The gymnastic progression / by Claes J. Enebuske.

  • Enebuske, Claës Julius.
Date:
1890
Catalogue details

Licence: Public Domain Mark

Credit: The gymnastic progression / by Claes J. Enebuske. Source: Wellcome Collection.

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    senting in pounds the resistance against the muscles. Were swiftness the aim, we could make our training conform to a pro¬ gressive scale representing a certain number of oscillations in a given time, or if slowness were the object, by a similar retrogres¬ sive scale. Did we aim at complete control of the curvilinearity of the movements, we might symbolize the progression by a series of peripherical segments, or were angularity of movement the aim, we could resort to a series of angles. We find in many sys¬ tems, and so-called systems, of gymnastics, present and past, one or the other of these points put forward as the governing object. The Ting system does not lay especial stress upon any of these points. It employs reduced as well as increased resistance, as the purpose may demand. It uses the swift and the slow movements for such effects as they can respectively produce. It embraces movements describing both curved lines and angles. For a clear understanding of gymnastic progression we must bear in mind the general composition of the Swedish gymnastic drill, or what is termed a “gymnastic day’s order.” (Gymnas- tisk dagofning.’ ’—Swed.) “Gymnastic day’s order’ ’ is a technical phrase that indicates something more than an ordinary space of time occupied in gymnastic exercises ; it is the practical, distinct¬ ively formulated expression of a clearly comprehended idea, a practical application of a distinct hygienic and educational line of thought. The “Gymnastic day’s order” must be adequate to the demands of each day’s exercise within given limitations of • space and time. It is composed of a certain number of move¬ ments succeeding each other in a well-defined order, calculated to produce certain effects in a certain succession, all these movements together being designed to bring about a distinct hygienic and educational result, which is the exponent of what we term gym¬ nastic “unity” and “totality.” Hygienic and educational interests are interlaced with each other in the “gymnastic day’s order,” as may be seen by an analysis of its constituents. The hygienic line of thought in the “gymnastic day’s order” is this : For a number of hours previ¬ ous to their appearance in the gymnasium, or class-room for physi¬ cal exercises, the pupils have had all their powers concentrated upon their lessons and recitations. Whether necessary or not the} have been doing their work in a sitting posture, the chest more or less contracted, the upper part of the body leaning forward against the desk, the thorax bent forward and downward, press-