Modern Educational Gymnastics provides a guide in gymnastics based on Rudolf Laban’s analysis of movement. This book sets out a discipline and standard, demanding perseverance, grit, and determination in individual ways of moving that provides every individual with an opportunity to achieve not only possibilities in movement and physical prowess, but ideas as well. The topics covered include weight transference; fundamental body action of bending, stretching, turning, and twisting; awareness of the body; way or how a person moves; time, space, and flow factors; use of space; apparatus work; and working with other people. Brief discussions on forming a lesson, achieving good poise, and use of observation to the teacher and students are also deliberated in this text. This publication is intended for gymnastics teachers, but is also useful to students or individuals hoping to acquire knowledge on the fundamentals and basic principles of gymnastics.

This practical book is designed to help not only the specialist, but also the primary and middle school teacher, whose responsibility it is to provide gymnastic education. Opening chapters discuss the historical context of gymnastics and provide a discussion of the relevance of the subject within the curriculum. It will provide help in the essentials of organising each lesson, including general teaching points, teaching styles and strategies to employ and develop, material to use and the appropriate and creative use of apparatus.

Originally published in 1939, this book contains the text of lectures on a variety of topics concerning the changing role of education.

This book is at once a thorough study of the educational system for the Greeks of Hellenistic and Roman Egypt, and a window to the vast panorama of educational practices in the Greco-Roman world. It describes how people learned, taught, and practiced literate skills, how schools functioned, and what the curriculum comprised. Raffaella Cribiore draws on over 400 papyri, ostraca (sherds of pottery or slices of limestone), and tablets that feature everything from exercises involving letters of the alphabet through rhetorical compositions that represented the work of advanced students. The exceptional wealth of surviving source material renders Egypt an ideal space of reference. The book makes excursions beyond Egypt as well, particularly in the Greek East, by examining the letters of the Antiochene Libanius that are concerned with education. The first part explores the conditions for teaching and learning, and the roles of teachers, parents, and students in education; the second vividly describes the progression from elementary to advanced education. Cribiore examines not only school exercises but also books and commentaries employed in education--an uncharted area of research. This allows the most comprehensive evaluation thus far of the three main stages of a liberal education, from the elementary teacher to the grammarian to the rhetorician. Also addressed, in unprecedented detail, are female education and the role of families in education. Gymnastics of the Mind will be an indispensable resource to students and scholars of the ancient world and of the history of education.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1915 edition. Excerpt: ... cators and by representatives of a variety of systems. At the beginning of the second session Baron Posse set forth "The Chief Characteristics of the Swedish System of Gymnastics" in a masterly paper, followed by a demonstration of that system by a class of women under his leadership. One result of this wisely planned and persevering agitation of the subject was the action of the Boston School Committee taken June 24, 1890, in line with the report and recommendations of its committee on physical training presented two weeks before, which ordered "that the Ling or Swedish system of educational gymnastics be introduced into all the public schools of this city." In November of that year Dr. Edward Mussey Hartwell of Baltimore was elected Director of Physical Training, to hold office from January 1, 1891. Meanwhile Baron Posse had been succeeded at the Boston Normal School of Gymnastics by Claes J. Enebuske in the middle of January, 1890; but on the first of the following month he opened a gymnasium and training school of his own in the Harcourt building, on Irvington Street. The six years of life that remained were crowded with incessant teaching and writing. During this period, it is said, "gymnastics according to his methods were officially introduced into the public schools of fifty-two cities and towns, and into as many more private institutions and academies. Clinics for medical gymnastic treatment were established by him in most of the larger Boston hospitals, and instruction was given to the nurses of many hospitals in adjacent towns." Summer courses for teachers and others were conducted at the Martha's Vineyard Summer Institute (1890, 1891, 1892), in his Boston gymnasium (1892, 1894, 1895), and at Harvey, Illinois (1893), while he...