HOW TO EXERCISE.
In commencing the system of exercises described and illustrated by
the anatomical chart, there are certain questions which every student
naturally asks himself.
Probably the very first of these questions is, “What part of the day
ought I to devote to these exercises?”
The answer to this question must depend on the pupil himself--on his
leisure and on his inclination. Some persons find the early morning the
best and most convenient time; others prefer the afternoon; and a third
class, again, find that they feel best, and have the most leisure, at
night. I do not, therefore, lay down a hard and fast rule of time. The
golden rule is to select such part of the day as suits you best, always
avoiding exercise immediately after meals. If possible, let two hours
elapse between a meal and exercise. Moreover, do not exercise just
before going to bed if you find it has a tendency to keep you awake.
Many of my pupils find that they sleep much better after exercise; but
there are some upon whom it has a reverse effect.
If possible, the pupil should always exercise stripped to the waist;
if he wear a singlet it should be cut well away round the arms, so as
to allow of free play for the muscles around the shoulder. It is also
desirable to exercise before a looking-glass, for then the movements of
the various muscles can be followed, and to see the muscles at work,
and to mark their steady development, is itself a help and a pleasure.
In performing the exercises the pupil should bend the knees slightly
and keep the muscles of the thighs tense; the legs will thus share in
the benefit of all the movements.
What I wish to impress on delicate pupils is the desirability of
progress by degrees. Many men before beginning my system of physical
training have been so weak that doctors have thought little of the
prospect of saving their lives, yet to-day they are amongst the
strongest. They have progressed gradually, always being careful not
to undertake too much, and thus to adapt the exercises to their own
individual requirements. It may be mentioned also that the old, as
well as the young, may derive great benefits from my system, though
all who are over the age of fifty should moderate the exercises on the
lines suggested in the table of ages for pupils between fifteen and
seventeen. My exercises will also be found of considerable benefit to
persons who suffer from obesity.
Pupils must not be discouraged because, after the first few days’
training, they may feel stiff. It sometimes happens that a young man or
woman, or perhaps a middle-aged one, sets out on the course of training
with the greatest enthusiasm. After the first two or three days the
enthusiasm, perhaps, wears off. Then comes a period of stiffness, and
the pupil is inclined to think that he cannot be bothered to proceed
with the course. To such pupils, I would say, in all earnestness,
“Don’t be overcome by apparent difficulties; if you wish to succeed,
go forward; never draw back.” This stiffness, moreover, becomes a very
pleasant feeling. You soon grow to like it; personally, indeed, it may
be said that it is one of the most agreeable sensations I have ever had.
Frequently pupils ask me how long it should take them to get strong.
The answer again depends on themselves, not only on their physical
constitution, but also on the amount of will power they put into their
exercises. As I have said already, it is the brain that developers the
muscles. Brain will do as much as dumb-bells, even more. For example,
when you are sitting down reading, practise contracting your muscles.
Do this every time you are sitting down leisurely, and by contracting
them harder and harder each time, you will find that it will have
the same effect as the use of dumb-bells or any more vigorous form of
exercise.
It is very advisable for all pupils to get into the habit of constantly
practising this muscle-contraction. In itself it is an admirable
exercise, but it is perhaps even more valuable owing to the fact that
it improves the will power and helps to establish that connection
between the brain and the muscles which is the basis of strength and
“condition.”
It will be noticed that throughout my exercises I make a point of
alternate movements. By this means one arm, or, as the case may be,
one set of muscles, is given a momentary rest whilst the other is
in motion, and thus freer circulation is gained than by performing
the movements simultaneously and the strain upon the heart and lungs
relieved.
Another question which pupils are constantly asking me is whether it
is right for them to perspire after the exercises. The answer to this
question is that it depends on the constitution of the pupil. If you
perspire, it does you good; if you do not it shows that your condition
is sound already. Of course it will be understood that I am answering
in this, as in other questions, for general cases. There are always
exceptions.
Again, “What,” it is asked, “are the general benefits of the Sandow
system of physical training?”
The benefits are not, of course, confined to the visible muscular
development. The inner organs of the body also share them. The
liver and kidneys are kept in good order, the heart and nerves are
strengthened, the brain and energy are braced up. The body, in fact,
like a child, wants to be educated, and only through a series of
exercises can this education be given. By its aid the whole body is
developed and, as will be seen, pupils who have conscientiously worked
at my system testify freely to the good results obtained, not only in
the direction of vastly increasing their muscular strength, but of
raising the standard of their vitality and general health.
For the beginner the most difficult part of my system is so fully to
concentrate his mind on his muscles as to get them absolutely under
control. It will be found, however, that this control comes by degrees.
The brain sends a message to the muscles; the nerves receive it, and
pass it on to them. With regard to the will power that is exerted it
should be remembered that whilst the effect of weight lifting is to
contract the muscles, the same effect is produced by merely contracting
the muscles without lifting the weight.
This question of “will power” has, I am aware, troubled a good many
of my pupils. The majority find it difficult to “put all they know”
into movements with small dumb-bells, and consequently are apt to be
disappointed at the results of their work. Not infrequently I have
received a letter stating that the writer is doing the exercises an
immense number of times, occupying several hours a day--three or
four or even more!--and yet does not find that there is very much
improvement. The reason is obvious; he is simply “going through” the
motions and not really working at them. On the other hand, here and
there, I come across a man possessing an amount of will power out of
all proportion to his strength. The consequence is that he soon gets
exhausted, and either cannot get through his exercises or only does so
at the cost of becoming thoroughly done up and jaded. The great rule
that progress in the direction of the exertion of will power should be
gradual and ever continuing, is one that many people confess they are
unable to carry out.
Now I have for long been perplexed to find a means of remedying this,
and at last I think I have discovered a method whereby the amount of
will-power exerted by the pupil can be regulated. In the next chapter
particulars are given of my new “Grip” Dumb-bell, which I think ought
to prove a veritable godsend to all, and especially to those to whom
reference has just been made.