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SUGGESTIONS 
 
 FOR 
 
 QYMNASTIC KXBRCISES 
 
 FOR 
 
 SCHOOLS. 
 
SUGGESTIONS 
 
 FOR 
 
 GYMNASTIC EXERCISES 
 
 FOR 
 
 SCHOOLS, 
 
 BY 
 
 CLARK SWAZEY. 
 
 L~ 
 
 COPYRIGHT, 1H8, 
 
 SPRINGFIELD, MASS. 
 

W 
 
 "/* z> ?/#/ # .$<?/, // w- not a body, that we are training up; it 
 is a man, and we ought not to divide him into two parts" 
 
 MONTAIGNE. 
 
INTRODUCTION. 
 
 BEFORE the adjustment of any truth to a balance is reached, 
 popular opinions are subject to extreme oscillations ; and thus 
 it has been common for the scholar to despise " brute force," 
 and for the athlete to regard with contempt the mere student. 
 But we now recognize the fact that mind and body are comple- 
 mentary to each other, and that, as co-ordinate parts of a whole, 
 their development should be simultaneous. It is not intended 
 to question the fact that the body should be subservient to the 
 mind, but it is evidently a great loss of power if the mind, in 
 the exercise of its faculties, must fight against the body or drag 
 it reluctantly along. 
 
 Mind is pre-eminent. Even beauty and grace are chiefly 
 delightful to the cultivated observer as embodiments or earnests 
 of mental attributes: but that which is higher must exist upon 
 a basis of what is lower, and that which is interior must be ex- 
 pressed in something exterior. It is, therefore, important that 
 the mind should have good physical conditions under which it 
 may manifest itself. 
 
 The brain is our sole physical organ of thought, and the 
 work which it does is immediately dependent upon the quality 
 and amount of blood which is sent to it by the circulatory sys- 
 tem. Since the condition of the blood, moreover, is largely de- 
 pendent upon its unrestricted flow to all parts of the body and 
 upon its free oxidization, physical exercise becomes an impor- 
 tant factor in mental training and is a legitimate and useful 
 part of school work. 
 
 It is not possible in this little manual to enter into the physi- 
 ology or philosophy of movements, but merely to suggest a few 
 approved exercises to teachers who are desirous of making a 
 beginning with their pupils in systematized exercise. 
 
 Acknowledgment is made to Miss Allen, of the Allen Gym- 
 nasium Company, for the following movements, many of which 
 are selected from her work. 
 
 H. C. S. 
 BOSTON, Feb. 1887. 
 
GENERAL REMARKS TO THE TEACHER. 
 
 IT is very desirable that any one who regulates the physical 
 exercise of himself or of others should have an intelligent knowl- 
 edge of skeletal and muscular anatomy and of the general and 
 particular effects of exercise. The body as well as the mind of 
 each individual bears within itself its own standard of perfect- 
 ibility, and this personal standard must be kept constantly in 
 mind. Until, however, public conviction of the utility of the 
 simultaneous training of body and mind is sufficiently strong 
 to demand gymnasiums which shall be under the charge of 
 teachers educated for the purpose of supervising them, the most 
 that can be accomplished in school work is light general exer- 
 cise. 
 
 It is absolutely essential that the clothing of the pupil should, 
 in all cases, be sufficiently loose to admit of free and unimpeded 
 movement. Already, in a few schools, blouse waists prettily 
 made are voluntarily worn as a school uniform by teachers and 
 pupils ; and the Flint or Equipoise waists upon which the dress 
 skirts can be securely buttoned are replacing the stiff and awk- 
 ward looking corset-cages. It is hoped that the obvious bene- 
 fits of such a plan will soon be recognized in all schools and 
 that it will become as popular as comfort, grace, and health 
 urge that it should be. 
 
 In class work it is impossible to give much special attention 
 to any one pupil, and out of twenty-five or fifty pupils there may 
 be a few, who, from individual peculiarity, are unable to profit 
 from some part of the exercises, and these exceptional cases 
 should be carefully noted. 
 
 Accuracy should be insisted upon and no new movements 
 undertaken while those already given are carelessly performed, 
 but the exercises should be sufficiently diversified to be enter- 
 taining and should never be allowed unduly to tax the mind. 
 
 It is well to begin with a few movements for the upper ex- 
 tremities and pass then to the lower extremities. After this, 
 breathing and other exercises for the middle third of the body 
 may be given, returning again to other exercises if desired. 
 
8 GENERAL REMARKS TO THE TEACHER. 
 
 The air in the room must be fresh and pure, while the tem- 
 perature during exercise should never be over 66 (Fahr.) or 
 under 60. After exercising it is well to throw some wrap over 
 the shoulders for a few moments or until the temperature of 
 the room is 70. 
 
GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 BREATHING. 
 
 ONE of the most valuable series of exercises that can be given 
 for home, school, or gymnasium work, is the forced breathing 
 movements. In ordinary respiration and expiration compara- 
 tively few muscles are brought into action and these so lightly 
 that the expansion and contraction never reach their maximum. 
 
 It is evident from the drooping heads, stooping shoulders, and 
 cramped chests common among school children that there is 
 special need for the development of the upper third of the 
 body. The most important point to be gained, however, in chest 
 work is the enlargement of the thoracic cavity from within 
 rather than the building up of muscles from without, although 
 the latter should not be neglected. Increase in the diameter of 
 the chest is most satisfactorily obtained by breathing exercises, 
 for in forced inspiration every muscle which can by contraction 
 elevate the ribs and enlarge the chest is made to work, while 
 forced expiration, which normally is mainly a simple, elastic 
 re-action, brings into active service many muscles that are 
 used in running, leaping, walking, dancing, and also the muscles 
 used in bending and twisting the body. 
 
 Cautions. No movements should be given very strongly at 
 first, and breathing movements should not be continued until 
 the veins become swollen in the forehead or until dizziness is 
 experienced. In cases of organic heart disease forced breathing 
 exercises should be without exception omitted as well as all 
 other movements that have a marked effect upon respiration. 
 The first four movements given may be taken either sitting or 
 standing; the others require a standing position. 
 
 There will be found a tendency to fill only the upper or middle 
 section of the lungs with air, or if a full breath is taken the 
 shoulders are likely to be raised; this tendency must be guarded 
 against. The action should begin at the diaphragm. The 
 lower part of the lungs is to be filled as far downwards and 
 outwards as possible, that is, the lower chest in a correct move- 
 
10 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 ment will be seen to increase uniformly, in size, in lateral and 
 transverse directions. The air is forced into the lungs much as 
 water is poured into a pitcher, until the upper lobes of the lungs, 
 which extend to the clavicle, are filled, and as many as possible 
 of the six hundred million air cells of the lungs are brought into 
 contact with the oxygen of the air. 
 
 POSITION. Head erect,chin slightly back of vertical, shoulders 
 firm and low, arms by the side. Breathe always through the 
 nostrils, never through the mouth. 
 
 1. Take in a full breath, hold it five seconds. 
 
 Repeat from one to four times. Very gradually increase the 
 number of seconds during which the breath is held, until the 
 air can be retained in the lungs, with ease, from forty to sixty 
 seconds. 
 
 2. Take in a breath quickly, and let it out with a continuous 
 movement as slowly as possible, resisting the inclination of the 
 lungs to push it all out at once, particularly on the last part of 
 the movement. 
 
 Repeat from one to four times. 
 
 3. Take in a breath as slowly as possible with a continuous 
 movement, and let it out quickly, as soon as the lungs are 
 full. 
 
 Repeat from one to four times. 
 
 4. Take in a breath as slowly as possible and let it out as 
 slowly as possible. 
 
 Repeat from one to four times. 
 
 5. Take a full breath into the lungs and blow it out strongly 
 through the mouth formed as for whistling. 
 
 Repeat three or four times in quick succession. 
 
 6. Hands at side horizontal, palms facing upward. Clap the 
 hands three times over the head while holding the breath. The 
 face should be turned to the ceiling in this movement. (See 
 foot-note.) 
 
 Repeat from one to four times. 
 
 . When this occasions faintness or vertigo it should be omitted for a 
 few days and afterward taken lightly, but with increasing strength to an average 
 degree of vigor. 
 
FREE MOVEMENTS. 11 
 
 7. Hands at front horizontal, palms facing each other. Kise 
 on the toes, at the same time throwing arms to side horizontal 
 three times while holding the breath. 
 
 Repeat from one to four times. 
 
 8. Hands locked over the head. Sway forward to the floor, 
 bending at the waist and keeping the knees stiff. 
 
 Repeat from one to four times while holding the breath. 
 
 9. Hands firmly on the hips. Twist the body to the right 
 while slowly inhaling, and turn to front position while slowly 
 exhaling. Same movement to the left. 
 
 Repeat from one to four times. 
 
 10. Hands on hips, force the elbows strongly backward 
 toward each other four times. 
 
 Repeat from one to four times. 
 
 KRKK MOVEN1KNTS. 
 
 "Free" or Swedish movements may be made to exert a 
 strong influence upon the circulatory system, but they must be 
 so arranged that each joint shall receive every motion of which 
 it is capable, if the full benefit of the movements is to be re- 
 ceived. 
 
 Such of these movements as are practicable for school use 
 are here grouped into one series. They may be separated into 
 four series, and each series used by itself. 
 
 POSITION. Hands on the hips, heels together, feet at an 
 angle of 60, shoulders back and falling evenly, hips well back, 
 eyes square to the front, head erect. 
 
 HEAD, Position, Fig. 1. (a) Turn to side, as in Fig. 2. (b) 
 Bend to side, as in Fig. 3. (c) Bend forward and backward, as 
 in Fig. 4. (d) Thrust chin strongly forward, and draw it in 
 and back, as in Fig. 5. 
 
 Caution. The movements should be kept clear, returning 
 to the position in Fig. 1, between each repetition, or change 
 of a movement. Great care should be taken to avoid jerking. 
 Head and trunk movements should be given but half as many 
 
12 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 FlG. 4. \ FlG. 5. 
 
 times, and with but half the speed of other movements. It is 
 customary to take two movements of the head and trunk on 
 each side and four alternate movements, and four to each side, 
 four alternate and four double, with other parts of the body. 
 
 FIG. 0. FIG. 7. 
 
 SHOULDERS. Position: Arms at side low horizontal; hands 
 clinched, (a) Thrust strongly up toward the ears. (6) Thrust 
 forward, (c) Thrust backward, (d) Rotate. The action of 
 Nos. a and d are indicated in Figs. 6 and 7. 
 
FREE MOVEMENTS. 
 
 13 
 
 FIG. 8. 
 
 FIG. 9. 
 
 ARMS. (a) Throw from side low to side horizontal. (6) 
 Throw from side low to front horizontal, (c) Throw from side 
 low to side vertical, (d) Rotate. 
 
 These movements should be taken strongly, as if striking a 
 blow. The wrist and elbow should be unbent. These actions 
 are illustrated in Figs. 8 and 9. 
 
 FIG. 10. 
 
 FIG. 11. 
 
14 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 In rotation, the arms should describe perfect circles. It is 
 necessary to sway the body slightly from the waist to accom- 
 plish this movement perfectly. 
 
 FORE- ARMS. Position as in Fig. 10. (a) Throw out from 
 shoulder to front horizontal, (b) Throw out to side horizontal 
 from shoulder, Fig. 11. (c) Curl to breast from side low, Fig. 
 12. (d) Thrust under arm from side low, with sufficient force 
 to raise the shoulder, Fig. 13. 
 
 FIG. 12. 
 
 FIG. 13. 
 
 In the first two of these movements the accent should be 
 placed upon the outward part of the movement. In the next 
 two, upon the upward part of the movement. 
 
 WRISTS. (a) Arms held horizontal at front, bend wrist up- 
 ward, (b) Arms held horizontal at side, bend wrist backward, 
 (c) Arms held horizontal at front, bend wrist to side, (d) Arms 
 held horizontal at side, rotate wrist from left to right, and 
 from right to left, 
 
 FINGERS. Arms held horizontal in front, (a) Thrust fin- 
 gers out to their fullest extent, i. e. , from the clinched fist posi- 
 tion of Fig. 14 to Fig. 15. (b) Arms held horizontal at side, 
 palm up, fist clinched, as in Fig. 16. Thrust fingers out and 
 
FREE MOVEMENTS. 
 
 15 
 
 backward, holding them closely together, as Fig. 17. (c) Arms 
 held horizontal in front, fingers straight, palm down, as in Fig. 
 18. Bend from first joint, keeping the other joints unbent, as 
 
 FIG. 14. 
 
 FIG. 15. 
 
 FIG. 17. 
 
 FIG. 18. 
 
 FIG. 20. 
 
 1 
 
 in Fig. 19. (d) Arms held horizontal at sides, fingers bent at 
 all the joints, as in Fig. 20. Stretch strongly out until fingers 
 are straight, as in Fig. 21. 
 
 FIG. 22. 
 
 FIG. 23. 
 
16 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 TRUNK. Hands on the hips, (a) Twist alternately to sides. 
 
 (b) Bend alternately to sides, bend forward, (c) Brace the back 
 with the hands and bend backwards, (d) Rotate from left to 
 right and from right to left. 
 
 Caution. See head movements. 
 
 LEGS. Hands on hips, (a) Throw leg to front horizontal, 
 as in Fig. 22, a. (b) Throw to side horizontal, as in Fig. 23. 
 
 (c) Throw out diagonally in front, as in Fig. 22, b. (d) Throw 
 straight back, as in Fig. 22, d. 
 
 Caution. Keep knee stiff, point toes down and bring the 
 leg back lightly but firmly to position. 
 
 .--..-..i 
 
 FIG. 24. 
 
 FIG. 25. 
 
 LOWER LEG. Hands on hip. (a) Bend lower leg back from 
 knee, so that the sole of the foot is turned upward toward the 
 ceiling, Fig. 24, a. (b) Thrust up in front, pointing the toe down- 
 ward and bringing the knee up toward the chest, Fig. 24, b. 
 (c) Cross the right foot over the left knee, drawing the knee 
 back so that the foot and knee are in the same straight line, 
 Fig. 25. (d) Cross the right foot behind the left knee. The 
 movement is the same as Fig. 25, except that it is taken behind 
 the knee, instead of in front of it. 
 
 FOOT. (a) Rise on toes, (b) Raise 
 ioes. (c) Bend the leg at knee and place 
 the right toe down sharply back of the 
 left heel, bending the foot somewhat for- 
 ward so that the right toe and heel shall 
 be in the same straight line as Fig. 26. 
 FIG. 26. FIG. 27. Turn feet strongly outward, Fig. 27. 
 
DUMB BELLS. 
 
 17 
 
 DUMB 
 
 SERIES I. 
 
 POSITION. Head erect, shoulders square to the front and fall- 
 ing evenly, hips back, trunk erect, heels together, arms at side 
 low; palms front, grasping bells firmly, the head of the bell 
 pointing in toward the thigh. See Fig. 28. 
 1. Turn the bells half way round so that 
 the backs of the hands shall be toward the 
 front. Turn half way round again, to first 
 position, and continue the movement six- 
 teen times. On the last beat of the meas- 
 ure bring the hands to the hips, as in Fig. 
 29, ready to charge, and on the first beat 
 of the next measure make the first forward 
 charge. 
 
 For the charge, imagine the foot-mark 
 /\^ prolonged. Upon this prolonged diag- 
 onal line place the right foot at a dis- 
 tance of a foot and a half or two feet from 
 the left foot. Throw the weight on the 
 right foot, bending strongly at the knee, 
 and turning the head strongly over the 
 right shoulder in a line with the right elbow 
 and right knee. 
 
 The parts of the charge should be taken simultaneously. 
 See Fig. 29. The charge should occupy the same time as the 
 movement, that is, eight accented and eight unaccented beats;' 
 on the last beat return to the position of Fig. 28, except that 
 the hands are retained on the hips. This position is held eight 
 beats, or half the time occupied by the charge. On the eighth 
 beat the arms are thrust quickly to side horizontal, palms up, 
 and held in this position during eight more counts. 
 
 2. Turn the bells half way round, so that the palms are 
 downward. Continue the movement back and forth through 
 sixteen counts, on the last count bringing the arms to the side, 
 and charging as in No. 1, Fig. 29, except that this charge is 
 made to the left and the head turned over the left shoulder. 
 
 3. Come back to position as before, and on the last half of 
 the eighth count extend the arms at front horizontal, palms up. 
 Turn the bells as in Nos. 1 and 2, bringing them to the hips on 
 
 2 
 
 FIG. 28. 
 
18 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 the last half of the sixteenth count, ready for the third forward 
 charge, and on the first beat of the next measure charge, as in 
 Fig. 29, turning the head, however, over the opposite shoulder. 
 Come to position as before, and on the last part of fourth count 
 bring the arms up to about an angle of 45 from front horizon- 
 tal, palms facing inward. 
 
 4. Hold through eight beats as in the other numbers, and 
 turn bells back and forth as before, placing the hands on the 
 hips ready for the fourth forward charge, which is taken on the 
 last half of the sixteenth count. This charge is like the second 
 
 forward charge, except that the head is turned over the oppo- 
 site instead of the same shoulder. Come to position as in the 
 other numbers, dropping the hands to the side low, as in Fig. 
 28. Hold through eight counts ; on the first beat of the next 
 measure, bring bells to front horizontal, palms down, striking 
 the bells with the thumb ends of the bells toward each other, 
 strike the little finger ends of the bells behind the back, Fig. 30. 
 The bells should be struck firmly in front and lightly behind 
 the back. Continue the movement through sixteen counts. 
 On the last half of the last count bring the bells to the chest, the 
 wrists resting against the thorax. The chest should be thrown 
 forward and the shoulders drawn back, Fig. 31. 
 
DUMB BELLS. 
 
 19 
 
 FIG. 30. 
 
 FIG. 31. 
 
 5. From first position of Fig. 31, push the bells down strongly 
 to side low. Alternate the movement eight times, and take it 
 double eight times. Come to position for charging with the 
 bells at the hips, as in the previous charges. 
 
 Imagine a line about two feet back 
 of the right diagonal of a foot mark, 
 and parallel with it. Upon this line 
 place the right foot. The feet should 
 be at right angles with each other. 
 The weight is thrown on the left leg, 
 which is bent at the knee; the head is 
 turned over the opposite shoulder from 
 the direction of the charge, Fig. 32. 
 Hold the charging position until the 
 last half of the sixteenth count, when 
 the return is made to the first position 
 of Fig. 31. 
 
 6. From the first position of Fig. 
 31, thrust alternately and doubly to side 
 horizontal, as indicated in the same 
 figure, coming to position on the last 
 half of the sixteenth count for the 
 FIG. 32. second backward charge, which is the 
 
20 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 same as the first backward charge, Fig. 32, except that it is 
 made to the right, and the head is turned over the left 
 shoulder. Come to position on the last half of the sixteenth 
 count. Hold through eight counts. Bring the bells to side low. 
 Hold through eight more counts in this position. 
 
 7. Strike the bells at the thumb ends at front horizontal, 
 palms down. Strike behind the back at the little finger ends, 
 palms forward. Strike over head thumb ends of the bells, 
 
 FIG. 33. 
 
 FIG. 34. 
 
 palms front. Stop the striking on the fifteenth count, bring- 
 ing the bells to the first position of Fig. 31, on the sixteenth 
 count. 
 
 8. Thrust the bells alternately and doubly from the first 
 position of Fig. 31, to front horizontal, coming to position for 
 the third backward charge, which is like the first backward 
 charge, Fig. 32, except that the head is turned toward the same 
 side as that on which the charge is made. Come to first posi- 
 tion of Fig. 31, as before. 
 
 9. Thrust the bells alternately and doubly to vertical. Keep 
 the elbows stiff and bring the arms close to the ears. Come to 
 position for fourth backward charge. This charge is the same 
 
DUMB BELLS. 
 
 21 
 
 as the second backward charge, except that the head is turned 
 toward the same side as that on which the charge is made. 
 
 10. Come to position on the last half of the sixteenth count 
 with the arms parallel in front, the elbows stiff, wrists firm, and 
 heads of bells extending up and down. Twist the body to the 
 right and to the left, keeping the feet firmly in position on the 
 floor and the arms parallel, Fig. 33. 
 
 11. Bring bells to top of shoulders, as in Fig. 34. Thrust up 
 to vertical, as in same figure, rising on the toes as the bells are 
 thrust up. Bring the bells back to the top of shoulders. Stoop, 
 hitting the bells on the floor at the side of the feet. Return 
 bells to shoulder and repeat. 
 
 Remark. The charging positions may be made stronger by 
 increasing the distance of the charge and by bending the 
 charging knee more strongly. In returning to position after a 
 charge the pressure should be made upon the ball of the charg- 
 ing foot, and the pupil should come back to position with a 
 slight springiness of movement. Heavy movements and drag- 
 ging the feet should be avoided. 
 
 FIG. 35. 
 
 DUMB BELLS. 
 SERIES II. 
 
 1. Arms at side low. Bend wrist inward 
 strongly four times; bend outward four times. 
 Alternate bending in and bending out. 
 
 2. Rise strongly on toes eight times. 
 
 3. Arms at sides horizontal, palms up. 
 Bend wrist up four times ; bend back four 
 times. Alternate bending up and back. 
 
 4. Raise toes strongly eight times. 
 
 5. Arms over head close to the ears, el- 
 bows stiff. Sway body to right and to left. 
 (The body movement is the same as in Fig. 54, 
 but the arms are parallel.) 
 
 Caution. Use this movement carefully. 
 
 6. Bells at side low. Turn toes strongly 
 outward, and bring again close together. 
 
 7. Bells high over head, palms front. 
 Swing to sides horizontal, to front horizontal, 
 
22 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 palms up, striking the bells to sides horizontal and high over 
 head again. 
 
 8. Bells at sides low. Stoop, pushing up strongly from the 
 toes in coming to position. 
 
 9. Raise bells to sides horizontal ; swing to front horizontal, 
 striking the bells, palms down. Swing back to sides horizontal, 
 down hard to sides low. 
 
 DUN1B BKLIv MARCH. 
 
 Good marching, although somewhat difficult to teach, is a 
 useful and enjoyable exercise when well done. The head 
 should be held erect, the shoulders and hips back, while the 
 
 FIG. 36. 
 
 FIG. 37. 
 
 leg should be allowed to swing easily from the hips. The feet 
 should be turned slightly outward from a straight line in walk- 
 ing or marching, and the heel and the toe should strike the 
 floor almost simultaneously, the heel touching a very little 
 sooner than the toe. Special attention is called to securing a 
 well-balanced carriage of the body, and "balance walking" 
 may be used advantageously as preliminary practice for march- 
 ing. Standing on the right foot, on count one, draw the left 
 
DUMB BELL MARCH. 
 
 23 
 
 
 FIG. 38. 
 
 FIG. 39. 
 
 knee up toward the chest, the toe pointing downward and out- 
 ward. On count two, straighten the knee; on count three, hold 
 the preceding position, and on count four put it down. The 
 weight of the body is on the right foot while the left is ex- 
 
 FIG. 40. 
 
24 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 tended, and changed to the left when the right is extended, 
 Fig. 36. 
 
 The left foot is always advanced on the accented beat of the 
 measure. Time should be marked by alternately raising the 
 feet without advancing them for one or two measures before 
 the order "March" is given. 
 
 The "marching" position is hands on the hips, although for 
 the dumb bell march the arms are held at side low, unless 
 otherwise specified. 
 
 1. March. 
 
 FIG. 41. 
 
 FIG. 42. 
 
 2. Bells on shoulders, elbows well back, Fig. 34. 
 
 3. Bells parallel at full reach over head, Fig. 34. 
 
 4. Bend body to left side through four measures, hands on 
 hips and to right through four measures, Fig. 37. 
 
 5. Bend body forward through four measures, Fig. 38. 
 
 6. March. 
 
 7. Thrust bells strongly back, keeping the shoulders firm, 
 as the left foot is advanced, Fig. 39. 
 
 8. March. 
 
 9. Throw bells to side horizontal from side low, Fig. 40. 
 Kepeat through several measures. 
 
 10. From the last position, swing bells to front horizontal, 
 parallel, the heads of the bells pointing up and down, Fig. 41. 
 
 Swing to side horizontal, Fig. 41. Kepeat through several 
 measures. 
 
DUMB BELL MARCH. 
 
 25 
 
 11. March. 
 
 12. Thrust shoulders alternately up and down, Fig. 42. 
 
 13. March stooping, hands on hips, Fig. 47. 
 
 14. March on toes. 
 
 FIG. 43. FIG. 44. 
 
 FIG. 45. 
 
 15. March on heels, Fig. 43. 
 
 16. March, turning toes out so that heel and toe are on the 
 same horizontal line, Fig. 44. 
 
 17. Strike from side low in front and behind the back, 
 Fig. 30. 
 
 )I0*&!!!!^-* 
 
 FIG. 46. 
 
 FIG. 47. 
 
 18. March. 
 
 19. Right bell in hand curled over head, left bell extended 
 straight at side horizontal, palm up, Fig. 46. 
 
 Alternate position, bending left arm over the head and ex- 
 tending the right at the side through several measures. 
 
26 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 20. Skip. Bring the left heel to the center of the right 
 foot, raising the left heel and pointing the left toe downward, 
 Fig. 45. Slide along the floor lightly. Reverse the movement 
 and skip in the opposite direction. The head should be turned 
 over the shoulder in the direction in which the pupil is skipping. 
 
 21. March. 
 
 Various other steps and movements may be introduced in 
 marching, such as hopping twice on the left foot and twice on 
 the right, clapping the hands. The "hop-pi-ty skip" move- 
 ment, leaping, cross step leaping, waltz, racquet and polka 
 steps may also be introduced, and varieties of double marching. 
 
 WANDS. 
 
 In fully equipped gymnasiums the wand is not usually con- 
 sidered very valuable, as the same movements are more satis- 
 factorily obtained from other apparatus, but when only light 
 and portable apparatus is available the wands may be used to 
 advantage. 
 
 The movements noted here are selected by permission from 
 the ''Pulley Weight Wand Drill," used by Mr. R J. Roberts 
 with his classes. 
 
 Caution. Nos. 53, 54, and 55 should be used with care, and 
 No. 53 should be omitted by those who are subject to back ache 
 or other weakness of the back. 
 
 POSITION. Heels together, hips and shoulders well back, 
 grasp the wand tightly and keep the arms unbent at the elbow, 
 unless other direction is given. 
 
 1. Wands at full reach, palms down at about shoulder width 
 apart, Fig. 48. Reach down and touch the toes keeping the 
 knees stiff, Fig. 49. 
 
 2. Raise wands to front horizontal as in Fig. 48. 
 
 3. From front horizontal raise the wand to high over head, 
 palms front as in the third position of Fig. 48. 
 
 4. Combine Nos. 1 and 2, 2 and 3, 1 and 3, 1, 2 and 3. 
 
 Stop the movement on the odd count, i. e., when the arms 
 are at front horizontal. 
 
 5. Wands at front horizontal, at height of shoulder, palms 
 down, (a) Twist hard to right. The wand is now perpendic- 
 
WANDS. 
 
 27 
 
 ular. Twist back to horizontal. (&) Repeat the movement on 
 the left, (c) Alternate, Fig. 50. 
 
 6. (a) Wands at front horizontal, step back with right foot, 
 keeping the feet at right angles. At the same time that the 
 
 FIG. 48. 
 
 charge is made, the wand should be thrown to high over head. 
 The face should be turned up toward wand, (b) Repeat this 
 movement, charging with the left foot. Alternate the charge 
 with right and left feet, Fig. 51. 
 
 Discontinue the movement on the odd count, i. e., when the 
 wand is high over head. 
 
 FIG. 49. 
 
28 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 FIG. 50. 
 
 FIG. 51. 
 
 FIG. 52. 
 
WANDS. 
 
 29 
 
 7. Spread the arms farther apart, (a) while the hands still 
 firmly grasp the wand. Drop the wand down, behind the 
 shoulder, bending the right arm over the head. The wand 
 
 FIG. 
 
 should be brought down close to the side, the left hand holding 
 the wand as if it were a pen. (6) Bring wand to first position, 
 tightening the grasp on the wand. Repeat on the left side, and 
 (c) alternate the movement. 
 
 Position and action a are seen in Fig. 52. 
 
 FIG. 54. 
 
30 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 FlG. 55. 
 
 8. From high over head, arms spread, tight grasp, drop back 
 of the head in a half circle to the small of the back. 
 
 The strength of the action may be increased by placing the 
 hands nearer together as in the over head position of Fig. 48. 
 
 FIG. 50. 
 
BEAN BAGS. 31 
 
 The position of unbent arms, however, should be rigidly main- 
 tained, Fig. 53. 
 
 9. Wand behind head, lying across shoulders, forearms 
 resting on wand, hands hanging over the ends of the wand. 
 Fig. 54. Twist the body to the right on its axis ; repeat on left ; 
 alternate. 
 
 Caution. The knees should be kept unbent and the feet 
 firmly on the floor. 
 
 10. Same position as in Fig. 54. Bend body to right, keep- 
 ing the feet firmly in position on the floor, and the knees unbent. 
 Repeat movement on left side; alternate. 
 
 Position and action are seen in Fig. 55. 
 
 11. Slip the hands from first position of Fig. 52 to shoulder 
 distance apart, (a) Now bring the wand behind the head, rest- 
 ing on the upper part of the shoulders, the forearms at right 
 angles with the arms. From this position thrust to high over 
 head, looking at wand. (b) Bring the wand from high over head 
 to front, the wand resting across the clavicle. Push over head. 
 
 From position (b) thrust (c) strongly to front horizontal. For 
 position and action of b see Fig. 56. 
 Combine a, 6, and c. 
 
 BEAN BAQS, 
 
 Bean bags are always a source of amusement and, taken with 
 careful regard to the accuracy of positions, make a useful and 
 inspiriting exercise. For little children the bags should be made 
 about five inches square and two-thirds filled with beans. A 
 quart of beans in a ten inch square bag is not too large for older 
 classes. The bags should be strongly made and kept out of the 
 dust. When, however, they become dusty they should be taken 
 apart and the coverings may be washed. 
 
 Stand in couples facing each other, from five to ten feet 
 apart. 
 
 1. Throw from high over head to partner. 
 
 2. Left hand on hip, right hand high. Throw and catch 
 with right hand. 
 
 3. Reverse. 
 
 4. The line holding the bag should turn so that the back is 
 turned toward the opposite line. Throw over the head to the 
 
32 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 other line and immediately face; the other line, on receiving 
 the bag, turn in the same way and throw over the head. 
 
 5. Stoop on toes and throw bag to partner with right hand 
 (left on hip), receive the bag standing. 
 
 6. Reverse. 
 
 7. Bag behind the back, throw with right hand around the 
 waist to partner. 
 
 8. Reverse. 
 
 These exercises can be taken with two or more bags as the 
 skill increases. Each movement should be taken ten or more 
 times. The one having first accomplished the required number 
 holds the bag up as a signal of victory. In starting, the bags 
 should all be thrown together at a given word of command. 
 
 A bean bag game, suitable for rainy recesses, is given be- 
 low, and the teacher will find no difficulty in devising others of 
 a similar nature. 
 
 1. Stand in two rows down the room about six feet apart. 
 The bags are placed on a chair at the right hand of each leader. 
 At a given signal the bags are passed rapidly from hand to 
 hand down the line. Any bag that is dropped on the floor must 
 remain where it falls until all the other bags on that side have 
 been passed down the line, when they must be picked up by the 
 one to whom it is nearest and passed on down the line. As fast 
 as the bags are received at the farther end of the line, they are 
 placed in a chair beside the leader at that end, until all the bags 
 have been accumulated there, when they are passed rapidly 
 back as at first. The side which first receives all the bags back 
 on the return trip is victor. 
 
 RINOS. 
 
 The rings were invented by the late Dr. Dio Lewis, who was 
 an enthusiastic believer in their value and an earnest advocate 
 of their use. So important did he consider this invention that 
 he said that he asked no greater honor in the history of Ameri- 
 can education than an association of his name with the Gym- 
 nastic Ring. 
 
 The most serious objection to the ring exercises, however, 
 is the point for which he claims most favor, namely, that they 
 are all composite exercises. 
 
 
RINGS. 33 
 
 It is impossible to gauge the resistance of a person which is 
 of course constantly changing, and two pupils exactly equal in 
 strength cannot be found. It is obvious that any exercise sub- 
 ject to the varying and uncontrolled force exerted by another 
 person is, at best, questionable. 
 
 Exercises with the rings are usually graceful and attractive, 
 and there is no doubt but that the extensor muscles receive, as 
 Dr. Lewis claimed, " diversified action" in these ways. A few 
 of the simplest of Dr. Lewis's ring movements are by request 
 given here. 
 
 Caution. Partners of as nearly the same height as possible 
 should be selected. 
 
 FIG. 57. 
 
 POSITION. Stand facing partner, the right toes touching 
 each other. Draw the left leg back about eighteen inches and 
 bend it at the knee slightly. The right and left feet should be 
 at right angles to each other and the weight should be thrown 
 on the left foot. Place the left hand upon the hip and extend 
 the right arms at full reach, each pupil grasping one side of the 
 ring. Keep the shoulders well back and the head erect, Fig. 57. 
 
 EXERCISE. 1. Pull upon the ring and twist the arm from 
 right to left. 
 
 2. Same as the first exercise except that the ring is grasped 
 in the left hands, and the opposite feet extended. 
 
 3. Two rings, both hands, otherwise this exercise is the same 
 as No. 1. 
 
 3 
 
34 
 
 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 4. Two rings, both hands joined, otherwise this exercise is 
 the same as No. 2. 
 
 5. Stand in the position of Fig. 58. Kaise the left arms and 
 lower the right arms alternately. Carry the rings up and down 
 simultaneously. 
 
 6. Stand face to face, at full reach of the arms, feet together 
 and at right angles with each other. The right hands grasp one 
 
 ring, the left hand is on the hip as in Fig. 57. Charge with the 
 right foot diagonally forward, throwing the arms upwards with 
 unbent elbows at the same time that the charge is made. 
 
 7. Repeat, joining the left hands and charging with the left 
 foot. 
 
 MUSIC. 
 
 Music greatly increases the interest in gymnastic exercises, 
 and is an efficient aid in training the mind and body to act in 
 unison. The body, moreover, falls naturally into rhythmical 
 motion with the music, and grace of movement can in no way 
 be better cultivated than by taking advantage of this tendency. 
 
 For free movements almost any good polkas are suitable. 
 The Sultan's Polka, Bella Bocca, Barbe Bleu, Mother Hubbard 
 Polka, and selections from the opera " Martha" have been tried 
 and found satisfactory. 
 
SPECIAL MOVEMENTS. 35 
 
 For the Wooden Bells, the Tarantelle by Henry Mayer, and 
 a Saltarelle by Beaumont, are among the best of those which 
 we have found for the purpose. 
 
 Waltzes and airs from the operas can be adapted by a skillful 
 musician. 
 
 For the wands, Haymarket Schottische. 
 
 March music should be in perfect time. Fresh Life, Jolly 
 Hearts, Racquet Galop, Assembling March, Ninth Regiment, 
 Little Tycoon March, Click-et-y Click, and the Nineteenth Cen- 
 tury Wonder March are all good. 
 
 For most of the movements of the Dumb-bell march, how- 
 ever, slower time is found more desirable. Marquis et Mar- 
 quise, Circus Rentz Gavotte, Aladdin (Chinese March), and the 
 German Triumphal March are suitable. 
 
 MOVKN1ENTS. 
 
 FORE ARM. 
 
 1. Open and shut hand the latter very firmly. 
 
 2. Hold wand in both hands, twist first with the right hand 
 and then with the left. 
 
 3. Tighten the hold on the action of every movement. 
 
 UPPER ARM. 
 
 1. Curling dumb bell to shoulder. (Outer arm.) 
 
 2. Push bells over the head. 
 
 3. Push with hands against anything solid. (Back arm.) 
 
 4. Raise dumb bells behind back, keeping the shoulders firm, 
 and the backs of the hands downwards. (Inner arm.) 
 
 SHOULDERS. 
 
 1. Rotate shoulders. 
 
 2. Rotate arms. 
 
 3. Dumb bells, Series I., No. 33. 
 
 CHEST. 
 
 1. Breathing movements. 
 
 2. Curl dumb bells to shoulder, push above head, lower to 
 horizontal at sides. 
 
36 GYMNASTIC EXERCISES FOR SCHOOLS. 
 
 3. Swing arms back horizontally, rising firmly on toes, on 
 backward movement. (Use cautiously with weak chests, and 
 take it with full breath.) 
 
 ABDOMINAL REGION. 
 
 1. Breathe slowly, raise right knee as in Free Movements 
 Series. Jump with left foot and descend on right toe, repeat on 
 left, and continue several times. 
 
 2. Lie on back, keep the knees stiff, raise the legs to vertical. 
 The strength of this movement may be greatly increased by 
 
 raising and lowering very slowly, but it should be increased 
 guardedly. 
 
 THIGH (front). 
 
 1. Stoop to floor, walk stooping. 
 
 2. Run with long strides. 
 
 THIGH (back). 
 
 1. Take a full breath, arms at full reach and parallel over 
 head, touch the floor with hands while the knees are kept stiff. 
 
 Begin the movement reaching only as far forward as can be 
 easily done at first and gradually increase. 
 
 2. Raise heel as far as possible behind, bending knee. 
 
 CALF (front). 
 
 1. Fast walking with stiff knee. 
 
 2. Walk on heels with toes drawn up high. 
 
 CALF (back). 
 
 1. Rise on toes as high as possible. 
 
 2. Hop. 
 
 WRISTS. 
 
 1. Bend up and down, from side to side, and rotate. For 
 flexibility, shake quickly back and forth and side-ways as if 
 flirting drops of water from the fingers. 
 
 * ANKLES. 
 
 Sit down and place the feet in a chair so that the feet project 
 beyond the edge of the chair. Bend the feet from side to side, 
 up and down, and rotate. For flexibility, stand and shake the 
 lower leg from the knee, until the ankle joint feels free. 
 
STRETCHING MOVEMENTS. 37 
 
 STRKTCHINQ MOVKMBNTS. 
 
 1. Stand with feet separated and arms extended at side 
 horizontal. Stretch the arms slowly and strongly until the fin- 
 gers can reach no further. Then slowly relax the muscles, as 
 if they were pieces of rubber cord pulling back to position. 
 
 2. Feet together, reach arms over head close to the ears 
 and parallel. Stretch high, rise on toes, still stretching the 
 whole body from the feet. Relax slowly. 
 
 These two movements are stimulating and equalizing to the 
 circulation. 
 
 UNIVERSITY 
 
SCHOOL APPARATUS 
 KOR PHYSICAL TRAININQ. 
 
 As physical training is becoming an established fact in the public schools 
 there is a demand for a well finished and durable line of apparatus at moder- 
 ate prices, and the following goods are offered as meeting these require- 
 ments very fully. 
 
 i I I 
 
 WOODEN DUMB-BELLS. 
 
 Made from perfectly seasoned lumber and well polished. 
 
 
 LENGTH OUTSIDE 
 
 DIAMETER 
 
 ESTIMATED WEIGHT 
 
 PRICE, PER 
 
 No. 
 
 OF BALLS. 
 
 OF BALLS. 
 
 OF EACH PIECE. 
 
 PAIR. 
 
 1. 
 
 6 in.. . 
 
 If in.. 
 
 2 oz 
 
 $0.25 
 
 2. 
 
 7 in. . . 
 
 2 in... 
 
 3 oz 
 
 30 
 
 3. 
 
 74 in. . 
 
 2J in. . 
 
 5 oz 
 
 35 
 
 4. 
 
 8 in.. . 
 
 24 in.. 
 
 7 oz 
 
 -10 
 
 o 
 
 8f in.. 
 
 2| in. . 
 
 10 oz 
 
 45 
 
 
 
 
 
 
 6 . 
 
 <)JL i n 
 
 3 m> . . 
 
 1 > oz 
 
 50 
 
 
 */ A * 1 J 
 
 
 
 
 r- 
 
 
 . 3J in . 
 
 
 
 
 
 
 
 
 8. 
 
 11 in... 
 
 34 in.. 
 
 21 oz 
 
 60 
 
 9 
 
 
 3f in.. 
 
 26 oz 
 
 65 
 
 10. 
 
 12 in.. . 
 
 4 in... 
 
 32 oz. .....* 
 
 70 
 
 
 
 
 
 
 WANDS. 
 
 A well polished round wand, of maple, without balls on the ends. 
 
 PRICE, EACH. 
 
 36 Inch, ................................................... SO. 15 
 
 42 " ....................................................... 18 
 
 48 " ....................................................... 22 
 
 54 " ....................................................... 25 
 
 60 " ....................................................... 30 
 
 The same as above with a 1J inch wooden ball on each end. 
 
 PRICE, EACH. 
 
 36 Inch, ................................................. ... $0.30 
 
 42 " ....................................................... 32 
 
 48 " ....................................................... 37 
 
 54 u ....................................................... 40 
 
 60 " ....................................................... 45 
 
 RINGS OF HARD WOOD. 
 
 Each ring is made from three thicknesses of wood very carefully glued 
 up with crossed grains. Outside diameter, 6 inches. Price, per pair, $0.75 
 
A list of some of the Occupation Material and School Aids made by 
 Milton Bradley Co., Springfield, Mass., and fully described in a special 
 catalogue which will be mailed gratis to any teacher, on application. 
 
 BUSY WORK. 
 
 Embroidery design cards. Weaving papers. 
 
 Colored papers for folding and cutting. Peg boards with colored pegs. 
 
 Beads for stringing, combining color, form and number. 
 
 NUMBERS. 
 
 Square, colored sticks. Number cards. Toy money. 
 
 Cube root blocks. Primary counting blocks. Numeral frames. 
 
 Desk numeral frames. Fraction discs. Cubical counting blocks. 
 
 FORM STUDY. 
 
 New forms and solids for object teaching. The gonigraph. 
 
 Sticks for stick laying. Arithmetical solids and geometrical forms. 
 
 COLOR. 
 
 Color teaching tablets and gelatine films. Colored pencils. 
 Colored papers for folding and cutting. 
 
 DRAWING. 
 
 Hints on the use of sticks, papers and clay in primary drawing lessons. 
 
 Sticks, papers and clay for above. Practice drawing paper. 
 
 Primary drawing models. Primary drawing tablets. Test rules. 
 
 Black-board drawing instalments, compising graduated three ft. ruler, 
 graduated open frame triangle, protractor scale, dividers or compasses, 
 beam compass, elliptograph. 
 
 MENSURATION. 
 
 Parish's mechanical demonstrations of the areas of circle and triangle, 
 and of the relations of the solid contents of cone, sphere and cylinder to 
 each other. 
 
 School cabinet of measures and weights. Penny rules. 
 
 PHYSICAL TRAINING APPARATUS. 
 
 Dumb bells, full line in wood. Wands. Rings. 
 
 MISCELLANEOUS. 
 
 Brief notice of the kindergarten and its occupations. 
 
 Language tablets. Word making tablets. 
 
 Educational clock dials. Magic slate cleaner. 
 
 Uniform scale, continental series of dissected maps. 
 
 "The Best" pamphlet case and file. Tapley self-indexing file. 
 
 BOOKS. 
 
 Paradise of childhood, a complete guide to the kindergarten. 
 Moore's manual of drawing. 
 The kindergarten and the school. 
 Kindergarten and child culture. Barnard. 
 
 Songs, games and rhymes for the nursery, kindergarten and primary 
 school. Mrs. Hailmann. 
 
 Songs for little children. Eleanor Smith. 
 
^> 
 
 J 
 
m 
 
 
 
 THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW 
 
 AN INITIAL PINE 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 FOURTH 
 DAY AND TO $1.OO ON THE SEVENTH DAY 
 OVERDUE. 
 
 **( 
 
 MAR 15 1943 
 
 1 
 
 -| 
 
 2?0ef5^ c 
 
 
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 RECTO LD 
 
 
 OCT fi mm 
 
 
 1 * WSS 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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UNIVERSITY OF CALIFORNIA LIBRARY