THE PHYSICAL TRAINING OF GIRLS
We shall certainly not reach right conclusions about the physical training of girls unless we rightly understand what physical training does and does not effect, and what we desire it should effect. This applies to all education—that our aim be defined, that we shall know "what it is we are after," and it applies pre-eminently to the education, both physical and mental, of girls.
Now it will be granted, in the first place, that by physical training—whether in the form of gymnastics or games or what not—we desire to produce a healthier and more perfectly developed body. Some will add a stronger body, but as this term has two meanings constantly confused, it really contains the crux of the question. Stronger may mean stronger in the sense of resistance to disease or fatigue or strain of any kind, or it may mean stronger in the sense of the capacity to perform feats of strength. It being commonly assumed that vitality and muscularity are identical, this distinction is, on that assumption, merely academic and trivial. But as muscularity and vitality are not identical, and have indeed very little to do with each other, and as muscularity may even in certain conditions prejudice vitality, the distinction is not academic but all-important. I freely assert that it is substantially ignored by those who concern themselves with physical training, whether of boys or girls or recruits, all the world over.
Though a woman is naturally less muscular than a man, her vitality is higher. This seems to be a general truth of all female organisms. The evidence is of many orders. Thus, to begin with, women live longer, on the average, than men do. In the light of our modern knowledge of alcohol, however, we cannot regard this fact by itself as conclusive, since the average age attained by men is undoubtedly considerably lowered by alcohol, and of course to a much greater extent than obtains in the case of women. But women recover better from poisoning, such as occurs in infectious disease, and they are far more tolerant of loss of blood, as indeed they have to be. The same applies to loss of sleep or food, and to injurious influences generally. These indisputable proofs of superior vitality co-exist with much inferior muscularity, and are conclusive on the point. If men would make observations among themselves and think for a moment, they would soon perceive how foolish they are in crediting the assumptions of the strong men who so successfully persuade the public that the great thing is for a man to have big muscles. Men, muscular by nature, and still more so by nurture, are often in point of fact really weak compared with much less muscular men who, though they cannot put forth so much mechanical energy at a given moment, can yet endure fifty times the fatigue or stress or poisoning of any order. From the point of view of any sound physiology there is no comparison at all between the absurd strong man and the slight Marathon runner of small muscles but splendid vitality. If we are to test vitality in muscular terms at all—that in itself being a quite indefensible assumption—we must do so in terms of endurance, and not in terms of horse power or ass power, at any given moment.
If, then, vitality be our aim in physical training, and not muscularity as such, nor in any degree except in so far as it serves vitality, it is plain that we shall to some extent reconsider our methods.
Pre-eminently will this apply to the girl. Just because she is now becoming a woman, her vital energies are in no small degree pledged for special purposes of the highest importance, from which we cannot possibly divert them if we desire that she shall indeed become a woman. Thus, though muscular exercise of any kind is certainly not to be condemned, we must be cautious; for, in the first place, muscular exercise is no end in itself; in the second, the production of big muscles by exercise is no end in itself; and in the third place, all muscular exercise is expenditure of energy in those outward directions which are not characteristic of womanhood, and which must always be subordinated to those interests that are.
At this period of which we are speaking there are constructions of the most important kind going on in the girl's body, compared with which the construction of additional muscular tissue is of much less than no importance. These building-up processes are, we know, characteristic of the woman. Their right inception is a matter of the greatest importance. They involve the actual accumulation of food material and the building up of it into gland cells and other highly organized tissues upon which complete womanhood depends. These all-important concerns are prejudiced by excessive external expenditure, and thus the care necessary for the boy at puberty is a thousandfold more necessary for the girl, though the obvious changes in her appearance and her voice may be much less marked. Greater and more costly constructions are afoot in her case than her brother's, grossly though these facts are at present ignored in what we are pleased to call education, both physical and mental.
If we are to decide what kinds of physical exercise will be most desirable, we must come to some conclusion as to what is the object of our labours, it being granted that muscular activity and the making of big muscles are not ends in themselves. The answer to this question is to be found in what I have elsewhere called the new asceticism.
In tracing the history of animal progress, we find that it coincides with and has consisted in the emergence of the psychical and its predominance over the physical. The history of progress is the history of the evolving nervous system. Muscles are the servants of the nervous system. In man progress has reached its highest phase in that the nervous system, which at first was merely a servant of the body, has become the essential thing, so that the brain is the man. The old asceticism was at least right in regarding the soul as all-important, though it was utterly wrong in considering the interests of soul and body to be entirely antagonistic, and in teaching that for the elevation of the soul we must outrage, mutilate, and deny the body. The new asceticism accepts the first principle of the old, but bases its practice on a truer conception of the relations between mind and body. The greater part of the body is composed of muscles, and it is with muscles that physical training is concerned. On our principles, then, any system of physical training worth a straw must have primary reference to the brain, since the body, including the muscles, is only the servant of the ego or self which resides in the brain. For this reason, if for no other, the development of muscle as an end in itself is beneath human dignity; the value of a muscle lies not in its size or strength, but in its capacity to be a useful and skilful agent of the brain.
The exceptions to this rule are furnished by precisely those muscles which the usual forms of physical training and gymnastics ignore and subordinate to the development of the muscles of the limbs. It does matter very much that man or woman shall have the heart, which is the most important muscle in the body, and the muscles of respiration in good order. These muscles are directly necessary for life, and are therefore servants of the brain, even though they are not in any appreciable degree the direct agents of its purposes. Any kind of physical exercise then which, while developing the muscles of the arm, for instance, throws undue strain upon the heart or involves the fixation of the chest for a considerable period—as occurs in various feats of strength, whether with weights or upon bars or the like—is ipso facto to be condemned. It is now recognized that in the training of soldiers much harm is often done in this way to the essential muscles, while others, more conspicuous but of relatively no importance, are being developed.
But before we consider in detail what kinds of exercise and with what accompaniment may be permitted for the muscles of the limbs, it is well that we should agree upon some method of deciding as to the quantity of such exercise. We cannot go by such measures as hours per week, for individuals vary. We must find some criterion which will guide us for each individual. The pendulum has swung in this regard from one extreme to another. Both extremes were adopted and permitted because in our guidance of girlhood we ignored facts of physiology, and, notably, because educators had not a clear conception of what it was that they desired to attain. By the consent of all who have given any attention to the subject, the great educational reformer of the nineteenth century was Herbert Spencer, and not the least of his services was his liberation of girls from the extraordinary regimen of fifty years ago. There needs no excuse for a long quotation from the volume in which, just short of half a century ago, Herbert Spencer discussed this matter. Thereafter we may observe how the pendulum has swung to the other extreme:—
"To the importance of bodily exercise most people are in some degree awake. Perhaps less needs saying on this requisite of physical education than on most others; at any rate, in so far as boys are concerned. Public schools and private schools alike furnish tolerably adequate play-grounds; and there is usually a fair share of time for out-door games, and a recognition of them as needful. In this, if in no other direction, it seems admitted that the promptings of boyish instinct may advantageously be followed; and, indeed, in the modern practice of breaking the prolonged morning's and afternoon's lessons by a few minutes' open-air recreation, we see an increasing tendency to conform school-regulations to the bodily sensations of the pupils. Here, then, little need be said in the way of expostulation or suggestion.
"But we have been obliged to qualify this admission by inserting the clause in so far as boys are concerned. Unfortunately, the fact is quite otherwise with girls. It chances, somewhat strangely, that we have daily opportunity of drawing a comparison. We have both a boys' school and a girls' school within view; and the contrast between them is remarkable. In the one case nearly the whole of a large garden is turned into an open, gravelled space, affording ample scope for games, and supplied with poles and horizontal bars for gymnastic exercises. Every day before breakfast, again towards eleven o'clock, again at mid-day, again in the afternoon, and once more after school is over, the neighbourhood is awakened by a chorus of shouts and laughter as the boys rush out to play; and for as long as they remain, both eyes and ears give proof that they are absorbed in that enjoyable activity which makes the pulse bound and ensures the healthful activity of every organ. How unlike is the picture offered by the Establishment for Young Ladies! Until the fact was pointed out, we actually did not know that we had a girls' school as close to us as the school for boys. The garden, equally large with the other, affords no sign whatever of any provision for juvenile recreation; but is entirely laid out with prim grass-plots, gravel-walks, shrubs, and flowers, after the usual suburban style. During five months we have not once had our attention drawn to the premises by a shout or a laugh. Occasionally girls may be observed sauntering along the paths with their lesson-books in their hands, or else walking arm-in-arm. Once, indeed, we saw one chase another round the garden; but, with this exception, nothing like vigorous exertion has been visible.
"Why this astonishing difference? Is it that the constitution of a girl differs so entirely from that of a boy as not to need these active exercises? Is it that a girl has none of the promptings to vociferous play by which boys are impelled? Or is it that, while in boys these promptings are to be regarded as stimuli to a bodily activity without which there cannot be adequate development, to their sisters Nature has given them for no purpose whatever—unless it be for the vexation of schoolmistresses? Perhaps, however, we mistake the aim of those who train the gentler sex. We have a vague suspicion that to produce a robust physique is thought undesirable; that rude health and abundant vigour are considered somewhat plebeian; that a certain delicacy, a strength not competent to more than a mile or two's walk, an appetite fastidious and easily satisfied, joined with that timidity which commonly accompanies feebleness, are held more lady-like. We do not expect that any would distinctly avow this; but we fancy the governess-mind is haunted by an ideal young lady bearing not a little resemblance to this type. If so, it must be admitted that the established system is admirably calculated to realize this ideal. But to suppose that such is the ideal of the opposite sex is a profound mistake. That men are not commonly drawn towards masculine women is doubtless true. That such relative weakness as asks the protection of superior strength is an element of attraction we quite admit. But the difference thus responded to by the feelings of men is the natural, pre-established difference, which will assert itself without artificial appliances. And when, by artificial appliances, the degree of this difference is increased, it becomes an element of repulsion rather than of attraction.
"'Then girls should be allowed to run wild—to become as rude as boys, and grow up into romps and hoydens!' exclaims some defender of the proprieties. This, we presume, is the ever-present dread of schoolmistresses. It appears, on inquiry, that at Establishments for Young Ladies noisy play like that daily indulged in by boys is a punishable offence; and we infer that it is forbidden, lest unladylike habits should be formed. The fear is quite groundless, however. For if the sportive activity allowed to boys does not prevent them from growing up into gentlemen, why should a like sportive activity prevent girls from growing up into ladies? Rough as may have been their play-ground frolics, youths who have left school do not indulge in leap-frog in the street, or marbles in the drawing-room. Abandoning their jackets, they abandon at the same time boyish games, and display an anxiety—often a ludicrous anxiety—to avoid whatever is not manly. If now, on arriving at the due age, this feeling of masculine dignity puts so efficient a restraint on the sports of boyhood, will not the feeling of feminine modesty, gradually strengthening as maturity is approached, put an efficient restraint on the like sports of girlhood? Have not women even a greater regard for appearances than men? and will there not consequently arise in them even a stronger check to whatever is rough or boisterous? How absurd is the supposition that the womanly instincts would not assert themselves but for the rigorous discipline of schoolmistresses!
"In this, as in other cases, to remedy the evils of one artificiality, another artificiality has been introduced. The natural, spontaneous exercise having been forbidden, and the bad consequences of no exercise having become conspicuous, there has been adopted a system of factitious exercise—gymnastics. That this is better than nothing we admit, but that it is an adequate substitute for play we deny."
The pendulum has indeed swung across from those days to these of the hockey-girl, not to mention the girl who throws a cricket-ball and bowls very creditably overhand. There can be no doubt that this state of things is vastly better than that was, yet, as one has endeavoured to insist, this also has its risks. Apart from the question as to the particular game or form of exercise, we must be guided in each case by the first signs of anything approaching undue strain. We must look out for lack of energy, for a lessening of joy in the exercise and of spontaneous desire therefor. Fatigue that interferes with appetite, digestion, or sleep is utterly to be condemned.
The Specific Criterion.—Such criteria apply, of course, equally to either sex, though it is more important to be on the look-out for them in the case of the developing girl. But in her case there is another criterion, which is of special importance, because it concerns not only her development as an individual, but her development as a woman. That criterion is furnished us by the menstrual function. It may safely be said that that exercise is excessive and must be immediately curtailed which leads to the diminution of this function, much more to its disappearance. I would, indeed, urge this as a test of the highest importance, always applicable to whatever circumstances. Defect in this respect should never be looked upon lightly; it may, indeed, be a conservative process, as in cases of anæmia, but the cause which produces such an effect is always to be combated.
The Kinds of Exercise.—Given, then, this most important test as to the quantity of exercise of whatever kind—a test which indeed applies no less to mental exercise—we may pass on to consider the kinds of exercise best suited for the girl, it being premised that any one of them, however good in itself and in moderation, is capable of being pursued to excess, and that the danger of this is specially noticeable in the case of the girl, because, as we have seen, the effects of excess are more serious in her case, and also because girls are very apt to take things up with immense keenness, and sometimes, in even greater degree than their brothers, to devote themselves too much to the competitive aspect of things. The girl should certainly be content to play a game for the joy of it, and be scarcely less happy to lose than to win if her side has played the game and made a good fight of it. The competitive element is excessive in almost all sports to-day, and it is especially to be deplored in the games of girls, who are so liable to overstrain and so apt to take trifles to heart.
In what has been already said and in the end of our quotation from Herbert Spencer, it will be evident that purposeful games rather than exercises are to be commended. There is indeed no comparison for a moment possible between Nature's method of exercise, which is obtained through play, and the ridiculous and empty parodies of it which men invent. The truth is that Nature is aiming at one thing, and man at another. Man's aim, for reasons already exploded, is the acquirement of strength; Nature's is the acquirement of skill. It is really nervous development that Nature is interested in when she appears to be persuading the young thing to exercise its muscles. Man notices only the muscular contractions involved, thinks he can improve upon Nature, and invents absurdities like dumb-bells.
It is the nervous system by which we human beings live. Our voluntary muscles are agents of the will, agents of purpose; and while strength is a trifle, skill is always everything. We know now that it is impossible to carry out any human purpose by the contraction of one muscle or even one group of muscles. Even when we merely bend the arm we are doing things with the muscles which extend it, and when we raise it sideways we are modifying the whole trunk in order to preserve the balance. We have only to watch the clumsiness of an infant or a small child to realize how much skill the nervous system has to acquire. This skill may be mainly expressed as co-ordination, the balanced use of many muscles for a purpose and, as a rule, their co-ordinated use with one of the senses, more especially vision, but also touch and hearing.
This is the first of the physiological reasons why games and play of all sorts are so incomparably superior to the use of dumb-bells and developers, where movement and increase of muscular strength are made ends in themselves; whereas in play we are making relations with the outside world, responding to stimuli, educating our nerve muscular apparatus as an instrument of human purpose.
It is in part true to suppose that the play of children expresses an overflow of superfluous energy, but a still deeper and much more important conception of play is that which recognizes in it Nature's method of nervous development, the attainment of control and co-ordination, the capacity of quick and accurate response to circumstances and obedience to the will. Compare, for instance, the girl who has played games, avoiding danger as she crosses the road, with another whose youth has been made dreary by dumb-bells. It may freely be laid down, then, that systems of physical training are good in proportion as they approximate to play, and bad in proportion as they depart from it; and, further, that the very best of them ever devised is worthless in comparison with a good game. This evidently does not refer to, say, special exercises for a curved back.
However, systems of physical training we shall still have with us for a long time to come, and perhaps the mere difficulty of finding room for games makes them necessary, though it may be noted in passing that the last touch of absurdity is accorded to our frequent preference for exercises over games when we conduct the exercises in foul air and prefer them to games in the open air. If exercises we are to have, then they must at least be modelled so as to come as near as possible to play in the two essentials. The first of these has already been mentioned—the preference of skill to strength as an object.
The second, though less obvious, is no less important. What is the most palpable fact of the child's play? It is enjoyment. We have done for ever with the elegant morality which grown-up people, very particular about their own meals, used to impose upon children, and which was based upon the idea that everything which a child enjoys is therefore bad for it. We are learning the elements of the physiology of joy. We find that pleasure and boredom have distinct effects upon the body and the mind, notably in the matter of fatigue. Careful study of fatigue in school children has shown that the hour devoted to physical exercise of the dreary kind under a strict disciplinarian may, instead of being a recreation, actually induce more fatigue than an hour of mathematics. If, then, we cannot allow the girl to play, but must give her some kind of formal exercise, we must at least make it as enjoyable as possible. There are Continental systems of gymnastics which do not believe in the use of music because, forsooth, they find that the music diminishes the disciplinary effect! Such an argument dismisses those who adduce it from the category of those entitled to have anything to do with young people. They should devote themselves to training the rhinoceros, these martinets; the human spirit is not for their mauling. In point of fact one of the redeeming features of physical training is the use of music, which goes far to supply the pleasure that accrues from the natural exercise of games, and greatly reduces the fatigue of which the risk is otherwise by no means inconsiderable. We leave this subject, then, for the nonce, having arrived at the conclusion that the objects of physical training are skill and pleasure rather than strength and discipline; that the system is best which is nearest to play; and that the use of music is specially to be commended.
But, as we have said, artificial physical training at its best is not to be compared with the real thing; more especially if, as is usually the case, the real thing has the advantage of being practised in pure air. We must ask ourselves, then, what sort of games are suitable for girls, and to what extent, if at all, mixed games are desirable. We must first remind ourselves of the proviso that any game may be played to excess, whether physical excess or mental excess, the risk of both of these being involved when the competitive element is made too conspicuous. If this risk be avoided there is no objection, perhaps, to even such a vigorous game as hockey in moderation for girls. The present writer has observed mixed hockey for many years, and finds it impossible to believe that the game should be condemned for girls, but he has always seen it under conditions where the game was simply played for the fun of the thing, and that makes a great difference.
It is certainly open to argument whether, in such a game as hockey, it is not better, on the whole, that girls shall play by themselves, but, as has been urged elsewhere, there is a good deal to be said for the meeting of the sexes elsewhere than in the artificial conditions of the ball-room, since these mixed games widen the field of choice for marriage and provide far more natural and desirable conditions under which the choice may be made. There can be no question that an epoch has been created by the freedom of the modern girl to play games, and to enjoy the movements of a ball, as her brother does. The very fact of her pleasure in games indicates, to those who do not believe that the body is constructed on essentially vicious principles, that they must be good for her. The mere exercise is the least of the good they do. The open air counts for more, as does the development of skill, and the girl's opportunity of sharing in that moral education which all good games involve and which there is no need to insist upon here. Amongst the many things alleged against woman as natural defects by those who have never for a moment troubled to distinguish between nature and nurture, are an incapacity to combine with her sisters, petty dishonour in small things, a blindness to the meaning of "playing the game." It is similarly alleged by such persons against the lower classes that they also do not know how to "play the game," and do not understand the spirit of true sportsmanship, preferring to win anyhow rather than not at all. But those who conduct the Children's Vacation Schools in London—that remarkable arrangement by which children are damaged in school time and educated in holidays—are aware that in a short time children of any class can be taught to "play the game," if only they can be made to see it from that point of view. So also women can learn to combine, to be unselfish, to avoid petty deceits even in games, to obey a captain and to accept the umpire's decision, when they are taught, as we all have to be taught, that that is playing the game.
These immense virtues of the new departure must by no means be forgotten in the course of the reaction which is bound to occur, and is indeed necessary, against the contemporary practice of trying to demonstrate that boys and girls are substantially identical. He who pleads for the golden mean is always abused by extremists of both parties, but is always justified in the long run, and this is a case where the golden mean is eminently desirable, being indeed vital, which is much more than golden. Safety is to be found in our recognition of elementary physiological principles, assuming from the first that though it is not difficult to turn a girl into something like a boy, it is not desirable; and especially in attending carefully, in the case of each individual, to the indications furnished by that characteristic physiological function, interference with which necessarily imperils womanhood.
The organism is a whole; it reacts not only to physical strain but to mental strain. There are parts of the world, including a country no less distinguished as a pioneer of education than Scotland, where serious mental strain is now being imposed upon girls at this very period of the dawn of womanhood, when strain of any kind is especially to be deplored. Utterly ignoring the facts of physiology, the laws and approximate dates of human development, official regulations demand that at just such ages as thirteen, fourteen, and fifteen large numbers of girls—and picked girls—shall devote themselves to the strain of preparing for various examinations, upon which much depends. Worry combines to work its effects with those of excessive mental application, excessive use of the eyes at short distances, and defective open-air amusement. The whole examination system is of course to be condemned, but most especially when its details are so devised as to press thus hardly upon girlhood at this critical and most to be protected period. Many years ago Herbert Spencer protested that we must acquaint ourselves with the laws of life, since these underlie all the activities of living beings. The time is now at hand when we shall discover that education is a problem in applied biology, and that the so-called educator, whether he works destruction from some Board of Education or elsewhere, who knows and cares nothing about the laws of the life of the being with whom he deals, is simply an ignorant and dangerous quack.
What has been said about the reaction against excess in the physical education of girls applies very forcibly to excess in their mental education. We are undoubtedly coming upon a period when more and more will be heard of the injurious consequences of such ill-timed preparation for stupid examinations as has been referred to; and there will be not a few to sigh for the return to the bad old days which a certain type of mind always calls good. Here, again, we must find the golden mean, recognizing that the danger lies in excess, and especially in ill-timed excess. We shall further discover that if we desire a girl to become a woman, and not an indescribable, we must provide for her a kind of higher education which shall take into account the object at which we aim. It will be found that there are womanly concerns, of profound importance to a girl and therefore to an empire, which demand no less of the highest mental and moral qualities than any of the subjects in a man's curriculum, and the pursuit of which in reason does not compromise womanhood, but only ratifies and empowers it.
Muscles worth Developing.—When men and women are carefully compared, it is found that women, muscularly weaker as a whole, are most notably so as regards the arms, the muscles of respiration, and the muscles of the back. The muscles of the legs, and especially of the thighs, are relatively stronger. In these facts we can find some practical guidance. The muscles of all the limbs may be left comparatively out of account; whether naturally weak or naturally strong they are of subordinate importance. On the other hand, it is always worth while to cultivate the muscles of respiration, as it is always worth while to keep the heart in good order. Again, the weakness of the muscles of the back, and more especially in the case of the growing girl, is not a thing to be accepted as readily as the weakness of the biceps and the forearm muscles. Various observers find a proportion of between 85 per cent. and 90 per cent. of those suffering from lateral curvature of the spine to be girls, the great majority of these cases occurring between the ages of ten and fifteen. Everywhere it is our duty to prevent such cases, and everywhere physical training will find only too abundant opportunities for endeavouring to correct them. It may be doubted perhaps whether we may rightly follow Havelock Ellis in attributing woman's liability to backache to the relative weakness of the muscles of the back, for we know how often this symptom depends upon not muscular but internal causes peculiar to woman. On the other hand, we may certainly follow Havelock Ellis when he says, regarding this lateral curvature of the spine, from which so many girls and women suffer: "There can be no doubt that defective muscular development of the back, occurring at the age of maximum development, and due to the conventional restraints on exercises involving the body, and also to the use of stays, which hamper the freedom of such movements, is here a factor of very great importance." We shall not here concern ourselves with the details of practice, but the principle is to be laid down that perhaps second only in importance to the right development of the heart and the muscles of respiration is that of the muscles of the back.
Always, however, we are apt to judge by the obvious and to value it unduly. Nature makes the biceps and the muscles of the forearm naturally the weakest in woman compared with man, but it is just the bending of the elbow that makes a good show on a horizontal bar or rope; and so we devote too much time to the training of these muscles in our girls, with the results which make such creditable exhibitions at the end of the session, while we forget the muscles of the back, the right development of which is far more valuable, but does not lend itself to display.
In this connection it is to be added last, but not least, that special importance attaches in woman to those muscles which one may perhaps call the muscles of motherhood. It is common experience amongst physicians to find the appropriate muscularity defective at childbirth in women the muscles of whose limbs may have been very highly developed. Thus Dr. Havelock Ellis, amongst other evidence, quotes that of a physician, who says: "In regard to this interesting and suggestive question, it does seem a fact that women who exercise all their muscles persistently meet with increased difficulties in parturition. It would certainly seem that excessive development of the muscular system is unfavourable to maternity. I hear from instructors in physical training, both in the United States and in England, of excessively tedious and painful confinements among their fellows—two or three cases in each instance only, but this within the knowledge of a single individual among his friends. I have also several such reports from the circus—perhaps exceptions. I look upon this as a not impossible result of muscular exertion in women, the development of muscle, muscular attachments, and bony frame leading to approximation to the male."
In his lectures ten years ago, the distinguished obstetrician, Sir Halliday Croom, now professor of Midwifery in the University of Edinburgh, used to criticise cycling on this score, not as regards its development of the muscles of the lower limbs, but as tending towards local rigidity unfavourable to childbirth. It may be doubted, perhaps, whether longer and wider experience of cycling by women warrants this criticism, but it is probably worth noting.
On the other hand, while exercise of certain muscles may interfere obscurely or mechanically with motherhood, we are to remember that the muscles of the abdomen are indeed the accessory muscles of motherhood, and therefore specially to be considered. According to Mosso of Turin, it is only in modern times that civilized woman shows the comparative weakness of these muscles which is indeed commonly to be found. There is verily no sign of it in the Venus of Milo, as any one can see. That statue represents very highly developed abdominal muscles in a woman less notably muscular elsewhere. The muscles lie near the skin, the disposition of fat being very small, yet the woman is distinctively maternal in type, and every kind of æsthetic praise that may be showered upon the statue may be supplemented by the encomiums of the physiologist and the worshipper of motherhood. It is highly desirable that, in physical training to-day, attention should be paid to the development of the abdominal muscles. Holding the abdomen together by means of a corset may serve its own purpose, but does less than nothing in the crisis of motherhood. The corset indeed conduces to the atrophy of the most important of all the voluntary muscles for the most important crisis of a woman's life. "Some of the slower Spanish dances" are commended for the development of the abdominal muscles, but one would rather recommend swimming, the abandonment of the corset, and, if the gymnasium is to be used, some of the various exercises which serve these muscles, however little they may serve to exploit the apparatus of the gymnasium when visitors are invited.
There is no occasion in the present volume to discuss in detail any such thing as a course of physical exercises, but it is a pleasure, and, for the English reader, a convenience to direct attention to the Syllabus of Physical Exercises for Public Elementary Schools, issued by the English Board of Education in 1909.[7] After nearly forty years of folly, the dawn is breaking in our schools. It is evident that the Board of Education has followed the best medical advice. Indeed, now that medical knowledge is actually represented upon the Board, and represented as it is, there is no need to go far. The principles which have been laid down in previous pages are abundantly recognized in this admirable syllabus. The exercises recommended for the nation's children are based upon the Swedish system of educational gymnastics. But it is fortunately recognized that that system requires modification, since "freedom of movement and a certain degree of exhilaration are essentials of all true physical education. Hence it has been thought well not only to modify some of the usual Swedish combinations in order to make the work less exacting, but to introduce games and dancing steps into many of the lessons." "The Board desire that all lessons in physical exercises in public elementary schools should be thoroughly enjoyed by the children." "Enjoyment is one of the most necessary factors in nearly everything which concerns the welfare of the body, and if exercise is distasteful and wearisome, its physical as well as its mental value is greatly diminished." An interesting paragraph on music recognizes its value in avoiding fatigue, but underestimates, perhaps, the desirability of including music for use at later years as well as for infant classes.
The syllabus contains admirably illustrated exercises in detail. They are earnestly to be commended to the reader who is responsible for girlhood, and notably to those who are interested in the formation and conducting of girls' clubs. The syllabus is excellent in the attention paid to games, in the commendation of skipping and of dancing. The following quotation well illustrates the spirit of wisdom which is at last beginning to illuminate our national education:—"The value of introducing dancing steps into any scheme of physical training as an additional exercise especially for girls, or even in some cases for boys, is becoming widely recognized. Dancing, if properly taught, is one of the most useful means of promoting a graceful carriage, with free, easy movements, and is far more suited to girls than many of the exercises and games borrowed from boys. As in other balance exercises, the nervous system acquires a more perfect control of the muscles, and in this way a further development of various brain centres is brought about.... Dancing steps add very greatly to the interest and recreative effect of the lesson, the movements are less methodical and exact, and are more natural; if suitably chosen they appeal strongly to the imagination, and act as a decided mental and physical stimulus, and exhilarate in a wholesome manner both body and mind."
Plainly, our educators have begun to be educated since 1870.
Of course, there is dancing and dancing. The real thing bears the same relation to dancing as it is understood in Mayfair, as the music of Schubert does to that of Sousa. The ideal dancing for girls is such as that illustrated by the children trained by Miss Isadora Duncan. Some of these girls were seen for a short time at the Duke of York's Theatre in London not long ago, and the American reader, rightly proud of Miss Duncan, should not require to be told what she has achieved. Just as we are learning the importance of games and play, so that a syllabus issued by the Board of Education instructs one how to stand when "giving a back" at leap-frog, so also we shall learn again from Nature that dancing of the natural and exquisite kind, never to be forgotten or confused with imitations by any one who has seen Miss Duncan's children, must be recognized as a great educative measure—educative alike of mind, body, ear, and eye, and better worth while for any girl of any rank than volumes of fictitious history concocted by fools concerning knaves.
Girls' Clubs.—Allusion has been made to girls' clubs, and one may be fortunate enough to have some readers who may feel inclined to partake in the splendid work which may be done by this means. It requires high qualities and a certain amount of expert knowledge. Much of the latter can be obtained from the little book recommended above. For the rest, it is worth while briefly to point out what the girls' club may effect, and why it is so much needed.
It has been insisted that puberty is a critical age because it means the dawn of womanhood. It is critical in both sexes, not only for the body but also for the mind. It is now that the intellect awakes; it is now that the real formation of character begins. We often talk about spoilt children at three or four, but any kind of making or marring of character at such ages can be undone in a few weeks or less—that is, in so far as it is an effect of training and not of nature that we are dealing with. The real spoiling or making is at that birth of the adult which we call puberty. During adolescence the adult is being made, and everything matters for ever. This is true of physique, of mind, and of character. The importance of this period is recognized by modern churches in their rite of Confirmation, and it was recognized by ancient religions, by Greeks and by Romans. Our national appreciation of it is expressed by our devotion of vast amounts of money and labour to the child, until the all-important epoch is reached, when we wash our hands of it. We educate away, for all we are worth, when what is mainly required is plenty of good food and open air; and we have done with the matter when the age for real education arrives. In time to come our neglect of adolescence in both sexes, more especially in girls, will be marvelled at, and many of the evils from which we suffer will cease to exist because the fatal and costly economy of the practical man is dismissed as a delusion and a sham, and it is perceived that whether for the saving of life or for the saving of money, adolescence must be cared for.
Meanwhile, it behoves private people who care about these things to do what they can. If they rightly influence but ten girls, it was well worth doing. The girls' club is a very inexpensive mode of social activity. Practically the only substantial item of expenditure is the hire of a gymnasium, say for two evenings in a week. The girls' dresses can be made at home at quite a trivial cost. The primary attraction would be the gymnasium. It must, of course, contain a piano, not necessarily one on which Pachmann would play, but a piano nevertheless. There is also required a pianist, not necessarily a Pachmann. Two girls are better than one to run such a club. They will not find it difficult to obtain material to work upon. They must acquire at a Polytechnic, or perhaps they have acquired themselves at school, some knowledge of how to conduct the work and play of the gymnasium. It will depend upon the conductors of the club how far its virtues extend. Much elementary hygiene may be taught as well as practised, and if it confine itself only to matters of ventilation, clothing, care of the teeth and feet, it is abundantly worth while. It is often possible to get medical men or women to come and talk to the girls, and in the best of these clubs there will be some more or less conscious and overt preparation in one way and another for matters no less momentous alike for the individual and the race than marriage and motherhood.
Girls' Clothing.—There is little good to be said about much of the clothing of girls and women. All clothing should of course be loose, on grounds which have been fully gone into in the previous volume on personal hygiene. A woman's headgear is perhaps too often the only article of her dress which conforms to this rule. It is good that the stimulant effect of air, and air in motion, upon the skin should be as widely extended as is compatible with sufficient warmth and decency. Thus most women wear far too many clothes, apart from the question of tightness. A woman handicaps herself seriously as compared with a man, in that, while she is much less muscular, her clothes are often so much heavier. All this applies with great force to girls. The following quotation from the syllabus referred to above is worth making:—
"A Suitable Dress for Girls.—A simple dress for girls suitable for taking physical exercises or games consists of a tunic, a jersey or blouse, and knickers. The tunic and knickers may be made of blue serge, and, if a blouse is worn, it should be made of some washing material.
The tunic, which requires two widths of serge, may be gathered or, preferably, pleated into a small yoke with straps passing over the shoulders. The dress easily slips on over the head, and the shoulder straps are then fastened. It should be worn with a loose belt or girdle. In no case should any form of stiff corset be used.
The knickers, with their detachable washing linen, should replace all petticoats. They should not be too ample, and should not be visible below the tunic. They are warmer than petticoats and allow greater freedom of movement.
Any plain blouse may be worn with the tunic, or a woollen jersey may be substituted in cold weather.
With regard to the cost of such a dress, serge may be procured for 1s. 6d. to 2s. per yard. For the tunic some 2 to 2-1/2 yards are usually required, and for the knickers about 1-1/2 to 2 yards. It may be found possible in some schools to provide patterns, or to show girls how to make such articles for themselves. Such a dress, though primarily designed for physical exercises, is entirely suitable for ordinary school use.
Though it is, of course, not practicable to introduce this dress into all Public Elementary Schools, or in the case of all girls, yet in many schools there are children whose parents are both willing and able to provide them with appropriate clothing. The adoption of a dress of this kind, which is at the same time useful and becoming, tends to encourage that love of neatness and simplicity which every teacher should endeavour to cultivate among the girls. And as it allows free scope for all movements of the body and limbs, it cannot fail to promote healthy physical development."