'GV 
 
 IRLF 
 
 Diversity High School Journal 
 
 lume 2 
 
 OCTOBER, 1922 
 
 Number 3 
 
 CONTENTS 
 
 The Classical Survey . LOvI 
 c ;al Service '-V )r!-: i 
 
 High ScV 
 
 .ical "E 
 School . . 
 
 A:/>,\ Kducati 
 school 
 
 C. CO NT AD, PH.D. 
 v.:OV BROWN 
 
 . EDWARDS, PH.D. 
 rsity High 
 
 niversity High 
 
 PUBLISHED BY 
 
 THE UNIVERSITY OF CALIFORNIA 
 
 UNIVERSITY HIGH SCHOOL 
 
 48ib and Wdbster Streets 
 
 Oakland, California 
 
 Entered as second -class matter, January 20, 1921, at ;he post off.ce at 
 Oa Viand, California, under the Act of August 24,*1912. 
 
 o 
 
UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Vol. 2 No. 3 
 
 OCTOBER, 1922 
 
fil/ 
 
University High School Journal 
 
 Vol. 2 OCTOBER, 1922 No. 3 
 
 THE CLASSICAL SURVEY 
 
 CLINTON C. CONRAD, PH.D. 
 
 The broad field of educational measurement has but recently 
 been opened to scientific research, yet its problems have engaged 
 an ever increasing number of investigators. One of the most 
 important of these problems is the analysis of the results of 
 teaching obtained in each of the subjects commonly offered 
 in the secondary school curriculum. An investigation of the 
 results of Latin teaching is now well under way, yet its progress 
 is known chiefly to those who have followed it in the pages of 
 journals devoted to classical studies. I trust that this descrip- 
 tion of the organization and progress of the Classical Survey 
 will not be without interest to workers in other fields. 
 
 The American Classical League was organized in July, 1917, 
 shortly after the United States had entered the World War. 
 The time of its organization is significant; its sponsors felt that 
 the trend away from the classical studies in those troubled times 
 boded ill to the progress of education in the United States, and 
 considered that this movement could best be halted by the asso- 
 ciation of those who believed in the educational value of the 
 classics. The purpose of the League was very definitedly set 
 forth when it was founded and its activities have since been 
 directed to this end alone: the study of the teaching of Latin 
 and Greek in the schools and colleges of the United States and 
 the proper presentation to the public of the values inherent in 
 these subjects. 
 
 Professor Andrew F. West of Princeton University was the 
 moving spirit in this undertaking and has been president of the 
 League since its inception. Teachers and friends of the classics 
 have given the movement their hearty support, and as the result 
 
 506650 
 
264 - t TSE QN1VEES1TY HIGH SCHOOL JOURNAL 
 
 of their efforts the American Classical League is today a going 
 concern, with all the driving force behind it which a live national 
 organization should possess. 
 
 In response to the insistent demand that the results of teach- 
 ing in the secondary school be submitted to analysis and measure- 
 ment, the League prepared a program for the investigation of 
 classical education in the secondary schools of the United States. 
 A liberal appropriation was obtained from the General Educa- 
 tion Board wherewith to carry on this plan, and in March, 1921, 
 a summary statement of the program and method of investi- 
 gation was issued by Dean West. 
 
 In this statement Dean West announced that the investi- 
 gation would probably require three years for its completion. 
 It would be carried on by a nationwide distribution of effort, 
 under the direction of a committee of expert investigators. The 
 investigation naturally fell into three parts: a careful inquiry 
 into the relevant facts, so that the existing situation may be 
 known; an analysis and impartial criticism of the ascertained 
 facts ; and the preparation of a progressive, constructive plan 
 for the teaching of the classics, based upon the results of the 
 survey. 
 
 Committees were speedily organized, and, after due delibera- 
 tion, the three special investigators were chosen: Professor 
 W. L. Carr, Dr. Mason D. Gray, and Mr. W. V. McDuffee, all 
 of them men familiar with the teaching of the classics in sec- 
 ondary schools and well adapted by their training and interests 
 to be leaders in this survey; Dean West is chairman of their 
 committee. 
 
 The special investigators met at once to consider the problem 
 before them, and by the end of July, 1921, had obtained for 
 their program the approval of the Advisory Council of the 
 League. In their preliminary report, published in the Classical 
 Journal for October, 1921, the purpose of the investigation was 
 denned as the preparation of a constructive program of recom- 
 mendations for the improvement of the teaching of Latin and 
 
THE CLASSICAL SURVEY 265 
 
 Greek in the secondary schools of the United States a better 
 and more effective adjustment of means to ends. 
 
 A list of twenty-six objectives in the teaching of Latin was 
 compiled from all available* sources. These ranged in signifi- 
 cance from "increased ability to spell English words of Latin 
 derivations," to "increased efficiency in the pupil's response to 
 problems which make demands upon his general intelligence." 
 Each of these objectives was subjected to careful analysis in the 
 attempt to discover how effective is the present teaching of 
 Latin in obtaining this particular end. In general the four 
 questions following were raised regarding each objective : 
 
 A. For what Latin pupils and for what proportion of Latin 
 pupils is this objective legitimate? 
 
 B. Is this objective actually being attained today, and to 
 what extent? 
 
 C. What content and methods are commonly used to attain 
 this objective, and what content and methods seem to be most 
 effective in attaining it? 
 
 D. What constructive measures should be taken in reorganiz- 
 ing content and methods to insure a fuller attainment of the 
 objective ? 
 
 The investigators next proceeded to consider the means 
 whereby these educational products could be measured. During 
 the past ten years a great amount of energy and effort has been 
 expended upon this very problem of measurement in education. 
 The elementary school subjects offer an excellent field for experi- 
 ment ; in arithmetic, penmanship, music, English composition, 
 spelling, tests have been prepared and given to groups of 
 students of a certain age and grade. In almost all of these 
 to set up norms of performance which should be attained by 
 students of a certain age and grade. In almost all of these 
 tests, skills were measured; the problem was a clear-cut one 
 and difficulties were encountered chiefly in the grading and 
 standardizing of the tests. In dealing with secondary-school 
 subjects the problem became more complex, and here even now 
 
266 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 progress is being made but slowly. Ground had been broken, 
 however, and it was for the special investigators to adapt exist- 
 ing tests or devise new ones suited to their purposes, and, most 
 important of all, to obtain sufficiently large groups of students 
 distributed throughout the United States to make sure that 
 an analysis of the tests given would yield dependable results. 
 
 A further problem confronted them, however. It is fairly 
 simple to find out what progress each of a group of students 
 has made in a given time in, let us say, increasing his working 
 English vocabulary. The group may be tested at the beginning 
 and end of this period upon their knowledge of selected lists 
 of English words. If the lists are properly compiled, definite 
 results are easily obtained, and the progress of each student 
 may be readily ascertained. But in order to obtain results of 
 value in this survey, it was frequently necessary to compare 
 the progress made by a Latin student with that of a student 
 who was not taking Latin. 
 
 Various means were at hand whereby students of equal 
 ability and differing training might be paired off and their 
 progress compared. The judgment of teachers regarding their 
 pupils, particularly evidenced in their subject grades, would 
 clearly be an important factor, but not entirely reliable for a 
 variety of reasons. Supplementing and correcting this is the 
 information obtained by the so-called intelligence tests upon 
 which psychologists have long been at work. 
 
 Effective measurement of the intelligence was first achieved 
 by Binet, and used by him largely in dealing with institutional 
 cases where an accurate diagnosis of mental efficiency is clearly 
 of the greatest value. His efforts to apply his methods to the 
 more general problem were cut short by his untimely death, but 
 have been ably carried on by many investigators, among whom 
 Professor Lewis M. Terman of Stanford University is perhaps 
 the most noted. The experience gained in this field during the 
 World War was of the highest value; dealing with millions of 
 subjects gave those conducting the tests an unexampled oppor- 
 
THE CLASSICAL SURVEY 267 
 
 tunity for analyzing and correlating their findings. As the 
 result of their experiments there are now available standardized 
 group and individual tests which are notably efficient in deter- 
 mining the abstract intelligence of the subject tested. In gen- 
 eral, those characteristics of the thought process are tested which 
 Binet considered most important: its tendency to take and 
 maintain a definite direction, the capacity to make adaptations 
 for the purpose of attaining a desired end, and the power of 
 self-criticism. ,By means of these tests educational problems 
 of various kinds have been handled with greater sureness and 
 efficiency; their use in classifying students, in separating for 
 special attention retarded and super-normal students, in voca- 
 tional guidance, and in similar fields, is now widespread and its 
 value is recognized. Intelligence tests, then, were ready to the 
 hand of the investigators and should be of great service to them 
 in the comparison of the progress made by students of differing 
 training, for by them the capacity of these students may be 
 equated. 
 
 After considering methods of obtaining measurements neces- 
 sary for their purposes, the investigators prepared a tentative 
 program of these tests which they proposed to give and sub- 
 mitted it for criticism to leaders in the field of educational meas- 
 urement. After obtaining their advice and final approval, it 
 was found possible to begin the tests in September, 1921. The 
 first group of tests were chosen with a view toward comparing 
 the Latin and non-Latin student's progress in attaining com- 
 mand of the English language. There are five tests in this 
 group, covering general reading ability in English, capacity for 
 expression in English, command of the English vocabulary, par- 
 ticularly of that portion derived from Latin words ordinarily 
 occurring in first-year Latin books, and command of English 
 grammar.- These tests are well standardized, and yield results 
 which are of considerable value to the teacher who gives them, 
 as well as to the Survey. They have now been given in widely 
 separated parts of the country under varying conditions to both 
 
268 THE UNIFEESITY HIGH SCHOOL JOURNAL 
 
 Latin and non-Latin students in sufficiently large numbers to 
 produce trustworthy results. Each of the five tests has been 
 given to from fifteen to twenty-five thousand students; the 
 returns are in and are being subjected to analysis. In many 
 schools these tests will be continued during the present school 
 year. 
 
 Further series of tests are now being prepared by means of 
 which the value of Latin as a propaedeutic for the later study 
 of the Romance languages will be studied and the Latin student 's 
 progress in Latin will be analyzed in various ways. 
 
 Closely connected with the testing program is a series of 
 research problems upon which workers in all parts of the 
 country are engaged. Over two hundred Latin teachers are 
 cooperating with Professor E. L. Thorndike in the determination 
 of the 25,000 most important English words. These will be 
 analyzed from the point of view of the Latin teacher, and the 
 results of this study should be fruitful in choosing those words 
 for first- and second-year books which will most effectively aid 
 him in mastering the English vocabulary. Of great assistance 
 in this same way will be the construction of a classical lexicon 
 based upon the etymological analysis of the New Oxford English 
 Dictionary, a cooperative undertaking fostered by Professors 
 Beeson, Bonner, and Buck of the University of Chicago. Grad- 
 uate students are in many cases engaged upon the study of 
 problems related to Latin teaching ; some are constructing tests 
 in Latin inflections, Latin composition, etc. Dr. Thurstone of 
 the Department of Psychology of the Carnegie Institute of 
 Technology is investigating the effect of the study of Latin 
 upon growth in reasoning power, as measured by tests based 
 upon graded passages of English prose. Dr. Charters of the 
 Department of Educational Research of the Carnegie Institute 
 is studying grammatical errors in English composition and 
 English grammar tests written by high school students, to 
 determine to what extent these errors involve principles which 
 are also involved in an understanding of the elements of Latin 
 grammar. Professors Ullman and Kirby of the University of 
 
THE CLASSICAL SUEVEY 269 
 
 Iowa are endeavoring to determine the content and method in 
 the teaching of Latin which can be made to contribute most 
 effectively to a knowledge of the principles of English grammar 
 and to correct expression in English. Professor Henmon of the 
 School of Education of the University of Wisconsin is working 
 to develop the most effective method of making a knowledge of 
 Latin contribute to the mastery of French. 
 
 So all over the country experiments and studies are being 
 carried on in the field of Latin teaching. From this array of 
 research problems which I have excerpted from the long and 
 constantly growing list, it will be seen that men in other fields 
 are freely giving their help. The United States Bureau of 
 Education also has engaged in the collection of statistics on 
 the number of students taking Latin and other foreign lan- 
 guages, the preparation of their teachers, general requirements 
 of the courses, etc. Similar investigations in Europe are in close 
 touch with the workers of the Classical League here. The gen- 
 eral rousing of interest in the teaching of Latin bodes well for 
 the future. 
 
 What shall we expect from the Survey ? We should find out 
 just what is now being done, and the efficiency of methods now 
 employed. Recommendations for improvement should be pre- 
 cise and adequate. The final report, with its accompanying 
 detailed studies of experiments and tests, should be of the 
 utmost value in informing Latin teachers how they may most 
 effectively expend their efforts. The courses of study in Latin 
 may be reorganized upon the basis of results obtained in the 
 Survey; at all events, there will be available material from 
 which we can estimate in detail the value of the present course. 
 Textbooks will certainly be written which will incorporate the 
 recommendations of the investigators ; in organization and choice 
 of subject matter they should be vastly better than those in use 
 at the present time. 
 
 The way is open, then, for a great step forward in the teach- 
 ing of Latin. In this the schools of California should have an 
 honorable place. Latin teachers can aid the Survey and at the 
 
270 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 same time render their own work more efficient by assisting in 
 the testing program. New problems are constantly arising 
 which await the qualified investigator. Teachers and principals 
 who are interested in this program are requested to communi- 
 cate at once with the writer of this paper. Our share in the 
 results of this enterprise should not be disproportionate to the 
 effort we have put forth upon it. 
 
SOCIAL SERVICE WORK IN THE HIGH SCHOOL 
 
 MAEION BEOWN 
 
 Whether definitely provided for or not, social service work 
 has taken a place among the many extra-curricular activities of 
 the modern high school. Unorganized, spasmodic, and appar- 
 ently insignificant it may be, but wherever there are boys and 
 girls in a community where problems of social adjustment exist, 
 there some group at some time or other is carrying on activities 
 which may be called service or welfare. There have always been 
 sick comrades to be written to, Christmas baskets to be dis- 
 tributed, the poor to be aided. Only recently, however, has this 
 kind of work become broader in scope, more understandingly 
 directed, and more worthy of its claim for a place among organ- 
 ized and promoted activities. 
 
 This enlarged program of social service has been partly due 
 to the changing emphasis in education, from pursuit of knowl- 
 edge to pursuit of more abundant life, as is evidenced by the 
 part which extra-curricular activities, with especially trained 
 directors, play in the modern high school. The increased inter- 
 est of all citizens in community welfare, moreover, has influenced 
 the attitudes and habits of boys and girls. Health centers, recre- 
 ation centers, special educational institutions, and all kinds of 
 progressive, constructive movements have developed to promote 
 and care for public welfare. The war with its intense surge 
 of service work, its demand for cooperation in the solution of 
 community and national problems, its emphasis upon the need 
 for every one 's help in universal causes, brought boys and girls 
 of high school and even grammar school age into the ranks of 
 service. The close of the war left individuals, communities, and 
 schools with energy, fruitful experience, untold resources for 
 service, and above all a vision of a world in need of that service 
 in its process of reconstruction and regeneration. It is in order 
 to conserve this energy and experience, to use these resources, 
 
272 THE UNIVEESITY HIGH SCHOOL JOURNAL 
 
 and to develop the qualities of fellowship so dominant in the 
 high school student that has made social service assume propor- 
 tions requiring a definite and recognized program. 
 
 If social service activities are to pay educational dividends 
 they must be evaluated in terms of educational objectives. As 
 educators we are not interested so much in the work accom- 
 plished as we are in the boys and girls who do the work. Assist- 
 ance rendered directly or indirectly in solving the great prob- 
 lems of promoting social well being or in preventing, curing, and 
 caring for social ills may be a worthy end in itself, but high 
 school service work should find its greatest reward in the life 
 and character of its youth. 
 
 The organization of social service work in the high school is 
 dependent upon its status as a recognized activity. Where no 
 definite provision is made in the activities program, cases arise 
 which may be handled in one of two ways. Either a group of 
 students may organize to accomplish a specific task, and under 
 the leadership of an enthusiastic student or teacher undertake 
 to raise funds for a needy family or for a public need, or one 
 of the numerous clubs already existing may undertake this 
 work; service projects are not uncommon for dramatic, art, 
 music, language, and civic clubs. By the first method, if the 
 enthusiasm lasts, the work will perhaps be completed; more 
 often it is left unfinished. By the second, the work is likely to 
 be entirely foreign to the interests of the students and of the 
 club and only taken over because of apparent necessity for the 
 work to be handled by some organized group. By either method 
 the work lacks continuity, the interest is spasmodic, and the 
 larger educational aims often neglected. 
 
 Where service work receives recognition as an integral part 
 of the school's activities program, we again find two kinds of 
 organization. Sometimes a committee from the student body 
 handles all cases. If so, the work may be centralized and 
 efficiently carried on. Frequently, however, there is a tendency 
 for too few to participate and for the interest to center chiefly 
 
SOCIAL SERVICE WOEK IN THE HIGH SCHOOL 273 
 
 in the work, and lack the element of personal development which 
 is after all the educational aim. There may be also a break in 
 continuity of program with the changing personnel of the com- 
 mittee each semester. Or, best of all, the organization for carry- 
 ing on social service work may be the social service club. Such 
 a club may arise from the desire to make the occasional service 
 work of other clubs or of independent groups more permanent 
 and more effective, or it may grow out of the student committee 
 plan, or it may be started, much as any other group is started, 
 to undertake a definite program in the school. The University 
 High School has two service clubs the Rainbow Club for girls 
 and the W. B. Society for boys. 
 
 When the Rainbow Club was formed, the school was highly 
 organized for the gifted student; there were student activities 
 which centered in art, drama, music, and science. In spite of 
 this fact there still remained on the outside a group of girls 
 not affiliated with any existing organization. A few of the 
 leaders among them conceived the idea of forming a welfare 
 club to which any girl might belong who was willing to work 
 for others. And so, in the fall of 1918 when war service work 
 was a leading inspiration, the Rainbow Club came into existence. 
 Annie Fellows Johnston's "Georgina of the Rainbows" gave 
 the name and stated the purpose, "to cast rainbows around the 
 lives of others," to which the girls later added the motto, "We 
 Serve." There were fewer than fifteen girls in this early group 
 but they were enthusiastic, and decided to keep the membership 
 down until the club had become established. A beginning was 
 made in connection with the Community War Service and with 
 work at two orphanages and at a settlement. When the war 
 ended, the girls continued their work by entering more vigor- 
 ously into a school and community service program, enlarging 
 their activities and undertaking new responsibilities as their 
 numbers and strength grew. 
 
 The organization of the club was made as flexible as possible, 
 so that new committees might be formed and the constitution 
 
274 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 altered to suit new conditions as they arose. At the present 
 time there are 150 members. Any girl may become a member 
 after attending three meetings and performing three services. 
 The faculty advisor is an ex-officio member. The work of the 
 club is done through service committees. Every member belongs 
 to at least one of these, the chairmen of which are appointed by 
 the president. Each girl has entire freedom in her choice of 
 work, although she is encouraged to choose the kind of activity 
 in which she will succeed and which will give her the greatest 
 possible amount of training. 
 
 The officers, faculty advisor, and chairmen of committees 
 form an advisory cabinet which meets before each club meet- 
 ing to discuss plans and ways and means of improving or chang- 
 ing any phases of the work which seem to need revision. 
 
 Club meetings, held twice a month, are varied by having 
 reports of committees, discussions of plans, and stimulating 
 talks by workers in the field of social service who present differ- 
 ent phases of constructive social work, discuss opportunities and 
 kinds of training in the various fields, and help the girls to 
 see their work in its relation to all other progressive movements. 
 
 At the beginning of the semester, the term's program is 
 made and copies are given to each member along with a calendar 
 of the principal events, such as entertainments at institutions, 
 so that every member may have an opportunity to see in print 
 the complete service program. 
 
 Since the club has grown in numbers and in variety of 
 activities, for administrative purposes it has been divided into 
 the junior group of seventh, eighth, and ninth grade girls, and 
 the senior group of girls in the tenth, eleventh, and twelfth 
 grades. The junior group with its faculty advisor has some 
 separate meetings, and although its work is not separate from 
 that of the senior group, there are certain activities, such as 
 making scrap books, entertaining children, and mounting pic- 
 tures that are especially adapted to the younger girls. This 
 closer fellowship between girls with common interests has proved 
 
SOCIAL SERVICE WOEK IN THE HIGH SCHOOL 275 
 
 advantageous. The chairman of the junior division is a member 
 of the cabinet, and the chairman of the scrap book committee 
 is usually a member of the junior group. 
 
 At present there are eighteen committees in the club. Some 
 of the service is done at school; i.e., one group has charge of 
 the school Lost and Found bureau, another helps in the Cafe-- 
 teria, one assists the librarian in giving out textbooks, and 
 another sends notes and flowers to girls and members of the 
 faculty who are ill. This gives opportunity for girls who have 
 little time for extra activities, to render service during the 
 school day. 
 
 The activities carried on outside the school demand time 
 after school and on Saturdays, averaging from one to two hours 
 a week. Entertainments are given at the Blind Home, hos- 
 pitals, and homes for girls. Families are visited, work found 
 for unemployed fathers, and clothing made for the children. 
 The girls come into contact with the workers at the Associated 
 Charities, Health Center, and other agencies in the community, 
 and so gain an insight into some of the larger problems of com- 
 munity service. A nearby orphanage furnishes an interest for 
 many of the girls. Every afternoon a group of three or four 
 plays with the children, teaches them games, songs, folk dances, 
 or sewing, or tells them stories. Many girls who plan to become 
 kindergarten teachers choose this as their special work. Easter, 
 Halloween, Thanksgiving, and Christmas parties are arranged 
 for the children visited. 
 
 The club supports by voluntary contribution, a scholarship 
 fund founded in memory of one of its presidents. The scholar- 
 ship is given to a girl in another high school. 
 
 One of the most valuable projects from the standpoint of 
 the girls has been the work at the Alameda County Health 
 Center. With the financial assistance of the Junior Red Cross 
 in the school, the club furnished a recovery room at the Center, 
 and from time to time renovates and improves the equipment. 
 Some of the girls assist in the social service department and 
 
276 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 in the clinics. This has been made more practical through the 
 cooperation of the physiology and chemistry classes where the 
 Rainbow girls and W. B. boys have used their work for class 
 projects. The cooperation of the W. B. Society has made 
 possible an extension of the work at the Health Center to include 
 an orthopedic room. Money raised by the art department 
 through the sale of Christmas cards was donated, a food sale 
 added to the fund, the paint was furnished by an interested 
 parent, the boys painted the room, suitable furnishings were 
 bought, and now the students enjoy the satisfaction of knowing 
 that they have carried through a good piece of work, and those 
 who serve in the clinics bring back good reports of the result. 
 In the Health Center work the students come into contact with 
 standardized social service in its most practical phases as a 
 preventive, constructive social program. 
 
 Some of the girls interested in athletics have helped to start 
 an athletic association at a training home for girls, and the con- 
 tact between the two groups of girls has been a mutual benefit. 
 
 At Christmas the whole school cooperates in sending cheer 
 to children and grown-ups in institutions and in their own 
 homes. Each student is given an opportunity to bring food, 
 toys, and clothing to the Christmas Assembly. His gift is 
 wrapped in holiday splendor and he places it under the Christ- 
 mas tree. After the assembly Rainbow girls and W. B. boys sort 
 the gifts and deliver them to their destinations. 
 
 There are no club dues : money needed comes from the work 
 of the members. The Cafeteria and Lost and Found services are 
 sources of revenue. Occasionally the club holds a food sale or 
 dance, when money is required for a special project. 
 
 The girls are encouraged to undertake any welfare activity 
 which is wholesome, constructive, and which has a real service 
 value. They are often asked to sell tags or to raise a sum of 
 money for a cause which, while worthy in itself, contains no 
 educational opportunity for active service work. There is no 
 place in a school service program for money making schemes 
 unless there is a service side of which the students are conscious. 
 
SOCIAL SERVICE WOEK IN THE HIGH SCHOOL 277 
 
 The members of the Rainbow Club find themselves actively 
 engaged in "scattering rainbows.' 7 There are enough activities 
 for every girl to have an opportunity to share in the work. One 
 of the responsibilities of the president is to know what each girl 
 is doing, and to encourage and lead each one to an active expres- 
 sion of her service interest. The club meetings foster a united 
 group spirit and each girl hears of the interests and work of the 
 others. Committee reports are filed in a permanent record book, 
 and general reports are made at the close of each semester. 
 
 The boys of the school at first supported the work of the 
 Rainbow Club by furnishing auto service, and helping wherever 
 they could. Finally a group of twenty leaders formed their 
 own welfare organization, called it the W. B. Society without 
 other explanation of the name than that it might mean "wife 
 beaters" or "well babies," and with boylike energy organized 
 a transportation service for the Health Center. In groups of 
 two they went before school in the mornings to different parts 
 of the city and brought children to the Health Center for tonsil 
 operations. They aided the Rainbow Club in fitting up a day 
 nursery in one of the Oakland schools, and helped in all of the 
 school service work. After an enthusiastic year the leaders 
 graduated but had failed to train others for leadership ; so the 
 club slumbered for six months. Interest revived when some of 
 the boys helped in the program for relief of the unemployed 
 during the spring of 1922. They reorganized the club, worked 
 on Saturdays and after school on the Health Center project, 
 transported dental chairs to different schools, and under the 
 inspiration of an enthusiastic faculty advisor, established a 
 permanent organization. 
 
 The work of these two social service clubs has not limited 
 the service activities of other organizations where those interests 
 have developed. Nearly every club in the school has carried 
 on some service work during the past school year. The Kamara 
 Kraft Klub took pictures of orthopedic cases at the Health Cen- 
 ter ; money for relief of unemployment was raised by the Art 
 and Radio clubs and by the Girls' Athletic Association; the 
 
278 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Dramatic Club gave benefit performances, the Camp Fire Girls 
 had a service program; the Civic League organized practical 
 unemployment relief work; science girls maintained a service 
 and rest room; the boys' Block U Society started a scholarship 
 fund ; and the school newspaper, the art and domestic science 
 departments cooperated in making service work a vital part of 
 the school program. 
 
 Is social service worth while? Does it justify itself from 
 an educational standpoint? If not, it has no place in a school 
 program. 
 
 These boys and girls are working together for a common 
 aim. In cooperating, they are forming habits of tolerance, of 
 fairness, and of honest judgment. They find truer standards 
 for evaluating persons and actions. They develop powers of 
 leadership and experience the joy of fellowship. It is no small 
 task to be president of a club of 150 members where the work 
 is so personal and active as it is in the Rainbow Club. A com- 
 mittee chairman soon learns the Golden Rule as she leads her 
 girls to a fulfillment of the work they have undertaken. Per- 
 sonal responsibility becomes vital when one realizes the cost to 
 another of a broken appointment or of a poorly finished task. 
 The members of these clubs devote time out of school to work 
 for others. Many high school activities require very little time 
 out of school hours, and the members get definite returns in 
 applause, increased skill or more knowledge in their chosen field 
 of activity. The service worker adds to all this the joy of work 
 for others, and finds herself finer, truer and closer to her own 
 ideals; as one girl said, "we're casting rainbows around our- 
 selves as well as around others." 
 
 The members of the Service Club are constantly in touch 
 with the misfits of the world; they see children paying the 
 penalty for broken homes, men already unemployed or unem- 
 ployable, sick, under nourished, ill-clothed, and begin to under- 
 stand the results of lack of training. The danger is that students 
 will see these conditions existing, and will come in contact only 
 
SOCIAL SERVICE WORK IN THE HIGH SCHOOL 279 
 
 with attempts to cure them without coming in touch with the 
 promotive, preventive, constructive side of social service. If 
 such is the case, they will fail to get the true social vision. By 
 careful selection and direction of activities, however, students 
 soon see the limitations of the smug attitude of acceptance of 
 situations, and learn to know the value of social service work. 
 By sharing in the work of those organizations which build up, 
 they come to realize that the world is still in the making, that 
 they are co-creators, and accordingly as citizens in a democracy 
 they envisage the highest standards of social good in small and 
 in great things. 
 
 What do the students think of the w r ork? The answer to 
 this question is one certain measure of success and justification. 
 In an effort to answer this question fairly, the writer asked 
 different girls who had taken part in the club work to express 
 their own ideas of what the Rainbow Club had meant to them. 
 The following was written by a girl six months after she had 
 graduated. It is chosen because it embodies the thought of most 
 of the others, and because it was written by a charter member 
 who has seen it grow to its present strength. 
 
 Our purpose in organizing a Eainbow Club in the first place, was to 
 provide some activity for the girls who neither danced nor seemed to pos- 
 sess any great talent along musical or artistic lines. . . . We were in search 
 of something anything that would appeal to those who needed more than 
 any other group an activity to bring them out of themselves. . . . We 
 purposely avoided defining our scope of activity too specifically because W T C 
 felt that this organization should be one of the group to be shaped wholly 
 by the members. We were not thinking so much of the orphans and the 
 blind people as of the University High School end of the matter. However 
 we soon forgot about ourselves and threw all our energies behind the task 
 of dealing out smiles to our proteges. ... I firmly believe that their (the 
 girls') Rainbow activity broadens their outlook on life, gives them some 
 idea of how some people have to live, makes them appreciate their own 
 advantages, develops unselfishness, initiative, ' l stick -to-it-iveness, ' ' and 
 comes just about as close as anything I know to making the girls one- 
 hundred-percent Americans. . . . We were privileged to watch leaders de- 
 velop from shy, backward girls, to see that community spirit get possession 
 of girls who were unhappy because of conditions at home, or for other 
 reasons, just forget their troubles in bringing ''rainbows" to some one 
 
280 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 worse 'off than they. Those who were backward from the so-called social 
 standpoint blossomed out as our best workers, in many instances. I think 
 that the one great big good that the Eainbow Club does, as far as the girls 
 are concerned, is in presenting the idea of service to them in such a way 
 that it is bound to make a permanent impression on all Jcinds of individuals. 
 
 A parent expressed his opinion as follows : 
 
 I believe the Club to be one of the best agencies for good that I have 
 ever know^ for it is continually doing good where it is needed, and what is 
 farther reaching in its results, it is developing the character of the girls 
 who engage in its activities. They will be better, more unselfish women 
 as a result of the training they are receiving by doing the kind deeds 
 which they do as members of the Eainbow Club. 
 
 If through the concrete activities of social service work the 
 high school student gains standards of gracious and sincere 
 service, a sane social outlook upon the problems of a world in 
 the making, habits of viewpoint and of action which make for 
 character building and the finest citizenship, then he may find 
 a practical religion and a life more abundant. 
 
THE HIGH SCHOOL CAMERA CLUB 
 
 H. W. EDWAKDS, PH.D. 
 
 The appeal of photography to the ordinary boy and girl is 
 such that a camera club can be made an important activity of 
 any high school. The basis for the success of such a club is to 
 be found in the capitalization of the natural interest of the 
 student, for best results are always obtained where attention 
 is attracted rather than forced. The appeal of " making pic- 
 tures" can be made the lure. The youth of our schools seldom 
 have an opportunity to learn the principles of photography, 
 and many want to know not only how to do it, but how it can 
 be done at a minimum expense. 
 
 A camera club may serve both the student and the school. 
 It may furnish illustrative material for the school periodicals 
 and produce a valuable pictorial record of the school's activi- 
 ties, thus furnishing profitable and interesting employment to 
 a limited group of boys and girls. To the individual member it 
 should present a study rich in useful information. Skill in the 
 use of certain instruments and processes can be developed, and 
 satisfaction resulting from the accomplishment of specific, 
 tangible results may be experienced. The gaining of knowledge 
 which may be turned to financial advantage is an important 
 consideration. From the membership of the Camera Club of 
 the University High School, four students found employment 
 during the past summer, two did oil coloring of photos and one 
 developing and printing at a resort studio. Another paid part 
 of his summer expenses by taking and selling pictures. 
 
 A camera club should consist of one or more teachers and 
 ten to twenty students. The teacher need not have had any 
 considerable experience in photography but must be interested 
 in boys and girls and willing to spend a few extra hours each 
 
282 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 week with them. Student control under responsible officers 
 should be the dominant principle in organization. It is advis- 
 able to have the work apportioned among several committees, 
 each functioning for a sufficient length of time to learn the 
 details of a process thoroughly and yet not long enough for 
 any one to lose interest. The committees should be in charge 
 of such parts of picture making as photographing, developing, 
 printing, advertising and selling, purchasing supplies, preparing 
 chemical solutions, coloring prints, enlarging, and making lantern 
 slides. That any but the fundamental processes will be under- 
 taken until the necessary skill is developed or until sufficient 
 funds have been accumulated for the purchase of additional 
 equipment, is not to be expected. 
 
 Surprisingly little equipment is necessary to begin with. 
 The entire outfit w y ill cost less than many single pieces of appa- 
 ratus found in some of our science laboratories and, needless 
 to say, will often be far more used. A small darkroom is essen- 
 tial. It need not occupy more than 30 or 40 square feet. It 
 should have electric lights, red for developing and white for 
 printing. A sink with running water need not be in the 
 darkroom but should be close by. Three tanks of wood or iron 
 will be needed for developing films. These should be at least 
 1^2" X 4" in cross section and about 40 inches deep. They 
 should be painted inside and out with some inert material, such 
 as asphaltum paint. Each tank should be labelled in such a 
 way that it will be used only for one process, developing, fix- 
 ing, or washing. The tank for washing should have a small 
 tube fixed in the lower end so that when films are to be washed, 
 water may be forced into the tank from the faucet and per- 
 mitted to overflow from the top into the sink. There will be 
 needed for printing three trays, each 8" X 10". Cheap shallow 
 baking dishes will do, provided they are painted. A printing 
 box as described by the Eastman Kodak Company would be an 
 advantage. Cameras owned by members of the club may be 
 used until funds permit the purchase of a larger one. In the 
 
THE HIGH SCHOOL CAMERA CLUB 283 
 
 latter case a focusing 5" X 7" plate camera with rapid recti- 
 linear lens will be of great service. Only chemicals prepared 
 for photography, or their equivalent, should be purchased. 
 Printing paper, such as Velox or Azo, should be bought by the 
 gross in adequate sizes, 5" X 7" or 4" X 6", which will cut to 
 advantage for the smaller sizes and at the same time give white 
 borders when trimmed. 
 
 Although a small initial fund will be required, other finan- 
 cial support will not long be necessary. Income will be obtained 
 from the developing and printing of films for students outside 
 of the club, and from the sale of prints of student activities such 
 as games, clubs, and plays. The photographing committee 
 should take pictures of various activities. Prints of these may 
 be suitably mounted in an album from which students may order 
 copies at reduced prices. All work should be done on a cash 
 basis. Business-like records should be accurately kept, and the 
 funds turned over to the school treasurer at regular intervals. 
 It is only fair to give special rates to club members as remunera- 
 tion for services rendered. 
 
 Many valuable suggestions are given in "How to Make Good 
 Pictures," by the Eastman Kodak Company. These should be 
 carefully followed. If properly approached, local photographers 
 will be found willing to give assistance. A delegation should 
 visit their studios for a glimpse of practical methods. The 
 following described processes of developing and printing have 
 been found satisfactory. No attempt is made here to go into 
 detail, but sufficient description is offered to give a working 
 knowledge if used in conjunction with the book mentioned above. 
 To discuss the processes of enlarging, the coloring of prints, 
 and the making of lantern slides, would require technical 
 descriptions not suitable for this article. 
 
284 
 
 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 DEVELOPING FILMS BY THE TANK 
 
 Developing. The developer consists of three solutions made 
 separately according to the following proportions : 
 
 Water 
 
 Sodium bisulphite .. 
 
 Pyrocallic acid 
 
 Potassium bromide 
 
 225. c.c. 
 
 2.25 grams 
 
 14. grams 
 
 0.25 gram 
 
 Water 
 
 Sodium Sulphite, dry 
 
 225. c.c. 
 25. grams 
 
 Water 
 
 Sodium carbonate, dry 
 
 225. c.c. 
 37.5 grams 
 
 These solutions will keep indefinitely in glass stoppered bottles. 
 When ready to develop, the tank is to be filled with a mixture 
 of the three solutions and water in the proportion of one part 
 each of "A," "B," and "C" and 25 parts of water, that is, 
 say, 100 c.c. each of "A," "B," and "C" and 2500 c.c. of water. 
 These must be thoroughly mixed and then poured into the tank. 
 The temperature of the solution is then to be taken and the time 
 required for development determined. Warm solutions work 
 faster than cold ones. If the temperature is 15 C, the time of 
 development will be 18 minutes. For each degree warmer the 
 time will be shortened by one minute. If the solution is warmer 
 than 20 C it should be cooled, otherwise the film may be ruined 
 by the softening of the gelatine. In the red light of the dark- 
 room, the paper from the film should be unrolled until the first 
 end of the film is reached and then a strip of lead, to serve as 
 a sinker, attached. The film should then be lowered into the 
 tank as it is unrolled. The paper should not enter the solution. 
 When the other end of the film is reached the paper may be torn 
 
THE SIGH SCHOOL CAMERA CLUB 285 
 
 off and a wire hook fastened to the film to enable its being easily 
 handled in the solution. The film should be left in the developer 
 for the required time, and should be raised and lowered a few 
 inches every two or three minutes to insure uniformity of devel- 
 opment. The developer may be used for three or four films 
 developed simultaneously or consecutively. Upon removal from 
 the developer the film should be rinsed by lowering it into a 
 second tank containing water, and should then be transferred 
 to the hypo tank for fixing. 
 
 Fixing the film. The hypo solution consists of two parts 
 made separately and then mixed. 
 
 Part I 
 
 Water 1800. c.c. 
 
 Hypo 450. grams 
 
 Part II 
 
 Water 150. c.c. 
 
 Sodium sulphite 28. grams 
 
 Acetic acid, 99% 20. c.c. 
 
 Alum 28. grams 
 
 After rinsing, the film is lowered into a third tank contain- 
 ing the hypo solution. The length of time required for this 
 purpose is not always the same, for it depends upon the number 
 of times that the solution has been previously used. The film 
 must be left in this solution until all of the yellowish silver salts 
 have been completely dissolved. It may then be transferred to 
 the rinsing tank in which it is to be washed. This is easily 
 accomplished by placing the tank upright in the sink and making 
 hose connections from the faucet to the little tube fixed in the 
 bottom of the tank. By this device the film is washed with 
 running water entering the tank from the bottom and overflow- 
 ing into the sink from the top. Washing will be completed in 
 thirty minutes. The film should then be hung in a place free 
 from dust until dry. 
 
286 THE UNIVERSITY HIGH SCHOOL JOUENAL 
 
 MAKING THE PEINT 
 
 The process of making a good print is described in the 
 pamphlet, "How to Make Good Pictures," referred to above. 
 Only a few suggestions will be offered. 
 
 The paper. Either Velox or Azo may be used. The best 
 prints can be made with Velox, which is more expensive but with 
 mediocre negatives is worth the difference in cost. For general 
 work the semi-matte surface in single weight will be found 
 desirable. Some negatives are very contrasty and require a 
 different paper from others that are more uniform. To obtain 
 the best results it is advisable to have the paper stock in three 
 degrees of contrast. For Velox this is expressed as Special, 
 Regular, and Contrast. 
 
 The developer. For either paper the most satisfactory de- 
 veloper is made of the following ingredients : 
 
 Water 300. c.c. 
 
 Elon 0.45 grams 
 
 Hydroquinon 2. grams 
 
 Sodium sulphite 7.5 grams 
 
 Sodium carbonate 10. grams 
 
 Potassium bromide, 10% 40. drops 
 
 This solution should be kept in a tightly closed bottle until 
 used. 
 
 Hypo or fixing solution. (The solution described above for 
 the fixing of films is equally serviceable here. ) 
 
 Films and the printing frame. The films and the glass of 
 the frame should be clean and free from finger marks. To 
 obtain white borders on the prints, oversized paper is used. 
 One very simple way to obtain this effect is to have several 
 pieces of glass to fit the frame each with a mat attached. The 
 mat may be made from any opaque paper cut the same size as 
 the glass, and with a rectangular opening slightly smaller than 
 the size of the film to be used. If the mat is attached to the glass 
 only along the sides then the film may be easily slipped into the 
 proper position. 
 
THE HIGH SCHOOL CAMERA CLUB 287 
 
 Trays. Three trays will be needed. One each for developer, 
 water, and hypo. They should be labelled to permit repeated 
 use with the same solution. 
 
 Exposures. In order to procure uniformly good results 
 with a minimum of loss from failures, it is necessary to have 
 uniform conditions. The same lamp should always be used. 
 The printing frame should be placed at exactly the same dis- 
 tance from the lamp. The paper, the developer, and the tem- 
 perature should not vary. If desired, the correct printing time, 
 when once found, may be written upon the margin of the film to 
 obviate the need of its redetermination. A printing scale could 
 easily be devised from which the correct printing time of each 
 new negative might be quickly found. It would consist of sev- 
 eral old negatives with varying density, the printing time of 
 each having been determined and written upon it. To find the 
 correct printing time of a new negative it is then only necessary 
 to compare its density with those of the scale. 
 
 Developing, fixing, and washing. In order to prevent stains 
 it is very necessary to have everything clean. Hypo must in 
 no manner enter the developing tray. A student should learn 
 to handle the print with one hand in the developer and rinsing 
 water and with the other in the fixing bath. This is very im- 
 portant. In order to avoid trouble it is advisable to have two 
 students work together when printing, one of them making the 
 exposures and the other developing and fixing. The one making 
 the exposures should drop the exposed print into the developer. 
 The other then should manipulate it with the right hand only. 
 The print should be completely immersed, face down, to insure 
 simultaneous wetting of all portions of its surface. In a few 
 seconds it may be turned over to watch development. When this 
 is completed it should be rinsed (still using the right hand) 
 in the second tray and then dropped into the hypo, where the 
 left hand should be used to move the print about in the solution. 
 
 The prints should remain in the hypo for at least fifteen 
 minutes, care being taken that they do not mat together. If a 
 
288 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 large number of prints is to be made, two or more trays for 
 fixing should be used. When the prints in one tray have 
 remained in a solution for fifteen minutes they may then be 
 washed in running water for thirty minutes. Any sink may be 
 used for this purpose, but if the drain hole is equipped with a 
 stopper and tube so that there will always be four or five inches 
 of water in it, the washing process will be facilitated. After 
 being washed for the required time, the prints should be placed 
 between blotters and the excess water squeezed out. They 
 should then be spread out on cheese cloth until dry. Trimming 
 completes the process. 
 
 The procedure as outlined is one that may be made operative 
 in any high school, and one of sufficient simplicity and variety 
 to attract the ordinary youth whether he be interested in photo- 
 graphy as a vocation or as an avocation. 
 
PHYSICAL EDUCATION FOR GIRLS AT THE 
 UNIVERSITY HIGH SCHOOL 
 
 LOUISE B. PATTEKSON* 
 
 Physical education is now attracting more attention than 
 ever before. This attention is due, first, to the war, which 
 awakened interest in the increasing need for physical education 
 as a means of keeping the nation physically fit, and second, to 
 the reorganization of education in which the use and purpose 
 of physical education are being put severely to test. The aims 
 and objectives to which this study contributes, together with 
 its place in the school program, have been widely discussed, with 
 the result that the physical and social values have been generally 
 accepted. Nevertheless some educators still believe that physical 
 educators have "their brains in their feet" and that what 
 education there is in the subject is "for the physical rather than 
 through the physical." 
 
 We are interested in physical education because of its im- 
 portance in a vital educational program. It is the frame and 
 structure upon which the whole school program is built. We 
 are interested that our girls may be better able to perform their 
 obligations as citizens of the school and community, and better 
 able to undertake their particular life business. We expect their 
 lives to be made more complete and them to become more worthy 
 citizens. To this end the work is made to center in (1) big 
 muscle activities, (2) control of growth handicaps, and (3) 
 instruction in standards of living. Unlimited possibilities for 
 a natural social program, for an indirect connection with attend- 
 ance and scholarship through regard for health, for developing 
 leadership and power, and for supplying the means for better 
 equipping the body as a useful servant have required that the 
 program be arranged and carried out as here outlined. 
 
 * Supervisor of physical education for girls. 
 
290 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 THE PEOGEAM OF ACTIVITIES 
 
 The program of activities is operated on a schedule of five 
 periods a week. The length of a school period is forty minutes. 
 Twenty-two minutes is the maximum time for actual activity 
 after dressing time is deducted. Two periods a week are devoted 
 to organized team games; two days to gymnasium, which is a 
 combination of formal work, posture training, games of lower 
 organization, stunts, and relays; the remaining day is reserved 
 for rhythm training and dancing. 
 
 OEGANIZED TEAM GAMES 
 
 Since the school includes grades seven to twelve, there is 
 necessarily an adapted schedule of activities for the lower grades. 
 But for the high school, there is a parallel schedule of organized 
 games. With 400 girls divided into groups which average 40, 
 any game is more interesting when played by all the groups at 
 the same time. By so doing there is opportunity for competition 
 between the teams of a given section, between winners of sections 
 which meet at the same hour, and finally for challenge games at 
 noon or after school between class-hour champions. 
 
 A complete list of games for a given year will be found in 
 the appended sample list of activities. The length of the season 
 depends of course upon the game. Captain basketball (rules 
 will be found at the end of this article), which is always popu- 
 lar, opens the fall season and claims the longest run. I know 
 of no other team game that is comparable to it, especially for 
 large groups and for a class activity. Thirteen girls can be 
 active on one team at one time. That means that any game 
 includes twenty-six, a larger number than is usual. The criti- 
 cism that is always made is that girls on bases are inactive. 
 They never need be. There is a working radius of 9 square 
 feet (bases are 3' X 3') and it is good to see girls who really 
 use their possibilities by stretching and reaching and jumping 
 
PHYSICAL EDUCATION FOE GIELS 291 
 
 continually, covering every inch of space up to the next base- 
 man's territory. On the other hand the base offers an oppor- 
 tunity for any girl not able to play basketball or running guard 
 in captain basketball. She can get all the thrills of a regular 
 basketball game without the strain. There is also a tendency 
 to increase the number of guards. This destroys the balance 
 between the chances of baseman and guards. Since the base- 
 man 's territory is confined so much more, it would be hardly 
 fair to cover him with a special guard who has the opportunity 
 of covering half the field. The combination of opportunities 
 for shooting goals, making passes, or throwing to a near or a far 
 captain gives a tremendous field for developing a variety of 
 skill. Good coaching of this game will develop the various 
 opportunities, and thus afford a most interesting game to every 
 member of the team. 
 
 The fact that captain basketball affords girls of different 
 physical abilities the thrills of a real basketball game, and is 
 excellent for large or small groups needs to be emphasized. 
 Skills are developed which carry over into any other basketball 
 game. The fact is, many girls, including star basketball players, 
 would rather play captain basketball, which is quite a tribute 
 considering that basketball still holds the title for popularity 
 throughout the country. Captain basketball is scheduled instead 
 of basketball throughout the class hours, and with great success. 
 Basketball is reserved for an optional after-school activity. 
 
 The choice of games is dependent first of all upon results. 
 The usefulness of a game, however, is dependent upon the facili- 
 ties and equipment available, so that first choice is not always 
 possible. Nine-court basketball, volley ball, newcomb, long ball 
 and hit pin baseball are all excellent games in season. Nothing 
 succeeds like success, so that every girl likes that game best in 
 which she is most skillful. Consequently, volley ball and new- 
 comb, which are not so familiar and in which few girls have 
 become skillful, and which apparently take a longer time to 
 teach, are not so popular. This ought not to discredit them, 
 
292 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 and I have many times seen as much skill and interest displayed 
 in these games as in any basketball game. Besides, a variety of 
 games provides different kinds of activities. Especially good is 
 the two-hand upward thrust used in volley ball in contrast to 
 the single-arm downward movements of many games. 
 
 The teaching of team games to large groups as a class activity 
 can be so organized as to give every member of the group the 
 specialized coaching the game requires, coaching which usually 
 is given only to a picked group of individuals. A good ball game 
 requires skillful handling of the ball. A girl can not suddenly 
 be thrown into a game and be expected to play well. She must 
 first learn some of the elements. She will not learn to catch a 
 ball well if she never learns the ' * feel " of a good throw. If the 
 ball is constantly thrown too high or too hard or too low she 
 soon becomes discouraged. Until she learns to throw a ball that 
 her team mate can catch, she is not a good team player. To 
 throw a ball so swiftly that no one can catch it is not a display 
 of prowess. A player becomes a good one when she learns the 
 strengths and weaknesses of her team mates and uses that 
 knowledge in guiding her own plays. It becomes apparent then 
 that how to throw and catch a ball is of first importance in any 
 ball game. 
 
 A class of 50, 100, or 150 in basketball can be easily handled. 
 The class can be lined up an arm's distance apart on two or 
 four sides of the gymnasium or court or playground. The 
 instructor chooses as many assistants as can work without inter- 
 ference, taking care to choose only such players as can throw 
 accurately. The instructor demonstrates a given throw, speci- 
 fying for example a throw directly aimed at the waist of a 
 catcher. The idea is to practice such a throw until players can 
 throw the ball accurately to the waist, so that the catcher does 
 not have to move in catching it. The instructor and assistants 
 start at various intervals, progressing in rotation. Players 
 return the ball each time to the coach. This gives each player 
 experience in feeling and catching a good ball, and in returning 
 
PHYSICAL EDUCATION FOE GIRLS 293 
 
 a given throw. The more assistants possible, the more experience 
 for each player. But the assistants must be skilled or the 
 inexperienced players may as well play with each other. In 
 case the whole class is composed of beginners, the instructor 
 may use experienced girls from other classes, or train some 
 specially capable girls outside of class time. It is worth the 
 trouble. 
 
 Thus each throw may be introduced chest, overhead, new- 
 comb, low, single-arm and so on. Then a throw may be intro- 
 duced which makes the player have to move for the ball, jump 
 off the ground to catch it, or advance for it. When experience 
 warrants, players may throw to each other in teams (zig-zag 
 relay) ; the competition puts zest into a practice game. So the 
 process goes on through pivots, turns, dodging, signaling, etc. 
 
 Guard practice and forward practice may be combined. 
 Double up the players. Throw to forward with or without sig- 
 nal, having guard first be stationary, then moving without seeing 
 signal, then with seeing signal. Change forwards and guards 
 for practice. Team plays can be easily organized. Divide class 
 into teams of five, six or nine whatever size team you use. 
 Passing without shooting can be practiced off the court. Two 
 teams can practice plays on the court at a single time. No 
 team need be idle if there are balls. 
 
 Many forms of competition may be introduced into this 
 practice. (See preliminaries for basket-ball games.) And while 
 two teams are playing a game all others can be busy practicing 
 in earnest. 
 
 In baseball, experience in the elements of the game is essen- 
 tial. Number off the class by fours ; or if there are not enough 
 balls, by five or sixes. Use a backstop or gymnasium wall. Have 
 number ones step a few feet in front of wall and as far apart 
 as space warrants. Number ones become catchers. Have num- 
 ber twos step in front of number ones with bats. Number threes 
 step twenty or thirty feet out and face twos and become pitchers. 
 The other numbers become fielders. At a signal to play, every 
 
294 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 one is busy. The instructor, having first demonstrated the cor- 
 rect way to pitch and bat (throwing and catching as in basketball) 
 has an excellent opportunity to review each batter, catcher, 
 pitcher, and fielder by simply going behind each line of players. 
 This affords individual instruction. At a signal all balls and 
 bats are dropped. Number one moves to two, two to three, three 
 to four, and the last to number one. There is a little game going 
 on in each group and each player bats and pitches and fields 
 infinitely more in a short time than she ever could in a game. 
 
 Similarly on the diamond, when the players are in the field. 
 The instructor bats up calling particular plays and perhaps 
 having one or two girls learning to run bases. Other teams 
 may do the same, if they have a capable captain, or may be 
 playing scrub so that every girl has a chance to try each position. 
 Incessant practice of elements may easily become dull. It is 
 often wise to play a game at first to demonstrate what a mess 
 it can be, after which good stiff practice will be welcome. As 
 soon as some ability is gained, the simplest practice may become 
 the most exciting kind of competition. If the group is divided 
 into teams, each with a captain, an accumulative practice score 
 is positively thrilling. Zig-zag relays, all kinds of throws, a 
 shooting relay, scoring passes in a circle in a given time, or credit- 
 ing the team which has the least fouls or fumbles in end practice 
 or team plays, awarding a point to the winner each time, are 
 all games in themselves. Finally add the total team scores to 
 the game score. This makes practice worth while. And to 
 accumulate the points from day to day makes every day a 
 match game day. By the time final games arrive all teams 
 know how hard they must work. 
 
 Every section is divided into four teams, containing on an 
 average ten members. Each team elects a captain and a man- 
 ager who are largely responsible for their own team activities. 
 At the beginning of each season a score card is posted such as : 
 
PHYSICAL EDUCATION FOE GIELS 295 
 
 CAPTAIN BASKETBALL EOUND 
 
 FALL 1922 
 
 Names of Teams Dates Match game won 10 points 
 
 Peppy Peppers 
 Knock-Outs 
 Holy Terrors 
 
 Each game won scores 10 points for the winner. In case of 
 a tie, each team is awarded 5 points. Captains are responsible 
 for scoring. Inning games must be scored at a completed inning. 
 
 Every team has its name and is either a blue or a gold team. 
 (Blue and gold are school colors.) This offers competition 
 between various teams and as each team is a unit in one of two 
 large teams, the interest is greatly enhanced. 
 
 Each week the individual teams may know their own scores 
 and whether the blue or the gold teams are ahead. The total 
 blue or the total gold score is simply an addition of individual 
 team points. 
 
 At the end of a season, the winner of the two blue teams in 
 each section plays the winner of the two gold teams. The section 
 winners in each class hour then play to see who will represent 
 the class hour in the finals. Semi-finals and finals are played 
 at noon or after school and some team claims the honor of school 
 champion in a particular game. This is always exciting, proves 
 a good finish for the season, and stirs up interest for the next 
 game. After all ' ' the game 's the thing ! ' ' 
 
 The optional after-school activities include major and minor 
 sports. The major sports are hockey, basketball, and baseball, 
 meeting two afternoons a week throughout the school year. This 
 of course, is in addition to one required period of physical 
 education each day. The minor sports are tennis and swimming. 
 
 Swimming meets one day a week at the Y. W. C. A. pool. 
 I wish swimming might be a requirement for graduation. Swim- 
 ming and tennis are two excellent forms of play activity for 
 youth and of active recreation for the adult. It is fast becom- 
 ing possible for everybody to have access to equipment for tennis 
 
296 THE UNIVERSITY HIGH SCHOOL JOUENAL 
 
 and swimming. One only needs himself for swimming and a 
 friend for tennis: both activities are possibilities during a long 
 period of life. It is more difficult to get the place, time, and 
 numbers for team games for adults, and therefore while team 
 games are par-excellence for the needs of youth, there ought 
 also to be provided opportunities for learning and developing 
 enough skill in the elements of such activities as tennis and 
 swimming to create a binding interest which will carry over 
 into adult life. 
 
 The point system which will be described under the head of 
 the Girls' Athletic Association, demonstrates how a girl is 
 rewarded for each accomplishment. Few girls accomplish 
 enough to become members of class teams in one semester and 
 if that were the only goal, they would easily become discouraged. 
 But when a girl earns 5 or 10 points in swimming for achieve- 
 ments such as the dead man's float in her first lessons, the incen- 
 tive to strive on becomes very powerful. Each achievement up 
 to swimming and diving in perfect form is rewarded, and finally 
 there is a tremendous score for the Red Cross Life Saving Test. 
 By this time she will probably make a class team, when it is 
 possible to earn 50 points each semester. Land drill introduced 
 into a formal gymnastic lesson provides a nice opportunity for 
 stimulating interest both in the formal lesson and in swimming. 
 A breast or back stroke, the crawl, or learning how to breathe 
 in the water make excellent exercises. 
 
 A perpetual class tennis tournament is conducted by the 
 supervisor of tennis each semester. Any girl may enter in her 
 own class. The names are placed on gold cardboard and shuffled. 
 The first one drawn is inserted in the top slip of a large blue 
 bristle board. All the places are determined by drawings. 
 Any girl may challenge the girl whose name appears one or 
 two slips above her own. Matches may be played anyw r here, 
 any time. If the challenger wins she exchanges her card and 
 takes the place of her defeated opponent. The tournament 
 continues until a certain specified date. The girl whose name 
 
PHYSICAL EDUCATION FOR GIRLS 297 
 
 appears at the top of her chart is declared class winner. The 
 class winners then play an elimination tournament to decide 
 the school champion. Girls may win points simply by playing 
 a certain number of matches as may be noted in the "Point 
 System, ' ' so that there is an incentive to play even though every 
 match is lost. Elements of tennis may very well be taught as 
 class activitv in mass drill or as a decathlon event. 
 
 GYMNASTICS 
 
 "Gym" designates any number of things that are done in 
 the gymnasium and some that are done on the playground. It 
 takes place twice a week. Marching, running, and gymnastic 
 or postural exercises take up something over half of each period. 
 Exercises are the least interesting activity of all. There is an 
 attempt in this work to center the interest on the girls' own 
 carriage, or the posture of her class, or on exercises which bear 
 a natural interest. Such exercises are often of an informal 
 nature or are mimetic. Land drill in swimming, crouching, 
 start for running, archery form, discus throw, basket shot, base- 
 ball pitch or throw, stake driving and many other mimetic or 
 athletic exercises are found to be interesting and therefore 
 beneficial. If the interest in these "outside" exercises or in 
 personal grace of carriage or in how to walk is keen enough, 
 it may carry the burden of some uninteresting but useful work. 
 
 Posture tests the first period of each month are stimulating 
 even to the most colorless girl. The Bancroft triple test is used. 
 If a girl fails to pass the standing test she receives a grade of 
 "4" and goes to the end of the line. If she fails in the march- 
 ing she receives a grade of "3" and takes her place at the end 
 of the line. This leaves the girls who are eligible for "2's" 
 and "1 V in front, making a simple arrangement for the in- 
 structor to test those w T ho are left, is stimulating, and keeps 
 everybody working. If "put out" in exercises she is graded 
 "2" and if she stands the test of exercises she receives a "1." 
 
298 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Girls receiving "IV are awarded good posture buttons. They 
 keep the buttons as long as they receive " 1 's. " 
 
 Quite a variety of activities claim the rest of "gym" time. 
 All kinds of relays, games of middle and low organization, 
 stunts,, decathlon practice, and tests ; instruction in how to walk, 
 how to stand for recitation, knee chest 'position; simple appar- 
 ratus work such as low jumping for form, are examples. 
 
 Some form of competition finishes each gym day. The com- 
 petition is between the blue and the gold teams the same as in 
 the games. For every victory the winning team receives 5 points, 
 half as much as for a team game. A victory may be a relay, a 
 game, tests, or stunts. 
 
 DANCING 
 
 The fifth period in the week is given to dancing. A great 
 deal of time is spent on folk dancing, stressing the social values 
 and acquaintance with folk dancing of all countries. Rhythm 
 training and bodily expression of good music form an important 
 part of the work. In the upper grades and at the end of each 
 school year throughout all grades, character and interpretive 
 dancing are a part of the program. Since the high school girl 
 is already so individualistic, the schedule is planned so as not 
 to give importance to solo work. If facilities made it possible, 
 however, natural dancing of the type sponsored by Miss H. 
 Doubler of the University of Wisconsin would find a place in 
 the program. It is natural interpretation and bodily expression 
 of the best music and as such is real art. 
 
 In a series of physical education tests given this spring were 
 two "dancing day" tests. One was a test of folk dancing 
 acquaintance. Each girl had to name three dances of different 
 nations, tell the country to which each belonged, and execute 
 them correctly. The other was a rhythm test. Depending upon 
 her grade and experience, each girl had to recognize and execute 
 correctly a waltz or two-step or mazurka, or march when she 
 heard the music played. I believe the girls learned more through 
 those tests than in all the rest of the year 's work. 
 
PHYSICAL EDUCATION FOE GIELS 299 
 
 Each week the teams are scored on their ability to review a 
 folk dance taught the previous week. 
 
 Social dancing is a recognized school activity. As such it 
 ought to be sponsored in a wholesome way. The school as an 
 institution must have standards and ideals for its social dancing 
 program. Usually someone in the department of physical educa- 
 tion is fitted to assume the responsibility of a constructive part 
 in the program. A social dancing class which interests those 
 who know how to dance by introducing the latest steps, or begin- 
 ners w T ho wish to learn, may create a wholesome atmosphere. 
 Choose the best dancers and the handsomest students to act as 
 assistants. By expecting at all parties the courtesies of a refined 
 home, there can easly be created a graciousness that ought to be 
 a part of a program of social dancing. 
 
 It is not sensible to expect that social dancing is a legitimate 
 substitute for other activities in the program of physical educa- 
 tion; but certainly it deserves a part in the school program. 
 
 DECATHLON 
 
 Decathlon means ten individual athletic events. The events 
 are so chosen as to constitute a test of all-round physical ability 
 as for example, speed, endurance, accuracy. Certain standards 
 of achievement are set up which measure the normal for indi- 
 viduals in a particular classification. These standards are goals 
 which are attainable by all normal individuals, higher standards 
 being achieved by individuals with more than average ability. 
 
 The decathlon serves two purposes at least. It sets standards 
 of achievement in various kinds of physical ability and it pro- 
 vides individual events as the foundation for developing skills 
 and strengths used in all other kinds of physical activity. As 
 practice and experience in the elements of games, the decathlon 
 is a marvelous device. It is a game itself. It has a point system 
 of its own which grades and rewards the smallest step toward 
 achievement of a standard ; and thus it becomes a natural and 
 vital incentive. 
 
300 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Decathlon practice can be carried on for large groups at 
 a time. The events seem to be most interesting when directly 
 connected with some other activity. For instance, a basketball 
 goal shoot in basketball season, a tennis serve when getting 
 ready for tournament finals, and so on. Practice therefore 
 comes sometimes on a ' ' games ' ' day or if it be a speed event can 
 be fitted in nicely as a competitive relay between blue and gold 
 teams on a "gym" day. The events must be evaluated accord- 
 ing to usefulness and to facilities. 
 
 Decathlon points are credited in G. A. A. and ribbons are 
 awarded as follows: 
 
 Class 190 (out of a possible 100) Gold Ribbon. 
 
 Class 280 (out of a possible 100) Blue Ribbon. 
 
 Class 365 (out of a possible 100) Green Ribbon. 
 
 Class 450 (out of a possible 100) Red Ribbon. 
 
 AKCHERY 
 
 Archery is an activity that fills many needs. Every girl is 
 asked to appear in costume every day unless she is positively 
 ill or injured. This means that unless a girl is ill during her 
 menstrual period, she appears in costume. She reports in a 
 "third" rank together with girls who for some other legitimate 
 reason can not take part in the regular activity of the day. 
 Theoretically, any girl not able to appear in third rank in cos- 
 tume is sent to bed or advised to go home. Actually we have 
 no rest room. The third rank reports for roll and announce- 
 ments and is then sent to archery in charge of a student assist- 
 ant, The greatest activity is walking 30 yards to pick up the 
 arrows and yet the sport is an extremely good exercise in accu- 
 racy, fine muscular control, and is superb as a posture exercise. 
 When the very smallest bit of skill is developed, the sport 
 becomes fascinating and even before that the target, bows, and 
 arrows because they are picturesque, always arouse interest. 
 
PHYSICAL EDUCATION FOR' GIRLS '' " 301 
 
 As a sport it is adapted to all restricted cases and furnishes 
 an activity for those girls who are denied the fun of more vigor- 
 ous games. It takes the place of the team game for the restricted 
 group. 
 
 It is scored as a blue and gold activity and counts on the 
 total blue and gold score together with points from match 
 games, "gym," dancing tests, and decathlon. Points from all 
 activities are totaled each week, and the blue or gold flag is 
 hoisted on a pole to declare the winner. 
 
 Considerable interest has been added to archery by the fact 
 that several men of the faculty participate in the sport. The 
 former head of the physics department was responsible for a 
 great deal, for he sponsored a boys' archery club, made bows 
 and arrows, taught the boys and girls how to make them, and 
 arranged archery meets. One of the principals and the head 
 of the boys' department of physical education have joined the 
 ranks. We expect to increase the interest this year. There is 
 already sufficient momentum to start a girls' club which will 
 petition the Girls' Athletic Association to become at least a 
 regular minor sport. 
 
 It costs us about six cents each to make arrows as compared 
 to one dollar, the commercial price, and they serve us just as 
 well. 
 
 SPECIAL TESTS 
 
 The following is a list of special tests in physical education 
 activities which proved interesting and valuable. They were so 
 successful as a means of education that they will probably be a 
 monthly procedure this year. 
 
302 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 PHYSICAL EDUCATION TESTS 
 
 Note. These tests are to be a regular part of the required Physical 
 Education program. They will be given the last part of each month. Any 
 girl unable to take tests at regular time must make them up to receive credit. 
 
 MARCH 
 Stunt Tests (all classes). 6> Knee Dip 
 
 1. Forward Eoll. 7. Swan. 
 
 2. Fish Hawk Dive. 8. Free Jump (180 turn). 
 
 3. Frog Dance. 9. Wheelbarrow. 
 
 4. Corkscrew. 10. Coordination Test (sidecut step 
 
 5. Coordination Test (Decathlon). alternating with double cut 
 
 step forward). 
 Dancing. 
 
 Physical Education a, b. 
 
 Know three singing games. 
 
 Physical Education c, d. 
 Know one singing game. 
 Know two folk dances. 
 Physical Education 1. 
 Eecognize music and be able to do March, Skip, Two-step, Polka. 
 
 Physical Education 2 
 
 March, Skip, Kunning, Two-step, Polka. 
 
 Physical Education 3. 
 
 March, Skip, Eun, Two-step, Polka, Shottische. 
 
 Physical Education 4. 
 
 March, Skip, Eun, Two-Step, Polka, Schottische, Mazurka. 
 
 Physical Education 5-7. 
 
 March, Skip, Eun, Two-Step, Polka, Shottische, Mazurka, Waltz. 
 
 APRIL 
 Miscellaneous. 
 
 1. Knee Chest Position (for cramps). 
 
 2. Abdominal Breathing. 
 
 3. Correct way to walk. 
 
 4. Correct way to stand (as for recitation). 
 
 5. Correct way to sit for reading and writing. 
 
 6. How to carry books and luggage. 
 
 7. How to get off a street car. 
 9. How to walk up stairs. 
 
 9. How to lift objects. 
 
PHYSICAL EDUCATION FOR GIKl^ 303 
 
 Dancing. 
 
 Physical Education a, b. Three singing games added to three for March. 
 Physical Education c, d. Know one folk dance for each of three different 
 
 nations. 
 Physical Education 1. Know one folk dance for each of three different 
 
 nations. 
 Physical Education 2. Know one folk dance for each of three different 
 
 nations. 
 Physical Education 3. Know one folk dance for each of three different 
 
 nations. 
 Physical Education 4. Know one folk dance for each of three different ' 
 
 nations. 
 Physical Education 5. Know one folk dance for each of three different 
 
 nations. 
 Physical Education 7. Be able to teach three folk dances of different 
 
 nations. 
 
 MAY 
 Game Tests (all classes). 
 
 Be able to teach or referee: 
 
 1. Progressive Dodge Ball. 
 
 2. Kick Ball. 
 
 3. Zig Zag Ball. 
 
 4. Post Ball. 
 
 5. Combination Pass Ball. 
 
 6. Newcomb. 
 
 7. Three Deep. 
 
 8. Slap Jack. 
 
 9. Broncho Tag. 
 
 10. Black and White. 
 
 EESTKICTED ACTIVITIES 
 
 Out of 400 girls there are 15 to 20 each semester who are 
 recommended for restricted work. Examples of such cases are 
 convalescents, " heart" cases, cases of extreme menstrual dif- 
 ficulties, injuries, or the like. As has been stated, archery is 
 substituted for the team game in -the restricted class. Posture 
 training, special exercises, bean bag, croquet, tether tennis, and 
 whenever possible a regular activity such as a baseball throw 
 or basketball throw from the decathlon comprise the special 
 "gym" activities. There are many dances and much rhythm 
 training that are possible for this class. 
 
,!(i4 ' THE 'UNIVERSITY HIGH SCHOOL JOURNAL 
 
 The department is especially anxious that this class assume 
 a normal attitude. The girls are already aware of their short- 
 comings and feel it. Teams, captains, points are all means used 
 to keep a wholesome atmosphere. Probably these are the very 
 girls who need most the give and take of a group, the self- 
 sacrifice of team activity, to be tested in sportsmanship and to 
 be interested outside themselves. It takes particular attention 
 to make up for the esprit de corps of a larger group of normal, 
 active individuals. 
 
 INDIVIDUAL OE CORRECTIVE ACTIVITIES 
 
 Most girls who need individual work are physically able to 
 participate in the regular activities but because of extremely 
 poor posture; a spinal curvature, foot difficulties, menstrual 
 difficulties, or other chronic poor hygiene, need special attention. 
 Such work ought to be in addition to the regular activities. But 
 because of time difficulties or because a girl is not sufficiently 
 interested, accomplishment comes only through devoting regular 
 physical education time to it. 
 
 Individual work is even more deadly and self -centered than 
 restricted work, so here again we must use strategy. It has 
 proved quite successful to release a girl twice a week from 
 "gym" to do corrective work. This keeps her on her team and 
 in all game activities. Sometimes a few weeks will straighten 
 out a girl or by that time she becomes sufficiently interested to 
 do her work outside, and so returns to her class. 
 
 A chart is kept for all girls who are doing special work in 
 class or at home so that the girl as well as the instructor can 
 note activity and achievement. Two noons a week an "indi- 
 vidual" clinic is held for girls to be instructed or supervised 
 on outside work. 
 
 Whenever possible team work or a game is introduced into 
 a corrective day's work, such as awarding a point to the girl 
 who "rides" her bicycle longest or picks up the most marbles 
 with her toes. 
 
PHYSICAL EDUCATION FOE GIELS 305 
 
 CONTEOL OF GEOWTH HANDICAPS 
 
 Routine examinations are given all girls every fall and to 
 new ones entering in January. The blank which is shown here 
 is used by the high schools of Oakland. While not perfect, it 
 is generally satisfactory. 
 
 AVhen the examinations are complete a check is made. Girls 
 who because of some irregularity can not take part in the reg- 
 ular activities and have been recommended for the restricted 
 class have their cards marked with a red Smith signal. Those 
 who can take the regular work but who need individual correc- 
 tive work are checked with green signals. In case of hygiene 
 difficulties such as colds or menstruation, the card is marked 
 with a blue signal. In case of attention needed for eyes, teeth, 
 throat, etc., there is a yellow signal. Then the files show at a 
 glance the individuals who need special attention. The great 
 majority need no further attention than to assign them to class 
 activity. For all signaled cards a follow-up service is necessary. 
 
 A careful re-examination is made with a resulting recom- 
 mendation. Usually a letter is sent home urging the attention 
 of a specialist or a conference with a physician or the physical 
 director. Sometimes a second letter is needed or if advisable 
 the school nurse makes a home visit. 
 
 The physician has consultation hours twice a week for emer- 
 gencies and follow-up work. An earnest attempt is made to see 
 that all correctible defects are corrected. If the attempt has 
 failed throughout the whole year, the attention will be brought 
 to it in the fall examination again. 
 
 In cases where blue exemption cards excuse a girl from any 
 examination, a letter is sent home stating that the department 
 of physical education has filed the card and therefore assumes 
 responsibility at no time for the physical condition of the girl. 
 
 Occasionally we have a request from a family physician 
 asking that a girl be excused from all ' ' gym. ' ' We immediately 
 send a letter to the physician stating that we attempt to fit our 
 
306 
 
 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
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PHYSICAL EDUCATION FOE GIELS 
 
 307 
 
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308 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 activities to the needs of each girl, describing the various activi- 
 ties which clearly show that not all our time is spent on the 
 normal girl who needs little special attention, that we invite his 
 assistance and beg for a new recommendation. The replies are 
 most gratifying. Physicians are surprised to know that "gym" 
 consists of anything but basketball, are interested in the pro- 
 gram of activities and only in the rarest cases do they insist on 
 complete rest during the physical education period. Their 
 cooperation is splendid. 
 
 All girls who petition for five subjects must be approved by 
 the department of physical education. We hope that the time 
 Avill come when girls who are not able to participate in the 
 regular physical education activities will be asked to drop their 
 fourth subject until they can meet a good standard of well-being. 
 We hope also that girls who enter any extra-curricular activity 
 will have to be approved from a standpoint of physical welfare 
 as well as in scholarship. Believing that physical education is 
 the science of personal fitness, and knowing that high school 
 girls are not always wise in their judgment of how to keep fit, 
 it seems wise that their time and energy be budgeted somewhat 
 for them. This in the hope that they will be able to best perform 
 their duties as citizens in high school and build up not only a 
 reserve but a power for activity in adult life. 
 
 Some time perhaps we may progress much farther. Perhaps 
 we shall be able to budget the 24 hours of the day, so that a 
 balance of work and play, together with a program of efficient 
 daily living will complete the program. 
 
 WEIGHT KECOKDS 
 
 Since a height-weight record is such a good single indicator 
 of normal growth and development, every girl is required to 
 keep a monthly weight record. If she is more than 7 per cent 
 below normal she reports her weight in red pencil. If she is 
 more than 20 per cent above normal she reports it in blue. All 
 normal weights are recorded in ordinary pencil. If more than 
 
PHYSICAL EDUCATION FOE GIRLS 309 
 
 7 per cent under weight the girl must keep a weekly chart and 
 unless she is gaining or at least doing all she can, her grade 
 may suffer. She is sent at intervals for a consultation with the 
 physician. Attention is first paid to corrective defects and 
 then other causes are investigated. A bread and milk line is 
 operated at recess. All underweights especially are urged to 
 avail themselves of the opportunity, but any girl or boy is wel- 
 come. Furthermore a girl is urged to make a high score in her 
 "Daily Standards of Living Card," which will be discussed later. 
 Besides the items in the regular score, she receives two points 
 for a quart of milk a day. Many girls gain as soon as they 
 drink six glasses of water a day or get nine hours of sleep regu- 
 larly, or get two hours of out-door exercise. Very often physical 
 activity is needed more than rest. 
 
 An excellent scheme for general follow-up was suggested 
 in a recent Public Health Report. Enrollment of all classes in 
 school was posted with correctible defects checked after the 
 proper names. A rating scheme for individuals and classes was 
 devised and as defects were corrected, scores piled up. 
 
 STAND AKDS OF LIVING 
 
 An effective program in teaching standards of living means 
 two things. Training in habits of good standards and training 
 in ideals about those standards. Most hygiene teaching as such 
 has been negligible in result. Good things are perhaps learned 
 for the moment and as promptly forgotten. Somewhere the 
 education must be part of actual daily living. Habits of youth 
 become routine for the adult. If there can be established dur- 
 ing youth good habits and ideals so that they become self- 
 directing factors in adult life, the problem is solved. 
 
 Any number of schemes have been tried for introducing more 
 effective information than is possible through a text-book or 
 lecture. Poster advertising has become general and with very 
 good results. Motion pictures are doing excellent things and 
 we wish for more of them. The science department of our school 
 
310 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 employs such expedients as excursions of inspection and rating, 
 well-baby clinics, experimental feeding of mice and rats, and 
 much more. 
 
 Emphasis is brought to bear on particular subjects at vari- 
 ous intervals. Through the science department, the Dental 
 Hygiene Association of San Francisco supplied us with enough 
 material to keep us vitally interested in dentistry for a whole 
 week. A large set of teeth with tooth brushes of the right and 
 wrong kinds demonstrated proper brushes and the proper use 
 of them better than anything else could. Posters, motion pic- 
 tures, and a dental hygienist who examined teeth were effective 
 in imparting a good deal of knowledge, which at any rate sent 
 considerable numbers to their dentists. 
 
 Every year one or two weeks are spent studying feet and 
 shoes. Since girls can never have new feet and since they are 
 constantly having to buy shoes which handicap their feet, the 
 subject is important. Every high school girl ought to know how 
 to purchase a pair of shoes that fit her feet, not the pair of shoes 
 the shoe dealer wishes to be rid of. The campaign is carried 
 on as follows: 
 
 On Monday there is a test on how to walk correctly; on 
 Tuesday foot prints of the whole class are taken ; on Wednesday 
 shoe prints are recorded; on Thursday shoe prints and foot 
 prints are matched (the foot prints being on transparent paper) 
 and what a lesson that is ! No amount of explanation could 
 demonstrate the ill-fit so forcibly as to have the girl herself see 
 how unreasonable she is in expecting her foot to be crowded into 
 a shoe shaped not at all like her foot. By this time her attention 
 is focused enough to listen to * * how to buy ' ' shoes. A few single 
 things to remember such as straight inner line which can be 
 easily seen by placing the two shoes together, a flexible shank 
 and a well-fitting arch are readily explained. On Friday num- 
 bers of examples of prints of flat feet and cramped toes with 
 their corresponding shoe prints and as many normal feet with 
 their shoe prints are exhibited, together with some statistics 
 
PHYSICAL EDUCATION FOE GIRLS 311 
 
 about the relative number of good and bad feet and shoes. Then, 
 tooj by Friday posters will really be looked at. One clever one 
 made by one of the student teachers was remarked about for 
 weeks. It said at the top " Crowded Housing Conditions" and 
 showed pointed shoe soles; then "To Let, Apartments for Five"_ 
 with a print of good shoe soles below. 
 
 A Good Posture Week included the following : 
 Monday Small placards posted everywhere read ' ' Do you ? ' ' 
 Tuesday Another placard added below "S U S. " 
 Wednesday Girls tagged all the "I do 's. " 
 Thursday Two large posters appeared in the hall saying, 
 "Stand up Straight," and "Sit up Straight," 
 
 Friday A general display of posters which included stand- 
 ing, sitting, reading, walking, shoes, and so on. 
 
 Occasionally a survey is made throughout the study rooms 
 of eye-strain or study posture, or a study of how to buy venti- 
 lated clothing. All sorts of other topics are brought up in some 
 such way. 
 
 But the information is useless without training in habits. 
 The "training" for class teams and tournaments furnishes a 
 natural interest in being fit and does actually train in habits. 
 If every girl trained for class teams, other schemes would be 
 unnecessary. If a girl falls far below her normal standard of 
 achievement in a speed or an endurance event, she may become 
 interested in training. The "Daily Standards of Living Cards" 
 which are printed here are self-explanatory. They have been 
 used for one semester. Every girl must hand in a card each 
 week. If she can not or does not wish to fill out the card, she 
 hands in a blank card with her name. It is claimed that girls 
 are careless about actual facts in such a scheme. Perhaps a 
 very few are, but if they take the trouble to write down their 
 points, they have to think something about it anyway. We never 
 had a blank card turned in because a girl did not wish to fill 
 it out. 
 
312 
 
 THE UNIVERSITY HIGH SCHOOL JOUENAL 
 
 A student checks the cards and records the points for each 
 girl. It is a simple matter to discover girls who did not hand 
 in cards or to note low scores by glancing over the roll each 
 week. It is quite effective when a girl asks to be excused for a 
 cold to look up her record for the week before. 
 
 DAILY STANDARDS OF LIVING 
 
 DEPT. OF PEL. FOR GIRLS UNIVERSITY HIGH SCHOOL 
 
 NAME 
 
 WEEK ENDING .. ..192 
 
 
 SILEP 
 
 TEETH 
 
 OUTDOOR 
 F.XLRCISF. 
 
 .3 REG 
 MEALS 
 
 FRUITS OR 
 GREEN VF.G. 
 
 WATER 
 6 GLASSES 
 
 BATH 
 
 ffl 
 
 TOTAL 
 
 9HRS 
 
 AM 
 
 PM 
 
 1 HR 
 
 
 AM 
 
 M 
 
 PM 
 
 
 
 
 
 PTS 
 
 2 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 MINUSE 
 
 
 FRI 
 
 
 
 
 
 
 
 
 
 
 
 
 
 vSAT 
 
 
 
 
 
 
 
 
 
 
 
 
 
 SUN 
 
 
 
 
 
 
 
 
 
 
 
 
 
 MON 
 
 
 
 
 
 
 
 
 
 
 
 
 
 TUE5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 WED 
 
 
 
 
 
 
 
 
 
 
 
 
 
 THUR 
 
 
 
 
 
 
 
 
 
 
 
 
 
 TOTAL 
 
 
 
 
 
 
 
 
 
 
 
 
 
 SLIP MUST BE FILE.D ON FRIDAY 
 
 Girls making 75 out of a possible 84 points a week have their 
 names placed on the Honor Roll. We find a very natural inter- 
 est in the keeping of points which proves an effective incentive. 
 One girl announced that it was the first thing she ever liked in 
 "gym." Mothers and many girls themselves have declared it 
 to be a much more convincing plan than to just be constantly 
 saying it ought to be done. 
 
 GIRLS' ATHLETIC ASSOCIATION 
 
 The Girls' Athletic Association is the department's chief 
 assistant in carrying on its extra-curricular athletic and social 
 program. The constitution printed here gives an idea of its 
 general working plan. 
 
PHYSICAL EDUCATION FOE GIELS 313 
 
 CONSTITUTION OF THE GIRLS' ATHLETIC ASSOCIATION OF THE 
 UNIVERSITY HIGH SCHOOL 
 
 ARTICLE I. Name. 
 
 The name of this organization shall be The Girls' Athletic Association 
 of the University High School 
 
 ARTICLE II. Purpose 
 
 The purpose shall be to cooperate with the Department of Physical Educa- 
 tion in order to promote athletic and social activities and to foster the highest 
 ideals of good sportsmanship and good fellowship. 
 
 ARTICLE III. Membership 
 
 Section 1. Active membership in the Association shall be open to all 
 girls of the senior high school who have obtained the requisite number of 
 points according to the schedule of points recorded in the by-laws. 
 
 Section 2. Requisite points for admission to the Association may be 
 earned during the ninth year. 
 
 Section 3. Honorary membership may be extended by invitation of the 
 members of the Association. 
 
 Section 4. Advisory membership shall include the members of the Depart- 
 ment of Physical Education. 
 
 Section 5. Active members only shall have voting powers. 
 
 Section 6. A minimum of points as specified in the by-laws is necessary 
 to retain active membership. 
 
 Section 7. Any girl absent from two consecutive meetings without legiti- 
 mate excuse shall be dropped from the roll. 
 
 ARTICLE IV. Officers 
 
 Section 1. Officers shall consist of a president, vice-president, secretary- 
 treasurer, and recording secretary. 
 
 Section 2. Officers shall hold office for one term. 
 
 Section 3. The president shall call and preside at all meetings of the 
 Association and the Executive Board and shall perform such other duties 
 as the Association shall assign her. 
 
 The vice-president shall assume the duties of the president in her absence 
 and shall be chairman of all publicity. 
 
 The secretary-treasurer shall conduct all correspondence, and keep the 
 minutes, and shall have charge of any Association funds. 
 
 The recording-secretary shall keep all Association and athletic records, 
 shall notify persons of their election to membership, and shall be chairman 
 of the point committee. 
 
314 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 ARTICLE V. Executive Board 
 
 Section 1. The Executive Board shall include the officers and the three 
 class representatives of the senior high school. The supervisor of the Physical 
 Education Department shall act as advisory member. 
 
 Section 2. The duties of the Executive Board shall be to appoint all 
 committees, to decide upon eligibility for membership, to make recommenda- 
 tions and suggestions regarding all affairs pertaining to the Association, to 
 take charge of special activities assigned by the president, and to control all 
 matters not otherwise provided for. 
 
 ARTICLE VI. Election of Officers and Class Representatives 
 
 Section 1. Only active members who have won the requisite number of 
 points shall be eligible for office. 
 
 Section 2. No member is eligible for office whose academic record for the 
 preceding semester is not free from incompletes and failures. 
 
 Section 3. Nominations. Two nominations for each office shall be repre- 
 sented by the Board and posted two weeks before the election meeting. 
 Other nominations may be made by petition of twenty-five members. 
 
 Section 4. Election. Election meetings shall be held two weeks before 
 the end of the semester. Installation shall be held at the last meeting of each 
 semester. 
 
 Section 5. A majority of votes shall constitute an election. 
 
 ARTICLE VII. Amendments 
 
 This constitution may be amended by a four-fifths majority. Proposed 
 amendments must be posted four weeks before being voted on. 
 
 ARTICLE VIII. Meetings 
 
 These shall be held as scheduled by the Activities Committee of the School. 
 
 BY-LAWS OF THE GIRLS' ATHLETIC ASSOCIATION 
 OF THE UNIVERSITY HIGH SCHOOL 
 
 I. All meetings shall be conducted according to "Robert's Rules of Order." 
 
 II. The Department of Physical Education shall have jurisdiction over the 
 selection of teams, kind and time of contests, and regulation of players. 
 
 III. The Executive Board, upon recommendation of the Department, shall 
 make all awards. 
 
 IV. Rules governing the making of teams: 
 
 1. Regular enrollemnt in physical education. 
 
 2. Regular attendance and conscientious work at practice periods. 
 
 3. Academic record to date free from incompletes and failures. 
 
 4. Maintenance of training rules as outlined by the Physical Education 
 Department. 
 
PHYSICAL EDUCATION FOE GIRLS 
 
 315 
 
 V. Schedule of Points: 
 
 A. Team Activities: 
 
 1. Member of class team first year 100 points 
 
 2. Member of class team in same sport second and 
 
 third years 75 points 
 
 3. Member of class squad any year 50 points 
 
 4. Member of championship class-hour teams 25 points 
 
 B. Tennis: 
 
 1. Class championship 75 points 
 
 2. School championship 25 points addl. 
 
 3. Participation in any tournament (10 matches) .... 25 points 
 
 C. Swimming: 
 
 1. Rhythmical breathing, 10 times 5 points 
 
 25 times 10 points 
 
 2. Dead man's float, width 5 points 
 
 3. Diving for objects: Shallow 5 points 
 
 Deep 5 points addl. 
 
 4. Breast stroke 
 
 Side stroke 
 
 ^ Stroke \ form 10 points 
 
 Single overarm stroke 
 
 Trudgeon stroke 
 
 Crawl stroke 
 
 5. Width, any stroke 10 points 
 
 6. Length, any stroke 10 points addl. 
 
 7. Dives, form 5 points 
 
 8. Making class team 100 points 
 
 9. Life-saving test 100 points 
 
 D. Outing Activities: 
 
 Regulations to be worked out by Athletic Association. 
 
 E. Perfect attendance in Physical Education each 
 
 semester 50 points 
 
 F. Honors, as regulated by Department: 
 
 1. Gymnastics 50 points 
 
 2. Dancing 50 points 
 
 3. Apparatus 50 points 
 
 G. Executive Positions: 
 
 1. All members of Executive Board 50 points 
 
 2. Captains of class teams 20 points 
 
 3. Managers of class teams 35 points 
 
316' THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 VI. Awards. 
 
 100 points, eligibility for membership. 
 300 points, eligibility for office. 
 600 points, Circle "U." 
 900 points, Winged "U." 
 1200 points, Block "U." 
 
 M^ 
 
 Athletic honors may be awarded upon recommendation of the 
 Executive Board and the Department of Physical Education in 
 appreciation of excellence in: 
 
 1. Athletic ability. 
 
 2. Sportsmanship. 
 
 3. School spirit. 
 
 VJL Duties of Captains and Managers. 
 
 A. Captain. 
 
 1. To remember that her leadership off the field as well as on makes 
 for good sportsmanship. 
 
 2. To have full responsibility of her team during games. 
 . 3. To personally thank all officials. 
 
 B. Manager: 
 
 1. Arrange details of all games, such as 
 
 a. Colors. 
 
 b. Equipment. 
 
 c. Minor officials. 
 
 2. Keep an accurate account of all games, to be given the recording- 
 
 secretary. 
 
 The account shall include 
 
 a. Names of all teams, players and substitutes. 
 
 b. Date of game. 
 
 c. Official score. 
 
 d. Name of officials. 
 
 e. Snapshots. 
 
 3. Be member of spread committee. (Senior Manager shall act as 
 
 chairman.) 
 
 VIII. These by-laws may be amended by a majority vote. 
 
PHYSICAL EDUCATION FOE GIELS 317 
 
 AMENDMENTS BY-LAWS 
 
 ARTICLE V. Schedule of points. 
 
 D. Hiking. 
 
 1. Forty miles each semester 25 points 
 
 a. Each hike must be between five and ten miles in length. 
 
 b. A record must be submitted after a hike, containing the fol- 
 lowing: 
 
 (1) Name of Chaperone. 
 
 (2) Where and when the hike took place. 
 
 E. Projects. 
 
 1. Projects shall be worked out by the P. E. department and points 
 awarded accordingly. 
 
 F. Decathlon. 
 
 1. Decathlon points shall be awarded as earned each semester. 
 
 G. A. A. PROJECTS 
 
 1. Walking at least 10 blocks every day, Saturday 
 
 and Sunday included 10 points a month; 50% 
 
 bonus for 10 months. 
 
 2. Conservation of Vitality 20 points a month; 50% 
 
 bonus for 10 months. 
 
 a. At least 9 hours sleep daily. 
 
 b. Three regular meals daily. 
 
 c. No tea or coffee. 
 
 d. At least 8 glasses of water daily. 
 
 e. Two hours outdoor exercise daily. 
 
 f . At least a sponge bath daily. 
 
 g. Tooth brushed at least twice daily. (Saturdays, Sundays and holidays 
 
 included). 
 
 Note. Preferably, sweets should be eaten only at meals. 
 
 3. Winning and holding posture button each month 10 points; 50% bonus 
 
 for 10 months. 
 
318 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 The point system is the outstanding feature. As briefly dis- 
 cussed under swimming, the point system is a constant incentive 
 to real interest. Each successive achievement is rewarded and 
 the process carries on. Emphasis is placed upon participation, 
 not winning. Seldom is a girl a one-sided athlete. Just taking 
 part in basketball for four years does not score her very high 
 toward the coveted gold block "U" pin. She must take part in 
 a variety of activities. 
 
 Every time, a girl wins class team points, it is after a careful 
 consideration by captains, managers, and coach of her faithful- 
 ness in practice, in keeping training rules, and in sportsmanship, 
 as well as in her ability as a team member. 
 
 Increasing responsibility for activities and ideas is being con- 
 stantly undertaken by the association. In the athletic program 
 the managers and captains are assistants in many ways. In 
 the social program the department acts only as advisor. The 
 " spreads" at the end of each season, the Christmas "spread" 
 to which all girls are invited, the Mutton Bake given each semes- 
 ter as a reception to new girls and which always includes 200 
 at least, the G. A. A. "sings," and many other such activities 
 are all managed by the girls. This part of the program is a 
 vital element in the operation of the work of the department. 
 
 Inter-class and inter-class-hour activities are found very 
 much more worth while than inter-school activities. The time 
 which would be given to a very small group of star athletes who 
 need the least attention, is used in interesting as large a number 
 of girls as possible to participate in all the activities. Then, too, 
 the inevitable nervous and physical strain of inter-school com- 
 petition and exhibition which exceedingly few girls are trained 
 to stand, is seldom apparent in intra-school activities. We are 
 interested in many more participants and fewer observers. 
 
PHYSICAL EDUCATION FOE GIELS 319 
 
 LEADERSHIP 
 
 The leadership developed in the responsibilities of the 
 G. A. A. is carried over into the regular classes. G. A. A. girls 
 are almost always chosen as team captains and managers. Cap- 
 tains are responsible for generalship, and managers for roll-call 
 and equipment. Captains meet once a week under the leader- 
 ship of a head captain. Here they learn their duties, discuss 
 their problems and learn games, tests, and other activities in 
 advance, so that they can act as assistants to the instructors. 
 This meeting of the captains has a great influence. 
 
 The head captain is responsible for all scores and charts 
 and for raising the flag of the winning team each week. She 
 also stirs up enthusiasm for the current or coming events, and 
 the captains in turn spread it throughout the classes. 
 
 Girls who are to enter the profession of physical education 
 are given every chance for leadership. A number of girls devote 
 an extra period each day to work in the department. Each 
 period claims one girl as an archery assistant, and one girl 
 assists in the office. 
 
 No other phase of work offers the same opportunity for devel- 
 oping leadership, and the department of physical education is 
 most anxious that every opportunity shall be given the girls in 
 training for the right kind of leadership. Action on the athletic 
 field is natural and put severely to test. Nowhere else is contact 
 so informal or so intimate. Yet without leadership, havoc may 
 be wrought. You can tell a girl not to cut a base or that she 
 must keep her toes back of the starting line in a relay, but 
 leadership must be on hand to call her attention to any viola- 
 tion ; otherwise every time she * ' gets by ' ' the action stamps her 
 character. 
 
320 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 SPECIAL OCCASIONS 
 
 Special occasions have an important part in a program of 
 physical education. The interest of participants in the prepar- 
 ing and working up to a climax, the interest in the event itself, 
 either to participants or to the community, are valuable. Exam- 
 ples of such occasions in this department are 
 
 Inter-class match games, championship blue and gold match 
 games, tennis tournaments, G. A. A. events, gymnastic meets, 
 "gym" parties on Halloween, etc., field days, Girls' Play Day, 
 Oakland High Schools (posture parade for cup, mass games, or 
 decathlon events), dance drama (every girl invited to take some 
 part), swimming meets. 
 
 It is also a special occasion just after spring vacation when 
 "formal gym" is discontinued for the year and games of low 
 organization are substituted. 
 
 GEADES 
 
 Grades are based upon capacity. Other factors being the 
 same, two girls of very different capacity may both receive a 
 grade of "1," because their achievement equals their capacity. 
 
 An honor system of grading will be used this year as follows : 
 
 Honors in 
 
 Class citizenship 25 points 
 
 Team games 10 " 
 
 "Gym' 7 10 " 
 
 Dancing 5 " 
 
 Eeporting all D. S. L. cards 10 " 
 
 Recording weights 10 " 
 
 Recording special exercises 10 ' ' 
 
 Maximum decathlon score '. 10 " 
 
 Special tests Grade "I" 10 " 
 
 Special tests Grade "2" 5 " 
 
 Posture tests 10 " 
 
 Perfect attendance 10 " 
 
 No delinquencies 10 " 
 
 If a girl scores 100 of possible 125 points, she will receive 
 grade 1 ; 85 points grade 2 ; 60 points grade 3 ; and below 60 
 points a failure. 
 
PHYSICAL EDUCATION FOR GIELS 321 
 
 ACTIVITIES, 1921-1922 
 
 ORGANIZED GAME SCHEDULE 1921-1922 
 
 Grades 9-12. 
 
 Captain Basket Ball Sept -Nov. 24 
 
 Nine-Court Basket Ball Nov. 28-Jan. 20 
 
 Volley Ball Jan. 23-Mar. 10 
 
 Hit-Pin Baseball Mar. 13-April 7 
 
 Long Ball.... April 17-May 5 
 
 Baseball May 5- June 2 
 
 Grades 7-8 
 
 Bat Ball Sept. 26-Nov. 4 
 
 Curtain Ball Nov. 7-Dec. 16 
 
 Volley Ball (8th) 
 
 Long Ball (7th). ' Jan ' 3 ~ Jan - 20 
 
 Captain Ball Jan. 20-Mar. 3 
 
 Long Ball (8th) , 
 
 Kick Ball (7th) ' Mar ' 3 ~ 
 
 Hit-Pin Baseball April 3-May 5 
 
 Baseball May 8- June 2 
 
 DECATHLON EVENTS 1921-1922 
 Grades 9-12 
 
 I. Basket Ball Goal Shoot. 
 
 II. Stunts: 
 
 1. Coordination Test (Stride jump). 
 
 2. Forward Roll. 
 
 3. Frog Dance. 
 
 4. Cork Screw. 
 
 5. Fish Hawk Dive. 
 
 III. Run and Catch. 
 
 IV. Volley Ball Serve. 
 
 V. Tennis Serve. 
 
 VI. Stunt Speed Series. 
 
 VII. Endurance Test (Hanging, leg raising). 
 
 VIII. Baseball Throw for Accuracy. 
 
 IX. Baseball Batting. 
 
 X. Hockey Goal Shoot.* 
 
 *Archery will be substituted this year for Hockey Goal Shoot. 
 
322 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Grades 7 and 8. 
 
 I. Run and Catch. 
 
 II. Stunts: 
 
 1. Jump Stick. 
 
 2. Cartwheel. 
 
 3. Head and Hand Stand. 
 
 4. Forward Roll. 
 
 5. Acrobatic One-Step. 
 
 III. Jump Rope. 
 
 IV. Volley Ball Serve. 
 
 V. Tennis Serve. 
 
 VI. Stunt Speed Series. 
 
 VII. Endurance Test. 
 
 VIII. Baseball Throw for Accuracy. 
 
 IX. Baseball Batting.' 
 
 X. Stunts. 
 
 1. Coordination Test. 
 
 2. Frog Dance. 
 
 3. Cork Screw. 
 
 4. Fish Hawk Dive. 
 
 5. Steamboat. 
 
 GYMNASTIC DAY COMPETITION 
 RELAYS 
 
 Progressive Broad Jump Jump the Stick (double line).. Stunts 
 
 All Up B* Leap Frog 
 
 Back to Back Obstacle B 
 
 Bag Pile B Over and Under B 
 
 Baseball Throwing % Pass and Toss B p. 314 
 
 Basketball Goal Shoot Running 
 
 Basketball Pass for Accuracy Serpentine 
 
 State Chart-Decathlon Shuttle B 
 
 Bull Frog Skin the Snake B 
 
 Circle B Skipping 
 
 Club Snatch B Snake 
 
 Couple Square (1 point for passing) B 
 
 Crab Stride B 
 
 Deadman's Stunt Speed Series Stunts 
 
 Duck Walk Stuntsf Tag the Wall B 
 
 Flag Relay B Throwing B 
 
 Goose Walk Through the Stick Stunts 
 
 Haul Me Over Through the String 
 
 Heel-toe-step Walking 
 
 Indian Club Race B p. 112 Wheelbarrow Stunts 
 
 Indian Club Rolling Wicket Walk Stunts 
 
 Jumping Rope Zig-Zag 
 
 *B Bancroft, fStunts " Health by Stunts." 
 
PHYSICAL EDUCATION FOE GIKLS 
 
 323 
 
 GYMNASTIC DAY COMPETITION 
 
 GAMES 
 
 Bat Ball Cal. Man. 
 
 Battle Ball B 
 
 Black and White B p. 52 
 
 Captain Ball B 
 
 Combination Pass Ball Stunts 
 
 Corner Ball....B-359, Cal. Man.-161 
 
 Dodgeball (time) B 
 
 End Ball B Cal. Man. 
 
 Guard Pin Ball (time) 
 
 GAMES 
 
 Kick Ball 
 
 Line Football 
 
 Newcomb 
 
 Philadelphia Bat Ball 
 
 Post Ball 
 
 Progressive Dodgeball. 
 Push Ball 
 
 Round Ball 
 
 Sitting Line Ball 
 
 .Cal. Man. 
 
 ....Ms 
 
 Stunts 
 
 B 
 
 . B-401 
 
 Note. Each class must cover at least 20 relays and games a semester. 
 References not given here will be found in list of special directions. 
 
 INFORMAL GAMES 
 
 Ball Stand 
 
 Beetle Goes Round 
 
 Birdcatcher 
 
 Black Tom 
 
 Broncho (Triple) Tag 
 
 Bull in the Ring 
 
 Cat and Rat 
 
 Catch a Fish 
 
 Center Base 
 
 Chicken Fight 
 
 Circle Race 
 
 Circle Stride Ball 
 
 Couple Tag 
 
 Duck on a Rock 
 
 Dumbbell Tag 
 
 Four Around (Slap Jack w. 
 
 B-328 Have You Seen My Sheep? B-102 
 
 B-205 High Windows B-104 
 
 B-52 Hill Dill B-105 
 
 B-54 Hip B-105 
 
 Hound and Rabbit B 
 
 B-56 I Say Stoop B-113 
 
 B-60 Japanese Tag B-116 
 
 B-61 Midnight B-133 
 
 B-354 O'Grady says (Gym. lesson, etc.) 
 
 M.M. Ostrich Tag 
 
 B-69 Poison " B-148 
 
 B-407 Pom Pom Pullaway B-149 
 
 Prisoner's Base B-156 
 
 B-81 Slap Jack B-178 
 
 B-83 Three Deep and Variations B-96 
 
 3 circles) Tommy Tiddler B-198 
 
324 THE UNIVEESITY HIGH SCHOOL JOUENAL 
 
 ABBREVIATIONS FOR DANCING 
 
 B Bancroft, Jessie 
 
 Bur Burchenal, Elizabeth 
 
 I Folk dances and singing games 
 
 II Dances of the people 
 
 Cr Crampton, C. Ward 
 
 I Folk dance book 
 
 II Second folk dance book 
 
 Cal. Man California Manual 
 
 In dancing refers to supplement 
 
 C. C Crawford, Caroline 
 
 I Folk dances and games 
 
 II Dramatic games and dances 
 
 Gt Gilbert, Melvin Ballou 
 
 I Vol. I 
 
 II Vol. II 
 
 III School Dances 
 
 H Hinman, Mary Wood 
 
 I Solo dances 
 
 II Couple dances 
 
 III Ring dances 
 
 IV Group dances 
 
 M.H Hofer, Marie 
 
 I Children's old and new singing games 
 
 II Popular folk games and dances 
 
 III Old tunes, new rhymes and games 
 
 M Moses, Irene 
 
 Rhythmical action plays and dances 
 
 M.M Michigan Manual 
 
 S Sharp 
 
 I Country dance book 
 
 II Country dance tunes 
 
 III Morris book 
 
 N.R Nursery Rhymes 
 
 RD Recreative Dances 
 
 Ms (M.A.) Manuscript of M.A. 
 
 Ms.... Manuscript of B.L.P. 
 
PHYSICAL EDUCATION FOB GIELS 325 
 
 DANCING PHYSICAL EDUCATION A, B. 
 
 My Son John N.R. 
 
 Jack Be Nimble N.R. 
 
 I'm Very, Very Tall Cal. Man. 34 
 
 Nixie Polka (with words) Cal. Man. 48 
 
 Muffin Man B. 282 
 
 See Saw N.R. 
 
 Shoemakers' Dance Bur. 1-8 
 
 Ride a Cock Horse N.R. 
 
 Jolly Is the Miller , Cal. Man. 37 
 
 Three Crows N.R. 
 
 Taffy Was a Welchman N.R. 
 
 Sing a Song of Sixpence N.R. 
 
 Here Come Three Dukes A-Riding Ms 
 
 Pussy Cat Ms 
 
 KullDansen Bur 1-34 
 
 Four Little Blackberries Ms 
 
 Hark, Hark, The Dogs Do Bark N.R. 
 
 Three Children Sliding N.R. 
 
 Washing the Clothes Cr 48 
 
 To Market, To Market N.R. 
 
 Ma's Little Pigs Bur. 1-22 
 
 Humpty Dumpty Ms 
 
 Blue Bird Ms 
 
 When I Was a Bachelor r N.R. 
 
 Three Little Mice Ms 
 
 Carrousel Bur. I 
 
 The Toad's Mistake Ms 
 
 Swedish Clap Dance C.C. 26 or Cr 13 
 
 Girls and Boys Ms (M.A.) 
 
 Hot Cross Buns N.R. 
 
 Broom Dance Bur. 11-79 
 
 Maypole Dance (Mayday Gallop) Ms 
 
 Swinging Ms 
 
 Little Bo Peep Ms 
 
 Highland Fling (selected steps) Bur 1-50 
 
 Gustaf's Skoal C.C. 34 
 
 There Was a Little Girl N.R. 
 
 Soldier Boy Ms 
 
 Mary, Mary, Quite Contrary N.R. 
 
 Goosey, Goosey, Gander Ms 
 
 The Queen of Hearts Ms 
 
326 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 DANCING PHYSICAL EDUCATION C, D. 
 
 Nixie Polka Cr 12 
 
 Taffy was a Welchman N.R. 
 
 Gustafs Skoal C.C. 1-34, Cal. Man. 28, Bur. 11-56 
 
 Danish Dance of Greeting Cr 1-2, Bur I, Cal. Man. 24 
 
 When I Was a Bachelor N.R. 
 
 Children's Polka Cr 4 
 
 Bleking Bur. 11-52, Cal. Man. 18 
 
 Girls and Boys Ms (M.A.) 
 
 Carousal Bur 1-20, Cal. Man. 20 
 
 Ain't We Got Fun Ms 
 
 Rovenacka Cal. Man. 56, CC 1-72 
 
 Teach Polka Step 
 
 Review Children's Polka using Polka Step 
 
 Seven Jumps Bur 11-68 
 
 King of the Barbarees Ms 
 
 Eloise Gavotte Gt. Ill 
 
 Indian Dance Ms 
 
 Bean Porridge (Polka Step) Gt III, Cal. Man., Ms 
 
 Dolly Dollars Ms 
 
 Pop Goes the Weasel Gt III 
 
 I'm Captain Jinks Ms 
 
 Japanese Dance '. Ms 
 
 Ostendaise Ms 
 
 Norwegian Mt. March Cr 1-18 
 
 Jolly Is the Miller Cal. Man. 37 
 
 Hopp Mor Annika Cr 1-22 
 
 Reap the Flax Bur I 
 
 There Was a Little Girl N.R. 
 
 Irish Jig Cr I-52,"M.M., Bur 1-80 
 
 Vineyard Dance Ms 
 
 Tantoli Cr 1-10 
 
 May Pole Dance (Winding) 
 
 Ace of Diamonds Bur 1-6 
 
 Hot Cross Buns N.R. 
 
 Cschbogar Ms 
 
 Mary, Mary, Quite Contrary N.R. 
 
 Jumping Jack (selected steps) Ms 
 
 Soldier Boy Ms 
 
 Ribbon Dance Bur 11-12 
 
 The Bee and The Rose Ms 
 
 Sellengers Round Ms 
 
PHYSICAL EDUCATION FOE GIRLS 327 
 
 DANCING PHYSICAL EDUCATION 1 and 2 
 
 Nixie Polka Cr I, p. 15 
 
 Cschbogar Ms M.M. 
 
 Jolly Is the Miller Cal. Man. 
 
 Carrousel Bur I, p. 20 
 
 Danish Dance of Greeting Bur I, p. 4 
 
 Crested Hen Bur II, p. 61 
 
 Teach the Two-step 
 
 Carolina Two-step N.M., p. 159 
 
 Bleking ....Bur II, p. 52 
 
 Yankee Doodle M.M. 
 
 Teach Polka 
 
 Hopp Mor Annika ....Cr I, p. 22 
 
 Indian Dance Ms 
 
 Ain't We Got Fun Ms 
 
 Bean Porridge Hot Gt III, p. 4 
 
 Sellenger's Round Ms 
 
 Goralski Taniec Ms 
 
 Eloise Gavotte Gt III 
 
 Rovenacka C.C. I, p. 72 
 
 Seven Jumps .' Bur. II, p. 68 
 
 Portland Fancy Ms 
 
 Teach the Schottische 
 
 Swedish Schottische Cr. II, p. 58 
 
 Tantoli Bur II 
 
 Gathering Peascods Ms 
 
 Over There RD 
 
 Nobleman's Dance Ms 
 
 Black Nag Ms 
 
 The Stop Ms (M.A.) 
 
 Cowboy Dance Ms 
 
 La Pastourelle Gt. Ill 
 
 Teach the Mazurka 
 
 Bounding Hart C.C., p. 6 
 
 L'Zoronto Ms (M.A.) 
 
 Hansel and Gretel Ms 
 
 Irish Jig Bur. I, p. 80 
 
 Jack in the Box Ms 
 
 Teach the Waltz 
 
 Swinging (Miss Backius) 
 
 Captain Jinks Ms (M.A.) 
 
 Vineyard Dance Ms (M.A.) 
 
 Pop Goes the Weasel (Simple) Gt III 
 
 Varsouvienne Gt III 
 
 Dutch Dance (Oh, Where, Oh, Where) Ms 
 
328 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Sweet Kate Ms 
 
 Ostendaise Ms (M.A.) 
 
 Jumping Jack Jubilee Ms (M.A.) 
 
 Dancing Topsy . Gt III 
 
 Jump Jim Crow RD 
 
 Virginia Reel 
 
 How Do You Do Ms 
 
 Coming Thru the Rye 
 
 DANCING PHYSICAL EDUCATION 3 AND 4 
 
 May Day Gallop Ms 
 
 Dancing Topsy Gt III or Ms 
 
 Bavarian Folk Dance Ms 
 
 Teach Polka Step 
 
 Rheinlander Cr 1-58 
 
 Ain't We Got Fun Ms 
 
 BoardWalk Gt III 
 
 Rufty Tufty Ms 
 
 Cola Serbianka Ms 
 
 Daldans H IV 
 
 Won't Go Home Till Morning Ms 
 
 Strasak Bur 1-76 
 
 Csardas Bur 1-60 
 
 Tarentella Bur 1-86 
 
 Teach the Schottische Step 
 
 Highland Schottische C.C. 42, Cal. Man. 30 
 
 Irish Washerwoman M.M. 221 
 
 Galanterie Ms (M) 
 
 Boscastle H II 
 
 Pack Up Your Troubles RD 
 
 Butterfly Ms 
 
 Lott' is Tod C.C. 1-24 
 
 If All the World Were Paper Ms 
 
 Chalif Minuet Ms 
 
 Teach Mazurka Step 
 
 Varsouvienne Ms or Gt III 
 
 Irish Lilt Cr 1-36 or H I 
 
 Sun Dance (Indian) Ms (Music Leo Friedman) 
 
 Gorrland's Quadrille Bur. 11-40 or H IV 
 
 Troika Ms 
 
 Wooden Shoes Ms 
 
 Krakoviak Cr 11-40 
 
 Oranges and Lemons Ms 
 
 Oui, Oui, Marie RD 
 
 Sailor's Hornpipe Bur. 
 
PHYSICAL EDUCATION FOE GIELS 
 
 329 
 
 Crane Dance 
 
 Teach the Waltz 
 
 Shubert Waltz Series. 
 
 Jockey Dance 
 
 Oxdansen 
 
 Highland Fling 
 
 Russian Dance 
 
 Shepherd's Hey 
 
 .Ms 
 
 .Ms 
 .Ms 
 
 .Bur 1-26 
 .Bur 1-50 
 .M.H. II 
 .Ms 
 
 DANCING PHYSICAL EDUCATION 5 AND 6 
 BY NATIONS 
 
 American 
 
 Cowboy Dance 
 
 Jockey Dance 
 
 Virginia Reel 
 
 Bavarian Folk Dance Ms 
 
 Bohemian 
 
 Rovenacka C.C 72 
 
 Hungarian 
 
 Csardas II Burl 
 
 Hussar Ms 
 
 Cschbogar Ms 
 
 Russian 
 
 Kamarinskaia Bur 1-44 
 
 Nobleman's Dance Ms 
 
 Russian Dance M.H. 
 
 Polish 
 
 Goralski Taniec Ms 
 
 Danish 
 
 Danish Dance of Greeting.. Bur I 
 
 Ace of Diamonds Bur I 
 
 Crested Hen Bur II 
 
 Finnish 
 
 Bounding Hart C.C. 6 
 
 Norwegian Mt. March Cr 18 
 
 Swedish 
 
 Gustaf s Skoal.. Bur I 
 
 Bleking Bur 11-52 
 
 Reap the Flax Bur I 
 
 Carrousel.... ....Bur. I 
 
 English 
 
 Sailors' Hornpipe Bur 
 
 Row Well Ye Mariners.... Ms 
 
 The Old Mole Ms 
 
 Tideswell Procession Ms 
 
 Pop Goes the Weasel Gt III 
 
 Mage on a Cree Ms 
 
 English Morris Dance.... 
 
 Irish Lilt... 
 
 ...Cr 1-36 
 
 Scotch 
 
 Highland Fling Bur I 
 
 Highland Schottische Cr 1-20 
 
 Dutch 
 
 Wooden Shoes Ms 
 
 Oh Where, Oh Where Ms 
 
 Dutch Villagers Ms 
 
 French 
 
 Pastourelle Ms 
 
 Gavotte Ms 
 
 Rejane H II-6 
 
 Italian 
 
 Siciliano Ms 
 
 Tarentella Ms 
 
 Spanish 
 
 La Paloma or 
 
 La Mancha Ms 
 
 Japanese 
 
 Cherry Blossoms Ms 
 
330 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 DANCING PHYSICAL EDUCATION 5 AND 6 (Continued) 
 OTHER DANCES* 
 
 Athletic Pageant Pied Piper 
 
 Bacchanale Pierrette 
 
 Beauty of the Alps Pierrot 
 
 Bluette Polka Playfulness 
 
 Chamanade Polka Minature 
 
 Fairy Queen Poppies 
 
 Flower Waltz Skaters 
 
 French Doll Sunbeams Polka 
 
 French Gavotte Swinging 
 
 Jumping Jack White Rose Mazurka 
 
 March Militaire Xmas Waltz 
 
 Musette Grecian Dance Hinman 
 
 Papillion D'Amour 
 
 FOLK DANCES 
 
 CLASSIFIED ACCORDING TO NATIONALITIES 
 
 English Reference 
 
 Round and Round the Village Grade 1 Bancroft 290 
 
 Mulberry Bush Grade 1 C&W, p. 2 
 
 Muffin Man Grade 1 C&W 5 
 
 Greeting and Meeting Grade 1 M.H., vol. 2, p. 5 
 
 Looby Loo Grade 1 C&W 2, 4 
 
 A-hunting We Will Go Grade 1 C&W 25 
 
 Leaves Are Green Grade 1 B 276 
 
 I Should Like to Go to Shetland ..Grade 1 C&W 12 
 
 Did You Ever See a Lassie Grade 1 Bancroft 261 
 
 Draw a Bucket of Water Grade 2 C&W 30 
 
 Sailor Boy Grade 2 C&W 28 
 
 Lads and Lassies Grade. 2 C&W 22 
 
 Push the Business On Grade 2 C&W 31 
 
 Oats, Peas, Beans and Barley Grade 2 C&W 32 
 
 Hot Cross Buns Grade 3 L Hm 
 
 Green Hill Grade 3 M.H., vol. 2, 30 
 
 Bean Porridge Hot Grade 4 C&W 37 
 
 Ribbon Dance Grade 4 Bur, vol. 2, 12 
 
 Jolly Is the Miller Grade 4 C&W 23 
 
 English Harvesters' Dance Grade 5 Cr, vol. 1, p. 8 
 
 Cornish May Dance Grade 6 M.H., vol. 2, 36 
 
 *A11 references manuscript. 
 
PHYSICAL EDUCATION FOE GIELS 331 
 
 Oxford Minuet 2.. Grade 5 Beck Music and Desc 
 
 Sailor's Hornpipe Grade 7 Bur, vol. 2, p. 8 
 
 Pop Goes the Weasel Grade 7 Bur, vol. 5, p. 7 
 
 Laudanum Dance (May Dance).... Grade 8 Bur, vol. 1, p. 64 
 
 Speed the Plow Grade 8 Cecil J. Sharp, Part I 
 
 The Butterfly Grade 7 Sharp 1, Sharp 1 
 
 Jenny Pluck the Pears Grade 8 Sharp 2, Sharp 3 
 
 Mage on a Cree 1st H.S Sharp 2, Sharp 3 
 
 The Fine Companion 1st H.S Sharp 2, Sharp 3 
 
 Newcastle 1st H.S. Sharp 2, Sharp 3 
 
 Gathering Peascods Grade 7 Sharp 2, Sharp 3 
 
 Oranges and Lemons Grade 7 Sharp 2, Sharp 3 
 
 Dull Sir John Grade 8 Sharp 2, Sharp 3 
 
 Rufty Tufty Grade 6 Sharp 2, Sharp 3 
 
 Glory of the West Grade 8 Sharp 2, Sharp 3 
 
 Hey, Boys, Up Go We 1st H.S Sharp 2, Sharp 3 
 
 The Beggar Boy 1st H.S Sharp 2, Sharp 3 
 
 The Black Nag Grade 8 Sharp 2, Sharp 4 
 
 Cheerily and Merrily 1st H.S Sharp 2, Sharp 4 
 
 Goddesses 2nd H.S Sharp 2, Sharp 4 
 
 Amarillys 2nd H.S Sharp 2, Sharp 4 
 
 Black Jack 3rd H.S Sharp 2, Sharp 4 
 
 If all the World Were Paper 3rd H.S Sharp 3, Sharp 5 
 
 Hyde Park 2nd H.S Sharp 3, Sharp 5 
 
 Hundsdon House 2nd H.S Sharp 3, Sharp 5 
 
 Lady in the Dark 2nd H.S. Sharp 3, Sharp 5 
 
 The Merry Conceit 3rd H.S Sharp 3, Sharp 5 
 
 Maiden Lane 3rd H.S Sharp 3, Sharp 5 
 
 Row Well, Ye Mariners 3rd H.S Sharp 3, Sharp 6 
 
 Touch and Take 2nd H.S Sharp 3, Sharp 6 
 
 Bobbing Joe (Morris) 2nd H.S. 8 boys ....Bur 
 
 Bluff King Hall (May Pole) 2ndH.S., 7boys....Bur 
 
 Hornpipe Boys 8 Bur 
 
 American 
 
 Seesaw Grade 1 C&W, p. 13 
 
 Needles' Eye Grade 1 M.H.,vol. l,p. 17 
 
 Ten Little Indians Grade 1 C&W, p. 8 
 
 Soldier Boy Grade 1 M.H., vol. 1, p. 7 
 
 Kitty White Grade 1 Bur 224 
 
 I Tiskit, I Tasket Grade 1 Bur 288 
 
 Alcibiades (American Clog) Grade 8 H, vol. 1 
 
 Sir Roger De Coverly 1st H.S Bur, vol. 1 
 
 Dan Tucker (Middle West) 1st H.S Bur, vol. 1 
 
 (John Brown) 1st H.S Bur, vol. 1 
 
 The Circle (New England) 1st H.S Bur, vol. 1 
 
 Lady of the Lake (New England) 4th H.S Bur, vol. 1 
 
 Boston Fancy (N.E.) 4th H.S Bur, vol. 1 
 
332 THE UNIVEESITY HIGH SCHOOL JOURNAL 
 
 Portland Fancy (N.E.) 4th H.S Bur, vol. 1 
 
 Hulls Victory (N.E.) 3rd H.S Bur, vol. 1 
 
 Soldier's Joy 2nd H.S Bur, vol. 1 
 
 Old Zip Coon (Morning Star) 1st H.S Bur, vol. 1 
 
 Fisher's Hornpipe Grade 8 Bur, vol. 1 
 
 Pop Goes the Weasel 6 to 8 Bur, vol. 1 
 
 Yankee Doodle Grade 1 M 86 
 
 Sweedish 
 
 How'D'Ye Do, My Partner Grade 1 C&W, p. 9 
 
 Washing the Clothes Grade 1 Bur, vol. 1, p. 10 
 
 I Took a Walk One Evening Grade 1 M.H., vol. 2, p. 7 
 
 I See You Grade 2 C&W, p. 56 
 
 Grandmother's Old Sparrow Grade 2 C&W 29 
 
 Caroussel Grade 2 C&W 24 
 
 Mow, Mow the Oats Grade 3 C&W 59 
 
 Chain Dance Grade 3 C&W 60 
 
 Our Little Girls Grade 2 C&W 42 
 
 With Even Step Grade 3 C&W 50 
 
 Clap Dance (Klappdans) Grade 4 ....Bur, vol. 2, p. 38 
 
 Ho, Little Laddie Grade 4 KVK 43 
 
 Hop, Mother Annika Grade 4 Cr, vol. 1, 22 
 
 Swedish Ring Dance Grade 4 Cr, vol. 1, 24 
 
 Tailor's Dance Grade 4 C&W 34 
 
 Reap the Flax Grade 4 Bur I, p. 30 
 
 Nixie Polka Grade 4 Bur I, p. 30 
 
 Ladita (Lottie is Dead) Grade 4 C.C, vol. 1, 24 
 
 Bleking Grade 5 Bur 2, p. 52 
 
 Frysksdal polska Grade 5 Cr, vol. 1, p. 17 
 
 Gustav's Skoal.'. Grade 6 Bur 2, p. 56 
 
 The Stop (Skanning) Grade 6 Bq 1 
 
 Dal Dance ....Grade 7 Bq 39 
 
 Fjallnaspolska Grade 7 Bur 138 
 
 Swedish Weaving Dance Grade 7 M.H. 1, p. 38 
 
 Mellbrook ....Grade 7 Bur 3, p. 78 
 
 Gootland's Quadrille Grade 8 Bur 2, p. 40 
 
 Rheinlander Grade 8, Cr I, p. 58 
 
 Spinning Wheel (Snurrboucken).... Grade 8 Bq 6 
 
 Varsourvienne Grade 8 Bq 11 
 
 Wooden Shoes (Trasko) Grade 8 H, vol. 2 
 
 Skobo Dance (Boys) Grade 8 Bq 9 
 
 Tantoli Grade 4 Bur 
 
 Mountain Polka Grade 8 Bur 
 
 Ox Dance (Boys) Grade 8 Burl, p. 26 
 
 First of May Grade 2 Bur 
 
 Kull Dansen Grade 6 Bur 
 
 Ma's Little Pigs Grade 3 Bur 
 
PHYSICAL EDUCATION FOR GIELS 333 
 
 Bohemian 
 
 Rovenacka Grade 4 C.C, vol. 1, p. 72 
 
 Strasak Grade 7 Bur, vol. 1, p. 76 
 
 Komarno Grade 8 Bur, vol. 1, p. 92 
 
 Russian 
 
 Russian Haymaking Grade 4 M.H., vol. 2, p. 37 
 
 Kamarinskai Grade 7 Bur, vol. 1, p. 44 
 
 Cossack Dance Grade 8 Cr, vol. 1, p. 72 
 
 Arkavsky H.S. boys Chm 
 
 Russian Noblemen Dance H.S Chm 
 
 Russian Snowstorm Grade 4 Chm 
 
 Irish 
 
 Six Hand Reel Grade 8 Bur 
 
 Irish Jig Grade 6 Bur, vol. 1, p. 80 
 
 Irish Lilt Grade 7 Cr, vol. 1, p. 26 
 
 Norwegian 
 
 Norwegian Mountain March Grade 5 Bur, vol. 1, p. 2 
 
 Scandinavian 
 
 The Hailing Grade 8... Cr, vol. 2, p. 74 
 
 Italian 
 
 Tarantella Grade 8 Bur- 
 
 Polish 
 
 Gor Alski Taniec .- Grade 6 Chm 
 
 Krokovienne Grade 7 Chm 
 
 Dutch 
 
 Dutch Villagers Grade 6 Chm 
 
 Finnish 
 
 Sjalaskuttan (Bounding Heart) Grade 6 Bur, vol. 4, p. 13 
 
 Finnish Reel Grade 7 C.C., vol. 1, p. 6 
 
 Belgian 
 
 Ostendaise H.S. Chm Chm 
 
 Unclassified 
 
 Shoemakers' Dance Grade 2 Cr 
 
 Cinderella Grade 7 Gt, vol. 3, p. 25 
 
 Dancing Topsy Grade 6 Gt, vol. 3, p. 8 
 
 The Brownies Grade 5 Gt, vol. 3, p. 6 
 
334 
 
 THE JJNIVEESITT HIGH SCHOOL JOURNAL 
 
 French 
 
 Garden Game Grade 1... C&W 7 
 
 Vineyard Dance Grade 4 C.C., vol. 1, p. 68 
 
 French Reel Grade 6 Bur, vol. 3, p. 62 
 
 Tourdion Grade 8 Chm 
 
 Minuet H.S H, vol. 4 
 
 Pavanne Grade 7 Chm 
 
 Chacona (Couple Dance) H.S Chm 
 
 La Preciosa (Minuet) Couple H.S Gt, vol. 2, p. 50 
 
 Verona Minuet (Couple) H.S Gt, vol. 2, p. 57 
 
 Scotch 
 
 Come Out Into the Heath Grade 2 C&W 35 
 
 Chimes of Dunkirk Grade 4 Cr I, p. 1 
 
 Highland Schottische Grade 7 Cr I, p. 20 
 
 Highland Fling Grade 8 Bur I, p. 50 
 
 Sword Dance Grade, 8 boys Bur 
 
 Danish 
 
 The Farmer Grade 2 C&W 21 
 
 Danish Dance of Greeting Grade 4 Bur, vol. 1, p. 4 
 
 Seven Jumps Grade 3 Bur, vol. 2, p. 68 
 
 Tinker's Dance Grade 6 Bur, vol. 3, p. 86 
 
 Ace of Diamonds Grade 6 Bur, vol. 1, p. 6 
 
 The Crested Hen Grade 7 Bur 2, p. 61 
 
 The Four Dance H.S Bur, vol. 2, p. 63 
 
 Three Men's Reel Grade 8 Bur 
 
 German 
 
 Seven Jumps Grade 8 Bur 
 
 German Hopping Dance Grade 6 Cr 
 
 Bavarian 
 
 Bavarian Folk Dance Grade 6 Chm 
 
 Hungarian 
 
 Csehbogar Grade 5 Chm 
 
 Czardas Grade 7 Bur, vol. 1, p. 60 
 
 TheHuzzar H.S Chm 
 
 Lithuanian 
 
 Sandal Polka Grade 3 Crawford, vol. 2, p. 25 
 
 Swiss 
 
 Swiss May Dance Grade 3 C&W, p. 44 
 
PHYSICAL EDUCATION FOE GIELS 335 
 
 PRELIMINARIES FOR BASKET BALL GAMES 
 
 Throws 
 
 1. Chest. 
 
 2. High. 
 
 a. Double over-arm. 
 
 b. Single over-arm. 
 
 3. Newcomb (straight arm). 
 
 4. Underhand. 
 
 5. Free throw. 
 
 Throws with following variations: 
 
 1. Catch and throw with two feet jump. 
 
 2. Throw with one step forward, R and L back. 
 
 3. Throw for accuracy at waist, knee, shoulder, etc. 
 
 4. Pivot and throw. 
 
 Formations for Practice in Throwing and Catching 
 
 I. Two lines (opposite sides of court) use as many assistants (who throw 
 
 well) as there are balls. 
 
 1. Catch and return a given throw (single pass). 
 
 2. Catch and return twice (double pass). 
 
 3. Lines compete for accuracy. 
 
 Note: Use instructors and good assistants so good balls will be delivered 
 each time. 
 
 Note: A pass is completed only when ball is securely caught and held. 
 
 II. Circles (competing against each other). 
 A. Standing. 
 
 1. Passing RandL. 
 
 2. Passing RandL turing to outside of circle 
 
 3. Passing R and L skipping one 
 
 Accuracy and speed 
 count passes in a 
 given time 
 
 4. Passing any direction (speed). 
 B. Walking and running R and L. 
 
 1. Land on two feet and throw ball to coach. 
 
 2. Land on two feet and throw ball to any one in circle. 
 
 III. Field spaces (3 sections competing against each other). 
 
 b. Moving after ball is thrown. 
 Guard Practice 
 
 I. Two double lines (guards facing forwards). 
 
 1. Guards not moving. 
 
 2. Guards moving without seeing signal. 
 
 3. Guards moving with seeing signal. 
 
 4. Evading. 
 
 Signals RandL high or low, high back, etc. 
 Note: Objects 1. To make a pass between coach and forward. 
 2. Guard to interfere with pass. 
 
336 . THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Goal Shooting 
 
 I. Standing various positions 
 
 1. Shoot from each position until basket is made. 
 
 2. Single try and rotate in given position. 
 
 3. Chest throw, high trow, etc., standing, with jump, etc. 
 
 II. Running and rotating all throws. 
 
 Note. (Girl who has thrown always returns ball to next player). 
 
 Free Throw Shooting 
 
 1. Teach line and alley rules. 
 
 2. Relays. 
 
 Preliminary Games and Practice 
 
 6-hole BB. 
 
 Basket ball toss-up ("Cal." Manual). 
 
 Running and catching (high rope). 
 
 Zig-Zag baU ("Health by Stunts" Ms.). 
 
 Post ball. 
 
 End practice (very good), see page 691920 BB rules. 
 
 Traveling ball. 
 
 Ball passed around circle-guard on outside tries to interfere. If guard 
 captures ball, change places with girl who lost ball. 
 
 Skeleton Practice 
 
 1. Work out all kinds of combination passes. 
 
 2. Both teams can work at the same time if each team has a ball. No need 
 
 for confusion if colors are worn. 
 
 More advanced Girl who has thrown returns ball to second player in 
 line first girl in line running under basket to receive ball if it 
 misses the basket. 
 
PHYSICAL EDUCATION FOE GlELS 
 
 337 
 
 CAPTAIN BASKET BALL 
 
 + D 
 
 U v_y u 
 
 00* 
 D 
 d 0) 
 
 -* <0 
 
 9.3 
 
 d D 
 
 -Q 
 
 C 
 Q 
 
 a 
 
 H^k: 
 Xyv. 
 
 D 
 
 0*0 
 
 
 DIM 1 
 
 LLJ , _L 
 
 + -h 
 
 
 H H + ^_ffl C 
 
 "^ 
 
 O 
 
 3 
 
 aT 
 
 ID 
 
 0*0 
 
 > ^ 1 1 
 
 Equipment 
 
 Basket ball. 
 
 Four ordinary beat boards (for captains' bases). 
 Sixteen bases 3 feet square. 
 
338 
 
 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Team 
 
 Thirteen players number may be varied by changing number of bases. 
 Eight basemen. 
 Two captains. 
 Two captain guards. 
 One center guard. 
 
 Rules 
 
 1. Ball shall be put into play as in basket ball. 
 
 2. Basemen may step off base with one foot. 
 
 3. Captains may step off base with one foot except in scoring, when both 
 
 feet must be on base. 
 
 4. Guards may not step on any base. 
 
 5. When ball is in possession of a player, opponent may attack ball by 
 
 batting with one hand. 
 
 6. When ball goes out of bounds, nearest guard recovers it and throws 
 
 it in from any point of boundary line. 
 
 7. Any baseman may make a free throw (regulations as in basket ball). 
 
 Basemen must return immediately to base after ball is thrown. 
 
 8. Tie-ball regulations as in basket ball. 
 
 Fouls 
 For 
 
 1. Overguarding as in basket ball. 
 
 2. Any roughness. 
 
 3. Walking with ball. 
 
 4. Holding ball more than 3 seconds. 
 
 For 
 
 1. Stepping off base with both feet 
 
 2. Guard stepping on any base 
 
 3. Guards stepping over center line 
 
 Scoring 
 
 Throw from basemen to near captain. 
 Throw from basemen to far captain. 
 Basket throw by 4th basemen. 
 Basket throw by 3rd basemen. 
 Free throw. 
 Pass. 
 
 Penaltv: Free throw. 
 
 I Penalty: Ball given 
 nearest opponent 
 
 1 point. 
 
 2 points. 
 
 1 point 
 
 2 points. 
 1 point. 
 
 3 points. 
 
 To Make a Pass the Ball 
 
 1. Must start from either first base. 
 
 2. Must be caught in both hands by every baseman. 
 
 3. Must not touch ground, and 
 
 4. May progress in any rotation. 
 
 N. B. To score, captain must catch ball in both hands. 
 
PHYSICAL EDUCATION FOE GIELS 
 
 339 
 
 NOTES ON HIT PIN BASEBALL 
 
 3ft 
 
 HIT PIN BASEBALL 
 
 Field Play 
 
 1. Ball must be passed to 1,2, 3, home, in order. 
 
 2. Fielders may not interfere with runner (run given to runner's team). 
 
 3. Runners may not interfere with ball in field. 
 
 4. Indian Club at any base must be knocked down by player covering 
 
 that base. 
 
 "4 Balls" 
 
 After 4 balls have been called on bowler, kicker may place ball in circle 
 and kick it. 
 
340 
 
 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 Equipment 
 
 Soccer ball. 
 
 Four Indian clubs. 
 
 Field (baseball diamond) 
 Line-up Nine Players 
 
 Catcher. 
 
 Bowler. 
 
 First baseman. 
 
 Second baseman. 
 
 Third baseman. 
 
 Shortstop. 
 
 Right fielder. 
 
 Center fielder. 
 
 Left fielder. 
 
 Object of the Game 
 To score runs. 
 A run is scored when player kicks 
 
 a fair ball and touches each 
 
 base as in baseball. 
 
 Fair and Foul balls as in baseball. 
 
 Dead Ball delivered by bowler and 
 which hits kicker. 
 
 Strikes Ball delivered by bowler. 
 
 1. Which kicker misses. 
 
 2. First and second foul balls. 
 
 3. Which lands on line or inside 
 
 forward half of home circle. 
 
 4. If one foot is not in circle when 
 
 kicking. 
 
 Outs (Kicker) 
 
 1. Always on third strike. 
 "\ 2. Foul ball after four balls. 
 
 3. If Indian club at home is 
 
 knocked down by kicker or 
 bowler. 
 
 4. Foul fly caught. 
 
 5. If fair ball knocks down club 
 
 before striking ground. 
 
 (Runner) 
 
 1. Caught fly. 
 
 2. If hit by fair ball before it 
 
 touches ground. 
 
 3. If he knocks down any Indian 
 
 club. 
 
 4. If any club just ahead of him 
 
 is knocked down. 
 
 5. If he doesn't touch all bases 
 
 in order. 
 
 6. If he runs inside the diamond 
 
 in front of any club. 
 
 7. If he interferes with any player 
 
 inside the diamond. 
 
 Bowler 
 
 1. Both feet must be in box when 
 
 bowling. 
 
 2. May roll ball, toss ball, or use 
 
 side-arm throw. 
 
 Basemen 
 
 Must have one foot on base when 
 passing ball. 
 
 4h Cs-c.* 
 
PHYSICAL EDUCATION FOE GIRLS 
 
 341 
 
 UNIVERSITY BALL 
 
 X 
 
 X 
 
 X 
 
 x x 
 
 A A 
 
 XX 
 
 XX 
 
 X 
 
 X 
 
 Baseman X Guard 
 
342 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 I. Court 
 
 1. Ordinary basket-ball court (see diagram). 
 
 2. Size may vary with number of players. 
 
 II. Numbers of Players 
 
 May use any number. 
 
 Ten on a team ordinarily used. 
 
 III. Positions 
 
 Five on a team occupy circles or bases. 
 
 Other five on team guard bases of opposing team. 
 
 IV. Game 
 
 1. Captain's guards stand astride center line and jump for toss-up as 
 
 in basket ball, each trying to bat ball to his own players. 
 
 2. Object is to get ball to captain, but must come from a side baseman 
 to count a point. 
 
 3. One point may also be scored by making a pass of four side basemen . 
 
 4. Game played in quarters or in halves. 
 
 V. Rules 
 
 1. Basemen may step one foot off base. 
 
 2. Guards may not step on base. 
 
 3. Players may not advance with ball. 
 
 4. Ball may not be kicked. 
 
 5. Guard may a. run anywhere in his own court. 
 
 b. advance ball to line by passing. 
 
 c. not step over center line. 
 
 6. Any violation gives ball to captain guard of opposing team. 
 
 VI Change of Players 
 
 Guards and basemen exchange places at quarter or half 
 
PHYSICAL EDUCATION FOE GIELS 343 
 
 NEWCOMB 
 
 Neufral \5pace l ft. 
 
344 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 I. Diagram Equipment 
 
 Basket Ball Court. 
 
 a. Two courts. 
 
 b. Neutral space, 12 feet. 
 Rope. 
 
 a. Six to eight feet high. 
 
 b. Stretched across center of field. 
 
 Basket ball, volley ball, soccer or newcomb ball. 
 
 II. Touchdown 
 
 1. Scored when ball clears rope and touches floor or ground in op- 
 ponent's court. 
 
 III. Fouls 
 
 1. Ball touching rope. 
 
 2. Ball going under rope. 
 
 3. Ball thrown beyond opponent's boundary line unless touched by 
 
 opponent. 
 
 4. Ball thrown or batted into neutral ground. 
 
 5. Ball dropped at any time. 
 
 6. Ball thrown with two hands. 
 
 IV. Scoring 
 
 1. Touchdown 1. 
 
 2. Foul 1. 
 
 3. Touchdown and fouls cancelled at end of game. 
 
 4. Excess fouls added to score of opponent. 
 Example : 
 
 Red Team Blue Team 
 
 Touchdowns 5 
 
 Fouls 5 
 
 Final Score 10 (five touchdowns after cancelling 
 
 fouls; plus five excess fouls of 
 Red Team). 
 
 V. Game 
 
 1. Two halves. 
 
 2. Start with a toss-up as in basket ball at beginning of each half. 
 
 3. Ball is in play after a touchdown or foul without starting at 
 
 center toss. 
 
 4. Ball in neutral space recovered by captain who first gets the ball. 
 
PHYSICAL EDUCATION FOE GIRLS 
 
 345 
 
 FRESHMAN STUNTS 
 
 (Suggested List) 
 
 Bear Dance 102. 
 
 Bird Hop Knees straight, hop for 
 on both toes. 
 
 Body Bounce 103. 
 
 Camel Walk 121. 
 
 Chicken Fight 151. 
 
 Clown Tricks Lying on floor with 
 object on forehead, stand up. 
 Balance wands, etc. 
 
 Cock Fight 150. 
 
 Crane Dive 103. 
 
 Dog Run 95. 
 
 Elephant Walk 120. 
 
 Eskimo Roll 127. 
 
 Frog Hop Deep knee bend, place 
 hands on floor. Move hands for- 
 ward and let feet follow with 
 jump, kicking legs out behind. 
 
 Head Stand (From Tip up) 100. 
 
 Head and Hand stand against wall. 
 
 Heel Knock 98. 
 
 Horizontal one-half standing, change 
 arms to side horizontal, neck, etc. 
 
 Human Fly From prone fall posi- 
 tion with feet against wall, walk 
 upwall with feet to a hand stand 
 facing wall. 
 
 Human Knot 105. 
 
 Human Wicket 93. 
 
 Indian Wrestle 147. 
 
 Jumping Jack 105. 
 
 Jumping Wheel Barrow 118. 
 
 Jump Stick 106. 
 
 Kangaroo Hop Hop in deep-knee 
 
 bend position, elbows bent and 
 
 hands held loosely to imitate 
 
 useless forefeet. 
 Knee Dip 96. 
 Merry-Go-Round (side-lying, weight 
 
 on one arm, wheel around). 
 Palm Spring 95. 
 
 Pull Stick 151. 
 Rabbit Hop Same as frog hop 
 
 except no kicking out behind. 
 Rooster Fight 150. 
 Single Squat 99. 
 Solid Ivory 95. 
 Starting with fingers touching toes, 
 
 walk out to prone-fall position 
 
 and back. 
 Stiff 121. 
 Stiff Leg Bend 103. 
 Tip Up 100. 
 Top 95. 
 
 Whell Barrow 118. 
 Wicket Walk 93. 
 
 All references are to Pearl & Brown, Health by Stunts. 
 
346 THE UNIVEESITY HIGH SCHOOL JOUENAL 
 
 NOTES ON SPECIAL RELAYS AND GAMES 
 
 1. Progressive Broad Jump. 
 
 Each member of team starts jump from landing of previous girl. Team 
 which -covers greatest distance wins. 
 
 2. Indian Club Rolling. 
 
 Roll an Indian Club with a wand. 
 
 3. Through the String. 
 
 Twelve inch string like through the stick (Health by Stunts), 
 
 4. Back to Back Relay (couples). 
 
 Arms clasped and run, one girl practically carrying the other. 
 
 5. Heel-toe-step Relay. 
 
 Touch heel, then toe, then step. 
 
 6. Crab Relay. 
 
 Run backwards to line touching tips of fingers to floor. 
 
 7. Goose Walk Relay. 
 
 "Squat" walk. 
 
 8. Haul Me Over. 
 
 Number one on team is on opposite side. She goes over to number two 
 and hauls her over to her side. Number two then gets number 
 three, and so on. 
 
 9. Snake Relay. 
 
 Team (all hands on shoulders) must serpentine around pins without 
 knocking them down. 
 
 10. Dead Man's Relay. 
 
 Competing circles. 
 
 All flat on floor, face down, close together. 
 
 Number one in each circle starts around circle to right jumping over 
 or between feet; when she is down number two starts, etc. 
 
 11. Serpentine Relay. 
 
 Each member of team sets an obstacle (as pin) on designated places 
 on floor, one after the other, then whole team serpentines around 
 obstacles. Each obstacle must then be returned to line, one at a 
 time. 
 
PHYSICAL EDUCATION FOE GIELS 347 
 
 12. Line Football. 
 
 ************** Team One. 
 
 **************Team Two. 
 
 Each member has a number. Referee calls any number and one girl 
 from each team having that number runs to the middle of space, 
 trying to kick or fist the ball over opponent's line. The line, of 
 course, interferes any way except kicking. One point is scored 
 when ball goes over opponent's line either above heads or between 
 feet. 
 
 13. Push Ball. 
 
 Two mass teams. 
 
 Try to keep ball in air in own territory. 
 
 Touchdown or drop in number two's territory scores one for team 
 number one. 
 
 14. Sitting Line Ball. 
 
 Like push ball, using feet. 
 
 15. Newcomb. 
 
 (See manuscript for short suggestions.) 
 
 16. Philadelphia Bat Ball. 
 
 Two field bases instead of one as in liberty ball. 
 
348 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 ALLIED ORGANIZATIONS WITH ADDRESSES 
 
 American Physical Education Assoc 93 Westford Ave., Springfield, Mass. 
 
 American Posture League, Inc 1 Madison Ave., New York 
 
 American Public Health Association ....San Francisco, New York, etc. 
 
 Boy Scouts of America 200 5th Ave., New York City 
 
 Camp Fire Girls 31 E. 17th St., New York 
 
 See A.P.E.R. Dec. 1920 for lists of motion pictures. 
 
 Child Health Organization 156 5th Ave., New York 
 
 Cleveland Foundation Cleveland, Ohio 
 
 Community Service 1 Madison Ave., New York 
 
 Dental Hygiene Association San Francisco 
 
 Department of Child Hygiene Washington, D. C. 
 
 National Board Y. W. C. A 600 Lexington Ave., New York 
 
 National Child Welfare 70 5th Ave., New York 
 
 National Organization for Public 
 
 Health Nursing 1565th Ave., New York 
 
 Playground and Recreation Association 
 
 of America 1 Madison Ave., New York 
 
 Russel Sage Foundation 130 E. 22nd St., New York 
 
 U. S. Bureau of Education Government Printing Office 
 
 Note. Look up publications for a wealth of material in posters, pamphlets, 
 slides, etc. Weight records may be obtained from Child Hygiene, Dept. U. S. 
 Bureau of Education (Department of Interior). 
 
 EQUIPMENT MANUFACTURERS 
 
 American Posture League 1 Madison Ave., New York 
 
 Chicago Gymnastic Equipment Co 1040 W. Lake St., Chicago, 111. 
 
 James Duff (Archery) 130 Zabriskie St., Jersey City, N. J. 
 
 Draper-Maynard Co Cal. Rep. Dunham, Carrigan, Hayden, 
 
 San Francisco 
 P. Goldsmith's Sons Cal. Rep., H. D. Wilson, 1516 Alice 
 
 St., Oakland 
 
 Hill Standard Mfg. Co Anderson, Indiana 
 
 Hunt, H., & Son 87-89-93 Wyndson St., Liverpool 
 
 H. H. McChesney (Archery) 24 14 Portland Ave., Minneapolis, Minn. 
 
 Fred Medart Mfg. Co Rialto Bldg., San Francisco 
 
 Narragansett Machine Co Providence, R. I. 
 
 Horace Partridge Co Boston, Mass. 
 
 Rawlings Mfg. Co 2301 Lucas Ave., St. Louis, Mo. 
 
 A. J. Reach Co Cal. Rep., Phil. B. Bekeart Co., 717 
 
 Market St., San Francisco 
 
 R. U. V. Co., Inc 165 Broadway, New York 
 
 (Ultra violet ray sterilizer for pool) 
 
PHYSICAL EDUCATION FOR GIELS 349 
 
 A. G. Spaulding Bros 438 9th St., San Francisco, Chicepee, 
 
 Mass. 
 
 Wilson, Thos. E., & Co San Francisco, New York, Chicago 
 
 Wright & Ditson Victor Co San Francisco 
 
 Alex. Taylor & Co., Inc 26 E. 42nd St., New York 
 
 BADGES, BUTTONS, ETC. 
 
 Bastian Bros Rochester, N. Y. 
 
 Lucke Badge and Button Co Baltimore, Md. 
 
 Whitehead Hoag Co Newark, N. J. 
 
 COSTUME MANUFACTUKERS 
 
 Aldrich and Chancellor 1858 Milwaukee Ave., Chicago, 111. 
 
 Max Goodman & Son 88 Hester St., New York 
 
 Stella D. Kisch 55 W. 45th St., New York 
 
 Henry S. Lombard 22-26 Merchants Row, Boston, Mass. 
 
 Bernard Mandi 210-12 W. Madison S., Chicago, 111. 
 
 Myers Mfg. Co 228 S. Los Angeles Ave., Los Angeles 
 
 E. R. Moore Co 932-38 Dakin St., Chicago, 111. 
 
 Horace Partridge Co Boston, Mass. 
 
 A. G. Spaulding 438 9th St., San Francisco 
 
 R. H. Stearns Boston, Mass. 
 
 Alex. Taylor & Co., Inc 26 E. 42nd St., New York 
 
 SOME MUSIC HOUSES AND PUBLISHERS 
 
 D. Appleton & Co. Music (World 
 
 Series)..: New York City 
 
 A. S. Barnes & Co New York City 
 
 Milton Bradley Co Springfield, Mass. 
 
 J. Curwen & Sons (English) London 
 
 Oliver Ditson Co New York 
 
 Doubleday & Co New York 
 
 A. Flanagan Co Chicago 
 
 H. W. Gray Co New York 
 
 Ginn & Co New York 
 
 Mary Wood Hinman 721 Lincoln Parkway, Chicago 
 
 Lippincott & Co Philadelphia 
 
 Lyon & Healy Chicago 
 
 Presser, Theo 1712 Chestnut St., Philadelphia 
 
 Saul Bros Chicago 
 
 Sherman, Clay & Co San Francisco 
 
 Schirmer, G New York 
 
 Stokes, Fred, & Co New York 
 
 Tupper & Reed Berkeley, Cal. 
 
 Wiley B. Allen Co San Francisco, Cal. 
 
 Wisconsin Music Store Madison, Wisconsin 
 
 See Manuals 
 
350 THE UNIVERSITY HIGH SCHOOL JOUENAL 
 
 SOURCES FOR BIBLIOGRAPHY 
 
 Book Lists A.P.E.R 93 Westford Ave., Springfield, Mass. 
 
 (with prices books may be purchased from A.P.E.R.) 
 
 Bulletin No. 50 U. S. Bureau of Education 
 
 California Manual 
 
 Efficiency Tests for Secondary Schools.. Reprint A. P. E. R. 
 
 Folk Dance and Game Books A. S. Barnes Co., 30 Irving place, N.Y. 
 
 Health Associations (See lists of addresses) 
 
 Michigan Manual 
 
 N. J. Manual 
 
 Report of Committee on Folk Dancing.. Playground Association of America 
 
 Report of Committee on Physical Effi- 
 ciency Tests A. P. E. R. 
 
 Selected List of English Folk Songs Novelle and Co., Ltd., K. W. Gray Co., 
 
 N. Y. 
 
 Sources of Information, Play and 
 
 Recreation Dept. of Recreation, Russell Sage 
 
 Foundation, 130 E. 22nd St., N. Y. 
 
 SUGGESTED DEPARTMENT LIBRARY 
 
 Adams, Samuel The Health Master. 
 
 ^Angell Play. 
 
 Bancroft Games for Playground, Home, School, and 
 
 Gymnasium. 
 
 Bancroft Posture of School Children. 
 
 Bancroft and Pulvermacker Handbook of Athletic Games 
 
 ^JBowen Action of Muscles 
 
 Boy Scouts' Handbook 
 
 Bulletin No. 50 U. S. Bureau of Education on Reorganization 
 
 of P. E. in Secondary Schools. 
 
 Burchenal Dances of the People; Folk Dances and Sing- 
 ing Games (four other volumes). 
 
 California Manual in Physcial Education 
 
 Caskey Athletic Pageant and Athletic Jubilee 
 
 Chalif Manuscript for Dances 
 
 Crampton Folk Dance Book 
 
 Drew Individual Gymnastics (1922) 
 
 Elsam and Trilling Social Games and Group Dances 
 
 Faulhaber Recreative Dances. 
 
 vFirst Aid See A. P. E. R. lists. 
 
 /Fisher and Fisk How to Live. 
 
 Frost and Wardlow Basket Ball and Indoor Baseball for Women 
 
 Hinman Four volumes Gymnastic Dancing 
 
PHYSICAL EDUCATION FOE GIELS 351 
 
 Hygiene See A. P. E. R. lists 
 
 Lovett Lateral Curvature of the Spine 
 
 McKenzie Exercise in Education and Medicine 
 
 Michigan Manual in Physical Education 
 
 Morris Dances Five Volumes 
 
 Morris Dance Tunes Ten Sets 
 
 Narraganset Machine Co Handbook 
 
 Pearl and Brown Health by Stunts 
 
 Public Schools Athletic League (N. Y. City) Handbook 
 
 Raycroft Mass Physical Training 
 
 Reilly -. New Rational Athletics for Boys and Girls 
 
 Shar Country Dance Books I, II, III, IV 
 
 Skarstrom Gumnastic Kinesiology , 
 
PHYSICAL EDUCATION FOR BOYS IN THE 
 UNIVERSITY HIGH SCHOOL 
 
 H. H. HINDMAN* 
 
 Physical education that phase of education concerned with 
 the function of big-muscle activities in the educational process 
 has become an established part of the school curriculum, and 
 its aims and purposes have been determined and denned. The 
 problem before those in charge of this phase of the school pro- 
 gram is to determine methods for attaining definite educational 
 results through the means at their command. 
 
 The aims upon which the whole physical education program 
 projects itself may be broadly classified as (1) constructive 
 educational aims, (2) control of growth handicap aims, and (3) 
 aims for the teaching of efficient living. The constructive 
 educational aims have to do with the development of the organic 
 mechanisms, the nervous system, intellectual powers, and moral 
 character. Of these, organic development or development of 
 the heart, lungs, digestive system, heat regulating mechanisms, 
 and nutritive processes in general, is most fundamental and 
 least understood. The stimulation necessary for sound and 
 normal organic growth can only come through the use and 
 exercise of the big-muscle groups. The breaking down of tissues 
 during exercise places the burden of supplying fresh building 
 material upon the organic mechanisms. These develop and 
 become strong in proportion to the demands made upon them. 
 Hence any increase in the use of muscle structures is accom- 
 panied by increased activity of the organic structures with a 
 consequent growth in their strength and efficiency. In a simi- 
 lar manner is the development of the nervous system dependent 
 upon muscular exercise. Since every muscle group is controlled 
 by a nerve center, exercise of those muscles stimulates the growth 
 
 * Supervisor of physical education for boys. 
 
PHYSICAL EDUCATION FOE BOYS 353 
 
 of the controlling nerve center with a corresponding increase 
 of nervous vitality and power. Physical training then aims to 
 develop "not muscular energy, but nervous energy, not muscu- 
 lar power, but organic vigor." 
 
 Development of the intellect results from training and 
 practice in all forms of big-muscle activities. In the learning 
 of new movements and in the development of skill as a performer 
 the intellect functions; this results in a development of motor 
 will-power. Also "in the child's and youth's big muscle com- 
 petitive plays he thinks the actions and reactions of human 
 nature and gains insights essential for democratic sympathies. 
 These constitute the broad social consciousness which is the tap- 
 root of developed general intelligence." 1 
 
 No single phase of education offers quite the same oppor- 
 tunities for the cultivation of sound social attitudes. The play- 
 ground and athletic field are laboratories of character training. 
 Here the youth finds expression through the medium of his 
 games and plays for those instinct tendencies and emotions 
 which lie at the foundation of character. As these are allowed 
 to express themselves, so will his character develop and the 
 attitudes there fostered tend in a large measure to become the 
 social attitudes of maturing youth and developed manhood. The 
 effort to stimulate in the youth a sound sense of character values 
 should, therefore, be the highest aim of the physical educator. 
 
 "The objectives of physical education, therefore, are motor 
 education that shall function in promoting physical vigor, and 
 an awakening and expression of mental, moral and social feel- 
 ings and states that shall lead toward fine qualities of citizen- 
 ship." 2 
 
 The second phase of the program is concerned with the 
 correction or removal of those bodily or social impediments that 
 may interfere with normal growth and development. This may 
 or may not be a duty of the department of physical education. 
 
 1 Hetherington Keport of the State Supervisor of Physical Education, 
 1918. 
 
 2 Williams. Organization and Administration of Physical Education. 
 
354 THE UNIVERSITY HIGH SCHOOL JOUENAL 
 
 However, it is a work closely allied to the functions of that 
 department. Little can be accomplished toward the education 
 of individuals so handicapped by abnormal growth conditions, 
 either physical or social, that they are unable to enter freely 
 into the activities organized for their advantage. It should be 
 the aim of the department to promote a wholesome environment 
 both in the home and in the school and to use every means 
 within its power to remove growth handicaps and correct 
 abnormal conditions. 
 
 The third phase of the program aims at the establishment 
 in the individual of a capacity for self -direction. This may 
 be brought about through the presentation of acquired infor- 
 mation regarding the laws of living which will enable him, when 
 thrown on his own resources, to maintain the developed power 
 gained through the educational process. The formal presen- 
 tation of this information can often be facilitated through 
 cooperation with the science and home economics departments. 
 This work should form a part of every well organized program. 
 
 OEGANIZATION OF THE PROGRAM OF BIG-MUSCLE 
 ACTIVITIES 
 
 Big muscle activities are those of the playground, athletic 
 field, gymnasium, and swimming pool as well as those sports 
 that may be enjoyed without special equipment, such as hiking, 
 boating, or skating. The organization of a program of physical 
 education that will function as a part of the daily school pro- 
 gram is influenced by the time allotment, the equipment and 
 facilities, and the size and character of the class groups. Few 
 schools are adequately equipped for the carrying out of a 
 thorough program. The problem then in most schools is to 
 organize a program that will use the equipment to the best 
 advantage and at the same time provide for the maximum attain- 
 ment of the aims set forth above. Since ' ' development is always 
 in proportion to the intensity and duration of the daily activi- 
 ties, within the normal limits of exhaustion" 3 it is obvious that 
 
 3 Hetherington Report of the State Superintendent of Physical Educa- 
 tion, 1918. 
 
PHYSICAL EDUCATION FOR BOYS 355 
 
 the time allowed within ^e school day is not sufficient to gain 
 satisfactory results. Those activities engaged in during the 
 physical training period should then be of the type that will 
 carry over into the free play time of the pupil and form the 
 basis of his recreative play life outside of school hours. 
 
 Activities that will best meet these requirements are those 
 that arouse natural interest, meet the needs of the growing 
 youth, and afford pleasure to the participant. Their range is 
 large, and includes athletic games, and sports, combative con- 
 tests and aquatic activities, and self -testing or apparatus exer- 
 cises. Marching tactics and gymnastic drills which, because of 
 their lack of emotional content, are fatiguing and uninteresting 
 and which cease to function as soon as compulsion is removed 
 should have small place in the program except where conditions 
 do not permit an organization of natural activities. 
 
 The program for boys at the University High School, there- 
 fore, has been built around those activities that are " natural 
 and pleasure driven" 4 and its variety limited only by space and 
 equipment. It includes basketball, playground baseball, volley 
 ball, soccer football, pass football, American ball, and track 
 and field sports. These games are played in season, with the 
 exception of basketball, which' is played throughout the year. 
 They occupy a large number of boys on a limited area and 
 arouse and maintain the interest of the boys the entire time they 
 are on the play field. All of these activities when properly con- 
 ducted afford opportunity for the highest type of physical 
 education, and though their range is limited they do go far 
 toward meeting the requirements of the constructive phase of 
 the program. 
 
 THE OEGANIZATION OF CLASSES 
 
 Each class is limited to seventy-two boys. All boys are 
 classified on an age, height, weight, and grade basis, and placed 
 in three groups, A, B, and C. Since it is impossible to place 
 
 4 Hetherington Beport of the State Superintendent of Physical Educa- 
 tion, 1918. 
 
356 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 all of the boys of any one group in ^ single class period, every 
 effort is made to so distribute them that there will be twenty- 
 four each of A, B, and C boys in each class. This makes possible 
 a further division of these groups into squads or teams of six 
 boys each. 
 
 In organizing teams the three groups are separated; four 
 captains are elected by the boys ; the captains choose the teams ; 
 and the teams choose the names by which they may be known. 
 These teams maintain their identity over a period of five weeks, 
 when new captains are elected and new teams chosen for another 
 five weeks, and so on through the term. Each group of four 
 teams forms a unit independent of the other two units. Sched- 
 ules of .games are arranged for each five week period, and teams 
 fitted to the schedules so that each boy competes in the sports 
 of any period a given number of times. 
 
 All games engaged in are capable of being scored, and a 
 simple system of recording the achievements of each team is 
 kept in order to stimulate competition and interest. Ten points 
 are allowed for each game won, and five points to each team 
 when a game results in a tie. At the end of a series the winning 
 teams of each division play for the inter-gymnasium class cham- 
 pionship. Championship games are played at noon or after 
 school. 
 
 In basketball and track the teams compete as units, but in 
 games requiring a larger number of players two teams combine 
 to play two other teams. Provision is made for rotation of com- 
 binations when the latter arrangement is necessary. Whenever 
 a team is weakened by absence of any of its members the oppos- 
 ing team gives such of its members as will tend to equalize 
 competition. 
 
 With this plan of organization it is possible to teach small 
 groups the elements of the various games without interfering 
 with the play of the class as a whole. Were facilities available 
 the plan might be made to cover the whole field of physical 
 training activities, and large classes might be handled with great 
 economy of time and equipment. 
 
PHYSICAL EDUCATION FOE BOYS 357 
 
 Such a scheme affords an opportunity for every boy in school 
 who is physically able, to gain athletic and physical training 
 experiences which he might miss entirely were his only oppor- 
 tunities that offered by a place on the "varsity squad." These 
 experiences may well be expected to contribute far more to the 
 organic, neural, intellectual, and character development of the 
 normal boy than any scheme of formal or invented activities. 
 
 These games interest him and he plays them with enthusi- 
 asm. They play an important part in his recreative life out- 
 side of school hours and in many cases will continue to hold 
 his interest after he has left school. 
 
 DETAILS OF OEGANIZATION AND ADMINISTEATION 
 
 Attendance Records. 
 
 The class periods are forty minutes each. Time spent in 
 checking attendance and in making assignments must therefore 
 be reduced to a minimum. Attendance is accurately and quickly 
 checked through the use of a number system. Each boy is 
 assigned a number which he covers when the class assembles. 
 Vacant numbers are noted and checked at the close of the period 
 on the individual record form shown below (see page 58). This 
 method is particularly convenient when students are transferred 
 from one class to another or from a physical education class to 
 an athletic squad. 
 
 GKADES 
 
 The problem of marking in physical education presents 
 aspects quite different from those found in the other subjects 
 of the curriculum. In those subjects a pupil does the work 
 assigned to him with markable degrees of proficiency. In physi- 
 cal education on the other hand it is his behavior that must be 
 graded. A scheme of grading that considers only his proficiency 
 as a performer in activities is one-sided. To be consistent then 
 we should follow some plan of marking that will tend to stimu- 
 late effort in the direction of the attainment of our essential 
 aims, and at the same time be a fair measure of progress toward 
 those ends. 
 
358 
 
 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 NAME... 
 
 PHYSICAL EDUCATION SEMESTER I 
 CLASS RECORD 
 
 No. 
 
 AUG. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 
 
 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 
 
 SEPT. I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 
 
 17 18 19 20 21 22 23 24 25 26 27 28 29 30 
 
 OCT. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 
 
 17 18 19 20 21 22 23 24 25 26 27- 28 29 30 31 
 
 Nov. 1 2 3~ 4 5 6 7 8 9 10 11 12 13 14 15 16 
 
 17 18 19 20 21 22 23 24 25 26 27 28 29 30 
 
 DEC. 1 2 3 4 5 6~ 7 8 9 10 11 12 13 14 15~ 16 
 
 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 
 
 JAN. 1 2 3 45 6 7 8 9 10 11 12 13 14 15 16 
 
 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 
 
 INSTRUCTOR 
 
 (Front) 
 
 CD 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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 Capacity for achiev 
 Monthly Errade 
 
 Semester grade 
 
 (Bocifc) 
 
PHYSICAL EDUCATION FOE BOYS 359 
 
 The following scheme is being used this year. Grades are 
 given out at the close of each five-week period. Every boy begins 
 each marking period with 100 points to his credit, distributed as 
 follows : 
 
 1. Attendance 25 
 
 2. Sportsmanship 35 
 
 3. Hygiene 15 
 
 4. Conduct 15 
 
 5. Ability 10 
 
 Points are deducted from his grade as he fails to come up 
 to the standard set in each of the five items named. His grade 
 is determined by the number of points to his credit at the close 
 of the marking period as follows : 
 
 93 to 100 points grade 1. 
 85 to 92 points grade 2. 
 75 to 84 points grade 3. 
 65 to 74 points grade 4. 
 below 64 points grade 5. 
 
 The terms are defined and posted where the boys may see 
 them so that they may know just what is expected in order to 
 obtain a certain grade. 
 
 DEFINITION OF TEEMS 
 
 1. Attendance. Attendance covers absence, excuses, times 
 tardy, and costume cuts. (A costume cut is given each time a 
 boy fails to appear in complete gymnasium suit. ) 
 
 Deduct 3 points for each absence. 
 Deduct 2 points for each costume cut. 
 Deduct 1 point for each time excused. 
 Deduct 1 point for each time tardy. 
 
360 THE UNIVERSITY HIGH SCHOOL JOUENAL 
 
 2. Sportsmanship means 
 
 a. Obedience to rules. 
 
 b. Fair play. 
 
 c. Clean play. 
 
 d. Team play. 
 
 e. Cooperation giving one's best to make the team a 
 
 success. 
 
 /. Taking decision of umpire without words. 
 g. No "crabbing." 
 h. Keeping one's temper. 
 i. No swearing. 
 
 j. Gentlemanly conduct toward one's opponent. 
 k. Being a good loser and a modest winner. 
 
 3. Hygiene. To earn points in hygiene a boy must 
 
 a. Take a shower after each class period. 
 
 Z>. Keep his suit clean and in good condition. 
 
 (NOTE. Five points are deducted from the grade each time a boy fails 
 to pass suit inspection. Suits are inspected once each week.) 
 
 4. Conduct. Boys are expected to conduct themselves as 
 gentlemen whenever they are in the department, whether on the 
 play field or in the locker room, and are graded accordingly. 
 
 5. Ability. Skill as a performer in the various activities of 
 the playground and athletic field is graded: 
 
 Good 10 points. 
 Fair 7 points. 
 Poor 5 points. 
 
PHYSICAL EDUCATION FOR BOYS 361 
 
 Team Score Records. 
 
 Team captains report at the close of each period to the 
 instructor in charge the results of the games played. A record* 
 of the achievements of the several teams is kept on the accom- 
 panying form and the records are read to the class each week. 
 The keeping of scores stimulates interest and maintains a keen 
 spirit of rivalry among the various teams. 
 
 Individual Decathlon Records. 
 
 In order to stimulate effort toward individual self -improve- 
 ment in the development of fundamental strength and skill, 
 individual records are taken three times a year, at the beginning 
 of each semester, and at the close of the second semester. Ten 
 events which are measurable elements of the games played 
 throughout the year are used and scored according to the State 
 decathlon record chart. Records f are kept from year to year on 
 the accompanying form and are available at any time for the 
 boy interested in watching his progress in the development of 
 strength and skill. The taking of records is made competitive 
 by having team compete against team in the several events. 
 
 Gymnasium Clothing Regulations.^. 
 
 Every boy is required to be suitably dressed in an accepted 
 costume, consisting of a sleeveless cotton jersey, short running 
 pants, and rubber soled tennis or basketball shoes. The cos- 
 tume must be clean and in good condition, and no boy is allowed 
 to appear in street clothes without having his grade lowered for 
 so doing. 
 
 Of the forty minute period six minutes are allowed for dress- 
 ing in gymnasium suits and twelve for a shower and dressing. 
 This, with a three minute interval between classes, gives a total 
 of nine and fifteen minutes for a shower and dressing and 
 twenty-two minutes on the play field. 
 
 Page 362. f Page 363. J See record card, page 364. 
 
362 
 
 THE UNIVEESITY HIGH SCHOOL JOURNAL 
 
 Team 
 
 M 
 
 T 
 
 W 
 
 T 
 
 F 
 
 
 M 
 
 T 
 
 W 
 
 T 
 
 F 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Score cumulative points each day. 
 
 Ten points are awarded for each game won and five points to each 
 team when a game results in a tie. In scoring track events the average 
 achievements of the teams are compared and five points awarded for each 
 event won. When four teams compete in relay races, five, three, two, and 
 one points are awarded respectively, according to the order in which the 
 teams finish. When two teams combine to play against two other teams, 
 each of the winning teams is awarded ten points, or five points to each team 
 if the game is a tie. 
 
PHYSICAL EDUCATION FOE BOYS 
 
 363 
 
 MH>**XH 
 
 
 
 
 
 
 
 
 
 
 
 
 
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364 
 
 TEE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 DEPT. OF PHYSICAL EDUCATION 
 UNIVERSITY HIGH SCHOOL 
 
 ATHLETIC EQUIPMENT CARD 
 
 Date ... 
 
 I, , hereby agree 
 
 to return in good condition (excepting ordinary wear) the athletic 
 uniform and equipment noted on the reverse of this card, furnished 
 for my use by the University High School, or to pay full purchase 
 price for replacement of same. 
 
 For failure to comply with either condition I shall expect Univer- 
 sity High School to withhold my credits, or take other necessary 
 action. 
 
 O.K. 
 
 Coach 
 
 (Front) 
 
 CHECK OUT 
 
 ITEMS 
 
 VALUE 
 
 CHECK IN 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 TOTAL 
 
 
 
 (Back} 
 
PHYSICAL EDUCATION FOR BOYS 
 
 365 
 
 Towel Service. 
 
 Since towels must be furnished or paid for by the boys 
 themselves, a towel service which promises to be successful was 
 this year installed. Arrangements have been made with a local 
 laundry, and towels are furnished to the boys at cost plus enough 
 to pay expenses of the service. The card shown below is self- 
 explanatory. 
 
 15 
 
 14 
 
 13 
 
 12 
 
 11 
 
 10 
 
 9 
 
 DEPARTMENT OF PHYSICAL EDUCATION 
 UNIVERSITY HIGH SCHOOL 
 
 TOWEL CARD 
 
 GOOD ONLY WHEN PRESENTED WITH A SOILED TOWEL 
 PRICE 25 CENTS 
 
 NAME. 
 
 8 
 
 (Front) 
 
 REGULATIONS 
 
 1. The price of this card is 25 cents. 
 
 2. An additional deposit of 25 cents is required of all boys 
 using the towel service. This will be refunded only on the refund 
 of this card and one towel. 
 
 3. A new card will be issued for 25 cents only on the refund of 
 this card or an additional deposit of 25 cents. 
 
 4. This card will be punched with every towel issued. Only 
 one towel will be issued at a time. 
 
 5. Under no circumstances will a fresh towel be issued unless 
 a soiled towel is turned in when this card is presented. 
 
 Signed 
 
 Physical Director 
 
 GOOD ONLY WHEN SIGNED BY THE PHYSICAL DIRECTOR 
 
 (Bacic) 
 
366 
 
 THE UNIVEESITY HIGH SCHOOL JOUENAL 
 
 UNIVERSITY HIGH SCHOOL-DEPARTMENT OF PHYSICAL EDUCATION-BOYS 
 
 INDIVIDUAL GROWTH AND DEVELOPMENT KECOED 
 
 GRADE 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 GRADE 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 Age 
 
 
 
 
 
 
 
 
 Lungs 
 
 
 
 
 
 
 
 Height. 
 Weight 
 Lung capacity 
 
 
 
 
 
 
 
 
 | Intensity 
 & Rhythm 
 I Murmur 
 
 
 
 
 
 
 
 Days absent 
 
 
 
 
 
 
 
 
 if*"** 
 ^ 1 After sit-up 
 
 
 
 
 
 
 
 
 PHYSICAL VIGOR 
 
 Conditions requiring further examination or treatment by phvsic an, 
 dentist or nurse. Check (V) and note on reverse of card. 
 
 Pull-up 
 
 
 
 
 
 
 1 
 
 Teeth 
 
 
 
 
 
 
 
 Sit-up 
 
 
 
 
 
 
 
 
 Tonsils, Mouth and Nose 
 
 
 
 
 
 
 
 Push-up 
 
 
 
 
 
 
 
 
 Glands 
 
 
 
 
 
 
 
 Stdg. B. J 
 Grip 
 Decath-Rating 
 
 "R 
 
 ....L 
 
 
 
 
 
 
 
 Abdomen 
 Extremities 
 Nutrition 
 Posture 
 Vaccination 
 
 
 
 
 
 
 
 Vision 
 
 R 
 L 
 
 
 
 
 
 
 
 
 Hearing. 
 
 
 
 
 
 
 
 
 Date of examination 
 Initials of examiner 
 
 
 
 
 
 
 
 (Front} 
 
PHYSICAL EDUCATION FOR BOYS 
 
 367 
 
 CBacIc) 
 
368 THE UNIVERSITY HIGH SCHOOL JOURNAL 
 
 THE CONTROL OF GKOWTH HANDICAPS 
 
 This phase of the program is under the supervision of the 
 department of physical education. Every boy is given a 
 physical examination once a year by a physician who spends 
 two half days a week at the school. Bodily defects and abnormal 
 conditions are noted and referred to the parent who is offered 
 the cooperation of the school authorities in having the conditions 
 treated or corrected. Advice is given by the school physician 
 in cases of underweight and malnutrition and a record of each 
 boy's progress is kept. Acute cases are referred to the physician 
 for advice or treatment. 
 
 While satisfactory results are being attained in some cases, 
 it is quite impossible to bring any influence to bear toward the 
 improvement of home conditions that might tend to counteract 
 the efforts of the school. Cases requiring the attention of the 
 family physician or dentist must be referred to the parents by 
 letter or telephone, a procedure not productive of the best 
 results. The services of a competent nurse available to make 
 home calls would improve the situation. 
 
 A record of the findings of. the examining physician is kept 
 on the accompanying forms to which is attached a form for keep- 
 ing a clinical record of acute cases referred to the physician for 
 advice or treatment. (See pages 366 and 367.) 
 
 OUTLINE FOE THE TEACHING OF EFFICIENT LIVING 
 
 A program for the teaching of efficient living has yet to be 
 worked out. This is a subject so broad and so vital that it should 
 be given as a separate course available to every student at some 
 period of his high school career and regular academic credit 
 allowed. A course in human biology as outlined by Miss Laton 
 in the July, 1922, number of the Journal would admirably fill 
 the need. Such a course might well be made a requirement for 
 graduation. 
 
PHYSICAL EDUCATION FOR BOYS 369 
 
 INTER-SCHOOL AND INTER-MURAL ATHLETICS 
 
 Inter-school and inter-mural athletics are conducted as a 
 part of the physical education program and are under the direct 
 supervision and control of that department. Credit is given in 
 physical education to boys meeting the requirements demanded 
 of members of athletic squads. It is the policy of the admin- 
 istration and of the department to consider this phase of work 
 as a field affording large opportunity for a type of development 
 that is highly educational. The effort, therefore, to turn out 
 winning teams is secondary to the aim to train teams that will 
 be representative of the very best in sport. 
 
 Inter-class sports this year will be conducted on a classifica- 
 tion basis. Schedules are to be arranged in basketball, volley- 
 ball, baseball, and track and field for each of the three, age, 
 height, and weight, divisions. Games will be scored on a point 
 basis similar to that used in recording scores of the gymnasium 
 class teams. The total number of points won by any class will 
 determine the standing of that class. The aim is to interest the 
 largest number of boys in inter-mural competition. 
 
 In conclusion, then, the program of physical education for 
 boys has been planned so that the allotted time and available 
 facilities may be used to stimulate and maintain an interest 
 and to encourage spontaneous participation in those big-muscle 
 activities so essential to the complete development of the ado- 
 lescent boy. We believe that our standard team games and 
 sports when properly supervised afford the very best of oppor- 
 tunities for attaining the essential aims of physical education, 
 and for developing that spirit of fair play known as true sports- 
 manship. 
 
370 . THE UNIVEESITY HIGH SCHOOL JOURNAL 
 
 EEFEEENCES 
 
 1. Curtis. The Play Movement and Its Significance. 
 
 2. Curtis. Education Through Play. 
 
 3. Fisher and Fiske. How to Live t 
 
 4. Gulick. Physical Education by Muscular Exercise. 
 
 5. Gulick. A Philosophy of Play. 
 
 6. Hall. Adolescence. 
 
 7. Hetherington. State Manual in Physical Education. Part IV. 
 
 8. Hetherington. Report of the State Superintendent of Physical Edu- 
 
 cation, 1918. 
 
 9. Johnson. Education by Plays and Games. 
 
 10. Moore. Keeping in Condition. 
 
 11. Raycroft. Mass Physical Training. 
 
 12. Eeilly. New Rational Athletics. Teachers' Manual. 
 
 13. Tyler. Growth and Education. 
 
 , 14. Williams. The Organization and Administration of Physical Educa- 
 tion. 
 
 Any of the above may be obtained through the American Physical Educa 
 tion Association, 93 Westford Avenue, Springfield, Massachusetts. 
 
 PERIODICALS AND PAMPHLETS 
 
 1. American Physical Education Review. 
 
 2. American Journal of Public Health. 
 
 3. Physical Training. 
 
 4. Publications of the Bureau of Public Health. 
 
 5. Publications of various life insurance companies. 
 
 6. The Nation's Health. 
 
UNIVERSITY OF CALIFORNIA LIBRARY 
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 UNIVERSITY OF CALIFORNIA LIBRARY 
 
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