Spring 1852 — Delivered to a “class of ladies” in a Sunday School basement, New York City

 

It is often said that no historian can write the history of his own age — that the strong prejudices of personal interest and feeling will prevent him from understanding the true position of its various parties, and judging from a lofty stand-point the real bearing of the events that pass before his eyes. There is much truth in this saying; it is difficult to free ourselves for a time from personal feeling to rise above our own immediate interests, and view our life as the angels see it. The local interests which surround us absorb a great part of our attention; our way of thinking, of living, of arranging our external relations, seems the necessary way — at least for a highly civilized community. We all of us make a Chinese map of the world, in which our own special interests spread out in fair proportions and bright colors over the paper, while the rest of humanity lies crowded into obscure corners! And there is a wise design in this tendency of the human mind, for concentration of interest is necessary to insure energetic action; and it is essential to the well-being of the whole world, that every part, every town and village, shall be full of life, strong in the conscious importance of its own affairs.

But when self-judgment is required — when we have reason to doubt the wisdom of some of our customs — customs in which we have been educated, and which consequently appear to us at the first glance a part of nature, we must lay aside this exclusive self-regard, and take a broader view of the world, compare our ways with those of other nations and former ages, and see if our cherished habits do not shrink into insignificance, or assume the aspect of a temporary mistake.

Such is our position now, with regard to our systems of education. I have shown the great evils which result from them, particularly to girls — how disease is engendered, and the happiness and usefulness of after-life destroyed, by neglect of the physical organization, and premature culture of the mind; and I have traced this evil to its source, viz., the disregard of the Divine Laws of Life.

But we have been so long accustomed to the idea of school as it exists at present; we were sent to school ourselves, just as we now send our children; we know no other method of eating, dressing, living than our present one; that the severe judgment we have been compelled to pass upon our present system of bringing up children, may seem strange, notwithstanding the truth on which it is based; a change in this system may seem impossible. But there are no impossibilities in our day!

While residing in England, in order to reach the hospital I was attending, I was forced daily to cross a portion of that time-honored nuisance, Smithfield Cattle Market, which was situated in the very centre of London. I once expressed my surprise to one of the intelligent members of the Faculty, that such a cruel, dangerous, and unhealthy arrangement should be permitted to exist in London. He replied, “We English are very conservative; this market is an immense nuisance — every body grumbles about it, as they always have done; but there is powerful moneyed interest concerned in its support; it is a part of London — and just as long as London exists, so long will Smithfield Market remain as it is!” That very year a bill passed the Houses of Parliament for its removal! Surely all things are possible in our day!

Now many of the peculiarities which mark our educational system are of very modern date; our grandmothers were by no means educated as we were; all the habits of life were arranged on another plan; the very food they ate was in many respects different. Tea was only introduced into England in the reign of Charles I. — sugar, spice, coffee, were then luxuries little used; the hot drinks, and stimulating food, which, as we have seen, affect so powerfully the stomach, the teeth, the nervous system, were not in use two centuries ago.

A knowledge of the general customs of education in other nations, will then furnish us with very important data for determining the evils of our present customs, and for indicating the direction in which some wise change may be made, enabling us to distinguish what is essential from what is simply accidental in our habits of life. I shall therefore call your attention to certain facts in the history of those nations where the greatest care has been paid to education, and where the successful result makes the method pursued worthy of study.

I have already referred to education amongst the ancient Greeks. I now direct attention again to this subject, because we find amongst that people a remarkable degree of attention paid to those very points of education which we so singularly neglect, and it will be exceedingly interesting to notice the results which they obtained.

The most remarkable feature in Grecian education was the bodily exercises, which formed the foundation of all other training. The Greeks considered gymnastic exercises to be as necessary for the preservation of health, as medicine is for the cure of diseases. The whole education of a Greek youth was divided into three parts — grammar, music (and some mention drawing and painting), and gymnastics. Gymnastics, however, were thought by the ancients a matter of such importance, that this part of exercise alone occupied as much time and attention as all the others put together! And while the latter necessarily ceased at a certain period of life, gymnastics continued to be cultivated by persons of all ages, though those of advanced age naturally took lighter and less fatiguing exercises than boys and youths. The ancients, and more particularly the Greeks, seem to have been thoroughly convinced that the mind could not possibly be in a healthy state, unless the body was likewise in perfect health; and no means were thought, either by philosophers or physicians, to be more conducive to preserve or restore bodily health, than well-regulated exercise.

Gymnastic exercises amongst the Greeks were as old as the Greek nation itself. At first they were of a rude, and mostly of a warlike character. They were generally held in the open air, and in plains near a river, which afforded an opportunity of swimming and bathing. As the nation advanced in civilization, these exercises assumed a wider character; they were employed not only to harden the body for military purposes, but to give to its movements grace and beauty, also to restore the health when lost, and to make the body the basis of a sound mind; and large classes of men pursued these exercises as a profession, contending for the prizes at the public games.

At an early period in their history, the Greek towns began to build their regular gymnasia as places of exercise for the young, with baths, and conveniences for philosophers, and all persons who sought intellectual amusements. There was probably no Greek town of any importance which did not possess its gymnasium. Athens possessed three great gymnasia, to which several smaller ones were afterwards added. These buildings were all constructed on the same general plan; there were porches with seats for conversation; a large hall adorned with sculpture, and the statues of great men; hot and cold baths, covered squares for winter exercise, and open ones for milder weather, and walks for those who were not exercising. Much attention was paid to the outward and inward splendor of the gymnasia, the highest art of the age was employed to decorate them, and the statue of Hermes their tutelary deity was every where conspicuous.

The gymnasia were under the control of the State; their regulations were exceedingly strict, and some of the violations punished with death. The chief officer, the gymnasiarch, exercised magisterial power over all persons connected with the institution. He removed all teachers, philosophers, and sophists, when their influence was injurious to the young. He superintended the solemn games at certain great festivals, and his office was held in such esteem, that it was sought for as a high honor.

Another class of officers was appointed to inspire the youths with a love of morality, and to protect their virtue from all injurious influences. These officers were required not only to be present at all their games, but to watch and correct them whenever they might meet them, not only within, but without the gymnasium. There were special teachers of exercise, who were required to understand all the exercises practised in the gymnasium; they were also expected to know their physiological effects on the constitutions of the youths, and to assign to each individual the exercises most suitable to him. Other officers regulated the diet of the pupils, and acted as surgeons. There were sometimes special teachers of games at ball, for the ball was in universal favor amongst the Greeks, and was here, as at Rome, played in a variety of ways. It is both amusing and instructive, in these recorded games, to observe how human nature, 2000 years ago, resembled the nature of to-day; the history of its efforts should be no useless tradition to us. In one favorite game, one boy holding the end of a rope, tried to pull the boy who held its other end across a line, marked between them on the ground. The top was as commonly in use amongst boys then, as in our day. We have too the game of five stones, which were thrown from the upper part of the hand and caught in the palm.

Another game, in which a rope was drawn through the upper part of a tree or post. Two boys, one on each side the post, turning their backs to each other, took hold of the ends of the rope, and tried to pull each other up. These few games will serve to show the nature of gymnastic sports; we can but refer to the more important games, as jumping, leaping, running, throwing the discus, wrestling, dancing, &c.

The education of boys up to the age of 16 was divided into the three parts mentioned above, so that gymnastics formed only one department, but during the period from their sixteenth to their eighteenth year, the instruction in grammar and music seems to have ceased, and gymnastics were exclusively pursued.

Such was the basis of education throughout Greece; but the laws of the Lacedemonians watched over it with still stricter care. Amongst them public education was common to rich and poor. From the first moment of life, the child was an object of attention to the State. Even before birth, the mother’s apartments were surrounded with pictures of youthful beauty, that these bright images might, through her organization, stamp her child with beauty. The infant’s cradle was surrounded by warlike instruments, that they might become from the earliest moments a part of his life. The clothing allowed perfect freedom of movement to all its limbs; it was suffered to cry freely, but no harsh word was allowed to excite its tears or produce a feeling of terror. Until the age of seven, it grew up under the parental influence, permitted to play freely, to regard the kind of food given to it with indifference, accustomed by degrees to darkness and solitude, and ignorant of the feeling of fear. At the age of seven the State superintended the further education of the child. One of the chief men of the republic was placed at the head of the children; he separated them into classes, and to each class a young chief noted for wisdom and courage was appointed. They submitted to his orders and chastisements; their hair was cut off they learned to walk bare-footed, to wear a single garment summer and winter, to sleep on rushes, which they gathered on the banks of the Eurotas. They were never left alone; their exercises were performed under the eye of the aged, and the chief officer of public education; their young chief was constantly at their head when they engaged in combats, swam across the Eurotas, hunted, raced, or attended the exercises of the gymnasium. They supped on plain food, which they cooked themselves, the stronger carrying the wood, the weaker the vegetables and other food. After supper some were directed to sing, others must answer questions, thus indicating their intelligence and disposition — as, “Who is the honestest man in the city?” “What do you think of such an action?” The answer must be exact and to the point — hose who failed were punished. Little literary education was given them, but they were taught to express themselves clearly, to join in the exercises of dancing and music, and to sing the praises of their gods, and the exploits of those who had died for their country. They were visited daily by magistrates who inspected their education and habits, and saw if they were growing too fat. This last condition being considered an indication of laziness, unfortunate individuals who displayed too much embonpoint, were cited before the public tribunals and threatened with exile! The greater part of the day was spent in the gymnasium.

At the age of 18, the pupils were not released from the discipline of the schools, as in many cities of Greece. Lycurgus wisely considered this a critical age, and new exercises and labors were imposed, to hinder the development of the passions. The chiefs required an increase of modesty, submission, temperance, and zeal. The singular spectacle was presented of a brilliant youth, full of pride, courage, and beauty, behaving with the decency and reserve of the young girls who served in the religious festivals.

This was not the result of external restraint, affecting simply the manners; their enthusiasm was enlisted in this reserve, by the emulation of rival classes, who excited each other to the love and practice of virtue according to their standard, by the glory of victory.

These bodies of young Spartans were spread over the country, and exposed to hardships; they were taught to study its aspect, and learn the best method of defending it. They attacked wild boars and savage beasts — and were instructed in the manœuvres of the military
art.

The whole Spartan education had a tendency to prevent premature marriage; this end was considered essential to the welfare of the State. And no union was permitted, before the body had attained a perfect development, and the judgment could guide in the selection of a partner. To suitable dispositions, the couple must join personal advantages of face and figure, and robust health.

To secure these important conditions, the Spartan legislators were compelled to provide for the education of women; they had the wisdom to perceive that the mothers of a strong race must be strong; and with this idea alone — not from any thought of individual right, which did not belong to the age — they arranged the most striking peculiarity of their system, the education of young girls.

In the Ionian State the women were separated from the men with oriental care. Confined in their own apartments, they spun and pursued various feminine arts; the young were strictly guarded, excluded from festivals, and no woman, married or unmarried, was permitted to enter the gymnasium, or appear at the public games, on pain of death. But in Sparta the education of girls was conducted in public, and with a wide freedom that was strictly regulated by law. The sedentary employments of Athenian girls were neglected. They were taught to dance, to sing, to wrestle, to run rapidly on the sands, to throw the javelin with force. Their exercises were carried on in the presence of the kings, magistrates, and citizens; they assisted in the public festivals, and were encouraged to distribute praise or blame to the youths, who often exercised in their presence. Spending the greater part of the day in active and often laborious movements, a dress that should allow perfect freedom to the body, was absolutely necessary. They wore no veils or covering on their head; their dress ordinarily consisted of a single garment, light, without sleeves, attached by clasps over the shoulder, and raised above the knee by the belt.

The Spartan legislator had a double motive in these regulations; he sought not only to render the young women vigorous in health, but by thus freely educating them in public, bringing them frequently into the society of the young men in active occupations, he removed from them that mystery produced by concealment, which tends to foster the passions which he endeavored to repress; and establishing between the sexes a unity of virtue, he laid a foundation of mutual esteem, which should prove the surest basis of a warmer sentiment.

The Spartan women were long remarkable for the purity and dignity of their manners. They were tall, strong, of vigorous health; nearly all were beautiful — of a lofty, imposing style of beauty. Their dress after marriage consisted of a short tunic, and a robe which descended to the heel. They were veiled when they went abroad, and no longer visited the gymnasia. Their time was devoted to the early education of their children; the whole management of the slaves and household concerns rested on them; they discussed the affairs of state with their husbands, and their counsel was greatly respected.

In Sparta it was disgraceful to remain unmarried; the marriage union was observed with remarkable fidelity — and even when the earlier purity of Spartan manners had disappeared — the Spartan women stood high above the rest of the Grecian nations in their attachment to their duties. Their lofty character and the position which they long maintained is shown in the proud answer of the wife of the King Leonidas to a foreigner, who once exclaimed, “You are the only women who can maintain an ascendency over men!” She replied, “Undoubtedly, for we are the only women who bring men into the world.”

I have dwelt somewhat in detail on the systems of education in Greece, because Greece stood first amongst the nations of antiquity in physical and mental development — the highest in every kind of excellence, according to the standard which then existed in the world. In examining the means by which this condition was reached, we remark particularly the following points — 1st, the physical discipline of the young was considered the basis of all education. 2. This physical training was not limited to a portion of the day, or to any single part of the organization, but beginning with early childhood, it was continued constantly to the period of confirmed manhood, and comprised dress, food, bathing, the air breathed, the habits of life, as well as exercise in its various branches. 3. The instruction given in mental cultivation, never interfered with the fullest attention to the use of these physical agents; thus the beautiful groves, and the lofty halls adorned with objects of sublime art, where the instruction was carried on, could in no way injure the organic health of the body, while they refined the senses by. the ennobling influences of Nature and Art. 4. The moral and religious welfare of the young, was carefully attended to. They were heathen nations; their religion was not ours — but what seemed to them the highest virtue, was carefully instilled into the minds of their children, not so much by direct teaching, as by the influences which surrounded them, the careful oversight of all their actions, the hymns they learned to sing, the ornaments of their edifices, the conversations they listened to, the religious ceremonials in which they assisted, and the whole spirit of society. 5. This system of education based upon physical development, was applied with remarkable advantage to their young girls; the superiority of the women thus educated was displayed with singular success, in every respect; they were more faithful wives, stronger mothers, wiser domestic rulers, more patriotic citizens, and nobler human beings, than the women who were educated in sedentary and secluded pursuits. 6. This long and complete physical training, favored in a remarkable degree a brilliant mental growth — for they stand unrivalled in antiquity, as philosophers, poets, artists, men of science, and men of action — nay, with all the added wisdom of nearly 2000 years we still bow reverently before the creations of their genius!

We find amongst the Romans, the same attention paid to the strengthening and full development of the body in early life, the mental culture being deferred to a maturer age. With them however the education had a more exclusively warlike tendency; the system of public gymnasia did not exist, and their method of training was narrower in its aim, and less perfect in its details.

As Europe became fully peopled, the history of the northern and southern nations presents a striking contrast in relation to the life of the women of those nations. We find amongst the former a state of comparative freedom, physical strength and activity, and much rude virtue — whilst in the south we behold the seclusion of the harem, the guardianship of high walls, and bolts, and veils, sedentary pursuits and effeminate education, and a society utterly corrupt, with no standard of virtue but giving free rein to all the lower passions of human nature. We cannot separate the body and soul — the health of one must, as a general rule, be based upon the other; fresh air and exercise are singularly conducive to virtue, and we see this to be quite as true for women as men. In the free life of the Scandinavians — the country life — where the women lived much in the open air, not drudging in the fields — as in modern Germany — but superintending the rude agricultural labors of the bondsmen — they were courageous, truthful, chaste, and religious, and often consulted as oracles by their countrymen.

Contrast with them the pictures of harem life, given by modern observers in the east, and we find the women a by-word for falsehood, meanness and licentiousness — the one virtue of the Mohammedans, regard for their word — is utterly unknown to the Mohammedan women.

Throughout the nations of modern Europe we find an entire neglect of physical training in the education of women, and the varied evils which result from this neglect; but there is no nation in the world, where so earnest an attempt is made to cultivate the mind, with so complete a neglect of all the physical necessities of the child, as in the United States and nowhere is the health of the women so feeble — and this weakness is on the increase.

In England the intellectual education of the young lady embraces as wide a range, and is carried out with much more thoroughness of detail, and yet the health of English women, is much stronger than that of American women. Now though the education in England is as fundamentally wrong as with us; though the true order of development is neglected, and the training is in a great measure objectless of no use in aiding the real business of life; still it will be useful to call your attention to those differences which favor the physical health of the English, that we may realize more fully the extreme folly, the madness of our own customs. The system of private instruction is much more common than with us; at first the instruction of a governess is sufficient, then the aid of masters at home is added; thus all injurious crowding of large masses of children is avoided, and the great stimulus to mental exertion, the emulation of a large school, is not applied. Walks in the open air are regularly taken, often twice a day; the pleasant fields in the vicinity of smaller towns, and the extensive parks in the larger ones, furnish the opportunity for attractive country walks, and the pleasant recollection often remains through life, of the natural wonders which those walks disclosed. The food is much simpler that is given to children. A large bowl of bread and milk often constitutes the breakfast and supper of the child for years, from which it advances to the dignity of bread and butter and weak tea; good meat and vegetables constitute the rest of the food, and form the wholesome nourishment of rosy, healthy childhood. Another favoring circumstance to the health of the young, is the longer period of time allotted to education, and which consequently removes the imagined necessity for that overloading of studies from which our children suffer.. Marriages are formed later in life, thereby giving the double advantage of prolonged youth and a stronger constitution to meet the requirements of maternity. The method of warming the houses by open fire-places, is another healthful custom, when contrasted with our plan of stove-heated dwellings; this is, in some measure, the advantage of a milder climate, but a similar effect may be obtained in our severer weather, by the thorough ventilation of our houses, and the production of a more moderate heat by our furnaces.

Amongst the so-called higher classes the possession of extensive and beautiful country-seats favors the employment of special exercises, as riding and archery, and aids greatly in producing that superior physical development, for which the English aristocracy are noted.

Thus by a combination of circumstances, each one of which may seem a small thing in itself, but which, united, produce a powerful effect on the daily life of the young, the physical health of the English women, reaches a higher point than is common with us — and I attribute the superiority to these differences of habit, for we find in the large boarding-schools of England, and amongst those classes, where these simple healthy habits are not observed, the same physical degeneracy, the host of named and unnamed diseases, that is increasing in so alarming a degree amongst us.

Thus we find that the history of all ages and nations confirms, by the lesson of their practical experience, those great principles which we laid down, at the commencement of our lectures; and that daily life, to be wise and good, must be the working out in detail, of these universal laws. All the powers of our nature must be developed by exercise — but this development must be effected in the true order of growth; the double movement of body and soul must always be maintained, but with varying predominance according to the age; and every moment, every action, must have an object, a special, and a universal use.

Such are the lessons we learn, alike from the teaching of reason, and the observation of life; and by our neglect of these principles we learn the cause of our present failure in the attainment of health — health in its widest sense.

Let us consider then in what way we can so far modify the education of the young, that it may be in accordance with those Divine laws which we now violate. A momentous question! We have done much to answer it however, in attaining a clear understanding of the evil, which will serve to show us in what direction our efforts must be turned. In considering this question still farther, let me say a few words in relation to this important point — Physical Exercise — which, as we have seen, must play so prominent a part in true education.

Exercise to perform its true work in the education of youth must be scientific its practice must be based on principles, it must accomplish definite ends, by intelligent means; there is as much difference between the action of thinking and unthinking muscles, as between the idle jingling of tunes on the piano, by a person of quick musical ear, and the grand effects produced by an accomplished musician, who, expressing every faculty of his soul through his instrument, can carry his audience with him through the wide range of passionate sentiment.

The savage nations gain health and strength by their untutored activity, but they remain brutal and degraded — they gain no mental refinement by their exercises — and they are always surpassed by civilized man when he turns his attention to these subjects as the Mormons, while journeying through the wilderness, always triumphed over their Indian antagonists in every encounter of force or skill — in running, leaping, wrestling, &c.

Now scientific exercise trains the mind and the character; it may be moral and intellectual in its action — the faculties of order, precision, calculation, self-command, decision, energy, &c., will be called into intelligent action through the exercise of the muscles; and by the combination of the senses with special adaptations of the muscles, a wide range of culture is opened to youth, which will embrace almost every instruction suitable to that age.

We are indebted to the Swedish poet and philosopher, Ling, for the noblest development of the subject of exercise which we have yet had; a student of the old Greek gymnastics, a descendant of the warlike Norsemen, surrounded by the traditions of their strength, their matchless feats of physical power, and the virtues that underlay their ferocity, he longed to introduce into our effeminate manners a little of the wholesale physical energy, which seemed to have vanished with the old vikings. Thus he developed his admirable system of Gymnastics in its various branches; he saw it adopted by his native country — taken under the protection of the government — introduced into the army, into medicine, into education — and he left it as a precious legacy to future ages, and to more detailed development and adaptation by his successors. To the zeal of his intelligent disciple, Prof. Georgii, we owe the introduction of this system amongst the Anglo-Saxon race. He has been for nearly three years, patiently establishing the medical department of gymnastics in London, with the full purpose of instituting a central gymnasium, such as exists in Stockholm, for the promulgation of all the branches of gymnastic art as soon as the support of public sentiment will justify him in the undertaking.

The system of Ling is an attempt to restore education to its true basis, and to attain the due balance between the physical and spiritual natures. It is not an effort to revive the heathen education of Greece, nor the fierce customs of the Northmen — but to adapt the principle of truth and vigor, which existed in those people to the customs of our advanced civilization — to join the physical energy of the Norsemen, with the mental energy of the nineteenth century, and with the purity and holiness of the Christian.

In accordance with his views, as a first step in direct physical education, the will must obtain perfect control over all the muscles. You will remember the immense number of muscles in the human body, with the infinite variety of combinations of which they are capable. The ordinary exercise of walking and domestic occupations, does not bring the majority of these muscles into active play; we need, then, special movements, which shall produce this wide activity, and thus strengthen every muscle and place it under the control of our will; the direction of these movements, needs much physiological study, that there may be no violation of the laws of our economy, that true movements may be produced in a true way; without this knowledge, gymnastic movements may become injurious, even dangerous for not only may the muscles be injured by an attempt to perform movements for which they are not adapted, but their action may be falsified by an incorrect and slovenly manner of performing the movements.

The muscles having been trained to obedience and force, will be employed in overcoming resistances, active or passive, as in wrestling, throwing, lifting weights, climbing, swimming, &c., in establishing harmony between themselves and external objects, as in fencing, riding, &c., where unity of action between the individual and the animal, or the weapon, must be observed — or they will be employed to express sentiments, and adapt themselves to the senses, as in declamation, pantomime, dances, singing.

Ling divides his system into four branches: 1. The pedagogic, by which the body is subjected to the will, and unity of action established between different parts of the body. 2. The military, in which the individual subjects another will to his, either by his own power or by the aid of instruments, establishing unity of action between the body and weapon, in relation to the body and weapon of his adversary. 3d. The medical, in which the unity of action between different parts of the body, which was lost by disease, is restored. 4th. The æsthetic, in which ideas and sentiments are expressed by movements and attitudes a unity established between soul
and body.

Ling lays down the age of seven years as the right period for commencing gymnastic instructions; two or three hundred pupils exercise together; they are divided into classes of twelve or fourteen, according to age, temperament, aptitude and strength. Each class is directed by a pupil monitor, who superintends the execution of the movements which are distributed by the master, who directs the whole.

These movements are various — adapted to special ends, and always based on physiological knowledge. The employment of apparatus is of secondary importance. The human body being the most perfect of all instruments is not subjected to material force. The apparatus is very simple, and only used to serve as fixed points for various gymnastic movements.

While the movements are executed with the utmost precision, the perfect performance of every movement being enforced with rigorous exactitude, gayety is encouraged amongst the pupils. Ling remarks in his General Treatise, “Joy and peace are produced by the harmony which exists between all the faculties of the soul, and all the powers of the body; therefore, as this is the object of gymnastics, this sentiment should have a large share in the exercises, good order regulating its manifestations.” The health being thus strengthened by ​the physical education, which keeps pace with the moral and intellectual discipline; about the thirteenth or fourteenth year, a wider sphere is opened to the pupils by the addition of the military and æsthetic branches.

Such, though in very general terms, is the idea which Ling, after forty years of patient endeavor, established in a practical form in his native country, and which is attracting much attention in Europe, and gradually spreading from one nation to another. It is an idea which is essential to us, as mor more than any other nation we have sinned against the body. We need a rational system of gymnastic training — not to supersede country rambles and the healthful society of natural objects — a child brought up entirely in the city can never be a healthy one; but to form the basis of a sound education, to insure the perfect development of the body, and to furnish that rational and attractive exercise which the youth of our city need.

We must bear distinctly in mind that the object of education is not to pour a certain amount of technical knowledge which we call grammar, mathematics, philosophy, &c., into the intellects of our children, but to strengthen all their faculties, to give them command of their own bodies and souls, that they may, as life opens before them, be able to employ their powers for useful ends. Until a girl is sixteen, it is much more important that she should possess a healthy body, an honest, loving heart, good sense and a clear intellect, than that she should be able to answer questions on every science, or play tolerably on the piano, speak French and embroider, if these latter acquisitions necessitate physical and mental weakness in after life. It is of great importance to her, to possess a strong straight back, good digestion, a cheerful temperament, a body that can move with vigor and grace, organs that perform their functions healthily; she should be truthful, kind, earnest, and active; her intellect should have acquired habits of observation, order, thorough comprehension, and energetic application. If she has gained these qualities, this strength of faculty by the age of sixteen, it matters little that she is not versed in the technicalities of learning, or that she is unable to display her accomplishments; she will soon acquire the learning of the schools, and the ornaments of elegant life, with a completeness and a grace that can never be attained by too early training. Her powers will all be strong, and she will know how to use them; this is the great point, and this is not gained by our ordinary methods of education.

What then must be done in order to save the rising generation from the physical weakness and disease, with their attendant evils, which prevails so widely in the present race, and which are rapidly increasing in extent?

I answer, 1st. The domestic habits of our households must be changed for children; their food, dress, sleeping apartments, and hours for rising and retiring, must be regulated with scrupulous regard for their physical welfare, and according to the principles so often laid down in the course of our remarks. 2d. The system of school discipline must be essentially modified. The period of life from seven to sixteen being regarded as the special season of physical growth, the bodily development. must be considered as the basis of all true education; we must cease to force the learning of a later period upon the youthful mind at that age.

A system of scientific gymnastic training should be adopted — every kind of active sport encouraged — the accomplishments of riding, dancing, singing, swimming, archery, &c., should be taught; the moral and religious nature should be educated by the intercourse and influences of every day. The habits of the intellect should be carefully trained in conversation and in those studies which are suitable to the age; these studies should be such as require the aid of the senses — writing, drawing, the study of charts and maps, the living languages and a variety of other subjects, might be employed to advantage. There should be frequent expeditions into the country or to the sea-side, where in direct intercourse with nature, the child in conversation with its teacher, would learn with the utmost avidity and happiness — for such expeditions our city enjoys rare advantages; an hour’s journey by steamboat or omnibus would bring the children into the midst of the magnificent country which borders the Hudson; or spread them along the shores of the Atlantic.

The idea of physical development should never be forgotten in any study; no pursuit should place the child under unfavorable conditions of position, atmosphere, &c., and direct physical exercise should constantly terminate the short periods of mental application. Lofty, well ventilated halls, and a large piece of ground partly shaded by trees, should be essential elements of every establishment for education.

Such changes could easily be brought about in our school system; it only needs that public opinion should be roused to the necessity of an ample provision for the physical education of the young — that mothers should realize the immense mischief that is done to their daughters by neglecting the body and overtasking the mind, and that they should resolve as a duty of primary importance to give them a strong physical organization. Public sentiment thus requiring the true method of education, would soon find its wants satisfied by the necessary institutions, and intelligent teachers would gladly welcome the change, for they clearly perceive the evils of the present system — though they are quite unable, alone, to remedy them.

I cannot enlarge at present, on the condition of the young lady, who has left school — her wants and duties — nor on the many evils of adult life, for my plan is limited, and the time allotted to my lectures is ended. I will only in closing most earnestly entreat you as wise mothers, as responsible human beings, to be faithful to the trust committed to you — the education of the young. Remember the one great truth, which I have constantly endeavored to enforce — that there is a Divine Order of Growth appointed for the human being, which we dare not neglect without violating our duty as parents, as Christians — a Divine Order which, if we observe faithfully through every period of life, will bring health and beauty, and happiness amongst us. We shall see our children grow up around us in strength and grace, and fulfil in after life the promise of their childhood. The beauty of Adam and Eve will no longer be a tradition of the past — for the Divine Image shall again be stamped upon our race.

Oh, mothers! you have a glorious duty to perform to the young beings intrusted to your care — the duty of training them to perfection, to the ideal of our human nature — let it be a sacred duty — accomplished with religious care, and with the loftiest sense of your responsibility.

May the time which we have spent together aid you in this duty, and induce you to adopt those practical measures which will secure to our children a true education of body and mind!

 

 

Source: The Laws of Life: With Special Reference to the Physical Education of Girls, by Elizabeth Blackwell, M.D., (New-York: George P. Putnam, 1852), pp. 152-180.