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[Gregg]

GOOGLE TRANSLATION

I went to Harvard Library to see if they had a better version of "Practical Guide to PE". Nope. It's the same bad Google scan. But...they have SEVEN Hebert books. Only one other is online: "Physical Education or Complete Training by the Natural Method"!!! in French

It's WAAAAYYY shorter than the other book. It seems to have all its pages [at least to page 100]. It has the COMPLETE rating form for the 12 exercises.

It doesn't show you 15 ways to climb a rope. Look at the pictures in Practical Guide for that. So I'm going to spend some time here for a while.

See you in a couple hours...

[Gregg]

Oog.

He's very "chatty" in this one. It reads more like a blog than a training manual. A really LONG blog.
Google Scan and Translate did a fairly good job... I'm not going to bother to do a better translation.
FYI: "Mousses" are Ship's Apprentices. Google translates it as "moss" almost every time.
After I finish my first read-through, I'll do a quick summary, for my own use, [and to help HIpk, of course]

[Ozzi]

15 ways to climb up a rope...? Dang, can you paste that here please?

[Gregg]

That's in the OTHER book, in the chapter on Climbing that I was translating. I'll get to it.

"PE by MN" is weird. That's the best I can do today in the time I have.
Tune in tomorrow for something more useful.

[Shiloh]

I couldnt save and post these pictures.
Pretty nutz

Check out the obstacle course on    pg. 64
QM                                                            pg. 70

[Gregg]

p 64 isn't obstacle course - it's the ropes training/ climbing area for four groups. It would make a pretty nasty obstacle course, though.

p 70 in this version of MN, quad movement is considered one of the "elementary exercises" to build climbing strength. I think balance is also considered part of climbing. [It is in the other book].

I'm going to leave out a fair amount of stuff... my goal for this book is to give you a decent overview, so you understand what's going on. Enjoy...

[Gregg]

PHYSICAL EDUCATION, OR THE COMPLETE TRAINING BY THE NATURAL METHOD -- STATEMENT AND RESULTS
THIRD EDITION - PARIS - LIBRAIRIE VAUBERT [Severely abridged]

CHAPTER ONE - THE DEVELOPMENT OF NATURAL PROCESSES
   A free being reaches full development by the simple practice of exercises or movements to which it is intended by nature, or which it needs for protection and conservation. Humans must reach their full physical development by the use of their natural means of locomotion, work and defense.
   There are eight essential utilities that are the real educational exercises: walking, running, jumping, climbing, lifting, throwing, the natural defense (by the boxing and wrestling), and swimming.
   Walking, running and jumping exercises are the best, the most essential of all.


CHAPTER II - CHARACTERISTICS OF THE NATURAL METHOD

   The most remarkable specimens of the human race acquire or maintain their physical development through constant and daily activity. Any body or body part that remains inactive is inevitably doomed to weakness, disease, degeneration, and finally to atrophy. You are more likely to become strong if you work more and better. However, you also need food, sleep and rest. If too little work gives little results, overwork wears out the body instead of improving it. Don’t work to the limit of your strength. If you do, the fatigue will be too much for your daily repair forces, and several rest days will be needed.

   The basic characteristics of the natural method:

1 Daily output in a specified period, sufficient work or effort, to develop strength and speed, the first elements of force to have.

2 Regular and continuous practice of all kinds of essential utility exercises, without exception: walking, running, jumping, climbing, lifting, throwing, defense, swimming, giving each of them the degree of importance it deserves.

3 Development of manly qualities: energy, courage, determination, poise, courage, etc.., By utilities, or other exercises requiring the issue of these various qualities. At the same time raising morals, ie development of the idea of charity, duty and dedication in the implementation of these qualities, as well as in the use of physical skills.

4 Hardening the body to cold, heat, sun and weather by working outdoors, air and sun bathing, the great water baths of river or sea, the use of cold water for washing.

5 Connection to the rustic character by habits of frugality, sobriety, simplicity in the way of life in general, moderation in all pleasures, and also by observing the rules of hygiene and all that makes up physical morality.

   To these main principles add: increasing aptitude and physical knowledge by practicing, as often as possible, exercises other than the utility exercises, games, sports… and by learning manual labor.

   In my opinion, the diet, ie the nature of food absorbed, the amount of the daily ration, how to chew and eat, food preparation, meals composition and regulating their number, their moments, etc., plays a role as important as the exercise and movement, in research or conservation of physiological development  It is not enough to have skills in all kinds of exercises, it is necessary to use them at any instant, and for that have a body in perfect condition. However, I note that the more the races are civilized, the more weakness for good food and gluttony are widespread and even dominant defects.

   I have not addressed nutrition, because it gets too little attention, and I risk not being heard if I talk about return to the natural method for food as for the cultivation of skills. Many civilized diseases have no other cause than diet too artificial and excessive consumption of food or drink absolutely unnecessary to the maintenance of life. Humans are the only souls of creation, which accommodate food and distorted/ spoiled things, that cooks, often pathetic cooking, eats more than his hunger and is saturated with food as much as drink.

   In all latitudes and in all countries where the natives perform feats of strength and endurance especially the most remarkable longer journeys, more arduous heavier portages, etc., the daily food intake is still relatively small and consists, in general, a plate of coarse food such as rice, cassava, ... adding a few vegetables or some raw fruit, without any other drink than water.

   Some Negro carriers of Central Africa and in particular Wagandas, the Ban and all Karivondos, which are rivals on the surface of the globe, sometimes eat nothing but bananas for their daily diet. These men carry an average of 30 to 40 Kg goods on the head and shoulders, 25 to 50 km a day, depending on the nature of the terrain, for thousands of kilometers. They only need a little rest. In the evening, when they arrive at each new stage, after eating, they usually dance and sing until late in the night, much to the chagrin of the whites who accompany them. They possess an energy and extraordinary courage and endurance to pain which seems superhuman. Finally, they are affectionate, loyal, kind, happy and always in a good mood, it is rare to see among them one grumpy or cranky.
 
   All those who have traveled have witnessed feats of strength and endurance made by subjects of white, black, yellow or red races who need a very small quantity of feed, such as nature provides us. These facts are irrefutable proof of the excellence of the natural and the uselessness of our complicated or artificial diet. If we consider only the amount of food, one can even say, all things considered, that the less you eat, the stronger you become.

Another example:
   In Morocco, from  May 1 to November 1911, out of 25,000 men of the French occupation 4171 men had to be evacuated by ambulance due to disease. According to statistics compiled by the Casablanca staff, the percentage of evacuees, with the various elements of metropolitan troops, colonial and indigenous communities, was as follows:

Colonial troops (infantry and artillery): 48.1 %.
Metropolitan troops (Zouaves, African hunters, foreign legion, train crews, etc.): 23.1 %
Indigenous troops (skirmishers and Algerian spahis): 4.1 %,
Indigenous troops (Senegalese skirmishers): 0.4%

The colonial troops were composed almost solely of metropolitan French, and the metropolitan troops of French from the city, or from Algeria and the foreign subjects belonging to the foreign legion.

   These figures speak for themselves. They show the absolutely overwhelming superiority of the resistance of indigenous peoples: Arabs, blacks from Senegal, Algeria or Tunisia, raised following the natural laws and remaining consistently frugal and sober. That is not an object of acclimatization, because the French from Algeria and Tunisia as well as veterans of the colonial troops are at this point in the same conditions as the natives. On the other hand, such an objection does not apply to the Senegalese, the most disadvantaged of all in the circumstances because of their sudden transition from tropical climates to the temperate zone.

   These examples prove the value of these two qualities: frugality and sobriety these elements produce and conserve strength.

[Shiloh]

Thanks Gregg.

Its like Herberts natural method philosophy in a nutshell.

I really embraced the nutrition part, since this is the first I see him talking about it, and since I struggle with it myself.
I'll  take this new info to heart. Mahalo

[Gregg]

CHAPTER III
Why civilized subjects can’t grow as easily and naturally as uncivilized… they don’t live in accordance with the laws of nature, and they can’t give free rein to their natural need for activity.

CHAPTER IV Elementary educational exercises. [Gregg translate]

   The conventional exercises of the members and the trunk as well as those pulled for the breakdown of the indispensable utility exercises form in whole the series called elementary educational exercises. I call them this because they are not composed of the elements of the indispensible utility exercises or simply realize the particular effects of this latest but accentuate, clarify, or amplify.
   After this we come to see, these special exercises make up an aid or a precious corrective for the subjects of the present organism who have weak points, defects, deformations, or some sort of abnormal condition.

It’s made up of:
1 – All the simple movements or combinations of flexion, extension, rotation, and circular movements of the arms, legs and trunk, permitted by the normal play of the joints.
2 – The simple suspensions from the hands; the simple supports over the arms; the balances over one leg.
3 – The little jumps of all sorts: legs together, apart, crossed, bent…
4 – The movements of forced breathing
5 – The movements of forced correct posture

They can be classified in the different groups of indispensible utility exercises, which are attached elsewhere, for the analogy of their effects. For example:

1 – The elementary exercises of the legs especially the preparatory exercises for the action of the lower members, and the elementary exercises for the arms thus which the movements help correct  the posture of the opening of the chest, and additionally permit good breathing are part of the utility groups: walking and running.
2 – The suspensions and supports are evidently part of climbing: as well as the balancing over one leg. These prepare for climbs and traverses of narrow or dangerous passages, and develop the sense of balance.
3 – The little jumps have their place indicated in the group of jumps.
4 – The elementary exercises of the trunk prepare the abdomen and the small of the back for the many diverse efforts which are part of the groups of lifting, throwing and defense, but particularly the group of throwing.
5 – Finally, the respiratory movements, which consist of taking long, deep inhalations and are destined to combat breathlessness, to augment the respiratory capacity and increase flexibility of the ribs, are not part of any particular group. They are used as often as possible and not important which moment, but particularly after every violent effort.

[Gregg]

CHAPTER V [Gregg Translate – missing from Google]
Opposition of the complete spirit to the Natural Method and other methods.

   The indispensible utility exercises have to be considered more important than the educational exercises. They alone permit the complete preparation of the organism and to attain the final and practical goal of education or training, which is the formation of the subject’s development in a complete and useful manner. The educational exercises, in all their number and variety, can’t replace them. They follow very naturally the preceding considerations and result in the nature even in the later exercises which are uniquely composed of the elements borrowed from indispensible utility exercises or not that particularly their effects.

   However I believe it is necessary to insist on the point which clearly characterizes the natural method and put in opposition to the complete spirit of all the methods actually in use, particularly with the Swedish Method and the recent Regulation of Physical Education of the Army of January 1910, established by the Normal Military School of Joinville, which is nothing more or less than a disguised copy of the Swedish Method.

   It doesn’t act here, to a simple relative discussion of the value of the words, the expressions serving to design such or such or such group of exercises, or such or such part of the elements of the method, but well the absolute difference, fundamental, carried not only in the choice of groups of exercises employed, but over the work procedures themselves, also as well over the practical goal to attain.

 --- --- ---
[back to Gregg’s abridged version w/ help of Google translate]

   The Swedish Method has been condemned by practitioners, doctors and medical authorities. Because it has been officially adopted by the School, it appears to unfamiliar people as the “most perfect physical education.” The Swedes have almost a sacred obligation to work diligently at gymnastics in the school, army, and family. The French do little or nothing. That’s why the Swedish Method appears “better”.

If the French worked as hard at the Natural Method, we would be a nation of athletes.

   The Regulation is used to train our troops and military youth, but also 90% of our primary school PE teachers. Since 1852, the School has no practical results. Even the latest version of the Regulation admits that it’s practially useless.

--- --- ---

   The fundamental part or educational essentials of the Natural Method, walking, running, jumping, climbing… does not have a secondary or even insignificant part in other systems of education or training. They’re regarded as optional, not recommended, to do “with caution, when the body is sufficiently able to practice them without  inconvenience.”

   No other method advises the complete set of utilities. They consist of basic learning exercises. If walking, running, or jumping is included, they’re not valued as important, and are given an insignificant part in the official lessons.

   The Regulation says running is done in groups, at a slow pace, regulated, and always the same, never allowing for progressive individual effort, having no educational value for the weak, and completely worthless for the strong. Jumps are done in the conventional Swedish style, which destroys part of the excellence of their effects.

   At first glance, the diverse methods appear to present enormous differences: one uses free hands, others use dumbbells, light weights or elastic bands. Some involve breathing without muscle development, or muscle development without breathing, etc. But they’re all elementary educational exercises. Authors discuss as far as the eye can see how to do them.

   The spirit of the Natural Method is the opposite of other theories or systems of education or training. What is essential in the Natural Method is not even an accessory in the others. The latter proceed by analysis: to obtain the general development of the body, they successively look to partially develop the different organs and muscle groups. This is a fundamental error, and nothing is more contrary to the laws of nature. Physiologic improvement and even simple development of the muscular system must be the natural consequence of a coordinated work resulting from practicing the exercises for which man is specially built, and above all, those which interest the heart and lungs, not the result of conventional exercises with localized effects. *  Never has one seen an animal develop its muscles in a series of movements or use movements other than those that are absolutely necessary for locomotion, maintenance or defense; nor the idea of a breeder or trainer using artificial methods to develop some animal.

* [Footnote: G. Demeny, authoritative physiologist: “Analysis is a false way to train our movements; it upsets the harmony of the muscular contrations and replaces them with the acts of convention or schematics of the just relationships or have to have actions  or use partial efforts rather than the whole movement. This disharmony leads to a result of not only zero, but negative. It is only the natural movements, used from the beginning, as they should be used, which are the educational movements, unlike the schematic exercises.”
 “For example, one cannot call the breathing gymnastics the movements to life or the air which has passed from out lungs in a breath, without producing the mechanical work, as a totally different phenomenon from the case of the complete respiratory act.”
The educational exercise has to develop the nerve centers which preside at the coordination of our movements at the same times which develop the muscles. It is never indicated to separate the serving movement of developing the muscle to the best use of its work.  ]

   The elementary educational exercises render service in the case of general or local weakness, deformation, defect, or any abnormal state. They are also useful for the rehabilitation of adults and men whose body has suffered the consequences of prolonged inactivity, like those bound by their role in education or training. It even has, at some point of view, regarded as the beginnings of medical gymnastics. The normally built and healthy being does not need it to acquire its development, but he can and should eventually not remain inactive, to keep in shape, not to lose the benefit of previous training, etc.., whenever the circumstances, such as fault of location, equipment, lack of time ..., oppose the practice of the essential utility exercises. Better to perform incomplete exercises but workable in all circumstances, and even produce a certain amount of work, than nothing at all, because you can not practice in the outdoors, there is a lack of space or you do not have what it takes.

[Gregg]

CHAPTER  VI [abridged]
Superiority of the Natural Method to the Other Methods

   It’s easy to prove.

   Take two subjects or two groups of subjects whose physical value is close to nothing. Find this value by using the measurable tests and note the performances in different types of utilitary exercises. Work the subjects equally and during the same time, one month for example.

   One group will do only basic learning exercises from the process of any of the methods currently known. The other group will perform under the rules of the Natural Method * all kinds of essential utility exercises, or to simply prove what I advance, running, jumping and climbing, that represent the three most important of these exercises.

* These working rules are contained in the books “Practical Guide to Physical Education” and “Complete and Utilitarian Lesson-type Training”

   At the end of the month, compare the two groups trained, to determine the physical value of each subject by measurable tests, as at the beginning of training. You see then the superiority of the subjects who used the indispensable utility exercises is enormously affirmed. The others have made, in terms of all the abilities, insignificant progress. If they have made it by chance, this is due to a practice such as low intensity running, jumping or any other of the methods we’ve been talking about to their series of basic exercises.

   The natural method, applied and practiced following the working rules which a long practice has permitted to establish, has given results that are so superior that any discussion on the subject of superfluous. Prove it yourself.

   All the secrets of this superiority comes in sum of respecting the laws of nature:
1 – Body subjected immediately to the practice of exercises for which it is destined by nature as much as needed.
2 – General development achieved by a work of coordination due to the practice of the indispensable utility exercises, and none by a work of local effects over each part of the body, which happens if we use only conventional exercises.
3 – Put at the first plan of development of the vital center of the body – heart and lungs – accord the very greatest importance possible to exercises which act on these organs, particularly running, which should remain the number one educational exercise;
4 – Work in the open air with baths of air and sunshine; body naked or free from anything which might hinder the free play of the joints and muscles and the regular functioning of the skin.

   The false idea, which considers the elementary educational exercises as the sole fundamental part or essential of education or training, and sees the rest as accessory, or completely without importance to “the application” reserved uniquely to developed subjects, is actually very widespread. This has even penetrated the military.
 
   Many people… refuse to see or understand the educational value of the essential utility exercises. Walking, running, jumping, climbing ... all this seems too simple and too natural to be the best means of cultivation of the body. And their opinion is explained because they do not properly use these simple exercises and develop educational programs or training in accordance with natural laws and, secondly, they are not sufficiently aware of the complex effects of these exercises, while they are much better informed on the effects of relatively simple basic exercises.
Some argue that the most of the essential utility exercises are too violent and that they can not agree to the physical education of youth.

   To this it is sufficient to respond that the children outside the formal gymnastics lesson imposed on them, are fast to deliver with zeal and never ask the opinion of their masters: their games are in effect combinations, more or less varied, of the essential utility exercises. But hear us well, and don’t be agitated, in education through the natural method, to distort the value of the essential utility exercises by employing an irrational manner and without regard for their immediate and distant effects on the body of subjects to educate. The principle which dominates all others in education or training and allows the body to achieve without any danger the maximum power is the gradual progression of the amount of work or of efforts.

   The essential utility exercises are only as violent or dangerous as we make them. This generally occurs when the goal to accomplish costs that cost one performance or the winning a test, a match, etc., without considering the effect on the body.

   Running, with the most violent reputation of these exercises, can be run looking very moderate and over a very short course. It is a suitable exercise for the most feeble. It is dosable at will, in distance as well as duration. To the master it is apparent to regulate this dose according to age, the physical value, and the degree of training of their students.

   Moreover, the indispensable utility exercises can be seen from two different points of view: Simple education, or the proper utility application, say in sports. In the educational point of view, we study the mechanism of the execution of the exercise, or perfect the manner of execution, or on the use for obtaining a determined effect on the body. From the application point of view, it seeks only to obtain a practical result, regardless of delivery mechanism or the effect on the body.

   Given the variety of effects that can be drawn from the essential utility exercises, the results of education or training depend necessarily on their use, the mode adopted to employ them, in a word, the way to work. These results are even better when this way is based on a more precise knowledge of details of the mechanism of execution of exercises, as well as their general and specific effects. Physiology and science of the mechanism of movement is therefore a great help. But for the establishment of education and training programs, and especially for the conduct of exercises, theoretical knowledge is not sufficient; It should be an educator or trainer of other information which cannot be provided except through experience and practice.

[Caption: Sickly types of subjects showing on arrival at the Military Service (School of Marine Riflemen)  the most characteristic defects of the civilized: arched back, shoulders and neck forward, sunken chest, stomach beyond the chest, spine deviated laterally (scoliosis ), uneven shoulders or hips, legs badly conforming, general muscle atrophy, etc..

   Types of subjects, particular students of the author, normally developed by the natural method, to compare with the above subjects.]

[Gregg]

CHAPTER VII
PRACTICAL WAY TO WORK. — MODEL PLAN
OF A LOGICAL WORK MEETING

   One should not imagine that it is sufficient to practice the necessary utility exercises without order or method to achieve full physical development. The final value of an education or training books at random is necessarily very uncertain.

   Uncivilized men, for example, were entirely instinctive, but that obviously depends on environmental conditions in which they live and which may result not always be properly directed. This explains why, among wild populations, some individuals are sometimes stunted, while others are strong and physically perfect.

   Practice, even hard, of the different types of essential utility exercises is not sufficient; one should know work, ie follow a working method in which rules can not be dictated, [except?] by experience.

   The method, in effect, provides for accuracy in the work, rejects what is useless and ensures results. It assists the civilized subject and points out from the beginning the best procedures to follow; it avoids a large number of unsuccessful attempts and useless or dangerous personal experiences. Finally he can walk with confidence towards the goal we are proposing, which is complete development. His usefulness is even greater when the time spent to the growth of the body of the civilized is usually very limited and there are always among the latter defects or faults to fight.

   A good way to work, a method of working, can only be the result of long experience, one part by working yourself, the other by educating and involving people of all ages of all classes, all professions and from all sources. It is always improved, through new experiences.

  A complete session of reasoned work, according to the rules that I personally set, involves the successive execution of all the types of essential utility exercises, ie: Walking, running, jumping, climbing, lifting,  throwing, natural defense, and swimming (when possible).

   Each type of essential utility exercise includes the actual walking or running, etc. and also various elementary educational exercises attached to that group of exercises by the analogy of their effects, according to the classification mentioned above (Chapter IV).

   The program of a work session may consist of a choice more or less complete exercises undertaken in each group of following utilities:

1 - Walking: walk ordinary with movements of forced correct posture, walk with rhythmic breathing movements, walking on tiptoe and heels, crouched walking, Indian walking or crouched and bent, walk with various arm and leg movements, walks at various speeds distance and speed: in flexion and extension, etc.

2 - Running: run slow with forced correct posture, race with rhythmic breathing movements, running on tiptoes, running with great leaps, running sideways, backward, serpentine, making very small circles in all directions ... the various races of endurance and speed: in bending and extension, etc.

3 - Jumping: little jumps of all kinds: the legs together, legs apart, legs crossed, squatting position, bending the legs; High jump without and with momentum; long jump without and with momentum; jumps of various depths; jumping real obstacles; jumps with hand support, etc..

4 - Climbing: simple suspension by the arms, simple supports on the arms, various progressions supported on the hands and feet (walks and runs on all fours); various balances on land or on an elevated object; various recoveries on bar or platform; hoist or move with or without the assistance of the legs, using devices such as: smooth vertical or sloping ropes, ropes fixed along a wall, various ladders ...  Climb or traverse various obstacles or where the balance is difficult to keep; cross a dangerous passage where vertigo is a fear, etc..

5 – Lifting: basic flexion and extension movements of the arms in every direction possible with relatively light weight so the complete amplitude of movements is not hampered; classical movements to lift with both hands and one hand developed to throw and pull; loading and transporting sacks, objects of all kinds and people, etc..

6 - Throwing: basic flexion, extension, torsion and trunk rotation movements; juggling with different weights, two hands and one hand; throwing various heavy objects with both hands and one hand, without and with momentum; accurately throwing light objects alternating each arm, at a fixed target, etc.

7 - Natural defense: basic movements of muscular opposition alone or in pairs; various pulling and pushing efforts alone or in pairs; pulling and pushing struggles between pairs or group against group. Punching and kicking at nothing, at a bag, and working in pairs; assault boxing. “Taken and parades” of the fight with flat hands and the regular free fight in pairs; fighting assault with flat hand and freestyle wrestling; ways to deal with a dangerous individual, and so on.

8 - Swimming: Swimming on the belly, back, side; treading water; floating; diving by the feet and head; dive and swim under water; swim in your clothes; bring aid a person, etc.

   This latter type of exercises can obviously be performed only if you have a river or a pool near where you work. Otherwise, run a special session, as often as possible, following a specially prepared work plan*.

* [For details of the meeting about swimming, see the books: Practical Guide to Physical Education Lesson and Standard Swimming. ]

   At the end or during each meeting, we must consistently perform flexion and extension runs on determined courses and with time given, without prejudice in the ordinary part set aside for these courses during the same meeting, as exercises of put in train or moving or of the allure of development. This aims to ensure that the course exercises get the prominent place they deserve and allows you to adjust the progressive effort in length or duration of their implementation.

   It is best to perform in the same way the walks in flexion and extension, if the duration of the session allows.

   The work session also includes an air bath, during exercises, and skin care after work. It lasts for three quarters of an hour to an hour on average.

   If we have to direct the education of groups of subjects, we can introduce, in addition, simple games, songs and dances.

   The various exercises of the model plan are executed one after each other, not necessarily in the order listed above, but in the best suited to ensure the continuity of work, which is one of the main characteristics of the natural method.

   No important rest should occur during work; rest a few seconds should be sufficient. The ideal is to order the succession of the exercises in such a way that no rest is required. To do so, first, alternate the violent efforts and the moderate efforts, as well as exercises with different effects, and adjust appropriately, on the other hand, the duration, speed, violence or the repetition of each exercise or movement.

   All sessions have the same plan, ie they include the same kinds of essential utility exercises. But their difficulty varies according to the same choice of exercises which comprise each group, and according to their speed, their duration, their violence or their repetition.
 
   In summary, the following question: What should you do during a session? My answer: we must walk, run, jump, climb, lift, throw, defend, and whenever we can, swim; also, take an air bath of varying duration depending on the weather and healing the skin after work. Finally, we must ensure that the meeting is really a sustained and continuous work, the sum is high enough and progresses every day, however, never reaching the extreme limit of forces.

--- --- ---
   
   When we want to educate or train, we establish in advance or as we go along, an exercise program for a number of weeks or months. This program includes a number of sessions per week, all copied from the model plan, but whose succession has a gradual increase in the amount of work and the difficulty of implementation of selected exercises.

   In my opinion, the period of work or methodical and progressive training to make or improve education should not exceed eight months per year, four to six sessions per week. From childhood to the age of man, it is necessary each year start a new period of work or training. It acts in effect, not only not to lose what we gained and keep in condition, but also to increase its physical value to a measure corresponding to growth. The length of methodical work can be reduced to six and even four months for the most vigorous subjects.

   During the part of the year not devoted to methodical work, it is enough to maintain through the intermittent practice of different types of essential utility exercises, or to engage in sports or occupations that involve these exercises, single or combination of them. For example: we practice walks and excursions in the countryside, all outdoor games (tennis, football ,...) which are just various combinations of walking, running and jumping; hunting, fishing, skating, cycling ..., the water games, etc..

   During military service, methodical training should be particularly pushed for a period of eight months a year.

  From twenty-five years, when growth is complete, it remains only to maintain the health and strength by engaging as often as possible in practice, simple or compound, essential utility exercises and spending each day a sufficient dose of activity. To keep all its resources to old age, we must repeat each year a period of systematic training for a period ranging from two to six weeks. If the physical condition is good, this retraining six weeks more must also be sufficient at any time of life, to regain its original condition.

[Shiloh]

It is alot to take in but very useful.  Mahalo again Gregg 

This is another I will print and show my parents. They really liked Chapter 2

[spambot]

You're very welcome. The OTHER book actually has all the running, jumping, climbing, etc exercises. I'll keep working on everything...

[Johnny (BoA's Traceur)]

Boy, Gregg's gotten really good at holding his breath.