 
AUTHOR OF “THE HYDROPATHIC -GTHER^WORKS. 
'Ncto ¥csrft: 
Fowler and WeliIs, Puhl 
No 308 BROADWAY. ENTERED, ACCORDING TO ACT OF CONGRESS, IN THE YEAR 1857, BY 
FOWLER AND WELLS, 
JB THE CLERK’S OFFICE OF THE DISTRICT COURT OF THE UNITED STATE* 
FOR THE SOUTHERN DISTRICT OF NEW YORK. 
DavIks and Roberts, Stereotypen, 
113 Nassau Street, New York. PREFACE. 
The object of the present volume is to bring together, 
in a convenient form, the many useful and important 
facts and principles in relation to gymnastic, calisthenic, 
kinesipathic, and vocal exercises, which are now scattered 
through a score or more of books, and so to arrange and 
explain them as to give the whole the best practical 
application to the development of all the bodily powers 
and functions, and to the cure of chronic diseases and 
weaknesses, and constitutional defects and deformities. 
The author has aimed to select the very best materials 
from all accessible sources, and to present a sufficient 
variety of examples to meet all the demands of human 
infirmity, so far as exercise is to be regarded as the 
remedial agency. 
A great majority of our American people, whether 
invalids from disease or from injuriously sedentary habits, 
are too busy, while some are too poor, to expend the time 
and money necessary to employ teachers, join classes, or 
attend regular gymnasiums; and for all such persons I 
have endeavored to present an ample range of illustra- 
tions, so that each family or individual may choose such 
examples as may be most convenient under the circum- 
stances. B. T. T. 
Hygeio-Therapeutic Institute, ) 
No. 15 Laight Street, New York, 1857. 5 INTRODUCTION. 
As vital action is the property that especially distinguishes living 
beings from inorganic matter, so exercise becomes pre-eminently the 
law of development and health. 
The vegetable kingdom being intermediate between the mineral and 
the animal, and its chief use being, so far as man is concerned, the 
transformation of the elements of the former into principles of nutrition 
for the latter, but little exercise comparatively is required for the growth 
and maturity of its organs and structures, and this is derived abundantly 
from the breezes, the winds, the storms and tempests, and the ever- 
varying temperature and vicissitudes of the seasons. 
But as we rise in the scale of creation, we find new organs continually 
superadded, more complicated structures developed, establishing more 
varied relations to the universe around, and requiring greater variety of 
exercises or actions. 
The human being, the most complex of all creatures in his structures 
and functions, requires hence the greatest diversity of motions, actions, 
or exercises to develop properly his whole nature, and to sustain all of 
his complicated machinery in its full vigor and integrity. 
It is not very material, perhaps, whether our exercises be work or 
play, whether amusement or utility be their leading feature, provided 
both body and min4 are agreeably affected. But it happens, unfortu- 
nately, that few avocations in life, as generally prosecuted, and very 
few methods of teaching now in vogue, are calculated to train and edu- 
cate properly the whole being, while the great majority of trades, pro- 
fessions, and business pursuits, as well as educational institutions, not 
only do not regard the harmonious cultivation of all the diversified 
powers of body and mind, but, on the contrary, induce, of necessity, a 
very partial and unequal development; some organs or parts of the 
vital machinery being overworked and prematurely exhausted, and X 
INTRODUCTION. 
others scarcely exercised at all. The result of this is frightfully appa- 
rent in the puny frames, gaunt forms, contracted chests, and defective 
vital organs of a large proportion of the American youth of both sexes. 
How true, and yet how lamentable, is the declaration of Miss Catha- 
rine E. Beecher, in her recent valuable work, “ Letters to the People 
on Health and Happiness,” that “the standard of health, among 
American women, is so low, that few have a correct idea of what a 
healthy woman is!” 
This remark will, with a slight qualification attributable to more 
active out-door habits, apply just as well to the other sex. And I fear, 
from the manner in which the boys and girls of this generation are 
being fed and clothed at home, and educated at the primary schools, 
that few parents or teachers have a correct idea of what a healthy 
child is. 
The rules of universal health are exceedingly obvious and simple, 
viz., plain, unmixed food, free breathing, correct bodily positions, and 
various exercises. But how few have any intelligible idea of the right 
way of applying these simple rules to practice! 
To remedy the imperfections, defects, and deformities resulting from 
unphysiologieal habits of life, as well as to develop in its utmost vigor 
the whole organization, various plans or methods have been devised, 
some assuming to themselves the titles of systems, and all of more or 
less value in particular cases. 
Gymnastic exercises date back to the athletic games of ancient 
Greece, when bodily training was a branch of school education, and 
every town had its gymnasium. They included walking, running, 
leaping, vaulting, climbing, balancing, etc., with and without the aid 
of machinery. Swimming, rowing, riding on horseback, etc., may also 
be properly considered as parts of a system of gymnastics. 
The term Calisthenics is applied to such gymnastic exercises as are 
more appropriate for the park, hall, family circle, or school-room. 
They comprehend a great variety of “free motions,” with, and many 
without, the aid of technical apparatus, as ropes, poles, ladders, clubs, 
sand-bags, dumb-bells, weights, etc. 
Kinesipathy has been applied to the system of “Therapeutical and 
Physiological Movements,” invented, or rather systematized, about INTRODUCTION. 
XI 
1813, by Peter Henry Ling, of Stockholm, Sweden. The idea of his 
plan or system originated from his participation in the sword exercise 
of a fencing school. Observing the powerfully strengthening effects oi 
such and similar exercises on the muscles more immediately called into 
action, he devoted several years to the introduction of a methodical 
plan well calculated to invigorate and energize weak and defective 
structures. 
This system is called “free gymnastics,” or “free movements,” 
because no machinery of any kind is employed, all the motions being 
performed by the patient alone, or with the assistance of other persons. 
In the department on vocal exercises I have, I trust, supplied a 
desideratum, this most important branch having been wholly omitted in 
all previous wrorks on gymnastics. There are many defects in voice and 
speech, many deranged conditions of the respiratory system, and many 
dyspeptic and nervous invalids for whom vocal exercises are among 
the best possible remedial appliances; and, indeed, in some cases, abso- 
lutely essential to recovery. Many clergymen and other public speak- 
ers have nearly ruined, and sometimes lost, their voices, because they 
were ignorant of the proper way to exercise the breathing and vocal 
apparatus. 
It is an encouraging circumstance that our educational and hygienic 
institutions are more and more appreciating the importance of regular 
and systematic exercises, based on physiological principles; and I hope 
the time will soon come when every town, village, and hamlet, if not 
every family, will have its gymnasium or “panegyrium,” where health- 
promoting exercises, conjoined with innocent recreation and intellectual 
culture, will be among the necessary “ institutions” of our country—of 
all countries. 
The following extract, from an admirable address read before the 
New York State Teachers’ Association, at its eleventh annual meeting, 
August, 1856, by Jeannette L. Douglass, is worthy the serious con- 
sideration of American parents and teachers: 
“When and where should physical education commence? Wo 
answer, in early childhood, if we are to form the foundation of health 
for the future man or woman. It should be the first lesson given to a 
child. He should not be sent to school until at least seven years of XII 
INTRODUCTION. 
age, and then to a person that will educate him physically as well as 
mentally. 
“He should not be confined more than four hours a day, until his 
limbs and muscles have become strong enough to endure partial con- 
finement in-doors, if he is to have health, cheerfulness, vivacity, and 
strength, which should not he neglected on any account. His early 
school-days should be pleasantly interspersed with active sports and 
healthful amusements, as well as study. He should be free to exercise 
his limbs in the open air, and to perform feats of strength and agility, 
as children must do, in order to enjoy health and to obtain well and 
perfectly developed muscles. 
“ The parent should see that the school-room and gymnasium where 
he sends his child to school are of the most approved models, as regards 
cleanliness, ventilation, and location; there is no excuse for the neglect 
of school-buildings in this free, wealthy, and enlightened country of 
ours. 
“ In past ages—in the days when the schools of Athens were all in 
their glory, gymnastics and calisthenics and games were common for 
the students, and were, in short, a part of their education. The men 
of those days had stalwart forms and robust constitutions; the women, 
too, had full developed forms and enjoyed perfect health, while, at the 
same time, they possessed the highest cultivated intellect. Let us then 
learn a lesson from the ancients, if we would enjoy the priceless boon 
of health, and let our nation no longer be called ‘ weak in body, but 
strong in intellect,’ but may they be physically and intellectually 
strong, that they may enjoy life in a cheerful, useful, and calm manner, 
which adds ‘length of days,’ and scatters peace and joy to all around 
—a calm and happy life, that seldom, if ever, the invalid from youth 
either has or transmits to others. Again we say, health is not prized 
by us as it was by the ancients, else our schools for boys and girls 
would have attached to them spacious yards, with gymnasiums, for the 
exercises of both sexes. 
“ Ilerodicus, the instructor of the great physician Hippocrates, said 
from experience and observation, he found gymnastics and calisthenics 
as essential to females as to males, in order to enjoy health and a 
cheerful flow of spirits. He was master of one of the Grecian pales- INTRODUCTION. 
XIII 
tria or gymnasia, and frequently remarked that the females under his 
instruction attained the enviable enjoyment of an uninterrupted flow 
of health and spirits. 
“The ancients were filly aware of the importance and preservation 
of the health and faculties of the human frame. They made it a 
prominent part of the education of both sexes, that they should he 
thoroughly taught in all exercises calculated to give tone and elasticity 
to the functions of the body, knowing well that the strength of the 
mind is increased or diminished, according to the health of the body; 
that it is intimately connected with it, and is strengthened in propor- 
tion as the body is enervated or invigorated. 
“Gymnastics and calisthenics are of essential benefit to muscular 
development, beautiful and perfect symmetry, as well as to health and 
strength of mind and body. Connected with those already mentioned 
should be the healthful, graceful, and beautiful exercise of walking. 
Daily walks are alone truly beneficial to pupils—a brisk, lively walk, 
that calls into action all the muscles of the body. Not a slow march, 
as if the pupils had lost all energy and activity, and could hardly drag 
their weary limbs to the end of their walk. Such walks are no real 
benefit to them; on the contrary, they are inculcating indolent habits, 
which always result in ill health and depressed spirits. How essential, 
then, that the teachers take an interest in this important exercise, and 
walk with their pupils, and enliven their walks with pleasant conver- 
sations on the various objects of interest they may meet in their ram- 
bles—perchance some lofty mountain peak or lowly glen, a majestic 
river or meandering stream, a dense forest or beautiful grove, waving 
fields of grain or fragrant meadow, beautiful flower-gardens or modest 
flowers by the wayside, elegant mansions or lowly vine-clad cottages, 
the gay equipages of the wealthy, or the noble and manly sons of toil, 
as they walk living pictures of health, innocence, and happiness to their 
daily avocations. What a field of thought here lies before the teacher! 
Happy, thrice happy, the teacher must he who is qualified to explain to 
the pupil in a clear and felicitous manner, in such a panorama, all that 
tends to make him wiser, healthier, and happier than before. If the 
teacher is a mineralogist, a botanist, or a naturalist, a meteorologist, a 
lover of science, or a Christian, or if he understands the elements XIV 
INTRODUCTION. 
essential to health—air and water, together with exercise combined— 
think ye he is not teaching in those walks, when discoursing from 
nature’s exhaustless and rich volume, anon pointing the pupils to an 
upper and better clime—is he not teaching more practically than if he 
were conducting the daily routine of ‘ class recitation’ in the school- 
room? We think he is. 
“We need practical education as well as theoretical; the former 
gives exercise to the faculties of the mind and body, the latter exercises 
the mind only. What we need is the education of the two in close 
connection to form a perfect man or woman. Teachers, let us remem- 
ber that we would retain health and vigor much longer by this bracing 
exercise, daily walking. 
“Another healthful exercise for pupils is the exhilarating effect pro- 
duced by dumb-bells, when judiciously used, always taking care that 
they are not too heavy, and that pupils do not exercise too long at a 
time, until they become accustomed to their use. Great care should 
be taken that they do not raise them too violently at first, or they will 
be injured instead of being benefited by their use. They should vary 
in weight as the strength of the pupil will permit, and in a short time 
the most frail and delicate member of the school will become conscious 
of their invigorating influence. 
“We would recommend teachers to share and direct the sports and 
exercises of their pupils, if they would have them physically educated, 
to go out with them at their recesses, engage in their amusements, and 
remain until the ringing of the bell, returning to the school-room with 
the glow of health on their countenances, refreshed and as much bene- 
fited by the recess and its innocent sports as the pupils are. We hope 
all teachers consider themselves as much responsible for the health of 
their pupils as for their intellectual progress. 
“ Then we would ask them to take as much care of their health as 
they would to teach them arithmetic, algebra, and grammar, and the 
other sciences; furthermore, teaching them what the laws of health 
are, for they will trample on them until they understand them. The 
teacher is bound by duty to teach them the laws of health, as well as 
the laws of gravitation or mathematics. 
“ The professors in the universities and colleges, and in all the schools INTRODUCTION. 
of Europe, have for ages considered the physical education of the stu- 
dents placed under their care of the highest importance. What has 
been the result ? A robust race of men, and women, too, living in the 
full enjoyment of perfect health to a good old age. 
“The Greeks considered this matter well. That was the grand 
secret of their wonderful feats of strength and courage—their perfect 
development and beauty of form and outline of figure. They lived 
most of their time in the open air. Their houses were so constructed 
that they enjoyed pure air at all times and seasons. Their climate did 
not do all for their perfect development, as many have supposed, 
although it was a more genial clime than ours. Their physical exer- 
cises were as regular as their meals. They drank the pure elixir of 
health daily—that cool and refreshing draught which is essential to life, 
and furnishes the body with animation and energy, and which is the 
medium of sounds as it flows in and expands the lungs, and is the fluid 
which we breathe, viz., pure air. Lord Bacon considered the health- 
ful sports of children worthy the attention of physicians and teachers, 
when he said, ‘ there was no disease among pupils that gymnastics and 
calisthenics could not cure.’ Galen, the celebrated physician, declared 
‘ Mm to be the best physician who was the best teacher of calisthenics.’ 
Ling, the celebrated Swedish author, made it a pleasant pastime to 
exercise with his pupils in the schools of Sweden, Great Britain, and 
the Continent, where he introduced those exercises with great success. 
He was not only a benefactor to his own country, but to the world. 
He left but two pupils that he deemed competent fully to carry out his 
science—Prof. Georgii, who has established himself in London, and 
Prof. Branting, who is at the head of the Central Institute founded by 
Ling at Stockholm. 
“ Where and when shall that powerful agent of which Dryden long 
ago sung be established in our land, namely, ‘the wise for cure on 
exercise depend V When it shall be a part of our national education, 
then, and not till then, may we expect its establishment in our land.” 
XV 3UECTITUDK- PART I. 
GENERAL GYMNASTICS. 
PRELIMINARY REMARKS. 
Systematic gymnastic exercises, which give energy and precision to 
muscular movements, are not only useful in the development of bodily 
vigor, but they are also efficient auxiliaries in mental education, by 
inducing habits of order, exactness, and directness in the mental opera- 
tions. 
M. Roth, H.D., of London, who has published a work on Ling’s sys- 
tem, remarks: 
“ Gymnastic exercises increase the influence of our will on the mus- 
cles, so that they are brought into prompt and rapid action at the instant 
of volition. The combination of muscular force, flexibility, and prompt 
obedience to the will, give to the body the pleasing and graceful 
appearance of firmness, steadiness, and dexterity in the positions and 
use of the limbs.” 
Rousseau observes: “If you wish to develop the mind of a pupil, 
develop the power which mind has to govern; exercise his body; make 
him healthy and strong, that you may make him prudent and reason- 
able.” 
Hoffman informs us that he made people, naturally stupid, compara- 
tively intelligent, by prevailing on them to take gymnastic exercise. 
“To raise the arms from a hanging position in a loose, random way, 
without thinking, and to stretch them in the air, can have little corporeal 
effect, and certainly no mental one; but to stretch the arms in a man- 
ner and direction, and with a velocity all previously determined and 
exactly prescribed, and then to move their different parts (upper and 18 
GENERAL GYMNASTICS. 
fore-arm, hand and fingers) precisely as determined and commanded, 
this is an exercise which, independent of the physiological effect on 
these limbs, tends to awaken and sharpen the sense of space and time. 
To learn to leap very far or very high, it is not necessary to have special 
gymnastic instruction; but to be enabled to leap in a certain way, with 
the least possible expenditure of power, with great certainty and preci- 
sion, with graceful ease, with nice regard to distance, etc., this is a 
matter calling for skillful and systematic instruction, and such a system 
constitutes gymnastics.” 
To the questions, Why are children always so easy and graceful in 
all their movements ? and why are so many boarding-school misses and 
college-bred young men so stiff and awkward in nearly all their 
motions ? all persons who examine the subject will be led to respond: 
Because the former are in the constant exercise of the whole muscular 
system, while the latter have acquired a habit of using mainly particu- 
lar sets of muscles. Who ever knew a good dancer to walk ungrace- 
fully ? Who ever knew a female dressed tightly around the waist to 
walk otherwise? 
Mr. Mann, speaking of the pupils of the Royal Orphan House at 
Potsdam, says: “ As the boys are destined for the army, it is thought 
important to give them agility and vigor. It is not yet discovered that 
activity and energy are necessary in any occupation save that of hilling 
our fellow-men. The boys practice gymnastic exercises, such as climb- 
ing poles, ascending ropes, flinging their bodies round and round over 
a bar, while they hang on only by the bend of the legs at the knee- 
joints, vaulting upon the wooden horses, etc., until their physical feats 
reach a point of perfection which I have never seen surpassed, except 
by professional circus-riders or rope-dancers.” 
In the Phrenological Journal for 1853 is an excellent article, from 
which we extract: 
“The wide-spread fallacy that, if persons are able to live without 
work, it is their right and privilege to lead an inactive life, is an error as 
fatal in its effects on health as it is fallacious in principle. The right to 
commit suicide, though practically asserted by some, is very generally 
denied. We have no moral right to abridge our powers of mind or 
body by opium, arsenic, tobacco, or alcohol, or to suspend them by a 
rope; and we apprehend that if a man had a just view of the duties he. 
owes to himself, his family, and the world, he would discover, in many 
of his habits, that he is a culprit under laws more fixed than those of 
the Medes and Persians. 
“ Men of light occupations, and women whose circumstances do not 
compel them to work, a great majority of whom neglect physical exer- PRELIMINARY REMARKS. 
19 
cise, thereby become so deficient in muscular development as to be 
weak, delicate, and sickly—ever the prey to nervousness, dyspepsia, 
and that long train of chronic diseases that afflict the human race. We 
pity their condition, because, for the most part, the evils they suffer are 
brought on by ignorance of the laws of their being. To place ourselves 
on good terms with such, we will not now blame them for what, per- 
haps, might be called culpable ignorance, but good-naturedly address 
ourselves to the task of removing from their minds the vail of ignorance' 
that has caused all the ills which scourge them. 
“It is as natural for a child to exercise as to breathe. When unre- 
strained, nearly all children are distinguished for restless activity. 
Nature bids them exercise, and they obey the mandate, often in spite 
of ignorant parents, nurses, and teachers, who scold and whip them 
for restlessness. They are more disposed to consult their own conve- 
nience than to study the laws of nature as applicable to their young 
charge; and, by dint of praising quietness and blaming activity, the 
poor child’s nature is smothered, and pale cheeks, diminutive muscular 
development, weakness, dyspepsia, consumption, and death are the fruit 
of the oft-repeated command, ‘ Keep quiet.’ 
“ Mothers, if you wish your children to be healthy, well-developed, 
and beautiful, feed them plainly, dress them very loosely, and let them 
run, jump, and exercise with all their might from infancy onward. 
The lamb skips and plays, and the colt rears and races, not from mental 
playfulness, but because the law of exercise is inwrought in every mus- 
cle and vital function of its organization. Vital force is sent out to the 
muscles, and they feel and obey the command, ‘Act! act!’ 
“Exercise is as essential to development as air is to life. No person 
can acquire a large, compact, muscular organization without it. 
“ ‘ But you would not have girls run and romp over hill and dale, 
and laugh boisterously, like boys!’ Let us examine the subject, and 
see what Nature, the great teacher, will say concerning it. I)o young 
female animals frisk, jump, and play like males, and do little girls 
instinctively laugh loudly, and run and play like boys ? If so, we may 
safely infer that Nature has established the same general law of exer- 
cise, not for animals merely, but for both sexes of the human race. 
“ By an irrevocable physiological law, growth of brain and body js 
acquired by exercise. Look at the arm and hand of the laboring man 
or woman, and how vast the difference in the size and strength of two 
classes! The same law holds respecting the lungs and other vital 
organs. The heart of him who creeps through the world languidly 
and mincingly is small, and weak in its power to circulate the blood, 
while the man who rushes into active business earnesfy, and uses his 20 
GENERAL GYMNASTICS. 
muscles vigorously, his heart is called upon for energetic action in 
sending the blood copiously to all parts of the system, and the conse- 
quence is an increase in the size and strength of that important organ.” 
The following brief extract from the “Hydropathic Encyclopedia” 
will conclude these introductory and somewhat desultory remarks: 
“ To secure the full and perfect development of the body, Nature has 
implanted among the mental propensities a special organ of motion. 
The phrenological organ of ‘mirthfulness,’ or ‘playfulness,’ seems to be 
intended to secure this end, by prompting young animals to frequent, 
free, active, and vigorous exercise. Young animals, especially of the 
mammiferous class, manifest this disposition very early, and young 
children must have their frequent ‘play-spells,’ or be sick—there is no 
alternative. I am disposed to believe that it is impossible for a healthy 
adult to be otherwise than active in body or mind, or both, and that 
laziness is actually a disease, dependent on some abnormal condition of 
the organism. 
“ It is true that a variety of social circumstances may operate to pro- 
duce an indolent disposition of mind and inactive habit of body, as 
extreme poverty, excessive wealth, grinding servitude, tyrannical gov- 
ernment, etc.; but all these also produce a primary condition of ill 
health. So of personal habits, dissipation, gluttony, dietetic errors, or 
unliealthful voluntary habits in other respects; they all conduce to the 
production of a morbid condition. 
“Nothing is more discouraging to the future prospects of a young 
child than a disposition to sit still, be quiet, keep out of mischief, etc. 
Such children may give the nurse and schoolmaster but little trouble 
in keeping them ‘out of the way,’ but in after life their parents may 
find it somewhat troublesome and expensive to provide them attendants 
and doctors.” 
GENERAL RULES. 
It is, no doubt, a correct maxim that all violent exertions should be 
made when the stomach is empty, or nearly so. The best times for 
the more active gymnastic exercises are early in the morning, and 
toward evening; when practiced at or near bedtime, they should be 
more moderate. They should never be practiced immediately after 
meals, nor very near the time for eating, as digestion is never well per- 
formed when the system is in an agitated, feverish, or exhausted con- 
dition. BODILY POSITIONS. 
21 
Exercises should always be commenced as well as finished gently. 
This is especially important for new beginners, as they are sometimes 
injured and their progress retarded by too severe efforts at first. As a 
general rule, too, all very abrupt transitions are objectionable. 
Let the pupil never forget that the organs or parts are to be devel- 
oped and strengthened by moderate and prolonged exertions, rather 
than by violent and fitful ones. The weaker organs or limbs should 
always receive most attention, and be more frequently subjected to 
exercises specially adapted to their invigoration. 
The dress should always be light and easy, and all superfluities in 
the clothing itself, or in the pockets, as toys, knives, Fig-1- 
etc., dispensed with. Pupils should be careful and 
not sit in a draught of cold air, nor drink much very 
cold water, nor lie down on damp or cold ground 
when fatigued from exercise. Nor should they 
bathe or wash all over when much fatigued. A 
high temperature, perspiration, or “feverishness” 
of the body is in itself no objection to cold bath- 
ing, but rather an indication for it, provided the 
body is not at all fatigued, and the respiration is not 
disturbed. 
It is always important to vary the exercises fre- 
quently, so as to call into action alternately various 
sets of muscles. When large classes take lessons 
together, it is a good plan to divide them into sub- 
classes, giving the easier exercises to the smaller and 
weaker. 
EXERCISING DRESS. 
BODILY POSITIONS. 
1st all kinds of gymnastic performances, as well as in all occupations, 
it is essential to observe undeviatingly correct bodily positions. In 
lying, sitting, standing, walking, riding, or laboring, the trunk of the 
body should be kept erect. The bending is to be done on the hip- 
joint, and not by crooking the spinal column forward, and thus forcing 
the ribs and sternum in upon the stomach and lungs. Immense mis- 
chief results from this habit. 
Bolsters and high pillows are among the abominations of fashionable 
life. Fig. 2 represents the proper position during sleep. The head 22 
GENERAL GYMNASTICS. 
should never be raised more than a few inches, by a single small pil- 
low. But it is a 
general custom to 
pile pillow on pillow, 
like “alps on alps,” 
until the poor “dou- 
bled and twisted” 
victim is elevated 
out of all reasonable 
shape, and the neck 
so bent and lungs so 
compressed that congestion is sure to affect the brain, while free 
breathing is utterly 
impossible, as seen in 
fig. 3. 
Dullness of mental 
comprehension, and 
general torpor or stu- 
pidity of the intellectual 
faculties, are among the 
consequences of this 
pernicious habit. 
Fig. 2. 
PROPER POSITION IN BED. 
Fi6-3- 
MALPOSITION IN BED. 
Fig. 5. 
The right and wrong po- 
sitions—sitting, standing, 
walking, at work, during 
study, etc.—are represent- 
ed below. It ought to he 
among the first duties of 
parents and school-teach- 
ers to guard those under 
their care against improper 
attitudes. 
Fig. 4. 
SITTING UPRIGHT. 
MALP08ITI0N IN SITTING. BODILY POSITIONS 
23 
Fig. 6. 
Fig. r. 
STANDING ERECT. 
Fig. 8. 
MALPOSITION IN STANDING. 
Fig. 9. 
PROPER POSITION AT WORK. 
IMPROPER P081TI0N AT WORE. 24 
GENERAL GYMNASTICS. 
Fig. 10. 
Fig. 11. 
OOBRECT POSITION IN STUDY. 
MI8POSITION IN STUDY. 
Fig. 12. 
Fig. 18. 
NATURAL SPINE. 
BPINAL MISCUBVATUBE. BODILY POSITIONS. 
25 
The natural curves of the spinal column, and the distortions it is fre- 
quently subjected to, are repre- 
sented in figs. 12 and 13. Of 
course the internal viscera are 
always crowded out of place, 
and Injuriously compressed and 
distended in all these malposi- 
tions, so that a healthy perform- 
ance of their functions is impos- 
sible. 
Figs. 14 and 15 show at a 
glance the effect on the spinal 
column of a right or wrong 
position on horseback. 
The effects of tight lacing in 
displacing the internal viscera 
and contracting the vital organs 
are represented in figs. 16, 17, 
18, and 19. 
Not only is it pernicious to health, but injurious to beauty. It causes 
the blood to become highly carbonized, thus inducing a dull, dingy, sal- 
low, or bilious hue of the skin, a lifeless expression of the countenance, 
Fig. 14. 
Fig. 15. 
CORRECT POSITION ON 
HORSEBACK. 
MALPOSITION ON HORSE- 
BACK. 
Fig. 16. 
Fig. IT. 
Fig. 18. 
Fig. 19. 
NATURAL WAIST. NATURAL THORAX. CONTRACTED WAIST. FASHIONABLE WAIST. 
and not unfrequently a red and carbuncular appearance of the nose, 
not unlike that of a “ brandy toper.” I have seen many cases in which 
the foolish vanity of young girls- had occasioned such a swollen and dis- 
colored condition of the nose as to amount to a serious disfigurement, 
and to keep them constantly ashamed and mortified. And, to make a 
bad matter worse, some of them have resorted to the use of cosmetics, 
while others have taken to the still more pernicious custom of drinking 
vinegar. This does indeed induce paleness of complexion, but it is the 
paleness of consumption. They have exchanged a discoloration of the 
skin for a fatal tuberculation of the lungs. 26 
GENERAL GYMNASTICS. 
The horrible effects of this most wretched habit on the spinal column, 
by which the whole body is distorted, are seen in figs. 21, 22, 23, and 
24, which are not at all overdrawn. 
Fig. 20. 
Fig. 21. 
TI1E ANTERIOR VIEW OF THE THORAX IN 
THE YF.NUS OF MEDICIS. 
THE SAME IN A LADY DEFORMED BY 
STAYS. 
But tight lacing is not the only error we have to deplore in a fashion- 
ably-dressed female of the present day. The long, draggling dresses, 
heavy skirts, and multitudinous flounces are powerful auxiliaries in con- 
tributing to the prevalent female weaknesses and diseases. Woman 
must have perfect freedom of respiration and of locomotion before she 
can be physiologically redeemed. Whatever be the fashion of the cos- 
tume—“Short,” “Bloomer,” or otherwise—it must be free and easy, or 
woman must be weak and sickly. Let our American females be well 
assured of this fact, that they must dress physiologically or die unphysio- 
logieally, and the work of reform will begin at once. BODILY POSITIONS. 
27 
Fig. 22. 
Fig. 23. 
POSTERIOR VIEW OF THE THORAX IN 
THE NATURAL STATE. 
POSTERIOR VIEW OP THE THORAX COM- 
PRESSED AND DEFORMED BY STAYS. 
It is a most deplorable fact that a large proportion, and probably a 
very large majority, of American females over sixteen years of age have 
crooked spines. Indeed, it has lately been declared that a perfectly 
straight and natural spinal column is a rare exception to the general 
rule! How important, then, to guard, by proper exercises and positions, 
against the least tendency to incurvation in the daughters of the rising 
generation! 
The strength and power of endurance may be estimated in a man or 
woman with mathematical certainty, other things being equal, by the 
straightness of the back. A single glance at the erect and graceful 
forms of the hard-working Irish and German servant girls, in contrast 
with the crooked figures and uncouth shapes and attitudes of a majority 
of their mistresses, ought to be as good as a whole sermon on this sub- 
ject. Wherever we find a woman who can work without groaning, or 
play without panting and fainting, we find an erect spinal column. 28 
GENERAL GYMNASTICS. 
In order to secure an easy upright position of 
body, and acquire suppleness of figure, with general 
freedom and flexibility of the muscles, various exten- 
sion movements may be practiced. 
Fig. 24 represents an excellent position for secur- 
ing erectitude of body, with free and unconstrained 
action of the lungs and whole respiratory system. 
It may be assumed in the standing and lying 
positions alternately, and, although it may prove 
difficult and painful to maintain this attitude at 
first, it will soon become easy. 
The person may stand against a wall or lie on the 
floor for a few minutes at a time, and repeated as 
many times a day as convenient. 
The figures in the following plate, with 
the respective words of command, a la 
militaire, will enable the gymnast to exe- 
cute them accurately and distinctly. 
Attention.—The body is to be erect, the 
heels close together, and the hands hanging 
down on each side. 
First Extension Motion.—This serves as a 
caution, and the motions tend to expand the 
chest, raise the head, throw back the shoulders, 
and strengthen the muscles of the back. 
One—Bring the hands and arms to the 
front, the fingers lightly touching at the 
points, and the nails downward; then raise 
them in a circular direction well above the 
head, the ends of the fingers still touching, 
the thumbs pointing to the rear, the 
elbows pressed back, and shoulders 
kept down. 
Two — Separate and extend the 
arms and fingers, forcing them 
obliquely back, till they come extend- 
ed on a line with the shoulders; and as they fall grad- 
ually from thence to the original position of Atten- 
tion, endeavor, as much as possible, to elevate the neck 
and chest. These two motions should be frequently 
practiced, with the head turned as much as possible to 
the right or left and the body kept square to the front. 
Fig. 24. 
Fig. 25. 
Fig. 20. 
Fig. 27. BODILY POSITIONS. 
29 
Three—Turn the palms of the hands to the front, pressing back the 
thumbs with the arms extended, and raise 
them to the rear, till they meet above the 
head, the fingers pointing upward, with 
the ends of the thumbs touching. 
Four — Keep the arms and knees 
straight, and bend over from the hips till 
the hands touch the feet, the head being 
brought down in the same direction. 
(Fig. 27.) 
Five—With the arms flexible and easy 
from the shoulders, raise the body gradu- 
ally, so as to resume the position of Atten- 
tion. The whole should be done very 
gradually, so as to feel the exertion of the 
muscles throughout. To these extension 
' motions, drill-sergeants, in their instruc- 
tions, add the following: 
One—The forearms are bent upon the arms upward and toward tho 
body, having the elbows depressed, the shut hands touching on tho 
little-finger sides, and the knuckles upward, the latter 
being raised as high as the chin, and at the distance of 
about a foot before it. (Fig. 28.) 
Two—While the arms are thrown forcibly backward, 
the forearms are as much as possible bent upon the arms, 
and the palmar sides of the wrists are turned forward and 
outward. (Fig. 29.) The two motions are to be repeatedly 
and rather quickly performed. A modification of the 
same movement is performed as a separate extension 
motion, but may be given in continuation, with the num- 
bers following these, as words of command. 
Three—Tho arms are extended at full length in front, 
on a level with the shoulder, the palms of the hands in 
contact. (Fig. 30.) 
Four—Thus extended, and the palms retaining their 
vertical position, the arms are thrown forcibly backward, 
so that the backs of the hands may approach each other as nearly as 
possible. These motions, also, are to be repeatedly and rather quickly 
performed. Another extension motion, similarly added, consists in 
swinging the right arm in a circle, in which, beginning from the pend- 
ent position, the arm is carried upward in front, by the side of tho 
head, and downward behind, the object being in the latter part of this 
Fig. 28. 
Fig. 29. 
Fig.. 30 30 
GENERAL GYMNASTICS. 
course to throw it as directly backward as possible. The same is then 
done with the left arm. Lastly, both arms are thus exercised together. 
These motions are performed quickly. 
WALKING. 
In walking, the breast should be projected for- 
ward, and the abdomen held in, as it were; the 
shoulders should be thrown back, but not so much 
as to project or protrude the lower portion of the 
abdomen; the arms should move with the utmost 
freedom; the knees should be kept straight, yet 
not stiff, and the toes turned slightly out. 
In a “graceful step” the heel is raised before 
the foot is lifted. 
Iligh-heeled shoes and boots are objectionable, 
and no person can walk gracefully or naturally 
in them. 
Various bad habits in walking have been ac- 
quired by different persons; for example, turning 
the toes too much in, making the cow walk; set- 
ting the feet too far apart, inducing a wiggling 
gait; inclining the body too much forward, occa- 
sioning the waddling motion; lifting and bending 
the knees, called the climbing or upstairs gait; lifting 
the feet but partially, constituting the shuffling gait; 
bringing down the foot flat, or on the heel, making the 
stiff or jarring walk. 
In walking naturally, the weight of the body should be 
thrown on the front part of the feet, the toes kept turned 
moderately out, the foot to be advanced raised on one 
heel as the body inclines on the toes of the other leg, and 
brought down on the toes and ball, as the heel of the 
other rises, the knees meanwhile being but very slightly 
flexed. 
Fig. 32 represents the manner of bringing down the 
foot. 
Those who are in any respect addicted to inelegance or 
awkwardness in walking, can very easily overcome it by 
a little practice. They should commence with short 
paces, about the length of the foot, very slowly measured, 
Fig. SI. 
Fig. 32. 
WALKING POSI* 
TION. RUNNING. —LEAPING. 
31 
and gradually increase the distance of the steps and the rapidity of 
motion. In this way, a short time will suffice to change the gait from 
any of the ungraceful movements we have noticed, to one of ease, ele- 
gance, and corresponding comfort. 
RUNNING. 
Running is rapid walking, or rather a series of leaps from each foot 
alternately. The whole trunk of the body should be inclined forward 
(fig. 33), the head slightly hack, the 
breathing deep, and the expirations re- 
strained, the elbows bent, and the upper 
part of the arms kept close to the side, 
without being allowed to swing about. 
Runners should take deep, full inspira- 
tions, “hold the breath” as long as con- 
venient, and then expire slowly, so as to 
acquire what is called “long-winded- 
ness.” But it is injurious to run when 
the breathing has become short and 
panting. The pupil should exercise on 
short distances at first, and gradually 
increase them as his respiration im- 
proves. 
The best runners, like the best dancers, 
are those who can keep the lungs expanded for the longest time. » 
Fig. 33. 
RUNNINGS POSITION. 
LEAPING. 
Leaping is mainly performed by the vigorous contraction of the 
extensor muscles, by which the body is suddenly projected from the 
ground. (Fig. 35.) 
It is important to fill the lungs and hold the breath at the moment 
of making the principal effort. The body should incline somewhat for- 
ward, the feet should be close together, and the spring be made from 
the balls of the toes. 
In the long leap with a run the spring should be taken from one foot, 
and the descent made on both. Fifteen feet are a moderate leap, and 
twenty feet are rarely exceeded. 32 
GENERAL GYMNASTICS. 
The high leap is practiced by jumping over a pole or cord extended 
DetwTeen two upright posts, and sustained by pegs projecting toward 
Fig. 35. 
Fig. 84. 
the opposite side from which the gymnast stands, so that if his feet do not 
clear it, it is pushed oft’ without throwing him out of position. (Tig. 36.) 
Fig. 86. 
In all high, or deep, or up-and-down leaps, the performer should 
alight on the balls of the feet, as the shock or jar consequent on coming 
down violently on the heels would be injurious to the brain and spina] 
cord. LEAPING. 
33 
The high leap should be practiced at first standing, and then with 
running ten, fifteen, and twenty feet. 
The long leap with the pole is a very pleasant exercise (figs. 37, 38), 
as is walhing on stilts, a perform- 
ance too generally known to re- 
quire particular description. 
Fig. 3S. 
Fig. 87. 
Vaulting is the exercise of leaping on a horse, into the saddle, or 
over the saddle. A vaulting horse is made of a wooden cylinder 
rounded at the ends, supported on legs, with wooden ridges fixed 
toward the center of the back, between which a person may sit. This 
space is called the saddle. Leathern pads, well wadded, are buckled 
on any part of the horse on which the exercises are to be performed. 
Fig. 39. 
Fig. 40. 
Fig. 41. 
HORSE MOUNTING. 
SIDE VAULTING. 
VAULTING OVER THE SADDLE. 
To leap on the horse only requires the hands to be placed on the top, 
and a light spring. Tn vaulting into the saddle the hands are placed i 34 
GENERAL GYMNASTICS. 
one of the ridges, and one foot 
is thrown over the saddle, so 
that the body descends into it. 
This may be practiced standing 
or running. 
Fig. 39 represents the man- 
ner of leaping on the horse, 
fig. 40 shows the position in 
side vaulting, and fig. 41 shows 
the manner of vaulting on or 
over the saddle. 
Balancing, usually practiced 
on a pole or tight rope, is very 
useful in enabling one to ac- 
quire the art of preserving the 
stability of the body on a nar- 
row or moving surface. 
In this exercise the head 
should be held up, the body 
erect, the arms extended, the 
hands shut, and the feet turned 
outward. 
The balancing bar repre- 
sented in the cut is a round, 
tapering pole, supported about 
three feet from the ground by 
upright posts. One end is left 
unsupported, so as to waver 
when stepped upon. 
A variety of feats may be 
performed on the balancing 
bar, several of which are rep- 
resented in the cut. Others 
are—holding one foot as high 
as possible in the hand—kiss- 
ing the toe, rotating the arms 
alternately, and then together, 
with and without weights or 
dumb-bells, tossing up and catching a large India-rubber ball, etc-., 
etc. 
All of the balancing exercises are well calculated to give vigor and 
flexibility to the muscles of the loins. 
Fig. 42 
BALANCING BAE. CLIMBING. 
35 
CLIMBING STAND. 
Fi?. 43 36 
GENERAL GYMNASTICS. 
CLIMBING. 
Climbing is a method of transporting the body in any direction hy 
the aid of the hands alone, or of both the hands and feet. It is per- 
formed in various ways, and with different apparatus. 
Fig. 43 represents a climbing stand, consisting of two strong poles 
supporting a beam, to which the various implements, as ropes, ladders, 
inclined boards, masts, etc., are attached. 
SKATING. 
“ Skating is the art of balancing the body, while, by the impulse of 
each foot alternately, it moves rapidly upon the ice. 
“ The position of the person in the act of skating is never vertical, 
but more or less inclined, which 
necessitates considerable exer- 
tion of the muscles of the legs 
in keeping the ankles stiff— 
hence skates ought to be so 
constructed as to bring the feet 
as near the ice as possible. 
“ The skater should learn to 
walk on the skates before ad- 
venturing on the ice. 
“The best ice for skating 
purposes is neither very rough 
nor very smooth. The skater 
must keep the ankle of the foot, 
when on the ice, very firm, and 
gain the edge of the skate by 
inclining the whole body, and 
not by bending the ankle. 
“The leg which is on the 
ice should be kept perfectly 
straight; for though the knee must be somewhat bent at the time of 
striking, it must be straightened as quickly as possible without any jerk. 
The leg which is off the ice should also be kept straight, though not 
stiff, having an easy, but slight play, the toe pointing downward, and 
the heel within from six to twelve inches of the other. 
Fig. 44. 
Fig. 46. SWIMMING. 
37 
“ The learner must not look down upon the ice, nor at his feet, to see 
how they perform. He 
may at first incline his 
body a little forward for 
safety, but hold his head 
up, and see where he 
goes, his person erect, 
and his face rather ele- 
vated than otherwise.” 
Experienced skaters 
will travel on the ice 
with great ease and ra- 
pidity. Many persons 
have accomplished eight 
or ten miles an hour, 
for several successive 
hours, without much 
fatigue or inconveni- 
ence. 
Fig. 46. 
Fig. 47. 
SWIMMING. 
Swimming is not only useful as an invigorating exercise for tlie 
whole muscular system, but frequently essential for the preservation of 
life. It is therefore an art which all persons ought to acquire in the 
days of their youth. 
This exercise should never be practiced soon after eating, nor when 
the body is uncomfortably cold or very much fatigued. 
It is easier to swim in salt water than in fresh, on account of its 
greater buoyancy, -which is about equal to the amount of saline mat- 
ters held in solution. 
Swimmers will do well to practice both in the nude state, and with 
short drawers and canvas slippers. It is also of great importance to he 
accustomed to sivim in shirt, vest, and pantaloons. 
In the attitude of swimming (fig. 48) the head must be drawn hack, 
the chin elevated, the breast projected, and the back hollowed and kept 
steady. The head can scarcely be thrown too much back, or the back 
too much hollowed. Those who do otherwise, swim with their feet 38 
GENERAL GYMNASTICS. 
near the surface of the water, instead of having them two or three 
feet below. 
Probably one of the 
best ways of learning to 
swim is to go, with a 
competent teacher, in a 
boat in deep water, this 
supporting the body more 
buoyantly than that 
which is shallower, and 
preventing the constant 
tendency of beginners to 
touch bottom, which here 
is of course impossible. 
The teacher should 
fasten a rope carefully 
around the waist, or, bet- 
ter still, to a belt, which 
can neither tighten nor 
slip down. The rope 
may be fastened to a 
short pole. Supported in 
this manner, the pupil 
may take his proper posi- 
tion in the water, and 
practice the necessary 
motions, and the support 
of the rope may be grad- 
ually lessened, until the 
pupil finds himself en- 
tirely supported by the 
water. 
Corks and bladders are 
often used as supports for 
learners, but it is much 
better to begin without 
them. As, however, they 
may be a protection in 
some cases against accidents, and enable the learner to practice the 
proper motions for rapid swimming more carefully, they are not to bo 
entirely condemned. Several large pieces of cork, uncut into stopples, 
must be strung upon each end of a piece of rope, long enough to pass 
Fig. 48. SWIMMING. 
39 
under the chest, and reach just above the shoulders; or -well blown 
and properly secured bladders may be fastened in the same way, as 
seen in the engraving. Care must 
be taken to confine these supports 
near the shoulders, as by their 
slipping down they would plunge 
the head under water, and produce 
the very catastrophe they were 
designed to prevent. 
A great variety of life-preservers have been invented, made of India- 
rubber and cork shavings, in the form of jackets, belts, etc., which 
may be used like the cork and bladders; but as their bulk is generally 
all around the chest, they hinder the free use of the arms, and impede 
the velocity of motion. As life-preservers, they would do very well if 
people ever had them on when they were needed, or had presence of 
mind enough to fit and inflate them in sudden emergencies. The best 
life-preservers are the self-reliance and well-directed skill of a good 
swimmer. 
Swimming with the plank has two advantages. The young bather 
has always the means of 
saving himself from the ef- 
fects of a sudden cramp, and 
he can practice with facility 
the necessary motions with 
the legs and feet, aided by 
the momentum of the plank. 
A piece of light wood three 
or four feet long, two feet 
wide, and about two inches thick, will answer very well for this pur- 
pose. The chin may be rested upon the end, and the arms used, but 
this must be done carefully, or the support may go beyond the young 
swimmer’s reach. 
A better method, as many think, than any of these, is for the teacher 
to wade into the water with his pupil, and then support him in a hori- 
zontal position by placing his hand under the pupil’s chest, while he 
directs his motions. lie may withdraw his support almost impercep- 
tibly ; but I do not see what advantage this method has over that first 
noticed with the boat, unless it be that the teacher can better enforce 
his precepts by examples, and in swimming himself give practical illus- 
trations of his theories of propulsion. 
The rope is another artificial support which has its advantages. A 
rope may be attached to a pole, fastened—and mind that it .be well 
Fig. 49. 
Fig. 50. 40 
GENERAL GYMNASTICS. 
fastened—in the bank, or it may be attached, as shown in the engrav- 
ing, to the branch of an over- 
hanging tree. Taken in the 
hands, the swimmer may 
practice with his legs, or, by 
holding it in his teeth, he may 
use all his’ limbs at once. 
The rope, however, is not so 
good as the plank, as it allows 
of less freedom of motion, 
and the latter might easily be 
so fixed as to be laid hold of 
by the teeth, and held se- 
curely. 
The Cramp.—Those persons who plunge into the water when they 
are heated by exercise, and remain in it until they are benumbed with 
cold, or exhaust themselves by very violent exertion, are the most sub- 
ject to attacks of cramp. The moment the swimmer is seized by 
cramp in the legs, he must not suffer himself to feel alarmed, but strike 
out the limb affected with all his might, keeping the heel downward, 
and drawing the toes as far upward as he can, although at the time 
these movements give him great pain; he may also turn on his hack, 
and jerk the limb into the air, though not so high as to throw himself 
out of his balance. Should these attempts prove unsuccessful, he must 
try to reach the shore with his hands, or, at all events, keep himself 
afloat until assistance can be procured. If he can not float on his 
back, he may swim upright, keeping his head above the surface, by 
striking the water downward with his hands near his hips; and he can 
thus make steady progress without using his legs. If only one leg be 
attacked, the swimmer may strike forward with the other; and, to 
acquire confidence in cases of cramp, it is advisable to practice 
swimming with one hand and leg, with the hands only, or even with 
one leg. 
Extekixg the Water—Steikixg Oct.—We now come to the most 
important directions. As the pupil must gradually acquire confidence 
in this new element, he should not be urged to plunge in against his 
inclination. After wetting his head, he may wade in until the water is 
up to his breast, then, turning toward the shore, inflate his lungs and 
incline forward, until the water covers his chin. The head should be 
thrown backward, and the back hollowed, and the chest as much au 
Fig. 51. SWIMMING. 
41 
possible expanded. In swimming, the feet should be about two feet 
below the surface. 
The hands should be placed just in front of the breast, pointing for- 
ward, the fingers kept close together, and the thumb to the fingers, so 
as to form a slightly hollow paddle. Now strike the hands forward as 
far as possible, but not bringing them to the surface; then make a 
sweep backward to the hips, the hands being turned downward and 
outward; then bring them back under the body, and with as little 
resistance as may be, to their former position, and continue as before. 
The hands have three motions—First, from their position at the 
breast, they are pushed straightforward; second, the sweep round to 
the hips, like an oar, the closed and hollowed hands being the paddle 
portion, and their position in the water and descent serving both to 
propel and sustain the body; and, third, they are brought back under 
the body to the first position. 
Having learned these motions by practicing them slowly, the pupil 
should proceed to learn the still more important motions of the legs. 
These are likewise three in number, one of preparation and two of pro- 
pulsion. First, the legs are drawn up as far as possible, by bending the 
knees, and keeping the feet widely separated; second, they are pushed 
with force backward and outward, so that they spread as far as possible; 
and, third, the legs are brought together, thus acting powerfully upon 
the wedge of water which they inclosed. 
Some works upon swimming advise that the propelling stroke of the 
arms and legs should be used alternately; but this is not the method 
used by good swimmers, or by that best of teachers, the frog, of whom 
I would advise all new beginners to take lessons. -It is better that the 
feet should be brought up, at the same time that the hands are carried 
to their first position; the propelling strokes may then be combined so 
as to give the body its most powerful impetus, as a boat is rowed best 
with simultaneous strokes. 
The motion in the water should be as straightforward as possible, 
and the more the head is immersed the easier is the swimming. Rising 
at every stroke—breasting, as it is called—is both tiresome and inele- 
gant. 
All these movements should be made with slowness, and deliberately, 
without the least flurry. The learner will soon breathe naturally, and 
as the motions are really natural, he will not be long in acquiring them. 
If he draw in his breath as he rises, and breathe it out as he sinks, ho 
will time his strokes, and avoid swallowing water. Those who have 
been accustomed to fresh water must be particularly careful when they 
go into the sea, the water of which is very nauseous. 42 
GENERAL GYMNASTICS. 
Plunging or Diving.—In leaping into the water feet first, which 
is done from rocks, bridges, and even from the yards and masts of lofty 
vessels, the feet must be kept close together, and the arms either held 
close to the sides or over the head. In diving head foremost, the 
hands must be put together, as in 
the engraving, so as to divide the 
water before the head. The hands 
are also in a proper position for 
striking out. 
It is wonderful how easily the 
swimmer directs his course under 
water. If he wishes to go down 
or come up, or swim to the right 
or left, he has but to bend his head 
and body in that direction, and after a little use he will do this almost 
unconsciously, as if his movements were the result of volition alone. 
In diving in shallow water, care must be taken not to strike the head 
upon a hard bottom, nor to stick it in the mud. It is better to fill the 
chest always. The deeper a man dives the more buoyant will he be, 
and from a depth of twenty feet, even in fresh water, he will rise to 
the surface with considerable impetus. No one need fear not being 
able to come up, the great difficulty being to stay down, those who 
make a business of diving being obliged to have heavy weights for that 
purpose. 
The best swimmers and divers in the world keep their eyes open 
under water, so as to see their course, and any object of which they 
may be in search. The South Sea Islanders, who are almost born in 
the water, will swim for miles without showing their heads above the 
surface, which they manage in this manner: After diving beneath the 
surface, the swimmer keeps parallel to it as long as he can without 
breathing, when, turning upon his back by an easy motion of his hands, 
he allows his nose, and nothing more, to come above the surface. After 
breathing once or twice, by a slight motion- of the hands he sinks again, 
and so pursues his course. 
In descending in the water, bend the head so as to bring the chin 
near the breast, and curve the back in the same direction; in ascending, 
hold back the head and hollow the back. In swimming over the sur- 
face, look up to the sky. It is quite impossible to dive beneath the 
surface in this position. 
Swimming in Deep Water.—In the swimming schools of Prussia 
the pupils are taught in deep water, sustained , by a belt, and a, rope 
Fig. 52. SWIMMING. 
43 
attached to a pole, which the teacher holds as a lever over a railing. 
The motions of the arms, then of the legs, and then both together, are 
practiced by word of command, like military exercises. The support 
is given as required. After a few lessons the pole is dispensed with— 
then the rope; but the pupil is still kept, until quite proficient, within 
reach of the pole. 
This mode of learning to swim is like that practiced in teaching hoys 
to ride in the circus. A rope, fastened to a belt, passes through a ring 
in the saddle, and the end is held by the riding-master in the center of 
the ring. If the hoy falls, his teacher has only to draw upon the rope, 
and he is secure from danger, and ready to spring to his feet again. 
Those who are learning to swim in shallow water, and without a 
teacher, may find advantage in the following method: 
When the learner has acquired some facility in swimming, and wishes 
to try to swim out of his depth, he should first venture to cross a stream 
which may be a foot or two overhead in the middle. He must not he 
alarmed at not feeling ground under his feet, or make quick and short 
strokes, and breathe at the wrong time, so that he involuntarily swal- 
lows water, all of which mishaps, of course, increase the hurry and 
agitation, and make it difficult for him to get back to shore. Learners 
should therefore never venture out of their depth without having first 
practiced such distances only as they are certain they can accomplish; 
for if they can swim eight or ten yards without allowing their feet to 
touch the bottom of the river, they may fearlessly attempt to cross a 
deep stream of only half that width, and so on, increasing the distance 
by degrees; they will thus progressively attain presence of mind, and 
find that the deeper the w'ater the greater is its sustaining power, and 
the easier they will he enabled to swim in it. 
Treading- Watee.—This is a favorite position in the water, and 
useful as a means of resting in swimming long 
distances. The position is perpendicular; the 
hands are placed upon the hips, as in the vig- 
nette, or kept close to the side, to assist in bal- 
ancing the body, being moved like fins at the 
wrist only. The feet are pushed down alter- 
nately, so as to support the head above wrater, 
and the body may be raised in this wmy to a 
considerable extent. While in this position, if 
the head be thrown back, so as to bring the nose 
and mouth uppermost, and the chest somewhat 
inflated, the swimmer may sink till his head is nearly covered, and 
Fig. 53. 44 
GENERAL GYMNASTICS. 
remain for any length of time in this position without motion, taking 
care to breathe very slowly. 
Upkight Swimming—System of Beknakdi.—Bernardi, an Italian 
teacher of swimming, who has written a treatise upon the subject, 
warmly recommends the upright position in swimming as being in con- 
formity with the accustomed movements of the limbs, from the freedom 
of the hands and arms, greater facility of breathing, and less risk of 
being caught hold of by persons struggling in the water. 
Though this method can never supersede that taught by nature, and 
the frog, her best professor, it may be practiced for variety’s sake. The 
great difficulty is in keeping the head properly balanced, for whichever 
way it inclines, over goes the body. 
The first object of Bernardi’s plan is to enable the pupil to float in 
an upright posture, and to feel a decided confidence in the buoyancy 
of his body. lie first supports the pupil under the shoulder until he 
floats tranquilly, with the head and part of the neck above the surface, 
the arms being stretched out horizontally under water; fi-om time to 
time the supporting arm is removed, but again restored, so as never to 
suffer the head to sink, which would disturb the growing confidence of 
the learner. 
The learner is then taught the use of the legs for balancing the body 
in the water, one of these being stretched forward, and the other 
behind, and the arms laterally, he will soon find himself steadily sus- 
tained, and independent of further aid in floating. 
Next is shown the sweeping, semicircular motion of the arms; this 
is practiced slowly without motion forward, until attained with preci- 
sion, after which a slight bending of the body occasions its advance. 
The motion of striking with the legs is added in the same measured 
manner. The strength may be recruited by using the arms and legs 
alternately, turning first the right shoulder and then the left to the 
water; for, by this means, less resistance is opposed than by presenting 
the whole breadth of the breast. 
The upright position, a little inclined backward (which, like every 
other change of posture, must be done deliberately, by the correspond- 
ing movement of the head), reversing, in this case, the motion of the 
arms, and striking the flat of the foot down and a little forward, give 
the motion backward, which is performed with greater ease than when 
the body is laid horizontally on the back. 
Such is an outline of Bernardi’s method of teaching the art of swim- 
ming, by which he calculates that, at every stroke, a swimmer ought 
to impel himself forward a distance equal to the length of his body, SWIMMING. 
45 
and, in general, at the rate of three miles an hour. In consequence of 
Bernardi’s successful practice, he was appointed to instruct the youths 
of the Royal Naval Academy of Naples in the art of swimming. 
The upright mode of swimming is far more secure than the ordinary 
system, and it may be learned in one twentieth part of the time. A 
young Italian, after eleven days’ instruction by Bernardi, is stated to 
have swam a circuit of nearly six miles in the Bay of Naples, although 
he was previously unacquainted with swimming. 
The natives of New South Wales swim nearly upright, and generally 
backward, yet with much skill and velocity; indeed, they swim and 
turn with such swiftness, even under water, that they see and spear fish 
while beneath the surface. 
Side Swimming.—In swimming on either side, the motions of the 
legs have no alteration, hut are performed as usual. To swum on the 
left side, lower that side, which is done with the slightest effort, and 
requires no instructions. Then 
strike forward with the left 
hand, and sideways with the 
right, keeping the back of the 
latter to the front, with the 
thumb side downward, so as to 
act as an oar. In turning on 
the other side, strike out with 
the right hand, and use the left for an oar. To swim on each side 
alternately, stretch out the lower arm the instant that a strike is made 
by the feet, and strike with the other arm on a level with the head at 
the instant that the feet are urging the swimmer forward; and, while 
the upper hand is carried forward, and the feet are contracted, the lowrer 
hand must be drawn toward the body. This method is full of variety, 
and capable of great rapidity, but it is also very fatiguing. 
Fig. 54. 
Thbusting.—This is a beautiful variety of this exercise, and much 
used by accomplished swimmers. 
The legs and feet are worked as 
in ordinary swimming, but the 
hands and arms very differently. 
One arm—say the right—should 
be lifted wholly out of the water, 
thrust forward to its utmost 
reaching, and then dropped upon the water with the hand hollowed, 
and then brought back by a powerful movement, pulling the water 
■pig 5-_ 46 
GENERAL GYMNASTICS. 
toward the opposite armpit. At the same time the body must be sus- 
tained and steadied by the left hand, working in a small circle, and as 
the right arm comes back from its far reach to the armpit, the left is 
carrying in an easy sweep from the breast to the hip. The left arm is 
thrust forward alternately with the right, and by these varied move- 
ments great rapidity is combined with much ease. 
Swimming on the Back.—This is the easiest of all modes of swim- 
ming, because in this way a larger portion of the body is supported by 
the water. It is very useful to rest the swimmer from the greater exer- 
tion of more rapid methods, and 
especially when a long continuance 
in deep water would be unavoidable. 
The swimmer can turn easily to 
this position, or, if learning, he has 
hut to incline slowly backward, 
keeping his head on a line with his 
body, and letting his ears sink below the surface. Then, placing his 
hands upon his hips, he can push himself along with his feet and legs 
with perfect ease and considerable rapidity. 
The hands may be used to assist in propelling in this mode, by bring- 
ing them up edgewise toward the armpits, and then pushing them 
down, the fingers fronting inward, and the thumb part down. This is 
called “ winging.” 
The hands may be used at discretion, the application of force in one 
direction of course giving motion in the other; and the best methods 
are soon learned when once the pupil has acquired confidence in his 
buoyant powers. 
Fig. 56. 
Floating.—This is so useful a part of the art of swimming that it 
can not be too soon obtained. In salt water nothing is easier, and in 
fresh, to most persons, it requires but the slightest exertion. The feet 
should be stretched out, and the 
arms extended upward, so as to 
be at least as high as the top of 
the head, and under water. 
The head must be held back, 
the chin raised, and the chest 
expanded. The hands will 
easily keep the body in this horizontal position, and by breathing care- 
fully, a person may float at ease for hours. Could a person unable to 
swim but have the presence of mind to take this position, he could 
never drown. 
Fig. 57. S W IMMING. 
47 
To Beat the Water.—This and the succeeding feats should never 
be attempted until the pupil can swim well, and has acquired perfect 
confidence in the water. The water is beaten by raising the legs out 
of it alternately, while swimming on the back, the body being sustained 
by the hands. 
While swimming on the breast, one leg may be carried backward, 
and taken hold of by the opposite hand, and the swimming continued 
with the leg and hand kept unemployed. This is said to be useful when 
taken with the cramp in one leg. 
To Swim under Water.—This should be done with the eyes open. 
If you would swim midway between the bottom and the surface, make 
the strokes of the arms and the hands inward, i. e., toward you, as if 
you would embrace the water by large armfuls, keeping the thumbs 
turned rather downward. These are most important maneuvers. You 
are thus enabled to pass unseen across a river or branch of water, or to 
search for any thing which has fallen to the bottom, and also to rescue 
any one who is drowning. 
To Swim Dog-Fashion.—One may easily swim like a dog by imitat- 
ing the motions of that animal in the water. It is useful as a variety 
to rest from fatigue, by a change of muscular exertion. The right hand 
and foot are worked together alternately with the left. 
Spinning in the Water.—To spin in the water the altitude must 
be perpendicular, the chest well inflated, and the feet may be crossed 
under the swimmer. The circular motion is to be given by the alternate 
motion of the hands working in the same direction. 
By the same means the swimmer in a horizontal position may roll 
along with considerable velocity, especially down the current of a stream. 
Artificial Aids.—Dr. Franklin found that with two painters’ pal- 
lets—broad pieces of wood, with holes for his thumbs—with a little 
practice, he could greatly increase his velocity. Similar paddles might 
give greater breadth to the feet, and even the insides of the legs might 
be so provided. Their use would require practice, as in skating, and 
would serve to vary this amusement. 
The respiration should be well managed. If the breath is drawn at 
the moment when the swimmer strikes out with the legs, instead of 
when the body is elevated by the hands descending toward the hips, 
the head partially sinks, the face is driven against the water, and the 
mouth becomes filled. If, on the contrary, the breath is drawn when 48 
GENERAL GYMNASTICS. 
the body is elevated by the bands descending toward the hips, when 
the progress of the body forward consequently ceases, when the face is 
no longer driven against the water, but is elevated above the surface—■ 
then, not only can not the water enter, but if the mouth were at other 
times even with, or partly under the surface, no water could enter it, 
as the air, at such times, driven outward between the lips, would effect- 
ually prevent it. The breath should accordingly be expired, while the 
body, at the next stroke, is sent forward by the action of the legs. 
Causes of Drowning.—In Dr. Arnott’s Physics the causes of 
drowning are thus succinctly stated: 
“1. Their believing the body to be heavier than water, which it is 
not; and, therefore, that continued exertion is necessary to keep them 
swimming, by which means they become the sooner exhausted. 
“2. From a fear that water, by entering the ears, may drown, a 
wasteful exertion of strength is made to prevent it; the truth being, 
however, that it can only till the outer ear, or as far as the membrane 
of the drum, and is therefore of no consequence. Every diver and 
swimmer has his ears tilled with water, anu with impunity. 
“ 3. Persons unaccustomed to water, and in danger of being drowned, 
generally attempt, in their struggle, to keep the hands above the sur- 
face, from feeling as if their hands were tied while held below; but this 
act is most hurtful, because any part of the body kept out of the water 
in addition to the face, which must be out, requires an effort to support 
it which the individual at the time is supposed to be incompetent to 
afford. 
“4. Hot knowing the importance of keeping the chest as full of air 
as possible, the doing of which has nearly the same effect as tying a 
bladder of air to the neck; and, without other efforts, will cause nearly 
the whole head to remain above the water. If the chest be once 
emptied, while, from the face being under water, the person can not 
inhale again, the body remains specifically heavier than water, and 
will sink.” 
IIow to Save Persons from Drowning.—The art of swimming, 
always pleasant and useful, may, in certain circumstances, be more use- 
ful than all others. The drowning wretch would give wealth, learning, 
accomplishments, every thing, to be able to swim; and so would he 
who sees a friend or a fellow-creature go down and perish in his sight 
where he is unable to save him. 
It is difficult, and often very dangerous, for even the best swimmer to 
attempt to save a drowning man. The grasp of such a person is dread- SWIMMING. 
49 
ful. The person attempting to save another shonld, if possible, reach 
him with a stick, which he may grasp without injury. Or he should 
come behind and seize him by his hair, or by the heel. If the drown- 
ing person he still sensible, and can be calmed sufficiently, he may be 
brought to the shore by placing his hands upon the swimmer’s shoulders, 
or the swimmer may take him under the arm. 
If a drowning man seize a person, the first object must be to free 
himself, and this must he done at all hazards. Sometimes, if the swim- 
mer go down, the other will let go, from the instinctive desire to get 
near the surface. If he do not, he must be throttled without mercy, 
and then, when insensible, he may he brought ashore safely. These 
situations require great coolness and courage, but with these a good 
swimmer may generally save a person; and if they have sunk for the 
last time, so much the less likely are they to destroy those who would 
preserve them. 
An exhausted swimmer, or one seized with cramp, generally has 
sense enough not to embarrass one who would save him; but even such 
persons are sometimes overcome by fear. 
The resuscitation of drowning persons has never been well under- 
stood until quite recently. Indeed, the recent investigations of Dr. 
Marshall Hall and others seem to prove that some of the rules usually 
recommended by physicians, and adopted by “Humane Societies for 
the relief of Asphyxia,” are decidedly injurious. 
When a person is taken from the water in a state of suspended ani- 
mation, the first and main thing to be done is to attempt to restore the 
breathing process. If this succeed, all ths other functions will be 
resumed, as a matter of course. 
One chief impediment to the restoration of respiration is the falling 
hack of the tongue across the top of the glottis, or entrance into the 
windpipe. Instead, then, of waiting to carry the patient to the nearest 
house, which consumes valuable time, or heating the body with the 
warm bath or hot blankets, which only aggravate the difficulty in decar- 
bonizing the blood, the patient should be at once placed upon the face 
and breast, so as to allow the tongue to fall forward and open the glottis. 
The body should next be turned slowly upon its side, and as slowly 
returned to its first position on the face and breast. 
This motion, which is in imitation of natural respiration, may be 
aided by gently compressing the abdomen as the body is turning from 
its face position to the side; and the effect is to cause a considerable 
amount of air to be expelled and re-inspired. The body should be 
moved in this way fifteen or sixteen times a minute, so as to imitate the 
normal respiration as nearly as possible; and the efforts should be con- 50 
GENERAL GYMNASTICS. 
tinued until breathing is fully restored, or all hopes of resuscitation are 
abandoned. 
ROWING. 
Rowing, when practiced for pleasure or as a health-restoring exer- 
cise, is usually performed with two sculls, and on the smooth waters of 
a river, lake, or bay. 
A light and sharp boat is preferable in calm weather, but when the 
weather is rough, a heavier and broader boat is more safe. 
The rower sits amidships on the thwart or seat of the boat, else she 
will heel to the side on which he is sitting, and much increase the labor 
of rowing. His sitting position should be entirely easy, his feet resting 
on the middle of the stretcher, and his legs not quite extended; but his 
knees, as he rows, should be brought down, and his legs stretched. 
The following cuts (figs. 58 and 59) represent the manner of handling 
the sculls. 
Fig. 58. 
Fig. 50. 
The rower should make long strokes in a heavy boat, and shorter and 
quicker strokes in a light boat. At the beginning of the pull he must, 
in general, bend his body till his head is over his knees, and extend his 
arms as far aft as convenient, that the blades of the sculls may l>e 
thrown correspondingly forward. A ith regard to the back in particu- 
lar, some think that, if a short distance is to be rowed, it should he 
bent; and that, if a long distance, it is less fatiguing to keep it straight. RIDING. 
51 
When the arms are extended as far aft, and the blades of the sculls as 
far forward as convenient—which must never be so far as to jam in the 
rullocks—the rower must dip the sculls into the water, and pull toward 
him by at once bending the arms and the body. 
When in the middle of the pull, if the scnlls are not short enough, 
or even if the head and body are slightly turned, one of the hands will 
go higher than the other; and as the right is generally the stronger, it 
may go above and the left below. It is often found difficult to keep one 
hand clear of the other in pulling a pair of sculls. This is so much the 
case, indeed, that the inexperienced frequently suffer more from the 
knocking and rubbing of the backs and sides of the hands against each 
other than from the friction of the handles of the oars in the palms of 
the hands. This may be easily obviated by attending to the following 
advice: 
Having seated yourself in the center of the thwart, with your feet 
close together against the center of the stretcher, ship your sculls, but, 
before pulling a stroke, move your body three or four inches to the 
right hand, and still retain your feet in the center: thus you will be sit- 
ting rather obliquely; this will throw your right shoulder more forward, 
and consequently the right hand; and thus the hands will work per- 
fectly clear of each other. This rule, however, must be modified by 
the circumstances of river-rowing. A waterman writes as follows: 
“ As to carrying one hand above the other, my way is, that if’ for 
instance, I go from Greenwich to Blackwall against tide, I keep down 
on the Greenwich side, in general look toward the shore, and having 
my face over the left shoulder, my right hand is then above. If I go 
from Greenwich to London, my face is turned over the right shoulder, 
and the left hand is then uppermost.” 
To turn the boat, back water with one scull, by putting the one on 
the side you wish to turn to into the water, with its concave front or 
filling toward you, and pushing against it; and at the same time pull 
strongly Wi.h the other scull, until the boat’s head is turned round. 
RIDIHG. 
Riding on horseback is one of the best methods for expanding the 
chest and energizing the digestive system. For dyspeptics it is particu- 
larly serviceable, and consumptives, in the early or incipient stages of 
the disease, may derive very great cdvantages from it. 52 
GENERAL GYMNASTICS. 
The learner should practice without stirrups until capable of keeping 
his position easily, and it is better not to use a saddle until able to man- 
age the animal well without. 
Fig. 60. 
The proper method of mounting and occupying the seat is shown in 
the cuts Cfigs. 60, 61, and 62). 
Fig. 61. RIDING. 
53 
In mounting without stirrups—after taking up the reins, instead of 
seizing the mane, the rider lays hold of the pommel and cantle, and, by 
a spring of both legs from the insteps, raises the body to the center of 
Fig. 62. 
the saddle. By a second spring of both arms, the right leg is carried 
over the horse, and the rider enters his proper seat by closing the knees 
on the saddle, and sliding gently into it. 
In dismounting without stirrups, on either side of the horse, the rider 
throws the weight of the body on the hands placed on the pommel, 
ar.d, by a spring, raises the body out of the saddle before the leg is 
brought over the horse. 
The saddle should be proportioned to the size of the horse. Before, 
the bearings should be clear of the plate-bone; behind, they should not 
extend farther than within four inches of the hips, and their pressure 
should be equal on every part intended to be touched. The closer the 
saddle then comes, the better, if neither the weight of the rider nor set- 
tling of the pannel can possibly injure the withers or chine. Before 
n ounting, the rider should examine whether the saddle, girth, straps, 
1 its, bridle, etc., are all good and well fixed. 
When the saddle is on the horse, the lowest part of the seat should 
rather be behind its center, as it is there that the weight of the body 
should fall, and by that means the thighs can keep their proper posi- 
tion. The best test of the adaptation of the seat is, when the rider, 
without stirrups or effort, easily falls into his proper place in the saddle. 54 
GENERAL GYMNASTICS. 
The proper length of stirrups is when the upper edge of the horizon- 
tal bar reaches a finger’s breadth below the inner ajikle-bone. When 
the feet are in the stirrups, the heels should be about two inches lower 
than the toes. No more than the natural weight of the limbs should be 
thrown upon them. It is by an accurate position, and an easy play of 
the ankle and instep, that the stirrup is retained, so as to slip neither 
forward nor backward, even if the toe be raised for a moment. FLEXION AND EXTENSION. PART II. 
SPECIAL GYMNASTICS. 
THE INDIAN CLUB EXERCISES. 
Pkobably one of the very best methods for developing the muscular 
power of the whole muscular system is the Indian club exercise. 
Nothing can he better calculated to invigorate the respiratory system, 
expand the chest, while all of the muscles of locomotion are called 
into action, and the principal structures around the joints are called 
into active play. The following remarkable instance of its curative 
efficacy is copied from the Illustrated London News. 
“We learn that Mr. Harrison first began to use the clubs three years 
ago, at which time his muscular development was regarded as being 
very great, his measurement being then: Round the chest, 37| inches; 
round the upper arm, 13J inches, and round the forearm 131 inches. 
The clubs with which Mr. Harrison commenced weighed about seven 
pounds each; he has advanced progressively, until he can now wield 
with perfect ease two clubs, each weighing 37 pounds, and his heaviest 
weighs 47 pounds. The effect of this exercise on the wielder’s meas- 
urement is as follows: Round the chest, 421 inches, the upper arm 15 
inches, and the forearm 14 inches. At the same time his shoulders 
have increased immensely, and the muscles of his loins, which were 
weak when he first used the clubs, are now largely developed and 
powerful. In short, all the muscles of the trunk have been much 
improved by this exercise.” 
The robustness of Mr. Harrison after this three years’ experiment is 
shown in fig. 1. 
1st. Club is held by the handle, pendent, on each side (fig. 2); that 58 
SPECIAL GYMNASTICS. 
in the right hand is carried over the head and left shoulder, until it 
Fig. 1. 
hangs perpendicularly on 
the right side of the 
spine (fig. 3); that in the 
left hand is carried over 
the former in exactly the 
opposite direction (fig. 
4), until it hangs on the 
opposite side; holding 
both clubs still pendent, 
the hands are raised 
somewhat higher than 
the head (fig. 4); with 
the clubs in the same 
position, both arms are 
extended outward and 
backward (fig. 7); these 
are lastly dropped into 
the first position. All 
this is done slowly. 
2d. Commencing from 
the same position, the 
ends of both clubs are 
swung upward until they 
are held, vertically and 
side by side, at arm’s 
length in front of the 
body, the hands being as 
high as the shoulders 
(fig- 5); they are next 
carried in the same posi- 
tion, at arm’s length, and on the same level, as fur backward as possible THE INDIAN CLUB EXERCISES. 
59 
(fig. 6); each is then dropped backward until it hangs vertically down- 
ward (fig. 7), and this exercise ends as the first. Previous, however, 
Fig. 2. 
Fig. 3. 
Fig. 4. 
Fig. 5. 
to dropping the clubs backward, it greatly improves this exercise, by a 
turn of the wrist upward and backward, to carry the clubs into a hori- 
Fig. 6. 
Fig. T. 
zontal position behind the shoulders, so that, if long enough, their ends 
would b uch (lig. b); next, by a turn of the wrist outward and down- 60 
SPECIAI GYMNASTICS. 
ward, to carry them horizontally outward (fig. 9); then, by a turn of 
the wrist upward and forward, to carry them into a horizontal position 
before the breast (fig. 10), again to carry them horizontally outward, 
and finally to drop them backward as already explained, thence to the 
first position. All this is 
also done slowly. 
3d. The clubs are to be 
swung by the sides, first 
separately and then to- 
gether, exactly as the 
hands were in last exten- 
sion motion. 
1st. A club is held for- 
ward and upright in each 
hand, the forearm being 
placed horizontally by the 
haunch on each side (fig. 
11); both are thrown in a 
circle upward and forward, 
and by a turn of the wrist 
outward and backward, so 
as to strike under the arms 
(fig. 12); by an opposite 
movement both are thrown 
back again in a similar cir- 
cle, they swing over the 
shoulders (fig. 13), and 
this movement is contin- 
ued as long as agreeable. 
2d. The clubs are held 
obliquely upward in each 
hand, lying on front of the 
arms (fig. 14); that in the 
right hand is allowed to 
fall backward (fig. 15), and 
swings downward, for- 
ward to extent of the arm, 
and as high as the head 
(fig. 16); the moment this^^---—.. - ...... ■■.,.■-?***. a «.•>. 
club begins to return from this point, in precisely the same direction 
to the front of the arm, that in the left hand is allowed to drop back- 
ward and to perform the advancing portion of this course in the time 
Fig. 8. 
Fig. 9. 
rig. io THE INDIAN CLUB EXERCISES. 
61 
that the other performs the returning portion, so that each is at the 
same time swinging in an opposite direction. 
Fig. 11. 
Fig. 12. 
Fig. 13. 
3d. From either of the first positions now given, the clubs are, by a 
turn of the body and extension of the arms, thrown upward and later- 
Fig. 14. 
Fig. 15. 
Fig. 16. 
ally (fig. 17); make at tlie extent of the arms and in front of the figure 
a circle in which they sweep downward by the feet, and upward over 62 
SPECIAL G l'MN ASTICS. 
the head (fig. 18), and fall in a more limited curve toward the side 
which they began (fig. 19), in such a manner that the outer one form- 
Fig. IT. 
Fig. 18. 
Fig. 19. 
ing a circle around the shoulder, and the inner one round the head 
Fig. 20. 
Fig. 21. 
Fig. 22. 
(both passing swiftly through the position in the last figure of the first THE INDIAN CLUB EXERCISES. 
63 
exercise), they return to the first position; this is repeated to the other 
side, and so on alternately, 
4th. Beginning from either first position,' the body being turned 
laterally—for example, to left—the club in the right hand is thrown 
upward in that direction at the full extent of the arm (fig. 20), and 
makes the large circle in front and curve behind, as in the last exercise 
(fig. 21), while the club in the left hand makes at the same time a 
smaller circle in front of the hand and behind the shoulders (figs. 20, 
21, and 22), until crossing each other before the head (rather on the 
right side), their movements are exactly reversed, the club in the right 
performing the small circle round the head, while that in the left per- 
forms the large one—and these to continue be repeated to each side 
alternately. 
Fig. 23. 
Fig. 24. 
Fig. 25. 
5th. The clubs being in either first position, the body is turned to 
one side—the left, for example—and the clubs being thrown out in the 
same direction, make each, by a turn of the wrist, a circle three times 
on the outer side of the outstretched arms (fig. 23); when completing 
the third circle, the clubs are thrown higher to the same side, sweeping 
together in the large circle in front, as in the second exercise, the body 
similarly turning to the right; but, instead of forming the smaller 
curve behind, both are thrown over the back (fig. 24); from this posi- 
tion the clubs are thrown in front, which is now toward the opposite 
side, and the same movements are reversed, and so it proceeds alter- 
nately to each side. 64 
SPECIAL GYMNASTICS. 
6th. In this exercise the clubs are reversed, both being pendent in 
front, but the ends of their handles being upward on the thumb sides 
of the hands (fig. 25). The exercise consists chiefly in describing with 
the ends of the club two circles placed obliquely to each other over <the 
head. For this purpose the club in the right hand is, in a sweep to 
that side, first elevation behind the head, and thence passing to the left 
(fig. 26), the front the right (fig. 27) behind (where its continuation is 
indicated in fig. 27 and completed in fig. 28), thus forms its circle; 
meanwhile the club in the left hand, commencing when that in the 
Fig. 26. 
Fig. 2T. 
Fig. 23. 
right was behind the head, has passed on the hack in its circle to the 
right (fig. 27), while that on the right hand has passed on the front of 
its circle to the same side (fig. 27), the parts performed in both being 
marked by complete lines, and the parts to be done merely indicated; 
and they continue that in the right hand by the back, and that in the 
left hand by the front, toward the left side (fig. 28), and so on at pleas- 
ure, circling overhead. 
[Although but two thirds of the body, viz., from the loins upward, 
are called into operation in this exercise, its importance must be esti- 
mated by the fact that they are precisely those requiring constant arti- 
ficial practice, being naturally most exempted from exertion. As an 
adjunct to training, there is nothing in the whole round of gymnastic 
performances that will be found of more essential service than this ex- 
ercise with the Indian clubs. It demands but little muscular exertion, EXERCISES FOR SEDENTARY PERSONS. 
65 
and such as it does require calls chiefly upon that portion of the system 
which it finds in a state of comparative repose.] 
By an irrevocable physiological law, growth of brain and body is 
acquired by exercise. Look at the arm and hand of the laboring man 
or woman, and how vast the difference in the size and strength of two 
classes! The same law holds respecting the lungs and other vital 
organs. The heart of him who creeps through the world languidly 
and mincingly is small and weak in its power to circulate the blood, 
while the man who rushes into active business earnestly, and uses his 
muscles vigorously, his heart is called upon for energetic action in 
sending the blood copiously to all parts of the system, and the conse- 
quence is an increase in the size and strength of that important organ. 
FREE EXERCISES FOR SEDENTARY PERSONS. 
Theke are many persons laboring under dyspepsia, torpid liver, con- 
stipated bowels, and of consumptive 
tendency, and whose occupations or 
circumstances preclude ordinary out- 
door, or much in-door exercise of a 
healthful kind, who might keep up 
their health by devoting twenty 
minutes twice a day to gymnastics 
suitable to their condition. 
With nearly all such persons the 
special indications are to keep the 
lungs expanded, and promote the ac- 
tion of the digestive system. 
In addition to the exercises already 
pointed out, there are a few which 
may be very conveniently practiced 
by almost all persons of sedentary 
occupations, especially adapted to in- 
vigorate the respiratory and digest- 
ive organs, and, if duly attended to, 
would prove infallible as a preventive 
of that prevalent malady of our coun- 
try, consumption. 
In the first place, let the patient or gymnast purify the air in tin* 
Fig. 29. 
CHOPPING MOTION. 66 
SPECIAL GYMNASTICS. 
lungs thoroughly, by drawing in the abdominal muscles upon the dia- 
phragm, throwing the chest forward, and expiring all the air out of the 
lungs possible; then inhale slowly till the lungs are filled to their utmost 
capacity, retain the whole volume of air in the lungs a few moments, 
and then expire or blow it out as completely as possible. This may 
be repeated from half a dozen to a dozen times, which will serve, in 
most cases, to decarbonize the lungs effectually. 
Some persons not accustomed to gymnastic respiratory movements 
may experience, at first, some degree of vertigo or dizziness; but this 
will soon wear off. Such persons should, however, be gentle in their 
first exercises. 
Next, the movement represented in fig. 29, called the chopping 
motion, may be practiced a few minutes. The lungs should expire as 
the hands descend, and inspire as the body regains its erect posture, tak- 
ing care to have the lungs fully inflated each time the body becomes 
erect. 
These movements act in one direction quite powerfully on the slug- 
Fig. SO. 
Fig. 31. 
gish rectal and transverse muscles of the abdomen ; and then by resort- 
ing to the mowing movement (fig. 30), we bring the action more directly 
on the oblique muscles and internal organs. After performing these 
motions a few times, they should be so extended as to bring the points 
of the fingers down to the floor on each side. The same precautions as 
to respiration are necessary here as in the preceding movement, 
MOWING MOVEMENT. 
SAWING MOVEMENT. PROMISCUOUS EXERCISES. 
67 
The sawing movement (fig. 31) may next be practiced. One arm is 
thrown forward as the other is 
drawn back, precisely as though 
you were striking at an object 
with one hand, and drawing it 
toward you with the other. This 
produces a very general or uni- 
versal action of the muscular sys- 
tem. 
The joints of the lower extrem- 
ities should lastly be specially 
brought into play, by a few of the 
sinking and rising movements, as 
shown in fig. 32. 
The exercises may be concluded 
with any familiar dancing step, or 
with the trotting movement (fig. 
33), which consists of hopping on 
the points of the toes, first writh 
one foot, ten, twenty, fifty, or one 
hundred times, and then with the 
other. This movement may bo 
easy or severe, as it is prolonged on one foot, and according to the 
height of the hop. In moderation, it is an excellent sleep-promoting 
and soothing exercise for nervous invalids. 
Fjg g2 
Fig g8 
FLEXION. 
TROTTING OR HOP 
MOVEMENT. 
PROMISCUOUS EXERCISES. 
A variety of useful illustrations, which were selected and arranged 
for the Water-Cure Journal for 1853, are well adapted to individual 
cases and for family use, and may he properly introduced in this place. 
In fig. 34, the feet being placed close, the hands 
fixed on the hips, rise on the toes, then bend the 
knees, and lower the body gradually till the thighs 
touch the heels; extend the arms in front, and fall 
forward, so that the body forms a straight line from 
the head to the heels, and rests on the hands and toes. These motions 
call into powerful action nearly three hundred muscles—those of the 
upper and lower extremities, chest, spine, and abdomen. 
Fig. 84. 68 
SPECIAL GYMNASTICS. 
The action in fig. 35 is intended to exert mainly the muscles of the 
lower extremities alone. The feet being placed close, 
the hands open, the arms straight upward, the palms in 
front, bend the body forward, and touch the ground 
with the points of the fingers. The knees are to be kept 
straight. 
The exercise in fig. 36 acts particularly on the muscles 
of the toes, ankle-joints, and hips. The feet close, the 
hands on the hips, cross the legs, bend the knees gradually, 
sit down, and rise again. 
The action in fig. 37 throws the whole effort on the 
muscles of one of the lower extremities. The feet close, the 
arms extended in front, raise the left leg in 
front, bend the right knee gradually, and sit down on 
the ground, then get up again in the same position. 
The action in fig. 38 is performed by two persons 
facing each other, so as to act 
upon the muscles of the upper 
and low'er extremities simultaneously. The 
left hand on the hip, the right foot in front, 
lock the middle finger in each other’s right 
hand, and pull backward. 
The action in fig. 39 brings into play the 
muscles of the chest, shoul- 
ders, and upper portion of the 
back. Let the palms of the hands touch behind, fin- 
gers pointing downward; turn the fingers inward, and 
bring the hands as high as possible up the back, taking 
care to keep the palms of the hands close together. 
In fig. 40 the action is calculated to give great power 
and flexibility to the muscles of the legs and feet. The 
feet close, the hands on the hips, jump up and spread out the 
legs and close them alternately. 
In fisr. 41 the action is performed by two persons sitting 
down, who face each other, the soles 
of the feet touching, then grasping a 
stick and pulling against each other, 
first with knees straight, secondly 
bent, and thirdly with the legs open. 
The principle force is exerted by the muscles of the arms, and those 
about the knee-joints. 
Fig. 42 mainly exerts the muscles of the toes and legs. Tho hands 
Fig. 35. 
Fig. 36. 
Fig. 3T. 
Fig. SS. 
Fig. 39. 
Fig. 40. 
Fig. 41. PROMISCUOUS EXERCISES. 
69 
are placed on the hips, the right foot in front, the toe pointing down- 
ward; spring or jump twice on the right toe, and twice on 
the left, alternately, the knees being kept straight. 
Fig. 43 exercises the muscles of the 
upper extremities, small of the hack, and 
feet. In performing this exercise, take 
hold of each other’s hands, with the toes 
opposite; then lean back and go round 
quickly. 
In fig. 44 the action exercises the pectoral mus- 
cles, with those around the shoulder-joint. Grasp 
the left hand with the right, bring the arms behind the head, 
and move them from one side to the other. 
The action in fig. 45 is intended to act 
powerfully on the muscles of the leg and 
instep. Place the hands on the hips, the 
left leg in front, toe toward the ground; 
then jump forward on the right toe, both 
legs being kept quite straight. 
In fig. 46 the action exerts powerfully all the 
muscles of the leg and hip. Lift the left foot be- 
hind, bend the right knee, lower the body gradually, 
touch the ground with the left knee, and rise again. 
In fig. 47 the action strongly exerts 
the muscles of the wrist and shoulder. 
Hang from the pole by one hand— 
first by the right, then by the left— 
several times alternately. Walking 
by the hands along the rounds of a ladder, where 
there is room, is an improvement on this exercise; 
and a semicircular ladder, on which the gymnast can 
ascend and descend, is 
better yet. 
In figs. 48 and 49 the exercises are de- 
signed for putting the muscles of the arm 
and the chest to the utmost possible ten- 
sion. In performing these evolutions the 
gymnast swings backward and forward a 
number of times, and finishes by jumping 
as he swings back, and comes down on the 
pole. 
In fig. 50 the action calls the muscles of the wrists, arms, and 
Fig. 42. 
Fig. 43. 
Fig. 44. 
Fig. 45. 
Fig 4G. 
Pig. 47. 
1’igs. 48 and 49. 70 
SPECIAL GYMNASTICS. 
shoulders mto strong contraction. First throw the right leg over the 
pole; then, with a spring, bring up the right 
elbow; lastly, by another spring, bring up both 
arms straight, so as to sit across the pole. 
The action in fig. 51 throws 
nearly the whole effort upon 
the muscles of the wrist. Draw 
up the body as high as possible, 
and with a spring elevate both 
elbows at once, if possible, or 
one at a time; then rise gradu- 
ally, the whole of the body being on one side of the 
pole; change the position of the hands, and come gradually over the 
pole till the feet touch the ground. 
The action in fig. 52 brings the principal effort on the 
muscles of the elbows and shoulders. Rise up as high as 
possible, and throw the arms over the pole, holding firmly 
by them. 
The action in fig. 53 brings the principal effort on the 
elbow and shoulder of each arm alternately. 
Rise up, as in the preceding case, and try 
to keep up the body by the right arm only, 
and then with the left. 
For the special purpose of expanding the chest in cases 
of weak lungs or malformed chests, and in persons pre- 
disposed to consumption, the following exercises are ex- 
cellent : 
Fig. 54.—Bring the arms up quickly in front, as high as the shoulders 
—nails turned upward—then swing them forcibly 
backward, at the same time turning the nails back- 
ward, keeping the body perfectly upright. 
After the above exercise is mastered, the next 
will call the respiratory muscles 
into still stronger play. 
In the action in fig. 55 the 
elbows are to be drawn back so 
that the fists may be close to the 
sides; then throw the arms straight forward, and 
then back as before. When this action becomes easy 
and familiar, the succeeding ones are very easily ac- 
quired. 
In the action in fig. 5 G is a circular motion of the arms, striking the 
Fig.50. 
Fig. 51. 
Fig. 52. 
Fig. 53. 
Fig. 54. 
Fig. 55 PROMISCUOUS EXERCISES. 
71 
wrists and palms together as the hands pass in front. It is one of the 
very best methods of enlarging the capacity of the air-cells of the 
lungs, by bringing the principal action upon the diaphragm and pec- 
toral muscles. These exercises may be improved upon 
by inflating the lungs with a full inspiration, and then 
holding the breath while half a dozen circular motions 
are made as rapidly as possible. And the best time to 
practice these gymnastics forcibly is just after the morn- 
ing hath, while the body is but partially dressed. All 
sedentary persons, and all the pent-up inhabitants of 
cities, who do not enjoy the benefit of a walk before 
breakfast in the open air, can find an excellent substitute 
in these muscular exercises. 
Fig. 57 exercises the muscles of the lower extremities power- 
fully, and the abdominal muscles, with the -whole respiratory 
apparatus, moderately. The feet are to be brought close, the 
hands on the hips, then rise on the toes, and 
jump on the toes, with the knees kept per- 
fectly straight. 
In the next action (fig. 58) the arms are 
again brought into activity. The fists are to 
be brought up to the shoulders, the elbows 
being close to the sides. The arms are then to be 
thrown upward, and then brought back again to the 
previous position. The action may he extended to the 
abdominal muscles by, lastly, throwing the hands 
downward. 
In fig. 59 the arms and muscles of 
the upper part of the chest and back 
are more particularly called into ac- 
tion. Raise the elbows to the height 
of. the shoulders, with 
the fists on the front oJ 
the shoulders, the nails 
turned inward, and then 
throw the arms forcibly 
hack, the body being kept perfectly upright. 
A still more powerful method of giving full activity to 
all the muscles of the chest is represented in fig. 60. 
Bring the right fist on the left shoulder; extend the left 
arm in a line with the shoulder; throw the right arm toward the right 
side, nails toward the ground; then bring the left fist to the right 
Fig. 56. 
Fig. 5T. 
Fig. 58. 
Fig. 59. 
Pig. 60. 72 
SPECIAL GYMNASTICS. 
■Fig. 61. 
The next action (fig. 61) calls into play those 
muscles of the back most intimately connected 
with respiration. Open the hands, then raise the 
arms sideways, and touch the back of the hands 
straight over the head. 
In figs. 62, 63, 64, and 65 are shown a variety 
of exercises calculated to act especially on the 
limbs, the upper extremities particularly. Some 
of them, as will be seen at a glance, act powerfully j_ 
upon the muscles, ligaments, and fascia of the fingers, hands, 
and wrists, as in fig. 63; and 
motions testing the strength and 
action of the structure around 
Fig. 62. 
Fig. 65. 
Fig. 63. 
Fig. 64. 
the knee are seen in fig. 65. 
The flying steps, or giant strides (fig. 66), is a very good and very 
amusing exercise for the arms and 
legs. A strong post or mast is fixed 
firmly in the ground, on the top of 
which is an iron cap, revolving eas» 
ily, to which the ropes are fastened. 
When in rapid motion, the pupils 
touch the ground with their toes 
hardly once to an entire revolution. 
The parallel bars (figs. 67 and 68) 
are very conveniently constructed, 
and are calculated to act particularly 
on the joints of the wrist and shoul- 
ders, and generally on the whole 
respiratory system. 
The body is first raised by the hands, and then swung alternately 
forward and backward; also pass along by moving the hands alter- 
nately, and then by moving both hands at once. The exercise may be 
varied in many ways, as throwing the limbs, and then the body, over 
the bars, lowering the body down until the elbows are level with the 
head, etc. 
For young children of narrow, contracted chests, and weak digestive 
Fig. 66. 
THE PLYING STEPS. SPECIAL MEDICO-GYMNASTICS. 
73 
powers, especially if they are attending school, this exercise is excel- 
lent. 
Fig. 67. 
Fig. 68. 
THE PARALLEL BAKS. 
SPECIAL MEDICO-GYMNASTICS. 
The illustrations under this head are taken principally from a work 
by Moritz Schreber, M.D., Director of the Leipzig Orthopedic and 
Medico-Gymnastic Institute, translated by Henry Skelton, of London. 
Fig. 69. 
Rotary Head Movement (Fig. 69) 
—10, 20, 30 times.—The head de- 
scribes a circle from right to left, and 
from left to right, the circumference 
being as extended as the articulation of 
the neck allows of. The other parts 
of the body remain immovable. 
Turning of the Head (Fig. TO)— 
6, 8, 10 times to Each Side.—A turn- 
ing of the head on its axis. With a 
free articnlation of the neck, the head 
describes on each side nearly a quarter 
of a circle, so that the chin comes 
nearly over the shoulders. 
These two movements set the whole 
of the muscles of the neck in motion, 
and serve to render their action freer 
Fig. 70. 74 
SPECIAL GYMNASTICS. 
in cases of stiffness—when no organic hindrance exists—and as a rem- 
edy for a disabled state of the same, and against nervous giddiness. 
The latter soon disappears, because the head gets accustomed to all 
positions and changes from one to another. If there is a great disposi- 
tion to giddiness, it is better at first to perform this movement in a 
sitting posture. 
Raising- of the Shoulders (Fig. 71)—30, 40, 50 times.—The shoul- 
ders are raised both together as powerfully and as high 
as possible. They must be lowered gently, because by 
frequent repetition the head would be too much shaken. 
As by this motion those muscles are brought into action 
which raise not only the shoulders, hut also the upper 
ribs, it is to he recommended as enlarging upward the 
cavity of the chest, in cases of incipient consumption 
a nd formation of tubercles on the lungs—which usually 
takes place first at their tips, and, if their progress is 
not arrested, spread lower and lower, destroying the 
remaining tissue, and so causing the ordinary form of 
consumption. Of more direct service is this move- 
ment against paralyzation* of the shoulder muscles, 
which is seen by a loose hanging of the shoulders. In 
cases of unequal height of the shoulders, proceeding 
from a partial paralyzation of one of them, or from 
curvature of the spine, this movement should be per- 
formed with only the defective shoulder. 
Fig. 71. 
Circular Arm Movement (Fig. 72)—8, 12, 20 times.—Both out- 
stretched arms describe as large a circle as possible, first in a backward 
direction and then forward. The arms must pass close to the head, 
which necessitates a certain freedom of the articulation of the shoulder, 
in most cases only to be attained by practice. The shoulder muscles, 
as well as those lying round the framework of the chest, are by this 
means set in freer universal (all-sided—in opposition to partial or one- 
sided) motion. Its essential working consists in causing a freedom of 
* By the word La'tmung, paralysis, paralyzation, is to be understood not exclusively 
a completely paralyzed state, but also a partial paralyzation, of which there are, it is truo, 
an infinite number of degrees. Paralyzation is already present where the normal bal- 
ance of the muscular parts of the two sides of the body compared one with another, or 
in general the normal condition and power of motion of a limb is visibly disturbed. In 
this general sense it occurs both here and elsewhere, and is generally translated para- 
lyzation, which must also be understood in this modified sense. SPECIAL MEDICO-GYMNASTICS. 
75 
action of the shoulders, and promoting respiration, with which must 
also be reckoned an enlarging of the framework of the chest, which is 
a mechanical consequence. This movement is decidedly of great serv- 
ice in cases of a defective action of the shoulders, narrowness of the 
Fig. 72. 
Fig. 73. 
chest, and therefore for certain forms of asthma, incipient consumption 
—in short, wherever an amelioration of the process of respiration is the 
end to be attained. Besides this, it acts as a preservative against para- 
lysation of the muscles b ought into play. 
Raising of the Arms Sideward (Fig. 73)—10, 20, 30 times.—The 
arms are raised sideward as high as possible, without the slightest bend- 
ing of the elbow. If the muscles and articulation of the shoulders are 
healthy and free, the forearm, when fully raised, should touch the sides 
of the head. The allotment (raising) muscles of the arm, and the side 
neck muscles, are chiefly operative in this movement. The sides of the 
chest and the space between the lower ribs are considerably enlarged 
by the mechanic action. As one consequence of this motion is a pro- 
motion of healthy respiration, it can be profitably used for asthma, and 
in cases of adhesion of the membrane of the lungs to the side (after inflam- 
mation); and then also against paralyzution of the muscles exercised. 76 
SPECIAL GYMNASTICS. 
Throwing Back the Elbows (Fig. 74)—8, 12, 16 times.—Both 
hands are set fast on the hips, and 
in this half-bent position the arms 
are thrown forcibly back as far as 
possible. The trunk remains im- 
movable. The accent (stress) of 
the motion lies on the backward 
motion of the elbow, which must 
take place at the same time as the 
whaling of the breath. 
Stretching the Arms Down- 
ward Behind (Fig. 75)—8, 12, 
16 times.—The body maintaining 
a perfectly upright position, the 
hands are clasped behind, and the 
arms then stretched downward as 
far as possible. This downward 
movement, the essential point, 
should take place at the same time with the exhaling of the breath. 
By this and the foregoing movement the shoulders are strengthened, 
and thrown more back; and by the present one 
they are also drawn down, thereby promoting a 
nobler carriage, and one in many respects favorable 
to the health, as also widening the chest. It aids 
respiration, and remedies that wing-like standing 
out of the shoulder-blades, and is very serviceable in 
cases of laxity and defectiveness of the hinder shoul- 
der muscles, which manifest themselves by a bad 
carriage, and the inability to assume at once an up- 
right position, and in the greatest number of cases 
of chronic asthma. 
Unequal Breathing (Fig. 76)—6, 8, 10 times, 
but Repeated Four or Five Times Daily.—The 
aim of this exercise is a compensating action, and is 
therefore only of service in cases where the action 
of the respiratory organs on either side is unequal, 
i. e., where one half of the chest—one lung—is less 
active than the other; whether this arises from a 
disabled state of the respiratory muscles on one side, 
or from organic changes (such as the adhesion of the lungs to the side), 
Fig. 74. 
Fig. 75. 
Fig. 76. SPECIAL MEDICO-GYMNASTICS. 
77 
the consequences of former diseases of one part of the organs of the 
chest. The open hand is placed high up close under the axillary cavity 
(armpit) on the healthy side—in the illustration the right side is sup- 
posed to be the healthy side—and pressed firmly against the ribs, thus 
causing here an obstruction; while the other side, rendered more than 
otherwise free by the passing of the arm over the head, is so much the 
more stimulated to stronger and deeper breathing. The hand placed at 
the side must be tightly placed against the ribs, particularly when in- 
haling. The breathing must be as deep and complete as possible, but 
at the same time gentle and regular, as in yawning. All haste and ex- 
ertion must be avoided. 
This operation of unequal breathing can be sometimes used, in cases 
designated, instead of the usual equal breathing, without the latter’s 
being entirely neglected. 
Striking Out the Arms Forward (Fig. 77)—10, 20, 30 times; 
Sideways (Fig. 78)—10, 20, 30 times; Upward (Fig. 79)—4, 8, 12 
times; Downward (Fig. 80)—10, 20, 30 times; Backward (Fig. 81) 
—6, 10, 16 times.—A vigorous bending and stretching of the arms 
from the elbow in five different directions. The movement is performed 
with closed fists, and a rigid tension of the arm muscles. The same 
Fig. 77. 
Fig. 73. 
power must be employed in bending as in stretching the arm, yet not so 
as that it cause too great a concussion, which is not good for the head. 78 
SPECIAL GYMNASTICS. 
The flexor and extensor (bending and stretching) muscles of the fore* 
Fig. 79. 
Fig. 80. 
Fig. 81. 
arm are here called most into play. As this movement requires the co- 
operation, more or less, of a 
great number of muscles 
(nearly all the arm muscles), 
it serves in the first place as 
a part of the system of uni- 
versal motion, and besides 
for facilitating the free action 
of the elbow joint, as a rem- 
edy against a defective state 
of the arm muscles, and 
partly also for promoting 
respiration. This exercise 
has no other special curative 
effect. 
Swinging the Arms To- 
gether (Fig. 82)—8, 12, 
16 times.—The arms first 
stretched out on either side, 
Fig. 82. SPECIAL MEDICO-GYMNASTICS. 
79 
are swung energetically together horizontally, but without allowing the 
hands to touch. The effect lies in the convergent movement. 
Swinging the Akms Apart (Fig. 83)—8, 12, 16 times.—A similar 
movement, only in an oppo- 
site direction. The structure 
of the body does not allow 
of the hands coming so close 
together as in the former ex- 
ercise. The effect here lies 
in the divergent movement. 
In both these motions the 
muscles of the fore part of 
the chest and the hinder 
shoulder muscles are alter- 
nately set in predominant 
activity; at the same time 
that now the fore part of 
the framework of the chest, 
now the hinder part, is 
mechanically enlarged, thus 
aiding respiration, and being 
serviceable in cases of asth- 
ma, the formation of tubercles on the lungs, and adhesion of the mem.- 
brane of the lungs. 
Twisting of the Arms 
(Fig. 84)—30, 40, 50 times. 
—The movement (fig. 84) is 
that produced in boring a 
hole with a gimlet, but with 
outstretched arms. 
Eight-Movement of the 
Hand (Fig. 85)—20, 30, 40 
times.—Fig. 85 will be best 
executed by the hands de- 
scribing in the air the figure 
eight (oo ) horizontally. 
Bending and Stretching 
of the Fingers (Fig. 86)— 
Fig. 83 
Fig. 84. 80 
SPECIAL GYMNASTICS. 
12, 16, 20 times.—In. fig. 86 the fingers are stretched out as much as 
possible, and then tightly 
clenched, forming a fist. 
In the first two move- 
ments the rotator muscles 
of the arm and hand are 
active, and the finger 
muscles in the third. 
They promote a free ac- 
tion of the joints of the 
arm, the wrist, and the 
fingers, and are besides 
useful against paralyza- 
tion of the above-men- 
tioned muscles, contrac- 
tions of the wrist and 
finger joints (particularly 
as forerunners of gout), 
and, at the same time, as 
aids in cases of different 
forms of cramp, epilepsy, St. Vitus' dance, and the writing-cramp. If 
such an end is to be attained, these movements may be repeated three 
or four times a day, if no pain is felt 
therefrom. They also serve as a 
remedy against affluence of the blood, 
and pain or nervous affections of the 
head or breast. 
Rubbing the Hands Together 
(Fig. 87)—40, 60, 80 times Back- 
ward and Forward. — A well- 
known movement. When the palms 
of the hands are vigorously struck 
together, the movement becomes 
quite an energetic one for the exer- 
cise of nearly all the arm muscles, 
especially the flexor muscles, and 
those of the fore part of the chest. 
In the first place this motion is use- 
ful in as much as it contributes its 
quota to the amount of universal ex- 
ercise required; and then also as a preservative against pa/ralyzation of 
Fig. 86. 
Fig. 86. SPECIAL MEDICO-GYMNASTICS. 
81 
the muscles employed, and as a means of quickly warming the hands ; 
and thus, with certain foot movements (to be 
mentioned by-and-by), as a remedy against 
affluence of the blood, and nervous affections 
of the head. It can be also used against the 
same complaint of the inner organs of the chest. 
But in this case the energetic striking together 
of the hands, which rather strains the muscles 
of the chest, should give place to a quiet rub- 
bing together of the same, which being longer 
performed, the operation gains in amount 
what it loses in intensity. 
Bending of the Body Forward and 
Backward (Fig. 88)—10, 20, 30 times Each 
"Way.—With the legs fixed and their muscles 
rigid, the body is bent as far forward as pos- 
sible, and then the same backward. This 
movement, as well as the other following ones 
of the trunk, must be performed gently: this 
must not be forgotten. The forward motion is produced by the muscles 
of the fore part of the abdomen, and the backward one by the extensor 
muscles of the back. By this means 
a very healthy influence is exercised 
on the organization of the abdomen, 
when sluggish or suffering from con- 
stipation, and a lively strengthening 
effect produced on the lower muscles 
of the back—a preservative against 
paralyzation of the same. 
Sideward Movement of the Body 
(Fig. 89)—20, 30, 40 times to and 
fro.—The trunk is moved directly 
sideward to the right and left, but 
without effort. 
The muscles active in this operation 
are especially the side and back mus- 
cles of the abdomen, as well as the 
muscles between the ribs. This move- 
ment exerts a favorable influence on the circulation of the blood, and 
on the mechanism of the organs of the body on either side, particularly 
Fig. 87. 
Fig. 88. 82 
SPECIAL GYMNASTICS 
the liver and milt, and is therefore to be especially recommended for 
all complaints consequent upon a derangement of the port-vein system. 
Twisting of the Body (Fig. 90)—10, 20, 30 times to and fro.— 
The trunk maintains its 
upright position, and turns 
on its own axis the same 
distance on each side, the 
legs being immovable and 
the back well stretched. 
The lower back muscles 
and those of the hips are 
thereby principally employ- 
ed. By this movement a 
mechanic straining and 
stretching of the fore coat 
of the stomach on the op- 
posite side takes place, 
causing the intestines to be 
moved about from one side 
to the other gently kneaded 
—so to say—thus promot- 
ing the action of the organs of the trunk, and besides serves as a pre- 
servative against a disabled state, of the mus- 
cles employed, and especially what is called a 
paralyzation of the spinal marrow. 
Circular Movement of the Trunk (Fig. 
91)—8, 16, 30 times.—The trunk, turning on 
the hips, describes a circle as large as possible 
in circumference from left to right and from 
right to left. This takes place by means of 
the muscles lying about the hips. The ab- 
dominal muscles are also thereby set in a sort 
of see-saw, alternate motion. This motion 
gives a universal impulse to the digestive or- 
gans, and is therefore to be recommended in 
cases of their sluggishness, and the many evils 
consequent thereupon. If it is practiced prin- 
cipally to relieve the bowels, the best way will 
be thus: that the hinder half of the circle tc 
be described with the head and trunk go from right to left, and that 
Fig. 89. 
Fig. 90. 
Fig. 91. SPECIAL MEDICO-GYMNASTICS. 
83 
the accent be laid upon this part of the movement. This see-saw 
stretching of the muscles of the abdomen acts most favorably in forc- 
ing down the contents of the great gut. 
This movement strengthens all the muscles about the hips, and, by 
the operator’s becoming gradually accustomed to a circular movement 
of the trunk and head, it serves as an aid in cases of nervous giddiness. 
Should there he a great tendency to giddiness, this movement must at 
first he practiced sitting. 
Kaising of the Trunk (Fig. 92)—4, 8, 12 times.—The body must 
Fig. 92. 
be in a horizontal position. As the employment of a sofa or a bed is 
not at all times convenient, in the illustration we have represented a 
doubled carpet. Two cushions, one under the head and the other under 
the hips, would do just as well; neither one way nor the other requires 
much trouble. The movement itself consists in a simple raising of the 
trunk to an upright position without moving the legs. Many will not 
at first be able to accomplish this without the aid of a block of wood 
or a heavy cushion, which, being laid across the legs about the ankle, 
serves as a compensation weight. By-and-by this becomes unnecessary. 
At first the arms should he crossed over the breast. If this succeeds, 
the hands may then be placed behind the head, as in the illustration. 
If it is desired to render the movement still more difficult, dumb-bells 
may he used, the hands being then held close down to the body. 
This is a movement setting powerfully in motion all the muscles of 
the abdomen, but especially those of the fore part, whose activity, and 
the straining they undergo, exert a decidedly direct influence on the 
functions of the body, but which are, however, just those that are in 
so many cases so much neglected. After a repetition of the motion 
from four to eight Limes, the beneficial influence of it will be already 84 
SPECIAL GYMNASTICS. 
experienced by the feeling of warmth which immediately follows, and 
spreads itself over the whole region of the abdomen. It is of great 
service against iceakness, or paralyzation of the muscles of the stomach, 
and for all forms of chronic obstructions of the abdomen, and their con- 
sequences, and may be used as a trial for the radical cure of hernia. 
Remark.—In cases where, in spite of the facility afforded by the 
laying of something over the lower part of the legs, the movement is 
still too difficult—and further, in such cases where great caution must 
be observed in habituating one’s self to the movement and in the pass- 
ing through the different stages of it (as in hernia), and for women who 
have already had several children (and who therefore generally have 
the abdominal muscles rather slacker)—it would be found better to place 
the upper part of the body in a slightly elevated position—not quite 
horizontal, as in the other cases; in such a manner the raising will be 
greatly facilitated. A sofa can be very easily arranged for the purpose. 
Cikculak Movement of the Leg (Fig. 93)—4, 6, 8 times with 
Each Leg.—The leg, fully stretched, describes a circle as large and as 
high as possible, from the front back- 
ward, coming down again to its 
former position by the other leg, 
which now performs the same move- 
ment in its turn, and so this goes on 
alternating. The trunk should be 
kept as much as possible immovable. 
As, however, the center of gravity is 
continually changing, a many-sided 
play of the muscles is the consequence. 
Mot only the allotment (raising) mus- 
cles of the legs, but also the whole of 
the muscles of the trunk, particularly 
of the back and loins, are set in active 
motion. The movement serves to 
render freer the play of the leys in 
their sockets if impeded, and especially 
in cases of rheumatic gout, but of 
course only where no trace of inflam- 
mation any longer exists. It is also a prevention against paralyzation 
of the muscles employed, and is of service where the head or breast 
requires to be relieved * 
Fig. 03. 
* Ableitunr/smittel, translated, relieving, relief , etc., is literally carrying-off means; 
that is, relieving the respective parts of the body of superfluous blood, juices, etc., by 
promoting their passing off or out of the body. SPECIAL MEDICO-GYMNASTICS. 
85 
Sideward Movement of the Leg (Fig. 94)—6, 10, 16 TIMES WITH 
Each Leg.—The fully stretched 
right leg is raised sideward, in 
doing which, in order to make it 
as complete as possible, the accent 
should be laid upon the upward 
movement, but without any violent 
effort. After doing this a few times 
with one leg, the other should take 
its turn. 
The movement is operated more 
especially by the side muscles of 
the hips and trunk. The practical 
use of it is the same as that of fig. 
93, only that here, by virtue of its 
more violent and exciting shaking 
effect upon the regions of the liver 
and milt, it is of great service in 
cases of obstruction of the port-vein 
system,. It is to he avoided by 
females. 
Twisting of the Legs (Fig. 95)—20, 30, 40 times with Each Leg. 
—The leg, fully stretched, slightly raised from the 
ground, and with the toes turned upward, is vigor- 
ously twisted outward, and so that the accent is laid 
on the outward twisting, answering to the normal pre- 
dominant relation in which those muscles which twist 
the leg outward stand to those which cause the inward 
twisting or rolling. This movement is more easily 
and completely executed if each leg performs its 
whole task without the interruption of alternating 
with the other. The muscles in operation here are 
the rotator and extensor muscles of the leg. The 
application is the same as that of fig. 93. 
Drawing the Legs Together (Fig. 96)—4, 6, 8 
times.—The legs are placed at a moderate distance 
apart, the body resting on the well-turned out toes. 
The legs are then drawn together by sliding them 
along the ground (still on the toes), the knees remain- 
ing stiff. This is a very energetio movement for the 
Fig. 94. 
Fig. 95. 86 
SPECIAL GYMNASTICS. 
muscles of the upper part of the thigh, and for those of the calves, and 
finds its application as a prevent- 
ive against a paralyzation of the 
muscles mentioned, and as a means 
of relieving the head and chest. 
Bending and Stretching the 
Knee Forward (Fig. 97)—6, 8, 
10 times with Each Leg.—The 
leg, bent at the knee, is gently 
raised in front of the body, and 
then, with a tension of all the 
muscles, stretched out vigorously 
at full length. This is performed 
by each leg alternately. The great- 
est number of the flexor and exten- 
sor muscles of the leg and foot, 
including those in the pelvic cavity, 
are thereby set in active motion. 
The movement serves to render 
freer the joints of the fences, in cases of painless stiffness, and prevents 
their becoming paralysed ; as a stimulant 
for the circulation of the blood in the 
lower organs of the trunk, especially in 
cases of hemorrhoidal obstructions, and 
as a means of relieving the upper parts 
of the body. 
Bending and Stretching of the 
Knee Behind (Fig. 98) —10, 12, 16 
times wira Each Leg.—On account of 
the organization of the joints of the hips 
the leg can not be raised so high behind 
as before. It is, however, to be raised 
as high as possible (the body preserving 
its upright position), then bent, and then 
vigorously stretched out to its fall length. 
It is better not to alternate with the legs, 
but that each should accomplish its allot- 
ted task without interruption. This movement extends its influence 
over most of the extensor and flexor muscles of the leg and foot, as fig. 
97, hut in a partly opposite way; and besides that, exercises the lower 
Fig. 98. 
Fig. 97. SPECIAL MED ICO-GYMNASTICS. 
87 
back muscles. The combined effect of these two movements is to set 
in active i notion all the extensor and flexor muscles of the leg. The 
exercise serves to render freer the joints of 
the knees, and is of service in cases of incipient 
paralysis of the spinal marrow, or of the mus- 
cles of the feet, as well as being a remedy 
against affluence of the blood and irritation of 
the nerves of the head and breast. 
Bending and Stretching of the Foot (Fig. 
99)—20, 30, 40 times with Each Foot.—A 
powerful and complete as possible raising and 
sinking of the point of the foot, the leg being 
held forward and the knee rather stiff. The 
movement takes place simply by means of the 
ankle joint. In connection therewith there 
may also be an energetic bending and stretching 
of the toes, which, however, of course, require 
plenty of room in the shoes. The simple rais- 
ing of the point of the foot may be also alter- 
nated with a circular motion of the same. The 
muscles thereby active are those of the shin and calf, and the muscles 
of the lower part of the thigh and of the foot. 
The movement serves to render freer the action 
of the joints of the ankle, the tarsus, and the 
toes; as a means of relief for the other parts 
of the body, and against paralyzation and 
slighter contractions of the foot. It is also a 
good means of warming the feet. 
Raising of the Knee (Fig. 100)—4, 8, 12 
times with Each Knee.—The leg, firmly 
bent at the knee, is raised so high that the 
knee is brought as near as possible to the 
breast. On the raising a strong accent must 
be laid. The upper part of the body should be 
kept as immovable as possible, in spite of a 
great disposition to bending forward, which is 
liable to show itself. If the joints of the hips 
are quite free, and the allotment muscles of the 
legs have attained a full average amount of 
power, tl e movement then becomes so perfect that the knee lightly 
Fig. 98. 
Fig. 99. 88 
SPECIAL GYMNASTICS. 
touches the breast without any perceptible bending forward of the 
trunk. But here the average amount regulated by the circumstances 
of each individual must not be exceeded, as there ex- 
ists a great difference in persons as to their capability 
of performing this motion. All violent efforts must be 
avoided, and each will attain his aim most completely 
by being satisfied with doing his best. The movement 
succeeds best by changing the legs. This is a very 
energetic exercise for all the allotment muscles, and 
especially for those in the lower part of the abdomen, 
also powerfully acting mechanically from two direc- 
tions—from within and without—upon the whole of 
the organs of the abdomen, beneficially invigorating 
and promoting the functions of the same. It is there- 
fore to be especially recommended for all chronic com- 
plaints proceeding from or connected with sluggishness 
or obstruction of those functions; viz., obstruction of 
the port-vein system, weak digestion (especially of the 
small gut, declaring itself by an unpleasant feeling gen- 
erally an hour and a half or two hours after the meal), 
constipation, flatulency (this movement has an especially powerful, 
immediate action against flatulency), hypochondria proceeding from the 
abdomen, hysteria, interruption of the hemorrhoidal flux, and of the 
monthly courses, so-called mucous and bladder hemorrhoids, chronic 
mucous fluxes of females, etc. This exercise is also calculated to pro- 
duce a quickly fatiguing and sleepy effect, if such be desired. 
But this must be kept in mind, that the most immediate working of 
this movement is a heating one, and its use must therefore be depend- 
ent upon this consideration, and regulated accordingly. Where any 
inflammation is present in the region of the abdomen, or in cases of 
disposition to bleedings, or the existence of hernia, it is to be totally 
avoided. By women, where there is a disposition to orgasm, and in 
connection with heating medicinal-water cures (internal or external), 
it is to be used with caution. For girls it should be allowed only as 
an exception. 
Sinking and Raising of the Tkunk (Fig. 101)—8, 16, 24 times 
.Down and Up.—With the heels close together, the body is raised on 
the toes, and then let down as low as possible, the trunk retaining its 
upright position: the raising of the same then follows under the same 
conditions. At first the maintenance of a perpendicular position of 
the trunk is attended with some difficulty, as there is involuntarily a 
Fig. 100. SPECIAL MEDICO-GYMNASTICS. 
89 
greater or less disposition to bending forward, caused by the changing 
of the center of gravity; but this is soon overcome 
by a little attention and practice. 
The extensor muscles of the knees, and the mus- 
cles of the calves and toes, take the most active part 
in this exercise ; at the same time, by the exertions 
made to maintain the trunk in an upright position, 
it acts in a not unimportant manner upon the lower 
muscles of the back. It is also effective for render- 
ing freer all the joints of the leg and foot, and fur- 
ther as a strengthening remedy against paralyzation 
of the lower extremities of the body, and as a means 
of relief for the upper parts. 
Now follow a series of compound movements, 
i. e., movements in which the activity of the mus- 
cles is not confined to one particular limb or part 
of the body, but where the action is at the same 
time extended, in various degrees, over many parts, 
or even the whole body. 
Circular Movement with a 
Stick (Fig. 102)—4, 12, 16 times 
Backward and Forward.—For 
this purpose a rounded stick is 
necessary, which must be at least 
as long as to reach from the ground 
to the axillary cavity (armpit) of 
the person who is to use it. He 
takes hold of it near the ends, the 
backs of the hands being turned 
upward, and describes a circle 
over his head backward, and then 
brings it forward again in the 
same manner, letting the stick 
touch the body before and behind. 
The principal thing to be observed 
is that the arms bo not bent at the 
elbows. This is at first difficult, 
because in most persons the joint 
of the shoulder has lost its normal 
freedom of movement from want 
Fig. 101. 
Fig. 102. 90 
SPECIAL GYMNASTICS. 
of use. But by degrees this hindrance will yield to practice, and then 
the distance between the hands can be proportionately diminished till 
that is no longer possible. The illustration represents this point, that 
is, as a general rule, and beyond which it is difficult to go. By the 
forward and backward movement there arises a soft rocking to and fro 
of the trunk, causing the movement to be considered as a compound 
one. The principal effect is produced upon the muscles of the shoul- 
ders, next come the arm muscles, and then those of the lower part of 
the back and of the abdomen. The movement is a most effective one 
for rendering freer the action of the shoulder joints, and has a helping 
curative working in cases of paralyzation of the above-mentioned 
muscles, for the completeness of the process of respiration, and as a 
stimulant for the functions of the abdomen. 
Walking with a Stick Under the Arms (Fig. 103)—from Ten to 
Fifteen Minutes.—A short, rounded stick is put straight across the 
back under the arms, which are thrown back- 
ward, and bent at right angles. In this man- 
ner the operator walks up and down the 
given time, preserving as much as possible 
the upright position of the body. One prin- 
cipal point is the drawing of the shoulders 
back and down at the same time. A good 
carriage is thus promoted, and that position 
and bearing of the arms and shoulders which 
it is difficult always to preserve if the exer- 
cise is not performed with something to hold. 
The attention is to be directed exclusively to 
the upright bearing of the body while thus 
in motion. 
The aim of the movement, at the same 
time that it contributes to the strengthening 
of the muscles of the shoulder, back, and 
foot, is to promote and confirm an habitually 
noble and healthy carriage. It is therefore 
designed as a remedy against a one-sided, loose, and unsteady carriage 
of the bade, and in general of the whole body. This bad habit often 
shows itself in young people who are growing fast, and its effects are 
then most prejudicial (defective growth, faulty formation of the chest, 
etc.), extending their influence over the whole after life. This move 
ment has further no especial working. 
Swinging the Arms Backward and Forward (Fig. 104)—30, 60, 
Fig. 103. SPECIAL MEDICO-GYMNASTICS. 
91 
100 times to and FRO.—The arms are stretched out (but not stiffly), 
with the fists closed, and then thrown forc- 
ibly backward and forward in allegro time. 
The trunk must not remain stiff, but rather 
yielding upon the hip joints, in such a man- 
ner that, acting as a balance, it is now bent 
a little forward, now a little backward, ac- 
cording as the arms are swinging backward 
or forward. The whole movement is thereby 
rendered easier, and the effect more univer- 
sal. Besides the respective arm and shoul- 
der muscles, most of those of the abdomen 
and back are set in a sort of rocking motion. 
The immediate effect of this motion is an 
agreeable feeling, a.nd although the motion 
itself is somewhat violent, its influence is, 
on the whole, a mild one. It forms, firstly, 
a pretty good quota of the whole amount of 
exercise required, and is a 'powerful promoter 
of the circulation of the blood. It is also 
of essential service in cases of paralyzation of the muscles of the arm, 
back, and abdomen, as well as sluggishness and interruption of the 
functions of the abdomen in general, and is recommendable on account 
of its mild working in especial cases, and particularly at the commence- 
ment of a series of gymnastic exercises. Although the movement is 
not what you may call heating (in spite of the impulse given to the 
blood), yet it may be advantageously used for warming the trunk, 
arms, and hands. It has a favorable effect as a stimulant at those times 
of bodily and mental lassitude which now and then arrive, in conse- 
quence sometimes of a change of the weather or of the season, or of a 
disorganized state of the nervous system of the abdomen, and which 
are not to be otherwise explained. If thought necessary, this move- 
ment may be executed 200, 300, 400 times at short intervals, and then 
at last the enemy will be vanquished. 
Swinging the Aems Sidewats (Fig. 105)—30, 60, 100 times to 
and fro.—A movement very like the foregoing, principally differing 
in the direction. Both the arms are here moved to one side, but in 
other respects in the same manner as in fig. 104. The upper part of 
the body is bent forward a little, but only enough to give free action 
to the arms, which are swung to and fro perpendicularly in front of 
the body. Also here must the trunk be quite free, and movable on the 
Fig. 104. 92 
SPECIAL GYMNASTICS. 
liip joints ; it has a similar rocking motion to that in iig. 104, but side- 
ways, always in opposition to 
that of the arms as they move 
to and fro. 
Among the muscles set in 
motion are the muscles of the 
fore part of the breast, and in- 
stead of the muscles of the fore 
part of the abdomen, those of 
the sides of the abdomen. The 
effect, therefore, of this move- 
ment is more the stimulating 
of the regions of the liver and 
milt, and is, on that account, 
of use as a remedy against ob- 
struction of those organs. By 
the bending of the body for- 
ward, a strengthening of the 
muscles of the bade is effected. 
This movement has, for the rest, the same qualities and uses as fig. 104. 
Sawing Movement (Fig. 106)—10, 20, 30 times with Each Akm, 
IJp and Down.—The body is bent considerably forward, and then 
each arm in turn thrown vigorously forward: 
the backward motion is combined with a 
bending at the elbow. One arm is thrown 
forward, as the other is drawn hack. This 
movement succeeds very well, if you imagine 
you have something before you in the re- 
quired direction that you would like to strike 
away with one hand, at the same time that 
you would draw it toward you with the 
other. A great number of muscles are 
thereby exercised—nearly all those of the 
arm, shoulder, and back; and the movement 
contributes much to the amount of neces- 
sary universal action, and is good against 
paralyzatioji of the above-mentioned mus- 
cles ; and, by virtue of the effect of its rock- 
ing motion upon the chest and abdomen, against such complaints as are 
a consequence of obstruction of the juices and sluggishness of the func- 
tions of the organs ii those parts. 
Fig. 105. 
Fig. 106. SPECIAL MEDICO-GYMNASTICS. 
93 
Mowing Movement (Fig. 107)—8, 16, 24 times to and fro.—The 
body preserves its upright 
position, and the feet remain 
immovable. The arms 
stretched forward in a hori- 
zontal position then describe 
a semicircle to the right and 
then to the left. The ac- 
cent must be laid equally 
upon the movement to the 
right and that to the left. 
One should imagine one’s 
self mowing right and left, 
in which motion a certain 
force is exerted in the act of 
swinging. In consequenco 
of the directions given above, 
to keep the body motionless, 
some slight opposition is ex- 
perienced in swinging the 
arms alternately to each side, which causes a lively activity not 
only of the muscles of the shoul- 
ders and the allotment muscles of 
the arms, but also a sort of see-saw 
stretching of the whole of the mus- 
cles of the trunk, leg, and foot. 
The movement has therefore an in- 
vigorating influence upon the limb- 
moving muscles of the whole body, 
and is of great service in cases of a 
general muscular weakness, and of 
paralyzation of the spinal marrow, 
in that period of the complaint when 
a certain bluntness of feeling, and 
an extraordinary unsteadiness upon 
the feet are the first symptoms 
which attract the earnest attention 
of the patient. 
Chopping Movement (Fig. 108) 
—6, 12, 20 times.—The legs are 
stretched out sideways, not too far; 
Fig. 107. 
Fig. 10S. 94 
SPECIAL GYMNASTICS. 
the hands are then raised above the head, and then brought swingingly 
down together, as if with the intention of chopping in two some cer- 
tain block of wood lying between the feet. The legs must he flexible 
in the knee joint, so that the movement may be freer. The allotment 
muscles of the arm, the whole of the fore and the hinder muscles of 
the trunk, as well as most all of the leg and foot muscles, are brought 
into play by this movement, which thus takes the character of an ener- 
getic and somewhat fatiguing one. By virtue of its peculiar qualities 
it is useful in a twofold manner: as a means of 'promoting the freer 
action of the organs of the abdomen, in cases of sluggishness and ob- 
struction of the same, and as a stimulant for the nerves of the spinal 
marrow, even when already in a somewhat advanced state of paralyza- 
tion. But as one or the other aim is to be attained, so must the 
employment of the movement be modified. In the first case—stimula- 
tion of the action of the organs of the abdomen—the principal stress 
must be laid upon the movement at the moment the arms and the upper 
part of the body are brought downward; in the second case as the 
body regains its upright position, turning on the hip joints. 
In cases of a disposition to a flow of blood to the head or breast, as 
also (for many reasons) for females, this exercise is to be avoided. 
Trotting Movement on One Spot (Fig. 109)—100, 200, 300 
times with Each Foot.—This is the common mo- 
tion of trotting, except that here the performer does 
not advance, but remains always on the same spot, 
for which reason the body maintains its upright po- 
sition, instead of being bent, as in running forward; 
and here also the movement is performed on the 
points of the toes. This latter condition must be ob- 
served, because by coming down on the whole sole 
of the foot, the shaking of the body so caused would 
he communicated to the head in many ways disagree- 
ably and prejudicially. The joints of the knee and 
the ankle must he quite free and elastic, for only by 
this means can be promoted that soft and wholesome 
shaking of the body which, after the setting in mo- 
tion of the leg and foot muscles, is the aim of the 
movement. The degree of intensity of the movement 
can be regulated at will, by raising the foot to any 
desired height. 
Where it is desirable to bring about a softly fa- 
tiguing, sleep -causing feeling, and to promote the circulation of the 
Fig. 109. SPECIAL MEDICO-GYMNASTICS. 
95 
blood in the abdomen, the relieving of the bowels, and the carrying off 
of humors, etc., from the head and chest, this movement is very applica- 
ble ; as also in cases of paralyzation of the muscles of the foot, and 
where a disposition to having cold feet exists. By means of its shaking 
motion—which draws the blood toward the lower parts of the body, 
and which is for the greatest part concentrated on the abdomen—this 
movement is especially adapted to the bringing again into order hemor- 
rhoidal fluxes and the monthly courses of females which may have got 
out of order by obstruction. But at the same time attention must be 
paid to the remarks to be found in the special rules hereafter given. 
Swinging the Leg Foewaed and Backwabd (Fig. 110)—Swing- 
ing the Leg Sidewaed (Fig. Ill)—8, 16, 24 times to and feo with 
Each Leg.—The operator lifts one foot, the toes pointed upward, about 
Fig. 111. 
Fig. 110. 
two inches from the ground, and throws it with an energetic swinging 
movement straight forward, and then backward—to the right and then 
to the left. At first, till he has learned to keep his balance, this will 
require the aid of a table or chair to lean upon. But he should en- 
deavor to do without this aid as soon as possible, because otherwise a 
great part of the effect of the compound working is lost. This very 
endeavor to keep one’s balance and the upright position of the body calls 
into acti n many of the muscles, and is one of the aims of the movement. 96 
SPECIAL GYMNASTICS. 
Both movements require the working of the muscular parts all round 
and from all sides of the hips, but have also an effect upon all the mus- 
cles of the back up to the nape of the neck, and upon the whole mus- 
cular systems of the legs and feet; for the leg, apparently so immovable, 
has enough to do to maintain the equilibrium of the body, menaced from 
so many sides. The two movements are recommended against chronic 
and fever-free rheumatic-gouty affections of the joints of the hips, 
against paralyzation of the foot muscles, and as forming part of the 
required amount of universal (all-sided) exercise. 
Stepping over a Stick (Fig. 112)—4, 6, 8 times with Each Leg, 
Forward and Backward.—You take hold of any straight stick with 
the tips of the fingers of both hands, leaving a distance between the 
hands of full the width of the body. With the body bent forward you 
try to step over the stick without letting go 
of it; and so that, at the moment the leg 
passes over, its lower part remains quite per- 
pendicular, i. e., forms a right angle to the 
stick. When both the legs have had their 
turn forward, do the same backward. This 
movement is certainly somewhat difficult, and 
even not possible for some persons at first, 
but only after long practice, while for others 
it is quite impossible. 
Without speaking of the unimportant sec- 
ondary motion connected with this exercise, 
it concentrates its principal influence upon 
the allotment muscles of the leg situated in 
the lower part of the abdomen, which are 
here drawn together in the greatest degree 
possible. This acts as a powerful stimulant 
on the lower part of the intestinal canal, viz., the strait-gut (rectum) 
and the hemorrhoidal vessels. For this reason this movement may be 
well included, by way of trial, in the list of daily gymnastic exercises, 
against obstinate constipation, and against what are called blind hemor- 
rboids (or blind piles), but only then when no inflammation or irritation 
exists. 
In cases of a disposition to a flow of blood to the head, where her- 
nia exists, and by females, this movement is to be avoided. 
Turning of the Body (Fig. 113)—30, 40, 50 times to and fro.— 
With something soft to lie upon (which need he only as long as down 
Fig. 112. SPECIAL MEDICO-GYMNASTICS. 
97 
to the knee), and a pillow for the head, you lie down on your hack, 
with the arms folded across the breast, the legs half bent at the knee, 
and the feet resting on the ground. The whole bQdy then makes a 
simple turning motion which brings it on to the arm, shoulder, and the 
Fig. 113. 
side of the hip joints—then back again, and then the same to the other 
side. The movement must be a complete change from a back to a side 
position, so that it forms a semicircle. 
The aim of the motion is not so much exercise of the muscles—for 
here there is no particular use of them, and the amount is unimportant, 
which is the reason that this movement has nothing straining or fa- 
tiguing—as a rocking, alternating change of position of the more easily 
moved inner organs, especially the abdominal intestines. Such a change 
of position may, however, be, in a simple manner, a means of causing 
many a cure, or at least of aiding in doing so, as every physician 
knows; so, for instance, for a more regular distribution of blood in all 
such cases where the overstocking and obstruction of the circulation 
of the blood in the organs of the lower part of the abdomen requires 
remedy, as in cases of hemorrhoidal tumors (not yet inflamed, but 
already perhaps in an advanced state), of contraction of the urinary 
bladder, which stands in connection with the above; or overstocking 
of blood in the abdomen before the monthly courses of females, giving 
cause to fear a too great bleeding, etc. It is further of use against a 
swelling of the intestinal, or the presence of wind in it (wind-cholic), 
and for the reduction of strangled hernia, etc. 
As this movement does not aim at radical cures, but only at an alle- 
viation, it is not intended that it should be placed on the list of every- 
day exercises, but only used according as the want of it is felt. 98 
SPECIAL GYMNASTICS. 
Foe the purpose of giving an ample variety of exercises, so that 
physician or patient can readily select to suit all cases, I subjoin the 
following examples from Roth’s “ Cure of Chronic Diseases hy Move- 
ments.” 
Standing Commencing Positions.—The standing commencing posi- 
STANDING, SITTING, AND LYING POSITIONS. 
Fig. 114. 
Fig. 115. 
Fig. 116. 
Fig. 117. 
Fig. 118. STANDING, SITTING, AND LYING POSITIONS. 
99 
tions, in which the points of support are in the soles, differ (a) accord- 
ing to the position of the body with respect to the supporting plane, 
and (5) according to the relative position of the limbs to each other. 
We quote only the following standing commencing positions: 
1. Upright standing (with the feet in a right angle, touching each 
other with the heels, and the arms depending) in the fundamental posi- 
tion. See fig. 114. 
Fig. 120. 
Fig. 121. 
Fig. 119. 
Fig. 122. 
Fig. 123. 
Fig. 124. 
Fig. 125. 100 
SPECIAL GYMNASTICS 
2. Standing upright in the fundamental position, with the hips held. 
See fig. 115. 
3. Standing upright, with feet close together, and arms hanging 
down. See fig. 116. 
4. Standing on the toes. See fig. 117. 
5. Standing with the arms horizontally extended outward. See fig. 
118. 
6. Standing with the arms extended horizontally forward. See fig. 
119. 
7. Standing with the arms extended upward (extended standing). 
See fig. 120. 
8. Standing with the trunk turned. See fig. 121. 
9. Standing with the trunk flexed sideways. See fig. 122. 
10. Inclined standing. See fig. 123. 
11. Stride-standing. See fig. 124. 
12. Reclined standing. See fig. 125. 
13. Standing with one foot on a step. See fig. 126. 
14. Cross standing. See fig. 127. 
Fig. 127. 
Fig. 126. 
15. Curved (arch) standing. See fig. 128. 
16. Standing in a stooping position. See fig. 129. 
17. Standing in a leaning position (see fig. 130). All standing posi- 
tions in which we lean with a part or the whole of the posterior sur- 
face of the body or limbs on a fixed object, belong to this class. 
18. Opposite standing (see fig. 131). All standing positions in which 
we lean or keep ourselves with a part or the whole of the limbs on the STANDING, SITTING, AND LYING POSITIONS. 
101 
anterior surface of our body on a fixed object, are called opposite 
standing positions. 
Fig. 130. 
Fig. 128. 
Fig. 129. 
19. Walking-standing, with one arm extended upward—see fig. 132 
—(half extended walking-standing). 
20. Curved (arch) walking-standing, with arms extended upward— 
see fig. 133—(extended-curved walking-standing). 
' Fig. 132. 
Pig. 181. 
Fig. 183. 102 
SPECIAL GYMNASTICS. 
21. Sustained standing, with the arms extended and fixed. See fig, 
134. 
22. Half standing, with the arms extended upward. See fig. 135. 
23. Standing with the legs astride and the arms extended upward. 
See fig. 136. 
Fig. 135. 
Fig. 136. 
Fig. 134. 
• The Sitting Commencing Positions have tlieir points of support 
in the seat and also in the 
thighs. 
1. Short sitting. See fig. 
137. 
2. Full sitting. See fig. 
138. 
3. Sitting with the legs 
extended in the same plane 
with the seat, called long 
sitting. See fig. 139. 
4. Sitting with the trunk 
flexed sideways. See fig. 140. 
5. Stride (ride) sitting. 
See fig. 141. 
6. Short sitting, with the hips held and fhe trunk reclined. See fig; 
142. 
Fig. 1ST. 
Fig. 188. STANDING, SITTING, AND LYING POSITIONS. 
103 
7. Sitting with the legs forming an angle. See fig. 143. 
8. Sitting with the arms extended. See fig. 144. 
9. Sitting with the trunk turned sideways. See fig. 145. 
The Kneeling Commencing Positions have natural points of sup 
port in the knees, and besides them, the 
points of the feet afford also points of sup- 
Fig. 140. 
Fig. 139. 
port, except we kneel on an elevated plane, in winch case the anterior 
surface of both legs helps to support the body. 
1. Walking-kneeling. See fig. 146. 
2. Half-kneeling. See fig. 147. 
3. Half-kneeling, with the trunk flexed backward, and arms extend- 
ed upward. See fig. 148. 
The Lyixo Commencing Positions have the points of support either 
on the back or the anterior surface of 
the body, or on one of its sides. We 
call half-lying positions all those in 
which either the upper part of the 
Fig. 141. 
Fig. 142. 
body to the hips, or the inferior part from the hips, is the supporting 
part. 
Instances of lying commencing positions are— 104 
SPECIAL GYMNASTICS. 
1. Half-lying on the anterior surface of the lower limbs. See fig. 
149. 
2. Half-lying on the posterior surface 
of the lower limbs. See fig. 150. 
3. Supported lying, with the thighs 
drawn upward, and flexion of the 
knees. See fig.- 151. 
Fig. 144. 
Fig. 113. 
Fig. 145. 
Fig. 146. 
Fig. 148. 
Fig. 147. TREATMENT OF SINGLE DISEASES. 
105 
4. Horizontal extension of the whole body, while the feet and hands 
are fixed; commencing position. See fig. 152. 
5. Horizontal extension 
of the whole body, while 
the feet and hands are 
fixed; final position. See 
fig. 153. 
Depending Commenc- 
ing Positions. — The 
hands, arms, or the knees 
are the holding points; 
ropes, beams, and balks 
are the external support- 
ing points. 
Instances of depending 
positions are— 
1. Prop-depending. See 
fig. 154. 
2. Depending with one 
arm. See fie. 155. 
Fig. 149. 
TREATMENT OF SINGLE 
DISEASES. 
Congestions of the Head, 
Headaches, Giddiness, Hum- 
ming in the Eaes, etc.—The 
following three classes of 
movements form the essential 
part of the treatment. 
We subjoin only a 
few instances for prac- 
tical use. 
I. Derivative move- 
ments on the legs and 
feet, as for instance, 
active and passive ro- 
tation of the feet, ac- 
tive-passive extension 
and flexion of the legs 
and feet, etc. 
Every movement. 
Fig. 151 
Fig. 152. 106 
SPECIAL GYMNASTICS. 
whether active or,passive, by increasing the activity of the blood-ves- 
sels in the lower limbs, is at the same time derivative in congestions of 
the head and chest. 
Fig. 153. 
Passive rotation of the feet, with active-passive extension and flexion 
of the feet. 
The patient is in a sitting reclined position, his leg, which is extend- 
ed, resting with the lower part of the calves on both 
knees of the operator, who places, when acting on the 
left leg, his right hand an inch before, and on the ante- 
rior aspect of the articulation of the 
foot, in order to fix it, without 
strong pressure, while the palm of 
the left hand is placed on the point 
of the foot, the heel of which is 
not rested like the calf, but is en- 
tirely free; this is the commencing 
position. The operator then moves 
his left hand, which presses a little 
on the point of the foot, in a circle 
from right to left, from three to six 
times, and then the same from left 
to right, more or less quickly ac- 
cording to the prescription. This 
rotatory movement is repeated two 
or three times. After every rota- 
tion in opposite directions, the ac- 
tive-passive extension and flexion 
of the foot is executed; in the extension the operator resists (while the 
patient extends his foot), with the palm of his hand pressing auainst 
the upper part of the sole; if the patient tries to flex his extended foot. 
Fig. 155. 
Fig. 154. TREATMENT OF SINGLE DISEASES. 
107 
the operator, after having changed the position of his hands? retains its 
point a little by pulling his hand with a slight pressure along the uppei 
side of the metatarsal part of the foot. 
The three movements above mentioned are performed in the follow- 
ing order: 
(ii) Passive rotation 
of the foot from right 
co left, and vice versa. 
(F) Active-passive 
extension of the extend- 
ed foot. 
(c) Active-passive 
flexion of the flexed 
foot. 
(Jj) and (c) are alter- 
nately made from three 
to six times. 
The passive-active 
flexion of the leg is also 
a derivative movement, 
in which the patient 
and operator are placed as in fig. 159; the operator presses down the 
leg, while the patient slightly resists; in the active-passive extension 
Fig. 156. 
COMMENCING POSITION OF THE PASSIVE ROTATION OF 
THE FOOT. 
Fig. 158. 
Fig. 15T. 
COMMENCING POSITION OF ACTIVE-PASSIVE 
EXTENSION OF THE FOOT. 
COMMENCING POSITION OF ACTIVE-PAS3IYE 
FLEXION OF THE FOOT. 
of the leg, the patient tries to stretch the flexed leg, and the operator 
resists. 108 
SPECIAL GYMNASTICS. 
II. Movements determining a greater flow of Hood to the alaomvt 
which may be either passive or active manipulations of different kinds; 
as, for instance, turnings or 
flexions of the trunk, and 
principally the following: 
(a) Passive-active incli- 
nation of the trunk for- 
ward in the stride-kneeling 
position. 
The patient kneels on an 
elevated level, putting his 
arms on the shoulders of 
two assistants standing on 
each side of him; each as- 
sistant puts one hand on 
the anterior side of the pa- 
tient’s shoulder, while the 
other hand is placed on the 
lower part of the patient’s 
spine. (Our artist did not 
indicate the position of the 
other hand of the assist- 
ants, because he feared the figure of the patient would not be distinctly 
Fig. 159. 
OOMMENCING POSITION OP PASSIVE ACTIVE 
FLEXION OF THE LEO. 
Fig. 160. TREATMENT OF SINGLE DISEASES. 
109 
shown.) If this commencing position is taken, the assistants bring the 
patient slowly forward to an angle of forty-five degrees, while the pa- 
Fig. 161. 
tient makes a slight resistance, as if he would continually try to 
in the commencing position. 
(1) Passive turning of the trunk from one side to the other, and vice 
versa, in the high half-lying position. 
The patient rests as far as the hips on tho 
anterior surface of his lower extremities, on an 
elevated level; his legs are firmly held by an 
assistant, who puts his hands on the hack part 
of the patient’s legs, while the points of his 
feet are kept outward; the hands of the patient 
are placed on the hips; the operator stands 
before the patient’s head, on whose shoulders 
he puts his hands in order to produce the 
turning movement of the trunk, which acts 
principally on the sinuses 
within the cranium, and re- 
tards the circulation of the 
blood toward the jugular veins. 
(c) Active flexion of one leg 
in a half-standing position, 
while the other foot rests lack- 
ward on an elevated level. 
The patient stands on one 
foot, with the toe turned out- 
Fig. 162. 
1. COMMENCING POSITION OF ACTIVE FLEXION OF 
ONE LEG IN A HALF-STANDING POSITION. 110 
SPECIAL GYMNASTICS. 
ward, while he places the toe of the other foot upon a level elevated as 
high as his knee, and at a distance behind him equal to the length of the 
leg, from the knee downward; 
his hands rest gently upon the 
back of a chair placed before 
him (so that he may not lose 
his balance during the flexion 
of the knee and when stand- 
ing on tiptoe), while the body 
lets its weight rest on the point 
of the foot on the elevated 
level. (The point of the foot 
on the level may also rest with 
the upper part of the toes on 
the level.) The movement is 
repeated from two to four 
times on the same leg, and 
then alternately with the other. 
(d) Active-passive turning 
of the trunk in the high-sit- 
ting position. 
The patient and operator are placed in the commencing position, 
as seen in the figurethe pa- 
tient presses backward his ex- 
tended arm, by turning the 
trunk in the hip, while the head 
and body remain with respect to 
each other in the same position; 
the operator resists only during 
the patient’s movement back- 
ward, but not when he returns 
to the commencing position; 
the movement is done two or 
three times, and then the arm 
changed. 
(e) The active-passive flexion 
of the trunk in the high-sitting 
position has the same commenc- 
ing position; the trunk is not 
turned, but flexed to the side of 
the extended arm. 
Fig. 163. 
2. FINAL POSITION OF ACTIVE FLEXION OF ONE 
LEG IN A HALF-STANDING POSITION. 
Fig. 164. MrSCUI. A E DEVELOPMENT PART III. 
KIKE8IPATHT. 
This term, which is a Greek compound, meaning motion applied or 
done to a person, has been employed to designate the plan or system 
of “free exercises,” as developed by Ling and his followers. The 
word, however, like many others in medical literature, is a misnomer; 
for the motions are sometimes done to the patient, he remaining pas- 
sive, while at other times he makes active resistance. 
The motions are bio-mechanical, and consist of a set of voluntary 
movements, as bending, stretching, rotation, twisting, etc., and a set 
of movements independent of the will, under the form of friction, 
vibration, pressure, percussion, ligation, etc., so directed as to act 
specifically on particular parts or organs. 
“ The movements in the free exercises,” says M. Roth, “'are done on 
the ground if in the open air, on the floor if within doors, without any 
supporting apparatus. There is a certain class of exercises in which a 
support is used, but then it is not that of any technical apparatus, but 
a living one, effected by a mutual apposition of the hands, arms, legs, 
etc., of the individuals performing the exercises.” 
“ The different species of free exercises consist— 
“1. In movements of the limbs on the spot, and without reciprocal 
support. 
“ 2. In movements from the spot, and without support. 
“ 3. In movements with support. 
“ 4. In wrestling exercises. 
“ 5. Exercises belonging to the Gymnastics.” 114 
KINESIPATHY. 
Every gymnastic movement is divided into three positions: the com- 
mencing, in which the movement begins ; the intermediate, which lies 
in the direction of the movement from its commencement to its end; 
and the final, in which the part returns to a state of relative rest, and 
where the movement ceases. 
The positions of the body with respect to the basis are different, ac- 
cording to whether the feet touch each other, or there is a certain dis- 
tance between them. 
First Position.—Rectangular heel on heel, or fundamental position. 
The feet touching each other with the heels, and forming a right 
angle. This position is definitely chosen as the first in every standing 
commencing position, and called fundamental 'position. 
THE POSITIONS. 
Fig.1- 
Fig 2. 
Second Position.—Feet close together. 
The feet being in the rectangular position, heel on heel, the toes a 
little lifted from the ground, and immediately both feet turned quickly 
on the heels, so that the inner parts of the feet touch each other from 
the heels to the toes. If you resume the first position, this is expressed 
by feet outward, and the feet are turned in the above-mentioned man- 
ner, but in an opposite direction. 
Positions with a Distance between the Feet.—The distance may be 
one, two, or three times the length of a' foot from the toe to the heel, 
and the direction of the feet remains either as in the rectangular, or as 
in the position with the feet close together, with respect to each other. THE POSITIONS. 
115 
Thied Position.—Right or left foot forward. 
The above-named foot is placed at double its length (measured from 
the heel of the other foot) forward in the same line as the one in which 
it was in the previous position. For instance, if it were in the rectan- 
gular position, the foot always retains the rectangular direction, with 
respect to the other foot; if the previous position were feet close to- 
gether, the feet remain in the same line. 
Fourth Position.—Right or left foot completely forward. 
Is the same as No. 3, only the 
distance is three times the length 
of a foot. The weight of the body 
is placed on the fore foot, the knee 
of which is bent perpendicularly 
to the instep; head and shoulders 
remain immovable; the trunk and 
the hind leg in a straight line, in- 
clined forward. If you wish the 
advanced foot placed back, this 
movement is indicated by right or 
left foot placed hack, after which the above foot must 
he placed by a short step near the other, which re- 
mains quiet all the time. 
If the above-mentioned distance should he taken 
in the position with closed feet, the foot which is to 
be moved must be in a straight line before the other, 
which remains quiet. If the foot is to he drawn 
hack, the position with closed feet must be 
according to the preceding direction of right or left 
foot placed hack. 
Fiftii Position.—Feet alternately put completely 
forward. 
The same position as No. 4, in two motions. 
First. The foot pushed forward is again placed in 
its former position. 
Second. The other is to be placed forward in its own direction, as 
far as the distance is in which the foot drawn backward was before. 
Sixtii Position.—Feet placed apart. 
In two motions. The desired single, double, or triple distance must 
be taken between the feet, as well in the fundamental as in the position 
with feet close together. 
Fig. 3. 
eight foot forward in distances. 
Fiff. 4. 
LEFT FOOT FORWARD 
IN DISTANCES. 116 
KINESIPATHY. 
Fig. 5. 
First motion. The right 
or left foot is placed apart, 
at the distance of the length 
of a foot, to the left or right, 
so that the heels remain in 
the same direction, and that 
the angle of the feet does 
not become altered. 
Second motion. The left 
or right foot must he placed 
to the left or right at the 
length of a foot, thus the 
distance between the feet is 
now twice the length of one 
foot, and the weight of the 
body equally distributed on 
both legs. 
If the fundamental posi- 
tion is to be resumed, this is 
indicated by feet placed to- 
gether, in two motions. 
First. The right or left 
foot is placed inward, at its 
own length in the former 
direction. 
Second. The left or right 
foot is replaced in one length 
to the right or left, with 
quick step. 
In all the preceding posi- 
tions, we have more strength 
if they are combined with 
the following position. 
Seventh Position. — 
Hands on the hips, or hips 
held. 
Both hands are raised and 
clasp the haunches, with 
the thumb backward, the 
fingers forward, the inner 
part of the hand resting on 
FEET PLACED APART AND STRAIGHT, FROM THE 
POSITION FEET CLOSE TOGETHER. 
Fig. 6. 
FEET PLACED APART FROM THE FUNDAMENTAL 
POSITION. THE POSITIONS 
117 
the foremost edge of the liip-bone, the elbows in the same level with 
the shoulders, which must he kept down and drawn backward. 
“ The different forms of gymnastic movements, with regard to space, 
are affected also by other causes besides those before 
mentioned; this is principally the case in those free 
exercises in which the person moves from the spot, 
and in which the line of movement describes certain 
symmetrical figures. Thus it is possible, in the walk 
and run exercises, to move in a straight, circular, or 
serpentine line, etc., and each of these modes of mov 
ing from the spot has some special characteristic with 
regard to the developing influence of the exercise. 
The greatest diversity in the different forms, with re- 
gard to space, is exhibited when a large number of 
persons move together, according to a certain model 
form, acting in concert as a tactically articulated 
whole, forming groups, and executing different evolu- 
tions. 
“The importance of the rhythmus and time of the 
movements is very great. The single motions of the hands on the hips. 
exercises are to be compared to a speech spoken in an articulated man- 
ner, inasmuch as the articulation of words during speaking consists in 
movements of certain muscles and parts of the body done in a certain 
time. Each syllable which-is pronounced is a motion, and each word is 
a movement, and when several words are pronounced and follow each 
other according to a determined metrical law, then the movements of the 
organs of speech become rhythmical movements, as, for instance, in 
declamation. 
“Therefore, for both groups of movements, for the movements of 
speech as well as for the movements of the limbs, there exist the same 
laws of meter. The metrical development of the speech is made an 
important object of education; but%dth regard to the exercises of the 
limbs, the metrical laws have been very little or not at all thought of. 
and it is a great advantage of Ling’s Gymnastics that this is made one 
of the principal features. 
“ The measure of time, or the tempo, must also be viewed in a special 
way, as far as it regards the gymnastic free exercises. If we see a whole 
series of movements, either one exercise repeatedly executed according 
to a certain law, or different exercises following each other according 
to a similar law, then we have the rhythmus; the movements become 
rhythmical, and the various motions appear as parts of a certain mea- 
sure of time. Military marching may serve as an instance; it consists 
F5g- 7_ 118 
KINESIPATIIY. 
of one principal movement, the repeatedly executed pace, which, being 
alternately done by both feet, appears as a double movement, which 
in its repetitions produces the movement of walking, and this, if the 
same tempo is observed for both feet and for the repetitions, becomes a 
rhythmical walking or marching. Each pace is a tempo, a part of a 
measure, which finishes with the setting down of the advanced foot. 
The special rhythmical relations of walking and marching, as well as 
in general of all the advancing foot movements, are made sensible either 
by directing our attention principally to one foot while the other is 
comparatively disregarded, and thereby to our imagination the steps of 
the first foot appear the heavier and stronger, or the rhythmus may bo 
observed by marking more prominently the steps of one of the feet, or 
in general certain steps, which are, so to speak, somewhat more accent 
uated, either by a really more vigorous tread, or by resting longer with 
one foot on the ground, or by executing at certain steps corresponding 
movements of other limbs (clapping together of the hands, for instance, 
inclination of the upper part of the body, etc.); in this way originate 
rhythmical forms of time, which show themselves as determined met- 
rical articulations. To exhibit movements in such pleasing and beauti- 
ful forms is an essential branch of .Esthetic Gymnastics. Here gym- 
nastics enter into the most intimate sisterhood with music; nay, in 
these exercises and representations they are music itself.” 
When exercising in classes, which is always preferable when practi- 
cable, the word of command is given by the teacher or director of the 
movements, according to which all must move simultaneously. 
This word of command consists of the descriptive or announcing 
order, and the execution order. The first declares the part to be moved, 
or the movement to be performed; and the second commands its per- 
formance, something after the manner of military exercises. Thus, 
whenever the announcement is made, u feet apart in two distances— 
place /” the class prepare for action as soon as the announcing order is 
heard, but do not move till the execution order—“place /”—is given. 
And so of all other movements, as ufeet—close!'1'1 ufeet—open!'1'1 
“right Tcnee upward—bend /” “ head forward—bend—stretch /” etc. 
In the last example above there is a compound or double announcing 
order, and when the second—'■'■stretch"—is given, the head is again 
raised to the fundamental position. 
It is important to notice that all of these movements are to be per- 
formed steadily and gradually, and never with a sudden jerk. 
“ All movements of the trunk and head must, in comparison with the 
movements of the limbs, be done in slow time. Therefore, in the order 
‘trunk right sideways—bend' the word '‘bend’ must be pronounced THE POSITIONS. 
119 
slowly; in the same way, if a run is to be finished by a stop, the word 
‘ stop'’ must he pronounced sharp and short, or long and drawled out, 
according to whether the stop is sudden or more deliberate. 
“ In later lessons, for the sake of shortness, two full orders are com- 
bined into one; this is done by the word ‘ and.’ The two combined 
words must be pronounced quickly, one after the other, and only the 
second execution order interrupted and accentuated. The break occurs 
in the second, thus: ‘ hips firm and feet—closed.’’ A similar combina- 
tion very frequently used is, for instance, that by which the simultaneous 
closing of the feet and grasping of the hips is ordered, viz., ‘ hips firm 
and feet—closed.’ Here the order should be, properly, first, 1 hips firm’ 
and then feet closed.’ 
“ When a movement of a certain limb is executed in a certain direction, 
for instance to the left, and then immediately after with the same limb 
to the right, it is not necessary in the order to repeat the name of the 
limb to be moved. The same takes place if flexion and extension of 
one and the same part are to be executed quickly one after the other. 
“ When movements for the limbs are not to be executed equally with 
the limbs of both sides, but unequally, then, as soon as the first move- 
ment is executed, the order ‘ arms {feet) change’ follows, in order to 
move both limbs in a similar way, by a different execution of the move- 
ment* For instance, in the arm extensions, after ‘ right arm upward, 
left arm forward—stretch,’ as soon as the stretching is executed, instead 
of the order, ‘ right arm forward and left arm upward—stretch,’ 
nothing is necessary but ‘ arms change.’ 
“ Marking and counting of the time is considered very essential in 
the free exercises. It must be understood that if the movement itself 
has but one tempo, it is not advisable to count. This is the case not 
only in every absolutely simple movement, but also in those compound 
movements in which different limbs are moved at the same time. Thus, 
at the order ‘ arms upward—bend, ’ the movement is done in one motion, 
although it is not an absolutely single one; for, besides the forearm 
being bent toward the upper arm, the hand is also bent toward the lat- 
ter, but both flexions taking place at once there is no need to count. 
On the other hand, the extension of the arms upward from the funda- 
mental position is done in two motions, clearly distinguishable from 
each other, and is done with counting. 
“ To execute the free exercises well, the pupils must be placed in a 
definite order; this is called the formation. 
“ The formation depends on the kind of exercise, and also the place 
of exercise. When the space permits, all the pupils are to be placed 
abreast. 120 
KINESIPATHY. 
“ Wlien the pupils have met, and the exercises are to begin, the order 
is '•fall in,’ on which all the pupils place themselves, according to their 
height, beside each other in one rank, slightly touching each other with 
their arms. If this formation is to be taken immediately after another 
mode of formation, then the order is ‘formation with touch.’ 
“ In this close formation only certain exercises are done, as, for in- 
stance, twisting, marching exercises, etc. In other exercises each pupil 
must have sufficient free space to move his limbs in all directions with- 
out being hindered; for this purpose the open formation is chosen, 
which is made from the close formation at the order ‘ right (left) dis- 
tance take—march."' 
“ Whether the distance is to he taken to the right or left depends 
upon the free space available. Generally, in the beginning, the right- 
hank man is placed in such a way that the free space is to the left, and 
the distance is therefore taken to the left. At the announcing order 
each individual places his right hand near the shoulder of his right 
neighbor; at the order ‘march,’ the right-flank man remains in his 
place, and all the rest step so far to the left that each one touches with 
the tips of his fingers of his stretched arm the upper arm of his neigh- 
bor. The teacher, after having convinced himself that the exact dis- 
tance is taken by all, gives the word ‘position,"1 and then the stretched 
arm is placed down by the side. 
“For some of the movements, as, for instance, the arm extensions 
on both sides, or some of the leap exercises, the ordinary distance is 
not sufficient. In such cases, at the order ‘ double distance talce— 
march,’ wider distance is taken by each pupil placing himself so far 
from his neighbors that he can, with his stretched arms and fingers, 
touch the tips of the fingers of the stretched arms of his neighbors; 
this formation requires a greater longitudinal space, and makes it more 
difficult, if there is a great number of pupils, to overlook them. In 
such cases it is best to take the flank position directly from the formation 
with ordinary distance; the order is ‘section to the right (left) face."1 
“ When the pupils are properly placed, the teacher gives the order 
‘tell off in twos' the riglit-flank man calls out one, the second two, the 
third one, the fourth two, etc., alternately, until it comes to the left- 
flank man. Now follows the order ‘ twos, three paces "backward— 
march f on which the ones stand with an ordinary distance between 
them, and so with the twos ; and between the two ranks there is also 
a convenient distance; in this formation longitudinal space is saved and 
supervision rendered easy. 
“As soon as the necessary formation is executed, each individual 
must assume the fundamental position. MOVEMENTS OF THE HEAD 
121 
“From this position all others proceed, and also most of the move- 
ments. If at the order of the teacher any other commencing position 
has been assumed, and we wish that the fundamental position shall be 
taken, it is done at the order 4position.'' When a sufficient series of 
exercises have been gone through, the word 4 at ease' is given, and a 
short rest follows, during which each person remains in his place, 
unless a further recreation is permitted, such as walking. In this lat- 
ter case, as soon as the exercises are to recommence, the order is '■fall 
in' on which all the pupils resume their places, and then, at the order 
4 attention' or ‘position,' the fundamental position is taken. 
“For several movements it is necessary to fix the arms and to keep 
the hips firm, by placing the hands on the hips with the thumbs back- 
ward, and the other lingers in front. This is done at the order 4 hips 
firm' and principally in the flexion of the trunk forward and back- 
ward, in the twisting of the trunk to the right and to the left, in double 
knee flexion, in alternate knee flexion, in pass position, in leap move- 
ments on the spot, and in some other cases, as, for instance, the long 
run. The fixing of the hips must not be abused by being employed too 
frequently or too long, because it easily becomes a habit.” 
MOVEMENTS OF THE HEAD. 
These movements comprise flexions and extensions and turnings, all 
of which are to be done in slow time. 
1. Movements foncard and backward. 
Head forward—bend !—stretch ! (fig. 8). 
The head is held straight, without any twisting of 
the neck, and bent slowly forward until the chin 
slightly touches the chest. 
The upper part of the body, and es- 
pecially the shoulders, must be kept 
firm. At the order 11 stretch," the 
head is raised into the fundamental 
position. 
Head backward—bend!—stretch! (fig. 9). 
The head is slowly bent backward without turn- 
in'ad extension, ing, and at the command “stretch" is raised to tho 
original position. The head should never remain very long in the 
bent position. 
Fig. 8. 
F'g- 9- 
HEAD FLEXION. 122 
KINESIPATHY. 
2. Mo vements right and left. 
Head eight sideways—bend !—stketch! 
Head left sideways—bend!—stretch! (fig. 10). 
The head is exactly bent to the side designated, 
without twisting of the face or shoulders, and with 
no raising of the opposite shoul- 
ders nor sinking down of the 
shoulder on the same side. 
3. Turnings. 
Head eight : turn ! for- 
ward turn! 
Head left : then ! for- 
ward turn! (fig. 11). 
The head is turned horizontally to the side 
designated, without the least flexion—if possible, 
so far that the chin shall be over the shoulders—the shoulders, in the 
mean time, being kept square in the front line. 
Fig. 10. 
Fig. 11. 
HEAD LEFT. 
HEAD BIGHT. 
HEAD BIGHT. 
FOOT AND LEG MOVEMENTS. 
Foot positions are usually taken and tlxe movement executed in a 
lively quick time. 
1. Closing and opening. 
Feet : close !—Feet : open ! 
The feet are brought from the rectangular 
position (fig. 12, a) into the close position. At 
the second command they resume the original 
position. When the two commands are given 
together as one, '•'■feet close, and feet open,” 
the closing and opening are done repeatodly 
reotakgulae foot posrrioN. till the command “stop.” 
2. Stride position. 
Feet sideways: place! (fig. 13, 5). 
Done in two motions: first, placing sideways of the left foot one 
length of a foot; and, second, placing sideways of the 
right foot also one length, so that the medial line of 
the body does not change place. Both feet must re- 
main exactly in the front line, and retai l their rectangular position 
with regard to each other. 
Fig. 12. 
Fig. 18. 
FOOT DISTANCE8. FOOT AND LEG MOVEMENTS. 
123 
At the command “position” the feet are again placed in the funda- 
mental position. 
3. Pace position. 
Right (left) foot forward: place! (fig. 14). 
The foot designated is placed forward one distance in the same oblique 
direction in which it stood. The upper part of the body 
is not twisted, but moves in the upright position so far 
forward that its weight falls between both feet. At the 
command “position” the foot which is placed forward is 
drawn back into the fundamental position. If the left 
pace position follow the right pace position, the command 
is “free change,” the right foot is drawn back into the 
fundamental position, and then the left foot placed for- 
ward. 
Right (left) foot backward: place! (fig. 15). 
The foot designated is placed so far backward parallel to its former 
direction, that its heel is distant from the heel of the other 
foot one length (viz., of the foot). The upper part of the 
body is not twisted, but moved in an upright position, so far 
backward that its weight falls between both feet. 
The change of the backward position from the right to 
the left follows at the command “feet change” in two motions. At 
the command “position,” the fundamental position is taken. 
4. Close pace position (fig. 16). 
Feet close ! (then the same command as in Ho. 3). 
The difference between the close pace position and the ordinary pace 
position is, that in the first the basis is much 
narrower, because the foot which is placed 
forward is straight before the other, and 
both point in the same direction. The tak- 
ing up and keeping up of the position is in 
itself a good balancing exercise, and espe- 
cially if it is used as a commencing position 
for other exercises. The change from right 
to left follows the command “feet change.” 
5. Pass position (with hips firm, figs. 16 
and 12, a, c). 
Right (left) foot to the pass for- 
ward : PLACE ! POSITION ! 
The foot designated is placed in the same 
direction in which it stands (consequently in a half right angle toward 
the front line), two lengths of a foot forward. The upper part of the 
Fig. 14. 
FOOT POSITION. 
Fig. 15. 
Fig. 16. 
FORWARD PASS. 124 
KINESIP ATHY. 
body, with the leg of the foot which remains fixed, is so far inclined 
forward in the same direction, that the upper part of the body and the 
back leg form a straight line, which is inclined toward the horizontal 
floor at an angle of forty-five degrees. The weight of the body rests 
on the forward foot, the leg of which is so far bent at the knee, that 
the knee is just over the point of the foot. 
Should the exercise be changed from the right to the left, at the 
command “feet change” this must be done in two motions: in the 
first the body, with the foot which was placed forward, is brought into 
the fundamental position; in the second 
the pass is done on the other side. 
6. Pass position from close position (figs. 
17 and 14, a, c). 
Feet close! (and the command as in 
No. 5). 
The execution is similar to that of No. 
5, but both feet are to be placed in the same 
direction. 
Otiiek Foot and Leg Exercises. 
1. liaising and sinking of the body on 
the toes, from the fundamental position, 
from close position, from stride position, 
from pace position, from close pace position, 
etc. As soon as one of these commencing positions is taken at a pre- 
vious command, there follows the command—• 
Heels: raise!—sink! 
At “raise,” the heels are raised from the ground, with the body 
upright and immovable. In raising, the feet are kept in the same rela- 
tive position which they had in the commencing position ; in the funda- 
mental position and in the close position both raised heels must be close 
to each other. The exercise is done slowly. The body remains in the 
raised position for several seconds, and at the command u sink,” heels 
and body slowly and steadily descend. This movement is a very good 
balancing exercise, especially from the stride position and the close pace 
position. It is generally repeated several times. 
2. Leg sideways raising and sinking (in slow time). 
Right (left) leg sideways: raise!—sink! 
At the command “ raise,” the leg designated being firmly stretched, 
is raised in a vertical plane sideways and upward, till it makes an angle 
of about sixty degrees with the other. The upper part of the body is 
kept upright, and generally with hips fixed. At “ sink,” the raised leg 
is slowly brought back into the fundamental position. If the exercise 
Fig. IT. 
TASS POSITION. FOOT AND LEG MOVEMENTS. 
125 
is to bo executed av “ alternate striding” the raising and sinking of the 
right and left leg is done alternately, and repeated several times, at the 
command alternate striding of tiie legs right and left : stride ! 
3. Double knee flexion (also called knee flexion, with extension, fig. 18). 
This exercise with hips fixed is executed in four 
motions: 
1. Raising of the heels. 
2. Flexions of both knees at the same time, 
uniformly and steadily, with the upper part of 
the body kept vertical, and not twisted. The 
flexion is done so far that the posterior angle of 
the knee is a right angle, and each knee is placed 
vertically above the foot of the same leg. 
3. Re-stretching of the knees, and returning 
into the heels raise position. 
4. Sinking down of the heels, and returning to 
the commencing position. 
The exercise is done generally with hips fixed, 
and first, from the fundamental position, later 
from the stride position, and other commencing 
positions; it is first practiced by counting at the double knee flexion. 
command knee : flexion ! one ! two ! three ! four ! later it is prac- 
ticed with the extension belonging to it, at the command knee : bend ! 
stretch! (fig. 18). 
Both execution commands must he pronounced in a lengthened tone. 
As soon as the exercise is so far practiced that the counting is superflu- 
ous, the movements during the first and second motions become more 
smooth, and in the same way also the movements of the third and 
fourth motions; so that as the knees are bent, the heels are raised, and 
as the knees are stretched, the heels sink down, and in this way, at the 
moment the stretching is completed, the heels are on the floor. This 
exercise, which is also a very good balancing exercise, must be done 
steadily, and the flexion must not be more than to a right angle ; if the 
movement is done from the fundamental position, we must take care 
that the heels remain together during the whole movement. However 
performed, the pupil should remain for a time in the position withr 
knees bent, before the stretching follows. 
4. Alternate knee flexion (with hips firm). 
a. From the pace position. 
Right foot forward : place ! 
Back knee: bend!—stretch! (fig. 19). 
The weight of the body, which is kept upright and not twisted, is 
Fig. 18. 126 
KINESIP ATHY. 
thrown on the hack foot, the knee of which is bent to a right angle, 
while the heel is raised. The foot which is 
placed forward remains entirely on the floor, and 
this knee bends only so far as is necessary to 
allow the other knee to form a right angle. 
After remaining a short time in this bent posi- 
tion, at the second command the stretching is 
done, in order to reassume the commencing po- 
sition. Afterward follows the command “feet 
change,” at which the right foot is drawn back 
and the left placed forward into the pace posi- 
tion, in order that the right knee may now exe- 
cute the flexion and extension described. 
The alternate knee flexion is done also— 
1). From the pass position. 
Right foot to the pass foewaed: place! 
Feont knee: bend!—stbetch! 
As soon as the pass position is assumed, the projected leg is bent a 
little further, at the same time rising on the toes, the back leg remain- 
ing firmly stretched, with the sole of the foot on the floor. At the 
second command “stretch” the forward foot sinks upon the heel, and 
the knee returns to a right angle, but the body remains in the pass po- 
sition. At the order “ feet change,” the same movement is done by the 
other knee. 
Knee upward flexion (fig. 20). 
This is also executed with hips firm, and alternately with the right 
and left leg from the fundamental position, with a somewhat lively 
motion. The exercise includes a flexion of the foot-joint simultaneously 
with that of the knee. The knee is raised quickly so far upward that 
the thigh is horizontal, and in the same oblique direction in which the 
foot was in the fundamental position. The lower leg is vertical. The 
foot is bent simultaneously at its joint as much as possible, that is, 
with the toes upward and backward, lire commands of this exercise 
are— 
Right foot upwakd: bend!—place down! (or position!) 
• Left foot ijpwaed: bend!—place down (or position! or also, 
EIGHT FOOT IJPWAED: BEND ! FEET: CHANGE!—POSITION!) 
The change from the right to the left, at the command “ feet change,” 
must not be done too quickly; on the contrary, the left knee must not 
be raised before the right foot is perfectly placed down and the right 
leg entirely stretched. In these knee flexions (which, as well as the 
following exercises in Nos. 20 to 24, are good balancing exercises), the 
Fig. 19. 
genuflexion. FOOT AND LEG MOVEMENTS. 
127 
upper part of the body must be kept firmly upright in the fundamental 
position. 
Fig. 20. 
Fig. 21. 
UPWARD KNEE FLEXION. 
BALANCING ON ONE FOOT. 
6. Knee forward stretching. 
This is done with the hips firm from 11 the Tcnee upward flexion 
Fig. 22. 
Fig. 24. 
Fig. 28. 
BALANCING BACKWARD. 
BALANCING FORWARD. 
UPRIGHT BALANCING. 
described in No. 19, and is executed as an alternate movement (right 
and left). 
Eight knee upward : bend ! (as in last movement). 
Eight knee forward: stretch! 128 
KINESIPATHY. 
At the order 11 stretch," the right knee and, simultaneously, the foot 
are straightened so as to be as nearly as possible in a straight, unbroken, 
horizontal line. The stationary leg is kept rigid, and supports the 
trunk upright. 
To do the same exercise with the other knee, the order is given 
“right Tcnee lend" at which the pupil assumes the “ Icnee upward flex- 
ion" position. Then, at the words “feet change," he takes the funda- 
mental position, and then proceeds to move the left leg similarly. 
7. Knee lackward stretching (fig. 20, V). 
The hips are firm, and the movement done from the “ knee upward 
flexionand alternately with right and left leg. 
Right knee upward : bend ! (as before). 
Right knee backward: stretch! 
At the order “stretch," the right thigh is slowly brought into the 
vertical position, the lower leg remaining at a right angle with it, and 
therefore now pointing backward. The whole leg is then carried back, 
and then straightened so that it forms a line of about forty-five degrees 
with the ground. The body must not be twisted or bent. 
To do the movement with the left leg, the order will be— 
Knee upward : bend ! and then feet change ! 
8. Knee sideways guiding (fig. 21, a). 
First, “ knee upward flexion" is done, and then, at the order right 
knee sideways : guide ! the thigh is slowly carried round to the right 
hand, till it is as near as possible in the breast line; the trunk remains 
untwisted. At the command right knee forward: guide! the 
previous position is regained. The order “feet change" will be as 
before. 
9. Knee stretching, from knee sideways guide position (fig. 21 l). 
As soon as the “ knee sideways guide," described in last paragraph, 
is executed, the order is given right knee : stretch ! on which the 
knee is steadily and slowly straightened. To change from the right to 
the left, the order will be right knee: bend!—forward : guide ! and 
then feet change! 
10. Foot rolling, during the “ knee upward flexion." 
The hips are firm, and one knee is brought into the position of 
“ knee upward lend," at the order given, and then follows— 
Foot right : role! on which the foot of the raised leg is moved in 
small circles, not too slowly, on the ankle-joint as a center, in a direc- 
tion toward the right. At the word halt ! the foot reassumes its firm 
upward bent position. 
At foot left : roll ! the motion just described is resumed, but in 
a direction toward the left. The lower leg must be kept firm, and tho FOOT AND LEG MOVEMENTS. 
129 
circles described in the air by the toes must be uniform. When one 
foot has been rolled both ways, the order will be feet change ! 
c. Leap exercises on the spot. 
In these all the parts of the body but the feet and legs are unused. 
Their object is, first, to accustom the lower extremities to act promptly 
and vigorously; and, secondly, to serve as preparatory to the leap exer- 
cises, properly so called. The upper part of the body must be kept 
straight, upright, untwisted, and the arms stationary, with hips firm: 
thus the whole action is thrown on the feet and legs. 
1. Close leap from fundamental position. 
This must be practiced at first with the teacher counting. It con- 
sists of three distinct, well-defined motions, performed at the order 
close leap on the spot: one! two ! THREE! At u one," the pupil 
makes a prompt and rapid “ double Tcnee flexion,” the upper part of 
the body being kept perfectly upright. At “ two," by a sudden straight- 
ening of the knees, and a vigorous action of the feet against the ground, 
the pupil springs into the air without separating the heels, and imme- 
diately drops back on the toes into “ double Tcnee flexion" position, from 
which he just before sprang. At “ three," by straightening the knees, 
he retakes the fundamental position. 
The motions should be correctly and smoothly performed, and the 
leap need not be high. 
When the exercise has been sufficiently practiced with counting, the 
three motions should be done without intermediate pauses, yet regu- 
larly and smoothly, and with the different parts of the movement well 
distinguished, at the order “ close leap on the spot—leap !" 
2. Stride leap on the spot. 
This leap is also done at first with counting, at the order stride leap 
on the spot : one ! two ! three ! and afterward without counting, at 
the order stride leap on the spot : leap ! The commencing atti- 
tude is the stride stand position. At “ one," the knees are slightly 
bent, and the heels raised from the floor; at “ two," the pupil springs 
into the air, at the same time throwing out the legs sideways, with 
some vigor, and with such precision that, at the moment of alighting 
on the ground again, the pupil receives himself on the toes in the atti- 
tude just before left; at “ three," the knees are straightened, and the 
heels brought down into the fundamental position. 
The trunk must be kept vertical throughout the movement. 130 
KINESIPATHY. 
ARM AND HAND EXERCISES. 
With a few exceptions, these exercises are to be done energetically, 
and with tolerable rapidity. 
Stretching (in the five fundamental positions). 
The stretch movements of the arms have reference principally to 
the elbow-joint, and as a limb must be bent before it can be stretched 
or straightened, a flexion must be the first step in a stretching movement. 
1. Bi-lateral stretching, that is, the same stretching done with both 
arms simultaneously. 
Arms upward: stretch! 
—downward: stretch! (fig. 
25, 5, a). 
Arms sideways : stretch ! 
—downward: stretch! 
Arms forward : stretch ! 
DOWNWARD : STRETCH ! 
Arms backward : stretch! 
DOWNWARD : STRETCH ! 
These movements are exe- 
cuted each separately; at first, 
with counting “one, two;” 
subsequently, the pupil may 
pass from one position to an- 
other, thus from “ upward” 
“ sideways” or “forward” 
etc. Finally, all the stretch- 
ings may be done consecutive- 
ly at the order— 
Arms upward, sideways, forward, backward, and downward : 
STRETCH! 
Time must he well kept in this movement, that all the pupils may 
•act together, and observe that the hands must be held in a straight line 
with the arms; in upward, forward, and backward stretching, with 
the palms toward each other; in sideways stretching, with the palms 
turned downward; in the flexion which precedes each stretching, the 
upper arm is laid vertically down the side of the trunk, the forearm 
then turned completely upward, so as to lie along the upper arm, and the 
wrist so turned that the fingers, slightly crooked, touch the shoulder. 
When the bi-lateral stretchings are sufficiently practiced, then follow : 
2. The alternate arm-stretching. 
Fig. 25. ARM AND HAND EXERCISES. 
131 
In which the arms move simultaneously, but in different directions. 
The orders are— 
Right (left) arm upward : 
Left (right) arm sideways : 
Right (left) arm upward : 
Left (right) arm forward : 
stretch!—arms: change! 
stretch!—arms: change! 
Right (left) arm upward : 
Left (right) arm backward : 
STRETCH !—ARMS : CHANGE ! 
And so with other combinations. 
At “stretch, both arms are moved as ordered. At “change” both 
arms are brought into the commencing attitude, “arms bent up” and 
then each arm takes the position the other previously had. This change 
should be repeated several times. 
Other Arm and Hand Movements. 
1. Arms half forward : bend !—backward : stretch ! 
The upper arms are quickly raised sideways to a level with the shoul- 
ders, and simultaneously, the forearms bent in a forward direction at 
right angles with the upper arm; hand and fingers well stretched, palm 
inward. At “ backward—stretch” the forearm is thrown back till it 
comes in a line with the upper arm, which is to be kept immovable in 
its position sideways, so that both arms are in one line with the body. 
When the movement is repeated, the order is “bend” “stretch” etc. 
2. Arms forward : bend ! backward : stretch ! 
This exercise is similar to the preceding; the forearm is, however, 
laid along the upper 
arm, till the thumb 
touches the shoulder. 
At “ stretch ” the fore- 
arm is thrown out till 
in a line with the upper arm (lig. 26, «, b). 
3. Arms fully forward: bend!—backward: strike! 
In this the arm is bent at the elbow, as in the last, but the forearms 
are so brought forward that 
the tips of the fingers, in- 
stead of coming to the shoul- 
der, meet immediately in 
front of the chest. At 
“ strike ” the whole arm is 
thrown back as far as the 
shoulder-joints will allow, 
but preserving the horizontal position. When the movement is repeat- 
ed. the order 5° “bend” “strike” (fig. 27, a, b). 
Fig. 26. 
ARM STRETCHING. 
Fig. 27. 
ARM STRIKING. 132 
KINESIP ATH Y. 
After each of the three last-described movements, the fundamental 
position is taken at the word “position.” For the sake of room in 
these and in all the movements where both arms are stretched sideways, 
the pupils must he placed either at “double distance,” or in flank 
position. 
4. Arm sideways : stretch !—forward : roil ! 
Halt !—backward roll !—halt !—position ! 
The rolling consists in a moderately quick circular guiding of the 
stretched arms on the shoulders as a center. The circles must be 
regular, and with both arms at once, and need not be large, the hands 
reaching to the level of the crown of the head. In the “forward roll- 
ingthe hand commences its movement forward; in the '•'‘'backward 
rollingthe hand begins to move backward. If the arms are to be 
rolled, the one forward, the other backward (simultaneously), the order 
will be RIGHT ARM FORWARD, LEFT ARM BACKWARD: ROLL ! nALT! 
LEFT ARM FORWARD, RIGHT ARM BACKWARD : ROLL ! etc. 
5. Arms sideways: raise!—sink! 
The arms, freely hanging at the side, are slowly and steadily raised, 
till they are at an angle of forty-five degrees above the horizontal line 
of the shoulders, the palm being downward. At the word “sink,” 
both arms are steadily dropped. If this is to he done as a “flying” 
exercise, the order will be, arms raise and sink ! In this case the 
movement is made repeatedly, and more quickly than usual. At 
“halt,” the flying ceases with the dropping of the arms. 
6. Hand turning in the four principal positions. 
These movements are done while the arms are stretched either for- 
ward or sideways. After the arms have been stretched forward, the 
command is— 
Hand turning: one! two! three! four! (fig. 28). 
Fig. 28. 
At “one” tlxe hands are turned outward, with the knuckles down; 
at “ two” the hands are turned inward, with the knuckles up; at 
“three” the hands are turned outward, with the knuckles outward. tb® 
HAND TURNING. ARM AND HAND EXERCISES. 
133 
thumb up, and the little linger down; at “four,” the hands are turned 
inward, with the knuckles inward, the thumb down, and the little 
finger up. The movements are done moderately quick, while the hand 
is always perfectly stretched. 
7. hand cuts. 
These are also hand turnings. They are done with more energy, and 
more’ suddenly than the preceding, and the hand is at an angle with the 
arm. The motion “four” of the preceding, is omitted, and “three” 
done in two ways. Consequently there are four positions of the hand, 
and they answer to the four fundamental cuts of the broadsword exer- 
cise, viz., quart, tierce, prime inward, and prime outward. These 
terms are used as the word of command, in lieu of one, two, three, four. 
After the arms have been placed in the position, “ arms forward— 
stretch” the command is, hand cuts: quart!—tierce!—prime in- 
ward!—prime outward! At “quart,” the hands are suddenly turned 
outward till the knuckles are downward, and at the same moment the 
whole hand is so strained inward that the medial line of the hand 
forms an obtuse angle with the medial line of the arm. Then follows 
“ tierce,” knuckles upward, and at the same moment the hand is forci- 
bly bent at the wrist till the fingers point firmly as much outward or 
backward as the muscles will allow. At “prime inward',” the striking 
is done by a circular movement of the hand downward and inward, and 
finishes in a strong blow from upward downward, after which the hand 
is at an angle downward, with the knuckles directed outward. At “prime 
outward” the back of the hand is at an angle backward; the circular 
movement is done from below upward, and a strong blow downward, 
while the hand returns into the previous position, with knuckles out- 
ward. 
These four cuts must be done with the hand-joint, while the arms are 
fes immovable as possible in their stretched position. The movement 
can be done also while the arms are stretched sideways, or one arm for- 
ward and the other sideways. 
8. Finger-spreading and closing. 
This is done from different arm stretchings, principally from “arms 
forward—stretch.” The order is— 
Fingers : spread !—close ! 
At “spread,” the fingers are separated, and at “ close,” they resume 
their former position. This movement may be done in a slow or quick 
time. 
Fingers : spread in pairs !—close ! 
The separation is made only between the third and fourth fingers. 134 
KINES1P ATH Y. 
TRUNK MOVEMENTS. 
These are all done slowly, from various commencing positions, but 
principally at first from the fundamental and close position. 
1. Forward and backward flexion (with stretching). 
Trunk flexion must be distinguished from trunk inclination, the lat- 
ter proceeding only from the hip-joint, the spine not bending at all. 
Hips firm !—trunk forward : bend !—stretch ! 
The trunk, bending at the hips as on a hinge, is thrown forward 
without twisting, and the head accompanies the movement so as to be 
always in a line with the trunk. The face thus inclines a little down- 
ward. The legs and knees firm. At “stretch,” the trunk returns to 
its former position. 
Hips firm !—trunk backward : bend !—stretch ! 
The trunk bends as before, but backward, and the face is thus slightly 
inclined upward. 
These exercises must be practiced cautiously, and not overdone. At 
“stretch,” the trunk returns to its former position. 
2. Sideways flexion of the trunk (with stretching); arms hanging 
freely down, and generally with the feet in close position. 
Trunk to the right (left) sideways : bend !—stretch ! 
The trunk is inclined to the right (left) so far as is possible, without 
raising the opposite foot from the ground; the head in a line with the 
trunk; legs unyielding. The hands accommodate themselves to the 
movement; the one on the side of the inclination by sliding down the 
high to the knee, the other by sliding up the thigh to the hip. The 
upper part of the body must not be twisted. 
3. Trunk twisting. 
This consists in twisting the upper part of the body round its longitu- 
dinal axis. The hips are fixed, and the feet placed in the close position. 
Trunk to the right : twist !—forward twist ! 
At the first order the body is twisted steadily and gradually to the 
right so far that the line of the shoulders forms a right angle with the 
front line, and consequently the fourth part of a circle is described by 
each. The head follows the twisting, preserving its original position 
with regard to the trunk; after a short pause, at the second order, the 
trunk is steadily brought into the previous position. 
Then, trunk to the left: twist!—forward twist! 
The movement is similarly executed to tbe left. At a later part of 
the exercise, the trunk turnings both ways may be ordered at once, 
thus, trunk to the right and left: twist! on which the pupil INSTANCES OF COMPOUND MOVEMENTS, ETC. 
135 
moves the trunk first to the right side and then to the left, pausing suf- 
ficiently long between the motions for a full expiration and inspiration; 
such a pause must be observed between each movement. 
INSTANCES OF COMPOUND MOVEMENTS, ETC. 
The movements of the limbs in thus far are to he considered as ele- 
mentary movements, which can be combined and varied in many dif- 
ferent ways, so that one and the same movement can be done from dif- 
ferent commencing positions. Each movement of the limbs produces a 
certain effect on the body, which is essentially different if made from 
another commencing position. Here follow some instances of combina- 
tions which are frequently used. It is to be understood that these and 
similar combinations of movements are not to be practiced before the 
respective single positions and movements can be correctly executed. 
1. From head-turn ‘position— 
the head bending and stretching. 
Head to the left: turn! 
Head forward : bend ! — 
STRETcn! (fig. 29). 
y Head backward: bend!— 
stretch! (fig. 30). 
Head to the right: turn! 
etc. 
2. From trunk-twist- 
position — trunk flexion 
and stretching. 
Trunk to the right: 
twist !—then: 
Trunk forward : bend! 
—stretch! (fig. 31). 
Trunk backward: bend! 
—stretch! (fig. 32). 
Trunk to the left: 
twist! etc. 
3. From the stretch po- 
sition (i. e., at the order 
ARMS UPWARD : STRETCH ! 
a. Raising and sinking 
of the heels. 
Fig. 29. 
Fig. 30. 
HEAD MOVEMENTS. 
IIEAD MOVEMENTS. 
Fig. 81. 
Fig. 32. 
HEAD AND TRUNK MOVE- 
MENT. 
BACKWARD TRUNK MOVE 
MENT. 136 
KINESIPATIIY. 
b. Double knee flexion (fig. 18, a). 
c. Trunk- flexion forward and backward. 
4. From stretch-stride- 
position (i. e., after arms 
upward : stretch ! and 
FEET SIDEWAYS : PLACE ! 
5. From stretch -pace - 
position (i. e., at arms up- 
ward: stretch! and right 
(or left) foot forward: 
PLACE !). 
Tlie same three move- 
ments as in No. 3, with the 
change of feet which follow 
each other (right and left). 
6. From stretch-close- 
pace-position (i. e., after 
feet close ! and ARMS 
upward : stretch ! and 
RIGHT OR LEFT FOOT FOR- 
WARD: place!). 
The same three movements as in No. 3, with change from the right 
to the left. 
7. From yard position (i. e., after arms sideways : 
STRETCH !). 
Left leg sideways : raise ! and trunk right side- 
ways: bend!—stretch! 
Right leg sideways : raise ! and trunk left 
sideways: bend!—stretch!—position! (fig. 33). 
8. From half-stretch-close-position (i. e., after right 
ARM UPWARD: STRETCn! and feet close!). 
Trunk left sideways : bend !—stretch !—arms 
change! etc. (fig. 34). 
9. From stretch position, or from yard position, or 
wTith hips firm. 
Right knee upward: bend!—backward: stretch! 
—heels: raise!—sink! 
Knee upward: bend!—feet: change! etc. 
10. From half-stretch-close-pace-position (i. c., 
after the right (left) arm is upward stretched, the feet 
closed, and then the left (right) foot placed for- 
ward) 
Fig. 33. 
LIMB STRETCHING. 
Fig. 84. 
TRUNK BIDEW AY*. TRUNK FACINGS. 
137 
Trunk to tiie right (left) sideways : 
bend!—stretch! (fig. 35). 
Arms and feet : change ! 
Trunk to the left (right) sideways: 
rend !—stretch !—position ! 
11. Arm striking backward during 
march movement (after the section is placed 
to the left in flank position). 
Arms fully forward: bend!—wira 
BACKWARD ARM STRIKING IN SLOW PACE: 
MARCH! 
The pupils begin marching with the left 
foot forward, and at the same time they 
make the first backward striking with the 
arms ; as they place the right foot forward 
they make the fully forward flexion of the 
arms, and in this way five to six paces 
are taken; then the order is, halt !— 
FACE ABOUT ! RIGHT FOOT FORWARD: 
MARCH! 
The double or alternative arm stretchings are combined with the 
marching exercise in a similar way. 
Fig. 85. 
TRUNK SIDEWAYS. 
TKUNK FACINGS. 
To the exercises on the spot, besides the single limb exercises, which 
have been already described, belong also the turnings of the whole 
body, that is, those movements by which the body turns upon its longi- 
tudinal axis so as to change its front direction. The execution order 
for this purpose is eight face!—left face!— 
nALF-LEFT FACE !—FACE ABOUT ! 
ff these movements are practiced one after the other, they are first 
announced by the advertising order, facings. The execution order is 
divided in such a way that the emphasis falls on the word “face 
before the order '■'■face about," the advertising order, whole section I 
is always used, even if there is but one person making the movement. 
In the fourth and eighth facings, when practiced occasionally be- 
tween other exercises, we use, as an advertising order, the word 
section ! This i» similar to the military exercises, and the facings are 138 
KINESIPATIIY. 
executed in a military way, with the difference that the facing about in 
the gymnastic exercises is not always done exclusively to one side, but to 
both in turn. When these exercises are done independently of others, 
the facings are made at the following orders: facings ! eight face ! 
LEFT FACE ! HALF-RIGHT FACE! nALF-LEFT FACE! WHOLE SECTION : (LEFT) 
face about ! wiiole section : (right) face about ! If the direction 
is not particularly designated in the “face about,” it is to be done to 
the left. 
Each gymnastic facing consists in the body being turned to the right 
on the heel of the right foot, or to the left on the heel of the left foot; 
the change in the front, which is named in the command, is to be quickly 
executed, with the body kept perfectly upright. After each facing the 
feet must stand at a right angle toward each other. 
MOVEMENTS FROM THE SPOT WITHOUT MUTUAL 
SUPPORT. 
These exercises are classified into Walking, Running, Leaping, Walk- 
and-Run, and Marching Movements. 
The Free Walk exercises are practiced in three different ways: 
1. Walking in the usual lime; that is, at the ordinary or natural 
speed. 
2. Walking in sloic time ; that is, about half as fast as usual. 
3. Walking in quick time ; that is, stepping more rapidly than usual, 
as though in a hurry, yet not wishing to run. 
Marchings are practiced at a slow pace of 80 per minute, and a quick 
face of 108 per minute; also in single file, in straight lines, and with 
sharp turnings; and with evolutions by dividing the class into divisions, 
subdivisions, sections, etc. 
Run-Exercises consist principally of the short run and the quick run. 
In the first, the object is not to develop the velocity of the feet, but to 
instruct the pupil to run in general with accuracy and steadiness, to 
preserve a good posture, to increase the elasticity of the foot and knee- 
joints, and to move during the running in definite directions. The 
short run is done only in short steps, and the step is made with the 
anterior part of the foot; only the upper part of the body is inclined 
a little forward, the forearms slightly raised, and kept loosely near the 
hips. The usual speed is about 150 paces per minute. At the order 
quicker ! the number of steps is increased per minute, more or lesa. MOVEMENTS FItOM THE SPOT, ETC. 
139 
The short run is also ordered as a run during a definite time, without 
stopping. Caution should be used in not having too much running on 
the same day. At the beginning, periods of about five minutes are 
enough, and as the pupil gets accustomed to the exercise, a few min- 
utes more may he added. During the run in a definite time, it is not 
only allowable, but advisable, to fix the hips. In confined exercising- 
places, the time of the run must be diminished, because the repeated 
turnings rendered necessary are very fatiguing. 
The quick run can not be practiced except in open places. It differs 
from the short run by the greater speed, which is effected by paces at 
once larger and quicker, by a greater inclination of the upper part of 
the body, and a freer motion of the arms. The exercises are to be 
done in such a way that a certain distance must be ran through in a 
short and defined time; or it may be done as a race between two or 
several individuals. The distance should be at first about 50 paces, and 
be gradually increased to 200 paces. 
"With regard to the direction of the running and other conditions, 
the run exercises (in short run) are to be done in the following order: 
a. In straight lines, combined with single turnings, etc. 
1. In rows or files; that is, one behind another. 
2. In rank, with loose touch. 
1). In a circle, one after another. If “ turn round” is ordered, the 
turning is done toward the interior of the circle. 
c. In serpentine lines. 
1. The pupils are placed in distance, and run in a winding direction 
each round the rest. 
2. The pupils are led by the teacher, or by one chosen for this pur- 
pose, and run simultaneously, following exactly the more or less sharp 
turnings of the leader. ■ 
The order for the short ran is, in shoet etfn: maech! and each 
turning and evolution is to be done at the word of command. In the 
circular and serpentine run, the order in ciecle ! in seepentine line ! 
must precede the usual order. 
Leap-Exeecises.—Besides a repetition of the leap movements on the 
spot, heretofore described, the following preparatory movements are to 
precede the special leap-exercises; and they are to be executed by the 
appropriate word of command. 
1. Close-leap on toe spot: leap! 
The form of execution is similar to that already described, only that 
the upper part of the body is a little inclined forward in the first 
motion, and the body is moved forward by a bound about an ordinary 140 
KINESIPATHY. 
pace. This is a sufficient distance, as the object in these exercises is to 
make the different motions with accuracy, and not to leap great dis- 
tances. 
2. Stride-leap from the spot: leap! 
The execution is similar to that already mentioned, with the differ- 
ence that the pupils leap fairly away from the spot. 
3. Lateral-leap to the right (left): leap! 
This leap is a stride-leap to one side, and consists in the right (left) 
leg being in a stride position sideways, while the left (right) foot carries 
the body with an energetic spring to the right (left). In the second 
motion the right (left) leg, which was in the stride position, is placed 
on the ground, while in the third motion the left (right) leg is brought 
quickly to the right (left) leg. This leap is repeated several times to 
the right at the order “ leap,'' and then repeatedly to the left. 
4. Pace-leap from the spot : leap ! 
In this leap the first motion consists of a quick forward flinging of 
one leg, while the body springs into the air by the action of the other 
foot and leg, and the second motion, which of course is not separated 
from the first by a special pause, consists of the simultaneous setting 
down of both feet while the knee flexion is made; the third motion is 
the stretching of the feet and knee joints, by which the raising of the 
body into the fundamental position is effected. 
These four leap-exercises are done with hips fixed, in order to pre- 
vent the twisting of the body, which would be caused by the arms 
swinging loosely. Here, as in all leaps, it is strictly to be observed that 
the down-leap (that is, the setting down of the feet after the leap) should 
be done with the anterior part of the foot, the ball and toes, and never 
with the heels. 
The leap with a run in combination with the stride and pace leap is 
practiced at the word— 
(1.) Stride-leap from the spot, with three paces run, and 
RIGHT (left) FOOT FOREMOST: LEAP! 
At the word one ! the foot named is placed briskly in front, and the 
upper part of the body inclined forward. At the word two ! the other 
foot is brought in front one pace, while the upper part of the body is 
still more inclined forward. At three ! the first foot is again advanced, 
and the pupil at the same moment springs from the ground; at the 
next moment he alights on both feet, and then, without further count- 
ing, the “ stride-leap from the spot” is done, and constitutes the fourth 
motion. 
(2.) Pace-leap, with three paces run, and right (left) foot 
foremost: leap! MOVEMENTS FROM THE SPOT, ETC. 
141 
At the words one ! and two ! the motions are performed as in the 
previous exercises; at three ! another step is taken, and at four ! 
which need not be counted, follows the pace-leap as described above. 
When the preparatory exercises are sufficiently practiced, then fol- 
lows the exercise of the leap to a greater distance. 
First, three paces run, and then with a much farther and freer run. 
The special leaps in the height or in the depth (upward and downward), 
belonging to the free exercises, are described in another place. In the 
exercise of long leaps it is not sufficient to learn to leap great distances—- 
this can be done without any systematized instruction; but in the practice 
of gymnastics the objects in view are correctness and precision, which 
are very difficult to acquire alone, as we are not aware of the faults we 
ourselves commit. At the commencement, the distance must not be 
farther than can be leaped over with a moderate effort, and then grad- 
ually the leap distances are to be increased. In general, we may begin 
with the length of the body, and this leap distance is gradually to he 
augmented a foot length at a time. When the distance is equal to the 
double length of the body, it is enough for any purpose; a longer dis- 
tance might do harm. 
The execution of the long-leap is similar to the pace-leap; there is 
no special order for it, and it is done by the pupils in turn. The teacher 
must not only correct faults, but also observe that the down-leap is 
done simultaneously with both feet, closed heels, and great elasticity. 
Further, that the indicated leap distance should he exactly cleared; this 
is not merely a formality, hut has a practical value. It is often neces- 
sary to leap over a gap, of which the edge on the other side is hut nar- 
row. The exercises for long-leaps may be varied by the leap being 
done not only by a single individual, hut by two or more at the same 
time. 
Walk-and-Rttn Exercises in Definite Space and Time.—The 
following may he considered as transition exercises to the assthetic 
gymnastics. They not only develop the limbs and body, and give sup- 
pleness and grace, but they serve also more than the exercises in A and 
B to develop the sense of space, time, and order. These exercises are 
done more or less at word of command, hut in a less sharp, formal, and 
detailed manner; they have some resemblance in their execution to 
the contre-dance and quadrille, etc. When these run-and-wralk exer- 
cises are done in such a way that the pupils take hold of one another’s 
hands, which is done at the command hands geasp! they form the 
chain-walk or chain-run. Frequently the grasping of the hands is done 
by the pupils in pairs only. 142 
KINESIPATHY. 
In several of the following exercises a series of movements once per- 
formed is immediately continued, and repeats itself; such a combina- 
tion of movements, forming a complete whole, is called a “ tour.” It 
must be observed that the exercises given in the following paragraphs 
are only instances of similar movements. 
Walk, ok siioet bun, with khythm, marked by a heavy pace, or 
by clapping the hands, or both. 
This exercise is tc be done in walk or in short run, the pupils keep- 
ing step. If done in walk, the gait must be easy, elastic, and graceful; 
in the short run the unaccented steps must be as light as possible. The 
teacher must first indicate which step is to be marked by a strong 
tread, say the third or fourth. The advertising order will be walk (or 
SHOET KUn) WITH EHYTHMICAL HEAVY STEP THIKD (fOUKTH) PACE 
marked by heavy tkead (clapping nANDs), and then the command 
id, section: maech! or, in siioet'kun: maech! 
If the heavy step is to be marked by clapping the hands, these can 
be brought together on the side on which the foot makes the heavy step; 
the upper part of the body may also make an easy flexion to this side. 
The exercise is done in rank or file. 
The nop kun. It consists in one foot only advancing, while the 
other is always drawn up to the first till it touches, with the middle of 
its inner edge, the heel of the first. Both feet tread only with the ball 
and toes, and with as much elasticity as possible. The paces must not 
be too large, and not quicker than in the usual short run. It is exe- 
cuted in the chain or otherwise. The direction of this run is given in 
the order— 
1. Hop kun foewaed, wrrn eight (left) foot fiest: maech! 
The direction of the run is forward at a right angle to the front line. 
The shoulders are not twisted. 
2. Hop eun backwakd, with eight (left) foot fiest : maech ! 
The execution is similar to the preceding, but backward. 
3. Hop eun to the eight (left) sideways: maech! 
The movement is done sideways in the prolongation of the front line; 
tbe shoulders are kept in the same direction. 
4. IIop eun to the half-eight (half-left) foewaed : maech ! 
The direction of the run is at half a right angle to the front line. 
5. Hop eun to the half-eight (half left) backwaed : maech ! 
Similar to the preceding, but backward. 
0. Combinations. 
The hop run, even in an open place, must not last too long, and 
should continue only lbr a few paces in the same direction; for instance, 
ten or twelve, Wher it is sufficiently practiced in each of the direc- MOVEMENTS FROM THE SPOT, ETC. 
143 
tions, a combination of the whole is performed in the opposite directions. 
The teacher announces the combination and the number of the hop 
steps to be made, and then follows the execution order, hop run: 
march! As soon as the last step is done in one direction, the advanc- 
ing foot is placed firmly on the ground, and the other, which now 
becomes the advancing foot, continues the movement in the new direc- 
tion, etc. In the combination of the half-right and the half-left, the 
run forms a zig-zag line, the branches of which are more or less long, 
according to the number of paces taken in each direction. This change 
of the direction, which is at the same time a change of the step, can be 
ordered for the second pace; but it is best at first to make the paces as 
many as from eight to ten. 
The chain passage is an exercise which is done in the short run or in 
the hop run. 
The pupils are divided into two sections (A and B), which are placed 
at a convenient distance (about twenty paces), face to face, in a chain, 
and the usual distance between the pupils of each chain. At the order, 
chain passage : maech ! the sections advance in a graceful walk, keep- 
ing time and pace till they are close to each other. At this moment 
the section A raise their arms, and those in B loose themselves from 
each other, pass under the arms of A, and immediately form the chain 
again; each section then proceeds onward till it arrives at the spot 
from which the other section set out; here they face about, walk for- 
ward as before, and once more the B section passes under the arms of 
section A; the walk is continued till all are standing in the original 
positions, when they stop and face about. In the passage under the 
arms, the pupils pass one another, each to his right hand. Two of 
such passages form a tour of the “ chain passage.” This exercise can 
be also combined with other movements which precede it, in the fol- 
lowing manner: 
1. Both sections approach, then face about, and return to the first 
position, and face about again, and 
2. Immediately approach once more, and on meeting, each pupil 
claps hands with his opposite, then face about and return, and then 
immediately 
3. Approach third time, and pass through, repeating once more the 
process just described. 
All the movements of the third periods, executed in this way, so as 
to form a whole, constitute a tour. 
Another variation can be made by the execution of the movements 
of the first period in the hop run, of the second in the short run, and of 
the third in the usual walk. 144 
KINESIPATIIY. 
If there are too many pupils to be conveniently divided into two sec- 
tions, they can be divided into four (A, B, a, b), and placed in such a 
manner as to form four sides of a square, so arranging that the sections 
a and b begin to approach each other as soon as A and B, after meet- 
ing, face about to return. 
In the satellite run, all the pupils are placed in one rank, and are 
told off in ones and twos ; they face to the right at the word of com- 
mand, and are led, at an even step, so as to walk in the circumference 
of a circle, in the center of which the leader places himself. At the 
words satellite eun: makch! the ones continue to walk in the circum- 
ference as before, in quick steps, while each of the twos, setting off at a 
quick, short run, goes round to his No. one, who advances all the while. 
Each two forms a circle like the moon round the earth. At the words 
in face ! which should be given in a drawling way, so that the voice 
dwells on them, the twos cease to run, and take up the pace of the ones, 
and then fall in with them in the 
circle. Afterward the run is done 
by the ones around the twos. 
That these exercises may be 
done with accuracy, the whole 
section should not contain more 
than from ten to twenty pupils; 
if there are more, they must be 
divided into two or three sections. 
The circle must be described of 
such a size that there is sufficient 
interval for the satellites to move 
freely; for instance, three to six 
paces between the ones; and the 
ones must take care to preserve 
the same distance from each 
other. When the whole exercise 
is done correctly, each No. two 
will be at any moment on a sim- 
ilar point of the satellite’s orbit. 
The run tour must not last too 
long, so as to fatigue the satellites. 
This exercise has different varia- 
tions; for instance the satellites 
may move in the same or in the 
opposite direction to their prin- 
cipals, or the principals may move in the marked step, etc. 
Fig. 36. 
beam. 
tnd 
■weaver’s kttn. MOVEMENTS FROM THE SPOT, ETC. 
145 
The weaver's run (fig. 36) is done by two sections, the ones (fig. A, 
B, 0, D) stand in a chain with distance in front, the twos (a, h, c) stand 
in a row one after the other, sideways with regard to the ones, and a 
few paces in advance. At the word weaver’s run : march ! the ones 
walk abreast in chain walk straight forward at quick step, the twos 
at the same moment begin the short run in a transversal direction, 
passing the front of the ones, when the last two (that is c) comes in 
front of the interval between A and B, and the other twos in front of 
the other intervals, they turn sharply and pass between A, B, C, D, the 
ones breaking the chain for a moment; as soon as they have passed the 
intervals, they turn behind A, B, 0, D, and run round D, so as to come 
once more in front of A, B, C, D; they then pass through the same 
intervals, and then turning sharply, pass round A, and come once more 
in front. When this has been done five to ten times (according to the 
space at disposal), the sections change in the movements. To do this 
exercise with one section, there must not be less than seven persons, 
and not more than from twenty to twenty-four, and they must be 
divided in such a way that those who advance straight on should con- 
sist of one more than the others, that there may be an interval for each 
two. That the 
interval passage 
maybe done uni- 
formly, the ones 
must for several 
seconds marie 
time* with the 
feet, while the 
others run round 
and come in front. 
The wheel run 
or wheel walk 
(fig. 37) is exe- 
cuted by sections 
of eight or twelve 
individuals. If 
there are eight, they are divided into pairs; if twelve, they are divided 
into threes. We will describe here the movement as done by four 
pairs. As soon as the pupils are placed in line, and told off1 in ones and 
twos, the exercise proceeds according to the following orders: 
1. Twos: double piles! 
Fig. 37. 
WHEEL RUN. 
* This signifies that the feet are moved as if walking, but no advance is made. 146 
KINESIPATHY. 
2. Section : to the eight face ! hands grasp ! (in pairs). 
3. Wheel walk: march! 
The pairs advance, ’keeping time and step, and moving gracefully and 
easily, six paces forward; then the first pair faces to the half-left, and 
proceeds again six paces (the other pairs still following), then faces on 
the spot to the left about in a full circle, and the other pairs, on arriving 
at the turning point, also face to the left. Meanwhile the first pair 
having done the second six paces, again face to the left and move in the 
oircumference of a circle, and each pair, on arriving at the same point, 
turn and describe the same course, so that a line drawn from the first 
pair to the third, or from the second to the fourth, will be a diameter 
of the circle, and then the inner one of the first and third pair, and 
the second and fourth pair, take each other’s hands across. When the 
the wheel is formed, the order is— 
4. Short run : march ! 
On which the short run commences. After several runs in the same 
direction, the run is done 
in the opposite direction, 
for which purpose the 
order is— 
5. Section: face about! 
or, in pairs: face about! 
In the first case, all let 
go their hold, and each 
pupil turns independently 
of the rest; the hands are 
again grasped, and the run 
continued. In the second 
case, only the crossed 
hands let go, each pair face 
about as a pair, and the 
hands are again grasped, 
and so on. 
When the exercise is to 
be closed, the order is given 
drawlingly— 
6. Pace ! 
And as soon as all are 
in an even pace, fol- 
lows: 
7. First pair straight 
FORWARD ! 
Fig. 88. 
CHAIN DOUBLE TURN. MOVEMENTS FROM THE SPOT, ETC. 
147 
The crossed hands release themselves, and the first pair advances 
straight forward in a direction which leads to the original formation, 
the other pairs follow, and then the whole section halts in front. 
It is advisable to execute the whole tour of the wheel run several 
times at the Avalking pace only, before we try the short run. 
The chain double turn (fig. 38). The number of pupils must be 
from eight to ten. They are subdivided into two sections of four (or 
five), which are placed opposite each other, and facing each other, 
about twenty paces apart, each section forming a chain (fig 38, A—D, 
and a—d). From this formation the tour of the double turn is done in 
the following manner: 
(1.) Both sections approach in chain walk: at the moment of meeting—• 
(2.) IIop run to the right sideways: till the left-wing men D and d 
clasp their left hands; then, without interrupting the movement— 
(3.) To the left face, in the short run, one and a half circle, and then—• 
(4.) Immediately D and d again let go their hands, and the sections, 
turning their backs to each other, move to the left in the hop run, and, 
finally— 
(5.) Straight forward in chain, the whole returning to their original 
place of formation. 
This exercise can also be done very well in such a way that two 
pairs stand opposite each other as one group, and then several groups 
in the same front at a sufficient distance. Then all the groups simul- 
taneously make the movement just described for eight individuals 
(fig. 39). 
Fig. 39. 
FOBWAED IN CHAINS. 148 
KINESIPATHY. 
EXERCISES WITH SUPPORT (OR ASSISTANCE). 
It has already been mentioned that the support which we want in 
the free exercises is a living one, and given mutually by the pupils, and 
that the word “support” inadequately expresses the nature of the 
action, inasmuch as its aim is not only to assist or fix a limb, but the 
so-called supporter must, by an appropriate placing of the hands on the 
limbs of the other pupils, not only fix and steady them, but also fre- 
quently oppose a certain amount of resistance to the action of the 
other, or produce actively a movement in another person, while this 
latter resists; or it may be required to produce, by the application of 
a living support, those movements which, in Ling’s system, are called 
combined active movements. 
With regard to combined movements, in which one resists while the 
other makes the movement, it may be mentioned, that to prescribe and 
exactly apply them requires a perfect knowledge of Ling’s system, and 
the necessary accessory sciences. By their abuse or their false applica- 
tion, or a bad execution, great damage may be done to the pupil, while 
they are of the greatest use and importance under skillful direction. 
Only a few of the most simple combined movements, and such as 
are easily understood, will be given here; they will serve as instances 
of the exercises meant, and show that Ling’s free exercises form a com- 
plete series, having no gap or deficiency. 
With regard to the movements with support, we must remark, in 
general, that their usefulness consists principally in the following par- 
ticulars : 
1. They allow the specific application of actions, either for the sake 
of increasing the strength in general, or in case of a definite indication, 
as, for instance, of weakness in a particular part. 
2. They develop and improve the sense for definite and exact move- 
ment. 
3. They effect a further development of the sense of equilibrium. 
4. By giving a nice perception of movement in our own limbs, they 
give the same nicety with regard to the movement of the limbs of 
others, and to the power exerted by them. 
5. By the various multiform placing of the hands, fixings, etc., which 
must be done in a quick, prompt, clever way, we habituate the pupil 
to sharp and ready action, and give him the aptitude to afford prompt 
and ready assistance to others in the vicissitudes of life. 
6. We learn by these exercises to apply our strength and direct our 
movements, in concert with others, for one and the same purpose. EXERCISES WITH SUPPORT. 
149 
The support given during the free exercises by a single individual 
will be called “single support” to distinguish it from that given by 
two or more persons. 
For the exercises with a single support, the pupils are told off in ones 
and twos, and then the order is— 
1. Twos double file! The twos take one pace backward with the 
left foot, and then one pace to the right with the right foot, i. e., 
behind No. 1, and then bring the left foot up to it. In this way the 
ones and twos stand behind each other, forming two deep. Or it is 
ordered— 
2. Twos : openings cover ! on which the twos step one pace back, 
and stand behind the interval between the ones. If the full front is to 
be re-established from one of these two positions, the order is— 
Twos front rank : march ! on which the twos take up their posi- 
tion between the ones. 
The formation for the exercises with the double and manifold support 
is done in a similar way. 
As to the hand-placings which are to be used during the exercises, 
with support, we mention only the most simple and frequent, observing 
that when a hand is said to be placed on a joint, it is in reality placed 
in the immediate neighborhood only, so as not to interfere with the free 
movements of the joint. The hold must be free and easy, without fet- 
tering the joint. 
a. Placing the hand to the head. The place where the hands are 
put on the head is the circle above the eyebrows, and the upper edges 
of the ears. 
1. The head forward supported! The hands are placed trans- 
versely toward the forehead. 
2. The head backward supported! The hands transversely on 
the back part of the head. 
* 3. The head to the right (left) supported! The hands are 
placed transversely on the respective side of the cranium. 
4. The neck supported! The hand, with the tips of the fingers 
upward, and the fingers on the back part of the head: the palm of the 
hand on the neck, and the forearm along the spine. 
h. Placing of the hand's on the trunk. 
(a) Hand-placings on the upper part of the trunk. 
1. The shoulder forward supported! The hand, with the fingers 
upward, is placed on the anterior or chest side of the shoulder. 
2. TnE snouLDER backward supported ! The hand, with the fin- 
gers upward, placed on the posterior or back part of the shoulder. 
3. The shoulder upward assisted! The hand placed on the 150 
KINESIP ATH Y. 
shoulder from above, with the thumb separated from the other fingers, 
and placed either before or behind. 
4. The shoulder below supported ! The hand placed from below 
in the armpit, the thumb separated from the other fingers, and placed 
either before or behind. 
5. The shoulder outward supported! The hand placed on the 
external side of the shoulder on the upper arm, with the thumb either 
before or behind. 
G. The right (left) shoulder-blade supported ! The extended flat 
hand placed on the designated shoulder-blade, with the fingers upward. 
7. Support between the shoulder-blades ! The extended flat hand, 
with the fingers upward, is placed between the shoulder-blades on the 
spine. 
(/3) Placing of the hands on the lower part of the trunk. 
1. Abdomen supported! The hands placed transversely on the 
region of the navel. 
2. TnE nips right (left) supported! The hand placed trans- 
versely on the respective hip-bone and on its upper edge. 
3. The cniNE supported ! The hands placed transversely on the 
chine-hone and lowest lumbar vertebral. 
Placing of the hands on the upper limbs. 
c. Supports on the arms. 
1. TnE ELBOW BACK- 
WARD (forward) sup- 
ported ! The hand 
encircles, with the 
thumb before or be- 
hind, the lower part of 
the upper arm, the lit- 
tle finger being near the 
joint itself (fig. 40). 
2. The elbow in- 
ward supported! The 
hand encircles the lower 
part of the upper arm 
in front, the thumb 
being next the joint. 
3. Hand-joint sup- 
ported ! The hand 
encircles the forearm 
near the hand-joint, so 
that the thumb and forefinger are next the joint (fig. 41). 
Fig. 40. 
Fig. 41. 
ELBOW EXERCISE. EXERCISES WITH SUPPORT. 
151 
4. The hand-joint inward supported ! so that the little finger is 
next the hand-joint (fig. 42). 
5. The hand-joint upward supported ! The 
hand of the support passes from behind, under 
the half-forward bent arms of the pupil, and then, 
by an upward side movement, takes hold from 
above of the forearms, so that the thumb and 
forefinger are on the hand-joint, the rest of the 
fingers on the forearms (fig. 43). 
d. Supports on the hand. 
1. Hands supported ! (also, hands grasped !) 
The two pupils grasp each other’s hands in 
such a manner that one flat hand lies in the 
other flat hand, the thumb of each behind the 
knuckles of the other’s hand, and the rest of the 
fingers encircling it. 
2. Hand inward supported! 
The supporter places his flat hand with the 
back part toward the inner surface of the for- 
ward-stretched hand of the other pupil (fig. 44). 
3. Hands outward: supported! 
Fig. 42. 
Fig. 48. 
Fig. 44. 
The supporter places his hands with their inner surfaces on the hack 
of the other’s hands. 
4. Fingees supported ! 
Each pupil applies his fingers by their palm surfaces to those of the 
other, either straight or crooked, so as to hook together. 152 
KINESIP ATHY. 
Placing of the hands on the lower limbs. 
c. Hand support for the knee. 
1. Knees fikm! 
The pupil takes hold of his own knees, immediately above the knee- 
pan, with the thumb and fingers on opposite sides, and the arms 
stemmed on the knee. 
2. Knees fixed witii the back of the hand! 
The pupil places the back of the hand on his knees, immediately 
above the knee-pan. The inner 
part of each hand being bent a lit- 
tle hollow (fig. 45). 
3. Knees inward (outward, 
UPWARD, DOWNWARD) SUPPORTED! 
The pupil places his hand on the 
designated side of the knee; at the 
order knees down: support! the 
hand is so far placed under the 
raised thigh that the fingers encir- 
cle the inner side of the thigh, and 
the thigh presses partly on the fore- 
arm. 
f. Hand supports on the foot. 
1. Foot-joint below supported ! 
The raised lower leg is encircled from below by the hand of the sup- 
porter just above the ankles, and held suspended by it. 
2. Foot-joint above supported! 
The supporter places his 
hand on the instep, with the 
finger and thumb separated, 
and placed on opposite sides 
(fig. 46); both of these foot 
supports are usually applied 
simultaneously. 
The lower limbs of one pupil 
are often fixed by the corre- 
sponding limbs of another. 
1. On the knee, at “knee 
WITn KNEE INWARD (OUTWARD) 
assisted!” 
The supporter places his 
knee with the inner side against 
the inner side of the other’s 
knee, or with the outer side against the outer side. 
Fig. 45. 
Fig. 46. EXERCISES WITH SINGLE ASSISTANCE. 
153 
2. On the foot, at “foot with foot inward (outward) assisted!” 
The supporter places his foot with the inner (outer) edge against the 
inner (outer) edge of the foot (or respectively of the heel) of the other 
pupil. 
As soon as the teacher has shown and explained these and similar 
applications of the hands, etc., and the pupils are familiar with them, 
then commence the combined movements, of which we give here only 
a few instances. 
INSTANCES OF EXERCISES WITH SINGLE ASSISTANCE. 
1. We must observe beforehand that the formation is, if not other- 
wise ordered, the double file, or, after the front is closed, the flank 
position to the right or left. 
2. The sign W. R. means that the movement is done with resistance. 
The signs 1 R., 2 R., that the pupil designated by the number resists 
while the other moves. 
3. That the ones and twos may both go through the whole of a 
movement, they must change places after the exercise is finished, and 
commence again. 
4. Resistance is to be given steadily, and in proportion to the power 
of the person resisted; there must be no violence, and the resistance 
must not be so strong as to stop the movement of a limb altogether. 
The aim is not to determine the relative strength of the two parties, 
but gradually to develop and increase the strength of each. 
5. As soon as the commencing position is taken and the support set 
up, the supporter must fix his feet and so ply the upper part of his 
body as to accommodate himself to the movement of the other pupil, 
and be always prepared to oppose. 
6. When the action is finished, the ones and twos change places. At 
the word position ! all assume the fundamental position, and at assist- 
ance place! (or, assistance and commencing position change!) the 
ones and twos change places. 
a. Instances of Single Limb Movements. 
First instance. Backward and forward guiding of the upper arms, 
W. R. (fig. 40.) The order is— 
No. 1. Hips firm! 
No. 2. Left foot forward and elbow (behind) assist! (support!) 
No. 2. Arms backward: guide! (1 R.) 
The ones hold their hands firmly on the hips; the backward guiding 154 
K IN E SIP A TII Y. 
of their arms by the twos, while the ones resist, is not carried so far as 
to bring the elbows together. 
No. 1. Arms forward: guide! (2 R.) 
No. 1 brings his arms again forward into the front line; then follows— 
‘Position!—whole section face about!—assistants place! etc 
(i. e., twos take the position of the ones.) 
Second instance. Stretching upward of the arms, W. R. (fig. 41.) 
No. 1. Arms upward: bend! 
No. 2. Left foot forward, and hand-joints assist! 
No. 1. Arms upward: stretch! (2 R.) 
The stretching is done slowly, No. 2 resisting. 
No. 2. Arms downward : bend ! (1 R.) 
The arms of No. 1 are bent down by No. 2 into the commencing 
position, while No. 1 resists; then follows— 
Position :—whole section face about !—assistants place ! etc. 
Third instance. Bringing downward and upward of the arms side- 
ways ('W. R.) 
a. From stretch position (fig. 42). 
No. 1. Arms upward: stretch! 
No. 2. Left foot forward, and hand-joint inside : assist ! 
No. 2. Arms downward: bring! (1 R.) 
No. 2 brings the stretched arms of No. 1 sideways down to the hori- 
zontal position; then— 
No. 1. Arms upward: bring! (2 R.) 
No. 1 brings his stretched arms again into tke commencing position. 
Position!—whole section face about!—assistants place! etc. 
b. From yard position. 
No. 1. Arms sideways: stretch! 
The hands are turned palms downward. The rest is similar to the 
preceding, only the bringing downward of the arms is continued to the 
thighs, and the carrying upward to the horizontal line of the shoulders. 
Fourth instance. Briny ing down and upward of the forearms, W. R 
(fig. 43.) 
No. 1. Arms half forward: bend! 
No. 2. Left foot forward and hand-joints upward : assist ! 
No. 2 puts his arms beneath the arms of No. 1, and then takes hold 
from above of the hand-joints of No. 1. 
No. 2. Arms downward : bring ! (1 R.) The movement is done 
only so far that the forearms of No. 1 hang down vertically. 
No. 1. Arms upward: bring! (2 R.) The movement is done till 
the forearms are in the horizontal position. 
Position!—whole section face about!—assistants place: etc. EXERCISES WITH SINGLE ASSISTANCE. 
155 
Fifth instance. Backward and forward bringing of the arms, W. E, 
(figs. 44,, 47.) 
This action is done from open posi- 
tion, and a turn of one eighth of a cir- 
cle ; the order for this position is— 
No. 2. Openings coyer! 
No. 1. Face about. 
Nos. 1 and 2. Half right: face! 
then follows— 
No. 1. Eight foot backward, and 
arms forward: stretch! 
No. 2. Left foot forward, and 
HAND-JOINTS INWARD SUPPORT! 
No. 2. Arms backward: bring! 
(1 E.) 
No. 2 gradually bends the upper part 
of his body forward. The movement 
is continued to yard position. 
No. 1. Arms forward: bring! 
(2E.) 
No. 2 brings the upper part of his body gradually hack into the 
upright position. 
Position!—assistance, and commencing position change! etc. 
Sixth instance. Drawing the arms sideways to and fro, W. E. (fig. 48.) 
Formation in line, 
with distance, then feet 
sideways: place! 
No. 1. Arms upward: 
bend ! and No. 2, hands 
GRASP! 
No. 2. Arms side- 
ways: pull! 
This pulling is done 
with resistance till the 
arms of No. 2 are in 
the best position, and 
the arms of No. 1 are 
stretched. 
No. 1. Arms side- 
ways: pull! 
The same movement 
executed by No. 1, while No. 2 resists. 
Fig. 47. 
Fig. 48. 156 
KINESIPATHY. 
Position ! 
Seventh instance. Stemming* of the arms (W. R.). 
In double file position. 
No. 1. Face about! 
Nos. 1 and 2. Left foot backward: place! and arms half for- 
ward : bend! 
Hands grasp! 
In this mutual support of the hands they are a little bent backward. 
No. 1. Arms forward: stem! (2 R.) 
No. 2. Arms forward: stem! (1 R.) 
Each, in his turn, stems his own arms toward those of the other till 
they are quite straight. 
Eighth instance. Alternate Tcnee flexion while one leg is raised, 
forward. 
This exercise is done without resistance, one pupil merely securing 
the other in his position. 
Formation in open position, and No. 1, “face about." 
Fingers: assist! 
No. 1 places his hands, a little bent and with the knuckles turned 
downward, so far .forward that No. 2 can conveniently reach them. 
No. 2 places his fingers on the offered, hands. Then follows the 
order for the commencing position— 
No. 2. Right leg forward : raise ! 
The leg is stretched to about forty-five degrees, then follows the 
exercise itself— 
No. 2. Left knee: bend! stretch! 
During this flexion the upper part of the body must be as vertical as 
possible, and the raised leg remains stretched in the air. At the order 
“stretch," the left leg resumes its straight form; at “change," the 
change of the feet follows for No. 2, as well as the whole action for 
his right knee; and then the numbers change their position, in order 
that the exercise may be done by No. 1. 
Ninth instance. Bending and stretching of the head (W. R.). 
a. In the lateral direction. 
Formation in closed front, then the twos to the “ right face." 
No. 2. Right foot forward : place ! and head on right : assist ! 
The right foot is placed with its internal edge close behind the heels 
of No. 1. The assisting hands are placed to the head in such a way 
that the right hand passes round the back, and the left hand round the 
forehead, till meet, and the fingers of one hand are over those of 
* Stem, to thrust or push against. EXERCISES WITH SINGLE ASSISTANCE. 
157 
the other, so that the right side of the head lies imbedded in the hol- 
lowed palms. The right hand is that which assists principally, there- 
fore the right elbow is made to lean firmly on the back of No. 1. As 
soon as the assistance is given, follows— 
No. 2. Head to the left sideways: bend! (1 E.) 
No. 1. Head stbetch! and to the eight sideways bend! (2 R.) 
After the flexion to the left, the assisting hands leave the head, which 
No. 1 steadily brings back to the upright position. By this action 
with resistance, only the muscles of the right side of the neck of No. 
1 are brought into action; in order that the muscles of the left side 
should also come into action, then follows— 
No. 1. Race about! 
No. 2. Give assistance! etc. 
After this change of the assistants, the movement of the head for 
No. 1 is done similarly to the previous. In order that the twos may go 
through the same movement, the order is for the ones, who still stand 
;n the “face about” position— 
No. 1. To the eight face!—assistants place! etc. 
((3) In the direction from forward to backward. 
Head bending and stretching. 
The formation is either the flank position or the file position for all. 
This exercise is similar to the previous, but the assistant places his 
right foot close to the right of the other, and the assistance on the head 
is given with both hands on the forehead, or the back part of the head. 
b. Instances of Otoee Exeecises with Single Assistance. 
The following instances belong to another series of exercises, the aim 
of which is not, as in the preceding, to strengthen single limbs, or pro- 
duce a specific effect on certain parts, but to give suppleness and 
strength to the body generally, to develop the sense of equilibrium, and 
to habituate the pupil to maintain his body firmly and steadily in a 
defined position, even when pressed by weights, or acted on by sudden 
and violent impulses from without. 
Tenth instance. Leap with assistance in the hang position with sup- 
port. 
To be done in the file position. 
Eight (left) foot foewaed: place! 
No. 1. Hips fiem! and No. 2, on the shouldebs : lean! 
No. 2 places his hands, with the elbows raised, on the shoulders of 
No. 1. 
No. 2. In the hang position wmi suppobt: leap! 
No. 2. leaps upward, and remains propped up by his own arms upoD 
the shoulders of No. 1. 158 
KINESIPATHY. 
No. 2. Down! 
No. 2 leaps down, Ins hands remaining on the shoulders of No. 1, in 
readiness to repeat the leap, if ordered, which is usually done several 
times. 
Position!—whole section face about! etc. 
Eleventh instance. Double arm bending and stretching in the hang 
position with support. 
The formation is the open position. 
No. 1. Feet sideways: place! and hands grasp! 
No. 2. Right (left) foot forward: place! and on the shoulders 
LEAN ! 
The leaning with the hand on the shoulder is done in such a manner 
that the twos are afterward between two ones, in the hang position with 
support (fig. 49). 
Fig. 49. 
No. 2. Iu the hang position with support: leap! No. 2 raises 
himself with a leap and with the assistance of his arms into the hang 
position with support, so that his body hangs vertically between two 
ones. 
No. 2. Arms bend!—stretch! 
The arms are bent to a right angle at the elbow, and then straight- 
ened. 
No. 2. Down!—position!—whole section face about! etc., on 
which the ones make the same movement. EXERCISES WITH SINGLE ASSISTANCE 
159 
If the two ones between whom the No. 2 has to take his hanging 
position with support are of a very different height, this inequality 
must be compensated by the foot position, or by the greater flexion of 
the knee of the taller individual. 
Assistance for the double arm flexion may also he given at first by 
the supporters, who can assist No. 2 to leap, at the order, shoulders 
down : assist ! and by the same means the arm bending and stretching 
can be made easier. 
Twelfth instance. Stride-leap with support. 
The formation is file position, and then the No. 2 three (or more) 
paces backward : march ! Then follows— 
No. 1. Give support. 
No. 1 places one foot a little in advance, bends himself somewhat 
forward, and stems his hands at knees firm ! 
No. 2. Stride-leap with support: leap! 
No. 2 with a run approaches the supporters from behind, and then, 
leaning with his hands on the shoulders of two ones, he makes the 
stride-leap, so as to go right over the head of No. 1, and alights on his 
closed feet beyond. 
No. 2 then places himself a few paces from No. 1 as a supporter, 
and then No. 1 leaps in the same manner over No. 2. This exercise 
can be done also in other formations; for instance, in the open flank 
position, in which case the last in the line has to leap over all those 
who are before him. It is advisable to practice this leap for some time 
as first described. 
Thirteenth instance. Catch-and-throw leap. 
Formation as above, in the twelfth instance. Then— 
No. 1. Face about! and give support! 
As soon as No. 1 has faced about, he places one foot, with a little 
flexion of the knee, in advance; the upper part of the body is bent a 
little forward, and the arms raised in front, ready to grasp with the 
hands. 
No. 2. Leap! 
No. 2 approaches with a vigorous run, leaps simultaneously with both 
feet from the floor over No. 1, and about two paces beyond; he bends 
the upper part of his body strongly forward, and with the arms raised, 
he leans immediately (just at the moment of up-leaping) on the shoul- 
ders of No. 1, and is caught by him, at the same moment, by the thighs. 
In this supported position, in which his perfectly stretched body is 
almost horizontal, No. 2 remains for a few moments. At the order— 
No. 2 Down! he presses vigorously with his own arms, and thus 
impels himself backward, No. 1 at the same time throwing him back. 160 
KINESIP ATHY. 
Then follows immediately, -without change of the formation, the leap 
by No. 1, No. 2 placing himself as a support. When this leap is suffi- 
ciently practiced, it can be repeated several times without pause, and 
also alternately by one and two. 
Fourteenth instance. Climbing on the shoulders and deep leap. 
This exercise, besides being useful to increase the general strength, 
serves as a balancing exercise, and is one likely to be practically useful 
in life. Besides, the position on the shoulders of another person gives 
an opportunity of enlisting the deep leap among the free exercises. 
The formation is double file position. 
Give assistance! 
Nos. 1 and 2 place the right (left) foot forward. 
No. 1, with his arms hanging down, turns the palms backward, and 
curls up his fingers, so that No. 2 can put his foot in the hand as in a 
stirrup. 
No. 2 leans his hands on the shoulders of No. 1, and places the left 
(right) foot gently in the respective hand of No. 1. Then the order is— 
No. 2. Climb on the shoulders ! 
No. 2 raises himself quickly with the assistance of his own arms, and 
places his right foot immediately on the right shoulder of No. 1, while 
he takes his right hand from the shoulder of No. 1, and grasps with it 
the hand of No. 1, raised up for the purpose. He then takes his left 
hand from the shoulder, and grasps the left hand of No. 1, raised for 
the purpose. At the same time he draws up the left foot toward the 
left shoulder of No. 1. Leaning in this way on both hands of No. 1, 
he raises himself, by a gradual and cautious stretching of the knees, till 
he stands upright, and without any hand-support. 
After a few moments, the order is— 
No. 2. Forward: down! or backward: down! 
On which he leaps down on both feet in the prescribed direction; 
then— 
Change of the Nos., etc. 
This exercise can be done in such a way that No. 2 climbs on the 
shoulders of No. 1 in front. In this case the supporter makes a greater 
flexion of the knee of the advanced leg, and places his hands forward; 
then— 
1. The other takes hold of the offered hands, and places the foot 
gently on the bent knee. 
2. In the second motion he raises himself on this knee, assisting 
himself with his arms, and places the other foot on the other shoulder 
of the supporter. 
3. In the third motion he raises the first foot on the corresponding EXERCISES WITH SINGLE ASSISTANCE. 
161 
shoulder, and brings himself cautiously into the upright position, facing 
in the opposite direction to the supporter. 
The leap down and backward can be easily done from this position 
with mutual hand assistance. 
Besides the above-mentioned exercises with single support, many 
other heaving, lifting, and bearing exercises and leaps could be described, 
all belonging to the same series. These instances may, however, suffice, 
and the more so as many similar exercises, but more easy and effective, 
can be executed with double assistance. 
c. Instances of Exercises with Double Assistance. 
The pupils standing in front are told off in “one, two, three” so as to 
form groups of threes. The change of the numbers, by which each 
pupil is made to go through all the parts of a movement, takes place 
when the exercise is finished. The more simple and easy exercises can 
be done by all the groups at once. The more difficult exercises should 
be practiced first by each group separately, till the pupils are familiar 
with all the positions. 
The exercises with double and manifold assistance must be also exe 
cuted and commanded according to certain rules, but the order is given 
only for the principal features of the action, and not for each single 
foot position, hand-placing, etc. 
First instance. Double arm bending and stretching in the inclined 
standing position, with or without resistance. 
The formation for this exercise is the close-front position with loose 
touch. Then at an order the ones face to the left, the threes to the 
right. Then follows— 
Give assistance! 
Ho. 1, the right foot, and No. 3, the left foot in the pass posi- 
tion, FORWARD PLACE, and KNEES FIX WITH THE BACK OF THE nAND! 
Then No. 2 bends forward with stretched arms, places his hands on 
those of one and three, while his feet are placed so far backward that 
the body is perfectly stretched in the inclined position, and rests only 
on the hands and toes (fig. 45). 
No. 2. Arms: bend!—stretch! 
He bends his arms at the elbow to a right angle, or even a little 
more, and then again straightens them. 
If this movement is to be done with resistance, Nos. 1 and 3 place 
their free hands in the shoulder-support position, and resist by a pro- 
portionate uniform pressure. 
Position! (that is, return to The formation.) 
Nos. 1 and 2 change !—give assistance ! etc., and as soon as No. 2 
has made the movement, then follows— 162 
KINESIPATH Y. 
Nos. 1 and 3 change !—give assistance ! etc. 
Second instance. Trunk backward bending, and stretching in stretch- 
standing position. 
Formation, close front with loose touch; then 
No. 1, THE LEFT FOOT, No. 3, THE RIGHT BACKWARD I PLACE! Then 
follows, give assistance! 
No. 2 stretches his arms upward, Nos. 1 and 3 place their respective 
hands on the chine of No. 2 (fig. 50). 
Fig. 50. 
No. 2. Trunk backward: bend! 
He bends the trunk gradually back, Nos. 1 and 3 bending their bodies 
a little forward, so that the support may have a greater firmness, and 
that No. 2 may be able, with perfect security, to execute the backward 
flexion, made more difficult by the stretch position. After the stretch- 
ing is done, the order is— 
Position! etc. 
Third instance. Down 'pressure and raising of the thigh with resist- 
ance. 
Pormation as in Instances 1 and 2; then— 
Give assistance! etc. 
No. 1 places the right, No. 3 the left foot, forward. 
No. 2 leans with his hands on the back shoulder of Nos. 1 and 3, 
and bends the right knee upward, upon which No. 1 immediately makes 
the knee support upward. 
No. 1. Knee press r twn ! (2 R.) EXERCISES WITH SINGLE ASSISTANCE. 
163 
The pressing is done while No. 2 resists, till the thigh is in a vertical 
position. 
No. 2. Knees eaise! (1 R^ 
No. 2 again raises the knee, while there is a proportionate resistance 
given by No. 1; then— 
No. 2. Feet change ! 
He places the right foot down and raises the left knee, on which No. 
3 resists, etc. 
Fourth instance. Stretching of the lower leg with resistance. 
Formation as in Instances 1 to 3; then— 
Give assistance! 
To he executed according to fig. 46; afterward 
No. 2. Right knee steetch! (1 and 3 R.) 
No. 2 stretches the knee till it is in stretch position, while Nos. 1 
and 3 resist proportionately. 
Then follows the change of the feet for No. 2, etc., and then the 
change of the numbers, etc. 
Fifth instance. The high leap. 
Formation, open position, while Nos. 1 and 3 remain in the front 
line, and Nos. 2 being from three to six paces in the rear. 
Give assistance! 
Nos. 1 and 3 take the position of fig. 51, the forearms stretched 
toward each other, giving the fin- 
gers assistance. 
No. 2. Leap! 
No. 2 approaches with a run, 
and leaps freely over the arms of 
Nos. 1 and 3, which at first should 
be held about the height of the 
knees, and later in the exercise be 
gradually raised to the height of 
the stride, of the hips, of the chest, 
etc. 
Nos. 1 and 3 hold the free arms 
in readiness to catch No. 2, should 
he stumble. 
The high leap can, in this posi- 
tion of the assistant, he also practiced as a close leap from the spot, 
while the leaper approaches so near his supporters that he can leap 
from the spot with closed heels, over the arms extended before him. 
Sixth instance. Bound leap with support. 
Formation, the open position, as in the fifth instance; then— 
Fig. 51. 164 
KINESIPATHY. 
Give assistance! 
Nos. 1 and 3 take the position as in fig. 52 ; No. 2 advances a little, 
and leans his hands, with the 
thumb-grasp, on the assisting 
hands of Nos. 1 and 3, whose 
elbows are placed firmly on 
the hips. 
No. 2. Leap! 
He springs with both feet 
from the floor in such a way 
that the feet (closed) are up 
in the air, and the head down- 
ward; by the impulse the 
whole body is turned over 
and the feet come down again 
on the floor, on the further 
side of the support. The sup- 
porting arms thus form an 
axis of rotation, and the supporting Nos. assist by an adjustment 
of the body to the movement, and hold their free arms and hands in 
readiness to assist the leaper, if necessary, on coming down. 
It is advisable that this exercise should be first done by each group 
separately. 
When the exercise is sufficiently practiced in the manner just 
described, it may be performed with the preparatory run. 
The leap exercises described in 5 and 6, and many other exercises, 
may he done by groups of three; as, for instance— 
1. The leap in the hang position with support, with double arm 
flexion. 
2. The through-leap with support from the spot, or with a run. 
3. The climbing on the shoulders, with deep leap. 
The climbing is to be ordered in such a way that the climber is to 
stand with a foot on one shoulder of each supporter. 
Heaving exercises. 
These can he also done by groups of two, consequently with single 
assistance (but more easily by groups of three, with double assistance). 
These exercises may be done in different ways. 
Seventh instance. Burden-heaving (deep). 
Formation in front, the twos one pace forward, No. 1 face to the left, 
and No. 3 to the right. 
Give assistance! 
Nos. 1 and 3 take each other’s hands in such a way that the hands 
Fig. 52. EXERCISES WITH SINGLE ASSISTANCE. 
165 
of No. 1 are flat, and with the palms upward, and No. 3 takes hold of 
them at the order— 
Hand-joint down: support: 
As soon as this is done, No. 2 bends backward, and lies horizontally 
and perfectly stretched upon the arms of the supporting numbers. 
Nos. 1 and 3. Knees: bend!—stretch! 
The supporters bend their knees and then straighten them again, by 
which the burden is lowered and raised. 
Eighth instance. Burden-heaving (high). 
No. 2 leans with his hands on those of No. 1, who has bent and 
raised his forearms. On this No. 3 grasps the legs of No. 2 at the 
knees, and raises them till each leg lies on one of his shoulders. At 
the order raise ! Nos. 1 and 3 stretch their arms upward, and thus lift 
No. 2, who is lying stretched; at the order sink! he is brought slowly 
down, etc. 
Carrying-exercises. 
These also can be done in different ways, for instance— 
Ninth instance. Carrying on the arms. 
Formation as in the seventh instance. Then— 
Give assistance! 
Nos. 1 and 3 take each other’s back hands, and hold firmly; No. 2 
sits on the arm-support, and places his arms round the neck, upon the 
outer shoulder of the supporters. At forward : march ! the supporters 
carry No. 2 in pace, or later, in a short run, a certain distance. 
Tenth instance. Carrying on the side. 
Formation, open-flank-position; then No. 2 steps a little to the right 
(left) sideways. 
Give assistance! 
No. 2 bends backward, and is held round the upper part of his body 
by the right arm of No. 3, the forearms supporting his back. 
Afterward No. 1 takes hold of the knees of No. 2, and raises the 
legs till No. 2 lies horizontally on his right side. 
The burden is carried forward, as in the last, at the command for- 
ward: march! 
No. 2 may also be placed with the back downward, outward, or 
inward. 
Eleventh instance. Sicinging up and down on the arm-support. 
Formation, open position, No. 2, however, being a little in the rear. 
Give assistance! 
No. 1 brings the right foot, No. 3 the left foot, forward, and both 
give the arm-support to No. 2. This support is made by Nos. 1 and 3 
raising their near arms sideways, and laying them along each other 166 
KINESIP ATH Y. 
and then fixing them mutually by the thumb-grasp on the upper arm 
near the shoulder. 
When this is done, No. 2 places himself to swing up, grasping with 
the hands under the arm-support. Then follows the order— 
Upward swing: swing! 
On this No. 2 springs from the ground forward upon the supporting 
arms, which form the turning axis, and swings round into the hang 
position with support. At the order down ! he leaps backward, down, 
or at the order— 
Downward swing: swing! he changes the position of the grasp 
(so that the thumb is placed forward and the other fingers backward), 
and swings himself forward, round, down. 
Before the down swinging is done, immediately after the upward 
swinging, it is better to practice the down swinging by itself. No. 2 
leaps immediately from the standing position into the hang position 
with support, and then executes the down swinging. 
If space permitted, many other exercises might be here enumerated. 
The following may be briefly mentioned : 
1. The stride-leap in a distance with support. 
Here the support is given by two pupils, over whom the third leaps 
as over a vaulting horse. 
2. The knee-hang position, executed on an arm-support as mentioned 
in the eleventh instance. 
3. The tumble-standing position upon the hands. 
The same position, with double-arm-flexion, can also he well executed 
on the knees of the two supporters. 
The exercises with three or more supporters, the pupils being divided 
into groups of four, belong to a more extensive work. We will merely 
mention the placing in pyramids, an exercise which develops strength, 
flexibility, the sense of equilibrium, etc., and which may also be of 
practical value in the chances of life. 
If we consider the exercises mentioned in 0, many may think that 
several of them are altogether superfluous and inadmissible; as, for 
instance, those with the turning-over and tumble position. But there 
are good reasons for including even these and similar exercises. If we 
wish, by the free exercises alone, to attain the direct object of all g3m- 
nastics, namely, the harmonious development in all directions of the 
man as man, then in the organic influence of the position and move- 
ments no essential gap can be allowed, as would be the case if the free 
exercises did not contain some of this kind. The tumble position and 
the swinging-round movements have a particular specific influence on 
the human body, and indirectly on the psyche of man, so that they can WRESTLING EXERCISES. 
167 
not be substituted by any other free exercises. We will, however, ob- 
serve that if, besides the free exercises, those with apparatus are also 
practiced, the kind of positions supposed to be objected to can be omit- 
ted in the course of the free exercises. When, however, they are used, 
considerable care and caution are necessary. 
WRESTLIN'G EXERCISES. 
The pupils range themselves according to their height in one rank, 
and are told off in ones and twos. The ones form the first, and the twos 
the second section. It is advisable in the school exercises, and at first 
in the contra-exercises, that each wrestling pair should consist of two 
as near as possible of the same height. 
The school exercises must be done on level ground, and the last les- 
sons, as well as the contra-wrestling, on a soft or loose soil. 
The wrestling exercises, and indeed all gymnastic exercises, should 
be done equally to the right and left side; here, therefore, as in the 
fencing exercise, the change of the guard must be noticed. 
First lesson. Formation: talcing up the guard position, change of 
the guard, approaching and talcing distance. 
The two sections face each other at a distance of ten to twenty paces; 
each section with a distance between the pupils. Then the order is— 
Wrestling fight eight foewaed : guard ! 
The two wrestlers standing opposite each other, 
and facing half to the left, place the right foot two 
distances forward. The left knee is bent, so that 
) the point of the knee is vertical over the toes. The 
1 knee of the right foot is also bent, but not so much 
as the other; the upright trunk rests on the back 
leg, and is a little twisted to the right, and the 
head still more so. The forward arm is bent, so 
that while the upper arm is a little removed from 
the body, the forearm is vertical; the back upper 
arm is placed a little forward, near the left side, 
and the forearm is kept at a right angle with it, 
which the hands are ready to grasp. This posi- 
tion is taken as soon as the wrestlers are three 
paces distant from each other. 
The guard position is taken by all (fig. 53). 
Fig. 58. 
GUARD, 168 
KINESIPATHY. 
The taking of the guard position is practiced several times successively • 
at the order fundamental position ! the pupils resume that position. 
Foewaed change: guaed! 
The pupils turn on the heel of the forward foot, and bring the other 
foot in advance, so that the other side of the body is now in front, and 
the position of the arms changed. 
Backwaed change : guaed ! 
The turn is made on the heel of the back foot, the forward leg is 
brought back, so that the side which had been previously in advance 
is thrown back. 
Face about: guaed! 
The facing is done on the heels of both feet, about the fourth part of 
a circle ; the trunk is at the same time turned so that the pupil faces 
in the opposite direction. 
In each of these exercises, it is advisable, when the guard position is 
taken, to order from time to time the so-called appel treading. By 
appel treading is meant a short, quick, lively raising and dropping of 
the forward foot two or three times (tapping the floor with the foot), 
the back foot remaining immovable, and the whole body resting well 
balanced upon it; as also the facings to the right and left, which are 
done by turning on the back foot. Then follows the order— 
Wbestling eight (left) foot foewaed: maech! 
The sections approach and take their distance, walking freely and 
resolutely toward their opponents, till about three paces distant; then 
all place themselves in the designated guard position, and approach with 
very short paces and ready for the struggle, till the opponent can be 
seized with the stretched arm; 
and this is the distance generally 
to be understood as taken in these 
exercises. At this moment the 
teacher orders several times 
the change of the guard, and 
then— 
Face about : MAEcn! 
On which each section returns 
to its previous place. This ex- 
ercise is several times repeated. 
Second lesson. Practice of 
the arm-grasp (fig. 54). 
1. WEESTLE WITn AEM-GEASP ! 
EIGHT (LEFT) FOOT FOEWABI): 
MAECH! 
Fig. 54. WRESTLING EXERCISES. 
169 
Approaching, taking up guard position, and distance, as in first lesson. 
2. Grasp!—guard! 
At 11 grasp," follows the arm-grasp. The arm-grasp is made by each 
wrestler seizing firmly the arms of his opponent just above the elbow 
(fig. 54). At “ guard," they quickly let 
go their hold, and again take the guard 
position and distance. The grasping and 
letting go are done two or three times, 
and repeated after the change of the guard. 
The antagonists may also, without giving 
up the guard position, go hack at the order 
THREE PACES BACKWARD: MARCH! and 
again advance at the order take dis- 
tance! 
3. Face about!—march! 
They return to their original position, 
as in the first lesson. 
Third lesson. Practice of the grasp of 
the hack (fig. 55). 
1. Wrestle with back-grasp! 
The back-grasp is made by each wrestler taking hold of his opponent 
round the body, so that his hands are nearly or quite together on the 
lumbar region of the vertebral of the opponent. 
Eight (left) foot, forward : march ! 
Approaching, taking up the guard position and distance, as in the 
first lesson. 
2. Grasp !—Guard ! 
Done in the same way in the 
second lesson, only that now the 
back-grasp is executed uniformly by 
the respective opponents. 
3. Face about! march! (as be- 
fore.) 
Fourth lesson. Practice of the 
stride-grasp (fig. 56). 
1. Wrestle with stride-grasp! 
The stride-grasp is made by the 
pupil specified placing his forward 
arm and hand between the thighs 
of his opponent, and endeavoring 
to lift him from the ground. 
Eight (left) MAP.cn! (as in the previous lessons.) 
Fig. 55. 
Fig. 56. 170 
KINESIPATHY. 
2. No 1 grasp!—guard! 
As the stride-grasp is always done by one person only, the pupil who 
executes the grasp must he specified. When the grasp from the same 
guard position has been several times repeated, the opponent removes 
at the order three paces backward ! the distance is again taken, and 
then follows— 
3. No. 2 GRASP ! GUARD ! 
On which No. 2 grasps. Then follows the change of the guard and 
the repetition of the grasp, first, of No. 1 and then of No. 2. 
4. Face about ! march ! 
Fifth lesson. 
An exercise consisting of mutual stemming and pulling, with repeti- 
tion of the previous lessons. 
1. Stem with arm-grasp right (left) foot forward: march! 
As in the previous lessons. 
2. Grasp!—stem! 
The opponents take hold of each other with the arm-grasp, and at 
the order, “ stem,” begin to thrust each other from the place by mutual 
straight stemming (with arms and feet). When this has lasted a few 
seconds, the order is— 
3. Halt!—guard! 
At “ halt,” the stemming ceases, but at “ stem1'1 it again begins. At 
“guard” the wrestlers let go, place themselves on guard position, and 
take the distance. 
Then follows the change of the guard, and the stemming is resumed; 
the order is— 
4. Face about!—march! 
5. Pull with arm-grasp, right (or left) foot forward : march ! 
Approaching, etc. 
6. Grasp!—pull! 
As in 2, with this difference, that the opponents now try to pull each 
other from the spot; the rest as in 3 and 4. 
The stemming and pulling are combined with arm-grasp, because this 
exercise is used later under this form in the contra-wrestling; but it 
can be practiced also under other forms, as, for instance, the stemming 
can be done by the mutual placing of the hands on the shoulders for- 
ward also, and the pulling with the hands grasped. 
In the following lessons the exercises are done as in the previous lessons, 
but the wrestling itself follows at an order; therefore the pupils of each 
section are to be placed at a little greater distance, so that, after the 
approaching, the wrestling pairs are about three paces from each other, 
Sixth lesson. Wrestling at the icord of command. CONTRA-WRESTLING. 
171 
а. With arm-grasp. 
1. Wrestle with arm-grasp right (left) foot forward: march! 
2. Grasp ! 
3. Wrestle!—halt! 
After “halt,” follows (after a short pause) either the command 
“wrestle,” or— 
4. Guard ! and then— 
5. Guard change !—grasp ! wrestle ! etc. 
б. Face about !—march ! 
h. With the grasp of the hack. 
As in a, only done with the grasp of the back. 
c. With stride-grasp. 
As in a, only when grasp! is ordered, the No. that has to execute 
the stride-grasp must be specified. 
CONTRA-WRESTLING. 
The contra-wrestling consists in this, that each wrestler tries to 
throw his opponent down, or to compel him to acknowledge himself 
vanquished. It is advisable in these exercises to allow only one pair, 
or at most two or three, to wrestle at once, partly for the sake of order 
and necessary superintendence, and partly that there may be alternate 
recreation for the single wrestling pairs. At the commencement, each 
pair of wrestlers should he as near as possible of the same height; after- 
ward they should be of unequal height, so that even the shortest and 
the tallest should form one wrestling pair. Care must be taken that the 
struggle shall not be a vulgar street fight, but a real wrestling, the 
antagonists trying, by the strength and flexibility of their limbs, by 
pulling, stemming, jerking, pushing, heaving, bending sideways, press- 
ing, and similar actions, to throw each other down, and to keep them- 
selves firm on the ground. All unnecessary grasps, all pushing with 
the feet toward the limbs or body of the opponent, all pinching, 
scratching, tearing, must be avoided. If the teacher should observe 
any fault committed against the rules, he must instantly stop the fight 
by the order halt ! 
First lesson. Contra-wrestling, with the application of a previously- 
determined grasp. 
a. Contra-wrestle with arm-grasp: march! 
The opponents approach each other, and, without waiting for a 172 
KINESIP ATHY. 
further order, they place themselves on guard at a distance, and it 
depends upon each of them to choose the moment of attack. 
b. Contra-wrestle with back grasp : march ! 
Executed as in a, with the application of the grasp of the back, and 
it depends upon each of the wrestlers to make this grasp inside or out- 
side of the arms of his opponent, or inside of one and outside of the 
other. 
Second lesson. Free contra-wrestling. 
Contra-wrestle: march! 
The opponents approach other without a further order, and begin the 
fight, each choosing the moment and the manner of attack (with the 
permitted grasp). During wrestling each pupil, may pass to another 
method of attack, and he may try to liberate himself in order to make 
this new attack. 
As a further exercise, a fight between several wrestlers may be 
ordered, so that each may choose his opponent in the opposite party; 
a mutual assistance may take place, etc.; but to prevent this exercise 
becoming a common street fight, not more than from six to eight 
wrestlers should be formed, into two parties of from three to four each. 
AESTHETIC GYMNASTICS. 
Under this head will be mentioned only a few elementary exercises 
of the aesthetic gymnastics, although these consist entirely of free ex- 
ercises, and therefore an explanation of this part of gymnastics is very 
incomplete when restricted only to the following paragraphs. 
We must observe that the exercises of the aesthetic gymnastics in 
general, and these elementary exercises, are not done at the word of 
command, but the teacher, after having explained and even shown the 
exercise which is to he done, designates it only by a clear and intelli- 
gible expression, and by a second expression (for instance, place !) he 
directs the action to be commenced. 
If the exercises consist of several parts, they are to be distinguished 
by ONE, TWO, THREE, etc. 
Instead of this counting of the parts and the directions to begin, the 
teacher may also give suitable hints by looks and gestures; thus, by 
the direction of his arm, or the quickness and manner of its motion, ho 
may point out the exercise which is to he done. 
The execution of the following elementary exercises is done by all AESTHETIC GYMNASTICS. 
173 
the pupils simultaneously and equally, so that each action is begun by 
all at the same moment, and is executed in the same time. 
First lesson. Foot positions. 
In all the following foot positions, the feet must be placed at a right 
angle to each other. 
1. Face positions. 
At One, to the right forward ! Two, right backward ! Three, 
LEFT forward! FOUR, LEFT BACKWARD! FlVE, FUNDAMENTAL POSI- 
TION ! The movements must be neither stiff nor heavy. An interval 
of the length of the foot should be strictly kept from heel to heel. 
2. Walk positions (fig. 57). 
Fig. 57. 
One ! Eight foot is placed forward in a curve, with an easy and 
moderately quick swing, while the heel is raised forward in such a way 
that when set down it is one length of the foot distant from the toes 
of the left foot, which has remained still. The weight of the body is 
thus thrown on the forward foot, and the heel of the back foot is a lit- 
tle raised. 
Two! The right foot is brought in a curve, and with the heel raised 
so far backward that its toe is distant one length of the foot , from the 
heel of the foot which remained fixed; then follows a sinking of the 
right heel, while the weight of the body is thrown on the same foot, 
and the heel of the anterior foot is a little raised. 
Thkee ! From position two ; the left foot is brought in a curve be- 
hind the right, in a similar manner as in two. 
Four! The left foot in a curve before the right foot, and finally— 
Five ! The left foot in the fundamental position. 
3. Standing positions (fig. 58). 
Fig. 5S. 174 
KINESIPATHY. 
One ! The right foot is brought from the fundamental position in a 
short curve, in such a manner before the left that its heel touches the 
middle of the inner edge of the left foot. 
Two! The right foot in a curve behind the left, so that it touches 
the heel of the latter with its own middle part. 
Three ! The left foot from position two, in a curve behind the right, 
so that it touches with its middle part the heel of the right. 
Four ! The left foot in a curve forward till it touches with its heel 
the middle of the inner edge of the right foot. 
Five ! The left foot in fundamental position. 
In all standing positions the weight of the body is to be thrown on 
the foot which is placed forward. 
Second lesson. Head turning. 
1. Turning of the head to the right and to the left. 
The head turns with the face to the specified side, first with the eyes 
In the same direction, and then with the eyes in the opposite direction. 
2. Turning of the head to the right upward, and to the left upward. 
The movement consists of turning and backward flexion of the head 
done simultaneously; the eyes following the movement. 
3. Turning of the head to the right downward, and to the left down- 
ward. 
The movement consists of turning and forward bending of the head; 
the eyes following. 
Third lesson. Hand twisting. 
Executed with the arms raised easily forward as high as the chest, 
first with one hand, then with both. 
One! -The arms are raised without straining, the hands horizontal 
(knuckles down). 
Twto ! The hands are turned knuckles up. 
Three! The hands are turned with the knuckles outward, and 
the thumbs upward. 
Four! The hands are turned knuckles inward, and thumbs down- 
ward. 
Five ! Turn back the hands into the position one, and then bring 
down the arms into the fundamental position. All movements are well 
rounded, and the hands must not be kept stiff. 
Fourth lesson. Raising of the arms. 
One ! Parallel forward at the height of the chest. 
Two ! Parallel to the left at the height of the chest. 
Three ! Parallel to the right at the height of the chest. 
Four ! Parallel upward at the height of the head. 
Five ! Diverging sideways at the height of the chest. .ESTHETIC GYMNASTICS. 
175 
Six! The fundamental position. 
The bringing of the arms from one position into another is done in 
flat curves; the arms are neither stretched firmly nor bent at an angle. 
The hands are gently and naturally arched or vaulted, and in the first- 
turn position. The eyes generally follow the direction of the arms ; in 
fire, they are directed straight forward. 
The position of the feet, either the fundamental or the first -standing 
position. 
We must observe that the elementary movements for the arms are 
not at all exhausted by these instances. 
The arm movements form in the aesthetic gymnastics a very large 
field of exercises. 
The movements of the trunk which belong to this division are the 
same as those mentioned in I., D, hut they are modified in different 
ways, principally by compositions of the different directions of the 
movement. 
We mention here a few combinations in which the trunk participates. 
Fifth lesson. Bows. 
a. Bows on the spot. 
1. In the first stand position. 
One ! The upper part of the body bends gently forward, without 
twisting the shoulders; the knees stretched; the arms slightly bent, and 
hanging down a little in front; the hands slightly curved; the eyes 
directed first straight forward, and then, during the how, downward. 
When the how is finished, the upper part of the body is raised, and the 
eyes again directed forward. 
Two! The bow is done in a similar manner to the right, the body 
being turned a little in this direction (hut only the eighth part of a 
circle). In the last moments of the turning the bow begins. As soon 
as the body is again raised, follows— 
Three! Turn and bow to the left, and when the body is again 
raised, return to the fundamental position, or second stand position. 
2. In the first walk position. 
One ! While the right foot is being placed in the first walk position, 
in the last moments of this movement, the how begins (straight for- 
ward) as in the stand position; but the knee of the anterior foot is a 
little bent, and only the right arm hangs down as before, while the 
other is slightly raised and the hand brought near the chest, or it may 
press easily against it. During the raising of the body, the forward 
foot is brought backward into the fundamental or second stand position. 
b. Bow with stepping forward. 
1. With three paces forward. 176 
KINESIP ATHY. 
Begin with the left foot; walk forward three paces. As soon as the 
third pace is done, and consequently the left foot is in advance, instead 
of the fourth pace the right foot is drawn forward in a slight curve to the 
second stand position, and at the same moment the bow is performed, and 
is finished as soon as the right foot is fairly placed on the ground; then 
immediately this foot is brought back in a curve in the second stand or 
fundamental position, while the upper part of the body raises itself from 
the bow. 
2. With unlimited stepping. 
As in 1, only that the pupil walks forward from a farther distance, 
in a free and graceful walk. 
Sixth lesson. Arm and hand movements, with foot positions. 
1. Pace positions, with arm raising (figs. 59, 60). 
Fig. 59. 
Fig. 60. 
One! Place into the pace position to the right forward. While the 
right foot is put down, the heel of the left is raised and turned inward, 
so that the foot is directed a little outward. At the same time the 
weight of the body is thrown on the forward (right) foot, the arms are 
slightly raised, and brought into the first position of arm raising, the hands 
in the first position of the hand turning, hut forming at the joint a small 
angle downward. The upper part of the body and the eyes are turned 
in the direction of the anterior foot.. 
Two! This action consists of two parts, viz., first return into the 
fundamental position, and, secondly, take the pace position to the right 
backward. The weight of the body is on the back (right) foot, and the 
heel of the forward (left) foot raised and turned inward (forward). The AESTHETIC GYMNASTICS. 
177 
arms are raised as before, but the hands are turned in the second posi- 
tion of the band-turning, and at an angle directed a little backward 
(fig. 60).' 
TnnEE! and four ! are executed respectively as one and two, only 
the left foot makes here the movements. 
Seventh lesson. Other easy combinations. 
1. Pass position to the half right, with turning of the trunk to the 
right backward, and the arms parallel downward in the second hand- 
position. The head is turned with the trunk; face and eyes directed 
downward. 
The same action in the pass position to the half left. 
2. Pass position to the half right, with twisting of the trunk to the 
left forward, and turning of the head to the left upward ; parallel raising 
of the arms to the left upward in the 
second position of the hands, and at 
an angle backward. 
The same action in pass position to 
the half left. 
3. Pass position to the half right, 
raising of the heel of the back foot, 
which is turned a little inward, turn- 
ing of the trunk to the left forward, 
and of the head to the left upward; 
left arm raised in the “ shelter'1'1 posi- 
tion, with strong flexion at the elbow; 
the right arm stretched, and a little 
back; both hands clenched; the left 
with the knuckles upward, the right 
with the knuckles downward (fig. 61). 
Fig. 61. FEET IN FIRST POSITION — HANDS AT REST. PART IT. 
CALISTHENICS. 
Any ingenious teacher or person, aided by the explanations already 
given, can readily arrange a set of exercises adapted to the condition 
of almost any individual, or to the circumstances of a class, family, or 
school. 
The following examples are, therefore, presented as specimens of 
calisthenic exercises which may he conveniently adopted, rather than 
as examples to be implicitly copied. The intelligent physiologist can 
easily suggest a hundred others equally valuable. 
It should always, however, he recollected that the object in view is 
to give all parts and organs their proportionate degree of exercise; 
hence, in all of our arrangements, we should contemplate as great a 
variety of motions as possible. 
The exercises more especially known as calisthenic are peculiarly 
adapted to those of our American females whose contracted chests, 
“waspish waists,” and dyspeptic stomachs are the sad diagnostics of 
deficient exercise and imperfect breathing. 
No observing physiologist can promenade Broadway, nor, probably, 
any other fashionable thoroughfare of an American city or village, 
without noticing the artificial deformity of most of the females he 
passes. Generally they are “ caved in” around the region of digestion 
and respiration—at the very center and source of vitality—where, of 
all places, they should he round, full, plump, unconstrained, and well 
developed; and they are just to that extent insured a feeble frame and 
morbid tendency, with an absolutely sure passport to a premature 
grave. 
F these unfortunate victims of disease, ignorance, folly, or fashion 180 
CALISTHENICS. 
would be restored to renewed vigor of constitution, with a promise ot 
a reasonable length of days, and tlie capacity to propagate a healthy 
and virtuous, instead of a sickly and vicious race, they must at the 
same time recover symmetry and beauty of form and figure. 
To accomplish this general result, notwithstanding the great benefit 
to be derived from such auxiliaries as diet, bathing, etc., calisthenic 
exercises ought never to be omitted. Indeed, the term is derived from 
two Greek words signifying beauty and strength. 
The apparatus usually employed in these exercises consists of dumb- 
bells, backboard, clubs, wands or poles, triangles, and the elastic cord, 
weights, etc. 
It is, however, better for the pupil not to resort to apparatus of any 
description until a proficiency is acquired in the various exercises which 
are performed without; hence we may conveniently distinguish calis- 
thenic exercises into those which are performed without, and those 
which are performed with, apparatus. 
EXERCISES WITHOUT APPARATUS. 
When these exercises are performed in classes, the leader or teacher 
should arrange the pupils so that each will have •room without hit- 
ting each other’s hands, and give the word of command, to he repeat- 
ed for each movement, until all 
members of the class can perform 
it with the nicest precision and 
exactitude. 
First Position — “Attention /” 
When this command is given, the 
pupil is to square the shoulders, 
place the heels slightly apart in line, 
the toes out to an angle of sixty 
degrees, the knees straight, the 
arms hanging easily by the side, 
and the hands open to the front. 
The chest must be slightly inclined 
forward, the abdomen moderately 
drawn in, the head erect, the eyes 
looking directly forward, and the 
_ 
•» tg. *. 
„ 
Fig. l. 
ATTENTION 
MILITARY 
POSITION. EXERCISES WITHOUT APPARATUS. 
181 
weight of the body resting more on the fore part of the feet than on 
the heels (fig. 1). 
The preceding is substantially the “ military position ” which brings 
the ear, shoulder, hip, knee, and ankle into a line, as seen in fig. 2. 
First Exercise.—“ Chest Expansion!” 
The object here is to expand the lungs and increase the flexibility of 
all the muscles of the chest, and 
those of the abdominal and dorsal 
region which are concerned in res- 
piration. 
Take full, deep inspirations, retain 
the air in the lungs when fully in- 
flated as long as possible, and then 
let the breath go out steadily and 
slowly; at the time beat the chest, 
abdomen, and back with the hands, 
gently in front, but smartly on the 
sides and back, as represented in 
figs. 3 and 4. 
This exercise may be kept up 
during two to six respirations. 
This move, combined with local 
gymnastics, is one of the best preventives of consumption. 
Second Exercise.—“Chest Extension!” 
This exercise com- 
prehends several move- 
ments of the arms, all 
i of which are intended 
to stretch the muscles, 
ligaments, etc., more 
particularly of the 
upper portion of the 
chest. The most im- 
portant movements 
consist in holding the 
arms as nearly perpen- 
dicular to the body as 
possible, and then 
throwing the hands and 
a-ms backward a num- 
Fig. 3. 
Fig. 4. 
CHEST EXPANSION. 
CHEST EXPANSION. 
Fig. 5. 
Fig. 6. 182 
CALISTHENICS. 
her of times with considerable force. It is useful for the pupils to 
count aloud with each backward motion, till the num- 
ber of counts reaches twenty, thirty, or forty. Fig. 5 
shows the commencing position, the hands being open 
and the palms together. When the word is given, the 
hands and arms are to be thrown violently backward, 
striking the backs of them together behind, if possible, as 
in fig. G. Then, from the same commencing position, 
strike the elbows together behind, or endeavor so to do, 
as in fig. 7. These motions expand the chest in the line 
of the “ collar” bone, flatten the shoulder-blades, and thus 
tend to cure the deformity of too “round shoulders,” as 
Avell as enlarge the breathing capacity. 
Females who have contracted the diameter of the chest 
by tight lacing will find this exercise particularly service- 
able. I have had many patients whose vital circumfer- 
ence was increased three and four inches in as many 
months by these exercises, combined with other appropriate hygienic 
medication. 
TniRD Exercise.—“Arms Down!” 
Place the arms as in the position of 
“attention” (fig. 1); then, at the word 
of command, throw them forcibly 
downward (the hand being closed 
meanwhile), as in fig. 8. The move- 
ment may be repeated from ten to 
twenty times, and if the pupil counts 
with each downward motion, the 
voice is also improved as well as the 
breathing. 
Fourth: Exercise. — “Hands to 
Breast!” 
This exercise commences with the 
“arms down,” as shown in the pre- 
ceding figure, from which position 
they are brought forcibly up the breast, as in fig. 9, repeating the mo- 
tion several times with counting. 
Fifth Exercise.— ‘Arms Outward!” 
Place the arms ai n the preceding position, and, at the word of 
Fig. r. 
Fig. 8. 
Fig. 9. EXERCISES WITHOUT APPARATUS. 
183 
command, throw them out laterally as far as possible, as in fig. 10. The 
counting may be done with the outward motion, which may be from 
ten to twenty times repeated. 
Sixth Exercise.—“Arms Upward!” 
Place the arms as in the “ hands to breast” 
position; then, at the word of command, 
throw the arms upward as far as possible, 
without raising the heels from the floor, as in 
fig. 11. 
Fig. 11. 
Fig. 10. 
This movement may be repeated with counting, as in the preceding 
cases; and then all of these arm exercises, and others yet to be men- 
tioned, may be made in rapid succession. 
Seventh Exeecise.—“Hands to Shoulders!” 
At the word of command, the hands being 
in the first position (see “Attention!”), raise 
the hands and bring the points 
of the fingers in a line with, 
and pointing toward the shoul- 
ders, as in fig. 12. 
The head should be kept 
erect, the shoulders well back, 
the elbows close to the side, 
and the body slightly inclined 
forward. 
Eighth Exeecise.—“Hands 
Perpendicularly!” 
PW,e the hands in any of 
Fig. 13. 
Fig. 12. 184 
CALISTHENICS. 
the preceding positions; then, on the word being given, carry one hand 
and arm in front of the waist, a few inches from the body, and the 
other six inches above and over the head, and as far back as possible, 
as in fig. 13. 
Then reverse the positions of the hands, counting at each change. 
Begin these motions very slowly, and, after a little practice, gradually 
increase in rapidity, and ultimately perform them as rapidly as possible. 
Ninth Exeecise.—“Arms Circularly!” 
This movement stretches the shoulder and elbow-joint, and is per- 
formed by extending the arms forward at right angles with the body, 
the palms of the hands turned toward each other, then rotate the arm 
on the shoulder-joint, as in figs. 14 and 15. 
Fig. 14. 
Fig. 15. 
Count one at each rotation, and turn the hands, during the move- 
ment, as far as possible both ways, so as to secure the rolling motion 
of the muscles of the arm and joints. After the movements have been 
performed several times in one direction, reverse it, and make as many 
motions in the opposite direction. Keep the palm of the hand down 
whenever the arm is raised. 
The “ elbow whirl” may be performed, as a variation of the above. 
Place the elbows on the hips, and then swing the forearms in a circle, 
as in fig. 16. 
Pedestrians may perform these circular motions with excellent effect 
in strengthening feeble respiration and improving weak digestion, 
while walking up hill or on an uneven surface. EXERCISES WITHOUT APPARATUS. 
185 
Tenth Exercise.—“Lateral Body Swing!” 
This movement consists in bending the body from side to side, the 
arms being extended, as ir fig. 17. The movement should be performd 
very slowly at first, count jig in a prolonged monotone to correspond 
with the bodily motion. 
Eleventh Exercise.—“Backward Incurvation!” 
In this exercise the anterior part of the trunk of the body is extend- 
ed to the utmost, while the spinal column is correspondingly flexed. 
Fig. 18. 
Fig. 16. 
Fig. IT. 
Place the closed hands firmly at the small of the hack, then bend 
backward as far as possible, as in fig. 18. As the trunk is thrown 
backward, the head must be inclined moderately 
forward. 
The counting should be done with the backward 
motion only. This movement should always be per- 
formed slowly. 
Eleventh Exercise.—“Forward Incurvation!” 
After raising the arms and throwing the body mod- 
erately backward, throw the body forward (fig. 19). 
The knees are to be kept straight, and all the flexion done on the hips 
and vertebral joints. 
Twelfth Exercise.—“First Foot Position: Sink!” 
The “foot positions,” of which Jive are recognized by teachers as 
Fig. 19. 186 
CALISTHENICS. 
important, are calculated to give strength and elasticity to the feet and 
legs, and, indirectly, ease, grace, and elegance to the whole carriage. 
They are also good preparatory exercises for walking or dancing. 
The first position is shown in fig. 20 ; the heels are placed together, 
and the toes turned out, so as to 
form a straight line. When the 
word of command, “ Sink!” is giv- 
en, the pupil bends the knees as 
much as possible without throwing 
the feet out of line. The bending 
may be repeated several times, and 
it is useful also to count. 
On first commencing this exercise 
the pupil may not be able to throw 
the toes quite out to a straight line, 
and in this case they should be 
turned only so far as may be with- 
out rendering the body unsteady. 
A little practice will, however, soon 
enable almost any person to assume 
the position with ease and comfort. 
Thirteenth Exercise.—“Second Foot Position: Sink!” 
Place the feet as in the preceding position; move one foot sidewise 
about its length (fig. 21), then bring the other foot to the heel of the 
advanced one, and bend the knees as before. This may be repeated 
several times. Then reverse the feet 
and repeat the same movement an 
equal number of times. 
Fourteenth Exercise.—“Third 
Foot Position: Sink!” 
Place the feet as represented in 
the figure of the second foot posi- 
tion, then drawr the heel of the right 
foot to the ankle of the left, resting 
it' on the floor, as in fig. 22. 
When the word “sink!” is pro- 
nounced, the knees are to be flexed 
as much as possible, and repeated, 
with counting, several times. Next 
change positions of the feet, and re- 
Fig. 20. 
Fig. 21. 
Fig. 22. 
Fig. 23. EXERCISES WITHOUT APPARATUS. 
187 
peat the flexions the same number of times. The toes are to be kept 
well out, and the instep curved. 
Fifteenth Exercise.—“Fourth Foot Position: Sink!” 
Assume the third foot position, then move the right foot forward 
about its own length or a little more, keeping the toe back and the 
heel forward, as in fig. 23. At the word “sink!” the knees are to be 
bent as much as nossible, as in the preceding positions. After repeat- 
ing the flexions several times, change the feet and 
repeat the same number of times. 
Sixteenth Exercise.—“Fifth Foot Position: 
Sink!” 
Take the first foot position, draw the heel of the 
right foot so that it shall touch the toes of the left 
as nearly as possible, as in fig. 24; then bend the 
knees, as in the preceding positions. This position, 
and also the first, should be practiced much by those 
whose toes are turned too much inward. 
When the pupils have become proficient in all of 
. the five positions, they should perform them suc- 
cessively, first with one foot, then the other, several 
times, counting with each movement. 
Seventeenth Exercise.—“Front Leg Angle!” 
Place the hands on the hips, then raise them, and extend the right 
Fig. 24. 
rig. 25. 
Fig. 26. 188 
CALISTHENICS. 
foot forward, as nearly at right angles with the body as possible, as in 
fig. 25, and then the left, and so alternating ten or twelve times. 
Counting should be performed in this and the three succeeding exer- 
cises. 
Eighteenth Exercise.—“Side Leg Angle!” 
Place the hands on the hips as before, then raise the right and left 
leg alternately, as in fig. 26, repeating ten or twelve times. 
Nineteenth Exercise.—“Back Leg Angle!” 
With the hands on the hips, raise the right 
and left knee alternately 
as high as the hips, as 
in fig. 27, and then 
throw it backward as 
far as possible, repeat- 
ing ten or twelve times. 
Nineteenth Exer- 
cise.—“ Cross Legs!” 
With the hands on 
the hips, throw the 
right leg across the left 
in front, as in fig. 28, 
then across behind, and 
so alternating ten or 
twelve times. Next 
stand on the right leg and repeat the motions with the left. 
Some prefer counting one to each front movement, and two to the 
backward motion, in this exercise. 
Fig. 28. 
Fig. 27. 
CALISTHENICS WITH APPARATUS. 
When the pupils have become sufficiently familiar with the exercises 
already explained, the muscles concerned in the various movements 
may be still more invigorated by the use of such apparatus as calls 
them into still more forcible action. 
The most convenient, and, for general purposes, the most important, 
appliances for this purpose are the weights or dumb-bells. 
These are made of iron or lead, and kept in the hardware stores of CALISTHENICS WITH APPARATUS. 
189 
various sizes. But a better contrivance are those constructed of a 
wooden statf, with two hemispheres at each end, opening and closing 
with screws, so that they may be loaded 
to suit any person, adult, youth, or child. 
The plan is shown in fig. 29. 
The dumb-bells, or any other conve- 
nient weight may be employed, while 
the pupil performs all the movements given in the calisthenic depart- 
ment of this work. 
At first, however, it is advisable to practice on those which act more 
particularly on the chest and upper extremities and the muscles of 
locomotion, as represented in figs. 30 and 31. 
Fig. 29. 
Fig. 30. 
Fig. 81. 
When the weights are extended horizontally, the pupil may march 
to counting or music; and in the balancing attitude the pupils can keep 
time to music or counting by changing the weights up and down, or a 
word of command, “ right up ! left up /” may be given by the teacher 
Carrying weights on the head is an excellent method of strengthen- 
ing the spinal column, and giving a perfect and graceful balance to all 
the muscles of locomotion. A sand-bag or any other convenient con- 
trivance will answer. The pupil may practice walking, and then skip- 
ping gnd dancing, with weights on the head. 
In allusion to the practice of the people in some of the Eastern na- 
tions, a late writer remarks: 
“Peasant Women of tiie East.—Nothing contributes so much to 
the uprightness and elegance of figure so remarkable in the peasant 
women of Syria and Egypt as the common practice of carrying water 190 
CALISTHENICS. 
on their heads. So far from giving a curve to the spine, depressing the 
neck, or in any wise shortening the trunk of the body, the resistance 
of the muscles seems to increase in proportion to the pressure, and 
much elasticity of action is the result. In some places the springs are 
often a quarter of a mile from the villages, and much below them, so 
as to render the ascent very toilsome; yet every day in the week may 
be seen girls and women carrying these jars, containing not less than 
fifteen quarts of water, on their heads, with a natural pace not exceeded 
by the studied walk of a stage-dancer. A favorite manner with them, 
when seen by men and when wishing to be coquettish, is to place both 
thumbs through the jar handles, which has a very statue-like appear- 
ance. When unobserved, they generally tuck up their gowns all round, 
showing their pantaloons. If in their best clothes, they are seen with 
silver bracelets instead of glass ones, and with similar rings around 
their ankles; with a silver relic case hanging at their bosom, with long 
sleeves to their gowns, and over it, if in winter, a cloth vest; if in 
summer, one of bombazine, with ear-rings, and with a species of orna- 
ment not known in England or France, silver rims of mail or of coins 
which take in the oval of the face from the temples to the chin, and 
have a very pretty effect. The girdles are fastened by two silver bosses 
as large as the bottom of a tumbler, and they wear on their feet a pair 
of yellow slippers.” 
For invalids who have weak backs and are troubled with shortness 
of breath, the practice of carrying weights on the head may be alter- 
nated with that of perfect repose in the horizontal position. Lie down 
on the floor, or on a hard mattress, flat on the hack, with the arms ex- 
tended, and the feet sufficiently apart to afford the utmost quietude of 
the muscular system. 
And this position may be advantageously alternated with lying on 
the belly, the face raised by the hacks of the hands placed under the 
forehead. Each position may be maintained from one to five minutes. 
Playing “graces,” and hall, and tossing weights are very pleasant 
variations of exercises. 
BACKBOARD EXERCISES. 
Fig. 82. 
The long backboard is represented 
in fig. 32. The length varies from 
three and a half to six feet; the flat BACKBOARD EXERCISES. 
191 
part should reach across the hack part of the shoulders, and the handles 
be long enough to hold for the hands to grasp easily when the arms 
are extended. In some cases of deformity and spinal incurvations they 
are made short and broad, and fastened to the back and shoulders, and 
again around the waist, with straps. 
The following are the most important of the longioard exercises: 
The pupil is first to take the long 
backboard by the handle, with the 
left hand, placing the right hand on 
its top, while the other end rests on 
the floor, as in fig. 33. 
When the word “attention!” is 
given, the heels are to be placed in 
line, and the backboard is to he 
brought in front, as in fig. 34. 
The arms are to he extended as 
far as possible, with the backs of 
the hands in front. 
The word of command may then be “ascend!” when the backboard 
is to he slowly raised to a horizontal position over 
the head, as in fig. 35. The body is to be kept 
perfectly erect, and resting rather more on the 
fore part of the feet than on the heels. 
The word may next be “descend!” at which 
the backboard is to be brought down gradually 
across the hack part of the 
shoulders, still keeping the 
same position, as in fig. 36. 
These positions may be re- 
peated and alternated at 
pleasure, when the command 
“steady!” maybe given, at 
which the position of atten- 
tion is to be taken by the 
pupils. 
The club practice, as ex- 
plained in a former part of 
this work, may be pleasantly alternated with the backboard exercises. 
Fig. 33. 
34. 
Fig. 35. 
Fig. 36. 192 
CALISTHENICS. 
EXERCISES WITH THE TRIANGLE. 
The triangle is a round, smooth bar of wood, attached to a cord at 
each end, as in fig. 37. The cord, 
uniting above, is passed over a pulley, 
so that it may be raised or lowered at 
pleasure. 
The following directions for prac- 
tice, copied from “Fitzgerald’s Exhi- 
bition Speaker and Gymnastic Book,” 
are the best I have seen: 
“First Practice. One. The bar 
being lowered to a little above the 
knees, the pupil should be requested 
to grasp the bar firmly with both 
hands, the backs of the hands being uppermost, the arms straight, and 
the body erect. 
“ Two. The arms are to be gradually bent, and the bar raised until 
it is about breast high; then the pupil should incline the body forward, 
and step round upon the toes, gradually 
increasing the speed until a tolerable velocity 
is acquired, when she must stop herself by 
throwing the body backward, as in fig. 38, 
and stepping shorter. 
“ Three. Repeat the last exercise, but in- 
cline the body backward, instead of for- 
ward, at starting. 
“Second Practice.—The triangle being 
raised to the same height as the pupil’s 
head, the bar is to be grasped with both 
hands, near to the cord, the back of the 
hands being to the rear, and the thumbs 
inside. The heels are to be brought in a 
line and closed, the knees straight, the toes 
turned out at an angle of sixty degrees, and 
the head erect. 
“ One. Raise the left heel until the leg is parallel to the floor, both 
knees in a line, and the sole of the left foot perpendicular, and looking 
backward. 
Fis-ST 
Fig. 38. 193 
“ Two. Reverse the last exercise, by raising the right foot instead of 
the left. 
“ Repeat the exercise from two to one, and from one to two, several 
times before commencing three, and each time remain in either position 
for a minute or more. 
“ Three. Raise both heels off the ground, and remain on the toes, 
while the instructor counts ten slowly; then bring the heels gradually 
down. Repeat this exercise several times for ten minutes.” 
Wands or poles, or the elastic cord, of more modern introduction, 
can he employed on the principles which regulate the other exercises 
with apparatus. 
EXERCISES WITH THE TRIANGLE. POSITIONS IK PUBLIC SPEAKIKG. PART V. 
YOCAL GYMNASTICS. 
All persons who are not, yet would be, good speakers, readers, or 
singers, should practice vocal gymnastics. These exercises, when cor- 
rectly performed, not only give strength, tone, purity, and flexibility to 
the voice, but are very conducive to general health also. 
Very few public speakers are ever injured by the mere amount or 
degree of vocal efforts; but many, very many, are injured by an erro- 
neous and unphysiological method of exerting the respiratory organs 
in the acts of speaking, reading, and singing. 
Any person can exercise the voice with a power exactly proportioned, 
other circumstances being equal, to the number of muscles brought into 
equal and harmonious action. 
It is not the loud so much as the clear voice that is heard at a great 
distance. Those who make the greatest effort in the act of speaking, 
and those who almost stun us with a loud, harsh, explosive noise, are 
never well heard in a large assembly, nor are they ever capable of well 
sustaining a very prolonged speech, while many persons, with seem- 
ingly very little exertion comparatively, will be heard at a much greater 
distance, and will make a whisper audible to every person in a large 
crowd, even amid a great amount of noise and confusion on the part 
of the audience. All this is done simply by using the vocal apparatus 
to the best advantage. 
Hoarseness, bronchitis, “throat ail,” “ clergyman’s sore throat,” etc., 
which so frequently afflict and disable public speakers, are, in nearly 
every case, the consequences of constipating food, overloaded stomachs, 
or an improper method of using the vocal organs. 196 
VOCAL GYMNASTICS. 
Sometimes all of these causes co-operate, and in many cases the lat- 
ter cause alone ruins the voice and destroys the health. 
I have in several instances been instrumental in restoring clergymen 
whose voices had so failed as to render preaching impossible, by calling 
their attention to the process of natural breathing, and directing them 
to apply such exercises and manipulations as would call all the mus- 
cles concerned into vigorous action. 
It is most unfortunate that so large a proportion of the children of 
our primary schools, and also the youth in our select and boarding- 
house schools, are vitiated in their educational exercises and habits. 
Very few teachers, so far as my observation extends, have any method 
for the development and cultivation of the elocutionary powers of their 
pupils, beyond a mere routine of mechanical rules; and fewer still are 
sutficiently acquainted with the physiology of breathing or the philoso- 
phy of voice and speech, to keep their scholars from acquiring false 
and unnatural habits, which it sometimes requires years of patient and 
persevering training to overcome. 
For these reasons Vocal Gymnastics seem to be among the desiderata 
in this age of perversions. 
Although great improvements in our whole mode of common school 
education, so far as the principles of physiology and the rules of health 
are concerned, have been introduced within a few years, still a truly 
physiological manner of teaching elocution is nowhere, to my knowl- 
edge, fully recognized. 
The following remarks on the subject of good reading, by that 
admirable teacher and genuine philanthropist, Hon. Horace Mann, 
atford food for profitable reflection: 
“ The idea which came down to me from our ancestors, and which 
has generally prevailed until within a few years, was, that Common 
District Schools are places where the mass of the children may learn 
to read, to write, and to cipher. 
“In regard to the first of these studies—Reading—how imperfect 
was the instruction given! Good reading may be considered under 
three heads—the mechanical, or the ability to speak the names of 
words on seeing them; the intellectual, or a comprehension of an 
author’s ideas; and the rhetorical, or the power of giving, by the tones 
and inflections of the voice and other natural language, an appropriate 
expression to feeling. Now most men, whose common school educa- 
tion closed twenty or twenty-five years ago, will bear me out in saying 
that the mechanical part of reading was the only branch of this accom- 
plishment which, in the great majority of our schools, was then attended VOCAL GYMNASTICS. 
197 
to. The intellectual part, which consists in seeing with the mind’s eye, 
and whose subject, broad, ample, unshadowed, just as the author saw 
it, was mainly neglected. Consider what a wonderful, what an almost 
magical boon a writer of great genius confers upon us when we read 
him intelligently. As he proceeds from point to point in his argument 
or narrative, we seem to be taken up by him, and carried from hill-top 
to hill-top, where, through an atmosphere of light, we survey a glori- 
ous region of thought, looking freely, far and wide, above and below, 
and gazing in admiration upon all the beauty and grandeur of the scene. 
But if we read the same author unintelligently, not one of the splen- 
dors he would reveal to us is pictured upon the eye. All is blank. 
The black and white pages of the book are, to our vision, the outside 
of the universe in that direction. I never attended any hut a common 
school until I was sixteen years of age, and up to that time I had never 
heard a question asked, either by teacher or scholar, respecting the 
meaning of a word or sentence in a reading lesson. In spelling, -when 
words were addressed singly to the eye or ear, we uttered a single 
mechanical sound; and in reading, when the words came in a row, the 
sounds followed in a row; but it was the work of the organs of speech 
only—the reflecting and imaginative powers being all the while as stag- 
nant as the Dead Sea. It was the noise of the machinery thrown out 
of gear, and, of course, performing no work, though it should run on 
forever. The exercise had no more significancy than the chattering ot 
magpies or the cawing of ravens; for it was no part of the school in- 
struction of those days to illustrate and exemplify the power and co- 
piousness of the English language, and, out of its flexible and bright- 
colored words, to make wings on which the mind could go abroad, 
through height and depth and distance, exploring and circumnavigating 
worlds. 
“ Nor was our instruction any better in regard to the rhetorical part 
of reading, which consists in such a compass of voice and inflection of 
tone as tend to reproduce the feelings of the speaker in the minds of 
the hearers. There is this difference between the intellectual and the 
rhetorical part of reading: the intellectual refers to our own ability to 
perceive and understand ideas, arguments, conclusions; the rhetorical 
refers to the power of exciting in others, by our own enunciation and 
manner of delivery, the sentiments and emotions which we feel, or 
which were felt by the author in whose place we stand. 
“ Some men have possessed such power, and some men now possess 
it in such perfection, that when they rise to address a concourse of 
people—the more numerous the concourse, the better for their purpose 
-they forthwith migrate, as it were, into the bodies of the whole mul 198 
VOCAL GYMNASTICS. 
titude before them; they dwell, like a spirit, within the spirits of hear- 
ers, controlling every emotion and resolve, conjuring up before their 
minds whatever visions they please, making all imaginations seem sub- 
stance or reality—rousing, flaming, subduing, so that, if they cry War! 
every hearer becomes valiant and hot as Mars; but if they cry Peace! 
the fiercest grow gentle and merciful as a loving child. This is a great 
art; and when the orator is wise and good, and the audience intelli- 
gent, there is no danger, but a delicious illusion and luxury in its em- 
ployment. Who has not gone beyond the delight, and speculated upon 
the phenomenon itself, when he has seen a master of the art of music 
place himself before a musical instrument, and soon, as with nimble 
fingers he touches the strings, which but a moment before lay voiceless 
and dead, they pour out living ecstatic harmonies, as though some 
celestial spirit had fallen asleep amid the chords, but, suddenly awaken- 
ing, was celebrating its return to life by a song of its native elysium. 
When such music ceases, it seems hardly a figure of speech to say ‘ the 
angel has flown.’ But what is this compared with that more potent and 
more exquisite instrument, the well-trained voice ? When Demosthenes 
or Patrick Henry pealed such a war-cry that all the people, wherever 
its echoes rang, sprang to their arms, and every peaceM citizen, as he 
listened, felt the warrior growing big within him, and taking command 
of all his faculties, what instrument or medium was there, by which 
the soul of the orator was transferred into the souls of his hearers, but 
his voice? Yet, while their bodies stood around, as silent and motion- 
less as marble statuary, there raged within their bosoms a turbulence 
and whirlwind boiling fiercer than if ocean and JEtna had embraced. 
And so, to a great extent, it is even now, when what they uttered is 
fittingly read. We call it magic, enchantment, sorcery, and so forth; 
but there is no more magic in it than in balancing an egg on the smaller 
end—each being equally easy when we have learned how t'o do it. 
“ None, however, of the beauties of rhetorical reading can be attained 
unless the intellectual part is mastered. The mechanical reader is a 
mere grinder of words. If he reads without any attempt at expression, 
it is mere see-saw mill-clackery; if he attempts expression, he is sure 
to mistake its p’ace, and his flourishes become ridiculous rant and 
extravagance.” GENERAL EXERCISES. 
199 
GENERAL EXERCISES TO IMPROVE THE RESPIRATION 
AND ARTICULATION. 
The first essential to good reading or speaking is to have perfect 
command of the breath; in other words, to use all of the expired air 
to the very best advantage. The following “ practical hints” will en- 
able the learner to work out this problem for himself: 
1. Eead or declaim in a loud whisper. This is one of the most 
fatiguing of the vocal exercises, yet conduces, when judiciously prac- 
ticed, to impart to the voice a great, and sometimes wonderful mellow- 
ness, as well as vigor. Commence the exercise moderately, and gradu- 
ally increase the exertion and length of time, always ceasing the effort 
when it becomes really painful. 
2. To give still greater flexibility and variety of tone to the voice, 
the student should read or declaim aloud, “in a low, strong key, pas- 
sages which require a firm and dignified enunciation, and gradually pro- 
ceed to the most spirited and impassioned extracts. When the high 
tones are feeble, those passages should be practiced on which high tones 
are required, and vice versa, always taxing the voice slightly beyond its 
powers.” 
3. Guard against the common fault of trying to speak with the teeth 
nearly closed. Some persons talk and read with a slight motion of the 
lips, but scarcely any of the jaws. Of course they must appear very 
awkward, and their speech be very indistinct. Some of the most 
agreeable sounds of our language can not be pronounced at all without 
the mouth being freely opened. 
This habit may be readily corrected by reciting for ten or fifteen 
minutes two or three times a day, with a gag placed vertically between 
the teeth. The gag may be made of card-board or a thin piece of wood. 
Commence with one about half an inch in width, and once a week in- 
crease it a quarter of an inch, until it becomes a full inch and a half 
wide. 
4. As one of the chief beauties of English pronunciation consists in 
the accurate articulation of unaccented syllables, great care should be 
taken in all vocal efforts to enunciate every syllable clearly and dis- 
tinctly. Every letter, syllable, and word, so far as precise utterance is 
concerned, is to be regarded as of equal importance. Letters should 
always have their proper sound, and syllables should never be slurred 
over nor blended together. 
The following examples will serve to illustrate this point; Thus, first 
is often mispronounced f ust; truth, trufe; for-es£, for-ust; vie-tim. 200 
VOCAL GYMNASTICS. 
vie -turn; mer-ey, mur-cy; insists, in sis; con-gress, cong-us; pos-si- 
ble, pos-u-bul; ex-cel-lent, ex-ur-lunt; con-se-quence, consur-quince ; 
in-tel-lect, in-ter-lec ; <M-Ji-cul-ty, ddf-e-lcil-\y; y»«r-tic-u-lar, pe-tic-lnv; 
per-pet-w-al, per-pet-w-al; in-cZi-vis-a-ble, in-tfow-vis-ttr-ble; sat-is-fae- 
to-ri-ly, sat-us-fac-tar-ly; cir-cwra-stan-ti-al-i-ty, suck-urn-stnn-ti-al-ur- 
ty, etc. 
Excellency in delivery is incompatible with carelessness in pronunci- 
ation. 
As the unaccented syllables in long words are most apt to be mis- 
enunciated, it is a good practice to exercise the voice frequently in the 
distinct articulation of such words and phrases as, disingenuousness, 
transubstantiation, perpendicularity, Michillimackinack, Passamaquod- 
dy, incontestibility, indemnification, the Straits of Gibraltar, Scylla and 
Charybdis, the Islands of Revillagigedo, squirrel on a rail-fence, can’t 
you catch him ? the generality of mankind in general are the gener- 
ality of mankind in general, Theopkilus Thistle the successful thistle- 
sifter, etc. 
Prof. Zuchos gives the following excellent hints for securing the per- 
fect command of the whole respiratory apparatus, so essential to the 
proper expression of the deeper emotions : 
“Full Breathing.—Stand in an erect position, with the arms a- 
kimbo, the hands resting on the hips: slowly draw the breath until the 
chest is fully expanded; emit it with the utmost slowness. 
“ Audible Breathing.—Draw in the breath as in full breathing, 
and expire it audibly, as in the prolonged sound of the letter K. 
“ Forcible Breathing.—Fill the lungs, and then let out the breath 
suddenly and forcibly, in the manner of an abrupt and whispered cough. 
“ Sighing.—Fill suddenly the lungs with a full breath, and emit as 
quickly as possible. 
“Gasping.—With a convulsive effort inflate the lungs; then send 
forth the breath more gently. 
“Panting.—Breathe quickly and violently, making the emission of 
breath loud and forcible.” 
ANALYSIS OF THE ELEMENTARY SOUNDS. 
Theke are forty-four sounds of the English language, represented by 
the twenty-six letters of the alphabet and their combinations, as in the 
following table: ANALYSIS OF THE ELEMENTARY SOUNDS. 
201 
1. <-a, long, as in ale, pale, national, plaintiff, amen. 
2. I a, grave, or Italian, as in ah, far, papa, mamma. 
3. ] a, broad, or German, as in all, draw, daughter, fraught. 
4. I a, short, as in at, hat, attack, malefactor. 
5. b, name sound, as in be, bite, bright, tub, hubbub 
6. r c, sound of s, as in cent, city, cornice, precipice. 
7. j c, sound of k, as in cap, come, occult, ecliptic. 
8. ] c, sound of z, as in suffice, discern, sacrifice. 
9. I c, sound of sh, as in ocean, Phocion, Cappadocia. 
10. j d, name sound, as in ride, did, daddy, double-headed. 
11. (d, sound of t, as in faced, watched, dipped, escaped. 
12. j e, long, as in eel, peel, creed, reveal, precede. 
13. (e, short, as in ell, expel, ever-extended. 
14. j f, name sound, as in if, rife, fife, faithful, tariff. 
15. I f, sound of v, as in of, hereof, whereof, thereof. 
16. rg, soft or name sound, as in gem, ginseng, logical. 
17". <g, hard, as in go, give, gig, Brobdignag. 
18. (g, sound of gh, as in rouge, protege, mirage. 
19. h, name sound, as in hale, high, Hannah. 
20. i i, long, as in isle, lilac, oblige, iodine. 
21. (i, short, as in in, pin, king, distinctive. 
22. 1, name sound, as in lo, lily, dalliance, lullaby. 
23. m, name sound, as in map, mummy, amalgamate, 
24. j n, name sound, as in nine, ninny, nobleman, manikin. 
25. (n, sound of ng, as in bank, ingot, congress, angular. 
26. (O, long, as in old, osier, trophy, sofa, atrocious. 
2V. < o, close, as in ooze, douceur, accoutre, troubadour. 
28. Co, short, as in on, combat, obelisk, holyday., 
29. p, name sound, as in pill, pippin, panter, platter. 
30. j r, smooth, as in war, afar, tartar, murderer. 
31. (r, trilled, as in rough, railroad, recreation. 
32. long, as in mute, astute, educate, judicature. 
33. < u, short, as in up, mum, ultra, numbskull. 
34. (u, full, as in pull, cruel, Prussian, Brutus. 
35. w, name sound, as in woo, bewail, wigwam, wormwood. 
36. j x, name sound, as in axe, coxcomb, luxury, example. 
37. (x, sound of gz, as in exist, exhibit, exuberant. 
38. y, name sound, as in ye, yoke, yewyaw, yesterday. 
39. ch, name sound, as in charm, church, chickering, Chimborazo. 
40. j th, aspirate, as in thin, think, thankless, prothonotary. 
41. (th, vocal, as in than, that, beneath, withhold, wherewithal. 
42. wh. name sound, as in what, wherefore, whirligig, whimpering 202 
VOCAL GYMNASTICS. 
43. oi or oy, diphthongs, or digraphs, as oil, boy, recoil, employ. 
44. ou or ow, diphthongs or digraphs, as in our, bow, gouty, trowel. 
The student should master all of these sounds, and practice on them 
until he can repeat them with facility backward or forward; after 
which he may, with advantage, exercise on the different sounds or 
groups of sounds, with the view of developing the power of particular 
portions of the vocal and respiratory apparatus. 
EXERCISES OX THE VOWEL SOUNDS. 
These exercises are best adapted to calling into action more espe- 
cially the lower portion of the respiratory apparatus, that is to say, the 
abdominal and dorsal muscles. They also give increased flexibility and 
precision to the articulating muscles situated in the larynx, and, at the 
same time, serve to increase the volume and depth of the voice. 
The vowel sounds are sixteen in number, and may be arranged alpha- 
betically, thus: 
1. a (long). James made straight to a cane-brake. 
2. a (grave), Alms and psalms my mamma demands. 
3. a (broad). All were appalled when Ealeigh bawled. 
4. a (short). At last and after that attack. 
5. e (long). Evil eagles shrieked on edile’s heath. 
6. e (short). Excellence depends on exemplary ends. 
7. i (long), isaac wisely tries to oblige his eyes. 
8. i (short). His distinctive sin is in drinking gin. 
9. o (long). Old ocean roars and overflows. 
10. o (close). Gourmands and troubadours with boots and shoes. 
11. o (short). George forgot the knowledge of plot. 
12. u (long). Carious connoisseurs of cucumber juice. 
13. u (short). Courteous husbands utter upright words. 
14. u (full). Faithful Brutus was not a Prussian. 
15. (oi or oy). The oyster boy adroitly pitches quoits. 
16. (ow or ou). A drowning mouse swam round a howling owl. 
The vowel sounds should be repeated forward and backward, until 
they can all be pronounced fifteen or twenty times or more, with a sin 
gle expiration. The student may then proceed to the practice of de- 
claiming or reading by the vowel sounds alone, that is, by enunciating EXERCISES ON THE VOWEL SOUNDS. 
203 
all the vowel sounds, and omitting all the consonant sounds. Nothing 
can better conduce to rapidity of pronunciation and distinctness of 
utterance than this exercise. 
SpeaJc the speech, I pray you, as I pronounced it to you; trippingly 
e ee,ia u, aioou iou; i i i 
on the tongue. But if you mouth it, as many of our players do, I had 
o e u. ui u ou i,a a i o ou ae o,ia 
as lief the town-crier had spoke my lines. And do not saw the air too 
aeeoutea o ii.a ooa e a o 
much with your hand; but use all gently; for in the very torrent, 
u i u a/uuaei/oi eeioe, 
tempest, and, as I may say, whirlwind of your passion, you must 
e e , a , a i a a, i i o u a u , u a 
acquire and beget a temperance that may give it smoothness. Oh! it 
aia e e a e e a a aii o e . o i 
offends me to the soul to hear a robustious periwig-pated fellow, tear a 
oe eo e o oe &ouiueii aeeo, aa 
passion to tatters, to very rags, to split the ears of the groundlings. 
a uoae,oeia,o i ee o e o i 
Practicing on the short vowels above will serve to vary the exercises 
advantageously. They should be repeated forward and backward with 
as much rapidity as possible, without rendering either sound indistinct. 
Thus, a e i o u—u o i e a. 
Another very useful exercise for the vocal organs, while it cultivates 
also the phrenological organs of weight, time, and tune, is the repeti- 
tion of the vowel sounds, so that the first and each alternate sound 
shall be accented, and each accented sound dwelt upon as long as two 
unaccented * 
A (as in ale) aa a aa a aa a. 
A (as in ah) aa a aa a aa a. 
A (as in all)- aa a aa a aa a. 
A (as in at) a a a a a a a a a. 
E (as in eel) ee e ee e ee e. 
E (as in ell) ee e ee e ee e. 
I (as in isle) ii i ii i ii i. 
I (as in ill) ii i ii i ii i. 
0 (as in old) oo o oo o oo o. 
0 (as in move) oo o oo o oo o. 
0 (as in ou) oo o oo o oo o. 
U (as in use) m « un « u u w. 
£7”(as in ut) u u u u u u u u u. 
U (as in pull) u u u u u u u u u. 204 
VOCAL GYMNASTICS. 
Oi or Oy (oil, boy) 01 oi oy oi oi oy oi oi oy. 
Ou or Ow (thou, liow) ou ou ow ou ou ow ou ou ow. 
The above exercise is admirably adapted for dyspeptics and other 
invalids with weak lungs, and especially those who are easily fatigued 
by vocal efforts. The voluntary exertion should be very gentle at first, 
and gradually increased as the condition of the respiratory apparatus 
improves. Consumptives would profit much by exercising in this way 
for a few miuutes at a time, in the open air, several times a day. 
Singing may be practiced on the vowel sounds in the same manner 
as reading, and is very serviceable to those who have an inability to 
“ turn the tune.” 
Friends of freedom, swell the song; 
e o eu, e eo; 
Young and old the strain prolong; 
u a o e a o o ; 
Make the temp’rance army strong; 
a ee a ai o ; 
And on to victory, 
a o o i o i. 
Raise the cry in every spot; 
a e i i e i o ; 
Touch not, taste not, handle not; 
u o , a o , a eo; 
Who would be a drunken sot; 
oo e a u e o ; 
The worst of miseries, 
e u o i e i . 
EXERCISES OX THE CONSONANT SOUNDS. 
There are twenty-eight consonant sounds in our language, seventeen 
of which are vocal and eleven aspirate. 
The vocal consonants are, b, as in bite; c, as in discern; d, as in 
dome; f, as in thereof; g, as in gem; g, as in go; g, as in menagerie; 
1, as in line; m, as in manna; n, as in not; n, as in clank; r, as in jar; 
r, as in bright; w, as in twist; x, as in exile; y, as in youth; th, as in 
thee. 
The aspirates are, c, as in cent; c, as in cap; c, as in gracious; d, as 
in embraced; f, as in fit; h, as in hand; p, as in pop; x, as in extant; 
ch, as in chance; th, as in thin; wh, as in whine. 
The consonant sounds are again divided into simple and compound. EXERCISES ON THE CONSONANT SOUNDS. 
205 
There are thirteen simple consonant sounds, as follows : b, as in bib- 
ber ; c, as in circle ; c, as in Connecticut; d, as in day; d, as in tripp’d; 
f, as in foe; g, as in give; b, as in hope; 1, as in live ; m, as in man; 
n, as in ton; p, as in poppy; r, as in more. 
Of the compound consonant sounds there are fifteen, as follows: c, 
sound of z, as in suffice; c, sound of sh, as in judicial; f, sound of v, 
as in hereof; g, soft, as in ginger; g, sound of zh, as in rouge; n. sound 
of ng, as in frank; r, rough or trilled, as in crash; w, name sound, as 
in wool; x, sound of ks, as in excel; x, sound of gz, as in example; 
y, name sound, as in yam; ch, sound of tch, as in much; th, soft or 
aspirate, as in theme; th, vocal, as in thou; wh, name sound, as in 
when. 
The following lines are examples for exercising all the consonant 
sounds in the order heretofore named : 
1. Bob heat Ben Brindle’s bramble bushes. 
2. Celibacy and society are useless without supper. 
3. The croaking skeptic is a crude spectacle. 
4. It sufficeth to discern the law for sacrificing. 
5. Capacious ocean is rapacious, too. 
6. Dukes, ducks, dogs, and dandies are depredators. 
7. He scratched his blanched face, and escaped the vexed cook. 
8. Fitful fools are sometimes frightful fellows. 
9. Thereof, whereof, hereof, nephews, never. 
10. Giant geniuses suggest genteel gingerbread. 
11. Grandmother’s giggling girls have goggles get. 
12. Rouge and badinage on the charge-d’affaire. 
13. He hies himself home with his hands and heart whole. 
14. Lemuel listens to the lovely lady’s lullaby. 
15. Meek murmuring men are minimum manikins. 
16. Ninety-nine noblemen denominated ninnies. 
17. Sanguine knuckles jingle well-ringed fingers. 
18. Peter Prickle Prandle picked three pecks of pears. 
19. Our forefathers were Northerners, and farmers, too. 
20. A ragged rascal ran around a rugged rock. 
21. Wanton wags with woful words the winds bewail. 
22. Anxiously expecting the explanation of the excellent axiom. 
23. Existing in exile to be exonerated from examinations. 
24. Mr. Yew, did you say what Mr. Yewyaw said you said? 
25. Charmed with the chit-chat of the chubby children dear. 
26. Thrilling thunder thriftless throngs the Frith of Forth. 
27. They gather wreaths where truths are theirs and thine. 
28. Whim-whams, whirligigs, an 1 whimpering whirlwinds. 206 
VOCAL GYMNASTICS. 
EXERCISES IN EMPHASIS. 
Stress.—The first three, and the last two verses, or volumes; not 
the three first and the two last; there can be only one first thing. 
Quantity.—Roll on, thou dark and deep blue ocean—roll! Ten 
thousand fleets sweep over thee in vain. Hail!—universal Lord! 
Expulsive Steess.—Aim at nothing higher until you can read and 
speak deliberately, clearly, distinctly, and with the appropriate emphasis. 
Stress and Higher Pitch.—O man, tyrannic lord! how long— 
how long, shall prostrate nature groan beneath your rage! 
Prolongation and Monotone.—I appeal to you—O ye hills and 
groves of Alba, and your demolished altars! I call you to witness!— 
and thou—0 holy Jupiter! 
Rhetorical Pause.—Will all great Neptune’s ocean wash this blood 
—clean—from my hands ? No, these, my hands, will rather the mul 
titudinous sea incarnadine, making the green—one red. 
Change of the Seat of Accent.—Temperance and virtue raise 
men above themselves to angels; intemDerance and vice sink them 
below themselves to the level of brutes. 
SHOUTING. 
Charge! Chester! charge! on, Stanley, on; 
Liberty, freedom—tyranny is dead ; 
Eun hence; proclaim it in the streets— 
The combat deepens! on, ye brave 1 
EXAMPLES OF INTONATIONS. 
Rising.—Are you desirous of becoming a good reader, speaker, and 
singer? Then learn and practice the principles herein taught and 
demonstrated. 
Falling.—A mind properly disciplined to submit to a small present 
evil, to obtain a greater distant good, will often reap victory from defeat 
and honor from repulse. 
Rising and Falling.—To whom the goblin, full of wrath, replied: 
Art thou traitor angel ? Art thou he who first broke peace in heaven, 
and faith till then unbroken ? Back to the punishment—false fugitive! 
The man who is in the daily use of ardent spirits, if he does not become 
a drunkard, is in danger of losing his health and character. EXAMPLES OF DYNAMICS. 
207 
EXAMPLES OF WAVES OR CIRCUMFLEXES. 
Rising.—The love of approbation—produces excellent effects on men 
of sense; a strong desire for praise in weak minds conduces to little 
else than vanity. 
Falling.—It is not prudent to trust your secrets to a man who can 
not keep his own. If you had made that affirmation, I might perhaps 
have believed it. 
Combination.—Mere hirelings and time-servers—are always opposed 
to improvements and originality: so are tyrants—to liberty and repub- 
licanism. 
CADENCE. 
Te nymphs of Solyma, begin the song; 
To heavenly themes sublimer strains belong. 
Such honors Ilion to her lover paid, 
And peaceful slept the mighty Hector’s shade. 
EXAMPLES OF DYNAMICS. 
Loud.—With mighty crash the noise astounds; amid Carnarvon’s 
mountains rages loud, the repercussive roar; and Thule bellows through 
her utmost isles. 
Rough.—The tempest growls; the unconquerable lightning struggles 
through, ragged and fierce, and—raging, strikes the aggravating rocks. 
Soft roll your incense, herbs, and fruits, and flowers 
Ye softer floods, that lead the humid maze 
Along the vale. Breathe your still song 
Into the reaper’s heart. 
SOFT. 
Perfumes as of Eden flowed sweetly along, 
And a voice as of angels enchantingly sung. 
And the smooth stream in smoother numbers flowed. 
SMOOTH. 
Harsh.—On a sudden, open fly with impetuous recoil and jarring 
sound the infernal doors, and on their groaning hinges grate harsh 
thunder. . 
Forcible.—How storming fury rose, and clamor, such as heard in 
heaven, till now, was never; arms on armor clashing, brayed horrible 
discord. 208 
VOCAL GYMNASTICS. 
Harmonious.—As earth asleep, unconscious lies; effuse your mildest 
beams, ye constellations, while your angels strike, amid the spangled 
sky, the silver lyre. 
Strong.—Him the Almighty power hurled headlong, flaming from 
the ethereal skies, with hideous ruin and combustion down to bottom- 
less perdition. 
SELECTIONS FOE GENERAL PRACTICE. 
Give me that man 
That is not passion's slave, and I will wear him 
In my heart's core, ay, my heart of hearts. 
0 marriage ! marriage! what a curse—is thine, 
Where hands, alone, consent, and hearts-abhor, 
They—never fail, who die 
In a good cause ; the block may soak their gore, 
Their heads—may sodden in the sun, their limbs, 
Be strung to city gates and castle walls, 
But still, their spirits—walk abroad. 
Why shrinks the soul 
Back on herself, and startles at destruction t 
’Tis the Divinity—that stirs within us. 
Far along, 
From peak to peak, the rattling crags among, 
Leaps the live thunder; not from one lone cloud, 
But every mountain, now, hath found a tongue, 
And Jura—answers through her misty shroud, 
Back to the joyous Alps, who called aloud. 
In the midst of all this peace, this innocence, and this tranquillity, 
this feast of the mind, this pure banquet of the heart—the destroyer 
comes—he comes to turn this paradise—into a hell. 
All that I am, all that I have, and all that I hope for, I am now ready 
here to stake upon it; and I leave off as I began; sink or swim, live or 
die, survive or perish, I am for the declaration; it is my living senti- 
ment, and, by the blessing of God, it shall be my dying sentiment— 
independence now ! and independence—fokever ! 
O thou, that rollest above, round as the shield of my fathers 1 whence 
are thy beams, O sun! thy everlasting light? Thou comest forth in 
thy awful beauty; the moon, cold and pale, sinks in the western -wave. 
jPress on ! never despair; never he discouraged, however stormy the 
heavens, however dark the way, however great the difficulties, and re- 
peated the failures—press on. SELECTIONS FOR GENERAL PRACTICE. 
209 
What constitutes the center of every home ? Whither do our thoughts 
turn, when our feet are weary with wandering, and our hearts sick 
with disappointment ? Wrhere shall the truant and forgetful husband 
go—for sympathy, unalloyed and without design, but to the bosom of 
her who is ever ready, and waiting to share in his adversity or prosper- 
ity ? And if there be a tribunal, where the sins and follies of a froward 
child—may hope for pardon and forgiveness, this side heaven, that tri- 
bunal—is the heart of a fond and devoted mother. 
That fires the arch of heaven ? that dark red smoke, 
Blotting the silver moon ? The stars are quenched 
In darkness, and the pure spangling snow 
Gleams faintly through the gloam that gathers round. 
Hark to that roar, whose swift and deafening peals, 
In countless echoes through the mountains ring, 
Startling pale midnight on her starry throne! 
Now swells the intermingling din ; the jar, 
Frequent and frightful, of the bursting bomb ; 
The falling beam, the shriek, the groan, the shout, 
The ceaseless clang, and the rush of men 
Inebriate with rage! 
Ah 1 whence yon glare 
This high, constitutional privilege I shall defend, and exercise, within 
this house, and without this house, and in all places; in time of peace, 
and in all times, living, I shall assert it; and, should I leave no other 
inheritance to my children, by the blessing of God, I will leave them 
the inheritance of free principles, and the example of a manly, inde- 
pendent, and constitutional defense of them. 
It is vain, sir, to extenuate this matter. Gentlemen may cry—peace 
—peace—but there is no peace. The war is already begun! Tin* 
next gale that sweeps from the north, will bring to our ears the clash 
of resounding arms! Our brethren are already in the field! Why 
stand we here idle? What is it, that gentlemen wish? what would 
they have? Is life—so—dear, or peace—so sweet, as to be purchased— 
at the price of chains—and slavery? Forbid it—Almighty God—I 
lenow not—what course others may take—but, as for me, give me lib- 
erty —or give me—death. 
Hast thou, \n feverish, and unquiet sleep— 
Dreamt—that some merciless demon of the air, 
Raised thee aloft—and held thee by the hair, 
Over the brow—of a dowm-looking steep, 
Gaping, below, into a chasm—so deep, 
That, by the utmost straining of thine eye, 
Thou canst no resting-place descry ; 
Not e’en a bush—to save thee, should’st thou sweep 
Adown the black descent; that then, the hand 
Suddenly parted thee, and left thee there, 210 
VOCAL GYMNASTICS. 
Holding—but by finger- tips, the bare 
And jagged ridge above, that seems as sand, 
To crumble ’neath thy touch t If so, I deem 
That thou hast had rather an ugly dream. 
EXERCISES TO EXHIBIT VARIOUS EMOTIONS. 
Admiration.—What a piece of work—is man ! How noble in rea- 
son ! How infinite in faculties ! In form and moving, how express 
and admirable ! In action, how like an angel! In apprehension, how 
like a God! 
MIRTHFULNESS. 
Haste thee, nymph, and bring with thee 
cTest and youthful jollity, 
Quips, and cranks, and wanton wiles. 
Nods, and becks, and wreathed smiles, 
Such as hang on Hebe's cheek, 
And love to live in dimple sleek; 
Sport, that wrinkled Care derides, 
And Laughter, holding both his sides i 
Come, and trip it as you go, 
On the light fantastic toe, 
And in thy right hand—lead with thee 
The mountain-nymph, sweet Liberty. 
PITY. 
Mercy—is the becoming smile of justice ; 
This—makes her lovely, as her rigor—dreadful; 
Either, alone, defe tive;—but, when joined: 
Like clay and water in the potter’s hands, 
They mingle influence, and together rise, 
In form, which neither, separate, could bestow. 
RAPTURE. 
What followed, was all ecstacy and trances: 
Immortal pleasures round my swimming eyes did dance. 
CHEERFULNESS. 
Here—feel we but the penalty of Adam ; 
The season's difference; the icy fang, 
And churlish chiding of the winter’s wind; 
Which, when it bites and blows upon my body, 
Ev’n till I shrink with cold, I smile and say, 
This is no flattery; these are counselors. 
But thou, 0 hope! with eyes so fair, 
What was thy delightful measure ? 
Still it whispered—promised pleasure, 
And bade the lovely scenes at distance hail. 
HOPE. EXERCISES TO EXHIBIT VARIOUS EMOTIONS. 
211 
Poisons—be their drink, 
Gall, worse than gall, the daintiest meat they taste 
Their sweetest shade, a grove of cypress trees; 
Their sweetest prospects, murdering basilisks ; 
Their music—frightful as the sebpent’s hiss. 
HATRED. 
Revenge.—If a Jew wrong a Christian, what is his humility ? Re- 
venge. If a Christian wrong a Jew, what should his sufferance be by 
Christian example? Why, Revenge. The villainy you teach me, I 
will execute ; and it shall go hard, but I will better the instruction. 
Since thou hast striven to make us break our vow, 
Which, nor our nature, nor our place can bear, 
We banish thee forever from our sight, 
And our kingdom. If when three days are expired, 
Thy hated trunk be found in our dominions, 
That moment is thy last—Away! 
RAGE. 
REPROACH. 
Thou slave, thou wretch, thou coward! 
Thou little valiant, great in villainy, 
Thou ever strong upon the stronger side; 
Thou fortune’s champion, thou dost never fight 
But when her humorous ladyship is by, 
To teach thee safety. 
Hence, from my sight! 
Thy father can not bear thee; 
Fly with thy infamy to some dark cell, 
Where, on the confines of eternal night, 
Mourning, misfortunes, cares, and anguish dwell. 
ANGER. 
Terror.—Oh! mercy on my soul! what is that? my old friend’s 
ghost ? They say none but wicked folks walk; I wish I were at the 
bottom of a coal-pit. See! how long and pale his face has grown since 
his death; he never was handsome; and death has improved him very 
much the wrong way. Pray do not come near me! I wished you well 
when you were alive; but I could never abide a dead man, cheek by 
jowl with me. 
Remorse.—0 that men should put an enemy into their mouths to 
steal away their brains! that we should with joy, pleasure, revel, ap- 
plause, transform ourselves to beasts: I will ask him for my place 
again: he shall tell me—I am a drunkard: had I as many mouths as 
Hydra, such an answer would stop them all. 
Oh! torture me no more, I will confess— 
A live again ? then shore me where he is, 
DESPAIR. 212 
VOCAL GYMNASTICS. 
I’ll give a thousand pounds to look upon him— 
He hath no eyes, the dust hath blinded them— 
Comb down his hair: look ! look ! it stands upright. 
Like lime-twigs set to catch my winged soul ! 
Give me some drink, and bid the apothecary 
Bring the strong poison that I bought of him. 
FEAB. 
First, Fear—his hand its skill to try. 
Amid the cords bewildered laid; 
And back recoiled, he knew not why, 
E’en at the sound himself had made. 
Weeping.—I am robbed! I am ruined! O my money ! my guineas! 
my support! my all is gone! Oh! who has robbed me ? who has got 
my money ? where is the thief? A thousand guineas of gold! hoo, 
hoo, hoo, hoo! 
Hark!—the death-denouncing trumpet—sounds 
The fatal charge, and shouts proclaim the onset. 
Destruction—rushes dreadful to the field, 
And bathes itself in blood. Ilavoc let loose, 
Now undistinguished—rages all around; 
While ruin, seated on her dreary throne, 
Sees the plain strewed with subjects truly hers, 
Breathless and cold ! 
HORROR. 
Madamf. Roland's Defense.—Minds which have any claim to 
greatness are capable of divesting themselves of selfish considerations; 
they feel that they belong to the whole human race, and their views 
are directed to posterity alone. I was the friend of men who have 
been proscribed and immolated by delusion, and the hatred of jealous 
mediocrity. It is necessary that I should perish in my turn, because it 
is a rule with tyranny to sacrifice those whom it has grievously op- 
pressed, and to annihilate the very witnesses of its misdeeds. I have 
this double claim to death from your hands, and I expect it. 
When innocence walks to the scaffold, at the command of error and 
perversity, every step she takes is an advance toward glory. May I be 
the last victim sacrificed to the furious spirit of party! I shall quit 
with joy this unfortunate earth which swallows up the friends of vir- 
tue, and drinks the blood of the just. Truth! Friendship! my Coun- 
try ! sacred objects, sentiments dear to my heart, accept my last sacri- 
fice. My life was devoted to you, and you will render my death easy 
and glorious. 
Metaphysics.—Professor. What is a salt-box? 
Student. It is a box made to contain salt. 
P. How is it divided ? 
S. Into a salt-box, and a box of salt. EXERCISES TO EXHIBIT VARIOUS EMDTIONS. 
213 
P. Very well!—show the distinction. 
8. A salt-box may be where there is no salt; but salt is absolutely 
necessary to the existence of a box of salt. 
P. Are not salt-boxes otherwise divided? 
8. Yes: by a partition. 
P. What is the use of this partition? 
8. To separate the coarse salt from the fine. 
P. How ?—think a little. 
8. To separate the fine salt from the coarse. 
P. To he sure:—it is to separate the fine from tne coarse; but are 
not salt-boxes otherwise distinguished ? 
8. Yes: into possible, probable, and positive. 
P. Define these several kinds of salt-boxes. 
8. A possible salt-box is a salt-box yet unsold in the hands of the 
joiner. 
P. Why so? 
8. Because it hath never yet become a salt-box in fact, having never 
had any salt in it; and it may possibly be applied to some other use. 
P. Very true:—for a salt-box which never had, hath not now, and 
perhaps never may have any salt in it, can only be termed a possible 
salt-box. What is & probable salt-box? 
8. It is a salt-box in the hand of one going to a shop to buy salt, 
and who hath sixpence in his pocket to pay the grocer; and a positive 
salt-box is one which hath actually and bona fide got salt in it. 
P. Yery good :—but is there no instance of & positive salt-box which 
hath no salt in it? 
S. I know of none. 
P. Yes: there is one mentioned by some authors: it is when a box 
hath by long use been so impregnated with salt, that although all the 
salt hath been long since emptied out, it may yet be called a salt-box, 
with the same propriety that we say a salt herring, salt beef, etc. And, 
in this sense, any box that may have accidentally or otherwise been 
long steeped in brine, may be termed positively a salt-box, although 
never designed for the purpose of keeping salt. But tell me, what 
other divisions of salt-boxes do you recollect ? 
8. They are further divided into substantive and pendant; a substan- 
tive salt-box is that which stands by itself on the table or dresser; and 
a pendant is that which hangs upon a nail against the wall. 
P. What is the idea of a salt-box ? 
S. It is that image which the mind conceives of a salt-box, when no 
salt-box is present. 
P. What is the abstraot idea of a salt-box ? 214 
VOCAL GYMNASTICS. 
S. It is tlie idea of a salt-box abstracted from the idea of a box, or 
of salt, or of a salt-box, or of a box of salt. 
P. Very right:—and by these means you acquire a most perfect 
knowledge of a salt-box: but tell me, is the idea of a salt-box a salt 
idea? 
S. Not unless the ideal box hath ideal salt in it. 
P. True:—and therefore an abstract idea can not be either salt or 
fresh; round or square; long or short; for a true abstract idea must 
be entirely free from all adjuncts. And this shows the difference be- 
tween a salt idea, and an idea of salt. Is an aptitude to hold salt an 
essential or an accidental property of a salt-box. 
S. It is essential; but if there should be a crack in the bottom of 
the box, the aptitude to spill salt would be termed an accidental prop- 
erty of a salt-box. 
P. Very well! very well, indeed!—What is the salt called with 
respect to the box ? 
S. It is called its contents. 
P. And why so? 
S. Because the cook is content quoad hoc to find plenty of salt in 
the box. 
P. You are very right:—I see you have not misspent your time. 
SONG OF THE HOOPS. 
Sailing down the crowded street, 
Scraping every one they meet, 
With a rushing, whirling sound, 
Muffled belles around abound, 
Hoop! hoop! hoop! 
What a vast, expansive swoop ! 
Hoops of whalebone, short and crisp, 
Hoops of wire, thin as a wisp; 
Hoops of brass, thirteen yards long, 
Hoops of steel, confirm’d and strong ; 
Hoops of rubber, soft and slick, 
Hoops of lampwick, cord, and leather, 
Hoops that languish in wet weather ; 
Hoops that spread out silken skirts, 
Hanging off from silly flirts. 
Sweeping off the public lands, 
Turning over apple-stands; 
Felling children to the ground, 
As they flaunt and whirl around. 
Hoop! hoop! hoop 
What a vast, expansive swoop! 
Jolly hoops, that wriggle round, 
Sober hoops, that sway profound; 
Springy hoops, that shake and wag, 
Broken hoops, that droop and drag; 
Monster hoops, all overgrown, 
Junior hoops, of smaller bone; 
Hoops that ravish lover’s eyes, 
Hoops that rend their breasts with size; 
Hoops that shock their feeble legs, 
Like a crowd of giant kegs. 
What gallant ships! what swelling sails 1 
How they resist opposing gales! 
With what a full, relentless waft, 
They overwhelm each smaller craft! 
Hoop! hoop! hoop! 
What a vast, expansive swoop! THE OLD CONTINENTALS. 
215 
THE OLD CONTINENTALS. 
Thb following lines stir the blood and almost bring before us the pic- 
ture of the fight. The measure admirably imitates the sound of mar- 
tial music: 
In their ragged regimentals 
Stood the old Continentals, 
Yielding not. 
While the grenadiers were lunging, 
And like hailstones fell the plunging 
Cannon shot; 
Where the files 
Of the isles 
From the smoky night encampment 
Bore the banner of the rampant 
Unicorn; 
And grummer, grummer, grummer 
Boiled the “ roll” of the drummer 
Through the morn. 
Then with eyes in the front of all 
And with guns horizontal, 
Stood our sires; 
And the balls whistled deadly, 
And the flames flashed redly, 
Blazed the fires; 
As the swift 
Billows drift 
Drove the dark battle breakers 
O’er the greed-sodded acres 
Of the plain; 
And louder, louder, louder 
Cracked the black gunpowder 
All amain 1 
Then like the smiths at their forges 
Labored the red St. George’s 
Cannoneers. 
And the villainous saltpeter 
Bung a fierce, discordant meter, 
Bound their ears; 
Like the roar 
On the shore 
Eose the horse-guard’s clangor 
As they rode in roaring anger 
On our flanks; 
And higher, higher, higher 
Burned the old-fashioned fire 
Through the ranks. 
Then the old-fashioned Colonel 
Galloped through the white infernal 
Powder-cloud; 
And his broad sword was swinging, 
And his brazen throat was ringing 
Trumpet loud; 
And the blue 
Bullets flew, 
And the trooper jackets redden 
At the touch of the leaden 
Eifle’s breath! 
And rounder, rounder, rounder 
Eoared the iron six-pounder, 
Hurling death! CONTENTS. 
PART I.—GENERAL GYMNASTICS. 
Preliminary. Observations—Rationale of Gymnastic Exercises—Their Importance- 
Testimony of M. Roth—Of Rosseau—Of Hoffman—Of Horace Mann—Law of Exer. 
cise—Playfulness a Natural Instinct—Its Object to Develop the Organs and Structures 
—Quiet Children Never Healthy—General Rules—Dress—Bodily Positions—Sleeping 
—Sitting—Standing—At Work—In Study—On Horseback—Thoracic Deformities— 
Spinal Miscurvatures—Exercises to Promote Erectitude—Walking—Running—Leap- 
ing—Balancing—Climbing—Skating—Swimming — Causes of Drowning — How to 
Save Persons from Drowning—Rowing—Riding 17-51 
PART II.—SPECIAL GYMNASTICS. 
Indian Club Exercises—Remarkable Development—Muscular Power—Convenient Ex- 
ercises for Sedentary Persons—Promiscuous Exercises to Invigorate all the Vital Or- 
gans—Special Medico-Gymnastic Exercises of Schreber—Roth’s Standing, Sitting, 
and Lying Positions—Gymnastic Treatment of Single Diseases 57-110 
PART III.—KINESIPATHY. 
Different Kinds of Free Exercises—Movements Divided into Active and Passive—Vol- 
untary Movements are Bending, Stretching, Rotation, Twisting, etc.—Involuntary 
Movements are Friction, Vibration, Percussion. Pressure, Ligation, etc.—Positions of 
each Gymnastic Movement—Commencing—Intermediate—Final—Fundamental Po- 
sition—Movements with Regard to Space—Importance of Rhythmus and Time—Ex- 
ercises in Classes—Movements of the Head—Foot and Leg Movements—Arm and 
Hand Exercises—Trunk Movements—Compound Movements—Trunk Facings—Move- 
ments from the Spot without Support—Walk and Run Exercises—Exercises with 
Support—Examples of Exercises with Single Assistance—Wrestling Exercises—Con- 
tra-Wrestling—AEsthetic Gymnastics— 118-177 
Peculiarly Adapted to American Females—Exercises without Apparatus—Calisthenics 
with Apparatus—Dumb-bells—Weights—Carrying Weights on the Head—Playing 
Graces—Backboard Exercises—Exercises with the Triangle 179-193 
PART IV.—CALISTHENICS. 
PART V.—YOCAL GYMNASTICS. 
Rationale of Yocal Power—Causes of Hoarseness—Bronchitis—Throat-ail—Clergyman’s 
Sore Throat—Physiology of Breathing—Errors in Early Education—Mechanical 
Reading—Intellectual Reading—Rhetorical Reading—Exercises to Improve Respira- 
tion and Articulation—Importance of Accurate Enunciation—Analysis of the Ele- 
mentary Sounds of Our Language—Exercises on the Yowel Sounds—Exercises on 
the Consonant Sounds—Exercises in Emphasis—Examples of Intonations—Examples 
of Waves or Circumflexes—Examples of Dynamics—Selections for General Practice 
—Exercises to exhibit Various Emotions 195-214 “ Books sen1 , Prepaid, by Mail, to any Post-office in the United States.” 
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Rural Manuals; comprising 
“The House,” “The Farm.” “The Garden,” and 
“ Domestic Animals,” in one large volume. $1 50. 
Ways of Life; the Right Way 
and the Wrong Way. By Rev. G. S. Weaver. A cap- 
ital work. Paper, 60 cents ; muslin, 60 cents. 
ON PHONOGRAPHY. 
Hand-Book of Standard or 
American Phonography. By Andrew J. Graham. 
Muslin, $1 60. 
The Manual of Phonography. 
By Pitman. A new and comp.iehensive exposition 
of Phonography, with copious illustrations and exer- 
cises. 60 cents. 
American Manual of Pho- 
nography ; being a complete guide to the acquisition 
of Short-Hand. By Elias Longley. 60 cents. 
Phonographic Teacher; be- 
ing an Inductive Exposition of Phonography, with 
instructions to those who hare not the assistance of 
an Oral Teacher. By E. Webster. In boards. 40 eta. 
Phonographic Copy-Book, of 
Ruled Paper, for the use of Phonographic students. 
12 cents. 
All works on Phonography will be furnished to order. 
These works may be ordered in large or small quantities. A liberal discount will be made to Agents, and others, 
who buy to sell again. They may be sent by Express or as Freight, ty Railroad, or otherwise, to any place in the 
United States, the Canadas, Europe, or elsewhere. Checks or drafts, for large amounts, on New York, Philadelphia, 
or Boston, always preferred. We pay cost of exchange. All letters should be post-paid, and addressed as follows : 
FOWLER AND WELLS, 
[If.me the Tort Office, County, end State.] 80S BROADWAY, New YORK.  . A- 
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