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Appendix 1 Granville Stanley Hall Some of the most remarkable documents concerning dance in education from the late nineteenth and early twentieth centuries are those written by Granville Stanley Hall. An American psychologist who trained in Germany, Hall was among the first Americans to pursue the latest German study in psychology. He returned to the United States determined to use psychology toward a practical end. For Hall and a number of his colleagues, education loomed as a particularly fertile field for this exploration, and as a result the "child-study movement" was launched in the I88os.1 Initially, Hall began applying experimental methods to the study of the mind at Clark University, where he established a psychological laboratory that trained students in experimental techniques and sent them out to observe children, recording their data on questionnaIres . Approaching his study with religious zeal, Hall declared that his efforts would "give education what it had long lacked-a truly scientific basis and help to give teachers a really professional status."2 It was the legacy of this scientific method ofcollecting enormous quantities ofdata on students that likely provided the model for collecting facts about women students' bodies in the initial college programs of physical education. It also made the study of children a central part of any serious study of education. By I894 child-study had been formalized with the National Education Association's creation of a separate Department of Child-Study. Fitting within this, the dance major H'Doubler would initiate at the University of Wisconsin at Madison would initially look toward training dance teachers for children as well as adults. 2I9 Appendix 1: Granville Stanley Hall Hall's educational interests were extremely broad. He saw many opportunities for social betterment through education, particularly through the right kind of physical activity and controlled performing arts. One of Hall's earliest formal publications to address the issue of physical activity in education was a 1902 essay, "Christianity and Physical Culture." It appeared in the September issue ofPedagogical Seminary, which he edited, and its tone is messianic in linking social salvation to strong muscles. The theme of this article is summed up in Hall's closing statement: "But there is one language and one only, of complete manhood, and that is willed action, and it is to make our lives speak in this language and thus to make them historic that we train, what psychology now sees to be the chief power in man, the will, the only organs of which are muscles" (378).3 This linking of "the will," or moral choice, with disciplined muscles would have important repercussions for dance education. A similar linking of a physically flexible and articulate body with moral rectitude would underlie higher education's initial valuing of dance. "There is a sense in which all good conduct and morality may be defined as right muscle habits," Hall proclaimed. "Rational muscle culture, therefore, for its moral effects ... [is] for the young, the very best possible means of resisting evil and establishing righteousness" (375). Hall went on to extol the virtue of the system of gymnastics he had witnessed firsthand in Germany: The German Turner system, which sometimes brings 5,000 trained men in the field in this country, exercising in uniform under one command, has been one of the most potent allies of patriotism in the German Fatherland, and for three generations has contributed to improve the bodies and increase the national strength under Jahn's inspiring motto, "only strong muscles can make men great and nations free." (377) Writing with surprising prescience, Hall also defined the hybrid that would become American physical education. At the same time he anticipates the fascistic militaristic bent that would dominate the German use of physical culture over the next few decades. "We seek to combine the spontaneity of the Anglo-Saxon body cult; the science of the Swedish; and the love of country which inspired the Germans, but our loyalty is to a kingdom invisible, not made with hands.... We are soldiers of Christ, strengthening our muscles not against a foreign foe, but against sin within and without us" (377). Hall's 19II publication, the two-volume Educational Problems, continues his examination of a new range of art forms and activities for their potential educational and moral utility. There seems to be little, if any, place for idle enjoyment in Hall's social model of the arts. The arts, like everything else, must be shaped to craft a better person...

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