526 INTERNATIONAL CONGRESS OF EDUCATION. 
Polyklet’s statue of an athlete. The Venus of Knidos, in the Vatican 
collection, also displays masculine physical structure. 
There are tender ladies and vain mothers who fear gymnastic exercises 
secause they develop the arms too much ; but a uniformly cylindric arm 
s not beautiful ; it may please some, but never anyone who is educated in 
art forms. Muscular action makes the fat disappear somewhat, and then 
-hrough the skin the well-formed muscle may be noticed, for they are not 
relaxed entirely even in repose. The well-formed, full shoulders and the 
majestic gait of the women in the Albanian and Sabinian mountains are 
thought incomparable, and some people think that these women owe their 
beauty to the ease with which they carry light weights. or hold their hands 
on their heads. 
If we wish to learn the pure type of Roman women, it will not suffice 
to look at the few excellent forms one meets in the streets of Rome; we 
must ascend the heights of the Apenninian mountains and visit the vil- 
ages where artists get their most beautiful models. These places resemble 
sagles’ eyries on desolate mountain peaks. The people lead a very labori- 
ous life. The women climb daily up and down those steep mountain 
sides, carrying water in crocks on their heads, and like queens they walk 
to their huts. Undoubtedly this light daily exercise in pure air and the 
shining sunlight has facilitated the development of rare bodily excellences. 
It is an exaggeration to say that the ancient Romans had received their 
esthetic sense of beanty from the Greeks. They always valued physical 
seauty. Without this feeling the Scipios would not have caused to be 
placed on the tomb of Cornelius Lucius Barbatus (300 B.C.) the Saturnian 
epitaph : ¢ His bodily form was similar to his virtue : Perfect.” How the 
times have changed ! To-day we dare not tell a woman that her physical 
lorms are as perfect as her virtue. 
PSYCHOLOGICAL ASPECT OF EXERCISES WITH AND 
WITHOUT APPARATUS. 
BY G. W. FITZ, M.D., INSTRUCTOR IN PHYSIOLOGY AND HYGIENE, 
HARVARD UNIVERSITY, CAMBRIDGE, MASS. 
THE many conflicting theories and assumptions in discussions on physi- 
-al education have discouraged most of us, and made the task of reconcil- 
ng them, or even sifting out the good, seemingly hopeless. In our study 
of these problems we are forced, by lack of evidence to the contrary, to 
recognize the bases of many comprehensive theories to be priori, and 
valueless as working hypotheses. We must go deeper, must search out 
the fundamental phenomena and conditions. In this field, where so little 
is definitely known, one must be extremelv cautious in making positive