Evening star. [volume] (Washington, D.C.) 1854-1972, 1891-06-20

PHYSICAL CULTURE IN THE SCHOOLS.
How the Body ~ Well ~ the Mind IL Cared
For by the Teacher.
THE INSTRUCTORS OF GYMNASTICS AND THEIR
woRK-TEAcRERs TRAINED TO TEACH THE
cHrLDREN-How THE WORK rs pIvIpED-rHE
DEVELOPMENT OF STRENGTH AND GRACE.
MO DOUBT THERE ARE MANY OUTSIDE
- the realm Of school routine who do not
know that such branch as physical culture is
part OF the regular public school work in
Washington, and would be interested to know
something about it True it is that this branch
Is only two years old, but the fruit it has
borne so far bids fair for healthy future.
Although Mr.. ]. Ormond Wilson, the super
lntendent OF the schools previous to Mr..
Powell, was very much in favor Of having
physical training Of some sort in the school
room and did all in his power to create an in
terest In and desire for it by organizing classes
for the teachers instruction in the Swedish
movements, the time had not come when they
as well as pupils were ready to receive it.
Still during his regime some work was done in
gymnastics such As deep breathing and the
special time appointed for such, the teachers
did not consider it their bounden duty to take
time for it, if they gave it thought at all. con-
sequently only the few paid any attention to
this exercise.
Physical education, a. the term il generally
understood, is such q cultivation of the powers
and capabilities of the pupil as will enable him
to maintain his bodily conditions in the best
working order, while providing at the same
time for the greatest efficiency of his intel
lectual and spiritual life. To promote this end
official direction should 30 control him that he
cannot seriously neglect his physical, which are
SO closely connected with his intellectual and
moral interests.
EMPLOYING SPECIALISTS.
The teachers had about all they could do,
and Mr. Powell realizing this, felt confident that
an instructress Of gymnastics being . specialist
could do better work than q regular teacher
who would be compelled to learn two profess
sions If she were to try to supervise the work
and teach it as it should be taught. He be-
heved that system embracing the best ideas
OF all known methods the one tor our
schools, and finding one who believed as he
did and who was competent to undertake SO
arduous a task his Recommendation was &C.
cepted by the board of trustees and the ap-
polntment OF "directress Of health" and two
assistants" followed in September, 1883.
There were many difficulties to be overcome
limited space of the school room. most OF the
exercises necessarily being taken in the aisle,
made the selection of exercises that were at
once helpful and met the requirements of chill
dren an extremity difficult Undertaking. ANY
system which shall make the body subseryient
to the will must be one that shall, produce in
crease and maintain health. strength, activity.
dexterlty and efficiency. For this reason the
best exercises OF the strengthening German
system and some of the free movements of the
nl.,,,
chosen, changed and modified according to
the principles of grace laid down by Delsarte.
Of course it would be impossible to acquire
the muscular development in a school room
that one would in a gymnasium, still enough
regular, all-over exercise can be given to coun-
teract the evil'effects OF the position seen so
often in a school room and which makes 80
many round-shouldered children.
HOW THE WORK WAS BEsuN.
The work was begun by teaching q good
sitting and standing position, in which the
head is held erect and the chest raised, SO as to
keep the vital organs in their proper places
The signals ready "rise," position
''ready," sit" position" were also taught
and have been drilled on continually since.
Each school is visited regularly once every
twenty school days by the assistant assigned to
1t, ana a lesson comprising a new exercise for
each part of the body is taught. Reasons are
always given for each exercise. so that the chill
dren do not go about the work blindly. After
a movement is thoroughly Taught certain COM
mands are given to which it is executed, SO
that the actions of the pupils ala continually
within the control of the teacher. The execu-
ton by command enables a child to think
quickly and direct his thoughts to the move
ment rather than to the exercise The natural
question arises, do the children have only one
lesson every twenty days." The regular teacher
observes while the new lesson is being taught,
and then each day she spends about twenty
minutes on it or reviews old ones till the assist
ant comes again.
TEACHING THE TEACHERS
At differant intervals Miss Stoneroad holds
teachers meetings, where she instructs them so
that they are better able to conduct the everyday
drill work. Proper ventilation has been en-
phasized from the very first lesson, SO that now,
when one of the health teachers appears on the
scene. II the windows are not lowered suffi-
GENTLY, not many seconds escape before plenty
OF fresh air has changed the temperature of the
room. Special attention has been paid to deep
breathing and loose clothing. The Importance
of this has been impressed upon the teachers
and pupils. The abdominal breathing has been
encouraged, because the lungs are better able
to expand. Many different exercises for the
head, chest, trunk, arms and legs have been
given for developing both strength and grace
Some vocal work has been done, such as GER
tain breathing exercises for the control of the
outgoing breath and exercises for the articuIa-
ton OF the vowel elements. Incidentally MANY
points in regard to genera. health and culture
have been taught.
HOW THE WORK Is DIVIDED.
The work is divided into three departments
primary, first and second grades; intermediate.
third. fourth and fifth grades grammar.
sixth, seventh and eighth grades. Much of the
work done in the primary has been more like
play, yet the little ones are led to go through
the movements with a slowness, precision and
detiniteness that is surprising. Last year a
number of the teachers seeing how much more
interest the children manifested when ac-
companied by some musical instrument have
rented pianos this year. and their example has
been followed by others. This year the
children have been taken out of the school
room and instructed in the proper way of going
up and down stairs. and at the different re-
cesses they have been watched to see that they
carry out the instructions. If a mental branch
requires SO many minutes a day then why not
give equal time to corporal education? Mr..
Powell answered this important question this
year by making q weekly diagram for each
grade, allowing certain amount of time for
every subject, including physical culture.
thereby showing the teachers that there is time
for everything. The teachers, almost without
exception, have shown their appreciation of
this work by their hearty cooperation with the
physical culture corps, and have thus given
great satisfaction to the superintendent and