Emerson College - Emersonian Yearbook (Boston, MA)

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i I Want the critic to compose some music. But I may say a Word in a fraternal spirit to the effect that I believe there is something good in nearly every system of physical culture. I never felt like discouraging any. All teachers and students of physical culture, if they but understood these spiritual fraternities, would consider themselves brothers and sisters, and not be ready to say, L4 My system is all right, and yours is all Wrongf' V Let us say in the new light, H Come, let us reason together. Let us openly contribute all we may, for when We are advocating any system of culture, be it mental or physical, it is the Welfare of the race that is involved. In presenting exercises which, in the principles involved, and in the arrangement and in the methods of practice constitute a unique system of bodily educa- tion, I' shall speak, first, of results. ffrllhe true test of the merit of a method is its results? Now, ten years of experience, ten years of watching effects has shown that the results of practising this method of physical culture are simply Wonderful, more marvel- lous than I should like even to state. I can only allude in passing to the great cures that have been Wrought in those Who have followed it faithfully, -- to the many who have been restored from dyspepsia, from - 4

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. physical education lay dormant. The modern gymna- sium has revived it. The enthusiasm for bodily training thus created, will be of inestimable value, for, as a public, we are lethargic upon this all-impor- tant subject. In setting forth and describing in some detail, exer- cises, many of Which are original with me, and all of Which are practised according to principles that have not heretofore entered prominently into the theory and practice of other instructors in physical education, I Write in no spirit of criticism of systems or methods. I recognize no antagonism. A great bank- of darkness envelops the world. Every true teacher is a torch- bearer, advancing into that darkness. We cannot add to the general illumination of the World by extinguish- ing the torches of others. No great artist ever spent his time in criticism of other artists. Michael Angelo Was once asked to criti- cise some of Raffaelas frescoing. I-Ie said nothing, but he took a crayon and drew a figure --the best he could, and then replied: HI criticise by example. Michael Angelo emphasized a gospel principle. Criticise your neighbor by example, by living better, if you can. As much of truth as is in your Work will be immortal 5 the rest you do not Wish should live. Mendelssohn once Said: 44 I do not Want to hear so much criticism of music.

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lung troubles, from nervous prostration, from general debility. Emerson College system of physical culture comprises about three hundred movementsii Some of these movements are repetitions. These are not a great number of movements, when We consider that some systems advertise several thousands. One of the merits of having as fevv movements as possible is, that one may be allowed to repeat, gr it is in repetition that good comes in any method of edueottionfi, The one great fault of modern systems of education is, that they do not provide sufficiently for repetition. I say 4'II1OCle1'1177 - I might say American, but it would not be true of America o11ly. It is a fault which is as common in European methods of education as it is in American methods. There are leading scholars in Germany, Who, as individuals, follow out the old classic idea of repetition as a method of culture, to a greater extent, perhaps, than do eminent American scholars. But the prevailing tendency is to dissipation 5 for desultory study leads to dissipation of thought and thought power. HBy dividing his time among too many objects, a man of genius often becomes diamond dust instead of a diamond. Many a person misses of being a great man by splitting into tvvo middling ones. We must never lose sight of the educational value of con, i 5