CHAPTER VII.

THE SCHOOL THE TRUE PLACE FOR CHILDREN'S PHYSICAL CULTURE.

But, well adapted as our homes are in many ways for the proper care and development of the body, there is one place which, in almost every particular, surpasses them in this direction, if its advantages are understood and fully appreciated, and that is the school. A father may so arrange his time that a brief portion of it daily can be regularly allotted to the physical improvement of the children, as John Stuart Mill's father did his for his son's mental improvement, and with such remarkable results. But most fathers, from never having formed the habit, will be slow to learn it, and their time is already so taken up that it will seem impossible to spare any. The mother, being more with the child, feels its needs and lacks the more keenly, and would gladly deny herself much could she assure her children ruddy health. But her day is also by no means an idle one, and, just when she could best spare half an hour, it is hardest to have them with her. Besides, in too many instances she is herself far from strong, and needs some one to point out to her the way to physical improvement more, even, than do her children.

There is a feeling that the child is sent to _school_ to be educated, and that certain trained persons are paid to devote their time to that education. As they are supposed to bring the children forward in certain directions, this leads easily to the conclusion that they would be the proper persons to care for other parts of that education as well. Nor is this view so wide of the mark. The teacher has always a considerable number of scholars. He can encourage the slower by the example of the quicker; he can arouse the emulation, he can get work easily out of a number together, where one or two would be hard to move. If he rightly understood his power; if he knew how easy it is, by a little judicious daily work, to prevent or remove incipient deformity, to strengthen the weak, to form in the pupil the habit of sitting and standing erect, to add to the general strength, to freshen the spirits, and do good in other ways, he would gladly give whatever time daily would be necessary to the work, while, like most persons who try to benefit others, he would find that he himself would gain much by it as well. He has not a class of pupils stiffened by long years of hard overwork of some muscles, and with others dormant and undeveloped. The time when children are with him is almost the best time in their whole lives to shape them as he chooses, not morally or mentally only, but physically as well. The one shoulder, a little higher than its mate, will not be half so hard to restore to place now as when confirmed in its position by long years of a bad habit, which should never have been tolerated a day. If the chest is weak and flat, or pigeon-breasted, now is the time to remove the defect. Build up the arms to be strong and comely now; accustom the chest and shoulders to their proper place, whatever their owner is at; cover the back with full and shapely muscles; get the feet used to the work which comes so easy and natural to them, once they are trained aright; and the same boy who would have grown up half-built, ungraceful, and far from strong, will now ripen into a manly, vigorous, well-knit man, of sound mind and body, familiar with the possibilities of that body, with what is the right use and what the abuse of it, and knowing well how to keep it in that condition which shall enable him to accomplish the best day's mental labor. And he will be far fitter to face the privations, anxieties, and troubles of life in the most successful way.

Nor is the rule at all difficult to follow. Little by little the boy's mind is led along, until the difficult problem in arithmetic seems no harder to him than did the adding of two and two at first. For hundreds of years the mental training of youth has been a matter of careful thought and study, and no effort is spared to secure the best advantages of all the teaching of the past. But with that past before him; with its many great men--not always, to be sure, but so often--men whose bodies were sturdy, and equal to the tremendous tasks which their great activity of mind led them willingly to assume, he is encouraged and urged to keep his mind under continual pressure for many hours daily, and every incentive is brought to make the most of him in this direction. And yet that which would have helped him in almost every step he took, which would have fitted him to stand with ease what now in a few years so often breaks him down, is totally ignored and left quite out of sight.

It is plainly no fault of his. The blame lies with the system which, for generations together, has gone along so blindly. The life a farmer's son leads makes him strong and hearty, and when his school-days are over his work is of such a sort as to maintain all his vigor. The city lad who plays on the brick sidewalks, born often of half-developed parents, has no daily tasks which bring his muscles into vigorous play, strengthening his digestion. Is there any possible reason why the city lad should be favored physically like the country boy? The first has every incentive for daily exercise, the latter none at all.

There ought to be no more delay in this matter of physical education in the schools. Prompt and vigorous steps should be taken to acquaint every school-teacher in this country with such exercises as would quickly restore the misshapen, insure an erect carriage, encourage habits of full breathing, and strengthen the entire trunk and every limb. If the teachers have not the requisite knowledge now, let it at once be acquired. They, of all persons, are expected to know how to acquire knowledge, and to aid others in doing the same. As soon as they have gained even partial knowledge of how to effect these things, let them lose no time in imparting that knowledge to the pupil.

Physical education ought to be made compulsory in every school in this land. Have it directly under the eye and guidance of the teacher, and have that teacher know that, at the quarterly or semi-annual examinations, reasonable progress will be expected in this department just as certainly as in any other, and if he is not up to his work, that some one who is will be put in his place. Then that progress will surely come. It has come already, where the means have been understood and used, as witness Maclaren abroad and Sargent here; and it brings such a benefit to the pupil that no pains should be spared to insure it.

Scarcely a week passes but the press of our larger cities repeats the story of some overworked man or woman breaking completely down with general debility, the body not only a wreck, but too often the mind as well. Had that body been early shaped, and hardened, and made vigorous--as, for instance, Chief-justice Marshall's father looked to it that his great son's was--and the habit formed of taking daily work, and of the right sort to keep it so, and had the importance of that care been impressed on the mind till it had fixed itself as firmly as the sense of decency or the need of being clean, is it likely that the person would have allowed himself to get so run down, or, if he did, to remain so?

The trouble usually is that the man does not know what to do to tone himself up and keep himself equal to his tasks, or that it needs but a little to effect this. He will spend money like water; he will travel fast and far; he will do almost anything, but he knows no certain cure. Is it not as important to have good health and strength as to figure or write correctly, to read the AEneids or Homer, to pick up a smattering of French or German? Who is the more likely, if his life be in-door and sedentary, not to live half his days--he who has never learned to build and strengthen his body, and keep it regulated and healthy, and to know the value of that health, or he who has?

Is not work which will almost surely lengthen one's life, and increase his usefulness, worth doing, especially when it takes but a very little while daily to do it, and less yet when the habit commenced in childhood? Go through our public and private schools, and see how few thoroughly well-built boys and girls there are. Good points are not scarce, but how small the proportion of the deep-chested, the well-made and robust, who give good promise of making strong and healthy men and women! Fortunately there is nothing really difficult in the work of strengthening the weak, making the somewhat crooked straight, of symmetrizing the partially developed; indeed, on the other hand, it is, when once understood, simple, inexpensive, and easy. More than all this, it is a work which the teacher will find that almost every scholar will take hold of, not, as in many other branches, with reluctance, but with alacrity; and it is always pleasant teaching those who are eager to learn.

But a little time each day is needed, never over half an hour of actual work in-doors and an hour out-of-doors. Suppose a teacher has forty pupils, and that thirty of them have either weak or indifferent chests. Let her form a chest-class out of the thirty, and, for ten minutes a day, let them practice exercises aimed exclusively to enlarge and develop the chest. Some of such exercises will be pointed out on page 245. Begin very gradually, so mildly that the weakest chest there shall have no ache or pain from the exercise. For the first week do that same work, and that much of it daily, and no more; but do it carefully, and do not miss a stroke. Let this exercise come at the appointed hour, as certainly as any other study. The second week make the work a trifle harder, or longer, or both. In this, and in every exercise, insist, as far as possible, on an erect carriage of the head and neck, and frequently point out their value. Insist, further, on the pupil's always inhaling as large, and full, and slow breaths as he can, seeing to it that every air-cell is brought into vigorous play. Be careful that he or she does not, without your knowledge, get hold of heavier apparatus, or try more difficult exercise in the same direction, before the muscles are trained to take it. Overdoing is not only useless, and sure to bring stiffness and aches, but it is in it that any danger lies, never in light and simple work, adapted to the pupil's present strength, and done under the teacher's eye, or in heavier work after he has been trained gradually up to it. Now, when a fortnight has gone by, use a little heavier weights; stay at the work without weights a little longer, or draw the pulley-weight a few more strokes daily, never forgetting to hold the head and neck erect.

Will dumb-bells and weight-boxes be necessary? Yes, or their equivalents. If the former cannot be had, flat-irons or cobble-stones of the same weight will do pretty well, and sand-bags can be used in the weight-boxes when pear-shaped weights or packed-boxes are scarce. It is a very small matter to supply a school with light dumb-bells, when they cost but five cents a pound, and when, if necessary to retrench, a quarter as many pairs of them as there are scholars will suffice. As will be shown in a later chapter, there is a very wide variety of exercises which could be practised in a school-room, which do not need one cent's worth of apparatus. They simply need to be known, and then faithfully practised, and most gratifying results are sure. In large cities it would be well to have all the teachers instructed by a competent master in the various exercises which they could so readily teach in school, and which would prove so beneficial to the scholars. London is already ahead of us in this direction. _Harper's Weekly_ of February 8th, 1879, says: "The London School Board has appointed Miss Lofving, at a salary of fifteen hundred dollars a year, as superintendent of 'physical education' in the girls' schools."

A man like Dr. Sargent, of the Fifth Avenue Gymnasium, in New York, could easily, in a few half-hour lessons, instruct the two thousand or more teachers of the public schools of that city in the simpler, and yet very valuable exercises. They would be then well qualified, in turn, to instruct all the pupils, and to so grade their exercises as to adapt the work to all. The ordinary gymnastic instructor, as years have shown, in most of our gymnasiums, lets the pupil do about as he has a mind to. This would be just about as effective as if the same rule was followed out in mental training. But men like Sargent, strict disciplinarians, trained physicians, and practical gymnasts as well, are far too scarce among us, and his is a field which many of our young physicians might enter with prospects of doing very great good in the community in which they live.

Let the school commissioners of each State look to this matter at once. Let them insist that each teacher shall forthwith obtain the knowledge requisite to properly instruct and bring forward every pupil in his or her class. A knowledge should be had of the exact kind and amount of work requisite for a class of a certain age. Let some suitable person or persons be appointed in the cities to supervise this branch of education, and see that the teachers are thoroughly qualified. Let the scholar understand that his body can be trained exactly as well as his mind, and that the sound health of both is intimately connected with having it so trained. Let the school-hours be so arranged that ten minutes in the middle of the morning session, and again in the afternoon, shall be allotted to this branch. See what Maclaren[F] did for the Radley and Magdalen boys in _one hour a week!_ see what Sargent[G] did in our country for two hundred youth in two hours a week, and with wooden dumb-bells, very light clubs, and a few pulley-weights at that! Let people at once and forever get rid of the notion that this exercise is a mere play-spell, or that it is only good to make athletes or acrobats. It is as much a branch of education as any taught in our schools to-day; and who will question that, if such uniform and splendid progress was made in each school as was made in the cases just cited, and in different instances, with at first such unpromising pupils, the brief twenty minutes daily so spent would be as well spent and as valuable to each pupil as any other twenty or thirty minutes of his day? It should no more be allowed to interfere with their usual play than any other branch is. It is a matter of progress and development, in a way highly important to every scholar, and should be so treated, and the child's play-hours should be in no way curtailed to accomplish it.

Superintendent Philbrick, of the Boston schools, is a man of long experience in most matters connected with schools, their management, and wants. This gentlemen has lately received, at the Paris Exposition, high honor for his accomplishments in this direction. But are the schools of Boston to-day taking the care they ought to and could so easily take to make the children healthy and vigorous? Let Mr. Philbrick set about introducing into every public school in that city such a system of physical education as shall effect, for example, simply what Maclaren effected, what Sargent effected and is now effecting, and no more. Let him stick to his task as persistently, if need be, as Stanley stayed at his infinitely harder one, until every boy or girl who is graduated from a Boston school has a strong, shapely, and healthy body, and knows what did much to make it so, and what will keep it so. Then the east wind may blow over that good city, even until no gilding remains on the State-house dome, and the formerly weak throats and lungs will not mind it any more than they do the gentlest southern zephyr; Mr. Philbrick can feel, when he looks over his life's work, that he has accomplished a thing for the scholars of his charge, and introduced a public benefit, which will redound to his credit as long as the city stands. There is no more need of Americans having poor legs than Englishmen. There is no more need of a boy's chest remaining a slim and half-built affair at the Brimmer School, or the Boston Latin School, than there was at Radley.

When the good work is commenced, when other cities begin to send their delegates and committees to watch methods, progress, and results, to take steps to secure the same benefits for their own schools, then the admirable example Boston has set in leading off in this direction will be better understood. Then all will wonder why so simple, so sensible, so effective a course, conducive to present and future health and well-being, had not been thought of and been carried out long ago.

FOOTNOTES:

[F] See page 140.

[G] See pages 291, 292.