New Ulm review., 1912-12-04

Modern science has taught us that

dence exists between mind and body.
"Dr. Wey, in his experiments with
the dullest pupils at the New York
state reformatory at Elmira years ago,
proved that with vigorous bodily train
ing there came to the nnfortunates
under his control mental improve
ment which was marked. He also
proved that this mental awakening
was not only for a short time, but that
the pupils he had experimental with,
continued to improve mentally as well
as physically.
investigations have shown that
normally developed child demands
bodily activity; that exercise is as
necessary for a child's growth as is
nutrition, that during the first eight
years of a child's life the vital organs
grow most; that if they are not given
| the proper exercise then, this neglect
can never later in life be fully RENE
died. Having all this in mind we
find that a system Of physical train
| ing for the primary and grammar
grades must be arranged from the
| following standpoint:
@'In the first period from 60 years,
the child needs exercises that conform
as much as possible to those forms of
activity to which it has been accus-
toned in his pre-school years. These
are largely movements which stimu-
late the circulation, respiration, and
nutritive functions, movements which
engage large groups of muscles, and
which demand little concentration and
expenditure of nerve force. These
are mainly the so-called exercises of
quickness found principally in the
play form of gymnastics and running
games.
When the facilities are at hand,
easy exercises on hanging and swing
ing apparatus may also begin with the
lowest grade, also simple forms of
jumping.
"In the second period of school life,
that is from 9-14 years, the induce
ment of growth and development, and
counterac citing detrimental influences
of sitting and an indoor life, are still
the main demands to be met by edu-
cational gymnastic work. Progressing
from the forms of exercises taken in
the first period, the movements of
quickness must be Increased and di-
versifed; they must now begin to take
the form of skill. Running for a few
minutes, and other exercises requiring
endurance must be given recognition.
Free movements demanding greater
coordination, and also exercises with
wands, dumb-bells and clubs should
be introduced. Easy exercises on ap-
paratus, especially such demanding
skill must be continued. After the
twelfth year, when the bones and mus
cles have become stronger the sim
pier forms of apparatus exercises de-
|veloping strength, endurance and
courage demand recognition, and
|should be introduced. Games, espec-
tally the more intricate forms of ball
games are a delight to pupils of this
age. Swimming and skating, mod
crate bicycle riding and walking long
distances should be encouraged.
THE question now arises, how much
time should be devoted to gymnas-
tics daily?
1T may be some time before our
school boards will subscribe to the
demand, that the time needed daily
for physical training must first be set
aside, and the remainder apportioned
to the mental studies, or that they al
| low Prof. Virchow's claim of one-half
| each day for physical work. but when
by the foregoing we have shown how
necessary this training is for the
natural development of the child and
when we see how much time is wasted
on mental studies, because the chill
dren are physically unable to concen-
! trate their attention upon the subject
before them. the matter appears in a
different light. The standpoint to be
taken is that no school has a right
to impair the health of a child in order
Ito teach it any mental part.
"Taling the experiences of cities
that have had physical training in
their schools for years it is safe to
say that the least time required for
physical work, including recesses is
one hour a day. This time is best di-
vided as follows.
First, two recesses per day, 80
minutes.
Second, two gymnastic lessons of
ten minutes each, 20 minutes.
Third, exercises to be taken four
or five times per day after each period
demanding sitting, 10 minutes, making
I60 minutes in all. The recess shall
be devoted to games of all sorts suit.
able to the age of the children. In
rainy or inclement weather the games
should be held in the halls or base
ments. Where possible, arrangements
should be made during the winter to
flood parts of the school yard so that
pupils may practice skating. In
schools having gymnasiums or assem-
bly, hall fitted up with gymnastic ap
paratus, would recommend three
> gymnasium periods of 30-35 minutes
each per week, one-half to be devoted
to free exercises, and the other hall
to apparatus work and games. To gel
the best results, gymnastic activity
requires adequate room and time, as
much light and air as possible, and 3
variety of apparatus. One of the mos