ida-once the worst of savages-through Capt. R. H. Pratt, whose three years' wise management of them in Fort Marion had resulted in a wonderful change, seventeen were accepted at private expense, Bishop Whipple providing for five of them. The Hon. Carl Schurz, then Secretary of the Interior, was quick to appreciate the success of their first few months at Hampton, and sent us more Indians from the West; then Congress, on the strength of the results at Hampton, and of Capt. Pratt's proved capacity, appropriated funds to start the great work at Carlisle, where over five hundred Indian youth, under Capt. Pratt, are being taught the 'white man's way.'

"The annual Indian attendance at Hampton is now 136, of whom 120 are aided by Government, the rest by charity. The death rate, once alarming, has, for six years, been not quite one a year. Of the 345 returned Indians, but 25 are reported as unsatisfactory, but 4 of them bad; the rest are employed as farmers, catechists, preachers, teachers, mechanics, clerks, etc.; 35 seeking further education, 6 of them in Eastern normal schools and colleges, and 42 of the girls are married, in good homes.

"The old homesickness of Indians at eastern schools is nearly over. The three years' period at school, which was formerly too much like a prison term, is more and more ignored, and the idea of fitting for life, whatever time it takes, gains strength. Indians are no longer coaxed to come. Twice as many as we can take wish to come; yet the really desirable ones are not very many, and we do not care to increase our numbers. Our Indian work is illustrative rather than exhaustive.

"In the twenty classes-of 1871 to 1890, inclusive-723 graduates have received diplomas, 280 young women and 443 young men. Of these, 25 are Indians-8 young women and 17 young men-the first Indians graduating in 1882.

"Of the 723 graduates, 604 report as teachers; 80, a trifle over 11 per cent, report failure to teach. Of these 80, 9 are Indians, which brings down the per cent of colored graduates failing to teach to almost exactly 10 per cent. That 16 out of the 25 Indian graduates have taught is a very good showing for them, considering the fewer opportunities to teach which have been open to them. "Of 39 graduates (colored) we have been unable to obtain any report. "The total number of those who report having other regular occupation than teaching is 271. Of these, 191 have taught as well. While the balance-413— do not report other regular occupation than teaching, the great majority find employment as they can-at farming, trades, or service-between school terms, or cultivate their own land and keep house.

"The principal regular occupations reported besides teaching and the number reporting in each are as follows:

23

In business for selves (merchants, etc., other than above)

In Government or civil service (U. S. Army, United States Department clerks, customhouse clerks, postal clerks and carriers, policemen, light-house keeper, county surveyor, superintendent of schools)

Bookkeepers and clerks, 13; treasurers, 3..

Music

Of the young women:

Physician (an Omaha Indian).

Missionary in Africa.

Trained nurse (2 colored, 1 Indian)

In business for selves (store, millinery, laundry, gardening)

Dressmaking and sewing

Printing

Music (organist and singing)

Housekeeper (exclusively), but many more are keeping house for themselves.
Matron

At service (exclusively).

"The total number of children reported as having been taught by our graduates is 129,475. This number is, of course, approximate.

"Some light on the frequent question as to the comparative mental endowment of black and 'colored' in the negro race is perhaps to be gathered from the unforeseen and rather striking result of an investigation of the distribution of the highest class honors since 1874, when they were first awarded.

"At Hampton, salutatory and valedictory are equal honors, the one for the young women, the other for the young men.

"Leaving out the Indian salutatorian of '86 and valedictorian of '89, and one year when the programme was made up from graduates of previous years, we find that, of the fifteen colored girl salutatorians, four were black, three dark, seven light, and one apparently white.' Of the fifteen young men valedictorians, seven were black and one dark, and seven were light. In other words, of young women, seven were dark and eight light; of young men, eight were dark and seven light; which divides the honors as nearly equally as possible; fifteen to the dark and fifteen to the light. After the first decade of the school, investigation was made with a precisely similar result. That it should again appear over the whole period of seventeen years is surprising and seems significant."

CHAPTER XIV.

THE SWEDISH OR LING GYMNASTICS.

By G. B. PUTNAM, Principal of Franklin School, Boston, Mass.

The third wave of popular interest in physical culture has been rising rapidly of late in this country, and it is to be hoped that it may reach and effect for good all our public schools.

It is said: "We grant that gymnastics should be introduced at once, but what system shall be employed?" There is no American system. This is confirmed by Dr. Edward Hitchcock, of Amherst College, who says: "I have been working at physical culture for a quarter of a century. I do not, however, think that we have a system," and by Prof. E. M. Hartwell, of Johns Hopkins University, who says: "It is not calling a thing by a name that makes a system, and that is the point I wish to urge in regard to the so-called American system. We have none.'

The Germans have a system developed by "Father Jahn," who from love of Fatherland introduced turning throughout Germany, producing wonderful results among its youth in the early part of the present century.

His system was imported into this country, as early as 1826, by. Dr. Charles Beck, at the Round Hill School, Northampton; by Dr. Follen, at Harvard University, and by Dr. Francis Lieber, at the Gymnasium in Boston. These were able, enthusiastic men and good teachers. All three were pupils of the illustrious Jahn, who said of the latter that he "possessed good moral behavior, was ingenious and clever, as well as a good leader and teacher of gymnastics," and yet their efforts failed of lasting success.

Many of the good features of Jahn's system have been appropriated by numerous teachers in our higher schools and colleges, as well as by those in charge of our city gymnasia. They have introduced them at random, with others from England, France, or Sweden, or among devices of their own invention, in order to establish a so-called American system. Some good results have followed, but there remains a crying demand for a system which is adapted to the felt necessities of public schools from primary to high-school grades.

I am persuaded that the Ling system of Sweden, as it stands to-day, is just what we need.

It has stood the test of seventy or eighty years, and its effects have long been visible.

A correspondent of the New York Tribune, traveling in Sweden thirty years ago, wrote as follows: "I attribute the superior physique of the inhabitants of this country, in a great measure, to the gymnastic exercises which they receive in the public schools. This kind of training is universal. Every school building has its large high room with earthen or matted floor, with all sorts of gymnastic implements. The scholars are not allowed to exercise on what they wish, but there is a regular scientifically arranged system. They are trained in squads and move and march at the word of command. The smaller or weaker boys begin with the lowest grade of exercises and follow up according to a scientific system arranged to promote health. They all seem to go into it with the greatest relish and show well-trained muscular power."

A lady from Fialand recently remarked that at her home they could always distinguish a lady from Sweden, for she walked a queen. Thirty years ago John D. Philbrick, the sagacious superintendent of Boston schools, saw clearly the needs of the pupils in the way of physical culture, and in his report of September, 1860, dwelt at length on these needs, and made suggestions for meeting them, saying, among other things, "The principal remedy I would suggest is

the introduction into all grades of schools of a thorough system of physical training as a part of school culture, in which every pupil shall be required to participate. I fully agree with an able author, that a universal course of training of this kind, scientifically arranged and applied, in connection with obedience to other laws of health, might, in one generation, transform the inhabitants of this land from the low development now so extensive to the beautiful model of the highest form of humanity."

The report was referred to a subcommittee of five of the ablest men in the school board, and they, largely through his influence, recommended the appointment of a competent teacher and the daily practice of gymnastics, and they say, after speaking of the injurious effects of certain violent exercises: "The system invented by Prof. Ling, of Sweden, which is called free gymnastics, is not liable to this objection. It consists of a variety of motions of the head, chest, trunk, and limbs, performed with energy and vigor, without the use of fixed apparatus. Indeed, most of the exercises, and perhaps sufficient for the purpose of our public schools, require no apparatus whatever, and no special room set apart for its practice. This system, in a modified form, it is deemed both desirable and practicable to introduce into all our schools, and it is recommended that it be made an obligatory branch of education."

But the school board was not then ready to follow the advice of their subcommittee, and a golden opportunity was lost.

Nearly thirty years have passed and Mrs. Mary Hemenway, who, in the establishment of cooking schools and the introduction of sewing, has been a real benefactor to the children of Boston, has turned her attention to the introduction of a system of physical culture that she may thereby benefit the schools of the city.

In the autumn of 1888 she secured a hall and employed as instructor a graduate of the Royal Central Gymnastic Institute of Sweden, which Prof. Hartwell pronounces the best school for training teachers of gymnastics in the world. Classes were formed from among the teachers of the public schools, and they entered earnestly upon the task of fitting themselves to teach the Ling system. The first public exhibition of it was given by a dozen ladies of the normal class at the conference on physicial training, in Huntington Hall, Boston, in November, 1889. Again its peculiar features were exhibited at Mechanics' Hall before some four thousand people on the afternoon of April 5, 1890, by a normal class and also by pupils of the first and fifth classes of the Franklin Grammar School. This exhibition was under the auspices of the American Association for the Advancement of Physical Education, which was holding its annual meeting in the city.

But who was Ling?" I am often asked. Peter Henrik Ling was born in Ljunga, province of Smaland, Sweden, November 15, 1776.

His father was a clergyman, but young Peter was soon left an orphan, and in early manhood, prompted by a love of adventure, traveled over Europe. His journeys were apparently aimless and he was often reduced to extreme want. He succeeded, however, in mastering several modern languages and finally returned to Sweden.

Soon after, while suffering from an attack of the gout in the elbow, he thought to cure it by exercise, and to this end he learned the art of fencing.

The remedy proved effective, and his success led to the idea that other diseases might yield to proper exercise. Hence the origin of the Swedish movement cure, as the author of which his fame has become world wide. It has been practiced not only in the leading countries of Europe, but in the United States as well. That he might be able the better to apply his theories he became proficient in anatomy and physiology, and not content with healing the sick he devoted himself to inventing and arranging a system of exercises adapted to the harmonious development of the bodies of children and also the physical perfec

tion of those destined to the life of a soldier.

In 1805 he became professor of fencing in the university at Lund and later was appointed master of fencing in the Military Academy at Carlberg.

In 1813 the Royal Central Institute of Gymnastics was established at Stockholm for the purpose of extending the application of his theories, and he became its director. Here he remained until his death, which occurred in 1839.

He received the rare honor of being made a member of the Swedish Academy, and the king conferred upon him the title of Knight of the Order of the North Star. The work which he laid down has been perfected by his pupils and successors, and, during these many years, patients have flocked thither for healing, and students for normal training in the three departments of gymastics.

Again, it is asked, "What is the Swedish system?" Let us first ask, "What is its aim?" It is based on the following proposition: "The object of educational gymnastics is to train the pupil to make his body subservient to his own will." This can only be accomplished by practice, regular and systematic. If the proper practice is secured, then activity, dexterity, strength, and health are quite sure to follow.

The Ling system has three departments, medical, military, and educational, and of the latter only do I write.

The exercises are classified as follows:

1. Introductions, or orders to gain attention and good position.

2. Arch flexions, or movements for the back and chest.

3. Heaving movements, or exercises in lifting the body by the arms or in extending them.

4. Balance movements, to give a correct carriage and general equilibrium. 5. Shoulder-blade movements, to flatten the back and pull the shoulders backward in their proper place.

6. Abdominal exercises, to strengthen the muscles of the abdomen and to aid digestion.

7. Lateral trunk movements, to strengthen the lateral parts of the trunk.

8. Slow leg movements, to increase the circulation in the lower limbs, to quiet the action of the heart, and to counteract palpitation.

9. Jumping and vaulting, to cultivate speed of motion and to effect the coördination of movements.

10. Respiratory movements, to increase the capacity of the lungs, to restore breathing to its normal rhythm, and to help counteract the evil effects of precipitate movements.

In each of these classes there may be scores, if not hundreds, of exercises of varying strength. From these a selection is made for a "day's order" or programme for the day. This provides exercise for the whole body. Nerves, muscles, and internal organs, as well as the blood vessels, have all received due attention.

Teachers do not usually take the exercises in their exact order, but make such selections as the special needs of particular classes seem to require.

Suitable exercises are available from these classes for years of work in free gymnastics, but as pupils become more advanced fixed apparatus may be desired even in our schools, and no objection would be made to a well-equipped gymnasium in connection with each, but this is not essential.

One of the features of special value in this system is that a "fundamental position" is first assumed, and whatever may be the subsequent positions taken or movements executed there is an immediate return to this. Hence there is constant practice in taking and holding that position which presents the best, pose and carriage that can be secured.

Another marked feature is its progression. It begins with the simplest movements which could not harm an invalid or the feeblest pupil, and by years of practice it leads on gradually, by movements stronger and stronger and of longer duration, to feats before which an athlete might stand appalled. Of course these would never find a place in the school room.

As has been shown, each "Day's Order" has its progression also. One cardinal principle is that not every possible motion or position is of value or to be permitted. Only such are selected as are adapted to accomplish some specific end. That end is clearly seen and its attainment provided for. No exercise is performed simply because it is "pretty."

Another is that moyements are made in response to words of command, no music being employed. Ling's belief was that there is a rhythm of movement as well as of music, but there is an essential difference between them, and often no adjustment is possible. The rhythm of the movement must be sacrificed to that of the music if the latter is introduced, and for a large part of the movements music is an impossibility, since no musician could ever adapt it to them. The use of words of command is to me one of the marked excellencies of this system, for if there is any one thing which our American children need it is the habit of obedience, and obedience so prompt that they are hardly aware that they are obeying.

I have read of a stalwart band of rebellious slaves, who once attacked their master, who was sick, alone, and unarmed. In tones of command he exclaimed: "Lay down your arms, you rascals, go instantly to your work or I will have every one of you flogged within an inch of his life." He was completely in their power, and yet, so confirmed was their habit of prompt obedience, that, to a man, they threw down their arms and fled from his presence.

ED 90-70