PRUSSIAN SCHOOL GYMNASTICS OF THE PRESEnt day.

As

In general terms it may be said that turning is obligatory for unexcused pupils in all but the lower classes of most public schools in Prussia. In the higher schools for boys three hours weekly are assigned to turning. Prior to 1891 the time given was two hours weekly. In the common schools and the schools for girls the time assigned to turning is usually two hours a week. The provision of special opportunity for gymnastic plays, in addition to the instruction in turning, is not uncommon. a rule each school has its own turnhalle and in very many cases its own turnplatz, furnished with appropriate gymnastic apparatus. Not a few cities provide special playgrounds either apart by themselves or in the public parks-e. g., Berlin has several such playgrounds, Frankfort has three, and Brunswick four. Brunswick and Dresden maintain skating ponds in winter for the special use of pupils in the public schools, while in Dresden and Frankfort, not to mention other German cities, the school authorities provide free instruction in swimming for certain classes of school children.

As might be expected, gymnastic instruction is rather more common as well as better provided for in city than in country schools. In 1882 only 10 per cent of the pupils in the higher schools for boys in Prussia were excused from turning, and they were excused on the certificates of physicians that the exercise would be prejudicial to their health; only 18 per cent of this class of schools were obliged to discontinue turning in winter through having no proper turnhalle; 60 per cent of them possessed a turnhalle of their own.

In the course of study each class has its special time for gymnastics, just as it has special hours set for arithmetic and reading, and in the majority of cases the instruction is given by one of the ordinary class teachers and not by a special teacher of turning.

The exercises are carefully adapted to the age and sex of the pupils. The youngest pupils, from 6 to 10 years old, engage in a great variety of simple games, easy, free movements, marching, jumping, and climbing exercises, and the fundamental exercises on the easier gymnastic machines. In free, "light," and heavy gymnastics the exercises grow more complicated and difficult with the advancing age of the pupil. The expertness of the boys in the upper classes is often quite astonishing. In the gymnasien and realgymnasien fencing is taught in the upper classes. Pedestrian tours, skating parties, and excursions into the woods are frequently made under the lead of those who teach turning. The gymnastic course for girls comprises the ordinary free gymnastics; class gymnastics with "hand apparatus," such as dumbbells, wands, and skipping ropes; marching, dancing, and balancing exercises; various games of ball, easy jumping, swinging, and climbing, and a few of the simplest exercises on the parallel and horizontal bars. Singing, especially during the march and minuet, is frequently engaged in during the hour given to gymnastic instruction.

In nearly every university voluntary associations of students are formed to practice turning. The university masters of swordplay and riding are survivals from feudal times.

In 1892 there were 522 institutes of higher instruction for males in Prussia, leaving universities out of account. The number of pupils in these schools was 140,285, of whom only 6.5 per cent were excused from turning, and of the total number excused 6,891 were excused on physicians' certificates. The 522 institutes in question embraced 5,479 classes and 2,923 gymnastic sections, and in 364 schools the prescribed course of three hours weekly in turning was carried out. In 309 cases the school had a turnhalle of its own, while in 163 cases an outside turnhalle was made use of. The yards of 207 schools were furnished with gymnastic apparatus, while 289 other schools had special turnplätze. In 325 schools outdoor games (jugendspiele) were cultivated. In 457 schools the pupils were afforded an opportunity to learn to swim. Instruction in turning was given by 1,246 teachers, of whom 674

had university and 390 normal school training. Of the 1,246 teachers, 858 held special certificates as Turnlehrer." Connected with the schools were 78 gymnastic clubs, 17 football clubs, 12 rowing clubs, and 2 bicycle clubs.

THE SCHOOL-GAMES MOVEMENT IN GERMANY,

Outdoor games and popular sports have been accorded a place in German training from the days of Guts Muths and Jahn, but interest in them and zeal for promoting them has increased to an extraordinary degree in Germany during the past ten years. The movement seems to have started in Görlitz in the years 1885-1889 under the leadership of Dr. Gustav Eitner, director of the Görlitz Gymnasium, whose success in reviving interest in certain forms of outdoor sports, notably various kinds of ball games, challenged public attention and awakened imitation and emulation among the managers of schools of the same grade elsewhere. It is only fair to say, however, that Dr. Eitner was ably seconded by Oberturnlehrer Jordan. In 1890 the Prussian minister of education called the attention of the educational authorities in the several provinces of Prussia to the Görlitz games and recommended them to send teachers of turning to Görlitz in order that they might familiarize themselves with the methods there in vogue. Some 190 attended the "games courses” at Görlitz in 1890-91. Dr. Eitner's Jugendspiele, published in 1890, ran through six editions in its first year.

In 1891 the "Central committee for the promotion of youthful and popular sports in Germany" was organized under the presidency of Representative E. Von Schenkendorff, of the Prussian Landtag. The committee has done much for the rehabilitation of outdoor sports, which are very generally conducted under the supervision of the teachers of turning. The committee numbers many men of prominence in public affairs; it includes the former minister of education in Prussia, the directors of several secondary schools, a number of high municipal officials, including several school councilors, as well as the most prominent representatives of the Turnerschaft. The committee has been active and successful in arousing public and official interest in its objects, through its publications, the holding of congresses, and the organization of normal courses for teachers and leaders in outdoor games. Its yearbookthat for 1895 being the fourth in the series-is an interesting and inspiring publication. Spielkurse for male teachers were held in 1894 in Bonn, Brunswick, Frankfort, Görlitz, Hadersleben, Magdeburg Munich, Osnabrück, Posen-Rendsburg, Sonderburg, and Stuttgart, and 357 teachers took part in one or another of the courses. Similar courses for female teachers were held in 1891 at Berlin, Bonn, Brunswick, Breslau, Hanover, Magdeburg, Osnabrück, and Stuttgart, the total number in attendance being 340. In the period 1890-1894 no less than 2,509 persons (1,588 men and 921 women) received instruction in 63 games-courses.

The following facts taken from a report published in 1895 by the central committee in its yearbook may serve to show the extent of the games movement in Germany. The report is based on replies from 1,155 out of 1,629 “higher institutions of instruction" in the German Empire in 1894, including secondary schools, normal schools, preparatory institutes, etc. Of the 1,455 institutions 768 were Prussian. Of these 452 had what were termed "sufficient playgrounds;" 49 had playgrounds which served for all usual games, with the exception of ball games; 101 had playgrounds. characterized as more or less inadequate; only 59 reported having no playgrounds whatever. In the other States of Germany 428 "higher institutions" were credited with adequate playgrounds; 27 with playgrounds sufficient for all games, with the exception of ball games; 82 with inadequate playgrounds, and 45 were reported as having no playgrounds whatever, making the total of adequate playgrounds in Germany 880; adequate for all games, with the exception of ball games, 76, inade quate, 183, and 104 having no playgrounds whatever. Of the 1,352 institutes which had playgrounds of one kind or another in Germany, 100 were possessed of a special playground; 53 made use of the school yard; 90 made use of the gymnastic ground: 970 had other playgrounds; 23 used a military parade ground. In Germany the num

ber of institutes of the class in question in which plays and games were cultivated, in addition to compulsory instruction in gymnastics, was 923; in 781 of these participation in such games was voluntary; in 139 it was required; in 298 the games were carried on throughout the entire year; in 625 only during the warmer months. Of the 1,455 institutes making reports, 63 carried on their games during recess; 461 during the time set apart for physical training. In 380 cases the time devoted weekly to games was from one to two hours; in 78, from two to three hours; in 69, three to four hours; in 96, more than four hours; in 213, the time was not limited; in 56, games took place only occasionally, and in 39, not at all. In 166 schools the games were conducted by the director of the institution; in 310, the games were conducted by the teacher of gymnastics (the turnlehrer) alone. In 924 cases the faculty of the school took no part in the promotion of games; in 227 cases they took an immediate and personal part in conducting games; in 135 cases they exercised oversight; in 49 cases they merely visited the playgrounds; in 77 they only took part in walks and promenades, and in 43 cases they showed interest in other ways.

Eleven hundred and ninety-eight of the higher schools of Germany reported that they possessed good opportunities for swimming, 109 had fair facilities, and 148 had none; 1,254 were well provided with means for skating in its season, 110 poorly provided, and 91 were with no opportunity for it.

In 1892-93 Berlin had six special playgrounds set apart for school children, and in addition many school yards were utilized as playgrounds out of school hours. The appropriation for school plays amounted to 7,940 marks, viz, 2,580 marks for sixteen leaders in six playgrounds, 360 marks for maintenance of apparatus in the same, and 5,000 marks for oversight of school yards used as playgrounds.

Facilities for school games have been provided for in certain public schools of Frankfort since 1884. Much doubt and hesitation was felt among many parents and teachers and directors of schools when the experiment was initiated, but the school deputation has been friendly to the movement and has done much to promote it through special appropriations and in other ways. At first the yearly appropriations for games was 3,000 marks, later 3,500 marks; in 1893 the appropriation was 4,200 marks. In addition, 11,000 marks annually are appropriated for the purpose of providing instruction in swimming for children belonging to the Frankfort schools. Frankfort owns three special, well-turfed fields devoted to the use of its school children for play purposes. School yards in several of the schools for younger scholars are also made use of. Participation in the games is voluntary. In the summer of 1892, in 175 classes in 20 schools, with 6,684 boys, 2,970, or 44 per cent, took part in the games. In general, the squads of players number about 100 boys, each squad being under the oversight of a teacher. Special leaders and helpers are chosen from among their own number by the boys.

The school playgrounds of Frankfort are not furnished with fixed apparatus, but they are well supplied with hand apparatus of one sort and another, such as balls, bats, etc. The number taking part in the games in 1892 has been mentioned as 2,970, or 44 per cent of the totals in the boys' schools. These were divided into 40 squads, each under the oversight of a special teacher, the general management of the games being under the charge of the director of gymnastics in the schools of the city. Of the number of players inscribed the average attendance was 79 per cent. Eight schools showed an average attendance of 85 to 91 per cent and one an attendance of 97 per cent. This is considered a good attendance, particularly as on half holidaysWednesdays and Saturdays-many of the boys are in the habit of going to the swimming baths on the river or of taking walks or excursions into the country with their parents. In September, 1896, I was so fortunate as to witness the annual games contest of the boys of the lower schools in Frankfort. Not far from 300 boys took part, and perhaps 50 teachers were present, who acted as judges and umpires. The prizes had no value but as marks of distinction and honorable mention. Their award was determined by the total number of marks gained in four events: (1) running 100 meters; (2) broad jumping; (3) throwing a light ball, and (4) throwing a heavy ball.

The competitions occupied the entire afternoon, and though they were interrupted by showers of rain they were put through to the end. The boys who took part in the competition had been selected as the result of preliminary trials at their respective schools. In the higher schools of Frankfort there are competitions in "the Pentathlon," similar to the pentathlon of the Greeks, and also in football and other games. The German practice of placing skillful and sympathetic teachers of gymnastics in charge of the public playgrounds is to be warmly commended. The presence of a mere custodian, school janitor, or park policeman does not answer the same purpose, even though "regulated play" sounds strange and un-American. The population of Berlin in 1890 was 1,578,000. In 1895, out of a total population of over 1,600,000, over 233,000, or nearly 14 per cent, were attending school, of whom 185,000 received free tuition. On November 1, 1895, Berlin had 211 gemeindeschulen, or free common schools, with more than 90 turnhallen belonging to them. In 1892, when there were about 90,000 boys and rather more than 90,000 girls in these schools, the boys were taught turning by some 600 male teachers and the girls had similar instruction from upward of 700 female teachers. In 1892 there were 29 higher schools for boys maintained by the city, and 5 schools of the same grade for girls. In the 29 schools specified about 20,000 pupils received gymnastic instruction, and 21 of them had their own special turnhallen. Of the 7 royal gymnasien, with 500 boys maintained by the State, 6 were provided with turnhallen of their own. In the fiscal year 1892-93 the appropriation for turning in the higher schools supported by the city of Berlin amounted to 172,158 marks, of which 108,000 marks were for the salaries of instructors, and the residue for janitors' service, maintenance, repairs, etc. The population of Breslau in 1890 was 335,186; in 1895 it was 373,140. In 1894-95 'there were 5,501 pupils in the secondary schools for both sexes in Breslau, of which number 4,655 (3,231 boys and 1,434 girls) received gymnastic instruction during the winter. Of 40,000 pupils in the common schools 10,739 were reported as receiving similar systematic instruction in one or another of the 15 turnhallen maintained by the city. For gymnastic instruction in the volksschulen 26,280 marks was paid to 109 teachers (69 men and 40 women), and not far from 1,000 marks was appropriated for games, for which nine playgrounds were provided. During the school year 24,207 children resorted to these playgrounds and 7,346 during the long vacation. LING THE FOUNDER OF SWEDISH GYMNASTICS.

The Swedish system of physical education now demands our attention. Peter Henry Ling, the founder of Swedish gymnastics, was born November 15, 1776, near Wexiö, in Smaland, one of the southern provinces of Sweden, and died in his sixty-third year, on May 3, 1839, at Annalund, near Stockholm. His father, a poor country parson, died when Peter Henry, who was the youngest of six children, was only 2 years old. Ling's mother married the new parson, but did not live long. Ling's stepfather seems to have treated the dreamy, imaginative boy kindly, but to have aroused his antagonism by designing him for the pastor's calling. In due time young Ling entered upon a course of classical training in the gymnasium or Latin school of Wexiö, where he distinguished himself by reason of his mental ability, strong individuality, firm, unyielding will, and reckless enterprise. Naturally impetuous, restless, and impressionable, he was also good-hearted, patient, and forbearing.

His course as a preparatory student was abruptly terminated by his suspension, or possibly expulsion, from the school on account of his refusal to give the name of the ringleader of some schoolboy pranks in which he was concerned. He left Wexiö on foot, avoided his home, and appealed to one of his brothers, who gave him some small change and much good advice. But the boy replied, when advised to go home, "There is a blot on my fair name, but I shall wash it off," and then set out to seek his fortune, friendless and alone.

He is usually credited with being a wanderer for many years in Sweden, Denmark, Germany, France, and even England. In after years he was averse to talking about

this period of his life. It is certain that he acquired a practical knowledge of the principal languages spoken in the north of Europe, including French. He is reputed to have made his living at times as a waiter, at times as an interpreter and translator, and again as a house tutor. It is even said that he served for a time in the army of Prince Condé. It is quite certain that in 1801 he was enrolled as a volunteer for service in the naval defense of Copenhagen against the British fleet under Nelson.

In 1793 Ling was a student in the Swedish University of Lund; but not for long, as in May of that year his name was inscribed as a student of the University of Upsala, where in 1797 he passed his examination in theology. One Weilauff, a Danish official, writing in 1847, professes to have been a fellow-student of Ling's in the University of Copenhagen from July, 1799, till September or October, 1804. Weilauff says that Ling left Upsala in June, 1799, for Copenhagen, and began his studies in philology in July of that year, devoting himself zealously to modern tongues and Scandinavian mythology. If Weilauff's statements are to be credited— and they are most circumstantial-the stories of Ling's adventurous wanderings in Germany, France, England, and Russia may be regarded as somewhat mythical. Ling's five years' stay in Copenhagen [says Weilauff'], had an altogether decisive influence upon all his later education and activity. It was here that he came first to know the Edda and the Scandinavian mythology. He began to study German belles-lettres, especially the works of Goethe and Schiller, among which Goethe's Werther exercised a strong influence upon the sometimes fanatical and melancholy youth. He also attended the lectures of Steffens, who made his debut in Copenhagen in 1802 as a lecturer on philosophy and on Goethe.

It was also in Copenhagen that Ling began his poetical activity. He composed several short poems in French, German, and Danish, and made a free rhymed translation into Swedish of Ewald's Death of Baidur. His translation of a Danish comedy entitled The Jealous Man, which was published in Copenhagen in 1804, is without doubt his first printed work.

As Ling first struck in Copenhagen the path along which in his riper years he was to gather his laurels, so was it also here that he first became acquainted with that art which he later transplanted to his fatherland, and by means of which he won for himself recognition and place. At first he began to learn fencing from two French émigrés (Montrichard and Beurnier), who had set up a fencing school here. Ling attributed the cure of a gouty affection in one of his arms to the fencing. On this account he was induced to take up gymnastics in their proper sense.

The creator of this art in Denmark was Commissary-General Nachtegall, recently deceased (i. c., when Weilauff wrote, in 1847), who in 1799 had established a private "turnanstalt" in Copenhagen, to which many university students resorted. Among them was Ling. He took up gymnastics with all his might, as he did any subject that particularly interested him. He was not content to practice gymnastic dexterity simply as a means of strengthening his health, but looked upon it at the same time as an art of great importance, and strove to give it a scientific basis and to make use of it according to mathematical and anatomical rules.

In the autumn of 1804 Ling left Copenhagen and repaired to Lund, in Sweden, where he was soon appointed university fencing master (on December 28, 1804). A few months after his departure from Copenhagen we find Ling writing to his friend as follows:

Above all, procure me a good vaulting horse, which is no end needful for me. I do not intend, as you may think, to fit up a gymnastic institute here in Lund, but it devolves on a fechtmeister in a Swedish academy to be able to give instruction in vaulting with the horse. At the same time they wish instruction in riding, since it is proposed to establish a riding school here, as in Upsala. Alas! I have lost almost all my skill in riding. Still, practice will soon restore it.

Thus it was that Ling entered upon his work at the age of 28. He remained in Lund till 1812, when he was called to the post of teacher of gymnastics at the Royal Military Academy in Karlberg, near Stockholm. He accepted the call the more gladly for the reason that he had formed the plan of establishing a central institute at Stockholm for the further development of gymnastics, more particularly through the training of skillful gymnasts, who should be well grounded in the theory and practice of their art. On first proposing to the Government his scheme for a normal