PHYSICAL STANDARDS 'OR BOYS AND GIRLS BY CHARLES K. TAYLOR, M. A. cv 435 aylor - -121 Southern Branch of the University of California Los Angeles Form L-l GV 435 T21 This book is DUE on the last date stamped below JAN 5 1925 JUL 261921 SEP 19 ff8 OCT 2 6 192ft WU 1938 -- OCTH 1928 i I i 1925 JAN 2 1930 MAY 13 1930 Mi'\l Form L-9-5m-5, MAR 2 2 1952: 61957 The most perfect hoy. physically, in 5,500. A flfteen- year Htuyvesant High School (New York City) pupil, who began, at 12. with a poorly-developed, flabby physique, with a score of about 7K. and attained 15O in three years. Physical Standards for Boys and Girls A handbook for the use of school physical directors, medical inspectors, Boy Scout leaders, and parents. by Charles K. Taylor, M.A. Director of the Department of Standards, Carteret Academy. Orange, N. J. Author of "Character Development", "Physical Examination and Training", etc. THE ACADEMY PRESS Carteret Place, Orange, N. J. 1922 *D 5214- Copyright 1922 By Chas. K. Taylor PRINTED BY LEFAX. PHILA. GV 435" < TABLE OF CONTENTS H Page , * Chapter One Theory 3 Chapter Two Standardizing Boys 11 I' Chapter Three Standardizing Girls 19 Chapter Four Organization 23 Chapter Five The Standardizing 30 Tables of Measurements 36 Final Reminders for Scoring 51 Appendix 53 CHAPTER ONE THEORY The tables of measurements contained in this hand-book are based on the anthropological fact that there is more than one normal type of human physique. This, of course, does not agree with the popular theory that there is only one normal type of build, and that this is the general average of all builds. On this theory we have tables of average weights for children of different heights and ages, with the emphasized statement that those who range in weight less than 7 per-cent below the general average for their age and height must be sub-normal in some manner, possessing malnutrition, perhaps, or other ill or defect. Now these tables have been gained through an immense amount of very praiseworthy effort. Children have been weighed by the thousand in order to gain the averages. And as averages they are exceedingly authoritative. Not only so, but by the circulation of these tables throughout the country, with much very valuable propaganda against malnutrition and other remediable ills and defects, a great deal of effective attention has been directed towards the problems concerning nutrition generally, and as concerns the school- child in particular, to the great benefit of the child. But by focussing attention on those who happen to be under the 7 per-cent limit of weight- difference already mentioned, we are actually unjust in two cases. That is, we are apt to class as physically subnormal children who are normally and healthily slender, and whom no feeding of any rational kind would make any heavier, unless it be considered desirable to produce merely "fat" children. Besides judging physically sub-normal children who are normally and hereditarily slender, we also are apt to ignore the fact that a child may be up to average weight, and still be subnormal physically. Such a child may have serious defects, and may even have malnutrition, and yet be safe within the 7 per- cent limit. Yet this child, by the average weight standards, would be judged favorably, while the healthy, slender child would be dubbed "under- weight," and perhaps be given an unhealthy interest and an anxiety in his or her weight for which there would be no justice or reason. Not only so, but the average-weight child, or even the child that is over the average-weight, may have a miserable physical development, be flabby, may lack stamina, and possess far less health- stamina than the wiry, active, slender child. And that brings us to a definition of "under- weight." This term is so often used that we will do well to make its definition clear. The popular meaning, fostered by tables of average weights that have been sent broadcast, is this: A child is "underweight" if his or her weight is more than 7 per-cent below the general average weight for the same age and height. We oppose that definition strenuously. It neglects the fact that it is as normal for some to be slender, and others to be stocky, as for still others to come somewhere between these two extremes. Therefore, we suggest this definition: A child is "underweight" when his or her weight is below what it should be FOR THAT INDI- VIDUAL'S TYPE OF BUILD. How can you tell, then, by comparing a child's measurements with those given in tables of standards whether there is "underweight" or not? You can not. You can judge whether a child is underweight or not only by means of a medical examination. If such an examination, carefully done, results in a judgment that a child has malnutrition, or some other serious ill or defect, then you can well believe that the child's weight is below what it should be FOR THAT CHILD'S TYPE OF BUILD. If, however, the medical examination finds no serious fault, if the child is shown to pos- sess good health and has a reasonably well de- veloped physique, then you may feel assured that the child's weight is correct for that child's type of build, whether the child be slender or stocky, or near the general average. Unfortunately it is too customary to judge merely by a child's weight. So it is we find whole towns stating that a third of their children have "malnutrition," or that they are "under- weight" or the like, while the fact is that they did nothing but weigh the children, and found, as was to be expected, that there was a wide variation, from slender to stocky. It is time, therefore, that we refuse to accept a mere weight comparison in lieu of a medical examination. Let us insist on a medical exam- ination for each child, with proper measures for all that suffer from curable or improvable ills and defects. Child-welfare workers, medical ex- aminers, and school nurses will find that they have fewer slender children to care for, but that they will find many among the average weight, or over-weight, seriously needing attention, so that their hitherto magnificent work will have even a broader scope than before! Let us make emphatic, then, what should be the first step when we decide to take an effec- tive interest in the physical well-being of the children in a school, or in a school system. Let us insist on a medical examination for each child, and on this examination let us base our judgments as to malnutrition and other ills, and let us remedy all ills and defects as rapidly as possible. There is no need to detail such matters. The medical and nursing staffs connected with our schools are becoming increasingly more competent. Then for the next step. When children are found healthy, or made reasonably healthy, we should see to it that they are given a muscular development corresponding to their type of build. The value of a strong musculature is greater than many suppose. It not only impels the possessor into beneficial exercise, but there seems to be a relationship between physical and mental efficiency. Here is an example without going into complicated coefficients of correlation. A few years ago the writer calculated the physical standards, according to the method herein de- scribed, of the boys in The Speyer School, an experimental public school run jointly with Teach- ers College, New York City. 159 boys were taken into one grade, and these 159 divided in- to 7 classes, on a basis of intelligence, this latter judged through the most painstaking intelligence tests and corrected by class-room experience. The most intelligent class was called "Al," the next "A2." and so on, down to "A7." In Al over half of the class had the hundred physical standard or better. In A7 not one boy came to 100. The writer has found a similar result in studying all the boys of 13 years in a large public school. They were distributed from the 8B grade down to 4A. And although there were exceptions, as a general rule the higher the grade the higher the physical score as might be expected. Now it is very true that bright school children are sometimes found, who make splendid "reports" for a while, and who obviously are miser- ably developed. But these are the exception. The effective mentality, in the long run, seems to go with the effective physique. Furthermore, the writer in many cases has observed a class-room improvement following a marked increase in physical score. One more note on the same subject. The Singerley (public) school, of Philadelphia, tried out the height-weight system for two years. At the end of that time the principal reported not only a markedly better behavior record in that school, but the highest percentage of promotions in the history of the school. The average phys- ical score, in the two years, had increased from 93 to 99. In general, it is probably very safe to claim that there is a relationship between mental and physical efficiency, and, not only so, but very probably between physical efficiency and char- acter stamina. The writer has observed some very remarkable transformations of character coming with the development of a flabby muscular development into a hard and efficient one. The very expression of the face seems to change, taking on firmer and stronger lines. But outside these particular reasons, well developed muscles are valuable in themselves, making their possessor more ready to meet many emergencies requiring physical fitness and rapid co-ordination, and stimulating their owner to take part in out-door games and sports that mean so much for health and all-around develop- ment. 10 A Slender, Medium, and Heavy Type boy. Not one has a physical flaw, each one representing an hereditary family type. This being so, would it not be absurd to judge the first and third boys by the standard set by the second one? Yet it is amazing how few schools and how few school systems are effectively interested in physical development. It is likely that we have all been paying so much attention to mere weight that development has been seriously neglected. Yet development is far too important a matter to leave to chance. It is worthy of our most serious attention. Let us, therefore, bother a good deal less about the weight of healthy children, but see to it, as we have said, that they are given a physical development proportional to their type of build. One great fault of the general average idea is that it provides a standard impossible of attain- ment, not only to the normally slender, but also to the normally stocky. True it is, we are rather inclined to stuff the one and to starve the other, in a completely hopeless attempt to force them to change their hereditary types of build and ap- proximate the average. But there is no reason to believe that even this average is ideal. The statistician of the Metropolitan Life Insurance Company assured the writer that it is the slender, the so-called "underweight," who are the longest lived! It is unfair, then, to compare the measure- ments of children with standards that are im- possible for them to approximate. The only fair judgment, then, is in comparison with an attainable and satisfactory standard for the same type of build. The tables of standards contained herein are arranged on this basis. That is, they provide 11 for five grades of build, ranging from slender to stocky or "heavy." They represent nearly twelve years of study. Over 5000 healthy boys alone were studied and measured and their measure- ments ranged into the tables.* The tables for girls are based on a smaller number of individual measurements, and so are not as satisfactory as the writer would like to have them. They have been given thorough trial, however, and subse- quently gained data will make little change, and, as with the tables for boys, they will be found very illuminating in obtaining a judgment as to a girl's physical development. As healthy children only were used, the measurements run a little over the general aver- age, as might be supposed. But then the writer sees no reason for making the average the ideal. It is well to strive, in physical development, for something better than the average, and the writer made it a special point to incorporate into the tables measurements of as many par- ticularly well developed children as he could find. So, though the measurements given are over the average, they are quite attainable for children of the various types, and so provide a goal that is not an impossible one, as is the gen- eral average standard both for the normally under-average and normally over-average weights. Tentative tables were first published in the American Magazine, and then, successively, and constantly improving, in two books "The Physical Examination and Training of Children." John C. Winston Co.. and "The Boys' Camp Manual." Century Co. 12 CHAPTER TWO STANDARDIZING BOYS Few medical examiners and physical directors realize in full the effect upon a boy of being meas- ured. This process alone is a great stimulus toward an interest in physical development and training. It doubtless goes back to the primi- tive desire to be strong. Measuring a boy, then, is the first step in developing an effective interest. The next step is to use the love of competition that is an innate quality, and one that can be used in many ways as a direct aid in worth-while educational matters. There are some, of course, who decry competi- tion in any form. It is just as sensible to con- demn many wholly innocent games merely be- cause they can be used for gambling purposes. Some competitions are doubtless undesirable, but a competition in things that are worth while brings out the very best exertions and often high qual- ities of character. Life itself is a competition of the most serious kind, and those who would bring up a boy unacquainted with competition in any form might prepare him for some far distant, lovely and etherial existence, but he would not be prepared for this world! We are used, of course, to competitive effort in sports, and this must be handled with care. 13 But an immense amount of good can be done by putting physical improvement on a competitive basis, and this is something that can be done by the height-weight method of scoring. It is the custom of many schools where physical measurements are taken, to send home, every spring, reports concerning the increases in those measurements, and term them "gains." Now a boy may have increased all over and may have lost in physical development instead of gained. It has, however, been exceedingly diffi- cult to separate increases due to mere growth from those due to actual improvement. This is something that can be done through the height- weight system. When a boy is taller and heavier after a period of time has gone by, then all of his other measurements must have increased in propor- tion if he is to have even the same score he started with, because of his growth in height and weight he will be judged by a proportionally higher standard than before. The requirements for all the other measurements have increased in pro- portion to his height-weight gains. If, however, the boy's score has actually increased, then you know that some or all of these other measure- ments have increased BEYOND that required by proportional growth, and you have an actual improvement registered. This, then, makes possible two competitions in a school, or between schools. The strong 14 boys, who could not improve very much, no matter what they did, can compete for the high- est score, and the boys with the worst physiques have the best chance in the "improvement" competition, the per-cent of gain being the de- termining factor. That is, a boy may begin with the low score of 75 and increase to 90. This would give him a gain of 20 per-cent, a very fine gain indeed. The writer has seen a gain of over 40 per-cent during a school year. It helps materially to maintain interest if boys who have measurements below standard can report, at fairly frequent intervals, and see if they have made up the deficiency, or at least see if they are gaining. With the above competi- tions instituted, and with frequent reports made possible, amply sufficient interest is aroused to keep the great majority of deficient boys steadily at work, and they will do their special exercises at home, faithfully, for months at a time! Few except physical trainers would believe how great an interest can be aroused by so simple a process, how easily it can be maintained, and how effec- tive in results, not only physically, but in other important ways. The writer saw, a few years ago, an amazingly interesting competition of this kind, between four public schools of a large city. The judge was Dr. R. Tait McKenzie, Physical Director of the University of Pennsylvania. In each school the five boys having the highest score were on 15 hand, with hundreds of their school-mates to cheer them. The event was held in a fortunately very large Y. M. C. A. gymnasium. The first five boys stood in a row, stripped, and Dr. Mc- Kenzie selected the boy with the best develop- ment, explaining in what ways he was superior to the other four. Five boys from the second school stood before him, and again the best one of the five was selected. A complete silence reigned among the great crowd of school-boys present, and a round of hand-clapping when the best developed boy of each five was chosen. Finally Dr. McKenzie had before him four boys, each one the best in his own school. The juvenile audience broke loose with cheers and stampings as Dr. McKenzie finally selected the best one of the four as fine a looking specimen of boyhood as could be imagined an 8B grade boy of thirteen. Does one have to detail the effect of such an exhibition and of such competitions in the schools themselves? The principals of the schools con- cerned commented not only on the steady interest in physical training, and its effect upon smoking which was given up, and corner-lounging which gave place to hiking, and upon other and worse failings, but also the excellent effect on the tone of the whole school, and even a marked effect upon the routine class-room work. It might be feared that such a program, however fine, might require the services of too many instructors. This is not the case. After 16 A wonderfully developed 13-year boy (Medium Type) who won an inter-grammar-school "best physique" competition, with a score of 135, the judge being Dr. R. Tait McKenzie, of the University of Pennsylvania. Heigh't, 61 inches; weight, 97 pounds. The ideal is not over-development, but sufficient and symmetrical development. 1 2 This 12-year boy, stimulated by photograph compe- tition, and fairly frequent measuring, carried on simple exercises at home, and made the indicated improve- ment in about 5 months. the boy has had his medical examination, and is given his physical score, all the instructor has to do, usually, is to describe what exercises will aid in removing the "minuses" and in converting them into "plusses." The boys will do the rest at home. They will want to do it. And they will do it effectively. This, of course, does not apply so thoroughly to corrective work of a more serious nature. Exercises in such cases must be prescribed by specialists. We are referring par- ticularly to exercises that may be done by the boys in order to bring their physical development up to a satisfactory standard for their height and weight. THE TABLES The tables will be found arranged for five gradations of build, ranging from slender to heavy. There could well be other tables filling in between each pair of these, but in a great majority of cases these bring the height-weight combinations very close to those of a great majority of boys. Let it be emphasized that these tables are for use with children who are healthy. When a child has malnutrition, or other ill serious enough to affect weight and general well-being, then it is likely that the child's weight is not correct FOR THAT CHILD, so the first step is to remove all causes of ill-health. Only when this is done should we plan to bring the development of a child to what it should be. 17 Besides muscular development the matter of posture must receive much consideration. Now very often a bad posture is the result of a weak muscular development, and all the talking in the world will not help very much. Development of the muscles involved, however, will often have the desired effect, and this, plus the stimulus of not too frequent remark and, particularly, an occasional exhibition of a good and bad example of posture, will accomplish the desired end. Another very strong appeal to a boy to work for a better posture and a better all-around de- velopment is gained through the profile photo- graph. A number of schools have had great success through the use of this adjunct. The plan is to photograph all the boys in a school, wearing no more than running-pants or tights, taking the profile view, and then posting them all where the boys can see them and compare them. The writer has found it good economy to take six or seven boys at a time on a 5 by 7 plate. The result is that boys having bad posture, or inadequate development, or both, are seriously annoyed to see what they look like when com- pared with boys of good posture and develop- ment. It appeals directly to a strong primitive desire to be strong, and is very effective in develop- ing a real ambition to be physically perfect. It has been found very effective, too, to re-photo- graph boys who have made marked improvement, and to replace their old photograph with the new 18 one. Frames can be made cheaply which allow the rapid insertion and removal of individual photographs. So much for the general theory of the height- weight system, and for the means that can be used to arouse and maintain an interest in physical development. It might be mentioned briefly that the interest thus aroused gives the physical trainer, the medical inspector, and the principal of the school, an influence of great strength that can be used very effectively in making appeals for moral cleanliness and good habits generally. It is extremely likely that sex-hygiene teaching in schools does much more harm than good. It is based on a false theory the theory that a knowledge of "facts" will affect behavior. It will do nothing of the kind. The drunkard knows all the "facts" against his drinking, and the thief all the "facts" against his stealing, but the one will drink and the other steal until their ideals change. A boy will be morally decent if he is given high ideals. And a thorough interest in physical training, backed by steady and rational participation in out-door games and sports, will make unnecessary any worry concerning morals. Ideals and physical training are the solution! A physical trainer who believes his work concerns nothing but physical training is losing sight of one of his greatest fields of usefulness. Because of the interest a normal boy takes in such work, that of the physical trainer can be an 19 influence of unusual power, one that can be used very definitely and directly in aiding a boy to develop good habits, to abandon bad ones, and to work towards healthy, self-respecting manhood and good citizenship! It is not the province of this handbook to take up the question of games and sports, but this point must always be emphasized there is far more benefit in a variety of out-door games and sports, rationally managed, than in all the indoor gymnastics and basket-ball in the world. It is true that boys are likely to specialize in one kind of out-door sport, and this may be one not bring- ing a well-rounded development, and, too often, physical directors are likely to let the general good suffer for the sake of a winning first team. Nor are the physical directors always to blame, for often, no matter how well the director brings along the great majority of his boys, his reputa- tion, if not his very position, depends on what he does with the one team. And this despite the great deal of open criticism that has been made on the subject. Unfortunately, for the great mass of city school children there is little possibility of any general acquaintance with the best out-door sports, and restricted school-yards present few possibilities. But even these must be used, and games appropriate for narrow quarters utilized, so that at least some organized open-air play can be brought to aid in the all-around physical development of children. 20 CHAPTER THREE STANDARDIZING GIRLS In general, the same theories apply to the standardization of girls that apply to boys. We must first assure ourselves of the girl's health before we can attempt to obtain a reliable physical score. Several important factors come into play, when the physical training of girls is considered, which do not affect that of boys or at least to a very small degree. First of all, the average girl is not interested in physical development. To be strong does not appeal nearly as much as her appearance. To be sure, this is beginning to give way, particularly in high schools and private schools, because of the increasing interest that older girls are taking in athletic sports. And this latter is encouraging, for it shows that there is no inherent reason why a girl should not be given an interest in muscular development, and the present lack of interest is, likely enough, the result of custom and lack of opportunity. And the writer has known girls as young as twelve to be very aggressively in- terested in such matters, and to start a process of training that was carried on for two or three years with a steadiness that resulted in a splendid physical development. 21 In general, however, it takes time to arouse a general interest of this kind, and such a matter as physical measuring can usually be taken up only after a year or two of education and encourage- ment. It can be done, however, with excellent results, as the records of some high schools and private academies show. It is well, then, unless you are very sure of your group, not to begin a physical measuring process off hand, without warning and an educa- tional process planned to arouse interest in the subject. Under ten years there are no difficulties to speak of, and it may be considered good policy to begin with the younger ones and continue the process with their group and the succeeding ones as they pass through the school, and the very fact of such a procedure taking place with younger girls is apt to influence the older ones favorably. Different methods apply to different kinds and types of schools and to different kinds of communities. It is here that the judgment of the principal must decide. The second important factor concerns the standards themselves. The plan cannot be as simple as that which serves well for boys and young men. For instance, suppose a girl is 54 inches tall. She may be pre-adolescent, adolescent, or post-adolescent. Her age cannot always help in judging which. Very obviously a set of stand- ards suitable for pre-adolescent girls will not do at all for physically mature girls of the same 22 height, or even of the same height and age. The whole type of build has changed markedly. So, if we can use five sets of standards for boys, ranging from slender to heavy, we must use at least ten sets of standards for girls, allow- ing five each for the pre-adolescent and post- adolescent. We might even provide a third set of five for the adolescent stage, though in practice we find that the two sets do quite well, and these two sets are given in this handbook. With girls the question of posture is much more serious than with boys. Not only does the average girl's lack of exercise have its effect, and the way many girls have of curling up the same way on chairs and lounges, but many purposely take a slouching posture as a kind of pose. But a girl can be appealed to very strongly if she is shown conclusively the effect of bad pos- ture on appearance, and this can be done by actual example, or even by photographs. As with boys, however, if the proper muscles are developed if the muscles of the back, abdomen, and across the shoulders are made hard and firm, a girl or boy will tend to assume a good posture. Posture is so important a matter in many ways that in school competitions for best build, posture should be made to count, too, so that in the case of two contestants with the same score the one with the better posture should be given the award. With girls, as with boys, the interest in competition can be used to a worth while degree, 23 even if not with so strong an effect competitions for best build, for the benefit of those already strong, and for highest per-cent of improvement, for those of poor build. As with boys, the physical director can come to a close relationship with a girl and can be of immense aid during the trying years of a girl's development, not only physically, but mentally and morally. CHAPTER FOUR ORGANIZATION A school organization, of whatever size, should provide both for an experienced medical examiner and a physical trainer. This is a most serious proposition in rural schools, it is true, though here and there rural districts are combining forces, and with the use of motor busses, children from quite a large area are able to attend first class schools, and such schools can make adequate provision for such matters. The small, one-room rural school, however much it may need such attention, is too often largely dependent on the gratuitous aid of some good-natured physician and on such physical training as the one teacher can give. The handicaps under which such schools labor, are, however, receiving more and more at- tention, so that before long it may become a prev- alent custom to have medical inspectors and physical trainers who, by automobile, can care for quite a large area. Too often, when a school is fortunate enough to have both a medical inspector and a physical director, there is too little co-operation between the two. The physical director should not only have access to, but be very familiar with, the records made by the physician, for very often the special exercises and the sports and games 25 have to be modified very much to fit the needs of children who are laboring under various diffi- culties, some of which would not be obvious to the physical director. In such hard driving games as basket-ball, and in running events, an intimate knowledge of the medical records is vitally neces- sary. Basket-ball particularly has an evil record when used by children of the fast-growing age. No boy or girl should play it at all unless the heart is absolutely sound, and even then the play should be limited to very short periods, with frequent rests. This game requires a maximum of sustained effort and is the cause of no little heart enlargement. Again, medical examiners often find faults that may be remedied at home, through chang- ing or improving the diet, by giving a child more sleep, or something of the kind. These faults are too often recorded by the examiners and then nothing is done about it. Fortunately, here and there, the school nurse has become a real and effective institution, and where they are we can be more sure of a co-operation between the medical examiner, the school and the home, making for a rapid elimination of remediable ills and a much higher percentage of children who are in good health. It is to be remembered that the use of the height-weight system of standards depends on this very matter the bringing of all children as near as possible to a perfect health standard M first. The medical examination is absolutely es- sential, and as we have said before, it is essential for all children, whatever their type of build may be, from slender to heavy. The recommendations of the medical exam- iner being followed, then, and the physical director being acquainted with the medical records, the measuring of the children can be carried out with some significance. When schools are co-educa- tional, as most lower schools are, then the com- bined efforts of trained men and women are both needed to gain the measurements and physical scores of the boys and girls. The records should be kept on individual blanks where, under the measurements of the child, can be placed the standard measurements for the same height and weight, and, under that, the points added or sub- tracted depending on whether the child's measure- ments go above or below the standard. The child is given 100 to start with. With boys shoulder-girth, upper arm girth, chest-girth and calf girth have J inch counting one point. Chest expansion and the difference in girth of the upper arm when contracted count 1 point for each y% of an inch above or below standard. With hips and thighs ^ inch counts 1 point. With girls the same scoring is used, only that with hips and thighs 1 inch counts a point. When the scores are found, it is effective to have the scores of all the children in the school posted where they can see them, and after each 27 score should be indicated just where the minuses were gained. This helps the child to focus at- tention to particular needs, and also aids in awak- ening the spirit of emulation. After this is done, periods can be set when a child can report for exercises that will aid in getting rid of the minus quantities. We cannot take up in full a series of such exercises. The writer has already done so in a previous text-book. But a few suggestions may be found useful. The best exercises for making up deficiencies are those which require a concentration of the mind on the exercise. An exercise that will do this will be more effective than weights, dumb- bells, or other apparatus. Such exercises are the so-called "resistance" movements, which require that one set of muscles be opposed by another set. SPECIAL EXERCISES. For instance, here is a powerful exercise for developing biceps and triceps. Place the hands, palm to palm, in front of the chest, with the right palm, say, facing outward. Force the right hand straight outward, then, against a firm and steady resistance of the left hand. Resist strong- ly* yet allow the right hand to go outward so that the right arm is out at full length in about two seconds. Then have the left hand push the right hand back to the chest again, slowly and resisting strongly. When a boy is doing this, have him notice how the right triceps and left 28 biceps are being used. Then reverse the hands, when fatigue begins, and push outward with the left hand. Now the left triceps and right biceps are obviously being used. The beauty of this and similar exercises is that only by concentrat- ing the mind on the exercise can there be any resistance. And so it is that the writer has found it exceedingly effective, with girls as well as boys, in bringing up the various minus quantities. Following the same theory clench the fingers of the hands together, raising the elbows at each side the height of the shoulders, then let the right hand pull the left one over to the right as far as possible, then let the left hand pull the right one over to the left as far as possible. Continue till fatigue begins. This will be found to affect strongly the muscles across the shoulders. Here is another, helpful when the shoulders stoop forward over a flattened upper chest. Clench the fists in front of the chest and raise elbows to the height of the shoulders. Now slowly, resist- ingly, move the fists upward and backward, back past the ears and close to them. Then relax and bring them forward to the front of chest again. Repeat until fatigue begins. It will be observed with such exercises that they bring about much less heart-strain than is the case with the more violent exercises commonly in use. For chest expansion the writer suggests a slight modification of the usual breathing exercise. Here it is: First count raise arms straight 29 over head. Second count take a full breath, as full as possible. Third count retain air and bring arms down to side in relaxed position. Fourth count exhale. It has been found that when this is done 16 to 20 times, three times a day, low chest expansions are readily improved. For a minus in calf-girth, it is effective to walk a block, each day, without letting the heels touch the ground. This, of course, is not a resistance exercise of the first type, but as fatigue is likely to begin rather soon with it, it takes real mental effort to maintain it for the block. Phy- sical directors will think of variations of the resistance exercises to fill the various needs. When all the children who have minuses have reported, and have had special exercises assigned to them, they can be told how soon they may report to learn if they have "gained." This is an essential means for sustaining interest, and sustained interest means physical improve- ment. At this time, too, the principal of the school can announce the two competitions the one for physical improvement and the other for highest score. This latter can become a matter for inter-school competition. One such competi- tion has been described. This is one that would appeal most strongly to boys, and would doubt- less be difficult to organize for girls. In the inter- school competition for best-build, the five boys having the five highest scores would represent a school, let us say, and the judge would select the 80 best built boy of all, counting not only the boys' physical scores, but their posture, their symmetry, and possibly even details such as the shape of foot. The writer remembers seeing a competition among boys for the best shaped foot, and they learned more about the effect of badly shaped shoes and pointed toes than they had ever dreamed of. And this is a competition that would benefit girls more than boys, for most boys like comfortable shoes, with plenty of room, and are rather more proud of wearing large shoes than the reverse ! Besides working for physical improvement only, the physical scores can be used in other ways. For instance, some schools think it a mistake to give honors solely for class-room work, and feel that they should go to the all-around boy rather than to the scholastic grind only, or the lesson-hating athlete only. So it is that honors might include the physical score, or the per-cent of improvement, as well as a boy's athletic spirit and his good comradeship. The general theory being now described, and the machinery for carrying it out, we can now come to the actual process of gaining the physical standards. 31 CHAPTER FIVE THE STANDARDIZING MEASURING. Use a tape that will not stretch. Steel is preferable. In measuring hold lightly. There is a tendency to pull tightly on a tape, and as the flesh is easily compressible, it is possible to take an inch or more from some measurements without realizing it at all, and when inches count points it is a serious matter. Hold the tape lightly then and just firmly enough to prevent it from slipping down. By looking at the part being measured you can readily see if the tape is compressing the flesh in the least. It is highly essential that these direc- tions be followed to the letter. Any individual variation to any marked degree will make the comparisons with the standards less valuable. Fortunately it is a simple matter, first to hold the tape lightly so as not to compress the flesh in the least. The second important point is that in meas- uring shoulder-girth, upper arm girth, hip, thigh, and calf girth, the maximum girth must be taken. In taking the shoulder girth it is necessary to see the arrangement of the tape both from front and from side, to be sure that it includes the greatest possible girth taken at the widest part of the shoulders. 32 The black lines show where the tape for the various measurements is to go. (Boy's score 115, heavy type, age 14.) In measuring the upper arm have the boy or girl raise the arm horizontally. Then measure the upper arm over the biceps. Then have the biceps contracted as fully as possible and measure at the point of maximum girth. The difference between the first and second measurements is the "difference" mentioned in the tables. CHEST-GIRTH. There is less uniformity in taking chest-girth and chest-expansion than with any other measurement. It is taken at different places, some take the girth with the chest relaxed, and the "expansion" is the differ- ence between that and the full breath. We have found that the relaxed position is not always the same with the same person, even with immediately successive measurements. This is especially true when children become self-conscious. To have measurements we can rely on we must find fairly fixed qualities, and those that can be altered only by growth or special training. Our "chest-girth," then, means the chest with the air exhaled a maximum exhalation. With the boy the measure- ment is taken about an inch below the arm-pits; with the girl at the 9th rib. When taking this measurement place the tape lightly in position, taking care not to pull it tightly. Tell the child to take a big breath as big as possible. Note the measurement. Then tell the child to breathe all the air out ALL the air. See that the child does not aid expansion or contraction by movements of shoulders. Make 33 it a natural breathing but a maximum and minimum one. When maximum exhalation is reached, note the girth and put that down as "chest-girth," and the difference between this one and the first measurement the maximum inhalation is the "chest expansion" of the tables. This takes practice, of course, but measuring after a time becomes almost automatic, only see to it that it becomes correctly so. WAIST. This is the minimum measure. See that the subject does not hold the abdomen in making a small measure. Take it relaxed. This measurement does not count in the scoring, but it aids in understanding a score if the subject has a minus for nearly all girths, in which case you are likely to find an excessively large waist- measure. This again may mean an unhealthy fatty condition, or it may mean that a flattened chest caused itself by some breathing obstruc- tion like adenoids is forcing the abdomen out unnaturally. HIPS. Maximum measurement. Here, as with shoulders, it is necessary to view from front and side. THIGHS. Maximum to crotch and just under hip-muscles. Hip and thigh measurements are not as significant as others, and so are given less value. CALF. Maximum. This can usually be seen from the side, though a glance front and side makes for accuracy. In our scoring, we take average of thighs and calves and count twice. 34 SCORING. Find the table that shows a weight nearest to that of the subject for the same height, taken in whole inches. That is, we do not count frac- tions of an inch in height. When the weight comes half way between the weights given for the same height in two tables, compare the sub- ject's weight with the measurements going with the lighter weight. If the child is a typically "fat" child, no score can be made. This is not a normal type. Start with a score of 100. As the individual's measurements go above or below standard for the same height and weight, points are added to or subtracted from 100. With shoulder-girth, upper arm girths, chest- girth, and calf-girth, J4 inch counts a point. With the "difference" in measurement of upper arm on contraction of biceps, y% inch counts a point. With chest-expansion y B inch counts a point. With hips and thighs, Y^ inch counts a point for boys, and 1 inch counts a point for girls. Less than % of a point is not counted. Here is an example. The upper row shows the measurements of a boy. Below them are the standard measurements for a boy of approximately the same height and weight. Below that are the respective "plusses" and "minuses," according to whether the measurements are above or below the standard. And finally there is the ' 'score, ' ' which is gained, remember, by adding or subtracting the sum of the plusses and minuses from 100. 35 60 92 35H 35V 8 28 & 28 H 3^ 3H 8X2 8^ 1H U4 8 8 IK IK 25 2534 30 30^ 19 18** 12K 12 -1 4-1 U 4-1 ^1 4-1 U + 2 Adding minus and plus quantities we have +4. 100+4 = 104. A score of 104 is very satisfactory. The boy has no conspicuous minus quantities, and those he has can be made up in two or three weeks. A girl would be scored the same way, only it is to be remembered that with girls with hip and thigh differences from standard 1 inch counts a point. Remember, too, to take the average of thighs and calves and count twice, as is shown in the above example. And remember, too, that this scoring is really worth while with healthy children, and not so much with children who have malnutrition or other serious ill. WHAT CAN BE LEARNED FROM THE SCORES The final score gives a boy or a girl an oppor- tunity to gain a fair comparison between his or her muscular development and an ATTAINABLE and satisfactory standard for the same type of build. On the printed record blanks, which are arranged so that the scores can be put down as in the example, the individual can see just where he or she has fallen below standard, and so will know just which points need special exercise, and the physical director can advise in this matter. It 3fi aids much, after that, if the individual is enabled to report, at reasonable intervals, to see if the deficiencies are made up. Some are made up very rapidly. The final score has another and very import- ant use. By means of taking successive scores real improvement can be distinguished from mere growth gains. It is too common to term these latter "improvement." When an individual is taller and heavier, all the other measurements must improve in proportion in order to maintain the first score. Mere growth will not bring up a score. If, however, the score actually increases, then some or all of the other measurements must have improved more than was necessary for pro- portional growth, and you have an actual IM- PROVEMENT registered. This is a very signifi- cant matter, and a great aid in checking up the value of a course of training, it being thus possible to find if actual improvement follows its use. This, perhaps, is the most valuable achievement of this system. 52145 \N\- \-\N\-\-\:N) NNrt-^Vf< ^< -J\w\ -KFN\w\\i*\t-.\ J\^\^\e^\ .-K \N ^>\po\oo \rtt\ce\p\c< -\ \t~\-H\-<\K\<\ J\t-S.^\^\ O) X - O v I -T /. Sfl ** c III oo k C.C 11 VtVCVCNP \OO\jt\PO\PO\P\5^\ff'\PO\flO\^'\jli\rti\PO NPt co\w\eo\t-\ ^\t-osw\co\>^\^\<-'S.to\u9\W\eo\eQ\t^. "^ C \00\00\M\N \N\00 \_n\Qp\_)( \_j( \QQ \00\00 cac \*NPO \P\PO\50\ff\*JI \N\rt. CO \ CC\CO\ i-H\l/3\ *H\IC\ r-\l*\^\fH\CO\ ^\CO\ \pO\Cil NpO b\\ K\ II 5* N.JI V^O\00\QO\J|\00 NOO\,J|\00\C>)\,$| \,ji \QO\QO\pO \-\OO eo\ '^Neo\o\eo\b-\ "^Xi-iVco^.i^seON i^\p5\io\ia\eo\t^\ ?ot>t>t>t>t>t>ooooccoocO5a5OiC5O5ajO5O 4! Ed 00 GO \M\^l \ T |.\^\^\W\\N\^N\Op\ s )\^0\^( ^vf^xf CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO ^* ^J* ^ ^* 40 \oo\9o\jji \jji\oo \?>\jj< \oo\jf\^i NOONJOX^NOON^IN^XOO 00 H \^o \oo\oo \oo\oo \oo\^\^\^ji\oo \$\oo \oo 6, a \- ^ \* NI ^ Nt \, NJ \j M \*~*4 **'; 'f+i *'/' ^*'V * . - - < \W \^\^\^\00\00\00\^V^V^\00 \00\00\0) \00 \)\QO\,.J4 .- f^\ c^c^r^^Xo^l^l-^\cc\1^\oo\ t^\ec\irj CD ^ \oo N^ONOON^OXOO^X^X^ON^X^N^XOONOON^ONOO xoox^x^voo eg t-\ jg c O 3 g ^^V^^N^V^ \^N5\?o\?o\^\oo Xj*\w\^ X^Xjji QQ o> t, >. 02 rt > Ci i, ^N^NjtX-^NjtXooxooxNXoox^x^ xooxooxooxoox^^oxooxooxjn rr I_H o O W SB TH rH r-l rH ^-1 ,-H ^-1 ^H ^H ^H i-H ^H C<1 t>t-i>t>t>cx)oooooocooaia5aia5aiOoooo S ' B \? \00\^\jj(\00\^\^\00\00\Tj(\00\50 \00\00\^\OO\^ t 2 - JT-y d CO CO CO CO CO COCOCOCOCOCOCOCO'^'^^'^^'^i^T^i 63 J3 N?\^ \00\00\^\^0 S^OXOON^X^X^OS^X^ON^X^X^ \00\DO\^0 o 41 1 I - 'L = > 03 O P fi la * a 111 ~- OO \OO\N \00\-x- \OO t-\ t>t>t>t>t>oooooooooooooocaiasaio>ooooo ^l\P\)\) NJ\|( \W\N\00 t>t^t>t>ooooooooobooai05C7iaiasajoooooo ^^ nso CO CO CO CO CO CO COCOCOCOCOCO'^'^J'^^^I 4 ^'^^^''^ 42 5jO ^0\00\M(\00\N\Tj \PC \\rll\Pq,\P*\P ^K^X^Kc^X^C^S *** rH\^}\cO\rH\rH\ Docr>oot>t>t>t>ot>t>i>t>ooooooooooc - 5 * ' a 43 T3 = CO V -: x I OB 0) j) 00 A 3 gt 5o 03 CX)OOC5OiOiOSO5OOOOOOOOi 1 1 irHCOtOiXiCHX>t>t>t>t-t>COOOOOOCOOOOOOQO 44 III \Tjl\^\Cq\00\,J(\,J| \00\r}(\00\00\00\00\PO\PO\TJ(\00\C<>t~t>l>t-C-t>l>OOOOOOOOOOOOOOOia5 ^C S III OX w M a i " ^S2 r^VSr^ " N^N^V^NP^N'* \oo\oo\flo\oo\rjt i-H\r-J\rH\r-\CO\ CO\ >C\ t~-\ CO\ CO\ l-i^ 46 -. > V a I g ^o 3 03 * 5 s >fO m- 000! ^NNNOONOONOOX^XN \00 \QO\00\ \rJ(\N\QO\OON^O\,}(\N \00 FJS.t-)\tfJ\t-\i-i\eo\H\ eo\ -N^ONQONQO soo Ny,, OJC V 3C *1OJOQCOCOC'5COCOCOCOCOCOCOOOCOCOCO 00 00 46 CO . = &S o> - 7 O | "o 13 |0 S fas |S* > h o tie s* 4 m CO xCO COC (M 56 2 en O CU Ml n- ^U^ ^3 feSi >hO 11s 0.0 N-).\00\00 i-K.io\f\ TH rH rH t> t- 00 00 00 OO eo\t- O i-l iH (M O\ O\ \1O\ t- t> 00 00 Oi Oi O5 \QO co\ i-H (M CO CO * IO CO CO CO CO CO CO CO CO \00\00\N\pO rH\r-i\,-i\t^\ CO CO CO CO CO CO CO 49 135 EC a 9 \w\oo\oo \op t>'oo oo'o> 05 o o o CO CO CO CO CO CO CO CO ooooooooosasasoi E c a* ,00 \00\W i-iXeoXooXw cocococococococo cocococococococo 60 c tt s* |8 fc c -lr-l