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J 32X 1 2 3 1 2 3 4 5 6 nn % D f&q Tth 9St. I- (&nst& €al» ^bucatbnal Stxm. ^ • ■> ."•-J ' i > 1. ■ f^^- ^ DRILL IND CAUSTHENIOS GOMTAiiriifa SQtJAD DRILL, CALISTHENICS, FREE GYMNASTICS, VOCAL EXERCISES, GERMAN CALISTHENICS, MOVEMENT SONGS, THE POCKET GYM- NASIUM, AND KINDERGARTEN GAMES AND SONGS. J. LAUGHLIN HUGHES, Inspector of Public School*, Toronto; Graduate of Military School, II. M. 29th Regiment. TORONTO : W. J. GAGE & CO., 11 WelUngton Street West. 1879. Entered according to Act of Parliunent of Canada, in the Office of the Minister of Agriculture, by W. J. Oaok A Ck>., in the year 1879. TEXT INDEX. Neoessitj for Drill and Galisthonio Exercises 1 Benefiti arising from do 4 Fundamental Mistakes 6 How to make Calisthenics interesting 8 Rules 9 Oiving Instruction 10 Words of Oommand 11 Preparing for Drill 11 Dressing a Squad with Intervals 12 Proper Position at Drill 15 Standing at Ease 15 Judging the Time 16 Turnings 17 Extension Motions 19 Saluting 22 General Rule 23 The Balance Step 23 Marking Time and Marching 26 " Slow 27 Slow March 28 Stepping Out 29 " Short 29 " Back 29 Changing Feet 30 Double March 31 The Side or Closing Step 31 Turning when on the March 33 Directing and Reverse Flanks 34 Formation of Squad in Single Rank 34 vi Dresg'ing when Haited 86 Marching to the Front and Rear 87 dianging Front at the Halt 88 Single Rank Changing Direction on the March 30 Marching as in File 40 Wheeling as in File 41 Marching as in File Forming Squad 42 The Side or Closing Step 43 Formation of Sqaad in two ranks 43 Dressing Squad in two ranks 44 Marching " ** 44 Taking Open Order 44 Formation of ♦' Fours " 45 Dismissing a Squad 43 Free Gymnastics 49 Head and Neck Exercises 51 Arm and Chest " 61 Combination " 66 German Calisthenics 58 Breathing and Vocal Ecercises GO " Red, White and Blue " 61 The Pocket Gymnasium 64 Saluting in School 70 Kindergarten Games 72 •» , . •♦ . (music) 79 Galisthemo Songs ^ L I PREFACE. Dr. Wiese, in his excelleiit work, " German Letters on English Education,'' says : *' Both Englaud and Germany aim at a school education of which the exercising and strengtliening of the body shall form an organic part." In Denmark and Sweden, gym- nastics are an obligatory study. Both in* Prussia and Holland instruction in calisthenics is given at the pubho expense to teachers during their vacation. Canadians are beginning to reaUze the necessity for developing the physical as well as the mental natures of children at school. The ofiGcial programme of study for PubHc Schools in Ontario makes drill and caHithenics compulsory. The Provincial Teachers' Association and several County Associations have parsed resolutions in favor of their introduction into all schools. The Dominion Government during the last session of Parliament, placed a sum in the esti- mates to pay for the teaching of drill in certain schools. This manual has been prepared to enable teachers to instruct their pupils in Squad Drill and Calisthenic Exercises. If the instructions given in the first chap- ter are carefully followed, regular teachers interested in these subjects will be sure to succeed in teaching them. They would, of course, be greatly benefittoci by special instruction in these subjects, and all who obtain Second Glass Certificates in Ontario now receive such a training. It is to be hoped that County Model Schools may soon give all Third Class Teachers a similar opportunity. THE AUTHOR July, 1879. NECESSITY FOR DRILL AND CALISTHENIC EXERCISES ** You should reckon the discipHne of a school im- perfect in which a certain amount of drill is not part of the school routine." — Extract fiow Government In- ttructiom to H, M. Inspector* of Schoolst Dated 8th May, 1871. " A judicious and properly adapted system of drill may be, and ought to be, estabhshed in every National School in the kingdom ; with a view, possibly, of en- couraging military tastes, but also, and chiefly, if not entirely, with immense benefit to the boys indi- vidually and collectively." — F. M. Norman, Com- mander, R. N. ** The true educator sees in the present public interest in physical education a promise and a hope." • — Dr. Lewis. •* By no other way can men approach nearer to the gods than by conferring health on men." — Cicero. " As to the practicability of making physical exer- cises a part of our system of public instruction, I entertain no doubt." — John D. Philbbiok, Supt, of Boston Public Schools. 2 a ! 'I I ti , ' > " Free gymnastios are of great value in forming ihe habits 01 the body in the young. The experiment of Free Gymnastics has proved a decided success in the schools of Cincinnati." — Lyman Harding, Supt. of Cincinnati Public Schools. "Resolved, That gymnastic training should be introduced into all the schools of the State, and made as indispensable in the daily routine of duties as the other exercises of the school-room. ** Resolved, That Free Gymnastic exercises, calcu- lated to secure a symmetrical development of the body, may be made successful without any loss of time or progress on the part of the pupils in their attainments, and that teachers, by the use of a cheap manual, will find no difficulty in awakening interest in this indispensable branch of education." — Reso- lutions adopted by the Ohio State Teachers' Association. The Ontario Teachers' Association, at its meeting in August; 1878, resolved that " Drill and Calisthenic exercises should form a part of the training of Third Class Teachers at County Model Schools." TLey have long been taught to First and Second Class Teachers at the Normal School. Educators are rapidly learning to remember that the little beings entrusted to their care have two natures to be developed — the mental, and the phy- sical. To develop the one at the expense of the other produces an unnatural being, who is incapable of performing the duties of life in so perfect a manner 8 as he might have done. Studying too constantly draws the blood from the extremities of the body to the brain, and also concentrates the nervous energy at the nerve centres. This enfeebles the body and robs it of its power of development. Calisthenic exer- cises distribute both blood and energy to the dififerent parts of the body. The one is the natural antidote for the evil effects of the other. Study or exercise alone will produce good results, but evil ones also. Used judiciously together each neutralizes what is bad in the other, and thus a total of two benefits is secured, instead of one good and one bad result. The physical man will be developed as well as the intellectual, and the natural growth of the former adds greatly to the strength and vigor of the latter. Children in schools have generally far too much intellectual exercise — at least their intellectual employments are continued too long and too continuously. It is therefore impe- rative that the teacher should give considerable atten- tion to the cultivation of the physical powers to secure and preserve the proper energy of all the vital powers. Calisthenic exercises afford the best means ol giving a correct muscular cultivation in school. Of course the teacher's duty in regard to the physical well- being of his pupils does not begin or stop with calis- thenics. He should attend most carefully to uhe temperature and ventilation of the school-room, and give his pupils practical rules with reference to thoir olothiug, cleanliness, food, &o. n. BENEFITS DERIVED FROM DRILL AND OALTSTHENIOS* The benefits arising from the proper use of drill and cahsthenic exercises may be summed up under three heads : — 1. They give an erect, graceful figure and easy carriage. 2. They benefit the health. 3. They aid in securing effective discipline 1. Benefits to the figure. — The muscles of the upper extremities are developed, the chest is en- larged, round shoulders are straightened, awkwardly high shoulder blades are lowered, curved spines may be made straight, and hanging heads may be lifted into a natural position. In addition to these bene- fits to the upper portions of the body pupils will be taught by drill and cahsthenic exercises to walk properly ; that is, easily and gracefully. Symmetry of figure, ease of movement, and dignity of bearing may be acquired ; they are not gifts of nature to an exclusive few. 2. Benefits to the health. — These are numer- ous, important, and lasting. Tendencies to con- sumption and other chest diseases are counteracted, circulation is promoted, sluggish organs are stimu- lated to action, the nervous system is kept in a healthy tone, and the whole physical system is invigorated. Exercise '» to the human body what sunlight is to the plant. 3. Benefits to Discipline. — Calisthenie exer- cises, especially when performed in a spriglitly man- ner, accompanied by singing, form the most powerful and, what is of greater importance, the most natural disciplinary agent which the teacher can employ. They teach habits of order, regularity, silence, obedience, neatness, attention, steadiness, and method. When a whole class shows symptoms of uneasiness and nervous restlessness, which, if allowed to continue for ten minutes unchecked, would amount to unbear- able disorder, one minute devoted to singing and exercise will oil and wind up the machine so that it will run itself for another half hour. What an amount of interruption and irritation that minute's exercising has saved the teacher, and how much flog- ging and punishment imposition it has enabled the poor pupils to avoid. Ten such brief interruptions to the routine of a day's school work would do a vast amount of immediate and permanent good. The weariness of long-continued sitting, and the head- aches and other nervous affections consequent upon it, would be prevented. The general health of both teachers and pupils would be preserved, and as a natural consequence the amount of work accom- plished would be very greatly increased. The pupils almost invariably learn insensibly and in a pleasur- able way the need of instant and cheerful obedi- ence, in schools in which calisthenics are well taught. i f^. ni. FUNDAfJENTAL 5IIRTAKES. Two mistakes are usually made, even where calis- thenic exorcises are well taught, which greatly reduce the amount of benefit derived from them. They are taught and practised only at stated times in school ; and the pupils are led to regard the school room and the school yard as the only places in which calisthenics should be practised. Both mistakes have the same source. The teacher con- founds the means with the end to be accomplished, or forgets that he has any ultimate object to attain. This error is, unfortunately, not confined to the teaching of calisthenics. Many teachers teach every subject, as though the school room was the only sphere in which the knowledge acquired was to be used. Arithmetic, they teach to a child, that he may solve problems in his class, not that it may develop his mental powers, and become an additional force to enable him more successfully to perform his duties in Ufe. Calisthenics taught once a week will certainly do good, but neither teacher nor pupils will derive much benefit from such a course. The exercises may be taught at stated times indicated on the time table — they should be practised at some part of every hour of the day. Students engaged in studying, at school or at home, should stop their work at least once an hour for the purpose of practising calis- thenics for a short time. Time will be gained, and ii ' students will be healthier and happier, as the result of such a course. No student or brain worker should retire at night without exercising freely, so as to call the blood away from the brain. There is, however, a still greater mistake — Exer- cise should not be taken for the benefit cf the health, either when at school or in after years. The exercise should be taken for pleasure ; it should be presented in such a form that pupils forget the mus- cular exercise itself, and think only of the movements they are attempting to perform. It should be made a play or a game, iia wliich the pupil becomes inter- ested, as he does in lacrosse or cricket. Then and only then does exercise invigorate and stimulate as it is capable of doing. Froebol recognized this fact, and the whole of his system of lundergarten " plays," " gifts," and " work" is founded on the principle that the good to be received by mind or body should be received incidentally. No system of exercise for juniors is as perfect as his. The immediate object of calisthenics is to amuse and relieve the pupils ; the ultimate object is to develop their physical systems. Herbert Spencer says, "Even where not made re- pulsive, as they sometimes are, by assuming the shape of appointed lessons, these monotonous move- ments are sure to become wearisome, from the ab- sence of amusement." Calisthenics alone are very dry biscuits. They require fun with them for sauce, Don't be afraid of the fun. \i 8 IT. HOW CAN CALISTHENICS BE MADE INTERESTING? By divesting them of their routine character. By showing that they have a definite function, and may be made to prolong life. By making them as far as possible take the form of games. By performing them in time with some simple and pleasing piece of music. Almost all calisthenic exercises may be performed in time with an ordinary '* march" or **waltz" tune. Your scholars can sing one, if you cannot. Do not appear to force your pupils to take an in- terest in calisthenics. By a judicious presentation of some of the more interesting and attractive of the exercises as a reward for lessons well prepared, or for some meritorious conduct on the part of the class, the teacher may make it a great privilege to be al- lowed to practice calisthenics. The desire for them may be made to come from the pupils themselves, and not from the teacher. V. WHAT TO TEACH. Teach free calisthenics ; that is, calisthenics with- out any apparatus, clubs, poles, &c. Teach mainly those practices which exercise the upper or inactive half of the body, and stimulate the vital functions. Some light apparatus, wooden dumb bells, wand.^, elastic apparatus for stretching, &c.> when used prop- erly produce good effects. They arc costly, however, if they have to be purchased for the whole school by li' 9 school boards, and all the scholars will not purchase them, if they a> o requested to procure thom for them- selves. Another objection to their introduction into schools generally, is that all teachers cannot use them in a proper manner. Tlie apparatus that one teacher would make an excellent use of, would become a pile of use] ss material in the days of his successor. VI. GENERAL RULES FOR TEACHERS. 1. Study and practise thoroughly an exercise or movement before you teach it. 2. Be prompt, decided and energetic in con- ducting drill and calisthcuic exercises. 8. Speak in a loud tone, not in a high key. 4. Be clear and definite in giving instructions. 6. Do not follow the book explanations sla- vishly. 6. Warn pupils carefully against the errors com- monly made in performing an exercise or movement. 7. Explain the object of each new movement before it is practised. 8. Do each movement slowly before asking your pupils to do it. 9. After giving a command, see that every pupil has followed your directions before you take another step. 10. Teach by correcting errors (neglecting this rule causes most failures). When teaching "by numbers " see that every pupil performs each part of Ip: I \i 10 the movement accurately before proceeding to the next. 11. Perform calisthenic exercises as much as pos- sible in time with music. Any marching time, or even measure, will do. If you have no instrument, sing ; if your class cannot sing, let them count. 12. Insist on the exercises being performed in an energetic manner ; guard against listlessness. 13. Let the exercises be short. VII. GIVING INSTllUCTION. The teacher should stand in front of his class, so that he can be seen by all. He should go through the movements slowly and definitely as he explains them. In this, as in all other subjects, the eye should be the medium of information rather than the ear. The verbal instruction given should be as little as possible. The explanations for drill given in books must be in detail, so that the teachers them- selves may thoroughly comprehend the movements ; but repeating these explanations literally is not teaching " drill " any more than repeating the rules of grammar is teaching that subject. The teacher should explain the movements very briefly in his own words and by his actions. Greart cars should be taken to have the motions and move- ments done very accurately. The extension moteoiw, for instance, if done in a oareless manner, may do 11 liarra instead of good. No sloveuly positions or movements should be allowed to pass unchecked. One of the most important results of the drill should be an improved bearing and a more graceful walk. VIII. WORDS OF COMMAND. Words of command consist of two parts: caution- ary and executive. The first part prepares for what is to come ; the second is the signal for the im- mediate performance of the movement desired. Both parts should be uttered clearly. The first part should be spoken slowly and deliberately, and the second, after a definite pause, sharply and in a louder tone. It is very important that the two parts of the com- mand should be separated by a pause. The method of giving the commands may be indicated as fol- lows : — Staml at — ease ; inyht a-iou^— turn ; &c. The foregoing rule does not apply to the words and num- bers given in the Extension Motions and Bal- ance Step, where the words must be given sharply when the motion is to be quick, and slowly and smoothly when the motion requii-ed is of that nature. IX. PREPARING FOR DRILL. The class should fall in, in single or double rank according to the number in it, and should have the tallest at the flanks, and the smallest in the centre of tlie line. This is done the first time as follows : — The pupils in the squad or class are arranged m the I • r order of their size with the tallest on the right and the shortest on the left. The rip^lit hand pupil should he advanced three paces, and the pupil next to hira should ho placed three paces in Iront of the left iiand pupil. Then pupil number three should take his place tj the left of number one, and number four should go to the right of number two. The rest should continue to take places alter- nately, number five left of number three, number six right of number four, and so on till all are in line. When once srzed the pupils should remember their positions. Never begin drill, after the boys have fallen in, without first giving the order, Attention, by the Right — Dress, (or Touch your Right, and Dress) — Eyes — Front. It is evident that boys will not have room to per- form their movements properly if they stand side by side in line. It becomes necessary to extend them in some manner so as to allow free motion of the arms. If the number is not too great the reqmred separation may be secured by X. DRESSING A SQUAD WITU INTEKVALS. Note. — The words in the margin are the com- mands to be given by the teacher. iOn the word /?///// ^ the squad will glance the eyes m the riglit, turning their heads slightly in that direction. 1 18 DRESS. El/eS-TROST. ' On tlio word Dress, the whole will raise the ripjlit arms (except tlio one on the right of tlie squad), and, witli the palm of the hand turned upwards, toucli the sliouider of the piii>il on the rif^lit with the tips of tlieir In igcrn, stepping hackwards or forwards witli short paces, until they can just dis- cern the lower part of the face of (^ the hoy next but one on the right. The Instructor will, standing at the right, correct the dressing, ordering the boys to step forwarci or backward singly, as may be requisite, and when the dressing is completed he will give the words /'-'v^.s-fuont, on which the whole will turn their heads to the front, looking in the same direction, dropping the right arms to the side at the same time. Dressing from the left will be taught in the same manner, the command being. Eyes Left — Dtrns ; and when the words Ei/es-Front are given, the head and eyes must be turned to the front. A tendency to lean the- head forward when dressing will be observed, which must be instantly checked. For a large class this method will extend the rank or ranks so far that the instructor will not be able to see those at the extremes, so as to control them, nor will the pupils be able to see his illustrations of the movements. The simplest and most effective method of isolating die members of a class of from 20 to 60 Id From the nt/ht number ojf' • by — THREES. i. is to have them to ''fall in" in two ranks, the rear rank being one pace behind tlie front rank. The front rank should at the proper command adoance, or the rear rank retire paces. The instructor should then give the command : On the word threes ihe boys in both ranks •• number " themselves as di- rected, saying aloud each in his turn, one, two, three; one, two, three, until each boy has received his number ; or the right hand boy in each rank may pass along his own rank number- ing each boy in turn one, two, three, one, two, three, &c. If this plan be adopted the right hand boy must number himself one, the boy next him two, &c. When he has com- pleted the numbering he should re- turn to his own place, taking care to go behind his rank in doing so. This should be repeated, if necessary, until every boy knows whether he is a num- ber one, a number two, or a number three. m On the word March, all the num- ber ones take two paces to tlie front, ALL the number threes two paces to the rear, and the number twos stand fast. The teacher will now be able to see every boy in his class, and every boy will have ample room to per- form any movement required. SloW-MkRCE.' II XI. Give word of comiiiaud I PROPER POSITION AT DRILL. Oil which the boys must stand up- right, body and shoulders square to the front, head erect, but not thrown back, heels in Hue and touching each other, toes separated, so that the feet may form an angle of 45*^, knees Atten~Tio^ J straight, arms hanging easily down * ' by side, palms of hands turned to- wards thighs, thumb and forefinger close to seam of trousers, and with the other fingers pointing downwards, eyes straight to front. Weiw (or Quick)-Step, the ordinary pace will be resumed. XX. STEPPING SHORT. On the words Step-short, the foot advancing will finish its pace, and o . _ , afterwards each boy will take paces ' ^' * ~ of about fifteen inches until the word Forward is given, when the usual pace will be resumed. This step is useful when a slight check is required. Step Hack Slow MARCH. XXI. STEPPING BACK IN SLOW TIME. In stepping back, the pace will be a full one, and the cadence the same as in the slow march. The squad - must be taught to move straight to the rear, preserving their shoulders square to the front and their bodies ^ erect. r On the word Halt, the foot in front HALT. -| must be brought back even with the [^ other. H 30 When a definite number of paces is named, Halt need not be given. Bfar I lank strpping hark. When it is desired to increase the distance (at the halt) between the ranks, the orders are: — Jifar Hank a pace to the rear — march. And to re-form close order. Close order — march. Only a very few steps backwards at a time can b'! aecessary. See that they step with left foot first. XXII. CHANGING FEET. A knowledge of this is quite indispensable ; for by it a boy is able, when he finds himself out of step on the march, to regain step without word of command and without halting. To chamjefeet. The advancing foot will complete its pace, the hall of the rear foot will then be rapidly brought up to the heel of the front foot, which then instantly makes another step forward so as not to lose the cadence. Two successive steps are, indeed, taken with the same foot. XXIII. THE QUICK STEP. The cadence of the slow march having become per- fectly familiar, marching in quick time will next be taught. f The time having been given by the Instructor, See , on the word J Quick — MARCH. -^ March, the squad will move off, par- ticular attention being paid to the points alluded to in slow marching. i; 81 Double— UKRcu- When the squad is perfectly grounded in marching in quick time, all the alterations of step laid down for the slow march must be practised in quick time. In marking time at the quick cadence the feet will be raised alternately about three inches from the ground, and the command will be Quick Mark Time, XXIV. THE DOUBLE MARCH. The time having been given b> the Instructor, Sec. xvi., on the word March, the squad will step oif to- gether, w4th the left feet, with the heads kept erect, the shoulders square to the front, and the knees a little bent ; the body being well thrown forward, both hands to be raised in line with the <^lbows, and clenched. A full pace mi jt be taken, otherwise the habit of a short trot will be ac- quired, which will defeat the objects of the double march. ■V. The squad will be halted as in the slow and quick marches, and will be taught to mark time at the Double in the same manner as in quick time, only that the feet will be raised higher, and the knees be more bent. Marking time at the Double is an excel- lent practice for giving elasticity to the muscles oi the legs. XXV. THE SIDE OR CLOSING STEP. Pupils should be taught the side step first by num- bers, then judging their own time. !i!? -.1 ONE. - TWO. ONE. 82 1. By Numbers. Caution, — Right close by Numbers. { On the word One^ the right foot will be carried from 8 to 10 inches (for adults 12 inches) to the right, I the shoulders and face being per- I fectly square to the front, and the (^ knees straight. i Ou the word Two, the left foot will •. be closed smartly, to tlie right foot, { heels touching. f The word One being repeated, the -{ right foot will be carried ou as before (^described, and so on. { When the word Halt is given, the Squad — HALT-j left foot will be closed to the right as (^on the word Tivo. If the squad be told to close to the Bight or T.efr. a certain number of paces, as Three paces, Right Close, Quick — march, the word Halt should not be given. XXVI. WHEN TO GIVE THE WORD MARCH, AND WHEN TO GIVE THE WORD FORWARD. In moving off from the halt the order march must always be given ; but if the boys be already marking time the word will be At the word the moving foot will complete its movement without gain- FORWARD ^"" ground ; the first step forward "" will be taken by the other foot, which immediately commences the marci* ^ without losing the cadence. 83 »g .11 d Front — TURN. XXVII. TURNING WHEN ON THE MARCfl. Pupils should be practised in turning to the right and to the left, in making a half turn to the right and left, and in turning to the right and left about on the march. .1. Turning to the Right an^ then to the Front. — On the word Turn which should be given as the left foot is com- Right — TURN. -{ ing to the ground, each pupil will turn in the named direction, and move on at once, without checking his pace. On the word Twrn, which should be given as the right foot is coming to the ground, each pupil will turn again to the front and move on ^without checking the pace. 2. Turning to the Left and then to the Front. — Pupils will turn to the left in like manner, the word Tw-n being given as the right foot is com* ing to the ground — after which they will turn to the front, the word Turn being given as the left foot is coming ^ to the ground. A pupil should always turn to the right on the left foot ; and to the left on the right foot. If the word Turn is not given as the proper foot is coming to the ground, the pupil will move on one pace more and then turn. 5. Making a Half Turn to the Right or Left,'^ Left — TURN. Front — TURN. I I'l 1^; i 84 Pupils should also be practised in making a half turn to the right and left, and then moving on (without checking the pace) in a diagonal direction, taking up fresh points at once, to march on. 4. Turning to the Right or Left about, — Pupils should also be taught to turn about on the march, which must be done in three siiort paces, without losing the step or cadence. Having completed the turn, the pupil will at once move off in the opposite direction to that in which he was previously march- ing, the fourth pace being a full pace. SQUAD DRILL IN SINGLE RANK. XXVin. DIBECTING AND BEVEBSE FLANKS. When the squad is formed in rank, the flank to- wards which men are ordered to touch is called the Directing Flank, the opposite flank is called the Reverse Flank. XXIX. FORMATION OF THE SQUAD IN SINGLE BANE. At this stage of the drill pupils may be formed in single rank without intervals, that is, touching each other at the elbows. T|ie right-hand or left-hand pupil being first placed, the remainder will fall in in line one after the other, touching very lightly towards him. Pupils must be carefully instructed in " The Touch," as it constitutes, in this formation, the principal guide when marching. Each man when properly in line should be able to 85 feel his right or left-hand man at the elbow ; the body must be preserved in the position of Attention, XXX. DRESSING WHEN HALTED. Pupils should first be taught to dress man by man, then together. In dressing, each pupil will cast his eye towards the flank to which he is ordered to dress^ with a slight turn of the head ; he must carry his body backward or for- ward ivith the feetf moving to his dressing with short quick steps ; bending backward or fonvard must be avoided ; his shoulders must be kept perfectly square, and the position of the soldier, as explained, retained throughout. 1. Dressing man by man. — Prepara- tory to teaching a squad to dress by the right, the instructor will order the two men on the right, and one on the left, to take a pace and a half to the front ; having completed his pace and a half, the right-hand man will take four side paces to his right ; and the three points thus placed will raise ] their right arms from the elbows at \ right angles to their bodies. The instructor having ascertained that the points are in line, will order his squad to dress up man by man. The thu'd man from the right will take one pace to his front with the left foot, and shuffle up into line in the manner already described; as Two men on the right and one on the lefty a pace and a half to tlie front'] S'ZOW-MARCH. Man by man, by the right — DKESS UP. 83 n I: soon he is steady, the next man will proceed in Uke manner, and so on to the left. The faces oi the men, and not their breasts or feet, are the line of dressing. Each man is to be able just to distinguish the lower part of Jlieface of the second man heyond him. When the instructor is satisfied that the line is correct, he will give the words Eyes-Front, on which the Eyes-Front. -{ men will turn their heads and eyes to the front, the three points will drop their right hands, and the right- hand man will close on the squad. In like manner the squad must be taught to dress up, man by man, by the left ; also to dress back, man by man, by the right and left. 2. Dressing together. — The pupils must next be taught to dress forward and backward, taking the pace to- gether, but shuffling up or back in succession, the same ^^ points" being given as in dressing man by man. The words of commaud will be. Squad, by the Right (or Left J — Dress up, or By the Eight (or Lift) — Dress Back. 3. Dressing without points. — When soldiers are on the aUgnment they have to occupy, and their dressing is simply to be corrected, the wrrds Eyes Right, (or Left,) Dress, or after the word Halt, the word Dress only will be given, on which they will shuffle up or back to their places successively, commencing with the man on the flank from which they are dressed. 87 When no man is placed for that purpose, the officer or instructor should invariably fix upon some casual object on which to dress his line. He should always dress his squad from the directing flank. It is better practice not to allow the pupils to stand in line with a fence or any guiding line. Pupils should now practice in single rank the Turn- imj already learned at " intervals." XXXI. MARCHING TO THE FRONT AND REAR. The pupil will next practise in squad without in- tervals the different marches and varieties of step which he has learned singly, or in squad ; the same general rules being observed. Before a squad is ordered to march, the directing flank must be indicated by the caution, By the Right or By the Left. During the march, care must be taken that neither the head nor the eyes are ever turned towards either flank, that the dressing is kept by the touchy and that the shoulders are kept perfectly square and the body steady. The squad will first be taught to march straight to the front, both by the right and left, in slow and quick time ; it will then be practised in all the varie- ties of step and in marking time, in both cadences ; after which it will be exercised in the double time. The pupil should be practised in changing the pace, without halting, from slow to quick, and from quick to slow time, as well as from quick to double, and from 38 I i'i double to qnick ; in the case last mentioned, on the word Qiiickj the arms will be dropped and the fingers extended. Before the executive word Sloiv, Quick or Double, the caution, Break into sloiv^ (Quick or Dovhle) Timcy should be given. The instructor should occasionally remain halted in rear of the pupil on the directing flank ; and by fixing his eyes on some distant object ascertain if the squad is marching straight to its front. "When a pupil loses his touch, or finds himself a little behind or before the other men of his squad, ho must be taught to recover his place in the rank gra- dually, and not to jump or rush to it, which would make him unsteady, and spoil the marching of the rest of the squad. XXXII. A SINGLE RANK AT THE HALT, CHANGING FRONT. 1. Wheeling. — On the word March , the right-hand pupil, called the pivot pupil, will mark time, turning gradu- ally with the squad to the new front. The remainder will step off, the whole turning their eyes to the left (the wheeling flank), except the left-hand man, who will look inwards, and step the usual full pace, the other pupils Right-Wheel. -{ regulating their length of pace ac- Slow-uARGB.. cording to their distance from the flank. During the wheel, each pupil must touch lightly towards the pi rot, or du'ecting flank, keeping his shoul- 89 Squad-^kLT DBESS. Eyes-FnosT. ders square in line ; crowding must be carefully avoided ; each pupil must yield to any pressure that may come from the pivot flank, and resist all pressure that comes from the outer flank. On the word Halt, which may be given any time during the wheel, tlie pupils will halt and turn their eyes to the front ; on the word Dress, they will take up their dressing by the ^ right, as already described. Sec. xxx. ( On the word Front, the men will 1 turn their heads and eves to the front, A squad will wheel to the left in like manner. Nothing will sooner tend to enable the recruit to acquire the length of step proportioned to his distance from the pivot, than continuing the wheel without halting for several revolutions of the circle. XXXUI. A SINGLE RANK ON THE MARCH GHANGING DIRECTION. On the word Wheel, the men will wheel to the right as explained in Sec. xxxii., the pivot man turning gradually/ with the squad. r On the word Forward, the whole Forward. 4 will turn their eyes to the front and \^ step off at a full pace. The instructor will give his word Forward when he sees that the pupils are commencing the pace that will bring the front of the squad perpendicular to the Riaht-Tf REEi.. - II 40 direction in which he intends it to move ; this may be done at any degree of the circle. In like manner, the squad will be taught to change direction to the left. After the wheels have been taught in slow^ they will be practised in quick and double time. XXXIV. MARGHINO AS IN FILE. Pupils will first be taught to commence marching as in file, from the halt, after which they must be taught when marching in line to turn to either flank as in file. 1. From the Halt. — Pupils when standing as in file must be instructed how to cover each other exactly. The head of the man immediately before eQ,ch pupil, when he is correctly covered, will conceal the heads of all the others in his front. The strictest observance of all the rules for marching is particularly ne- ^cessary when marching as in file. On the word March^ the nhole will step off together at a full jmce, and and will so continue to step without increasing or diminisliiug the dis- tance between each other. No look- ing down nor leanimj backwards is to be allowed. The leader is to be di- rected to march straight forward on some distant objects, the remainder of the men covering correctly during ^the march. Right (or Left) -TURN. Slou'-March. 41 Squad- -FRONT. Front-TVEiJ. - On the words Halt-Front, the pu- pils will halt and face to their original front, and if the marching has heen properly performed, their dressing and ^ touch will be found correct. 2. On the March. — On the word Hight-TVRn. - Turn, the pupil will turn to the right, (^ and move on as in file. The original direction is resumed by giving the word Front-Turn, on which the pupils will turn to the front ^and then move on steadily in line. In like manner pupils will be taught to turn to the left from line and march as in file, and when march- ing as in file to turn again to the front. The rules laid .down in Sec. xxvii., regarding the foot on which the pupil is to turn, must be strictly observed in a squad in single rank. Marching as in file must also bo practised in quick time, but never in double time. XXXV. WHEELING AS IN FILE, The squad, when marching as in file, should be taught to change its direction, by wheeling to the right or to the left, or to the right (or left) about. The leading pupil wUl move round a quarter or half of the cir- cumference of a circle having a radius of four feet, the other pupils follow- ing on his footsteps in succession, without increasing or diminishing Right (or Left-yfHEEu 42 I ! their distanceB from each other or alteriDg the cadeoce, but shortening the pace a Httle with the inner foot ^ as they wheel. XXXVI. — PUPILS MARCHING AS IN PILE FORMING SQUAD. When a squad is marching as in file, with the original right-hand man leading, it is called Bight in Front, the left is then the pivot ; when the original left-hand man is leading, the squad is called Left in Front, and the right is the pivot ; hence the expression, " When Right in Front, left is the pivot; " " When Left in Front, right is the pivot." 1 . Forming to the Fronts at the Halt. — When the squad in file, to the rights is ordered to form to i\\Q front at the halt, the leading man will at once halt ; the remainder will make a half turn to the left, and form upon him as di- ^rectcd. ( Heads and eyes will be turned to \ the front. 2. Forming to the Front in Quick Time. — When the squad marching as in file to the right is ordered to form to the front, the leading pupil will mark time ; the remainder will make a half turn to the left, and form upon him, marking time, and taking up the dressing, as they arrive in their places. As soon as the squad is formed the word Forward will be given. At the Haiti Front Form- - SQUAD. Fyes-FROHT. Front Form- BQUAD. Forward. { 48 F-i X Form- • SQUAD. 8. Forming to the Front in Double Time. — When a squad marching as in file, right in front, is ordered to form to the front on the march, the leading man will move on steadily in quick time, the remainder will make a half turn to the left, double up to their places, and take up the quick time successively as they arrive in Jine with the leading man. XXXVII. THE SIDE OR CLOSING STEP. The side or closing step will now be practised, the pupils judging their own time, on the principles laid down in Sec. xxv. Care must be taken that the shor' 'ers are kept square, and the paces made in a dir' "ne to the flank. SQUAD DRILL, IN TWO RANKS. XXXVin. FORMATION OP SQUAD IN TWO RANKS. The squad will now be form/^d in two ranks. The pupils will take their places in succession, commencing from the flank on which they are ordered to form ; each pupil in the rear rank will be placed one pace of 30 inches from his *' front-rank man," measuring fiom heel to heel, and will cover him correctly, looking at the middle of his neck ; the two pupils thus placed forming ''aFile." When the squad consists of an uneven number of pupils, the odd pupil wiU be placed the third from the left in the front rank, and will be sailed " a Blank File." The file on the left of the I 44 right half of the squad will always be the centre of the squad. XXXIX. DRESSING. The front rank will dress as described in Sec. xxx. The rear-rank men will continue looking to their front, and will cover and correct their distances as the front- rank men take up their dressing. XL. MARCHING TO THE FRONT AND REAR. A squad in two ranks will be practised in all the marches and varieties of step which have been taught in single rank. 1. The front rank will touch as directed in Sec. xxix. 2. Covering and Distance. — While marching in hne» •he pupils of the rank in rear must be careful to pre- serve accurately their covering and distance. 3. Blank File while retiring. — When the squad turns to the rear, a blank file, after turning about, will step up and occupy the vacant space in the rear rank. On turning to the front, he will resume his original place. XLI. TAKING OPEN ORDER. On the word Order, the flank pupils of the rear rank will step back two paces in slow time, and turn to the ; right. On the word March, the flank pu- pils will front and raise their right arms from the elbow at right angles to the body, and the rear rank will ^ step back two paces. OpeW-ORDER. MARCH. 45 Bear Bank DRESS. i On the word Di-ess^ the rear rank J will dress by the right. Care must \ be taken not to move the flank pupils V when dressing the rear rank. f On the word Front, the rear-rank '•^ ' ! and the flank nniiils will drnn tlipir C/os" file will be considered as comrades in the field, and will act together, not only in forming fours, but on other occasions ; they should therefore take notice of each other when they are told off. Fours- DEEP. { 46 The nght files remain steady in Fours, the left files move beside or behind them. 1. At the Ilalt.-On the word Fours, the rear rank will step back one pace. On the word Deep, the left files will take a pace to the rear with their left feet, and a pace to the right with their right feet. On the word Front, the left files will move up in Hne with the right filed, by taking a pace to the left with their left feet, and a pace to the front with their right feet ; the whole of the rear-rank will then close up to their proper distances from the front rank by taking a pace to the ^ front with their left feet. to the front these movements should be Squad-FRONT. In coming done together. Fours- ABOUT. Squad-FRO'S'i. Fours- As already described. On the word About, the tvhole squad will turn to the right about, and the left files will form on the right files, by taking a pace to the front with their right feet, and a pace to thtj left ^ with their left feet. f On the word Front, the whole squad ►j will turn to the right about, and re- Inform two deep as already described. As already described. On the word Bight, the whole squad will turn to the right, and the left RIGHT. ~| files will form on the right of the 47 Squad-F^o^T. Fours- LEFT. right files, by taking one pace to the right with the right feet, and one ^pace to the front with their left feet. On the word Front, the whole squad will turn to the left, and re-form two ^ deep, as already described. As already described. On the word Left, the whole squad will turn to the left, and the left files will form on the left of the right files by taking one pace to the left with their left feet, and one pace to the ^rear with their right feet. r On the word Front, the ivhole squad S'jwai-FRONT. -<] will turn to the right, and re-form l^two deep as already described. 2. On the March. — A squad on the march will be taught to form fours on the words Fours-Deep, Fours -Right, and Fours-Left ; in those formations the left files will move precisely in the same manner as they do when forming from the halt, the right files marking time two paces to enable them to do so. On the word Fours, the rank in rear will step short two paces ; if the word Deep follows, the right files will mark time two paces while the left files move to their places ; if the word Right, or Left, follows, the squad will first turn in the direction ordered, after which the right files will mark time two paces while the left files move to their places. 48 XLin. DISMISSING A SQUAD. Squad, Right- ( On the word Turn, the pupils will TURN. \ turn as directed. On the word 2)ts?wm, the front rank will take a side pace to the left, and DISMISS. «; the rear rank will take a side pace to the right ; after a pause the squad ^ will break off quietly. When there is only one rank, it will take a pace to the left as a front rank. 49 CALISTHENICS AND FEEE GY]\INASTICS. Free Gymnastics are exercises performed without apparatus, such as bells, wands, clubs, &c. The fol- lowing exercises are collected from various sources and arranged in classes. The instructions are given in language as simple as possible. A sufficient num- ber is explained for ordinary school exercises, but the teacher may vary those given by inventing new exer- cises. If he does so, he should of course remember the following rules : — i. Aim to force the shoulders backward and downward. 2. Expand the chest. 3. Give the neck and back, as ivell as the sides, plenty of exercise. The exercises given here may be performed by both male and female pupils. They should be performed in time with music. Marches, waltzes, or any music in regular time will be found suitable, and the pupils may sing while going through the exercises, if no instrument of music be at hand. Occasionally one or two pupils may sing while the rest perform the motions. "When an exercise is completed, and the teacher wishes to stop its practice, the class should be brought to attention by the word steady. The tune of the following popular melody is admi- rably suited for calisthenic exercises. All the follow- ing can be performed in time with it except Nos. 5, 6, 7 and 8, page 53, and Nos. 13 and 14, page 54. ! i ' • 60 h I SWISS MELODY. « Buy a Broom/* ;i^5^^l ri: • — * i- — i •— • It.- ^^i: • — •" POSITION OF PUPIL&. It is of the utmost importance that pupils should maintain a correct position while engaged in calis- thenic exercises. (See position of '^Attention," p. 16. 61 For some exercises the hands should be placed as in Fig. 2, page 57.) Pupils should be extended for calisthenic exercises as directed on page 18. Most of the following may be done in the school-room. When the hands are clenched the thumbs should be turned across the shut fingers, and not merely ex- tended beside the forefingers. I. HEAD AND NECK EXERCISES. Exercise 1. One, Swing the head towards the left shoulder. Two. Swing the head towards the Hght shoulder. Continue 1, 2, at least 6 times. Exercise 2. One. Turn the head towards the left shoulder, as though trying to look behind. Two, Turn the head towards the right. Continue 1, 2, at least 6 times. Exercise 3. One. Bend the head backward without moving the shoulders. Two. Bend the head forward without moving the shoulders. Continue 1, 2, &c. These should be done slowly, 11. ABM AND CHEST EXERCISES. Exercise 1. One. Hands clenched and thrown forcibly back as 52 %h^asJ,esho„Me., elbows near the sides. naUs to Contmue 1, 2, 8. 4 at least five times «i:ttr"" ^'"^ "^ ^^^'*'-^ -'J" con. Same as last, except l^'^ r ■ are thrown to the/.oL ,^ith Ihf , '° "'" '"'"''^ together. '' ''"'' '^« "ails upwards, hands rt 77- Exercise 8. possible, pi t:lrd"5ht1aTr ''^ ^''^'' ^ «^;tofthearna,palt^;lL'rnt''''^" '° '^^ ^"" ^/'w. Asino„«. '• doS" ^^""""'^"^"g'^^bandupandlefthand Se\T;:xtrnS:d?^*^'^-- bands being alwayJbrolS" h \ 'T *'"■«' «>* the extensions of the a"! '^""'''''•^ ''«'^««'' ^r'- i^"*'^ ''""ds on the shoulders 2^^<'o. Extend the arm« *„ ii ,™- 53 Exercise 5. One. Meet the bauds in front, backs together, arms extended. Two. Raise the hands to the chin slowly, backs together, touching the clothes as they ascend. Three. Extend both hands smartly at the same time. Continue 1, 2, 8, &c. Exercise 6. One. Both hands at the side of the body, thumbs to the rear, fingers to the front. Two. Circle the left arm around the head three times, pressing the shoulder hack when lowering the arm. Exercise 7. Same as last exercise, with the nqht arm moving instead of the left. Exercise 8. Same as 6 and 7, with the arms brought around tlie head alter natehj. Exercise 9. One. Extend the arms to the front. Two. Shut the hands tight. ; Three. Open them smartly. Continue 2 and 3. Exercise 10. One, Extend the arms to the right and left, as high as the shoulders, hands clenched, nails upwards. 64 Two. Turn the hands backward and forward ten times. Exercise 11. One. Place the clenched hands on the chest, knuckles to the front. Ttvo, Left hand forward to the full extent of the arm. Three. Right hand forward and left back to chest. Continue 2 and 3 ten times with force. Exercise 12. One. Bring the arms to the front as high as the shoulders, palms together. Two. Rub the hands past each other lengthwise twenty times, without bending the elbows. Exercise 18. One. Place the left hand under the left arm, thumb to the rear, with the right arm raised and bent over the head. Two. Bend as far as possible to the left, and breathe deeply a few times. Exercise 14. Same as 18, with arms reversed and body bending to the right. Exercise 15. Objects. — To expand the chest and set the shoulders back. 07ie. Raise the arms quickly from the sides, palms of the hands meeting with a clap, as high as the fore- head, and at the full extent of the arms. 55 Two. Throw the arms back forcibly, elbows closo to the sides, forearms perpendicular, jyalma to the front, fingers extended, chest well forward, and waist drawn back. Exercise 16. Objects. — To expand the chesty and bring the shoulders back and down. One. Hands are shut and brought together under the chin, knuckles to the front, elbows together, shoul- ders rounded. Two. Separate the arms with a quick circular mo- tion, and bring the elboios close to the side, Jiugers of the clenched hands to the front, and close to the shoulders. When separating the arms it adds to the effect of the movement, to raise the heels from the ground, and thus throw the weight of the body against the action of the arms. Exercise 17. Objects. — To lower the shoulders, and develop the muscles of the arms and lower extremities. One. Throw the arms straight above the shoulders to the fullest extent, palms to the front, chest forward, every limb braced, and body inchned slightly to the front. Two. Bring elboios smartly to the waist, pahns to the front, and as high as the shoulders. At the same time press down the points of the shoulder blades. 56 One Sf ^-^ercise 1. Contiuuo 1, 2 &c «/;. QA Exercise 2. ^^^ in this exercise. "';•.:.. oj^iivit^;; *^^;m ^r- -^ -t ^^^'o. StcT) fn f ],^ s^w^er on the chest. . as possible. ^ * "'■«'^«'- motion, as far Tie right foot remains fixed. o„ Exercise 4 57 FiQ:.2 Exercise 5. One. Raise the body on fclio toes, hands at the side, fingers in front. (See Fig. 2.) Two. Drop to the position indicated by the dotted lines in Fig. 2. It is a good exercise for a class, to merely raise il ody on the toes, and drop on the heels again, H«)> al times. iiri 58 GEEMAN CALISTHENICS. As taught by Colonel Goodwin, late teacher of cal- isthenics and gymnastics at the Normal School, To- ronto. EXEBOISE 1. One. Place the right hand on the breast, and swing the left as high as possible. Two. Swing the left arm, without bending it, to the side. Palm to the front in both one and two when completed. Continue 1, 2, &c. Exercise 2. Same as Ex. 1 with hands reversed. Exercise 3. Swing both hands up and down as instructed for the left hand in number one. Exercise 4. One. Place the right hand at the side, fingers in fi'ont, thumb to the rear. Two. Swing the left arm from front to rear, over the shoulder, bringing it round in a circle and keep- ing it close to the side. Exercise 5. Same as Ex. 4, with arms reversed. Exercise 6. Circle with both hands. Exercise 7. One, Hands at the sides, fingers in front, thumbs to the rear. 59 Two. Hop twice on the right foot, and swing the left to the front. Three. Hop twice on the left foot, and swing the right to the rear. Continue the movements, hopping lightly on the toes, and swinging the left foot only to the front, and the right foot only to the rear. Exercise 8. Same us Ex. 7, with the right foot to the fronts and the left to the rear. Exercise 9. Hopping as in Exercises 7 and 8, swing the left foot outwards to the left, and the right foot to the right alternately. Note. — It is an excellent practice, where there is room, for a class to advance or retire, hopping and swinging the feet as in Exercises 7 and 8. Exercise 10. One. Place the hands as in Ex. 7. Two. Bound is high as possible, alighting on the toes. Note. — The class may advance or retire in Jine, while bounding as in Ex. 10. Exercise 11. One. Hands as in Ex. 7. Two. Move forward or backward by merely sliding the feet, being particularly careful to keep the knees firmly braced and the heels close to the ground. 60 BREATHING AND VOCAL EXERCISES. BREATHING EXERCISES. Those who have weak lungs should, after filling them with air, tap upon the chest with the fingers, so as to force the air into all the vesicles. The force of the pressure may bo gradually increased. The exer- cise should be taken every morning. Position. — Erect ; hands on hips ; fingers front ; shoulders thrown back, with chin slightly raised. 1. Inhale and exhale through the nostrils slowly, filling the lungs to their utmost capacity, and with- out noise, four times. Weak lungs must not hold the breath too long. 2. Inhale deeply and exhale exhaustively through the nostrils, four times. 8. Inhale slowly through the nostrils, and exhale forcibly, in four regular puffs, four times. 4. Inhale and exhale slowly through the mouth, four times. 6. Inhale deeply and exhale exhaustively through the mouth four times. 6. Inhale slowly through the mouth, and exhale forcibly, in four regular puffs, four times. 7. Inhale slowly through the nostrils, and, holding the breath a moment, exhale explosively through the mouth, foui- times. 8. Inhale slowly through the mouth, and exhale explosively through the mouth, four times. 01 9. Inhale quickly through the mouth, and exhale explosively, four times. 10. Inhale slowly and deeply, and beat a roll upon right side with both hands, and exhale explosively at a signal from the teacher, four times. 11. Same as No. 10, but upon left side. 12. Inhale deeply, and strike upon chest with both hands. Those having weak lungs must not strike too hard. 13. Eepeat the vowel sounds in an explosive tone, filling the lungs before each. 14. Fill the lungs and pronounce the syllable ha forcibly four times. 15. Fill the lungs and exhale slowly, giving the sound <5f, four times. 16. Fill the lungs and exhale as slowly as possible, giving the smooth sound of r. The last exercises are good ones for clearing and strengthening the voice. AN EXERCISE ADAPTED TO TUNE OF " THE RED, WHITE, AND BLUE." (From ^^ Smart's Manual.'" ) Position : — Erect ; feet parallel and three inches apart ; hands on hips with fingers front. 1. Advance right foot four paces of nine inches each. 2. Both hands on chest, fingers closed. 8. Eight hand thrown to the front and brought to cheet again with force, four times. ■ ■Il'l 62 4. Left hand same as right in No. 3. 6. Both hands same as right in No. 3. 6. Right hand thrown forward, and, as it is brought to chest, the left thrown forward. Alternate thus four times. 7. Strike hands together in front, eight times. 8. Both hands on chest. 9. Right hand thrown to the right and brought to chest, four times. 10. Left hand thrown to the left and brought to chest, four times. 11. Both hands as in Nos. 9 and 10, four times. 12. Alternate, four times. 13. Same as No. 7. 14. Both hands on chest. 15. Right hand thrown perpendicularly and brought to chest, four times. 16. Left hand same as right in No. 15, four times. 17. Both hands same as right in No. 16, four times. 18. Alternate , four times. 19. Strike hands together overhead, eight times, 20. Both hands on chest. 21. Both hands on hips. 22. Both hands on chest. 23. Same as No. 7. 24. Both hands on chest. 25. Both hands on hips. 26. Both hands on ohesi 68 is brought Alternate ties. rought to ought to Qes. brought 27. Same as No. 19. 28. Both hands on chest. 29. Both hands on hips. 80. Step back to position in four paces. 31. Left foot forward, as right in No. 1. 32. Eepeai from No. 1 to No. 29. 83. Step back to position in four paces. 34. Right foot step back four paces, and repeat from No. 1. 35. Left foot step back four paces, and repeat from No. 1. 86. Right foot step to the right four paces, and repeat from No. 1. 87. Left foot step to the left four paces, and repeat froax No. 1. ti h; imes. times. es. 64 CALISTHENIC EXERCISES WITH APPARA- TUS. Many teachers and students desire to obtain some light apparatus, which is cheap, and easily used in exercising. Nothing has been invented which is more simple, and which at the same time can be used in such a variety of practices as " Goodycar's Pocket Gymnasium." It consists of a strong rubber tube, with wooden handles inserted at the ends. Different sizes are prepared to suit persons of various degrees of strength. It is so small that it can easily be carried in the pocket. For students taking exer- cise to relieve the brain and send the blood to all parts of the body freely, or for those private or pub- He schools which desire apparatus, this apparatus is strongly recommended. Every muscle in the body can be exercised with its aid. The following are given as specimen exercises. They may be varied to an almost unlimited extent. In performing any new exercises the teacher should avoid those which strain the muscles of the lower part of the abdomen : EXERCISES With " Goodyear's Pocket Gymnasium." These exercises commence with the hands, and gradually advance to the arms, shoulders, neck, head, chest, body, legs and feet, until every portion of the frame is brought into complete action. 65 ion Ex. 1. Gra«q3 the handles with the tube across lower limbs. Brace left hand without touching the body. Pull strongly with right hand to the side as far as possible, three to five times. In the same way witli left hand. Then alternately. Finally, both hands to full extent to the side, arms straight. Then turn the palms of hands with thumbs at ends of tube, and repeat the preceding exercises. To vary this, use right hand with back, and left hand with palm forwards ; then change. Be sure to breathe well, and to be in earnest. Ex. 2. Hands as high as shoulders, knuckles to the front. Pull first with right hand as far as possible to the right five times. Then with left hand to the left five times. Reverse the grasp so as to bring the thumbs to the ends of the handles, and repeat the exercises as before. Then grasp handles with one thumb at the end of the handle and the other as at fix^st, and exercise five times as above. Ex. 3. Place the left hand on the breast, and pull with the right as far as posf^ible. Then place right hand on the chest and pull to the left. Then reverse the hold of the handles and repeat as above. Then' grasp with the palm of one hand to the front and the back of the other hand, and exercise as before. Each exercise should be performed five times. The teacher or student may invent a large num- ber of similar exercises with this simple apparatus, which will bring into play all the muscles of the body. 1 il 66 •s! DISMISSING AND ASSEMBLING A SCHOOL. The " helter-skelter" method of digmissing classes is rapidly pausing away in cities and towns, but even in them it is sometimes allowed. Many who have a form of lininfj their pupils in the yard, allow them to go out as they please. How any teacher can expect regularity and good order from pupils allowed to dis- miss in such a way is a mystery. Attention to the minutest details of a systematic manner of assembl- ing and dismissing classes will repay the teacher for any amount of trouble he may have to take. Getting Hats, &c. — Of course if the school is prO' perly built and fitted up there will be a " cap room" for each class with a door for ingress and another for egress. The pupils, when being dismissed at recess or at other times, will then pass through this narrow room and each one will take his cap or hat as he passes. The line need not be broken, and it is scarcely possible that any disorder can be caused by getting the clothing. Where the hooks for clothing are placed around the room, however, the pupils should file past them in dismissing so that each may take his hat, &c., in oider as he passes. The hooks either in the school room or lobby should be numbered, and each pupil should have his own hook. Hats should not be thrown to pupils by mon- itors. Standing up for Dismissal. — Whenever pupils have G7 to stand up as a tlass, they should do so together aud without noise. Botli objects may be secured by giv- in«g the words stand — up, with a very distinct pause between them. Stand is merely a cautionary woihI, and should be given deliberately. No pupil should rise until the word up has been given. Stand simply means, get rer.dy for standing. This is best done by moving the feet very quietly into the aisle, and placing both hands on the desk in front of the i^upil, at the end next the aisle in which he is to stand. On the word up, the pujnl raises himself mainly by the muscles of the arms, and takes his place in the aisle Bti'aight behind the pupil in front of him. The first pupil should stand in the centre of the aisle beside his seat. Ike hands should nut he behind but at the side, as this is the correct position in marching. Order of Dismissing. — First Mct/fwd — Pupils may all start forward at the same time when dismissing, except the boys in front of each aisle. They ^ould simply mark time, until the rear end of the column next them has nearly reached the front row of desks or until the signal is given for them to start. When a signal is given for the boys in an aisle to move, each one should step forward at the same instant, of course with the left foot. In this way line after line is dismissed until all have passerl out. Second Method. — It may often be moi'e convenienit to turn the pupils to the rear befoij© dismif-siang them, |i 63 J I i ■ and to proceed then 83 directed in the First MctJuuK The door or the hat-hooks may be more conveniently reached in this way. 77u;vi Method. — It is often advisable in all schools to let each alternate row of pupils turn to the rear at the command Right~tur7i. This is done in order to dismiss by the " serpentine march." Each row turns down the aisle next to it, up the next one, down the third and so on, the whole passing out in one con- tinuous file. This is a capital way to train pupils to march, to restrain their too rapid steps, and reduce the noise of marching. The teacher may give this exercise at the close of each lesson for variety, and to give much needed physical exercise. Instead of pass- ing out when the side aisle has been traversed the line may cross the room and pass down the aisle at the other side, thus beginning over again, and con- tinuimg the marching until the teacher gives the sig- nal to stop, when each pupil should sit down in his own seat as he reaches it. Marching. — In marching pupils should step off together with the left foot at the word march in the command Quick (or Slow) march, or the syllable tvard in the word for-ward. The head should be held up, and the shoulders back. The hands should be at the sides, and not allowed to swing. The feet should be placed lightly on the floor or ground, and not stamped even in keeping time. Too often pupils strike their feet on the floor as if knocking snow from them. his 69 It is of great importance that the pupil should sing some appropriate tune when marching. The fol- lowing are given as suitable for such occasions ; No. I Let us march with • out a blun-der, Right and left we ild^^ '-- — t/ — y — /-^ part a - sun - der, Till we meet in pairs & - gain, Fol-low-ing our lead ing man, He shall be our cap-tain. No. 2. :?r(i— (i: -I— ■-T -H e—# iJrEz£ztiu:d:[:z:p J »- <* I #-• 1. Off! we go with mer-ry song, Keep ing time we move along. 2. Glad -ly now we march a- way, As we all go out to play. 7a SALUTING IN SCHOOL. IIow slioiilda trusteo, or tlie lu.spector, be receiveil by the pupils, -wlieii ho enters a school-room ? Wlien tlie visitor roaclies the front of the school- room and faces the class, the pupils should stand togetlier and give him tlie regular military salute. How 13 this done? The military salute is now a very simple and graceful movement. The hand is simply raised by a curved motion to the forehead, the elbow being bent as soon as the motion is begun. (See Fig. 1., page 22). When should the hand he dropped ? The hand should be dropped to the side when the salute is re- turned by the visitor, or after a pause during which one could count five. The hand should not be brought down in a formal way, as though " laying on hands " to convey a blessing. IIow can pupils he trained to stand together ? Unless the scholars all stand together the full effect of the movement will be lost. Tlie pupils behind should take their time from those sitting in the front row of scats, and they should take time from the right hand pupil. The salute should be timed in a similar way. No haste should be manifest in standing or saluting. Two or three nervous pupils may spoil the effect of a salute. Plenty of practice should be given, the teacher personating a visitor. Some teachers give a signal for standing, or have the class stand and 71 salute by " numbers." It is better if tlio class can act independently. How can pupih best stand when seated at desks 1 For the purpose of dismissing they should all stand in the aisles ; for a salute, each pupil should stand to the right of bis seat. In either case the feet should be moved out into position before the pupils stand. With most desks it is wise to use the arms to assist in rising. The standing may be done by numbers. Oiie^ feet out ; two^ hands on desks ; three, stand in tlie position of attention. The feet should not shuffio, nor the body sway in an undecided manner, after the pupils have stood up. How should girls salute? On this subject Com- mander Norman, of the Koyal Navy, in the Inst edition of his Schoolmasters' Drill Assistant, says : *' In former editions a curtsey was recommended in the case of girls. Further experience, however, has shown that a uniform method for scholars of both sexes is preferable. Teachers need not be at all afraid of instituting the military salute for their girls in schools on such occasions. It is perfectly becoming ; and, especially in mixed classes, does not seem at all out of place." Classes of girls may be allowed to stand and courtesy, or even to stand without courtesying. Which hand should be used in sahituifj ? Never use the hand next to the person saluted. By doing so, you cover your face, and prevent a glance of the eye This i, 7 '?'■''"'''' O" ME STREET for salutin/Sr^-- T^'f " ^"'«» ^''■''^°- person saluted is used Tf '"'"'''"" •''''"« '''fi laotioii till the thumb and Z r ""''"' '" °^« «a«y of "^e cap, the. iiugers are lT",T '"'* *^« P««k a-^j the palm Co thf^Z '^T ^f. "'"^ ''^^''^^' paces before moetij and dm 7^ ^' «i«ed afe-.v saluted is past. The^'hat !. ,?. ^^^" ""> P^^on ladies. ^''^ ''''' ^''O"" !>« raised io. saluting HNDEBGliri? GAMES. The following are givenT „„ . 0/ Kindergarten exerSses ""'^'""^'^^ °f one class the calisthenic exercises ne..! """"" '' '™P'«' ''"'I Performed. Lite all F Lefce ff ''' "'' ''"'^' ''"<' ^^^^'^ 7 .specially attractive ottlfTT; '^"' ^^^™««« tl'e benefit, arising from th. ! ''^"'- ^^'y g«t «;at the, are performLg £ ^7 ""'""' ^^^'"^ of strengthening or devoW., ^^ "'*''•" P«-Pose T'-y sing and pilj for uff, "'"""""'''">=''-»• d^i«g so. The benefit?' '"J^^"^^"* '^^oy have in «ives. This is one ofth T'/r''"^^*'"y '^ *l^em Sarten. Tbe developLet ''^ /matures of the Kinder- ^-iy ia i-^o.dontal Slud "1"' ''^ "^" *= *!>« '''''■•nir.g. He is mere Iv ji °°* '"^"^ "'''' ^o is IHE FARMER. 53; 1. Shall we show you how the farm - er, Shall we 2. Shall • • • • • • ;i ■-J . # — # — # — *- -i — ^ — /—/-J l-znuz^-ZSl show you how the farm - er, shall we show you how the show • • • • • • ■ • • ■ • • reaps ff • -^S 1^ — #— A 1 . 'V \ '' . — 4- —tf — V y~i ? 3-«: • ! • [_[:_ _i ... ^._. ' w See, 'tis so so that the farm - er, See, 'tis kJCwf ••« ••» •#• «•• ••« ••• ••• ••• ••• 1^ 3: =1 'JEJE^Ei mi so so that the farm - er, See 'tis so so that the so • • • • • • • • • • • • _...^. O ^^"^i EEi^^- 1^ --4 farm - er sows his bar - ley and wheat. farm - er reaps ... ... 74 3. Shall we show you how the farmer Threshes barley and wheat ? See, &c. 4. Shall we show you how the farmer Sifts his barley and wheat ? See, &c. 6. Shall Ave show you how the farmer Sports when labor is o'er i See, &c. DIRECTIONS FOR ACTION. The first four lines are sung without action; the children standing up, and if the space admits, in a circle. They can always stand in a circle if the play is performed in the yard. When the word '* See " is reached in each verse the action begins. In the first verse the action of the farmer in scat- tering seed must be imitated. Before]the word " See " every child should curve the left arm across the breast to represent a seed box, and place his right hand in this box. The girls may fold their aprons and hold them with their left hands, as though carrying some- thing in them. On the word *' See " the right arm is swung backwards, the hand being firmly clenched so as not to drop the seed. The seed is scattered with a strong graceful sweep of the arm forward, the fingers being widely extended as the hand moves forward. The hand at once dips again into the box and the motions are repeated. The seed is scattered twice in singing each line of the chorus. The sweep of the arm forward should be done when singing the empha- 75 sized words as follows : See tis so so that the Far- mer (three times) Sows his BAR-ley and wheat. In the second verse the action of cradling grain should be imitated. The arms are drawn back at the word " See " and the cut is made at the syllables so and FAR, as in verse one. In the third verse threshing with b, flail is imitated. The hands are raised at '* See " and the strokes given at the same syllables as before. It adds to the effect if the right foot is raised with the hands, and brought down with moderate force when the strokes are given. In the fourth verse the fingers of both hands are interlaced so as to form a sieve, and the arms are swung from side to side, and shaken as if sifting something. The motion of shaking continues through the chorus. In the fifth verse various plans may be adopted. If in the playground, the children may join hands in couples, crossing the hands behind, and hop around trippingly in time with the music, the couples fol- lowing in regular order. If in a room where there are desks, the pupils may turn towards each other in lines and bow, or some simple calisthenic movement may be performed in, -time as indicated in the first verse. ^. ■<\ x< ^ ^■^'-^'.. ME?I()riIAL /J '} .y" ' )fl 76 THE SAWYER. DIRECTIONS FOR ACTION. The children should form two columns, facing each other. Where this is not possible they ma^ ha grouped in couples some other way. Each couple join hands crossed in the form of an X. The left hands should first be joined to represent the log to be cut. They should not move while the sawing continues. The ri(/ht hands are then joined over the left, to form the saw. In this position the right foot of one child should be braced against the right foot oi the other. While singing, the right arms move back- ward and forward, in imitation of sawyers cutting wood. When singing " Little pieces," they make short movements according to the tune. When they sing " See saw, see saw," they move quickly ; and with the last word, ** See," they suddenly stop and raise both their hands to the fullest extent. The left hands then become the saw, and the right the wood. The feet are also reversed. (See music at end of hool:.) THE LITTLE MASTER OF GYMNASTICS. DIRECTIONS FOR ACTION. One chi].d is placed in the centre of a circle of chil- dren, or on the platform > in view of the wl^ole class. 77 He selects some exercise and performs it in time with the tune as sung by the class. When the first verse is sung, the whole class imitate the exercise and repeat the tune, singing merely the syllable la. A new pupil then becomes leader, and selects another exercise, and so on. It will be noticed that the above tune is the same as '* Buy a Broom Waltz," and therefore any of the calis.thenic exercises previously given may be per- formed as directed on page 49. (See music at end of book.) THE FKOGS. DIRECTIONS FOR ACTION. The children form a circle with a few of their num- ber in the centre to represent frogs. Those in the centre have to crouch, touching the tips of their fingers to the floor, and jump in accordance with the rhythm of the tune. In jumping, the arms must bo thrown above the head. The spring should be made from the toes. Hopping like little birds is an excellent exercise. The proper position is shown by the dotted lines on Fig. 2, page 57. (See music at end of booh.) 78 THE CLAPPERS. DIRECTIONS FOR ACTION. If the children have room to stand in a circle, or two concentric circles, they should do so. If not, they may stand in any position where they have room to clap their hands. The feet are moved up and down without stani]nn(/, in time with the music. The heads should be held erect, and the hands placed at the side as directed on page 67. (See Fig. 2.). When singing "clip, clap," the hands should be clapped. The pauses between the clapping may be marked by moving the hands only, up and down Irom the wrist. "When clapping, the feet should not be moved. In addition to the benefits arising from the exercise, this play strongly impresses time upon the minds of the children. (See music at end of hoolc.) \i THE PENDULUM. DIRECTION FOR ACTION. The children swing their arms from side to side, without swinging their bodies, in time with the music to imitate the motion of a pendulum. When singing "tick-tack" etc., the hands may meet with a slight clap. (See music at end of book.) THE LITTLE MASTER OF GYMNASTICS. -— f^— r-- Look at lit - tie liar - ry, Who shows us the game, .. ii- r i:rzf^^^_.x wm Look at lit - tie Har - ry, Now we '11 do the same. THE CLAPPERS. -_ I- ._S_.._^. -v - The clap - pers in the corn - mill, Go :??M--^^— x — ^— -S4- __>_..^_s___. i^ T— s S — ^^\ \f :zSi: :ijiiiziziz#zziii[ firm - ly up and down. The wa - ter keeps iheia J^ . - - -s- \m^- turn - ing. And makes them say clip clap, clip g t?-- S- 1 — ^s ■'/- >•— ^ clap. clip clap, clip clap, clip clap. THE FROGS. .--^ ^ The jol - ly frog hops in the pond, tip, tip, lip, tip, tip, tip. It is of hop - pin^ '.' I i^ilb- IS ve - ry fond, tip, tip, tip, tip, tip, ^^tip ! THE SAWYER. i -^-W^-\- #-• li X" — # ^ 1^~ • <^~ Let us now be - gin our saw-ing, For- ward, back -ward, <])-"-/ — ^ — / — ^-t /^ ^ S^-i y_± ^i /_p: push -ing, draw-ing; Saw- ing, saw- ing wood in two, Lit-tle /TN /TN /T^ ^r\ ■' •hi — N- pie - ces, big-ger pie ces, see saw, seesaw, see saw, see. THE PENDULUM. J^itiTi-Nz:^; ±. -ii-V-^v^::: — I7ZS— -y.^-r^±r^z\ 1_\ n:::-i=zr See it L'<^. See it go, Not too fast and V S . _i^ ^ 1^ ^'.J^ 1^ 1 jiot too slow: March - in" as to beat of dr uin ■il tt-z*: :F=« -/ — /- V /--L ii: : V— — :>izi:r -■ :z -# — •- JJHq^r swings the long-armed pen - du - lum, Say - ing as it Jl > -IT. ift 5^=5 -_S ^_ J~S: -V ^S ^S.— , i -N ^S ^-F still comes back, ev - er tick and ev - er tack, JLzi-3--zq^:3:lii qs--i::-p_=^_i IV- milZlIIiZri Tick, tack. tick, tack, tick, taok, tack. •-■y HERE WE STAND. ! I . I I 1 ~ I i|EE|=i=iE|gi= i=gz |^ EEiz;iEEi :^ I. Here wc stand, hand in hand, Rea - dy for our HERE WE STAND. Condudcd. im ;3^3^i^ -• G J. _ 1 _ :i-r : ^=i: ex - er - cise ; Heads up - right, with de - light -J , q: =!=,=! spark-ling in our laugh-ing eyes! Sing - ing chee-ri-ly, m. iS-iSiid=i:>Lir3S--=J-:3=r3=z:d5E3^3: :^.— i=z:p=* chee - ri - iy, chee - ri - iy ; Clap-ping mer - ri - ly, T-^ X- « m • • m •--4—1 ■ i z 0—1—m :s: mer - ri - ly, mer - ri - ly ; One, two, three. I * :i=g; J ^v _, ^i don't you see Where schol - ars love to he ? WE 'LL ALL STAND UP TOGETHER. ,tt7r — ^|-1 N-i N"^""! N _t5:_gj 1 Ls 1 ^ -i_ — I — -1 /. I. We'll all stand up to-geth - er, We'll all stand up to- -geth-er, We '11 all stand up to-geth-er. And nice-ly in a row. o- UERE WE STAND. (Music on preceding page) 2. Eight hand up, left hand up ; WhirHng see our fingers go I Folded now, let us bow Gently to each other, so 1 Chorus, 8. Eastward point, Westward point ; Left hand nadir, zenith right ; Forward fold, backward fold ; Arms a-kimbo, chests uimght. Chorus. 4. Upright stand, lungs expand. Backward make our shoulders go ; Life and health, comfort, wealth. We can thus improve, you know. Chorus. 5. Now we're done, with our fun Each will to his work return ; Doing right, gives delight ; So we will our lessons learn. Chorus* WE LL ALL STAND UP TOGETHER. (Music on preceding page.) Verses may be varied at the will of the teacher by singing, instead of ** Stand Upt' " Clap Hands," "Walk Bound," "Keep Step," '* Sit Down," &c. w.