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001			78009
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040			_aUtSlPG
041		7	_aen _2iso639-1
050		4	_aGV
100	1		_aLeonard, Fred Eugene, _d1866-1922
245	1	2	_aA guide to the history of physical education
264		1	_aSalt Lake City, UT : _bProject Gutenberg, _c2026
300			_a1 online resource : _bmultiple file formats
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aThe physical education series
500			_aRelease date is 2026-02-22
508			_aTim Lindell, Turgut Dincer and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive/American Libraries.)
520			_a"A guide to the history of physical education" by Fred Eugene Leonard is a scholarly historical survey written in the early 20th century. It traces how organized physical training developed from antiquity through European national systems to American movements, profiling key figures, institutions, practices, and ideas. Aimed at teachers and students, it synthesizes international scholarship and offers direction to authoritative sources. The opening of the volume frames its purpose and scope through a dedication to Edward Mussey Hartwell, the author’s preface recounting three decades of research and European study, and an editor’s preface urging historically informed practice over fads. A detailed contents map divides the work into Europe and the United States, then the first chapters survey the arc from Greece (Spartan and Athenian models, the palæstra and gymnasium, ephebic training, and the Olympic and other festivals) to Rome (utilitarian education, rigorous legionary drill, public baths, and the rise of spectacles). The narrative next sketches the hardy pursuits of the Teutonic peoples, the ascetic turn of early Christianity and its health and social effects, and the monastic and cathedral schools’ bookish focus and harsh discipline. It contrasts this with chivalry’s page‑to‑squire‑to‑knight regimen and tournaments, then shows how medieval universities prized scholastic disputation while discouraging games. Finally, the Renaissance and Reformation chapters introduce humanists and reformers who reasserted the value of exercise—most vividly in Vittorino da Feltre’s Mantua school—and medical and pedagogical voices (such as Cardano, Mercurialis, Luther, Zwingli, Camerarius, Comenius, Vives, Rabelais, and Montaigne) who argued for hygienic, military, and educational benefits of physical training. (This is an automatically generated summary.)
534			_pOriginally published: _cPhiladelphia: Lea & Febiger, 1923
653			_aPhysical education and training
653			_aPhysical education and training -- History
700	1		_aMcKenzie, R. Tait _q(Robert Tait), _d1867-1938
830		0	_aThe physical education series
856	4		_uhttps://archive.org/details/guidetohistoryof00leon/page/n7/mode/2up
856	4	0	_uhttps://www.gutenberg.org/ebooks/78009
999			_c118729 _d118729