GIFT OF Physical Training for the City Schools Of Michigan PREPARED BY Executive Committee, Physical Training Section, State Teachers' Association Published by the State Bulletin No. 2 Superintendent of Public 1914 Instruction Physical Training For The City Schools Michigan Executive Committee Physical Training Section State Teachers' Association W. P. Bowen, Ypsilanti C. F. Tambling, Mt. PJeasant Ethel Perrin, Detroit Ethel Rockwell, Kalamazoo Fannie C. Burton, Ypsilanti W. W. Hastings, Battle Creek ,' * \ INTRODUCTION I. THE EDUCATIVE VALUE OF PHYSICAL TRAINING: OPINIONS OF PROMINENT PSYCHOLOGISTS G. Stanley Hall, Ph. D., L. L. D. Pres. of Clark University and Professor of Psychology and Peda- gogy "The cortical centers for the voluntary muscles extend over most of the lateral psychic zones of the brain, so that their culture is brain building. Muscles are in a most intimate and peculiar sense the organs of the will. They have built all the roads, cities and machines in the world, written all the books, spoken all the words, and, in fact, done everything that man has accomplished with matter. If they are un- developed or grow relaxed and flabby, the dreadful chasm between good intentions and their execution is liable to appear and widen. Char- acter might be in a sense defined as a plexus of motor habits. ****** "Modern psychology thus sees in muscles organs of expression for all efferent processes. Beyond all their demonstrable functions, every change of attention and of psychic states generally plays upon them un- consciously, modifying their tension in subtle ways so that they may be called organs of thought and feeling as well as of will. Habits even determine the deeper strata of belief, thought is repressed action, and deeds, not words, are the language of complete men. THE MOTOR AREAS ARE CLOSELY RELATED AND LARGELY' IDENTICAL WITH THE PSYCHIC, AND MUSCLE CULTURE DEVELOPS BRAIN-CENTERS AS NOTHING ELSE YET DEMON- STRABLY DOES. Muscles are the vehicles of habituation, imitation, obedi- ence, character, and even of manners and customs. For the young, motor education is cardinal, and is now coming to due recognition, and for all, education is incomplete without a motor side. Skill, endurance and perseverance may almost be called muscular virtues; and fatigue, velleity, caprice, ennui, restlessness, lack of control and poise, muscular faults." ********** "Body culture is ultimately only for the sake of the mind and soul, for body is only its other ego. Not only is all muscle culture at the same time brain-building, but a book-worm-withr-soft hands, tender feet and tough rump from much sitting, or an anemic girl prodigy, "in the morning hectic, in the evening electric," is a monster. Play at its best is only a school of ethics. It gives not only strength but courage and confidence, tends to simplify life and habits, gives energy, decision and promptness to the will, brings consolation and peace of mind in evil days, is a resource in trouble and brings out individuality. "Good moral and physical development are more than analogous, and " " ::.:-....' 4 where intelligence is separated from action the former becomes mystic, abstract and desiccated, and the latter formal routine. "I regard play as the motor habits and spirit of the past of the race, persisting in the present. It develops the motor capacities, impulses and fundamental forms of our past heritage, and their transformation into later acquired adult forms is progressively later. In play every mood and movement is instinct with heredity. Thus we rehearse the activities of our ancestors, back we know not how far, and repeat their life work in summative and adumbrated ways. This is why the heart of youth goes out into play as into nothing else, as if in it man remem- bered a lost paradise. This is why play has as much soul as body, and also why it so makes for unity of body and soul that the proverb "man is whole only when he plays" suggests that the purest plays are those that enlist both alike. To address the body predominantly strengthens unduly the sarcous elements, and to overemphasize the soul causes weakness and automatisms. Thus understood, play is the ideal type of exercise for the young, most favorable for growth, and most self- regulating in both kind and amount. For its forms the pulse of adoles- cent enthusiasm beats highest. It is unconstrained and free to follow any outer or inner impulse. The zest of it vents and satisfies the strong passion of youth for intense erethic and perhaps orgiastic states, gives an exaltation of self-feeling so craved that with no vicarious outlet it often impels to drink, and best of all realizes the watch-word of the Turners, frisch, frei, frohlich, from. "Man is largely a creature of habit, and many of his activities are more or less automatic reflexes from the stimuli of his environment. Every new power of controlling these by the will frees man from slavery and widens the field of freedom. To acquire the power of doing all with consciousness and volition mentalizes the body, gives control over to higher brain levels, and develops them by rescuing activities from the dominance of lower centers. This end is favored by the Swedish exercises, which require great alertness of attention to trans- late instantly a verbal order into an act and also, although in somewhat less degree, by quick imitation of a leader." From "Adolescence", VoL I, Chap. 3. E. A. Kirkpatrick, B. 8., M. Ph. Author of "Inductive Psychology," "Fundamentals of Child Study" "How shall these helpless and ignorant young ones become strong and wise? Partly through physical development as determined by inner laws governing the growth of the species, and partly through occasional touches of necessity in spite of the screen of parental care, but chiefly through Nature's jolly old nurse, Play, who charms children into using every power as it develops, and into finding out everything possible about their environment from the heavens above to the earth beneath. Practically all education among animals and savages is carried on by "Mother Necessity" and "Nurse Play," but among civilized people there is a third teacher which we may designate as "Stepmother Authority." All civilized people select certain truths and activities that they regard 6 as valuable, and induce the children, by various more or less artificial means, to learn and thus prepare for the life they are to live as adults. Such education, if consistent and wise, may by very valuable, but it is artificial. It often does not make use of natural impulses, and is there- fore a source of a large amount of waste oh the part of teachers and pupils. If the natural educators, necessity and play, were properly utilized, it would be like travelling with the wind and tide, instead of by wearisome rowing in dead culms or against adverse winds." John Dewey, Head Professor of Philosophy in Columbia University, New York Recently Professor and Head of the Departments of Philosophy and Education in the University of Chicago "Play is not to be identified with anything which the child externally does. It rather designates his mental attitude in its entirety and in its unity. It is the free play, the interplay,* of all the child's powers, thoughts and physical movements, in embodying, in a satisfying form, his own images and interests. * * * '* * * It means that the supreme end of the child is fulness of growth, fulness of realization of his budding powers, a realization which continually carries him on from one plane to another." "The peculiar problem of the early grades is, of course, to get hold of the child's natural impulses and instincts, and to utilize them so that the child is carried on to a higher plane of perception and judg- ment, and equipped with more efficient habits: so that he has an en- larged and deepened consciousness, and increased control of powers of action. Wherever this result is not reached, play results in mere amuse- ment and not in educative growth." "The teacher must be absolutely free to get suggestions from any and from every source, asking herself but these two questions: Will the proposed mode of play appeal to the child as his own? Is it something of which he has the instinctive roots in himself and which will mature the capacities that are struggling for manifestation in him?'' From "The School and the Child." Edward L. Thorndike, Ph. D., Professor of Educational Psychology in Teachers College, Colum- bia University "Telling a fact to a child may not cure his ignorance of it any more than patting him will cure his scarlet fever. "The physiological basis of education is the modifiability of the syn- apses between neurones. Each man has in his nervous system a multi- tude of chains linking the events in the outside world to the acts which he performs. W T e can think of this mechanism as a three fold system of receptors, (the sense organs and sensory neurones), effectors, (appa- ratus for making movements; the motor neurones, and muscle fibres), and connectors (the associative neurones). Education makes changes in a child's intellect and character by making changes in this mechan- ism." From "Education." M. V. O'Shea, Professor of the Science and Art of Education, University of Wisconsin "There is a growing conviction among teachers, and to a certain ex- tent among parents and citizens, that much purposeful muscular action is essential to the proper development of the young. The ancient ideal of a static education, which put the learner of life's ways in a seat and kept him there during his growing years, with folded arms and poring over his book this ideal seems to be passing in most progressive com- munities among us. It is true, of course, that the old order is still maintained in some or all of its features in many of the schools of the present; and one must acknowledge, also, that there are still left some eminent defendants of the static regime who see little if any value in motor activities in the schoolroom. But while there are these conser- vatives in the educational camp, nevertheless students of human nature, such as James, Hall, Dewey, Mosso, Wundt, Baldwin and others, are preaching a new gospel. They are saying that the child's thought is never dissociated from his muscles; that every idea has a motor aspect; that mind is in one sense a middle term between the senses and the muscles; that it functions for the purpose of guiding conduct; that an idea is not complete until it is realized in action. Then the child must learn the world by dealing with it in a motor way. A seat fastened to the floor is ill-suited to his nature and needs. When he is kept in it a large part of his time his mind grows but slowly and imperfectly, and he suffers injury in his whole being. "In the development of the individual the natural order is from motor to mental supremacy, and we should expect that education would best follow this order. The younger the child the greater the need of giving him an opportunity to freely use his hands and feet and voice in educa- tive ways. We are led to this view from whatever standpoint we regard the matter. Donaldson, speaking for the neurologists, maintains that the development of the higher regions of the brain requires that the motor areas should be first exercised in an educational manner, since they are the first to function. If they are permitted to lie fallow, the higher areas which are in some measure dependent upon them can never be completely developed. It is pointed out that imbecility is manifested first in arrest of motor development. The idiot has relatively imperfect control of his muscles. He does not react vigorously upon the world about him, and he rarely develops the ability to perform intricate or sustained motor tasks. In training the feeble-minded Seguin always began with the muscles; and he found that as the defective individual gained in motor power he gained also in mental acumen. But Seguin never had much success in training an imbecile when he proceeded according to the static plan. "Viewed now from the psychological standpoint it appears that mus- cular experiences are essential to the gaining of clear, definite, effective ideas of the world. Action, as Judd says, is a condition of mental growth. To know a thing means in part that one understands what can be done with it in a muscular way. * * * * * Muscular knowl- edge was fundamental in the race, and it is the basis of all true learn- 8 ing in the individual. Eye and ear-knowledge has been grafted upon this fundamental thing in the evolution of the race, and it must be grafted upon it in the development of the child." Dynamic Factors in Education." II. THE HYGIENIC AND RECREATIVE VALUES OP PHYSICAL TRAINING The Child Machine Psychology and biology have demonstrated the fact that a child is a machine. A pound of butter burned in a stove will liberate so many calories of heat. Burn the same pound of butter in a child and exactly the same number of calories of heat energy will be liberated. In the stove, the steam engine, the automobile, and the boy, the oxygen of the air unites with the carbon of the fuel to form carbon dioxide gas which goes off up the chimney the nose of the boy. A stove is a machine for liberating heat from fuel. If a boiler be added to the stove and some of the steam be made to shove a piston within a cylinder, a portion of the heat energy may be transformed into mechanical energy. In the quadruple expansion engine about 17% of the heat may be so utilized. A boy also is a machine for liberating heat from fuel. In him a portion, something over 17%, of the heat liber- ated from the food by oxidation, may be utilized in causing muscle cells to thicken and shorten and thus pull certain levers of the body so that movement results. Mechanical energy has the same origin and is of the same kind in boy and steam engine. The steam engine may transform a certain amount of the heat into electrical energy. In the human machine a portion of the total heat energy may be transformed into nerve energy. Thought and control of movements is thus possible. Not one particle of energy is generated in the human or in any other machine. Every bit of it goes in through the door or mouth in the fuel and is liberated by oxidation. Scientific Management of the Machine Medical science today is exalting preventive medicine, which is noth- ing more nor less than hygiene. The three great principles of preventive medicine for children are: FIRST. Feed the child the proper food at the proper time and secure the best possible digestion and assimilation. The campaign for breast feeding of babies, for pure food, for school feeding of underfed children, are based upon this . principle. Now vigorous physical exercise is absolutely essential to normal assimilation by tjie body cells. Motion is the law of growth. An ankle encased in a plaster of paris cast dwindles rapidly in size because motion is stopped. A child confined to a desk and held quiet by rigid discipline for long periods, is robbed of his natural heritage, growth. The short physical education periods breaking up the long sitting periods are hygienic in that they supply the opportunity for motion and satisfy the craving for it which is instructive in children. Chorea and automatisms may be the price of adult refusal to allow satisfaction of the children's instinct for motion, an instinct which may have been outgrown and forgotten by the teacher. SECOND. Give children all the oxygen they can take in all the time, day and night. Today we have open air schools and sleeping porches for children. But when children are vigorously playing games they are using about seven times as much oxygen as when sleeping. Play- grounds are far more potent suppliers of oxygen to tissues than are open air schools or porches. This large supply of oxygen, bathing all the surface of the lung directly, is also a powerful germicide. The use of all the lung tissues also keeps it in the normal condition intended by nature. Dr. Knopf, the great tuberculosis expert of New York, says : "I never knew of a case of tuberculosis in a pair of lungs that had been thoroughly ventilated once a day." Since the report of the Michigan State Board of Health shows that for a period of years 52.4 per cent of the deaths of Michigan teachers between the ages of twenty-five and thirty-four are from tuberculosis, it is evident that teachers as well as school children need vigorous phys- ical exercise once a day and that every attention should also be paid to ventilation of the schoolroom. Superintendent of Public Instruction Wright (1913) says: "The efficiency of the schoolroom is more than doubled by good ventilation." When it is necessary to give the physical exercises within the schoolroom the teacher should never fail to open the windows as directed in the outline. THIRD. See that the elimination of waste is as perfect as it can *be made. If one feeds the stove all the fuel it will take and all the oxygen it can use, will the fire keep on burning indefinitely? One thing more is needed. The ashes must be raked out or else the fire will die down and eventually go out. The same is true in the case of the human ma- chine. You must rake out the ashes eliminate the waste. One way in which waste is removed from the body is through the skin. In many of the great cities schools are installing baths for children ; not to make the children look prettier nor smell better; but to make the machines more efficient, so that they can study better and grow better; so that the fires will burn brighter. Nature's great way of carrying away the ashes from fuel burned in tissues in all parts of the body, is by physical exercise. Physical training, with its gross movements of the body, makes the heart beat faster and pumps the blood by pressure upon the veins in such a way as to flush away the ashes and various toxins left by oxidation. With the debris removed from muscles, brain, glands, by the brief exercise and with improved circulation once again hurrying nutriment to all parts, it is possible for the pupil to return to the school routine with renewed mental vigor. The teacher must also re- member that education is preparation for life and that growth and health of body, including the brain and nervous system, is a very im- portant factor in life. Sex Hygiene Ex-President Eliot of Harvard, president of the American Federation for Sex Hygiene, asserts that physical education, including even danc- ing, is desirable because it affords a natural but non-vicious outlet to sexual energy. 10 The Physical Examination A thorough physical examination of a medical rather than an an- thropometrical nature, will not only discover pupils who should be ex- cused from certain exercises and point out others who may take special exercises in private; but will reveal physical defects which should be re- ferred at once to a physician. Physical education will fall short of its hygienic possibilities if it fails to include such a physical examination. Health Instruction The physical education period also affords a most opportune time for helping pupils acquire hygienic habits. The topics, air, bathing, cloth- ing, sleep, exercise, diet, may well be covered by the teacher informally and incidentally while the pupils are engaged in the active performance of the exercises. For example: Informal rapid fire talks may explain the open windows of the physical training period, the connection be- tween dress and ease and grace of movement, and add interest to the exercises themselves. Re-creation There is still another aspect of informal physical training if we be- lieve Dr. Kichard C. Cabot of Boston in his little classic "The Soul of Play." 1 "Every human being needs the blessing of God through three, and only three, great channels : responsibility, recreation, and affection ; work, play and love. * ' We insist that recreation is precious be- cause it can be pronounced re-creation! Out of it we are born again, and better born. We start our work with deeper-seeing eyes, we are less 'stupid' in the affections." "What is it that art, music, literature, drama, do for us? Is it not just this same re-creating of our jaded, humdrum lives? Art carries us off into a far country, more beautiful, more poignant, more tragic, per- haps more humorous and sparkling, perhaps nobler and more heroic, than is shown us in the workshop or the home. We emerge as from a bath of intense experience, and for a few precious minutes we look upon the world as if our eyes had never seen it before, never been dulled and stupefied by repetition and in attention, never lost the child's divine power of surprise. "Art and play, then, fulfill the same fund ion, provide us the same refreshment. Moreover they are both their own excuse for being. Each is done for its own sake, not for some ulterior object. In work, and, to some extent, in love, we are building for the future; we are content to save, to sacrifice and to repress, for the sake of a 'far-off divine event.' But in all art, including the variety called play, we anticipate heaven and attain immediate fruition ; we give full rein to what is caged and leashed in us. Subject to the rules of the game, or the rules of the art, we let our energies go at full gallop. We utter ourselves like a schoolhouse turned inside out for recess. We all know the sound!" 'Atlantic Monthly Volume 106; 607-12. 11 12- III. CORRECTIVE GYMNASTICS Under this class are included those exercises which aim to cure, at least in part, such defects as round shoulders, flat chest, drooping head and neck, curved spine and other defects of carriage and form. The aim is to improve function of the organs and to make the individual more pleasing to the eye and thus to remove industrial handicaps. While any general vigorous physical exercise, play included, is cor- rective in that it is hygienic, increasing the nutrition, and toning up the muscular system which holds the various bones in place, neverthe- less it is deemed best to give some direct attention to the particular parts which are most commonly drawn from normal position by sitting several hours a day at desks or are undeveloped by modern environment. Correct carriage requires expenditure of energy and, at first, voluntary effort. A strong desire for it must be established in each pupil and constant effort throughout the school sessions as well as during the physical training period must be put forth until the habit is acquired. Teachers must supply the stimulus to the constant effort. The plan for securing good posture which is set forth in this outline is the most effective which has yet been tried out. The attention of teachers is di- rected to it. SUGGESTIONS TO TEACHERS TIME TO BE GIVEN TO PHYSICAL TRAINING. Fifteen minutes daily is the minimum. This should be divided into at least two periods one in the morning and one in the afternoon. As one of the objects of this work is to relieve the unnatural habit enforced upon children of sitting in one seat during most of the school hours, the relief afforded through Physical Training should come in the middle of the longest sitting periods. In the first four grades it is best to divide the time into three short periods. In the first two grades the time of the physical education periods is given up entirely to "play," i. e., story plays, rhythm plays and games. Beginning with the third grade the period should be about equally divided between formal gymnastics and play. In the upper grades, as indicated in the outline, folk dancing is introduced. In the seventh and eighth grades boys and girls should be separated during the physical education period; the former should engage in athletics and the latter in folk dancing and other activities outlined. In some schools it may be advantageous to make this separation for a part of the work in the sixth and even in the fifth grades. FRESH AIR. Whenever it is possible it is best to take the exercises and the games out-of-doors, but at a separate time from the recess period. If taken indoors the windows should always be opened. Com- mon sense must be the guide during extreme cold and high winds. If it is too cold or windy for the children standing near the windows, open them at the top or on the non-windy side. The temperature must be lowered and outside air brought in during the Physical Training periods. In addition to the air flushing of the regular Physical Train- ing periods, every room should be aired out by opening all windows wide for two or three minutes several times per day. When this is done during school sessions, all the children should be engaged in playing an active game or in marching, or they should take a brief run out-of- doors; or they may face the open windows and take deep breathing exercises. See Scientific Management of the Machine, Introduction. FORMAL GYMNASTICS The work which is done to command is formal and its object is three- fold: 1. The educational effect of quick response to command. 2. The corrective value of training in neuro-muscular control and good postural habits, through insistance upon right form of work. 3. The hygienic value of rapid successive contractions of the large groups of muscles, and of deep breathing assisting the functional power of the vital organs. 14 15 All three of these aims should be brought out in each lesson of Formal Gymnastics. To accomplish the first the pupils must hear and com- prehend the command and then execute the movement. Teachers should make a distinct difference in tone of voice and also an appreciable pause between the explanatory part of the command in italics, and the execu- tive part in heavy type. The final word should be short and imperative and the response to it instantaneous. Children should never be "drilled" on one exercise until every child in the room can do it perfectly. If each one puts effort and "good Incorrect step forward. The tots are turned out and a strain is put upon the muscles which give strength to the arches of the foot and the ankle. spirit" into the work the effect upon the individual will be for the best. If some children can bend further than others or jump higher, let them do it; the individual should never be sacrificed for the sake of the ap- pearance of uniformity. Even in the rhythmical exercises it is possible for individuality to have its opportunity. To accomplish the second aim, pupils must have first a correct con- ception of the exercise, followed by firmness and strength in the execu- tion. It is better to repeat a corrective exercise several times than to hold it too long. It is a help if the pupils' attention is called to the specific value of each corrective exercise. The correct position of the whole body, and not only of the special part which is exercising, must be insisted upon. This is called "good form." 16 * The third aim can only be accomplished by a number of repetitions of an exercise sufficient to stimulate the circulatory and respiratory systems, but repetition should never be carried to the point of fatigue. All exercises in the "precipitant" group and those calling into play the large groups of muscles, are included in the lesson because of their direct hygienic value. Counting. Do not confuse counts given as a command with rhythmi- cal counting given while the exercise is being taken. This last method Correct step forward, weight of the body. The proper weight bearing surface of the foot is receiving the of counting should be given up as soon as the pupils can keep their own rhythm. Have children count silently. Important. Wherever there is a word in heavy type it is a command and means that pupils must stand still and listen before they obey it. Look out for One-Two. Best Standing Position. Heels together, toes slightly turned out, weight on balls of feet, arms stretched downward with palms resting against outer side of thigh, chest broad, chin in, and pupil standing as tall as possible. Care must be taken not to allow a hollow back or bantam chest through over-exertion. Every formal exercise (executed by command) should start from this position. The command Position may be used for the return to fundamental standing position at any 17 time when an exercise leaves the pupils out of it. Two can often be substituted. The position of extreme turning out of the toes should be avoided when standing, and in marching the toes should point straight ahead. An habitual turning out of the toes in walking weakens the foot and as the weight of the body increases it is important to keep the supports in the best possible condition. Best Sitting Position. Sit as far back on chair as possible, with whole spine supported by back of chair, one hand grasping either near Correct position of the lower back. corner of desk, feet placed firmly on floor, or support beneath chair, the knee forming a right angle. Head and chest must be carried high and care must be taken not to raise the shoulders or push them too far for- ward or backward. Call attention to position of head and chest rather than to shoulders. Do not say, "Shoulders back." Whenever the pupils are standing so closely together that the hands interfere when the arms are out straight from the shoulder, give a half facing 45 to either K or L. Let alternate rows face back of room for marching or running. A suggestion for all running and springing exercises in place. If the floor shakes when the whole class takes these exercises at once, have one row take them at a time. Give a definite number of times for it to be done and start the first row with a Ready-^CtOj then have the next row 18 get. ready and start themselves on Ihe next count after (lie first row has slopped, and so on across I he room. KIIYTII.M. II is very important thai Iliis sense should be trained. Counting aloud by iejirlier or pupils, or having music, are aids; bui I he highest form is shown when I he (earlier gives the signal lo start and will) no sound bill (he light steps or inoveiiieiils done in perl'eel unison, (he pupils eonliniie unlil they receive ; ..... Iher command. The number of lime* thai an exercise is fo he given j s ,,,,( ;il w ays slaled because circuinsl ances, such as lime, wealher, condilion of pupils, iiovern Ihis poinl and it niiisl he left. lo Die discrelion of the leacher. The starling jtosilion and I lie exercise itself must not he confused. A glance al (he group under which (he exercise stands will make this clear. II is (he exercise and not 1 he starting position which is lo be repeated. I'LAN oK TIIK C,\ ,M NASTH ' LKSSOXS The lessons are so arranged that all parts of the body receive a cer lain amount of exercise, coiiseI;M i;. In this ^roiip the object is lo train the pupils in . These exercises are for st ren^'l henin^ the muscles which hold Ihe head in correct position and for expandiui; Ihe chest; consequent ly Ihey should be accompanied with deep brealhini;. LKo.v///o//. ()ne li;md on eillier iienr rorner of desk, ri;lil Cool in cenh-r of ;iisle. Stand. Itesl shiiidin^ position opposite sr;il. 'I'lii' stick test :i|>|>lnil lu ,'l . ( ,M,, I l.unliii puslliiill. During Hie I \\ o I lirce miiinlc :iir Hushing periods, "'ive jirlive work lli;il \\ill include evei-yone. Kxercises from Hie I'reeipi I ;m I <;ronp ;ire ^ooIM;N The chissilicjil ion of school children inlo groups nccordin^ lo |oslnre \\ ;is ori^iiuiled by M iss Jessie II. |{;iin-rofl ;md |>r;i<-liced on Hie IJrook lyn school childn-n. We refer lenchers lo (he hook "Posfure of Scluxd ( 1 hildren" by Miss r.Jincrofl for ;i full expl;m;i! ion of Ihe subject. The following notes have been used successfully by a large number of 20 city school teachers and we offer them here with the hope that interest and enthusiasm on the subject may be stimulated by means of them: Best Sitting Position and Best Standing Position must be taken at the beginning of every Physical Training lesson and the best Standing Position must be held between all exercises. The children should be encouraged and helped to these positions throughout the day. See General Instruction in Course of Study for definitions. GUIDES FOR BEST STANDING POSITION. Heels together, weight on balls of feet, waist in, chest broad, head up. f Good Recitation Positions. NAMES OF COMMON FAULTY POSTURES, followed by guides for correc- tion: 1. Waist forward To correct Balance on toes, stretch up. 2. Flexed hips To correct Carry weight back, stretch up. 3. Flat chest To correct Child place hand on chest and raise hand by lifting chest. 4. Head forward To correct Push back of neck against collar. 5. Eound shoulders NEVER SAY SHOULDERS BACK To cor- rect Broaden chest, flatten upper back. 6. Hollow back To correct Waist in, stretch up. How TO TAKE THE POSTURE PER CENT OF A ROOM. Each child must be looked at from the side individually. Class in Gymnastic Seats. Divide children into Group A (Correct 21 Posture) and Group B (Incorrect Posture). Pupils of first row across front of room take Best Standing Position besides seats. Teacher stands in side aisle where she can best secure the side view of each child. Send A boys, one at a time, as soon as classified to back and B boys to side of room. Send A girls to front and B girls to side of room. Seat the two A groups in center rows shortest in front and the two B groups in outer rows, shortest in front, boys on one side and girls on the other. Take five minutes of the Physical Training Period for this each day until your room is classified, and do not place children in the i I I Poor Recitation Positions. posture seats until all are classified. This is only done at the beginning of each term, the seats are then final except for the promotion from B to A or vice versa. To Get the Per Cent. Add groups A and divide by the total number in room carry out three places and put on board. 43)15.000 .348 = 35% 43)13.000 .302 = 30% Keep this per cent on the board and as posture of room changes make the per cent correspond. Keep a record of changes. Warnings. Do not overdo this Posture Crusade and make it a burden either to teacher or pupils. It must not be a kill-joy to our lessons. Go slowly. If a child is deformed do not count him in the per cent. If a 22 child is too weak or too muscle-bound to stand straight do not nag him ; encourage him to do the best he can, but keep him in group B. Praise group A and encourage group B. An incorrect way to habitually carry a weight. Notice the left shoulder. A correct way to carry a weight. STORY PLAYS In the lower grades story plays take the place of formal gymnastics and the movements, which are imitative of well-known activities, are done by suggestion from the teacher. All of these movements should be large and free in order to be of hygienic value and there must be joy and interest or they are useless. This is the age of individual and imita- tive play, consequently no stress must be laid upon uniformity among the children; each child should be allowed to carry out his own play. Earnestness and zest are signs of a good story play and the activities must be repeated frequently enough to give plenty of exercise. Story plays should be related to the other school work, and should be suited to the season. For these reasons it is well for each teacher to select her own story plays, or if possible to arrange them. This can easily be accomplished if the teacher keeps in mind the types of exer- 23 else necessary to give the children the proper amount and kind of ex- ercise. Example Exercise Application Stretching " XCS (to pert after sitting) n w wou deep snow Leg exercise { P IV Arm HI Loo '< U P to exa ' nine trees V Trunk ^ Chop down tree (trunk exercise also) VI Precinitint V Saw trees into logs (cross-cut-saw) Jlj VI Run in place to warm feet VII Breathing: XTTT ^ ... * VII Breathing RHYTHMIC PLAYS No form of physical activity is more healthful or educative than rhythmic plays. Coming to us from antiquity and representing simple, natural, dramatic expression of primitive social activities of all nations, these plays are classed by psychologists with other forms of play as highly educative. Hygienists are equally enthusiastic in their praise. When played on the green or under other conditions of fresh air and freedom from dust, they are ideal from a hygienic point of yjew. They should, however, be combined with a moderate amount of formal gym- nastics for postural effects. In the wholesome joyous activity of these plays many find their long- ing for rhythmic expression satisfied and are content to leave untried the questionable social dancing of the day. In the public schools, the absence of space seems a limitation; but often a hall or vacant room is available, otherwise they can be and many already are adapted to the aisles or are used around the outside of When a single circle is called for in the formation, two can be used, one working inside of the other. Where there is no piano, a victrola may be used to splendid advantage, after a play is learned. If this is not possible, in the song plays the song gives the rhythm. If there are no words, the singing of the melody works out nicely. A phrase or two of the song or melody may be learned, then the actions which express it tried and so on. 24 MISCELLANEOUS PLAYS AND GAMES True play is joyous and spontaneous activity ; this is just the kind of activity that is most educative and most healthful. The object to be secured by it in this course is education and health; the conditions under which it is done and the manner in which the teacher directs it should be guided by this standard. Whatever will lessen its joy or make it less conducive to health should be avoided as far as possible. The word "play" is used in this outline in a very general sense, to in- clude all kinds of activities that are recreative rather than disciplinary ; hence we speak of story plays, song plays, and imitative plays; the term also includes dances, contests, and games. Dances are rhythmic plays designed to accompany a certain style or piece of music; contests are plays where there is rivalry, with players trying to excel one another; games are contests allowing a large amount of freedom of action and choice, with a certain amount of deception permitted with the object of stimulating alertness of mind and body. Thus, foot races are contests; there is rivalry, but no deception; to be fair the players must start at exactly the same time and neither a player nor a spectator may inter- fere in the slightest degree with a runner. Games are illustrated by tag games, in which players are not required to run in a certain course nor in a certain manner, but may dodge, jump aside, and use their wits to gain an advantage. "Farmer in the Dell" is a song play or a dance according as the players sing the music or have it played on an instru- ment; it is not a game, altho sometimes so called, since it involves no rivalry and all the players do the same thing at the same time, simply for the fun of the activity. The success of imitative plays depends on having things go off in a lively manner, the teacher being alert to note the signs of failing inter- est and to give suggestions or more varied actions to be performed. The practice of having all who fail to do what is being done drop out of the play will stimulate attention somewhat but it should be used sparingly, as it leaves out of practice those who need it most. Enthusiastic and prompt leadership is the main thing in imitative plays. In contests there is apt to be plenty of interest, and the point is to sustain it and make it develop the spirit of fairness and sportsmanlike habits. To do this, no pains must be spared to secure fair play and a careful and correct verdict at the close. Carelessness in regard to the time or place of starting, in the laying out of courses, or in failing to watch how the contestants do their parts may lead to just as bad spirit as favoritism itself. It is here more than in any other place that we have a laboratory for training in conduct and moral principle. Lead the players to expect perfect fairness and to \vish to be perfectly fair. Encourage discussions of principles of fairness, but not disputes about decisions, as to the fact of the case. This is to be accomplished only by taking pains to see that fair decisions are made. Every contest requires one or more judges and a decision at the close. Some games, like "duck on the rock" and "circle ball," and in fact 25 nearly all ball games, require an umpire who should see everything that happens and decide all questions with justice. The success of contests and games is largely increased if a plan is al- ways made beforehand whereby everything shall be in readiness when the time for play arrives. Players like to do the work, such as marking lines, bringing material, etc., but they are apt not to have systematic habits and hence need to have directions. Too much time is wasted in getting ready to play. Players who dislike a certain play may be allowed to play by them- selves while it is going on; this does not apply to lazy pupils. Individ- ual or group plays with balls, etc., may be used by a few in such in- stances, while the main group is at play together. For further suggestions in this line see reference 4, Bibliography. MIMETIC EXERCISES are exercises arranged for the schoolroom or gymnasium, which require the same motions and establish the same co- ordinations as are employed in athletics; but which are given without athletic material. They may be given as class exercises, engaging a large number of pupils and are valuable because they establish useful coordinations and are interesting to boys. They must be given with enthusiasm under real leadership to secure this interest, however. Note: In the following material fifteen story plays, seven rhythmic plays and seven games is the minimum number to cover in one-half year. In each of the three kinds of work the teacher should make her selections to fit the conditions of her group of children. FIRST GRADE FIRST HALF YEAR STORY PLAYS BUILDING BON-FIRE 1. Wind blows leaves from trees. Arms overhead fall slowly to side with fingers fluttering. 2. Rake up leaves. 3. Take armful s and put in cart. 4. Run with it to bon-fire. Running around room. Hands behind back as if dragging cart. Empty cart on desk. 5. Blow fire to make go. Fire is on desk. Stoop, take deep breath and blow across desk, facing side of room. G. All skip around fire. Two rows around one row of desks. 7. Breathe in fresh air. A PLAY IN THE SNOW 1. All are sleepy. Heads on desks. 2. Wake up and sit straight, stretching arms as though just waking. What shall we do to make us lively? Go out in the snow and play. 3. Hurry to best standing position. 4. Pull on rubber boots, first R and L. 5. Pull cap over ears (elbows kept out and back). 6. Very cold day. Arms must be warmed. Arms out at side. Fling them across chest and slap opposite shoulders. 7. Stoop way down and pick up handful of snow, make snow-ball while standing erect. Throw snow-ball at some spot in room with R arm. Repeat and throw with L arm. 8. Walk through snow drift with hands on hips, lifting feet and knees high with each step. 9. Run home. 10. Take in long breaths of fresh air, raising the arms straight from the sides to shoulder height as breath is taken in, lowering them as breath goes out. GEORGE WASHINGTON'S CHERRY TREE 1. Pull on sweater. Take several pulls to get sweater over head. Then push arms up into sleeves. Finally give two or three pulls to get it from shoulders down. 28 2. Run out with hatchet over shoulder. Each two rows around one row of desks. Two chalk marks are drawn on floor of room to represent brook. As they come to it they jump over. 3. Chop down cherry tree. 4. Run home. Each two rows around one row of desks. This time come to a log crossing the brook and have to walk very carefully over it. (Arms extended at sides.) 5. Tired. Breathing. FIREMEN All sitting straight, ready to go to the fire when the fire bell rings. Some players are chosen to be drivers and the rest horses. When teacher rings bell or says "Ding Dong" players stand, drivers taking hold of reins and horses getting ready to run. 1. Gallop to fire. 2. All become firemen and grasp a hose and stretch diagonally out to R side; playing hose on one spot and make a soft hissing noise. Same to L. Play hose high up in front and with a quick turn play it high up behind. 3. Climb up ladder using hands and feet. Reach up and lift someone down. Climb down. Go up again if anyone is left up there. 4. Drive horses home. 5. Take deep breaths to get smoke out of lungs. COAL MINE 1. Late, so hurry to coal mine; running around room. 2. Light candles. 3. Push coal cart into mine. Desk is cart. 4. Use pick axe in loosening coal. Bring axe high in air and down. 5. Shovel coal into cart. Pieces of coal very large and heavy. 6. Push cart back to opening. 7. Blow out candles on caps. A BIRTHDAY PARTY 1. Run to trolley car. Each two rows run around one row of desks. 2. Reach high up with both hands and pull the doorbell. 3. Peanut hunt. Each two rows run around one row of desks. After every five or six steps, stoop to get some peanuts and put in bas- ket, hanging on left arm. 4. Pull molasses candy. Take candy from high shelf, pull hard, spreading arms far apart. 5. Blow out candles on birthday cake. Take deep breaths before each blow. 6. Play game. Let children choose game. Suggestions: I saw. Run for your supper. Puss in the corner. 7. Run home. 8. Breathing. 29 THANKSGIVING PIES 1. Shake flour. Both hands hold sieve. Shake from side to side over desk. 2. Stir everything up as if bowl were on desk. 3. Roll out crust. 4. Put in oven. Take three pies, one at a time, and put in opposite desks. 5. Run outdoors while pies are baking. 6. Take pies out of oven. 7. Burnt fingers, so blow on them. 8. Smell of pies, they are so good. AUTOMOBILE 1. Stooping, crank automobile. First one hand then the other. 2. Run around room steering and blowing horn. 3. Flat tires so have to pump them. 4. Tired from bending so stretch arms up high. 5. Ride home. 6. Breathe in fresh air. THE PLAYGROUND 1. Run across street to Playground. Two rows around one row of desks. (Children may roll hoops as they run.) 2. Going down the "Slippery Slide." Climb up the ladder (facing seat). At signal one hand is put on desk and one hand on back of seat. Children jump so that'they sit on seat with knees out straight in front of them facing side of room. Climb ladder again and jump back over seat. 3. The Merry-Go-Round (Giant Stride). Each two rows run around one row of desks, both arms raised high, as if holding on to rope. 4. The See-Saw. Three lines for each "see-saw." Children in lines 1 and 3 (outer lines) face in. Those in middle line act as the "teeter" and stand facing front of room with arms extended to- wards the outer lines, the left towards one line, the right to- wards the other. Children in lines 1 and 3 bend knees and stand erect, alternately, as the hand toward them moves up or down. 5. Run home. Two rows around one row of desks. 6. Breathing. GOING FOR CHRISTMAS TREE 1. Put on coats and hats. 2. Run to barn for sled and hatchet. Two rows around one row of desks. When teacher claps hands they stop. Second clap, they run on to places or woods. 3. Chop down tree. One foot forward, swing axe over other shoulder. Chop and stoop forward one side and then the other. 4. Drag sled home. Hands behind as if holding ropes. 5. Dance around Christmas tree. Two rows dancing around one row of desks. Do not join hands at ends of rows. 6. Blow out candles on tree. Deep breaths and blow. 30 MAY QUEEN 1. Pick daisies for a chain. Each two rows run around one row of seats. After every five or six steps, stoop and pick a few daisies and put in basket, hanging on left arm. 2. May Queen is chosen and sits in chair in front of room. 3. Run around room, one row at a time, lay flowers at Queen's feet as they pass. 4. Wind May Pole. Each two rows skip around one row of seats, raising hand nearest desk, high, as if holding streamer. 5. At finish of dance all bow to Queen. Queen bows to children. 6. All skip by the Queen, holding daisy chains high over heads. 7. Breathing. Smell flowers. AT THE BEACH 1. Run down to Beach. Run around room, one row at a time. 2. Stoop, pick up 4 or 5 stones. Throw out to sea, or skip stones. 3. Dig a well in sand. Put both hands on handle of shovel, one foot up. Push down with foot, stoop, and throw sand over shoulder. 4. See how near you can come to water without getting feet wet. Three or four steps forward and then run back quickly as wave comes. 5. Wading. Two rows around one row of desks. Lift knee high at each step. 6. Run home. 7. Breathing. BUILD A FIRE IN STOVE 1. Go down stairs. 2. Chop wood for kindling. Kneel on one knee, hatchet in one hand hold wood w r ith other. 3. Carry armful upstairs. 4. Lay the fire. Stoop and pick up papers, then put in stove. Put some kindling in. 5. Some kindling too long. Break it over edge of stove (desk). 6. Light fire with three matches. Breathe deeply and blow each one out after lighting the fire Avith it. TREES IN A STORM 1. Children run out to play. 2. Blowing of wind. 3. Tree tops sway in wind. (Bend heads backward and right and left.) 4. Leaves quiver. (Shake hands in all directions.) 5. Limbs sway. (Swing arms sideward and upward.) ' 6. Tree bends. (Bend trunk forward and sideward.) 7. Run home to get out of storm. 8. Breathe. SANTA CLAUS' VISIT 1. Santa puts on his coat, cap, mittens and boots. 2. Looks at sk} r . 3. Jumps into sleigh. 31 4. Pulls on reins. 5. Jumps from sleigh, and warms hands, feet and arms. (Run in place, swing arms and rub hands.) 6. Goes down chimney. (Bend knees slowly as if disappearing.) 7. Read names on stockings. (Bend head from side to side.) 8. Place presents in stockings and on floor and table. 9. Climb up rope through chimney. 10. Breathe after hard work. BIRDS LEARNING TO PLY 1. Mother bird and little birds all stretch wings. 2. Look at sky to see if day is pleasant. 3. Fly around. 4. Hop on ground. 5. Children scatter crumbs for them. 6. Birds fly back to nests. 7. Tired, so breathe, raising wings. SHEEP SHEARING 1. Sheep run and frisk over the meadow. 2. Shake heads. 3. Farmers wash sheep. 4. Sheep shake themselves. 5. Farmers shear wool. 6. Farmers tie wool into bales. 7. Farmers toss bales into wagons. 8. Horses draw wagons to town, then gallop home. 9. Breathe. THE CARPENTER 1. Put on coat, hat and start for work. 2. Saw board. (Place on seat.) 3. Plane board. 4. Bore holes in board. 5. Drive nails. 6. Hoist beams. 7. Walk home. 8. Breathe. MAKING GARDEN 1. Reach up for hats and coats, spades and rakes. 2. Skip to garden. 3. Look up to see if the day will be pleasant. 4. Spade up garden. Push spade into earth, throw it away. 5. Rake earth. 6. Pick up stones and throw them into piles. 7. Plant seeds from sack. 8. Run through paths in garden. 9. Breathe. 32 FIRST GKADE FIRST HALF YEAR RHYTHMIC PLAYS The object here is to train rhythm and co-ordination. The children supply their own music by singing. A good way to give these exercises is first to teach the children the tune while they are seated, using the words that describe the movements, as "Step and Bend, Slide and Bow" etc. The next step is to teach them to go through the movements of the feet with the hands on the desks. This is because the co-ordination of the hands and arms is so far ahead of that of the feet and legs. Then combine the singing and hand work, and they are ready to stand and try it with their feet. When this method is used the whole exercise should be learned in sections, because during each lesson the children should be on their feet part of the time. SEE SAW (For music, see Mother Goose Melodies.) Single circle, facing partners, both hands joined. 1. 2. 3. 4. "See Saw, Marjory Daw." Swing both arms from side to side, starting R. (Four times.) "Jack shall have a new master." Skip. (Four times.) "But he shall have but a penny a day." Step on outside foot and point inside foot forward, shaking iti- side finger at partner, other hand on the hip. Repeat with oppo- site hand and foot. "Because he won't work any faster." Both hands joined, four slides L. LIGHTLY ROW Step and bend (L sideways). Step and bend (R sideways) Step together (L sideways). Step together (L sideways). Step and bend (R sideways). Step and bend (L sideways) Step together (R sideways). Step together (R. sideways). 33 Turn around and make a bow (L half way around). Turn around and make a bow (R half way around). Step and bend (R sideways). Step and bend (L sideways) Make a low b'ow. FEET TO MUSIC Feet to music (1), tap, tap, tap, tap, Hands with pleasure (2), clap, clap, clap, clap. Eyes (3) to see, look now to see Who's the one to dance with me? Chorus : Repeat, singing la, la, la, etc. Notes: All standing in aisles. 1. Tap toes alternately 4 times. 2. Clap hands over head 4 times. 3. First and second row bow to each other and so on across the room. Chorus: Boys, hands on hips; girls, hold skirts out at sides; step to L on L toe and bring R foot over beside L (count 1), bend and straighten knees (count 2), repeat to R. The step is done once to L and once to R in each measure. Begin teaching it with words, "Step and bend." Bow at end. SHIFTY SHADOW m 3 1. Little (1) flitting shifty shadow, I would like to fly with you; We (2) will dance and skip together, Just what I do, you do too. 2. First, (3) we'll be a robin flying, Spreading wide his big brown wings; Then (4) we'll rest on waving tree tops While (5) the robin sits and swings. 5 34 3. Here's (6) a rabbit shifty shadow; See (7) him wag his ears at you. Here's (8) a little fish a-swimming In the water deep and blue. 4. Here's (9) a funny little Brownie Treading softly on his toes; Hurry, hurry, little Shadow, You must go where Brownie goes. First Verse. Two rows around one row of desks. 1. Look behind as if looking at shadow and wave both hands, first over L and then over B shoulder. 2. Eight skips forward. Second Verse. Facing front of room. 3. Extend arms at sides and wave in imitation of flying. 4. Place hands together and rest head on them. 5. Slight swaying of body from side to side. Third Verse. 6. Place hands above head with all fingers closed except first two on each hand. 7. Wave fingers forward and backward. 8. Hands together in front of body, imitate fish swimming. Fourth Verse. Two rows around one row of desks. 9. Forefingers raised at either side of face and moved alternately up and down. Bun around on toes taking short steps. LITTLE JACK HORNER (For music, see Mother Goose Melodies) "Little Jack Horner" Step forward K foot, then point L forward. "Sat in a corner" Step forward L foot, then point B forward. "Eating his Christmas pie," Slide 3 times to right, and while singing "pie" tap L toe at side twice. "He put in his thumb and pulled out a plum, and said what a good boy am I." Repeat above movement starting L. Off for a Eide (See Keference 6) DANISH GREETING Formation: Single circle. Partners face centre, hands on hips. Measures 1-2. Clap hands twice, turn to partner and bow. Turn to centre and repeat. Measure 3. Stamp right, stamp left. Measure 4. Turn around in place with four running steps. Kepeat from beginning. Measures 5-8. Join hands in circle. Kun sixteen steps to the right. Turn and run sixteen steps to left. Kepeat from beginning. THE FARMER IN THE DELL n K 1 j-| J J J J N J^ 1 ^ f'ffffj'j^ r rr c ^ ir d r y i Hi i r f J ! ^ 1 One child is chosen to be the "farmer" and stands in the center of the ring, while the rest join hands and circle around him singing, The farmer in the dell, The farmer in the dell, Heigh oh! for Rowley O! The farmer in the dell. The first child chooses and leads to the center of the circle a second one; the second chooses a third, and so on, while the rest sing the fol- lowing verses: The farmer takes a wife The wife takes the child The child takes the nurse The nurse takes the dog The dog takes the cat The cat takes the rat The rat takes the cheese The cheese stands alone. 36 The "cheese" may be "clapped out," and must begin again as the "farmer." LITTLE DOVE Kastman-Kohlers Swedish Song Games By permission Ginn & Company 3=3 1. Little dove with wing wide spreading Lightly sings his happy lay; "In my bill I bring a letter From your friend so far away." 2. All the doves with wings wide spreading, Gayly sing as off they fly, "Not a hawk will dare to touch us; Watch our flight so swift and high." Formation : Single circle, facing center, moving to the right in lively time. One or more doves are flying inside, each with a letter in its bill. All sing the first verse. The carriers inside kneel before some one in circle and deliver their letters. These doves become carriers. During second verse all doves fly about at random. The children must not touch each other's wings (arms). While singing last line of second verse, the children form in circle again with the new doves in center. THE TAILORS Swedish uj t*^f 1 i i 1 i j j . p~I] i ;;j. .1 lA P T j* * \ * U J>J j J f m J 3 _ 3= 5=f= L_J r^ i 3 - * C I J J A heart of happiness is mine, To make a suit it take tailors nine; A heart of happiness is mine, To make a suit it takes tailors nine. With thimble, scissors, needle too, And thread run through; With thimble, scissors, needle too, And thread run through. 37 Formation: Single circle with chosen partners. Measures 1-4. All join hands and dance to left with skipping polka, as first two lines are sung. Measures 5-8. Left hands on hips, right arms raised, elbows level at shoulders, make motion of scissors with two first fingers; at same time touch left toe sideward, then point toe back. Repeat. Measures 1-4. Partners dance around in place with four steps, accent- ing first step. Measures 5-8. Repeat above with left arm and right foot. FIRST GRADE FIRST HALF YEAR MISCELLANEOUS PLAYS AND GAMES SQUIRREL AND NUT. (Tag game). Players all seated but one, heads on desks and eyes covered, one hand open on desk with palm up. The odd player is a squirrel and passes up and down between the rows and puts a nut in some player's hand. This one rises and chases the squirrel. If the squirrel is caught before he can reach his own seat, the one who caught him becomes squirrel; if the squirrel is not caught, he can be squirrel again. I SAW (Imitative.) Tell the players of some action you jjave seen, then imitate it, tell them they are to imitate it too. Examples: mowing grass; picking apples and placing them in a basket; chopping wood; a tall man walking (on toes) ; a short man walking (knees bent) ; a lame chicken (hopping on one foot) ; a pendulum swinging (resting on hands on desks), etc. When they get the idea, ask who has seen an action they would like to imitate, and have players lead, each showing one action. Encourage a variety of actions and those that are vigorous enough for good exercise. Some can be done with pupils standing by their seats; others involve walking or running and the line must move forward and pass around a course to the starting point. TWELVE O'CLOCK AT NIGHT (Tag game). Mark off a fox's den in one corner and a chicken yard in another. Choose a player to be the fox and another to be the mother hen. The rest of the players are chickens. The mother hen arranges the chickens in a compact group and then leads them up close to the fox's den and inquires: "If you please, Mr. Fox, what time is it?" If he replies any hour except midnight, they are safe and may play about; the hen lets them play a moment and then gets them together again and, standing between them and the fox, asks the time again. When he replies "Twelve o'clock at night," they must run to the chicken yard, 38 and the fox tries to tag one. The fox chooses a fox for next time, the mother hen chooses another player in her place, and the game begins as before. RUN FOR YOUR SUPPER (Goal game). Players in a circle. One player chosen by teacher goes around inside, holds out his hand between two players and says, "Run for your supper." The two run around opposite ways outside; the one who first returns to the vacant place wins, and may start the next runners. BALL DRILL (Imitative.) Players grouped by twos or threes, and each group has a ball or a bean bag. The players of each group pass the ball among themselves in a manner stated by the teacher, but all in unison. See which groups can do it most times without dropping ball. Various styles of pass can be used and players may be placed at any suitable distance apart. Examples: Toss with right hand and catch with both; toss with left and catch with both ; catch also with right or left ; throw forward from overhead; tossing backward over the head; throwing backward under left arm, etc. Players will suggest other good varia- tions. Some pupils will prefer to play this while the larger group plays some other game. SQUIRRELS IN TREES (Goal game). Have three players stand so as to represent a hollow tree, facing center with hands on each other's shoulders; have a fourth player stoop within to represent a squirrel. Have the other players 39 notice how this is done and then have them all form groups of four in same way. There must be one extra player who is a squirrel without a tree. When the teacher claps hands all the squirrels must change trees, and the homeless squirrel tries to get a tree. This leaves another squirrel out and the game is repeated. After a time have each squirrel choose one of the players of the tree to change places with him, so as to give all a chance to be squirrels. RACING (Individual contest). Have two or more players race from seats or class positions around a course or to a point and back to starting place. Be sure all have a fair chance to win-. Kepeat until all have taken a turn. Example: from front seat to front wall and return. BIRDS (Tag game)." Mark out a nest in one corner and a cage in another, choose two bird catchers and a mother bird, and name the other players in groups of three or four after kinds of birds. Have the mother bird stand at the nest and the two catchers in front of the players, between cage and nest. When teacher calls "Robins" or "Quail" the players so named must rise, pass to rear of room, and then try to reach the nest and be touched by the mother bird before the catchers can tag them. The bird catchers may not leave their place in front until the birds reach the rear of the room. Birds tagged are put in the cage. Call one kind at a time; and see whether nest or cage has most birds when all have flown. The children will enjoy having the bird catchers form a door to the cage with raised arms, and all the other players count the birds aloud as they come out. CIRCLE BALL (Imitative). Players in a circle, standing about three feet apart. Have them pass a ball or bean bag around the circle. When they are good at regular passing, have them pass irregularly or across in any direction. Sometimes, but not always, have those who miss go out of the game. Encourage alertness and quickness to see the ball and catch it. PUSS IN THE CORNER (Goal Game). Each player but one has a goal. It may be a chair, desk, mark, corner or other object. The one who has no goal goes up to another player and says, "Pussy wants a corner." The answer is, "Ask the next door neighbor." During this time the others change goals, and the odd player tries to get one. When he has tried several times without success he may go to the center of the space and call, "All Change," and all must change goals, giving him a better chance. The one left out is "It" and the game begins as before. 40 FIRST GRADE SECOND HALF YEAR STORY PLAYS PISHING 1. Digging bait. One foot raised as if on shovel, and hands on handle. Push down with both. Then stoop and throw to right. Repeat throwing to left. 2. Row out in boat. Sitting on desk facing back of room, feet on seat. 3. Throw line into water. 4. Pull in big fish, hand over hand. Repeat on R and L sides. 5. Row home. 6. Walk home with string of fish. 7. Breathe in fresh air. VALENTINE'S DAY One player in each row is chosen to receive the valentines and sits on the front desk. Rest of players stand in aisles. 1. Running to the house where valentines are to be dropped. Two rows around one row of desks. 2. Players reach up and drop valentines into letter box high upon the door. 3. Reach up high with both hands and pull the bell. Teacher may ring a bell or say Ding. 4. Players outside stoop way down to hide, while those inside jump down, pick up valentines and look down aisles to see if they can see anyone. Run to another house and hang valentines. 5. Players outside warm their hands by holding them straight out from shoulders and slapping them across the chest, making each arm hit the opposite shoulder. 6. Run home very softly on tiptoes. 7. Take in long breaths of fresh air, raising the arms straight from the sides to shoulder height as breath is taken in, lowering them as breath goes out. WASHING 1. Wash clothes. Seats raised. Stand between seat and desk facing front of room. Use back of seat in front of each child as washboard. Lean well over and scrub hard. 2. Put clothes through wringer. Stand in aisle, facing side of room. Left hand guides clothes while right hand turns handle. 3. Run with basket to clothes line. Basket held high over head. Each two rows run around one row of desks. 4. Shake out clothes and hang them on line. Shake clothes with both hands and then reach up on tiptoes to hang clothes on line. 5. Run out to play while clothes dry. Each two rows run around one row of desks. 6. Breathing. . SOLDIERS 1. Marching with guns. Boys whistling "Marching Through Georgia," and the leader in each row, drumming. Captain stands on a chair in front of room and as each one goes by they salute him. 2. Target practice. Cock guns over knees. First shoot from the standing position) then kneeling on one knee. Say "Bang" as trigger is pulled. 3. Hoist the American flag. Eeach up high with one hand and as it is pulled down, the other hand goes up. At each pull bend the knees. 4. All give the flag salute. Bring the right hand on the first word, "I," straight up so that the forefinger touches the right eye- brow, thumb held along underside the forefinger and elbow is brought half way up to shoulder level. On the last word "all," the hand is lowered. "I pledge allegiance to my flag and the Republic for which it stands, one nation indivisible, with liberty and justice for all." 5. Blow bugle. Both hands held to mouth as if holding a bugle. Take deep breath and give some bugle call. .. ! . .' : . ; : PUTTING IN COAL 1. Driving wagon to house. 2.. Pulling up window. It is down low and have to stoop and push upward two or three times to get it open. 3. Hands on hips, climb into wagon. Four steps. 4. Shovel the coal. 5. Pull up coal shute. Stoop with feet apart, reach forward and pull arms in hard. Repeat three times. 6. Drive home. 7. Breathing. MAKING ICE CREAM 1. Stir ice cream before freezing. Seats raised, stand between seat and desk facing front of room. Stir in large bowl on top of desk. 2. Pour mixture into freezer on floor and carry down stairs. Care- ful high steps in place. 3. Raise hammer over shoulder and pound ice into small pieces with hammer. 4. Pack around freezer. Take handfuls from box on floor and place in freezer on desk. 5. Freeze ice cream. Turn large handle with one hand and then the the other. 6. Breathing. 42 BLACKSMITH 1. Take off horse's shoes by pulling out nails. 2. Run to anvil. Each two rows around one row of desks. 3. Pump the bellows. 4. Pound red hot shoe on the anvil (desk). 5. Put shoes on horses' two front hoofs. 6. Breathing. CIRCUS 1. One-half of class are elephants, the other half children. Elephants and children face each other. Children have peanuts in large bag on floor. Stoop down, get a handful of peanuts and throw to elephants. Repeat several times. Elephants form trunks by clasping hands in front. As peanuts are tossed, they swing trunks high up in the air, catch peanuts and carry them to mouth. 2. One child chosen for "Ringmaster." (Teacher may be "Ring- master.") Other children, horses. Ringmaster snaps whip. Horses gallop in place. Second time whip is snapped, trot; third time, high step. 3. Chariot Race. All face side of room. Even rows stand on seats with arms stretched out driving. Odd rows grasp hands across and gallop in place. 4. All form band. Two rows beating drums, two playing fife, two rows playing trombone. Each two rows around one row of desks, keeping in step with music. 5. Two rows walking around one row of desks and all imitating some clown's -trick, such as balancing stick on chin, juggling balls, walking tight-rope. 6. Breathing. JACK FROST 1. Run around nipping flowers and plants. Each two rows around one row of desks. First snapping fingers up high nipping flowers on vines and then nipping the plants down low. 2. Touch leaves. Reach up high and turn over leaves. 3. Spread frost powder over fields. Stoop and scatter it all around. 4. Cover brook with thin ice. Each two rows around one row of desks. As they come to brook in front of each row they jump over it. 5. Fairies are happy over their work and dance around. Each two rows around one row of seats. 6. Tired out. Breathing. PICKING SPRING FLOWERS 1. North wind going home, so grass and flowers can grow. Run around room, one row at a time. 2. Rain falling to make ground soft. Raise arms high at side, let them fall slowly to side with fingers fluttering. Rain may fall to ground (floor) ; stoop and let fingers come to floor. 43 3. Making flowers grow. Bring the arms in close to body and stretch arms upward. 4. Skip to the woods for flowers. Two rows around one row of desks. 5. Picking flowers. Stoop, pick a few flowers, then stand, stoop again, pick, stand, etc. 6. Kun home. 7. Smell flowers deep breathing. SNOW MAN 1. Pull on rubber boots. Bend knee up and stretch arms. As you stretch knee, bend arms, pulling on boot. 2. Snow falling outside. Keach up and bring hands lightly down to floor, bending at waist. 3. Walking through snow. Bend knee high and reach forward with foot. Put foot down and straighten up. Kepeat other foot, etc. 4. To make snow man, roll balls of snow. Stoop down, gather up and roll to front of room. First .make body. Kun back and roll another to make head, etc. (When complete have a child come forward for snow man.) 5. Make snow balls. Kneel on one knee and gather up handfuls and press hard on knee. 6. Throw at man, first L then K. As ball hits head child drops head forward. Then one arm drops and then the other. Finally legs are hit and child drops to floor in a heap. 7. Breathing to get warm. IRONING 1. Gather clothes. Keach up and take off clothes pins. Take down clothes, fold and lay in basket on ground. 2. Carry clothes basket into house (basket over head). Each two rows run around one row of desks. 3. Sprinkle clothes. Shake clothes, spread smoothly on desk and sprinkle. Koll tightly. 4. Place irons on stove. Stoop with straight back and bent knees to get irons beneath stove. Stand up straight and place irons on stove. 5. Iron clothes. Use desk as table. (>. Breathing. CHRISTMAS TOYS 1. Jack in the box. Teacher makes downward motion with hand as if closing lid of box and all children stoop down. Kaises hand quickly and children jerk up to standing position. 2. March Beating drum. 3. Each row forms a train of cars. The first child in each row has his hands on his hips. Those behind, place their hands on shoulders of child in front. Short steps around on toes, making "choo-choo" of engine. 4. Jumping Jacks. Teacher makes motion as if pulling a string up and children jump into air with feet apart, bringing them to- gether when they land. Arms are brought straight out to side and down again while jumping. 44 5. Shoot off toy gun. Kneel and pull trigger saying "Bang." 6. Blow up new football. SWIMMING 1. Jump over waves. Join hands across room and when teacher claps hands it is a signal that a wave is coming and all chil- dren jump. 2. Swim around room making swimming motion with arms. 3. Climb on raft (seat) on knees. 4. Jump noiselessly into water, backward. 5. Hop, skip, and jump on beach to get warm. All toward front of room and turning around return to place. 6. Breathe in salt air. ENGINEER 1. Run to engine house. Each two rows around one row of seats. 2. Polish rods. Standing on tip toes rub imaginary rod. 3. Climb into engine. Take three steps in place, bending knee high. 4. Shovel coal into engine. Facing opposite seat as if it were coal car, take shovel full of coal and put in engine. (Own seat.) Pull bell. Sit facing forward in seats, leaning over aisle as if looking out of window. Pull bell cord with one hand saying "ding-dong." 5. Breathing. A TRIP TO AN ORCHARD 1. Walk briskly to the orchard. 2. Look up to see apples. 3. Stand on toes and reach for apples. 4. Climb ladder into tree. 5. Pick apples and toss to playmates. 6. Reach up and shake limbs. 7. Climb down ladders. 8. Jump over stumps. 9. Breathe fresh air. BUILDING AN ESKIMO HOME 1. Eskimos walk through snow to site of new home. 2. Look up to watch snow flakes fall. 3. Draw circles with bone to show where wall is to be laid. 4. Cut blocks of ice and snow. 5. Lift block, carry to circle and lay in position. (Repeat several times). 6. Stamp down first layer of blocks. 7. Place other layers. 8. Stoop and look into new home. 9. Run around it. 10. Breathe. 45 TREES IN A STORM 1. Children run out to play. 2. Blowing of wind. 3. Tree tops sway in wind. (Bend heads backward and right and left). 4. Leaves quiver. (Shake hands in all directions). 5. Limbs sway. (Swing arms sideward and upward). 6. Tree bends. (Bend trunk forward and sideward). 7. Kun home to get out of storm. 8. Breathe. KEEPING STORE 1. Keach up for wraps. 2. Look to left and right for cars. 3. Wave to car (both hands). 4. Kide holding straps in car. 5. Lift boxes of blankets from high shelf. 6. Shake out blankets and hang up. 7. Measure table linen, wrap and tie up. 8. Reach for money and send to office. 9. Walk home to dinner. 10. Breathe. WIND IN MARCH 1. Eeach for wraps and put them on. 2. Kun out doors. 3. Inhale and make sound of wind blowing. 4. Wind makes clothes flop on line. 5. Wind turns weather vane (arms at side turn left and E). 6. Toss kite into air run back letting out string. Pull, guide watch then wind up string. 7. Look at clouds and breathe. FIRST GRADE SECOND HALF YEAR RHYTHMIC PLAYS POINT STEP MARCH 46 Notes : In couples, joining hands. Four "mark time' 7 steps in place alternating with point step, or around in a hollow square. March forward 4 counts (2 measures), point step L (1 measure), K (1 measure), then 4 march steps, etc. Point step, 1. Turn toward L and place L toe two foot-lengths to L, ankle ex- tended and B knee bent. 2. Keplace L foot and stand erect, etc. March, march, march, with the toe pointed so. Bound the room in step we go; With the toe pointed so. Eound the room we go. Turn to left side, turn to right, Is it not a pretty sight? With the toe pointed so, Bound the room we go. HICKORY, DICKORY, DOCK (For music, see Mother Goose Melodies) 1. "Hickory, Dickory, Dock." Wave both hands right, left, right while singing Stamp feet twice at close of first line. 2. "The mouse ran up the clock." Three running steps forward. 3. "The clock struck One!" Pause listening until "One!" Then clap hands sharply. 4. "And down he ran." Three running steps back to place. "Hickory, Dickory, Dock." Two stamps. RIDE A COCK- HORSE (For music, see Mother Goose Melodies) Formation: Circle around room. In couples, girls behind boys with hands on boys' shoulders. 1. "Bide a cock-horse to Banbury Cross To see a fine lady ride on a white horse." Eight gallop steps forward. 2. "Bings on her fingers." Face partners, raise hands high over head and wiggle fingers; at same time jump twice on both feet in place. 3. "And bells on her toes." tap right toe forward twice. 4. "She shall have music wherever she goes." Join hands with partner, turn around in place with four run- ning steps. 47 ALL THE BIRDS HAVE COME AGAIN ^ Singing loo, point R toe, R elbow in L hand, shake finger. measures.) Singing loo, point L toe, L elbow in R hand, shake finger. measures.) Step and bend (R forward). Step and. bend (L forward). Step and bend (R forward). Step and bend (L forward). Turn to L and make a bow. Turn to R and make a bow. Step and point (L backward, point R). Step and point (R backward, point L). Step and point (L backward, point R). Step and point (R backward, point L). Turn to partner and make a bow. Turn to front and make a bow. Sing through once and repeat beginning with fifth measure. (Two (Two A SLEEPING PRINCESS (See Reference 6) MARUSAKI B 1. Marusaki (1) lives in far Japan, She wears a long dress and waves a fan, When (2) she makes a bow, she bends so low, She (3) sits on a mat on her heels just so. 2. She (4) learns to do writing with a brush, Always very careful, never in a rush. She (5) makes a low bow and bids us come (6) To see the fete of chrysanthemum. 3. Then (7) away we'll haste to fair Japan, Each one with a sunshade and a fan ; When the visit's over, home we'll come, Each one bringing home a chrysanthemum. 48 Notes : Stand in aisles facing seats. 1. E hand at waist (8 measures). 2. Begin Japanese bow by placing one hand and one knee on same side on seat, then the other hand and knee; drop head at "low." 3. Sit back on heels and remain until note 5. 4. Through 8 measures hold one hand as if holding a paper, and make printing motions with other hand. 5. Kise to knees and bow heads. 6. Stand with hands as in note 1. 7. Move forward for the first line of stanza 3, backward for second line, etc., in short steps on toes two steps to a measure. CHIMES OP DUNKIRK Formation: In a circle around room, partners facing each other, hands on hips. Measures 1-2. Stamp E, L, E. Measures 3-4. Clap 3 times. Measures 5-8. Partners take hands and turn each other once around with running steps in place. Measures 1-8. Eepeat. If desired, at end of turn, partners may change, going forward one. DID YOU EVER SEE A LASSIE? l/V^lrrr jP J ;* r irri ^ ^ I ^ The children stand in the aisles. One takes his place before the class, and at the proper time goes through some motion which the children imitate in the rhythm of the song. Did you ever see a lassie, a lassie, a lassie, Did you ever see a lassie do this way and that? Do this way and that way, do this way and that way, Did you ever see a lassie do this way and that? 49 Activities suggested. Bowing, alternating to right and left; swinging folded arms in front of the body as if rocking a doll ; motion as if wav- ing a flag; rocking-horse, one foot a short step forward, hands holding reins, sway forward and back changing the weight from one foot to the other, etc.; encourage original suggestions from the children. Note: "Laddie" is sung if a little boy is leader. THE SHOEMAKER Danish N 5 _+ _T *: _!_+-_ _*_ lA-r^J^ IB Formation: Double circle. Partners face each other. Measures 1-2. With arms shoulder high and hands clutched, roll one arm over the other three times. Reverse and roll three times. "Winding the thread." Measure 3. Pull hands apart and jerk elbows backward twice. "Pull- ing thread tight." Measure 4. Clap hands three times. Repeat measures 1 to 4. On measure 4 hammer the fists three times. "Driving the peg." Measures 5-8. Join inside hands, outside hands on hips. Skip around the ring. Repeat from beginning. LADS AND LASSIES (Music, "Coming through the Rye") 5. LADS AND LASSIES Six or seven little girls (a number corresponding to the number of aisles in the room) take places at the front of the room near the wall, facing the class. The same number of boys stand at the back of the room facing them, and as the first verse of the song is sung the boys and girls advance toward each other, meeting half-way down the aisle. They bow, then join right hands, and with a sliding motion they dance up and down the aisles singing "Tra-la-la," etc. During the second 7 50 verse they move slowly back to their places, waving their hands as they sing. Lads of this street, Lassies that street, went to walk one day. When they met, they bowed politely, and then danced so gay. Cho. Tra-la-la-la, Tra-la-la-la-, Tra-la-la-la-la, Tra-la-la-la, Tra-la-la-la-la, O what fun to play! Lads of this street, Lassies that street, tired of their play, Waved good-by, and ran home blithely, to come another day. Cho. Tra-la-la, etc. FIRST GEADE SECOND HALF YEAR MISCELLANEOUS PLAYS AND GAMES DROP THE HANDKERCHIEF (Tag game). Players in a circle facing in. One player, who is called the "runner," runs around outside the circle and drops a handkerchief on the floor behind some player, who then becomes "chaser." The chaser tries to tag the runner before he can reach the vacant place the chaser has left. Both may run around, across, or thru the circle. If the chaser tags the runner, the latter is runner again ; if not, the chaser be- comes runner for the next game. This can be played in the schoolroom. Players sit at their desks and must face front. Runner goes up and down between rows and drops handkerchief on the desk behind the one who is to be chaser. If the runner reaches his own seat before the chaser tags him, the latter is runner for the next game. CROSSING THE BROOK (Individual contest). Draw two lines on floor for the banks of the brook. It should be wider at one end than at the other. If there are many players, make two or more such places. The players form in line and take a running jump across the brook. Those who step in the brook must drop out of line to dry their feet. Those who are successful in the jump continue around a course and jump again. Have them try to jump at a wider place than at first. Standing jump may be used also. i SAY STOOP. (Imitative). A leader stands before the class and says, "I say stoop," at the same time stooping and rising, as in making a deep curtsy. All the players must stoop also, but if the leader says "I say stand," they must remain standing. When the leader sees any player stoop at the wrong time he calls that player to the front and that one becomes leader. As the players become used to it the play is carried on more rapidly. 51 FOX AND SQUIRREL. (Tag game). Players arranged in groups of four as in "Squirrels in Trees." There must be an odd squirrel and also another player who is the fox. The fox chases the odd squirrel, who can escape the danger by going in a tree, since foxes cannot go there. But a tree will hold only one squirrel, hence the squirrel in a tree must run out as soon as a second one enters, and the fox has one squirrel to chase all the time. Any squirrel tagged by the fox when out of a tree becomes a fox, and the fox then becomes a squirrel and must instantly run away and get in a tree to avoid being caught. SCHOOL BALL (Imitative). The leader tosses a ball or bean bag to different players, who immediately return it to the leader. At first any form of throw may be used; later the ball must be returned by the kind of throw the leader uses. Carelessness may be corrected by having those who miss leave the play, but this is not best for all the time. It is a miss to drop the ball or to throw it beyond the reach of the leader. Encourage quick and unexpected throws. GOOD MORNING (Goal game). Players in a circle. One player goes around outside of circle and taps another player on the back. They run around opposite ways and on meeting on the other side of the circle they must stop and shake hands and bow and say "Good Morning" three times and then go on in the same direction as before. The one reaching vacant place last must start a new game. SQUAT TAG Choose one player to be "It." Players stand in any irregular places. The one who is "It" tries to tag players, and they are free from being tagged as long as they hold a squatting position, (knees bent). When the one who is "It" is not near they stand up again. Each player may use this way to escape being tagged three times, and then can escape only by running. Anyone who is tagged is "It" and the game is re- peated. ADVANCING STATUES (Group Contest). Divide players into two equal groups. Place the groups on opposite sides of the playing space, with a leader between. Explain that each player is to be a live player when the leader is not looking at him, but must be an immovable statue whenever the leader looks that way. Players advance toward the leader when he is looking another way, and he sends anyone back to edge of play space if he sees him moving. The side which first reaches the center of the play space wins the contest. 52 FOX AND CHICKENS (Tag game). Choose a player to be fox and another to be the mother hen. The other players are chickens and all form in line behind the mother hen, each one grasping the waist of the one in front. The fox tries to tag the last chicken ; the line, led by the mother hen, turns and tries to keep between the fox and that chicken. When the last chicken is tagged he becomes fox and the mother hen chooses another player in her place. HUNTSMAN (Goal game). Choose a leader and have this leader march around in any way he chooses, having all the players fall in line behind him and march as he does. When the leader sees that all are in line and away from their seats he calls "Bang," when all scamper for their own seats. The first one to be seated in his own seat can be leader next time. Each leader starts the game by saying "Who would like to go with me to hunt ducks?" (or bears, rabbits, foxes, etc.) SQUAT TAG (Tag Game). One player is "It." He can tag any one who is play- ing unless the one tagged is assuming a squatting position, with knees deeply bent. A player can have but three "squats," then he can be tagged unless he can escape by running. Any one tagged is "It" for the next time. Note: In the following material fifteen story plays, seven rhythmic plays and seven of the miscellaneous plays and games is the minimum number to cover in one half year. In each of the three kinds of work the teacher should make her selections to fit the conditions of her group of children. SECOND GRADE FIRST HALF YEAR STORY PLAYS NUTTING 1. Walk through woods on tip-toes, lifting feet high on account of leaves. 2. Climb over stonewall. Step over seat (wall) and jump quietly into leaves on the other side. 3. Keach up and shake branch. First one hand and then the other. 4. Pick up handful of nuts and put in bag. Eeach in all directions. 5. Bun home with bag over shoulder. 6. Shake nuts out of bag. 7. Tired, deep breaths. COASTING 1. Drag the sled up the hill. Two rows around one row of desks, bending knees up high and stooping while walking with hands in back as if holding rope. 2. All push sled and jump on. Face seat and push it with both hands while taking three or four steps. At signal one hand is put on desk and one hand on back of seat, children jump so that they sit on seat with knees out straight in front of them, facing side of room. 3. Hold ropes tight with straight arms, but pulling first one arm and then other as if to steer around corner. 4. Jump off. They jump off into next aisle. Turn, face seat and coast down hill again. Eepeat. 5. Toes cold so jump on them. 7. Deep breaths and blow on fingers to get them warm. MOVING 1. Carry trunks and chairs out of the house and place on ground near van. Each two rows around one row of desks. 2. Pile furniture into van. Face desk and reach over with, both hands to take furniture from man on ground. Place on pile in front part of van. 3. Run into house. Each two rows around one row of desks. 4. Roll up rugs and carry out to van. 5. Drive horse to new house. Each two rows run around one row of desks. 6. Breathing. 55 1. Children drive to field for pumpkins. (Kunning around room). 2. Stoop and lift up very heavy pumpkins and place one at a time, in cart. 3. Hurry home. 4. Make a Jack O'Lantern, cut off top, (pumpkin very large), dig out seeds and throw them away off. (Do not make eyes, nose and mouth, simply say that now they are ready we can go out with our Jack O'Lanterns). 5. Eun out with them to frighten people. 6. Eeach high up to window. Hear some one coming so stoop sud- denly. Kepeat. Try another window further up the street. Window much higher can barely reach it. 7. Kun home. 8. All out of breath from hurrying so take deep breaths. AEROPLANE 1. Stooping, crank aeroplane, first with one hand and then with other. 2. First one in each row jumps on aeroplane which is seat as in "Coasting." Others in row have to push it to get it started. To do so they push against desks with both hands while running in place. 3. All jump on aeroplane. 4. Sitting on desks, make the arms turn the large wheel, steering it around in circles. 5. Breaks down over a lake. All fall (jump) down and swim to shore. 6. Breathing. THE SAILOR 1. Row out to large boat. Sit on desks, facing back of room feet on seat. 2. Climb rope ladder from row boat to deck of ship. 3. Pull up the anchor. Stand with feet apart leaning over bow of ship (desk) and with long pulls, first one hand and then the other, raise the anchor. 4. Hoist flag or sail. 5. Load cannon for practice. Shoot at target. 6. Sailor's Hornpipe. R hand at waistline front, L at waistline, back. Step on R and hop on R. Repeat L. 7. March on deck (around room) and back to place. Salute Captain, who stands in front of room. MAKING CIDER 1. Pick apples and put in barrel. 2. Lift barrel on wheelbarrow. Every other one faces around. Couples stoop and lift heavy barrel on barrow (seat). 3. Push wheelbarrow to shed. Around room and back to places. 56 4. Empty barrel into cider press. Take apples out of barrel and reach up and down into press. 5. Turn handle of press. First one hand and then the other. 6. Breathe in fresh air. FARMERS GETTING READY FOR MARKET 1. Two rows go around one row of desks, pulling up heads of lettuce ; each time after pulling put the head on desk. Other rows do same, pulling up beets, cabbages or celery. Brings in stooping and stretching. 2. Walk around gathering the same into boxes. 3. Pile boxes onto market wagon. About ten boxes. 4. Drive wagon to market. 5. Breathing. COUNTRIES 1. Make the windmills in Holland. Two children stand back to back with their arms held diagonally up at side, left arm at side. As they bring their right arm to side the left arm goes up. This movement is continued together. Children are all divided into couples for this. 2. Venetians poling gondola. Bring arms forward and back on the right side as if pushing gondola. Repeat on left side. 3. Scotchmen playing bag pipes. Walk around taking deep breaths and playing some tune. 4. Swiss climbing the mountains. Walk around with high steps, using mountain stick to help them. 5. Japanese walking in short quick steps. 6. Breathing. CUTTING THE GRASS 1. Running lawn mower. Walk around pushing lawn mower with both hands and making "Br-r-r" to imitate sound it makes. 2. Baking the grass. (Facing front of room.) Reach forward and to either side with long strokes. 3. Pick up big armfuls and put into wheelbarrow. 4. Run with wheelbarrow to large pile of grass. (Around room and back to place.) 5. Empty wheelbarrow by taking out large armfuls and throwing over on pile. 6. Breathing. REPAIRING STREETS 1. Chop cement with pick axe. With one foot forward swing pick axe high over one shoulder and then to ground. 2. Dig cement and throw into wagon. Scoop heavy shovelfuls by bending close to the ground and straighten up as they throw cement into the wagon. 3. Drive wagon away. Each two rows run around one row of desks. 4. Empty wagon. Standing near desk push lever with one hand. 5. Fill wagon again. 6. Breathing. 57 SNOW FORT 1. Walk through field of deep snow. Each two rows around one row of desks bringing knees up high. Shovel held over one shoulder. 2. Shovel snow into big piles to make the fort. 3. Pat it down hard on top with the shovel. This is done up high and around in a circle as if fort surrounded them. 4. Snowball fight. One half of the room against the other half. All make snowballs, then one-half throw them at others While the, latter dodge them or drop down behind desks at each throw. 5. Eepeat; the first side dodging and second side throwing. 6. Walk home through deep snow. 7. Take in deep breaths of cold air. MAKING HAY 1. Walk around cutting grass with scythe. Make large sweep with both arms and make swishing noise as grass is cut. 2. Driving the horse-rake around field. 3. Pitch hay into cart. 4. Drive hay rack home. 5. Breathing. NEWSBOY 1. Run from school to store to get papers. Each two rows run around one row of desks. 2. Reach up and take papers down one at a time, each child counting to himself and putting papers in a neat pile on floor. 3. Walk from house to house folding papers and throwing them onto porch. Each two rows walk around one row of desks and at every other desk fold a paper and give it a hard throw. 4. Run home. Each two rows run around one row of desks. 5. Reach up and place pennies one at a time into a bank on shelf. 6. Breathing. AUTUMN IN THE WOODS 1. Skip to the woods. 2. Walk in deep sand. 3. Look up into trees to see bright leaves. 4. Raise arms and let leaves fall on hands. 5. Gather leaves and toss into pile. 6. Run and jump into pile of leaves. 7. Raise arms and inhale fresh air. ICE PLAY 1. Reach up high for cap, coat, mittens, and put them on. 2. Pull on boots, leggings, etc. 3. Run to the lake. Jump over a log on the way. (Put pointer over two small chains or use rope.) 58 4. Put on skates. Skate singly and by twos. 5. Saw blocks of ice. (Men are gathering it for ice houses.) 6. Haul into sleds with pulleys. 7. Warm hands and arms. (Swing arms around and let hands strike opposite shoulders.) 8. Warm feet. (Run in place.) 9. Skip home. 10. Breathe fresh air. THE WOODMAN 1. Reach up for caps, coats, mittens and axes. 2. Wade through deep snow. 3. Look up at trees. 4. Chop down trees. 5.. Saw them into logs with cross-cut saws. THE MASON 1. Put on coat and hat and start for work. (Reach up for these things. ) 2. Sift sand through large screen. 3. Mix mortar. 4. Hoist stones on pulley. 5. Climb ladder with mortar. 6. Lay brick on stone, tap and fit in place. 7. Walk home. 8. Breathe. SNOW PLAY 1. Reach up for cap, coat, mittens and put them on. (Reach high.) 2. Pull on boots. 3. Skip out to play. 4. Look up to see flakes fall. Let them fall on face and chest. (3 times). 5. Raise arms and let flakes fall on palms. (3 times). 6. Throw snowballs at snow man and knock him down. (Throw with each hand 3 times.) 7. Warm feet and whole body. (Run in place.) BROWNIES' PARTY 1. Wind blows calling brownies. 2. Brownies run to party in woods. 3. Look up to see if moon shines and to see stars. 4. Raise arms to catch leaves as they fall. 5. Gather leaves and scatter. 6. Run thru leaves. 7. Wind blows telling brownies party is over (breathing). 59 SECOND GRADE FIRST HALF -YEAR RHYTHMIC PLAYS The object here is to train rhythm and co-ordination. The children supply their own music by singing. A good way to give these exercises is first to teach the children the tune while they are seated using the words that describe the movements, as "Step and Bend, Slide and Bow" etc. The next step is to teach them to go through the movements of the feet with the hands on the desks. This is because the co-ordination of the hands and arms is so far ahead of that of the feet and legs. Then combine the singing and hand work, and they are ready to stand and try it with their feet. When this method is used the whole exercise should be learned in sections, because during each lesson the children should be on their feet part of the time. GOING WALKING * .ju J r i? j jl j J I j- jl j J ^ r> r As we were walking down the street, We saw the people walking, And ev'ry time a friend they'd meet, 'Twas thus they all were talking. They talked just so, They talked just so, And ev'ry time a friend they'd meet, 'Twas thus they all were talking. GLEANERS (See Reference 6) ROCHESTER SCHOTTISCHE Lr rr If'-rTJ 60 Step, bend, (R sideways, L behind; L hand coming forward). Step, bend, (L sideways, R behind; R hand coming forward). Turn together, (quarter turn to R, hands at waist). Turn together, (quarter turn to L, hands at waist). Step and bend, (R sideways, L behind; L hand coming forward). Step and bend, (L sideways, R behind; R hand coming forward). Turn together, (quarter turn to R, hands at waist). Turn together, (quarter turn to L, hands at waist). Slide, slide, slide, and bend (R). Slide, slide, slide, and bend (L). Slide and slide and slide and bend (R). Slide and slide and bow. May be danced singly or in couples. LONDON BRIDGE (For music, use the old tune or any 4 time) 4 1. London Bridge is falling down, Falling down, falling down. London Bridge is falling down, My fair lady! 2. Build it up with iron bars, Iron bars, iron bars. Build it up with iron bars, My fair lady! 1. Facing side of room. Slide and slide (L), step and bend (L side- ways). Step and bend (R sideways), step and bend (L side- ways). Slide and slide (R), step and bend (R sideways). Beginning with foot toward back of room, take two steps in place, at same time turning to face front of room and point L forward. 2. Facing front of room. Point L forward, point L sideways, step L forward, bring heels together. Repeat with R foot. Repeat with L foot. Step to side (L) and bow. JACK TAR i JIJ i JU 1. (1) Jack Tar is (2) a jolly rover, Always sailing salt seas o'er; Blue sea sunny, gray sea gloomy, All's the same to gay Jack Tar. Chorus, Heave (3) ho! Heave ho! Now my hearties join the hornpipe, grasp the oar. Heave (4) ho! Heave ho! Now my hearties till we sight the land once more. 61 2. All (5) the sounds and sights of ocean, Waves' low song or billows' roar; . Distant sail (6) or white- winged sea-gull, All's the same to gay Jack Tar. (Cho.) 1. Starting position, L hand closed, held at arms length upward. Motion downward and bend knees, R arm upward at the same time. 2. R hand moves down and L up at the same time. Continue through first stanza. 3. With folded arms move forward on heels with short, quick steps in time to music. In fourth measure, extend arms forward, downward and place E toe backward on floor. 4. Bend and extend arms in the next 4 measures, as if rowing; at the same time, stepping backwards on toes to place, R foot lead- ing, each step in time with arm motions. 5. Through 4 measures, poise with trunk bent forward; L foot, with knee slightly bent, placed forward; R toe touching floor behind and L hand shading eyes. 6. Same to R. (4 measures). Repeat chorus. Motions same as in (3). REDOWA EEEi J J * Jl = 3^FF = = Point forward (R), arms at side. Point backward (R), arms over head. Step and step and step together (R, L, R, hands at waist). Point forward (L), arms out at side. Point backward (L), arms over head. Step and step and step together (L, R, L, hands at waist). Step and point (R backward, point L, hands at waist). Step and point (L backward, point R, hands at waist). Step and point (R backward, point L, hands at waist). Step and point (L backward, point R, hands at waist). Step to side (R), hands over head. Step to side (L), hands over head. Step, make a bow. 62 BYE-LO SONG rt" " LLT ' J' j / J. =^ J J J /Ip^n + f j j~3 j 1 j j i ill Tl J r J F^ 0* T | J * pf" j J j =^= * * + J , * ~ A J' * * ^ * rCf) "* * ' - J J J J. Jl * * *= J J. 1. When (1) little children go to sleep, Floating (2) on slumber ocean deep, Mother-love (1) guides the cradle-boat Over (2) to dreamland shore remote. Float (3), float little boat. Over to dreamland shore remote. Float, float little boat. Over to dreamland shore remote. 2. Close thy sweet eyes and thou wilt see All the bright flowers on dreamland tree; Dream flowers can only open wide When other things in sleep-shadow hide. Float, float, etc. 1. Hands on hips; touch L toe forward twice in first measure, step forward L and bring R even in second measure. This is double follow-step. 2. Double follow-step forward (R). 3. Arms in position of holding child, balance step once in each meas- ure to end. Stanza two, Double-follow-step backward to place. (4 times). Second chorus, Arms in holding position, swing side to side, humming. In last 4 measures bend forward and place child in bed; then rise slowly, hands in front, open, palms down. LITTLE SISTER COME WITH ME From Games and Song Plays by Win. Stecher Permission John Joseph McVey, Publisher J 63 With our heads we nod, nod, nod, With our fingers shake, shake, shake, With our feet we tap, tap, tap, With our hands we clap, clap, clap, Then we dance and then we sing, Then we gladly dance and sing. Children in circle by twos, arms crossed so both hands are grasped. While singing first part, march around in circle. "With our heads we nod," etc. Imitate all movements made. "Then we dance," etc. Skip around circle. "With our feet," etc. Imitate all movements. "Then we dance," etc. Skip. FARMER AND HIS HOUSE WIFE (See Keference 17) BRIAR ROSEBUD (See Reference 17) SECOND GEADE FIRST HALF YEAR MISCELLANEOUS PLAY AND GAMES MARCHING TO JERUSALEM (Goal Game). Alternate rows stand. At a signal from the teacher they march around their own row of seats. When the teacher claps her hands each player sits in the nearest seat. At the signal to stand those in front seats must remain seated. The play continues, those in second seats remaining seated next time, then third, fourth, etc., until the last two players in the row race for the remaining seat when teacher claps hands. This can be played with chairs, one less than the number of players, chairs arranged in two rows back to back, one row facing front or alternate right and left, or in a circle with backs toward center. When a piano is available, use a chord as a signal to stand, players begin marching when the music begins and take seats when it stops. THE KING'S LAND (Tag Game). Mark a space for the King's land and select a player to fcfe King. The other players try to tease and annoy the King by stepping on his land while he tries to tag them. One who is tagged be- comes King and the game continues. For a variation the players some- times join hands and march up toward the King, who is seated on his throne, keeping step with the words, 64 "I'm on the King's Land, the King's not at home, The King cannot catch me till I say 'Come.' " At the word "Come" the King gives chase. DOUBLE PASS (Imitative). Like "Circle Ball" (First Grade) except that a leader is placed in the center of the circle and directs the play. The leader passes the ball or bag to any player; that player passes it to any other player; the second player must pass it back to the leader. After a dozen plays or so the teacher asks the leader to choose another leader and the previous leader goes in the line. Encourage alertness and ac- curate tossing and catching. THE WEE BOLOGNA MAN (Imitative). This is like "I Saw," (See First Grade) but several leaders are chosen beforehand and stationed at the front or near it, so as to be ready to take part quickly in turn. As soon as one leader is through he returns to his place and the next comes quickly forward and begins. In place of naming or describing the action," as in "I Saw," the leader performs it in rhythm with the following rhyme: "I'm the Wee Bologna Man, Always do the best you can to follow the Wee Bologna Man." The actions imitated may be any kind of gymnastic exercises, athletic feats, forms of labor, playing musical instruments, actions of animals, etc. Each leader continues to lead the class for a few moments, the length of time to be determined from time to time by suggestions from the teacher, and promptly followed by the next. Success depends on ingenuity of leaders in choosing themes, accuracy of imitation, so that the others can understand what was meant, and promptness. GROUP RACING (Group Contest). Players in a row of seats form a group. Two rows race to find which can run entirely around own row and be seated again. The winners of two such races compete in same way, thus finally find- ing champion row for the day. In every race each player must go clear around the row of seats to which he belongs, seating himself from the side where he arose. SCHOOLROOM TAG Mark a circle on floor in front of desks. Choose a player to be "It." He stands near but not in the circle and calls the names of three play- ers. The players must rise and try to reach the circle without being tagged. They may run in any aisle in either direction. The first one tagged is "It" and the game continues as before. If none are caught, three more are named. Encourage naming players who have not been called. 65 THE SERPENTINE MAZE (Imitative). Players all in single file, teacher leading. Each player reaches right hand forward to player next in front and left hand back, grasping hands. March forward, circling to left and winding up into a spiral. When tightly wound, last player should lead, all turn about to left and wind up, circling to right. Several variations should be used later: (1) Same as first method without grasping hands. (2) When wound as far as possible and leave enough space, teacher circles right from center of spiral and line follows, passing out in a re- verse spiral; this is done first grasping hands and later without. (3) When leader reaches center of spiral, tight wound, she signals to players in some direction and they lift arms, forming arches, under which the line may pass, teacher leading ; hands are kept grasped in this case. TAG THE WALL RELAY (Relay Kace). This is like "Racing," (See First Grade), but more continuous. Two or more rows compete. The player in the back seat rises at a signal from the teacher, runs forward down the aisle, tags the wall at the front of the room, and returns to his seat. As soon as he has reached his seat the player next in front of him does the same, the relay being complete when each player in turn has run. The line whose front player is seated first wins. TEACHER AND CLASS (Imitative). Similar to School Ball (See First Grade, Second Half). A leader is chosen for each group of 8 or 10 players, the players in a line and the leader 8 or 10 feet away at the side. A row in the school- room may be taken as a group, with a leader standing in front. The leader tosses the ball or bean bag to the players in turn, beginning at the head. Any player missing goes to the foot. If the leader misses he goes to the foot and the one at the head becomes leader. If the ball goes twice around and the leader does not miss, he goes in the line just above those who have missed and the head player becomes leader. DO THIS, DO THAT (Imitative). Like "I Say Stoop," (See First Grade, Second Half Year) with greater variety. The leader makes a movement, at the same time saying "Do This" or "Do That." If he says "Do This," all the players must imitate, but if he says "Do That" they must stand still. Any gymnastic movement or other suitable exercise may be used. When the leader sees anyone make a mistake he calls that one up to be leader. BROWNIES AND FAIRIES (Tag Game). Two goals 30 to 40 feet apart; the players in two equal groups stand in the goals. One group (fairies) turn backs while the others (brownies) creep up as quietly as possible. One fairy is watch- ing and when they are near calls, "Look out for the brownies." The fairies then chase the brownies to their goal and tag as many as they can. All who are caught are fairies. Then brownies turn backs and fairies come up quietly, etc. The side having greatest number at end of time wins. 9 SECOND GRADE SECOND HALF YEAR STORY PLAYS ^COMING TO THIS COUNTRY 1. Rowing out to large boat. Sitting on desks, facing back of room, feet on seat. 2. Climbing ladder to get into boat. One hand reaching up and opposite knee bent high, bend arm and put foot on floor, stretch arm and raise other foot. 3. Pulling up anchor. One foot forward, stoop and pull first with one hand and then with other, leaning over desk. 4. Hoisting sails. Eeach up with one hand, pull down and at same time put other up, etc. 5. High waves make boat go up and down. Rising and sinking on toes, and when it gets very rough bend the knees. 6. Kow to shore. 7. Breathing after hard row. CLEAN HOUSE 1. Open windows. Starting level of head, push up. 2. Roll up rugs. Stooping and walking forward a few steps. 3. Take out of doors over shoulder. Run around room one row at a -time. 4. Beat them. Kneeling with stick in each hand. 5. Shake them, standing. 6. Sweep house. 7. Get dust out of lungs. Breathing. LINCOLN'S HOME 1. Run out to wood pile to gather sticks for fire. Each two rows around one row of desks. Gather an armful of sticks and then run around again to take them into the house. 2. Get water from well. Lower bucket into well and then raise it, pulling hard, for it is very heavy when filled with water. 3. Walk out to split rails. Each two rows walk around one row of desks with axe thrown over the shoulder. Have to step over many rocks. 4. Split rails. Have to raise axe high and bring down hard. 5. Tired. Breathing. PILGRIMS II , Getting log cabins ready to live in. Winter time and snow on the ground. 67 1. Run to woods dragging sledges. Hands behind as if holding rope. 2. Chop down trees. One foot forward, swing axe over opposite shoulder, then chop, stooping way over as you do so. 3. Lifting on sledges. Every other one, facing the back of the room and all stooping together, pick up carefully and place on sledge at side. 4. Dragging them home. First child drags and stoops forward when walking, hands held behind back. Next child, about, three feet behind, stoops and pushes. 5. Want fire to cook food, so saw wood before starting to .build. Every other one faces the back of the room. First puts R foot out and holds arms forward. One facing him, puts L foot out and bends arms. As first bends arms, the one facing him, stretches his, etc. 6. Kneel and blow fire. BASE BALL GAME 1. Teacher throws ball and children jump into air to catch it. Re- peat, children jumping and reaching to side as well as up, to catch it. A child may be chosen to act as pitcher. 2. Every time they catch it they throw it back to the pitcher. 3. Pitcher throws the ball and children bat it, having two strikes and several fouls before they hit it for a run. 4. Make a home run by each two rows running around one row of 5. Throw caps in air because game is won. 6. Side wins, so breathe deeply and cheer, rah, rah, rah while waving caps. ON A FARM 1. Run from car to farmhouse. Each two rows run around one row of seats. 2. Pump cool water from well. 3. Feed chickens. Left arm holds box. Right hand takes grain from box and throws it over high fence. 4. Climb ladder into hay loft. 5. Pitch hay into stall below. With one foot forward lift hay with pitch fork and thrust forward into chute. After repeating several times ram pitch fork hard dowTi chute to be sure hay goes down to stall. 6. Climb down ladder. 7. Run into house. Each two rows run around one row of desks, 8. Breathing. PILGRIMS III After having brought the logs and built the body of the cabin we have to get the rushes for the roof. 1. Run to swamp where rushes are. Around room. 2. Use sickle and cut rushes. Facing sideways take a side step, stoop and cut. Stand erect and repeat movements. 3. Arms full of rushes, run back. 68 4. Build fireplaces. Lift rocks on desks. 5. Starting to build fences. Digging holes for posts. One foot on spade, hands on handle, push down, Stoop, straighten, and toss over shoulder. 6. Driving in post. Take large hammer and lift high with both hands and bring down. 7. Breathing because so tired. FARMER'S GARDEN 1. Plowing fields. Walk around driving horses, clucking to them occasionally. 2. Sowing seeds in wheat field. One arm forms bag, other arm sow- ing. 3. Hoe weeds in corn fields. 4. Pick beans that have grown up high on poles. 5. Stooping, pick strawberries. 6. Breathing. MOTOR BOATING 1. Kowing out to boat. Sitting on desks bend forward with arms extended, grasping oars. Come to erect position pulling oars as arms are bent. 2. Climb carefully into motor boat. Kneel on seats and step into opposite aisle. 3. Pull up anchor. Stand with feet apart leaning over bow of boat (desks) and with long pulls, first one hand and then the other, raise the anchor. 4. Coil anchor rope in long coils on bottom of boat. 5. Crank engine. 6! Steer the boat around course. Turn wheel, at the same time rise on toes as if going over waves. 7. Breathing. INDIANS 1. Paddle in canoe to woods. Sitting on desks. 2. Have on moccasins so walk on tiptoes through woods, one hand shielding eyes and looking all around among shrubs as go scouting along. 3. Shooting arrows. Kneeling on one knee stretch arms and aim. Draw one arm back and make soft hissing noise as arrow goes through air. 4. Four or five running steps forward to bear. 5. Stoop and pick up, throwing over shoulder. 6. Eun back to canoe. 7. Paddle home. 8. Out of breath, deep breathing. BUILDING A HOUSE 1. Hun across field. Each two rows run around one row of desks. 2. Digging cellar. (a) Break up ground with pick-axe. One foot forward, swing pick-axe high over one shoulder and then to ground. (b) Shovel dirt. Throw over R (L) shoulder. 69 3. Climb out of cellar. Hands on hips, lift knees high, 6 or 8 steps. 4. Climb ladder. 5. Painting house. Stoop, dip brush in pail, reach high up and make strokes from side to side in front of body, stooping as they near end. Dip brush in pail, etc. G. Run home. Jump across brook. 7. Breathing. Smell dinner cooking. POLICEMAN AT STREET CROSSING 1. March from station to Woodward Avenue. Each two rows walk around one row of desks. 2. Facing forward in aisle hold up right hand to stop the cars and automobiles from coming in that direction. Then wave left arm in front of body and then right to motion traffic to pass across aisles. Eepeat in opposite direction. Captain stands in front and gives one whistle (or bell) for traffic to pass N. and S. ; two whistles for E. and W. Policemen follow his directions. 3. Salute captain. 4. Fall into line and march back to police station. 5. Breathing. COWBOYS 1. Lasso the pony. Twirl the lasso over the head in large circles, first with right hand about eight times and repeating with left. Throw lasso, lean well forward, arm stretched out. 2. Gallop on ponies, each two rows around one row of desks. 3. Cowboy's trick, throw a ball way up in the air and then pull out revolver, aim and shoot, saying ''Bang" as trigger is pulled. 4. Gallop around and at signal from the teacher all .stoop while still galloping and pick up a handkerchief and wave it in air until they get to seat. 5. Deep breathing. BLUE BERRYING 1. Eunning to woods. 2. Climb over stone wall. Step over seats and jump on the other side. 3. Walk through deep grass, lifting knees high. 4. Pick blueberries and put in pail. 5. Keach up and pick some wild cherries. 6. Run home. 7. Breathing. MOTOR CYCLE 1. Pump up tires. 2. Push motor cycle and jump on. Facing seat with one hand on seat and one on desk, as if grasping handles, run in place. Jump so they sit on seat with feet out in front of them, facing side of room. 3. Sitting, pump up and down with feet to start motor cycle. 4. Run, steering the machine. Each row runs around one row of seats. 70 5. Walk up stairs into house. 6. Breathing. HARVESTING CORN 1. Place corn cutters over shoulders and walk to field. 2. Look up at tall stalks. 3. Walk through the field and cut down stalks with cutters. 4. Shock the corn to let it dry. 5. Open shocks. 6. Husk corn and toss into wagon. 7. Horses gallop home with it. 8. Breathe. MAPLE SUGAR 1. Put on coats, hats, gloves. 2. Pull on boots. 3. Tramp to the woods. Jump over ditches and over logs. 4. Look up at trees. 5. Drive spouts into maple trees. 6. Stoop and lift six pails up and hang them on trees. 7. Run home. 8. Breathe. Next Morning (Next Day's Lesson) 1. Reach up and empty pails. 2. Horses draw it away to the camp. 3. Build fire scratch matches. 4. Stir sap as it boils. 5. Carry sugar home. 6. Breathe after hard work. PLOWING AND PLANTING FIELD 1. Reach up for harness and place it on horses. 2. Horses walk to field tossing their heads. 3. Men guide plows. 4. Sow seed from bag. 5. Plant corn. 6. Rain falls to make it grow. 7. Children run between rows. 8. Breathe. SHOEMAKER 1. Put on wraps carry shoes to shoemaker. 2. Shoemaker looks as customer enters. 3. Wax threads (big arm movements). 4. Bore holes with awl. 5. Hammer in pegs. G. Walk home for dinner. 7. Breathe. 71 SECOND GRADE SECOND HALF YEAR. RHYTHMIC PLAYS BALANCE EXERCISES The object here is to train rhythm and co-ordination. The children supply their own music by singing. A good way to give these exercises is first to teach the children the tune while they are, seated, using the words that describe the movements, as "Step and Bend, Slide and Bow," etc. The next step is to teach them to go through the movements of the POP GOES THE WEASEL. - 9- N *-h- 72 feet with the hands on the desks. This is because the co-ordination of the hands and arms is so far ahead of that of the feet and legs. Then combine the singing and hand work, and they are ready to stand and try it with their feet. When this method is used the whole exercise should be learned in sections, because during each lesson the children should be on their feet part of the time. Boys and girls in alternate aisles. Partners join inner hands across desks, and all face the front of room. Boys place outer hand on hip, girls hold skirt. Start with outer foot and take three steps forward, and point the inner foot on fourth count. Repeat, starting with inner foot. Turn and face partner, joining both hands, and step to the side, toward front of room (1) cross other foot behind and bend both knees (2). Repeat theJast two counts in opposite direction. Drop hands toward back of room. Girl turns with four steps underneath upraised arm of boy, turning toward him. On fourth count they should both be facing back of room, ready to start the exercise from the beginning. Let the children sing. Step, and step, and step and point, etc., and as the girl turns they sing "Pop Goes the Weasel." WASHING THE CLOTHES (See Reference 8) WINTER SONG I 1. All around us in winter No bird song we hear; Yet we in the schoolroom Have joy and good cheer. 2. Though snow whirl and wind blow, And rain come and sleet, We are ready with welcome Old winter to greet. 3. With singing and dancing And some happy game, Come summer or winter Our joy is the same. 1. Follow-step forward, beginning with "around," 4 times. Last 4 measures, follow-step backward. 2. Wave arms in figure eight motion, 4 times to L, 4 times to R. 3. With swaying arms, balance step sideways in place 8 times. Balance step here same as the follow-step with heels raised and lowered when second foot is brought up. 73 MA'S LITTLE PIGS Swedish (See Reference 8) Note: Substitute running for polka steps. BUY A BROOM J J j j s EEi S E 3==e ^ From Germany (1) comes a fair wandering maiden, With joyous (2) bright eyes and with health's rosy bloom; She sings (3) as she comes with her pretty wares laden, "Who will buy (4) of my wares, who will buy now a broom? A large (5) one for the lady and a small one for the baby. Come buy, (6) ye pretty lady, come buy ye a broom." 1. Balance step forward 4 times (4 measures), swinging both arms sideways alternately L and E. 2. Step to L, swing L arm over head, cross R toe past L in front, swing R arm in front of waist and bend trunk to R. In the next measure reverse the direction, then repeat to L and again to R. (4 measures). 3. Balance step backward (4 times), swing arms to alternate sides. 4. Same as 2. 5. Balance step in place (4 times), swing arms and turn body alter- nately R and L. 6. Same as 2. Balance step 3 counts. 1. Step with one foot. 2. Bring the other foot beside the first and raise heels. 3. Heels sink. LITTLE BO-PEEP (For music, see Mother Goose Melodies) 1. "Little Bo-Peep has lost her sheep." Hands at waist. Three skips forward, R, L, R, and feet together. 2. "And can't tell where to find them." Shake heads, R, L, R, L. 74 3. "Leave them alone, and they'll come home." Three skips back to place R, L, R, face partners. 4. "Wagging their tails behind them." Nod heads up and down to partners three times and on last nod bow to partner. 5. Second verse. Repeat 1-4. 6. Third verse. Hands at waist; 16 skips, two rows around one row of desks. CARROUSEL Swedish Song Play From "Folk Dances and Singing Games" by Elizabeth Burchenal, By permission of E. Schirmer A AWeralfo con moto(J = 84) Pret-ty fnaid-e\ Sweet Qn4 nin<{'. LiT-tle ones a nick-d, Booties adi surC-]y be too fifttt HsT ha ha! This represents the "Merry-go-round," or "Flying Horses." The chil- dren form a double circle, standing in couples, both facing toward centre of circle. The .front ones of all couples join hands in a circle; the back ones place their hands on their partners' shoulders. The music consists of two parts. The first part contains seven meas- ures'; the second part, eight. 75 In fitting the steps to the music, each measure should be counted thus: "One, two, three, four." A. During A players move toward the left with a slow sliding step, as follows : (Meas. 1.) Make a long slide to the left with the left foot (one), close the right foot to the left (two). Repeat (three, four). (Meas. 2-7.) Continue through the seven measures of A, but, during the sixth and seventh measures, make stamps instead of slides. During the sixth and seventh measures, the time is accelerated slightly. B. (Meas. 14.) Still moving to the left, with the time slightly acceler- ated, as in the two preceding measures, execute the same step as de- scribed in the first measure of A, but in double time, that is, making four slides to each measure instead of two. [Fig. 1.] (Meas. 5-8.) Repeat, sliding to the right (repetition of B). At the end of B, partners immediately change places, those who were behind now standing in front with hands joined, the others behind with hands on partners' shoulders. The whole exercise is then repeated. The words are sung by the children as they play. The four stamps in the sixth and seventh measures of A are made on the words, "up, mate, surely, late." In the chorus, "Ha ha ha!" should be shouted heartily with heads thrown back. A. Pretty maiden, sweet and gay, Carrousel is running, It will run till evening: Little ones a nickel, big ones a dime. Hurry up! get a mate! Or you'l surely be too late! B. Ha ha ha! Happy are we, Anderson, and Peterson, and Ltindstrom, and me! Ha ha ha! Happy are we, Anderson, and Peterson, and Ltindstrom, and me! During the first part of "Carrousel" the merry-go-round is supposed to be just starting, and moves slowly; in the second part it is in full swing, and the fun is at its height. 76 SOLDIER BOY j Soldier-boy, Soldier-boy, where are you going Bearing so proudly the red, white and blue? I'm going where country and duty are calling, If you'll be a soldier-boy you may go too. Paper soldiers caps and epaulets made by the children add much interest if worn during the march. The following characteristic activi- ties may be imitated for short periods of time as the children march, one by one, in twos, or in fours: a. Soldier caps hands placed on heads with finger tips meeting in a point overhead. &. Knapsacks ^arms folded behind. c. Horns hands held to the mouths as if grasping trumpets. d. Charging with guns aiming with left arm extended, and right arm back for pulling the trigger. e. Waving flags. /. Drumming snare and bass drums. . (j. Fifes hands held at side of mouth as in reality. h. Eunning double-quick march. /. Saluting leader or American flag each one as he passes by. High stepping war horse knees raised high in marching. - THE MUFFIN MAN 1 J.J|]i Ji Jjj J j Oh, do you know the muffin man, The muffin man, the muffin man; Oh, do you know the muffin man That lives in Drury Lane? Oh, yes, I know the muffin man, The muffin man, the muffin man. Oh, yes, I know the muffin man That lives in Drury Lane. Four or five children are selected to take places in the four corners of the room, or whatever other spaces are allowed. As the first verse 77 is sung, each walks or skips in time with the music to some child seated in the room, and, taking him by the hand, leads him to his space in the floor. The little groups of two then join both hands and dance around in a circle singing, "Two of us know the Muffin Man," etc. After the first verse has been sung and the children chosen, the second verse, "Oh, yes, I know the Muffin Man/' is sung while the two are marching from the seats to the space in the floor. The play con- tinues, one child after another being chosen until all have joined some group. SECOND GRADE SECOND HALF YEAR MISCELLANEOUS PLAY AND GAMES ERASER RELAY Place an eraser on the front desk in each row. At a signal to start the first child in each row takes the eraser with both hands and passes it over his head to the child behind him. This continues till the last child receives it. The last child runs forward with it on right side of his row and places it on the rack at front of room; then returns to his seat by same path. Give each child a turn in the back seat. THE FIRST OF MAY (Goal Game). Two adjacent rows play a game together. The first of May is moving time, and the seats are houses. One player is chosen to be "It" and he walks up and down the street between the two rows. The residents along the street change houses before and behind him and he tries to get a house while it is vacated. The seats not occupied and one more must be marked and not used in the game, so that there is at all times one. person without a house. If the people do not move often enough the one who is "It" may number the players and then when he calls two or three numbers they must change places. FOLLOW THE LEADER (Imitative). Like "I Saw" and "The Wee Bologna Man" but the leader may do several things in succession; in fact, success depends on his giving an interesting variety of movements. In the simplest form of the play the players stand in place and take such exercises as can be done in place; in another form they march in single file behind the leader and imitate whatever he does. The practice in the simpler plays of this kind should prepare the players to do this well. THE FLOWERS AND THE WIND (Tag Game). Divide players into two equal groups and the playing space into three equal parts. One side represents the flowers and the 78 other side the wind. The flowers meet at their end and the leader, ap- pointed by the teacher, chooses a flower they will represent. Then they play about the middle or neutral space until the players representing the wind guess the right flower; then all the flowers run to their goal and the wind tries to tag them. Flowers caught are put in a vase. Repeat until all the flowers have been caught. BEAN BAG SIDEWISE (Relay iRace). Place a bean bag on each desk of the row on one side of the room. If vacant places exist, move players to front or back so that all vacant seats are in one transverse row. When the signal is given each child in row having the bags- passes his bag to player across the aisle, and this continues rapidly until the bags are held by the play- ers in last row. This may be repeated, passing in alternate directions, and keeping score to show how many times each transverse row wins. JACK BE QUICK (Goal Game). Like Marching to Jerusalem, (First Half Year), but played in an open space. Mark as many places on the floor as there are players, less one, these marks being in four groups in distant parts of the room. If there is a piano, it can be used. When the music begins all the players must follow the odd player in a march about the center of the room; when the music stops, all rush for the marked places. The one left out is leader next time. Chairs can be used in place of floor marks if they are available. Teacher or odd player gives the sig- nals when music is not to be had. CHARIOT RACE (Group Contest). Four players with joined hands make a team. Teams race between convenient points. If the course is around a circle the best runners should be placed so as to have the outside where dis- tance is greatest. Teams may race two and two and then winners race. LAST MAN (Tag Game). Players seated at desks. Rows playing must be full rows. The game is much like "Fox and Squirrel," (See First Grade, Second Half Year). One player is "It" and there is one runner, besides the full rows of seats. The runner may come to the front of any row and call "Last Man," and then each player in that row must move back one place, leaving the front seat for the runner, who is now safe. The last one in the rear of the row will be out of a place and thus becomes runner. When a runner is tagged, he is "It," and the one who caught him becomes runner and must get out of the way at once. FLAG RACE (Relay). Players seated at desks. Rows need not be full but there must be same number in each row. Choose a player to stand in front of each row to hold the flag, and another to stand at the rear of each 79 row. At the signal the rear player of each row rises, runs to the front, takes the flag from the one holding it, carries it to the one standing at the rear, and takes his seat. As soon as he is seated the next player goes and takes the flag back to the player in front. This continues till all have run. Be sure that no team has an unfair advantage because of the positions taken by the flag holders. CHANGING SEATS (Imitative). Players seated at desks. When teacher commands "Change right," all move one place to right and the right hand row stands. In like manner the command may be "Change front," "Change back," or "Change left." At first it is best to follow each change by the reverse, so as to allow those standing to get seats, but later they may be told that, they must run to the vacant seats on the opposite side or end of the room. Leaders may be chosen to act in place of the teacher. Note: In the following material fifteen story plays, seven rhythmic plays and seven games is the minimum number to cover in one-half year. In each of the three kinds of work the teacher should make her selections to fit the conditions of her group of children. THIRD GRADE FIRST HALF YEAR (3B) Mne gymnastic lessons are given for one-half year's work, conse- quently a new lesson should be started every two weeks. During two weeks' time the physical training period for five days should be given to exercises and the other five divided between games and folk dances. An alternation of the three would seem most advisable. LESSON 1. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION See General Instructions Correct Standing Position. Incorrect Standing Position. ORDER. Drill in directions of R and L. Make pupils understand that these directions radiate from themselves as centers, and that they have no relation to the sides of the room or the position of the teacher. To accomplish this, have the pupils indicate the different directions, first with their arms and then with their feet, facing all four sides of the 11 82 room in succession. Also with the teacher standing in different parts of the room. Do not give commands for right and left face, but say Turn to the right or left. ARM. Hips Firm Hands on hips with thumbs back and fingers close together in front. Wrists straight and a firm grasp of the hip bone. This brings the hands below the waist line. ARM. Chest Firm Place thumb side of hands against chest ; fingers, wrists and forearms in straight line, with elbows well pushed back. Hands should be far apart on chest. LEG. Hips Firm Heel raising to eight counts Go Kise on toes as high as possible on first count, sink heels softly on second count. Correct Chest, Firm. PRECIPITANT. Run, one row at a time, once around and sit down. Others stand until their turn. The schoolroom run should be very light, with feet raised high behind and not a very quick rhythm. As soon as each row has learned it by running alone around the room, let the whole room run at once by having alternate rows face the back of the room and sending two rows of children around one row of desks. Vary this with skipping. BREATHING. Grasp sitting Sitting erect, one hand on either near corner of desk Bend head backward- One Draw chin in and bend head backward until pupils look at ceiling without rolling their eyes. At same time take a deep breath. Two Bring head back to position keeping chin in from start to finish. Exhale. Be sure that chests and not shoulders are raised by means of this exercise. 83 3. Bend head backward. LESSON 2. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Hips Firm Right foot forward Place Move K foot two lengths to the front, placing toe on floor first, and ending with whole foot down, half the weight of the body being carried onto the moving foot. Foot Replace. Shoulders and Hips Firm. 84 Use same instructions for backwards and sideways, and then with the L foot, and when this is learned, alternate directions and feet. . HEAD. Hips Firm Twist head to right One Turn head to R until pupil looks over R shoulder, keeping chin well in. Two Turn head back to position. Breathe in on one, out on two. LEG. Hips Firm Raise toes, eight counts Go. Be careful not to let body rock in this exercise. ARM. Shoulders Firm Close fists tight and place them on outer side of upper arm, keeping elbows close to sides, and wrists straight. This exercise should have so much force that elbows cannot be pulled away easily from sides. Care must be taken not to place hands on chest. ARM. Head Firm Place hands behind head, letting fingers touch the spot farthest back; fingers, wrists, and forearms in a straight line, with elbows pushed well back, chin in and head pushing back against hands. PRECIPITANT. Hips Firm Spring upward with feet apart; eight counts Go A light spring from toes to bring feet apart sideways and return, continuing in even and rhythmic time one count to each jump. Increase the number for all jumps as endurance increases. Breathing. Raise arms sideways One Raise arms from sides to shoulder height, at same time taking in a deep breath. Two Lower arms to sides and exhale. 6. Head, firm. Arras sidewise. LESSON 3. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION HEAD. Grasp sitting Bend head backward One Two. Deep breathing as in Lesson 2. ORDER. Step fomvard one step One Move R foot forward two lengths to the front, the weight of the body being carried to the moving foot Two Bring the L foot to the R foot. 85 8. Knees bend. 4. Place left foot forward. LEG. Hips "Firm Bend knees One Bend the knees, raising the heels at the same time, so that pupils go about half way down to the floor. Back must be kept straight; no stooping forward Two Return to standing position. LEG. Hips Firm Raise heels, twelve counts Go. ARM. Quick changes between hips Firm Chest Firm Head Firm, and Shoulders Firm. PRECIPITANT. Hips Firm Right foot forward Place Springing with feet apart forward and backward eight counts Go Similar to springing sideways, first with E foot forward and then with L. BREATHING. West Point breathing One Keeping hands close to body, turn them out, thumbs first, taking in deep breath Two Eeturn to position and exhale. West Point Breathing. 8G LESSON 4. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Step sideways one step to the right One Place R foot two lengths to side, the weight of the body carried onto the moving foot. Two Bring L foot to the R, heels together, toes out. Step forward One Two. HEAD. Shoulders Firm Head twisting to right One Two. Deep breathing. LEG. Hips Firm Heel and toe raising alternately to eight counts Go Raising first heels and then toes alternately in steady rhythm, ARM. Chest Firm Trunk forward Bend keeping head up Fling arms sideways One Fling the hands straight out to the sides, palms facing down and whole arm in straight line at height of shoulder. Two Return to chest firm. 11. Bend trunk forward. PRECIPITANT. Hips Firm Run in place, raising feet backward ten counts On Toes Go Similar to a quick run, but without gaining ground. An effort must be made to lift the feet high, flexing the leg hard upon the thigh with each step clap hands on tenth count and stand still. If the floor shakes let one TOW run at a time. Start one row and as soon as the} 7 finish the next row should start without a sig- nal and so on across the room with no break hr the rhythm. BREATHING. Raise arms sideways One Two. LESSON 5. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Hips Firm Close and open feet eight counts Go Using heels as pivots, swing toes in until feet are together, then out again, 87 making the exercise rhythmical and steady and lifting toes as high as possible from floor. Drill in directions as in Lesson 1. HEAD. Chest Firm Twist head to right One Two. Deep breath- ing. LEG. Head Firm Alternate toe raising ten counts Go. Raise first R and then L toes as high as possible in marching rhythm. As one goes down the other comes up. ARM. Arm circling One Starting with arms at side raise them sideways over head, and clap R hand on top of L, palms of both hands turning down. All to be done in one continuous movement. Two Re- turn arms to side. PRECIPITANT. Hips Firm Right foot Raise Running in place, raising feet backward and hopping on every step twelve counts Go As each foot is brought to the floor in the running, a hop is added. Bring right foot to floor on one and hop on two. On last count bring feet together instead of the hop. BREATHING. Hips Firm Deep breathing One Two. LESSON 6. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Hips Firm Feet Close Feet Open. Foot placing in any direction previously given One Two. HEAD. Raise arms sideways and twist head to right One Two. Deep breathing. LEG. Hips Firm Feet apart Jump Heel raising to eight counts -Go. ARM. Chest Firm Trunk forward Bend Fling arms sideways One Two Keep the trunk bent forward while the arm exercise is re- peated four times. PRECIPITANT. Hips Firm Jump in place One Bend knees, rais- ing heels slightly, back straight. Two Jump, with light spring upward, landing on toes with knees bent. Three Stand erect. BREATHING. Hips Firm Deep breathing One Two. LESSON 7. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Feet Close Feet Open One step in any direction previ- ously given One Two. Vary these commands in quick order. HEAD. Raise right arm sideways and twist head to right One Two. Deep breathing. 88 LEG, ARM. 1. Feet apart Jump-^Head Firm Heel raising to eight counts Go. ARM, LEG. 2. Circle arms and place right foot forward One Two. ARM. Stretching arms sideways One Arms brought to shoulders firm Two Arms stretched sideways, palms down, fingers and thumbs close together. PRECIPITANT. Spring icith feet apart sideways and clap hands high over head on odd counts, returning to sides on even/ ten .counts Go. BREATHING. West Point breathing One Two. LESSON 8. All exercises for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Touch step forward right One Touch right toe lightly in front Replace Two Step one step forward One Two. HEAD. Chest firm and twist head to right and -left One Chest firm with head twisting to R Two Arms at side, head forward Three Chest firm with head twisting to L Four Arms at side, head forward. Deep breathing. ARM, LEG. Arm circling and heel raising One Two. PRECIPITANT. Hands in position for running Place With fists closed, palms upward, raise forearm forward to right angle with upper arm. Let elbows swing easily, and do not hold arms or hands stiffly. Running around room or two rows of children around one row of desks, letting all run at once. Go. BREATHING. Hips Firm Deep breathing One Two. LESSON 9. All exercises written for R should be gi\ 7 en an equal number of times on both sides. 12. Arms upward. 89 BEST SITTING POSITION BEST STANDING POSITION ORDER. Touch step sideways right One Touch K toe lightly at side Replace Two -Touch step forward right One Two. HEAD, ARM. Circle arms and twist head to right One Two. Deep breathing. LEG. (1) Hips Firm Bend knees One Two. LEG. (2) Raise arms sideways upward (overhead as far as possible and straight) and raise heels One Two. PRECIPITANT. Hips Firm Hop on right foot, eight counts Left foot Raise Go All hopping to be done on ball of foot, using same even rhythm as in springing. Breathing. West Point breathing One Two. THIRD GEADE FIRST HALF YEAR RHYTHMIC PLAYS Practice Steps. Place hands on hips easily for all of the following balance exercises, which can be done forward and backward in the aisles, or in hallways or kindergartens. They can be done with or without music, with the pupils singing, or with the piano. They should not be taught until one of the directors considers the class ready for them. 1. Single Touch Step Forward. Touch right forward One Step right forward Two Touch left forward Three Step left forward Four. 2. Single Touch Step Backward. Make the touch forward and the step backward. 3. Double Touch Step Forward. Touch right forward One Touch right sideways Two Step right forward Three Touch left forward Four Touch left sideways Five Step left forward Six. 4. Double Touch Step Backward. Make the touches the same and the step backward. 5. Cross Touch Step Forward. Cross right foot in front of left and close to it, heel turned outward One Step right forward Two Repeat with left, and so on. 6. Double Touch Step Forward. Touch right sideways One Cross right over Two Step forward Three Same left. 90 MERRY-GO-ROUND (Music, "We Won't Go Home Till Morning" or "Jingle Bells") Walk three steps forward, then bend (1-2-34). Walk backward three steps and bend (1-2-34). Turn 90 R and take four slides to L (14), then grand right and left. If in a circle, children are arranged in couples and in grand right and left partners grasp R hands facing opposite ways. They pass partners and give L hand to next person and so on around. If in aisles, the movement is up and down them. A BROOM FOR A PARTNER German (See Reference 7) THE SPIELMAN Swedish ^ i P : p f I 5 f 1 b . ^ f o <\ % p F \0 J "f^ -).# . <\ p i r~ d 6 H r 4 P r\\* I J j jH i r j j (See 3B Lesson 2). Bend trunk to R One Two. PRECIPITANT. (1) Jump in place, fling arms sideways One Two Three (See 3B Lesson 6). PRECIPITANT. (2) Hands in position for running Place Run in place, raising feet backward ten counts Go (See 3B Lesson 4). BREATHING. Raise arms forward upward and sink sideways down- ward One Two (See 3 A Lesson 8). LESSON 3. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Right Face And Left Face >(See 3A Lesson 6 with the following difference : In all facings hereafter the class is not to wait for the second count, but to keep their own rhythm unless otherwise stated). HEAD, ARM. Raise arms sideways and twist head to right One Two Head front as arms come down. 117 LEG. Head Firm Heels Out Bend Knees One Two (See 3B Lesson 3). TRUNK. Chest Firm Trunk forward Bend Fling arms sideivays -^One Two (See 3B Lesson 4). PRECIPITANT. Hips Finn Hop forward on R foot three times and backward three times on left, twelve counts Go. BREATHING. Raise arms forward upward and sink sideways down- ward One Two. LESSON 4. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Hips Finn Place foot forward and return, sideways and return, and backward and return, twelve counts Go. HEAD. Shoulders Firm Bend head backward One Two. ARM,, LEG. Raise arms sideways and bend knees One Two. TRUNK. Feet Close Circle arms and twist trunk to right One Two. PRECIPITANT. (1) Class forward March Class Halt Class for- ward March On toes March Normal March (See 4B Lesson 4). PRECIPITANT. (2) Hips Firm Spring with feet apart sideways eight counts Go (See 3B Lesson 2). BREATHING. Arms sideivays Raise Turn Jiands with deep breath- ing One Palms turning forward upward Two Hands returning. LESSON 5. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Half right Face Make an eighth turn instead of a quarter turn, as in R face. Half left Face. HEAD, LEG. Hips Firm Right foot forward Place Bend knees and twist head to right One Two. Deep breathing. LEG. Hips Firm Right, knee Bend Alternate knee bending up- ward, beginning with left, eight counts Go Knee bent as high as hip, lower leg and foot pointing down, making right angle at knee. Exer- cise continues with alternate feet, in an even marching rhythm, shoul- ders and head kept steady. Toes should touch floor first and feet should be planted quietly. To start the rhythm the teacher may say left, right, or clap hands as each foot strikes the floor. ARM. Shoulders Firm Stretch arms upward One Two (See 3A Lesson 5). | J 1 TRUNK. Hips Firm Bend trunk forward One Two. PRECIPITANT. Hips Firm Jump in place One Two Three (See 3B Lesson 6). BREATHING. Arm raising forward upward and sinking sideways downward One Two. 118 LESSON 6. All exercises written for E should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Right face and one step forward March This is to be done in rhythm to four counts. HEAD. Chest firm and twist head to four counts One Chest firm and twist head to K Two Arms at side, head forward Three Chest firm and twist head to L Four Arms at side, head forward. Deep breathing. ARM, LEG. (1) Circle arms and place right foot forward One Two. ARM, LEG. (2) Head Firm Right foot forward Place Raise heels six counts Go Take care not to let the body sway forward as heels are raised. TRUNK. Arms sideways Raise feet Close Bend trunk to right One Two. PRECIPITANT. Hips Firm Run in place, raising feet backward and one hop on each foot Go (See 3B Lesson 3). BREATHING. West Point treating One Two (See 3B Lesson 3). LESSON 7. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. One step forward and face to right March Done in rhythm to four counts. Vary direction of stepping and facing. LEG. Hips Firm Right foot forward Place Bend knees One Two No swaying forward. Imagine that a string from the ceiling is lowering the body. ARM. Stretch arms in different directions (teacher must specify) One Two. HEAD. Shoulders Firm Bend head backward One Two. Deep breathing. TRUNK. Arms sideways Raise Feet apart Jump Trunk forward Bend Turn hands One Two. PRECIPITANT. Hips Firm Right foot forward Place Spring with feet forward and backward eight counts Go. (See 3B Lesson 3, also 3B Lesson 2). BREATHING. Raise arms sideways, deep breathing One Two. LESSON 8. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION 119 ORDER. Mark time March Forward March Mark time March Backward March Class Halt. LEG. Feet apart Jump Raise arms sideways upward and raise heels, ten counts Go. HEAD, LEG. Hips Firm Bend knees and twist head to right One Two. Deep breath. TRUNK. Hips Firm Twist trunk to right One Twist body to R keeping head well up and chin in Two Keturn. TRUNK. Chest Firm Trunk forward Bend Fling arms sideways One Two (See 3B Lesson 4). PRECIPITANT. Jump over seats One Place one hand on desk and one hand on back of chair, bend knees with head erect and back straight Two Jump over seat landing on toes, back straight and head erect, arms at sides Three Stand erect. BREATHING. Arms sideways Raise Turn hands with deep breathing One Two. LESSON 9. X All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER, LEG. Head Firm Feet apart Jump -Alternate heel and toe raising to eight counts Go. (See 3A Lesson 5). ARM, LEG. Raise arms forward upward and bend knees One. Sink arms forward downward and stretch knees Two. HEAD, TRUNK. Shoulders Firm Feet apart Jump Trunk fomvard Bend Twist head to right One Two. Deep breathing. PRECIPITANT. Right foot forward Place Spring with feet forward and backward and fling arms sideways to shoulder level eight counts Go. On the first count the arms are brought up, on the second, arms brought down. BREATHING. West Point breathing One Two. FOURTH GRADE SECOND HALF YEAR RHYTHMIC PLAYS Note : Review steps given at beginning of fourth grade, first half year. ENGLISH HARVESTERS 120 Formation: Single circle. Partners face forward, hands on hips. Measure 1-8. Run forward sixteen steps. Turn about and run sixteen steps to starting position. Finish facing partners. Measures 9-16. Hook right arms and run sixteen steps, couple turn- ing in place. Hook left arms and repeat to position. Finish side by side, facing forward. Measures 17-24. Partners join inside hands and run forward sixteen steps, the one on the inside turning in place, the one on the outside taking inside position. Run sixteen steps back to posi- tion. Finish inside partner behind, outside in front, partners' hands clasped over head. Repeat from beginning. GUSTAF'S SKOAL (See Reference 7) THREE MEN'S REEL (See Reference-7) NORWEGIAN MOUNTAIN MARCH H*^ t~ \ f f - f F * r r -rr f ft- ~~ r r r i Ity A \ M. r * i. / - r r i F- 4 - 1 - *. 3 1 1*~ J f f 1 f \ \ \ -m ^ L -f s -f-- i M i 4 f r r i r r r i iq> H 3 j 1 3 *=- * r r ir -H V- + i- \- 4. -1 1 J 1 1 ' ' 1 : j jijjj irrrgg ^ t4 -rrfirrnrr vrrtirrr In fitting the steps to the music, each measure should be counted thus : "One, two, three." The exercise is performed in groups of three, all moving forward and around the room from right to left. In each group of three, Number One stands in front with a handker- chief or scarf in either hand ; Number Two and Number Three stand side by side directly behind her, Number Two on the left, Number Three on the right, with inside hands joined and outside hand of each grasping the end of the nearest handkerchief, thus forming a triangle. A. (Meas. 1-16.) Beginning with the right foot, all run forward [Fig. 1], making three steps to each measure, and stamping on the first count 121 of each measure. When stamp is made with right foot, sway the head and shoulders to the right; and sway them to the left when stamp is made with left foot. B. (Meas. 1.) Number One, bending forward, runs backward three steps, with a stamp on the first one, and [Fig. 2] passes under the joined hands of Numbers Two and Three (one, two, three). (Meas. 2). Number One, after passing under, continues running three more steps in place (one, two, three). (During measures 1 and 2, Numbers Two and Three run in place). (Meas. 3-4.) Number Two, with' six short running steps, passes across in front of Number One, and turns inward once around in place under Number One's right arm. (Meas. 5-6.) Number Three, with six short running steps, turns in- ward once around in place under Number One's right arm. (Meas. 7-8.) Number One, with six short running steps, turns once around to the right under her own right arm. This should bring the three back to their original position. In execu- ting this figure, each should continue running in place while the others execute their part. (Meas. 9-16.) Repeat the same, Number One omitting the stamp on first count. This represents two mountain-climbers with their guide. Number One, being the guide, should keep well in advance of Numbers Two and Three in A, and should appear to be drawing them after her. FOURTH GRADE SECOND HALF YEAR MISCELLANEOUS PLAYS AND GAMES FETCH AND CARRY (Relay). Draw a circle 18 inches in diameter in front of each row of seats close to the front wall. Give each pupil a bean bag. At the signal each front pupil runs forward, places his bag in the circle, and resumes his seat. His being seated is the signal for the next to do the same, and so on till all the bags are in the circles. The first to finish is given a score, providing every bag is in the circle. Now the play is reversed. At the signal the last player goes and gets his bean bag and after he is seated he touches the one in front of him as a signal to go. In this way all the bags are brought back to the seats and the winner given a score. The play may be continued for a stated Jtime and the score counted, or the first to gain a certain score may be *the winner, by previous agreement. STAND BALL (Tag Game). Players scattered about an open playing space. The teacher tosses up a basket ball, volley ball, or indoor base ball and calls 122 the name of a player. That player runs and gets the ball and the others run as far away as possible in the space. As soon as the first player gets the ball he calls "Stand," and all must stop; the one with the ball must stop also, and roll the ball at the others from where he picked it up. No player may move a foot to escape being hit ; if he does, or if he is hit, he is "It" and gets the ball, calls "Stand," and in all ways does as the first one did. As soon as one is hit the others are free to run away until he gets the ball and calls "Stand." If no one is hit, the same player must go after the ball and be "It" again. The ball must be rolled, not thrown at the players, unless all are equally large and strong, when throwing may be allowed if all agree to it. DUCKS FLY (Imitative). Similar to "Do This/' (Second Grade, First Half Year), but more difficult. For example, the leader may say "Boys run" and run in place, when all must imitate; but if he should say "Fish run" or "Fences run" they should not imitate. Many exercises may be used, such as walk, jump, stoop, swim, fly, hop, throw, catch, bat, whirl, etc. When- ever the leader sees any player fail to imitate when he should or imitate when he should not, he may call that one to be leader in his place. TEN TRIPS (Relay). Players in groups of three, with the three in a straight line ten to twenty feet apart. Each group has a ball. The center player has the ball, and at the signal he throws it to another of his group, who must throw it to the third, over the head of the first player; the third returns it to the one in the center. When he receives it the center player says "One Trip," and begins as before. The group completing ten trips first is given a score; the first to make ten scores wins the con- test. BEAN BAG TARGET (Contest between Groups). A target consists of three concentric rings on the floor, five, ten, and fifteen inches in diameter. Draw as many targets on floor at front of room as room and time permit. Have as many teams as targets. Each team has three bean bags, which are to be thrown at the targets from a distance of fifteen feet, marked in the aisle. One player throws all three bags at the target in turn and then the score is counted; ten for each bag in the center, five for each in the next, and one for each in the outer circle. A bag on a line counts as if it Avere in the space just outside of that line. There should be a score keeper to mark up the scores on the board as they are made. Each player after throwing gets the bags and tosses them to the next. This may be played slowly and without taking account of time used, or a cer- tain number of minutes may be set and each team try to earn as many scores as possible in the time, each throwing in turn until the time is up. The first method is best to develop accuracy in throwing, while the second is better exercise. SNATCH A CLUB (Goal Game). This is like "Marching to Jerusalem," (Second Grade, First Half Year), but is played without seats. Each player but one has an Indian club. All march in a circle, stop and place clubs on floor just. 123 within the circle of players. They march forward around the circle of clubs with the music or by a signal, and when the music stops or second signal is given, all try to snatch a club. The one who fails to get a club must give the signals for next round and, when the clubs are placed on the floor, must take one and go and sit down when his duty as leader is done. Continue till but one player is left as the winner. Bean bags may be used in place of Indian clubs. It is well to mark the circle for clubs with chalk beforehand. CORNER SPRY (Relay). Place a group in each of the four corners, N., S., E., W. Four captains stand in the center facing their groups, each having a bean bag. At the signal each captain tosses the bag to the first player of his group who returns it to the captain. It is passed in this way to all the players, and when it reaches the last one the captain calls "Corner Spry," at which the first player runs out and becomes captain, all the players move up one place, and the former captain takes the last place. Each player thus is captain in turn, and each tosses the bag to all the players before calling, "Corner Spry." The team whose original captain comes to the captain's position and receives the ball first after all the rest have served, wins the contest. THREE DEEP (Tag Game) . Players form a circle, count off by twos, and each num- ber one steps behind the player at his right. This quickly gives a double circle, players facing center. Choose one for a chaser and another for a runner. The play is like partner tag. The runner may run around or between the players and may become safe by going in front of any group of two and remaining there, thus forming one group that is "three deep." The chaser can tag the rear one of any group that is three deep. The player who finds himself at the rear of a group of three should hasten to go in front of a group before the chaser can tag him. One who is tagged at once becomes chaser, and should tag the one who caught him if possible. Discourage long runs and encourage quick changes instead. OVER AND UNDER RELAY - Like "Overhead Relay" except that two balls or other objects are passed, the first overhead and the second between the feet. The first player, counts ten between the passing of the first and second objects; the last player runs to head of line after receiving both. It can be played in the school room by having alternate rows play at same time, so as to leave a free aisle for running. STATUE TAG This is like "Squat Tag," (First Grade, Second Half Year), except that the one who is "It" begins by showing a posture to be taken by the players. This may be any gymnastic position or a position taken in any sport or occupation. To escape tagging, the players may assume this posture, but as in squat tag, each may do so but three times, and then he may be tagged. The first one tagged is "It," and may set a new pos- ture to be taken. Note: In the following material fifteen story plays, seven rhythmic plays and seven games is the minimum number to cover in one-half year. In each of the three kinds of work the teacher should make her selections to fit the conditions of her group of % children. FIFTH GKADE FIRST HALF YEAR (5B) Nine gymnastic lessons are given for one half year's work, conse- quently a new lesson should be started every two weeks. During two weeks' time the physical training period for five days should be given to exercises and the other five divided between games and folk dances. An alternation of the three would seem most advisable. LESSON 1. BEST SITTING POSITION BEST STANDING POSITION See General Instructions ORDER. Face to right One Two (See 3 A Lesson 6). Same to left. ORDER. Mark time March Forward March Class Halt (See 4B Lesson 4). HEAD. Shoulders Firm (See 3B Lesson 2) Bend head backward One Two (See 3B Lesson 1, under breathing). LEG. Head Firm (See 3B Lesson 2) Bend knees One Two (See 3B Lesson 3). ARM. (1) Stretch arms sideways One Two (See 3A Lesson 6). ARM. (2) Stretch arms upward One Two (See 3A Lesson 5). TRUNK. Hips Firm (See 3B Lesson 1 under Arm) Feet apart Jump Trunk forward Bend (See 4B Lesson 3) Twist head to right One Two (See 3B Lesson 2). PRECIPITANT. (1) Hips Firm Run in place, raising feet backward Go (See 3B Lesson 4). PRECIPITANT. (2) Hips Firm Jump in place One Two Three (See 3B Lesson 6). BREATHING. West Point breathing One Two (See 3B Lesson 3). LESSON 2. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Right hip, left head Firm Change Quickly. ORDER. (2) Hips Firm Close and open feet, ten counts Go (See 3B Lesson 5). ARM. Stretch arms upward and downward One Two Three Four. LEG. Head Firm (See 3B Lesson 2) Right foot forward Place (See 3B Lesson 2) Heel raising eight counts Go. Take care not to let body sway forward as heels are raised. 126 TRUNK. Arms sideivays Raise Feet Close Bend trunk to right One Two (See 4B Lesson 4). PRECIPITATE. Jump in place with a 90 turn right One Two Pupils make a 90 turn while jumping and land facing in the new direc- tion Three. BREATHING. Raise arms forward upward and sink sideivays downward One Two. LESSON 3. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Face right about One Make a half turn (180) to R on right heel, pushing with left toe. Two Place left foot beside right, heels together. ARM. Stretch arms backward One Shoulders firm Two Arms stretched downward and then carried backward about six inches; care taken that shoulders do not come forward. LEG. Hips Firm Right knee upward Bend Alternate knee bend- ing upward eight counts Go. (See 4 A Lesson 5). TRUNK. Best sitting position. Catch the toes in the iron supports of the desk close to the floor. Arms sideways Raise Bend trunk to right One Two. Keep head up. PRECIPITANT. Jump over chairs One Place one hand on desk and one hand on back of chair, bend knees with head erect and back straight Two Jump over seat landing on toes, back straight and head erect, arms at sides Three Stand erect. BREATHING. Hips Firm Deep breathing One Two. LESSON 4. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Face right about One Make a half turn (180) to R on right heel, pushing with left toe. Two Place left foot beside right, heels together. ARM, LEG. Raise arms sideways-upward and bend knees One Two. HEAD. Shoulders Firm Bend head backward One Two. Deep breathing. TRUNK. Feet apart Jump Circle arms and twist trunk to right- One Two (See 3B Lesson 5). PRECIPITANT. Class forward March On toes March Double quick time March Stimulate by clapping of hands or by saying left, right, an easy running rhythm that all can follow. Feet lifted backward and high, heads up and body erect, no leaning forward, arms swinging 127 freely at sides. At first once around the room is sufficient. Increase with endurance of class Normal March Three running steps after March and on fourth count resume normal marching rhythm. LESSON 5. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Head firm and place right foot forward One Return Two Hips firm and place right foot sideivays One Return Two. Vary position of arms and direction of feet. LEG. Hips Firm Right knee upward Bend Alternate knee lend- ing upward eight counts Go. (See 4 A Lesson 5). ARM. Stretch arms upward, sideways and downward One Two Three Four Five Six. Shoulders firm on odd counts. PRECIPITANT. (1) Jump in place with 90 turn One -Two Three. PRECIPITANT. (2) Hips Finn Spring upward with feet apart sideways eight counts Go (See 3B Lesson 2). BREATHING. West Point breathing One Two. LESSON 6. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Right face and right about Face Done in rhythm to four counts. HEAD, ARM, LEG. Heels Out Chest Firm (See 3B Lesson 1). Fling arms sideways, raise heels and twist head to right One Two. TRUNK. Hips Firm Kneel right and left One Kneel on R knee Two Stand erect Three Kneel on L knee Four Stand erect. Catch the weight of body on the toe just before the knee strikes the floor. PRECIPITANT. (1) Jump in place with (180) turn right One Two -Three. PRECIPITANT. (2) Practice in marching and running. BREATHING. Raise arms forward-upward and sink sideways-down- ward One Two (See 3 A Lesson 8). LESSON 7. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Half right face (45) and place right foot forward Go Done in rhythm, four counts. Half R facing is an eighth turn to right. Vary directions. 128 HEAD, LEG. Hips Firm Bend knees (See 3B Lesson 3) and twist head to right One Two. Deep breathing. ARM. Stretch arms backward, upward and downward One Two Three Four Five Six. TRUNK. Arms sideways Raise On right knee Kneel Bend trunk to right One Two, On left knee for bending to L. PRECIPITANT. Jump over chairs One Two Three (See 5B Lesson 3). BREATHING. With palms up., arms sideways Raise Raise arms up- ward, with deep breathing One Arms to parallel position above head Two Arms return. LESSON 8. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION. BEST STANDING POSITION ORDER, LEG. Hips firm and jump feet apart, followed by heel raising and sinking to sixteen counts Go. On first count take hips firm and jump; on last count return to position. ARM, LEG. Raise arms forward-upivard and bend knees, sink side- ways-downward and stretch knees One Two. Deep breathing. HEAD, LEG. Arms sideways-^-TH&ise Heels Out Bend knees and twist head to right One Return Two. Deep breathing. TRUNK. Head Firm Feet Close Bend forward One Two. Best sitting position. Right hip, left head Firm Bend trunk to right One Two. Change hands for bending to L. PRECIPITANT. (1) Hips Firm Run in place and bend knees up- ward Go (See 4B Lesson 1, also 3A Lesson 6). PRECIPITANT. (2) Jump in place and fling arms sideways One Two Three (See 3 A Lesson 8). Arms up and down during count 2. BREATHING. Raise arms forward-upiwird and sink sideways-down- ward One Two. LESSON 9. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ARM, HEAD. Head firm with right foot forward Place Raise and sink heels, eight counts Go. ORDER. Take care not to sway the body forward as heels are raised. HEAD, LEG. Hips Firm Heels Out Bend knees and twist head to right One Return Two. Deep breathing. ARM. Stretch arms sideways, backward and downward One Two Three Four Five Six. TRUNK. On right knee Kneel Circle arms and twist trunk to right One Two. One left knee for twisting to L. 129 PRECIPITANT. Jump over chairs One Two Three. BREATHING. Shoulders Firm Bend head backward One Two. Deep breathing. FIFTH GRADE FIRST HALF YEAR RHYTHMIC PLAYS Note: In many schools, beginning with this grade, but in some schools not until the sixth, it is desirable to separate the boys and girls for all exercises other than formal gymnastics. If there is no special teacher, two grades may combine, one teacher taking the boys of the fifth and sixth for example, while the other takes the girls; the same for the seventh and eighth. Rhythmic plays will be found most suitable for girls and the mimetic and athletic work following that, for boys. Separation in games of certain types is also desirable, boys taking up those of athletic type. These are only suggestions of possible need as there are teachers who with success keep the boys and girls together for most of the exercises of these grades. Preliminary Steps. 1. Step and Bend-Step Forward. Step right forward (1) Bring left toe behind right heel and bend both knees (2) Step left forward (3) Bring right toe behind left heel and bend both knees (4) Step right forward (5) Step left for- ward (6) Step right forward (7) Bring left foot to right (8). Same beginning with left foot. 2. Step and Bend-Step Backward. Same movements taken backward. 3. Raise and Touch-Step Forward. Raise right foot, knee straight, two feet from floor (1) Touch right forward (2) Step right forward (3) Bring left foot to right (4). Same, beginning with left foot. 4. Raise and Touch-Step Backward. Make the raise and touch forward, and the steps backward. 5. Raise, Bend Knee, Step. Raise right foot forward (1) Bend right knee bringing right foot in front of left knee, right knee turned outward (2) Extend right knee (3) Step forward (4) Same with left. 6. Follow or Change Step. Step forward with right f oot ( 1 ) Bring left foot up behind right and (between counts) step forward again with right foot (2) Repeat, starting with left. 7. Touch right toe at side (1) Cross right foot over left (2) Change step forward (3) and (4) Repeat, starting with left foot, 17 130 INDIAN WAR DANCE F EM li I u i 14 i I Two. Review foot plac- ing in all directions. HEAD. Shoulders Firm Bend head backward One Two. Deep breathing. LEG. Hips "Firm Bend knees One Two. LEG. Head firm and heels Out Raise heels twelve counts Go. Take care to do this slowly and high and to come down softly. ARM. Quick changes between Hips Firm Chest Firm Head Firm Shoulders Firm. TRUNK. (1) Head firm and feet apart Jump Bend 'trunk forward One Two. Stand at side and back of room to see if backs are straight. TRUNK. (2) Chest Firm Twist trunk to right One Forward- Two To left Three Forward Four. PRECIPITANT. (1) Hips Firm Jump in place One Two Three. PRECIPITANT. (2) Hips Firm Jump in place with a turn of 90 One Two Three . BREATHING. West Point breathing One Two. 171 LESSON 2. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Hips Firm Right touch step forward One Two. Eeview touch steps in different directions, being careful to have heels high from the floor. ORDER. One step forward March. Review one step in different direc- tions. HEAD, ARM. Raise arms sideways and twist head One Two. Deep breathing. LEG. Hips Firm Right knee upward Bend Alternate knee bend- ing upward, twelve counts Go. Knee as high as hip for boys, not so high for girls, toe pointed down, taken in marching rhythm. TRUNK. Shoulders firm and feet Close Trunk forward Bend Quick changes between Head "FiimHips Firm Shoulders Firm. LUNGE. Hips firm and lunge forward One Two. (See 6B Lesson 6.) PRECIPITANT. (1) Hips Firm Jump with a turn of 180 and re- turn Go. PRECIPITANT. (2) Hips Firm Right leg forward Raise Cut step forward and backward, twelve counts Go (See 7B Lesson 3). BREATHING. Arms sideways Raise Turn hands One Two. Turn palms forward upward. LESSON 3. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Mark time March Class Halt Class forward March Class backward March Class Halt (See 4B Lesson 4 and 5). ORDER. (2) Right face and one step forward March. Vary direc- tions of facing and steps. HEAD. Chest firm and feet apart Jump Trunk to right Twist Bend head to right One Two. Deep breathing. ARM. Stretch arms, upward, backward and downward One Two Three Four Five Six Seven Eight. Shoulders firm on odd counts. TRUNK. Left hip firm and right arm sideways Raise Side bending and stretching One Two Three Four Five Six (See 6A Lesson 7). LUNGE. Shoulders Firm Stretch arms sideways and lunge to right One Two. (See 6B Lesson 7.) PRECIPITANT. (1) Hips Firm Jump with turn of 90 Und return Go. PRECIPITANT. (2) Right or left Face Right leg sideways Raise Cut step sideways, twelve counts Go. 172 BREATHING. Raise arms forward upward and sink sideways down- ward One Two. LESSON 4. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Right face and right touch step forward March four counts. Vary directions of facing and touch steps. ORDER. (2) Two steps forward and right touch step forward March. Vary directions. HEAD,, LEG. Hips firm and on right knee Kneel Bend head back- ward One Two. Deep breathing. LEG, ARM. Shoulders firm and knees Bend Stretch arms sideways and upward, eight counts Go. Take time to complete each movement. TRUNK. Best sitting position. Arms sideways Raise Bend trunk to right One Two. Touch floor if possible without raising feet. LUNGE. Hips firm and lunge sideways One Two. PRECIPITANT. (1) Hips Firm Jump with a turn of 90 followed by a turn of 180, four counts Go. PRECIPITANT. (2) Marching and running. Have alternate rows about face (See 4B Lesson 7 for marching; 5B Lesson 4 for running). BREATHING. With palms up, arms sideways Raise Raise arms up- ward One Two. LESSON 5. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER, LEG, ARM. Raise arms sideways and place R foot sideways, bend and stretch knees, in series sixteen counts Go. HEAD. Chest firm and feet apart Jump Trunk to right Twist Bend head to right One Two. Deep breathing. LEG. Shoulders firm and place right foot forward One Raise heels Two Sink heels Three Hands down and replace foot Four Re- peat in series, sixteen counts Go. TRUNK. Raise arms sideways and on right knee Kneel Trunk to right Bend Raise Stand Repeat on alternate knees in series, twelve counts Go. LUNGE. Chest Firm With palms up, fling arms sideways and lunge fomvard One Two. PRECIPITANT. Hips Firm Right leg forward Raise Cut step for- ward and backward twelve counts Go. (See 7B Lesson 3). BREATHING. Arms raise sideways One Two. 173 LESSON 6. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Hips Firm face half right (45), place foot forward and re- turn, twelve counts Go One and two, half right face, on three, place right foot forward; on four, return foot; on five and six, half left face. Continue to twelve counts. Clasp hands behind and bend knees until fingers touch the floor. HEAD. Shoulders Firm Head to right Twist Bend head back- ward One Two. Deep breathing. LEG. (1) Hips Firm Right knee upward Bend Alternate knee bending upward, ten counts Go. (See 4 A Lesson 5). LEG. (2) Clasp hands back of body, palms up, one hand under the other, fingers pointing diagonally backward in opposite direction. Deep knee bending One. Go down slowly as far as possible, keeping back and head erect. Two return, keeping hands clasped. Eepeat several times. This exercise is to correct poor posture. TRUNK, ARM. (1) Raise arms backward and trunk forward Bend 174 Fling arms forward-upward One Two. Stand at side or back of room to see if backs are kept straight and heads in right position. TRUNK. (2) Head firm and feet Close Twist trunk to right and left One Two Three Four (See 6 A Lesson 3). LUNGE. Hips firm and right forward Lunge Bend trunk to right One Two. PRECIPITANT. Hips Firm Right leg forward Raise Gut hop step, forward and backward, twelve counts Go. On one, cut left foot back- ward; on two, hop on right foot and swing left leg forward; on three, cut right foot backward; on four, hop on left foot and swing right leg forward. Same rhythm as all other cut steps. Keep toe about two inches from floor. BREATHING. West Point breathing One Two. LESSON 7. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER,, ARM, LEG. Arm circling (see 3B Lesson 5) with foot placing forward and heel raising, sixteen counts Go On one, place right foot forward, with arm circling; on two, raise heels, on three, sink heels; on four, hands and feet position. Continue, alternating feet sixteen counts. LEG. Chest firm and on right knee Kneel Stand Two Chest firm and on left knee Three Stand Four Repeat in series, eight counts Go. HEAD, ARM, TRUNK. Feet Close Raise arms sideways and twist head and trunk to right One Forward Two To left Three For- ward Four. TRUNK. Best sitting position. Head Firm Bend trunk to right- One Two. LUNGE. Hips firm and lunge sideways, first to right and then to left, in series, eight counts Go. PRECIPITANT. Hips Firm Right Face Left leg sideioays Raise Cut hop step, sideways, twelve counts Go. On one, cut right foot to a raised position back of left foot, right knee bent and pointing sideways to right; on two, hop on left foot and raise right to side; on three, cut left to raised position back of right; on four, hop on right and raise left to side. Keep toe about two inches from floor. BREATHING. Hips Firm. Deep breathing. LESSON 8. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION LEG, ARM. Shoulders firm and right foot forward Place Stretch arms upward and heels Eaise Arm parting (to shoulder level) and knee bending One Two. 175 ARM, TRUNK. Right foot sideways Place Fling arms forward-up- ward and twist trunk to right One Forward and arms down Two Same to left Three Forward Four. LUNGE. Hips Firm Lunge forward, first with right foot and then with left, eight counts Go. TRUNK. Left hip Firm Right arm sideways Raise Side bending and stretching One Two Three Four Five Six (See 6A Lesson 7). PRECIPITANT. (1) Hips Firm Jump in place with turn of 180 and return One Two Three Four. PRECIPITANT. (2) Hips firm and right leg forward Raise Cut hop step forward and backward, twelve counts Go. BREATHING. West Point breathing One Two. LESSON 9. All exercises written for R should be given an equal number of times on both sicies. BEST SITTING POSITION BEST STANDING POSITION HEAD, ARM, LEG. Heels Out Raise arms sideways, bend knees and twist head to right and left, four counts Go. LEG. Clasp hands back of body Deep knee bending and stretching One Two. TRUNK. (1) Shoulders firm and feet Close Trunk forward Bend Quick changes between Head Firm Hips Firm Shoulders Firm. TRUNK. (2) On right knee Kneel Circle arms (See 3B Lesson 5) and bend trunk to right One Two. LUNGE. Hips firm and lunge sideways, first to right and then to left, in series, eight counts Go. PRECIPITANT. (1) Right or left Face Right leg sideways Raise Cut hop step sideways, twelve counts Go. PRECIPITANT. (2) Hips Firm Jump ivith a turn of 90 and 180 Go. Keep steady rhythm of four counts. BREATHING. Raise arms forward upward and sink sideways down- ward One Two. 176 SEVENTH GRADE SECOND HALF YEAR RHYTHMIC PLAYS REAP THE FLAX Swedish 3 3 rr J ,J'^ ^3 2 ^ ^ /A ^ Formation: Five in each line. All face front, hands on hips. FIGURE 1. A. Measure 1. All bend forward down to left. Measure 2. Reap the flax by rising. Measure 3. Throw it to the right side. Measure 4. Back in starting position, hands on hips. Measures 5-8. Repeat. B. Measures 9-16. All turn left. The leaders' hands on hips, the others put their hands on shoulders of those standing before, and turning to right run in circles back to starting places. FIGURE 2. A. Measure 1. All bend forward down to right and rise. Measure 2. Put the flax around the hackle. Measure 3. Draw it from the hackle. Measure 4. Back in starting position. Measures 5-8. Repeat. B. Measures 9-16. Same as Figure 1, B. FIGURE 3. A. Measure 1-4. Numbers one and four take a short step turning to numbers two and three, and taking right hands, thumb grasp, for a spinning wheel. The leaders (numbers five) face the wheel, and with left feet tread the wheel. The wheel with run- ning steps moves to left. 177 Measures 5-8. All take left hands, thumb grasp, and the wheel moves to right. B. Measures 9-16. Same as Figure 1, B. FIGURE 4. A. Measures 1-8. Numbers one, two three and four take right hands, thumb grasps, and the leaders run as shuttles. B. Measures 9-16. Same as Figure 1, B. FIGURE 5. A. Measures 1-4. The lines march up to left side of their leaders and form a large ring, moving to left. Measures 5-8. Same, moving to right. B. Measures 9-16. The leader of the first line puts hands on hips. All the others put their hands on shoulders of those standing before, forming one line. Music is repeated until all are back to their places. DAINTY STEP (Music, any good two-step). In couples. 1. Point outside foot forward, (1) to side, (2) touch foot across be- hind, (3) and turn away from partner three-quarters of the way around facing partner (4). 2. Step and bend toward front of room, (1, 2). Step and bend to- ward back of room (3, 4). 3. Four slides forward, (1-4). 4. Three walking steps forward and point outside foot (1-4). SEVENTH GRADE SECOND HALF YEAR MISCELLANEOUS PLAYS AND GAMES BLACK AND WHITE (Tag Game). Players in two teams of equal numbers and named black and white. Draw a line across the middle of the playing space and have all the players stand with one toe at this line, ready to jump either forward or back as occasion demands, blacks on one side and whites on the other side of the line. A disk or coin is tossed into the air by the teacher or leader, one side of the disk having been decided upon as belonging to the black side and the other to the white side. When the disk falls the leader looks at it and calls "Black" or "White," according to the side that is up. The team whose side falls uppermost 23 178 may tag their opponents, who must get away as quickly as possible, to escape capture. There should be a line drawn ten feet away from the center line on each side as a safety line, and no one can be caught be- yond this line. Those who are tagged must come over the line and join the opponents. Then all come up to the line as at first and the game begins again with a toss of the disk. The side that gets all the oppo- nents or that is most numerous when time is up is the winner. END BALL Use the NeWcomb court without the rope. Draw a line across the center and another about four feet from each end line. Players in two teams of equal numbers, each with a captain. The captain of each team chooses one-third of his players as "catchers," and places them in the small space next to the end of the court and back of the opposing "guards." Two-thirds of the players are "guards" or "throwers." For example, beginning at the south end of the court we will place the catchers of team A ; between them and the center line will be placed the throwers of team B ; then across the center line the throwers of team A ; and finally at the north end the catchers of team B. Scores are made by having the throwers or guards, as they are called interchangeably, throw the ball over the heads of the opposing guards so that it can be caught by your own catchers. The umpire calls a score for each suc- cessful catch made in this way. If the catchers get the ball, whether they catch it or not, they throw it back to their own guards so that another try can be made. No score is counted on the return, even if the guards catch it. As long as a side can throw accurately enough to keep the ball from the opposing team they can continue these trials for a score. Whenever any opponent gets the ball it is handled by that side in the same manner. Stepping over the line is a foul, and this forfeits the ball if made by the side having it, or gives a score if made by the side which has not the ball. It is also a foul to advance with ball. Teams change sides after half the time has been played. See reference 3, Ap- pendix. PRISON BASE (Tag Game). Two bases of considerable size should be marked out and two prisons. Two teams of equal numbers occupy the bases. The object of the game is to make prisoners of the opponents. The special rule of play is that any player can tag and thus capture any player of the opposing side who left his base earlier; that is, the player who has been away from his base longest can be tagged by any opponent who has not been away so long. The only ways to escape being tagged are to run so fast that no opponent can catch you or to go back to your base. When one is tagged, the tagger can take his prisoner to prison without being captured. If a player of the same side as a prisoner can tag him before being tagged by the opponents, he may take him home without being captured. The success of this game depends much on the size of bases and prisons and their location and distance apart. Some authors give diagrams of four or five different types of the game. See reference 3. 179 ATHLETICS AND MIMETIC EXERCISES FOR SEVENTH AND EIGHTH GRADE BOYS The following exercises are also well adapted for class use in the high school. The boys of these two grades may well be handled by the teacher of one grade, while the teacher of the other grade takes charge of the girls. In this case the teacher in charge of the boys should choose one of the best boy athletes as leader in the mimetic exercises which require a leader. When the exercises are given in the gymnasium, however, away from the teacher's influence, some older boy or young man must be in charge as class leader. The gymnasium director can usually supply such a leader. BASEBALL Every boy must acquire correct form in baseball if he is to become of much use to a good team. The baseball season in Michigan opens late. There is little time after the players once get outdoors to coach either men or boys to good form. The following class exercises are designed to give this coaching to a large number of boys during the winter months. Every motion is a part of the real game. Every coordination established indoors can be used without change later on the baseball field. I EXERCISES FOR ACQUISITION OP FORM How to Catch a Ball. A ball that comes to a catcher as high or higher than the breast should be caught by the hands in the following position. Turn the hands so that the thumbs are on the inside with the fingers pointing upward. For lower balls, place the little fingers together, all fingers pointing toward the ground. How to Throw a Ball. Grasp the ball between the thumb and first two fingers, draw back the arm, bending it slightly at the elbow, then throw it forward letting the ball leave the hand at the end of the move- ment. As the arm starts forward, step forward with the oppo- site foot, carrying the body slightly in the same direction. Mimetic Class Exercises for the Class Room or Gymnasium (1) Catching Form Place the boys in lines in front of a leader. Leader goes through the motions of delivering a ball for them to catch, call- ing out where he wishes them to catch it, as follows : a. Above the head. b. Before the head. 180 c. At the right of the head. d. At the left of the head. e. Before the breast. f. At the knees. g. At the right of the knees, h. At the left of the knees. i. At the ankles. j. At the right of the ankles. k. At the left of the ankles. 1. High above the head with jump. The catch by each member of the class must sharply follow the motion of the throw by the leader. As a variation, the leader may indicate by the left hand where he expects each boy to receive the ball. (2) Throwing Form Keep class in same position as for catching and send them through the following motions: a. Throw with the arm extended up over head and with the hand swinging upward. b. Throw swinging the arm sidewise. c. Throw with the hand and arm below the shoulder, and with the hand swinging downward. As the arm is drawn backward for these motions, bend the body backward, turning it toward the side of the arm which is being drawn back, raise the opposite foot from the ground, step forward, and at the same time throw the arm and body forward. (3) Combine (1} and (2) Boys should time catch and return throw so as to keep ap- proximately together. A demonstration with a real baseball in which the leader and one of the boys engage in (1), (2), and (3) will help show form and time the movement. After some skill is acquired, and when given in the gymna- sium, the class exercise may be made very real by a careful leader who, after indicating with the voice or hand where each of the class is to receive the ball, actually delivers the ball to one of the class to the spot indicated, no member of the class knowing beforehand which one is to receive it. The return throw of the ball will then time the pantomimic throw for the whole class. (4) Touching Runner Place the boys in lines in front of a leader. Leader goes through the motion of throwing a ball at them. They all go through the motion of catching the ball and touching the ground with it, on the left side, in front and on the right side. After touching the ground, each boy goes through the motion of returning the throw to the leader. 181 TT. INDOOR CLASS COACHING FOR GYMNASIUM (1) Actual Throwing and Catching Material: A- baseball. Place the boys in two lines facing each other at least 50 feet apart. First boy in line number one throws the ball to the boy opposite him in line number two and he returns it to boy number two in line number one, and so on. Make the throw accurate and be sure to catch the ball cor- rectly. If the class is large, divide the boys into several squads and set several baseballs going. (2) Sliding Bases Material: Mats arranged to form eight ft. square. A grain bag filled with hay. Place boys in single file. First boy slides, then the second and so on down the line, each boy trying to slide better than those preceding him. Leader takes place of baseman at the base which is placed on the mats. To make the slide, the boy must run toward the base, with moderate speed at first, and when about eight feet from the base, throw his feet toward the base, spreading the legs and throwing his body away from the baseman. He must slide to one side or other of the base, according to where the baseman stands, and hook the base with the toe which is nearest it. Do not slide onto the base, but keep body away from it, only be sure to have the toe touching it. (3) Touching Runner Material: Same as for (2) Have the boys take turns as baseman and try to touch out the runner as he slides into the base. (4) Fielding Practice (For protected gymnasium only). Material: ball, bat, mitts and gloves. Leader takes the bat and goes to one end of the gymnasium. Leader selects one of the class, to act as catcher, and has him stand at his right in the same end of the gymnasium. The boys all go to one side of the room at the opposite end of the gym- nasium and stand in line. The leader bats the ball on the floor or in the air to the first boy in line at the other end. The boy stops the ball and throws it to the catcher and then trots to the other side of his end of the gymnasium. The catcher tosses the ball to the batsman, who hits it to the next boy in line, and so on until all have crossed the room. The class then returns by the same method to the place from which they started. In order to let each boy test his own proficiency and to in- crease interest, this may be varied occasionally as follows: The boy is eliminated from the line and sits down who makes one of the following errors: 182 A poor throw. Failing to stop or catch the ball when properly batted. Failing to hold the ball after stopping it. The last boy to stay up wins. III. OUTDOOR COACHINO> (1) Keepball Material: A baseball. Divide the boys into two sections equal in number. One section takes a ball. The members run around and throw the ball back and forth to each other trying to keep those in the other section from gaining possession of it. When the other side does get the ball they are to try and prevent the side which first had the ball from regaining it and so on. Throw quickly and accurately and ahead of the runner. (24) Same as (1-3) under Indoor Coaching (5) Fielding Practice Material: Ball, bat, mitts, gloves and bases. The leader goes to the home plate with a bat. A catcher, a boy with a mitt, stands near the home plate at one side of the leader. One boy goes to first base with a mitt. The rest spread out on the field. The leader bats the ball to the boys in turn who either catch or stop the ball and then throw to first base. The first baseman throws the ball to the catcher and he to the batter and so on. (6) Running Bases Material: Baseball diamond with bases, a watch. Start a boy at home base and send him around the bases touching each one in turn. The one who does this in the shortest time wins. Have the boy touch each base with his left foot. Use the second hand in timing. A stop watch gives the time more accurately. (7) Batting Practice Material: Baseball, club. (This is for a right-handed hitter. The opposite would be for a left-handed batter.) The base faces the pitcher. Place a boy with a club on the left side of the base with his left shoulder pointed toward the pitcher, his toes pointed to- ward the home base and his feet about one foot apart. He should take the club by the small end with the left hand, and with the little finger next to the end. He should then grasp the club with the right hand. The thumbs of the left hand should be on the right side of the club and the thumb of the right hand on the left side. Club should be pointed toward the rear. Place a boy in the pitcher's box with a ball and have him 183 throw it over the home base not higher than the batter's shoulder; nor lower than his knees. The batter steps forward with his left foot, hitting at the ball with the club when it is in the right place. Batter must keep his eye on the ball until he hits or misses it. Let each boy take his turn batting. Let each boy take his turn stopping the balls the batter fails to hit. He should stand about twenty-five feet behind the batter. The rest of the boys are to be in the field to stop or catch the batted balls. (8) Games In practice games allow the boys to choose up sides or other- wise group themselves but with the understanding that weaker players are to be given the same time for training and play as the best. In match games take all possible pains to secure a competent umpire and do not allow any boy except the captain to discuss a decision. This injunction will be very difficult to follow un- less a rule to this eft'ect is carried out from the beginning of the season. IV. THINGS TO REMEMBER IN PLAYING BALL (1) Always keep your eye on the ball, whether hitting the ball, stopping a grounder or catching a fly ball. (2) Work fast. (3) Learn to throw straight. (4) Always move toward the ball. (5) Keep your temper. (6) Don't smoke or chew tobacco. (7) Be fair to the other fellow and give him a chance. (8) Watch older players and pattern after their good points. (9) Learn the rules. (10) Team work wins. (11) Do not question decisions of the umpire. PUTTING THE SHOT I. Mimetic exercise for classroom. Class stand in aisles by their seats. (1) Stoop and pick up imaginary shot with both hands. (2) Place the right hand next to the shoulder with the elbow as near the side as possible. (3) Place left foot forward touching floor with the toe, body at right angles to the direction in which you are to put the shot. (4) Raise the left arm outward and upward half way between a horizontal and a perpendicular position. (5) Hop forward on right foot, moving the left leg forward at the same time, and again touching the left toe, hop again delivering the shot outward and upward. III. 184 When the shot is delivered, the left foot and right foot changes places, that is, in the second hop, spring off from the right foot and land on the right foot advanced. Gymnasium Coaching for Form. Material : Indoor baseball or basketball. Two parallel lines seven feet apart. (1) Class take place at back line. (2) Stoop and pick up ball with both hands. (3-6) Exactly as in mimetic exercises except that ball is actu- ally delivered. Do not step on or over the second line at the completion of the putting motion. Out-doors. Material: Eight-pound shot or a spherical stone. A circle seven feet in diameter for individual putting. Two parallel lines for class work. Cut No. 1. SPRINTING Coaching same as for gymnasium. Walk out of the rear half of the circle. Mimetic exercises for classroom. 1. Position for starting. a. Assemble all boys in front of room in as many closely crowded files as there are rows of seats with each file opposite an aisle. 185 b. Draw a starting line with chalk across the room in front of the leaders of the various files. c. Four inches behind the starting line have the leader of each file place his left foot. He should then place the right knee opposite the middle of the left foot, the right toe resting on the floor and pushing against the toe of the boy behind. (To give better start). d. Place both hands on the starting line, with the fingers ex- tended and arms straight. e. To be ready for the signal to start, raise the right knee from the ground moving the body forward. 2. Actual Start. "Get on your marks" means take the position of c., d., e. "Get set" means take the position of e. The sprinter must now have his mind intent on only one thing, to spring away at top speed at the signal, "Go," or a clap of the hands. Do not take too long strides at first but gradually lengthen them. Do not assume an upright position until after the fifth or sixth stride. Pick up the knees and run in a straight line down the aisle in front. Practice "Get on your marks," "Get set," and "Go" at the front of the room, one boy in each aisle running at one time. As soon as one set of boys starts the next should "Get on your marks." All of the boys should be kept busy in frequent starts. After the boys understand what is required each squad of starters may start with the right toe against the end wall, the starting line being moved back. This gives a better start and a longer space in which to run. 3. Competitive starting. About four yards from the starting line, hold a small cord parallel to it. Have the boys get on their marks and start as mentioned above and see who can first touch this line with his breast. (Impracticable where aisles are very narrow). II. Indoor Class Coaching in Gymnasium. 1. Practice the start as in the classroom, starting with the right toe against the end wall or from a rack built for the purpose. 2. Kace. Arrange races according to the length of the gymnasium, allowing the runners enough space in which to stop without running into the wall. Stretch a cord at the end of the distance, breast high: the first runner to hit that with his chest wins; second runner gets second. 3. Kelay Race Around Gymnasium. In a relay race more than one man is on the same team, and each man is expected to run part of a required distance. Select say four men for each team. The four are to run twelve times around the gymnasium. 186 4. The first man will run around three times and touch the second runner who then goes around three times and touches the third and he the fourth after completing his three times around. Two teams of four men each make the race. You may change the distance and the number of runners. Outdoors the number of teams may be increased. Kelay Kace Across and Back. Have the boys all stand at one end of the gymnasium. Divide them into two squads of equal number. Place one man from each team on his mark. At the word "Go!" the two are to race across the gymna- sium, touch the opposite wall and return and touch the second man of the team who in turn runs across and back. This continues until all have run and the team which com- pletes the entire distance first, wins. III. Outdoor Coaching. 4. Practice the start as in I. Kace different distances as explained in II. The fifty yards dash should be the longest dash for boys of this age. Have relay races of different distances and place any number of men on the teams, that is, you may have a 2, 3, 4, 5, 6, etc., men team. Of course teams of equal numbers should race each other. Arrange Group Competition. See Outline for High Schools. 187 JUMPS I. Indoor Coaching for Gymnasium. 1. Standing Broad Jump. Material : Line on the floor and a mat. Jumper must stand with toes at the line. Bend at the knees. Draw the arms back, then throw the arms forward at the same time springing forward with all the might. Draw the knees up as far as possible while in the air. To get the distance, measure from the line to where the feet or body touch the mat. 2. Kunning High Jump. Material: Jump standards, or two strips of wood two inches wide and six feet long, fastened upright on the floor six or eight feet apart. Bore holes in them, the size of a large nail, every two inches, starting about two feet from the floor and going to a height of about five feet six inches. Get a light pole about ten feet long. Place a nail in the holes of each upright at a low height on the opposite side from which the juniper starts. Across these nails lay the pole. The jumper may run at any angle from the right side and when about two feet from the pole leap from his left foot throwing his right foot up and over the pole, following with his left, landing on his right foot with a one-fourth left turn of the body. This may be done the same way from the left side jumping from the right foot, or by running straight at it and bringing the knees up as high as possible. 3. Standing High Jump. Stand with right or left side to the bar, lean slightly to- wards it and leap as in the running jump, throwing the arms upward and backward with tremendous force. IT. Group Competition Indoors. See Outline for High Schools. I IT. Outdoor coaching. The material and the coaching are the same as indoors with these exceptions: The ground where the jumper is to light should be softened by digging with the spade, unless it is already quite soft. The take off for broad jumps should be a piece of two-by- four wood placed in the ground on a level with the surface and with the ground immediately in front dug away. IV. Arrange Group Competition. See High School Outline. 188 HOP-STEP-AND-JUMP I. Gymnasium Coaching 1. Standing. Material, same as in broad jump. Take same position as in broad jump. Hop forward land- ing on the left or right foot, instantly step forward land- ing on the opposite foot and then jump forward landing on both feet. The hop-step and jump is continuous. Measure the same as in the broad jump. 2. Running Hop-step and Jump. As above but from a running start. II. Group Competition Indoors. See High School Outline. III. Outdoor Coaching. Material same as in broad jump for out-of-doors. Coaching. Same as in gymnasium. IV. Group Competition Outdoors. See High School Outline. Note: In the following material fifteen story plays, seven rhythmic plays and seven games is the minimum number to cover in one-half year. In each of the three kinds of work the teacher should make her selections to fit the conditions of her group of children. EIGHTH GRADE FIRST HALF YEAR Nine gymnastic lessons are given for one-half year's work, conse- quently a new lesson should be started every two weeks. During two weeks' time the physical training period for five days should be given to exercises and the other five divided between games and folk dances. Substitute athletics for boys while girls are having folk dancing. LESSON 1. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Right Face. Review facings in all directions. ORDER. (2) Right foot forward Place Two Return. Review front placings in all directions. HEAD. Shoulders Firm Bend head backward One Two. LEG. (1) Hips Firm Bend knees One Two. LEG. (2) Head firm and heels Out Raise heels twelve counts Go. Take care to do this slowly and high and to come down softly. ARM. Quick changes between Hips Firm Chest Firm Head Firm Shoulders Firm. TRUNK. (1) Head firm and feet apart Jump Bend trunk forward One Two. Stand at side and back of room to see if backs are straight. TRUNK. (2) Best sitting position. Arms sideways Raise Bend trunk to right One Two. Keep head up and touch floor with finger tips if possible. PRECIPITANT. (1) Hips Firm Jump with 90 turn and return One Two Three Four. Return jump on three. PRECIPITANT. (2) Jump in place ivith 180 turn right One Two Three. BREATHING. With palms up, arms sideways Raise Raise arms up- ward with deep breathing One Two. LESSON 2. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Hips Firm Right touch step forward One Two. Review touch steps in different directions being careful to have heels high from floor. 191 ORDER. (2) One step forward March. Eeview step in different directions. HEAD. Shoulders Firm Head to right Twist Bend head back- ward One Two. ARM, LEG. Heels Out Shoulders Firm Stretch arms upward and raise heels One Shoulders firm and heels sink Two. LEG. Head Firm Right knee upward Bend Alternate knee bend- ing upward, ten counts Go. ARM. Stretch arms sideways, upward, backward and downward, twelve counts Go. Take time to complete each, shoulders firm and stretch. TRUNK. (1) Hips Firm On right knee Kneel Bend trunk to right One Two. TRUNK. (2) Arms sideways Raise Heels Out Bend trunk to right, fingers touching floor One Two. PRECIPITANT. (1) Hips Firm Jump with a 180 turn and return Go. PRECIPITANT. (2) Hips Firm Right leg forward Raise Cut step forward and backward, twelve counts Go (See 7B Lesson 3). BREATHING. Raise arms sideways with deep breathing One Two. LESSON 3. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Mark time March Class Halt Class forward March Mark time March Class backward March Class Halt. (See 4B Lessons 4 and 5). ORDER, LEG, ARM (2) Heels Out Raise arms forward upicard and sink sideways downward and bend knees One Two. HEAD. Shoulders Firm Bend head backward One Two. Deep breathing. ARM. Arm stretching sideivays, upward, backward and downward, eight counts Go. Take care that rhythm is slow enough to complete each shoulders firm and stretch position perfectly. LUNGE. Hips Firm Lunge forward and return, alternating right and left, ten counts Go. Take this slowly and hold each position a second. Do not allow any part of the backward foot to leave the floor. TRUNK. Chest Firm Feet Close Trunk forward Bend With palms up, fling arms sideways One Two. PRECIPITANT. (1) Hips Firm Jump with 90 turn and return Go. PRECIPITANT. (2) Hips Firm Right or left Face Right leg side ways Raise Cut step sideways, twelve counts Go. BREATHING. Raise arms forward upward and sink sideways down- ward One Two. 192 LESSON 4. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER,, LEG. Chest firm and place foot forward, fling arms sideways and l)end knees., chest firm and stretch knees, position, done with alter- nate feet, sixteen counts Go. LEG. Clasp hands back of body Deep knee bending and stretching One Two. (See 7A Lesson 6.) TRUNK. Shoulders firm and fet apart Jump Trunk forward Bend Stretch arms sideways, six counts Go. HEAD, ARM, LEG. Hips Firm On right knee Kneel Bend head backward One Two. LUNGE. Raise arms sideways and lunge forward, right and left, eight counts Go. Take care to fling arms well back and keep head up. PRECIPITANT. Hips Firm Jump with a 90 turn, followed by a 180 turn, four counts Go. BREATHING. Hips Firm. Deep breathing. LESSON 5. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Mark time March Right Turn. Give the command right when the right foot strikes the ground; the left foot takes another step and Turn is given when the right foot strikes the ground again. The turn is made on the left foot while the right foot is in the air. LEG, ARM. Shoulders firm and knees Bend Stretch arms sideways and upward, eight counts Go. Take time to complete each movement. TRUNK. Raise arms sideways and place right foot sideways One Bend trunk to right Two Raise trunk Three Position Four Repeat with alternate feet in series, sixteen counts Go. Take it slowly enough to complete movements. LUNGE. Hips Firm Right forward Lunge Trunk bending for- ward One Two. Keep head up and back straight. PRECIPITANT. Hips Firm Right leg forward Raise Cut hop step, forward and backivard, twelve counts Go. (See 7A Lesson 6.) BREATHING. Raise arms forward upward and sink sideways down- ward One Two. 193 LESSON 6. All exercises written for K should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. One step forward, right face, and one side step to right March. Take six counts. Give different combinations of these three exercises, facing side of room before starting if necessary. ORDER, LEG. Head firm ivith feet close, raise heels to sixteen counts Go. On one Head firm and feet close On two Heels raise On three Heels sink On four Hands returned and toes out. LEG. Clasp hands back of body Deep knee bending and stretching One Two. TRUNK. Feet apart Jump Fling arms forward upward and twist trunk to right One Two. PRECIPITANT. (1) Practice in marching and running around room. PRECIPITANT. (2) Hips Firm Right or left Face Left leg side- ways Raise Cut hop step, sideways, twelve counts Go. (See 7A Lesson 7.) BREATHING. With palms up, arms sideways Raise Raise arms up- ward One Two. LESSON 7. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Alternate rows face about. Mark time March Forward March Mark time March Right Face Forward Mkrch Class Halt. LEG. Heels Out Hips firm and bend knees in series, ten counts Go. Hands come down as knees are stretched. ARM, TRUNK. Shoulders firm and feet apart Jump Trunk fonvard Bend Stretch arms upward One Two Three Four. Give this slowly and stand at side and back of room to see if backs are straight and heads up. LUNGE. Lunge forward, eight counts Go. Use alternate feet. PRECIPITANT. (1) Hips Firm Two jumps in succession, each with a 180 turn to right, four counts Go. PRECIPITANT. (2) Arms sideways and right leg forward Raise Cut step forward and backivard with clapping of hands over head on odd counts and return to shoulder height on even, ten counts Go. BREATHING. West Point breathing One Two. 25 194 LESSON 8. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER, LEG, ARM. Raise arms sideways and right foot forward Place Knees Bend Knees Stretch Arms and foot Replace Con- tinue in serieb with change of feet, sixteen counts Go. HEAD. Shoulders Firm Head bending backward One Two. ARM. Stretch arms sideways, upward, backward and downward, twelve counts Go. Take time to complete each, shoulders firm and stretch. TRUNK. (1) Head firm and on right knee Kneel Bend trunk to right One Two. TRUNK. (2) Shoulders firm and right foot sideways Place Trunk to right Twist Trunk twisting One Two Three Four. LUNGE. Fling arms sideways and lunge sideways, right and left, eight counts Go. Arms come down as foot returns. PRECIPITANT. Hips Firm Jump with a 360 turn right One Two Three. BREATHING. Arms sideways Raise Hand turning with deep breath- ing One Palms turning forward upward Two Hands returning. LESSON 9. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER, ARM. Shoulders firm and feet, apart Jump Stretch arms upward and raise heels in series, sixteen counts Go. HEAD, TRUNK. Hips Firm Right foot forward Place Trunk for- ward Bend Twist Jvead to right One Two. LEG. Clasp hands back of body Deep knee bending and stretching One Two. (See 7A Lesson 6.) TRUNK. (1) Left hip firm and right arm sideways Raise Side bending and stretching One Two Three Four Five Six. (See 6 A Lesson 7.) TRUNK. (2) Head Firm Trunk forward Bend Hold long enough to count eight. PRECIPITANT. Hips Firm. Practice jumping with -different turns. BREATHING. With palms up, arms sideways Raise Raise arms up- ward One Two. 195 EIGHTH GRADE FIRST HALF YEAR RHYTHMIC PLAYS English SAILOR'S HORNPIPE ^^tj=m^t- 9 ~t q: zpz^z^z 1 [: [: f=f feE / E 1 i^=- E^ 196 Exercise 1. Alternate change steps forward beginning r, with arms folded and held high, body inclined away from advancing foot. 16 counts. Exercise 2. (1) Spring on to r foot with 1 toe behind r, r hand thrown out in gesture and 1 hand on hip (2) same 1 (3-4) change step r (5-8) repeat (1 to 4), beginning on other side (9-16) alternate change steps backward, beginning r. Exercise 3. Rope Pulling. (1) Look up and raise r hand forward upward as if grasping a rope and then pull down (2) same left. Con- tinue for 8 counts, at the same time advancing quickly on heels by very short steps, time being kept by arm exercise only. Kowing. (9-16) half rocking step with r foot f, stooping low and reaching f with hands as you rock forward, pulling and bringing up hands close to front of waist as you rock backward, gradually retreat- ing. Exercise 4. Lookout. (1, 2) Change step sidewise r with slide (3, 4) repeat 1, r hand held up as if to shield eyes, which are turned to side (5-16) repeat alternately 1 and r. Exercise 5. Same as Exercise 2, turning completely around during each change step. Exercise 6. (1-3) Turn to r and take 3 running steps f (4) hop 1 sw r F f (5-16) repeat alternately 1 and r, all the time with hands clasped and held low with palms toward floor. TARANTELLA From "Folk Dances and Singing Games" by Elizabeth Burchenal. By permission of G. Schirmer Co. This is an arrangement of some of the Tarantella steps put into a definite form for convenience in teaching. The music consists of three parts: A, sixteen measures; B, the fol- lowing eight measures; C, the last sixteen measures. In fitting the steps to the music, each measure should be counted thus: "One, and two, and." The girls form a double column, No. 1 on the left No. 2 on the right. The ones use castanets, a pair in each hand, with the arms curved and raised sideward above shoulder-level; each No. 2 carries a tambourine in the right hand, and beats upon it with the thick lower part of the left palm. During the whole play they beat and "two" of each measure. 197 TARANTELLA. r r rr r = 198 INTRODUCTION A. (Meas. 1-14.) Beginning with the right foot, and making two steps to a measure, all run forward around the room and up the centre in a straight column. (Meas. 15.) Partner's face each other, and run in place. (Meas. 16). Partners make salutation to one another; No. 2 touches the right toe across behind the left foot and bends both knees, making a deep curtsy, at the same time extending both arms and raising them slightly to the side. 1 B. (Meas. 1-2.) Beginning with the right foot, all run forward four steps, keeping to the right in passing partners. (Meas. 34.) With four running steps turn around to the right in place, and face partner. (Meas. 5-6.) With four running steps all cross over again, keeping to the right in passing partners. (Meas. 7-8.) With four running steps turn around to the right in place, and face partner. 2 C. Meas. 1. Hop on L foot and at same time touch R toe across in front of left (one and), hop on L foot and touch R toe at side (two and). Meas. 2-4. Continue. Meas. 5-8. Repeat with L foot. Meas. 9-16. Bend toward partner and slide around in a circle, twice to L. L foot leading and R following. Keep heads close together. 3 A. Meas. 1. Hop on R foot and touch L forward (one and), hop on L and touch R forward (two and). Meas. 2-8. Continue. Meas. 9-16. Slide around in circle as at close of preceding figure. 4 B. Meas. 1. * With a spring, make a quarter turn to R landing with L toe forward, rise on toes (one and), sink heels (two and). Meas. 2. With a spring make a half turn to the L landing with R toe forward, rise on toes (one and), sink heels (two and). Meas. 3-8. Continue turning alternately R and L, a half turn always except the first. C. Meas. 1-8. Continue above, keep face toward partner. Meas. 9-16. Cross R arm under partner's R arm and placing L hand behind own waist grasp partner's R hand with it. Raise L foot back- ward and hopping twice on R foot to each measure, circle around with partner and back to original places. 199 INTERLUDE A. Meas. 1-6. In double column, all run forward, ones lead around room to L, twos to R then back to original places. 5 B. ' Meas. 1-8. Same as 1-8 of first figure. The first two couples now form a set, the next two and so on. Meas. 1-8. Same as 1-8 of second figure. Meas. 9-16. Same as 9-16 of second figure but incline to center of set. 7 A. Meas. 1-8. Same as Meas. 1-8 of third figure. Meas. 9-16. Same as meas 9-16 of sixth figure. 8 B. Same as 1-8 of fourth figure but in sets of four. (Meas. 1-8.) With left arms raised slightly higher than shoulder- level, first No. 1 and second No. 2, and second No. 1 and first No. 2, join right hands across centre of square (the twos shifting tambourine to left hand). Eaise the left foot backward, and hop on the right foot forward and around in ,a circle making two hops to each measure, the .whole set swinging twice around and the twos shaking their tambour- ines vigorously. [Fig. 3.] (Meas. 9-16.) All face the other way, join hands across centre of square (twos shifting tambourine to right hand), and, hopping on left foot swing the whole set twice around in the other direction. Finish on the last note with partners side by side as in the original formation. v CONCLUSION A. (Meas. 1-16.) In double-column, all run forward around the room and off, twos shaking tambourines overhead and ones clapping castanets high overhead. The whole exercise is very light and exuberant. Toward the end the music should be accelerated, so that the last turn is almost a whirl and the conclusion is quick and bright. 200 EIGHTH GRADE FIRST HALF YEAR MISCELLANEOUS 1 PLAYS AND GAMES STEALING STICKS (Tag Game). This is played like "Prison Base," (See Seventh Grade), with the added feature of stealing sticks. Each team has six sticks, erasers, or other objects distributed along the front edge of the goal. If an opponent can touch a stick before he is tagged he may take it home to his base. The side getting all its opponents' sticks wins. The rules of Prison Base apply in full. WAND RACE (Contest). Players in several teams of equal numbers. Draw a starting line and a finishing line at opposite sides of the playing space. One player of each team stands at the starting line with a ^and or stick balanced on his right forefinger. The stick may be held in balance by the other hand until the starting signal is given, and then the players start forward balancing the stick. If it drops off it must be replaced at the point where it fell before advancing farther. The one who reaches the finishing line first, having balanced the stick all the way, wins the race. Credit it to his team and start the second set. See which team makes largest score. The sticks should be of uniform size and weight to make it a fair contest. CORNER BALL Similar to "End Ball," (See Seventh Grade), but instead of the nar- row base across the end of the space there are two small bases, which may be triangular or circular and about four feet across, one in each corner of the court, and one catcher is placed in each base. Scores are made when the throwers pass the ball successfully to the catchers in these bases. (Reference 3.) LAST COUPLE OUT (Tag Game). Groups of 9-15 players each play separate games, as the game is not suited to larger numbers. Players stand in couples and the odd player is "It." The couples stand in a line and the odd player in front. He calls "Last couple out" and the rear couple must separate, run forward, and try to touch one another again before the odd player can tag either of them. The odd player may not look around and so cannot see the players till they have passed him. If they suc- ceed, the odd player is "It" again. If he tags one, that one is "It" and the catcher has the other one of the couple for a partner. 201 EIGHTH GRADE SECOND HALF YEAR (8A) Nine gymnastic lessons are given for one half year's work, conse- quently a new lesson should be started every two weeks. During two weeks' time the physical training period for five days should be given to exercises and the other five divided between games and folk dances. Substitute athletics for boys while girls are having folk dancing. LESSON 1. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION See General Instructions ORDER. (1) Right Face. Review facings in all directions. ORDER. (2) Right foot fomcard Place Return Two. Review foot placings in all directions. LEG. Hips Firm Bend knees One Two. HEAD. Shoulders Firm Bend head backward One Two. Deep breathing. LEG'. Head firm and heels Out Raise heels, twelve counts Go. Take care to do this slowly and high and to come down softly. ARM. Quick changes between. Hips Firm Chest Firm Head Firm Shoulders Firm. TRUNK (1) Head firm and feet apart Jump Bend trunk forward One Two. Stand at side and back of room to see if backs are straight. TRUNK. (2) Best sitting position. Do not touch back of seat. Catch toes in iron supports of desk close to floor. Arms sideways Raise Bend trunk to right One Two. Touch floor if possible and keep heads up. PRECIPITANT. (1) Hips Firm Jump in place One Two Three. BREATHING. Wet Point breathing One Two. LESSON 2. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Hips Firm Right touch step forward One Two. Review touch steps in different directions, being careful to have heels high from the floor. 202 ORDER. (2) One step fonvard March. Keview one step in different directions. LEG. Hips Firm Right knee upward Bend Alternate knee bend- ing upward to eight counts Go. ARM. Stretch arms sideways, upward, backward and downward One Two Three Four Five Six Seven Eight. Shoulders firm on odd counts. TRUNK. (1) Left hip -firm and right arm sideways Raise Side bending and stretching One Two hree Four Five Six. (See 6A Lesson 7.) TRUNK. (2) Chest Firm Feet Close Trunk forward Bend With palms up, fling arms sideways One Two. LUNGE. Hips firm , and lunging forward One Two. PRECIPITANT. (1) Hips Firm Jump with a 180 turn Go. PRECIPITANT. (2) Hips Firm Jump with a 90 turn and return Go. BREATHING. With palms up, arms sideways Raise Raise arms up- ward One Two. LESSON 3. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. (1) Right face and right touvh step forward March Four counts. Vary directions of facings and touch step. ORDER. (2) Two steps forward and right touch step forward March. Vary directions. LEG. Clasp hands back of body, palms up, one hand under the other, fingers pointing diagonally backward in opposite directions. Deep knee bending One. Go down slowly as far as possible, keeping back and head erect. Two return, keeping hands clasped. Repeat several times. This exercise is to correct poor posture. (7A Lesson 6.) TRUNK. Shoulders firm and feet Close Trunk forward Bend Quick changes between Head Firm Hips Firm Shoulders Firm. LUNGE. Hips firm and lunge forward right and left in series, ten counts Go. (6B Lesson 6.) PRECIPITANT. (1) Hips Firm Jump with a 180 turn and return Go. PRECIPITANT. (2) Hips Firm Right leg fonvard Raise Cut step forward and backward, twelve counts Go (See 6A Lesson 6.) BREATHING. Raise arms sideways One Two. LESSON 4. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Mark time March Right Turn. Give the command right when the right foot strikes the ground; the left foot takes another step 203 and Turn is given when the right foot strikes the ground again. The turn is made on the left foot while the right foot is in the air. HEAD. ARM,. LEG. Heels Out Raise arms sideways, bend knees and twist head to right and left, four counts Go. LEG. Chest firm and place right foot forward One Raise heels Two Sink heels Three Hands down and replace foot Four Repeat in series, sixteen counts Go. TRUNK, ARM. Raise arms "backward and trunk forward Bend Fling arms forward-upward One Two. Stand at side or back of room to see if backs are kept straight and heads in right position. LUNGE. Hips firm and lunge sideways Right and left in series, ten counts Go. PRECIPITANT. (1) Hips Firm Jump with a 90 turn followed ~by a 180 turn, four counts Go. PRECIPITANT. (2) Right or left Face Right leg sideways Raise Cut step sideivays, twelve counts Go. BREATHING. Raise arms forward upward and sink sideivays down- ward One Two. LESSON 5. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Alternate rows about face. March the class up and down the aisles. During the march give command Change step March just as one foot strikes the floor. Bring the foot which is in the rear, by the side of the one in front, and step off again with the same foot which was in front. This is the same as "getting into step," but done continuously. Repeat with alternate feet until the command Normal March is given. LEG, ARM. Heels Out Raise arms sideways-upward and bend knees in series, eight counts Go. Take care to keep back straight and head up. TRUNK. Head Firm Trunk forward Bend Hold long enough to count eight. ARM, TRUNK. Right foot sideways Place Fling arms forward-up- ward and twist trunk to right One Forward and arms down Two Same to left Three Forward Four. PRECIPITANT. (1) Hips Firm Right leg forward Raise Cut hop step, forward and backward, twelve counts Go. (See 7A Lesson 6.) PRECIPITANT. (2) Hips Firm Right (or left) Face Left leg sideways^R&i&e Cut hop step, sideivays, twelve counts Go. (See 7A Lesson 7.) BREATHING. With palms up, arms sideways Raise Raise arms up- ward. One Two. 204 LESSON 6. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. One step forward, right face, and one side step to right March. Take six counts. Give different combinations of these three exercises, facing side of room before starting if necessary. ARM, LEG. Shoulders firm and heels Out Stretch arms upward and raise heels, eight counts Go. Take care to stretch as high as possible and to sink heels softly. LEG. Clasp hands back of body Deep' knee bending and stretching One Two. ARM,, TRUNK. Shoulders firm and feet apart Jump Trunk forward Bend Stretch, arms upward One Two Three Four. Give this slowly and stand at side and back of room to see if backs are straight and heads up. LUNGE. Hips Firm Lunge forward and then sideways first with right foot and then with left, sixteen counts Go. PRECIPITANT. (1) Hips Firm Two jumps in succession, each with a 180 .turn to right, jour counts Go. PRECIPITANT. (2) Hips Firm Right leg forward Raise Touch and stretch cut step, forward and backward, sixteen counts Go. On one, hop on left foot and touch right toe just in front of left; on two, hop on left and raise right leg forward; on three cut left foot back- ward; on four, hop on right and raise left leg forward. Same rhythm as all other ,cut steps. Keep toe about two inches from floor. BREATHING. Raise arms sideways One Two. LESSON 7. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER. Alternate rows about face, practice in marching, marking time, facing while marking time, and halting. For commands see 4B Lessons 4 and 5, also SB Lesson 4. HEAD, ARM. Shoulders Firm Stretch arms slowly sideways with palms up and bend hend backward One Two. ARM, LEG. Shoulders Firm Stretch arms upward and feet apart Jump Knee bending and arm parting to shoulder level One Two. TRUNK. Best sitting position Arms sidewise Raise Bend trunk to right One Two Touch floor if possible without lifting feet. LUNGE. Hips Firm Right forward Lunge Bend trunk forward One Two. Keep head up and back straight. PRECIPITANT. (1) Hips Firm Four jumps in succession, two with 205 a 90 turn R and two with a 90 turn L One Two Three Four Five Six. PRECIPITANT. (2) Hips Firm Left (or right) Face Right leg sideways Raise Touch and stretch cut step, sideways, sixteen counts Go. On one, hop on left foot and touch right toe just beside left heel ; on two, hop on left and raise right leg sideways; on three, cut left to a raised position back of right, left knee bent and pointing sideways; on four, hop on right and raise left leg to side. Keep toe about two inches from floor. BREATHING. Raise arms forward upward and sink sideways down- ward One Two. LESSON 8. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER, ARM, LEG. Half right (45) Face Raise arms sideways and heels Out Raise arms upward and knees Bend Arms sink and knees Stretch Arms down and heels In Repeat in series, sixteen counts Go. HEAD. Shoulders Firm Head to right Twist Bend head back- icard One Two. ARM. Stretch arms sideways, upward, backward and dowmvard,' eight counts Go. Take care that rhythm is slow enough to complete each shoulders firm and stretch position perfectly. TRUNK. Left hip firm and right arm sideways Raise Side bending and stretching One Two Three Four Five Six. (See 6 A Lesson 7). PRECIPITANT. (1) Hips Firm Jump with a 360 turn right One Two Three. PRECIPITANT. (2) Hips Firm Right leg forward Raise Touch and stretch cut step forward and backward, sixteen counts Go. BREATHING. With palms up, arms sideways Raise Raise arms up- ward with deep breathing One Two. LESSON 9. All exercises written for R should be given an equal number of times on both sides. BEST SITTING POSITION BEST STANDING POSITION ORDER, LEG, ARM. Raise arms sidetvays and right foot forward Place Knees Bend Knees Stretch Arms and foot Replace Con- tinue in series ivith change of feet, sixteen counts Go. LEG. Clasp hands back of body Deep knee bending and stretching One Two. (See Lesson 3.) Trunk. (1) Hips firm and feet apart Jump Trunk forward 206 Bend Quick changes between. Chest Firm Shoulders Firm Head Firm. , TRUNK. (2) Best sitting position. Head (Firm Trunk bending to right One Two. LUNGE. Hips Firm Right forward Lunge Bend trunk forward One Two. Keep head up and back straight. PRECIPITANT. (1) Hips Firm Jump with a 360 turn right and a 360 turn left One Two Three Four. PRECIPITANT. (2) Hips Firm Right leg sidetvays Raise Touch and stretch cut step sideways, sixteen counts Go. BREATHING. West Point breathing One Two. EIGHTH GRADE. SECOND HALF YEAR RHYTHMIC PLAYS HIGHLAND FLING Scotch (See Reference 8) NICKODICKOMDIJ Swedish A I/If Formation : Circle. Measures 1-4. Couples take eight schottische steps, beginning outside foot. Measures 5-6. Partners take both hands and take four bleking steps, starting left foot. Measure 7. Partners turn one turn, A to left, B to right. Measure 8. Both stamp with left foot, extend' arms horizontally. Measures 9-10. Partners clap own nands, then each others' twice. Measures 11-12. Partners take hands and run around in place. Re- peat music. Note: Simplest form of schottische step is to run three steps, then hop on foot which touches on count three extending other forward. 207 Bleking step consists of hopping on one foot and striking other heel forward. IT. Measures 1-4. All take "grand right and left.'-' Measures 1-4 (repeated). A swings meeting B on right arm in time with music. Measures 5-6. Bleking steps. Measure 7. Partners turn one turn. Measure 8. Stamp left foot, extend the arms. Measures 9-10. Partners shake warningly right hand index finger, then left. Measure 11-12. Partners run around in place. EIGHTH GKADE SECOND HALF YEAR MISCELLANEOUS PLAYS AND GAMES EVERY MAN IN HIS OWN DEN (Tag Game). Each player marks for himself a den 2 or 3 feet in diameter, these dens as far apart as they can have them in the playing space. They start on the plan of "Prison Base," trying to make pris- oners of one another, but if one is captured he must join his captor in the game instead of being a prisoner. The main rule of prison base applies; for example, if players 1, 2, 3, 4, 5, and 6 leave their dens in the order of the numbers, player 1 can be caught by any of the others and player 6 can tag any or all of the others he can reach; but as soon as player 1 touches his own den again, that makes him able to tag any of the others. The play begins by the players "making dares" to induce their opponents from their dens; as they are captured they form fewer and stronger groups, until finally there are two groups of about equal strength or one group that rapidly captures all the rest. That played who, with his captives finally captures all the rest wins. (Reference 3.) BASKET BALL DISTANCE THROW (Contest.) Mark a. thro wing circle 7 feet in diameter. From the front edge of this circle as a center and a radius of 25 feet, draw an arc 15 or 20 feet long in the direction the throwing is to be done. Simi- larly draw other arcs from the same center with radius 30, 35, 40, 45, and 50 feet. Twenty feet back of the first throwing circle draw another. The fisrt is for the girls and the second is for the boys, thus requiring the boys to throw 20 feet farther to make the same score. The arcs drawn will enable a scorer to give the scores as fast as the throws can be made, without the necessity of measuring each one. Players in two, three, or four teams of equal numbers and as nearly equal throwing 208 ability as possible. Players are called from the teams in rotation by the umpire, who sees that they do not step out of the circle in making the throw. Those who step out while throwing lose the score made. If it is a legal throw he calls "Throw for Red" and the scorer watches the place where the ball falls and calls to the score marker, "Four points for Red." By using two balls the throws can be made rapidly and these three officials can keep everything moving fairly and record all the scores correctly. When all have thrown, the scores made by the players of each team are added and the result shows the winning team. CAPTAIN BALL Draw as many circles on the floor as half the number of players. Circles are two feet in diameter and half of the circles are arranged in a symmetrical group in each end of the room, with a neutral strip 3 feet wide across the middle. Players in two teams and each team equally divided into basemen, who occupy the circles, and guards, who guard the basemen of the opposing team. Team A has the group of bases in one end of the room and team B the bases in the other end. Scores are made by the basemen when they catch the ball ; when all the basemen of a group have caught the ball in turn, an extra score of two points is given; when after this they make a successful throw to the captain, who occupies the center base, it counts two points more. For additional rules, see New York Captain Ball, (Reference 3). Note: In the following material fifteen story plays, seven rhythmic plays and seven games is the minimum number to cover in one-half year. In each of the three kinds of work the teacher should make her selections to fit the conditions of her group of children. 27 HIGH SCHOOL NINTH AND TENTH GRADES PHYSICAL TRAINING -FOR GIRLS INTRODUCTION All high school physical training should be taught by men and women who have been properly trained for the work. Men should always have charge of the boys and women of the girls. The girls' work should be carried on out-of-doors when the weather permits and in a well aired gymnasium during the winter months and in inclement weather. The proper clothing should first be attended to, freedom for motion in all parts of the body being the test. A one piece gymnasium suit, consisting of bloomers and loose blouse, or a two piece suit, consisting of bloomers and cotton "middy" blouse, are recommended. The suit should be such that it can often be thoroughly cleaned. Proper shoes are absolutely essential. A well shaped shoe allows a normal position of the foot and freedom for the use of the plantar muscles. Indoor a heelless shoe is advised, while out-of-doors a low broad heel is more advisable. It is expected that the work of the following outline or its equivalent be the minimum amount to be accomplished in the first two years. Interseholastic contests have been found by experience to be exceed- ingly undesirable for girls. The undue excitement and fatigue incident to such contests are the chief objections. This is especially true of basket ball. Possible exceptions would be tennis tournaments and swimming meets. PHYSICAL EXAMINATIONS There should be a physician, preferably a woman, to give each girl a medical examination. The physical director and the physician should together determine upon the records which are necessary to keep and should spend as little time as possible upon these records and as much as possible on the individual. Observation and advice as to posture and personal hygiene are of more value than measurements. When there is time for measurements, only those should be taken, which can be im- proved by means of the work of the department, such as height, weight, chest, girths, etc., and not girths of head, wrists, ankles, or length of bones. Girls of this age are sensitive and reticent and much tact is needed to find out their physical condition. Parents should be consulted in difficult or doubtful cases. If handled rightly this part of the work is of the greatest importance and value. If mistakes are made and a wrong attitude of mind created among the students much harm may be done. 211 PROGRAM OP WORK Three forty minute periods should be required each week. In the following outline these three periods are marked 1, 2, 3, and the days on which different work is done may be arranged by the teacher. NINTH GRADE FIRST HALF YEAR September-October. 1. Tennis (See reference 25a) or Volley Ball (See reference 26b). 2. Same as 1. 3. Rhythmic exercises. November-December-January. 1. Swimming, if possible, otherwise a repetition of 2 and 3. 2. Formal gymnastics. 3. Rhythmic exercises. SECOND HALF YEAR Febru ary-Mar ch- A pril . 1. Same as November, December, January. 2. Same as November, December, January. 3. Same as November, December, January. May-June. 1. Same as September and October. 2. Wand exercises. 3. Rhythmic exercises. RHYTHMIC EXERCISES Elite Schottische. _4_ Music: Any good 4 time. Examples, "Just tell ine that you miss me," "High Jinks.") Formation: In couples around room, facing all one way, in large circle. Inside girl puts arm about waist of outside girl, clasping the outside hand of this girl, other hands are joined in front of body. Fig. 1. Step forward on L foot, raising the R foot backward (1), hold (2), step backward on R foot, raising L forward (3-4). Repeat these two steps (1-4). This is a swaying, springing movement. Walk backward L, R, L, (1-3). Raise R foot forward on (4). Repeat all of above, putting R foot forward, and beginning the walking steps back- ward with the R foot. Fig. 2. Walk diagonally forward to left, beginning with L foot, three steps (1-3). Raise R foot forward, crossing it over somewhat in front of L (4). Walk diagonally forward to right, beginning with R foot and raising L across in front of R foot on fourth count (1-4). 212 Fig. 3. Step sidewise with L foot (1), step backward with K foot (2), step sidewise with L foot (3), step forward with R foot (4). Re- peat (1-4). The body is turned a little in this step, so that the move- ment is somewhat diagonal, and the feet wind about so that the step is sometimes called a "grape-vine." Repeat the exercise as many times as desired. Note : In order to avoid interference with other couples it is well to start the steps each time so as to get as much to outside of room as possible. JAPANESE GIRLS (Music, "Geisha Girl") Note: This is arranged with a view to having parasols in hands but may be done without. 16 or 32 girls is best number. Partners are used for some figures. Run into a circle with little mincing steps, fac- ing outward on end of some strain, ready to begin the exercise. 1. Run forward six steps and run in place up to 16 counts, turning toward partner on 16th count and continuing to run in place up to count (32). 2. Step to R (1), put L foot behind and bending knees make curtsy (2). Repeat L (3-4). Repeat R and L (5-8). Put R shoulders to- gether and turn around with partner in place (1-16). Repeat all this figure, and all face outward in single circle on last count. 3. Nos. 1 go forward, Nos. 2 backward eight little steps, then hop with feet together twice on alternate counts, then four times on every count (1-16). Repeat all (1-32), face to left at finish. 4. The players are now considered as in groups of eight and each of these groups runs around in a small circle by itself (1-16), then turn to partner and execute the turn described In Ex. 2, with R shoulders touching (1-16). 5. Each group of eight is now considered as divided into two groups of four and from the single circle, the leader of each line of four, in other words every fourth girl of the circle, runs to center of circle fol- lowed by the three behind her. At the end of a strain either on 16 or 32, the leaders sit tailor fashion facing center, the second girl kneels be- hind the first, the third bends knees a little, the fourth stands erect. This gives a four or eight point star. 6. In this position some arm thrustings are taken forward and side- wise alternately for 16 counts, also some head ben dings (1-16). If a parasol is used it is laid at side while this is being done. In all the exercise the hands are carried in front of shoulders, all fingers closed except the forefinger which points upward. 7. When as many exercises have been taken in this star formation as teacher directs, girls rise, turn about, run a short distance, say 8 or 16 counts, and prostrate themselves on knees with forehead touch- ing floor. Remain there eight counts, then rise and run off. ? ' t .. 1 p j 9 ' = J y Jl F^ r j .. J ^j r j i -\ i 9 - Y y ^ I T f -L -1 T ' 3 9t9 r v Formation : Double circle, partners standing side by side and facing "clockwise" (direction -hands of clock go). During four measures of introduction, stand with foot farthest from partner touched daintily forward and inside hands joined. The exercise is described for outside girl. For other it would always be the opposite foot or arm. Fig. 1. Meas. 1, step forward L foot (1) hold (2) Meas. 2, step forward R foot (3) hold (4) Meas. 3, step forward L foot (5) hold (6) Meas. 4, Point R toe daintily forward (7) Turn and nod to partner (8) 214 Meas. (5-8). Kepeat, starting with R foot. Meas. (9-12). Repeat, starting with L foot and turning and going ^ directly away from partner first six counts as in previous steps, but on (7) leaving the feet in walking position, turn half a turn to the L which brings partners facing each other, but apart. Bow from hips to partner (8). Meas. (13-16). Starting toward partner, take same steps, beginning with R foot, counts (7) and (8) being like first two times of taking. Fig. 2. Meas. (17-24). Step sidewise with L foot, raising R arm sidewise (1), hold (2). Point R toe forward and clasp partner's R hand (3-4). Repeat, starting R, with L arm raised (5-8). Step side- wise L and clasp R hands (1). Clasp L hands (2). Bring both hands, still clasped, sharply down and bring R foot in beside L (3), hold (4). Inside girl stands in place and turns outside girl under around under her own arm (5-8). Meas. (25-32). Taking both partner's hands circle around with change step getting back into large circle on last count (16). During the next strain, the Interlude, Meas. (1-4), outside girls pre- tend to run away from inside ones and skipping back of them run to center of circle, where they join hands and kneel, pretending to talk to each other. Meas. (5-8). The other girls discover their absence and look around, finally running to center taking them by the hand, and, Meas. (9-12), running back to outer circle again. FORMAL GYMNASTICS , Every lesson in formal gymnastics should include exercises which will train good posture, and no exercise leaving a bad effect upon pas- ture should be given, no matter what its other values may be. There should be exercises of sufficient muscular work to forcibly stimulate the circulation and respiration and so give the proper hygienic value to the lesson. The chief value of some of the exercises should be to bring about a better coordination and ability to adjust the body with re- lation to outside objects. PLAN OP LESSON 1. Introductory exercises. 2. Breathing exercises. 3. Arm exercises. 4. Balance exercises. 5. Trunk exercises. (a) Shoulder blade and back. (b) Abdominal and lateral trunk. 6. Precipitant exercises. 7. Breathing exercises. If apparatus work is to be added, climbing exercises may be put in between 3 and 4, trunk exercises and jumps and vaults between 5 and 6. 1. Introductory exercises From simple facings and march steps and quick changes of one count arm exercises to combined serial exer- cises. 215 2. Breathing exercises All chest liftings done in slow breathing rhythm. 3. Arm exercises Using shoulders firm as a starting position give extensions in all directions except forward. 4. Balance exercises (a) Rhythmical Simple pointings, steps, cuts and hops in various combinations with or without music. Teach the steps to be used later in the folk dances, (b) Non-rhythmical Sus- tained balance exercises. 5. Trunk exercises (a) Shoulder blade and back. Give work for the contraction of the upper back muscles by means of the. different firm positions of the arms. Increase the difficulty by taking these positions while the trunk is held in the proper position of trunk forward bend. All lunges and bendings of the trunk forward from various starting positions, (b) Abdominal and lateral trunk exercises. Progress slowly and carefully. Trunk bending sideways and twisting from vari- ous starting positions and inclining trunk backward from kneeling and sitting positions. 6. Precipitant exercises All running and jumping, vaultrhg and quick balance exercises such as cut steps. 7. Same as 2. A careful progression in each group of exercises should be carried out from day to day, but inasmuch as trained teachers of physical educa- tion are to have charge of high school pupils we do not think it neces- sary to go more into detail. We advise the use of all exercises in the seventh and eighth grades of this Course and that the same general method of progression be used in the more advanced high school work. As far as possible use the same nomenclature. WAND EXERCISES Wands are easily and cheaply obtained, and the great variety of movements that can be made with them gives them great interest when taken with musical accompaniment. Music: Waltz, a full measure for each count. Take each exercise 16 or 32 counts, and where it is described. on one side only, alternate it. Starting position Exercise 1. Swing wand forward (1), swing down (2), swing for- ward upward (3), swing down (4). Alternate 16 or 32 counts. 216 Exercise 2. Swing W horizontal on R and touch E toe at side (1), swing W overhead, both arms high, and replace foot (2), swing W horizontal on L and touch L toe at side (3), position (4). Exercise 3. Place R foot forward (half the weight on it) and raise W forward (1), turn on the balls of the feet 90 to the left and point the W diagonally backward downward on the R side, (2). (This makes the R arm straight and the left hand in front of the R shoulder.) Return to position taken on 1, (3), position (4). Exercise 4. Swing W forward and place R foot forward (1), kneel on L knee and bringing R hand on front of L shoulder, point W forward (2), return to position taken on 1, (3), position (4). Exercise 5. Raise W forward and touch R toe forward in step posi- tion (1), turn W over until it is again in horizontal position, with arms crossed, and draw toe backward until it is in front of the arch of L foot (2), turn W back to position taken on 1, and touch toe forward again (3) position (4). 217 Exercise 6. Touch R toe at side and swing W to horizontal position on R (1). Put all weight on R foot, and, raising R arm, swing W up and across, bending trunk slightly to L (2), return to position taken on 1 (3), position (4). Exercise 7. Swing W to vertical position on R side, Fig. 5), R arm up beside head, and touch R toe at side (1), swing W overhead, both arms up, and replace foot (2), swing W into vertical position on L side, L arm beside head and touch L toe at side (3), position (4). Exercise 8. Take R forward fallout and raise W forward (1), swing W around behind body to L, looking over R shoulder (2), return to position taken on 1 (3), position (4). Exercise 9. Cross R foot over in front of L, just touching the toe, lift L arm until hand is in front of R shoulder and, swinging R arm partly across body, point wand toward toe which is crossed over, posi- tion (2). 218 Exercise 10. Swing W horizontal on R side and touch L toe at side (1). Transfer weight to L foot, lift R foot, and turning on ball of L foot 90 to left, take a R forward fallout in that direction, and, lifting R arm, swing W over in a large curve until it points to floor in front of R foot, L hand remaining in front of R shoulder, (2), return to position taken on 1, (3), position (4). Exercise 11. Place R foot forward, half the weight on it, and raise W forward (1), turn on balls of both feet 90 to L and bring R hand in front of L shoulder, pointing W forward (2), return to position taken on 1 (3), position (4). Exercise 12. Fallout on R side, W raised to horizontal position on L (1), kneel on L knee, turning body 90 toward R, and swing W over, pointing it forward with L hand in front of R shoulder (2), return to position taken on 1 (3), position (4). (Reference 4B.) TENTH GRADE FIRST HALF YEAR FORMAL GYMNASTICS The instructor should continue the formal exercises along the same lines as in the first year, a sufficient amount being given to maintain good posture when it is evident that the classes need it. September-October. 1. Tennis, hockey, walking or volley ball (see reference 25a, b, e). 2. Military marching (see reference 25c) and club swinging. 3. Rhythmic and Formal Exercises. November-December-January. 1. Basket ball (see reference 25d). 2. Club swinging and military marching. 3. Rhythmic Exercises. 219 SECOND HALF YEAH February-March-April. 1. Basket ball. 2. Grace hoops. 3. Rhythmic Exercises. May- June. 1. Tennis, volley ball, or walking. 2. Tennis, volley ball, or walking. 3. Rhythmic Exercises. RHYTHMIC EXERCISES COURT MINUET (Music, Minuet by Mozart.) Description of Step: Touch L toe lightly forward (1). Lift L foot, rise on R toe slightly and with a slight spring, without, however, allowing R toe to leave floor, set L foot further ahead putting weight on it and leaving just tip of R toe touching behind (2). Hold position (3). Description of Curtsy: Place R toe as far back as possible, gradually letting weight settle on it and bend this knee as low as possible, at same time incline body forward from hips as far as can be done without dropping the head. Never show your partner the top of the head, face always lifted. This is prolonged through three counts, and position is regained with three more. No. 1 will refer to the left person of each couple. Fig. 1. No. 1 curtsies with L foot back, No. 2 with R foot back (1-6 counts), turning toward partner. (In all curtsies the same foot is used as stated above). Curtsy to corners (1-6). Nos. 1 and 2 take in- side hands and take three minuet steps beginning with foot farthest from partner, as in curtsy, toward center of set (1-6) and (1-3), then hold position, looking at partner (4-6). (In all figures where possible partners look at each other.) Curtsy to person opposite (1-6), turn and go back to place with minuet steps (1-6), (1-3), hold (4-6). Curtsy to partners (1-6). Fig. 2. Join R hands high, point L toe forward just touching floor, and bending body outward, look under arms at partner, hold (1-6), curtsy (1-6), join L hands and point R toe forward (1-6), curtsy (1-6). Fig. 3. Nos. 2 go to center just as described in Fig. 1, returning to places and curtsying to partner, No 1 just looking at partner and she over shoulder at No. 1. Fig. 4. Grand chain. (Grand right and left.) Give R hand to part- ner and L hand to next person you meet in going around set. This is done with minuet step, take three steps (1-6), (1-3), then hold (4-6) as before. Keep partner's hand as long as possible looking over R or L shoulder according to which arm is extended back, slowly drop arms while holding the three counts indicated above and then begin minuet 220 steps again as before. When partner is reached join R hands and hold (1-6), then curtsy (1-6), and proceed around set until original place is reached, when again partners join K hand and hold (1-6), then curtsy (1-6). Fig. 5. Join L hands. No. 2 sidesteps to L in front of No. 1, point ing R toe on count (3). (Step L, follow with R and step L again). No. 1 takes same step to R passing behind No. 2, the joined arms are down behind No. 2 7 s back, hold (4-6), then return to places. Repeat, then curtsy. Fig. 6. No. 1 goes to center of set with three minuet steps (1-6), (1-3), hold (4-6). Join R hands with person opposite and pass half way around set in a star figure, reverse direction, join L hands and re- turn, dropping "hands when opposite partner, returning to her and curtsying. This is all done with minuet steps, holding always three counts after each group of three steps. Fig. 7. Grand chain as described in Fig. 4. Pupils standing in regular class formation. Exercise 1. (1) Hop 1 and rse r leg f (2) hop 1 and sw r leg s (3) spring to r foot and rse 1 leg b (4) hop r and hold 1 leg in same position (5 to 12) repeat the preceding r and then 1 (13) spring into stride position sidewise (14) spring with feet together (15) hop 1 and swing r forward (16) hop 1 and bend r knee at right angles, knee raised high. Movements 13 to 16 make what is called the "Break," and this is the finish for each exercise of the lilt. Exercise 2. (1) Hop 1 and tap r toe f (2) hop 1 and strike r heel in place of toe (3) hop 1 and tap r toe behind 1 heel (4) hop 1 and rse r leg f (5 to 12) repeat r and then -1 (13 to 16) "break." Exercise 3. (1) Hop 1 and rse r leg s (2) hop 1 and sw r leg f (3) hop 1 and quickly flex and extend r knee (4) repeat (3) (5 to 12) repeat r and then 1 (13 to 16) "break." Exercise 4. (1) Hop 1 and tap r toe s, toeing in (2) hop 1 and strike r heel in place of toe (3) hop 1 and tap r toe behind 1 heel (4) hop 1 and rse r leg s (5 to 12) repeat r and then 1 (13 to 16) "break." Exercise 5. (1) Hop 1 and tap r toe f (2) hop 1 and rse r leg f (3) spring on r, crossing it over in front of 1 and rse 1 leg b (4) hop r and rse 1 leg f (5 to 12) repeat r and then 1 (13 to 16) "break." Exercise 6. (1) Hop 1 and strike r heel f (2) change to same pos with 1 heel f (13 to 14) change r and 1 alternately as in the preceding '(15 and 16) stamp -1, r, and 1 in the time of two counts. 221 IRISH WASHERWOMAN. __ __ j_?_- ? ^tJ^E -_j f> =*= =F= . * 1" f 1 -I 3-'] fcSE? 222 RUSSIAN POLONAISE Intvo. to* Tt J-i rt^PHi r-J ! -j^- \ j ; f i J~TT~] i the jail, Outdoor Soccer, Cross Country Running, Group Competition. In the winter, Swimming and Ice Sports, Group Competition, Basket Ball, Indoor Soccer, and Indoor Baseball, Relay Races. In the spring, Baseball, Track Athletics, Tennis. Reference 25. The setting up exercises should occupy three to five minutes of the daily program; mimetic exercises or athletic pageantry about ten min- utes, and group games five minutes; total eighteen to twenty minutes. Athletics should occupy 25 minutes of the whole period of 45 minutes and be carried out as far as is possible under the form of group compe- tition. NINTH GRADE Throwing: *Battle Ball (Reference 3). *German Bat Ball (See Fifth Grade, Second Half Year). *Swat Ball (Reference 1). Catching: Captain and Basket Ball (Reference 1). Kicking: *Line Foot Ball (Reference 1). Contest: *Catch and Pull Tug (Reference 3). 237 Eider Ball (Eeference 1). Running: *Prisoner's Base (See Seventh Grade and Keference 3). Tag: Three Deep (See Fourth Grade). Stand Ball (See Fifth Grade). Relay Races: Indian Club Eace (See Sixth Grade). *Straddle Ball Eace. *Leap Frog Eace (Eeference 1). Note: "Use a minimum ten from the foregoing or choose other vigorous games of similar character TENTH GRADE Throwing: *Bombardment (Eeference 3). *Progressive Dodge Ball (See Seventh Grade). Catching: *Captain and Basket Ball (Eeference 3). Emperor Ball (Eeference 3). New York Captain Ball. Kicking: *Indoor Soccer (Eeference 25). Tag: *Hand Tag (Eeference 3). Japanese Tag (Seventh Grade). Contest or Wrestling: *Hand Wrestling (Eeference 1). Running: Prisoner's Base (See Seventh Grade and Eeference 3). Relay Races: *Over and Under Eelay (See Fourth Grade). * Potato Shuttle Eelay (See Fifth Grade). Knapsack Eace (Eeference 1). *Obstacle Eace (Eeference 1). 238 MAJOR GAMES AND ATHLETICS NINTH GRADE I. Indoor : Volley Ball. Basket Ball. Hoop Ball. Group Competition. Relay Races. II. Outdoor : Fall Soccer, Group Competition, and Cross Country Runs. Winter Skating, Ice Hockey, etc. Spring Baseball. Track and Field Athletics. Tennis. Swimming any time possible. TENTH GRADE I. Indoor : Indoor Soccer. Basket Ball. Indoor Baseball. Group Competition. Relay Races. II. Outdoor : Fall Soccer, Group Competition and Cross Country Runs. Winter Skating, Ice Hockey, etc. Spring Baseball. Track and Field Athletics. Tennis. Swimming any time possible. NINTH AND TENTH GRADES Track and Field Athletics. 100 yd. Dash. 220 yd. Dash. Freshman-Sophomore Relay 220 yd. 100 Ib. relay, each 100 yds. 120 Ib. relay, each 220 yds. Running High Jump. 8 Ib. Shot. Running Broad Jump. 120 yd. Hurdles Low Hurdles for Boys. 239 GROUP COMPETITION Group Competition is especially adapted to work indoors during the winter term. Sample schedules for ten weeks is appended. These are adapted to fill a term of 12 weeks. The method of training employed is as follows: OBJECTS To interest every man in athletics. To enable every man to score in every event. To enable each man to score for his team and yet to compete against his own records. METHOD OF ORGANIZATION The Groups should consist of ten to twelve members each, not more. Captains should be selected by the physical director for their leader- ship. These captains should "choose up," selecting each in turn the best available man. After one or two competitions if any one or more of the teams should prove too strong to permit of close contests, members of teams should be exchanged by the physical director to make things even. METHOD OF CONDUCT ' Time : 20-30 minutes is sufficient for the conduct of a group competi- tion consisting of three events. If more time is available, it may be de- voted to the group game. Place : The competition may be out-of-doors or in a gymnasium. Little apparatus is required. Events : Three events comprise each competition, a group game, a run or relay race and a field event or athletic gymnastic event. The field events consist of those used out-of-doors in regular track meets, such as the running broad jump, and those used more indoors such as the standing broad jump. By athletic-gymnastic event is meant an event on gymnastic apparatus which is athletic and competitive in character, such as the fence vault or horizontal bar snap for height. CONDUCT In order to expedite a meet, there should be as many pieces of appara- tus as there are teams. Should there be three teams competing in the running high jump for example, it is evident that if there were three jumping standards and mats and three groups of judges the events would be completed three times as quickly. From the point of view of interest, it may be .well to allow the highest one or two men on each team who remain in the competition toward the close, to compete against each other at one piece of apparatus. 240 The stick is raised but five times on height events, and but three trials jn all are given to each man on other events such as the shot, broad jump, etc. GROUP COMPETITIONS Scoring table. Feet. Per cent. I. Horizontal Bar Snap for height. 6 . 2 100 3 ft. 8 in. to qualify. Every 6 in. counts 20 pts., 6 ft. 5.8 80 2 in. counts 100 pts. 5.2 60 4.8 40 Date. Record. 4.2 20 3.8 2 Seconds. Per cent. 1. 25 yd. dash. (Counts by teams or average individual 3 1-5 100 per cent.) 1st place 100 pts., 2nd place 75 pts., 3d 3 3-5 80 place 50 pts., etc. 5 1-5 to qualify. Every 2-5 3 60 counts 20 pts., 3 1-5 counts 100 pts. 4 2-5 40 4 4-5 20 Record. 1st. 2nd. 3rd. 5 1-5 2 a. Volley Ball. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3d place 50 pts., etc. Total Score. Reds. Blues. Feet. Per cent. II. Standing Broad Jump. 8 100 5 ft. 6 in. to qualify. 6 in. counts 20 pts., 8 ft. counts 7.6 80 100 pts... 7 60 6.6 40 Date. Record. 1st. 2nd. 3rd. 6 20 5.6 2 Seconds. Per cent. 2. 50 yd. dash. (Counts by teams or average of individual 6 3-5 100 per cent.) 1st place 100 pts. 2nd place 75 pts., 3rd 7 80 place 50 pts., etc. 8 3-5 to qualify. Each 2-5 counts 7 2-5 60 20 ptsl, 6 3-5 counts 100 pts. 7 4-5 40 8 1-5 20 Record. 1st. 2nd. 3rd. 83-5 b. Indoor Soccer. (Counts by teams.) 1st place counts 100 pts. 2nd place 75 pts., 3rd place 50 pts., etc. Record. 1st. 2nd. 3rd. Total Score. Reds. Blues. Feet. Per cent. III. Fence Vault. (Counts by teams.) 5.3 100 3 ft. 2 in. to qualify. Every 5 in. counts 20 pts., 5 ft. 4. 10 80 3 in. equals 100 pts. 4.5 60 4.0 40 Date. Record. 1st. 2nd. 3rd. . 3.7 20 3.2 2 241 3. Potato Race. (Counts by average of individual per cent.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. Record. 1st. 2nd. 3rd. c. Line Football. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. 1st. 2nd. 3rd. Total Score. Reds. Blues. Feet. Per cent. IV. Standing high jump. 4 100 2 ft. 4 in. to' qualify. Each 4 in. counts 20 pts., 4 ft. 3.8 80 counts 100 pts. 3.4 60 4. Knapsack Race. (Counts by teams.) 3 40 1st place 100 pts., 2nd place 75 pts., 3d place 50 pts., 2.8 20 etc. 2.4 2 Record. 1st. 2nd. 3rd. d. Swat Ball. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts. ; 3rd place 50 pts., etc 1st. 2nd. 3rd. Total Score. Reds. Blues. Seconds. Per cent. V. Rope climb with knees and feet, (20 ft. rope) 12 100 17 to qualify. 20 pts. for each second. 13 80 12 seconds counts 100 pts. 14 60 15 40 Date. Record. 1st. 2nd. 3rd. 16 20 5. 50 yd. dash. Relay Race. (Counts by teams.) 17 2 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc, Record. 1st. 2nd. 3rd. e. Battle Ball. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. 1st. 2nd. - 3rd. Total Score. Reds. Blues. Per cent. VI. Pull Up, 9 100 4 pulls to qualify. Each pull up counts 20 pts., 9 counts 8 80 100 pts. 7 60 6 40 Date. Record. 1st. 2nd. 3rd. 5 20 4 2 Seconds. Per cent. 6. Eight Potato Race. (Counts by teams or average per 39 100 cent of individual.) 1st place 100 pts., 2nd place 75 41 80 pts., 3rd place 50 pts., etc. 49 sec. to qualify. Each 43 60 2 sec. counts 20 pts., 39 counts 100 pts. 45 40 47 20 Record. 1st. 2nd. 3rd. 49 2 31 242 f. Indoor Baseball or Hoop Ball. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. 1st. 2nd. 3rd. Total Score. Reds. Blues. Feet. Per cent. VII. High Dive. 5 100 3 ft. 4 in. to qualify. Each 4 in. counts 20 pts., 5 ft. 4.8 80 counts 100 pts. 4.4 60 7. Obstacle Race. (Counts by teams.) 4.0 40 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., 3.8 20 etc. 3.4 2 Record. 1st. 2nd. 3rd, g. Basket Ball. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. 1st. 2nd. 3rd. Total Score. Reds. Blues. Feet. Per cent. VIII. 8 Ib. shot. (Covered for indoor work.) 35 100 10 ft. to qualify. Each 5 ft. counts 20 pts., 35 ft. 30 80 counts 100 pts. 25 60 20 40 Date. Record. 1st. 2nd. 3rd. 15 20 10 2 8. 60 yd. Relay Race. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. Record. 1st. 2nd. 3rd. h. German Bat Ball. (Counts by teams.) 1 it place 100 pts., 2nd place 75 pts. 3rd place 50 pts., r etc. 1st. 2nd. 3rd. Total Score. Reds. Blues. Feet. Per cent. IX. Running Broad Jump. 17 100 7 ft. to qualify. Each 2 ft. counts 20 pts., 17 ft. 15 80 counts 100 pts. 13 60 11 40 Date. Record. 1st. 2nd. 3rd. 9 20 7 2 9. 75 yd. Relay Race. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. Record. 1st. 2nd. 3rd. i. Bombardment or Minton. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. 1st, 2nd. 3rd. Total Score. Reds. Blues. 243 Feet. Per cent. X. Running High Jump. 4.9 100 3 ft. 1 in. to qualify. Each 4 in. counts 20 pts., 4 ft. 4.5 80 9 in. 100 pts. 4.1 60 3.9 40 Date. Record. 1st. 2nd. 3rd. 3.5 20 3.1 2 10. 100 yd. Relay. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. Record. 1st. 2nd. 3rd. j. Indoor Base Ball. (Counts by teams.) 1st place 100 pts., 2nd place 75 pts., 3rd place 50 pts., etc. 1st. 2nd. 3rd. Total Score. Reds. Blues. STANDARDS BOY SCOUTS. Weights. 90. 110. 125. 140. Over 140 Running Broad 12 13 14 15 16 Running High 3.11 4.1 4.4 4.7 4.10 Standing Broad 6.6 7 7.6 8 8.6 Standing High 3.2 3.4 3.6 3.8 3.10 Pull Up 5 7 9 11 13 20yd. Swim 20 18 16 14 12 40yd. Swim 40 39 38 37 36 50yd. Dash 74-5 72-5 7 63-5 61-5 8 Potato 45 43 41 39 37 8 Ib. Shot 25 30 35 40 Pushup from floor 11 13 15 17 Rope Climb 20 ft 14 12 10 (8 100yd. Dash 13 12 3-5 121-5 Y. M. C. A. ATHLETIC STANDARDS BOYS. Horizontal Bar 4.6 5 5.6 6 6.6 Fence Vault 4 4.5 4.10 5.3 5.8 High Dive 4 4.4 4.8 5 5.4 100 yd Dash 131-5 132-5 12 123-5 121-5 75yd. Dash 101-5 94-5 92-5 9 83-5 60yd. Dash 9 83-5 81-5 74-5 72-5 25 yd. Dash 41-5 4 34-5 33-5 a 2-5 Plans should be made to encourage boys of the various weights to attain the standards given above. Prizes, buttons or other small trophies may be given those reaching the standard, tests being con- ducted by the instructor to determine the successful ones. (See refer- ence 25g and 25h. 32 244 ADDITIONAL SUGGESTIONS I. PHYSICAL CONDITION In view of the fact that most of the serious injuries in athletic sports result from lack of careful supervision and regulation of the conditions of competition, it is recommended that no boy be allowed to compete on an interscholastic or class team, 1st. Without the care of a physical director recognized by the school board. 2nd. Without the provision of well trained officials who are ap- proved by this physical director. 3rd. Without insisting upon conditions as to weight classes, ama- teur and school standing, and gentlemanly conduct which shall be satis- factory to the physical director in charge and calculated to promote clean sport and the spirit of honest square dealing on the part of boys and young men only thus will they have a real ethical value. 4th. Without bringing to the physical director a physicians' certifi- cate of fitness to play in the given game. PHYSICAL EXAMINATION The physical examination should consist of three parts: 1. Medical diagnosis by a competent physician. 2". Sensory tests and special psycho-physical and physiological tests by physician or physical director as may be practicable, and 3. Measurements and inspection for the detection of postural and other deformities by the physical director. The whole physical examination can be given in from twenty to thirty minutes in a well regulated examining room. The medical diagnosis includes ordinarily examination of heart, lungs and skin and the detec- tion of such boys as should be excused from exercise or require medi- cal attention. The sensory tests should include such simple tests of sight and hear- ing as will enable the director to send to competent oculists and aurists children who have defects requiring expert attention. A suffi- ciently careful nose and throat examination should be made as will assure the elimination of cases of children with adenoids and enlarged tonsils. We recommend especially where it is practicable the taking of pulse lying and standing before and after exercise, and blood pressure, as these tests have a very practical bearing upon athletic efficiency and physical condition, also the taking of whatever tests of endurance and physical efficiency as have been found practicable. The measurements taken should be height, weight, lung capacity, strength of right and left forearm and all the measurements of the size and flexibility of the thorax, often called respiratory measurements, length of trunk (sitting height), breadth of chest contracted and ex- 245 paneled, depth of chest contracted and expanded, girth of lower chest contracted and expanded. These measurements take about five minutes' time and afford oppor- tunity for the physical director at the same time to look over the man carefully from head to foot for a symmetry and postural deformity. The three departments of physical examination are stated in the order of their importance. From the point of view of the child, none of these should be neglected. From the point of view of the physical director the inspection, measurements and sensory tests which he does himself are most important as giving him a personal and intimate knowledge of the individual. The medical diagnosis gives the immediate condition of the indi- vidual as to infection with disease acute or chronic, and the physiologi- cal condition of heart, lungs and other vital organs. The measurements present the effect upon permanent growth and development of the tem- porary conditions, revealed by the medical diagnosis. Measurements are therefore principally valuable for the growing period of life. BIBLIOGRAPHY 1. Angell, Emmett D.: Play. 2. Bolin, Jacob: Fifty Swedish Song-Plays. 3. Bancroft, Jessie H: Games for the Playground, Home and Gym- nasium. 4. Bowen, W. P.: a. The Teaching of Play. b. The Teaching of School Gymnastics. 5. Boston Normal School of Gymnastics: 150 Gymnastic Games. 6. Bremner, Kate: A Book of Song-Games. 7. Burchenal, Elizabeth: Dances for the People: 8. Burchenal, Elizabeth: Folk Dances and Singing Games. 9. Gary, C. P.: Plays and Games for Schools. 10. Gaskey, G. M.: Athletic Pageant and Jubilee. 11. Crampton, G. Ward: The Folk Dance Book. 12. Davison: Gymnastic Dancing. 13. Gilbert, M. B.: American School Dances. 14. Grey, Maria: 200 Games. 15. Hastings, W. W.: Manual for Physical Measurements. 16. Johnson, Geo. E.: Education by Plays and Games. 17. Kastman and Koehler: Swedish Song-Games. 18. Koehler, H. J.: Manual of Gymnastic Exercises. 19. Newton, Marion B.: Graded Games and Rhythmic Exercises. 20. Parsons, Belle R.: Plays and Games. 21. Perrin, Ethel: Physical Training Course, Detroit Schools. 22. Rockwell, Ethel: Physical Training Course, Kalamazoo Schools. 23. Sharp and Magilwain: The Morris Book. 24. Stoneroad, Rebecca: Gymnastic Stories. 246 25. Spalding's Athletic Library. a. Tennis Guide. b. Volley Ball Guide. c. Tactics and Maze Running. d. Basket Ball Guide. e. Hockey Guide. f. Newcomb Guide. g. Y. M. C. A. Athletic League Handbook. h. Public Schools Athletic League Handbook. 26. Schatz: Club Swinging. INDEX. INDEX Ace of Diamonds Advancing Statues Aeroplane All the Birds have Come Again .... All Up Alternate knee bending Alternate toe raising Arm circling Arch Goal Ball At the Beach -. Automobiles (game) Automobile (story play) Autumn in the Woods Battle Ball Bag Pile Balance Beam Walk Ball Drill Baseball , Baseball Game Basket Ball Basket Ball Distance Throw Basket Ball Pursuit Race Bean Bag Relay Bean Bag Sidewise Bean Bag Target , ; Bean Porridge Beater Goes Round, The Bend head backward Bend knees Bend knees upward Bend trunk forward Bend trunk to right Best Sitting Position Best Standing Position Birds Birds Learning to Fly Birthday Party, A Black and White Blackboard Relay (1) Blackboard Relay (2) Blacksmith Black Tom Blue Berrying Bluff King Hal Bombardment Bowling Briar Rosebud Broom for a Partner, A Brownies and Fairies Brownies' Party Build a Fire in Stove Building a House Building an Eskimo Home Building Bonfire Buy a Broom Bye-Lo Song Captain Ball Captain and Basket Ball Carpenter, The Carrousel Cat and Rat . Page. 131 51 55 47 92 85 84 87 132 30 92 29 57 236 103 152 38- 179 67 238 207 141 103 78 122 101 113 82 85 117 86 107 11,17 16,20 39 31 28 177 102 115 42 142 69 157 151 169 63 90 65 58 30 68 44 27 73 62 208 236 31 74 93 Catch and Pull Tag Center Base Change Step Changing Seats Chariot Race Chest Firm Children's Polka Chimes of Dunkirk Christmas Toys Circle Ball (1) Circle Ball (2) Circus Clean House Close and open feet Coal Mine ,. Coasting Come, Let Us be Joyful Coming Through the Rye Coming to This Country (Pilgrims Corner Ball Corner Spry Countries Court Minuet Cowboys Cross Tag Crossing the Brook Csardas Curtain Ball Cut Hop Step Cut Step Cutting the Grass Dainty Step Dancing Topsy Danish Greeting Deep Knee Bending Did You Ever See a Lassie. Dodge Ball Do This, Do That Double Pass Double Quick March Drop the Handkerchief . . . Duck on the Rock Ducks Fly Elite Schottische Emperor Ball End Ball Engineer English Harvesters Eraser Relay Every Man in His Own Den Erchange Tag Farmer and the House Wife Farmer in the Dell, The Farmer's Garden Farmers Getting Ready for Market Feet to Music Fetch and Carry Field Athletics Finnish Reel Page. 236 93 129 79 78 82 157 48 43 39 158 42 66 85 28 54 130 138 66 200 123 56 219 69 141 50 157 141 174 162 56 177 150 35 173 48 151 65 64 126 50 131 122 211 237 178 44 119 77 207 104 63 35 68 56 33 121 238 140 250 Firemen First of May, The Fisherman Fishing Flag Race Fling arms Flowers and the Wind, The. Follow the Leader Fox and Chickens Fox and Squirrel French Reel George Washington's Cherry Tree, German Bat Ball Going for Christmas Tree Going Walking _jGood Morning Grasp Sitting Group Racing Gustaf's Skoal . Half Face Halt Hands in position for running. Hand Wrestling Hang Tag Harvesting Corn Harvest Festival Have You Seen My Sheep Head Firm Heel and toe raising Heels out and in Hickory, Dickory, Dock ighland Fling Highland Schottische . - --^.^ - Hiii, Dili . . . rrr. . . rrrrr.77. Hips Firm Hoop Ball Hoop Drill Hopping Relay / How Do You Do Huntsman Hurly Burly Bean Bag Ice Hockey Ice Play Indian Club Lessons Indian Club Race . . , Indian War Dance Indians Indoor Soccer Irish Washerwoman Ironing I Saw I Say "Stoop" Jack be Quick Jack Frost Jack O'Lantern Jack Tar , Japanese Girls , Japanese Tag Jump and fling arms Jump and turn Jump feet apart . . . Jumping Jump over seats . . . Keep Ball Keeping Store . . . King's Land, The, -AKlappdans Knapsack Race . . Kneeling Lads and Lassies Last Couple Out Last Man Left Face Leap Frog Race Lightly Row Lincoln's Home Page. 28 Line Football 77 Little Bo-Peep 168 Little Dove 40 Little Jack Horner . . . 78 Little Sister Come With Me 86 London Bridge 77 London Loo 77 Long Ball 52 Lunging 51 ' 99 Mail Man Making Cider 27 Making Garden 142 Making Hay 29 Making Ice Cream 59 Making Maple Sugar I 5J. Making Maple Sugar II 82 March Backward 6'4 Marching to Jerusalem 120 Mark Time Marusaki 17, 127 Mason The 107 Ma's Little Pigs 88 May Queen >. . . . ... 237 Maze Tag 134 Meet at the Switch 70 Merry-go-round (game) 167 Merry-^o-round -(rhvthm) 113 Motor Boating 84 Motor Cycle 82, 84 Moving . .' 94 Muffin Man The 46 206 Newcomb ~~ ntr Newsboy 151 Nicodicomodij 83 Night Before Christmas 242 Nine Pins 225 Nixie Polka 102 Norwegian Mountain March 150 Nutting 52 114 Object Passing Obstacle Race 238 Off for a Ride . . 57 223 Ostend The 133 Our Little Girls 130 Over and Under Relay 68 Overhead Relay 237 Overtake . 221 43 Partner Ta " 37 Pass and Toss Relay 50 Picking Spring Flowers Pilgrims (1) 78 Pilgrims (2) 42 Pilgrims (3) 55 60 Place right foot forward 212 Play in the Snow A 169 Playground The 98 Plowing and Planting Field 126 Point Step March 88 Policeman at Street Crossing 187 Pom Pom Pull Away . . 119 k xl*op Goes the Weasel Posture Tag 158 45 63 Potato Shuttle Relay 111 Prison Base 237 Prisoner's Base 173 Progressive Dodge Ball Puss in the Corner 49 Putting in Coal 200 78 Racing ... 81 Racing and Counting Scores 237 Raise arms sidewise 32 Reap the Flax . 66 Redowa Page. 236 73 36 34 62 60 158 134 146 103 55 31 57 41 70 70 108 63 107 47 58 72 30 102 114 159 90 68 69 54 76 133 57 206 103 93 100 120 54 92 237 35 67 167 99 123 114 113 114 94 42 66 66 67 67 83 27 29 70 45 69 151 71 152 115 142 237 178 237 168 39 41 39 93 84 176 61 251 Repairing Streets Ride a Cock Horse Rider Ball Right Face 81, 126 Ritsch, Ratsch Rochester Schottische Roll Ball Run for Your Supper Run in place Russian Polonaise Sailor, The . Sailor Boy Sailor's Hornpipe Santa Clans' Visit School Ball Schoolroom Basket Ball Schoolroom Tag , See Saw Serpentine Maze, The Seven Jumps Sheep Shearing Shifty Shadow Shoemaker Shoemaker, The (rhythm) Shoulders Firm Side bending and stretching Sleeping Princess, A Snatch a Club Snow Fort Snow Man Snow Play Soldier Boy Soldiers Spielman : Squat Tag Squirrel and Nut Squirrels in Trees Stand Ball Statute Tag Stealing Sticks Stepping forward Straddle Ball Race Strasak Stretch arms . Stretch arms backward Swat Ball rage. 56 Swedish Klappdans . . 46 Swedish Quadrille . . 237 Swimming SI 126 Swiss May Revel 110 59 Tag the Wall Relay 92 Tailors, The 38 Tantoli 82 Tarantella 390 Teacher and Class Telegram 55 Tennis 100 Ten Trips 195 30 Thanksgiving Pies Third Man 51 Three Deep 142 Three Men's Reel 64 Three steps forward 3 Time Ball 65 Toss Ball 91 Touch and Stretch Cut Step 31' Touch Step 33 Track Athletics 70 Trees in a Storm 49 Trip to an Orchard 83 Twelve O'clock at Night 164 Twirlin " 47 Twist Head 122 57 Unique The 43 58 Valentine's Day 76 Vaultin^ Seats 41 Vinevard Frolic 90 Virginia Reel 51, 52 Volley Ball 37 38 Wand Kxercise 121 Wand Race 123 Washing 200 Washin ' the Clothes 16 237 Wee Bologna Man, The West Point Breathin tr 130 Whirlin 01 Pop Corn 161 Wind in March 16 Winter Son*" ^36 Woodman The Page. Ill 14i> 44 112 65 36 111 196 65 132 288 122 20 141 123 120 98 93 113 204 89 238 30, 45 44 37 102 84 213 40 132 139 166 169 215 200 40 72 64 85 91 45 7 58 I \ i v i.-. i .- THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW AN INITIAL FINE OF 25 CENTS WILL BE ASSESSED FOR FAILURE TO RETURN THIS BOOK ON THE DATE DUE. THE PENALTY WILL INCREASE TO SO CENTS ON THE FOUR- DAY AND TO $1.00 ON THE SEVENTH DAY OVERDUE. JAN 27 1944 LD 21-1 Om-5,'43 (6061s) Gaylord Eros. Makers Syracuse, N. Y. PAT. JAN. 21, 1908 YC 27466 304805 UNIVERSITY OF CALIFORNIA LIBRARY