leave more or less unused groups and combinations, so that many latent
possibilities slumber, and powers slowly lapse through disuse. Not only must
these be rescued, but the new nascent possibilities of modern progressive man
must be addressed and developed. Even the common things that the average
untrained youth can not do are legion, and each of these should be a new
incentive to the trainer as he realizes how very far below their motor possibilities
meet men live. The man of the future may, and even must, do things impossible
in the past and acquire new motor variations not given by heredity. Our somatic
frame and its powers must therefore be carefully studied, inventoried, and
assessed afresh, and a kind and amount of exercise required that is exactly
proportioned, not perhaps to the size but to the capability of each voluntary
muscle. Thus only can we have a truly humanistic physical development,
analogous to the training of all the powers of the mind in a broad, truly liberal,
and non-professional or non-vocational educational curriculum. The body will
thus have its rightful share in the pedagogic traditions and inspirations of the
renaissance. Thus only can we have a true scale of standardised culture values
for efferent processes; and from this we can measure the degrees of departure,
both in the direction of excess and defect, of each form of work, motor habit;
and even play. Many modern Epigoni in the wake of this great ideal, where its
momentum was early spent, feeling that new activities might be discovered with
virtues hitherto undreamed of, have almost made fetiches of special disciplines,
both developmental and corrective, that are pictured and landed in scores of
manuals. Others have had expectations no less excessive in the opposite
direction and have argued that the greatest possible variety of movements best
developed the greatest total of motor energy. Jahn especially thus made
gymnastics a special art and inspired great enthusiasm of humanity, and the
songs of his pupils were of a better race of man and a greater and united
fatherland. It was this feature that made his work unique in the world, and his
disciples are fond of reminding us of the fact that it was just about one
generation of men after the acme of influence of his system that, in 1870,
Germany showed herself the greatest military power since ancient Rome, and
took the acknowledged leadership of the world both in education and science.
These theorizations even in their extreme forms have been not only highly
suggestive but have brought great and new enthusiasms and ideals into the
educational world that admirably fit adolescence. The motive of bringing out
latent, decaying, or even new powers, skills, knacks, and feats, is full of
inspiration. Patriotism is aroused, for thus the country can be better served; thus
the German Fatherland was to be restored and unified after the dark days that