Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1884-09-13

As RELAT1So TO gDvcAraox

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eAysssal Trstn,as In College Practically ceH-
uAseses-xhe Healthy seay aud che Healthy
Mind.
The following Il from paper read by
Professor Edward Hitchcock. OF Amherst
Ccliese, ~ the meeting Of the Social Sci
encc Association IN Saratoga. New YORK,
ecpttmhef 10th:
ihe sttenliou given 10 the health OF body
aud mind among educational Institutions
70 one Of The mai ked features oil modern
proerss, Its beginnings have been shown
Ia attempts 20 secure physical exercise for
students, by manual labor, workshops,
agriculture. horticulture, military discl-
pine. caIis,honics. end gymnastics. About
Che close Of The las; century Pestalozzi and
salzmaun seem 10 have given US our carli-
est ideas Of physical exercise a. gained by
the Fixed apparatus OF modern gymnasa.
In 1911 jain opened In Bcrila the turn
plotz, or gymnasium, which was the alma
mater OF all the gyunasla in Germany. In
Switzerland, IN 1915, gymnastics were In.
tfod1ced into the schools and colleges OF
The country. AZ the Royal Military Acad-
envy ut Woolwich. England, German gym.
naetics were introduced IN the year 1923.
Al the Round-Hii School. In North.
ampton. Mass, a gymnasium was estab-
Hshed In 1925. also one In the Salem
Latin school nj about this period, and one
on Charles street, In Baltimore. And
between 1890 and 1910 so-called gymna-
siums were established In several COLLEGES
and academies in New England, where win
bmiied apparatus, usually in a cold, cheer
less building or q grove, students were al
lowed 10 exercise their bodies when and
how they pleased with no guidance, sys-
TEN. or protection. Like music and some
other branches OF education, physical cul-
iurc has been appended 10 and recommend.
ed by many educational institutions, but In
only n very few up 10 the present time has
II been made vitai part OF the regular
course Of culture.
The modern idea Is to recognize, control,
and direc, physical culture, recreation. and
amusement as a part OF our educational
systems, In order T. make use Of all the
energy Of the student while in college or
school. Probably 1859 Is the period when
first rational and Systematic idea OF physi-
cal culture came 10 the minds especially OF
the leading educational institutions In this
country; and right here cones up the
uractlca. question 10 every educator how
much must the Institution do for the indi-
yid,isl in the matter Of private and public
healibs TO how much must the college give
direction and demand attention, and how
much must he left the individual TO pro-
vide for himselfl
Atihe age when students 20 TO college 1t
Is 10 be presumed that they have had the
early bome-training Of mother and nurse,
ana generally that they will remember and
act up 10 1t. But with the growth and de-
yeloIment OF their powers, additional
instruction must be given them which
home does not afford in regard u their
growth ard more mature abilities. AL this
period, II healthy, they need special guild
ance and control. not because they are IL
norani, but because they are much more
self-reliant, have more confidence in their
ability to direct themselves aud others, are
more impulsive, and II injured or under
the power Of a slight malady. recover
more readily than liter in life. They need
at this period some definite laws OF health
laid down 10 them, more OF less explained,
in connection with their anatomy and ply
siologv. IL is time they understood the
reason of many Of these things. Hence by
recita,ions and lectures college students
should be early taught the common laws Of
hygiene, especially as pertaining to scholar
Nv life, and exactly for the same rcas on and
in essentially The same manner as they are
taught bow properly and adyantageOnsly
10 use and develop their mental powers.
After they have been directed how To take
good care Of the LoGy the college is bound
to furnish facilities, apparatus, appliances,
and inducements TO obey these rules of
health, in certainly a. accessible and pro-
ftable way as 1t gives apparatus. charts,
blackboards, and libraries 10 deYclop and
guide the intellectual powers.
And the necessary care and culture OF the
body must be so provided for thai II may
come in at proper times and places, when
The man needs muscular activity and rest
from STUDY or demands recreation, or at
least change in the way Of Using his
nerve force. This 1, where Il department
Of physical education serves its purpose.
II Is not enough for the faculty Of the col.
lege to enlarge upon the value Of long
walks, inspiring pure air, and an occ'-
sional bath. as the condition OF the
weather, the inducements OF the natu-
raj surroundings, OF the inclination
OF daily dulles or the student may allow.
In fine, then, the advanced idea OF a college
should recognize as part OF It's work a
supervisory care over the conditions OF
health in tie student. and an education how
90 use the physical powers in harmony with
the intellectual, by instruction and enforced
attendance upon hCaithful recreaiive duties
so far as 10 be able TO maintain the highest
powers OF the whole man and keep them
thoroughly active IN the summer time OF
existence.
III one were asked TO state the important
points TO be secured in the education Of the
body, he would probably say endurance.
strength, activity. and grace o. motion;
and in systems Of physical culture these
have been strven for with earnestnesS and
zeal. We admire the crew who can hold
out well TO the end OF the course; the ran.
nor or the boxer who has the best wind,
and the gymnast who siistains himself IN =
trying position for the longest period, and
we are pleased with the strong and agile
feats OF the gymnast, vaulting, dipping.
turning, or lcaping with an ease and
strength 80 graceful. and accomplished
with apparently so little eXcrtion. And
yet we never find the man who is
master OF MI those accomplishments ut once.
The boating man has gate most pccu-
liar 10 himself, and one not marked with
ease and grace; the ball.players and ath-
letic men do not exhibit gisce in the dance.
though they may well measure the step to
be in accord with The cadence OF the music.
Yet in many Of our systems OF physical
tuusAllOn iutat II lHulCtl tlioIs btNNNNt
the desire is TO produce powerful effect
Ly procaiming strength alone, or endu-
rance alone, OF grace alone, IS the end 10
be secured. The mistake has been 70 create
high market value in limited part OF The
body, to unduly develop muscle or lung
power, while essential. are not the only or
perhaps the main ends to be attained. 4
modern writer and philosopher has said,
"To be well is the first duty OF
man." Hence the attainments sought
after In a system Of physical culture
should he 10 sustain all the powers OF man,
symmetrically. equally, and tremendously
up 20 the normal standard. No steamboat
or railroad will arrange lis timetable
squaiely up 10 the utmost speed Of It's en-.
zines. No bank will divide all its earnings.
And the possibilities OF hygiene in college
should be TO he well, 10 be happily and
comfortably well; not 10 be an athlete or
gymnast at the expense OF mental or moral
powers. but TO secure frors this end what
ever things may tend TO keep up In the
growing period the normal and natural
strength OF mind and body. Gymnastics
ard athletic sports are part aud an essen
t'al part Of college education, but when
these dominate the man, then he is In great
peril, as great as he incurs who makes him
self--say only philologist, mathematician,
metaphysician, or anything In disregard OF
any or all his possibilities as q physical, In
teilectual, and accountable being.
About the year 1856 the late Preslden
Sfearns, Of Amherst College, developed IN