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shoulder-blades still further protruded, and the front and
upper parts of the chest unduly elevated and expanded. There
will also be a narrowing, a sinking, and a flabbiness of the lower
dorsal and posterior thoracic region, with corresponding
fixed protrusion and rigidity of the front chest wall, undue
arching of the lumbar spine, shortening of the body, and
harmful stiffening of the arms and neck, instead of a fullness,
broadness, and firmness of the back, with free mobility of the
chest walls, resulting in normal curve of the lumbar region
and comparative lengthening of the spine. With the arms
hanging vertically, the relative position of that part of the
thorax where the lungs are situated will be seen to be in front
of the arms, instead of being, as it should be, behind them.
In such a position, the boy feels helpless, and tires rapidly,
owing to the imperfect co-ordination, and any attempt to accus-
tom him to this erect posture will ultimately result in deteriora-
tion rather than improvement.
Now the narrowing and arching of the back already referred
to are exactly opposite to what is required by nature, and to
that which is obtained in re-education, co-ordination, and re-
adjustment, viz., widening of the back and a more normal and
extended position of the spine. Moreover, if these conditions
of the back be first secured, the neck and arms will no longer
be stiffened, and the other faults will be eradicated.
In order to obviate the evils enunciated in the last two
postulates, the teacher must himself place the pupil in a
position of mechanical advantage,1 from which the pupil,
1
See also note, Part I, p. 52.
Notes and Instances 167
by the mere mental rehearsal of orders which the teacher will
dictate, can ensure the posture specifically correct for himself,
although he is not, as yet, conscious of what that posture is.
I further elaborated the same point in Why We Breathe
Incorrectly (November, 1909), and from this pamphlet I will
now quote another passage which bears directly on some
important points involved, viz. :
" There can be no such thing as a ' correct standing
position ' for each and every person. The question is not
one of correct position, but of correct co-ordination (i.e.,
of the muscular mechanisms concerned). Moreover, any
one who has acquired the power of co-ordinating correctly,
can readjust the parts of his body to meet the requirements
of almost any position, while always commanding adequate
and correct movements of the respiratory apparatus and
perfect vocal control a fact which I demonstrate daily
to my pupils. Continual readjustment of the parts of
the body without undue physical tension is most beneficial,
as is proved by the high standard of health and long life
of acrobats. It is a significant fact that the very reverse
is the case with athletes, showing that undue muscular
tension does not conduce to health and longevity."
From what I have now said, it will be quite evident that the
primary principle involved in attaining a correct standing
position is the placing of the feet in that position which will
ensure their greatest effect as base, pivot, and fulcrum, and
thereby throw the limbs and trunk into that pose in which they
may be correctly influenced and aided by the force of gravity.
The weight of the body, it should be noted (see diagram AA),
rests chiefly upon the rear foot, and the hips should be allowed
to go back as far as is possible without altering the balance
effected by the position of the feet, and without deliberately
throwing the body forward. This movement starts at the
ankle, and affects particularly the joints of the ankles and the
hips. When inclining the body forward, there must be no
bending of the spine or neck; from the hips upwards the relative
positions of all parts of the torso must remain unchanged.
When the position is assumed, it is further necessary for each
person to bring about the proper lengthening of the spine and
the adequate widening of the back. The latter needs due
Notes and Instances
i68
psycho-physical training such as is referred to in the two
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