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THE EXERCISES FOR THE SCHOOL-ROOM.

THESE exercises are such as can be performed in the school-room, and in classes. They are to be used in connection with the mechani cal gymnastics, or where it is not convenient to arrange the necessary machinery for the latter, and particularly where the more mild and gentle exercises are preferred.

Ling's System of Gymnastics.

For the purpose of showing the practical working of the educational part of Ling's system, which has especially in view the preservation of health, and the prevention of many diseases, we have, with the author's permission, selected from the works of Dr. Roth the following illustrations and descriptions. It is a great feature in Ling's system, that it contaius a part, consisting only of such gymnastic exercises as require no technical apparatus or machines. These exercises are called free, and are sufficient to produce the harmonious developement of body and mind.

There is a class of free exercises in which a support is necessary; but then it is not that of any mechanical contrivance, but a living one, effected by a mutual apposition of the hands, arms, legs, etc., of the individual performing the exercises. The highly celebrated Greek gymnastics consisted, with but few exceptions, of similar free exercises; and the results which were produced by them on the population of Grecce are a sufficient proof of their efficiency.

The free exercises are divided into five classes: 1st, movements of the limbs on the spot, and without reciprocal support; 2d, movements from the spot without support; 3d, movements with support; 4th, wrestling exercises; and, 5th, Besthetic exercises.

Before we procee to our practical illustrations of these

various parts, we wish to impress the reader with the idea of a gymnastic movement.

Gymnastic movements differ from movements in general in this—that though the latter require space and time, they do not require a determinate space, and determinate period of time, and degree of force. It is this definite amount of врасе and time in which the movement is to be done, as well as the determinate degree of force with which it is done, that enables us to influence the whole or a single part of the body in the manner necessary for the special purpose.

To raise the arms from a hanging position in a loose, random way, without thinking, and to stretch them in the air, can have little corporeal effect, and certainly no mental one; but to stretch the arms in a manner and direction, and wit、 velocity and force, all previously determined and exactly performed, and then to move the different parts, upper and forearm, hand, and fingers, precisely as determined and commanded this is a gymnastic movement.

To learn to leap very far, or very high, it is not necessary to have special gymnastic instructions; but to leap gymnas tically—that is, in a certain way, with the least possible expenditure of power, with great certainty and precision, with nice regard to distance, etc.-this is a matter calling/ for skillful and systematic instruction; and such a system constitutes rational gymnastics.

Every gymnastic movement has,

1st, A commencing position, in which it begins, and from which the preceding movement originates.

2d, Intermediate positions, through which the whole or part of the body passes, and which lie in the direction of the movement from its commencement to its end, which forms

3d, The final position, in which the moved body, or part of the body, returns to a state of relative rest, and where the movement ceases,

Fig. 1.

The engraving

(Fig. 1,) illustrates

a movement where the arm is to be bent at the elbow, and which is called fore-arm flexion. The stretched arm

represents the commencing position.

The fore-arm bent at a right-angle with the upper, is one of the intermediate positions; and the fore-arm forming an acute-angle is the final position. When the fore-arm is to be stretched, the previous final position is the commencing position, and the previous commencing position is the final one, the intermediate positions remaining the same in both. The arm i drawn from above, in order to show more distinctly to three positions. We have been obliged to enter into the details, that the reader may the better understand the er ses which follow.

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The free exercises are usually done only by healthy pos Bons, and in a standing position. We will suppose that the feet are placed in the fundamental position- that is, at a right-angle to each other, (Fig. 2.) From this position originate a great variety of others, in which the feet are always at a right-angle to each other. One foot remains in its original place, while the other is moved either sideways, forward, or backward. The length of the foot of the individual performing the exercise is chosen as a measure of distance at which the foot is to be placed from the other; in this way, we say, the foot at one, two, three, (or more,) distances-place. The diagram (Fig. 3,) shows the feet placed apart at one distance, Fig. 4 at two distances, and Fig. 5 at three distances.

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When we place the right foot at one, two, three distances forward, we have the various positions marked, 1, 2, 3, in the sixth diagram. When we choose the close position, in which the feet are placed closely together in their whole length, (Fig. 7,) as our commencing position, then the placing of the feet apart in one, two or three distances, is quite different, as illustrated by Fig's 8, 9, and 10; and the placing of the right foot forward in the various distances is shown by the diagram, (Fig. 11,) where the right foot is placed forward in a straight line with the left, at the distances indicated by 1, 2, 3. By these instances, the reader will understand the importance of the commencing position; because, if this is not taken into consideration, and two persons are to perform, for instance, the movement expressed by the word of command, feet apart in two distances-place!

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Fig. 6.

Fig. 7.

Fig. 8.

Fig. 9.

Fig. 10.

the one who chooses Fig. 7 as his commencing position, will place his feet in the position Fig. 9; while the second, having chosen Fig. 2 as his commencing position, will be in the position of Fig. 4.

The Word of Command.

We have mentioned the word of command; this is the order given by the teacher, or person directing the movements, according to which all must move simultaneously. The word of command, or the order, consists of two parts—the first is the announcing, the second the execution order. The announcing order describes generally the limb which is to be moved, and the direction of the movement; the execution order describes shortly the mode of movement or action. In the command "feet apart in two distances—place!" the first five words are the announcing order, at which every individual prepares himself for action, but does not move till the word "place," the

Fig. 11

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