Evening star. [volume] (Washington, D.C.) 1854-1972, 1898-01-08
The Admirable System in Force in
Washington Public Schools.
DIRECTED BY 4 CAPABLE WOMAN
Many Interesting Features of Miss
Stoneroads Report.
MEDICAL INSPECTION URGED


the director of physical training in the pub
lie schools, which accompanies the report
of Superintendent Powell, is of extreme i'm
portance. Miss Stoneroad notes that the
school year of 1S96'97 brought to a close
the eighth year of physical training in the
Washington public schools, and, since eight
years correspond in length of time with
the entire school life of the child previous
to entering the High School, she makes
comprehensive review of all that has been
accomplished in that time and proceeds to
show that body training is a part of the
framework of the education of children, by
means of which it is striven to make hui
man life all-sided, efficient, powerful and
happy.
Miss Stonerrad, proceeding with her in
teresting subject, writes as follows:
The great question, What ought the
public school to do for the child? has it's
first answer in the heart of every parent
that everything which promotes and con-
serves the bodily health of the child in
trusted to the care of a teacher five hours
of the day is of first Importance. Since the
child Is taken from the home to be edu-
Gated, by the state, it becomes the duty of
school authorities to that the place
where great numbers of children must sit
for Consecutive hours of the day shall be
PVT under the best hygienic conditions pos
sible under the circumstances. This duty
Ia emphasized when We realize that the re-
sisting power of the young is less than that
Of adults. raking them mere susceptible
than their elders to the evils which arise
from bad hysienic conditions. The teacher
acting for the parent, should see to it that
In SO far as she is able the school room is
place where body growth keeps pace with
growth Of mind, where the vital powers
have free play, unrestricted by bad posi-
lions and impure air, where suffering is I'M
known, and where. above all other things
is sought the happiness of the child, since
in happiness is the surest source of health,
both mental and physical.
Systematizcd Exercise.
One great factor in promoting this ideal,
healthful school life, she continues, is the
setting apart of daily period for bodily
exercise, whereby muscles which have be-
come weary from long sitting have an
opportunity to stretch and grow. By such
exercise the circulation is increased the
brain cleared, the lungs expanded, pure
air entering therein, and the involuntary
muscles exercised, aiding in the proper
functionirg of the entire organism. Sys-
tenat ized physical exercise, in contradis-
general or free play alone. lays claim to a
place in every broad scheme of educa-
ton. Exercise alone is not training;
training comes only through specific direc-
tion and methodical execution.
The claims for consideration of system
attic physical exercise, says Miss Stoneroad
are that 1t seeks organic perfection by
giving special attention to the muscles
which are little exercised under ordinary
circumstances; all parts of the body are
developed equally, aiding the child in at
tanning his maximum growth and at the
same time developing symmetry of form;
muscular coordination is secured whereby
the child is fitted to perform the ordinary
acts he may be called upon to do without
waste Of energy; grace of motion is Guilt
waited and lastly, the power of inhibition
cultivated in the nervous system by re-
framing from all unnecessary movements
in gymnaStic work is of no small import |
when we consider that without doubt It
has Its effect upon character, strengthen
control.
ut is the formation Of right habits of
action, referred to under the last three
heads" says Miss Stoneread, which makes |
physical exercise In the school subserve
an educational end Gymnastics are given |
as a mems to an end. and not as an end |
in themselves" |
Continuing, she goes at interesting |
length, showing deep study and research |
and keen judgment into the pedagogical |
value of physical training and success |
fully shows that the best mental results |
can be obtained only when all physical |
aid has been rendered to the proper func-
tioning of the nervous system.
Exercises and Commands.
Reviewing the work of the system since
Stoneroad describes the exercises now in
vogue in interesting detail. Each lesson
consists Of a series of distinct exercises,
each having definite purpose, the whole |
bringing into action all parts of the BODY |
Each exercise has its definite name which |
suggests the movements to the child. This |
hs me Is given to the class by the teacher
ara becomes preparatory command, tell
lFg the children what they are to do when
the signals or commands for execution are
given.
All movements are taken at words of
command or on counts used as commands
In this way we are able to obtain precision
In execution SO important from the stand
point of training, and secure the desired
rate of movement Each movement ia re-
peated number of times, sufficient to OBJ
tain full benefit from the exercise but not
enough to cause fatigue
AS the child works. he is led to think
that here is an exercise which is good for
him; that in order to derive the greatest
benefit from it he must do 1t in Just the
right way. Thus the mental attitude is
different from that of the child in a memoir
lied exhibition drill, whose mind is burden.
ed with remembering the number of move
ments to be taken in certain direction
and the number Of counts to be made at a
given pause; nor is the state of mind that
OF strained expectant attention as to what
word of command is to come next with the
dread of failure to hear and execute in
stantly.
uc WHOlc Work lS carried on not SOr the
sake of drill. but as a means to an end
Exercise Is not an end in itself, but one of
the means by which body and mind are en-
abled to function at their best.
In naming exercises and in the use of
words for commands, or to express direc-
ton of movement, good English express
sions have been used, the use of unnec-
essary technical gymnastic terms avoided.
A nomenclature has been settled upon
which answers all purposes and yet is not
obscure to one new in the work.
The Graded Course.
cit is absolutely essential" says Miss /
Stoaeroad. Ito the permanent success of |
public school gymr astics in large city |
that the course be thoroughly graded, cor
responding with the years of school work,
and that the exercises change with the
growing powers Of the child. When a boy |
passes into a higher grade he does not |
want to repeat In the same way that which |
he did the year before
ut Is only after years of careful dis
elimination ana mpch thought that this |
has been accomplished. Beginning at first
In 1889. with three divisions, it was not |
until last year that eight grades Of work |
were instituted. This means in the future
eight years Of varied work for children |