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swedish gymnastics.
427
to limit more precisely the form and the scope of a movement. This limiting
has been called localization, sometimes isolation, to distinguish it from a
combination of forces, which is also necessary to obtain the effect desired. Such
combination has been called synergy or co-operation.
Ling had not time during his busy life — which was also tried by adverse
fortunes — to summarize and present in print a complete system of gymnastics.
He published only one fairly comprehensive work on the subject, entitled
General Principles of Gymnastics. In this the different branches are dealt
with — the pedagogic, the military, the medical, and the esthetic. It is shown
therein how necessary it is that gymnastics should be founded on a knowledge
of the human organism as a whole, (anatomy and physiology), and on the laws
of motion.
What has been done after Ling’s death to consummate his work was, for the
most part, effected by his immediate successor Lars Gabriel Branting (1799 —
1881) and by his son Hjalmar Ling (1820 — 86). — Branting developed Ling’s
principles in his lectures at the Institute, and raised medical gymnastics to a
high standard. — Hjalmar Ling was also a skilful medical gymnast; but he paid
more particular attention to the special subject of pedagogic gymnastics. He
represented by very striking drawings, made by himself, thousands of movements
and formed a collection of these, arranging them, in harmony with his father’s
plan and intention, according to their effect on the organism, into different classes.
Ten classes of gymnastic movements are thus shown to exist. Some of these
may with advantage be further subdivided into two or more groups. He also
drew up lists of movements suitable for different ages, and rendered possible
the introduction of pedagogic gymnastics into elementary schools and its inclusion
in female education.
The movements in each of the above-mentioned classes have been arranged
in progressive order, according to the degree of effort they call forth. In
practice, movements requiring about the same degree of effort should be chosen
out of each classe, and arranged together for a programme, a so-called "day’s
exercise" — for regular use. A number requiring less exertion should be inserted
among the representative movements chosen from each class, so as to fill out
the day’s programme into a complete set of gymnastic exercises. It is, for
instance, requisite that every part of the body, and its organs in general, should
each receive its proper share of the day’s exercises, which, as a whole and in
detail, must be accommodated to the degree of development of the pupils.
The number of pupils practising at one time, which is sometimes rather large,
must, therefore, be divided into several smaller groups, so that those may practise
together who have attained the same degree of development.
In order that a sufficiently great effort may be called forth, without, at the
same time causing over-strain, the arrangement of the movements in the day’s
programme should, aim at always securing equilibrium between respiration, the
action of the heart, and muscular work. This is obtained by alternating the
movements so as to affect different sets of bloodvessels, so as to promote or
restrain the circulation to and from various parts of the body. At the same
time the rate of breathing must be increased and decreased by turns, while the
breathing itself becomes deeper. Besides employing different movements with
the varying effects, this end is also attained by gradually increasing the violence
of the day’s exercises up to half time or rather beyond, after which the exertion
is decreased more rapidly towards the end; and when the whole day’s exercises
have been practised, the action both of the ’heart and of the breathing ought to
be strong and deep but calm.
When the exercises thus arranged correspond to the capacity and ability of
the individual, self-command, i. e. harmony between the nervous action and the
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